How I Taught My Grandmother to Read

NCERT Class 9 · English Based on NCERT Class 9 English textbook · Free CBSE study kit

Chapter Notes

CHAPTER SUMMARY: HOW I TAUGHT MY GRANDMOTHER TO READ

This chapter is an autobiographical story by Sudha Murty about how she, at age twelve, taught her sixty-two-year-old grandmother (Krishtakka, called "Avva") to read Kannada. The story emphasizes that education and learning have no age limit and that literacy brings independence. The grandmother's desire to read is triggered by her inability to understand a magazine serial of Kashi Yatre while the narrator was away, leading to her resolution to learn the alphabet before Saraswati Puja (Dassara festival).

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PART I: THE SETTING AND INITIAL MOTIVATION

Background Context

The narrator, aged twelve, lived with her grandparents in a village in **north Karnataka**

The village had poor transport system; newspapers arrived in the afternoon and magazines came one day late

The weekly magazine **Karmaveera** was eagerly awaited as it contained serialized stories

**Triveni** was a renowned Kannada writer whose stories dealt with complex psychological problems of ordinary people

The Story Within the Story: Kashi Yatre

**Kashi Yatre** (Journey to Kashi) was a novel serialized in Karmaveera

It tells the story of an old lady's **ardent desire** to go to Kashi (Varanasi) to worship Lord Vishweshwara

In Hindu tradition, going to Kashi is believed to provide **punya** (spiritual merit)

The novel also features a young orphan girl in love without money for wedding

**Central theme of the novel**: The old lady sacrifices her lifelong dream of going to Kashi to help the orphan girl

The grandmother identified strongly with the protagonist, making her deeply invested in reading each episode

The Grandmother's Initial Condition

**Krishtakka** (grandmother) had never attended school and could not read

She depended entirely on the narrator to read the weekly episodes aloud

She would listen with **complete concentration** and memorize the entire text

She then discussed episodes with her friends at the temple courtyard, revealing how literacy gaps can affect social participation

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PART II: THE CRISIS AND RESOLUTION

The Turning Point

When the narrator attended a wedding in a neighbouring village for one week:

The grandmother received the magazine but could not read it

She physically rubbed her hands over the pages, wishing they could understand the text

**She was embarrassed to ask anyone in the village to read to her** despite being financially well-off

This revealed the difference between **economic independence and intellectual independence**

For the first time, the narrator saw her grandmother in tears

The Grandmother's Decision

On a summer night on the open terrace, the grandmother shared her life story:

She lost her mother young and was never sent to school (girls' education was not valued then)

She married young and became a homemaker

She regretted her lack of education but ensured her children and grandchildren studied well

**Decision**: She would learn the Kannada alphabet and be able to read a full novel by **Saraswati Puja day during Dassara festival** (approximately one month)

**Motivation**: To achieve **independence** and self-sufficiency

The Narrator's Initial Response

The narrator laughed at her sixty-two-year-old grandmother's ambition

She pointed out: grey hair, wrinkled hands, spectacles, heavy kitchen work

But the grandmother replied with a **philosophical statement**: **"For a good cause if you are determined, you can overcome any obstacle. For learning there is no age bar."**

The Teaching Process

The narrator became the grandmother's teacher; grandmother became her first student

The grandmother's **dedication was remarkable**: she read, repeated, wrote, and recited her homework

The narrator did not realize then that teaching her grandmother would inspire her own future as a Computer Science teacher

The Success and Culmination

At Dassara festival, the narrator secretly bought **Kashi Yatre** (now published as a complete novel)

The grandmother called the narrator to the puja place, gave her a gift of frock material

Then, in an **unprecedented gesture**, the grandmother touched the narrator's feet

**This reversal of tradition was significant**: In Indian culture, youngsters touch the feet of elders, not vice versa

The grandmother explained: **"I am touching the feet of a teacher, not my granddaughter"**

She justified this by referencing Indian scriptures: a teacher deserves respect irrespective of **gender and age**

The narrator returned the gesture by touching her grandmother's feet and gave her the novel as a gift

The grandmother immediately read the title and publisher's name, proving she **"had passed with flying colours"**

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LITERARY DEVICES AND TECHNIQUES

Symbolism

**Kashi Yatre serial**: Represents the grandmother's unfulfilled dreams and the power of stories

**The magazine arriving late**: Symbolizes the grandmother's exclusion from the literate world

**Saraswati Puja**: Sacred Hindu festival dedicated to learning; the grandmother chose this deadline to represent the sacred nature of education

**Touching feet**: Symbolizes humility and respect for knowledge/teachers

Characterization

**The Grandmother** (Krishtakka/Avva):

**Initially**: Strong-willed (never cried even in difficult situations), regretful, dependent on others

**Finally**: Determined, hardworking, humble, forward-thinking, respectful of learning

Shows that **age is not a barrier to change and growth**

**The Narrator** (Sudha Murty):

**As a twelve-year-old**: Childish, amused by her grandmother's ambition, condescending

**As an adult reflecting**: Respectful, appreciative, aware of the importance of her role

Grows from making fun to becoming a proper teacher

Narrative Perspective

First-person narrative allows readers to experience the emotional journey

Reflects the grandmother's perspective through the narrator's eyes

Creates emotional connection and authenticity

Metaphor and Imagery

**"Her affectionate hands touched my forehead"**: Symbolizes grandmother's love and concern

**"Summer night and full moon"**: Creates romantic, introspective atmosphere for important revelations

**"Rubbing hands over pages wishing they could understand"**: Visual representation of helplessness

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THEMES

1. Education Has No Age Limit

**Primary theme** of the text

The grandmother's journey proves that learning is not restricted by age

Her determination and success challenge societal assumptions about elderly people

2. Independence Through Literacy

The grandmother's primary motivation: to become independent

Physical and financial security are insufficient; **intellectual independence** is necessary for self-respect

Literacy enables her to make her own choices without depending on others

3. The Power of Determination and Motivation

The grandmother's **intrinsic motivation** (desire to read Kashi Yatre) drives her success

Her goal (learning before Dassara) provides structure and purpose

Shows that strong motivation can overcome physical limitations

4. Social Barriers to Education

Historical context: girls weren't sent to school (grandmother's generation)

Shows how **gender inequality** restricted women's education

Despite being well-off, the grandmother could not access literacy

5. The Teacher-Student Relationship

Goes beyond imparting knowledge

Involves mutual respect and affection

The grandmother's gesture of touching feet establishes that **teachers deserve respect beyond age and relationships**

6. Family Bonds and Intergenerational Learning

The story celebrates the special relationship between grandparent and grandchild

Shows that teaching can happen in both directions

Grandmother teaches the narrator about determination; narrator teaches literacy

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CHARACTER ANALYSIS

The Grandmother (Krishtakka/Avva)

**Physical Attributes**: Sixty-two years old, grey hair, wrinkled hands, wears spectacles, hardworking homemaker

**Emotional Attributes**:

**Strong-willed**: Never cried in difficult situations

**Proud**: Embarrassed to ask others for help despite being well-off

**Determined**: Sets specific goal and achieves it against odds

**Humble**: Recognizes value of teachers and respects them appropriately

**Intelligent**: Quick learner despite age and limited exposure

**Growth Arc**: From dependent → determined → independent → humble and wise

The Narrator (Sudha Murty at age twelve)

**Initial Characteristics**:

Affectionate but condescending toward grandmother

Childish in her mockery of elderly person's ambition

Lacks understanding of others' struggles with literacy

**Growth Through Story**:

Becomes first teacher, realizing potential in herself

Learns to respect determination regardless of age

Receives profound lesson in humility through grandmother's foot-touching gesture

This experience influences her career choice (becomes Computer Science teacher later)

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VOCABULARY AND LITERARY TERMS

Key Words with Meanings

**Ardent**: Keen, enthusiastic, passionate

**Immensely**: Extremely, very much

**Savouring**: Enjoying something to the fullest

**Triveni**: Famous Kannada writer (historical reference)

**Punya**: Spiritual merit in Hindu tradition

**Avva**: Mother (Kannada)

**Dassara/Dasahara**: Important Hindu festival (also called Navratri)

**Saraswati Puja**: Hindu prayer ritual to goddess of learning

**Taken aback**: Surprised by something unexpected

**Kashi/Varanasi**: Holy city in Hinduism

Binomials (Two-word Fixed Expressions)

**Hide and seek**: Children's game

**Odds and ends**: Miscellaneous items

Examples provided in text include expressions used together in fixed order

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GRAMMAR CONCEPTS: PAST TENSE USAGE

Simple Past vs. Past Perfect Tense

**Simple Past Tense**: Expresses a completed action in the past

Example: "I bought Kashi Yatre" (action completed before Dassara)

**Use**: Single action in past

**Past Perfect Tense**: Expresses two completed actions where one occurred earlier than the other

Example: "By the time I reached, everyone **had finished** eating"

The action in past perfect (had finished) occurred before the action in simple past (reached)

**Structure**: Had + past participle

Examples from Text

1. "Secretly, I **bought** Kashi Yatre which **had been published** as a novel by that time"

had been published (earlier action) → bought (later action)

2. "I knew, then, that my student **had passed** with flying colours"

had passed (earlier completion) → knew (realization)

Application Examples

"When she **arrived**, the guests **had already left**"

"By the time he **started** studying, the deadline **had passed**"

"After they **completed** the course, they **had learned** valuable skills"

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IDIOMS AND EXPRESSIONS

Idioms Related to Learning

**Passed with flying colours**: Outstanding performance/success

**To hit the books**: Study seriously

**To learn by heart**: Memorize something

**To rack one's brain**: Think very hard

**To draw a blank**: Unable to remember

**To learn the ropes**: Understand how to do an activity

**Burn the midnight oil**: Study or work late into the night

Usage in Context

"The grandmother **passed with flying colours** when she read the novel independently"

"If you want to succeed, you must **hit the books** daily"

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STRUCTURE AND ORGANIZATION OF TEXT

The chapter follows a clear narrative structure:

1. **Introduction**: Setting, background, introduction to grandmother

2. **Rising Action**: The grandmother's emotional crisis, her decision to learn

3. **Climax**: The teaching process and grandmother's determination

4. **Resolution**: Success and the touching gesture at Dassara

Cause and Effect Relationships

Cause: Poor transport system → Effect: Newspapers arrived late

Cause: Grandmother couldn't read → Effect: Dependent on narrator

Cause: Narrator away for a week → Effect: Grandmother cried out of helplessness

Cause: Grandmother's embarrassment → Effect: Decision to learn literacy

Cause: Strong determination → Effect: Success in learning within one month

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CRITICAL THINKING QUESTIONS AND ANSWERS

Why did the grandmother feel embarrassed to ask someone else?

She was **well-off financially** but illiterate, creating internal conflict

She wanted **independence and self-sufficiency** despite her wealth

Social pride in the village community prevented her from revealing her illiteracy

The gap between economic and intellectual status made her uncomfortable

Why did the narrator initially laugh at her grandmother?

**Age prejudice**: Assumption that elderly people cannot learn new things

**Physical assumptions**: Grey hair, wrinkles, spectacles seemed incompatible with learning

**Childish perspective**: Twelve-year-old lacked maturity to understand grandmother's motivation

**Underestimation of determination**: Narrator did not recognize grandmother's resolve

What does touching the feet gesture signify?

**Respect for teachers**: Grandmother elevated the narrator's role from granddaughter to revered teacher

**Reversal of traditional hierarchy**: Unusual because elders typically touch feet of youngsters

**Spiritual recognition**: Aligns with Indian philosophy that teachers deserve highest respect

**Humility**: Grandmother's willingness to humble herself before knowledge

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EXAM-IMPORTANT POINTS

Short Answer Questions

1. **Who was Triveni and why was she important to the grandmother?**

Kannada writer; her novel Kashi Yatre serialized in magazine; grandmother identified with protagonist

2. **What motivated the grandmother to learn to read?**

Felt helpless and dependent when unable to read the magazine during narrator's absence

Desired independence and self-sufficiency

Want to read Kashi Yatre independently

3. **How long did it take the grandmother to learn?**

Approximately one month (from decision until Saraswati Puja day/Dassara festival)

Long Answer Questions

1. **Discuss how the story challenges age-based stereotypes about learning**

Grandmother's example proves no age limit exists for education

She overcomes physical limitations through determination

Her success inspires the narrator to become a teacher

Reflects broader message about lifelong learning

2. **What role does Kashi Yatre play in the narrative?**

Triggers grandmother's emotional crisis (catalyst for change)

Represents unfulfilled dreams and aspirations

Becomes symbol of independence when grandmother reads it alone

Demonstrates practical application of literacy

Essay-Type Questions

**"Education is the most powerful tool for independence." Explain with reference to the story.**

Grandmother's financial wealth insufficient without literacy

Education enables autonomous decision-making

Literacy provides social dignity and self-respect

Grandmother's independence achieved through learning, not money

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WRITING SKILLS: FORMAL LETTER FORMAT

While not explicitly required in this chapter, students should be prepared to write:

**Format**: Formal letter to encourage someone to pursue education despite age/circumstances

**Structure**:

Sender's address

Date

Recipient's address

Salutation: Dear [Name]

Body (3-4 paragraphs): Purpose, evidence, emotional appeal

Closing: Yours sincerely

Signature

**Example opening**: "I am writing to encourage you to pursue education at any stage of life, as exemplified by the grandmother's remarkable journey in 'How I Taught My Grandmother to Read.'"

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THEMATIC CONNECTIONS

This chapter connects to:

**Gender and Education**: Historical barriers to girls' education

**Socioeconomic Status**: Wealth doesn't guarantee all forms of independence

**Intergenerational Relationships**: Learning flows both ways

**Indian Cultural Values**: Respect for teachers and learning (Saraswati Puja significance)

**Personal Growth**: Transformation through determination and support

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ANSWER KEY FOR COMPREHENSION EXERCISES

**Cause and Effect Table**:

Transport system poor → papers/magazines arrive late

Grandmother never went to school → she could not read

Interested in story → discussed it with friends at temple

Narrator away for week → grandmother felt helpless and cried

Grandmother regretted lack of education → she ensured children studied well

**True/False Statements**:

1. True - Grandmother wanted independence

2. False - She refused to ask others; waited for narrator

3. True - Narrator taught her grandmother

4. True - "For learning there is no age bar"

5. True - Touching feet was mark of respect for teacher

6. False - Narrator was proud; grandmother passed with flying colours

MCQs — 10 Questions with Answers

Q1. Why did the grandmother identify so strongly with the old woman in Kashi Yatre?

A. Because they both came from wealthy families
B. Because like the old woman, she had never been to Kashi and faced similar life struggles ✓
C. Because they both had grandchildren to support
D. Because Triveni based the character on real people from their village

Answer: B — The narrator explicitly states the grandmother identified with the protagonist because she too had never gone to Kashi, creating a personal connection to the character's journey.

Q2. What does the grandmother's decision to set Saraswati Puja as her learning deadline reveal about her character?

A. She wanted to learn only to impress her religious community
B. She was determined and goal-oriented, treating learning with seriousness despite her age ✓
C. She believed Saraswati Puja would magically give her reading skills
D. She wanted to become a writer like Triveni

Answer: B — By choosing a specific, meaningful deadline, the grandmother demonstrates serious commitment and determination to achieve independence through learning, not casual interest.

Q3. The phrase 'I felt very dependent and helpless' in the grandmother's speech emphasizes—

A. She lacked money to buy books
B. She had physical health problems preventing her from working
C. Her emotional distress at losing control and independence due to illiteracy ✓
D. She was unhappy with her children's care

Answer: C — The grandmother contrasts being 'well-off' financially with feeling 'dependent and helpless,' showing that literacy's true value is emotional independence and dignity, not just access to information.

Q4. Which of the following is NOT a reason why the grandmother eagerly waited for the Wednesday magazine?

A. She wanted to know what happened next in Kashi Yatre serial
B. She enjoyed discussing the episode with friends at the temple courtyard
C. She wanted to learn to read before the narrator returned from weddings ✓
D. She found the story's themes matched her own life experiences

Answer: C — The grandmother's decision to learn reading came only after the narrator returned and she cried; she did not initially plan to learn before the narrator's return.

Q5. Triveni's novels are described as dealing with 'complex psychological problems in the lives of ordinary people.' What does this suggest about why the grandmother found Kashi Yatre so compelling?

A. She liked stories about famous people and adventures
B. She connected with realistic, emotionally deep stories about people like herself facing real-life dilemmas ✓
C. She preferred light, entertaining stories to escape her daily routine
D. She wanted to learn literary criticism from reading

Answer: B — The grandmother's intense identification with the protagonist and emotional investment suggest she valued stories reflecting authentic human struggles and moral choices relevant to ordinary lives.

Q6. The grandmother's statement 'what use is money when I cannot be independent?' reveals that—

A. She was poor and struggling financially
B. She valued financial wealth more than literacy
C. She understood that true independence and dignity cannot be bought with money alone ✓
D. She wanted to give all her money to the narrator

Answer: C — This statement shows the grandmother's realization that material wealth is meaningless without the ability to read and function independently in her community.

Q7. Why did the grandmother feel embarrassed to ask other villagers to read the magazine for her, even though she knew many people?

A. She did not trust anyone else in the village
B. She feared that admitting her illiteracy would diminish her dignity and reveal her dependence to the community ✓
C. She thought other villagers would charge her money to read aloud
D. She preferred only her grandchildren to read stories to her

Answer: B — The grandmother specifically mentions feeling 'dependent and helpless' when considering asking others, indicating her shame about revealing her illiteracy to the wider community.

Q8. The narrator's midnight conversation with the grandmother on the terrace serves to—

A. Explain the plot of Kashi Yatre in detail
B. Reveal the grandmother's vulnerability, regret, and determination, transforming a child's understanding of learning and independence ✓
C. Persuade the narrator to stop going to weddings
D. Teach the narrator about Hindu religious practices

Answer: B — This intimate scene exposes the emotional and psychological depth of the grandmother's struggle, shifting the story from a simple narrative about reading to a profound meditation on dignity and transformation.

Q9. Scenario-based: A student notices that their elderly parent struggles to use modern technology and feels frustrated. Based on the grandmother's experience in the story, what does this scenario suggest?

A. The parent is lazy and does not want to learn new skills
B. Technology is too complicated for older people to understand
C. The parent's frustration may stem from feelings of helplessness and loss of independence rather than lack of ability ✓
D. Elderly people should not be expected to learn new skills at all

Answer: C — The grandmother's experience demonstrates that feelings of dependence and loss of control drive emotional distress more than actual inability; the parent's frustration likely reflects deeper emotional needs.

Q10. The author's choice to set the story in 'north Karnataka' with specific details about the weekly magazine's late arrival serves to—

A. Make the story boring and less interesting
B. Create historical and regional authenticity, establishing why waiting for the magazine was significant and why illiteracy was more isolating in that time and place ✓
C. Suggest that literacy problems only existed in Karnataka
D. Explain why the grandmother was wealthier than city dwellers

Answer: B — These specific details establish the historical and geographical context showing how geography and infrastructure created isolation and dependence, making the grandmother's struggle more emotionally resonant.

Flashcards

Why did the grandmother cry when the narrator returned from the wedding?

She felt helpless and dependent because she could not read the new magazine episode of Kashi Yatre and had to wait for the narrator to read it aloud.

What is the significance of Triveni in the story?

Triveni was a popular Kannada writer whose novel Kashi Yatre was serialized in the magazine, captivating the grandmother with its story about an old woman's spiritual journey.

What does 'ardent' mean as used in the passage?

Ardent means keen, eager, or passionate desire, as shown by the grandmother's passionate desire to go to Kashi and her concentrated listening to the story.

Why did the grandmother identify with the novel's protagonist?

Because like the old woman in the story, the grandmother had never gone to Kashi and shared the same spiritual and life circumstances as the character.

What deadline did the grandmother set for learning to read?

She chose Saraswati Puja day during Dassara as the deadline by which she wanted to be able to read a novel independently.

What did the grandmother regret most about her life?

She regretted never going to school and receiving education, which made her dependent on others and unable to read independently.

What is the main reason the grandmother felt embarrassed to ask others to read for her?

She felt very dependent and helpless, and despite being well-off financially, she realized that money could not buy independence or the ability to read.

How did the grandmother show her love for the narrator before asking for help?

She came to the narrator on the summer night on the terrace, touched her affectionately on the forehead, and shared her life story emotionally.

What does the grandmother's experience with Kashi Yatre show about literacy?

It demonstrates that literacy is not just about reading texts but about gaining independence, dignity, and the ability to participate fully in community discussions.

Why did the grandmother wait eagerly for Wednesday?

Because the Kannada weekly magazine Karmaveera arrived on Wednesdays with the next episode of the Kashi Yatre serial that the narrator would read to her.

Important Board Questions

Complete the cause-and-effect statement: The grandmother felt helpless when she could not read the magazine because ___________. (2 marks) [2 marks]

Focus on what the grandmother said about independence, dignity, and dependence. She was well-off financially but realized money alone cannot provide personal autonomy.

How did the narrator's week-long absence at the wedding lead to a turning point in the grandmother's life? Explain in 2-3 sentences. (3 marks) [3 marks]

The narrator missed being present to read the magazine episode. The grandmother experienced the helplessness of her illiteracy firsthand and made an emotional decision. This crisis became her motivation for change.

Analyze the symbolic significance of the grandmother choosing Saraswati Puja during Dassara as her deadline for learning to read. What does this choice reveal about her understanding of literacy and her character? (5 marks) [5 marks]

Saraswati Puja honors the goddess of knowledge and learning; Dassara is a significant Hindu festival. This shows the grandmother views literacy as spiritual and sacred, not merely practical. Her deadline demonstrates serious commitment, determination despite age, and belief that learning is a worthy life goal worthy of religious reverence.

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