CBSE Class VIII English (Poorvi) Unit 4: Environment — Harvest Hymn Questions and Answers

Harvest Hymn

Unit 4: Environment | Poorvi | Questions and Answers

Let us do these activities before we read

I. 1

India celebrates many harvest festivals. When is the harvest festival celebrated in your region and how is it celebrated?

Answers will depend on the student's region, so they will differ from student to student. The chapter does not name any particular harvest festival. It does show that harvest time is celebrated with songs, music (cymbal, flute, pipe and drum), garlands, prayers and thanks to nature. It also says that in our country harvest is celebrated with the preparation of delicious dishes.

I. 2 (i)

A hymn refers to a song of praise. To whom do we offer a hymn?

We offer a hymn to God or to the divine. In this poem, the hymn is offered to Surya (the Sun), Varuna (the lord of rain), Prithvi (the Earth) and Bramha (the Lord of the Universe).

I. 2 (ii)

When and where do we sing a hymn?

We sing a hymn at times of worship and celebration. In this poem, the hymn is sung in a rural landscape at harvest time, with cymbal, flute, pipe and drum. (Students may add their own examples.)

I. 2 (iii)

Why do we offer it?

We offer a hymn to praise and thank the divine. In the poem, the people thank the Sun, the rain, the Earth and the Lord for the rich harvest.

II

Some poets and authors use words that are no longer a part of common usage. Such words are called archaic words. Work in pairs. Read the sentences given below. Match the underlined archaic words in Column 1 with their meanings in Column 2.
'Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.'
Column 1: 1. thou, 2. art, 3. thee, 4. thy, 5. thine
Column 2: (i) yours, (ii) you (object), (iii) you (subject), (iv) are, (v) your

Column 1	Column 2
1. thou	(iii) you (subject)
2. art	(iv) are
3. thee	(ii) you (object)
4. thy	(v) your
5. thine	(i) yours

III

Work in pairs. Read the paragraph and select the correct meaning for each underlined word from the options given below.
Under the golden 1. radiance of the evening sun, the villagers gathered to pay 2. tribute to their 3. cherished elder, who had dedicated his life to their well-being. His wise 4. counsel had guided generations, steering them through challenges. Known for his 5. munificent spirit, he never hesitated to share his resources generously.
1. radiance: (i) glow (ii) brilliance
2. tribute: (i) respect (ii) gratitude
3. cherished: (i) preserved (ii) loved
4. counsel: (i) advice (ii) decision
5. munificent: (i) rich (ii) generous

1. radiance: (i) glow. The golden light of the evening sun is a soft glow.
2. tribute: (i) respect. The villagers gathered to show respect to their elder.
3. cherished: (ii) loved. The elder had dedicated his life to their well-being, so they loved him.
4. counsel: (i) advice. His wise advice had guided generations.
5. munificent: (ii) generous. He never hesitated to share his resources generously.

Let us discuss

Villagers celebrate the harvest with music, dance and flowers.

A woman harvesting ripe crops with a sickle.

I

Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher.
1. The speakers recognise the lord's kindness and praise him for nourishing the field.
2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.
3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care.
4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.

The poem has four stanzas: Stanza 1 (Men's Voices, Surya), Stanza 2 (Men's Voices, Varuna), Stanza 3 (Women's Voices, Prithvi) and Stanza 4 (All Voices, Bramha). The numbers below are the poem's stanza numbers.

Main idea	Stanza number
1. The speakers recognise the lord's kindness and praise him for nourishing the field.	Stanza 2 (Varuna: "Thine is the mercy that cherished our furrows")
2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.	Stanza 1 (Surya: "Thine is the bounty that prospered our sowing")
3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care.	Stanza 4 (All Voices: "Grant us thy succour, thy counsel, thy care")
4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.	Stanza 3 (Prithvi, the Earth)

II. 1

The setting of the poem is a rural landscape, possibly during a __________ (harvest/religious) festival.

harvest. The poem is a hymn of thanks for the harvest, and it speaks of fields, fruit, valleys and grain.

II. 2

The tone of the poem is respectful and celebratory because it praises __________ (the men and women/nature and the Lord) with deep respect and gratitude.

nature and the Lord. The people praise Surya, Varuna, Prithvi and Bramha with respect and thanks.

II. 3

In the line 'Thou art our Hands and our Heart and our Home', the letter 'h' is capitalised in 'Hands', 'Heart' and 'Home' because __________. (it represents the hard work of farmers/God resides in them)

The letter 'h' is capitalised because God resides in them. The words are written with capital letters to show that the divine is present in our hands, heart and home.

III

Identify the poetic device used in the following lines from the poem.
• Bright and munificent lord of the morn!
• We bring thee our lives and our labours for tribute

• "Bright and munificent lord of the morn!" uses personification. The Sun is addressed as a lord who is generous, which gives it human qualities.
• "We bring thee our lives and our labours for tribute" uses alliteration. The sound 'l' is repeated in "lives" and "labours".

IV

Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3.
(imagery, alliteration, simile, metaphor, personification)
Column 1: 1. sweet and omnipotent mother; 2. The wealth of our valleys, new-garnered and ripe; 3. Thou art the Seed and the Scythe
Column 2: (i) creates a clear description of the scene and appeals to the senses; (ii) implied comparison of growth and reaping with beginning and end of all life; (iii) the earth is being given human-like qualities

Column 1	Column 2	Column 3
1. sweet and omnipotent mother	(iii) the earth is being given human-like qualities	personification
2. The wealth of our valleys, new-garnered and ripe	(i) creates a clear description of the scene and appeals to the senses	imagery
3. Thou art the Seed and the Scythe	(ii) implied comparison of growth and reaping with beginning and end of all life	metaphor

V

Certain words or phrases are repeated in the same line of the poem. For example, The gold of our fields and the gold of our fruit; Find more such repetitions from the poem. What is the poet's purpose of using repetition in the poem?

More repetitions in the poem:

• "Thine is the bounty that prospered our sowing, / Thine is the bounty that nurtured our corn." (the phrase "Thine is the bounty that" is repeated in two lines)
• "Thine is the mercy that cherished our furrows, / Thine is the mercy that fostered our grain."
• "Lord of the lotus, lord of the harvest" and "Lord of the rainbow, lord of the harvest"
• "Queen of the gourd-flower, queen of the harvest"
• "Thou art the Seed and the Scythe of our harvests, / Thou art our Hands and our Heart and our Home."
• "We bring thee our songs and our garlands for tribute" and the similar lines in the other stanzas
• "we hail thee, We praise thee..." at the end of each stanza

Purpose: The repetition stresses the praise and gratitude of the speakers. It also gives the poem a rhythm and a musical, chant-like quality, which suits a hymn.

VI

The poem uses symbolism to convey deeper meanings. Match the symbols in Column 1 with the meanings they convey in Column 2.
Column 1: 1. Prithvi (the Earth), 2. Surya (the Sun), 3. Varuna (Rain)
Column 2: (i) light, energy, life—representing the giver of warmth and prosperity; (ii) mercy and nourishment—crucial for agriculture and sustenance; (iii) fertile land, motherhood, nurturing—the source of all life

Column 1	Column 2
1. Prithvi (the Earth)	(iii) fertile land, motherhood, nurturing—the source of all life
2. Surya (the Sun)	(i) light, energy, life—representing the giver of warmth and prosperity
3. Varuna (Rain)	(ii) mercy and nourishment—crucial for agriculture and sustenance

Let us think and reflect

I. Read the given extracts and answer the questions that follow.

Extract 1: "We bring thee our songs and our garlands for tribute..."

1 (i)

What does the act of bringing songs and garlands as tribute suggest about the people's relationship with the divine?
A. They fear the gods and wish to calm them in any way possible.
B. They have a deep sense of reverence and gratitude towards the divine.
C. They are forced to perform rituals without understanding the divine.
D. They depend on the gods for their daily needs and activities.

B. They have a deep sense of reverence and gratitude towards the divine. The people bring songs, garlands and the gold of their fields as a mark of respect and thanks.

1 (ii)

Complete the following sentence suitably. The word 'gold' in the phrases 'the gold of our fields' and 'the gold of our fruit' symbolises ________________.

The word 'gold' in the phrases 'the gold of our fields' and 'the gold of our fruit' symbolises the wealth and richness of the harvest, such as the ripe golden grain and fruit.

1 (iii)

How does the description 'O giver of mellowing radiance' help us understand Surya's role in the harvest?

It shows that Surya gives the soft, warm light that helps crops grow and ripen. The Sun's light and warmth help the crops to grow and the fruit to ripen, so Surya is a giver of life and prosperity for the harvest.

1 (iv)

Fill in the blank by selecting the correct option from those given in the brackets. The use of cymbal and flute signifies ________________. (joy and celebration/meditation and worship)

The use of cymbal and flute signifies joy and celebration. The people praise Surya with lively music as they celebrate the harvest.

Extract 2: All Voices

2 (i)

In the phrase 'Lord of our being,' what does the word 'being' most likely refer to?
A. Our physical body
B. Our entire existence
C. Our spiritual practices
D. Our earthly possessions

B. Our entire existence. The Lord is called "Lord of the Universe, Lord of our being", so He is the master of our whole life.

The seed and the scythe, the images used in the line "Thou art the Seed and the Scythe of our harvests".

2 (ii)

Identify whether the following statement is true or false. The imagery of 'the Seed and the Scythe' symbolises the divine's role as both the beginning (creation) and the end (harvest) of the agricultural cycle.

True. The seed stands for the beginning (sowing and creation) and the scythe stands for the end (harvesting). The divine is both.

2 (iii)

Identify the phrases from the extract that mean the following:
A. The divine as a timeless, everlasting presence
B. Beyond human comprehension or description

• A. "Father eternal"
• B. "ineffable Om"

2 (iv)

How do we know that these lines from the extract are spoken as a chorus?

The extract is headed "All Voices", which means that the men and women speak together. The words "we" and "our" are also used, which show that everyone speaks as one group.

II. Answer the following questions.

II. 1

Why do the farmers hail the God of rain?

The farmers hail Varuna, the God of rain, because his mercy cherished their furrows and fostered their grain. He is the "sender of rain and the dewfall", so he helps their crops to grow and gives them a ripe harvest.

II. 2

What is being referred to as 'wealth of our valleys'? Why?

The newly gathered, ripe harvest (the crops and grain) is called the 'wealth of our valleys'. It is called wealth because it is the farmers' treasure and food, and it is the result of their work and the mercy of the rain.

II. 3

State one reason why the women refer to the Earth as a 'source of manifold gladness'.

The women call the Earth a source of many joys because she feeds us like a mother. Her "plentiful bosom" feeds us, and her "womb" is where our riches are born.

II. 4

Why does everyone in the poem offer their 'labours for tribute'?

Everyone offers their labours as a mark of respect and gratitude to the Lord. They thank Him for the harvest, and they ask for His support, wisdom and care ("succour, counsel and care").

II. 5

Why has the poet presented the poem as voices of men, women, and all voices?

The poet shows that everyone takes part in the harvest celebration and in giving thanks. The men praise Surya and Varuna, the women praise the Earth (Prithvi), and all the voices together praise the Lord of the Universe. The harvest is a shared joy of the whole community.

II. 6

How does the poet create the joyous atmosphere of rural India at harvesting time?

• The poet describes the golden fields, the ripe fruit and the new-garnered wealth of the valleys.
• Musical instruments such as the cymbal, flute, pipe and drum are mentioned.
• People bring songs and garlands as gifts.
• Men, women and all voices join in the praise, with the repeated line "we hail thee, we praise thee".

II. 7

Why is the poem presented as a hymn?

A hymn is a song of praise. This poem praises and thanks Surya, Varuna, Prithvi and Bramha, and it is meant to be sung with music (cymbal, flute, pipe, drum). It has repeated lines, and it is spoken by different voices and by all voices together, like a chorus in prayer.

Let us learn

Farming implements: sickle, scythe, plough, trowel, rake and spade.

I

Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement.
Pictures: 1. a curved-blade tool with a short handle; 2. a long-handled tool with a curved blade; 3. a wooden tool with a handle and a blade; 4. a small tool with a pointed blade; 5. a long-handled tool with metal teeth; 6. a long-handled tool with a flat blade.
Uses: (i) a tool with a long handle with metal teeth for collecting hay or leaves; (ii) a small hand tool used for digging and making shallow furrows; (iii) a hand-held tool with a curved blade attached to a short handle, used for harvesting crops; (iv) a tool pulled by oxen, used for turning over the soil; (v) a farm tool having a flat rectangular blade attached to a long wooden handle used for digging the soil; (vi) a hand-held tool with a long-curved blade attached to a long handle used for cutting tall grass.
Names to complete: S __ C K L __ ; S C __ T H __ ; P L __ __ G H ; T R __ W __ L ; R __ K __ ; S P __ D __

Column 1 (picture)	Column 2 (use)	Column 3 (name)
1. Curved blade with a short handle	(iii) a hand-held tool with a curved blade attached to a short handle, used for harvesting crops	SICKLE
2. Long handle with a long, curved blade	(vi) a hand-held tool with a long-curved blade attached to a long handle used for cutting tall grass	SCYTHE
3. Wooden tool with a handle and a blade	(iv) a tool pulled by oxen, used for turning over the soil in the field so that seeds can be sown or planted	PLOUGH
4. Small tool with a pointed blade	(ii) a small hand tool used for digging and making shallow furrows	TROWEL
5. Long handle with metal teeth	(i) a tool with a long handle with metal teeth for collecting hay or leaves	RAKE
6. Long handle with a flat blade	(v) a farm tool having a flat rectangular blade attached to a long wooden handle used for digging the soil	SPADE

II. 1 (Example)

Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you.
(generous, help, brightness, indescribable, kind)
1. The king was beneficent to the poor because he took good care of them.

Synonym: kind (example already given). The phrase that helps is "took good care of them".

II. 2

He was munificent towards the needy and donated a lot for their health care. synonym: ____________

Synonym: generous. The phrase that helps is "donated a lot".

II. 3

When he lost his job, all his friends gave him succour by supporting him with money. synonym: ____________

Synonym: help. The phrase that helps is "supporting him with money".

II. 4

When the sun's rays came into the dark room, the whole room was full of radiance. synonym: ____________

Synonym: brightness. The phrase that helps is "sun's rays came into the dark room".

II. 5

The little girl was speechless with ineffable joy when she got her birthday gift from her aunt. synonym: ____________

Synonym: indescribable. The word that helps is "speechless", which shows that her joy was too great for words.

III

You have learnt about some archaic words. Some more archaic words are given below. Refer to a dictionary to find commonly used words which are similar in meaning.
1. morrow 2. hither 3. quoth 4. betwixt 5. yonder

The chapter does not give the meanings of these words. It asks students to look them up in a dictionary. After checking a dictionary, students can fill in a table like this:

Archaic word	Common word (to be found in a dictionary)
1. morrow	________
2. hither	________
3. quoth	________
4. betwixt	________
5. yonder	________

Let us listen

Farmers transplanting rice seedlings in a flooded paddy field.

I

Listen to the talk about paddy cultivation. As you listen, number the events in the correct order in which they happen.
1. Transplanting of seedlings; 2. Ploughing of soil; 3. Threshing of grains; 4. Puddling of land; 5. Harvesting of paddy; 6. Irrigating the field; 7. Milling of rice

1. Ploughing of soil
2. Puddling of land
3. Irrigating the field
4. Transplanting of seedlings
5. Harvesting of paddy
6. Threshing of grains
7. Milling of rice

In the talk, the soil is first ploughed and then puddled (soaked with plenty of water). The nursery seeds are sown, and the fields are kept flooded. After 4 to 5 weeks, the seedlings are transplanted. After about 120 days the paddy is harvested, threshed, dried and milled.

II. 1

What is the main step in preparing the soil for cultivation of rice?
(i) Ploughing the soil (ii) Clearing the soil (iii) Puddling the soil

(iii) Puddling the soil. The talk says that the most important step in preparing the soil is to soak it with plenty of water, which is called puddling.

II. 2

How long does it take for rice seeds to grow into seedlings before being transplanted?
(i) 2–3 weeks (ii) 4–5 weeks (iii) 6–7 weeks

(ii) 4–5 weeks.

II. 3

Why is drying rice grains important after threshing?
(i) To get rice seeds for plantation (ii) To separate the rice grains easily (iii) To store the rice grains for longer

(iii) To store the rice grains for longer. Drying reduces the moisture content, which ensures that the grains can be stored or processed further.

Let us speak

I

In English, some letters are not pronounced in certain words. For example, in words like 'knife', 'knowledge', and 'know', the first letter 'k' is not pronounced. Let us look at a few more such examples.
• In the words given below the letter 'n' is silent when it appears with 'm' at the end of the word: hymn, column, autumn, solemn. Now, say these words aloud.
• In the words given below the letter 'b' is silent when it appears with 'm': womb, tomb, bomb, climb, comb. Now, say these words aloud.

This is a speaking activity, so the answer is the correct way to say the words aloud.

• The silent 'n': in hymn, column, autumn and solemn, the final 'n' is not pronounced. They are said as "him", "col-um", "aw-tum" and "sol-um".
• The silent 'b': in womb, tomb, bomb, climb and comb, the 'b' after 'm' is not pronounced. They are said as "woom", "toom", "bom", "clime" and "kome".

A harvest festival offering with a pot of rice, sugarcane, wheat, fruits and a lamp.

II

In our country, harvest is celebrated with the preparation of delicious dishes. Work in groups and make a presentation on any popular dish made during the harvest festival in your region. Use the prompts given in the box to make your presentation. Make sure that all the members share their views. Include the following: What is the dish called? Is it known by any other name in other parts of India? What ingredients are used to make the dish? How is the dish prepared? How is the dish served? What does the dish taste like? What is the special ritual related to the preparation of this dish? Describe any special memory associated with the preparation of this dish.

The chapter does not name a dish, so each group chooses a dish from its own region. Each group should speak on all the points listed above. Here is the structure given in the chapter for the presentation:

Step	Useful phrases from the chapter
Greet the audience	Good morning to all of you gathered here…
Introduce the members of your group and your topic	Today we, ____, ____ and ____ are here to tell you about…
Explain the structure of your presentation	We will start off with… / Following this, we will move on to… / The next point we will deal with is… / Finally, we will speak about…
Speak about the first point	Let's begin by… / I'd like to start by…
Describe the details	Now I'll move on to… / Next… / I'd like to now discuss… / Let's now consider… / Let me tell you about
Conclude your presentation	In conclusion, I'd like to say… / To summarise…
Thank the audience	Thank you for listening. / Thank you for your attention.

Let us write

Slogan

Your school wishes to express gratitude to the farmers who play an important role in providing us the food on our plates. Draft a creative slogan to be put up on the school notice board.

Sample slogans:

• Thank a Farmer for Every Meal on Your Plate!
• Farmers Grow Our Food, We Grow Our Gratitude.

Both slogans follow the tips in the chapter: they focus on the main idea, use simple language and are short. The slogan can be written on a chart paper and decorated.

Let us explore

Information card on Pearl Millet (Bajra).

I. 1

Read the information on Pearl Millet given below. Use the link given below to know more about other kinds of millets.

This is a reading task. The key facts on the Pearl Millet card are:

• Common name: Bajra. It is also called Bajree (Rajasthani, Gujarati, Marathi), Sajje (Kannada), Kambu (Tamil) and Sajja (Telugu).
• Cultivation areas: Rajasthan, Maharashtra, Gujarat, Uttar Pradesh and Haryana.
• Nutritional profile: It has the highest niacin content amongst all cereals and is rich in protein and dietary fibre. For every 100 grams, it gives 347 Kcal of energy, 10.9 g protein, 5.43 g fat, 61.8 g carbohydrate, 27.4 mg calcium, 6.4 mg iron and 36.1 μg folic acid.
• It is the sixth major cereal in terms of area and production, and has the highest drought tolerance of all millets. It is the most widely cultivated cereal in India after rice and wheat.
• Health benefits: It reduces cholesterol, promotes bone health, is beneficial in treating stomach ulcers, promotes heart health and aids in weight loss.
• Uses: Khichdi, Roti, Upma, Idli, Khakhra and Parathas.

I. 2 (i)

Work in groups of four and do the following activities. Find out if millets are a part of your cuisine.

Answers will differ from group to group. The chapter says that millets have been a part of Indian cuisine for years, so students can ask their families which millet dishes they cook, such as bajra roti or khichdi.

I. 2 (ii)

Find recipes with millets and compile them into a booklet.

This is a group project. The group collects recipes that use millets, for example from family members or from the link given in the chapter, and puts them together in a booklet. The Pearl Millet card lists some uses to start with: khichdi, roti, upma, idli, khakhra and parathas.

I. 2 (iii)

Create a recipe of your choice.

Each group creates its own recipe using a millet. The recipe should list the ingredients and the steps of preparation. (Answers will differ.)

II

Songs related to harvest season form a part of our culture and heritage. Talk to the elders in your house and learn a song sung on a harvest festival. Share it with your classmates and teacher. Then, compile all the songs to create a songbook with the help of teacher.

This is an activity. Each student talks to the elders at home, learns a harvest song, and shares it with the class. Then the class, with the teacher's help, collects all the songs into a songbook. (Answers will differ.)