Category: Class 10

MP Board Class 10th Sanskrit Solutions Durva Chapter 10 आह्वानम् (गीतम्) (सङ्कलितम्)

MP Board Class 10th Sanskrit Chapter 10 पाठ्यपुस्तक के प्रश्न

Mp Board Class 10 Sanskrit Chapter 10 प्रश्न 1.
एकपदेन उत्तरं लिखत-(एक पद में उत्तर लिखिए)।
(क) भारतस्य पुरातनः सखा कः विद्यते? (भारत का पुराना मित्र कौन है?)
उत्तर:
चीनः (चीन)

(ख) कस्मिन् प्रवर्तितुं कदापि न खिद्यते? (किसमें प्रवृत्त होने के लिए दुख नहीं होता?)
उत्तर:
स्वकर्मणि (अपने कर्म में)

(ग) पापसिन्धवः शत्रवः का प्रयान्तु? (पापरूपी समुद्र/शत्रु किसको प्राप्त हो?)
उत्तर:
अशेषताम् (समाप्ति को)

(घ) वयं कया स्वदेशरक्षणोद्यताः? (हम किससे अपने देश की रक्षा के लिए तैयार हों?)
उत्तर:
सत्यनिष्ठया (सत्य निष्ठा से)

(ङ) भारतीयकेतवः कां वृत्तिं स्फुरन्तु? (भारतीय झण्डे किस वृत्ति को स्फुरित करें?)
उत्तर:
अरातिनीवृतिम् (शत्रु को सब ओर से पकड़कर मारने के भाव को)

कक्षा 10 संस्कृत पाठ 10 MP Board प्रश्न 2.
एकवाक्येन उत्तर लिखत-(एक वाक्य में उत्तर लिखिए-)
(क) कृषीबलैः काः समेधिताः भवन्तु? (किसानों के द्वारा वया वृद्धि को प्राप्त हो?
उत्तर:
कृषीबलैः धान्यवृद्धयः समेधिताः भवन्तु। (किसानों के द्वारा धानअदि वृद्धि को प्राप्त हों।)

(ख) ऊर्जितं यशः कैः अर्जितम्? (तेजस्वितापूर्ण यश किसके द्वारा अर्जित किया गया?)
उत्तर:
ऊर्जितं यशः पूर्वपुरुषैः अर्जितम्। (तेजस्वितापूर्ण यश पूर्वजों द्वारा अर्जित किया गया।)

(ग) अखर्वगर्ववृत्तिना केन वीक्षितम्? (बड़े घमण्डी आचरण वाले किराको देखा गया?)
उत्तर:
अखर्वगर्ववृत्तिना अरिणा वीक्षितम्।
(बड़े धमण्डी आचरण वाले शत्रु के द्वारा देखा गया।)

(घ) भारतीयाः केषां वंशजाः सन्ति? (भारतीय किसके वंशज हैं?)
उत्तर:
भारतीयाः वसिष्ठ-याज्ञवल्क्य-गौतम-अत्रि एतेषाम् वंशजाः सन्ति। (भारतीय वसिष्ठ-याज्ञवल्क्य-गौतम व अत्रि के वंशज हैं।)

(ङ) शत्रवः द्रुतं किं फलं प्राप्नुवन्तु? (शत्रु शीघ्र किस फल को प्राप्त हों?)
उत्तर:
शत्रवः द्रुतं निजप्रवञ्चनाफलं प्राप्नुवन्तु। (शत्रु शीघ्र अपने उगी रूपी कर्म के फल को प्राप्त हों।)

Class 10 Sanskrit Chapter 10 MP Board प्रश्न 3.
अधोलिखितप्रश्नानाम् उत्तराणि लिखत-(नीचे लिखे प्रश्नों के उत्तर लिखिए)
(क) वीरबन्धवः किं कुर्वन्तु? (वीर बन्धु क्या करें?)
उत्तर:
वीरबन्धवः पापसिन्धवः शत्रवः अशेषतां प्रयान्तु।। (वीरबन्धु पाप रूपी समुद्र जैसे शत्रुओं को समाप्त करें।)

(ख) अद्य कं स्मरन्तु? (आज किसको याद करें?)
उत्तर:
अद्य पूर्वपुरुषैः समस्तदिक्षुविश्रुतं अर्जितम् ऊर्जितम् यशः स्मरन्तु। (आज पूर्वजों के द्वारा, सारी दिशाओं में विख्यात, अर्जित तेजस्वीपूर्ण यश को स्मरण करें।)

(ग) भवत्सु जीवितेषु के नदन्ति? (आप सब में जीवित रहते हुए कौन अस्पष्ट बोल रहे हैं?)
उत्तर:
भवत्सु जीवितेषु दस्यवः नदन्ति। (आप सब में जीवित रहते हुए लुटेरे अस्पष्ट बोल रहे हैं।)

Sanskrit Class 10 Chapter 10 Mp Board प्रश्न 4.
उचितशब्देन रिक्तस्थानानि पूरयत (उचित शब्दों से रिक्त स्थान भरिए-)
(क) स्वकर्मणि प्रवर्तितुं ………………. नैव खिद्यते। (अद्यापि/कदापि)
(ख) पुरातनं स्वपौरुष ………………. वीरबन्धवः। (विस्मरन्तु/स्मरन्तु)
(ग) यथा विहाय ………………. आचरन्तु तेऽद्भुतम् ।(कूटनीतिम्/राजनीतिम्)
(घ) समस्तदिक्षु ………………. तदद्य यावदूर्जितम्। (श्रुतं/विश्रुत)
(ङ) कदा प्रदर्शयिष्यते द्विषां ………………. बलस्य वः। (बलं/फल)
उत्तर:
(क) कदापि
(ख) स्मरन्तु
(ग) कूटनीतिम्
(घ) विश्रुतं
(ङ) फलं

Class 10th Sanskrit Chapter 10 प्रश्न 5.
यथायोग्यं योजयत-(उचित क्रम से जोड़िए)

उत्तर:
(क) 2
(ख) 1
(ग) 4
(घ) 5
(ङ) 3

Mp Board Class 10th Sanskrit Chapter 10 प्रश्न 6.
अधोलिखितपदानां मूलशब्दं विभक्तिं वचनञ्च लिखत (नीचे लिखे पदों के मूलशब्द विभक्ति और वचन लिखिए)

उत्तर:

Chapter 10 Sanskrit Class 10 MP Board प्रश्न 7.
अघोलिखितक्रियापदानां धातुं लकारं पुरुषं वचनञ्च लिखत (नीचे लिखे क्रियापदों के धातु, लकार, पुरुष व वचन लिखिए-)

उत्तर:

Sanskrit Chapter 10 Class 10 Mp Board प्रश्न 8.
विलोमशब्दान् लिखत-(विलोम शब्द लिखिए)
यथा – स्वदेशः – विदेशः
(क) स्मरन्तु
(ख) पुरातनम्
(ग) अशेषताम्
(घ) सत्यनिष्ठया
उत्तर:
(क) स्मरन्तु – विस्मरन्तु
(ख) पुरातनम् – नवीनम्
(ग) अशेषताम् – शेषताम्
(घ) सत्यनिष्ठया – असत्यनिष्ठया

Class 10 Sanskrit Chapter 10 Solutions MP Board प्रश्न 9.
पर्यायशब्दान् लिखत-(पर्यायशब्द लिखिए)
यथा – सूर्य दिवाकरः, भास्करः
(क) कालः
(ख) क्षितौ
(ग) शत्रवः
(घ) जगत्सु
उत्तर:
(क) कालः – समयः
(ख) क्षितौ – पृथिव्याम्, धरायाम्
(ग) शत्रवः – रिपवः, अरयः
(घ) जगत्सु – संसारेषु, विश्वेषु

Class 10 Sanskrit Chapter 10 Question Answer MP Board प्रश्न 10.
रेखाङ्कितपदान्याधृत्य प्रश्ननिर्माणं कुरुत (रखाङ्कित पदों के आधार पर प्रश्न बनाइए)
(क) दस्यवः नदन्ति
(लुटेरे अस्पष्ट बोल रहे हैं।)
उत्तर:
के नदन्ति? (कौन अस्पष्ट बोल रहे हैं?)

(ख) वयं हिमालयस्य रक्षणे समुद्यताः। (हम सब हिमालय की रक्षा के लिए तैयार हों।)
उत्तर:
वयं कस्य रक्षणे समुद्यताः? (हम किसकी रक्षा के लिए तैयार हों?)

(ग) पापसिन्धवः शत्रवः अशेषतां प्रयान्तु। (पाप रूपी समुद्र शत्रु समाप्ति को प्राप्त हों।)
उत्तर:
के शत्रवः अशेषतां प्रयान्तु? (कौन से शत्रु समाप्ति को प्राप्त हों?)

(घ) ते कूटनीतिं विहाय आचरन्तु। (वे कुटनीति को छोड़कर आचरण करें।)
उत्तर:
ते किं विहाय आचरन्तु? (वे किसको छोड़कर आचरण करें?)

(ङ) नदीषु यन्त्रयानलौहमार्गसेतवः सन्तु। (नदियों पर मशीनों द्वारा चलने वाले वाहन, लोहे की पटरी वाले रास्ते तथा पुल हों।)
उत्तर:
केषु यन्त्रयान लौह मार्ग सेतवः सन्तु?
(किन पर मशीनों द्वारा चलने वाले वाहन, लौहे की पटरी वाले रास्ते तथा पुल हों।)

योग्यताविस्तार –

पाठे आगतं गीतं लयबद्धं गायत।
(पाठ में आए गीत को लयबद्ध करके गाओ।)

अन्यदेशभक्तिविषयकं संस्कृतगीतम् अन्विष्य गायत।
(अन्य देश भक्ति के संस्कृत गीत ढूंट कर गाओ।)

आह्वानम् पाठ का सार

प्रस्तुत पाठ एक गीत है जो श्री दयाशङ्कर वाजपेयी के द्वारा रचा गया है, जिसमें भारत और चीन के मध्य हुए युद्ध में भाग लेने वाले सैनिकों के साथ प्रत्यक्ष चर्चा करके लिखा गया है।

आह्वानम् पाठ का अनुवाद

1. युवान एष वः परीक्षणस्य काल आगतः हिमालयस्य रक्षणे समुद्यताः स्थ सर्वतः।
अयं सखा पुरातनोऽस्य भातरस्य विद्यते स्वकर्मणि प्रवर्तितुं कदापि नैव खिद्यते॥1॥

अन्वयः :
युवान! एषः कालः वः परीक्षणस्य आगतः (अस्ति), सर्वतः, हिमालयस्य रक्षणे समुद्यताः स्थ। अयम् अस्य भारतस्थ पुरातनः सखा विद्यते स्वकर्मणि प्रवर्तितुं कदापि न एव खिद्यते।

शब्दार्थाः :
युवान!-हे युवको!-oh young men; वः-तुम्हारा-yours; समुद्यताःतैयार-ready; स्थ-हों-be; खिद्यते-दुखी होता है-is aggrieved.

अनुवाद :
हे युवको! यह समय तुम्हारी परीक्षा का है, सब ओर से हिमालय की रक्षा के लिए तैयार हो। यह इस भारत का पुराना मित्र है। अपने कर्म में प्रवृत्त होने के लिए कभी भी दुखी नहीं होता है।

English :
Young men, be ready to defend Himalaya-India’s oldest friend never aggrieved in getting inclined to self duties.

2. अखर्वगर्ववृत्तिनारिणात्र येन वीक्षितं सहेक्षणेन तत्क्षणन्तु तच्छिरः क्षितौ धृतम्।
यथा क्षमावशा वयं तथैव रोषपूरिताः यथैव शीलसंस्कृतास्तथा प्रसिद्धशूरताः॥2॥

अन्वयः :
अत्र येन अखर्वगर्ववृत्तिना अरिणा वीक्षितम् (तदा) तत् क्षणं तु ईक्षणेन सह तच्छिरः क्षितौ धृतम्, वयं यथा क्षमावशाः (स्मः) तथैव वयं रोषपूरिता (अपि स्मः), (एवमेव) यथा शील-संस्कृता एव तथा प्रसिद्धशूरताः (स्मः)।

शब्दार्थाः :
अखर्वगर्ववृत्तिना-बड़े घमण्डी आचरण वाले के द्वारा-of proud conduct (arrogant);अरिणा-शत्रु के द्वारा-by enemy; वीक्षितम्-देखा गया-seen; सहेक्षणेन-देखने के साथ ही-at the very sight; धृतम्-रख दिया-placed.

अनुवाद :
यहाँ जिस, बड़े घमण्डी आचरण वाले शत्रु के द्वारा देखा गया, तब उस क्षण तो देखने के साथ ही पृथ्वी पर गिरा दिया, हम जितने क्षमाशील हैं, उतने ही क्रोध से भरे हुए भी हैं। इस प्रकार जैसे हमारी शील संस्कृति प्रसिद्ध है वैसे ही वीरता भी।

English :
We beheaded the proud enemy for his evil intentions-We are both forgiving and equally brave.

3.पुरातनं स्वपौरुषं स्मरन्तु वीरबन्धवः अशेषतां प्रयान्तु शत्रवोऽद्य पापसिन्धव। – निजप्रवञ्चनाफलं समाप्नुवन्तु ते द्रुतं यथा विहाय कूटनीतिमाचरन्तु तेऽद्भुतम्॥3॥

अन्वयः :
वीरबन्धवः! पुरातनं स्वपौरुषं स्मरन्तु अद्य पापसिन्धवः शत्रवः अशेषतां प्रयान्तु। ते द्रुतं निजप्रवञ्चनाफलं समाप्नुवन्तु, यथा ते अद्भुतं कूटनीतिं विहाय आचरन्तु।।

शब्दार्थाः :
स्वपौरुषम्-अपने पुरुषत्व को-own valour; पापसिन्धवः-पापरूपी समुद्र-ocean in the form of sin; अशेषताम्-समाप्ति का-completion; निजप्रवञ्चनाफलम्-अपने ठगी रूपी कर्म के फल को-fruitof their trickery;समाप्नुवन्तु-प्राप्त करें-obtain; विहाय-छोड़कर-leaving.

अनुवाद :
हे वीर बन्धुओ! अपने पुराने पुरुषत्व को याद करो, आज पापरूपी समुद्र से शत्रु समाप्ति को प्राप्त हो। वे शीघ्र अपने ठगी रूपी कर्म के फल को प्राप्त करें, जिससे वे अपनी अजीब सी कूटनीति को छोड़कर अच्छा आचरण करें।

English :
Remember your chivalry-Bring an end to sinful enemies-tell them suffer the fruit of their trickery and leave diplomacy.

4. कृषीबलैः समेधिता भवन्तु धान्यवृद्धयः श्रमेण सन्तु साधितास्तु वीरसाहसर्द्धयः।
स्मरन्तु पूर्वपूरुषैर्जगत्सु यद् यशोऽर्जितम् समस्तदिक्षु विश्रुतं तदद्य यावदूर्जितम्॥4॥

अन्वयः :
कृषीबलैः धान्यवृद्धयः समेधिताः भवन्तु श्रमेण साधिताः तु वीरसहासर्द्धयः सन्तु। पूर्वपुरुषैः जगत्सु, समस्तदिक्षुविश्रुतं यावद् ऊर्जितं यशः अर्जितं, तद् अद्य स्मरन्तु।

शब्दार्थाः :
कृषीवलैः-किसानों के द्वारा-By farmers; समेधिताः-वृद्धि को प्राप्त-attain propserity; वीरसाहसर्द्धय-पराक्रम-उत्साह की वृद्धि-increase invalour and courage; दिक्षु-दिशाओं में-indirections; विश्रुतम्-विख्यात-famous; अर्जितम्-तेजस्विता पूर्ण-full of bu’stre; स्मरन्तु-स्मरण करें-remember.

अनुवाद :
किसानों के द्वारा धान्य-वृद्धि से वृद्धि को प्राप्त हो, परिश्रम से प्राप्त । पराक्रम व उत्साह की वृद्धि हो। संसार में पूर्वजों के द्वारा समस्त दिशाओं में विख्यात, जो तेजस्वितापूर्ण यश प्राप्त किया है, उसे आज याद करो।

English :
Let farmers flourish-let there be advancement in courage-remember the renown of your ancestors through the world.

5. वयं तु सत्यनिष्ठया स्वदेशरक्षणोधताः प्रवञ्चनैकदक्षशत्रुपक्षतक्षणव्रताः।
नदीषु सन्तु यन्त्रयानलौहमार्गसेतवः अरातिनीवृतिं स्फुरन्तु भारतीयकेतवः॥5॥

अन्वयः :
वयं तु सत्यनिष्ठया स्वदेशरक्षणोद्यताः प्रवञ्चनैकदक्षशत्रुपक्षतक्षणव्रताः (स्मः), नदीषु यन्त्रयानलौहमार्गसेतवः भारतीय केतवः अरातिनीवृत्तिं स्फुरन्तु।

शब्दार्थाः :
सत्यनिष्ठया-सत्यनिष्ठा से-with sincere loyalty; उद्यताः-तैयार -ready; केतवः-झण्डे-flags; अरातिनीवृत्तिम्-शत्रु को सब ओर से पकड़कर मारने के भाव को-enemies by grabbing them all over.

अनुवाद :
हम सब तो सत्यनिष्ठा से अपने देश की रक्षा के लिए तैयार हैं, एकमात्र छल-कपट में निपुण शत्रुओं के पक्ष को काटने का वृत धारण करने वाले हैं, नदियों पर मशीनों द्वारा चलने वाले वाहन, लोहे की पटरी वाले रास्ते तथा पुल हों, भारतीय पताकाएँ शत्रु को सब ओर से पकड़कर मारने के भाव को स्फुरित करें।

English :
We are ready to serve our country honestly. We will sever the heads of deceitful enemies-let there be machines and iron rails. Let the Indian flags be unfurled around the enemies.

6. अये वशिष्ठ-याज्ञवल्क्य-गौतमात्रिवंशजाः तथैव सूर्यचन्द्रपावकान्ववायतल्लजाः। – भवत्सु जीवितेषु हन्त! किं नदन्ति दस्यवः? कदा प्रदर्शयिष्यते द्विषां फलं बलस्य वः॥6॥

अन्वयः :
हन्त! अये वसिष्ठ-याज्ञवल्क्य-गौतम-अत्रि वंशजा (सन्ति), तथैव सूर्यचन्द्रपावकान्ववायतल्लजाः भवत्सु जीवितेषु दस्यवः किंनदन्ति? वः बलस्य फलं द्विषां (कृते) कदा प्रदर्शयिष्यते।

शब्दार्थाः :
हन्त!-खेद है-Alas! fie; अन्ववायतल्लजाः-कुल में सर्वश्रेष्ठ-of noblest family; भवत्सु-आप सब में-in you all; जीवितेषु-जीवित रहते हुए-while living; दस्यवः-लुटेरे-robbers; नदन्ति-अस्पष्ट बोल रहे हैं -speaking vaguely; वः-तुम्हारे-yours; द्विषाभ्-शत्रुओं के-of enemies.

अनुवाद :
खेद है। अरे, वसिष्ठ, याज्ञवल्क्य, गौतम अत्रि के वंश में आप उत्पन्न हुए हैं। वैसे ही, सूर्य और चन्द्र से पवित्र, कुल में सर्वश्रेष्ठ आप सब के जीवित रहते हुए लुटेरे अस्पष्ट बोल रहे हैं। तुम्हारे बल का फल शत्रुओं को कब दिखाओगे।

English :
You are the descendants of rishis and of noble birth show your valour to let down robberr.

MP Board Class 10th Sanskrit Solutions

In this article, we will share MP Board Class 10th Social Science Book Solutions Chapter 13 Functioning of Indian Democracy Pdf, These solutions are solved subject experts from the latest edition books.

MP Board Class 10th Social Science Solutions Chapter 13 Functioning of Indian Democracy

MP Board Class 10th Social Science Chapter 13 Textbook Exercises

Objective Type Questions

Mp Board Class 10th Social Science Chapter 13 Question 1.
Multiple Choice Questions
(Choose the correct Answer from the following)

Chapter 13 Social Science Class 10 MP Board Question (i)
Number of members of the Legislative Assembly of Madhya Pradesh – (MP Board 2009, 2013)
(a) 320
(b) 270
(c) 250
(d) 230
Answer:
(d) 230

Functioning Of Indian Democracy Class 10 MP Board Question (ii)
Who is empowered to nominate members to the Council of States –
(a) The President
(b) Prime Minister
(c) Governor
(d) Supreme Court.
Answer:
(a) The President

Class 10 Social Science Chapter 13 Mp Board Question (iii)
Who from amongst the following is empowered to promulgate ordinance in a State –
(a) Governor
(b) Home Minister
(c) Judiciary
(d) Council of States.
Answer:
(a) Governor

Social Science Class 10 Chapter 13 Question (iv)
Governor of a State is an integral part of –
(a) Parliament
(b) Legislative Assembly
(c) Judiciary
(d) Council of States.
Answer:
(a) Parliament

Functioning Of Indian Democracy Meaning In Hindi MP Board Question 2.
Match the coloumn:

Answer:

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

MP Board Class 10th Social Science Chapter 13  Very Short Answer Type Questions

Functioning Of Indian Democracy In Hindi MP Board Question 1.
What is the age of retirement of a Justice of the Supreme Court? (MP Board 2009)
Answer:
65 years.

10th Class Social 13th Lesson Questions And Answers MP Board Question 2.
What is the number of members of Parliament from Madhya Pradesh?
Answer:
29.

Functioning Of Indian Democracy Hindi Meaning MP Board Question 3.
Who elect the Speaker of the House of People?
Answer:
The House of People (Lok Sabha) elects the Speaker and Deputy Speaker from among its members.

MP Board Class 10th Social Science Chapter 13 Short Answer Type Questions

Functioning Of Indian Democracy In Hindi Meaning MP Board Question 1.
Write qualifications of a members of the House of People?(MP Board 2009)
Answer:
Qualifications of Members of the House of People: He/She –

1. Should be citizen of India.
2. Should be 25 years or more.
3. Should not be on any office of profit in the Central or State Governments.
4. Is not declared insane or insolvent by any competant court of Law.
5. Has not been declared disqualified to contest election by any law of Parliament.

Mp Board Class 10th Social Science Chapter 14  Question 2.
Describe functions of District Panchayat? (MP Board 2009, 2013)
Answer:
Functions of the District Panchayat:

1. To exercise control over the Janpad Panchayats and Village Panchayats, ensure coordination among them and guide them.
2. To coordinate the schemes of Janpad Panchayats.
3. To forward to the State Government, demands for grant for special purposes.
4. To implement such schemes of the district which fall in the area of  two or more Janpad Panchayat.
5. To advise the State Government in the matters of development related activities, social forestry, family and child welfare and games and sports.
6. To do such other work which the State Government directs.

10th Class Social 13th Lesson MP Board Question 3.
Write functions of the Prime Minister? (MP Board 2009, 2013)
Answer:
In position Prime Minister is the strongest of all the Minister in the Central Council of Ministers. His functions can be summed lip as under.

1. He makes and reshuffles the other Ministers.
2. He presides over the meetings of the Council of Ministers.
3. He coordinates the work of the other ministries. The bills presented in the House are prepared under the direction of the Prime Minister.
4. He is the link between the President and the Council of Ministers.
5. He is the chief advisor to the President.
6. He is the leader of the Lok Sabha and as such, of the nation and accordingly the ultimate government authority.

Question 4.
Write Functions of the Council of States? (MP Board 2011)
Answer:
Functions of the Council of States:
Except financial matters the Council of States normally enjoys all the powers of the House of People.

1. Legislative Powers:
The Council of States enjoys the powers of Legislation which vest in the House of People. Any Bill can be initiated in either of the House but unless both the Houses pass a Bill it cannot become an Act.

2. Financial Powers:
Any Finance Bill is initiated only in the House of People. In respect of financial matters, powers of the Council of States are negligible. Any money bill is sent to the Council of States only for consideration after it is presented in the House of People and it has to be passed by it within 14 days.

3. Control over the Executive:
The members of the Council of States exercise control over the Cabinet of Ministers by asking questions on the matters of public interest.

4. Like the members of the House of People:
The members of the Council of States have the right to participate in the elections of the President and the Vice – President.

Question 5.
Write four functions of the Governor? (MP Board 2010, 2011)
Answer:
1. Functions in respect of the Executive:
The Governor appoints the Chief Minister. He appoints the leader of the party which has won by majority as Chief Minister. He appoints other ministers at the advice of the Chief Minister and allocates works to them. The Governor appoints the Advocate General, Chairman of the Public Service Commission and other senior officers of the State.

2. Legislative Functions:
The Governor is an essential part of the government. He summons meetings of the Legislative Assembly, suspends them and adjourns them. He can dissolve the Assembly on the advice of the Chief Minister. After the elections and in the beginning of a Session of the Legislative Assembly he addresses it. As per need he can send messages to the Legislatures.

Governor’s assent is essential on the bills passed by the Legislative Assembly for reconsideration. If again the Bill is passed by the Legislative Assembly and sends it to the Governor, it is necessary for the Governor to give assent to it.

3. To Promulgate Ordinance:
When the Assembly is not in session the Governor can promulgate ordinance. Approval of the Legislative Assembly is necessary within 6 weeks of the promulgation of the ordinance.

4. Financial Powers:
The governor causes the State budget to be presented every year in the Legislative Assembly. He also causes to be presented the Report of the Comptroller and Auditor General in the House.

MP Board Class 10th Social Science Chapter 13 Long Answer Type Questions

Question 1.
Describe the special features of Federal Form of Government? (MP Board 2009)
Answer:
The following are the special features of Federal Government:

1. Dual Governments:
In the Indian Union there are both the Governments viz. Union Government and the State Governments. There is an Executive in the Union where there is a Council of Ministers and there are President, the Prime Minister and there is a Legislature (Parliament) of peoples’ representatives. Similarly in the states also there is Executive and Legislature wherein there are Governor and Council of Ministers under the Chief Minister, and a Legislative Assembly of Peoples representatives. This arrangement is known as Dual form of Government.

2. Division of Powers:
There is a division of power between the Union and the States under the Constitution. Accordingly the Centre and the States make laws and rim the administration as per the subjects under their Jurisdiction. The powers have been allocated in the Constitution in the manner of union rist, state list and concurrent list.

3. Supremacy and Written form of Constitution:
Under the Federal form of Government written Constitution is a necessity. Constitution is supreme and Basic Law of the Land. The Union and State Governments follow the Constitution under this System of Governments. To ensure supremacy of the Constitution the procedure of its amendments has been made difficult.

4. Supremacy of Judiciary:
Under the Federal form of Government Supremacy of Judiciary is important. The Supreme Court is the protector of the Constitution. Laws framed and decisions taken contrary to the constitution can be declared null and void by the Supreme Court. Necessary provisions have been made in the Constitution to ensure independence of the Judiciary.

5. Two Houses of the Legislature:
As per Federal form of Government Indian Legislature has two houses. First house is called the Parliament and the Second one is called the Council of States. The Council of States (Rajya Sabha) represents the States.

Question 2.
How has division of administrative powers been made between the Central Government and State Government?
Answer:
Inspite of clear division of powers between the Union and the States, it is necessary that there should be proper cooperation between the Union and the States for successful administration. There are certain provisions in the Constitution through which the Union exercises effective control over the States.

1. Directions to the State Governments:
The Central Government gives directions to the State Governments on Subjects of national importance and the States follow these directions. Subjects like national defence, political relations with foreign countries, come under this category.

2. Entrust Some Works out of Union Subjects:
The Union executive can entrust some works to State Governments. The Union can give directives to the States to follows any international treaty or agreement. Such instructions can also be given in respect of subjects like security of railway tracks, etc.

3. All India Services:
In India certain services are All India Service like the Indian Administrative Service (I.A.S.), the Indian. Police Service (I.P.S.) etc. Selection to these services is made by the Union Public Service Commission. The service conditions of these services are decided by the Central Government. Besides serving in their respective States, these officers serve in the Centre from time – to – time. Thus, the Central Government exercise control over the States.

4. Financial Assistance:
The money State Governments receive from taxes is insufficient. Important sources of income are with the Central Government. The Centre gives grants to State Government from time-to-time. Through such grants the Centre exercises control over the States.

5. Powers of Parliament:
The Parliament has powers to divide a State or form one State by integrating two States or some parts of these states and form a new State. Parliament has power to increase or decrease the area of a State or change the boundaries of a State.

Question 3.
Write the procedure of passing a bill in the Parliament?
Answer:
The procedure of passing a Bill:
1. First Reading or Presentation of the Bill:
Any member of Parliament after giving one month’s notice can present a bill with prior permission of the chairman of council of States/Speaker of the House of People. At the time of the first reading only the Caption of the Bill is read. Normally no discussions take place at the time of first reading i.e., mere presentation of the bill is its first reading. After presentation of the bill it is published in the Gazette of India.

2. Second reading:
Before the commencement of second reading copies of the bill are distributed among the members. At this stage every section of the bill is not discussed in details, only the basic features of the bill are discussed. At that stage no amendments are suggested either. If necessary the bill is sent to the combined Select Committee.

3. Committee Stage:
For deliberations the House is divided into small committees. Members of the Committee study minutely every article/para of the bill and deliberate on it. The committee may consult subject specialists if needed. The Committee has also the powers to make amendments in the bill. After due consideration the committee submits its report to the Chairman of the Legislative Council/Speaker of House of People (as the case may be).

4. Report Stage:
Copies of the Report of the Committee along with the amendments suggested are given to the members of the House. The House may accept the report of the Committee as it is. Discussion takes place in the House on the Bill. Detailed discussion take place on every sections of the Bill. In the end voting takes place. If the bill is passed after voting, then this stage is deemed to be over.

5. Third Reading:
After the report stage, the stage of passing of the bill is called the last stage or the third reading. At this stage deliberations take place only on the main features of the bill and not on every section of the Bill. At this stage no changes are made in the draft bill. If the bill is passed by the House it is sent to another House under the signature of the Speaker or Chairman of the House.

6. Sending Bill in the Second House:
When a bill is passed in one House it is sent to another House in die aforesaid manner.

7. Assent of the President:
When the bill is passed, in both the Houses of Parliament, it is sent to the President for assent. After the assent of the President the bill becomes the Law, and it is published in the Government Gazette. On ordinary bills the President may give assent or send it for reconsideration of both the Houses. If both the Houses again pass the bill the President has to give assent.

Question 4.
Write the emergency powers of the President? (MP Board 2009, 2010)
Answer:
Emergency Powers of the President:

1. The President may declare emergency in the Country in cases of external aggression, internal armed uprisings, constitutional failures in States or financial crises. The emergency can be declared by the President only on the advice of the cabinet, ratification of both the houses of Parliament is necessary within two months of such declaration.

Under such circumstances the Parliament acquires the powers of enacting Laws for the whole country or a part there of the Union Government can under such circumstance give directions to the states.

2. From the Report of the Governor or from any other source when the President has reason to believe that the administration of a State is not running as per the provisions of the Constitution then the President, with prior approval of the Central Cabinet, may impose Presidents rule in that State. Approval of both of the Houses of Parliament is necessary on any such declaration within two months of such declaration.

During this period complete or partial administration of that State comes in the hands of the President. He/she may delegate the power of administration to the Governor. During such period the power of framing laws vests in the Parliament. During this period the governor enjoys all the administrative powers of the State save the powers of the High Court.

3. When the President has reason to believe that severe financial emergency has arisen in the country he/she may impose financial emergency in the country.

Question 5.
Describe functions of the Council of Ministers?
Answer:
Functions of the Council of Ministers:
1. Formulation of Policies:
With regard to the problems and matters relating to economic, social foreign and political, the Council of Ministers frame suitable policy for their solution.

2. Matters Relating to Appointments:
All important appointments in the Country and outside, like the Governors, Ambassadors, Chairmen and members of various commissions. Attorney General etc. are made by the Council of Ministers.

3. Matters Relating to Finance:
The Council of Ministers exercises control over the income and expenditure of the country. The Finance minister drafts the budget, presents it before the Council of Ministers and after its approval it is presented in the House. If the budget is not passed by the Parliament the whole Cabinet has to tender resignation. .

4. Advice to the President:
The Council of Ministers advises the President from time – to – time. The President has to accept the advice of the Cabinet.

Question 6.
Describe the powers of the Supreme Court of India?
Answer:
The powers of the Supreme Court are as under:

1. Original Jurisdiction:
Such disputes which do not go in other courts of the country are put up only in the Supreme Court of India. It decides centre – state (s) disputes. It decides disputes between two or more states. The Supreme Court has power to take action for protection of fundamental rights of citizens.

2. Appelate Jurisdiction:
The Supreme Court is the highest and final court of appeal of the country. The Supreme Court has the power to hear Constitutional appeals, Civil appeals, Criminal appeals, Special appeals.

3. Consultative Function:
Under Article 143 of the Constitution in the President seeks advice on any constitutional or legal matter, the Supreme Court may give such advice to the President.

4. Jurisdiction as to Judicial Review:
The Supreme Court has the power to examine the validity of laws and administrative orders passed by Parliament and State Assemblies and see whether they are in accordance with the constitutional provisions or not. Through this power the Supreme Court protects the”constitution.

5. Court of Record:
Supreme Court is also acts as Court of Record, i.e. all its Judgements and records are in writing and published, and they are kept as record. In the subordinate courts these judgments are produced as examples and the subordinate courts follow them.

6. Other Works:
The Supreme Court, besides the above, does following work:

• Inspections and enquiry of subordinate courts.
• To decide service conditions, promotion and termination of services of its own staff as well as subordinate officers and staff.
• Power to punish any person found guilty of contempt of court.

Question 7.
Explain the Panchayat Raj System and describe the functions of local bodies.
Answer:
The Local Government system is not uniform in rural and urban areas. In our country the local government institutions in rural and urban areas are of three types. In rural areas there are Village Panchayats, Block (level) Panchayats and District Panchayats. In town areas, ‘Nagar Panchayat’ municipalities and municipal corporations are there. These units of local administration work under the guidance and control of the elected representatives who are elected by the people. This arrangement of local government is known as Local Self – Government.

Panchayati Raj System for Rural India:
Gram Panchayats have been formed for the villages of the state for maintaining cleanliness, providing health services, lighting, drinking water and other similar facilities. If the size of the villages is small then one Gram Panchayat is formed for two or more villages. The people of rural areas manage the affairs of their villages through the Gram Panchayats.

Such arrangements is popularly known as Panchayati Raj System. The local government in different states of the country has been organised according to the laws framed in this respect by the Legislative Assemblies of the respective states. Therefore, the System of Local Government in all the States is of different type and not uniform.

The system of Panchayat Raj in Madhya Pradesh is as under:

1. Gram Sabhas and Gram Pranchayats for villages.
2. A Janpad Panchyat for every development block.
3. A Zila Panchayat or District Panchayat for every district.

MP Board Class 10th Social Science Chapter 13 Additional Important Questions

Objective Type Questions

Question 1.
Multiple Choice Questions.
(Choose the correct Answer from the following)

Question (i)
Which of the following is not included in the Indian Administrative System –
(a) Central Government
(b) State Government
(c) Local Government
(d) Federal Government
Answer:
(d) Federal Government

Question (ii)
The number of members in Rajya Sabha is –
(a) 300
(b) 275
(c) 250
(d) 350
Answer:
(c) 250

Question (iii)
Council of Ministers consist of the categories of –
(a) One
(b) Two
(c) Three
(d) Four
Answer:
(c) Three

Question (iv)
The organs  of Government are –
(a) Legislative
(b) Executive
(c) Judiciary
(d) All of them.
Answer:
(d) All of them.

Question (v)
The local self – government system is divided into –
(a) Two parts
(b) Three parts
(c) Four parts
(d) Five Parts
Answer:
(b) Three parts

Question (vi)
Minimum age limit for the candidate of President post is – (MP Board 2009)
(a) 45 years
(b) 35 years
(c) 40 years
(d) 21 years
Answer:
(b) 35 years

Question (vii)
Mininum age of the Rajya Sabha membership is – (MP Board 2009)
(a) 25 years
(b) 30 years
(c) 35 years
(d) 50 years
Answer:
(b) 35 years

Question 2.
Fill in the blanks:

1. The Prime Minister is elected by the ……………..
2. There are ………… states and …………. union territories in Indian union.
3. Upper House is called ……………..
4. Lok Sabha can bring a oaotion of impeachment of the ……………..
5. Maximum number of Members of Council of States is ………….
6. Maximum number of Member of House of People is …………… (MP Board 2009)
7. Number of member of the Lagistative Assembly of Madhya Pradesh is ………… (MP Board 2009)
8. The ………….. is a small but effective part of the council of ministers.(MP Board 2009)

Answer:

1. President
2. 22, 7
3. Council of States
4. President
5. 250
6. 545
7. 230

Question 3.
True and False type questions

1. The age limit for the member of the house of people is 30 years.
2. The tenure of the member of the Council of States is 6 years.
3. The President of India is the Supreme Commander of army.
4. The Chief Justice of India is elected by the Prime Minister.
5. Money Bills are introduced in the House of People. (MP Board 2009)
6. Supreme Court is the protector of fundamental rights. (MP Board 2009)
7. On the advice of Prime Minister, President can dissolve Parliament. (MP Board 2009)
8. There are 29 Judges and a Chief Justice in the Supreme Court. (MP Board 2009)
9. Maximum numbers of the members of council of Stat is 250.

Answer:

1. False
2. True
3. True
4. False
5. True
6. True
7. True
8. True
9. True.

Question 4.
Match the Column:

Answer:

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

Answer in One – Two Words or in One Sentence

Question 1.
Which are the constituents that combine to make a Parliament?
Answer:
The Lok Sabha, the Rajya Sabha, the President.

Question 2.
How many members are there in the Lok Sabha?
Answer:
Lok Sabha has a total strength of 545 members.

Question 3.
Which class of people are nominated in the Rajya Sabha?
Answer:
People belonging to arts, literature, science and social work.

Question 4.
Who decides that a particular bill is a money bill?
Answer:
The speaker of the Lok Sabha decides that a particular bill is a money bill.

Question 5.
In what name the majority leader of the Lok Sabha is called?
Answer:
The majority leader of the Lok Sabha is called the Prime Minister.

Question 6.
Mention the retirement age of High Court Judge. (MP Board 2009)
Answer:
62 years.

Question 7.
What is minimum age for the Parliament Membership? (MP Board 2009)
Answer:
25 years.

Question 8.
Who elects the Speaker of the Lok Sabha? (MP Board 2013)
Answer:
The Speaker of the Lok Sabha is elected by the Lok Sabha members.

Question 9.
Who has the power to dissolve the Lok Sabha?
Answer:
The President has the power to dissolve the Lok Sabha.

Question 10.
Who does preside over the joint session of the Parliament?
Answer:
The Speaker of the Lok Sabha presides over the joint session of the Parliament.

Question 11.
Who does conduct the proceedings of the Rajya Sabha?
Answer:
The Vice – President conducts the proceeding, of the Rajya Sabha and in his absence, the Vice – Chairman of the Rajya Sabha.

Question 12.
Which body makes laws for India?
Answer:
The Parliament of India makes laws for India.

Question 13.
On what conditions the Prime Minister has to tender his resignation?
Answer:
When the Prime Minister loses confidence of the Lok Sabha, he resigns from his office.

Question 14.
What is the minimum age required for the Parliament?
Answer:
The minimum age required for the President is 35 years of age.

Question 15.
Why are Union Territories not given the status of full – fledged states?
Answer:
The Union Territories are not given the status of full – fledged status because they usually have small areas and population.

MP Board Class 10th Social Science Chapter 13  Short Answer Type Questions

Question 1.
How many members are nominated in the Lok Sabha and by whom?
Answer:
The President nominated two members in the Lok Sabha. These members belong to the Anglo – Indian community. The President does so when he is satisfied that the Anglo-Indian community has not been adequately represented in the Lok Sabha.

Question 2.
Describe the composition of the Lok Sabha?
Answer:
The maximum strength of the Lok Sabha is 550. Out of this 530 members are taken from the numerous states whereas 20, from the union territories. The whole country, statewise, is divided into as many constituencies as are the seats. Each constituency elects its own representation. Any candidate obtaining the largest number of votes is declared elected.

Question 3.
How is the Rajya Sabha constituted?
Answer:
The Rajya Sabha is the upper house of the Indian Parliament. It consists of a maximum strength of 250. Out of this, 12 members are nominated by the President who have excelled in art, literature, science and social work. The remaining 238 members are elected by the respective legislative assemblies of the states.

Question 4.
Explain the characteristics of federal form of Government?
Answer:

1. Dual Governments.
2. Division of Powers.
3. Constitution to be supreme and in written form.
4. Supremacy of Judiciary.
5. Two Houses of Legislators.

Question 5.
What are three non – legislative functions of Parliament?
Answer:

1. The Member of Parliament can ask and Answer the questions.
2. The Parliament can give approval to emergency proclamations.
3. It can consider the no – confidence motions.

Question 6.
What grade of ministers are in the Central Council of Ministers?
Answer:

1. Ministers of Cabinet rank.
2. Ministers of States.
3. Deputy Minsiters.

Question 7.
How is the Chief Minister of the State appointed?
Answer:
The Chief Minsiter of the State is appointed by the Governor. The Governor appoints the leader of the political party that obtains majority in the Legislative Assembly as the Chief Minister of a State.

Question 8.
What do you mean by Contempt of Court?
Answer:
The Contempt of Court meAnswer that the court can publish any one who does not abide by the decision/judgement of the Supreme Court of other Courts. The Court has the authority to fine and imprison for the contempt of itself.

MP Board Class 10th Social Science  Chapter 13 Short Answer Type Questions

Question 1.
What are the legislative powers of the President?
Answer:
The legislative powers of the President are:

1. The President calls the sessions of both the Houses and prorogues them. He can dissolve the Lok Sabha on the recommendations of the Prime Minister.
2. He inaugurates the Parliament by addressing the Lok Sabha.
3. No bill can become law without his assent.
4. He can issue ordinances during the intervals of the sessions of the Parliament.

Question 2.
Describe the minimum qualifications for the post of the President. What is the term of office?
Answer:
The minimum qualifications for the post of the President are:

1. He should be a citizen of India.
2. He should be of 35 years at least.
3. He should possess qualifications required for the member of the Lok Sabha.
4. He should not hold any office of profit. He is elected for a period of five years with the provision of re-election.

Question 3.
Write any four functions of chairman of Parliament. (MP Board 2009, 2012)
Or
What are the main functions of the speaker of the Lok Sabha?
Answer:
Main functions are:

1. He presides over the meetings of the Lok Sabha. If need be, he can call the joint session of both the Houses of Parliamnet. He also presides over their joint sitting.

2. He can adjourn the House if it lacks quorum (1/10 of its total strength).

3.He decides whether a bill is a money bill or an ordinary bill.

4. He maintains order and discipline in the House.

5.  He conducts the business of the house in accordance with the rules. No member can speak without his permission. All members, weather of the treasury benches or the opposition have to obey his authority.

Question 4.
Write the main legislative powers of the Government. (MP Board 2009)
Answer:
Legislative Power of the Government:

1. He summons, prorogues and dissolves the Lower House of the State Assembly lpefore its terms finishes, on the advice of the Chief Minister.

2. He issues ordinances during the intervals of the session of the state legislature. Such ordinance would remain in fource 6 weeks after the next session of the legislature commences, unless they are reviewed earlier.

3. He gives assent to the Bills passed by the State Legislative. Without his approval the bill cannot become a law.

4. The budget is presented to the Legislative on his name.

5. He has the power to nominate 1/6 of the members of the Legislative Council from among persons who are renowned one’s in various fields.

Question 5.
What do you understand by the supremacy of Parliament ?
Answer:
The Indian Parliament is the creation of the constitution of India which have specified its power. The Parliament is the highest law making body of the country. It is the legislative organ of the Union Government and comprises the representatives of the people. It cari remove the Council of Minister by withdrawing confidence in it. It has a full control over the national finance. The above account proves its supermacy. However, it is not a soverigh body uncontrolled with unlimited powers.

MP Board Class 10th Social Science  Chapter 13 Long Answer Type Questions

Question 1.
Discuss briefly the powers and functions of the Parliament of India?
Answer:
The Parliament of India is the legislative organ of the Union Government.
It has two Houses the Lok Sabha, and the Rajya Sabha. The powers and functions of the Parliament are:

1. Ordinary bills can be introduced is any of the two Houses. Each bill has to pass through various stages before it becomes a law. After the bill is passed by both the Houses, it is presented to the President for his assent.

2. The Parliament is empowered to approve the, budget. It is on the approval of the Parliament that the taxes are collected and expenditure are made.

3. The Parliament’s members ask questions and supplementary questions. The Parliament can pass vote of no confidence, cut in motions, adjournment motion against the executive.

4. The Parliament participates in the amendment of the constitution. It also participates in the elections of the President and the Vice – President.

5. The Parliament approves proclamation of emergency issued by the President and can extend its period six monthly.

6. It participates in the impeachment proceedings to remove the President or the judges of the Supreme High Courts.

Question 2.
Describe the relationship between the President and the Council of Ministers.?
Answer:
India has adopted a parliamentary system. Under this system, the executive is in constant touch with the legislature. Actually it is a part of it there are, in parliamentary system two types of executive nominal and real. In India nominal executive is the President and the real executive is the Council of Ministers. The President is the Head of the State whereas the Chairman of the Council of Ministers, i.e., the Prime Minister, is the Head of the Government. The President does what the Council of Ministers wants him to do.

He has to act on the aid and advice of the Cabinet. At most, he can ask the cabinet (the Council of Ministers) the reconsider the decision. If the cabinet makes the same decision, the President has to accept it. Like the king (Queen) of England, the President governs but does not rule. The ruling authority, in India, is the Council of Ministers headed by the Prime Minister.

Question 3.
Describe the executive powers of the President
Answer:
The executive powers of the President are vast. Some of these are:

1. The President appoints the Prime Minister and on his advice, he appoints other members of Council of Ministers.

2.All government’s decisions are taken in the name of the President.

3. The President appoints Chief Justice and other Judges of the Supreme Court and the High Courts.

4. He appoints the State Governor, the Attorney General, the Comptroller and Auditor General, Chairman and members of the UPSC and ambassadors to other’ countries.

5. He is the Supreme Commander of the armed forces.

Question 4.
Write the Right of Constitutional review of the Supreme Court of India?
Answer:
Supreme Court avails the five varieties of right regarding constitution review that are as follow:

Habeas Corpus:
Habeas Corpus is a writ issued by the Supreme Court/High Court to release the detained person and bring him before the court. The court does so because it is continued that it is wrong to detain the person.

Mandamus:
Through,mandamus, the Supreme Court or the High Court can force a lower court, a person, or an institution to discharge specific duty. If, for example, the election of a particular institution is not held, the Supreme Court can order such election.

Prohibition:
Prohibition is issued by the Supreme Court to the subordinate court for refraining it to do anything. It is a writ which stalls the proceedings of the lower court on the ground that the case in question does not fall under its jurisdiction.

Certiorari:
Is a writ issued by the Supreme Court/High Court when it wants.to hear itself any case which is being heard in some lower court. After this writ has been issued, the hearing in the lower court is suspended, and the case is forwarded to the higher court.

Quo Warranto:
Quo Warranto is a writ which forbid an erring and individual to assume office and can ask him to relinguish office wrongfully held by him. The individual concerned has to comply with the orders.

Question 5.
Discuss the composition, jurisdiction and position of the Supreme Court of India?
Answer:
The Supreme Court of India is the highest court in the country. It is also called the apex court. It consists of 26 judges, including the Chief Justice. The Chief Justice is appointed by the President and the other Judges in consultation with the Chief Justice. A judge of the Supreme Court retires at the age of 64, unless removed earlier by impeachment on grounds of misbehaviour and incapacity. The jurisdiction of the Supreme Court can be stated as under:

1. Its original jurisdiction extends to disputed in which the Union or the States are parties.

2. Its appellate jurisdiction relates to constitutional, civil and criminal appeals; constitutional when interpretation of any article of the constitution is involved civil when a substantial question of law is involved; criminal when death penalty is instituted.

3. It can review its own decisions.

4. It acts as a courts of records.

5. It has jurisdiction of advisory opinion in so far as it gives the President advice on any legal matter. But it is binding on the President to accept the advice. The Supreme Court is the protector of the constitution, the federal scheme and of the fundamental rights of the citizens of India.

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Salutation to the Nation Textual Exercises

Word Power

A. Use the following words in your own sentences.
(निम्न शाब्दों से वाक्य बनाइए)
Answer:
treacherous – The treacherous acts of Raj created a barrier in our friendship.
jovial mood – Our class teacher was in jovial mood today.
reluctant – Mohan was reluctant to go to his friend’s birthday party.
embrace – When Ram stood first in the class his father embraced him.
flock – A large flock gathered at the accident spot.

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

1. a room for one or more prisoners in a prison or police station. – dungeon
2. the act of killing somebody especially · as a legal punishment. – execution
3. a person who suffers very much or is killed because of their religious political beliefs. – martyr
4. a word or phrase that is easy to remember, used by politicians, advertisers etc. in order to attract people’s attention. – slogan

How Much Have I Understood?

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

Salutation To The Nation MP Board Question 1.
Who is known as Shaheed-e-Azam?
(हू इज़ नोन एज़ शहीद-ए-आजम?)
शहीद-ए-आजम के नाम से कौन जाना जाता है?
Answer:
Bhagat Singh is known as Shaheed-eAzam.
(भगतसिंह इज़ नोन एज़ शहीद-ए-आजम।)
भगतसिंह को शहीद-ए-आजम के नाम से जाना जाता है।

Salutation To The Nation Questions And Answers MP Board Question 2.
Name three patriots who sacrificed their lives for the freedom of motherland, same day at Lahore.
(नेम थ्री पेट्रिअट्स हू सैक्रिफाइस्ड देअर लाइव्स फॉर द फ्रीडम ऑफ मदरलैण्ड, सेम डे एट लाहौर.)
तीन क्रान्तिकारियों के नाम लिखिए जिन्होंने मातृभूमि की आजादी के लिए एक साथ लाहौर में आत्मबलिदान दिया।
Answer:
Bhagat Singh, Sukhdev and Rajguru were the three patriots who sacrificed their lives for the freedom of motherland, same day at Lahore.
(भगतसिंह, सुखदेव एण्ड राजगुरु वर दी थ्री पेट्रिअट्स हू सैक्रिफाइस्ड देअर लाइव्स फॉर द फ्रीडम ऑफ मदरलैण्ड, सेम डे एट लाहौर.)
भगतसिंह, सुखदेव व राजगुरु तीन क्रान्तिकारी थे जिन्होंने अपनी मातृभूमि की आजादी के लिए एक साथ लाहौर में आत्मबलिदान दिया।

Class 10 English Chapter 3 Salutation To The Nation MP Board Question 3.
Bhagat Singh said, “One revolutionary is meeting another revolutionary”. Who was the other revolutionary?
(भगतसिंह सेड, “वन रिवॉल्यूशनरी इज़ मीटिंग एनदर रिवॉल्यूशनरी।” हू वॉज़ द अदर रिवॉल्यूशनरी?)
भगतसिंह ने कहा, “एक क्रान्तिकारी दूसरे क्रान्तिकारी से मुलाकात कर रहा है।” दूसरा क्रान्तिकारी कौन था?
Answer:
The other revolutionary was Lenin, whose biography Bhagat Singh was reading.
(द अदर रिवॉल्यूशनरी वॉज़ लेनिन, हूज़ बायोग्राफी भगत सिंह वॉज़ रीडिंग.)
दूसरा क्रान्तिकारी लेनिन था, जिसकी आत्मकथा भगत सिंह पढ़ रहे थे।

Mp Board Class 10 English Chapter 3 Salutation To The Nation Question 4.
What slogans were raised by the three revolutionaries?
(व्हॉट स्लोगन्स वर रेज्ड बाइ द थ्री रिवॉल्यूशनरीज़?)
तीनों क्रान्तिकारियों द्वारा क्या नारे लगाये गये?
Answer:
The three revolutionaries raised the slogan, ‘Inqualab Zindabad, Samrajyavad Murdabad’.
(द थ्री रिवॉल्यूशनरीज़ रेज्ड द स्लोगन, ‘इंकलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद’।)
तीनों क्रान्तिकारियों ने नारा लगाया, ‘इंकलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद।’

Salutation To The Nation Class 10 MP Board Question 5.
What did the Britishers do with the bodies of the three revolutionaries?
(व्हॉट डिड द ब्रिटिशर्स डू विद द बॉडीज़ ऑफ द थ्री रिवॉल्यूशनरीज़?)
अंग्रेजों ने तीनों क्रान्तिकारियों के शरीर के साथ क्या किया?
Answer:
The Britishers mercilessly chopped off the bodies of the three revolutionaries, filled them in the sacks and carried them to the bank of the river Sutlej at Ferozpur. Kerosene was spilled over them and set ablaze in the most cruel manner.
(द ब्रिटिशर्स मसीलेसली चॉप्ड ऑफ द बॉडीज़ ऑफ द थ्री रिवॉल्यूशनरीज़, फिल्ड् देम इन द सैक्स एण्ड कैरिड देम टू द बैंक ऑफ द रिवर सतलज एट फिरोजपुर कैरोसीन वॉज़ स्पिल्ड् ओवर देम एण्ड सेट अब्लेज़ इन द मोस्ट क्रूअल मैनर।)
अंग्रेजों ने तीनों क्रान्तिकारियों के मृत शरीरों को काटकर, बोरों में भरा व फिरोजपुर में सतलज नदी के तट पर ले गए। उन पर मिट्टी का तेल छिड़ककर अत्यन्त क्रूरतापूर्वक जलाया।

Lesson 3 Salutation To The Nation MP Board Question 6.
What did Mahatma Gandhi say on the death of Bhagat Singh?
(व्हॉट डिड महात्मा गाँधी से ऑन द डेथ ऑफ भगत सिंह?)
महात्मा गाँधी ने भगतसिंह की मृत्यु पर क्या कहा?
Answer:
Mahatma Gandhi on the death of Bhagat Singh said, “It has increased our power for winning freedom for which Bhagat Singh and his comrades died.”
(महात्मा गाँधी ऑन द डेथ ऑफ भगतसिंह सेड, “इट हैज़ इंक्रीप्ड अवर पावर फॉर विनिंग फ्रीडम फॉर व्हिच भगत सिंह एण्ड हिज़ कॉमरेड्स डाइड।”)
महात्मा गाँधी ने भगतसिंह की मृत्यु पर कहा, “भगत सिंह व उनके साथियों की मृत्यु ने हमारी स्वतन्त्रता पाने की क्षमता को बढ़ा दिया है।”

Mp Board Class 10 English Chapter 3  Question 7.
What did Bhagat Singh say to the Deputy Commissioner of Lahore?
(व्हॉट डिड भगतसिंह से टू द डैप्यूटी कमिश्नर ऑफ लाहौर?)
भगतसिंह ने लाहौर के डैप्यूटी कमिश्नर से क्या कहा?
Answer:
Bhagat Singh said to the Deputy Commissioner that he was fortunate to be able to see how Indian revolutionaries can embrace death with pleasure for the sake of their supreme ideal.
(भगतसिंह टू द डैप्यूटी कमिश्नर दैट ही वॉज़ फॉरच्यूनेट टू बी एबल टू सी हाउ इण्डियन रिवॉल्यूशनरीज़ कैन एम्बेस डेथ विद प्लैज़र फॉर द सेक ऑफ देअर सुप्रीम आइडियल.)
भगतसिंह ने डैप्यूटी कमिश्नर से कहा कि वह सौभाग्यशाली है कि वह देख पा रहा है कि किस प्रकार भारतीय क्रान्तिकारी खुशी-खुशी अपनी मातृभूमि के लिए मृत्यु को गले लगा सकते हैं।

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

Bhagat Singh Called The Magistrate Answer MP Board Question 1.
What did the three revolutionaries do while going towards the place of execution?
(व्हॉट डिड द थ्री रिवॉल्यूशनरीज़ डू व्हाइल गोइंग टुवर्ड्स। द प्लेस ऑफ एग्जीक्यूशन?)
तीनों क्रान्तिकारियों ने फाँसी के तख्ने तक जाते हुए क्या किया?
Answer:
The three revolutionaries sang patriotic songs and moved towards the place of execution steadily and stood boldly. They raised the slogan, “Inqualab Zindabad, Samrajyavad Murdabad’.
(द थ्री रिवॉल्यूशनरीज़ सँग पैट्रिऑटिक साँग्स एण्ड मूव्ड टुवर्ड्स द प्लेस ऑफ एग्जीक्यूशन स्टैडिली एण्ड स्टुड बोल्डली। दे रेज्ड द स्लोगन, ‘इंकलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद.)
तीनों क्रान्तिकारी निर्भीकता से देशप्रेम के गीत गाते हुए फाँसी के तख्ते की तरफ बढ़े। उन्होंने नारा लगाया, ‘इंकलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद।’

Mp Board Class 10th English Chapter 3 Question 2.
Describe how the three revolutionaries embraced death for the cause of India’s freedom.
(डिस्क्राइब हाउ द थ्री रिवॉल्यूशनरीज़ एम्ब्रेस्ड डेथ फॉर द कॉज़ ऑफ इण्डियाज़ फ्रीडम.)
तीनों क्रान्तिकारियों ने भारत की स्वतन्त्रता के लिए किस प्रकार मृत्यु को गले लगाया इसका वर्णन करो।
Answer:
The three revolutionaries refused to get executed with their faces covered, wear the cap and get handcuffed. They walked along singing patriotic songs in a jovial mood. They raised the slogan, ‘Inqualab zindabad, Samrajyavad Murdabad’ loudly, pulled the hangman’s rope, kissed it and put it round their necks and faced death boldly.

(द थ्री रिवॉल्यूशनरीज़ रिफ्यूज्ड टू गेट एग्जीक्यूटिड विद देयर फेसेस कवर्ड, वेयर द कैप एण्ड गेट हैण्डकपड। दे वॉक्ड अलौग सिंगिंग पेट्रिऑटिक साँग्स इन अ जोविअल मूड। दे रेज्ड द स्लोगन, ‘इंकलाब ज़िन्दाबाद, साम्राज्यवाद मुर्दाबाद’ लाऊड्ली, पुल्ड् द हैंगमैन्स रोप, किस्ड् इट एण्ड पुट इट राउण्ड देयर नेक्स एण्ड फेस्ट डेथ बोल्डली.)

तीनों क्रान्तिकारियों ने मुँह ढंककर व बेड़ियाँ लगवाकर फाँसी लगवाने से मना कर दिया। वे खुशी होकर देशप्रेम के गीत गाते हुए फाँसी के तख्ते की तरफ बढ़े। उन्होंने नारा लगाया, ‘इंकलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद’, फाँसी की रस्सी खींची, उसे चूमा व अपनी गर्दन में लपेटकर निर्भीकता से मृत्यु को गले लगाया।

Question 3.
How did Bhagat Singh’s parents react at the execution of their beloved son?
(हाउ डिड भगतसिंह ‘स् पेरेन्ट्स रिएक्ट एट द एग्जीक्यूशन ऑफ देयर बिलवड सन?)
भगतसिंह के माता-पिता ने अपने पुत्र की फाँसी पर क्या प्रतिक्रिया जताई?
Answer:
Bhagat Singh’s parents reacted boldly at the execution of their beloved son. His father, Sardar Kishan Singh drove away the crowd from the place of execution and went alone with a few people to fetch his dead body. He did not want that other innocent people may revolt and be shot dead along with his son.

(भगतसिंह ‘स् पेरेन्ट्स रिएक्टिड बोल्डलि एट द एग्जीक्यूशन ऑफ देयर बिलव्ड सन। हिज़ फादर, सरदार किशन सिंह ड्रोव अवे द क्राऊड फ्रॉम द प्लेस ऑफ एग्जीक्यूशन एण्ड वेन्ट् अलोन विद अ फ्यू पीपल टू फेच हिज़ डेड बॉडी। ही डिड नॉट वॉन्ट् दैट अदर इनोसेन्ट पीप्ल् मे रिवोल्ट एण्ड बी शॉट डेड अलाँग विद हिज़ सन।)

भगतसिंह के माता-पिता ने अपने प्रिय पुत्र की फाँसी पर निर्भीक प्रतिक्रिया जताई। उनके पिता, सरदार किशन सिंह भीड़ को फाँसी की जगह से दूर ले गए और कुछ ही लोगों के साथ उसका शव लेने गए। वे नहीं चाहते थे कि दूसरे मासूम लोग जोश में आयें व अपनी जान गँवाएँ।

Question 4.
What did Sardar Kishan Singh do to avoid any untoward incident?
(व्हॉट डिड सरदार किशन सिंह डू टू एवॉइड एनी अनटुवर्ड इन्सीडेन्ट?)
सरदार किशन सिंह ने किसी अनचाही घटना से बचने के लिए क्या किया?
Answer:
Sardar Kishan Singh drove away the crowd from the place of execution to avoid any untoward incident. He also went to fetch his son’s dead body only with a few people.
(सरदार किशन सिंह ड्रोव अबे द क्राऊड फ्रॉम द प्लेस ऑफ एग्जीक्यूशन टू एवॉइड. एनी अनटुवर्ड इन्सीडेन्ट ही ऑल्सो वेन्ट टू फेच हिज़ सन्स डेड बॉडी ओनलि विद अ फ्यू पीप्ल.)
सरदार किशन सिंह किसी अनचाही घटना से बचने के लिए भीड़ को फाँसी की जगह से दूर ले गए। वे अपने पुत्र के शव को लेने भी कुछ ही व्यक्तियों के साथ गए।

Question 5.
What did the village people do when they heard the news of Bhagat Singh’s execution?
(व्हॉट डिड द विलेज पीपल ड्र व्हेन दे हर्ड द न्यूज़ ऑफ भगतसिंह’ स् एग्जीक्यूशन?)
गाँव के लोगों ने भगतसिंह की मृत्यु की खबर सुनने पर क्या किया?
Answer:
When the village people heard that Bhagat Singh’s dead body has been chopped and burnt in a heartless manner by the Britishers they reached the place in the neighbouring village with torches. The English officers threw the shreds of the bodies in the river water and ran away. The humble villagers gathered the shreds of the half burnt bodies from the river and performed the last rites with full devotion and love.

(व्हेन द विलेज पीप्ल् हर्ड दैट भगतसिंह’स् डेड बॉडी हैज़ बीन चॉप्ड् एण्ड बर्ट इन अ हार्टलेस मैनर बाइ द ब्रिटिशर्स दे रीच् द प्लेस इन द नेबरिंग विलेज विद टॉर्चेस. द इंग्लिश ऑफिसर्स श्रू द श्रेड्स् ऑफ द बॉडीज़ इन द रिवर वॉटर एण्ड रैन अवे. दहम्बल विलेजर्स गैदर्ड द श्रेड्स् ऑफ द हाफ बर्ट बॉडीज़ फ्रॉम द रिवर एण्ड परफॉर्ड द लास्ट राइट्स विद फुल डिवोशन एण्ड लव.)

जब गाँव वालों ने सुना कि भगतसिंह का शव अंग्रेजों द्वारा पास के गाँव में क्रूरता से काटकर जलाया गया है तो वह वहाँ लालटेन लेकर पहुँच गये। अंग्रेजों ने उन्हें देखकर शव के टुकड़े नदी में फेंक दिये व भाग गये। गाँव वालों ने नदी में से उनके शरीर के अधजले टुकड़े एकत्रित किये व उनका पूर्ण श्रद्धा व प्रेम से अन्तिम संस्कार किया।

Question 6.
How did Mahatma Gandhi and Pandit Jawaharlal Nehru pay tribute to Shaheed-eAzam?
(हाउ डिड महात्मा गाँधी एण्ड पण्डित जवाहरलाल नेहरू पे ट्रिब्यूट टू शहीद-ए-आज़म?)
महात्मा गाँधी व पं. जवाहरलाल नेहरू ने शहीद-ए-आज़म को किस प्रकार श्रद्धांजलि दी?
Answer:
Mahatma Gandhi in his tribute to Bhagat Singh said, “It has increased our power for winning freedom for which Bhagat Singh and his comrades died”. Pandit Jawaharlal Nehru said, “Their magnificent courage and sacrifice has been an inspiration to the youth of India.”

(महात्मा गाँधी इन हिज़ ट्रिब्यूट टू भगतसिंह सेड, “इट हैज़ इंक्रीज्ड् आवर पावर फॉर विनिंग फ्रीडम फॉर व्हिच भगत सिंह एण्ड हिज़ कॉमरेड्स डाइड” पण्डित जवाहरलाल नेहरू सेड, “देयर मैग्नीफिसेन्ट करेज एण्ड सैक्रिफाइस हैज़ बीन एन इन्स्पिरेशन टू द यूथ ऑफ इण्डिया.”)

महात्मा गाँधी ने भगतसिंह को अपनी श्रद्धांजलि में कहा कि, “भगतसिंह व उनके साथियों की मृत्यु ने हमारी स्वतन्त्रता प्राप्ति की क्षमता को बढ़ा दिया है।” पण्डित जवाहरलाल नेहरू ने कहा, “उनकी बहादुरी व बलिदान ने भारत के युवाओं को प्रेरणा दी है।”

Question 7.
We got the freedom after a lot of struggle and many sacrifices. What should we do to maintain the freedom of our nation?
(वी गॉट द फ्रीडम आफ्टर अ लॉट ऑफ़ स्ट्रगल एण्ड मैनी सैक्रिफाइसेस। व्हॉट शुड वी डू टू मेन्टेन द फ्रीडम ऑफ अवर नेशन?)
हमें काफी संषर्घ व बलिदान के बाद स्वतन्त्रता मिली है। हमें अपनी स्वतन्त्रता को बरकरार रखने के लिए क्या करना चाहिए?
Answer:
We have got freedom after a lot of struggle and many sacrifices. We should maintain it by serving our country and being honest in our deeds. By being good citizens and contributing in its progress we can remain independent.
(वी हैव गॉट फ्रीडम आफ्टर अ लॉट ऑफ स्ट्रगल एण्ड मैनी सैक्रिफाइसेस वी शुड मेन्टेन इट बाइ सर्विंग आवर कण्ट्री एण्ड बीइंग ऑनेस्ट इन आवर डीड्स् बाइ बीइंग गुड सिटीजन्स एण्ड कॉन्ट्रिब्यूटिंग इन इट्स् प्रोग्रेस वी कैन रिमेन इन्डिपेन्डेन्ट.)
हमें बहुत संघर्ष के पश्चात् आज़ादी मिली है। हम उसे अपने देश की सेवा करके, अपने कार्यों में ईमानदार रहकर, अच्छे नागरिक बनकर व उसके विकास में योगदान देकर बरकरार रख सकते हैं।

C. Choose the correct alternative and fill in the blanks.
(रिक्त स्थान भरो।)

1. Rajguru and Sukhdev refused to…………
(i) go to the gallows
(ii) get their faces covered
(iii) be hanged
(iv) to come out of their cells.
Answer:
(ii) get their faces covered

2. Bhagat Singh called the magistrate ………
(i) unfortunate
(ii) fortunate
(iii) lucky
(iv) unlucky.
Answer:
(ii) fortunate

3. The Britishers took the dead bodies of the revolutionaries to the bank of the river …………
(i) Sutlej
(ii) Ganga
(iii) Yamuna
(iv) Narmada
Answer:
(i) Sutlej

4. By offering his supreme sacrifice to his motherland Bhagat Singh became a symbol of ………..
(i) progress
(ii) love
(iii) patriotism
(iv) kindness.
Answer:
(iii) patriotism

Language Practice

A. Fill in the blanks with past continuous form of the verbs given in brackets.
(रिक्त स्थान भरो।)

1. The revolutionaries ………. (sing) a patriotic song.
2. The crowd ……… (raise) loud slogAnswer:
3. Bhagat Singh ………. (stand) between Rajguru and Sukhdev.
4. Sardar Kishan Singh ………… (deliver) his speech.
5. The people ………… (not, move) from their place.

Answer:

1. were singing
2. was raising
3. was standing
4. was delivering
5. were not moving.

B. Combine the pairs of sentences using past perfect tense to express the earlier action or event.
(निम्न वाक्यों को जोड़े।)

1. (a) The sun rose.
(b) I woke up some time later.
Answer:
When I woke up, the sun had already rose.

2. (a) The fire burnt down all the huts.
(b) The fire brigade arrived later.
Answer:
When the fire brigade arrived, the fire had already burnt down all the huts.

3. (a) I did not see him for many years.
(b) I did not recognize him at once.
Answer:
I did not recognize him at once since I had not seen him for many years.

4. (a) The match began at 10 a.m.
(b) The spectators packed the stadium at 9 a.m.
Answer:
When the match began the spectators had already packed the stadium.

5. (a) The teacher said they could go home.
(b) They did not complete the assignment.
Answer:
Since they did not complete the assignment, the teacher asked them to go home.

C. Fill in the blanks using correct form of the verbs.
(रिक्त स्थान भरो।)

1. By the time, the doctor …………. (arrive), the patient ……… (die).
2. We ………….. (understand) the poem after the teacher ………… (explain).
3. When we ……… (reach) the cinema hall, the film …….. (begin).
4. Mother ………… (make) tea when we ………… (wake) up
5. I thought you ………… (submit) your application by the due date.

Answer:

1. arrived, had died
2. understood, had explained
3. reached, had begun
4. made, woke
5. had submitted.

Listening Time

The teacher will read out the following words and students will repeat them :
(निम्न शब्दों को पढ़ो।)
Answer:

Speaking Time

Frame sentences on seeing the pictures given in the text carefully.
(पुस्तक में दी गई तस्वीरों को देखकर वाक्य बनाइए।)
Answer:
Students can frame the sentences as follows:

1. Rajesh is waking up at 6 o’clock in the morning.
2. He is brushing his teeth.
3. His mother is serving him breakfast.
4. He is then going to school.
5. The teacher is teaching him mathematics in the school.
6. He is playing football in the games period.
7. He is playing flute under the tree after the school.
8. He is taking dinner with his father.
9. He is then watching T. V.
10. Mother is giving him milk to drink.
11. He is brushing his teeth at night.
12. He is going to bed at night.

Writing Time

Write a message to your mother. You can’t wait till 3 p.m. as you have to go to play a match. You are Shantanu.
(अपनी मॉं के नाम सन्देश लिखो)
Answer:
11 December, 2007

Ma, Got your message. I am sorry I won’t be able to wait till 3 p.m. as I have to go to play a football match. I will be back by 6 p.m. Bye.

Shantanu

Things to do

A. Collect the pictures of some martyrs and write about them in the given format.
(कुछ शहीदों के चित्र एकत्रित करो व उनके विषय में दिए गए प्रकार से लिखो।)
Answer:
Students may themselves find the pictures of some martyrs and collect information about them.(छात्र स्वयं करें।)

B. Collect some patriotic slogans:
(कुछ क्रान्तिकारी नारे लिखो।)
Answer:
Students should do it themselves.
(छात्र स्वयं करें।)

Salutation to the Nation Difficult Word Meanings 

Dungeon (डन्जन)-a dark underground room used as a prison (अन्धकारपूर्ण तहखाना जो कारागार के रूप में काम अता है); Hurl (हले)-to throw something/ somebody violently in a particular direction (जोर से कुछ फेंकना); Jovial (जोविअल)- very cheerful and friendly (प्रसन्नचित); Reluctant (रिलक्टेन्ट)hesitating before doing something because you do not want to do it or because you are not sure that it is the right thing to do (कोई कार्य करने को अनिच्छुक); Untoward (अनटुवर्ड)-unusual and unexpected and usually unpleasant (अप्रत्याशित, दुर्भाग्यपूर्ण); Gallows (गैलोज़)-a structure on which people (criminals) are killed by hanging (फाँसी देने का लकड़ी का ढांचा); Embrace (एम्बेस)- to put your arms around somebody as a sign of love or friendship; to accept something (here death) with enthusiasm (गले लगाना); Delirious (डेलिरिअस)-in an excited state – and not able to think or speak clearly (अत्यन्त उत्तेजित व प्रसन्न); Budge (बज)-to move slightly (धीरे से चलना); Treacherous (ट्रेचरस) – that cannot be trusted (अविश्वसनीय); Sack (सैक)-a large bag (एक बड़ा थैला); Flock (फ्लॉक)-to go or gather together somewhere in large numbers (व्यक्तियों का बहुत बड़ा झुण्ड); Shred (श्रेड)-a small thin piece that has been torn or cut from something (कपड़े का दुकड़ा)

Salutation to the Nation Summary, Pronunciation & Translation

Bhagat Singh was busy reading the biography of Lenin. In fact, he had just read a few pages when the door of the dungeon opened and let in a jail officer.

“Sardarji, please be ready, we have been ordered to carry out the execution,” said the officer.

Bhagat Singh was reading the book; he told the officer without raising his eyes from the book, “Wait, one revolutionary is meeting another revolutionary.”

The officer was stunned by the tone of Bhagat Singh’s voice and stood still.

(भगतसिंह वॉज़ विज़ी रीडिंग द बायोग्राफी ऑफ लेनिन. इन फैक्ट, ही हैड जस्ट रेड : अ फियु पेजिस व्हेन द डोर ऑफ द डन्जिअन ओपन्ड ऐण्ड लेट इन अ जेल ऑफिसर.

“सरदारजी, प्लीज बी रेडी, बी हैव बीन ऑर्डर्ड टू कैरी आऊट द एक्जिक्यूशन” सेड द ऑफिसर.

भगतसिंह वॉज़ रीडिंग द बुक; ही टोल्ड द ऑफिसर विदाऊट रेजिंग हिज़ आईज, फ्रॉम द बुक, “वेट, वन रिवोल्युशनरी इज़ मीटिंग एनदर रिवोल्युशनरी।”

द ऑफिसर वॉज़ स्टन्ड बाई द टोन ऑफ भगतसिंहज़ वॉयस एण्ड स्टुड स्टिल.)

अनुवाद :
भगतसिंह लेनिन की जीवनी पढ़ने में व्यस्त थे। असल में उन्होंने बस कुछ ही पृष्ठ पढ़े थे जब काल कोठरी का दरवाजा खुला और जेल अधिकारी अन्दर आया।

“सरदारजी, कृपया तैयार हो जाइए। हमें आदेश मिला है कि आपको फाँसी दे दी जाए” अधिकारी ने कहा।

भगतसिंह जीवनी पढ़ रहे थे; उन्होंने बिना आँखें उठाए (अधिकारी की तरफ देखे बिना) अधिकारी से कहा, “रुको, अभी एक क्रान्तिकारी दूसरे क्रान्तिकारी से मिल रहा है।”

अधिकारी उनके लहजे से अवाक रह गया और चुपचाप खड़ा हो गया।

Bhagat Singh resumed reading the book. All of a sudden he hurled the book in the air, stood forth and said, “Let’s go!”

Rajguru and Sukhdev also came out of their cells. They had refused to get their faces covered, wear the cap and get handcuffed.

The three revolutionaries walked along singing a patriotic song in a jovial mood and were followed by the jail officials on all sides.

(भगतसिंह रिज्यूम्ड रीडिंग द बुक. ऑल ऑफ अ सडन ही हल्ड द बुक इन द एयर, स्टुड फॉर्थ ऐण्ड सेड, “लैट्स गो!”

राजगुरु ऐण्ड सुखदेव ऑल्सो केम आऊट ऑफ देयर सेल्स दे हैड रिफ्यूज्ड टू गैट देयर फेसिस कवर्ड, वीयर द कैप ऐण्ड गैट हैण्डकपड.

द थ्री रिवोल्युशनरीज़ वॉक्ड अलौंग सिंगिंग अ पैट्रियोटिक सॉन्ग इन अ जोवियल मूड ऐण्ड वर फौलोड बाई द जेल ऑफिशियल्स ऑन ऑल साइड्स.)

अनुवाद :
भगतसिंह पुनः पुस्तक पढ़ने लगे। अचानक उन्होंने पुस्तक को हवा में उछाल दिया, झटके से खड़े हुए और बोले “चलो चलें!”

राजगुरु और सुखदेव भी अपनी-अपनी कोठरियों से बाहर आ गए। उन्होंने अपने चेहरों को ढकने, टोपी पहनने और हाथों में हथकड़ियाँ डलवाने से इन्कार कर दिया था।

तीनों क्रान्तिकारी बड़े प्रसन्नचित्त अन्दाज़ में देशभक्ति का गीत गाते हुए चल रहे थे और उनके पीछे-पीछे जेल अधिकारी चल रहे थे उनको घेरे में लिए हुए।

A huge crowd had assembled at the gate consisting of photographers, reporters, the public and the members of Bhagat Singh’s family.

The crowd was becoming unmanageable, loud slogans were being raised both inside and outside the jail. Bhagat Singh’s father, Sardar Kishan Singh, realized that the police might fire at or lathi-charge the people any moment and many innocent people would die.

(अ यूज क्राऊड हैड असेम्बल्ड ऐट द गेट कन्सिसटिंग। ऑफ फोटोग्राफर्स, रिपोर्टर्स, द पब्लिक ऐण्ड द मेम्बर्स ऑफ। भगतसिंहज़ फैमिली.

दक्राऊड वॉज़ विकमिंग अनमैनेजेबल, लाऊड स्लोगन्स वर बीईंग रेज्ड बोथ इन्साईड ऐण्ड आऊटसाईड द जेल.भगतसिंहज़ फादर, सरदार किशन सिंह, रियलाईज्ड दैट द पुलिस माईट फायर ऐट और लाठी-चार्ज द पीपल ऐनी मोमेण्ट एण्ड मैनी एनोसेण्ट पीपल वुड डाई.)

अनुवाद :
जेल (कारागार) के द्वार पर विशाल भीड़ जमा हो चुकी थी। फोटोग्राफर, रिपोर्टर, भगतसिंह के परिवार के लोग तथा आम जनता के लोग।

भीड़ को संभाल पाना मुश्किल होता जा रहा था। ऊँची आवाज़ में नारे लग रहे थे जेल के अन्दर भी और बाहर भी। भगतसिंह के पिताजी सरदार किशन सिंह जी को यह एहसास हो गया कि पुलिस किसी भी वक्त गोली चला सकती है अथवा लाठी चार्ज कर सकती है और बहुत से बेकसूर लोग मारे जाएँगे।

He aksed his wife, “Let us go, lest some misfortune should befall the harmless, innocent people.”

Bhagat Singh’s mother was reluctant to leave place but she had to give in to her husband’s plea.

Sardar Kishan Singh managed to drive away the crowd a little further from the gate to avoid some untoward incident and started delivering a speech to divert their mind from the gallows.

(ही आस्क्ड हिज़ वाईफ़ “लैट अस गो, लेस्ट सम मिस्फॉरचून शुड बिफॉल द हार्मलैस, इनोसेण्ट पीपल.”

भगतसिंहज़ मदर वॉज़ रिलक्टैण्ट टू लीव द प्लेस बट शी हैड टू गिव इन टू हर हस्बैण्ड्स प्ली.

सरदार किशन सिंह मैनेज्ड टू ड्राईव अवे द क्राऊड अ लिटल फर्दर फ्रॉम द गेट टू अवॉइड सब अन्टुवर्ड इन्सिडेण्ट ऐण्ड स्टार्टिड डेलिवरिंग अ स्पीच टू डाईवर्ट देयर माईन्ड फ्रॉम द गैलोज़.)

अनुवाद :
उन्होंने अपनी पत्नी से कहा “हमें चले जाना चाहिए इससे पहले कि निरीह बेकसूर लोगों पर दुर्भाग्य टूट पड़े।”

भगतसिंह की माँ वहाँ से जाना नहीं चाहती थीं परन्तु अन्ततोगत्वा उन्होंने अपने पति की दलील मान ली।

सरदार किशन सिंह जी भीड़ को जेल के दरवाजे से थोड़ा अलग ले जाने में सफल हो गए। किसी प्रकार की अप्रिय घटना न हो तथा लोगों का ध्यान फाँसी से हटाने के लिए उन्होंने एक भाषण देना शुरू किया।

The wardon proceeded towards the platform with the three valiant revolutionaries. The Deputy Commissioner of Lahore was surprised and terrified to see that the convicts were not shackled. Bhagat Singh read the fear in his eyes and said, “Well, Mr. Magistrate, you are fortunate to be able to see how Indian revolutionaries can embrace death with pleasure for the sake of their supreme ideal.”

Bhagat Singh, along with Sukhdev and Rajguru, climbed the stairs of the platform steadily and stood boldly.

Bhagat Singh stood in the centre with Sukhdev on his left and Rajguru on his right.

(द वार्डन प्रोसीडिड टुवर्ड्स द प्लैटफॉर्म विद द थ्री वैलियण्ट रिवॉल्युशनरीज़. द डेप्युटि कमिश्नर ऑफ लाहौर वॉज़ सरप्राईज्ड ऐण्ड टेरिफाईड टू सी दैट कन्विक्ट्स वर नॉट शैकल्ड. भगतसिंह रेड द फीयर इन हिज़ आईज़ ऐण्ड सेड, “वैल मिस्टर मैजिस्ट्रेट, यू आर फॉरचुनेट टू बी एबल टू सी हाऊ इण्डियन रिवॉल्युशनरीज़ कैन एम्ब्रेस डेथ विद प्लेज़र फॉर द सेक ऑफ देयर सुप्रीम आईडियल.”

भगत सिंह, अलॉन्ग विद सुखदेव एण्ड राजगुरु, क्लाइम्बड द स्टेअर्स ऑफ द प्लैटफॉर्म स्टेडिली ऐण्ड स्टुड बोल्डली।

भगतसिंह स्टुड इन द सेण्टर विद सुखदेव ऑन हिज़ लेफ्ट ऐण्ड राजगुरू ऑन हिज़ राईट.)

अनुवाद :
जेलर तीनों बहादुर क्रान्तिकारियों के साथ फाँसी के लिए बने चबूतरे की तरफ बढ़ने लगा। लाहौर के उपायुक्त (डिप्टी कमिश्नर) तीनों को हथकड़ी के बिना देखकर हैरान और भयभीत थे। भगतसिंह ने उनकी आँखों में डर देख लिया और कहा “मैजिस्ट्रेट महोदय आप बहुत भाग्यशाली हैं क्योंकि आप यह देख पा रहे हैं कि कैसे भारतीय क्रान्तिकारी अपने उच्चतम आदर्शों की खातिर खुशी-खुशी मौत को गले लगा सकते हैं।”

सुखदेव और राजगुरु के साथ भगतसिंह चबूतरे की सीड़ियाँ सधे कदमों के साथ चढ़ गए और तीनों निडर भाव से खड़े हो गए।

भगतसिंह बीच में खड़े हुए, उनकी बायीं ओर सुखदेव और दाहिनी तरफ राजगुरु।

They raised the slogan ‘Inqualab Zindabad, Samrajyavad Murdabad’ in a loud, clear and distinct voice, pulled the hangman’s rope, kissed it and put it round their necks. Bhagat Singh told the hangman, “Now you may set it right, if you please.”

The hangman, who must have been a very tough man, was moved to the core of his heart. He set the rope around the necks of the noble and brave young men with tears welling in his eyes and turned the spindle.

(दे रेज्ड द स्लोगन ‘इन्कलाब जिन्दाबाद, साम्राज्यवाद मुर्दाबाद’ इन अ लाऊड, क्लीयर ऐण्ड डिस्टिंक्ट वॉयस, पुल्ड द हैंगमैन्स रोप, किस्ड इट ऐण्ड पुट इट राऊण्ड देयर नेक्स. भगतसिंह टोल्ड द हैंगमैन, “नाऊ यू मे सेट इट राईट, इफ यू प्लीज़.”

द हैंगमैन, हू मस्ट हैव बीन अ वेरी टफ मैन, वॉज़ मूव्ड टू द कोर ऑफ हिज़ हार्ट. ही सेट द रोप अराऊण्ड द नेक्स ऑफ द नोबल ऐण्ड ब्रेव यंग मेन विद टीयर्स वेलिंग इन हिज़ आईज़ ऐण्ड टन्ड द स्पिन्डल)

अनुवाद :
उन्होंने ऊँची, साफ और स्पष्ट आवाज़ में नारा लगाया ‘इन्कलाब ज़िन्दाबाद, साम्राज्यवाद मुर्दाबाद’फिर जल्लाद के हाथ से फांसी का फंदा लेकर उनको चूमा और अपने-अपने गलों में डाल लिया। भगतसिंह ने जल्लाद से कहा “अब तुम इन फंदों को सही कर सकते हो यदि उचित समझो तो।”

जल्लाद जो कि एक सख्त कठोर व्यक्ति रहा होगा विचलित और द्रवित हो उठा। अश्रुपूरित नेत्रों से उसने तीनों बहादुर युवाओं के गलों में पड़े फंदों को सही किया और तख्ता सरकाने वाली तकली को घुमा दिया।

The board fell and the three revolutionaries offered their homage to their motherland with their lives at 7.33 in the evening.

Sardar Kishan Singh was on the verge of losing his nerve. He continued delivering his speech in a delirious manner, when the milkman ran towards them and gave the dreaded news that the execution was over.

(द बोर्ड फेल ऐण्ड द थ्री रिवोल्युशनरीज़ ऑफर्ड देयर होमेज टू देयर मदरलैण्ड विद देयर लाईव्स ऐट 7.33 (सेवन थर्टी थ्री) इन द ईवनिंग.

सरदार, किशन सिंह वॉज़ ऑन द वर्ज ऑफ लूजिंग हिज़ नर्व. ही कन्टिन्यूड डेलिवरिंग हिज़ स्पीच इन अ डेलिरियस मैनर, व्हेन द मिल्कमैन रैन टुवर्ड्स देम ऐण्ड गेव द ड्रैडिड न्यूज़ दैट द एक्ज़िक्यूशन वॉज़ ओवर।)

अनुवाद :
फाँसी का तख्ता सरक गया और तीनों क्रान्तिकारियों ने अपनी मातृभूमि को अपनी अन्तिम श्रद्धान्जलि अपने जीवन के रूप में शाम सात बजकर तैतीस मिनट पर प्रदान की।

सरदार किशन सिंह जी अपना धैर्य और मानसिक सन्तुलन खोने के कगार पर थे। वे बिल्कुल उन्मादी अवस्था में लगातार भाषण दिए जा रहे थे, जब दूधवाला दौड़कर उनको फाँसी हो चुकी है यह खबर देने आया।

Sardar Kishan Singh announced to the crowd, “Bhagat Singh has been executed. I am going to fetch his body. None of you should budge from here. I don’t wish that in taking away the body of Bhagat Singh I shall have to take away many more.”

Sardar Kishan Singh went ahead with a heavy heart with a few people and knocked at the gate. The gate of the jail was not opened. Continuous knocking went unheeded.

The police officers were heard laughing loudly inside the gate.

Someone came and whispered, informing them that the bodies had been taken away through another gate.

(सरदार किशन सिंह अनाऊन्सड टू द क्राऊड, “भगत सिंह हैज़ बीन एक्जिक्यूटिड. आई ऐम गोईंग टू फेच हिज़ बॉडी. नन ऑफ यू शुड बज फ्रॉम हिअर. आई डोण्ट विश दैट इन टेकिंग अवे द बॉडी ऑफ भगतसिंह आई शैल हैव टू टेक अवे मैनी मोर.”

सरदार किशन सिंह वेण्ट अहेड विद अ हैवी हार्ट विद अ फ्यू पीपल ऐण्ड नॉक्ड ऐट द गेट. द गेट ऑफ द जेल वॉज़ नॉट ओपन्ड. कन्टिन्यूअस नॉकिंग वेण्ट अनहीडिड.

द पुलिस ऑफिसर्स वर हर्ड लाफिंग लाऊड्ली इन्साइड द गेट।

समवन केम ऐण्ड ह्विस्पर्ड, इन्फॉर्मिंग देम दैट द बॉडीज़ हैड बीन टेकन अवे श्रू ऐनदर गेट.)

अनुवाद :
सरदार किशन सिंह जी ने भीड़ को सम्बोधित कर कहा “भगतसिंह को फाँसी दे दी गई है। मैं उनके पार्थिव शरीर को लेने जा रहा हूँ। आप लोगों में से कोई भी यहाँ से हिलना नहीं चाहिए। मैं नहीं चाहता कि भगतसिंह के शव के साथ मुझे और भी शवों को अपने साथ ले जाना पड़े।”

सरदार किशन सिंह जी कुछ लोगों के साथ लेकर भारी हृदय से आगे बढ़े और जेल के दरवाजे पर जाकर दस्तक दी। जेल का दरवाज़ा नहीं खुला। लगातार खटखटाना बेकार गया।

पुलिस अधिकारियों के जेल के अन्दर से ज़ोर-ज़ोर से हँसने की आवाज़ आ रही थी।

कोई आया 3 धीमी आवाज़ में बुदबुदाकर यह सूचना दी कि शवों को दूसरे द्वार से ले जाया जा चुका है।

The British were bent upon their treacherous way. The bodies of the valiant leaders were mercilessly chopped off, filled in the sacks and carried away to the bank of the river Sutlej at Ferozepur through a back gate. The last rites were to be performed by a Sikh granthi and a Hindu pandit.

The sacks containing the parts of the bodies were taken off the truck. Kerosene was spilled over them and set ablaze in the most cruel and heartless manner.

When the news reached the neighbouring village, the people flocked to the sacred spot carrying torches with them.

The English officers saw the approaching crowd and threw away the half burnt shreds of the bodies into the river-water, sat in the truck and sped away to save their lives.

(द ब्रिटिश वर बेन्ट अपॉन देयर ट्रैचरस वे. द बॉडीज़ ऑफ द वैलिएण्ट लीडर्स वर मरसिलैसली चॉप्ड ऑफ, फिल्ड इन द सैक्स ऐण्ड कैरिड अवे टू द बैंक ऑफ द रिवर सतलज ऐट फिरोज़पुर श्रू अ बैक गेट. द लॉस्ट राईट्स वर टू बी परफॉर्ड बाई अ सिक्ख ग्रन्थी ऐण्ड अ हिन्दु पण्डित।

द सैक्स कन्टेनिंग द पार्ट्स ऑफ द बॉडीज़ वर टेकन ऑफ द ट्रक. केरोसिन वॉज़ स्पिल्ड ओवर देम ऐण्ड सेट अब्लेज़ इन द मोस्ट क्रूएल ऐण्ड हार्टलैस मैनर.

व्हेन द न्यूज़ रीच्ड द नेबरिंग विलेज, द पीपल फ्लॉक्ड टू द सेकरेड स्पॉट कैरीईंग टॉर्चेस विद दैम.

द इंग्लिश ऑफिसर्स सॉद अप्रोचिंग क्राऊड ऐण्ड थ्रियु अवे द हाफ बर्ट ग्रैड्स ऑफ द बॉडीज़ इन्टू द रिवर-वॉटर, सैट इन द ट्रक ऐण्ड स्पेड अवे टू सेव देयर लाईव्ज.)

अनुवाद :
अंग्रेज़ पूरी तरह से अमानवीय कपटपूर्ण तरीकों पर उतरे हुए थे। उन बहादुर क्रान्तिकारी योद्धाओं के शवों के निर्ममतापूर्वक टुकड़े किए गए, फिर बोरों में भरकर पिछले दरवाजे से फिरोज़पुर में सतलज नदी के घाट पर ले जाया गया। अन्तिम क्रिया एक सिक्ख ग्रन्थी व एक हिन्दू पण्डित द्वारा की जानी थी।

शवों के टुकड़ों वाले बोरों को ट्रक से उतारा गया। उन पर मिट्टी का तेल छिड़का गया और अत्यन्त क्रूर एवं निर्मम तरीके से आग लगा दी गई।

जब “यह खबर पास के गाँव में पहुँची तो लोग हाथों में मशालें ले-लेकर उस पवित्र स्थल की तरफ आने लगे।

अंग्रेज़ अफसरों ने आती हुई भीड़ को देखकर अधजले शवों के टुकड़ों को नदी में फेंक दिया और ट्रक में बैठकर अपनी जान बचाने को भाग लिए।

The humble villagers gathered the shreds of the half burnt bodies from the river and performed the last rites with full devotion and love.

In this way the great martyr Bhagat Singh happily embraced death to liberate his motherland and became immortal in the hearts of Indians. He was 24 when he was executed. He became a legendary hero for the masses. Innumerable songs were composed about him, and the youth throughout the country made him their ideal. He became a symbol of bravery and inspired the people to free India.

(द हम्बल विलेजर्स गैदर्ड द शैड्स ऑफ द हाफ बर्ट बॉडीज़ फ्रॉम द रिवर ऐण्ड परफॉर्ड द लास्ट राईट्स विद फुल डिवोशन ऐण्ड लव.

इन दिस वे द ग्रेट मार्टर भगत सिंह हैप्पिली ऐम्ब्रेस्ड डेथ टू लिबरेट हिज़ मदरलैण्ड ऐण्ड बिकेम इम्मॉर्टल इन द हार्ट्स ऑफ इण्डियन्स. ही वॉज़ ट्वेन्टी फोर व्हेन ही वॉज़ ऐक्जिक्यूटिड. ही बिकेम अ लेजेण्डरी हीरो फॉर द मासिस इन्नयुमिरेबल सॉन्ग्स वर कम्पोज्ड अबाऊट हिम, ऐण्ड द यूथ श्रूआऊट द कंट्री मेड हिम देयर आइडीयल ही बिकेम अ सिम्बल ऑफ ब्रेवरी ऐण्ड इन्स्पायर्ड द पीपल टू फ्री इण्डिया.)

अनुवाद :
सरल हृदयी गाँव वालों ने नदी में अधजले शवों के टुकड़ों को निकालकर इकट्ठा किया और पूर्ण श्रद्धा व प्रेम के साथ उनकी अन्त्येष्टि की।

इस तरह महान शहीद भगतसिंह ने मातृभूमि को दासता से मुक्त कराने के लिए हँसते-हँसते मौत को गले लगा लिया और भारतीयों के हृदयों में अमर हो गये। वह केवल चौबीस वर्ष के थे जब उनको फाँसी दी गई। वह आम जनता के लिए एक प्रसिद्ध नायक बन गए। उनकी यशगाथा का बखान करने वाले अनेक गीत रचे गए और सम्पूर्ण देश के युवाओं ने उन्हें अपना आदर्श मान लिया। वह बहादुरी का प्रतीक बन गए और लोगों को भारत को आज़ाद कराने के लिए प्रेरित किया।

Bhagat Singh is justly remembered as ‘Shaheede-Azam’ by his grateful countrymen for making the supremę sacrifice. He infused life into the youth and became their hero. “It has increased our power for winning freedom for which Bhagat Singh and his comrades died,” said Mahatma Gandhi: “Their magnificent courage and sacrifice has been an-inspiration to the youth of India,” said Pandit Jawaharlal Nehru, the then president of the Indian National Congress, in his tribute, “These valiant young men died so that India may live.”

(भगतसिंह इज़ जस्टलि रिमेम्बर्ड ऐज़ ‘शहीद-ए-आजम’ बाई हिज़ ग्रेटफुल कंट्रीमेन फॉर मेकिंग द सुप्रीम सैक्रिफाईस. ही इन्फ्यूज्ड लाईफ इन्टू द यूथ ऐण्ड बिकेम देयर हीरो “इट हैज़ इन्क्रीज्ड आवर पावर फॉर विनिंग फ्रीडम फॉर व्हिच, भगतसिंह ऐण्ड हिज़ कॉमरेड्स डाईड,” सेड महात्मा गाँधी. “देयर मैग्निफिसेन्ट करेज एण्ड सेक्रिफाईस हैज बीन ऐन इन्सपिरेशन ट्र द यूथ ऑफ इण्डिया,” सेड पण्डित जवाहरलाल नेहरु, द देन प्रेसीडेण्ट ऑफ द इण्डियन नेशनल कांग्रेस, इन हिज़ ट्रिब्यूट, “दीज़ वैलिएण्ट यंग मैन डाईड सो दैट इण्डिया मे लिव.”)

अनुवाद :
भगतसिंह को उनके सर्वोच्च त्याग के कारण ‘शहीद-ए-आज़म’ के रूप में याद किया जाता है। उन्होंने भारत के युवाओं में जीवन का संचरण किया और उनके आदर्श बन गए। महात्मा गांधी ने कहा “भगतसिंह और उनके साथियों की शहादत ने आज़ादी हासिल करने की हमारी शक्ति को बढ़ा दिया है।” पण्डित जवाहरलाल नेहरू जो उस समय भारतीय राष्ट्रीय कांग्रेस के अध्यक्ष थे ने कहा, ” उनकी बेमिसाल बहादुरी और त्याग भारतीय युवाओं के लिए प्रेरणा का स्रोत है। ये बहादुर युवा इसलिए मरे ताकि भारत ज़िन्दा रहे।”

Hope that the above shaped information regarding the Madhya Pradesh Board Solutions for 10th English Chapter 3 Salutation to the Nation Questions and Answers is useful for making your preparation effective. View our website regularly to get other subjects solutions.

In this article, we will share MP Board Class 10th Social Science Book Solutions Chapter 10 Contribution of Madhya Pradesh in Freedom Struggle Pdf, These solutions are solved subject experts from the latest edition books.

MP Board Class 10th Social Science Solutions Chapter 10 Contribution of Madhya Pradesh in Freedom Struggle

MP Board Class 10th Social Science Text Book Exercise

Objective Type Questions

Mp Board Class 10th Social Science Chapter 10 Question 1.
Multiple Choice Questions:
(Choose the correct answer from the following)

Students can also download MP Board 10th Model Papers to help you to revise the complete Syllabus and score more marks in your examinations.

Contribution Of Madhya Pradesh In Freedom Movement MP Board Class 10 Question (a)
Which freedom fighter of Madhya Pradesh had the honour of becoming President of India:
(a) Dr. Shankar Dayal Sharma
(b) Pt. Sunderlal
(c) Pt. Dwarika Prasad Mishra
(d) Pt. Shambhunath Shukla.
Answer:
(a) Dr. Shankar Dayal Sharma

Contribution Of Mp In Freedom Movement MP Board Class 10 Question (b)
After which freedom fighter’s name, Bhopal University has been named:
(a) Seth Govinddas
(b) Barkatullah
(c) Harisingh Gaud
(d) Rani Durgavati.
Answer:
(b) Barkatullah

Class 10th Social Science Chapter 10 MP Board Question (c)
From which city of Madhya Pradesh the ‘Jhanda Satyagraha’ begin: (MP Board 2010)
(a) Indore
(b) Sagar
(c) Jabalpur
(d) Bhopal.
Answer:
(c) Jabalpur

Class 10 Social Science Chapter 10 MP Board Question 2.
Fill in the blanks:

1. ……………………. (name) lived in village Dhimarpura by the name Harishankar Bhramachari.
2. Rani Avantibai was queen of Ramgarh of ………………….. district.
3. Rani Laxmibai captured Gwalior with the help of ……………………. (name).

Answer:

1. Chandrashekhar Azad
2. Manda
3. Tatya Tope

Contribution Of Madhya Pradesh In Freedom Struggle MP Board Class 10 Question 3.
Match the column:

Answer:

1. (iv)
2. (i)
3. (ii)
4. (iii)

MP Board Class 10th Social Science Very Short Answer Type Questions

Class 10 Social Science Mp Board  Question 1.
Where was Chandrashekhar Azad born?
Answer:
Village Bhabhra of Jhabua District.

Contribution Of Mp In Freedom Struggle MP Board Class 10 Question 2.
Name the places of organisations set up in Madhya Pradesh?
Answer:
‘Gurukul’ 1929 (Satna), Hindustani Seva Dal 1931, Charkha Sangh (Rewa), Gwalior Rajya Seva Sangh and Harijan Sevak Sangh 1935 (Gwalior), Lok Sevak Sangh 1939, (Khargone), Gram Seva Kutir 1935 (Sendhwa), Seva Samiti (Betul). Seva Samiti (Betul), Seva Mandal (Ratlam) Jnyan Prakash Mandal (Indore) etc.

Mp Board Solution Class 10 Social Science Question 3.
Which freedom fighter’s name (soldier) of Indian National Army was associated with Shivpur?
Answer:
Colonel Gurbax Singh Dhillon.

MP Board Class 10th Social Science Short Answer Type Questions

Question 1.
Name the newspapers published from Madhya Pradesh to arouse awemess for national awakening? (MP Board 2012)
Answer:
During that period many newspaper like Karmaveer, Ankush, Subodh Sindhu, Nyaya Sudha, Arya Vaibhav, Lokmat, Praja Mandat Patrika, Sarswati Vilas, Saptahik Awaz and Subaha Watan were published, which raised voice against the oppressive and unjust policies of the British. This helped in arousing nationalist feelings.

Question 2.
In what way the people of Madhya Pradesh made their contribution in the Civil Disobedience Movement?
Answer:
The people of Madhya Pradesh made their contribution in the Civil Disobedience Movement in several ways. Some of the main movements are as:

1. The forest struggle (satyagraha) of Turia Jungle.
2. Jungle Satyagraha of Ghodadongri.
3. The Firing Incidence of Charanpaduka.

During the freedom movement many political and social service institutions were set up; their ways of working and policies, though different, their contribution in the movement was remarkable. Thus contribution of the people of Madhya Pradesh was memorable.

Question 3.
What was Jungle Satyagraha? (MP Board 2013)
Answer:
When in 1930 Gandhiji marched to Dandi and led the ‘Namak Satyagraha’, at the time the Congress workers of Seoni, under the leadership of Durga Shankar Mehta carried out the ‘Jungle Satyagraha’. About 9 – 10 kms from Seoni, a movement to cut grass from the Government Sandalwood Gardens, was started.

In continuation of the above movement another movement to cut grass in the jungles of Turia 28 kms from Seoni. It was planned to enter Turia jungle on 9th October, 1930. The police and range officers insulted the freedom fighters and the public who had assembled there in support of the freedom fighters.

The Deputy Commissioner, Seoni ordered police to open fire on them to ‘teach a lesson’. On the spot four tribals viz. Guddobai, Ramabai, Bemabai and Birju Gond died. This incidence is a proof of the fact that the freedom movement spread even among the tribals. The bodies of these martyrs were not handed over to their families.

Question 4.
How did ‘Jhanda Satyagraha’ take place? Explain?
Answer:
During the freedom movement, tricolour with spinning wheal (charkha) in the centre was having the status of national flag. During 1923 an incident with regard to its honour occurred that the whole nation stood for it and even the British administration had to recognize that fact.

This incidence has gone in the history of freedom struggle and is known as ’Jhanda Satyagraha’. The Congress party constituted a committee under the leadership of Hakim Ajmal Khan to assess the extent of mental preparedness of the people in favour of the Non – Cooperation Movement.

The Jabalpur Congress Committee decided to honour Mr. Khan and hoist the tricolour on the building of Jabalpur Municipality. The British Government took this act of honouring Mr. Khan as an insult of the British rule and ordered the police to not only remove the flag but insult is by crushing it under feet. Consequently the people were extremely annoyed. They agitated and this agitation became a national agitation only after few months.

MP Board Class 10th Social Science Long Answer Type Questions

Question 1.
Describe the contribution of freedom fighters of Madhya Pradesh in the freedom struggle of 1857?
Answer:
From every part of Madhya Pradesh fighters took part in the freedom struggle. There was hardly any area where freedom fighters were not there. Everyone from almost all the areas of Madhya Pradesh took part in the struggle. Only because of these people that we are breathing in free atmosphere. Although freedom fighters did not confine themselves to a specific area; they considered the nation above everything.

Central character of struggle for freedom of 1857 was Rani Laxmi Bai, who belonged to Jhansi, fought her important battle in Madhya Pradesh posed challenge to British and won the war. She caputred the Gwalior fort with the help of Tatya Tope. When English capton Hughes approached Gwalior fort, she fought bravely and on 18th June, 1858 near Gwalior she sacrificed her life in the Baba Gangadas Bag.

Tatya Tope, the great, fighter of first freedom struggle helped Rani Laxmi Bai to capture Gwalior. Even after the death of Rani Laxmi Bai, Tatya Tope continued guerilla fighting with the British for two years in Madhya Pradesh and other parts of India. A friend betrayed Tatya Tope and he was imprisoned and later hanged in Shivpuri. Some other main freedom fighters were Virangana Rani Avantibai, Raja Bakhtawar Singh, Raja Shankar Singh and Raghunath Shah, Thakur Ranmat Singh, etc.

Question 2.
What impact ‘Civil Disobedience Movement’ and ‘Quit India Movement’ had on Madhya Pradesh?
Answer:
The trible district Betul was also a centre of freedom struggle and the tribals here also participated in the freedom movement. After the ‘Jungle Movement’ of 1930 the tribal freedom fighters also took the reigns of the freedom movement in their hands under the leadership of Ganjan Singh Korku of Banjari Dhal.

When the police reached Banjari Dhal to arrest Shri Ganjan Singh the local tribals strongly opposed. The police opened fire and in the firing Koma Gond died and became a martyr. Ganjan Singh however escaped. In a place named Jambada a crowd gathered to free the arrested tribals, police opened fire on the crowd, Ramu and Makdu Gond died and became martyrs.

In August 1942 a new chapter in the freedom struggle of India was added, popularly known as ‘Quit India Movement’. The All India Congress Committee passed are solution, in the meeting of Indian Congress Committee held on 8th August, 1942 in Bombay. On the 9th August many big leaders including Mahatma Gandhi were arrested.

In this situation, many big leaders of Madhya Pradesh like Pt. Ravi Shankar Shukla, Dwarka Prasad Mishra returned to Madhya Pradesh to fight against such oppressive activities of the British Rule. People organised themselves in every village, tehsil and town, thus a beginning of the struggle was made. In Betul the struggle assumed serious form and the police opened fire.

In places like Mandla, Sagar, Hosharigabad, Chhindwara Jabalpur etc. people attacked Government offices and burnt Government records, railway, postal and transport services were disrupted. The police took recourse to oppression were disrupted. Seth Govindas was arrested in Jabalpur. As a consequence of this the struggle gathered momentum. The people participated in the struggle with great enthusiasm in places like Khandwa, Khargone, Narsinghpur, Damoh, Balaghat etc.

Question 3.
Write notes on:

1. Barkatullah Bhopali
2. Chandrashekhar Azad
3. Tantya Bhil
4. Kunwar Chain Singh
5. Virangana Avantibai
6. Thakur Ranmat Singh.

1. Barkatullah Bhopali:
Mohammad Barkatullah continuously made efforts of Independence of India, while living in foreign countries. He was made the Prime Minister of the interim Government of India set up in Kabul. Political activities started in Bhopal from the year 1934.

In this very year publication of two weekly papers were started viz. ‘Subahe Watan’ in Urdu by Shakir Ali Khan and ‘Praja Pukar’ by the Hindu Mahasabha of Bhopal State. In 1938 the Hindu and Muslim population together, set up ‘Praja Mandal’.

2. The Great Martyr Chandrashekhar Azad:
He was born in village Bhabhra of Jhabua district (Madhya Pradesh). He joined the Non-cooperation Movement in the early age of 14 years. When he was arrested he told in the court of law, ‘Azad’ as his name, ‘Independence’ as father’s name and ‘Prison’ as his address. Since then suffix ‘Azad’ added to his name.

For the Britishers, Azad’s name was the synonym for terror. The credit or arousing a sense of patriotism and prepare people foi armed revolution and preparing a generation of revolutionaries goes to Azad. Between the year 1926 to 1931, Azad was associated in almost all the revolutionary activities and associated himself in about 100 incidences of fight against the Britishers and became General Officer in Command of the Indian Socialist Republican Party.

He set up his headquarters in a village named Dhimarpura on the Bank of the river Satar in Jhansi. During day hours he used to narrate the story of Lord Ram, arrange for meals for the people and from there used to direct revolutionary activities in Jhansi.

He somehow reached Allahabad, hiding himself from the police and on 27 February, 1931, he was sitting in the Alfred Park. The police rounded him there at 10 a.m. in the morning. Firing started from both the sides, when only one bullet was left in his pistol he shot himself by firing a bullet neaiythe ear.

3. Tantya Bhil:
After the freedom struggle of 1857 Tantya Bhil became a symbol of terror for the Britishers. Dopia and Bijamija, his associates were also his partners in the Revolutionary activities. For years they were living amongst the local people and at the same time conducted revolutionary activities as a result of which they became a big challenge for the Britishers. Tantya Bhil was arrested under a conspiracy and was hanged in the year 1886. Tantya is a hero even today among Bhils.

4. Kunwar Chain Singh:
Prince Chain Singh of Narsinghgarh was insulted by political Agent Maddoc of Sehore Cantonment. Hence Chain Singh started agitation against the British. In 1824 there was a fierce battle between Chain Singh and the British on a sport which is presently known as Tehsil Chouraha. Chain Singh and handful of brave soldiers sacrificed their lives while fighting with British soldiers in Sehore’s Dussehra Bagh.

5. Virangana Rani Avantibai:
The queen of Ramgarh of Mandla district also showed extra ordinary love for her motherland and fought bravely. Ramgarh is a small town in Mandla district. In 1850 after the death of Raja Lakshman Singh his only son Vikramjeet Singh was declaired mentally sick and unfit to rule.

British Government took the regions of administration in their hands and appointed their officer. The royal family was sanctioned annual subsistence allowance. Rani Avantibai (Wife of Raja Laxman Singh) of Ramgarh was very able and intelligent lady who wanted to rule the state in her son’s name but at the time the ’policy of annexation’ (Hadap Neeti) was being strictly implemented.

Rani Avantibai opposed this, fought with the officer who was appointed by the Britisher there and took the reigns of administration in her hands. She contacted the thakurs and malguzars of the district and sought their cooperation. Many Zamindars promised to lend their support.

The Rani used to lead her soldiers in battlefield in soldier’s uniform. In April 1858, the Britishers attacked Ramgarh, the Rani assessed her strength and vacated the fort and went into the adjoining forests. From there she constantly attacked the Britishers but one of these attacks proved to fatal.

When she saw that she is surrounded and will be surely caught, this brave lady instead of courting arrest, got down from the horse, seized sword from her body – guard and pierced it in-her chest and laid her life bravely for her motherland.

6. Thakur Ranmat Singh:
Thakur Ranmat Singh of village Manakhari of Satna district also gave tough fight to the Britishers in the struggle of 1857. The Thakur was unhappy with the activities of the political Agent Maddoc and decided to fight with Britishers. He along with his companions organised an army in the jungles of Chitrakoot and attacked the Residency in Nagod. The resident fleed.

Thakur Ranmat Singh attacked the Naogaon cantonment also, after a few days and a British platoon of Barodha was killed. A prize of Rs. 2000 was declared on the Thakur. After fighting with the Britishers for a long times, he was arrested by the Britishers on day when he was resting in his friend’s house, he was caught unaware and was hanged in the year 1859.

MP Board Class 10th Social Science Additional Important Questions

Objective Type Questions

Question 1.
Multiple Choice Questions:
(Choose the correct answer from the following)
Question (a)
Bundela revolt was started in the period of:
(a) 1740 – 1742
(b) 1840 – 1842
(c) 1892 – 1897
(d) 1940 – 1942.
Answer:
(b) 1840 – 1842

Question (b)
Jhanda Satyagraha was started in the year of:
(a) 1920
(b) 1921
(c) 1922
(d) 1923.
Answer:
(d) 1923.

Question (c)
Chandrashekhar Azad was bom at:
(a) District Jhabua
(b) District Mandsour
(c) District Harda
(d) District Bhopal (MP Board 2009)
Answer:
(a) District Jhabua

Question (d)
Who fought with British by Guerilla system?
(a) Raja Laxman Singh
(b) Bakntawar Singh
(c) Tatya Tope
(d) Ganjan Sing Korku
Answer:
(c) Tatya Tope

Question 2.
Fill in the blanks:

1. Namak Satyagrah was started by …………………….
2. Jungle Satyagrah was the satyagrah of …………………….

Answer:

1. Mahatma Gandhi
2. Triblals.

Question 3.
True and False type questions.

1. Chandrashekhar Azad was bom in Sagar district.
2. In Madhya Pradesh, Quit India Movement was started under the leadership of Mahatma Gandhi.

Answer:

1. False
2. False.

Question 4.
Match the Column:

Answer:

1. (d)
2. (a)
3. (b)
4. (c)

Answer in One – Two Words or One Sentence

Question 1.
What is known as Jalianwala Bagh of M.P.? (MP Board 2009)
Answer:
The firing incidence of Charanpaduka on 14th January 1931.

Question 2.
Who were killed in firing of Madhya Pradesh’s Jalianwala Bagh?
Answer:
Seth Sunderlal, Dharamdas Khirwa, Chirku, Halke Kurmi, Ramlal Kurmi and Raghuraj Singh.

Question 3.
Write the name of queen of Ramagarh of Mandla District? (MP Board 2009)
Answer:
Gondwana queen, Rani Durgavati shah Maravi ruled Mandla province and fought against Akbar in her valiant effort to save her.

Question 4.
What slogan was given by Gandhiji on 8th August 1942?
Answer:
Do or Die.

Question 5.
When was a meeting organised at Talak Bhoomi Talaliya in Jabalpur?
Answer:
On 9th August 1942.

Question 6.
Write the name of main revolutionaries of Jaipur?
Answer:
Raja Shankar Singh and Raghunath Shah.

Question 7.
Name the main centre of revolt?
Answer:
The main centre of revolt were Gwalior, Bhopal and Indore.

MP Board Class 10th Social Science Very Short Answer Type Questions

Question 1.
What do you mean by Bundela revolt?
Answer:
Bundela, Rajput, Gond and Lodhi rulers and landlords revolted against the British and fought against the British rule in Narmada Sagar region of Buridelkhand.

Question 2.
Why did Prince Chain Singh started revolt against the Britishers?
Answer:
Prince Chain Singh of Narsinghgarh was insulted by political Agent Maddoc of Sehore Cantonment. Hence Chain Singh started agitation against the British. In 1824 there was a fierce battle between Chain Singh and the British on a sport which is presently known as Tehsil Chouraha.

Question 3.
Who was the hero of 1857 from Indore?
Answer:
In the freedom struggle of 1857 Sadat Khan and Bhagirath Silawat of Indore played an important role. They gave tough fight to the Britishers but were caught and hanged in Indore. Their sacrifice is also worth mentioning.

Question 4.
Who did plan to loot of Punjab Mail?
Answer:
Three freedom fighters Veer Yashwant Singh, Devnarayan Tiwari and Dalpatrao prepared a plan to loot the rifles and other belonging of the officers who travelled by Pubjab Mail.

MP Board Class 10th Social Science Short Answer Type Questions

Question 1.
What do you mean by Bundela Movement?
Answer:
In the land of Madhya Pradesh second flame of revolt flickered in 1840-1842 when in Narmada Sagar region of Bundelkhand. Bundela, Rajput, Gond and Lodhi rulers and landlords revolted against the British and fought against the British rule. Dhillan Shah of Madanpur, Hirde Shah of Heerapur, Raja Parinit of Jaitpur, Rao Basant Singh of Chirgaon and Deewan Bundela of Jheejhaon were heroes of this agitation, but because of lack of unity and power of British army the revolt could not succeed.

Question 2.
What were the main centres of 1857 in Madhya Pradesh?
Answer:
There was mass intolerance in public and in 1857 the feeling became widespread. Like other parts of India there were many small Riyasats in Madhya Pradesh of the rulers and Nababs were faithful to British but the soldiers of their army after hearing the news of revolt, were eager to help their fellow soldiers.

Main centre of revolt were Gwalior, Bhopal and Indore. The places where the flame of revolt flared were Sagar, Jabalpur, Narsinghpur, Hoshangabad, Nangaon, Gwalior, Jhansi, Shivpuri, Bhopal, Neemuch, Indore, Mahidpur, Mandsaur etc.

Question 3.
When did the Gwalior – Goa conspiracy take place?
Answer:
Gwalior was the seat of the revolutionaries. Gendalal and Chandrashekhar Azad were hiding in various parts of Gwalior. In 1930 an organisation was set up in Gwalior for boycott of foreign textiles. The Gwalior – Goa conspiracy took place in 1932. Under this movement arms were brought from foreign countries and were being made available to the revolutionaries. Those who were punished in this regard were Balkrishna Sharma, Girdharilal the main.

MP Board Class 10th Social Science Long Answer Type Questions

Question 1.
Describe the contribution of Madhya Pradesh in the national movement?
Answer:
All sections of the population of Madhya Pradesh actively participated in the national movement. The tribals played their role, the ruling families and their subjects also participated in the struggle. The peasants also made their contribution in their own way. Thus people of all sections participated in the ‘Non – cooperation movement’, ‘Civil Disobedience’, Salt Movement’, ‘Jungle Satyagrah’ and the movement of 1942.

The centre of activities of the great revolutionary, Chandrashekhar Azad was Orcha. The Red Army of Maganlal Bagdi took lead as an armed revolutionary. The people of Madhya Pradesh participated in the non cooperation movement and took part in the activities like movement against in the activities like movement against consumption of liquor, Tilak Swaraj fund, boycott of foreign cloth, boycott of Government schools and establishment of national educational institutions, handloom industry etc.

The advocates abandoned their practice. Those advocates who went to courts wore Gandhi caps. District committees ignored Government orders and hoisted national flag. The police arrested all the leaders. Pandit Sunderlal was tried in the court of law and imprisoned for six months. All the members of Jabalpur Municipality the leaders Second batch comprising Premchandra, Sitaram Jadhav, Chhigelal Swarnkar and Todermal hoisted flag on the town hall. The ‘Jhanda Movement’ spread in other parts of India including Nagpur.

Question 2.
Discuss the role of Bhils in 1857?
Answer:
The Bhils of Malwa and Nimad area were freedom lovers. To supress them the Britishers had formed an army called the Malwa Bhil Cops. Khajya and Bhima were working in the army in the capacity of ’Nayak1. Against the oppressive policy of the Britishers these two soldiers increased their activities of opposition (associating with the 1857 Freedom Struggle).

Worried by their activities the Britishers launched a campaign to arrest them, Khajya was killed in 1860 (by deception) while Bhima continued his struggle. He was also arrested in 1867. Besides these, the role of Rao Khalak Singh Daua of Sevdha (Datia), Daulat Singh of Raghogarh (Dewas) Waris Mohammad Khan of Bhopal, Nawab Adil Mohammad Khan of Ambapani (Bhopal) and Phajil Mohammad Khan Sohagpur (Shahdol), Garrul Singh etc. was also important in the freedom struggle of 1857.

In this article, we will share MP Board Class 10th Hindi Book Solutions Chapter 9 बरखा गीत (रमानाथ अवस्थी) Pdf, These solutions are solved subject experts from latest edition books.

MP Board Class 10th Hindi Vasanti Solutions Chapter 9 बरखा गीत (रमानाथ अवस्थी)

बरखा गीत पाठ्य-पुस्तक के प्रश्नोत्तर

बरखा गीत लघु-उत्तरीय प्रश्नोत्तर

क्लास 10th हिंदी बुक MP Board Chapter 9 प्रश्न 1.
वर्षा के आगमन पर धरती में क्या-क्या परिवर्तन होता है?
उत्तर-
वर्षा के आगमन पर मुरझाई धरती हरी हो जाती है। खाली गगरी भर जाती है। आकाश में बादल छा जाते हैं। झूले पर कजली लहराने लगती है।

क्लास 10th हिंदी MP Board Chapter 9 प्रश्न 2.
पीड़ा दुलारने वाला किसे कहा गया है?
उत्तर-
पीड़ा दुलारने वाला घनश्याम को कहा गया है।

बरखा गीत दीर्घ-उत्तरीय प्रश्नोत्तर

Class 10th Subject Hindi MP Board Chapter 9 प्रश्न 1.
वर्षा की प्रतीक्षा सभी प्राणियों को क्यों रहती है?
उत्तर-
वर्षा की प्रतीक्षा सभी प्राणियों को रहती है। यह इसलिए कि उससे नया जीवन मिलता है। नीसरता सरसता में बदल जाती है। चारों ओर आनंद और सुख का वातावरण फैल जाता है।

Mp Board Hindi Chapter 9 Class 10th प्रश्न 2.
गीत में कवि ने वियोगजन्य पीड़ा को किस प्रकार चित्रित किया है?
उत्तर-
गीत में कवि ने वियोगजन्य पीड़ा को इस प्रकार चित्रित किया है बरखा के भय से डरी-डरी बजती है दूर कहीं बाँसुरी जागी फिर से सोई पीड़ा फिर विकल हुई कोई मीरा जो पीड़ा को दुलरा सकता,
ऐसा घनश्याम नहीं आया।

चैप्टर 9 MP Board Class 10th प्रश्न 3.
‘जागी फिर से सोई पीड़ा’ से कवि का क्या आशय है?
उत्तर-
‘जागी फिर से सोई पीड़ा’ से कवि का आशय है-कवि का वियोग स्थाई है। यह इसलिए उसकी पीड़ा का प्रेम करने वाला अभी तक कोई घनश्याम उसके पास नहीं आया है।

बरखा गीत भाषा-अनुशीलन

प्रश्न 1.
निम्नलिखित शब्दों के पर्यायवाची शब्द लिखिए।
पेड़, अम्बर, प्रहरी, वादल।
उत्तर-
पेड़ – वृक्ष, तरु
अम्बर – गगन, आसमान
प्रहरी – पहरेदार, रक्षक
बादल – जलद, नीरद।

प्रश्न 2. निम्नलिखित शब्दों के समास-विग्रह कीजिए
घनश्याम, मधुवन, बरखागीत, पीताम्बर।
उत्तर-
शब्द – समास-विग्रह
घनश्याम – घन के समान श्याम
मधुवन – मधु है जो वन
बरखागीत – बरखा का गीत
पीताम्बर – पीत है अम्बर (वस्त्र) जिसका।

प्रश्न 3.
‘बादल टूटे, बरसा जीवन’ पंक्ति का भाव-सौंदर्य स्पष्ट कीजिए।
उत्तर-
‘बादल टूटे, बरसा जीवन’ काव्य-पंक्ति की भाव-योजना सरस और स्वाभाविक है। वर्षा के आने पर चारों ओर ऐसा उल्लास छा जाता है, मानो जीवन बरस रहा है। इससे भावों का आकर्षण स्पष्ट झलक रहा है।

प्रश्न 4.
निम्नलिखित तद्भव शब्दों के तत्सम रूप लिखिए-
बरखा, रीति, धरती, दिन, बाँसुरी।
उत्तर-
तद्भव शब्द – तत्सम रूप
बरखा – वर्षा
रीति – रिक्त
धरती – धरा
दिन – दिवस
बाँसुरी – बंशी।

बरखा गीत योग्यता-विस्तार

प्रश्न 1.
ऋतु-वर्णन से संबंधित अन्य कवियों की रचनाओं का संकलन कर कक्षा में सुनाइए।

प्रश्न 2.
छः ऋतुओं के नाम क्रमानुसार लिखिए और जो भी ऋतु आपको पसंद है, उसका वर्णन अपने शब्दों में कीजिए।
उत्तर-
उपर्युक्त प्रश्नों को छात्र/छात्रा अपने अध्यापक/अध्यापिका की सहायता से हल करें।

बरखा गीत परीक्षोपयोगी अतिरिक्त प्रश्नोत्तर

बरखा गीत अर्थग्रहण संबंधी प्रश्नोत्तर

प्रश्न 1.
‘बरखा गीत’ कविता का प्रतिपाद्य लिखिए।
उत्तर-
प्रस्तुत गीत में कवि ने वर्षा-वर्णन के संदर्भ में अपनी अनुभूति को ही विस्तार दिया है। हमेशा ही एक अपूर्णता का भाव गीतकार के अंतर्मन में क्रियाशील है। इस अपूर्णता को वर्षा का उल्लास और वर्षा की प्रकृति-संवेदना भी पूर्ण नहीं कर पाती है। वर्षा ने यद्यपि पृथ्वी को हरा-भरा बना दिया, मरुस्थल भी वर्षा से गीला हुआ, वृक्षों के पल्लवों में सघनता आई, बांसुरी ने तान छेड़ी, लेकिन इससे कवि की वेदना को विराम नहीं मिल पाया है। वर्षा के आगमन के बीच वियोगजन्य अनुभूतियों का प्रभावशाली वर्णन इस गीत को विरुद्ध अनुभूतियों के संयोगपरक सौंदर्य में बदल देता है।

प्रश्न 2.
वर्षा आगमन से पहले धरती कैसी थी?
उत्तर-
वर्षा आगमन से पहले धरती की दशा दुखद थी। गर्मी और प्यास से लोग आकुल-व्याकुल थे। धरती मुरझा गई थी। गागर खाली पड़ी हुई थी। आसमान बिल्कुल साफ था।

प्रश्न 3. वर्षा के आगमन से धरती में होने वाले परिवर्तनों को कवि ने किन पंक्तियों में चित्रित किया है?
उत्तर-
वर्षा के आगमन से धरती में होने वाले परिवर्तनों को कवि ने निम्नलिखित पंक्तियों में चित्रित किया है-
बादल टूटे, बरसा जीवन
भीगा मरुस्थल, महका मधुवन।
पेड़ों की छाँह हुई गहरी,
इसका साथी दिनका प्रहरी॥

प्रश्न 4.
रिक्त स्थानों की पूर्ति दिए गए विकल्पों में से उचित शब्दों के चयन से कीजिए।
1. वर्षा के अभाव में धरती ……………… हुई थी। (हरी, मुरझाई)
2. वर्षा के आगमन से ……………… पर बादल छा जाते हैं। (धरती, आकाश)
3. पीड़ा को दुलरा सकता है ………………। (प्रेमी, घनश्याम)
4. वर्षा के भय ……………… डरी-डरी है। (पीड़ा, बँसुरी)
5. झूले पर ……………… लहरा रही है। (बच्ची, कजली)
उत्तर-
1. मुरझाई,
2. आकाश,
3. घनश्याम,
4. बंसुरी,
5. कजली।

प्रश्न 5.
दिए गए कथनों के लिए सही विकल्प चुनिए।
1. बरखा गीत में है
1. वियोग का चित्रण,
2. संयोग का चित्रण,
3. संयोग-वियोग का चित्रण,
4. वर्षा का चित्रण।
उत्तर-
4. वर्षा का चित्रण।

2. प्राकृतिक उल्लास के बीच कवि की वेदना है-
1. अधिक बढ़ी हुई,
2. ज्यों का त्यों,
3. बदली हुई,
4. नई।
उत्तर-
2. ज्यों का त्यों,

3. वर्षा के अभाव में रहता है
1. अपूर्णता का भाव,
2. पूर्णता का भाव,
3. अपूर्णता-पूर्णता का भाव,
4. उपर्युक्त कोई नहीं।
उत्तर-
1. अपूर्णता का भाव,

4. बरखा गीत में अनुभूति है-
1. समाज की,
2. मनुष्य,
3. पशु-पक्षी की,
4. ईश्वर,
5. कवि की।
उत्तर-
5. कवि की।

5. रमानाथ अवस्थी का जन्म हुआ था
1. 1920 में,
2. 1924 में,
3. 1932 में,
4. 1933 में।
उत्तर-
2. 1924 में,

प्रश्न 4.
सही जोड़ी मिलाइए
कालिदास की समालोचना – कबीरदास
गीतांजलि – जैनेन्द्र कुमार
रमैनी – महावीर प्रसाद द्विवेदी
वैदेही बनवास – रवीन्द्रनाथ ठाकुर
अपना-अपना भाग्य – ‘हरिऔध’।
उत्तर-
कालिदास की समालोचना – महावीर प्रसाद द्विवेदी
गीतांजलि – रवीन्द्रनाथ ठाकुर
रमैनी – कबीरदास
वैदेही वनवास – ‘हरिऔध’
अपना-अपना भाग्य – जैनेन्द्र कुमार।

प्रश्न 5.
निम्नलिखित वाक्य सत्य हैं या असत्य? वाक्य के आगे लिखिए।
1. मरुस्थल वर्षा में गीला हो जाता है।
2. वर्षा से मनुष्य में नहीं प्रकृति में उल्लास होता है।
3. बरखा गीत लयात्मक है।
4. वर्षाकाल में पेड़ों के पल्लव गिर जाते हैं।
5. वर्षा के आगमन से वियोगियों की पीड़ा बढ़ जाती है।
उत्तर-
1. सत्य,
2. असत्य,
3. सत्य,
4. असत्य,
5. सत्य।

प्रश्न 6.
निम्नलिखित कथनों का उत्तर एक शब्द में दीजिए।
1. किसकी प्यास समझने वाला बादल नहीं आया?
2. आसमान पर क्या बौराई?
3. किसके टूटने से जीवन बरस गया?
4. फिर से कौन विकल हुई है?
5. पीड़ा को कौन दुलरा सकता है?
उत्तर-
1. कवि की,
2. बादल,
3. बादल के,
4. मीरा,
5. घनश्याम।

बरखा गीत लघु-उत्तरीय प्रश्नोत्तर

प्रश्न 1.
कवि के लिए कौन-सा गीत अनगाया है?
उत्तर-
कवि के लिए उसके मन पर लहराने वाला गीत अनगाया है।

प्रश्न 2.
कवि को किस बादल की प्रतीक्षा है?
उत्तर-
कवि को उसकी प्यास समझने वाले बादल की प्रतीक्षा है।

प्रश्न 3.
मीरा फिर विकल क्यों हुई?
उत्तर-
मीरा फिर विकल हुई। यह इसलिए उसकी सोई हुई पीड़ा फिर से जाग गई थी।

बरखा गीत कवि-परिचय

जीवन-परिचय-कविवर रमानाथ अवस्थी का आधुनिक हिंदी के नवगीतकारों अधिक उल्लेखनीय स्थान है। आपका जन्म उत्तर-प्रदेश के फतेहपुर जिला में 8 नवंबर, सन् 1924 को हुआ था। आपने अपनी शिक्षा प्राप्ति के दौरान गीत-रचना संसार में प्रवेश कर लिया था। धीरे-धीरे आप आधुनिक हिंदी गीत-रचना की एक अधिक मजबूत कड़ी के रूप में बनकर साहित्यकाश पर छा गए। इस तरह आपका नाम राष्ट्रीय स्तर के मंचीय कवियों में बड़े ही आदर के साथ लिया जाता है। अगर हम आपके रचनाओं के विषय में चर्चा करें, तो हम यह अवश्य कह सकते हैं कि आपके गीतों में न केवल प्रकृति का मनमोहक दृश्य है, अपितु उनमें सामाजिक, वास्तविकता और मानवीय संवेदनाओं का उफनता हुआ सागर भी है।

रचनाएँ-रमानाथ अवस्थी की निम्नलिखित रचनाएँ हैं’रात और सहनाई’, ‘आग और पराग’ ‘बंदन करना द्वार’ आदि हैं।

भाव पक्ष-कविवर रमानाथ अवस्थी की कविताओं का भाव पक्ष सरल-सरस और स्वाभाविक है। उसमें यथार्थ और विश्वसनीयता का भरपूर भण्डार है। उनका भावपक्ष जाना-पहचाना और सुपरिचित है। इसलिए उसमें कल्पना की उड़ान नहीं है, अपितु यथार्थ का सपाट मैदान है।

कला पक्ष-कविवर रमानाथ अवस्थी की कलापक्षीय विशेषताएँ आकर्षक हैं। उसमें कलागत श्रेष्ठता सर्वत्र देखी जा सकती है। इस दृष्टि से आपका कला पक्ष सरल और प्रचलित शब्दों पर आधारित भाषा से पुष्ट है। प्रभायता के लिए चित्रात्मकता और भावात्मकता जैसी शैलियों को प्रस्तुत करने का प्रयास काबिले तारीफ़ है।

साहित्य में स्थान-हिदी के नवगीतकारों में कविवर रमानाथ अवस्थी अधिक चर्चित हैं। हिंदी साहित्य सम्मेलन इलाहाबाद द्वारा सन् 1900 में इन्हें ‘साहित्य महोपाध्याय’ की उपाधि से विभूषित किया गया। हिंदी की नवपीढ़ी पर आपकी कविताओं का व्यापक और स्थायी प्रभाव है।

बरखा गीत कविता का सारांश

प्रस्तुत कविता गीत काव्य पद्धति पर आधारित भावपूर्ण कविता है। इसमें ग्रामीण वातावरण के अंतर्गत वर्षाकालीन दशा का चित्रण है। वर्षा का स्वरूप, स्थित, दिशा और उसके प्रभाव को दर्शाने का प्रयास किया गया है। वर्षा से मुरझाई धरती हरी हो जाती है। खाली गगरी भर जाती है। आकाश पर बादल दौड़ने लगते हैं। झूलों पर कजली लहराने लगती है। वर्षा से मरुस्थल सरस हो गया। मधुवन महक उठा। पेड़ों की छाँह गहरा गई। इससे कहीं दूर बाँसुरी की जो ध्वनि सुनाई दे रही है, उससे सोई हुई पीड़ा जग जाती है। मानो कोई फिर से मीरा व्याकुल होने लगी है लेकिन अफ़सोस है कि उस पीड़ा को दुलारने वाला कोई कृष्ण नहीं आ रहा है।

बरखा गीत संदर्भ-प्रसंग सहित व्याख्या

जो मेरी प्यास समझ पाता,
वह बादल अभी नहीं आया।
मुरझाई धरती हरी हुई,
रीती गागरियाँ भरी हुई,
अम्बर पर बौराई बदली,
झूले पर लहराई कजली,
जो मेरे मन पर लहराता,
वह गीत अभी तक अनगाया।

शब्दार्थ-रीति-खाली। अम्बर-आकाश।

संदर्भ-प्रस्तुत पद्यांश हमारी पाठ्य-पुस्तक ‘हिंदी सामान्य’ में संकलित कवि श्री रमानाथ अवस्थी विरचित ‘बरखा गीत’ कविता से है।

प्रसंग-प्रस्तुत पद्यांश में कवि ने वर्षा होने से पहले की दशा-दिशा का चित्र खींचते हुए कहा है कि

व्याख्या-अब तक मैं जिस प्रकार से प्यासा रहा, उस प्यास को बुझाने वाला अभी तक कोई बादल दिखाई नहीं दे रहा है। हम देख रहे हैं कि इस समय सारी धरती रुखी-सूखी पड़ी है। ठंडे जल की गगरी इस समय खाली पड़ी हुई दिखाई दे रही है। आकाश पर बादल पूरी तरह से उमड़ते हुए दिखाई दे रहे हैं। चारों ओर कजली की बहार झूले पर दिखाई दे रही है। इस प्रकार मेरे पर लहराने वाला जो सुंदर गीत है, वह अभी तक अनगाया ही रह गया है।

विशेष-
1. भाषा बिल्कुल सरल और सपाट है।
2. वर्षा के स्वरूप और उसके अभाव के प्रभाव को रेखांकित किया गया है।

सौंदर्य-बोध पर आधारित प्रश्नोत्तर भाव-सौंदर्य

प्रश्न 1.
उपर्युक्त पद्यांश का भाव-सौंदर्य स्पष्ट कीजिए।
उत्तर-
उपर्युक्त पद्यांश का भाव-सौंदर्य वर्षा अभाव के स्वरूप पर आधारित है। वर्षा के बिना चारों ओर बेजान की स्थिति हो गई है। धरती मुरझाई हुई है। गगरी खाली पड़ी है। इस प्रकार के दृश्यों का यथार्थपूर्ण चित्रांकन भावों को सजीव और वास्तविक बनाने के लिए सटीक रूप में है। शिल्प-सौंदर्य

प्रश्न 1.
उपर्युक्त पद्यांश के शिल्प-सौंदर्य पर प्रकार डालिए।
उत्तर-
उपर्युक्त पद्यांश का शिल्प-सौंदर्य अत्यधिक सरल, सपाट, प्रचलित और आम शब्दों से तैयार भाषा पर आधारित है। इसके लिए चित्रमयी शैली मन को छू रही है। लय और संगीत का अच्छा तालमेल दिखाई दे रहा है।

विषय-वस्तु पर आधारित प्रश्नोत्तर

प्रश्न 1.
उपर्युक्त पद्यांश का भाव स्पष्ट कीजिए।
उत्तर-
उपर्युक्त पद्यांश का मुख्य भाव वर्षा के अभाव से उत्पन्न हुई दशा और दिशा को सामने रखना है। इसके माध्यम से कवि ने वर्षा की आवश्यकता को सुखद दशा की प्राप्ति का एक साधन बतलाने का प्रयास किया है।

2. बादल टूटे, बरसा जीवन,
भीगा मरुथल, महका मधुवन,
पेड़ों की छाँह हुई गहरी,
इसका साथी दिन का प्रहरी,
जो मेरा साथी बन पाता,
वह रूप कहीं है भरमाया।

शब्दार्थ-मरुथल-रेगिस्तान प्रहरी,-पहरेवाला।

संदर्भ-पूर्ववत्।

प्रसंग-प्रस्तुत पद्यांश में कवि ने वर्षा के बाद की स्थिति का चित्र खींचते हुए कहा है कि-

व्याख्या-वर्षा होने पर आकाश में उमड़ते हुए बादल अब बरसने लगे। इससे ऐसा लगने लगा है कि मानो जीवन ही बरस गया है। उजाड़, सूखा और निर्जीव रेगिस्तान भी सरस हो गया है। मधुवन की उदासी कट गई है। वह अब महकने लगा है। पेड़ों के पत्ते और फूल-फल अधिक हो गए हैं। इससे पेड़ों की छाया भी बड़ी गहरी होने लगी है। अब तो इसका साथ देने वाला दिन का प्रहरी सूरज ही है। मेरा साथी बन पायेगा, उसका स्वरूप और अधिक भ्रम में डालने वाला है।

विशेष-
1. वर्षा के बाद की दशा और दिशा का वर्णन है।
2. स्वभावोक्ति अलंकार है।

सौंदर्य-बोध पर आधारित प्रश्नोत्तर भाव-सौंदर्य

प्रश्न 1.
उपर्युक्त पद्यांश के भाव-सौंदर्य पर प्रकाश डालिए।
उत्तर-
उपर्युक्त पद्यांश के भाव वर्षा के बाद के स्वरूप को दर्शा रहा है। वर्षा होने से नीरसता और उदासी की स्थिति का नामोनिशान नहीं रह जाता है। उसके स्थान पर सरसता का साम्राज्य स्थापित हो जाता है। ऐसी दशा के अनुकूल भावों की योजना बड़ी ही सटीक और उपयुक्त रूप में है।

शिल्प-सौंदर्य

प्रश्न 1.
उपर्युक्त पद्यांश के शिल्प-सौंदर्य पर प्रकाश डालिए।
उत्तर-
उपर्युक्त पद्यांश की शिल्प-योजना सरल और सपाट शब्दों की है। ये शब्द आम प्रचलित और सुपरिचित हैं। इनसे बनी हुई भाषा बोधगम्य और हृदयस्पर्शी है। शैली-विधान लयात्मक और संगीतात्मक दोनों ही है।

विषय-वस्तु पर आधारित प्रश्नोत्तर

प्रश्न 1.
उपर्युक्त पद्यांश का आशय स्पष्ट कीजिए।
उत्तर-
उपर्युक्त पद्यांश के द्वारा कवि ने यह आशय व्यक्त करना चाहा है कि सूखे की दुखद स्थिति बीत गई तो वर्षा की सुखद स्थिति आई है। दूसरे शब्दों में, दुख के बाद सुख आता है। इससे दुख का घाव भर जाता है और सुख का संसार संवरने-बढ़ने लगता है।

3. बरखा के भय की डरी-डरी,
बजती है दूर कहीं बँसुरी,
जागी फिर से सोई पीड़ा,
फिर विकल हुई कोई मीरा,
जो पीड़ा को दुलरा सकता,
ऐसा घनश्याम नहीं आया।

शब्दार्थ-बरखा-वर्षा। विकल-व्याकुल। घनश्याम-काले बादल, श्रीकृष्ण। दुलरा-स्नेह-प्रेम करना।

संदर्भ-पूर्ववत्।

प्रसंग-प्रस्तुत पद्यांश में कवि ने वर्षा के सुखद वातावरण के बावजूद अपनी पीड़ा के शांत न होने का चित्र खींचते हुए कहा है कि

व्याख्या-वर्षा के भयंकर रूप को समझकर कहीं दूर पड़ी बांसुरी अब खुलकर नहीं बज रही है। वह तो वर्षा से डरकर रुक-रुककर बज रही है। इससे सोई पीड़ा अब जाग गई है। इस तरह मानो श्रीकृष्ण की वंशी की ध्वनि सुनकर व्याकुल और अस्थिर हो गई है। अफसोस की बात यह है कि जो व्याकुल कर देने वाली पीड़ा को सहलाने वाला है। वह घनश्याम अभी तक नहीं आया है।

विशेष-
1. वियोग शृंगार रस का प्रवाह है।
2. ‘डरी-डरी’ में पुनरुक्ति प्रकाश अलंकार है।

सौंदर्य-बोध पर आधारित प्रश्नोत्तर भाव-सौंदर्य

प्रश्न 1.
उपर्युक्त पद्यांश का भाव-सौंदर्य लिखिए।
उत्तर-
उपर्युक्त पद्यांश की भाव-योजना मार्मिक है। उसमें हृदय की कसक और अस्थिरता साफ झलक रही है। इस तरह भावों की निरंतरता है। इसके साथ क्रमबद्धता है। ये सभी स्वाभाविक और सहज हैं।

शिल्प-सौंदर्य
प्रश्न 1.
उपर्युक्त पद्यांश के शिल्प-सौंदर्य पर प्रकाश डालिए।
उत्तर-
उपर्युक्त पद्यांश का शिल्प-सौंदर्य सरल और सहज शब्दों पर आधारित भाषा-शैली है। भाषा की शब्दावली तद्भव प्रधान शब्दों की है जिसे वियोग शृंगार रस में डूबोकर चित्रात्मक शैली से चमकाने का प्रयास किया गया है। इसे प्रभावशाली बनाने के लिए पुनरुक्ति प्रकाश अलंकार (डरी-डरी) को लिया गया है।

विषय-वस्तु पर आधारित प्रश्नोत्तर

प्रश्न 1.
उपर्युक्त पद्यांश का मुख्य भाव लिखिए।
उत्तर-
उपर्युक्त पद्यांश में वियोगावस्था का चित्रांकन किया गया है। इसे स्वाभाविक और विश्वसनीय रूप में रखने का प्रयास करके प्रेरक रूप दिया गया है। वियोग पीड़ित मनोदशा को वियोगभोगी ही समझ सकता है, इस ओर भी अप्रत्यक्ष संकेत है, इसे अस्वीकार नहीं किया जा सकता है।

MP Board Class 10th Sanskrit Solutions Durva Chapter 7 विश्वभारतीयम् (संवादः) (सङ्कलितः)

MP Board Class 10th Sanskrit Chapter 7 पाठ्यपुस्तक के प्रश्न

कक्षा 10 संस्कृत पाठ 7 MP Board प्रश्न 1.
एकपदेन उत्तरं लिखत-(एक पद में उत्तर लिखिए-)।
(क) ‘संस्कृतभाषा भारतीयभाषाभ्यः गङ्गानदी अस्ति’ इति कः उक्तवान्?’ (संस्कृतभाषा भारतीय भाषाओं के लिए गंगा नदी है।’ यह किसने कहा?)
उत्तर:
महात्मागान्धिः (महात्मा गांधी ने)

(ख) भारतस्य प्रथमप्रधानमन्त्री कः आसीत्? (भारत का पहला प्रधानमन्त्री कौन था?)
उत्तर:
पं. जवाहरलाल नेहरूः (पं. जवाहरलाल नेहरू)

(ग) वैयाकरणेषु पूर्णः सर्वमान्यश्च कः? (वैयाकरणों में पूर्ण व सर्वमान्य कौन है?)
उत्तर:
पाणिनिः (पाणिनि)

(घ) भारतीयैकता साधकं किम्? (भारतीय एकता का साधक कौन है?)
उत्तर:
संस्कृतम् (संस्कृत)

(ङ) संस्कृतं कस्याः भाषायाः अपेक्षया अधिक समृद्धम्? (संस्कृत किस भाषा की अपेक्षा अधिक समृद्ध है?)
उत्तर:
लैटिन भाषायाः (लैटिन भाषा की)

Class 10 Sanskrit Chapter 7 MP Board प्रश्न 2.
एकवाक्येन उत्तरं लिखत- (एक वाक्य में उत्तर लिखिए-)
(क) संस्कृतभाषा कस्य पोषणं करोति? (संस्कृत भाषा किसका पोषण करती है?)
उत्तर:
संस्कृतभाषा विश्वबन्धुत्वस्व पोषणं करोति। (संस्कृत भाषा विश्वबन्धुत्व का पोषण करती है।)

(ख) सर्वप्राचीना भाषा का अस्ति? (सबसे पुरानी भाषा कौन-सी है?)
उत्तर:
सर्वप्राचीना भाषा संस्कृतभाषा अस्ति। (सबसे पुरानी भाषा संस्कृत है।)

(ग) श्रीमाता संस्कृतविषये किं कथयति? (श्रीमाता संस्कृत के विषय में क्या कहती हैं?)
उत्तर:
श्रीमाता संस्कृतविषये कथयति यत्-“संस्कृतमेवराष्ट्रभाषा भवितुम् अर्हति इति।”

(श्रीमाता ने संस्कृत के विषय पर कहा कि, “संस्कृत ही राष्ट्रभाषा बनने योग्य है।)

(घ) मैक्समूलरः संस्कतविषये किमुक्तवान्? (मैक्समूलर ने संस्कृत के विषय में क्या कहा?)
उत्तर:
मैक्समूलरः संस्कृतविषये उक्तवान् यत्-“संस्कृतं विश्वस्य महत्तमा भाषा अस्ति।” इति। (मैक्समूलर ने संस्कृत के विषय पर कहा कि, ‘संस्कृत विश्व की सबसे महत्वपूर्ण भाषा है।)

(ङ) अस्माकं सर्वेषां जननी का? (हम सब की जननी कौन है?)
उत्तर:
अस्माकं सर्वेषां जननी भारतमाता अस्ति। (हम सबकी जननी भारतमाता है।)

Mp Board Class 10 Sanskrit Chapter 7 प्रश्न 3.
अधोलिखितप्रश्नानाम् उत्तराणि लिखत-(नीचे लिखे प्रश्नों के उत्तर लिखिए)
(क) संस्कृतविषये विवेकानन्देन किं कथितम्? (संस्कृत विषय पर विवेकानन्द ने क्या कहा?)
उत्तर:
संस्कृतविषये विवेकानन्देन कथितम्- “संस्कृतम् अनिवार्यतया शिक्षणीयम्, तोहि तस्योच्चारणध्वनिरेव राष्ट्रियभावम् आत्मगौरवम् उदात्तभावञ्च जनयति। किन्तु अस्माभिः सर्वैरपि भारतीयैः संस्कृतस्य प्रसारे प्रचारे च प्रयत्नः न क्रियते इति खेदस्य विषयः।’

(संस्कृत के विषय पर विवेकानन्द ने कहा, “संस्कृत अनिवार्य रूप से पढ़नी चाहिए, क्योंकि उसकी उच्चारण ध्वनि से ही राष्ट्रीय भाव, आत्मगौरव और उदात्तभाव उत्पन्न होता है। किन्तु हम सभी भारतीयों के द्वारा संस्कृत के प्रसार और प्रचार में प्रयत्न नहीं किया जाता, यह दुख का विषय है।”)

(ख) वेबरमहोदयेन संस्कृतविषये किमुक्तम्? लिखत। (वेबर महोदय ने संस्कृत के विषय पर क्या कहा? लिखो।)
उत्तर:
वेबरमहोदयेन संस्कृतविषये उक्तम्- “सम्प्रति सम्पूर्ण विश्वे पाणिनिरेव वैयाकरणेषु पूर्णः सर्वमान्यश्चास्ति। दर्शने व्याकरणे च प्रामाणिकतायाम् उर्वरतायाञ्च भारतीयाः उच्चतमस्थले प्रतिष्ठिताः।

(वेबर महोदय ने संस्कृत के विषय में कहा, “अब पूरे विश्व में पाणिनी ही वैयाकरणों में पूर्ण व सर्वमान्य है। दर्शन में और व्याकरण में प्रामाणिकता और उर्वरता में भारतीयों का सबसे ऊँचा स्थान है।”)

(ग) एच.एच. विल्सनमहोदयः संस्कृतविषये किम् उक्तवान्?
(एच.एच. विल्सनमहोदय ने संस्कृत के विषय पर क्या कहा?)
उत्तर:
च.एच. विल्सन महोदयः संस्कृतविषये उक्तवान्-“न जाने अत्र संस्कृते किं तन्माधुर्यं विद्यते, येन वयम् वैदेशिकाः सर्वदैव समुन्मत्ता।”

(एच.एच. विल्सन महोदय ने संस्कृत के विषय पर कहा, “नहीं जानता कि इस संस्कृत में कौन-सा माधुर्य है, जिससे हम विदेशी हमेशा ही उन्मत्त होते हैं।”)

Mp Board Class 10th Sanskrit Chapter 7 प्रश्न 4.
उचितशब्देन रिक्तस्थानापूर्तिं कुरुत (दिए गए शब्दों से रिक्त स्थान भरिए-)
(क) भारतीयैकता………….संस्कृतम। (बाधक/साधक)
(ख) ………….वैदेशिकः विद्वान् अस्ति। (मैक्समूलरः/अरविन्दः)
(ग) ………….सम्पोषकं संस्कृतम्। (देशत्व/विश्वबन्धुत्व)
(घ) संस्कृतभाषा प्राचीनर्वाचीनयोर्मध्ये………….अस्ति। (सेतुः/केतुः)
(ङ) संस्कृतराहित्यं मानवजातेः कृते………….अस्ति। (अमूल्यधनम्/मूल्यधनम्)
उत्तर:
(क) साधकं
(ख) मैक्समूलरः
(ग) विश्वबन्धुत्व
(घ) सेतुः
(ङ) अमूल्यधनम्

Class 10th Sanskrit Chapter 7 MP Board प्रश्न 5.
यथायोग्यं योजयत-(कस्य कः कथनांशः अस्ति) (उचित क्रम से जोडिए-) (कौन-सा कथन किसका है?)

उत्तर:
(क) 5
(ख) 3
(ग) 4
(घ) 2
(ङ) 1

Sanskrit Class 10 Chapter 7 Mp Board प्रश्न 6.
शुद्धवाक्यानां समक्षम् ‘आम्’ अशुद्धवाक्यानां समक्षं ‘न’ इति लिखत (शुद्ध वाक्यों के सामने ‘आम्’ और अशुद्ध वाक्यों के सामने ‘न’ लिखिए-)
(क) संस्कृतं विश्वस्य महत्तमा भाषा अस्ति।
(ख) संस्कृतस्य व्याकरणं सर्वमान्यं न अस्ति।
(ग) संस्कृतभाषायाः अपेक्षा ग्रीकभाषा अधिकपूर्णा वर्तते।
(घ) संस्कृतमाधुर्यं वैदेशिकैः अपि अनुभूतम्।
(ङ) भारतीयैकतार्थं संस्कृतम् आवश्यकम् अस्ति।
उत्तर:
(क) आम्
(ख) न
(ग) न
(घ) आम्
(ङ) आम्

Sanskrit Class 10th Chapter 7 MP Board प्रश्न 7.
निम्नलिखितशब्दानां मूलशब्दं विभक्तिं वचनं च लिखत (नीचे लिखे शब्दों के मूलशब्द, विभक्ति व वचन लिखिए-)

उत्तर:

Sanskrit Chapter 7 Class 10 Mp Board प्रश्न 8.
क्रियापदानां धातुं, लकारं, पुरुषं, वचनं च लिखत (क्रियापदों के धातु, लकार, पुरुष और वचन लिखिए।)

उत्तर:

Sanskrit Class 10 Chapter 7 प्रश्न 9.
अधोलिखितपदानां सन्धिविच्छेदं कृत्वा सन्धिनाम लिखत। (नीचे लिखे पदों के सन्धि विच्छेद कर सन्धि का नाम लिखिए।)

उत्तर:

Class 10 Sanskrit Chapter 7 Question Answer प्रश्न 10.
अव्ययैः वाक्यनिर्माणं कुरुत
(अव्ययों से वाक्य बनाइए।)
यथा- एव संस्कृतभाषा एवं देववाणी अस्ति।
उत्तर:
शब्द – वाक्य
(क) यदि-यदि सः न आगमिष्यति तर्हि किं?
(यदि वह न आया तो क्या होगा?

(ख) विना-अहं त्वाम् विना न गमिष्यामि।
(मैं तुम्हारे बिना नहीं जाऊँगी।)

(ग) यत्-सः कथयति यत्- ‘अहं कार्यं न करोमि।’
(वह कहता है कि-“मैं काम नहीं करता हूँ।”)

(घ) च-रामः श्यामः च आपणं गच्छतः।
(राम और श्याम बाजार जाते हैं)

(ङ) कृते-अहं तव कृते कार्यं करोमि।
(मैं तुम्हारे लिए काम कर रहा हूँ।)

योग्यताविस्तार –

संस्कृतभाषाविषये अन्ये के के विद्वांसः किं किमुक्तवन्तः अन्विष्य लिखत।
संस्कृतभाषा के विषय पर अन्य कौन-से विद्वान क्या कहते हैं, ढूँढ़ कर लिखो।

‘संस्कृतभाषा’ इति विषयमगधृत्य निबन्धं लिखत।
‘संस्कृत भाषा’ इस विषय के आधार पर निबन्ध लिखो।

विश्वभारतीयम्  पाठ का सार

प्रस्तुत पाठ में सरकत भाषा की महत्ता बताते हुए अनेक राजनेताओं, देशी व विदेशी साहित्यकारों के संस्कत के विषय में मतों का वर्णन किया गया है। सभी ने संस्कृत भाषा का स्थान सव भाषाओं में सर्वोच्च बताते हुए उसे सम्मानीय भाषा कहा है तथा संस्कृत भाषा को सब भाषाओं की जननी स्वीकार किया है।

विश्वभारतीयम् पाठ का अनुवाद

1. आचार्यः-भोः छात्राः! ध्यानेन श्रृण्वन्तु। वयं संस्कृतं पठामः, लिखामः, वदामः, किञ्चिन्महत्त्वमपि जानीमः। किन्तु संस्कृतस्य विषये भारतीयाः वैदेशिकाः विद्वान्सः किं कथयन्ति भवन्तः जानन्ति वा?
सर्वे छात्राः-आचार्य! न जानीमः।

आचार्य :
तर्हि अद्य संस्कृतविषये मूर्धन्यविदुषां प्रसिद्धराजनेतृणां वैदेशिकानां विचाराणां। चर्चा कुर्मः।

दिशा :
आचार्य! के के भारतीयाः विद्वान्सः संस्कृतविषये उक्तवन्तः?

आचार्य :
नैके विद्वान्सः, राजनेतारः, साहित्यकारश्च संस्कृतस्य महत्त्वं प्रतिपादितवन्तः। भारतीयेषु महात्मागान्धि, पं जवाहरलालनेहरू- महर्षिअरविन्दस्वामिविवेकानन्दप्रभृतयः, तथा च वैदेशिकेषु मैक्समूलर- मैक्डानल-वेबर, विलियम-बॉप-हीरेन प्रभृतयः उल्लेखनीयाः।

शब्दार्थ :
शृण्वन्तु-सुनो-listen; मूर्धन्य-महान-top ranking, विदुषाम्-विद्वानों के-learned people, नैके-अनेक-many, प्रभृतपः-इत्यादि-etcetera.

अनुवाद :
आचार्य-छात्रो! ध्यान से सुनो। हम संस्कृत पढ़ते हैं, लिखते हैं, बोलते हैं, थोड़ा महत्व भी जानते हैं। किन्तु संस्कृत के विषय पर भारतीय व विदेशी विद्वान, क्या कहते हैं, जानते हो या नहीं?

सभी छात्र-आचार्य! नहीं जानते।

आचार्य :
तो आज संस्कृत विषय पर महान विद्वानों के प्रसिद्ध राजनेताओं के और विदेशियों के विचारों की चर्चा करते हैं।

दिशा :
आचार्य! कौन-से भारतीय विद्वानों ने संस्कृत के विषय पर कहा है?

आचार्य :
अनेक विद्वान्, राजनेता और साहित्यकारों ने संस्कृत के महत्व को बताया है। भारतीयों में महात्मा गांधी, पं. जवाहरलात नेहरू, महर्षि अरविन्द, स्वामी विवेकानन्द इत्यादि और वैसे ही विदेशियों में मैक्समूलर, मैक्डानल, वेबर, विलियम, बॉप, हीरेन इत्यादि प्रमुख हैं।

English :
The teacher refers to top ranking scholars and lovers of Sanskrit.

Many Indian scholars, political leaders and literary persons loved Sanskrit. Many foreign scholars are also noteworthy.

2. मृदुलः-आचार्य! महात्मागांधिः संस्कृतविषये किमुक्तवान्?
आचार्य :
महात्मागान्धिः अवदत्-“यत् संस्कृतम् अस्माकं भारतीयभाषाभ्यः गङ्गा : नदी अस्ति। अहं चिन्तयामि यदि संस्कृतगङ्गा शुष्का भवेत् तर्हि सर्वाः अपि भाषाः सारहीनाः स्युः।”

प्रत्युष :
स्वामिविवेकानन्दः किमुक्तवान्?

आचार्य :
विवेकानन्दः उक्तवान् यत् “संस्कृतम् अनिवार्यतया शिक्षणीयम्, यतोहि तस्योच्चारणध्वनिरेव राष्ट्रियभावम् आत्मगौरवम् उदात्तभावञ्च जनयति। किन्तु अस्माभिः सर्वैरपि भारतीयैः संस्कृतस्य प्रसारे प्रचारे च प्रयत्नः न क्रियते इति खेदस्य विषयः।”

अनिकेत :
भारतस्य प्रथमप्रधानमन्त्री पं. जवाहरलालनेहरूः अपि संस्कृतभक्तः इति श्रूयते। असौ संस्कृतभाषाविषये किं चिन्तयति?

शब्दार्थाः :
शुष्का-सूखी-dry, सारहीनाः-साररहित- meaningless.

अनुवाद :
मृदुल-आचार्य! महात्मा गान्धी ने संस्कृत के विषय में क्या कहा?

आचार्य :
महात्मा गान्धी ने कहा- ‘संस्कृत हमारी भारतीय भाषाओं के लिए गङ्गा नदी है। मैं सोचता हूँ कि यदि संस्कृत रूपी गङ्गा सूख जाए तो सारी भाषाएँ भी ‘सारहीन हो जाएंगी।
प्रत्यूष-स्वामी विवेकानन्द ने क्या कहा?

आचार्य :
विवेकानन्द ने कहा कि-“संस्कृत अनिवार्य रूप से सीखनी चाहिए, क्योंकि उसकी उच्चारण ध्वनि से ही राष्ट्रीय भाव, आत्मगौरव और उदात्त (ऊँचा) भाव उत्पन्न होता है। किन्तु हम सब भारतीयों के द्वारा संस्कृत का प्रसार और प्रचार का प्रयत्न नहीं किया जा रहा, यह दुख का विषय है।

अनिकेत :
भारत के प्रथम प्रधानमंत्री पं. जवाहरलाल नेहरू भी संस्कृत के भक्त थे, ऐसा सुना है। वे संस्कृत भाषा के विषय पर क्या सोचते हैं?

English :
Gandhi calied Sanskrit as Ganga or the source of all the Indian languages. Swami Vivekananda pitied that Sanskrit is neglected which arouses national sentiments.

Pt. Nehru’s views about Sanskrit.

3. आचार्यः :
संस्कृतसन्दर्भे एकदा पं. नेहरूः उक्तवान् यत्-“यदि कश्चित् मां पृच्छेत् यत् भारतस्य उदात्ततमकोषः कः? अथवा भारतस्य सर्वश्रेष्ठा सम्पत्तिः का? तर्हि अहं तु कथयिष्यागि संस्कृतभाषा अथवा संस्कृतवाङमयम् एव। अहं विश्वसिमि यावत् संस्कृतभाषा जीवति, जीवने प्रभवति तावत भारतराष्ट्रस्य मूलभूता एकता स्थास्यत्येव।”

रजतः :
अन्येषां साहित्यकाराणां विषयेऽपि ज्ञातुम् इच्छामि।

आचार्यः :
आम्! अहं संक्षेपेण वदामि-साहित्यकारः राजनेता डॉ. सम्पूर्णानन्दः अवोचत् यत्-‘संस्कृतमेव अस्य देशस्य राष्ट्रभाषा भवितव्या ।संस्कृते अमूल्यरत्नानि सन्ति। संस्कृतं न केवलं जीवितानाम् अपितु दिवङ्गतानां कृतेऽपि सञ्जीवनी अस्ति।’ इति।

अपि च साहित्ये घुमक्कड़धर्मस्य प्रस्तावकः साहित्यकारः राहुलसांस्कृत्यायनोऽपि उक्तवान् यत्-“अस्मत्प्राचीनतमा वाणी संस्कृतरूपेण अधुनाऽपि विद्यमाना। तत्त्वतः यथा हिन्दीकथासाहित्यादिनाम् अध्ययनं भवति तथा संस्कृतग्रन्थानाम् अपि अध्ययनमध्यापनञ्च सर्वत्र भवेत्।”

शब्दार्थाः :
वाङमयम-वाणी, भाषा-language;विश्वसिमि-विश्वास करता हूँ-believe, दिवङ्गतानाम्-मरे हुए लोगों का-of the dead.

अनुवाद :
आचार्य-संस्कृत के सन्दर्भ में एक बार पं. नेहरू ने कहा कि, “यदि कोई मुझे पूछे कि भारत का सबसे ऊँचा/बड़ा खजाना क्या है? या भारत की सर्वश्रेष्ठ सम्पत्ति क्या है? तो मैं कहूँगा संस्कृत भाषा या संस्कृत वाणी। मैं विश्वास करता हूँ कि जब तक संस्कृत भाषा जीवित है, जीवन चल रहा है, तब तक भारत राष्ट्र की मूलभूत एकता स्थित है।

रजत :
अन्य साहित्यकारों के विषय में भी जानना चाहता हूँ।

आचार्य :
हाँ! मैं संक्षेप में बताता हूँ-साहित्यकार राजनेता डॉ. संपूर्णानन्द ने कहा कि, “संस्कृत ही इस देश की राष्ट्रभाषा होनी चाहिए। संस्कृत में बहुमूल्य रत्न हैं। संस्कृत न केवल जीवित लोगों को अपितु मरे हुए लोगों के लिए भी संजीवनी है।।

और साहित्य में घुमक्कड़ धर्म के प्रवर्तक साहित्यकार राहुल सांस्कृत्यायन ने भी कहा-“यह सबसे पुरानी भाषा। वाणी संस्कृत रूप में अब भी विद्यमान है। तत्व के जैसे हिन्दी कथा साहित्यादि का अध्ययन होता है वैसे ही संस्कृत ग्रन्थों का भी अध्ययन और अध्यापन सब जगह होना चाहिए।”

English :
Nehru-Sanskrit is the noblest treasure of India-It is the basis of national integrity. Dr. Sampooranananda-Sanskrit enshrines precious jewels-It gives life to all. Rahul SanskrityayanaSanskrit should be invariably taught everywhere like Hindi as it is our oldest language.

4. गिरिराजः :
महर्षेः अरविन्दस्य संस्कृतविषये कोऽभिप्रायः?
आचार्यः :
महर्षिः प्राह “सरलसंस्कृतमेव भारतराष्ट्रस्य राष्ट्रभाषा भवेत्।” अयमेव भावः श्रीमातु कथनेऽपि दृश्यते सा “संस्कृतमेवराष्ट्रभाषाभवितुम् अर्हति।” इत्युक्तवती। अन्येऽपि प्रसिद्धाः नायकाः संस्कृतस्य प्रशसां कृतवन्तः महनीयतां च स्वीकृतवन्तः। यथा-प्रथमः राष्ट्रपतिः डॉ. राजेन्द्रप्रसादः कथितवान् यत् ‘संस्कृतसाहित्यं न केवलं भारतस्य कृते अपितु मानवजातेः कृते अमूल्यधनम् अस्ति।’

पङ्कजः :
आचार्य! अन्यधर्मावलम्बिनः अपि संस्कृतस्य प्रशंसकाः खलु?

आचार्यः :
आम्! प्रसिद्धः मुस्लिमविचारकः बदरुद्दीनतय्यबमहोदयः उक्तवान् यत् ‘मम मते प्रत्येकम् अपि हिन्दुः, मुस्लिमः भारतीयो वा संस्कृतज्ञो भवेदिति।’

अन्यच्च प्रसिद्धः न्यायवेत्तां मु अली छागला उक्तवान् यत्” ममेच्छा यत् मातृभाषया सह संस्कृतशिक्षा अनिवार्या भवेत्।’ संस्कृतभाषा प्राचीनार्वाचीनयोर्मध्ये सेतुरस्तीति।

शब्दार्थाः :
महनीयताम्-महानता को-greatness, ममेच्छा-मेरी इच्छा-my wish, प्राचीनार्वाचीनयोर्मध्ये-पुराने और नए के बीच-between old and new, सेतुरस्ति-पुल हैं-bridge, धर्मावलम्बितः-धर्म को मानने वाले-religious persons.

अनुवाद :
गिरिराज-महर्षि अरविन्द का संस्कृत विषय पर क्या अभिप्राय है?

आचार्य :
महर्षि ने कहा-“सरल संस्कृत ही भारतराष्ट्र की राष्ट्रभाषा होनी चाहिए।” यही भाव श्री माता के कथन में भी दिखाई देता है, वह ‘संस्कृत ही राष्ट्रभाषा होने योग्य है” कहती थी। अन्य प्रसिद्ध नायक भी संस्कृत की प्रशंसा करते हुए उसकी महानता को मानते हैं। जैसे-प्रथम राष्ट्रपति डॉ. राजेन्द्र प्रसाद ने कहा, “संस्कृत साहित्य न केवल भारत के लिए बल्कि मानव जाति के लिए अमूल्य धन है।”

पङ्कज :
आचार्य! अन्य धर्मानुयायी भी संस्कृत के प्रशंसक होंगे?

आचार्य :
हाँ! प्रसिद्ध भुस्लिम विचारक बदरुद्दीनतय्यबमहोदय ने कहा- “मेरे विचार में प्रत्येक हिन्दू व मुस्लिग जो भारतीय हो संस्कृत को जानने वाला हो।”

और अन्य प्रसिद्ध न्यायमूर्ति मु. अली छागला ने कहा-“मेरी इच्छा है कि मातृभाषा के साथ संस्कृतशिक्षा अनिवार्य हो।” संस्कृत भाषा प्राचीन और नवीन के बीच पुल है।

English :
Maharishi Aurovindo and Shri Mata-Sanskrit should be the national language of India.

Dr. Rajendra Prasad-Sanskrit literature is a precious treasure not only for India but for the entire humanity.

Badruddin Tayyabji-Every Indian should learn Sanskrit. Mohd Ali Chhagla-Sanskrit is bridge between the old and the new.

5. सलीमः-आचार्य! संस्कृतविषये भारतीयानां मन्तव्यम् अवगतम्। अधुना वैदेशिकानां विषयेऽपि ज्ञातुम् इच्छामि।

आचार्यः :
साधूक्तं त्वया। इदानीमहं वैदेशिकविदुषां संस्कृतविषयकं मन्तव्यं बोधयामि। ‘विलड्यूरन्ट’ विख्यातः पाश्चात्यसमीक्षकः सः उक्तवान् यत् भारतम् अस्माकं जातेः जन्मभूमिः, तथा संस्कृतं यूरोपीयभाषाणां जननी अस्ति। संस्कृतमेव अस्माकं दर्शनस्य जननी, अरबदेशात् प्राप्तस्य गणितस्य जननी, ईसाईधर्मे समाहितानां बौद्धादर्शानां जननी, ग्रामीणसभुदायेन स्वायत्तशासनस्य तथा गणतन्त्रस्य जननी एवं प्रकारेण भारतमाता नानाविधरूपेषु अस्माकं सर्वेषां जननी अस्ति। जॉनः–वैदेशिकेषु मैक्समूलरमहोदयः विख्यातः। तेन किमुक्तम?

शब्दार्थाः :
मन्तव्यम्-विचार-view, अवगतम्-जान लिए-known, साधूक्तम्ठीक/बहुत अच्छा कहा-well spoken, पाश्चात्यसमीक्षकः-पश्चिमी देश के समीक्षकreviewers of western countries, विख्यातः-प्रसिद्ध-famous.

अनुवाद :
सलीम-आचार्य! संस्कृत विषय पर भारतीयों के विचार जान लिए। अब विदेशियों के विषय में भी जानना चाहता हूँ।

आचार्य :
तुम्हारे द्वारा सही कहा गया है। अब मैं विदेशी विद्वानों के संस्कृत विषयक विचारों को बताता हूँ। ‘विलड्यूरन्ट’ प्रसिद्ध पाश्चात्य समीक्षक, उसने कहा कि भारत हमारी जाति की जन्मभूमि है तथा संस्कृत यूरोपीय भाषाओं की जननी है। संस्कृत ही हमारे दर्शन की जननी है, अरब देश से प्राप्त गणित की जननी है। ईसाई धर्म में समाहित बौद्ध दर्शनों की जननी है, ग्रामीण समुदाय द्वारा स्वायत्तशासन की व गणतन्त्र की जननी है। इस प्रकार से भारतमाता अनेक प्रकार के रूपों में हम सबकी जननी है।

जॉन-विदेशियों में मैक्समूलर महोदय प्रसिद्ध हैं। उन्होंने क्या कहा?

English :
Wildurant-India is the birth place of our race and Sanskrit is the mother of all European languages and our philosophy. It is the mother of Arabic Mathematics–Mother of Buddhistic, philosophy-mother of autonomous and republic rule-Hence Mother India is ‘Mother of all’ in one way or the other.

6. आचार्यः-मैक्समूलरः उक्तवान् यत्-“संस्कृतं विश्वस्य महत्तमा भाषा अस्ति।” एवमपि प्राध्यापकः बॉप उक्तवान् यत्-‘संस्कृतमेव सम्पूर्णविश्वस्य एका भाषा आसीत् कदाचित् इति।” करतारसिंह-इतरेषामपि वैदेशिकविचारकाणाम् अभिप्रायः अपि ज्ञातव्यः खलु?

आचार्यः :
सत्यमेव! जानन्तु। विद्वान मैक्डानल उक्तवान् यत्-“वयं योरोपीयाः अद्यावधि स्ववर्णमालाम् अपि पूर्णीकर्तुं न समर्थाः परं भारतीयानां भाषा तथा भाषाविज्ञानं न केवल पूर्णम् अपितु वैज्ञानिकम् अस्ति।’ अन्यच्च विलियमजोन्समहोदयः उक्तवान् यत्-“संस्कृतस्य रचना आश्चर्यकारिणी अस्ति। इयं ग्रीकभाषायाः अपेक्षया अधिकपूर्णा, लैटिनभाषायाः अपेक्षया अधिका समृद्धा तथा च उभयोः तुलनायाम् अति परिष्कृता वर्तते।” मनीषः-केनापि अन्येन पाश्चात्यविद्वषाम् अपि संस्कृतविषये किमपि उक्तम्?

शब्दार्थाः :
ज्ञातव्यः-जानना चाहिए-should be known, अद्यावधि-आज के समय तक-up till the modern age, इतरेषामपि-दूसरों का भी-of others also, स्ववर्णमालाम्-अपनी वर्णमाला को-Own Letters (alphabet), पूर्णीकर्तुम-पूरा करने के लिए-to complete.

अनुवाद :
आचार्य-मैक्समूलर ने कहा कि-संस्कृत विश्व की महत्वपूर्ण भाषा है। ऐसे ही प्राध्यापक बॉप ने कहा कि, “संस्कृत ही कभी पूरे विश्व की एकमात्र भाषा थी।”
करतारसिंह-दूसरे विदेशियों के विचारों का अभिप्रायः भी जानना चाहिए?

आचार्य :
सत्य ही है। जानते हो। विद्वान् मैक्डानल ने कहा कि, “हम सब यूरोपीय आज तक अपनी वर्णमाला भी पूरा करने में समर्थ नहीं हो पाए, पर भारतीयों की भाषा तथा भाषाविज्ञान न केवल पूरा है, बल्कि वैज्ञानिक है।” और अन्य, विलियमजोन्स महोदय ने कहा कि, “संस्कृत की रचना आश्चर्यचकित करने वालो है। यह ग्रीकभाषा की अपेक्षा अधिक पूर्ण, लैटिन भाषा की अपेक्षा अधिक समृद्ध और दोनों की तुलना में अधिक परिष्कृत है।
मनीष-और किन पाश्चात्य विद्वानों ने भी संस्कृत के विषय पर कुछ कहा?

English :
Max Muller, “Sanskrit is important language of the world, Bopp, ‘Sanskrit was the only language of entire world sometimes.
Macdonell, Sanskrit and philology are both perfect and scientific.
William Jones-The structure of Sanskrit is wonder striking. It is perfect, prosperous and refined.

7. आचार्यः-आम्! वेबर महोदयेन कथितं यत्-‘सम्प्रति सम्पूर्ण विश्वे पाणिनिरेव वैयाकरणेषु पूर्णः सर्वमान्यश्चास्ति। दर्शने व्याकरणे च प्रामाणिकतायाम् उर्वरतायाञ्च भारतीयाः उच्चतमस्थले प्रतिष्ठिताः।’ तथा च एच.एच. विल्सन् महोदयेन कथितम् यत् –
न जाने विद्यते कं तन्माधुर्यमत्र संस्कृते।
सर्वदैव समुन्मत्ता येन वैदेशिका वयम्॥

सर्वे छात्राः-आचार्य! वयम् आनन्दिताः, संस्कृतं प्रति विश्वप्रसिद्धानां विदुषाम् अभिमतं श्रुत्वा, संस्कृतस्य वैश्विक महत्त्वं च ज्ञात्वा। उच्यते हि
भारतीयैकता साधकं संस्कृतम्।
विश्वबन्धुत्वसम्पोषकं संस्कृतम्॥
(सर्वे मिलित्वा श्लोकस्य सस्वरगायनं कुर्वन्ति)

शब्दार्थाः :
सम्प्रति-अब-now, समुन्मत्ता-उन्मत्ता को-Craziness, infatuation.

अनुवाद :
आचार्य-हाँ! वेबर महोदय ने कहा कि-अब पूरे संसार में पाणिनि ही वैयाकरणों में पूर्ण और सर्वमान्य है। दर्शन में और व्याकरण में प्रामाणिकता और उर्वरता में भारतीयता सबसे ऊँचे स्थान पर स्थित है। और एच.एच. विल्सन महोदय ने कहा कि –
नहीं जानते कि इस संस्कृत में कौन-सा माधुर्य है, जिससे हम विदेशी हमेशा ही उन्मत्त होते हैं।
सभी छात्र-आचार्य! हम सब प्रसन्न हुए, संस्कृत के प्रति विश्वप्रसिद्ध विद्वानों के विचार सुनकर और संस्कृत का वैश्विक महत्व जानकर।।

भारतीय एकता का साधक है संस्कृत।
विश्व बन्धुत्व की सम्पोषक है संस्कृत॥
(सब मिलकर श्लोक का ऊँचे स्वर में गायन करते हैं।)

English :
Weber : Panini alone is a perfect and well-known grammarian in the world. Indians are top ranking in philosophy and grammar.

H.H. Wilson : ‘Sanskrit enshrines charming sweetness even for foreigners’.

Sanskrit enjoys world-wide importance since it strengthens national integrity and worldly friendlness.

MP Board Class 10th Sanskrit Solutions

In this article, we will share MP Board Class 10th Social Science Book Solutions Chapter 12 Indian Constitution Pdf, These solutions are solved subject experts from the latest edition books.

MP Board Class 10th Social Science Solutions Chapter 12 Indian Constitution

MP Board Class 10th Social Science Chapter 12 Text book Exercises

Objective Type Questions

Mp Board Class 10th Social Science Chapter 12 Question 1.
Multiple Choice Questions
(Choose the correct answer from the following)

Chapter 12 Social Science Class 10 Question (i)
The constitution is –
(a) Form of government
(b) Government of country
(c) Documents of rules
(d) Fundamental Rights and laws
Answer:
(c) Documents of rules

Indian Constitution Class 10 Mp Board Question (ii)
Which of the following is not a speciality of the Indian constitution –
(a) Parliamentary form of government
(b) Federal Government
(c) Free and impartial Judiciary
(d) Unwritten Constitution
Answer:
(d) Unwritten Constitution

Indian Constitution Class 10 Question (iii)
How many Fundamental duties have been indicated in the Constitution –
(a) 5
(b) 14
(c) 18
(d) 10
Answer:
(a) 5

Class 10 Social Science Chapter 12 Question 2.
Fill in the blanks: (MP Board 2011, 2013)

1. Chairman of the Constituent Assembly was …………
2. Dr.B.R. Ambedkar was chairman of constitutional ………..
3. The newly drafted Constitution was adopted by the constituent assembly on …………
4. The right of equality is one of the ……………. describe in the Constitution.

Answer:

1. Rajendra Prasad
2. Drafting Committee
3. 26 Nov 1949
4. Rights

Social Science Class 10 Chapter 12 Question 3.
Match the coloumn:

Answer:

(a) (iv)
(b) (ii)
(c) (v)
(d) (i)
(e) (iii).

MP Board Class 10th Social Science Chapter 12 Very Short Answer Type Questions

Indian Constitution 10th Class Chapter 12 Question 1.
What is a constitution?
Answer:
Constitution may be said to be a document which contains laws, rules and regulations for proper governemnt of a country.

The Constitution Of India Class 10 Chapter 12 Question 2.
Who is the protector of Fundamental Rights in India?
Answer:
Supreme Court (Judiciary).

Define Constitution Class 10 Chapter 12 Question 3.
When fundamental duties were added in the Constitution?
Answer:
According to the 42th Amendment in 1976 the fundamental duties were added in the Constitution of India.

Mp Board Class 8 Social Science Chapter 12 Question 4.
In whose guidance the Independence Bill was drafted?
Answer:
Lok Manya Bal Gangadhar Tilak.

MP Board Class 10th Social Science Chapter 12 Short Answer Type Questions

10th Social Science Match The Following Chapter 12 Question 1.
What is the importance of Constitution? (MP Board 2010)
Answer:
Constitution is needed for properly running the government and clearly defining the roles and functions of the legislature, judiciary and administration so also for ensuring a balance and coordination amongst them. In the absence of Constitution there is a strong possibility of conflicts between different organs of the Government and at times even a situation of anarchy may arise Fundamental rights and duties of citizens are also specified in the Constitution. It can be said that Constitution is the very base of Government.

Mp Board Class 8 Social Science Solution Chapter 12 Question 2.
Write an introductory note on Constituent Assembly?
Or
Give the introduction of Constitution Assembly? (MP Board 2009)
Answer:
The formation of Constituent Assembly was the result of the ‘Swaraj Bill’ prepared under the directions of Lokmanya Bal Gangadhar Tilak in 1895, the statement of Mahatma Gandhi on 5 January, 1922 that, “Indian Constitution shall be as per the wishes of the people of India”, the National Convention of February 1924 under the Chairmanship of Tej Bahadur Sapru and the demand in the Patna Convention of Swaraj Dal in May 1934.

The members of the Constituent Assembly could not be elected directly by adult franchise therefore as a practical solution provincial Assemblies were utilised as election bodies.

Question 3.
Who were the prominent members of the Constituent Assembly from Madhya Pradesh?
Answer:
Important members of the Constituent Assembly from the existing provinces viz. Central Province a Berar, Central India region (Bhopal, Gwalior, Indore and Rewa) were Pandit Ravishankar Shukla, Seth Govind Das, Hari Vishnu Kamat, Ghanshyam Singh Gucch, Gopikrishan Vijayvargiya, Radhavallabh Vijayvargiya and Thakur Lai Singh.

Question 4.
What do you understand by Directive Principales of the State Policy?
Or
What do you mean by Directive Principles of State Policy? Write. (MP Board 2009)
Answer:
Directive Principles of the State Policy:
In the fourth part of the Constitution, fundamental principles of Governance have been described, these are known as directive principles. The principles are guidelines for political, social and economic programmes for modem democracy. Although these principles cannot be directed by any court to be enforced but they are fundamental in the good Governance of the country. Through these directive principles an attempt has been made to set up a welfare state in India.

Question 5.
What is importance of Preamble in the Constitution?
Answer:
In the Preamble of the Constitution the framers of the Constitution have incorporated the objectives of the Constitution, so also values and ideals. This is called the essence or spirit of the Constitutions, it is the resolve and feelings of the framers of the Constitution.

In the very beginning of the Preamble it has been indicated that the Constitution has been framed as per the wishes of the people and ultimate powers vest in the people. It has been stated that India shall be sovereign, democratic republic. As per the 42nd Constitutional amendment; India was declared as a socialist and secular state.

Question 6.
Explain the meaning of Socialist and Secular. (MP Board 2009, 2013)
Answer:
Socialism and Secular:
By a socialist state is meant that the Indian economy shall be based on socialistic pattern of society. Minimum basic needs of every Indian shall be fulfilled. Socialism as per the Indian conditions shall be adopted. The ideal of secularism has been cherished in the Constitution. It means that the state shall protect the interests of all religious beliefs but will not have any particular religion as state religion. The state shall not discriminate citizens on the basis of religion. Every citizen is free to follow its religion and beliefs.

MP Board Class 10th Social Science Chapter 12 Additional Important Questions

Objective Type Questions

Question 1.
Multiple Choice Questions:
Choose the correct answer from the following

Question (i)
Cabinet Mission Plan came to India in –
(a) 1942
(b) 1944
(c) 1946
(d) 1948.
Answer:
(b) 1944

Question (ii)
Indian Constitution is divided into –
(a) 20 Parts
(b) 21 Parts
(c) 22 Parts
(d) 23 Parts.
Answer:
(c) 22 Parts

Question (iii)
How many articles are there in Indian constitution –
(a) 320
(b) 345
(c) 370
(d) 395
Answer:
(d) 395

Question 1.
Fill in the blanks:

1. The first draft on Constitution was submitted to the President of the Constituent Assembly on …………..
2. The first meeting of Constituent Assembly was held on 9 December………….

Answer:

1. 21 February, 1948
2. 1946

Question 3.
True and False type questions:

1. The demand for Constituent Assembly was related with National Movement.
2. Indian Constitution had 395 Articles at the time of final submission.
3. Supreme Court is the protector of fundamental rights? (MP Board 2009)
4. Dr. Rajendra Prasad was the Chairman of the Drafting Committee of Constitution? (MP Board 2009)

Answer:

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

Answer in One – Two Words or One Sentence:

Question 1.
What did the citizens obtain by enjoying fundamental rights?
Answer:
The citizens can live independent and progressive life by enjoying fundamental rights.

Question 2.
How has Abraham Lincoln defined democracy?
Answer:
Abraham Lincoln defined democracy, as that it is government of the people, by the people and for the people.

Question 3.
When was the first meeting of the Constituent Assembly held?
Answer:
First meeting of the Constituent Assembly was held on 9 December, 1946.

Question 4.
Who was elected the Chairman for first meeting of the Constituent Assembly?
Answer:
Dr. Sacchidanand Sinha.

Question 5.
When was new constitation passed and adopted?
Answer:
The new constitution was passed and adopted on 26 November, 1949.

Question 6.
Which plan is the basis of Indian constitution.
Answer:
By 42nd Amendment (1976).

MP Board Class 10th Social Science Chapter 12 Very Short Answer Type Questions

Question 1.
What is Universal adult franchise?
Answer:
The Constitution has given the right to vote to all its adult citizens. By adult franchise is meant that every adult citizen has a right to vote on attainment of a definite age. In the Constitution this right is given to all citizens who attain the age of 18 years, irrespective of their religion, race, caste, sex or place of the person.

Question 2.
What do you mean by a soverign state?
Answer:
The country will decide its own foreign and domestic policies. It is not under any foreign rule and it can have its own policies of behaviour at the international level.

Question 3.
When did the new constitution was adopted?
Answer:
The new Constitution was passed and adopted on 26 November, 1949. Certain provisions of the Constitution in respect of citizenship, election and interim Parliament were adopted with immediate effect and remaining provisions became effective from 26 January, 1950, which was called as the date of promulgation of the Constitution.

Question 4.
What did Dr. B.R Ambedkar say about the Constitution of India?
Answer:
Dr. B.R. Ambedkar said about the Indian Constitution:
It is the bulkiest in the world. Here people of different religions and classes live. Detailed description of all this is given in the constitution of the country.

Question 5.
Explain the right of speech and freedom of expression?
Answer:
The right to freed on grants certain freedoms to the Indians. One such freedom is right to state one’s views and express them. But this freedom is to be exercised within the framework of public order, decency, sovereignty etc.

Question 6.
Explain the right to constitutional remedies?
Answer:
Right to constitutional remedies is one of the important fundamental rights. According to this right, the courts are required to protect the fundamental rights from any encroachment. For this, the courts have the power to issue writs. Habeas Corpus, Prohibition, Quo Warranto, Mandamus, Certiorari.

Question 7.
Why Fundamental Rights are incorporated in the Indian Constitution?
Answer:
The incorporation of fundamental rights in the Constitution is a matter of great significance. This shows that how important and sacred fundamental rights have been considered and how they are thought to be so Fundamental that they have been incorporated in the Constitution.

Question 8.
Why the Indian citizen should follow the Fundamental Duties?
Answer:
The Indian citizen follows and should follow fundamental duties because –

1. Duties constitute part of the constitution and as such possess legal states.
2. They have to enjoy rights and hence should follow duties.

MP Board Class 10th Social Science Chapter 12 Short Answer Type Questions

Question 1.
Explain the right to equality?
Answer:
Right to equality has been explained in Articles 14, 15, 16, 17 and 18. The kind of equality in the constitution is given as under –

1. Equality before law and equal protection of law.
2. Prohibition of discrimination on grounds of caste, creed, colour, sex, region or any one of them.
3. Equal opportunities to all, based only on qualifications.
4. Abolition of untouchability.
5. Abolition of all title except academic and military.

Question 2.
What rights are received from the right against exploitation?
Answer:
The following rights are received from the right against exploitation –

1. Prohibition of bonded labour.
2. Prohibition of Adivasis system.
3. Prohibition of employment of children below the age of 14 in any hazardous beings.
4. Prohibition of trafficing in human beings.

Question 3.
Distinguish between Fundamental Rights and Directive Principles?
Answer:

1. The Fundamental Rights are enforceable while the Directive Principles are not enforceable.
2. The Fundamental Rights are in the form of injustiction on the state while the Directive Principles are in the form of directives to the state.
3. The Fundamental Rights are rights of the citizens the Directive Principles are the duties of the state.
4. The Fundamental Rights lay the foundations of political democracy while the Directive Principles, of economic democracy.
5. The Fundamental Rights are, by and large, negative whereas the Directive Principles are positive in character.

Question 4.
What do you mean by the Federal Form of Government?
Answer:
Federal Form of Government As per the First Schedule of the Constitution, India is a federation of States. Thus federal form of Government has been set up in India. The powers of Government are not Centralized at one place and are divided between the Center and the States and both have independence in their respective jurisdictions.

The Constitution is written and rigid to a considerable extent and it is supreme. The Supreme Court is the protector of the Constitution. Supreme Court has also the powers to interpret the Constitutional provisions and decide Constitutional disputes arising between the Center and the States.

Question 5.
Discribe the salient features of Indian Constitution?
Answer:
Salient Features of Indian Constitution are:

1. Written and the largest Constitution.
2. Mix of rigidity flexibility.
3. Sovereign Republic.
4. Socialist and secular republic.
5. Parliamentary system.
6. Federal system.
7. Free and impartial judiciary.
8. Fundamental rights and basic duties.
9. Directive principles of state policy.
10. Universal adult franchise.

Question 6.
Indian Constitution is the matrix of flexibility and rigidity. Explain?
Answer:
A Constitution is termed as rigid or flexible on the basis of the procedure adopted for its amendment. If the constitution can be adopted by a simple procedure followed for framing simple laws it is termed as flexible but if a special procedure is needed for amendment then it is termed as rigid or inflexible.

There are three procedures of amendments in the Indian Constitution. Certain provisions can be amended by a simple majority, some provisions can be amended by specific majority and certain important ones can only be amended by specific majority and consent of atleast 50 per cent number of states. Thus it is a mix of flexibility and rigidity.

Question 7.
How many types of Constitution can be there?
Answer:
The fathers of Indian Constitution consulted and took useful provisions from Constitutions of several countries. The directive principles have been taken from the Constitution of Ireland. The idea of Fundamental Rights has been taken from the Constitution of United States of America. The concept of Federation of states (Federal form of Government) is taken from Canadian Constitution.

MP Board Class 10th Social Science Chapter 12 Long Answer Type Questions

Question 1.
Describe the characteristics of the Fundamental Rights and Duties in Indian Constitution? (MP Board 2011, 2013)
Or
Describe the fundamental duties of citizen of India? (MP Board 2009)
Or
Describe the fundamental rights and citizen? (MP Board 2009)
Answer:
The Fundamental Rights are as follows:

1. Right to equality.
2. Right to freedom.
3. Right against exploitation.
4. Right to freedom of religion.
5. Cultural and educational rights.

Fundamental Rights and Duties:
For alround development of the citizens, fundamental rights are essential. There is a provision for fundamental righjts for the citizens. In case they are violated, a citizen has the right to approach the High Court or Supreme Court. During the period of Emergency these Fundamental Rights can be suspended.

The provision of Fundamental Duties of the citizens have been added in the Constitution by an amendment (42nd Amendment of the Constitution, 1976). Ten fundamental duties have been specified in the Constitution.

Fundamental Duties:
It shall be the duty of every citizen of India.

1. To abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem.

2. To cherish and follow the noble ideals which inspired our national struggle for freedom.

3. To uphold and protect the sovereignty, unity and integrity of India.

4. To defend the country and render national service when called upon to do so.

5. To promote harmony and spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities, to renounce practices derogatory to the dignity of women.

6. To value and preserve the rich heritage of our composite culture.

7. To protect and improve the natural environment including forest, lakes, rivers and wildlife and to have compassion for living creatures.

8. To develop the scientific temper, humanism and the spirit of inquiry and reform.

9. To safeguard public property and to abjure violence.

10. To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement.

Question 2.
Discuss any four features of the Indian Constitution?
Or
Describe the main features of Indian constitution? (MP Board 2009)
Or
Describe the Parliamentary and Federal System of the Government?(MP Board 2009)
Or
Write any five features of Indian constitution? (MP Board 2009)

Answer:
The constitution of India is the lengthiest constitution. Accordingly it possesses certain important features. Some of these can be discussed as under:

1. Federal Form of Government:
The Constitution does possess all the formal requisites of a federation written constitution, rigidity of the constitution, decentralisation, powerful judiciary. But it can change into a unitary system during emergency.

2. Parliamentary System:
The Present of India is constitutional head whereas the council of Ministers is the real. All the ministers are collectively responsible in the Lok Sabha. The ministers work as a team they swim, and sink together.

3. Abolition of Untouchability:
The constitution abolishes untouchability. Untouchability is declared against law and against the constitution.

4. Universal Adult Franchise:
The universal adult franchise has been guaranteed by the constitution. Every citizen, irrespective of any caste, creed, colour or sex, has the right to vote and participate in administration.

Question 3.
Mention some of the Directive Principles of State Policy?
Answer:

1. The state would prohibit concentration of material and natural resources in the hands of the few.
2. Public assistance to the poor, the aged and the helpless.
3. Right to work and to education.
4. Equal wages for equal work, for both men and women.
5. Organising and empowering the Village Panchayats to make them units of self – government.
6. Promoting cottage and small scale industries in the rural, areas.
7. Enacting prohibition.
8. Prohibiting the slaughter of the cows and those animals which give milk.
9. Organising agriculture on scientific lines and promoting animal husbandry.
10. Providing free and compulsory education to the children below 14 years within a period of ten years.
11. Uniform civil code for the whole country.
12. Separation of executive from judiciary.
13. Protection of monuments of national importance.
14. Promoting world peace and security, cooperation and arbitration.
15. Giving economic and educational assistance to Scheduled Castes and Scheduled Tribes and other weaker sections of the society.

Question 4.
Explain briefly to the Drafting Committee for the preparation of Indian Constitution?
Answer:
Drafting Committee:
Drafting of the Constitution was not an easy task, therefore different sub committees were formed to facilitate drafting of the Constitution. 10 sub – committees were relating to matters of procedure and 8 sub – committees related to matters of facts. Important sub – committees were Rules, Business and Drafting Committee, Steering Committee, Committee on Fundamental Rights Union Powers Committee, Minority Rights Sub-committee, etc.

To give final shape to the reports and suggestions of the above sub – committees a drafting Committee under the chairmanship of Dr. Bhimrao Ambedkar was formed. Other members of this Committee were N. Gopalswami Ayangar, Aladi Krishna Swami Aiyyar, Sayyad Mohammad Sadullah, K.M. Munshi. B.L. Mittra and D.P. Khaitan subsequently B.L. Mittra and D.P. Khaitan were replaced by N. Madhavan Rao and T.T. Krishnamachari. The Draft Constitution was submitted to the President of the Constituent Assembly on 21 February, 1948. Thereafter detailed discussions were held in the Constituent Assembly.

Question 2.
Discuss the cultural base of Indian Constitution.
Answer:
The framers of the Constitution were aware of the fact that the life of the people of a country is closely associated with the culture and rich heritage of the country the identity of a country is not on the basis of political organisation or beliefs but on the basis of the culture, traditions, beliefs and feelings of nationality.

Indian Constitution is not merely a political document but much more than that. It contains the culture and National Values in it. In the manuscript of the Constitution, the rice cultural and national heritage of the country has been depicted through representative pictures. These pictures depict the traditions from Mohan – jodaro and Vedic period to the period of Freedom Movement.

These pictures are of the bull seal of Mohan – jodaro period, Lord Ram returning with Sita in the ‘Pushpak Viman’ after victory of Lanka, preaching of Gita by Sri Krishan to Arjuna, Lord Buddha, Mahavir Swami, Akbar and in the background Mughal architecture, Shivaji, Guru Govind Singh, Tipu Sultan, the historical Dandi March of Mahatma Gandhi, the Himalayas the Indian ocean etc.

In this article, we will share MP Board Class 10th Hindi Book Solutions Chapter 1 6 सूखी डाली (उपेन्द्रनाथ ‘अश्क’) Pdf, These solutions are solved subject experts from latest edition books.

MP Board Class 10th Hindi Vasanti Solutions Chapter 6 सूखी डाली (उपेन्द्रनाथ ‘अश्क’)

सूखी डाली पाठ्य-पुस्तक के प्रश्नोत्तर

सूखी डाली लघु-उत्तरीय प्रश्नोत्तर

सूखी डाली प्रश्न उत्तर MP Board Class 10th Hindi प्रश्न 1.
अक्षय वट की डाली सूख जाने से एकांकीकार का क्या आशय है? स्पष्ट कीजिए।
उत्तर-
अक्षय वट की डाली सूख जाने से एकांकीकार का आशय है-परिवार के अभिभावक का प्रभुत्व समाप्त हो जाना। ऐसा होने से परिवार का टूटना तय हो जाना होता है।

Sukhi Dali Questions And Answers In Hindi प्रश्न 2.
किस कारण से दादा जी पेड़ से किसी डाली का अलग हो जाना पसंद नहीं करते?
उत्तर-
चूंकि दादा जी परिवार के अभिभावक हैं। वे परिवार को एक विशाल और सुखद पेड़ के रूप में देखते हैं। वे परिवार के एक-एक सदस्य को पेड़ की एक-एक डाली के रूप में देखते-समझते हैं। इस प्रकार एक अभिभावक की इस सोच के कारण दादा जी पेड़ से किसी डाली का अलग हो जाना पसंद नहीं करते।

सूखी डाली प्रश्‍न उत्तर MP Board Class 10th Hindi प्रश्न 3.
संयुक्त परिवार का प्रतीक प्रस्तुत एकांकी में किसे बताया गया है और क्यों?
उत्तर-
संयुक्त परिवार का प्रतीक एकांकी में विशाल वटवृक्ष को बताया गया है। यह इसलिए कि जिस प्रकार वटवृक्ष की छाया स्थायी, शीतल और सुखद होती है, उसी प्रकार संयुक्त परिवार के मुखिया का संरक्षण सुख और शान्ति बनाए रखता है।

सूखी डाली दीर्घ-उत्तरीय प्रश्नोत्तर

Class 10 Hindi Chapter 6 Question Answer Mp Board प्रश्न 1.
‘सूखी-डाली’ एकांकी का केंद्रीय भाव स्पष्ट कीजिए।
उत्तर-
पारिवारिक पृष्ठभूमि पर लिखे गए इस एकांकी में एकांकीकार ने पारिवारिक अंतर्द्वन्द्व को प्रभावी अभिव्यक्ति दी है। इस एकांकी में वटवृक्ष को परिवार के अभिभावक का प्रतीक बनाकर प्रस्तुत किया गया है। एकांकी में इस तथ्य को बड़े प्रभावी ढंग से निरूपित किया गया है कि जिस प्रकार वटवृक्ष की छाया स्थाई, शीतल और सुखद होती है, उसी प्रकार संयुक्त परिवार में परिवार के मुखिया का संरक्षण सुख और शांति बनाए रखता है।

Chapter 6 Hindi Class 10 Mp Board प्रश्न 2.
‘यदि दादा मूलराज न होते तो परिवार टूट जाता’ इस कथन से आप कहाँ तक सहमत हैं? पर्याप्त कारण बताते हुए स्पष्ट कीजिए।
उत्तर-
‘यदि दादा मूलराज न होते तो परिवार टूट जाता’ इस कथन से हम पूरी तरह सहमत हैं। वह इसलिए कि दादा मूलराज संयुक्त परिवार के अभिभावक हैं। वे अपने संयुक्त परिवार को उसी प्रकार सुख और शांति प्रदान कर रहे हैं, जिस प्रकार विशाल वटवृक्ष अपने आश्रितों को आनंद और सुख प्रदान करता है। इसलिए यदि दादा मूलराज न होते तो परिवार टूट जाता।

सूखी डाली उपेन्द्रनाथ अश्क Pdf MP Board Class 10th Hindi प्रश्न 3.
“कुटुम्ब एक महान् वृक्ष है। छोटी-बड़ी सभी डालियाँ उसकी छाया को बढ़ाती हैं।” इस कथन की सोदाहरण व्याख्या कीजिए।
उत्तर-
“कुटुम्ब एक महान वृक्ष है। छोटी-बड़ी सभी डालियाँ उसकी छाया को बढ़ाती हैं।”
उपर्युक्त कथन की सत्यता है। कुटुम्ब का अर्थ संयुक्त परिवार से है तो वह सचमुच में एक महान वटवृक्ष के समान है। उसके हरेक सदस्य एक महान् वटवृक्ष की डालियों के समान हैं जिनसे सुख और शांति का वातावरण बना रहता है। अगर ये न होते तो कुटुम्ब बिखर जाता और कहीं का न रह जाता। चारों ओर अंशांति और दुख की लपटें उठने लगतीं। इस आधार पर यह कहना बिल्कुल ही सत्य है कि कुटुम्ब एक महान वृक्ष है। छोटी-बड़ी सभी डालियाँ उसकी छाया बढ़ाती हैं।

सूखी डाली एकांकी Pdf MP Board Class 10th Hindi प्रश्न 4.
समय की माँग के अनुसार पारिवारिक मान्यताओं को दादा जी किस प्रकार स्वीकृति देते हैं? स्पष्ट कीजिए।
उत्तर-
समय की माँग के अनुसार परिवर्तित पारिवारिक मान्यताओं को दादा जी विशाल वटवृक्ष के रूप में स्वीकृति देते हैं। इस स्वीकृति के द्वारा वे परिवर्तित पारिवारिक मान्यताओं को महत्त्व देते हैं और इस पर दृढ़ भी रहते हैं। इसलिए वे दृढ़तापूर्वक समझाते हुए इंदु से कहते भी हैं।

“बेटा यह कुटुम्ब एक महान् वृक्ष है। हम सब इसकी डालियाँ हैं। डालियों ही में पेड़ है और डालियाँ छोटी हों चाहे बड़ी, सब उसकी छाया को बढ़ाती हैं। मैं नहीं चाहता, कोई डाली इससे टूटकर पृथक् हो जाए। तुम सदैव मेरा कहा मानते रहे हो। बस यही बात मैं कहना चाहता हूँ… यदि मैंने सुन लिया-किसी ने छोटी बहू का निरादर किया है, उसकी हँसी उड़ायी है या उसका समय नष्ट किया है तो इस घर में मेरा नाता सदा के लिए टूट जाएगा… अब तुम सब जा सकते हो।”

सूखी डाली भाषा अनुशीलन

सूखी डाली एकांकी कहानी Pdf MP Board Class 10th Hindi प्रश्न 1.
निम्नलिखित शब्दों की संधि कीजिएस्व+इच्छा, जगत्+ईश, ज्ञान+अर्जन, सुर+इंद्र, परम+आत्मा।
उत्तर-

एकांकी संचय – सूखी डाली Workbook Answers प्रश्न 2.
निम्नलिखित शब्दों में से देशज और आगत शब्द छाँटिएमोढ़े, गँवार, औसुर, कुटुम्ब, गुसलखाना, गोदाम, खलल, मारोमार, झाड़न।
उत्तर-
देशज शब्द-गँवार, औसुर, कुटुम्ब, गुसलखाना, झाड़न। आगत शब्द-मोढ़े, गुसलखाना, खलल, मारोमार।।

सूखी डाली एकांकी की समीक्षा Pdf MP Board Class 10th Hindi प्रश्न 3.
निम्नलिखित मुहावरों/लोकोक्तियों का वाक्यों में प्रयोग कीजिए
दो घड़ी न टिकना, जली-कटी बातें करना, गजभर की जबान होना, लोटपोट होना, अपना-सा मुँह लेकर रह जाना।
उत्तर-

Sukhi Daali Question Answers MP Board Class 10th Hindi प्रश्न 5.
उचित विराम चिहों का प्रयोग कीजिए।
ईश्वर की अपार कृपा से हमारे घर सुशिक्षित सुसंस्कृत बहू आई है तो क्या हम अपनी मूर्खता से उसे परेशान कर देंगे तुम जाओ बेटा किसी प्रकार की चिंता को मन में स्थान न दो।
उत्तर-
“ईश्वर की अपार कृपा से हमारे घर सुशिक्षित बहू आई है, तो क्या हम अपनी मूर्खता से उसे परेशान कर देंगे? तुम जाओ बेटा! किसी प्रकार की चिंता को मन में स्थान न दो।”

Sukhi Dali Ka Kendriya Bhav Spasht Kijiye MP Board प्रश्न 5.
निम्नलिखित वाक्यों को शुद्ध कीजिए।
(क) बड़ी भाभी बुद्धिमान है।
(ख) मेरी केवल मात्र आकांक्षा है कि सब डालियाँ साथ-साथ बढ़ें।
(ग) इस बात की तनिक थोड़ी भी चिंता न करो।।
उत्तर-

सूखी डाली योग्यता-विस्तार

Sukhi Dali नाटक के प्रश्न उत्तर Pdf MP Board प्रश्न 1.
“संयुक्त परिवार में ही सुख-शांति संभव है” विषय पर वाद-विवाद प्रतियोगिता आयोजित कीजिए।

Class 10 Hindi Chapter 6 Mp Board प्रश्न 2.
रामायण काल और वर्तमान भारत के पारिवारिक संबंधों के स्वरूप में क्या अंतर दिखाई देता है।

Sukhi Dali Ka Kendriya Bhav Likhiye MP Board प्रश्न 3.
यदि आपको ‘एकल परिवार’ में रहना पड़ा तो वृद्ध माता-पिता की सेवा के लिए क्या उपाय करेंगे।
उत्तर-
उपर्युक्त प्रश्नों को छात्र/छात्रा अपने अध्यापक/अध्यापिका की सहायता से हल करें।

सूखी डाली परीक्षोपयोगी अतिरिक्त प्रश्नोत्तर

सूखी डाली अर्थग्रहण संबंधी प्रश्नोत्तर

प्रश्न 1.
“यदि कोई शिकायत भी हो, तो उसे वहीं मिटा देना चाहिए।” दादा जी ने ऐसा क्यों कहा?
उत्तर-
“यदि कोई शिकायत भी हो, तो उसे वहीं मिटा देना चाहिए।” दादा जी ने ऐसा इसलिए कहा कि हल्की-सी खरोंच भी यदि उस पर तत्काल दवाई न लगा दी जाए, बढ़कर एक बड़ा घाव बन जाती है और वही घाव नासूर हो जाता है। फिर लाख मरहम लगाओ, ठीक नहीं होता।

प्रश्न 2.
“महानता किसी से मनवाई नहीं जा सकती।” अपने इस कथन की पुष्टि में दादा जी ने क्या कहा?
उत्तर-
“महानता किसी से मनवाई नहीं जा सकती।” अपने इस कथन की पुष्टि में दादा जी ने कहा- “महानता किसी से मनवाई नहीं जा सकती, अपने व्यवहार से अनुभव कराई जा सकती है। वृक्ष आकाश को छूने पर भी अपने महानता का सिक्का हमारे दिलों पर उस समय तक नहीं बैठा सकता, जब तक वृक्ष अपनी शाखाओं में वह ऐसे पत्ते नहीं लाता, जिनकी शीतल-सुखद छाया मन के सारे ताप को हर ले और जिसके फूलों का भीनी-भीनी सुगंध-हमारे प्राणों में पलक भर दे।

प्रश्न 3.
बेला का मन घर में क्यों नहीं लगता था? दादा जी के पूछने पर परेश ने क्या कहा?
उत्तर-
बेला का मन घर में नहीं लगता था। दादा जी के पूछने पर परेश ने कहा-उसे कोई भी पसंद नहीं करता। सब उसकी निंदा करते हैं। अभी मेरे पास पास माँ, बड़ी ताई, मँझली ताई, बड़ी भाभी, मँझली भाभी, इंदु, रजवा-सब आई थी। सब उसकी शिकायत करती थीं-तानें देती थीं कि तू उसके हाथ बिक गया है, तू उसे कुछ नहीं समझाता और इधर वह उन सबसे दुखी है, कहती है-सब मेरा अपमान करती हैं, सब मेरी हँसी उड़ाती हैं। मेरा समय नष्ट करती हैं। मैं ऐसा महसूस करती हूँ, जैसे मैं परायों में आ गई हूँ। अपना एक भी मुझे दिखाई नहीं देता।

प्रश्न 2.
रिक्त स्थानों की पूर्ति दिए गए विकल्पों में से चुनकर लिखिए।
1. सूखी डाली ………………………… है। (नाटक, एकांकी)
2. अभिवावक ………………………… के समान है। (वटवृक्ष, अक्षयवट)
3. बड़ा घाव ………………………… बन जाता है। (लाइलाज, नासूर)
4. शीतल-सुखद छाया हमारे मन के सारे ………………………… को हर लेती है। (पाप, ताप)
5. डालियाँ के टूटने पर वृक्ष ………………………… रह जाता है। (नंगा, लूंठ)
उत्तर-
1. एकांकी,
2. वटवृक्ष,
3. नासूर,
4. ताप,
5. ह्ठ

प्रश्न 3.
दिए गए कथनों के लिए सही विकल्प चुनकर लिखिए

1. उपेंद्रनाथ अश्क का जन्म हुआ था
1. 1810 में,
2. 1910 में,
3. 1903 में
4. 1903
उत्तर-
(2) 1910 में,

2. परिवार के अभिवावक का प्रतीक है
1. दादा,
2. परेश,
3. वटवृक्ष,
4. विशाल वृक्ष
उत्तर-
(3) वटवृक्ष

3. दादा जी की आयु है
1. 60 वर्ष,
2. 65 वर्ष,
3. 70 वर्ष,
4. 72 वर्ष।
उत्तर-
(4) 72 वर्ष,

4. अपनी अलग गृहस्थी बसाना चाहती है-
1. बेला,
2. बड़ी भाभी,
3. इंदु,
4. पारो।
उत्तर-
(1) बेला,

5. कोई बड़ा होता है
1. दर्जे से,
2. उम्र से,
3. योग्यता से,
4. स्थान से।
उत्तर-
(3) योग्यता से।

प्रश्न 4.
सही जोड़े मिलाइए।

उत्तर-

प्रश्न 5.
निम्नलिखित वाक्य सत्य हैं या असत्य? वाक्य के आगे लिखिए।
1. ‘सूखी डाली’ एक नाटक है।
2. दादा जी हमेशा हुक्का गुड़गुड़ाते रहते हैं।
3. दादा जी पुराने नौकरों के हक में नहीं हैं।
4. हम सब एक महान पेड़ की डालियाँ हैं।
5. बेला को लगता है कि वह जैसे अपरिचितों में आ गई है।
उत्तर-
1. असत्य,
2. सत्य,
3. असत्य,
4. सत्य,
5. सत्य।

प्रश्न 6.
निम्नलिखित कथनों के लिए सही विकल्प चुनिए

1. ‘सूखी डाली’ में किस समाज का चित्रण है?
1. मध्यवर्गीय
2. निम्नवर्गीय
3. उच्च वर्गीय
4. सभी।
उत्तर-
(1) मध्यवर्गीय,

2. “उसे हमसे, हमारे पड़ोस से हमारी हर बात से घृणा है।” यह किसने कहा?
1. इंदु ने,
2. रजवा ने,
3. बड़ी बहू ने,
3. मँझली बहू ने,
5. छोटी भाभी ने।
उत्तर-
(3) बड़ी बहू ने,

3. “हमारे बुर्जुग तो जंगलों में घूमा करते थे, तो क्या हम भी उनका अनुकरण करें।” यह कथन किसका है?
1. बड़ी बहू का,
2. बड़ी भाभी का,
3. इंदु का,
4. मँझली बहू का।
उत्तर-
(4) मँझली बहू का,

4. हमारा यह परिवार बरगद के महान् पेड़ की भाँति है।” यह किसने कहा?
1. दादा जी ने,
2. परेश ने,
3. इंदु ने,
4. कर्मचंद ने।
उत्तर-
(1) दादा जी ने,

5. आजादी चाहती है। कौन?
1. मँझली भाभी,
2. बड़ी बहू,
3. छोटी भाभी,
4. बेला।
उत्तर-
(4) बेला

सूखी डाली लघु-उत्तरीय प्रश्नोत्तर

प्रश्न 1.
बेला का मन लगाने के लिए दादा जी ने क्या कहा?
उत्तर-
बेला का मन लगाने के लिए दादा जी ने कहा-“हमें उसका मन लगाना चाहिए। वह एक बड़े घर से आई है। अपने पिता की इकलौती बेटी है। कभी नाते-रिश्तेदारों में रही नहीं। इस भीड़-भाड़ से वह घबराती होगी। इतने कोलाहल से वह ऊब जाती होगी। हम सब मिलकर इस घर में उसका मन लगाएँगे।”

प्रश्न 2.
हुक्के के लंबे कश किस बात के साक्षी हैं?
उत्तर-
हुक्के के लंबे कश इस बात के साक्षी हैं कि दादा जी हुक्का पीने के साथ-साथ सोच भी रहे हैं।

प्रश्न 3. दादा जी पुराने नौकरों के हक में क्यों हैं?
उत्तर-
दादा जी पुराने नौकरों के हक में हैं। यह इसलिए कि वे दयानतदार होते हैं और विश्वसनीय।

प्रश्न 4.
घृणा दूर करने के लिए दादा जी ने क्या सुझाव दिए?
उत्तर-
घृणा दूर करने के लिए दादा जी ने इस प्रकार सुझाव दिए-“बड़प्पन बाहर की वस्तु नहीं-बड़प्पन तो मन का होना चाहिए। और फिर बेटा, घृणा को घृणा से नहीं मिटाया जा सकता। बहू तभी पृथक् होना चाहेगी जब उसे घृणा के बदले घृणा दी जाएगी। लेकिन यदि उसे घृणा के बदले स्नेह मिले तो उसकी सारी घृणा धुंधली पड़कर लुप्त हो जाएगी।”

सूखी डाली लेखक-परिचय

जीवन-परिचय-कथाकार और नाटककार-एकांकीकार के रूप में उपेंद्रनाथ ‘अश्क’ अत्यधिक लोकचर्चित हैं। आपका जन्म 14 दिसंबर, सन् 1910 ई. में जालंधर में हुआ
था। आपने नाटक और एकांकी के अतिरिक्त गद्य की अन्य विद्याओं-संस्मरण और आलोचना के क्षेत्र में भी उल्लेखनीय कार्य किया है।

श्री उपेंद्रनाथ ‘अश्क’ का मुख्य रूप से सामाजिक क्षेत्र में ही योगदान रहा। इसके लिए आपने अपने नाटकों में मध्यवर्गीय चेतना और मनोवृत्ति को प्रमुख स्थान दिया है। इसका मुख्य कारण है-रचनाकारं का मध्यमवर्गीय होना। आपने अपने सच्चे जीवनाधारों पर जीवंत समाज के संघर्षों और उलझनों से ग्रस्त पात्रों के माध्यम से सामाजिक समस्याओं के विभिन्न स्वरूपों को सामने लाने का सफल प्रयास किया है।

रचनाएँ-‘देवताओं की छाया में’, ‘चरवाहे’, ‘पक्का गाना’, ‘पर्दा उठाओ, पर्दा गिराओ’, ‘अंधी गली’, ‘साहब को जुकाम है, ‘सूखी डाली’, ‘अधिकार का रक्षक’, ‘लक्ष्मी का स्वागत’, ‘पापी’, ‘जोंक’, ‘पच्चीस श्रेष्ठ एकांकी’, आदि आपके सुप्रसिद्ध एकांकी-संग्रह हैं।

भाषा-शैली-श्री उपेंद्रनाथ ‘अश्क’ की भाषा हिंदी उर्दू की शब्दावली से परिपुष्ट प्रचलित भाषा है। उसमें आवश्यकतानुसार अंग्रेजी शब्दों के भी प्रवेश हुए हैं। इस प्रकार की भाषा से तैयार हुए वाक्य गठन छोटे-छोटे तो हैं, लेकिन अर्थपूर्ण हैं। पात्रानुकूल भाषा की सफल व्यवस्था आपकी रचनाओं की एक खास विशेषता है। एक उदाहरण देखिए

“आप कभी घर के अंदर आएँ भी। आपके लिए तो जैसे घर के अंदर आना पाप करने के बराबर है। खाना इसी कमरे में खाओ, टेलीफोन सिरहाने रखकर इसी कमरे में सोओ, सारा दिन मिलने वालों का तांता लगा रहे। न हो तो कुछ लिखते रहो, लिखो न तो पढ़ते रहो, पढ़ो न तो बैठे सोचते रहो। आखिर हमें कुछ कहना हो, तो किस समय कहें?” .

आपकी शैली की विविधता सर्वत्र दिखाई देती है। इस आधार पर आपकी शैली प्रसंगानुसार अलग-अलग रूपों में प्रयुक्त हुई है। नाटकीयता और रोचकता आपकी शैलीगत प्रमुख विशेषताएँ हैं। भावात्मकता, सरसता, प्रवाहमयता, बोधगम्यता, हृदयस्पर्शिता आदि आपकी शैली की चुनी हुई विशेषताएँ हैं।

साहित्य में स्थान-श्री उपेंद्रनाथ ‘अश्क’ का साहित्यिक महत्त्व बहुत अधिक है। एकांकीकर के रूप में तो आप सिद्धहस्त रचनाकार के रूप में लोकप्रिय हैं। इसी प्रकार आप नाटककार के रूप में प्रतिष्ठित रचनाकार के रूप में प्रसिद्ध हैं। आपकी अपनी एकांकियों की तरह अपने नाटकों का कवच मध्यवर्गीय समाज की कमजोरियाँ रही हैं। इसके साथ ही मध्यवर्गीय सीमाएँ और जर्जर परंपराएँ भी रहीं हैं, जिन्हें आपने एक-एक करके सामने रखा है। निःसंदेह आपका हिंदी नाटककारों और एकांकीकारों में लब्धप्रतिष्ठित स्थान है।

सूखी डाली एकांकी का सारांश
श्री उपेंद्रनाथ ‘अश्क’ लिखित एकांकी ‘सूखी डाली’ एक पारिवारिक-सामाजिक एकांकी है। इसमें पारिवारिक जीवन में स्वाभाविक रूप से उभरते हुए द्वंद्वों का प्रभावशाली चित्रण किया गया है। इस एकांकी में वटवृक्ष का चित्रण प्रतीकात्मक है। उसे अभिवावक रूप में ही चित्रित किया गया है। इसके द्वारा एकांकीकार ने यह सिद्ध करने का प्रयास किया है कि संयुक्त परिवार में अभिभावक की भूमिका सुखद, आनंददायक और प्रगति

विधायक एक ऐसे वटवृक्ष की तरह होती है, जिसकी छाया स्थाई रूप से शीतल, शांतिमयी और मनमोहक होती है।

सूखी डाली संदर्भ-प्रसंग सहित व्याख्या

1. यदि कोई शिकायत थी तो उसे वहीं मिटा देना चाहिए था। हल्की-सी खरोंच भी, यदि उसे पर तत्काल दवाई न लगा दी जाए, बढ़कर एक बड़ा घाव बन जाती है और वही घाव नासूर हो जाता है, फिर लाख मरहम लगाओ, ठीक नहीं होता।

शब्दार्थ-शिकायत-दोष। नासूर-पुराना घाव।

संदर्भ-प्रस्तुत गद्यांश हमारी पाठ्य-पुस्तक ‘हिंदी सामान्य’ में संकलित श्री उपेंद्रनाथ ‘अश्क’ लिखित एकांकी ‘सूखी डाली’ से है।

प्रसंग-इस गद्यांश में एकांकीकार ने एकांकी के सर्वप्रमुख पात्र दादा के कथन को प्रस्तुत किया है। दादा ने कर्मचंद को समझाते हुए कहा

व्याख्या-कि उन्हें तो अब तक किसी ने यह नहीं बतलाया कि परेश को नहीं, अपितु छोटी बहु को ही कष्ट है। फिर भी अब ध्यान देना आवश्यक है कि शिकायत चाहे किसी प्रकार की हो, उसे बढ़ने नहीं देना चाहिए। अगर इस ओर ध्यान न दिया गया तो फल दुखद ही होगा। हम सभी यह जानते हैं कि छोटी-सी और मामूली-सी खरोच का इलाज न किया जाए तो वह बढ़कर पुराने घाव का रूप ले लेती है। उस समय उसका इलाज चाहे कितना भी क्यों न किया जाए, वह जल्दी ठीक नहीं होता है।

विशेष-
1. किसी प्रकार की कमी को शुरू में दूर करने का सुझाव किया गया है।
2. वाक्य-गठन सरल है।

अर्थग्रहण संबंधी प्रश्नोत्तर

प्रश्न 1.
कोई शिकायत उसी समय क्यों मिटा देनी चाहिए?
उत्तर-
कोई शिकायत उसी समय मिटा देनी चाहिए। यह इसलिए वह और बड़ा न हो जाए, जिसे दूर करना मुश्किल हो जाए।

विषय-वस्तु पर आधारित बोध प्रश्नोत्तर

प्रश्न 1. उपर्युक्त गद्यांश का आशय स्पष्ट कीजिए।
उत्तर-
उपर्युक्त गद्यांश में इस तथ्य पर प्रकाश डाला गया है कि किसी प्रकार की शिकायत को बढ़ने नहीं देना चाहिए। उसे शुरू में दबा देना चाहिए; अन्यथा वह काबू से बाहर हो जाएगी।

2. महानता भी बेटा, किसी से मनवायी नहीं जा सकती, अपने व्यवहार से अनुभव करायी जा सकती है। वृक्ष आकाश को छूने पर भी अपनी महानता का सिक्का हमारे दिलों पर उस समय तक नहीं बैठा सकता, जब तक अपनी शाखाओं में वह ऐसे पत्ते नहीं लाता, जिनकी शीतल-सुखद छाया मन के सारे ताप को हर ले और जिसके फूलों को भीनी-भीनी सुगंध हमारे प्राणों में पुलक भर दे।

संदर्भ-पूर्ववत्।

प्रसंग-प्रस्तुत गद्यांश में एकांकीकार ने कर्मचंद के प्रति दादा के कथन को व्यक्त किया है। दादा ने कर्मचंद को समझाते हुए कहा

व्याख्या-बेटा! कर्मचंद! अपने बड़प्पन को किसी के ऊपर थोपा नहीं जा सकता है। इसे तो अपने सद्व्यवहार से ही दूसरों पर रखा जा सकता है। इसे हम यों समझ सकते हैं कि कोई बड़ा पेड़ आकाश को छू भले ही ले, लेकिन वह अपनी इस महानता और बड़प्पन का अहसास हमें तब तक नहीं करा सकता है, जब तक अपनी डालियों और पत्तों की शीतल, सुखद, रोचक और मोहक छाया से हमारे तन-मन के ताप को दूर न कर दे। अपनी सुगंधभरी फूलों की छुवन से हमें आनंदित न कर दे।

विशेष
1. भाषा-शैली सजीव है।
2. यह गद्यांश उपदेशात्मक है।

अर्थग्रहण संबंधी प्रश्नोत्तर

प्रश्न 1.
महानता प्रभावशाली कब होती है? उत्तर-महानता सद्व्यवहार से प्रभावशाली होती है। प्रश्न 2. विशाल पेड़ की उपयोगिता कब होती है?
उत्तर-
विशाल पेड़ की उपयोगिता तब होती है, जब वह अपनी शीतल छाया से अपने आश्रित के ताप को दूर कर अपने सुगंधित फूलों से प्राणों को पुलकित कर दे।

विषय-वस्तु पर आधारित बोध प्रश्नोत्तर

प्रश्न 1.
उपर्युक्त गद्यांश का भाव लिखिए।
उत्तर-
उपर्युक्त गद्यांश में महानता को सद्व्यवहार के द्वारा अनुभव कराने की सीख न केवल ज्ञानवर्द्धक है, अपितु प्रेरक भी है। इसे विशाल वृक्ष की उपयोगिता के स्वरूप के माध्यम से समझाया गया है। इस प्रकार प्रस्तुत गद्यांश का भाव जीवन की सार्थकता-उपयोगिता को सामने लाने का ही मुख्य रूप से है।

3. अब तुम जाओ और देखो फिर मुझे शिकायत का अवसर न मिले (गला भर.आता है।) यही मेरी आकांक्षा है कि सब डालियाँ साथ-साथ बढ़ें, फले-फूलें, जीवन की सुखद, शीतल वायु के परस में झूमें और सरसाएँ! पेड़ से अलग होने वाली डाली की कल्पना ही मुझे सिहरा देती है।

शब्दार्थ-अवसर-मौका। शीतल-ठंडा। परस-स्पर्श। सरसाएँ-लहराएँ।

संदर्भ-पूर्ववत्।

प्रसंग-प्रस्तुत गद्यांश में एकांकीकार ने इन्दु प्रति दादा के कथन को व्यक्त किया है। दादा ने इंदु को समझाते हुए कहा कि

व्याख्या-अब इस समय तुम यहाँ चले जाओ। इसके साथ ही अव यह भी ध्यान रखना कि मुझे अब फिर किसी प्रकार की शिकायत करने की जरूरत न पड़े। यहीं मैं चाहता हूँ। यही मेरी हार्दिक इच्छा है कि मेरा परिवार एक विशाल पेड़ की तरह बढ़े, फूले और फले। उसकी डाल-डाल पर घने पत्ते हों। वे सुखद और आनंददायक ‘हवा के द्वारा पूरे परिवार को स्पर्श करता रहे। इसका एक-एक सदस्य एक-दूसरे से अभिन्न रूप से जुड़ा रहे। इसके विपरीत एक-एक सदस्य का अलग मत रखना और अलग रहने की बात सोचकर मैं काँप उठता हूँ।

विशेष 1.
संयुक्त परिवार की तुलना एक विशाल और सुखद पेड़ से की गई है।
2. यह गद्यांश उत्साहवर्द्धक और ज्ञानवर्द्धक है।

अर्थग्रहण संबंधी प्रश्नोत्तर

प्रश्न 1.
दादा की शिकायत क्या थी?
उत्तर-
दादा की शिकायत थी कि पूरा परिवार बिखरने न पाए। परिवार के एक-एक.. सदस्य का परस्पर यथोचित प्यार-सम्मान बना रहना चाहिए। किसी का उपहास करना ठीक नहीं।

विषय-वस्तु पर आधारित बोध प्रश्नोत्तर

प्रश्न 1.
उपर्युक्त गद्यांश का अभिप्राय लिखिए।
उत्तर-
उपर्युक्त गद्यांश में संयुक्त परिवार का महत्वांकन रखने का प्रयास सार्थक है। परिवार को एक विशाल और सुखद पेड़ के रूप चित्रित कर उसकी उपयोगिता को प्रेरक रूप में स्पष्ट किया गया है। इन सब विशेषताओं से यह गद्यांश अभिप्रायपूर्ण होकर महत्त्वपूर्ण बन गया है।

In this article, we will share MP Board Class 10th Social Science Book Solutions Chapter 9 Freedom Movement and Related Events Pdf, These solutions are solved subject experts from the latest edition books.

MP Board Class 10th Social Science Solutions Chapter 9 Freedom Movement and Related Events

MP Board Class 10th Social Science Text Book Exercise

Objective Type Questions

Mp Board Class 10th Social Science Chapter 9 Question 1.
Multiple Choice Questions:
(Choose the correct answer from the following)

Question (a)
Main objective of division of Bengal was? (MPBord 2011)
(a) To establish administrative system in Bengal
(b) To suppress nationalist feelings
(c) To promote nationalist feelings
(d) None of the above.
Answer:
(b) To suppress nationalist feelings

Question (b)
Congress was split in? (MP Bord 2011)
(a) Nagpur session
(b) Surat session
(c) Lahor session
(d) Mumbai session.
Answer:
(b) Surat session

Question (c)
Why did Gandhiji support ‘Khilafat Movement’?
(a) Because of Khalifa favoured freedom struggle of India
(b) Because Gandhiji wanted support of the Muslims against the Britishers.
(c) Because the Khalifa loved Indian civilisation.
(d) Because Turky supported India’s freedom.
Answer:
(b) Because Gandhiji wanted support of the Muslims against the Britishers.

Question (d)
The objective of the Rowlett Act was?
(a) To declare illegal all strikes.
(b) To supress the volunteers of the movement.
(c) To establish equality among all.
(d) All the above.
Answer:
(d) All the above.

Question (e)
Which programme is not there in the Civil Disobedience Movement?
(a) The people of the country should prepare salt.
(b) To burn foreign cloth.
(c) To violate laws through violent means.
(d) Picketing before the liquor shops.
Answer:
(a) The people of the country should prepare salt.

Question (f)
Who did found the Forward Block? (MP Bord 2009, 2011)
(a) Bhagat Singh
(b) Ras Bihari Bose
(c) Chandrashekhar Azad
(d) Subhash Chandra Bose.
Answer:
(d) Subhash Chandra Bose.

Question (g)
In July 1947 the British Parliament passed the Indian Independent Act, according to which following two independent countries came into being? (MP Bord 2011, 2013)
(a) India – Bangladesh
(b) India – Pakistan
(c) India – Srilanka
(d) India – Nepal.
Answer:
(d) India – Nepal.

Chapter 9 Social Science Class 10 Question 2.
Fill in the blanks:

1. In 1905 Bengal, ……………………. , Orissa were included in the Bengal Province.
2. The call (slogan) for ‘Do or Die’ was given in ………………….. movement.
3. In 1928 the revolutionaries formed ………………………
4. At the time of independence of India …………………….. was the viceroy. (MP Board 2009)
5. Under the leadership of the merger of …………………….. princely states was done.

Answer:

1. Bihar
2. Quit India
3. Hindustan Republican Association
4. ilord Mount Batton
5. Sardar Patel.

MP Board Class 10th Social Science Very Short Answer Type Questions

Class 10th Social Science Chapter 9 Question 1.
Why was the partition of Bengal cancelled?
Answer:
Due to aggressive movement of Indians the partition of Bengal cancelled.

Class 10 Social Science Chapter 9 Question 2.
Why was the ‘Non – cooperation Movement’ abruptly suspended?
Answer:
In February 1922, Gandhiji decided to launch a movement to not to pay tax in Bardoli district. But on 4th February in a place called Chouri – Choura in UttarPradesh, the people got frenzied and burnt a Police Station. 22 police men died in the incident. Gandhi shocked with the event and decided abruptly to suspend the movement.

Freedom Movement Class 10 Question 3.
What were the objectives of the ‘Khilafat’ and ‘Non – cooperation Movement?
Answer:
Mohammed Ali and Shoakat Ali of India started Khilafat movement programme to achieve Swaraj. Congress adopted a new programme of ‘Non – cooperation’ in 1920, in the leadership of Ghandhiji. Protest against Jalianwallah Bagh Massacre, Rollet Act, breach of promise from British Government and achieving Swaraj were the main objectives of Non – cooperation movement.

Mp Board Sst Solution Class 10 Question 4.
Which places were freed by the Azad Hind Army from the Britishers by attacking them?
Answer:
Ramu, Kohima, Polem and Tiddim were freed by the Azad Hind Army from the Britishers.

MP Board Class 10th Social Science Short Answer Type Questions

Mp Board Class 10 Social Science Chapter 9 Question 1.
What were the objectives of the British Government behind partition of Bengal?
Or
What was the aim of partition of Bangal? Write? (MP Board 2009)
Answer:
The most imprudent decision taken in the regime of Lord Curzon was the partition of Bengal. Bihar, Assam and Orissa were also included in Bengal. Lord Curzon was of the opininon that, it was difficult to provide effective rule by only one Lieutenant Governer from the administrative point of view. In order to justify his view, he made a plan to divide Bengal into two parts.

Freedom Movement 10th Class Notes Question 2.
Division of Congress proved to be fatal from the point of view of Indian National Movement? Explain?
Answer:
After the incident of Surat, the moderates and aggressive nationalists were forced to think of a common agenda but, many leaders did not agree upon concluding the differences and, finally there was a divide in Congress. This divide in Congress is known as “Divide of Surat”.

This event proved to be potentially damaging for the national movement. British Government considered it as their Victory. Infact “Surat Divide” harbingered a new chapter in the freedom movement. A new consciousness was taking place not only in the select few people of middle class.

Freedom Movement 10th Class Textbook Question 3.
What is the importance of Lahore session of 1929 in the history of freedom struggle?
Answer:
A Congress convention started in Lahore in December 1929. Pandit Jawaharlal Nehru was the president of the convention. He declared that “there is only one. aim before us and that is of total independence.” In this convention, Congress accepted the proposal of Total independence, on the mid night of 31st December, 1929, Congress President, in front of a huge crowd, hoisted the flag of “Total independence” on the bank of river Ravi. Congress took the decision of observing 26th January, 1930 as the total independence day. Thus independence day was celebrated with zeal and enthusiasm, in all over the country.

Freedom Movement Class 10 Notes Question 4.
What were the reasons of conducting Civil Disobedience Movement? (MP Board 2009)
Answer:
In December 1929, in the Lahore convention, the working committee of Congress got the approval to start the “Civil Disobedience Movement”. The viceroy, Lord Irwin had refused to, accept the proposal of total independence but, Gandhiji was still hopeful about an agreement. He declared that if demands were not met, the Civil Disobedience Movement will be started.

Gandhiji wanted that Government should consider the reduction in the rate of exchange, reduction of land revenue, should force total ban on drinking liquor, should give licences to keep guns, withdrawal on tax on salt, release political prisoners who refrain from violence, keep control on Secret Service Department, 50% reduction in military expenses and reduce the import of cloth. Since Viceroy rejected all the demands, Gandhiji started Civil Disobedience Movement, as per plan.

Freedom Movement Class 10 Notes Pdf Question 5.
How was ‘Quit India Movement’ different from the initial movements launched by Gandhiji? (MP Board 2009)
Answer:
’’Quit India Movement” was literally a Mass Movement. This was truly a self – inspired and self – driven mass movement, which was the result of intense desire of Indians to gain freedom.

On the night of 8th of August “Quit India” proposal was passed in Bombay with majority. On this occasion Gandhiji said, “Each and every individual should consider himself a free individual. He/she should, in order to achieve the freedom in reality try hard and be prepared to lay the life”. Ghandhiji said “I am not going to accept anything less than total independence, we shall either do or die.”

Class 10 Social Science Mp Board Solution Question 6.
Which methods Gandhiji advised to adopt during the freedom movement?
Answer:
Ghandhiji led a very simple life. He talked to people in a language which they would understand. That’s why soon he was called “Mahatma”. Gandhiji incorporated highest, moral values in the freedom movement and succeeded in converting it into a mass movement.

His life was based on principles of truth and non – violence. For all the political problems, he provided a solution which was in conformity with truth and non – violence. He also reiterated that means were more important to achieve an objective. The methodology which he employed to struggle against the British Rule is called ‘Satyagrah’.

Class 10 Sst Solution Mp Board Question 7.
Explain the importance of revolutionary movements in the history of India?
Answer:
The revolutionary movement started in the 20th century had spared its roots in many parts of India. The Government strictly suppressed their activities, hundreds of revolutionaries were hanged and many more were sent to jail. Although gradually the revolutionary movement slowed down but it has gone in the History of Freedom Struggle as very important chapter.

Indian people hold them in very high regard because these revolutionaries had no selfish motive behind their actions. They were setting an example of sacrifice and selflessness before the youth. Whenever a revolutionary was hanged people used to be sad and angry and a sense of patriotism was arousing in them. This promoted public awakening. The Indian National Army and the Navy revolt also have a place of significance in the history of freedom struggle.

Sst Solution Class 10 Mp Board Question 8.
What was the objective of the Cabinet Mission? To what extent it succeeded in its mission? (MP Board 2009, Set D)
Answer:
Cabinet Mission (1946) came to India to grant independence to the India. The Cabinet Mission proposed the formation of a Union of India with four zonal provinces, with their own constitution and autonomy except in areas. Cabinet Mission also proposed the formation of a constitution making body elected by the provincial legislatures on the basis of communal electorates. Congress accepted the Cabinet Mission proposals to avoid delay in independence.

The Recommendation of the Cabinet Mission:

1. There should be a federation of India comprising both from Indian States and British India. Matters like foreign affairs, defence and communications should be dealt with this federation at the central level.

2. It proposed the formation of a constitution making body not elected by the people but the provincial legislature.

3. An interim government of all the parties should be set up in the centre pending the completion of the constitution.

MP Board Class 10th Social Science Long Answer Type Questions

National Movement In India Class 9 Notes Question 1.
What is the meaning of Quit India Movement and when did it start? Write the importance of this movement in the history of Indian Independence?
Answer:
There are many reasons for starting of this movement. India was not willing to be take part in the Second World War but, was forced to join without any consent. The economy of the country worsened, the running expenditure went up threefolds. Profiteering and exploitation continued. In such a dire condition, Congress decided to start non-cooperation movement.

Even before the movement started, on the night of 9th August, 1942, Government arrested leaders like Mahatma Gandhi, Moulana Azacl, Sardar Patel, Jawaharlal Nehru, Sarojini Naidu and other members of working committee and sent them to Pune. This hastened action on the part of Government started off the movement, without any effort. The mob came on road. There were strikes, demonstrations and public meetings all over the country. Bombay, Ahmedabad, Pune, Delhi, Kanpur, Allahabad, Varanasi, Jabalpur, Patna, even in the smaller towns and districts, people organized themselves for the struggle.

The importance of Quit India movement is that, this made Freedom for the country an instant demand of national movement. The movement was successful on one account that British Government realised that the demand for freedom by Indians can not be ignored for a long time. Because of this movement, the international opinion was formed against England. That’s why, after the movement ended, the only question to be addressed was of transfer of government.

Question 2.
What do you know about the revolutionaries? What methods did they adopt against the British Administration?
Answer:
The revolutionaries believed that political rights cannot be achieved through non – violent and constitutional means. The revolutionaries were of the view that independence and self – rule can be got by violence and threats to the British Rule. To achieve these objectives, the revolutionaries formed secret organisations of revolutionaries imparted them military training, collected arms and ammunition and propagated revolutionary ideology through newspapers and other means.

In Uttar Pradesh and Delhi, Rasbehari Bose and Shachindra Sanyal organised the revolutionaries. In 1912 a bomb was hurled at the Viceroy in Delhi but he narrowly escaped. The revolutionaries who were arrested were tried in ’Delhi Conspiracy’ case. Several revolutionaries were hanged.

During those days the active revolutionaries in Maharashtra were Shyamji Krishna Verma, Vasudev Balwant Phadke, Chafekar brothers and Savarkar brothers. Revolutionary feelings gathered momentum in Punjab in 1907. Here Shri Parmanand and Lala Hardayal and other leadersled the revolutionaries. In 1909 Madanlal Dhingra killed Sir Villiam Curzon Bailey and Anant Kanhere killed the sessions Judge Mr. Jackson in Nasik.

The revolutionaries needed money to carry out their activities and therefore planned to loot Government treasuries on 9th August, 1925 they stopped a train at a place called ‘Kakori’ near Lucknow and looted the Government money. In Punjab, Bhagat Singh organised ‘Naujawan Bharat Sabha’. This organisation was set up to arouse partition among the youths.

The British Government wanted to pass ‘Public Safety Bill’. To prevent , the passing of this Bill the revolutionaries planned to throw a bomb in the Central Assembly. Sardar Bhagat Singh and Batukeshwar Dutt were entrusted ‘this work. When this bill was being discussed in the assembly on 9th August, 1929 Bhagat Singh hurled a bomb in the assembly.

Question 3.
Why was the Indian National Army set up? Write about its contribution in the freedom struggle of India? (MP Board 2009)
Answer:
Popularly known as Indian National Army was formed by Netaji Subhash Chandra Bose in 1940 A.D. It consisted of the Indian soldiers and officers captured by the Japanese in Burma. The purpose of organising such an army was to liberate India from British Rule.

On October 1943, Netaji proclaimed the setting up of the provisional Government of Free India. In 1944, some units of INA moved close to the Indian borders. The attack was repulsed but the INA did strengthen the anti – imperialist struggle in India.

Subhash Chandra Bose was associated with the Indian Independence League. In this work he got cooperation from the famous revolutionary Rashbehari Bose. In the year 1943, in the capacity of Commander of the Indian National Army he formed fin interim Government of Independent India in Singapore and took oath to fight for achieving Independence till the last drop of the blood.

Subhash Chandra Bose started war on the Indo – Burrna border. In February 1944 Indian National Army launched another attack and freed Ramu, Kohima Palem, Tiddim areas from the possession of the British. In April 1944 the Indian National Army surrounded Imphal but due to heavy rains and shortage of supplies it had to withdraw from there. Unfortunately the position of Germany and Japan weakened and from May 1944 the position of the Indian National Army went on becoming weak due to adverse circumstance and shortage of supplies.

Question 4.
How background for formation of Pakistan was created by the action of the Muslim – League? Explain.
Answer:
In the beginning of the 20th Century the feelings of communalism became strong. One section, of the Muslims started feeling Congress to be anti – Muslim. The British rulers also viewed the Congress movements as anti – British. Therefore they wanted to promote an anti – Congress organisation.

Looking to the indications of the British rulers a delegation of the Muslims under the leadership of Agakhan met the Viceroy of India Lord Minto in October 1906 and put fourth certain demands through a memorandum.

Main objectives of the Muslim League were:

• To arouse a sense of devotion towards the British Raj amongst the Muslims of India.
• To put forth demand before the Britishers for the political rights and interests of Muslims.
• Without jeopardising the interests of the league, keep good relations with other communities.

In the elections of 1937 Congress got good success but the Muslim League fared badly. The relations between the Congress and the League became bitter after the elections. The working committee of the Muslim League in its meeting of 20 March, 1938 alleged that the Congress is doing injustices and victimising the Muslims.

Congress was helpless before the obstinate attitude of Jinnah. Later on the Muslim League claimed that Muslims are not a Community but a nation and they have right to self – decision. Muslim League observed 22 December, 1939 as ‘Liberation Day’.

Demand for Pakistan by the League:
The idea of a separate nation, Pakistan did not occur to the Muslim leaders abruptly; it gr a dully developed in their minds In the Allahabad Convention of the Muslim League in 1930, Dr. Mohammad Iqbal mooted the idea of formation of Pakistan.

The idea of a separate nation of Pakistan was due to the feelings for ‘All Muslims’. According to the English encyclopedia, the idea of Pakistan was the brain child of Punjabi of muslim Rahmat Ali. Earlier a nationalist Mr. Jinnah ultimately became communal and in October 1938 he demanded two nations.

In 1941, the Muslim League in its Madras convention, made formation of Pakistan as its important objectives. In 1942, the Crip’s Mission by supporting the claim of Pakistan added fuel to the fire. Thus, the Congress had to try for unanimity on the issue of partition of India.

Question 5.
Under what circumstances partition of India was made? Why did Congress accept the partition?
Answer:
The factors which were responsible for partition of India were, helplessness of the Interim Government and the Congress serious communal riots, obstinacy of Muslim League and the British diplomacy. The plan presented by Mountbatten comprised partition of India into two parts viz.

India and Pakistan and transfer of powers to take place on 15th August, 1947. In the plan, policy regarding Punjab, Bengal, Sindh, Assam and Baluchistan was also made clear. Congress consented to the Mountbatten Plan. Muslim League wanted whole of Bengal, Assam, North – West Frontier province to be merged in Pakistan but had to yield to the pressure of Mountbatten and accepted his freedom.

After ariving the Crips Mission in India 22nd March, 1942 and had discussions with the leaders of all the prominent political parties. The proposal of Crips were in two parts: proposal to be made applicable during the war and post – war proposals.

Congress was not satisfied with these proposals because it proposed giving independence within the colonial rule and the demand of the Congress was total independence. The League was not satisfied because nothing was mentioned clearly about its demand for separate Pakistan:

Further, the Cabinet Mission (1946) submitted a plan in which a mention was made about the picture of India that will emerge after granting independence to India. The plan was mainly in two parts: Short term plan of establishment of interim Government and long term plan of formulation of the Constitution.

On 2nd September, 1946 the Interim Government under the leadership of Jawaharlal Nehru was sworn in. The League joined the interim Government but started putting hindrances in the smooth working of the Government.

Mountbatten Plan and Partition of India:
On 23 March, 1947 Lord Mountbatten took over as new Governor General of India in place of Lord Wavel. The British Government had fully authorised him to operationalise the plan of transfer of power to the Indians through the interim Legislative Assembly constituted under the Cabinet Mission.

The Congress did not want partition but the League was
not willing to accept any thing less than partition. Therefore to avert further communal bitterness, Congress agreed for partition.

Project Work

Question 1.
Collect pictures of Indian National Movement and prepare an album for the school?
Answer:
Do yourself with the help of your teacher.

Question 2.
Draw a line of period between 1905 to 1922 and show important events of the freedom struggle there in?
Answer:
Do yourself with the help of your teacher.

Question 3.
Organise an exhibitoin on the ‘The Histroy of Freedom Movement’ with the help of your teachers, guardians and colleagues and include in it the pictures of leaders, events related with them and reports from newspapers.
Answer:
Do yourself with the help of your teacher.

MP Board Class 10th Social Science Additional Important Questions

Objective Type Questions

Question 1.
Multiple Choice Questions:
(Choose the correct answer from the following)

Question (a)
The slogan ‘Inqalab Zindabad’ was given by:
(a) Chandrashekhar Azad
(b) Bhagat Singh
(c) Batukeshwar Dutt
(d) Rajendra Lahiri.
Answer:
(b) Bhagat Singh

Question (b)
Who was the Prime Minister of Britain during the World War II:
(a) Glad Stone
(b) Churchill
(c) Ataly
(d) Walpole.
Answer:
(b) Churchill

Question (c)
Muslim League was formed in:
(a) 1904
(b) 1905
(c) 1906
(d) 1907.
Answer:
(c) 1906

Question (d)
Indians were given to the right of formation of constituent assembly under the provisions of:
(a) Crips Mission
(b) Cabinet Mission
(c) Uevel Plan Mission Cabinet
(d) Shimla Pact.
Answer:
(b) Cabinet Mission

Question (e)
Who shot dead the Governor of Punjab O’Dyre?
(a) Bhagat Singh
(b) Chandrashekar Azad
(c) Udham Singh
(d) Mangal Pandey (MP Board 2009)
Answer:
(c) Udham Singh

Question (f)
Who divide Bengal into two parts:
(a) Lord Curbon
(b) Lord Rippon
(c) William Bentinck
(d) Queen Victoria
Answer:
(a) Lord Curbon

Question 2.
Fill in the blanks:

1. Khudiran Bose was related to the Muzaffarpur Bomb case in ……………………..
2. ……………………… was known as the Frontier Gandhi.
3. ………………….. visited India on 17th Novemeber, 1921.
4. Kasturba Gandhi, the wife of Gandhiji died in
5. In 1942 ……………………. Mission came in India. (MP Board 2009)
6. The slogan of Jai Hind was given by …………………… (MP Board 2009)
7. Mohammedan Anglo Oriental College was established by …………………….. (MP Board 2009)
8. People protested against portition of Bengal through demonstration on roads with changing the ………………………. Poem. (MP Board 2012)

Answer:

1. 1908
2. Khan Abdul Gaffar Khan
3. Prince of Wales
4. 1944
5. Crips
6. Netaji Subhash Chandra Bose
7. Sir Sayyad Ahmed Khan
8. Vande Mataram.

Question 3.
True and False type questions:

1. Mohammad Ali was the leader of Khilafat Movement
2. Partition of Congress took place in 1907 at Surat.
3. Communal award was declared in 1935.
4. ‘Do or Die’ the slogen was given by Bhagat Singh.
5. First World War ended in 1920. (MP Board 2009)
6. Congress conference of Lahore was held in December, 1929. (MP Board 2009)
7. Second World War started on 3 September, 1939. (MP Board 2009)
8. Muslim League was established in 1906. (MP Board 2009)
9. Subhash Chandra Bose became the President of Congress in 1938. (MP Board 2009)
10. India did not become Independent on 15 August, 1947. (MP Board 2009)
11. The proposal of Total Independence was passed in Lahore convention in 1929.(MP Board 2009)
12. Ras Behari Bose founded the “Forward Block”. (MP Board 2009)

Answer:

1. True
2. True
3. False
4. False
5. True
6. True
7. True
8. True
9. True
10. False
11. True
12. False.

Question 4.
Match the column:

Answer:

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

Answer in One – Two Words or One Sentence

Question 1.
When and by whom the partition of Bengal was made?
Answer:
The partition of Bengal was made in 1905 by Lord Curzon. Q.l. When was Rowlett Act applied? (MP Board 2009)

Question 2.
In which year Forward Block organisation was established by Subhash Chandra Bose?
Answer:
In 1939.

Question 3.
Name two revolutionaries who were associated with the Lahore conspiracy case of 1929?
Answer:
Chandrashekhar and Bhagat Singh.

Question 4.
Name any three places associated with the Indian National Movement?
Answer:
Bombay, Surat and Lahore.

Question 5.
When was the Gandhi – Irwin pact signed?
Answer:
In March, 1931.

Question 6.
When did Cripp’s mission arrive in India? (MP Board 2012)
Answer:
22nd March 1947.

Question 7.
What is the importance of Quit India movemnt?
Answer:
The importance of Quit India movement is that this made freedom for the country an instant demand.

Question 8.
When was first meeting of constitutional Assembly held? (MP Board 2009)
Answer:
In the mid – night of 14-15 August, 1947 a special session of the Constituent Assembly was held in Delhi.

Question 9.
When did Kasturba die?
Answer:
On 23rd February, 1944.

Question 10.
When did Gandhiji start fast for 3 weeks?
Answer:
On 10th February,, 1943.

Question 11.
Who did organise “Swaraj Dal”?
Answer:
Swaraj Dal was organised by Chittaranjan Das.

Question 12.
Who did establish Mohammedan Anglo – oriental College in Aligarh?
Answer:
Sir Sayyad Ahmed Khan.

Question 13.
Who founded the forword block? (MP Board 2013)
Answer:
Subhash Chandra Bose.

MP Board Class 10th Social Science Very Short Answer Type Questions

Question 1.
Which important resolution was passed in the Lahore session of the Congress?
Answer:
The Lahore session of the Congress passed the ‘purna swaraj’ or complete independence revolution and a pledge to be taken on January 20, 1930 for making all efforts to obtain independence.

Question 2.
Mention the two chief features of the Gandhi – Irwin pact?
Answer:

1. The British government promised to release all political prisoners except those charged with acts of violence.
2. The Congress agreed to participate in the Second Round Table conference which had been called to consider a scheme for a new constitution of India.

Question 3.
What is Communalism?
Answer:
Communalism means that the interest of different religious communities are separate and different from one – another. It also implies that interests of one community are antagonistic to the other.

Question 4.
By whom was Congress Khilafat Swarajya Party or Swarajya Party formed?
Answer:
The Congress Khilafat Swarajya Party or Swarajya Party was formed by the people like Motilal Nehru and C.R. Das after the withdrawal of the non-cooperation movement by Garrdhiji.

Question 5.
Why did Gandhiji called off the Non – Cooperation Movement in 1922?
Or
Why did the non – cooperation movement suddenly come to an end in 1922?
Answer:
Gandhiji called off the Non – Cooperation Movement because an angry mob had attacked and set on fire to a police station at Chauri Chaura (U.P.) killing 22 policemen. This act of violence was against Gandhiji’s belief of Ahimsa.

Question 6.
State any two decisions made as the Lahore session of the Indian National Congress in 1929?
Answer:

1. The Indian National Congress declared at its Lahore session in 1929 the attainment of complete independence as its aim.
2. Launching of a Civil Disobedience Movement under the leadership of Mahatma Gandhi.

MP Board Class 10th Social Science Short Answer Type Questions

Question 1.
Where is Jallianwala Bagh situated? What for is it known?
Answer:
Jallianwala Bagh is in Amritsar. General Dyer of British Government had orderd the shooting of innocent people who had gathered for the meeting, being held to resist the arrest of its two leaders. Children, women and old people were also present there. Hence it is known for Jallianwala Bagh massacre.

Question 2.
Write a short note on the Lucknow Pact of 1916?
Answer:
Lucknow’Pact is an expression of Hindu-Muslim unity. As the Pact brought Hindu and Muslims on a common platform. The Indian National Congress and the Muslim League unitedly made the demand of self – government ‘swaraj’ to the British Government. So the Lucknow Pact enjoys great importance, in the Histroy of freedom movement as both the communities had decided to move unitedly for ‘Swaraj’.

Question 3.
Explain briefly the defects of the Montford reforms?
Answer:
Defects in the Chelmsford – Montague Reforms:

1. The introduction of ‘diarchy’ or dual government system in Province was not good but it was totally defective.
2. The franchise was only allowed to rich people and it was based on property which very few people could fulfill.
3. To make separate electorates possible on the basis of Communalism, Sikhs, Scheduled Castes, Anglo – Indians, European were separated.
4. The central and provincial legislative councils have been more powers but still Viceroy and Governors could reject any bill passed by councils.

Question 4.
When and why was the Simon Commission sent in India? Why the Indians opposed it?
Answer:
The Simon Commission was sent to India in 1928. The Commission was sent to examine the working of the Act of 1919, especially the dyarchy part. The Indians opposed the Commission because it was wholly constituted by the English. The Indians had no hope that it would make a favourable report, in their favours.

Question 5.
When and where was the slogan of complete independence adopted?
Answer:
The National Congress held a historic session in Lahore in 1929 under the chairmanship of Jawaharlal Nehru. It was in this session, a resolution declaring Purna Swaraj (Complete Independence) was mooted, passed and adopted. This Congress session also announced the launching of a civil disobedience movement.

MP Board Class 10th Social Science Long Answer Type Questions

Question 1.
What do you know about revolutionaries?
Answer:
Due to the reactionary policy of the British Rule, Revolutionary nationalism started in India from the last decade of the 19th century. After the partition of Bengal, revolutionary feelings developed amongst Indians. The revolution aries believed that political rights cannot be achieved through non – violent and constitutional means. The revolutionaries were of the view that independence and self rule can be got by voilence and threats to the British rule.

They wanted to free the motherland from the shackles of foreign rule as early as possible. Ter achieve these objectives the revolution aries formed secret organisation and imparted them military training, collected arms and ammunitions and propagted revolutionary ideology through newspaper and other means.To achieve these objectives the revolutionaries set up communities for follow up in Bengal. These committees oriented the yout’s about India’s history . and culture and aroused feeling for freedom in them.

Question 2.
Which national and international events after World War I made India’s struggle for independence a mass movement?
Answer:
The Home Rule League Movements launched by Annie Besant and Bal Gangadhar Tilak and the emergence of Gandhiji on the chess – board of Indian politics were such national events which made India’s struggle for independence a mass and country – wide movement.

Similarly, the rise of fascist powers in Italy, Germany and Japan also led the Congress and the Indian leaders feel that if they had to face the mighty English, they would have to make the freedom movement a mass movemnet and not only of the middle class educated Indians. Gandhiji launched various movements with this aim in view.

Such movements were Non – co – operation Movement (1920 – 1922), the Civil Disobedience Movement (1930 – 1934), the Individual. Satyagraha (1940), Quit Indian Movement’ (1942). By launching these; movements,, Gadhiji made the nationalist movement a Congress movement and the Congress movement a mass movement.

Question 3.
What did the slogan ‘Swaraj’ mean? How was the slogan of complete independence different from it?
Answer:
’Self – Government’ was the meaning given to the term Swaraj. It did not mean complete independence from the foreign rule. But it meant that Indian people should have a system of government as was prevailing in the self – governed colonies of Britishers.

The difference between swaraj and complete independence is that the swaraj was self – government within the perview of the foreign rule but complete independence means freedom from all internal and external control. The slogan of complete independence was adopted by the Congress in its session at Madras, while the team ‘swaraj’ was used by Dada Bhai Naoroji in 1906 in his presidential speech at Calcutta.

Question 4.
What is Independence of India Act ? Write its main provisions? (MP Board 2009)
Answer:
Independence of India Act 1947:
As per the plan of Mountbatten, the Government prepared the draft of ‘Independence of India Act’ and sent to the Congress and the League for consent. After acceptance the British Government passed the Bill and it became an Act on 18th July, 1947.

Main provisions of the Act:
The Act had 20 sections and 2 schedules. Main provisions of the Act were:

1. India was to be divided into two sovereign states India and Pakistan. The responsibilities of the Government of India were to be handed over to Indian leaders.
2. As per the Act there would be a Governor General to be appointed by the Emperor of Britain in each of the sovereign states India and Pakistan.
3. Borders of both the sovereign states were decided. It was stated in it that Bengal, Punjab and Assam were to be divided and their borders were to be, demarcated.
4. Legislative Assemblies of both the states will have the right to formulate their constitution. Pending formulation of the constitutions by both the states, the states shall be governed as per the provisions of the Government of India Act.
5. The post of Secretary of India was to be abolished and in its place a Secretary of the common wealth shall be appointed.

No Act passed by the British Parliament after 15th August, 1947 was to be applicable to India. Thus India got independence from the British Control after the Independence Act became operational. Indian independence was the dawn of a new era and the Indians were to decide their own fate.

Are you seeking for the Madhya Pradesh Board Solutions 10th English Chapter 2 The Happy Prince Questions and Answers PDF? If yes, then read this entire page. Here, we are giving a direct link to download MP Board Class 10th English Solutions Questions and Answers PDF which contains the chapter wise questions, solutions, and grammar topics. You can also get the shortcuts to solve the grammar related questions on this page.

MP Board Class 10th English The Rainbow Solutions Chapter 2 The Happy Prince (Oscar Wilde)

For the sake of students we have gathered the complete 10th English Chapter 2 The Happy Prince Questions and Answers can provided in pdf Pattern. Refer the chapter wise MP Board Class 10th English Solutions Questions and Answers Topics and start the preparation. You can estimate the importance of each chapter, find important English grammar concepts which are having more weightage. Concentrate on the important grammar topics from Madhya Pradesh Board Solutions for 10th English Chapter 2 The Happy Prince Questions and Answers PDF, prepare well for the exam.

The Happy Prince Textbook Exercises

The Happy Prince Vocabulary

1. Make a list of words ending in -logy. example: Ornithology
Answer:
List of words ending in -logy
Anthropology – Physiology
Biology – Radiology
Cardiology – Venerology
Dermatology – Zoology
Geology – Gynecology
Microbiology – Ophthalmology
Pathology – Pharmacology

II. (a) Collect the synonyms of the following words by consulting a dictionary:
admire, happy, famous, lovely, see, walk, slumber.
Answer:
Words – Synonyms
Admire – praise, appreciate, esteem
Happy – pleased, delighted contented, felicitous
Famous – renowned, distinguished, noted
Lovely – pleasant, pretty, charming, enchanting
See – look, behold, view Walk wander, stroll, tread, move
Slumber – repose, nap, sleep

(b) Collect the antonyms of the following words by consulting a dictionary:
love, friend, beautiful, precious, day.
Answer:
Words – Antonyms
Love – hatred, contempt
Friend – enemy, foe, adversary
Beautiful – ugly, obnoxious, vulgar,
Precious – cheap, inferior
Day – night

III. English spelling is not phonetic, as there are many silent letters in English words,
e.g.: know, column
Now select such words from the lesson and pronounce them.
Answer:
Bridge, white watch man etc.

The Happy Prince Comprehension

A. Answer the following questions in about 25 words.

The Happy Prince Class 10 Question Answer Question 1.
What made the Swallow stay behind, even after his friends had gone away to Egypt?
Answer:
The swallow was in love with the most beautiful reed. He was deeply attracted by her slender waist. The reed also responded to his love. His courtship (love-affair) lasted all through the summer. Therefore he stayed behind even after his friends had gone away to Egypt.

Mp Board Class 10 English Chapter 2 Question 2.
What was the statue of the Happy Prince adorned with?
Answer:
The statue of the Happy Prince was gracefully adorned. It was gilded (covered) all over with thin leaves of fine gold. He had two bright sapphires for his eyes. A large red ruby glowed on his sword-hilt.

Class 10 English Chapter 2 The Happy Prince Question Answer MP Board Question 3.
How did the people admire the beauty of the statue of the Happy Prince?
Answer:
The people admired the beauty of the statue of Happy Prince in the following ways: One of the Town, Councillors said, “The Happy Prince is as beautiful as a weathercock.” The charity children said, ‘The Happy Prince looks just like an angel.”

Mp Board Class 10 English Workbook Solutions Chapter 2 Question 4.
Where did the swallow put up at night?
Answer:
One night, a little swallow flew over the city. All day long he flew. He got tired at night and flew down. The town had gone to sleep. He sat at the statue. He decided to put up at night there. He spent the night just between the feet of the Happy Prince. It was like a golden bedroom.

The Happy Prince Questions And Answers Class 10 MP Board Question 5.
When the third drop of water fell, the swallow looked up. What did he see?
Answer:
Two large drops of water fell on the swallow. He called it a curious thing because there was no cloud in the sky. Soon the third drop of water fell. The swallow looked up. He saw the eyes of the Happy Prince filled with tears and tears were running down his golden cheeks.

Happy Prince Chapter Class 10 MP Board Question 6.
Why was the Happy Prince weeping?
Answer:
When the Happy Prince was alive, he had not known what tears were. He lived in the palace where life was sorrow free. The courtiers called him the Happy Prince. When the Happy Prince died, they set him very high. Now he was able to see the ugliness and miseries of the city. Therefore, he was weeping.

Class 10 English Chapter 2 Mp Board Question 7.
Why did the Happy Prince not know the sufferings of his people?
Answer:
When the Happy Prince was alive, he used to live in the palace. There were no sorrows and sufferings in the lives of the people living there. He led a joyful life. He had no contact with his people. Therefore, he did not know about their sufferings. Everything around him was beautiful.

Class 10 English Chapter 2 The Happy Prince MP Board Question 8.
To whom did the Happy Prince give the ruby and why?
Answer:
There was a seamstress, far away in a little street. Her little son lay ill in the bed. He was suffering from fever. He was asking for oranges. He was crying because his mother could not afford to give him anything but river water. Seeing her miseries the Happy Prince gave her the ruby.

Mp Board Class 10 English Chapter 2 The Happy Prince Question 9.
What were the Happy Prince’s eyes made of? What did he do with them?
(M.P. Board 2011)
Answer:
The Happy Prince’s eyes were made of two bright sapphires. He gave one sapphire to a playwright. He was feeling cold and was hungry. He gave the other sapphire to a little match- girl. She had let her matches fall in a gutter and was crying

Class 10th English Chapter 2 Mp Board Question 10.
‘He is little better than a beggar’, said the Mayor, looking at the statue. Why did he say so?
Answer:
The Mayor looked at the statue. The leaden heart of the Happy Prince had broken into two. Its golden leaves were stripped off. His eye had gone. His sword was looking ugly. It was neither beautiful nor useful. It was so shabby that the Mayor said, “He is little better than a beggar.

Class 10 English The Happy Prince Question Answer MP Board Question 11.
What happened to the statue of the Happy Prince at last? (M.P. Board 2017)
Ans.
The Mayor and the Town Councillors saw the ugly statue. They got it pulled down as it was no longer useful. Then they melted the statue in a furnace. It was decided that the Mayor’s statue should be made out of its metal. The broken lead heart did not melt in furnace. Hence it was thrown in a dust-heap.

The Happy Prince Class 10 MP Board Question 12.
Did the Swallow go to Egypt? Give reason. (M.P. Board 2009, 2016)
Answer:
The swallow did not go to Egypt. He had resolved to stay with the Happy Prince for-ever because he had gone blind. He would not leave the Happy Prince out of his deep love and regard for him. Moreover, he had lost his strength to fly and died at the feet of the Happy Prince.

Mp Board Class 10th English Chapter 2 Question 13.
What were the two most precious things in the city that the angel brought to God?
Answer:
The angels brought two things from the city to God. They were the leaden heart of the Happy Prince and the dead swallow. They had done something good for the poor and the needy. Both the angel and God considered them as most precious things (for haven).

B. Answer the following questions in about 50 words

Question 1.
How did the Happy Prince compensate his ignorance of his people’s sufferings?
Answer:
The Happy Prince used to live in a palace while he was alive. Sorrow was not allowed to enter his palace. Therefore, he was ignorant of the people’s sufferings. He never cared to ask about what lay beyond the garden wall. He lived and died in pleasure and happiness. He compensated his ignorance. He said that he got the first view of misery and suffering in the city after his death. He was set up so high as a statue. Now he could see misery and ugliness of the city around him.

Question 2.
The Swallow narrated to the Happy Prince the things he had seen in the city. Re-narrate it in your own words.
Answer:
The Happy Prince asked the swallow to fly over his city and tell him what he saw there. The swallow saw the rich making merry in their beautiful houses while the beggars were sitting at the gates. He saw the white faces of hungry children in dark lanes. He saw two hungry little boys shivering with cold. They were lying in each other’s arms under the archway of a bridge to keep themselves warm. The watchman drove them out into the rain. The swallow flew back and narrated to the Happy Prince what he had seen.

Question 3.
How was the Swallow instrumental in lessening the miseries of the people?
Answer:
The Happy Prince (statue) saw all the ugliness and misery of his city. He found a helpmate in the swallow. The swallow followed the orders of the Happy Prince. First, The Happy Prince told him (swallow) to take a ruby from his sword-hilt and give it to the seamstress. The seamstress with the help of the ruby bought oranges for her son suffering from fever. Then he sent a sapphire to a playwright. The playwright removed his cold and hunger with it. Later, he sent a sapphire to a match girl. She exchanged it with money. It stopped her from crying and saved her from being beaten by her father. In this way, the swallow proved instrumental in lessening the miseries of the people.

Question 4.
“The story of the Happy Prince is an indirect criticism” of the insensitivity, selfishness and shallow thinking of men, Critically analyse this statement quoting examples from the story. (M.P. Board 2012)
Answer:
The swallow saw the rich people living in luxury. They were least bothered about the beggars sitting at their gates. Poor children lived in dark streets. Their faces were white due to starvation. Nobody showed any concern for them. It was raining but the watchman drove away two little boys who had found shelter under the archway of the bridge. Nobody helped the poor seamstress, the playwright and the little matchgirl. It justifies the statement that the story of the Happy Prince is an indirect criticism of the insensitivity, selfishness and shallow thinking of men.

The Happy Prince Grammar

A. Study the following sentences.

1. He is as beautiful as a weathercock.
2. I am glad there is someone in the world who is quite happy.
3. He looks just like an angel.
4. How do you know?
5. Who are you?

The underlined verbs are in Simple Present Tense. Now put the verbs given in brackets into the Simple Present Tense.

Question 1.
He (determined) to fly away.
Answer:
He determines to fly away.

Question 2.
I (lived) in the palace of Sans-souci.
Answer:
I live in the palace of Sans-souci.

Question 3.
My courtiers (called) me Happy Prince.
Answer:
My courtiers call me Happy Prince.

Question 4.
The Happy Prince (looked) so sad that the little swallow (was) sorry.
Answer:
The Happy Prince looks so sad that the little swallow is sorry.

Question 5.
The Swallow (flew) away with the great ruby in his beak over the roofs of the town.
Answer:
The swallow flies away with the great ruby in his beak over the roofs of the town.

B. Study the following sentences:

1. The Mathematical Master frowned and looked very severe.
2. One night there flew over the city a little Swallow.
3. Then another drop fell.
4. Ah! What did he see?
5. I played with my companions in the garden.

The underlined verbs are in Simple Past Tense.
Now, put the verbs given in brackets into Simple Past Tense.

Question 1.
I (come) of a family famous for its agility.
Answer:
I came of a family famous for its agility.

Question 2.
It (is) very cold here.
Answer:
It was very cold here.

Question 3.
What (is) the use of a staute if it (can) not keep the rain off?
Answer:
What was the use of a statue if it could not keep the rain off?

Question 4.
I (do) not think I (like) boys.
Answer:
I did not think I liked boys.

Question 5.
I (come) to bid you good-bye.
Answer:
I came to bid you good-bye.

C. Study the following sentences.

1. “Shall I love you?” said the swallow.
2. “Will you come away with me?” He said finally to her.
3. “I will wait with you one night longer”, said the Swallow.
4. I will stay with you always.
5. The ruby shall be redder than a red rose.

The underlined verb are in Simple Future Tense.
Now, put the verb given in brackets into the Simple Future Tense.

Question 1.
There (is) no Mystery so great as Misery.
Answer:
There will be no mystery so great as misery.

Question 2.
In Egypt the sun (is) warm on the green palm trees.
Answer:
In Egypt the sun will be warm on the green palm trees.

Question 3.
She (has) no shoes or stockings.
Answer:
She will have no shoes or stockings.

Question 4.
You (tell) me of marvellous things.
Answer:
You will tell me of marvellous things.

Question 5.
Happy Prince (praises) me.
Answer:
Happy Prince will praise me.

Speaking Skill

Think of something nice that you did for someone or that someone did for you. Narrate your experience in the classroom.
You may start as directed below:
(The teacher is busy with the class. A student comes at the door.)
Student-May I come in, Sir?
Teacher-What is this Vishal? Why are you coming so late today?
Vishal-I’m sorry, Sir. Actually when I was coming to school I saw one poor boy meeting with an accident. So ….
Answer:
The teacher is busy with the class. A student comes at the door.
Student: May I come in, Sir?
Teacher-What is this Vishal? Why are you coming so late today?
Vishal.-I’m sorry, Sir. Actually when I was coming to school I saw one poor boy meeting with an accident. So I desired to help him.
Teacher–How did you help him?
Student—I gave him first aid.
Teacher–How long did you stay with him? What happened then?
Student-I stayed there for about ten minutes, Sir. His leg did not stop bleeding.
Teacher-What did you do then?
Student—Then I took him to the DDU Hospital. I got him admitted there.
Teacher-You did a noble deed. You deserve all praise.

Writing Skill

Question 1.
‘God loves those who love others’, Justify. (50 words)
Answer:
God loves those who love others—The swallow did not accompany other swallows to Egypt. He stayed behind as long as the reed responded to his love. Then he found another object of love. He loved the Happy Prince so much that he left the idea of going to Egypt. His service and sacrifice bore fruit after his death. The divine angel took him to heaven. God made him sing in his own garden of Paradise. Abou Ben Adam’s name was placed on the top of the list of those loved by God. It was because he loved others.

Question 2.
You are the secretary of the students’ welfare association of your school. Write down the aims and objectives of the association. (150 words)
Answer:
Aims and objectives of welfare association-As the secretary of my school’s students’ welfare association, I shall look all the benefits of the students. I shall see that there is sufficient furniture in the staffroom as well as the classrooms. The rooms should be airy and wellventilated. The rooms are always kept clean. The blackboard is quite big and duly painted. The teachers are allotted separate cabins to meet the students and check the note-books.

The playground is spacious and there is sufficient games material. There is a reading room inside the library. There is a large collection of useful books. There is a big hall to hold functions. It has a raised platform and lecture stand. Periodical lectures are arranged in the school. Teachers are sufficient in number. They are highly qualified and experienced. Strict discipline is maintained. There is provision for clean and fresh water. The toilets are cleaned everyday. Poor students are exempted from payment of fees and get free books and clothes. Talented students are duly honoured.

Think It Over

Question 1.
The things that make us really happy cannot be bought. They are available free of cost. One can buy the most comfortable bed, but sound sleep cannot be bought.
One can buy the most delicious food, but appetite cannot be bought.
One can buy the costliest medicines, but health cannot be bought. Think and increase the list.
Answer:
One can buy the most splendid house but peace cannot be bought.
One can buy the costliest jewellery but faith cannot be bought.
One can buy the costliest car but happiness and ease cannot be bought.
One can buy the best of juice but thirst cannot be bought.

Question 2.
The real happiness lies in making others happy. Think and quote one example.
Answer:
It was lunch time. I went to the public park with my tiffin. An old man came there. He begged some money from me. He told me that he had not eaten any food for two days. Good sense prevailed upon me. I gave my tiffin to him. He blessed me a hundred times. The kind act done by me left me happier.

Things To Do

Read at least one newspaper everyday. Select the news which highlights certain human values, such as honesty, patriotism, compassion, sympathy, kindness, righteousness etc. Make a collection of cuttings or photocopies of such news items. Read them frequently so that you may quote them whenever required.
Share your collection with your friends.
Answer:
Do yourself.

The Happy Prince Additional Important Questions

A. Read the passages and answer the following questions:
1. “I have a golden bedroom,” he said softly to himself as he looked round, and he prepared to go to sleep but just as he was putting his head under his wing a large drop of water fell on him. “What a curious thing!” he cried; “there is not a single cloud in the sky, the stars are quite clear and bright and yet it is raining. The climate in the north of Europe is really dreadful. The Reed used to like the rain, but that was merely her selfishness.” (Page 5)

Question:
(a) Find a word opposite in meaning to ‘delightful’.
(b) Give the main form of the word ‘prepared’.
(c) Give a word similar in meaning to ‘strange’.
(d) What is golden bedroom for the swallow?
Answers:
(a) dreadful
(b) preparation
(c) curious
(d) The Happy Prince’s feet are the golden bedroom for the swallow.

2. “The boy is so thirsty, and the mother so sad.” “I don’t think I like boys,” answered the Swallow. “Last summer, when I was staying on the river, there were two rude boys, the miller’s sons, who were always throwing stones at me. They never hit me, of course; we swallows fly far too well for that, and besides, I come of a family famous for its agility; but still, it was a mark of disrespect.” (Page 7)

Questions:
(a) Find a word opposite in meaning to ‘strange’.
(b) Give noun form of the word ‘thirsty’.
(c) Give one word used for ‘in addition to’ in the passage.
(d) Why was the mother sad?
Answers:
(a) famous
(b) thirst
(c) besides
(d) The mother was sad because she couldn’t buy orange for her ailing son.

I. Match the following:
1. The Happy Prince – (a) furnace
2. Swallow rested – (b) with town Councillors
3. Swallow wanted to go to – (c) at the Prince’s feet
4. The broken lead heart – (d) covered with golden leaves did not melt
5. Mayor came – (e) Egypt.
Answer:
1. (d), 2. (c), 3. (e), 4. (a), 5. (b).

II. Pick up the correct choice:
(i) The Happy Prince is written by:
A. R.K. Laxman
B. R.K. Narayan
C. Oscar Wilde
D. M.K. Gandhi.
Answer:
(C) Oscar Wilde

(ii) A. Statue of a prince – (stood/stand) in the city centre.
B. One night a swallow happened to rest ………….. (at/on) the Prince’s feet.
C. The statue could neither be melted ……………… (or/nor) broken.
D. The little swallow grew …………..(old and old/older and older)
E. The swallow…………(fly/flew) back to the Happy Prince, and told him what he had done.
Answer:
A. stood
B. at
C. nor
D. older and older
E. flew

III. Write ‘True’ or ‘False’:
1. The statue of the Happy Prince stood in a museum.
2. The swallow’s tears fell on the prince’s feet.
3. The Prince asked the swallow to take out the ruby from his sword hilt and give it to a seamstress.
4. The swallow wanted to go to Hongkong.
5. God asked the angel to send the little bird and the Happy Prince to heaven.
Answer:

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

IV. Fill in the following blanks:
1. For …………. the Happy Prince had two bright sapphires.
2. A red ……………. glowed on the Happy Prince’s sword-hilt.
3. How wonderful the ……………… are and how wonderful is the power of
4. A young man is trying to finish a play for the ……………… of the Theatre.
5. The swallow swooped past the ……….. and slipped the jewel into the palm of her hand.
Answer:

1. eyes
2. ruby
3. stars; love
4. Director
5. match-girl.

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

Question 1.
How did the sapphire help the playwright?
Answer:
The Happy Prince sent a sapphire to the playwright. He was shivering with cold and was hungry. He sold the sapphire to a jeweller. He would buy foodstuff with the money and fill his belly. He would buy firewood, get rid of cold and finish his play which was lying incomplete.

Question 2.
Give a short description of the playwright.
Answer:
The playwriglit was a young man. He lived in a garret. His hair were brown and crisp and his lips were red. He had large and dreamy eyes. He was faint with hunger. He was too cold to finish the play for the Director of the Theatre.

Question 3.
Give a brief description of the seamstress.
Answer:
The poor seamstress lived in a house in a little street. Her face was thin and warm. She had rough red hands pricked by the needle. She earned too little to buy oranges for her ailing son.

Question 4.
Why did the swallow want to go to Egypt? Why did he stay behind?
Answer:
All of the swallow’s friends had gone to Egypt. It was cold here but warm in Egypt. Therefore he also wanted to go there. Initially he stayed behind out of his passionate love for a reed. Then he engaged himself in the service of the Happy Prince. He saw him getting blind and resolved to stay behind with him.

Question 5.
Why did the swallow not like boys?
Answer:
The Happy Prince wanted to send a ruby through the swallow to a boy. He was thirsty and his mother was sad. The swallow replied that he hated boys. He cited his past experience. Once he was staying on the river. Two rude boys always threw stones at him. It was a mark of disrespect for him.

Question 6.
What did the swallow view while he flew over the roofs of the town?
Answer:
The swallow wanted to send a ruby to a thirsty boy. He flew over the roofs of a town. He passed the cathedral tower. He saw the white marble angels sculptured there. He heard the sound of dancing in a palace. He saw Queen’s maid-of-honour on the balcony with her lover. The boy and his mother (the seamstress) lived beyond the river.

Question 7.
What important things did the Happy Prince tell the swallow? When did he tell them?
Answer:
The Happy Prince told the swallow that of all the marvellous things in the world, the most marvellous thing is the people’s suffering. There was no mystery so great as misery. He told this when he had gone blind and the swallow had decided to act as his eyes.

Question 8.
The swallow told the Happy Prince about the poor and hungry children? What was the reaction of the Happy Prince to it? Why?
Answer:
The swallow told the Happy Prince about the plight of the hungry children. The Happy Prince was shocked. He asked the swallow to take off the gold over his body leaf by leaf and give that to the poor. It would help them a great deal. The living beings always think that gold can make them happy.

Question 9.
What happened when the little swallow fell down dead?
Answer:
The little swallow kissed the Happy Prince on the lips. Soon after he fell down dead. The very same moment, a curious crack sounded inside the statue. It seemed as if something had broken into two. It was nothing else than the Happy Prince’s lead heart.

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

Question 1.
Give a brief character-sketch of the Happy Prince.
Answer:
When the Happy Prince was alive, he lived in a palace. He led a happy and pleasant life. Sorrow was not allowed to enter his palace. On his death, his statue was set on a tall pillar in the city. He had a ruby on his sword-hilt. His eyes were of sapphire. His body was covered with leaves of gold. Now he could view the sufferings of men, women and children from the tall pillar. He was deeply moved. He vowed to help the poor. With the help of the swallow he helped the seamstress, a playwright and a matchgirl with the ruby and sapphires. He sent his gold leaves to the hungry children. His heart broke when the swallow was dead. He himself became ugly in serving the suffering humanity. He deserves all praise. The Mayor called him ugly and useless but God gave him a place in his city of gold.

Question 2.
Give a brief character-sketch of the swallow.
Answer:
The swallow was a bird but had a human heart. He loved the reed passionately. He was aggrieved when she deserted him. He flew over the city and sought shelter at the feet of a statue. He got soaked but spent the night there. His heart melted when he saw tears in the Happy Prince’s (statue’s) eyes. He befriended the statue and engaged himself in his service. He followed his orders to the letter. He sacrificed his comforts. He felt cold but did not show any desire to reach Egypt and enjoy its warmth. He was true to his word. He was faithful and sincere. He deserves all praise. He could feel most of what a human heart experiences.

The Happy Prince Introduction

In this story, the author describes the miserable condition of the poor and the helpless. At the same time, he describes the selfish and inhuman behaviour of the rich. The author, through his story, conveys his message of love and compassion for the poor and the needy. One should have faith in good actions because only this will bring peace and happiness.

The Happy Prince Summary in English

The statue of a Happy Prince stood on a tall column in the city centre. It was covered with golden leaves. Two sapphires were fitted in his eyes and ruby glowed in his sword hilt. The prince looked around and viewed the pathetic plight of the poor.

A little swallow flew over the city one night. His friends had already gone to Egypt. He stayed back for he was in love with the most beautiful Reed. His courtship lasted all through the summer. But there were no Reeds when autumn came. All the swallows flew away.

The lonely swallow came and sat on the statue. He longed to spend the night there. A large drop of water fell over him as he was going to sleep. The swallow was amazed since there was no cloud. The swallow decided to fly away when another drop of water fell over him. He looked at the statue when the third drop of water fell down. He found the Happy Prince weeping.

The statue told the swallow that he didn’t know what tears were when he was alive. Now he sat quite high and could view the miseries of the city. The Happy Prince told the swallow about a seamstress. She was embroidering flowers on the satin gown of the Queen’s maids-of honour. Her son was suffering from fever. The Happy Prince asked the swallow to pick the ruby from his sword hilt and give that to her.

The swallow flew to the woman’s house and put the ruby near her thimble. He also fanned the boy’s forehead. Feeling a bit better the boy sank into a deep slumber. The swallow’s good action made him feel warmer though it was cold. The Happy Prince asked him to stay there one more night. He told him about a playwright who was too cold to write and finish his play for the Director of the Theatre. He was feeling hungry also. He asked the swallow to pluck one sapphire from his eye and give that to the playwright. The swallow did accordingly.

The playwright became happy to see the sapphire. It would enable him to finish the play. The swallow returned to the Happy Prince to bid him good bye. The Happy Prince again requested him to stay for another night.

The Happy Prince told the swallow about a little match girl in the square below. Her matches had fallen in the gutter. Her father would punish her if she returned home without money. Therefore, she was crying. He asked the swallow to fly to her and give her a sapphire from his eye. The swallow placed the sapphire into the little girl’s hand. Then he flew back to the Happy Prince who had gone blind. The swallow promised to stay with him forever. The Happy Prince asked him to fly over the city and tell him what he saw. The swallow told the Happy Prince about the hungry children and the poor people. As desired by the Happy Prince, the swallow took leaf after leaf of the fine gold over his body and gave them to the needy and helpless. As a result, the children played and the poor laughed.

Then winter set in and snow and frost appeared. The poor little swallow grew colder and colder but kept staying with the Happy Prince. However, he felt that his death was near. The swallow asked the Happy Prince to let him kiss his hand. The Prince asked him to kiss on the lips before going to Egypt. The swallow apprised him that he was going to the house of Death. Just then, he fell down dead.
Then a crack appeared inside the statue. The heart of the Happy Prince broke into two. The dead swallow lay on his feet. The Mayor and the Town Councillors happened to pass that way, the next morning. They declared that the Happy Prince was no longer beautiful and useful. They ordered to destroy it melting in fire.

The broken heart of the Happy Prince did not melt in the furnace. The Mayor declared that his own statue must be made with metal. The town Councillors disagreed and started quarrelling among themselves.

The broken lead heart was thrown away in the dust-heap near the swallow. God asked one of His Angels to bring him the two most precious things in the city. The Angel obeyed. God said that the little bird would sing for Him forever in the Garden of Paradise. The Happy Prince would praise him forever in the city of gold.

The Happy Prince Summary in Hindi

नगर के बीच, एक ऊँचे स्तम्भ पर हैप्पी प्रिंस का बुत था। वह सुनहरे पत्तों से ढका हुआ था। उसकी आँखों के स्थान पर दो बड़े नीलम लगे हुए थे और उसकी तलवार के ऊपर एक मरकत मणि चमक रहा था। प्रिंस ने चारों तरफ नजर डाली और निर्धनों की दयनीय दशा देखी। . एक रात एक छोटा अबाबील शहर के ऊपर से उड़ा। उसके मित्र पहले ही मिस्र में पहुंच गए थे। वह पीछे ठहरा रहा क्योंकि वह एक सर्वाधिक सुन्दर नरसल से प्यार करता था। समूची गर्मियों में उसका प्रेम चलता रहा। पतझड़ आने पर कोई नरसल नहीं रही। सभी अबाबील उड़ गये।

अकेला अबाबील आया और बुत के ऊपर बैठ गया। वह वहाँ रात बिताना चाहता था। ज्यों ही वह सोने वाला था त्यों ही पानी की एक बड़ी बूंद उसके ऊपर गिरी। अबाबील को हैरानी हुई क्योंकि बादल नहीं थे। जब उसके ऊपर पानी की दूसरी बूंद गिरी तो अबाबील ने उड़ने का निर्णय लिया। जब तीसरी बूंद गिरी तो उसने बुत की तरफ देखा। उस ने हैप्पी प्रिंस को रोते हुए देखा।

बुत ने अबालील को बताया कि जब तक वह जीवित था उसे आँसुओं के बारे में कुछ पता नहीं था। अब वह काफी ऊँचाई पर स्थित है और उसे नगर का दुख दिखाई पड़ रहा है। हैप्पी प्रिंस ने अबाबील को एक दर्जिन के बारे में बताया। वह रानी की दासियों के साटिन के गाउनों पर फूलों की कढ़ाई कर रही थी। उसका बेटा ज्वर से पीड़ित था। हैप्पी प्रिंस ने अबाबील से कहा कि उसकी तलवार की मूठ से मरकत मणि निकालकर उसे दे दे। ___अबाबील उड़कर उस महिला के घर गया और उसने उसके अंगुस्ताने के पास मरकत मणि रख दी। उसने लड़के के माथे पर हवा भी की। थोड़ा बेहतर महसूस करता हुआ बालक गहरी नींद में सो गया हालाँकि ठण्ड थी परन्तु अबाबील के नेक काम के कारण उसने गर्मी महसूस की। हैप्पी प्रिंस ने अबाबील से एक रात और ठहरने के लिए कहा। उसने एक नाटककार के बारे में उसे बताया जो इतनी ठण्ड महसूस कर रहा था कि रंगमंच के निर्देशक के लिए लिखे जाने वाले अपने नाटक को समाप्त नहीं कर पा रहा था। उसे भूख भी लग रही थी। उस ने अबाबील से कहा कि उस की आँख से एक नीलम निकाल ले और उसे नाटककार को दे आए। अबाबील ने उसकी इच्छानुसार काम किया।

नीलम को देखकर नाटककार प्रसन्न हो गया। यह उसे नाटक को समाप्त करने में सशक्त बनाएगा। अबाबील हैप्पी प्रिंस के पास उसे अलविदा कहने के लिए लौट आया। हैप्पी प्रिंस ने एक रात और ठहरने के लिए उससे प्रार्थना की। हैप्पी प्रिंस ने अबाबील को नीचे आँगन में माचिस बनाने वाली एक छोटी लड़की के बारे में बताया। उसकी माचिसें नाले में गिर गई थीं। यदि वह खाली हाथों घर लौटेगी तो उसके पिता उसे दण्ड देंगे। इसलिए वह रो रही थी। उसने अबाबील से कहा कि उड़कर उसके पास जाए और उस की आँख का नीलम उसे दे आए। अबाबील ने छोटी लड़की के हाथ में नीलम रख दिया। अबाबील लौटकर हैप्पी प्रिंस के पास आया जो अंधा हो चुका था। अबाबील ने हमेशा उसके साथ ठहरने का वचन दिया।

हैप्पी प्रिंस ने उसे कहा कि वह नगर के ऊपर उड़े और उसे बताए कि उसने क्या देखा है। अबाबील ने भूखे बच्चों और निर्धन व्यक्तियों के बारे में हैप्पी प्रिंस को बताया। हैप्पी प्रिंस की इच्छानुसार उसने उसके शरीर से सुन्दर सोने के सारे पत्ते निकाल लिये और उन्हें उनके लिए दे दिया। बच्चे खेलने लगे और निर्धन लोग हँसने लगे।

फिर सर्दी शुरू हो गई और बर्फ तना कोहरा पड़ने लगे। बेचारे छोटे अबाबील को अधिक सर्दी लगने लगी परन्तु वह वहीं ठहरा रहा। परन्तु उसने महसूस किया कि उसकी मृत्यु नजदीक है। अबाबील ने हैप्पी प्रिंस से कहा कि उसे उसका हाथ चूमने दे। हैप्पी प्रिंस ने मिस्र में जाने से पहले उसे उसके होठों का चुम्बन लेने के लिए कहा। अबाबील ने उसे बताया कि वह मृत्यु के दरबार में जा रहा है। तभी वह गिरकर मर गया।

फिर बुत के भीतर एक दरार आ गयी। हैप्पी प्रिंस का हृदय टूटकर दो टुकड़ों में हो गया। मरा हुआ अबाबील उसके कदमों में पड़ा था। अगली प्रातः महापौर तथा नगर पार्षद उधर से गुजरे। उन्होंने घोषणा की कि हैप्पी प्रिंस अब न तो सुन्दर है और न ही लाभकारी। उसने उसे आग में गलाकर खत्म करने का आदेश दिया। हैप्पी प्रिंस का टूटा हुआ हृदय भट्ठी में नहीं पिघला। महापौर ने घोषणा की कि उस (हैप्पी प्रिंस) की धातु से उसका अपना बुत बनाया जाए। नगर पार्षद इस बात पर असहमत हो गए और एक-दूसरे के साथ लड़ने लगे।

टूटे हुए हृदय को अबाबील के पास धूल-मिट्टी में फेंक दिया गया। परमात्मा ने अपने देवदूतों में से एक देवता को नगर में से दो सर्वाधिक बहुमूल्य वस्तुएँ लाने को कहा। देवदूत ने आज्ञा का पालन किया। परमात्मा ने कहा कि छोटा पक्षी स्वर्ग के उद्यान में सदा उसके लिए गाएगा। हैप्पी प्रिंस उसके सोने के शहर में सदैव उसकी प्रशंसा करेगा।

The Happy Prince Word-Meanings

The Happy Prince Some Important Pronunciations

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