Important Questions Class 6 English Honeysuckle Chapter 5

Important Questions Class 6 English Honeysuckle Chapter 5 – A Different Kind Of School.

This lesson focuses on teaching children to sympathise and help each other. Chapter 5 of Class 6 English Honeysuckle is a story that revolves around a unique school where the primary aim is to teach children how to sympathise with others and be helpful. The story’s author has learned a lot about Miss Beam’s school.So, he chooses to give it a visit. Upon entering the school, he notices a girl with bandage-covered eyes being led by a little boy. He proceeds to meet Miss Beam, who tells him about her unique teaching methods. She explains that her main aim is to teach children to be thoughtful and kind to everyone. He noticed that in the open field, many children were on crutches, while some had their eyes covered with bandages, and so on. To his surprise, Miss Beam tells him that the one with crutches is not lame.Similarly, someone with bandages on their eyes is is not blind. It is Miss Beam’s way of teaching them to experience the pain and struggles of those less fortunate than us.

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Important Questions Class 6 English Honeysuckle Chapter 5 – With Solution

Our English teachers have gathered an entire list of Important Questions Class 6 English Honeysuckle Chapter 5 by referring to numerous reliable sources, like the NCERT textbook, other English language reference books, and past years’ exam papers. For each and every question, our team has prepared a detailed explanation that will allow students to understand the question. Similarly, the questions selected would cover entire chapter topics. So by practising from our question bank, students will be able to go through the chapter thoroughly and improve their understanding of the chapter.

Below are a few of the questions and answers from our “Important Questions” bank for Class6 English Honeysuckle Chapter 5:

Question 1: Give a description of the appearance of Miss Beam.

Answer 1: Miss Beam was a middle-aged, authoritative, considerate, and understanding lady. Her hair was quite grey, and she seemed a little fat.

Question 2:What did Miss Beam teach the children at her school?

Answer 2: The children were taught simple spelling, adding, subtracting, multiplying, and writing.

Question 3: How was Miss Beam’s school different?

Answer 3: The real purpose of Miss Beam’s school was to make them thoughtful. They were taught to be kind to others and become responsible citizens. The school was particularly aimed at inculcating ‘thoughtfulness’.

Question 4: What did the writer see in the playground?

Answer 4: The author saw that not all children were healthy and active-looking. Some were  blind, lame, or disabled.

Question 5: What did Miss Beam tell the writer about the children in the playground?

Answer 5: Miss Beam informed the author that no child was lame, blind, or crippled. They were being made to comprehend misfortune. Each child had one blind day, one lame day, and one dumb day. Other kids helped them.

Question 6: Which incident made the visitor ten times more thoughtful than ever?

Answer 6: The narrator had heard a lot about the extraordinary teaching method in Beam’s school. At first, he noticed a blind girl being led out. Then he noticed a lame boy. He believed that the students were not at all healthy and active. But soon, he got to know that they were just pretending to be blind, lame, crippled, etc.

Meanwhile, he was requested to lead a blind girl around. The blind girl asked him many questions. And he had to utilise his brain to describe people and things. He admitted that he had become ten times more thoughtful.

Question 7: What did the narrator understand from the girl?

Answer 7: The writer understood about the lame days. She briefed him about the most challenging day of being blind.

Question 8: How has the girl with her eyes bound impressed him?

Answer 8: The author was impressed when she told him about the head girl just by requesting the attributes of her hair, height, etc. He was taken aback when she told him about the gardener. She informed him about the actions of the gardener without being able to see them.

Question 9: Why do you think the author visited Miss Beam’s school?

Answer 9: Let’s go for a short stroll. Only you must inform me about things. I shall be so happy when today is over. The other days can’t be half as bad as this. I guess having a leg tied up and hopping about on a crutch is almost fun. I don’t think I’ll manage to be deaf for a day, at least not for very long.But being blind is so terrifying.

Question 10: Why do you believe the author visited Miss Beam’s school?

Answer 10: The writer had heard much about Miss Beam’s school. So he went there to privately know what it was.

Question 11: What was the ‘game’ that each child in the school had to play?

Answer 11: Once a term, each child in the school had to play the role of being injured blind, deaf, dumb, or lame.It was a combination of a game and training.

Question 12: What was the intention of these special days?

Answer 12: The intention of special days was to teach thoughtfulness, compassion for others, and being trustworthy citizens. To teach the children to respect and understand adversity, they were also made to share in misfortune.

Question 13: “Each term, every child has one blind day, one lame day finish the line. Which day was supposed to be the hardest? Why was it the hardest?

Answer 13: “Every term, each child has a blind day, a lame day, a deaf day, an injured day, and a dumb day.” The dumb day was the most challenging since the kids’ mouths could not be bandaged. So they had to exercise their willpower to stay silent.

Question 14:How successful was Miss Beam in inculcating values in her students?

Answer 14:Miss Beam was well-known for her efforts in instilling values in her students.She concentrated on academics as well. Her students have introduced spelling, reading, adding, subtracting, multiplying, and writing. They were also educated to be socially responsible citizens. They were offered chances to help and coordinate well with each other. The author was quite impressed with their bond and sharing of responsibilities. He also was pleased with the altitude, zeal, and enthusiasm with which Miss Beam was enlightening her students. In the end, we can tell that she successfully instilled empathy and fellowship among her students.

Question 15:What attributes should be a part of the school education system?

Answer 15: The lesson dealt with the prevailing lack of values in the education system. The focus should be on the all-round development of a child-be it emotional, social, or physical etc. Policymakers should keep in mind shaping the future of students while framing the syllabus for students. The minds of young students reciprocate to conditions provided to them. They can acknowledge and relate to real-life experiences. They should be given opportunities to make themselves better citizens.

Question 16: When I reached her, there was no one in view but a girl of about twelve. Her eyes were bound with a bandage, and she was being directed carefully between the flower beds by a little boy who was about four years younger. She halted, and it looked like she was questioning him about why he had come. He appeared to be describing me to her. Then they passed on.

(i) What was the age of the girl?

(ii) What was the girl doing?

(iii) Where did the author arrive?

What was the age of the girl?

(iv) Why has the girl halted?

(v) Modify the adverb ‘Carefully’ into an adjective.

Answer 16:

(i) The girl was twelve years old.

(ii) The girl was directed by a boy as her eyes were bound with a bandage.

(iii) The author arrived at Miss Beam’s school.

(iv) The girl was halted to inquire about the visitor.

(v) Careful.

Question 17:” This is an essential part of our system. To make our children respect and understand adversity, we make them share in misfortune too. Every term, each and every child has one blind day, a lame day, a deaf day, an injured day and a dumb day. During the blind day, their eyes are bound absolutely, and it is in their honour not to peep. The dressing is put on overnight, so they get blinded as soon as they get up. This means that they need assistance with everything. Other kids are given the duty of supporting and leading them. They all learn so considerably this way—both the blind and the helpers.

(i) What was the essential part of the school?

(ii) What was accomplished on “blind day?

(iii) What was the responsibility of the helpers?

(iv) Why was ‘lame day’ systematised for each term?

(v) Give the definition of ‘are on their honour’.

Answer 17:

(i) The essential part of the school system was to make children trustworthy and comprehend misfortune.

(ii) During the blind day, the children’s eyes were bound.

(iii) The helpers were given the duty of assisting and leading the blind student of the day.

(iv) Lame Day was systematised to make children appreciate and understand misfortune.

(v) ‘have promised.

Question 18:

“Oh, yes,”  she said. “Let’s go for a short stroll. Only you should inform me of events.I will be extremely glad when today is over. The other bad days can’t possibly be as bad as this oneI guess having a leg tied up and hopping about on a crutch is almost fun. Having only one arm tied up is a bit more troublesome because you can’t eat without assistance. I don’t think I’ll manage to be deaf for a day, at least  not for very long. But being blind is so terrifying. My head hurts all the time just from worrying that I’ll get hurt. Where are we now?”

(i) What was the author taken for?

(ii) Which is the ‘funny lame day’ for the little girl?

(iii) Which was the most challenging activity for you? The girl?

(iv) What Concerned her the most about being blind?

(v) Give the noun form of the word troublesome.

Answer 18:

(i) The author was taken for a short stroll.

(ii) The funniest lame day was when the little girl’s one leg was tied, and she had to spring on a crutch.

(iii) The most challenging activity for her was being blindfolded.

(iv) The fear of being hurt was the cause for her worry.

(v) troublesomeness.

Question 19:

“In the playground,” I said. “We’re walking towards the home. Miss Beam is stepping up and down the garden with a tall girl.”

“What is the girl wearing?” my little friend questioned. “A blue cotton skirt and a pink blouse.” “I believe it’s Millie?” she said. “What colour is her hair?”

“Very light,” I told. “Yes, that’s Millie. She’s the Head Girl.”

“There’s an old man binding up roses,” I told. “Yes, that’s Peter. He’s the gardener. He’s hundreds of years old!”

Question

(i) Where were the visitor and the girl?

(ii) Who was the tall girl?

(iii) What was Miss Beam doing?

(iv) Who was ‘Peter’? What was he doing?

(v) Write the antonym of ‘toward’.

Answer 19:

(i) The visitor and the girl were in the playground.

(ii) The tall girl was the head girl.

(iii) Miss Beam was walking up and down the garden with the tall girl.

(iv) Peter was a gardener, and he was tying up roses.

(v) The antonym of toward is Away from.

Question 20:

Put these phrases from the story in the right order and note them out in a paragraph. Do not refer to the text.

• I shall be so happy when today is over.
• Having a leg tied up and springing about on a crutch is almost fun, I guess.
• I don’t think I’ll manage to be deaf for a day — at least not much.
• But being blind is so terrifying.
• Only you must inform me about things.
• Let’s go for a short stroll.
• The other days can’t be half as terrifying as this.

Answer 20:

Let’s go for a short stroll. Only you must inform me about things. I shall be so happy when today is over. The other terrifying days can’t be half as bad as this. Having a leg tied up and springing about on a crutch is almost fun, I guess. I don’t think I’ll manage to be deaf for a day — at least not much. But being blind is so terrifying.

Question 21:Answer the following questions

1. Why do you think the author visited Miss Beam’s school? 
2. What was the ‘game’ that individual children in the school had to recreate?
3. “Each term, each and every child has one blind day, one lame day….” Conclude the line. Which day was believed to be the hardest? Why was it the hardest? 
4. What was the intention of these special days? 

Answer 21:

1. The author had heard a lot of praise about the special teaching methods at Miss Beam’s school. As a result, he went to her school to gain firsthand experience with the new teaching methods.
2. In Miss Beam’s school, each child had to recreate the role of being blind, deaf, mute, injured, or lame for a particular day. This was supposed to be like a ‘game’ that they had to recreate, and this constituted a crucial component of the student’s training.
3. “Each term, each and every child has one blind day, one lame day, one deaf day, one injured day and one dumb day”. Among all the given days, the blind day was the most challenging because on that day, students had to act blindly without peeping through their blindfolds. They had the feeling they were about to be hit or would collide with something.
4. The primary purpose of these particular days was to give the students a personal taste of misfortune. Enacting a disability for a day would assist them in understanding the feelings of people born with such disabilities and having consideration for the needy people in society. This training qualified the students to become good and trustworthy human beings.

Question 22: Re-word these lines from the story:

1. I had listened to a wonderful deal about Miss Beam’s school.
2. Miss Beam was everything that I had hoped — middle-aged, full of control.
3. I went to the window, which looked towards a huge garden.
4. “We cannot bind the children’s mouths, so they really have to exercise their willpower.”

Answer 22:

1. The author had heard a lot of praise from people about the different teaching methods at Miss Beam’s school.
2. The author found Miss Beam to be a middle-aged woman full of control.
3. The author looked outside the window and saw a huge garden.
4. The children had to utilise their willpower to keep quiet.

Question 23: Mentioned below is a page from a dictionary. Take a look at it carefully and

(i) discover a word which means the same as ghastly. Write down the term and its two definitions.

(ii) find a term meaning a part of the school year.

(iii) find a term that means examination.

Answer 23:

1. Ghastly: terrible – provoking fear, very bad
2. Term: a specified length of time, a portion of the school year
3. Test: to examine something to see if it is right or will work properly, to ask someone questions

Question 24: Create lists of

(i) all the terms on the page (plus any more that you can think of) that begin with terr-

(ii) five terms that may follow the last word on the page, that.

(iii) write down your own definition of the term thank. Then note down the meaning given in the dictionary.

Answer 24:

1. Terr: terrace, terrible, terrible, territory, terrify, terror, terrain
2. That: show, given, after, bring, such, before
3. Thank: To express gratitude to someone for assistance or service, or to show kindness.

Question 25: Take a look at your hands carefully. Then, write down for every finger one action for which that finger is particularly significant. For example, the second (or index) finger assists in holding the knife downward firmly when cutting.

Answer 25:The middle finger is especially important when we want to feel something by the slightest touch, such as the temperature of the water.The ring finger, as the name implies, is used to wear rings.One cannot assemble a fist without the use of the little finger..

Benefits Of Solving Important Questions Class 6 English Honeysuckle Chapter 5

By solving Class 6 English Honeysuckle Chapter 5 important questions, students can  learn how to sympathise with and help each other. Students can easily get access to the Important Questions Class 6 English Honeysuckle Chapter 5 by registering on the Extramarks website.

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