NCERT Solutions for Class 9 English Chapter 9 - The Bond Of Love

Thinking About The Text

I. Given in the box are some headings. Find the relevant paragraphs in the text to match the headings.

Ans: An Orphaned Cub – para 3 

Bruno’s Food-chart – para 6

An Accidental Case of Poisoning – para 8 

Playful Baba – para 12

Pain of Separation – para 14 

Joy of Reunion – para 16

A Request to the Zoo – para 18

An Island in the Courtyard – para 21

II. Answer the following questions. 

1. “I got him for her by accident.”

(i) Who says this?

Ans: Narrator said this line.

(ii) Who do ‘him’ and ‘her’ refer to?

Ans: ‘Her’ refers to the narrator’s wife and ‘him’ refers to a sloth bear.

(iii) What is the incident referred to here? 

Ans: While passing through a sugarcane field near Mysore, the narrator and his companions saw a black sloth bear. It was shot on the spot by the companions. The bear died but the little baby bear on its back was still alive. The narrator rescued the baby and returned home and gifted it to his wife. The above incident is being referred to here.

2. “He stood on his head in delight.”

(i) Who does ‘he’ refer to?

Ans: ‘He’ refers to the bear, Bruno.

(ii) Why was he delighted?

Ans: Bruno was delighted to see the narrator’s wife after three months of separation.

3. “We all missed him greatly: but in a sense we were relieved.”

(i) Who does ‘we all’ stand for?

Ans: The narrator, his wife and his son are referred to as ‘we all.’

(ii) Who did they miss?

Ans: Bruno (Baba) was missed by them.

(iii) Why did they nevertheless feel relieved?

Ans: Baba got bigger with time and couldn't be kept at home. They were happy that he was safe at the zoo and were relieved.

III. Answer the following questions in 30 to 40 words each.

1. On two occasions Bruno ate/drank something that should not be eaten /drunk. What happened to him on these occasions?

Ans: Bruno ate some poison-barium carbonate He also vomited and breathed heavily, but was later cured. In another incident, he drank nearly a gallon of old engine oil. Fortunately, he remained unaffected meant for the rats, which paralysed and weakened him.

2. Was Bruno a loving and playful pet? Why, then, did he have to be sent away?

Ans: Yes, Bruno was a loving and playful pet. Everybody in the family was attached to it, especially the narrator’s wife. It had to be sent away to a zoo because it was getting too big to be kept at home.

3. How was the problem of what to do with Bruno finally solved?

Ans: Bruno was raised at home and was unhappy staying at the zoo. There was an island made for him to suit all his needs when his condition got worse at the zoo. After he was shifted to the island his condition improved and he was happier.

Thinking About Language

 I. 1. Find these words in the lesson. They all have ie or ei in them.

Ans: field, ingredients, height, mischievous, friends, eighty-seven, relieved, piece

2. Now here are some more words. Complete them with ei or ie. Consult a dictionary if necessary. (There is a popular rule of spelling: ‘i’ before ‘e’ except after ‘c.’ Check if this rule is true by looking at the words above.)

Ans: believe, receive, weird, leisure, seize, weight, reign, feign, grief, pierce

II. Here are some words with silent letters. Learn their spelling. Your teacher will dictate these words to you. Write them down and underline the silent letters.

knock     wrestle       walk       wrong

knee     half          honest      daughter

hours     return         hornet       calm

could     sign   island       button

Ans:

Knock

Wrestle

Walk

Wrong

Knee

Half

Honest

Daughter

Hours

Return

Hornet

Calm

Could

Sign

Island

Button

III. How to look at an Index. An index is a list of names or topics that are to be found in a book. It is a list arranged in alphabetical order at the end of a book. The following paragraph shows that the doctor is consulting the index of a medical book to find out which injection is appropriate for Bruno. “Out came his medical books, and a feverish reference to the index began: What poison did you say, sir?” “Barium carbonate.” “Ah yes—B—Ba— Barium Salts—Ah! Barium carbonate! Symptoms—paralysis— treatment—injections of ... Just a minute, sir. I’ll bring my syringe and the medicine.” 

1. You have read about the French Revolution and you want to know more about the Third Estate in the context of the French Revolution. You can refer to the index of the book Living World History by T. Walter Wallbank and Arnold Schrier. On which pages in this book will you find information about the French Revolution and the Third Estate? 

                                                                                                                                    Page no. 813

                                                                                                                                    Page no. 826

Ans: Information about the French Revolution could be found on pages 393, 404-405, 427 and 489, while that of the Third Estate could be found on pages 404 and 405.

2. To know what ‘Food Security’ and ‘Minimum Support Price’ mean in the context of the economic growth of a country you can go to the subject index given below from Poverty and Famines — An Essay on Entitlement and Deprivation by Amartya Sen. Under which heading in the index are you likely to find these topics? 

Ans: We will likely find about what ‘Food Security’ and ‘Minimum Support Price’ mean in the context of the economic growth of a country, under the topic “Food availability decline (FAD thesis).”

3. Given below is a portion of an index page from the book, French’s Index of Differential Diagnosis, edited by F. Dudley Hart M.D., F.R.C.P. 

Study the entries and find out whether the following topics are discussed in the book. 

(i) bronchitis due to cigarette smoking 

(ii) heart failure due to bronchitis 

(iii) bronchitis in children 

Ans: All the above topics are discussed in the book.

IV. 1. The Narrative Present

Notice the incomplete sentences in the following paragraphs. Here the writer is using incomplete sentences in the narration to make the incident more dramatic or immediate. Can you rewrite the paragraph in complete sentences?

(You can begin: The vet and I made a dash back to the car. Bruno was still floundering…)

(i) A dash back to the car. Bruno still floundering about on his stumps, but clearly weakening rapidly; some vomiting, heavy breathing, with heaving flanks and gaping mouth.

Hold him, everybody! In goes the hypodermic – Bruno squeals – 10 c.c. of the antidote enters his system without a drop being wasted. Then minutes later: condition unchanged! Another 10-c.c. injected! Ten minutes later: breathing less stertorous – Bruno can move his arms and legs a little although he cannot stand yet. Thirty minutes later: Bruno gets up and has a great feed! He looks at us disdainfully, as much as to say, ‘What’s barium carbonate to a big black bear like me?’ Bruno is still eating.

Ans: The vet and I made a dash back to the car. Bruno was still floundering about on his stumps, but clearly, he was weakening rapidly. There was some vomiting and heavy breathing. His flanks were heaving and his mouth was gaping. Everybody was asked to hold him. The hypodermic medicine went into Bruno, who squealed. 10 c.c. of anecdote entered his system without a drop being wasted. Even ten minutes later, the condition was unchanged. Another 10 c.c. was injected into him. Ten minutes later, his breathing became less stertorous. Bruno could move his arms and legs a little although he could not stand yet. Thirty minutes later, Bruno got up and had a great feed. He looked at us disdainfully, as much as to say, ‘What’s barium carbonate to a big black bear like me?’ Bruno was still eating.

2. Adverbs

Find the adverbs in the passage below. (You have read about adverbs in Unit 1.)

We thought that everything was over when suddenly a black sloth bear came out panting in the hot sun. Now I will not shoot a sloth-bear wantonly but, unfortunately for the poor beast, one of my companions did not feel that way about it, and promptly shot the bear on the spot.

Ans: We thought that everything was over when suddenly a black sloth bear came out panting in the hot sun. Now I will not shoot a sloth-bear want only but, unfortunately for the poor beast, one of my companions did not feel that way about it, and promptly shot the bear on the spot.

(i) Complete the following sentences, using a suitable adverb ending in –ly.

(a) Rana does her homework ____________.

Ans: Rana does her homework timely.

(b) It rains ___________in Mumbai in June.

Ans: It rains heavily in Mumbai in June.

(c) He does his work ___________.

Ans: He does his work properly.

(d) The dog serves his master ___________.

Ans: The dog serves his master faithfully.

(ii) Choose the most suitable adverbs or adverbial phrases and complete the following sentences.

(a) We should__________ get down from a moving train. (never, sometimes, often)

Ans: never

(b) I was ___________ in need of support after my poor performance. (badly, occasionally, sometimes).

Ans: badly 

(c) Rita met with an accident. The doctor examined her ___________. (suddenly, seriously, immediately)

Ans: immediately

3. Take down the following scrambled version of a story that your teacher will dictate to you, with appropriate punctuation marks. Then, read the scrambled story carefully and try to rewrite it rearranging the incidents.

A grasshopper, who was very hungry, saw her and said, “When did you get the corn? I am dying of hunger.” She wanted to dry them. It was a cold winter’s day, and an ant was bringing out some grains of corn from her home. She had gathered the corn in summer.

“I was singing all day,” answered the grasshopper.

“If you sang all summer,” said the ant, “you can dance all winter.” “What were you doing?” asked the ant again.

The grasshopper replied, “I was too busy.”

“I collected it in summer,” said the ant. “What were you doing in summer? Why did you not store some corn?”

Ans: It was a cold winter’s day, and an ant was bringing out some grains of corn from her home. She had gathered the corn in summer. She wanted to dry them. A grasshopper, who was very hungry, saw her and said, “When did you get the corn? I am dying of hunger.” “I collected it in summer,” said the ant. “What were you doing in summer? Why did you not store some corn?” The grasshopper replied, “I was too busy.” “What were you doing?” asked the ant again. “I was singing all day,” answered the grasshopper. “If you sang all summer,” said the ant, “you can dance all winter.”

Writing

Pets have unique care and handling requirements and should only be kept by those with the commitment to understand and meet their needs. Give your argument in support of or against this statement. or There is an on-going debate on whether snake charmers should continue in their profession. You can get some idea about the debate from the newspaper clipping (The Hindu, 16 June 2004) given below. Read it, discuss in pairs or groups, and write either for or against the profession of snake charmers.

Ans: Animals, like every living being, need love, care, and affection. They need their emotional needs to be met along with physical needs. A person who adopts a pet should be responsible and have enough time for the pet. Carelessly living with pets and not providing them with enough love creates emotional trauma in pets. Taking care of pets is like taking care of a new life and hence should be taken seriously. They are to be fed, washed, vaccinated and loved properly. A person adopting a pet must be responsible and then only take this duty upon their shoulders.

NCERT Solutions for Class 9 English Beehive Chapter 9 The Bond of Love

Vedantu provides free online materials, which are easy to access from anywhere and everywhere. 

Class 9 the Bond of Love aims to make emotional intimacy valuable to students through this literary narrative. It also provides the most extensive abstract to assist students with the lesson’s insights and thought process. 

The PDF of CBSE Class 9 English the Bond of Love constitutes a heart-warming story of an orphaned sloth bear and author Kenneth Anderson’s growing attachment with it over time. 

This PDF has been developed by highly experienced and qualified teachers in literature, hence echoes profound knowledge of them. 

It explores an intensive personal account between animals and human beings. NCERT solutions for Class 9 English Beehive Chapter 9 the Bond of Love teaches students of class 9 to develop a valuable bonding of love. 

NCERT Class 9 English Beehive Chapters

• Chapter 1 - The Fun They Had

• Chapter 2 - The Sound of Music

• Chapter 3 - The Little Girl

• Chapter 4 - A Truly Beautiful Mind

• Chapter 5 - The Snake and The Mirror

• Chapter 6 - My Childhood

• Chapter 7 - Packing

• Chapter 8 - Reach for the Top

• Chapter 9 - The Bond of Love

• Chapter 10 - Kathmandu

• Chapter 11 - If I Were You

NCERT Class 9 English Beehive (Poem)

• Chapter 1 - The Road Not Taken (Poem)

• Chapter 2 - Wind (Poem)

• Chapter 3 - Rain On The Roof (Poem)

• Chapter 4 - The Lake Isle of Innisfree (Poem)

• Chapter 5 - A Legend of The Northland (Poem)

• Chapter 6 - No Men Are Foreign (Poem)

• Chapter 7 - The Duck and the Kangaroos (Poem)

• Chapter 8 - On Killing A Tree (Poem)

• Chapter 9 - The Snake Trying (Poem)

• Chapter 10 - A Slumber Did My Spirit Seal (Poem)

NCERT Solutions for Class 9 English Beehive Chapter 9 the Bond of Love

Class 9 English Chapter the Bond of Love is an ideal interpretation of how love induces love in return. The story draws attention to the emotional connection between a human being and a loving creature. 

The aspect of respect between Bruno, the “Sloth Bear” and wife of the author teaches students of class 9 the importance of endearment to animals around them. 

The bond of love is well described in this story, giving a picture of their deep connections. It depicts that even animals answer to sincere love and care given by human beings. Love can be so deep that even animals do not fail to recall who took care of them in the gravest of time.  

Class 9 English Chapter 9 the Bond of Love beautifully portrays at the end of the lesson, how separation from an animal can get on nerves and disturb the emotional health of an individual. 

Some people have a misconception that animals do not value or understand love. However, it is utterly wrong. Even they yearn for love and return love in equal measure. It is just the way of expression that is different from human beings. 

The intimacy and bond between the bear named Bruno and Kenneth Anderson’s wife have proven it. This is a delicate example of reciprocated love between an animal and a human. 

NCERT Class 9 English Chapter the Bond of Love teaches the students of class 9 the importance of showering love and care to animals. 

Animals are equally noble to have a life free of any hassles. Human beings may be considered superior to animals in terms of mental capacity. However, animals are no less than human beings in reciprocating love.

NCERT Solutions for Class 9 English Beehive Chapter 9 The Bond of Love: Significance of the Title

Kenneth Anderson’s ‘The Bond of Love’ is an interesting account of the love shared between an orphaned sloth bear and the author’s wife. The bear was rescued by Kenneth Anderson and gifted to his wife as a pet. The title of the story rightly justifies the central idea of the story, which states, love can transcend the barriers among all species. The title of the story also highlights the theme of Anderson’s tale that even wild animals like sloth bears are capable of expressing emotions of affection and deep bonds. It appropriately portrays that love is reciprocated and animals can respond to affection and care provided by human beings.

Anderson, in ‘The Bond of Love’, points out that animals are quite intelligent in understanding the language of love. They have the power to reciprocate the same treatment they receive from humans. The playful baby bear not only became friends with the people around him but also with other animals in the family like the two Alsatian dogs. The bear was able to win hearts, especially the author’s wife’s, through the fascinating display of his intelligence, memory, affection, and playful nature. The power of mutual love that the author's wife and the wild sloth bear have for each other appropriates the title ‘The Bond of Love’. To get a detailed explanation, summary, and meaning of difficult words, and themes, download the NCERT Solutions for Class 9 English Beehive Chapter 9 The Bond of Love. You can take printouts of the PDFs and study offline as well.

Benefits of NCERT solutions for Class 9 English Beehive Chapter 9

Vedantu’s NCERT solutions for Class 9 English Chapter the Bond of Love is designed by experienced teachers. Therefore, before final exams, students always search and opt for materials that are convenient to them and guide them instantly. 

The PDF of this text is also available for free downloading. 

This PDF version is easily accessible and facilitates deeper understanding of the narrative. 

• The PDF of Ch 9 Class 9 English Beehive gives critical analytical questions that help to build a narrative of class 9 English. 

• The PDF helps students develop communicative skills and flow in writing answers for every chapter of Class 9th English Beehive Chapter 9.

• It contains different forms of questions and answers, MCQs to give students efficiency for appearing in the final exam of class 9. 

• The PDF provides a precise explanation to the questions and lesson’s narrative. 

• PDF of NCERT solutions for Class 9 English Beehive Chapter 9 the Bond of lays a clear structure to the syllabus of Class 9th English Chapter 9. 

The solution has been developed, keeping in mind the priorities of students of class 9. 

What Makes Class 9 English Beehive Ch 9 Solutions The Best for Students? 

English literature is not the same as science and mathematics and it requires a thorough understanding of the underlying theme. 

It is not limited to any particular conception. However students can enhance their knowledge in this subject. 

• Reading Expertise: This expertise can be improved through regular reading of various books. 

 It will help students to develop a holistic idea, perspective and art of writing. 

• Writing: Writing can be developed through regular practise on descriptive and concrete write-ups. 

• Vocabulary and Grammar: Reading newspapers, watching English news, documentaries and cinema can surely add an advantage to learn new vocabularies. 

This is significantly more important in the daily usage of the English language.