This MCQ module is based on: Let’s Begin — Poem: Death Is Nothing At All (Canon Henry Scott Holland)
TOPIC 8 OF 9
Let’s Begin — Poem: Death Is Nothing At All (Canon Henry Scott Holland)
🎓 Class 10
English
CBSE
Theory
Ch 8 — Unit 8 — Madam Rides the Bus
⏱ ~28 min
🌐 Language: [gtranslate]
🧠 AI-Powered MCQ Assessment
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Myaischool Lt English Assessment
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[myaischool_lt_english_assessment grade_level="class_10" difficulty="intermediate"]
Pre-Reading Warm-Up — Unit 8: The Sermon at Benaras
This unit explores grief, compassion, mortality, and the human need for meaning in the face of loss. The Dalai Lama's words on compassion, Yeats' ballad about a devoted priest, and the theme of the original lesson — Kisa Gotami's grief — all ask the same question: how do we face sorrow and help others face theirs?
Discuss: What is a "sermon"? Can it have two meanings — one religious, one everyday (as when a parent lectures you)?
Connect: Have you ever tried to comfort someone in grief? What did you say or do? What felt helpful? What didn't?
Poem Preview: Read the first two lines of "Death Is Nothing At All." What philosophy do you think this poem expresses?
Grammar: "The doctor told me to drink eight glasses of water." Is this direct or reported speech? What changes when we report what someone said?
"Sermon" contexts: (1) Religious: a talk on a moral/spiritual subject — as the Buddha's first sermon at Benaras. (2) Everyday: "a long lecture" — when someone repeats advice you've heard before and you say "Oh, not again!"
Both passages this unit share: the theme that compassion begins by acknowledging others' pain without trying to immediately fix it. The Dalai Lama, Father Gilligan, and the Buddha all show different forms of compassionate response to suffering.
Both passages this unit share: the theme that compassion begins by acknowledging others' pain without trying to immediately fix it. The Dalai Lama, Father Gilligan, and the Buddha all show different forms of compassionate response to suffering.
Let's Begin — Poem: Death Is Nothing At All (Canon Henry Scott Holland)
Death is nothing at all.
It does not count.
I have only slipped away into the next room.
Nothing has happened.
Everything remains exactly as it was.
I am I, and you are you,
and the old life that we lived so fondly together is untouched, unchanged.
Whatever we were to each other, that we are still.
Call me by the old familiar name.
Speak of me in the easy way which you always used.
Put no difference into your tone.
Wear no forced air of solemnity or sorrow.
Laugh as we always laughed at the little jokes that we enjoyed together.
Play, smile, think of me, pray for me.
Let my name be ever the household word that it always was.
Let it be spoken without an effort, without the ghost of a shadow upon it.
Life means all that it ever meant.
It is the same as it ever was.
There is absolute and unbroken continuity.
What is this death but a negligible accident?
Why should I be out of mind because I am out of sight?
I am but waiting for you, for an interval,
somewhere very near, just round the corner.
All is well. Nothing is hurt; nothing is lost.
One brief moment and all will be as it was before.
How we shall laugh at the trouble of parting when we meet again!
— Canon Henry Scott Holland (1847–1918), delivered at St. Paul's Cathedral, London, 1910
Compare: 'Death Is Nothing At All' vs. 'The Sermon at Benaras'
| Aspect | Death Is Nothing At All | The Sermon at Benaras |
|---|---|---|
| Speaker/Source | A Christian priest (Canon Holland), speaking from the perspective of the deceased | The Buddha, speaking to a grieving mother (Kisa Gotami) |
| Core Philosophy | Death is a transition, not an ending — love and identity continue beyond death | Death is universal and inevitable — grief is natural but must be accepted |
| Advice to the Grieving | Continue normal life; don't alter your tone or habits; the dead person watches and waits | Accept that all mortals must die; seeking mustard seed teaches this through experience |
| Tone | Gentle, consoling, almost conversational — intimate | Compassionate but instructive — uses a task to teach wisdom |
| Treatment of Death | Minimised — "a negligible accident," "just round the corner" | Accepted — "the death of all mortals is like fruit that may fall at any time" |
| Similarity | Both texts are forms of spiritual comfort for those facing loss; both assert continuity beyond death; both use gentle wisdom rather than harsh doctrine | |
Reading Comprehension — Text I: The Dalai Lama on Compassion
1If we want a happier world in the future, we must tackle the root of the problem. While economy and political power play their roles, the ultimate cause lies within the human mind. Every human action — even the smallest — has some motivation. If intelligence is accompanied with human affection and compassion — what the Dalai Lama calls "human feeling" — then it becomes truly useful.
2When society's moral values decline, each of us suffers. Therefore there is a definite correlation between an individual's intentions and the health of society as a whole.
3Two critical areas are the educational system and family life. Education must attend not just to intellectual development but to spiritual development — not in any religious sense, but simply in the sense of having a compassionate heart. A compassionate heart brings inner strength, reduces fear and doubt, and makes a person more open-minded, friendlier, and happier. Personification
Adapted from: The Transformed Mind by His Holiness the Dalai Lama
Look Up and Understand — Dalai Lama Passage
motivationNoun
The reason or driving force behind an action; the desire to do something
"Every human action has some motivation — even minor kindnesses."
correlationNoun
A mutual relationship between two things, where change in one is associated with change in the other
"There is a definite correlation between individual intentions and social harmony."
spiritualAdjective
Relating to the deepest values and meaning of human life; the inner, non-material dimension of a person
"Spiritual development means having a good, compassionate heart — not necessarily religious practice."
compassionateAdjective
Feeling deep sympathy for others' suffering, with a desire to help
"A compassionate heart brings inner strength and reduces fear."
humanityNoun
Human beings collectively; also, the quality of being kind and caring towards others
"To build a happier humanity, we must address the roots of human suffering."
Questions — Dalai Lama Passage
Q.1 According to the Dalai Lama, what should we do if we want a happier humanity?
We must tackle the root cause of unhappiness, which lies within the human mind. While economic inequity and political issues also contribute, lasting happiness requires developing proper motivation — combining intelligence with human affection and compassion. We must also strengthen moral values in society and attend to both intellectual and spiritual development in education and family life.
Q.2 Where does the ultimate cause of the problem lie?
The ultimate cause lies within the human mind. While external factors (economics, political power) also contribute, the Dalai Lama argues that every human action — even the smallest — begins with motivation. If that motivation is driven by greed, hatred, or indifference, the results will harm society. If it is driven by compassion and affection, the results will benefit everyone.
Q.3 "What I call human feeling, then 'it' is very useful." What is 'it' referred to here?
"It" refers to intelligence when it is accompanied by human affection and compassion. The Dalai Lama is arguing that intelligence alone — without warmth, empathy, and care — can be harmful (a "clever brain that defends brutality," as Krishnamurti puts it). But when intelligence is paired with compassion (human feeling), it becomes truly useful for creating a better world.
Q.4 Why does the Dalai Lama say that proper motivation is important?
Proper motivation is the root of all human action. Since every action — physical or verbal — begins with a motivation, the quality of our motivation determines the quality of our actions and their impact on others. If our motivations are selfish, fearful, or hateful, our actions will harm society. If they are compassionate and generous, our actions will contribute to social wellbeing. Proper motivation is therefore the most fundamental factor in creating a better world.
Q.5 Why is there a requirement for correlation between an individual's intentions and society's interests?
Society is made up of individuals — its collective moral character is the sum of each individual's values and intentions. When individuals act with compassion and ethical motivation, society becomes more harmonious; when individuals act selfishly or harmfully, society's moral fabric weakens and everyone suffers. There is no separate "society" apart from the people who compose it, so individual intentions and social health are necessarily correlated.
Q.6 What does the Dalai Lama mean by "spiritual development"?
The Dalai Lama explicitly clarifies that he uses "spiritual development" not in a religious sense but to mean the cultivation of a good and compassionate heart. It refers to the inner dimension of human development — developing kindness, empathy, and care for others alongside intellectual skills. A person who develops only their brain but not their compassion becomes a "brutal man with a very clever brain" — educated but not humane.
Q.7 A compassionate heart brings — (list three outcomes from the passage)
(a) Inner strength — reduced dependence on external validation or material success
(b) Less fear and less doubt — because compassionate people are more secure in their identity and relationships
(c) Greater openness and friendliness — compassionate people make more friends and contribute more positively to society, which in turn makes them happier
(b) Less fear and less doubt — because compassionate people are more secure in their identity and relationships
(c) Greater openness and friendliness — compassionate people make more friends and contribute more positively to society, which in turn makes them happier
Text II — The Ballad of Father Gilligan (W.B. Yeats)
Stanza 1–2
The old priest Peter Gilligan
Was weary night and day,
For half his flock were in their beds,
Or under green sods lay.
Once while he nodded on a chair,
At the moth-hour of eve,
Another poor man sent for him,
And he began to grieve.
Stanza 3–4
"I have no rest, nor joy, nor peace,
For people die and die;"
And after cried he, "God forgive!
My body spake, not I!"
And then, half-lying on the chair,
He knelt, prayed, fell asleep;
And the moth-hour went from the fields,
And stars began to peep.
Stanza 5–6
They slowly into millions grew,
And leaves shook in the wind;
And God covered the world with shade,
And whispered to mankind.
Upon the time of sparrow chirp
When the moths came once more,
The old priest Peter Gilligan
Stood upright on the floor.
Stanza 7–8
"Mavrone, Mavrone! The man has died,
While I slept on the chair,"
He roused his horse out of its sleep
And rode with little care.
He rode now as he never rode,
By rocky lane and fen;
The sick man's wife opened the door:
"Father! You come again!"
Stanza 9–10
"And is the poor man dead?" he cried.
"He died an hour ago."
The old priest Peter Gilligan
In grief swayed to and fro.
"When you were gone he turned and died,
As merry as a bird."
The old priest Peter Gilligan
He knelt him at that word.
Stanza 11
"He who hath made the night of stars
For souls who tire and bleed,
Sent one of His great angels down
To help me in my need.
He who wrapped in purple robes,
With planets in His care,
Had pity on the least of things
Asleep upon a chair."
— W.B. Yeats
Questions — The Ballad of Father Gilligan
Q.1 Why did Father Gilligan cry "my body spake, not I"?
Father Gilligan had complained in exhaustion: "I have no rest, nor joy, nor peace, for people die and die." Immediately after saying this, he felt remorse — because a devoted priest should not speak of his own suffering when others are dying. He cried "my body spake, not I" to clarify that his exhausted, worn-out physical self spoke those ungrateful words, not his true spiritual self, which remains devoted to serving his parishioners despite all fatigue. It is an act of immediate self-correction and spiritual humility.
Q.2 "The moth-hour of eve," "the moth-hour went," and "the moths came once more" — what do these suggest?
The "moth-hour" refers to dusk (moths appear at dusk). These three references — the start of evening, midnight, and the return of dusk the next day — mark the complete passage of a night. Together they show that Father Gilligan slept for an entire night while God's angel attended the dying man. They are a poetic time-marker, not a description of moth behaviour.
Q.3 Why did the poet say that the priest "rode with little care"? What did he not care about?
"Rode with little care" means he rode recklessly fast, without concern for his own safety, the horse's wellbeing, or obstacles on the road. He did not care about physical danger — rocky lanes and marshy ground — because his anguish over having failed his dying parishioner was so overwhelming that nothing else mattered. His urgency and guilt drove him to ride as he "never rode" before — purely out of desperate devotion to duty.
Q.4 How did the priest feel when he heard the sick man was dead?
"In grief swayed to and fro" — the physical swaying shows profound distress. Father Gilligan blamed himself for sleeping when he should have been at the dying man's side. His grief combined sorrow for the man's death and deep guilt about his own failure of duty — which is why he knelt in prayer when he heard the miraculous news that the man had died peacefully.
Q.5 Why did Father Gilligan kneel down when the wife said "When you were gone..."?
The wife's words revealed a miracle: "When you were gone he turned and died, as merry as a bird" — meaning someone had been with the dying man, comforting him, even while Gilligan slept. Gilligan understood that God had sent an angel in his place to give the dying man spiritual comfort. His kneel was one of awe, gratitude, and humility — realising that God had compassion not only for the dying man but also for Gilligan's exhaustion, his "least of things / asleep upon a chair."
Q.6 How did God help when "the least of things" was in need?
God — who manages the entire cosmos ("wrapped in purple robes, with planets in his care") — noticed one small, exhausted old priest sleeping in a chair and had pity on him. He sent an angel to attend the dying parishioner in Gilligan's place, ensuring the man did not die alone and uncomforted, and ensuring Gilligan's failure of duty would not result in tragedy. "The least of things" is Father Gilligan himself — tiny and insignificant in the cosmic scale — yet God's compassion reached down to him. It is Yeats' expression of divine attentiveness to even the smallest human need. Symbolism
Vocabulary — Antonyms from 'The Sermon at Benaras'
Antonyms are given below. Find the original word from the text 'The Sermon at Benaras' that has the opposite meaning.
| Antonym Given | Word from Text | Meaning of Text Word |
|---|---|---|
| unfit | worthy / fit — suitable, deserving | Deserving of respect or honour |
| joy | grief / sorrow — deep sadness, especially from loss | The emotion of deep sadness, especially over death |
| contentment | longing / craving — intense desire for what is not present | Intense desire, especially for the return of a loved one |
| found | lost — unable to be found or recovered | No longer present; taken away by death |
| cheered | wept / lamented — cried with grief | Expressed grief through tears and lament |
| lively | dead / lifeless — without life; having died | Having no vital signs; deceased |
| calm | distraught / agitated — extremely upset and disturbed | In a state of emotional chaos and grief |
Grammar — Reported Speech
Rules for Reported Speech
1. Tense shifts back one step:is/am/are → was/were | have/has → had | will → would | can → could | do/does → did
2. Pronoun changes: "I" (speaker) → he/she | "you" (listener) → I/he/she depending on context
3. Time and place words change: now→then | today→that day | here→there | this→that | tomorrow→the next day
4. Inverted commas removed; linking words added: "that" (statements), "if/whether" (yes/no questions), "to" + infinitive (commands)
5. Reporting verb choices:
• said — no indirect object: "He said that..."
• told — always needs indirect object: "He told me that..."
• asked — for questions and requests: "She asked if/whether..."
Exercise 1 — Convert the Crow Story to Reported Speech
The following story uses direct speech. Rewrite it using reported speech. A model answer is provided.
Original: The crow thought: "This swan is so white, and I am so black. This swan must be the happiest bird in the world."
The crow thought that the swan was so white, while he himself was so black. He reflected that the swan must be the happiest bird in the world.
Changes made: "is" → "was" | "am" → "was" | "must be" → "must be" (modal stays) | "This swan" → "the swan" | "I" (crow) → "he" | Inverted commas removed; "thought that" used as linker.
Changes made: "is" → "was" | "am" → "was" | "must be" → "must be" (modal stays) | "This swan" → "the swan" | "I" (crow) → "he" | Inverted commas removed; "thought that" used as linker.
Original: The swan replied, "I was feeling that I was the happiest bird around. But I think the parrot is the happiest bird as it has two colours."
The swan replied that it had been feeling it was the happiest bird around, but that it thought the parrot was the happiest bird because it had two colours.
Changes made: "was feeling" → "had been feeling" | "think" → "thought" | "is" → "was" | "has" → "had" | "I" (swan) → "it" | Added "that" after "replied"
Changes made: "was feeling" → "had been feeling" | "think" → "thought" | "is" → "was" | "has" → "had" | "I" (swan) → "it" | Added "that" after "replied"
Original: The peacock said, "I always thought that I was the most beautiful and happy bird. But I am entrapped in this zoo. I have realised that the crow is the only bird not kept in a cage."
The peacock said that it had always thought it was the most beautiful and happy bird. However, it added that it was entrapped in that zoo. It revealed that it had realised the crow was the only bird not kept in a cage, and could happily roam everywhere.
Changes made: "thought" → "had thought" | "am" → "was" | "this" → "that" | "have realised" → "had realised" | "is" → "was" | Added reporting verbs: "said," "added," "revealed"
Changes made: "thought" → "had thought" | "am" → "was" | "this" → "that" | "have realised" → "had realised" | "is" → "was" | Added reporting verbs: "said," "added," "revealed"
Exercise 2 — Health Clinic: Convert to Reported Speech
Rewrite what these children say to the doctor in reported speech. Use appropriate reporting verbs: complain, say, tell, ask, inquire, mention.
Ashish: "I feel sleepy all the time."
Ashish complained that he felt sleepy all the time.
Neha: "I get pain in my legs when I run."
Neha told the doctor that she got pain in her legs when she ran.
Sonal: "I'm fine."
Sonal said that she was fine.
Ritu: "I had fever last week."
Ritu mentioned that she had had fever the previous week.
(Note: "last week" → "the previous week"; "had" → "had had" — past perfect)
(Note: "last week" → "the previous week"; "had" → "had had" — past perfect)
Akash: "Why do I always cough?"
Akash asked why he always coughed.
(Note: Wh-question in reported speech: "why" remains; "do I" → "he" + past tense)
(Note: Wh-question in reported speech: "why" remains; "do I" → "he" + past tense)
Rehman: "Should I walk every day to keep myself fit?"
Rehman inquired whether he should walk every day to keep himself fit.
(Note: yes/no question uses "if/whether"; "I" → "he"; "myself" → "himself")
(Note: yes/no question uses "if/whether"; "I" → "he"; "myself" → "himself")
Sumi: "Oh, thank you, Doctor. Now I know the reason for my constant stomach-ache."
Sumi thanked the doctor and said that she now knew the reason for her constant stomach-ache.
(Note: "Now" → "then"; "I" → "she"; "my" → "her"; exclamatory "Oh" dropped in reported speech)
(Note: "Now" → "then"; "I" → "she"; "my" → "her"; exclamatory "Oh" dropped in reported speech)
Editing — The Wild Geese (Missing Prepositions)
The following paragraph has missing prepositions and words. Edit it by inserting the correct prepositions and words in the appropriate places.
One day, Prince Siddhartha was going ___ the royal gardens on his way ___ the river. A flock ___ wild geese passed overhead. Devadatta, the Prince's cousin, shot ___ arrow into their midst — one of the geese fell. It was wounded and fell just ___ front of Siddhartha. His heart was filled ___ compassion when he saw ___ poor bird bleeding profusely. He lifted it and drew the arrow very carefully ___ its body. He took the bird with him. Devadatta sent a messenger ___ claim the bird. But Siddhartha refused to give it. He said that ___ belonged to him because he had saved its life. It did not belong to Devadatta who had tried to kill ___.
Corrected Paragraph:
One day, Prince Siddhartha was going to the royal gardens on his way to the river. A flock of wild geese passed overhead. Devadatta, the Prince's cousin, shot an arrow into their midst — one of the geese fell. It was wounded and fell just in front of Siddhartha. His heart was filled with compassion when he saw the poor bird bleeding profusely. He lifted it and drew the arrow very carefully from its body. He took the bird with him. Devadatta sent a messenger to claim the bird. But Siddhartha refused to give it. He said that it belonged to him because he had saved its life. It did not belong to Devadatta who had tried to kill it.
Key corrections: to (direction) | of (flock of) | an (article before "arrow") | in front of | filled with | the (article) | from (drew from body) | to (messenger to claim) | it (pronoun — subject) | it (pronoun — object)
One day, Prince Siddhartha was going to the royal gardens on his way to the river. A flock of wild geese passed overhead. Devadatta, the Prince's cousin, shot an arrow into their midst — one of the geese fell. It was wounded and fell just in front of Siddhartha. His heart was filled with compassion when he saw the poor bird bleeding profusely. He lifted it and drew the arrow very carefully from its body. He took the bird with him. Devadatta sent a messenger to claim the bird. But Siddhartha refused to give it. He said that it belonged to him because he had saved its life. It did not belong to Devadatta who had tried to kill it.
Key corrections: to (direction) | of (flock of) | an (article before "arrow") | in front of | filled with | the (article) | from (drew from body) | to (messenger to claim) | it (pronoun — subject) | it (pronoun — object)
CBQ Practice
CBSE COMPETENCY-BASED QUESTION
"He who hath made the night of stars / For souls who tire and bleed, / Sent one of His great angels down / To help me in my need. / He who wrapped in purple robes, / With planets in His care, / Had pity on the least of things / Asleep upon a chair." — W.B. Yeats
Q1 What does "He who wrapped in purple robes, / With planets in His care" suggest about God's nature? L4 Analyse
The image of God "wrapped in purple robes" (a colour traditionally associated with royalty and cosmic power) and managing "planets in His care" suggests a God of immense, cosmic grandeur — responsible for the order of the entire universe. This makes the next image all the more powerful: that this same infinite God notices one small, exhausted priest sleeping in a chair. Yeats is expressing the paradox of divine compassion: the greatest of all powers has pity on the smallest of creatures. Symbolism
Q2 Both 'The Sermon at Benaras' and 'The Ballad of Father Gilligan' deal with grief and compassion. Compare how the two texts respond to the problem of suffering. L5 Evaluate
In 'The Sermon at Benaras,' the Buddha's response to grief is to teach acceptance through experience — Kisa Gotami must discover herself that no household is untouched by death. The lesson is earned, not given. In 'Father Gilligan,' divine compassion intervenes directly — God sends an angel to compensate for one devoted priest's human exhaustion. Both texts ultimately argue that suffering is universal (every house, every flock), but they differ in approach: the Buddha teaches self-realisation; Yeats celebrates divine intervention. Both, however, affirm that compassion — whether human or divine — can meet suffering at the point of need.
Q3 The Dalai Lama says a compassionate heart brings inner strength. How does Father Gilligan's story illustrate this idea? L6 Create
Father Gilligan's entire life is an expression of compassion — attending the sick and dying "night and day" until he is completely exhausted. His one moment of weakness (the complaint, the sleep) does not define him; his immediate, guilt-driven response when he wakes — riding recklessly to the dying man — reveals the inner strength that his compassion has built. The Dalai Lama's insight applies perfectly: Gilligan's compassion gave him the strength to override physical exhaustion, personal comfort, and even physical safety in service to another. His compassionate heart did not fail him, even when his body did.
Writing Tasks
Writing Task — How to Help Others in Grief
Write a paragraph (150–180 words) on how you can help others who are in grief. Consider: observing grief behaviours, reaching out respectfully, being a listener, showing patience, and offering practical support.
Paragraph Structure
Opening: What is grief and why does it need acknowledgement, not solutions?
Body 1: Observe before acting — grief looks different for everyone
Body 2: What to say and what not to say — be present, not prescriptive
Body 3: Practical support — small gestures matter more than grand statements
Closing: The most important thing is simply to show up
Sample — Being Present in Someone's Grief
Grief is one of the most isolating human experiences — and yet it is also a moment when the presence of another person can make an enormous difference. The first step in helping someone grieve is simply to observe. Grief takes many forms: some people weep openly; others go silent; some become angry or restless. Recognising these different expressions prevents us from misreading or dismissing someone's pain. Once we understand how a person grieves, we can reach out — but carefully. The most powerful thing is not offering solutions or silver linings ("at least they lived a long life"), but simply saying "I'm here." Some people will not want to talk; we must respect that silence without withdrawing. Those who do want to speak need a patient listener, not advice. Practically, small gestures carry enormous weight: cooking a meal, sitting beside someone in quiet, holding a hand. As the lessons of this unit remind us — whether from the Buddha, the Dalai Lama, or Father Gilligan — compassion does not fix grief; it accompanies it.
FAQ
What is Unit 8 – The Sermon at Benaras about?
Unit 8 – The Sermon at Benaras is a lesson from the NCERT English textbook covering important literary and language concepts with vocabulary, literary devices, and exercises.
What vocabulary is in Unit 8 – The Sermon at Benaras?
Key vocabulary words from Unit 8 – The Sermon at Benaras are highlighted with contextual meanings and usage examples throughout the lesson.
What literary devices are in Unit 8 – The Sermon at Benaras?
Unit 8 – The Sermon at Benaras uses various literary devices including imagery, symbolism, and figurative language identified with coloured tags.
What exercises are in Unit 8 – The Sermon at Benaras?
Exercises include extract-based comprehension questions, grammar workshops, vocabulary activities, and writing tasks with model answers.
How does Unit 8 – The Sermon at Benaras help exam prep?
Unit 8 – The Sermon at Benaras includes CBSE-format questions and model answers following Bloom's Taxonomy levels L1-L6.
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