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How I Taught My Grandmother to Read
This chapter from Kaveri (Class 9 English) shows how literacy brings independence through the real-life journey of Krishtakka, a 62-year-old grandmother. Guided by her 12-year-old granddaughter, she learns the Kannada alphabet with determination. The story also highlights respect for teachers and the power of literature like Kashi Yatre.
Summary, practice, and revision
Author: Sudha Murty
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In “How I Taught My Grandmother to Read,” a twelve-year-old narrator lives with her grandparents in a village in north Karnataka, where newspapers and magazines arrive late due to poor transport. Every Wednesday, she reads to her grandmother, Krishtakka (Avva), from Karmaveera, which serialises Triveni’s Kannada story Kashi Yatre. Krishtakka listens with intense concentration, discusses each episode with friends, and even memorises passages.
When the narrator stays away for a week at a wedding, she returns to find her usually strong grandmother in tears. Krishtakka admits she felt helpless and dependent because she could not read the magazine herself and felt too embarrassed to ask others. Determined to gain independence, she decides to learn the Kannada alphabet, setting Saraswati Puja during Dassara as her deadline to read a novel on her own. The narrator begins teaching her, and Krishtakka works hard by reading, repeating, writing, and reciting. On Dassara, Krishtakka surprises the narrator by touching her feet as a teacher, showing deep cultural respect for education. She then confidently reads the title “Kashi Yatre” and the publisher’s name, proving she has achieved literacy and self-reliance.
Class 9 English Kaveri Chapter: How I Taught My Grandmother to Read – Summary, Themes, FAQs
Explore Class 9 English (Kaveri) chapter “How I Taught My Grandmother to Read” with a clear synopsis, key themes like literacy and independence, Kashi Yatre context, cultural values, and exam-focused FAQs for students and parents.
The chapter highlights how learning to read and write brings dignity, confidence, and independence. Krishtakka, the narrator’s grandmother, feels helpless when she cannot read the weekly Kannada magazine on her own. She decides to learn the Kannada alphabet at the age of sixty-two, proving that “for learning, there is no age bar.” The story also emphasises the power of literature to inspire change and the importance of respecting teachers, shown when Krishtakka touches her granddaughter’s feet as a mark of respect for teaching her.
Krishtakka is the narrator’s grandmother, lovingly called “Avva,” meaning mother in the Kannada spoken in north Karnataka. She never went to school and therefore cannot read, even though her family is well-off. Her emotional struggle when the narrator is away shows how illiteracy can create dependence. Krishtakka becomes the heart of the story because she takes a courageous decision to learn the Kannada alphabet at sixty-two, works hard like a dedicated student, and achieves her goal of reading a novel independently.
Kashi Yatre is a novel by Triveni that was appearing as a serial in the Kannada weekly magazine Karmaveera. It tells of an old lady who dreams of going to Kashi (Varanasi), believed by many Hindus to bring ultimate punya by worshipping Lord Vishweshwara. In the story, the old lady finally gives away her savings to help a young orphan girl’s wedding instead of travelling. Krishtakka identifies with the protagonist, eagerly follows each episode, and this strong attachment motivates her to become literate.
The transport system in the narrator’s village in north Karnataka was not very good. Because of this, the morning newspaper arrived only in the afternoon, and weekly magazines came a day late. The bus brought newspapers, magazines, and post, so everyone waited for it eagerly. This setting shows the importance of printed reading material in their daily life and explains why the weekly arrival of Karmaveera was such a significant event for the narrator and her grandmother.
Krishtakka had never gone to school, so she did not know how to read Kannada. In her childhood, education was not considered essential for girls, and she also faced early responsibilities like marriage, children, and household work. As a result, even though she loved listening to stories like Kashi Yatre, she depended on the narrator to read the magazine aloud. This inability becomes painful when the narrator is away and Krishtakka feels dependent and helpless.
Even though she could not read, Krishtakka listened with the greatest concentration when the narrator read the weekly episode of Kashi Yatre. She would forget her work and focus completely. Over time, she could repeat the entire text by heart, showing strong memory and deep engagement with literature. After listening, she would join her friends in the temple courtyard and discuss the latest episode, which reveals how storytelling created a reading culture and community discussions even for someone who was illiterate.
Krishtakka cried because the narrator stayed away for a week, and during that time Karmaveera arrived as usual. Krishtakka opened the magazine, saw the picture with the story, but could not understand anything written. She rubbed her hands over the pages, wishing she could read, but realised it was impossible without education. She felt too embarrassed to ask someone else to read for her and felt dependent and helpless. Her tears reflect regret, loneliness, and a strong desire to become independent through literacy.
Krishtakka admits she could have asked somebody in the village to read the magazine but was too embarrassed to do so. Her embarrassment comes from the feeling that, as an adult and elder, she should not have to depend on others for something as basic as reading. She also feels that wealth is useless if she cannot be independent. This shows that illiteracy is not just a practical problem; it affects self-respect and creates emotional discomfort in social situations.
Krishtakka decides to learn the Kannada alphabet starting the very next day. She promises to work very hard and sets a clear deadline: Saraswati Puja day during Dassara. By that day, she wants to be able to read a novel on her own. Her goal is not simply academic; she says, “I want to be independent.” This decision marks a turning point where she chooses self-improvement despite age, responsibilities, and the common belief that learning is only for the young.
By “independent,” Krishtakka means she does not want to rely on others to access written information and enjoy literature. When she cannot read Karmaveera during the narrator’s absence, she feels helpless, dependent, and ashamed. She also states that money is of little use if she cannot be independent. Her statement shows a desire for self-sufficiency, dignity, and confidence. In the story, literacy becomes the tool that helps her regain control over her own interests and daily life.
The narrator, being only twelve, reacts childishly and laughs because she thinks learning the alphabet at sixty-two is unrealistic. She points out signs of old age: Krishtakka’s grey hair, wrinkled hands, spectacles, and heavy work in the kitchen. The narrator assumes these make learning difficult. However, Krishtakka responds calmly and confidently, saying determination can overcome obstacles and that there is no age bar for learning. This contrast helps readers understand how age-based assumptions can underestimate a person’s willpower.
Krishtakka begins learning the Kannada alphabet at sixty-two and succeeds within a short period. She sets a deadline for Saraswati Puja during Dassara and works consistently until she can read a novel independently. Her statement, “For learning, there is no age bar,” becomes true through her actions. Despite household duties, she completes significant homework and practices by reading, repeating, writing, and reciting. The story proves that motivation and discipline matter more than age when someone truly wants to learn.
The narrator starts tuition from the next day and teaches Krishtakka the Kannada alphabet. Krishtakka learns through regular practice: she would read, repeat, write, and recite. This method combines oral repetition, written practice, and memorisation, which strengthens recognition of letters and confidence in reading. The narrator is her only teacher and Krishtakka is her first student, creating a close teacher-student bond. The approach also shows that patient guidance and consistent homework can help adult learners progress quickly.
Krishtakka is described as a wonderful student because of her determination, discipline, and hard work. She sets a specific goal and deadline and follows a routine of reading, repeating, writing, and reciting. The narrator is amazed by the amount of homework Krishtakka does, showing her seriousness about learning. She also remains confident despite being laughed at and facing the challenges of age and household responsibilities. Her focused effort reflects self-respect and a deep desire for independence through literacy.
Literature, especially the serialised story Kashi Yatre, triggers Krishtakka’s desire to become literate. She is emotionally connected to the protagonist—an old lady with a strong desire—because Krishtakka too never went to Kashi. Listening to the story gives her joy and becomes part of her weekly life, including discussions with friends. When she cannot access the story during the narrator’s absence, the pain of not reading becomes clear. Thus, literature is not just entertainment; it motivates learning and personal change.
Krishtakka identifies with the protagonist because both are older women with deep personal feelings and unfulfilled desires. In Kashi Yatre, the protagonist longs to go to Kashi, which many believe brings punya through worship at Lord Vishweshwara’s temple. Krishtakka too never went to Kashi, so she connects emotionally with the character’s struggle and hopes. This identification makes her intensely interested in what happens next and strengthens her dependence on the narrator’s reading, later pushing her to seek independence through literacy.
The chapter reflects a rural north Karnataka setting where community life and traditions are important. People gather at the temple courtyard, children play hide and seek, and elders discuss magazine episodes. The story mentions Dassara and Saraswati Puja as important cultural events and uses the respectful practice of touching feet, usually done for God, elders, and teachers. The open-terrace sleeping arrangement on a summer full-moon night also shows village life. These details ground the literacy journey within everyday culture and values.
Krishtakka chooses Saraswati Puja during Dassara as her deadline because it is a meaningful occasion linked with learning and knowledge. Setting this date gives her a clear goal and a strong motivational timeline. It also connects her personal education journey to a cultural tradition that honours learning. By aiming to read a novel on Saraswati Puja day, she turns her goal into a disciplined mission rather than a vague wish. The deadline becomes a symbol of her determination to achieve literacy and independence.
On Dassara, the narrator secretly buys Kashi Yatre, now published as a novel. At the puja place, Krishtakka gifts the narrator frock material and then does something unusual: she bends down and touches the narrator’s feet. She explains she is respecting a teacher, not just her granddaughter, because she can now read confidently. Immediately after, Krishtakka opens the book and reads the title “Kashi Yatre” by Triveni and the publisher’s name. This moment confirms she has achieved literacy and passed “with flying colours.”
It is unusual because elders generally do not touch the feet of youngsters. In their tradition, people touch the feet of God, elders, and teachers to show respect. The narrator feels surprised and taken aback because “the reverse had happened,” and she thinks it is not correct in normal family hierarchy. However, Krishtakka clarifies that she is honoring the narrator as a teacher, following the belief that teachers deserve respect irrespective of gender and age. The act highlights the cultural importance of education and the teacher’s role.
The chapter presents respect for teachers as a deep cultural and ethical value. Krishtakka says she is touching the feet of a teacher who taught her “so well, with so much affection” that she can read any novel confidently in a short time. She refers to scriptures that a teacher should be respected irrespective of gender and age. This shows that true teaching is honoured because it transforms lives. The narrator also returns the namaskara, showing mutual respect. The message encourages students to value educators and the learning process.
Krishtakka explains that she lost her mother when she was young and had nobody to guide her. Her father was busy and remarried. In those days, people did not consider education essential for girls, so she never went to school. She married very young, had children, and remained busy with family responsibilities. Later, she found happiness in cooking and feeding her children and grandchildren, but she still regretted not studying. Her background shows how social attitudes and life circumstances can deny education, especially to girls.
Krishtakka’s emotions show that illiteracy affects self-respect. She feels embarrassed to ask others to read and describes herself as dependent and helpless. She even says, “We are well-off, but what use is money when I cannot be independent?” This connects literacy to personal dignity rather than just economic status. Once she learns to read, she confidently accesses literature on her own and feels independent. Her joy in reading the book title proves that literacy restores confidence, reduces dependence, and strengthens a person’s sense of worth.
The narrator being Krishtakka’s only teacher shows how learning can happen through family support and close relationships, not only formal schools. It also creates a meaningful role reversal: a child teaches an elder, and the elder honours the child as a teacher. The narrator calls Krishtakka her first student and later notes that she eventually became a Computer Science teacher who taught hundreds of students. This detail connects the small tuition lessons at home to a lifelong teaching identity, showing how early experiences can shape future careers and values.
The chapter presents adult literacy as essential for independence, emotional well-being, and social confidence. Krishtakka’s dependence on the narrator for reading makes her feel helpless when the narrator is away. Her strong decision to learn at sixty-two shows that adults can and should pursue education if it improves their quality of life. The story also connects literacy to community engagement: Krishtakka discusses the serial with friends and wants to read a novel on her own. Overall, it suggests that adult literacy empowers individuals and reduces dependence, making families and communities stronger.
In the chapter, “passed with flying colours” means that Krishtakka achieved outstanding success in learning to read. After weeks of tuition and practice, she reaches the Saraswati Puja deadline during Dassara and demonstrates her literacy by reading the title “Kashi Yatre” by Triveni and the publisher’s name immediately. This proves she can now read confidently, which was her goal. The phrase captures the narrator’s pride and surprise at how quickly and well her grandmother learned, confirming that dedication can lead to excellent results.
Students should focus on themes such as literacy and independence, determination and lifelong learning, the role of literature in personal change, and respect for teachers. Key points include Krishtakka’s emotional struggle when she cannot read, her decision to learn the Kannada alphabet with a Dassara deadline, the narrator’s role as teacher, and the cultural act of touching feet to honour a teacher. Also note the embedded story Kashi Yatre by Triveni and why Krishtakka identifies with its protagonist. These themes support short answers, long answers, and value-based questions for Class 9–12 exams.
Kashi Yatre reflects values of compassion and prioritising human happiness over ritual goals. In Triveni’s story, the old lady wants to go to Kashi, believed to bring great punya by worshipping Lord Vishweshwara. However, she gives away her savings to support a young orphan girl’s wedding, saying the girl’s happiness matters more than her pilgrimage. Similarly, in the main chapter, Krishtakka values learning for a meaningful purpose—independence and dignity. Both narratives show sacrifice, moral strength, and the idea that good causes deserve effort and commitment.