A Ride on the Bus | Class 10 English Notes
By ConceptScroll Team · Published on 17 July 2026 · 5 min read
A Ride on the Bus – this guide gives you a concise, exam-ready overview of A Ride on the Bus from Class 10 English, written by ConceptScroll editors and reviewed against the latest NCERT textbook.
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This section delves into Valli's preparation and experiences during her first bus journey. It reveals her determination and self-discipline as she saves money thriftily, resisting temptations like peppermints, toys, and balloons, to accumulate sixty paise for the fare. Especially at the village fair, she suppresses her desire to ride the merry-go-round, showing her resolve.
Valli also plans how to leave the house without her mother's knowledge, choosing the afternoon nap time of her mother (1 to 4 pm) for her excursion. The bus journey itself is full of vivid experiences: the bus cuts across bare landscapes, passes tiny hamlets and wayside shops, and narrowly avoids collisions with vehicles and pedestrians. The description personifies trees as running towards the bus and then standing still, enhancing the child's imaginative perspective.
A humorous incident occurs when a young cow runs in front of the bus, frightened by the driver's horn. Valli finds this very funny and laughs until tears come to her eyes. The conductor jokes with her, telling her to save some laughter for tomorrow.
The bus then approaches a railroad crossing where a train passes with a tremendous roar and rattle, shaking the bus. As the bus enters the town, Valli is struck dumb with wonder at the big, bright shops, glittering displays, and large crowds.
When the bus stops at the town, all passengers except Valli get off. She pays another thirty paise to return, explaining she just wanted a bus ride and is afraid to explore the town alone. The conductor offers to buy her a drink, but she refuses politely, showing her cautious nature.
This section highlights Valli's careful planning, her joyful and sometimes humorous observations, her cautiousness, and her growing independence.
📊 Diagram: Illustration depicting the bus on the road with the cow running ahead, capturing Valli's amusement.
🧪 Activity: Oral Comprehension Check: Questions on how Valli saved money, what made her laugh, why she didn't get off the bus, and her reluctance to drink at the stall.
🔗 Connection: Prepares for the concluding part of the journey and Valli's reflections on life and death.
Frequently asked questions
(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
This is a discussion-based question aimed at encouraging students to share personal experiences and thoughts. There is no single correct answer. Students should reflect on their own spending habits and experiences of discouragement or trouble, and discuss these with their peers.
1. Who are the characters in this poem? List them with their pet names. 2. Why did Custard cry for a nice safe cage? Why is the dragon called "cowardly dragon"? 3. "Belinda tickled him, she tickled him unmerciful..." Why? 4. The poet has employed many poetic devices in the poem. For example: "Clashed his tail like iron in a dungeon" — the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem? 5. Read stanza three again to know how the poet describes the appearance of the dragon. 6. Can you find out the rhyme scheme of two or three stanzas of the poem? 7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem? 8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem? Give reasons to support your answer. 9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project.
1. Characters and their pet names:
- Belinda
- Ink (the little black kitten)
- Blink (the little grey mouse)
- Mustard (the little yellow dog)
- Custard (the pet dragon)
2. Custard cried for a nice safe cage because he was a cowardly dragon who was afraid of danger and preferred safety. He was called 'cowardly dragon' because unlike the other brave pets, he was scared and wanted protection.
3. Belinda tickled Custard unmercifully to tease him because he was cowardly and cried for safety, which
Have fun writing your ballad. Gather information (choose/decide an idea/theme), organise your materials under characters and story and then write. Revise and edit your ballad to make it entertaining. Use the following guidelines to write your ballad. - Purpose of writing the ballad: to entertain and interest - To whom I am writing: decide for whom you are writing - How should I structure features?: - Tell a simple narrative - A few major characters - A strong rhythm and rhyme - May have a refrain (single or two line(s) repeated often) - Divide into verses
Students should select a theme or idea for their ballad, plan the characters and storyline, and write a ballad following the guidelines provided. The ballad should have a simple narrative, include a few major characters, maintain a strong rhythm and rhyme, and may include a refrain. After writing, students should revise and edit their work to make it entertaining and interesting.
(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
Answer will vary. (i) Students should discuss their pocket money spending habits, whether on themselves or others, reflecting on saving and planning as Valli did.
(ii) Students should share personal experiences of discouragement or troubling incidents, discussing feelings and how they coped.
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