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NCERT Solutions for Class 6 The Wonderful Words

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NCERT Solutions for Class 6 The Wonderful Words English

Human is the only species who express their thoughts through language. Words are a wonderful medium to communicate. In this page, you will find NCERT Solutions for Class 6 English The Wonderful Words which will help in the development of your own language.
NCERT Solutions for Class 6 The Wonderful Words

Working with Poem

1. With your partner, complete the following sentences in your own words using the ideas in the poem.

(i) Do not let a thought shrivel and die because  ————————————
► for want of a way to say it

(ii) English is a  ————————— with words that everyone can play.
► wonderful game

(iii) One has to match  ——————————————
► to the brightest thoughts in your head

(iv) Words are the  ——————————— of thought.
► food and dress 

2. In groups of four discuss the following lines and their meanings.

(i) All that you do is match the words
To the brightest thoughts in your head

►The poet says that you only have to select words to express your thoughts present in your head

(ii) For many of the loveliest things
Have never yet been said

► The poet encourage readers to convert their thoughts into words and speak them as these are loveliest things that never yet been said.

(iii) And everyone’s longing today to hear
Some fresh and beautiful thing

► All the people are listening to the same thoughts. Everyone is excited to hear some new thing so speak your thoughts brilliantly.

(iv) But only words can free a thought
From its prison behind your eyes

► You have thoughts in your mind but its in prison behind your eyes. You need to free thoughts by giving them words.

NCERT Solutions for Class 6 Whatif

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NCERT Solutions for Class 6 Whatif English

You can find accurate NCERT Solutions of Class 6 Whatif English here so you can prepare for class test efficiently and get good marks. The poem presents many questions of a child that is filled with doubts and fears.
NCERT Solutions for Class 6 Whatif

1. (i) Who is the speaker in the poem?

Answer

The speaker in the poem is child.

(ii) With your partner list out the happenings the speaker is worried about.

Answer

The speaker is worried if he was dumb in school, if they had closed the swimming pool, if he got beaten up, if there was poison in his cup, if he started to cry, if he got sick and died, if he flunked that test, if green hair grew on his chest, if nobody liked him, if a bolt of lightning struck him, if he did not grow taller, if his head started getting smaller, if the fish would not bite, if the wind tore up his kite, if they started a war, if his parents got divorced, if the bus was late, if his teeth did not grow in straight, if he tore his pants, if he never learnt to dance.

(iii) Why do you think she/he has these worries? Can you think of ways to get rid of such worries?

Answer

She/he has these worries because in the night she/he is free therefore, these fearful thoughts started coming in his mind. To get rid of such worries she/he should involve their mind in creative work.

2. Read the following line. 
Some Whatifs crawled inside my ear
Can words crawl into your ear? This is an image. The poet is trying to make an image of what she/he experiences. Now with your partner try and list out some more images from the poem.

Answer

Some other images are:
• Pranced and partied all night long
• Sang their old whatif song.
• Whatif a bolt of lightning strikes me

NCERT Solutions for Class 6 Vocation

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NCERT Solutions for Class 6 Vocation English

NCERT Solutions for Class 6 Vocation English will help you in understanding the concepts of the chapter. This poem is shows various professions that a school going student sees in his life.
NCERT Solutions for Class 6 Vocation

1. You partner and you may now be able to answer these questions.

(i) Who is the speaker in the poem? Who are the people the speaker meets? What are they doing?

(ii) What wishes does the child in the poem make? Why does the child want to be a hawker, a gardener, or a watchman? Pick out the lines in each stanza, which tell us this.

(iii) From the way the child envies the hawker, the gardener and the watchman, we can guess that there are many things the child has to do, or must not do.

Make a list of the DOs and DON’Ts that the child doesn’t like.

The first line is done for you.

The child mustThe child must not
Come home at a fixed time.Get his clothes dirty in the dust.
--
--
--

Now add to the list your own complaints about the things you have to do, or must not do.

Answer

(i) The speaker is a little child who goes to school. On his way to the school, he met a hawker, who cried “Bangles, crystal bangles!” When he returned from school, he watched a gardener, who was digging the ground. When it got dark and his mother sent him to bed, through his window he saw the watchman walking up and down.

(ii) The child in the poem wants to be a hawker, a gardener, and a watchman. When he looks at the hawker, he wishes he could also spend his day on the road crying “Bangles, crystal bangles!” He feels that there is nothing to hurry the hawker on. There is no road he must take, no place he must go to, and no fixed time when he must come home. These are the things that he cannot do himself and therefore, he wants to be a hawker so that he could do all these things. Next, he wishes he was a gardener because a gardener does what he likes with his spade. He soils his clothes with dust. Nobody scolds him if he gets baked in the sun or gets wet. Therefore, if the little child was a gardener, nobody would stop him from digging. Finally, he sees the watchman and wants to be like the watchman so that he could walk through dark and lonely streets all night with his lantern and chase shadows. When he is put to bed and is not allowed to roam outside, he sees the watchman swinging his lantern with his shadow at his side and he feels that the watchman never even once has to go to bed in his entire life. Therefore, he wants to be a hawker, a gardener, and a watchman so that he could do all the things they did as he could not do them being a child.

(iii)
The child mustThe child must not
Come home at a fixed time.Get his clothes dirty in the dust.
Go to bed when it got darkGet baked in the sun or get wet
Go to school everydayWalk on dark and lonely streets at night

2. Find out the different kinds of work done by the people in your neighbourhood. Make different cards for different kinds of work. You can make the card colourful with pictures of the persons doing the work.

Answer

Do yourself

NCERT Solutions for Class 8 English Honeydew

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NCERT Solutions for Class 8 English Honeydew - Free PDF Download

NCERT Solutions for Class 8 English Honeydew is given here that will help you in every questions and answers that you're finding problematic. Through the help of Class 8 English NCERT Solutions Honeydew prepared by Studyrankers experts you can complete your homework on time. The texts provided in the textbook will promote reading habits in students through story reading, story retelling, choral reading, shared reading. It is necessary to develop language skills from this age as it will help you as you move to higher classes and communication skills. 

We have provided chapterwise NCERT solutions of every questions so a child can find them easily without wasting their time. You only need to click on the chapter name given in order to read answers.
NCERT Solutions for Class 8 English Honeydew

Chapterwise NCERT Solutions for Class 8 English Honeydew

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3

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    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 is provided here which will help you in completing your homework on time. It will be useful in knowing the basic concepts of the chapter as Class 9 Maths NCERT Solutions prepared by Studyrankers experts are accurate and detailed so you can score maximum marks in the examinations. These NCERT Solutions are updated as per the latest marking scheme released by CBSE.

    Exercise 9.3 has total 16 questions which are about proving two areas are equal, two sides are parallel etc.

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 1

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 2

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 3

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 4

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 5

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 6

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 7

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 8

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 9

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 10

    NCERT Solutions for Class 9 Maths Chapter 9 Areas of Parallelograms and Triangles Exercise 9.3 Part 11

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.1

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    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.1

    You can find NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.1 here that will essential for development of problem solving skills. Class 9 Maths NCERT Solutions will help you in knowing the basic details about the chapter. The NCERT questions and answers provided by Studyrankers are detailed and accurate so they can be helpful for you in getting basic concepts easily. Through the help of these, you can complete your homework and also improve your marks in the examinations.

    Exercise has only two questions in which fill in the blanks and marking true and false is given.

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.1

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.2

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    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.2

    If you're facing any problem in finding the NCERT Solutions of Chapter 10 Circles Exercise 10.2 Class 9 Maths then you can find them here. NCERT Solutions for Class 9 Maths is very valuable guide that will inform about important formulas of the chapter. NCERT questions and answers prepared by Studyrankers experts are detailed so you can understand the concepts easily. By taking help from these solutions, you can complete home assignments on time.

    Exercise 10.2 has two questions which are proving that equal chords of congruent circles subtend equal angles at their centres etc.

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.2 Part 1

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.2 Part 2

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.3

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    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.3

    You can find NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10. 3 here which are prepared by subject matter experts of Studyrankers. Class 9 Maths NCERT Solutions provided here will guide in developing your problem solving skills and knowing the basic concepts given in this exercise. You will get to know about important formulas that will help you in solving the questions in higher classes also. NCERT questions and answers can be helpful in you're running late in completing homework.

    Exercise 10.3 has total three questions in which you have to prove that their centres lie on the perpendicular bisector of the common chord etc.

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.3 Part 1

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.3 Part 2

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.3 Part 3


    NCERT Solutions for Class 10 Maths

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    NCERT Solutions for Class 10 Maths

    CBSE NCERT Solutions for Class 10 Maths Textbook is arranged through and pointwise manner so that you can easily grasp the concept behind the question. Here you can find NCERT Solutions for Class 10 Maths in PDF format that will help in framing own NCERT Class 10 Maths Solutions easily. You can also download NCERT questions and answers and use whenever you need. Maths is one of the main subjects for Class 10th students. Maths NCERT Textbook will help in building fundamentals in the subject. You need to solve the exercises given between the chapters. If you're facing any problem while solving any question in the exercises then you can take help from this page. The answer of each chapter is provided in the list. You only need to select the required chapter from the list and start reading.

    NCERT Solutions for Class 10 Maths

    Chapterwise NCERT Solutions for Class 10 Maths

    Why NCERT Solutions for Class 10 Maths by Studyrankers?

    These Maths Class 10 Solutions are prepared by our experts who are experienced and well qualified who have prepared step by step NCERT Class 10 Maths Solutions which will help you:
    • In knowing the areas where one is lacking.
    • We have touched all important points and detailed them so students can easily get them. 
    • NCERT Maths solutions also includes concept specific to the questions so you don't have to roam around the different sources to understand the question.
    The Class 10th Maths textbook consists of total 15 chapters which can be divided into seven units. There are various questions provided between the chapter known as NCERT Solutions. These NCERT questions are important for the purpose of examinations and also help in developing your knowledge. NCERT Solutions for Class 10 Maths will prove a useful guide in the development of problem solving skills and knowing how to use formulas effectively. We will start with number system and then move towards algebra. After which we will study coordinate geometry. We will also study concepts of trigonometry and mensuration. Lastly, we will study Statistics and Probability.

    Chapter 1 - Real Numbers

    There are total four exercises in the chapter. In the first exercise, there are four questions and most of them are based on Euclid's division lemma. The second exercise consists of HCF and LCM questions. The third exercise has three questions in which you prove numbers rational or irrational. The last exercise also has three questions based in which you have to expand fractions into decimals and write decimals in their fraction form.

    Chapter 2 - Polynomials

    The chapter has four exercises however the last exercise is optional. In the first exercise, you have to find zeroes of polynomials p(x). There are two questions in the second exercise. In the first, you have to verify the relationship between the zeroes and the coefficients while in the second you have to find a quadratic polynomial. The third exercise contains five questions in which you have to do division of polynomials and obtain zeroes of polynomials. The optional exercise has five questions in which you have to find zeroes of polynomials.

    Chapter 3 - Pair of Linear Equations in Two Variables

    There are seven exercises in which the last exercise is optional. In the first exercise, there are three world problems given. There are seven questions in the second exercise. The first question has two problems while in the second and third you have to compare the ratios of the pair of linear equations. In the fourth question, you have to find whether pairs of linear equations are consistent or inconsistent. The fifth question is a word problem and in the sixth question, we have to find another linear equation in two variables. In the last question, you have to draw the graphs of the equations. The third exercise has three questions. In the first, you have to solve the given pair of linear equations by the substitution method while in the second you need to find the value of ‘m'. The third question has six world problems. The fourth exercise has two questions. In the second question, you have to solve the pair of linear equations by the elimination method and the substitution method while the second question contains five world problems. The fifth exercise contains five questions in which you have to solve the pair of linear equations through various methods given. The sixth exercise has two questions. The last exercise is optional.

    Chapter 4 - Quadratic Equations

    There are four exercises. The first has two questions, in the first you need to find check whether equations are quadratic equations or not while in the second you have to convert world problem into quadratic equations. In the second exercise, you need to find the roots of quadratic equations by factorization. The third exercise is also on finding the roots of quadratic equations. The fourth exercise has five questions based on finding roots.

    Chapter 5 - Arithmetic Progressions

    Four exercises are given in the whole chapter which is divided into various questions in which we have to find the term.

    Chapter 6 - Triangles

    There are six exercises including one optional having different set of questions based on the properties of triangles.

    Chapter 7 - Coordinate Geometry

    There are four exercises in the chapter. The questions are about finding the distance between the two points whose coordinates are given, finding the area of the triangle formed by three given points and finding the coordinates of the point which divides a line segment joining two given points in a given ratio.

    Chapter 8 - Introduction to Trigonometry

    There are four exercises consisting of various questions mainly on finding trigonometric ratios.

    Chapter 9 - Some Applications of Trigonometry

    There is only one exercise whose questions are based on the practical applications of trigonometry.

    Chapter 10 - Circles

    The chapter has two exercises. The first exercise has basic questions while in the second, there various questions in which you have to prove the given equations.

    Chapter 11 - Constructions

    In this chapter, you have to draw various constructions such as division of line segments, construction of Tangents to a Circle.

    Chapter 12 - Areas related to Circles

    Three exercises cover questions of the area of a circle and finding the areas of two special ‘parts’ of a circular region.

    Chapter 13 - Surface Areas and Volumes

    In this chapter, we will deal with the problems of finding areas and volumes of different solids such as cube, cuboid and cylinder.

    Chapter 14 - Statistics

    There are total four exercises in which you have to solve questions based on finding mean, median and mode from ungrouped data to that of grouped data. You will also have to solve questions related to cumulative frequency, the cumulative frequency distribution and how to draw cumulative frequency curves.

    Chapter 15 - Probability

    There are only two exercises in which one is optional. The questions is on finding the probability of getting a situation mostly on coins and dice.

    Show that any positive odd integer is of the form 6q+1 or 6q+3 or 6q+5, where q is some integer.

    Let a be any positive odd integer, we apply the division algorithm with a and b = 6.
    Since 0≤r<6, the possible remainders are 0, 1, 2, 3, 4 and 5. i.e., a can be 6q or 6q + 1, or 6q + 2, or 6q + 3, or 6q +4, or 6q +5 where q is quotient.
    However, since a is odd 
    ∴a cannot be equal to 6q,6q+2,6q +4
    ∵All are divisible by 2 
    Therefore, any odd integer is of the form 6q+1 or 6q+ 3 or 6q+5.

    What is circumference of a circle?

    The total length of boundary of a circle is called circumference of a circle.
    Circumference of a circle = 2πr; where 'r is radius of the circle.

    What is an event in Probability?

    The collection of some or all possible outcomes of a random experiment is called an event

    What is an impossible event in Probability?

    An event associated with random experiment is called an impossible event. If it never occurs when every experiment is performed.

    Notes of Maths Class 10th

    Important Questions for Class 10 Maths

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4

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    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4

    If you are looking for Chapter 10 Circles Exercise 10.4 NCERT Solutions for Class 9 Maths then your search ends here as you will find accurate and detailed answers of every questions of Ex 10.4 on this page. These Class 9 Maths NCERT Solutions are prepared by Studyrankers subject matter experts which will help you in understanding the application of formulas and boost your morale. Important points and formulas provided in this chapter will be useful for you in higher classes so you must build your basic fundamentals.

    There are six questions in Exercise 10.4 which are about finding the length of the common chord, proving the segments of one chord are equal to corresponding segments of the other chord.

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4 Part 1

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4 Part 2

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4 Part 3

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4 Part 4

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.4 Part 5

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5

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    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5

    You can find Chapter 10 Circles Exercise 10.5 Class 9 Maths NCERT Solutionson this page that will guide you in solving difficult questions so you can score good marks in the examinations. NCERT Solutions for Class 9 Maths provided here are accurate and detailed so you can clear your doubts easily. These NCERT questions and answers are updated as per the latest syllabus of CBSE so you don't have to precious time in wandering.

    There are total 12 questions in Exercise 10.5 in which you have to prove that a cyclic parallelogram is a rectangle, prove that the point of intersection of these circles lie on the third side etc.

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 1

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 2

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 3

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 4

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 5

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 6

    NCERT Solutions for Class 9 Maths Chapter 10 Circles Exercise 10.5 Part 7

    NCERT Solutions for Class 10 Hindi Kshitij

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    NCERT Solutions for Class 10 Hindi Kshitij - Free PDF Download

    In this page, you will find NCERT Solutions for Class 10 Hindi Kshitiz in detailed manner that will help you answering difficult Class 10 Hindi NCERT Solutions in no time. In this way, you can increase your language skills as well as prepare yourself for board examinations. These NCERT solutions are updated as per the latest syllabus released by CBSE. Studyrankers experts have prepare accurate NCERT Solutions for Class 10 Hindi which you can use to complete your homeowrk on time. If you are having any problem while finding the correct answers of Kshitiz Hindi Textbookthen you can take help from here. We have provided answers chapterwise in the given list so that you can easily browse throughout different chapters.
    NCERT Solutions for Class 10 Hindi Kshitij

    Chapterwise NCERT Solutions for Class 10 Hindi Kshitij

    Kshitiz is one of the main textbook for Hindi Course A. Textbook contains compositions of seventeen creators, of which eight prose works. There are poems of nine poets. Poems were kept according to the historical chronology. The poems represent various trends of Bhaktikal, Ritikal and modern times, so that students get acquainted with the development journey. After the end of each chapter, NCERT questions are given which will check your understanding of the chapter.

    By using the NCERT Solutions for Class 10 Hindi, you will get to know about the important points of the chapter which you can recount during examinations in order to get good marks. Literature section is very important and scoring section so you must solve all the questions of this. 

    पाठ 1- पद (सूरदास)

    This poem is taken from 'Bhrmar Geet' compiled in 'Surasagar' by Surdas in which emotion of separation is shown.

    पाठ 2- राम-लक्ष्मण-परशुराम संवाद (तुलसीदास)

    Ram-Lakshman-Parashuram dialogue is taken from 'Balkhand' of Ramcharitmanas. This dialogue took place between Ram, Lakshman and angry Muni Parashuram in the Swmywar of Sita after Ram broke the bow of Shiva

    पाठ 3- सवैया और कवित्त (देव)

    There are two poems composed by Dev. In the first poem, he described the beauty in an ornamental way. In the second poem, a beautiful picture of love and nature has been expressed.

    पाठ 4- आत्मकथ्य (जयशंकर प्रसाद)

    Munshi Premchand had requested to write an autobiography with Mr. Jaishankar Prasad to print his own magazine 'Hans' but he refused to do so. He wrote 'Aathmkathy' poem instead of autobiography, which appeared in 'Hans' in 1932. In this poem, the poet had written the many realities which he had suffered.

    पाठ 5- उत्साह और अट नहीं रही (सूर्यकांत त्रिपाठी 'निराला')

    The poem is in two parts. The first poem, Utsaah is an invocation song. The poet has revealed it through the clouds. Reflecting in the context of 'Navjivan' and 'Nai Kavita, Nirala Ji has expressed his feelings through the clouds. In the second poem, At nahi Rahi, he has done beautiful illustration of Phagun month.

    पाठ 6- यह दंतुरहित मुस्कान और फसल  (नागार्जुन)

    There are two poems. In the first poem, the poet is very happy to see the grin of a small child, who have small teeth in his mouth. The second poem, Fasal show crops are the basis of our lives.

    पाठ 7- छाया मत छूना (गिरिजाकुमार माथुर)

    This poem is related to human life references. In our lives happiness and pain show their colors. By remembering the old pleasures, the person further increases the misery of the present.

    पाठ 8- कन्यादान (ऋतुराज)

    The poet has tried to define the new social values by expressing the intimateity of the relationship between the mother and daughter in this poem.

    पाठ 9- संगतकार (मंगलेश डबराल)

    The 'Sangatkar' poem points to the importance of the accompanist who co-ordinates the lead singer.

    पाठ 10- नेताजी का चश्मा (स्वयं प्रकाश)

    Through this lesson, the author has described the important contribution of those anonymous citizens of the country, who are active in their own way in building the country.

    पाठ 11- बालगोबिन भगत (रामवृक्ष बेनीपुरी)

    Through this sketch, the author has described a sanyasi who did not look as a sannyasi with costumes or outbursts. According to the author, the basis of being a sannyasi is love for human life.

    पाठ 12- लखनवी अंदाज़ (यशपाल)

    Through this composition, the author wants to prove that the story of no characters and story can not be written, but an independent composition can be depicted.

    पाठ 13- मानवीय करुणा की दिव्या चमक (सर्वेश्वर दयाल सक्सेना)

    This chapter is a memoir in which the author has described memories related to Father Kamil Bullke. Father Bullke has left his birthplace Ramschapel (Belgium) for India and had special attachment to Hindi language and dialects.

    पाठ 14- एक कहानी यह भी (मन्नू भंडारी)

    This story is an autobiography of Mannu Bhandari. In this, she described the events of her life which helped her in becoming a writer. Are. A story of a young girl from the small town who struggled for freedom and her organizational ability and the way to protest.

    पाठ 15- स्त्री शिक्षा के विरोधी कुतर्कों का खंडन (महावीरप्रसाद द्विवेदी)

    This essay was to awaken the consciousness of those who considered feminism to be futile. According to those people, the cause of the disintegration of society are educated women.

    पाठ 16- नौबतखाने में इबादत (यतींद्र मिश्र)

    This is a short biography of Ustad Bismillah, written by Yatindra Mishra. Amiruddin, a six-year-old man in Kashi from 1916 to 1922, with his nine-year-old elder brother Shamsuddin, comes to live with his two maternal uncle Sadiq Hussain and Alivkhash.

    पाठ 17- संस्कृति (भदंत आनंद कौसल्यायन)

    In this essay, the author tried to clarify relations and differences in culture and civilization. The author believes. Nowadays, those two words are used most often, which we understand the least and those two words are 'civilization' and 'culture'.

    NCERT Solutions for Class 10th Kritika II

    Summary for Long Walk to Freedom NCERT Class 10th

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    Summary of Chapter 2 Long Walk to Freedom (Quick Revision Notes, Character Sketches and Word Meanings) First Flight Class 10

    Summary of the Chapter

    Nelson Mandela was born on July 18, 1918. He was the first South African President to be elected in a fully representative democratic election.

    In life, every man has twin obligations: obligations to his family, to his parents, to his wife and children; and he has an obligation to his people, his community and his country. In a civil and humane society, each man is able to fulfill those obligations according to his own inclinations and abilities. But in a country like South Africa, it was almost impossible for a man of my birth and colour to fulfill both of those obligations.

    In South Africa, a man of colour who attempted to live as a human being was punished and isolated. In South Africa, a man who tried to fulfil his duty to his people was inevitably ripped from his family and his home and was forced to live a life apart, a twilight existence of secrecy and rebellion.

    He said as quoted, "I did not in the beginning choose to place my people above my family, but in attempting to serve my people, I found that I was prevented from fulfilling my obligations as a son, a brother, a father and a husband."
    "I was not born with a hunger to be free. I was born free — free in every way that I could know. Free to run in the fields near my mother’s hut, free to swim in the clear stream that ran through my village, free to roast mealies under the stars and ride the broad backs of slow-moving bulls. As long as I obeyed my father and abided by the customs of my tribe, I was not troubled by the laws of man or God."

    "It was only when I began to learn that my boyhood freedom was an illusion, when I discovered as a young man that my freedom had already been taken from me, that I began to hunger for it. At first, as a student, I wanted freedom only for myself, the transitory freedoms of being able to stay out at night, read what I pleased and go where I chose."

    "Later, as a young man in Johannesburg, I yearned for the basic and honourable freedoms of achieving my potential, of earning my keep, of marrying and having a family — the freedom not to be obstructed in a lawful life. But then I slowly saw that not only was I not free, but my brothers and sisters were not free. I saw that it was not just my freedom that was curtailed, but the freedom of everyone who looked like I did. That is when I joined the African National Congress, and that is when the hunger for my own freedom became the greater hunger for the freedom of my people."

    Summary of Long walk to freedom Class 10 First Flight

    "It was this desire for the freedom of my people to live their lives with dignity and self- respect that animated my life, that transformed a frightened young man into a bold one, that drove a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home, that forced a life-loving man to live like a monk."

    "I am no more virtuous or self sacrificing than the next man, but I found that I could not even enjoy the poor and limited freedoms I was allowed when I knew my people were not free. Freedom is indivisible; the chains on anyone of my people were the chains on all of them, the chains on all of my people were the chains on me. I knew that the oppressor must be liberated just as surely as the oppressed."

    "A man who takes away another man’s freedom is a prisoner of hatred; he is locked behind the bars of prejudice and narrow-mindedness. I am not truly free if I am taking away someone else’s freedom, just as surely as I am not free when my freedom is taken from me. The oppressed and the oppressor alike are robbed of their humanity."

    Summary of Long walk to freedom Class 10 First Flight

    Quick Revision Notes

    • Nelsom Mandela swears in as the first black president of South Africa on 10th May 1994.

    • At the time of his swearing two national anthems were sung. He wished that freedom in Africa should reign.

    • The swearing in ceremony took place in the lovely sandstone amphitheater in Pretoria

    • He addressed the rainbow gathering with a zest telling that never, never, and never again should it be that that beautiful land would experience the oppression of one by another.

    • He wished that freedom in Africa should reign.

    • The army officials who could have caught have and put him in jail before were saluting him to pay respect to the newly born democracy.

    • The two national anthems were sung at the time of his swearing in ceremony.

    • He recalls back the history and pays homage to the national martyrs who sacrificed their lives for the sake of their motherland.

    • He tells about the martyrs were the man of extraordinary courage and wisdom and generosity.

    • That’s why he pays homage to the national martyrs who sacrifice their lives for the sake of their motherland.

    Summary of Long walk to freedom Class 10 First Flight

    • The country of South Africa is rich in minerals and gems but the greatest wealth of country is its people.

    • He tells no one is born hating another person because of the colour of his skin, or his background , or his religion.

    • If people learn to hate, they can be taught to love too.

    • He talks that man's goodness is a flame that can be hidden but never exhausted.

    • He talks about the twin obligations-obligation towards his family & obligation towards his nation.

    • While discharging his duties he found he was not free. Hence, he joined African National Congress fought for the freedom of his country.

    • He well known about the oppressor must be liberated just as surely as the oppressed.

    • The oppressor and oppressed are alike are robbed of their humanity.

    NCERT Solutions for Long Walk to Freedom

    Go Back To Summary of Class 10th First Flight

    Important Questions for Class 10 Hindi Chapter 1 पद

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    Important Questions for Class 10 Hindi Chapter 1 पद Kshitij

    अर्थग्रहण संबंधी प्रश्नोत्तर-

    निम्नलिखित काव्यांशों को ध्यानपूर्वक पढ़कर दिए गए प्रश्नों के उत्तर दीजिए:

    (क) उधौ, तुम हौ अति बड़भागी।
    अपरस रहत सनेह तगा तैं, नाहिन मन अनुरागी।
    पुरइनि पात रहत जल भीतर, ता रस देह न दागी।
    ज्यौं जल माहँ तेल की गागरि, बूँद न ताकौं लागी।
    प्रीति-नदी में पाँव न बोरयौ, दृष्टि न रूप परागी।
    'सूरदास' अबला हम भोरी, गुर चाँटी ज्यौं पागी।

    1. 'नाहिन मन अनुरागी' किस पर व्यंग्य है और क्यों?
    2. गोपियों ने स्वयं को ‘अबला’ और ‘भोली’ बताकर उद्धव पर क्या कटाक्ष किया है?
    3. ‘अति बड़भागी’ में निहित व्यंग्य को स्पष्ट कीजिए।

    उत्तर

    1. 'नाहिन मन अनुरागी' कहकर उद्धव पर व्यंग्य किया गया है, क्योंकि उनके जीवन में प्रेम नहीं, वह अभागा है।
    2. उद्धव के ज्ञान-अभिमान पर व्यंग्य प्रहार किया है। अहंकार रहित और सरल हृदय व्यक्ति ही श्रीकृष्ण के प्रेम का पात्र हो सकता है।
    3. गोपियाँ व्यंग्य स्वरूप उद्धव को ‘अति बड़भागी’ कह रही हैं क्योंकि वे कृष्ण के समीप रहकर भी उनके प्रेम बंधन में नहीं बँध सके और न ही उनके प्रेम में व्याकुल हुए।

    अथवा

    1. गोपियों के कृष्ण-प्रेम की उपमा 'गुर चाँटी ज्यौं पागी' से क्यों दी गई है?
    2. गोपियों ने ‘बड़भागी’ कहकर उद्धव के व्यवहार पर कौन-सा व्यंग्य किया है?
    3. उद्धव के व्यवहार की तुलना किस-किससे की गई है? 

    उत्तर

    1. गोपियों के कृष्ण-प्रेम की उपमा 'गुर चाँटी ज्यौं पागी' से करके कृष्ण के प्रति गोपियों की अनन्य भक्ति व प्रेम को अभिव्यक्त किया गया है। जिस प्रकार चींटी गुड़ से चिपकी रहती हैं, छोड़ती नहीं हैं, उसी प्रकार वे भी कृष्ण के प्रेम में डूबी रहती हैं।
    2. गोपियों द्वारा व्यंग्य-उद्धव का इतना ज्ञानी होना कि कृष्ण के साथ रहते हुए भी उनके प्रेम से न बँध सकना।
    3. उद्धव के व्यवहार की तुलना पानी के अन्दर रहने वाले कमल के पत्ते से की गई है जो कीचड़ और जल से अछूता रहता है और उस तेल की गगरी से की गई जिसके ऊपर पानी की एक बूँद भी नहीं ठहरती है।

    (ख) मन की मन ही माँझ रही।
    कहिए जाइ कौन पै ऊधौ, नाहीं परत कही।
    अवधि असार आस आवन की,तन मन बिथा सही।
    अब इन जोग सँदेसनि सुनि-सुनि,बिरहिनि बिरह दही।
    चाहति हुतीं गुहारि जितहिं तैं, उर तैं धार बही ।
    'सूरदास'अब धीर धरहिं क्यौं,मरजादा न लही।।

    1. गोपियों द्वारा अपनी किस विवशता का उल्लेख किया गया है?
    2. गोपियाँ किस मर्यादा की बात कर रही हैं?
    3. गोपियाँ किस आशा में तन-मन की व्यथा सह रही थीं 

    उत्तर

    1. गोपियों द्वारा स्त्री के रूप में मर्यादित रहने की विवशता का उल्लेख किया गया है। गोपियाँ लोक-लाज के कारण कृष्ण के प्रति अपने प्रेम को अभिव्यक्त नहीं कर सकतीं।
    2. गोपियाँ कृष्ण द्वारा वादा न निभाने की बात कर रही हैं। उनके लिए धैर्य धारण करना मुश्किल हो गया है, क्योंकि कृष्ण ने उनकी मर्यादा का ध्यान नहीं रखा।
    3. गोपियाँ तन-मन की व्यथा इस आशा में सह रही थीं कि कुछ समय बाद तो कृष्ण ब्रज में अवश्य लौट आएँगे।

    अथवा

    1. गोपियों के हृदय की इच्छाएँ हृदय में ही क्यों रह गईं?
    2. गोपियाँ रक्षा के लिए किससे गुहार लगाना चाहती हैं और क्यों?
    3. उद्धव के संदेश को सुनकर गोपियों की व्यथा घटने के स्थान पर बढ़ गई, ऐसा क्यों हुआ? 

    उत्तर

    1. गोपियों को इस बात की पूरी आशा थी कि कृष्ण ब्रज अवश्य आएँगे, परन्तु कृष्ण ने गोपियों को ज्ञान का उपदेश देने के लिए उद्धव को ब्रज भेज दिया। उद्धव को आया देखकर उनकी आशा निराशा में बदल गई।
    2. गोपियाँ विरह-वेदना से व्याकुल हैं । इस पीड़ा से बचने के लिए वे कृष्ण से गुहार लगाना चाहती हैं। योग को धारा उनकी इस विरहाग्नि को बढ़ा रही है, जिससे बचने के लिए वे कृष्ण से रक्षा के लिए गुहार कर रही हैं।
    3. गोपियाँ पूर्ण रूप से कृष्ण के प्रति समर्पित थीं, वे कृष्ण विरह में जी रही थीं। उद्धव ने गोपियों को कृष्ण को भूलकर निर्गुण की उपासना का संदेश दिया, जिसे सुनकर गोपियों की व्यथा बढ़ गई।

    (ग) हमारैं हरि हारिल की लकरी।
    मन क्रम  बचन नंद -नंदन उर, यह दृढ़ करि पकरी।
    जागत सोवत स्वप्न दिवस - निसि, कान्ह- कान्ह जक री।
    सुनत जोग लागत है ऐसौ, ज्यौं करुई ककरी।
    सु तौ ब्याधि हमकौं लै आए, देखी सुनी न करी।
    यह तौ 'सूर' तिनहिं लै सौपौं, जिनके मन चकरी।।

    1. 'हारिल की लकरी' किसे कहा गया है और क्यों ?
    2. गोपियों को योग व ज्ञान की बातें कैसी लगती हैं?
    3. ‘नंद-नंदन’ शब्द का प्रयोग किसके लिए किया गया है?

    उत्तर

    1. 'हारिल की लकरी' श्रीकृष्ण को कहा गया है, क्योंकि जिस प्रकार हारिल पक्षी अपने पैरों में सदैव एक लकड़ी पकड़े रहता है, उसी प्रकार गोपियों ने भी कृष्ण को दृढ़ता से हृदय में धारण किया हुआ है और उन्हें छोड़ने को तैयार नहीं हैं।
    2. गोपियाँ श्रीकृष्ण के प्रेम में पूर्णरूप से आसक्त हैं, उद्धव द्वारा दिया गया संदेश उन्हें कड़वी ककड़ी के समान निरर्थक लगता है, जिसके बारे में गोपियों ने न कभी देखा न कभी सुना।
    3. ‘नंद-नंदन’ शब्द का प्रयोग नन्द बाबा के पुत्र श्रीकृष्ण के लिए किया गया है।

    अथवा

    1. गोपियों को योग कैसा लगता है? प्रस्तुत पंक्तियों के आधार पर बताइए।
    2. 'तिनहिं लै सौंपौ' में किसकी ओर क्या संकेत है? 
    3. गोपियों की दृष्टि में 'व्याधि' क्या थीं?

    उत्तर

    1. गोपियों को योग व्यर्थ लगता है। उन्हें योग कड़वी ककड़ी जैसा प्रतीत होता है, जिसे कोई खाना नहीं चाहता।
    2. 'तिनहिं ले सौंपौ' में उन लोगों की ओर संकेत है जिनके मन श्रीकृष्ण के प्रेम और भक्ति में अनुरक्त नहीं हैं। गोपियों ने उद्धव को ऐसे ही लोगों को योग सौंपने के लिए कहा है।
    3. गोपियों की दृष्टि में उद्धव के द्वारा बताई जाने वाली योग संबंधी बातें ही 'व्याधि' थीं।

    (घ) हरि हैं राजनीति पढ़ि आए।
    समुझी बात कहत मधुकर के, समाचार सब पाए।
    इक अति चतुर हुते पहिलैं हीं , अब गुरु ग्रंथ पढाए।
    बढ़ी बुद्धि जानी जो उनकी , जोग-सँदेस पठाए।
    ऊधौ भले लोग आगे के , पर हित डोलत धाए।
    अब अपने  मन फेर पाइहैं, चलत जु हुते चुराए।
    ते क्यौं अनीति करैं आपुन ,जे और अनीति छुड़ाए।
    राज धरम तौ यहै ' सूर', जो प्रजा न जाहिं सताए।।

    1. ‘इक अति चतुर हेतु पहिलैं ही अब गुरु ग्रंथ पढ़ाए’ में कौन-सा व्यंग्य निहित है? 
    2. गोपियों की दृष्टि में पहले के लोगों का आचरण कैसा था?
    3. गोपियाँ श्रीकृष्ण द्वारा योग-संदेश भेजे जाने को उनकी राजनीति बताते हुए क्या तर्क प्रस्तुत करती हैं ? बताइए।

    उत्तर

    1. इसमें श्रीकृष्ण के प्रति गोपियों का स्नेहपुष्ट व्यंग्य है कि कृष्ण तो पहले ही चतुर थे अब उन्होंने राजनीति भी सीख ली है। कृष्ण ने उद्धव के द्वारा गोपियों को योग-साधना का संदेश भिजवाकर इसका प्रमाण दे दिया है।
    2. पूर्व के लोग परापकारी थे, परोपकार हेतु कष्ट सहते थे। 
    3. श्रीकृष्ण पहले ही चतुर थे, अब योग-संदेश भेजा, मन में फेर हो गया है, अनीति कर रहे हैं तो क्यों? वे तो अनीति से बचाने वाले हैं आदि।

    अथवा

    1. गोपियाँ उद्धव को क्या ताना मार रही हैं?
    2. कृष्ण के व्यवहार में गोपियों की अपेक्षा क्या अंतर था ?
    3. गोपियों की दृष्टि में पहले के लोगों का आचरण कैसा था ?

    उत्तर

    1. गोपियाँ उद्धव को नहीं अपितु उसके बहाने से श्रीकृष्ण को ताना मार रही हैं कि श्रीकृष्ण ने अब राजनीति पढ़ ली है अर्थात् अब वे गोपियों के प्रति भी राजनीति का प्रयोग करने लगे हैं।
    2. श्रीकृष्ण का व्यवहार गोपियों की अपेक्षा भिन्न था। गोपियाँ प्रेम की राह पर चलना चाहती थीं, परंतु कृष्ण चाहते थे कि गोपियाँ प्रेम की राह छोड़कर योग-साधना पर चलना आरंभ कर दें।
    3. पूर्व के लोग परापकारी थे, परोपकार हेतु कष्ट सहते थे।

    CBSE Postpones Tomorrow's Board Exams in Northeast Delhi

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    CBSE Postpones Tomorrow's Board Exams in Northeast Delhi

    The Central Board of Secondary Education (CBSE) has currently postponed CBSE Board Exam 10th and 12th board exams to be held on Wednesday 26 February due to the violence erupted in the North-East area of the capital Delhi. The board has taken this decision at the request of the Directorate of Education, Government of Delhi.

    This information has been given by the press release by CBSE. CBSE said that examinations will be conducted at all other examination centers according to the programs already set. The affected students will be informed of the next date of examination soon.

    CBSE Postpones Tomorrow's Board Exams in Northeast Delhi

    Class 10 students were to appear for their English exam on Wednesday and Class 12 students for web application and media papers on tomorrow. These examinations have been postponed only in the areas of North East Delhi and the examinations in the remaining Delhi will be as per the scheduled schedule.

    Summary of My Mother at Sixty Six NCERT Class 12th English

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    Summary of Poem My Mother At Sixty Six Class 12 Flamingo

    Summary of  My Mother at Sixty Six by Kamala Das

    Driving from my parent’s
    home to Cochin last Friday
    morning, I saw my mother,
    beside me,
    doze, open mouthed, her face
    ashen like that
    of a corpse and realised with
    pain
    that she was as old as she
    looked but soon
    put that thought away, and
    looked out at Young
    Trees sprinting, the merry children spilling
    out of their homes,

    One last Friday morning, the poetess was driving from her parents’ home to the Cochin airport. Her mother was sitting beside her in the car. She suddenly had a look at her mother. She found that her mother was dozing with her open mouth. Her face was as pale as that of a corpse. The poet painfully realized that her mother is not going to live long. This painful thought haunted her. But soon she tried to put it off by looking out of the car window. She saw the young trees running past them. She looked at the merry children coming out of their homes. As she saw life and vitality in the outside world, the painful thought passed away from her mind.
    Summary of My Mother at Sixty Six Class 12 Flamingo

    but after the airport’s
    security check, standing a few yards
    away, I looked again at her, wan,
    pale
    as a late winter’s moon and felt that
    old
    familiar ache, my childhood’s fear,
    but all I said was, see you soon,
    Amma,
    all I did was smile and smile and

    smile......

    After reaching the airport, she went through the security check. Her mother was standing outside a few yards away. After the security check, she looked at her mother again. Her face was pale white like a late winter’s moon. She felt the old familiar ache of childhood in her heart which is usually felt by a child due to the fear of separation from his/ her mother. But she contained herself and kept on smiling in order to conceal her emotions. She spoke no word to her mother.
    All that she said was, “See you soon, Amma” and bade good bye to her mother with a hope to see her again.
    Summary of My Mother at Sixty Six Class 12 Flamingo

    NCERT Solutions for My Mother at Sixty

    Summary of An Elementary School Classroom in a Slum Class 12th English

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    Summary of Poem An Elementary School Classroom in a Slum Class 12 Flamingo

    Summary of An Elementary School Classroom in a Slum by Stephen Spender

    Stanza 1

    Far far from gusty waves these children’s faces.
    Like rootless weeds, the hair torn round their pallor:
    The tall girl with her weighed-down head. The paper-
    seeming boy, with rat’s eyes. The stunted, unlucky heir
    Of twisted bones, reciting a father’s gnarled disease,
    His lesson, from his desk. At back of the dim class
    One unnoted, sweet and young. His eyes live in a dream,
    Of squirrel’s game, in tree room, other than this.

    The poem describes an elementary school class room in a slum. These slum children look very pathetic. Their faces are pale and reflect sadness. They are ‘like rootless weeds’ as they lack proper nutrition. Moreover, they are unwanted plants which grow on their own without being cared for, totally neglected. The tall girl has a ‘weighed – down head’ as she is burdened with the load of poverty. In fact she is so subdued and suppressed that her head had bowed down with the burden of her misfortunes. The ‘paper thin’ – extremely thin boy has ‘rat’s eyes’ because the poor undernourished boy is deprived of all the basic amenities of life. He is timid like a rat and full of anxiety, he searches for food and security. This unfortunate boy suffers from malnutrition and his growth is also ‘stunted’ – not properly developed. He has also inherited from his father ‘twisted bones’ – bent and distorted bones. He has inherited the poverty, disease and despair from his parents. His body is also deformed because of the twisted bones which he has inherited. He appears to be as sick as his parents. There is a sweet tender looking student who sits at the back of the class. This boy is different from the others as ‘his eyes live’ in a dream – he is dreaming and probably thinking about a better future. He is lost in his own world, therefore, not sad like the others. This boy thinks of the ‘squirrel’s game’ (metaphor). He wants to enjoy and play freely like the squirrel in the garden outside. The squirrel climbs trees and hides in their holes. The boy also dreams to be free but he cannot as he must sit in the dull and dreary classroom. In the boys imagination ‘tree room’ – the hollow in a tree, is full of fun, curiosity and mystery. This is in contrast to the gloomy classroom.

    Summary of An Elementary school classroom in a Slum Class 12 Flamingo
    Stanza 2

    On sour cream walls, donations. Shakespeare’s head,
    Cloudless at dawn, civilized dome riding all cities.
    Belled, flowery, Tyrolese valley. Open-handed map
    Awarding the world its world. And yet, for these
    Children, these windows, not this map, their world,
    Where all their future’s painted with a fog,
    A narrow street sealed in with a lead sky
    Far far from rivers, capes, and stars of words.

    The classroom is not well maintained. The pale cream walls which were painted long ago with the help of donations, make the place look more miserable and sad. Probably there is a portrait of Shakespeare on the wall. This is ironical as it is put up in a place where there is no serious teaching. ‘Cloudless dawn’ and ‘civilized dome’ suggest the monotonous life in the slum. These slums are surrounded by the civilized city and the children cannot experience the beauty of the sky at dawn and are unaware of it. All around them are concrete structures of the cities. The life in the slum contrasts with the cloudless sky at dawn and concrete structures which override the cities. There is also a picture of a beautiful valley full of sweet fragrant flowers and these children of the slum will never be able to experience this beauty. They are deprived of this beauty as they are condemned to live in the slums amidst garbage. The ‘open-handed map’ in the classroom contrasts with their world. The world given to us by god is full of all the bounties whereas the world of these slum children is full of poverty and hunger. The world which they see is not the real world. Their world is confined to the narrow, dusty streets of the slum. The map in the classroom gives them hopes and aspirations and motivates them to explore the world but they will never be able to see that world. These children can get the glimpse of the outside world from the windows and it is far beyond their reach. They are far away from nature. These slum children have a bleak and foggy future in store for them. ‘Their future is painted with a fog’ – it is blurred by hopelessness. There is no hope for the slum children. Instead of the normal blue sky they live under the ‘lead sky’ – dark and dull, polluted – shows there is no hope for them. The atmosphere hints at their monotonous life and the slum children remain confined throughout their lives confined to the filth and dirt of the narrow slum streets. They are away from the glory of natural beauty of the rivers, mountains, stars etc.

    Summary of An Elementary school classroom in a Slum Class 12 Flamingo
    Stanza 3

    Surely, Shakespeare is wicked, the map a bad example,
    With ships and sun and love tempting them to steal—
    For lives that slyly turn in their cramped holes
    From fog to endless night? On their slag heap, these children
    Wear skins peeped through by bones and spectacles of steel
    With mended glass, like bottle bits on stones.
    All of their time and space are foggy slum.
    So blot their maps with slums as big as doom.

    The children of the slum are fighting the battle of life unarmed. They are troubled by disease and despair. For them Shakespeare is ‘wicked’ and ‘map’ a bad example’. The literary excellence of Shakespeare and the scenic beauty portrayed in the map cannot relieve them from their despair. For these slum children, literary excellence is a far-fetched thing and hence seems wicked. The map on the wall gives them false aspirations as it makes them aware of the beautiful world given by god. The world of these children is confined to the narrow streets of the slums. Therefore, map is ‘a bad example’. They feel cheated in being deprived of the thrilling sensations of the sun, the ships, and the emotions of love. The ‘ship’, ‘sun’ and ‘love’ symbolize joy and happiness which these children are deprived of. Their only experience is that of hunger and poverty. To reach out to the world beyond, these children are sometimes tempted to adopt wrong means even stealing to fulfill their dreams.

    These slum children live in cramped holes, striving and struggling for survival in the small, dirty rooms from ‘fog to endless night’ – from foggy mornings till long endless nights, trying to meet both ends. The slum children live on ‘slag heaps’ – piles of waste material. Their world is full of dirt and garbage. These children are very weak and undernourished. They look like skeletons as their bones peep through their thin skin.

    They wear ‘spectacles of steel with mended glass’ – discarded spectacles by the rich, mended (repaired) and worn.

    Their life is like ‘bottle bits on stones – shattered and broken like bits of bottle on a stone. They are deprived of even the basic amenities of life. Their world is comprised of the foggy slums where they live nightmares. Slums are the reality for these children, their home, where they spend their life. The maps displayed in their classroom are no reality for them. They cannot locate their slum in that map. It is urgently required to give these slum inhabitants means and opportunities to lead a dignified and civilized life.

    Stanza 4

    Unless, governor, inspector, visitor,
    This map becomes their window and these windows
    That shut upon their lives like catacombs,
    Break O break open till they break the town
    And show the children to green fields, and make their world
    Run azure on gold sands, and let their tongues
    Run naked into books the white and green leaves open
    History theirs whose language is the sun.

    The elementary school in the slum exists for name sake. The infrastructure is poor with hardly any serious teaching. The school springs in activity only when a governor, a school inspector or a visitor comes on a round of the school. The administrative machinery of the school also gears up at that time. Then the map becomes their window from where they can see the world beyond their slums. Since they are confined to the slums, these sights and glimpses are shut upon them as they are deprived of all opportunities and means. Their lives are shut up in the cemeteries of these slums where they slither and slog to make both ends meet. The poet hopes that these children will break free from their morbid life, from the chains of the slums. He appeals to those in power to liberate these children from the miserable slums and enable them to breathe in the fresh, beautiful and healthy environment away from the foggy slums. They should be able to bask in the open green fields and let them run free on the golden sands. Their world should not be confined to the horrendous and gory slums. The poet visualizes freedom for these children. He wants a carefree life where they get economic and social justice, where they have the right to be happy. These slum children should be able to enjoy the fundamental right of education otherwise their lives will be miserable. They should be able to learn not from the books alone but also from the world, the nature around them.

    The poet ends on a note of positivity and wants opportunities to be available to these children. The people who strive for knowledge are the ones who create history. The ones who are let free are the ones who will create history. People who outshine others, who glow like the sun, who break free from the constraints of their restricted life are the ones who create history.

    Summary of Keeping Quite Class 12th English

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    Summary of Poem Keeping Quiet  Role Class 12 Flamingo

    Summary of Keeping Quite by Pablo Neruda


    This poem advocates the importance of silence and self- introspection. It can transform not only the life of an individual but also the face of the earth. The poet says that it does not need much time to look within and examine oneself. It will take only as long as it will take to count to twelve. During this time of introspection (self-examination), one should keep quiet and say nothing at all. It will give him a strange feeling of togetherness with all others.

    Summary of Keeping Quite Class 12 Flamingo

    Although it may seem a little strange in the beginning, it will eventually bring us all together. This silence will be free from ‘the disturbing sounds of engines and people rushing to get their work done’ for some time. He feels contended imagining the change that will be brought about in those moments. The men who hurt their hands while collecting salt will get a little rest. Even the people who seek fresh wars, using fatal gas and weapons, will put on clean clothes and get a chance to walk among their brothers. They will lead a hatred-free and calm life, giving a halt to their destructive activities.

    The poet clarifies that his wish should not be considered as a case for “total inactivity”. He only wants to interrupt the sad, cruel and baleful activities of the world for a few moments and make the people introspect their actions. In fact what he says is connected with life, not with death. Activity is very essence of life. Inactivity is death but for a fresh, better and useful activity, a little stillness is essential.
    Summary of Keeping Quite Class 12 Flamingo

    The poet uses the image of the earth to show how life exists in seemingly dormant things. In winter, the earth becomes so still and silent that it seems to be dead. But later in spring, it seems to be lively again. It has new beauties and colours added to it. Similarly, after a little quietness and silence, man can resume his activities in a fresh and better manner.

    NCERT Solutions for Keeping Quite

    Summary of A Roadside Stand Class 12th English

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    Summary of Poem A Roadside StandClass 12 Flamingo

    Summary of A Roadside Stand by Robert Frost

    Robert Frost, a highly acclaimed American poet, in his poems usually focused, on the themes of human tragedies and fears and their ultimate acceptance or their solution.

    In his poem, ‘A Roadside Stand’ he deals with the lives of poor deprived people of the villages with a clarity that is perceptive and at the same time portrays his deepest sympathies and his feelings of humanity.

    The poem also brings in to focus the unfortunate fact that progress and development are unequal between the cities and the villages leading to feelings of distress and unhappiness among the dwellers of the latter.
    Summary of A RoadSide Stand Class 12 Flamingo

    In the poem, the poet describes the feelings of the owners of a roadside shed who seem to wait interminably for those whizzing past, their house in their shiny cars, to stop and buy something from the shack-some fruit, some humble vegetables, or even stop and rest in the beautiful mountains cape.

    They long for the feel of hard currency that is a symbol of poverty alleviation in their lives of deprivation. It appears to be a vain hope, however, that those who do glance their way are either reproachful of the blot on the landscape, their shed, that seems to mar the beauty of the landscape, or stop to ask for directions.

    Some use the space to turn their cars around unmindful of the damage to their turf. The poet is outraged at the callous attitude of the government, the civic authorities and the social service agencies who appear to help them but actually end up harming them.

    The news says that these poor people are to be relocated to the vicinity of the towns near the theatre and the shops. There they will be well looked after and will have nothing worrisome to think about.

    The poet, however, regards this as a great disservice to the people who will be thus robbed of their voices and their freedom and ability to find solutions to their problems.

    Summary of A RoadSide Stand Class 12 Flamingo

    Lulled into oblivion by this false and perhaps short-lived sense of security, the villagers will forever lose their abilities to make calculated decisions for themselves and become pawns in the hands of their so-called benefactors who are waiting to take over their land.

    This will finally culminate in a futile sense of dissatisfaction for the villagers. The poet is filled with sadness to see the almost childish longing that seems to emanate from the roadside shed, for a life that is described in the movies, a life so far removed from their life in the village.

    The unthinking occupants of a car who stop at the shed to buy a gallon of gas, speaks of the disconnect that exists in the perceptions of town people with regard to the villagers.

    They are unable to comprehend that the lives of the villagers are far removed from theirs, so replete with the comforts that the material world offers. The poet is saddened at the thought that the rural poor have not been able to experience the satisfaction that comes from a feeling of well being and contentment.

    Summary of A RoadSide Stand Class 12 Flamingo

    He feels that it would be easy to still these complaining voices once and for all by changing the lives of the villagers but he questions the wisdom of this rash act.
    NCERT Solutions for A Roadside Stand

    Important Questions for Class 10 Hindi Chapter 2 राम लक्ष्मण परशुराम संवाद

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    Important Questions for Class 10 Hindi Chapter 2 राम लक्ष्मण परशुराम संवाद

    अर्थग्रहण संबंधी प्रश्नोत्तर-

    निम्नलिखित काव्यांशों को ध्यानपूर्वक पढ़कर दिए गए प्रश्नों के उत्तर दीजिए:

    (क) नाथ संभुधनु भंजनिहारा, होइहि केउ एक दास तुम्हारा।।
    आयेसु काह कहिअ किन मोही। सुनि रिसाइ बोले मुनि कोही।।
    सेवकु सो जो करै सेवकाई। अरिकरनी करि करिअ लराई।।
    सुनहु राम जेहि सिवधनु तोरा। सहसबाहु सम सो रिपु मोरा।।

    1. परशुराम के क्रोधित होने का क्या कारण था?
    2. राम ने किस प्रकार स्वीकार किया कि धनुष उन्हीं ने तोड़ा है?
    3. परशुराम ने सेवक और शत्रु के विषय में क्या कहा है?

    उत्तर

    1. सीता स्वयंवर में शिव-धनुष पर प्रत्यंचा चढ़ाते हुए श्रीराम द्वारा शिव-धनुष के टूट जाने के कारण परशुराम क्रोधित हुए।
    2. राम ने विनम्रतापूर्वक अपराध स्वीकार करने के भाव से यह कहते हुए धनुष तोड़ना स्वीकार किया कि 'शिव के धनुष को भंग करने वाला आपका ही कोई दास है।'
    3. परशुराम ने सेवक और शत्रु के विषय में बताया कि सेवक वह होता है, जो सेवा-कार्य करता है। शत्रु के समान कार्य करने वाले के साथ तो लड़ाई ही करनी चाहिए और जिसने शिव-धनुष तोड़ने का अपराध किया है, वह उनका सेवक नहीं, शत्रु है।

    (ख) सो बिलगाउ बिहाइ समाजा। न त मारे जैहहिं सब राजा॥
    सुनि मुनिबचन लखन मुसुकाने। बोले परसुधरहि अवमाने॥
    बहु धनुहीं तोरीं लरिकाईं। कबहुँ न असि रिस कीन्हि गोसाईं॥
    एहि धनु पर ममता केहि हेतू। सुनि रिसाइ कह भृगुकुलकेतू॥
    रे नृप बालक काल बस बोलत तोहि न सँभार।
    धनुही सम तिपुरारि धनु बिदित सकल संसार।।

    1. परशुराम ने क्या चेतावनी दी थी?
    2. लक्ष्मण की किस बात को सुनकर परशुराम को अधिक क्रोध आया था?
    3. परशुराम के अनुसार लक्ष्मण किसके बस में होकर बोल रहा था?

    उत्तर

    1. परशुराम ने चेतावनी दी थी कि यदि शिव का धनुष तोड़ने वाले को सभा से अलग नहीं किया गया, तो वे सभा में उपस्थित सभी राजाओं का वध कर देंगे।
    2. जब लक्ष्मण ने कहा कि उन्होंने अपने लड़कपन में वैसी अनेक धनुहियाँ खेल-खेल में तोड़ दी थीं, तो यह सुनकर परशुराम को अधिक क्रोध आया।
    3. परशुराम के अनुसार लक्ष्मण काल अर्थात् मृत्यु के बस में होकर बिना सोचे-समझे बोल रहा था।

    (ग) लखन कहा हँसि हमरें जाना। सुनहु देव सब धनुष समाना।।
    का छति लाभु जून धनु तोरें। देखा राम नयन के भोरें।।
    छुअत टूट रघुपतिहु न दोसू। मुनि बिनु काज करिअ कत रोसू।।
    बोले चितइ परसु की ओरा। रे सठ सुनेहि सुभाउ न मोरा।।

    1. लक्ष्मण ने परशुराम के क्रोध को अकारण क्यों कहा?
    2. परशुराम ने सभा में अपने स्वभाव के विषय में क्या कहा?
    3. लक्ष्मण सभी धनुषों को कैसा मानते थे?

    उत्तर

    1. लक्ष्मण ने परशुराम के क्रोध को अकारण इसलिए कहा क्योंकि धनुष के टूटने में राम का कोई दोष नहीं है। वह तो उनके छूते ही टूट गया था और पुराने धनुष के टूटने पर क्रोध क्यों करना| लक्ष्मण के अनुसार उनके लिए सब धनुष एक समान हैं, यह कोई विशेष धनुष न था।  
    2. परशुराम ने सभा में अपने स्वभाव के विषय में कहा कि वे बाल ब्रह्मचारी और अत्यंत क्रोधी हैं, इसलिए लक्ष्मण उन्हें सामान्य मुनि न समझें। अब तक वे बालक समझकर ही लक्ष्मण का वध नहीं कर रहे हैं।
    3. लक्ष्मण सभी धनुषों को एक-सा मानते थे। उनकी दृष्टि में उनमें कोई अंतर नहीं था।

    (ग) बिहसि लखनु बोले मृदु बानी। अहो मुनीसु महा भटमानी।।
    पुनि पुनि मोहि देखाव कुठारू। चहत उड़ावन फूँकि पहारू।।
    इहाँ कुम्हड़बतिया कोउ नाहीं। जे तरजनी देखि मरि जाहीं।।
    देखि कुठारु सरासन बाना। मैं कछु कहा सहित अभिमाना।।

    1. लक्ष्मण ने परशुराम पर क्या व्यंग्य किया?
    2. 'कुम्हड़बतिया कोउ नाहीं' का अभिप्राय स्पष्ट कीजिए।
    3. लक्ष्मण के हँसने का क्या कारण है ?

    उत्तर

    1. लक्ष्मण ने परशुराम के स्वभाव पर व्यंग्य किया कि मुनिवर स्वयं को महान योद्धा मान रहे हैं। वे मुझे अपना फ़रसा दिखाकर ही डराना चाहते हैं। लक्ष्मण ऐसा कहकर परशुराम की वीरता पर व्यंग्य कर रहे हैं।  
    2. 'कुम्हड़बतिया कोउ नाहीं' द्वारा लक्ष्मण परशुराम पर व्यंग्य कर रहे हैं कि वे भी कोई छुईमुई का पौधा नहीं हैं, जो उनको तरजनी अंगुली देखकर ही डर जाएँगे अर्थात् वे इतने कमज़ोर नहीं हैं, जो उनकी बातों से भयभीत हो जाएँ।
    3. लक्ष्मण परशुराम की गर्व भरी बातों को सुनकर उनका उपहास करते हुए हँस रहे हैं।

    (घ) कौसिक सुनहु मंद येहु बालक। कुटिलु काल बस निज कुल घातक।।
    भानुबंस राकेश कलंकू। निपट निरंकुस अबुध असूंक।।
    कालकवलु होइहि छन माही। कहौं पुकारि खोरि मोहि नाहीं ।।
    तुम्ह हटकहु जो चहहु उबारा। कहि प्रताप बल रोषु हमारा।।

    1. परशुराम ने लक्ष्मण को 'भानुबंस राकेस कलंकू' क्यों कहा है ?
    2. यहाँ कौसिक किसे कहा गया है ? कौसिक को संबोधित कर लक्ष्मण के विषय में परशुराम क्या कह रहे हैं ?
    3. परशुराम कौसिक को लक्ष्मण को बचाने का क्या उपाय बताते हैं ?

    उत्तर

    1. परशुराम के अनुसार लक्ष्मण उन्हें क्रोध दिलाकर अपने कुल का नाशक बन रहे थे। एक बालक होते हुए उनकी धृष्टता सूर्य के समान चमकते उनके कुल के लिए चंद्रमा के कलंक के समान थी।
    2. यहाँ कौसिक विश्वामित्र को कहा गया है। कौसिक को संबोधित कर परशुराम लक्ष्मण के विषय में कह रहे हैं कि यह बालक मूर्ख और कुटिल है। यह काल के वश होकर अपने कुल का नाशक बन रहा है। 
    3. परशुराम कौसिक को लक्ष्मण को बचाने के लिए उपाय बताते हैं कि वे लक्ष्मण को उनके बल, प्रसिद्धि और क्रोध के विषय में बताएँ और नियंत्रित करें।

    (ङ) कौसिक सुनहु मंद यहु बालकु। कुटिल कालबस निज कुल घालकु।।
    भानु बंस राकेस कलंकू। निपट निरंकुस अबुध असंकू।।
    काल कवलु होइहि छन माहीं। कहउँ पुकारि खोरि मोहि नाहीं।।
    तुम्ह हटकहु जौं चहहु उबारा। कहि प्रतापु बलु रोषु हमारा।।

    1. लक्ष्मण के किस कथन से उनकी निडरता का परिचय मिलता है?
    2. परशुराम ने सभा से किस कार्य का दोष उन्हें देने के लिए मना किया?
    3. परशुराम क्यों क्रोधित हो गए?

    उत्तर

    1. परशुराम द्वारा बार-बार लक्ष्मण का वध करने की धमकी सुनकर लक्ष्मण जब परशुराम से कहते हैं कि आप तो बार-बार मृत्यु को इस प्रकार आवाज़ लगा रहे हैं, मानो उसे मेरे लिए ही बुला रहे हैं-यह कथन उनकी निर्भीकता को प्रकट करता है।  
    2. लक्ष्मण के कठोर वचन सुनकर परशुराम क्रोध में भरकर अपना फ़रसा लेकर लक्ष्मण का वध करने के लिए तैयार हो गए और सभा से कहा कि कटु वचन बोलने वाला यह बालक वध करने योग्य ही है। अब तक बालक समझकर मैंने इसे नहीं मारा लेकिन अब आप लोग इसके वध का दोष मुझे न दें। 
    3. परशुराम  लक्ष्मण द्वारा बार-बार व्यंग्योक्तियों से उनके अभिमान को चोट पहुँचाने व उनका अपमान करने के कारण क्रोधित हुए।

    (च) कहेउ लखन मुनि सीलु तुम्हारा। को नहिं जान बिदित संसारा।।
    माता पितहि उरिन भए नीकें। गुर रिनु रहा सोचु बड़ जीकें।।
    सो जनु हमरेहि माथे काढ़ा। दिन चलि गए ब्याज बड़ बाढ़ा।।
    अब आनिअ ब्यवहरिआ बोली। तुरत देउँ मैं थैली खोली।।

    1. लक्ष्मण ने परशुराम पर क्या व्यंग्य किया?
    2. 'माता पितहि उरिन भये नीके' पंक्ति का आशय स्पष्ट कीजिए।
    3. 'दिन चलि गये ब्याज बड़ बाढ़ा' पंक्ति में किस ब्याज की बात हो रही है ?

    उत्तर

    1. लक्ष्मण ने परशुराम पर व्यंग्य किया कि आपके स्वभाव को कौन नहीं जानता अर्थात् सारा संसार जानता है। आप अपने माता-पिता के वध का कारण बनकर उनके ऋण से तो भलीभाँति मुक्त हो गए हैं। अब गुरु-ऋण रह गया है, जो हृदय को दुख दे रहा है।
    2. इस पंक्ति के द्वारा लक्ष्मण परशुराम पर व्यंग्य कर रहे हैं कि किस प्रकार वे माता-पिता के वध का कारण बने और उनके ऋण से मुक्त हुए। 
    3. इस पंक्ति में लक्ष्मण परशुराम के गुरु-ऋण पर दिन-पर-दिन बढ़ते ब्याज की बात कर रहे हैं।

    लघुतरात्त्मक प्रश्नोत्तर -

    1. परशुराम को लक्ष्मण की किस बात पर अधिक गुस्सा आया? 

    उत्तर 

    लक्ष्मण ने शिवजी के धनुष को धनुही कहा था। लक्ष्मण के अनुसार शिव-धनुष इतना कमजोर था कि उस जैसे धनुहियों को वे अपने बचपन में खेल-खेल में ही तोड़ दिया करते थे। शिवजी के धनुष के इस अपमान से परशुराम का क्रोध बढ़ गया था।

    2. धनुष को तोड़ने वाला कोई आपका ही सेवक होगा-के आधार पर राम के स्वभाव पर टिप्पणी कीजिए।

    उत्तर

    परशुराम के क्रोध को शांत करने का प्रयास करते हुए राम ने कहा कि शिव धनुष को तोड़ने वाला आपका कोई दास होगा-ऐसा कहने से यह पता चलता है कि राम शांत, विनम्र स्वभाव के हैं। उनकी वाणी में मधुरता का गुण विद्यमान है।

    3. परशुराम की बात सुनकर राम क्या प्रयास करते हैं? इससे राम के किन गुणों का पता चलता है?

    उत्तर

    परशुराम की बात सुनकर राम उन्हें शांत करने का प्रयास करते हैं| इससे  राम के शांत, विनम्र, ऋषि मुनियों के प्रति अपार श्रद्धा तथा मर्यादाशीलता आदि गुणों का पता चलता है।

    4. लक्ष्मण के अनुसार वीर और कायर के स्वभाव में क्या अन्तर है ?

    उत्तर

    वीर योद्धा कभी भी धैर्य को नहीं  छोड़ता, वह युद्धभूमि में वीरता का प्रदर्शन शत्रु से युद्ध करके करता है, वीर योद्धा रणभूमि में शत्रु का वध करता है, कायरों की भाँति अपने प्रताप का केवल बखान नहीं  करता।

    5. परशुराम की स्वभावगत विशेषताएँ क्या हैं? पाठ के आधार पर लिखिए।

    उत्तर

    परशुराम वीर योद्धा, क्रोधी, बाल-ब्रह्मचारी, अहंकारी तथा क्षत्रिय कुल के विरोधी हैं तथा उनकी वाणी अत्यंत कठोर है। शिवधनुष तोड़ने पर वे लक्ष्मण को फरसा दिखाकर उन्हें डराने का प्रयास करते है। वे क्षत्रियों के प्रबल शत्रु थे।

    6. परशुराम को 'नाथ' कहकर किसने और क्या संबोधित किया था?

    उत्तर

    परशुराम को श्रीराम ने 'नाथ' कहकर संबोधित किया था। उन्होंने बड़े ही विनयशीलता के साथ कहा था कि शिव-धनुष तोड़ने वाला आपका कोई दास ही होगा। आपका क्या आदेश है, आप मुझसे कह सकते हैं।

    7. परशुराम की ललकार पर श्रीराम की क्या प्रतिक्रिया हुई?

    उत्तर

    परशुराम की ललकार पर श्रीरामचंद्र जी शांत रहे और केवल अनुनय विनय करते रहे और अपने मधुर वचनों से उनकी क्रोधाग्नि को शांत करने का प्रयास करते रहे।

    8. पाठ में परशुराम ने अपने विषय में सभा में क्या-क्या कहा?

    उत्तर

    परशुराम ने अपने बारे में बताया कि वे बाल ब्रह्मचारी हैं और अत्यधिक क्रोधी हैं। सारा संसार उन्हें क्षत्रियकुल-द्रोही के नाम से जानता है। उनका फरसा बड़ा ही भयानक है।

    9. लक्ष्मण का व्यवहार कितना उचित था? पाठ के आधार पर बताइए|

    उत्तर

    लक्ष्मण वीर और निडर हैं। उनकी वाणी कभी-कभी उग्र हो जाती है। ऐसा लगता है मानों वे तलवार से नहीं वाणी से युद्ध करते हैं। जब सामने वाला योद्धा भी वचनों के वज्र मारता है, तब लक्ष्मण भी वचनों से व्यंग्य-प्रहार करते हैं। अंत में लक्ष्मण उग्रता एवं क्रोध की सीमा लाँघ जाते हैं और परशुराम को कुछ अनुचित शब्द बोल जाते हैं।

    10. लक्ष्मण को वध-योग्य बताने के लिए परशुराम क्या-क्या तर्क देते हैं?

    उत्तर

    परशुराम लक्ष्मण को मूर्ख और स्वभाव से टेढ़ा कहते हैं। उन्हें कुल का कलंक बताते हुए यह भी कहते हैं कि इस पर किसी का नियंत्रण नहीं है। यह अज्ञानी है। क्षत्रिय कुमार है, इस कारण परशुराम का शत्रु है। इसने परशुराम की खिल्ली उड़ाई है। इन सब कारणों को बताकर परशुराम लक्ष्मण को वध के योग्य बताते हैं|

    11. लक्ष्मण ने शूर वीरों के कौन से गुण परशुराम को बताए है?

    उत्तर

    लक्ष्मण ने शूर वीरों के गुण बताते हुए कहा कि-वीर योद्धा कभी भी धैर्य को नहीं छोड़ता, वह युद्ध भूमि में अपनी वीरता का प्रदर्शन शत्रु से युद्ध करके करता है, बुद्धिमान योद्धा रणभूमि में शत्रु का वध करता है, वह कभी अपनी बड़ाई अपने मुख से नहीं करता।

    12. लक्ष्मण ने शूर वीरों के कौन से गुण परशुराम को बताए है?

    उत्तर

    लक्ष्मण ने शूर वीरों के गुण बताते हुए कहा कि वीर योद्धा कभी भी धैर्य को नहीं छोड़ता, वह युद्ध भूमि में अपनी वीरता का प्रदर्शन शत्रु से युद्ध करके करता है, बुद्धिमान योद्धा रणभूमि में शत्रु का वध करता है, वह कभी अपनी बड़ाई अपने मुख से नहीं करता।

    13. परशुराम ने अपना भुजबल सिद्ध करने के लिए कौन-सा उदाहरण दिया?

    उत्तर

    परशुराम जी ने अपना भुजबल सिद्ध करने के लिए अपने फरसे को दिखाते हुए लक्ष्मण से कहा कि सहस्त्रबाहु की भुजाओं को काटने वाला यह फरसा गर्भस्थ शिशु को भी विनष्ट कर सकता है, इसलिए अपने माता-पिता के कष्ट को अपनी मृत्यु से मत बढ़ाओ।

    14. लक्ष्मण ने परशुराम से किस प्रकार क्षमा-याचना की और क्यों ?

    उत्तर

    लक्ष्मण ने कहा कि देवता, ब्राह्मण, भगवान के भक्त और गाय-इन पर हमारे कुल में वीरता नहीं  दिखाई जाती है। क्योंकि इन्हें मारने पर पाप लगता है और इनसे हारने पर अपयश होता है। अतः आप मारें भी तो आपके पैर ही पड़ना चाहिए। हे महामुनि! मैंने कुछ अनुचित कहा हो तो धैर्य धारण करके मुझे क्षमा करना।

    15. राम ने लक्ष्मण का बचाव कब और कैसे किया?

    उत्तर

    जब परशुराम की क्रोधाग्नि को बढ़ाने के लिए लक्ष्मण के व्यंग्यपूर्ण उत्तर आहुति का काम कर रहे थे। तब उनकी क्रोध रूपी अग्नि को भड़कते देख रघुकुल के सूर्य स्वरूप श्री राम लक्ष्मण के बचाव में आगे आए और शीतल जल के मधुर समान अपने मधुर वचनों से उन्हें शांत करने का प्रयत्न किया।
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