Bhagya

Class 12 English A Voyage Chapter 8 The Beggar Questions and Answers

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The Beggar Class 12th Question Answer

Word Power

A. Refer to a dictionary and find out the meanings of the words given below and use them in sentences of your own:
expelled, scrutinized, indebted, pampered, desperately, assault, disgust, wrath.
Answer:

• Expfelled-dismissed-Mr Chaudhary was expelled from the party for his indisciplined behaviour.
• Scrutinized-examined-The case was scurtinized by an expert committee.
• Indebted-to be in debt, obliged-I feel indebted to him for his prompt help, otherwise I was ruined.
• Pampered-protected-Your child is over pampered which is not good.
• Desperately-out of frustration-He killed himself desperately.
• Assault-insult-I can’t bear the assault on women’s character.
• Disgust-bore-I was disgusted with his arrogant behaviour.
• Wrath-anger-He was full of wrath at his friend’s irresponsible act.

B. Complete each of the following sentences given below with a word from the story which is equivalent to the word given in brackets:

1. Ravi was …….. to work in severe cold. (forced)
2. The woodcutter …….. up the heavy log very quickly. (cut)
3. The principal …….. the students for misbehaving in the class. (called)
4. The boy opened the …….. and looked outside. (casement)
5. The juniors …….. the proposal. (opposed)
Answer:

1. compelled
2. chopped
3. summoned
4. window
5. protested.

C. Complete the network with words with similar connotation. Add as many bubbles as you can.

Answer:
(ii) glad—happy, joyful, cheerful, delighted, ecstatic, pleased.
(iii) colleague—mate, friend, ally, aid, helper, partner.
(iv) puzzle—confuse, confound, bewilder, perplex, doubt.
(v) depart—set out, embark, leave, go away, retire, quit.

D. Find words from the text that have the opposite meanings of the following words:
departed, prove, protest, refuse, pleasure, abuse, backward, disinclined, forget.
Answer:
Words – Opposite words from the text

• departed – appeared
• prove – disproved
• protest – defend
• refuse – consent
• pleasure – sorrow
• abuse – prize
• backward – forward
• disinclined – inclined
• forget – remember

Comprehension

A. Choose the correct alternatives and complete the following sentences:

Question 1.
The beggar actually was a
(a) a lawyer
(b) a schoolmaster
(c) a student
(d) a singer
Answer:
(d) a singer

Question 2.
The beggar confessed to Skvortsov that he begged because-
(a) he was turned out of the Russian Choir
(b) he was scolded by the lawyer
(c) he was caught by the police
(d) he was ashamed of himself.
Answer:
(a) he was turned out of the Russian Choir

Question 3.
The beggar agreed to work as-
(a) a factory hand
(b) a billiard marker
(c) a house porter
(d) a wood chopper
Answer:
(d) a wood chopper

Question 4.
Which adjective does Skvortsov use to describe his cook?
(a) gentle
(b) cross
(c) cool
(d) hot.
Answer:
(b) cross

Question 5.
Who brought about a change in the beggar?
(a) Skvortsov’s colleague
(b) the cook
(c) Skvortsov
(d) none of the above.
Answer:
(b) the cook

B. Answer the following questions in one sentence each:

Question 1.
Why did Skvortsov look askance at the beggar?
Answer:
Skvortsov looked askance at the beggar because he had doubts about him.

Question 2.
What reasons did the beggar give for begging? (in the beginning of the story)
Answer:
The beggar said that he was very hungry for he had not tasted food for three days. So, he needed some money. Neither he has enough money for night lodgings.

Question 3.
Why did the beggar confess that he lied?
Answer:
The beggar confessed that he lied because the narrator threatened him to hand him over to the police.

Question 4.
Why was Skvortsov was angry with the beggar?
Answer:
Skvortsov was angry with the beggar because the beggar was begging in the name of a schoolmaster to earn more sympathy from people.

Question 5.
According to Skvortsov, the beggar couldn’t be a house porter or a factory hand. What reason did he give to support his statement?
Answer:
He gave the reason that the beggar was too gentle for that sort of work.

Question 6.
The beggar says, “It’s rather late for him to be a shopman.” What reason did he give to support his statement?
Answer:
In his view one has to begin from a boy in a trade, so he was not a right choice to be a shopman.

Question 7.
What was the reason that made Skvortsov feel ashamed and sore?
Answer:
Skvortsov felt ashamed and sore at the thought that he had made a pampered, drunken and sick man to do hard rough work in cold.

Question 8.
What made the men with the vans laugh at the beggar?
Answer:
The men with the vans laughed at the beggar for his idleness, feebleness and ragged coat.

Question 9.
What made Skvortsov so happy when he met the beggar at the theatre?
(M.P. Board 2015)
Answer:
The beggar was in a much better position with a considerable income. It made Skvortsov happy.

Question 10.
Why did Olga shed tears over the beggar?
Answer:
Olga shed tears over the beggar because she wanted to bring about a change in the beggar’s soul.

C. Answer the following questions in about 60 to 75 words each:

Question 1.
Why was Lushkov, the beggar compelled to beg?
Answer:
Lushkov was a beggar. When he approached Skvortsov for help, he was caught in an unexpected situation. He told Skvortsov that he was hungry. He had not tasted food for three days. He do not have five-kopeck piece for a night’s lodging. He added that, he was once a schoolmaster in a village and had lost his post because of a conspiracy. He wanted to convince the writer with his plea that he was a victim of false witness. He said that he was out of place for a year and now he had been offered a post in the Kaluga province. However, he had no means for the journey. Hence, he was begging for help.

Question 2.
Why did the beggar get a merciless scolding? (M.P. Board 2012)
Answer:
The beggar while begging approached Skvortsov, the narrator. He began to explain his helplessness and tried to convince him for help. However, the narrator recollected his memory and remembered that was the man who just a day back was begging in the name of an expelled student. This time he was begging in the name of a schoolmaster. He was using the name of a schoolmaster and a student in order to attract more sympathy from people. He was trying to blackmail people emotionally. It made the narrator angry and he scolded him mercilessly and also threatened to hand him over the police.

Question 3.
“I cannot get on without lying,” said the beggar. Why did he say so?
Answer:
The narrator was very angry with the beggar for he was using the name of a student and a village schoolmaster in order to exploit the sentiments of the public. When he scolded him and threatened to call the police, the beggar was scared. He immediately confessed that he was lying. But he said, he had no option other than lying. Whenever he told the truth, no one would believe it. The reality was that he was neither a student nor a schoolmaster but was in a Russian choir and was turned out of it for drunkenness. Truth couldn’t give him food. He was dying of hunger and freezing in cold. So, he was compelled to lying.

Question 4.
How did the beggar defend his act of begging?
Answer:
In the course of his begging, when Lushkov asked Skvortsov for help, he was caught in a wrong box this time. Skvortsov was angry for his begging in the name of a student and a schoolmaster. He scolded him and threatened to send him to jail. Lushkov tried to convince him with his plea but Skvortsov did not agree. Finally, when Skvortsov asked him, why did he not find a job or do labour, Lushkov defended himself by saying that begging was the best option for him.

He said that he couldn’t get manual work. He was too old for being a shopman for trade was to be learnt from the very beginning. He couldn’t get a job of house porter for he was not of that class. He also could not get any job in factory, for doing any work, one must be skilled but he knew nothing. So, he very suitably chose begging.

Question 5.
As soon as the beggar was offered a job, he refused it and made excuses. What were the excuses?
Answer:
Lushkov wanted to convince Skvortsov with his plea that begging was the best and suitable job for him. He said that he was not to get any job. Skvortsov, however offered him a job. As Lushkov was not willing to do labour, he refused it by giving excuses. He said that he won’t get manual work. He couldn’t do shopman’s job or a trade’s job. As he was not of a class of house porter, he won’t get this job. He was not a skilled person, so he can’t do any work. Finally, when Skvortsov gave him the job of wood chopping, he said that it was not a regular one. When Skvortsov asked him to accept it, he had no other way and joined the work.

Question 6.
The author says that the beggar had been taken at his words. Do you agree? Support your answer.
Answer:
There was a long discussion between Skvortsov and Lushkov. Skvortsov was not convinced with the begging of Lushkov. Lushkov had all justifications for his work. Finally, when Lushkov said that no one would give him any job, Skvortsov offered him a job of wood chopping. Lushkov first wanted to refuse it, giving the plea that wood chopping was not regular.

Skvortsov asked him first to accept it, then he may get more and then Lushkov had no option other than accepting this offer. Skvortsov gave him the job. When the day’s work was done, he asked his maid Olga to give Lushkov half a rouble and asked him to come the next day, if he wished. So, the next day, Lushkov came and did the ” job under the supervision of Olga.

Question 7.
In the beginning of the story, Skvortsov was ready to handover the beggar to the police; but in the later part of the story, the author says, “Skvortsov’s wrath had passed off”. What does this indicate about Skvortsov’s character?
Answer:
Skvortsov is a central character in the story The Beggar. He is an advocate by profession in Peterburg. He is a man of ideal character. He believes in reality and prefers work. First, when Lushkov comes to him, Skvortsov looks at him keenly. Very soon, he recognizes that he had seen the man before. He had seen him begging in the name of a student and now he was begging in the name of a schoolmaster. He becomes angry and he scolds him for using such names to exploit public sentiment because one can easily be carried away with such names.

So, he threatens him to send him to jail if he doesn’t tell the truth. Here, he appears to be a rude man but reality is that he has high regards for students , and schoolmasters. He dislikes the act of begging. When Lushkov reveals his reality, Skvortsov offers him job. With his effort, one day, Lushkov comes to a very good position. Skvortsov feels pleasure with Lushkov’s betterment. It shows that Skvortsov is a man of good character.

Question 8.
Olga behaved with the beggar very badly. Was her behaviour real? Justify your answer.
Answer:
Olga is the maid servant of Skvortsov, the advocate. When Skvortsov offers the job of wood chopping to Lushkov, he deputes Olga to observe the work. Olga, as Skvortsov says, is a cross creature. She feels irritated with Lushkov as he is a drunkard. He is always not in proper state of mind. Olga abuses him and talks to him in a rude manner, saying that he is an unlucky fellow with no gladness in life. These words are very hurting, however, she also chops the wood herself and tells Skvortsov that Lushkov had done it. It shows that her rudeness is just to hurt Lushkov, so that he can change himself. Finally, it happened, Lushkov becomes a better person.

Question 9.
Did Skvortsov really succeed in reforming the beggar? Give reasons to support your answer.
Answer:
Skvortsov was a man of perfection. He scolded Lushkov for his begging. He didn’t like Lushkov’s lies in the name of student and schoolmaster for begging. He wanted to reform that man. So, he offered him job with a promise that he would give him regular work. Lushkov, however, came to do wood chopping regularly. It impressed Skvortsov and he sent him to one of his friends for some official work. It changed Lushkov’s life completely. He came to a very good position. Had Skvortsov not helped Lushkov, he would have . been still begging. So, Skvortsov succeeded in reforming the life of a beggar, as at the end of the chapter we come across Lushkov who himself acknowledges the good deeds bestowed on him by Skvortsor and also thanks Olga for changing his inner soul.

Question 10.
“It was the attitude, not the words that brought about a change in the beggar.” Explain.
Answer:
In the course Of assigning a job to Lushkov, Skvortsov gave him the work of wood chopping and he deputed his maid servant, Olga, to supervise the work. Olga was a lady of cross nature. She used to get irritated very soon. When she saw a man, Lushkov, who was not in his proper mental condition, she was irritated. Lushkov was in a drunken state. He was feeble and weak. He was not Working properly. So, Olga began crossing him. She called him unlucky fellow and poor drunkard and said that he was a sorrowful creature and that he would go to hell. Olga’s selfless deeds towards Lushkov, her act of cutting ‘ woods for him gradually brought a change in him. Thus it was Olga’s attitude not Skvortsov’s words which brought a change in beggar.

Question 11.
What moral do you draw from the story?
Answer:
Anton Chekhov’s story The Beggar, presents a fine specimen of a life, which was caught in a wrong trap. It usually happens with a man in real life that he follows an easy going method. Sometimes, he adopts the wrong way of life, being depressed from the world. In this story Lushkov who was once in a Russian choir adopts begging as a means of livelihood. He was expelled from his job for his drunkenness or due to fabrication. However, when Skvortsov offered him a job, he did it.

Later, the words of Olga also put impact on him and Lushkov changed his life. Now, he was in a good position. So, the moral of this story is that one must not give up hopes. One should have a wish to do good. One should make efforts for betterment through right ways. Also, if a person wants to change, society must help him not only through words but by actions too.

Question 12.
Imagine yourself a lawyer and write what you would do if you come across such a person like the beggar.
Answer:
Had I been a lawyer and had got a chance to meet a person like Lushkov, a beggar, I would have done a little different. First, I would have asked him politely, who he was, why he was begging. I would not have scolded him or threatened him to put behind bars. Scolding or threatening might lead him not to tell the truth. So, a sympathetic treatment might expose him. Such a person can be treated compassionately. If compassion doesn’t work, then use any other form of behaviour. I would also have given him work to do.

Grammar:

A. Read the following sentences that are in passive voice:

1. ………… that the wood had been chopped.
2. ………….. an old pair of trousers was sent out to him.

The above sentences in passive voice are used without the agent ‘by’ Whenever it is evident who the agent is, it is unnecessary to mention him/her “. in the passive form. It may also not be used when the agent is unknown or when we do not care to name the agent, as ‘The ship was wrecked’.

Now change the following sentences into Passive form, without mentioning the agent:
1. The audience loudly cheered at the Mayor’s speech
2. Somebody cleans the room every day.
3. People don’t use this road very often.
4. They have cancelled the flight because of fog.
5. They are building a new ring road round the city.
Answer:

1. The Mayor’s speech was cheered loudly.
2. The room is cleaned every day.
3. This road is not used very often.
4. The flight has been cancelled because of fog.
5. A new ring road is being built round the city.

B. Look at the phrases in bold in the following sentences:

1. Skvortsov looked at his goloshes of which one was shallow like a shoe.
2. While the other came high up the leg like a boot.
3. You reek of vodka like a pothouse!

Notice that in the above sentences a word or phrase has been compared with something else to show that the two things have the same qualities and to make the description more powerful. This is called a simile. Simile is easy to understand. If you see the phrase in example, you will notice that one of the goloshes was shallow like a shoe. It seemed like a shoe while the other seemed like a boot i.e. a long shoe.

Now form smiles by filling the gap with the appropriate words.
1. He walks fast like a
2. Her skin is white like a
3. The bed was hard like an
4. The boy is slow like a
5. He is strong like an
6. It is hard like a
7. The boy is brave like a
8. The dog is hungry like a
9. The night-guards are watchful like a
10. The child is playful like a
Answer:

1. rabbit
2. duck
3. armour
4. snail
5. ox
6. rod
7. soldier
8. wolf
9. dog
10. squirrel

Speaking Activity

A. ‘Kindness touches the very core of one’s heart’. Discuss the statement with your classmates.
B. Divide the class into groups and arrange a debate on the above topic.
Answer:
A. Do yourself at class level. Some points are given here:

• Kindness is a bliss of God.
• It touches one’s core of the heart.
• It moulds a man and also an animal.
• It shows one’s depth and gravity.
• There are various examples of kindness shown.

B. Do at class level.

Writing Activity

Write a short essay on ‘Begging in India’ touching the following points:

• Causes
• Effects
• Remedies.

Answer:
Begging in India is a great curse for us. Everywhere, we come across beggars at footpaths, around religious places, platforms, stations, tourist places, etc. It is a blot for our nation. The cause of begging is the scarcity of proper food and living for the poor people and above all the rising unemployment. Natural disasters lead to poverty. Uncertainty of monsoon cripples our crops. Illiteracy also leads one to adopt this way of living for it is the easiest way, though illegal as the rule provides.

Its effect is very bad. It damages our prestige in the global arena. It leads to the growth of depression. It also leads to growth of crimes in our society. The beggar uses all the possible ways for earning, though all illegal.

The remedies for removing this worst blot have to be firm. A consciousness among people needs to be promoted. One should discourage it. Firm and strict laws should be made and implemented. Beggars should be rehabilitated. They should be engaged in other works. Literacy will help a lot in this direction.

Think It Over

A. Do you think it right to beg in order to gain something?
Think over it.
Answer:
You can extract answer from the above answer.

Things to Do

A. Borrow books from the library and read other stories written by Chekhov.
Answer:
Do yourself.

The Beggar by Anton Chekhov Introduction

The Beggar is a story about a man who was turned out of the Russianchoir for drunkenness. He took to tying and begging but suddenly the man changed his life completely.

The Beggar Summary in English

The story begins with the narrator’s exposition about how he met a strange beggar. One day a beggar approached him and asked for help. The beggar said that he was a schoolmaster and needed some help as he had no money for his journey. He said that he was out of service for a year and now he had been offered a post in the Kaluga province, but he had no fare to travel.

The narrator, Skvortsov, a lawyer by profession at Peterburg was filled with doubt because he had seen that man somewhere before. So, he scolded him for begging in the name of a schoolmaster and threatened him to hand him over to the police. Then the beggar exposed himself and said that once he was a musician in the Russian choir but he was turned out for drunkenness. Now he was workless.

The narrator offered him help if he agreed to work. The beggar agreed. The narrator assigned him the job of wood-chopping. He asked his maid Olga to take work from him. Olga was a lady of cross behaviour. She offered an axe to the beggar. As the beggar was not behaving properly because of his drunken stage, Olga was irritated. She got annoyed with the man and abused him but extended her hand and the wood was chopped. After an hour she said to the lawyer that the work was finished. The lawyer asked her to give him half a rouble and also asked her to ask him to come the next day if he wished for wood-chopping. The beggar came next day and again did the same thing and got half a rouble for it. Olga was deputed to watch over his work.

Later, Skvortsov was impressed with his sober behaviour. He liked him for his inclination to work. He offered him one rouble. Then he sent him to one of his friends for some good official job. Lushkov, as his name was, then went away. Two years passed. One day, Skvortsov saw a man at a ticket office of a theatre paying for his ticket. He recognised him. It was Lushkov. He was happy to know that Lushkov was now in a good position in a Notary’s office and earned thirty-five roubles.

Skvortsov was delighted that it was his effort that turned a beggar to such a good position. But Lushkov said that it was all due to Olga who did that. He said that Olga never let him chop wood. She did it herself but everyday all the time, she used to muse for him. She used to say to him, “You unlucky fellow! you have no gladness in this world, and in the next you will burn in hell, poor drunkard! You poor sorrowful creature!” This all changed Lushkov’s Life and he was so affected that he left drinking and changed himself. He was highly obliged to her because whatever she did, it was all for his better future. Then, Lushkov went away as the bell had rung.

The Beggar Summary in Hindi

The Beggar एक ऐसे व्यक्ति की कहानी है जिसे एक रूसी संगीत मंडली से उसके नशे की लत क कारण निकाल दिया गया था। उसने झूठ बोलना और भीख माँगने का पेशा अपना लिया था लेकिन अचानक उसे एक ऐसा आदमी मिला जिसने उसके जीवन को पूरी तरह बदल दिया। कहानी की शुरुआत होती है कहानीकार के उस खुलासे से जब वह बताता है कि कैसे उसकी मुलाकात एक अजीब भिखारी से हुई। एक दिन एक भिखारी उसके पास आया और उससे मदद माँगी। भिखारी ने कहा कि वह एक स्कूली शिक्षक था और उसे कुछ मदद की ज़रूरत थी क्योंकि उसकी यात्रा के लिए उसके पास पैसे नहीं थे।

उसने कहा कि एक साल से वह नौकरी से बाहर था और अब उसे Kaluga प्रान्त में जगह दी गई है। लेकिन उसके पास वहाँ जाने के लिए किराये का पैसा नहीं था। कथाकार Skvortsov, जो Perterburg में पेशे से वकील था, को संदेह हुआ क्योंकि उसने पहले कहीं उसे देखा था। इसलिए उसने एक स्कूली शिक्षक के नाम पर भीख माँगने के लिए उसे डाँटा और पुलिस के हवाले करने की धमकी दी। तब उस भिखारी ने अपनी असलियत बताई और कहा कि पहले कभी वह एक रूसी संगीत मंडली में गायक था लेकिन उसके नशेबाजी के कारण उसे निकाल दिया गया था। अब वह बेकार था।

कथाकार ने उसे काम देने के लिए कहा अगर वह तैयार हो तो। भिखारी तैयार हो गया। कथाकार ने उसे लकड़ी काटने का काम दिया और अपनी नौकरानी Olga को उससे काम लेने को कहा। Olga एक चिड़चिड़े स्वभाव की महिला थी। उसने भिखारी को कुल्हाड़ी दी। भिखारी नशे के कारण ठीक से व्यवहार नहीं कर रहा था। Olga चिढ़ गई। वह गुस्से में थी और उसने उसे गालियाँ दी। फिर भी उसने लकड़ी काटने में उसका हाथ बटाया। एक घंटे बाद उसने वकील से कहा कि काम समाप्त हो गया। वकील ने उससे उसे आधा रूबल दे देने को कहा और यह भी कहा उसे अगले दिन भी आने को कह दे यदि वह चाहे तो। भिखारी अगले दिन भी आया और वही किया और इसके लिए उसे आधा रूयल मिला। Olga को उसके काम की देखरेख के लिए कहा गया था।

बाद में Skvortsov उसके मृदु व्यवहार से प्रभावित हुआ। उसने उसके काम के प्रति लगाव को पसंद किया। उसने उसे एक रूबल दिया। फिर उसने उसे अपने एक दोस्त के पास कुछ अच्छे ऑफिशियल काम के लिए भेजा। Lushkov जैसा उसका नाम था तब चला गया। दो वर्ष बीत गये। एक दिन Skvortsov ने एक थियेटर की टिकट खिड़की पर एक व्यक्ति को टिकट खरीदते देखा। उसने उसे पहचान लिया। वह Lushkov था। वह बहुत खुश हुआ कि Lushkov अब एक नोटरी के कार्यालय में अच्छी स्थिति में था और पैंतीस रूबल कमाता था। Skvortsov आनन्दित हो रहा था कि उसके प्रभाव से एक भिखारी इतनी अच्छी स्थिति में पहुँच गया। लेकिन Lushkov ने उसे बताया कि यह सब Olga के कारण हुआ जिसने यह सब किया।

उसने बताया कि Olga ने कभी उसे लकड़ी काटने नहीं दिया। उसने खुद यह सब किया। लेकिन प्रतिदिन हर समय उसे कोसती रहती थी। वह कहा करती थी, “कसे अभागे हो तुम! इस संसार में तुम्हारे लिए कोई खुशी नहीं है और तुम नरक में जाओगे भिखारी, नशेबाज, बेचारा इंसान।” इस सभी ने Lushkov के जीवन को बदल दिया और वह इतना प्रभावित हुआ कि उसने नशा करना छोड़ दिया और पूरी तरह अपने को बदल लिया। वह उसके प्रति काफ़ी आभारी था क्योकि उसने जो कुछ भी किया, उसके बेहतर जीवन के लिए किया। फिर Lushkov चला गया क्योंकि घंटी बज चुकी थी।

The Beggar Word Meanings

The Beggar Important Pronunciations

The Beggar Passages for Comprehension

Read the passages given below and answer the questions that follow:

1. “Kind Sir, be so good as to notice a poor, hungry man?; I have not tasted food for three days. I have not a five-kopeck piece for a night’s lodging. I swear by God! For five years, I was a village schoolmaster and lost my post through the intrigues of the Zemstvo. I was the victim of false witness. I have been out of place for a year now.” Skvortsov, a Peterburg lawyer, looked at the speaker’s tattered dark blue overcoat, at his muddy, drunken eyes, at the red patches on his cheeks, and it seemed to him that he had seen the man before. (Page 58)

Questions:
(i) Who is addressed to as “Sir” in the first line?
(ii) What was the profession of the beggar? Why did he lose his job?
(iii) Make noun of the word ‘drunken
(iv) Find a word from the passage which means same as ‘old and torn’.
Answers:
(i) Mr. Skvortsov is addressed to as “Sir” in the first line.
(ii) The beggar was a village schoolmaster. He lost his job through the intrigues of his colleague and false witness.
(iii) ‘Drunkard’ is the noun for the word ‘drunken’.
(iv) ‘Tattered’ means same as ‘old and torn’.

2. Skvortsov flew into a rage and gave the beggar a merciless scolding. The ragged fellow’s insolent lying aroused his disgust and aversion, was an offence against what he, Skvortsov, loved and prized in himself: kindliness, a feeling heart, sympathy for the unhappy. By his lying, by his treacherous assault upon compassion, the individual had, as it were, defiled the charity which he liked to give to the poof with no misgivings in his heart. The beggar at first defended himself, protested with oaths, then he sank into silence and hung his head, overcome with shame. (Page 59)

Questions:
(i) How did Skvortsov behave with the beggar?
(if) Find a word from the above passage which is opposite in meaning to ‘kind’.
(iii) Give a word similar in meaning to ‘hate’.
(iv) Make adjective of ‘charity’.
Answers:
(i) Skvortsov flew into a rage and gave the beggar a merciless scolding.
(it) ‘Merciless’ is opposite in meaning to ‘kind’.
(iii) ‘Aversion’ has similar meaning to ‘hate’.
(iv) ‘Charitable’ is adjective of ‘charity’.

3. Then he saw the pseudo-schoolmaster and pseudo-student seat himself on a block of wood, and, leaning his red cheeks upon his fists, sink into thought. The cook flung an axe at his feet, spat angrily on the ground, and, judging by the expression of her lips, began abusing him. The beggar drew a log of wood towards him irresolutely, set it up between his feet, and diffidently drew the axe cross it. The log toppled and fell over. The beggar drew it towards him, breathed on his frozen hands, and again drew the axe along it as cautiously as though he were afraid of its hitting his golosh or chopping off his fingers. The log fell over again. (Page 60)

Questions:
(i) Why is he is referred to as ‘pseudo-schoolmaster’ and ‘pseudo-student’?
(if) Give noun form of the word ‘angrily’.
(iii) Find a word from the above passage which is similar in meaning to ‘cutting’.
(iv) Find a word from the passage which means opposite to ‘carelessly’.
Answers:
(i) He is referred to as ‘pseudo-schoolmaster’ and ‘pseudo-student’ because he was begging using the name of schoolmaster and student. He was neither of them.
(ii) ‘Anger’ is the noun form of the word ‘angrily’.
(iii) ‘Chopping’ has similar meaning to ‘cutting’.
(iv) ‘Cautiously’ means opposite to ‘carelessly’.

4.”Why, it was like this. I used to come to you to chop wood and she would begin: ‘Ah, you drunkard! You God-forsaken man! And yet death does not take you!’ and then she would sit opposite me, lamenting, looking into my face and wailing: ‘You unlucky fellow! You have no gladness in this world, and in the next you will burn in hell, poor drunkard! You poor sorrowful creature!’ and she always went on in that style, you know.

How often she upset herself and how many tears she shed over me, I can’t tell you. But what affected me most she chopped the wood for me! Do you know, sir, I never chopped a single log for you—she did it all! How it was she saved me, how it was I changed, looking at her, and gave up drinking. I can’t explain. I only know that what she said and the noble way she behaved brought about a change in my soul, and I shall never forget it. It’s time to go up, though, they are just going to ring the bell.” (Page 61)

Questions:
(i) How did the maid servant behave with the beggar? Why?
(ii) Give the noun form of ‘explain’.
(iii) Give a word which has the opposite meaning to ‘unlucky’.
(iv) Find a word from the passage which means the same as ‘crying with pain’.
Answers:
(i) The maid showed dual expressions. On his arrival, she used to abuse and curse him and then she used to lament on his poor conditions. She also made efforts to prick his consciousness by chopping the woods herself. This brought a change in beggar.
(ii) ‘Explanation is the noun form of ‘explain’.
(iii) ‘Fortunate’ is opposite in meaning to ‘unlucky’.
(iv) Wailing in the word having same in meaning to ‘crying with pain’.

MP Board Class 11th General Hindi व्याकरण पर्यायवाची शब्द

प्रश्न 1.
पर्यायवाची शब्द की परिभाषा सोदाहरण दीजिए।
उत्तर –
पर्यायवाची शब्दों को समानार्थक या प्रतिशब्द भी कहते हैं। जिन शब्दों के अर्थों में समानता हो, उन्हें पर्यायवाची शब्द कहते हैं।

जैसे –
अग्नि – आग, पावक, दहन, अनल, हुताशन, कृशानु।
असुर – दानव, दनुज, दैत्य, राक्षस, तमीचर, रजनीचर।

महत्त्वपूर्ण पर्यायवाची शब्द
1. आकाश – व्योम, गगन, नभ, अम्बर, अन्तरिक्ष, आसमान, अनन्त।
2. कमल – पंकज, सरोज, अरविन्द, शतदल, राजीव, जलज, पद्म, कंज, अम्बुज।
3. चन्द्रमा – हिमांशु, शशि, चन्द्र, सोम, सुधाकर, सुंधाशु, इन्दु, राकापति, राकेश।
4. सूर्य – रवि, दिनकर, भास्कर, पतंग, सविता, आदित्य, भानु।
5. समुद्र – उदधि, सागर, सिन्धु, तोयनिधि, रत्नाकर, पारावार।
6. हवा – वायु, समीर, पवन, प्रभंजन, बयार।
7. तालाब – सर, ताल, सरसी, पुष्कर, जलाशय।
8. अग्नि – पावक, हुताशन, दहन, अनल।
9. जल – नीर, पानी, सलिल, वारि, पय।
10. हाथी – गज, कुंजर, द्विरद, करी, द्वीप, हस्ती।।
11. पर्वत – भूधर, गिरि, नग, तुंग, पहाड़, महीधर।
12. पक्षी – विहग, खग, विहंग, पखेरू, अंडज।
13. घोड़ा – अश्व, हय, बाजि, तुरंग, घोटक।
14. रात – रैन, निशि, रात्रि, यामिनी, तमी।
15. आँख – लोचन, नेत्र, नयन, दृग, चक्षु।
16. सर्प – भुजंग, व्याल, साँप, नाग, फणी, अहि, पन्नग, विषधर।
17. राजा – नृप, भूप, महीप, नरेश, सम्राट, भूपति।
18. फूल – सुमन, पुष्प, कुसुम, प्रसून।
19. अमृत – सुधा, अमी, अभिय, पीयूष।
20. स्त्री – नारी, अबला, बनिता, रमणी, अगना।

21. सोना – स्वर्ण, हेम, कंचन, कनक, कलधौत।
22. विष – गरल, हलाहल, कालकूट।
23. माता – जननी, अम्बिका, अम्बा, धात्री।
24. मयूर – केकी, शिखण्डी, कलापी, मोर, शिखी।
25. पृथ्वी – भू, धरा, भूमि, वसुंधरा, साडी, वसुमती।
26. बिजली – विद्युत, तड़ित, सौदामिनी, शम्पा, चंचला।
27. घर – गृह, गेह, निकेतन, सदन, धाम, मंदिर।
28. सिंह – शेर, नाहर, व्याघ्र, मृगेन्द, मृगराज।
29. भौंरा – भ्रमर, मधुप, मधुकर, अलि, भृग, मलिन्द।
30. जंगल – वन, विपिन, कानन, अरण्य।
31. बन्दर – कपि, मर्कट, शाखामृग, बानर।
32. नदी – सरिता, तरंगिनी, तटनी।
33. पाँव – पद, पैर, चरण, पग।
34. पेड़ – विटप, वृक्ष, पादप, तरु।
35. महादेव – पशुपति, शिव, शंकर, त्रिलोचन, गिरीश, कैलाशपति।
36. आनंद – हर्ष, मोद, प्रमोद, उल्लास।
37. फूल – सुमन, पुष्प, कुसुम, प्रसून।
38. मनुष्य – मानव, नर, मनुज, आदमी।
39. रास्ता – पथ, राह, मार्ग, पन्थ।
40. असुर – दनुज, दानव, राक्षस, दैत्य, निशाचर।
41. गंगा – भागीरथी, सुरसरि, जाह्नवी, मन्दाकिनी।
42. शत्रु – रिपु, बैरी, प्रतिपक्षी।
43. तलवार – कृपाण, करवाल, आलि, खड्ग।
44. गणेश – विनायक, गजानन, गिरजानन्दन।
45. इन्द्र – सुरेश, पुरन्दर, शचीपति।
46. पुत्र – सुत, वत्स, तात, आत्मज, तनय।
47. दुःख – पीड़ा, व्यथा, वेदना, कष्ट, क्लेश।
48. देवता – देव, सुर, अमर, अमर्त्य।
49. कपड़ा – वस्त्र, पट, अम्बर, वसन, चीर, दुकूल।
50. पुत्री – तनया, बेटी, सुता, आत्मजा, दुहिता, नन्दिनी, तनुजा।
51. संसार – जग, जगत, दुनिया, विश्व, लोक।
52. सखा – मित्र, मीत, प्रिय, स्नेही।

अति महत्त्वपूर्ण परीक्षोपयोगी पर्यायवाची शब्द
1. पत्थर – पाषाण, प्रस्तर, पाहन।
2. सेना – कटक, दल, फौज, सैन्य।
3. समूह – वृन्द, गण, पुंज, मण्डी, समुदाय।
4. रक्त – लहू, खून, शोणित, रुधिर।
5. सुन्दर – चारू, रम्य, रुचिर, मनोहर।
6. मछली – मीन, झख, मत्स्य, शफरी।
7. पत्नी – भार्या, बधू, बहू, गृहिणी, तिय।
8. बेल – लता, बल्लरी, बेलि।
9. नौका – नाव, तरिणी, तरी, जलयान।
10. धनुष – चाप, शरासन, कोदण्ड, पिनाक।

MP Board Class 11th Hindi Solutions

MP Board Class 11th General Hindi व्याकरण समोच्चारित भिन्नार्थक शब्द

प्रश्न 1.
समोच्चारित भिन्नार्थक शब्द से क्या समझते हैं? उदाहरण सहित समझाइए।
उत्तर-
हिन्दी में ऐसे अनेक शब्द प्रयुक्त होते हैं जिनका उच्चारण मात्रा या वर्ण के हल्के हेर-फेर के सिवा प्रायः समान होते हैं, किन्तु अर्थ में भिन्नता होती है, उन्हें समोच्चारित भिन्नार्थक शब्द या युग्म शब्द कहा जाता है।

इनके उदाहरण इस प्रकार हैं-

1. अंस = कंधा
अंश = भाग

2. अग = जड़, अगतिशील
अघ = पाप

3. अनल = आग
अनिल = वायु

4. अन्न = अनाज
अन्य = दूसरा

5. अपेक्षा = तुलना में, आवश्यकता
उपेक्षा = अवहेलना

6. अलि = भौंरा
आली = सखी

7. अवलम्ब = सहारा
अविलम्ब = शीघ्र

8. अविराम = निरंतर
अभिराम = सुन्दर

9. आकर = खान
आकार = रूप

10. आदि = आरंभ
आदी = अभ्यस्त

11. आवरण = ढकना
आभरण = अलंकरण

12. आहत = घायल
आहट = आवाज

13. आहुत = हवन किया गया
आहूत = निमंत्रित

14. उद्योत = प्रकाश
उद्योग = प्रयत्न

15. उद्धार = मुक्ति
उधार = ऋण

16. कर्म = काम
क्रम = बारी, सिलसिला

17. कलि = कलयुग
कली = फूल की कली

18. कन = वंश
कुल = किनारा

19. कोप = खजाना
कोस = दूरी का माप (दो मील)

20. क्षति = हानि
क्षिति = पृथ्वी

21. गृह = घर
ग्रह = तारे (बुध, शुक्र आदि)

22. चरम = अंतिग।
चर्म = खाल

23. चीर = वस्त्र
चीड़ = एक वृक्ष का नाम

24. छात्र = विद्यार्थी.
क्षात्र = क्षत्रिय-संबंधी

25. जलज = कमल
जलद = बादल

26. तरणि = सूर्य
तरणी = नाव

27. दूत = संदेश पहुँचाने वाला
द्यूत = जुआ

28. नगर = शहर
नाग = सर्प हाधी

29. निर्वाण = मुक्ति
निर्माण = रचन

30. नीड़ = घोंसला
नीर = पानी

31. पानी = जल
पाणि = हाथ

32. पालतू = पाला हुआ
फालतू = व्यर्थ

33. पुरुष = आदमी
परुष = कठोर

34. प्रणाम = नमस्कार
प्रमाण = सबूत

35. प्रवाह = बहाव
प्रभाव = असर

36. प्रसाद = देवता को चढ़ाया भोग, कृपा
प्रासाद = महल

37. बात = कथन
वात = वायु

38. बेर = एक फल
बैर = शत्रुभाव

39. मध्य = बीच
मद्य = शराब

40. मनोज = कामदेव
मनोज्ञ = सुन्दर

41. मूल = जड़
मूल्य = कीमत

42. याम = पहर
जाम = प्याला

43. रीति = प्रथा
रीती = खाली

44. रेखा = पंक्ति
लेखा = हिसाब

45. लक्ष्य = निशाना
लक्ष = लाख

46. वसन = वस्त्र
व्यसन = कुटेव

47. शुक्ल = स्वच्छ, सफेद
शुल्क = फीस

48. शूर = योद्धा
सूर = सूरदास, अंधा

49. संकर = मिश्रित
शंकर = शिव

50. सकल = पूरा
शकल = टुकड़ा

51. सर = तालाब
शर = बाण

52. सुत = बेटा
सूत = सारथी, कच्चा धागा

53. स्वेद = पसीना
श्वेत = सफेद

54. हर = शिव
हरि = विष्णु

समरूपी भिन्नार्थक शब्द-

MP Board Class 11th Hindi Solutions

Class 12 English A Voyage Chapter 7 A Prayer for My Daughter Questions and Answers

In this article, we will share MP Board Class 12th English Solutions Chapter 7 A Prayer for My Daughter Pdf, These solutions are solved subject experts from the latest edition books.

A Prayer for My Daughter Class 12th Question Answer

Word Power

A. Find words from the text for the following expressions:

1. A condition of mind and body in which one is lost in dreamy, pleasant thoughts.
2. A state or condition of knowing nothing of evil or wrong.
3. Virtue relating to good manners and politeness in behaviour.
4. Warding off evil or misfortune by one’s own ability.
5. God’s grace or blessing.
Answer:

1. reverie
2. innocence
3. courtesy
4. self-affrighting
5. Heaven’s will.

B. Make nouns from the following verbs:
imagine, excite, approve, prosper, reveal.
Answer:
Verbs – Nouns

• imagine – imagination
• excite – excitement
• approve – approval
• prosper – prosperity
• reveal – revelation

C. Make adjectives from the following nouns:
intellect, arrogance, storm, murder, courtesy.
Answer:
Nouns – Adjectives

• intellect – intellectual
• arrogance – arrogant
• storm – stormy
• murder – murderous
• courtesy – courteous

D. Make nouns from the following adjectives:
kind, intimate, merry, angry, ceremonious
Answer:
Adjectives – Nouns

• kind – kindness
• intimate – intimacy
• merry – merriment
• angry – anger
• cefemonious – ceremony

E. Match the words with their meanings:

Word	Meaning
flourish scream obstacle gloom accustomed assault	hindrance feeling of sadness and helplessness habitual attack grow in a healthy manner loud cry or shriek

Answer:

Word	Meaning
flourish scream obstacle gloom accustomed assault	grow in a healthy manner loud cry or shriek hindrance feeling of sadness and helplessness habitual attack

Comprehension

A. Answer in about 60 words each:

Question 1.
Narrate how the storm outside is reflected in the poet’s mind.
Answer:
The weather outside is a reflection of poet’s inside feelings and fear. The poem ‘A Prayer for My Daughter’ is a personal poem but we can understand poet’s mind by closely reading his earlier work, ‘The Second Coming’ where Yeats anticipates the gloom and doom which will engulf the future years. The poem is set in post-world war time, so the real-devastation is symbolised in terrible, violent and ‘frenzied’ storm. There is also a reference of Irish war through poet’s indication to storm rising from the Atlantic. The external unrest is a concretization of the poet’s internal trauma.

Question 2.
What do the words ‘the future years had come’ symbolize in the poem?
Answer:
The expression ‘the future years had come’ symbolises Yeats’s vision about the coming days a and times. The poet’s usage of ‘had come’ draws our attention that the future has
already creeped in and has created worse conditions in the present time even. The future visioned by Yeats is apocalyptic: The days of future are full of violence and bloodshed and has emerged from the murderous innocence of the sea. The future has arrived creating hard times and will be harder in coming times.

Question 3.
What is the poet’s opinion about ‘overmuch beauty’? Does he want his daughter to possess it? (M.P. Board 2009)
Answer:
The poet’s opinion about ‘overmuch beauty’ is not positive. He wants his daughter to be beautiful but should not possess excessive beauty. He doesn’t want his daughter to turn into a paragon of beauty. Yeats believes that too much beauty is dangerous as it will not only distract strangers but also bore negative outcomes for his daughter who will spend most of her time looking and praising herself. Extremely beautiful women become boastful and are filled with pride and arrogance. Such women forget their ‘natural kindness’ and reject sincere lovers. We find an implicit reference to Maud Gonne.

Question 4.
What is meant by the line, ‘May she become a flourishing hidden tree’? Explain.
Answer:
Here in the given line, the poet wishes that his daughter should become a ‘flourishing
tree’. This line envelope a lot of symbols inside it. Poet’s wish that his daughter should be of flourishing tree indicates that he wants his daughter to be rooted in traditions. She should grow and flourish in virtue and modesty. He wants her to be fresh, calm and soothing like a tree. His wish of ‘hidden tree’ symbolises her hidden thoughts, views and opinions unlike Maud Gonne who was too open about her views and was highly opinionated. Also he wants his daughter to be ‘hidden’ away from gloom, danger, destruction and turmoil that has enveloped the world. The image of tree shows poet’s wish for his daughter’s safety and stability.

Question 5.
What are the evil effects of ‘hatred in mind’?
Answer:
The poet in these words ‘hatred in mind’ expresses his own viewpoints and experiences. He regards ‘hatred’ as the worst kind of evil which consume the nobility of mind. He considers ‘hatred in mind’ lead’s to negative thoughts which leads to suffering and destruction. The stanza from which this line is taken constructs this idea that even Maud Gonne, Yeats’ girlfriend was turned stubborn due to this flaw and acted in a highly opinionated manner. We also find an undercurrent of thought that runs in this stanza that beauty is one of the reasons for hatred.

Question 6.
Explain the symbol ‘Horn of Plenty’. (M.P. Board 2010)
Answer:
‘Horn of Plenty’ is a mythological symbol used by the poet. It is a symbol of abundance
and nourishment. The mythological horn belongs to the goat Amalthea (Nourishing Goddess) whose one of the horns was broken accidentally by Zeus and had unending nourishment The horn overflows with produce, flower and nuts. Thus, it also symbolises prosperity and plenty. Yeats uses this symbol for Maud Gonne who had abundant beauty and charm but she exchanged it for ‘bellows!, drastically affecting herself and doomed in her misfortune.

The bellows’ full of opinions and pride took away her ‘horn of plenty’. Through this symbol,’poet wishes that his daughter should also possess ‘horn of plenty’ which will not only catty beauty but also kindness and modesty. Unlike the opinionated beautiful women like Helen of Troy, Venus and Maud Gonne, Anne should always remain nourishing like Amalthea, the goat. Her goodness should always remain intact.

Question 7.
What qualities grow when the mind is without hatred? (M.P. Board 2011)
Answer:
Hatred is termed as the most evil quality by the poet. So, the qualities that would grow when the mind is without hatred will be positive thinking and nobility of mind devoid of any kind of negativism. Hatred takes away the innocence, so the absence of it will make the person cheerful and innocent. Since Hatred is like a poison for the soul, so its absence will lead to peaceful, relaxed and happy soul. Also it will take away every negative force making clear, calm and free mind. A person becomes ‘self-delighting, self-appeasing and self-affrighting’ regaining all its virtues.

Question 8.
Why does the poet want his daughter to have a life of custom and ceremony?
Answer:
Yeats totally rejects any kind of hatred or pride to hover around his daughter. He wants her to experience all peace and joy free from fear. He wants his daughter to be married happily and keep all kinds of anger and hatred at bay. She should foster ‘custom’ by avoiding únnecessary change like the rootedness of a tree permitting it to grow and blossom.

She should also cultivate ‘ceremony’ which gives birth to politeness born from inward calm and dignity ‘Custom’ together with ceremony will lead to life constancy. Through his rhetorical question ‘How but in custom and in ceremony are innocence and beauty born? Confirms Yeat’s ideas of innocence and beauty bred in tradition, culture, custom and ceremony giving rise to spiritual understanding.

Question 9.
Explain the legend of Helen and Paris.
Answer:
The poet while praying for his daughter’s good virtues shows some instances of Greek mythology One such mythology he discusses is of Helen and Paris. Helen was the daughter of Zeus and Leda. She was considered the most beautiful woman on earth. There are many legends associated with Helen and Paris of Troy. Some gays that Helen was abducted and raped by Paris, others say that she was charmed and seduced by Paris’ handsomeness and eloped with him leaving her husband and daughter. However her abduction or elopement resulted into deathly Trojan War. She had the beauty and wit that not only ruined her but also Troy.

Question 10.
Who is ‘The Great Queen’ in the poem? Explain the myth.
Answer:
The poet in his reference to Greek mythologies uses the mythology of ‘Great Queen’. The ‘Great Queen’ refers to the legend of Aphrodite (Venus, the goddess of love). She was extremely beautiful and being a goddess had all the privileges. She did not had a father and so the poet says that she could have get anything and her decision would not have been controlled but she chose a lame iron smith Hephaestus and later betrayed him. The poet here using this legend indicates that beauty without courtesy is futile. Even though she had abundance, she chose a ‘crazy salad’. Poet also points out that beautiful woman usually chooses wrong mates. But he doesn’t want his daughter to turn like one.

B. Answer in 75—100 words each:

Question 1.
Why is the poet so much worried about the future of his new-born daugther?
Answer:
Yeats’ poem A Prayer for My Daughter, is a personal poem written in 1919 when yeats daughter Anne was born. The poem is an outcome of post world war time. The world is full of gloom and despair. The total turbulence of the outside world has created mind wringing of the poet.

The poem is the versed thoughts of a worried father who is wishing and imagining beautiful future in the apocalyptic times. The poem can be closely associated with his earlier poem ‘The Second Coming’ which creates a base of understanding the poet’s mind. The ritualistic and holistic Christian era has come to an end giving birth to barbarism, bloodshed and cruelty.

The poet’s daughter is born when there is total turmoil and destruction in the world due to Irish Civil War and World War .The poet being a father creates a protective shield for his daughter, so that the negativity of the new barbaric and destructive world should not touch his daughter and his daughter remain and carry with her the custom and culture of the holistic Christian era where values are valued over opinions and culture over politics and love over hatred.

Question 2.
In the poem ‘A Prayer for My Daughter’, nature in both Its aspects-wild and joyous serves as a background. Explain and illustrate.
Answer:
‘A Prayer for My Daughter’ keeps on cradling between wild and joyous nature images. The poem is enriched with Yeat’s complex symbols of violence and turbulence on one hand and calmness and serenity on the other. Both wild and joyous nature acts as background of the poem and the poet discusses grave topics of war and barbarism. The violent storm acts as a metaphor for the violent wars during World War I and turbulence outside creates gloom inside poet’s mind.

The frenzied storm creating chaos and movement is described using “haystack” and “roof leveling wind” is paralleled by ‘still’ and rooted. ‘Gregory’s wood and ‘hill’. The calm, peaceful and innocent sea gives rise to the murderous future just like a ‘sphinx’ coming out of sea (‘The Second Coming’). The joyousness and wildness of nature goes together.

The joyous nature promotes rootedness as in ‘flourishing hidden tree’, innocence as in ‘linnet’, abundance as in ‘Plenty’s horn’. While the wildness depicts frustration through ‘howling storm’, uncertainty and chaos ‘murderous innocence of sea’ arrogance and hatred in ‘bellows full of angry wind’.

The boastful beautiful women like Maud Gonne, Venus and Helen comes out of the wild nature where values are lost. The poet wishes a cheerful nature with flourishing tree and linnets for his daughter who will value traditions, culture and customs.

Question 3.
What sort of beauty does the poet solicit for his daughter? What did Helen and Venus meet with for being excessively beautiful?
Answer:
The kind of beauty the poet solicit for his daughter is where he wishes his daughter to be a beautiful damsel but not paragon of beauty She should have ordinary beauty which will not only shield her from unwanted ‘gaze’ of strangers but also keep her away from becoming arrogant about her beauty The poet wants his daughter to be more beautiful and charming by soul and heart. She should have the beauty which make her earn people’s heart’s through kindness and virtue.

He wants his daughter’s beauty unlike the beauty of Helen and Venus, which led them to their misfortune. Helen being the most beautiful on earth was seduced by Paris and eloped with him resulting into a massive killing during Trojan War. Venus, the most beautiful goddess married a lame Ironsmith and was never happy with him. Same way his love, Maud Gonne though beautiful rejected sincere love of Yeats and married a foolish man MacBride.

Question 4.
What virtues does the poet want his daughter to be blessed with?
Answer:
Out of his gloom and fear about an unsafe future the poet prays for the safety of his new born daughter. He thinks that only some inner virtues will give comfort to his daughter. Those virtues would make her strong. However, he has not prayed for any Christian virtues for his daughter. He has only wished for certain abstract qualities like innocence, freedom, kindness and gladness. He has not mentioned how these qualities can be built up. The ideas that he offers, appear theoretical. How such ideas can be realised in an age of democracy and competition, is a question in which he does not concern much. The poet has expressed his faith in tradition and ceremony but in a world of changing values, it may be very difficult to preserve them under the stream of modern civilization. The poet is rather idealistic and has not addressed himself to the challenges which the world is facing today.

Question 5.
Why does the poet want his daughter to be free from ‘intellectual hatred’ and ‘opinionated mind’?
Answer:
The poet in order to make his daughter’s future safe wants his daughter to have some virtues. These virtues will protect her from the bad days which have already creeped in. He feels that intellectual hatred is the worst kind of evil and a blow in character. So, he would like his daughter to shun strong and stubborn opinions on any subject political – or otherwise.

He would like his daughter to avoid the weaknesses of Maud Gonne. It was because of her strongly held opinions that led her to act foolishly. All her beauty and her good upbringing proved to be useless. She ruined her happiness in life by choosing a worthless person as John MacBride for a husband. So, the poet wants his daughter to be free from ‘all intellectual hatred’ and ‘opinionated mind’ for only then she would be capable of enjoying inner peace and happiness and she would keep herself happy even in the midst of misfortunes and the hostility of the world.

C. Explain the following expressions:

(i) hay-stack-and-roof-levelling wind.
(ii) dancing to a frenzied drum.
(iii) flourishing hidden tree.
(iv) future years had come.
(v) beauty to make a stranger’s eye distraught.
Answer:
(i) Stormy wind that can level down the hay-stacks and roofs—an image like that of the storm.
(ii) evil forces, prophesying war and bloodshed.
(iii) as flourishing as a tree hidden in a forest.
(iv) re-incarnation is imminent.
(v) The poet’s daughter should not be gifted with bewitching beauty to distract a stranger. The reference here is to Maud Gonne’s beauty which dazzled Yeats’s eyes.

D. Explain the following:

(i) Imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea.

(ii) Hearts are not had as a gift but hearts are earned
By those that are not entirely beautiful.

(iii) May she become a flourishing hidden tree
That all her thoughts may like the linnet be,
And have no business but dispensing round
Their magnanimities of sound.

(iv) If there is no hatred in a mind
Assault and battery of the wind
Can never tear the linnet from the leaf.

Answer:
In these lines, the poet reveals his gloom while contemplating on the future of his daughter who is sleeping in the cradle. The poet keeps walking and praying for the young child and as he does so, he is in the state of reverie. He feels that the future years i.e., the years of violence and bloodshed and frenzy have already come. They seem to come dancing to the accompaniment of a drum which is beating frantically. These future years are seen by Yeats’s imagination as emerging out of the murderous innocence of the sea. In other words, the sea seems to be innocent but is capable of giving birth to those howling storms which are capable of ruining everything.

Here the poet, while talking about the virtues his daughter needs to cultivate, says that he prays that instead of bewitching beauty, she should have virtues like courtesy. The hearts of people can be won permanently by the virtue of courtesy. Even those who are not very beautiful can win the hearts of others by being courteous.

The poet in continuance of his prayer for the well being of his daughter, here, pleads that the soul of his daughter should flourish and reach self-fulfillment like a flourishing tree. Like the linnets, happy and innocent thoughts should cluster around her inner life. These little creatures symbols of innocence and cheerfulness-make others happy by their songs. The tree symbolises inner life as well as constancy in place and life rooted in tradition.

These lines express the poet’s wish for another virtue for his daughter. On looking into his own mind and heart, he finds hatred within himself because of the experiences of his life and the sort of beauty he loved. To him, hatred is the worst of all evils. He prays for his daughter that she should be free from all evils. If the soul is free from hatred, no misfortune can possibly ruin the innocence and cheerfulness of a person.

Speaking Activity

‘Justice and equality’ as envisaged in Universal Declaration of Human Rights (which completed 60 years of its inception in 2007) is still a mirage to the women, while they constitute half of our population. In our country the situation is grave and needs consideration. Hold a discussion in your class, and debate the solutions to the burning issue of ‘Women Empowerment in India’.
Answer:
Women Empowerment in India has been a topic for hot discussion. Right from the beginning of human civilization, the status of women in public life has been a matter of criticism. They had been considered as the object to be decorated inside the walls. However, with the rapid spread of education, a new concept began to be the centre stage. Women are now the real counterpart to the males, challenging them at every step and they work better, think better and execute better and so they are in no way inferior to men.

Their active role brings prosperity. They share views and take care of the family with all , proficiency. They must be recognised. Now a demand for thirty-three per cent reservation for them in Parliament has broadened their avenues. No country can flourish without empowering women. So, India should not lag behind and become an active participator in changing the women’s condition.

Writing Activity

Your cousin, Parul is going to study abroad next month. Write a letter, to her, stating that yesterday you were reading Yeats, poem, ‘A Prayer for My Daughter’ and in it you came across a line ‘Hearts are not had as a gift, but hearts are earned’. Taking clue from it, advise her, how she should strive to make her life happy and successful.
Answer:
M-226, Shivaji Avenue Gwalior, M.P.
My Dear Parul,
Yesterday evening, I was reading a poem by W.B. Yeats. The poem entitled A Prayer for My Daughter, reveals a father’s concern for her safe future. As the poet is very much scared about a troublesome future, he prays for a safe future for her. The most striking feature of the poem I feel is that the poem pleads for rooted custom and traditional pattern of life. The poet wants her daughter to learn some virtues which he thinks can make her stronger enough to face all hardships and she can live a happy life. I am much impressed with the line of the poem ‘Hearts are not had as a gift, but hearts are earned’. Through this line, the poet has put forth a high philosophy. One cannot get a gift of heart but one has to earn it. If we behave with courtesy and nobility, we can earn sympathy from others. We should not be arrogant or stubborn. We must learn to live with nobility and openness. We should respect others and listen to all. As you are going in a country which is completely different from ours you might feel alone and face problems adjusting. However, I feel if you read this poem, you will learn a, lot of things to live successfully in every land and situation. I hope you will succeed in your mission.
Yours,
Rahul

Think It Over

Read the poem ‘The Second Coming’ by William Butler Yeats and make out how it forms a background to the poem ‘A Prayer for My Daughter’. Note down the salient features common to both the poems:

The Second Coming
Turning and turning in the widening gyre
The falcon cannot hear the falconer;
Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world,
The blood dimmed tide is loosed, and everywhere
The ceremony of innocence is drowned;
The best lack all conviction, while the worst
Are full of passionate intensity.
Surely some revelation is at hand;
Surely the Second Coming is at hand.
The Second Coming! Hardly are those words out
When a vast image out of Spiritus Mundi
Troubles my sight: somewhere in sands of the desert
A shape with lion body and the head of a man,
A gaze blank and pitiless as the sun,
Is moving its slow thighs, while all about it
Reel shadows of the indignant desert birds.
, The darkness drops again; but now I know
That twenty centuries of stony sleep
Were vexed to nightmare by a rocking cradle,
And what rough beast, its hour come round at last,
Slouches towards Bethlehem to be born?

Aids for Comprehension

1. The first stanza is a picture of the anarchy which is lot loose by wars, bloodshed and
2. The first three lines of the second stanza express the poet’s vision of re-in carnation of a demonic power. Explained in a system of two inter-locking ever-spiralling gyres, the poet comes to realize that after 2000 years of the birth of Christ, it is time for anti¬Christ to have re-incarnation
3. In the remaining part, he has the vision of a Sphinx-like demon read) mg to be born again at the birth place of Christ.
Answer:
Do yourself with the following hints:

1. Both the poems focus on the devaluation of life values.
2. Days of despair are ahead.
3. Develop your own virtue.

Things to Do

William Butler Yeats won the Nobel Prize for Literature in 1923, while Rabindranath Tagore, whose Gitanjali was introduced by Yeats, won the same in 1913. Some facts about Nobel Prize are given below:
1. Introduced in 1901.
2. Areas for which it is awarded:

• Physics
• Chemistry
• Medicine or Physiology
• Literature
• World Peace
• Economics (added in 1969).

3. Introduced by: Alfred Nobel (1833-1896), a Swedish scientist and inventor of Dynamite.
4. How it was introduced: When Alfred Nobel died, he left a will, in which he kept aside 31 million Swedish Kroners (worth about 1,500 million today) to be used to establish the Nobel Prize.
5. How many prizes have so far been awarded: about 800 (103 for literature)
6. How many Indians so far have won it: 7.

A. Gather Information about the Indians who have been awarded the Nobel Prize in different fields.
Answer:
Do yourself with the help of internet.

B. On the basis of your study, make an assessment of India’s contribution to World Peace.
Answer:
India, right from its beginning, has been a peace loving country. It has taught the world the lesson of peace and harmony. India has never initiated war against any country. We follow the preachings of the Gita in which Lord Krishna taught Arjuna the lesson of war. But before it, he made efforts for establishing peace to avoid war. So, we first try to follow peace. India has always extended its support to many countries for establishing peace. Even in the present countries very recently India sent its armed forces in Myanmar and Sri Lanka to establish peace there. Nehru’s ‘Panchsheel’ is famous. India has always been a peaceful country and contributed a lot to maintain it in the world.

A Prayer for My Daughter by William Butler Yeats Introduction

The poet is worried to see the devaluation of the worldly ways. He is worried about the safety of his new born daughter and solicits for her a life of beauty, accompanied by natural kindness and heart-winning courtesy. He wants his daughter to avoid hatred.

A Prayer for My Daughter Summary in English

The poet expresses concern for his infant daughter who is fast asleep in a cradle. The storm is blowing outside and it makes the poet gloomy. How will his daughter face the world which is becoming coarse and vulgur day by day? He imagines the war-drums which forecast the struggle for survival. The cruelty of man is greater than the murderous innocence of the sea. She must have a shield for protection. The shield stands for the qualities which the poet wants his daughter to cultivate.

The poet wishes her to have beauty but not vanity. Great beauties like Helen which here represents his girl-friend Maud Gonne and Venus the goddess of love stumbled into unhappy marriages on account of lack of courtesy and humility. Maud Gonne married MorBryde, a drunkard and a worthless fellow and Venus chose the lame god, Hephaestus as her husband. The poet wants his daughter to cultivate courtesy. A man who marries an inferior beauty may find his reward in the courtesy and kindness of her heart. This is more important than the physical beauty of a woman which catches the eye of a lover.

The third quality which the poet wants his daughter to cultivate is natural gladness which means the scattering of happiness and peace around. He gives the image of the growing laurel tree which gives comfort to all. One thing which he wants her to avoid is hatred. Hatred is the worst of all evils. The mind which is free from hatred can face the storms and misfortunes of the world.

Intellectual hatred is the worst of all. The poet mentions Maud Gonne a paragon of beauty who has wasted her aristocratic traditions in political arguments. If hatred is replaced by innocence and purity, it can bring joy and consolation to the individual. It will give his daughter an inner peace which cannot be disturbed by misfortune, agitation or opposition.

The poet wishes that his daughter may grow up and get married in an aristocratic family which observes traditional manners and courtesies. There is too much of arrogance and hatred in the common masses today. Beauty and innocence come from established custom and usage. ‘Ceremony’ is like the horn of plenty and custom is like the growing laurel tree providing shade and comfort to all.

The poet’s love for a traditional aristocratic life is quite obvious. This is the way of life which he wants his daughter to follow. His own experiences with the Irish masses had sadly disillusioned him. However, he had received sympathy from Lady Gregory. The aristocracy was for him a custodian of culture and moral values.

A Prayer for My Daughter Summary in Hindi

कवि अपनी अबोध बच्ची, जो पालने में गहरी नींद में सोई हुई है, के प्रति अपनी चिन्ता व्यक्त करता है। बाहर तूफान उमड़ रहा है और यह कवि को उदास बना रहा है। कैसे उसकी बेटी उस संसार का सामना करेगी जो दिनोंदिन रूखा (भावहीन) और अश्लील होता जा रहा है? वह युद्ध के नगारों की कल्पना करता है जो अस्तित्व के लिए संघर्ष की भविष्यवाणी करता है। मानव की क्रूरता समुद्र की मारक शांति से ज़्यादा भयानक है। उसे (उसकी बेटी को) एक सुरक्षा कवच की ज़रूरत है। सुरक्षा कवच से कवि का अर्थ उन गुणों से है जो उसकी बेटी को अपने में पैदा करना होगा।

कवि चाहता है उसमें (उसकी बेटी में) सौन्दर्य हो लेकिन खोखलापन या घमंड न हो। हेलेन जैसी महान सुन्दरियों जो यहाँ कवि के एक महिला मित्र Maud Gonne का संकेत करती है और प्यार की देवी वीनस का प्यार सिर्फ व्यवहार और नम्रता के अभाव में दुःखद विवाह के रूप में लड़खड़ा गया। Maud Gonne का विवाह एक निकम्मे और शराबी Mac Bride के साथ हुआ और वीनस ने लंगड़े देवता Hephaestus को अपना पति बनाया। कवि चाहता है कि उसकी बेटी आचार-व्यवहार का गुण अपनाए। कोई व्यक्ति जो किसी कुरूप से शादी करता है उसे आचार-व्यवहार और उदारदिली का तोहफा मिलता है। यह किसी नारी के शारीरिक सौन्दर्य से ज्यादा महत्त्वपूर्ण है जो अपने प्रेमी को आकर्षित करता है।

तीसरा गुण जो कवि अपनी बेटी में देखना चाहता है वह है स्वाभाविक प्रसन्नता। जिसका अर्थ है उसके चारों ओर बिखरे हुए सुख और शांति । वह उगते हुए सदाबहार पेड़ की उपमा देता है जो सभी को सुख देता है। एक चीज़ जो अपनी बेटी से अवहेलना करने को कहता है, वह है घृणा। घृणा सबसे बड़ा पाप है। जो मस्तिष्क घृणा से परे है, वह दुनिया के किसी भी तूफान या दुर्भाग्य का सामना कर सकता है। कवि Maud Gonne की बात करता है जो सौन्दर्य की देवी थी जिसने राजनैतिक तर्कों में अपने को बर्बाद कर लिया। यदि घृणा की जगह निर्दोषिता और पवित्रता आ जाए तो यह व्यक्ति के लिए आनन्द और शांति ला सकता है। यह उसकी बेटी को आन्तरिक शांति देगा जो उसे कभी भी किसी दुर्भाग्य, संघर्ष या विरोध में उसे विचलित नहीं करेगा।

कवि चाहता है कि उसकी बेटी बड़ी हो और किसी अभिजात्य परिवार में उसकी शादी हो जो पारम्परिक आचार-व्यवहार और तौर-तरीकों को मानता हो। आज जनमानस में बहुत ज़्यादा घमंड और घृणा है। सौन्दर्य और निर्दोषिता स्थापित रीति-रिवाज और प्रयोगों से आता है। उत्सव लोगों के लिए एक उद्घोष की तरह है और परम्परा एक बढ़ता हुआ सदाबहार पेड़ है जो सबको छाया और सुख देता है। कवि का पारम्परिक अभिजात्य जीवन के प्रति प्यार स्पष्ट है। यही वह जीवन है जो वह अपनी बेटी के लिए चाहता है। उसका आयरिश लोगों के साथ अनुभव उसे पूरी तरह असंतुष्ट कर दिया था। हालाँकि उसे Lady Gregory से सहानुभूति मिली थी। अभिजात्यता उसके लिए संस्कृति और नैतिक मूल्यों का संरक्षक था।

A Prayer for My Daughter Word Meanings

A Prayer for My Daughter Important Pronunciations

A Prayer for My Daughter Stanzas for Comprehension

Read the following stanzas carefully and answer the questions that follow them:

1. I have walked and prayed for this young child an hour
And heard the sea-wind scream upon the tower,
And under the arches of the bridge, and scream
in the elms above the flooded stream;
imagining in excited reverie
That the future years had come,
Dancing to a frenzied drum,
Out of the murderous innocence of the sea. (Pages 49-50)

Questions:
(i) Who does the young child in the first line refer to?
(ii) …….. scream upon the tower.
(iii) What sort of future does the poet expect?
(iv) Find a word from the passage which means same as ‘madness’.
Answers:
(i) The poet’s new born daughter.
(ii) The sea wind.
(iii) The future is uncertain. Bloodshed, anarchy, cruelty and other such evils may be
expected all around.
(iv) ‘Frenzied’ is similar in meaning to ‘madness’.

2. In courtesy I’d have her chiefly learned;
Hearts are not had as a gift but hearts are earned
By those that are not entirely beautiful;
Yet many, that have played the fool .
For beauty’s very self, has charm made wise,
And many a poor man that has roved,
Loved and thought himself beloved,
From a glad kindness cannot take his eyes. (Page 50)

Questions:
(i) ………. are not had as a gift.
(ii) Who does T refer to in the first line?
(iii) What does the poet indicate in the fourth line?
(iv) Find a word from these lines which means opposite to ‘lost’.
Answers:
(i) Hearts.
(ii) ’I’ in the first line refers to the poet.
(iii) The poet indicates that the people who have fallen in love with these beauties like
(iv) Venus and Helen are fool who thought that they are loved.
(v) ‘Earned’ means opposite to ‘lost’.

3. O may she live like some green laurel
Rooted in one dear perpetual place.
My mind, because the minds that I have loved,
The sort of beauty that I have approved,
Prosper but little, has dried up of late,
Yet knows that to be choked with hate
May well be of all evil chances chief.
If there’s no hatred in a mind Assault and battery of the wind
I Can never tear the linnet from the leaf. (Page 51)

Questions: (M.P. Board 2011)
(i) Find a word from the stanza which means ‘everlasting’.
(ii) Find a word opposite to ‘rejected’.
(iii) Verb form of the word ‘beauty’ is
(iv) Who is ‘she’ referred to in the first line of the above stanza?
Answers:
(i) ‘Perpetual’means’everlasting’.
(ii) ‘Approved’ is the opposite to ‘rejected’.
(iii) ‘Beautify’ is the verb form of ‘beauty’.
(iv) The daughter of the poet is referred to as ‘she’ in the first line.

4. An intellectual hatred is the worst,
So let her think opinions are accursed
Have I not seen the loveliest woman born
Out of the mouth of Plenty’s horn,
Because other opinionated mind
Barter other horn and every good
By quiet natures understood
For an old bellows full of angry wind?

Questions:
(i) What are the evil effects of “Horn of Plenty”? (Page 51)
(ii) What is of the worst kind in poet’s eyes?
(a) angry wind.
(b) quiet nature.
(c) opinions.
(d) intellectual hatred.
(iii) What does opinionated mean?
(iv) Make noun from the word “intellectual”.
Answers:
(i) It gives birth to hatred toward mankind.
(ii) (d) intellectual hatred.
(iii) It means tending to put forward one’s views forcefully.
(iv) ‘Intellect’ is the Noun form of ‘intellectual’.

5. And may her bridegroom bring her to a house
Where all’s accustomed, ceremonious;
For arrogance and hatred are the wares
Peddled in the thorough fares.
How but in custom and in ceremony
Are innocence and beauty born?
Ceremony’s a name for the rich horn,
And custom for the spreading laurel tree. (Page 51)

Questions:
(i) What wish does the poet make here for his daughter? .
(ii) a name for the rich horn.
(iii) Give a word similar in meaning to ‘habituated’.
(iv) Make adjective form of ‘arrogance’ and ‘hatred’. (M.P. Board 2012)
Answers:
(i) The poet wishes that his daughter should be married in a traditional family.
(ii) Ceremony’s.
(iii) ‘Accustomed’ is similar in meaning to ‘habituated’.
(iv) ‘Arrogant’ and ‘hateful’ are the adjective forms of ‘arrogance’ and ‘hatred’ respectively

MP Board Class 12th English A Voyage Textbook (Fiction and Drama)

• Invocation Class 12 Questions And Answers
• The Diamond Necklace Class 12 Questions And Answers
• Goodbye Party for Miss Pushpa T.S. Class 12 Questions And Answers
• Dream-Children: A Reverie Class 12 Questions And Answers
• Our Casuarina Tree Class 12 Questions And Answers
• If the Well Goes Dry Class 12 Questions And Answers
• A Prayer for My Daughter Class 12 Questions And Answers
• The Beggar Class 12 Questions And Answers
• After Apple-Picking Class 12 Questions And Answers
• On Umbrella Morals Class 12 Questions And Answers
• My Father Travels Class 12 Questions And Answers
• Youth and the Tasks Ahead Class 12 Questions And Answers
• On His Being Arrived at the Age of Twenty-three Class 12 Questions And Answers
• Albert-Einstein at School Class 12 Questions And Answers
• To Autumn Class 12 Questions And Answers
• Netaji Subhash Chandra Bose Class 12 Questions And Answers
• The Last Ride Together Class 12 Questions And Answers
• The Abominable Snowman Class 12 Questions And Answers
• The Gita and Swadharma Class 12 Questions And Answers
• Swami and Friends Class 12 Questions And Answers
• The Silver Box Class 12 Questions And Answers

MP Board Class 12th General Hindi परिपत्र

प्रपत्र-पाठ्यक्रम के अनुसार कुछ महत्त्वपूर्ण प्रपत्रों के नमूनों की जानकारी भी छात्रों के लिए आवश्यक है। इन प्रपत्रों की जानकारी की जरूरत हमारे दैनिक जीवन में हमेशा होती हैं। इनमें रेलवे आरक्षण, मनीऑर्डर, टेलिग्राम (तार पत्र), बैंक से रकम निकासी या जमा करने का प्रपत्र ज्यादा जरूरी है। उदाहरणस्वरूप इनके नमूने भी इसी अध्याय में दिए गए हैं।

बैंक में पैसे/चेक जमा कराने का प्रारूप

बैंक से पैसे निकालने का प्रारूप

रेलवे आरक्षण का प्रारूप

भारतीय डाक-मनीऑर्डर भरपि।

MP Board Class 12th Hindi Solutions

Class 12 English A Voyage Chapter 15 To Autumn Questions and Answers

In this article, we will share MP Board Class 12th English Solutions Chapter 15 To Autumn Pdf, These solutions are solved subject experts from the latest edition books.

To Autumn Class 12th Question Answer

Word Power

A. Distinguish between the following pairs of words by using them in meaningful sentences. The first word in each pair is from the text:
bless-bliss; vine-wine; shell-cell; sweet-sweat; later-latter; warm-worm; cease-seize; abroad-aboard; granary-greenery; floor-flour; hair-heir; patient-patent; plain-plane;
Answer:

• Bless-The hermit blessed him with a long life.
  Bliss-Sound sleep is a great bliss to me.
• Vine-The grapevine scattered all over the roof.
  Wine-Wine is injurious to health.
• Shell-The shell of the tortoise is very hard.
  Cell-The cell of this calculator is damaged.
• Sweet-The mango tastes sweet.
  Sweat-Too much sweat is not good. .
• Later-Later, I thought to shift my plan.
  Latter-Two visitors came this morning, the latter one was a policeman.
• Warm-Take this pill with warm water.
  Worm-The doctor found a dangerous worm in his body.
• Cease-The engine of this car suddenly ceased.
  Seize-The police seized all the property of my neighbour.
• Abroad-I sent my son abroad for higher studies.
  Aboard-I was aboard when you called me.
• Floor-My friend’s house is on the third floor.
  Flour—I don’t like packed flour.
• Hair—His hair turned grey prematurely.
  Heir—The heir of the king proved to be unworthy.
• Patient—This patient suffers from a chronic asthma.
  Patent—Use only patent drug.
• Plain—I want a plain sheet of paper.
  Plane—The plane crashed this morning due to technical failure.

B. The following words have sensuous connotations. Fill them in the appropriate columns according to their appeal to the senses:
mist, mellow, ripeness, swell, plump, kernel, flower, clammy, wind, perfume, cider, oozings, songs, music, soft, bloom, stubble-plains, rosy hue, wailful, chou, bleat, whistles, twitter.
Answer:

appeal to the sense of perception	appeal to the eye	appeal to the ear	appeal to the nose	appeal to the tongue
soft stubble-plains wind clammy swell	flower bloom mist swell rosy hue oozings plump	songs music wailful bleat whistles twitter choir	perfume	ripeness kernel , cider

Comprehension

A. Answer the following questions in about 60 words each:

Question 1.
What does the autumn plan to do with the cottage trees?
Answer:
The autumn plans to bend the cottage trees with apples and fill all the fruits with ripeness to the core. It wants to swell the ground and plump the hazel shells with a sweet kernel. Here, the poet presents a lively and sensuous picture of the season. The Autumn’and the sun work together for the ripening of all kinds of fruits.

Question 2.
Why does autumn intend to ‘set budding’ the late summer flowers?
Answer:
The autumn is described as a season of fruitfulness. There is mist and mellow fruitfulness all around. Fruits come to their maturity. The season intends to ‘set budding’ the late summer flowers, so that the bees can suck the perfect sweetness. They store fresh honey.

Question 3.
How are the honey-combs after the summer and how do the bees feel?
Answer:
The bees here represent a continuation of summer. For the bees, therefore, the warm days of summer have not ended. The sticky cells of the honey-combs are filled to overflowing with honey and yet autumn provides more flowers in case the bees may like to draw more sweetness from them.

Question 4.
How can Autumn be seen as a harvester?
Answer:
The poet has personified Autumn in various forms. All the forms are perfect and realistic. Autumn is seen as a harvester. He is sitting carelessly in the field during the winnowing operation. Here the poet uses all the images to make the picture clearer. The Autumn is shown sitting carelessly on a granary floor. His hair is soft lifted by the winnowing wind. He is sometimes in sound sleep on a half reaped furrow. He is drowsed with the fume of poppies while his look spares the next swath and all its twined flowers.

Question 5.
How does the poet describe the crop cutter?
Answer:
While presenting the various occupations of Autumn, the poet depicts him as a reaper. He has fallen asleep in the midst of reaping. He is very tired. Through this the poet makes the poem human and universal because the eternal labour of man is brought before the eyes of the reader.

Question 6.
What is the cider-maker doing?
Answer:
The poet presents the Autumn in a role of a cider-maker who is watching intently the apple juice oozings hours by hours till its end. There is a patient look in his eye. The poet is very realistic in the description of the Autumn.

Question 7.
Describe the scene of the earth at sunset. (M.P. Board 2011)
Answer:
Keats has presented his keen observation with all minute details. The whole poem demonstrates his interest in nature. While describing the scene at sun-set, he says that in the evening when the crimson light of the setting sun falls upon the stable fields, a chorus of natural sound is heard. This picture is very appealing.

Question 8.
Where do the small gnats sing from and how does their music reach the poet?
Answer:
The poet has created a very intense and varied sound effect in the poem. Autumn has its own sounds and songs. In the evening in a wailful choir the small gnats mourn among the river shallow. The sound appears to be born aloft or sinking, as the light winds lift or die. It symbolizes the close of the year.

Question 9.
Do you find remember of sadness at some points in the poem? How does the poet overcome the sad moment and become happy?
Answer:
Keats presents a vivid picture in this poem. Beginning with a very sensuous picture of the season, the poet shows the Autumn as an active agent. However, towards the end of the poem, he becomes sad. The Autumn is shown at its fag end. There are images of death or withdrawal and of song and the songs are funeral dirge for the dying year.

Question 10.
How does the poet address Autumn? (M.P. Board 2015)
Answer:
The poet has presented a lively picture of the autumn. He addresses the autumn as ‘season of mists and mellow fruitfulness’. The autumn is seen as a person in various roles as a reaper, a winnower, a gleaner and a cider-maker.

B. Answer the following questions in 75-100 words each:

Question 1.
Prove that To Autumn’ is a song of ripeness and abundance.
Answer:
‘Ode to Autumn’ is a typical poem of John Keats. This poem describes the autumn season. The poet personifies the season and presents it with all its sensuousness. Autumn is described as a season of ‘mellow-fruitfulness’. The sun is ripening or ‘maturing’ the earth. It conspires to load the vines and blend the apple trees and ‘to swell the ground and plump the hazel shells’.

The season fills ‘all fruits with ripeness to the core’. These images of full, inward ripeness, and strain suggest that the maturing and the fulfillment has reached its climax. Even the combs of the bees are over brimmed but still the ripening continues as. ‘Budding more and still more later flowers.’ Therefore, this poem can be said a song of ripeness and abundance.

Question 2.
What are the two friends-Autumn and warm sun planning to do with fruits and flowers?
Answer:
‘Ode to Autumn’ presents a sensuous picture of the autumn. Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazel nuts etc. It is also the time when the bees suck the sweetness from the later flowers and make honey. The sun plays a major role in maturing or ripening these fruits. It is the main conspirator of the ripening and maturing of the fruits. There are indirect images of ageing. Autumn and the sun are shown as close bosom friends, together conspiring to riper the fruits.

Question 3.
What are the four images of personication through which autumn has been picturized?
Answer:
The poem, ‘Ode to Autumn’ presents autumn’s vivid images. The poet personifies it in fair images of a winnower, a reaper, a gleaner and a cider-presser. Autumn is seen as a woman who performs the task of winnowing, reaping, gleaning, and cider-pressing. One can see the Avoman, i.e., autumn into the fields engaged in the winnowing operations while breeze ruffles her locks of hair.

This is the first image of autumn. Second, one may see autumn in the form of a reaper, who has been engaged in reaping corn but is so overcome by the sleep-inducing smell of poppies, which hampers the next row of corn that remains unreaped. Third, autumn may be seen in the image of a gleaner who is walking along steadily with the weight also of grains upon her head, crossing a stream. Finally, autumn may also be seen in the image of one who is crushing the ripe apples in the warden press to obtain their juice from which cider is to be made. This woman sits by the cider-press and watches patiently the apple juice flowing out of the press drop-by drop.

Question 4.
In the third stanza, the poet says “thou hast thy music too”. What objects does the poet find Autumn’s music in?
Answer:
In the third stanza of the poem, Keats describes the sound of Autumn. It has its own pattern and music or quality that enhances its charm. The sounds of Autumn are heard in the evenings. When the sun is setting, soft glow irradiates the fields from which the crop has been reaped, leaving the stumps behind. The long-drawn out clouds in the sky look like the bars of a grate. At this time, the melancholy buzzing of the gnats is heard. The gnats fly about among the shrubs growing on the riverside. The gnats are carried upwards when the wind is strong and they come downwards when the wind is feeble.

In addition to the gnats singing in a melancholy chorus, the bleating of full-grown lambs is heard from the hills which bound the landscape. Then there is the chirping of the grasshoppers. Next comes the high, bold and delicate singing of the red-breast which sings from an orchard. Finally there is the twittering of the swallows which are gathering in large numbers to get ready for their winter migration. Through these images, Keats heightens the effect of autumn. The sound generated becomes the music of autumn.

Question 5.
Keats is a master of word-pictures. Explain some of the word-pictures from the poem.
Answer:
Keats’s Ode to Autumn is said to be a fine specimen revealing the qualities of the poet.
Keats was one of the greatest word painters in English poetry. In his poems, picture follows picture in quite succession and each picture is remarkable for its vividness and minuteness of detail. His images are concrete. In Ode to Autumn, Autumn has been represented in the concrete form of a reaper, winnower, gleaner, etc.

In the first stanza, we have a complete and concrete picture of Autumn’the season of mists and mellow fruitfulness.’ In the second stanza, Autumn is a winnower’on a half reaped furrow sound asleep,’ a gleaner, keeping ‘steady they laden head across a brook’ and a spectator, watching ‘the last oozings hour by hour.’ All these pictures of Autumn make the poem human and universal for its use of concrete imagery.

Question 6.
What is an ode? Compare ‘To Autumn’ with Toru Dutt’s ‘Our Casuarina Tree’ in respect to form, address and glorification of the subject of treatment.
Answer:
An Ode is always an address to some noble thought, idea or deity. It is a serious, noble and dignified form of lyrical composition in a regular stanza form. It is exalted in theme, elated in tone and is always refined in language and style.

Ode to Autumn is a typical example of a highly structured ode. It is in the form of an
address in a purely objective manner. The Autumn has been personified with vivid images which seem to be very realistic. On the other Hand, Toru Dutta’s ‘Our Casuarina Tree’ is in lyrical tone with a touch of elegy.

Toru Dutt’s,’Our Casuarina Tree’ is a more personal poem where she glorifies the tree as it reminds her of her beautiful past. Her poem is an effort to make the tree immortal while Keat’s ‘To Autumn’ personifies the different aspect of Autumn in lyrical form.

Question 7.
Give a critical appreciation of the poem, dealing with Keats’ attitude to the season, and the pictorial quality of the ode.
Answer:
Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazelnuts, etc. It is also the time when the bees suck the sweetness from “later flowers” and make honey. Thus, autumn is picturised in the stanza as bringing all the fruits of earth to maturity in readiness for harvesting.

In the second stanza, autumn is seen in the person of a reaper, a winnower, a gleaner, and a cider-presser. Reaping, winnowing, gleaning and cider-pressing are all operations connected with the harvest and are, therefore, carried on during autumn. Autumn is depicted first as a harvester sitting carelessly in the field during a winnowing operation, second, as a tired reaper fallen asleep in the very midst of reaping, third, as a gleaner walking homewards with a load on the head, and fourth, as a cider-presser watching intently the apple-juice flowing out of the cider-press.

Autumn is not altogether devoid of music. If spring has its songs, autumn too has its sounds and songs. In the evening, when the crimson light of the setting sun falls upon the stubble-fields, a chorus of natural sounds is heard. The gnats utter their mournful sounds; the full-growyn lambs bleat loudly, the hedge-crickets chirp; the robin’s high and delicate notes are heard, and the swallows twitter in the sky. In the last stanza, the close of the year is associated with sunset and nightfall.

C. Explain the following expressions with reference to the text:

1. mellow fruitfulness (use of abstract for the concrete)
2. maturing sun.
3. load and bless with fruit the vines
4. winnowing wind.
5. soft dying day.
Answer:

1. Full of soft and juicy fruits.
2. Warm sun of Autumn that ripens the fruits.
3. The thatched roofs loaded with grapes during autumn.
4. Gently moving Autumn wind that helps in separating grain from chaff
5. day coming to its close gently.

D.Explain the following verses:

(i) Who has not seen thee oft amid thy store?
Sometime whoever seeks abroad may find
Thee sitting careless on a granary floor,
Thy hair soft-lifted by the winnowing wind.

(ii) Where are the songs of spring? Ay, where are they?
Think not of them, thou hastes thy music too.

(iii) While barred clouds bloom the soft during day,
And touch the stubble-plains with rosy hue;
Then in a wailful choir the small gnats mourn Among the river sallows, borne aloft,
Or sinking as the light wind lives or dies.
Answer:
(i) Autumn may often be seen in the fields in the midst of her treasures of corn which have been harvested. The wind separates the chaff from the grains. It also means the wind which ruffles and passes the locks of a woman’s hair.

(ii) Here, the poet talks about the sounds of Autumn. Spring is distinguished by its songs which are not heard in Autumn but the poet says that there is no need to feel any regret on that account for the Autumn has its own peculiar music.

(iii) The poet in these lines describes that the long drawn out clouds in the sky look like bars of a grate. At this time, the melancholy buzzing of the gnats is heard. The gnats fly about among the shrubs growing on her river-side. The gnats are carried upwards when the wind is strong and they come downwards when the wind is feeble.

Speaking Activity

Hold a seminar in your class, under the guidance of your English teacher on the topic: ‘Nature and Man’. Individual speakers may choose any of the following topics for deliberation.

• Educative value of Nature.
• Nature as a refuge from worldly worries.
• Nature as a living force.
• Lessons we can learn from Nature:
• charit generosity, co-existence, discipline, peace and harmony.
• Can man survive without Nature?

Answer:
Students can choose any of the given topics as per their choice. One topic is given here as an example: Can Man Survive without Nature?
Man is a gift of God. God has created man and for his all types of comforts, He created Nature. Hence, there is an intricate relationship between Man and Nature. The whole life of a man depends upon Nature. Nature provides us air to breathe, water to drink, grain to eat, cool breeze to soothe, etc. In every sphere of our life, we need Nature. If Nature ceases to cooperate just for a second, we will collapse and the whole human race will be crippled. So, we cannot survive without Nature.

Writing Activity

Compose a paragraph on: “If Winter comes, can spring be far behind”? You can have an idea from the following: P.B. Shelley, closes his Ode to the West Wind with the given line, conveying the message of optimism and hope of regeneration. In the Ode, the poet invokes the tempestuous West Wind as a destroyer of the old and decayed order of things and a preserver of the seeds, so that, when spring comes, they may come to fresh life.
Answer:
Nature has its own way to govern this universe. It follows certain pattern which regulate our life. Morning is followed by day, day by night, and birth by death. There is a pattern of season which changes at a certain period. Nature maintains a balance. fit is not maintained, there would be a tremendous kind of anarchy. Everything will be turned upside down. So, It is sure that if winter comes spring cannot be far behind because it is governed by Nature.

Think it Over

Given below is a poem on spring written by Thomas Nash (1567—1601). Read the poem.

Spring

Spring, the sweet spring, is the year’s pleasant king;
Then blooms each thing, then maids dance in a ring,
Cold doth not sting, the pretty birds do sing,
Cuckoo, jug-jug, pu-we, to-witta-woo!
The palm and may make country houses gay,
Lambs frisk and play, the shepherds pipe all day,
And we hear ay birds tune this merry lay, .
Cuckoo, jug-jug, pu-we, to-witta-woo!
The fields breathe sweet, the daisies kiss our fret,
Young lovers meet, old wives a—sunning sit,
In every Street these tunes our ears to greet,
Cuckoo, jug-jug, pu-we, to-witta-woo!
Spring! the sweet spring!
Now think over the difference between the attitudes of the two poets—Nash and Keats-
towards the two different seasons.
Answer:
Do yourself.

Things to Do

In cold countries, there are four seasons, while in warm countries like India, there are six seasons called ‘RUTUS’.
English seasons are; Spring. Summer, Autumn. and Winter
Indian seasons are: Vasant, Grishnia, Varsha, Sharad, Hemanta and Shishir.
Now gather the following information about both:

• their months of occurrence.
• activities like ploughing, reaping etc. associated with each
• changes in nature in each season.
• Gregorian calendar months identical to Indian months.

Answer:
Do yourself with the help of your teacher.

To Autumn Summary in English

Autumn is a season of ripe fruitfulness. It is the time of the ripening of grapes, apples, gourds, hazelnuts, etc. It is also the time when the bees suck the sweetness from “later flowers” and make honey. Thus, autumn is picturised in the stanza as bringing all the fruits of earth to maturity in readiness for harvesting.

In the second stanza, autumn is seen in the person of a reaper, a winnower, a gleaner, and a cider-presser. Reaping, winnowing, gleaning and cider-pressing are all operations connected with the harvest and are, therefore, carried on during autumn. Autumn is depicted first as a harvester sitting carelessly in the field during a winnowing operation, second, as a tired reaper fallen asleep in the very midst of reaping, third, as a gleaner walking homewards with a load on the head, and fourth, as a cider-presser watching intently the apple-juice flowing out of the cider-press.

Autumn is not altogether devoid of music. If spring has its songs, autumn too has its sounds and songs. In the evening, when the crimson light of the setting sun falls upon the stubble-fields, a chorus of natural sounds is heard. The gnats utter their mournful sounds; the full-growyn lambs bleat loudly, the hedge-crickets chirp; the robin’s high and delicate notes are heard, and the swallows twitter in the sky. In the last stanza, the close of the year is associated with sunset and nightfall.

To Autumn Summary in Hindi

पतझड़ पके फलों का मौसम है। यह अंगूर, सेब, कद्दू, पहाड़ी बादाम आदि के पकने का समय है। यही समय है जब मधुमक्खियाँ पिछड़े फूलों की मिठास को चूसती हैं और शहद तैयार करती हैं। इस तरह पतझड़ को एक ऐसे रूप में चित्रित किया गया है जो धरती पर फूलों की परिपक्वता और कटाई के लिए उन्हें तैयार करता है।

दूसरे पद में पतझड़ को एक फसल काटने वाली, फसल से अनाज निकालने वाली और अनाज को तैयार करने वाली के रूप में देखा गया है। कटाई, उड़ाई, बिनाई और छंटाई-सभी फसल से सम्बन्धित प्रक्रियाएँ हैं और इसलिए सभी पतझड़ के समय होते हैं। पतझड को सबसे पहले एक किसान के रूप में चित्रित किया गया है जो अपने खेत में बवाई के समय निश्चिन्त बैठा होता है, उसके बाद एक थके हुए फसल काटने वाले के रूप में जो कटाई के दौरान थककर गहरी नींद में सोया हुआ है और फिर एक बोझा ढोने वाले के रूप में जो अपने सिर पर अनाज का बोझ उठाए घर की ओर जा रहा है और फिर एक पिसाई करने वाले के रूप में जो गौर से सेव को दबाए जाने से निकलने वाले रस को देख रहा है।

पतझड़ बिल्कुल संगीतहीन नहीं है। यदि वसंत का अपना गीत है तो पतझड़ की भी अपनी आवाज़ और अपना गीत है। जब शाम को धुंधलका छा जाता है, सूर्यास्त हो रहा होता है, एक बिल्कुल स्वाभाविक समूह गान का संगीत सुनाई पड़ता है। टिटहरियाँ अपने शोकमय गीत गाती हैं, पूर्ण विकसित मेमने ज़ोर से मिमियाते हैं, झिंगुर गाते हैं, रॉबिन की आवाज़ ऊँची एवं मधुर गीत के रूप में सुनाई देती है और चातक आकाश में गाते हैं। अन्तिम पद में वर्ष की समाप्ति को सूर्यास्त और रात घिरने के रूप में दिखाया गया है।

To Autumn Word Meaning

To Autumn Important Pronunciations

To Autumn Stanzas for Comprehension

Read the following stanzas carefully and answer the questions that follow:

1. Season,of mists and mellow fruitfulness,
i Close bosom-friend of the maturing sun;
Conspiring with him how to load and bless .
With fruit the vines that round the thatch-eaves run;
To bend with apples the moss’d cottage trees. (Page 108) (M.P. Board 2009)

Questions:
(i) Who does the first line refer to?
(ii) …………. is the bosom friend of the season.
(iii) Find a word which means same as ‘becoming perfect’.
(iv) How does it plan to fill the fruits?
Answers:
(i) The autumn season is referred in the first line.
(ii) The Sun.
(iii) Maturing means same as ‘becoming perfect 1.
(iv) It plans to fill all the fruits with ripeness to their core.

2. Then in a wailful choir the small gnats mourn
Among the river-sallows, home aloft
Or sinking as the light wind lives or dies;
And full-grown lambs loud bleat from hilly bourn;
Hedge-crickets sing; and now with treble soft
The red-breast whistles from a garden-croft;
And gathering swallows twitter in the skies. (Page 109)

Questions:
(i) What sound of the small gnats is referred to in the first line?
(ii) ……. bleat from hilly bourn.
(iii) Find a word from the lines with similar meaning to ‘shrill voice’.
(iv) What does the red-breast do?
Answers:
(i) The small gnat in the wailful choir mourn and this sound is referred in the first line.
(ii) The full grown, lambs.
(iii) Whistles is similar in meaning to ‘shrill voice’.
(iv) The red breast whistles from a garden croft.

MP Board Class 12th English A Voyage Textbook (Fiction and Drama)

• Invocation Class 12 Questions And Answers
• The Diamond Necklace Class 12 Questions And Answers
• Goodbye Party for Miss Pushpa T.S. Class 12 Questions And Answers
• Dream-Children: A Reverie Class 12 Questions And Answers
• Our Casuarina Tree Class 12 Questions And Answers
• If the Well Goes Dry Class 12 Questions And Answers
• A Prayer for My Daughter Class 12 Questions And Answers
• The Beggar Class 12 Questions And Answers
• After Apple-Picking Class 12 Questions And Answers
• On Umbrella Morals Class 12 Questions And Answers
• My Father Travels Class 12 Questions And Answers
• Youth and the Tasks Ahead Class 12 Questions And Answers
• On His Being Arrived at the Age of Twenty-three Class 12 Questions And Answers
• Albert-Einstein at School Class 12 Questions And Answers
• To Autumn Class 12 Questions And Answers
• Netaji Subhash Chandra Bose Class 12 Questions And Answers
• The Last Ride Together Class 12 Questions And Answers
• The Abominable Snowman Class 12 Questions And Answers
• The Gita and Swadharma Class 12 Questions And Answers
• Swami and Friends Class 12 Questions And Answers
• The Silver Box Class 12 Questions And Answers

MP Board Class 12th General Hindi पत्र-लेखन

पत्र-लेखन की आवश्यकता-हम सब अपने निकट संबंधियों, इष्ट मित्रों से बराबर सम्पर्क रखना चाहते हैं। जो हमारे, पास में ही रहते हैं, उनसे तो हम मिलते रहते हैं, किंतु जो हमसे दूर दूसरे नगर या गाँव में रहते हैं, उनको तो हम लिखकर ही अपनी कुशल-क्षेम भेज सकते हैं और लिखकर ही उनकी कुशल-क्षेम मँगा सकते हैं। इस प्रकार लिखकर विचारों का जो आदान-प्रदान किया जाता है, उसे पत्र-लेखन कहते हैं। विद्यालय में भी कई अवसरों पर हमें अपने प्राचार्य को प्रार्थना-पत्र लिखने पड़ते हैं। कभी-कभी हम अपने गाँव या नगर के बाहर के किसी पुस्तक विक्रेता से अपनी जरूरत की पुस्तकें भी मँगाते हैं। इसके लिए भी हमें पत्र लिखना पड़ता है। इस तरह हम यह कह सकते हैं कि पत्र व्यवहार हम सबके लिए अनिवार्य हो गया हैं।

पत्र के प्रकार-पत्र के कई प्रकार हो सकते हैं, जिनमें निम्नलिखित प्रमुख

1. निजी पत्र या घरेलू पत्र,
2. कार्यालयीन पत्र,
3. शासकीय पत्र,
4. व्यापारिक पत्र।

1. कार्यालयीन पत्र-अपने संबंधियों, मित्रों को लिखे गए पत्र इसी श्रेणी में आते हैं। निमंत्रण-पत्र भी इसी श्रेणी में आते हैं।
2. कार्यालयीन पत्र-जिस कार्यालय में व्यक्ति काम करता है अथवा विद्यालय में अध्ययन कहता है, उस कार्यालय प्रधान या विद्यालय में प्राचार्य/प्राचार्या को लिखे जाने वाले पत्र इस श्रेणी में आते हैं।
3. शासकीय पत्र-शासकीय अधिकारियों को लिखे गए प्रार्थना-पत्र/आवेदन-पत्र, शिकायत-पत्र शासकीय आदेश आदि इस श्रेणी में आते हैं।
4. व्यापारिक पत्र-व्यापारियों को लिखे गए पत्र, सामान भेजने या मँगाने के लिए लिखे गए पत्र इस श्रेणी में आते हैं।
पत्र के भाग-साधारणतः पत्र के निम्नलिखित भाग होते हैं :

(क) पत्र भेजनेवाले का पता एवं तिथि-यह पत्र के प्रारंभ में दाहिनी ओर लिखा जाता है। उसके नीचे पत्र भेजने की तिथि लिखी जाती है,
जैसे-

89/19, तुलसीनगर,
भोपाल
25, दिसंबर, 2204

(ख) संबोधन तथा अभिवादन शब्द-जिस व्यक्ति को पत्र लिखा जाता है, उसे आदरसूचक, आशीर्वादसूचक शब्द के साथ अभिवादन या आशीर्वचन लिखा जाता है। यह पत्र के बायीं ओर लिखा जाता है। (अभिवादन और आशीर्वचन के विषय में आगे लिखा जा रहा है।)
(ग) विषय-यह पत्र का मुख्य अंग है। पत्र का विषय सरल भाषा में स्पष्ट रूप में लिखा जाना चाहिए। विषय को अनावश्यक विस्तार न दिया जाय।
(घ) पत्र के अंत में पत्र लिखनेवाला जिसे पत्र लिखता है, उसके प्रति, संबंधसूचक शब्द लिखकर अपना नाम लिखता है।
(ङ) पाने वाले का पता-पता पोस्टकार्ड, अंतर्देशीय पत्र अथवा लिफाफे पर निश्चित स्थान पर लिखा जाता है। पता बिल्कुल शुद्ध और स्पष्ट होना चाहिए। पते के दो नमूने यहाँ दिए जा रहे हैं-
श्री आनन्द मोहन माथुर – श्री राधेश्याम शर्मा
आनन्द नगर, रेलवे कॉलोनी, – गाँव/पत्रालय कमतरी,
खण्डवा, पिन-450001 जिला आगरा (उ.प्र.)

पत्र का आरंभ, पत्र समाप्त करने की औपचारिक तालिका-

प्राचार्य/प्राचार्या को लिखे जाने वाले आवेदन-पत्र

1. अपने विद्यालय के प्राचार्य को दो दिन का बीमारी के कारण अवकाश देने के लिए प्रार्थना-पत्र लिखिए।
सेवा में,
श्रीमान प्राचार्य महोदय,
शासकीय सुभाष उ.मा.वि.
शिवाजी नगर, भोपाल।

महोदय,
निवेदन है कि गत रात्रि से मैं सर्दी और बुखार से पीड़ित हूँ। डॉक्टर ने मुझे दो दिन पूर्ण विश्राम के लिए सलाह दी है। अतः मैं दो दिन विद्यालय में उपस्थित नहीं हो सकूँगा। कृपया दिनांक 8 एवं 9 अगस्त का अवकाश स्वीकृत करने का कष्ट करें।

धन्यवाद!

आपका आज्ञाकारी शिष्य
परसराम पाण्डेय,
कक्षा 9-ब

8-12-2004

2. ‘वार्षिक परीक्षा की तैयारी की सूचना हेतु पिताजी को पत्र’

175, शिवाजी मार्ग
भोपाल
10-5-2004

पूज्य पिताजी!

सादर चरण-स्पर्श,
आपका कृपापत्र हमें 8-5-2004 को मिला। पढ़कर मन खुश हुआ। मैं आप सब पूज्य-वृन्दों के आशीर्वाद से सकुशल हूँ। आशा है कि आप सब भी परमात्मा की महाकृपा से ठीक से होंगे।

पूज्य पिताजी! आजकल मैं अपनी वार्षिक परीक्षा की तैयारी में अति व्यस्त हूँ। मेरी वार्षिक परीक्षा 20-5-2004 से आरंभ होने वाली है। अब तक मैंने हिंदी, अंग्रेजी, गणित, विज्ञान और सामाजिक विषयों की पूरी तरह से तैयारी कर ली है परीक्षा के दिन तक तो मुझे सारे विषय कंठस्थ हो जाएँगे। इस आधार पर मैं आपको यह विश्वास दिला रहा हूँ कि मैं प्रथम श्रेणी में अवश्य उत्तीर्ण हो जाऊँगा। आशा है कि इससे आप सबको आनंद और उल्लास होगा।

पूज्य माताजी को सादर चरण-स्पर्श और अनुज शशि को शुभाशीर्वाद।

आपका आज्ञाकारी पुत्र
‘रवि’

3. शाला (विद्यालय छोड़ने का प्रमाण-पत्र प्राप्त करने हेतु प्राचार्य महोदय को एक प्रार्थना-पत्र लिखिए।
विषय-शाला (विद्यालय) छोड़ने का प्रमाण-पत्र हेतु प्राचार्य को प्रार्थना-पत्र।

सेवा में,
प्राचार्य
राजकीय उच्चतर माध्यमिक विद्यालय,
भोपाल (म.प्र.)

सविनय निवेदन है कि प्रार्थी आपके विद्यालय की कक्षा 9वीं ‘अ’ अनुक्रमांक 11 का भूतपूर्व छात्र है। प्रार्थी ने आपके विद्यालय से उपर्युक्त कक्षा को द्वितीय श्रेणी से उत्तीर्ण करके अध्ययन छोड़ दिया है जिसके प्रमाण-पत्र की आज अत्यंत आवश्यकता आ गई है। – अतः आपसे प्रार्थना है कि आप उपर्युक्त प्रमाण-पत्र देने की कृपा करें।

प्रार्थी
सुरेन्द्र कुमार
कक्षा 9 ‘अ’
अनुक्रमांक 11

दिनांक 4-4-2002

4. अपने पिताजी को पत्र लिखिए तथा उसमें मासिक जेब खर्च बढ़ाने की मांग कीजिए।
विषय-जेब खर्च बढ़ाने हेतु पिताजी को पत्र।

विष्णु गार्डन,
भोपाल
3-3-200…

पूज्य पिताजो,

सादर चरण-स्पर्श
आप सब सकुशल हैं, इसके लिए मैं परमात्मा से सदैव प्रार्थी हूँ, आपके पत्र की प्रतीक्षा करके मैं यह पत्र लिख रहा हूँ। आपको यह ज्ञात हो कि मेरी परीक्षा आगामी माह की 15वीं तारीख से आरंभ होने वाली है। इसके लिए मैंने जी-जान से अध्ययन आरंभ कर दिया है। कुछ पुस्तकें, कापियाँ और कुछ परीक्षोपयोगी आवश्यकताएँ आ गई हैं। इसलिए आप अब 50 रुपये और अधिक भेजते जाइएगा। ऐसा इसलिए कि परीक्षा खर्च के साथ-साथ आवागमन और सम्पर्क हेतु भी पैसे खर्च होंगे। अतएव आप 500 रुपये तो अवश्य बढ़ाकर भेजते रहियेगा। अन्यथा परीक्षा की तैयारी अधूरी रह जाएगी।

माताजी को सादर चरण-स्पर्श, अनुज, दिव्या को शुभाशीर्वाद

आपका आज्ञाकारी पुत्र
‘प्रभाकर’

5. अपने विद्यालय के प्राचार्य को निर्धन छात्र को पुस्तकालय से पुस्तकें प्रदान करने विषयक प्रार्थना-पत्र लिखिए।
विषय-प्राचार्य को निर्धन छात्र को पुस्तकालय से पुस्तकें हेतु प्रार्थना-पत्र।

सेवा में,
प्राचार्य राजकीय उच्चतर माध्यमिक विद्यालय
इन्दौर (म.प्र.)

महोदय,
सविनय निवेदन है कि प्रार्थी आपके विद्यालय की कक्षा 9वीं ‘द’ का एक छात्र प्रतिनिधि है। प्रार्थी की कक्षा का एक छात्र ‘रमेश’ जिसका अनुक्रमांक 30 है। यह छात्र अत्यंत निर्धन है। यह अनाथ है। जिस किसी तरह से हिम्मत बाँधकर यह अपनी पढ़ाई कर रहा है। पढ़ने में तेज है। यह पुस्तकें खरीदने में असमर्थ है। अतः इसे पुस्तकालय से पुस्तकें दिलवाने की कृपा करें।

आपका आज्ञाकारी छात्र
सुरेश
कक्षा 9वीं ‘द’
अनुक्रमांक 23

दिनांक 22-5-200…

6. शिक्षक पद हेतु एक आवेदन-पत्र संचालक शिक्षा विभाग के नाम लिखिए।

श्रीमान् संयुक्त संचालक महोदय,
शिक्षा विभाग
संभाग ग्वालियर (म.प्र.)
दिनांक 15-10-200…

सेवा में,
विषय-शिक्षक पद पर नियुक्ति हेतु आवेदन-पत्र।

महोदय,
सेवा में सविनय निवेदन है कि प्रार्थी को दैनिक-पत्र आचरण व स्वदेश में प्रकाशित एक विज्ञापन से ज्ञात हुआ है कि आपके अधीनस्थ ग्रामीण अंचलों के प्राथमिक एवं माध्यमिक विद्यालयों में शिक्षकों के पद रिक्त हैं। अतः माध्यमिक विद्यालय हेतु शिक्षक पद पर नियुक्ति के लिए मैं अपना आवेदन-पत्र कर रहा हूँ। अतः आपसे अनुरोध है कि मेरी निम्नलिखित योग्यताओं को देखते हुए आप मेरी नियुक्ति शिक्षक पद पर करने की कृपा करें।

मेरी शैक्षणिक योग्यता का विवरण इस प्रकार है-
(1) शैक्षणिक योग्यता-बी.एस.सी.-द्वितीय श्रेणी
(2) प्रशिक्षण योग्यता-बी.एड.-द्वितीय श्रेणी
(3) हायर सेकेण्ड्री परीक्षा-प्रथम श्रेणी उत्तीर्ण
(4) अन्य योग्यता-हॉकी व क्रिकेट खेल में विशेष रुचि
(5) प्रार्थी की जन्मतिथि एवं चरित्र का प्रमाण-पत्र प्रार्थना-पत्र के साथ संलग्न है। अतः श्रीमान् से पुनः निवेदन है कि प्रार्थी को विभाग में सेवा का अवसर प्रदान करें।
पता
दर्पण कॉलोनी ठाठीपुर मुरार।

प्रार्थी
कमल किशोर अष्ठाना

7. पाठ्य-पुस्तक निगम भोपाल से निर्धारित पाठ्य पुस्तकें मँगवाने हेतु एक पत्र संचालक के नाम लिखिए।

सुभाष उच्चतर माध्यमिक विद्यालय
रतलाम
दिनांक 7-7-200

श्रीमान् संचालक महोदय,
पाठ्य-पुस्तक महोदय,
भोपाल (म.प्र.)

महोदय,
सेवा में निवेदन है कि पाठ्य-पुस्तक निगम भोपाल (म.प्र.) द्वारा प्रकाशित कक्षा 9 की पुस्तकें हैं हमारे नगर के पुस्तक विक्रेताओं के पास उपलब्ध नहीं हैं। जिन दुकानों पर कुछ पुस्तकें हैं वे दुकानदार अधिक मूल्य पर पुस्तकें बेचना चाहते हैं। अतः आपसे निवेदन है कि निम्नलिखित विषयों की पुस्तकें शासकीय दर पर कमीशन काट कर भेजने की कृपा करें।

1. विशिष्ट हिंदी कक्षा IX 1 प्रति
2. विशिष्ट अंग्रेजी कक्षा IX 1 प्रति
3. गणित कक्षा IX 1 प्रति
4. भौतिक शास्त्र कक्षा IX 1 प्रति
5. रसायन शास्त्र कक्षा IX 1 प्रति

भवदीय
अशोक कुमार गौड़

8. विद्यालय के प्राचार्य को एक आवेदन-पत्र अपनी शुल्क मुक्ति के लिए लिखिए।
श्रीमान् प्राचार्य महोदय
शासकीय उच्चतर माध्यमिक विद्यालय जबलपुर

महोदय,
सेवा में सविनय निवेदन है कि प्रार्थी कक्षा IX’ब’ का नियमित छात्र है। इस वर्ष मैंने माध्यमिक शिक्षा मण्डल भोपाल द्वारा संचालित कक्षा IX की परीक्षा प्रथम श्रेणी में उत्तीर्ण की है। भौतिक शास्त्र और रसायन शास्त्र में मैंने विशेष योग्यता प्राप्त कर अपने विद्यालय का गौरव बढ़ाया है। . मैं एक निर्धन छात्र हूँ। पिताजी शासकीय सेवा से निवृत हो चुके हैं। परिवार में आय का साधन नहीं है। पूरा परिवार पिताजी की पेंशन शक्ति पर ही निर्भर है। इस कारण परिवार की आर्थिक स्थिति अच्छी नहीं है। अतः आपसे करबद्ध प्रार्थना है कि मुझे विद्यालय के शुल्क से मुक्त करने की कृपा करें।

आशा है कि आप मेरी निर्धन अवस्था पर ध्यानपूर्वक विचार कर मुझे कक्षा के सम्पूर्ण शुल्क से मुक्त करने की कृपा करेंगे।।

आपका आज्ञाकारी छात्र
मुरली मनोहर
पाठक
कक्षा IX ‘ब’

9. जन्मदिवस समारोह में सम्मिलित होने के लिए अपने मित्र को आमंत्रण पत्र लिखिए।

17/15 तिलक नगर
ग्वालियर
4 फरवरी, 200…

प्रिय मोहन,
तुम्हें यह जानकर प्रसन्नता होगी कि मैं दिनांक 6 फरवरी को अपना जन्मदिवस मना रहा। घर में इसके लिए अच्छी तैयारियाँ की गई हैं। इस अवसर पर चाय तथा संगीत पार्टी का भी आयोजन किया गया है। गत वर्ष तुम इस अवसर पर बीमार होने के कारण नहीं आ सके परंतु इस बार अवश्य आना। तुम्हारे बिना पार्टी का रंग फीका पड़ जाएगा। आशा है तुम समय से पूर्व आकर काम में भी हाथ बँटाओगे।

पूज्य पिताजी और माताजी को मेरा प्रणाम कहना।

तुम्हारा अभिन्न मित्र
रविन्द्र सिंह

10. अपने क्षेत्र के स्वास्थ्याधिकारी के नाम क्षेत्र की गंदगी दूर करने के विषय में पत्र लिखिए।
विशेष-स्वास्थ्य अधिकारी को पत्र।

WZ-125, विष्णु गार्डन, भोपाल।

सेवा में,
स्वास्थ्य अधिकारी जी,
भोपाल नगर निगम,
क्षेत्रीय कार्यालय,
भोपाल।

मान्यवर,
मैं आपका ध्यान विष्णु गार्डन कॉलोनी की ओर दिलाना चाहता हूँ। इस कॉलोनी में आजकल गंदगी का साम्राज्य है। स्थान-स्थान पर कूड़े के ढेर लगे हुए हैं। नालियों में पानी सड़ रहा है। सड़क पर जगह-जगह गड्ढे हैं जिनमें वाहन फँस जाते हैं और पैदल चलने वाले ठोकर खाकर गिर जाते हैं। चारों ओर बदबू, गंदगी और मक्खी -मच्छरों का राज्य है। ऐसे वातावरण में हैजा और मलेरिया का डर है। सफाई कर्मचारी अपने काम में लापरवाही दिखा रहे हैं।।

आपसे अनुरोध है कि आप स्वयं इस क्षेत्र की सफाई व्यवस्था का निरीक्षण करें और उचित कार्यवाही के लिए निर्देश दें।

भवदीय
सुजान सिंह
मंत्री, ब्लाक समिति
विष्णु गार्डन, भोपाल।

11. क्षेत्रीय डाक मास्टर को अनियमित डाक के संबंध में शिकायती पत्र लिखिए।
विशेष-पोस्ट मास्टर को एक शिकायती पत्र अनियमित डाक के संबंध में। सेवा में,
पोस्ट मास्टर जनरल,
जनरल पोस्ट ऑफिस,
शिकनी नगर भोपाल,
विषय-डाक वितरण में अनियमतता।

महोदय,
इस पत्र के माध्यम से मैं आपका ध्यान अरेरा कॉलोनी क्षेत्र में डाक वितरण की अनियमितता के विषय में दिलाना चाहता हूँ। इस क्षेत्र में पिछले कई मास से डाक वितरण में अनियमितता देखने को मिल रही है। समय पर डाक न मिलने से बड़ी कठिनाई होती है।

इस क्षेत्र में नियुक्त पोस्ट मैन डाक वितरण कार्य ठीक प्रकार नहीं करता। वह प्रायः दो-तीन दिन में पत्र एक साथ ही डालता है। कभी-कभी आवश्यक पत्र भी बाहर बरामदे में फेंक देता है। वह पत्रों को खेलते हुए बच्चों के हाथ में फेंककर चला जाता है।

मुझे आशा है कि आप इस ओर समुचित ध्यान देकर डाक वितरण की अनियमितता को समाप्त करेंगे।

भवदीय
क ख ग
अरेरा कॉलोनी सुधार समिति
भोपाल

दिनांक-7-4-200…

12. पिता को पत्र लिखिए, जिसमें 300 रुपये पुस्तकों में और अन्य खर्चे के लिए मनीऑर्डर द्वारा मँगाइए।

15 टी.टी. नगर
भोपाल
दिनांक : 15-1-200…..

पूजनीय पिताजी,

सादर चरण-स्पर्श।
मैं यहाँ सकुशल हूँ। आशा करता हूँ कि आप सब लोग सकुशल होंगे। आपके निर्देशों का मैं पूरी तरह पालन कर रहा हूँ। मेरा ध्यान ठीक चल रहा है। मेरी छ:माही परीक्षाएँ 15-12 से हो रही हैं। मुझे कुछ पुस्तकें और स्टेशनरी आदि खरीदनी हैं। पढ़ाई के लिए मैं एक छोटा टेबिल लैंप भी लेना चाहता हूँ। इन सबके लिए लगभग : 300 रुपये की आवश्यकता पड़ेगी। अतः कृपया उक्त धनराशि यथाशीघ्र मनीऑर्डर द्वारा भेजने का कष्ट करिएगा।

शेष कुशल है। मधु को प्यार और माताजी को चरण-स्पर्श।

आपका आज्ञाकारी पुत्र
अमित

13. फीस माफ कराने के लिए एक प्रार्थना-पत्र अपने विद्यालय के प्रधानाचार्य के नाम लिखिए।

सेवा में,
श्रीमान् प्रधानाचार्य जी,
रा.उ.मा. विद्यालय,
भोपाल।

महोदय,
नम्र निवेदन है कि मैं 9वीं कक्षा का एक परिश्रमी व मेधावी छात्र हूँ। गत वर्ष 8वीं कक्षा में मैंने सर्वप्रथम स्थान प्राप्त किया था। साथ ही मैं हॉकी टीम का कप्तान भी रह चुका हूँ। गत वर्ष मुझे हॉकी टूर्नामेंट में भेजा गया था। मुझे पढ़ने का अत्यंत शौक है। परंतु मेरे पिताजी मेरी पढ़ाई पर व्यय नहीं कर पाएँगे। क्योंकि उनकी मासिक आय केवल 400 रुपये है। घर के पाँच सदस्यों का जीवननिर्वाह बड़ी कठिनाई से चलता है। उनकी स्थिति बहुत ही दयनीय है। मैं पिताजी से फीस के पैसे माँगने की हिम्मत नहीं जुटा पाता क्योंकि वह पहले ही बड़ी कठिनाई में हैं। अतः आपसे करबद्ध प्रार्थना है कि मुझे पूर्ण शुल्कमुक्ति प्रदान करके मुझे इस संकट से उभारें। आपकी अनुकम्पा मेरे लिए वरदान बन सकती है। ऐसा मेरा विश्वास है आप मेरी सहायता अवश्य करेंगे।

धन्यवाद।
दिनांक : 20 जुलाई 200………….

आपका आज्ञाकारी शिष्य
क ख ग

MP Board Class 12th Hindi Solutions

Class 12 English The Spectrum Chapter 4 Wonderful World Questions and Answers

In this article, we will share MP Board Class 12th English Solutions Chapter 4 Wonderful World Pdf, These solutions are solved subject experts from the latest edition books.

Wonderful World Class 12th Question Answer

Word Power

A. क्या तुम अन्य Wh- शब्दों Wh से प्रारम्भ होने वाले शब्द] को उनके अर्थ से जोड़ सकते हो?
Answer:

• Whisper – to say something very quietly using your breath.
• Whirr – sound like a bird’s wings moving rapidly.
• Whizz – make the sound of something rushing through air.
• Wheeze – breathe noisily especially with a whistling sound in the chest.
• Whip – hitting with a long thin piece of leather which makes a sound when moves through air.’
• Whirl – to move around very quickly

B. नीचे दी गई तालिका को पूरा कीजिए।
Answer:

Abstract noun	Adjective	Verb	Adverb
beauty	beautiful	beautify	beautifully
wonder	wonderful	wonder	wonderfully
hope	hopeful	hope	hopefully
faith	faithful	X	faithfully

Comprehension

निम्नलिखित प्रश्नों के उत्तर दीजिए।

Question 1.
What is the attire of the earth? [2009, 15, 18]
पृथ्वी की वेशभूषा क्या है?
Answer:
The attire of the earth includes oceans and greenery.
पृथ्वी की वेशभूषा में समुद्र व हरियाली शामिल है।

Question 2.
Which actions of the wind are described in the poem?
कविता में वायु के कौन से क्रिया-कलापों का वर्णन किया गया है?
Answer:
The wind shakes the tree. It walks on the water. It flows on the top of the hills. In fact, the wind is found everywhere.
वायु वृक्षों को हिलाती है। यह जल पर भी बहती है। यह पर्वत श्रृंखलाओं पर भी बहती है। वास्तव में वायु सर्वत्र पायी जाती है।

Question 3.
Why does the poet regard earth a friend? [2009, 11, 13, 16, 17]
कवि पृथ्वी को एक मित्र क्यों मानता है?
Answer:
The poet regards earth a friend because it is found with wheat fields, rivers, cities, gardens, cliffs and isles. In fact, earth nurtures human civilization.

कवि पृथ्वी को मित्र मानता है क्योंकि यह गेहूँ के मैदानों के साथ, नदियों के साथ, शहरों के साथ, बगीचों के साथ, चट्टानों के साथ, द्वीपों के साथ सर्वत्र पायी जाती है। वास्तव में पृथ्वी मानव सभ्यता की रक्षा करती है।

Question 4.
What makes the poet tremble?
कवि किस कारण काँपने लगता है?
Answer:
The poet trembles due to the actions of the earth. He feels that he is so small and the earth is so great.
कवि पृथ्वी के क्रिया-कलापों को देखकर काँपने लगता है। उसे लगता है कि वह कितना छोटा है और पृथ्वी कितनी महान् है।

Question 5.
What makes the poet think that man is God’s greatest creation? [2009, 10, 12, 14]
किस बात से कवि को यह महसूस होता है कि मनुष्य ईश्वर की महानतम् रचना है?
Answer:
Man can love and man can think. The earth cannot do this. This makes the poet think that man is God’s greatest creation.
मनुष्य प्रेम कर सकता है और सोच-विचार भी कर सकता है। पृथ्वी ऐसा नहीं कर सकती है। इससे कवि को यह महसूस होता है कि मनुष्य ईश्वर की महानतम् रचना है।

Wonderful World Summary

– William Brighty Rands

प्रस्तुत कविता में दुनिया एवं दुनिया में मनुष्य के स्थान के विषय में बताया गया है। कविता इसलिए रोचक है और पठनीय भी है। वास्तव में दुनिया चारों तरफ से प्राकृतिक संसाधनों से आच्छादित है, इसलिए सुन्दर भी है। वायु का संचार सर्वत्र है—धरती पर, समुद्र में और पर्वत श्रृंखलाओं पर भी पृथ्वी ने मानव सभ्यता के चिन्हों को अत्यन्त सहेजकर रखा है। महान् पृथ्वी के साथ तुलना करते समय कवि स्वयं को उसके मुकाबले बहुत छोटा मानता है। किन्तु उसके मस्तिष्क में यह विचार भी आता है कि वह पृथ्वी पर सर्वाधिक सुन्दर जीव है क्योंकि एकमात्र वही प्रेम कर सकने में सक्षम है और सोच-विचार करने में भी सक्षम है।

The Spectrum Textbook General English Class 12th Solutions

• Teach Me to Listen, Lord Class 12 Questions And Answers
• A Friend Who Came From The Sky Class 12 Questions And Answers
• A Father’s Letter Class 12 Questions And Answers
• Wonderful World Class 12 Questions And Answers
• Ten Natural Laws of Success Class 12 Questions And Answers
• The Face on the Wall Class 12 Questions And Answers
• In the Country Class 12 Questions And Answers
• Ends and Means Class 12 Questions And Answers
• I’m Joe’s Brain Class 12 Questions And Answers
• The Hill-Top Temple Class 12 Questions And Answers
• The Rightful Inheritors of the Earth Class 12 Questions And Answers
• The Value of Man Class 12 Questions And Answers
• Forest and River Class 12 Questions And Answers
• India: Vision 2020 Class 12 Questions And Answers
• The Eyes are not Here Class 12 Questions And Answers
• The English Language Class 12 Questions And Answers
• The Fun They Had Class 12 Questions And Answers
• India through a Traveller’s Eyes Class 12 Questions And Answers

Class 12 English A Voyage Chapter 21 The Silver Box Questions and Answers

In this article, we will share MP Board Class 12th English Solutions Chapter 21 The Silver Box Pdf, These solutions are solved subject experts from the latest edition books.

The Silver Box Class 12th Question Answer

Students can also download MP Board 12th Model Papers to help you to revise the complete Syllabus and score more marks in your examinations.

ACT – 1

A. Answer the following questions in one sentence each:

Question 1.
What was Mrs. Jones doing in Jack’s room when he got up?
Answer:
She was sweeping the floor.

Question 2.
Who was there in the room when Wheeler detected that the silver case was missing?
Answer:
Mis Jones was there in the room when Wheeler detected the missing of the silver case.

Question 3.
How old was Mr. Barthweek, the M.P.?
Answer:
He was a man between fifty and sixty

Question 4.
What sort of a person was Mrs Barthwick?
Answer:
She was a lady of nearly fifty well dressed, with greyish hair, good features and a decided manner.

Question 5.
What are Mr. and Mrs Barthwick doing at the beginning of the play?
Answer:
They were seated at the breakfast table.

Question 6.
What would the members of the Labour Party do, according to Mr. Barthwick, once
they came to power?
Answer:
According to Mr Barthwick, the Members of the Labour Party would deprive the upper classes of their rights and property once they caine to power.

Question 7.
What, according to Mr. Barthwick, is education doing for the lower classes?
Answer:
Education is simply ruining the lower classes.

Question 8.
After reading the letter from Moss and Sons, Mr. Barthwick says, The boy might have been prosecuted.” Why does he say so?
Answer:
Because his son has overdrawn from his account.

Question 9.
What, in the father’s opinion, would have ruined Jack’s life?
Answer:
The high position of Mr. Barthwick would have ruined Jack’s life.

Question 10.
Who was kept very short of money by his father?
Answer:
Jack was kept very short of money by his father.

Question 11.
Write about the appearance of the Unknown Lady in your own words.
Answer:
The Unknown Lady entered the house. She was a pale lady with dark eyes and pretty figure.

Question 12.
What makes the Unknown Lady meet young Jack so early in the morning?
Answer:
She met young Jack so early in the morning because her crimson silk purse had been stolen and she had seen Jack Barthwick stealing it.

Question 13.
What was the colour of the purse the Unknown Lady had kept in her reticule?
Answer:
The colour of the purse was crimson.

Question 14.
How much money was there in the purse of the Unknown Lady?
Answer:
There were seven pounds twelve pence in the purse of the Unknown Lady.

Question 15.
How did the Unknown Lady reach Jack’s house?
Answer:
She came to Jack’s house by a cab.

Question 16.
How much money did the senior Barthwick give to the Unknown Lady?
Answer:
The senior Barthwick gave eight pounds to the Unknown Lady.

B. Answer the following wings questions in about sixty words:

Question 1.
Describe the meeting between the Unknown Lady and Mrs Barthwick in your own words. What is the outcome of this meeting?
Or
What was the reaction of Mrs Barthwick after the meeting with the unknown lady? (M.P. Bourd 2012)
Answer:
A labour party candidate has won the by-election to the Parliament. This gives a shock to Mrs Barthwick. She blames the Uberals for encouraging the common people. She opposes any talk about reform or change in social policy She thinks that only the upper classes are patriotic while the socialists are selfish. The political discussion reveals the attitude of Mr and Mrs Barthwick who represent the upper classes.

Question 2.
Write a note on the dramatic significance of the Unknown Lady episode.
(M.P Board 2009.2015)
Answer:
The visit of the unknown lady serves a useful dramatic purpose. It throws light on Jack’s character. She reveals that Jack is a drunkard and a debauch. He associates with prostitutes. He is also a thief. In other words, he is as guilty as Jones. Thus, the lady’s visit is an important link in plot construction.

Question 3.
What transpires when Mr. Barthwick calls Mrs. Jones for a talk? (M.P. Board 2011)
Answer:
Mr. Barthwick feels ashamed of his son after hearing the unknown lady. He calls Jack danger to society He calls the young man criminal minded who deserves to get a good lesson. He tells the boy not c expect any help from him in future.

Question 4.
Do you feel that Mrs. Jones attempts to defend her husband during the Interview with
Mr. Barthwick?
Answer:
Mr. Barthwick interrogates Mrs. Jones about the theft of the silver box. This reveals several vital facts about her miserable life. She has got three school going children and she cannot support them. Her husband Is still jobless as well as troublesome. He extracts money from her for drinking. He is a groom by profession. She had an affair with him before their manage eight years ago. Her eldest son was born before marriage.

ACT II

A. Answer the following questions in one sentence each:

Question 1.
Describe in your words the room in which the Jones lived.
Answer:
The room in which the Jones lived was a base one with tattered oilcloth and damp, distempered walls. It has an air of tidy wretchedness.

Question 2.
How much rent was overdue on this couple?
Answer:
The couple had to pay fourteen shillings.

Question 3.
What did Jones propose to do with the money he had found in the crimson purse?
Answer:
He proposed to pay the rent with the money he had found in the crimson purse.

Question 4.
Why did Jones regret that he fathered the children?
Answer:
Because he fails to manage his family.

Question 5.
What did Jones propose to do with the silver box and the silk purse once he went
out of his room?
Answer:
Jones proposed to give it back.

Question 6.
Why did Mrs. Jones accuse her husband of spoiling her reputation?
Answer:
Because he has stolen the silver box and silk purse from her employer.

Question 7.
What excuse did Jones provide for picking up the Silver Box?
Answer:
He said that he was not a thief. Whatever he did was because of his drunken state.

Question 8.
Who is Snow? (MP. Board 2012)
Answer:
Snow is a detective.

Question 9.
What makes Snow come to the residence of Mrs. Jones?
Answer:
Snow comes to the residence of Mrs Jones with an intention to arrest her.

Question 10.
Why does Jones give a blow to Snow? (M.P. Board 2011)
Answer:
Because Jones knows that he was innocent.

Question 11.
How was Snow able to recognize that the Silver box belonged to the Barthwick family?
Answer:
The letters J.B. were carried on the silver box.

Question 12.
What did Jack say about the habits of the students of Oxford University?
Ans.
1-kr said that the students at Oxford University drank a bit hard.

Question 13.
Who was Roper?
Answer:
Roper was an advocate.

Question 14.
What did Roper ask Jack to do when he testifies In the court of law?
Answer:
Roper advised Jack not to say anything at all in the Court.

B. Answer the following questions in about sixty words:

Question 1.
What is the dramatic significance of the conversation between Mrs Jones and her husband? (MY. Board 2022)
Answer:
The conversation between Mrs. Jones and her husband is quite significant as it reveals the character of Mrs. Jones and her husband Jone& Mrs. Jones is an honest lady as when saw sees that her husband is having somebody else’s purse with money in it she enquires if it had any visiting card of its owner so that it may be returned. Similarl,; she also wants to give back the silver box to her employer, Mr. Barthwick and tell him everything honestly.

However, Jones is a drunkard and money minded person. He plans to leave his home and family and go to Canada with the money he got from the purse. Not caring about his family . It is also revealed that he was a drunkard like Barthwick’s son and loses control over himself in drunk state. The similarity between Jack Barthwick and Jones is revealed.

Question 2.
What does Jones want to do with the money he has got? What does he want to do in his future life? (M.P. Board 2015)
Answer:
Jones has stolen a silk purse. It has seven pounds in it. He calls it a loss of property with no name on it. As Mrs. Jones is an honest lady. She doesn’t look happy at it but Jones has no sense of guilt. He says that he will go to Canada to change his luck, He would live a happy life with another lady. He would live with freedom.

Question 3.
Give an account of the way the Silver Box was recovered from the residence of Jones. (M.P. Board 2011)
Answer:
When Mrs Jones detects the stolen purse, she thinks to return it to her employer, So, when Jones is out she shakes out his coat. The silver box falls down from the coat pocket. She looks hard at it but Jones snatches it from her hands with a promise that he would throw it away into the river along with the purse.

On the other hand, when Barthwick finds the box missing, he asks Snow, a detective, to search It. Snow, out of doubt, comes to Jones house just at the time when Jones is trying to take the box from his wife who takes it to go to return it to Barthwick. Snow detects the letters J.B. carried on it and is sure it
was the stolen one from Barthwick’s house.

Question 4.
What transpires between Roper and Mr. Barthwick? (M.P. Board 2015)
Answer:
Roper, the advocate, is shown in the play as Barthwick tells him about the silver box which is stolen not by the charwomanbut her loafer husband. Jones also says that Jack let him walk into the house. Jones then took away both the things, the silver box and the purse. The news might appear in the papers the next day. Jones is likely to make full use of the purse against his family.

Jack confesses so man things one by one. His mother tells him to forget the truth that he has led Jones into the house, offered him whisky and left the key in the lock of the door. Roper advises Jack not to say anything at all in the court. He should simply sar that he slept on the sofa. In fact, he needn’t attend the court at all. jacks feels great relief. Barthwick wants that Roper should see to it that the purse theft case is not referred to at all. Roper promises to manage the whole case. He then takes a leave.

ACT – III

A. Answer the Following Questions in one sentence each:

Question 1.
Where were the two little girls found by the police? (MP. Board 2015)
Answer:
The two little girls were found wandering in the streets.

Question 2.
What sort of a woman was the mother of the two unfortunate girls?
Answer:
Their mother was an improper person to have anything to do with her daughters.

Question 3.
Who was Livens?
Answer:
He was quiet, with grizzled hair, and, had a muffler for a collar. He was the father of the two little girls.

Question 4.
What did Livens tell the magistrate when he was asked to take care of the two little girls?
Answer:
He told that he had got no home and had been living from hand to mouth.

Question 5.
What was the reason that made the magistrate refuse to give the custody of the girls to their mother?
Answer:
The girls’ mother was gone.

Question 6.
What comment did Mr. Barthwick make regarding the case of the two little girls?
(M.P Board 2009, 2015)
Answer:
warthwick commented, “Most distressing! The more I see of it, the more important this
question of the people seems to become.”

Question 7.
Barthwick says, “I shall make a point of taking up cudgels in the House.” What does he mean by it?
Answer:
He intends to discuss this point in the parliament.

Question 8.
What were the two charges made by the police against Jones? (M.P. Board 2011)
Answer:
The two charges were of the stealing of the silver box and assaulting the police.

Question 9.
What was the official name of detective Snow? (MP. Board 2009)
Answer:
Snow’s official name was Robert Allow.

Question 10.
What questions did Jones ask Jack when the case was in progress before the
magistrate?
Ans.
Jones asked Jack, “Don’t you remember you said you were a liberal, same as your father, and you asked me what I was?”

Question 11.
What reason did Jones provide for taking the silver box?
Answer:
He said that he took it out of mistake.

Question 12.
Why does Jones, towards the end of the play say. “Call this justice?” (MP. Board 2015)
Answer:
Because he argues his points to defend his wife and son perfectly and asks the court not to punish the innocents.

B. Answer the following questions in about sixty words:

Question 1.
Write in your own words the proceedings of the case of the two little girls in the court. (MP. Board 2012)
Answer:
The Silver Box is based on the theme of social, economic and legal evils. It focuses on the suffering of poor families as a sult of unemployment and poverty The introduction of the two little girls shows how children suffer the most when homes break. Livens cannot find a ob. So, his wife leaves him and her daughters. Livens then puts his daughters in his sister’s house but she too cannot feed them. Finally, they are sent to a home for destitute children. The episode is very relevant to the theme of the play.

Question 2.
How does the case against Jones proceed in the court of law? (M.P Board 2009)
Answer:
The second case listed for the day is that of James Jones and Jane Jones. Barthwick whispers to his solicitor, Roper, to avoid any reference to the purse. The two charges against the accused relate to the theft of the silver box and assault on the police. Jones denies that he stole the box. He admits that he attacked the police but he has to say many things why he does so.

Question 3.
In the court Jones says about Jack, “I’ve done no worse than wot’e’ as. Wot I want to know is wot’s goin’ to be done to ‘im.” What is the significance of these words?
Answer:
Jones pleads his case very sensibly and forcefully. He justifies his action of taking away the silk purse and the silver box just out of spite and revenge. Jack has also snatched the purse from some woman for some reason, Both committed the offences in a state of drunken fit. So, Jones doesn’t think that he is guiltier than Jack. His argument is Convincing.

C. Provide answers to the following questions in about 150-200 words:

Question 1.
Write a summary of Act I of the play The Silver Box in your own words.
Answer:
Jack Barthwick returns home after midnight in a drunken state. He is the son of John Barthwick, a wealthy member of the Parliament, belonging to Liberal Party. Jack is helped in opening the lock of the house by Jones who is about thirty years of age and shabbily dressed. He is poor and jobless Jack staggers into his dinning room, carrying a velvet bag of some lady. The bag contains a crimson silk purse. He drops the purse and takes a cigarette out of the silver box.

He wants to give some tip to Jones but he has just one shilling in his pocket. So, he offers a drink to Jones in lieu of cash. He introduces himself to Jones and tells that he had a quarrel with a street walker and he snatched away her bag. He talls to a sleep on the sofa. Jones gulps in several pegs of whisky and is over drunk. He suddenly picks up the silver box and the red silk purse. He leaves the room very pleased that he has out beaten Jack.

Mrs Joncs works as a charwoman in Barthwick’s house In the morning, Wheeler, the maidservant tells Mrs Jones about Mr Jones’ misdeed. Mrs Jones admits that her husband maltreats her. He returns home at 2 AM. the previous night and used violence on her. She, however, links his ill-temper to heavy drinking and unemployment. She is worried about how to feed and support her three children. Marlow, the manservant, as well as Wheeler advise Mrs Jones to approach the court.

Mrs Jones sweeps the dining prom. Jack wakes up and complains of severe headache. Marlow finds the silver box missing. He suspects Mrs Jones stealing it. Mr John Barthwick is a prosperous elderly man. He is quiet and serious. He reads out the news of the success of the labour party in a by-election to Parliament. His wife is greatly perturbed. She fears that the Labour Party is hell bent on depriving the upper classes of their rights and property. Education, she says, has increased discontent among the Lower classes and servants have become rile.

John receives a dishonoured cheque for 40. It was drawn by Jack. Bouncing of cheque can put Jack in routle. John rebukes his son when the latter cornes for breakfast. Just then a young lady calls at the house. She complains Jack had quarrelled with her and taken away her bag. this disclosure shocks Harthwick and he sends for Jack. She demands that her purse containing a Quarry eight pounds should be restored to her. Jack returns with the empty bag.

Question 2.
Write a summary of Act II of The Silver Box in your own words.
Answer:
Jack Barthwick returns home after midnight in a drunken state. He is the son of John Barthwick, a wealthy member of the Parliament, belonging to Liberal Party. Jack is helped in opening the lock of the house by Jones who is about thirty years of age and shabbily dressed. He is poor and jobless Jack staggers into his dinning room, carrying a velvet bag of some lady. The bag contains a crimson silk purse. He drops the purse and takes a cigarette out of the silver box.

He wants to give some tip to Jones but he has just one shilling in his pocket. So, he offers a drink to Jones in lieu of cash. He introduces himself to Jones and tells that he had a quarrel with a street walker and he snatched away her bag. He talls to a sleep on the sofa. Jones gulps in several pegs of whisky and is over drunk. He suddenly picks up the silver box and the red silk purse. He leaves the room very pleased that he has out beaten Jack.

Mrs Jones works as a charwoman in Barthwick’s house In the morning, Wheeler, the maidservant tells Mrs Jones about Mr Jones’ misdeed. Mrs Jones admits that her husband maltreats her. He returns home at 2 AM. the previous night and used violence on her. She, however, links his ill-temper to heavy drinking and unemployment. She is worried about how to feed and support her three children. Marlow, the manservant, as well as Wheeler advise Mrs Jones to approach the court.

Mrs Jones sweeps the dining prom. Jack wakes up and complains of severe headache. Marlow finds the silver box missing. He suspects Mrs Jones stealing it. Mr John Barthwick is a prosperous elderly man. He is quiet and serious. He reads out the news of the success of the labour party in a by-election to Parliament. His wife is greatly perturbed. She fears that the Labour Party is hell bent on depriving the upper classes of their rights and property. Education, she says, has increased discontent among the Lower classes and servants have become rile.

John receives a dishonoured cheque for 40. It was drawn by Jack. Bouncing of cheque can put Jack in routle. John rebukes his son when the latter cornes for breakfast. Just then a young lady calls at the house. She complains Jack had quarrelled with her and taken away her bag. this disclosure shocks Harthwick and he sends for Jack. She demands that her purse containing a Quarry eight pounds should be restored to her. Jack returns with the empty bag.

Question 3.
Write a summary of Act Ill of the play The Silver Box.
Answer:
Jack Barthwick returns home after midnight in a drunken state. He is the son of John Barthwick, a wealthy member of the Parliament, belonging to Liberal Party. Jack is helped in opening the lock of the house by Jones who is about thirty years of age and shabbily dressed. He is poor and jobless Jack staggers into his dinning room, carrying a velvet bag of some lady. The bag contains a crimson silk purse. He drops the purse and takes a cigarette out of the silver box.

He wants to give some tip to Jones but he has just one shilling in his pocket. So, he offers a drink to Jones in lieu of cash. He introduces himself to Jones and tells that he had a quarrel with a street walker and he snatched away her bag. He talls to a sleep on the sofa. Jones gulps in several pegs of whisky and is over drunk. He suddenly picks up the silver box and the red silk purse. He leaves the room very pleased that he has out beaten Jack.

Mrs Joncs works as a charwoman in Barthwick’s house In the morning, Wheeler, the maidservant tells Mrs Jones about Mr Jones’ misdeed. Mrs Jones admits that her husband maltreats her. He returns home at 2 AM. the previous night and used violence on her. She, however, links his ill-temper to heavy drinking and unemployment. She is worried about how to feed and support her three children. Marlow, the manservant, as well as Wheeler advise Mrs Jones to approach the court.

Mrs Jones sweeps the dining prom. Jack wakes up and complains of severe headache. Marlow finds the silver box missing. He suspects Mrs Jones stealing it. Mr John Barthwick is a prosperous elderly man. He is quiet and serious. He reads out the news of the success of the labour party in a by-election to Parliament. His wife is greatly perturbed. She fears that the Labour Party is hell bent on depriving the upper classes of their rights and property. Education, she says, has increased discontent among the Lower classes and servants have become rile.

John receives a dishonoured cheque for 40. It was drawn by Jack. Bouncing of cheque can put Jack in routle. John rebukes his son when the latter cornes for breakfast. Just then a young lady calls at the house. She complains Jack had quarrelled with her and taken away her bag. this disclosure shocks Harthwick and he sends for Jack. She demands that her purse containing a Quarry eight pounds should be restored to her. Jack returns with the empty bag.

Question 4.
Write a critical appreciation of the play The Silver Box.
Answer:
The Silver Box, Galsworthy’s first dramatic work, is a three act play The author calls it a ‘social comedy’ but it is comic only in the satirical portraits of characters in the society and the law courts. There is a bogus liberal M.P.,John Barthwick who loves fine phrases and speaks as if he were addressing his voters. However, he turns the moment cool when his own interests are threatenj, Then, there is his foolish and self-centred wife who would side with her good-for-nothing son at all cost. She regards Jones as a dangerous fellow.

Their son, Jack, is thoroughly spoiled. He is debauched, a thief and a liar. For the Barthwick, life is a comedy because they wield power, position and contacts but they are the real criminals. For poor Mrs Jones and her children, the play is a ‘social tragedy’. Inspite of her complete innocence they become victims of a horrible miscarriage of justice.

She suffers bashing by her own husband. She is arrested for the crime committed by him. Her children go hungry Her employer accuses her of stealing the silver box. Towards the end, she is left alone without a job, only to starve. Strangely enough, the dramatist calls has play a comedy, perhaps because we are left at the end smiling ironically at the unfairness of the world.

The central theme of the play is the operation of law as it affects the rich and the poor, There are two sharply contrasted groups in the play. One consists of a bogus liberal M.P., his foolish wife and his spoilt son. He has got wealth, and positions and outward respectability. They guard their reputation, even by using unfair me

They can easily buy detectives, constables, and magistrates. The scales of justice are tilted in their favour. The other group consists of Jones, his wife and children. This family is poor, miserable, and defenceless. They are charged with theft and violence. Jones is found guilty of assaulting a public servant on dut)’ He can’t hire any advocate to defend him. He argues his own case but his voice is muffled and he is sent to prison with hard labour. Jack who is equally guilty of stealing a prostitute’s purse, gets a clean chit in the court. Thus, we find police, lawyers, law, in the play very weak. The law in our so-called civilized society has taken the place of ancient tyrants.

It crushes down the innocent. The Silver Box is a penetrating study of life in Edwardian England. It is as true and relevant today as it was centuries ago. The law remains the handmaid of the rich and the ruling class. The poor somehow manages to keep breathing.

Question 5.
Justify the title of the play The Silver Box. (M.P Board 2011)
Answer:
Galsworthy’s original title for The Silver Box was first given the title The Cigarette Box. Both essentialy meon the same thing an expensive cigarette case. It is the central thing in the plot. The entire story revolves around it. Jones, an out-of-work poor man, is tempted one night to take it away from wealthy Jack’s house. Mr. Barthwick first points his accusing finger at his charwoman. Mrs. Jones. She discovers it by chance at her house.

She insists on returning it to its owner. There is a scuffle. Jones wants to throw it into the river. At this crucial moment, a detective, Mr Snow enters the room and recovers the stolen box. He draws Mrs Jones on charge of theft to the police station. Jones attacks the policeman on duty He, too, is arrested. Both are produced in the court. The dishonest Magistrate, the constable and the advocate, Roper. shield Jack. Jones is convicted., though not on charge of stealing the box but of assaulting a public servant on duty. Thus, we see the cigarette box dominates the events from cover to cover.

All conflicts and suffering arise from it. The word ‘silver’ gives to the title the colour of a class struggle between the rich and the poor. Silver is the symbol of riches. Hence the title The Silver Box is more appropriate and effective than The Cigarette Box.

Question 6.
Write a character sketch of Mr. Barthwick. M.P. Board 2012, 2016)
Answer:
Galsworthy’s characters are neither glorious heroes nor outright villains- They are true to life. Most of them are ordinary men and women who meet with us everyday. Jack belongs to the aristocratic class, although he himself is a spoilt and dissolute youngman. His father John Barthwick is a Member of the British Parliament. He is rich and influential. Jack has all the advantages of his father’s status and purse. He becomes easy-going and pleasure-loving. He is pampered further by his mother. He is studying at Oxford where boys drink freely and mix with street women and he admits this fact with shameless pride.

Jack spends money recklessly. So, he is always hard up and penniless. He issues a cheque which is dishonoured by the bank. He runs the risk of prosecution for cheating or deception. He has ‘just one shilling in his pocket when he seeks Jones’ help. So, he allows Jones to drink, smoke and even take away whatever he likes. He quarrels with his father about money. He demands more money to spend recklessly on his pleasure hunting. He snatches away the handbag of a lady in a drunken fit of anger. The lady complains to his father who agrees to pay her eight pounds.

Jack has no moral scruples. He mixes with women of loose character. He quarrels with one and snatches away her velvet handbag, containing all her money in a purse. In the court, he tells lies on the inducement by his defence council. Roper. The refuses to recognise Jones and pretends forgetfulness.

Jack happens to be guilty of the same offence as Jones. Both have the same weaknesses for wine and women. Both steal and are made to stand in the witness box. However, Jack is shielded by his father and the advocate. He goes scot-free while Jones gets one month’s rigorous imprisonment. however, Jack is not a downright wicked villain. He is not a deliberate thief. He is a product of an unjust system and economic order. He is pampered chiefly by his mother.

Question 7.
Write a character.sketch of Jones.
Answer:
The Silver Box is a modern and magnificent play. It has a galaxy of characters most of whom have their failings and vices. The only noble character who wins our sympathy and pity is Mrs. Jones. She is a good woman who wishes to bring up her children properly. She is honest, sincere, and dutiful to the core, She claims no privileges and asks no favours.

Yet, she suffers the most. She suffers the drunken brute of a husband at home. She is falsely accused of stealing a silver box by her employer. When Jones is hauled upon charges of theft and violence, poor Mrs Jones is left jobless to starve. Mrs Jones is slim with dark eyes and oval face. Her voice is soft, smooth and even. She is gentle and modest. She doesn’t have the aggressive nature of her husband. Her Lamb-lc
docility annoys her husband. He calls her milky maid who hasn’t even the spirit of a louse.

She accepts her lot without complaint or murmur. lier self-effacement gives a peculiar grace to her personality. Mrs. Jones is born under an unlucky star. She is a victim of malicious fate as well associety. First, she, suffers the tyranny of her husband who beats her cruelly in a state of drunkenness? He accuses of her being unfaithful and even threatens to cut her throat but she bears Lt calnily as a good and faithful wife. She tries to spot his good points.

She cannot take a firm decision to leave him. She tries to explain that his violence and cruelty are due to his heavy drinking and unemployment. She says: “Of course, I know he has a very hard life. And he is fond of the children and it’s very hard for him to see them going without food’. She affirms that Jones is kind and generous when he is sober. She tries her best to save her man from the grip of law.

Mrs Jones is completely innocent of theft. Yet she loses her reputation as well as job. She and her children are left to starve. The court verdict hits her the hardest in three ways. Her husband is sent to jail. She loses her job in Barthwick’s house. She loses her reputation as she is throw out of her lodging. The machinery of law crushes her. Her undeserved suffering is indeed tragic. She is simple. honest, and truthful. She condemns Jones’ action of stealing somebody else’s purse.

She reveals frankly that she had ,in affair with Jones before she married him and that it caused a scandal and costed Jones his job. On the whole, Mrs Jones appeals powerfully to our sense of sympathy and pity.

Question 8.
“The play is an attack on the hypocrisy of the British higher class. Discuss. (Mp Board 2011, 2012)
Answer:
The Silver Box presents, in fact, the on.going class war in the whole world. The society is broadly divided into the upper class and the lower class, the rich and the poor, the rulers and the ruled. John Barthwick represents the upper middle class. He is a liberal Member of Parliament. He has lofty principles about social reforms. He wants all parties to have their representatives in the Parliament. He professes sympathy for the poor. He seems to be deeply moved during the case hearing of Livens. He decides to raise the issue of the downtrodden in the house.

However, Barthwick’s sympathy for the poor is only skin-deep. He thinks that the poor are committing the folly of distrusting the rich and they themselves are largely responsible for their misery. “If they would only trust us (the upper class) they get on so much better.” He doesn’t realise that the poor are victims of social apathy and ruthless laws.

Barthwick is a bogus liberal. His hypocrisy and selfishness are clearly exposed. He is mortally afraid of a public scandal. He helps Jack Out of trouble twice in order to save his own good name from damage. He seeks the help of Snow aid Roper to drop the charge of theft againstJones. “Better to have lost a dozen cigarette boxes, and said nothing about it.” He decides to make enquiries about the stolen box because it is a question of his principle but he makes Jack tell a lie in the court. At the end when Mrs. Jones turns to him with an appeal, he turns his back upon her and goes away like a coward. The author’s estimate of Barthwick is very fair.

Question 9.
What shortcomings of the British judicial system emerge out of the play?
Answer:
The Silver Box may be regarded as a problematic play. It is a social tragedy. The victims are poor Jones, his wife and children. The victimiser in the case is not so much the wealthy liberal, Mr. Barthwick as law itself. Galsworthy indicts the established institution of law courts which is held in the highest esteem for its fairness. The ground reality is that the scales of justice are tilted in favour of men of position and wealth. The principle of equality before law is a paper tiger, a legal fiction.

Jack and Jones are equally wicked. Both are equally guilty of misconduct, moral degradation and stealing but the law treats them differently. Jack is able to get the support and protection provided by his father, the advocate, and the constable. His offence of stealing is ignored and the Magistrate acquits him. However poor Jones who pleads his case himself, is silenced and sent to prison. The clear message conveyed by the play is that Justice is not blind, she is just ashamed to watch.

Question 10.
Discuss the play’s relevance in the present day circumstances.
Answer:
The Silver Box was written ninety years ago. It presented a picture of the English society when industrial revolution had set in. The society was dominated by a handful of aristocrats who also wielded political power. They guarded their privileges and property most ruthlessly. They looked down upon the working class, Mrs. Barthwick expressed her fear of the servants and the labour class in plain words. She pointed out that the servants had become secretive and unreliable. The lower classes had no patriotic feeling, no moral character.

What they wanted was to grab the wealth of the upper classes. Barthwick also agrees with her that the upper classes should join hands to fight socialism, Besides pointing to the class war, the play also ridicules the judiciary and the law which favoured the rich and crushed the poor. The social picture of England, in the beginning of the twenty century was not changed.

The class conflicts were still plaguing the society in every country The play is very relevant even in present day circumstances. Capitalism versus communism or socialism is the hottest topic even today In Indian society a handful of business houses are the real rulers and master of the masses. They run the administration through their handpicked political leaders and top officers. Millions of people live in slums and on footpaths in sub-human conditions. Crimes are increasing. The evil of drinking is spreading fast. Galsworthy made a perfect prophecy in his plays.

Question 11.
“Drinking affects the high and the low alike.” Illustrate the proposition on the basis of your study of the play.
Answer:
The Silver Box deals with the family drama of two persons John Barthwick and James Jones. The former is a wealthy M.P. He has liberal views in theory but he can go to any length to save his family’s reputation and his private property. He is not a socialist who demands economic equality and an end to class distinction. He has a pampered son, Jack, studying at Oxford. Jack is given to drinking,. womanising and spending lavishly

He has no respect for anybody, not even for his father. He has no moral scruples? Mrs Barthwick harps on the respectability of the family, the innocence of her son, and the evil designs of the lower classes. Jones represents the dispossessed class, the poor working class. His family consists of his wife and three children. He is out-of-work. He is willing to work but he cannot get work.

Mrs Jones works as a charwoman in the house of Barthwick where she is accused of stealing the silver There is a lot of similarity between Jack and Jones. Both are reckless in their conduct. Both drink too much and both after other women. Both are guilty of robbing or stealing. Jack snatches away the purse of a prostitute. Jones steals away that silk purse along with a silver box. Both are characterless.

If Barthwick shows concern for his own reputation, Jones becomes violent to protect the honour and good name of hi respectable wife. He frees her from the false charge of theft. Barthwick is a bogus liberal, a hypocrite. He doesn’t hesitate to destroy a weak family. His son, Jack, tells lies and robs a woman of her purse. Mrs Jones. on the other hand, is very honest, sincere and submissive. Thus, Jones family is in a way better than Barthwick’s family.

The Silver Box Summary in English

Jack Barthwick returns home after midnight in a drunken state. He is the son of John Barthwick, a wealthy member of the Parliament, belonging to Liberal Party. Jack is helped in opening the lock of the house by Jones who is about thirty years of age and shabbily dressed. He is poor and jobless Jack staggers into his dinning room, carrying a velvet bag of some lady. The bag contains a crimson silk purse. He drops the purse and takes a cigarette out of the silver box.

He wants to give some tip to Jones but he has just one shilling in his pocket. So, he offers a drink to Jones in lieu of cash. He introduces himself to Jones and tells that he had a quarrel with a street walker and he snatched away her bag. He talls to a sleep on the sofa. Jones gulps in several pegs of whisky and is over drunk. He suddenly picks up the silver box and the red silk purse. He leaves the room very pleased that he has out beaten Jack.

Mrs Joncs works as a charwoman in Barthwick’s house In the morning, Wheeler, the maidservant tells Mrs Jones about Mr Jones’ misdeed. Mrs Jones admits that her husband maltreats her. He returns home at 2 AM. the previous night and used violence on her. She, however, links his ill-temper to heavy drinking and unemployment. She is worried about how to feed and support her three children. Marlow, the manservant, as well as Wheeler advise Mrs Jones to approach the court.

Mrs Jones sweeps the dining prom. Jack wakes up and complains of severe headache. Marlow finds the silver box missing. He suspects Mrs Jones stealing it. Mr John Barthwick is a prosperous elderly man. He is quiet and serious. He reads out the news of the success of the labour party in a by-election to Parliament. His wife is greatly perturbed. She fears that the Labour Party is hell bent on depriving the upper classes of their rights and property. Education, she says, has increased discontent among the Lower classes and servants have become rile.

John receives a dishonoured cheque for 40. It was drawn by Jack. Bouncing of cheque can put Jack in routle. John rebukes his son when the latter cornes for breakfast. Just then a young lady calls at the house. She complains Jack had quarrelled with her and taken away her bag. this disclosure shocks Harthwick and he sends for Jack. She demands that her purse containing a Quarry eight pounds should be restored to her. Jack returns with the empty bag.

She threatens to lodge a complaint of theft against Jack. Barthwick pays her eight pounds and settles the daim. After she is gone, John rebukes Jack and calls him a nuisance to society. Jack replies rudely that he (his lather) has helped him simply because be is afraid of a scandal. John feels uneasy. Marlow reports the loss of the silver box. Mr, Barthwick is shocked at this theft and decides to investigate the whole affair.

He cross examines Mrs Tones to get out information about her past and present circumstances. She reveals that her first child was born before Jones married her. This caused a scandal and Jones was dismissed by his employer. He maltreats her but he is not wicked. She lives in a too for 6 shillings a week. Her rent is in arrears.

She herself receives only half a crown for a full days’ work. She says that she has no knowledge of the silver box. In Jones’ house, Mrs Seddon, the landlady comes to collect the rent. Jones gives her a pound and she goes away. Then, he takes out the crimson purse. He says that he got it by chance lying unclaimed on the road and containing more than seven pounds. He has no sense of guilt. He plans to go to Canada to change his luck. Mrs Jones shakes out his coat and the silver box falls down, It is the same box she was questioned about.

Jones says that he took it under the effect of liquor. He promises to throw it into the river. He hates to be called a thief but Mrs Jones is not satisfied with this explanation. She accuses him of ruining her reputation. Jones calls himself no worse than Jack. While the row is on, Robert Snow a detective in plain clothes comes in. He puts his hand on the box and declares to arrest Mrs Jones. Jones confesses that he has stolen the box, not his wife.

As Snow pulls Mrs Jones to the door and blows his whistle to call other policemen, Jones strikes a’blow upon him. Snow cornes to see John Barthwick and produces the silver box. He informs that Jones has been taken into custody for assaulting him in the discharge of his duty He also reports that lack himself had let him enter the house and offered him a drink. Jones is likely to make the same statement before the Police Magistrate. Snow concludes with the information that he has also recovered a red silk purse with money in it from Jones’ pocket.

Mr Barthwick now desires that the whole affair to be hushed up. He professes sympathy with the poor and asks Snow to drop proceedings against Jones. Snow makes it clear that Jones will have to be tried for assaulting a public servant. He advises John to engage a solicitor to defend his son. He takes away the silver box as it has to be produced in the court. John Barthwick is greatly alarmed. He is afraid of bad publicity in the press. His reputation is at stake. Mrs Barthwick is shocked to hear the details from Jack himself. John says in desperation, “Better to have lost a dozen cigarette boxes, and said nothing about it.” Roper, the solicitor, arrives.

John informs him that the charwoman is innocent, her husband had taken away the purse and the box, when he was let into the house by Jack himself. He reveals his fear that the newspapers would give him a bad name if Jones makes a fuss about the purse. The mother asks Jack to speak the truth and say that he never let Jones into the house. Roper’s advice is that Jack should say nothing about the events of the previous night. Jack is tutored to say that he does not remember anything at all.

After this, Jones and his wife are presented in the court. Mrs Barthwick again reminds his lawyer to keep the red purse out of the case. The hearing begins. Marlow, the first witness, tells about the theft of the silver box. Robert Snow, the detective, tells how he received the box from Jones house. He also reports that Jones used violence against him. Jones says in self-defence that he took to violence because Snow insisted on taking his wife into custody Jones says that he had never before been brought to a police court. He admits that he took away the silver box in his fit of drunkenness.

Jack is called into the witness box. He swears that he will speak the truth but he pretends to remember nothing, that he does not know Jones and never met him before. When Iones tries to remind him of the incident, Roper intervenes to say that Jones’ questions are not relevant. Jones asks the magistrate to question Jack why he took the lady’s purse.

Roper intervenes again and requests the magistrate to let Jack leave the witness box. Thus, the theft of the purse by Jack, an important issue in the case, is side tracked. The magistrate acquits Mrs Jones and sets her free. He finds Jones guilty of misconduct of attacking a public servant on duty He declares that people like Jones are a nuisance to the community.

Jack remembers that, the same words were used for him by his father. Jones is sentenced to one months imprisonment with hard labour: “Call this justice? What about him? He got drunk! He took the puts His complaint is that Jack is equally guilty and merits punishment but his cry goes unheard. The court adjourns for lunch. Roper speaks to the reporter not to write anything damaging about the Barthwick family. Jack walks out of the court proudly. Mr Barthwick unhears finally the appeal of Mrs Jones for employment.

The Silver Box Summary in Hindi

जैक बार्थबिक अपने घर नशे में धुत आधी रात के बाद लौटता है। वह जॉन बार्थविक का बेटा है जो संसद के धनी सदस्य हैं और लिबरल पार्टी के खेमे के हैं। जैक को अपना दरवाज़ा खोलने में एक व्यक्ति जोन्स सहायता करता है जो लगभग तीस वर्ष का है और गंदे वस्त्र पहने हैं। वह निर्धन और नौकरीविहीन है। जैक लड़खड़ाता हुआ अपने भोजन कक्ष में प्रवेश करता है उसके हाथ में किसी महिला का बैग है जिसमें एक लाल रेशमी पर्स है वह पर्स भूमि पर गिरा देता है तथा चाँदी के डिब्बे से सिगरेट निकालता है। वह जोन्स को कुछ बख्शीश देना चाहता है पर उसकी जेब में मात्र एक शिलिंग ही है। इस कारण वह जोन्स को नगदी के बदले में एक व्हिसकी का पेग दे देता है। वह अपना परिचय जोन्स को देता है तथा उसे बताता है मेरा झगड़ा एक पतिता से हो गया था। इस कारण मने उसका बैग छीन लिया। वह सोफे पर ही सो जाता है। जोन्स कई पेग गले से उतार लेता है तथा नशे में चूर हो जाता है। वह सहसा चाँदी का डिब्बा तथा लाल रेशमी पर्स उठा लेता है। वह बहुत प्रसन्न मुद्रा में घर से बाहर निकलता है कि उसने जैक को उल्लू बना दिया है।

मिसेज जोन्स बार्थविक परिवार में नौकरानी का काम करती है। प्रातः अन्य सेविका व्हीलर, जोन्स को उसके पति की करतूतों के बारे में बतलाती है। मिसेज जोन्स स्वीकार करती है कि उसका पति उसके साथ बुरा व्यवहार करता है। वह पिछली रात दो बजे घर लौटा तथा उसने मारपीट की। पर उसके क्रोध का कारण वह उसका मद्यपान तथा बेरोज़गारी बताती है। उसे चिन्ता है कि किस प्रकार से अपने तीनों बच्चों का भरण-पोषण करेगी। मार्लो नौकर तथा व्हीलर नौकरानी उसे सलाह देते हैं कि वह न्यायालय का दरवाजा खटखटाए।

मिसेज जोन्स कमरे में झाडू लगाती है। जैक जग जाता है तथा सख्त सरदर्द की शिकायत करता है। मार्लो को पता चलता है कि चाँदी का सिगरेट केस गायब है। वह मिसेज जोन्स पर संदेह करता है। मि. जॉन बार्थविक एक धनी, बड़ी आयु के व्यक्ति हैं। वह शांत स्वभाव तथा गंभीर रहने वाले व्यक्ति हैं। वह लेबर पार्टी के उम्मीदवार की उपचुनाव के विजय का समाचार पढ़ते हैं। उनकी पत्नी चिन्तित हो जाती है। उसे भय है कि लेबर पार्टी उच्च वर्गों के अधिकारों तथा सम्पत्ति को हड़प करने पर उतारू है। वह कहती है कि शिक्षा ने निम्न वर्गों में असंतोष बढ़ा दिया है तथा नौकर अब अभद्र हो गए हैं। जॉन के पास एक 40 पौण्ड का चेक लौट कर आता है जिसे बैंक ने कैश नहीं किया है। वह चेक जैक ने काटा थी।

चेक का भुगतान न होना एक अपराध है और जैक संकट में पड़ सकता है। जॉन अपने बेटे को जब वह नाश्ते के लिए आता है तो डॉट लगाते हैं। तभी एक युवती घर पर आती है। उसकी शिकायत है कि जैक ने उससे झगड़ा किया था और उसका बैग छीन लिया था। यह सुनकर बार्थविक को ठेस लगती है और वह जैक को बलावा भेजते हैं। महिला चाहती है कि उसका पर्स जिसमें आठ पीण्ड के लगभग रकम रखी थी, उसे लौटा दिया जाए। जैक खाली बैग ले जाता है। युवती धमकी देती है कि जैक के विरुद्ध शिकायत दर्ज कर देगी। बार्थविक उसे आठ पौण्ड देकर मामला रफा-दफा कर देते हैं। उसके जाने के पश्चात जॉन, जैक को फटकारते हैं तथा उसे समाज के लिए एक सिरदर्द बताते हैं। जैक अभद्रतापूर्वक उत्तर देता है कि आपने मेरी सहायता मात्र इस कारण की कि आपको बदनामी का डर था। जॉन दुखी हो जाते हैं।

मार्लो चाँदी केस के खोने का समाचार लाता है। मि. बार्थविक को इस चोरी की बात सुनकर आघात लगता है। वह इस मामले की गहरी छानबीन करने का निश्चय करते हैं। वह मिसेज जोन्स से पूछताछ करते हैं ताकि उसके विगत जीवन तथा वर्तमान की स्थिति की जानकारी पा लें। वह बताती है कि उसका पहला बच्चा उसका जोन्स से वियाह होने के पूर्व ही हो गया था। इससे बदनामी हो गयी तथा जोन्स को नौकरी से हाथ धोना पड़ा। वह उसके साथ बुरा व्यवहार तो करता है, पर शैतान नहीं है। वह 6 शिलिंग प्रति सप्ताह किराये वाले एक कमरे में रह रही है। उसका किराया अभी चढ़ा हुआ है। वह स्वयं सारा दिन काम करने पर आधा क्राउन कमा पाती है। वह कहती है कि उसे चाँदी के डिब्बे की कोई जानकारी नहीं है।

जोन्स के घर मिस सेडन किराया वसूलने आती है। जोन्स उसे एक पौंड थमाकर रवाना कर देता है। फिर वह लाल पर्स निकालता है। वह कहता है वह मझे अचानक सड़क पर पड़ा मिल गया था। इसमें सात पौण्ड भी हैं। उसके मन में कोई अपराधी होने का भय नहीं है। वह योजना बना रहा है कि केनेडा जाकर अपना भाग्य आजमाये। मिसेज जोन्स उसका कोट झाड़ती है, उसमें से चाँदी का डिब्बा फर्श पर गिर जाता है। यह वही डिब्बा है जिसके बारे में उससे पूछताछ हो रही थी। जोन्स बताता है कि उसने यह डिब्बा नशे की स्थिति में उठा लिया था और वह उसे नदी में फेंक देने का वायदा भी करता है। वह चोर कहलाने से घृणा करता है। पर मिसेज जोन्स उसकी व्याख्या से संतुष्ट नहीं होती। वह आरोप लगाती है कि जोन्स ने छवि बरबाद कर दी है, जोन्स कहता है कि वह जैक से अधिक बरा नहीं है।

जब झगड़ा चल रहा है, स्नो, जो एक जासूस है सादे वस्त्रों में आता है। वह डिब्बे को हथिया लेता है तथा मिसेज जोन्स को हिरासत में लेना चाहता है। जोन्स स्वीकार कर लेता है कि डिब्बा उसने चुराया था, उसकी पत्नी ने नहीं। जब स्नो मिसेज जोन्स को द्वार तक ले जाता है और अन्य सिपाहियों को बुलाने हेतु सीटी बजाता है तो जोन्स उसे पीट देता है।

स्नो फिर जॉन बार्थविक से मिलने आता है और चाँदी का डिब्बा दिखाता है। वह सूचना देता है कि जोन्स को हिरासत में ले लिया गया है क्योंकि उसने उसे पीटा। वह यह भी बताता है कि स्वयं जैक ने जोन्स को घर में प्रवेश करने दिया था तथा उसे मदिरापान कराया था। नितान्त संभव है कि जोन्स यही बयान पुलिस न्यायाधीश के सामने देगा। स्नो अंत में सूचना देता है कि जोन्स की जेब से पैसा सहित एक लाल रेशमी पर्स भी काबू किया गया है।

मि. बार्थनिक अब चाहते हैं कि सारा मामला ठण्डा कर दिया जाए। वह गरीबों के प्रति अपनी सहानुभूति व्यक्त करते हैं तथा स्नो को कहते हैं कि जोन्स के विरुद्ध मुकदमा न चलाया जाए। स्नो स्पष्ट करता है कि जोन्स पर एक सरकारी नौकर पर हमला करने का आरोप है जिसके लिए उस पर अदालती कार्रवाई होनी ही है। वह जॉन को सलाह देता है कि अपने बेटे के बचाव के लिए किसी वकील को अनुबद्ध कर ले। वह चाँदी केस को साथ ले जाता है क्योंकि इसे न्यायालय में पेश करना है।

जॉन बार्थविक को बहुत डर लगता है। उन्हें समाचार पत्रों में की जाने वाली बदनामी का भय है। उसकी छवि दाँव पर लगी है। जैक के मुँह से सारी घटना सुनकर माँ को गहरा आघात लगता है। जॉन कह उठते हैं कि इससे तो एक दर्जन सिगरेट केस खो देना अच्छा था जिनके बारे में एक शब्द भी न बोलते।
वकील रोपर आ जाता है। जॉन उसे बताते हैं कि नौकरानी मिसेज जोन्स निर्दोष है, उसका पति ही पर्स और डिब्बा उठा ले गया था जब जैक ने स्वयं उसे घर के अंदर बुला लिया था। वह अपना भय बताता है कि समाचार पत्र उसे बदनाम कर देंगे यदि जोन्स पर्स का मामला उठा देता है। माँ जैक को कहती है कि सच-सच बता देना कि तुमने जोन्स को घर के अंदर नहीं बुलाया। रोपर सलाह देता है कि जैक पिछली रात की घटना का कोई ज़िक्र न करे। जैक को पढ़ा दिया जाता है कि वह कहे कि उसे कुछ भी याद नहीं।

एक सप्ताह पश्चात पुलिस अदालत में मजिस्ट्रेट पहले तो दो बेघर छोटी लड़कियों का केस सुनता है। उन्हें घूमता पाया गया था। उनका पिता बताता है कि वह बेरोजगार है तथा अपनी बेटियों को नहीं पाल सकता। उसकी पत्नी उसे छोड़कर किसी अन्य व्यक्ति के साथ भाग गई है। लड़कियों को एक सप्ताह के लिए पुलिस संरक्षण में रख लिया जाता है।

इसके पश्चात जोन्स और उसकी पत्नी को न्यायालय में पेश किया जाता है। मि. बार्थविक पुनः अपने वकील रोपर को याद दिलाते हैं कि लाल पर्स का जिक्र केस में न आने पाए। सुनवाई प्रारम्भ होती है पहला गवाह मार्लो चाँदी के डिब्बे के खो जाने का विवरण देता है। रॉबर्ट स्नो, जो जासूस हैं, बताते हैं कि किस प्रकार से उन्होंने डिव्या जोन्स के घर में बरामद किया। वह यह भी बताते हैं कि जोन्स ने उनके साथ मारपीट की। जोन्स आत्मपक्ष में कहता है कि उसे वार करना पड़ा क्योंकि स्नो उसकी पत्नी को हिरासत में ले जाने की हठ कर रहे थे। जोन्स कहता है उसे आज से पूर्व कभी पुलिस अदालत में पेश नहीं होना पड़ा। वह स्वीकार करता है कि उसने चाँदी का डिब्बा नशे की स्थिति में उठा लिया था।

जैक को कटघरे में बुलाया जाता है। वह शपथ लेता है कि सत्य बोलेगा पर वह झूठ बोलता है कि उसे कुछ भी याद नहीं है, कि वह जोन्स को नहीं जानता और न ही उससे कभी मिला था। जब जोन्स उसे घटना का स्मरण कराता है तो रोपर दखल देता है कि जोन्स के प्रश्न असंगत हैं। जोन्स मजिस्ट्रेट से कहता है कि जैक से पूछे कि उसने महिला का पर्स क्यों छीना था। रोपर पुनः बोल पड़ता है और मजिस्ट्रेट से कहता है कि जैक को कटघरे से चले जाने की अनुमति दे दे। इस प्रकार से जैक द्वारा पर्स को चोरी का मामला जो महत्त्वपूर्ण था, छोड़ दिया जाता है।

मजिस्ट्रेट मिसेज जोन्स को बरी मुक्त कर देता है। वह जोन्स को अपराधी ठहराता है कि उसने ड्यूटी कर रहे सरकारी कर्मचारी पर वार किया। वह कहता है, कि उस जैसे लोग समाज के लिए घातक हैं। जैक को याद आता है कि यही शब्द उसके पिता ने उसके लिए कहे थे। जोन्स को एक माह का कठोर कारावास मिलता है। जोन्स स्वयं को घोर अन्याय का शिकार कहता है। वह चीख कर कहता है-इसे न्याय कहते हैं? उस जैक के साथ क्या हुआ? वह भी नशे में चूर था! उसने पर्स चुराया!” उसकी शिकायत है कि जैक भी उतना ही दोषी है तथा उसे भी दंड मिलना चाहिए पर उसकी आवाज़ अनसुनी कर दी जाती है। कोर्ट लंच के लिए बंद हो जाता है। रोपर प्रेस संवाददाता से निवेदन करता है कि बार्थविक परिवार के विरुद्ध कुछ भी न लिखे। जैक अदालत से गर्वपूर्वक बाहर निकलता है। मि. वार्थविक मिसेज जोन्स की नौकरी बहाल रखने की अपील अनसुनी कर देते हैं।

The Silver Box Word Meaning

MP Board Class 12th English A Voyage Textbook (Fiction and Drama)

• Invocation Class 12 Questions And Answers
• The Diamond Necklace Class 12 Questions And Answers
• Goodbye Party for Miss Pushpa T.S. Class 12 Questions And Answers
• Dream-Children: A Reverie Class 12 Questions And Answers
• Our Casuarina Tree Class 12 Questions And Answers
• If the Well Goes Dry Class 12 Questions And Answers
• A Prayer for My Daughter Class 12 Questions And Answers
• The Beggar Class 12 Questions And Answers
• After Apple-Picking Class 12 Questions And Answers
• On Umbrella Morals Class 12 Questions And Answers
• My Father Travels Class 12 Questions And Answers
• Youth and the Tasks Ahead Class 12 Questions And Answers
• On His Being Arrived at the Age of Twenty-three Class 12 Questions And Answers
• Albert-Einstein at School Class 12 Questions And Answers
• To Autumn Class 12 Questions And Answers
• Netaji Subhash Chandra Bose Class 12 Questions And Answers
• The Last Ride Together Class 12 Questions And Answers
• The Abominable Snowman Class 12 Questions And Answers
• The Gita and Swadharma Class 12 Questions And Answers
• Swami and Friends Class 12 Questions And Answers
• The Silver Box Class 12 Questions And Answers

Class 12 English A Voyage Chapter 14 Albert-Einstein at School Questions and Answers

In this article, we will share MP Board Class 12th English Solutions Chapter 14 Albert-Einstein at School Pdf, These solutions are solved subject experts from the latest edition books.

Albert-Einstein at School Class 12th Question Answer

Word Power

A. Here are two words from the lesson beginning with prefix un:

• happy — unhappy
• noticed — unnoticed

The prefix un is used to make the antonym or opposite of the root word. Here are some words beginning with un. Pick the words in which un is a prefix and those in which It is a part of the root word, as given below:
unthinking, ungrateful, until, understand, under, unless, uncle, unwell, undo, undergo, undertake, unfit.
Answer:

B. Match the synonyms in the boxes with the cities listed below. Put the number of the clue in the boxes correctly. The result will be a magic square. that is, the total of the four numbers in any straight row (including the diagonal rows) will be 34.

wretched	openly	irony	perpetrated
accommodation	worried	confused	alerted
mention	formal arrangement for a meeting	difficulty	turned out
shame	revolt	neglected	vanquish

1. defeat
2. frankly
3. sarcasm
4. disgrace
5. lodging
6. trouble
7. appointment
8. warned
9. reference
10. puzzled
11. bothered
12. expelled
13. committed
14. rebellion
15. ignored
16. miserable
Answer:

16 wretched	2 openly	3 irony	13 perpetrated
5 accommodation	11 worried	10 confused	8 alerted
9 mention	7 formal arrangement for a meeting	6 difficulty	12 turned out
4 shame	14 revolt	15 neglected	1 vanquish

C. Write words opposite in meaning to the clue words mentioned above and use them in sentences of your own.
Answer:

S.No.	Words	Opposites	Sentences
1.	Defeat	win	Alexander came to India to win over the whole of it.
2.	Frankly	secretly	He leaked the documents secretly.
3.	Sarcasm	straight forward	His straight forward answer puzzled everyone.
4.	Disgrace	honour	In fact, Mr. James is an honour to this institution.
5.	Lodging	shelterless	The flood made thousands of people shelterless.
6.	Trouble	comfort	There is no comfort in life at all.
7.	Appointment	dismissal	He approached the minister but was subject to dismissal.
8.	Warned	carefree	She takes everything in a carefree manner.
9.	Reference	strange	That man is quite strange for me.
10.	Puzzled	clarified	He clarified all confusions.
11.	Bothered	relaxed	I always feel relaxed.
12.	Expelled	admitted	He was admitted again for his good record.
13.	Committed	refused	The man refused to do any illegal work.
14.	Rebellion	supporter	Gandhi took people’s support for independence.
15.	Ignored	welcomed	I was welcomed to that meeting.
16.	Miserable	prosperous	My friend is a prosperous man.

D. The following phrases occur in the text. Give their meanings and use them in sentences of your own:
learn by heart, be good at (a subject), get on the nerves, turn out, of one’s own accord, burn a hole in the pocket.
Answer:

Comprehension

A. Answer the following questions in one sentence each:

Question 1.
Why was Einstein not interested in learning history?
Answer:
Einstein was not interested in learning history for he thought one can look up historical facts in a book. He believed that whatever that can be looked in book should not be wasted in memorising.

Question 2.
Why did the teacher ask Einstein to explain his theory of education?
Answer:
The teacher asked Einstein to explain his theory of education in order to ridicule him.

Question 3.
What does the author mean when he says “Mr. Braun’s eyes were cold and cruel?”
Answer:
The author means to say that Mr. Braun was sarcastic in his behaviour.

Question 4.
What did the history teacher suggest Einstein to do?
Answer:
The history teacher suggested Einstein to leave the school.

Question 5.
The author says Most day. were bad for Einstein.” Why does he say so?
Answer:
Einstein never liked schools, most days were bad for him.

Question 6.
Where did Albert find a room to reside? (MP. Board 2015)
Answer:
Einstein had got a room to reside in one of the poorest quarters of Munich.

Question 7.
What does Albert mean by civilised human beings?
Answer:
By civilized human beings, Albert means the people who were not much educated but at
least knew the manners to live.

Question 8.
The author says, “Albert’s eyes gleamed with the sudden idea.” Guess what the idea was.
Answer:
The Idea was to get a meakal certificate to convince the head teacher for allowing him to leave the school.

Question 9.
Why did Albert pretend that he had money to take Yun out for supper?
Answer:
He wanted to impress Yuri and get his work of getting medical certificate done.

Question 10.
I’m going to take this certificate to the head teacher tomorrow, and that will be the end of it”, assured Albert. What does the author mean by this?
Answer:
The author means that the medical certificate would be enough for getting him rid off from the school.

B. Answer the following questions in 60-75 words:

Question 1.
While going through the conversation between Albert and his history teacher, what sort of a person does Einstein appear to you?
Answer:
Einstein was not at all satisfied with the school education in Germany. It was completely outdated and unproductive. The History teacher considered that education was nothing more than learning dates and years of events. For Einstein, education meant ideas. He didn’t see any point in learning dates. He believed that one could look up the dates in books.

Einstein had all aversion for school. It is reflected in his every action. He shows it by not closing the door in the Head teacher’s room even after his instruction. Einstein was a rebel but always controlled his emotion. Albert was totally against this kind of education where nothing new is learnt and achieved and this shows his idea-oriented thinking. He thinks facts are useless to be learnt. This time of learning known can be utilized in generating new.

Question 2.
How does a tight administrative system usually check students from exploring new horizons?
Answer:
It is quite true that the school often curbs individual talents. Most of the time, it is unproductive and outdated. Education must bring out the best from within. Education received within the four walls may not be the real education. Actually, it has been seen that schools interfere with the free growth and development of children. They don’t provide proper atmosphere for their proper growth. Too many restrictions and dead formalities kill the natural growth in children. Too much of discipline also proves quite unproductive. It kills the creative instinct in children.

What children need is freedom. Without freedom, no physical or mental growth is possible. Drive and dynamism mustn’t be curbed. School education should not be heavy, dull and cumbersome. Entertainment and education should go together. Education is not just facts, figures and dates. Ideas must dominate our education. Only then our schools will produce geniuses like Einstein.

Question 3.
What is Einstein’s theory of education?
Answer:
Education is not confined to mere information gathering. Information only keeps us well informed about things. Einstein’s views about education only confirm that information gathering has its limitations. The History teacher asks Einstein, when did the Prussians defeated the French at Waterloo. Actually, he was seeking an information. It can be easily gathered from any good book on history. Einstein thinks that learning of days, dates and figures have no meaning or importance.

What is important are the ideas. Ideas are the basis of education. So, insight formation must be the aim of education. Schools shouldn’t overburden students with the heaps of data collection. It is not important, how many soldiers are killed and when they are killed. It is important to learn, why soldiers try to kill others in wars. Productive education should be practised where ideas are generated and shared. This not only gives new scopes but also gives us better understanding of things going around us.

Question 4.
The author says, “He has to go to the hateful place the next morning.” Which place is the author referring to? Why has the place been described as hateful?
Answer:
Here, the school is referred to as the ‘hateful place’. Einstein never liked a school. For him, it is the place where individual talents are curbed. It is unproductive and outdated. Education that is provided here is not the real education. In fact, schools interfere with the free growth and development of a child. In no way, they provide proper atmosphere for the proper growth of a child. The administrative strictness spoils a child’s talent. The natural growth of a child is adversely affected. So, Einstein always thought that it was the most hateful place.

Question 5.
Mr. Braun asked Einstein to stay for an extra period. What does the extra period refer to?
Why is it called so?
Answer:
Einstein was very much indifferent in his class. When the History teacher Mr. Braun asked him a question about the date related to Prussian war, Einstein flatly replied that he didn’t know. For Einstein, remembering the date of history was not so important. It irritated the History teacher. He wanted to know some more views of Einstein about school and education.

It was just to ridicule Einstein. When Einstein began telling him about his views, the teacher got more irritated and asked him to stop, for it needed some extra classes to listen to Einstein’s views and he called Einstein a disgrace to school. He suggested him to leave the school. He called so because school follows a pattern. It is not a place for the foolish talks as that of Einstein.

Question 6.
Why did Einstein think that he could never pass the exam for school diploma?
Answer:
Einstein believed that he would never pass the exams for the school diploma. He thought so because he was in no way similar to the other students. He never lived to learn lessons. School was a hateful place for him. He was going to school not for his own sake but for the sake of his father’s wishes. He never indulged himself in any fight with other children, as it was a common feature among them. He never took part in any duels. Teachers didn’t like him. These were all negative aspects of his personai. he would never pass.

Question 7.
Why was Albert adamant on meeting a doctor?
Answer:
Albert never liked school. It was only due to his father that he attended the school. However, finally he decided to leave it. As there was no way, he decided to get a medical certificate from a doctor which would help him prove sick. For this, he asked his friend Yuri to fix an appointment with a doctor who was known to Yuri. He was ready to face any situation for this. He also promised Yuri that he will treat him. with dinner.

Question 8.
“There is nothing to wonder about, Einstein. I knew you were going to leave before you knew yourself.” What did Mr. Koch actually mean?
Answer:
Mr. Koch was the Mathematics teacher in the school where Einstein studied. When finally j Einstein decided to leave the school, he managed a certificate from a doctor about his nervous breakdown but the head teacher was not convinced. He asked Einstein to get a certificate from any teacher of his school who could certify that he was not capable of teaching Einstein anymore. First, he tried Mr. Koch, the Mathematics teacher.

Mr. Koch was a very helpful man and really recognized the latent talent of Einstein. So, he didn’t ‘hesitate. He saw what possibilities were hidden in him. He was very much convinced from the very beginning that school can’t fulfill what Einstein needed. He made a remark, “There’s nothing to wonder about, Einstein. I knew you were going to leave before you knew yourself.”

Question 9.
Why was the head teacher not ready to have Einstein in the school?
Answer:
Einstein submitted a medical certificate to the head teacher which mentioned the nervous breakdown of Einstein. The head teacher next day called on Einstein and said that Einstein’s work was terrible. So, he was not prepared to have him in the school. The head-teacher told him that if he left the school of his own accord, there would be no questions. Einstein asked him what crime he had committed. The teacher replied that it was not possible for any teacher to teach while Einstein was in class. He had become a nuisance for others. In his presence, no student can learn any thing. Therefore, the head-teacher was not willing to see him in the school thereafter.

Question 10.
Give a brief character sketch of Einstein. (M.P. Board 2010)
Answer:
Einstein was a peculiar child right from the beginning of his career. His views were different but rational. It was a fact that he had no interest in learning from the historical facts. When the History teacher asked him about a historical date, he frankly replied that he didn’t remember it. Einstein never liked school because in his view, it was not a proper place for learning. A strict rule is observed there and no chance is given to make a child’s talent flourish. He loved music and reading books on Science but he had no interest in the books presented in the syllabus. He had his own views about education. However, in no way, he was disrespectful to the teachers. After all he was a genius.

Grammar

A. Observe the following sentences carefully that occur in the lesson:

“In what year, Einstein,” asked the history teacher, “did the Prussians defeat the French at Waterloo?” –
“Einstein, I want you to leave the school now,” said the head teacher. The above sentences are in direct speech/narration. You had a detailed discussion on the topic in the previous class.
Now change the following sentences into indirect narration:

1. “Shall I do it myself,” he said.
2. “It’s not my wish, Sir,” Albert pointed out. .
3. “Your information,” I replied, “is out of date.”
4. “I must get away from here,” said Einstein.
5. “I don’t think, I’ll ever pass exams for the school diploma.” said Albert glumly.
6. “I have never seen you looking less nervous,” remarked Yuri.
7. “Don’t be too sure of that,” said the doctor.
8. Albert said, “I’ll try to get into an Italian College or Institute.”
Answers:

1. He asked if he should do it himself.
2. Albert addressed him as Sir and pointed out that it was not his wish.
3. I replied that his information was out of date.
4. Einstein said that he must get away from there.
5. Albert said glumly that he didn’t think, he would ever pass exams for the school diploma.
6. Yuri remarked that he had never seen him looking less nervous.
7. The doctor advised him not to be too sure of that.
8. Albert said that he would try to get into an Indian College or Institute.

B. Read the dialogue between a School Principal and an applicant, Miss Rita Sharma.

Principal : Come in, Miss Sharma.
Rita : Thank you.
Principal : Please take your seat.
Rita : Thank you
Principal : How long have you been teaching English in the coaching classes?
Rita : I have been teaching for the last 10 years.
Principal : How do you use your spare time?
Rita : I’ve always enjoyed music.
Principal : Well, Miss Sharma, we’ll inform you next week. Thank you, for coming.
Now write what Rita reported her mother about her interview
Answer:
As I turned up for the interview, the Principal asked me to come in. 1 thanked her. Then the Principal asked me to take seat and I again thanked her. The Principal asked me how long I had been teaching English in the coaching classes. At this, I replied that I had been teaching for the last ten years. When she asked me, how did I use my spare time, I replied that I had always enjoyed music. She released me and assured that she would inform me the next week. She thanked me too for coming.

Speaking Activity

Work in pairs. One will act as Albert and the other as a journalist. Interview Albert (after he was expelled from school) on the following points.
(i) the school
(ii) the place where he lived
(iii) his friend
(iv) the doctor
(v) his future plans.
Answer:
Do it at class level.

Writing Activity

A. Write about a teacher who has inspired you most. Discuss about his/her method of teaching or approach towards teaching.
Answer:
There are many teachers in my school. Some of them are very good and popular but I like Mr. Ramesh Chander Mishra the most. He is my favourite teacher. He has influenced me the most. He is the incharge of our class. He lives a simple way but his thinking is very high.

He is the most able teacher. He has a brilliant career. He has got scholarship in his school and in college days. He is a gem among teachers. He is an M.A., and B.Ed. His method of teaching is very good. He has mastery over his subjects. He makes his lessons very interesting. He makes every student understand his lesson. He has a kind word for each boy in his class. He encourages the students to talk in English. He himself yorks very hard. He knows how to take work from the students. He is showing the best result in the subject, he teaches.

Mr. Mishra possesses good habits. He has a happy face. We have never seen any frowns on his forehead. No idle boy can escape his keen eyes. He is very humorous. He tries to keep us in good spirits. He never uses any cane. We obey him and he loves us. He is hard working.

He keeps a strict discipline in the class without using a stick. He is never partial to anyone. He shows sympathy with the poor. If a student takes liberty with him, he turns him out of the class. He does not allow him to return until he offers a sincere apology.

He is a fine sportsman. He takes part in school games. He is a good cricketer as well. He is the incharge of games material. His presence on the school ground is a source of joy for us. All the teachers respect him. The Principal has much faith in him. He is the right hand of the Principal. In all school activities, he is always present. For these reasons, he is considered the best teacher of the school. His high character has made him very popular among the students.

B. Imagine that you are Albert Einstein, now living in Milan/Italy. Write a letter of thanks to Yuri for rendering valuable help in getting you out of the school.
Answer:
36, Park Street Milan
15th September, 20xx
My dear Yuri
I hope you are enjoying a good life. I am also fine but I miss you very much. I still remember, how you helped me getting rid of my school. I was very much distressed there. I never liked the place. But I was compelled to join it and remain there. I was very upset. So, I asked you to help me. How did you manage the medical certificate from your friend, Dr.Ernest. I still can’t believe how you staked your career for me. At last, I was able to leave the school. You are really my best friend. You proved that a friend in need is a friend indeed. 1 am very much obliged to you and wish if I were of some use for you. Hope you are in good spirits and I wish you all the best for life.
Yours,
Einstein.

Think It Over

Think about yourself as Einstein and then narrate the experiences you have in your class.
Answer:
Do yourself.

Things to Do

Coiled information about Albert Einstein’s life and his contribution to Science from the sources available to you.
Answer:
Do yourself.

Albert-Einstein at School by Patrick Pringle Introduction

In this lesson, the author refers to a young boy (Einstein) who is of extraordinary talent. However, this boy does not like his school and its system. Finally, he is expelled from the school.

Albert-Einstein at School Summary in English

Albert was in his class. The History teacher, Mr. Brawn asked him when did Prussians defeated the French at Waterloo. Albert told that he didn’t know or he must have forgotten. This irritated the teacher. He asked Albert, “Why?” Albert replied that he didn’t see any point in learning dates. One could read about them from books.

The teacher thought that Albert didn’t believe in education. He talked in a sarcastic manner. Albert told him that education should be about ideas and not about facts. The teacher said that Albert was a disgrace to the school.

Albert was sad to leave the school though he didn’t like this school. He would have to come to it again. He lived in a small room. It was situated in one of the poorest quarters of Munich. The landlady used to beat her children regularly. Her husband came drunk every Saturday and beat her. Albert didn’t like the children’s crying every time. Albert told these things to his friend Yuri. He hated the atmosphere of slum violence.

Next time, his cousin came to Munich. She told Albert that if he had tried he could have pass the examination. There were more stupid boys than him. Moreover, passing the examination was not difficult. It was just to be able to repeat some events in the examination. He told Elsa that he was not good at learning things by heart. He liked music as it gave him comfort. He also liked Geology.

Albert didn’t like to remain in that school. He met Yuri after six months. He had an idea. He told Yuri that he needed a medical certificate showing that he suffered from a nervous breakdown. In this way, he could get rid of his school. He asked Yuri if he had a doctor friend. Yuri told him that he had one, Dr. Ernest Weil. However, Yuri told him not to deceive him. He must be frank with him.

When Albert visited Dr. Ernest Weil, he had really come close to a nervous breakdown. Dr. Ernest issued him a certificate. His fees was that he should serve Yuri with a meal. Albert told Dr. Ernest about his future plans. He would go to Milan. He hoped to get admission in some Italian college or institute. Yuri told him to get a reference in writing from the Mathematics teacher before going to the head teacher. Mr. Koch, the Mathematics teacher, was a different man. He understood Albert well. He gave a glowing testimonial to him. He wrote that Albert knew so much that it was difficult to teach him any more. He was fit to enter a college.

Before Albert had a chance to ask for an interview with the head teacher, he was summoned to his room. The head teacher told Albert that he wanted him to leave the school. Albert asked the head teacher if he meant that he was to be expelled. The head teacher told him that if he went of his own accord, that question wouldn’t arise.

The head teacher gave several reasons for his leaving the school. He said that Albert’s presence made it impossible for the teachers to teach and pupils to learn. No serious work could be done as long as he was there. Albert felt that his spending money on the medical certificate proved useless. For a moment, Albert felt like telling him what he thought of him and the school but he did not. He went out of the room. The head teacher asked him to close the door behind him but Albert didn’t. He didn’t even have the last look at the school. Yuri was the only person whom Albert felt like seeing when he left. He had no other real friend.

Albert-Einstein at School Summary in Hindi

एलबर्ट अपनी कक्षा में था। इतिहास के अध्यापक मि. ब्रॉन ने उससे पूछा कि प्रूशिया बालों ने फ्रांस को बाटरलू में कब हराया था। एलबर्ट कहता है कि वह नहीं जानता या वह भूल गया होगा। इससे अध्यापक को क्रोध आ जाता है। यह एलबर्ट से पूछता है, “क्यों?” एलबर्ट जवाब देता है कि उसे तारीखें याद करने में कुछ खास बात नज़र नहीं आती। इसके बारे में कोई भी किताबों से जानकारी ले सकता है। अध्यापक मानता है कि एलबर्ट को शिक्षा में कोई दिलचस्पी नहीं है। वह व्यंग्यात्मक तरीके से बात करता है। एलबर्ट उन्हें कहता है कि शिक्षा विचारों से संबंधित होनी चाहिए न कि तथ्यों से। अध्यापक कहता है कि एलबर्ट स्कूल के लिए एक कलंक है।

एलबर्ट स्कूल छोड़ते हुए दुःखी था। हालाँकि वह इस स्कूल को पसंद नहीं करता था पर वह उदास था। उसे वहाँ दोबारा आना होगा। वह एक छोटे-से कमरे में रहता था। वह म्यूनिख के सबसे गरीब क्षेत्र में बसा था। मकान मालकिन अपने बच्चों को नियमित रूप से पीटती थी। उसका पति प्रत्येक शनिवार को शराब पीकर आता और उसे पीटता था। एलबर्ट हर समय बच्चों का रोना पसन्द नहीं करता। उसने यह सब अपने मित्र यूरी को बताया। वह गंदी-बस्तियों में होने वाली हिंसा से नफरत करता था। अगली बार उसकी चचेरी बहन म्यूनिख आती है। वह एलबर्ट से कहती है कि यदि कोशिश करें तो वह परीक्षा पास कर सकता है। यहाँ उससे भी ज्यादा मूर्ख लड़के हैं। इसके अलावा परीक्षा पास करना मुश्किल नहीं है। यह केवल परीक्षा में कुछ घटनाओं को दोहरा देने की योग्यता प्राप्त करना है। वह एल्सा को बताता है कि वह जबानी चीजें याद करने में अच्छा नहीं है।

वह संगीत पसन्द करता है क्योंकि वह उसे आराम देता है। उसे भू-विज्ञान भी अच्छा लगता है। एलबर्ट को उस स्कूल में रहना बिल्कुल पसन्द नहीं था। वह यूरी से छह महीने बाद मिला। उसे एक विचार आता है। वह यूरी से कहता है कि उसे एक चिकित्सा प्रमाणपत्र की आवश्यकता है जो यह दिर सके कि वह स्नायुसम्बन्धी खराबी से ग्रस्त है। इस प्रकार वह अपने स्कूल से छुटकारा पा सकता है। वह यरी से पूछता है कि क्या उसका कोई डॉक्टर दोस्त है। यूरी उसे बताता है कि डॉ. अरनेस्ट वेल है। फिर भी पूरी कहता है कि वह उसे धोखा न दे। उसे उसके साथ खुलकर बातें करनी होंगी।

जब एलबर्ट डॉ. अरनैस्ट वेल से मिला तो सच में उसकी स्नाय खराब थी। डॉ. अरनेस्ट उसे प्रमाणपत्र दे देते हैं। उसकी फीस यह थी कि उसे यूरी को खाना खिलाना था। एलबर्ट डॉ. अरनैस्ट को अपने भविष्य की योजना के बारे में बताता है। वह मिलान जाएगा। उसे आशा है कि उसे किसी इटैलियन कॉलेज में या संस्था में दाखिला मिल जाएगा। यरी उससे कहता है कि मुख्याध्यापक के पास जाने से पहले गणित के अध्यापक से लिखित प्रमाणपत्र ले ले। मि. कोच जो कि गणित के अध्यापक थे, एक अलग किस्म के व्यक्ति थे। वे एलबर्ट को अच्छी तरह से समझते थे। उसने, उसे एक शानदार प्रमाणपत्र दिया। उसने लिखा कि एलबर्ट इतना जानता था कि वह उसे और शिक्षा नहीं दे सकता था। वह कॉलेज में प्रवेश के लिए उपयुक्त था।

इससे पहले कि एलबर्ट को मुख्याध्यापक से साक्षात्कार का मौका मिलता, उसे उसके कमरे में जाने का बुलावा आ गया। मुख्याध्यापक एलबर्ट से कहते हैं, वे चाहते हैं कि वह स्कूल छोड़ दे। उसने मुख्याध्यापक से पूछा क्या उसे निकाला जा रहा है। मुख्याध्यापक उसे कहता है कि यदि वह अपनी इच्छा से चला जाता है तो यह प्रश्न ही नहीं उठता। मुख्याध्यापक उसके स्कूल छोड़ने के लिए बहुत से कारण बताता है। वह उसे बताता है कि एलबर्ट की उपस्थिति अध्यापकों को पढ़ाने में और अन्य छात्रों को सीखने में परेशानी पैदा करती है।

जब तक वह रहता, कोई महत्त्वपूर्ण कार्य नहीं किया जा सकता था। एलबर्ट को लगता है कि चिकित्सा प्रमाणपत्र पर उसके द्वारा खर्च किए गए पैसे बेकार हो गए। एक क्षण के लिए एलबर्ट का मन हुआ कि उसे बता दे कि वह उसके बारे में और स्कूल के बारे में क्या सोचता है। पर उसने वैसा नहीं किया। वह कमरे से बाहर चला जाता है। मुख्याध्यापक उससे अपने पीछे दरवाजा बन्द करके जाने को कहता है परन्तु एलबर्ट ऐसा नहीं करता है। यहाँ तक कि उसने आखिरी बार स्कूल की तरफ देखा भी नहीं। यूरी ही केवल ऐसा व्यक्ति था जिससे एलबर्ट स्कूल छोड़ते समय मिलना चाहता था। उसका कोई और सच्चा दोस्त नहीं था।

Albert-Einstein at School Word Meaning

Albert-Einstein at School Important Pronunciations

Albert-Einstein at School Passages for Comprehension

Read the passages given below and answer the questions that follow:

Albert felt miserable when he left school that afternoon; not that it had been a bad day most days were bad now, anyway but because he had to go back to the hateful place the next morning. He only wished his father would take him away, but there was no point in even asking. He knew what the answer would be; he would have to stay until he had taken his diploma.

Going back to his lodgings did not cheer him up. His father had so little money to spare that Albert could find a room in one of the poorest quarters of Munich. He did not mind the bad food and lack of comfort, or even the dirt and squalor, but he hated the atmosphere of slum violence. His landlady beat her children regularly, and every Saturday her husband came drunk and beat her. (Page 99)

Questions:
(i) Why did Albert feel miserable when he left school?
(Ii) Find the word opposite in meaning to ‘admirable’.
(iii) Give adjective form of the word ‘cheer’.
(iv) Find a word from the passage that has the same meaning as the word pitiable.
Answers:
(i) Albert felt miserable when he left school because he had to come back to the school
the next morning which he hated the most. For him, it was the worst place.
(ii) ‘Hateful’ is opposite of ‘admirable’.
(iii) ‘Cheerful’ is the adjective of ‘cheer’.
(iv) ‘Miserable’ has same meaning as ‘pitiable’.

2. Apart from books on science his only comfort was music, and he played his violin regularly until his Landlady asked him to stop.
“That wailing gets on my nerves,” she said. “There’s enough noise in this house, with all
the kids howling.”
Albert was tempted to point out that most of the time it was she who made them howl,
but he decided it was better toy nothing.
“I must get away from here,” he told Yuri, after six months alone in Munich. “It is absurd
that I should go on like this. In the end it will turn out, I have been wasting my father’s
money and everyone’s time. It will be better for all if i stop now.” (Page 100)

Questions:
(i) What did Albert wish? Why?
(ii) Find a word from the above lines which means opposite to ‘peace’.
(iii) Give noun form of the word ‘tempt’?
(iv) Find the word in the passage which has the same meaning as the word ‘spoiling’.
Answers:
(i) He wished to leave the place because he thought he was wasting his father’s money
and everyone’s time.
(ii) ‘Howling/noise’ is opposite to ‘peace’.
(iii) ‘Temptation’ is the noun form of ‘tempt’.
(iv) ‘Wasting’ has same meaning as ‘spoiling’.

3. “I’m not going to punish you,” the head teacher said to Albert’s surprise. “Your work is
terrible, and I’m not prepared to have you here any longer, Einstein. I want you to leave
the school now.”
“Leave school now?” repeated Albert, dazed.
. “That is what I said.”
“You mean,” said Albert, “that I am to be expelled?”
“You can take it that way if you wish, Einstein.” The head teacher was not mincing words.
“The simplest thing will be for you to goof your own accord, and then the question won’t arase.”
“But,” said Albert, “what crime have I committed?”
“Your presence in the classroom makes it impossible for the teacher to teach and for the
other pupils to learn. You refuse to learn, you are in constant rebellion, and no serious
work can be done while you are there.” (Page 103)

Questions:
(i) What did the head teacher say to Albert?
(ii) Find a word from the passage which means opposite to ‘supporter’.
(iii) Give noun form of the word ‘punish’.
(iv) Find a word from the passage which has the same meaning of the word ‘deny’.
Answers:
(i).The head teacher said to Albert that he would not allow him to be there and asked
him to leave.
(ii) ‘Rebellion’ is opposite to ‘supporter’.
(iii) ‘Punishment’ is the noun form of ‘punish’.
(iv) ‘Refuse’ has same meaning as ‘deny’.

4. He walked straight on, out of the school where he had spent five miserable years, without turning his head to give it a last look. Fie could not think of anyone, he wanted to say goodbye to.

Indeed, Yuri was almost the only person in Munich, he felt like seeing before he left the town, he had corner to hate almost as much as the school. Elsa was back in Berlin, and he had no other real friends.

“Goodbye and good luck,” said Yuri when he left. “You are going to a wonderful country I think. I hope you will be happier there.” (Page 103)

Questions:
(i) How many year did Albert spend in school? What was his feeling about his days
spent there?
(ii) Give the noun form of ‘real’
(iii) Give a word opposite in meaning to ‘curve’
(iv) Find a word in the passage which has the same meaning to the word ‘amazing’.
Answers:
(i) Albert spent fly e years In school. He felt that those were miserable days for him.
(ii) ‘Reality’ is the noun Form of ‘real’.
(iii) ‘Straight’ is opposite in meaning to ‘curve’.
(iv) ‘Wonderful has the same meaning to the word ‘amazing’.

MP Board Class 12th English A Voyage Textbook (Fiction and Drama)

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