Textbook Solutions: Dust of Snow | Gul Mohar Class 6: Book Solutions, Summaries & Worksheets PDF Download

Understanding the Poem

Q1: Where did the dust of snow come from? How did it land on the speaker?
Ans: The dust of snow came from a hemlock tree. A crow shook it down, and it fell on the speaker.

Q2: Has given my heart ... What has the speaker's heart been 'given'? How did his heart change?
Ans: The speaker’s heart has been given a change of mood. He felt happier and lighter than before.

Q3: The speaker was affected by
a. the chance act of a bird causing snow to fall on him.
b. the sight of a crow on a winter day.
c. the chance to walk in the woods.
Ans: a. the chance act of a bird causing snow to fall on him.

This is correct because the crow’s movement caused the snow to fall, which changed his mood.

Q4: When the speaker identified what caused the snow to fall over him, he
a. was amused that a bird could affect him this way.
b. felt a sense of companionship with nature, which cheered him up.
c. felt sorry that he had not spent more time with nature earlier.
Ans: b. felt a sense of companionship with nature, which cheered him up.

The companionship with nature lifted his spirits and saved his day from gloom.

Q5: And saved some part ... Why do you think the speaker uses the word 'saved'?
Ans: He means that the small incident prevented the day from being completely wasted in gloom.

Appreciating the Poem

Q1: Read the title of the poem. What does the word 'dust' mean here? What does it tell you about the snow that fell on the speaker?
Ans: The word ‘dust’ means fine particles. It shows that only a small, light sprinkling of snow fell on the speaker.

Q2: Note how long or short the poem is. What is the number of sentence(s) in the poem? Does the poem's length match the action or experience it describes? Explain.
Ans: The poem has just one sentence and is very short. Its brevity matches the small, quick incident it describes.

Q3: Read the poem aloud. As you read, you will see that one line flows into the other, enabling the idea in one line to be carried forward into the next line. Does the use of this technique—
a. give the poem a faster rhythm?
b. help tie the ideas together, in sequence?
c. make the poem sound like a song?
Ans: a. give the poem a faster rhythm; b. help tie the ideas together, in sequence.

The enjambment (line flowing into line) speeds the rhythm and makes the ideas continuous.