Class 11

MP Board Class 11th Special Hindi सहायक वाचन Solutions Chapter 2 सवा सेर गेहूँ

सवा सेर गेहूँ अभ्यास प्रश्न

निम्नलिखित प्रश्नों के उत्तर लिखिए

प्रश्न 1.
सवा सेर गेहूँ उधार लेने के बाद शंकर को क्या-क्या कष्ट सहने पड़े? (2009, 13, 15)
उत्तर:
प्रस्तावना :
अतिथियों की सेवा और भक्ति के लिए शंकर, एक दिन अपने घर पर आए हुए महात्माओं को भोजन कराने के लिए गाँव के महाराज से सवा सेर गेहूँ लेकर आया। उसकी पत्नी ने गेहूँ पीसे और गेहूँ के आटे का भोजन उन महात्माओं को कराया। अगले दिन प्रात:काल महात्मा तो आशीर्वाद देकर चलते बने। लेकिन शंकर की घरेलू दशा इस तरह खराब हुई कि उस पर आठ-आठ आँसू रोना आता है। क्योंकि महाराज के सवा सेर गेहूँ साढ़े पाँच मन में बदल गये थे।

पारिवारिक विघटन :
शंकर का छोटा भाई मंगल अलग हो गया। घर का बँटवारा हो गया। साथ रहकर दोनों किसान थे। अब दोनों ही मजूर (मजदूर) हो गए। चूल्हे अलग-अलग जलने लगे। भाई-भाई शत्रु बन गए। प्रेम, खून और दूध के बन्धन टूट गए। कुल मर्यादा का स्थापित वृक्ष सूखने लगा। कई दिन तक शंकर को भूख-प्यास और नींद नहीं आई। शारीरिक रूप से दुर्बल हो गया। बीमारी ने जकड़ लिया। खेती केवल मर्यादा भर के लिए रह गई थी।

शंकर :
एक बन्धुआ मजदूर-महाराज से महाजन बने महाराज के यहाँ ऋण न चुका पाने की दशा में शंकर को बंधुआ मजदूर होना पड़ा। उसे आधा सेर जौ प्रतिदिन, एक कम्बल और मिरजई वर्ष में एक बार दिया जाने लगा।

उपसंहार :
शंकर को बीस वर्ष तक बंधुआ मजदूर की तरह काम करना पड़ा महाराज महाजन के यहाँ, फिर भी एक सौ बीस रुपये का ऋण उसके सिर बाकी रहा। शंकर के जवान बेटे को गरदन पकड़कर उस ऋण की अदायगी के लिए बंधुआ मजदूर बनाया गया। जब तक. शंकर जीवित रहा तब तक महाराज के सवा सेर गेहूँ किसी देवता के अभिशाप के दाने की तरह उसके सिर से नहीं उतरे।

प्रश्न 2.
‘महाराज’ के चरित्र की विशेषताएँ लिखिए।
उत्तर:
महाराज :
एक सहायक के रूप में-शंकर के गाँव का महाराज गाँव के लोगों की सहायता आवश्यकता पड़ने पर किया करता था। शंकर को जब गेहूँ की जरूरत पड़ी तो वह उसे सवा सेर गेहूँ देता है और उसकी सहायता समय पर कर देता है।

खलिहानी लेने वाला महाराज :
महाराज अपने गाँव के किसानों से वर्ष में दो बार खलिहानी माँगने जाता है। प्रत्येक किसान आदरपूर्वक श्रद्धा से खलिहानी में अच्छी तौल का अन्न देते हैं। शंकर तो उसे बेहिसाब खलिहानी देता है।

गाँव का अकेला महाजन महाराज :
गाँव के किसी भी जरूरतमंद व्यक्ति की सहायता अन्न या धन देकर करता रहता है। गाँव में वह ऐसा अकेला ही व्यक्ति है, जो सभी किसानों की जरूरत के समय सहायता करने को तैयार रहता है। लेकिन सभी से ऊँचे दर का मूद वसूल करता है।

लोभी लालची महाजन :
शंकर के गाँव का महाजन लोभी और लालची है। वह किसी भी व्यक्ति को अपने लालच के चंगुल में फंसाकर उसे शीघ्र मुक्ति नहीं देता। स्वयं शंकर उससे सवा सेर गेहूँ उधार लेता है। सात वर्ष में उस सवा सेर गेहूँ का साढ़े पाँच मन गेहूँ के ऋण का बोझ शंकर पर डाल देता है। जीवन भर उसके ऋण को शंकर चुका नहीं पाता।

निर्दयी और कठोर हृदय महाराज :
महाराज सूदखोर होने के साथ-साथ निर्दयी भी है और कठोर हृदय भी। शंकर के बीमार होने की दशा में भी वह उसे अपने यहाँ काम करने से मुक्ति नहीं देता है। अन्त में शंकर इस संसार से विदा लेता है। उसके बाद भी एक सौ बीस रुपये का ऋण शेष बताकर उसके (शंकर के) जवान बेटे को भी बंधुआ मजदूरी करने के लिए पकड़ लेता है। उसमें दीन-दुःखियों के प्रति कोई भी सहृदयता और सहानुभूति नहीं है।

एहसान न मानने वाला बेईमान महाराज :
शंकर अपने खेतों से महाराज को जी खोलकर खलिहानी देता है। वह सोचता है कि मैं इनके सवा सेर गेहूँ को अलग से क्या दूँ? वह सोचता है कि महाराज भी इसी तरह समझ लेंगे, जिस तरह मैं सोच रहा हूँ। लेकिन शंकर की उदारता का लाभ वह महाराज लेता रहा और उसके ऊपर सवा सेर गेहूँ के बदले साढ़े पाँच मन गेहूँ के ऋण का बोझ रख दिया। महाराज एहसान फरामोश और बेईमान व्यक्ति है।

लोगों की श्रद्धा और भक्ति का लाभ लेना :
महाराज शंकर के गाँव के सभी किसानों की श्रद्धा और भक्ति की भावना का लाभ स्वयं लेता रहा। प्रत्येक किसान उस महाराज को वर्ष में खेती पकने पर दो बार खलिहानी देते हैं। वे उसके प्रति अंधी भक्ति रखते हैं। उन लोगों को अगले जन्म में ऋण चुकता करने का भय दिखाकर सरल और उदार हृदय लोगों का शोषण करता है।

उपसंहार :
शंकर के गाँव का महाराज एक चालाक, धोखेबाज, सूदखोर व्यक्ति है जो प्रत्येक क्षण लोगों के शोषण का नया मार्ग अपनाता रहता है।

प्रश्न 3.
“शंकर एक गरीब किसान होते हुए भी समस्याओं से कभी घबराता नहीं था।” उदाहरण देकर समझाइए।
उत्तर:
प्रस्तावना :
शंकर गाँव का किसान है। सीधा सादा व्यक्ति है। आहार-व्यवहार में भी भोला-भाला। वह यदि ठगा भी गया, तो भी खुश ही रहा। भाग्य और जन्म-जन्मान्तर के खेल में वह विश्वास करता था। उसके दरवाजे पर आये हुए अतिथि भगवान होते थे। उनकी खातिर में सब कुछ खर्च कर देता था। वह विश्वास करता था कि ‘साधु न भूखा जाय’, का सिद्धान्त उसके लिए सर्वोपरि था।

महात्माओं का आना :
शंकर के घर में आर्थिक तंगी थी। दोनों समय भोजन मिलने में भी कोताही। परन्तु महात्माओं के लिए गाँव के महाराज से सवा सेर गेहूँ उधार लाया और फिर उन अतिथियों को छककर भोजन कराया गया। महात्मा आशीष देकर विदा हुए।

सवा सेर गेहूँ का ऋण बना पहाड़ जैसा भार :
शंकर गाँव के महाराज को खलिहानी में वर्ष में दो बार अन्न देता रहा। वह भी पाँच सेर से बढ़कर। फिर भी महाराज ने अपने सवा सेर गेहूँ के ऋण को द्रोपदी का चीर बना दिया। अपने सवा सेर गेहूँ के बदले उसने शंकर पर साढ़े पाँच मन गेहूँ का ऋण लाद दिया।

बंधुआ मजदूर बना शंकर :
शंकर महाराज के ऋण को चुकाने की स्थिति में नहीं रहता। सूद के रूप में वह मजदूर बनकर महाराज के यहाँ काम करता है। घर के खर्चे के लिए उसकी पत्नी और बच्चे मजदूरी करते हैं। इतना सब कुछ होने की दशा में शंकर बिल्कुल भी नहीं घबराता। महाराज की प्रत्येक बात को अपना संस्कार और पूर्वजन्म का प्रभाव समझकर स्वीकार कर लेता है।

शंकर का अन्त और पुत्र का बंधुआ मजदूर होना :
शंकर महाराज के यहाँ बीस वर्ष तक बंधुआ मजदूर की तरह कार्य करता है। अन्त में उसकी मृत्यु हो जाती है। फिर भी “एक सौ बीस रुपये” का ऋण अपने सिर छोड़कर दूसरी दुनिया में चला जाता है। महाराज उसके जवान बेटे को गरदन पकड़कर अपने घर बंधुआ मजदूर बनाकर रखता है।

उपसंहार :
इस दुनिया में शंकर जैसे परिश्रमी, ईमानदार लोग पूर्व संस्कारों और अगले जन्म के भय के वशीभूत होकर सवा सेर गेहूँ के ऋण को किसी देवता के “अभिशाप के दाने की तरह” भोगते रहते हैं।

प्रश्न 4.
“यह कहानी प्राचीन भारत में किसानों के होने वाले शोषण को उजागर करती है।” इस कथन से आप कहाँ तक सहमत हैं?
उत्तर:
प्रस्तावना-शंकर एक गरीब किसान अपने गाँव में कृषि करता है। वे दो भाई हैं। उसका दूसरा भाई मंगल है। दोनों भाइयों का परिवार सन्तोष और धैर्य से गरीबी में भी एक इज्जतदार कृषक परिवार के सम्मान को पाया हुआ है। दो बैलों से किसानी करते हैं। निर्धनता का यह आलम है कि शंकर को भोजन मिला तो खाया, न भी मिला तो भला, चना-चबैना से गुजर हुई-पानी पिया सो गया। ‘राम’ का जाप करते नींद आयी।

लेकिन उस शंकर में अतिथियों, महात्माओं के प्रति बड़ी श्रद्धा थी, भक्ति थी। उनके आने पर उनका आतिथ्य अच्छे भोजन से कराया जाना नहीं भूलता। वह स्वयं भूखा सो सकता था, लेकिन साधू को कैसे भूखा सुलाता क्योंकि भगवान के भक्त जो ठहरे।

एक दिन संध्या समय कुछ साधु-महात्मा आए। सन्ध्या समय भोजन आदि का इन्तजाम करने की चिन्ता में शंकर गाँव में गया। किसी ने भी गेहूँ का आटा नहीं दिया। देते भी कहाँ से, उनके घर में जौ के अलावा कोई अन्य अन्न होता ही नहीं। चिन्तित शंकर को गाँव के महाराज के यहाँ से सवा सेर गेहूँ उधार मिल गए। उसकी पत्नी ने गेहूँ पीसा और साधु महात्माओं को भोजन कराया। प्रातः हुई और महात्मा आशीष देकर चले गये।

महाराज रूपी महाजन :
शंकर ने महाराज को खलिहानी के रूप में कुछ ज्यादा खलिहानी दे देना उचित समझा कि सवा सेर गेहूँ क्या लौटाऊँ ? पसेरी के बदले कुछ ज्यादा ही खलिहानी दे दी गई। वर्ष में दो बार खलिहानी उगाहने का रिवाज इन महाराज महोदय ने पनपा लिया था। प्रति किसान दो बार खलिहानी से वर्ष में काफी अन्न प्राप्त होता रहा। ये लोग बिना परिश्रम किए ही मुफ्त में अन्न धन प्राप्त करते रहे। ये सब होता था किसानों की उदारता और दरियादिली के कारण।

शोषण की स्थिति :
कृषक के कृषि उत्पादन पर न जाने कितने प्रकार की रीति-रिवाजों और सामाजिक व्यवस्था के चलते निकम्मे लोगों के पोषण का भार होता था। इसका प्रभाव सीधा कृषक की आर्थिक दशा पर पड़ता था। कथित महाराज भी इन्हीं निकम्मे लोगों का प्रतीक है जिसने शंकर जैसे सीधे भोले-भाले कृषक को अपने चंगुल में फंसाया हुआ है।

शंकर को दिए गये सवा सेर गेहूँ का ऋण जीवन के बीस वर्ष तक बंधुआ मजदूर के रूप में महाराज के यहाँ मजदूरी करते-करते चुकता नहीं होता है। उसे अगले जन्म में चुकाने का भय दिखाकर, शंकर जैसे भोले और अशिक्षित किसानों को चतुर चालाक निकम्मे व्यक्ति ठगते रहते हैं।

महाराज से बना महाजन सवा सेर गेहूँ के बदले साढ़े पाँच मन गेहूँ का ऋण वसूलता है। सूद में सारे जीवन भर मजदूरी कराता है, बेगार लेता है। अन्त में बीस वर्ष की बंधुआ मजदूरी में, रोगी होकर, तिल-तिल जलती जिन्दगी से मुक्ति पाता हुआ शंकर दूसरी दुनिया में चला जाता है।

तात्पर्य है कि किसान ऋण में ही पैदा हुआ, ऋण में ही जीवन जीता रहा और ऋण में ही मृत्यु को प्राप्त हुआ। फिर भी ऋण का चुकता नहीं हुआ। शंकर सम्पूर्ण किसान जाति का प्रतीक है। महाराज रूपी महाजन उसके जवान पुत्र को भी एक सौ बीस रुपये का ऋण जिसे उसका बाप चुका नहीं पाया, बंधुआ मजदूर के रूप में चुकाने को मजबूर करता है।

अतः किसान का शोषण अन्तहीन हो गया। वह ऋण पीढ़ी-दर-पीढ़ी चुकाने के लिए ये महाराज रूपी महाजन अपने जाल बुनते रहते थे।

उपसंहार :
“यह कहानी प्राचीन भारत में किसानों के ऊपर होने वाले शोषण को उजागर करती है” इस कथन से हम पूर्णतः सहमत हैं। भारत के कुछ क्षेत्रों में यह शोषण अभी भी चालू है। सरकार इस तरह के शोषण के विरुद्ध सख्त कार्यवाही करे और ऐसे कदम उठाए जिससे किसानों को उनकी आवश्यकता का ऋण समय पर उपलब्ध हो सके। साथ ही किसानों को भी अपने भले-बुरे का ज्ञान होना चाहिए। उन्हें भी शिक्षित होकर इन महाजन रूपी दैत्यों के चंगुल से बचे रहने की कोशिश करनी चाहिए।

प्रश्न 5.
प्रस्तुत कहानी में आपको किस पात्र ने अधिक प्रभावित किया है? और क्यों? लिखिए।
उत्तर:
प्रस्तावना :
एक गाँव है किसानों का। प्रायः सभी कृषि कर्म करते हैं। अपने-अपने कार्य में लगे रहकर, दीनता की पराकाष्ठा तक पहुँचकर भी स्वयं को धन्य, संतुष्ट और भाग्यशाली समझते हैं। भाग्य भरोसे और जन्म-जन्मान्तर के भोग और संस्कारों का प्रतिफल मानते हुए इस जीवन के घोर नरकतुल्य अवसादों की जिन्दगी जीते हैं।

पात्र परिचय :
प्रस्तुत कहानी में-शंकर, महाराज (महाजन), महात्मा (अतिथि), मंगल (शंकर का भाई), शंकर की पत्नी, उसका बेटा और मंगल की पत्नी और बच्चे, सभी पात्र हैं जो भारतीय कृषक गाँवों के निवासी किसान हैं। सभी अशिक्षित, महाजन (महाराज) की ठगी के शिकार, साधु-महात्माओं के आतिथ्य में बढ़-चढ़कर सामर्थ्य से अधिक खर्च करके स्वयं को ईश भक्तों की कतार में खड़ा करने की होड़ वाले हैं। इनका प्रतीक पात्र शंकर है। शंकर अपनी सीधी-सादगी भरी जिन्दगी, कर्मठ, अशिक्षा के कारण ठगी का शिकार होता है। जीवन भर शोषित ही रहकर संसार से विदा लेता है। उसका परिवार विघटित हो जाता है। दोनों भाई इज्जतदार किसान से मजदूर होकर दैन्य जीवन गुजारते हैं। प्रतिष्ठा दाँव पर लगा दी जाती है।

उपर्युक्त निर्दिष्ट पात्रों में मुझे प्रभावित किया है शंकर ने। इस पात्र ने मुझे क्यों प्रभावित किया है-इसका उत्तर भी इसी शोषित शंकर की पारिवारिक, सामाजिक, आर्थिक दशा के चित्रण के संदर्भ में दे दिया जाएगा।

शंकर और मंगल निर्धन और शोषित कृषक परिवार के सदस्य हैं। लेकिन अपनी सीधी व सादगी भरी जिन्दगी की गाड़ी परिश्रम करके खींच रहे हैं। सामाजिक रूप से थोड़ा अधिक सम्मान पाने वाला अशिक्षित व्यक्ति दिखावे और बड़प्पन के चक्कर में पड़कर विपत्तियों और कष्टों को आमंत्रित करता रहता है। यही इस शंकर ने किया, स्वयं को अतिथि सत्कार करने में श्रेष्ठ, ईश भक्तों में श्रेष्ठ प्रदर्शित करने की आदत वाला अशिक्षित व्यक्ति साहूकारों से प्राप्त ऋण के चंगुल में पड़कर अपना सर्वस्व गँवा बैठता है।

महात्मा को गेहूँ का श्रेष्ठ भोजन कराने के चक्कर में सवा सेर गेहूँ का साढ़े पाँच मन गेहूँ हो जाता है और उस पहाड़ जैसे ऋण के चुकाने में सारा जीवन बंधुआ मजदूर के रूप में व्यतीत करता है। बड़े धैर्य से इसको सहन करते हुए अपनी पत्नी और पुत्र को भी ऋण चुकाने के चक्कर में कष्ट की चक्की में पिसने को मजबूर कर देता है।

यह शंकर ही है, जो प्रत्येक नई समस्या पैदा करता है अपने परिवार के लिए और स्वयं अविचलित होते हुए उस समस्याग्रस्त जीवन में फंसा रहता है। अपनी श्रेष्ठता को कायम रखने के कारण उसका और उसके भाई मंगल का आपसी विभाजन हुआ। स्वयं ने कड़े परिश्रम से परिवार के वृक्ष को रोपा, सींचा, बड़ा किया परन्तु अन्त में उसको काटने के लिए भी स्वयं महाजन के ऋण को अस्त्र रूप में प्रयोग करता है।

वर्ष में दो बार खलिहानी लेने वाला महाराज रूपी महाजन उसकी उदारता, सहृदयता, भोलेपन, श्रद्धा और भक्ति का लाभ उठाता है। शंकर ऐसे ठग की चालों में अपनी उदारता का प्रभाव देखना चाहता है। इसे चाहिए था पहली बार की ही खलिहानी पर सवा सेर गेहूँ अलग से अधिक दे देता है। परन्तु अपनी अव्यावहारिक नीति के कारण अपने परिवार के सदस्यों को भी कष्ट में झोंक देता है। स्वयं भी बीस वर्ष बंधुआ मजदूर की जिन्दगी भोगता हुआ चल बसता है।

उपर्युक्त सभी कारण ऐसे हैं जिनसे प्रभावित होकर शंकर सभी पाठकों का प्रिय पात्र बन जाता है। सभी इसके प्रति सहानुभूति रखते हैं।

प्रश्न 6.
‘सवा सेर गेहूँ’ कहानी के आधार पर शंकर का चरित्र-चित्रण कीजिए।
अथवा
‘सवा सेर गेहूँ’ कहानी के आधार पर शंकर के चरित्र की दो विशेषताएँ लिखिए। (2017)
उत्तर:
प्रस्तावना :
‘सवा सेर गेहूँ’ मुंशी प्रेमचन्द की सामाजिक विरसता को अभिव्यक्ति देने वाली श्रेष्ठ कहानी है। कहानीकार ने इस कहानी में पात्रों का चयन एक खास वर्ग से किया है जिसकी करतूतों से समस्त भारतीय कृषक समुदाय सदैव से त्रस्त रहा है। आजादी के बाद लोकतांत्रिक शासन व्यवस्था कायम होने के उपरान्त भी इस शोषक, शोषित और शोषण की अवस्था में कोई भी फर्क नहीं दीख पड़ा है। मुंशी प्रेमचन्द अपनी कहानियों में किसी एक समस्या को प्रधान रूप से इंगित करके जरूर चलते हैं लेकिन उसके परिप्रेक्ष्य में अन्य समस्याएँ उत्पन्न होकर समाज को जड़ समेत उखाड़ती-सी प्रतीत होती हैं।

शंकर एक प्रमुख पात्र :
‘सवा सेर गेहूँ’ कहानी का प्रमुख पात्र शंकर है। सम्पूर्ण कहानी का घटना चक्र उसके चारों ओर घूमता है। अब यहाँ उसके चरित्र की कुछ विशेषताओं का उल्लेख करते हैं

(1) शंकर का आतिथ्य भाव :
शंकर अपने द्वार पर आए किसी भी महात्मा, साधु, संन्यासी या अन्य अतिथियों का आतिथ्य भक्ति और श्रद्धा से करता है। उसके लिए वह कोई कोर कसर नहीं छोड़ता। घर में महात्मा को सांध्यकालीन भोजन में गेहूँ के आटे का उत्तम भोजन देकर, पुण्य अर्जन की कामना करता है। इसके निमित्त अपने ही गाँव के महाराज (महाजन) से सवा सेर गेहूँ उधार लाता है। उसकी पत्नी गेहूँ पीसती है, फिर भोजन तैयार होता है। इस अतिथि सत्कार के कार्यक्रम में शंकर के घर के सभी सदस्य अपना योग देते हैं। परन्तु स्वयं अपने और घर के : सदस्यों के लिए सम्भवत: चना-चबैना खाकर या पानी पीकर ही रात्रि गुजारना उनकी नियति था। आतिथ्य सत्कार का पुण्य और श्रेष्ठ गृहस्थी के जीवन का सपना कंगाली की कराहट में विभाजन तक पहुँच जाता है।

(2) अपने परिवार के प्रति समर्पित :
शंकर अपने परिवार के प्रति पूर्णतः समर्पित है। वह सप्रयास दोनों भाइयों के परिवार को सम्मिलित रूप में खड़ा करता है। वह परिवार रोपे गये, सींचे गए वृक्ष की तरह पल्लवित हुआ है। परन्तु दीनता की आरी ने असमय में काटना प्रारम्भ कर दिया जिससे शंकर की दर्द भरी चीख उठती है। लेकिन रात्रि के अन्धकार में अपने दुपट्टे से मुँह बाँधकर हफ्तों तक भूखे रहते समय बिताता है। वह नहीं चाहता कि उसका समृद्ध वृक्ष-परिवार विभाजित हो।

(3) सादगी भरा शंकर :
शंकर अपने व्यवहार और आचरण में सीधा-सादा और सादगी भरा है। वह ठग विद्या नहीं जानता। अतः वह स्वयं जैसा है, वैसे ही व्यवहार की आशा अन्य लोगों से करता है। महाराज (महाजन) अपनी चालों से, ठगी के पेंचों से ‘सवा सेर गेहूँ’ देकर ‘साढ़े पाँच मन’ गेहूँ के पहाड़ सरीखे कर्ज में डुबो देता है। यदि वह चालबाज होता, ठग विद्या अपनाने वाला होता तो निश्चय ही उसका परिवार कर्ज के सागर में न डूबता।

(4) अशिक्षित :
शंकर अशिक्षित किसान है। शिक्षित होता तो वह किसी भी तरह महाजन द्वारा ठगाई में नहीं आता और ‘सवा सेर गेहूँ’ का कर्ज तिल से ताड़ नहीं बनने देता।

(5) बंधुआ मजदूर :
शंकर महाजन (महाराज) की कुचालों में फंसकर उसका बँधुआ मजदूर होकर पूरी जिन्दगी बिता देता है। फिर भी उसका एक सौ बीस रुपये का ऋण शेष रह जाता है जिसे चुकता करने के लिए शंकर का नौजवान बेटा उसी राक्षस वृत्ति वाले निर्दयी महाराज द्वारा बंधुआ मजदूर बनाया जाता है।

(6) पति और पिता के रूप में शंकर :
शंकर एक पति के रूप में अपनी पत्नी के प्रति व्यवहार में श्रेष्ठता अपनाता है। वह नहीं चाहता कि उसकी पत्नी उसके कारण हुए कर्ज को चुकाने के लिए कष्ट भोगे।।

शंकर एक पिता के रूप में खरा उतरता है। वह स्वयं निर्धनता के अनेक कष्ट भोगता हुआ भी अपने पुत्र को इन सभी कष्टों का आभास तक नहीं होने देता।

(7) सहृदय भाई :
शंकर एक सहृदय भ्राता है। जब उसका भाई मंगल पारिवारिक रूप से अलग होकर रहने लगता है, तो घर के इस विभाजन को बड़ी मुश्किल से सहन कर पाता है। विघटन और विभाजन को रोकने का उसका प्रयास विफल हो जाता है। अन्त में वह स्वयं इस विभाजन से टूट जाता है।

(8) शंकर की उदारता :
शंकर सहृदय और उदार है। सबसे पहले तो वह अपने परिवार के प्रति उदारता का व्यवहार करता है। दूसरे, घर के द्वार पर आए हुए अतिथियों का अपनी शक्ति से ऊपर होकर सत्कार करता है। साथ ही ठग और चालबाज महाराज को भी खलिहानी के रूप में अधिक अन्न देता है। यह सब शंकर के हृदय की उदारता ही है।

(9) उपसंहार :
शंकर सीधा, सरल व्यवहार वाला किसान है। किसान प्रकृति से सहनशील, कष्ट-सहिष्णु, भाग्यवादी और पूर्वजन्म के संस्कारों के प्रभाव से प्रभावित होते रहते हैं। ये सभी गुण शंकर में एक साथ विद्यमान हैं।

सवा सेर गेहूँ अति लघु उत्तरीय प्रश्न

प्रश्न 1.
शंकर के द्वार पर पधारे महात्मा की वेशभूषा कैसी थी?
उत्तर:
संध्या समय शंकर के द्वार पर एक महात्मा पधारे। वह तेजस्वी मूर्ति थे, पीताम्बर गले में, जटा सिर पर, पीतल का कमंडल हाथ में, खड़ाऊँ पैर में, ऐनक आँखों पर, सम्पूर्ण वेष महात्माओं का सा था।

प्रश्न 2.
शंकर ने किससे, कितना और क्यों गेहूँ उधार लिया था?
उत्तर:
गरीब किसान शंकर ने गाँव के महाराज से सवा सेर गेहूँ उधार लिये थे क्योंकि एक दिन उसके द्वार पर एक महात्मा आ पहुँचे थे और उसके पास उन्हें खिलाने के लिए गेहूँ का एक दाना तक न था।

सवा सेर गेहूँ पाठ का सारांश

शंकर एक किसान :
किसी गाँव में शंकर नाम का एक किसान था। वह अपने काम से काम रखता था, वह सीधा सादा और गरीब था। वह किसी के भी लेन-देन से दूर रहता था। व्यवहार में सरल; भोजन-अशन में सादा, जो मिला खा लिया। परन्तु द्वार पर आए अतिथि उसके लिए भगवान थे। स्वयं भूखा रह लेता, परन्तु आगन्तुक साधु-संन्यासियों की सेवा में दत्तचित्त रहता था। एक दिन घर आए हए महात्माओं के लिए घर में गेहूँ का आटा नहीं था। घर में सिर्फ जौ का ही आटा था। अतिथियों को तो गेहूँ का ही भोजन कराना है। अतः वह गाँव भर में आटे की तलाश में गया। पूरे गाँव में आटा नहीं मिला।

गाँव का महाराज :
गाँव के महाराज से सवा सेर गेहूँ लिए, स्त्री ने आटा तैयार किया। महात्मा लोग भोजन करके आशीर्वाद देकर अगले दिन प्रात:काल चल दिए।

महाराज की खलिहानी :
महाराज वर्ष में दो बार खलिहानी लेते थे। शंकर ने सोचा कि इन्हें सेवा सेर गेहूँ क्या हूँ, पसेरी भर से ज्यादा खलिहानी दे दूँगा। दोनों ही आपस में समझ लेंगे। चैत के महीने में महाराज पहुँचे, डेढ़ पसेरी गेहूँ दे दिए गए। शंकर ने सवा सेर गेहूँ से स्वयं को उऋण समझ लिया। सवा सेर गेहूँ की चर्चा महाराज ने कभी नहीं की। महाराज अब महाजन होने लगे।

शंकर के घर की दशा :
शंकर किसान से मजदूर हो गया। छोटा भाई मंगल अलग हो गया। भाई के अलग होने पर शंकर फूट-फूट कर रोने लगा। कुल मर्यादा का वृक्ष उखड़ने लग गया। सात दिन लगातार एक दाना भी उसके मुंह तक नहीं गया। दिन में धूप में काम करता। मुँह लपेटकर रात को सोता। रक्त जल गया मांस मञ्जा घुल चुकी। खेती मान-मर्यादा के लिए रह गई। सब चौपट हो चला। सात वर्ष बीत चुके। शंकर मजदूरी से लौटकर आ रहा था। महाराज ने बुलाया और कहा कि तू अपने बोज-बेंग का हिसाब कर ले। तेरे हिसाब में साढ़े पाँच मन गेहूँ बाकी पड़े हैं। तू देने का नाम ही नहीं लेता, हजम करना चाहता है।

सवा सेर का साढ़े पाँच मन गेहूँ :
शंकर को अचम्भा हुआ। उसने कहा कि मैंने तुमसे कब गेहूँ लिए जो साढ़े पाँच मन हो गए। मुझ पर किसी का भी एक दाना व एक पैसा भी उधार नहीं है। महाराज ने कहा कि तुम अपनी नीयत के कारण कष्ट भोग रहे हो तभी तो खाने को नहीं जुड़ता। तब फिर महाराज ने सवा सेर गेहूँ का जिक्र किया।

शंकर ने कहा कि मैं बढ़-चढ़कर खलिहानी देता रहा। तुम्हारे सवा सेर गेहूँ अभी चुकता नहीं हुए। महाराज ने कहा-बख्शीस सौ-सौ हिसाब जौ-जौ। व्यर्थ की बहस छोड़, मेरा उधार दे।

बंधुआ मजदूर :
शंकर काँप गया। मेहनत मजदूरी करके साल भर में 60 रुपये जुड़े, उन्हें जमा करा दिया, शेष रुपया दो-तीन माह में लौटा देने का वादा किया। पन्द्रह रुपए शेष रह गए। उन्हें चुका नहीं सका। शंकर महाराज के यहाँ बंधक मजदूर हो गया। उसे आधा सेर जौ रोज कलेवा के लिए, ओढ़ने को साल में एक कम्बल मिला करता। एक मिरजई बनवा देता। शंकर महाराज की गुलामी में बँध गया। सवा सेर गेहूँ की बदौलत उम्र भर के लिए गुलामी की बेड़ियों में बँध गया।

उपसंहार :
शंकर इस सब को पूर्व जन्म का संस्कार मानता था। वे गेहूँ के दाने किसी देवता के शाप की भाँति पूरे जीवन उसके सिर से नहीं उतरे। शंकर महाराज के यहाँ बीस वर्ष तक गुलामी करता रहा। संसार से चल बसा। फिर भी एक सौ बीस रुपये उसके सिर पर सवार थे। शंकर के जवान बेटे को गरदन पकड़कर अपने यहाँ शंकर के ऋण को चुकाने के लिए बंधक मजदूर बनाया। वह आज भी काम करता है। ऐसे शंकरों और महाराजों से दुनिया भरी पड़ी है।

MP Board Class 11th Hindi Solutions

Class 11 English A Voyage Chapter 1 Patriotism Questions and Answers

Patriotism Class 11th Question Answer

Word Power

(a). What meaning does the word ‘breath’ convey in the poem? ‘
Answer:
The word “breath’ conveys the meaning ‘living’.

(b). The word ‘soul’ has been used in the poem to mean a person’s inner character. Look up the dictionary and find out the other meaning of ‘soul’.
Answer:
The other meaning of ‘soul’ is the spiritual or immortal element in a person.

Comprehension

1. The poet praises his native land.
2. A person is happy in a foreign land.
3. A person who loves his country loses all his wealth.
4. There is no one on earth who does not love his mother land.
5. A person who does not love his motherland dies unhonoured.
Answer:

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

I. Answer the following questions in one sentence.

Question 1.
Whose soul does the poet say is ‘dead’?
Answer:
The soul of one who has no love for his native land is ‘dead’.

Question 2.
Who does the poet ask to mark well?
Answer:
One who does not love his native land.

Question 3.
What delights the minstrel?
Answer:
The return of a patriotic person to his motherland delights the minstrel.

Question 4.
How can a person doubly die?
Answer:
An unpatriotic man is almost dead and after his real death no one remembers him which is another death.

Question 5.
What is meant by ‘vile dust’?
Answer:
‘Vile dust’ is used in the sense that is given birth to a person without love for his native land.

II. Answer the following questions in 100 to 150 words.

Question 1.
What happens to a person who returns home from a foreign land?
Answer:
The return of a person from a foreign land is a matter of great joy. It is his love and attraction to his native land that brings him home. He feels proud. He with full confidence and, pride declares that ‘this is my home, my native land’ all the time, He feels delight of his feeling and love for nation.

People welcome him with all pride and pleasure. The minstrel entertains him with all his art and skill. He is given honour and name and fame. He becomes an ideal man. He makes his country great. He has brought all laurels for his native land. Such a persons becomes a role-model. The nation feels proud to have such a patriotic son of the soil.

Question 2.
What does the poet mean by ‘for him so minstrel raptures swell’?
Answer:
The poet in this poem deals with the theme of patriotism. He feels that a man who loves his country is great. He is the real son of the soil. The poet hardly believes that there would be anyone who has no love for his native land. There is perhaps no one whose soul is not delighted at the feeling of his land. A person with such a feeling of love for nation deserves all our praise and honour. Whenever he returns home after wandering from foreign lands, he is welcomed warmly. But the man with no shell feeling is a bad name for the nation. He does not deserve any praise or honour. No minstrel tries to praise him or honour him.

Question 3.
What are the attributes of a patriot? Can he die unwept, unhonoured and unsung? If no, why?
Answer:
A patriot deserve all honour and reputation. He gets high name and fame.He is warmly welcomed by the people of his land. Minstrels welcome him with all intensity of praise. He lives a life full of ease and comfort. Whenever he dies, it becomes a national mourning. People show their deep concern for him. The country men shed tears for him. He is honoured even after his death. Poets and musicians compose songs in his praise. He becomes immortal in the heart of the people.

Question 4.
Write a summary of the poem ‘Patriotism’ in your own words.
Answer:
This poem deals with the theme of patriotism. The poet, Sir Walter Scott, says that there is hardly any man with a soul so dead to not say that “this is my own, my native land”. There is hardly anyone who does not feel proud or pressure after returning from a foreign land to his own land. The poet says if there is any mark him well for he does not deserve any praise He may be a man with high title or name with boundless possessions and high wishes.

He, as the poet says, is a wretch and selfish, while living, he shall lose all his comfort and riches, and after his death there will be nomourning for hum He will die quite un-noticed, He is a doubly-dying man. The poet means to say that a man without patriotic feeling is almost dead and after his real death no one remembers him. It is another death. The poet concludes that the person who does not love his country will die a death of ignominy.

Question 5.
Write a note to justify the title of the poem.
Answer:
The poem patriotism deals with the theme of patriotism. All through the poem, the poet talks about the man who has love for his native land. Such a man gets praise and position everywhere. Minstrels honour him with all pleasure. Even after his death he is remembered forever. His death becomes a national mourning. The poet also talks about the person who has no patriotic feeling for his nation. Such a man does not deserve any praise. Despite his power and position, he lives known and dies unnoticed. No one
weeps for him. As the poem only presents the aspects of patriotism, the title becomes appropriate.

III. Match the words in list ‘A’ with their antonyms in ‘B’

A	B
(i) dead (ii) native (iii) bound (iv) proud (v)  vile (vi) honoured (vii) rapture	(a) unhonoured (b) unhappiness (c) living (d)  foreign (e)  unbound (f)  humble (g)  noble

Answer:
(i) (c), (ii) (d), (iii) (e), (iv) (f), (v) (g.), (vi) (a). (vii) (b)

IV. Keeping the theme in the mind, write one sentence using the following phrases:
soul so dead, on a foreign strand, forfeit, fair renown, whence he sprung, doubly dying.
Answer:

• Soul so dead: There is no one in the world with a soul so dead.
• On a foreign strand: He was very comfortable on a foreign strand
• Forfeit:. All the property of the tractor has been forfeited
• Fair renown: His sacrifices achieved him a fair renown.
• When he sprung: He was down in the soil from whence he sprung.
• Doubly dying: A man without feeling of his nation or motherland is a man of doubly dying character.

V. ‘Un’- is a prefix used to make antonyms of words Like, unwept unhonoured and unsang. Find 10 more words which have ‘un’ as a prefix arid write then in your notebook.
Answer:

1. unborn
2. unfit
3. unexpected
4. unhappy
5. undone
6. uneven
7. unearth
8. unpaid
9. undress
10. uneasy

Speaking Activity

Question 1.
Organised an elocution competition in your class on ‘east or west, my country is the best? Each student will speak for 2 – 3 minutes.
Answer:
‘East or West. My country is the best’ is a very old and common outburst of any mind. But it is a fact that one’s own country is really great and supersedes all the other nations. Other countries may be economically sound, technologically advanced, socially and politically conscious, still it can’t match with one’s own nation. It is because one has born of his native soil. There are a lot of memories, intermingled with his blood. There is passion, love, sympathy and feeling for each other There are really unique qualities for any other nations. One’s native land is always comforting, soothing and nourishing, Hence, it is the best after all.

Writing Activity

Question 1.
Write short paragraph on how country has made progress in the following fields.
(a) Science and Technology
(b) Health and Hygiene
(c) Sports
(d) Economy
(e) Agriculture
Answer:
(a) Science and Technology:

Even before India became Independent, Jawaharlal Nehru visualized that in a fast changing world, India’s future will be shaped by our ability to harness modern science and technology for national development In the vast changes that are taking place in the world, the most significant is the triumph of science. The advances in science and technology have emerged as a major determinant of the wealth and power of a nation These developments have profound implications on the management of the future patterns of social and economic growth.

In the past the comparative advantage of the nation depended on either its endowment of natural resources or factor proportions as determined by the relative scarcity of capital and labour. The rapid technological advances in transport and communication have greatly reduced the dependency on natural resources and reductions on border duties have helped to create a world market In this increasingly integrated and interdependent world economy, India should create an environment conducive to production, absorption and assimilation of new technologies into development processes.

(b) Health and Hygiene:

Good health is a boon. It is a real,jewel of life, the most precious possession of man. If a man loses his health, the world loses all his charm for hint To maintain good health no money is needed It can be achieved only through our efforts and proper health care. We can keep good health only if we are aware of various factors which affect our health.

We must keep our living and working areas dean in order to prevent illness and diseases We must be aware of food hygiene, personal hygiene, etc. These are the secrets of good health Our food should be fresh and kept away from dust, flies, insect and microbes to avoid any infection and spoilage. We should wash our face and hands with soap before eating or handling the food. We should keep ourselves away from smoking, drinking alcohol, taking addictive dings, chewing tobacco, etc.

They can have damaging effects on our body and mind. Thus, maintain clean habits is very important to maintain good health. if we don’t take bath regularly. don’t wear clean clothes, don’t cat fresh food, we may develop physical complication in the long run. Hence, regularities good habits and cleanliness have great value in maintaining good health. In nutshell, we can say that health and hygiene side by side.

(c) Sports:

No one deny the importance of sports in life. Sports are as necessary for the mind as for the body. They keep us physically fit and unable us to enjoy the blessings of good health. As healthy brain can reside only in a healthy body, games and sports are also necessary for intellectual progress. No doubt there are physical exercises that may be taken alone, but there difference between such exercise and those taken in company.

The former seems like tasks imposed, while the latter combines the pleasure of company and competition with exercise. So the latter creates greater enthusiasm and greater interest than the former Sports also help the formation . They have to be played under some definite rules and captains and supervisors are appointed to see that these rules are not broken. Success in sports requires the players to cooperate with one another and look to the interest of the team as a whole, and not their personal glory.

This teaches them unselfish teamwork and cooperative spirit. Sports also develop some other qualities such as quickness of decision and movement, firmness of mind, which are so necessary in every walk of life.

(d) Economy:

Economy stands for the economic condition of a country. In an economically developed country people earn a higher income and ail the requirements and facilities needed are available to them. The economy of a country is measured on the basis of the national income and per capital income.

National income is defined as the total value of all the goods and services produced within a country plus income coming from abroad. When the total national income is divided by the total population it is called per capital income.

Economic development is therefore a long-term increase in per capital income along with improvement in quality of life. During the last few decades we have seen that our economy has marked a tremendous growth due to globalisation. A number of multi-national banks and companies established their branches, in india. Imported products have been launched. India’s per capital income has increased a lot. It has changed the quality of our life.

(e) Agriculture:

India is a land of agriculture. Nearly two-third of its population depends directly on agriculture. It is the main stay of India’s economy. It accounts for 26 percent of the gross domestic product. It ensures food security for the country and produces several raw materials for industries Agriculture is mainly concerned with cultivation It also includes animal husbandry, forestry and pisciculture.

India is most suited country for agriculture It has vast span of level-land and rich soils, wide climate variations suited for various types of crops, ample sun-shine and a long growing season. Agriculture has advanced considerably after Independence and its contribution to export trade of India is also significant.

There are three crop seasons in India mainly kharif, rabi and zaid crops like tice, maize, millets cotton. etc. are grown in the kharif season which begins in June- July to October_November Crops like wheat, barley, grain, oil seeds are grown in rabi season which begins in October—November and continues to March—April- Zaid is short crop season of summer in which rices maize. vegetables, etc. arc grown. Agriculture is the life-line of India.

Think It Over

(i) What are the factors that make your country different from other countries?
(ii) What are the special aspects that make you feel proud of your country?
Answer:
(i) India is one of the most ethinically diverse countries in the world. Apart from her many religions and sects India is home to innumerable castes and tribes as well as to more than a dozen major and hundreds of minor linistic groups from several totally different language families. Religion, an inseparable part of Indian life permeates every aspect of life. from common place daily chores to education and politics. Secular India is home to Hinduism.

Islam, Christianity Buddhism. Jainism, Sikhism and other innumerable religious tradition with Hinduism being the dominant faith practised by our so present of the population. These are the factors that make our country different from other countries.

(ii) The following special aspects make my feel proud of my country:

• In spite of numerous social, cultured. religious and social diversities. India still remains a largely unified country. The concept of unity has been running thread among various indian religions and cultures.
• The bond of love that exists among the family members is very unique. it is not temporary or flexible but permanent and rigid.
• The simplicity of the village people is also a special aspect that make me proud of my country

Think To Do

1. Find out who were the freedom fighters in your village, city or town. Fill in the grid given below:

Now on the basis of the information write five sentences on each of the freedom fighters:

S.No. Name of the Freedom fighter	Date of birth	The task done as a freedom fighter
1 Bal Gangadhar Tilak	23 July 1856	Launched the Home Rule League Movement.
2. Lala Lajpat Rai	1865	Led the Non-cooperation Movement in Punjab.
3. Thakur Kanwar Singh	1782	A leading force during 1857 revolt.
4. Ras Behari Bose	1886	A very active subordinate of Subhash Chandra Bose.
5. Nana Saheb	1824	A leading force during 1857 revolt.

1. Bal Gangadhar Tilak was the first Indian leader to give the slogan, freedom is m birthright and I shall have it.

• For his anti-imperialistic activities he was sent to jail many tiznes.
• In 1908. he as given 6 years of imprisonment for his activities against the British nile
• In 1916. together with Anne Besant he launched the Home Rzilc League Movement
• He strived for nationalism throughout his life.

2. Lala Laj pat Rai joined the freedom struggle at a very early age,

• He visited England several times to confer with the British about the betterment of Indians.
• In 1920, he led the Non-cooperation Movement in Punjab and was sent to jail.
• He led the black flag detnonstration against the Simon Commission
• He did not believe in Non-violence for throwing off the yoke of the British slavery.

3. Thakur Kanwar Singh led his forces as a general during 1857, First War of Independence.

• The revolt in Danapur, Bihar started with his inspiration,
• He organized the national rebels, attacked Aara and conquered it.
• British efforts to recapture Aara vere thwarted by Thakur Kanwar Singiis brave defiance.
• He is remembered with great reverence among the freedom fighters of Biliar.

4. Ras Behari Bose was a great revolutionary.

• He was of the opinion that only violent opposition can force the British to leave India.
• He was a militant.
• He was involved in 1912 bomb case.
• In 1915, he left india for japan and started preparing his war against the British.

5. Nana Saheb along with Rani Laxmi Bai of Jhansi is remembered as the pieneer of the 1857 war of independence

• He was accredited for having lit the torch of the 1857 revolt and spreading its light to other pairs of the country.
• His ability to prepare for the revolt speaks of his bravery.
• He was instrumental in bringing Hindu-Muslim together to fight under one banner.

Here is the list of states in the four zones of India.

• East: Arunachal Pradesh, Assam, Biliar, Chhattisgarh, Darjeeling, Jharkand, Mizocani, Nagaland, Manipur, Meghalaya.
• North: Himadial Pradcsh, Jammu and Kashmir, Rajasthan, Uttarkhand, Uttar Pradesh, Delhi, Chandigarh, Haryana, Puiab.
• South: Andaman and Nicobar Islands, Andhra Pradesh, Kamataka, Kerala, Lakshadwaep, Pondicherry, Tamil Nadu.
• West: Dadar and Nagar Haveli, Daman, Diu, (Goa, Gujarat MadhyaPradesh, Maharashtra.

A. The shortest route to Kanyakumari with the following details:
(a) Means of transport available.
(b) Total no. of days required.
(c) Places he should visit during the tour.
Answer:
Golden Opportunity
Don’t Miss
Excellent Tour Agency
Offers
A Tour to Kanya Kumari
Seven – days Package
Total Cost – Twelve thousand per heed
(with hotel, sight – seeing, etc.)
Contact – Mr. Rana
Mob. No., -9931504321

B. A Pilgrimage to temples of South.
(a) Places to visit.
(b) Travel time.
(c) Other important places, monuments that can be clubbed with this pilgrimage.

For Example: Travel and Tour Packages
Table:
Answer:
Go to Kerala
Visit
Thiruvananthapurani/abode
Mosque and Churches
Caves and Hills
Most Affordable
A Tour for 15 days
of temples,
Contact – P.K. Pat!
Mob. No. – 09323450181

1. Develop a dialogue with the person who is responding to your advertisement convincing him to take your offer. Begin like this:
Traveller: I would like to visit South. I have some queries about your package tour.
Travel Agent: I will be glad to answer all your questions.
Traveller: Do I have to take the whole tour as advertised by you or can I pick the places I
am interested in?
Travel Agent: You may/you can’t because …………..
Answer:
Travel Agent: You may/you cant because ours is a planned tour. If you make any change it will affect the
whole group.
Traveller: I am ready to pay all the extra expenses.
Travel Agent: Sorry, we don’t allow you to do so. If you agree to our plan, you can conic and enjoy.

Summary in English

This poem deals with the theme of patriotism. The poet, Sir Walter Scott, says that there is hardly any man with a soul so dead to not say that “this is my own, my native land”. There is hardly anyone who does not feel proud or pressure after returning from a foreign land to his own land. The poet says if there is any mark him well for he does not deserve any praise He may be a man with high title or name with boundless possessions and high wishes, He, as the poet says, is a wretch and selfish, while living, he shall lose all his comfort and riches, and after his death there will be nomourning for hum He will die quite
un-noticed, He is a doubly-dying man.

The poet means to say that a man without patriotic feeling is almost dead and after his real death no one remembers him. It is another death. The poet concludes that the person who does not love his country will die a death of ignominy.

Patriotism Summary in Hindi

प्रस्तुत कविता का विषय-वस्तु देशभक्ति है। कवि, सर वाल्टर स्कॉट कहता है कि शायद ही कोई व्यक्ति ऐसा होगा जो यह नहीं कहता होगा कि यह मेरा अपना देश है। शायद ही कोई व्यक्ति ऐसा होगा जो विदेश से अपने देश लौटने पर आनंद का अनुभव नहीं करता, होगा। कवि कहता है कि यदि कोई ऐसा है तो उसे ठीक से परखो, क्योंकि वह किसी की प्रशंसा पाने के योग्य नहीं है। वह, अपार संपत्ति के साथ बड़ी पदवी नाम और ऊँची आकांक्षाओं वाला हो सकता है। वह, जैसा कि कवि कहता है, एक दरिद्र और स्वार्थी इंसान है।

अपने जीवन काल में ही वह सारे आराम और धन को खो देगा और मृत्यु के बाद उसके लिए कोई शोक नहीं होगा। वह बिल्कुल अनजाना मरेगा। वह दोहरे मौत वाला व्यक्ति है। कवि के कहने का तात्पर्य है कि देशभक्ति की भावना से रहित व्यक्ति लगभग मरा हुआ है और उसकी वास्तविक मृत्यु के बाद उसे कोई भी याद नहीं करता है। यह उसकी दूसरी मौत है। कवि यह निष्कर्ष निकालता है कि वह व्यक्ति जिसके दिल में अपने देश के लिए प्यार नहीं है, गुमनाम ही मर जाता है। .

Patriotism Word Meaning



Patriotism Comprehension

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

1. Breathes there the man with soul so dead,
Who never to himself hath said,
“This is my own, my native land!”
Whose heart hath never within him burn’d,
As home his footsteps he Jiath turn’d,
From wandering in a foreign strand!

Questions:
(i) Who does the poet talk about in these lines?
(ii) Name the poem and the poet of these lines?
(iii) What does the poet mean by “the man with soul so dead”?
(iv) What does ‘foreign strand’ mean?
Answers:
(i) The poet talks about the patriotic feeling of a man in these Lines.
(ii) The poem Is ‘patriotism’ and the poet is Sir Walter Scott.
(iii) The poem means that there is hardly any man thing with a soul without fr feeling of patriotism
(iv) ‘Foreign strand’ means the foreign boundary.

2. Despite those titles, power and peef, 
The wretch, concentred all in self,
Living, shall forfeit fair renown?
And doubly dying shall go down.

Questions:
(i) Who is a ‘wretch’?
(ii) Why does the poet says that the powerful man will lose his reputation?
(iii) Explain the meaning of the expression ‘doubly dying’?
(iv) Find the word in the stanza similar in meaning of
(a) money
(b) lose.
Answers:
(i) A ‘Wretch is a man who does not love his native land.
(ii) The poet says this because a man without love for his native land does not deserve any power.
(iii) The expression ‘doubly dying’ means that a man without patriotic feeling is almost dead 2nd after his real death no one remembers him. It is another death,
(iv) (a) peif
(b) forfeit.

MP Board Class 11th English Solutions

MP Board Class 11th English A Voyage Textbook

• Patriotism Class 11 Questions And Answers
• What the Moon Saw Class 11 Questions And Answers
• My Mother Class 11 Questions And Answers
• The Brook Class 11 Questions And Answers
• Dilemma of the Scientist Class 11 Questions And Answers
• Cherry Tree Class 11 Questions And Answers
• Mercy Class 11 Questions And Answers
• Of Studies Class 11 Questions And Answers
• To a Skylark Class 11 Questions And Answers
• Mahatma Gandhi Class 11 Questions And Answers
• The Model Millionaire Class 11 Questions And Answers
• The Frog and the Nightingale Class 11 Questions And Answers
• Peace Class 11 Questions And Answers
• One Thousand Dollars Class 11 Questions And Answers
• Sister Nivedita Class 11 Questions And Answers
• The Captive Air of Chandipur Class 11 Questions And Answers
• Sir Roger at Home Class 11 Questions And Answers
• King Porus – A Legend of Old Class 11 Questions And Answers
• Mirabai Class 11 Questions And Answers
• Profit and Loss Class 11 Questions And Answers
• The Dear Departed Class 11 Questions And Answers
• A Pair of Mustachios Class 11 Questions And Answers
• The Bishop’s Candlesticks Class 11 Questions And Answers
• A Cup of Tea Class 11 Questions And Answers
• The Gospel of Selfless Action Class 11 Questions And Answers

Class 11 English The Spectrum Chapter 18 India’s Gift to the World Questions and Answers

India’s Gift to the World Class 11th Question Answer

Word Power

Fill in the blanks to complete the following paragraph with the help of the words given in the box.
बॉक्स में दिये गये शब्दों से निम्नलिखित पैराग्राफ के खाली स्थाने भरकर इसे पूरा कीजिए।
Answer:
history, providence, everything. sacrificed, dearer, study, living. foreign lands, knowledge, service, rejoice, single.

Comprehension

A.  Answer the following questions in one or two sentences each.
इन प्रश्नों का उत्तर एक या दा वाक्यों में दीजिए।।

Question 1.
What was the author concerned about before visiting India ?
भारत आने से पूर्व लेखक की चिन्ता का विषय क्या था ?
Answer:
He was concerned about gathering material for a biography of Mahatma Gandhi.
उसकी चिन्ता का विषय महात्मा गाँधी के जीवन वृतान्त के लिए सामग्री एकत्रित करना था।

Question 2.
What was the only decoration in Gandhiji’s hut’ (2012, 15)
Answer:
The only decoration was a black and white print of Jesus Christ with the inscription, “He is our peace”.
एकमात्र अलंकरण था ईसा मसीह का श्वेत-श्याम चित्र जिस पर लिखा था, “यह हमारी शान्ति है।”

Question 3.
What religion Gandhiji confess to believe in’ (2008)
गाँधीजी का विश्वास किस धर्म में था ?
Answer:
He was a Christian and a Hindu and Muslim and a Jew.
वे ईसाई थे, हिन्दू थे, मुस्लिम थे और यहूदी थे।

Question 4.
Why did Gandhiji regret that people gave him adulation ?
गाँधीजी को खेद क्यों था कि लोग उनकी चापलूसी करते थे ?
Answer:
Because he wanted them to accept his way of life.
क्योंकि वे चाहते थे कि लोग उनकी जीवनपद्धति को स्वीकार करें।

Question 5.
How did the author come to know that Gandhiji had been killed ?
लेखक को कैसे पता चला कि गाँधीजी की हत्या हो गई है ?
Answer:
He came to know it when he turned on his radio on the morning of 31 January, 1948.
उन्हें तब पता चला जब उन्होंने 31 जनवरी, 1948 की सुबह अपना रेडियो चालू किया।

Question 6.
What did Gandhiji prescribe for mental health ?
मानसिक स्वास्थ्य के लिए गाँधीजी का क्या नुस्खा था ?
Answer:
For mental health Gandhiji prescribed truth.
मानसिक स्वास्थ्य के लिए गाँधीजी का नुस्खा था सत्य ।

Question 7.
What was Gandhiji’s elixir of growth ? (2009)
विकास के लिए गाँधीजी का अमृत क्या था ?
Answer:
His elixir was fearlessness.
उनका अमृत था निर्भीकता।

Question 8.
What, according to Gandhiji was the central evil of the modern world?
गाँधीजी के अनुसार आधुनिक विश्व की मुख्य बुराई क्या थी ?
Answer:
According to him the central evil was materialism.
उनके अनुसार मुख्य बुराई भौतिकवाद थी।

Question 9.
How did Gandhiji pay for his principles ?
गाँधीजी ने अपने सिद्धान्तों की कीमत कैसे चुकाई ?
Answer:
He did it by going to jail, by inviting death and by courting poverty.
उन्होंने उसे जेल जाकर, मृत्यु का आह्वान करके तथा गरीबी को गले लगाकर चुकाई।

Question 10.
Why, according to the author, did most ofGandhiji’s followers accept his leadership?
लेखक के अनुसार उनक अधिकतर अनुयायियों ने उनके नेतृत्व को क्यों स्वीकार किया ?
Answer:
They merely accepted his leadership because it smoothed the way to their objective which was an Indian nation without the British.
उन्होंने उनका नेतृत्व इसलिए स्वीकार किया क्योंकि वह उनके उद्देश्य अर्थात् भारत राष्ट्र बिना अंग्रेजों के, को प्राप्त करने में उनका रास्ता आसान बना रहे थे।

Question 11.
What would be the best symbol of Gandhiji’s philosophy according to the author ?
लेखक के अनुसार गाँधीजी के दर्शन का सबसे अच्छा प्रतीक क्या होगा ?
Answer:
The best symbol of Gandhiji’s philosophy would be the two parallel bars of the equal sign.
गाँधीजी के दर्शन का सबसे अच्छा प्रतीक बराबर के चिह्न के दो समानान्तर दण्ड है।

Question 12.
What were the manifestations of status in India ?
भारत में प्रतिष्ठा का दिखावा क्या था ?
Answer:
It was the caste system, the torture of untouchables and pride.
वे थे जाति प्रथा, अछूतों को दी जाने वाली यातना और घमण्ड।

B. Answer the following questions in two to four sentences each.
[इन प्रश्नों का उत्तर दो से चार वाक्यों में दीजिए।]

Question 1.
The writer weeps on Gandhiji’s death. He still says that it was the best way to die. What are his justifications for this statement ? Do you agree with him?
लेखक गाँधीजी की मृत्यु पर रो पड़ते हैं। तब भी वे कहते हैं कि मृत्यु का यह सबसे अच्छा रास्ता था। इस कथन से समर्थन में उनका तर्क क्या है ? क्या आप इससे सहमत है ?
Answer:
His justification is that Gandhiji had been a fighter all his life and it would have been strange if he had died of a cold. I fully agree with him.

उनका तर्क यह है कि गाँधीजी जीवन भर जुझारू रहे और यदि वे सर्दी जुकाम से मरते अर्थात् एक आम इन्सान की मौत मरते तो थोड़ा अजीब लगता। मैं उनके मत से पूरी तरह सहमत हूँ।

Question 2.
In what sense was Gandhiji a self remade man ? (2011)
किस रूप में गाँधीजी एक स्वयं पुनर्निर्मित व्यक्ति थे ?
Answer:
He was an ordinary individual, a blundering boy, a mediocre student and a poor lawyer. Then he changed himself and became a great leader, a saint.

वे साधारण व्यक्ति थे, एक गलती करने वाला बालक, एक औसत दर्जे का विद्यार्थी और एक कमजोर वकील। फिर उन्होंने अपने को बदला और एक महान नेता, एक सन्त बन गये।

Question 3.
What warning did Gandhiji give on renouncing a worldly asset? What suggestions did he give on this subject ?
गाँधीजी ने सांसारिक सम्पत्ति त्यागने के सम्बन्ध में क्या चेतावनी दी थी ? इस विषय पर उन्होंने क्या सुझाव दिये थे ?
Answer:
Gandhiji wamed that one should not renounce a worldly asset in a mood of self-sacrifice or out of a sense of duty. He suggested that one should do it only when that thing no longer had an attraction or when it started interfering with one’s recent desires.

गाँधीजी ने चेतावनी दी थी कि व्यक्ति को सांसारिक सम्पत्ति का परित्याग आत्मत्याग के भावावेश में अथवा कर्त्तव्य की भावना से नहीं करना चाहिए। उन्होंने सुझाव दिया कि ऐसा केवल उस समय करना चाहिए जब उस चीज के प्रति व्यक्ति में कोई आकर्षण नहीं बचा हो या जब वह व्यक्ति की वर्तमान आकांक्षाओं में बाधा डालने लगी हो।

Question 4.
How is the life of Gandhiji remembered ? (2008, 09)
गाँधीजी के जीवन को कैसे याद किया जाता है ?
Answer:
He is remembered as an outstanding individual of the twentieth century or perhaps of the preceding nineteenth too. He was an Indian but now he belongs to the world.
उन्हें बीसीं सदी के और शायद पिछली उन्नीसी के भी एक आदर्श पुरुष के रूप में याद किया जाता है। वे भारतीय थे किन्तु अब वे विश्व के हैं।

Language Practice

इस खण्ड के मूल प्रश्न व तालिकाएँ अपनी पाठ्य-पुस्तक में से देखिये। यहाँ केवल उनके उत्तर दिये जा रहे हैं।]

A Pick out the adverb clauses in the following sentences.
निम्नलिखित वाक्यों में adverb clauses छाँटिये।।
Answer:

• where angels fear to tread.
• as he had expected.
• even if you pay me.
• so terrible that very few people survived.
• Since you swear to serve me faithfully.
• whenever he is sent for.
• If you have tears.
• than false promise.
• lest your lord come in the night.
• before you forget.

B. Match items under A with those under B to make sentences with conditional clauses. Use correct punctuation and write complete sentences.
[A में दी गई वस्तुओं का B के clauses से मिलान करो। सही विराम चिह्न प्रयुक्त करो और पूरे वाक्य लिखो।।
Answer:

• If I make a promise, I keep.
• If she had bought a television, her children would have watched the serials.
• You will miss the train if you don’t hurry.
• If it rains, we shall stay at home.
• I would wear woollen clothes if it was snowing.

India’s Gift to the World Summary in Hindi

मैं एक बार फिर महात्मा गाँधी के जीवनवृतान्त के लिए सामग्री एकत्रित करने उस भारतवर्ष की ओर जा रहा था जो एक मनोरंजक एवं निर्णायक देश है। ऐसा लग सकता है कि इटली से सीधे भारत जाने में एक बड़ा परिवर्तन होगा लोग, भूगोल, इतिहास और दोनों देशों की समस्याएँ इतनी भिन्न हैं। किन्तु दोनों देशों में रह रहे मित्रों के कारण यह परिवर्तन आसान हो गया और हालाँकि समस्याएँ अलग लगती थीं किन्तु आवश्यक निदान दोनों का एक ही था-विधान द्वारा लाई गई एक सामाजिक क्रान्ति जो गरीब और अमीर तथा नीची और ऊँची जातियों के बीच के कष्टदायक अन्तर को खत्म कर दे।

गाँधीजी इटली, यूरोप, दोनों अमेरिका और अफ्रीका से दूर नहीं हैं। जितना ही मैं उनके जीवन के बारे में सोचता हूँ उतना ही वे आज के पश्चिमी विश्व की चिन्ताओं के लिए प्रासंगिक प्रतीत होते हैं। गाँधीजी के सिद्धान्तों और कार्यविधि की थोड़ी सी प्रेरणा से भी सभी जगह युद्ध के बाद का काल बहुत भिन्न होता । मैं 1942 में एक सप्ताह के लिए गाँधीजी के गाँव में उनके मेहमान के रूप में रह चुका हूँ और मैंने उनको बुद्धिमान, तनाव रहित, अपने विचारों को खुलकर व्यक्त करने वाला और संवेदनशील पाया था।

एक दिन उनसे हुए एक घण्टे के साक्षात्कार के दौरान मैंने संकेत दिया कि उनकी मिट्टी की दीवार पर मात्र एक अलंकरण था : ईसा मसीह का एक श्वेत श्याम चित्र जिस पर लिखा था, “यह हमारी शान्ति है।” “यह कैसे ?”, मैंने पूछा, “आप तो ईसाई नहीं है।” “मैं एक ईसाई, एक हिन्दू, एक मुस्लिम और एक यहूदी हूँ।”, उन्होंने उत्तर दिया। उन्होंने सहनशीलता से आगे जाकर दूसरों से तादात्म्य स्थापित किया था जो प्रेम का पर्याय है। इस कारण गाँधीजी

ईसाइयों से अधिक ईसाई थे वे ईसा के समान थे। अगर गाँधीजी भारत में तीन हजार वर्ष पूर्व पैदा हुए होते तो उनके बारे में देवकथाएँ बन गई होती और उनका यौवन अलौकिक घटनाओं से पूर्ण हो गया होता और ईश्वर के समान उनकी पूजा होने लगती। राजनीति में शुद्धता को अंगीकार करके वे सन्त राजनेता बन गये। मैं उनके साथ भारत के कई भागों में गया। मैंने उनके साथ बम्बई से पूना तक रेलवे के तृतीय श्रेणी के डिब्बे में यात्रा की। जहाँ भी गाड़ी रुकती, मानसून की भारी बारिश के बावजूद वहाँ भारी संख्या में लोग उपस्थित मिलते। एक स्टेशन पर करीब चौदह साल के दो लड़के, अपनी भूरी त्वचा तक भीगे हुए, उनके काले बालों से पानी टपकता हुआ, गाँधीजी की खिड़की के पास उछल-उछलकर चिल्ला रहे थे, “गाँधीजी, गाँधीजी, गाँधीजी।” (‘जी’ आदरसूचक प्रत्यक है) गाँधी मुदित मुद्रा में थे।

“आप उनके लिए क्या हैं ?” मैंने पूछा। उन्होंने अपनी मुट्ठी अँगूठे को ऊपर उठाते हुए कनपटी पर रखी, “सींगों वाला एक इन्सान, एक दर्शनीय वस्तु।”, उन्होंने उत्तर दिया। उन्हें सदा इस बात पर खेद होता था कि लोग उनकी चाटुकारिता करते हैं जबकि वे उनसे अपनी जीवनपद्धति की स्वीकारोक्ति चाहते थे। उस साल मैंने उनके संसर्ग में आठ दिन बताए। मैं गाँधीजी से अपने सम्बन्ध के लिए कोई बड़ा शब्द प्रयोग करने से हिचकता हूँ, कदाचित मैंने उन्हें प्यार करना शुरू कर दिया था। दो वर्ष बाद, 31 जनवरी, 1948 शनिवार की सुबह आठ बजे मैंने अपने न्यूयॉर्क के फ्लैट में रेडियो चालू किया तो सुना कि गाँधीजी की नयी दिल्ली में अपनी प्रार्थना सभा में गत दिवस हत्या कर दी गई।

मैंने गाँधीजी को देखा था, उनके साथ भोजन किया था, उनके साथ पैदल घूमा था, उनसे मजाक किया था। जो समय उन्होंने मुझे दिया था उसे मैं स्वर्णिम मानता था। अब इसका विवरण पढ़कर कि मृत्यु में वे कितने असहाय पड़े थे, मैं रो पड़ा हालांकि मैं बहुत वर्षों से नहीं रोया था। मैं स्तम्भित रह गया। बाद में, जब मुझमें सोचने की शक्ति पुनः वापस आई, मुझे ऐसा लगा कि शायद मरने का यह सबसे अच्छा तरीका था। वे पूरे जीवन एक संघर्षशील व्यक्ति रहे थे और अगर वे सर्दी जुकाम से मरते तो शायद यह अजीब लगता। उनकी हिंसात्मक मृत्यु एक और सेवा थी। पर्ल बक ने इसे दूसरा सूली पर चढ़ना कहा था।
गाँधीजी पाश्चात्य विश्व को भारत का एक तोहफा हैं। उनका जीवन हमारे भयंकर रोगों के लिए एक नुस्खा है। मनुष्य की सम्पदा को एक भविष्य द्रष्टा के विश्वव्यापी चक्षुओं से, जिनकी एक्स-रे जैसी दृष्टि लौहावरण एवं राष्ट्रीय सीमाओं को भेदने में समर्थ हो, देखते हुए गाँधी ने देखा कि व्यक्ति का कद जनतन्त्र एवं तानाशाही दोनों में एक समान घटता जा रहा है।

व्यक्ति गाँधीजी की चिन्ता का मुख्य विषय रहा है और विशेषकर यह चिन्ता ही उन्हें बीसौं शताब्दी के दूसरे अर्धाश की समस्याओं के लिए अत्यन्त प्रासंगिक बनाती है। बीसवीं शताब्दी जो सामान्य आदमी अथवा असामान्य आदमी की नहीं बल्कि दोनों की स्वाधीता, ईमानदारी और मानसिक स्वास्थ्य के ऊपर हल्ले की शताब्दी है। मानसिक स्वास्थ्य के लिए गाँधीजी का नुस्खा था सत्य। वे अपने स्वयं के लिए, जिस पर वे विश्वास करते थे, जो वे करते थे तथा जो वे कहते थे इन सबका सम्मिलन चाहते

थे। यथा करनी और कथनी एक थे। यही वह सम्मिलन है जो ईमानदारी या सत्य है। जब कथनी कार्यों से और कार्य विश्वासों से टकराते हैं तो व्यक्ति विखण्डित और रुग्ण हो जाता है। गाँधी जैसी सीख देते थे वैसा आचरण करते थे जैसा विश्वास करते थे वैसा ही आचरण करते थे। अपनी चिन्ताओं और कर्त्तव्य बोझ के बावजूद मैंने उन्हें स्वस्थ और प्रसन्नचित पाया। वे आन्तरिक सामंजस्य का अनुभव करते थे। गाँधीजी पैदाइशी महान नहीं थे। जब उन्होंने अपना पुनर्निर्माण किया उसके पूर्व वे गलती करने वाले लड़के, औसत दर्जे के विद्यार्थी, कमजोर वकील और साधारण व्यक्ति थे। वे एक स्वयं पुनर्निर्मित व्यक्ति थे। उन्हें अपने आप में भरोसा था किन्तु इन सबसे परे उन्हें अत्यधिक स्पन्दित कर देने वाला विश्वास था किसानों में, फेरी वालों में, खदान में काम करने वालों में, और अनगढ़े नौजवान स्त्री पुरुषों में जिनको उन्होंने अपने साथ जोड़ा था। इन सबको उन्होंने विकास का एक ऐसा अमृत पिला दिया था जिसने इन नाम रहित, शिक्षा रहित लोगों को सिंहवत सूरमा बना दिया था। वह अमृत था भयहीनता।

एक उत्कट और आजीवन अहिंसा के उपासक, गाँधी कहते थे,“यदि कायरता और हिंसा में चुनाव करना हो तो मैं हिंसा को चुनूँगा क्योंकि कायरता और भय आदमी को छोटा बना देती है जो दबावों के सामने समर्पण कर देता है और अपनी आजादी, अपने सिद्धान्तों की या अपने आपकी रक्षा नहीं कर पाता है।” अन्तरात्मा के उच्चतर कानून के पालन हेतु सविनय अवज्ञा या बड़ी मात्रा में जान-बूझकर कानून का उल्लंघन गाँधी का एक अनुपम राजनैतिक शस्त्र था। ‘सविनय अवज्ञा’ पद उन्होंने 1849 में प्रकाशित हेनरी थोरड के इसी नाम के लेख से लिया था। “उसने मुझ पर गहरी छप छोड़ी थी।” गाँधी ने थोरड के लेख के बारे में लिखा था। थोरड के समान गाँधी भी व्यक्ति के द्वारा सरकारों का, युद्ध के समय भी, विरोध करने के अधिकार का समर्थन करते थे क्योंकि असहमति के अधिकार के बिना जनतन्त्र खोखला है और भय से असहमति समाप्त हो जाती है।

गाँधीजी को लगता था कि आधुनिक विश्व की मुख्य बुराई भौतिकवाद था। गाँधी के अनुसार, पदार्थ या भौतिकवाद केवल सम्पदा नहीं शक्ति था, स्वतन्त्रता की भावना को कुचलने के लिए नृशंस शक्ति का संचय, एक ऐसी मशीन का निर्माण जो नफरत के ईधन से चलती हो। गाँधी ने कभी किसी से सम्पदा या शक्ति के परित्याग का आग्रह नहीं किया। उन्होंने ऐसे मूल्यों की शिक्षा दी जिनके कारण प्रसन्नता भौतिक सम्पदा पर कम आश्रित हो। “जब तक तुम किसी चीज से आन्तरिक सुख व सहायता की आकांक्षा करते हो तब तक उसे रखों”, उन्होंने सुझाया, “अन्यथा तुम उस सांसारिक सम्पदा का आत्मत्याग की भावावस्था में अथवा निष्ठुर कर्तव्य की भावना से परित्याग कर दों” बजाय उसको वापस चाहो और दुखी हो उठो। “किसी चीज का परित्याग उसी समय करों”, उन्होंने कहा, “जब तुम दूसरी स्थिति को इतना अधिक चाहने लगो कि उस वस्तु के प्रति तुममें कोई आकर्षण शेष न हो या जब ऐसा लगे कि जिस चीज की तुम्हारे मन में उत्कृष्ट अभिलाषा है उसमें वह बाधा डाल रही है। ऐसी भावना से हो सकता है एक परिवार शहर में अपना रहना त्याग कर प्रकृति के संसर्ग में रहने लगे या एक व्यक्ति सरकारी पद अथवा व्यवसाय त्यागकर कुछ और काम करने लगे व ऊपर उठे।

“मैं तहेदिल से नफरत करता है”, गाँधीजी ने घोषणा की, “इस पागल-सी अभिलाषा की, दूरियाँ और समय को समाप्त करने की, पार्श्विक अभिरुचि बढ़ाने की और फिर पृथ्वी के छोरों तक उनको सन्तुष्ट करने के लिए जान की। इनमें से कोई भी विश्व को लक्ष्य के नजदीक नहीं पहुँचा रही है।”जब 1946 में मैंने उनसे कहा कि उन्हें पश्चिम जाकर अपने सिद्धान्त उन्हें सिखाने चाहिए तो उन्होंने उत्तर दिया, ” पश्चिम क्यों चाहता है कि मैं उन्हें दो गुणा दो चार होते हैं, यह सिखाऊँ ?” उनका पूर्वाग्रह यह था कि पश्चिमी विश्व सच्चाई जानता है किन्तु वस्तुओं का गुलाम होने के कारण सिद्धान्तों की रक्षा के लिए सामने नहीं आता। यदि उसमें नौकरी के लिए, जनता की स्वीकृति के लिए, व्यक्तिगत सुरक्षा के लिए या आर्थिक सुरक्षा के लिए खतरा हों। उन्हें स्वयं अपने सिद्धान्तों की कीमत चुकानी पड़ी थी, जेल जाकर, गरीबी को गले लगाकर, मुत्यु को आमन्त्रित करके और इसने उन्हें भावना के सिक्कों में धनी बनाया है। भावना ही एकमात्र ऐसी मुद्रा है जिसे वे मूल्यवान मानते थे।

गाँधीजी जाने जाते हैं भारत को स्वाधीन कराने के उनके सफल प्रयत्न के लिए। वास्तव में उनके लिए भारत को मुक्त करने से एक भारतीय का स्वतन्त्र मनुष्य के रूप में विकास अधिक महत्त्वपूर्ण था। भारत में गाँधीजी के अधिकतर अनुयायी गाँधीवादी नहीं थे और न उनके आदर्शों के सहाभागी। उन्होंने उनका नेतृत्व इसलिए स्वीकार कर लिया क्योंकि उसने अंग्रेजों के बिना भारतीय राष्ट्र के उनके लक्ष्य को आसान बना दिया। उनके लिए राष्ट्रीय स्वाधीनता एक उद्देश्य था, एक वांछित वस्तुः उनके लिए यह एक साधन था भद्रतर मनुष्य और श्रेष्ठतर जीवन के लिए, और क्योंकि जिस तरह से आजादी प्राप्त की गई थी उससे उसका हृदय शंकाकुल था कि क्या वास्तव में इन उद्देश्यों को आगे बढ़ाया जा सकेगा-दो रक्तरंजित बच्चे भारत माँ के शरीर से हिंसात्मक तरीके से अलग किये गए-उन्होंने 15 अगस्त, 1947 को जिस दिन भारतीय राष्ट्र विश्व के नक्शे पर उभरा, किसी प्रकार का जश्न नहीं मनायावे दुखी थे और उन्होंने बधाइयाँ स्वीकार करने से इन्कार कर दिया।

कदाचित् गाँधीजी के दर्शन का सबसे अच्छा प्रतीक बराबर के चिह्न की दो शलाका हैं। सभी राष्ट्र, धर्म व्यक्ति बराबर थे हालाँकि एक समान नहीं। गाँधी ने वरीयता को अलग नहीं किया था। उन्होंने हिन्दुत्व को पसन्द किया, वे भारत को अन्य देशों से अधिक प्यार करते थे, वे अपने कुछ निकटतम सहयोगियों को गले लगा लेते थे। लेकिन कोई भी द्वितीय दर्जे का नहीं था। वे प्रतिष्ठा से नफरत करते थे और सारे जीवन भारत में उसके भद्दे दिखावे के विरुद्ध काम करते रहे। जाति प्रथा, अछूतों की दी जाने वाली यन्त्रणा, घमण्ड तथा प्रादेशिक और धार्मिक अलगाव।

इन सब तथा अन्य बहुत से विषयों पर कई दशक तक गाँधीजी ने विस्तार से और बहुत बारीकी से लिखा। असंख्य अवसरों पर उन्होंने इन पर बोला–लेकिन आधुनिक सभ्यता को उनका एक बड़ा योगदान उनका जीवन है। गाँधीजी ने यह दिखा दिया कि इस बीसी सदी में भी ईसा मसीह बनना सम्भव है। उन्होंने दिखा दिया कि अच्छा और प्रभावी दोनों बनना सम्भव है। कदाचित्, भारतीय कवि रविन्द्रनाथ टैगोर ने गाँधी के बारे में लिखा, “वे सफल न होंगे। कदाचित् वे मनुष्यों को अपनी बुरी आदतों से अलग करने में असफल हो जायेंगे जैसे बुद्ध असफल हुए और जैसे ईसा मसीह असफल हुए, किन्तु उन्हें हमेशा याद किया जाएगा, एक ऐसे व्यक्ति के रूप में जिसने अपना जीवन आने वाली सदियों के लिए एक सबक बना दिया।”

जब हम छोटे-छोटे आदमियों को उनकी बढ़ती हुई समस्याओं से निपटते हुए देखते हैं तो गाँधी का कद बढ़ता है। गाँधी, जो हिन्द, ईसाई, बौद्ध, यहूदी, मुस्लिम सब एक साथ है, का जीवन उद्देश्य की शुचिता, मानवता और सत्यनिष्ठ की एक मिसाल है। उनकी मानसिक, भावनात्मक और चारित्रिक महानता उन्हें बीसीं सदी का और शायद इसके पूर्व की उन्नीसी का भी आदर्श पुरुष बना देती है। वे भारतीय थे। वे विश्व के हैं। -लुइस फिशर

India’s Gift to the World Meanings of Difficult Words

MP Board Class 11th English Solutions

The Spectrum Textbook General English Class 11th Solutions

• True Worship Class 11 Questions And Answers
• The Limits of Knowledge Class 11 Questions And Answers
• Dear Teacher Class 11 Questions And Answers
• The Shepherd Class 11 Questions And Answers
• The Selfish Giant Class 11 Questions And Answers
• Laxmi and the Doll Class 11 Questions And Answers
• The Road Not Taken Class 11 Questions And Answers
• Idgah Class 11 Questions And Answers
• Can We Stop The Earthquakes? Class 11 Questions And Answers
• Waves on the Sleepless Sea Class 11 Questions And Answers
• A Letter to God Class 11 Questions And Answers
• The Wise Judge Class 11 Questions And Answers
• O Captain! My Captain! Class 11 Questions And Answers
• Gifts of Love Class 11 Questions And Answers
• Uncle Podger Hangs a Picture Class 11 Questions And Answers
• The Broken Wing Class 11 Questions And Answers
• A Grain as Big as a Hen’s Egg Class 11 Questions And Answers
• India’s Gift to the World Class 11 Questions And Answers

Class 11 English A Voyage Chapter 5 Dilemma of the Scientist Questions and Answers

Dilemma of the Scientist Class 11th Question Answer

Word Power

Question 1.
Refer to a dictionary and find out the meaning of the words given below and use them in sentences of your own:
sympathy, practical, evade, miserable, dictate, dignity, dissent, impose, penetrate, achievement.
Answer:

• Sympathy – pity towards a suffers – I expressed my sympathy in
  his distress.
• Practical – suitable for use – We should be practical at every step.
• Evade – avoid by trick)’ – The thief evaded the police.
• Miserable – full of misery – Don’t look so miserable.
• Dictate – say words aloud to be written or recorded – the teacher dictated the students.
• Dignity – full of honour – Everyone likes to lead a life of dignity.
• Dissent – disagree – Those who dissented with the organization formed another party.
• Impose – introduces a new rule, law, tax, etc. to order that a rule be used – New tax is imposed on fuel.
• Penetrate – make a way into or through – The Sun’s rays penetrated through the leaves to reach the earth.
• Achievement – accomplishment – Amit’s parents are proud of his wonderful achievement.

Question 2.
For each of the words given below, find a word from the text that has the opposite meaning:
admirable, aggressor, construction, enemies, happiness, notice, overt, peace, permissible, repair
Answer:

• admirable — miserable
• aggressor — pacifist
• construction — destruction
• enemies — allies
• happiness — distress
• notice — ignore
• overt — invert
• peace — war
• permissible — formidable
• repair — damage.

Question 3.
Notice the use of the adjective ‘heavy’ in the phrase heavy heart’.
It is not the same as that in ‘heavy box’ or in ‘heavy metal’ The adjective changes the literal meaning so that the phrase means ‘sad’.

(a) Explain the use of adjectives in the following phrases:
quizzical eye, single handed,first baud, heavy handed, soft spoken.
(b) Write five such phrases and use them in sentences.
Answer:

• quizzical eye — quizzical—enquiring
• single handed— single—alone
• first hand —first — experience something yourself
• heavy handed — heavy:not showing a sympathetic understanding of the feelings of other people.
• soft-spoken — soft — having a gentle and quiet voice.

Question 4.
Complete the ladder puzzle below with the help of the clues given.
The last letter of each word is the first letter of the next word:

Answer:

• dislike – abhor
• difficult – choice dilemma
• A letter that has been signed by a large number of people – round robin
• Bad dream – nightmare
• Hire, have in – employs
• Infrequently – seldom
• Crude, temporary – makeshift
• One-part absolute – totalitarian

Grammar

I. Look at the following sentences from the text:

(a) The atomic scientists who had made the bomb in America were therefore shocked and distressed to hear that it was still intended to use it, against the Japanese.

(b) I am, therefore, out of sympathy with the cry that the scientist ought not to discover formidable sources of power, or at least should not disclose them to his frail and destructive fellowmen. Clauses with ‘therefore’ have been used in these sentences. These are called clause of reason, as they denote reasons for there actions mentioned in the main clause. Now join the following pairs of sentences into complex sentences by using the conjunction ‘therefore’. One is done as an example.
Example: There was no petrol in the tank.
The car stopped during the journey.
There was no petrol in the tank therefore the car stopped during the journey.

1. The attendance in the class is poor.
It is raining.

2. Sweta is down with fever.
She has not come to school.

3. The captain has broken his finger while practicing.
He is not playing today.

4. Her father died and she had to take a job.
She could not complete her studies.

5. Mother is unwell today.
Sumer is cooking food in the kitchen.

6. Someone has broken the toy.
The child is crying.

7. She passed the examination.
She is very happy.

8. The teacher is on leave.
The children are making a lot of noice.

9. I am tired.
I want to have some rest.

10. The dog is hungry.
It is barking.
Answer:

1. It is raining therefore the attendance in the class is poor.
2. Sweta is down with fever therefore she has not come to school.
3. The captain has broken his finger while practicing therefore he is not playing today.
4. Her father died and she had to take a job therefore she could not complete her studies.
5. Mother is unwell today therefore Sumer in cooking food in the kitchen.
6. Someone has broken the toy therefore the child is crying.
7. She passed the examination therefore she is very happy.
8. The teacher is on leave therefore the children are making a lot of noise.
9. lam tried therefore I want to have some rest.
10.  The dog is hungry therefore it is barking.

Comprehension

(A) Briefly explain the following statements from the text:

1. “The scale of the damage at Nagasaki drained the blood from my heart then, and does so now when I speak of it.” ,
2. “Wars are neither made nor unmade by weapons, it is the other way about, the weapons grow out of the wars.”
3. “We do not change the world by what we wish but how we act.”
4. “The scientist in this work is the servant of the nation, and he must hot dictate to it, even about his own discoveries.”
5. “I believe that nations can choose wisely, and democracy can prove its powers, if scientists are willing to become teachers to them.”
Answer:

1. The writer is extremely shocked to see the damage at Nagasaki. It is still haunting and tells the tale of its pain and suffering.
2. The writer means to say that wars are not the result of weapons. There are, infact, the choice of the human being which put the nations at war. The wars create necessity of weapons.
3. The writer tries to co-relate our responsibility in the making of the world. Merely wishes can’t change the world. We need to act for it.
4. Here, the helplessness of the scientists have been highlighted Scientists are employed or hired to work for the nation by the government or other agencies. They have no right to dictate the government of their employees anything proper. They can’t even explain their own discoveries with all detail.
5. Highlighting the intelligence and capability of the scientists the writer says that everything can be set properly, and democracy can prove to be real if scientists become teachers.

(B) Answer the following questions in brief (30 – 40 words)

Question 1.
What forced the Applied scientists to invent an atomic bomb?
Answer:
During the World War II it was believed that Germans were working to make hydrogen bomb. Scientists over the continent of England and America were aware of the devastating power of such bomb. So the allied scientists were forced to invent an atomic bomb to save their position otherwise the monopoly of Germans in this bomb would have made Germans a super power of the world.

Question 2.
Why, according to the writer, did the Nazis lose the race to invent the atomic bomb?
Answer:
As the writer thinks the Nazis lost the race to invent atomic bomb because they believed that the fast chain reaction of an atomic bomb was impossible. They had made fundamental science a poor eye and the questioning mind the urge to find the facts for oneself. Moreover, there were not enough unconventional ideas in the German atomic projects.

Question 3.
How did the Allied scientists react to the information that the atomic bomb they had invented to defeat Germany was still intended to be used?
Answer:
The Allied scientists were shocked and depressed when they learnt that the atomic bomb they had made to defeat Germany was skill intended to be used. They wrote a round robin to President Truman pleading against the decision. They tried to convince him that it was not simply a bigger bomb. It should be demonstrated to the world not on men and women but in desert place.

Question 4.
Why is the writer against the people who say that the scientists should not invent or discover sources of fearsome power?
Answer:
The writer thinks that if the scientists are employed they would do their work. It is the choice of the community or the government to decide whether they want in peace or war. The scientists are not to be blamed for making sources of fearsome power because they do only what they are asked for.

Question 5.
What freedom does the writer demand from the society for the scientist?
Answer:
The writer demands for the scientists the freedom to give their reason and to speak their mind. Community should not impose its own view on them. Society should not dictate them. A scientist should be free to follow his own conscience as any citizen should be free in peace or in war.

Question 6.
Trace the history of the invention of the atomic bomb and write in about 150 words. .
Answer:
It was a German scientist, named onto Habur, w ho was successful in making the atom bomb by splitting the atom. He got the Nobel Prize for 1944 – 45. It was America which first tested the atom bomb in the deserts of Mexico. Later on. to bring the Second World War to an end, America dropped two atom bombs on Japan. The first bomb was dropped on Hiroshima on August 6. 1945. After three days, on August 9, 1945, the second bomb was’ dropped on Nagasaki. The world was horrified. Both the cities of Japan were made deserted within seconds. Nothing was left there. America came out as the biggest and the mightiest country of the world.

Slowly and steadily a number of countries began to make the atom bomb with the break up of the former Soviet Union the nuclear race between the USA and the Russian states has ended. But China has also succeeded in making the atomic bomb. India has also successfully conducted underground nuclear explosions, though she is committed to use of nuclear energy for peaceful purposes only. Pakistan has also conducted underground nuclear” explosion. Thus, we see that several nations have involved in this nuclear race.

Speaking Activity

(work in groups of four/five)
The teacher will read aloud the statements given below. Each group will write reasons for agreeing or disagreeing with the statement. One student from each group will tell the class the point of view of their groups.

1. Wars are neither made nor unmade by weapons.
2. Let science help mankind and not rule it.

Answer:
1. It will be wrong to say that wars occurred because these are ‘weapons. The reality is that wars are not the result of weapons. There are, in fact, the choice of the human beings which put the nations at wars. Once a war is waged, it creates the necessity of weapons. Several destructive weapons are began to be used which make the war more horrible. It is also not right to ‘say that wars can be ended by weapons. Wars can be ended by holding peaceful talks among concerned nations. Mutual understanding among nations would also be helpful in creating peaceful environment.

2. Science has revolutionised our life. It has considerably altered the world by its wonderful discoveries and inventions. It has created mysteries. No aspect of our life remains untouched of science, whether at home or in school or in office. It is predominant in every walk of life. It has given us life saving drugs and test tube babies. But on the other hand it has given us atom bomb also. One symbolizes life and the other the doom. The risks of war have become so great that the continued existence of our species either has become or so will become incompatible with the new methods of scientific destruction. In this age of science we have forgotten clarity and tolerance and forbearance.

We have become so engrossed in the material things that we have ceased to think about the non-material matters. One thing we must keep in our mind that science is a boon when it acts like a servant, but a bane when it becomes our master. We must not let science act like our master. We must learn to use science for good purposes.

Writing Activity

1. The tragedy at Hiroshima and Nagasaki was man-made. Some -calamities are bought by nature. Tsunami was one such calamity. Suppose you are a journalist. You visited Tsunami-affected coastal areas of Tamil made a week after the calamity. Write a report for your newspaper describing the scene of disaster and the measures taken for rehabilitating the affected people. You can use information about the following.

• Effects of Tsunami
• People’s reaction about relief measures
• People’s expectations
• NGO’s work.

Answer:
On December 27. 2004 no newspaper of die world knew any data other than the Tsunami “Tsunami Strikes,” ‘Bolt From The Blue,” etc were the headlines that underlined each newspaper’s mast head. Yes, a deadly Tsunami had struck the Indian Ocean and the Bay of Bengal, on Dec. 26. It killed over 200000 people across all nations, like India, Sri Lanka, Maldives, Indonesia, Thailand, Malaysia, Somalia, Myanmar, etc. Many people said to be in thousands, are still missing, in India, Tamil Nadu and Andaman and Nicobar Islands are the most affected. Sri Lanka and Indonesia have lost many lives, a loss that can never be compensated. This Tsunami has also affected European countries, especially Sweden, whose tourists were enjoying Christmas at tourist places like Thailand mid Indonesia.

People from various comers come forward to with their helping hands to manage the disaster in the best possible manner. They also gave solace to the affected people. Help from various parts flood in for the Tsunami victims. Most of the government offices, employees, contributed a day’s or a month’s salary ’
People expected more and more support for the rehabilitation.

As they had lost every thing, they had begin and establish a new life. They also needed help from the government. NGO s played vers active and supportive role to give a new lease of life to tire affected people, A number of national and international NGO’s reached the affected areas. They provided them food and shelter, They helped them amenities to start their life afresh.

2. Write an article for a newspaper based on a WWF report, which says that the ecosystem is likely to collapse if, plunder of earth’s resources continues.
You can use the following information in your article:

• we are using 25% more resources than are renewed naturally in a year.
• if left unchecked, this mishalance would reach the mark of 100% by 2050.
• there was a 30% decline in populations of land species between 1970 and 2003.
• the same was found true for marine species.
• Over-fishing is affecting die health of most oceans, The most dramatic decline is seen in India and South-East Asia.
• The report proposes five ways to cut the global ecological deficit; people having smaller families; the affluent can cut consumption and still improve their quality of life;  resources used in production of goods can be greatly reduced; better management can reclaim land;  rigorous protection of soil, fisheries and forests will help the planet produce more resources.

Answer:
To
The Editor The Hindustan Times 17 July 2007 Sir,
Through your esteemed newspaper I would like to draw the attention of the people and the authorities towards the exhausting resources. In fact, it has created a crisis for our life. The crisis is going to be greater if we don’t work wisely.

As the population of our country is more than a billion. There is an unimaginable consumption of our resources which are very limited, We use 25% more resources than are renewed naturally in a year, as has been reported by WWF. If die tendency is not checked it would create a great imbalance to mark of 100% by 2050. There was 30% decline in population’s land species between 1970 and 2003. The same was found to true for marine species. Over-fishing is affecting the health of most oceans. The most dramatic decline has been observed in India and South-East Asia.

It is an alarming situation which is going to be even worse collapsing the whole eco-system. If we do not stop plundering die earth’s resources. Providing some of the measures to check this decline, The report proposes five ways. It says people should have smaller families and die affluent may cut consumption and still improve the quality of their life.

Resources used in production of goods can be greatly reduced. Better management can reclaim land. Rigorous protection of soil, fish and forests will help the earth produce more resources. Hence, highlighting the above facts I wish to arouse consciousness of the people not to be the enemy to their own life. They should act wisely and instantly. Otherwise, the whole eco-system would collapse and we would in no way be spared;I hope you would give place to my article in the interest of the people at large.
Thanking you
‘Yours sincerely
Amit Kumar.

Think it Over

(a) How could the quizzical eye and the questioning mind make a nation great? Think of at least five things and have a group discussion in the class and list out the points on the blackboard.
(b) War is the statesman’s game, the priest’s delight, the lawyer’s jest, the hired assassin’s trade.
…. Shelley Elaborate the statement by Shelley and list the answer on the blackboard.
Answer:
Do it yourself.

Think To Do

Find out what some of the great pacifist of all ages have to say against war and violence. Write down selected quotations and organize a debate in the class on at least two of the quotations.

Read the following passage and answer the questions:
India-Today,
February – 5, 2007
We had successfully put spacecraft into orbits. It is equally important to get them back from the orbit, and also more complex considering that the satellite is moving at a speed of 29,000 km per hour and there is tremendous heat generated by re-entry that needs to be taken care of. At one stroke, we were able to decipher the entire technology of breaking the orbit, re-entry, precise landing in the ocean and of course, subsequent retreival.

This can be a small step towards a man-mission for the future. The SRE-I weighed 500 kg but a manned capsule for the future will weigh about three tonnes. Scaling up is possible. But to make it habitable, we have to go a long way to develop the technology. Aspects like life-support system, shielding against radiation, conditions for the astronaut to live with in the capsule for at least a week all that will need lots more work.

(1) What is the significance of the space capsule recovery experiment, the SRE-I.
(2) Why is it more complicated to get it back from the orbit?
(3) Why is this success called “a small step towards a future-man- mission to put India on the moon.”
Answer:

1. The space capsule recovery experiment, the SRE-I is very significant because it is a small step forwards a man’s mission for the future.
2. As it moves at a speed of 29,000 km per hour and there is tremendous heat generated by re-entry, it is more complicated to get it back from the orbit.
3. It is called so because it has made scaling up possible.
4. Complete the following table by listing out all the areas mentioned in the paragraph:

Areas
1. What are the things to be considered to bring out the space craft from the orbit.	The satellite is moving at a speed of 29,000 km per hour and there is tremendous heat generated by re-entry that needs to be taken care of.
2. What are the things that we are able to decipher at one stroke.	entire technology of breaking the orbit, re-entry,’ precise landing in ocean and of course, subsquent retreival.
3. What are the technology aspects that we need to take care of to make the space craft habitable.	life-support system, shiel­ding against radiation.

II. Use the following words in sentences of your own.

1. habitable
2. at one stroke
3. decipher.
4. orbit
5. precise
Answer:

1. Habitatle—The earth is the only habitable planet.
2. At one stroke—He did the work at one stroke.
3. Decipher—Nobody has yet deciphered the code of the existence of
4. Orbit—The spacecraft is moving in its orbit.
5. Precise-He put his views in precise manner.

Dilemma of the Scientist Summary in English

‘The Dilemma of the Scientist’ is a science fiction which explains the making of an atom bomb. The writer while narrating the super devastating weapon, says that it always haunted the scientist’s after its result in Nagasaki. Nagasaki was one of the victims which was devastated during the World War. Even the scientists think themselves how had they blundered. The writer puts this question before history which had witnessed the making of atomic bomb; The fission of Uranium was discovered by the two German scientists just a year before the War. Within a few months it was ready.

They were not sure whether it was atomic bomb. But one thing was sure that if the fission of Uranium could be used explosively it might in theory make an explosion a million times larger than the other. It was believed that the monopoly of such an atomic bomb would make Hitler. The Master of Europe and the world and slavey to the whole world. The Scientists were well aware of its devastating power. They alerted Albert Einstein w ho was a pacifist all his life. He never thought anything from one side. He thought it better to leave the nations, to use their conscience in making use of it. Before Hitler’s invasion in Poland Einstein alerted President Roosevelt about his apprehension of the use of the atomic bomb by the Germans.

Scientists in England, Canada and America also began making the atomic bomb. They did it thinking it to be their duty to use their skill in the interest of the nation. They were in the race against Germany. But the writer thinks that what the scientists did was pitiful. They created a series of devastation. However, the Germans failed but the allies succeeded in testing the first atomic bomb in July 1945. In the meantime Germany was defeated and Hitler was dead.

The scientists made a plea to President Truman against the decision of the use of the bomb. They were of the view that the demonstration of the bomb should be tested in deserted place but not on human habitation. However, it was ignored and Hiroshima and Nagasaki were made deserted.Scientists believed that the hydrogen bomb would change the scenario of the world. The nations would come to their senses about war. But the writer thinks, the wars are not made a unmade through weapons. The evil roots are the wars themselves.

There is no logical sense in saying that such weapons should have not been discovered. Actually in a democracy we people are responsible for what happens. We do not change the world, by what w’e wish but by how we act.There is no escape from the choice which the community make between a bomb or no bomb, between planning a war or peace. Scientists have been employed for doing reasonably. They are the hangmen who have no choice whether to kill or no. It is none of their business to take a decision. They can’t dictate any policy. Community is responsible for such consequences.

Scientist should also be allowed to think as a free man. He should have right to think freely by his own conscience. If he detests war or thinks his research against humanity, he should be allowed to choose another job. Above all the dissenting scientists should be allowed to put their reasons and to express their views. They also bear the responsibility in the making of the society. It is the world in which scientists penetrate every sphere of life. In a democracy every man has the ability to form a judgement on every issue. Scientists, if willingly teach the community, can change the whole scenario. They can give a new meaning to our lives.

In fact they know’ the method to teach by which one can assure promises against achievement.
But the irony is that the man who has worked on the issue of life and death, guided a missile or hydrogen bomb is seldom free to speak as he would like. It is a great loss on the part of the whole community. There is no conforming or totalitarian science. The dilemma persists whether there would ever be an educated democracy.

Dilemma of the Scientist Summary in Hindi

‘The Dilemma of the Scientist’ एक विज्ञान कथा है जो परमाणु बम के निर्माण की व्याख्या करता है। लेखक महाविनाशकारी हथियार की व्याख्या करते हुए कहता है कि नागासाकी में इसके दुष्परिणाम के बाद यह हमेशा वैज्ञानिकों को कचोरता रहा।

नागासाकी उन भुक्तभोगियों में एक था जो विश्वयुद्ध के दौरान नष्ट कर दिया गया था। वैज्ञानिक भी यह सोचते हैं कि उन्होंने यह कैसी भारी भूल की। लेखक इतिहास से यह प्रश्न करता है जिसने परमाणु बम निर्माण की प्रक्रिया को देखा था। यूरेनियम का विखंडन दो जर्मन वैज्ञानिकों ने महायुद्ध से ठीक एक वर्ष पहले किया था। कुछ ही महीनों में यह तैयार हो गया। वे इस बात से आश्वस्त नहीं थे कि यह परमाणु बम था। लेकिन सिद्धांत रूप में एक बात निश्चित थी कि अगर इस यूरेनियम के विखंडन को विस्फोट के रूप में किया जाता तो यह अन्य विस्फोटों की तुलना में करोड़ों गुणा ज्यादा विनाशक होता। यह माना गया कि ऐसे परमाणु बम पर एकाधिकार होने से हिटलर यूरोप और पूरी दुनिया का नियंत्रक बन जाएगा और संपूर्ण विश्व उसका गुलाम हो जाएगा। वैज्ञानिक इसकी विनाशकारी शक्ति से पूर्णत: विज्ञ थे। उन्होंने अल्बर्ट आइंस्टीन को इस बात के प्रति आगाह कराया जो अपने जीवन में शांति के पुजारी थे। वह किसी भी चीज को एकतरफा नहीं सोचते थे। उन्होंने राष्ट्र के आत्मनिर्णय पर यह छोड़ दिया कि वे इसका प्रयोग करें या न करें। हिटलर के पौलेंड पर आक्रमण से पहले राष्ट्रपति रूजवेल्ट को परमाणु बम के जर्मनों द्वारा प्रयोग के प्रति आगाह कराया।

इंग्लैंड, कनाडा और अमेरिका में भी वैज्ञानिकों ने परमाणु बम बनाना शुरू कर दिया ऐसा उन्होंने राष्ट्र हित में अपनी दक्षता और कर्तव्य सिद्ध करने के दृष्टिकोण से किया। वे जर्मनों की दौड़ में शामिल हो गए। लेकिन लेखक यह सोचता है कि वैज्ञानिकों ने जो किया वह दुखद था। उन्होंने विनाश की एक श्रृंखला तैयार कर दी। यद्यपि जर्मन असफल हो गए और मित्र देश जुलाई 1945 में परमाणु बम के परीक्षण में सफल हो गए। इसी बीच जर्मनी की हार हुई।  हिटलर मारा गया। वैज्ञानिकों ने राष्ट्रपति ट्रमैन को परमाणु बम के प्रयोग के विचार के विरोध में अपना ज्ञापन दिया। उनके विचार में बम का परीक्षण किसी मरूस्थल जैसी जगह पर किया जाए न कि मानवीय आबादी वाली जगह के आसपास। हालाँकि इस ज्ञापन की अनदेखी कर दी गई और हिरोशिमा और नागासाकी को मरूस्थल बना दिया गया।

वैज्ञानिकों का विश्वास था कि हाइड्रोजन बम संसार की तस्वीर बदल देगा। सभी राष्ट्र युद्ध के प्रति सचेत होंगे। लेकिन लेखक सोचता है कि युद्ध न तो हथियारों से शुरू होते हैं न ही समाप्त। खतरनाक जड़ युद्ध स्वयं हैं। यह कहना सही नहीं होगा कि हथियारों की खोज नहीं की गई। वस्तुतः प्रजातंत्र में जो कुछ होता है उसके लिए हम सभी जिम्मेदार है। हम अपनी सोच से दुनिया नहीं बदल सकते बल्कि अपने काम से इसे बदलते हैं। हथियार बनाने या न बनाने और युद्ध या शांति के बीच चुनाव से हम भाग नहीं सकते। वैज्ञानिकों को जरूरत के तौर पर बहाल किया गया है। ये ऐसे जल्लाद हैं जिनके लिए मारने या न मारने के बीच कोई अपनी चाहत या इच्छा नहीं रह जाती है। अपना कोई निर्णय लेना उनके वश में नहीं। वे किसी नीति का निर्धारण नहीं कर सकते। ऐसे दुष्परिणामों के लिए समाज जिम्मेदार है।

वैज्ञानिक को भी एक स्वतंत्र व्यक्ति की तरह सोचने का अधिकार होना चाहिए। इसे अपनी अंतरात्मा के अनुसार स्वतंत्र सोच रखनी चाहिए। अगर वह युद्ध से घृणा करता है या सोचता है कि उसका शोध मानवता के खिलाफ है तो उसे दूसरा काम चुनने की आजादी होनी चाहिए। निष्कर्ष के रूप में हम कह सकते हैं कि भिन्न विचार वाले वैज्ञानिकों को अपना तथ्य और विचार रखने का मौका देना चाहिए। समाज के निर्माण में उनकी जवाबदेही है। यह ऐसा संसार है जिसमें वैज्ञानिक जीवन के हर क्षेत्र को प्रभावित करते हैं। प्रजातंत्र में हर व्यक्ति हर निर्णय के लिए योग्य है। वैज्ञानिक यदि स्वेच्छा से समाज को शिक्षा दें तो संपूर्ण दृश्य बदल सकता है वे जीवन को नया अर्थ दे सकते हैं।

वास्तव में शिक्षा देने के तरीके जानते हैं, जिससे वायदों के परिणाम सुनिश्चित किए जा सकें। लेकिन विडंबना यह है कि वह व्यक्ति जो जीवन और मरण के तथ्यों पर काम करता है, मिसाइल या हाइड्रोजन बम बनाता है, उसे ही अपने ढंग से सोचने का या कहने का अधिकार नहीं दिया जाता। यह संपूर्ण समाज के हक में सबसे बड़ी कमी है। किसी संपूर्ण विज्ञान की कमी है। दुविधा यह है कि क्या कभी शिक्षित प्रजातंत्र होगा?

Dilemma of the Scientist Word Meaning

Dilemma of the Scientist Comprehension

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

1. Nearly nine years ago, on a warm autumn evening in 1945, I was driving over the mountains of southern Japan to the city of Nagasaki. The scale of the damage at Nagasaki-drained the blood from my heart then, and does so now when I speak of it. For three miles my road lay through a desert which man had made in a second. Now, nine years later, the hydrogen bomb is ready to dwarf this scale and to turn each mile of destruction into ten miles. And citizens and scientists stare at one another and ask: ‘how did we blunder into this nightmare?

Questions:
(i) Where was the narrator driving over?
(ii) What did he see? What was its effect on his mind?
(iii) What difference did he find in his two visits of this place?
(iv) Explain the meaning of the expression, ‘how did we blunder into this nightmare’?

Answers:
(i) The narrator was driving over the mountains of southern Japan to the city of Nagasaki.
(ii) He saw the damages at Nagasaki which was deserted in a few seconds by the atomic bomb during the World War.
(iii) There was no change in the deserted look of Nagasaki.
(iv) The writer means to say that the citizens and scientists might feed amazed at what they had done by creating the atomic bomb. They would ask themselves what a nightmarish blunder they had done.

2. Scientists on the continent, in England and America, asked themselves whether the secret weapon on which the Germans were said to be working was an atomic bomb. If the fission of uranium could be used explosively (and this already seemed possible in 1939) it might in theory make an explosion a million times larger than hitherto. The monopoly of such an atomic bomb would give Hitler instant victory, and make him master of Europe and the world. The scientists knew the scale of what they feared very well; they feared first desolation and then slavery.

Questions:
(i) What was the curiosity of the scientists on the continent in England and America?
(ii) What did they fear about?
(iii) What result did they apprehend of the use of new discovery?
(iv) What is the meaning of monopoly?

Answers:
(i) The scientists in the continent in England and America were curious about whether the secret weapon on which the Germans were working was an atomic bomb.
(ii) They feared about the large mass destruction if the bomb was used explosively.
(iii) They apprehended that the new discovery would make Hitler
master of Europe and the world and Germany would be the Superpower.
(iv) Monopoly-sole authority, control.

3. In short the Germans failed; it was the allies who tested the first atomic bomb in July of 1945. By this time Germany was defeated and Hitler was dead. The atomic scientists who had made the bomb in America were therefore shocked and distressed to hear that it was still intended to use it, against the Japanese. They wrote a round robin to President Truman in which they pleaded against this decision. This is not simply a bigger bomb, they said; it changes the every scale of war and of all power and it should be demonstrated to the world, not on men and women, but in some desert place. However, the protest of the scientists was ignored; and Hiroshima and Nagasaki were made desert places.

Questions:
(i) When was the first atomic bomb tested and by whom?
(ii) What had happened to Hitler by that time?
(iii) Why were the atomic scientists shocked?
(iv) What did the scientists do to convince the government.
(v) What was their plea?

Answers:
(i) The first atomic bomb was tested in July 1945 by the allies.
(ii) Hitler was dead by that time.
(iii) The atomic scientists were shocked because America was still intended to use the atomic bomb against Japan.
(iv) The scientists wrote a round robin to President Trumen to convince the government.
(v) Their plea was that as it was not simply a bigger bomb, it should not be demonstrated on men and women but in some desert place.

4. The scientist in society has no right to dictate to society; and this is the heart of the matter. In return society must not dictate his life to him. He must be free to follow his conscience, as any citizen should be free, in peace or in war. Like every man and woman, the scientist has a duty to himself, which demands that his work shall not only be useful, but shall conform to his sense of human fulfillment and dignity. If this prompts him to reject research for war, or atomic physics, or science itself, he must be free and able to find other work.

Questions:
(i) What is the reality real status of the scientists in society?
(ii) What does the writer want for the scientist?
(iii) What is the duty of a scientist?
(iv) Find a word from the passage similar in meaning to ‘order’.

Answers:
(i) The real status of the scientists in society is that he has no right to dictate to society.
(ii) The writer wants for the scientist freedom to follow his own consequence like any citizen in peace or in war.
(iii) The scientists has a duty to himself like every man and woman His duty demands that his work shall not be useful but shall conform to his sense of human fulfillment and dignity.
(iv) ‘dictate.

5. Above all, the dissenting scientist must be free to give his reasons and to speak his mind. This is his true responsibility in the blundering, warring world: not to impose his will on his fellows, but to help them to find their own wills. We live in a time when science penetrates every public issue, from a city plan to the fall in the death rate, from a fuel crisis to cigarette smoking or margarine. The faith of our democracy is that, at bottom, every man has the ability to form a judgment on every issue: and therefore the life of democracy hangs by his willingness to educate his judgment.

Questions:
(i) What sort of freedom should a scientists be given?
(ii) What is the responsibility of a scientist?
(iii) What is the role of science in our life today?
(iv) What is the faith of democracy?
(v) Find a word from the above passage which is opposite to ‘dictatorship’.

Answers:
(i) The scientist should be given freedom to dictate his reasons and to
speak his mind.
(ii) The responsibility of a scientist is not to impose his will on his fellows but to help them to find their own wills.
(iii) Science penetrates every public issue, from a city plan to the fall in the death rate, from a Field crisis to cigaratte smoking or magazine.
(iv) The faith of democracy is that at the bottom every man has the ability to form a judgement oh every issue.
(v) ‘democracy’.

MP Board Class 11th English Solutions

MP Board Class 11th English A Voyage Textbook

• Patriotism Class 11 Questions And Answers
• What the Moon Saw Class 11 Questions And Answers
• My Mother Class 11 Questions And Answers
• The Brook Class 11 Questions And Answers
• Dilemma of the Scientist Class 11 Questions And Answers
• Cherry Tree Class 11 Questions And Answers
• Mercy Class 11 Questions And Answers
• Of Studies Class 11 Questions And Answers
• To a Skylark Class 11 Questions And Answers
• Mahatma Gandhi Class 11 Questions And Answers
• The Model Millionaire Class 11 Questions And Answers
• The Frog and the Nightingale Class 11 Questions And Answers
• Peace Class 11 Questions And Answers
• One Thousand Dollars Class 11 Questions And Answers
• Sister Nivedita Class 11 Questions And Answers
• The Captive Air of Chandipur Class 11 Questions And Answers
• Sir Roger at Home Class 11 Questions And Answers
• King Porus – A Legend of Old Class 11 Questions And Answers
• Mirabai Class 11 Questions And Answers
• Profit and Loss Class 11 Questions And Answers
• The Dear Departed Class 11 Questions And Answers
• A Pair of Mustachios Class 11 Questions And Answers
• The Bishop’s Candlesticks Class 11 Questions And Answers
• A Cup of Tea Class 11 Questions And Answers
• The Gospel of Selfless Action Class 11 Questions And Answers

Class 11 English A Voyage Chapter 23 The Bishop’s Candlesticks Questions and Answers

The Bishop’s Candlesticks Class 11th Question Answer

Word Power

(A) Bishop is an ordained member of the Christian clergy who, in most churches holds a position of authority. Arrange the following in order of their authority:
Parson
Cardinal
Chaplain
Prelate
Pope
Arch Bishop

Answer:

• Pope
• Arch Bishop
• Cardinal
• Parson
• Prelate
• Chaplain

(B) Fill in the blanks choosing from those given below:
earnestly, incredulously, scoundrel, convict, benefactor.

1. The ……………. had been wronged by the society.
2. The Bishop ……………. desired to help the poor.
3. The convict shook his head ……………. at the Bishop’s kind behaviour.
4. Persome considered the convict a …………….
5. The Bishop ultimately proved to be the convict’s
Answer:

1. convict
2. earnestly
3. incredulously
4. scoundrel
5. benefactor.

(C) Study the text to locate the antonyms of the given words: easy, human, open, reluctance, distress
Answer:

• easy – restless
• Human – beast
• Open – shut
• Reluctance – earnestness
• Distress – comfort

(D) Make sentences using the following words: estate, chatter, glare, track, convent
Answer:

• Estate – He was inherited a big estate from his father.
• Chatter – Do not chatter in class.
• Glare – The face of the priest glares with his virtues.
• Track -I always make an effort to follow a track of truth.
• Convent – Mother Teresa was a member of a convent.

Comprehension

Answer the following questions in 150 words each:

Question 1.
What role do the candlesticks play in the lives of the Bishop and the convict?
Answer:
Candlesticks play the most prominent role in the whole of the story especially in the lives of the Bishop and the convict. As the title of the play applies the candlestick belongs to the Bishop who got it from his dying mother. The mother had asked him to keep them in the remembrance of her. Bishop therefore had a great attachment with the candlestick.

He loves it more than his life and doesn’t want to part from it. He has generously donated all his belongings one by one for the welfare of someone or the other. But he is not reluctant to give the candlesticks to anyone. These candlesticks become also a turning point in the life of the convict who tempted to see them. He steals them when Bishop goes to sleep. The convict thinks that these candlesticks can change his life. He is so much tempted to them that he doesn’t even care for the hospitality and the teachings of the Bishop. He runs away taking them.

Incidentally he is caught by the police and again brought to the Bishop for identification. The Bishop recognises the candlesticks but says that he himself had given them to the convict. It brings a great change in the convict’s life. Thus, the candlesticks are equally important for the Bishop and the convict.

Question 2.
The convict says to the Bishop, “I was a man. Now I am not a man”. Why and how?
Answer:
The convict incidentally enters the house of the Bishop. He appears to be very restless. He had been running away from the police. He thought that the Bishop’s house was the safest place to hide. The Bishop thinks him to be just and ordinary man. He has no intention to hand him to the police. The convict is completely fed up with his life. He thinks himself to be dead. He says to the Bishop that once he was a man but now he is just number 15729 which he was given in the prison and had been called so for the last ten years. Before that he had a little cottage surrounded by vines growing on it. He, had a wife.

Once she was ill and they had no food. He was workless. His wife was dying. He stole for the first time to feed her. He was caught. None of his pleas was considered and he was put in jail for ten years. During those ten years he was in hell treated very badly even worse than beast. The hellish treatment ruined his life. He was chained like a wild animal and lashed like a hound. He was fed on filth and covered with vermins. There was no one to listen to his complain. So he says to them, that he was a man once but now, he was only a beast.

Question 3.
In the end the convict says, “You have made me feel that it is just as if something had come into me – as if I were a man again and not a wild beast.” What does it mean and how did this change come in the convict.
Answer:
The convict in the play ‘The Bishop and the Candle stick’ is a man who comes in the house of the Bishop. He had been in jail for ten years for no fault. As he says to the Bishop that he had a family but no job. His wife was ill and dying with starvation. He stole for the first time to feed his dying wife. But he was caught . None of his pleas was taken to notice and he was put in jail. He was treated like a beast in every sense of the term. However when he was released after a long hellish life by that time he was nothing more than a beast. The Bishop gives him shelter and treats him with sympathy.

He asks him to forget the past and to live a good life. But the convict is so fed up that he ignores Bishop’s preachings. He has no love for humanity. So he steals Bishop’s candlesticks. But he is caught. When the police come to the Bishop for recognition of the candlestick the Bishop says to them that the convict was his friend and he himself has given these candlesticks to him.This virtue of the Bishop transforms the convict’s mind. He realizes his mistake and admits that the Bishop had created something new in the convict’s life.

Question 4.
Discuss the character of the Bishop in the light of the following points:
(a) His family
(b) His love for the poor and the suffering.
(c) His charitable behaviour-an example of ‘charity begins at home’.
(d) His faith in rousing the goodness in a man.
(e) Overall assessment.
Answer:
Bishop is the most prominent character in the play ‘The Bishop’s Candlesticks’. The dramatist through his character conveys a high moral lesson to the reader. Bishop is a man of simple living. He lives with his only sister Persome. He has great affection for the poor and the suffering. He helps them in all his capacity. He is highly charitable. He has donated all his belongings to the poor. He never thinks for himself and for his family. His sister doesn’t like his charitable nature because he has donated everything to the needy. Even the last item the salt cellar is also donated to a person who needs to pay rents.

The last item in the house is a candlestick. Persome tells him that he would certainly give it to someone one day. But the Bishop promise to keep it forever in the memory of his mother. A convict comes in his house. He doesn’t hesitate to provide him with all comfort and care against the wish of Persome. Later he comes to know the convict’s story. But he allows him to remain in the house.

He preaches him also. The Bishop is not ready to take the convict to be a real criminal. Pie only thinks him to be a human being. Even when the convict runs away with the Bishop’s candlestick, and the police brings him for recognition he says that the convict is his friend. On the whole we can conclude that Bishop is really a god fearing highly religious man.

Question 5.
What is the massage conveyed by the play?
Answer:
‘The Bishop’s Candlesticks’ is an one-act play with a Christian story, Its main focus is on the transfonnation of a man through realisation. The Bishop is the main character who represents a true devotee of the Almighty God. He appears to be a real Christian character who has all faith in God. He helps mankind in all his capacity. He gives all his belongings to help the needy and the poor. He thinks that a thing which a just a show-piece in his house can feed a poor man. So, why should it not be given to him? In this way heioses his big estate and all his household items.

His realistic character at its height when we see the convict-episode. A convict gets shelter in his house. His sister Persome opposes his stay but the Bishop doesn’t take him to be a criminal. He thinks the criminal is just a human being and there is no harm in allowing him to stay with them. The convict does not conceal anything about himself. He has no feeling nor trust for God or for humanity. So he steals, the Bishop’s candlesticks and runs away. Incidentally he is caught by the police. He is brought to the Bishop for recognition of the candlesticks as they bear the name of the Bishop. The Bishop tells the police that the convict was his friend and the Bishop had

himself given the candlesticks to him. It makes the convict feel and realize the power of godly existence. He, completely transformed. The Bishop’s preaching work well and prove that no one is born criminal. Situation makes one so and if treated with compassion arid sympathy one can be put on the right path.

Question 6.
Suppose you are convict. Narrate the story of your life, based on the play, in first person.
Answer:
I am a convict. I had been under the 10 years imprisonment. I was convicted for none of serious crime. I had a family. I had no job. I was penniless. Suddenly my wife got ill seriously, she was ill of starvation. She was dying. I had nothing to feed her. For the first time I stole to feed her. But I was caught. Nobody considered or even listened to my pleas. I was put in jail where I was treated nothing more than a beast. I was chained like a wild beast. I was lashed like a hound. I fed on filth. It was nothing more than a hell. However, I got released after such a long spell of hellish life. But outside again there was starvation. By chance I saw a Bishop’s house. I thought it to be the safest place to live out of police’s sight.

I entered the house and terrorised the Bishop. Bishop was a nice gentleman. He didn’t react in any way. Though his sister was not only ready to let hie stay even for a second. But the Bishop allowed me to stay there. He tried for influence me in various ways. In his view I could be changed and turned to be a good man. As I had suffered such a lot that I couldn’t believe him. I didn’t even care for his hospitality. I stole his candlesticks. But I was caught by the police. The police took me to the Bishop. The Bishop was really a great soul. He told the police that I was his friend and he himself had given the candlesticks to me. I was released. It touched my soul and then I realized the existence of God. He had made me a man again. Now I am completely a changed man.

Question 7.
“There is so much suffering in the world and I can do so little”. What would you like to do to reduce suffering of mankind?
Answer:
This world is a wonderful creation of God. All through the life a man faces many ups and downs. It is said that we learn better from our sufferings. There are different kinds of sufferings that we face. It may be poor living condition, lack of resources, ailments, etc. Everyday, in our life we come across rag pickers, beggars in many forms. Those rag-pickers or beggars have no shelter or any other facility for their living. They can hardly live a life nothing better than a beast or animal.

We are pained to see them. They are sufferers and we too. Still there a hope which can change the whole scenario if we take it seriously.Sometimes I feel great pain to see them and I think to do something for them. First of all I’ll establish a charity home to provide food and shelter to the destitutes. I’ll also start a school for them. I’ll try to raise fund for them through charity shows. I’ll also get cooperation from the government.

Question 8.
“You have suffered much but there is hope for all.” Do you agree?
Answer:
This world is a wonderful creation of God. All through the life a man faces many ups and downs. It is said that we learn better from our sufferings. There are different kinds of sufferings that we face. It may be poor living condition, lack of resources, ailments, etc. Everyday, in our life we come across rag pickers, beggars in many forms. Those rag-pickers or beggars have no shelter or any other facility for their living. They can hardly live a life nothing better than a beast or animal.

Question 9.
“This poor is the Temple of the Living God”. Do you feel the presence of God inside you? How and when?
Answer:
The question of existence of God is very critical because till how no one has given any perfect answer to it. Right from the beginning there has been controversies over it. On the one hand while the old saints or religious books confirm the existence of God, while on the other hand scientists do not believe in it. It is because science believes in the thing which can be seen. But God has never been seen. .Still we can’t deny the saying that this poor body is the temple of the living god. There are some facts behind it. Sometimes we feel wouder if we think over the whole creature. But it is still a mystery why the dies and why he takes birth. Similarly, the blooming of flowers, greenery of plants, evolution of a man are some of the facts that which are beyond our understanding. Similarly, whenever we are in distress automatically we gain confidence if we go to a temple. So I feel there is God or some super-power that controls the whole creation.

Speaking Activity :

Make 5 groups of 2 students each and make theft speak the dialogues exchanged between the Bishop and the convict. One student should enact the Bishop and the Convict’s role should be enacted by another student.
Answer:
Attempt yourself.

Writing Activities

Write a paragraph in about 100 words on each of the following:

Question 1.
Criminals are not born but circumstances make them.
Answer:
Our society is a complex phenomenon. Different types of people enjoy their life in their own way. Some of them follow the norms of society which some other do not observe them. Those who do not observe and follow a set pattern of social life are called anti-social. They are also called criminals. They commit crimes. Crimes are those activities which are against laws.

In fact the persons who make attempts to commit crimes are the same as others living a normal life. Normally we see that criminals are misguided or diverted persons who are either put into those activities or circumstances make them so. There are several instances of it. Prominent examples can be given from the life of Phoolan Devi who turned to be a dacoit due to the ill-treatment of the society, of the upper classes. Later, when she was mobilized, she surrendered and also became a Member of Parliament. Hence, we can’t deny the role of circumstances in the making of a criminal.

Question 2.
At an appropriate moment a man is capable of undergoing change of heart.
Answer:
Our society is a complex phenomenon. Different types of people enjoy their life in their own way. Some of them follow the norms of society which some other do not observe them. Those who do not observe and follow a set pattern of social life are called anti-social. They are also called criminals. They commit crimes. Crimes are those activities which are against laws.

Question 3.
Memorable dramatic characters have a lasting impact upon the audience.
Answer:
Life is a long journey. In it we perform different roles. So, life is said to be, drama in which we all are actors. Life is a stage. Sometimes it happens that we feel much impressed with a character performing a particular role in a drama. There are various factors that make us impressed with a character. The first thing is the powerful performance of the character. Then there is the story which appears to be identical to our life. The realistic touches, delivery of dialogues are some of the other factors that put its lasting impression upon the audience.

Question 4.
Charity begins at home.
Answer:
‘Charity begins at home’ is a well-known old proverb. It signifies the generous character of a human being. Sometimes it is seen that a saintly character is so much generous that he doesn’t care for his family and his life. Man has been bestowed with many responsibilities. To bear those responsibilities is his prime concern. Negligence to any of these not good. It doesn’t mean that ope should not be generous. Instead one should first be generous foremens family and then to others. The fulfillment of the need of the family should be given priority. Otherwise it is a crime. One may be very popular in society with his generosity, nobility, kindness, caring etc. But if one doesn’t think for his liabilities, one cannot be admiral because he has ignored his prime concern. Even God will not praise him. So, it is true that charity begins at home.

Things to Do

Try to read the following three one-act plays, possessing a similar theme emphasizing the importance of kindness
(a) ‘Brother Wolf by L. Hausman’.
(b) ‘The Only Legend’ by Johh Drinkwater,
(c) ‘In Safety’ by Margaret Macnamara
Ans.
Do yourself.

The Bishop’s Candlesticks Summary in English

The play opens with the kitchen of the Bishop’s cottage. The kitchen is plainly but substantially furnished. As the play starts and curtain rises the audience find Persome and Marie in the kitchen Persome, the Bishop’s widowed sister is arguing with Marie, kitchen-maid of the house. It is 11 o’clock at night. The Bishop has gone out to attend upon Marie’s sick mother. Persome is very much worried about the whereabouts of her brother who is overstraining himself for the sake of die poor and needy. Marie tells her that the Bishop has sold his silver salt-cellars to help a poor woman pay her rent.

Persome gets angry on hearing this and begins to cry. Just then Bishop enters the cottage.He tells Mane, the maid to run home as her mother is feeling better. He is gives her his muffler as it is very cold outside. He prays for her and her mother. Marie leaves the cottage with gratitude. Persome gets angry with her brother for giving away all that he has. She remarks that one day he will also sell his candlesticks to help some needy. The Bishop says that he would like to keep diem because they were given to him by his dying mother.

The Bishop also laments that there in so much suffering in the world and be can ! do so little. Persome goes away to sleep and the Bishop sits down to read a book. Then there enters a convict with an open knife in his band. He is a convict who has run away from prison. He catches the Bishop from behind and demands food. The Bishop greets him with a tree smile. He feels true sympathy for him. He serves the convict with food and drink. When the convict has his fill, he starts telling the Bishop the story of his woe and suffering. He says that once he stole to buy food for his wife who had been starving to death. But he was arrested and in prisoned. The night he was sentenced his wife died. The prison life was a life of hell. His sufferings made him a hardened criminal. One day they forget to chain him up, so he escaped and starved till that day. They were searching for him everywhere.

The Bishop consoles the convict. He advised him to take rest for some time. He makes for him a bed to lay down. The Bishop leaves the room leaving the convict all alone. His eyes catch the sight of silver candlesticks on the mantelpiece. He thinks of stealing them away to lead a new better life for some time. There is a struggle in his mind. He does feel for the Bishop who has been so kind to him but then he hardens himself. He hides the candlesticks in his coat and runs off cautiously.

As the convict moves out Persome wakes up and hears the noise of slamming the door and raises alarm. She comes running and finds that the convict has run away with the candlesticks. She calls the Bishop and asked the Bishop to inform the police but the Bishop does not want. He consoles himself and says: ‘He has more need of them than I. He refuses to take any action against the convict. He can’t think of sending him back in jail to suffer any more.

Just then a sergeant enters the cottage with three policemen with convict and stolen candlesticks. He tells the Bishop that they found him slinking suspiciously. On searching him, the candlesticks fell out of his pockets. As he remembered the candlesticks of the Bishop, he brought him here. He asks the Bishop if those are his candlesticks. The Bishop tells the sergeant that the man is his very good friend, and he has himself given him the candlesticks. At this the sergeant frees the convict and goes away with his men.

This last stroke of sympathetic behaviour of the Bishop shakes the convict to boot. He begs pardon of the Bishop and feels sorry for what he has done. It brings tears in his eyes. He seeks die Bishop’s permission to go to Paris and to start noble life there. When he turns to go die Bishop gives him the candlesticks. He also tells him of a lonely path through the forest by which he can escape. The convict stands with his head, bowed before the Bishop. The Bishop puts his hand lovingly on his shoulder. The Bishop asks him to remember that the poor body is die Temple of the Living God. After the convict walks out, the Bishop goes down on his knees in prayer.

The Bishop’s Candlesticks Summary in Hindi

नाटक का प्रारंभ बिशप के घर में रसोईघर के दृश्य से होता है। रसोईघर बहुत सामान्य किन्तु व्यवस्थित है। जैसे ही नाटक प्रारम्भ होता है और पर्दा उठता है दर्शक परसम तथा मैरी को एक पादरी के कॉटेज की रसोई में पाते हैं। परसम पादरी की विधवा बहन है जो घरेलू नौकरानी मैरी से तर्क कर रही है। रात के 11 बजे हैं। विशप मैरी की बीमार माँ को देखने बाहर गए हुए हैं। परसम अपने भाई के प्रति काफी चिन्तित है, जो स्वयं को गरीब तथा जरूरतमंदों के लिए अधिक थका रहे हैं। मैरी उसे बताती है कि विशप ने अपने चाँदी के नमकदान बेच दिए हैं ताकि वृद्ध महिला का किराया चुकाया जा सके। परसम यह सुनकर बहुत क्रोधित हो जाती है तथा चीखने लगती है। तभी बिशप कॉटेज में प्रवेश करते हैं।

वह मैरी को बताते हैं कि अब वह घर चली जाए क्योंकि उसकी माँ अब अच्छा अनुभव कर रही है। वह उसे अपना ऊनी मफलर भी दे देते हैं क्योंकि बाहर काफी सर्दी है। वह उसके तथा उसकी माँ के लिए प्रभु से प्रार्थना भी करते हैं। मैरी आभार सहित कॉटेज से चली जाती है। परसम आने भाई पर बहुत क्रोधित होती है क्योंकि वह अपनी प्रत्येक वस्तु किसी न किसी को दे रहा है। वह कहती है कि एक दिन वह अपनी मोमबत्ती दान भी बेच देगा ताकि किसी जरूरतमंद की सहायता की जा सके। विशप उस पर कहते हैं कि वह उन्हें सहेजकर रखना चाहते हैं क्योंकि वे उनकी माँ ने मरते समय उसे दिए थे। विशप यह भी कहता है कि दुनिया में बहुत संकट है और इन संकटों से मुक्ति के लिए कुछ करना चाहते हैं।

परसम सोने चली जाती है और बिशप पुस्तक पढ्ने बैठ जाते हैं। तभी एक अपराधी जिसके हाथ में एक लम्बा चाकू है, कमरे में चोरी के उद्देश्य से प्रवेश करता है। वह एक अपराधी है जो जेल से भागा हुआ है। वह बिशप को पीछे से पकड़ता है और खाना माँगता है। विशप उसका मुस्कान से स्वागत करता है। उसे उसके लिए सच्ची संवेदना अनुभव होती है। वह अपराधी को भोजन तथा शराब प्रदान करता है। जब अपराधी पेट भरकर खा चुकता है, तब वह अपनी दुःख भरी कथा बिशप को सुनाना प्रारंभ करता है। वह कहता है कि एक बार उसने अपनी भूख से मरती पत्नी के लिए भोजन चुराया था। उसे वहाँ पकड़ लिया गया और जेल भेज दिया गया। जिस दिन उसे सजा सुनाई गई, उसकी पत्नी मर गई थी। जेल का जीवन उसके लिए नरक का जीवन था। उसके दुखों ने उसे एक दुर्दात अपराधी बना दिया था। एक दिन वे उसे हथकड़ियाँ तथा बेड़ियाँ पहनाना भूल गए थे, इसलिए वह भाग निकला और आज तक भूखा फिर रहा है। वे उसे हर जगह तलाश कर रहे हैं।

विशप अपराधी को सांत्वना देता है। वह उसे कुछ देर आराम करने की सलाह देता है। वह उसके लेटने के लिए बिस्तर लगाता है। बिशप अपराधी को कमरे में अकेला छोड़ कर चला जाता है। अपराधी की नजरें अंगीठी पर पड़े मोमबत्तीदान पर पड़ती हैं। वह उन्हेंचुराने की सोचता है ताकि कुछ समय के लिए वह नया जीवन जी सके। उसके मस्तिष्क में संघर्ष चलता है। वह बिशप के लिए अनुभव करता है कि विशप उसके प्रति काफी दयालु रहा है, किन्तु तब वह अपने आपको कठोर बना लेता है। वह अपने कोट में मोमबत्तीदान छुपा लेता है और सावधानी से चला जाता है।

जैसे ही अपराधी बाहर जाता है, परसम जाग जाती है और दरवाजा बन्द होने का शोर सुनकर चिल्ला उठती है। वह बाहर भागते हुए आती है और पाती है कि अपराधी मोमबत्ती-दानों के साथ भाग गया है। वह बिशप को पुकारती है और कहती है कि वह पुलिस को सूचित करे किन्तु बिशप ऐसा नहीं चाहता। शीघ्र ही वह अपने आपको दिलासा देता है ! उसकी आवश्यकता मेरी आवश्यकता से अधिक होगी। किन्तु वह अपराधी के प्रति कोई कार्यवाही करने से इंकार कर देता है। वह अपराधी को और अधिक कष्ट उठाने के लिए पुनः जेल नहीं भेजना चाहता।

तभी सार्जेन्र कॉटेज में तीन पुलिस वालों और अपराधी के साथ प्रवेश करता है जिसके पास चुराए गए मोमबत्तीदान हैं वह बिशप से कहता है कि उसने उस (चोर को) सन्देहास्पद स्थिति में पकड़ा है। उसकी तलाश लेने पर मोमबत्तीदान उसकी जेब से गिर पड़ा वह उन मोमबत्तीदान के बारे में बिशप से पूछता है। विशप पादरी की बताता है कि यह व्यक्ति उसका घनिष्ठ मित्र है, और उसने स्वयं ही ये मोमबत्तीदान उसे दिए हैं। इस पर सार्जेन्ट अपराधी को छोड़ देता है और अपने सिपाहियों के साथ वापिस चला जाता है। बिशप के सहानुभूतिपूर्ण व्यवहार का यह अन्तिम झटका अपराधी को झकझोरकर रख देता है। वह विशप से आज्ञा माँगता है और अपने किए पर खेद प्रकट करता है।

उसकी आंखों में आंसू आ जाते हैं वह पेरिस जाने के लिए विशप से आज्ञा माँगता है ताकि वहाँ पर नई जिंदगी शुरू कर सके। जब वह जाने के लिए मुड़ता है, तो विशप उसे मोमबत्तीदान भी दे देता है। वह उसे एक सुनसान रास्ता भी बताता है जो जंगल से होकर गुजरता है और उसके लिए सुरक्षित है। अपराधी अपना सिर नीचे किए बिशप के सामने झुका खड़ा रहता है। बिशप अपना हाथ स्नेहपूर्वक उसके कंधे पर रखता है और उसे याद रखने के लिए कहता है कि यह शरीर सजीव ईश्वर का मंदिर है। जैसे ही अपराधी चला जाता है. बिशप अपने घुटनों के बल बैठकर प्रार्थना करने लगते हैं।

The Bishop’s Candlesticks Word Meanings

MP Board Class 11th English Solutions

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Class 11 English The Spectrum Chapter 8 Idgah Questions and Answers

Idgah Class 11th Question Answer

Word Power

Question 1.
What do all these people do? Follow the example and write in the space provided.
ये लोग क्या करते हैं ? उदाहरण का अनुसरण कर दी हुई जगह में लिखिए।।
Answer:

1. A lawyer is a person who is qualified to advise people about the law and represent them in court.
2. A soldier is a person who works in an army, especially who is not an officer.
3. A pilot is a person who is trained to fly an aircraft.
4. An air hostess is a woman who looks after the passengers in an aircraft.
5. An astronaut is a person who is trained for travelling in a spacecraft.
6. A consultant is an experienced doctor who specializes in one area of medicine.
   Or
   A consultant is a person who gives expert advice to a person or organization on a particular subject.
7. A chef is a cook in a restaurant or hotel.
8. A receptionist is a person whose job is to answer the telephone, arrange reservations or appointments and deal with people when they first arrive.
9. A computer programmer is a person whose job involves writing programmes for computers.

Comprehension

A Answer the following questions in one or two sentences each.
[इन प्रश्नों का उत्तर एक या दो वाक्यों में दीजिए।

Question 1.
Why was every one in the village in a hurry that morning ? (2015)
उस सुबह गाँव का हर व्यक्ति जल्दी में क्यों था ?
Answer:
It was Eid and they were going to the Idgah to offer Namaz
उस दिन ईद थी और वे लोग नमाज अदा करने ईदगाह जा रहे थे।

Question 2.
Why did the boys seem to be very excited ?
बच्चे क्यों अत्यधिक उत्तेजित दिखाई दे रहे थे ?
Answer:
They were excited because it was the time for celebration and also, they were going to the Idgah where they would enjoy a ride on a merrygo-round or a swing, eat sweets and buy toys.

वे इसलिए उत्तेजित थे क्योंकि वह उत्सव का समय था और वे ईदगाह जा रहे थे जहाँ वे चरखी या झूले पर सवारी करते, मिठाई खाते और खिलौने खरीदते।

Question 3.
Why did Hamid not ride the round about ?
हमीद चरखी में क्यों नहीं बैठा ?
Answer:
He had only three pice and he wanted to use them for buying something useful for his grandmother.
उसके पास केवल तीन पैसे थे और उनसे वह अपनी दादी के लिए कोई उपयोगी चीज खरीदना चाहता था।

Question 4.
How did Hamid demonstrate that his chimta was superior to Mohsin’s toy?
हमीद ने यह कैसे बताया कि उसका चिमटा मोहसिन के खिलौने से बेहतर था ?
Answer:
Hamid threw his chimta on the ground and challenged Mohsin to do the same to his clay water carrier. Mohsin didn’t dare to do it.

हमीद ने अपना चिमटा जमीन पर फेंका और मोहसिन को चुनौती दी कि वह भी अपने मिट्टी के भिश्ती के साथ वैसा ही करे। मोहसिन ऐसा करने की हिम्मत नहीं जुटा पाया।

Question 5.
What made Mehmood share his bananas with Hamid ? (2009)
मेहमूद ने अपने केले हमीद के साथ क्यों बाँटना चाहे ?
Answer:
In the verbal duel, Hamid’s chimta emerged as the undisputed champion. Hence Mehmood shared his bananas only with Hamid.

जबानी वाद-विवाद में हमीद का चिमटा अविवादित रूप से चैम्पियन बन कर उभरा था। इसी कारण महमूद ने अपने केले हमीद के साथ बाँट कर खाने की पेशकश की।

Question 6.
Why did Mehmood break the other leg of his soldier ? (2016)
मेहमूद ने अपने सैनिक का दूसरा पैर भी क्यों तोड़ दिया ?
Answer:
When one leg of his soldier got broken, Mehmood boke its other leg so that it can at least sit and do his duty in comfort.

जब उसके सैनिक का एक पैर टूट गया तो महमूद ने उसका दूसरा पैर भी तोड़ दिया ताकि वह आराम से बैठकर अपनी ड्यूटी कर सके।

B. Answer the following questions in three or four sentences each.
इन प्रश्नों के उत्तर तीन या चार वाक्यों में दीजिए।

Question1.
Why inspite of his poverty and bereavement, did Hamid seem to be the happiest boy of all
अपनी गरीबी और शोकावस्था के बावजूद हमीद ही सब बच्चों में सबसे अधिक प्रसन्न क्यों दिख रहा था ?
Answer:
Hamid was an orphan. His father had died a year ago and mother sometime earlier. But he was happy because his grandmother loved him very much. She took adequate care of him.

हमीद अनाथ था। उसके पिता का देहान्त एक वर्ष पूर्व हो चुका था और माता तो उसके बहुत पहले मर चुकी थी। लेकिन वह प्रसन्न था क्योंकि उसकी दादी उसे बहुत प्यार करती थी। वह उसकी अच्छी प्रकार देखभाल करती थी।

Question 2.
What did Amena fear as the child left for Idgah ?
बच्चा जब ईदगाह के लिए रवाना हुआ उस समय अमीना को किस बात का डर लग रहा था?
Answer:
Amena’s main fear was that Hamid was just a little boy of four or five years and what would happen if he gets lost. Secondly, he had to walk bare foot. The Idgah was a full three miles away. She was doubtful about his ability to bear the strain.

अमीना का सबसे बड़ा डर यह था कि हमीद चार या पाँच साल का एक बहुत छोटा बच्चा था और अगर वह खो गया तो क्या होगा। दूसरा, उसे नंगे पैर चलना था। ईदगाह वहाँ से पूरे तीन मील दूर था। उसे उसकी इस कठिन परिश्रम को बर्दाश्त करने की क्षमता पर शक था।

Question 3.
Describe the sights at the Idgah. (2009)
ईदगाह के दृश्य का वर्णन करिए।
Answer:
The Idgah was shaded with tamarind trees and had a cemented floor with sheets spread on it. People sat in rows. Wealth and status played no role there–everybody was equal before Allah. All of them performed the rituals of the prayer together.

ईदगाह में इमली के पेड़ों की छाया थी और सीमेण्ट के फर्श पर चादरें बिछी थीं। लोग कतारों में बैठे थे। वहाँ दौलत और ओहदे की कोई भूमिका नहीं थी-अल्लाह के सामने सभी बराबर थे। प्रार्थना का कर्मकाण्ड सभी ने एक साथ निभाया।

Question 4.
What toys did the children buy ? (2010, 14)
बच्चों ने कौन-से खिलौने खरीदे ?
Answer:
Mehmood bought a soldier in a khaki uniform. Mohsin bought a smiling water carrier. Noorey bought a lawyer with a fat law book in his hand. Sammi bought a sturdy washer-woman.

महमूद ने खाकी वर्दी पहने एक सैनिक खरीदा। मोहसिन ने एक मुस्कुराता भिश्ती खरीदा। नूरी ने कानून की एक मोटी किताब हाथ में लिए हुए वकील खरीदा। सामी ने एक हट्टी-कट्टी धोबिन खरीदी।

Question 5.
Hamid wanted to enjoy like his companions but did not. Do you agree? Pick up statements from the text to support your answer.
हमीद अन्य बच्चों की तरह मौज-मस्ती करना चाहता था लेकिन उसने की नहीं। क्या तुम मानते हो ? अपने उत्तर के समर्थन में अध्याय से वाक्य छाँटो।
Answer:
Yes, Hamid did want to enjoy like his companions. Look at these sentences–
Hamid stands apart. He cannot afford to spend one-third of his precious money on a mere round about. All the toys cost two pice each, too expensive for Hamid to buy. Yet he looks at the toys with envious eyes and wants to play with them. Hamid buys nothing at the shops selling mithals. He has only three pice to spend. But he cannot help eyeing the sweets in the hands of his friends.

हाँ, हमीद भी अन्य बच्चों के समान मौज-मस्ती करना चाहता था। इन वाक्यों को देखिए हमीद एक ओर खड़ा रहता है। वह अपने बहुमूल्य पैसों में से एक-तिहाई एक मामूली सी चरखी पर खर्च नहीं कर सकता था। सभी खिलौनों की कीमत दो पैसे प्रत्येक है, हमीद के खरीदने के लिए अत्यधिक मंहगे। फिर भी उन खिलौनों की ओर ललचाई आँखों से देखता है और उनसे खेलना चाहता है। हमीद मिठाई की दुकान पर कुछ नहीं खरीदता है। उसके पास केवल तीन पैसे ही तो थे। लेकिन वह मिठाई की ओर देखने से अपने आपको नहीं रोक पाता है।

Question 6.
What made Hamid buy a pair of tongs ? (2008, 12, 14)
हमीद ने चिमटा क्यों खरीदा ?
Answer:
His grandmother had no chimta, so usually she burnt her fingers while making chapatis. Hamid did not like it. So he bought the chimta. Now she would not burn her fingers.

उसकी दादी के पास चिमटा नहीं था इस कारण रोज चपाती सेंकते समय उसकी अंगुलियाँ जल जाती थीं। हमीद को यह अच्छा नहीं लगता था। इसलिए उसने चिमटा खरीदा। अब उसकी अंगुलियों नहीं जलेंगी।

Question 7.
What quality of the chimta made it superior to all the toys ? (2008, 13)
चिमटे के कौन से गुण के कारण वह सब खिलौनों से बेहतर था ?
Answer:
The chimta was stronger than Mehmood’s soldier. The chimta was able to knock the lawyer down. Hence the chimta became the undisputed champion.

चिमटा महमूद के सैनिक से अधिक ताकतवर था। चिमटा वकील को गिराने में सक्षम था। इस कारण चिमटा निर्विवाद चैम्पियन बन गया।

Question 8.
Hamid had an answer for every child who claimed his toy was better. Do you think Hamid really believed in what he said ? Why?
हमीद के पास हर उस बच्चे के लिए उत्तर था जो अपने खिलौने को बेहतर समझता था। क्या आप समझते हैं कि हमीद जो कहता था उस पर उसे स्वयं को विश्वास था ? क्यों?
Answer:
Hamid did not really believe in what he said. He had only three pice so he was not in a position to buy any toys because they cost two pice each. So, with the purpose of proving those toys as useless he started comparing them with his tongs.

हमीद जो कुछ कहता था उस पर उसे वास्तव में विश्वास नहीं था। उसके पास केवल तीन पैसे थे, अतः वह इस स्थिति में नहीं था कि उन खिलौनों को खरीद पाता क्योंकि उनकी कीमत दो पैसे थी। इसीलिए, उन खिलौनों को बेकार साबित करने के लिए उसने उनकी तुलना अपने चिमटे से करनी शुरू कर दी।

Question 9.
Describe how Hamid’s selflessness affected Amena.
हमीद की नि:स्वार्थता का अमीना पर क्या प्रभाव पड़ा बताइये।
Answer:
Amena’s annoyance melted into love. She broke down and started weeping, Tears fell from her eyes as she blessed him a thousand times.

अमीना का गुस्सा पिघलकर प्यार में बदल गया। वह रोने लगी। वहे हमीद को हजारों आशीर्वाद देती रही और उसकी आँखों से आँसू टपकते रहे।

C. “Hamid the little boy had become Hamid the adult. Now Amena the old woman became the child.” Explain.(2011)
“हमीद जो एक छोटा बच्चा था वह तो वयस्क हमीद बन गया। अब अमीना जो एक बूढ़ी औरत थी, वह बच्ची अमीना बन गयी।” समझाइये।
Answer:
Hamid sheds his childlike desires. He abstains from buying sweets and toys. He buys a gift which will be of use to his grandmother. Seeing his selflessness Amena breaks down and starts weeping like a child.

हमीद अपनी बाल सुलभ आकांक्षाओं का त्याग कर देता है। वह मिठाई और खिलौने खरीदने से बचता है। वह एक उपहार खरीदता है जो उसकी दादी के काम आयेगा। उसके नि:स्वार्थ भाव को देखकर अमीना फूट पड़ती है और बच्चों के समान रोने लगती है।

Language Practice

इस खण्ड के मूल प्रश्न व तालिकाएँ अपनी पाठ्य-पुस्तक में से देखिए। यहाँ केवल उनके उत्तर दिये जा रहे हैं।
A. Fill in the blanks using the correct form of the verbs given.
दी गई क्रियाओं के सही रूपों से रिक्त स्थान भरो।।
Answer:

• taught
• fell, hurt
• sold
• spent, bought, cost
• threw caught.

B. Write sentences saying what Raju was doing at the given times.
दिये गये समय पर राजू क्या कर रहा था, बताओ।
Answer:

• At 9: 30 he was reading the newspaper.
• At 11 o’clock he was studying his course books.
• At 1 o’clock he was having lunch.
• At 3 o’clock he was washing some clothes.
• At 5 o’clock he was watching television.

C. Change the following sentences into past perfect tense.
निम्नलिखित वाक्यों को Past perfect tense में बदलो।
Answer:

• Our team had won the match.
• Neeta had knitted these gloves.
• You had planted these plants ?
• You had forgotten her name?
• Many people had believed her story.

D. Complete the following sentences using the past perfect continuous form of the verbs given in brackets.
कोष्ठक में दी गई क्रियाओं के Past perfect continuous रूप से वाक्यों को पूरा करो।
Answer:

• had been waiting
• had been running
• had been singing
• had been raining
• had been playing.

Idgah Summary in Hindi 

रमजान के ठीक तीस दिन बाद ईद आई। कितनी सुहावनी सुबह थी। हरे भरे खेत, नीला आकाश, चकाचौंध करने वाली धूप, सभी को लग रहा था, ईद के आगमन का उत्सव मना रहे थे। पूरा गाँव दौड़भाग में व्यस्त था। ईदगाह जाने की तैयारी जोरो से चल रही थी। किसी के कुर्ते का बटन टूट गया था तो वह पड़ोसी से सुई-डोरा मांगने जा रहा था, किसी का चमड़े का जूता सूखकर कड़ा हो गया था तो वह पानी से तेल लाने के लिए भाग रहा था। बैलों को जल्दी-जल्दी चारा खिलाया जा रहा था। ईदगाह पूरे तीन मील दूर थी, फिर वहाँ लोगों से मिलने-जुलने में भी तो समय लगने वाला था। संबसे ज्यादा उत्तेजित तो बच्चे थे। उनमें से शायद ही किसी ने रोजा रखा हो, पर इससे क्या होता है-रोजा तो बड़े लोगों के लिए होता है।

बच्चों में सबसे प्रसन्न तो हमीद था। वह एक चार-पाँच साल का दुबला-पतला गरीब बच्चा था जिसके पिता की एक साल पहले हैज़े से मृत्यु हो चुकी थी और माँ पहले ही अल्लाह के पास जा चुकी थी। अब वह अपनी बूढ़ी दादी, अमीना के पास खुश था। वह दौड़ कर अपनी दादी के पास गया और बोला, “तुम चिन्ता मत करना, मैं सबसे पहले वापस आ जाऊँगा।” अमीना बहुत दुखी थी-एक नन्ही-सी जान नंगे पैर तीन मील कैसे चलेगी? और अगर वह खो गया तो? वह तो उसके साथ जा नहीं सकती थी। उसे सिंवई बनाने के लिए सामान भी तो लाना था। सामान माँगकर लाने में, खरीदकर लाने से थोड़ा ज्यादा ही समय लगता है। गाँव वाले ईदगाह के लिए रवाना हुए। हमीद भी दूसरे बच्चों के साथ दौड़ता जा रहा था। शहर पहुँचने पर वे धनवान लोगों के घरों, कोर्ट, कॉलेज और थाने के पास से होते हुए ईदगाह पहुँचे। चारों ओर से लोग वहाँ इकट्ठे हो रहे थे। कोई ताँगे से आ रहा था,

कोई कार से तो कोई पैदल। ईदगाह में इमली के पेड़ों की छाया में सीमेण्ट के फर्श पर चादरें बिछी थीं। हमीद अपने गाँव के अन्य लोगों के साथ पीछे की कतार में बैठ गया। यहाँ दौलत और ओहदा कोई फर्क नहीं करता, अल्लाह के सामने सभी इन्सान एक बराबर हैं। कितना सुन्दर दृश्य था- हजारों लोग प्रार्थना में एक साथ सिर झुका रहे थे, फिर सीधे खड़े हो रहे थे, फिर घुटनों के बल बैठ रहे थे।

नमाज खत्म होने के बाद लोग एक-दूसरे से गले मिले, फिर वे मिठाई और खिलौनों की दुकानों की ओर बढ़े। गाँव वाले भी उतने ही उत्तेजित थे जितने बच्चे। झूले पर झूलने का एक पैसा, चरखी पर पच्चीस चक्कर का एक पैसा। महमूद, मोसिन, नूरी और सामी चरखी के घोड़े और ऊँटों पर बैठ कर चक्कर लगा रहे थे पर हमीद नहीं गया-उसके पास केवल तीन पैसे ही तो थे, उन्हें वह इन बेकार-सी चीजों पर खर्च नहीं कर सकता था। खिलौनों की दुकान पर महमूद ने खाकी वर्दी वाला सैनिक खरीदा तो मोहसिन ने एक मुस्कुराता पानी लाने वाला भिश्ती और नूरी ने एक वकील। ये सब खिलौने दो-दो पैसों के थे। हमीद ने कुछ नहीं खरीदा। इन मिट्टी के खिलौनों पर जो थोड़ी देर में टूट सकते थे वह अपनी दौलत खर्च नहीं कर सकता था।

फिर भी वह उनकी ओर ललचाई आँखों से देखता रहा। मिठाई की दुकानों पर बच्चों ने मिठाइयाँ खरीदकर खायौं। किसी ने गुलाबजामुन खरीदी तो किसी ने सोहन हलुआ। हमीद ने कुछ नहीं खरीदा। हमीद का मन भी मिठाई खाने का हो रहा था पर उसने कुछ नहीं खरीदा। उसके पास केवल तीन पैसे ही तो थे, वह उन्हें इन पर खर्च नहीं कर सकता था। आगे चलकर लोहे से बने सामान और आभूषणों की दुकानें आई। यहाँ हमीद ने एक लोहे का चिमटा देखा। उसकी दादी के पास चिमटा नहीं था और रोज ‘रोटी सेंकते समय उसकी अंगुलियाँ जल जाती थी। उसने सोचा यदि वह यह चिमटा अपनी दादी को ले जाकर दे तो वह कितनी खुश होगी-उसे कितना आशीर्वाद देगी। वह दुकान पर गया और दुकानदार से उसका दाम पूछ। दुकानदार बोला छ: पैसे। पर इतने पैसे तो उसके पास थे ही नहीं। उसके पास तो केवल तीन पैसे थे। उसने दुकानदार से कहा तीन पैसों में देना हो तो दो वरना रख लो। आश्चर्य की बात, दुकानदार तीन पैसे में ही देने को राजी हो गया। हमीद ने चिमटा खरीद लिया।

अब हमीद चिमटा कन्धे पर टाँगे दूसरे बच्चों के साथ अकड़ कर चल रहा था। रास्ते में बच्चों से उनके खिलौना उसके चिमटे को लेकर काफी हँसी-मजाक, वाद-विवाद हुआ पर हमीद ने सबको परास्त कर दिया। लौटकर वे लोग घर पहुँचे। मोहसिन की छोटी बहन दौड़कर आई और उससे मशक वाला भिश्ती छीनना चाहा। छीना-झपटी में वह गिर कर टूट गया। नूरी ने अपने वकील को एक जगह बैठाकर उसे पंखे से हवा खिलानी चाही-पंखा उससे टकराया और वह वकील गिरकर टूट गया। महमूद के सैनिक का एक पैर टूट गया तो उसने उसका दूसरा पैर भी तोड़ दिया ताकि वह एक जगह आराम से बैठ सके।

हमीद की दादी, अमीना ने जैसे ही उसकी आवाज सुनी वह दौड़कर उसके पास पहुंची और उसे प्यार से गोद में उठा लिया। जब उसने चिमटा देखा तो वह चौंक गई, इस पर हमीद ने उससे कहा कि उसने चिमटा तीन पैसे में, जो उसकी कुल दौलत थी-उसी के लिए खरीदा है। कैसा अजीब बच्चा है ? सारे समय भूखा प्यासा रहा और खरीदकर लाया एक चिमटा ? दादी ने उसे डॉटा। हमीद की भावनाओं को इससे ठेस पहुंची और दुखी होकर रोनी-सी आवाज में उसने कहा, “रोज रोटी सेंकते समय तुम अपनी अंगुलियाँ जला लेती हो,

इसलिए मैंने यह चिमटा खरीदा।” अमीना का गुस्सा प्यार में बदल गया। यह छोटा-सा बालक कितना नि:स्वार्थी और उदार है। जब उसके साथी मौजमस्ती कर रहे होंगे तब उसके मन में क्या हो रहा होगा ? जब वे लोग मिठाई खा रहे होंगे तब उसे कैसा लग रहा होगा ? इन सबके बीच उसे अपनी दादी का ही ध्यान रहा। अमीना फूट-फूटकर रोने लगी। कैसा आश्चर्य-हमीद, एक छोटे से बालक से हमीद एक वयस्क इन्सान बन गया और अमीना, एक बूढी औरत से एक नन्ही सी बालिका बन गई। उसकी आँखों के आँसू बहते रहे और वह हमीद को आशीर्वाद देती रही।

Idgah Word Meanings of Difficult Words

MP Board Class 11th English Solutions

The Spectrum Textbook General English Class 11th Solutions

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Class 11 English A Voyage Chapter 16 The Captive Air of Chandipur Questions and Answers

The Captive Air of Chandipur Class 11th Question Answer

Word Power

A. Choose from the text the words related to the sea, e.g, beach.
Answer:
The words related to the sea are-
delta, tide, watercourse, sails, couch, mudflats

B. Notice the derived ‘past participle form of the root verb (drink) as used in the 1st line and ‘present participle form of the root
verb (drift) as used in the 21nd line. Drink (v) – drunk (past participle, adj.) – The drunk driver met with an accident. Drift (y) – drifting (present participle, adj.) – The drifting log in the water saved me from drowning.
Derive the participle forms of the following verbs and use them in sentences of your own:
light, fly, watch, relate, fight, read, rent, teach, reserve, test
Answer:

• Light – lighten – The lighten path led me cross the street smoothly.
• Fly – flying – A flying object was seen in the sky.
• Watch – watching – The watching soldiers were careless.
• Relate – related – There are some related facts in this case.
• Fight – fighting – The fighting soldiers met his death.
• Read – reading – I have purchased a new reading table.
• Rent – rented – We live in a rented house.
• Teach – teaching ~ My brother has opted for a teaching career.
• Reserve – reserved – It is reserveu berth.
• Test – tested – It is a tested case.

C. Look for the words in the text, which are opposite to the meanings given below:
squeezed, blare, concentrate, swallow, pacifying, living, free, praise,
Answer:

• Squeezed – stretched
• Blare – whisper
• Concentrate – baffles
• Swallow – spit
• Pacifying – provocative
• Living – dead
• Free – captive
• Praise – ridicule
• Forgetfulness – memory.

Mark the word coinage, Chandipur-on-sea. Chandipur is a important coastal location in Orissa. To signify the unique geography of the place, such coinages take place. For example,William Shakespeare was born at Stratford-on-Avon.

D. Give some other examples.
Answer:
Palace – on – wheels
Kings – upon – Hull
Mark the use of compound words like watercourse and madflats in the text. A compound word is usually a noun, an adjective or a verb, made of two or more words or parts of words written as one word, sometimes joined by a hyphen.
watercourse (noun): water + course
mudflats (noun): mud + flats

E. Give five such examples:
Answer:

• goodbye — good + bye
• Noonday — noon +day
• Blackboard — black + board
• Busstand — Bus + stand
• Classteacher — class + teacher

Comprehension

A. Choose the correct alternatives and complete the sentences:

Question 1.
The poet describes the sea at
(a) Paradip
(b) Pun
(c) Chandipur
(d) Cochin.
Answer:
(c) Chandipur

Question 2.
The sea spits out the wings of
(a) birds
(b) shells
(c) planes
(d) none of them.
Answer:
(c) planes

Question 3.
The is paralysed through the centuries.
(a) sound
(b) smell
(c) colour
(d) all of them.
Answer:
(b) smell

Question 4.
The shoulders droop like in the noonday sun.
(a) roses
(b) lotuses
(c) marigolds
(d) none of them.
Answer:
(b) lotuses

Question 5.
hat do the sails whisper?
(a) legends
(b) warnings
(c) praises
(d) all of them.
Answer:
(a) legends

Question 6.
The tide floods the
(a) village
(b) river
(c) mudflats
(d) none of the above.
Answer:
(c) mudflats

B. Read the following lines from the poem and write answers to the questions that follow:
(i) Who can tell of the songs of this sea that go on to baffle and double the space around our lives?
(a) What does the poet mean by ‘to baffle’?
(b) What is implied by ‘the songs of sea’?
Answer:
(a) Sea appears to be a mystery. It often confuses us. The poet means that sea which is calm works violently and takes lives of fishermen silently.
(b) ‘The song of sea is the tale of struggle of the fishermen and nature. People of Chandipur are destined to die. Still they struggle.

(ii) Of deltas hard and white that stretched once to lure the feet of women bidding their men goodbye?
(a) Why did the deltas lure the feet of women?
(b) Why did the women bid goodbye to men?
Answer:
(a) Delta is the stretch of land piece from where sea water intersect in different branches. Here delta is said to lure the women with new hopes for life.
(b) Because they know the fate of their men which make them bid goodbye to them.

C. Answer the following questions in a few sentences:

Question 1.
What is meant by ‘the ridicule of the dead’?
Answer:
‘The ridicule of the dead’ signifies that the men think themselves – to bowarrier and powerful but they cant beat nature. Sea is all powerful. It takes the lines of fishermen. Hence, this lines mocks men’s might.

Question 2.
Who is the ‘occupant of the silent sigh of the conch’?
Answer:
Fishermen of Chandipur are the occupants of the silent sigh of the conch. They are destined to lose their lives in their struggle against the tide.

Question 3.
Why does the poet call the sea at Chandipur drunk?
Answer:
The sea at Chandipur is called so because it is violent and shows no mercy to the fishermen to struggle against it. The sea overpowers eco whole region.

Question 4.
How do ‘songs of sea’ double the space around our lines?
Answer:
The sea is the killer for the fishermen of Chandipur. The fishermen know the truth and destroy their life. Still they fight. The songs of sea – gives them courage and reminding them the brave struggle of their predecessors.

Question 5 .
Why was the delta stretched?
Ans.
Deltas are the stretches of land amid watercourse from where water intersect into different subsections. Here they stretch out in order to create a new hope in the fishermen.

Question 6.
Why does the poet says that the ground is only a memory now?
Answer:
The poet says that the ground is only a memory now because lives have been lost. The fishermen who went on their struggle did not return. They have been killed.

Question 7.
What has the world lost?
Answer:
The world has lost the lives of the fishermen who had gone on the search of their livelihood. The tide killed them. The violent, merciless sea showed no mercy to them.

D. Answer the following questions in about 150 words each:

Question 1.
Why does the poet say that ‘the song that reaches our ears is our own’?
Answer:
‘The Captive Air of Chandipur-on-Sea’ is a poem that relives the tale’of struggle between Man and Nature in the background of the seascape at Chandipur. It recounts the nostalgia about he lost labour and efforts of our predecessors in the conquest of Nature. The poet with all realistic touches explains how the sea waves wash away the lives of people living at Chandipur The tide swallows them while they are on the search for their livelihood i e for the other purpose in the sea.

They know their fate. Their predecessors had lost their lives while trying to conquer the sea. Nature is all powerful No one can win over it. Hence they are predestined to face whatever comes to them. Still they celebrate their living. They wait for their ill-fait. They sing songs of their misery What they sing echoes in their ears as their own songs.

Question 2.
What does the poet glorify in the poem? Why?
Answer:
This poem is all about the struggle between man and nature. People of Chandipur are all set to meet their fateful end in the sea. They meet their end in the waves of sea. The tide engulf them. Still they struggle for their life They go in the sea in search of their food. Sea is the main source of their life.

They know what the sea has in its. It is their fate. So they don’t mourn. They forget all their woes and miseries. They know how their predecessors lost their lives. Still women come forward to bid goodbye to their men. This is the truth and reality of life, Life comes and goes but nature never ceases to work. This is the main theme which has been highlighted in this poem.

Question 3.
Is the poet happy with his present? Elaborate?
Answer:
This poem is a song of woes and miseries of the life of the people living in the coastal areas of Chandipur. People at Chandipur are fated to die in the tides because they face it while they go in the sea in search of their food. Sea is the main source of their life. Their predecessors have faced the same situation. They know this truth. They can’t this truth. They can’t beat nature. It is unconquerable. Nature is the superpower and moulds the world as it wants.

Life goes on. People come and go. This is the way of life So the people celebrate their life. They enjoy it. Women came to bid goodbye to their men. They sing songs of their loves. They don’t care for the lost life and the fate that is to come to them. So the poet is happy thinking that mourning can’t relieve them from their woes. What is the use of making the present bad with memories of the past. Let us enjoy the present forgetting the past and thinking about the future.

Poetic Deviceds

(See Text book page – 128)

Speaking Activity

A. Narrate in brief a memorable event that inspires you even to¬day. (2 – 3 minutes)
Answer:
Life is a long journey full of mystery. Everyday, every moment we face a new situation. We keep some of them in mind and forget some of them. But we have some so much great incidents that we do not forget lifelong. It is because they inspire us. I would like to talk about such a situation that put a deep impact on my life. One day I was in the market. Suddenly there was a great cry in the middle of the road. An old man was hit by a car. Men in car didn’t stop.

The old man was injured and asking for help. But nobody cared for him. People were busy in their own business. I came near the injured man. I took him to the hospital. It took few’ days to get him well. I regularly visited him. When he was completely relieved. I asked him where he was to go because I had seen no one else coming to see him. The man told me that he had no one to care for him. His only son had settled abroad. I was moved to fell what the hell such old people are living in. They had done everything for the welfare of their children but now the}’ are living a lonely life.

B. Deliver a short speech on the cultured heritage of India. (2-3 minutes) (Work in groups of four or five)
Answer:
India is a land of glorious rich culture. Right from the dawn of civilization we have seen great cultured endowment in the Vedas, Mahabharat, Ramayana and in many other great books. Music and dance are the two great fields of cultured gifts. Which we have inherited from our ancestors. The earliest known treaties of Indian music, dance and drama are as old as second century B.C.

This is Bharat’s Natya Shastra. Much of the musical terminology used till today is derived from Bharat’s treaties.. Music has from time immemorial been one of the most cherished art of India. The growth of Indian classical music had been a major force of India’s cultural unity. Indian people through their music and dance have expressed their joys and sorrows, their struggles and aspirations, and a myriad other emotionsWhile at work during their hours of leisure they have danced, sung and flayed music. These art forms have inspired by life and in turn have enriched life.

Writing Activity

A. Write a letter to your friend describing your visit to a sea-side like the famous Marina Beach in Chennai or Juhu Beach in Mumbai.
Answer:
787, Preet Vihar
Delhi.
17.6.2007
My Dear Amit,
Last week I had been to Mumbai on a short trip during a vacation. As you know it is the famous land of Bollywood. It appears to be really a world of fantasy. I would like to share joys of visiting this city with you. I reached the Victoria Terminus station in the morning. First I located a hotel and stayed there. After a few hours of rest I started for my visit to the city. First I thought to visit the famous Juhu beach which is the most attractive spot for the tourists. When I reached there I w as amazed to see the beautiful sight of nature. People were enjoying the waves at the beach. Long stretch of the sea is really fantastic. I enjoyed the famous Bhelpuri and coconut water and other famous dishes on the beach It was really an exciting experience. Next time I hope you sill also accompany me
Yours
Rohit

B. Write a short paragraph on The Gifts of Nature or Monuments cultured heritage of India.
Answer:
India is a unique country with rich and glorious possession of heritage. From time immemorial it has been ruled by dz kings from different cultures, They molded India in their on way. As a result mixing all of their India could produce such a wonderful culture that still memories the world. Our monuments arc the living examples of it. It reflects different cultures and living in different ages. To name a few there arc monuments like Qutub Minar. Humanyu’s Tomb. Red Fort, India Gate. Rashtrapati Bhawan. Parliament House, They all belong to different cultures and choices of the rulers who got them built. In the same way have ‘victoria Terminus.

Gateav of India. Charminar. Vivekanand Rock Temple and many more Above all we are proud Lo have Taj Mahal which has been designated as the worlds top most wonder. It is superb. India is really proud of having these monuments.

Think it Over

A. Nature has been one of the major influences on the poets. Do you think it gives an opportunity to compare and contrast the ways of mankind?
Answer:
Do it yourself.

Thinks To Do

A. Chandipur-on-Sea is situated in Orrisa. It has been developed into a famous missile testing range. Collect and prepare a report on the geographic profile of Charidipur.
Answer:
Class activity.

B. Read the poem Lines written a kw miles above Tintern Abbey. Find out what the poet, William Wordsworth has to say about Wyc Valley in Great Britain
Answer:
Do it yourself

The Captive Air of Chandipur Summary in English

Portraying the saga of the struggle between man and Nature in the background of the seascape at Chandipur. the poet says that die intoxicated excited Sea spits out covered wings of shells along the beach at Chandipur. It makes the air untidy and spreads stinking smell paralyzing die whole atmosphere. It appears to be a mystery’. No one can unfold the meaning of the Sea that often confuses the women who come these to bid good-bye to the men.

The salt and light and the provocative eye – all are baffling. What is there that scatters the tide in the shadow of this proud sea is beyond one’s understanding. Whether it is a mocking of die dead none can tell clearly. There are legends in the air of the horizon which questions the man who are you. The ground is nothing but only a memory, a turn breath. And we just wait for the tide. Our song itself comes back to us. It brings to us the cries of the fishermen who lost their lives. It is the music of the lives lost in the tide.

The Captive Air of Chandipur Summary in Hindi

मनुष्य और प्रकृति के बीच संघर्ष की गाथा का चित्रण करते हुए कवि कहता है कि मदमस्त और उत्तेजित समुद्र सीपों को चाँदीपुर के तट पर बिखेरता है। यह वायुमंडल को गंदा करता है और वातावरण को तीखे गंधे से बिल्कुल ही निरस्त कर देता है। यह एक रहस्य की तरह लगता है। कोई भी समुद्र के इस गान का अर्थ स्पष्ट नहीं कर सकता जो प्रायः उन औरतों को भ्रमित करता है जो अपने पतियों को विदा करने यहां आती है। नमक, प्रकाश और उत्तेजित आँखें सभी भ्रमित करने वाले हैं। घमंडी समुद की छाया में क्या है जो लहरों को बिखेरता है-यह किसी की भी समझ से परे है। क्या यह मृतकों का उपहास है-कोई भी इसे स्पष्ट नहीं कर सकता। यहां की हवाओं में गाधाएं बिखरी हैं जो मनुष्य से सवाल करती हैं-तुम कौन हो? तथ्य कुछ भी नहीं, केवल कुछ यादें हैं और टूटी हुई सांसें और हम ज्वार-भाटा का इंतजार करते हैं। हमारे गान ही हम तक वापस आते हैं। यह हम तक उन मछुआरों की चीखों को वापस लाते हैं जिन्होंने इन्हीं समुद्री में अपना जीवन खो दिया। यह उस जीवन का संगीत है जो उन लहरों में खो गया!

The Captive Air of Chandipur Word Meaning

The Captive Air of Chandipur Comprehension

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

1. Day after day the drunk sea at Chandipur spits out the gauze wings of shells along the beach and rumples the thin air behind the sands. Who can tell of the songs of this sea that go on to baffle and double the space around our lives?

Questions:
(i) Which place is referred to in these lines?
(ii) In which state is the sea?
(iii) What does the sea spit out?
(iv) What do the songs do?
(v) Find similar word for intoxicated in the above lines?
Answers:
(i) Sea beach at Chandipur is referred to in these lines.
(ii) The sea is in drunken state.
(Hi) The sea spits out the gauze wings of shells
(iv) The songs baffle and double the space around our lives.
(v) ‘drunk’.

2. Or of smells paralysed through the centuries, of deltas hard and white that stretched once to lure the feet of women bidding their men goodbye?Or of salt and light that dark and provocative eyes demanded, their shoulders drooping like lotuses in the noonday sun?

Questions
(i) What is stretched along the sea beach?
(ii) What does it do?
(iii) Why do women come there?
(iv) What is compared with‘lotuses in the noonday sun ?
(v) What is the meaning of ‘drooping’?
Answers:
(i) White sandy land is stretched along the sea beach.
(ii) It lures the feet of women.
(iii) Women come there to bid their men goodbye.
(iv) The drooping shoulders of the men is compared with ‘lotuses in , the noonday sun’.
(v) ‘weak’.

3. The ground seems only a memory now, a turn breath and as we wait for the tide to flood the mudflats , the song that reaches our ears is just our own. The cries of fishermen come drifting through the spray, music of what the world has lost.

Questions:
(i) What does the ground seem to be
(ii) Why do we wait
(iii) What is the song that reaches our ears’’
(iv) What does drift through the spray?
(v) Explain the last line?
Answers:
(i) The ground seems to be only a memory of atom breath.
(ii) We wait for the tide,
(iii) It is the song just our own that echo in our ears.
(iv) The cries of fishermen drift through the spray.
(v) It is the music of the world that is lost in the tide.

MP Board Class 11th English Solutions

MP Board Class 11th English A Voyage Textbook

• Patriotism Class 11 Questions And Answers
• What the Moon Saw Class 11 Questions And Answers
• My Mother Class 11 Questions And Answers
• The Brook Class 11 Questions And Answers
• Dilemma of the Scientist Class 11 Questions And Answers
• Cherry Tree Class 11 Questions And Answers
• Mercy Class 11 Questions And Answers
• Of Studies Class 11 Questions And Answers
• To a Skylark Class 11 Questions And Answers
• Mahatma Gandhi Class 11 Questions And Answers
• The Model Millionaire Class 11 Questions And Answers
• The Frog and the Nightingale Class 11 Questions And Answers
• Peace Class 11 Questions And Answers
• One Thousand Dollars Class 11 Questions And Answers
• Sister Nivedita Class 11 Questions And Answers
• The Captive Air of Chandipur Class 11 Questions And Answers
• Sir Roger at Home Class 11 Questions And Answers
• King Porus – A Legend of Old Class 11 Questions And Answers
• Mirabai Class 11 Questions And Answers
• Profit and Loss Class 11 Questions And Answers
• The Dear Departed Class 11 Questions And Answers
• A Pair of Mustachios Class 11 Questions And Answers
• The Bishop’s Candlesticks Class 11 Questions And Answers
• A Cup of Tea Class 11 Questions And Answers
• The Gospel of Selfless Action Class 11 Questions And Answers

Class 11 English The Spectrum Chapter 17 A Grain as Big as a Hen’s Egg Questions and Answers

A Grain as Big as a Hen’s Egg Class 11th Question Answer

Word Power

A. Here is a word map, a variation on the bubble network. Find out words in the story related to “farm’ that can go in this diagram. One arm of the diagram has been completed as an example.
नेटवर्क का एक बदला हुआ रूप। कहानी में से ‘farm’ से सम्बन्धित शब्द ढूँढ़ो जो इस नक्शे में जा सकते हों। चित्र की एक भुजा भरी गई है।
Answer:

• farmer, field, plough
• com, grain, peasant
• sow, reap, thrash.

B. From these jumbled words find combinations for describing people as in the example. Use dictionary if necessary.
शब्दों के इस अव्यवस्थित समूह में से ऐस संयोजन ढूंढिए जो व्यक्तियों के वर्णन के लिए प्रयुक्त हो सकते हो। आवश्यकता हो तो शब्दकोश का उपयोग करें।।
Answer:
well dressed, middle aged, over weight, tanned complexion, stocky build, red faced, long haired, round legged, mixed race.

Comprehension

Answer the following questions in one or two sentences each.
इन प्रश्नों का उत्तर एक या दो वाक्यों में दीजिए।

Question 1.
Describe the object that the children picked up from the ravine. (2009, 10, 15)
कन्दरा में से बच्चों ने जो चीज उठाई थी उसका वर्णन कीजिए।
Answer:
The children picked up a thing shaped like a corn, with a groove down the middle. It was as large as a hen’s egg.
बच्चों ने गेहूँ के दाने जैसी एक चीज उठाई थी जिसमें बीच में एक खाँचा था। वह मुर्गी के अण्डे जितनी बड़ी थी।

Question 2.
Where did the learned men look for the answer to where the corn had grown? (2013)
विद्वानों ने वैसा गेहूँ कहाँ पैदा हुआ था यह जानने के लिए कहाँ खोज की ?
Answer:
The learned men searched in their books for it.
इसके लिए विद्वानों ने अपनी किताबों में खोजा।

Question 3.
What did they suggest the king should do when they failed to find the answer ?
जब वे उसका उत्तर नहीं खोज पाए तो उन्होंने राजा को क्या करने का सुझाव दिया ?
Answer:
They suggested that the king should ask the peasants about it.
उन्होंने राजा को सुझाव दिया कि वह किसानों से उसके बारे में पूछे।

Question 4.
How was the peasant’s father different from his son ?
किसान का पिता अपने बेटे से किस रूप में अलग था ?
Answer:
He came walking with only one crutch and was still able to see. Though he was rather hard of hearing but could hear better than his son.
वह एक बैसाखी के सहारे चलकर आया और देखने में भी समर्थ था। हालाँकि वह थोड़ा कम सुनता था पर अपने बेटे से अच्छा सुन सकता था।

Question 5.
When money was not in use, people exchanged commodities. What is this system called ?
जब मुद्रा का चलन नहीं था तो लोग वस्तुओं की अदला-बदली करते थे। इस प्रणाली को क्या कहा जाता है ?
Answer:
It is called barter system. इसे वस्तु विनिमय प्रणाली कहा जाता है।

Question 6.
What did the peasant’s grandfather do with the grain ? (2014)
किसान के दादा ने उस दाने का क्या किया ?
Answer:
He looked at it and turned it about in his hand. He also bit a piece of it and tasted it.
उसने उस दाने को देखा और हाथ में लेकर इधर-उधर किया। उसने उसमें से थोड़ा-सा टुकड़ा काटा और उसका स्वाद लिया।

Question 7.
Where did people grow corn in the days of the peasant’s grandfather? (2016)
किसान के दादा के समय में लोग अनाज कहाँ पैदा करते थे?
Answer:
They grew com wherever they wanted because land belonged to nobody.
वे जहाँ चाहते थे वहाँ अनाज पैदा करते थे क्योंकि जमीन किसी की नहीं होती थी।

B. Answer these questions in three or four sentences each.
इन प्रश्नों का उत्तर तीन या चार वाक्यों में दीजिए।

Question 1.
How did the wise men come to know that the object was a grain of corn ? (2009)
ज्ञानी लोगों को यह कैसे पता चला कि वह वस्तु गेहूँ का एक दाना थी ?
Answer:
One day it was lying on a window-sill. A hen flew in and pecked at it till she made a hole in it. It was then that the wise men realised that it was a grain of com.

एक दिन वह वस्तु खिड़की में पड़ी थी। एक मुर्गी आई और उस पर अपनी चोंच मारना शुरू कर दिया तथा उसमें एक छेद कर दिया। तब ज्ञानी व्यक्तियों की समझ में आया कि वह गेहूँ का एक दाना था।

Question 2.
Describe the first peasant. पहले किसान का वर्णन कीजिए।
Answer:
He was old and bent. He had no teeth and could just manage to totter with the help of two crutches. He was nearly deaf.
वह बूढ़ा और झुका हुआ था। उसके दाँत महीं थे और वह दो बैसाखियों के सहारे लड़खड़ाकर चल पाता था। वह करीब-करीब बहरा था।

Question 3.
What did the peasant say about the grain ? (2009) किसान ने दाने के बारे में क्या कहा ?
Answer:
He said he never sowed nor reaped any grain like that. He added that he never bought such grain. He also said that the king could ask his father about it.

उसने कहा कि इस प्रकार के दाने न तो उसने कभी बोए और न कभी काटे। उसने कहा कि ऐसे दाने उसने कभी नहीं खरीदे। उसने यह भी कहा कि राजा इसके बारे में उसके पिता से पूछ सकता है।

Question 4.
What did the peasant’s father say about the grain ? (2008)
किसान के पिता ने उस दाने के बारे में क्या कहा ?
Answer:
He said he never sowed nor reaped any grain like that. As for buying, he never bought anything because in his days money was not in use. He said in his days the grains were larger but not as large at this one. He also said that he heard his father say that in his days the grains were larger than our grains.

उसने कहा कि उसके जैसे दाने न उसने कभी बोए और न कभी काटे। जहाँ तक खरीदने का प्रश्न है उसने कभी कोई चीज नहीं खरीदी क्योंकि उनके समय में मुद्रा का चलन नहीं था। उसने कहा कि उसके समय के दाने आजकल के दानों से बड़े तो होते थे पर उस दाने के समान नहीं। उसने कहा कि उसने अपने पिता से सुना है कि उनके समय में दाने हमारे दानों से भी बड़े होते थे।

Question 5.
How did the peasant’s grandfather respond when asked if he ever bought such a grain ?
जब किसान के दादा से पूछा गया कि क्या उसने कभी इस प्रकार के दाने खरीदे थे तो उसने क्या प्रतिक्रिया दी?
Answer:
He said that in his days buying or selling corn was thought to be a sin. They knew nothing about money. Each man had corn enough of his own.

उसने कहा कि उसके समय में अनाज बेचना और खरीदना पाप माना जाता था। उन्हें मुद्रा की कोई जानकारी नहीं थी। हर व्यक्ति के पास अपनी आवश्यकता के लिए काफी अनाज होता था।

Question 6.
Why has the earth ceased to grow grains of that size ? (2008)
उतने बड़े दाने पैदा करना पृथ्वी ने क्यों बन्द कर दिया है ?
Answer:
The earth has stopped doing so because men have ceased to live by their own labour. They have started living on other’s labour. In those days men lived according to God’s law but now they have stopped doing so.

पृथ्वी ने ऐसा करना इसलिए बन्द कर दिया है क्योंकि मनुष्यों ने अपनी मेहनत पर जीना बन्द कर दिया है। उन्होंने दूसरों के श्रम पर जीना शुरू कर दिया है। उन दिनों मनुष्य ईश्वर के कानून के अनुसार चलता था जो अब उसने बन्द कर दिया था।

Question 7.
Why was the grandfather healthier than both his son and his grandson ?
दादाजी अपने पुत्र तथा अपने पोते से तन्दुरुस्त क्यों थे ?
Answer:
He lived on his own labour. He also lived according to the laws of God. He had what belonged to him and never desired what belonged to others. This was the reason for his being healthier than both his son and his grandson.

वह अपने श्रम पर जीवित रहता था। साथ ही वह ईश्वर के नियमों के अनुसार जीवन-यापन करता था। उसके पास वही था जो उसका अपना था, जो दूसरों का था उसकी उसने कभी चाह नहीं की। यही कारण था कि वह अपने पुत्र तथा अपने पोते से अधिक तन्दुरुस्त था।

Language Practice

|इस खण्ड के मूल प्रश्न व तालिकाएं अपनी पाठ्य-पुस्तक में से देखिए। यहाँ केवल इनके उत्तर दिय जा रहे हैं।

A Complete the conversation. Put in who, which or that.
वार्तालाप पूर्ण करो। who, which या that भरो।
Answer:
which, who, who, that, which, who. B. Pick out the Adjective Clauses in the following sentences and tell what noun or pronoun each one qualifies.

निम्नलिखित वाक्यों में से Adjective Clauses छाँटिए तथा वह संज्ञा या सर्वनाम बताइये जिसे वह qualify करता है।
Answer:

1. Adjective Clause—which goes in and out with me.
   Qualifies a little shadow.
2. Adjective Clause–that sounds untrue.
   Qualifies-a tale.
3. Adjective Clause-who help themselves.
   Qualifies those.
4. Adjective Clause where I was born.
   Qualifies the house.
5. Adjective Clause we enjoy.
   Qualifies–All the blessings
6. Adjective Clause who laughs last.
   Qualifies-He.
7. Adjective Clause—who watched the match.
   Qualifies—Nobody.

A Grain as Big as a Hen’s Egg Summary in Hindi

एक दिन कुछ बच्चों को एक कन्दरा में गेहूँ के दाने के समान एक चीज मिली जिसमें बीच में खाँचा था लेकिन वह इतनी बड़ी थी जितना एक मुर्गी का अण्डा। एक यात्री जो उधर से गुजर रहा था उसने उसे देखा और एक पेनी में बच्चों से उसे खरीद लिया तथा शहर में लाकर राजा को एक जिज्ञासा की वस्तु के रूप में बेच दिया। राजा ने अपने ज्ञानी लोगों को बुलाया और उनसे यह जानने को कहा कि वह वस्तु क्या है। ज्ञानी लोगों ने आपस में बहुत सोच-विचार किया पर उनकी समझ में कुछ नहीं आया। अचानक एक दिन, जब वह चीज खिड़की पर रखी थी, एक मुर्गी आई और उसने उस पर चोंच मारना शुरू किया और उसमें एक छेद कर दिया। तब सबको अन्दाज लगा कि वह तो गेहूँ का एक दाना है।

ज्ञानी लोग राजा के पास गये और उनसे कहा, “यह गेहूँ का दाना है।”यह सुनकर राजा आश्चर्यचकित रह गया। उसने बुद्धिजीवियों को बुलाया और यह पता लगाने के लिए कहा कि ऐसा गेहूँ कब और कहाँ पैदा होता था। बुद्धिजीवियों ने काफी विचार-विमर्श किया, अपनी किताब में ढूँढ़ा पर उन्हें कुछ पता नहीं चला तब वे लोग राजा के पास गये और कहा, “हम आपको कोई उत्तर नहीं दे सकते। इसके बारे में हमारी किताबों में कुछ नहीं मिलता। आपको किसानों से पूछना चाहिए; शायद उनमें से कुछ ने अपने बुजुर्गों से सुना हो कि कब और कहाँ ऐसा गेहूँ होता था।”

तब राजा ने आदेश दिया कि कुछ बुजुर्ग किसान लाए जाएँ और उसके कर्मचारियों को एक ऐसा व्यक्ति मिला तथा वे उसे राजा के पास लाए। वह बहुत बूढ़ा था, उसबै? कमर झुकी हुई थी, उसका रंग हल्का राख समान था और उसके मुहँ में एक भी दाँत नहीं था। वह किसी प्रकार बैसाखियों के सहारे लड़खड़ाते हुए राजा के सामने आया। राजा ने उसे गेहूँ का दाना दिखाया पर वह बड़ी मुश्किल से उसे देख पाया। उसने उस दाने को अपने हाथ में लिया और छूकर देखा। राजा ने उससे पूछा, “ बुजुर्ग आदमी, क्या तुम बता सकते हो कि ऐसा गेहूँ कहाँ पैदा होता था ? क्या तुमने कभी ऐसा गेहूं खरीदा या अपने खेते में बोया ?” वह इतना बहरा था कि बड़ी मुश्किल से सुन पाया कि राजा ने क्या कहा और उसे समझ पाने में भी काफी कठिनाई हुई।

“नहीं !” उसने उत्तर दिया, “मैंने अपने खेतों में न तो ऐसा गेहूँ कभी बोया और न काटा, मैंने ऐसा गेहूँ कभी खरीदा भी नहीं। जबसे हमने गेहूँ खरीदा उसके दाने इतने ही छोटे थे जितने आज हैं। लेकिन आप मेरे पिता से पूछ सकते हैं, हो सकता है उन्होंने ऐसे गेहूँ के बारे में कुछ सुना हो।” अतः राजा ने बुजुर्ग व्यक्ति के पिता को बुलवाया। उसे ढूँढकर राजा के सामने लाया गया। वह एक बैसाखी के सहारे चलता हुआ आया। राजा ने उसे गेहूँ का दाना दिखाया और उस बूढ़े किसान ने जो अब भी देख सकता था, उसको भली प्रकार देखा। तब राजा ने उससे पूछा, “बुजुर्ग आदमी, क्या तुम मुझे बता सकते हो कि ऐसा गेहूँ कहाँ पैदा होता था ? क्या तुमने ऐसा गेहूँ कभी खरीदा या अपने खेत में बोया ?”

हालाँकि उस बूढ़े आदमी को कुछ न सुनाई देता था पर राजा ने जो कहा उसे वह अपने बेटे से ज्यादा अच्छी तरह सुन सका। “नहीं । उसने कहाँ,” मैंने अपने खेत में ऐसा गेहूँ न कभी बोया न कभी काटा। जहाँ तक खरीदने का सवाल है, मैंने ऐसा गेहूँ कभी नहीं खरीदा क्योंकि हमारे समय में मुद्रा का चलन नहीं था। हर व्यक्ति अपना अनाज पैदा करता था और यदि कोभी आवश्यकता होती थी तो हम लोग आपस में बाँट लेते थे। मैं नहीं जानता कि ऐसा गेहूँ कहाँ पैदा होता था। हमारा गेहूँ आजकल मिलने वाले गेहूँ से बड़ा होता था और उससे ज्यादा आटा मिलता था, लेकिन इतना बड़ा मैंने कभी नहीं देखा। हाँ, मेरे पिता कहते हैं कि उनके समय का गेहूँ हमारे गेहूँ से ज्यादा बड़ा होता था और उससे ज्यादा आटा मिलता था। अच्छा हो कि आप उनसे पूछ।

अतः राजा ने इस बूढ़े व्यक्ति के पिता को बुलवाया और उसे लाया गया। वह आसानी से, बिना बैसाखी के, चलता हुआ आया। उसकी आँखें साफ थीं और श्रवण शक्ति भी ठीक थी तथा वह ठीक से बोल भी रहा था। राजा ने गेहूँ का दाना उसे दिखाया। बूढ़े दादा ने उसे देखा और हाथ में लेकर स्पर्श भी किया। “बहुत अरसे के बाद मैं इतना अच्छा गेहूँ देख रहा हूँ” उसने कहा और उसमें से थोड़ा -सा काटकर स्वाद लिया। “यह तो वैसा ही है”, उसने कहा। “दादाजी, मुझे बताइए” राजा ने कहा, “कब और कहाँ ऐसा गेहूँ पैदा होता था ? क्या इस प्रकार के गेहूँ को अपने कभी खरीदा या अपने खेतों में बोया था ?” “हमारे समय में इस प्रकार का गेहूँ सब जगह पैदा होता था। ऐसा ही गेहूँ हमने अपनी जवानी में खाया और दूसरों का खिलाया था। इस प्रकार का गेहूँ ही हम लोग बोते थे, काटते थे और गहाई करते थे।” तब राजा ने पूछा, “दादाजी, मुझे बताइए क्या आपने ऐसा गेहूँ खरीदा भी था या आप स्वयं ही पैदा करते थे ?”

“मेरे समय में”, उसने उत्तर दिया, “रोटी खरीदने या बेचने जैसे आप के बारे में किसी ने कभी विचार ही नहीं किया। हमें मुद्रा की कोई जानकारी नहीं थी। हर इन्सान के पास अपनी आवश्यकता के लायक अपना ही अनाज होता था। “दादाजी, मुझे बताइए”, राजा ने पूछा, “आपका खेत कहाँ था ? आप ऐसा अनाज कहाँ पैदा करते थे ? और दादाजी ने उत्तर दिया, “मेरा खेत ईश्वर की पृथ्वी थी। जहाँ कहीं मैं हल चलाता वही मेरा खेत होता था। भूमि पर किसी का अधिकार नहीं था। वह एक ऐसी चीज थी जिसे कोई भी अपनी नहीं कहता था। मेहनत ही वह चीज थी जिसे व्यक्ति अपनी कहता था।” ___ “मेरे दो प्रश्नों का उत्तर और दीजिए”, राजा ने कहा, “पहला पृथ्वी तब क्यों ऐसा अनाज पैदा करती थी और अब क्यों नहीं ? और दूसरा, आपका पोता दो बैसाखियों के सहारे चलता है, आपका बेटा एक के और आप बिना बैसाखियों के चलते हैं? आपकी आँखों में चमक है, आपके दाँत मजबूत हैं और आपकी आवाज स्पष्ट है और कानों को मधुर लगती है। यह सब क्यों हो गया ?”

और उस बूढ़े व्यक्ति ने उत्तर दिया, “यह सब इसलिए हो गया क्योंकि मनुष्य ने अपनी मेहनत पर जीना बन्द कर दिया और दूसरों की मेहनत पर निर्भर रहने लगा। पुराने समय में मनुष्य ईश्वर के नियमों के अनुसार जीता था। जो उसका अपना था उसी से सन्तुष्ट रहता था, जो दूसरों का होता था उसकी लालसा नहीं करता था।” -लीओ टॉलस्टॉय

A Grain as Big as a Hen’s Egg Meanings of Difficult Words

MP Board Class 11th English Solutions

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Class 11 English A Voyage Chapter 22 A Pair of Mustachios Questions and Answers

A Pair of Mustachios Class 11th Question Answer

Word Power

(A) Fill in the blanks with the words given below:
(descent, surly, conventions, vandalism, malicious, amenable, memento, mortgage, imposter, headlong)

1. Young boys enjoy flouting …………. these days.
2. I have applied to the bank for a …………. on my house.
3. I bought a statuette as a …………. on my trip to Khajuraho.
4. He spread …………. gossip against me.
5. Every man in that locality is proud of his royal …………..
6. Look at that man. He is not a real constable. He is a …………..
7. The boy is …………. He won’t listen to any body’s advice.
8. She was very…………..to my idea of leaving the house.
9. The man glanced me with a …………. look. I did not like it.
10. The boy died in the hospital due to the doctor’s negligence. The next day it became the target of irate crowd’s ………….
Answer:

1. conventions
2. mortgage
3. memento
4. malicious
5. descent
6. imposter
7. head strong
8. amenable
9. surly
10. vandalism

Satire is a literary work, in verse or prose, in which the author redicules some human folly or vice. The essence of satire is revelation of the contrast between reality and presence. Satire involves three elements-attack, laughter and morality. In satire, humour and irony are clearly perceptible elements.

(B) Assess the story as a modern satire.
Answer:
The story of ‘A Pair of Mustachios’ is a perfect satire. Mulk Raj Anand, a novelist of the common man, has observed the society of India with a keen eye. He, in his novels and stories has presented the real India. There are the people of so varied sentiments in our society that it often becomes very troublesome to deal with all of them in an equal manner. People nourish their pride and prejudice in their own way.

Someone wears false predicament status and lineage. With the change of time, society has changed a lot. People are not the same as they had been. The families of zamindars, feudals, rajas and the so-called high class of people are not in the same position as their ancestors had enjoyed. Some people have changed themselves with the changing time. Still there are some who live with their false notion and pose to maintain the same status and wish the people should treat them as the society had treated with their ancestors.

Comprehension

(A) Answer the following questions in 4 or 5 sentences each:

Question 1.
What kinds of mustachios has the author described? Name the classes of people who can wear them.
Answer:
The author had described different kinds of mustachios worn in our country. There are Chinese, American and English type of mustachios. There are also lion mustache, tiger mustache, goat mustache, sheep mustache, Charlie Chaplin and Curzon-cut mustache. These types symbolize the people who wear them. For example-lion mustache is for rajas and maharajas and nawabs, tiger mustache is for the feudal gentry, goat mustache for business – class, Chaplin – cut for lower middle class and Curzon -cut sahibs and barristers.

Question 2.
What did the village people say about Khan Azam Khan’s descent?
Answer:
Khan Azan Khan, living in a old dilapidated Mughal style house, claims himself to be a descendant from an ancient Afghan family. The villagers like landlords, moneylenders say that Khan was an imposter and all his talk about his blue blood was merely the bluff of the rascal. Some others like priests of the temple consider that Khan’s ancestors were certainly attached to the court of the great Mughals but only as mental workers.

Question 3.
Describe in brief, Khan Azam Khan’s financial condition?
Answer:
Khan Azam Khan lived in ah old dilapidated Mughal style house.
He had only a few remnants of a gold brocaded waist-coat. He had lost all his land. His financial position was very poor. He had a few ornaments which he used to pawn to maintain his household.

Question 4.
Why did Khan Azam Khan accept the value the grocer put on his wife’s nose-ring?
Answer:
Azam Khan accepted the value what the grocer put on his wife’s nose-ring because Khan’s concern to the lowering of grocer’s mustache became prominent. He agreed to accept any value to see grocer’s mustache down.

Question 5.
What did the grocer say when Azam Khan told him to bring the other tip of his mustache down?
Answer:
The grocer was a very clever person. In order to satisfy Azam Khan he lowered the tip of his mustache. After the deal was finalized Azam Khan saw it was only the tip of one side lowered. So he asked the grocer to lower down the other side of his mustache also down. The grocer said whenever he (Azam Khan) would come for another deal, he (the grocer) would lower down the other tip also.

Question 6.
On what condition was the grocer ready to bring both the tips of his mustache down?
Answer:
Azan Khan was adamant to see the both the tips of grocer’s mustache down. The grocer tried to bring Khan to his senses. But Khan was in no mood to compromise. Then the grocer said that he wouldn’t do even if Khan pawned all the jewellery, he possessed to him.

Question 7.
Why did the villagers laugh when Azan Khan walked away?
Answer:
At Least Khan was ready to lose all his remaining worldly possessions, his pots and pans, his clothes, even his houses – just to see the ‘ grocer’s mustache down. Now the grocer was ready to lower down his mustache by accepting the deal. Khan lost everything whatever he had.When he walked away saying ‘My father was a Sultan’, the villagers laughed at his foolishness and false notion.

(B) Answer the following questions in about 150 words:

Question 1.
“Khan Azam Khan’s pride was greatly in excess of his present possessions”. Explain.
Answer:
Khan Azam Khan is a typical character who represents a man living with his ruined pride. He lives in an old dilapidates Mughal style house. He claims himself to be a descendent from an ancient Afghan family whose heads were nobleman and councillors in the court of the great Mughals. He wears a tiger-mustache and remains adorned with faded remnants gold- brocaded waist-coat. He hasn’t even a patch of land left. The village people have different opinion about Khan.

The landlord of the village and the moneylender don’t approve of Khan’s claims. For them Khan is bluffing the people. The priest thinks that Khan’s family was attached to great Mughals not as courtiers but as menial workers. Whatever the fact was one thing appears to be a fact that they were jealous of Khan’s pride. He obviously loves his stately ruins and his old privileges. He takes all care to protect his pride and every sacred brick of his tottering house.

But in the changed situation Khan’s pride is greatly in excess of his present possessions. He has lost everything-land and jewellery. Still he wants people to honour him as a descent of a great family. He goes to the moneylender to pawn his wife’s nose-ring. But more than that he shows his concern to see file moneylender’s mustache down. This deal makes him lose all what he has. But he is happy that he has brought moneylender down to his position. It was just a false notion of a foolish man who fails to change himself with the time.

Question 2.
Write a character sketch of Ramanand, the grocer.
Answer:
Seth Ramanand is an important character of the story. He is the grocer and moneylender of the village. He is a veteran businessman. He has been doing well out of the recent fall on the price of wheat by buying of whole crop cheap from the hard-pressed regions and then selling them at higher prices. This has raised his position and so he has given a twist in the style of his Mustache. The whole of the village is obliged to Ramanand either because they owe him interest a loan or an installment on a mortgage of jewellery or land. He treats them all very tactfully. He deals with Azam Khan very respectfully.

He also wants to satisfy him in all the way only because he has to do a business with him. He even tolerates Khan’s idiotic behaviour till last. But when it is too much he even then does not lose his temper. To solve the problem amicably he puts a condition. Khan loses all his remaining possessions. Seth Ramanand gains a lot out of the foolishness of Khan. Seth Ramanand knows all the tricks of business. He has patience, nobility, ability, submission and maturity. He deals every situation very wisely. He is a perfect businessman who knows to change his colour with every customer.

Question 3.
Justify Khan Azam Khan’s action. Give reason for your opinion.
Answer:
Khan Azam Khan represents feudal mentality for him everyman is not equal. Khan thinks that a grocer has no right to wear a tiger-mustache which is the symbol of feudalism. Persons like Seth Ramanand have no
right to wear such mustache. They are only entitled to a goat-mustache. As Ramanand has flourished a business, he gives a twist to his mustache in such a way that it is semi-tiger-mustache. Nobody takes notice of it because the whole of die village people is obliged to Seth Ramanand.

But for Azam Khan it is unbearable. Without realizing Seth’s obligations he asks way, but Khan is furious. It makes him lose all his remaining possessions. But he is satisfied at his dealing. It is in no way appreciating. It is just a foolish notion and pride which make him do that. Every man should team to adjust with the changing time. If one fails to do so he is sure to face adverse situation and fate as Azam Khan has met with.

A Pair of Mustachios Summary in English

‘A Pair of Mustachios’ is a thought-provoking story told in a humorous way by Mulk Raj Anand. It focuses on false motives of people to which they attach themselves to appease their false sentiments. The story can be understood in two parts. In the first part the story teller tells about the types of mustachios popular in our country. In the second part the writer tells us a person’s false notions about his decency.

As the writer says there are various kinds of mustachios worn in our country. Someone wear Chinese type, someone American and someone English. Someone keeps it in a convenient way, someone in a fashionable way. Whatever the type be one thing is certain that it symbolises one’s pride and prejudice. The lion mustache symbolises one’s pride of Maharaja type sentiment. Man with such mustache always tries to pose himself to be Raja, Maharaja, Nawab or a great emperor.

The tiger type mustache symbolises the ranks of the feudal gentry who has nothing left but the pride in their neatness and a few mementos of past glories. Then there is goat mustache worn by commercial bourgeoisie and the shopkeeper class. Charlie Chaplin mustache is for lower middle class, clerks and professionals who are of compromising nature between the traditional full mustache and the class- shaven. Curzon-cut mustache is often worn by the sahibs and the barristers. Some other type like sheep mustache is worn by coolie and the lower order while the mouse mustache is worn by the peasants. It has often been seen that there is a tendency to prove oneself superior to others on the basis of the style of mustache.

The writer presents an interesting story in order to satirise the false notion of the people. There was a grocer-cum-moneylender said Ramanand in .the village. He was carrying brisk business. His goat mustache was a mark of his position. But his mustache was trimmed in such a fashion at the tips that they look nearly like a tiger mustache. Nobody seemed to mind it. One day Khan Azam Khan, middle-aged handsome and dignified person with a tiger mustache came to Seth Ramanand. Azam Khan always claimed himself to be a descent from an ancient Afghan family which handed noblemen and councillors in the court of the great Mughals. He had come to the Seth to pawn his wife’s gold nose ring. He noticed the upturning tendency of the hair of Ramanand’s goat mustache.

So first he asked Ramanand to turn his mustache down. After a little discussion the veteran Seth did as Khan wanted. Then the negotiation of the business was finalised. Seth Ramanand told Azam Khan that he had humbled himself because Khan was doing business with him. Otherwise he was not a mere worm. Khan was still not satisfied because he saw Seth had tricked him by lowering only one side of his mustache. Khan wanted the other side to be down also. It made moneylender impatient now. However he assumed Azam Khan to lower his other side also when he would come again. Then the Khan left his shop.

But Khan was not yet satisfied. He could not quell his pride, the pride of the generations of his ancestors who had worn the tiger mustache as a mark of a position. To see the symbol of his honour imitated by a grocer was too much for him. He went home and fetched a necklace which had down to his family through seven generations. He placed it before the grocer and asked him to bring the tip of his mustache down. The grocer replied that he would first do a business. Khan was ready to pawn the necklace of any price because his main concern was the tip of the grocer’s mustache. However the business was settled. But as Khan walked away he turned and saw the moneylender’s mustaches were upturned in the way as that of the Khan. Khan became furious. The grocer wanted to bring him to his senses.

But he was not ready to compromise. Khan wanted grocer’s mustache down. Then the moneylender was also adamant not to do so even. He said that he would not do so even if Khan pawned all the jewellery he possessed. Khan was ready to sacrifice all his possessions, positions, pots and pans, his clothes and even his house just to see grocer’s mustache down. The grocer was ready to accept the bargain. The landlord and some other persons also heard it and they were ready to stand with the grocer. Azam Khan lost everything just to appease his false feudal sentiments. Simply he uttered ‘my father was a Sultan’. Now he had become a pauper.

A Pair of Mustachios Summary in Hindi

‘A Pair of mustachios’ एक विचारोत्तेजक कहानी है जो मुल्कराज आनंद द्वारा विनोदप्रिय ढंग से कही गयी है। यह लोगों के भ्रमक विचारों को उजागर करती है, जिससे लोग अपने को सिर्फ झूठी भावना की तुष्टि के लिए जोड़ लेते हैं। कहानी को दो अलग-अलग भागों में समझा जा सकता है। पहले भाग में कहानी का अर्थ अपने देश में प्रचलित मूछों के प्रकार के बारे में बताता है। दूसरे भाग में लेखक लोगों के अपने वंश के प्रति भ्रामक लगाव के बारे में बताता है। लेखक के अनुसार हमारे देश में तरह-तरह की मूळं रखी जाती हैं। कोई चीनी, कोई अमेरिकी और कोई अंग्रेजी मूंछे रखता है।

कोई इसे सामान्य ढंग से रखता है, कोई फैशनेबल ढंग से। प्रकार चाहे जो भी हो, इतना निश्चित है कि यह किसी व्यक्ति के गौरव और धारणा का प्रतीक है। सिंह मूंछ किसी की महाराजा वाली भावना के गौरव का प्रतीक है। इस तरह के लोग अपने-अपने राजा-महाराजा, नवाब या महान शासक के हाव-भाव दिखाते हैं। बाघ जैसी मूंछ सामंती सैनिक वर्ग का प्रतीक है, जिसके पास और कुछ नहीं बचा है लेकिन उनकी महानता का गौरव और प्राचीन प्रतिष्ठा का कुछ नमूना शेष बचा है। उसके बाद बकरों जैसी मूंछे होती हैं जिसे व्यापारी वर्ग या दुकानदार रखते हैं। चार्ली चैपलिन जैसी मूछे निम्न मध्यम वर्ग के लड़के, और नौकरी-पेशा वाले रखते हैं, जो पारंपरिक और सफाचट दोनों के बीच सामंजस्य रखते हैं। कर्जन-कट मूंछ प्रायः साहिबों और वकीलों द्वारा रखी जाती है।

कुछ अन्य प्रकारों में भेड़ जैसी मूंछे कुलियों और निम्न वर्ग के लोगों द्वारा रखी जाती हैं जबकि चूहों जैसी मूंछे किसानों द्वारा रखी जाती हैं। प्राय: देखा जाता है कि मूछों के आधार पर लोगों में हमेशा अपने को दूसरे से ऊँचा दिखाने की प्रवृत्ति होती है। कहानीकार लोगों के भ्रामक विचारों को उजागर करते हुए एक व्यंग्यात्मक कहानी कहता है। उसके गांव में रमानंद नाम का बनिया साहूकार था। उसका व्यापार तेजी से चल रहा था। उसकी बकरे जैसी मूंछ उसी हैसियत का सूचक था। लेकिन उसकी मूंछ इस तरह ऐंठी हुई थी कि वह लगभग बाघ जैसी मूंछ लगती थी। किसी ने इस पर कोई ध्यान नहीं दिया। एक दिन अधेड़ उम्र के प्रतिष्ठित व्यक्ति खान आजम खान जिनकी बाध जैसी मूछे थीं, सेठ रामानंद के पास आए।

आजम खान हमेशा अपने को एक प्राचीन अफगान परिवार जो महान मुगलों के नवाबों और सलाहकारों का प्रधान हुआ करता था, का वंशज मानते थे। वह अपनी पत्नी की सोने की नथ (नाक में पहनने वाला जेवर) गिरवी रखने आए थे। उसने रामानंद के बकरे जैसी मूंछों के बाल को ऊपर की ओर मुड़ने की प्रवृत्ति देख ली। इसीलिए उसने पहले रामानंद को अपनी मूंछे नीचे करने को कहा। थोड़े विवाद के बाद चालाक सेठ ने वही किया जैसा खान चाहता था। फिर सौदों की बात तय हुई। सेठ रामानंद ने आजम खान से कहा कि वह उसके सामने इसीलिए झुका क्योंकि उसे उसके साथ सौदा करना था। वर्ना वह भी कोई निरीह कीड़ा-मकोड़ा नहीं है। खान अभी भी संतुष्ट नहीं था क्योंकि उसने देखा कि सेठ ने चालाकी से केवल एक तरफ की मूंछ नीचे की थी। खान दूसरी तरफ की मूंछ भी नीची देखना चाहता था। इससे साहुकार का धैर्य जाता रहा। हालांकि उसने खान से वादा किया कि जब वह दूसरी बार उसके पास आएगा तो वह अपनी मूंछे पूरी तरह नीची कर लेगा। तब खान उसकी दुकान से चला गया। लेकिन आजम खान अभी-भी संतुष्ट नहीं था।

वह अपने घमंड, अपने उन पुरखों का घमंड जो हमेशा अपनी प्रतिष्ठा में बाघ जैसी मूंछे रखते थे, को छिपा नहीं पाया। अपनी इज्जत के प्रतीक को एक साहूकार द्वारा नकल किया जाता देखना उसके लिए असहनीय था। वह घर गया और एक गले का हार, जो सात पुश्तों से उसके परिवार की धरोहर था, लेकर आया। उसने इसे साहूकार के आगे रखा और उससे अपनी मूंछे नीची करने को कहा। साहुकार ने कहा कि पहले वह सौदा कर ले। खान किसी भी कीमत पर हार गिरवी रखने र्की तैयार था, क्योंकि उसका मुख्य उद्देश्य साहूकार की मूंछ को नीचे देखना था। किसी तरह सौदा तय हो गया। लेकिन जैसे ही खान वहां से निकला, फिर उसने वापस मुड़कर देखा कि साहूकार की मूंछे ऊपर की ओर तनी हुई हैं।

खान आगबबूला हो गया। साहूकार ने उसे बहुत समझाया। लेकिन वह मानने को तैयार नहीं था। खान साहूकार की मूंछे नीची देखना चाहता था। तब साहूकार भी अड़ गया। वह ऐसा करने को तैयार नहीं था यदि खान अपने सारे गहने गिरवी रख दे तो भी। तब खान अपनी सारी संपत्ति, प्रतिष्ठा, बर्तन, कपड़े और अपना घर भी सिर्फ साहूकार की मूंछे नीची देखने के लिए कुर्बान करने को तैयार हो गया। साहूकार ने यह मोल-भाव झट से मान लिया। जमींदार और कुछ और भी लोग इसे सुनकर साहूकार का साथ देने को तैयार हो गए। आजम खान ने अपनी झठी सामंती प्रतिष्ठा की तुष्टि के लिए अपना सबकुछ खो दिया। वह सिर्फ धीरे से बुदबुदाया. “मेरे पिता एक सुल्तान थे।” अब वह कंगाल बन गया।

A Pair of Mustachios Word Meanings

MP Board Class 11th English Solutions

MP Board Class 11th English A Voyage Textbook

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• The Dear Departed Class 11 Questions And Answers
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Class 11 English A Voyage Chapter 10 Mahatma Gandhi Questions and Answers

Mahatma Gandhi Class 11th Question Answer

Word Power

(a) Now see how they are used:
1. Advise when needed is least heeded, (noun)
2. Advised him to be more careful, (a verb)
Note that advice (noun) does not take article ‘an’ and is not used in plural.
Use the following pairs of words in sentences to bring out the difference:
device/devise, practice/practices
Answer:

• Device – Harvesting of rainwater is a water saving device. Devise – A new system has been devised to control traffic in city.
• Practice – He has no practice of speaking English Practise – Practise hard to learn English.

(b) Some words are almost similar in sound but different in meaning or spelling. They are called ‘Homonyoush Example – accept, except He accepted my proposal. Except Mr. Singh, all the teachers attended the meeting.
Now give the meanings of the following words and use them in sentences of your own:
Course – coarse/cease – seize/rever – river.
Answer:

• Course – way – Rivers often change their courses during floods in rainy seasons.
  Coarse – rough – He is putting on coarse clothes.
• Cease – to stop – The factory has ceased to making bicycles.
  Seize – take possession of – He seized Mr. Sharma’s goods for payment of debt.
• Rever – to respect – We should rever great men of the world.
  River – a large natural stream of water – The Ganga is a holy river.

(c) Synonyms is a word with similar meaning:
As common is a synonym of ‘ordinary’
Now find synonyms of the following words from the text of the lesson:
Elated, hard, polite, piousness, clear, continuously.
Answer:

• Elated – exalted
• Hard – rigorous
• Polite – lofty
• Piousness piety
• Clear – evident
• Continuously – constantly.

(d) Find the word from the text for the following expressions:

• to bring the light something hidden
• completely
• find out something new
• clearly visible
• great respect and honour for somebody
• to win over
• to copy or follow some one
• effort or hard work
• to respect someone
• to cause to change direction Ans.
• absolutely
• discover
• transparent
• earnest
• overcome
• emulate
• rever
• swerve.

Comprehension

I. Answer in one sentence each of the following questions:

Question 1.
What is the opposite word for Mahatma as Gandhi used to ascribe to himself?
Answer:
The opposite word for Mahatma as Gandhi used to ascribe to himself is Alpatma.

Question 2.
What did Gandhi subject himself to?
Answer:
Gandhi subjected himself to rigorous self examination.

Question 3.
Is it possible for human nature to reach to the height of Gandhi’s excellence of character? If yes, how?
Answer:
Yes, it is possible for human nature to reach to the height of Gandhi’s excellence of character by following the path shown by him.

Question 4.
What did Gandhi possess as property?
Answer:
Gandhi possessed nothing except the pair of a very coarse Khaddar which he used to put on his body.

Question 5.
What did Gandhi do of the property which he had acquired?
Answer:
All the property which Gandhi had acquired, had beep given away by him.

Question 6.
What did Gandhi and Christ preach equally?
Answer:
‘Forgive thine enemies’.

Question 7.
Do you think that Gandhi was a man of the courage of soul? Give reasons.
Answer:
If Gandhi stood alone in defense of truth, and the whole world were banded against him and against truth, he would still fight them all, no matter if they tire his limb from limb.

Question 8.
How was Gandhi regarded universally?
Answer:
Gandhi was regarded universally by dint of his high and sublime qualities.

Question 9.
What, according to the author, shall we be if we do not know of Gandhi?
Answer:
According to the author we shall be wretched if we do not know of Gandhi.

II. Answer in 30 -40 words each of the following questions:

Question 1.
How did Gandhi subject himself to self-examination?
Answer:
Gandhi subjected himself to rigorous self-examination. He would ask himself often during the day if he had said or done or thought anything which was unworthy. And if in course of that examination he discovered some failing, some lapse on his part, he prayed to the Almighty that he would be saved in future from similar failings and lapses.

Question 2.
Do you find some difference between self-examination and self-condemnation? If yes, how?
Answer:
There is a difference between self-examination and self- condemnation. Self-examination is the way to transformation through analysing one’s own character. It is a positive attitude. Self-condemnation is a negative altitude. One condemns oneself for what one does. It does not mean that it would bring any change in one’s character.

Question 3.
What kind of courage did Gandhi possess?
Answer:
Gandhi possessed a remarkable quality of courage. In Gandhi’s .. case courage doesn’t mean physical courage or strength. But it means the courage of the soul which helps one to defend one’s opinion in the face of overwhelming odds.

Question 4.
Write a short note on Gandhi’s universal significance?
Answer:
Gandhi was one of the rare personalities who achieved a unique universal significance. It was his virtue, courage, moral strength and other sublime qualities that made him universal regarded as a great soul.

Question 5.
Explain ‘piety’ who, according to the author, is a man of piety?
Answer:
‘Piety’ is a divine quality. It is not an outer quality but it dwells in the innermost recesses of our hearts. When one has troubles and difficulties and anxious questions appear in one’s mind and one doesn’t know to which way to turn, one becomes a man of piety because at this hour he finds solution in his prayer to god.

Question 6.
What are the words used for ‘forgiveness’ in the lesson?
Answer:
The words used for ‘forgiveness’ in the lesson are: kshama, tolerance, charitable dealing and charitable thought towards others.

III. Answer the following questions in 150 words each:

Question 1.
On what virtues does the greatness of Gandhi rest?
Answer:
Gandhi was given the name ‘Mahatma’ and h” really deserves it. His life was the life of an ordered man of high conduct and sacrifice. He was a rare personality. He subjected himself to rigorous self-examination. Every day he examined himself to see whether he had done or thought anything unworthy. Everyday he made a prayer to god asking him to keep him away from such lapses. This process of self-examination made him all perfect. He lived his life in a godly way. His perfect purity, his transparent honesty and his.evident sincerity were matchless.

Gandhi’s unselfishness was also rare. He owned nothing except the pair of a very coarse Khaddar which he used to put on his body. He had given away all the property which he acquired. He had immense courage. The courage which he practised was not physical but it was the courage of the soul. This courage of the soul helped him to defend his opinion in the face of overwhelming odds. The other remarkable feature of Gandhi was the quality of forgiveness which applies to tolerance, charitable dealing and charitable thought towards others. Gandhi preached, “Forgive their enemies.” The above mentioned virtues made Gandhi the rarest of the rare. He was really a man with a great soul. His greatness is matchless.

Question 2.
What is meant by self-examination? How did Gandhi practice it?
Answer:
Self-examination means to examine oneself to see whether one has done or thought anything unworthy. It is a rare quality which is found rarely in human beings. But Mahatma Gandhi was not a simple Human being. He was the rarest of the rare who subjected himself to rigorous selfexamination. Everyday he examined himself to see whether he had done or thought anything unworthy. Everyday he made a prayer to God asking him to keep him far away from such lapses. This process of self-examination left a tremendous effect on Gandhi. He made him an almost perfect man. He always lived in a godly way but always called himself a sinner. His perfect purity, his transparent honesty and his evident sincerity were really matchless. He always tried to save himself from stray tendencies, fleeting temptations because he always felt that these negative aspects of life lead to grievous sin.

Question 3.
‘Forgiveness is divine’ prove it on the basis of your study?
Answer:
The writer has explained the virtue of forgiveness in detail. Forgiveness i.e. ‘kshama,’ as called by our ancients stands for tolerance, charitable dealing and charitable thought towards others. If one contemplates other’s sins, their failings or their treacherous behaviour, one thinks of how to forget and forgive. Some of us do it, occasionally. Some do it once in a lifetime. Some make it a habit. Gandhi had a different opinion for it. He doesn’t mind this act with our kins or close relatives. He says to forgive our enemies, as Jesus Christ has preached, love their enemies, forgive their enemies.’ Though it appears to be very easy but it is so difficult that only a few succeed in this attempt. Gandhi was one of those rarest of the rare. It is a divine quality.

Question 4.
Differentiate between ‘physical courage’ and ‘courage of the soul’. What does Gandhi stands for?
Answer:
‘Physical courage’ and ‘courage of the soul’ are two different virtues. Physical courage means bodily strength, robustness which makes one able to fight, or resist against ones enemies. But a courageous man is not he who calls someone to fight, a courageous man is necessarily he who against two or three antagonists in the foot field field carries the ball through into the goal

It is physical courage. On the other hand courage of soul is one that helps one defend one’s opinion in the face of overwhelming odds. He must have the confidence to say that if he stands alone in defence of truth and the whole world were banded against him and against truth, he wanted still fight them all without caring any damage to himself. This is the real courage-courage of the soul rather than the physical courage. Gandhi had a tremendous kind of such courage.

Question 5.
In what way was Gandhi a man of piety?
Answer:
Piety is one of the most significant virtues that Gandhi possessed. In fact, a pious man is not he who merely goes to the temple and gives away large part of his wealth in charity. This is piety above and beyond these doctrines which does not need any outward expression. It is in our inner being. When ever Gandhi was in trouble, he closed himself in a quite room to retreat and seek the solitude of midnight. He sat there in the solemn silence of the moment.

God in the most earnest tones. The writer finds that no one can do such a thing unless he had the fullest and the strongest faith in the living presence of God and had always enjoyed his intimate relationship or companionship. Gandhi had felt for a number of times, as the writer says, the guidance of God.Due to that no amount of persuasion, no entreaty, no threat would make him swerve a hair’s breadth from his course. Gandhi was a real man of piety.

Question 6.
Enumerate in short the qualities of Gandhi as found in the lesson.
Answer:
In the lesson ‘Mahatma Gandhi’ the writer exposes Gandhi’s qualities as a man. Some of them are his qualities of self-examination, his complete selfishness, his forgiveness, his inner courage and his piety. While talking about his self-examination the writer says that Gandhi subjected himself to rigorous self-examination everyday by asking himself if he had said or done or thought anything which was unworthy.

If in the course of examination he discovered some failing, some lapse on his part, he prayed most humbly to God to save him in future from similar failings or lapses. In this sense, he was perfect man.Gandhi’s selflessness was known to all. He owned nothing except the pair of very coarse Khaddar which he used to put on his body. All the property which he acquired, he had given away.

Another remarkable virtue in him was the quality of forgiveness. He used to say, “forgive there enemies.” He was a rare personality who possessed the courage of the soul. In his opinion only this courage helps one to defend one’s opinion in the face of overwhelming odds.Gandhi was a man of piety. His rare qualities made him universally regarded as a great soul.

IV. Choose the correct alternative:

(a) Gandhi proved his title to be regarded as a Mahatma because:
(i) the people gave him the title of Mahatma.
(ii) he was a saint.
(iii) he gave up all what he had.
(iv) he called himself ‘Alpatma’ and begged his friends not to call him Mahatma.
Answer:
(iii) He gave up all what he had.

(b) A man should be judged by:
(i) the opinions he holds.
(ii) His conduct and character.
(iii) The doctrine he espouses.
(iv) The opinion people have of him.
Answer:
(ii) His conduct and character.

(c) Gandhi called himself a sinner because:
(i) he condemned outward lapses.
(ii) he condemned lapses of thought.
(iii) he used to test himself most severely.
(iv) he was a victim of fleeting temptations.
Answer:
(iii) he used to test himself most severely.

(d) People are great on account of their practice of:
(i) self consciousness
(ii) self assessment
(iii) self examination
(iv) self punishment.
Answer:
(iii) self examination

(e) Gandhi is called unselfish because:
(i) he devoted some time of his life to the welfare of the community.
(ii) he gave a part of his wealth to some objects of public charity.
(iii) in every matter and at every moment of his life he lived only for others, thought only for others and worked only for others.
(iv) he wore a very coarse Khaddar cloth on his body:
Answer:
(iii) in every matter and at every moment of his life he lived only for others, thought only for others and worked only for others.

Grammar

I. See Textbook pages 73 – 74
Now:
1. Write five words each beginning with the above negative prefixes.
2. Search from the text any other words (leaving aside the words already quoted) that have negative prefixes.
3. Use one of the above-mentioned prefixes to make negatives of the following words:
Honesty, approve, charitable, dote, truth, pious.
Answer:

1. anti-anti-clockwise, anti-body, anti-social, anti-viral, anti-climax. De-decode, devalue, deform, defame, demoralize. Dis-dishonest, disrespect, dishonour, dislike, disappear, in-improper, immature, immortal, impolite, impossible. Non-non-sense, non-gazetted, non-vegetarian, non-violent, non-co¬operation.
   Un-unhappy, unlike, undo, unnatural, unable.
2. Some other words that have negative prefixes:
   Unworthy, unselfish, unaware, unarmed, undefended, disarm.
3. honesty-dishonesty approve-disapprove charitable-uncharitable
   dote-undote truth-untruth pious-impious.

II. Learning Modals:
(See Textbook pages 74 – 75)
Given below are sentences with would, must, should, ought to and needn’t it. Find the modality of each.
1. Would you please lend me your pen? .
2. I would rather have a jacket than a coat.
3. Mr. Gautam promised that he would do the work for me.
4. You must not walk in the middle of a road.
5. You need not pay income tax. You are a senior citizen now.
6. They must have caught the train.
7. One must not forget oneself.
8. People should not smoke in public places.
9. Mr. Shukla should have consulted a lawyer.
10. You forget to touch the feet of your grandfather. You ought to have done so.
11. Your neighbour ought to respect your feelings.
12. People ought to stand up when the national anthem is being sung.
13. She needn’t undergo the operation. I will cure her by oral therapy.
14. I didn’t need to wait for the guests. They arrived in time.
Answer:

1. polite request.
2. a liking, a wish (with or without‘like’) in sense of ‘want to’.
3. indirect speech.
4. negative command or order.
5. advise in general with no external obligation.
6. conjecture, strong possibility or certainty.
7. negative command or order.
8. speaker’s personal opinion regarding duty, general advice with on suggestion of actual or possible transgression, advisability, desirability. .
9. unfulfilled obligation (an act which should have been done, but not done).
10. non-fulfillment of a sensible action in the past.
11. advisability, desirability in the matters of conscience.
12. advice regarding duty or a sensible action.
13. advice in general.
14. advice in general.

Speaking Activity

Suppose you

A. Who ……… ?
B ……… our father of nation. Can you tell me when ?
A ……… on October 2, 1869.
A. ……… What father’s name?
B. His ………was Karam Chand Gandhi
B. What ………name?
A. Mohand as Gandhi.
A. ……… What gives us.
B ……… freedom from the British rule.
A ……… weapons did he fight against the British in India?
B. ……… of Truth, Ahimsa and Satyagrah.
Answer:
A. Who is our father of nation?
B. Mahatma Gandhi is our father of nation. Can you tell me when he was born?
A. He was born on October 2, 1869.
A. Wirat was his father’s name?
C. His father’s name was Karam Chand Gandhi.
B. What was his name?
A. His name was Mohandas Gandhi.
A – What did he gives us.
B. He gave us freedom from the British rule.
A. With which weapons did he fight against the British in India?
B. He fought against the British with weapons of Truth, Ahimsa and Satyagrah.

Writing Activity

I. Read the lesson ‘Sister Nivedita’ in the book. It is her biographical sketch. Can this lesson on Mahatma Gandhi be called a biographical sketch? If not, why? Write a brief biographical sketch ‘ of M.K. Gandhi (in about 150 words).
Answer:
No. it is not a biographical sketch. It is just an exposition of Gandhi’s qualities as a man. The writer nowhere gives any details or hints about his birth, percentage, education and career. Here, is a brief biographical sketch of M.K. Gandhi.

Mahatma Gandhi was born at Porbandar in Kathiawar (Gujarat) in the year of 1869 on 2nd October. His father, Kaba Gandhi was the Diwan of Rajkot State. His mother was a noble and pious lady. At the age of seven he was sent to school. At school he proved himself to be only an average boy. He was always regular and punctual in his class.

After passing his Matriculation Examination he studied at college. Then he went to England to study law.He started his practice at Bombay. But he did not do well. Then he went to Rajkot. He was not a successful lawyer.He went to Africa to conduct a big law suit in a court. There he saw the , bad condition of Indians. He put up are brave fight for their rights. He founded Natal Indian Congress. He was jailed with his friends. In, 1914 the Indian Relief Act was passed.

This bettered the lot of Indians. Gandhi returned to India. He joined the Congress. He became its leader. Under his leadership the congress started non-violence and the non-cooperation movements to oppose the unjust acts of the British Government. Side by side he did constructive work-the removal of untouchability and the Hindu-Muslim Unity. At last India became free on the 15th of August 1947. Gandhiji’s end came all of a sudden. He was shot dead by a thoughtless Youngman. He died on 30th January, 1948.

Think it Over

Question 1.
Study the influence of Mahatma Gandhi on the life of Nelson f Mandela.
Answer:
Attempt yourself.

Question 2.
Gather material about Gandhi’s life in South Africa.
Answer:
Do it yourself.

Question 3.
In a world beset with strife, Satyagraha has more relevance today than it had during Mahatma Gandhi’s time,” Kenneth Kaunda. Discuss the comment with your friends.
Answer:
Do it yourself.

Things To Do

I. In the following table some words are given under column ‘A’. Now make noun, verb and adjective forms for each of them. Some of the words may not have all the forms.

II. Write these incidents in chronological order:
1. The Dandi March was like a pilgrimage that, took twenty- four days to complete the 300 Km. long journey.
2. Jawaharlal Nehru, in his message to the nation said with his chocked voice, “The light has gone out of our life and there is darkness all around”.
3. Gandhiji stayed in South Africa for 21 years. During this period he incessantly worked for the right of the Indians there.
4. After he was shot dead, he was cremated on the banks of the river Yamuna in Delhi.
5. His fame will never die. His knowledge, his actions and his preachings will continue to guide us for centuries.
Answer:

1. Gandhiji stayed in South Africa for 21 years. During this period he incessantly worked for the right of the Indians there.
2. The Dandi March was like a pilgrimage that took twenty-four days to complete the 300 Km. long journey.
3. After he was shot dead! he was cremated on the banks of the river Yamuna in Delhi.
4. Jawaharlal Nehru, in his message to the nation said with his chocked voice, “The light has gone out of our life and there is darkness all around”.
5. His fame will never die. His knowledge, his actions and his preachings will continue to guide us for centuries.

III. Events reflect the character. What incidents/events of- Gandhi’s life do you remember when you talk about these qualities.
1. dignity of labour.
2. faith in non-violence.
3. truthfulness.
4. concern for the poor.
5. belief in secularism.
6. belief in swadeshi.
Answer:
Do it yourself with the help of your teacher.

IV. Read the poem ‘Psalm of Life’ by W.H. Longfellow. The poem says how: ‘lives of all great men remind us to make our lives sublime”.
Answer:
Attempt yourself.

Mahatma Gandhi Summary in English

It is a pen portrait of Mahatma Gandhi who has called so far being a man with great soul. Though he never liked to be called so. He himself considered to be “Alpatma” not Mahatma. Still he was given this name. It was for the reason that he really deserves it. He has a life of an ordered man high conduct and sacrifice. Gandhi was a rare personality who constantly subjected himself to rigorous self examination. Everyday he examined himself to see whether hip had done or thought anything unworthy. Everyday he made a prayer to God asking him to save him from such lapses.

His process of self examination made him all perfect. He was very modest and lived his life constantly in a godly way, still he called himself a sinner which we just can’t believe for his perfect purity, his transparent honesty and his evident sincerity were superb. He believed in character as white and transparent as god. Stray tendencies, fleeting temptations, as he felt, always lead to grievous sin. Self-examination was his way of self condemnation.

Gandhi was absolutely without self. His unselfishness was not simply parting one’s interest, wealth or life for others. For Gandhi there was no self. From his point of view, no one is really unselfish unless he always put aside his life and in every matter and at every moment of his life lives for others, think only for others and exists himself of all his wealth.

Whatever Gandhi owned in this world was expect the pair of a very coarse Khaddar which he wore on his body. Everything he owned he sacrificed in the name of nation. He was a regular sanyasi. He never cared for himself. His real happiness was the joy and contentment of the mass. All the time he devoted in thinking for others. This was the true doctrine of unselfishness.

The other remarkable feature of Gandhi was the quality of forgiveness which appears to tolerance, charitable dealing and charitable thought towards others. Gandhi was of the view that it is not a difficult job to forgive someone who is very close to us or who is our kith and kin. But it is little bit difficult to forgive our enemies.

Mahatma Gandhi says, “Forgive there enemies” which is one of the teachings of Jesus-Christ. ‘Love there enemies, ‘forgive there enemies’ is the doctrine of forgiveness. There is no one not even one- in a million who succeeds in practicing it. It is a rare quality displayed only by a rare

Mahatma Gandhi Summary in Hindi

यह महात्मा गाँधी, जिन्हें महान आत्मा वाला व्यक्ति कहा जाता था, का शब्द चित्र है। उन्होंने कभी-भी स्वयं को महान आत्मा वाला व्यक्ति नहीं माना। उन्होंने हमेशा अपने को अल्पात्मा कहा। इसके बावजूद उन्हें यह नाम दिया गया। इसके पीछे कारण यह था कि वे वास्तव में इसके योग्य थे। उनका जीवन काफी संचत था। उनके जीवन में उच्च आचरण और त्याग का समावेश था। गाँधीजी दुर्लभ व्यक्तित्व वाले व्यक्ति थे। उन्होंने अपने जीवन को कड़ी आत्म-परीक्षण का विषय बना लिया था। वे प्रतिदिन स्वयं का परीक्षण करते यह जानने के लिए कि उन्होंने कहीं कुछ गलत तो नहीं किया या गलत-विचार तो मन में नहीं लाया। प्रतिदिन वे ईश्वर से प्रार्थना करते कि वे उन्हें ऐसी खामियों से बचाए रखे।

आत्म-परीक्षण के इस तरीके ने उन्हें पूर्ण व्यक्ति बना दिया था। वह बहुत सरल और विनीत थे और ईश्वरीय तरीके से अपने जीवन को जीने में विश्वास करते थे। इसके बावजूद वे स्वयं को पापी कहा करते थे। जिस पर हमें जरा भी विश्वास नहीं होता क्यों कि उनकी पवित्रता में जो पूर्णता थी, उनकी ईमानदारी में जो निश्छलता थी और उनकी कर्मठता में जो दृढ़ता थी, वे उत्तम कोटि की थी। वे वैसे चरित्र में विश्वास करते थे। जो ईश्वर के समान सफेद और पारदर्शक हो। भटकते विचारों, क्षणभंगूर लालच, जैसे कि वे महसूस करते थे, हमेशा मानव को गंभीर पाप की ओर उन्मुख करते हैं। आत्म-परीक्षण आत्मनिंदा का उनका तरीका था।

गाँधी जी स्वयं रहित थे। उनकी नि:स्वार्थता का मतलब अपना धन या जीवन दूसरे के हवाले करना नहीं था। गाँधी जी के लिए कोई ‘स्वयं’ नहीं था। उनके विचार में कोई भी तबतक नि:स्वार्थ नहीं है जबतक कि वह अपना ‘स्वयं’ अपने से दूर नहीं रखता है और प्रत्येक विषय में और जीवन के हर क्षण में दूसरों के लिए नहीं जीता है, दूसरों के लिए नहीं सोचता है और अपनी पूरी दौलत दूसरों के लिए नहीं खत्म करता है। गाँधी के पास अगर कुछ था तो वह था मोटा खद्दर का एक जोड़ा जिसे वे हमेशा अपने शरीर पर धारण किया करते थे। उन्होंने जो कुछ भी अर्जित किया राष्ट्र के नाम न्योछावर कर दिया। वे एक सन्यासी थे। उन्होंने कभी-भी अपनी परवाह नहीं की। उनकी वास्तविक खुशी तमाम लोगों की खुशी और संतुष्टि में निहित थी।

वे हमेशा दूसरों के बारे में सोचा करते थे। यही नि:स्वार्थता का सच्चा सिद्धांत था। गाँधी की दूसरी महत्वपूर्ण विशेषता यह थी कि उनमें क्षमाशीलता गुण-भरा हुआ था। क्षमाशीलता का मतलब होता है दूसरों के प्रति धैर्यवान होना तथा उदार व्यवहार और उदार विचार रखना। गाँधी के विचार में अपने सगे-संबंधी को क्षमा कर देना कोई मुश्किल काम नहीं है लेकिन अपने दुश्मनों को माफ करना थोड़ा मुश्किल काम अवश्य है। महात्मा गाँधी कहते हैं, “अपने दुश्मनों को माफ कर दो.” जो ईसा मसीह के उपदेशों में से एक हैं। ‘अपने दुश्मनों को प्यार करो, अपने दुश्मनों को माफ करो’ क्षमाशीलता का सिद्धांत है। कोई भी ऐसा नहीं है, शायद लाखों में से एक भी नहीं, जो क्षमाशीलता के इस सिद्धांत को अपनाता। यह एक दुर्लभ गुण है, जो गाँधी जैसे दुर्लभ व्यक्तित्व द्वारा ही प्रदर्शित हो सकता है।

गाँधी को अथाह साहस था। जिस साहस को उन्होंने अपनाया था वह शारीरिक साहस नहीं था, बल्कि यह आत्मा का साहस था। केवल यही साहस एक व्यक्ति को विपरीत परिस्थितियों में भी अपने विचारों पर अड़े रहने में मदद कर सकता है। गाँधीजी ने बहुत-सी विकट स्थितियों का सामना किया बिना किसी नुकसान के वे सही मायने में साहस की मूर्ति थे। उनमें मधुर शब्दों के सहारे घृणा को खत्म करने का गुण था। गाँधी की दूसरी विशेषता थी उनकी धर्मपरायणता! यह गुण उनके चरित्र का सबसे महत्वपूर्ण गुण था। यह हमेशा उनकी अंतरात्मा में विद्यमान रहती थी। जब कभी भी वे उलझनों और कठिनाइयों में फंसे. वे शांतचित होकर बैठ जाते थे और भगवान को बहुत ही विनीत स्वर में संबोधित करते थे।

ईश्वर की जीवंत उपस्थिति में उन्हें अगाध विश्वास था। उनके जीवन में ऐसे बहुत से मौके आए जब उन्होंने ईश्वर को अपने अंदर आहवान किया और उनसे (भगवान से) उनका मार्गदर्शन मांगा और उन्होंने (गाँधी को) भगवान से मार्गदर्शन मिला भी। उन्होंने स्वयं और भगवान के बीच किसी को आने की कभी अनुमति नहीं दी। गाँधी दुर्लभों में दुर्लभ थे। हम सभी अपना चरित्र ऊँचा उटाने के लिए गाँधी के सिद्धांतों का अनुकरण करने की कोशिश करते हैं। उन्हें केवल अपने देश में ही महान आत्मा वाला व्यक्ति नहीं माना जाता है वरन् जर्मनी और इंग्लैण्ड जैसे देशों में भी। आएँ गाँधी को आदर करें और उनके द्वारा दिखाए गए रास्ते पर चलने की कोशिश करें।

Mahatma Gandhi Word Meaning

Mahatma Gandhi Comprehension

Read the following passages and answer the questions that follow:-
1. The term Mahatma great soul. So, the phrase Mahatma Gandhi means Gandhi, the great soul. At first he repudiated the title and begged his friends not to call him so. Sometimes, in the midst of severe disappointments, when people called him by that exalted title he said emphatically, ‘I do not wish that you should give me that honour any more. I am the opposite of Mahatma I am Alpatma’. But by this very act, he has became great by reason of the way in which he has ordered his life. A man is to be judged by his conduct and character, and not merely by the opinion he holds or even the doctrine to which he devotes his life, and the title of Mahatma rests on the greatness which he has won by his lofty character.’

Questions:
(i) What does the term ‘Mahatma’ mean? Who has been talked about as ‘Mahatma’?
(ii) What was Gandhi’s response when people called him ‘Mahatma’ ?
(iii) How is a man judged?
(iv) Pick out words from the above passage which are similar in meaning to
a. refused
b. noble
Answers:
(i) The term Mahatma means a great soul. Mahatrha Gandhi has been talked about as‘Mahatma’.
(ii) When people called him Mahatma, Gandhiji told that he was the opposite of Mahatma. He was Alpatma.
(iii) A man is judged by his conduct and character and not merely by the opinion he holds.
(iv) (a) repudiated
(b) lofty.

2. He owns nothing in this world except the pair of a very coarse Khaddar which he wears on his body. He has not even a store of these things at home. All the property amounting to several lakhs which he acquired, he has given away. Not an Anna now belong to him. He is a regular sanyasi going about only in the clothing that is on him. Mr. Gandhi does not care for himself but gives all his time for the saving of the souls of other people. That is to say, such happiness as he still wants, such joy, such satisfaction as he still needs in life he wants only through promoting the joy and the happiness of others about him. If through that exertion happiness»comes to him, let it come.

Questions:
(i) Whom does ‘he’ refer to in these lines? What did he own?
(ii) What did he do to all the property which he acquired?
(iii) What type of happiness did he want?
(iv) Pick out words from the above passage which are similar in meaning to
(a) rough
(b) earned
(c) contentment
(d) wealth.
Answer
(i) ‘He’ refers to Mahatma Gandhi in these lines. He owned nothing except the pair of coarse Khaddar which he used to put on his body.
(ii) He gave away all the property which he acquired.
(iii) He wanted to fill the life of others with joy and happiness: He strove for it throughout his life. He felt happy when he made others happy.
(iv) (a) coarse
(b) acquired
(c) satisfaction
(d) property.

3. ‘What is the good of forgiving those whom you love?’ Suppose your son misbehaves towards you, or your father one day in his anger is unduly severe to you, it is no great virtue to forgive them. Suppose a brother of you does you some harm, and you say, ‘Never mind, you are my brother, I let you go/ there is no great virtue in that. The difficulty is when you have to forget the son of your enemies. If your dayadhi who has always hated you, does you some fresh injury and you forgive that, it is a real act of forgiveness. It is that which the Mahatma preaches. He says, ‘Forgive thine enemies,’ which is one of the teachings of Jesus Christ. ‘Love thine enemies forgive thine enemies’ is the doctrine of forgiveness taken to its last point of development. It is very easy to say so, but I may tell you from long experience that it is one of the most difficult lessons to learn this lesson that you should love your enemies.

Questions:
(i) What is not a difficult job?
(ii) When does the difficulty arise?
(iii) What is a real act of forgiveness?
(iv) What did Mahatma Gandhi and Jesus Christ preach equally?
(v) What is one of the most difficult lessons to learn?
(vi) Pick out words from the above passage which are opposite in meaning to
(a) vice
(b) remember
(c) friends.
Answers:
(i) To forgive those whom we love is not a difficult job.
(ii) The difficulty arises whom we have to forget the sins of our enemies.
(iii) If one’s dayadhi who has always hated you, does one some fresh injury and one forgives that, it is a real act of forgiveness.
(iv) Both preached equally, forgive thine enemies.
(v) The lesson to love our enemies is one of the most difficult lessons to learn.
(vi)
(a) virtue
(b) forget
(c) enemies.

4. It is man of that kind whom you are asked now and then to think of, in order to raise the character of your own lives. It is good now and then for you, to have heard of his great name, to have heard praise of his high qualities, to have heard some description, however faint and indistinct, of the sublime qualities that make him universally regarded as a great soul. For it is not only in India we call him a great soul but also in Germany and England even in far away America, he has been described as one of the world’s greatest men alive. Are we not lucky to be his countrymen? How wretched we should be if we did not know of him and revere him even in a remote fashion, try to be like him!

Questions:
(i) What are we asked now and then and why?
(ii) What made Gandhi universally regarded as a great soul?
(iii) How are we lucky?
(iv) What shall we be if we do not know of Gandhi?
(v) Pick out words from the above passage which are similar in meaning to
(a) admire
(b) fortunate
(c) distant.
Answers:
(i) We are asked now and then to think of Gandhi in order to raise the character of our own lives.
(ii) Gandhi’s sublime qualities made him universally regarded as a great soul.
(iii) We are lucky because we belong to the country where Gandhi was born.
(iv) We shall be wretched if we do not know Of Gandhi.
(v) (a) praise
(b) lucky
(c) remote.

MP Board Class 11th English Solutions

MP Board Class 11th English A Voyage Textbook

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