✦ Class 12 English Prose · Bihar Board

India Through
a Traveller's Eyes

A powerful travelogue exploring India's incredible diversity, its ancient culture, the scars of colonialism, and the quiet dignity of its people. Buck writes with deep sympathy about the poverty she witnessed and the great lesson of non-violence that India taught the world.

Pearl S. Buck
Pearl S. Buck Author & Nobel Laureate · 1892–1973
The Author

Pearl S. Buck (1892–1973)

American writer, Nobel Laureate, and a lifelong friend of Asia.

Pearl S. Buck portrait

Pearl S. Buck (1892–1973) was an American writer who was reared in China by her missionary parents. She taught in a Chinese university and wrote extensively about Asian life and culture. She won the Nobel Prize for Literature in 1938, the first American woman to do so.

Her notable works include The Good Earth (1931), a novel about China, and Come, My Beloved, which has India as its background. She is known for her travelogues and memoirs, written in simple, lucid and effortless English.

India Through a Traveller's Eyes is an extract from her memoir My Several Worlds. It shows her deep love and affection for the poorest people living in Indian villages. She finds India to be a country of unity amidst diversity, where people are religious, passionate, polite, civilized and hospitable. They have different faiths and languages but a kind of idealism permeates the life of every Indian.

In this essay, she describes her travels through India, her meetings with young intellectuals and villagers, and her profound observations on colonialism, poverty, and the spiritual strength of the Indian people.

👤
Full NamePearl Sydenstricker Buck
🎂
Born1892
🕯️
Died1973
🏅
Nobel PrizeLiterature · 1938
📚
Famous WorksThe Good Earth · Come, My Beloved
✍️
Essay SourceMy Several Worlds
Quick Overview

Summary

Concise overview of the chapter.

In this reflective essay, Pearl S. Buck — an American writer who grew up in China — describes her impressions of India during a visit. She begins by admitting that she came to India with many preconceived ideas, mostly shaped by Western writings.

But what she finds surprises her. India, she discovers, is not a single country but a continent of many countries — diverse in language, religion, food, dress, and custom. Yet beneath this diversity, she senses a unifying spirit — something she calls "Indianness".

She is struck by the warmth and hospitality of the Indian people. Despite poverty and hardship, ordinary Indians welcome strangers with grace and generosity. She admires the patience, endurance, and spiritual depth of the Indian peasant.

Buck also notes India's contrasts — great wealth alongside extreme poverty, ancient traditions alongside modern ambitions, deep spirituality alongside bureaucratic chaos. But she doesn't see these as contradictions — she sees them as the many faces of a single, ancient civilization.

She is especially moved by India's religious tolerance. Hindus, Muslims, Sikhs, Christians, and others live side by side — not always peacefully, but with a respect for each other's traditions. She admires Gandhi's vision of non-violence and simplicity.

Buck ends by saying that India taught her something important — that civilization is not measured by wealth or technology but by wisdom and humanity. She leaves India with deep affection and respect, and a wish that the world would learn from India's spiritual heritage.

India is a country of the spirit. Its people have learned, through centuries of suffering, that the deepest truths are not material but moral. — Pearl S. Buck
The Text

India Through a Traveller's Eyes

Pearl S. Buck's reflections on the people, poverty and spirit of India.

01 India as a Background

India had always been part of the background of my life, but I had never seen it whole and for myself until now. Yet the stories that our Indian family doctor and his wife told me when I was a child had woven themselves into my growing dreams, and I had long read everything that I could find about that country. From my father I had learned of it through Buddhism and the life history of the Lord Buddha.

02 The Variety of Colour

The very word colour reminds me of the variety of hue that is Indian life, as various as our own American human scene. In Kashmir, where the white barbarian invaders from Europe long ago penetrated India, the people are often fair. Auburn-haired, blue-eyed women are beauties there. A young Indian friend of mine has recently married a Kashmiri man who, though his hair is dark, has eyes of a clear green. The skin colour of the Kashmiri is a lovely cream and the features are as classic as the Greek. But all the people of India must be reckoned as belonging to the Caucasian race, whatever the colour of the skin in the South, though it be as black as any African's.

And India has an amazing way of appearing unexpectedly in other life, as for example, today in the life of South Africa, the Indians make a third group between the South Africans, and the black and white. For that matter there was our Indian family doctor, and why should there have been an Indian doctor in a Chinese port to tend an American family? And rumours of India persist, for they are a memorable people, dramatic and passionate and finding dramatic lives.

You see how India has a way of permeating human life? And consider how India has managed, merely by maintaining her independence, and yes, by producing superior individuals, to influence the world in these few short years of freedom. They have put to good use the benefits the English gave and left, the knowledge of the West, the pure and exquisitely enunciated English tongue of men and women educated on both sides of the globe — witness Nehru and with him a host of men learning how to govern, and the first woman to be the President of the General Assembly of the United Nations a woman of India, and the man in charge of the prisoner exchange in Korea an Indian General, who won trust from all. Even the blustering and accusation at home and abroad have not changed the quiet confidence of the new India, and this confidence, founded in unyielding idealism, permeates our world life.

03 The Purpose of the Visit

What did I go to India to see? Not the Taj Mahal, although I did see it and by moonlight, not Fatehpur Sikri, although I did see it, and not the glories of empire in New Delhi, although I did see them. I went to India to see and listen to two groups of people, the young intellectuals in the cities and the peasants in the villages. These I met in little rooms in the city, in little houses in the villages, and I heard their plans for freedom. Already the intellectuals believed that another World War was inevitable. They had been bitterly disappointed after the First World War by what they felt were the broken promises of England. The English, they declared, had no real purpose to restore India to the people.

I could believe it, fresh as I was from China, where the period of People's Tutelage seemed endless and self-government further off every year. 'When you are ready for independence,' conquerors have always said to their subjects, etcetera! But who is to decide when that moment comes, and how can people learn to govern themselves except by doing it? So the intellectuals in India were restless and embittered, and I sat through hours watching their flashing dark eyes and hearing the endless flow of language, the purest English, into which they poured their feelings.

04 The Plan for Freedom

The plan then was that when the Second World War broke, India would rebel immediately against England and compel her, by this complication, to set her free. They would not be forced, as they declared they had been in the First World War, to fight at England's command.

'And then?' I asked.

'And then,' young India said proudly, 'we will ourselves decide whether we wish to fight at England's side — or against her.'

What they did not reckon on, when the time came, was the savagery of Nazism and the aggressions of Japan in Asia. When they perceived that they must choose between the Axis and the English, they chose the English, aware that in spite of many injustices they were choosing between barbarism and civilization. They postponed their plans for freedom, Gandhi meanwhile doing his work within his own country until the war was over, and by then the wisest minds in England, understanding the new world, returned India to her people, in spite of all opposition from Englishmen and others who did not have sufficient understanding of Asia to know what wisdom was.

05 The Bloodless Revolution

Not even Churchill's prophecy of a blood bath, partly fulfilled at that, could prevent the inevitable. India had waited as long as she could, and peasants and intellectuals were on the same side in the old invincible combination. It was Gandhi's strength that made him know very early that both peasant and intellectual must be won to work together for their country. His hold was equally strong upon both, and so he achieved his end, without war.

Perhaps we Americans do not yet fully understand the great lesson that India has to teach in thus winning her freedom. Beside her mighty triumph of a bloodless revolution our War of Independence shrinks in size and concept. India has taught humanity a lesson, and it is to our peril if we do not learn it. The lesson? That war and killing achieve nothing but loss, and that a noble end is assured only if the means to attain it are of a piece with it and also noble.

06 The Real Indictment — The Villages

The real indictment against colonialism, however, was to be found in the villages of India. There was rot at the top, too, in the thousands of young intellectuals trained in English schools for jobs that did not exist except in the limited Civil Service. The towns and cities were frothing with unhappy young men, cultured and well educated, who could find no jobs and were not allowed by the old superstructure of empire to create them. But the real proof of evil, I say again, was in the miserable villages.

I thought I had seen poverty enough in China, yet when I saw the Indian villages I knew that the Chinese peasant was rich in comparison. Only the Russian peasant I had seen years before could compare with the Indian villager, although that Russian was a very different creature, and inferior in many ways. For the Indian peasant was like the Chinese in being a person innately civilized. The maturing culture of an organized human family life and profound philosophical religions had shaped his mind and soul, even though he could not read and write.

And the children, the little children of the Indian villages, how they tore at my heart, thin, big-bellied, and all with huge sad dark eyes! I wondered that any Englishman could look at them and not accuse himself. Three hundred years of English occupation and rule, and could there be children like this? Yes, and millions of them!

And the final indictment surely was that the life span in India was only twenty-seven years. Twenty-seven years! No wonder, then, that life was hastened, that a man married very young so that there could be children, as many as possible, before he died.

I loved England, remembering all the happy journeys there, but in India I saw an England I did not know. And I was forced to see that if the English, in many ways the finest people on earth, a people who blazed the way for all of us to achieve the right of men to rule themselves, if colonialism could so corrupt even these, then indeed none of us could dare to become the rulers of empire.

07 The Psychological Impact of Colonialism

It seemed to me, as I lived with Indian friends, new and old, that all the ills of India could easily have been mended if there had been a government whose purpose was first of all to benefit the people rather than to live upon them. The desert-dry country, for example, the fruitless land between Bombay and Madras, was already famished although it was only February, and the sun hot enough to fertilize any seed, had there been water. And why was there no water? Why not sink artesian wells, or even dig shallow wells, since, I was told, the water table was high? But the enervated and exhausted people had not the strength to take such initiative after the years of colonialism.

It was more than that. The worst result, perhaps, of the colonial system was to provide the subject people with an infinite excuse against work and so against helping themselves. 'You are responsible for me,' is always the sullen attitude of the subject to the ruler. 'You have undertaken to feed me and clothe me and govern me. If I die it is your fault.' There were always the British to blame, and certainly the blame was not always just. Yet essentially perhaps it was, for when the heart of a people is gone, their spirit dies with it.

08 Reverence for Great Men and Women

Looking back, I find that among the many impressions of the people of India, absorbed while I lived among them, and still clear in my mind, is their reverence for great men and women. Leadership in India can only be continued by those whom the followers consider to be good — that is, capable of renunciation, therefore, not self-seeking. This one quality for them contains all others. A person able to renounce personal benefit for the sake of an ideal is by that very fact also honest, also high-minded, therefore also trustworthy. I felt that the people, even those who know themselves venal and full of faults, searched for such persons.

The devotion given nationally to Gandhi and finally even internationally is well known, but I found the same homage paid to local persons who in their measure were also leaders because of their selflessness. Thus I remember a certain Indian village where I had been invited to visit in the home of a family of some modern education, though not much, and some means, though not wealth. The house was mud-walled and the roof was made of thatch. Inside were several rooms, however, the floors smooth and polished with the usual mixture of cow dung and water. The active master of the house was not the head of the family, but a younger brother. This I discovered when I arrived, for before we entered the house, my host led me to a curious sort of cage standing well above the ground on four posts. Inside the cage, made of wire netting, I saw to my amazement an ageing man lying on his back, his head supported by a pillow.

'My eldest brother,' my host explained. 'He has had a stroke of paralysis, and though we beg him to live in the house, he chooses to live out here so that he may be ready to listen to the villagers when they come to him.'

My host spoke fair English, but the elder brother spoke none; and we could only exchange greetings and look at each other with friendliness. What I saw was an intelligent thin, pain-sharpened face, whose eyes were at once wise and piercing. The body was quite helpless, but it was scrupulously clean and the cotton garments were snow-white. We exchanged a few remarks, and then a group of villagers approached, not to see me but to talk with the elder brother, and so my host led me into the house to meet his young wife and children.

All during my stay I watched that cage, and seldom indeed did I see it except surrounded by people, and never, as long as daylight lasted, without at least one man squatting on the ground, talking earnestly and then listening. My host said, 'My brother has always been our wise man. Now he is our saint.'

My host, I observed, had his own place, too, in the village life, for twice while we were seating our luncheon that day he rose from his corner of the room and went out, to answer a shout, apparently from a neighbour. When he came back he made the same explanation.

'I was called to kill a dangerous snake.'

09 The Luncheon and Indian Customs

The luncheon was plain country fare, lentils, rice, spinach boiled very much, condiments. Before we ate, an old cousin brought in a brass ewer of water and a clean homespun towel for us to cleanse our hands with, a necessary preliminary to eating with the fingers. Chopsticks I had used all my life and preferred them to knife and fork, but after I had got used to eating with my right hand, I liked it as well. After all, what is so clean as one's own right hand washed? And from babyhood the Indian children are taught that the right hand is for clean services such as eating, and the left hand may perform the more lowly tasks.

Another cleanliness was that our food was served on fresh green banana leaves instead of plates. Well-cooked rice piled on a broad green leaf is a pleasant sight and stimulates the appetite. In any household where caste was observed the food was placed on such leaves or on dishes of fresh pottery, broken after we had finished with them. My host fulfilled the requirements of his caste by eating in the opposite corner of the room, and sitting on the floor with his back to us. By now I had learned to overcome my first feeling about a distance such as this. It was simply a private devotion to a religious feeling and not inhospitality.

10 Religion in Indian Life

Religion is ever-present in Indian life, in its best as well as in its worst aspects, for there, as elsewhere, fanaticism reaches into evil. I liked the simple acceptance of religious motive, however, and the perfect freedom to behave as one's religion moved the soul. Thus in my first Indian family, an intellectual and fairly well-to-do one, while I sat and talked with my hostess in her living-room, an Indian gentleman came in without speaking to us and moved gracefully to the far end of the room, his bare feet silent upon the floor. There he knelt, his head bowed, and so remained for perhaps a quarter of an hour. When I glanced at him curiously my hostess said in a manner entirely casual, 'It is my husband's eldest brother. He comes here during the day at his prayer times, since his own home is at some distance from his place of business.'

When the prayer was over the brother went away again, and it was not until later that I met him, and then it was outside of prayer hours.

11 The Price of Achievement

My life has been too crowded with travels and many people for me to put it all within the covers of one book, however, and indeed all my books have not been enough to tell the things I would like to tell. Years after I left India I wrote Come, My Beloved against its background. Strange, the Americans, except for a few, have not understood the real meaning of that book, but the Indian readers understand. We have not lived long enough, perhaps, to know universally that the price of achievement, whatever the goal, is an absolute.

In my book I chose three Christian missionaries to prove it, for of all the people that I have ever known the missionary is, in his way, the most dedicated, the most single-hearted. He believes that God is the One, the Father of mankind and that all men are brothers. At least the Christian says he so believes and so he preaches. Then why has he failed to change the world in spite of his sacrifices? Alas, they have not been enough, and he has not been willing to pay the full price for faith. He pays only part, unable to accept utterly the full meaning of his creed. I see the same refusal here in my own country, over and over again, and not only among Christians. But the people of India know what it is to be willing to pay the last full measure of the cost of an idealism. They understand, and to them my book is not a puzzlement.

I went to India to see and listen to two groups of people, the young intellectuals in the cities and the peasants in the villages. — Pearl S. Buck
Quick Revision

Key Themes — India Through a Traveller's Eyes

Six ideas that shape Pearl S. Buck's essay.

🇮🇳 Unity in Diversity

India's incredible diversity of colour, race, language and custom. From the fair Kashmiris to the dark-skinned people of the South, all belong to the Caucasian race. India's variety is as diverse as the American scene.

🕊️ The Great Lesson of Non-Violence

India's bloodless revolution taught humanity that war and killing achieve nothing but loss. A noble end is assured only if the means to attain it are also noble. Gandhi's strength united peasants and intellectuals.

⛓️ The Scars of Colonialism

The real indictment against colonialism was in the miserable villages — the thin, big-bellied children with sad dark eyes, and the life span of only twenty-seven years. Colonialism also created a psychology of dependence.

🙏 Reverence for Great Men and Women

Leadership in India requires renunciation and selflessness. The people revere those who give up personal benefit for an ideal — from Gandhi to the local saint in his cage, listening to villagers.

🕉️ Religion in Everyday Life

Religion is ever-present in Indian life, in its best and worst aspects. Buck admires the simple acceptance of religious motive and the perfect freedom to behave as one's religion moves the soul.

💰 The Price of Achievement

The people of India know what it is to pay the last full measure of the cost of an ideal. Christian missionaries, despite their dedication, have failed because they have not been willing to pay the full price for their faith.

Assessment

Test Your Understanding

Multiple choice · Fill in the blanks · Short answer. Everything is drawn from the text above.

🧠 Part A — Multiple Choice

Choose the best answer for each question. Click Check Answers at the end to see your score.

Score: — / 0

✏️ Part B — Fill in the Blanks

Complete each sentence on the basis of the text. Type your answer, then click Check Answers.

Score: — / 0

📝 Part C — Short Answer Questions

Think through your answer first, then click Show Model Answer to compare.

Textbook Exercises

Complete Exercise Bank

All questions from the Bihar Board Class 12 English Prose textbook — with answers and model responses.

B.1.1 Write T for True and F for False

Read the following sentences and write T for true and F for false. Click to reveal the answer with explanation.

iPearl S. Buck had an Indian family doctor.
True (T). "Our Indian family doctor and his wife told me when I was a child..."
iiThe Mongolian from Europe invaded Kashmir.
False (F). The white barbarian invaders from Europe penetrated India, not the Mongolian.
iiiAccording to the writer, the Indians belonged to the Caucasian race.
True (T). "All the people of India must be reckoned as belonging to the Caucasian race..."
ivThe first woman President of the General Assembly of the United Nations was an Indian.
True (T). "...the first woman to be the President of the General Assembly of the United Nations a woman of India..."
vThe writer wanted to listen to four groups of people.
False (F). She wanted to listen to two groups — the young intellectuals in the cities and the peasants in the villages.
viThe young Indian intellectuals were disappointed with the English rule.
True (T). "They had been bitterly disappointed after the First World War by what they felt were the broken promises of England."
viiIndians were willing to fight in the Second World War at England's command.
False (F). They would not be forced to fight at England's command. They chose to support England against the Axis, but on their own terms.
viiiIndians believed in the nobility of means to achieve a noble end.
True (T). "A noble end is assured only if the means to attain it are of a piece with it and also noble."
ixThe worst effect of colonisation was seen in towns, in the form of unemployment.
True (T). The towns and cities were frothing with unhappy young men who could find no jobs. But the real proof of evil was in the villages.
xIndians, under the British rule, had a life span of just twenty seven years.
True (T). "The final indictment surely was that the life span in India was only twenty-seven years."

B.1.2 Answer the Following Questions Briefly

1What does the word 'colour' remind the writer of?
The word 'colour' reminds the writer of the variety of hue that is Indian life, as various as the American human scene.
2What were the benefits of the English rule?
The benefits of English rule were the knowledge of the West and the pure and exquisitely enunciated English tongue of men and women educated on both sides of the globe.
3Why were the intellectuals in India restless and embittered?
The intellectuals were restless and embittered because they believed another World War was inevitable and they were bitterly disappointed by what they felt were the broken promises of England after the First World War.
4What was the 'great lesson' that India had to teach the West?
The great lesson that India had to teach the West is that war and killing achieve nothing but loss, and that a noble end is assured only if the means to attain it are also noble. India won her freedom through a bloodless revolution.
5Where was the real indictment against the colonisation to be found?
The real indictment against colonisation was to be found in the miserable villages of India, where children were thin and big-bellied with sad dark eyes, and the life span was only twenty-seven years.
6Why was the writer moved at the sight of the children of the Indian villages?
The writer was moved because the children were thin, big-bellied, and had huge sad dark eyes. She wondered how any Englishman could look at them and not accuse himself after three hundred years of English occupation and rule.

B.2.1 Write T for True and F for False

iThe writer blames the English rule for all the ills of India.
True (T). She blames colonialism for the poverty and the psychological dependence of the Indian people.
iiColonisation had made the Indian enervated and exhausted.
True (T). "The enervated and exhausted people had not the strength to take such initiative after the years of colonialism."
iiiLong period of slavery made the people quite dependent.
True (T). The colonial system provided the subject people with an infinite excuse against work. "You are responsible for me" was the attitude.
ivAccording to the writer, selflessness is the main quality of a leader.
True (T). Leadership in India can only be continued by those whom the followers consider to be good — capable of renunciation, therefore not self-seeking.
vVery few people in villages had respect for age and experience.
False (F). The villagers had great respect for age and experience. The elder brother was revered as a wise man and a saint.
viThe writer did not like the idea of eating with right hand.
False (F). She says: "after I had got used to eating with my right hand, I liked it as well."
viiIndians are by nature religious.
True (T). "Religion is ever-present in Indian life, in its best as well as in its worst aspects."
viiiThe book 'Come, My Beloved' has Indian background.
True (T). "Years after I left India I wrote Come, My Beloved against its background."
ixA Christian missionary believes that 'God is the one'.
True (T). "He believes that God is the One, the Father of mankind and that all men are brothers."

B.2.2 Answer the Following Questions Briefly

1Why was the land between Bombay and Madras famished?
The land between Bombay and Madras was famished because of the scarcity of water. It was extremely hot even during February, and there were no wells to provide water for irrigation.
2Why did the Indian always blame the British for their suffering?
The blame was an infinite excuse against work. The colonial system had made people dependent, and they felt the British were responsible for feeding, clothing and governing them. So they blamed the British for all their suffering.
3Who was the real master of the house which Buck visited?
The real master of the house was not the head of the family (the eldest brother) but a younger brother, who was the active master of the house.
4Why did the writer not mind her host eating in the opposite corner of the room?
She did not mind because she had learned to overcome her first feeling about such distance. It was simply a private devotion to a religious feeling and not inhospitality.
5What does she mean by saying 'Religion is ever present in Indian life'?
She means that religion is present in every walk of Indian life, in its best as well as in its worst aspects. Fanaticism reaches into evil, but there is also a simple acceptance of religious motive and perfect freedom to behave as one's religion moves the soul.
6What are her views on the Christian missionaries?
She views Christian missionaries as the most dedicated and single-hearted of all people. But they have failed to change the world because they have not been willing to pay the full price for their faith. They pay only part, unable to accept utterly the full meaning of their creed.

C.1 Long Answer Questions

Prepare detailed answers. Click to reveal model responses.

1How does Pearl S. Buck describe Kashmir?
Pearl S. Buck describes Kashmir as a place where the white barbarian invaders from Europe long ago penetrated India. The people of Kashmir are often fair, with auburn-haired, blue-eyed women considered beauties. The skin colour of the Kashmiri is a lovely cream, and the features are as classic as the Greek. A young Indian friend of hers married a Kashmiri man with dark hair but eyes of a clear green.
2How has India influenced the world in the post-Independent era?
In the post-Independent era, India has influenced the world by maintaining her independence and producing superior individuals. India has used the benefits the English left — the knowledge of the West and the English language — to great advantage. Witness Nehru and many others learning to govern, the first woman President of the UN General Assembly (an Indian woman), and an Indian General in charge of the prisoner exchange in Korea. India's quiet confidence, founded in unyielding idealism, permeates world life.
3Why had the Indian intellectuals decided not to support the British in the Second World War?
The Indian intellectuals decided not to support the British in the Second World War because they had been bitterly disappointed by the broken promises of England after the First World War. The English, they declared, had no real purpose to restore India to the people. Their plan was that when the Second World War broke, India would rebel immediately against England and compel her to set India free. They would not be forced, as they had been in the First World War, to fight at England's command.
4What lesson had India taught humanity by gaining Independence?
India taught humanity the great lesson that war and killing achieve nothing but loss, and that a noble end is assured only if the means to attain it are also noble. India won her freedom through a bloodless revolution, a mighty triumph beside which the American War of Independence shrinks in size and concept. It is to our peril if we do not learn this lesson.
5What was the psychological impact of colonisation on Indian people?
The worst psychological impact of colonisation was to provide the subject people with an infinite excuse against work and against helping themselves. The sullen attitude of the subject to the ruler was: 'You are responsible for me. You have undertaken to feed me and clothe me and govern me. If I die it is your fault.' The people became enervated and exhausted, lacking the strength to take initiative. When the heart of a people is gone, their spirit dies with it.
6Who, according to Buck, could be the real leaders of the Indian people?
According to Buck, the real leaders of the Indian people are those who are capable of renunciation — not self-seeking. Leadership in India can only be continued by those whom the followers consider to be good. A person able to renounce personal benefit for the sake of an ideal is by that very fact also honest, high-minded and trustworthy. This quality contains all others. The people search for such persons, even those who know themselves to be full of faults.
7What are some of the features of Indian family life, as noticed by Buck?
Buck noticed several features of Indian family life: (1) People eat with their right hand, which is considered clean, while the left hand performs lowlier tasks. (2) Food is served on fresh green banana leaves or fresh pottery dishes, broken after use. (3) In households where caste is observed, the host may eat in a separate corner of the room, sitting on the floor with his back to the guests — a private religious devotion, not inhospitality. (4) Religion is ever-present in family life, with family members coming and going for prayer times. (5) There is deep reverence for elders — the paralysed elder brother lived in a cage so he could listen to villagers and was revered as a saint.
8Why did the writer believe that her book Come, My Beloved was not a puzzlement to the people of India?
The writer believed that Come, My Beloved was not a puzzlement to the people of India because they know what it is to be willing to pay the last full measure of the cost of an idealism. The book's theme — that the price of achievement is absolute — is something Indians understand deeply. Americans, except for a few, have not lived long enough to understand this universal truth. The Indian readers understand, and to them the book is not a puzzlement.

C.2 Group Discussion

Discuss the following in groups or pairs.

  • Salient features of Indian family life.
  • Joint family vs. nucleus-family.

C.3 Composition

Write on the following.

  • You have a pen friend in America who wants to know about India. Write a letter to your friend describing some of the values that govern Indian family life.
  • Write a paragraph in about 100 words on 'India's contribution to world peace'.

D.1 Dictionary Use

Look up a dictionary and write two meanings of the following words — the one in which it is used in the lesson and the other which is more common.

Qevil · find · penetrate · lives · educate · globe · witness
evil: (lesson) sin, wrong; (common) morally bad, harmful.

find: (lesson) to have an opinion about something; (common) to discover something.

penetrate: (lesson) to go through or into something difficult; (common) to manage to understand something difficult.

lives: (lesson) the quality people have when they are not dead; (common) a way of living.

educate: (lesson) to teach; (common) to train.

globe: (lesson) the earth; (common) a round object used to map the world.

witness: (lesson) to have seen something happen; (common) a person in court as proof of a crime.

D.2 Word-formation

Form compound words using the words given below.

Qevery · blue · home · chop · baby · over · thing · eyed · made · spun · sticks · hood · come · living · room · out · side · in · deed · well · day · house · hold · snow · faced · white · light · trust · worthy · mud · walled · self · seeking · high · minded · water · bird · new · cooked · born · hearted · ever · green · how · single · glass · house
Compound words:
everyone · blue-eyed · hometown · chopsticks · babyhood · overthink · everything · made-up · spun yarn · stick long · adulthood · welcome · living room · outspoken · inside · indeed · unwell · daylight · household · hold on · snow-white · double-faced · white light · lightning · trustworthy · mud-walled · self-seeking · high-minded · watery · mockingbird · anew · well-cooked · ill-born · whole-hearted · evergreen · however · single-minded · glasshouse

D.3 Word-meaning

Match the words in Column A with their meanings in Column B.

Ex 1Match: creed · piercing · exhausted · profound · inferior · peril · rot
creed → a set of beliefs
piercing → penetrating
exhausted → drained of all strength
profound → deep and subtle
inferior → of poor quality
peril → danger
rot → decayed

D.4 Phrases

Find the sentences in the lesson where these phrases are used, then use them in sentences of your own.

afurther off
In the lesson: "...self-government further off every year."

My sentence: The exam dates are further off than we thought.
bin spite of
In the lesson: "...in spite of many injustices they were choosing between barbarism and civilization."

My sentence: In spite of the rain, we went for a walk.
clive upon
In the lesson: "...a government whose purpose was first of all to benefit the people rather than to live upon them."

My sentence: You cannot live upon your parents' expenses forever.
dsearch for
In the lesson: "...the people... searched for such persons."

My sentence: We should search for peace within ourselves.
eas long as
In the lesson: "...never, as long as daylight lasted, without at least one man squatting on the ground."

My sentence: You can stay here as long as you like.
fserve on
In the lesson: "Our food was served on fresh green banana leaves."

My sentence: The dinner was served on beautiful silver plates.
gput in
In the lesson: "Chopsticks I had used all my life and preferred them to knife and fork..." (and "Put in" appears in exercises)

My sentence: Please put in those socks in the laundry basket.

E. Grammar

Ex 1Change the following sentences as directed: (i) The features of the Kashmiri are as classic as the Greek. (Positive to Comparative) (ii) My host said, "I was called to kill a dangerous snake." (Direct to Indirect) (iii) My life has been too crowded with travels and many people for me to put it all within the covers of one book. (Remove 'too') (iv) What did I go to India to see? (Interrogative to Assertive)
(i) The features of the Kashmiri are more classic than the Greek.

(ii) My host told me that he was called to kill a dangerous snake.

(iii) My life has been so crowded with travels and many people that it is impossible for me to put it all within the covers of one book.

(iv) I went to India to see.

F. Activity

Ex 1Organise an inter-class debate on: (a) British rule over India was not so good. (b) Political independence is not enough.
(Suggested approach) Organise a class debate. For (a): Discuss the economic exploitation, famines, and psychological damage of colonialism. For (b): Discuss how political freedom must be accompanied by social and economic justice, education, and equality.
Ex 2Travellers from various countries have visited India at different times. Prepare a chart mentioning: (a) Names of foreign visitors (b) The period during which they came (c) The purpose of their visit.
Chart of Foreign Travellers to India:
• Megasthenes — c. 300 BCE — Greek ambassador, wrote Indica.
• Fa-Hien — 5th century CE — Chinese Buddhist monk, pilgrimage.
• Hiuen Tsang — 7th century CE — Chinese Buddhist scholar, study of Buddhism.
• Al-Biruni — 11th century CE — Persian scholar, study of Indian science and culture.
• Ibn Battuta — 14th century CE — Moroccan traveller, exploration and trade.
• Vasco da Gama — 1498 — Portuguese explorer, trade route to India.
• François Bernier — 17th century — French physician and traveller.
• Mark Twain — 1896 — American writer, travelogue Following the Equator.
• Pearl S. Buck — 20th century — American writer, travelogue and memoir.

📚 Glossary & Notes

Key words from the lesson with their meanings.

  • barbarian (adj): savage, uncivilized
  • auburn-haired (adj): having hair of golden brown colour
  • classic (adj): standard
  • Caucasian race (n): a fair-skinned race, belonging to the Caucasus region
  • permeating (v): penetrating
  • exquisitely enunciated (adv): pronounced in an extremely fine way
  • blustering (n): angry talk
  • embittered (adj): resentful
  • savagery (n): barbaric cruelty
  • complication (n): the difficult situation
  • Nazism (n): the philosophy of the Nazi party led by Hitler
  • prophecy (n): forecast
  • blood bath (n.phr.): bloodshed
  • invincible (adj): unconquerable
  • indictment (n): charge
  • colonisation (n): the process by which colonies are set up and governed
  • frothing (pp): bubbling
  • famished (v): starved
  • artesian wells (n): wells through which water comes to the surface
  • enervated (pp/adj): weakened
  • renunciation (n): process of giving up self-interest
  • luncheon (n): meal
  • stimulates (v): activates, arouses
  • fanaticism (n): extreme religious or political zeal
  • evil (n): sin, wrong
  • missionaries (n): persons sent to propagate religion
  • idealism (n): belief in ideal ways of life
  • puzzlement (n): confusion, bafflement