Class 10

Class 10 English The Spring Blossom Chapter 11 Wind Questions and Answers

In this article, we will share MP Board Class 10th English Solutions Chapter 11 Wind Pdf, These solutions are solved subject experts from the latest edition books.

Wind Class 10th Question Answer

Word Power

A. Match the following words with the rhyming ones.
(सुमेलित कीजिए।)

Answer:
1. → (b)
2. → (c)
3. → (e)
4. → (a)
5. → (d)

B. Give one word for the following expressions.
(एक शब्द दीजिए)
Answer:

1. air that moves quickly as a result of natural forces – wind
2. to put something in a secret or unknown place – hide
3. large and dangerous animal – beast
4. a device or a person that produces a current of air – blower

C. Study the meanings of the words starting with ‘wind’ in the book and fill in the blanks making necessary changes.
(रिक्त स्थान भरिए।)
Answer:

1. Calm down! Can’t you see he is only winding up.
2. Can I wind my window down?
3. If we all agree, let’s wind up the discussion.
4. Many governments are winding down their nuclear programmes.

How Much Have I Understood?

A. Answer these questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Who takes the kites high?
(हू टेक्स द काइट्स हाइ?)
पतंगों को ऊँचा कौन ले जाता है?
Answer:
The wind takes the kites high.
(द विण्ड टेक्स द काइट्स हाइ।)
हवा पतंगों को ऊँचा ले जाती है।

Question 2.
What does the wind always do?
(व्हॉट डज़ द विण्ड ऑल्वेज़ डू?)
हवा हमेशा क्या करती है?
Answer:
Wind always hides itself after doing different things.
(विण्ड ऑल्वेज़ हाइड्स इटसेल्फ आफ्टर डूइंग डिफ्रेंट थिंग्स।)
हवा हमेशा विभिन्न कार्य करने के पश्चात् खुद छुप जाती

Question 3.
How does the wind work?
(‘हाउ डज़ द विण्ड वर्क?)
हवा कैसे कार्य करती है?
Answer:
A wind works by blowing. It sometimes pushes and sometimes makes a loud sound.
(अ विण्ड वर्क्स बाइ ब्लोइंग। इट समटाइम्स पुशेज़ एण्ड समटाइम्स मेक्स् अ लाऊड साऊण्ड।)
हवा बहकर कार्य करती है। यह कभी धक्का देती है व कभी तेज आवाज करती है।

Question 4.
What does the poet want to know about the wind?
(व्हॉट डज़ द पोऍट वॉण्ट टू नो अबाऊट द विण्ड?)
कवि हवा के विषय में क्या जानना चाहता है?
Answer:
The poet wants to know that whether the wind is young or old.
(द पोऍट वॉण्ट्स् टू नो दैट वैदर द विण्ड इज़ यंग और ओल्ड।)
कवि यह जानना चाहता है कि हवा उम्र में छोटी है या बड़ी।

Question 5.
What does the poet ask in the last stanza?
(व्हॉट डज़ द पोऍट आस्क् इन द लास्ट स्टैजा?)
कवि आखिरी पद में क्या पूछता है?
Answer:
The poet asks in the last stanza that whether the wind is a beast or just a stronger child than the poet himself.
(द पोऍट आस्क्स इन द लास्ट स्टैंजा दैट वैदर द विण्ड इज़ अ बीस्ट और जस्ट अ स्ट्राँगर चाइल्ड दैन द पोऍट हिमसेल्फ।)
कवि आखिरी पद में पूछता है कि क्या हवा एक पशु है या फिर सिर्फ कवि से ज़्यादा बलशाली बालक है।

B. Answer these questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
What are the types of works of the wind as described in the poem?
(व्हॉट आर द टाइप्स ऑफ वर्क्स ऑफ द विण्ड एज़ डिस्क्राइब्ड इन द पोऍम?)
कविता में हवा के किस प्रकार के कार्य वर्णित हैं?
Answer:
In the poem it has been described that a wind tosses the kites high and blows the birds in the sky. It also pushes different objects.
(इन द पोऍम इट हैज़ बीन डिस्क्राइब्ड् दैट अ विण्ड टॉसेज़ द काइट्स् हाय एण्ड ब्लोज़ द बर्ड्स इन द स्काय। इट ऑल्सो पुशेज़ डिफ्रेन्ट ऑब्जेक्ट्स्।)
कविता में हवा के कार्यों का वर्णन करते हुए कहा गया है कि हवा पतंगों को आकाश में उड़ा देती है व चिड़ियाँ आकाश में बहने लगती हैं। वह विभिन्न वस्तुओं को धकेलती भी है।

Question 2.
What does the poet want to know about the ‘blower’ the wind?
(व्हॉट डज़ द पोऍट वॉण्ट टू नो अबाऊट द ‘ब्लोअर’-द विण्ड?)
कवि ‘फॅकनी’ हवा के विषय में क्या जानना चाहता है?
Answer:
The poet wants to know whether the ‘blower’, the wind is young or old.
(द पोऍट वॉण्ट्स टू नो वैदर द ‘ब्लोअर’, द विण्ड इज़ यंग और ओल्ड।)
कवि यह जानना चाहता है कि हवा उम्र में कम है या अधिक है।

Listening Time

From the given story complete these statement.
(निम्न वाक्यों को पूरा कीजिए।)
Answer:

1. One day, Hodja came to talk to the people.
2. The first time, the people answered that they did not know what Hodja was going to say.
3. The second time they said they knew what Hodja was going to say.
4. The third time they thought they would be cleverer than Hodja.
5. But Hodja showed them that he was the cleverer of them all.

Speaking Time

Talk to your friends by using the given question.
(दी गई प्रश्नों द्वारा अपने मित्रों से बात करिए।)
Answer:
Students can talk to their friends by asking the questions given in the book.
(छात्र आपस में स्वयं बात करें।)

Writing Time

A. Study the graph given in the textbook and answers the following questions.
(पुस्तक में दिये गये ग्राफ को देखकर निम्न प्रश्नों के उत्तर दीजिए।)

Question 1.
What was the difference between the highest, maximum temperature and the lowest minimum temperature?
Answer:
50°F (95°F-45°F).

Question 2.
Name those months when the minimum temperature was below 60°F.
Answer:
January, February, October, November, December

Question 3.
Which month had the minimum difference between the two kinds of temperature?
Answer:
July.

Question 4.
Which was the coldest month?
Answer:
January

Question 5.
What are the lowest and highest limits of the minimum temperature?
Answer:
Lowest limit – 75°F, Highest limit – 45°F.

B. Write a letter to the Collector requesting him to ban the use of loud speakers.
(कलेक्टर को लाउडस्पीकर पर रोक लगाने के लिए पत्र लिखो।)
Answer:
31, Ashish Nagar,
Katni
1st April, 20 ….

To,
The district Magistrate,
Katni

Subject: Ban on the use of loud-speakers

Sir,
I want to draw your attention to the nuisance caused by the use of loud-speakers. I am a student of high school and my examinations are near. It is a time when all the students are busy day and night preparing for the examinations. Their success depends upon the proper use of their time and the concentration of their minds. It is regrettable that majority of the citizens do not realise the importance of this time for ! students. They enjoy full liberty to use loud-speakers at their highest pitch to celebrate every occasion that comes to their hands. The result is that we are unable to make preparations in the right way. I therefore request you to kindly impose a ban on the use of loud-speakers for the period of Board Examinations and punish those who are found guilty.

Thanking you.

Yours faithfully
Raj Malhotra

Things to do

Read the column ‘Letters to Editor’ in an English newspaper, cut at least five letters and paste them in your file. Read one of them in your class.
(किसी अंग्रेजी अखबार में ‘सम्पादक को पत्र’ शीर्षक पढ़िए। कम-से-कम पाँच पत्र अपनी पुस्तिका में काटकर चिपकाइए। उनमें से एक कक्षा में पढ़िए।)
Answer:
Students can cut the columns from any English newspaper such as Times of India, Hindu, Hindustan Times and paste them in their notebooks themselves.
(छात्र स्वयं करें।)

Wind Central Idea of the Poem

The poem is about wind. The wind while blowing throughout the day and being invisible does several tasks. It raises the kites to great heights, causes the flight of birds in the sky, pushes things and sometimes causes disasters. It sometimes blows fast making loud sound and at other time it is cool and pleasant.

Wind Difficult Word Meanings

Wind (विण्ड)-air that moves quickly as a result of natural forces (आँधी); Toss (टाँस)-to make something move from side to side or up and down (उछालना); Ladies skirt (लेडीज़ स्कर्ट) lahanga (लहँगा); Hide (हाइड)-to put something in a place where it cannot be seen (छुपाना); Blower (ब्लोअर)-a device or a person that produces a current of air (फूँकनी); Beast (बीस्ट)-an animal, especially one that is large or dangerous (पशु)

Wind Summary, Pronunciation & Translation

saw you toss the kites on high
And blow the birds about the sky;
And all around I heard you pass,
Like ladies’ skirts across the grass…….
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(आई सॉ यू टॉस द काईट्स ऑन हाई
ऐण्ड ब्लो द बर्ड्स अबाऊट द स्काई;
ऐण्ड ऑल अराऊण्ड आई हर्ड यू पास,
लाईक लेडीज़ स्कर्ट्स अक्रॉस द ग्रास……..
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
मैंने तुम्हें पतंगों को ऊँचाई की तरफ उछालते देखा है
और पक्षियों को आकाश में उड़ाते हुए;
और सब तरफ मैंने तुम्हें गुज़रते सुना है,
(तुम्हारे गुज़रने से उत्पन्न होने वाली ध्वनि ऐसी है)
जैसे महिलाओं के चलते समय उनके घाघरों के पास से टकराने से उत्पन्न ध्वनि ……….
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

I saw the different things you did,
But always you yourself you hid.
I felt you push, I heard you call,
I could not see yourself at all ……..
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(आई सॉ द डिफरेण्ट थिंग्स यू डिड
बट आलवेज् यू यॉरसेल्फ यू हिड।
आई फेल्ट यू पुश, आई हर्ड यू कॉल,
आई कुड नॉट सी यॉरसेल्फ ऐट ऑल ………
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
तुमने जो अलग-अलग कार्य किए मैंने वह देखे,
परन्तु हमेशा तुमने स्वयं को छिपा लिया।
मैंने तुम्हें धकेलते हुए महसूस किया,
मैंने तुम्हें पुकारते हुए सुना,
पर मैं तुम्हें बिल्कुल भी देख नहीं पाया……….
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

O you that are so strong and cold,
O blower, are you young or old?
Are you a beast of field and tree,
Or just a stronger child than me?
O wind, a-blowing all day long,
O wind, that sings so loud a song!

(ओ यू दैट आर सो स्ट्रॉन्ग ऐण्ड कोल्ड,
ओ ब्लोअर, आर यू यंग ऑर ओल्ड?
आर यू अ बीस्ट ऑफ फील्ड ऐण्ड ट्री,
ऑर जस्ट अ स्ट्रॉन्गर चाईल्ड दैन मी?
ओ विण्ड, अ-ब्लोईंग ऑल डे लॉन्ग,
ओ विण्ड, दैट सिंग्स सो लाऊड अ सॉन्ग!)

अनुवाद :
ओ तुम जो इतने ठण्डे और बलशाली हो,
ओ बहाने वाले तुम जवान हो या वृद्ध?
क्या तुम पेड़ों-मैदानों के कोई जन्तु हो।
या फिर सिर्फ मुझसे बलशाली एक बच्चे?
ओ पूरे दिन बहते रहने वाली हवा,
ओ ऊँचे स्वर में गीत गाती हवा!

The Spring Blossom Textbook General English Class 10th Solutions

• Light the Lamp of Thy Love Class 10 Questions And Answers
• The Power of Determination Class 10 Questions And Answers
• Salutation to the Nation Class 10 Questions And Answers
• Children Class 10 Questions And Answers
• The Sneeze Class 10 Questions And Answers
• The New Player in the Team Class 10 Questions And Answers
• Anger Class 10 Questions And Answers
• One Step Ahead Class 10 Questions And Answers
• The Tribute-I Class 10 Questions And Answers
• The Tribute-II Class 10 Questions And Answers
• Wind Class 10 Questions And Answers
• Maharana Pratap Class 10 Questions And Answers
• Opportunity for Youth Class 10 Questions And Answers
• The Pot of Gold Class 10 Questions And Answers
• In Memoriam Class 10 Questions And Answers
• The Red Rice Granary Class 10 Questions And Answers
• Torch Bearers Class 10 Questions And Answers
• The Tables Turned Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 21 Gitanjali Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 21 Gitanjali Pdf, These solutions are solved subject experts from the latest edition books.

Gitanjali Class 10th Question Answer

Gitanjali Vocabulary

I. What is the meaning of the word STILL in the following sentences.

Question 1.
Do you still play tennis?
Answer:
Presently.

Question 2.
It’s raining; still we must go out.
Answer:
In spite of.

Question 3.
It’s cold now, but it’ll be still colder tonight.
Answer:
Further.

Question 4.
He gave still another reason.
Answer:
Further

Question 5.
They were arrested for making an illegal still.
Answer:
Photograph.

II. Compare – still, already, and yet.
Answer:

• Still : I am still thirsty.
• Already : I have already given it to my friend.
• Yet : He has not come to me as yet.

III. Say the following words.
heart, hurt, hot, hate, hat, heat, hit, height.
Ans.
For self attempt.

Listening Skill

(a) Listen to this prayer by Rabindranath Tagore and repeat it several times.

See Workbook page 177

(b) Now, complete and say the following lines.

Question 1.
In the battlefield, the poet wants to
Answer:
conquer.

Question 2.
To win his freedom, the poet does not want to
Answer:
hope for the patience.

Question 3.
The poet wants to feel the presence of God in
Answer:
failure.

Speaking Skill

‘Gurudev’ is remembered for his multidimensional personality. Explore the various dimensions of his personality and discuss them in the class.
Answer:
Do yourself.

Reading Skill

Read the Prayer given below.

See Workbook pages 178-181

A. Now answer the following questions:

Question 1.
What does the poet wish to do each day?
Answer:
The poet wishes to work each day.

Question 2.
What does the poet notish to forget?
Answer:
The poet does not wish to forget his inner strength.

Question 3.
What does the poet remember of his childhood days?
Answer:
The poet remembers the bright hours of his childhood days.

Question 4.
How does he want his thoughts and actions to be?
Answer:
He wants his thoughts and actions to be such that shall keep him friendly with himself.

Question 5.
What does the poet want God to teach him?
Answer:
He wants God to teach him to be thankful for life and for good and sweet old memories.

B. Write the opposites of the following words.
Answer:

• Desolation : Happiness
• Bitterness : Sweetness
• Glow : Faint
• Condemn : Praise
• Clamor : discontent
• Vagrant : Inhabitant

Writing Skill

Question 1.
What type of pledges you make while you pray in the morning? Describe. (50 words)
Answer:
Every morning I make some pledges. I pledge to do my duties honestly. I would serve my country. I would follow the path of humanity. I would try to make myself a complete human being. Humanity is the supreme virtue. If one acquires it honestly one can be a superman. I wish I were a superman.

Question 2.
Write a short biography of Rabindranath Tagor under the following headings. (150 words)
1. parentage
2. education.
3. work and contribution.
Answer:
1. Parentage. Rabindra Nath Tagore was born on May 6, 1861 in a Bengali family. His father Maharishi Devendra Nath Tagore was a zamindar. Being the fourteenth child of his parents, young Rabindra grew up under the care of the family’s servants.

2. Eduction, he learnt Sanskrit, Grammar and Astronomy from his father. He studied English literature from his elder brother. Tagore started writing poems from a very early age. At the age of seventeen he went to England.

3. Work and contribution, he wrote his famous book ’Gitanjali’ a collection of 103 poems and got the Nobel Prize for it in 1913. He was the first Asian to get this highest honour. Gitanjali was translated from the original Bengali into English by Tagore himself which was praised by all. Later it was translated into many languages of the world.
Tagore started shantiniketan which proved to be a great success and later it became Vishvabharti University.

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 13 Three Days to See Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 13 Three Days to See Pdf, These solutions are solved subject experts from the latest edition books.

Three Days to See Class 10th Question Answer

Three Days to See Vocabulary

I. The writer has used certain words which have direct or indirect relation with Nature. Make a list of such words.
Ans.
blind, deaf, bird’s singing, leaf, silver beach, energy, bark of a pine.

II. Use the following words in sentences:
blessing, occasionally, kindness, patience, compassion, vision, splendour, serene, panorama, orchestra
Ans.
Blessing : We all need the blessing of God.
Occasionally : I occasionally go to the temple.
Kindness : Kindness is always rewarded.
Patience : We must keep patience to achieve success.
Compassion : We must have compassion for the poor.
Vision : My vision is very sharp.
Splendour : The Taj Mahal is famous for its splendour.
Serene : The lake is still and serene in the sunlight.
Panorama : There is a superb panorama of the mountains from the hotel.
Orchestra : There were twelve persons in the orchestra party.

Listening Skill

A. Listen to this text about Louis Braille who made it possible for blind people to read.

See Workbook page 104

Now, answer the following questions:
Say whether these sentences are True or False.
1. People thought blind people could never read.
2. Louis Braille was blind from the time he was born.
3. The special school for blind children to which Louis went was in London.
4. There were special books for the blind in that school.
5. The French army used a code to read in the dark.
6. The special code for the blind is called the Braille code.
Answer:

1. True
2. False
3. False
4. True
5. True
6. True.

See Workbook page 105

B. Your teacher will read this paragraph from ‘Helen Keller learns to speak’ to you. Pay special attention to how the italicized words are pronounced. Repeat them after your teacher.
Answer:
Do yourself.

Speaking Skill

I. Conduct a seminar on the problems of the disabled. You may consider the following points and add some of your own.

• partly/fully dependent on others
• life becomes difficult
• wants to do something on their own
• few entertainments

Answer:
Do yourself.

II. Helen Keller says that if she were given the chance to see the world for three days she would fulfill some of her keenest desires. Complete this table with the things she would like to do and say in the class.
Answer:

Day 1	Spending the day in the company of her dear ones.
Day 2	Enjoy the magnificent paronama of light.
Day 3	Touching and feeling nature and its beauty.

III. If you know about some other people like Helen Keller who have kept their spirit high even after the worst odds, tell your partner about them.
Answer:
Do yourself.

Reading Skill

Read the following details from Stephen Hawking’s web page.

See Workbook pages 106-107

A. Now answer the following questions:

Question 1.
Why does Stephen Hawking not have any regrets?
Answer:
Because he takes the situation normally and avoids to think about his condition.

Question 2.
What was a great shock to him?
Answer:
It was a great shock to him to discover that he had motor neurone disease.

Question 3.
What disease the author is suffering from?
Answer:
Motor neurone disease.

Question 4.
What changes were noticed in the author after he joined Oxford?
Answer:
He took up coxing and rowing.

Question 5.
How did the author react when he came to know that he was suffering from an incurable disease?
Answer:
He was shocked.

Question 6.
What changes came in the life of the author after the realisation of the disease?
Answer:
He took everything positively. He began to think about those people who were worse off than him.

Question 7.
What is the moral of the story?
Answer:
We should not lose hope.

B.(i) Choose some words related to diseases, occurred in the story.
Answer:
Leukaemia, motor neurone disease.

(ii) Consult a dictionary and search for such compound words as given below. Give their meanings also.
Answer:
Co-ordinator : Co-administrator
Co-produced : Co-education
Co-operation : Co-ordination
Co-exist : Co-curricular
Co-author : Co-worker

Grammar
Phrase:

See Workbook page 108

Pick out the Adjective phrase in the following sentences.

1.
He is the man of the hour.
Answer:
the man of the hour.

Question 2.
He is a man of means.
Answer:
a man of means.

Question 3.
That was an act of cowardice.
Answer:
an act of cowardice.

Question 4.
A bird in the hand is worth two in the bush.
Answer:
worth two in the bush.

Question 5.
A friend in need is a friend indeed.
Answer:
a friend indeed.

See Workbook page 109
In the following sentences replace, wherever possible, the Adjective by Adjective phrases of the same meaning.

Question 1.
Suddenly a furious storm began to blow.
Answer:
A storm with fury.

Question 2.
He is an honourable man.
Answer:
A man of honour.

Question 3.
It was a horrible sight.
Answer:
A sight with horror.

Question 4.
He is a professional cricketer.
Answer:
A cricketer by profession.

Question 5.
He is a homeless orphan.
Answer:
An orphan without home.

In the following sentences replace, whenever possible, the Adjective phrases by single Adjective of similar meaning.

Question 1.
He has done deeds of great heroism.
Answer:
great heroic deeds.

Question 2.
A man without friends is the most unhappy man.
Answer:
a friendless man.

Question 3.
I do not like to meet a man with a bad temper.
Answer:
a bad tempered man.

Question 4.
A man sense like him was not expected to do this.
Answer:
a nonsense man.

Question 5.
The army of France was defeated.
Answer:
the French Army.

Fill in the blanks with suitable Adjective phrases.
1. Tansen was a man ……………..
2. The paths ……………. lead but to the grave.
3. The writing case was lined with velvet ………….
4. He led a life ………………
5. She lost a pearl …………………….
Answer:

1. of music
2. of life
3. lining
4. of misery
5. of life.

Adverb phrases:

See Workbook pages 110-111

Pick out the Adverb Phrases in the following sentences:

Question 1.
At that time he was in the prime of his youth.
Answer:
in the prime of his youth.

Question 2.
I shall be with you in a short time.
Answer:
in a short time.

Question 3.
She fought in a brave manner.
Answer:
in a brave manner.

Question 4.
No such luxuries were known in those days.
Answer:
in those days.

Question 5.
He replied in a very rude manner.
Answer:
in a very rude manner.

In the following sentences replace, wherever possible, the Adverb phrases by single Adverbs of the same meaning.

Question 1.
I must start in a short time.
Answer:
I must start shortly.

Question 2.
In all probability he is dead.
Answer:
Probably he is dead.

Question 3.
He escaped with great skill.
Answer:
He escaped skillfully.

Question 4.
He spoke in a loud voice.
Answer:
He spoke loudly.

Question 5.
They moved with great caution.
Answer:
They moved cautiously.

In the following sentences replace, wherever possible, the Adverbs by the Adverb phrases conveying the same meaning.

Question 1.
Slowly and sadly we laid him down.
Answer:
We laid him down in a slow and sad manner.

Question 2.
The poor boy’s clothes were carefully patched.
Answer:
The poor boy’s clothes were patched in a careful manner.

Question 3.
She acted unwisely.
Answer:
She acted in a foolish way.

Question 4.
He answered politely.
Answer:
He answered in a polite manner.

Question 5.
No such customs existed then.
Answer:
No such customs existed at that time.

Fill in the blanks with suitable Adverb Phrases.
1. The Rajputs fought ……………..
2. The king treated his ministers ……………
3. Unemployment is increasing …………
4. Keep him …………
5. He struck the blow …………..
Answer:

1. with brave heart
2.  in a rude manner
3. in a reckless manner,
4. in a controlled state
5. without thinking of the consequences.

Noun Phrases:

See Workbook page 112

Pick out the Noun Phrases in the following sentences:

Question 1.
I enjoyed reading this novel.
Answer:
Reading this novel.

Question 2.
To err is human.
Answer:
To err.

Question 3.
To forgive is divine.
Answer:
To forgive.

Question 4.
To suffer is the lot of social reformers.
Answer:
To suffer.

Writing Skill

Question 1.
Imagine you are a member of an NGO working to create awareness for eye donation. Write an appeal to students to register their names for eye donation. (50 words)
Answer:
Eye Donation Camp Save life Donate Eyes Eyes are the real power of man.
Some are devoid of it. You can donate your eyes and let them see world. This is an act of charity and can be performed at any time and age. Practically it takes place only after death.

NGO Raman Singh

Question 2.
Smriti Khanna reads the following advertisement published in a newspaper.

Help the Disabled

An organisation working nationwide to care and help the disabled all over the country. Join us to make our mission. Together we can make a difference.

Society For The Disabled
D-12 Vasant Vihar
New Delhi-110016

Write a letter in about 150 words. Ask for the programmes you can join to ‘help the disabled’. Ask for the information about the ways you can collect the money and donate them.
Answer:
Disability is a physical lapse caused by some adverse effect of nature or medical shortcomings. Still the people who are disabled are part of the same world we live in. They must be promoted to enjoy their life. We can do it by extending our support a little bit. They should not be treated with pity. They can be encouraged so that they should have confidence and they lead their own life without support. We have some plan to organise charity shows, exhibition, fair, painting competition for collecting money for their support. We appeal to all of you to cooperate in our sacred mission.

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Spring Blossom Chapter 5 The Sneeze Questions and Answers

In this article, we will share MP Board Class 10th English Solutions Chapter 5 The Sneeze Pdf, These solutions are solved subject experts from the latest edition books.

The Sneeze Class 10th Question Answer

Word Power

A. Write the meanings of the given phrases and use them in your own sentences.
(निम्न के अर्थ लिखो व अपने वाक्यों में प्रयोग करो।)
Answer:
(a) took off – to remove
It was so hot in the room that Raj took off his shirt.

(b) bald spot – a place in the head that lacks hair.
When Mohan was sitting under a tree, a bird came and sat on his bald spot.

(c) In front of – opposite to something.
I parked the car in front of his garden.

(d) in the course of time – in mean time.
When the teacher was checking the copies of other students Seema completed her work in the course of time.

(e) get out – order to go out.
The teacher ordered Lavish to get out of the classroom when he interrupted her again and again during the lecture.

B. Choose the correct meanings of the following words from the given alternatives.
(सही उत्तर चुनो।)
1. crawl-
(i) run
(ii) to move slowly
(iii) jump
Answer:
(ii) to move slowly

2. pavement-
(i) footpath
(ii) pavilion
(iii) zebra-crossing
Answer:
(i) footpath

3. sneeze-
(i) breathe
(ii) belch
(iii) sudden and noisy release of air through nose.
Answer:
(iii) sudden and noisy release of air through nose.

4. malice-
(i) wish to harm others
(ii) wish to help others
(iii) wish to play together
Answer:
(i) wish to harm others

5. spatter-
(i) scatter
(ii) shatter
(iii) collect
Answer:
(i) scatter

C. Some of the verbs given below have been taken from the lesson; consult a dictionary and find out the noun forms of these verbs.
(दी गई क्रियाओं के संज्ञा रूप लिखिए।)
Answer:
Verb                     Noun
prohibit           prohibition
define              definition
avoid               avoidance
idle                  idleness
consider          consideration

How Much Have I Understood?

A. Answer the following questions. (One or two sentences)
(निम्न प्रश्नों के उत्तर एक या दो वाक्यों में दीजिए।)

Question 1.
Who was Tcherviakoff?
(हु वास् शरवीएकॉफ?)
शरवियाकॉफ कौन था?
Answer:
Tcherviakoff was a minor official.
(शरवियाकॉफ वॉज़ अ माइनर ऑफिशियल।)
शरवियाकॉफ एक निम्न पदाधिकारी था।

Question 2.
What was Tcherviakoff doing in the opera house?
(व्हॉट वॉज़ शरवियाकॉफ डूइंग इन द ओपेरा हाऊस?)
शरवियाकॉफ ओपेरा हाऊस में क्या कर रहा था?
Answer:
Tcherviakoff was watching a famous opera in the opera house.
शरवियाकॉफ वॉज़ वॉचिंग अ फेमस ओपेरा इन द ओपेरा हाऊस।)
शरवियाकॉफ ओपेरा हाऊस में एक प्रसिद्ध ओपेरा (नाटक) देख रहा था।

Question 3.
What happened in the opera house?
(व्हॉट हैपण्ड इन द ओपेरा हाऊस?)
ओपेरा हाऊस में क्या हुआ?
Answer:
Tcherviakoff sneezed over a higher official, General Brizjaloff in the opera house.
(शरवियाकॉफ स्नीज्ड् ओवर अ हायर ऑफिशियल, जनरल ब्रिज़ोलॉफ इन द ओपेरा हाऊस।)
शरवियाकॉफ ओपेरा में उच्च पदाधिकारी जनरल ब्रिज़ालॉफ के ऊपर छींका।

Question 4.
Why did Tcherviakoff feel ashamed?
(व्हाय डिड शरवियाकॉफ फील अशेम्ड्?)
शरवियाकॉफ शर्मिन्दा क्यों हुआ?
Answer:
Tcherviakoff felt ashamed because he had sneezed over a person sitting in front of him.
(शरवियाकॉफ फेल्ट अशेम्ड बिकॉज़ ही हैड स्नीज्ड ओवर। अ पर्सन सिटिंग इन फ्रन्ट ऑफ हिम।)
शरवियाकॉफ अपने आगे बैठे एक व्यक्ति पर छींक दिया था इसीलिए वह शर्मिन्दा हुआ।

Question 5.
Who was the person on whom Tcherviakoff sneezed?
(हू वॉज़ द पर्सन ऑन हूम शरवियाकॉफ स्नीज्ड?)
शरवियाकॉफ किस व्यक्ति पर छींका?
Answer:
The person on whom Tcherviakoff sneezed was a higher official named General Brizjaloff.
(द पर्सन ऑन हूम शरवियाकॉफ स्नीज्ड वॉज़ अ हायर ऑफिशियल नेम्ड् जनरल ब्रिजालॉफ।)
शरवियाकॉफ उच्च पदाधिकारी जनरल ब्रिज़ालॉफ पर छींका।

Question 6.
What did Tcherviakoff think after sneezing?
(व्हॉट डिड शरवियाकॉफ थिंक आफ्टर स्नीजिंग?)
शरवियाकॉफ ने छींकने के बाद क्या सोचा?
Answer:
After sneezing, Tcherviakoff thought of apologizing the person on whom he had sneezed.
(आफ्टर स्नीजिंग, शरवियाकॉफ थॉट ऑफ एपॉलोजाइजिंग द पर्सन ऑन हूम ही हैड स्नीज्ड्।)
छींकने के बाद, शरवियाकॉफ ने उस व्यक्ति से माफी माँगने की सोची जिस पर उसने छींका था।

Question 7.
What did Tcherviakoff’s wife advise him?
(व्हॉट डिड शरवियाकॉफ वाइफ एडवाइज़ हिम?)
शरवियाकॉफ की पत्नी ने उसे क्या सलाह दी?
Answer:
Tcherviakoff’s wife advised him to go and apologize General Brizjaloff, on whom he had sneezed.
(शरवियाकॉफ्स वाइफ एजवाइज़्ड हिम टू गो एण्ड एपॉलोजाइज़ जनरल ब्रिज़ालॉफ, ऑन हूम ही हैड स्नीज्ड।)
शरवियाकॉफ की पत्नी ने उसे सलाह दी कि उसे जनरल ब्रिज़ालॉफ जिस पर उसने छींका है, से जाकर माफी मांगनी चाहिए।

B. Answer the following questions. (Three or four sentences)
(निम्न प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।)

Question 1.
How did Tcherviakoff apologize in the office? How did the General react?
(हाउ डिड शरवियाकॉफ एपॉलोजाइज़ इन द ऑफिस? हाउ डिड द जनरल रिएक्ट?)
शरवियाकॉफ ने कार्यालय में किस प्रकार माफी माँगी? जनरल ने क्या प्रतिक्रिया जताई?
Answer:
Tcherviakoff tried to apologize to the general three times in his office. At the first time he tried to explain him that his sneezing was accidental but the General scolded him. He, therefore thought that he is angry and tried to explain the matter again. The General said to him that he was joking and went away. He again went to him the next day to explain that he had not sneezed on him purposely. This time the General got very angry on him and ordered him to get out.

(शरवियाकॉफ ट्राइड टू एपॉलोजाइज़ टू द जनरल थ्री टाइम्स इन हिज़ ऑफिस। एट द फर्स्ट टाइम ही ट्राइड टू एक्स्प्ले न हिम दैट हिज़ स्नीजिंग वॉज़ एक्सीडेन्टल बट द जनरल स्कोल्डेड हिम। ही, देअरफोर थॉट दैट ही इज़ एंग्री एण्ड ट्राइड टू एक्सप्लेन द मैटर अगेन। द जनरल सेड टू हिम दैट ही वॉज़ जोकिंग एण्ड वेन्ट अवे। ही अगेन वेन्ट् टू हिम द नेक्स्ट डे ट्र एक्स्प्ले न दैट ही हैड नॉट स्नीज्ड ऑन हिम परपसली। दिस टाइम द जनरल गॉट वेरी एंग्री ऑन हिम एण्ड ऑर्डर्ड हिम टू गेट आऊट।)

शरवियाकॉफ ने जनरल से उसके कार्यालय में तीन बार माफी माँगने की कोशिश की। पहली बार उसने उसे यह समझाने की कोशिश की कि उसका छींकना दुर्घटनापूर्वक था मगर जनरल ने उसे डाँट दिया। इसीलिए उसने सोचा कि वह उससे नाराज है और उसे दोबारा समझाने की कोशिश की। तब जनरल ने कहा वह मजाक कर रहा है और चला गया। शरवियाकॉफ उसके पास दूसरे दिन दोबारा गया यह समझाने के लिए कि उसने उसके ऊपर जान बूझकर नहीं छींका था। इस बार जनरल उस पर बहुत नाराज हुआ व उसने उसे बाहर निकल जाने के लिए कहा।

Question 2.
Why did Tcherviakoff die?
(व्हाय डिड शरवियाकॉफ डाइ?)
शरवियाकॉफ क्यों मर गया?
Answer:
Tcherviakoff died because when the General got very angry on him he felt he had done a great mistake. He was too much worried. His worry got on his nerves and he died.
(शरवियोकॉफ डाइड बिकॉज़ व्हेन द जनरल गॉट वेरी एंग्री ऑन हिम ही फेल्ट ही हैड डन अ ग्रेट मिस्टेक। ही वॉज़ टू मच वरिड। हिज़ वरी गॉट ऑन हिज़ नर्स एण्ड ही डाइड।)
शरवियाकॉफ को जब जनरल ने बुरी तरह डाँट दिया तब उसे महसूस हुआ कि उसने बहुत बड़ी गलती कर दी है। वह अत्यधिक चिन्तित हो गया। उसकी चिन्ता उसे परेशान करने लगी अतः वह मर गया।

Question 3.
Write down sometraits of Tcherviakoff’s character in your own words.
(राइट डाऊन सम ट्रेट्स् ऑफ शरवियाकॉफ कैरेक्टर इन योर ओन वर्ड्स)
शरवियाकॉफ के चरित्र की कुछ विशेषताएँ अपने शब्दों में लिखिए।
Answer:
Tcherviakoff was a person who was too much worried about small things. He used to think much and was concerned about others. He was also not egoistic and lacked self respect, as the General scolded him so many times then also he went to him again and again. He was a very emotional person because when the General insulted him in the end and asked him to get out, he felt very bad and thought he had done a great mistake and therefore died.

(शरवियाकॉफ वॉज़ अ पर्सन हू वॉज़ टू मच वरिड् अबाऊट स्मॉल थिंग्स। ही यूज्ड टू थिंक मच एण्ड वॉज कन्सर्ड अबाऊट अदर्स। ही वॉज ऑल्सो नॉट ईगोइस्टिक एण्ड लैक्ड सेल्फ रिस्पेक्ट एज द जनरल स्कोल्ड्ड हिम सो मैनी टाइम्स देन ऑल्सो ही वेण्ट टू हिम अगेन एण्ड अगेन। ही वाज ए वेरी इमोशनल पर्सन बिकॉज़ व्हेन द जनरल इन्सल्ड हिम इन द ऍन्ड एण्ड आस्क्ड हिम टू गेट आऊट, ही फेल्ट वेरी बैड एण्ड थॉट ही हैड डन अ ग्रेट मिस्टेक एण्ड देअरफोर डाइड।)

शरवियाकॉफ छोटी-छोटी बातों पर चिन्तित होने वाला व्यक्ति था। वह बहुत सोचता था व दूसरे के बारे में चिन्तित रहता था। वह अभिमानी भी नहीं था व उसमें स्वाभिमान की कमी थी क्योंकि जनरल के उसे कई बार डाँटने के बाद भी वह उसके पास बार-बार जाता था। वह अत्यधिक भावुक इंसान था क्योंकि जब अन्त में जनरल ने उसका अपमान किया तो उसे बहुत बुरा लगा, उसने सोचा कि उसने बड़ी गलती की है और वह मर गया।

C. Choose the correct alternatives.
(सही उत्तर चुनो।)

1. Ivan Tcherviakoff was a ……..
(i) general.
(ii) secretary
(iii) leader
(iv) minor official
Answer:
(iv) minor official

2. Tcherviakoff recognised the oldman, he was …………
(i) Colonel Vladimir
(ii) General Brizjaloff
(iii) Captain Dimnitri
(iv) General Gabriel
Answer:
(ii) General Brizjaloff

3. Tcherviakoff felt deeply ashamed because
(i) he was sitting on another person’s seat
(ii) he was watching the opera without a ticket
(iii) he had sneezed on an old man accidentally
(iv) he was not dressed properly
Answer:
(iii) he had sneezed on an old man accidentally

4. Tcherviakoff addressed General Brizjaloff as………….
(i) Your Excellency
(ii) Dear Excellency
(iii) Dear Sir
(iv) Dear Mr. Brizjaloff
Answer:
(i) Your Excellency

5. Tcherviakoff kept on going to General Brizjaloff to beg his pardon again and again because……
(i) he was playing a practical joke
(ii) he was too much worried
(iii) his promotion was as stake
(iv) he had gone mad
Answer:
(ii) he was too much worried

Language Practice

Put the verbs in their past perfect continuous form.
(रिक्त स्थान भरो)

1. Sapna found the book. She ……….. it for 5 hours. (look for).
2. The businessman went bankrupt. He ………. money for several years. (lose)
3. Malini felt tired. She ……….. in the pond since morning. (swim)
4. I was half an hour late. I ………. for the bus for 40 minutes. (wait)
5. I ……….. tennis for two hours. I got tired and took rest. (play)

Answer:

1. had been looking for
2. had been losing
3. had been swimming
4. had been waiting
5. had been playing

Listening Time

A. The teacher will read out the second paragraph of the lesson. The students will listen carefully and fill in the blanks.
(रिक्त स्थान भरो)
Answer:
Now, sneezing is not prohibited to anyone. Peasants sneeze, and chiefs of police, sneeze, everyone sneezes. Tcherviakoff did not feel embarassed at what he had done. He wiped his nose with his handkerchief and glanced about him politely to make sure that he had not disturbed anyone by his sneezing. And then he felt deeply ashamed. He saw that an old man who was sitting in front of him was painfully wiping his bald spot and the back of his neck with his glove and muttering something.

B. The teacher will read out the words and the students will repeat them.
(निम्न शब्दों को दोहराओ।)
Answer:

Speaking Time

One student will ask the question from the table given in the text and the other will answer.
(तालिका में दिये गये प्रश्नों को एक छात्र पूछेगा व दूसरा उनके उत्तर देगा)
Answer:
Students will get the following answers of the following questions given in the text.
(छात्रों को पुस्तक में दिये गये प्रश्नों के निम्न उत्तर मिलोंगे)

Question 1.
Which animal has padded feet?
Answer:
A camel has padded feet.

Question 2.
Which bird has a long beak?
Answer:
Tailor bird has a long beak.

Question 3.
Which bird has beautiful wings?
Answer:
A peacock has beautiful wings.

Question 4.
Which animal has lovely horns?
Answer:
A deer has lovely horns.

Question 5.
Which animal has webbed feet?
Answer:
A frog has webbed feet.

Question 6.
Which bird has a red beak?
Answer:
A parrot has a red beak.

Question 7.
Which animal has a bushy tail?
Answer:
A dog has a bushy tail.

Pair Work

Use the clues and advise your partner what he/she should do and what he/she shouldn’t.

1. If you want to have good teeth (eat too many sweets/visit the dentist regularly)
Answer:
If you want to have good teeth you should visit the dentist regularly.

2. If you are driving on a busy road (wear a seat beltluse a mobile phone)
Answer:
If you are driving on a busy road you should wear a seat belt.

3. If you want to pass a job interview (dress smartlylarrive late)
Answer:
If you want to pass a job interview you should dress smartly.

4. If you want a healthy heart (eat fatty foodtake a lot of exercise)
Answer:
If you want a healthy heart you should take a lot of exercise.

Writing Time

You are Irfan, studying in Excellence School Lakhnadon Seoni. Write an application to your principal requesting him to issue you a character certificate.
(अपने प्रधानाध्यापक को चरित्र प्रमाण-पत्र देने के लिए पत्र लिखिए)
Answer:
To,
The Principal,
Excellence School,
Lakhnadon Seoni

Respected Sir,
I beg to state that I have passed my IX std. examination this year from your school. My. father is getting transferred to Indore. Therefore I am taking admission in a new school there. So I need a character certificate.

If you kindly issue me the character certificate I shall be highly obliged.

Yours obediently
Irfan

Things to do

Make a list of the things that worry you. How can you get rid of your worries? Do yoga regularly to free yourself from your worries.
(37 बातों की सूची बनाएँ जो आपको चिन्तित करती हैं। आप अपनी चिन्ताओं से कैसे छूट सकते हैं।)
Answer:
Students can make a list of the things that worry them themselves.
(छात्र उन्हें चिन्तित करने वाली बातों की स्वयं सूची बनायें)

The Sneeze Difficult Word Meanings 

The Sneeze Summary, Pronunciation & Translation

One beautiful evening, Ivan Tcherviakoff, a minor official, was sitting in the opera-house watching a famous opera. As he sat there, he felt extremely relaxed and happy. But suddenly his face grew wrinkled, his eyes rolled, and he held his breath-he took off his glasses, bent forward, and hachoo! He sneezed.

(वन ब्यूटिफुल ईवनिंग, इवान शरवियाकॉफ, अ माइनर ऑफिशियल, वॉज़ सिटिंग इन द ओपेरा-हाऊस वॉचिंग अ फेमस ऑपरा. ऐज़ ही सेट देयर, ही फेल्ट ऐक्स्ट्रीलि रिलैक्स्ड ऐण्ड हैप्पी. बट सडन्ली हिज़ फेस ग्रियु रिंकल्ड, हिज़ आईज़ रोल्ड, ऐण्ड ही हेल्ड हिज़ ब्रेथ-ही टुक ऑफ हिज़ ग्लासेज़, बेण्ट फॉरवर्ड, ऐण्ड हा ऽ ऽ ऽ छु ऽ ऽ ऽ ही स्नीज़्ड।)

अनुवाद :
एक खूबसूरत शाम इवान शरवियाकॉफ जो एक निम्न स्तरीय अधिकारी था नाट्यशाला में बैठा हुआ एक मशहूर नृत्य नाटिका देख रहा था। वह वहाँ बैठा हुआ बहुत खुश और निश्चिंत महसूस कर रहा था। अचानक से उसका चेहरा विक्रत हो झुर्रियोंदार हो गया, उसकी आँखें पलट गईं, उसने अपनी साँस रोक ली अपना चश्मा उतारा, आगे को झुका और हा ऽ ऽ छू ऽ ऽ! वह छींका।

Now, sneezing is not prohibited to anyone. Peasants sneeze, and chiefs of police sneeze, and even politicians seenze; everyone sneezes. Naturally, Tcherviakoff did not feel embarrassed at what he had done. He wiped his nose with his handkerchief and glanced about him politely to make sure that he had not disturbed anyone by his sneezing. And then he felt deeply ashamed. He saw that an old man who was sitting in front of him was painfully wiping his bald spot and the back of his neck with his glove and muttering something. He was, Tcherviakoff recognized, General Brizjaloff of the Department of Highways.

(नाऊ, स्नीज़िग इज नॉट प्रॉहिबिटिड टू एनीवन. पेज़न्ट्स स्नीज़, ऐण्ड चीफ्स ऑफ पुलिस स्नीज़, ऐण्ड ईवन पॉलिटीशियन्स स्नीज़; एवरीवन स्नीज़िस. नैचुरली, शरवियाकॉफ डिड नॉट फील एम्बैरेस्ड ऐट वॉट ही हैड डन ही वाईप्ड हिज़ नोज़ विद हिज़ हैंडकरचीफ ऐण्ड ग्लान्सड अबाऊट हिम पोलाईट्ली टू मेक श्योर दैट ही हैड नॉट डिस्टर्बड एनीवन बाई हिज़ स्नीजिंग. ऐण्ड देन ही फैल्ट डीपली अशेम्ड. ही सॉ दैट ऐन ओल्ड मैन टू वॉज़ सिटिंग इन फ्रण्ट ऑफ हिम वॉज़ पेनफुली वाईपिंग हिज़ बाल्ड स्पॉट ऐण्ड द बैक ऑफ हिज़ नेक विद् हिज़ ग्लव ऐण्ड मटरिंग समथिंग। ही वॉज़, शरवियाकॉफ रिकॉग्नाईज्ड, जनरल ब्रिजालॉफ ऑफ द डिपार्टमेण्ट ऑफ हाईवेज़।)

अनुवाद :
अब किसी के लिए भी छींकना तो प्रतिबन्धित नहीं है। किसान छींकते हैं, पुलिस के उच्चाधिकारी छींकते हैं, यहाँ तक कि राजनेता भी छींकते हैं; सभी छींकते हैं। स्वाभाविक रूप से शरवियाकॉफ को अपने किए पर कोई शर्मिन्दगी नहीं थी। उसने रुमाल से अपनी नाक पोंछी और फिर यह देखने के लिए कि उसने किसी को परेशान तो नहीं किया वह विनीत भाव से इधर-उधर देखने लगा। फिर वो बेहद शर्मिन्दा हुआ। उसने देखा कि उसके सामने बैठा हुआ वृद्ध व्यक्ति दुखी होकर अपने सिर के टकले भाग को और गर्दन को अपने दस्ताने से पोंछ रहा था और साथ में कुछ बड़बड़ा रहा था। शरवियाकॉफ ने उन्हें पहचान लिया। वह राजमार्ग विभाग के जनरल ब्रिजालॉफ थे।

“I sneezed on him,’ thought Tcherviakoff. ‘He is not my chief, but still it is awkward. I must apologize.’

Tcherviakoff cleared his throat, shifted himself forward, and whispered in the general’s ear, I beg your pardon, Your Excellency! Sneezed on you. I accidentally ………’
Never mind, never mind …….’
‘For Heaven’s sake, excuse me. II ……. I didn’t mean to ……..
‘Oh, sit down, please! Let me listen to what is being said.’

(‘आई स्नीज़्ड ऑन हिम’ थॉट शरवियाकॉफ़ ‘ही इज़ नॉट माई चीफ, बट स्टिल इट इज़ ऑकवर्ड. आई मस्ट अपोलोजाइज़’।

शरवियाकॉफ क्लीयर्ड हिज़ थ्रोट, शिफ्टिड हिमसेल्फ फॉरवर्ड, ऐण्ड व्हिस्पर्ड इन द जनरल ‘स् ईअर, ‘आई बेग यॉर पार्डन, यॉर ऐक्सिलेन्सी! स्नीज्ड ऑन यू. आई ऐक्सिडेण्टली ……..
‘नेवर माइन्ड, नेवर माइन्ड …….. ‘
‘फॉर हैवन्स सेक, एक्स्क्यू ज़ मी. आई …….. आई डिडण्ट। (डिड नॉट) मीन टू …….।’
‘ओह, सिट डाऊन प्लीज़! लेट मी लिसन टू …….. वॉट इज़ बीईंग सेड।’)

अनुवाद :
शरवियाकॉफ ने सोचा मैं उन पर छीका वह मेरे विभाग के मुखिया नहीं हैं पर फिर भी है तो यह भद्दा ही। मुझे उनसे क्षमा याचना करनी चाहिए।

शरवियाकॉफ ने अपना गला साफ किया, आगे को खिसका और जनरल ब्रिजालॉफ के कानों में फुसफुसाया ‘क्षमा प्रार्थी हूँ, हुजूर। आप पर छींका, मैं गलती से ……..
‘कोई बात नहीं, कोई बात नहीं ……….’
ईश्वर के लिए, मुझे क्षमा करें। मैं …….. मेरा ऐसा इरादा नहीं…………
‘अरे बैठ जाओ, कृपा करके! मुझे सुनने दो जो कहा जा रहा है।’

Tcherviakoff was terribly confused. He smiled idiotically and began watching the opera again. He looked at the stage, but no longer felt happy. Anxiety was beginning to trouble him. During the next interval, he approached General Brizjaloff and murmured, ‘I sneezed on Your Excellency, excuse me. You see, I ……… did not do it to

‘Oh, enough of that. I had already forgotten about it and you keep on at the samething!’ said the general, impatiently twitching his lower lip.

(शरवियाकॉफ वॉज़ टेरिबली कन्फ्यूज्ड ही स्माईल्ड इडियॉटिकली ऐण्ड बिगैन वॉचिंग द ऑपरा अगेन. ही लुक्ड ऐट द स्टेज, वट नो लॉन्गर फैल्ट हैप्पी. ऐंग्जाइटी वॉज़ बिगिनिंग टू ट्रबल हिम. ड्यूरिंग द नेक्स्ट इन्टरवेल, ही अप्रोच्ड जनरल ब्रिजालॉफ ऐण्ड मरमर्ड, ‘आई स्नीज़्ड ऑन यॉर ऐक्सिलेन्सी, एक्सक्यूज़ मी यू सी, आई …….. डिड नॉट डू इट टू …….!

‘ओह, एनफ ऑफ दैट. आई हैड ऑलरेडी फॉरगॉटन अबाऊट इट ऐण्ड यू कीप ऑन ऐट द सेम थिंग!’ सेड द जनरल इम्पेशियण्ट्ली ट्विचिंग हिज़ लोअर लिप।)

अनुवाद :
शरवियाकॉफ बहुत ज्यादा परेशान था। वह बेवकूफों के जैसे मुस्कराया और फिर से नाटक देखने लगा। वह मंच की तरफ देख रहा था परन्तु अब पहले जैसा खुश नहीं था। व्याकुलता ने उसे परेशान करना आरम्भ कर दिया था। अगले मध्यान्तर में वो जनरल ब्रिजालॉफ के करीब पहुँचा और बुदबुदाया “मैं आप पर छींका हुजूर, मुझे क्षमा करें। दरअसल मैंने ऐसा इसलिए नहीं किया ……..’

“ओहं, बहुत हुआ। मैं पहले ही भूल चुका हूँ उस बारे में और तुम उसी पर अटके हुए हो।” जनरल ने बेसब्री से निचले होठ को सिकोड़ते हुए कहा।

“He says he has forgotten it, but there is malice in his eyes,’ thought Tcherviakoff, glancing at the general suspiciously. ‘He won’t even speak. I must explain that I didn’t mean it ……… that sneezing is a law of nature …….. or else he might think I was spitting. If he doesn’t think so now, he will later.”

On reaching home, Tcherviakoff told his wife about the incident. She was alarmed at first, but when she learned that Brizjaloff was not her husband’s chief, she felt reassured.

(‘ही सेज़ ही हैज़ फॉरगॉटन इट, बट देयर इज़ मैलिस इन हिज़ आईज’, थॉट शरवियाकॉफ, ग्लान्सिंग ऐट द जनरल ससपिशियस्ली. ‘ही वोण्ट (वुड नॉट) ईवन स्पीक. आई मस्ट एक्स्प्ले न दैट आई डिडण्ट (डिड नॉट) मीन इट …….. दैट स्नीजिंग इज़ अ लॉ ऑफ नेचर …….. और एल्स ही माईट थिंक आई वॉज़ स्पिटिंग. इफ ही डज़ण्ट थिंक सो नाऊ, ही विल लेटर.’

ऑन रीचिंग होम, शरवियाकॉफ टोल्ड हिज़ वाईफ अबाऊट द इन्सिडेण्ट्र. शी वॉज़ अलार्मड ऐट फर्स्ट, बट व्हेन शी लन्ड दैट ब्रिजालॉफ वॉज़ नोट हर हस्बैण्ड्स चीफ, शी फैल्ट रीअशयोर्ड.)

अनुवाद :
‘यह कह रहे हैं कि यह भूल चुके हैं पर इनकी आँखों में द्वेष हैं।’ शरवियाकॉफ ने जनरल की तरफ देखते हुए अपने मन में सोचा। ‘यह बात तक नहीं कर रहे। मुझे उन्हें समझाना चाहिए कि मेरा ऐसा इरादा नहीं था, कि छींकना प्रकृति का नियम है ………अन्यथा वह यह समझेंगे कि मैं थूक रहा था। यदि अभी नहीं सोच रहे तो बाद में सोचेंगे।’

घर पहुँचकर शरवियाकॉफ ने अपनी पत्नी को घटना के बारे में बताया। पहले तो उसकी पत्नी घबरा गई पर जब उसे यह मालूम हुआ कि ब्रिज़ालॉफ उसके पति के विभाग का मुख्य अधिकारी नहीं है तो वह आश्वस्त हो गई।

‘Still, you must go and apologize,’ she said, ‘He might think you don’t know how to behave in society.’

“That’s just it!’ said Tcherviakoff, ‘I have apologized, but he acted so curiously. He didn’t say anything sensible. But, then there was no time for conversation.’

The following day Tcherviakoff shaved, wore his new uniform and went to Brizjaloff’s office to explain things to him. In the general’s reception room, there was a large crowd of petitioners. Sitting at a large table in the centre of the room was the general, who had already begun his reception. After he had interrogated several of the petitioners, the general raised his eyes to Tcherviakoff.

(‘स्टिल, यू मस्ट गो ऐण्ड अपॉलोजाईज,’ शी सेड,’ ‘ही. माईट थिंक यू डोण्ट (ड् नॉट) नो हाऊ टु बिहेव इन सोसायटी.)

‘दैट्स जस्ट इट!’ सेड शरवियाकॉफ, ‘आई हैव अपॉलोजाइज्ड, बट ही ऐक्टिड सो क्यूरियसली ही डिडण्ट (डिड नॉट) से एनीथिंग सेन्सिबल. बट, देन देयर वॉज़ नो टाईम फॉर कन्वरसेशन!

द फॉलोइंग डे शरवियाकॉफ शेटड, वोर हिज़ न्यू यूनिफॉर्म ऐण्ड वेण्ट टू ब्रिजालॉफ्स ऑफिस टू एक्स्प्लेन थिंग्स टु हिम इन द जनरल्स रिसेप्शन-रूम देयर वॉज़ अ लार्ज क्राऊड ऑफ पेटिशनर्स. सिटिंग ऐट अ लार्ज टेबल इन द सेण्टर ऑफ द रूम वॉज़ द जनरल, हू हैड ऑलरेडी बिगन हिज़ रिशेप्शन आफ्टर ही हैड इन्टरोगेटिड सेवरल ऑफ द पेटिशनर्स, द जनरल रेज्ड हिज़ आईज़ टू शरवियाकॉफ.)

अनुवाद :
फिर भी तुम्हें जाना चाहिए और माफी मांगनी चाहिए। वह यह समझेगा कि तुम्हें सामाजिक शिष्टाचार नहीं आते।’ उसकी पत्नी ने कहा।

‘बिल्कुल ठीक! मैंने उनसे क्षमा माँगी परन्तु उसका बर्ताव बड़ा अजीब सा था। उन्होंने ‘कुछ भी समझ आने योग्य नहीं कहा। परन्तु वहाँ बातचीत का समय भी नहीं था।’ शरवियाकॉफ ने कहा। अगले दिन शरवियाकॉफ ने दाड़ी बनाई, अपनी नई वर्दी पहनी और ब्रिजालॉफ के दफ्तर उनको स्पष्टीकरण देने पहुंचा। जनरल के स्वागत-कक्ष में फरियादियों की अच्छी-खासी भीड़ थी। कमरे के बीच में एक बड़ी से मेज के पीछे बैठे जनरल आए हुए लोगों की समस्याएं सुनना शुरू कर चुके थे। कई सारे फरियादियों से सवाल-जवाब के पश्चात् जनरल ने शरवियाकॉफ की तरफ देखा।

“Yesterday, at the opera-house, if you remember, Your Excellency ………’ the little official began, I sneezed and …….. accidentally spattered on you. Excuse ………’

‘You are talking about the same thing again? What nonsense! What can I do for you?’

Tcherviakoff turned pale. ‘He won’t speak to me!’ he said to himself. “That means he is angry. I must explain the whole thing to him.’

When the general had finished his interview with the last petitioner and was leaving, Tcherviakoff stepped up to him and murmured, ‘Your Excellency! If I dare to trouble you, it is only, I can assure you, from a feeling of repentance. I did not sneeze on purpose. Your Excellency must know that …….’

(‘यस्टर्डे, ऐट ओपेरा-हाऊस, इफ यू रिमेम्बर, यॉर एक्सिलेन्सी ………… ‘द लिटल ऑफिशियल बिगैन, ‘आई स्नीज्ड ऐण्ड ………. ऐक्सिडेण्ट्ली स्पैटर्ड ऑन यू. एक्स्क्यू ज़ ……….’

‘यू आर टॉकिंग अबाऊट द सेम थिंग अगेन? व्हॉट नॉनसेन्स! व्हॉट कैन आई डू फॉर यू?

शरवियाकॉफ टन्ड पेल. ही वोण्ट (वुड नॉट) स्पीक टू मी। ही सेड टू हिमसेल्फ़ दैट मीन्स ही इज़ ऐंग्री. आई मस्ट एक्स्प्ले न द होल थिंक टू हिम

व्हेन द जनरल हैड फिनिश्ड हिज़ इन्टरव्यू विद द लास्ट पेटिशनर ऐण्ड वॉज़ लीविंग, शरवियाकॉफ स्टेप्पड अप टू हिम ऐण्ड मरमर्ड, यॉर एक्सिलेन्सी! इफ आई डेयर टू ट्रबल यू, इट इज़ ओनली, आई कैन अश्योर यू, फ्रॉम अ फीलिंग ऑफ रिपेन्टेन्स। आई डिड नॉट स्नीज़ ऑल परपस. यॉर एक्सिलेन्सी मस्ट नो दैट ……….’)

अनुवाद :
‘कल नाट्यशाला में यदि आपको याद हो हुजूर ………..’ छोटे अधिकारी ने बोलना शुरू किया, ‘मैं छींका और  ………. अक्स्मात आप पर थूक की छीटें गिराई। मुझे क्षमा ……….’

‘तुम फिर उसी बारे में बात कर रहे हो। क्या बकवास है! मैं क्या कर सकता हूँ तुम्हारे लिए?

शरवियाकॉफ पीला पड़ गया ‘ये मुझसे बात नहीं करेंगे। उसने अपने आप से कहा’ इसका मतलब है कि मुझसे रुष्ट हैं।

‘मुझे उनको पूरी बात समझानी चाहिए।’ जब जनरल ने अन्तिम फरियादी से सवाल-जवाब कर लिए व जाने को हुए तो शरवियाकॉफ उनके पास आया और धीरे से बुदबुदाया ‘हुजूर! यदि मैं आपको बार-बार तकलीफ देने का साहस कर रहा हूँ तो सिर्फ इसलिए, मैं आपको यकीन दिलाता हूँ, पश्चाताप की भावना से। मैं जानबूझकर नहीं छींका था। हुजूर को यह मालूम होना चाहिए कि ………..।’

The general made a fearful face and waved his hand in despair. “You are simply joking, sir!’ he said disappearing behind the door.

‘He says I am joking!’ thought Techerviakoff. ‘But there is no joke about this at all. He is a general and he can’t understand what a common man like me is going through! I am not going to beg that man’s pardon again! I’ll write him a letter, but I’ll not come here again.’

Tcherviakoff could not stop thinking about the incident as he walked homewards. He did not write that letter to the general. He thought and thought, but could not think of anything to write. He decided to go back to the general the following day and explain everything in person.

(द जनरल मेड अ फीअरफुल फेस ऐण्ड वेव्ड हिज़ हैण्ड इन डिस्पेअर, ‘यू आर सिम्पली जोकिंग, सर! ही सेड डिसअपीयरिंग बिहाईन्ड द डोर.

‘ही सेज़ आई ऐम जोकिंग!’ थॉट शरवियाकॉफ. बट देयर इज़ नो जोक अबाऊट दिस ऐट ऑल. ही इज अ जनरल ऐण्ड ही काण्ट (कैन नॉट) अन्डरस्टैण्ड व्हॉट अ कॉमन मैन लाईक मी इज़ गोइंग धू! आई एम नॉट गोइंग टू बैग दैट मैन्स पार्डन अगेन! आई विल राईट हिम अ लैटर, बट आई बिल नॉट कम हीयर अगेन’

शरवियाकॉफ कुड नॉट स्टॉप थिंकिंग अबाऊट द इन्सिडेण्ट ऐज़ ही वॉक्ड होमवर्ड्स ही डिड नॉट राईट दैट लैटर टू द जनरल. ही थॉट ऐण्ड थॉट, बट कुड नॉट थिंक ऑफ एनीथिंग टू राईट। ही डिसाइडिड टू गो बैक टू द जनरल द फॉलोइंग डे एण्ड एक्स्प्ले न एवरीथिंग इन पर्सन।)

अनुवाद :
अत्यन्त बुरा-सा मुँह बनाकर हाथों को हताशा से हिलाते हुए जनरल ने कहा, ‘तुम मजाक कर रहे हो महोदय!’ यह कहकर वह दरवाजे से अन्दर चला गया।

‘वह कह रहे हैं मैं मज़ाक कर रहा हूँ’ शरवियाकॉफ ने मन में सोचा। ‘परन्तु इसमें कुछ भी मज़ाक नहीं है। वह एक जनरल. हैं और वह यह समझ नहीं सकते कि मुझ जैसा आम आदमी कैसी मानसिक स्थितियों से गुज़र रहा है! अब मैं उनसे क्षमा प्रार्थना नहीं करूँगा! मैं उन्हें एक पत्र लिख दूँगा परन्तु यहाँ फिर नहीं आऊँगा।’

शरवियाकॉफ घर लौटते हुए भी इसी घटना के बारे में सोच रहा था। उसने जनरल को पत्र नहीं लिखा। वह सोचता रहा और सोचता रहा परन्तु क्या लिखे यह समझ नहीं पाया। उसने अगले दिन जनरल के पास जाकर व्यक्तिगत रूप से सब कुछ समझाने का निश्चय किया।

‘I came yesterday and troubled Your Excellency,’ he mumbled as he faced the general, “but not with the idea of joking, as Your Excellency remarked. I wanted to ask for your forgiveness because when I sneezed-I did not dream of joking. How could I dare do such a thing? To joke would be to show no respect for persons.’

‘Get out!’ roared the general, suddenly quaking and growing red in the face.

“What?’ whispered Tcherviakoff. He was horrified to see the general so angry.

Something seemed to break inside Tcherviakoff. He stumbled through the door and out into the street. He could not see or hear a thing, and he crawled along the pavement. He walked home mechanically and when he reached there, he lay down on a sofa without taking off his uniform, and died.

(‘आई केम यस्टरडे ऐण्ड ट्रबल्ड यॉर एक्सिलेन्सी,’ ही ममबल्ड ऐज़ ही फेस्ड द जनरल, ‘बट नॉट विद द आइडिया ऑफ जोकिंग, ऐज़ यॉर एक्सिलेन्सी रिमाड। आई वॉण्टिड टू आस्क फॉर यॉर फौरगिवनैस बिकॉज़ व्हेन आई स्नीज्ड-आई डिड नॉट ड्रीम ऑफ जोकिंग. हाऊ कुड आई डेयर डू सच अ थिंग? टू जोक वुड बी टू शो नो रिस्पैक्ट फॉर पर्सन्स’ – ‘गैट आऊट।’ रोर्ड द जनरल, सडनली क्वैकिंग ऐण्ड ग्रोइंग रेड इन द फेस.

‘व्हॉट? ‘ व्हिस्पर्ड शरवियाकॉफ, ही वॉज़ हॉरिफाईड टू सी द जनरल सो ऐंग्री.

समथिंग सीम्ड टू ब्रेक इनसाइड शरवियाकॉफ. ही स्टम्बल्ड श्रू द डोर ऐण्ड आऊट इन्टू द स्ट्रीट. ही कुड नॉट सी और हीयर अंथिंग, ऐण्ड ही क्रॉल्ड अलॉन्ग द पेवमेण्ट. ही वॉक्ड होम मेकैनिकली ऐण्ड व्हेन ही रीच्ड देयर, ही ले डाऊन ऑन अ सोफा विदाऊट टेकिंग ऑफ हिज़ यूनीफॉर्म, ऐण्ड डाईड.)

अनुवाद :
‘मैं कल आया था और हुजूर को तकलीफ दी थी’ वह बुदबुदाया जैसे ही उसका जनरल से सामना हुआ परन्तु मज़ाक करने के उद्देश्य से नहीं जैसा हुजूर ने कहा था। मैं आपसे माफी माँगना चाहता था क्योंकि मैं छींका था-मज़ाक करने का तो मैंने सपने में भी नहीं सोचा था। मैं ऐसी धृष्टता करने का साहस कैसे कर सकता था? मज़ाक करने का अर्थ हुआ किसी के प्रति असम्मान प्रदर्शित करना।’

‘बाहर निकलो!’ गरजा जनरल, अचानक, क्रोध से लाल हुए चेहरे के साथ।

‘क्या?’ शरवियाकॉफ बुदबुदाया। जनरल को इतना क्रोधित देख वह डर गया। शरवियाकॉफ के अन्दर जैसे कुछ टूट गया। वह लड़खड़ाता हुआ दरवाजे से निकलकर सड़क पर आ गया। उसे कुछ भी दिखाई नहीं दे रहा था न सुनाई दे रहा था, और वह सड़क के किनारे रेंगता हुआ सा चल रहा था। वह यन्त्रवत चलता हुआ घर पहुँचा और वहाँ पहुँचकर वो बिना अपनी वर्दी उतारे सोफे पर लेट गया और वह मर गया।

The Spring Blossom Textbook General English Class 10th Solutions

• Light the Lamp of Thy Love Class 10 Questions And Answers
• The Power of Determination Class 10 Questions And Answers
• Salutation to the Nation Class 10 Questions And Answers
• Children Class 10 Questions And Answers
• The Sneeze Class 10 Questions And Answers
• The New Player in the Team Class 10 Questions And Answers
• Anger Class 10 Questions And Answers
• One Step Ahead Class 10 Questions And Answers
• The Tribute-I Class 10 Questions And Answers
• The Tribute-II Class 10 Questions And Answers
• Wind Class 10 Questions And Answers
• Maharana Pratap Class 10 Questions And Answers
• Opportunity for Youth Class 10 Questions And Answers
• The Pot of Gold Class 10 Questions And Answers
• In Memoriam Class 10 Questions And Answers
• The Red Rice Granary Class 10 Questions And Answers
• Torch Bearers Class 10 Questions And Answers
• The Tables Turned Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 3 Of Expense Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 3 Of Expense Pdf, These solutions are solved subject experts from the latest edition books.

Of Expense Class 10th Question Answer

Of Expense Vocabulary

I. The word ‘disadvantage’ has a prefix as well as suffix. Write other such five words having prefix as well as suffix.
e.g. dis honour able
Answer:
I dis respect able
I dis taste ful
I un work able
I up right ness
I un objection able

II. Note the difference between ‘certainly’ and ‘Surely’. Now use these words properly in a dialogue.
e.g. Mohan : “He’s a brilliant student, isn’t he?”
Rani : “Well, he certainly works very hard.”
Mohan : “He’s also a good painter.”
Rani : “Surely this can’t be true.”

III. The world ‘but’ is being used in the beginning of a sentence as well as in the middle of a sentence. Use the world ‘but’ in the same manner in some sentences and notice the difference in the pronounciation of this word also.
Answer:
Do it yourself.

Listening Skill

Listen to the following poem twice.

See workbook page 15

A. Now, answer the following questions:
Fill in the blanks using the missing lines of the poem.

Question 1.
Money is our madness; our vast collective madness.
Answer:
And of course, if the multitude is mad.

Question 2.
Money has got us down, we grovel before it in strange terror.
Answer:
And no wonder, for money has a fearful cruel power among men.

Question 3.
Has he no money? They let him eat direct and go cold.
Answer:
And if I have no money, they will give me a little bread.

Question 4.
We must have some money to save us from eating dirt.
Answer:
And this is all wrong.

Question 5.
Bread should be free
Answer:
Shelter should be free.

Question 6.
to all and anybody, all and anybody
Answer:
All over the world.

Question 7.
We must regain sanity about money
Answer:
before we start killing one another about it.

8. It’s one thing or the other.

Speaking Skill

Look at this situation where you want to give some suggestion for saving money.

See Workbook pages 17-18

Ans.
Do yourself.

Reading Skill
Read the passage carefully.

See Workbook pages 18-19

I. Now answer the following questions:

(a) What is the author talking about?
Ans.
The author is talking about whether it is dishonest to rob one’s own money box.

(b) Who are the two selves in each one of us?
Ans.
The self that wishes to save and the self that wishes to spend.

(c) How different are they?
Ans.
One of them differs as much from the other as a man does from his first cousin.

(d) Do they trust each other?
Ans.
No, they do not trust each other.

(e) Which self acts as a watch guard?
Ans.
The self that saves acts as the watch guard.

(f) Whose position becomes tragic?
Answer:
The position of both of them (the self that saves and the self that spends) becomes tragic.

II. The author has given two comparisons in the given extract. Write them.
Answer:

1. One of them differs as much from the other as a man does from his first cousin.
2. As unable to escape from his neighbours as one of the Siamese twins.

III. There ¡s one metaphor used in the end of the extract. Write down the whole sentence.
Answer:
I do not remember at what date the self that spends won a complete victory in my bosom over the self that saves, but I know
that it was a Waterloo.

IV. Match words of similar meanings:
1. ethics – (a) clearly
2. hostile – (b) frustrate
3. obviously – (c) principles
4. grudging – (d) a tool
S. stealthily – (e) opposed
6. chisel – (f) secretly
7. thwarted – (g) reluctantly
Answer:
1. (c), 2. (e), 3. (a) 4. (i), 5. (f), 6. (d), 7. (b).

Grammar
Modals:

See Workbook pages 20-24

Fill in the blanks with the suitable modals given in brackets.
1. We …………….. to serve our nation. (should/may/ought)
2. She ………….. to go for a walk miles together. (should/used/could)
3. You ………….. have taken all that trouble. (needn’t/ought/used)
4. ………………… I come into the classroom, sir? (can/may/need)
5. The candidates …………….. to appear for an interview after the written test. (will/must/have)
6. If you pass the exam, you ………….. get a certificate.(might/ could/will)
7. You . pay your fees before Saturday. (ought /dare/need)
8. How he ask such a question? (must/dare/need)
9. There are clouds in the sky. It ……… rain today. (can/may/should)
10. I solve this problem very easily. (ought/dare/can)
Answer:

1. ought
2. used
3. needn’t
4. May
5. have
6. will
7. ought to
8. dare
9. may
10. can.

Writing Skill

Question 1.
What is more valuable, the money we spend on the luxuries or the necessities we use? Write your views. (50 words)
Answer:
I think money spent on the luxuries is not as much valuable as that spent on our necessities. It is:’ because luxuries give us comfort for a moment. it can’t feed us or satisfy us for long. Luxuries are momentary attractions. But necessities are for the survival of our life. We can’t do without them. So money spent upon them is more valuable.

Question 2.
‘Expenses should be limited to income.’ Keeping this in view, prepare a monthly budget of your family. (150 words)
Answer:
It is a very old proverb cut your coat according to your cloth. It is true. If one cuts ones coat over the size of the cloth it is sure to disfigure the coat. So one should always plan one’s monthly budget as per ones fixed monthly income. One should not depend upon any extra income for it is not fixed or certain. I, therefore, prepare my monthly budget keeping these facts in mind. My monthly income is Rs. 10,000/-. My budget for a mouth is as follows:

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 11 Mending Wall Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 11 Mending Wall Pdf, These solutions are solved subject experts from the latest edition books.

Mending Wall Class 10th Question Answer

Mending Wall Vocabulary

I. Use the word ‘mend’ with a different meaning in a phrase and write its meaning.
Answer:
Mend : Repair : He is mending the wall.
Mend : to set right : Mend your ways if you want to get success.

II. ‘Good fences make good neighbours.’ Use the word ‘good’ in some short sentences conveying beautiful ideas, e.g, what good is money when you haven’t any friends?
Hints: good manners, good habits, good teachers, good books, good news, good reputation, for your own good, do more harm than good, good for you.
Answer:
Good manners : Our good manners please all.
Good books : Good books are the best friends.
For your own good : Do it for your own good.
Good for you : Apple is good for you.

Listening Skill

Listen to the poem carefully.

See Workbook pages 88-89

Now answer the following questions:

A. Find from the poem the synonyms of the following.
Answer:

1. to hate : scorn
2. to decorate : adorn
3. to spoil, to cause serious damage : blight
4. extremely strong desire to gain wealth : avarice
5. blessings : bounties

B. Four ideas are mentioned below. Write the numbers of the stanzas in which these ideas are found.

1. There will be no misery. Joy will prevail everywhere.
2. Each country will enjoy political freedom.Each human being will be contented.
3. The world will be free from the curses of hatred and war.
4. The worth of the people will not be determined by the colour of their skin. All the people will have equal share in the earth’s blessings.

Answer:
4, 2, 1, 3

See Workbook pages 90-91

C. Each stanza mentions one positive feature that the poet would like to be there in his dream world. It also mentions one negative feature that will not be there. For example, in stanza 1- There will be love and’ peace everywhere. (Positive)
There will be no hatred. (Nagative) Now complete the following table.
Answer:
Stanza Positive feature that Negative feature that will be there will not be there

Stanza	Positive feature that will be there	Negative feature will not be there
1	There will be freedom.	There will be no greed
2	There will be equality	There will be no racial discrimination
3	There will be joy	There will be no misery

Speaking Skill

You have a definite routine which you follow everyday. Now talk
about it in a group of four. The beginning is given as an example
I wake up at 5 o’clock in the morning.
Then I ……………………..
Answer:
Do yourself.

Reading Skill

Read the poem.

See Workbook pages 92-93

A. Now answer the following questions.
(a) What grew in God’s free light?
Answer:
A rose grew in god’s free light.

(b) Who fed and watered the rose?
Answer:
The morning dew fed and watered the rose.

(c) When did the rose come to a crevice in the wall?
Answer:
The rose came to a crevice in the wall after rising to a lofty height.

(d) How it crept through the crevice?
Answer:
It crept onward through the crevice with added strength.

(e) Was there any difference in its growth?
Answer:
There was no thought of fear or pride in its growth.

(J) What does the poet wish to receive?
Answer:
The poet wishes to receive faith and hope.

(g) How does the rose still grow beyond the wall?
Answer:
Beyond the wall the rose will spread its fragrance far and wide.

B.Write some inspiring quotations on the following:
Courage : Courage is the key to all success.
Faith : Faith in God paves the way to success.
Beauty : Beauty is truth, truth beauty.
Hope : Hope for the best.
Strength : Strength is the key to confidence.

Writing Skill

Question 1.
“Domestic walls break the nation in fragments.” Comment. (50 words)
AAnswer:
Man is born free. There is no ill feeling in a child but as one grows one faces many wordly avarices. There are discrimination of caste, creed, culture, religion, race etc. There are the man-made walls that fragment the whole world. We develop hate for others and indulge in wars which weaken the world. These are the curses of human life.

Question 2.
Imagine there are no political boundaries among countries then what will be the face of the world? Describe. (150 words)
Answer:
Had there been no boundaries among countries the whole world would have been one place to live in. There would have been no discrimination of any kind. We would have been free to go anywhere anytime for any purpose. The whole world would have been a peaceful place. There would have been no war. The world would have been a safe place. The philosophy of the whole world i.e. “Vasudhaiva Kutumbkam” would have been true. The whole world would have been one.

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 14 Lake Isle of Innisfree Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 14 Lake Isle of Innisfree Pdf, These solutions are solved subject experts from the latest edition books.

Lake Isle of Innisfree Class 10th Question Answer

Lake Isle of Innisfree Vocabulary

I. Use the following words in your own sentences, wish, desire, want, urge
Answer:
Wish : I wish for your grand success.
Desire : We all desire for a good life.
Want : I want to visit the Taj Mahal once again.
Urge : His urge to fight for the country got intensified.

II. In the word ‘arise’ the stress is on the second syllable. Make a list of words beginning with the letter ‘a’ and having stress on the second syllable.
Answer:
Arrest – Across – Antenae
Analogy – Attest – Atmosphere

Listening Skill

Listen to this beautiful poem twice.

See Workbook pages 113-115

Now answer the following questions :

Question 1.
Find the rhyming words from the poem like: e.g. dawn-drawn
Answer:
Montreal – fall
thrill – hill
may – bay
Tadoussac- back
prayer- there.

Listening Skill

Listen to this beautiful poem twice.

See Workbook pages 113-115

Now answer the following questions:

Question 1.
Find the rhyming words from the poem like:
e.g. dawn-drawn
Answer:
Montreal – fall
may – bay
prayer- there.

Question 2.
Name any place mentioned in the poem.
Answer:
Montreal

Question 3.
Where did the poet sail?
Answer:
The poet sailed on the lake Ontario.

Question 4.
Where did the poet wander?
Answer:
The poet wandered in Toronto.

Question 5.
Where does he want to go again?
Answer:
He wants to go to Tadoussac again

Speaking Skill
One example is given below.
Answer:
Group A
1. Shrinagar – 1. Where the lake ‘Dal’ greets the tourists with all its scenic beauty
2. Where the world famous Taj Mahal is situated – 2. Agra where Taj Mahal is situated
3. Amarkantak – 3. Caves are famous
4. Where Gandhiji’s ashram is located – 4. Sabarmati
5. Amritsar – 5.Where golden temple is situated

See Workbook page 116

2. Let the students be in pair. One should ask the questions given below to the other in the pair and fill in the given table

• Where would you like to visit?
• What things would you like to see there?
• Which characteristics of the place attract you?
• To whom would you like to meet there?

Answer:

S.No.	Place	Thing to see	Attractive characteristic	Persons to meet
1.	Agra	Taj Mahal	Architectural beauty	My Grandparents
2.	Kashmir	Shalimar and Nishat Bagh	Natural beauty	My Friends

Reading Skill

Read the poem.

See Workbook pages 118-119

A. Now answer the following:

Question 1.
What time of the day is it?
Answer:
It is dusk.

Question 2.
Why does the feeling of sadness come to the poet?
Answer:
Because it is going to be dark.

Question 3.
How does the poet want to overcome his sorrow?
Answer:
By reading some poems.

Question 4.
Why does he not want to listen to the grand old masters?
Answer:
Because their distant footsteps echo through the corridors of time.

Question 5.
What does the grand old master’s strain suggest?
Answer:
It suggests life’s toil and endeavour.

Question 6.
Why does he want to read some humbler poet?
Answer:
Because his poems will have soothing effect on him.

B.Look at the relationship between the following pairs of words. Now use them together in a meaningful sentence of your own.
Answer:
Do yourself

Writing Skill

Question 1.
Write a paragraph on the importance of plantation. (50 words)
Answer:
No one can deny the fact that trees are the greatest saviour of mankind. We get many essential things from trees. Hence growing and planting more and more trees is the need of the hour. It would help balance our ecosystem. Plantation will keep our environment fresh and life healthy.

Question 2.
Deforestation is imbalancing the ecosystem. Write your views. (150 words)
Answer:
Forests are very important in our life. They maintain ecosystem. They help in soil conservation. They help us receive more in rain. They help us breathe fresh air, provide greenery and keep our environment clean and fresh. They are the habitats for wild animals who are in many ways our saviour. We get many herbs and household timber from forests. Deforestation causes global warming. Temperature is getting more and more hot which causes many threats to our life. A number of rare species are depleting from nature. Hence deforestation has created an alarming situation. We must stop it otherwise our life will be in great danger.

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Workbook Chapter 15 Journey of the Atlantic on a Papyrus Boat Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Workbook Chapter 15 Journey of the Atlantic on a Papyrus Boat Pdf, These solutions are solved subject experts from the latest edition books.

Journey of the Atlantic on a Papyrus Boat Class 10th Question Answer

Journey of the Atlantic on a Papyrus Boat Vocabulary

I. Write the names of some European languages.
Answer:
English, French, German.

II. Use the following words in the beginning of your sentences, moreover, once, next, now, however, often, only, even
Answer:
Moreover : Moreover, I. will go to visit the place.
Once : Once I had gone to Kolkata.
Next : Next to you comes Hera’s number.
Now : Now I will start my work.
However : However, he is quite right.
Often : Often I meet my friend.
Only : Only seeing is believing.
Even : Even the girls began to shout.

III. Say the following words: launch, lunch, boat, boot, but
Answer:
Pronounce the above words clearly.

Listening Skill

Listen carefully the text about two explorers.

See Workbook pages 120-121

Now tell whether the following sentences are true, not true, or can’t tell.

1. Columbus lived in Italy.
2. Vasco da Gama lived in Portugal.
3. Both of them sailed from Europe.
4. Both of them travelled across the Atlantic Ocean.
5. In 1492, Columbus sailed across the Pacific Ocean.
6. Vasco da Gama made trips to China.
7. Vasco da Gama had farty sailors in his ship.
8. Vasco da Gama made three trips to India in all.
9. Columbus reached South America on his second trip.
10. Both of them lived until they were 75 years old.
Answer:

1. True
2. Not true
3. true
4. Not true
5. Not true
6. Not true
7. Cant tell
8. True
9. Not true
10. Cant tell.

Fill in the blanks:

Question 1.
(a) Asif was walking on the beach, when he …………… a lovely pink shell.
(b) The sea route to India from Europe was …………. long ago. (Found/discovered)
Answer:
(a) found
(b) discovered.

Question 2.
(a) We are planning a to Munnar over a long weekend.
(b) The first of the Titanic was an unlucky one. (tri p/voyage)
Answer:
(a) trip
(b) voyage.

Question 3.
(a) It is a road from my school to Nehru Nagar.
(b) The storm knocked the tree down. Only the stump is left standing (straight/upright)
Answer:
(a) straight
(b) upright.

Speaking Skill

I. Study the way people ask for information on the telephone.

See Workbook page 122
Answer:
Do yourself.

II. Work with a partner and role play the following situations.
Remember you are asking for information on the phone.

Question 1.
You are planning a trip to Guwahati you are ringing the travel agent to find out the cost of a return air ticket.
Answer:
Do yourself.

Question 2.
You are calling the local railway station to find out if the trains are running on time after yesterday’s heavy rains.
Answer:
Do yourself.

III. Have you ever been on a long railway journey. Have a class discussion on this.
Answer:
Do yourself.

IV. Suppose you were one of the companions of the journey of the Atlantic on a Papyrus Boat. Tell about your adventure and your opinion about other companions.
Answer:
Do yourself.

Reading Skill

Read the extract carefully.

See Workbook pages 123-124

A. Now answer the following questions:

Question 1.
Each year scores of yachts from the different countries scurry to New Zealand. Why?
Answer:
To seek shelter from the Pacific cyclones spinning over the area from October to April.

Question 2.
Where do they sail during the month of May and June?
Answer:
In search of the Zephyrs that will blow them to isles.

Question 3.
What climatic condition most of the sailors long for?
Answer:
Blue skies, gentle winds and balmy temperature.

Question 4.
Why had Dana and Paula preferred to make New Zealand as a cruising base?
Answer:
For exploring the South Pacific.

Question 5.
What did the weather fax show?
Answer:
A weak depression was forming between Fiji and Vanuatu.

Question 6.
What was the radio report?
Answer:
The gale might reach 74 kmph , but was nothing sinister and should pass in the night.

Question 7.
Write about the fury of the gale.
Answer:
It snapped the metal pole holding the boat’s generator.

Grammar

Active and Passive voice:

See Workbook pages 124-126

Change the voice of the following sentences:

Question 1.
He grows wheat in his field.
Answer:
Wheat is grown in his field.

Question 2.
I do not know the reason of his coming.
Answer:
The reason of his coming is not known to me.

Question 3.
Does Rhea sing a song?
Answer:
Is a song sung by Rhea?

Question 4.
What does he say?
Answer:
What is said by him?

Question 5.
They don’t understand him.
Answer:
He is not understood by them.

Simple Past:

See Workbook page 127

Change the voice of the following sentences:

Question 1.
We refused them admission.
Answer:
They were refused admission by us.

Question 2.
They took no notice of me.
Answer:
I was not noticed by them.

Question 3.
Where did you find this book?
Answer:
Where was that book found by you?

Question 4.
The carpenter repaired my furniture.
Answer:
My furniture was repaired by the carpenter.

Question 5.
Did the shoemaker mend your shoes?
Answer:
Were your shoes mended by the shoemaker?

Simple Future:

See Workbook page 127

Change the voice of the following sentences:

Question 1.
The police will look into the matter.
Answer:
The matter will be looked into by the police.

Question 2.
Will your cousin pay your school fees?
Answer:
Will your school fees be paid by your cousin?

Question 3.
What will you do after getting through the examination?
Answer:
What will be done by you after getting through the examination.

Question 4.
She will meet you at the railway station.
Answer:
You will be met by her at the railway station.

Question 5.
When will you commence your journey to the south?
Answer:
When will your journey to the south be commenced?

Present Continuous:

See Workbook page 128

Change the voice of the following:

Question 1.
The boys are learning their lessons.
Answer:
Their lessons are being learnt by the boys.

Question 2.
She is catching fish right now.
Answer:
Fish is being caught by her right now.

Question 3.
Who is sending you this message?
Answer:
By whom is this message being sent to you?

Question 4.
Whose notebook is the teacher correcting?
Answer:
Whose notebook is being corrected by the teacher?

Question 5.
They are holding a camp this summer.
Answer:
A camp is being held by them this summer.

Past Continuous:

See Workbook page 129

Change the voice of the following sentences:

Question 1.
Why weren’t you taking your class?
Answer:
Why your class was not being taken by you?

Question 2.
The President was giving away the prizes.
Answer:
The prizes were being given away by the President.

Question 3.
She was drawing a picture.
Answer:
A picture was being drawn by her.

Question 4.
The driver was driving the car speedily.
Answer:
The car was being driven speedily by the driver.

Question 5.
Were the weakers doing their exercise?
Answer:
Was exercise being done by the weakers?

Present Perfect:

See Workbook page 129

Change the following sentences into passive.

Question 1.
The farmers have reaped the harvest.
Answer:
The harvest has been reaped by the farmers.

Question 2.
We have spent all the money.
Answer:
All the money has been spent by us.

Question 3.
Why have you sent for the doctor?
Answer:
Why has the doctor been sent for by you?

Question 4.
Who has switched off the television?
Answer:
By whom has the television been switched off?

Question 5.
The man has rung the bell.
Answer:
The bell has been rung by the man.

Past Perfect:

See Workbook page 130

Change the voice of the following sentences:

Question 1.
He had received your letter when I met him.
Answer:
Your letter had been received by him when I met him.

Question 2.
Our team had played two matches by 6 p.m.
Answer:
Two matches had been played by our team by 6 p.m.

Question 3.
Renu had met my sister earlier also.
Answer:
My sister had been met by Renu earlier also.

Question 4.
Why hadn’t you prepared your lesson?
Answer:
Why had your lessons not been prepared by you.

Question 5.
None of them had seen a helicopter till then.
Answer:
A helicopter had not been seen by anyone till then.

Future Perfect:

See Workbook page 131

Change the sentences into passive voice.

Question 1.
He will have cleared the account.
Answer:
The account will have been cleared by him.

Question 2.
The magistrate will have sent him to jail.
Answer:
He will have been sent to jail by the magistrate.

Question 3.
I shall have watered the plants before sunset.
Answer:
The plants shall have been watered by me before sunset.

Question 4.
She will have gathered all the flowers.
Answer:
All the flowers will have been gathered by her.

Question 5.
Farmers will have grown a lot of wheat in the Punjab.
Answer:
A lot of wheat will have been grown in the Punjab by farmers.

Imperative Sentences:

See Workbook pages 131-133

Change the voice of the following sentences:

Question 1.
Post this letter at once.
Answer:
This letter should be posted at once.

Question 2.
Tell him to leave the room.
Answer:
Let the room be left by him.

Question 3.
Kindly do this much for me.
Answer:
You are requested to kindly do this much for me.

Question 4.
Don’t laugh at others.
Answer:
Others should not be laughed at.

Question 5.
Play the game and play it well.
Answer:
The game should be played and it should be played well.

Change the following sentences into Active voice:

Question 1.
Why should I be laughed at by you?
Answer:
Why should you laugh at me?

Question 2.
By whom was this letter written?
Answer:
Who wrote this letter?

Question 3.
The road to heaven is paved with good intention.
Answer:
Good intention paves the road to heaven.

Question 4.
This is a suitable time for the old account to be closed.
Answer:
This is a suitable time.to close the old account.

Question 5.
He was helped by one of his faithful followers.
Answer:
One of his faithful followers helped him.

Writing Skill

Question 1.
‘Critical situations make us strong.’ Explain it in the light of the lesson ‘A Journey of the Atlantic in a Papyrus Boat’. (50 Words)
Answer:
Critical situations make us strong. We learn to tackle them. Facing them enhances our confidence as such situations test us. Sometimes they come so suddenly that we can’t understand them. We get nervous. But we should have confidence and patience, otherwise we will lose the battle. There are testing times in life. If we overcome them we will learn a lot.

Question 2.
Write a letter to your friend telling him how you got stuck in a house surrounded by flood water and had a narrow escape with the help of rescue workers. (150 words)
Answer:
A-105
Rose Garden
Gwalior
19th Sept. 20xx
Dear Raj
I wish to share my brave experience. You know last month I had been to Rahul who hails from Bihar. His native place is on the Bihar Nepal border. Suddenly on the 18th August 2Qxx there was a roaring sound and the whole of the area was submerged under water. The level of water began to increase. We were caught in water. There was no way out. The whole of the family took shelter on the roof. But the level increased so high that it was not safe even there. On the third day the Indian army came to rescue the victims. We were also brought to a safe place. I was so scared that I fell from the boat. An armyman saved me. I had never seen such a scene. So, I was very upset. However, now I feel normal and safe.
Yours
Rakesh

The Rainbow Workbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Chapter 8 What is Culture Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Chapter 8 What is Culture? Pdf, These solutions are solved subject experts from the latest edition books.

What is Culture Class 10th Question Answer

What is Culture Vocabulary

I. Why are the words in bold types in the following examples more suitable in the context than those in brackets?
Yet, when I look through (in, at, round) the pages of history or study current (new, modern, contemporary) events, I sometimes find that people who know one another most, quarrel (war, fight, discuss) most. Countries, which are next door to one another in Europe or in Asia, somehow seem to rub on another up the wrong (incorrect, unsuitable, faulty) way, though they know one another very thoroughly, (completely, fully, meticulously).
Answer:
Words have their specific meanings. No word can replace the other word to express its exact and delicate meaning. Synonyms are not exact substitutes for a word. They only convey similar meanings. Keeping these points in view we can say that the words in bold type are more suitable in the context than those in brackets.

II. Use the following expressions in your own sentences, a great deal of, goes on, the last word, on the other hand, trial and error, in spite o(, to deal with, after all, having an open mind, anyhow.
Answer:
A great deal of—She took a great deal of pains to rear to her son.
Goes on—Nobody knows how the time goes on.
The last word—The sayings of some saints can be accepted as the last word.
On the other hand—She is generous. On the other hand, her husband is miserly.
Trial and error—He used the approach of trial and error and solved the sums at last.
In spite of—In spite of his old days, my grandfather works in the fields.
To deal with—A police officer has to deal with criminals.
After all—You should not disobey the old man. After all, he is your grandfather.
Having an open mind—Having an open mind she took the dusty infant in her lap.
Anyhow—The beggar has eaten nothing for a week.’Anyhow, he is alive.

III. When we speak ‘Great, we produce four sounds../g/ /r/ lei/ lit. Now try yourself for the words given below. If necessary, you can consult a dictionary.
mind, even, party, group, found, agree, sense, follow, knocks.
Answer:

What is Culture Comprehension

A. Answer the following questions in about 25 words.

Question 1.
What does Nehru find when he looks through the pages of history or current studies? (M.P. Board 2011)
Answer:
Nehru quite often looks (goes) through the pages of history or current studies. He sometimes finds that people who know one another most, quarrel most. Even adjoining countries quarrel with one another over trifles.

Question 2.
Why does the author say that knowledge by itself doesn’t lead to greater co-operation or friendship?
Answer:
The author has read or seen adjoining countries rubbing one another illegality. They have thorough understanding of one another. Still they always try to suppress one another. Therefore, he says that knowledge by itself doesn’t lead to greater co-operation or friendship.

Question 3
What makes the author think that the idea of cultural relations is only good in theory?
Answer:
Every country and every individual seem to have their peculiar idea of culture. Those peculiar ideas come into conflict and lead to estrangement. Therefore, the idea of cultural relations is only good in theory, not in practice.

Question 4.
Is there any culture in the world which is absolutely pristine, pure and, unaffected by any other culture? Give reasons.
Answer:
Unmistakable changes and mixtures have occurred in cultures of every country in the course of centuries or millenniums. Therefore, there is no culture which is absolutely pristine, pure and unaffected by any other culture.

Question 5.
How far assimilating the good from other cultures is helpful in enriching one’s own culture?
Answer:
No culture is perfect in itself. Every culture has certain good qualities. Assimilating the good qualities from other cultures will prove very helpful. They will add to the stock of our good qualities. Hence they would enrich our own culture.

Question 6.
What are the things that affected the culture of India in the old days? (M.P. Board 2016)
Answer:
Culture is usually affected by geography, climate and soil. The Himalayas, the forests, the great rivers of India and a host of other things affected the culture of India in the old days. It was also affected by architecture, music and literature.

Question 7.
How does civilization influence culture?
Answer:
Each separate civilization develops its own culture which has its roots in past generations. The impulse that initially starts a civilization is affected by various conceptions. Their action and interaction moulds the culture.

Question 8.
What kind of attitude should a cultured mind develop?
Answer:
A cultured mind is rooted in itself. It should have its doors and windows open. It should be capable of understanding the other people’s viewpoint fully. The question of agreement or disagreement arises after he understands a thing.

Question 9.
When do cultural conflicts occur?
Answer:
Sometimes nationalism goes on spreading in an aggressive way. Then it becomes a danger internationally. Sometimes it breeds conflicts and hatred. The good culture turns into evil culture then.

Question 10.
What are the various domains of culture?
Answer:
There are various domains of culture. Architecture, music and literature are its prominent domains. The happy combination of any two of them amounts to culture.

Question 11.
When does a society become static?
Answer:
Social life is essentially a dynamic, changing and growing thing. If the mind of the society is shut up deliberately or isolated to the influence of others the society becomes static. Then the mind becomes opposed to all ideas of alien cultures or the outside world.

Question 12.
According to Nehru, when is it folly to talk about culture or God? Why?
Answer:
India is full of ahost of problems. Bribery, adultery, adulteration, unemployment, terrorism and exploitation are the major problems. According to Nehru, it is a folly to talk about culture or God so long as human beings starve and die. He refers to the poverty of the Indian masses who fail to get two square meals a day.

B. Answer the following questions in about 50 words.

Question 1.
The evaluation of culture depends on a vast number of factors. Describe a few of them.
Answer:
The following are a few factors on which the evaluation of culture depends:

1. Whether means of transportation and communication among the societies are quick or not?
2. Whether it emphasises nationalism or inter-nationalism?
3. Whether it enshrines power of assimilation or not?
4. Whether a fundamental cultural unity underlies its diversities or not?
5. Whether it is organically whole or not?
6. Whether it is tolerant and observing or not?
7. Whether it is democratic and assimilating or not?
8. Whether there is spirit of brotherhood amongst the people or not?
9. Whether it is integrated or not?
10. Whether the people meet their basic requirements of food, clothing and shelter or not?

Question 2.
How does the author compare the growth of culture with the growth of a tree? (M.P. Board 2012, 17)
Answer:
According to Nehru, the individual human being, or race or nation must have a certain depth and certain roots somewhere. They have worth because of their roots in the past. It comprises of experience and wisdom. An individual or a group is useless without them. However, one cannot live in roots alone. The roots need the sun and the free air. Then alone can the roots give us sustenance. No branching out or flowering (blossom) is possible without their combination. Only a stout root can sustain leaves, flowers and branches. In the same manner, past experience and wisdom sustain culture.

Question 3.
What is the scientific approach to life’s problems, according to the author?
Answer:
Nehru points out the scientific approach to life’s problems. Scientific approach is the approach of examining everything. It aims at seeking truth by trial and error and by experiment. In scientific approach one never says that this must be so. Rather one should try to understand why it is so. One should accept it only on being convinced of it. One must have the capacity to change one’s views whenever one finds other proof. A man of scientific approach has an open mind to assimilate truth. It can solve all the global problems.

Question 4.
What does culture mean, according to the author? Describe briefly.
Answer:
Pt. Nehru tries to probe into the real meaning of culture. He fails to define the word Culture’ appropriately. Each nation and each civilization develops its own culture. However, we cannot find a pure and unaffected culture. The culture of a country is influenced by its geography, climate and soil. People of every country are proud of their own culture and consider it the best. Culture means inner growth in a man which governs his conduct. A cultured fellow understands others and enables others to understand him.

Question 5.
Summarise the views expressed by the author on Nationalism. (M.P. Board 2012)
Answer:
According to Pt. Nehru, nationalism is a curious phenomenon. Sometimes, it gives life, growth, strength and unity to the country’s history. It restricts a human being’s thinking to the welfare of his own nation. He excludes the thoughts of all others. The concept of growth fades in his mind. When nationalism becomes aggressive, it becomes dangerous for internationalism. It turns the noble culture into a revengeful and hateful culture. It also breeds conflict. National culture should be balanced so that normal essentials of life are provided to all the human beings. One should rise above narrow nationalism and adopt cosmopolitanism as his way of life.

Question 6.
‘Culture is evolved or inherited, not made or acquired.’ Examine this statement in the light of the ideas expressed by Nehru.
Answer:
According to Nehru, culture is evolved and inherited. Each nation and each civilization develops its own culture from past experience or wisdom. It has its roots in generations of hundreds and thousands of years ago. The nations were moulded by such impulse that initially starts a civilization. Other conceptions are
affected by other factors and there is action and interaction between them. Culture in the true sense is not made or acquired overnight. It is not a manufacturing item. Culture shows values of a nation through the ages.

What is Culture Grammar

Subject Verb Agreement
Study the following sentences:

1. Nations, individuals and groups talk of understanding one another.
2. Thus, knowledge, by itself, does not lead to greater cooperation or friendship.
3. There was a big war to spread this ‘Kultur’ and to resist it.
4. Every country and every individual seem to have their peculiar idea of culture.
5. What exactly is the culture that people talk so much about?
6. In the course of hundreds and thousands of years unmistakable changes and mixtures have occurred.
7. The culture of India in the old days was effected greatly.
8. I sometimes find that people who know one another most quarrel most.
   In the above sentences we see A Finite verb agrees with its subject in number and person.

Study the following chart:

S.No.	Subject	Verb	Number	Person
1.	Nations	talk	Plural	Third
2.	Knowledge	does lead	Singular
3.	(A big) war	was	Singular
4.	Every country	seem	Plural
	and every individual
5.	(a) Culture	is	Singular
	(b) People	talk	Plural
6.	Changes and	have	Plural
	mixture	occurred
7.	Culture	was	Singular
8.	(a) I	(a) find	Singular	First
	(b) People	(b) quarrel	Plural	Third
	(c) Who	(c) know	Plural	Third

In each of the following sentences mark the correct form of the verb:

Question 1.
There (is/are) a great deal of confusion in my mind.
Answer:
There is a great deal of confusion in my mind.

Question 2.
All kinds of basic questions (crop/crops) up from what (is/ are) going on.
Answer:
All kinds of basic questions crop up from what is going on.

Question 3.
Even the long pages of history (show/shows) that…
Answer:
Even the long pages of’history show that…

Question 4.
(Has/Have) there been something wrong in individual nations?
Answer:
Has there been something wrong in individual nations

Question 5.
When we (talk/talks) of cultural relations, the question that immediately (arise/arises) in my mind (is/are) what exactly (is/are) the culture that people (talk/talks) so much about?
Answer:
When we talk of cultural relations, the question that immediately arises in my mind is what exactly is the culture that people talk so much about.

Question 6.
I (am/are/is) certainly not competent to give you definition of it because I (have/has) not found one.
Answer:
I am certainly not competent to give you definition of it because I have not found one.

Question 7.
One (see/sees) these nations being intimately moulded by the impulse that initially (start/starts) a civilization going on its long path.
Answer:
One sees these nations being intimately moulded by the impulse that initially starts a civilization going on its long path.

Question 8.
One (see/sees) action and interaction between these varying conceptions.
Answer:
One sees action and interaction between these varying conceptions.

Question 9.
If that kind of thing (go/goes) on peacefully, there (is/are) no harm in it.
Answer:
If that kind of thing goes on peacefully, there is no harm in it.

Question 10.
Then they (draw/draws) themselves into a shell which (isolate/isolates) them and (prevent/prevents) their thoughts and ideas going out.
Answer:
Then they draw themselves into a shell which isolates them and prevents their thoughts and ideas going out.

Question 11.
Almost every country in the world (believe/believes) that it (has/have) some special dispensation from providence that it (is/ are) of the chosen people or race and that others, whether they (is/ are) good or bad, (is/are) somewhat inferior creatures.
Answer:
Almost every country in the world believes that it has some special dispensation from providence that it is of the chosen people or race and that others, whether they are good or bad, are somewhat inferior creatures.

Speaking Skill

Ask your parents how to prepare Rangoli. Collect information about its steps, material required, various patterns and themes. Then discuss your findings in the class. .
Answer:
For self-attempt.

Writing Skill

Question 1.
‘Culture means inner growth in man.’ Comment. (50 words)
Answer:
Culture means inner growth in man. Inner growth stands for noble qualities. A sincere, courteous, courageous, obedient, obliging, useful, utilitarian and truthful person alone has the claim to be called a man with inner growth. Such a man becomes disciplined, generous, helpful and self-sacrificing. Greed and passion do not touch him. He controls anger with his balanced mind. He becomes morally and spiritually sound. Such a man is free from fear.

Question 2.
With the help of the answers of the following questions write a composition on ‘Indian culture’.
1. How can you say that India has a rich cultural heritage?
2. How do the customs make India’s culture unique?
3. What are the different languages spoken in different parts of India?
4. What are the factors that strengthen unity of the country?
Answer:
The old and traditional values are honoured in India. The oldest man in the family manages the household. Marriages are arranged by parents. Women are respected like goddesses. This means India has a rich cultural heritage. Sixteen rites are observed in Indian society. Clothes and money are given to the elderly people. They can spend it at will. Elderly parents are honoured like godly guests. It speaks high of India’s unique culture. There are about twenty languages and five hundred dialects spoken in different parts of India. For example, Hindi, Punjabi, Kannada, Telugu, Oria, etc. (languages); Bhojpuri, Maithili (dialects). Fairs, festivals, rivers and hill stations, vegetarian diet, and nobility of character and the Indian constitution strengthen the unity of the country.

Think It Over

Question 1.
Indian culture is like a rainbow with different colours and several hues with in every colour. Still, it unites people. What are the uniting forces of the culture? Think and name a few.
Answer:
The Indian culture is a fusion of different cultural trends and strands. It is like a rainbow with different colours and several hues within every colour. There are many religions, sects and beliefs here. There are many odds and diversities here. There are many castes, subcastes and communities. There are thousands of languages and dialects and hundreds of regions. There are a number of political, economic, social and scientific systems here. They are opposed to one another. However, the people remain united. A common constitutional stream runs through these diversities. Indian culture is a synthetic culture. A sense of fraternity urges all to remain united. Equal regard is shown to all religions and faiths.

Question 2.
Does every culture have some uniting forces? Give your opinion.
Answer:
All the cultures believe in a single God. Every culture believes in the existence and purity of soul. Every culture is nationalist in its attitude and approach. The people are devoted to their country. Blessing of God is the most uniting force. Equal opportunity for all and no distinction on the basis of caste, creed or colour are adhered to. Being the sons of Mother India, all are like brothers. Love for humanity above community ties the people with the bond of friendship and brotherhood.

Question 3.
Anything that grows within man and the society out of experiences and wisdom of generations is culture. Think and quote one example.
Answer:
Experience is a great teacher. It grants us wisdom. Man gains not only by his own experiences but by the experiences of others in society too. He derives benefit even from the experiences of past generations. Certain values grow in his mind which he was badly lacking. No man is perfectly wise. Spiritual and moral values are not everything. Experience is also important. It tells us that we need advanced technology also besides our spiritual values.’We should be strong and courageous physically. The German people spread their culture, not through preaching but through victory.

Things To Do

Question 1.
Write a short report on a tribal culture of your choice. Describe some special features of it. Arrange your report in the following format:

1. name and geography of the place.
2. name of the cultural group and its culture.
3. kind of traditional houses they live in.
4. kind of dress they wear.
5. kind of food they eat (specific dishes).
6. festivals and rituals.
7. folksongs and dances.
8. economic system (if distinct).

Answer:
For self-attempt.

What is Culture Additional Important Questions

A. Read the passages and answer the questions that follow.

Question 1.
I remember reading about German ‘kultur’ and of the attempts of the German people to spread it by conquest and other means. There was’xi big war to spread this ‘kultur’ and to resist it. Every country and every individual seem to have their peculiar idea of culture. When there is a talk about cultural relations—although it is very good in theory— what actually happens is that those peculiar ideas come into conflict and instead of leading to friendship they lead to more estrangement. It is a basic question—What is culture? And I am certainly not competent to give you a definition of it because I have not found one. (Page 65) Questions:
(a) Find the word from the above passage that is similar in meaning to ‘victory’.
(b) Find the word from the above passage that is opposite in meaning to ‘common’.
(c) Give adjective form of ‘friendship’.
(d) How did the Gerjnan people spread their ‘kultur’.
Answers:
(a) conquest
(b) peculiar
(c) friendly
(d) The German people spread their ‘kultur’ by conquest and other means.

Question 2.
We have had great religions and they have had enormous effection humanity. Yet, if I may say so with all respect and without meaning any ill to any person, those very religions, in the measure that they made the mind of man static, dogmatic and bigoted, have had, to my mind, an evil effect. The things they said may be good but when it is claimed that the last word has been said, society becomes static. (Page 66)
Questions:
(a) Find the word from the above passage which means the same as ‘huge’.
(b) Find the word from the above passage which means opposite to ‘wilderness’.
(c) Give adjective form of ‘religion’”.
(d) What have the great religions done?
Answers:
(a) enormous
(b) humanity
(c) religious
(d) The great religions have shown enormous effect on humanity.

I. Match the following:

1. Nehru’s mind is full of (a) German ‘kultur’
2. People who know one another most (b) Some inner growth in the man
3. The Germans attempted to spread (c) Confusion
4. Even roots wither (d) Quarrel most
5. Culture means (e) Unless they come out in the sun and the free air.
Answer:
1. (c), 2. (d), 3. (a), 4. (e), 5. (b)

II. Pick up the correct choice.
(i) ‘What is Culture’ is written by:
(a) Sardar Patel A
(b) Mahatma Gandhi
(c) Pt. Jawaharlal Nehru
(d) Vinoba Bhave.
Ans.
(c) Pt. Jawaharlal Nehru

(ii) A. …………… (Wisdom/Knowledge) by itself does not lead to greater co-operation or friendship.
B. Culture, if it has any value must have a certain ……………… (height/depth).
C. Culture means the ……………….. (capability/capacity) to make yourself understand by the other persons.
D. The cultural mind, rooted in itself, should have its door and windows …………….. (open/close).
Ans.
A. Knowledge
B. depth
C. capacity
D. open.

III. Write ‘True’ or ‘False’.
1. According to Pt. Nehru, it is difficult to define the word ’culture1.
2. Culture means outer growth in a man.
3. A cultured man should understand others and make himself understood.
4. It is folly to talk of culture or even of ’God when human beings starve and die.
5. Geography, climate and soil usually affect culture.
Answer:

1. True
2. False
3. True
4. True
5. True.

IV. Fill in the following blanks.
1. What exactly is culture that people ………….. so much about?
2. The …………….. element of a particular national culture remains dominant.
3. Life, whether of the …………. group, nation or Society, is essentially a dynamic, changing, growing thing.
4. The ……………… of agreement or disagreement only arises when you understand a thing.
5. A friendly ……………… brings a friendly response.
Answer:

1. talk
2. basic
3. individual
4. question
5. approach.

B. Short Answer Type Questions (In about 25 words)

Question 1.
What is the speciality of Indian culture?
Answer:
Indian culture is one of the most ancient cultures of the world. It is both flexible and dynamic. It has great power of assimilation. Therefore, it has survived in spite of many foreign invasions. It represents a fusion of different cultural trends.

Question 2.
Name some diversities in Indian Society.
Answer:
Indian society is heterogeneous. There are remarkable diversities here. The people speak a great number of languages and dialects. There are many sects and religions. The teeming millions of India observe different customs and rites. They profess several faiths and cults.

Question 3.
What has made the Indian culture great?
Answer:
Indian culture is fundamentally tolerant and absorbing. Its assimilating and democratic nature has kept it alive and also made it great. People follow different styles of living but they have a spirit of common brotherhood among themselves.

Question 4.
What is endangering India’s age old integrity?
Answer:
Many parochial and fissiparous forces have surfaced in our country. They are unhinging our political and cultural unity. Certain vested foreign powers are also instigating them. They are endangering our age-old integrity.

Question 5.
Why should we fight the bigots and fanatics?
Answer:
Bigots and fanatics are international elements. They are misguiding our people. They are hell bent to create communal hatred, violence and intolerance in our integrated country. They also encourage separatist tendencies among the peace-loving people. We should fight them collectively.

Question 6.
How do some political parties endanger harmony in India?
Answer:
The followers of different faiths and cults live in harmony in India. But some political parties sometimes endanger this harmony for their selfish ends. They fight elections on the basis of castes, communities and religions. They poison the people’s hearts, divide them and thus endanger national harmony.

Question 7.
How can our government preserve national harmony and integrity?
Answer:
The government should tackle the problem of unemployment at war level. It should provide equal development opportunities to all cadres and sections of society. It should crush parochial forces with an iron hand. In this way, our national harmony and integrity can be preserved and strengthened.

Question 8.
How can we say that Indian culture is human culture?
Answer:
The Indian culture is a cosmopolitan culture. It is universal and eternal. It is ingrained in human aspirations and emotions. It has assimilated in itself the best of all the cultures. It has a charm for all those who love humanity.

C. Long Answer Type Questions (In about 50 words)

Question 1.
Give the salient features of Indian culture.
Answer:
Indian culture respects others’ opinions and views. Our culture is philosophical, not religious. It doesn’t generate fanaticism. It covers a wide range of philosophical concepts. Tolerance is the inherent quality of Indian culture. It is non-aggressive and unsuspecting in nature. The spirituality of Indian culture lies in its being introspective. A moral and spiritual synthesis between the self and the universe is visible in it. Synthesis of foreign cultures for its own growth is the keynote of Indian culture.

Question 2.
Write a brief note on National Integration in India.
Answer:
India is a country with many ethnic groups. There are many languages, religions, sects and beliefs here. There are many diversities and odds here. In spite of great variations, a common stream runs through these diversities. The dynamism and flexibility of Indian culture has enabled it to survive. Our culture is synthetic and cosmopolitan. Our constitution promotes harmony and preserves the spirit of common brotherhood amongst the people all over India. Our culture lays emphasis on spiritualism. The broad outlook of leaders on moral and spiritual values unites the people. The people resolve their differences by peaceful me Awareness of common nationality keeps the nation integrated.

What is Culture Introduction

Pt. Nehru tries to make us aware of the real meaning of culture. He says that the culture of a country is influenced by its geography and climate. The true meaning of culture, according to Pt. Nehru, is related to the inner growth of a man. He must have the ability to understand others and being understood by others as well.
He who lacks these qualities lacks knowledge and wisdom. His mind and culture is narrow.

What is Culture Summary in English

Pt. Nehru’s mind is full of confusion. Nations, individuals and groups often talk of understanding to one another and learning from one another. He finds that people who know one another most, quarrel most. It means, knowledge, by itself does not lead to greater cooperation or friendship. He fails to understand what culture exactly is. The German people spread their ‘Kultur’ through conquests and other means. Every country or individual has a peculiar idea of culture which causes conflict and estrangement.

According to Nehru, each nation and each separate civilization develops its own culture. There is no unique worldly culture which is absolutely pristine, pure and unadulterated. Unmistakable changes and mixtures have been occurring in culture over the ages. In spite of little adulteration, the basic element of a particular national culture remains dominant. It often leads to misunderstanding and conflicts and isolates them. It also causes stagnation. Besides being deep, culture must have a certain dynamic character.

Culture is most often affected by geography, climate and location (natural factors) and soil. Closing the mind to the outside world makes it static. If the growth is stopped,life gets injured and undermined. Some great religions have caused evil effects by making the mind of man static, dogmatic and bigoted. They claim to have said the final word. Individuals, races or nations must have certain depth and certain roots in the past. However one cannot live in roots alone. There should be a healthy balance between roots and branches.

Culture means some inner growth in the man. It also means one’s conduct towards others, ability to understand others and being understood by others. He who lacks these qualities lacks knowledge and wisdom. His mind and culture is narrow. He who shuts his mind towards other’s genuine knowledge (wisdom) and truth can be called uncultured. A cultured fellow is broad-minded. Blind negation of others’ viewpoints without thoroughly understanding them is an uncultured approach.

A scientific mind examines everything before accepting or rejecting it. He tries to imbibe the truth wherever it is found. If we represent scientific culture, most of the internal and global problems would find easy solution. Every country thinks the alien people and races as inferior creatures. The nations of the East are strongly enghrlfed in their own ideas, conviction and superiority complexes. They have got jolts and have been exploited. It brought a sense of realism to them. Though they were not advanced in material and technical things they were proud of their spiritual values. Pt. Nehru pities their lot.

Nationalism only gives limited life, growth, strength and unity since it isolates the people of a’country from the rest of the world. Aggressive nationalism causes international danger. It makes the culture static which causes conflicts. It is a folly to talk of culture or even of God when human beings starve and die. Such problems can be tackled in economic and other ways. If we do not understand one another, we would limit ourselves completely.

We should develop a friendly approach in understanding others with our minds and hearts open. If approach is good, response is surely good and vice versa. We should always be prepared to accept what is good in aliens or with them. It helps us in enriching our own culture. Civilization influences culture the most. Culture is evolved or inherited, not made or acquired. Culture means betterment of human species through purity of mind.

What is Culture Summary in Hindi

पं. नेहरू का मस्तिष्क संदिग्धता से भरा हुआ है। राष्ट्र, व्यक्ति तथा समूह, एक-दूसरे को समझने तथा एक-दूसरे से सीखने के बारे में प्रायः बातें करते रहते हैं। उन्हें पता है कि जो व्यक्ति एक-दूसरे को अधिकतम जानते हैं, वे अधिकतम झगड़ते हैं। इसका अर्थ है कि ज्ञान स्वयं महानता, सहकारिता या मित्रता की ओर अग्रसर नहीं करता है। वह यह समझने में असमर्थ है कि संस्कृति, यथार्थ में क्या है। जर्मनी के लोग विजयों तथा अन्य साधनों के माध्यम से अपने ‘Kultur’ को फैलाते थे। प्रत्येक देश या व्यक्ति का संस्कृति के बारे में अपना विशिष्ट विचार होता है जो टकराव और विच्छिन्नता का कारण बनती है।

नेहरू के अनुसार प्रत्येक राष्ट्र तथा प्रत्येक पृथक सभ्यता अपनी निजी संस्कृति को विकसित करती है। विश्व में कोई इस प्रकार की संस्कृति नहीं है जो समूचे तौर पर स्वच्छ/मौलिक, शुद्ध और अमिश्रित हो। समयांतरों में संस्कृति में सही परिवर्तन और मिश्रण हुए हैं। हल्की-सी मिलावट होने के बावजूद भी किसी विशिष्ट राष्ट्रीय संस्कृति में उसके बुनियादी तत्त्व हावी रहे हैं। यह प्रायः गलतफहमी और झगड़ों को जन्म देते हैं और उन्हें अलग कर देते हैं। ये प्रवाहहीनता को भी जन्म देते हैं। गहरा होने के साथ-साथ संस्कृति में निश्चित प्रवाही होने (गतिशीलता) का गुण होना चाहिए। संस्कृति, अधिकांश भूगोल, जलवायु तथा स्थिति (प्राकृतिक कारणों) और भूमि से प्रभावित होती है। बाहरी संसार से मस्तिष्क को परे हटाने से वह गतिहीन हो जाएगा। यदि बढ़ोतरी रुक गई, तो जीवन आहत और अवमानित होगा। कुछ महान धर्मों ने मनुष्य के मन (दिमाग) को गतिहीन, मतांध और हठधर्मी बनाकर दुष्प्रभाव डाले हैं। उनका दावा है कि उनका वचन अकाट्य है, व्यक्तियों, नस्लों और राष्ट्रों की कुछ गहराई होनी चाहिए और भूतकाल में जड़ें होनी चाहिएं। फिर भी, केवल जड़ों के आधार पर मनुष्य जीवित नहीं रह सकता है। जड़ों और शाखाओं के बीच स्वस्थ संतुलन होना चाहिए।

संस्कृति से अभिप्राय है, मानव की अन्दरूनी बढ़ोतरी। इसके दूसरे अर्थ हैं दूसरों के प्रति मनुष्य का आचरण, दूसरों को समझने की योग्यता तो दूसरों द्वारा समझे जाने की क्षमता। जिसमें इन गुणों का अभाव होता है उसमें ज्ञान और सूझ-बूझ का अभाव होता है। उसका मस्तिष्क तथा उसकी संस्कृति संकीर्ण होती है। वह मनुष्य संस्कृतिहीन कहलाने का अधिकारी है जो इस मौलिक ज्ञान (सूझ-बूझ) और सच्चाई से अपने मस्तिष्क को परे (विमुख) रखता है, सुसंस्कृत व्यक्ति विस्तीर्ण दिमाग वाला होता है। बिना पूर्ण समझ के दूसरों के दृष्टिकोणों को नकारना, संस्कृतिहीन विधि

वैज्ञानिक मस्तिष्क वाला व्यक्ति किसी बात को स्वीकार या अस्वीकार करने से पूर्व उसे परखता है। जहाँ कहीं सच्चाई मिलती है वह उसे ग्रहण करने का प्रयत्न करता है। यदि हम वैज्ञानिक संस्कृति का प्रतिनिधित्व करना प्रारम्भ कर दें तो बहुत-सी आन्तरिक तथा सार्वभौमिक समस्याओं का सरल समाधान ढूँढ़ पाएंगे। प्रत्येक व्यक्ति विदेशी लोगों और जातियों को घटिया प्राणी समझता है। पूर्वी देश अपने निजी विचारों, अवधारणाओं और उच्च भावनाओं में धंसे रहते हैं। उन्हें झटके लगे हैं और उनका शोषण हुआ है। इससे उनमें यथार्थ की भावना जाग्रत हुई है। हालांकि उन्होंने भौतिक और तकनीकी क्षेत्रों में प्रगति नहीं की फिर भी वे अपने आध्यात्मिक मूल्यों पर गर्व करते रहे। पण्डित नेहरू उनके भाग्य पर तरस खाते हैं।

राष्ट्रीयता से केवल सीमित जीवन, विकास, शक्ति और एकता मिलती है क्योंकि यह एक देश के निवासियों को शेष संसार से विलग कर देती है। आक्रामक राष्ट्रीयता, अन्तर्राष्ट्रीयता को खतरा पैदा करते हैं। यह संस्कृति को प्रवाहहीन (गतिहीन) बनाती

What is Culture Word-Meanings

Some Important Pronunciations

The Rainbow Textbook Special English Class 10th Solutions

• Goodwill Class 10 Questions And Answers
• The Happy Prince Class 10 Questions And Answers
• Of Expense Class 10 Questions And Answers
• To the Cuckoo Class 10 Questions And Answers
• Refund Class 10 Questions And Answers
• Two Gentlemen of Verona Class 10 Questions And Answers
• Report of An Adjudged Case Class 10 Questions And Answers
• What is Culture? Class 10 Questions And Answers
• If Class 10 Questions And Answers
• The Last Leaf Class 10 Questions And Answers
• Mending Wall Class 10 Questions And Answers
• The Pie and the Tart Class 10 Questions And Answers
• Three Days to See Class 10 Questions And Answers
• Lake Isle of Innisfree Class 10 Questions And Answers
• Journey of the Atlantic on a Papyrus Boat Class 10 Questions And Answers
• All the World’s a Stage Class 10 Questions And Answers
• The Bet Class 10 Questions And Answers
• The Bridge Builder Class 10 Questions And Answers
• If I Were You Class 10 Questions And Answers
• Teaching in the Tolstoy Farm Class 10 Questions And Answers
• Gitanjali Class 10 Questions And Answers

Class 10 English The Rainbow Chapter 20 Teaching in the Tolstoy Farm Questions and Answers

In this article, we will share MP Board Class 10th English Solutions The Rainbow Chapter 20 Teaching in the Tolstoy Farm Pdf, These solutions are solved subject experts from the latest edition books.

Teaching in the Tolstoy Farm Class 10th Question Answer

Teaching in the Tolstoy Farm Vocabulary

Question 1.
Say the following words:
form – from
foam – firm
Answer:
Form _ form
From – from
Foam _ faum
Firm –  f3:m

Question 2.
Which word in the group is different from others? Give your reason.
(a) Urdu, Tamil, Persian, Gujarati, English, Rajasthani
(b) Reading, Writing, Arithmetic, Listening, Speaking
(c) Teacher, pupil, textbook,, training, cuckoo
(d) Indian, African, American, German, Tolstoy
(e) money, Economics, capital, business, gardening
Answer:
(a) Rajasthani
(b) Arithmetic
(c) Cuckoo
(d) Tolstoy
(e) Gardening.

comprehension

A. Answer the following questions in about 25 words.

Question 1.
Why was it not possible for Gandhiji to engage Indian teachers?
Answer:
Qualified Indian teachers were less at that time. If they were available, none of them was ready to work on a small salary. Besides, they were not having enough money. Moreover the Tolstoy Farm was at a distance of 21 miles from Johannesburg.

Question 2.
What was the objective of Gandhiji in setting up Tolstoy Farm? (M.P. Board 2009)
Answer:
Gandhiji did not believe in the existing system of education. The objective of Gandhiji in setting up Tolstoy Farm was to find out the true system of education through his personal experience and experiment. He desired to show that true education could be imparted without textbooks through the parents without the least help from outside.

Question 3.
What were the flaws that Gandhiji had to face in the beginning?
Answer:
Gandhiji had to face the following flaws in the beginning:

1. The youngsters had not been with him since their childhood.
2. They had been brought up in different conditions and environments.
3. They did not belong to the same religion.
4. There were problems of teachers and lack of funds.

Question 4.
What did Gandhiji give priority to at the Tolstoy Farm?
Answer:
At the Tolstoy Farm, Gandhiji gave priority to the culture of the heart. Gandhiji termed it as ‘building of character’. He also felt confident that moral training could be given to all alike irrespective of age and upbringing.

Question 5.
Why did Gandhiji regard character building as the proper foundation of education?
Answer:
Gandhiji regarded character building as the proper foundation of education. He firmly believed that the children could learn all other things themselves if a firm foundation was laid. Friends will also assist them.

Question 6.
How did the inmates of Tolstoy Farm get their physical training exercise?
Answer:
The Tolstoy Farm was a Community Farm. Some people worked in the kitchen. Those who were not engaged in the kitchen had to devote their time to gardening. In this way, they got their physical training exercise.

Question 7.
What were the problems Gandhiji faced in imparting literary training at Tolstoy Farm? How did he manage to overcome these?
Answer:
Gandhiji faced many problems in imparting literary training at the Tolstoy Farm. He had neither the resources nor the literary equipment. He was short of time. Only three periods could be allotted to literary training. The pupils were aware of Gandhiji’s ignorance in languages. Gandhiji managed to overcome the problems by never disguising his ignorance from his pupils. Therefore, he earned their love and respect.

Question 8.
Name the languages and subjects taught at Tolstoy Farm.
Answer:
Hindi, Tamil, Gujarati, Urdu, English and Sanskrit were the languages taught at Tolstoy Farm. Elementary history, geography and arithmetic were the subjects that were also taught at Tolstoy Farm.

Question 9.
What is the true textbook for a pupil?
Answer:
Gandhiji never felt the want of textbooks. He did not make much use of the available books. He did not find it necessary to load the pupils with books. He himself had read more by listening to teachers than by reading books. The teacher is the true textbook for a pupil.

Question 10.
‘Schools play a vital role in forming the character of a pupil.’ Examine this statement in the light of the method adopted by Gandhiji. (M.P. Board 2016)
Answer:
Being the Father (Head Teacher) of the Farm, Gandhiji lived with the pupils in the Farm. He checked their activities and supervised them at every moment. He acquainted them with the elements of their religions through their own scriptures. Like all schools, the Tolstoy Farm also developed their spirit to build their character.

B. Answer the following questions in about 50 words.

Question 1.
Describe some of the activities that the inmates at Tolstoy Farm took up for physical exercise.
Answer:
The youngsters had to do a lot of work at the Tolstoy Farm. They dug pits, felled timber and lifted loads. There were many fruit trees in the farm. They had to look after them. The inmates did enough gardening also. It was obligatory for all, young and old to give some time to gardening. Only those youngsters were spared who were engaged in the kitchen work. These activities gave them ample physical exercise. Normally through daily routine, they didn’t need other games or exercises.

Question 2.
Explain the vocational training introduced at Tolstoy Farm,
Answer:
It was Gandhiji’s intention to teach some useful manual vocation to all the youngsters. Therefore, Mr. Kallenbech was sent to Trappist monastery. He learnt shoe-making there. When he returned, Gandhiji learnt shoe-making from him. Then Gandhiji taught shoe-making to such youngsters as were ready to learn .it. Kallenbech and another inmate had some experience of carpentry. They had a small class in carpentry at Tolstoy Farm with their help. Almost all the youngsters knew cooking.

Question 3.
Describe briefly the innovative methods that Gandhiji introduced at Tolstoy Farm.
Answer:
Gandhiji introduced many innovative methods at Tolstoy Farm. He engaged the youngsters gainfully. The teachers had to stay all time with the pupils. They did everything that was required to be done by the pupils. They acted as role models for the pup<ls. He did not load the students with books. He intended to teach every one some useful manual vocation. He started teaching languages so that the pupils might develop communication skills. Moral and spiritual training were given a due place besides physical and vocational training.

Question 4.
Describe the problems faced by Gandhiji in Tolstoy Farm. How did he overcome them?
Answer:
Gandhiji was scarce of both the resources and the money. No one would be prepared to work on a small salary at a long distance. He did not have adequate literary equipment. He had shortage of time. As such he could allot only three periods to literary training. Gandhiji had scanty knowledge of languages. The pupils judged his ignorance. Besides, he could not do full justice to the students belonging to different religions. He had to learn shoe-making to teach it to his pupils. He had to stay with the pupils all the time and keep himself disciplined. He overcame all the problems by making self-sacrifice and personal involvement.

Teaching in the Tolstoy Farm Grammar

Nominalisation

A. (i) Study the following words in the sentences:
1. As the Farm grew, it was found necessary to make some provision for the education of it’s boys and girls.
2. I did not think it necessary to engage special teachers for them.
3. It was not possible, for qualified Indian teachers were scarce.
4. I did not believe in the existing system of education.
5. I fully appreciated the necessity of a literary training in addition.

(ii) We can nominalise the aforesaid verbs and adjectives as nouns and change the sentences in the following way:
1. After the growth of farm it was found necessary to make some provision for the education of its. boys and girls.
2. I did not think it necessary for engaging teachers who had got specialization for them.
3. It was not possible for Indian teachers having qualification.
4. I had no belief in the system of education which was in existence.
5. I have full appreciation for the necessity of a training in literalness in addition.

(iii) Convert the following sentences as above changing verbs and adjectives with their respective noun forms without changing the meaning:
1. I decided to live amongst them all the twenty-four hours of the day as their father.
2. They did not generally need any other exercise or games.
3. Sometimes I connived at their pranks, but often I was strict with them.
4. I dare say they did not like the strictness, but I do not recollect their having resisted it.
5. It was my invention to teach every one of the youngsters some useful manual vocation.
6. I learnt it from him and taught the art to such as were ready to take it up.
7. I do not remember having read any book from cover to cover with my boys.
Answer:

1. I made a decision to live amongst them all the twenty- four hours of the day as their father.
2. Generally they had no need for any other exercise or games.
3. Sometimes I showed connivance at their pranks but often I had strictness with them.
4. I dare say they had dislike for the strictness but I have no recollection of their resistance to it.
5. I intended teaching every one of the youngsters some useful manual vocation.
6. I had its learning from him and started teaching the art to such as showed readiness in taking it up.
7. I have no membrance of reading any book cover to cover with my boys.

B. (i) Study the following sentences:

1. As the farm grew, it was found necessary to make some provision for the education of its boys and girls.
2. None would be ready to go to a place 21 miles distant from Johannesburg on a small salary.
3. I decided to live amongst them all the twenty-four hours of the day as their father. The underlined words are Determiners. They are words (or word-groups) that can occur in the positions occupied by words.

Example: We can place any one of them in utterances like:

The A/An My Two No

(old) ‘man (men)’ survived. (young) ‘girl (girls)’ lived.

(ii) The most important determiners are:

(iii) Find out Determiners in the following sentences:
1. All the young people had not been with me since their childhood.
2. I started some classes with the help of Mr. Kallenbech and Smt. Pragji Desai.
3. This they got in the course of their daily routine.
4. Of course some of them, and sometimes all of them, malingered and shirked.
5. Good air and water and regular hours of food were not a little responsible for this.
6. It was my intention to teach every one of the youngsters some useful manual vocation.
7. There was no other time suitable for the school.
Answer:
The words in italics are determiners in the following sentences:

1. All the young people had not been with me since their childhood.
2. I started some classes with the help of Mr. Kallenbech and Smt. Pragji Desai.
3. This they got in the course of their daily routine.
4. Of course some of them, and sometimes all of them, malingered and shirked.
5. Good air and water and regular hours of food were not a little responsible for this.
6. It was my intention to teach every one of the youngsters some useful manual vocation.
7. There was no other time suitable for the school.

Speaking Skill

Enact the conversation given below with your friend:
Kishan—Oh, Hari, you have given me another present. It is very sweet of you, but I wish you wouldn’t give me so many presents.
Hari—Kishan, I have been thinking. I should not have asked you to help me. I wish now I hadn’t asked you.
Kishan—Now, you are talking nonsense, I wish you wouldn’t talk nonsense.
Hari—I am not an ignornat man. I wish I was an ignorant man.
Kishan—Why don’t you listen? If only you would listen.
Hari—Why couldn’t we have met before? I wish I had met you.
Practise the conversation at least five times.
Answer:
Kishan—Oh, Hari, I wish you wouldn’t give me so many presents.
Hari—Kishan, I shouldn’t have asked you for help.
Kishan—No, nonsense, please.
Hari—Oh! If I were an ignorant man.
Kishan—Please listen to me.
Hari—Oh, if we had met before.
For Practice

Writing Skill

Question 1.
Write in your own words Mahatma Gandhi’s view on education. (50 words)
Answer:
Gandhiji was staying in the Tolstoy Farm in South Africa. There were some boys and girls in that Farm. They were young and belonged to different religions. Gandhiji and his two colleagues decided to educate the children. Gandhiji regarded the formal education as defective. He had different views on education. By education he meant all round development.

He paid equal attention to character formation and body building. He did not attach importance to textbooks. It was his firm conviction that the teacher is the true textbook for the pupils. For him, education sought through listening was more effective than the education acquired through seeing (reading). Culture of the heart was the basic aim of Gandhiji’s education. He was in favour of vocational training.

Question 2.
‘Mahatma Gandhi was a great social reformer’ Write your views. (150 words)
Answer:
Gandhiji held different religions in equal regard. He dominated the Indian scene from 1919 to 1948. His ideas influenced almost every aspect of national life. He gave courage, confidence and social unity to the people. He worked zealously, and sometimes he risked his life for the cause of the Harijans and communal harmony. He did intensive work for Harijan upliftment in 1930. He also launched an all India tour for Hqrijan work and set up Harijan Sevak Sangh to promote their welfare and upliftment. He wanted to apprise the upper caste Hindus to atone for their sins against the HarijAnswer:

He also advised Harijans to reform their social and personal life first. He made the people realise that even the poorest of the poor was the product of the Indian soil. He embraced every class in Indian society. He loosened the strong caste ties. He brought equality for women. He believed in Hindu Muslim unity. He made the village the core of Indian life. He made India conscious of social reforms. His idea of religious unity made new India to be a secular state.

Think It Over

Question 1.
If you think education is expensive, try ignorance. And the truth, you will come to know.
Think and express your opinion.
Answer:
Ignorance is a curse. An ignorant man remains unhappy even though he has opulent wealth. Even an ignorant man would like his son or daughter to be well educated. He would promptly get ready to spend a lot on his/her education. If you try ignorance you will feel that education is not expensive. Every penny spent on education yields its own fruit. Money spent on education is well utilised. It never goes waste. To hell with ignorance!

He worked by day
and toiled by night.
He gave up play
And some delight
Dry books he read,
New things to learn.
And forged ahead,
Success to earn.
He plodded on with
faith and pluck;
and when he won
Men called it luck.
Do you think so? Ponder.

[Hints: Hard work brings magical effects. It brings sure success. Luck is another name/word for hardwork. Hard work alone ensures luck]
Answer:
For self-attempt.

Things To Do

Question 1.
We learn so many things from our parents. Make a list of ten things that you learnt from your mother and your father.
Answer:
I learnt the following things from my mother and father.

1. Getting up early in the morning.
2. Going out for a walk daily.
3. Taking a bath in cold water.
4. Doing the home task regularly.
5. Never to copy in the examination.
6. Obedience to teachers and elderly people.
7. Reading the scriptures everyday.
8. Never to shirk the assigned work.
9. Serving the grandparents and touching their feet every morning and evening.
10. Never to tell a lie or bluff anybody.

Teaching in the Tolstoy Farm Additional Important Questions

A. Read the passages and answer the questions that follow:

1. But I had always given the first place to the culture of the heart
or the building of character, and as I felt confident that moral training could be given to all alike, no matter how different their ages and their upbringing, I decided to live amongst them all the twenty four hours of the day as their father. I regarded character building as the proper foundation for their education and, if the foundation firmly laid, I was sure that the children could learn all the other things themselves or with the assistance of friends. (Page 166)

Questions:
(a) What was Gandhiji’s view on the culture of the heart?
(b) What did Gandhiji think about moral training?
(c) What did Gandhiji decide to do?
(d) Find a word from the passage which means ‘trustful’.
Answers:
(a) Gandhiji gave the first place to the culture of the heart.
(b) Gandhiji thought that moral training could be given to all alike.
(c) Gandhiji decided to live amongst the boys and girls every time as their father.
(d) ‘Confident’.

2. I had undertaken to teach Tamil and Urdu. The little Tamil I knew as acquired during the voyages and in jail. I had not got beyond Pope’s excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words that I had learnt from contact with Musalman friends. Of Sanskrit I knew no more than I had learnt at the high school, even my Gujarati was no better than that which one acquires at the school. (Page 167)

(a) What had he undertaken to teach?
(b) Did Gandhiji know perfect Tamil?
(c) How had Gandhiji learnt Persian and Arabic words?
(d) Find a word from the above passage used in the sense that means ‘a sea journey’.
Answers:
(a) He had undertaken to.teach Tamil and Urdu.
(b) No, Gandhiji knew only a little Tamil.
(c) Gandhiji had learnt Persian and Arabic words from his contact with Musalman friends.
(d) ‘Voyage’

I. Match the following:
1. Mahatma Gandhi was staying – (a) textbook for the pupil.
2. The young boys and girls – (b) body and character building.
3. Gandhiji’s two colleagues were – (c) belonged to different religions.
4. Attention was paid both to – (d) in the Tolstoy Farm in South Africa
5. Teacher was true – (e) Mr. Kallenbech and Smt Pragji Desai.
Answer:
1. (d), 2. (c), 3. (e), 4. (b), 5. (a).

II. Pick up the correct choice.
(i) ‘Teaching in the Tolstoy Farm’ was written by:
(a) Mr. Kallenbech
(b) Smt. Pragji Desai
(c) Mr. Desai
(d) Mahatma Gandhi
Answer:
(d) Mahatma Gandhi

(ii) (a). There were some ………………. (Musalman/Hindu) girls in the farm.
(b) The …………… (notion/conception) no doubt was not without its flaws
(c) Nor did I …………. (undermine/underrate) the building up of the body.
(d) I had a ……………. (measure/judgement) of their power of understanding.
Answer:
(a) Hindu
(b) conception
(c) underrate
(d) measure.

III. Write ’True’ or ‘False’:
1. The Tolstoy Farm was overflowing with money.
2. Gandhiji did not believe in the present system of education.
3. Gandhiji gave the first place to the culture of the heart.
4. There was scarcely any illness on the farm.
5. Whatever the youngsters learnt, they learnt unwillingly.
Answer:

1. False
2. True
3. True
4. True
5. False.

IV. Fill up the following blanks:
1. It was found necessary to make ……………… for the education of boys and girls.
2. Gandhiji did not think it necessary to ……………. teachers from outside the Farm.
3. It was Gandhiji’s intention to teach everyone of the youngsters some useful ……………. vocation.
4. We gave three periods at- the most to ………………. training.
5. Gandhiji did not find it at all necessary to load the boys with …………….. of books.
Answer:

1. provision
2. import
3. manual
4. literary
5. quantities.

B. Short Answer Type Questions (In about 25 words)

Question 1.
What do you know about the Tolstoy Farm? Who decided to educate the children of the Farm?
Answer:
Gandhiji established the Tolstoy Farm in South Africa. It was located at a distance of twenty one miles from Johannesburg. Gandhiji and his two coleagues Mr. Kallenbech and Smt. Pragji Desai decided to educate the children of the Farm.

Question 2.
What were Gandhiji’s views about oral learning?
Answer:
Gandhiji never felt the need of textbooks. He did not long to load the boys with a number of books. His firm belief was that the true text book for the pupil was his teacher. He taught the boys not through books but through the word of mouth. Listening gave them more pleasure than reading.

Question 3.
What was the speciality of the Tolstoy Farm?
Answer:
Gandhiji established a Tolstoy Farm near Johannesburg in South Africa. It was about 21 miles from Johannesburg. It was like a family. Gandhiji occupied the place of the father at the Farm.

Question 4.
What was Gandhiji’s plan for the Tolstoy Farm? What were the hindrances to it?
Answer:
Gandhiji’s plan was to educate the children (boys and girls) of the Tolstoy Farm. The plan was fraught with many hindrances. The children had been brought up differently. Their social, cultural and religious backgrounds were also different.

Question 5.
What did the children do at the Tolstoy Farm?
Answer:
The entire work of the Tolstoy Farm was done by the inmates. Gardening was made compulsory for all except those who worked in the kitchen. The children took utmost delight in doing most of the gardening work. They dug pits, felled trees and lifted loads.

Question 6.
How did the children build up fine physique at the Tolstoy Farm?
Answer:
The children did most of the gardening work. It made them tired because it was like physical exercise. There were good air, fresh water and regular food. There was hardly any disease in the Farm. Therefore, the children built up fine physique.

Question 7.
Why did the children learn everything cheerfully?
Answer:
The students at the Farm did the same thing that the teachers did there. The teachers not only co-operatedwith the pupils but also actually shared the work with them. Therefore, whatever the children learnt, theylearnt cheerfully.

Question 8.
Why were the school hours kept in the afternoon? What was its effect?
Answer:
Work on the farm and domestic duties consumed most of the morning hours. Therefore, the school hours had to be kept in the afternoon, after the mid day meal. As the effect of hard labour, everybody was exhausted and feeling sleepy at night.

Question 9.
How did Gandhiji pull on with the teaching of languages?
Answer:
Gandhiji undertook to teach Tamil and Urdu. He knew little of Tamil. He had picked up some Tamil during his voyage and in jail. His knowledge of Urdu was confined to some Urdu and Persian words. He had heard some words from his Muslim friends. Gandhiji’s love for languages, his confidence and devotion to the work compensated everything.

Question 10.
What was the role of Mr. Kallenbech in running the Tolstoy Farm?
Answer:
Mr. Kallenbech was Gandhiji’s colleague at the Tolstoy Farm. He was very helpful it\ imparting vocational training to boys at the Tolstoy Farm. He had some experience of gardening and carpentry. He had learnt shoe-making from a monastery. He taught shoe-making to Gandhiji and gardening to the boys.

C. Long Answer Type Questions (In about 50 words)

Question 1.
How was Gandhiji successful as the father of the family at the Tolstoy Farm?
Answer:
Gandhiji was the founder of the Tolstoy Farm. It was like a big family Naturally, he had to assume the role of the father of the family. He gave top-priority to the education of boys and girls. He laid stress on character building of the inmates of the Farm. He gave some useful vocational training to every youngster. Gardening, shoe-making and carpentry were taught at the farm. He made the pupils learn languages and their scripts. Though he was not skilled at languages yet he guided the pupils to learn the basics of these languages. He was fully successful as he involved the youngsters in useful engagements. He won their love and claimed fatherly respect.

Question 2.
How did Gandhiji create interest in his teaching? (M.P. Board 2009)
Answer:
Gandhiji didn’t make much use of the books available at the Farm. He was not in favour of loading the children with bocks. His firm conviction was that the true textbook for the pupil was his teacher. They learnt more through their ears (listening) than through their eyes (reading). Gandhiji mostly taught through vernaculars. The students considered reading as a task and hated it. Listening to Gandhiji was a pleasure to them. .He never delivered dull lectures. He prompted the pupils to ask questions and created curiosity and interest in them

Teaching in the Tolstoy Farm Introduction

Mr. M.K. Gandhi was a true nationalist as well as a humanist. He dedicated his life for the mass. He had a natural instinct to sense people. Here he shares his experience of Tolstoy Farm in South Africa and says how he changed the life of students there.

Teaching in the Tolstoy Farm Summary in English

Mahatma Gandhi was staying in the Tolstoy Farm in South Africa. There were some young boys and girls in that farm. They belonged to different religions. It became necessary for Gandhiji to make provision for their education. It was neither possible nor necessary to engage special teachers for them. Indian teachers were not ready to go there on a meager salary. They were short of money. Gandhiji desired to find the true system of education. He occupied the place of a father in the farm. He himself took the responsibility of the training of the young boys and girls.

The young people were brought up in different conditions. Gandhiji gave the top place to the building of character. He felt that moral training should be given to all alike. He was also in favour of giving literary training without underrating the building up of the body. The inmates did all the work from cooking down to scavenging. Everybody had to give time to gardening. Mr. Kallen¬bech was also trained in gardening. It provided them enough exercise. Sometimes they shirked. Then Gandhiji got strict with them. Good air and water were in plenty there. Everybody built up fine physique. There was no illness in the farm.

Gandhiji intended to teach manual vocation to every youngster. Kallenbech and Gandhiji taught shoe making to those who were ready to learn it. Kallenbech also took a small class in carpentry. All the youngsters had learnt cooking. Indian children received training in three R’s. Teachers also did whatever the youngsters were required to do. Morning hours were devoted to work on the Farm and domestic duties. The school hours had to be kept in the afternoon. Three periods were given to literary training. Hindi, Tamil, Gujarati and Urdu were all taught through vernaculars. English and Sanskrit were also taught. Besides, elementary history, geography and arithmetic were also taught to all the children.

Gandhiji had scanty knowledge of Tamil and Urdu. He had learnt Sanskrit and Gujarati at school levels. Still he had undertaken to teach languages to the youngsters and got success. He taught Tamil script and basic grammar to the Tamil boys. They served as interpreters to non-English Tamilians. The pupils were aware of Gandhiji’s ignorance of the language. Still they loved and respected him. He tried to create interest in Muslim boys for Urdu and improved their reading and handwriting.

The youngsters were mostly unlettered and unschooled. Gandhiji supervised their studies. He never felt the want for Textbooks. He himself was taught independent of books. The pupils also loved to be taught orally. They took pleasure in listening. They raised questions which confirmed their understanding.

Teaching in the Tolstoy Farm Summary in Hindi

महात्मा गांधी दक्षिणी अफ्रीका में टालस्टॉय फार्म में रहते थे। उस फॉर्म में कछ यवा लड़के और लडकियां थीं। वे विभिन्न धर्मों से सम्बधित थे। उनकी शिक्षा का प्रबन्ध करना गांधीजी के लिए अनिवार्य बन गया। उनके लिए विशिष्ट अध्यापक नियक्त करना न सम्भव था और न ही अनिवार्य। भारतीय अध्यापक, कम वेतन पर वहाँ जाने के लिए तैयार नहीं थे। उनके पास धनराशि का अभाव था। गांधीजी. शिक्षा की सच्ची प्रणाली को ढूंढ़ना चाहते थे। फॉर्म के भीतर उनका पिता का स्थान था। युवकों के प्रशिक्षण की उन्होंने स्वयं जिम्मेदारी ली।

युवा लोगों का लालन-पालन भिन्न-भिन्न दशाओं में हआ था। गांधी चरित्र-निर्माण को सर्वोपरि स्थान देते थे। वे महसूस करते थे कि सभी को समान रूप से नैतिक शिक्षा दी जानी चाहिए। शरीर की रचना का अवमूल्यन किए बिना शैक्षिक प्रशिक्षण देने के भी वे पक्ष में थे। फार्म में रहने वाले भोजन पकाने से लेकर गंदगी साफ करने तक का समूचा काम करते थे। बागवानी के लिए सभी को समय देना पड़ता था। मि. कालेनबेच भी बागवानी में प्रशिक्षित थे। इससे उनकी काफी कसरत हो जाती थी। कई बार वे काम से जी चुराते थे। तब गांधीजी उनके साथ सख्ती बरतते थे।

अच्छी हवा और पानी वहां काफी मात्रा में थे। सभी का स्वास्थ्य बढ़िया हो गया। फार्म के भीतर किसी प्रकार की कोई बीमारी नहीं थी। गांधीजी प्रत्येक युवा को कोई-न-कोई दस्तकारी सिखाना चाहते थे। कालेनबेच ने और गांधीजी ने उन्हें जते बनाना सिखाया जो सीखने के लिए तैयार थे। कालेनबेच ने छोटी कक्षा को बढ़ई का काम भी सिखाया। भोजन पकाना सभी नवयुवकों ने सीख लिया था। भारतीय बच्चों ने पढ़ने, लिखने तथा गणित का प्रशिक्षण लिया। अध्यापक भी वह सभी कुछ करते थे जो युवाओं से कराया जाता था। प्रातःकाल का समय फार्म पर काम करने और घरेल कायों में बिताया जाता था। स्कूल का समय दोपहर के बाद रखा जाता था। शैक्षिक प्रशिक्षण को तीन पीरियड दिए जाते थे।

हिन्दी, तमिल, गुजराती और उर्दू, सभी मातृभाषा के माध्यम से पढ़ाए जाते थे। अंग्रेजी और संस्कृत भी पढ़ाई जाती थीं। साथ-साथ, सभी बच्चों को प्रारम्भिक इतिहास, भूगोल और गणित भी पढ़ाए जाते थे। गांधीजी को तमिल और उर्दू का अल्प ज्ञान था। उन्होंने स्कूली स्तर पर संस्कत और गजराती पढ़ी थी।
फिर भी गांधी जी ने यवाओं को भाषाएं पढ़ाने की जिम्मेदारी ली और सफलता प्राप्त की। उन्होंने तमिल लड़कों को तमिल लिपि तथा मौलिक व्याकरण सिखाई। वे उन तमिलभाषियों का अनुवाद करते थे जिन्हें अंग्रेजी का ज्ञान नहीं था। छात्रों को भाषाओं से सम्बन्धित गांधी जी की अज्ञानता का बोध (ज्ञान) था।

फिर भी वे उनसे प्यार करते थे और उनका सम्मान करते थे। उन्होंने मुस्लिम लड़कों में रुचि पैदा करने का प्रयत्न किया और उन के पढ़ने और लेख को सुधारा। युवा, अधिकांश अशिक्षित थे और कभी स्कल नहीं गए थे। गांधी जी उन के अध्ययन का निरीक्षण करते थे। उन्होंने पाठ्य-पुस्तक की कभी भी आवश्यकता महसूस नहीं की। उन्होंने स्वयं भी पुस्तकों के आधार के बिना शिक्षा प्राप्त की थी। विद्यार्थी भी मौखिक रूप से पढ़ाया जाना पसन्द करते थे। वे सुनने में आनन्द लेते थे। वे प्रश्न करते थे जिससे यह पुष्टि हो जाती थी कि उनकी समझ में आ रहा है।

Teaching in the Tolstoy Farm Word-Meanings

Teaching in the Tolstoy Farm Some Important Pronunciations

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