“How I Taught My Grandmother to Read” by Sudha Murty is an inspiring lesson from the Class 9 English book Kaveri that highlights the importance of education, determination, and self-respect. This post provides complete, student-friendly notes including detailed summary (Part I & II), character sketches with keywords, important highlights, message, vocabulary, and competency-focused question topics to help students understand the chapter clearly and prepare effectively for exams.
Summary of ‘How I Taught My Grandmother to Read’
The story lesson is published in two parts, and the summary is also divided accordingly. Read it smoothly, with paragraphs, to truly capture the essence of the literature, which will help in answering exam questions.
PART I – Childhood and Grandmother’s Interest in the Story
The narrator, Sudha Murty, recalls her childhood when she lived with her grandparents in a village in north Karnataka. In those days, transport facilities were not good, so newspapers and magazines arrived late. The family eagerly waited for the bus that brought these reading materials.
At that time, Triveni was a well-known Kannada writer. Her novel “Kashi Yatre” was being published as a serial in a weekly magazine. The story was about an old woman who wished to visit Kashi for religious purposes. However, in the end, she sacrificed her savings to help an orphan girl get married, showing the importance of kindness over rituals.
The narrator’s grandmother, Krishtakka, was illiterate and could not read. Every week, the narrator read the story aloud to her. The grandmother listened with great interest and concentration. She became deeply involved in the story and even remembered it well. She related herself to the old woman in the novel and eagerly waited for each new episode.
After listening to the story, she would discuss it with her friends in the temple courtyard. The narrator, being young, did not understand the importance of these discussions.
Once, the narrator went to attend a wedding in a nearby village and stayed there longer than expected. When she returned, she saw her grandmother crying, which surprised her because she had never seen her cry before. Later that night, the grandmother shared her feelings. She spoke about her childhood, how she never got the chance to go to school, and how she always regretted being uneducated.
Hindi Summary – I
कहानी की लेखिका, सुधा मूर्ति, अपने बचपन को याद करती हैं, जब वह उत्तरी कर्नाटक के एक गाँव में अपने दादा-दादी के साथ रहती थीं। उन दिनों, आने-जाने की सुविधाएँ अच्छी नहीं थीं, इसलिए अखबार और पत्रिकाएँ देर से पहुँचती थीं। परिवार उस बस का बेसब्री से इंतज़ार करता था जो ये पढ़ने की चीज़ें लेकर आती थी। उस समय, त्रिवेणी एक जानी-मानी कन्नड़ लेखिका थीं। उनका उपन्यास “काशी यात्रा” एक साप्ताहिक पत्रिका में धारावाहिक के रूप में छप रहा था। कहानी एक बूढ़ी औरत के बारे में थी जो धार्मिक कारणों से काशी जाना चाहती थी। हालाँकि, आखिर में, उसने अपनी जमा-पूंजी एक अनाथ लड़की की शादी में मदद करने के लिए कुर्बान कर दी, जिससे रीति-रिवाजों से ज़्यादा दयालुता का महत्व पता चलता है। कहानी सुनाने वाली की दादी, कृष्टक्का, अनपढ़ थीं और पढ़ नहीं सकती थीं। हर हफ़्ते, कहानी सुनाने वाली उन्हें ज़ोर-ज़ोर से कहानी पढ़कर सुनाती थी। दादी बड़े चाव और ध्यान से सुनती थीं। वह कहानी में पूरी तरह डूब जाती थीं और उसे अच्छे से याद भी रखती थीं। वह उपन्यास की उस बूढ़ी औरत से खुद को जोड़कर देखती थीं और हर नए भाग का बेसब्री से इंतज़ार करती थीं। कहानी सुनने के बाद, वह मंदिर के आँगन में अपनी सहेलियों के साथ उस पर चर्चा करती थीं। कहानी सुनाने वाली, जो उस समय छोटी थी, इन चर्चाओं का महत्व नहीं समझ पाती थी। एक बार, कहानी सुनाने वाली पास के ही एक गाँव में शादी में शामिल होने गई और वहाँ उम्मीद से ज़्यादा समय तक रुक गई। जब वह लौटी, तो उसने देखा कि उसकी दादी रो रही थीं; यह देखकर उसे हैरानी हुई क्योंकि उसने पहले कभी उन्हें रोते हुए नहीं देखा था। उसी रात बाद में, दादी ने अपने मन की बात बताई। उन्होंने अपने बचपन के बारे में बताया कि कैसे उन्हें कभी स्कूल जाने का मौका नहीं मिला और कैसे उन्हें हमेशा अनपढ़ होने का अफ़सोस रहा।
PART II – Grandmother’s Determination and Learning
The grandmother explained that while the narrator was away, the magazine had arrived. She tried to read the story herself but could not understand anything. This made her feel helpless and dependent on others. She realised that education was necessary for independence.
She then decided to learn the Kannada alphabet. She fixed a goal that by the time of Dassara, she would be able to read a novel on her own. Her determination was strong, and she believed that there is no age limit for learning.
From the next day, the narrator started teaching her. The grandmother proved to be a very sincere and hardworking student. She practised regularly by reading, writing, and revising.
By the time of Dassara, she achieved her goal. The narrator gifted her the novel “Kashi Yatre.” The grandmother called her to the puja place, gave her a gift, and then touched her feet. This surprised the narrator because elders do not usually touch the feet of younger people.
The grandmother explained that she was not touching the feet of her granddaughter, but of her teacher. She believed that a teacher deserves respect, regardless of age. Finally, she read the title of the book confidently, showing that she had become independent.
Hindi Summary – II
दादी ने बताया कि जब कथावाचक बाहर गई हुई थी, तब पत्रिका आ गई थी। उन्होंने खुद कहानी पढ़ने की कोशिश की, लेकिन कुछ समझ नहीं पाईं। इससे उन्हें असहाय और दूसरों पर निर्भर महसूस हुआ। उन्हें एहसास हुआ कि आत्मनिर्भरता के लिए शिक्षा आवश्यक है। फिर उन्होंने कन्नड़ वर्णमाला सीखने का निश्चय किया। उन्होंने लक्ष्य निर्धारित किया कि दशहरा तक वे स्वयं एक उपन्यास पढ़ सकेंगी। उनका संकल्प दृढ़ था और वे मानती थीं कि सीखने की कोई उम्र सीमा नहीं होती। अगले दिन से कथावाचक ने उन्हें पढ़ाना शुरू कर दिया। दादी एक बहुत ही लगनशील और मेहनती छात्रा साबित हुईं। उन्होंने नियमित रूप से पढ़कर, लिखकर और दोहराकर अभ्यास किया। दशहरा तक उन्होंने अपना लक्ष्य प्राप्त कर लिया। कथावाचक ने उन्हें “काशी यात्रा” उपन्यास उपहार में दिया। दादी ने उन्हें पूजा स्थल पर बुलाया, उपहार दिया और फिर उनके पैर छुए। यह देखकर कथावाचक आश्चर्यचकित रह गईं क्योंकि बड़े-बुजुर्ग आमतौर पर छोटों के पैर नहीं छूते। दादी ने समझाया कि वे अपनी पोती के नहीं, बल्कि अपनी शिक्षिका के पैर छू रही थीं। उसका मानना था कि शिक्षक उम्र की परवाह किए बिना सम्मान के पात्र होते हैं। अंत में, उसने आत्मविश्वास से पुस्तक का शीर्षक पढ़ा, जिससे पता चलता है कि वह आत्मनिर्भर हो गई थी।
Message
The story “How I Taught My Grandmother to Read” by Sudha Murty conveys that education leads to independence and self-respect, and there is no age limit for learning. It also shows that with determination and hard work, any goal can be achieved. Importantly, it highlights that even children can educate elders with sincere intention, and such learning deserves respect for teachers, irrespective of age.
Character Sketches
Here are the character sketches of the main characters from the lesson “How I Taught My Grandmother to Read” by Sudha Murty:
1. Grandmother (Krishtakka)
Keywords: illiterate, determined, hardworking, self-respecting, emotional, dedicated learner, values education
Character Sketch: Krishtakka, the grandmother, is an illiterate old woman who strongly values education. Though she never went to school due to early responsibilities, she later realises the importance of being educated. She feels helpless when she cannot read the story on her own, which hurts her self-respect. This leads to a strong determination to learn. She proves to be a hardworking and sincere student, practising regularly with full dedication. Her emotional nature is seen in her deep attachment to the story and her tears when she feels dependent. She respects education and teachers greatly, which is shown when she touches her granddaughter’s feet. Her character highlights that learning has no age limit and that determination can overcome any obstacle.
2. Narrator (Young Sudha Murty)
Keywords: helpful, caring, responsible, supportive teacher, respectful, loving granddaughter
Character Sketch: The narrator, young Sudha Murty, is a caring and responsible girl who shares a close bond with her grandmother. She regularly reads the story aloud to her, showing her helpful and loving nature. When her grandmother decides to learn, she takes up the role of a teacher with sincerity and patience. She guides her grandmother step by step and supports her throughout the learning process. Although she initially laughs at her grandmother’s decision, she soon understands her determination and respects her efforts. She is also respectful towards elders and values traditions. Her role as a supportive teacher shows that even children can guide elders with proper intention and dedication.
Impactful Phrases and Lines
Here are the most impactful lines/phrases from the story “How I Taught My Grandmother to Read” by Sudha Murty that deeply touch the reader:
- “We are well-off, but what use is money when I cannot be independent?”
- “I felt very dependent and helpless.”
- “I have decided I want to learn the Kannada alphabet.”
- “For a good cause if you are determined, you can overcome any obstacle.”
- “For learning there is no age bar.”
- “I will work harder than anybody but I will do it.”
- “I am touching the feet of a teacher, not my granddaughter.”
- “Now I am independent.”
Emotional Ethos in the Story
The story “How I Taught My Grandmother to Read” by Sudha Murty presents strong emotional appeal through both real-life experiences and the story within the magazine, “Kashi Yatre” by Triveni.
The grandmother’s emotions deeply touch the reader. Her tears and feeling of helplessness when she cannot read the story show her inner pain. Her life story, where she regrets missing education, creates sympathy. Even though she is well-off, her sense of dependence makes her realise the true value of education. Her determination to learn at the age of sixty-two is inspiring and emotional. The bond between the grandmother and granddaughter shows love, care, and trust. The most powerful moment is when she touches her granddaughter’s feet, expressing deep respect and gratitude.
At the same time, the magazine story adds emotional depth. The old woman in “Kashi Yatre” has a strong desire to visit Kashi, but she sacrifices her savings to help an orphan girl. This act of selflessness and kindness creates a strong emotional impact.
Together, these elements make the story rich in emotional appeal and help the reader connect deeply with the characters.
Competency Focus Topics
What Students Should Keep in Mind –
- Understand the situation, not just events
Focus on why the grandmother felt helpless and how this led to her decision to learn. - Identify cause and effect
Example: Illiteracy → helplessness → determination → learning → independence - Read between the lines (Inference skill)
Notice hidden feelings like self-respect, regret, and emotional strength. - Focus on character traits with evidence
Always connect traits with actions (e.g., grandmother’s determination shown through regular practice). - Relate to real-life situations
Apply the idea that learning is lifelong and can happen at any age. - Understand values clearly
Concepts like respect for teachers, importance of education, and self-independence should be clear. - Be ready for competency-based questions
- Give reason-based answers (Why/How)
- Support answers with examples from the story
- Avoid simple retelling; focus on thinking and explanation
- Notice important turning points
Example: Grandmother’s realisation when she could not read the magazine. - Clarity in message
Be able to express the core idea in your own words, not memorised lines.
Question Oriented Topics
Possible Question Topics (Areas for Question Formation)
- Grandmother’s Illiteracy and Realisation
Focus on her feelings of helplessness, dependence, and the moment she understands the need for education. - Role of “Kashi Yatre” in the Story
How the magazine story influences the grandmother’s thoughts and actions. - Turning Point in the Story
The incident when the narrator returns and finds her grandmother crying. - Grandmother’s Determination to Learn
Her decision, goal-setting (Dassara), and strong willpower. - Learning Process and Efforts
Her hard work, regular practice, and seriousness as a student. - Role of the Narrator as a Teacher
How the granddaughter supports and guides her grandmother. - Teacher–Student Relationship
The emotional and respectful bond developed between them. - Cultural Values and Traditions
The importance of touching feet and how it is reversed meaningfully. - Achievement and Independence
The grandmother’s success in reading and gaining confidence. - Message through Actions (Not Just Words)
How actions like learning, teaching, and respecting convey deeper meaning.
How Students Should Work with These Topics
While reading or revising the chapter, treat each of these points like a small checkpoint. Stop and think—what exactly is happening here, and why is it important?
Pick any one topic and try to explain it aloud as if you are teaching a friend. If you can link it with a clear event from the story, your understanding is correct. For instance, when you think about determination, recall how the grandmother fixed a goal for Dassara and worked daily.
Do not try to memorise answers. Instead, build clarity. Once you understand these points well, you will be able to handle any question—whether it is direct, indirect, or situation-based.
Vocabulary from the Class 9 Lesson 1 story “How I Taught My Grandmother to Read”
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