How I Taught My Grandmother to Read
By Sudha Murty · Prose (Short Story / Personal Narrative)
A heartwarming autobiographical story about a twelve-year-old girl who teaches her sixty-two-year-old grandmother to read Kannada — a tale of determination, love, education, and independence.
On This Page
📋 Quick Summary — 1-minute revision
The narrator, a twelve-year-old girl living with her grandparents in a north Karnataka village, regularly reads episodes of Kashi Yatre — a popular Kannada novel serialised in the weekly magazine Karmaveera — to her illiterate grandmother, Krishtakka (Avva).
When the narrator goes away for a week to attend a wedding, Avva cannot read the new episode on her own. She is found in tears on the narrator’s return. That night, Avva reveals her pain of being dependent and announces she will learn to read by Saraswati Puja (Dassara).
The narrator laughs at first, but Avva’s determination is unshakeable. She works hard every day, and by Dassara she can read fluently. On that day, Avva touches the narrator’s feet — the traditional gesture of respect for a teacher — saying she honours the teacher in her granddaughter, not the child. The narrator gifts her a copy of Kashi Yatre as a novel. Avva reads the title aloud, proving she has passed with flying colours.
🎯 Core Message
Education has no age bar. Determination can overcome any obstacle. A teacher deserves respect irrespective of age or gender.
📖 Detailed Summary
The story is narrated in retrospect by Sudha Murty. When she was about twelve years old, she used to stay with her grandparents in a village in north Karnataka. Transport in those days was poor — the daily newspaper arrived only in the afternoon and the weekly magazine came a day late. The whole family eagerly awaited the bus that brought newspapers, magazines, and post.
At that time, Triveni was an extremely popular Kannada writer. Her prose was easy, convincing, and dealt with complex psychological problems of ordinary people. One of her novels, Kashi Yatre (Journey to Kashi), was being serialised in the weekly magazine Karmaveera. The story followed an old woman with a lifelong desire to go on a pilgrimage to Kashi (Varanasi) to worship Lord Vishweshwara — considered the ultimate religious merit (punya) for Hindus. The novel also features a young orphan girl whose wedding the old lady ultimately funds, giving away all her savings, saying the girl’s happiness matters more than her own pilgrimage.
The narrator’s grandmother, Krishtakka — whom the narrator called Avva (meaning “mother” in north Karnataka’s Kannada) — had never been to school and could not read. Every Wednesday, when the magazine arrived, the narrator would read the latest episode of Kashi Yatre to her. Avva would stop all her work, listen with complete concentration, and could later repeat the entire text from memory. Like the novel’s protagonist, Avva too had never been to Kashi and deeply identified with the old woman in the story. After each reading session, she would join her friends at the temple courtyard, where they would discuss the episode at length.
Once the narrator went to a neighbouring village for a cousin’s wedding. Weddings were grand events in those days and children had great fun. What was meant to be a two-day trip stretched to a full week.
When she returned home, she was stunned to find Avva in tears. She had never seen her grandmother cry, not even in the most difficult situations. She asked worriedly if everything was alright, but Avva only nodded and said nothing. That night, sleeping on the open terrace under a full moon, Avva came and sat beside her. Her affectionate hands touched the narrator’s forehead — a gesture that told the narrator she wanted to speak.
Avva then opened her heart: while the narrator was away, the new issue of Karmaveera had arrived as usual. Avva had opened it, seen the picture accompanying the Kashi Yatre episode, and felt completely helpless. She rubbed her hands over the pages, wishing she could understand the words. She had wanted to ask someone in the village, but felt too embarrassed. She had thought of going to fetch the narrator, but that wasn’t possible either. She felt utterly dependent and helpless — and although the family was financially well-off, she wondered what the point of money was if she could not be independent.
Then Avva revealed her backstory. She had lost her mother young, had no one to guide her, her father remarried, and in those times education was not considered necessary for girls. She had married young, raised children, and then grandchildren — always finding joy in cooking and feeding her family. But the regret of not being educated had stayed with her quietly, all along. This was why she had always ensured her children and grandchildren studied well.
Now, Avva made a firm decision: she would learn the Kannada alphabet, beginning the very next day. Her deadline: Saraswati Puja during Dassara. By that day, she would be able to read a novel on her own. She wanted to be independent.
The narrator’s first reaction was to laugh at the idea — pointing out that Avva was sixty-two, had grey hair, wrinkled hands, wore spectacles, and worked so hard in the kitchen. It seemed impossible.
But Avva simply smiled and said: “For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar.”
From the next day, the narrator began tutoring Avva. Avva proved to be a wonderful, dedicated student. She would read, repeat, write, and recite. The amount of homework she completed was remarkable. The narrator — who would later become a Computer Science teacher for hundreds of students — had her very first student in her grandmother.
When Dassara arrived, the narrator secretly bought a published copy of Kashi Yatre. On Saraswati Puja day, Avva called the narrator to the puja place, made her sit on a stool, and presented her with a gift of frock material. Then she did something extraordinary: she bent down and touched the narrator’s feet.
The narrator was taken aback. Elders never touch the feet of the young in Indian tradition — it is always the other way around. But Avva explained: “I am touching the feet of a teacher, not my granddaughter. A teacher who taught me so well, with so much affection, that I can read any novel confidently in such a short period. Now I am independent. It is my duty to respect a teacher — is it not written in our scriptures that a teacher should be respected, irrespective of gender and age?”
The narrator, moved deeply, returned the namaskara by touching Avva’s feet too, and gave her the copy of Kashi Yatre. Avva opened it and immediately read aloud: the title, the author’s name, and the publisher’s name. The narrator knew then that her student had truly passed with flying colours.
💡 Main Themes
The Power of Education and Literacy
The central theme. Avva’s inability to read leaves her feeling helpless and dependent despite being financially secure. The story powerfully argues that true independence comes from literacy and knowledge, not wealth. Education empowers people to engage with the world on their own terms.
Determination Knows No Age
Avva’s resolve to learn at sixty-two, setting herself a firm deadline and working harder than anyone, proves that age is never a barrier to learning. Her famous line — “For learning there is no age bar” — is the moral spine of the entire story.
Intergenerational Bond and Love
The relationship between the narrator and Avva is the emotional heart of the story. From reading aloud every Wednesday to teaching the alphabet, the bond between grandmother and granddaughter evolves into something beautifully mutual — both teacher and student, both giver and receiver of love.
Independence and Self-Reliance
Avva does not want to keep depending on others to read for her. Her declaration — “What use is money when I cannot be independent?” — highlights that true self-reliance goes beyond financial comfort. She seeks freedom through knowledge.
Respect for Teachers
The story’s most moving moment — Avva touching the narrator’s feet — conveys the deep Indian tradition of guru-shishya respect. Avva draws on scriptural wisdom to show that a teacher deserves respect regardless of age or gender. Knowledge confers dignity.
Gender Inequality in Education
Avva’s backstory reveals the social reality of many Indian women of her generation — education was not considered essential for girls. Through Avva’s regret and eventual triumph, the story quietly but firmly critiques this inequality and celebrates women’s right to education.
👤 Character Sketches
Krishtakka (Avva) — The Grandmother
The protagonist of the story
Krishtakka, the narrator’s paternal grandmother, is a sixty-two-year-old woman from a north Karnataka village who never received a formal education. Despite this, she is one of the most intellectually alive characters in the story — she eagerly follows the serial Kashi Yatre, memorises episodes by heart, and actively participates in discussions with friends. This reveals her sharp mind and deep love for stories and ideas.
Her most defining quality is her iron determination. When she decides to learn the alphabet, she sets a specific deadline (Saraswati Puja), works diligently every single day reading, repeating, writing, and reciting, and achieves her goal. She refuses to let her age, grey hair, or wrinkled hands be excuses. As she says herself: “For a good cause if you are determined, you can overcome any obstacle.”
Avva is also a woman of great emotional depth and self-awareness. She is not one to cry easily — the narrator has never seen her cry even in difficult times — making her tears on the narrator’s return all the more significant. Her monologue in the moonlight, tracing her life story, shows remarkable clarity about the circumstances that denied her education, and her quiet, lifelong regret about it.
Most beautifully, Avva demonstrates wisdom and humility. Rather than feeling embarrassed that her granddaughter is her teacher, she honours the role with full tradition — touching the narrator’s feet, citing the scriptures about the respect owed to a guru. She separates the role of teacher from any question of age, showing wisdom that transcends social convention.
Conclusion
Avva is not just a grandmother in a story — she is an inspiration. She shows that it is never too late to learn, that self-sufficiency is worth striving for at any age, and that genuine respect for knowledge is more important than pride.
The Narrator (Young Sudha Murty)
The narrator and teacher
The narrator is a twelve-year-old girl living with her grandparents in a village in north Karnataka. She is presented as a sensitive, caring, and perceptive child who has a close bond with her grandmother. Her habit of reading Kashi Yatre to Avva every Wednesday shows her thoughtfulness and the natural generosity of her spirit.
She is also refreshingly honest about her own childishness. She admits she laughed at Avva’s decision to learn the alphabet — making fun of her grey hair and wrinkled hands. This moment of immature teasing makes her a realistic, believable narrator rather than a perfect one. It also makes Avva’s gentle, undaunted smile in response all the more powerful.
Once she commits to teaching, however, the narrator is dedicated and affectionate. She is Avva’s only teacher, and the results speak for themselves. The story closes with a beautiful foreshadowing — the narrator notes she did not know then that she would one day become a Computer Science teacher for hundreds of students. Avva was her first student.
Conclusion
The narrator represents us all — imperfect, sometimes dismissive of what lies right in front of us, but ultimately capable of great love and learning. Her journey from amused granddaughter to devoted teacher mirrors Avva’s journey from illiterate grandmother to independent reader.
📝 Word Meanings
💬 Important Quotes
For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar.
— Krishtakka (Avva)
Significance: This is the central message of the story. Avva’s words capture the themes of determination and lifelong learning in a single breath. This is the most exam-important quote.
We are well-off, but what use is money when I cannot be independent?
— Krishtakka (Avva)
Significance: Avva places intellectual independence above financial security. A powerful comment on what true freedom means for women.
I am touching the feet of a teacher, not my granddaughter; a teacher who taught me so well, with so much of affection, that I can read any novel confidently in such a short period. Now I am independent.
— Krishtakka (Avva)
Significance: The climax of the story. It encapsulates respect for teachers and the transcendence of conventional social roles through knowledge.
The happiness of this orphan girl is more important than worshipping Lord Vishweshwara at Kashi.
— The old woman in Kashi Yatre (Triveni’s novel)
Significance: This quote from the novel-within-the-story mirrors Avva’s own values — placing human compassion above personal religious fulfilment.
✅ NCERT Exercise Solutions
Check Your Understanding — Part I
Q: Complete the cause and effect table based on Part I of the story.
| # | Cause | Effect |
|---|---|---|
| 1 | The transport system was not very good in the village. | The morning papers arrived late in the day and weekly magazines would come one day late. |
| 2 | The grandmother, Krishtakka, never went to school. | She could not read, so the narrator had to read the episodes of Kashi Yatre aloud to her every Wednesday. |
| 3 | The grandmother deeply identified with the protagonist of Kashi Yatre (she too had never been to Kashi). | She was deeply interested in the story and discussed it with her friends at the temple courtyard. |
| 4 | The narrator went to a wedding for a week. | Avva could not read the new episode of Kashi Yatre and was found in tears upon the narrator’s return. |
| 5 | In those days, education was not considered essential for girls; her father was busy and remarried. | The grandmother never went to school. |
| 6 | The grandmother regretted not going to school. | She made sure that all her children and grandchildren studied well. |
Check Your Understanding — Part II
Q: State whether the following sentences are true or false.
The grandmother wanted to learn the Kannada alphabet to gain independence.
Avva explicitly says 'I want to be independent' and that money is useless if she cannot read on her own.
The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away.
She was too embarrassed to ask anyone in the village. She waited — helplessly — for the narrator to return.
The narrator was the grandmother's first teacher and taught her how to read Kannada.
The narrator herself says — 'I was her only teacher and she was my first student.'
The grandmother believed that there was no age limit for learning.
Avva declares this directly: 'For learning there is no age bar.'
The grandmother touched the narrator's feet as a mark of respect for her as a teacher.
She explicitly says she is touching the feet of a teacher, not her granddaughter.
The narrator was disappointed with the progress her grandmother made in learning to read.
The narrator was thoroughly impressed. She says Avva was a 'wonderful student' and that she 'passed with flying colours.'
Critical Reflection — Extract Based Questions
“When I came back to my village, I saw my grandmother in tears… She nodded but did not reply. In the night, after dinner… Avva came and sat next to me. Her affectionate hands touched my forehead.”
(i) The phrase ‘never seen her cry in the most difficult situations’ tells us that the grandmother was:
Answer: A — Strong-willed. Avva was someone who had faced life’s hardships without breaking down. The fact that she cries over the missed episode shows how deeply the inability to read affected her sense of self, not weakness in general character.
(ii) Grandmother did not reply because she might have been too _____ to respond.
Answer: emotional. Avva was overcome with feelings of helplessness, regret, and longing — she was too emotionally overwhelmed to speak in that moment.
(iii) Identify the clue from the extract that indicates a rural setting with traditional customs.
Answer: The detail of the family sleeping in the open terrace of their house on a summer night indicates a rural setting. The use of the word Avva (a Kannada term for mother used specifically in north Karnataka) also points to a regional, traditional cultural context.
(iv) Which lines establish a tender atmosphere?
Answer: “Avva came and sat next to me. Her affectionate hands touched my forehead.” These lines are the most emotionally tender — the physical gesture of an elderly woman’s gentle hand on her granddaughter’s forehead communicates love, vulnerability, and the need to connect far more than words could.
(v) Which aspect is NOT emphasised in this extract?
Answer: C — The grandmother’s regret over her lack of education. While Avva does reveal this backstory later in the night, this specific extract (focused on the narrator’s return, the tears, and the moonlit terrace) does NOT yet explicitly address her educational regret. That comes in the extended conversation that follows.
“I have decided I want to learn the Kannada alphabet from tomorrow onwards… For a good cause if you are determined, you can overcome any obstacle. For learning there is no age bar.”
(i) What does “I want to be independent” reveal about Avva’s character?
Answer: B — She desires self-sufficiency. Avva is not trying to prove her intelligence to others, nor is she pressured by society. Her desire springs entirely from within — she wants to be able to function independently, to read on her own, and not rely on anyone else for something as personal as following a story she loves.
(ii) The grandmother’s determination shows that learning has no ___.
Answer: age limit. This is directly stated by Avva: “For learning there is no age bar.”
(iii) Why does the narrator laugh at her grandmother’s decision?
Answer: The narrator laughs because she thinks it is unrealistic for a sixty-two-year-old woman to learn the alphabet from scratch. She points to physical signs of age — grey hair, wrinkled hands, spectacles, and the burden of kitchen work — all of which make learning seem impractical. Her reaction is childish, based on surface assumptions about what old age allows.
(iv) List any two qualities displayed by the grandmother.
Answer: (1) Determination — she sets a firm deadline and commits to working harder than anyone. (2) Humility and wisdom — she does not let pride stop her from being a student to her own granddaughter, and she honours the teacher-student relationship with full sincerity.
(v) How is the narrator making assumptions about her grandmother?
Answer: The narrator assumes that because of Avva’s age and physical appearance — grey hair, wrinkles, spectacles — she is incapable of learning something new. She is applying a stereotyped, age-based assumption rather than recognising her grandmother’s actual mental sharpness, memory, and willpower, which have already been demonstrated throughout the story.
Critical Reflection — Long Answer Questions
Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?
Avva felt embarrassed because asking someone to read to her would mean openly admitting that she, an adult and grandmother, could not read. In her village community where she was a respected elder, this felt humiliating. There is also a deeper layer — literacy was considered so basic that confessing illiteracy as a sixty-two-year-old felt like exposing a personal failure. Although she knew intellectually that she had been denied education due to social conditions, emotionally it still carried the weight of shame. Her pride and dignity prevented her from seeking help from neighbours, even though the physical solution would have been simple.
Exam Tip: Note that this embarrassment is what ultimately drives her to decide to learn for herself — shame transforms into determination. This is the story’s key turning point.
Why does the narrator initially laugh at her grandmother’s determination to learn at the age of sixty-two?
The narrator’s laughter is the reaction of a twelve-year-old child who views the world through the lens of appearances and conventional limits. She sees grey hair, wrinkled hands, thick spectacles, and a body worn from decades of kitchen work — all of which signal to her child’s mind that learning something new is impossible. She is also, by her own admission, being childish. She has not yet learnt what she is about to be taught: that the human will is not constrained by age. Her laughter is not cruel but naive — the kind of assumption most people make until they are proven wrong. Avva’s calm, untroubled smile in response is what makes this moment so powerful.
What significance does the story of Kashi Yatre have in both the grandmother’s life and the larger story?
Kashi Yatre functions on multiple levels. First, it is the emotional trigger: the new episode that Avva cannot read is the direct cause of her tears and her decision to become literate. Second, it is a mirror story: both the fictional old woman and Avva share a lifelong unfulfilled dream (the pilgrimage to Kashi). Avva identifies so strongly with the protagonist that the novel becomes personal. Third, it symbolises the reward for learning — at the end, when Avva reads the title of the published book, it signals her complete achievement. What started as the source of her helplessness ends as the proof of her triumph. The novel-within-the-story thus frames the entire arc beautifully.
Common Mistake: Students often only mention that Kashi Yatre caused the tears. Make sure to also explain it as the symbol of Avva’s final achievement — reading its title is the ‘passing with flying colours’ moment.
What does the grandmother’s desire to learn the Kannada alphabet reflect about her?
Avva’s desire to learn reflects several deep truths about her character and values. It shows that despite decades of being denied education and a lifetime of managing a household, she retains a fierce intellectual curiosity and hunger for knowledge. It reflects her strong belief in self-reliance — that real dignity comes not from wealth but from being able to think and function independently. It also reflects her courage: at sixty-two, knowing she will be laughed at, she still makes the decision publicly and sticks to it. Above all, it reflects the idea that the desire to learn is a fundamental human need that social circumstances can delay but never permanently extinguish.
What lessons can we infer from the grandmother’s action of touching the narrator’s feet?
This action carries several profound lessons. First, it teaches us that the role of a teacher transcends age and social hierarchy — knowledge and the act of sharing it are sacred, regardless of whether the teacher is sixty or twelve years old. Second, it shows that genuine gratitude is expressed through action, not just words. Third, Avva’s citation of the scriptures — “a teacher should be respected, irrespective of gender and age” — reminds us that wisdom is not a modern concept; the tradition of revering teachers (the guru-shishya parampara) has ancient roots. Finally, it is a lesson in humility: a woman who could have been embarrassed chooses instead to honour the relationship fully, setting an example of how to receive knowledge with grace.
What does the following line tell us about the broader theme? — “For a good cause if you are determined, you can overcome any obstacle.”
This line is the philosophical heart of the story. It tells us that the broader theme is not simply about one old woman learning to read — it is about the universal human capacity for growth when driven by a worthy goal. The phrase “good cause” is important: it suggests that motivation must be meaningful and purposeful, not trivial. The word “determined” emphasises internal strength over external circumstances. Avva’s obstacles — age, physical limitations, lack of prior education, social embarrassment — are all real and significant. Yet she overcomes them. This speaks to the larger theme that human will, when genuinely engaged, is stronger than circumstance.
How effectively does the story highlight the value of education in supporting personal independence?
The story highlights this theme with remarkable effectiveness because it shows the absence of education through a very personal, relatable experience. Avva is not poor or socially outcast — she is part of a well-off, loving family. Yet her inability to read makes her feel helpless and dependent in a way that money cannot solve. The author uses the specific moment of an unread magazine episode to crystallise what illiteracy truly means emotionally. By showing Avva rubbing her hands over the pages “wishing they could understand,” Sudha Murty gives literacy an emotional face. And by ending the story with Avva reading aloud and claiming independence, the story closes the loop with complete emotional and thematic satisfaction.
🔤 Vocabulary & Grammar Exercises
Binomials — Match the Meanings
A binomial is an expression of two words in a fixed order, usually linked by ‘and’ or ‘or’. E.g., hide and seek, odds and ends.
| Binomial | Meaning |
|---|---|
| sink or swim | succeed or fail without anyone else's help |
| on and off | sometimes; occasionally |
| mix and match | put different things together to get a range of possibilities |
| all or nothing | something to be done completely or not at all |
| part and parcel | complete part of; belonging to something |
| pick and choose | choose only the best things or people |
| sooner or later | at some point in the future |
| leaps and bounds | increase or develop very quickly |
Prefixes — Add the Correct Prefix
| Original Word | With Prefix | Prefix Used |
|---|---|---|
| popular | unpopular | un- |
| belief | disbelief | dis- |
| important | unimportant | un- |
| respect | disrespect | dis- |
| correct | incorrect | in- |
| continue | discontinue | dis- |
| understand | misunderstand | mis- |
| ordinary | extraordinary | extra- |
| interesting | uninteresting | un- |
| possible | impossible | im- |
Idioms Related to Learning
| Idiom | Meaning |
|---|---|
| to hit the books | to study seriously |
| to draw a blank | to be unable to remember something |
| to learn the ropes | to understand how to do an activity; learn the basics |
| to rack one's brain | to think very hard |
| to learn by heart | to memorise something completely |
| to burn the midnight oil | to study or work very late into the night |
Grammar: Past Perfect Tense
Key Concept
We use the past perfect tense (had + past participle) when we talk about two completed past actions and one happened before the other. The earlier action uses past perfect; the more recent action uses simple past.
Example: By the time I reached (simple past) the party, everyone had finished (past perfect) eating.
When the delegates arrived (simple past) at the conference, the keynote speaker had already begun (past perfect) the session.
After the students had learned (past perfect) how to identify fake news online, they started (simple past) verifying information before sharing it.
Before Kiran started (simple past) using digital payment platforms, she had ensured (past perfect) her understanding of online fraud prevention.
By the time Varun recognised (simple past) the importance of budgeting, he had exhausted (past perfect) most of his savings.
When Raghu logged in (simple past) to the cybersecurity webinar, the instructor had already discussed (past perfect) the importance of strong passwords.
Last year, my parents and I A. took (simple past) a financial planning course. When we B. reviewed (simple past) our expenses, we realised we C. had spent (past perfect) too much on unnecessary purchases. After my parents D. discussed (simple past) ways to save, I E. opened (simple past) a savings account.
By the time we F. set (simple past) our budget, the course G. had already introduced (past perfect) investment strategies. We H. hurried (simple past) to take notes, but many participants I. had completed (past perfect) their financial plans. Despite that, we J. enjoyed (simple past) learning how to manage money wisely.
🚀 Quick Revision — Before your exam
Author
Sudha Murty (also known as a social worker, educator, philanthropist)
Book / Textbook
Kaveri — Class 9 English (NCERT 2025–26)
Type of Text
Autobiographical short story / Personal narrative
Setting
A village in north Karnataka; time — when narrator was about 12 years old
Main Characters
The narrator (young Sudha Murty) and Grandmother Krishtakka (Avva)
Novel-within-Story
Kashi Yatre by Triveni, serialised in Karmaveera (weekly magazine)
Central Theme
Education has no age bar; literacy = independence
Avva's Deadline
Saraswati Puja during Dassara festival
Avva's Age
62 years old when she learned to read
Key Gesture
Avva touches the narrator's feet — treating her as a teacher (guru)
Avva's Language
Calls narrator 'Avva' = mother in north Karnataka Kannada
Most Important Quote
'For learning there is no age bar.'
Final Proof
Avva reads the title of Kashi Yatre (published novel) aloud on Saraswati Puja day
Narrator's Future
She later became a Computer Science teacher for hundreds of students
🎯 Exam Focus Points
✦ The grandmother’s tears — she had never cried before, making this moment very significant
✦ Why she was embarrassed — pride, dignity, shame of illiteracy in the community
✦ The Kashi Yatre parallel — the old lady in the novel mirrors Avva (both never went to Kashi)
✦ The touching-feet scene — understand the cultural significance and Avva’s explanation
✦ The narrator’s laughter — childish assumption vs. Avva’s calm confidence
❓ Frequently Asked Questions