GSEB Class 11 English Hornbill Chapter 1 The Portrait of a Lady Solutions

Understanding The Text

Question 1. The three phases of the author's relationship with his grandmother before he left the country to study abroad.
Answer: The author's connection with his grandmother can be divided into three stages. These were: when he lived in the village, when they moved to the city, and when he took music classes. In the village, while he was young, she handled all his needs, starting from waking him up early. She prepared him for school. After giving him breakfast, she walked him to the school, which was linked to the village temple. While the author studied, she sat in the temple reading her holy texts. After school, she brought him back home, but on the way, she gave stale chapatis to the village dogs. The second stage involved their bond in the city, where the author began attending an English school. She stopped walking him to school because he went by motor-bus. She also found herself unable to assist him with his studies. Learning music at school marked the third stage of their friendship. She was shocked by his music education. In her opinion, music was meant for people from lower social classes, like beggars and prostitutes. By this point, she rarely spoke to the author.
In simple words: The author's bond with his grandmother had three parts: village life, city life, and his music lessons. In the village, she did everything for him. In the city, she couldn't help him with English school, and she disliked his music classes.

Exam Tip: When describing phases, clearly delineate each stage and highlight the key changes in the relationship during that period.

Question 2. Three reasons why the author's grandmother was disturbed when he started going to the city school.
Answer: Moving to the city changed her daily routine of helping the author. His travel to school by motor-bus and her inability to accompany him upset her. As time went on, they saw each other less often. One day, after he came back from school, she learned that he was being taught various science-based rules. This made her unhappy because she could not assist him with his lessons. The fact that religious topics were not taught in school worried her even more. The most surprising part was the teaching of music in school. She believed music was for those in lower social positions, like beggars and prostitutes, not for polite society. Although she said nothing, her silence clearly showed her disapproval. After this event, she rarely spoke to the author.
In simple words: The grandmother was upset because she couldn't help with his city school, they spent less time together, and she disliked that he learned science and music instead of religious texts.

Exam Tip: Focus on distinct reasons and provide a brief explanation for each to show a complete understanding of her distress.

Question 3. Three ways in which the author's grandmother spent her days after he grew up.
Answer: The author's parents had comfortably settled in the city and asked for him to come. This marked a major change in his relationship with his grandmother. In the village, she used to feed dogs. However, since there were no dogs in the city, she began feeding sparrows in the courtyard with bread pieces. When the author went to university, he received his own room. Their close friendship was completely broken. She accepted being alone without complaint. She rarely left her spinning wheel and continued saying her prayers. Feeding sparrows became the most enjoyable half-hour of her day.
In simple words: After the author grew up, his grandmother spent her days spinning yarn, praying, and feeding sparrows in the city courtyard.

Exam Tip: When listing activities, ensure each is distinct and accurately reflects how her daily routine changed or remained consistent.

Question 4. The odd way in which the author's grandmother behaved just before she died.
Answer: On the first evening of his arrival, the grandmother began acting very strangely. She gathered women from her neighborhood, took an old drum, and started singing while playing it, despite people telling her not to overexert herself. For the first time, the author noticed that she did not pray. The next morning, she fell ill. Although the doctor stated it was a mild fever, she announced that her end was near. She did not spend time talking to anyone. She lay quietly in her bed, praying and counting her rosary beads. Before anyone could speak, her lips stopped moving, and the rosary slipped from her lifeless fingers. A peaceful pallor spread across her face. They knew she was gone.
In simple words: Before she passed away, the grandmother behaved unusually by singing and playing a drum with neighborhood women, not praying. Then, she peacefully prayed in bed until her last moments.

Exam Tip: Highlight the unusual behavior and the contrast with her usual routine to fully answer this question.

Question 5. The way in which the sparrows expressed their sorrow when the author's grandmother died.
Answer: In the city, the grandmother had started feeding the sparrows. Many small birds would gather around her. Some would perch on her legs, others on her shoulders, and some even on her head. This was the happiest half-hour of her day for her. When the grandmother died and was being taken to the crematorium, thousands of sparrows sat spread across the floor. There was no sound of chirping. The author and others felt sad for the birds. His mother brought some bread for them. Breaking it into small pieces, she threw them to the sparrows. However, the sparrows paid no attention to the bread. When the grandmother's body was carried away, the sparrows flew off quietly. This is how the sparrows showed their sadness.
In simple words: When the grandmother died, thousands of sparrows gathered silently on the floor, showing their grief by not chirping or eating the bread offered to them. They flew away only after her body was taken for cremation.

Exam Tip: Emphasize the unusual silence and the refusal to eat as key indicators of their sorrow, demonstrating their deep connection with the grandmother.

Talking About The Text

Talk to your partner about the following:

Question 1. The author's grandmother was a religious person. What are the different ways in which we come to know this?
Answer: The author's grandmother was a truly devoted woman. Her lips always moved silently in prayers, and one of her hands always counted the beads of her rosary. She never stopped reading the holy scriptures. She always believed that children should learn scriptures and about God's existence. She was upset when she learned that no such teaching was given in the author's English school. Another sign of her devotion was seen when she fed the dogs and sparrows. Her prediction about her own approaching end also showed her spiritual nature. She refused to speak to anyone and kept herself busy in constant meditation. The clear fact was that she continued praying and counting her beads until the very end of her life.
In simple words: The grandmother's constant prayers, rosary, scripture reading, desire for religious education, and feeding animals all show she was a very religious person.

Exam Tip: Provide specific examples from her daily life, such as prayer, scripture reading, and feeding animals, to support the claim of her religious nature.

Question 2. Describe the changing relationship between the author and his grandmother. Did their feelings for each other change?
Answer: The relationship between the author and his grandmother never really changed despite changing situations. While they lived in the village, she was his best friend. She woke him up in the morning. After bathing him, she got him ready for school. She never left him while he was at school. She sat there until school ended, then took him back home. When his parents settled in the city, they called them over. The author then enrolled in an English school. She worried and asked him about his studies. When she found out there was no teaching of scriptures, she was distressed. The distance between them grew, but their love for each other stayed strong. The author's going abroad for further studies also did not lessen their affection. She rarely spoke to him, but this did not affect their bond. When he returned after five years, she embraced him. Though physically separated, they remained very close at heart.
In simple words: Their relationship changed with moving from the village to the city, and then his university studies and going abroad. While their daily interactions lessened, their deep affection for each other never changed.

Exam Tip: Clearly outline the different stages of their relationship and provide specific details for each stage to illustrate the changes in their interaction while emphasizing the constancy of their feelings.

Question 3. Would you agree that the author's grandmother was a person strong in character? If yes, give instances that show this.
Answer: Yes, the author's grandmother had a very firm character. She was a woman of strong will. She held strong beliefs. She never wavered from her faith. She practiced certain religious values without concern for others' opinions or criticism. One could always see her lips moving in prayers. She was always counting the beads of her rosary. She never stopped following her set routine, whether in the village or city. In the village, she fed the dogs, and in the city, she fed the sparrows. When the author went abroad for more studies, she remained completely in control of her emotions. Even when he left, she was saying her prayers and counting her rosary beads.
In simple words: Yes, the grandmother had a strong character. She always prayed, followed her routines, fed animals, and stayed calm even when the author left, showing her firm beliefs and strength.

Exam Tip: Support your agreement with several specific examples of her actions and reactions that demonstrate strength of character, such as adherence to routine, spiritual devotion, and emotional control.

Question 4. Have you known someone like the author's grandmother? Do you feel the same sense of loss with regard to someone whom you have loved and lost?
Answer: Yes, I have known my grandfather, who loved me deeply and cared for me. He had served in the army before retiring as a colonel 20 years ago. When I was a child attending school, he was still active and sharp. He enjoyed walking, jogging, and playing outdoor games. He motivated us to wake up early in the morning. He believed that a healthy mind resides in a healthy body. He used to give us good physical exercises, followed by milk and nutritious food, and then asked us to study for a while before going to school. In the afternoon, he would inquire about what we had learned at school. He would help us with our homework and oversee our reading, writing, and math practice. He was gentle yet firm. He emphasized good habits and character development. He passed away when I had gone abroad for advanced studies. I miss him a lot. A feeling of loss fills me whenever I see his picture on the wall. However, his cheerful appearance reminds me to be brave and face life's challenges.
In simple words: Yes, I knew my grandfather, who was like the grandmother, caring and inspiring. He helped with studies, promoted health, and taught good habits. I miss him greatly, and seeing his photo reminds me to be strong.

Exam Tip: When sharing personal experiences, use descriptive language to evoke the sense of connection and loss, relating it back to the qualities of the author's grandmother.

Thinking About Language

Question 1. Which language do you think the author and his grandmother used while talking to each other?
Answer: The author's grandmother was not highly educated. So, I believe the author and his grandmother spoke in their native language-in this case, Punjabi.
In simple words: They likely spoke Punjabi, their mother tongue, because the grandmother wasn't highly educated.

Exam Tip: When inferring details like language, always provide a logical reason based on the provided text or common understanding, such as the character's background or education level.

Question 2. Which language do you use to talk to elderly relatives in your family?
Answer: My older relatives are fluent in English and Gujarati. I feel comfortable greeting them in English but prefer to chat with them freely in Gujarati.
In simple words: I greet elderly relatives in English but prefer to talk to them in Gujarati for a more natural conversation.

Exam Tip: Be direct and honest in your answer, specifying the languages used and any nuances in your communication with elderly family members.

Question 3. How would you say 'a dilapidated drum' in your language?
Answer: The phrase used in our language for a 'dilapidated drum' is 'Junu-fatelu dhol'.
In simple words: In my language, a 'dilapidated drum' is called 'Junu-fatelu dhol'.

Exam Tip: Provide the direct translation or equivalent phrase in your language without lengthy explanations.

Question 4. Can you think of a song or a poem in your language that talks of homecoming?
Answer:
રક્ત ટપકતી સો સો ઝોળી સમરાંગણથી આવે,
કેસરવરણી સમરસેવિકા કોમલ સેજ બિછાવે;
ઘાયલ મરતાં મરતાં રે! માતની આઝાદી ગાવે.
કોની વિનતા, કોની માતા, ભિગનીઓ ટોળે વળતી,
શોણિતભીના પતિ-સુત-વીરની રણશૈયા પર લળતી;
મુખથી ખમ્મા ખમ્મા કરતી માથે કર મીઠો ધરતી.
થોકે થોકે લોક ઊમટતા રણજોદ્ધા જોવાને,
શાબાશીના શબ્દ બોલતા પ્રત્યેકની પિછાને;
નિજ ગૌરવ કેરે ગાને જખમી જન જાગે અભિમાને.
સહુ સૈનિકનાં વહાલાં જનનો મળિયો જ્યાં સુખમેળો,
છેવાડો ને એકલવાયો અબોલ એક સૂતેલો;
અણપૂછ્યો, અણપ્રીછેલો કોઈનો અજાણ લાડીલો.
એનું શિર ખોળામાં લેવા કોઈ જનેતા ના'વી;
એને સીંચણ તેલ-કચોળાં નવ કોઈ બહેની લાવી;
કોઈના લાડકવાયાની ન કોઈએ ખબર પુછાવી.
ભાલે એને બચીઓ ભરતી લટો સુંવાળી સૂતી,
સન્મુખ ઝીલ્યા ઘાવો મહીંથી ટપટપ છાતી ચૂતી;
કોઈનો લાડકવાયાની આંખડી અમૃત નીતરતી.
કોઈના એ લાડકવાયાનાં લોચન લોલ બીડાયાં,
આખરની સ્મૃતિનાં બે આંસુ કપોલ પર ઠેરાયાં;
આતમ-દીપક ઓલાયો, ઓષ્ટનાં ગુલાબ કરમાયાં.
કોઈના એ લાડકડા પાસે હળવે પગ સંચરજો,
હળવે એના હૈયા ઉપર કર-જોડામણ કરજો;
પાસે ધૂપસળી ધરજો, કાનમાં પ્રભુપદ ઉચરજો !
વિખરેલી એ લાડકડાની સમારજો લટ ધીરે,
એને ઓષ્ટ-કપોલે-ભાલે ધરજો એક ચુંબન ધીરે;
સહુ માતા ને ભગિની રે! ગોદ લેજો ધીરે ધીરે.
વાંકડિયા એ ઝુલ્ફાંની મગરૂબ હશે કો માતા,
એ ગાલોની સુધા પીનારા હોઠ હશે બે રાતા;
રે! તમ ચુંબન ચોડાતાં પામશે લાડકડો શાતા.
એ લાડકડાની પ્રતિમાનાં છાનાં પૂજન કરતી,
એની રક્ષા કાજે અહર્નિશ પ્રભુને પાયે પડતી;
ઊરની એકાંતે રડતી વિજોગણ હશે દિનો ગણતી.
કંકાવટીએ આંસુ ઘોળી છેલ્લું તિલક કરતાં,
એને કંઠ વીંટાયા હોશે કર બે કંકણવંતા;
વસમાં વળામણાં દેતાં બાથ ભીડી બે પળ લેતાં.
એની કૂચકદમ જોતી અભિમાન ભરી મલકાતી,
જોતી એની રૂધિર-છલકતી ગજગજ પહોળી છાતી;
અધબિડ્યાં બારણિયાંથી રડી કો' હશે આંખ રાતી.
એવી કોઈ પ્રિયાનો પ્રીતમ આજ ચિતા પર પોઢે,
એકલડો ને અણબૂઝેલો અગન-પિછોડી ઓઢે;
કોઈના લાડકવાયાને ચૂમે પાવકજ્વાલા મોઢે.
એની ભસ્માંકિત ભૂમિ પર ચણજો આરસ-ખાંભી,
એ પથ્થર પર કોતરશો નવ કોઈ કવિતા લાંબી;
લખજો: 'ખાક પડી આંહી કોઈના લાડકવાયાની'.
- ઝવેરચંદ મેઘાણી
In simple words: The poem above, by Zaverchand Meghani, describes soldiers returning from battle, with grieving families, and the solemn rituals surrounding their sacrifice.

Exam Tip: When providing text in a non-English language, ensure accurate transcription. If context allows, a brief English summary can be helpful, but the core text should remain verbatim.

Working With Words

Question 1. Notice the following uses of the word 'tell' in the text:
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things of Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different senses of the word 'tell'. Match the meanings to the uses listed above :
A. make something known to someone in spoken or written words
B. count while reciting
C. be sure
D. give information to somebody
Answer:
1 → B
2 → D
3 → C
4 → A
In simple words: The word 'tell' can mean to count, inform, be sure, or explain, depending on how it's used in a sentence.

Exam Tip: When matching meanings, analyze the context of each sentence to correctly identify the specific sense in which the word is being used.

Question 2. Notice the different senses of the word 'take':
1. to take to something: to begin to do something as a habit
2. to take ill: to suddenly become ill
Locate these phrases in the text and notice the way they are used.
Answer: In the text, these phrases are used as follows:
1. She took to feeding sparrows in the courtyard of our city house.
2. The next morning she was taken ill.
In simple words: 'Took to' means starting a habit, like feeding sparrows, and 'taken ill' means suddenly becoming sick.

Exam Tip: When asked to locate phrases, provide the exact sentences from the text to demonstrate your understanding of their usage.

Question 3. The word 'hobble' means to walk with difficulty because the legs and feet are in bad condition.
Select the words in the box below that also refer to a manner of walking :
haggle shuffle stride ride waddle
wriggle paddle swagger trudge slog
Answer: The words referring to a manner of walking are: shuffle, stride, waddle, swagger, trudge, slog.
In simple words: 'Shuffle', 'stride', 'waddle', 'swagger', 'trudge', and 'slog' are all words that describe different ways of walking.

Exam Tip: Understand the nuances of each word to correctly identify those that describe specific gaits or manners of walking.

Noticing Form

Notice the form of the verbs italicised in these sentences:

1. My grandmother was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe.

2. When we both had finished we would walk back together.

3. When I came back she would ask me what the teacher had taught me.

4. It was the first time since I had known her that she did not pray.

5. The sun was setting and had lit her room and verandah with a golden light.

These are examples of the past perfect forms of verbs. When we recount things in the distant past we use this form.

Other Examples For Practice

Notice the form of verbs highlighted in these sentences:

1. We understood the poem only when the teacher had explained It twice.

2. When the rain came, they had already reached their hotel.

3. We had worked together on that project for six months before she left me.

4. It was the first time since I had lived there that it began to snow.

5. The full moon was In the sky and had scattered its soft light all around.

Things To Do

Talk with your family members about elderly people who you have been intimately connected with and who are not there with you now. Write a short description of someone you liked a lot.

Answer: My Grandmother
Answer: I lost my grandmother when I was twelve, but I still recall her. She loved me dearly, and I liked her a lot. She was quite old then, but she could move easily. I was her constant companion during her visits to the temple, market, garden, or to friends' and relatives' homes. Other family members would tease me as "granny's watch dog." She was my protector. I would run to her arms when my father or mother got angry or punished me; I miss the bedtime stories she used to tell me. Those very imaginative stories were full of brave deeds or adventures and always ended positively. They motivated me to perform noble deeds in life. She was equally attentive to my health and studies. She would make me drink milk and eat fruit to maintain a strong physique. She was skilled at drawing and helped me with writing alphabets. She also provided ready-made solutions for all my problems. She would bless me whenever I succeeded in any field-studies, sports, singing, poetry recitation, poster making, or fancy dress competition. Sometimes I miss her greatly.
In simple words: My grandmother was a loving, easy-moving companion who was like a shield. She told inspiring stories, cared for my health and studies, and blessed my successes. I miss her greatly.

Exam Tip: When writing a descriptive piece, use vivid language and specific memories to bring the person to life, conveying their impact on you.

GSEB Class 12 English The Portrait of a Lady Additional Important Questions And Answers

1. Questions-Answers (Textual)

Question 1. How long had the narrator known his grandmother – old and wrinkled? What did people say? How did the narrator react?
Answer: The narrator had known his grandmother as old and wrinkled for the past twenty years. She was terribly ancient. Perhaps she couldn't have appeared older. People mentioned that she had once been young and attractive. They also said that she even had a husband. The narrator found this difficult to believe.
In simple words: The narrator had known his grandmother as old and wrinkled for twenty years. People said she was once young, pretty, and had a husband, which the narrator found unbelievable.

Exam Tip: When answering multi-part questions, ensure each part is addressed clearly and concisely. For subjective elements like the narrator's reaction, state it explicitly.

Question 2. How did the narrator's grandfather appear in the portrait?
Answer: The narrator's grandfather looked very old. He had a long white beard. His clothes were loose-fitting. He wore a large turban. He seemed too old to have a wife or children. He appeared at least a hundred years old. He could only have many grandchildren.
In simple words: The narrator's grandfather in the portrait looked extremely old, with a long white beard, loose clothes, and a big turban, appearing too aged to have direct children, only grandchildren.

Exam Tip: Focus on specific visual details provided in the text to describe the grandfather's appearance accurately.

Question 3. The narrator's grandmother 'could never have been pretty, but she was always beautiful'. Explain the importance of the statement.
Answer: She was extremely old to be considered conventionally pretty. Her face was covered in criss-crossing wrinkles. She was short, stout, and slightly stooped. She did not possess any physical charm or attractiveness. However, in her pristine white dress and grey hair, she was an image of calm, tranquility, seriousness, and grace.
In simple words: This statement means that while her physical appearance wasn't conventionally pretty due to age, her inner qualities like serenity, peace, and grace made her truly beautiful.

Exam Tip: Explain the distinction between external "pretty" and internal "beautiful" by highlighting the grandmother's physical characteristics versus her serene and graceful qualities.

Question 4. The narrator's grandmother looked like the 'winter landscape in the mountains'. Comment.
Answer: The grandmother was always dressed in pure white. She had silvery hair. Her white hair spread untidily over her pale and wrinkled face. She looked like a vast expanse of pure white tranquility. The stretch of snow over the mountains also looks equally white and calm. So, her silvery hair and white dress made her resemble the winter landscape in the mountains.
In simple words: Her pure white clothes, silvery hair spread across her wrinkled face, and calm demeanor made her look like a peaceful, snow-covered mountain landscape in winter.

Exam Tip: Clearly link the grandmother's physical appearance (white dress, silvery hair, serene expression) to the characteristics of a winter mountain landscape (white, peaceful) to explain the comparison.

Question 5. How did the narrator and his grandmother become good friends?
Answer: During his childhood, the narrator lived with his grandmother in the village. She was his constant companion. She cared for him. She used to wake him up. She prepared him for school in the morning. She would give him breakfast. She went to school with him.
In simple words: They became good friends because she was his constant caregiver in the village, waking him up, preparing him for school, giving him breakfast, and accompanying him to school.

Exam Tip: List specific daily activities they shared to illustrate the depth of their friendship and how it developed in the village.

Question 6. Describe how the grandmother spent her time while the narrator sat inside the village school.
Answer: The grandmother went to school with the narrator. The school was connected to the temple. The narrator would learn the alphabet and morning prayers at school. The grandmother would sit inside the temple. There she would read holy books. Thus, she passed her time before they returned home together.
In simple words: While the narrator was in school, his grandmother sat inside the attached temple, reading her holy books to pass the time.

Exam Tip: Clearly state her location and activity, emphasizing the religious nature of her pastime, to fully answer the question.

Question 7. The grandmother was a kind-hearted woman. Give examples in support of your answer.
Answer: Grandmother had a gentle heart. She loved her grandson. She even cared for birds and animals. In the village, she fed the street dogs. In the city, she would feed the sparrows.
In simple words: The grandmother was kind because she loved her grandson, and showed care for animals by feeding street dogs in the village and sparrows in the city.

Exam Tip: Provide clear, direct examples of her actions, such as feeding animals and showing affection, to illustrate her kind nature.

Question 8. “That was a turning point in our friendship." What was the turning point?
Answer: The turning point in their friendship came when they moved to the city. Now the narrator went to an English school by bus. The grandmother could no longer accompany him to school. Although they shared the same room, they saw less of each other.
In simple words: The turning point was their move to the city, where the narrator went to English school by bus, ending her role as his companion and reducing their interaction.

Exam Tip: Clearly identify the specific event that marked the turning point and explain its immediate consequences on their daily interactions.

Question 9. How did grandmother react to the narrator's receiving education in English school?
Answer: She did not believe in the subjects taught at the English school. She disliked Western Science and learning. She was saddened to know that there was no teaching about God and the scriptures there.
In simple words: The grandmother disliked his English school education because it included Western science, which she didn't believe in, and lacked religious and scriptural teachings, which saddened her.

Exam Tip: Focus on her specific objections: disbelief in Western science and distress over the absence of religious instruction, to fully explain her reaction.

Question 10. Why was the narrator's grandmother so much allergic to music? OR Why was the grandmother disturbed when she came to know that music lessons were being given at school?
Answer: She thought that music had immoral associations. It was not meant for decent people and gentlefolk. It was actually the exclusive domain of prostitutes and beggars.
In simple words: She disliked music because she associated it with immoral activities and believed it was only for prostitutes and beggars, not for respectable people.

Exam Tip: Clearly state her perception of music's social standing and the groups she associated it with to explain her strong aversion.

Question 11. When was the common link of friendship between the narrator and his grandmother finally snapped?
Answer: The narrator went to university. Now he was given a room of his own. This separation distanced the narrator from his grandmother. The shared connection of their friendship was thus completely broken.
In simple words: Their friendship fully broke when the narrator went to university and got his own room, physically separating them.

Exam Tip: Identify the specific event (university and separate rooms) that caused the final break in their close friendship.

Question 12. How did the grandmother see the narrator off at the railway station?
Answer: She was not emotional at all. She stayed quiet and did not show her feelings. Her lips moved in prayer, and her fingers were busy counting the beads of her rosary. She only kissed the narrator's forehead. He valued the moist impression as perhaps the final sign of physical contact between them.
In simple words: She saw him off silently, praying and counting her rosary beads, and only kissed his forehead, showing no outward emotion.

Exam Tip: Describe her actions (silence, prayer, rosary, kiss) and highlight the absence of overt emotional display to answer effectively.

Question 13. Why didn't the grandmother pray in the evening on the day narrator came back home?
Answer: There was an unusual shift in her behavior. She was overly excited. She celebrated her grandson's return. She gathered all the neighborhood women. For hours, she continued singing and beating the drum. She had to be persuaded to stop to prevent overstraining. Perhaps it was the first time she did not pray.
In simple words: She didn't pray because she was overjoyed by her grandson's return, celebrating by singing and beating a drum with other women, making her too excited to follow her usual prayer routine.

Exam Tip: Explain her changed behavior as a direct result of her overwhelming joy and the unusual celebration, which deviated from her strict daily routine.

Question 14. How did the grandmother die?
Answer: The grandmother realized that her end was near. She continued praying. Her fingers were busy counting the beads of her rosary. She lay peacefully in bed. She did not speak to anyone. After some time, her lips stopped moving. The rosary slipped from her fingers. She passed away quietly.
In simple words: The grandmother died peacefully in bed, praying and counting her rosary beads, until her lips stopped moving and the rosary fell from her fingers.

Exam Tip: Focus on the peaceful and spiritual nature of her death, emphasizing her final actions of prayer and counting beads.

Question 15. How did the sparrows show that they had not come for the bread? OR How did the sparrows pay their last homage to the grandmother?
Answer: The grandmother was dead. Thousands of sparrows came there. They did not chirp. They paid their final respect to the old lady silently. She used to feed them regularly. The narrator's mother threw some pieces of bread to them. But the sparrows paid no attention to the bread. As soon as the grandmother's body was carried away, they flew off quietly.
In simple words: The sparrows showed their respect by gathering silently, not chirping, and ignoring the bread offered to them, flying away only after the grandmother's body was taken.

Exam Tip: Highlight the sparrows' unusual silence and refusal to eat, demonstrating their unique mourning behavior and deep connection to the grandmother.

Question 16. Describe the friendship 'between Khushwant Singh and his grandmother.
Answer: Khushwant Singh's grandmother was actively involved in raising him when the author lived with her in the village during his early years. She would wake him up early in the morning. While bathing and dressing him, she sang her prayers. She hoped that the young boy would memorize them. She then gave him breakfast-a stale chapati with butter and sugar. Then they would go together to the temple school. While the author learned his lessons, the grandmother would read holy books. They returned home together. A turning point occurred in their friendship when his parents called them to the city. Although they shared a room, she could not help him much. She disliked music, science, and Western education. The common bond of their friendship gradually weakened.
In simple words: In the village, Khushwant Singh and his grandmother shared a close bond, as she cared for him, helped him get ready for school, and they attended temple-school together. This closeness weakened when they moved to the city, as she couldn't help with his English education and disliked his Western studies.

Exam Tip: Contrast the closeness of their village relationship with the gradual distance in the city, providing specific examples for each phase to show the evolution of their bond.

Question 17. What image of the grandmother emerges from 'The Portrait of a Lady'?
Answer: Khushwant Singh's grandmother is depicted as a very old lady. She was short, stout, and slightly bent. Her face was wrinkled, and she was always dressed in spotless white clothes. She was a deeply religious woman. Her lips were always moving in a silent prayer. She was always counting the beads of her rosary. She went to the temple and read the holy scriptures. The grandmother was a kind lady. She used to feed dogs in the village. In the city, she began feeding the sparrows. She had great affection for her grandson. She cared for him in the village. She could not adapt to the Western way of life, science, and English education. She disliked music and was distressed to find there was no teaching about God and holy books at Khushwant's new English school. Overall, she was a kind, devout, and caring lady.
In simple words: The grandmother is portrayed as an old, kind, and deeply religious woman who loved her grandson and animals. She was traditional, struggling to adapt to Western education, and distressed by the lack of religious teaching in his city school.

Exam Tip: Combine physical description, personality traits, and her key beliefs/actions (e.g., religious devotion, kindness to animals, resistance to Western education) to create a comprehensive image.

Reading Comprehension (Textual)

Read the following passages and select the most appropriate options as answers to the questions given below them:

My grandmother, like everybody's grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather's portrait hung above the mantelpiece in the drawing-room. He wore a big turban and loose-fitting clothes. His long. whitebeard covered the best part of his chest and he looked at least a hundred years old. He did not look the sort of person who would have a wife or children. He looked as If he could only have lots and lots of grandchildren.

Question 1. What, according to the writer, was hard to believe?
A. That his grandmother had once been young and pretty.
B. That she even had a husband.
C. That she had been old and wrinkled for twenty years.
D. Both 'A and B'
Answer: (D) Both 'A and B'
In simple words: The writer found it hard to believe that his grandmother was once young and pretty, and that she had a husband.

Exam Tip: When answering comprehension questions, refer directly to the passage to identify what the writer explicitly states was difficult to believe.

My grandmother, like everybody's grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather's portrait hung above the mantelpiece in the drawing-room. He wore a big turban and loose-fitting clothes. His long, white beard covered the best part of his chest and he looked at least a hundred years old. He did not look the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren.

Question 1. What, according to the writer, was hard to believe?
(a) That his grandmother had once been young and pretty.
(b) That she even had a husband.
(c) That she had been old and wrinkled for twenty years.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The author found it hard to believe that his grandmother had ever been young and attractive, or that she had a husband.

Exam Tip: For multiple-choice questions, carefully read all options before selecting the best fit, as sometimes multiple options may seem plausible.

Question 2. The portrait hanging above the mantelpiece in the drawing room suggested that
(a) he was very impressive.
(b) he had died long ago.
(c) he liked photographs very much.
(d) None of the options
Answer: (b) he had died long ago.
In simple words: The portrait showed that the grandfather had been very old and likely passed away a long time ago.

Exam Tip: When analyzing passages, pay attention to descriptions that imply duration or past events to understand historical context.

Question 3. The appearance of the writer's grandfather in the portrait revealed that ........................
(a) he used to wear fashionable clothes.
(b) he was a very rich man.
(c) he was at least a hundred years old.
(d) he looked quite young and energetic.
Answer: (c) he was at least a hundred years old.
In simple words: The grandfather's appearance in the picture suggested he was extremely old, at least a century in age.

Exam Tip: Always look for specific details in the text that directly support your answer to a descriptive question.

Question 4. In the portrait, the writer's grandfather looked
(a) as if he might not have a wife or children.
(b) as if he could have lots and lots of children.
(c) as if he had never been old.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The grandfather in the picture appeared too old to have had a wife or children, suggesting he only had many grandchildren.

Exam Tip: When faced with "Both A and B" options, ensure both conditions (A and B) are supported by the passage.

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapatis we threw to them.

Question 1. What made the writer's grandmother accompany him to his school?
(a) Because she wanted her grandson to reach his school safely.
(b) Because the temple, she used to visit, was attached to the school.
(c) Because there was nobody else to do that job.
(d) Because no vehicle was available to carry him to school.
Answer: (b) Because the temple, she used to visit, was attached to the school.
In simple words: The grandmother went with the author to school because the temple she regularly visited was directly next to the school building.

Exam Tip: Look for direct causal relationships in the text when answering "what made" or "why" questions.

Question 2. The children learnt alphabets by...................
(a) writing them too often.
(b) cramming them out.
(c) singing them.
(d) telling them to other students.
Answer: (c) singing them.
In simple words: The children learned their alphabets and prayers by singing them together.

Exam Tip: Pay close attention to action verbs in the passage to determine how activities were performed.

Question 3. 'We had both finished.' What does 'both' stand for?
(a) For the writer, his studies and for the grand-mother, reading the scriptures.
(b) Learning alphabets and saying prayers.
(c) Teaching of the priest and learning of the students.
(d) None of these three
Answer: (a) For the writer, his studies and for the grand-mother, reading the scriptures.
In simple words: 'Both' refers to the author finishing his lessons and the grandmother finishing her scripture reading.

Exam Tip: Contextual clues around pronouns and collective terms are crucial for accurate interpretation.

Question 4. The dogs growled and fought for...................
(a) their territory.
(b) snatching a bone from each other.
(c) the chapatis the writer and his grandmother threw to them.
(d) All of the options
Answer: (c) the chapatis the writer and his grandmother threw to them.
In simple words: The dogs growled and fought over the pieces of flatbread that the author and his grandmother tossed to them.

Exam Tip: Identify the direct object of the action (what they fought for) as stated in the text.

As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes' Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons.
She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that.

Question 1. What made the grandmother unhappy?
(a) The repentance that she was illiterate.
(b) That she had to stay away from her grandson when he was at school.
(c) That she could not help her grandson with his lessons.
(d) That her grandson had to do a lot of homework everyday.
Answer: (c) That she could not help her grandson with his lessons.
In simple words: The grandmother became unhappy because she was unable to assist her grandson with his schoolwork, especially with Western science and English.

Exam Tip: Focus on the direct emotional response and its cause as described in the text.

Question 2. What distressed the grandmother regarding her grandson's studies ?
(a) That he was very poor at studies.
(b) That his teachers did not teach up to the mark.
(c) That there was no teaching about God and the scriptures in his syllabus.
(d) That her grandson did not believe in God.
Answer: (c) That there was no teaching about God and the scriptures in his syllabus.
In simple words: The grandmother was very worried because the English school curriculum did not include any lessons about God or religious texts.

Exam Tip: Identify the core reason for distress by locating explicit statements about her beliefs and the school's curriculum.

Question 3. To the grandmother, music...
(a) should be a compulsory subject at school.
(b) turned children vicious.
(c) had indecent connections.
(d) should be discarded from the syllabus.
Answer: (c) had indecent connections.
In simple words: For the grandmother, music was linked to inappropriate activities and not suitable for respectable people.

Exam Tip: Understand the character's perception of things by looking at their stated beliefs and attitudes.

Question 4. The grandmother had almost stopped talking with the writer ........................
(a) since the writer told him that he learnt music at school.
(b) since she started regarding scriptures.
(c) since the writer stopped reporting to her the school activities.
(d) None of these three.
Answer: (a) since the writer told him that he learnt music at school.
In simple words: The grandmother nearly stopped speaking to the author after he informed her that he was learning music at school.

Exam Tip: Identify the specific event or information that marked a change in the relationship.

We lifted her off the bed and, as is customary, laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard.
All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother's corpse off, they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.

Question 1. ........................ was customary.
(a) Laying a dead body on the ground
(b) Covering a dead body with a red shroud
(c) Lifting a dead body off the bed
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: It was a custom to place the deceased on the ground and cover them with a red cloth.

Exam Tip: Look for phrases like "as is customary" or similar indicators to identify traditional practices mentioned in the text.

Question 2. What was the time when the grandmother was to be taken for cremation ?
(a) Sunrise
(b) Afternoon
(c) Sunset
(d) Dusk
Answer: (c) Sunset
In simple words: The grandmother was taken for cremation at the time of sunset, when the sun was going down.

Exam Tip: Specific time references in narratives often provide important details about the setting or mood.

Question 3. What of the sparrows was indicating that they were greatly sorry on the grandmother's death?
(a) Their presence at the place.
(b) Their not chirruping.
(c) Their no demand for food.
(d) All of the options
Answer: (d) All of the options
In simple words: The sparrows showed their sadness by being present, not making any sound, and refusing to eat the bread, indicating their deep sorrow.

Exam Tip: When evaluating emotional responses, consider all observed behaviors and their collective meaning.

Question 4. 'Next morning the sweeper swept the bread crumbs into the dustbin.' This sentence suggests that ........................
(a) the sweeper was regular at his work in the morning.
(b) the sparrows had not eaten even a single crumb of the bread.
(c) the sparrows had not turned up the previous evening.
(d) the sparrows did not want to eat something offered by somebody, other than the grandmother.
Answer: (b) the sparrows had not eaten even a single crumb of the bread.
In simple words: This sentence means that the sparrows had not touched any of the bread, showing their mourning for the grandmother.

Exam Tip: In inference questions, connect the stated action (sweeping crumbs) with the preceding events (sparrows not eating) to draw a logical conclusion.

Grammar

Vocabulary

Question 1. (feeding, turning-point, used to, courtyard, comfortably, Although, sent for, longer)
When my parents were ..........1...... settled in the city, they................... us. That was a .......................... in our friendship................... we shared the same room, my grandmother no ........................ came to school with me. I ........................ go to an English school in a motor bus. There were no dogs in the streets and she took to ........................ sparrows in the ........................ of our city house.
Answer:
1. comfortably
2. sent for
3. turning-point
4. Although
5. longer
6. used to
7. feeding
8. courtyard
In simple words: The parents moved comfortably to the city and requested the author to join them. This marked a significant change in their friendship. Even though they lived together, his grandmother no longer walked him to school. He used to travel to an English school by bus. With no village dogs around, she started feeding sparrows in their city home's courtyard.

Exam Tip: For fill-in-the-blanks, read the entire sentence and surrounding context to choose the word that best fits both meaning and grammar.

Question 2. (rosary, ignored, knew, lifeless, protested, pallor, peacefully)
We ........................ But she ........................ our protests. She lay ........................ in bed praying and telling her (beads. Even before we could ........................ her lips stopped moving and the ........................ fell from her ........................ fingers. A peaceful ........................ spread on her face and we ........................ that she was dead.
Answer:
1. protested
2. ignored
3. peacefully
4. suspect
5. rosary
6. lifeless
7. pallor
8. knew
In simple words: We objected, but she disregarded our complaints. She lay quietly in bed, praying and counting her rosary beads. Before we could even realize, her lips stopped moving, and the rosary slipped from her unmoving fingers. A calm paleness spread across her face, and we understood she had passed away.

Exam Tip: When filling in blanks for a narrative, choose words that maintain the sequence of events and the emotional tone of the scene.

Rectification Of Errors

Question 1. My grandfather's portrait hangs above the mantelpiece over the drawing room. He wore a bigger turban and loose-fitting clothes. His long, white beard covered the good part of his chest.
Answer:

Exam Tip: Always proofread for common grammatical errors like verb tense, prepositions, and comparative/superlative adjectives.

Question 2. As we shared the same room, my grandmother no longer comes to school with me. I used to go to an English school in a motor-bus. There were no dogs in the streets and she takes to feeding sparrows in the courtyard over our city house.
Answer:

Exam Tip: Pay attention to logical connectors and verb tenses when correcting errors, as these often indicate a mismatch in meaning or time.

Question 3. I listened therefore I loved her voice but never bothered to learn it. Then she would fetch
Answer:

Exam Tip: Understanding conjunctions and appropriate adjectives is key to rectifying errors that alter the cause-and-effect or descriptive accuracy.

Question 4. She was so terribly older that she could not have grew older and had stayed at the same age over twenty years. She could never have been prettier; but she was always beautiful.
Answer:

Exam Tip: Correctly using adjectives for age and beauty, and proper prepositions, enhances sentence precision and natural flow.

Question 5. This made her unhappy. She could not help me on my lessons. She did not believed in the things they teach at the English school and was distressed that there was no teaching about God and scriptures. One day I announced that we were being given musical lessons.
Answer:

Exam Tip: Pay attention to preposition usage (on vs. with), verb forms (believed vs. believe), and word choice (teach vs. taught, musical vs. music) for accuracy.

Question 6. I would be away until five years, and at her age one could never tell. But my grandmother could. She was not even sentimentalist. She came to left me at the railway station but did not talk and show any emotion.
Answer:

Exam Tip: Choose the correct prepositions and word forms to accurately convey duration, emotion, and alternative actions.

Replacing Phrases – Idioms

Question 1. Since he had sprain in his left leg, he was hobbling about the room, (loitering about, limping about, shifting about)
2. As he was suspended just for no reason, he had revolting thoughts, (wanted to take revenge, needed help, unpleasant thinking)
3. As his end was near, he could not speak too much, (problem was serious, near death, issue came to close)
4. Mansi had severe chest-pain, so we sent for a doctor immediately. (called, consulted, visited)
5. His job having lost, he took to drinking. (left, started, got into the habit of)
Answer:
1. Since he had a sprain in his left leg, he was limping about the room.
2. As he was suspended for no apparent reason, he had unpleasant thoughts.
3. As his end was approaching, he could not speak very much.
4. Mansi experienced severe chest pain, so we promptly called a doctor.
5. Having lost his job, he started drinking.
In simple words: This provides the rephrased sentences, choosing the correct meaning for each idiom or phrase to make them easier to understand.

Exam Tip: When replacing idioms or phrases, ensure the chosen alternative accurately reflects the original meaning while fitting the sentence's context.

Punctuations

Question 1. No we were certain she had always been as ' we had known her old so terribly old that she could not have grown older and had stayed at the same age for twenty years
Answer: No, we were certain she had always been as we had known her. Old, so terribly old that she could not have grown older, and had stayed at the same age for twenty years.
In simple words: This shows the correct punctuation for the sentence, adding commas and periods where they should be for clear reading.

Exam Tip: Remember to use commas to separate introductory phrases and to set off descriptive clauses for clarity.

Question 2. As the years rolled by we saw less of each other for some time she continued to wake me up and get me ready for school when I caihe back she would ask me what the teacher had taught me
Answer: As the years rolled by, we saw less of each other. For some time, she continued to wake me up and get me ready for school. When I came back, she would ask me what the teacher had taught me.
In simple words: This answer adds the necessary commas and periods to properly punctuate the sentences for better readability.

Exam Tip: Correct punctuation, especially commas, helps to separate clauses and ideas, making long sentences easier to understand.

Indirect Narration

Question 1. “I am able to say that you were greatly preoccupied when you got up this morning,” said Watson.
“Excellent!” said Holmes. “How could you possibly know that?"
"Because you are usually a very tidy man and yet you have forgotten to shave.”
Answer: Watson told Holmes confidently that he was able to say that he was greatly preoccupied when he got up that morning. Holmes admired his guessing and asked him how he could possibly know that. Watson explained that because he was usually a very tidy man and yet he had forgotten to shave.
In simple words: Watson told Holmes he noticed he was distracted that morning. Holmes asked how he knew, and Watson explained it was because Holmes, usually very neat, had forgotten to shave.

Exam Tip: When converting direct speech to indirect narration, ensure you change pronouns, verb tenses, and time expressions appropriately while maintaining the original meaning.

Question 2. "What do you mean, Holmes?”
"Well, my dear fellow, I fear your deductions have not been so happy as I should have wished."
"You mean that I was mistaken."
Answer: Watson asked Holmes what he meant. Then addressing Watson as 'his dear fellow' Holmes told hesitatingly that his deductions had not been that much happy as he should have wished. Watson asked Holmes doubtfully if he meant that he was mistaken. Holmes comforted Watson telling that it was just a little that way.
In simple words: Watson asked Holmes to clarify. Holmes gently admitted that his conclusions weren't as accurate as he hoped. Watson then questioned if he was incorrect, and Holmes reassured him it was just a minor error.

Exam Tip: Pay attention to the speaker's tone and implied meaning when converting dialogue, using words like 'hesitatingly' or 'doubtfully' to reflect it.

Transformation Of Sentences

Question 1. His long, white beard covered the best part of his chest. (Change into Complex.)
Answer: His beard, which was long and white covered the best part of his chest.
In simple words: To make it a complex sentence, we added a descriptive clause about his beard.

Exam Tip: A complex sentence combines an independent clause with one or more dependent clauses, often using words like 'which,' 'who,' 'that,' or 'because.'

Question 2. She often told us of the games she used to play. (Change the Voice.)
Answer: We were often told by her of the games she used to play.
In simple words: This sentence is changed from active voice to passive voice, shifting the focus to 'we' as the receiver of the information.

Exam Tip: When changing voice, ensure the subject and object are correctly swapped, and the verb form is adjusted (e.g., 'told' becomes 'were told by').

Question 3. Her face was a criss-cross of wrinkles running from everywhere to everywhere. (Change into Compound.)
Answer: Her face was a criss-cross of wrinkles and these wrinkles ran from everywhere to everywhere.
In simple words: To create a compound sentence, we used 'and' to connect two independent clauses, showing how her wrinkled face was covered in lines going in all directions.

Exam Tip: A compound sentence connects two or more independent clauses, typically using a coordinating conjunction like 'and,' 'but,' or 'or.'

Question 4. Her lips moved in prayer, her mind was lost in prayer. (Use 'not only but also'.)
Answer: Not only did her lips move in prayer but her mind was also lost in prayer.
In simple words: This transforms the sentence to show that both her lips and her thoughts were fully absorbed in prayer.

Exam Tip: The construction 'not only... but also' emphasizes that two actions or qualities are present, often with equal importance.

Question 5. After five years I came back home and was met by her at the station. (Change into Simple.)
Answer: On my coming back home after five years I was met by her on the station.
In simple words: This changes the sentence into a simple one by using a participial phrase to combine the actions.

Exam Tip: A simple sentence contains only one independent clause; achieve this by using phrases (like participial or gerund phrases) to condense information.

Question 6. Even on the first day of my arrival, her happiest moments were with her sparrows. (Change into Positive Degree.)
Answer: Even on the first day of my arrival no other moments for her were as happy as the moments with the sparrows.
In simple words: This converts the sentence to a positive degree, showing that no other time brought her as much joy as when she was with her sparrows.

Exam Tip: To convert to positive degree, express the comparison using "as... as" and restructure the sentence to show equality or lack thereof.

Question 7. She did not pray. (Change into Affirmative.)
Answer: She remained without praying.
In simple words: This rewrites the negative statement into an affirmative one, expressing the same meaning directly.

Exam Tip: To transform a negative sentence into an affirmative one, use words or phrases that convey the opposite action or state without using 'not.'

Question 8. She told us that her end was near. (Change into Negative.)
Answer: She told us that her end was not far.
In simple words: This transforms the sentence into a negative form while keeping the original meaning intact.

Exam Tip: To convert a positive statement into a negative one while retaining meaning, often replace a positive adjective with its negative counterpart.

Question 9. In the evening we went to her room with a crude stretcher to take her to be cremated. (Use 'cremate' as Noun.)
Answer: In the evening we went to her room with a crude stretcher to take her for cremation.
In simple words: This sentence uses the noun form 'cremation' instead of the verb 'cremate' to describe the purpose of the stretcher.

Exam Tip: To use a verb as a noun, look for its corresponding noun form (e.g., 'to instruct' becomes 'instruction,' 'to cremate' becomes 'cremation').

Question 10. When we carried my grandmother's corpse off, the birds flew away. (Use 'no sooner ... than'.)
Answer: No sooner did we carry my grandmother's corpse off than the birds flew away.
In simple words: This transforms the sentence to show that the birds flew away immediately after the grandmother's body was carried off.

Exam Tip: The 'no sooner...than' construction indicates that one event immediately followed another, emphasizing the quick succession of actions.

The Portrait Of A Lady Summary In English

The Portrait Of A Lady Introduction

Khushwant Singh (2 Feb. 1915-20 March, 2014) was an Indian novelist brought up in Delhi. He studied law but had a strong love for literature. He worked as a journalist and edited The Illustrated Weekly, The National Herald, and The Hindustan Times. His notable novels include 'Train to Pakistan', Delhi: A Novel (1990), 'The Company of Women' (1999), ‘Truth, Love and Little Malice' (2002), and 'The Good, The Bad and The Ridiculous' (2003). In this particular lesson, he has created a written description of his grandmother.

Exam Tip: When providing author introductions, always include key biographical details like birth/death dates and major works, showing breadth of knowledge.

The Portrait Of A Lady Summary

The author describes his grandmother's character in this piece. He shows her as a gentle, loving, and deeply religious elderly woman. Her face was covered in wrinkles, and her hair was as white as snow. She had a slight hunch in her back and constantly recited prayers using her rosary. The grandfather's portrait was displayed on the wall, showing him looking very old. When Khushwant Singh's parents moved to the city, he lived with his grandmother in the village. She would prepare him for school and feed him flatbread. The school was located next to the temple, where children chanted the alphabet. His grandmother spent her time there reading sacred texts. On their way home, they would give old flatbread to the street dogs.

When Khushwant's parents asked them to come to the city, he had to adjust to a new way of living. This marked a significant change in his bond with his grandmother. Although they shared a room, she could not assist him much. She was upset that he was learning music at school, believing it was not suitable for respectable people. When he went to university, their bond was completely broken. Throughout the day, she kept busy spinning the wheel.

In the afternoons, she began feeding sparrows with bread crumbs. Later, he went overseas for further studies. When he returned after five years, she greeted him at the railway station. That evening, her behavior changed. She gathered the neighborhood women and played the drum, singing old songs.

The next day, her health worsened. She continued to pray while using her rosary. Eventually, her rosary slipped from her hands, and she passed away. Sparrows gathered in the courtyard but remained silent. Khushwant Singh's mother offered them bread crumbs, but the sparrows ignored them. When the grandmother's body was taken for cremation, the sparrows silently flew away. The following morning, the servant cleaned up the bread crumbs.

Exam Tip: When summarizing, ensure you capture the main ideas and significant events in chronological order, using clear and concise language. Focus on the progression of the relationship and key character traits.