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Long Answer Type Questions:- Kathmandu

Q1. How does the author describe the flute seller? What does he say about the flute music?
Ans: The author finds the flute seller standing in a corner of the square near his hotel. The seller carries a tall pole from which about fifty or sixty bamboo flutes stick out in all directions, making the display look like the quills of a porcupine. He does not shout or push his goods; instead he occasionally plants the pole on the ground, picks a flute and plays a few slow, thoughtful airs. The flute sound is clear and distinct, cutting through the traffic noise and the cries of other hawkers. The seller seems unhurried and content, as if playing is as important to him as selling; this easy-going manner suggests that such music has been his way of life for many years. The author feels drawn to the music and finds it difficult to leave the spot once the flutes begin to play.

Q2. Compare and contrast the atmosphere in and around the Baudhnath shrine with that in the Pashupatinath Temple.

Ans: The Pashupatinath Temple is noisy, crowded and hectic. Devotees jostle to reach the priest and the shrine, priests and vendors push about their duties and wares, and animals such as cows, dogs and monkeys add to the commotion. The scene feels public and bustling, and even visitors from abroad can increase the disorder when they try to enter. By contrast, the area around the Baudhnath Stupa is calm and still. Although Tibetan shops and stalls line the road, the mood remains peaceful and reflective. Where Pashupatinath overwhelms with activity and ritual urgency, Baudhnath offers a quieter space for contemplation and a relief from the city's general bustle.

Long Answer Type Questions:- Kathmandu

Q3. How does the author describe Kathmandu's busiest streets?
Ans: The author describes Kathmandu's busiest streets as vivid, mercenary and intensely religious. They are full of colour and life, with temples, shrines and images of deities placed alongside busy shops and stalls. The tourist trade gives the streets a mercantile character: hawkers sell postcards, antique goods and small souvenirs, and shops stock both Western items and local handicrafts. Sound and movement are constant - radios play film songs, car horns and bicycle bells ring, and vendors loudly call to passers-by. Even animals such as cows contribute to the noise, so the overall effect is a lively and sometimes chaotic urban scene where devotion, commerce and everyday life meet.

Q4. "To hear any flute is to be drawn into the commonality of all mankind." Why does the author say this?
Ans: The author believes the flute is a universal instrument found in many cultures, and its music has qualities that resemble the human voice. Different flutes - for example the Japanese shakuhachi, the Indian bansuri and various South American and Chinese flutes - produce different tones and ranges, yet all require breath, pauses and phrasing similar to speech. The need to take breath and the pattern of short phrases gives flute music a natural, human quality. Because the sound and the manner of playing are shared across cultures, hearing a flute reminds the listener of shared human expression and so creates a feeling of commonality among people everywhere.

Q5. What ideas do you get about the author from the extract "Kathmandu"?
Ans: From this extract we learn that the author is an observant and reflective traveller with a strong aesthetic sense. He notices small details of people and place, from the behaviour of hawkers to the atmosphere of religious sites. He values peace and quiet, as shown by his appreciation of the Baudhnath stupa, yet he is also alert to social and environmental problems, such as pollution along the Bagmati river. He enjoys music and has a sensitive ear for it, which explains his reluctance to leave the square when the flute is played. He is curious and interested in local life and customs, and at the same time he reads for pleasure, preferring light, popular books when tired. Overall, he comes across as thoughtful, curious and appreciative of both beauty and detail.

Q6. The author has drawn powerful images and pictures. Pick out three examples each of 
(i) the atmosphere of febrile confusion outside the temple of Pashupatinath 
(ii) the things he sees 
(iii) the sounds he hears
Ans: (i) Some examples of the atmosphere of 'febrile confusion' outside the Pashupatinath Temple:

  • A vast, mixed crowd that includes people, animals and birds.
  • Western visitors dressed in saffron attempting to enter the temple and a policeman trying to prevent them.
  • Two monkeys fighting, one leaping on a Shivalinga and then running off towards the Bagmati river.

(ii) Some examples of the things that the writer sees:

  • Women washing clothes on the banks of the Bagmati river.
  • Children bathing in the river.
  • A corpse being cremated at the river bank.

(iii) Some examples of the sounds that the writer hears:

  • The blaring horns of traffic.
  • The sweet, hypnotic notes of the flute.
  • The loud voices of hawkers calling out their wares.

Q7. Where does the author find the flute seller and what are his observations about him? What draws the author to the music of the flute?
Ans: The author finds the flute seller in a corner of the square near his hotel, among other hawkers. The seller carries a pole with many bamboo flutes attached, and he displays them without shouting or showmanship. He occasionally sets the pole down, selects a flute and plays a few slow, deliberate tunes; the playing seems as important to him as selling. The author is drawn to the music because of its clarity, its resemblance to the human voice and its universal quality. Flute playing involves breaths and pauses that give the music a natural, speech-like rhythm, and this familiar, gentle sound evokes a sense of shared humanity that holds the author in the square long after the playing has stopped.

The document Long Answer Type Questions:- Kathmandu is a part of the Class 9 Course English Class 9.
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FAQs on Long Answer Type Questions:- Kathmandu

1. What are the main themes and messages in the poem Kathmandu for Class 9 English?
Ans. Kathmandu explores themes of cultural heritage, spiritual awakening, and the clash between modernity and tradition in Nepal's capital city. The poem celebrates the city's ancient temples, sacred rituals, and timeless beauty while reflecting on how globalisation impacts traditional ways of life. Students studying long answer type questions should focus on how the poet uses vivid imagery to convey emotional connection to place and cultural identity within the CBSE English curriculum.
2. How should I structure my long answer response to Kathmandu questions for maximum marks in exams?
Ans. Structure long answer responses with a clear introduction identifying the poem's central idea, body paragraphs analysing specific poetic devices and textual evidence, and a conclusion linking themes to the broader context. Each paragraph should contain topic sentences supported by direct quotes from the text. Students preparing for CBSE Class 9 exams should allocate approximately 200-250 words, ensuring they address all parts of the question and demonstrate critical understanding of Kathmandu's literary elements.
3. What poetic devices does the Kathmandu poem use and how do they create meaning?
Ans. The poem employs imagery, metaphor, and personification to evoke Kathmandu's spiritual atmosphere and cultural significance. Vivid sensory descriptions of temples, bells, and rituals immerse readers in the city's sacred landscape, while figurative language conveys the emotional resonance of tradition. When answering long answer type questions on this poem, students must identify specific examples-such as how nature imagery symbolises timelessness-and explain their contribution to the overall message about preserving cultural heritage.
4. What's the difference between how Kathmandu describes the old city versus modern influences?
Ans. Kathmandu juxtaposes the ancient, sacred elements-temples, religious practices, and traditional customs-against subtle references to contemporary change and urbanisation. This contrast highlights the tension between preserving cultural identity and inevitable modernisation. For CBSE long answer responses, students should analyse how the poet uses this dichotomy to raise questions about what's gained and lost when traditional societies encounter global forces, making this a crucial analytical point for comprehensive exam answers.
5. Which literary analysis tools help answer long answer questions on Kathmandu most effectively?
Ans. Students tackling long answer type questions should use close reading techniques, textual annotation, and thematic mapping to identify patterns in symbolism and recurring imagery throughout the poem. Consulting study aids like mind maps and flashcards on EduRev helps visualise connections between poetic devices and thematic layers in Kathmandu. Practising with sample long answers and detailed notes strengthens understanding of how professional responses integrate quotations with analytical commentary for stronger CBSE performance.
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