Class 9

Class 9th General English The Spring Blossom Chapter 11 Ram Prasad ‘Bismil’ – The Great Martyr Question Answers

Ram Prasad ‘Bismil’ – The Great Martyr Class 9 Questions and Answers

Ram Prasad ‘Bismil’ – The Great Martyr Textual Exercises

Word Power

(A) Rearrange the jumbled letters into meaningful words and write the words in alphabetical order.
(सार्थक शब्द बनाओ व उन्हें क्रम से लिखो।)
Answer:

1. nylo – only
2. renve – never
3. vocie – voice
4. ollgasw – gallows
5. talra – altar.

The words is alphabetical order are altar, gallows, never, only, voice

(B) Supply the synonyms for the words given below.
(दिये गये शब्दों के पर्यायवाची दीजिए)
Answer:

1. anxiety – distress
2. call – cry
3. brave – courageous
4. motherland – nation
5. grief – sorrow.

(C) Match the words in column ‘A’ with the meanings in column B.
(सुमेलित करो।)

Answer:
(i) → (c)
(ii) → (e)
(iii) → (d)
(iv) → (a)
(v) → (b)

How Much Have I Understood?

(A) Answer the following questions.
(निम्न प्रश्नों के उत्तर दो।)

Question 1.
Ram Prasad ‘Bismil’ was a great patriot. you find any other quality in him? Describe.
(राम प्रसाद ‘बिस्मिल’ वॉज़ अ ग्रेट पेट्रिअट। डू यू फाइन्ड एनी अदर क्वॉलिटी इन हिम? डिस्क्राइब।)
राम प्रसाद ‘बिस्मिल’ एक महान देश भक्त थे। क्या उनके अन्दर इसके अतिरिक्त कोई और भी गुण था? वर्णन करें।
Answer:
Yes, Ram Prasad ‘Bismil’ was a great poet also. He has written several inspiring verses. At the end of his autobiography, he has written some selected poems which are full of patriotic fervour.
(यस, रामप्रसाद ‘बिस्मिल’ वॉज़ इ ग्रेट पोएट ऑल्सो। ही हैज़ रिटन सैवरल इन्सपाइरिंग वर्सेस। एट द ऍन्ड ऑफ हिज़ ऑटोबायोग्राफी, ही हैज़ रिटन सम सिलेक्टिड पोएम्स व्हिच आर फुल ऑफ पेट्रिऑटिक फर्वर।)
हाँ, राम प्रसाद बिस्मिल’ एक महान कवि भी थे। उन्होंने कई प्रेरणादायक कविताएँ लिखी हैं। अपनी आत्मकथा के अन्त में उन्होंने कुछ कविताएँ लिखी हैं जो देशभक्ति की भावना से परिपूर्ण हैं।

Question 2.
‘Bismil’ joined the band of martyrs. What do you understand by the phrase “the band of martyrs?”
(‘बिस्मिल’ जॉइण्ड द बैण्ड ऑफ मार्टियर्स व्हॉट ड्र यू अण्डरस्टैण्ड बाइ द फ्रेज़ “द बैण्ड ऑफ मार्टियर्स”?)
‘बिस्मिल,’ शहीदों की टोली में सम्मिलित हो गये। शहीदों की टोली से आप क्या समझते हो?
Answer:
In the freedom movement of India, several persons became fighters against the British rule. These persons did not care for their lives even. These persons were called the “band of martyrs”
(इन द फ्रीडम मूवमेण्ट ऑफ इण्डिया सैवरल पर्सन्स बिकेम फाईटर्स अगेन्स्ट द ब्रिटिश रूल। दीज़ पर्सन्स डिड नॉट केयर फॉर देयर लाइव्स ईवन। दीज़ पर्सन्स वर कॉल्ड “द बैण्ड ऑफ मार्टियर्स”।)
भारत की आजादी के आन्दोलन में, ब्रिटिश शासन के खिलाफ कई व्यक्ति योद्धा बने थे। ये लोग अपनी जान की भी परवाह नहीं करते थे। इन्हीं को “शहीदों की टोली’ कहा गया।

Question 3.
‘Bismil’ along with other stalwarts helped revolutionaries in many other ways. Do you agree with the statement? Explain in brief.
(‘बिस्मिल’ अलाँग विद अदर स्टॉलवर्ट्स हैल्पड रिवॉल्यूशनरीज इन मैनी वेज़। डू यू एग्री विद द स्टेटमेण्ट? एक्सप्लेन इन ब्रीफ।)
‘बिस्मिल’ ने अपने अन्य विश्वस्त साथियों के साथ क्रान्तिकारियों की कई अन्य प्रकार से मदद की। व्याख्या करो।
Answer:
Yes, the stalwarts provided shelter to revolutionaries, printed literature and made hand bombs.
(यस, द स्टॉलवर्ट्स प्रोवाइडिड शेल्टर ट्र रिवॉल्यूशनरीज प्रिन्टेड लिट्रेचर एण्ड मेड हैण्ड बॉम्बस्।)
हाँ, क्रान्ति के समर्थक क्रान्तिकारियों को शरण देते थे, साहित्य छपवाते थे व हाथ से फेंके जाने वाला बम बनाते थे।

Question 4.
What incidents made ‘Bismil’ and his followers inmortal figures of India? Give some references from the text.
(व्हाट इन्सीडेन्ट्स मेड ‘बिस्मिल’ एण्ड हिज़ फॉलोअर्स इमॉर्टल फिगर्स ऑफ इण्डिया? गिव सम रेफ्रेन्सेस फ्रॉम द टेक्स्ट।)
कौन-सी घटनाओं ने ‘बिस्मिल’ और उनके साथियों को भारत की अमर विभूतियाँ बना दिया? पाठ के आधार पर कारण दो।
Answer:
Ram Prasad Bismil’ was a brave revolutionary, who gave up his life smilingly for the sake of motherland. The Kakori train incident made him and his followers immortal figures of India.
(राम प्रसाद ‘बिस्मिल’ वॉज़ अ ब्रेव रिवॉल्यूश्नरी, हू गेव अप हिज लाइफ स्माइलिंग्ली फॉर द सेक ऑफ मदरलैण्ड। द काकोरी ट्रेन इन्सिडेण्ट मेड हिम एण्ड हिज़ फॉलोअर्स इमॉर्टल फिगर्स ऑफ इण्डिया।)
राम प्रसाद ‘बिस्मिल’ एक बहादुर क्रान्तिकारी थे जिन्होंने मातृभूमि के लिए अपने प्राणों की आहुति दी। वे व उनके साथी काकोरी ट्रेन काण्ड के कारण भारत की अमर विभूतियाँ बन गए।

Question 5.
Every line of ‘Bismil’s poems throbs with poetic fervour. How far do you agree with the remark? Explain in brief.
(एवरी लाइन ऑफ ‘बिस्मिल’ पोएम्स थ्रॉब्स विद पोएटिक फर्वर। हाउ फार डू यू एग्री विद द रिमार्क? एक्सप्लेन इन ब्रीफ।)
‘बिस्मिल’ की कविताओं की प्रत्येक पंक्ति काव्यात्मक उत्साह एवं जोश से परिपूर्ण है। आप इस बात से कहाँ तक सहमत हैं? संक्षिप्त में व्याख्या करिए।
Answer:
It is true that Bismil’s poems throb with poetic fervor. In one of the poem he prays, “Even if I have to face death a thousand times for the sake of my motherland, it shall not sadden me.”
(इट इज़ टू दैट ‘बिस्मिल्स’ पोएम्स थ्रॉब विद पोएटिक फरवर। इन वन ऑफ द पोएम ही प्रेज़, “ईवन इफ आइ हैव टू फेस डैथ अ थाउजण्ड टाइम्स फॉर द सेक ऑफ माइ मदरलैण्ड। इट शैल नॉट सैडन मी।”)
यह सत्य है कि बिस्मिल की कविताएँ काव्यात्मक उत्साह एवं जोश से परिपूर्ण हैं। एक कविता में उन्होंने कहा है कि यदि मातृभूमि के लिए उन्हें हज़ार बार मरना पड़े तब भी उन्हें दुःख नहीं होगा।

Question 6.
What was Bismil’s contribution in the Kakori train incident?
(व्हॉट वॉज़ बिस्मिल्स कॉन्ट्रीब्यूशन इन द काकोरी ट्रेन इन्सिडेण्ट?)
काकोरी ट्रेन काण्ड में बिस्मिल का क्या योगदान था?
Answer:
Bismil was the brave leader of the Kakori train incident.
(बिस्मिल वॉज़ द ब्रेव लीडर ऑफ द काकोरी ट्रेन इन्सिडेण्ट।)
बिस्मिल काकोरी ट्रेन काण्ड के बहादुर नायक थे।

Question 7.
How did the Kakori train incident affect the British in India?
(हाउ डिड द काकोरी ट्रेन इन्सिडेण्ट अफैक्ट द्र ब्रिटिश इन इण्डिया?)
काकोरी ट्रेन काण्ड ने भारत में अंग्रेजों को किस प्रकार प्रभावित किया?
Answer:
This extremely well-planned incident jolted the British government.
(दिस एक्स्ट्रीमली वेल प्लैन्ड इन्सीडेण्ट जोल्टेड द ब्रिटिश गर्वनमेण्टं।)
इस अत्यन्त सुनियोजित काण्ड ने अंग्रेज सरकार की चूलें हिला दी।

Question 8.
Describe the qualities of Bismil’s mother that astounded the officials of the prison.
(डिस्क्राइब द क्वॉलिटीज ऑफ बिस्मिल्स मदर दैट एस्टाउण्डेड द ऑफिशियल्स ऑफ द प्रिजन।)
बिस्मिल की माँ के उन गुणों का वर्णन करो जिसने जेल के अधिकारियों को भौंचक्का कर दिया।
Answer:
Bismil’s mother was a brave lady. She was proud of her son. She went to the prison to meet her son who had to face death, the next day. When Bismil saw his mother he thought it was the last time he could see and talk to her. Tears came in the eyes of Bismil. His mother thought that Bismil was afraid of his death. So she rebuked him. The officials were astounded at the firmness of his mother.

(बिस्मिल्स मदर वॉज़ अ ब्रेव लेडी। शी वॉज़ प्राऊड ऑफ हर सन। शी वेन्ट टू द प्रिजन टू मीट हर सन हू हैड टू फेस डैथ द नेक्स्ट डे। व्हेन बिस्मिल सॉ हिज़ मदर ही थॉट इट वॉज द लास्ट टाइम ही कुड सी एण्ड टॉक टू हर। टीयर्स केम इन द आईज ऑफ बिस्मिल। हिज़ मदर थॉट दैट बिस्मिल वॉज़ अफ्रेड ऑफ डैथ। सो शी रिब्यूक्ड हिम। द ऑफिशियल्स वर एस्टाउण्डेड एट द फर्मनेस ऑफ हिज़ मदर।)

बिस्मिल की माँ एक बहादुर स्त्री थीं। उन्हें अपने पुत्र पर गर्व था। फाँसी के एक दिन पूर्व वह उनसे मिलने जेल गईं। जब बिस्मिल ने उन्हें देखा तो यह सोचकर कि वे अन्तिम बार अपनी माँ को देख रहे हैं, उनकी आँखों से अश्रु छलक आए। माँ ने सोचा कि उनका पुत्र मृत्यु से डर रहा है। इस पर माँ ने उन्हें झिड़क दिया। उनकी माँ की इस दृढ़ता पर जेल अधिकारी भौंचक्के रह गये।।

(B) Who said these words to whom
(किसने, किससे कहा।)

Question 1.
“Even if I have to face death a thousand times for the sake of my motherland it shall not sadden me.”
(ईवन इफ़ आइ हैव टू फेस डैथ अ थाउजन्ड टाइम्स फॉर द सेक ऑफ माइ मदरलैण्ड इट शैल नॉट सैडन “मी।)
Answer:
Ram Prasad Bismil to.God.
(राम प्रसाद बिस्मिल टू गॉड।)

Question 2.
“Who are you?”
(“हू आर यू?”)
Answer:
The guard to the young man.
(द गार्ड ढू द यंग मैन।)

Question 3.
“Permit him also, brother.”
(परमिट हिम ऑल्सो ब्रढ़र।)
Answer:
Bismil’s mother to the guard.
(बिस्मिल्स मदर दू द गार्ड।)

Question 4.
“Why did you take up such activities?”
(“व्हाइय डिड यू टेक अप सच एक्टिविटीज?”)
Answer:
Bismil’s mother to Bismil.
(बिस्मिल्स मदर दू बिस्मिल्स)

Question 5.
“These are not tears of fear the fear of death.”
(“दीज़ आर नॉट टीयर्स ऑफ फिअर-द फिअर ऑफ
Answer:
Bismil to his mother.
(“बिस्मिल्स दू हिज़ मदर”)

Language Practice

Combine the given pairs of sentences.
(दिए गए वाक्य युग्मों को जोड़िए)

(i) (a) My sister is wearing a new frock.
(b) The frock is pink.
Answer:
My sister is wearing a frock which is pink.

(ii) (a) She is my teacher.
(b) She teaches English.
Answer:
She is my teacher who teaches English.

(iii) (a) I never touch these things.
(b) The things are prohibited.
Answer:
I never touch things which are prohibited.

(iv) (a) I am looking for Sharda.
(b) Her book is with me.
Answer:
I am looking for Sharda whose book is with me.

Listening Time

Here is a conversation between a girl Shreya and her teacher. Talk in pairs. One student will play the role of the teacher and the other one of the students.
(दिए गए वर्तालाप को बोलिए।)
Answer:
Students can do themselves.
(छात्र स्वयं करें।)

Speaking Time

(A) Read aloud with correct pronunciation each pair of words twice.
(दिए गए शब्दों को पढ़ो।)
Answer:
live, leave – लिव, लीव
hill, heel – हिलं, हील
lip, leap – लिप, लीप
this, these – दिस, दीज़
bit, beat – बिट, बीट
bid, bead – बिड, बीड
sick, seek – सिक, सीक

(B) Now read these pairs of sentences aloud.
(दिए गए वाक्यों को पढ़ो।)
Answer:
We are giving the pronunciation of the given sentences.
(1) Will you fill it, please?
विल यू फिल इट, प्लीज़?
Will you feel it, please?
विल यू फील इट, प्लीज़?

(2) We’re going to live here.
वी ओर गोइंग टू लिव हिअर।
We’re going to leave this place.
वी ओर गोइंग टू लीव दिस प्लेस।

(3) Can you see the ship?
कैन यू सी द शिप?
Can you see the sheep?
कैन यू सी द शीप?

(4) That’s a high hill.
दैट्स अ हाइ हिल।
That’s a high heel.
दैट्स अ हाइ हील।

(5) Would you like to have this?
वुड यू लाइक टू हैव दिस?
Would you like to have these?
वुड यू लाइक टू हैव दीज़?

Read the given sentences twice.
(दिए गये वाक्यों को दो बार पढ़ो।)
Answer:
We are giving the pronunciation of the given sentences :
(1) If you eat that piece of meat you’ll feel sick.
इफ यू ईट दैट पीस ऑफ मीट यू विल फील सिक।

(2) On the peak, the leaves are green in winter.
ऑन द पीक, द लीव्स आर ग्रीन इन विन्टर।

(3) Don’t drink from the cup the : cup is chipped.
डोन्ट ड्रिंक फ्रॉम द कप : द कप इज़ चिप्ड।

(4) The ship sprang a leak as it was leaving harbour.
द शिप स्प्रंग अ लीक एज़ इट वाज़ लीविंग हार्बर।

(5) I don’t think we’ll have a picnic this week.
आइ डोन्ट थिंक वी विल हैव अ पिकनिक दिस वीक।

Writing Time

Write a composition on any one of the freedom fighters you admire the most.
(अपने प्रिय क्रान्तिकारी के विषय में लिखो।)
Answer:
Students can write about the freedom fighter whom they admire themselves.
(छात्र अपने प्रिय क्रान्तिकारी के विषय में स्वयं लिखें।)

Things to do

Collect different types of pictures showing freedom fighters. Discuss in your class about their contribution in achieving freedom and write a paragraph about 5 freedom fighters.
(विभिन्न क्रान्तिकारियों की तस्वीरें इकट्ठी करो। उनके आजादी में योगदान की चर्चा करो व उन परं एक गद्यांश लिखो।)
Answer:
Students can collect the pictures of various freedom fighters like Bhagat Singh, Chandra Shekhar Azad, Mahatma Gandhi, Subhash Chandra Bose etc., themselves and write about them.

Ram Prasad ‘Bismil’ – The Great Martyr Difficult word Meanings

Ram Prasad ‘Bismil’ – The Great Martyr Summary, Pronunciation & Translation

[1] Ram Prasad ‘Bismil’ was one of the great Indian freedom fighters who also participated in the Kakori train incident. He was also a great poet and had written several inspiring verses. He was prosecuted by the British Government in India. Ram Prasad ‘Bismil’ joined the band of martyrs who dreamt of a free India and made the supreme sacrifice. ‘Bismil’, along with stalwarts like Ashfaqullah Khan, Chandra Shekhar Azad, Bhagwati Charan, Raj Guru and others organised several upheavals against the British; they printed literature, provided shelter to revolutionaries, made hand bombs and were a constant source of worry to the British Government. They are most remembered for the Kakori train incident and the bombing of the Punjab assembly.

(रामप्रसाद बिस्मिल वाज़ वन ऑफ द ग्रेट इंडियन फ्रीडम फाइटर्स हू अल्सो पार्टिसिपेटेड इन द काकोरी ट्रेन इन्सिडेन्ट। ही वाज़ अल्सों अग्रेट पोएट एण्ड हैड रिटन सेवेरल इंसपायरिंग वर्सेस। ही वाज प्रासीक्यूटेड बाय द ब्रिटिश गवर्नमेंट इन इंडिया। राम प्रसाद ‘बिस्मिल’ जाइन्ड द बैंड ऑफ मारटिर्स हू ड्रीम्ट ऑफ अ फ्री इंडिया एण्ड मेड दं सुप्रीम सेक्रिफाइस। ‘बिस्मिल’ अलांग विद स्टालवा लाइक अशफाक उल्ला खान, चन्द्रशेखर आजाद, भगवतीचरण, राजगुरू एण्ड आदर्स आर्गेनाइज्ड सेवेरल अप हीवल्स अगेन्स्ट द ब्रिटिश; दे प्रिन्टेड लिटरेचर, प्रोवाइडेड शेल्टर टु, रिवाल्यूशनरीज़, मेड हैंड बाम्ब्स एण्ड वर अ कान्सन्ट सॉर्स ऑफ वरी टु द ब्रिटिश गवर्नमेंट। दे आर मोस्ट रिमेम्बर्ड फोर द काकोरी ट्रेन इन्सिडेन्ट एण्ड द बॉम्बिंग ऑफ द पंजाब असेम्बली।)

हिन्दी अनुवाद :
रामप्रसाद बिस्मिल भारत के महान् स्वतन्त्रता संग्राम सेनानियों में से एक थे जिन्होंने काकोरी रेल घटना में भाग लिया था। वे एक महान कवि भी थे और उन्होंने कई प्रेरणादायक कविताएँ लिखी थीं। उन पर भारत में ब्रिटिश सरकार ने मुकदमा चलाया था। रामप्रसाद बिस्मिल शहीदों के ऐसे दल से जुड़ गये जो भारत को स्वतन्त्र कराने के सपने देखते थे और अपना सर्वस्व न्योछावर करने के लिए तैयार रहते थे। रामप्रसाद बिस्मिल ने अशफाक उल्ला खान, चन्द्रशेखर आजाद, भगवतीचरण, राजगुरू जैसे दृढ़ निश्चयी व्यक्तियों के साथ ब्रिटिश सरकार के विरुद्ध कई संगठित आन्दोलन किये। ये साहित्य छपते थे, स्वतन्त्रता सेनानियों को शरण देते थे, हस्त निर्मित बम बनाते थे और ब्रिटिश सरकार के लिये निरन्तर चिन्ता के स्रोत थे। वे काकोरी ट्रेन घटना व पंजाब विधानसभा में बम फोड़ने के लिए सदैव याद किये जाते हैं।

[2] ‘Bismil’ is the pen-name of Ram Prasad. As ‘Bismil’ he is well-known as a great revolutionary poet in Hindi. At the end of his autobiography, he has reproduced some selected poems. Every line of his poems throbs with patriotic fervour. In one poem, he prays, “Even it I have to face death a thousand times for the sake of my Motherland, it shall not sadden me. Oh Lord! Grant me a hundred births in Bharat. But grant me this, too, that each time I may give up my life in the service of the Motherland.”

(बिस्मिल इज़ द पेन नेम ऑफ रामप्रसाद। एज़ ‘बिस्मिल’ ही इज वेल नोन एज़ अ ग्रेट रिवोल्यूशनरी पोएट इन हिन्दी। एट द एण्ड ऑफ हिज़ ऑटोबायोग्राफी, ही हेज़ रिप्रोड्यूस्ड सम सेलेक्टेड पोएम्स। एवी लाइन ऑफ हिज़ पोएम्स थ्राब्स विद पेट्रियॉटिक फर्वर। इन वन पोएम, ही प्रेज, “इवन इफ आई हैव टु फेस डेथ अ थाउज़न्ड टाइम्स फोर द सेक ऑफ माय मदरलेण्ड, इट शैलं नाट सेडन मी। ओह लार्ड। ग्रांट मी अ हण्ड्रेड बर्थस इन भारत बट ग्रांट मी दिस, टू दैट ईच टाइम आइ मे गिव अप माई लाइफ इन द सर्विस ऑफ द मदरलैण्ड।)

हिन्दी अनुवाद :
‘बिस्मिल’ रामप्रसाद का लेखकीय उपनाम था। ‘बिस्मिल’ नाम से वे हिन्दी में एक महान क्रान्तिकारी कवि थे। अपनी आत्मकथा के अन्त में उन्होंने कुछ चुनिन्दा (खास) कविताएँ लिखी हैं। उनकी कविताओं की प्रत्येक पंक्ति देशभक्ति की भावना से ओतप्रोत हैं। “यदि मुझे अपनी मातृभूमि के लिए सौ बार भी मृत्यु का सामना करना पड़े तो मैं दु:खी नहीं होंऊँगा। हे ईश्वर! मुझे सैकड़ों जन्म भारत में देना। किन्तु यह भी वरदान देना कि मैं हर बार मातृभूमि की सेवा में अपने प्राण त्याग दूं।”

[3] In a poem written just before going to the gallows, he prays, “Oh Lord! Your will be done. You are unique. Neither my tears nor I will endure. Grant me this boon, that to my last breath and the last drop of my blood, I may think of you and be immersed in your work.”

(इन अ पोएम रिटन जस्ट बिफोर गोइंग टु द गेलोज, ही प्रेज़, “ओह, लार्ड! युअर विल बी डन। यू आर यूनिक। नाइदर. माई टीअर्स नार आई विल इन्ड्युअर। ग्रान्ट मी दिस बून, दैट टु माई लास्ट ब्रेथ एण्ड द लास्ट ड्रॉप ऑफ माई ब्लड, आई मे थिंक ऑफ यू एण्ड बी इम्मर्सड इन युअर वर्क।”)

हिन्दी अनुवाद :
एक कविता में जिसे फाँसी के लिये जाते हुए उन्होंने लिखी थी, वे प्रार्थना करते हैं, हे भगवान! आपकी इच्छा पूरी हो, आप अद्वितीय हो। न तो मेरे आँसू न ही मैं किसी कष्ट का अनुभव करते हैं। मुझे यह वरदान देना कि अपनी अन्तिम साँस तथा अपने रक्त की अन्तिम बूंद तक मैं आपके बारे में सोचूं एवं आपके कार्य में समाहित हो जाऊँ।

[4] Ram Prasad ‘Bismil’ was a brave revolutionary, who gave up his life smilingly for the sake of the Motherland. He was persecuted by an enraged foreign government, hunted by the police and betrayed by some fellow workers. He was the brave leader of the Kakori train incident. His poetry is also a lamp lighted at the altar of the Motherland. Kakori is a village near Lucknow. It became famous, because the attack on the train took place near Lucknow.

(रामप्रसाद ‘बिस्मिल’ वाज़ अ ब्रेव रिवोल्यूशनरी, हू गेव अप हिज़ लाइफ स्माइलिंगली फोर द सेक ऑफ द मदरलैण्ड। ही वाज़ प्रासिक्यूटेड बाय एन इनरेज्ड फॉरेन गवर्नमेंट, हण्टेड बाय द पोलिस एण्ड बिट्रेड बाय सम फेलो वर्कर्स। ही वाज़ द ब्रेव लीडर ऑफ द काकोरी ट्रेन इनसिडेंट। हिज़ पोएट्री इज़ अल्सो अ लैम्प लाइटेड एट द अल्टार ऑफ द मदरलैण्ड। काकोरी इज़ अ विलेज नियर लखनऊ। इट बिकेम फेमस, बिकाज़ द अटैक ऑन द ट्रेन टुक प्लेस नियर लखनऊ।)

हिन्दी अनुवाद :
रामप्रसाद बिस्मिल एक बहादुर स्वतन्त्रता सेनानी थे जिन्होंने अपनी मातृभूमि के लिये हँसते-हँसते अपने प्राणों का बलिदान कर दिया। उन पर एक क्रोधित विदेशी सरकार ने मुकदमा चलाया, पुलिस उनके पीछे पड़ी थी और कुछ साथी कार्यकर्ताओं ने उनके साथ गद्दारी की थी। फिर भी उन्होंने गुलामी से मुक्त होने के लिए आजादी की लौ को जलाये रखा। काकोरी रेल घटना के वे बहादुर नेता थे। उनकी कविताओं ने भी मातृभूमि की वेदी पर एक दीया जलाया था। लखनऊ के पास काकोरी गाँव है जो इसलिए प्रसिद्ध हुआ क्योंकि ट्रेन पर आक्रमण लखनऊ के पास इस स्थान पर हुआ था।

[5] It was the evening of the 9th of August 1925; the number eight down train was passing near Kakori. Ram Prasad and his nine revolutionary followers pulled the chain and stopped it. They took under their control the money belonging to the government deposited in the guard’s carriage. Excepting that one passenger was killed by an accidental shot, there was no bloodshed. This extremely well-planned incident jolted the government.

(इट वाज़ दी इवनिंग ऑफ द नाइन्थ ऑफ ऑगस्ट 1925; द नम्बर एट डाउन ट्रेन वाज़ पासिंग नियर काकोरी। रामप्रसाद एण्ड हिज़ नाइन रिवोल्यूशनरी फालोअर्स पुल्ड द चेन एण्ड स्टाप्ड इट। दे टुक अण्डर देअर कण्ट्रोल द मनी बिलांगिंग टु द गवर्नमेन्ट, डिपाजिटेड इन द गार्डज केरिज। एक्सेप्टिंग दैट वन पैसेन्जर वाज किल्ड बाय एन एक्सीडेण्टल शॉट, देअर वाज़ नो ब्लडशेड। दिस एक्स्ट्रीमली वेल प्लान्ड इन्सिडेंट जोल्टेड द गवर्नमेंट।)

हिन्दी अनुवाद :
9 अगस्त, 1925 की शाम थी; 8 नम्बर की डाउन ट्रेन काकोरी के पास से गुजर रही थी। रामप्रसाद और उसके 9 क्रान्तिकारी अनुयायियों ने ट्रेन को चेन खींच कर रोक दिया। उन्होंने ब्रिटिश शासन के खजाने को अपने कब्जे में कर गार्ड के डिब्बे में रख लिया। केवल एक व्यक्ति जो एक घटनावश चली बन्दूक की गोली से मारा गया उसको छोड़कर जरा भी खून खराबा नहीं हुआ। इस सुनियोजित घटना ने ब्रिटिश शासन की चूल हिला दी।

[6] After a month of detailed preliminary inquiries and elaborate preparations, the government cast its net wide for the revolutionaries. Arrest warrants were issued not only against the ten participants but also against other leaders of the Hindustan Republic Association. With the lone exception of Chandra Shekhar Azad, all participants were caught. The case went on for over a year and a half. Ram Prasad, Ashfaqullah, Roshan Singh and Rajendra Lahiri, all four were sentenced to death. A strong campaign was organised throughout India to save the lives of these revolutionary heroes. Many of the leaders appealed to the British Government to show mercy to the condemned men. But the government was unyielding.

(आफ्टर अ मंथ ऑफ डिटेल्ड प्रिलिमिनरी इन्क्वायरीज़ एण्ड इलेबोरेट प्रिपरेशन्स, द गवर्नमेण्ट कास्ट इट्स नेट वाइड फोर द रिवोल्यूशनरीज। अरेस्ट वारंट्स वर इश्यूड नाट ओनली अगेन्स्ट द टेन पार्टीसिपेण्ट्स बट अल्सो अगेन्स्ट आदर लीडर्स ऑफ द हिन्दुस्तान रिपब्लिकन असोसिएशन। विद द लोन एक्सपेप्शन ऑफ चन्द्रशेखर आजाद, ऑल पार्टीसिपेण्ट्स वर काट। द केस वेण्ट ऑन फोर ओवर अं यीअर एण्ड अ हाफ। रामप्रसाद, अश्फाक उल्ला, रोशन सिंह एण्ड राजेन्द्र लाहिड़ी, ऑल फोर वर सेण्टेन्स्ड टु डेथ अस्ट्रांग केम्पेन वाज़ आर्गेनाइज्ड श्रू आउट इंडिया टु सेव द लाइब्ज ऑफ दीज़ रिवोल्यूशनरी हीरोज। मैनी ऑफ द लीडर्स अपील्ड टु द ब्रिटिश गवर्नमेंट टु शो मर्सी टु द कंडेम्ड मेन। बट द गवर्नमेंट वाज़ अनयील्डिंग।

‘हिन्दी अनुवाद :
एक महीने तक विस्तृत प्रारम्भिक पूछताछ व लम्बी चौड़ी तैयारी के बाद शासन ने क्रान्तिकारियों के लिए व्यापक जाल बुना। गिरफ्तारी के वारण्ट न केवल दस प्रतिभागियों के विरुद्ध बल्कि हिन्दुस्तान रिपब्लिकन ऐसोसियेशन के अन्य नेताओं के लिये जारी किए गए। केवल चन्द्रशेखर आजाद को छोड़कर सभी सहभागी पकड़े गए। मामला डेढ़ साल से ऊपर चला। रामप्रसाद, अशफाक उल्ला, रोशन सिंह और राजेन्द्र लाहिड़ी को मौत की सजा सुनाई गई। इन क्रान्तिकारी नायकों के लिए एक राष्ट्रव्यापी आन्दोलन आयोजित किया गया। कई नेताओं ने ब्रिटिश सरकार को इन विजित व्यक्तियों के प्रति दया दिखाने की अपील भी की। पर शासन टस से मस नहीं हुआ।

[7] It was the 18th of December 1927. A middle-aged lady was waiting at the main gate of the Gorukhpur Central Jail. She was eagerly waiting to be called into the prison. By that time, her husband also arrived there. He was surprised that his wife was already there before him. He also sat down to wait for the call. A young man came there. He was not related to them. He knew that the couple would be permitted to enter the prison. But how should be manage to enter the prison? This was his problem. The officials of the prison called in the husband and the wife. The young man followed them. The guard stopped him and rudely asked, “Who are you?” “Permit him also, brother. He is my sister’s son.” the lady said in an entreating voice. The guard relented.

(इट वाज़ द एट्टीन्थ ऑफ दिसेम्बर 1927 (नाइन्टीन ट्वेन्टी सेवन) अ मिडिल एजेड लेडी वाज़ वेटिंग एट द मैन गेट ऑफ द गोरखपुर सेंट्रल जेल। शी वाज़ ईगरली वेटिंग टु बी काल्ड इन टू द प्रिजन। बाय दैट टाइम हर हसबैण्ड अल्सो अराइब्ड देअर ही वाज़ सरप्राइज़्ड दैट हिज़ वाइफ वाज़ अलरेडी देयर बिफोर हिम। ही आल्सो सेट डाउन टु वेट फॉर द काल। अ यंग मेन केम देअर। ही वाज़ नाट रिलेटेड टु देम। ही निउ दैट द कपल वुड बी परमिटेड टु इंटर द प्रिज़न? बट हाऊ सुड ही मैनेज टू एन्टर द प्रिज़न। दिस वाज हिज़ प्रॉब्लेम। द आफीशियल्स ऑफ द प्रिज़न काल्ड इन द हसबैण्ड एण्ड वाइफ। द यंग मैन फालोड देम। द गार्ड स्टाप्ड हिम एण्ड रूडली आस्क्ड “हू आर यू?” “परमिट हिम अल्सो, ब्रदर। ही इज माय सिस्टर्स सन”, |द लेडी सेड इन एन इंट्रीटिंग वाईस। द गार्ड रिलेन्टेड।।

हिन्दी अनुवाद :
18 दिसम्बर, 1927 का दिन था। एक मध्यम आयु की महिला गोरखपुर सेण्ट्रल जेल के मुख्य दरवाजे के सामने इन्तजार कर रही थी। वह अत्यन्त अधीरता से जेल में बुलावे का इन्तजार कर रही थी। उस समय उसके पति भी वहाँ आये। वे अपनी पत्नी के अपने से पहले आ जाने से आश्चर्य में थे। वे भी बैठकर बुलाने का इन्तजार करने लगे। एक नौजवान वहाँ आया जिसका उन दोनों से कोई सम्बन्ध नहीं था। वह जानता था कि पति-पत्नी को जेल में प्रवेश करने की अनुमति मिल जायेगी किन्तु वह जेल में कैसे प्रवेश करेगा। यह उसकी समस्या थी। जेल के अधिकारियों ने पति-पत्नी को बुलाया। नवयुवक भी उनके पीछे चला। गार्ड ने उसे रोका और बेरुखी से पूछा, “तुम कौन हो ?” “भैया उसे भी आने दो वह मेरी बहन का पुत्र है।” उसने प्रार्थनात्मक आवाज में कहा। गार्ड ने उसे जाने दिया।

[8] At the three entered the prison to visit a freedom fighter who was to face his death on the morrow’. The freedom fighter was brought there in chains. They were like ornaments on him. This was the last time that he could see his mother, the last time he could address her as ‘mother’. At this thought grief welled up in him. He stood speechless and tears rolled down his cheeks.

(ऑल द थ्री इन्टई द प्रिजन टु विज़िट अ फ्रीडम फाइटर हू वाज़ टु फेस हिज़ डेथ ऑन द मारो। द फ्रीडम फाइटर वाज़ ब्राट देअर इन चेन्स। दे वर लाइक आर्नामेंटस ऑन हिम। दिस वाज़ द लास्ट टाइम दैट ही कुड सी हिज़ मदर, द लास्ट टाइम ही कुड एड्रेस हर एज़ ‘मदर’। एट दिस थॉट ग्रीफ वेल्ड अप इन हिम। ही स्टुड स्पीचलैस एण्ड टीअर्स रॉल्ड डाउन हिज़ चीक्स।)

हिन्दी अनुवाद :
तीनों जेल में एक स्वतन्त्रता सेनानी से जिसे अगले दिन मौत का सामना करना था, मिलने हेतु प्रविष्ट हुए। स्वतन्त्रता सेनानी को जंजीरों से बँधा हुआ लाया गया। वे जंजीर उसके लिए आभूषणों के समान थी। यह अन्तिम बार था जब वह अपनी माँ को देख सकता था, अन्तिम बार वह उसे ‘माँ’ कहकर बुला सकता था। इस विचार से उसका मन दुःख से भर उठा। निर्वाक होकर वह खड़ा हो गया और उसके गालों पर आँसू बह निकले।

[9] In a firm voice the mother said, “What is this, my son? I had thought of my son as a great hero. I was thinking that the British Government would shiver at the very mention of his name. I never thought that my son would be afraid of death. If you can die only in this way, weeping, why did you take up such activities?”

The officials were astounded at the firmness of the mother. The freedom fighter replied, “Mother, dear, these are not tears of fear the fear of death. These are tears of joy-joy at beholding so brave a “mother!”

(इन अ फर्म वाईस द मदर सेड, “व्हाट इज़ दिस, माई सन, आई हैड थॉट ऑफ माय सन एज अ ग्रेट हीरो। आई वाज़ थिंकिंग दैट द ब्रिटिश गवर्नमेंट वुड शिवर एट द वेरी मेन्शन ऑफ हिज़ नेम। आई नेवर थॉट दैट माय सन वुड बी अफ्रेड ऑफ डेथ। इफ यू केन डाई ओनली इन दिस वे, वीपिंग, व्हाय डिड यू टेक अप सच एक्टीविटिज़?”

द आफिशियल्स वर अस्टाउन्डेड एट द फर्मनेस ऑफ द मदर। द फ्रीडम फाइटर रिप्लाईड, “मदर, डियर, दीज़ आर नाट टीअर्स ऑफ फीयर, द फीयर ऑफ डैथ। दीज़ आर टीअर्स ऑफ जाय-जाय एट बिहोल्डिंग सो ब्रेव अ मदर।”)

हिन्दी अनुवाद :
एक दृढ़ आवाज में माँ ने कहा, “मेरे बेटे, यह क्या है? मैंने अपने पुत्र को एक वीर नायक के रूप में सोचा था। मैं सोच रही थी कि मेरे पुत्र के नाम को सुनते ही ब्रिटिश सरकार काँप उठेगी। मैंने कभी यह नहीं सोचा था कि मेरा पुत्र भयभीत हो जायेगा-मृत्यु के डर से। अगर तुम इसी तरह रोते हुए मरना चाहते हो तो तुमने इस प्रकार का कार्य ही क्यों किया?”

माँ की इस दृढ़ता पर जेल के अधिकारी आश्चर्यचकित रह गए। स्वतन्त्रता सेनानी ने उत्तर दिया, “ये आँसू मृत्यु के भय के नहीं है। ये तो आनन्द के आँसू हैं-आनन्द एक ऐसी बहादुर माँ को पाकर।”

[10] The brave son of that brave mother was Ram Prasad Bismil. He was the leader of the famous Kakori train incident. The last meeting ended. Next morning Ram Prasad got up earlier than usual, bathed and said his morning prayers. He wrote his last letter to his mother. Then he sat down with calm mind awaiting his death.

(द ब्रेव सन ऑफ दैट ब्रेव मदर वाज़ रामप्रसाद बिस्मिल। ही वाज़ द लीडर ऑफ द फेमस काकोरी ट्रेन इन्सिडेण्ट। द लास्ट मीटिंग एन्डेड़। नेक्स्ट मार्निंग राम प्रसाद गॉट अप अर्लियर देन युज्वल, बाथ्ट एण्ड सेड हिज़ मार्निंग प्रेयर्स। ही रोट हिज़ लास्ट लेटर टु हिज़ मदर। दैन ही सैट डाउन विथ कॉम माइन्ड अवेटिंग हिज़ डेथ।)

हिन्दी अनुवाद :
उस बहादुर माँ का बहादुर बेटा था-रामप्रसाद बिस्मिल। वह प्रसिद्ध काकोरी ट्रेन घटना का नायक था। अन्तिम मिलन समाप्त हुआ। अगले दिन रामप्रसाद नियमति रूप के बजाय बल्कि जल्दी उठे, उसने स्नान किया और प्रात:कालीन प्रार्थना की। उसने अपनी माँ को अन्तिम पत्र लिखा। फिर वह शान्त भाव से मृत्यु की प्रतीक्षा करने लगे।

[11] The officials came and removed his chains. They look him from the prison-cell towards his death. He was completely untroubled and walked like a hero. The officials were amazed. As he moved to the gallows, he joyfully chanted ‘Vande Matram’ and ‘Bharat Mata Ki Jai’.At the top of his voice, he shouted, “Down with the British Empire’. Then he calmly recited prayers and embraced death.

(द आफीशियल्स केम एण्ड रिमूव्ड हिज़ चेन्स। दे टुक हिम फ्राम द प्रिज़न-सेल टुवर्ड्स हिज़ डेथ। ही वाज़ कम्पलीटली अनट्रब्लड एण्ड वाक्ड लाईक अ हीरो। द आफीशियल्स वर अमेज्ड। एज़ ही मूव्ड टु द गेलोज, ही जायफुल्ली चान्टेड “वन्दे मातरम्” एण्ड “भारत माता की जय”। एट द टॉप ऑफ हिज़ वॉइस ही शाउटेड “डाउन विद द ब्रिटिश एम्पायर।” देन ही कामली रिसाइटेड प्रेयर्स एण्ड इम्ब्रेस्ड डेथ।)

हिन्दी अनुवाद :
अधिकारी आये और उसकी हथकड़ियाँ हटा दी। वे उसे जेल की कोठरी से मौत की ओर ले गये। वे पूर्णतः अविचलित थे और एक नायक की तरह चल रहे थे। अधिकारी भौंचक्के थे, जब वे फाँसी के तख्ते की ओर जाने लगे तो वे खुशी से चिल्लाये, “वन्दे मातरम्” और “भारत माता की जय”। अपनी पूरी आवाज से जोर से बोले, “ब्रिटिश साम्राज्य का नाश हो।” फिर उन्होंने शान्ति से प्रार्थना की और मृत्यु को , गले लगा लिया।

[12] As he was being executed, there was a strong guard around the prison. When he was dead, the officials brought out the dead body. Not only his parents but also hundreds of his countrymen were waiting outside in tears. The people of Gorakhpur decorated the body of the brave son of Bharat as befitted a hero and carried it in a procession. Flowers were showered on the body and the last rites were performed.

(एज ही वाज़ बीइंग एक्जीक्यूटेड, देअर वाज़ अ स्ट्रांग गार्ड अराउन्ड द प्रिज़न। व्हेन ही वाज़ डेड, द आफीशियल्स ब्राट आउट द डैड बॉडी। नाट ओनली हिज़ पेरेन्ट्स बट अल्सो हन्ड्रेड्स ऑफ हिज कन्ट्रीमैन वर वेटिंग आउट साइड इन टीअर्स। द पीपुल ऑफ गोरखपुर डेकोरेटेड द बॉडी ऑफ द ब्रेव सन ऑफ भारत एज बिफिटेड अ हीरो एण्ड केरिड इट इन अ प्रोसेशन। फ्लावर्स वर शॉवर्ड ऑन द बॉडी एण्ड द लास्ट राइट्स वर परफार्ड।)

हिन्दी अनुवाद :
जब उन्हें फाँसी पर चढ़ाया जा रहा था जेल के चारों ओर सुरक्षा के पुख्ता इन्तजाम थे। जब वह मृत हो गए, अधिकारीगण उनके मृत शरीर को बाहर लाये। न केवल उनके माता-पिता बल्कि सैकड़ों देशवासी जेल के बाहर अश्रुपूर्ण नेत्रों से उनका इन्तजार कर रहे थे। गोरखपुर निवासियों ने भारत के बहादुर पुत्र के शरीर को एक नायक की भाँति सजाकर जुलूस निकाला। उनके शरीर पर पुष्प वर्षा की गई और अन्तिम श्रद्धांजलि दी गई।

MP Board Class 9th English Solutions

The Spring Blossom Textbook General English Class 9th Solutions

• O Light! Class 9 Questions And Answers
• Kasturba Gandhi Class 9 Questions And Answers
• The School for Sympathy Class 9 Questions And Answers
• Today and Tomorrow Class 9 Questions And Answers
• Fair Play Class 9 Questions And Answers
• Advertisements Class 9 Questions And Answers
• Am I a Child? Class 9 Questions And Answers
• The Second Chance Class 9 Questions And Answers
• The Welcome Class 9 Questions And Answers
• Akbar and Birbal – Reunion Class 9 Questions And Answers
• Ram Prasad ‘Bismil’ – The Great Martyr Class 9 Questions And Answers
• King Vikram in Disguise Class 9 Questions And Answers
• Bond of Love Class 9 Questions And Answers
• Woodman, Spare that Tree Class 9 Questions And Answers
• J.C. Bose Class 9 Questions And Answers
• Cheemi: The Brave Girl Class 9 Questions And Answers
• Noise Class 9 Questions And Answers

Class 9th English The Rainbow Chapter 13 Stopping by Woods on a Snowy Evening Question Answers

Stopping by Woods on a Snowy Evening Class 9 Questions and Answers

Stopping by Woods on a Snowy Evening Textual Questions

Stopping by Woods on a Snowy Evening Vocabulary

A. Distinguish between the following words given in pair:
1. house and home.
2. woods and forests
3. snow and ice
4. watch and see
5. say and ask.
Answer:

1. House : It is a place of dwelling.
   Home : A fixed residence inhabited by one’s family member lovingly.
2. Woods : A place, where trees grow thickly, smaller than a forest.
   Forests : A large tract covered chiefly with trees and undergrowth
   (an extensive wood)
3. Snow : The light white flakes in which frozen vapour falls to the earth.
   Ice : It is frozen water.
4. Watch : To observe something keenly. A state of being on the look out for something.
   See : To look at something casually.
5. Say : To utter or recite in speaking voice.
   Ask : To inquire, to put a question.

B. Add two more opposites to the given list.
1. known : strange, alien, unknown, ………………… , …………………..
2. village : city, town,……………… , ……………
3- easy : difficult, complex, hard, ………………… , …………………..
4. dark : light, pale, bright, ………………… , …………………..
5. deep : shallow, thin,………………… , …………………..
Answer:

1. unfamiliar, odd
2. capital, metropolis
3. tough, intricate
4. shining, luminous
5. superficial, trivial.

C. Write some more synonyms for each of the following words.
1. sleep – slumber, ………………… , ………………….. ,………………… , …………………..
2. house – abode, ………………… , ………………….. ,………………… , …………………..
3. ask – demand, ………………… , ………………….. ,………………… , …………………..
4. mistake- error, ………………… , ………………….. ,………………… , …………………..
5. lovely – appealing, ………………… , ………………….. ,………………… , …………….
Answer:

1. dozing, inactivity, death, dormancy,
2. lodging, dwelling place, residence, place for habitation.
3. request, enquire, entreat, appeal
4. fault, lacuna, flaw, defect
5. enchanting, charming, pleasing, attractive.

D. Say the following sentences and notice the difference in the pronunciation of the words ‘and’ and ‘but’
1. I need some bread and butter.
2. And miles to go before I sleep.
3. But I have promises to keep.
4. But she is at home.
5. They are poor but proud.
Answer:

E. Say the following words and notice the difference in the vowel sounds :
wood, full, this, is, dip, slip, will, bill, dark, farm, food, fool, these, ease, deep, sleep, well, bell, dock, form
Answer:

Comperhension

A. Read the first two stanzas of the poem given below and answer the following questions.

Whose woods these are I think I know.
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near.
Between the woods and frozen lake
The darkest evening of the year. 

Questions :
1. Who do you think is the real owner of the woods?
2. Find out the lines that convey the following meaning :
The poet stopped there to enjoy the beauty of the woods covered with snow.
3. What is strange about the poet’s stopping by woods?
Answer:
1. The real owner of the woods is a villager known to the poet.
2. He will not see me stopping here.
To watch his woods fill up with snow.
3. To stop without a farm house near on the darkest night of the year is strange about the poet’s stopping by woods.

B. Read the third and fourth stanzas given below and answer the following questions.

He gives his harness bells a shake
To ask if there is some mistake.
The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,
And miles to go before I sleep,
And miles to go before I sleep.

Questions :
1. Why does the horse give his harness bells a shake?
2. Why does the horse think it to be a mistake?
3. What other sounds are heard by the poet?
4. What do you understand by ‘downy flake’?
5. Why does the poet think of the ‘promises to keep’?
6. What message do the last two lines of the poem convey?
Answer:
1. The horse gives his harness bells a shake to draw the poet’s attention and ascertain whether there was some mistake on the part of his master.
2. The horse thinks it to be a mistake that his master should stay in the woods though there is no farmhouse nearby.
3. The other sounds heard by the poet ate the sweeping of easy
wind and downy flake.
4. ‘Downy flake’ means ‘soft and thin pieces or bails of ice’.
5. The poet thinks that he has miles to go before he steeps.
6. The last two lines of the poem convey that human beings . have (the poet has) much work to do before the end of his Journey.

Speaking Activity

A. Practise the following rhyming words,
know here lake sweep
though queer shake deep
Answer:

B.The poet says about the woods :
The woods are lovely dark and deep.
Now, use the words given in brackets and say about the following:
(beautiful, green, sandy spacious, shallow, high, steep, full of water, airy).
1. The hills are …………… , …………… and …………..
2. The rivers are …………… , …………… and …………..
3. The house is …………… , ……………and ……………
Answer:

1. green, high and steep,
2. sandy shallow and full of water
3. beautiful, airy and spacious.

Writing Activity

A. Have you ever been enchanted with a beautiful scene? Describe the scene and your feelings. (50 words).
Answer:
Once I happened to go to Simla. 1 left by the night train. The journey was very interesting. I was enchanted by the scenery on either side of the railway line. There were small waterfalls. There were villages scattered here and there. There were dark tunnels on the way. Pine trees could be seen at the high altitude. They added to the beauty of the landscape. Whenever there was a strong gust of wind, they produced a delightful rustling sound. There were tall trees along the circuitous paths. I was delighted to see the scenic beauty’ of the hills.

B. Compare the life in a city with the life in a village. (15 words)
Answer:

Life in a City

Life in a Village

Life in a city, is full of strain and hurry. The people live in small” and -ungested houses. There are few parks and there is no greenery. The people drink synthetic milk. They take loans and buy the items of luxury. They eat the food grains produced by the villagers. They are selfish and self centred. They are crooked and of unreliable integrity. They are non-cooperative. Everyone is after grinding his own axe. There is no breathing space in the thickly populated areas. The people are showy. Even their petty quarrels are settled in courts. Life is complicated. People suffer from various diseases. City life is full of all types of facilities but it is costly to procure them. The people live in nuclear families.

The villagers live in the lap of nature. There are open fields, Persian wheels and tube wells. The people have plenty of live stock as buffaloes, cows, goat and sheep. They drink their fresh mOk. The ballocks and camels plough their fields. The country’s foodgrain is grown there. The villagers supply the surplus foodgrains to the city dwellers. The people in the villages are good natured, well mannered and extremely well behaved. They are liberal and cooperative. Villages are lined with trees and gardens. The people are not showy. They settle their petty disputes with ease and love. Life is simple. The people of the villages are healthy. There are insufficient facilities in villages. The people live in joint families.

Think it over

A. Wood is a place where nature is in its most beautiful form. The sounds that we hear in the woods have a musical effect.
B. What different sounds do’we hear in a wood in different sea-sons?
C. A frozen lake is like a playground. What games can be played there?
Answer:
A. woods are always full of musical sounds. Apes gibber; bears growl, bees hum, elephants trumpet, foxes yelp, hawks scream, jackals howl, lions roar, pigs grunt, tigers growl, birds chirp, crows caw, cuckoos warble, eagles scream,-frogs croak. Larks sing, the rustling trees and rippling streams all produce their own tunes and music. It is very pleasant to go to a wood in the morning. There are more times in the wood than in an orchestra.

B. There are six seasons in India. Rains, winter, summer/spring, hemant and autumn. Nature becomes alive in rainy season. The beasts, wild birds and insects sing with joy. They shiver in cold and their voices are suppressed. They hide themselves in their nests during summer. They hardly sing during spring, nature becomes young. The birds, animals and insects sing cheerful songs. During autumn, nature loses its freshness. The trees shed their leaves. Nature sings sorrowful songs then.

C. A frozen lake is like a playground for ice-hockey, skiing, skating, yatching, and skidding which can be played in it. Yaks and dogs drag sledges.

Things to do

Collect wild flowers growing in your surroundings. Dry them with the help of a blotting paper and stick them in your project book. Write a few lines about the activity you have done.
Answer:
Class-room activity.

Stopping by Woods on a Snowy Evening Additional Questions

Short Answer Type Questions (In about 25 words) .

Question 1.
When and where does the poet intend to stay?
Answer:
It is a dark and snowy evening. The poet has to stop by someone’s woods. He knows the name of the owner of the forest. The owner’s house is in a nearby village.

Question 2.
How and what will the poet enjoy there?
Answer:
The poet stops his horse in the woods. He cannot travel through the woods in pitch darkness. He would enjoy the beauty of nature. The sight of the falling mow will lend him joy. He will enjoy himself in the company of his horse.

Question 3.
How and why does the horse warn the poet?.
Answer:
The horse thinks it odd that the poet should stay in the lonely woods on a snowing evening. There was no farmhouse there and there was dead stilless all around. The horse warns the poet of his wrong decision by moving his neck.

Question 4.
What does the poet mean by ‘promises’ in the last stanza of the poem?
Answer:
By ‘promises’ in the last stanza of the poem, the poet means the duties, a human being has to perform. It reminds him of Pt. Nehru’s promise to do a lot of work for the progress of the nation before the end of his journey.

Long-Answer Type Questions (in about 50 words)

Question 1.
What is nature? How are we concerned with nature?
Answer:
We love and admire nature. Nature is an extraordinary fact which is full of energy. We can see nature all around us in rivers, insects, rocks, hills, glaciers. In a nutshell we can view nature in each and every particle of the universe. Nature is a vital part of our life. We are closely related to nature in various forms. We have tender feelings towards green trees and plants; weeds and leaves. By hurting nature, we hurt ourselves. The full moon in the sky gives us hearty joy. We must not lose communion with nature. The cool breeze at dawn provides us with fantastic experience of Nature. Our relation with Nature must be simple, guiltless and unclouded Nature calls us to have affection for others. If we live in harmony with nature we shall certainly feel proud to be a part of nature.

Question 2.
Woods are the clusters of trees. Give an account of your favourite trees.
Answer:
My house is located on a hill. There are many trees around my house. They are acacia, bamboo, banyan, birch, cactus, grafts, guavas, mangoes, palms, pines, polyalthia, tamarind, margosa, teak and the Mohwas. The Mohwa is however my favourite tree. Its flowers are delicious. To the people of central India it provides the most important article of food. Its flowers can be stored almost indefinitely. It has a large thick grey bark. The tree blooms at night and at dawn each short-lived flower falls to the ground. Its flowers taste like pressed figs. Sugar, puddings and other sweetmeats are made from them. A thick oil is extracted from the kernels of its fruit. It is also named the butter tree. The oil is used for cooking, making soap and candles. Its flowers, are the favourite food of deer, bears and peafowls. Its milky thick juice cures rheumatism. Its bark cures leprosy and heals wounds. Its flowers relieve cough and heart troubles. Its fruits cure T.B. and B.P.

Stopping by Woods on a Snowy Evening Summary in English

One dark evening, the poet has to stop by some known person’s woods. The owner’s house is in a nearby village. He would enjoy the beauty of falling snow. His horse thinks it odd. There was no farmhouse near. The horse moves his neck to warn him of his wrong decision. The poet realises drat he has much work to do before the end of his journey.

Stopping by Woods on a Snowy Evening Summary in Hindi

एक अंधियारी रात को कवि को किसी परिचित व्यक्ति के वनों में रुकना पड़ता है। मालिक का घर नजदीक वाले गाँव में है। वह गिरती हुई बरफ के सौन्दर्य का आनन्द लेगा। उसका घोड़ा इसे विचित्र समझता है। वहाँ नजदीक में कोई फार्म हाउस नहीं था। घोड़ा उसके गलत निर्णय के बारे में उसे सचेत करने के लिए अपनी गर्दन हिलाता है। कवि को एहसास होता है कि यात्रा को समाप्त करने से पहले उसे काफी काम करना है।

Stopping by Woods on a Snowy Evening  Word-Meanings

MP Board Class 9th English Solutions

The Rainbow Textbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th English The Rainbow Workbook Chapter 16 Where the Mind is without Fear Question Answers

Where the Mind is without Fear Class 9 Questions and Answers

Where the Mind is without Fear Vocabulary and Pronunciation

Question 1.
A. Use the following words in your own sentences, mind, brain, habit, forward, fore-word
Answer:
Mind : You should mind your business.
Brian : His brain is sharp.
Habit : Cultivate good habits.
Forward : Look forward before moving on.
Fore-word : The foreword of this book is very confusing.

B. Write the meaning of the word let’ as used in the following sentences.
Let your body relax.
Let’s go.
If he thinks he can help me, just let him try.
I let the spare room.
Answer:
Do yourself.

C. Distinguish between :
wake and awake, sleep and asleep, fresh and afresh, rise and arise.
Answer:
Do yourself.

Question 2.
What do you notice in the pronunciation of these words, awake, asleep, afresh, arise.
Answer:
Do yourself.

Listening Skill

A. “Listen to the poem by Mathew Arnold and pay attention to its rhythm, rhyme and intonation.
See workbook page 119.
Now, tell, how many times the following words occurs in the poem., now, away, way.
Answer:
Do yourself.

B. Listen to the following words/ phrases repeat them,
let us away – shore ward blow
from the way – seaward flow
white horses play – let us away
toss in the spray – this way, this way
Answer:
Do yourself.

Speaking Skill

Some opinions are given below. First discuss in the group, the group leader will sum up views.
I think ………………

• A criminal should be punished publicity.
• Smoking should altogether be banned.
• Nuclear weapons should be destroyed.

Why? / Why not?
Answer:
Do yourself.

Reading Skill

Read the following poem attentively and answer the questions given below it.
See workbook page 120.

Question 1.
Who can build a nation’s pillars deep ?
Answer:
Those who dare whole others fly can build a nation’s pillars deep.

Question 2.
Where in lies the greatness of a nation ?
Answer:
The greatness of a nation lies in its people’s strength.

Question 3.
What does ‘a people’ mean ? Explain.
Answer:
‘A people’ means a nation.

Question 4.
Pick out words/ phrases which have the following meanings :
(a) willing to do things which are difficult, dangerous or painful
(b) having a large distance from the top or surface to the bottom
(c) wealth
Answer:
(a) dare
(b) deep
(c) gold.

Writing Skill

A. Write a letter to your younger sister suggesting her how to prepare for the coming competitive examinations. (50 words)
Answer:
My dear Nisha
Today I received your letter. I am very happy to know that you are preparing for NTSE and Maths olympiad. These are career building exams. You can get wider opportunities through these exams. You should prepare for them seriously. If you need consult a good teacher collect previous years question so that you can be familiar with the pattern of exams. You can collect information through Internet. Concentrate upon these exams.
Yours
Askash.

B. Study the bar diagram given below.
On the basis of this bar diagram write an article ‘Key to Success’ for the school magazine. (150 words)
Answer:
Success is the name given to the achievement. Everyone has a goal in life and achieving that goal is the success. But it is a fact that everyone doesn’t succeed in achieving the goal. As per a survey report it has been assessed that hard labour and honesty are the to virtues which count most for getting success. Their percentage is respectively 80%o and 75%. Intelligence is another virtue” after them being 70% followed by talent. Which adds 50% success. Luck also matters but only 30 % while many contributes only 20 %. Contacts add only 15 % being the lowest. If one works in a proper direction one is sure to get success. But man rely on his hard labour most.

MP Board Class 9th English Solutions

The Rainbow Workbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th English The Rainbow Workbook Chapter 2 The Victory Question Answers

The Victory Class 9 Questions and Answers

The Victory Vocabulary and Pronunciation

A. All the following sentences have one incorrect spelling. Encircle the incorrect one, write the correct spellings and rewrite the
sentences.

(i) He ordered his brave jounals.
Answer:
He ordered his brave soldiers.

(ii) Alexander was very happi.
Answer:
Alexander was very happy.

(iii) He quietly slipped from the scene.
Answer:
He quietly slipped from the scene.

(iv) The women were welling.
Answer:
The women were wailing.

(v) How can a rober be a conqueror and a giver ?
Answer:
How can a robber be a conqueror and a giver ?

B. Why are the words in bold type more suitable in the context than those in brackets ?
Alexander the great (renoned, talented, big) had won many battles (encounters, fights, quarrels. His desire (wish, fancy, urge) as to conquer (defeat, overpower, capture) the world.
Answer:
Because the worlds in bold are used in broader sense. These words cover the meaning of all the three words given in bracket;.

2. Compare the meaning of the words :
riding
writhing
breeding
breathing
loading
loathing
ladder
lather
Answer:

• riding — climbing
• writhing — twisting, body without stopping
• breading — (of animals) having sex and produce
• breathing — the at of taking in air
• loading — carrying
• loathing — a strong feeling of hatred
• ladder — a piece of equipment for climbing up and down a wall.
• lather — a white mass of small bubbles that is produced by mixing soap with water.

D.  Question 1.
Some of the most common English words which contain sound /O/ are three, thin, thank, thick, thing, thirsty, both, cloth etc.
Write some more English words which contain /O/ sound.
Answer:

Question 2.
Some of the most common English words which contain sound/6/ are the, this, that, these, those, though, smooth, with etc.
Write some more English words which contain /6/ sound.
Answer:

Question 3.
Say these words and notice the difference in their pronunciation.
day — they
den — then
die — thy
breed — breathe
load — loathe
side — scythe
Now, find some similar examples and write them in the given space.
Answer:

• bed – bathe
• ladder — leather
• dim — theme
• rod — road
• site — sight
• breath — breathe
• bliss — bless
• sink — think

Listening Skill

1. Listen to the Iranian short story which tells about the Nature’s justification with each and everything.
Answer:
See workbook page 9.

On the basis of the text you have listed to, complete the following:

Question 1.
When the peasant reached the melon farm he was
Answer:
tired and thirsty.

Question 2.
The farmer rested under the
Answer:
shade of a nearby walnut tree.

Question 3.
He enjoyed the
Answer:
view of the spreading vives of big water melons.

Question 4.
The trees of walnuts were
Ans.
dangling.

Now, discuss with your friends :

Question 1.
In the beginning of the story the peasant is not happy with the act of the God because….:
Answer:
the small walnuts grew on an enormous tree while the big water melons hung from a flat and flimsy vine.

Question 2.
What would have happened if a melon had fallen upon the head of the peasant instead of the walnut ?
Answer:
If a melon had fallen upon the head of the peasant, he would have been injured seriously.

Question 3.
In the end of the story the peasant was thankful to God because
Answer:
He was clever not to let melons grow on big trees.

Speaking Skill

See workbook page 10.

Answer:
For self attempt

Reading Skill

Read the following passage carefully and answer the questions given below it.

See workbook page 10

Question 1.
Choose the correct answer

(i) Who is truly a great man ?
(a) a person whose name figures in history
(b) a person who would warmly welcome some unhappy old woman to put an end to her troubles
(c) a person who has won battles
Answer:
(b) a person who would warmly welcome some unhappy old woman to put an end to her troubles

(ii) The passage is intended for:
(a) the psychologists.
(b) the parents of school going children.
(c) the young people.
Answer:
(c) the young people.

(iii) The purpose of the passage is :
(a) to communicate the importance of material possession to the readers..
(b) to instill in the hearts of the young people, a strong desire to become truly noble human beings.
(c) to highlight the advantages of advanced civilization.
Answer:
(b) to instill in the hearts of the young people, a strong desire to become truly noble human beings.

Question 2.
Go through the passage again and answer the questions briefly:

(i) Give one reason for the unhappiness of human beings.
Answer:
They are not satisfied with what they have.

(ii) Mention the qualities of noble human beings.
Answer:
They are willing to embrace sorrows of their neighbour and thereby acts in order to create a truly peaceful and happy society.

(iii) The author tells the people that they have endless occasions to improve themselves. What are they ?
Answer:
Whether studying or participating in student organisations and extra curricular activities or solving problems that arise with your friends.

Question 3.
Write 2-3 sentences on each of the following subtitles :

(i) A truly great man does not have to be famous.
Answer:
He does not want to be famous. He wants only to serve the society selflessly. He embraces other’s sorrows and tries to create a peaceful- and loving society.

(ii) A truly noble being embraces the sorrows of others most willingly.
Answer:
It gives him real joy. He feels satisfied and happy. He wants to see smile on other’s face.

(iii) Various school activities opportunities for self improvement.
Answer:
Extra curricular activities. Games and sports. Problems that arise with our friends.

Question 4.
Mention the suggestions given by the author to next generation to become noble human beings.
Answer:
In order to become noble human beings the next generation should do the following

• They should discipline themselves.
• They should absorb knowledge and furnish themselves with the skills they will need for that day.

Question 5.
Mention the suggestions given to improve oneself.
Answer:
We should positively search out opportunities for improvement to face challenges in life squarely so that we might nature in a outstanding individuals.

Question 6.
What is he result of the superficial prosperity of our age?
Answer:
The superficial prosperity of our age only increases the fundamental affections which we experience as human beings.

Language Practice (Grammar)
Simple past

A. Study these sentences.

See workbook page 13.
Now, talk to your friends and frame five sentences on what they did yesterday/last week.

1. They went On a picnic in a zoological park.
2. They played various games there.
3. They enjoyed/saw several birds and animals.
4. They enjoyed delicious dishes.
5. They drank soft drinks

B. Now, study these sentences.

See workbook page 14.

4. Now, talk to your parents or grandparents, and frame five sentences. Where they lived/studied (place) for (time period).
Example : My grandmother lived in Varanasi for a long time.

1. My grandfather lived in Allahabad for a long time.
2. It is a big city with great religious value.
3. It had been a centre of political uplevel.
4. It’gave the first Prime Minister of India.
5. He was proud to be a part of it.

Simple Past and Past Continuous:

C. Study these sentences.

See workbook page 14.

Now, frame five sentences on this pattern.

1. When Raman telephoned me yesterday, I was in bathroom.
2. When Mrs. Sharma came to my house last week, my mother was not at home.
3. When I reached the city, there was a curfew.
4. The baby was sleeping when I came to her.
5. The teacher was teaching -when the Principal entered the class. Simple Past and Past Perfect

D. Study these sentences :

See workbook page 15.

Now, put the verbs in brackets into the correct simple past or past perfect tense.
1. They ……………… just (come) from office when they ………… (meet).
2. She hardly (say) this, when Malasha …………. (plump) down her foot.
3. When they …………….. (go) out to play, their mothers ……………… (dress) them both in new frocks.
4. When he ……….. (reach) the railway station the train ……………. already (leave).
Answer:

1. had, came, met
2. had, said, plumped
3. had, gone, dressed
4. reached, had left

Writing Skill

A. You are the student- editor of your school magazine. Write a notice inviting the names of those who like to give articles, stories, cartoons etc. for the school magazine. (50 words)
Answer:

ABC School
Notice
School Magazine Section

Date 25 July 2011

This is a bring to all the students that the school magazine is to be published before winter break. Those who are interested in writing articles, stories, cartoons etc are invited to register their names and wrote-ups till 20 Aug 2011 to the undesigned during office hour between 2 to 4 pm in the Common Room.

Manish Gupta
Student Editor.

B. Narrate the popular encounter of Alexander with the Indian King Puru. (150 words)
Answer:
Alexander (356-323 B.C) was only 22 years old when he ascended the throne. He was a general. He divided his army into two units to effectively capture India. The first unit invaded India under his personal leadership. He defeated the North Indian States. The other unit was under commander Hephastian. It defeated the kingdoms on the bank of river Indus. The Indian kingdoms were disunited. As such, they did not pose any virtual challenge to any of his units. As a result, the Greek army conquered all kingdoms before uniting at Ohind. Kings like Ambi accepted defeat without even fighting his army. However, Alexander emerged victorious and made Porus a prisoner

MP Board Class 9th English Solutions

The Rainbow Workbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th English The Rainbow Workbook Chapter 15 How it all began Question Answers

How it all began Class 9 Questions and Answers

How it all began Vocabulary and Pronunciation

A. What is the difference in meaning of the following words given in pair :
ago — before
also — too
most — many
journy — voyage
adjacent — neighbouring
Answer:
Do yourself

B. The compound word ‘neighourhood’ end in ‘hood’. Now write some more words with the suffix ‘hood’.
Answer:
Childhood, motherhood, boyhood, fatherhood, livelehood

C. Look at the common expressions of frequency. Study them carefully and point out the number of vowel sounds in them.
1. always
2. usually, regularly
3. often, frequently
4. gradually, slowly
Answer:
1. a, ay, 2. all, 3. o, te, re, erv, y, 4. ra, ua, y, o, y

D. Use the word ‘when’ in the beginning of a sentence and then in the middle of a sentence. What difference does it make? Example : When I returned, I felt tired.
I returned when I felt tired.
Now, frame some more sentences as shown above.

Question 1.
When I knew, I understood.
Answer:
I knew when I understood.

Question 2.
When he came, he gave me the information.
Answer:
He came when he gave me the information.

Listening Skill

Listen to the words.

See workbook page 111.

Now, recall the aforesaid.
Answer:
Do yourself.

Speaking Skill

Recall and repeat orally any two of the following.
See workbook pages 111-112.
Answer:
Do yourself.

Reading Skill

Read the following passage carefully and answer the questions given below it.
See workbook pages 112-113.

Question 1.
(a) How did the grandmother attend to her grandson ?
Answer:
The grandmother attend to her grandson with all attention.

(b) What did she do while she bathed ?
Answer:
She said her morning prayer in a monotonous sing song while she bathed.

(c) What does the author compare his grandmother with ?
Answer:
The author compares his grandmother with the winter landscape in the mountains.

(d) How did the grandmother take care of the study material of her grandson ?
Answer:
The grandmother tied them in a bundle and hand them to ‘he author.

(e) Why did she carry stale chapattis with her ?
Answer:
She carried stale chapattis to feed the village dogs.

(f) Why were grandmother and the author good friends ?
Answer:
Because the author spent his childhood days with her when his parents left him with her.

Question 2.
Find out the words from passage which have the following meaning:
(a) everything you can see when you look across a large area of land especially in the country……………
(b) serene – calm and peaceful, …………
(c) all the time, repeatedly……………
(d) never changing and therefore forming, ……………..
(e) spent time and / or energy doing nothing, ……………….
(f) the holy books of a particular religion, the Bible etc …………….
Answer:
(a) landscape
(b) serenity
(c) constantly
(d) monotonous
(e) hobbling
(f) scriptures.

Language Practice (Grammar)

Preposition
See workbook pages 114-116.

Pick out the preposition in the following sentences.
1. The two cats fought with each other for the cake.
2. The Pied Piper stepped into the street.
3. Rain, Rain go away to Spain.
4. Under the spreading chesnut tree we are happy.
5. We go to school everyday at 7 o’ clock in the morning.
6. We rowed across the backwaters and reached the house.
7. A sand storm blew over Delhi and tore down many temporary sheds.
Answer:

1. with, for
2. into
3. to
4. under
5. to, at, in
6. across
7. over, down.

Writing Skill

A. Your sister collects stamps. Write a letter encouraging her to continue this hobby.
(50 words)
Answer:
Dear Rakhi
I am happy to know about your hobby of stamp collection. It’s really a good choice. You can know a lot of things through it. It earns your great knowledge, you can know the historical facts also. You keep it continued for ever.
Yours,
Anurag.

B. Write the various activities of the Nature Club of your school. (150 words)
Answer:
There is a Nature Club in our locality. Some of the youngsters of our society have organised if. Its functions are very productive. The members have divided the whole region in different section. They promote plantation, water conservation, rain water harvesting, education to children, cleanliness etc. They educate people the importance of nature in our life and teach them how we are damaging it, how we can cope up with nature. Now the government is also giving attention to this club.

MP Board Class 9th English Solutions

The Rainbow Workbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th General English The Spring Blossom Chapter 15 J.C. Bose Question Answers

J.C. Bose Class 9 Questions and Answers

J.C. Bose Textual Exercises

Word Power

(1) Match the words in column ‘A’ with their meanings in column ‘B’
(सुमेलित कीजिए)

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

(2) Make five words using the prefix-re and five other words using the suffix-ion.
(Re उपसर्ग या ion प्रत्यय लगाकर पँच – पाँच शब्द बनाइए)
Answer:
re – reappear, replace, regain, remove, retake.
ion – admiration, infection, communication, confession, suggestion.

How Much Have I Understood?

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

Question 1.
Who was admitted to St. Xavier’s School, Calcutta?
(हू वॉज़ एडमिटिड टू सेन्ट जेविअर्स स्कूल, कैलकटा?)
सन्त जेविअर स्कूल, कलकत्ता में किसका दाखिला हुआ?
Answer:
A little boy, Jagdish Chandra Bose was admitted to St. Xavier’s School, Calcutta.
(अ लिट्ल बॉय, जगदीश चन्द्र बोस वॉज़ एडमिटिड टू सेन्ट जेविअर्स स्कूल, कैलकटा।)
एक नन्हे बालक, जगदीश चन्द्र बोस को सन्त जेविअर्स स्कूल, कलकत्ता में दाखिल किया गया।

Question 2.
Where did the scientists gather?
(व्हेअर डिड द साइन्टिस्ट्स गैदर?)
वैज्ञानिक कहाँ इकट्ठे हुए?
Answer:
The scientists gathered in the hall of the Royal Society of London.
(द साइन्टिस्ट्स् गैदर्ड इन द हॉल ऑफ द रॉयल सोसाइटी ऑफ लन्डन।)
वैज्ञानिक लन्दन की रॉयल सोसाइटी के विशाल हॉल में इकट्ठे हुए।

Question 3.
Who was J. C. Bose’s father?
(हू वॉज़ जे. सी. बोस्स फादर?)
जे. सी. बोस के पिता कौन थे?
Answer:
Bhagwan Chandra Bose was J. C. Bose’s father.
(भगवान चन्द्र बोस वॉज़ जे. सी. बोसेज़ फादर।)
भगवान चन्द्र बोस जे. सी. बोस के पिता थे।

Question 4.
Where is Faridpur?
(व्हेयर इज़ फरीदपुर?)
फरीदपुर कहाँ है?
Answer:
Faridpur is in Dhaca district (now in Bangladesh.)
(फरीदपुर इज़ इन ढाका डिस्ट्रिक्ट (नाउ इन बांग्लादेश)।)
फरीदपुर ढाका जिले में (अब बांग्लादेश में) है।

Question 5.
How did Bose win the respect and admiration of the other boys in the school?
(हाउ डिड बोस विन द रिस्पेक्ट एण्ड एडमिरेशन ऑफ द अदर बॉयज़ इन द स्कूल?)
बोस ने विद्यालय के अन्य छात्रों से सम्मान व प्रशंसा कैसे प्राप्त की?
Answer:
One day, when the other boys were making fun of Bose, he suddenly jumped at one of his attackers and emerged as a brave boy, winning the respect and admiration of the other boys.
(वन डे, व्हेन द अदर बॉयज़ वर मेकिंग फन ऑफ बोस, ही सडनली जम्प्ड एट वन ऑफ हिज़ अटैकर्स एण्ड इमर्जड् एज़ अ ब्रेव बॉय, विनिंग द रिस्पेक्ट एण्ड एडमिरेशन ऑफ द अदर बॉयज़।)
एक दिन जब अन्य लड़के बोस का मजाक उड़ा रहे थे वह अचानक एक लड़के पर टूट पड़ा व एक बहादुर लड़का साबित होकर उसने अन्य लड़कों से इज्जत व प्रशंसा पाई।

(B) Answer these questions in two or three sentences.
(निम्न प्रश्नों के उत्तर दो या तीन वाक्यों में दीजिए।)

Question 1.
What did J. C. Bose prove and how?
(व्हॉट डिड जे. सी. बोस प्रव एण्ड हाउ?)
जे. सी. बोस ने क्या प्रमाणित किया व कैसे?
Answer:
J.C.Bose proved that plants also have feelings and they can feel pain. He demonstrated this by injecting poison in a plant and showing its feelings with the help of an instrument.
(जे. सी. बोस प्रूव्ड दैट प्लान्ट्स ऑल्सो हैव फीलिंग्स एण्ड दे कैन फील पेन। ही डिमॉन्स्ट्रेटिड दिस बाइ इन्जेक्टिंग पॉइज़न इन अ प्लान्ट एण्ड शोइंग इट्स फीलिंग्स विद द हैल्प ऑफ एन इनस्ट्रमेन्ट।)
जे. सी. बोस ने यह सिद्ध किया कि पौधों में भी संवेदनाएँ होती हैं व वे भी हमारी तरह दर्द महसूस करते हैं। उन्होंने एक पौधे को विष देकर उसकी भावनाओं को एक यन्त्र की सहायता से प्रदर्शित किया।

Question 2.
Why didn’t the succeed in the first attempt?
(व्हाय डिन्ट ही सक्सीड इन द फर्स्ट अटेम्प्ट?)
वह प्रथम प्रयास में सफल क्यों नहीं हुए?
Answer:
He did not succeed in the first attempt because a man had replaced the poison with similar coloured water.
(ही डिड नॉट सक्सीड इन द फर्स्ट अटेम्प्ट बिकॉज़ अ मैन हैड रिप्लेस्ड द पॉइजन विद सिमिलर कलर्ड वॉटर।)
वे प्रथम प्रयास में सफल नहीं हुए क्योंकि एक व्यक्ति ने विष की जगह रंगीन पानी रख दिया था।

Question 3.
What was the article about? Did it bring anything to Bose?
(व्हॉट वॉज़ द आर्टिकल अबाऊट? डिड इट ब्रिग एनीथिंग टू बोस?)
लेख किसके बारे में था? क्या उसने बोस को कुछ दिया?
Answer:
The article was about the ‘Response in the living and Non-living’. The article brought him the fellowship of the Royal Society.
(द ऑर्टिकल वॉज़ अबाऊट द ‘रिस्पॉन्स इन द लिविंग एण्ड नॉन लिविंग’। द आर्टिकल ब्रॉट हिम द फैलोशिप ऑफ रॉयल सोसाइटी।)
लेख’सजीव व निर्जीव वस्तुओं की प्रतिक्रिया के बारे में था।’ लेख ने उन्हें रॉयल सोसाइटी की फैलोशिप प्रदान करवाई।

Question 4.
What honours were given to J. C. Bose?
(व्हॉट ऑनर्स वर गिवन टू जे. सी. बोस?)
जे. सी. बोस को कौन-से सम्मान प्रदान किए गए?
Answer:
J. C. Bose was honoured with the degree of Doctor of Science by the Royal Society of England.
(जे. सी. बोस वॉज़ ऑनर्ड विद द डिग्री ऑफ डॉक्टर ऑफ साइन्स बाइ.द रॉयल सोसाइटी ऑफ इंग्लैण्ड।)
इंग्लैण्ड की रॉयल सोसाइटी ने जे. सी. बोस को डॉक्टर ऑफ साइंस’ उपाधि से सम्मानित किया।

Question 5.
Describe briefly the other inventions and contributions of J. C. Bose to science.
(डिस्क्राइब ब्रीफली द अदर इन्वेन्शन्स एण्ड कॉन्ट्रीब्यूशन्स ऑफ जे. सी. बोस टू साइन्स।)
जे. सी. बोस के अन्य आविष्कारों एवं विज्ञान को उनके योगदान का संक्षिप्त विवरण दो।
Answer:
Bose demonstrated the functioning of wireless telegraphy in public much before Marconi. He was the first to fabricate the device that generated radio wavelength. He discovered some important principles on which a radar works. Hence, he is called the inventor of radar.

(बोस डिमॉन्स्ट्रेटिड द फंक्शनिंग ऑफ वायरलेस टैलीग्राफी इन पब्लिक मच बिफोर मार्कोनी। ही वॉज़ द फर्स्ट टू फैब्रीकेट द डिवाईस दैट जैनरेटिड रेडियो वेवलेन्थ। ही डिस्कवई सम इम्पॉर्टेन्ट प्रिन्सिपल्स ऑन व्हिच अ राडार वर्क्स। हेन्स ही इज़ कॉल्ड द इन्वेन्टर ऑफ राडार।)

बोस ने वायरलेस की कार्य प्रणाली का सार्वजनिक प्रदर्शन मार्कोनी से बहुत पहले कर दिया था। वे पहले व्यक्ति थे जिसने रेडियो तरंग उत्पन्न करने वाला यन्त्र बनाया था। उन्होंने कुछ महत्त्वपूर्ण सिद्धान्तों की खोज की जिन पर एक रडार काम करता है। उन्हें रडार का आविष्कारकर्ता कहा जाता है।

(C) Choose the correct alternative
(सही विकल्प चुनिए)

Question 1.
J. C. Bose was admitted in St. Xavier’s
(a) Mumbai.
(b) Calcutta
(c) Decca
(d) Delhi.
Answer:
(b) Calcutta

Question 2.
The scientists had gathered in
(a) Delhi
(b) Mumbai
(c) London
(d) Calcutta.
Answer:
(c) London

Question 3.
Bose demonstrated the feelings of
(a) plants
(b) people
(c) fish
(d) animals.
Answer:
(a) plants

Question 4.
The Royal Society of London awarded its fellowship to J. C. Bose in the year
(a) 1922
(b) 1912
(c) 1920
(d) 1918.
Answer:
(c) 1920

Question 5.
J. C. Bose was born in
(a) Faridkott
(b) Faridabad
(c) Firozpur
(d) Faridpur.
Answer:
(d) Faridpur.

Language Practice

(A) Fill up the blanks with ‘can’ or ‘could’.
(रिक्त स्थान भरो।)
Answer:

1. Shyam can swim across the river.
2. When he was young, he could run 20 miles per hour.
3. This is the way through which you can to achieve your goals.
4. Yesterday she lost her ring but she could find it again.
5. As there was nobody at home, the thief could steal without trouble.

Listening Time

Make true or false
(सही तथा गलत बताओ।)
Answer:

1. Snails do not eat grass. [True)
2. Snails have no eyes. [False]
3. People eat snails. [True]
4. Snails can fly. [False]
5. All the snails look ugly. [False]
6. Snails never sleep. [False)]
7. Snails have strong bones. [False]

Writing Time

Raju and Ranu are friends. Raju believes that telephone is very useful while Ranu does not. She believes that T.V. is more useful. Write the dialogue that takes place between them.
(राजू तथा रानू के मध्य वार्तालाप पूर्ण करें।)
Answer:
Raju : Telephone is very useful.
Ranu : Telephone is useful but I think T.V. is more useful.
Raju : You can talk to a person anytime through telephone.
Ranu : But by T.V. we get information about the whole world, get entertainment.
Raju : But you cannot talk through T.V.
Ranu : We can see pictures in T.V. and not through telephone.

Things to do

Collect the names of some other great scientists and their inventions. Fill it in the table given below.
Answer:

J.C. Bose Difficult Word Meanings

amuse (अम्यूज़)-to make somebody laugh or smile आनन्दित करना; emerge (इमर्ज)-to become known उभरकर आमा; curious (क्यूरियस)-having a strong desire to know something उत्सुक; strike (स्ट्राइक)-to refuse to continue working because of an argument with an employer about working conditions हड़ताल; eminent (एमिनेन्ट)-famous and respected in a particular profession or field किसी खास व्यवसाय या क्षेत्र में प्रसिद्ध होना; gather (गैदर)-to come together एकत्र होना; adamant (एडमेन्ट)-determined not to change your mind about something ; horror (हॉरर)-a feeling.of great shock, fear or disgust भय, आतंक; appear (अपीयर)-to give the impression of being or doing something प्रतीत होना; confess (कन्फेस)-to admit something कबूल करना; inventor (इन्वेन्टर)-to produce a design that has not existed before आविष्कारक; demonstrate (डिमॉन्स्ट्रेट)-to show something clearly by giving proof or evidence सप्रमाण प्रदर्शन; patent (पेटेन्ट)–an official right to be the only person to make use or sell a product or invention पेटेण्ट करना; fabricate (फैब्रिकेट)-to make or produce goods, equipments etc. निर्माण; radar (रडार)-a system that uses radio waves to find the position and movements of objects रेडियो तरंगों द्वारा किसी वस्तु की स्थिति व गति नापने का यन्त्र। dedicate (डेडिकेट)-to give a lot of your time and effort to a particular activity or purpose किसी कार्य या उद्देश्य के लिए अपना बहुत सारा समय तथा प्रयास अर्पित करना; accept (ऐक्सेप्ट)-to take willingly something that is offered स्वीकार करना।

J.C. Bose Summary, Pronunciation & Translation

[1] A little boy was admitted to St. Xavier’s School in Calcutta (now Kolkata). The boys at the school were much amused to have in their company a ‘new boy who could hardly converse in English. One day, when the other boys were making fun of this new boy, he suddenly jumped at one of his attackers and surprisingly emerged as a brave boy and won the respect and admiration of the other boys. This boy learnt a great lesson that day. “Success doesn’t fall into one’s lap. It is to be earned through great pains and struggle.’

(अ लिटिल बॉय वॉज़ एडमिटेड टु सेन्ट जैवियर्स स्कूल इन कलकत्ता (नाउ कोलकाता)। द बॉयज़ एट द स्कूल वर मच अम्यूज्ड टु हैव इन देअर कम्पनी अ न्यू बॉय हू कुड हार्डली कनवर्स इन इंग्लिश। वन डे, व्हेन द अदर बॉयज़ वर मेकिंग फन ऑफ दिस न्यू बॉय, ही सडनली जम्प्ड एट वन ऑफ हिज़ अटैकर्स एण्ड सरप्राइजिंगली इमर्ल्ड एज़ अ ब्रेव बॉय एण्ड वॉन द रेसपैक्ट एण्ड एडमायरेशन ऑफ द अदर बॉयज़। दिस बॉय लर्ट ग्रेट लेसन दैट डे। सक्सेस डज़न्ट फाल इन टू वन्स लैप। इट इज़ टु बी अर्ल्ड श्रू ग्रेट पेन्स एण्ड स्ट्रगल।”

हिन्दी अनुवाद :
कलकत्ता (अब कोलकाता) के सेंट जेवियर स्कूल में एक नए बालक ने प्रवेश लिया। विद्यालय के अन्य बालक अपनी संगत में एक नये लड़के को जो बमुश्किल अंग्रेजी में बातचीत कर सकता था, पाकर प्रसन्न हुए। एक दिन जब दूसरे लड़के इस नए लड़के का मजाक उड़ा रहे थे वह अचानक अपने एक आक्रमणकारी पर कूद पड़ा और आश्चर्यजनक रूप से एक बहादुर बालक बनकर उभरा और उसने अन्य छात्रों का आदर और प्रशंसा प्राप्त की। इस बालक को एक बड़ा पाठ उस दिन सीखने को मिला-“सफलता किसी की गोद में आकर नहीं गिरती। उसे बड़े कष्ट और संघर्ष से अर्जित करना होता है।”

[2] This boy was Jagadish Chandra Bose, who was born on the 30th of November 1858 in Faridpur district Decca (now in Bangladesh). Things around him made him curious. Why does the wind blow? Why does the water flow? Why are plants green? etc. were the questions that often struck his mind. Seeing his curiosity, his father Bhagwan Chandra Bose, admitted him to the St. Xavier’s Calcutta at the age of nine. Later he emerged as a great Indian scientist.

(दिस बॉय वॉज़ जंगदीश चन्द्र बोस, हू वॉज़ बॉर्न आन द 30th (थर्टियेथ) ऑफ नवेम्बर 1858 (एट्टीन फिफ्टी एट) इन फरीदपुर डिस्ट्रिक्ट ढाका (नाउ इन बंग्लादेश) थिंग्स अराउन्ड हिम मेड हिम क्यूरियस। व्हाय डज़ द विन्ड ब्लो? व्हाय डज़द वाटर फ्लो? व्हाय आर प्लाण्ट्स ग्रीन? एटसेट्रा वर द क्वेश्चन्स दैट ऑफटन स्ट्रक हिज़ माइन्ड। सीईंग हिज़ क्यूरियोसिटी हिज फादर भगवान चन्द्र बोस, एडमिटेड हिम टु द सेन्ट जेवियर्स केलकेट्टा एट द एज ऑफ नाइन। लेटर ही इमर्ड एज़ अ ग्रेट इंडियन साइंटिस्ट।)

हिन्दी अनुवाद :
यह बालक जगदीश चन्द्र बोस थे, जिनका जन्म 30 नवम्बर, 1858 को ढाका (अब बंग्लादेश में) जिले के फरीदकोट में हुआ था। उनके आसपास की चीजों ने उन्हें जिज्ञासु बनाया था। हवा क्यों बहती है ? पानी क्यों बहता है? पौधे हरे क्यों होते हैं ? इत्यादि वे प्रश्न थे जो उनके मस्तिष्क से टकराया करते थे। उनकी इस उत्सुकता को देखकर उनके पिता भगवान चन्द्र बोस ने उन्हें कलकत्ता के सेंट जेवियर स्कूल में नौ वर्ष की उम्र में भरती कराया था। बाद में वे एक महान भारतीय वैज्ञानिक के रूप में उभरे।

[3] It was the 10th of May, 1901, and some eminent scientists had gathered in the great hall of the Royal Society in London. Jagdish Chandra Bose was going to demonstrate that plants have feelings like we have. He claimed that plants can feel pain. Most of the scientists present could not believe it, as they had doubts. Bose was adamant about it, so he injected a poison into a plant. According to his claim, the plant would soon show signs of death. But nothing happened. However, Bose calmly announced, “The poison has failed to affect the plant. So I believe it would not hurt me either.” As the audience looked on in horror, he injected the poison into himself. Suddenly a man appeared on the scene and confessed that he had replaced the poison with similar coloured water.

(इट वॉज़ द 10th (टेन्थ) ऑफ मे, 1901 एण्ड सम इमिनेण्ट साइन्टिस्ट्स हैड गेदर्ड इनर ग्रेट हॉल ऑफ द सोसायटी इन लंडन। जगदीश चन्द्र बोस वॉज़ गोइंग टु डिमॉन्स्ट्रेट दैट प्लान्ट्स हैव फीलिंग लाइक की हैव। ही क्लेम्ड दैट प्लान्ट्स केन फील पेन । मोस्ट ऑफ द साइन्टिस्ट्स प्रेजेन्ट कुड नॉट बिलीव इट, एज़ दे हैड डाउट्स। बोस वाज़ एडामेन्ट अबाउट इट, सो ही इजेक्टेड ए पॉयज़न इन टू अ प्लान्ट। एकार्डिंग टु हिज़ क्लेम, द प्लान्ट वुड सून शो साइन्स ऑफ डेथ। बट नथिंग हैपन्ड। हाउ एवर बोस कामली एनाउन्स्ड, “द पॉयजन हैज़ फेल टु अफेक्ट द प्लान्ट। सो आई बिलीव इट वुड नॉट हर्ट मी आयदर।” एज़ द आडियेन्स लुक्ड ऑन इन हॉरर ही इंजेक्टेड द पॉयज़न टु हिम सेल्फ। सडनली अ मैन अपीअर्ड ऑन द सीन एण्ड कन्फेस्ड दैट ही हैड रिप्लेस्ड द पॉयजन विद सिमिलर कलर्ड वाटर।)

हिन्दी अनुवाद :
10 मई, 1901 की तारीख थी, कुछ प्रसिद्ध व प्रतिष्ठित वैज्ञानिक लन्दन की रॉयल सोसायटी के विशाल हॉल में उपस्थित थे। जगदीश चन्द्र बोस इस तथ्य का प्रदर्शन करने वाले थे कि पौधे भी हमारे समान भावना रखते हैं। उन्होंने दावा किया कि पौधे भी दर्द का अनुभव करते हैं। अधिकांश उपस्थित वैज्ञानिकों ने इस पर विश्वास नहीं किया क्योंकि उन्हें शंकाएँ थीं। बोस इस बात पर दृढ़ता से अड़े थे, अतः उन्होंने एक पौधे को जहर का इंजेक्शन दिया। उनके दावे के अनुसार, पौधा शीघ्र ही मृत्यु के चिन्ह दिखाएगा। किन्तु कुछ नहीं हुआ। अतः बोस ने शान्ति से यह घोषित किया कि, “पौधे पर जहर का असर नहीं हुआ है। इसलिए वह मेरे पर भी नुकसान नहीं करेगा। उन्होंने अपने को जहर का इंजेक्शन दिया जबकि सभी डर से देखते रहे, इसी समय एक व्यक्ति वहाँ पर उपस्थित हुआ और उसने स्वीकार किया कि उसने ही जहर को रंगीन पानी से बदल दिया था।

[4] Bose, repeated the experiment with a real poison. This time the plant’s pulse beat showed movement on the screen of an instrument and it ultimately died. However the Royal Society was not convinced and was not ready to accept the result. But Bose would not give up easily. So he took up the challenge and after years of rigorous research he published an article, ‘Response in the Living and Non-Living’. This article convinced the Royal Society. Consequently Bose was awarded the fellowship of the Royal Society in 1920.

(बोस रिपीटेड द एक्सपेरिमेंट। विद अरियल पॉयज़न। दिस टाइम द प्लान्ट्स पल्स बीट शोड मूवमेंट ऑन द स्क्रीन ऑफ एन इन्स्ट्रमेण्ट एण्ड इट अल्टीमेटली डाइड। हाउएवर द रॉयल सोसाइटी वॉज़ नाट कन्विन्स्ड एण्ड वॉज़ नाट रेडी टु एक्सेप्ट द रिज़ल्ट । बट बोस वुड नॉट गिव अप इजीली। सो ही टुक अप द चेलेंज एण्ड ऑफ्टर यीअर्स ऑफ रिंगरस रिसर्च ही पब्लिश्ड एन आर्टीकल। ‘रेस्पॉन्स इन द लिविंग एण्ड नन लिविंग’। दिस आर्टीकल कन्विन्स्ड द रॉयल सोसाइटी। कॉन्सीक्वेन्टली बोस वॉज़ एवार्डेड द फेलोशिप ऑफ द रॉयल सोसाइटी इन 1920 (नाइन्टीन ट्वेन्टी)।)

हिन्दी अनुवाद :
बोस ने वास्तविक जहर से प्रयोग को दुहराया। इस बार एक यन्त्र के परदे पर पौधे की नाड़ी ने गति प्रदर्शित की और वह अंततः मर गया। तो भी रॉयल सोसाइटी ने उसकी सत्यता को नहीं माना और परिणाम को स्वीकार नहीं किया। लेकिन बोस आसानी से हिम्मत हारने वाले नहीं थे। इसलिए उन्होंने इसे एक चुनौती के रूप में लिया और कई वर्षों के अनुसन्धान के अथक प्रयासों के बाद उन्होंने “सजीव एवं निर्जीव की प्रतिक्रिया” शीर्षक से एक पत्र प्रकाशित किया। इस निबन्ध को रॉयल सोसाइटी ने स्वीकार किया। परिणामस्वरूप बोस को रॉयल सोसाइटी ने 1920 में फेलोशिप प्रदान की।

[5] Although more famous as a biologist, Bose was a great physicist as well. He can rightly be called the inventor of wireless telegraphy. Though Marconi invented the wireless. Bose had already demonstrated its functioning in public in the year 1895, a year before Marconi’s patent for the telegraph. This impressed the Royal Society of England and he was honoured with the degree of ‘Doctor of Science’. In fact, Bose was a pioneer in multimedia communication. He was the first to fabricate the device that generated radio wave-length.

(अल्दो मोर फेमस एज अ बायोलॉजिस्ट, बोस वॉज़ अ ग्रेट फिजिसिस्ट एज़ वैल। ही केन राइटली बी कॉल्ड द इन्वेण्टर ऑफ वायरलेस टेलिग्राफी। दो मारकोनी इन्वेण्टेड द वायरलेस। बोस हैड आलरेडी डिमोंस्ट्रेटेड इट्स फंक्शनिंग इन पब्लिक इन द यीअर 1895, अ यीअर बिफोर मारकोनी पेटेन्ट फोर टेलिग्राफ। दिस इम्प्रेस्ड द रॉयल सोसाइटी ऑफ इंग्लैण्ड एण्ड ही वॉज़ आनर्ड विद द डिग्री ऑफ ‘डॉक्टर ऑफ साइन्स’। इन फैक्ट, बोस वॉज़ अपायोनियर इन मल्टीमीडिया कम्प्यूनिकेशन। ही वॉज़ द फर्स्ट टु फेब्रिकेट द डिवाइस दैट जनरेटेड रेडियो वेव-लेन्थ।)

हिन्दी अनुवाद :
यद्यपि जीवशास्त्री के रूप में बोस प्रसिद्ध थे, साथ ही वे एक महान् भौतिक शास्त्री भी थे। उन्हें बेतार की टेलिग्राफी का आविष्कारक भी कहना सही है। यद्यपि मारकोनी ने बेतार की टेलिग्राफी का आविष्कार किया परन्तु बोस 1895 में इसके क्रियाकलाप को सार्वजनिक रूप से प्रदर्शित कर चुके थे। यह उन्होंने मारकोनी के आविष्कार के पेटेन्ट से एक वर्ष पूर्व किया था। इस बात से इंग्लैण्ड की रॉयल सोसाइटी बहुत . प्रभावित हुई थी और उन्होंने बोस को डॉक्टर ऑफ साइन्स की पदवी से विभूषित किया। वास्तव में बोस मल्टी मीडिया संचार के अग्रदूत थे। वे पहले व्यक्ति थे जिन्होंने एक यंत्र को तैयार किया था जो रेडियो तरंगों को उत्पन्न करता था।

[6] Another example of Bose’s greatness is revealed in the invention of the radar. Bose worked out some details of very great importance which are used in the working of the radar. Jagadish Chandra Bose has a permanent place in the world of science, especially in botany.

(अनादर एक्जाम्पल ऑफ बोस’स ग्रेटनैस इज़ रिवील्ड इन द इन्वेन्शन ऑफ द रडार। बोस वर्ल्ड आउट सम डिटेल्स ऑफ वेरी ग्रेट इम्पोर्टेन्स विच आर यूस्ड इन द वर्किंग ऑफ द रडार। जगदीश चन्द्र बोस हैज़ अ परमानेन्ट प्लेस इन द वर्ल्ड ऑफ साइन्स स्पेशली इन बोटेनी।)

हिन्दी अनुवाद :
बोस की महानता का दूसरा उदाहरण ‘रडार’ के आविष्कारक के रूप में प्रदर्शित हुआ। बोस ने रडार के काम में आने वाली कुछ महत्त्वपूर्ण विस्तृत जानकारी प्रस्तुत की। जगदीश चन्द्र बोस का स्थान विज्ञान के क्षेत्र में विशेष कर वनस्पति शास्त्र में स्थायी रूप से बना हुआ है।

[7] He began the age of Modern Science in India and deserves honour for this. He was a great scientist, who selflessly dedicated his findings to the further development of science. An inventor can make lakhs ‘ of rupees by just one or two inventions. Bose has invented many instruments. They have since been used by many industries. When he was offered money for these he did not accept it. He felt that knowledge was not anybody’s personal property. He permitted anyone and everyone to use the fruits of his work.

(ही बिगेन द एज ऑफ मॉडर्न साइंस इन इन्डिया एण्ड डिज़र्स ऑनर फोर दिस। ही वॉज़ अ ग्रेट साइंटिस्ट, हू सेल्फलेसली डेडिकेटेड हिज़ फाइडिंग्स टु द फर्दर डेवलेपमेंट ऑफ साइंस। एन इन्वेन्टर केन मेक लेख्स ऑफ रूपीज़ बाय जस्ट वन और टू इन्वेन्शन्स। बोस हेज़ इन्वेन्टेड मैनी इंस्ट्रमेंटस। दे हैव सिन्स बीन यूस्ड बाय मैनी इंडस्ट्रीज़। व्हेन ही वॉज़ ऑफर्ड मनी फोर दीज़ ही डिड नॉट एक्सेप्ट इट। ही फेल्ट दैट नॉलेज वॉज़ नाट एनी बडीज पर्सनल प्रॉपर्टी। ही परमिटेड एनीवन एण्ड एवीवन टु यूस द फ्रूट्स ऑफ हिज़ वर्क।)

हिन्दी अनुवाद :
उन्होंने भारत में आधुनिक विज्ञान के नये युग की शुरूआत की और उसके लिए वे विशेष सम्मान के पात्र हैं। वे एक महान वैज्ञानिक थे जो विज्ञान के भावी विकास के लिए अपनी वैज्ञानिक खोजों के प्रति पूर्णरूप से समर्पित थे। एक आविष्कारक एक या दो आविष्कारों द्वारा लाखों रुपये कमा सकता है। बोस ने कई नये आविष्कार किये थे। उनको कई उद्योगों द्वारा उपयोग में लाया गया। जब उन्हें धन देने की पेशकश की गई तो उन्होंने उसे स्वीकार नहीं किया। उन्होंने यह महसूस किया कि ज्ञान किसी व्यक्ति की निजी सम्पत्ति नहीं है। उन्होंने प्रत्येक व्यक्ति को उनके कार्यों के फलों को उपयोग करने की अनुमति दे दी।

MP Board Class 9th English Solutions

The Spring Blossom Textbook General English Class 9th Solutions

• O Light! Class 9 Questions And Answers
• Kasturba Gandhi Class 9 Questions And Answers
• The School for Sympathy Class 9 Questions And Answers
• Today and Tomorrow Class 9 Questions And Answers
• Fair Play Class 9 Questions And Answers
• Advertisements Class 9 Questions And Answers
• Am I a Child? Class 9 Questions And Answers
• The Second Chance Class 9 Questions And Answers
• The Welcome Class 9 Questions And Answers
• Akbar and Birbal – Reunion Class 9 Questions And Answers
• Ram Prasad ‘Bismil’ – The Great Martyr Class 9 Questions And Answers
• King Vikram in Disguise Class 9 Questions And Answers
• Bond of Love Class 9 Questions And Answers
• Woodman, Spare that Tree Class 9 Questions And Answers
• J.C. Bose Class 9 Questions And Answers
• Cheemi: The Brave Girl Class 9 Questions And Answers
• Noise Class 9 Questions And Answers

Class 9th English The Rainbow Workbook Chapter 14 Old Blockhead repairs his House Question Answers

Old Blockhead repairs his House Class 9 Questions and Answers

Old Blockhead repairs his House Vocabulary and Pronunciation

Make sentences with each of the following compound words so as to bring out its meaning.
head-ache, head-dress, head-gear, head-less, head-line, head- block-ade, block-age, block-buster, block-head, block-house.

1. Head-ache : I have several head-ache.
2. Head-dress : It is my head dress.
3. Head-gear : The need gear is not working.
4. Head-less : I saw a headless statue.
5. Head-lines : The news of cash for vote was the headline today
6. Head-on : It was a serious head on collision.
7. Block-ade : Block ade is illegal.
8. Block-age : The doctors detected block age in his head.
9. Block-buster: Amitabh Bachans films are still block buster.
10. Block—head : He behaves like a totally block head.
11. Block—house: It is a block house.

B. Use the following words in your own sentences.
mend, rectify, repair, restore, overhaul, replace.

1. Mend : Mend your ways otherwise you will be in trouble.
2. Rectify : He asked me to rectify the account.
3. Repair : Your shoes needs repair.
4. Restore : Sleep is the best way to restore energy.
5. Overhaul : Our governing system needs complete overhauling.
6. Replace : Please replace this defective TV.

C. What do you understand by the following questions?

Question 1.
Is anybody home ?
Answer:
Someone may not be there.

Question 2.
Is somebody home ?
Answer:
Someone may be there.

Question 3.
Is nobody home ?
Answer:
None may be there.

Question 4.
Is everybody home ?
Answer:
Everyone may be there.

D. What is meant by the following? Use them in sentences and point out consonant sounds in each word.

1. Shout : to make loud noise- The teacher shouted at the boy.
2.  Call : to give somebody a particular name— He called me.
3. Howl : to make a long, loud cry— The baby was howling.
4. Roar : to make a very loud, deep sound— The tiger was roaring in the forest.
5. Scream : to give a loud, high cry because you are hurt, frightende, exited etc—The little children were scramming with excitinent
6. Cry : to produce tears from your eyes because you are unhappy or hurt— The baby cried suddenly.
7. Talk : to say things, to speak in order to give information-The boys are talking.
8. Clamour: to demand something loudly— The employes began to clamour for their increment.
9. Shriek : to give a loud, high shout— The gine shricked in fright.
10. Yelp : to give a sudden short cry, usually of paon— The lod was yelping but noone paid attention on him.

Listening Skill

Listen to the items carefully, which Ma Blockhead needed to repair her house. three pieces of tin-sheets, two hundred and fifty bricks, eight liter of paint, twelve wooden planks, half kilogram of nails, one bag of cement and one bag of sand Now, answer the

Question 1.
How much paint did Ma Blockhead require ?
Answer:
Ma Blockhead required eight liter of paint.

Question 2.
How many bricks did she want ?
Answer:
She wanted two hundred and fifty bricks.

Question 3.
How may tin-sheets were needed by her ?
Answer:
Three pieces of tin-sheets were needed by her.

Question 4.
How much cement did she want ?
Answer:
She wanted one bag of cement.

Question 5.
How much sand was required ?
Answer:
One bag of sand was required.

Question 6.
How many wooden pranks did she need ?
Answer:
She needed twelve wooden pranks.

Question 7.
How much nails did she require ?
Answer:
She required half kilogram of nails.

Speaking Skill

Here are some events. You are required to speak their sub events one by one in proper sequence, the first one has been done for you :
See workbook page 106.
Answer:
For self attempt.

Reading Skill

Read the passage given below and answer the questions below it.
See workbook page 106.

Question 1.
Why did the man count nine camels?
Answer:
Because he mounted one of the ten camels and counted the rest.

Question 2.
How could he count ten camels again ?
Answer:
He counted the ten camels without mounting any of them

Question 3.
Whom did he curse for his confusion ?
Answer:
He cursed Saten for his confusion.

Question 4.
What kind of man was he ? Write your opinion,
Answer:
He was a foolish fellow. It was his fault or lack of presence of mind that he counted the camels wrongly. But instead of cursing himself, he cursed Satan.

Pick out the words from the passage which have the following meanings :
(a) to advise or try hard to persuade to do something…………….
(b) felt very sad ………….
(c) a worried, sad feeling after you have received an unpleasant SUl pi .
(d) causing or showing sadness
Answer:
(a) urge
(b) dismayed
(c) perplexed
(d) cursing.

Language Practice (Grammar)

Narration (Interrogative sentences)
Study these sentences
See workbook pages 107-108.
Rewrite the following in indirect speech.

Question 1.
The stranger said to the lady, “Why do you wish me go away now?”
Answer:
The stranger asked the lady why she wished him go away then.

Question 2.
Ravi’s father asked, “Are you going to keep me away all night?”
Answer:
Ravi’s father asked him weather he was going to keep him awake all night.

Question 3.
“Have you ever seen a met eorite falling? “, he asked the class.
Answer:
He asked the class weather they had ever seen a meteorite failing.

Question 4.
“What does it matter if your miss the train?”, Mrs. Ram said 30 her husband.
Answer:
Mrs. Ram asked her husband what it mattered if he had’/ blissed the train.

Question 5.
The porter asked the passenger, “Which train are you taking?”
Answer:
The porter asked the passenger which train he was taking.

Question 6.
My uncle said, “Do you really need so many pairs of boots?”
Answer:
My uncle asked whether he needed many pairs of boots.

Question 7.
She shouted to us, “Will you not come and save me from the clutches of this thief?
Answer:
She should to us weather they would not come and save to her from the clutches of that thief.

Writing Skill

A. You have saved two thousand rupees. Plan how you will spend them. (50 words)
Answer:
Two thousand rupees is a big sum for me. I shall spend it wisely. First I shall buy a shoes for my grand father and a blanket for grandmom. I shall buy a spectacle for my mother and a watch for my father. I shall buy some books. I shall donate some money to the school of blind.

B. Ma Blockhead finds a change in her house as well as in her husband. She is very happy and wants to share her feelings with her intimate friend through a letter. Write a letter expressing your feelings.(150 words)
Answer:
My dear Rehana.
Today I would like to share my happiness with you. I have just come from my mother’s house. You know I was a little annoyed with my husband. When I came back I founded my house was neat and clean, well arranged, the behaviour of my husband was completely changed. He was now very happy with me. He shared my pains. He cooperated me in household work. I am very happy now. I request you to come to me and share our joy.
Yours
Ma Blockhead.

MP Board Class 9th English Solutions

The Rainbow Workbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th English The Rainbow Chapter 5 Dead Man’s Riddle Question Answers

Dead Man’s Riddle Class 9 Questions and Answers

Dead Man’s Riddle Textual Exercise

Dead Man’s Riddle Vocabulary

A. Use the following words in your own sentences.
problem, mystery, puzzle, riddle
B. The word ‘WILL’ has different meanings. Find a few of them and write them down in your note-book.
C . The word ‘disagreement’ has a prefix and a suffix. Write some words which have a prefix as well as a suffix.
D. Write expressions like ‘two-third’, ‘the half’ etc. with their meanings.
E. The sign (‘) apostrophe is used in writing (as in don’t and ’86 for do not and 1986). Write other uses of the apostrophe with examples and practice them.
Answer:
A. It is a problem how to maintain good health.
Death is still a mystery.
Don’t try to puzzle me.
I cannot solve your riddles.

B. A few meanings of the Word ‘Will’
(i) The faculty of deciding a choice.
(ii) Desire or command.
(iii) A written document disposing of property after one’s death.
(iv) An auxiliary verb, a sign of future.

C. Some words with ‘a prefix’ and ‘a suffix’
unprofitable, unnatural, dishonourable unfortunate, unemployment, displeasure, injustice, impracticable.

D. One-third = equal to one part out of three
three-fourth = equal to three parts out of four
four-fifth = equal to four parts out of five
five-sixth = equal to five parts out of six.
six-seventh – equal to six parts out of seven
seven-eighth – equal to seven parts out of eight.

E. Some other uses of apostrophe.
(i) In forming possessive case of the noun Mohan’s father, Girl’s Cycle, Girl’s College etc.
(ii) In forming the plurals of countable nuembers, and alphahet—7’s, 10’s
7.7’s are 49; 10.10’s are 100
t’s = cut- your t’s
i’s = dot your i’s.

Comprehension

A. Answer each of the following questions in about 25 words.
1. How did people use to get the property divided in urban areas?
2. What did the villagers think about going to the court?
3. Why was the younger brother given priority in choosing his part?
4. What was the will of the dead man?
Answer:
1. All the brothers in a family wanted to divide their parents’ property. Sometimes they got into arguments. Under such circumstances the people in the urban area used to get their property divided through Court.

2. In the villages, the panchayat, consisting of respected and neutral elderly persons decided the cases. Neither party used to go to the Court. The villagers thought that both the parties lost money by going to the court. Only the advocate becomes rich.

3. Sometimes it was difficult to make equal distribution. Then the youngest son was given priority in choosing his part. The reason behind this practice was that he had stayed the least period with his parents. It was considered an asset in the villages.

4. The will of the dead man was very strange. He divided the land and gold equally among his three sons. There was a riddle for the division of his horses. Half of the total (seventeen) horses, should be given to the elder son. Out of the remaining half, two- third should be given to the second son. Out of the still remaining, , two-third should be given to the third son. In this way, the will was a complete riddle.

B. Answer each of the following questions in about 50 words.
1. How did Sumanth divide the property?
2.’Experience is the best teacher in life/ Why?
3.What lesson do you learn from the story?
Answer:
1. Sumanth used his experience in dividing the property.He made his own horse stand along with his dead friend’s seventeen horses. He gave nine horses (18×1/2) to the elder son. He gave six horses (18-9 = 9×2/3) to the second son. He. gave two horses
(18-9-6 = 3×2/3) to the young son. He gave them seventeen horses and took his own horse. In this way, he divided the property. All the three sons happily agreed to the division.

2. Man has made tremendous achievements from his primitive age to this day’s glorious civilization. This is a miracle of the power of knowledge. While the primitive man was a slave of nature the modern man has harnessed, controlled and mastered nature. Ignorance created fears of nature in the mind of man. Experiments and failures have taught a great deal to man. He has gained knowledge with his bitter experiences. The same knowledge or experience has unfolded great blessings of nature. Man has exploited them for his betterment. Experience lends one courage and fearlessness. It is one’s best teacher in life. The man who feared crossing rivers are crossing skies. Experience is also a great power. It has helped the man achieve ; sure, steady and splendid progress for better living

3. We learn many lessons from this story. It teaches us that experience is the best teacher in life. Practical knowledge comes from interaction with many people. It can’t be taught in a school or college. It has to be learnt over a- period of time. Life is an eternal teacher. It teaches only those who have an open and receptive mind. Never hesitate to seek advice of others whenever some work looks impossible to you. There is no harm in working on the smallest suggestion of others.

Dead Man’s Riddle Grammar

A. Study these sentences.

• The youngest brother would get to choose his part first.
• The village elders were all well respected.
• The half of the total horses should be given to the elder son.
• The rich man had a friend.

There are three degrees of comparison :

Now, write the degrees of comparison used in the sentences given below :

1. We are three brothers. My eldest bother is a doctor.
2. My school building is bigger than my house.
3. Riding is the best kind of exercise.
4. I work harder than you.
5. All the teachers are wise.

Answer:

Speaking Activity

A. Narrate the story told by the Sarpanch Som Gowda in your own words.
Answer:
Story told by the Sarpanch Som Gowda.
I am the Sarpanch of my village. Once there was disagreement in the division of property of a certain family. I could not make the brothers agree to the division. Therefore, I had to tell them the story of a rich man. The rich man left the will that his seventeen horses should be distributed among his three sons. The elder son would get one-half of them. The second son would get two-third of the remaining horses. The young son would get two-third of the horses which still remained to be divided. This division could be made only by killing two horses. The dead man’s friend made his own horse stand along with the seventeen horses. Now the horses were divided without killing any horse. It was the magical solution of the riddle.

B. Enact the story in the class with the following characters:

• Three sons
• the reader of the will
• Sumanth, their father’s friend

Answer:
A rich man had three sons. They always disagreed with him. One day the old man died. He wrote a will that his seventeen horses would be divided among his three sons. Half of the total horses should be given to the elder son. Two third of the remaining half should be given to the second son. Two third of the still remaining horses should be given to. the third son. This division was impossible without killing two horses. The three sons read the will but could ‘ not come up with a solution. They showed the will to Sumanth, their father’s friend. He did not get confused. He added his own horse to the seventeen horses. Thus he made a just and peaceful division. He took his own horse in the end. He used his personal experience to solve the riddle.

C. What had been said in the story about court cases? Quote it.
Answer:
The lesson has a poor opinion about court cases. Nobody went to court against the decisions of the village elders.Going to court for such matters was considered a waste of time and energy There is a saying in the village that if two feuding parties approach the court, both parties lose money. Only the advocate becomes rich.

D. Play the role of Sumanth and distribute the horses among the three brothers:
Answer:
Begin like this : Come on boys, I am your father’s close friend, just like your father. I will’help you to get your proper share your father’s will is a simple riddle. I’m making my horse stand along with the other horses. Look here. Now there are eighteen horses. Give, one half of eighteen (nine) horses to the elder son.
Now we have eighteen minus nine (nine) horses.
Give two-third of nine (9×2/3 = 6) horses to the second son.
Now we have nine minus six or three horses with us.
Give two-third of three (2/3×3= 2) horses to the young son.
Now we have distributed nine plus six plus two or seventeen horses.
I take back my own horse.
I hope you will be happy with my division.

Writing Activity

A. Narrate, how you were benefited with the elder’s advice to be regular in studies. (50 words)
Answer:
Ours is a joint family. At night we take our dinner together. One day my mother told my grandparents’ uncles and aunts about my poor performance in all the subjects. The elderly people of the family did not show any anger. Rather, they called me aside. They told me a lot. about the need and utility of education. They said that failures are the pillars of success. They also told me that a little knowledge is a dangerous thing. They advised me to be regular in studies. I put my heart and soul in studies. I burnt mid- night oil and stood first in my class. Their advice and my hard work brought magical result.

B.’Life is an eternal teacher’. Express your views. (150 Words)
Answer:
Man is a social animal. He goes on learning one thing or the other from one quarter and the other. He learns a lot from nature. Nature provides us energy. It is a part of our life. Even the green trees, plants, weeds and leaves are full of lessons for us. We learn from nature that one who destroys nature destroys himself. It teaches us that we should not lose our communion or bond with nature. We learn the lessons like slow and steady wins ‘the race’. ‘All that glitters is not gold.’ “Where there is a will there is a way”. ‘Act in haste and repent later’. ‘Cruelty always begets cruelty’. Do not be greedy’. ‘’A single trick does not succeed all the time’ etc. from animals. Life means contacts with people birds, animals, beats, plants, flowers and trees. Every item on earth can teach us something if we observe its uses and utility. The entire life is ar eternal teacher.

Think it over

A. There are certain things which are not taught at schools or colleges. Think about such things.
Answer:
The teachers at schools and. colleges teach only what is prescribed in the syllabus. They can not teach everything on earth. A science teacher would not bother to teach, the students the rules of the games. In the same way a physical education teacher is not supposed to teach about the law of gravitation. Every teacher has his own limitations and duty-requirements. Many things, such as moral education, sex education etc. are not taught by teachers. In the same way there are uncountable things which the child learns from society

B. Sometimes things look impossible but they can be made possible by a little effort. Is ’it so?
Answer:
Everything looks impossible for a new born child. He can neither stand nor run. Parental help and self-efforts make the same child run, and drive vehicles. Cowards alone learn nothing. Hard work is the key to success. Proper guidance, devotion, dedication and perseverance turn everything impossible into possible. ‘Impossible is the word found in the dictionary of fools.’ Nothing is impossible now-a-days. Man has overpowered nature. He has reached even the Mars. Our success in life depends on honest work and a strong will power. A little effort brings great success.

Thinks to do

There are three jars. The first contains gold coins, the second silver coins and the third silver and gold coins mixed. The ables are wrongly put on the jars. Now you are permitted to take out a single coin from any one of the jars and .ell using logic or wit” what is contained in each jar. Find tire answer and write it in your project book.
Answer:
For Practice

Dead Man’s Riddle Additional Questions

Short Answer Questions

Question 1.
What happens when there are two or more brothers in a family?
Answer:
Parental or ancestral property is the bone of contention. Often, there are two or more brothers in a family. They wish to divide their parents’ property. Sometimes they get into arguments. This gives place to quarrels and fights. The same, sometimes results in death.

Question 2.
Who decided the property disputes in villages and how?
Answer:
The panchayat decided the property disputes in villages. The elders would assemble and call the disputing brothers. They made almost equal divisions of the property in value. Sometimes, it became difficult. There the youngest brother would get to choose his part first. The decisions of the elders were final because they were well-respected and impartial.

Question 3.
Who used to choose his part first? Why? Was it done in this story?
Answer:
The youngest brother used to choose his part first. It was because he had stayed the least number of days with his parents. Staying with parents was considered an asset. This practice was not adopted in this lesson. The youngest son got only two out of seventeen horses, as per his father’s will.

Question 4.
Why did the old man leave a will before his death? Was it fair?
Answer:
The old man’s three sons Always disagreed with him. He feared lest they should fight over the division of the property after his death. He left his will and divided the land and the gold equally among his sons. The will was not fair in the division of horses. The eldest son got nine horses. Tire second son got six horses and the youngest son got only two horses. It was partial and unjust.

Long Answer Type Questions

Question 1.
Explain in brief the formation of janpad Panchayat.
Answer:
Every district of Madhya Pradesh in divided into blocks (Janpad). Every block has a Janpad Panchayat and divided. into constituency. Each constituency contains 5000 population. The total number of constituencies in each block should not exceed the twenty five number and minimum ten. Janpad Panchayat will thus, be formed of :

1. Elected members from the constituencies.
2. Vidhan Sabha members of that constituency.

Question 2.
How is the Nagar Panchayat constituted?
Answer:
Members of Nagar Panchayat are elected by the people for election. City (Nagar) is divided into maximum forty or minimum fifteen wards.Nagar Panchayat is constituted with elected members of wards. Maximum, two persons are nominated by state government. Lok Sabha and Vidhan Sabha members of the constituencies and Rajya Sabha members are elected out of those whose name is registered as a voter in corporation.

Summary in English

All the brothers in a family want to get their share in their parent^, property.’ Sometimes they get into arguments. In the villages, the Panchayat decides the disputed cases of property. The elders call the brothers who fight for the property. The property is almost equally divided by the elderly people. The youngest brother chooses his part first.The village elders were important. Their decisions were final. Neither party approached the court. Once a Sarpanch tried to solve a property dispute in vain. He told the following story.

A rich man lived in our village. His three sons always disagreed with him. The rich man’s friend, Sumanth told him that time would teach! his sons everything. The rich man died leaving behind seventeen horses, lots of gold and land. In his will he divided the land and gold equally. He wrote that half of the horses, two third of the remaining half and two-third of the remaining should be given to the elder, the second and the third son respectively. It was a riddle because seventeen horses could not be possibly divided.

The rich man’s friend offered to divide the horses. He made his own horse stand along with the other horses. He gave nine horses, to the elder son. Out of the remaining nire, he gave six’ horses to the second son. Three horses were left behind. He gave two horses to third son. The condition in the will was fulfilled. He took his own, horse and went home. He advised them to seek advice.of some experienced person whenever they found something impossible. The three sons happily agreed to the Panchayat’s division of their property.

Summary in Hindi

परिवार के सभी भाई पैतृक सम्पत्ति में से अपना भाग लेना चाहते हैं। कई बार . उनके बीच वाद-विवाद हो जाता है। गाँवों में सम्पत्ति के झगड़ों का पंचायत फैसला करती है। बुजुर्ग लोग, सम्पत्ति के बारे में झगड़ा करने वाले भाइयों को बुला लेते हैं। बुजुर्गों द्वारा सम्पत्ति का लगभग बराबर बंटवारा कर दिया जाता है। सबसे छोटा भाई, सब से पहले अपना हिस्सा चुन लेता है। गाँव के बुजुर्ग लोग निष्पक्ष होते थे। उनके निर्णय अन्तिम होते थे।

कोई-सी पार्टी न्यायालय में नहीं जाती थी। एक बार एक सम्पत्ति के झगड़े का निपटारा करने में एक सरपंच निष्फल हो गया। उसने नीचे दी गई कहानी सुनाई। हमारे गाँव में एक धनी व्यक्ति रहता था। उसके तीन बेटे हमेशा उससे असहमत रहते थे। सुमंथ नामक, धनी व्यक्ति के मित्र ने उसे बताया कि समय उसके बेटों को सभी कुछ सिखा देगा। सत्रह घोड़े, ढेर सारा सोना और भूमि छोड़कर धनी व्यक्ति मर गया। अपनी वसीयत में उसने भूमि और सोने को बराबर-बराबर बाँट दिया। उसने लिखा कि वोड़ों के आधे, शेष आधे घोड़ों के दो तिहाई और अन्त में शेष घोड़ों के दो तिहाई क्रमशः सब से बड़े, दूसरे और तीसरे बेटे को दे दिए जाएँ। यह एक पहेली थी क्योंकि सत्रह घोड़ों का बँटवारा करना सम्भव नहीं था।

धनी व्यक्ति के मित्र ने घोड़ों का बँटवारा करने की पेशकश की। उसने दूसरे घोड़ों के साथ अपना घोड़ा खड़ा कर दिया। उसने बड़े बेटे को नौ घोड़े दिए। शेष नौ घोड़ों में से उसने दूसरे बेटे को छह घोड़े दे दिए। तीन घोड़े बच गए। उसने तीसरे बेटे को दो घोड़े दे दिए। वसीयत की शर्त पूरी हो गई। उसने अपना घोड़ा लिया और अपने घर चला गया। उसने उन्हें नसीहत दी कि जब कभी उन्हें कोई बात असम्भव लगे तो किसी अनुभवी व्यक्ति की सलाह ले लें। पंचायत द्वारा उनकी सम्पत्ति के बँटवारे से तीनों बेटे खुशी-खुशी सहमत हो गए।

Word-Meanings

MP Board Class 9th English Solutions

The Rainbow Textbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th English The Rainbow Chapter 12 The Poet and the Pauper Question Answers

The Poet and the Pauper Class 9 Questions and Answers

The Poet and the Pauper Textual Exercises

A. What is meant by the following expressions?
Fie, not at all, Sir, wonderful, that’s right, aside, bea-oo-tiful, Ah- h-choo
Answer:
‘Fie’ is an exclamatory word which means ‘shame’.
‘Not at all’ means ’in no case’
‘Sir’, a word of respect.
‘Wonderful’ means ‘amazing’
‘That’s right’ means ‘agreed, that’s quite right’.
‘Aside’ means ‘apart’ to or on one side’.
‘bea-oo-tiful’ means ‘pretty or good-looking’.
’Ah-h-choo1 means ’the sound of sneezing’.

B. Use the following words in your own sentences :
job, work, trade, employment, profession
Answer:
Words – Usage in sentences
Job – She has got the job of a clerk.
Work – Nobody works earnestly these days.
Trade – Two of a trade seldom agree.
Employment – There is shortage of employment in the country
profession – Teaching is a noble profession.

C. ‘Sweet’ and ‘charming’ adjectives are being used for ‘autumn’. What other adjectives can be used for ‘autumn’.
Answer:
Some other adjectives which can be used for ‘autumn’ are ‘pretty, heart-winning, winsome, capyivating.

D. Before the word ‘evening’ serene, tranquil and beautiful these adjectives have been used. Write other appropriate adjectives.
Answer:
Some other appropriate adjectives which can be used with evening are—calm, cool, pretty, fascinating, alluring.

E. Match the words given under A with the meanings given under B, list B has some extra items.

Answer:
1. (e); 2. (d), 3. (g), 4. (a), 5. (c), 6. (b).

F. Identify the theme of the lesson and list some more vocabulary items pertaining to the theme.
Answer:
The poet scolds the servant for being late in cooking food. He also scolds the pauper for using the word ‘hunger’. He calls it a worthless word. It shows the poet’s false and foul play. He directs the pauper to quench his starvation with the spring breeze. However, he craves to get food earlier though he is not hungry

G. Listen and repeat: Really, haven’t, belly, azure, minute, moment, hours, ours, sneeze.
Answer:
For self-attempt.

Comprehension

A. Answer each of the following questions in about, 25 words.
1. Compare the needs of the poet and the pauper.
2. Why did Bashambad need a job?
3. Why does Bashambad say that breeze was enough to satisfy one’s belly and nothing else was needed.
4. What class of people do Kunja Babu and Bashambad represent?
Answer:
1. Both the poet and the pauper needed something to wrap their bodies with, to avoid chilL Both were hungry. They needed something solid to eat.

2. Bashambad was starving. He had a little rice at half past ten and hadn’t had a bite since then. He needed a job to earn money for food. His hunger made him need a job.

3. Bashambad said that he needed something solid to remain alive. The poet got enraged and asked him to go away and eat rice, dal and curry to his fill. The pauper asked the poet where he should get those things. On seeing the poet angry, the pauper said that breeze was enough to satisfy one’s belly and nothing else was needed.

4. Kunja Babu was a celebrated poet. He belonged to the rich society. He owned a house, a lovely garden and even a cook. He led a luxurious life. He had woollen clothes. Bashambad represents the poor society. He needed work to earn food. This shows he lived like a pauper from hand to mouth. He did not have even a shawl to avoid shivering.

B. Answer each of the following questions in about 50 words:
1. Why so late? Does it take two hours to get the food ready? Characterise Kunja Babu in the light of his above statement.
2. Describe in brief the condition of the pauper.
Answer:
1. Kunj Babu was an idealist. He was not a practical man. He asked the pauper not to use the word ‘hunger’. He advised him not to make a fuss of his hunger. He bade him go away and satisfy his hunger there. Though it was the time for dinner yet he was not ready to feed an actually hungry person. He told the pauper that the spring breeze would suffice for all his needs. Soon after he scolds .The servant for preparing the dinner late. He lacked coordination in his thoughts, words and actions.

2. The pauper was not a beggar. He did not beg for food. He needed a job to satisfy his hunger. He could not help thinking about hunger though he was asked not to mention it. He agrees unwillingly to accompany the poet to his garden. The spring breeze made him sneeze and cough. It worsened his condition. His teeth started chattering. He had no shawl to save him from cold. He had a bitter experience at the poet’s house. The poet bade him go away. He was treated like a beggar.

The Poet and the Pauper Grammar

A. Study these sentences occurred in a dialogue.

• Kunja : This is no place for you-you are trespassing.
• Bashambad : I’ll go at once.
• Kunja : I’m glad to hear you say so.
• Bashambad : There’s a chill in the air.

The above are the speakers’ exact words : Direct speech is found in conversations in books, in plays, and quotations. In indirect speech we give the exact meaning of a remark or speech, without necessarily using the speakers’ words.
Examples : Thus we can write the aforesaid dialogue.

• Kunja said that was no place for him. He was trespassing.
• Bashambad said that he would go at once.
• Kunja said that he was glad to hear him say so.
• Bashambad said that there was a chill in the air.
• Put the following statements into indirect speech.

Question 1.
Bashambad : I’m thinking even more about it now than I usually do. I had a little rice at half-past ten before I set out job hunting, and I haven’t had a bite since then.
Answer:
Bashambad told the poet that he was thinking even more about that then than he usually did. He had had a little rice at half-past ten before he had set out job hunting, and he hadn’t had a bite since then.

Question 2.
Kunja : If you must go on wheezing like this, you should wrap yourself in a blanket and huddle in a comer of your room.
Answer:
Kunja warned the pauper that if he must go on wheezing like that, he should wrap himself in a blanket and huddle in a comer of his room.

Speaking activity

A. You have gone through the one act play. Now sit in pairs and deliver the following dialogues with proper intonation.
Kunjabihari : What brings you here, my good man?
Bashambad : Sir, I,m starving. You’d talked about a job
Kunjabihari : A job ! work ! Who thinks of work in this sweet autumn weather?
Bashambad : No one does so of choice, sir, it’s this hunger that-
Kunjabihari : Hunger? Fie, fie, what a mean, paltry word ! Pray, do not repeat it before me!
Answers:
Kunjabihari : What do you want, man?
Bashambad : Sir, I want some work to earn money and satisfy my hunger.
Kunjabihari : Don’t talk of work in this fine autumn weather.
Bashambad : Hunger knows no season, Sir.
Kunjabihari : Beware! Don’t repeat the cursed word ‘hunger’.

B. What is the message conveyed to us by the one act play? You start like this:
Answer:
In my opinion the play conveys a very important message.Even the hungry person does not realise the genuine need of another hungry person. The hungry person needs food more than hol- low advice. The opinion of the strong is an order for the weak.

Writing Activity

A. Suppose you are Bashambad Babu, who has always been subdued, express how you feel at last. (50 words)
Answer:
I am Bashambad Babu. One day I was feeling hungry. I t told my problem to a poet. He checked me from repeating the word ‘hunger’. I agreed but I could not help thinking about hunger. I had not eaten anything since late morning. The poet stressed that moon beams, nectar of flowers and the spring breeze might suffice for all the needs. Again I was subdued. The poet bade me go out and eat rice to my fill. He got angry when I asked him for the place. At last, I was made to accompany him to the garden without a shawl. 1 I fell a victim to cough and cold. In the end, 1 challenged him and , felt free.

B. Discuss how the differences in stature of the poet and the poor man are depicted. Write whom do you admire more and why? (150 words)
Answer:
The poet and the poor man are world apart in stature. The poet is a worshipper of nature. He is least hospitable. Though he is himself hungry yet he does not feel the urgent need of the hungry pauper. Though it is dinner time yet he does not offer food or work to tire hungry pauper. He asks the pauper in a taunting manner to go away and feed himself on rice, dal and curry. It was a cruel joke. This was not a suggestion but a sarcastic remark.

He sermonises that moon beams, the nectar of flowers and the spring breeze meet all needs. He makes fun of the pauper when his teeth chatter in cold. The pauper is hungry. He needs work. He relates his problem , before a poet. The poet ridicules him. Though he is checked from repeating the word ‘hunger’ it does not get out of his mind. He does not enjoy the scenic beauty because he has no shawl.They have different physical, mental and financial statures.

Think it over

A. If a man is hungry his mind will be preoccupied with the thought of food. It would be difficult for him to talk about poetic expressions. But often poets and writers had gone through these unfulfilled basic demands and created master pieces. How?
Answer:
Poets are saintly and superhuman beings. They rejoice themselves in the lap of nature. They renounce all their pleasures. They forget food, drink and clothes. Their minds are never preoccupied with the thought of meeting their physical needs. They engross themselves in poetic pleasures. Many poets and writers”have led a life of want and penury. Yet they have created many pieces. It is due to their dedication and concentration in their own field.

B. Humour is the brighter part of life. Finding humour in day to day life generates optimistic view. Do you feel so?
Answer:
Life is an admixture of humour and pathos Humour is the brighter part of life. It lends us joy and cheer. Humour is spice of life. It creates special flavour. Pathos on the other hand creates an atmosphere of sadness and sorrow. It is never liked in any society.
Finding humour in day to day life generates optimistic view or the hopeful view of things. I also feel so,.

Things to do

Stage the one act play.
Take help of your teacher and your friends.
Answer:
Class-room Activity.

The Poet and the Pauper Additional Questions

Short-Answer Type Questions (In about 25 Words)

Question 1.
Give an account of the Autumn Season.
Answer:
India is a land of seasons. The autumn season is one of them. Tine poet calls it as sweet and charming. The evenings during autumn season are serene, tranquil and beautiful. The moon beams, the nectar of flowers and the breeze fulfill all the needs. The chill of the air is pleasant.

Question 2
Give an account of the pauper’s meeting with the poet
Answer:
A pauper came to the house of a poet. He asked the poet to give him a job because he was starving. The poet snubbed him of thinking of work in the sweet autumn weather. He also warned him against repeating the word ‘hunger’. The pauper sealed his tongue against his will. The poet suggested him to accompany him to the garden. The pauper agreed. However, he caught cough and cold and went away hungry.

Question 3
What does the lesson tell you about the pauper?
Answer:
A pauper was feeling hungry. He asked a poet for work.
The poet asked him to go away and eat rice, dal and curry. It was a cruel joke. The pauper could not get them anywhere.The poet bade him accompany him to his garden to enjoy the beauty of the night. The pauper agreed. The chilly air made him sneeze and cough. He had no wrap. He was forced to go away in order to save himself.

Question 4.
What does the lesson tell you about the poet?
Answer:
The poet was a fan of nature. He told the hungry pauper that the moon beams, the nectar of flowers and the spring breeze would suffice for all his needs. He did not realise that the hungry people did not relish poetic solutions and humorous talks. He was selfish. He himself was hungry but he did not give weight age to pauper’s need for food.

Long-Answer Type Question

Question 1.
Give an account of beggars in India.
Answer:
Begging is a profession in India. Beggars wear rags. Some beggars cover their bodies with ashes. Most of them are crippled or blind. Some beggars sit by the roadsides or outside their shrine.They cry and weep as if they are very hungry Beggars get every-thing without doing anything. Sadhiis and faqirs are also patronised by religious-minded people. Most of the beggars are idlers. They cause a great loss of labour to the nation. Their manual labour could have been utilised in mills and factories. They would have produced useful work. Some beggars arouse pity in the hearts of passers-by in the name of Allah. The healthy beggars should not be given any alms.

The Poet and the Pauper Summary in English

A pauper wanted a job from a poet because he was hungry. The poet said that it was foolish to think of work amidst sweet autumn weather. The poet advised him to enjoy the beauty of the moonlit night. The pauper needed some thing solid to eat. The poet asked him to go and eat rice, dal and curry to his fill. The pauper did not know where he could get them. He declared that he would fill his belly with breeze.

Both of them went out in the chilly air. The poor man started shivering because he had no wrap. The poet wrapped his shawl, closely. He called it a warm weather. The pauper agreed with him that , there was no cold. The poet praised the scenic beauty but the pauper started sneezing and coughing. The poet kept humming a poem and the pauper kept wheezing. The poet called him a kill joy (nuisance). He also bade him leave the garden. The pauper had to leave to save his life. The poet kept gazing at the moon. He scolded his servant for preparing the dinner late.

The Poet and the Pauper Summary in Hindi

एक दरिद्र व्यक्ति को एक कवि से काम चाहिए था क्योंकि वह भूखा था। कवि ने कहा कि मधुर पतझड़ के मौसम में काम के बारे में विचार करना मूर्खता है। कवि ने उसे नसीहत दी कि चांदनी रात के सौन्दर्य का आनन्द ले। दरिद्र को खाने के लिए कोई ठोस पदार्थ चाहिए था। कवि ने उससे कहा कि जाकर चावल, दाल और कढ़ी से अपना पेट भर ले। दरिद्र को यह ज्ञात नहीं था कि वे वस्तुएँ उसे कहां उपलब्ध होंगी। उसने घोषणा की कि वह हवा खाकर अपना पेट भर लेगा।

वे दोनों चिलचिलाती हवा में बाहर निकल गए। दरिद्र व्यक्ति ने काँपना शुरू कर दिया क्योंकि उसके पास कोई शाल नहीं था। कवि ने कसकर अपना शाल लपेट लिया। उसने मौसम को उष्ण बताया। दरिद्र उस के साथ सहमत हो गया और बोला कि सर्दी नहीं है। कवि ने नजारे की सुन्दरता की सराहना की परन्तु दरिद्र ने छींकना और खाँसना शुरू कर दिया। कवि एक कविता को गुनगुनाता रहा और दरिद्र पराई हुई आवाज में सांस लेता रहा। कवि ने उसे गुड़-गोबर करने वाला (कढ़ी बिगाड़/वाहियात व्यक्ति) कहा। उसने उसे बाग से चले जाने का भी आदेश दिया। अपना जीवन बचाने के लिए दरिद्र को जाना पड़ा। कवि एकटक दृष्टि से चांद को देखता रहा। देरी से भोजन बनाने के लिए उसने अपने नौकर को फटकारा।

The Poet and the Pauper Word-Meanings

MP Board Class 9th English Solutions

The Rainbow Textbook Special English Class 9th Solutions

• Bharat Our Land Class 9 Questions And Answers
• The Victory Class 9 Questions And Answers
• Little Girls Wiser than Men Class 9 Questions And Answers
• Past and Present Class 9 Questions And Answers
• Dead Man’s Riddle Class 9 Questions And Answers
• Arise, Awake! Class 9 Questions And Answers
• The World is Too Much with Us Class 9 Questions And Answers
• The Goal not Scored Class 9 Questions And Answers
• The Mission-Agni Class 9 Questions And Answers
• Polonious Advice Class 9 Questions And Answers
• Grandpa Fights an Ostrich Class 9 Questions And Answers
• The Poet and the Pauper Class 9 Questions And Answers
• Stopping by Woods on a Snowy Evening Class 9 Questions And Answers
• Old Blockhead repairs his House Class 9 Questions And Answers
• How it all began Class 9 Questions And Answers
• Where the Mind is without Fear Class 9 Questions And Answers
• On Saying Please Class 9 Questions And Answers
• The Never-Never Nest Class 9 Questions And Answers

Class 9th General English The Spring Blossom Chapter 4 Today and Tomorrow Question Answers

Today and Tomorrow Class 9 Questions and Answers

Today and Tomorrow Textual Exercises

Word Power

(i) Match the following words with the rhyming ones
(सुमेलित कीजिए)

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

(ii) Give antonyms of the following words
(विलोम शब्द दीजिए)
Answer:

1. give – take
2. late – early
3. always – never
4. few – many

(iii) Complete the following lines of the poem
(कविता की निम्न पंक्तियों को पूरा करिए।)
Answer:
Every moment has its duty.
Who the future can foretell?
Then, why put off till tomorrow.
What today can do as well?

How Much Have I Understood?

Answer these questions
(निम्न प्रश्नों के उत्तर लिखिए)

Question 1.
What does the poet mean by saying, “every moment has its duty”?
(व्हॉट डज़ द पोएट मीन बाइ सेइंग, ‘एव्री मोमेन्ट हैज़ इट्स ड्यूटी?)
‘हर क्षण का कर्तव्य होता है। उससे कवि का क्या तात्पर्य है?
Answer:
It means that there is something to be done every moment. Each moment is precious and is to be used in something useful.
(इट मीन्स दैट देअर इज़ समथिंग टू बी डन एव्री मोमेन्ट। ईच मोमेन्ट इज़ प्रेशिअस एण्ड इज़ टू बी यूज्ड इन समथिंग यूज़फुल।)
इसका अर्थ है कि हर क्षण कोई न कोई कार्य करना होता है। हर क्षण कीमती है व किसी उपयोगी कार्य में उपयोग होना चाहिए।

Question 2.
What type of man does the poet want?
(व्हॉट टाइप ऑफ मैन डज़ द पोएट वॉन्ट?)
कवि किस प्रकार का व्यक्ति चाहता है?
Answer:
The poet wants a man who does his work on the very day and not puts off till tomorrow what he can do the same day.
(द पोएट वॉन्ट्स अ मैन हू डज़ हिज़ वर्क ऑन द वैरी डे एण्ड नॉट पुट्स ऑफ टिल टुमारो व्हॉट ही कैन डू द सेम डे।)
कवि ऐसा व्यक्ति चाहता है जो अपना कार्य उसी दिन करे व कल पर न छोड़े।

Question 3.
How can we control the present?
(हाउ कैन वी कन्ट्रोल द प्रेजेण्ट?)
हम वर्तमान को कैसे नियन्त्रित कर सकते हैं?
Answer:
We can control the present if we act and never wait.
(वी कैन कन्ट्रोल द प्रेजेन्ट इर्फ वी एक्ट एण्ड नेवर वेट।)
हम वर्तमान को नियन्त्रित कर सकते हैं अगर हम बिना प्रतीक्षा किए सदैव कार्य करते रहें।

Question 4.
Why should we not throw the hours away?
(व्हाय शुड वी नॉट थ्रो द आवर्स अवे?)
हमें समय को बर्बाद क्यों नहीं करना चाहिए?
Answer:
We should not throw the hours away because that which can be accomplished today can never be accomplished tomorrow.
(वी शुड नॉट थ्रो द आवर्स अवे बिकॉज दैट व्हिच कैन बी एकम्प्लिश्ड टुडे कैन नेवर बी एकम्प्लिश्ड टुमारो।)
हमें समय बर्बाद नहीं करना चाहिए क्योंकि जो हम आज प्राप्त कर सकते हैं वो कल बिल्कुल नहीं कर सकते।

Question 5.
What does the word foretell mean?
(व्हॉट डज़ द वर्ड ‘फोरटेल’ मीन?)
पूर्व कथन शब्द का क्या अर्थ है?
Answer:
The word foretell means to know or say what will happen in the future, especially using magic powers.
(द वर्ड फोरटेल मीन्स टु नो और से व्हॉट विल हैपन इन द फ्यूचर, इस्पेश्यली यूजिंग मैजिक पावर्स।)
शब्द पूर्व कथन का तात्पर्य है कि किसी जादुई शक्ति से वह बताना या जानना कि भविष्य में क्या होने वाला है।

Question 6.
Give the central idea of the poem.
(गिव द सैन्ट्रल झडिया ऑफ द पोऍम।)
कविता का केन्द्रीय भाव दीजिए।
Answer:
The poet says that we should not put off till tomorrow what we can do today. The time once lost never returns. Nobody knows what the future has in store. We should not let precious moments go waste. We should make full use of the present.

Listening Time

(a) Supply the missing words in the following sentences
(निम्न वाक्यों में लुप्त शब्द दीजिए।)

1. Radium is one of the rarest of …………
2. The discoverer of this magic metal was
3. She ……… born in ………. in the ……….. 1877.
4. She lost ………… when she was only …………. old.
5. This was a ………… blow to her

Answer:

1. metals
2. Madam Curie
3. was, Poland, year
4. her mother, ten years
5. terrible.

(b) Encircle the odd words in each series.
(विषम शब्दों पर गोला लगाइए।)
Answer:

Speaking Time

Discuss the visit of Prabhat with one of your friends. Use the following questions.
(अपने मित्र प्रभात की सैर की चर्चा अपने किसी मित्र से करो। निम्न प्रश्न पूछो।)
Answer:
You will get the following answers

Question 1.
When did he go there?
वह वहाँ कब गया?
Answer:
He went there on 22 July, 2014.
वह वहाँ 22 जुलाई, 2014 को गया।

Question 2.
Where did he go?
वह कहाँ गया?
Answer:
He went to Sanchi.
वह साँची गया।

Question 3.
How did he go there?
वह वहाँ कैसे गया?
Answer:
He went there by train.
वह वहाँ रेल से गया।

Question 4.
What monuments did he see there?
उसने वहाँ कौन-से स्मारक देखे?
Answer:
He saw big and small stupas there.
उसने वहाँ बड़ा व छोटे स्तूप देखे।

Question 5.
How many days did he stay there?
वह वहाँ कितने दिन रहा?
Answer:
He stayed there for a single day, for eight hours.
वह वहाँ आठ घण्टे रहा।

Writing Time

(1) Prepare your daily routine.
(अपना दैनिक कार्यक्रम लिखिए।)
Answer:
My Daily Routine

I wake up at 5’clock in the morning. After my morning activities I go for a walk and return at around 6.30 a.m. Then I have my breakfast and tea and read newspaper. After bath I sit for studies at 7.30. I study till 10 O’clock. Then at 10 I take my meals and go to school. I return from school at 5 o’clock: In the evening I play with my friends for sometime then I watch ‘T.V. I sometimes listen to the radio and read magazines or books. At 9 O’clock, I have my dinner and from 9.30 to 11 O’ clock I study again. After that I go to sleep.

(2) Write the poem “Today and Tomorrow’ in prose form in your notebook.
(कविता को गद्य की तरह लिखो)
Answer:
Students can do themselves.
(छात्र स्वयं करें।)

Things to do

Question 1.
Suppose it is Sunday. Discuss with your friends about their schedule for that day and the next day. Talk to them the next day and list the items of work they have done or the books they have read.
Answer:
Students can themselves discuss it with their friends.
(छात्र स्वयं करें।)

Question 2.
Collect a poem having the similar idea and read it out in the class.
Answer:
Students can find a poem in books from library or from their friends and read it.
(छात्र स्वयं करें।)

Today and Tomorrow Central Idea of the Poem 

The poet says that we should not put off till tomorrow what we can do today. The time once lost never returns. Nobody knows what the future has in store. We should not let precious moments go waste. We should make full use of the present.

Today and Tomorrow Difficult Word Meanings

deed (575)-a thing that somebody does कृत्य; command (कमान्ड) to control नियन्त्रित करना; repetance (रिपेन्टेन्स)-the fact of showing that you are sorry for something wrong that you have done पश्चाताप करना; phantom (फैन्टम)-athing that exists in your imagination काल्पनिक वस्तु; accomplish (एकम्प्लिश)-to succeed in doing or completing something सम्पन्न करना; foretell (फोरटेल)-to know or say what will happen in the future, especially by using magic powers भविष्यवाणी करना।

Today and Tomorrow Summary, Pronunciation & Translation

[1] Don’t tell me of tomorrow,
.Give me the man who’ll say
That, when a good deed’s to be done,
‘Let’s do the deed today.”

(डोंट टेल मी ऑफ टुमारो;
गिव मी द मेन हू’इल से ट्रैट,
व्हेन अ गुड डीड’स टु बी डन,
“लेट्स डू द डीड टुडे।”)

हिन्दी अनुवाद :
मुझे आने वाले कल के बारे में मत बताओ मुझे वह व्यक्ति दो जो यह कहे कि जब कोई अच्छा काम करना है तो उसे आज ही कर डालो।

[2] We may all command the present,
If we act and never wait,
But repentance is the phantom
Of a past that comes too late!

(वी मे आल कमाण्ड द प्रेजेन्ट,
इफ वी एक्ट एन्ड नेवर वेट,
बट रिपेन्टेन्स इज द फेन्टोम,
ऑफ ए पास्ट कम्स टू लेट।)

हिन्दी अनुवाद :
हम सभी वर्तमान को अपने वश में कर सकते हैं यदि हम कार्य करते रहें और प्रतीक्षा न करें। परन्तु पश्चाताप एक काल्पनिक वस्तु है जो बहुत देर से आता है।

[3] Don’t tell me of tomorrow,
There is much to do to-day,
That can never be accomplished,
If we throw the hours away.

(डोंट टेल मी ऑफ टुमारो,
देअर इज़ मच टु डू टुडे,
दैट केन नेवर बी एकमप्लीज़्ड
इफ वी थ्रो द अवर्स अवे।)

हिन्दी अनुवाद :
मुझे (आने वाले) कल के बारे में कुछ मत बताओ, हमारे पास वर्तमान में बहुत कुछ करने को है। अगर हम यूँ ही समय नष्ट कर देंगे तो हम कभी भी कुछ नहीं कर सकेंगे।

[4] Every moment has its duty,
Who the future can foretell?
Then why put off till tomorrow
What today can do as well? -J. E. Carpenter

(एवी मोमेन्ट हेज इट्स ड्यूटी,
हू द फ्यूचर केन फोरटेल?
देन व्हाय पुट ऑफ टुमारो
व्हाट टु डे केन डू एज़ वेल? -जे.ई. कारपेन्टर

हिन्दी अनुवाद :
हर क्षण में हमारा कोई न कोई कर्तव्य होता है, भविष्य के बारे में कोई क्या भविष्यवाणी कर सकता है। तो फिर जो काम हम आज अच्छी तरह कर सकते हैं उसे कल पर क्यों डालें।

MP Board Class 9th English Solutions

The Spring Blossom Textbook General English Class 9th Solutions

• O Light! Class 9 Questions And Answers
• Kasturba Gandhi Class 9 Questions And Answers
• The School for Sympathy Class 9 Questions And Answers
• Today and Tomorrow Class 9 Questions And Answers
• Fair Play Class 9 Questions And Answers
• Advertisements Class 9 Questions And Answers
• Am I a Child? Class 9 Questions And Answers
• The Second Chance Class 9 Questions And Answers
• The Welcome Class 9 Questions And Answers
• Akbar and Birbal – Reunion Class 9 Questions And Answers
• Ram Prasad ‘Bismil’ – The Great Martyr Class 9 Questions And Answers
• King Vikram in Disguise Class 9 Questions And Answers
• Bond of Love Class 9 Questions And Answers
• Woodman, Spare that Tree Class 9 Questions And Answers
• J.C. Bose Class 9 Questions And Answers
• Cheemi: The Brave Girl Class 9 Questions And Answers
• Noise Class 9 Questions And Answers