{"id":21107,"date":"2024-12-30T12:47:00","date_gmt":"2024-12-30T07:17:00","guid":{"rendered":"https:\/\/onlinefreenotes.com\/?p=21107"},"modified":"2025-12-12T08:37:44","modified_gmt":"2025-12-12T08:37:44","slug":"autumn-wbbse-class-9-english-second-notes","status":"publish","type":"post","link":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/autumn-wbbse-class-9-english-second-notes\/","title":{"rendered":"Autumn: WBBSE Class 9 English (Second) notes"},"content":{"rendered":"\n<p>Get summaries, questions, answers, solutions, notes, extras, PDF and guide of Class 9 English textbook, chapter 3 Autumn which is part of the syllabus of students studying under West Bengal Board of Secondary Education (<a href=\"https:\/\/wbbse.wb.gov.in\/\" target=\"_blank\" rel=\"noopener\">WBBSE<\/a>). These solutions, however, should only be treated as references and can be modified\/changed.&nbsp;<\/p>\n\n\n\n\n  <style>\r\n    .notice {\r\n      background: yellow;       \/* simple yellow background *\/\r\n      text-align: center;       \/* centre alignment *\/\r\n      padding: 12px 16px;\r\n      margin: 20px auto;\r\n      width: fit-content;       \/* shrink to text and centre via auto margins *\/\r\n      font-family: Arial, sans-serif;\r\n    }\r\n  <\/style>\r\n  <div class=\"notice\">\r\n    If you notice any errors in the notes, please mention them in the comments\r\n  <\/div>\r\n<nav id=\"toc\" class=\"toc-box\"><\/nav>\r\n<style>\r\n.toc-box{\r\n  border:1px solid #e5e7eb;\r\n  border-radius:8px;\r\n  background:#fff;\r\n  margin:20px 0;\r\n  font-family:Arial, Helvetica, sans-serif\r\n}\r\n.toc-header{\r\n  padding:10px 14px;\r\n  font-size:16px;\r\n  font-weight:600;\r\n  border-bottom:1px solid #eef2f7;\r\n  background:#f8fafc\r\n}\r\n.toc-content{\r\n  padding:12px 18px\r\n}\r\n\r\n\/* Base list *\/\r\n.toc-content ul{\r\n  margin:0 25px;\r\n  padding-left:0;\r\n  list-style:none\r\n}\r\n\r\n\/* Level-based bullets *\/\r\n.toc-content li{\r\n  position:relative;\r\n  margin:6px 0;\r\n  margin-left:6px;\r\n  line-height:1.5;\r\n\tlist-style:disc;\r\n}\r\n\r\n\/* H2 bullet \u25cf *\/\r\n.toc-content li.level-2{\r\n  list-style:disc;\r\n\t\r\n}\r\n\r\n\/* H3 bullet \u25cb *\/\r\n.toc-content li.level-3{\r\n  margin-left:26px;\r\n\tlist-style:disc;\r\n}\r\n\r\n\r\n\/* H4+ bullet \u2013 *\/\r\n.toc-content li.level-4{\r\n  margin-left:46px;\r\n\tlist-style:disc;\r\n}\r\n.toc-content li.level-5,\r\n.toc-content li.level-6{\r\n  margin-left:66px;\r\n\tlist-style:disc;\r\n}\r\n\r\n.toc-content a{\r\n  text-decoration:none;\r\n  color:#000\r\n}\r\n.toc-content a:hover{\r\n  text-decoration:underline\r\n}\r\n\r\nhtml{scroll-behavior:smooth}\r\nh1[id],h2[id],h3[id],h4[id],h5[id],h6[id]{\r\n  scroll-margin-top:110px\r\n}\r\n<\/style>\r\n\r\n<script>\r\ndocument.addEventListener('DOMContentLoaded', function () {\r\n\r\n  const toc = document.getElementById('toc');\r\n  if (!toc) return;\r\n\r\n  \/* MAIN CONTENT ONLY *\/\r\n  const content = document.querySelector('#pdf-content');\r\n\r\n  \/* EXCLUDE AREAS *\/\r\n  const excludeSelectors = `\r\n    .author, .byline, .entry-meta, .post-meta,\r\n    #comments, .comments-area, .comment-respond,\r\n    .comment-form, .comment-list,\r\n    .login, .login-required,\r\n    .sidebar, aside, footer, nav,\r\n    .widget, .widgets\r\n  `;\r\n\r\n  \/* TEXT TO IGNORE *\/\r\n  const ignoreText = [\r\n    'leave a comment',\r\n    'cancel reply',\r\n    'login required',\r\n    'get notes',\r\n    'ron\\'e dutta',\r\n    'comments'\r\n  ];\r\n\r\n  \r\nconst headings = [...content.querySelectorAll('h1,h2,h3,h4,h5,h6')]\r\n  .filter(h => !excludeSelectors || !h.closest(excludeSelectors))\r\n  .filter(h => {\r\n    const txt = h.textContent.trim().toLowerCase();\r\n    return txt.length > 0 && !ignoreText.some(t => txt.includes(t));\r\n  });\r\n\r\n\/\/alert(content);\r\n  if (!headings.length) {\r\n    toc.style.display = 'none';\r\n    return;\r\n  }\r\n\r\n  \/* UNIQUE IDs *\/\r\n  const used = {};\r\n  const slug = t => t.toLowerCase().trim()\r\n    .replace(\/[^a-z0-9\\s-]\/g, '')\r\n    .replace(\/\\s+\/g, '-');\r\n\r\n  headings.forEach(h => {\r\n    if (!h.id) {\r\n      let base = slug(h.textContent) || 'section';\r\n      used[base] = (used[base] || 0) + 1;\r\n      h.id = used[base] > 1 ? base + '-' + used[base] : base;\r\n    }\r\n  });\r\n\r\n  \/* BUILD TOC *\/\r\n  const ul = document.createElement('ul');\r\n\r\n  headings.forEach(h => {\r\n    const level = parseInt(h.tagName.substring(1));\r\n    if (level < 2) return; \/\/ skip H1 like your reference site\r\n\r\n    const li = document.createElement('li');\r\n    li.className = 'level-' + level;\r\n\r\n    const a = document.createElement('a');\r\n    a.href = '#' + h.id;\r\n    a.textContent = h.textContent.trim();\r\n\r\n    li.appendChild(a);\r\n    ul.appendChild(li);\r\n  });\r\n\r\n  toc.innerHTML = `\r\n    <div class=\"toc-header\">Table of Contents<\/div>\r\n    <div class=\"toc-content\"><\/div>\r\n  `;\r\n  toc.querySelector('.toc-content').appendChild(ul);\r\n\r\n});\r\n<\/script>\r\n\n\n\n\n<h3 class=\"wp-block-heading\" id=\"Summary\"><strong>Summary<\/strong><\/h3>\n\n\n\n<p>The poem &#8220;Autumn&#8221; by John Clare captures the beauty of the season and its connection to the countryside. The poet describes the gusts of wind shaking the windows and carrying away faded leaves from elm trees. These leaves swirl in the air, reflecting the motion and change of the season. Clare finds joy in observing small movements, like twigs shaking and sparrows chirping on the roofs, which seem to hint at spring\u2019s distant warmth.<\/p>\n\n\n\n<p>The scene transitions to November, where pigeons rest near the dove cote, and smoke from cottages rises through bare trees. The countryside is alive with activity. The crow&#8217;s feather falls onto the grass-covered fields, while acorns drop from oak trees, creating a light sound as they hit the ground. Pigs eagerly gather the fallen acorns, scrambling and hurrying with excitement.<\/p>\n\n\n\n<p>The imagery highlights autumn\u2019s balance between calmness and energy, with nature preparing for winter. The poem uses metaphors to express deeper connections. For instance, sparrows chirping about spring in &#8220;summer\u2019s lap&#8221; suggests hope amidst the closing year. The acorns symbolize renewal, as they are seeds for future growth, while their fall marks the current cycle\u2019s end.<\/p>\n\n\n\n<p>The poet\u2019s fondness for these simple, rural sights and sounds reveals his deep connection to nature. Through Clare\u2019s eyes, the changing season becomes not just a time of transition but a celebration of life&#8217;s small yet meaningful moments.<\/p>\n\n\n\n\n\n<h3 class=\"wp-block-heading\" id=\"Line-by-line_explanations\"><strong>Line-by-line explanations<\/strong><\/h3>\n\n\n\n<p><strong>I love the fitful gust that shakes \/ The casement all day,<\/strong><\/p>\n\n\n\n<p>The poet expresses his fondness for the irregular, restless gusts of wind. These winds shake the casement (a window that opens on hinges like a door) throughout the day, symbolizing the unpredictable nature of autumn.<\/p>\n\n\n\n<p><strong>And from the mossy elm-tree takes \/ The faded leaves away,<\/strong><\/p>\n\n\n\n<p>The wind carries away the faded, withered leaves from the moss-covered elm tree. This action represents the shedding of life in preparation for winter, a key characteristic of autumn.<\/p>\n\n\n\n<p><strong>Twirling them by the window pane \/ With thousand others down the lane.<\/strong><\/p>\n\n\n\n<p>The leaves are swept up by the wind, spinning and dancing past the window and down the road. The image of countless leaves in motion illustrates both the beauty and activity of the season.<\/p>\n\n\n\n<p><strong>I love to see the shaking twig \/ Dance till the shut of eve<\/strong><\/p>\n\n\n\n<p>The poet enjoys watching the twigs of trees trembling in the wind, as if they are dancing. This movement continues until evening, highlighting the constant activity in nature during this time.<\/p>\n\n\n\n<p><strong>The sparrow on the cottage rig, \/ Whose chirp would make believe<\/strong><\/p>\n\n\n\n<p>The sparrow perches on the roof (rig) of a cottage and chirps. Its cheerful sound creates the illusion that spring is nearby, even though it is autumn.<\/p>\n\n\n\n<p><strong>That spring was just now flirting by \/ In summer\u2019s lap with flowers to lie.<\/strong><\/p>\n\n\n\n<p>The poet imagines that spring is playfully interacting with summer, surrounded by blooming flowers. This metaphor conveys a sense of longing for the warmth and vitality of earlier seasons, contrasting with the fading life of autumn.<\/p>\n\n\n\n<p><strong>I love to see the cottage smoke \/ Curl upwards through the naked trees,<\/strong><\/p>\n\n\n\n<p>The smoke from cottage chimneys spirals upward through the bare branches of trees. This sight reflects the coziness of human life amid the starkness of autumn.<\/p>\n\n\n\n<p><strong>The pigeons nestled round the cote \/ On dull November days like these;<\/strong><\/p>\n\n\n\n<p>The pigeons are settled comfortably around their cote (a small shelter for birds) during the grey, uneventful days of November. This scene captures the calm and sheltering aspects of the season.<\/p>\n\n\n\n<p><strong>The cock upon the dung-hill crowing, \/ The mill sails on the heath a-going.<\/strong><\/p>\n\n\n\n<p>The rooster crows from atop a pile of dung, a common sight in rural settings, while the sails of a windmill continue turning in the open heath (an area of uncultivated land). These images emphasize the simple, ongoing rhythms of life in the countryside.<\/p>\n\n\n\n<p><strong>The feather from the raven\u2019s breast \/ Falls on the stubble lea,<\/strong><\/p>\n\n\n\n<p>A feather drops from a raven\u2019s breast onto a stubble lea (a field with short stems of crops left after harvest). This evokes the quieter moments of nature in autumn.<\/p>\n\n\n\n<p><strong>The acorns near the old crow\u2019s nest \/ Fall pattering down the tree;<\/strong><\/p>\n\n\n\n<p>Acorns, the seeds of oak trees, fall near a crow\u2019s nest, creating a soft, tapping sound as they hit the ground. This signifies the end of one life cycle and the potential for new growth.<\/p>\n\n\n\n<p><strong>The grunting pigs, that wait for all, \/ Scramble and hurry where they fall.<\/strong><\/p>\n\n\n\n<p>The pigs, aware of the falling acorns, eagerly scramble and rush to gather them. This moment of rural life portrays the interconnectedness of nature and its creatures.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"Very_short_answers\"><strong>Textbook solutions<\/strong><\/h3>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Very_Short_Answer_Type_Questions\"><strong>Exercise 1<\/strong><\/h4>\n\n\n\n<p><strong>Tick the correct answer from the given alternatives:<\/strong><\/p>\n\n\n\n<p><strong>1. All through the day the fitful gust shakes the<\/strong><\/p>\n\n\n\n<p>(a) window-pane<br>(b) curtains<br>(c) casement<br>(d) door<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (c) casement<\/p>\n\n\n\n<p><strong>2. The poet loves to see the shaking twig dance till the<\/strong><\/p>\n\n\n\n<p>(a) coming of dawn<br>(b) end of night<br>(c) end of afternoon<br>(d) shut of eve<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (d) shut of eve<\/p>\n\n\n\n<p><strong>3. The sparrow sat on the<\/strong><\/p>\n\n\n\n<p>(a) cottage rig<br>(b) house-top<br>(c) mossy elm-tree<br>(d) casement<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (a) cottage rig<\/p>\n\n\n\n<p><strong>4. The pigeons nestled round the<\/strong><\/p>\n\n\n\n<p>(a) cage<br>(b) cote<br>(c) branch<br>(d) heath<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (b) cote<\/p>\n\n\n\n<p><strong>5. The cock was crowing upon the<\/strong><\/p>\n\n\n\n<p>(a) dunghill<br>(b) lea<br>(c) tree tops<br>(d) mill-sails<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (a) dunghill<\/p>\n\n\n\n<p><strong>6. The grunting pigs<\/strong><\/p>\n\n\n\n<p>(a) walk slowly<br>(b) scamper by<br>(c) scramble and hurry<br>(d) dive and swim<\/p>\n\n\n\n<p><strong>Answer<\/strong>: (c) scramble and hurry<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Short_Answer_Type_Questions:\">Exercise 2<\/h4>\n\n\n\n<p><strong>Answer the following questions within twenty five words:<\/strong><\/p>\n\n\n\n<p><strong>1. What happens to the leaves of the mossy elm-tree in autumn?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The leaves of the mossy elm-tree fade away and are taken by the fitful gust, twirling them by the windowpane with others down the lane.<\/p>\n\n\n\n<p><strong>2. What are the things the poet loves to see on November days?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet loves to see the shaking twig, sparrow on the cottage rig, pigeons nestled round the cote, and the cock crowing on the dunghill.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Long_Answer_Type_Questions\"><strong>Exercise 3<\/strong><\/h4>\n\n\n\n<p><strong>State whether the following sentences are in Active or Passive Voice:<\/strong><\/p>\n\n\n\n<p><strong>a) Anil will visit his grandmother\u2019s house.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Active Voice<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: In this sentence, Anil is the subject actively performing the action of visiting his grandmother\u2019s house. Active voice sentences highlight the subject doing the action. For example, &#8220;The cat chased the mouse&#8221; is active because the cat (subject) is doing the chasing. If written in passive voice, it would be &#8220;The mouse was chased by the cat.&#8221;<\/p>\n\n\n\n<p><strong>b) The President has left his office.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Active Voice<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: Here, &#8220;The President&#8221; is the subject who has actively performed the action of leaving his office. Sentences in active voice are straightforward, with the subject doing the action. For instance, &#8220;She baked a cake&#8221; is active because &#8220;she&#8221; is actively performing the baking.<\/p>\n\n\n\n<p><strong>c) The project will have been finished by the students.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Passive Voice<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: In this sentence, &#8220;The project&#8221; is the subject but is not performing the action; instead, it is receiving the action done by &#8220;the students.&#8221; Passive voice is used when the focus is on the action or the recipient of the action rather than the doer. For example, &#8220;The cake was eaten by him&#8221; is passive because the action is done to &#8220;the cake.&#8221;<\/p>\n\n\n\n<p><strong>d) Promita\u2019s leave has been sanctioned by the school authority.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Passive Voice<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: The subject &#8220;Promita\u2019s leave&#8221; is not performing any action but is receiving the action of being sanctioned by &#8220;the school authority.&#8221; Passive voice sentences emphasize the recipient of the action. For example, &#8220;The letter was written by her&#8221; focuses on &#8220;the letter&#8221; as the main subject.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Numerical_Questions\"><strong>Exercise 4<\/strong><\/h4>\n\n\n\n<p><strong>Change the voice of the following sentences:<\/strong><\/p>\n\n\n\n<p><strong>a) The boy has read out the letter.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The letter has been read out by the boy.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: To change from active to passive voice, the object (&#8220;the letter&#8221;) becomes the subject. The verb tense is maintained (present perfect in this case) by converting &#8220;has read out&#8221; to &#8220;has been read out.&#8221; For example, &#8220;She has completed the project&#8221; becomes &#8220;The project has been completed by her.&#8221;<\/p>\n\n\n\n<p><strong>b) I shall have bought a cricket bat by tomorrow.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: A cricket bat shall have been bought by me by tomorrow.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: When changing to passive voice, the object (&#8220;a cricket bat&#8221;) becomes the subject. The future perfect tense &#8220;shall have bought&#8221; changes to &#8220;shall have been bought.&#8221; For instance, &#8220;He will have finished the homework&#8221; changes to &#8220;The homework will have been finished by him.&#8221;<\/p>\n\n\n\n<p><strong>c) Sohini\u2019s friends had organised a picnic.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: A picnic had been organised by Sohini\u2019s friends.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: In the passive voice, the object (&#8220;a picnic&#8221;) becomes the subject. The past perfect tense &#8220;had organised&#8221; becomes &#8220;had been organised.&#8221; For example, &#8220;They had cleaned the room&#8221; becomes &#8220;The room had been cleaned by them.&#8221;<\/p>\n\n\n\n<p><strong>d) The football team will put up a brave fight.<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: A brave fight will be put up by the football team.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: To convert to passive voice, the object (&#8220;a brave fight&#8221;) becomes the subject. The future tense &#8220;will put up&#8221; changes to &#8220;will be put up.&#8221; Similarly, &#8220;They will write a report&#8221; becomes &#8220;A report will be written by them.&#8221;<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Exercise_\"><strong>Exercise 5<\/strong><\/h4>\n\n\n\n<p><strong>Change the following sentences into indirect speech:<\/strong><\/p>\n\n\n\n<p><strong>a) I said to him, \u201cWill you share your tiffin with me?\u201d<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: I asked him if he would share his tiffin with me.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: In indirect speech, the question is transformed into a statement format, removing quotation marks. The verb &#8220;said to&#8221; changes to &#8220;asked&#8221; because it is a question. The pronoun &#8220;you&#8221; changes to &#8220;he&#8221; to match the subject of the reporting verb, and &#8220;will&#8221; changes to &#8220;would&#8221; to reflect backshifting.<\/p>\n\n\n\n<p><strong>b) Anjan\u2019s mother said, \u201cYour father has left for Mumbai.\u201d<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: Anjan\u2019s mother said that his father had left for Mumbai.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: The quotation is removed, and the tense is shifted back one step in time. &#8220;Has left&#8221; becomes &#8220;had left&#8221; as per the rules of reported speech. The pronoun &#8220;your&#8221; changes to &#8220;his&#8221; to match Anjan.<\/p>\n\n\n\n<p><strong>c) The girls triumphantly said, \u201cHurrah! We have won the match.\u201d<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The girls triumphantly said with joy that they had won the match.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: Exclamatory phrases like &#8220;Hurrah!&#8221; are replaced with words that convey the emotion, such as &#8220;with joy.&#8221; The present perfect &#8220;have won&#8221; changes to the past perfect &#8220;had won&#8221; in indirect speech.<\/p>\n\n\n\n<p><strong>d) He says, \u201cLet you be successful in life.\u201d<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: He says that I may be successful in life.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: The imperative &#8220;Let you&#8221; is changed to &#8220;I may&#8221; to express a wish in indirect speech. The present tense &#8220;says&#8221; is retained because the reporting verb is in the present tense.<\/p>\n\n\n\n<p><strong>e) The captain informed, \u201cThe tournament was postponed last month.\u201d<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The captain informed that the tournament had been postponed the previous month.<\/p>\n\n\n\n<p><strong>Explanation<\/strong>: In indirect speech, &#8220;was postponed&#8221; becomes &#8220;had been postponed&#8221; to reflect backshifting. &#8220;Last month&#8221; changes to &#8220;the previous month&#8221; to align with the reporting context.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Exercise_\"><strong>Exercise 6<\/strong><\/h4>\n\n\n\n<p><strong>Use the following flow-chart to write a paragraph within 100 words on how to make paper: cutting down of bamboos\u2014making pulp\u2014adding chemicals\u2014rolling into sheets\u2014adding colour\u2014drying\u2014ready for use<\/strong><\/p>\n\n\n\n<p><strong>Answer: <\/strong>The process of making paper begins with cutting down bamboos, which are then crushed to make pulp. Chemicals are added to the pulp to improve its texture and quality. This mixture is rolled into thin sheets to form the basic structure of paper. Colour is added as needed, and the sheets are dried to remove any remaining moisture. Once dry, the paper is ready for use in various forms.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Exercise_\"><strong>Exercise 7<\/strong><\/h4>\n\n\n\n<p><strong>Write a biography of Annie Besant within 100 words based on the hints given below:<\/strong><\/p>\n\n\n\n<p><strong>Hints: born on 1* of October 1847 in London\u2014famous British writer\u2014well known Socialist, activist for the rights of women\u2014participated in Indian politics\u2014joined the Indian National Congress\u2014became the first woman President of the Indian National Congress in 1917\u2014passed away on 20&#8243; of September 1933 in Madras, India.<\/strong><\/p>\n\n\n\n<p><strong>Answer: Annie Besant<\/strong><\/p>\n\n\n\n<p>Annie Besant, born on October 1, 1847, in London, was a renowned British writer and an advocate for women\u2019s rights. A committed Socialist, she actively worked for social reforms and equality. Besant\u2019s dedication to justice led her to India, where she became a significant figure in Indian politics. She joined the Indian National Congress and, in 1917, made history as its first woman President. Her efforts greatly contributed to India\u2019s independence movement. Besant passed away on September 20, 1933, in Madras, leaving a legacy of courage and activism.<\/p>\n\n\n\n<h3 class=\"wp-block-heading\" id=\"Extra_questions_and_answers\"><strong>Extras<\/strong><\/h3>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Additional_MCQs\"><strong>Additional MCQs<\/strong><\/h4>\n\n\n\n<p><strong>1. What happens to the leaves of the mossy elm-tree in autumn?<\/strong><\/p>\n\n\n\n<p>A. They grow back<br>B. They fall off<br>C. They turn green<br>D. They remain on the branches<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. They fall off<\/p>\n\n\n\n\n\n<p><strong>2. What is the sparrow doing in the poem?<\/strong><\/p>\n\n\n\n<p>A. Building a nest<br>B. Chirping on the cottage rig<br>C. Flying over the trees<br>D. Eating seeds<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. Chirping on the cottage rig<\/p>\n\n\n\n<p><strong>3. Where do the pigeons nestle in the poem?<\/strong><\/p>\n\n\n\n<p>A. In the cage<br>B. Around the cote<br>C. On the heath<br>D. In the trees<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. Around the cote<\/p>\n\n\n\n<p><strong>4. On what does the cock crow in the poem?<\/strong><\/p>\n\n\n\n<p>A. A tree<br>B. The heath<br>C. The dunghill<br>D. The mill-sails<\/p>\n\n\n\n<p><strong>Answer<\/strong>: C. The dunghill<\/p>\n\n\n\n<p><strong>5. What happens to the acorns in autumn according to the poem?<\/strong><\/p>\n\n\n\n<p>A. They remain on the tree<br>B. They fall pattering down<br>C. They get eaten by birds<br>D. They disappear<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. They fall pattering down<\/p>\n\n\n\n<p><strong>6. What is described as curling upwards through the naked trees?<\/strong><\/p>\n\n\n\n<p>A. Smoke from the cottage<br>B. The autumn wind<br>C. Bird feathers<br>D. Morning mist<\/p>\n\n\n\n<p><strong>Answer<\/strong>: A. Smoke from the cottage<\/p>\n\n\n\n<p><strong>7. What type of sound do the pigs make in the poem?<\/strong><\/p>\n\n\n\n<p>A. Grunting<br>B. Screeching<br>C. Chirping<br>D. Barking<\/p>\n\n\n\n<p><strong>Answer<\/strong>: A. Grunting<\/p>\n\n\n\n<p><strong>8. What falls on the stubble lea in the poem?<\/strong><\/p>\n\n\n\n<p>A. Oak leaves<br>B. A feather from the raven&#8217;s breast<br>C. Snow<br>D. Rain<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. A feather from the raven&#8217;s breast<\/p>\n\n\n\n<p><strong>9. When do the gusts shake the casement in the poem?<\/strong><\/p>\n\n\n\n<p>A. At night<br>B. All day<br>C. During the morning<br>D. In the evening<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. All day<\/p>\n\n\n\n<p><strong>10. What feeling does the poet convey about autumn in the poem?<\/strong><\/p>\n\n\n\n<p>A. Sadness and loss<br>B. Awe at its beauty<br>C. Indifference to the season<br>D. Dislike of its barrenness<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. Awe at its beauty<\/p>\n\n\n\n<p><strong>11. How does the poem personify the sparrow\u2019s chirp?<\/strong><\/p>\n\n\n\n<p>A. As a sign of sadness<br>B. As an illusion of spring<br>C. As a call for winter<br>D. As a sign of fear<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. As an illusion of spring<\/p>\n\n\n\n<p><strong>12. What does the poet&#8217;s description of the &#8220;grunting pigs&#8221; add to the scene?<\/strong><\/p>\n\n\n\n<p>A. A sense of chaos and liveliness<br>B. A feeling of serenity<br>C. A portrayal of winter<br>D. An image of loneliness<\/p>\n\n\n\n<p><strong>Answer<\/strong>: A. A sense of chaos and liveliness<\/p>\n\n\n\n<p><strong>13. How does the imagery of &#8220;smoke curling upwards&#8221; contribute to the theme?<\/strong><\/p>\n\n\n\n<p>A. It symbolizes warmth amidst coldness<br>B. It represents the poet\u2019s anger<br>C. It highlights the destruction of nature<br>D. It conveys the end of summer<\/p>\n\n\n\n<p><strong>Answer<\/strong>: A. It symbolizes warmth amidst coldness<\/p>\n\n\n\n\n\n<p><strong>14. What does the poet&#8217;s attention to small details, such as feathers and acorns, suggest?<\/strong><\/p>\n\n\n\n<p>A. Disconnection from nature<br>B. A deep appreciation of simple moments<br>C. A focus on negative aspects of autumn<br>D. An emphasis on human activity<\/p>\n\n\n\n<p><strong>Answer<\/strong>: B. A deep appreciation of simple moments<\/p>\n\n\n\n<h4 class=\"wp-block-heading\" id=\"Additional_questions_and_answers\"><strong>Additional questions and answers<\/strong><\/h4>\n\n\n\n<p><strong>1. Who is the poet of the poem &#8220;Autumn&#8221;?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet of the poem &#8220;Autumn&#8221; is John Clare.<\/p>\n\n\n\n\n\n<p><strong>2. What does the poet love about the fitful gusts?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet loves how the fitful gusts shake the casement all day and take the faded leaves away, twirling them past the window pane.<\/p>\n\n\n\n<p><strong>3. Which tree\u2019s leaves are mentioned as being taken away by the wind?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The leaves of the mossy elm-tree are mentioned as being taken away by the wind.<\/p>\n\n\n\n<p><strong>4. How does the poet describe the movement of the leaves outside the window pane?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet describes the leaves as twirling by the window pane along with thousands of others down the lane.<\/p>\n\n\n\n<p><strong>5. What does the sparrow\u2019s chirping suggest in the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The sparrow\u2019s chirping suggests the illusion of spring flirting by in summer\u2019s lap, evoking a momentary feeling of warmth and renewal despite the autumn setting.<\/p>\n\n\n\n<p><strong>6. What does the poet observe about the smoke from the cottage?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet observes the smoke curling upwards through the naked trees, creating a tranquil and picturesque image of autumn.<\/p>\n\n\n\n<p><strong>7. Which bird\u2019s feather is mentioned in the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The feather of the raven is mentioned in the poem.<\/p>\n\n\n\n<p><strong>8. What is the significance of the acorns near the crow\u2019s nest in the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The acorns near the crow\u2019s nest are depicted as falling and pattering down the tree, symbolizing the abundance and natural cycle of autumn.<\/p>\n\n\n\n<p><strong>9. Where do the pigeons nestle during November days?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The pigeons nestle around the cote during November days.<\/p>\n\n\n\n<p><strong>10. What activity do the grunting pigs engage in?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The grunting pigs scramble and hurry to gather the falling acorns.<\/p>\n\n\n\n<p><strong>11. How does the poet use imagery to depict the essence of autumn?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet uses vivid imagery, such as the gusts shaking the casement, the twirling of leaves, the naked trees, and the curling cottage smoke, to portray autumn as a season of transition and quiet beauty. He captures the sights, sounds, and movements characteristic of the countryside during this time.<\/p>\n\n\n\n<p><strong>12. In what ways does the poem reflect John Clare\u2019s celebration of the countryside?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poem reflects John Clare\u2019s celebration of the countryside by focusing on the simple, natural elements of autumn, such as the play of wind with leaves, the behavior of birds, and the everyday scenes of animals and rural life. His attention to detail and affection for these observations highlight his deep connection to the countryside.<\/p>\n\n\n\n<p><strong>13. What mood does the poet create through his depiction of the shaking twig and the dancing leaves?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet creates a lively and dynamic mood through the depiction of the shaking twig and the dancing leaves. Despite the underlying melancholic theme of autumn, these images bring a sense of vitality and movement to the poem.<\/p>\n\n\n\n<p><strong>14. How does the poet contrast the changing seasons within the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet contrasts the changing seasons by hinting at spring through the sparrow\u2019s chirp and summer through the imagery of flowers, juxtaposed with the stark reality of autumn\u2019s falling leaves, bare trees, and the approach of winter. This interplay highlights the cyclical nature of the seasons.<\/p>\n\n\n\n<p><strong>15. What significance do the bare trees and falling leaves hold in representing autumn?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The bare trees and falling leaves symbolize the transient beauty and the inevitable passage of time, characteristic of autumn. They evoke a sense of change and preparation for the stillness of winter.<\/p>\n\n\n\n<p><strong>16. How does the poet personify the elements of nature in the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet personifies the elements of nature by giving them human-like qualities, such as the sparrow\u2019s chirp \u201cmaking believe\u201d that spring is near and the smoke \u201ccurling\u201d through the trees. These descriptions imbue the natural world with a sense of life and intentionality.<\/p>\n\n\n\n<p><strong>17. In what way does the mention of November days contribute to the poem\u2019s tone?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The mention of November days situates the poem firmly in late autumn, reinforcing a tone of quiet reflection and transition as the countryside prepares for the barrenness of winter.<\/p>\n\n\n\n<p><strong>18. How does the poet depict the harmony between humans and nature in the countryside setting?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The poet depicts harmony by showing how elements like the cottage smoke, the crowing cock, and the activities of animals coexist in a natural rhythm. This interconnectedness highlights the balance and mutual influence between rural human life and nature.<\/p>\n\n\n\n\n\n<p><strong>19. What might the crow\u2019s feather falling symbolise in the broader context of the poem?<\/strong><\/p>\n\n\n\n<p><strong>Answer<\/strong>: The crow\u2019s feather falling could symbolize the inevitable shedding and letting go that occurs during autumn. It reflects the theme of transition and the subtle reminders of mortality and renewal present in the season.<\/p>\n\n\n\n\n","protected":false},"excerpt":{"rendered":"<p>Get summaries, questions, answers, solutions, notes, extras, PDF and guide of Class 9 English textbook, chapter 3 Autumn which is part of the syllabus of students studying under West Bengal Board of Secondary Education (WBBSE). These solutions, however, should only be treated as references and can be modified\/changed.&nbsp; Summary The poem &#8220;Autumn&#8221; by John Clare&hellip; <a class=\"more-link\" href=\"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/autumn-wbbse-class-9-english-second-notes\/\">Continue reading <span class=\"screen-reader-text\">Autumn: WBBSE Class 9 English (Second) notes<\/span><\/a><\/p>\n","protected":false},"author":1044,"featured_media":21119,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[34,71],"tags":[28,1014,94,1002,46,10,22,48,33,61,36,284,38,73],"class_list":["post-21107","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-notes","category-wbbse","tag-answers","tag-autumn","tag-chapter-3-2","tag-chhaya","tag-class-11","tag-class-9","tag-english","tag-hsslc","tag-notes","tag-poem","tag-questions","tag-second-language","tag-summary","tag-wbbse","entry"],"acf":[],"_links":{"self":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/21107","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/users\/1044"}],"replies":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/comments?post=21107"}],"version-history":[{"count":1,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/21107\/revisions"}],"predecessor-version":[{"id":32738,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/posts\/21107\/revisions\/32738"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/media\/21119"}],"wp:attachment":[{"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/media?parent=21107"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/categories?post=21107"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/mockupbw.site\/2025\/onlinefreenotes\/wp-json\/wp\/v2\/tags?post=21107"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}