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Punjab State Board PSEB 12th Class English Book Solutions Poem 8 On His Blindness Textbook Exercise Questions and Answers.

Class 12th English Book Poem Chapter 8 On His Blindness Question Answers

On His Blindness Class 12 Questions and Answers

1. When I consider how my light is spent
Ere half my days ; in this dark world and wide,
And that one talent which is death to hide
Lodged with me useless, though my soul more bent
To serve therewith my Maker, and present
My true account, lest He, returning chide.

Word-Notes:
Consider-think. How…………. spent-how I have lost my eye-sight. Ere-before. Half my days-half of my life is spent. Dark world-for he has lost his eyesight. Wide-big. Talent-poetic gift. Milton refers to the story of the talents in the Bible. “A master on the eve of going out to some place gives talents (a sum of money) to his three servants who are expected to make proper use of them.

On his return he desires to know what they have done with their talents. The first two servants have increased their talents. The master is well pleased with them. But the master is angry when he learns that the third servant, who had received only one talent, had kept it hidden beneath the earth and had not increased it.

The master then condemns and punishes the third servant.” Here the master stands for God, the servants for men, and the talents for natural gifts. Milton compares himself to the third servant who receives only one talent and keeps it hidden. He thinks that he has not made the proper use of his gift of poetry. He fears lest he should be punished by God.

Word-Notes :
Which is death to hide–not making use of his poetic gift is like death … to the poet. Lodged-kept. Lodged useless—the poet cannot utilize his poetic gift due to his blindness. Bent-determined. Therewith—with the help of his poetic gift. MakerGod. Present-show. True account-full use of poetic gift. Lest ………….chide–that God may take the poet to task for not using His gift to serve Him.

Explanation. In these lines Milton expresses his sorrow on the loss of his eye-sight. The world becomes totally dark to him. He felt very helpless and restless. God had given him the gift of writing poetry. He felt sad because he was unable to make use of this gift. He wanted to write religious poetry in the service of God. He wanted to present a good account, of his activities lest God should scold him for remaining idle.

Milton is perhaps thinking of the parable of talents (coins). Once a master went on a long voyage. Before leaving, he gave a few talents, to his servants. When he came back he found that the third servant had not made any use of his talent. So the master rebuked him. Milton also fears that God, his master, would rebuke him for not using his talent of writing poetry. But it is not his fault. He is blind. So he is not able to make use of his talent.

इन पंक्तियों में Milton अपने अफसोस को व्यक्त करता है क्योंकि उसकी देखने की शक्ति खो गई है। दुनिया उसके लिए बिल्कुल अंधकारमयी हो गई है। वह बहुत बेबस और बेचैन हो गया। परमात्मा ने उसे कविता लिखने की प्रतिभा दी थी। वह उदास हो गया क्योंकि वह कविता लिखने के योग्य नहीं रह गया। वह परमात्मा की सेवा में धार्मिक कविता लिखना चाहता था।

वह अपनी सरगरमियों का अच्छा लेखा-जोखा देना चाहता था ताकि परमात्मा उसको बेकार रहने के लिए न कोसे। Milton शायद तोड़ों या सिक्कों की नीति कथा का जिकर कर रहा है। एक बार एक स्वामी लम्बी समुद्री यात्रा पर गया। जाने से पहले उसने अपने नौकरों को कुछ सिक्के दिये। जब वह वापस आया तो उसने देखा कि तीसरे नौकर ने सिक्के का प्रयोग नहीं किया था।

इसलिए स्वामी ने उसको कौसा| Milton को डर है कि कहीं परमात्मा उसे अपनी प्रतिभा (talent) को प्रयोग न करने के लिए न कोस लेकिन उसका कोई दोष नहीं है। वह अन्धा है। इस लिए वह अपनी प्रतिभा का प्रयोग नहीं कर सकता।

2. “Doth God exact day-labour, light denied
I fondly ask ; but Patience, to prevent
That murmur, soon replies : ‘God doth not need
Either man’s work or His own gifts ; who best
Bear His mild yoke, they serve Him best.

Word-Notes:
Exact-desire, demand, expect. Day-labour-work that can be done during day. Light denied – when light has not been given. Fondly – foolishly. Patience inner voice. To prevent that murmur-to stop all those doubts. Yoke-burden.

Explanation:
In these lines, Milton foolishly questions God how He can expect him to work when He has denied him his eye-sight. He murmurs against the ways of God to man. He feels that God has no right to demand work from him because He has made him blind. The poet’s inner voice or conscience comes to his help. It tells him that God does not want any return for His gifts. Those who accept His will willingly are His best servants.

इन पंक्तियों में Milton परमात्मा से प्रश्न पूछता है कि जब उसने उसके देखने की शक्ति छीन ली है तो उससे काम करने की आशा नहीं की जा सकती। वह आदमी के प्रति परमात्मा के तौर-तरीकों के विरुद्ध बुड़बुड़ करता है। वह महसूस करता है कि परमात्मा को कोई अधिकार नहीं है कि वह कोई किया हुआ काम माँगे क्योंकि उसने उसे अन्धा बना दिया है। कवि की भीतर की आवाज़ या अन्तरात्मा उसे कहती है कि परमात्मा को अपने दिए हुए उपहारों का कोई मुआवजा नहीं चाहिये। जो लोग परमात्मा की मर्जी के अनुसार काम करते हैं वे ही उसके बेहतरीन नौकर होते हैं।

3. His state is kingly ; thousands at His bidding speed,
And post o’er land and ocean without rest ;
They also serve who only stand and wait. (V.V. Important)

Word-Notes: State-kingdom. Kingly-like that of a king. Thousands–thousands of angels. At His bidding-when ordered by Him. Speed-travel. Post – do their duty.

Explanation:
In these lines the poet says that God has thousands of angels at His command. They are willing to carry out the orders of God. Some of the angels go to far off places. Other angels stand near God and wait for His orders. Those who stand near God are as faithful servants of God as those angels who do active duty.

The poet means to say that those men who cannot do active work need not grumble. They must have the humility to work for God. In that case they are as good as active workers. One should learn to submit oneself to the will of God without questioning His authority.

इन पंक्तियों में कवि कहता है कि परमात्मा के पास अपने आदेश के अनुसार काम करने वाले हज़ारों फरिश्ते हैं। वे परमात्मा के आदेशों को मानने के लिए हर समय तैयार रहते हैं। उनमें से कुछ फरिश्ते दूर के स्थानों पर नियुक्त किये गये होते हैं। जो परमात्मा के पास खड़े रहते हैं वे भी उतने ही वफ़ादार होते हैं जितने सक्रिय सेवा करने वाले होते हैं।

कवि के कहने का मतलब है कि जो व्यक्ति सक्रिय काम नहीं कर सकते उन्हें बुड़बुड़ करने की आवश्यकता नहीं। उन्हें परमात्मा के लिए नम्रता से काम करना चाहिए। उस हालत में वे सक्रिय काम करने वालों जितने अच्छे होते हैं। परमात्मा के आदेश को चुनौती दिए बिना उन्हें परमात्मा के प्रभुत्व को मानना चाहिए।

Comprehension Of Stanzas

1. When I consider how my light is spent,
Ere half my days, in this dark world and wide,
And that one talent which is death to hide
Lodged with me useless …..

Questions :
(a) In the first line ‘light’ is a ………. for vision. (alliteration/metaphor) .
(b) The word ‘spent’ means …….. (used up, alienated)
(c) Name the poet of this poem.
(d) What is the meaning of the word ‘talent in the line “…….. and that one talent ……. ” ?
Answers :
(a) metaphor
(b) used up.
(c) John Milton.
(d) Poetic gift or poetic ability.

2. But Patience to prevent
That murmur soon replies,
‘God doth not need
Either man’s work or His own gifts.
Who best Bear
His mild yoke, they serve Him best.’ (V.V. Imp.)

Questions :
(a) Identify the figure of speech in the line ……. But Patience to prevent That murmur, soon replies ……..
(b) The speaker’s murmur is about the question whether God would be so cruel as to make impossible demand of work. But then who steps in to stop him.
(c) What does Patience say about God ?
(d) Which line in the poem says, “Those who accept God’s control over their own existence are the best servants of God.”?
Answers :
(a) The figure of speech is personification.
(b) Patience (voice of conscience) steps in to stop him.
(c) Patience says that God does not need man’s work nor any compensation for the gifts that God has given to man.
(d) Who best bear His mild yoke, they serve Him best.

On His Blindness Summary in English

On His Blindness Introduction:

This poem deals with the loss of Milton’s eye-sight. He has become blind. He has hardly lived half of his life. The gift of writing poetry is lying unused with him. He is very anxious to serve God with it. He fears lest God should punish him for not making use of his gift. He becomes impatient. He asks himself if God expects work from him even after his blindness. But soon he realises that they also serve who only stand and wait. He submits himself to the will of God.

On His Blindness Summary in English:

Milton lost his eye-sight at the age of forty three. He felt grief-stricken at this loss. The world appeared dark and desolate to him. God had given him the gift of writing poetry. He felt helpless. He could not make use of this gift. He was a religious-minded man. He wanted to use the gift of writing poetry in the service of God. He felt that his gift was useless.

He feared that God would scold him for wasting His gift. He thought of the servant who did not use a talent given to him by his master. On his return the master scolded the servant for not using the talent. In the same way, Milton feared that God would scold him for not making use of the talent of writing poetry.

So Milton starts grumbling. He foolishly asks himself the question if God wants him to work after taking away his eye-sight. His inner voice however comes to his help. It tells him not to grumble about the ways of God to man.

It assures him that God’s ways to man are absolutely just. God does not want any compensation for the talents that He gives to human beings. He does not want man to work to please Him. Those who accept God’s will happily are His best servants. God has given a light responsibility to each one of us. We must accept that responsibility without grumbling.

On His Blindness Summary in Hindi

On His Blindness Introduction:

यह कविता कवि Milton की आँखों की रोशनी चले जाने से सम्बन्धित है। वह अन्धा हो गया है। उसने अभी तक अपने जीवन की आधी अवधि व्यतीत की है। कविता लिखने की प्रतिभा उसके पास बेकार पड़ी है। वह इस प्रतिभा को परमात्मा की सेवा में प्रयोग करना चाहता है। उसे डर लगाता कि कहीं इस योग्यता या प्रतिभा को प्रयोग न करने से परमात्मा उसे दंड न दे दे।

वह अधीर हो उठता है। वह अपने आप को पूछता है क्या परमात्मा उससे यह आशा करता है कि उसकी दृष्टि शक्ति चले जाने के बाद भी वह कुछ काम करे। लेकिन शीघ्र ही Milton महसूस करता है कि वे मनुष्य भी परमात्मा की सेवा करते हैं जो उसके पास खड़े रहें और उसके आदेशों की प्रतीक्षा करें। अत: Milton परमात्मा की इच्छा के आगे अपना सिर झुका देता है।

On His Blindness Summary in Hindi:

“On His Blindness’ John Milton द्वारा लिखी चौदह पंक्तियों की एक प्रसिद्ध कविता है। कवि को दुःख है कि वह आधा जीवन व्यतीत करने से पहले ही अन्धा हो गया है और अन्धा होने के पश्चात् यह संसार उसके लिए अन्धेरा तथा विशाल बन गया है। मिल्टन का कहना है कि परमात्मा ने उसको कविता लिखने की कला दी है। वह इस कला का प्रयोग करने का बहुत इच्छुक है। उसकी प्रबल इच्छा है कि वह परमात्मा की पूजा करने के लिए एक महान् धार्मिक कविता लिखे। इस कला को छिपाना उसके लिए मृत्यु के समान है। परन्तु वह अपने अन्धेपन के कारण विवश हो जाता है।

मिल्टन अपनी इस विवशता के कारण चिन्तित है। उसको भय है कि परमात्मा उसको इस कला के प्रयोग न करने के कारण डांटेगा। उसको बाइबिल की एक कहानी याद आती है जिसमें एक स्वामी ने उस नौकर को बहुत डांटा था जिसने उस गुण का प्रयोग नहीं किया था जो दिया गया था। कुछ क्षण के लिये कवि बहुत परेशानी महसूस करता है। परमात्मा के प्रति उसके विश्वास में थोड़ी हलचल हो जाती है और वह पूछता है कि जब उसे आंखों की रोशनी से वंचित कर दिया गया है तो वह अपनी प्रवीणता (कविता लिखने की योग्यता) को कैसे प्रयोग कर सकता है।

परन्तु शीघ्र ही उसकी अन्तरात्मा उसकी बेचैनी को दूर कर देती है। ईश्वर के प्रति उसका विश्वास दृढ हो जाता है। उसे समझ आ जाती है कि परमात्मा को मनुष्य की किसी सेवा की आवश्यकता नहीं। परमात्मा को उन उपहारों के प्रतिदान की आवश्यकता भी नहीं जो उसने मनुष्य को दिये होते हैं। परमात्मा केवल यह चाहता है कि मनुष्य अपने को उसकी इच्छा के सामने समर्पित कर दे।

परमात्मा की आज्ञा पूरी करने के लिये उसके पास हज़ारों फरिश्ते हैं। ये फरिश्ते परमात्मा के आदेशों का पालन करने के लिए जल-थल पर शीघ्रता से पहुंच जाते हैं। परन्तु केवल वही फरिश्ते परमात्मा के सेवक नहीं जो उसका आदेश पूरा करने के लिए घूमते हैं। वे फरिश्ते जो खड़े होकर उसके आदेश की प्रतीक्षा करते हैं वे उसके सच्चे सेवक हैं। मिल्टन अपने आपको इन फरिश्तों के समान समझता है जो खड़े रहकर ईश्वर के आदेश की प्रतीक्षा करते हैं।

On His Blindness Central Idea

This poem is based on the idea that the ways of God to man are just. Man must cheerfully adjust himself to the circumstances in which God has placed him. The real service of God lies in feeling happy and contented with our lot. God does not want any return for the gifts that He has given to human beings. God does not want man to work to please Him. Those who accept God’s will cheerfully are His best servants.

On His Blindness Central Idea In Hindi

यह कविता इस विचार पर आधारित है कि आदमी के प्रति परमात्मा के तरीके न्यायसंगत होते हैं। जिन परिस्थितियों में परमात्मा ने आदमी को रखा है उनके अनुसार आदमी को अपने आपको सहर्ष ढाल लेना चाहिये। परमात्मा की वास्तविक सेवा यह होती है कि हम अपने भाग्य या तकदीर से प्रसन्न और सन्तुष्ट रहें। जो उपहार परमात्मा ने आदमी को दिए हैं उनके लिए परमात्मा को कोई मुआवज़ा नहीं चाहिए। परमात्मा यह नहीं चाहता कि आदमी उसको प्रसन्न करने के लिए काम करे। जो व्यक्ति परमात्मा की मर्जी को प्रसन्नता से स्वीकार कर लेते हैं वे ही उसके बेहतरीन सेवक होते हैं।

A Rainbow of English 12 Class Solutions PSEB Poetry

• Prayer of the Woods Question Answer
• On Friendship Question Answer
• The Echoing Green Question Answer
• Once upon a Time Question Answer
• Cheerfulness Taught By Reason Question Answer
• Father Returning Home Question Answer
• The Road Not Taken Question Answer
• On His Blindness Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Chapter 9 In Celebration of Being Alive Textbook Exercise Questions and Answers.

Class 12th English Book Chapter 9 In Celebration of Being Alive Question Answers

In Celebration of Being Alive Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
Write in brief about Dr. Barnard’s brother’s suffering.
(Dr. Barnard के भाई की पीड़ा के बारे में विस्तार से लिखें।)
Answer:
Dr. Barnard was introduced to suffering of children when he was a little boy. One day, his father showed him a half eaten mouldy biscuit. It had two tiny touth marks in it. His father told Barnard the suffering of his brother. He had been born with an abnormal heart. If he had been born today, probably someone could have corrected that heart problem. But in those days such a surgery was not available.

Dr. Barnard जब एक छोटा लड़का था तो उसे बच्चों के दुःख भोग से परिचित कराया गया। एक दिन उसके बाप ने उसे आधा खाया हुआ खराब सा बिसकिट दिखाया। उस पर दो छोटे दाँतों के निशान थे। उसके बाप ने उसे उसके भाई के कष्ट के बारे बताया। वह जब पैदा हुआ तो उसका दिल असाधारण था। यदि वह आज पैदा होता तो सम्भवतः उसके दिल की समस्या को कोई ठीक कर देता। लेकिन उन दिनों ऐसा इलाज उपलब्ध नहीं था।

Question 2.
What was an eye-opener for Dr. Barnard at Cape Town’s Red Cross Children’s Hospital ? Explain. (Imp.)
(Cape Town के Red Cross Children हस्पताल में Dr. Barnard के लिए आँखें खोलने वाली कौन सी बात थी? व्याख्या कीजिए।)
Answer:
It opened his eyes to the fact that he was missing something in all his thinking about suffering. He was missing something basic that was full of consolation for him. That morning a breakfast trolley was taken away by two brave boys a driver and a mechanic. The mechanic ran along behind the trolley with his head down.

The driver seated on the lower deck of the trolley, held on with one hand and steered by scraping his foot on the floor. The mechanic was totally blind and the driver had only one arm. They put an a very good show.

इस तथ्य को देखकर उसकी आँखें खुलीं कि दुःख भोग के बारे अपनी पूरी सोच में वह किसी चीज़ से वंचित हो रहा था। वह कुछ बुनियादी चीज़ों से वंचित हो रहा था जो उसे पूर्णतया सांत्वना दे सकती थी। उस प्रातः एक नाशते वाली trolley को दो बहादुर लड़के ले गये। उनमें से एक ने mechanic का काम किया और दूसरे ने driver का।

Mechanic अपने सिर को नीचे करके Trolley के पीछे तेज़ी से भांगता गया। Trolley के निचले floor पर बैठा हुआ driver अपने एक हाथ से ट्रॉली को पकड़े हए अपने पैर से फर्श को कुरेदते हुए मार्गदर्शन करता रहा। Mechanic पूरी तरह से अन्धा था और driver की एक भुजा थी। उन दोनों ने बड़ा अच्छा प्रदर्शन किया।

Question 3.
How did the driver and the mechanic put up an entertaining show with an unattended trolley ? (Imp.)
(Driver और mechanic ने एक ट्राली के साथ जिसकी कोई देखभाल नहीं कर रहा था, कैसे रुचिकर प्रदर्शन किया?)
Answer:
One morning a nurse had left a breakfast trolley unattended. Very soon this trolley was taken away by two brave boys–a driver and a mechanic. The mechanic was totally blind. The driver had only one arm. The mechanic provided running power to the trolley by running fast along behind the trolley with his head down. The driver got seated on the lower deck of the trolley. He held on with one hand and steered by scraping his foot on the floor.

The two put on quite a show that day. The rest of the patients laughed and shouted. It was a better entertainment than a car race. There was also a show of scattered plates and silverware. Then the nurse and ward sister caught up with them. The driver and the mechanic were scolded and put back to bed.

एक प्रातः एक नर्स ने एक नाशते की Trolley को छोड़ रखा था और उसकी कोई देखभाल नहीं कर रहा था। बड़ी जल्दी इस Trolley को दो बहादुर लड़के ले गये–एक लड़का mechanic था और दूसरा ड्राईवर। Mechanic पूर्णतया अन्धा था। Driver की केवल एक भुजा थी। Mechanic ने Trolley को दौड़ने की शक्ति उपलब्ध करवाई और वह अपना सिर नीचा करके पीछे तेज़-तेज़ दौड़ता गया।

Driver Trolley के निचले deck पर बैठकर एक हाथ से मार्गदर्शन करता रहा और फर्श पर अपने पैर से कुरेदता रहा। दोनों ने एक अच्छा शो प्रस्तुत किया। बाकी के मरीज़ हंसते रहे और साथ ही चिल्लाते रहे। यह कारों की दौड़ से भी बेहतर मनोरंजन था। वहाँ पर बिखरी हुई प्लेटों और बर्तनों का भी शो था। फिर नर्स और वार्ड की सिस्टर ने उन दोनों को पकड़ लिया। Driver और Mechanic को डांटा गया और उन्हें बिस्तर पर लिटा दिया गया।

Question 4.
What made the mechanic lose his eyes ? (Imp.)
(Mechanic की आँखें कैसे चली गईं ?)
Answer:
The mechanic was seven years old when his mother and father were drunk. His mother threw a lantern at his father. The lantern missed his father. It broke over the child’s head and shoulders. He suffered very bad burns on the upper part of his body. He lost both his eyes. At the time of the Grand Prix (car race) he was a walking horror. Despite his disability he loved to laugh.

Mechanic सात वर्ष का था जब उसके माता-पिता ने शराब पी हुई थी। उसकी माँ ने उसके बाप पर लालटेन फैंकी। यह लालटेन उसके बाप को तो नहीं लगी। यह बच्चे के सिर पर और कन्धों को लग कर टूट गई। उसके शरीर के ऊपरी भाग पर जलने से कई घाव हो गये। उसकी दोनों आँखें चली गईं। Grand Prix car race के समय यह लड़का (mechanic) बड़ा डरावना लगता था। अपनी अशक्तता या असमर्थता के बावजूद वह हंसना पसंद करता था।

Question 5.
Write a note on the theme of the chapter ‘In Celebration of Being Alive’. (V.V. Imp.) (V.V. Imp.)
(इस Chapter के विषय पर एक नोट लिखो।)
Answer:
This lesson is based on the idea that one must not feel troubled by thoughts of suffering and pain. Pleasure and pain are parts of human life. One must try to forget suffering and try to find joy in the present state of freedom from pain and suffering. We can learn this lesson for living from the young people who like to lead cheerful lives.

Dr. Barnard was most often thinking of suffering and pain. But one must get on with the business of living. Business of living is joy in the real sense of the word without sorrow and suffering. The business of living is the celebration of living.

यह पाठ इस विचार पर आधारित है कि दुःख और व्यथा के बारे सोचकर मनुष्य को पीड़ित नहीं होना चाहिए। खुशी और दुःख आदमी के जीवन का आवश्यक अंग हैं। आदमी को दुःख को भूल जाना चाहिए और वर्तमान दु:खों से मुक्त समय में मज़ा लेना चाहिए। यह सबक हम उन किशोरों से सीख सकते हैं जो प्रसन्नतापूर्वक जीवन व्यतीत करते हैं। Dr. Barnard हमेशा दुःखों और पीड़ा के बारे सोचता रहता था। लेकिन वास्तव में आदमी को जीते रहने में ही मज़ा लेना चाहिए। दुःखों और पीड़ा से रहित होकर जीवन व्यतीत करने में ही मज़ा होता है। आदमी को जी लेने को जश्न की तरह मनाना चाहिए।

Question 6.
How did Dr. Barnard correct his notions about suffering? (V.V. Imp.).
(Dr. Barnard ने अपने दुःख भोगने के विचारों को कैसे ठीक किया?)
Answer:
Dr. Barnard had been looking at suffering from the wrong end. He had realised that one did not become a better person because one had been suffering. One becomes a better person because he has experienced suffering. We can’t appreciate light if we have not known darkness. Nor can we appreciate warmth if we have never suffered cold.

The two children, the mechanic and the driver showed to him that it was not what one has lost that is important. What is important is what you have been left with. The two children gave him a profound lesson that the business of living is the celebration of being alive.

डाक्टर Barnard दुःखों को गलत ढंग से देखता था। उसने महसूस किया था कि आदमी दुःख भोगने से ही बेहतर व्यक्ति नहीं बन जाता। कोई मनुष्य बेहतर तब बन जाता है जब उसने दुःखों को अनुभव किया हो। हम रोशनी की तब तक कदर नहीं कर सकते जब तक हमने अन्धेरे को अनुभव नहीं किया हो। हम तपन के मूल्य को नहीं जान सकते जब तक हमने सर्दी का अनुभव न किया हो।

Mechanic और driver दो बच्चों ने Dr. Barnard को दिखला दिया कि जो किसी ने खो दिया है, वह इतना महत्त्वपूर्ण नहीं होता। महत्त्वपूर्ण तो वह होता है जो हमारे पास शेष रह जाता है। दोनों बच्चों ने उसको महत्त्वपूर्ण सबक सिखाया कि जिन्दा रहने के तथ्य को जश्न की तरह मनाया जाना चाहिये। किसी ने ठीक ही कहा है : जिन्दगी जिंदादिली का नाम है मुर्दा दिल क्या खाक जिया करते हैं।

Long Answer Type Question

Question 1.
What was the lesson Dr. Barnard learnt from two brave youngsters ? (V. Imp.)
(Dr. Barnard ने दो युवा बहादुर लड़कों से क्या सबक सीखा ?)
Answer:
The two brave youngsters were a blind mechanic and a driver with only one hand. They once took away a breakfast trolley and provided a lot of entertainment to the people by driving the trolley. The mechanic once got serious injuries by a burning lamp.

The driver had a hole in his heart. Both were very happy despite their unhealthy weak bodies. These two children gave to Dr. Barnard a lesson in getting on with the business of living. The business of living is joy in the real sense of the word. It is the celebration of being alive. Dr. Barnard had been looking at suffering from the wrong end.

One does not become a better person by suffering. One becomes a better person because one has experienced suffering. We can’t appreciate light if we have not known darkness. Nor can we appreciate warmth if we have never suffered cold. These children showed to Dr. Barnard that it is not what we have lost that’s important. What is more important is what we have been left with.

दो युवा बहादुर लड़कों में एक Mechanic था जो बिल्कुल अन्धा था और दूसरा Driver था जिसका केवल एक हाथ था। उन दोनों ने एक नाश्ते वाली Trolley को लिया और इसको चलाकर लोगों को बड़ा मनोरंजन उपलब्ध करवाया। Mechanic को एक बार जलते हुए लैम्प से गंभीर चोटें आईं थीं।

Driver के हृदय में छेद था। अपने अस्वस्थ कमज़ोर शरीरों के बावजूद दोनों प्रसन्न थे। इन दोनों बच्चों ने Dr. Barnard को जिन्दा रहने के धन्धे के बारे एक गंभीर सबक सिखाया। जिन्दा रहने का धन्धा तो एक मज़े वाला काम है। यह तो जिंदगी को जश्न समझना होता है। Dr. Barnard कष्ट भोगने को गलत सिरे से देख रहा था। आदमी कष्ट भोगने से बेहतर व्यक्ति नहीं बन जाता। आदमी इसलिए बेहतर बन जाता है क्योंकि उसने कष्टों का अनुभव किया होता है।

हम रोशनी की कदर नहीं करते जब तक हमने अन्धेरा न देखा हो। न ही हम तपने का मूल्य समझ सकते हैं जब तक हम सर्दी से पीड़ित नहीं होते। इन बच्चों ने Dr. Barnard को दिखाया कि जो हम ने खो दिया है, वह इतना महत्त्वपूर्ण नहीं होता। वह जो हमारे पास रह जाता है, अधिक महत्त्वपूर्ण होता है।

Question 2.
In the hospital, Dr. Barnard experienced not only agony and fear but also anger.Why?
(हस्पताल में Dr. Barnard को न केवल घोर व्यथा और डर का अनुभव हुआ बल्कि उसको क्रोध भी आया। क्यों?)
Answer:
Dr. Barnard and his wife met with an accident while crossing a road. They were admitted in the hospital. There he experienced not only agony and fear but also anger. He could not understand why he and his wife had to suffer. He had eleven broken ribs and a perforated lung. His wife had a badly fractured shoulder. Again and again he asked himself, why this should happen to them. He had work to do. He had patients waiting for him to operate on them. His wife had to take care of the baby.

Dr. Barnard और उसकी पत्नी सड़क पार करते समय एक दुर्घटना में ग्रस्त हो गये। उन्हें हस्पताल में दाखिल करना पड़ा। हस्पताल में उसने न केवल घोर व्यथा और भय का अनुभव किया बल्कि उसे क्रोध भी आया। उसे यह समझ नहीं आ रहा था कि उसे और उसकी पत्नी को क्यों पीड़ा झेलनी पड़ी। उसकी 11 पसलियाँ टूट गईं और उसके फेफड़े में छोटे-छोटे छेद हो गये। उसकी पत्नी का कन्धा बुरी तरह टूट गया। वह अपने आपको बार-बार पूछता कि ऐसी दुर्घटना उनके साथ क्यों हुई। उसे काम करना था। उसके मरीज़ उससे आप्रेशन करवाने के लिए उसकी प्रतीक्षा कर रहे थे। उसकी पत्नी ने बच्चे की देखभाल करनी थी।

Objective Type Questions

This question will consist of 3 objective type questions carrying one mark each. These objective questions will include questions to be answered in one word to one sentence or fill in the blank or true/false or multiple choice type questions.

Question 1.
According to Dr. Barnard what is the business of living ?
Answer:
The business of living is joy in the real sense of the word; it is the celebration of being alive.

Question 2.
What do the people with brave and positive attitude teach us ?
Answer:
They teach us to move forward in life and not to cry and weep.

Question 3.
In which incident were Barnard’s gloomy thoughts rooted ?
Answer:
His gloomy thoughts were rooted in an incident in which he and his wife got involved and then hospitalised.

Question 4.
What was Dr. Barnard’s father’s attitude towards life?
Answer:
Barnard’s father believed that God’s will be done and God tests man through suffering and suffering ennobles man.

Question 5.
What introduced Dr. Barnard to the sufferings of the children ?
Answer:
He came to know the sufferings of children by his brother’s birth with an abnormal heart.

Question 6.
Why couldn’t Barnard’s brother survive ?
Answer:
He could not survive because proper surgical treatment was not available to him.

Question 7.
Why does Dr. Barnard consider the sufferings of the children heart-breaking ?
Answer:
He considers them heart-breaking because they have total faith in the ability of doctors to cure them.

Question 8.
What made the driver and the mechanic choose their roles ?
Answer:
They chose their roles because the mechanic was totally blind and the driver had only one arm. Both were quite suitable for their roles. Spectators enjoyed the fun. They laughed loudly and appreciated the performance of the driver and the mechanic.

Question 9.
Choose the correct option :
(i) Dr. Barnard made history in the field of Cancer.
(ii) Dr. Barnard made history on research in AIDS.
(iii) Dr. Barnard made history in the field of medicine.
Answer:
(iii) Dr. Barnard made history in the field of medicine.

Question 10.
“I see nothing noble in suffering.” (Dr. Barnard) (True/False) (In Celebration of Being Alive)
Answer:
True.

Question 11.
Say if the following statement by Dr. Christiaan Barnard is True or False :
I do not see any nobility in the crying of a child, in a ward at night. (Dr. Barnard)
Answer:
True.

Question 12.
The mechanic in the story was ……… blind. (Fill up the blank with a suitable word)
Answer:
totally

Question 13.
The driver in the story had one disability. What was it ?
Answer:
He had only one hand.

Question 14.
Fill up the blank in the following sentence from the lesson :
The doctor had closed a …………. in the heart of the trolley’s driver.
Answer:
hole.

Question 15.
The mechanic had a tumour ……. the bone. (Fill up the blank)
Answer:
of.

Question 16.
Say if this statement is true or false :
The business of living is joy in the real sense of living.
Answer:
True.

Question 17.
Say if the business of living is the celebration of being alive. (True/False)
Answer:
True.

Question 18.
Say what was Dr. Barnard’s attitude towards life-positive or negative ?
Answer:
It was positive.

Question 19.
Name the writer of this story.
Answer:
Dr. Christiaan Barnard.

Question 20.
Dr. Barnard made history in the field of :
(a) Cancer
(b) Heart transplant
(c) Tuberculosis
(d) Plague.
Answer:
(b) Heart transplant.

Question 21.
A breakfast trolley had been left unattended by one of these:
(a) The nurse
(b) The driver
(c) The doctor
(d) The merchant.
Answer:
(a) The nurse.

Note : Our reader should note that the paper-setter combined Objective Type Questions number 8 as a short answer question. We have added two more sentences for their convenience.

In Celebration of Being Alive Summary in English

In Celebration of Being Alive Introduction:

Dr. Christiaan Barnard made history in the field of medicine. He made attempts to transplant the human heart. This lesson has actually been taken from a speech by him. Dr. Barnard talks about the lesson he took from two youngsters about the business of living. Those who have a brave and positive attitude in life move forward in spite of physical suffering. They do not cry or weep. Such people ignore all pain. They become an example for others. They teach us the real art of living. We should celebrate being alive.

In Celebration of Being Alive Summary in English:

Dr. Christiaan Barnard is about to reach the end of his career as a heart surgeon. He thinks why people suffer so much. There is a lot of suffering in the world. In the year of this lecture, 125 million children were born. 12 million might not reach the age of one and another six million would die before the age of five. Out of the rest many would end up as mental or physical cripples.

He had these thoughts from an accident which he had a few years ago. His wife and he were one day crossing a street. The next moment a car had hit him and knocked him into his wife. She was thrown into the other lane and hit by a car coming from the opposite side. During the next few days in the hospital, he exprienced pain and fear and also anger.

He could not understand why he and his wife had to suffer. His eleven ribs were broken. His lung was holed. His wife had a badly fractured shoulder. He asked himself why all this should happen to them. He had a young baby and his wife was required to take care of him.

If his father had been alive, he would have told him that it was God’s will that he was suffering. God tests human beings through making them suffer. Suffering ennobles a man. As a doctor Barnard sees nothing noble in suffering. Nor does he see any nobility in the crying of a lonely child, in a ward at night. He had his first knowledge of the suffering of children when he was a boy.

His father told him about his brother who had died several years earlier. He had been born with an abnormal heart. If he had been born in the present age, probably his heart problem would have been corrected. But in those days good heart surgery was not available.

As a doctor, Barnard had always found the suffering of children very heart breaking. Children believe that the doctors are going to help them. If doctors cannot help them, they accept their fate. They go through painful surgery and afterwards, they don’t complain.

One morning, several years ago, he saw what he calls the Grand Prix of Cape Town’s Red Cross Children’s Hospital. It opened his eyes. He felt that he was missing something in all his thinking about suffering.

That morning a nurse had left a breakfast trolley. It was not attended by anyone. Two persons took the trolley away by force. They were a driver and a mechanic. The mechanic was totally blind and the driver had only one arm. Both of them drove the trolley away. The mechanic galloped along behind the trolley with his head down and the driver was seated on the lower deck. He held on with one hand and steered by scraping on his foot on the floor.

People saw them going. They put on a good show. The people laughed encouraged by other patients. The entertainment provided by the blind mechanic and one-handed driver was much better than fun provided by a car race. It was full of solace for Dr. Barnard. The nurse and ward sister caught up with them, scolded them and put them back into bed. The mechanic was seven years old. One night, when his mother and father were drunk, his mother threw a lantern at his father.

The latern broke over the child’s head and shoulders. He suffered some very bad injuries in burns on the upper part of his body and lost both his eyes. He looked horrible. His face was disfigured. When his wound got well, this boy could open his mouth by raising his head. The doctor stopped by to see him after the race. He was shouting that he had won and he was laughing.

The doctor had closed a hole in the heart of the trolley’s driver. He had come back to the hospital because he had a malignant tumour of the bone. A few days before the race, his shoulder and arm were amputated. There was no hope of recovering. After the Grand Prix (the car race) he proudly informed the doctor that the race was a success. The only problem was that the trolley’s wheels were not properly oiled. But he was a good driver and he had full confidence in the mechanic.

The doctor suddenly realised that the two children had given him a useful lesson about getting on the business of living. Business of living is joy in the real sense of living. The business of living is the celebration of being alive. These two children showed to Dr. Barnard that it is not what you have lost that’s important. What is important is what you have been left with.

In Celebration of Being Alive Summary in Hindi

In Celebration of Being Alive Introduction:

यह उद्धरण Dr. Harish K. Puri की पुस्तक Ghadar Movement से लिया गया है। Dr. Harish K. Puri, Guru Nanak Dev University के भूतपूर्व professor हैं। उन्होंने राजनीतिक आन्दोलनों, धर्म और आतंकवाद पर विस्तृत तौर पर पुस्तकें लिखी हैं। इस उद्धरण में उन्होंने cellular jail (काला पानी) का डराने वाला (भयावह) वृत्तान्त दिया है। Cellular शब्द cell से बना है। Cell का अर्थ है छोटी कोठरी। यह cellular जेल Port Blair में स्थित है और इसको अंग्रेजों ने स्थापित किया था। Port Blair, Andaman और Nicobar का बड़ा नगर है। अंग्रेज़ों का मुख्य उद्देश्य था भारतीय स्वतन्त्रता संग्रामियों को 20वीं शताब्दी के शुरू के दशकों में अलग रखना, सज़ा देना और अत्याचार करना।

In Celebration of Being Alive Summary in Hindi:

Dr. Christiaan Barnard अपने (पेशे) heart surgeon के तौर पर अन्तिम पड़ाव में पहुंचने वाला था। वह सोचता है कि लोग इतना दुःख क्यों पाते हैं। संसार में काफ़ी कष्ट होते हैं। इस lecture के वर्ष में 12.5 करोड़ बच्चे पैदा हुए। 120 लाख एक साल की आयु तक भी न पहुंच पायेंगे और 60 लाख 5 साल की उमर तक पहुंचने से पहले ही मर जाएंगे।

बाकी में से बहुत से मानसिक और शारीरिक तौर पर अपंग होंगे। उसको यह विचार एक दुर्घटना से आए जो कुछ साल पहले उसके साथ घटित हुई। उसकी पत्नी और डॉक्टर एक गली को पार कर रहे थे। अगले पल एक कार उसके साथ जा टकराई और वह अपनी पत्नी के साथ जा टकराया। वह दूसरी lane (गली) में जा गिरी और विपरीत दिशा से आती हुई कार ने उसे टक्कर मार दी।

अगले कुछ दिन वे हस्पताल में रहे। उसने वहां कष्ट भोगा, उसको डर भी था और क्रोध भी। वह यह नहीं समझ सका कि उसको और उसकी पत्नी को कष्ट क्यों भोगना पड़ा। उसकी 11 पसलियाँ टूट गईं। उसके एक फेफड़े में छेद हो गया। उसकी पत्नी का एक कंधा टूट गया। वह अपने आप से पूछता कि यह सब कुछ उनके साथ क्यों हुआ। उसका एक छोटा बच्चा था और उसकी पत्नी ने उस बच्चे की देखभाल भी करनी थी।

यदि उसका बाप जिन्दा होता तो वह कहता कि यह परमात्मा की इच्छा थी कि वह कष्ट भोग रहा था। मानवों को दुःख देकर परमात्मा उनको परखता है। दुःख से आदमी महानुभाव हो जाता है। बतौर डॉक्टर Barnard को कष्ट भोगने में कोई श्रेष्ठता दिखाई नहीं देती। न ही उसे हस्पताल के किसी बच्चे के रोने में कोई श्रेष्ठता दिखाई देती है।

जब Barnard एक लड़का था तो उसे बच्चों के कष्टों का तब पता चला। उसके पिता ने उसको उसके (Barnard) के भाई के बारे में बताया जो कई वर्ष पहले मर चुका था। जब उसका भाई एक छोटा बच्चा था, तो उसका भाई एक असाधारण हृदय के साथ पैदा हुआ था। यदि वह वर्तमान काल में पैदा होता तो सम्भवतः उसके दिल की समस्या ठीक कर ली गई होती। परन्तु उन दिनों अच्छी दिल की सर्जरी (शल्य चिकित्सा)उपलब्ध नहीं थी।

डॉक्टर के तौर पर Barnard को बच्चों का कष्ट भोगना बहुत दुःखद होता है। बच्चे डॉक्टरों में विश्वास करते हैं। वे विश्वास करते हैं कि डॉक्टर उनकी सहायता कर रहे हैं। यदि डॉक्टर उनकी सहायता नहीं कर सकते, तो वे अपने भाग्य को स्वीकार कर लेते हैं। वे पीड़ा देने वाली Surgery करवा लेते हैं और बाद में वे शिकायत नहीं करते।

एक प्रातः कई वर्ष पहले उसने cars की दौड़ देखी। इस दौड़ को कहते हैं The Grand Prix of Cape Town’s Red Cross Children’s Hospital । इसने उसकी आँखें खोल दीं। उसने महसूस किया कि उनके दुःख के बारे सोचने के कारण वह सब चीज़ों से वंचित हो रहा था। उस प्रातः एक नर्स नाश्ते की ट्राली को छोड़ गई थी। कोई इसकी देखभाल नहीं कर रहा था।

दो व्यक्ति यह ट्राली वहां से अपने बल के ज़ोर से ले गये। दोनों में एक driver था और एक mechanic | Mechanic तो बिल्कुल अन्धा था। Driver का केवल एक बाजू था। दोनों ट्राली को चला कर ले गये। एक Mechanic ट्राली के पीछे तेज़ दौड़ता गया और उसने सिर नीचे किया हुआ था। Driver निचले deck पर बैठा हुआ था। वह एक हाथ से ही डटा रहा और फर्श पर अपने पांव को कुरेदता हुआ trolley का परिचालन करता गया।

लोगों ने mechanic और driver को जाते हुए देखा। दोनों ने अच्छा show (प्रदर्शन) किया। लोग भी इस .. show पर हंसते थे क्योंकि हस्पताल के मरीजों से वे उत्साहित हो रहे थे। अन्धे mechanic और एक हाथ वाले driver ने अच्छा मनोरंजन जुटाया। कारों की दौड़ द्वारा जुटाये गये मनोरंजन से trolley द्वारा उपलब्ध किया गया मनोरंजन बहुत बेहतर था। Dr. Barnard के लिए यह सांत्वना का साधन था। Nurse और ward sister ने उनको पकड़ लिया, उनको डांटा और उनको फिर बिस्तर में लिटा दिया।

Mechanic सात साल का था। एक रात जब उसकी माता और पिता ने शराब पी रखी थी, उसकी मां ने उसके पिता पर लालटेन फैंक दी। लालटेन बच्चे के सिर और कंधे के ऊपर टकराकर टूट गई। बच्चे को बहुत चोटें आई। उसके शरीर का ऊपरी भाग झुलस गया और उसकी दोनों आँखें चली गईं। वह भयंकर लगता था। उसका चेहरा बिगड़ गया। जब उसका घाव ठीक हुआ तो यह लड़का अपना मुंह अपना सिर उठाने के बाद ही खोल सकता था। डॉक्टर उसको इसके बाद देखने के लिए वहां खड़ा हो गया। वह चिल्ला-चिल्ला कर कह रहा था कि वह जीत गया है और वह हंस भी रहा था।

डॉक्टर ने trolley के driver के दिल में एक छेद भरा था। वह हस्पताल वापस आया था क्योंकि उसको हड्डी का अर्बुद (रसौली) है। इससे कुछ दिन पहले उसका कंधा और बाजू काटे गये थे। उसके स्वस्थ होने की कोई आशा नहीं थी। Grand Prix (कार रेस) के बाद उसने गर्व से डॉक्टर को सूचित किया था कि रेस सफल थी। केवल समस्या यह थी कि trolley के पहियों को ठीक तरह से तेल नहीं दिया गया था।

लेकिन वह एक अच्छा driver था और उसको mechanic पर पूरा विश्वास था। – डॉक्टर ने अचानक महसूस किया कि दोनों बच्चों ने उसको जिन्दगी जीने के धन्धे के बारे एक लाभदायक पाठ सिखाया था। जीने का धन्धा या काम जीने का असली अर्थ में मज़ा लेना है। जिन्दा रहने का मतलब है जीने का जश्न मनाना। इन दो बच्चों ने डॉक्टर Barnard को सिखला दिया कि यह बात कोई महत्त्व नहीं रखती कि तुमने क्या खो दिया है। केवल वह बात महत्त्व रखती है जो तुम्हारे पास है। क्या खूब कहा गया है|

Word Meanings:

A Rainbow of English 12 Class PSEB Solutions 

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• Robots and People Question Answer
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• In Celebration of Being Alive Question Answer
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Punjab State Board PSEB 12th Class English Book Solutions Poem 7 The Road Not Taken Textbook Exercise Questions and Answers.

Class 12th English Book Poem Chapter 7 The Road Not Taken Question Answers

The Road Not Taken Class 12 Questions and Answers

1. Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveller, long I stood
And looked down as far as I could
To where it bent in the undergrowth.

Word-Notes :
Diverged – branched away. Wood – jungle. Undergrowth – bushes.

Explanation:
The poet came to a junction of two roads in the forest. The roads were branching away from each other. The poet was a single traveller. He was sorry to realize that he could not go along both the roads at one and the same time. He stood at the junction of two roads for a long time. He looked along one of the roads as far as he could to the spot where the road became hidden in the growth of trees and bushes.

कवि जंगल में दो सड़कों के जंकशन पर आया। सड़कें एक दूसरे से अलग हो रही थीं। कवि अकेला यात्री था। उसे यह सोच कर खेद हुआ कि वह एक ही समय पर दोनों सड़कों पर नहीं चल सकता था। वह दोनों सड़कों के जंकशन पर काफी समय के लिए खड़ा रहा। जहाँ तक वह देख सकता था, वह एक सड़क को उस बिन्दु तक देखता रहा जहां यह वृक्षों और झाड़ियों के नीचे जा कर छिपती थी।

2. Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as far that the passing there
Had worn them really about the same.

Word-Notes : Fair-beautiful. Grassy-covered with grass. Wanted wear-it was not much travelled or used.

Explanation:
The poet came to a junction of two roads in a forest. The roads were branching away from each other. The poet was a single traveller. He stood at the junction of the roads for a long time. He looked along one of the roads as far as he could. The poet then turned to the other road.

This one was just as good and comfortable a road for journeying along as the other one. In a way it was entitled to a preferential treatment. It was grass-covered and therefore provided the traveller with an additional attraction. So far as the use of the either road by travellers up to that point was concerned, both had been frequently used by them and were worn out and broken to the same extent.

फिर कवि ने दूसरी सड़क का रुख किया। यह सड़क भी पहली सड़क की तरह यात्रा करने के लिए अच्छी और आरामदायक थी। यह घास से ढकी हुई थी और इसलिए यह यात्री के लिए अधिक आकर्षण का कारण थी। जहाँ तक उस बिन्दु तक यात्रियों द्वारा दोनों सड़कों के प्रयोग का प्रश्न था तो यात्रियों ने दोनों का प्रयोग किया हुआ था और दोनों उसी सीमा तक घिसी-पिटी हुई थीं।

3. And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day :
Yet knowing how way leads on to way,
I doubted if I should ever come back.

Word-Notes. Trodden black-had black sign because of travelling.

Explanation. In these lines the poet says that the two roads lay in front of him equally covered with leaves. No human being had yet used either of the roads. The poet decided to reserve the first road for use on a future occasion. He knew it, however, very clearly that from one road or path branches off another. He doubted if he would ever come back to that junction of the roads and fulfil his promise of following the first road.

इन पंक्तियों में कवि कहता है कि दोनों सड़कें पत्तों से बराबर-बराबर ढकी हुई उसके सामने थीं। दोनों सड़कों को अभी तक किसी ने भी प्रयोग नहीं किया था। कवि ने निर्णय कर लिया कि वह पहली सड़क को भविष्य में प्रयोग करने के लिए सुरक्षित रखे। लेकिन वह यह बड़ी अच्छी तरह जानता था कि एक सड़क या रास्ते में से दूसरा रास्ता निकल आता है। उसे संदेह था कि वह फिर कभी सड़कों के उस जंकशन पर वापस आयेगा और पहली सड़क पर चलने के अपने वायदे को पूरा कर पायेगा।

4. I shall be telling this with a sigh
Somewhere ages and ages hence :
Two roads diverged in a wood, and I
took the one less travelled by,
And that has made all the difference.

Word-Notes : With a sigh-with a sense of regret. Hence-afterwards.

Explanation. In these lines, the traveller says that many years later when he has time to think back, he will tell somebody about how he had made his choice. He will tell him that he had stood for a long time in a jungle at the cross-roads, thinking which road to take. He will cell him how he had chosen the road which was less travelled. This choice had made all the difference for him. It affected not only the future course of his life on this earth but also his spiritual course after death.

इन पंक्तियों में यात्री कहता है कि कई वर्ष बाद जब वह इस बात पर विचार करेगा, तो वह किसी को बतायेगा कि उसने अपना चुनाव किस तरह किया। वह कहेगा कि वह जंगल में चौराहे पर काफी देर खड़ा रहा यह सोचते हुए कि उसको किस सड़क का चुनाव करना चाहिये। वह उसे बतायेगा कि उसने किस प्रकार उस सड़क का चुनाव किया था जिस पर कम लोग ही चले थे। इस चुनाव ने उसके लिए सारा अन्तर बना दिया। इस ने न केवल धरती पर उसके जीवन के भविष्य वाले मार्ग पर प्रभाव डाला बल्कि उसकी मौत के बाद उसके आध्यात्मिक रास्ते पर भी प्रभाव डाला।

Comprehension Of Stanza

1. Read the lines given below and answer the questions that follow :

Two roads diverged in a yellow wood
And sorry I could not travel both
And be one traveller, long I stood
And looked down one as far as I could
To where it bent in the undergrowth (Imp.)

Questions :
(a) Name the poet and the poem.
(b) What did the poet see in front of him ?
(c) What is the poet sorry about ?
(d) What is the symbolic meaning of two different paths in the woods ?
Answers
(a) The name of the poet is Robert Frost and the name of the poem is “The Road Not Taken’.
(b) He saw that two roads diverged in front of him.
(c) He is sorry that he could not travel on both the roads.
(d) The one path is for the ordinary people. The other less travelled path is for the extraordinary people.

2. Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as far that the passing there
Had worn them really about the same.

Questions :
(a) Name the poet and the poem.
(b) Where was the poet when he took the other road ?
(c) Why did the poet take the other road ?
(d) Why was the other road entitled to a better treatment ?
Answers :
(a) Robert Frost is the poet. The name of the poem is “The Road Not Taken”.
(b) He had come to a junction of two roads in a forest.
(c) He took the other road because it was just as good and comfortable a road for travelling as the other one.
(d) It was entitled to a preferential treatment because it was grass covered and provided some attraction to the traveller.

3. And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day.
Yet knowing how way leads on to way,
I doubted if I should ever come back.

Questions :
(a) Who are ‘both’ referred to in the first line of the passage/ stanza ?
(b) What did the poet decide about the first road ?
(c) What did the poet know about the roads ?
(d) What was the doubt in the poet’s mind ?
Answers :
(a) They are the two roads.
(b) The poet decided to reserve the first road for use on a future occasion.
(c) The poet knew that from one road or path branches off another.
(d) The poet doubted if he would ever come back to the junction of the two roads.

4. I shall be telling this with a sigh
Somewhere ages and ages hence
Two roads diverged in a wood, and I
I took the one less travelled by
And that has made all the difference.

Questions :
(a) Which path did the poet choose to travel ?
(b) What does the poet mean by the word difference in the last line ?
(c) Is the poet doubtful about his decision ?
(d) Justify the title of the poem ‘The Road Not Taken’.
Answers :
(a) He chose the less travelled path.
(b) The poet hints at the difference between the ordinary and the extraordinary.
(c) The poet is not at all doubtful.
(d) Actually “The Road Taken’ should have been the title because the poet took the less travelled road.
Or
The title “The Road Not Taken’ is also correct because the poet gives his reason why he took one road and rejected the other.

The Road Not Taken Summary in English

The Road Not Taken Introduction:

This poem is based on a very common experience. A traveller was going through a forest. He reached a point where the road diverged in two directions. Both the roads looked equally attractive to the traveller. But he decided to take the one that did not show much sign of having been used. It is true that if he had chosen the beaten path (much used road) he could be sure of reaching somewhere.

He would not have faced many difficulties in life. But he took the one less travelled by’ and that has made all the difference. The poet suggests that the choices which one makes in life are for good. One cannot turn back and make a second choice regarding one’s goal in life. Therefore, one should be very careful in making the choice. He also suggests that by choosing the ordinary course in life, one cannot hope to become extraordinary.

The Road Not Taken Summary in English:

In this poem the poet brings out the importance of choice-making in one’s life. He says that choices cannot be changed. They have a very far-reaching influence. They influence the whole course of man’s life. Another idea brought out in this poem is that one can’t achieve extraordinary things by taking an ordinary course. Only very ordinary men follow the beaten paths. Great souls always prefer to tread new paths. The poet illustrates this idea with the help of a very common experience.

Once the poet was travelling through a forest. He came to a place from where the road branched off in two directions. It was not possible for the poet to travel by both the roads at the same time. He had to choose one of the two. The poet stood there and thought for a long time.

One of the roads was visible to some distance. It meant that the road had frequently been used. The other road was overgrown with grass. It meant that this road had not been used much. The poet decided to go by the second road. He kept the first one for another day.

The poet imagines a time many ages hence. He will then be in some other world. He will then recall how he had decided to travel by the less-frequented road. This choice had made all the difference for him. It affected not only the future course of his life on this earth but also his spiritual course after death. Thus with the help of symbols the poet brings out the idea that man has to choose between the roads of materialism and spiritualism in his life. The choice once made is for good. It cannot be changed later.

The Road Not Taken Summary in Hindi

The Road Not Taken Introduction:

यह कविता एक साधारण अनुभव पर आधारित है। एक यात्री जंगल में से जा रहा था। वह एक ऐसे स्थान पर पहुंचा जहां से सड़क दो भिन्न-भिन्न दिशाओं में जाती थी। यात्री को दोनों सड़कें एक जैसी आकर्षक प्रतीत होती थीं। लेकिन उसने उस सड़क पर चलने का निर्णय लिया जिस पर बहुत अधिक लोग नहीं चले थे। यह बात सच है कि यदि वह उस सड़क पर जाने का निर्णय करता जिस पर अधिक लोग चले थे तो वह अवश्य ही किसी स्थान पर पहुंच जाता। उसने बहुत कठिनाईयों या समस्याओं का सामना न किया होता।

लेकिन उसने उस सड़क को चुना जिस पर बहुत कम लोग चले थे और इसी चीज़ ने इतना अन्तर डाल दिया। कवि के कहने का मतलब है कि आदमी अपने जीवन में जिस चीज़ का चुनाव करता है वह सदा के लिए होता है। आदमी वापस मुड़ कर अपने लक्ष्य के बारे में दूसरा चुनाव नहीं कर सकता। इसलिए मनुष्य को किसी लक्ष्य का चुनाव पूरे ध्यान से करना चाहिए। कवि यह भी कहता है कि जीवन में साधारण मार्ग चुनकर आदमी असाधारण नहीं बन सकता।

The Road Not Taken Summary in Hindi:

‘The Road Not Taken’ कवि Robert Frost की सबसे महान् कविताओं में से एक है । यह कविता बताती है कि जीवन के पतझड़ी जंगलों में आदमी ने दो मार्गों में से किस एक को चुनना होता है। कवि इस स्थिति के द्वारा जीवन में चुनाव के महत्त्व पर टिप्पणी करता है। मनुष्य के अन्दर कोई ऐसी भावना होती है जो उसे अपना लक्ष्य चुनने में सहायता करती है। व्यक्ति दोनों में से किसी एक मार्ग को इसलिए चुन लेता है कि यह अधिक उचित दिखाई पड़ता है।

कवि कहता है कि पीले पड़े जंगलों में वह एक ऐसे स्थान पर जा पहुंचा जहां पर दो मार्ग अलग-अलग दिशाओं में जाते थे। पर वह दोनों मार्गों पर नहीं जा सकता था। उसे दोनों मार्गों में से एक का चुनाव करना था। पहले उसने एक मार्ग पर इतनी दूर देखा जितनी दूर वह देख सकता था। यह मार्ग उसे झाड़ियों के नीचे मुड़ता हुआ दिखाई दिया।

फिर कवि ने दूसरा मार्ग ले लिया। उसने सोचा कि यह अधिक उचित था। यह एक घास उगा मार्ग था। कवि को ऐसा दिखाई दिया कि उससे पहले उस मार्ग पर बहुत कम लोग चले थे। जहां तक दूसरे का सम्बन्ध था उस पर बहुत से लोग चल चुके थे। दूसरे शब्दों में यह घिसा-पिटा मार्ग था।

उस प्रातः जब कवि पतझड़ी पीले जंगल में खड़ा था तो उसने देखा कि दोनों मार्ग पत्तों से ढके थे। दोनों मार्गों पर कोई भी चला दिखाई नहीं देता था। कवि ने सोचा कि वह पहले मार्ग पर बाद में किसी ओर समय पर आएगा। अतः उसने दूसरे मार्ग पर चलना आरम्भ कर दिया परन्तु उसे यह ज्ञात हो गया कि यदि एक बार कोई चुनाव कर लेता है तो वापस लौट कर दूसरे मार्ग पर जाना नहीं हो सकता।

कवि दूर भविष्य के बारे में सोचता है जब वह अपने चुने हुए मार्ग पर चल चुका होगा। फिर शायद वह ठण्डी सांस लेकर पीछे की ओर देखेगा और सोचेगा कि शायद दूसरा मार्ग अधिक लाभदायक होता। परन्तु उस समय इतनी देर हो चुकी होगी कि वापिस आना कठिन होगा।

फिर वह महसूस करेगा कि कम लोगों द्वारा अपनाए गए मार्ग को चुनने के कारण ही उसके जीवन में सारा अन्तर पड़ा। कवि यह सुझाव देता है कि मनुष्य को जीवन में अपने चुनावों के परिणामों को भुगतना पड़ता है। वह स्थिति को ठीक नहीं कर सकता यदि उसने जीवन में गलत चुनाव किया है। वह केवल पछता ही सकता है।

The Road Not Taken Central Idea

This poem is based on the idea of choice-making in life. Choice of one’s aim is very difficult. It has a great influence. It influences the whole course of a man’s life. Another idea in the poem is that one cannot achieve extraordinary things by taking an ordinary course. Only ordinary people follow the beaten path. Great souls always prefer to take new paths. By doing so they break fresh ground.

The Road Not Taken Central Idea In Hindi

यह कविता जीवन में.लक्ष्य का चुनाव करने पर आधारित है। अपने लक्ष्य का चुनाव करना बड़ा कठिन होता है। चुनाव करने का बहुत महत्त्व होता है। यह आदमी के पूरे जीवन को प्रभावित करता है। कविता में एक विचार यह भी है कि साधारण मार्ग पर चलकर कोई व्यक्ति आसाधारण उपलब्धियाँ प्राप्त नहीं कर सकता। केवल साधारण व्यक्ति घिसे-पिटे रास्ते पर चलते हैं। महान् आत्माएं सदा नये रास्तों पर चलना पसन्द करती हैं। ऐसा करने से वे नई राहें खोज लेते हैं।

A Rainbow of English 12 Class Solutions PSEB Poetry

• Prayer of the Woods Question Answer
• On Friendship Question Answer
• The Echoing Green Question Answer
• Once upon a Time Question Answer
• Cheerfulness Taught By Reason Question Answer
• Father Returning Home Question Answer
• The Road Not Taken Question Answer
• On His Blindness Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Chapter 2 The March King Textbook Exercise Questions and Answers.

Class 12th English Book Chapter 2 The March King Question Answers

The March King Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
Describe Philip’s experience at the bakery.
बेकरी में Philip के अनुभव के बारे लिखें
Answer:
Philip’s father sent Philip to Charlie’s bakery. He was to teach Philip how to bake bread and pies. Philip’s father told Philip that he would have to go for education at school in the daytime. At eight thirty in that evening Philip went to the bakery. There he watched the bakers at work. He was impressed by the bakers’ speed and skill. Very early next morning Philip helped to load the bakery wagon with bread and went with the driver to deliver the bread.

Then he went to school. He was too tired to learn much. In the evening he went back to bakery again. He did not find the work interesting. Philip went home after delivering bread. He fell asleep. When he got up, his father asked him if he would like to be a baker. Philip said that he would rather die than be a baker.

Philip के पिता ने Philip को कुछ दूरी पर स्थित Charlie की बेकरी में भेजा। Charlie ने Philip को ब्रैड और Pies बनाना सिखलाना था। Philip के बाप ने Philip को बताया कि उसे दिन के समय पढ़ाई के लिए स्कूल भी जाना होगा। उस दिन 8.30 शाम को Philip बेकरी में चला गया। वहां उसने बेकरों को काम करते देखा। वह बेकरों की गति और प्रवीणता (कौशल) से प्रभावित हो गया।

अगली प्रात: Philip ने Bread को गाड़ी में लादने में सहायता की और driver के साथ bread को deliver करने गया। फिर वह स्कूल गया। वह इतना थक गया था कि वह अच्छी तरह पढ़ भी न सका। शाम को वह फिर बेकरी को चला गया। उसे काम रुचिकर नहीं लगा। Philip bread deliver करने के बाद अपने घर चला गया। फिर वह सो गया। जब वह सोकर उठा, तो उसके बाप ने उसको पूछा कि क्या वह बेकर बनना पसन्द करेगा। Philip ने कहा कि वह बेकर
बनने से मर जाना बेहतर समझेगा।

Question 2.
What finally made Philip into a famous music composer ?
अन्त में किस चीज़ ने Philip को एक प्रसिद्ध संगीत कम्पोज़र बनाया ?
Answer:
Philip was enlisted as an apprentice to study music in the Marine Band. He worked hard and he became the leader of the Marine Band. This was the official band of the President of the United States. He became a famous composer. He wrote more than a hundred marches.

He was known as the March King. He wrote one of the finest marches for a special occasion. The Washington Post held an essay contest. A big day was planned. The Washington Post March was played. Everybody cheered. wildly. They applauded Philip Sousa for what he had done for the field of music.

Philip को एक शिष्य के रूप में संगीत सीखने के लिए मरीन बैंड में भरती कर दिया गया। उसने कठोर परिश्रम किया और वह Marine Band का लीडर बन गया। यह U.S.A. के President का सरकारी बैंड था। वह एक प्रसिद्ध कम्पोज़र बन गया। उसने 100 से अधिक मार्च कम्पोज़ किये।

उसे March King कहा जाने लगा। उसने एक विशेष अवसर के लिए एक शानदार मार्च कम्पोज़ किया। The Washington Post ने एक निबंध प्रतियोगिता आयोजित की। एक बड़े दिन की योजना बनाई गई। The Washington Post का March बजाया गया। हर व्यक्ति ने इसकी बड़ी जोरदार प्रशंसा की। उन्होंने Philip Sousa के संगीत के क्षेत्र में योगदान की प्रशंसा की।

Long Answer Type Questions

Question 1.
Write a brief character-sketch of John Philip Sousa.
John Philip Sousa का एक संक्षिप्त चरित्र लिखो।
Answer:
John Philip Sousa was a young boy. His father worked in the brass section of the United States Marine Band. The capital city of Washington (D.C.) was full of bands. Philip loved them. He wanted to become a musician. At the age of seven, he joined a school of music. He liked his studies very much. He learned to play violin. He began to play very well.

He loved to play baseball also. . He was chosen to play violin solo for the annual evening concert of his school. He borrowed a large size shirt from the wife of his music teacher. The wife of the music teacher fitted it on Philip with the help of pins.

The big shirt was pulled loose when the performance. was going on. He ran away from the stage. He was sent to a bakery for three days. He did not like this work. Then again he went to his music teacher. He developed his skill in playing on the violin. Once a circus band leader wanted to take him with him. He offered him a good job in a circus.

His father got him recruited as a trainee in the Marine Band. He rose to be the leader of the band. He composed many marches. He became the March King. He became very famous by composing The Washington Post March.

John Philip Sousa एक छोटा लड़का था जिसका पिता Mr. Sousa United States के Marine Band के Brass section में काम करता था। Washington (D.C.) की राजधानी Bands से भरपूर थी। Philip Bands को बहुत पसन्द करता था। उसने मरीन बैंड पूरी शान में देखा। उसने संगीतकार बनने ‘का इरादा कर लिया। 7 साल की आयु में उसने संगीत का स्कूल join कर लिया। वह अपनी पढ़ाई को बहुत पसन्द करता था। उसने violin बजाना सीख लिया। वह बहुत अच्छा बजाने लगा। वह बेसबाल खेलना भी पसंद करता था।’

उसे स्कूल के वार्षिक संगीत गोष्ठी में Solo Violin Show के लिए चुना गया। उसके पास साफ सफेद कमीज़ नहीं थी। उसने कमीज़ अपने संगीत के टीचर की पत्नी से ली। यह कमीज़ बड़े Size की थी। टीचर की पत्नी ने पिन आदि लगाकर इसको Philip पर फिट बैठा दिया। जब संगीत का शो हो रहा था तो कमीज़ कॉलर से निकल कर नीचे गिर गई। वह स्टेज से भाग गया।

उसे तीन दिन काम करने के लिए बेकरी में जाना पड़ा। उसने इस काम को पसन्द नहीं किया। इसके बाद उसे फिर अपने Music teacher के पास जाना पड़ा। उसने Violin बजाने में प्रवीणता हासिल कर ली। एक बार एक Circus के बैंड लीडर ने उसको अपने साथ ले जाना चाहा। वह उसको Circus में अच्छी नौकरी देना चाहता था। उसके पिता ने उसको Marine Band में प्रशिक्षु के रूप में भर्ती करा दिया। वह बैंड का लीडर बन गया। उसने कई March कम्पोज़ किए। वह March King बन गया। वह The Washington Post March कम्पोज़ करने के बाद बहुत ही प्रसिद्ध हो गया।

Question 2.
What was Philip’s foolish act on the day of the concert ? Write in detail.
संगीत गोष्ठी की शाम Philip ने कौन सा मूर्खता वाला काम किया ? विस्तारपूर्वक लिखें।
Answer:
Philip was chosen for playing a violin solo in the annual evening concert. He was foolish to mix work and play that day. He went for playing baseball. His clothes got dirty. He had no clean white shirt to wear. He was asked to run to the wife of his music teacher for help. She took out one of her husband’s white shirts. It was very large in size. She fitted it on Philip by pinning enough tucks in the shirt. Philip’s turn to play on the violin came.

As he raised the bow of the violin, the pins holding his collar pulled out. Suddenly the shirt fell away from the neck. The audience began to laugh. Philip forgot and stopped completely. He was totally upset. He rushed off the stage. His teacher told him that he had made a complete mess of the show. He scolded Philip for having wasted time in playing baseball. He should have been preparing for the important work of the evening concert. He should be ashamed of himself.

Philip को अकेले Violin बजाने का काम सौंपा गया। उसने मूर्खता की कि काम और खेल का मिश्रण बना दिया। वह बेसबाल खेलने चला गया। उसके कपड़े गन्दे हो गये। उसके पास कोई साफ की हुई सफेद कमीज़ नहीं थी। उसे कहा गया कि वह Music teacher की पत्नी के पास सहायता के लिए जाये। उसने अपने पति की एक कमीज़ निकाली। यह size में बहुत बड़ी थी।

उसने कमीज़ के कई मोड़ (turn) बनाकर पिन्नों से कमीज़ को Philip के लिए फिट कर दिया। Violin बजाने. के लिए Philip की बारी आ गई। ज्यों ही उसने Violin की bow लकड़ी से बनी कमान (जिससे धागा लगा होता है) को उठाया तो जो पिन्न कॉलर को लगे हुए थे बाहर आ गये। आस्तीनें भी ढीली और लम्बी हो गईं। अचानक कमीज़ गर्दन से नीचे गिर गई। श्रोतागण हंसने लगे। Philip भूल गया और पूरी तरह रुक गया।

वह बिल्कुल घबरा गया। वह स्टेज .. से भाग गया। उसके अध्यापक ने कहा कि उसने पूरे शो का सत्यानाश कर दिया था। उसने बेसबाल खेलने में समय व्यर्थ करने के लिए Philip को डांटा। उसे महत्त्वपूर्ण सायंकालीन संगीत-गोष्ठी केलिए तैयारी करनी चाहिए थी। उसे स्वयम् पर लज्जित होना चाहिए।

Question 3.
How did Mrs. Esputa help Philip? (V. Important)
Mrs. Esputa ने Philip की कैसे सहायता की ?
Answer:
Philip told his music teacher, Professor Esputa that he did not have a clean white shirt for the concert. Mr. Esputa told him to go to his wife and ask for a shirt. Mrs. Esputa quickly brought one of her husband’s white shirts. Philip found the shirt very large for him. She found a box of pins. In a few minutes, her smart fingers pinned enough tucks in the shirt to make it fit Philip. Both of them felt relieved when the job was finished. Philip ran back to the school.

Philip ने Professor Esputa को बताया कि उसके पास Concert में पहनने के लिए साफ की हुई . सफेद कमीज़ नहीं है। Mr. Esputa ने कहा कि वह उसकी पत्नी के पास जाए और उससे एक कमीज़ मांग ले। Mrs. Esputa जल्दी ही अपने पति की एक सफेद कमीज़ ले आई। यह कमीज़ Philip के size से बहुत बड़ी थी। उसने pins का एक बक्सा निकाला। चन्द मिन्टों में, उसकी चुस्त ऊंगलियों ने कमीज़ पर pins से काफी मोड़ (tucks) बना दिए ताकि वह Philip को फिट आ जाए। दोनों ने बड़ी राहत महसूस की जब काम खत्म हो गया। Philip दौड़ कर स्कूल चला गया।

Question 4.
What is the theme of the chapter ? Explain briefly.
इस Chapter का कथावस्तु क्या है ? संक्षिप्त तौर पर स्पष्टीकरण करें।
Answer:
The theme of the lesson is that one can succeed in life only if one pursues a vocation according to one’s interest and taste. One must not mix professional work with entertainment and play. The saying was true in the case of John Philip Sousaa young boy from Washington (D.C.), U.S.A.

He decided to become a musician. He began to play on a violin. He excelled everybody in his school in playing on a violin. He was selected to play violin solo in the school annual concert. He was very confident. He did not take his responsibility seriously. He did not have a proper dress for the concert.

His dress came loose in the concert. Then he decided to become a baker. He got fed up with the tiring job of a baker. Then a travelling circus band leader offered him a job in the circus. He did not accept this. His father saw that he was good at playing violin. He got him recruited in the Marine Band of Washington. He did very well as he worked hard.

He rose to be the March King. The writer wants to point out that one should work regularly for excellence in a profession. John Philip Sousa became a leader of the Marine Band. He started composing marches and became the March King.

यह पाठ इस कथा-वस्तु (Theme) पर आधारित है कि कोई भी व्यक्ति जीवन में तभी सफल हो सकता है यदि वह अपनी रुचि का अनुसरण करता रहे। किसी भी पेशे के प्रति मनुष्य को पूरी तरह समर्पित होना चाहिए। व्यक्ति को व्यवसाय के काम में खेल-कूद नहीं मिलाना चाहिये।

यह कहावत John Philip के बारे ठीक बैठती है जो कि Washington D.C. का रहने वाला था। उसने Washington में कई बैंड देखे। उसका बाप भी Washington के एक बैंड में काम करता था। उस ने संगीतकार बनने का इरादा कर लिया। उसने Violin बजाना शुरू कर दिया। Violin बजाने में वह स्कूल में सबसे बढ़िया था। वह बेसबाल भी खेला करता था। Violin बजा लेने में उसकी श्रेष्ठता के कारण, उसे स्कूल के वार्षिक संगीत में अकेले ही Violin बजाने के लिए चुना गया।

उसे अपने आप पर बहुत विश्वास था। उसने अपनी ज़िम्मेदारी को गम्भीरता से नहीं लिया। उसके पास Concert के लिए उचित dress भी नहीं थी। उसकी बड़े size वाली कमीज़ उसकी गर्दन से नीचे गिर गई। फिर उसने बेकरी में काम करना शुरू किया। वह बेकरी के थका देने वाले काम से तंग आ गया। फिर एक Circus के लीडर ने उसको travelling circus में नौकरी करने का प्रलोभन दिया। उसने इस नौकरी को स्वीकार नहीं किया।

उसके बाप ने उसको मरीन बैंड में भरती करा दिया। यहां उसने कठोर परिश्रम किया। वह यहां March King बन गया। लेखक के कहने का यह तात्पर्य है कि किसी पेशे में भी श्रेष्ठता प्राप्त करने के लिए जी तोड़ मेहनत करनी चाहिए। John Philip Sousa Marine Band का लीडर बन गया। उसने March कम्पोज़ करने शुरू कर दिये और March King बन गया।

Objective Type Questions

This question will consist of 3 objective type questions carrying one mark each. These objective questions will include questions to be answered in one word to one sentence or fill in the blank or true/false or multiple choice type questions.

Question 1.
What did Philip want to become when he was a child ?
Answer:
He wanted to become a musician as a child.

Question 2.
Why did Philip learn violin quickly ?
Answer:
As a young student he liked to play the violin and he excelled in playing it for he was talented

Question 3.
Why did Philip get into trouble on the day of the concert ?
Answer:
He got into trouble because he had to wear a larger shirt for his performance and it fell away.

Question 4.
How did Philip manage to get a clean dress ?
Answer:
He got it from his music teacher’s wife who fitted her husband’s larger shirt on his body with pins.

Question 5.
What made the concert a flop show?
Answer:
The show was a flop when Philip rushed off the stage after his shirt fell away and the audience laughed.

Question 6.
What did Philip take up after his failure on the concert stage?
Answer:
Philip started working in a bakery.

Question 7.
Why couldn’t Philip work at a bakery?
Answer:
He preferred death to doing tiring work at the bakery.

Question 8.
Why did Philip’s father take him for a walk ?
Answer:
He actually wanted to take Philip to United States Marine Barracks to be enlisted as an apprentice to study music in the Marine Band.

Question 9.
How was Philip lured to work in a circus ?
Answer:
The leader of a band in a circus told Philip to work in the travelling circus as he could play on the violin very well and have a very good life.

Question 10
How was Philip a success as the leader of the Marine Band ?
Answer:
As the leader of the Marine Band he became known as the March King and he composed a famous March known as The Washington Post March.

Question 11.
Philip excelled at playing one of these musical instruments :
(i) banjo
(ii) drum
(iii) violin
(iv) clarinet.
Answer:
(iii) Violin.

Question 12.
Philip became famous by playing one of these marches :
(i) The Cariappa March
(ii) The Washington Post March
(iii) The Manekshaw March.
Answer:
(ii) The Washington Post March.

Question 13.
Name Philip’s music teacher.
Answer:
Prof. Esputa.

Question 14.
Name the lady who fitted a larger shirt on Philip.
Answer:
Mrs. Esputa.

Question 15.
Philip was offered a position in a travelling circus. (True/False)
Answer:
True.

Question 16.
Mrs. Ésputa had fingers that were :
(i) Crooked
(ii) Nimble.
Choose the correct option.
Answer:
(ii) Nimble.

Question 17.
Who broke the news of Philip’s selection by a circus to his mother ?
Answer:
His friend Ed’s mother.

Question 18.
How did Philip came to be known as the March King ?
Answer:
He became famous as the leader of the Marine Band and by composing the Washington Post March

Question 19.
How did Philip come to be known as the March King ?
Answer:
He became famous as the leader of the Marine Band and by composing the Washington Post March.

Question 20.
On the concert day, Philip played a game of :
(a) Baseball
(b) Basketball
(c) Volleyball
(d) Football.
Answer:
(a) Baseball.

Question 21.
What did Philip want to become when he was a child ?
(a) Musician
(b) Baseball player
(c) Rugby player
(d) Dancer
Answer:
(a) Musician

Question 23.
Which of these was a favourite sport of Philip when he was a young boy?
(a) Baseball
(b) Volleyball
(c) Basketball
(d) Cricket
Answer:
(a) Baseball.

Question 24.
Which of these ladies helped Philip with a bigger shirt for the concert ?
(a) Mrs. Lawrence
(b) Mrs. Macdonald
(c) Mrs. Esputa
(d) Mrs. Samson.
Answer:
(c) Mrs. Esputa.

Question 25.
Select the correct option : The Washington post was a …………
(a) Journal
(b) Magazine
(c) Newspaper
(d) Post office.
Answer:
(c) Newspaper.

The March King Summary in English

The March King Introduction:

Katherine Little Bakeless was born on December 5, 1895, in Bloomsburg, Pennsylvania (USA). She wrote books with her husband. Her individual books focus on music. There were over eighty British regiments serving in America between 1775 and 1783. Most of these regiments had their own bands. These bands had several musical instruments. These military bands had not only their own regimental duties but also played a large role in civilian musical life.

Sousa had been playing violin professionally. He had been conducting orchestras. In 1880, the U.S. Marine Band was in search of new leadership. Sousa was the perfect candidate. He was mere 26 when he accepted the leadership of the Marine Band. He held this position for twelve years. The present lesson presents a glimpse of the life of his son and brings out the fact that one can succeed in life only if one pursues a vocation or profession according to one’s interest and taste.

The March King Summary in English:

John Philip Sousa stood on the corner with his mother. He was watching a military parade pass by. The United States Marine Band was quickly coming closer to where they stood. Philip jumped up and down and cried excitedly telling his Mama to look that there was his Papa. Mr. Sousa (Philip’s father) was marching along in the brass section. He winked at his son. Philip also gave a broad laugh.

Philip loved bands. America’s capital Washington D.C. was a fine place during the early 1860’s. Washington was full of bands and Philip loved them. He watched the Marine Band in all its glory. He vowed to become a musician. Soon seven-year-old Philip started to attend a school of music in his neighbourhood. He liked all his studies but particularly enjoyed learning to play the violin. Soon he excelled playing on the violin. But he loved to play baseball too. He got into trouble when he was eleven years old because of baseball.

Every year an evening concert was given by the music school. This year Philip had been chosen to play a violin solo. For several months he had been earning money by directing a small band. The thought of playing in the concert did not make him feel nervous.

On the day of the concert, he played a game of baseball. He was dead tired when he came home in the evening. His forehead was covered with dust and his clothes were dusty. He was feeling very hungry. He felt puzzled by the silence of the house. He ran into the kitchen. He found some sandwiches and a note left by his mother who had gone at the call of some sick friend. She was to return late in the evening.

Philip had to go to get to the concert on time. He did not have a clean white shirt. He ate a sandwich. He realised that he should tell his music teacher, Professor Esputa. He ran to the school and told Professor Esputa his story about the shirt. He told Philip to get a clean shirt from his wife.

Mrs. Esputa gave a shirt to Philip. When Philip put it on, he was almost lost in it as it was very large for his size. Mrs. Esputa pinned enough pins in the shirt to make it fit for Philip. Philip hurried back to the school. The concert began. It was time for Philip also. He stood up, placed the violin under his chin, and raised his bow. He was shocked to note that a pin was pulling loose in the back of his shirt. He did not care for the falling of one pin.

He started to play. At first his right arm moved. Soon the pins that were holding his collar pulled out. Then the sleeves grew loose and longer. Suddenly the shirt fell away from his neck. The audience began to laugh. Philip forgot what he was playing and stopped completely. The disaster upset him. He rushed off the stage and sulked in a dark corner. He wished that he were dead.

Refreshments were served after the concert. Philip was too sad to have any. He tried to avoid seeing Mr. Esputa. He scolded him for making a mess of the performance. Esputa stopped him from having any ice cream. He told him that he should not have spent the day in playing baseball. He should have been preparing for the evening concert. He should be ashamed. The incident could not be easily forgotten. He never again tried to mix work and play. One day when Philip was twelve, Mr. Esputa got into a heated argument over a trifle. As a result, Philip went back home convinced that he no longer wanted to take music lessons.

He discussed the matter with his father. His father, Mr. Sousa, asked him if he did not want to take music lessons. He wanted to know what he wanted to do. Philip said that he wanted to be a baker. Sousa told Philip that he would try to get him a suitable position in a bakery.Soon Mr. Sousa told Philip that he had talked to Charlie, the baker. His shop 15 was at a short distance from their home. He would be glad to teach him how to bake bread and pies.

He should go to him tonight at half-past eight. He further told Philip that bakers were not always well educated. So it would be good for him to educate himself beyond the level of bakers. Thus he would be more successful in his business. As such, he must keep on with his education even though he stopped taking his music lessons. After finishing school, he could become a full time baker. Philip agreed to continue his education.

At eight-thirty that evening, Philip went to the bakery. There he watched the bakers at work mixing bread and making pies. The bakers impressed Philip with their speed and skill. He was amazed at the amount of bread being made. Later he grew tired and slept while bread was baking. Very early next morning Philip helped load the big bakery wagon. Then he went out with the driver to deliver the bread. By eight o’clock he had finished delivering and went home to breakfast.

Philip kept his agreement with his father and went to school that morning. After school he did not feel like playing baseball. He was tired. He went home. Then it was time to go to the bakery. There he spent another evening very much like the first. He helped in the morning delivery. He went to school again. But he was too tired to learn much.

In the evening, he went unwillingly to the bakery for work. About midnight the baker’s baby, started crying. The baker’s wife told Philip to go upstairs and rock the cradle. He did as she ordered. The cradle swam before Philip’s sleepy eyes and he began to rock it. He went to sleep ignoring the baby’s loud yells. The baby’s mother ran upstairs to see what was wrong. She aroused Philip and scolded him.

Philip went home after delivering bread on the third morning. He was dead tired. He fell sound asleep. Mr. Sousa told his wife to let Philip sleep all day after having his breakfast. That evening, Mr. Sousa asked Philip if he would like to be a baker. The boy said that he would rather die than be a baker. He then told Philip that he should continue his music lessons after making up with Mr. Esputa. Philip agreed to do so. After that Mr. Esputa and Philip became the best of friends. Philip studied hard. He had gained a reputation as a fine violin player before he could attain the age of thirteen.

One day Philip was practising on the violin. A man was the leader of band in the circus. He had heard Philip playing on the violin for five minutes. He told Philip that he played very well. He asked Philip if he had ever thought of joining a circus. If he wanted to join the circus, he would be very happy to employ him. Philip told him that he would like to join the circus but his father might not allow him to go. The man told him not to tell his father about the circus.

The man from the circus told Philip that he should bring his friend along with him. Then he should go along with them when they left. After he had stayed with them for two days, he could write to his father. He was excited. He decided to go with the travelling circus. He also went to his best friend, Ed. Philip told him about his going with the travelling circus. He told him frankly that he was going to join a circus and earn a lot of money. He would become the leader of a circus band. Then he cautioned Ed not to tell anyone. Ed was impressed by this news. Ed let the secret out.

Later that evening after Ed was asleep, his mother paid a visit to Mrs. Sousa. The next morning Philip lay in his bed dreaming a delightful dream about being the director of a big circus band. Suddenly Philip heard his father. He told Philip to put on his Sunday clothes. He felt a bit surprised that it was not a Sunday that day. But he obeyed his father’s request. Then Mr. Sousa told Philip that they would go for a walk.

They walked a short distance. Then Philip realized that they were going towards United States Marine Barracks. Within an hour Philip was enlisted as an apprentice (learner) in the Marine Band. Mr. Sousa had confidence in his son’s strong sense of duty. He knew the boy would not desert the Marines to run away with a circus.

Years passed. Finally John Philip Sousa became the leader of the Marine Band. This band is the official band of the President of the United States of America. Sousa served as bandmaster for five different Presidents. During these years the big band went abroad several times and became famous all over the world.

Sousa also became famous as a composer. He wrote more than a hundred marches. He was known as the March King. He wrote one of his finest marches for a special occasion. Sousa was asked to compose a march in honour of the happy occasion. He set about composing this march.

The great day finally came. People poured into the area around the big band. Thousands came to hear the music. Children of Washington were there. The Washington Post March was played. Everybody applauded it. The boys in the trees listened. As they applauded, perhaps some of them vowed to become musicians, just as John Philip Sousa had done many years before.

The March King Summary in Hindi

The March King Introduction:

Katherine Little Bakeless 5 दिसम्बर, 1895 को Bloomsburg, Pennsylvania में पैदा हुई थी। वह अपने पति के साथ पुस्तकें लिखती थी। उसकी व्यक्तिगत पुस्तकें संगीत पर केन्द्रित हैं। 1775 और 1783 के बीच अमेरिका में अंग्रेजों की 80 रैजीमैन्ट नियुक्त थीं। इनमें से बहुत सी रैजीमैन्टों के अपने ही बैंड थे। इन बैंडों के अपने ही संगीत के यन्त्र थे। इन मिलिटरी बैंडों की अपनी ही duties थीं लेकिन उनकी नागरिकों के संगीत वाले जीवन में भी बड़ी भूमिका होती थी। Sousa अपने व्यवसाय के तौर पर Violin बजाया करता था।

वह orchestra को भी conduct किया करता था। 1980 में U.S.A. का मरीन बैंड नई लीडरशिप की तलाश में था। Sousa सर्वोत्तम प्रत्याशी था। वह उस समय केवल 26 वर्ष का था जब उसने मरीन बैंड की लीडरशिप को स्वीकार कर लिया। यह पाठ उसके बेटे के जीवन की झलक पेश करता है और इस तथ्य पर प्रकाश डालता है कि आदमी अपने जीवन में तभी सफल हो सकता है यदि व्यक्ति अपने व्यवसाय या पेशे को अपनी रुचि के अनुसार अपनाता है।

The March King Summary in Hindi:

John Philip Sousa अपनी माता के साथ एक कोने पर खड़ा था। वह अपने पास से गुजरती हुई Military परेड को देख रहा था। जहां वे खड़ें थे वहां United States का मरीन बैंड तेज़ी से उनके नज़दीक आ रहा था। Philip कूदता और फुदकता था और जोश से चीखें मारता था और अपनी मां को कहता जा रहा था कि वहां उसका Papa आ रहा था। Philip का पिता पीतल वाले संगीत के यन्त्रों वाले Section में चलता आ रहा था। उसने अपने लड़के Philip को आंख मारी। Philip भी अपने पिता को देखकर हंसा।। Philip को बैंड अच्छे लगते थे। America की राजधानी Washington (DC) 1880 के दिनों में अच्छी जगह थी।

Washington बाजों से भरा पड़ा था और Philip को बाजे अच्छे लगते थे। वह Marine Band की शान को देखता था। वह भी संगीतकार बनना चाहता था। शीघ्र ही सात साल के Philip ने अपने पड़ोस में एक संगीत के स्कूल में जाना आरम्भ कर दिया। वह अपनी पढ़ाई करना बहुत पसन्द करता था लेकिन वह विशेषकर violin को बजाना अधिक पसन्द करता था। लेकिन वह बेसबाल खेलना भी पसन्द करता था।

जब वह 11 साल का था तो उलझन में फंस गया। – संगीत स्कूल हर साल एक संगीत सभा या गोष्ठी का आयोजन किया करता था। इस साल Philip को चुना गया था कि वह violin एकलवादन करे। कई महीनों से वह छोटे Band को direct करके पैसे कमाया करता था। Concert में violin बजाने के विचार ने उसमें कोई घबराहट पैदा नहीं की।

Concert के दिन, उसने बेसबाल का खेल खेला। जब वह शाम को घर वापस आया तो वह काफी थका हुआ था। उसके माथे पर मिट्टी लगी हुई थी और उसके कपड़े भी मैले हो गये थे। उसे बहुत भूख लगी हुई थी। घर में खामोशी देखकर वह उलझन में पड़ गया। वह दौड़कर किचन में गया। उसे वहां कुछ Sandwiches मिल गईं और पास ही उसकी माता के द्वारा लिखा हुआ नोट था। वह किसी बीमार मित्र का हाल जानने के लिए गई थी।

उसने शाम को देर से आना था। Philip को संगीत गोष्ठी में समय पर जाना था। उसके पास साफ़ सफेद कमीज़ नहीं थी। उसने एक Sandwich खा ली। उसने महसूस किया कि उसे अपने संगीत के टीचर Professor Esputa को बताना चाहिए। वह स्कूल दौड़ादौड़ा गया और उसने Professor Esputa को कमीज़ की कहानी बताई। Professor Espura ने Philip को कहा कि वह उसके घर जाकर उसकी पत्नी से एक साफ की हुई सफेद कमीज़ ले ले।

Mrs. Espura ने Philip को एक कमीज़ दे दी। जब Philip ने कमीज़ को पहना तो वह इस कमीज़ में लगभग गुम हो गया क्योंकि यह उसके लिए बहुत बड़ी थी। Mrs. Esputa ने कमीज़ में बहुत से पिन लगा दिये ताकि यह Philip के लिए फिट हो जाये। Philip जल्दी-जल्दी-स्कूल गया। संगीत सभा आरम्भ हो गई। Philip की बारी थी। वह खड़ा हो गया। उसने violin को अपनी ठोड़ी के नीचे रखा और उसने अपनी बो (a long thin piece of wood with thin string stretched for playing violin) को ऊपर किया।

उसे यह देखकर झटका लग गया कि एक पिन उसकी कमीज़ के पीछे ढीला हो गया था। उसने एक पिन गिर जाने की परवाह न की। उसने violin को बजाना शुरू कर दिया। पहले उसका दाहिना बाजू आगे गया। जल्दी ही सारे पिन जिन्होंने उसके कालर को पकड़ कर रखा था ढीले हो गए। फिर उसकी कमीज़ की आस्तीनें ढीली हो गईं और लम्बी लगने लगीं। अचानक कमीज़ उसकी गर्दन से नीचे गिर गई।

दर्शक हंसने लग पड़े। Philip बिल्कुल भूल गया कि वह क्या बजा रहा था और उसने violin बजाना बिल्कुल बंद कर दिया। आपदा ने उसकी घबराहट पैदा कर दी। वह स्टेज छोड़कर भाग गया और एक अन्धेरे कोने में जाकर रोने लगा। वह सोचने लगा कि कितना अच्छा हो कि वह मर जाये।

संगीत सभा के बाद जल-पान दिया गया। Philip इतना उदास था कि उसका कुछ खाने को मन नहीं करता था। उसने Mr. Esputa को मिलने से परहेज़ किया। Esputa ने Philip को डांट दिया क्योंकि उसने संगीत गोष्ठी में अपनी अदाकारी या अनुष्ठान का सत्यानाश कर दिया था। Esputa ने उसको Ice-cream खाने से रोक दिया। उसने उसे कहा कि उसे Baseball खेलने में सारा समय व्यतीत नहीं कर देना चाहिए था।

उसे शाम की संगीत सभा के लिए तैयारी करनी चाहिए थी। उसे शर्म आनी चाहिए। इस घटना को आसानी से भुलाया नहीं जा सकता था। उसने बाद में कभी भी खेल और काम का मिश्रण नहीं किया। एक दिन जब Philip 12 साल का था, Mr. Esputa और Philip में छोटी सी बात पर गर्मा-गर्म विवाद हो गया। परिणामस्वरूप Philip अपने घर वापस गया तो उसे पूरा विश्वास था कि वह संगीत की पढ़ाई नहीं करना चाहता था।

उसने इस मामले पर अपने पिता के साथ बहस की। उसके पिता ने उसको पूछा कि यदि वह संगीत के lesson नहीं लेना चाहता था। Mr. Sousa अपने बेटे से यह जानना चाहता था कि वह क्या करना चाहता था। Philip ने कहा कि वह नानबाई या बेकर बनना चाहता था। Mr. Sousa ने Philip को बताया कि वह उसके लिए किसी बेकर के पास उचित नौकरी हासिल करने की कोशिश करेगा।

जल्दी ही Sousa ने Philip को बताया कि उसने Charlie बेकर से बात की है। उसकी बेकरी उनके घर से थोड़ी दूरी पर थी। वह उसको Bread और Pie (मॉस की कचौरी) बनाना सिखलायेगा। उसे आज की रात 8:30 बजे उसकी दुकान पर जाना चाहिए। उसने अपने बेटे को यह भी बताया कि Baker लोग अच्छे पढ़े-लिखे नहीं होते। इसलिए यह अच्छा होगा कि अपने आपको बेकरों

Word Meanings

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Punjab State Board PSEB 12th Class English Book Solutions Poem 6 Father Returning Home Textbook Exercise Questions and Answers.

Class 12th English Book Poem Chapter 6 Father Returning Home Question Answers

Father Returning Home Class 12 Questions and Answers

1. My father travels on the late evening train
Standing among silent commuters in the yellow light
Suburbs slide past his unseeing eyes
His shirt and pants are soggy and his black raincoat
Stained with mud and his bag stuffed with books Is falling apart.
Is falling apart.

Word-Notes :
Commuter-a daily passenger travelling up and down; Suburbs – areas outside the centre of a town where people live; Slide – slip away; Soggywet; Stained-made dirty; Stuffed-full of; Is falling apart-is getting torn.

Explanation:
In these lines the poet talks about his father. He travels back home. He stands in the compartment of the local train. He stands silently among other commuters. His compartment has yellow light. The train goes on moving smoothly passing by suburbs. His eyes do not see the sliding suburbs. His shirt and trousers are wet and soft. His black raincoat is dirty with mud. His bag is stuffed with books and it seems to be getting torn.

इन पंक्तियों में कवि अपने पिता के बारे बात करता है। वह Local गाड़ी से अपने काम से घर लौट रहा है। वह लोकल गाड़ी के डिब्बे में खड़े होकर यात्रा करता है। वह दूसरे यात्रियों के बीच में चुपचाप खड़ा रहता है। उसके डिब्बे में पीला सा प्रकाश है। गाड़ी उपनगरियों को पीछे छोड़कर आगे निविघ्न चलती जा रही है। उसकी कमीज़ और पतलून गीली और नर्म हो गई है। उसका काला रेन-कोट कीचड़ से गंदा है। उसके थैले में किताबें भरी पड़ी हैं और थैला फटता नज़र आ रहा है।

2. His eyes dimmed by age
Face homeward through the humid monsoon night.
Now I can see him getting off the train
Like a word dropped from a long sentence.
He hurries across the length of the grey platform,
Crosses the railway line, enters the lane,
His chapplas arc sticky with mud, but he hurries forward.

Explanation:
The poet says that his father’s eyes have become weak due to old age. In dim light they look at the home through the wet monsoon night. Now the poet can see him getting off the train. While getting off the train, his father looks like a word dropped from a long sentence. He hurries across the length of the grey platform. He crosses the railway line. He enters the lane where his home is situated. His chappals are slippery because of the mud sticking to them. But he hurries and proceeds to his home.

कवि के पिता की आँखें वृद्ध अवस्था के कारण कमजोर हो गई हैं। वे मद्धम प्रकाश में भीगी हुई मानसून की रात में से अपने घर की ओर देखती हैं। अब कवि अपने पिता को गाड़ी से उतरते हुए देखता है। गाड़ी से उतरते समय वह ऐसे लगता है जैसे किसी लम्बे वाक्य से एक शब्द अलग हो गया हो। वह शीघ्रता से प्लेटफार्म की लम्बाई को लांघता जाता है। वह रेलवे लाईन को पार कर जाता है। वह उस तंग गली में आ जाता है जहां उसका घर स्थित है। उसकी चप्पलें कीचड़ के कारण फिसलने वाली हैं। लेकिन वह जल्दी-जल्दी घर लौट रहा

3. Home again, I see him drinking weak tea,
Eating a stale chapati, reading a book.
He goes into the toilet to contemplate
Man’s estrangement from a man-made world.
Coming out, he trembles at the sink
The cold water running over his brown hands,
A few droplets cling to the greying hairs on his wrists.

Word-Notes :
Home again – the writer’s father has returned home after work ; Weak tea – tea with light brew ; Stale – not fresh ; Sink-a basin for washing pots ; Estrangement – no longer friendly or loyal; Contemplate – to think over, to view some thing ; Droplets – small drops.

Explanation:
In these lines the poet says that his father has come back home from work. He then sees him drinking weak tea. He sees him eating a stale chapati, reading a book. Then he sees him going to the toilet to think over man’s situation. Probably, his father would be thinking over man’s being alienated from the man-made world. He comes out of the toilet. Then he goes to the sink and trembles at the touch of cold water. The cold water runs over his brown hands. A few drops of water cling to the grey hairs on his wrists.

इन पंक्तियों में कवि कहता है कि उसका पिता काम से घर वापस लौट आया है। फिर वह उसको हल्की चाय पीते देखता है। फिर वह उसको एक बासी चपाती खाते हुए देखता है। फिर वह शौचालय में जाता है जहां वह आदमी की स्थिति पर विचार करता है। सम्भवतः वह सोचता होगा कि आदमी आज की दुनिया से विमुख क्यों हो गया है। वह शौचालय से बाहर आता है। फिर वह sink के पास जाता है। वह वहां कांपता है। ठंडा पानी उसके भूरे हाथों पर बहता है। पानी के कुछ बिन्दू (कतरे) उसकी कलाईयों पर सफेद बालों से चिपक

4. His sullen children have often refused to share
Jokes and secrets with him. He will now go to sleep
Listening to the static on the radio, dreaming
of his ancestors and grandchildren, thinking
of nomads entering a subcontinent through a narrow pass.

Word-Notes :
Sullen -ill-tempered ; Static-noise produced on the radio; Nomads wandering tribes moving from place to place.

Explanation:
The poet here says that the ill-tempered children do not talk with their father. They do not share their jokes and secrets with him. Now it is time for the old man to retire to his bed. He listens to some noise and music on the radio. He dreams of his ancestors and grandchildren. He thinks of wandering tribes moving along with their cattle from place to place. Probably the nomads are entering a subcontinent through a narrow passage in the mountains.

कवि यहाँ कहता है कि चिड़चिड़े बच्चे अपने पिता के साथ बात नहीं करते। वे उसके साथ अपने मज़ाक सांझा नहीं करते और न ही उसको अपने भेद बताते हैं। अब वृद्ध व्यक्ति के सोने का समय है। वह रेडियो पर कुछ संगीत सुनने की चेष्टा करता है। उसको रेडियो से शोर सुनाई देता है। फिर वह अपने पूर्वजों और पोतेपोतियों के बारे सपने देखता है। वह इधर से उधर घूमने वाली जन-जातियों के बारे सपने देखता है। सम्भवतः वे खानाबदोश लोग पर्वतों के संकीर्ण मार्ग में से होते हुए एक उपमहाद्वीप में प्रवेश कर रहे हैं।

Comprehension Of Stanzas

1. My father travels on the late evening train
Standing among silent commuters in the yellow light
Suburbs slide past his unseeing eyes
His shirt and pants are soggy and his black raincoats
Stained with mud and his bag stuffed with books
Is falling apart. His eyes dimmed by age
face homeward through the humid monsoon night.

Questions :
(a) Name the poem and the poet.
(b) What is the condition of the eyes of the poet’s father ?
(c) What is wrong with the clothes of the commuter described by the poet ?
(d) What does the passage tell you about the weather in the late evening ?
Answers :
(a) The name of the poem is ‘Father Returning Home’. It is written by Dilip Chitre.
(b) His eyes are dimmed becauses of his old age.
(c) His clothes are a bit wet and soft.
(d) It is warm and damp.

2. Now I can see him getting off the train
Like a word dropped from a long sentence.
He hurries across the length of the grey platform,
Crosses the railway line, enters the lane.
His chappals are sticky with mud, but he hurries onward.

Questions :
(a) Name the poet and the poem.
(b) Give the figure of speech used in these lines :
Now I can see him getting off the train
Like a word dropped from a long sentence.
(c) What does the poet’s father do after crossing the railway line ?
(d) Do the sticky chappals of the poet’s father stand in the way of his hurrying forward ?
Answers :
(a) The name of the poet is Dilip Chitre and the name of the poem is ‘Father Returning Home’.
(b) Like a word dropped from a long sentence …………….. simile.
(c) He enters the lane.
(d) No, they don’t.

3. (Based on textual exercise)
(a) Which line in the poem describes father’s irrelevance to the train ?
(b) Write two reasons for father’s eyes being dimmed.
(c) Where does father go after getting off the train ?
Answers :
(a) Now I can see him getting off the train
Like a word dropped from a long sentence.
(b) His eyes are dimmed because of old age and humid monsoon night.
(c) After crossing the railway line he enters the lane where his home is situated.

4. His sullen children have refused to share
Jokes and secrets with him. He will now go to sleep
Listening to the static on the radio, dreaming
Of his ancestors and grandchildren, thinking
Of nomads entering a subcontinent through a narrow pass.

Questions :
(a) Explain the behaviour of the old man’s children towards him.
(b) What does he do after being written off by his children ?
(c) How can you say that his dream mirrors that the old man is either thinking about his past or future ?
(d) Draw a pen portrait of the poet’s father. (V. Imp.)
Answers :
(a) The children are indifferent to their father and they have refused to share their jokes and secrets with him.
(b) He goes to sleep listening to the radio which is accompanied with noise.
(c) He dreams of his ancestors and grandchildren.
(d) The poet’s father is a sad old man. He travels to work by a local train every day in Mumbai. He does not feel comfortable in his home or environment. He feels lonely even in a crowd. He is isolated from his family and friends. He is alienated from people. He lives in a world of his own dreams.

Father Returning Home Summary in English

Father Returning Home Introduction:

This poem has been taken from Dilip Chitre’s collection of poems. The title of the collection is ‘Travelling in a Cage’. It gives us the picture of a sad old man who travels to work by a local train every day in Mumbai. He does not feel comfortable in his environment. He feels lonely even in a crowd. His isolation is seen in his inability to have dialogue with his family or friends. He feels uneasy in his present. So the old man enters into the distant world of the past or into the world of his own dreams. The modern man seems to be alienated in a complex urban world.

Father Returning Home Summary in English:

This poem gives us the picture of the poet’s father who is an old man. He goes to work by a local train. He stands in the compartment among silent daily travellers (commuters) in the yellow light. Suburbs of the city pass by and he does not see them. He has dim eyes. His shirt and trousers have become wet and soft. His black raincoat is dirty because of mud fallen on it. His bag is stuffed with books.

The bag seems to be falling apart. His eyes are dim because of old age. Through the wet monsoon night, he is coming to his home. The poet sees his father getting off the train. He is coming alone. He looks like a word dropped from a long sentence. He walks quickly across the length of the grey platform. He then enters the lane where his house is situated. His chappals are sticky with mud. But he gogs on moving quickly.

He reaches his home. The poet sees his father drinking weak tea. He eats a stale chapati. He reads a book. Then he goes into the toilet to think over man’s disconnection from a man-made world. Old people feel that they are cut off from the rest of the world. He comes to the sink. He washes his hands. Some drops of water stick to the greying hair on his wrists. His bad-tempered children do not talk with him.

They have refused to share jokes and secrets with him. Now it is time for the old man to go to sleep. He listens to music on the radio. He dreams of his ancestors and grandchildren. He thinks of wandering tribes moving along with their animals from place to place. Probably the momads are entering a subcontinent through a narrow passage in the mountains.

Father Returning Home Summary in Hindi

Father Returning Home Introduction:

यह कविता दिलीप चित्रे की कविताओं के संग्रह से ली गई है । संग्रह का नाम है ‘Travelling in a Cage’ । यह कविता हमें एक उदास बूढ़े आदमी का चित्र प्रस्तुत करती है जो एक लोकल गाड़ी द्वारा हर रोज़ Mumbai में काम पर जाता है। उसे अपने वातावरण में बेचैनी सी महसूस होती है। वह अपने आप को लोगों की भीड़ में भी अकेला पाता है। उसका अलगाव इस बात में देखा जा सकता है कि वह किसी से बातचीत भी नहीं कर सकता। उसे वर्तमान समय में बेचैनी रहती है। इसलिए यह बूढ़ा व्यक्ति भूतकाल की दुनिया में दाखिल होता है या अपने सपनों की दुनिया में खो जाता है। वर्तमान युग का आदमी जटिल शहरी दुनिया से अलग-थलग रहता है।

Father Returning Home Summary in Hindi:

यह कविता हमें कवि के पिता का चित्र प्रस्तुत करती है जो कि एक बूढ़ा मनुष्य है। वह एक Local गाड़ी द्वारा अपने काम पर जाता है। वह गाड़ी के डिब्बे में दैनिक यात्रियों के मध्य में चुपचाप खड़ा रहता है और वहां पीली सी रोशनी होती है। उसकी गाड़ी उपनगरियों के पास से गुजरती जाती है और वह उ.को देखता तक नहीं। उसकी आँखों की रोशनी मद्धम हो गई है। उसकी कमीज़ और पतलुन गीली और नई पड गई हैं। उसका काले रंग का रेन-कोट गंदा हो गया है क्योंकि इसके ऊपर कीचड़ गिरा हुआ है।

उसका थेला पुस्तकों से भरा पड़ा है और यह फटता नज़र आता है। बूढ़ी अवस्था के कारण उसकी आँखों का प्रकाश मद्धम पड़ गया है। भीगी मानसून की रात में वह अपने घर की ओर आ रहा है। कवि अपने पिता को गाड़ी से उतरते हुए देखता है। वह अकेला आ रहा है। वह ऐसे लगता है जैसे कि एक लम्बे वाक्य में से एक शब्द को हटा दिया गया है। वह सलेटी रंग के प्लेटफार्म को तेज़ी से चलते हुए पार करता है। फिर वह उस तंग गली में दाखिल होता है जहां उसका घर स्थित है। उसकी चप्पलें भी कीचड़ लगने से चिपचिपी हो गई हैं। लेकिन वह तेजी से आगे चला जाता है।

वह अपने घर पहुँच जाता है। कवि अपने पिता को हल्की सी चाय पीते हुए देखता है। वह एक बासी चपाती खाता है। वह एक पुस्तक पढ़ता है। फिर वह शौचालय में चला जाता है और वह सोचने लगता है कि मनुष्य मनुष्य द्वारा बनाई गई दुनिया से अलग-थलग हो चुका है। बूढ़े लोग सोचते हैं कि वे बाकी ससार से कटे हुए हैं। वह sink के पास आता है। वह अपने हाथ धोता है। पानी के कुछ बिन्दू (कतरे ) उसकी कलाईयों के सफेद बालों पर गिरते हैं। उसके चिड़चिड़े बच्चे उसके साथ बात नहीं करते।

उन्होंने (बच्चों ने) उसके साथ मज़ाक सांझा करना या उसको गुप्त बातें बतानी बंद कर दी हैं। अब इस वृद्ध व्यक्ति के सोने का समय हो गया है। वह रेडियो पर संगीत जिसमें शोर भी होता है का आनन्द लेता है। वह अपने पूर्वजों और अपने पोते-पोतियों के बारे स्वप्न देखता है। वह उन जन-जातियों के बारे भी स्वप्न देखता है जो अपने पशुओं के साथ एक स्थान से दूसरे स्थान तक घूमते हुए जाते हैं। सम्भवतः खानाबदोश लोग पहाड़ों में एक संकीर्ण मार्ग से होते हुए एक उपमहाद्वीप में प्रवेश कर रहे हैं।

Father Returning Home Central Idea

The central idea of this poem is modern man’s alienation from the man-made world. This world is full of hurry and worry. Nobody has the time to take interest in others. The senior citizens are a neglected lot in society. The poem gives us a picture of a sad old man who travels to work by local train every day in the city of Mumbai. He does not feel comfortable or at home in his environment.

He feels lonely even in a crowd. His isolation is seen in his inability to have dialogue with his family or friends. He feels uneasy in his present. So the old man enters into the distant world of the past or into the world of his own dreams. The modern man is alienated in a complex urban world.

Father Returning Home Central Idea In Hindi

यह कविता एक आधुनिक आदमी का आदमी द्वारा बनाई हुई दुनिया से परायापन (बेगानगी) से सम्बन्ध रखती है। यह संसार शीघ्रता और चिन्ता से भरपूर है। दूसरे में रुचि लेने का किसी के पास समय नहीं है। वरिष्ठ नागरिकों की कोई परवाह नहीं करता। यह कविता एक उदास, वृद्ध व्यक्ति का चित्र प्रस्तुत करती है जोकि काम पर हर रोज़ Mumbai में Local गाड़ी द्वारा आता-जाता है।

उसे अपने वातावरण में कोई आराम या चैन उपलब्ध नहीं है। उसे भीड़ में भी अकेलापन महसूस होता है। अपने परिवार या मित्रों से वार्तालाप करने की अयोग्यता से उसका अलगाव प्रगट होता है। वर्तमान स्थिति में उसको बेचैनी रहती है। इसलिए वृद्ध व्यक्ति भूतकाल की दुनिया में प्रवेश करता है या वह अपने सपनों की दुनिया में शरण लेता है। आधुनिक काल का व्यक्ति जटिल शहरी दुनिया में परायापन में रहता है।

A Rainbow of English 12 Class Solutions PSEB Poetry

• Prayer of the Woods Question Answer
• On Friendship Question Answer
• The Echoing Green Question Answer
• Once upon a Time Question Answer
• Cheerfulness Taught By Reason Question Answer
• Father Returning Home Question Answer
• The Road Not Taken Question Answer
• On His Blindness Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Chapter 8 Two Gentlemen of Verona Textbook Exercise Questions and Answers.

Class 12th English Book Chapter 8 Two Gentlemen of Verona Question Answers

Two Gentlemen of Verona Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
Explain in brief the conditions in which the two boys grew up.
संक्षेप में उन परिस्थितियों का वर्णन करें जिनमें दोनों लड़के बड़े हुए।
Answer:
The two boys led a very miserable life after the death of their widower father. In their childhood they lived a comfortable and cultured life. Their sister wanted to train as a singer. Their life became very miserable in the war. Their home was bombed in Verona, and completely destroyed. So they became homeless.

They had to suffer from starvation and exposure to the terrible winter in Verona. This made them angry. They became spies for the resistance group. They faced risks. They visited their sister every week in the hospital and paid her dues to the hospital. The author found the three siblings a happy family.

अपने विधुर बाप की मौत के बाद दोनों लड़कों का जीवन में दुःख था। इससे पहले अपने बचपन में वे आरामदेह और सुसंस्कृत जीवन व्यतीत करते थे। उनकी बहन एक गायिका बनना चाहती थी। जंग के दौरान उनका जीवन दुखद हो गया। उनका घर बमबारी से पूरी तरह ध्वस्त हो गया।

इस लिए वे बिल्कुल बेघर हो गये। उन्हें भुखमरी से पीड़ित होना पड़ा और Verona की सर्दी में उन्हें अनाश्रयता झेलनी पड़ी। इससे वे क्रुद्ध थे। वे खिलाफत समूह के लिए काम करते थे। उनको खतरों का सामना करना पड़ा। वे हर सप्ताह अपनी बहन को मिलने अस्पताल आते थे और अपनी बहन के इलाज का खर्च देते थे। लेखक ने महसूस किया कि तीनों बहन-भाई एक प्रसन्न परिवार था।

Question 2.
What I the message conveyed by the story, Two Gentlemen of Verona’ ? (Imp.)
‘Two Gentlemen of Verona’ कहानी क्या संदेश देती है?
Answer:
The message of the story is clear. Care of one’s sister strengthens the family ties. Care for the sick and suffering would make the world a better place to live in. The two young boys have set a glorious example of noble conduct for others to follow. Such a sacrifice develops values which are good for the health of society.

कहानी का उद्देश्य स्पष्ट है। अपनी बहन की देखभाल करने से परिवार के रिश्ते दृढ़ होते है। रोग से पीड़ित और दुःखी लोगों की देखभाल करने से यह संसार रहने के लिए अच्छा बन जायेगा। दो किशोर लड़कों ने उत्तम व्यवहार का शानदार उदाहरण पेश किया है जिस का दूसरे अनुसरण करेंगे। इस तरह का बलिदान ऐसे मूल्यों को विकसित करता है जो समाज की सेहत के लिए अच्छे होते हैं।

Long Answer Type Questions

Question 1.
Draw a brief character sketch of the two boys in the story.
कहानी में दोनों लड़कों का संक्षिप्त चरित्र चित्रण करो।
Answer:
Nicola and Jacopo were two brothers. Their widower father died in the war. Their house was bombed. So they were homeless and orphans. Their sister was in the hospital suffering from tuberculosis of the spine. They led wretched lives. They sold newspapers and fruit. They carried messages for others and took the tourists to places of tourist interest in Verona.

Their tender age and small size made them very serviceable. The two boys were devoted to their sister. They earned money by all sorts of work to pay the expenses of their sister in the hospital. The writer looked upon them as a happy family. Their selfless service of their sister gave promise of a greater hope for human society.

Nicola और Jacopo दो भाई थे। उनका विधुर बाप जंग में मारा गया। उनके घर पर बमबारी की गई। इस लिए वे बेघर हो गए और अनाथ थे। उनकी बहन अस्पताल में दाखिल कर ली गई क्योंकि वह रीढ़ की हड्डी की T.B. से पीड़ित थी। उनका जीवन शोकसन्तप्त था। वे अखबार और फल बेचते थे। वे दूसरों के लिए संदेश लेकर जाते थे और पर्यटकों को Verona में पर्यटन के देखने योग्य स्थानों पर लेकर जाया करते थे।

उनकी छोटी आयु और छोटे कद ने उन्हें बड़ा उपयोगी बना दिया। दोनों लड़के अपनी बहन के प्रति समर्पित थे। वे कई प्रकार के काम करके अपनी बहन के लिए अस्तपताल में इलाज के लिए पैसे देते थे। लेखक उनको एक प्रसन्न परिवार समझता था। उनकी अपनी बहन की नि:स्वार्थ सेवा मानवीय समाज के लिए एक बड़ी आशा का संकेत और वायदा था।

Question 2.
Write the theme of the story, ‘Two Gentlemen of Verona, in your own words. (V. Imp.)
Two Gentlemen of Verona कहानी का विषय-वस्तु अपने शब्दों में लिखो।
Answer:
This story is based on the theme that selfless action brings a new nobility into human life. It gives a promise of a greater hope for human society. The author finds the two boys involved in an exemplary action of self-sacrifice for their sister. The message is clear.

Care of one’s sister strengthens the family ties. Care for the sick and suffering would make the world a better place to live in. What we see in the world is that selfishness is the order of the day. The two young boys have set a glorious example of noble conduct for others to follow. Such a sacrifice develops values which are good for the health of society.

यह कहानी इस विषय पर आधारित है कि निःस्वार्थ काम मानवीय जीवन में एक नई श्रेष्ठता लाता है। यह इन्सानी समाज के लिए एक बड़ी आशा लाता है। लेखक देखता है कि दो लड़के अपनी बहन के लिए नि:स्वार्थ सेवा के आदर्श कार्य में व्यस्त हैं। संदेश स्पष्ट है।

अपनी बहन की देखभाल करने से परिवार के बन्धन मज़बूत हो जाते हैं। रोग से पीड़ित और दुःखी लोगों की देखभाल करने से यह संसार रहने के लिए अच्छा बन जायेगा। हम संसार में जो देखते हैं वह यह है कि दुनिया मतलब की यारी है। दो किशोरों ने अच्छे आचरण का ऐसा उदाहरण पेश कर दिया है जिसका दूसरे अनुसरण करेंगे। ऐसा बलिदान, ऐसी मान्यताएं पैदा करता है जो कि समाज के स्वास्थ्य के लिए अच्छी होती हैं।

Objective Type Questions

This question will consist of 3 objective type questions carrying one mark each. These objective questions will include questions to be answered in one word to one-sentence or fill in the blank or true/false or multiple choice type questions.

Question 1.
What were the jobs that the two boys undertook ?
Answer:
They polished shoes, sold fruit, hawked newspapers, conducted tourists round the town and ran errands.

Question 2.
Describe the physical appearance of both the boys.
Answer:
The two brothers were little figures with their brown skins, tangled hair and earnest eyes Jacopo was lively as a squirrel and Nicola had an attractive smile.

Question 3.
How were the two boys useful for the narrator and his friend in many ways ?
Answer:
They were useful in getting them American chocolates, booking seats for the opera or telling the name of a good restaurant etc.

Question 4.
Why did the two boys work endlessly ?
Answer:
They worked very hard to pay for the treatment of their sister suffering from tuberculosis of the spine.

Question 5.
Where did the narrator drive the two boys ?
Answer:
He drove them to a village beyond Poleta to enable them to see their sister in the hospital.

Question 6.
Who was the woman at the village ?
Answer:
She was a pleasant-looking trained nurse.

Question 7.
What made the narrator follow the boys ?
Answer:
The narrator followed the boys Nicola and Jacopo to see whom they were visiting.

Question 8.
What did. Lucia aspire to be ?
Answer:
She aspired to be a singer.

Question 9.
Why was the narrator deeply moved ?
Answer:
He was deeply moved by the two boys’ devotion to their sick sister.

Question 10.
What made the two brothers and their sister orphans ?
Answer:
They were the children of a widower killed in the war and the destruction of their home made them orphans.

Question 11.
What is the message conveyed by the two boys in the story ? Write in your own words. (Imp.)
Answer:
The message is : Care of one’s sister strengthens family ties; care for the sick and suffering would make the world a better place to live in.

Question 12.
Name the two boys who are the two gentlemen of Verona in the title of the story.
Answer:
Nicola and Jacopo.

Question 13.
What does the story tell you about the father of the two boys ?
Answer:
He was a famous singer, killed during the war.

Question 14.
To which place did the boys request the narrator to take them ?
Answer:
Poleta.

Question 15.
Choose one of the options about the sister of the boys :
(i) She wanted to be a dancer.
(ii) She wanted to be a singer.
(iii) She wanted to be an actress.
(iv) She wanted to be a model.
Answer:
(ii) She wanted to be a singer.

Question 16.
What did the boys find in the quality of their life when German Elite Guards came to their town ? Write your answer in two words.
Answer:
More wretched.

Question 17.
Choose the correct option of the disease from which Lucia was suffering :
(i) Cholera
(ii) Cancer
(iii) Epilepsy
(iv) Tuberculosis.
Answer:
(iv) Tuberculosis.

Question 18.
Name the writer of the story.
Answer:
A.J. Cronin.

Question 19.
What was attractive about Nicola ?
Answer:
His smile.

Question 20.
With whom has Jacopo been compared ?
Answer:
With a squirrel.

Question 21.
What had Lucia been suffering from ?
Answer:
She had been suffering from consumption of the spine.

Question 22.
Verona is a place in one of these countries :
(a) Spain
(b) Ireland
(c) Italy
(d) Germany.
Answer:
(c) Italy.

Question 23.
Name the two brothers in the story ‘Two Gentlemen of Verona :
(a) Nicola and Jacopo
(b) Ronaldo and Nicola
(c) Alberto and Ronaldo
(d) Jacopo and Ronaldo
Answer:
(a) Nicola and Jacopo.

Question 24.
Lucia had a desire to be one of these :
(a) Doctor
(b) Singer
(c) Model
(d) Teacher.
Answer:
(b) Singer

Two Gentlemen of Verona Summary in English

Two Gentlemen of Verona Introduction:

The title of this story has been taken from one of the plays of William Shakespeare. The author describes the life of two small boys who love their sister. They are Nicola and Jacopo. They work very hard so that they could pay for the treatment of their sister suffering from tuberculosis (T.B.). The boys’ sacrifice for their sister gives a new hope for society.

Two Gentlemen of Verona Summary in English:

‘Two Gentlemen of Verona’ is the story of two brothers, Nicola and Jacopo. They belong to Verona in Italy. (Shakespeare wrote a play of the same title). Nicola is thirteen and Jacopo is twelve. The narrator and his friend meet them when they are driving through the foothills of Alps. They buy a basket of strawberries from them. Then they go to the hotel.

The driver of the narrator told him not to buy fruit from the boys. They would be able to get better fruit in Verona. The next morning they find the two boys at the public square. The boys tell the narrator that they do all sorts of work including guiding tourists. The narrator tells the boys to take him and his friend around the city. They also feel impressed by their manners and behaviour. Despite their untidy clothes, they leave a good impression on the narrator and his friend.

One night, the narrator and his friend see the boys at a deserted square. They were resting on a pavement stone. They are waiting for the last bus from Padua so that they can sell the newspapers. Both the brothers look tired. They are as usual in unclean clothes. The narrator asks them the reason for their not being dressed in clean clothes and for not eating well.

The narrator had thought that the boys were saving money to travel to the States. But the boys tell him that they are not interested in going to the States. They have something else in their mind. They ask the narrator if he can take them to Poleta in his car. The narrator agrees.

They drive down to Poleta the next afternoon. The narrator finds them entering a villa. They tell him that they will stay in the villa for an hour or so and that he can go to a cafe for a drink. After some time, the narrator rings the bell of the villa. A nurse opens the door.

He asks her about two young boys who have just gone to the house. She takes the narrator along and the narrator finds himself in a hospital. He finds Japoco and Nicola sitting at the bedside of their sister. He requests the nurse to tell him everything about the two boys. The nurse tells him their story.

The narrator comes to know that the two boys and their sister are the children of a well-known singer at La Scala who was killed during the war. Their house was destroyed and the children had to suffer all kinds of hardships. The German Elite Guards came to their town and their life became more wretched.

The boys joined the resistance movement. They carried errands (messages) to its leaders and informed them of the movements of German troops. Their sister Lucia was suffering from tuberculosis of the spine. She had been in the hospital for the last 12 months. Her brothers visited her in the hospital every week to clear the dues.

The narrator then waits for the boys. He drives them back to the city. He does not tell them what he has learnt about their sister and her ailment. He is impressed by their selfless devotion to their sister. He feels that the selfless devotion to their sister brings new nobility to human life. The young boys’ selfless service of their sister was an indication of the selfless service of the human society.

Two Gentlemen of Verona Summary in Hindi

Two Gentlemen of Verona Introduction:

इस कहानी का शीर्षक William Shakespeare के नाटक से लिया गया है। लेखक दो छोटे लड़कों के जीवन की कहानी बताता है। वे अपनी बहन से प्यार करते हैं। उनके नाम हैं Nicola और Japoco । वे बहुत परिश्रम करते हैं ताकि वे अपनी बहन के इलाज के लिए पैसे दे सकें। उनकी बहन spine की T.B. (तपेदिक) से पीड़ित है। लड़कों का अपनी बहन के लिए बलिदान समाज के लिए एक नई आशा का संकेत है।

Two Gentlemen of Verona Summary in Hindi:

Two Gentlemen of Verona दो भाईयों Nicola और Jacopo की कहानी है। वे इटली के Verona नगर के रहने वाले हैं। Nicola 13 साल का है और Japoco 12 साल का है। कहानी का वर्णनकर्ता और उसका मित्र उनको तब मिलते हैं जब वे Alps पर्वत की पादगिरी की पहाड़ियों से गाड़ी चलाकर जा रहे हैं। वे उनसे strawberry (हिसालू) का टोकरा खरीदते हैं। फिर वे होटल में चले जाते हैं। वर्णनकर्ता के ड्राईवर ने अपने मालिक को कहा कि वह उनसे strawberry न खरीदे। उनको Verona में इससे बेहतर फल मिल जायेंगे।

अगले दिन प्रातः के समय उनको दोनों लड़के एक Public Square (वर्गाकार भवन-समूह) में मिलते हैं। लड़के वर्णनकर्ता (लेखक) को बताते हैं कि वे हर प्रकार का काम करते हैं और वे tourists (पर्यटकों) के लिए Tourist Guide का भी काम करते हैं। लेखक लड़कों को कहता है कि वे उसको और उसके मित्र को नगर में घुमायें। वे उनके शिष्टाचार और आचरण से बहुत प्रभावित होते हैं।

अपने गंदे कपड़ों के बावजूद लड़के (Nicola और Japoco) लेखक और उसके मित्र पर अच्छा प्रभाव डालने में सफल हो जाते हैं। . एक रात लेखक और उसका मित्र लड़कों को एक सुनसान square (वर्गाकार) में देखते हैं। वे एक फुटपाथ के एक पत्थर पर आराम कर रहे हैं। वे Padua से आने वाली अन्तिम बस की प्रतीक्षा कर रहे हैं ताकि वे अखबार

बेच सकें। वे थके-थके नज़र आते हैं। उन्होंने नियमानुसार गंदे कपड़े पहने हुए थे। लेखक उन्हें पूछता है कि उन्होंने गन्दे कपड़े क्यों पहने हुए थे और वे पेट भर कर अच्छी तरह खाना क्यों नहीं खाते थे। लेखक का विचार था कि वे पैसे बचा रहे थे ताकि वे अमेरिका जा सकें। लेकिन लड़के लेखक को बताते हैं कि उन्हें अमेरिका जाने में कोई रुचि नहीं है। उनके दिमाग़ में तो और ही कोई बात है। वे लेखक को पूछते हैं क्या वह उनको अपनी गाड़ी में Poleta ले जा सकता है। लेखक उनको ले जाने के लिए सहमत हो जाता है। अगले दिन वे अपराह्न कार में बैठ कर Poleta पहुंच जाते हैं।

वे लेखक को बताते हैं कि वे घर (villa) में एक घंटा या कुछ देर के लिए ठहरेंगे और लेखक को वे कहते हैं कि वह चाय पानी के लिए cafe में जा सकता है। कुछ देर बाद लेखक उनके villa की घंटी बजाता है। एक नर्स दरवाजा खोलती है। लेखक उसको दो लड़कों के बारे में पूछता है जो कि अभी-अभी घर में प्रवेश किए हैं। वह लेखक को अपने साथ ले जाती है। लेखक अपने आपको अस्पताल में पाता है। वह Nicola और Jacopo को अपनी बहन के बिस्तर पर बैठे हुए देखता है। वह नर्स से याचना करता है कि वह उसे दोनों लड़कों के बारे में सब कुछ बताये। नर्स लेखक को उनकी कहानी बता देती है।

लेखक को पता चलता है कि दो लड़के और उनकी बहन La Scala की एक प्रसिद्ध गायिका के बच्चे हैं जो कि युद्ध के दौरान मारी गई थी। उसका घर तबाह हो गया और बच्चों को हर प्रकार का कष्ट उठाना पड़ा। इसके बाद German Elite Guard से उनका सामना हो गया। फिर उनके शहर और उनका अपना जीवन दुर्भाग्य या बदनसीबी वाला हो गया। लड़के खिलाफत आन्दोलन में भर्ती हो गये।

वे खिलाफत आन्दोलन के नेताओं के पास संदेश लेकर जाते थे और वे उनको जर्मन सेनाओं के बारे में बताते थे। उनकी बहन Lucia रीढ़ की हड्डी की T.B. के रोग से ग्रस्त थी। वह अस्पताल में 12 महीनों से रहती आ रही थी। उसके भाई उसकी बीमारी पर खर्च होने का हिसाब करके हर सप्ताह पैसे दिया करते थे।

लेखक फिर लड़कों की प्रतीक्षा करता है। वह उनको फिर अपनी कार में शहर ले जाता है। वह उनको यह नहीं बताता है कि उसने उनकी बहन के बारे में क्या पता लगाया है। अपनी बहन के लिए उनके निःस्वार्थ बलिदान से लेखक बहत प्रभावित होता है और वह महसूस करता है कि इस तरह की सेवा और बलिदान से इन्सानी जीवन में एक नई श्रेष्ठता आ जाती है। अपनी बहन के लिए बिना स्वार्थ सेवा से इनकी कहानी इन्सानी समाज में निष्काम सेवा का एक अच्छा. उदाहरण है।

Word Meanings:

A Rainbow of English 12 Class PSEB Solutions 

• Hassan’s Attendance Problem Question Answer
• The March King Question Answer
• Thinking Out of the Box: Lateral Thinking Question Answer
• Robots and People Question Answer
• On Giving Advice Question Answer
• On Saying “Please” Question Answer
• The Story of My Life Question Answer
• Two Gentlemen of Verona Question Answer
• In Celebration of Being Alive Question Answer
• Ghadari Babas in Kalapani Jail Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Supplementary Chapter 5 The Barber’s Trade Union Textbook Exercise Questions and Answers.

Class 12th English Supplementary Chapter 5 The Barber’s Trade Union Question Answers

The Barber’s Trade Union Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
How did the village elders behave when Chandu dressed up like a doctor?
गांव के वयोवृद्धों ने कैसा व्यवहार किया जब Chandu डाक्टरों की तरह कपड़े पहन कर आया ?
Answer:
The landlord called Chandu the son of a pig. He cursed him by saying that he was bringing a leather bag of cow-hide into his house and a coat of some animal’s marrow. He told him to get out of his house less he should defile his religion.

The Sahukar abused Chandu in the foulest way. He told him that he had come wearing the defiled clothes of the hospital people. He told him to come after wearing his own clothes. Only then will he let him cut his hair.

जमींदार ने उसको सूअर का पुत्र कह कर पुकारा। उसने उसे यह कहकर गाली दी कि वह उसके घर में चमड़े का बैग लेकर आया जोकि गाय की चमड़ी का बना है और उसने कोट पहना है जो किसी पशु के मज्जे से बना है। उसने उसको आदेश दिया कि वह उसके घर से निकल जाये ताकि वह उसके धर्म को भ्रष्ट न कर दे। साहूकार ने भी बड़े गन्दे शब्दों में Chandu को गालियां दीं। उसने उसको कहा कि वह हस्पताल के लोगों के गन्दे कपड़े पहन कर आ गया था। उसने उसे कहा कि वह अपने कपड़े पहन कर आये। तभी वह उससे अपने बाल कटवायेगा।

Question 2.
Give a brief character-sketch of Chandu’s mother.
Chandu की माता का संक्षेप में चरित्र-चित्रण दीजिए।
Answer:
Chandu’s mother was an ill-tempered woman. She was over sixty years old. She could always read the nature of the upper caste people. But she was very kind to the narrator. She did not have a good word for the upper caste people.

Probably, she must have suffered at the hands of the upper caste people. She was happy when Chandu started earning more money by shaving and cutting hair of people in the town. We can only pity Chandu’s old mother because she did not have a good quality of life.

Chandu की माता चिड़चिड़े स्वभाव की महिला थी। वह साठ साल से ऊपर उम्र की थी। वह उच्चजाति के लोगों के स्वभाव को जान लेने में सक्षम थी। लेकिन वह वर्णनकर्ता पर बहुत मेहरबान थी। उसका ऊँची जाति के लोगों के बारे में कोई अच्छा विचार नहीं था। सम्भवतः उसने ऊँची जाति के लोगों से कष्ट उठाये हैं। वह खुश थी जब चन्दू ने शहर में जाकर लोगों की दाढ़ी और हजामत करके अधिक पैसे कमाने शुरू कर दिये। हमें उसकी बूढ़ी माता पर दया आती है क्योंकि उसने अच्छे प्रकार का जीवन व्यतीत नहीं किया है।

Long Answer Type Questions

Question 1.
Give a brief character-sketch of Chandu.
Answer:
Chandu is the barber boy of the narrator’s village. He is the main character of the story. He is a close friend of the narrator. The narrator calls him one of the makers of modern India. He organises barbers into a union.

He stops going to people’s homes to give them a haircut or shave beards. He refuses to dance to the tune of upper-caste people. Chandu is the narrator’s senior. He takes lead in all matters. He is very fond of his boyish mischiefs.

He likes catching wasps. Then he takes out the poison from their tails. He makes them fly by tying their legs with a thread. The narrator considers him the embodiment of perfection. He is an expert at making kites of various designs. Despite his skill in other matters, he is a duffer in learning. He is a member of a low caste. Upper caste people often abused him and insulted him. They did not like the narrator to mix with him.

Chandu is self-respecting. He did not like to be insulted by the upper-caste people. He decided to teach them a lesson. He bought a cycle and started shaving people in the town. He set up a barber’s shop. He organised some barbers in villages into a union.

They stopped going to people’s homes for haircutting and shaving. They forced the people to come to their shops. We cannot help admiring Chandu for his skill of enterprise.

Chandu वर्णनकर्ता के गांव के नाई का लड़का है। वह कहानी का मुख्य पात्र है। वह वर्णनकर्ता का घनिष्ठ मित्र है। वर्णनकर्ता उसको आधुनिक भारत के निर्माताओं में से एक समझता है। वह नाईयों के Union का आयोजन करता है। वह लोगों के घरों में जाकर उनके लिए बतौर नाई का काम करने से इन्कार कर देता है। वह ऊँची जाति के लोगों के इशारों पर नाचने से मना कर देता है। Chandu वर्णनकर्ता से वरिष्ठ है। वह तमाम मामलों में अगवाई करता है। वह लड़कों वाली शरारतें करता है।

वह भिड़ों को पकड़ना पसन्द करता है। फिर वह उनका विष निकालता है। उनकी टांगों को धागे से बांध कर उनको उड़ता है। वर्णनकर्ता Chandu को पूर्णता का साकार समझता है। वह कई designs वाले पतंग बनाने में बहुत निपुण है। दूसरे मामलों में प्रवीणता के बावजूद, वह पढ़ाई में निकम्मा है। वह निचली जाति का सदस्य है। ऊँची जाति के लोग उसको प्रायः गालियां देते थे और अपमानित करते थे। वे नहीं चाहते थे कि वर्णनकर्ता उससे मेलजोल रखे।

Chandu स्वाभिमानी है। वह नहीं चाहता कि ऊँची जाति के लोग उसका अपमान करें। उसने उनको सबक सिखाने का निर्णय कर लिया। उसने भिन्न गांवों के कुछ नाईयों का Union स्थापित कर लिया। उसने एक साइकिल खरीद लिया और इस पर सवार होकर अपना नाई का काम करने लगा। उसने नाई की दुकान खोल ली। नाईयों ने लोगों के घरों में हजामत और शेव आदि के लिए जाना बन्द कर दिया। हम उसकी उद्यमशीलता के लिए Chandu की प्रशंसा किए बिना नहीं रह सकते।

Question 2.
Why did Chandu go on a strike ? What was the result of the strike ?
Chandu ने हड़ताल क्यों की ? हड़ताल का क्या नतीजा निकला ?
Answer:
Chandu was a barber in a village. He used to go to people’s homes to cut their hair and shave their beards. He started going to the town from time to time. He earned more money there by haircutting. One day he put on a doctor’s dress and went on the round of his village to shave the beards of a landlord, a sahukar and some other person. They were all from higher castes. But Chandu belonged to a lower caste.

The narrator and the landlord’s little boy Devi were happy to see him in the doctor’s dress. The landlord called him the son of a pig. He insulted him by saying that he was carrying a leather bag of cow-hide and the coat of the marrow of some animal.

He told him to get out of his house. He did not want his house and his religion to be defiled. He asked him to wear the clothes that suit his profession. Then he went to the village Shaukar’s house. He abused Chandu in the foulest way.

He told him not to go about dressed like a clown. He should shoulder his own responsibilities and look after his old mother. He should not wear the defiled clothes of the hospital folk. He told him to go and come back in his own clothes.

Then he would let him cut his hair. He decided to teach the orthodox village idiots a lesson. He would go on strike and not go to their houses to attend to them. They were forced to go to his shop to get their beards shaved and their hair cut.

Chandu गांव का नाई था। वह लोगों के घरों में जाकर उनके बाल काटता था और दाढ़ियां साफ़ किया करता था। उसने कभी-कभी शहर जाना भी शुरू कर दिया। वहां वह हजामतों द्वारा अधिक पैसे कमा लेता था। एक दिन उसने डॉक्टर की dress पहन ली और उसने अपने गांव का चक्कर लगाना आरम्भ किया ताकि वह एक जमींदार, एक साहूकार और किसी और व्यक्ति की दाढ़ी की shave कर दे। वे सब ऊँची जाति के थे। परन्तु Chandu नीची जाति का था। वर्णनकर्ता और ज़मींदार का छोटा बच्चा उसको डॉक्टर के कपड़ों में देखकर बहुत खुश हुए। लेकिन जमींदार ने उसको सूअर का पुत्र कह कर पुकारा।

उसने यह कर उसका अपमान किया कि उसने गाय की त्वचा से बने बैग और किसी पशु के मजे का कोट पहना हुआ था। उसने उसको कहा कि वह उसके घर से बाहर निकल जाये। वह नहीं चाहता कि उसका घर और धर्म भ्रष्ट हो जायें। उसने उसको यह भी कहा कि वह कपड़े पहने जो उसके व्यवसाय के अनुसार उचित हो। इसके बाद वह गांव के साहूकार के घर गया। उसने चन्दू को बहुत ही गन्दी गालियां दीं।

उसने उसे कहा कि वह जोकर के कपड़े पहन कर न घूमे फिरे। उसे अपनी जिम्मेदारियां निभानी चाहिये और अपनी बूढी माता का ध्यान रखना चाहिए। उसे हस्पताल के लोगों के प्रदूषित कपड़े नहीं पहनने चाहिए। उसने उसे कहा कि वह जाये और अपने कपड़ों में वापस आये। तब वह उसके बाल काट सकेगा। उसने गांव के गांव के रुढ़िवादी मूल् को सबक सिखाने का निर्णय किया। वह हड़ताल करेगा और उनकी सेवा में उनके घरों में नहीं जायेगा। उन्हें विवश होकर Chandu की दुकान पर जाना पड़ा ताकि वे अपने बाल और दाढ़ियां कटवा सकें।

कि ऊँची जाति के लोग उसका अपमान करें। उसने उनको सबक सिखाने का निर्णय कर लिया। उसने भिन्न गांवों के कुछ नाईयों का Union स्थापित कर लिया। उसने एक साइकिल खरीद लिया और इस पर सवार होकर अपना नाई का काम करने लगा। उसने नाई की दुकान खोल ली। नाईयों ने लोगों के घरों में हजामत और शेव आदि के लिए जाना बन्द कर दिया। हम उसकी उद्यमशीलता के लिए Chandu की प्रशंसा किए बिना नहीं रह सकते।

Question 2.
Why did Chandu go on a strike ? What was the result of the strike ?
Chandu ने हड़ताल क्यों की ? हड़ताल का क्या नतीजा निकला ?
Answer:
Chandu was a barber in a village. He used to go to people’s homes to cut their hair and shave their beards. He started going to the town from time to time. He earned more money there by haircutting. One day he put on a doctor’s dress and went on the round of his village to shave the beards of a landlord, a sahukar and some other person. They were all from higher castes. But Chandu belonged to a lower caste.

The narrator and the landlord’s little boy Devi were happy to see him in the doctor’s dress. The landlord called him the son of a pig. He insulted him by saying that he was carrying a leather bag of cow-hide and the coat of the marrow of some animal.

He told him to get out of his house. He did not want his house and his religion to be defiled. He asked him to wear the clothes that suit his profession. Then he went to the village Shaukar’s house.

He abused Chandu in the foulest way. He told him not to go about dressed like a clown. He should shoulder his own responsibilities and look after his old mother. He should not wear the defiled clothes of the hospital folk. He told him to go and come back in his own clothes.

Then he would let him cut his hair. He decided to teach the orthodox village idiots a lesson. He would go on strike and not go to their houses to attend to them. They were forced to go to his shop to get their beards shaved and their hair cut.

Chandu गांव का नाई था। वह लोगों के घरों में जाकर उनके बाल काटता था और दाढ़ियां साफ़ किया करता था। उसने कभी-कभी शहर जाना भी शुरू कर दिया। वहां वह हजामतों द्वारा अधिक पैसे कमा लेता था। एक दिन उसने डॉक्टर की dress पहन ली और उसने अपने गांव का चक्कर लगाना आरम्भ किया ताकि वह एक जमींदार, एक साहूकार और किसी और व्यक्ति की दाढ़ी की shave कर दे। वे सब ऊँची जाति के थे।

परन्तु Chandu नीची जाति का था। वर्णनकर्ता और ज़मींदार का छोटा बच्चा उसको डॉक्टर के कपड़ों में देखकर बहुत खुश हुए। लेकिन जमींदार ने उसको सूअर का पुत्र कह कर पुकारा। उसने यह कर उसका अपमान किया कि उसने गाय की त्वचा से बने बैग और किसी पशु के मजे का कोट पहना हुआ था।

उसने उसको कहा कि वह उसके घर से बाहर निकल जाये। वह नहीं चाहता कि उसका घर और धर्म भ्रष्ट हो जायें। उसने उसको यह भी कहा कि वह कपड़े पहने जो उसके व्यवसाय के अनुसार उचित हो। इसके बाद वह गांव के साहूकार के घर गया। उसने चन्दू को बहुत ही गन्दी गालियां दीं।

उसने उसे कहा कि वह जोकर के कपड़े पहन कर न घूमे फिरे। उसे अपनी जिम्मेदारियां निभानी चाहिये और अपनी बूढी माता का ध्यान रखना चाहिए। उसे हस्पताल के लोगों के प्रदूषित कपड़े नहीं पहनने चाहिए। उसने उसे कहा कि वह जाये और अपने कपड़ों में वापस आये। तब वह उसके बाल काट सकेगा। उसने गांव के गांव के रुढ़िवादी मूल् को सबक सिखाने का निर्णय किया। वह हड़ताल करेगा और उनकी सेवा में उनके घरों में नहीं जायेगा। उन्हें विवश होकर Chandu की दुकान पर जाना पड़ा ताकि वे अपने बाल और दाढ़ियां कटवा सकें।

Objective Type Questions:

This question will consist of 3 objective type questions carrying one mark each. These objective questions will include questions to be answered in one word to one sentence or fill in the blank or true/false or multiple choice type questions.

Question 1.
What was the age difference between Chandu and the narrator ?
Answer:
It was a difference of six months; Chandu was senior to the narrator.

Question 2.
Why did the narrator consider Chandu the embodiment of perfection for him ?
Answer:
He considered him the embodiment of perfection because he could make and fly paper kites of complicated designs and balance which the narrator could not do.

Question 3.
Why was Chandu not good at doing sums at school ?
Answer:
He was not good at doing sums because he did not do any homework given by teachers and he went to learn the work as a barber.

Question 4.
Why did the narrator’s mother constantly dissuade him to play with Chandu ?
Answer:
She dissuaded him by saying that Chandu was a low-caste barber’s son and he had to keep up the status of his caste and class.

Question 5.
What does the narrator tell us about Chandu’s dress?
Answer:
Chandu wore a Khaki shorts, black velvet waist-coat with many buttons and a round felt cap.

Question 6.
What did Chandu tell the narrator about Kalan Khan’s appearance ?
Answer:
He was a young man with parted hair, dressed in a starched shirt, an ivory collar and bow tie, a black coat and striped trousers and a wonderful rubber overcoat.

Question 7.
Why did Bijay Chand, the landlord, turn Chandu out of his house ?
Answer:
He told him to get out of his house as he was defiling it with a leather bag of cow hide, a coat of some animal’s marrow and to wear the dress suiting his profession.

Question 8.
What did the Sahukar think about Chandu’s wearing clothes like a doctor ?
Answer:
He abused him and told him to come back in his own clothes and not wear the defiled clothes of the hospital people.

Question 9.
Why had the landlord summoned Pandit Parmanand ?
Answer:
He had been called by the landlord to discuss the unholy emergency in which Chandu had landed by wearing English shoes and a doctor’s dress.

Question 10.
What type of woman was Chandu’s mother ?
Answer:
She was an ill-tempered woman from low caste and knew the reality about upper caste people.

Question 11.
How did Chandu’s mother treat the narrator ?
Answer:
She was very kind to the narrator though she spoke to him in a joking manner.

Question 12.
Why did Chandu decide to go on strike ?
Answer:
He decided to go on strike by stopping to shave the upper-caste people as they had been abusing him.

Question 13.
Why did Chandu decide to buy a bicycle ?
Answer:
He decided to buy a cycle in order to shave people and give them a haircut and earn money after stopping to do the haircut of the upper-caste people.

Question 14.
Why had the men gathered in the Sahukar’s shop ?
Answer:
They had gathered there round the figure of the landlord to talk with him.

Question 15.
How did the Sahukar look without being trimmed by the barber?
Answer:
He looked like a leper with the brown colour of tobacco on his big moustaches.

Question 16.
What jokes became popular in every home and why?
Answer:
Jokes about the unclean beards of the elders and the landlord’s young wife threatening to run away with somebody because of his shabby appearance became popular.

Question 17.
What was the reason of the rumour that the landlord’s wife had threatened to run away with someone else ?
Answer:
She threatened to do so because being twenty years younger than her husband, she had tolerated him as long as he kept in trim. But now his unclean beard was disgusting to her.

Question 18.
What did the village elders threaten Chandu ?
Answer:
They threatened to have him sent to prison for his offences and ordered his mother to force him to obey them.

Question 19.
Name the union that gave birth to many other active trade unions in the town.
Answer:
The name was ‘Rajkot District Barber Brothers’ Hairdressing and Shaving Saloon’.

Question 20.
Was the narrator of the story caste conscious ?
Answer:
No.

Question 21.
Did the narrator’s mother like him to play with Chandu ?
Answer:
No.

Question 22.
Who was Kala Khan ?
Answer:
Dentist.

Question 23.
Who abused Chandu ?
Answer:
The Sahukar.

Question 24.
What was the name of the landlord’s son ?
Answer:
Devi.

Question 25.
What was the opinion of Chandu’s mother about the high caste people ?
Answer:
They were hypocrites.

Question 26.
What was Chandu going to buy with five rupees ?
Answer:
A Japanese cycle.

Question 27.
The landlord’s wife threatead to run away unless :
(i) he gave her all his money.
(ii) he stopped staying away from home.
(iii) he looked smart, trim and handsome.
Answer:
(iii) he looked smart, trim and handsome.

Question 28.
Who was younger of the landlord and his wife ?
Answer:
His wife.

Question 29.
The landlord’s wife wanted to run away with someone smarter and trim. (True/False)
Answer:
True.

Question 30.
What was Chandu in Barbers’ Trade Union ?
Answer:
He was a barber boy.

The Barber’s Trade Union Summary in English

The Barber’s Trade Union Introduction:

This is the story of a barber boy. He is the main character in the story. The author calls him one of the makers of modern India. He does a great act. He unites the barbers and asks them to open their own barber shops and not to go to people’s homes to give them a haircut or shave. Thus the upper-caste people are compelled to go to the shops for hair-cut or a shave. The barber boy is senior to the narrator.

He is also the narrator’s close friend. He takes the lead in all the matters. He is very fond of boyish mischiefs. He likes catching wasps. Then he takes the poison out of their tails and makes them fly by tying their legs with a thread. He knows how to make very good kites of various designs. Despite these talents he is very dull at school. Chandu adopted the profession of his father.

As he belonged to a low caste, people of higher castes made fun of him. In the end he decided to go on strike and stopped visiting people’s houses for giving a hair-cut or shave. The people of the village had to go to barbers’ shops for hair-cuts. Then he becomes the organiser of Barbers’ Union.

The Barber’s Trade Union Summary in English:

Chandu is the barber boy of the narrator’s village. He has a place in the history of India as one of the makers of modern India. He has done something which has great significance. But he never had any idea about his greatness. The narrator knows him since his childhood. They used to play together in the streets of their village near Amritsar. Their mothers felt happy to see them at play.

Chandu was the narrator’s senior by six months. He always took the lead in all matters. The narrator always followed him because he was an expert at catching wasps, taking the poison out of their tails, tying their tails with a thread and making them fly. But the narrator used to be stung on his cheeks if he went near the wasp.

The narrator considered Chandu to be perfect because he could make and fly kites of very good designs. At school, Chandu was not so good at doing sums as the narrator because his father put him in learning the trade of a barber. His father used to send him to villages for hair-cutting. He had no time for doing home work. But he was good at reciting poetry. He remembered all the verses in the textbook.

The narrator’s mother did not feel happy when Chandu won a scholarship at school while the narrator had to pay fees to be taught. She constantly told the narrator not to play with Chandu by saying that he was a low-caste boy and he must keep up the status of caste and class. The narrator had no sense of superiority of his class or caste.

His mother used to put a red caste-mark on his forehead every morning and he put on uchkin, the tight trousers, the gold worked shoes and the silk turban. He wanted to wear clothes like Chandu. Chandu used to wear a pair of khakhi shorts which the retired subedar had given him, a black velvet waist-coat and a round cap which had once belonged to Lala Hukam Chand, the lawyer of their village.

The narrator envied Chandu the freedom of movement which he enjoyed after the death of his father. He used to go to the houses of upper caste people and cut their hair or shave them. When Lala Hukam Chand went to town in his carriage (buggy), Chandu went with him by sitting on the foot-rest of the buggy. The narrator had to walk three miles to attend his school at Jandiala. Chandu did not have to go to school. But he used to bring some gifts for the narrator.

Chandu saw sahibs, the lawyers, the chaprasis and the policemen wearing English style clothes. Once he told the narrator that he wanted to steal some money from home to buy a dress like that of Kalan Khan, the dentist. He said that Kalan Khan was fitting people with dentures and even new eyes. Kalan Khan was a young man. He was dressed in a starched shirt, an ivory collar and bow tie. He wore a blank coat and striped trousers and rubber overcoat and pumps.

Then he asked the narrator if he, a barber educated up to the fifth class, would not look more dignified by wearing a dress like Dr. Kalan Khan. Chandu added that though he was not a doctor, he has learnt how to treat pimples, boils and cuts on people’s bodies from his father who had learnt from his father.

The narrator agreed with his plan. He encouraged him a good deal that his hero did. One day Chandu dressed up in a turban, a white rubber coat, a pair of pumps with a leather bag in his hand. He was going on his round and had come to see the narrator. How smart he looked in his new dress. The narrator told him that he looked marvellous.

Then he left for the house of the landlord to shave every morning. The narrator followed Chandu. He looked nice in a doctor’s dress. He reached the door-step of the landlord. Devi, the little son of the landlord clapped his hands to announce the coming of Chandu the barber in a beautiful heroic dress like the Padre Sahib of the Mission School.

Bijay Chand, the stout landlord was taking the name of God. He was just coming out of the lavatory. He called Chandu the son of a pig. He regretted that Chandu was bringing a leather bag of cow-hide into his house, and the coat of the marrow of some animal, and black shoes. He ordered him to get out as he was defiling his house.

Chandu told him that he was wearing the dress of a doctor. He ordered him to wear clothes suiting his status as a barber. Chandu returned. His face was flushed as he had been insulted before the narrator. Then he rushed to the shop of Thanu Ram, the village Sahukar. He had a grocer’s store at the corner of the lane.

When the narrator reached Sahukar’s shop. Devi, the landlord’s son began to cry at his father’s harsh words for Chandu. He abused Chandu in the foulest words for wearing the dirty clothes of the hospital folk. He told him to come back in his own clothes. Then only he will let him cut his hair.

Chandu felt very angry. He ran angrily past the narrator. He felt that Chandu hated him because he belonged to a superior caste. The narrator shouted after Chandu that he should go to Pandit Parmanand and tell him that the clothes were not dirty.

Pandit Parmanand came out of the landlord’s house. He said that the boys of the village had been spoiled by education. But the low caste boy has no right to such clothes. He has to touch the heads and beards of people in the village. He should not defile them. Chandu heard what was said by Parmanand. He ran away from there. He seemed to have some set purpose in mind.

The narrator’s mother called him and told him that it was time for him to go to school. So he should eat and go to school. She advised him not to mix with the barber boy. But the narrator was very disturbed about Chandu’s fate all day. On his way back from school, he called in at the hut where Chandu lived with his mother. His mother was an ill-tempered woman.

As a low caste-woman she could understand the upper caste people. She however liked the narrator. She asked him if he had come to see his friend. She also told him that if his mother came to know that he had come to this hut, she would accuse her for casting her evil eyes on his sweet face. She asked him if he was as innocent as he looked or if he was a hypocrite like the rest of others of his caste.

The narrator wanted to know where Chandu was. She did not know where he was. She said that he earned some money by shaving people on the roadside. She also said that he was having some funny ideas. She added that he should serve the clients his father used to serve. He is only a boy. She told the narrator that she will tell him that his friend wanted to play with him. He has just gone up the road. The narrator took leave of Chandu’s mother.

Chandu whistled for the narrator in the afternoon. He came. He invited the narrator to come for a walk. He told him that he earned a rupee shaving and hair cutting near the court that morning as he had to come back on the back bar of Hukam Chand’s carriage early. In the afternoon, he should have earned more.

He told the narrator that he was going to teach a lesson to the caste conscious idiots. He was going on strike. He will not go to their houses to attend to them. He was going to buy a Japanese bicycle for five rupees. He shall learn to ride it.

Then he will go to town every day. He will ride the bicycle with his overcoat, his black shoes, and white turban on his head. He will look fine in this dress. The narrator said that he would definitely look nice.

The narrator supported Chandu’s ideas. Chandu bought a cycle with the money le had made by haircuts and shaving in the town. Then one day he started learning how to cycle. Chandu got on the cycle and the narrator started pushing him from the backside. Chandu could not keep balance and he fell down on the other side along with the cycle.

There were peals of laughter from the shop of the Sahukar. Then the Sahukar abused Chandu for being a rascal. He said that he would come to his sense only if he broke his bones. Chandu hung his head in shame. He told the narrator that he was worthless. The narrator had thought that Chandu would grip him by the neck and give him a good beating.

Chandu did not lose courage. He decided to try riding cycle again. The narrator told Chandu that he would hold the cycle tightly this time. The landlord again said that Chandu would break his bones by falling from the cycle. Chandu however told the narrator that he was not bothered.

Chandu again began to try riding. The people at the Sahukar’s shop were watching with interest. The narrator thought that Chandu would again fall and come to greif. Chandu’s feet had got quite rightly on the pedals and he was riding smoothly. The narrator was running behind the cycle. The narrator did not see Chandu the next day.

For one or two days the narrator did not see Chandu. But on the third day, Chandu showed the narrator some men of the village sitting round the Sahukar. He showed him the unshaven faces of the villagers. They were all looking unclean.

Chandu told the narrator to run past the shop and call the elderly people beavers. The narrator did so. The peasants who had gathered round the shop laughed. The Sahukar shouted that the narrator should be caught. They said that the upper-caste boy was also with Chandu.

The rumour about the barber boy’s strike spread. Jokes about the dirty beards of the elders also spread. The landlord’s wife threatened to run away with someone because she was twenty years younger than her husband. She had tolerated him as long as he looked neat and trim. But now she was disgusted with him because his appearance had become shabby.

But Chandu’s mother was seeing prosperity because of Chandu’s increasing income. Then they thought of getting the barber of Verka to come and attend them. They offered him an anna instead of the two pice they had usually paid to Chandu. Chandu opened a new shop and he asked other barbers from other villages to come and start their shops.

He convinced them that it was time that the villagers came to them for hair-cut and shave. The Union of barbers was given a new name. The name was “Rajkot District Barber Brothers Hairdressing and Shaving Saloon”. The Union has been followed by many other trade unions of working men.

The Barber’s Trade Union Summary in Hindi

The Barber’s Trade Union Introduction:

यह एक नाई लड़के की कहानी है। वह इस कहानी में मुख्य पात्र है। लेखक उसको आधुनिक भारत के निर्माताओं में एक समझता है। वह एक महान कार्यकर्ता है। वह नाईयों को एक कर देता है और उनको कहता है कि वे अपनी-अपनी नाई की दुकान खोल लें और लोगों को घरों में उनके बाल काटने या शेव करने के लिए न जायें।

इस तरह ऊंची जाति के लोगों को विवश होकर नाई की दुकानों पर जाना पड़ता है। कहानी के मुख्य पात्र का नाम चन्दू है। वह वर्णनकर्ता का मित्र है। वह वर्णनकर्ता से बड़ा है। वह वर्णनकर्ता का घनिष्ट मित्र भी है। बड़ा होने के कारण Chandu हर मामले में अगवाई करता है। वह लड़कों वाली शरारतें करने का बहुत शौकीन है।

वह भिड़ों को पकड़ना पसन्द करता है। फिर वह उनकी दुमों से विष निकालता है और उनकी टांगों को धागे से बांध कर उड़ाता है। वह अच्छे नमूने के पंतग बनाना भी जानता है। इन योग्यताओं के बावजूद वह स्कूल में मन्दबुद्धि वाला छात्र है। वह जाति से नाई था। उसने अपने पिता का व्यवसाय अपना लिया।

चूंकि Chandu निचली जाति से सम्बन्ध रखता था, ऊंची जाति के लोग उसका अपमान किया करते थे। वे उसको गालियां भी दिया करते थे। अन्त में वह हड़ताल करने का निर्णय करता है और वह shave करने के लिए लोगों के घरों में जाना बन्द कर देता है। अब गांव के लोगों को हजामत करवाने के लिए उसकी दुकान में जाना पड़ता था।

The Barber’s Trade Union Summary in Hindi:

Chandu वर्णनकर्ता के गांव के नाई का लड़का है। उसका भारत के इतिहास में भारत के निर्माणकर्ताओं में से एक होने में उसका नाम है। उसने कुछ ऐसा काम किया है जिसका बड़ा महत्त्व है। लेकिन उसको अपनी महानता के बारें कोई विचार नहीं था। वर्णनकर्ता उसको अपने बचपन से जानता है।

Amritsar के समीप स्थित अपने गांव की गलियों में वे खेला करते थे। उनकी माताएं उनको खेलते हुए देखकर प्रसन्न हुआ करती थीं। Chandu वर्णनकर्ता से छः महीने बड़ा था। वह सब मामलों में अगवाई करता था। वर्णनकर्ता सदा उसका अनुसरण करता था क्योंकि वह भिड़ों (तातैया) को पकड़ने में निपुण था। वह उनकी दुमों से विष निकालता था और उनकी टांगों में धागा बांधता था और उनको उड़ाया करता था। लेकिन यदि वर्णनकर्ता भिड़ों के पास जाता तो वे उसकी गालों पर डंक मारती थीं।

वर्णनकर्ता Chandu को हर पक्ष में निपुण समझता था क्योंकि वह बहुत से नमूने के पतंग बना सकता था और उनको उड़ा भी सकता था। स्कूल में चन्दू गणित के प्रश्न हल करने में इतना अच्छा नहीं था क्योंकि उसके पिता ने उसको नाई का काम सीखने में डाल दिया था। उसका पिता उसको गांव में लोगों के बाल काटने के लिए भेजा करता था। Chandu के पास स्कूल से दिया हुआ homework करने के लिए समय नहीं था।

लेकिन वह कविता पाठ में अच्छा था। पाठ्य पुस्तकों की सब कविताएं उसे स्मरण थीं। – वर्णनकर्ता की माता खुश नहीं थी जब Chandu को स्कूल में छात्रवृत्ति मिली, जब कि वर्णनकर्ता को अपनी पढ़ाई के लिए फीस देनी पड़ती थी। वह लगातार वर्णनकर्ता को कहती थी कि वह चन्दू के साथ न खेला करे यह कहते हुए कि वह निचली जाति का लड़का था और उसे अपनी जाति और श्रेणी की प्रतिष्ठा बनाकर रखनी चाहिए। वर्णनकर्ता में अपनी श्रेणी या जाति की श्रेष्ठता के बारे कोई विचार तक नहीं था।

उसकी माता उसके माथे पर लाल रंग का तिलक लगाया करती थी और वह अचकन, चूड़ीदार पाजामा, तिल्ले वाले जूते और रेशमी पगड़ी पहना करता था। वह चन्दू जैसे कपड़े पहनना चाहता था। चन्दू खाकी निक्कर पहना करता था जो रिटायर्ड (retired) सूबेदार ने उसे दी थी और काली मखमल की बास्कट पहनता था। और साथ ही felt cap पहनता था जो कि लाला हुक्म चन्द ने उसे दी थी।

वर्णनकर्ता Chandu से ईर्ष्या करता था क्योंकि उसको घूमने फिरने की आज़ादी थी जो उसको अपने बाप की मौत के बाद उपलब्ध थी। वह ऊंची जाति के लोगों के घरों में जाया करता था और बाल काटा करता था या उनकी Shave किया करता था। जब Chandu Lala Hukam Chand की बग्गी में शहर जाया करता था तो बग्गी के पायदान पर बैठ जाता था। वर्णनकर्ता को Jandiala के स्कूल में जाने के लिए तीन मील चलना

पड़ता था। अब Chandu को स्कूल नहीं जाना पड़ता था। लेकिन वह वर्णनकर्ता के लिए कुछ उपहार लेकर आया करता था। Chandu साहिबों, वकीलों, चपरासियों और पुलिस वाले को देखा करता था जिन्होंने अंग्रेज़ी शैली के कपड़े पहने होते थे। एक बार चन्दू ने वर्णनकर्ता को बताया कि वह अपने घर से कुछ पैसे चुराकर दांतों के डाक्टर कालन खान की तरह एक dress खरीद लेगा।

वह कहता कि कालन खान लोगों के नये दांत लगाता था और नई आंखें भी लगाता था। वह स्टारच (कलफ वाली) लगी कमीज़ पहनता था, एक हाथी दांत का कालर और एक Bow tie भी पहनता था। वह एक काला कोट भी पहनता था और लकीरदार पतलून पहनता था और रबड़ का overcoat पहनता था और चमड़े के पम्पशू (गुरगाबी) पहनता था।

फिर वह वर्णनकर्ता से पूछता क्या वह पांचवी श्रेणी पढ़ा हुआ डॉक्टर कालन खान जैसे कपड़े पहनकर रोबदार और सम्मानित दिखेगा। चन्दू कहता गया कि यद्यपि वह डाक्टर नहीं भी है फिर भी उसने pimples (मुहांसो), फुसियों और काटे जाने के कारण घावों का इलाज करना सीखा हुआ है।

उसने यह सब अपने बाप से सीखा है। वर्णनकर्ता चन्दू की स्कीम से सहमत हो गया। उसका नायक (hero) जो कुछ भी करता था वर्णनकर्ता उसकी बहुत प्रशंसा करता था। एक दिन चन्दू ने Dr. Kalan Khan जैसे कपड़े पहन लिए, पगड़ी भी पहन ली, एक सफेद रबड़ का कोट पहन लिया, पम्पशू भी पहने और अपने हाथ में चमड़े का बैग ले लिया। वह लोगों की Shave आदि करने के लिए अपने दौरे पर जा रहा था।

और वह वर्णनकर्ता को मिलने आया था। वर्णनकर्ता ने उसे कहा कि वह कमाल का लगता है। फिर वह जमींदार के घर की ओर चल दिया ताकि वह उसकी हजामत करे। वर्णनकर्ता भी उसके पीछे चल दिया। वह (चन्दू) जमींदार के घर की दहलीज तक पहुंचा। चन्दू डाक्टर की dress में बहुत अच्छा लगता था। जमींदार के लड़के देवी ने चन्दू की शानदार वेशभूषा देखकर तालिया बजाईं। उसके अनुसार वह मिशन स्कूल के पादरी साहिब की तरह लगता था।

Bijay Chand जमींदार अभी शौचालय से बाहर आ रहा था। उसने Chandu को सूअर का बच्चा कह कर पुकारा। उसे दुःख था कि चन्दू गाय की त्वचा से बना हुआ चमड़े का बैग लिए जा रहा था और वह किसी जानवर के मजे का बना कोट पहने हुआ था और काले जूते। उसने चन्दू को कहा कि वह उसके घर से बाहर निकल जाये क्योंकि वह उसके घर को प्रदूषित कर रहा था। चन्दू ने कहा कि वह डाक्टर की dress पहने हुए था।

उसने उसे कहा कि वह नाईयों को ठीक लगने वाले कपड़े पहना करे। Chandu वहां से वापस चला गया। उसका चेहरा लाल हो गया था क्योंकि उसका वर्णनकर्ता के सामने अपमान हो गया था। फिर वह जल्दी-जल्दी गांव के साहूकार Thanu Ram की दुकान पर गया। उसकी किरयाने की दुकान गली के कोने में थी।

जब वर्णनकर्ता साहूकार की दुकान पर पहुंचा, जमींदार का लड़का देवी रोने लग पड़ा क्योंकि उसके बाप ने Chandu के लिए बड़े सख्त शब्द प्रयोग किए थे। उसने चन्दू को बहुत गन्दे शब्दों के प्रयोग से उसको गालियां दी क्योंकि उसके अनुसार चन्दू ने हस्पताल के लोगों के गन्दे कपड़े पहने थे। उसने उसे कहा कि वह अपने कपड़े पहन कर आये। तब ही वह उसको अपने बाल काटने देगा।

चन्दू को बहुत गुस्सा आया। वह वर्णनकर्ता के पास से निकल गया। उसने महसूस किया कि चन्दू उससे घृणा करता था क्योंकि वह ऊंची जाति से था। वर्णनकर्ता ने ऊंची आवाज़ में कहा कि वह पंडित परमानन्द के पास जाए और कहे कि कपड़े गन्दे नहीं थे। पंडित परमानन्द ज़मींदार के घर से बाहर आया।

उसने बाहर आकर कहा कि गांव के लड़कों को शिक्षा ने खराब कर दिया था लेकिन नीची जाति के लड़के को ऐसे कपड़े पहनने का कोई अधिकार नहीं था। उसने तो गांव के लोगों की दाढ़ियां और सिरों को हाथ लगाना है। उसे उनको प्रदूषित नहीं करना चाहिए। चन्दू ने वह सब जो परमानन्द ने कहा था सुन लिया। वह वहां से दौड़ गया। वर्णनकर्ता की माता ने उसको बुलाया और उसे कहा कि उसके स्कूल जाने का समय हो गया है। इस लिए उसे कुछ खाकर स्कूल जाना चाहिए।

उसने उसको कहा कि वह Chandu के साथ मेलजोल न रखे क्योंकि वह निचली जाति से सम्बन्ध रखता है। लेकिन वर्णनकर्ता को चन्दू की दशा के बारे में बहुत चिन्ता थी। स्कूल से वापस लौटते समय वह चन्दू की झोपड़ी में गया, जहां पर चन्दू अपनी माता के साथ रहता था। . उसकी माता बड़े चिड़चिड़े स्वभाव की थी। निचली जाति की होने के कारण वह ऊंची जाति के लोगों को अच्छी तरह से समझती थी।

फिर भी वह वर्णनकर्ता को पसन्द करती थी। उसने वर्णनकर्ता से पूछा क्या वह अपने मित्र को मिलने आया था। उसने उसे यह भी कहा कि यदि उसकी माता को पता लग गया कि वह इस झोपड़ी में आया था तो वह उसको दोष देगी कि वह उसके प्यारे चेहरे पर बुरी नज़र डालती है। उसने वर्णनकर्ता को पूछा कि क्या वह उतना ही मासूम है जितना वह दिखाई देता है या अपनी जाति के दूसरे लोगों की तरह बगुलाभक्त है।

वर्णनकर्ता जानना चाहता था कि चन्दू कहां है उसकी माता को नहीं पता था कि वह कहां है। उसने कहा कि चन्दू ने सड़क के पास बैठे हुए कुछ लोगों की Shave करके कुछ पैसे कमाये थे। उसने यह भी कहा कि Chandu के कुछ विचित्र विचार थे।

वर्णनकर्ता ने चन्दू के विचारों का समर्थन किया। Chandu ने कमाए हुए पैसों से साईकल खरीद लिया। उसने साईकल पर सवार होना भी सीखने की कोशिश की। Chandu cycle पर बैठ गया और वर्णनकर्ता ने पिछली तरफ से धकेलना शुरू कर दिया। चन्दू अपना सन्तुलन न रख सका और वह cycle से दूसरी साईड पर गिर गया और साथ ही उसका साईकल भी गिर गया।

साहूकार की दुकान से हंसी के ठहाके आने लगे। फिर साहूकार ने Chandu को गालियां दे कर कहा कि वह उल्लू का पट्ठा है। उसने फिर कहा कि उसके होश ठिकाने तब ही आयेंगे जब वह अपनी हड्डियां तोड़ लेगा। Chandu का सिर शर्म से झुक गया। उसने वर्णनकर्ता को कहा कि वह निकम्मा है।

वर्णनकर्ता ने सोचा कि Chandu उसको गर्दन से पकड़ लेगा और उसकी खूब पिटाई करेगा। Chandu ने हिम्मत नहीं हारी। उसने cycle पर फिर सवारी करने का फैसला कर लिया। वर्णनकर्ता ने चन्दू को कहा कि वह अब की बार साईकल को मज़बूती से पकड़ेगा। जमींदार ने कहा कि Chandu साईकल से गिरकर अपनी हड्डियां तोड़ लेगा। Chandu ने वर्णनकर्ता को कहा कि उसको कोई परवाह नहीं है।

Chandu ने फिर साईकल पर सवारी करने की कोशिश की। Sahukar की दुकान में बैठा जनसमूह बड़ी रुचि से देख रहा था। वर्णनकर्ता ने सोचा कि Chandu फिर से गिर जायेगा और उसको कष्ट होगा। Chandu के पांव अच्छी तरह पैडलों पर जम गए और वह आसानी से साईकल चलाता गया।

वर्णनकर्ता साईकल के पीछे भागता गया। अगले दिन वर्णनकर्ता Chandu को नहीं मिला। एक दो दिन वर्णनकर्ता Chandu से मिल नहीं सका। लेकिन तीसरे दिन Chandu ने वर्णनकर्ता को कुछ आदमी साहूकार के गिर्द बैठे हुए दिखाये। उसने वर्णनकर्ता को गांव वालों के चेहरे दिखाए जिनकी दाढ़ियां साफ-सुथरी नहीं थीं। वे सब गंदे नज़र आ रहे थे।

Chandu ने वर्णनकर्ता को कहा कि वह उस दुकान के पास दौड़ कर निकल जाये और वृद्धों को ऊदबिलाव कह कर पुकारे। वर्णनकर्ता ने वैसे ही किया। जो किसान दुकानों में बैठे थे वे हंसने लगे। Sahukar चिल्लाया कि वर्णनकर्ता को पकड़ना चाहिए। वे कहने लगे कि वह ऊंची जाति का लड़का था जो Chandu के साथ है।

नाई लड़के की हड़ताल के बारे अफवाह फैल गई। गंदी दाढ़ियों के बारे तरह-तरह के मज़ाक लोगों को सुनने में मिलने लगे। ज़मींदार की पत्नी ने धमकी दी कि वह किसी के साथ भाग जायेगी क्योंकि वह अपने पति से 20 साल कम आयु की थी। उसने तब तक उसको सहन किया था जब तक वह साफ-सुथरा था।

लेकिन अब उसको घृणा या विरक्ति हो गई थी क्योंकि उसकी शक्ल गंदी लगती थी। तब गांव वालों ने Verka से एक नाई लाने के बारे में सोचा। Chandu ने दुकान खोल ली। नाईयों का Union बना लिया गया। इस तरह उस ने गांव वालों को दुकानों पर आने पर विवश कर दिया। Barbers के Union को नया नाम दे गिया गया।

Word Meanings:

Class 12 PSEB Solutions Supplementary Reading

• The School for Sympathy Question Answer
• A Chameleon Question Answer
• Bholi Question Answer
• The Gold Frame Question Answer
• The Barber’s Trade Union Question Answer
• The Bull beneath the Earth Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Chapter 1 Hassan’s Attendance Problem Textbook Exercise Questions and Answers.

Class 12th English Book Chapter 1 Hassan’s Attendance Problem Question Answers

Hassan’s Attendance Problem Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
How would Hassan apologise for his absence in the class ?
Class में अपनी अनुपस्थिति के लिए हसन कैसे माफी मांगता था ?
Answer:
Hassan was rarely present in the narrator’s class. He used to come if there was a class test or during examination. The narrator met him often for attendance shortage meetings. He would beg for attendance in a pitiful manner. So it was difficult for the narrator to say no. Sometimes the narrator felt upset. Then she told him that she could not give him attendance.

She told him that there should be discipline. He would beg to be excused. Then he told her that she had taught them a good lesson in that respect. She had told them that human beings make mistakes. He who pardons them acts like God. So he was pardoned.

हसन वर्णनकर्ता की Class में शायद ही कभी present होता था। वह class में तब आता था जब कोई class test होता था या परीक्षा के दिनों में आता था। वर्णनकर्ता प्रायः उसे हाज़िरी कमी की meetings में मिला करती थी। वह दया याचना के ढंग से अपनी हाज़िरी के लिए कहता था। यह ढंग वर्णनकर्ता के हृदय पर प्रभावशाली होता था। अतः वर्णनकर्ता के लिए उसे इन्कार करना कठिन हो जाता था। कई बार तो वर्णनकर्ता परेशान हो जाती थी।

फिर वह उसे कह देती कि वह उसकी attendance पूरी नहीं कर सकती थी। वह उसे कहती कि अनुशासन भी होना चाहिए। वह बड़ी नम्रता से वर्णनकर्ता को कहता कि उसे क्षमा कर दिया जाये। फिर वह वर्णनकर्ता को संकेत करता कि उन्होंने उनको एक अच्छा पाठ सिखाया था। उनको सिखलाया गया था कि इन्सान तो गलतियां करते हैं। जो उन्हें क्षमा कर देता है, वह परमात्मा की तरह होता है। इसलिए उसको क्षमा कर दिया गया।

Question 2.
Describe in your own words the narrator’s meeting with Hassan’s parents.
वर्णनकर्ता की Hassan के माता-पिता के साथ meeting का वर्णन करो।
Answer:
The narrator got tired of Hassan’s absence from her class or late-coming. So she called his parents. She told them that their son was bright but he should be disciplined. If he came to the class regularly and attended the lab, he would get a position.

Hassan’s father did not take the narrator’s words very seriously. He told the narrator that children did not listen to their parents. They learn from life. Hassan’s mother told the narrator that Hassan did not listen to her. He spent all night listening to music and chatting with friends. He slept at six in the morning. So he could not go to class.

वर्णनकर्ता हसन के class से absent रहने या class में देर से आने के कारण तंग आ गई। उसने हसन १ के माता-पिता को बुलाया। उसने उनको बताया कि उनका बेटा बुद्धिमान था लेकिन उसे अनुशासित होना चाहिए। अगर वह class में नियमित तौर पर आये और Lab भी attend करे, तो उसकी कोई पोजीशन आ जायेगी।

Hassan के पिता ने वर्णनकर्ता के शब्दों को गम्भीरता से नहीं लिया। उसने वर्णनकर्ता को कहा कि बच्चे मां-बाप की बात पर ध्यान नहीं देते। वे तो जीवन से सीखते हैं। Hassan की मां ने वर्णनकर्ता को कहा कि हसन उसकी बात पर ध्यान नहीं देता। वह सारी रात संगीत सुनने में या अपने मित्रों के साथ गपशप लगाने में व्यतीत कर देता था। वह सुबह छ: बजे सोता था। इसलिए वह Class में नहीं जा सकता था।

Long Answer Type Questions

Question 1.
Draw a brief character-sketch of Hassan.
हसन का संक्षेप में चरित्र-चित्रण करें।
Answer:
Hassan was a student of Master in Computer Applications at a Bangalore college. He was tall, handsome, with very good memory. He came to college irregularly. He was always short of attendance. He was not a serious student.

He prepared some important questions and stood first in his class. He was warned by his teacher and parents to be punctual and regular in college but he did not bother. He had a poor opinion of his class-fellows who worked hard.

His class-fellows got good jobs after passing out. They became famous and rich. But Hassan was lazy as usual. He got a job at one or two places. But he was sacked from the jobs for his lazy habits and irregularity. His father told him to live separately.

He became a salesman of computer software. One day he met the narrator. She was shocked to see him doing a small job. She advised him to give up his laziness, work hard and rise in life. He promised to follow her advice.

Hassan Bangalore के एक college में Master in Computer Applications का student था। वह लम्बा, खूबसूरत और अच्छी स्मरण-शक्ति वाला था। वह कॉलिज में अनियमित तौर से आता था। उसको lectures की कमी रहती थी। वह गम्भीर student नहीं था। वह कुछ important प्रश्न तैयार कर लेता था और अपनी class में first आ जाता था।

उसकी teacher और माता-पिता उसको college में समय पर जाने के लिए चेतावनी दिया करते थे लेकिन वह परवाह नहीं करता था। अपने class के परिश्रमी लड़कों के बारे उसकी राय अच्छी न थी। College से Pass out होने के बाद उसके सहपाठियों को अच्छी नौकरियां मिल गईं।

वे प्रसिद्ध और अमीर हो गये। लेकिन Hassan पहले की तरह सुस्त ही रहा। उसको एक दो स्थानों पर नौकरी मिली। लेकिन अपनी अनियमितता के कारण उसे नौकरी छोड़नी पड़ी। वह computer के software का salesman बन गया। एक दिन वह वर्णनकर्ता को मिला।

उसको यह देखकर झटका लगा कि Hassan एक मामूली सी नौकरी करता है। उसने उसको शिक्षा दी कि वह अपनी सुस्ती छोड़ दे, परिश्रम करे और जीवन में उन्नति करे। उसने वर्णनकर्ता से वायदा किया कि वह परिश्रम द्वारा बेहतर इन्सान बनने का प्रयत्न करेगा।

Question 2.
What is the theme of the chapter ‘Hassan’s Attendance Problem’?.
Hassan’s Attendance Problem की कथा-वस्तु क्या है ?
Answer:
‘Hassan’s Attendance Problem’ is based on the theme that students must attend their classes regularly and complete their courses and gain knowledge. They can make their careers by being regular and hard working. If they are irregular, they fail to gain knowledge.

This was the case with Hassan who was a Computer Application student at a Bangalore college. He used to remain absent from his class on most days. He was lazy and used to be late for college. He had attendance problem. He used to prepare some important questions and stand first in his class but he had no knowledge.

His hard working class-fellows rose in life. They became rich and famous. Hassan was disliked by his parents. His employers did not like his laziness and irresponsible behaviour. He became a salesman of computer software. He met his class teacher long after finishing his course.

He felt ashamed and disappointed. He felt that he was himself responsible for his misfortune. His teacher advised him that he had the potential to improve. He could change his habits and rise in life. He felt encouraged and promised to be a better person.

Hassan’s Attendance Problem इस विषय पर आधारित है कि students को अपनी श्रेणी में नियमित तौर पर जाना चाहिए और अपना कोर्स मुकम्मल करना चाहिए और उन्हें कठोर परिश्रम करना चाहिए। वे नियमित तौर पर पढ़ाई करके और कठिन परिश्रम के द्वारा अपनी जीवन वृत्ति या पेशे में उन्नति कर सकते हैं।

यदि वे अनियमित होंगे, तो वे पेशे सम्बन्धी पूरा ज्ञान भी प्राप्त नहीं कर सकते। यह परिस्थिति हसन की थी जो Bangalore के एक कॉलेज में Computer Applications का student था। वह अपनी class से प्रायः absent रहता था। उसे कम हाज़िरी होने की भी समस्या थी। वह कुछ important प्रश्न तैयार करके परीक्षा में अपनी class में first आ जाता था लेकिन उसे अपने विषय का पूरा ज्ञान नहीं था।

उसके परिश्रमी सहपाठी अपनी जीवन वृत्ति में उन्नति कर गये। वे धनी और प्रसिद्ध हो गये। उसके मातापिता भी उसको पसन्द नहीं करते थे। उसको नौकरी पर रखने वाले उसकी सुस्ती और गैर-ज़िम्मेदार व्यवहार को पसन्द नहीं करते थे। वह computer software का salesman बन गया।

कॉलेज में पढ़ाई के कई वर्ष बाद वह अपनी Teacher को मिला। उसे शर्म और निराशा महसूस हुई। उसने महसूस कर लिया कि वह स्वयं अपने दुर्भाग्य के लिए जिम्मेदार है। उसकी teacher ने उसको नसीहत दी कि उसमें बेहतर बनने की समर्थता थी। वह अपनी आदतों को बदलकर उन्नति कर सकता है। वह उत्साहित हो गया और उसने बेहतर इन्सान बनने का वायदा किया।

Question 3.
Draw a character-sketch of the narrator.
वर्णनकर्ता का चरित्र-चित्रण करो।
Answer:
Mrs. Sudha Murthy is the narrator of the lesson. She is a computer science teacher at a Bangalore college. As a teacher, she was very kind-hearted. Hassan used to be late for class. He was often absent. He used to run short of attendance.

He could have been detained for the final exam for shortage of attendance. But the narrator did not like to do this. She asked Hassan to be regular and responsible. The narrator was very popular among her students. She looked upon her students as her children. They often invited her to their family functions. One day Hassan came to see her as he had become a salesman of computer software. She pitied him as his class-fellows had risen in life.

They had become rich and famous. Hassan told her that he was responsible for his bad luck. She told him not to feel disappointed. She assured him that he had the potential to improve. He should change his old habits. He should remember that the battle may be lost but the war could be won.

Mrs. Sudha Murthy पाठ की वर्णनकर्ता है। वह Bangalore के किसी कॉलेज में Computer Science की टीचर है। टीचर होने के नाते वह बड़ी दयालु थी। हसन Class में लेट आया करता था। वह प्रायः अनुपस्थित होता था। उसे हाज़िरी की कमी हो जाती थी। हाजिरी की कमी के कारण उसे अंतिम परीक्षा देने से रोका जा सकता था।

परन्तु वर्णनकर्ता ऐसा नहीं करना चाहती थी। उसने हसन को नियमित और ज़िम्मेदार होने को कहा। वर्णनकर्ता अपने विद्यार्थियों में बहुत लोकप्रिय थी। वे उसे विवाहों और दूसरे पारिवारिक समारोहों में निमन्त्रण दिया करते थे। एक दिन Hassan उसे मिलने के लिए आया क्योंकि वह computer software का salesman बन गया था। उसे उस पर दया आ गई क्योंकि उसके सहपाठी अपनी जीवन वृत्ति (career) में उन्नति कर गये थे।

वे धनी और प्रसिद्ध हो गये थे। Hassan ने उसको बताया कि वह अपने दुर्भाग्य के लिए स्वयं ज़िम्मेदार था। उसने उसे कहा कि वह निराश न हो। उसने उसे विश्वास दिलाया कि उसमें उन्नति करने के लिए समर्थता थी। उसे अपनी पुरानी आदतें बदल लेनी चाहिए। उसे याद रखना चाहिए कि लड़ाई तो हारी जाये परन्तु युद्ध जीता जा सकता है।

Objective Type Questions

This question will consist of 3 objective type questions carrying one mark each. These objective questions will include questions to be answered in one word to one sentence or fill in the blank or true/false or multiple choice type questions.

Question 1.
What was the narrator’s occupation/profession?
Answer:
The narrator was a computer science teacher at a college.

Question 2.
Why was Hassan not noticed by the teacher in the class?
Answer:
The teacher did not notice Hassan because he was rarely present.

Question 3.
Why would the narrator render attendance to Hassan every time ?
Answer:
He would beg for attendance in a pitiful manner and the narrator could not say no.

Question 4.
Why were Hassan’s parents called to school ?
Answer:
They were called to be told about the irregular attendance and indisciplined ways. of Hassan.

Question 5.
During which days would Hassan often show up in the class ?
Answer:
Hassan would show up during class test days or during examinations.

Question 6.
What was Hassan’s mother’s plea to his father?
Answer:
Hassan’s mother told his father that he should talk to him firmly.

Question 7.
Why did the parent-teacher meeting end fruitlessly?
Answer:
The meeting ended fruitlessly because they could not decide how to correct Hassan.

Question 8.
Describe the physical appearance of Hassan when he met his teacher after several years.
Answer:
Hassan was a man of thirty-five years, fat, with a bald head and not smartly dressed.

Question 9.
What had the narrator expected Hassan to become in his life?
Answer:
The narrator had expected that Hassan would do well in life as he was bright in his class.

Question 10.
How did Hassan study when he was in his college ?
Answer:
He did not come to college regularly but stood first in his class exam. by preparing some important questions.

Question 11.
According to Hassan, who were nerds ?
Answer:
Hard workers were nerds.

Question 12.
Why did Hassan start living separately ?
Answer:
His father told him to do so because of his quarrelsome nature.

Question 13.
What made Hassan feel optimistic when he left the narrator’s office ?
Answer:
He felt so when his teacher told him that he had the ability to lead a better life by hard work.

Question 14.
How old was Hassan when he met the narrator as a software salesman ?
Answer:
Thirty five.

Question 15.
Hassan studied the entire course to stand first. (True/False)
Answer:
False.

Question 16.
Hassan could not rise in his career. (True/False)
Answer:
True.

Question 17.
Hassan did not care for the advice of his parents.. (True/False)
Answer:
True.

Question 18.
Hassan was told by his father/mother to live separately. Choose the correct option.
Answer:
Father.

Question 19.
Name the writer of this lesson.
Answer:
Sudha Murthy.

Question 20.
According to Hassan, nerds were :.
(i) dull students
(ii) hard workers
(iii) average students.
Answer:
(ii) hard workers.

Question 21.
Hassan was absent during class tests or examination. (False/True)
Answer:
False.

Question 22.
Hassan felt …………….. on leaving the narrator’s office. (Fill in the blank)
Answer:
optimistic. …

Question 23.
How was Hassan’s attitude to studies ? (Choose the correct option)
(i) He did not attend college.
(ii) He studied only important questions.
(iii) He studied by fits and starts.
Answer:
(ii) He studied only important questions.

Question 24.
Hassan got his computer education at a college in one of these cities :
(a) Thrissur
(b) Thiruvananthapuram
(c) Bangalore
(d) Mangalore.
Answer:
(c) Bangalore.

Question 25.
Which profession did Hassan adopt after completing his education ?
(a) College teacher
(b) School teacher
(c) Street hawker
(d) Seller of software.
Answer:
(d) Seller of software.

Question 26.
How old was Hassan when he went to see his college teacher ?
(a) 34
(b) 35
(c) 36
(d) 37
Answer:
(b) 35.

Question 27.
Complete the oft-repeated sentence spoken by Mrs Sudha Murthy in her class.”
“From a window you can see the outside world but from the outside
Answer:
you cannot see all that is inside.

Hassan’s Attendance Problem Summary in English

Hassan’s Attendance Problem Introduction:

This lesson has been written by Sudha Murthy who is the wife of a big owner of an I.T. (Information Technology) company. She used to teach computer science to students studying for their Master’s in Computer Applications at a Bangalore college. She interacted with many students. She could not forget one of the students. He was Hassan. He did not attend her class regularly. He was often absent. His attendance problem was serious.

This problem was brought to the notice of his parents. But they could not mend his habits. He met the teacher when there was a problem of attendance shortage. Then he gave the promise to the teacher that he would be punctual or regular in the future. For a few days he was punctual but then again he would be absent. He used to stand first in the class by preparing some expected questions. Even in the final examination he stood first.

He left college. His classmates rose in life. They got good jobs. Some of them became rich. But Hassan was lazy as usual. He got jobs at one or two places. His employers did not like him for his laziness and indisciplined ways. He had to leave the job. He became a salesman of computer software. One day Hassan met his teacher. She advised him to be disciplined and active and rise in life. He promised to do so. The teacher wanted to see him as a changed man. But old habits die hard.

Hassan’s Attendance Problem Summary in English:

The narrator (Sudha Murthy) was a computer science teacher teaching students for their Master’s in Computer Applications at a college in Bangalore. She came in contact with many students. She remembers some of the students. She remembers one of them as he was something very different from the others.

He was a very bright boy named Hassan in her first batch. He was tall, handsome with a very good memory. He belonged to a wealthy family. He was the only son of his parents. The narrator did not know about his presence in the class because he was hardly ever present. Once in a while he was seen if there was a class test or during examinations.

The narrator met him more often for attendance shortage meetings. He would beg for attendance in a moving manner. The narrator did not say ‘no’ to him. But sometimes she told him to be more regular and disciplined. He begged pardon of the narrator and promised to be more punctual from the next semester onwards.

The narrator was kind-hearted. She did not like his being irregular but she did not want to stop him from appearing in the examinations because of shortage of attendance. As Hassan was very brilliant, he used to get a first class in the exams. But it was his regular practice to beg the narrator for the attendance problem. The narrator was fed up with his attendance problem. She called his parents to the college and told them to mend their son.

They expressed their helplessness. Hassan’s mother told the narrator that Hassan spent all night listening to music and chatting with his friends. He slept at six in the morning. So it was not possible for him to come to her class in time. Hassan continued in his ways. He passed out of his course, as usual in first class. He was thankful to the narrator. He told the narrator that he wished that all teachers were like her. Hassan parted from the narrator. The narrator did not see him for a long time.

Several years had passed after Hassan left his college. One Monday, a man came to see the narrator. It was the afternoon time. The narrator could not recognise him. He was about thirty-five, fat, with a bald head. He had a CD of the software in his hand. He said, “From a window you can see the outside world but from the outside you cannot see all that is inside.”

The narrator often used this phrase in her class. So she was sure that he was one of her students. Hassan spoke out that he was the regular late-comer of her class. She at once understood that he was Hassan. She knew that all his class-mates had risen in life.

They had become rich. She thought that Hassan too might have done well in life. But he was doing a small job of selling high school software from door to door. Hassan admitted to the narrator that he was very irregular in college. The same habit continued even after graduation.

He used to get up very late and was very lazy. His mother used to get angry but he never bothered about her. He took up a job but continued with the same habits of going late to office and not being responsible. At college also he was careless. He prepared some important questions and got a first class. He often laughed at those people who worked hard.

Today those hard working class-fellows had become richer. He lost whatever job he took. No employer was willing to keep him. He lost one job after the other. The narrator told Hassan not to feel disappointed.

She told him that one may lose the battle but one could always win the war. Hassan then told the narrator that old habits died hard. She told Hassan that old habits could be changed. There is nothing that is impossible. She further said that excellence does not come by chance but by practice.

The words of the narrator encouraged Hassan. He promised that he would try to do his best to improve in life. He took leave of the narrator. She did not meet him after this meeting. She hoped to see him one day. Then she would find him happy and successful.

Hassan’s Attendance Problem Summary in Hindi

Hassan’s Attendance Problem Introduction:

यह पाठ सुधा मूर्ति ने लिखा है जिसका पति एक बड़ी IT कम्पनी का मालिक है। वह विद्यार्थियों को Bangalore के एक कालिज में M.C.A. की पढ़ाई करवाने में Computer Science पढ़ाया करती थी। उसका कई विद्यार्थियों से वार्तालाप होता था। उनमें से एक विद्यार्थी को वह भूल नहीं सकी। उसका नाम हसन था।

वह उसकी कक्षा में नियमपूर्वक नहीं आया करता था। वह प्रायः अनुपस्थित ही हुआ करता था। उसकी अनुपस्थिति का मामला काफी गम्भीर था। यह बात उसके माता-पिता के ध्यान में लाई गई, परन्तु वे उसकी आदतों को ठीक नहीं कर सके। वह अपने टीचर से उस समय भेंट करने जाता था जब उसके सामने हाजिरी की कमी की समस्या हुआ करती थी।

फिर वह टीचर से वायदा कर देता कि वह भविष्य में नियमित हुआ करेगा। वह कुछ महत्त्वपूर्ण प्रश्न तैयार करके कक्षा में प्रथम आया करता था। अंतिम परीक्षा में भी वह प्रथम ही रहा। उसके सहपाठियों को अच्छी नौकरियां मिल गईं। उनमें से कई अमीर हो गये। लेकिन हसन बहुत सुस्त था। उसको एक-दो स्थानों पर नौकरी मिल गई। उसके मालिक उसके आलस्य और अनुशासनहीनता को पसन्द नहीं करते थे।

उसको नौकरी छोड़नी पड़ी। वह साफ्टवेयर कम्पूयटर का Salesman बन गया। एक दिन हसन अपनी टीचर से मिला। उसने उसको कहा कि वह अनुशासनबद्ध हो और चुस्त बने और जीवन में उन्नति करे। टीचर चाहती थी कि वह बेहतर इन्सान बने। मगर पुरानी आदतों को बदलना बहुत कठिन होता है।

Hassan’s Attendance Problem Summary in Hindi:

वर्णनकर्ता Bangalore के एक कॉलेज में Master of Computer Applications के विद्यार्थियों को Computer Science पढ़ाती थी। उसका कई विद्यार्थियों के साथ सम्पर्क होता था। उसको एक विद्यार्थी के बारे कुछ याद है क्योंकि वह दूसरों से बहुत भिन्न था। वह उसके पहले ही batch में एक बड़ा बुद्धिमान लड़का था जिसका नाम था Hassan | वह लम्बा, सुन्दर और अच्छी स्मरण शक्ति वाला था। वह धनी परिवार से सम्बन्ध रखता था।

वह अपने माता-पिता का इकलौता बेटा था। वर्णनकर्ता class में उसकी हाज़िरी के बारे नहीं जानती थी क्योंकि वह class में बहुत कम आया करता था। Class test या exam के दिनों में वह थोड़ी देर के लिए दिखाई देता था। वर्णनकर्ता से उसकी मुलाकात attendance shortage की मीटिंग में हुआ करती थी। वह बड़े प्रभावी ढंग से attendance की कमी को पूरा करने हेतु वर्णनकर्ता से प्रार्थना करता था।

वर्णनकर्ता उसको कभी इन्कार नहीं करती थी। परन्तु कभी-कभार उसको नियमित और अनुशासित भी होना चाहिए। वह वर्णनकर्ता से क्षमा माँग लेता और वायदा दे देता कि वह अगले semester से नियमित हो जाएगा। . वर्णनकर्ता दयालु थी। वह उसकी अनियमितता को पसन्द नहीं करती थी लेकिन वह यह भी नहीं चाहती थी कि वह हाज़िरी की कमी के कारण परीक्षा में न बैठ सके।

चूँकि हसन बहुत प्रतिभाशाली था, वह परीक्षा में first class लिया करता था। परन्तु यह उसकी नियमित practice थी कि वह वर्णनकर्ता से हाज़िरी की कमी के लिए याचना किया करता था। वर्णनकर्ता उसकी हाज़िरी की समस्या से तंग आ चुकी थी।

उसने उसके मातापिता को कालिज में बुलाया और उनको कहा कि वे अपने बेटे के आचरण को सुधारें। वे ऐसा कर सकने में बेबस थे। हसन की माता ने तो वर्णनकर्ता को बताया कि हसन सारी रात गाना सुनने में और अपने मित्रों के साथ गप-शप करने में व्यतीत कर देता था। वह सवेरे छः बजे सोता था। इसलिए उसके लिए उनकी class में समय पर आ पाना सम्भव नहीं था। Hassan अपने तौर-तरीकों पर चलता रहा।

उसने अपना कोर्स पास कर लिया। नियम अनुसार उसने first class भी प्राप्त कर ली। वह वर्णनकर्ता का धन्यवादी था। उसने वर्णनकर्ता को कहा कि उसकी यह इच्छा थी कि सब teacher उनकी तरह हों। हसन वर्णनकर्ता से विदा हो गया। वर्णनकर्ता ने हसन को चिरकाल तक नहीं देखा।

हसन को कॉलिज छोड़ने के बाद कई वर्ष व्यतीत हो गये। एक सोमवार एक आदमी वर्णनकर्ता को मिलने आया। अपराह्न का समय हो गया था। वर्णनकर्ता उस आदमी को पहचान नहीं सकी। वह आदमी 35 वर्ष का था, वह मोटा था और उसका सिर गंजा था। उसके हाथ में Software की C.D. थी।

वर्णनकर्ता उसको पहचान न सकी। उस आदमी ने कहा, “खिड़की से तुम बाहर की दुनिया देख सकते हो लेकिन बाहर से तुम यह नहीं देख सकते कि उस खिड़की के अन्दर क्या है।” वर्णनकर्ता अपनी Class में इस Phrase का प्रयोग किया करती थी। उसे पूरा विश्वास था कि वह उसकी Class में पढ़ा हुआ Student था। हसन ने कहा कि वह सदा लेट

आने वाला Student था। उसे एक दम पता चल गया कि वह हसन था। वर्णनकर्ता को पता था कि उसके सब सहपाठी अपने-2 जीवन में उन्नति कर गये थे। वे धनी हो चुके थे। उसका विचार था कि हसन भी उन्नति कर गया होगा। परन्तु वह एक तुच्छ सी नौकरी कर रहा था और वह स्कूलों में Computer के Software बेचा करता है। हसन ने फिर वर्णनकर्ता को बताया कि वह कॉलिज में बहुत ही अनियमित तौर पर पढ़ा करता था।

उसकी यह आदत graduation के बाद भी बनी रही। वह बड़ी देर से सोकर उठता था और वह बहुत ही आलसी था। उसकी माता क्रुद्ध हुआ करती थी लेकिन उसने कभी उसकी परवाह नहीं की। उसने नौकरी कर ली लेकिन दफ्तर में लेट जाना उसकी आदत थी। इसके अतिरिक्त वह ज़िम्मेदार व्यक्ति नहीं था। कॉलिज में भी वह बेपरवाह था। वह कुछ महत्वपूर्ण प्रश्न तैयार करके परीक्षा में बैठ जाता था और first class ले लेता था। वह प्रायः उन लोगों की हंसी उड़ाया करता था जो परिश्रम किया करते थे।

आज उसके परिश्रमी सहपाठी धनी बन चुके थे लेकिन उसको जो भी नौकरी मिलती थी, वह उसके हाथ से निकल जाती थी। कोई भी उसको नौकरी पर नहीं रखना चाहता था। एक के बाद दूसरी नौकरी उसके हाथ से निकलती गई। वर्णनकर्ता ने Hassan को कहा कि वह निराश न हो।

उसने यह भी कहा कि आदमी लड़ाई बेशक हार सकता है लेकिन युद्ध में उसकी विजय अवश्य होती है। फिर हसन ने वर्णनकर्ता को कहा कि पुरानी आदतें आदमी को कभी नहीं छोड़तीं। वर्णनकर्ता ने हसन को कहा कि पुरानी आदतें बदली जा सकती हैं। कोई ऐसा काम नहीं होता जो असम्भव होता है।

उसने फिर कहा कि श्रेष्ठता या विशिष्टता संयोगवश नहीं आती, परन्तु अभ्यास या परिश्रम से आती है। वर्णनकर्ता के शब्दों से Hassan बहुत उत्साहित हुआ। उसने वायदा किया कि वह जीवन में उन्नति करने की पूरी कोशिश करेगा। फिर हसन ने वर्णनकर्ता से विदा ली। इस मुलाकात के बाद वर्णनकर्ता और हसन कभी मिल नहीं पाए। उसे आशा थी कि एक दिन वह उसे मिलेगा। उसको वह प्रसन्न और सफल देखेगी।

Word Meanings:

A Rainbow of English 12 Class PSEB Solutions 

• Hassan’s Attendance Problem Question Answer
• The March King Question Answer
• Thinking Out of the Box: Lateral Thinking Question Answer
• Robots and People Question Answer
• On Giving Advice Question Answer
• On Saying “Please” Question Answer
• The Story of My Life Question Answer
• Two Gentlemen of Verona Question Answer
• In Celebration of Being Alive Question Answer
• Ghadari Babas in Kalapani Jail Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Poem 5 Cheerfulness Taught By Reason Textbook Exercise Questions and Answers.

Class 12th English Book Poem Chapter 5 Cheerfulness Taught By Reason Question Answers

Cheerfulness Taught By Reason Class 12 Questions and Answers

1. I think we are too ready with complaint
In this fair world of God. Had we no hope
Indeed beyond the zenith and this slope
Of yon gray and blank of sky, we might grow faint.
To muse upon eternity’s constraint
Round our aspirant souls.

Word-Notes :
Too ready-always ready. Fair world-beautiful world. Zenith-the highest point that the sun or moon reaches in the sky, directly above you. Faintunconscious, very weak.

Explanation:
The poetess says that we are always ready to have some complaint in this beautiful world made by God. If we had no hope to see the vast sky between the highest point over our heads and the slope, then we may have reason to feel upset or even very much disturbed. We might feel weak or upset thinking of the restraint imposed by eternity on man. But this is not so.

कवयित्री कहती है कि हम परमात्मा द्वारा बनाई गई दुनिया के विरुद्ध कोई न कोई शिकवा या शिकायत रखते हैं। यदि हमें चरम बिन्दु (पराकाष्ठा) और ढाल के बीच विस्तृत आकाश नज़र न आये तो हो सकता है हम भीरु या कमजोर बन जायें। शायद हम भविष्य द्वारा मनुष्य पर लगाये प्रतिबंध के बारे में सोच कर कमज़ोर और परेशान हो जायें। लेकिन ऐसा नहीं होता।

2. To muse upon eternity’s constraint
Round our aspirant souls, but since the scope
Must widen early, is it well to droop,
For a few days consumed in loss and taint ?

Word-Notes :
Muse upon-think of. Eternity-future life, everlasting period. Scopeability for improvement.

Explanation:
Here the poetess says that one should be optimistic in life. If we have no hope to see the vast sky between the highest point above our heads and the slope, we might grow upset or weak. We might start thinking over the restrictions imposed by the future on our ambition of aspiring souls. We should not go on thinking of some loss. We have vast scope for improvement. We should not be pessimistic. It does not help us at all if we are worried about our loss for a few days.

यहां कवयित्री कहती है कि हमें जीवन में आशावादी होना चाहिए। यदि हमें चरम बिंदु (पराकाष्ठा) और ढाल के बीच विस्तृत आकाश नज़र न आये तो हो सकता है हम भीरू या कमज़ोर बन जायें। हो सकता है कि हम उन प्रतिबन्धों के बारे सोचना शुरू कर दें जो भविष्य द्वारा हम पर लागू किये गये हैं। हमें किसी प्रकार की हानि के बारे सोचते नहीं रहना चाहिये। सुधार के लिए हमारे पास विस्तृत क्षेत्र है। हमें निराश नहीं होना चाहिये। इससे हमें रत्ती भर भी सहायता नहीं मिलती यदि हम कुछ दिनों की अपनी हानि के बारे चिन्तित रहें।

3. O Pusillanimous Heart, be comforted
And, like cheerful traveller, take the road
Singing beside the hedge. What if thy bread
Be bitter in thine inn, and thou unshod
To meet the flints ? At least it may be said
Because the way is short, I thank thee, God.

Word-Notes :
Pusillanimous—cowardly. Beside—by the side of. Hedge—a group of bushes or small trees planted along the edge of a field or road. Inn—hotel or house. Thine-your. Unshod-without shoes. Thee-you. Flints-very hard grey stones.

Explanation:
The poetess addresses a man with a cowardly heart. She tells the person to feel comfortable and at ease. He should undertake his journey like a cheerful traveller. He should walk along the road and go on singing happily. It does not matter if the food in his house or hotel is bitter and he is without shoes to walk on the stony road. He should be thankful to God that he has to cover a short distance to reach his destination.

कवयित्री एक कमज़ोर दिल वाले व्यक्ति को संबोधित करती है। वह कहती है कि उसे निश्चिन्त महसूस करना चाहिए और उसे ब्रेफिक्र होना चाहिए। उसे एक प्रसन्नचित्त यात्री की तरह अपनी यात्रा करनी चाहिए। उसे प्रसन्नता से सड़क पर गाते हुए चलना चाहिये। उसे इस बात की बिल्कुल परवाह नहीं करनी चाहिये कि उसके घर या होटल का भोजन कड़वा है और पथरीली सड़क पर चलने के लिए उसके पाँव में जूते नहीं हैं। उसको परमात्मा का धन्यवादी होना चाहिए क्योंकि गन्तव्य पर पहुँचने के लिए उसको थोड़े फासले पर ही चलना है।

Comprehension Of Stanzas

1. I think we are too ready with complaint.
In this fair world of God’s.
Had we no hope Indeed beyond the zenith and the slope
Of yon gray blank of sky, we might grow faint
To muse upon eternity’s constraint
Round our aspirant souls.

Questions :
(a) According to the poet, what are we too ready to do ?
(b) How should man conduct himself in his life ?
(c) Why should we hope beyond the zenith and the slope of yon gray blank of sky?
(d) Write the rhyme scheme followed by the poet in the first four lines of the stanza.
Answers :
(a) We are ready to complain about this beautiful world created by God.
(b) He should have an optimistic outlook in life.
(c) We should hope beyond the zenith and the slope of yon gray blank of sky in order to avoid disappointment.
(d) The rhyme scheme is : ab ba.

2. But since the scope
Must widen early, is it well to droop
For a few days consumed in loss and taint ?

Questions :
(a) Name the poem and the poet.
(b) Explain : Is it well to droop
For a few days consumed in loss and taint ?
(c) What lesson does the poetess seek to give in these lines ?
(d) Explain : The scope must widen early.
Answers :
(a) The name of the poem is ‘Cheerfulness Taught by Reason’ written by Elizabeth Barrett Browning.
(b) It is not wise to feel disappointed and depressed if we have a few setbacks through loss and damage. We must have a cheerful outlook on life.
(c) We should learn to take temporary setbacks and failures in our stride.
(d) We must believe that every midnight has a budding morrow. (Raat Bhar ka hai mehman andhera Kiske rokay ruka hai savera)

3. O Pusillanimous Heart, be comforted
And, like cheerful traveller, take the road
Singing beside the hedge.

Questions :
(a) Name the poet and the poem.
(b) Which figure of speech is used in the above lines ?
(c) Pusillanimous Heart is :
(i) the heart that is enjoying life.
(ii) the heart that is frightened to take risks.
(iii) the heart that is ready to take risks.
(d) In which manner should one move on a journey ?
Answers :
(a) The name of the poet is Elizabeth Barrett Browning and the name of the poem is Cheerfulness Taught by Reason.
(b) Pusillanimous Heart ………. Personification.
And, like cheerful traveller, take the road ……………. simile.

(c) Pusillanimous Heart is the heart that is frightened to take risks.
One must go on a journey in a cheerful manner.

4. What if the bread
Be bitter in thine inn, and thou unshod
To meet the flints ? At least it may be said,
‘Because the way is short, I thank thee, God.‘

Questions :
(a) What are the two complaints in the above lines ?
(b) The poet asks us to be …………. in life. (careful, alert, optimistic)
(c) …………….. and thou unshod to meet the flints ?
(i) Meeting people during the journey.
(ii) Walking on a stony path without shoes.
(d) Why should we thank God ?
Answers :
(a) The two complaints are :
(i) The bread in our inn iş bitter.
(ii) We have to walk on a stony path without shoes.
(b) optimistic
(c) walking on a stony path without shoes.
(d) We should thank God because we have to walk a very short distance.

Cheerfulness Taught By Reason Summary in English

Cheerfulness Taught By Reason Introduction:

It is a short poem. But it has a big idea. It tells man to be optimistic in life. It is no use complaining about what we do not have. We should be thankful to God for what we have. One should have a brave heart to accept things as they are. We should not go on complaining that our path is full of stones. We should be thankful to God that the path is short.

Cheerfulness Taught By Reason Summary in English:

The poetess tells us to learn to be optimistic in life. It is no use complaining about what you do not have. The best thing would be to be thankful for what we have. In this beautiful world made by God, most of us are always ready to complain about what we do not possess. We are likely to be deprived of so many things in our life. We may not be able to reach the highest point in the sky.

We may become unconscious thinking that there is some restriction put on our soul to reach the sky. It is not wise to keep on feeling sad or depressed if we cannot reach such a distant destination. Our weak heart should feel strong. It must go on marching on the road singing in a cheerful mood. We should not complain that the road to our destination is full of stones. We should be thankful to God that we have to cover only a very short distance.

Cheerfulness Taught By Reason Summary in Hindi

Cheerfulness Taught By Reason Introduction:

यह एक छोटी-सी कविता है। लेकिन इसकी एक बड़ी धारणा है। यह मनुष्य को कहती है कि उसे अपने जीवन में आशावादी होना चाहिए। जो चीज़ हमारे पास नहीं है उसके बारे में हमें कोई शिकवा या शिकायत नहीं होनी चाहिए। जो कुछ हमारे पास है उसके लिए हमें भगवान का धन्यवादी होना चाहिए। चीजें जैसे भी हैं, उन्हें हमें दलेर दिल से स्वीकार कर लेना चाहिए। हमें यह शिकायत नहीं करते रहना चाहिए कि हमारे रास्ते में पत्थर हैं। हमें परमात्मा का धन्यवादी होना चाहिए क्योंकि हमारा रास्ता छोटा-सा है।

Cheerfulness Taught By Reason Summary in Hindi:

कवयित्री हमें कहती है कि जीवन में हमें आशावादी होना चाहिए। जो कुछ हमारे पास नहीं होता उसके बारे शिकायत करने का कोई लाभ नहीं होता। सर्वोत्तम तो वही बात होती है कि जो कुछ हमारे पास है उसके लिए हमें धन्यवादी होना चाहिए। अपने जीवन में हमें कई चीजों से वंचित रहना पड़ता है। हम में से बहुत से ऐसे लोग होते हैं जो हमेशा शिकायत करने के लिए तैयार रहते हैं यदि उनके पास कोई वस्तु न हो। हमें अपने जीवन में कई चीजों से वंचित होना पड़ता है।

हम आकाश में सबसे ऊँचे बिन्दु पर पहुँचने के योग्य नहीं हो सकते। हमें उदास या निराश बिल्कुल नहीं होना चाहिए यदि हम किसी दूर स्थित गन्तव्य पर नहीं पहुंच पाते। हमें अपने कमज़ोर हृदय को मजबूत बनाना चाहिए। इसे पथ पर चलते रहना चाहिए और खुशी का गीत गाते जाना चाहिए। हमें यह शिकायत नहीं करनी चाहिए कि हमारे गन्तव्य का मार्ग अड़चनों से भरा पड़ा है। हमें परमात्मा का शुक्राना करना चाहिए क्योंकि हमारी मंजिल थोड़ी सी दूरी पर है।

Cheerfulness Taught By Reason Central Idea

This is a small poem with a big idea. It calls upon the readers to be optimistic in life. It is no use grumbling and whining about what we do not possess. We should rather be thankful for what we have. We should have a brave heart. We should not be cowardly. We should take things in our stride. We should stop grumbling if there are difficulties in our way or if our path is full of stones. We should be thankful to God that the way is short and destination is about to come.

Cheerfulness Taught By Reason Central Idea In Hindi

यह एक छोटी कविता है जो बड़े विचार को व्यक्त करती है। यह पाठकों से अनुरोध करती है कि उन्हें जीवन में आशावादी होना चाहिये। जो चीज़ हमारे पास नहीं है उसके बारे रोने-धोने का कोई लाभ नहीं है। हमें उस चीज़ के लिए धन्यवादी होना चाहिये जो हमारे पास है। हमारा दिल दलेर होना चाहिए। हमें भीरु या बुज़दिल नहीं बनना चाहिए। हमें चीज़ों को या स्थिति को सहज में लेना चाहिये। यदि हमारे रास्ते में कठिनाईयाँ हों या यदि हमारे रास्ते में पत्थर हों तो हमें बुड़-बुड़ नहीं करना चाहिये। हमें परमात्मा का धन्यवादी होना चाहिये कि हमारा रास्ता छोटा है और हमारा गन्तव्य आने ही वाला है।

A Rainbow of English 12 Class Solutions PSEB Poetry

• Prayer of the Woods Question Answer
• On Friendship Question Answer
• The Echoing Green Question Answer
• Once upon a Time Question Answer
• Cheerfulness Taught By Reason Question Answer
• Father Returning Home Question Answer
• The Road Not Taken Question Answer
• On His Blindness Question Answer

Punjab State Board PSEB 12th Class English Book Solutions Chapter 7 The Story of My Life Textbook Exercise Questions and Answers.

Class 12th English Book Chapter 7 The Story of My Life Question Answers

The Story of My Life Class 12 Questions and Answers

Short Answer Type Questions

Question 1.
Describe Helen Keller’s experience with her teacher.
वर्णनकर्ता का अपने teacher के साथ अनुभव का वर्णन करो।
Answer:
Helen’s teacher came to teach Helen Keller at her home. She gave her a doll. For some time she played with the doll. Miss Sullivan (the teacher) slowly spelled into her hand the word d-o-l-l. Helen felt interested in the finger-play. She learnt many words like pin, hat, cup and a few words like sit, stand and walk. After a few weeks she learnt that everything has a name.

Helen Keller के घर उसकी अध्यापिका उसको पढ़ाने के लिए आई। उसने उसे एक गुड़िया दी। वह इस गुड़िया के साथ कुछ समय के लिए खेलती रही। Miss Sullivan ने धीरे-धीरे उसके हाथ में ‘d-o-1-1’ शब्द के spelling लिख दिए। उसे ऊँगलियों के खेल में रुचि महसूस हुई। उसने कई शब्द सीखे जैसे pin, hat, cup और कुछ verbs भी सीखे जैसे sit, stand और walk । कुछ सप्ताहों के बाद उसने यह बात भी सीख ली कि हर एक चीज़ का नाम होता है।

Question 2.
Describe briefly Helen Keller’s tussle with her teacher.
Helen Keller का अपनी अध्यापिका के साथ हुए झगड़े का वर्णन करो।
Answer:
One day Miss Sullivan put Helen’s big doll into her lap. She again spelled the word
d-o-l-l and tried to make Helen understand that d-o-l-l applied to both. Then Helen had a tussle with her teacher over the words ‘mug’ and ‘water’. Miss Sullivan tried to impress upon Helen that mug is mug and water is water. Helen went on confusing the two. She became impatient and broke the doll. She had no regrets.

एक दिन Miss Sullivan ने Helen की बड़ी गुडिया उसकी गोद में रख दी। उसने पुनः d-o-l-l शब्द के spelling लिख दिए और Helen को यह समझाने की कोशिश की d-o-l-l शब्द दोनों चीज़ों पर लागू होता है। इसके बाद Helen और उसकी अध्यापिका में ‘mug’ और ‘water’ पर झगड़ा हो गया। Miss Sullivan ने Helen को प्रभावित करने की कोशिश कि ‘मग’ एक ‘मग’ होता है और पानी, पानी होता है। Helen को दोनों शब्दों में भ्रांति लगती थी। वह अधीर हो गई और उसने गुड़िया को तोड़ दिया। उसे कोई अफ़सोस नहीं था।

Question 3.
How was the mystery of language revealed to Helen Keller? (V. Important)
Helen Keller को भाषा का भेद किस तरह प्रकट हुआ?
Answer:
Someone was drawing water at the well-house. Helen’s teacher placed Helen’s one hand under the spout. She spelled the word w-a-t-e-r on the other hand. Helen stood still. Her attention was fixed on the motion of her fingers. Somehow the mystery of language was revealed to her.

कोई व्यक्ति कुएं में से पानी निकाल रहा था। Helen की अध्यापिका ने उसका एक हाथ पाईप के नीचे कर दिया। उसने दूसरे हाथ पर शब्द w-a-t-e-r के speeling लिख दिए। Helen निश्चल खड़ी रही। उसका ध्यान उसकी उंगलों की गति पर केन्द्रित था। किसी तरह से भाषा का भेद उस पर प्रकट हो गया।

Long Answer Type Questions.

Question 1.
Write the theme of the chapter ‘The Story of My Life’ in your own words.
अपने शब्दों में ‘The Story of My Life’ का विषय लिखो।
Answer:
This lesson is based on the theme that even the blind and the deaf can lead a fuller and more adventurous life. A gifted person, even if he is handicapped, can make a worthwhile contribution to society and to the world. Helen Keller was such a person. Despite being blind and deaf she had a remarkable gift for communication. A teacher named Anne Sullivan came to teach her and to reveal to her the mystery of language.

Her teacher began to teach her to communicate by spelling words into her hand. She wrote her autobiography ‘The Story of My Life’. Before her education she was like a ship shut in thick fog. Her teacher’s efforts and her own willingness to learn revealed to her the mystery of language. Her life proves the strength of the proverb that the wind and the weather are always on the side of the ablest navigator.

यह पाठ इस विषय पर आधारित है कि अन्धे और बहरे भी परिपूर्ण जीवन व्यतीत कर सकते हैं। कोई प्रतिभाशाली व्यक्ति अपंग होकर भी समाज और संसार को अच्छा योगदान दे सकता है। Helen Keller एक ऐसी ही महिला थी। अन्धी और बहरी होने के बावजूद संचारण के लिए उसके पास अलौकिक उपहार था।

एक अध्यापिका जिसका नाम Anne Sullivan था Helen Keller के लिए भाषा का रहस्य खोलने के लिए आई। उसने ऐसा उसके हाथ पर कुछ शब्दों का spelling लिखकर किया। Helen Keller ने अपने जीवन की कथा लिखी। अपनी शिक्षा से पहले Helen Keller एक जहाज़ की तरह थी जो घनी धुंध में बंद हो। उसकी अध्यापिका की कोशिशों और सीखने के लिए उसकी रजामन्दी ने उसके लिए भाषा के रहस्य को खोल दिया। उसका जीवन इस कहावत की सच्चाई को सिद्ध करता है कि हवा और मौसम सबसे योग्य जहाजरानी मार्ग निर्देशक के साथ होते हैं।

Question 2.
Give a brief character sketch of the narrator (Helen Keller).
Helen Keller का संक्षेप में चरित्र-चित्रण करें।
Answer:
Helen Keller became blind and deaf at the age of nineteen months because of fever. Despite her handicap, she went on to live a fuller and more adventurous life. She had a remarkable gift for communication. She learned to read and write. She was an eager learner.

Her teacher Anne Sullivan did a lot of hard work in teaching her by spelling words through finger-play. She had some difficulty in knowing the difference between certain words. But her teacher’s patience and labour revealed to her the mystery of language.

She was delighted when the mystery of language was revealed to her. Helen Keller wrote her autobiography at the age of 22. She rose to be an outstanding personality through her education.

ज्वर के कारण Helen Keller 19 महीने की अवस्था में अंधी और गूंगी हो गई। अपनी अक्षमता के बावजूद उसने परिपूर्ण जीवन व्यतीत किया और उसका जीवन अपूर्व अनुभव था। अभिव्यक्तिशीलता के लिए उसकी प्रतिभा अलौकिक थी। उसने पढ़ना और लिखना सीख लिया। वह बड़ी उत्सुक शिष्या थी।

उसकी अध्यापिका ने बड़े परिश्रम से उसको finger-play द्वारा spelling करना सिखाया। उसे दो शब्दों के बीच अन्तर जानने में कुछ कठिनाई आई लेकिन उसकी अध्यापिका के सब्र और परिश्रम ने उसको भाषा के रहस्य का ज्ञान करा दिया। जब उसे भाषा के रहस्य का ज्ञान हो गया तो उसे बहुत प्रसन्नता हुई। Helen ने अपनी आत्मकथा 22 साल की आयु में लिख डाली। अपनी शिक्षा के कारण Helen Keller एक विशिष्ट व्यक्तित्व वाली महिला बन कर उभरी।

Question 3.
Describe the narrator’s experience with her teacher.
वर्णनकर्ता का अपनी अध्यापिका के साथ अनुभव का वर्णन करो।
Answer:
Anne Sullivan came to Helen Keller’s house to teach her. The morning after she came, she was led into her room. She gave her a doll. She played with it a little while. Miss Sullivan slowly spelled into her hand the word d-o-l-l. She felt interested in the finger-play.

She learnt many words like pin, hat, cup and a few verbs like sit, stand and walk. After a few weeks, she learnt that everything has a name. One day Miss Sullivan put Helen’s big rag doll into her lap.

She again spelled the word “d-o-l-l” and tried to make Helen understand that d-o-l-l applied to both. Then she had a tussle with her teacher over the words ‘mug’ and ‘water’. She felt fed up with her teacher’s efforts to teach her the difference between the two words.

Then they went to the well-house. Her teacher placed her hand under the spout from which cool water flowed on her hand. She felt a thrill of returning thought. Her soul awakened. The mystery of language was revealed to her. She learnt a number of words. Finally she wrote her autobiography.

Anne Sullivan Helen Keller के घर उसको पढ़ाने के लिए आई। अगली प्रातः उसे Anne Sullivan के कमरे में ले जाया गया। उसने उसे एक गुड़िया दी। वह इस गुड़िया के साथ कुछ समय के लिए खेलती रही। Miss Sullivan ने धीरे-धीरे उसके हाथ में ‘d-o-l-l’ शब्द के spelling लिख दिए।

उसे ऊँगलियों के खेल में रुचि महसूस हुई। उसने कई शब्द सीख जैसे pin, hat, cup और कुछ verbs भी सीखे- जैसे sit, stand और walk। कुछ सप्ताहों के बाद उसने यह बात भी सीख ली कि हर एक चीज़ का नाम होता है। एक दिन Miss Sullivan ने Helen की कपड़े से बनाई हुई बड़ी गुड़िया उसकी गोद में रख दी।

उसने फिर Helen को समझाने की कोशिश की कि ‘d-o-l-l’ दोनों गुड़ियों को लागू होता है। फिर उसका अपनी अध्यापिका से ‘mug’ और ‘water’ शब्दों पर झगड़ा हो गया। वह अपनी अध्यापिका की दोनों words के बीच अन्तर समझाने की कोशिशों से तंग आ गई। फिर वे कुँआ-घर की ओर चली गईं।

उसकी अध्यापिका ने उसके हाथ को pipe के नीचे रखा जहां से ठंडा पानी उसके हाथ में बह कर आता था। उसे किसी विचार के वापस आने की कम्पन महसूस हुई। उसकी आत्मा जाग पड़ी। भाषा का रहस्य उस पर प्रकट हो गया। उसने कई शब्द सीख लिये। अन्त में उसने अपने जीवन की कहानी लिखी।

Objective Type Questions

Question 1.
Who was Anne Mansfield Sullivan ?
Answer:
She was Helen Keller’s teacher.

Question 2.
What was something unusual happening at the narrator’s home ?
Answer:
Helen’s teacher was expected to come, so Helen’s mother was hurrying to and fro in the house.

Question 3.
What was the narrator doing while sitting on the steps ?
Answer:
She was waiting with beating heart for something to happen.

Question 4.
What was the wordless cry of the narrator’s soul ?
Answer:
It was the gift of light and the light of love shone on her in that very hour.

Question 5.
Who had sent the doll for the narrator ?
Answer:
Blind children at the Perkins Institution had sent it.

Question 6.
How did the narrator learn to spell the words ?
Answer:
She learnt it by finger-play.

Question 7.
Why did the narrator dash the doll upon the floor?
Answer:
The narrator did so because she felt disgusted with the efforts of Anne Sullivan to tell her the difference between mug and water.

Question 8.
List the few words that the narrator’s teacher made her learn.
Answer:
The words were pin, hat, cup and a few verbs like sit, stand and walk.

Question 9.
What did the narrator learn at the well-house ?
Answer:
She learnt the mystery of language as the cool water flowed over her hand.

Question 10.
Choose the correct date on which Helen Keller’s teacher came to her.
(i) Third of March, 1887
(ii) 13th April, 1887
(iii) 28th June 1887
Answer:
Third of March, 1887.

Question 11.
Choose the correct option :
The name of Helen Keller’s teacher was :
(i) Anne Marilyn
(ii) Anne Sullivan
(iii) Anne Solomon
(iv) Gloria Sullivan.
Answer:
(ii) Anne Sullivan.

Question 12.
Choose the correct option :
(i) The children of Perkins Institution sent a doll to Helen.
(ii) The children of Columbia Institution sent Helen a doll.
(iii) The girls of St. Mary School sent Helen a doll.
Answer:
(i) The children of Perkins Institution sent a doll to Helen.

Question 13.
Name the correct method through which Helen Keller learnt to spell words
(i) finger-play
(ii) spelling words
(iii) finger-crossing
Answer:
finger-play.

Question 14.
Helen Keller had a tussle with her teacher over the words :
(i) Jug and coffee
(ii) Mug and water
(iii) Beer and tankard
Answer:
Mug and water.

Question 15.
Give two words which Helen Keller learned through finger-play.
Answer:
Pin, hat.

Question 16.
Anne Mansfield Sullivan was Helen Keller’s :
(a) Sister
(b) Aunt
(c) Teacher
(d) Friend.
Answer:
(c) Teacher

Question 17.
Small children of Perkins Institution had sent for Helen Keller :
(a) a packet of chocolates
(b) a doll
(c) a woollen cap
(d) a camera.
Answer:
(b) a doll.

The Story of My Life Summary in English

The Story of My Life Introduction:

Helen Keller became blind and deaf through fever at the age of nineteen months. She was born in 1880. In those days people often did not care for the blind and the deaf. They used to be sent to the poor house or an asylum. But Helen Keller was a determined person.

She went on to live a fuller life. Although she was blind and deaf, Helen Keller had a great gift for communication. She learned to read and write Braille. She began to read lips by feeling the shapes and vibrations formed by people’s mouths as they spoke. This form of lip-reading is very difficult. Many people cannot do it successfully.

Anne Sullivan came to Helen’s house in March 1887. She immediately began to teach Helen to communicate by spelling into her hand. At the age of 22, Helen Keller published her life story, “The Story of My Life’ with the help of Sullivan and Sullivan’s husband, John Macy. It tells the story of her life up to the age of 21 and was written during her time in college.

The Story of My Life Summary in English:

The writer remembers the most important day of her life. It is the day on which her teacher Anne Sullivan came to her. She was filled with wonder. There is a great contrast between the two lives which it connects. She came to her on the third of March, 1887. It was three months before she was seven years old.

The day of Anne Sullivan’s arrival was full of excitement. She thought that something unusual was going to happen. She was tense and anxious. She was like a great ship trying to touch the shore. She was waiting for something to happen. Then she felt the approaching footsteps. She stretched out her hand. She expected her mother to take it. Someone took her hand. It was her teacher Anne Sullivan who came.

The morning after Anne Sullivan came, she led Helen into her room. She gave her a doll. It had been sent by the little blind children at the Perkins Institution. Helen played with the doll for some time. Miss Sullivan slowly spelled into her hand the word “d-ol-l”. Helen felt interested in the finger play and tried to imitate it. She succeeded in making the letters correctly.

She felt happy and proud. She ran downstairs to her mother. She held up her hand and made the letters for doll. She did not know that she was spelling a word or even that words existed. She was simply making her fingers go in monkey-like imitation. She learned to spell a great many words. Some of these words were pin, hat, cup and a few verbs like sit, stand and walk. After several weeks she understood that everything has a name.

One day, while she was playing with her new doll, Miss Sullivan put her doll into her lap and also spelled d-0-l-l and tried to make her understand that “d-o-l-l”applied to both. They also had a tussle over the words ‘mug’ and ‘w-a-t-e-r’. Miss Sullivan tried to impress it upon Helen that “mug is mug” and “water is water”. But Helen went on confusing the two.

Miss Sullivan dropped the subject for some time. She renewed it again after some time. Helen became impatient. She broke the new doll. She had no regrets. Her teacher Miss Sullivan swept the pieces of the broken doll to one side. She was satisfied that the cause of her discomfort was removed. Her hat was brought. Then they walked to the well-house.

At the well-house, someone was drawing water. Her teacher placed her hand under the spout. The cool stream of water flowed over Helen’s one hand. She spelled the word water into the other hand, first slowly, then quickly. Helen stood still. Her whole attention was fixed upon the motions of her fingers. Somehow the mystery of language was revealed to her. She knew then that w-a-t-e-r meant the wonderful cool something that was flowing over her hand.

She left the well-house. She was eager to learn. Everything had a name. Each name gave birth to a new thought. On reaching the house, she remembered that she had broken the doll. She felt her way to the place of the broken doll. Then she tried to put the pieces of the broken doll together. Then her eyes filled with tears. She felt sorry for what she had done.

She learnt many words that day. Some important words were mother, father, sister, teacher. She felt that these words were going to open the world for her. She was very happy. She lay in her crib. She longed for a new day to come.

The Story of My Life Summary in Hindi

The Story of My Life Introduction:

Helen Keller ज्वर से पीड़ित होने के कारण 19 महीनों की आयु में अन्धी और बहरी हो गई। वह 1880 में पैदा हुई थी। उन दिनों में लोग प्रायः अन्धों और बहरों की परवाह नहीं किया करते थे। उनको निर्धनों के रहने के लिए घरों या आश्रमों में भेज दिया जाता था। लेकिन Helen Keller एक पक्के इरादे वाली थी।

उसने परिपूर्ण जीवन व्यतीत किया। यद्यपि वह अन्धी और बहरी थी, Helen Keller के पास संचारण की महान प्रतिभा थी। उसने Braille सिस्टम पढ़ना और लिखना सीख लिया। उसने लोगों को बोलते समय अपने मुखों के द्वारा बनाये हुए आकारों और कम्पनों को अनुभव करके लोगों के होंठो को पढ़ना शुरू कर दिया। इस प्रकार होंठो को पढ़ना अति कठिन है। बहुत से लोग lip-reading सुगमता से नहीं कर सकते।

Anne Sullivan Helen के घर March 1887 में आई। उसने तुरन्त Helen को उसके हाथ में spelling लिखकर पढ़ाना शुरू कर दिया ताकि वह संचारण कर सके। 22 वर्ष की अवस्था में Helen ने अपने जीवन की कहानी को छपवा दिया जिस का नाम था ‘The Story of My Life’ ।

इसको लिखने में Helen की सहायता Sullivan ने और उसके पति John Macy ने की थी। यह पुस्तक 21 साल तक उसके जीवन की कहानी बताती है और उसके कालिज में पढ़ाई के दिनों में लिखी गई थी।

The Story of My Life Summary in Hindi:

लेखिका को अपने जीवन का बहुत महत्त्वपूर्ण दिन याद है। यह वह दिन है जिस दिन उसकी Teacher Ann Sullivan उसके पास आई। वह आश्चर्य से भर गई। उन दोनों के जीवनों में बहुत अन्तर है जिनको Ann Sullivan का आना जोड़ता है। वह उसके पास 3 March, 1887 को आई। Helen Keller की 7 साल की आयु में अभी 3 महीने बाकी थे जब Ann Sullivan उसके पास आई।

Ann Sullivan के आने का दिन जोश से भरा हुआ था। उसने सोचा कि कुछ असामान्य घटने वाला था। वह तनावदार और चिन्ताग्रस्त थी। वह एक बड़े समुद्री जहाज़ की तरह थी जो छोर तक पहुंचने का प्रयास कर रहा था। वह किसी चीज़ के घटित होने की प्रतीक्षा कर रही थी। तब उसको Ann Sullivan के पास आते हुए पगों की ध्वनि सुनाई दी।

उसने अपना हाथ आगे को पसारा। उसे आशा थी कि उसकी माँ उसका हाथ थाम लेगी। किसी ने उसका हाथ पकड़ लिया। यह उसकी Teacher Ann Sullivan थी जो उसके घर आई।

अपने आने के अगले दिन Ann Sullivan Helen को अपने कमरे में ले गई। उसने उसको एक गुड़िया दी। यह गुड़िया Perkins Institution के छोटे-छोटे अन्धे बच्चों ने उसके लिए भेजी थी। Helen कुछ समय तक गुड़िया के साथ खेलती रही। Miss Sullivan ने धीरे से Helen के हाथ में d-o-l-l का शब्द spell कर दिया।

Helen को अपने हाथ ऊँगलियों के खेल में रुचि पैदा हो गई और उसने इसकी नकल करने की कोशिश की। वह d-o-l-l के अक्षर ठीक तरह लिखने में (Finger play द्वारा ) सफल हो गई। वह प्रसन्न हुई और उसे अपने आप पर गर्व महसूस हुआ।

वह सीढ़ियों से नीचे उतर कर अपनी माँ के पास गई। उसने अपने हाथ को ऊपर करके दिखलाया और d-o-l-l के लिए अक्षर बनाये। उसको यह ज्ञान नहीं था कि वह एक शब्द के spelling कर रही थी और यह कि शब्दों का भी अस्तित्व होता है। वह अपनी ऊँगलियों को बन्दरों की तरह नकल करने में प्रयोग कर रही थी। उसने बहुत से शब्दों को spell करना सीख लिया। उनमें से कुछ शब्द थे pin, hat, cup

और कुछ verb जैसे sit, stand और walk कई सप्ताहों के बाद वह समझ गई कि हर एक चीज़ का नाम होता है। एक दिन जब वह अपनी नई गुड़िया के साथ खेल रही थी तो Miss Sullivan ने उसकी गुड़िया को उसकी गोद में रख दिया और ‘d-o-l-l’ शब्द को spell भी कर दिया और उसको यह समझाने की कोशिश की कि ‘d-o-l-l’ दोनों को लागू होती है। उनका ‘mug’ और ‘water’ शब्दों पर भी झगड़ा हुआ। Miss Sulivan ने Helen को समझाने की कोशिश की कि ‘Mug’ ‘Mug’ होता है और पानी पानी होता है लेकिन वे दोनों शब्दों में उलझ जाती हैं।

Miss Sullivan ने इस विषय को कुछ देर के लिए टाल दिया। उसने कुछ देर के बाद फिर शुरू कर दिया। Helen बेसब्र हो गई। उसने नई गुड़िया तोड़ डाली। उसे कोई खेद नहीं हुआ। Miss Sullivan ने टूटी हुई गुड़िया के टुकड़ों को झाडू से साफ़ करके एक side पर लगा दिया। इसके बाद वे कुँआ-घर की ओर चले गये।

कुंआ-घर पर कोई व्यक्ति पानी निकाल रहा था। उसकी Teacher उसके हाथ को पानी की पाईप के नीचे करके पानी की ठंडी धारा Helen के एक हाथ पर बहाती गई। उसने Helen के दूसरे हाथ में ‘water’ शब्द के spelling बना दिए। पहले धीरे-धीरे, बाद में, फिर तेज़ी से।

Helen चुपचाप खड़ी रही। उसका पूरा ध्यान उसकी ऊँगलियों की हरकत पर लगा हुआ था। किसी तरह भाषा का रहस्य उस पर प्रकट हो गया। फिर उसे पता चल गया कि पानी का अर्थ था कोई विचित्र ठंडी चीज़ जो कि उसके हाथ पर बह रही थी। वह well-house से चली गई। वह और सीखने के लिए उत्सुक थी। हर एक चीज़ का कोई नाम था। प्रत्येक नाम एक नये विचार को जन्म देता था। घर पहुँचकर उसे याद आया कि उसने गुड़िया को तोड़ दिया है।

वह टूटी हुई गुड़िया की जगह पर गई। फिर उसने टूटी हुई गुड़िया के टुकड़ों को जोड़ना चाहा। फिर उसकी आँखें अश्रुओं से भर गई। जो कुछ उसने किया था, उस पर उसको बहुत दुःख हुआ। उस दिन उसने बहुत से शब्द सीखे। कुछ महत्त्वपूर्ण शब्द थे mother, father, sister, teacher । उसने महसूस किया कि ये शब्द संसार के सारे द्वार उसके लिए खोल देंगे। वह बहुत प्रसन्न थी। वह अपने खटोले में या शिशुशैया में लेट गई। वह चाहती थी कि अगला दिन जल्दी आए।

Word Meanings:

A Rainbow of English 12 Class PSEB Solutions 

• Hassan’s Attendance Problem Question Answer
• The March King Question Answer
• Thinking Out of the Box: Lateral Thinking Question Answer
• Robots and People Question Answer
• On Giving Advice Question Answer
• On Saying “Please” Question Answer
• The Story of My Life Question Answer
• Two Gentlemen of Verona Question Answer
• In Celebration of Being Alive Question Answer
• Ghadari Babas in Kalapani Jail Question Answer