Comparisons - 9th class poem

        Comparisons poem

Fast as a spaceship,
slow as a snail,
Big as a dinosaur,
small as a nail,
Fierce as a tiger,
gentle as a lamb.
Sour as a lemon,
sweet as jam.
Dry as the desert,
wet as the sea.
Square as a house,
round as a pea.
Cool as a cave,
warm as toast,
Noisy as a road drill,
quiet as a ghost.
Strong as an ox,
weak as kitten.
Hard as a rock,
soft as a mitten.
Dark as a tunnel,
light as the moon,
Night time midnight,
day time noon.
Tall as a giant,
short as an elf.
Crooked as a mountain path,
straight as a shelf...
The world is full of opposites,
so think of some yourself !
- Anonymous

πŸ‘‡πŸ‘‡

The Necklace part 2

The Necklace

Part 2
They looked in the folds of her dress, in the folds 
of her cloak, in her pockets, everywhere. But they 
could not find it.
“Are you sure you still had it on when you left 
the hall ?” he asked.
“Yes. I touched it in the hall at the Ministry.”
“But if you had lost it in the street we would have 
heard it fall. It must be in the cab.”
“Yes. That’s probably it. Did you take his 
number ?”
 “No.”
They stared at each other, stunned. At last Loisel 
put his clothes on again. “I’m going back,” he said, 
“Over the whole route we walked, and see if I can 
find it.”
He left. She remained in her ball dress all night, 
her mind blank. Her husband returned at about seven 
o’clock. He had found nothing.
He went to the police, to the newspapers to offer 
a reward, to the cab companies, everywhere the tiniest 

glimmer of hope led him.
She waited all day, in despair at this frightful 
disaster.
Loisel returned in the evening, a hollow, pale 
figure; he had found nothing. “You must write to your 
friend,” he said, “tell her you have broken the clasp 
of her necklace and that you are having it mended. It 
will give us time to look some more.”
She wrote as he dictated.
At the end of one week they had lost all hope. 
And Loisel, who suddenly looked aged, declared, “We 
must consider how to replace the jewel.”
And so, they went from jeweller to jeweller, 
looking for a necklace like the other one, consulting 
their memories, both sick with grief and anguish.
In a shop at the Palais Royal, they found a string 
of diamonds which seemed to be exactly what they 
were looking for. It was worth forty thousand francs. 
They could have it for thirty-six thousand. So they begged the jeweller not to sell it for three 
days. And they made an arrangement that he would 
take it back for thirty-four thousand francs if the other 
necklace was found before the end of February.
Loisel had eighteen thousand francs which his 
father had left him. He would borrow the rest.
And he did borrow. He gave notes, made ruinous 
agreements, dealt with every type of money-lender. 
Then he went to get the new necklace, and laid down 
on the jeweller’s counter thirty-six 
thousand francs.
When Madame Loisel took the 
necklace back, Madame Forestier 
said coldly, “You should have 
returned it sooner, I might have 
needed it.”
From then on, Madame Loisel 
knew the horrible life of the very poor. But she played 
her part heroically. The dreadful debt must be paid. 
She would pay it. They dismissed their maid; they 
changed their lodgings; they rented a garret under the 
roof.
She came to know the drudgery of housework, the 
odious labours of the kitchen. She washed the dishes, 
the dirty linen, she carried the garbage down to the 
street every morning, and carried up the water, stopping 
at each landing to catch her breath and dressed like 
a commoner. She had to bargain at markets, quarrel 
and face insults over every miserable sou.
Each month they had to pay some loans, renew 
others, get more time.
Her husband worked extra, every evening, doing 
accounts for a tradesman, and often, late into the 
night, he sat copying a manuscript at five sous a page.
And this life lasted ten years. At the end of ten 
years they had paid off everything, even the interest.
Madame Loisel looked old now. Often, she brooded 
over the past - What would have happened if she had 
not lost that necklace ? How strange life is, how fickle ! 
How little is needed for one to be ruined or saved!
One Sunday, as she was walking in the Champs 
Γ‰lysΓ©es suddenly she saw Madame Forestier, still 
young, still beautiful, still charming.
Madame Loisel felt emotional. Should she speak 
to her ? Yes, of course. And now that she had paid, 
she would tell her all. Why not ?
She went up to her, “Good morning, Jeanne.”
The other, astonished to be addressed so familiarly 
by this common woman, did not recognise her. She 
stammered:
“But-Madame -I don’t know. You must have 
made a mistake.”
“No, I am Mathilde Loisel.”
Her friend uttered a cry, “Oh! ... my poor Mathilde, 
how you’ve changed ! ...”
“Yes, I have had some hard times since I last saw 
you, and many miseries ... and all because of you! ...”
“Me ? How can that be ?”
“You remember that diamond necklace that you 
lent me to wear to the Ministry party?”
“Yes. Well ?”
“Well, I lost it.”
“What do you mean? You brought it back.”
 “I brought you back another exactly like it. And 
it has taken us ten years to pay for it. It wasn’t easy 
for us, we had very little. But at last it is over, and 
I am very glad.”
Madame Forestier was stunned.
“You say that you bought a diamond necklace to 
replace mine ?”
“Yes; you didn’t notice then? They were very 
similar.”
And she smiled with proud and innocent pleasure.
Madame Forestier, deeply moved, took both her 
hands.
“Oh, my poor Mathilde ! Mine was an imitation ! 
It was worth five hundred francs at most! ...”
- Adapted from ‘The Necklace’ by Guy de Maupassant


English workshop of The Necklace part 2

The Necklace part 1

The Necklace

Part 1
Mathilde was a pretty and charming girl, born, as 
if by an error of fate, into a family of clerks. She 
had no means of becoming known, understood, loved 
or be wedded to an aristocrat; and so she let herself 
be married to a minor official at the Ministry of 
Education.

She dressed plainly, because she had never been 
able to afford anything better. She suffered endlessly, 
feeling she was entitled to all the luxuries of life. She 
suffered because of her shabby, poorly furnished 
house. All these things, that another woman of her 
class would not even have noticed, tormented her and 
made her resentful. She dreamed of a grand, palatial 
mansion, with vast rooms and inviting smaller rooms, 
perfumed for afternoon chats with close friends.
Yet, she had no rich dresses, no jewels, nothing; 
and these were the only things she loved. She 
wanted so much to charm, to be envied, to be sought 
after.
She had a rich friend, a former schoolmate at the 
convent, whom she avoided visiting, because afterwards 
she would weep with regret, despair and misery.
One evening her husband came home with an air 
of triumph, holding a large envelope in his hand. 
“Look,” he said, “here’s something for you.”
She tore open the paper and drew out a card, on 
which was printed the words:
“The Minister of Education and Mme. Georges 
Rampouneau request the pleasure of M. and Mme. 
Loisel’s company at the Ministry, on the evening of 
Monday, January 18th.”
Instead of being delighted, as her husband had 
hoped, she threw the invitation on the table resentfully, 
and muttered, “What do you want me to do with that ? 
And what do you expect me to wear if I go?”
He hadn’t thought of that. He stammered, “Why, the dress you go to the theatre in. It seems very nice 
to me ...”
He stopped, stunned, distressed to see his wife 
crying ... He stuttered, “What’s the matter ? Let’s see, 
Mathilde. How much would a suitable dress cost ?” 
She thought for a moment, computing the cost, 
and also wondering what amount she could ask for 
without an immediate refusal. At last she answered 
hesitantly, “I don’t know exactly, but I think I could 
do it with four hundred francs.”
He turned a little pale, because he had been 
saving that exact amount to buy a gun for a hunting 
summer, in the country near Nanterre, with a few 
friends. However, he said, “Very well, I can give you 
four hundred francs. But try and get a really beautiful 
dress.”
The day of the party drew near, and Madame 
Loisel seemed sad, restless, anxious, though her dress 
was ready.
One evening her husband said to her, “What’s the 
matter ? You’ve been acting strange these last three 
days.”
She replied: “I’m upset that I have no jewels, not 
a single stone to wear. I would rather not go to the 
party.”
“You could wear flowers,” he said, “They are 
very fashionable at this time of year.”
She was not convinced.
The next day she went to her friend’s house and 
told her of her distress.
Madame Forestier went to her mirrored wardrobe, 
took out a large box, brought it back, opened it, and 
said to Madame Loisel:
“Choose, my dear.”
First Mathilde saw some bracelets, then a pearl 
necklace. She tried on the jewellery in the mirror. 
She kept asking, “You have nothing else ?”
“Why, yes. But I don’t know what you like.”
Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart began to beat 
with uncontrolled desire. Her hands trembled as she 
took it. She fastened it around her neck and stood 
lost in ecstasy as she looked at herself.
Then she asked anxiously, hesitating, “Would you 
lend me this, just this ?”
“Why, yes, of course.”
She threw her arms around her friend’s neck, 
rapturously, then fled with her treasure.
The day of the party arrived. Madame Loisel was 
a success. She was prettier than all the other women, 
elegant, gracious, smiling, and full of joy.
She danced wildly, with passion, forgetting 
everything in the triumph of her beauty and success, 
floating in a cloud of happiness. 
Mathilde and her husband left at about four 
o’clock in the morning. When they were finally in the 
street, they could not find a cab. They walked down 
toward the Seine, till they found one. They were 
dropped off at their door in the Rue des Martyrs, and 
sadly, it was all over, for her.
In front of the mirror, she took a final look at 
herself in all her glory. But suddenly she uttered a 
cry. She no longer had the necklace round her neck !
“What is the matter ?” asked her husband.
She turned towards him, panic-stricken, “I have ... 
I have ... I no longer have Madame Forestier’s 
necklace.”
He stood up, distraught, “What!... How! …That’s 
impossible !”


English workshop of The Necklace part 1

The story of Tea 9th class

The story of Tea


ENGLISH WORKSHOP of The story of Tea


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1. List all the names of Geographical places mentioned in the passage.

Ans-

2. Make smaller words using the letters in the given words. (At least 5 words each)


• actually • refreshing • immediately • investigations
• meditation • enjoyable • loneliness • friendship


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3. From the passage, copy correctly any three sentences that begin with ‘How’.

4. Find the meanings of the following from a good dictionary :

• infusion • restorative • inscriptions • radicals • connoisseurs


5. List the words related to (a) agriculture (b) chemistry from this passage.

6. Complete the following sentences with the help of the passage :

(a) Camellia sinensis is an evergreen plant that grows in .
(b) The teas we buy are usually classified according to .
(c) In many countries around the world, tea drinking is an .

(d) Our body produces chemicals called .
7. Prepare a flow chart to show the growth and journey of tea from the plantation
to our homes. Use information from the lesson.
plantation Leaves
cured
Leaves
processed sold to
us


8. From the passage, find all the words or pairs of words that begin with ‘tea’.
Examples: teapot, tea plants.
When two words come together to form a new word, the new word is called a
compound word. What words do you see in the following compounds – evergreen,
blood pressure, everyday?
Note that some compound words are written as one word (teapot), some with a
hyphen between them (tea-making) and some as two separate words (tea club).

9. Sometimes the form of a verb in a sentence names the action but does not change
according to tense, number or person. Such a form is known as a non-finite form
or an infinitive. An infinitive is used with or without ‘to’.
Examples: How did people first begin to drink tea? Can you name the beverage?
Underline the infinitive in the following sentences.
• It was funny to read words that
stood still.
• To be or not to be - that is the
question.
• Can I read the book?
• They could help one another
with the homework and talk
about it.

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Let us begin with a question : can you name the
most widely consumed beverage in the world, after
water?
Perhaps many of you have guessed the answer :
the most popular beverage in the world is tea - the
fresh, aromatic brew with which people like to begin
their day. It has a refreshing, astringent flavour. It is
actually made by brewing, that is by infusing in
boiling water, the leaves and shoots of a plant whose
botanical name is the Camellia sinensis. The leaves
are at first dried, cured and processed before they are
packed and sold to us.
Camellia sinensis is an evergreen plant that grows
in tropical and sub-tropical climates. Tea plants require
at least 100-125 cm of rainfall a year and prefer
acidic soils. Many of the world’s best tea estates are
located on hill slopes at elevations of up to 1500
metres : it is said that the tea plants grow slowly and
acquire a richer flavour at this height.

When the plants mature, only the top 1-2 inches
of the plant are picked. These buds and leaves are
called flushes. A new flush appears on the plant every
seven to ten days during the peak growing season.
Left to grow on its own, the tea plant may actually
grow into a small tree. But in all tea gardens, the
plants are pruned and kept at a height of about three
feet (waist high) to enable easy plucking of the leaves.
The teas we buy are usually classified according
to their leaf size. Accordingly we have (1) Assam
type of tea, characterised by the largest leaves;
(2) China type, characterised by the smallest leaves;
and (3) Cambod, characterised by leaves of intermediate
size.
We have three very distinct and different tea
growing regions in India. Each of these regions is
famous for the special type of tea it produces, which
are unique in taste, aroma, strength and flavour. The
three regions are : Darjeeling in North-Eastern India, Assam in far North-East India and Nilgiris in South
India.
Most people agree that tea is a refreshing drink.
It contains no carbohydrates, fat, or proteins. What
gives tea its special and distinctive flavour is theanine
as well as caffeine, which give the drink its stimulating
quality.
How and when did people first begin to drink tea?
An amusing story has come down to us from Chinese
legends. It is said that Emperor Shennong, the father
of Chinese agriculture and medicine, was on his
travels, when a servant was boiling some water for
the emperor to drink. Just then, a few leaves from a
nearby tree blew into the boiling water. The water
immediately changed colour. On drinking the water,
the emperor was amazed by the rich flavour and the
refreshing quality of the resulting infusion. Excited by
the unknown plant and its amazing flavour, he carried
out further investigations, and discovered that tea had
many healing and restorative properties and could also
be used as an antidote to certain poisons.
Yet another legend tells us that it was a Buddhist
monk named Bodhidharma who was the first to use
tea as a drink. He was keen to find a herb or a
medicinal plant which would help him stay awake and
alert for long periods of time in prayer and meditation.
After considerable search and trial, he found that
chewing leaves from the tea shrub acted as a stimulant,
helping him stay awake. It was he who introduced
tea among his disciples in China. It is said that
Japanese priests studying under Buddhist teachers in
China carried tea seeds and leaves back home with
them. Turkish traders also began to bargain for tea
on the border of Mongolia. In fact, the story goes that
the Chinese Emperor Hui Tsung was so taken up with
tea that he set up a research into the best tea-
whisking methods and also hosted tea-making
and tea-tasting tournaments in the court. So
‘tea minded’ was he, that he failed to notice
that Mongolia had actually taken over his
empire! Thus the habit of drinking tea spread to Japan,
Europe and England, where it became a fashionable
and popular drink among the people.
How did this magical beverage get its name? The
Chinese character t’u was first used in early inscriptions
to describe tea. But later, a new character, ch’a, was
developed to refer specifically to tea. The word ch’a
is now sometimes used in English to refer to China
tea. And, as we all know, it is very close to the Hindi
word chai, which is used all over India to refer to
tea.
How did tea first come to India? Historians think
that tea had been known in India as a medicinal plant
since ancient times, but tea was not drunk for pleasure
until the British began to establish plantations in the
19th century. In the 1770s, the British East India
Company made several unsuccessful attempts to grow
tea in Bhutan and Assam, with seeds from China.
Although these attempts failed, the botanist Robert
Bruce in 1823 discovered tea plants growing wild in
the Upper Brahmaputra valley. In May 1838, the first
Indian tea from Assam was sent to England for public
sale. Since then India has gone on to become one of
the leading producers of tea in the world.
Tea lovers claim that tea may be able to reduce
the risk of cancer, control blood pressure, fight viruses
in our body and actually help us live longer!
Our body produces chemicals called free radicals.
They can damage our body and our health. Tea
contains antioxidants called flavonoids. Scientists
believe these help to protect our system against free
radicals.
For many people tea is a popular drink to have
with friends. In many countries around the world, tea
drinking is an important social occasion.
Japan, China, Russia and Korea have special tea
ceremonies and traditions. These ceremonies give
people the time to relax and enjoy the taste and the
smell of the tea.
Most people in Japan belong to a ‘tea club’ where
they go every week to take part in the tea ceremony. Ordinary people also feel that tea ceremonies are
spiritual occasions that are closely associated with
their religion. ‘Tea,’ they say, ‘is a healthy, enjoyable
and stimulating drink, full of good qualities. It
reduces loneliness and calms your heart; it is a
comfort in everyday life’.
Many Koreans today still have tea ceremonies
for important occasions including special birthdays
and anniversaries.
In most areas of China
the tea is made in small clay
teapots. At tea ceremonies,
cups are only half-filled. The
Chinese believe that the rest of the cup must be
filled with friendship and affection.
In Russia, tea is made and served in samovars
- a special Russian tea kettle, made of metal.
Vietnam produces special varieties of tea such
as lotus tea and jasmine tea.
In Japan, tea is made using powdered green tea
called ‘matcha’. The tea is mixed with boiled water
using a bamboo whisk and served in small bowls.
And how about India ? A cup of tea is offered
to any guest or visitor as a token of hospitality even
in the humblest of homes. Most Indians like their
tea hot with a good deal of milk and sugar in it.
In the rainy season, it is brewed with ginger to give
it additional medicinal properties. Others add spices
like cardamom, cloves or mace to add to its taste
and flavour. Tea is a must after a plate of spicy
snacks, especially in the morning and evenings.
Some connoisseurs relish delicately flavoured
jasmine tea, green tea, lemon tea and even iced tea!
How about you ?


Meaning of The story of Tea

‘Hope’ is the thing with feathers poem appreciation 9th class

1.3. ‘Hope’ is the thing with feathers poem appreciation

1. Title: The title of the poem is ‘Hope is the thing with feathers- '

2. Poet/Author: The author of the poem is Emily Dickinson.

3. Rhyme scheme: The rhyme scheme of the first 2 stanzas is ‘abab’ whereas
in the third stanza is ‘abcb’.

4. Favourite lines: My favourite lines from the poem are:
(i) ‘Hope’ is the thing with feathers-
(ii) And sweetest – in the Gale - is heard -

5. Theme / central idea 
The central idea or theme of the poem is the role played by the
hope in our lives. According to the poetess, hope – the little bird that nests in our soul
– keeps us going even in the most difficult of times and demands nothing in return.

6. Figure oF speech: Personification: Here, the lifeless and abstract idea of ‘hope’ is
portrayed as a ‘living little bird’.

7. Special Features:
This poem is full of implied meanings. It tells you the importance
of hope and helps you to survive in any difficult days or occasions.

8. Why i like the Poem:
I like the poem for its positive message. According to the poet,
hope is not easily defeated. It sustains us. Hope also encourages us to move forward.
This message, I think, is very important for a Young person.

‘Hope’ is the thing with feathers 


‘Hope’ is the thing with feathers -
That perches in the soul -
And sings the tune without the words -
And never stops - at all -



And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird
That kept so many warm -

I’ve heard it in the chillest land -
And on the strangest Sea -
Yet - never - in Extremity,
It asked a crumb - of me.
                                    - By Emily Dickinson

Moral stories for kids

Meaning of the poem ‘Hope’ is the thing with feathers 9th class



Appreciation of ‘Hope’ is the thing with feathers.



Appreciation of ‘Hope’ is the thing with feathers.



English workshop of poem ‘Hope’ is the thing with feathers

The fun they had 9th class English

The fun they had


Margie even wrote about it that night in her diary. On
the page headed 17 May 2157, she wrote, ‘Today Tommy
found a real book!’
It was a very old book. Margie’s grandfather once
said that when he was a little boy his grandfather told
him that there was a time when all stories were printed
on paper.
They turned the pages, which were yellow and crinkly,
and it was awfully funny to read words that stood still
instead of moving the way they were supposed to - on a
screen, you know. And then when they turned back to the
page before, it had the same words on it that it had when
they read it the first time.
“Gee,” said Tommy, “what a waste ! When you’re
through with the book, you just throw it away, I guess.
Our television screen must have had a million books on
it and it’s good for plenty more. I wouldn’t throw it away.”
“Same with mine,” said Margie. She was eleven and
hadn’t seen as many telebooks as Tommy had. He was
thirteen.
She said, “Where did you find it ?”
“In my house.” He pointed without looking because he
was busy reading. “In the attic.”
“What’s it about ?”
“School.”
Margie was scornful. “School ? What’s there to write
about school ? I hate school.”
Margie always hated school, but now she hated it
more than ever. The mechanical teacher had been giving
her test after test in geography and she had been doing
worse and worse until her mother had shaken her head
sorrowfully and sent for the County Inspector.
He was a round little man with a red face and a
whole box of tools with dials and wires. He smiled at
Margie and gave her an apple, then took the teacher apart.
Margie had hoped he wouldn’t know how to put it together
again, but he knew how all right, and, after an hour or so, there it was again, large and black and ugly, with
a big screen on which all the lessons were shown and
the questions were asked. That wasn’t so bad. The
part Margie hated most was the slot where she had
to put homework and test papers. She always had to
write them out in a punch code they made her learn
when she was six years old, and the mechanical
teacher calculated the marks in no time.
The Inspector had smiled after he was finished
and patted Margie’s head. He said to her mother, “It’s
not the little girl’s fault, Mrs Jones. I think the
geography sector was geared a little too quick. Those
things happen sometimes. I’ve slowed it up to an
average ten-year level. Actually, the overall pattern of
her progress is quite satisfactory.” And he patted
Margie’s head again.
Margie was disappointed. She had been hoping
they would take the teacher away altogether. They had
once taken Tommy’s teacher away for nearly a month
because the history sector had blanked out completely.
So she said to Tommy, “Why would anyone write
about school ?”
Tommy looked at her with very superior eyes.
“Because it’s not our kind of school, stupid. This is
the old kind of school that they had hundreds and
hundreds of years ago.” He added loftily, pronouncing
the word carefully, “Centuries ago.”
Margie was hurt. “Well, I don’t know what kind
of school they had all that time ago.” She read the
book over his shoulder for a while, then said, “Anyway,
they had a teacher.”
“Sure they had a teacher, but it wasn’t a regular
teacher. It was a man.”
“A man ? How could a man be a teacher ?”
“Well, he just told the boys and girls things and
gave them homework and asked them questions.”
“A man isn’t smart enough.”
“Sure he is. My father knows as much as my
teacher.” “He knows almost as much, I betcha.”
Margie wasn’t prepared to dispute that. She said,
“I wouldn’t want a strange man in my house to teach
me.”
Tommy screamed with laughter. “You don’t know
much, Margie. The teachers didn’t live in the house.
They had a special building and all the kids went
there.”
“And all the kids learned the same things ?”
“Sure, if they were the same age.”
“But my mother says a teacher has to be adjusted
to fit the mind of each boy and girl it teaches and
that each kid has to be taught differently.”
“Just the same they didn’t do it that way then. If
you don’t like it, you don’t have to read the book.”
“I didn’t say I didn’t like it”, Margie said quickly.
She wanted to read about those funny schools.
They weren’t even half finished when Margie’s
mother called, “Margie ! School!”
Margie looked up. “Not yet, Mamma.”
“Now!” said Mrs Jones. “And it’s probably time
for Tommy, too.”
Margie said to Tommy, “Can I read the book some
more with you after school ?”
“May be.” he said nonchalantly. He walked away
whistling, the dusty old book tucked beneath his arm.
Margie went into the schoolroom. It was right next
to her bedroom, and the mechanical teacher was on
and waiting for her. It was always on at the same
time every day except Saturday and Sunday, because
her mother said little girls learned better if they learned
at regular hours.
The screen was lit up, and it said: “Today’s
arithmetic lesson is on the addition of proper fractions.
Please insert yesterday’s homework in the proper slot.”
Margie did so with a sigh. She was thinking about
the old schools they had when her grandfather’s
grandfather was a little boy. All the kids from the
whole neighbourhood came, laughing and shouting in the schoolyard, sitting together in the schoolroom, going
home together at the end of the day. They learned the
same things, so they could help one another with the
homework and talk about it.
And the teachers were people ...
The mechanical teacher was flashing on the screen
: When we add fractions 1/2 and 1/4 ...”
Margie was thinking about how the kids must have
loved it in the old days. She was thinking about the
fun they had.
                                          - Isaac Asimov

English workshop of The fun they had

Summary of the fun they had


  • The short story 'the fun they had' composed by Isaac Asimov. A kid and a young lady, Tommy and Margie, who discover something about school in the past time. On seventeenth March 2157, Tommy, a thirteen-year-old kid, finds a' genuine book' which has been imprinted on paper is at the place of Margie. An eleven-year-old-young lady the two of them investigate it together. The book is extremely old and the pages are yellow and irritable. in the year 2155, this sort of books does n't exist any longer. In this time words are proceeding onward a TV screen. This TV contains over a million books. That is the explanation, why Tommy feels that they are greatly improved. He has discovered the old book in the storage room of his home. while perusing, Tommy says that it is about school. Margie loathes school and can't comprehend why somebody would expound on it. She was having issues with taking in geology from her 'mechanical instructor'. it was dark, huge and had a screen on it. It shows the understudies, give them practices and ask them inquiries, all in an exceptional room in their own home. it can likewise compute the imprints in no occasions. Margie detests the space where she needs to embed her schoolwork or test papers. when the geology part of her mechanical educator was reviewed excessively speedy so her imprints deteriorated and more awful. The area examiner modified it following 60 minutes. He was extremely pleasant to Margie. she trusted that her mechanical educator would be away for quite a while. Tommy says that the book which he has found(site), isn't about their kind of school, it is about school hundreds of years back. They discover that understudies in those days had a man as an instructor who showed the young ladies and young men, gave them schoolwork and asked them the inquiry. they had an exceptional structure, at the kids went to. Furthermore, they took in something very similar. on the off chance that they were a similar age. From the start, Margie doesn't see how an individual could be an educator and how the understudies were thought something very similar in light of the fact that her mom says that instruction must fit every youngster's psyche, however in any case, as she would see it, these schools are interesting and she needs to peruse more about it. At that point it is the ideal opportunity for Margie and Tommy for their school. Margie goes to the schoolroom in her home, where the mechanical educator stands. It is as of now on in light of the fact that the exercises are consistently at customary hours. She was considering the outdated framework and how much fun the kids must have, learning and getting to know each other.

Walk a little slower 9th class poem

               Walk a little slower

‘Walk a little slower, Daddy,’
Said a little child so small.
‘I’m following in your footsteps
And I don’t want to fall.

 ‘Sometimes your steps are very fast,
 Sometimes they are hard to see;
 So, walk a little slower, Daddy,
 For you are leading me.’

‘Some day when I’m all grown up,
You’re what I want to be;
Then I will have a little child
Who’ll want to follow me.

 ‘And I would want to lead just right,
 And know that I was true;
 So walk a little slower, Daddy,
 For I must follow you.’

                           - Author Unknown


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