PASSAGE-BASED EXERCISES TO STRENGTHEN STUDENTS’ UNDERSTANDING OF TENSE

 Here are 10 passage-based exercises designed to strengthen students’ understanding of tense changes, person changes (3rd → 1st/2nd person), pronoun changes, and related grammatical adjustments.

Passage 1 – Change Present into Past

Instruction: Rewrite the following passage in the Past Tense. Make all necessary changes in the verbs and other words.
Ravi gets up early every morning. He brushes his teeth and takes a bath. Then he has his breakfast and goes to school. He meets his friends there and attends his classes attentively. After school, he returns home and completes his homework. In the evening, he plays cricket with his friends.

Passage 2 – Change 3rd Person into 1st Person

Instruction: Rewrite the following passage by changing the 3rd person (he) into the 1st person (I). Make all necessary changes in pronouns, possessive words and verbs.
Arun says that he is very happy because he has completed his project. He tells his teacher that he has worked hard on it. His teacher praises him and says that he has done an excellent job. Arun thanks her and promises that he will work even harder in the future.

Passage 3 – Change 3rd Person into 2nd Person

Instruction: Rewrite the following passage by changing the 3rd person (she) into the 2nd person (you). Make all necessary changes in pronouns, possessive words and verbs.
Meena says that she studies regularly and completes her homework on time. She tells her mother that she always follows her advice. Her mother is pleased with her and tells her that she is a sincere student. Meena promises that she will continue to work hard.

Passage 4 – Change Present into Past and 3rd Person into 1st Person

Instruction: Rewrite the following passage in the Past Tense and change the 3rd person (he) into the 1st person (I). Make all necessary changes.
Sohan says that he is going to the market because he needs some vegetables. He takes a bag with him and walks to the market. He meets his neighbour there, who asks him where he is going. Sohan tells him that he wants to buy some fresh vegetables for his family. He returns home after he buys everything he needs.

Passage 5 – Change Past into Present and 1st Person into 3rd Person

Instruction: Rewrite the following passage in the Present Tense and change the 1st person (I) into the 3rd person (Rina/she). Make all necessary changes.
I went to the library yesterday because I wanted to borrow a book. I met my friend there and we discussed our studies. I searched the shelves and found an interesting book on history. I borrowed it and promised myself that I would read it carefully. When I returned home, I showed the book to my brother.

now more 5 with increased length

Passage 6 – Change Present into Past

Instruction: Rewrite the following passage in the Past Tense. Make all necessary changes in the verbs, pronouns, and time expressions.
Every morning, Rohan wakes up before sunrise and goes for a walk in the park near his house. He enjoys watching the birds and listening to their songs. After his walk, he returns home, takes a bath, and has his breakfast. His mother prepares a healthy meal for him and reminds him to carry his lunch to school. Rohan leaves home at eight o’clock and reaches school before the bell rings. He attends all his classes carefully and takes notes whenever his teachers explain something important. During the lunch break, he sits with his friends and discusses the lessons they have studied. After school, he comes home, rests for a while, and completes his homework. In the evening, he plays football with his friends before returning home for dinner.

Passage 7 – Change 3rd Person into 1st Person

Instruction: Rewrite the following passage by changing the 3rd person (Anita/she) into the 1st person (I). Make all necessary changes in pronouns, possessive words, and verbs.
Anita says that she loves reading books because they give her new ideas and help her understand the world better. She usually spends an hour in the library after her classes. She chooses books carefully and often borrows stories written by famous authors. Her English teacher encourages her to read different kinds of books and tells her that regular reading improves her vocabulary. Anita follows her teacher’s advice and keeps a small notebook in which she writes down new words. She also tries to use these words while speaking and writing. Whenever she finds a difficult word, she looks for its meaning and writes an example sentence. She believes that this habit makes her more confident in English. She hopes that she will be able to read longer and more difficult books in the future.

Passage 8 – Change 3rd Person into 2nd Person

Instruction: Rewrite the following passage by changing the 3rd person (Rahul/he) into the 2nd person (you). Make all necessary changes in pronouns, possessive words, and verbs.
Rahul tells his younger brother that he should develop good habits if he wants to become successful. He advises him to get up early, keep his room clean, and complete his work on time. He also tells him that he should listen carefully to his teachers and respect his parents. Rahul reminds him that success does not come in a single day and that he must work patiently towards his goals. He says that when a person makes a mistake, he should learn from it instead of losing hope. Rahul further advises his brother to spend less time on unnecessary activities and more time on useful things such as reading, exercising, and learning new skills. He assures him that if he follows these suggestions sincerely, he will gradually become more disciplined and confident.

Passage 9 – Change Present into Past and 3rd Person into 1st Person

Instruction: Rewrite the following passage in the Past Tense and change the 3rd person (Suman/she) into the 1st person (I). Make all necessary changes in verbs, pronouns, possessive words, and time expressions.
Suman gets up early because she has an important examination at school. She knows that she has to revise several chapters before leaving home. She sits at her study table and goes through her notes carefully. Her mother brings her a glass of milk and tells her not to worry. Suman thanks her mother and continues studying. After she revises all the important topics, she packs her books and leaves for school. On the way, she meets two of her classmates, who ask her whether she is prepared for the examination. She tells them that she has revised everything but is still a little nervous. When they reach the school, the examination hall is already open. Suman takes her seat, reads the instructions carefully, and begins writing her answers when the teacher tells the students to start. She feels more confident as she remembers what she has studied.

Passage 10 – Change Past into Present and 1st Person into 3rd Person

Instruction: Rewrite the following passage in the Present Tense and change the 1st person (I) into the 3rd person (Amit/he). Make all necessary changes in verbs, pronouns, possessive words, and time expressions.
I visited my grandfather last Sunday because I wanted to spend some time with him. I reached his village in the morning and found him sitting in the garden. He welcomed me warmly and asked me about my studies. I told him that I was preparing for my final examination and that I had been studying regularly. He advised me to remain calm and make a proper timetable. After lunch, I accompanied him to the fields and watched the farmers working there. He explained to me how the crops were grown and why the farmers had to depend on the weather. In the afternoon, I helped him arrange some books in his study. Before I left, he gave me an old book and told me that it would teach me many valuable lessons. I thanked him and promised that I would visit him again soon.

AT THE HIGH SCHOOL: GLOSSARY, SUMMARY & TEXTUAL/ADDITIONAL QUESTION-ANSWERS

 At the High School

Glossary Part I

A. Lead In

Tallest (ଟଲେଷ୍ଟ) : Greatest; most important or influential : ସର୍ବଶ୍ରେଷ୍ଠ; ସବୁଠାରୁ ପ୍ରଭାବଶାଳୀ
Leaders (ଲିଡର୍ସ) : Persons who guide or direct others : ନେତାମାନେ; ପଥପ୍ରଦର୍ଶକମାନେ
Independence (ଇଣ୍ଡିପେଣ୍ଡେନ୍ସ) : Freedom from foreign rule : ବିଦେଶୀ ଶାସନରୁ ସ୍ୱାଧୀନତା
Movement (ମୁଭମେଣ୍ଟ) : An organised effort to achieve a purpose : ଉଦ୍ଦେଶ୍ୟ ପାଇଁ ସଂଗଠିତ ଆନ୍ଦୋଳନ
Popularly (ପପୁଲର୍ଲି) : Commonly; widely : ସାଧାରଣତଃ; ବହୁଳ ଭାବରେ
Father of the Nation (ଫାଦର୍ ଅଫ୍ ଦ ନେସନ୍) : A respected person regarded as a chief leader of a nation : ଜାତିର ପିତା; ଦେଶର ମହାନ ନେତା
Mahatma (ମହାତ୍ମା) : Great soul; a person of noble character : ମହାନ ଆତ୍ମା; ମହାନ ଚରିତ୍ରର ବ୍ୟକ୍ତି
Later life (ଲେଟର୍ ଲାଇଫ୍) : The period of life that comes afterwards : ପରବର୍ତ୍ତୀ ଜୀବନକାଳ
Received (ରିସିଭ୍ଡ୍) : Got; obtained : ପାଇଲେ; ପ୍ରାପ୍ତ କଲେ
Early education (ଆର୍ଲି ଏଜୁକେସନ୍) : Education received during childhood : ପ୍ରାରମ୍ଭିକ ଶିକ୍ଷା; ବାଲ୍ୟକାଳର ଶିକ୍ଷା
State (ଷ୍ଟେଟ୍) : A division or region of a country : ରାଜ୍ୟ; ଦେଶର ଏକ ପ୍ରଶାସନିକ ଅଞ୍ଚଳ
Full-fledged (ଫୁଲ୍-ଫ୍ଲେଜ୍ଡ) : Fully developed; complete : ପୂର୍ଣ୍ଣାଙ୍ଗ; ସମ୍ପୂର୍ଣ୍ଣ ବିକଶିତ
Came to be known as (କେମ୍ ଟୁ ବି ନୋନ୍ ଆଜ୍) : Became known by a particular name : ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ନାମରେ ପରିଚିତ ହେଲା
Matriculated (ମାଟ୍ରିକ୍ୟୁଲେଟିଡ୍) : Passed the matriculation examination : ମାଟ୍ରିକ୍ ପରୀକ୍ଷା ଉତ୍ତୀର୍ଣ୍ଣ ହେଲେ
At the age of (ଆଟ୍ ଦି ଏଜ୍ ଅଫ୍) : When someone was a particular age : ନିର୍ଦ୍ଦିଷ୍ଟ ବୟସରେ
Renamed (ରିନେମ୍ଡ୍) : Given a new name : ନୂଆ ନାମ ଦିଆଗଲା; ପୁନଃନାମକରଣ କରାଗଲା
In honour of (ଇନ୍ ଅନର୍ ଅଫ୍) : As a mark of respect : ସମ୍ମାନ ସ୍ୱରୂପ; ସମ୍ମାନରେ
According to (ଅକର୍ଡିଙ୍ଗ୍ ଟୁ) : As stated or reported by : ଅନୁସାରେ; ଅନୁଯାୟୀ
Several (ସେଭେରାଲ୍) : More than two but not many : ଅନେକ; କେତେକ
Accounts (ଆକାଉଣ୍ଟ୍ସ) : Reports or descriptions of events : ବିବରଣୀ; ଘଟଣାର ବର୍ଣ୍ଣନା
Brilliant (ବ୍ରିଲିଆଣ୍ଟ) : Extremely intelligent : ଅତ୍ୟନ୍ତ ମେଧାବୀ; ପ୍ରତିଭାଶାଳୀ
Noted (ନୋଟିଡ୍) : Known or recognised for something : ପରିଚିତ; ଜଣାଶୁଣା
Fair (ଫେୟାର୍) : Reasonably good; satisfactory : ମୋଟାମୋଟି ଭଲ; ସନ୍ତୋଷଜନକ
Arithmetic (ଆରିଥମେଟିକ୍) : The branch of mathematics dealing with numbers and calculations : ଗଣିତର ଏକ ଶାଖା; ସଂଖ୍ୟା ଓ ହିସାବ ସମ୍ବନ୍ଧୀୟ ଗଣିତ
Geography (ଜିଓଗ୍ରାଫି) : The study of the earth, its places and physical features : ଭୂଗୋଳ; ପୃଥିବୀ ଓ ତାହାର ସ୍ଥାନ ଏବଂ ପ୍ରାକୃତିକ ବିଶେଷତାର ଅଧ୍ୟୟନ
Conduct (କନ୍ଡକ୍ଟ) : Behaviour; manner of behaving : ଆଚରଣ; ବ୍ୟବହାର
Handwriting (ହ୍ୟାଣ୍ଡ୍ରାଇଟିଙ୍ଗ୍) : The way a person writes by hand : ହସ୍ତାକ୍ଷର; ହାତରେ ଲେଖିବାର ଶୈଳୀ
High regard (ହାଇ ରିଗାର୍ଡ୍) : Great respect or a very good opinion : ଉଚ୍ଚ ସମ୍ମାନ; ଉଚ୍ଚ ଧାରଣା
Ability (ଅବିଲିଟି) : Skill or capacity to do something : ଦକ୍ଷତା; ସାମର୍ଥ୍ୟ
Astonished (ଆଷ୍ଟନିଷ୍ଟ) : Greatly surprised : ଅତ୍ୟନ୍ତ ଆଶ୍ଚର୍ଯ୍ୟଚକିତ
Prizes (ପ୍ରାଇଜେସ୍) : Awards given for achievement : ପୁରସ୍କାର; ସଫଳତା ପାଇଁ ଦିଆଯାଉଥିବା ସମ୍ମାନ
Scholarships (ସ୍କଲର୍ଶିପ୍ସ) : Financial awards given to students for education : ଛାତ୍ରବୃତ୍ତି; ଶିକ୍ଷା ପାଇଁ ଦିଆଯାଉଥିବା ଆର୍ଥିକ ସହାୟତା
Interesting facts (ଇଣ୍ଟରେଷ୍ଟିଙ୍ଗ୍ ଫ୍ୟାକ୍ଟ୍ସ) : Unusual or engaging pieces of information : ଆକର୍ଷଣୀୟ ତଥ୍ୟ; ରୋଚକ ସୂଚନା
Experience (ଏକ୍ସପିରିଏନ୍ସ) : Knowledge gained through personal events or activities : ଅଭିଜ୍ଞତା; ନିଜ ଅନୁଭବରୁ ମିଳିଥିବା ଜ୍ଞାନ
Autobiography (ଅଟୋବାଇଅଗ୍ରାଫି) : The story of one's own life written by oneself : ଆତ୍ମଜୀବନୀ; ନିଜେ ଲେଖିଥିବା ନିଜ ଜୀବନର କାହାଣୀ
Named (ନେମ୍ଡ୍) : Given a particular name : ନାମିତ; ନାମ ଦିଆଯାଇଥିବା
My Experiments with Truth (ମାଇ ଏକ୍ସପେରିମେଣ୍ଟ୍ସ ୱିଥ୍ ଟ୍ରୁଥ୍) : Gandhi's autobiography : ଗାନ୍ଧୀଙ୍କ ଆତ୍ମଜୀବନୀ; ‘ସତ୍ୟ ସହ ମୋର ପରୀକ୍ଷା’
Chapter (ଚାପ୍ଟର୍) : A separate section of a book : ଅଧ୍ୟାୟ; ପୁସ୍ତକର ଏକ ବିଭାଗ

Glossary

B. The Text Part 1

Paragraph 1

Regarded (ରିଗାର୍ଡିଡ୍) : Considered; thought of in a particular way : ବିବେଚିତ; ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଭାବରେ ଭାବାଯାଇଥିବା
Fool (ଫୁଲ୍) : A person lacking good sense or intelligence : ମୂର୍ଖ; ବୁଦ୍ଧିହୀନ ବ୍ୟକ୍ତି
High school (ହାଇ ସ୍କୁଲ୍) : A school for higher classes : ଉଚ୍ଚ ବିଦ୍ୟାଳୟ; ଉଚ୍ଚ ଶ୍ରେଣୀର ବିଦ୍ୟାଳୟ
Enjoyed (ଏନ୍ଜଏଡ୍) : Received or experienced with pleasure : ଉପଭୋଗ କଲେ; ଅନୁଭବ କଲେ
Affection (ଅଫେକ୍ସନ୍) : Love; fondness : ସ୍ନେହ; ଭଲପାଇବା
Certificates (ସର୍ଟିଫିକେଟ୍ସ) : Official documents showing or proving something : ପ୍ରମାଣପତ୍ର; କୌଣସି ବିଷୟର ପ୍ରମାଣ ଦେଉଥିବା ଦଲିଲ
Progress (ପ୍ରୋଗ୍ରେସ୍) : Improvement; advancement : ଉନ୍ନତି; ପ୍ରଗତି
Character (କ୍ୟାରାକ୍ଟର୍) : Moral qualities and behaviour of a person : ଚରିତ୍ର; ବ୍ୟକ୍ତିର ନୈତିକ ଗୁଣ ଓ ଆଚରଣ
Used to be sent (ୟୁଜ୍ଡ୍ ଟୁ ବି ସେଣ୍ଟ୍) : Were regularly sent in the past : ନିୟମିତ ଭାବେ ପଠାଯାଉଥିଲା
Parents (ପେରେଣ୍ଟ୍ସ) : Father and mother : ପିତାମାତା
In fact (ଇନ୍ ଫ୍ୟାକ୍ଟ୍) : Actually; indeed : ବାସ୍ତବରେ; ପ୍ରକୃତରେ
Passed out (ପାସ୍ଡ୍ ଆଉଟ୍) : Completed a particular class or course : ଏକ ଶ୍ରେଣୀ ବା ପାଠ୍ୟକ୍ରମ ସମାପ୍ତ କଲେ
Standard (ଷ୍ଟାଣ୍ଡାର୍ଡ) : A class or grade in a school : ଶ୍ରେଣୀ; ବିଦ୍ୟାଳୟର ଏକ ଶ୍ରେଣୀ
Obtained (ଅବ୍ଟେନ୍ଡ୍) : Got; received : ପାଇଲେ; ପ୍ରାପ୍ତ କଲେ
Respectively (ରିସ୍ପେକ୍ଟିଭ୍ଲି) : In the same order as mentioned : ଯଥାକ୍ରମେ; ଉଲ୍ଲେଖିତ କ୍ରମରେ
Achievement (ଅଚିଭ୍ମେଣ୍ଟ) : Something successfully accomplished : ସଫଳତା; ଅର୍ଜନ
Thank (ଥ୍ୟାଙ୍କ୍) : Express gratitude : କୃତଜ୍ଞତା ଜଣାଇବା; ଧନ୍ୟବାଦ ଦେବା
Good luck (ଗୁଡ୍ ଲକ୍) : Good fortune; favourable chance : ସୌଭାଗ୍ୟ; ଭଲ ଭାଗ୍ୟ
Merit (ମେରିଟ୍) : Ability or quality deserving praise or reward : ଯୋଗ୍ୟତା; ପୁରସ୍କାର ପାଇବାର ଦକ୍ଷତା

Paragraph 2

Recollection (ରେକଲେକ୍ସନ୍) : Memory; remembrance : ସ୍ମୃତି; ସ୍ମରଣ
High regard (ହାଇ ରିଗାର୍ଡ୍) : Great respect or high opinion : ଅଧିକ ସମ୍ମାନ; ଉଚ୍ଚ ଧାରଣା
Whenever (ୱେନେଭର୍) : Every time that; at any time when : ଯେତେବେଳେ ବି; ପ୍ରତ୍ୟେକଥର
Jealously (ଜେଲସ୍ଲି) : With great care and watchfulness : ଅତ୍ୟନ୍ତ ଯତ୍ନର ସହିତ; ସତର୍କତାର ସହିତ
Guarded (ଗାର୍ଡିଡ୍) : Protected; kept safe : ସୁରକ୍ଷା କଲେ; ରକ୍ଷା କଲେ
Least (ଲିଷ୍ଟ୍) : Smallest; slightest : ସବୁଠାରୁ କମ୍; ସାମାନ୍ୟତମ
Blemish (ବ୍ଲେମିଶ୍) : A small fault or imperfection : ଦୋଷ; ତ୍ରୁଟି; କଳଙ୍କ
Drew tears (ଡ୍ରୁ ଟିଅର୍ସ) : Caused tears to come into the eyes : ଆଖିରେ ଲୁହ ଆଣିଦେଲା
Merited (ମେରିଟିଡ୍) : Deserved : ପ୍ରାପ୍ତିଯୋଗ୍ୟ ଥିଲା; ଯୋଗ୍ୟ ଥିଲା
Seemed (ସିମ୍ଡ୍) : Appeared to be : ମନେ ହେଲା; ଦେଖାଗଲା
Rebuke (ରିବ୍ୟୁକ୍) : Strong criticism or scolding : ଭର୍ତ୍ସନା; କଠୋର ତିରସ୍କାର
Unbearable (ଅନ୍ବେରେବଲ୍) : Too painful or difficult to tolerate : ଅସହନୀୟ; ସହିବାକୁ କଷ୍ଟକର
Corporal punishment (କର୍ପୋରାଲ୍ ପନିଶ୍ମେଣ୍ଟ୍) : Physical punishment given to a student : ଶାରୀରିକ ଦଣ୍ଡ; ଛାତ୍ରକୁ ଦିଆଯାଉଥିବା ଶାରୀରିକ ଶାସ୍ତି
Mind (ମାଇଣ୍ଡ୍) : Feel troubled or bothered by something : କଷ୍ଟ ବୋଧ କରିବା; ଚିନ୍ତିତ ହେବା
Desert (ଡିଜର୍ଟ୍) : Something that a person deserves : ପ୍ରାପ୍ୟ; ଯୋଗ୍ୟ ଫଳ ବା ଦଣ୍ଡ
Wept (ୱେପ୍ଟ୍) : Cried : କାନ୍ଦିଲେ
Piteously (ପିଟିଅସ୍ଲି) : In a very sorrowful manner : ଅତ୍ୟନ୍ତ ଦୁଃଖର ସହିତ; କରୁଣ ଭାବରେ
Incident (ଇନ୍ସିଡେଣ୍ଟ୍) : An event or occurrence : ଘଟଣା; ଘଟିଥିବା ବିଷୟ
Headmaster (ହେଡମାଷ୍ଟର୍) : The principal or chief teacher of a school : ପ୍ରଧାନଶିକ୍ଷକ; ବିଦ୍ୟାଳୟର ମୁଖ୍ୟ ଶିକ୍ଷକ
Popular (ପପୁଲର୍) : Liked or admired by many people : ଲୋକପ୍ରିୟ; ଅନେକଙ୍କ ଦ୍ୱାରା ପସନ୍ଦକରା
Disciplinarian (ଡିସିପ୍ଲିନେରିଆନ୍) : A person who strictly maintains discipline : ଶୃଙ୍ଖଳାପରାୟଣ ବ୍ୟକ୍ତି; କଠୋର ଶୃଙ୍ଖଳା ରକ୍ଷାକାରୀ
Method (ମେଥଡ୍) : A particular way of doing something : ପଦ୍ଧତି; କାର୍ଯ୍ୟ କରିବାର ଉପାୟ
Gymnastics (ଜିମ୍ନାଷ୍ଟିକ୍ସ) : Physical exercises involving body movements and balance : ଶାରୀରିକ ବ୍ୟାୟାମ; ଜିମ୍ନାଷ୍ଟିକ୍ସ
Compulsory (କମ୍ପଲସରି) : Required by rule; obligatory : ବାଧ୍ୟତାମୂଳକ; ଅନିବାର୍ଯ୍ୟ
Upper standard (ଅପର୍ ଷ୍ଟାଣ୍ଡାର୍ଡ) : Higher classes in a school : ଉଚ୍ଚ ଶ୍ରେଣୀ; ବିଦ୍ୟାଳୟର ଉପର ଶ୍ରେଣୀଗୁଡ଼ିକ
Disliked (ଡିସ୍ଲାଇକ୍ଟ୍) : Did not like : ପସନ୍ଦ କଲେ ନାହିଁ; ଅପସନ୍ଦ କଲେ
Took part (ଟୁକ୍ ପାର୍ଟ୍) : Participated : ଅଂଶଗ୍ରହଣ କଲେ; ଭାଗ ନେଲେ
Exercise (ଏକ୍ସରସାଇଜ୍) : Physical activity to keep the body fit : ବ୍ୟାୟାମ; ଶରୀରକୁ ସୁସ୍ଥ ରଖିବାର ଶାରୀରିକ କାର୍ଯ୍ୟ
Shyness (ଶାଇନେସ୍) : Lack of confidence in meeting or speaking to others : ଲାଜୁକତା; ସଙ୍କୋଚ
Aloofness (ଅଲୁଫ୍ନେସ୍) : The state of keeping away from others : ଦୂରେଇ ରହିବାର ଭାବ; ନିର୍ଲିପ୍ତତା
False notion (ଫଲ୍ସ ନୋସନ୍) : An incorrect belief or idea : ଭୁଲ ଧାରଣା; ଭ୍ରାନ୍ତ ବିଶ୍ୱାସ
Physical training (ଫିଜିକାଲ୍ ଟ୍ରେନିଙ୍ଗ୍) : Training of the body through physical exercise : ଶାରୀରିକ ପ୍ରଶିକ୍ଷଣ; ବ୍ୟାୟାମ ମାଧ୍ୟମରେ ଶରୀରର ତାଲିମ
Place (ପ୍ଲେସ୍) : Position or importance given to something : ସ୍ଥାନ; ଗୁରୁତ୍ୱ
Curriculum (କରିକ୍ୟୁଲମ୍) : The subjects and courses taught in a school : ପାଠ୍ୟକ୍ରମ; ବିଦ୍ୟାଳୟରେ ପଢ଼ାଯାଉଥିବା ବିଷୟସମୂହ
Mental training (ମେଣ୍ଟାଲ୍ ଟ୍ରେନିଙ୍ଗ୍) : Training of the mind and intellectual abilities : ମାନସିକ ପ୍ରଶିକ୍ଷଣ; ମନ ଓ ବୁଦ୍ଧିର ତାଲିମ

Paragraph 3

Reason (ରିଜନ୍) : Cause or explanation for something : କାରଣ; କୌଣସି ବିଷୟର ହେତୁ
Keen desire (କିନ୍ ଡିଜାୟର୍) : A very strong wish : ତୀବ୍ର ଇଚ୍ଛା; ପ୍ରବଳ ଆକାଂକ୍ଷା
Serve (ସର୍ଭ୍) : To help or take care of someone : ସେବା କରିବା; ଯତ୍ନ ନେବା
Nurse (ନର୍ସ୍) : To care for a sick person : ରୋଗୀର ସେବା କରିବା; ଯତ୍ନ ନେବା
As soon as (ଆଜ୍ ସୁନ୍ ଆଜ୍) : Immediately after : ଯେତେ ଶୀଘ୍ର; ସଙ୍ଗେ ସଙ୍ଗେ
Hurry (ହରି) : Move or go quickly : ଶୀଘ୍ର ଯିବା; ତରବର ହେବା
Compulsory exercise (କମ୍ପଲସରି ଏକ୍ସରସାଇଜ୍) : Exercise that is required by rule : ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ; ନିୟମ ଅନୁସାରେ କରିବାକୁ ପଡ଼ୁଥିବା ବ୍ୟାୟାମ
Came in the way of (କେମ୍ ଇନ୍ ଦ ୱେ ଅଫ୍) : Created an obstacle; interfered with : ବାଧା ସୃଷ୍ଟି କଲା; ବାଧକ ହେଲା
Service (ସର୍ଭିସ୍) : Act of helping or caring for someone : ସେବା; ଯତ୍ନ
Requested (ରିକ୍ୱେଷ୍ଟିଡ୍) : Asked politely or formally : ଅନୁରୋଧ କଲେ; ଅନୁରୋଧ କରିଲେ
Exempt (ଇଗ୍ଜେମ୍ପ୍ଟ୍) : Free from a duty or rule : ନିୟମ ବା କର୍ତ୍ତବ୍ୟରୁ ମୁକ୍ତ; ଛାଡ଼ପ୍ରାପ୍ତ
Free (ଫ୍ରି) : Not occupied or not required to do something : ମୁକ୍ତ; କୌଣସି କାର୍ଯ୍ୟରେ ବ୍ୟସ୍ତ ନଥିବା
Listen to (ଲିସନ୍ ଟୁ) : Pay attention to what someone says : କାହାର କଥା ଶୁଣିବା; ଧ୍ୟାନ ଦେବା
It happened that (ଇଟ୍ ହ୍ୟାପେନ୍ଡ୍ ଦ୍ୟାଟ୍) : It occurred that : ଏପରି ଘଟିଲା ଯେ; ଘଟଣାକ୍ରମେ
Afternoon (ଆଫ୍ଟରନୁନ୍) : The part of the day after noon : ଅପରାହ୍ଣ; ମଧ୍ୟାହ୍ନ ପରବର୍ତ୍ତୀ ସମୟ
Watch (ୱାଚ୍) : A small timepiece worn or carried to know the time : ହାତଘଡ଼ି; ସମୟ ଜାଣିବାର ଯନ୍ତ୍ର
Clouds (କ୍ଲାଉଡ୍ସ) : Masses of water vapour in the sky : ମେଘ; ଆକାଶରେ ଥିବା ଜଳବାଷ୍ପର ସମୂହ
Deceived (ଡିସିଭ୍ଡ୍) : Misled; caused to believe something incorrectly : ଭ୍ରମିତ କଲା; ଭୁଲ ବୁଝାଇଲା
Reached (ରିଚ୍ଡ୍) : Arrived at a place : ପହଞ୍ଚିଲେ; ଆସି ପହଞ୍ଚିଲେ
Examining (ଇଗ୍ଜାମିନିଙ୍ଗ୍) : Checking or inspecting carefully : ଯାଞ୍ଚ କରିବା; ପରୀକ୍ଷା କରିବା
Roll (ରୋଲ୍) : An official list of students : ଛାତ୍ରମାନଙ୍କ ନାମ ତାଲିକା; ଉପସ୍ଥିତି ତାଲିକା
Marked absent (ମାର୍କ୍ଟ୍ ଅବ୍ସେଣ୍ଟ୍) : Recorded as not being present : ଅନୁପସ୍ଥିତ ବୋଲି ଲେଖାଗଲା; ଅନୁପସ୍ଥିତ ଚିହ୍ନିତ ହେଲା
Being asked (ବିଇଙ୍ଗ୍ ଆସ୍କ୍ଟ୍) : When asked : ପଚରାଯିବାରୁ; ପଚରାଯାଇଥିବା ବେଳେ
Reason of absence (ରିଜନ୍ ଅଫ୍ ଅବ୍ସେନ୍ସ୍) : Cause for not being present : ଅନୁପସ୍ଥିତିର କାରଣ
Refused (ରିଫ୍ୟୁଜ୍ଡ୍) : Declined; was unwilling to accept : ମନା କଲେ; ଅସ୍ୱୀକାର କଲେ
Believe (ବିଲିଭ୍) : Accept something as true : ବିଶ୍ୱାସ କରିବା; ସତ୍ୟ ବୋଲି ମାନିବା
Ordered (ଅର୍ଡର୍ଡ୍) : Gave an instruction or command : ଆଦେଶ ଦେଲେ; ନିର୍ଦ୍ଦେଶ ଦେଲେ
Fine (ଫାଇନ୍) : Money paid as punishment : ଜରିମାନା; ଦଣ୍ଡସ୍ୱରୂପ ଦିଆଯାଉଥିବା ଅର୍ଥ
Annas (ଆନାସ୍) : An old Indian unit of money; sixteen annas made one rupee : ପୁରୁଣା ଭାରତୀୟ ମୁଦ୍ରାର ଏକ ଏକକ; ଷୋହଳ ଆନାରେ ଏକ ଟଙ୍କା ହେଉଥିଲା

Summary

The extract “At the High School” is taken from Mahatma Gandhi’s autobiography My Experiments with Truth. In this passage, Gandhi recalls his experiences as a schoolboy and describes his academic performance, his strong concern for good character, his dislike of physical exercises, and an incident in which he was punished for being absent from gymnastics.

Gandhi begins by saying that he was not considered a foolish or unintelligent student at high school. He enjoyed the affection and goodwill of his teachers. Every year, certificates describing the students’ progress and character were sent to their parents. Gandhi never received a bad certificate. He also won prizes after passing the second standard. In the fifth and sixth standards, he received scholarships of four and ten rupees respectively. However, Gandhi was modest about these achievements. He believed that his success was due more to good luck than to his own ability or merit.

Gandhi explains that he never had a very high opinion of his intellectual abilities. Therefore, whenever he won a prize or scholarship, he felt surprised rather than proud. However, he valued his character very highly. He was extremely sensitive about his moral conduct and could not tolerate even the slightest criticism of his character. If a teacher rebuked him because he had genuinely done something wrong, or even seemed to have done something wrong, Gandhi found it extremely painful. He would become so emotional that he would cry.

Gandhi recalls an incident from his first or second standard when he received corporal punishment. The punishment itself did not hurt him as much as the fact that the teacher believed that he deserved it. He cried bitterly because he felt deeply wounded by the judgment against his character. He remembers another similar incident when he was in the seventh standard.

At that time, Dorabji Edulji Gimi was the headmaster. Gandhi describes him as a popular and capable headmaster who was strict about discipline, systematic in his work, and a good teacher. He introduced gymnastics and cricket as compulsory activities for boys of the upper standards. Gandhi disliked both activities. Before they became compulsory, he had avoided gymnastics, cricket and football altogether. One reason for his avoidance was his shyness, which he later realized was a weakness on his part.

Gandhi also had a mistaken idea that physical exercise had nothing to do with education. He believed that education was mainly concerned with the mind. However, as an older and wiser man, he realized that he had been wrong. He came to understand that physical training is just as important as mental training and should have an important place in the school curriculum.

Gandhi then explains the deeper reason for his dislike of compulsory exercise. His father was ill, and Gandhi had a strong desire to serve and care for him. As soon as school ended, he would hurry home so that he could nurse his father. He felt that compulsory gymnastics prevented him from carrying out this duty. Therefore, he requested Headmaster Gimi to exempt him from gymnastics so that he could spend the time serving his father. However, Gimi did not accept his request.

An incident then occurred that led to Gandhi being punished. One Saturday, the students had school in the morning and were required to return to school for gymnastics at four o’clock in the afternoon. Gandhi did not own a watch, so he had to judge the time by observing the sky. Unfortunately, the clouds deceived him, and he reached the school only after the other boys had already left. As a result, he was marked absent in the attendance register.

The following day, Headmaster Gimi noticed Gandhi’s absence and asked him to explain why he had not attended the gymnastics session. Gandhi honestly told him that he had been misled by the clouds and therefore had arrived late. However, Gimi did not believe his explanation. He ordered Gandhi to pay a fine of one or two annas.

The incident deeply affected Gandhi because he was not only punished but also not believed when he was telling the truth. This episode reveals one of the most important qualities of Gandhi’s personality: his deep attachment to truth, honesty and good character. It also shows that even during his school days, he was highly sensitive to questions of moral conduct and deeply concerned about being regarded as an honest and well-behaved person.

Overall, the extract presents Gandhi not as an exceptionally brilliant student, but as a modest, sensitive, disciplined and morally conscious boy. He openly admits his weaknesses, such as shyness and his dislike of physical exercise, and importantly, he recognizes that some of his earlier ideas were mistaken. His reflections show the development of his mature philosophy that education should develop both the mind and the body, while honesty, character and truthfulness should remain central to a person’s life.

ଓଡ଼ିଆ ଅନୁବାଦ

ଏହି ଅଂଶଟି ମହାତ୍ମା ଗାନ୍ଧୀଙ୍କ ଆତ୍ମଜୀବନୀ My Experiments with Truth (ସତ୍ୟ ସହ ମୋର ପରୀକ୍ଷା) ରୁ ଗୃହୀତ। ଏଥିରେ ଗାନ୍ଧୀଜୀ ତାଙ୍କର ସ୍କୁଲ ଜୀବନର ଅନୁଭୂତି, ପାଠପଢ଼ାରେ ତାଙ୍କର ଦକ୍ଷତା, ଚରିତ୍ର ପ୍ରତି ତାଙ୍କର ଗଭୀର ଯତ୍ନ, ଶାରୀରିକ ବ୍ୟାୟାମ ପ୍ରତି ତାଙ୍କର ଅନାଗ୍ରହ ଏବଂ ଜିମ୍ନାଷ୍ଟିକ୍ସରେ ଅନୁପସ୍ଥିତ ରହିବା ଯୋଗୁଁ ମିଳିଥିବା ଦଣ୍ଡ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି।

ଗାନ୍ଧୀଜୀ ପ୍ରଥମେ କହିଛନ୍ତି ଯେ ହାଇସ୍କୁଲରେ ତାଙ୍କୁ ମୂର୍ଖ କିମ୍ବା ଅଜ୍ଞ ଛାତ୍ର ବୋଲି ବିବେଚନା କରାଯାଉନଥିଲା। ସେ ସବୁବେଳେ ତାଙ୍କ ଶିକ୍ଷକମାନଙ୍କର ସ୍ନେହ ଓ ଆଦର ପାଉଥିଲେ। ପ୍ରତିବର୍ଷ ଛାତ୍ରମାନଙ୍କର ପାଠପଢ଼ାର ଅଗ୍ରଗତି ଓ ଚରିତ୍ର ସମ୍ପର୍କରେ ପ୍ରମାଣପତ୍ର ସେମାନଙ୍କର ପିତାମାତାଙ୍କ ପାଖକୁ ପଠାଯାଉଥିଲା। ଗାନ୍ଧୀଜୀ କେବେ ମଧ୍ୟ ଖରାପ ପ୍ରମାଣପତ୍ର ପାଇନଥିଲେ। ଦ୍ୱିତୀୟ ଶ୍ରେଣୀ ପାସ୍ କରିବା ପରେ ସେ ବିଭିନ୍ନ ପୁରସ୍କାର ମଧ୍ୟ ପାଇଥିଲେ। ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଶ୍ରେଣୀରେ ସେ ଯଥାକ୍ରମେ ଚାରି ଟଙ୍କା ଓ ଦଶ ଟଙ୍କାର ବୃତ୍ତି ପାଇଥିଲେ। କିନ୍ତୁ ସେ ଏହି ସଫଳତା ପାଇଁ ନିଜର ଯୋଗ୍ୟତା ଅପେକ୍ଷା ଭାଗ୍ୟକୁ ଅଧିକ ଶ୍ରେୟ ଦେଇଥିଲେ।

ଗାନ୍ଧୀଜୀ କହିଛନ୍ତି ଯେ ନିଜର ବୁଦ୍ଧି ଓ ଦକ୍ଷତା ଉପରେ ତାଙ୍କର ବିଶେଷ ଗର୍ବ ନଥିଲା। ତେଣୁ ଯେତେବେଳେ ସେ କୌଣସି ପୁରସ୍କାର କିମ୍ବା ବୃତ୍ତି ପାଉଥିଲେ, ସେ ଗର୍ବିତ ହେବା ପରିବର୍ତ୍ତେ ଆଶ୍ଚର୍ଯ୍ୟ ହେଉଥିଲେ। କିନ୍ତୁ ନିଜର ଚରିତ୍ର ପ୍ରତି ସେ ଅତ୍ୟନ୍ତ ସଚେତନ ଥିଲେ। ଚରିତ୍ରରେ ସାମାନ୍ୟ ଦୋଷ ବା କଳଙ୍କ ମଧ୍ୟ ତାଙ୍କୁ ଗଭୀର ଭାବରେ ବ୍ୟଥିତ କରୁଥିଲା। ଯଦି କୌଣସି ଶିକ୍ଷକ ତାଙ୍କୁ ତାଙ୍କର ଭୁଲ ପାଇଁ ଭର୍ତ୍ସନା କରୁଥିଲେ, ତେବେ ସେ ତାହାକୁ ସହ୍ୟ କରିପାରୁନଥିଲେ ଏବଂ କାନ୍ଦି ପକାଉଥିଲେ।

ଗାନ୍ଧୀଜୀ ତାଙ୍କର ପ୍ରଥମ କିମ୍ବା ଦ୍ୱିତୀୟ ଶ୍ରେଣୀର ଏକ ଘଟଣା ମନେ ପକାଇଛନ୍ତି। ସେତେବେଳେ ତାଙ୍କୁ ଶାରୀରିକ ଦଣ୍ଡ ଦିଆଯାଇଥିଲା। ଦଣ୍ଡ ପାଇବା ତାଙ୍କୁ ଯେତିକି କଷ୍ଟ ଦେଇନଥିଲା, ତାହାଠାରୁ ଅଧିକ କଷ୍ଟ ଦେଇଥିଲା ଯେ ଶିକ୍ଷକ ତାଙ୍କୁ ଦଣ୍ଡ ପାଇବା ଯୋଗ୍ୟ ବୋଲି ଭାବିଥିଲେ। ଏହି କଥା ତାଙ୍କ ମନକୁ ଏତେ ଆଘାତ ଦେଇଥିଲା ଯେ ସେ ଅତ୍ୟନ୍ତ ଦୁଃଖରେ କାନ୍ଦିଥିଲେ। ସପ୍ତମ ଶ୍ରେଣୀରେ ପଢ଼ୁଥିବା ସମୟରେ ମଧ୍ୟ ଏହିପରି ଆଉ ଏକ ଘଟଣା ଘଟିଥିଲା।

ସେ ସମୟରେ ଦୋରାବଜୀ ଏଡୁଲଜୀ ଗିମି ତାଙ୍କ ସ୍କୁଲର ପ୍ରଧାନଶିକ୍ଷକ ଥିଲେ। ସେ ଛାତ୍ରମାନଙ୍କ ମଧ୍ୟରେ ଲୋକପ୍ରିୟ ଥିଲେ, କାରଣ ସେ ଶୃଙ୍ଖଳାପ୍ରିୟ, ନିୟମିତ ଓ ସୁସଂଗଠିତ ଏବଂ ଜଣେ ଭଲ ଶିକ୍ଷକ ଥିଲେ। ସେ ଉଚ୍ଚ ଶ୍ରେଣୀର ଛାତ୍ରମାନଙ୍କ ପାଇଁ ଜିମ୍ନାଷ୍ଟିକ୍ସ ଓ କ୍ରିକେଟକୁ ବାଧ୍ୟତାମୂଳକ କରିଦେଇଥିଲେ।

ଗାନ୍ଧୀଜୀ ଏହି ଦୁଇଟି କ୍ରୀଡ଼ାକୁ ପସନ୍ଦ କରୁନଥିଲେ। ସେଗୁଡ଼ିକ ବାଧ୍ୟତାମୂଳକ ହେବା ପୂର୍ବରୁ ସେ ଜିମ୍ନାଷ୍ଟିକ୍ସ, କ୍ରିକେଟ କିମ୍ବା ଫୁଟବଲରେ କେବେ ମଧ୍ୟ ଭାଗ ନେଉନଥିଲେ। ଏହାର ଗୋଟିଏ କାରଣ ଥିଲା ତାଙ୍କର ଲାଜକୁଳା ସ୍ୱଭାବ। ପରେ ବଡ଼ ହେବା ପରେ ସେ ବୁଝିଥିଲେ ଯେ ଏପରି ଭାବରେ ନିଜକୁ ଅଲଗା ରଖିବା ତାଙ୍କର ଭୁଲ ଥିଲା।

ସେ ସମୟରେ ଗାନ୍ଧୀଜୀଙ୍କର ଏକ ଭୁଲ ଧାରଣା ଥିଲା ଯେ ଜିମ୍ନାଷ୍ଟିକ୍ସ ଭଳି ଶାରୀରିକ ବ୍ୟାୟାମର ଶିକ୍ଷା ସହିତ କୌଣସି ସମ୍ପର୍କ ନାହିଁ। କିନ୍ତୁ ପରବର୍ତ୍ତୀ ଜୀବନରେ ସେ ବୁଝିଥିଲେ ଯେ ଏହି ଧାରଣା ଭୁଲ। ସେ ଅନୁଭବ କରିଥିଲେ ଯେ ମାନସିକ ଶିକ୍ଷା ଯେତିକି ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ, ଶାରୀରିକ ଶିକ୍ଷା ମଧ୍ୟ ସେତିକି ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ। ତେଣୁ ବିଦ୍ୟାଳୟର ପାଠ୍ୟକ୍ରମରେ ଶାରୀରିକ ପ୍ରଶିକ୍ଷଣର ମଧ୍ୟ ଉଚିତ ସ୍ଥାନ ରହିବା ଦରକାର।

ଗାନ୍ଧୀଜୀ ତାଙ୍କର ବ୍ୟାୟାମ ପ୍ରତି ଅନାଗ୍ରହର ମୁଖ୍ୟ କାରଣ ମଧ୍ୟ କହିଛନ୍ତି। ତାଙ୍କ ପିତା ଅସୁସ୍ଥ ଥିଲେ ଏବଂ ଗାନ୍ଧୀଜୀଙ୍କର ତାଙ୍କ ପିତାଙ୍କର ସେବା କରିବା ପାଇଁ ଗଭୀର ଇଚ୍ଛା ଥିଲା। ସ୍କୁଲ ଛୁଟି ହେବା ମାତ୍ରେ ସେ ଘରକୁ ଦୌଡ଼ି ଯାଉଥିଲେ ଏବଂ ତାଙ୍କ ପିତାଙ୍କର ସେବା କରୁଥିଲେ। ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ତାଙ୍କୁ ପିତାଙ୍କ ସେବା କରିବାରୁ ବଞ୍ଚିତ କରୁଥିଲା। ତେଣୁ ସେ ପ୍ରଧାନଶିକ୍ଷକ ଗିମିଙ୍କୁ ଜିମ୍ନାଷ୍ଟିକ୍ସରୁ ଛାଡ଼ ଦେବାକୁ ଅନୁରୋଧ କରିଥିଲେ, ଯାହାଦ୍ୱାରା ସେ ତାଙ୍କ ପିତାଙ୍କର ସେବା କରିବା ପାଇଁ ସମୟ ପାଇପାରିବେ। କିନ୍ତୁ ପ୍ରଧାନଶିକ୍ଷକ ଗିମି ତାଙ୍କ ଅନୁରୋଧକୁ ଗ୍ରହଣ କରିନଥିଲେ।

ତା'ପରେ ଏକ ଶନିବାର ଦିନ ଏପରି ଏକ ଘଟଣା ଘଟିଲା ଯାହା ଫଳରେ ଗାନ୍ଧୀଜୀଙ୍କୁ ଦଣ୍ଡିତ ହେବାକୁ ପଡ଼ିଲା। ସେଦିନ ସକାଳେ ସ୍କୁଲ ଥିଲା ଏବଂ ଅପରାହ୍ନ ଚାରିଟା ବେଳେ ଜିମ୍ନାଷ୍ଟିକ୍ସ ପାଇଁ ପୁଣି ସ୍କୁଲକୁ ଆସିବାକୁ ଥିଲା। ଗାନ୍ଧୀଜୀଙ୍କ ପାଖରେ ଘଡ଼ି ନଥିଲା। ସେ ଆକାଶର ଅବସ୍ଥା ଦେଖି ସମୟ ଅନୁମାନ କରୁଥିଲେ। କିନ୍ତୁ ସେଦିନ ମେଘ ତାଙ୍କୁ ଭୁଲ ସମୟର ଅନୁମାନ ଦେଇଥିଲା। ଫଳରେ ସେ ସ୍କୁଲରେ ପହଞ୍ଚିବା ବେଳକୁ ଅନ୍ୟ ସମସ୍ତ ଛାତ୍ର ଚାଲିଯାଇଥିଲେ।

ପରଦିନ ପ୍ରଧାନଶିକ୍ଷକ ଗିମି ଉପସ୍ଥାନ ଖାତା ଯାଞ୍ଚ କରିବା ସମୟରେ ଦେଖିଲେ ଯେ ଗାନ୍ଧୀଜୀ ଅନୁପସ୍ଥିତ ଥିଲେ। ତାଙ୍କୁ ଅନୁପସ୍ଥିତିର କାରଣ ପଚରାଗଲା। ଗାନ୍ଧୀଜୀ ସତ୍ୟ କହିଲେ ଯେ ମେଘ ଯୋଗୁଁ ସେ ସମୟ ଠିକ୍ ଭାବେ ବୁଝିପାରିନଥିଲେ ଏବଂ ସ୍କୁଲରେ ପହଞ୍ଚିବା ବେଳକୁ ଅନ୍ୟ ଛାତ୍ରମାନେ ଚାଲିଯାଇଥିଲେ। କିନ୍ତୁ ପ୍ରଧାନଶିକ୍ଷକ ତାଙ୍କ କଥାକୁ ବିଶ୍ୱାସ କଲେ ନାହିଁ। ଶେଷରେ ସେ ଗାନ୍ଧୀଜୀଙ୍କୁ ଏକ କିମ୍ବା ଦୁଇ ଆନା ଜରିମାନା ଦେବାକୁ ଆଦେଶ ଦେଲେ।

ଏହି ଘଟଣା ଗାନ୍ଧୀଜୀଙ୍କ ମନକୁ ଗଭୀର ଭାବରେ ଆଘାତ କରିଥିଲା। କାରଣ ତାଙ୍କ ପାଇଁ ଦଣ୍ଡ ପାଇବାଠାରୁ ଅଧିକ କଷ୍ଟଦାୟକ ଥିଲା ଯେ ସେ ସତ୍ୟ କହିଥିଲେ ମଧ୍ୟ ତାଙ୍କ ଶିକ୍ଷକ ତାଙ୍କ କଥାକୁ ବିଶ୍ୱାସ କରିନଥିଲେ।

ସାର୍ବିକ ଭାବରେ, ଏହି ଅଂଶରେ ଗାନ୍ଧୀଜୀଙ୍କୁ ଜଣେ ଅସାଧାରଣ ମେଧାବୀ ଛାତ୍ର ଭାବରେ ନୁହେଁ, ବରଂ ଜଣେ ନମ୍ର, ସମ୍ବେଦନଶୀଳ, ଶୃଙ୍ଖଳାପରାୟଣ ଓ ଚରିତ୍ରବାନ୍ ଛାତ୍ର ଭାବରେ ଦେଖାଯାଇଛି। ସେ ନିଜର ଦୁର୍ବଳତା—ଯଥା ଲାଜକୁଳା ସ୍ୱଭାବ ଓ ଶାରୀରିକ ବ୍ୟାୟାମ ପ୍ରତି ଅନାଗ୍ରହ—କୁ ମଧ୍ୟ ସ୍ୱୀକାର କରିଛନ୍ତି। ସବୁଠାରୁ ବଡ଼ କଥା ହେଉଛି, ପରେ ସେ ନିଜର ପୁରୁଣା ଭୁଲ ଧାରଣାଗୁଡ଼ିକୁ ବୁଝିପାରିଥିଲେ। ତାଙ୍କ ଅନୁଭବରୁ ଏହା ସ୍ପଷ୍ଟ ହୁଏ ଯେ ଶିକ୍ଷା କେବଳ ମନର ବିକାଶ ନୁହେଁ; ଶରୀରର ବିକାଶ ମଧ୍ୟ ଆବଶ୍ୟକ। ଏହା ସହିତ ସତ୍ୟବାଦିତା, ଉତ୍ତମ ଚରିତ୍ର ଓ ନୈତିକତା ମଧ୍ୟ ଜୀବନର ଅତ୍ୟନ୍ତ ମୂଲ୍ୟବାନ ଅଂଶ।

One-Mark Questions

A. Very Short Answer Questions

1.    Who is the author of “At the High School”?
Ans. Mahatma Gandhi.

2.    From which book is the extract “At the High School” taken?
Ans. My Experiments with Truth.

3.    What is the name of Gandhi’s autobiography?
Ans. My Experiments with Truth.

4.    Where did Gandhi receive his early education?
Ans. At Rajkot English School.

5.    Where was Rajkot English School located?
Ans. In Rajkot, Gujarat.

6.    What did Rajkot English School later become?
Ans. Rajkot High School.

7.    When did Gandhi matriculate from the school?
Ans. In 1887.

8.    How old was Gandhi when he matriculated?
Ans. Eighteen years old.

9.    What was the school renamed after independence?
Ans. Mohandas Gandhi High School.

10. Why was the school renamed?
Ans. In honour of Mahatma Gandhi.

11. How was Gandhi regarded as a student at high school?
Ans. He was not regarded as a fool.

12. Whose affection did Gandhi enjoy at high school?
Ans. His teachers’ affection.

13. What certificates were sent to Gandhi’s parents every year?
Ans. Certificates of progress and character.

14. Did Gandhi ever receive a bad certificate?
Ans. No, he never did.

15. When did Gandhi begin winning prizes?
Ans. After he passed out of the second standard.

16. How much scholarship did Gandhi receive in the fifth standard?
Ans. Four rupees.

17. How much scholarship did Gandhi receive in the sixth standard?
Ans. Ten rupees.

18. What did Gandhi consider more responsible for his scholarships than his merit?
Ans. Good luck.

19. Did Gandhi have a high opinion of his own ability?
Ans. No, he did not.

20. How did Gandhi feel whenever he won prizes and scholarships?
Ans. He felt astonished.

21. What did Gandhi guard very jealously?
Ans. His character.

22. What did the least blemish on his character cause?
Ans. It caused tears in his eyes.

23. What did Gandhi find unbearable?
Ans. A rebuke from a teacher when he deserved or seemed to deserve it.

24. What kind of punishment did Gandhi once receive?
Ans. Corporal punishment.

25. When did Gandhi receive corporal punishment for the first time mentioned in the extract?
Ans. In the first or second standard.

26. What hurt Gandhi more than the corporal punishment?
Ans. The fact that he was considered deserving of the punishment.

27. How did Gandhi react to the punishment?
Ans. He wept piteously.

28. When did another similar incident occur?
Ans. When Gandhi was in the seventh standard.

29. Who was the headmaster when Gandhi was in the seventh standard?
Ans. Dorabji Edulji Gimi.

30. How was Mr Gimi regarded by the boys?
Ans. He was popular among them.

31. What kind of person was Mr Gimi?
Ans. He was a disciplinarian, a man of method and a good teacher.

32. What two activities did Mr Gimi make compulsory?
Ans. Gymnastics and cricket.

33. For whom were gymnastics and cricket made compulsory?
Ans. For the boys of the upper standards.

34. Did Gandhi like gymnastics?
Ans. No, he disliked it.

35. Did Gandhi like cricket?
Ans. No, he disliked it.

36. Which other sport did Gandhi avoid before it became compulsory?
Ans. Football.

37. What was one reason for Gandhi’s aloofness from games?
Ans. His shyness.

38. What did Gandhi later think about his shyness?
Ans. He thought it was wrong.

39. What false notion did Gandhi have about gymnastics?
Ans. He thought gymnastics had nothing to do with education.

40. What did Gandhi later realize about physical training?
Ans. It should have as much place in the curriculum as mental training.

41. What was Gandhi’s main reason for disliking compulsory exercise?
Ans. He wanted to serve his father.

42. Whom did Gandhi want to serve?
Ans. His father.

43. What did Gandhi do as soon as school closed?
Ans. He hurried home to serve his father.

44. What came in the way of Gandhi’s service to his father?
Ans. Compulsory exercise.

45. What did Gandhi request Mr Gimi to do?
Ans. He requested him to exempt him from gymnastics.

46. Why did Gandhi ask for exemption from gymnastics?
Ans. So that he could serve his father.

47. Did Mr Gimi grant Gandhi’s request?
Ans. No, he did not.

48. On which day did the important incident take place?
Ans. Saturday.

49. When did the boys have to come to school for gymnastics?
Ans. At four o’clock in the afternoon.

50. Did Gandhi have a watch?
Ans. No, he did not.

51. What deceived Gandhi about the time?
Ans. The clouds.

52. What happened before Gandhi reached the school?
Ans. All the boys had left.

53. What did the roll show the next day?
Ans. It showed Gandhi as absent.

54. Who examined the roll the next day?
Ans. Mr Gimi.

55. What did Mr Gimi ask Gandhi about?
Ans. The reason for his absence.

56. What did Gandhi tell Mr Gimi?
Ans. He told him that the clouds had deceived him about the time.

57. Did Mr Gimi believe Gandhi’s explanation?
Ans. No, he did not.

58. What did Mr Gimi order Gandhi to pay?
Ans. A fine.

59. How much was Gandhi ordered to pay as a fine?
Ans. One or two annas.

60. What does the incident reveal about Gandhi’s character?
Ans. It reveals his honesty and strong concern for his character.

B. One-Mark “Who/Whom” Questions

61. Who enjoyed the affection of his teachers?
Ans. Gandhi.

62. Who won prizes after passing out of the second standard?
Ans. Gandhi.

63. Who received scholarships of four and ten rupees?
Ans. Gandhi.

64. Who guarded his character very jealously?
Ans. Gandhi.

65. Who received corporal punishment?
Ans. Gandhi.

66. Who was the headmaster in Gandhi’s seventh standard?
Ans. Dorabji Edulji Gimi.

67. Who made gymnastics and cricket compulsory?
Ans. Dorabji Edulji Gimi.

68. Whom did Gandhi request to exempt him from gymnastics?
Ans. Mr Gimi.

69. Whom did Gandhi want to serve after school?
Ans. His father.

70. Who refused to believe Gandhi’s explanation for his absence?
Ans. Mr Gimi.

C. One-Mark “Why” Questions

71. Why was Gandhi astonished whenever he won prizes?
Ans. Because he did not have a high opinion of his ability.

72. Why did Gandhi weep when he received a rebuke?
Ans. Because he was extremely sensitive about his character.

73. Why did Gandhi dislike gymnastics and cricket?
Ans. He disliked physical exercises and wanted to serve his father.

74. Why did Gandhi avoid games before they became compulsory?
Ans. His shyness was one of the reasons.

75. Why did Gandhi later consider his attitude towards physical exercise wrong?
Ans. He realized that physical training was important for education.

76. Why did Gandhi want exemption from gymnastics?
Ans. He wanted to be free to serve his father.

77. Why did Gandhi fail to reach school on time on Saturday?
Ans. He had no watch and the clouds deceived him.

78. Why was Gandhi marked absent?
Ans. He reached school after all the boys had left.

79. Why did Mr Gimi order Gandhi to pay a fine?
Ans. He did not believe Gandhi’s explanation for his absence.

80. Why was the punishment especially painful to Gandhi?
Ans. He was deeply concerned about his character and disliked being considered at fault.

D. One-Mark Vocabulary Questions

81. What does “merit” mean in the passage?
Ans. Worth or ability.

82. What does “astonished” mean?
Ans. Greatly surprised.

83. What does “blemish” mean?
Ans. A fault or defect.

84. What does “rebuke” mean?
Ans. Severe criticism or scolding.

85. What does “corporal punishment” mean?
Ans. Physical punishment.

86. What does “disciplinarian” mean?
Ans. A person who strictly enforces discipline.

87. What does “aloofness” mean?
Ans. The state of keeping away from others.

88. What does “notion” mean?
Ans. An idea or belief.

89. What does “curriculum” mean?
Ans. The subjects and activities included in a course of study.

90. What does “exempt” mean?
Ans. To free someone from a duty or obligation.

91. What does “compulsory” mean?
Ans. Required or mandatory.

92. What does “annas” refer to?
Ans. An old Indian unit of currency.

93. What does “piously” mean in “wept piteously”?
Ans. In a deeply sorrowful or pitiful manner.

94. What does “upper standard” mean?
Ans. A higher class or grade in school.

95. What does “desert” mean in “considered my desert”?
Ans. Something that one deserves.

E. One-Mark Fact-Based Questions

96. How many rupees was Gandhi’s scholarship in the fifth standard?
Ans. Four rupees.

97. How many rupees was his scholarship in the sixth standard?
Ans. Ten rupees.

98. In which standards did Gandhi receive scholarships?
Ans. The fifth and sixth standards.

99. In which standard did Gandhi first receive corporal punishment mentioned in the passage?
Ans. The first or second standard.

100.               In which standard did the second similar incident occur?
Ans. The seventh standard.

101.               What activities were made compulsory by Mr Gimi?
Ans. Gymnastics and cricket.

102.               At what time was Gandhi required to attend gymnastics on Saturday?
Ans. Four o’clock in the afternoon.

103.               What prevented Gandhi from knowing the correct time?
Ans. He had no watch.

104.               What natural condition confused Gandhi?
Ans. The clouds.

105.               What happened to the other boys before Gandhi arrived?
Ans. They had all left.

106.               What did Gandhi’s attendance record show?
Ans. That he was absent.

107.               What did Mr Gimi ask Gandhi to explain?
Ans. His absence.

108.               What did Gandhi give as the reason for his absence?
Ans. The clouds had deceived him about the time.

109.               What did Mr Gimi impose on Gandhi?
Ans. A fine of one or two annas.

110.               What two forms of training does Gandhi compare?
Ans. Physical training and mental training.

111.               Which did Gandhi later consider equally important?
Ans. Physical and mental training.

112.               What quality of Gandhi is particularly evident in the passage?
Ans. His strong sense of character and truthfulness.

113.               What did Gandhi value more than prizes and scholarships?
Ans. His character.

114.               What did Gandhi consider responsible for his success in winning scholarships?
Ans. Good luck.

115.               What did Gandhi do immediately after school closed?
Ans. He hurried home to serve his father.

116.               What prevented Gandhi from serving his father immediately after school?
Ans. Compulsory gymnastics.

117.               What was Gandhi’s attitude towards his own ability?
Ans. He did not have a high regard for it.

118.               What was Gandhi’s attitude towards his character?
Ans. He guarded it very jealously.

119.               What did Gandhi later admit about his earlier belief concerning gymnastics?
Ans. He admitted that his belief that gymnastics had nothing to do with education was false.

120.               What important lesson about education did Gandhi learn?
Ans. Education should include both mental and physical training.

Multiple Choice Questions with Answers

MCQs: Set 1

1.    Who is the author of the extract “At the High School”?
a) Rabindranath Tagore
b) Mahatma Gandhi
c) Jawaharlal Nehru
d) Sarojini Naidu
Ans. b) Mahatma Gandhi

2.    “At the High School” is taken from Gandhi’s:
a) Hind Swaraj
b) The Story of My Experiments with Truth
c) India of My Dreams
d) Young India
Ans. b) The Story of My Experiments with Truth

3.    Where did Gandhi receive his early education?
a) Ahmedabad
b) Bombay
c) Rajkot
d) Surat
Ans. c) Rajkot

4.    Rajkot English School was situated in:
a) Maharashtra
b) Gujarat
c) Rajasthan
d) Punjab
Ans. b) Gujarat

5.    What did Rajkot English School later become?
a) Rajkot Public School
b) Rajkot National School
c) Rajkot High School
d) Gandhi High School
Ans. c) Rajkot High School

6.    In which year did Gandhi matriculate from the school?
a) 1885
b) 1886
c) 1887
d) 1888
Ans. c) 1887

7.    How old was Gandhi when he matriculated?
a) 16
b) 17
c) 18
d) 19
Ans. c) 18

8.    What was the school renamed after Indian independence?
a) Rajkot Gandhi School
b) Mohandas Gandhi High School
c) Mahatma Gandhi School
d) Gandhi Memorial High School
Ans. b) Mohandas Gandhi High School

9.    Why was the school renamed?
a) To celebrate its centenary
b) To honour Gandhi
c) To honour Mr Gimi
d) To celebrate independence
Ans. b) To honour Gandhi

10. How was Gandhi regarded at high school?
a) As a brilliant student
b) As a foolish student
c) As an average student
d) As a troublesome student
Ans. b) As a foolish student

11. Gandhi says that he was not regarded as a:
a) scholar
b) fool
c) leader
d) sportsman
Ans. b) fool

12. Whose affection did Gandhi always enjoy?
a) His classmates’
b) His parents’
c) His teachers’
d) His headmaster’s only
Ans. c) His teachers’

13. What was sent to Gandhi’s parents every year?
a) Examination papers
b) Certificates of progress and character
c) Letters from teachers
d) Scholarship applications
Ans. b) Certificates of progress and character

14. What kind of certificate did Gandhi never receive?
a) Scholarship certificate
b) Progress certificate
c) Character certificate
d) Bad certificate
Ans. d) Bad certificate

15. When did Gandhi begin winning prizes?
a) Before entering school
b) After passing the first standard
c) After passing the second standard
d) After passing the seventh standard
Ans. c) After passing the second standard

16. How much scholarship did Gandhi receive in the fifth standard?
a) Two rupees
b) Four rupees
c) Six rupees
d) Ten rupees
Ans. b) Four rupees

17. How much scholarship did Gandhi receive in the sixth standard?
a) Four rupees
b) Five rupees
c) Eight rupees
d) Ten rupees
Ans. d) Ten rupees

18. What did Gandhi consider more responsible for his scholarships than his merit?
a) His teachers
b) His parents
c) Good luck
d) Hard work
Ans. c) Good luck

19. Gandhi had ______ regard for his own ability.
a) very high
b) extremely high
c) no
d) not high
Ans. d) not high

20. How did Gandhi feel whenever he won prizes and scholarships?
a) Proud
b) Astonished
c) Angry
d) Embarrassed
Ans. b) Astonished

21. What did Gandhi guard very jealously?
a) His prizes
b) His scholarships
c) His character
d) His books
Ans. c) His character

22. What did the least little blemish on Gandhi’s character cause?
a) Anger
b) Fear
c) Tears
d) Laughter
Ans. c) Tears

23. What did Gandhi find unbearable?
a) Physical exercise
b) A teacher’s rebuke
c) Homework
d) Examinations
Ans. b) A teacher’s rebuke

24. What kind of punishment did Gandhi once receive?
a) Financial punishment
b) Suspension
c) Corporal punishment
d) Expulsion
Ans. c) Corporal punishment

25. In which standard did Gandhi first remember receiving corporal punishment?
a) First or second
b) Third or fourth
c) Fifth or sixth
d) Seventh
Ans. a) First or second

26. What hurt Gandhi more than the corporal punishment?
a) The pain of punishment
b) Losing his scholarship
c) Being considered deserving of it
d) Being sent home
Ans. c) Being considered deserving of it

27. How did Gandhi react to the punishment?
a) He became angry
b) He ran away
c) He laughed
d) He wept piteously
Ans. d) He wept piteously

28. Another similar incident occurred when Gandhi was in the:
a) fifth standard
b) sixth standard
c) seventh standard
d) eighth standard
Ans. c) seventh standard

29. Who was the headmaster when Gandhi was in the seventh standard?
a) Dorabji Edulji Gimi
b) Rajchandra Gimi
c) Mohandas Gimi
d) Edulji Gandhi
Ans. a) Dorabji Edulji Gimi

30. Mr Gimi was popular among the:
a) teachers
b) parents
c) boys
d) villagers
Ans. c) boys

31. Which of the following was NOT a quality of Mr Gimi?
a) He was a disciplinarian
b) He was a man of method
c) He was a good teacher
d) He was careless
Ans. d) He was careless

32. What did Mr Gimi make compulsory for upper-standard boys?
a) Swimming and football
b) Cricket and gymnastics
c) Cricket and swimming
d) Football and tennis
Ans. b) Cricket and gymnastics

33. Which activities did Gandhi dislike?
a) Reading and writing
b) Cricket and gymnastics
c) Music and drawing
d) Geography and arithmetic
Ans. b) Cricket and gymnastics

34. Before they became compulsory, Gandhi never took part in:
a) cricket, football or gymnastics
b) cricket, swimming or tennis
c) football, tennis or swimming
d) gymnastics, swimming or tennis
Ans. a) cricket, football or gymnastics

35. What was one reason for Gandhi’s aloofness from games?
a) Laziness
b) Shyness
c) Illness
d) Lack of money
Ans. b) Shyness

36. What did Gandhi later think about his shyness?
a) It was admirable
b) It was necessary
c) It was wrong
d) It was useful
Ans. c) It was wrong

37. What false notion did Gandhi have about gymnastics?
a) It was dangerous
b) It was expensive
c) It had nothing to do with education
d) It was only for older students
Ans. c) It had nothing to do with education

38. What did Gandhi later realize about physical training?
a) It was unnecessary
b) It should be excluded from school
c) It should have as much place as mental training
d) It was more important than education
Ans. c) It should have as much place as mental training

39. Why did Gandhi dislike compulsory exercise mainly?
a) He was physically weak
b) He wanted to serve his father
c) He wanted to study
d) He disliked his headmaster
Ans. b) He wanted to serve his father

40. Whom did Gandhi want to serve?
a) His mother
b) His teacher
c) His father
d) His friend
Ans. c) His father

41. What did Gandhi do as soon as school closed?
a) Went to play cricket
b) Went to the library
c) Hurried home to serve his father
d) Went to meet his friends
Ans. c) Hurried home to serve his father

42. What came directly in the way of Gandhi’s service to his father?
a) Homework
b) Examinations
c) Compulsory exercise
d) Cricket matches
Ans. c) Compulsory exercise

43. Whom did Gandhi request for exemption from gymnastics?
a) His father
b) His class teacher
c) Mr Gimi
d) His classmates
Ans. c) Mr Gimi

44. Why did Gandhi request exemption from gymnastics?
a) To study more
b) To serve his father
c) To play cricket
d) To go home early for recreation
Ans. b) To serve his father

45. Did Mr Gimi accept Gandhi’s request?
a) Yes
b) No
c) He postponed it
d) He asked Gandhi to decide
Ans. b) No

46. On which day did Gandhi have to return to school for gymnastics?
a) Monday
b) Wednesday
c) Friday
d) Saturday
Ans. d) Saturday

47. At what time did Gandhi have to come to school for gymnastics?
a) 2 p.m.
b) 3 p.m.
c) 4 p.m.
d) 5 p.m.
Ans. c) 4 p.m.

48. What did Gandhi not possess when he had to judge the time?
a) A calendar
b) A watch
c) A clock
d) A bell
Ans. b) A watch

49. What deceived Gandhi about the time?
a) The sun
b) His classmates
c) The clouds
d) The school bell
Ans. c) The clouds

50. What had happened before Gandhi reached school?
a) The teacher had arrived
b) The boys had all left
c) The school had closed permanently
d) The examination had begun
Ans. b) The boys had all left

51. What did Mr Gimi find when he examined the roll the next day?
a) Gandhi was late
b) Gandhi was absent
c) Gandhi had left school
d) Gandhi had changed his class
Ans. b) Gandhi was absent

52. What was Gandhi asked to explain?
a) His poor marks
b) His behaviour
c) His absence
d) His dislike of cricket
Ans. c) His absence

53. What did Gandhi tell Mr Gimi?
a) He had been ill
b) He had forgotten the time
c) The clouds had deceived him
d) He had gone to play football
Ans. c) The clouds had deceived him

54. Did Mr Gimi believe Gandhi’s explanation?
a) Yes
b) No
c) Partly
d) At first
Ans. b) No

55. What did Mr Gimi order Gandhi to pay?
a) A scholarship
b) A fine
c) A fee
d) A donation
Ans. b) A fine

56. How much was the fine?
a) One or two rupees
b) Two or three annas
c) One or two annas
d) Four annas
Ans. c) One or two annas

MCQs: Set 2

57. Which quality of Gandhi is most clearly shown by his concern for his character?
a) Pride
b) Moral sensitivity
c) Ambition
d) Competitiveness
Ans. b) Moral sensitivity

58. Gandhi’s reaction to winning scholarships shows that he was:
a) proud
b) boastful
c) modest
d) jealous
Ans. c) modest

59. Gandhi attributed his scholarships mainly to:
a) extraordinary intelligence
b) hard work alone
c) good luck
d) his teachers’ favour
Ans. c) good luck

60. The expression “guarded my character” means:
a) protected his reputation and moral conduct
b) hid his character from others
c) changed his character
d) ignored his mistakes
Ans. a) protected his reputation and moral conduct

61. The word “blemish” means:
a) reward
b) fault
c) success
d) punishment
Ans. b) fault

62. The word “rebuke” means:
a) praise
b) reward
c) scolding
d) encouragement
Ans. c) scolding

63. The word “aloofness” means:
a) friendliness
b) participation
c) keeping oneself apart
d) leadership
Ans. c) keeping oneself apart

64. The word “exempt” means:
a) punish
b) free from an obligation
c) encourage
d) invite
Ans. b) free from an obligation

65. The word “compulsory” means:
a) optional
b) voluntary
c) mandatory
d) unnecessary
Ans. c) mandatory

66. The word “disciplinarian” refers to a person who:
a) avoids rules
b) strictly maintains discipline
c) dislikes students
d) teaches only sports
Ans. b) strictly maintains discipline

67. Which of the following best describes Gandhi as presented in the passage?
a) Proud and aggressive
b) Careless and dishonest
c) Sensitive and morally conscious
d) Lazy and disobedient
Ans. c) Sensitive and morally conscious

68. What did Gandhi value more than academic success?
a) Wealth
b) Popularity
c) Character
d) Sports
Ans. c) Character

69. Why did Gandhi consider his earlier view of physical education wrong?
a) He later became a sportsman
b) He realized physical development was an important part of education
c) His teacher forced him to change his opinion
d) His father told him to change it
Ans. b) He realized physical development was an important part of education

70. The passage shows that Gandhi was particularly attached to:
a) sports
b) money
c) his father
d) prizes
Ans. c) his father

71. What prevented Gandhi from reaching school on time?
a) Heavy rain
b) Lack of a watch and misleading clouds
c) Illness
d) A broken bicycle
Ans. b) Lack of a watch and misleading clouds

72. Why was Gandhi’s absence particularly painful to him?
a) He lost a prize
b) He was not believed despite telling the truth
c) He missed his examination
d) He was expelled
Ans. b) He was not believed despite telling the truth

73. Which theme is strongly reflected in the passage?
a) Wealth and poverty
b) Truth and character
c) Adventure and courage
d) Friendship and rivalry
Ans. b) Truth and character

74. What does Gandhi’s later reflection on gymnastics demonstrate?
a) His unwillingness to change
b) His ability to recognize and correct his mistakes
c) His hatred of education
d) His dislike of teachers
Ans. b) His ability to recognize and correct his mistakes

75. According to Gandhi’s mature understanding, education should develop:
a) only the mind
b) only the body
c) both the body and the mind
d) only character
Ans. c) both the body and the mind

76. Which of the following was NOT a reason for Gandhi’s dislike of physical exercise?
a) His shyness
b) His desire to serve his father
c) His false belief about education
d) His dislike of his classmates
Ans. d) His dislike of his classmates

77. Gandhi’s attitude towards his own achievements can best be described as:
a) boastful
b) humble
c) arrogant
d) competitive
Ans. b) humble

78. What does Gandhi’s response to punishment reveal about him?
a) He was insensitive
b) He was highly sensitive to moral judgment
c) He disliked all teachers
d) He was afraid of physical pain only
Ans. b) He was highly sensitive to moral judgment

79. Mr Gimi can best be described as:
a) careless and weak
b) strict and systematic
c) lazy and indifferent
d) friendly but undisciplined
Ans. b) strict and systematic

80. The incident involving the fine mainly highlights Gandhi’s:
a) dishonesty
b) athletic ability
c) commitment to truth
d) academic brilliance
Ans. c) commitment to truth

MCQs: Set 3

81. How many rupees did Gandhi receive in scholarships altogether in the fifth and sixth standards?
a) 10
b) 12
c) 14
d) 16
Ans. c) 14

82. Which combination correctly represents Gandhi’s scholarships?
a) 4 rupees in the fifth and 10 in the sixth
b) 10 rupees in the fifth and 4 in the sixth
c) 4 rupees in both standards
d) 10 rupees in both standards
Ans. a) 4 rupees in the fifth and 10 in the sixth

83. Which of the following was Gandhi NOT noted for according to the lead-in?
a) Good English
b) Fair Arithmetic
c) Good conduct
d) Excellent handwriting
Ans. d) Excellent handwriting

84. Gandhi was described as weak in:
a) English
b) Arithmetic
c) Geography
d) History
Ans. c) Geography

85. Gandhi was described as good in:
a) Geography
b) English
c) handwriting
d) cricket
Ans. b) English

86. Gandhi was described as fair in:
a) Arithmetic
b) English
c) Geography
d) Geography and cricket
Ans. a) Arithmetic

87. According to the lead-in, Gandhi was good in:
a) handwriting
b) conduct
c) geography
d) cricket
Ans. b) conduct

88. According to the lead-in, Gandhi was bad at:
a) English
b) Arithmetic
c) Geography
d) handwriting
Ans. d) handwriting

89. The word “matriculated” means:
a) entered primary school
b) completed a course or passed the matriculation examination
c) received a scholarship
d) became a teacher
Ans. b) completed a course or passed the matriculation examination

90. Gandhi’s autobiography describes his:
a) political career only
b) experiments with truth
c) school curriculum only
d) experiences as a lawyer only
Ans. b) experiments with truth

91. What did Gandhi think was more important than the punishment itself?
a) The amount of the punishment
b) The teacher’s opinion that he deserved it
c) The reaction of his classmates
d) His parents’ response
Ans. b) The teacher’s opinion that he deserved it

92. Which of the following best explains Gandhi’s tears after being rebuked?
a) He feared losing his scholarship
b) He cared deeply about his moral character
c) He disliked school
d) He wanted sympathy
Ans. b) He cared deeply about his moral character

93. Why did Gandhi call his earlier idea about gymnastics a “false notion”?
a) He later realized physical training was part of education
b) Gymnastics was too difficult
c) He learned that games were compulsory
d) His father disliked gymnastics
Ans. a) He later realized physical training was part of education

94. What did Gandhi’s shyness make him do?
a) Participate actively in games
b) Keep away from physical activities
c) Become headmaster
d) Win cricket matches
Ans. b) Keep away from physical activities

95. Why did Gandhi hurry home after school?
a) To study
b) To play
c) To serve his father
d) To meet his friends
Ans. c) To serve his father

96. What prevented Gandhi from spending the afternoon serving his father?
a) Homework
b) Compulsory gymnastics
c) Cricket practice at home
d) His teacher’s visit
Ans. b) Compulsory gymnastics

97. Why could Gandhi not know the exact time on the Saturday mentioned?
a) The school clock was broken
b) He had no watch
c) His teacher gave him the wrong time
d) He forgot the time
Ans. b) He had no watch

98. What did Gandhi use to judge the time?
a) His watch
b) The school bell
c) The appearance of the sky and clouds
d) His friend’s clock
Ans. c) The appearance of the sky and clouds

99. What happened when Gandhi finally reached school?
a) Gymnastics was about to begin
b) The boys had already left
c) Mr Gimi was waiting for him
d) The school was closed for a holiday
Ans. b) The boys had already left

100.               What did Mr Gimi do after finding Gandhi absent?
a) Praised him
b) Excused him
c) Asked him for an explanation and imposed a fine
d) Suspended him
Ans. c) Asked him for an explanation and imposed a fine

MCQs: Set 4

101.               Why is Gandhi’s modesty significant in the passage?
a) He denied all his achievements
b) He attributed his academic success to luck rather than boasting about his ability
c) He disliked education
d) He wanted to avoid school
Ans. b) He attributed his academic success to luck rather than boasting about his ability

102.               What does Gandhi’s extreme concern about his character suggest?
a) He cared more about reputation than truth
b) He possessed a strong moral conscience
c) He feared his classmates
d) He wanted more prizes
Ans. b) He possessed a strong moral conscience

103.               Which contrast is most clearly presented in the passage?
a) Wealth and poverty
b) Mental training and physical training
c) Teachers and parents
d) Boys and girls
Ans. b) Mental training and physical training

104.               Gandhi’s later reflection on his school days shows his ability to:
a) hide his weaknesses
b) criticize others
c) examine his own mistakes honestly
d) exaggerate his achievements
Ans. c) examine his own mistakes honestly

105.               What central lesson about education emerges from the passage?
a) Academic prizes are the most important part of education
b) Physical training should be excluded
c) Education should develop both body and mind
d) Students should avoid sports
Ans. c) Education should develop both body and mind

106.               What does Gandhi’s desire to serve his father reveal?
a) His sense of family duty
b) His dislike of school
c) His ambition
d) His laziness
Ans. a) His sense of family duty

107.               Why is the Saturday incident important in understanding Gandhi?
a) It shows his athletic ability
b) It illustrates his honesty and sensitivity to being wrongly judged
c) It shows his love for cricket
d) It proves that he disliked his teachers
Ans. b) It illustrates his honesty and sensitivity to being wrongly judged

108.               Which statement is TRUE about Gandhi according to the extract?
a) He considered himself a brilliant student.
b) He never won any prize.
c) He valued character highly.
d) He loved compulsory gymnastics.
Ans. c) He valued character highly

109.               Which statement is FALSE according to the extract?
a) Gandhi received scholarships.
b) Gandhi enjoyed his teachers’ affection.
c) Gandhi loved gymnastics from the beginning.
d) Gandhi wanted to serve his father.
Ans. c) Gandhi loved gymnastics from the beginning

110. Which quality connects Gandhi’s school experiences with his later life?
     a) Love of wealth
     b) Concern for truth and character
     c) Love of competitive sports
     d) Desire for academic fame
     Ans. b) Concern for truth and character

2.5-Mark Questions 

1. How was Gandhi regarded as a student at high school?

Ans. Gandhi was not regarded as a fool at high school. He enjoyed the affection of his teachers and never received a bad certificate. He won prizes and scholarships, although he modestly attributed his success more to good luck than to his own merit.

2. What certificates were sent to Gandhi’s parents every year?

Ans. Every year, certificates describing Gandhi’s progress and character were sent to his parents. Gandhi states that he never received a bad certificate. These certificates reflected both his academic progress and his conduct, showing that he was generally regarded as a well-behaved student.

3. What prizes and scholarships did Gandhi receive at school?

Ans. Gandhi won prizes after passing the second standard. In the fifth standard, he received a scholarship of four rupees, and in the sixth standard, ten rupees. However, he believed that good luck, rather than exceptional merit, was mainly responsible for these achievements.

4. Why was Gandhi astonished whenever he won prizes and scholarships?

Ans. Gandhi did not have a high opinion of his own ability. Therefore, whenever he won a prize or scholarship, he felt surprised rather than proud. His reaction shows his modesty and his belief that his academic achievements were not entirely due to exceptional merit.

5. How important was character to Gandhi?

Ans. Character was extremely important to Gandhi. He guarded it very carefully and could not tolerate even the slightest blemish on it. A teacher’s rebuke caused him great pain because he was deeply concerned about being considered morally wrong or undeserving.

6. How did Gandhi react when his character was questioned?

Ans. Gandhi was extremely sensitive when his character was questioned. Even a minor blemish could bring tears to his eyes. If a teacher rebuked him for something he deserved or seemed to deserve, he found the experience unbearable and became deeply distressed.

7. Describe Gandhi’s experience of corporal punishment.

Ans. Gandhi remembered receiving corporal punishment when he was in the first or second standard. The physical punishment itself did not trouble him as much as being considered deserving of it. He wept bitterly because the teacher’s judgment hurt his sensitive moral conscience.

8. Who was Dorabji Edulji Gimi? What qualities did he possess?

Ans. Dorabji Edulji Gimi was Gandhi’s headmaster when Gandhi was in the seventh standard. He was popular among the boys and was known as a strict disciplinarian, a systematic man, and a good teacher who maintained discipline and order in school.

9. What activities did Mr Gimi make compulsory for upper-standard boys?

Ans. Mr Gimi made gymnastics and cricket compulsory for boys of the upper standards. Gandhi disliked both activities and had previously avoided gymnastics, cricket and football. He later realized that his dislike of physical training was based partly on a mistaken belief.

10. Why did Gandhi avoid physical exercises and games?

Ans. Gandhi avoided physical exercises mainly because of his shyness and his desire to serve his father. He also wrongly believed that gymnastics had nothing to do with education. Later, he admitted that this belief was false and recognized the importance of physical training.

11. What role did shyness play in Gandhi’s school life?

Ans. Gandhi’s shyness was one reason why he kept away from games and physical activities. He avoided cricket, football and gymnastics before they became compulsory. Looking back as an adult, he admitted that this aloofness caused by shyness was wrong.

12. What false notion did Gandhi have about gymnastics?

Ans. Gandhi once believed that gymnastics had nothing to do with education. He thought education was mainly concerned with mental development. Later, however, he realized that this was a false notion and that physical training deserved as much importance in education as mental training.

13. What did Gandhi later realize about physical and mental training?

Ans. Gandhi later realized that physical training was as important as mental training. He believed that both should have an appropriate place in the curriculum. This realization shows how his understanding of education developed with experience and maturity during his later life.

14. Why did Gandhi want to be exempted from gymnastics?

Ans. Gandhi wanted exemption from gymnastics because he wished to serve his father after school. As soon as school closed, he hurried home to nurse him. Compulsory exercise interfered directly with this responsibility, so he requested Mr Gimi to excuse him.

15. What was Gandhi’s relationship with his father at this stage?

Ans. Gandhi felt a strong sense of duty towards his father. He eagerly wanted to serve and nurse him. As soon as school ended, he would hurry home to care for him. His desire to serve his father influenced his attitude towards compulsory gymnastics.

16. Why did Mr Gimi refuse to exempt Gandhi from gymnastics?

Ans. Gandhi requested Mr Gimi to exempt him from gymnastics so that he could serve his father. However, Mr Gimi refused to accept the request. Since gymnastics was compulsory for upper-standard boys, Gandhi was expected to follow the school’s rule.

17. What happened on the Saturday when Gandhi missed gymnastics?

Ans. One Saturday, Gandhi had to return to school at four in the afternoon for gymnastics. He had no watch, and the clouds deceived him about the time. When he reached school, all the boys had already left, so he was marked absent.

18. Why could Gandhi not reach school at the proper time on Saturday?

Ans. Gandhi had no watch to tell him the exact time. He depended on the appearance of the sky, but the clouds deceived him. Consequently, he arrived at school after the other boys had already left following the gymnastics session.

19. What happened when Mr Gimi examined the roll the next day?

Ans. The next day, Mr Gimi examined the attendance roll and found Gandhi marked absent. He asked Gandhi to explain his absence. Gandhi honestly explained what had happened, but Mr Gimi refused to believe him and ordered him to pay a fine.

20. What explanation did Gandhi give for his absence?

Ans. Gandhi explained that he had no watch and that the clouds had deceived him about the time. He therefore reached school after the other boys had left. He gave this explanation honestly, but Mr Gimi did not believe him.

21. Why did Mr Gimi order Gandhi to pay a fine?

Ans. Mr Gimi found Gandhi marked absent from the gymnastics session. When Gandhi explained that the clouds had deceived him about the time, Mr Gimi refused to believe his explanation. Therefore, he ordered Gandhi to pay a fine of one or two annas.

22. How did Gandhi feel when his explanation was not believed?

Ans. Gandhi was deeply affected when his truthful explanation was not believed. Throughout the passage, he shows great sensitivity towards questions of character and honesty. Being treated as though he had deliberately been absent was therefore especially painful to him.

23. What does the passage reveal about Gandhi’s personality as a student?

Ans. The passage presents Gandhi as modest, sensitive, honest and morally conscious. He did not boast about his achievements and valued character more than prizes. He also openly admitted his weaknesses and later recognized that some of his earlier beliefs were mistaken.

24. How does Gandhi show his modesty in the passage?

Ans. Gandhi shows his modesty by refusing to take excessive credit for his academic achievements. Although he won prizes and scholarships, he was astonished by them and believed good luck contributed more than his merit. He therefore did not consider himself exceptionally brilliant.

25. Why is Gandhi’s attitude towards his academic achievements significant?

Ans. Gandhi’s attitude demonstrates his humility. Although he won prizes and scholarships, he did not become proud or consider himself exceptionally capable. Instead, he attributed his success largely to good luck. This modest attitude contrasts with his strong concern for personal character.

26. What does Gandhi mean by saying that he “jealously guarded” his character?

Ans. Gandhi means that he protected his moral reputation very carefully. Even a minor criticism or blemish disturbed him deeply. He wanted to be regarded as honest and well-behaved. This reveals how strongly he valued personal integrity even during his school days.

27. Why did Gandhi consider the corporal punishment less painful than the judgment behind it?

Ans. Gandhi was less troubled by the physical punishment than by the belief that he deserved it. Since he valued his character deeply, being judged as deserving punishment caused him greater emotional pain. He therefore wept bitterly after the incident.

28. What does Gandhi’s reflection on his childhood show about his honesty?

Ans. Gandhi honestly describes both his strengths and weaknesses. He admits his shyness, dislike of physical activities and mistaken belief about gymnastics. He does not try to present himself as perfect. This frank self-examination reflects the honesty central to his personality.

29. How did Gandhi’s attitude towards physical education change with age?

Ans. As a schoolboy, Gandhi believed gymnastics had little connection with education and disliked compulsory exercise. As an adult, he recognized this as a false belief. He later understood that physical development is important and should have an equal place with mental training.

30. What lesson about education does Gandhi convey through the passage?

Ans. Gandhi conveys that education should not develop the mind alone. Physical training is also necessary for the complete development of a student. His later realization corrects his childhood misconception and emphasizes the importance of maintaining a balance between mental and physical education.

31. How does the passage present Mr Gimi as a headmaster?

Ans. Mr Gimi is presented as a disciplined and systematic headmaster. He was popular among the boys despite being strict. He was also considered a good teacher. His decision to make gymnastics and cricket compulsory reflects his belief in discipline and physical education.

32. What was the conflict between Gandhi’s duty to his father and school discipline?

Ans. Gandhi wanted to hurry home after school to serve his sick father, while school rules required him to attend compulsory gymnastics. Thus, his personal duty towards his father came into conflict with the school’s disciplinary requirements, creating difficulty for Gandhi.

33. Why is the incident of Gandhi’s absence important?

Ans. The incident is important because it reveals Gandhi’s honesty and sensitivity. He genuinely missed gymnastics because he misjudged the time, yet his explanation was not believed. The experience demonstrates how deeply he was affected whenever his honesty or character was questioned.

34. What does Gandhi’s admission of his mistakes add to the passage?

Ans. Gandhi’s admission of his mistakes makes his account honest and self-critical. He accepts that his shyness caused unnecessary aloofness and that his belief about gymnastics was false. This ability to recognize mistakes demonstrates his maturity and willingness to learn from experience.

35. What can we learn about Gandhi’s values from the extract?

Ans. The extract shows that Gandhi valued honesty, good character, humility, discipline and family duty. He was not overly proud of academic success, but he was deeply concerned about his moral conduct. His reflections also show his willingness to correct his mistakes.

36. Why can Gandhi be called a morally sensitive student?

Ans. Gandhi can be called morally sensitive because even a slight blemish on his character caused him great distress. He cried when he was rebuked or considered deserving of punishment. His strong concern for honesty and good conduct was evident from childhood.

37. How did Gandhi’s desire to serve his father affect his school life?

Ans. Gandhi’s desire to serve his father made him dislike compulsory gymnastics because it delayed his return home. He requested exemption from the activity so that he could care for his father. His family responsibility therefore conflicted with the school’s compulsory exercise programme.

38. What does Gandhi’s school experience teach us about self-correction?

Ans. Gandhi’s reflections show that people can recognize and correct their earlier mistakes. As a boy, he disliked physical training and misunderstood its educational value. Later, he openly admitted his error and recognized the importance of physical development in education.

39. Explain the significance of the title “At the High School.”

Ans. The title is appropriate because the extract deals with Gandhi’s experiences during his high-school years. It describes his academic achievements, teachers, punishments, shyness, compulsory physical activities, service to his father and an incident of absence from gymnastics.

40. What is the central message of the extract?

Ans. The central message is that education should develop both body and mind, while good character and truthfulness remain essential. Gandhi’s school experiences also teach us to remain humble about achievements, recognize our mistakes honestly, and learn from our experiences.

5-Mark Questions 

Answers: approximately 100 words each

1. Describe Gandhi’s academic life and achievements at school.

Ans. Gandhi says that he was not regarded as a foolish student at high school. He enjoyed the affection of his teachers and never received a bad certificate of progress or character. He won prizes after passing the second standard. In the fifth standard, he received a scholarship of four rupees, and in the sixth, ten rupees. However, Gandhi was very modest about these achievements. He did not have a high opinion of his own ability and was surprised whenever he won prizes or scholarships. He believed that good luck contributed more to his success than his own merit.

2. How did Gandhi’s attitude towards his own academic achievements reveal his character?

Ans. Gandhi’s attitude towards his academic achievements reveals his remarkable modesty and humility. Although he won prizes and scholarships, he never considered himself exceptionally intelligent. He was actually astonished whenever he received an award. He believed that good luck had contributed more to his success than his merit. He did not boast about his achievements or develop a sense of superiority. Instead, he remained conscious of his limitations. This modest attitude is important because it shows that Gandhi valued personal character more than academic recognition. His humility was one of the qualities that distinguished his personality from an early age.

3. How important was character to Gandhi during his school days?

Ans. Character was extremely important to Gandhi. He says that he “jealously guarded” his character, meaning that he carefully protected his moral reputation and conduct. Even the smallest blemish on his character caused him great emotional pain and brought tears to his eyes. He found a teacher’s rebuke unbearable when he felt that he deserved it or seemed to deserve it. On one occasion, corporal punishment troubled him less than the fact that the teacher considered him deserving of it. This shows that Gandhi was deeply sensitive to moral judgment and valued honesty, good conduct and personal integrity above physical comfort.

4. Describe Gandhi’s experience of corporal punishment.

Ans. Gandhi recalls receiving corporal punishment when he was in the first or second standard. Interestingly, he says that the physical punishment itself did not trouble him as much as the belief that he deserved it. Since he was extremely sensitive about his character, being considered guilty or deserving of punishment caused him great emotional pain. He wept bitterly after the incident. A similar incident occurred later when he was in the seventh standard. These experiences reveal Gandhi’s strong moral conscience. He was deeply concerned about how his teachers judged his conduct and wanted to remain a person of good character.

5. Describe Dorabji Edulji Gimi as presented in the extract.

Ans. Dorabji Edulji Gimi was Gandhi’s headmaster when he was in the seventh standard. Gandhi describes him as a popular figure among the boys. He was a disciplinarian, a man of method and a good teacher. He believed in maintaining discipline and introduced compulsory gymnastics and cricket for boys of the upper standards. Although Gandhi disliked these activities, Mr Gimi insisted that students follow the rules. Later, when Gandhi was absent from gymnastics, Mr Gimi examined the attendance roll, asked him for an explanation and imposed a fine because he did not believe Gandhi’s account. Thus, he appears strict, systematic and disciplined.

6. Why did Gandhi dislike gymnastics and cricket?

Ans. Gandhi disliked gymnastics and cricket for several reasons. First, he was naturally shy, and this shyness made him keep away from games and physical activities. Second, he had a mistaken belief that gymnastics had nothing to do with education. Third, he wanted to spend his time after school serving his father, who was ill. Compulsory exercise interfered with this responsibility. Gandhi therefore requested Mr Gimi to exempt him from gymnastics, but the headmaster refused. As he grew older, Gandhi realized that his earlier attitude was wrong and accepted that physical training was as important as mental training.

7. What was Gandhi’s false notion about physical training, and how did his opinion change later?

Ans. During his school days, Gandhi had the false notion that gymnastics had nothing to do with education. He considered education mainly a matter of mental development and therefore did not understand the value of physical training. He disliked gymnastics and other compulsory games. However, as an adult, he looked back on his school days and recognized his mistake. He came to understand that physical training should have as much importance in the curriculum as mental training. His changed opinion shows his ability to examine his past honestly, recognize his mistakes and learn from experience. This became an important part of his philosophy of education.

8. Why did Gandhi request exemption from gymnastics?

Ans. Gandhi requested Mr Gimi to exempt him from gymnastics because he had a strong desire to serve his father. His father was ill, and Gandhi used to hurry home immediately after school to nurse and care for him. Compulsory gymnastics prevented him from returning home at once and therefore interfered with his family responsibility. Gandhi explained his situation to Mr Gimi and requested an exemption, but the headmaster refused to accept his request. Gandhi’s reason for avoiding gymnastics was therefore not simply laziness. His decision was motivated largely by his devotion to his father and his desire to fulfil his duty towards him.

9. Narrate the incident of Gandhi’s absence from gymnastics.

Ans. One Saturday, Gandhi had to return to school at four o’clock in the afternoon for gymnastics. He did not possess a watch and had to judge the time by observing the sky. Unfortunately, the clouds deceived him, and he reached school only after all the other boys had left. The next day, Mr Gimi examined the attendance roll and found Gandhi marked absent. When asked to explain, Gandhi honestly described what had happened. However, Mr Gimi did not believe him and ordered him to pay a fine of one or two annas. The incident deeply affected Gandhi because his truthful explanation was rejected.

10. Why was the incident of Gandhi’s absence particularly painful to him?

Ans. The incident was particularly painful because Gandhi was extremely sensitive about his character and honesty. He had genuinely failed to attend gymnastics because he had no watch and had been deceived by the clouds. When he explained the situation to Mr Gimi, he expected his truthful explanation to be accepted. Instead, the headmaster refused to believe him and ordered him to pay a fine. Gandhi was therefore not merely facing punishment; he was being treated as though his explanation was untrue. Since he valued honesty and good character deeply, being disbelieved was more painful than the fine itself.

11. What does the extract reveal about Gandhi’s personality?

Ans. The extract presents Gandhi as a modest, sensitive, honest and morally conscious person. He did not boast about his prizes or scholarships and believed that good luck had helped him succeed. He guarded his character carefully and was deeply affected by criticism. He also showed a strong sense of duty towards his father and wanted to serve him. At the same time, Gandhi honestly admits his weaknesses, such as shyness and his dislike of physical exercise. He later recognizes that his earlier views were mistaken. Thus, the passage presents a young Gandhi who was already developing qualities of humility, honesty, self-examination and moral responsibility.

12. How does the extract show Gandhi’s sense of duty towards his father?

Ans. Gandhi’s strong sense of duty towards his father is clearly shown through his attitude towards compulsory gymnastics. His father was ill, and Gandhi wanted to serve and nurse him. As soon as school closed, he would hurry home to take care of him. Compulsory exercise directly interfered with this service because it required him to remain at school. Gandhi therefore requested Mr Gimi to exempt him from gymnastics so that he could return home earlier. Although his request was refused, his concern for his father remained strong. This incident shows Gandhi’s devotion, family responsibility and willingness to serve his parent.

13. What lesson about education does Gandhi learn from his school experience?

Ans. Gandhi learns that education should not focus only on the development of the mind. As a schoolboy, he believed that gymnastics had nothing to do with education. Later, he recognized that this was a false notion. He understood that physical training should have as much place in the curriculum as mental training. A complete education must therefore develop both the body and the mind. His reflection also suggests that students should be willing to reconsider their beliefs as they gain experience. Gandhi’s mature understanding of education came from honestly examining his own childhood attitudes and recognizing where he had been mistaken.

14. How does Gandhi demonstrate his ability to admit his mistakes?

Ans. Gandhi openly admits several weaknesses and mistakes in the extract. He acknowledges that his shyness caused him to remain aloof from physical activities and later says that this was wrong. He also admits that he once had the false notion that gymnastics had nothing to do with education. As an adult, he realized that physical training was essential and should have an important place in education. Gandhi does not try to hide or justify his earlier mistakes. His willingness to examine himself honestly and accept his errors demonstrates intellectual honesty, humility and a desire for continuous self-improvement.

15. Explain the significance of Gandhi’s statement that he had “no high regard” for his ability.

Ans. Gandhi’s statement that he had no high regard for his ability reveals his humility and lack of self-importance. Although he won prizes and scholarships, he did not believe that these achievements proved exceptional intelligence. Instead, he was astonished whenever he received them and credited good luck more than merit. This does not mean that Gandhi lacked ability; rather, it shows that he did not boast about his accomplishments. His modest assessment of himself contrasts with his very high concern for character. He cared more about being morally good than about being academically successful or receiving recognition.

16. Compare Gandhi’s attitude towards academic achievement with his attitude towards character.

Ans. Gandhi treated academic achievement and character very differently. He did not have a high opinion of his academic ability and was surprised whenever he won prizes or scholarships. He even attributed his success mainly to good luck. In contrast, he guarded his character very jealously and was deeply affected by even the slightest criticism of it. A teacher’s rebuke could make him cry because he considered moral conduct extremely important. This contrast shows that Gandhi valued character far more than academic recognition. For him, being a person of integrity was more important than being known as a brilliant student.

17. What role did shyness play in Gandhi’s school life?

Ans. Shyness played an important role in Gandhi’s school life. It was one of the reasons he kept away from games and physical activities such as cricket, football and gymnastics. He avoided participating in them even before they became compulsory. Gandhi later reflected on this behaviour and admitted that his aloofness caused by shyness was wrong. His admission is significant because he did not attempt to hide his weakness. Instead, he honestly examined it and recognized its negative effect. This shows Gandhi’s habit of self-analysis and his willingness to learn from his own experiences and shortcomings.

18. What qualities of Gandhi can be inferred from his reaction to punishment?

Ans. Gandhi’s reaction to punishment reveals his extreme moral sensitivity, honesty and concern for character. When he received corporal punishment, the physical pain was not as important to him as the fact that the teacher considered him deserving of it. He wept because he felt deeply hurt by this judgment. This shows that Gandhi cared more about moral evaluation than physical discomfort. His reaction also demonstrates that he had a strong conscience from an early age. He wanted to be considered honest and well-behaved and was deeply disturbed whenever he believed that his character had been wrongly judged.

19. How does Gandhi’s school experience reflect the importance of self-examination?

Ans. Gandhi’s account is an excellent example of self-examination because he honestly evaluates his childhood behaviour from the perspective of later life. He admits that his shyness made him avoid physical activities and that he had a false belief about gymnastics. Rather than blaming others, he accepts responsibility for his attitudes. He also recognizes that physical training is important for education. This ability to look back critically at his own actions demonstrates humility and intellectual honesty. Gandhi’s self-examination shows that personal growth requires recognizing one’s mistakes and being willing to change one’s beliefs.

20. What is the central message of “At the High School”?

Ans. The central message of the extract is that true education should develop both the body and the mind, while truthfulness and good character remain essential. Gandhi’s experiences also teach the value of humility, self-examination and family duty. He does not present himself as a perfect student; instead, he openly discusses his weaknesses and mistakes. His experiences with punishment, physical training and his father show how childhood experiences shaped his values. The passage ultimately presents Gandhi as a morally sensitive and honest person who learned from his experiences and gradually developed a mature understanding of education and character.

Part II

Glossary

Paragraph 4 — Truth, Carelessness and Fine

Convicted (କନଭିକ୍ଟିଡ୍) : Declared or judged guilty : ଦୋଷୀ ସାବ୍ୟସ୍ତ; ଦୋଷୀ ଘୋଷିତ
Lying (ଲାଇଇଙ୍ଗ୍) : Telling something that is not true : ମିଛ କହିବା; ଅସତ୍ୟ କହିବା
Deeply (ଡିପ୍ଲି) : Very greatly; intensely : ଗଭୀର ଭାବରେ; ଅତ୍ୟନ୍ତ
Pained (ପେନ୍ଡ୍) : Caused emotional suffering or sorrow : ଦୁଃଖିତ କଲା; ମାନସିକ ଯନ୍ତ୍ରଣା ଦେଲା
Prove (ପ୍ରୁଭ୍) : Show that something is true : ପ୍ରମାଣ କରିବା; ସତ୍ୟ ବୋଲି ଦେଖାଇବା
Innocence (ଇନୋସେନ୍ସ) : The state of being not guilty : ନିର୍ଦ୍ଦୋଷତା; ଅପରାଧ ନ କରିଥିବା ଅବସ୍ଥା
Anguish (ଆଙ୍ଗ୍ୱିଶ୍) : Severe mental or emotional pain : ଗଭୀର ମାନସିକ ଯନ୍ତ୍ରଣା; ତୀବ୍ର ଦୁଃଖ
Man of truth (ମ୍ୟାନ୍ ଅଫ୍ ଟ୍ରୁଥ୍) : A person who always speaks the truth : ସତ୍ୟବାଦୀ ବ୍ୟକ୍ତି; ସତ୍ୟ କହୁଥିବା ମଣିଷ
Care (କେୟାର୍) : Attention and caution in doing something : ଯତ୍ନ; ସାବଧାନତା
Carelessness (କେୟାର୍ଲେସ୍ନେସ୍) : Lack of proper care or attention : ଅସାବଧାନତା; ଅବହେଳା
Instance (ଇନ୍ଷ୍ଟାନ୍ସ୍) : An example or occurrence of something : ଉଦାହରଣ; ଘଟଣା
Faint (ଫେଇଣ୍ଟ୍) : Slight; not clear or strong : ଅସ୍ପଷ୍ଟ; ସାମାନ୍ୟ
Recollection (ରେକଲେକ୍ସନ୍) : Memory; remembrance : ସ୍ମୃତି; ସ୍ମରଣ
Finally (ଫାଇନାଲି) : At last; eventually : ଶେଷରେ; ଅବଶେଷରେ
Succeeded (ସକ୍ସିଡିଡ୍) : Managed to do something successfully : ସଫଳ ହେଲେ; ସଫଳତାର ସହ କରିପାରିଲେ
Remitted (ରିମିଟିଡ୍) : Cancelled or reduced a fine or punishment : ଜରିମାନା ମାଫ କରାଗଲା; ଜରିମାନା କମାଗଲା
Exemption (ଇଗ୍ଜେମ୍ପସନ୍) : Official freedom from a duty or rule : ଛାଡ଼; ନିୟମ ବା କର୍ତ୍ତବ୍ୟରୁ ମୁକ୍ତି
Obtained (ଅବ୍ଟେନ୍ଡ୍) : Got; received : ପାଇଲେ; ପ୍ରାପ୍ତ କଲେ
Of course (ଅଫ୍ କୋର୍ସ୍) : Certainly; naturally : ନିଶ୍ଚୟ; ନିଃସନ୍ଦେହରେ
Headmaster (ହେଡମାଷ୍ଟର୍) : The principal or chief teacher of a school : ପ୍ରଧାନଶିକ୍ଷକ; ବିଦ୍ୟାଳୟର ମୁଖ୍ୟ ଶିକ୍ଷକ
Wrote himself (ରୋଟ୍ ହିମସେଲ୍ଫ୍) : Personally wrote : ନିଜେ ଲେଖିଲେ; ବ୍ୟକ୍ତିଗତ ଭାବରେ ଲେଖିଲେ
Wanted (ୱାଣ୍ଟିଡ୍) : Desired or wished : ଚାହୁଁଥିଲେ; ଇଚ୍ଛା କରୁଥିଲେ

Paragraph 5 — Handwriting

None the worse (ନନ୍ ଦ ୱର୍ସ୍) : Not harmed or negatively affected : କୌଣସି କ୍ଷତି ହୋଇନଥିବା; ଖରାପ ନ ହୋଇଥିବା
Neglected (ନିଗ୍ଲେକ୍ଟିଡ୍) : Failed to give proper attention to : ଅବହେଳା କଲେ; ଯଥୋଚିତ ଧ୍ୟାନ ଦେଲେ ନାହିଁ
Penalty (ପେନଲ୍ଟି) : Punishment or disadvantage resulting from an action : ଦଣ୍ଡ; କାର୍ଯ୍ୟର ଖରାପ ପରିଣାମ
Neglect (ନିଗ୍ଲେକ୍ଟ୍) : Lack of proper care or attention : ଅବହେଳା; ଯତ୍ନର ଅଭାବ
Whence (ୱେନ୍ସ୍) : From where : କେଉଁଠାରୁ; କେଉଁ ସ୍ଥାନରୁ
Notion (ନୋସନ୍) : Idea; belief : ଧାରଣା; ବିଶ୍ୱାସ
Necessary (ନେସେସେରି) : Essential; required : ଆବଶ୍ୟକ; ଅନିବାର୍ଯ୍ୟ
Retained (ରିଟେନ୍ଡ୍) : Continued to keep or hold : ବଜାୟ ରଖିଲେ; ଧରି ରଖିଲେ
Especially (ଏସ୍ପେସିଆଲି) : Particularly; above all : ବିଶେଷକରି; ବିଶେଷ ଭାବରେ
Lawyers (ଲୟର୍ସ୍) : Persons qualified to practise law : ଆଇନଜୀବୀମାନେ; ଓକିଲମାନେ
Born (ବର୍ନ୍) : Brought into life; given birth to : ଜନ୍ମିତ; ଜନ୍ମ ହୋଇଥିବା
Educated (ଏଜୁକେଟିଡ୍) : Having received education : ଶିକ୍ଷିତ; ଶିକ୍ଷାପ୍ରାପ୍ତ
Ashamed (ଅଶେମ୍ଡ୍) : Feeling embarrassed or guilty about oneself : ଲଜ୍ଜିତ; ନିଜ ପ୍ରତି ଲଜ୍ଜାବୋଧ କରୁଥିବା
Repented (ରିପେଣ୍ଟିଡ୍) : Felt sorry for a past mistake : ଅନୁତାପ କଲେ; ପଶ୍ଚାତ୍ତାପ କଲେ
Imperfect (ଇମ୍ପର୍ଫେକ୍ଟ୍) : Not perfect; incomplete : ଅସମ୍ପୂର୍ଣ୍ଣ; ତ୍ରୁଟିପୂର୍ଣ୍ଣ
Regarded (ରିଗାର୍ଡିଡ୍) : Considered; thought of : ବିବେଚିତ; ଭାବାଯାଇଥିବା
Sign (ସାଇନ୍) : An indication or evidence of something : ସଙ୍କେତ; ଲକ୍ଷଣ
Improve (ଇମ୍ପ୍ରୁଭ୍) : Make better : ଉନ୍ନତ କରିବା; ସୁଧାରିବା
Too late (ଟୁ ଲେଟ୍) : Later than the suitable or useful time : ବହୁତ ବିଳମ୍ବ; ଉପଯୁକ୍ତ ସମୟ ଅତିକ୍ରମ କରି
Repair (ରିପେୟର୍) : Correct or make good again : ସୁଧାରିବା; ଠିକ୍ କରିବା
Youth (ୟୁଥ୍) : The period of being young : ଯୁବାବସ୍ଥା; ଯୌବନ
Warned (ୱର୍ନ୍ଡ୍) : Advised about possible danger or mistake : ସତର୍କ କରାଗଲା; ସାବଧାନ କରାଗଲା
Example (ଏଗ୍ଜାମ୍ପଲ୍) : Something from which others can learn : ଉଦାହରଣ; ଯାହାଠାରୁ ଅନ୍ୟମାନେ ଶିଖିପାରନ୍ତି
Opinion (ଓପିନିଅନ୍) : A belief or view about something : ମତ; ମତାମତ
Art of drawing (ଆର୍ଟ୍ ଅଫ୍ ଡ୍ରଅଇଙ୍ଗ୍) : Skill of making pictures or representing objects : ଚିତ୍ରାଙ୍କନ କଳା; ବସ୍ତୁର ଚିତ୍ର ଆଙ୍କିବାର କଳା
Observation (ଅବଜର୍ଭେସନ୍) : Careful watching or noticing : ପର୍ଯ୍ୟବେକ୍ଷଣ; ଧ୍ୟାନପୂର୍ବକ ଦେଖିବା
Objects (ଅବଜେକ୍ଟ୍ସ) : Things that can be seen or touched : ବସ୍ତୁଗୁଡ଼ିକ; ଦେଖିବା ବା ଛୁଇଁବା ଯୋଗ୍ୟ ଜିନିଷ
Flowers (ଫ୍ଲାୱର୍ସ୍) : The coloured parts of plants that produce seeds : ଫୁଲଗୁଡ଼ିକ
Beautifully formed hand (ବ୍ୟୁଟିଫୁଲି ଫର୍ମ୍ଡ୍ ହ୍ୟାଣ୍ଡ୍) : Beautifully shaped handwriting : ସୁନ୍ଦର ଆକାରର ହସ୍ତାକ୍ଷର; ସୁନ୍ଦର ଲେଖା

Paragraph 6 — Sanskrit and Persian

Sanskrit (ସଂସ୍କୃତ୍) : An ancient classical language of India : ଭାରତର ପ୍ରାଚୀନ ଶାସ୍ତ୍ରୀୟ ଭାଷା; ସଂସ୍କୃତ
Proved (ପ୍ରୁଭ୍ଡ୍) : Turned out to be : ପ୍ରମାଣିତ ହେଲା; ହୋଇଥିବା ଜଣାପଡ଼ିଲା
Harder task (ହାର୍ଡର୍ ଟାସ୍କ୍) : A more difficult work : ଅଧିକ କଠିନ କାର୍ଯ୍ୟ
Geometry (ଜିଓମେଟ୍ରି) : The branch of mathematics dealing with shapes and figures : ଜ୍ୟାମିତି; ଆକାର ଓ ଆକୃତି ସମ୍ବନ୍ଧୀୟ ଗଣିତ
Memorise (ମେମୋରାଇଜ୍) : Learn by heart : ମୁଖସ୍ଥ କରିବା; ମନେ ରଖିବା
Whereas (ୱେଆର୍ଆଜ୍) : While; in contrast : ଯେତେବେଳେ; ଅପରପକ୍ଷରେ
Learnt by heart (ଲର୍ଣ୍ଟ୍ ବାଇ ହାର୍ଟ୍) : Memorised : ମୁଖସ୍ଥ କରିବା; ମନେ ରଖିବା
Commenced (କମେନ୍ସ୍ଟ୍) : Began; started : ଆରମ୍ଭ ହେଲା; ଆରମ୍ଭ କରାଗଲା
Entered (ଏଣ୍ଟର୍ଡ୍) : Went into; joined : ପ୍ରବେଶ କଲେ; ଯୋଗ ଦେଲେ
Disheartened (ଡିସହାର୍ଟେଣ୍ଡ୍) : Discouraged; having lost confidence : ନିରୁତ୍ସାହିତ; ମନୋବଳ ହରାଇଥିବା
Taskmaster (ଟାସ୍କମାଷ୍ଟର୍) : A strict person who demands hard work : କଠୋର ଭାବରେ କାମ କରାଉଥିବା ବ୍ୟକ୍ତି; କଠୋର ଶିକ୍ଷକ
Anxious (ଆଙ୍କ୍ସସ୍) : Very eager or worried about something : ଉତ୍ସୁକ; ଚିନ୍ତିତ
Force (ଫୋର୍ସ୍) : Make someone do something unwillingly : ବାଧ୍ୟ କରିବା; ଜୋର କରିବା
Rivalry (ରାଇଭାଲ୍ରି) : Competition between people or groups : ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱିତା; ପ୍ରତିଯୋଗିତା
Going on (ଗୋଇଙ୍ଗ୍ ଅନ୍) : Continuing; happening : ଚାଲିଥିବା; ଘଟୁଥିବା
Persian (ପର୍ସିଆନ୍) : The language of Persia, now Iran : ପାରସୀ ଭାଷା; ପାରସିକ ଭାଷା
Lenient (ଲିନିଏଣ୍ଟ୍) : Not strict; merciful : କଠୋର ନୁହେଁ; ଦୟାଳୁ
Among themselves (ଅମଙ୍ଗ୍ ଦେମସେଲ୍ଭ୍ସ୍) : With one another : ପରସ୍ପର ମଧ୍ୟରେ; ନିଜ ନିଜ ମଧ୍ୟରେ
Considerate (କନ୍ସିଡରେଟ୍) : Thoughtful and caring towards others : ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ବିଚାରଶୀଳ; ସହାନୁଭୂତିଶୀଳ
Easiness (ଇଜିନେସ୍) : The quality of being easy : ସହଜତା; ସହଜ ହେବାର ଗୁଣ
Tempted (ଟେମ୍ପ୍ଟିଡ୍) : Attracted or persuaded to do something : ପ୍ରଲୋଭିତ ହେଲେ; ଆକର୍ଷିତ ହେଲେ
Sat (ସ୍ୟାଟ୍) : Took a seat; was seated : ବସିଲେ; ବସିଥିଲେ
Grieved (ଗ୍ରିଭ୍ଡ୍) : Felt sad or disappointed : ଦୁଃଖିତ ହେଲେ; ମର୍ମାହତ ହେଲେ
Called me to his side (କଲ୍ଡ୍ ମି ଟୁ ହିଜ୍ ସାଇଡ୍) : Asked me to come near him : ମୋତେ ନିଜ ପାଖକୁ ଡାକିଲେ
Vaishnava (ବୈଷ୍ଣବ) : A follower of Lord Vishnu : ଭଗବାନ ବିଷ୍ଣୁଙ୍କ ଉପାସକ; ବୈଷ୍ଣବ
Religion (ରିଲିଜନ୍) : A system of faith and worship : ଧର୍ମ; ଧାର୍ମିକ ବିଶ୍ୱାସ
Difficulty (ଡିଫିକଲ୍ଟି) : A problem; something hard to do : ଅସୁବିଧା; କଠିନତା
To the best of my ability (ଟୁ ଦ ବେଷ୍ଟ୍ ଅଫ୍ ମାଇ ଅବିଲିଟି) : As well as I possibly can : ମୋର ସର୍ବୋତ୍ତମ ସାମର୍ଥ୍ୟ ଅନୁସାରେ; ମୋର ସାଧ୍ୟମତେ
Proceed (ପ୍ରୋସିଡ୍) : Continue; move forward : ଆଗକୁ ବଢ଼ିବା; ଜାରି ରଖିବା
Absorbing interest (ଅବ୍ଜର୍ବିଙ୍ଗ୍ ଇଣ୍ଟରେଷ୍ଟ୍) : Extremely interesting and attractive : ଅତ୍ୟନ୍ତ ମନୋଗ୍ରାହୀ ଆଗ୍ରହ; ବହୁତ ଆକର୍ଷଣୀୟ ବିଷୟ
Lose heart (ଲୁଜ୍ ହାର୍ଟ୍) : Become discouraged : ହତାଶ ହେବା; ମନୋବଳ ହରାଇବା

Paragraph 7 — Gratitude

Kindness (କାଇଣ୍ଡନେସ୍) : The quality of being kind and helpful : ଦୟା; ସଦୟତା
Put me to shame (ପୁଟ୍ ମି ଟୁ ଶେମ୍) : Made me feel ashamed : ମୋତେ ଲଜ୍ଜିତ କଲା; ମୋ ମନରେ ଲଜ୍ଜା ସୃଷ୍ଟି କଲା
Disregard (ଡିସ୍ରିଗାର୍ଡ୍) : Ignore; pay no attention to : ଅବହେଳା କରିବା; ଧ୍ୟାନ ନ ଦେବା
Affection (ଅଫେକ୍ସନ୍) : Love and fondness : ସ୍ନେହ; ଭଲପାଇବା
Gratitude (ଗ୍ରାଟିଟ୍ୟୁଡ୍) : Thankfulness : କୃତଜ୍ଞତା; ଧନ୍ୟବାଦର ଭାବ
Acquired (ଅକ୍ୱାୟର୍ଡ୍) : Gained or learnt : ଅର୍ଜନ କଲେ; ଶିଖିଲେ
Sacred (ସେକ୍ରିଡ୍) : Holy; connected with religion : ପବିତ୍ର; ଧର୍ମ ସମ୍ବନ୍ଧୀୟ
Books (ବୁକ୍ସ୍) : Written works containing knowledge or stories : ପୁସ୍ତକଗୁଡ଼ିକ; ଗ୍ରନ୍ଥଗୁଡ଼ିକ
In fact (ଇନ୍ ଫ୍ୟାକ୍ଟ୍) : Actually; indeed : ବାସ୍ତବରେ; ପ୍ରକୃତରେ
Regret (ରିଗ୍ରେଟ୍) : Feel sorry about something : ଅନୁତାପ କରିବା; ପଶ୍ଚାତ୍ତାପ କରିବା
Thorough (ଥରୋ) : Complete and detailed : ସମ୍ପୂର୍ଣ୍ଣ; ବିସ୍ତୃତ
Knowledge (ନଲେଜ୍) : Information and understanding gained through learning : ଜ୍ଞାନ; ଶିକ୍ଷାରୁ ମିଳିଥିବା ବୁଝାମଣା
Language (ଲାଙ୍ଗ୍ୱେଜ୍) : A system of communication using words : ଭାଷା; ଶବ୍ଦ ମାଧ୍ୟମରେ ଯୋଗାଯୋଗର ପଦ୍ଧତି

C. About the Author:

Glossary

Employ(ed) (ଏମ୍ପ୍ଲଏଡ୍) : Used; made use of : ବ୍ୟବହାର କଲେ; ପ୍ରୟୋଗ କଲେ
Non-violence (ନନ୍-ଭାଇଓଲେନ୍ସ୍) : The policy or principle of avoiding violence : ଅହିଂସା; ହିଂସା ପରିହାରର ସିଦ୍ଧାନ୍ତ
Successful (ସକ୍ସେସଫୁଲ୍) : Achieving the desired result : ସଫଳ; ଇଚ୍ଛିତ ଫଳ ପାଇଥିବା
Campaign (କ୍ୟାମ୍ପେନ୍) : An organised effort to achieve a particular goal : ଅଭିଯାନ; ନିର୍ଦ୍ଦିଷ୍ଟ ଲକ୍ଷ୍ୟ ପାଇଁ ସଂଗଠିତ ପ୍ରୟାସ
Independence (ଇଣ୍ଡିପେଣ୍ଡେନ୍ସ) : Freedom from foreign control or rule : ସ୍ୱାଧୀନତା; ବିଦେଶୀ ଶାସନରୁ ମୁକ୍ତି
British Rule (ବ୍ରିଟିଶ୍ ରୁଲ୍) : The period when India was governed by Britain : ବ୍ରିଟିଶ୍ ଶାସନ; ଭାରତରେ ଇଂରେଜମାନଙ୍କ ଶାସନ
In turn (ଇନ୍ ଟର୍ନ୍) : As a result; consequently : ଫଳସ୍ୱରୂପ; ପରିଣାମସ୍ୱରୂପ
Inspired (ଇନ୍ସ୍ପାୟର୍ଡ୍) : Encouraged or motivated : ପ୍ରେରଣା ଦେଲେ; ଉତ୍ସାହିତ କଲେ
Movements (ମୁଭମେଣ୍ଟ୍ସ) : Organised efforts for social or political change : ଆନ୍ଦୋଳନଗୁଡ଼ିକ; ସାମାଜିକ ବା ରାଜନୈତିକ ପରିବର୍ତ୍ତନର ସଂଗଠିତ ପ୍ରୟାସ
Civil rights (ସିଭିଲ୍ ରାଇଟ୍ସ୍) : Basic rights and freedoms of citizens : ନାଗରିକ ଅଧିକାର; ନାଗରିକମାନଙ୍କ ମୌଳିକ ଅଧିକାର
Freedom (ଫ୍ରିଡମ୍) : The state of being free : ସ୍ୱାଧୀନତା; ମୁକ୍ତ ଅବସ୍ଥା
Across the world (ଆକ୍ରସ୍ ଦ ୱର୍ଲ୍ଡ୍) : Throughout the world : ସମଗ୍ର ବିଶ୍ୱରେ; ସାରା ପୃଥିବୀରେ
Leading books (ଲିଡିଙ୍ଗ୍ ବୁକ୍ସ୍) : Important or well-known books : ପ୍ରମୁଖ ପୁସ୍ତକଗୁଡ଼ିକ; ପ୍ରସିଦ୍ଧ ଗ୍ରନ୍ଥଗୁଡ଼ିକ
Present extract (ପ୍ରେଜେଣ୍ଟ୍ ଏକ୍ସଟ୍ରାକ୍ଟ୍) : The passage given here : ବର୍ତ୍ତମାନର ପାଠ୍ୟାଂଶ; ଏଠାରେ ଦିଆଯାଇଥିବା ଉଦ୍ଧୃତ ଅଂଶ
Focuses on (ଫୋକସିଜ୍ ଅନ୍) : Gives special attention to : ଉପରେ ଗୁରୁତ୍ୱ ଦିଅନ୍ତି; କେନ୍ଦ୍ରିତ କରନ୍ତି
Learning (ଲର୍ନିଙ୍ଗ୍) : The process of gaining knowledge or skills : ଶିକ୍ଷା; ଜ୍ଞାନ ବା ଦକ୍ଷତା ଅର୍ଜନ ପ୍ରକ୍ରିୟା
High school days (ହାଇ ସ୍କୁଲ୍ ଡେଜ୍) : The period when Gandhi studied at high school : ଉଚ୍ଚ ବିଦ୍ୟାଳୟର ଛାତ୍ରଜୀବନ; ହାଇସ୍କୁଲ୍ ସମୟର ଦିନଗୁଡ଼ିକ

Summary of the 2^nd Part— “At the High School”

This continuation of “At the High School”, taken from Mahatma Gandhi’s autobiography My Experiments with Truth, describes three important aspects of Gandhi’s school life: his painful experience of being accused of lying, his regret over neglecting good handwriting, and his experience of learning Sanskrit.

1. Gandhi’s pain at being accused of lying

Gandhi recalls that after being marked absent from gymnastics, he was convicted or accused of lying. This deeply hurt him because he had told the truth about why he had missed the exercise. He felt helpless because there was no way for him to prove his innocence. The fact that his teacher did not believe him caused him intense emotional pain, and he cried in deep anguish.

From this experience, Gandhi learned an important moral lesson: a person who wants to be truthful must also be careful in his actions. In other words, merely being truthful in intention is not enough; one must also be careful enough to avoid situations that may make others doubt one's truthfulness.

Gandhi considered this the first and last instance of carelessness in his school life. He vaguely remembered that he eventually succeeded in getting the fine cancelled or remitted. His exemption from physical exercise was finally obtained because his father personally wrote to the headmaster, explaining that he wanted Gandhi to return home after school so that he could serve him.

2. Gandhi’s regret over neglecting good handwriting

Gandhi then discusses another mistake of his childhood—his failure to take good handwriting seriously. He says that he did not know where he had got the idea that good handwriting was not an essential part of education. Unfortunately, he continued to believe this until he went to England.

Later, particularly when he was in South Africa, Gandhi observed the beautiful handwriting of lawyers and young men who had been born and educated there. When he compared their handwriting with his own, he felt ashamed and regretful about his earlier neglect.

He came to realize that bad handwriting was a sign of imperfect education. He tried to improve his handwriting later in life, but he found that it was too late to completely correct the weakness he had developed during childhood. He regretted that he could not repair the neglect of his youth.

Gandhi therefore uses his own experience as a warning to young people. He advises every young man and woman to take handwriting seriously and understand that good handwriting is an important part of education.

3. Gandhi’s ideas about teaching handwriting

Gandhi goes beyond merely regretting his own poor handwriting. He also offers his opinion about how children should be taught to write.

He believes that children should first learn drawing before learning to write. According to him, children naturally learn to recognize objects such as flowers and birds by observing them. In the same way, they should first learn to draw and recognize the shapes of objects and letters through observation.

Only after learning to draw, he suggests, should children be taught handwriting. He believes that this method would help them develop a beautifully formed handwriting. Thus, Gandhi's experience becomes a lesson not only for students but also for teachers and educators.

4. Gandhi’s difficulty with Sanskrit

The next part of the extract deals with Gandhi’s experience of learning Sanskrit. He found Sanskrit much more difficult than geometry. In geometry, according to Gandhi, there was little or nothing that needed to be memorized. Sanskrit, however, seemed to him to require a great deal of learning by heart.

Sanskrit had been introduced as a subject from the fourth standard. When Gandhi entered the sixth standard, he became discouraged by the difficulty of the subject. He felt that the Sanskrit teacher was a hard taskmaster who wanted to make the students work hard.

At the same time, there was a kind of rivalry between the Sanskrit and Persian teachers. The Persian teacher was considered lenient and considerate by the students. The boys often discussed among themselves that Persian was an easy subject and that its teacher was very kind to them.

5. Gandhi is tempted to study Persian

Influenced by his classmates and attracted by the apparent easiness of Persian, Gandhi decided to attend the Persian class one day instead of the Sanskrit class.

However, the Sanskrit teacher, Krishnashankar Pandya, was deeply disappointed by Gandhi’s decision. He called Gandhi to him and reminded him of his background as the son of a Vaishnava father. He asked Gandhi how he could forget his own religious and cultural heritage and refuse to learn the language associated with his religious tradition.

However, the teacher did not scold Gandhi harshly. Instead, he showed affection and concern. He told Gandhi that if he was facing any difficulty, he could come to him for help. He assured Gandhi that he wanted to teach Sanskrit to the best of his ability. He also told him that as he progressed further, he would discover many fascinating and interesting things in Sanskrit. He encouraged Gandhi not to lose heart and asked him to return to the Sanskrit class.

6. Gandhi’s change of heart

The teacher’s kindness and affection touched Gandhi deeply. Gandhi felt ashamed that he had ignored a teacher who genuinely cared about his education. He realized that he should not abandon Sanskrit merely because he found it difficult or because Persian appeared easier.

As a result, he returned to the Sanskrit class and continued learning the language. Gandhi later expressed deep gratitude to Krishnashankar Pandya for persuading him to continue studying Sanskrit.

With the benefit of hindsight, Gandhi realized how important that decision had been. He believed that if he had not learned even the little Sanskrit that he acquired at school, he would probably have found it difficult to take an interest in the sacred books of his religious tradition.

At the same time, Gandhi regretted that he had not acquired a more thorough knowledge of Sanskrit. He recognized that a deeper understanding of the language would have helped him understand his sacred literature more fully.

Overall significance

The extract presents several important lessons from Gandhi’s school life. First, his experience of being accused of lying taught him that truthfulness must be accompanied by care and responsibility. Second, his poor handwriting taught him that even apparently small aspects of education should not be neglected, because correcting neglected skills later may be difficult. Third, his experience with Sanskrit taught him the importance of perseverance, respect for teachers and appreciation of one’s cultural and religious heritage.

The passage also shows Gandhi’s habit of self-examination. He openly admits his mistakes instead of hiding them. He uses his own failures as lessons for younger generations. His experience with Krishnashankar Pandya particularly demonstrates how a teacher’s kindness, encouragement and affection can influence a student’s life and help the student overcome discouragement.

odia translation

ଓଡ଼ିଆ ଅନୁବାଦ

1. ମିଛ କହିଥିବାର ଅଭିଯୋଗ ଗାନ୍ଧୀଙ୍କୁ କିପରି ବ୍ୟଥିତ କରିଥିଲା

ଗାନ୍ଧୀ କହୁଛନ୍ତି ଯେ, ସ୍କୁଲରେ ଅନୁପସ୍ଥିତ ଥିବା ଘଟଣାରେ ତାଙ୍କୁ ମିଛ କହିଥିବାର ଦୋଷୀ ବୋଲି ମନେ କରାଯାଇଥିଲା। ଏହା ତାଙ୍କୁ ଗଭୀର ଭାବରେ ମର୍ମାହତ କରିଥିଲା। ସେ ସତ କହିଥିଲେ, କିନ୍ତୁ ନିଜର ନିର୍ଦୋଷତା ପ୍ରମାଣ କରିବା ପାଇଁ ତାଙ୍କ ପାଖରେ କୌଣସି ଉପାୟ ନଥିଲା। ଏହି ଅସହାୟତା ତାଙ୍କୁ ଗଭୀର ଦୁଃଖରେ କାନ୍ଦିବାକୁ ବାଧ୍ୟ କରିଥିଲା।

ଏହି ଘଟଣାରୁ ଗାନ୍ଧୀ ଏକ ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ ନୈତିକ ଶିକ୍ଷା ପାଇଥିଲେ—ଜଣେ ସତ୍ୟବାଦୀ ମଣିଷକୁ ସାବଧାନ ମଧ୍ୟ ହେବା ଆବଶ୍ୟକ। କେବଳ ସତ କହିବା ଯଥେଷ୍ଟ ନୁହେଁ; ନିଜ କାର୍ଯ୍ୟରେ ଏତେ ସାବଧାନ ରହିବା ଦରକାର ଯେପରି ଅନ୍ୟମାନେ ତାଙ୍କ ସତ୍ୟତା ଉପରେ ସନ୍ଦେହ ନକରନ୍ତି।

ଗାନ୍ଧୀଙ୍କ ମତରେ, ଏହା ତାଙ୍କ ସ୍କୁଲ ଜୀବନର ପ୍ରଥମ ଏବଂ ଶେଷ ଅସାବଧାନତା ଥିଲା। ପରେ ସେ କିପରି ଯେ ଜରିମାନାରୁ ମୁକ୍ତ ହୋଇଥିଲେ, ତାହାର ତାଙ୍କର ଅସ୍ପଷ୍ଟ ସ୍ମୃତି ଥିଲା। ବ୍ୟାୟାମରୁ ତାଙ୍କୁ ଛାଡ଼ ମିଳିଥିଲା କାରଣ ତାଙ୍କ ପିତା ନିଜେ ମୁଖ୍ୟଶିକ୍ଷକଙ୍କୁ ଚିଠି ଲେଖି ଜଣାଇଥିଲେ ଯେ, ସ୍କୁଲ ପରେ ଗାନ୍ଧୀଙ୍କୁ ଘରେ ତାଙ୍କର ସେବା କରିବା ପାଇଁ ରହିବା ଆବଶ୍ୟକ।

2. ଭଲ ହସ୍ତାକ୍ଷରକୁ ଅବହେଳା କରିବା ପାଇଁ ଗାନ୍ଧୀଙ୍କ ଅନୁତାପ

ଏହା ପରେ ଗାନ୍ଧୀ ତାଙ୍କ ଛାତ୍ରଜୀବନର ଆଉ ଏକ ଭୁଲ ବିଷୟରେ କହିଛନ୍ତି—ସୁନ୍ଦର ହସ୍ତାକ୍ଷରକୁ ଗୁରୁତ୍ୱ ନଦେବା।

ଗାନ୍ଧୀ କହନ୍ତି ଯେ, ଭଲ ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକ ଅଂଶ ନୁହେଁ ବୋଲି ସେ କେଉଁଠାରୁ ଧାରଣା ପାଇଥିଲେ ତାହା ସେ ଜାଣନ୍ତି ନାହିଁ। କିନ୍ତୁ ସେ ଇଂଲଣ୍ଡ ଯିବା ପର୍ଯ୍ୟନ୍ତ ଏହି ଧାରଣାକୁ ଧରି ରଖିଥିଲେ।

ପରେ, ବିଶେଷକରି ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ, ସେ ସେଠାକାର ଆଇନଜୀବୀ ଏବଂ ସେଠାରେ ଜନ୍ମ ଓ ଶିକ୍ଷା ପାଇଥିବା ଯୁବକମାନଙ୍କର ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଦେଖିଲେ। ନିଜ ହସ୍ତାକ୍ଷର ସହିତ ତୁଳନା କରି ସେ ନିଜକୁ ଲଜ୍ଜିତ ଅନୁଭବ କଲେ ଏବଂ ଛାତ୍ରଜୀବନରେ ହସ୍ତାକ୍ଷରକୁ ଅବହେଳା କରିଥିବାରୁ ଅନୁତାପ କଲେ।

ସେ ବୁଝିଲେ ଯେ ଖରାପ ହସ୍ତାକ୍ଷରକୁ ଅସମ୍ପୂର୍ଣ୍ଣ ଶିକ୍ଷାର ଲକ୍ଷଣ ବୋଲି ଧରାଯିବା ଉଚିତ। ପରେ ସେ ନିଜ ହସ୍ତାକ୍ଷର ସୁଧାରିବାକୁ ଚେଷ୍ଟା କଲେ, କିନ୍ତୁ ସେତେବେଳେ ବହୁତ ଦେରି ହୋଇଯାଇଥିଲା। ଛୋଟବେଳେ ହୋଇଥିବା ଏହି ଅବହେଳାକୁ ସେ ସମ୍ପୂର୍ଣ୍ଣ ଭାବେ ସୁଧାରି ପାରିଲେ ନାହିଁ।

3. ଯୁବପିଢ଼ି ପାଇଁ ଗାନ୍ଧୀଙ୍କ ଚେତାବନୀ

ନିଜ ଅନୁଭବରୁ ଶିକ୍ଷା ନେଇ ଗାନ୍ଧୀ ପ୍ରତ୍ୟେକ ଯୁବକ ଓ ଯୁବତୀଙ୍କୁ ସତର୍କ କରିଛନ୍ତି। ସେ କହିଛନ୍ତି ଯେ, ଭଲ ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକ ଅଂଶ ବୋଲି ବୁଝିବା ଉଚିତ। ଛୋଟବେଳେ ଯେଉଁ ଦକ୍ଷତା ଅବହେଳା କରାଯାଏ, ପରେ ତାହାକୁ ସୁଧାରିବା ବହୁତ କଷ୍ଟକର ହୋଇପାରେ।

ତେଣୁ ସେ ନିଜ ଅଭିଜ୍ଞତାକୁ ଯୁବପିଢ଼ି ପାଇଁ ଏକ ସତର୍କବାଣୀ ଓ ଶିକ୍ଷା ଭାବରେ ଦେଇଛନ୍ତି।

4. ହସ୍ତାକ୍ଷର ଶିକ୍ଷା ବିଷୟରେ ଗାନ୍ଧୀଙ୍କ ମତ

ଗାନ୍ଧୀ କେବଳ ଭଲ ହସ୍ତାକ୍ଷରର ଗୁରୁତ୍ୱ ବିଷୟରେ କହିନାହାନ୍ତି; ସେ ଶିଶୁମାନଙ୍କୁ କିପରି ଲେଖିବା ଶିଖାଯିବା ଉଚିତ ସେଥିପାଇଁ ମଧ୍ୟ ଏକ ମତ ଦେଇଛନ୍ତି।

ତାଙ୍କ ମତରେ, ପିଲାମାନଙ୍କୁ ପ୍ରଥମେ ଚିତ୍ର ଆଙ୍କିବାର କଳା ଶିଖାଇବା ଉଚିତ ଏବଂ ତା’ପରେ ଲେଖିବା ଶିଖାଇବା ଉଚିତ। ପିଲାମାନେ ଫୁଲ, ପକ୍ଷୀ ଇତ୍ୟାଦି ବିଭିନ୍ନ ବସ୍ତୁକୁ ଦେଖି ଯେପରି ଶିଖନ୍ତି, ସେହିପରି ପର୍ଯ୍ୟବେକ୍ଷଣ ମାଧ୍ୟମରେ ଅକ୍ଷର ଶିଖିବା ଉଚିତ।

ପ୍ରଥମେ ବସ୍ତୁଗୁଡ଼ିକର ଚିତ୍ର ଆଙ୍କିବା ଶିଖିଲେ, ପରେ ସେମାନେ ଅଧିକ ସୁନ୍ଦର ଓ ସୁଗଠିତ ହସ୍ତାକ୍ଷରରେ ଲେଖିପାରିବେ ବୋଲି ଗାନ୍ଧୀଙ୍କ ବିଶ୍ୱାସ ଥିଲା।

5. ସଂସ୍କୃତ ଶିଖିବାରେ ଗାନ୍ଧୀଙ୍କ ଅସୁବିଧା

ଏହା ପରେ ଗାନ୍ଧୀ ସଂସ୍କୃତ ଭାଷା ଶିଖିବାର ଅଭିଜ୍ଞତା ବିଷୟରେ କହିଛନ୍ତି। ତାଙ୍କ ପାଇଁ ସଂସ୍କୃତ ଏକ କଠିନ ବିଷୟ ଥିଲା।

ସେ ଜ୍ୟାମିତିକୁ ସଂସ୍କୃତ ତୁଳନାରେ ସହଜ ମନେ କରୁଥିଲେ। ଜ୍ୟାମିତିରେ ବହୁତ କିଛି ମୁଖସ୍ଥ କରିବାକୁ ପଡ଼ୁନଥିଲା, କିନ୍ତୁ ସଂସ୍କୃତରେ ପ୍ରାୟ ସବୁକିଛି ମୁଖସ୍ଥ କରିବାକୁ ପଡ଼ୁଥିବା ପରି ତାଙ୍କୁ ଲାଗୁଥିଲା।

ସଂସ୍କୃତ ଚତୁର୍ଥ ଶ୍ରେଣୀରୁ ପଢ଼ାଯାଉଥିଲା। ଷଷ୍ଠ ଶ୍ରେଣୀରେ ପ୍ରବେଶ କରିବା ପରେ ଗାନ୍ଧୀ ସଂସ୍କୃତ ପ୍ରତି ନିରାଶ ହୋଇପଡ଼ିଲେ। ସେ ଭାବୁଥିଲେ ଯେ ସଂସ୍କୃତ ଶିକ୍ଷକ ଜଣେ କଠୋର ଶିକ୍ଷକ, ଯିଏ ଛାତ୍ରମାନଙ୍କୁ ଅଧିକ ପରିଶ୍ରମ କରାଇବାକୁ ଚାହୁଁଥିଲେ।

6. ସଂସ୍କୃତ ଓ ପାର୍ସୀ ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱିତା

ସେତେବେଳେ ସ୍କୁଲରେ ସଂସ୍କୃତ ଓ ପାର୍ସୀ ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ଏକ ପ୍ରକାର ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱିତା ଥିଲା। ପାର୍ସୀ ଶିକ୍ଷକ ଛାତ୍ରମାନଙ୍କ ପ୍ରତି ଅଧିକ ଉଦାର ଓ ସହନଶୀଳ ଥିଲେ।

ଛାତ୍ରମାନେ ପରସ୍ପର ଆଲୋଚନା କରୁଥିଲେ ଯେ ପାର୍ସୀ ଭାଷା ବହୁତ ସହଜ ଏବଂ ପାର୍ସୀ ଶିକ୍ଷକ ଛାତ୍ରମାନଙ୍କ ପ୍ରତି ବହୁତ ଭଲ ଓ ବିଚାରଶୀଳ ଥିଲେ।

ଏହି ସହଜତା ଓ ଶିକ୍ଷକଙ୍କ ଉଦାର ବ୍ୟବହାର ଗାନ୍ଧୀଙ୍କୁ ଆକର୍ଷିତ କଲା। ତେଣୁ ଗୋଟିଏ ଦିନ ସେ ସଂସ୍କୃତ ଶ୍ରେଣୀ ଛାଡ଼ି ପାର୍ସୀ ଶ୍ରେଣୀରେ ଯାଇ ବସିଲେ।

7. ସଂସ୍କୃତ ଶିକ୍ଷକ କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟଙ୍କ ପ୍ରତିକ୍ରିୟା

ଗାନ୍ଧୀଙ୍କ ଏହି ନିଷ୍ପତ୍ତିରେ ସଂସ୍କୃତ ଶିକ୍ଷକ କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟ ଦୁଃଖିତ ହେଲେ। ସେ ଗାନ୍ଧୀଙ୍କୁ ନିଜ ପାଖକୁ ଡାକିଲେ ଏବଂ ତାଙ୍କୁ ବୁଝାଇଲେ।

ସେ ପଚାରିଲେ—ଗାନ୍ଧୀ କିପରି ଭୁଲିପାରନ୍ତି ଯେ ସେ ଜଣେ ବୈଷ୍ଣବ ପିତାଙ୍କ ପୁତ୍ର? ନିଜ ଧର୍ମ ଓ ପରମ୍ପରା ସହିତ ଜଡ଼ିତ ଭାଷା ସଂସ୍କୃତ ଶିଖିବା ଉଚିତ ନୁହେଁ କି?

କିନ୍ତୁ ଶିକ୍ଷକ ତାଙ୍କୁ କଠୋର ଭାବରେ ଦୋଷ ଦେଲେ ନାହିଁ। ବରଂ ସେ ସ୍ନେହ ଓ ସହାନୁଭୂତି ପ୍ରକାଶ କଲେ। ସେ କହିଲେ ଯେ ସଂସ୍କୃତରେ ଯଦି ଗାନ୍ଧୀଙ୍କ କୌଣସି ଅସୁବିଧା ହୁଏ, ତେବେ ସେ ତାଙ୍କ ପାଖକୁ ଆସିପାରନ୍ତି। ସେ ନିଜର ସମସ୍ତ ସାମର୍ଥ୍ୟ ଦେଇ ସଂସ୍କୃତ ପଢ଼ାଇବାକୁ ଚାହୁଁଥିଲେ।

ସେ ଗାନ୍ଧୀଙ୍କୁ ଆଶ୍ୱାସନ ଦେଲେ ଯେ, ଆଗକୁ ପଢ଼ିଲେ ସଂସ୍କୃତରେ ଅନେକ ଆକର୍ଷଣୀୟ ଓ ଜ୍ଞାନପୂର୍ଣ୍ଣ ବିଷୟ ମିଳିବ। ତେଣୁ ସେ ନିରାଶ ନହେବାକୁ ଏବଂ ପୁଣି ସଂସ୍କୃତ ଶ୍ରେଣୀକୁ ଫେରିଆସିବାକୁ କହିଲେ।

8. ଶିକ୍ଷକଙ୍କ ସ୍ନେହ ଗାନ୍ଧୀଙ୍କୁ ପ୍ରଭାବିତ କଲା

କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟଙ୍କର ସ୍ନେହପୂର୍ଣ୍ଣ ବ୍ୟବହାର ଗାନ୍ଧୀଙ୍କ ମନକୁ ଗଭୀର ଭାବରେ ଛୁଇଁଗଲା। ସେ ନିଜ କାର୍ଯ୍ୟ ପାଇଁ ଲଜ୍ଜିତ ହେଲେ। ସେ ବୁଝିଲେ ଯେ ଜଣେ ଶିକ୍ଷକ ତାଙ୍କ ଶିକ୍ଷା ପାଇଁ ଏତେ ଚିନ୍ତିତ ଓ ସ୍ନେହଶୀଳ ହୋଇଥିବାବେଳେ ତାଙ୍କର ସ୍ନେହକୁ ଅବହେଳା କରିବା ଠିକ୍ ନୁହେଁ।

ତେଣୁ ଗାନ୍ଧୀ ପୁଣି ସଂସ୍କୃତ ଶ୍ରେଣୀକୁ ଫେରିଗଲେ।

ପରବର୍ତ୍ତୀ ଜୀବନରେ ଗାନ୍ଧୀ କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟଙ୍କୁ କୃତଜ୍ଞତାର ସହ ସ୍ମରଣ କରିଥିଲେ। ସେ ଭାବିଥିଲେ ଯେ, ଯଦି ସେ ସେତେବେଳେ ଅଳ୍ପ ହେଲେ ମଧ୍ୟ ସଂସ୍କୃତ ଶିଖିନଥାନ୍ତେ, ତେବେ ନିଜ ଧର୍ମର ପବିତ୍ର ଧର୍ମଗ୍ରନ୍ଥଗୁଡ଼ିକ ପ୍ରତି ଆଗ୍ରହ ଉତ୍ପନ୍ନ କରିବା ତାଙ୍କ ପାଇଁ କଷ୍ଟକର ହୋଇଥାନ୍ତା।

ସେ ଏହା ମଧ୍ୟ ଅନୁତାପ କରିଥିଲେ ଯେ ସେ ସଂସ୍କୃତ ଭାଷାର ଅଧିକ ଗଭୀର ଓ ସମ୍ପୂର୍ଣ୍ଣ ଜ୍ଞାନ ହାସଲ କରିପାରିଲେ ନାହିଁ।

ସାରାଂଶର ମୁଖ୍ୟ ଶିକ୍ଷା

ଏହି ଅଂଶରୁ ଆମେ ଗାନ୍ଧୀଙ୍କ ଜୀବନର କିଛି ମହତ୍ତ୍ୱପୂର୍ଣ୍ଣ ଶିକ୍ଷା ପାଉଛୁ—

·       ସତ୍ୟବାଦୀ ହେବା ସହିତ ସାବଧାନ ହେବା ମଧ୍ୟ ଆବଶ୍ୟକ।

·       ଭଲ ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକ ଅଂଶ।

·       ଛୋଟବେଳେ ଅବହେଳା କରାଯାଇଥିବା ଦକ୍ଷତା ପରେ ସୁଧାରିବା କଷ୍ଟକର।

·       ଶିକ୍ଷାରେ ଶିକ୍ଷକଙ୍କ ସ୍ନେହ, ସହାନୁଭୂତି ଓ ପ୍ରୋତ୍ସାହନର ବହୁତ ଗୁରୁତ୍ୱ ଅଛି।

·       କଷ୍ଟକର ବିଷୟକୁ କେବଳ କଠିନ ବୋଲି ଛାଡ଼ି ଦେବା ଉଚିତ ନୁହେଁ।

·       ନିଜର ଭାଷା, ସଂସ୍କୃତି ଓ ପରମ୍ପରା ବିଷୟରେ ଜ୍ଞାନ ରହିବା ଆବଶ୍ୟକ।

·       ନିଜ ଭୁଲକୁ ସ୍ୱୀକାର କରି ସେଥିରୁ ଶିଖିବା ହେଉଛି ମହତ୍ତ୍ୱପୂର୍ଣ୍ଣ ଗୁଣ।

ସାରକଥା: ଏହି ଅଂଶରେ ଗାନ୍ଧୀ ନିଜ ଛାତ୍ରଜୀବନର ଭୁଲ, ଅନୁତାପ ଓ ଶିକ୍ଷାକୁ ନିଷ୍କପଟ ଭାବରେ ପ୍ରକାଶ କରିଛନ୍ତି। ତାଙ୍କ ଜୀବନର ଏହି ଛୋଟ ଛୋଟ ଅନୁଭବଗୁଡ଼ିକ ପରେ ତାଙ୍କର ଚରିତ୍ର, ଶିକ୍ଷାଦର୍ଶନ ଓ ସତ୍ୟପ୍ରତି ଅଟଳ ନିଷ୍ଠା ଗଢ଼ିବାରେ ସହାୟକ ହୋଇଥିଲା।

One-Mark Questions 

1.    What deeply pained Gandhi?
Ans. Being convicted of lying.

2.    Why was Gandhi unable to prove his innocence?
Ans. There was no way for him to prove it.

3.    How did Gandhi react when he was convicted of lying?
Ans. He cried in deep anguish.

4.    What did Gandhi learn from the incident of being accused of lying?
Ans. A man of truth must also be a man of care.

5.    What did Gandhi consider the incident of carelessness in school?
Ans. The first and last instance of his carelessness.

6.    What did Gandhi faintly remember about the fine?
Ans. He remembered that he finally succeeded in getting it remitted.

7.    What does “remitted” mean?
Ans. Cancelled or forgiven.

8.    Who obtained Gandhi’s exemption from exercise?
Ans. His father.

9.    Who wrote to the headmaster requesting Gandhi’s exemption?
Ans. Gandhi’s father.

10. Why did Gandhi’s father want him at home after school?
Ans. To serve him.

11. What other neglect did Gandhi suffer from?
Ans. Neglecting good handwriting.

12. What did Gandhi once think was not a necessary part of education?
Ans. Good handwriting.

13. How long did Gandhi retain the wrong notion about handwriting?
Ans. Until he went to England.

14. Where did Gandhi particularly notice beautiful handwriting?
Ans. In South Africa.

15. Whose handwriting impressed Gandhi in South Africa?
Ans. Lawyers and young men born and educated there.

16. How did Gandhi feel when he saw their beautiful handwriting?
Ans. He felt ashamed of himself.

17. What did Gandhi repent of?
Ans. His neglect of good handwriting.

18. What did Gandhi think bad handwriting indicated?
Ans. An imperfect education.

19. Did Gandhi try to improve his handwriting later?
Ans. Yes.

20. Why could Gandhi not fully improve his handwriting?
Ans. It was too late to repair the neglect of his youth.

21. What does Gandhi advise young people about handwriting?
Ans. They should regard good handwriting as a necessary part of education.

22. Whom does Gandhi warn through his own example?
Ans. Every young man and woman.

23. What should children learn before learning to write, according to Gandhi?
Ans. Drawing.

24. What should children first be taught according to Gandhi?
Ans. The art of drawing.

25. How should children learn their letters?
Ans. By observation.

26. What examples of objects does Gandhi give for observation?
Ans. Flowers and birds.

27. When should children learn handwriting according to Gandhi?
Ans. After learning to draw objects.

28. What would children achieve by learning drawing before writing?
Ans. Beautifully formed handwriting.

29. Which subject proved harder for Gandhi?
Ans. Sanskrit.

30. Which subject did Gandhi find easier than Sanskrit?
Ans. Geometry.

31. Why did Gandhi find geometry easier?
Ans. There was nothing to memorise in geometry.

32. What did Gandhi think had to be done in Sanskrit?
Ans. Everything had to be learnt by heart.

33. From which standard was Sanskrit introduced?
Ans. The fourth standard.

34. In which standard did Gandhi become disheartened with Sanskrit?
Ans. The sixth standard.

35. What kind of teacher was Gandhi’s Sanskrit teacher?
Ans. A hard taskmaster.

36. What was the Sanskrit teacher anxious to do?
Ans. To force the boys to work hard.

37. Between which two teachers was there a rivalry?
Ans. The Sanskrit and Persian teachers.

38. How was the Persian teacher regarded by the boys?
Ans. As lenient, good and considerate.

39. What did the boys think about Persian?
Ans. They thought it was very easy.

40. What tempted Gandhi to study Persian?
Ans. Its apparent easiness.

41. What did Gandhi do one day because he was attracted to Persian?
Ans. He sat in the Persian class.

42. Who was grieved by Gandhi’s decision to attend Persian?
Ans. The Sanskrit teacher.

43. What was the name of Gandhi’s Sanskrit teacher?
Ans. Krishnashankar Pandya.

44. What did the Sanskrit teacher ask Gandhi?
Ans. How he could forget that he was the son of a Vaishnava father.

45. What did the teacher remind Gandhi about his father?
Ans. That his father was a Vaishnava.

46. Why did the Sanskrit teacher want Gandhi to learn Sanskrit?
Ans. It was the language of his religious tradition.

47. What did the Sanskrit teacher offer Gandhi if he had difficulty?
Ans. He offered to help him.

48. What did the Sanskrit teacher promise to do?
Ans. Teach Sanskrit to the best of his ability.

49. What did the Sanskrit teacher say Gandhi would find later in Sanskrit?
Ans. Things of absorbing interest.

50. What did the teacher advise Gandhi not to do?
Ans. Not to lose heart.

51. What did the teacher ask Gandhi to do?
Ans. Come and sit again in the Sanskrit class.

52. What affected Gandhi deeply?
Ans. The Sanskrit teacher’s kindness.

53. How did Gandhi feel after receiving his teacher’s kindness?
Ans. He felt ashamed.

54. Why could Gandhi not disregard his Sanskrit teacher?
Ans. Because of the teacher’s affection.

55. Whom did Gandhi later thank with gratitude?
Ans. Krishnashankar Pandya.

56. Why was Gandhi grateful to Krishnashankar Pandya?
Ans. He encouraged Gandhi to continue learning Sanskrit.

57. What would Gandhi have found difficult without learning Sanskrit?
Ans. Taking an interest in his sacred books.

58. What did Gandhi regret about his Sanskrit studies?
Ans. He regretted not acquiring a more thorough knowledge of Sanskrit.

59. What kind of books did Gandhi refer to in connection with Sanskrit?
Ans. His sacred books.

60. What language would have helped Gandhi understand his sacred books?
Ans. Sanskrit.

61. What does “anguish” mean?
Ans. Extreme mental or emotional pain.

62. What does “convicted” mean in the passage?
Ans. Judged or believed to be guilty.

63. What does “innocence” mean?
Ans. Freedom from guilt.

64. What does “carelessness” mean?
Ans. Lack of proper attention or caution.

65. What does “exemption” mean?
Ans. Freedom from an obligation or duty.

66. What does “neglect” mean?
Ans. Failure to give proper attention or care.

67. What does “repented” mean?
Ans. Felt sorry for a past mistake.

68. What does “imperfect” mean?
Ans. Not complete or fully developed.

69. What does “remitted” mean?
Ans. Cancelled or reduced.

70. What does “retained” mean?
Ans. Continued to keep or hold.

71. What does “absorbing interest” mean?
Ans. Great or fascinating interest.

72. What does “disheartened” mean?
Ans. Discouraged or losing confidence.

73. What does “taskmaster” mean?
Ans. A person who demands hard work.

74. What does “lenient” mean?
Ans. Not strict.

75. What does “considerate” mean?
Ans. Caring about others’ feelings and needs.

76. What does “rivalry” mean?
Ans. Competition between two people or groups.

77. What does “Vaishnava” refer to?
Ans. A follower of Vaishnavism.

78. Who was a Vaishnava?
Ans. Gandhi’s father.

79. What quality of the Sanskrit teacher influenced Gandhi?
Ans. His kindness and affection.

80. What did the Sanskrit teacher’s kindness make Gandhi do?
Ans. Return to the Sanskrit class.

81. What did Gandhi value in his Sanskrit teacher?
Ans. His affection and willingness to help.

82. What does Gandhi’s regret over handwriting show?
Ans. That he learned from his past mistake.

83. What does Gandhi’s experience with Sanskrit show about teachers?
Ans. A teacher’s affection and encouragement can inspire students.

84. What does Gandhi’s experience teach about difficult subjects?
Ans. Students should not give up merely because a subject is difficult.

85. What important quality does Gandhi display by admitting his mistakes?
Ans. Self-honesty.

86. What did Gandhi learn from his accusation of lying?
Ans. Truth must be accompanied by care.

87. What did Gandhi learn from his handwriting experience?
Ans. Important skills should not be neglected during youth.

88. What did Gandhi learn from his Sanskrit experience?
Ans. Difficult subjects should not be abandoned without proper effort.

89. Which subject required more memorisation according to Gandhi?
Ans. Sanskrit.

90. Which subject required little memorisation according to Gandhi?
Ans. Geometry.

91. Why did the boys prefer Persian?
Ans. They considered it easy and its teacher considerate.

92. Why did Gandhi initially leave the Sanskrit class?
Ans. He was discouraged by its difficulty.

93. What brought Gandhi back to the Sanskrit class?
Ans. His teacher’s kindness and affection.

94. What did Gandhi later feel about his Sanskrit education?
Ans. He felt grateful but regretted not learning it more thoroughly.

95. What did Gandhi consider a sign of imperfect education?
Ans. Bad handwriting.

96. What should children learn through observation?
Ans. Letters and objects.

97. What should precede handwriting according to Gandhi’s educational idea?
Ans. Drawing.

98. What is the main lesson of Gandhi’s handwriting experience?
Ans. Do not neglect any important part of education.

99. What is the main lesson of Gandhi’s Sanskrit experience?
Ans. Perseverance and a teacher’s encouragement can overcome discouragement.

100.               What is the main moral lesson of the entire extract?
Ans. One should be truthful, careful, hardworking, self-critical and respectful towards teachers and education.

Multiple Choice Questions

Set 1

1.    What deeply pained Gandhi?
A. Losing a scholarship
B. Being convicted of lying
C. Failing in Sanskrit
D. Being punished for poor handwriting
Ans. B. Being convicted of lying

2.    Why could Gandhi not prove his innocence?
A. He had forgotten the incident
B. He had no witness
C. There was no way to prove it
D. His father refused to help him
Ans. C. There was no way to prove it

3.    How did Gandhi react after being convicted of lying?
A. He became angry
B. He remained silent
C. He laughed
D. He cried in deep anguish
Ans. D. He cried in deep anguish

4.    What did Gandhi learn from this experience?
A. A student should never question teachers
B. A man of truth must also be a man of care
C. Physical exercise is unnecessary
D. Teachers are always correct
Ans. B. A man of truth must also be a man of care

5.    How did Gandhi describe this incident of carelessness?
A. The first of many instances
B. The most serious incident
C. The first and last instance of his carelessness
D. An incident he completely forgot
Ans. C. The first and last instance of his carelessness

6.    What happened to the fine imposed on Gandhi?
A. He paid it immediately
B. His father paid it
C. He finally succeeded in getting it remitted
D. It was doubled
Ans. C. He finally succeeded in getting it remitted

7.    Who helped Gandhi obtain exemption from exercise?
A. His Sanskrit teacher
B. His father
C. His Persian teacher
D. His headmaster
Ans. B. His father

8.    Why did Gandhi’s father want him at home after school?
A. To study
B. To play
C. To serve him
D. To teach his brothers
Ans. C. To serve him

9.    What did Gandhi neglect during his childhood?
A. Mathematics
B. Good handwriting
C. Cricket
D. Persian
Ans. B. Good handwriting

10. Until when did Gandhi retain the idea that good handwriting was unnecessary?
A. Until he left school
B. Until he went to England
C. Until he went to South Africa
D. Until he became a teacher
Ans. B. Until he went to England

11. Where did Gandhi particularly notice beautiful handwriting?
A. India
B. England
C. South Africa
D. France
Ans. C. South Africa

12. Whose handwriting impressed Gandhi in South Africa?
A. Teachers and students
B. Lawyers and young men
C. Farmers and workers
D. Doctors and soldiers
Ans. B. Lawyers and young men

13. How did Gandhi feel when he saw their beautiful handwriting?
A. Proud
B. Angry
C. Ashamed of himself
D. Indifferent
Ans. C. Ashamed of himself

14. What did Gandhi repent of?
A. Learning Persian
B. Neglecting good handwriting
C. Learning Sanskrit
D. Avoiding geometry
Ans. B. Neglecting good handwriting

15. What did Gandhi consider bad handwriting to be a sign of?
A. Laziness
B. Weak memory
C. Imperfect education
D. Poor intelligence
Ans. C. Imperfect education

16. Did Gandhi later try to improve his handwriting?
A. Yes
B. No
C. Only for a short time
D. He asked someone else to improve it
Ans. A. Yes

17. Why could Gandhi not fully repair his handwriting?
A. He had no teacher
B. It was too late to repair the neglect of his youth
C. He did not practise
D. He disliked writing
Ans. B. It was too late to repair the neglect of his youth

18. Whom does Gandhi warn through his own example?
A. Only schoolboys
B. Only teachers
C. Every young man and woman
D. Only lawyers
Ans. C. Every young man and woman

19. What does Gandhi say is a necessary part of education?
A. Cricket
B. Good handwriting
C. Persian
D. Drawing only
Ans. B. Good handwriting

20. What should children learn before learning to write, according to Gandhi?
A. Singing
B. Reading
C. Drawing
D. Mathematics
Ans. C. Drawing

21. How should children learn their letters?
A. By memorising them
B. By observation
C. By copying books
D. By listening to teachers
Ans. B. By observation

22. Which objects does Gandhi mention as examples for observation?
A. Trees and houses
B. Flowers and birds
C. Books and pens
D. Animals and buildings
Ans. B. Flowers and birds

23. When should children learn handwriting according to Gandhi?
A. Before drawing
B. At the same time as drawing
C. After learning to draw objects
D. After finishing school
Ans. C. After learning to draw objects

24. What would this method help children develop?
A. Fast reading
B. Beautifully formed handwriting
C. Better memory
D. Better speaking skills
Ans. B. Beautifully formed handwriting

25. Which subject proved harder for Gandhi?
A. Geometry
B. English
C. Sanskrit
D. Persian
Ans. C. Sanskrit

26. Which subject did Gandhi find easier than Sanskrit?
A. Geometry
B. Persian
C. English
D. History
Ans. A. Geometry

27. Why did Gandhi find geometry easier?
A. It was taught by a kind teacher
B. There was nothing to memorise
C. It was very short
D. His friends helped him
Ans. B. There was nothing to memorise

28. What did Gandhi think had to be done in Sanskrit?
A. Everything had to be drawn
B. Everything had to be translated
C. Everything had to be learnt by heart
D. Everything had to be written
Ans. C. Everything had to be learnt by heart

29. From which standard was Sanskrit taught?
A. Second
B. Third
C. Fourth
D. Fifth
Ans. C. Fourth

30. In which standard did Gandhi become disheartened with Sanskrit?
A. Fourth
B. Fifth
C. Sixth
D. Seventh
Ans. C. Sixth

31. What kind of teacher did Gandhi think the Sanskrit teacher was?
A. Lenient
B. A hard taskmaster
C. Careless
D. Indifferent
Ans. B. A hard taskmaster

32. What was the Sanskrit teacher anxious to do?
A. Make the boys play
B. Force the boys to work
C. Make Sanskrit easier
D. Teach Persian
Ans. B. Force the boys to work

33. Between which two teachers was there a sort of rivalry?
A. English and Sanskrit teachers
B. Persian and English teachers
C. Sanskrit and Persian teachers
D. Geometry and Sanskrit teachers
Ans. C. Sanskrit and Persian teachers

34. How was the Persian teacher regarded by the boys?
A. Strict
B. Lenient
C. Unfriendly
D. Careless
Ans. B. Lenient

35. What did the boys think about Persian?
A. It was very difficult
B. It was very boring
C. It was very easy
D. It was unnecessary
Ans. C. It was very easy

36. Why did Gandhi sit in the Persian class?
A. He wanted to teach Persian
B. He was attracted by its apparent easiness
C. His teacher sent him there
D. He had finished Sanskrit
Ans. B. He was attracted by its apparent easiness

37. Who was grieved when Gandhi went to the Persian class?
A. The headmaster
B. Gandhi’s father
C. The Sanskrit teacher
D. The Persian teacher
Ans. C. The Sanskrit teacher

38. What was the name of Gandhi’s Sanskrit teacher?
A. Dorabji Gimi
B. Krishnashankar Pandya
C. Edulji Pandya
D. Mohandas Pandya
Ans. B. Krishnashankar Pandya

39. What did the Sanskrit teacher remind Gandhi about?
A. His scholarship
B. His father being a Vaishnava
C. His poor handwriting
D. His love of geometry
Ans. B. His father being a Vaishnava

40. Why did the Sanskrit teacher ask Gandhi to learn Sanskrit?
A. It was the easiest language
B. It was the language of his own religious tradition
C. It was compulsory for all students
D. It was useful for business
Ans. B. It was the language of his own religious tradition

41. What did the Sanskrit teacher offer Gandhi?
A. A scholarship
B. Extra holidays
C. Help with his difficulties
D. Permission to leave school
Ans. C. Help with his difficulties

42. What did the teacher promise to do?
A. Teach Gandhi Persian
B. Teach Sanskrit to the best of his ability
C. Give Gandhi a scholarship
D. Exempt Gandhi from all classes
Ans. B. Teach Sanskrit to the best of his ability

43. What did the Sanskrit teacher say Gandhi would find as he progressed?
A. Things of absorbing interest
B. More difficult examinations
C. Easier subjects
D. New teachers
Ans. A. Things of absorbing interest

44. What did the teacher advise Gandhi not to do?
A. Study Persian
B. Write neatly
C. Lose heart
D. Attend school
Ans. C. Lose heart

45. What did the Sanskrit teacher ask Gandhi to do?
A. Go home
B. Sit again in the Sanskrit class
C. Join the Persian class
D. Study geometry
Ans. B. Sit again in the Sanskrit class

46. What effect did the teacher’s kindness have on Gandhi?
A. It angered him
B. It put him to shame
C. It frightened him
D. It made him laugh
Ans. B. It put him to shame

47. Why could Gandhi not disregard his teacher?
A. He feared punishment
B. He valued his teacher’s affection
C. He wanted a scholarship
D. His father ordered him to return
Ans. B. He valued his teacher’s affection

48. Whom did Gandhi later thank with gratitude?
A. His Persian teacher
B. Krishnashankar Pandya
C. Dorabji Gimi
D. His headmaster
Ans. B. Krishnashankar Pandya

49. Why was Gandhi grateful to Krishnashankar Pandya?
A. He taught Gandhi geometry
B. He encouraged Gandhi to continue Sanskrit
C. He cancelled Gandhi’s fine
D. He improved Gandhi’s handwriting
Ans. B. He encouraged Gandhi to continue Sanskrit

50. What would Gandhi have found difficult without learning some Sanskrit?
A. Learning English
B. Taking interest in his sacred books
C. Studying geometry
D. Going to England
Ans. B. Taking interest in his sacred books

51. What did Gandhi deeply regret?
A. Not learning Persian
B. Not learning more Sanskrit
C. Not studying geometry
D. Not playing cricket
Ans. B. Not learning more Sanskrit

52. What does Gandhi’s regret about Sanskrit indicate?
A. He disliked Sanskrit
B. He later understood its importance
C. He preferred Persian throughout life
D. He thought Sanskrit was useless
Ans. B. He later understood its importance

53. The word “anguish” means:
A. Happiness
B. Extreme mental pain
C. Surprise
D. Excitement
Ans. B. Extreme mental pain

54. The word “innocence” means:
A. Guilt
B. Freedom from guilt
C. Carelessness
D. Anger
Ans. B. Freedom from guilt

55. The word “remitted” means:
A. Increased
B. Cancelled or forgiven
C. Repeated
D. Doubled
Ans. B. Cancelled or forgiven

56. The word “neglect” means:
A. Proper care
B. Failure to give proper attention
C. Hard work
D. Success
Ans. B. Failure to give proper attention

57. The word “repented” means:
A. Felt sorry for a mistake
B. Became angry
C. Became proud
D. Forgot something
Ans. A. Felt sorry for a mistake

58. The word “disheartened” means:
A. Encouraged
B. Discouraged
C. Excited
D. Confused
Ans. B. Discouraged

59. The word “lenient” means:
A. Very strict
B. Not strict
C. Unkind
D. Unfair
Ans. B. Not strict

60. The word “considerate” means:
A. Thoughtful towards others
B. Strict towards others
C. Careless
D. Proud
Ans. A. Thoughtful towards others

61. The word “rivalry” means:
A. Friendship
B. Competition
C. Cooperation
D. Agreement
Ans. B. Competition

62. The word “absorbing” in “absorbing interest” means:
A. Boring
B. Fascinating
C. Difficult
D. Unimportant
Ans. B. Fascinating

63. Gandhi’s experience of being accused of lying mainly taught him the importance of:
A. Wealth
B. Truth and carefulness
C. Sports
D. Competition
Ans. B. Truth and carefulness

64. Gandhi’s regret about handwriting shows that:
A. Childhood neglect can be difficult to correct later
B. Handwriting is unimportant
C. Writing should be avoided
D. Education is unnecessary
Ans. A. Childhood neglect can be difficult to correct later

65. According to Gandhi, bad handwriting is a sign of:
A. Poor health
B. Imperfect education
C. Weak memory
D. Lack of intelligence
Ans. B. Imperfect education

66. Gandhi’s method of teaching handwriting begins with:
A. Memorisation
B. Drawing
C. Reading
D. Dictation
Ans. B. Drawing

67. Gandhi’s return to Sanskrit was mainly caused by:
A. Fear of punishment
B. His teacher’s affection and kindness
C. Pressure from classmates
D. His father’s command
Ans. B. His teacher’s affection and kindness

68. What quality of Krishnashankar Pandya impressed Gandhi most?
A. Strictness
B. Affection and kindness
C. Scholarship
D. Wealth
Ans. B. Affection and kindness

69. Gandhi’s attitude towards his mistakes is best described as:
A. Proud
B. Self-critical and honest
C. Careless
D. Defensive
Ans. B. Self-critical and honest

70. What does the extract mainly demonstrate?
A. Gandhi’s success as a sportsman
B. Gandhi’s school experiences and the lessons he learned from them
C. Gandhi’s political career
D. Gandhi’s life in South Africa only
Ans. B. Gandhi’s school experiences and the lessons he learned from them

2.5-Mark Questions with Answers

Answers: approximately 40 words each

1.    Why was Gandhi deeply pained when he was convicted of lying?
Ans. Gandhi was deeply pained because he had actually told the truth about his absence, but his teacher did not believe him. He had no way to prove his innocence. Since he valued truthfulness greatly, the accusation caused him intense mental anguish.

2.    What important lesson did Gandhi learn from the incident of his absence from exercise?
Ans. Gandhi learned that a person who wants to be truthful must also be careful. Although he had told the truth, his carelessness had created a situation in which his teacher doubted him. Thus, truthfulness must be accompanied by responsibility and care.

3.    Why did Gandhi describe the incident as his first and last instance of carelessness?
Ans. Gandhi considered it his first and last instance of carelessness because his failure to attend exercise resulted from his lack of a watch and his mistaken judgment of time. The painful experience taught him to be more careful about his actions.

4.    How did Gandhi finally obtain exemption from physical exercise?
Ans. Gandhi’s father personally wrote to the headmaster requesting that Gandhi be allowed to remain at home after school. He wanted Gandhi to serve him at home. Because of his father’s request, Gandhi was eventually granted exemption from exercise.

5.    Why did Gandhi neglect good handwriting in his youth?
Ans. Gandhi himself admits that he had developed the wrong idea that good handwriting was not an important part of education. He did not realize its value during his childhood and continued to neglect it until he went to England.

6.    What made Gandhi realize the importance of good handwriting?
Ans. Gandhi realized its importance after seeing the beautiful handwriting of lawyers and young men in South Africa. He compared their handwriting with his own and felt ashamed. He then understood that bad handwriting reflected imperfect education and regretted his earlier neglect.

7.    Why could Gandhi not completely improve his handwriting later?
Ans. Gandhi tried to improve his handwriting later in life, but he found it too late to repair the neglect of his youth. His early habit had become firmly established. Therefore, he could never completely correct the weakness he had developed.

8.    What warning does Gandhi give young people regarding handwriting?
Ans. Gandhi warns every young man and woman not to neglect handwriting. From his own experience, he learned that good handwriting is a necessary part of education. He advises young people to develop this skill properly during their childhood.

9.    What method of teaching handwriting did Gandhi suggest?
Ans. Gandhi suggested that children should first be taught drawing before learning to write. They should learn letters through observation, just as they observe flowers and birds. After learning to draw objects, they would naturally develop beautifully formed handwriting.

10. Why did Gandhi suggest teaching drawing before handwriting?
Ans. Gandhi believed that children learn through observation. If they first learn to observe and draw objects such as flowers and birds, they can develop a better understanding of shapes and forms. This would help them develop neat and beautiful handwriting.

11. Why did Sanskrit seem difficult to Gandhi?
Ans. Sanskrit seemed difficult because Gandhi thought that almost everything in the subject had to be memorised. In contrast, he found geometry easier because there was little to memorise. This difference made Sanskrit appear particularly challenging to him.

12. Why did Gandhi prefer geometry to Sanskrit?
Ans. Gandhi preferred geometry because he believed there was nothing to memorise in it. Sanskrit, however, seemed to require extensive memorisation. Therefore, when he compared the two subjects, geometry appeared easier and more attractive to him.

13. When did Gandhi become discouraged with Sanskrit?
Ans. Gandhi became discouraged with Sanskrit when he entered the sixth standard. He found the subject difficult and considered his teacher a hard taskmaster. At the same time, the apparent easiness of Persian tempted him to abandon Sanskrit.

14. What was the attitude of the Sanskrit teacher towards his students?
Ans. Gandhi considered the Sanskrit teacher a hard taskmaster who wanted to make the boys work seriously. However, when Gandhi tried to leave Sanskrit, the teacher showed affection, concern and willingness to help him overcome his difficulties.

15. Why did the boys prefer the Persian teacher?
Ans. The boys preferred the Persian teacher because they considered him lenient, good and considerate. They also believed that Persian was an easy subject. Gandhi was influenced by their opinions and became tempted to attend the Persian class.

16. What caused Gandhi to sit in the Persian class one day?
Ans. Gandhi was discouraged by the difficulty of Sanskrit and influenced by his classmates’ opinion that Persian was easy. Since the Persian teacher was also considered kind and considerate, this apparent easiness tempted Gandhi to sit in the Persian class.

17. What was the Sanskrit teacher’s reaction when Gandhi joined the Persian class?
Ans. The Sanskrit teacher was deeply grieved when Gandhi left his class. He called Gandhi aside and reminded him of his religious background. Instead of punishing him, he lovingly encouraged Gandhi to return and offered to help him with his difficulties.

18. Why did the Sanskrit teacher remind Gandhi that he was the son of a Vaishnava father?
Ans. The teacher reminded Gandhi of his Vaishnava background to make him understand the importance of learning Sanskrit, a language connected with his religious and cultural tradition. He wanted Gandhi to remain connected with his own heritage.

19. How did the Sanskrit teacher try to encourage Gandhi?
Ans. The teacher assured Gandhi that if he had any difficulty, he could come to him for help. He promised to teach him to the best of his ability and told him that Sanskrit would contain many fascinating things as he progressed.

20. What effect did the Sanskrit teacher’s kindness have on Gandhi?
Ans. The teacher’s kindness made Gandhi feel ashamed of leaving his class. Gandhi could not disregard the affection shown by his teacher. He therefore returned to the Sanskrit class and continued learning the language.

21. Why was Gandhi grateful to Krishnashankar Pandya?
Ans. Gandhi was grateful to Krishnashankar Pandya because the teacher’s affection and encouragement persuaded him to continue studying Sanskrit. Gandhi later realized that even his limited knowledge of Sanskrit helped him take an interest in his sacred books.

22. Why did Gandhi regret not learning Sanskrit more thoroughly?
Ans. Gandhi regretted not acquiring a deeper knowledge of Sanskrit because the language would have helped him understand and appreciate his sacred books more fully. He realized later that his limited Sanskrit knowledge had restricted his understanding of his religious literature.

23. What would Gandhi have found difficult if he had not learned Sanskrit?
Ans. Gandhi believed that if he had not acquired even a little Sanskrit at school, he would have found it difficult to take an interest in his sacred books. Sanskrit therefore helped him connect with his religious literature and cultural heritage.

24. What does Gandhi’s account of handwriting reveal about his personality?
Ans. Gandhi’s account reveals his honesty and capacity for self-criticism. He openly admits that he neglected handwriting and later regretted it. Instead of hiding his weakness, he uses his personal failure as a warning and lesson for younger people.

25. What does Gandhi’s experience with Sanskrit reveal about the importance of a teacher?
Ans. Gandhi’s experience shows that a teacher’s affection and encouragement can greatly influence a student. Krishnashankar Pandya did not merely criticize Gandhi; he understood his difficulty, offered help and encouraged him. His kindness persuaded Gandhi to continue studying Sanskrit.

26. How does Gandhi show that he was willing to learn from his mistakes?
Ans. Gandhi openly acknowledges his mistakes regarding carelessness, handwriting and Sanskrit. He does not try to hide them. Instead, he reflects on them from his later experience and draws useful lessons. This shows his honesty, humility and habit of self-examination.

27. What is the main lesson of Gandhi’s experience with handwriting?
Ans. The main lesson is that no important part of education should be neglected. Gandhi ignored handwriting during childhood and later found it difficult to correct. Therefore, students should develop good habits and skills properly while they are young.

28. What is the main lesson of Gandhi’s experience with Sanskrit?
Ans. Gandhi’s experience teaches that students should not abandon a difficult subject simply because it seems hard. With encouragement, patience and proper guidance, difficulties can be overcome. It also teaches the importance of respecting a caring teacher.

29. How did Gandhi’s view of handwriting change with age?
Ans. As a child, Gandhi believed that good handwriting was not necessary for education. Later, after seeing beautiful handwriting in South Africa, he realized that this belief was wrong. He understood that poor handwriting indicated imperfect education and deeply regretted his neglect.

30. How does the extract show Gandhi’s respect for education?
Ans. Gandhi considers education broader than merely passing examinations. He emphasizes truthfulness, good handwriting, physical and mental development, and knowledge of one’s cultural heritage. His reflections show that education should develop both practical abilities and moral and intellectual qualities.

31. What does the extract teach about childhood habits?
Ans. The extract teaches that childhood habits can have long-lasting effects. Gandhi’s neglect of handwriting became difficult to correct later in life. Therefore, young people should develop good habits carefully because correcting neglected skills may become difficult as they grow older.

32. Why did Gandhi feel ashamed after listening to his Sanskrit teacher?
Ans. Gandhi felt ashamed because his teacher had shown genuine affection and concern for his education. Instead of becoming angry, the teacher offered to help him overcome his difficulties. Gandhi realized that he had wrongly ignored a teacher who sincerely cared for him.

33. What contrast does Gandhi draw between Sanskrit and Persian?
Ans. Gandhi considered Sanskrit difficult and its teacher strict, while Persian seemed easy and its teacher appeared lenient and considerate. This contrast attracted Gandhi towards Persian. However, the affection of his Sanskrit teacher ultimately persuaded him to return to Sanskrit.

34. How did Gandhi’s classmates influence his choice of Persian?
Ans. Gandhi’s classmates often said that Persian was very easy and that its teacher was good and considerate. Their opinions influenced Gandhi, especially because he was already discouraged by Sanskrit. As a result, he became tempted to join the Persian class.

35. What does the phrase “a man of truth must also be a man of care” mean?
Ans. It means that merely being truthful is not enough. A truthful person must also act carefully and responsibly. Gandhi had told the truth about his absence, but his carelessness had made his explanation difficult to believe. Hence, truth requires careful conduct.

36. What does Gandhi’s attitude towards his teacher show?
Ans. Gandhi’s attitude shows that he respected sincere affection and guidance. When Krishnashankar Pandya kindly encouraged him instead of simply scolding him, Gandhi responded positively. He felt ashamed of his decision and returned to the Sanskrit class.

37. Why does Gandhi use his own experience as a warning to young people?
Ans. Gandhi uses his own experience because he wants young people to learn from his mistakes. His neglect of handwriting caused lifelong difficulty. By honestly describing this experience, he warns students not to ignore seemingly small but important aspects of education.

38. What connection does Gandhi establish between Sanskrit and his sacred books?
Ans. Gandhi believes that knowledge of Sanskrit helped him develop an interest in his sacred books. Since many of these religious texts were connected with Sanskrit, learning the language enabled him to approach his religious literature. Hence, he later regretted not learning it more deeply.

39. What qualities of Gandhi are revealed through this extract?
Ans. The extract reveals Gandhi as truthful, self-critical, humble, grateful and eager to learn. He honestly admits his mistakes, accepts lessons from experience, respects his teacher’s affection and later recognizes the importance of handwriting and Sanskrit.

40. What overall message does this part of “At the High School” convey?
Ans. The extract teaches the importance of truthfulness, carefulness, perseverance and proper education. It also emphasizes that students should not neglect basic skills or abandon difficult subjects. Gandhi’s experiences show that mistakes can become valuable lessons when examined honestly.

5-Mark Questions

Answers: approximately 100 words each

1. Describe Gandhi’s experience of being accused of lying and the lesson he learnt from it.

Ans. Gandhi was deeply hurt when he was convicted of lying after being absent from the compulsory exercise. He knew that he had told the truth, but he had no way of proving his innocence. He cried in deep anguish because his honesty was doubted. From this painful experience, he learnt that a truthful person must also be careful in his actions. Carelessness can create circumstances in which even a truthful person may be suspected of lying. Gandhi considered this the first and last instance of his carelessness at school. The experience strengthened his commitment to truthfulness and careful conduct.

2. Why did Gandhi consider the incident of his absence from exercise an important experience?

Ans. The incident was important because it taught Gandhi a lasting moral lesson. He had genuinely been absent because he had no watch and had been deceived by the clouds about the time. However, his teacher did not believe his explanation and accused him of lying. Gandhi was deeply distressed because he could not prove his innocence. He realized that being truthful alone was not enough; one must also be careful and responsible. He regarded this as the first and last instance of carelessness in his school life. The experience taught him to connect truthfulness with carefulness in practical life.

3. Explain why Gandhi’s father had to intervene in the matter of exercise.

Ans. Gandhi disliked compulsory exercise because he wanted to return home after school to serve his father. His father needed his care and Gandhi considered nursing him an important duty. The compulsory exercise therefore interfered with his service to his father. Gandhi himself requested the headmaster for exemption, but his request was not accepted. Finally, his father personally wrote to the headmaster explaining that he wanted Gandhi at home after school. On the basis of this request, Gandhi obtained exemption from exercise. This incident shows Gandhi’s devotion to his father and his strong sense of family responsibility.

4. Describe Gandhi’s regret regarding his handwriting.

Ans. Gandhi deeply regretted neglecting good handwriting during his school years. He had mistakenly believed that handwriting was not an essential part of education and continued to think so until he went to England. Later, particularly in South Africa, he saw the beautiful handwriting of lawyers and young men educated there. Comparing their handwriting with his own made him feel ashamed. He realized that bad handwriting was a sign of imperfect education. Although he later tried to improve his handwriting, he found that it was too late to completely correct his childhood neglect. He therefore warned young people not to repeat his mistake.

5. What does Gandhi teach young people through his experience with handwriting?

Ans. Gandhi uses his own poor handwriting as a warning to young people. He explains that he once believed good handwriting was not necessary for education. Later, after observing the beautiful handwriting of lawyers and educated young men in South Africa, he realized that he had been mistaken. He felt ashamed and regretted his childhood neglect. Although he tried to improve his handwriting later, he could not completely repair the weakness. Gandhi therefore advises every young man and woman to take handwriting seriously. He believes that good handwriting is an essential part of education and should be developed properly during childhood.

6. Explain Gandhi’s views on how handwriting should be taught to children.

Ans. Gandhi believed that children should be taught drawing before they learn handwriting. He argued that children naturally learn through observation. Just as they observe and recognize flowers, birds and other objects, they should first learn to observe and draw objects. After developing this ability, they should be introduced to handwriting. Gandhi believed that this method would help children understand shapes and forms better and would result in beautifully formed handwriting. His opinion was influenced by his own lifelong regret over having neglected handwriting during childhood. Thus, he presents his personal experience as the basis for an educational suggestion.

7. Why did Gandhi find Sanskrit difficult?

Ans. Gandhi found Sanskrit difficult mainly because he thought that everything in the subject had to be learnt by heart. In contrast, he found geometry easier because there was nothing much to memorise. Sanskrit had been introduced from the fourth standard, but when Gandhi entered the sixth standard, he became discouraged. He also felt that his Sanskrit teacher was a hard taskmaster who wanted the students to work seriously. At the same time, the Persian teacher was considered lenient and considerate by the boys. These factors made Sanskrit seem difficult and Persian attractive to Gandhi during his school days.

8. Why was Gandhi attracted to the Persian class?

Ans. Gandhi was attracted to the Persian class because his classmates considered Persian an easy subject and praised its teacher as good and considerate. In contrast, Gandhi found Sanskrit difficult and regarded his Sanskrit teacher as a hard taskmaster. The apparent ease of Persian therefore tempted him. One day, Gandhi decided to sit in the Persian class instead of the Sanskrit class. However, his Sanskrit teacher was deeply disappointed by this decision. The teacher’s later affectionate conversation with Gandhi made him reconsider his choice. Thus, although the apparent easiness of Persian initially attracted Gandhi, his teacher’s kindness brought him back to Sanskrit.

9. Describe the conversation between Gandhi and his Sanskrit teacher.

Ans. When Gandhi went to the Persian class, his Sanskrit teacher, Krishnashankar Pandya, was deeply grieved. He called Gandhi aside and reminded him that he was the son of a Vaishnava father and asked whether he would not learn the language of his own religious tradition. The teacher did not merely criticize Gandhi. He offered to help him if he had any difficulty and promised to teach Sanskrit to the best of his ability. He also assured Gandhi that Sanskrit would contain many fascinating things as he progressed. Finally, he encouraged Gandhi not to lose heart and return to the Sanskrit class.

10. How did Krishnashankar Pandya influence Gandhi?

Ans. Krishnashankar Pandya had a significant influence on Gandhi’s education. When Gandhi became discouraged with Sanskrit and joined the Persian class, the teacher did not simply punish or reject him. Instead, he showed genuine affection and concern. He reminded Gandhi of the importance of learning the language of his religious tradition and offered to help him overcome his difficulties. His kindness touched Gandhi deeply and made him ashamed of abandoning the class. Gandhi returned to Sanskrit and continued learning it. Later, he expressed gratitude to Pandya, acknowledging that the teacher had helped him develop an interest in his sacred books.

11. Why did Gandhi later regret not learning Sanskrit more thoroughly?

Ans. Gandhi later understood the importance of Sanskrit in connecting him with his religious and cultural heritage. He acknowledged that the little Sanskrit he had learned at school helped him take an interest in his sacred books. Therefore, he felt grateful to Krishnashankar Pandya for persuading him to continue studying the language. At the same time, he deeply regretted that he had not acquired a more thorough knowledge of Sanskrit. He realized that a deeper knowledge of the language would have helped him understand his sacred literature better. His regret shows his mature appreciation of the subject.

12. Compare Gandhi’s attitude towards Sanskrit and Persian during his school days.

Ans. During his school days, Gandhi initially preferred Persian to Sanskrit. He found Sanskrit difficult because he thought that much of it had to be memorised, while Persian was considered easy by his classmates. The Persian teacher was also regarded as lenient and considerate, whereas Gandhi considered the Sanskrit teacher a hard taskmaster. These differences tempted him to join the Persian class. However, his Sanskrit teacher’s affection and encouragement changed his attitude. Gandhi returned to Sanskrit and later realized its importance. Thus, his initial preference was based on convenience, but his later appreciation was based on cultural and educational value.

13. How does the extract show Gandhi’s habit of self-examination?

Ans. The extract strongly demonstrates Gandhi’s habit of examining his own actions honestly. He admits that he was careless when he missed exercise and learns that truth must be accompanied by care. He openly acknowledges that he neglected handwriting and later regretted it. He also admits that he was discouraged by Sanskrit and was tempted by the apparent ease of Persian. Instead of blaming others, Gandhi reflects on his own mistakes and draws lessons from them. This honest self-examination enables him to turn his childhood experiences into useful advice for future generations. It reflects his humility and moral awareness.

14. What are the major lessons Gandhi learnt from his school experiences in this extract?

Ans. Gandhi learnt several important lessons from his school experiences. First, he understood that truthfulness must be accompanied by careful conduct. Second, he realized that good handwriting is an essential part of education and should not be neglected. Third, he learnt that difficult subjects should not be abandoned simply because they are challenging. Finally, his experience with Sanskrit taught him to appreciate his religious and cultural heritage and the importance of a caring teacher. Gandhi’s willingness to examine his mistakes and learn from them shows that education is not merely about books but also about developing character and wisdom.

15. Discuss the importance of a teacher’s affection in the extract.

Ans. The affection of Krishnashankar Pandya plays a crucial role in the extract. Gandhi had become discouraged by Sanskrit and was attracted to the easier Persian class. Instead of reacting harshly, Pandya spoke to Gandhi with concern and affection. He reminded him of his religious heritage, offered to help him and encouraged him not to lose heart. This kindness made Gandhi ashamed of leaving the class and persuaded him to return. Later, Gandhi expressed deep gratitude to Pandya. The incident demonstrates that a teacher’s understanding, encouragement and affection can have a lasting influence on a student’s education and character.

16. How does Gandhi’s experience demonstrate the importance of perseverance in education?

Ans. Gandhi’s experience with Sanskrit demonstrates that students should persevere even when a subject appears difficult. He initially became discouraged because Sanskrit seemed to require extensive memorisation. The apparent ease of Persian tempted him to give up Sanskrit. However, his teacher encouraged him to continue and assured him that he would discover interesting things in the language as he progressed. Gandhi accepted the advice and returned to the Sanskrit class. Later, he recognized the value of the language and regretted not studying it more thoroughly. Thus, the experience teaches that temporary difficulty should not lead students to abandon valuable learning.

17. What does Gandhi’s regret about handwriting teach about childhood education?

Ans. Gandhi’s regret teaches that childhood is the best time to develop important skills. He neglected handwriting because he wrongly believed it was unimportant. Later, he realized its value after seeing the beautiful handwriting of educated people in South Africa. Although he tried to improve his handwriting, he could not completely repair the neglect of his youth. His experience shows that habits formed during childhood can remain for a long time. Therefore, students should take every aspect of their education seriously and develop good habits early. Gandhi’s personal regret becomes a practical warning for young people.

18. How does Gandhi connect education with cultural and religious heritage?

Ans. Gandhi connects education with cultural and religious heritage through his experience of learning Sanskrit. His Sanskrit teacher reminded him that he was the son of a Vaishnava father and encouraged him to learn the language of his own religious tradition. Gandhi eventually understood the importance of this advice. He later acknowledged that the little Sanskrit he had learned helped him take an interest in his sacred books. He regretted not learning the language more thoroughly. Thus, Gandhi suggests that education should not only provide practical knowledge but should also help individuals understand and appreciate their cultural and spiritual heritage.

19. What picture of Gandhi as a student emerges from the extract?

Ans. Gandhi appears as a sensitive, honest, self-critical and thoughtful student. He was deeply hurt when accused of lying because he valued truth. He honestly admits his carelessness and later recognizes his mistake regarding handwriting. He was also easily discouraged by difficult Sanskrit and temporarily preferred the easier Persian. However, he was receptive to his teacher’s affection and advice and returned to Sanskrit. His later reflections show that he learned from his mistakes rather than hiding them. Thus, the extract presents Gandhi not as a perfect student but as a sincere young learner capable of self-correction and moral growth.

20. Explain the significance of the title “At the High School” in relation to this extract.

Ans. The title “At the High School” is appropriate because the extract describes several formative experiences from Gandhi’s school life. His accusation of lying taught him the importance of careful truthfulness; his neglect of handwriting taught him the value of developing every educational skill; and his experience with Sanskrit taught him perseverance and respect for a caring teacher. These apparently ordinary school incidents had lasting effects on Gandhi’s thinking. By recalling them later in life, Gandhi shows how school experiences can shape a person’s character, values and understanding. The title therefore refers not merely to a place but to an important period of personal development.

E. Let’s Understand the Text

P-1

1. What is a biography? What is an autobiography?
Ans. A biography is the story of a person’s life written by someone else. An autobiography is the story of a person’s life written by the person himself/herself.

2. Is this lesson a biography or an autobiography?
Ans. This lesson is an autobiography because Gandhi himself describes his school experiences and other events from his life. The extract is taken from his autobiography My Experiments with Truth.

3. Was Gandhi good at studies? How will you support your answer?
Ans. Gandhi was not an exceptionally brilliant student, but he was a sincere and fairly good student. He won prizes after the second standard and received scholarships in the fifth and sixth standards. He was also praised for his good conduct.

4. Did his teachers like him? Support your answer with reasons.
Ans. Yes, Gandhi’s teachers liked him. He says that he always enjoyed their affection. He regularly received good certificates of progress and character, and he never received a bad certificate. His good conduct also helped him earn their respect and affection.

5. What sorts of certificates were sent to his parents?
Ans. Certificates of progress and character were sent to Gandhi’s parents every year. These certificates informed his parents about his academic progress as well as his conduct and character at school.

6. When did Gandhi win prizes?
Ans. Gandhi won prizes after he had passed out of the second standard. He considered his success in winning prizes and scholarships more a matter of good luck than of exceptional merit.

7. In which standards did Gandhi receive scholarships?
Ans. Gandhi received scholarships in the fifth and sixth standards.

8. What were the amounts of his scholarships?
Ans. Gandhi received a scholarship of four rupees in the fifth standard and ten rupees in the sixth standard.

9. Whom did Gandhi thank more for his scholarships—himself or his good luck?
Ans. Gandhi thanked his good luck more than his own merit for his scholarships. He was modest about his academic ability and did not consider himself exceptionally brilliant.

10. What do you know about Gandhi as a person?
Ans. Gandhi was a truthful, sensitive, modest and disciplined person. He valued good character more than academic achievements. He was deeply affected by criticism, honestly admitted his mistakes and learned important lessons from his experiences.

P-2

11. What was Gandhi very particular about?
Ans. Gandhi was very particular about maintaining his character. He guarded it very carefully and could not tolerate even the slightest blemish on his character.

12. How did he react when he was blamed or rebuked?
Ans. Gandhi reacted very emotionally when he was blamed or rebuked. Even the slightest blemish on his character made him cry. He found it unbearable when a teacher considered him deserving of a rebuke.

13. What was more important to Gandhi—winning prizes or building character?
Ans. Building character was more important to Gandhi than winning prizes. He was not highly confident about his academic ability, but he was extremely careful about his character and felt deeply hurt whenever his honesty or conduct was questioned.

14. When did Gandhi receive physical punishment?
Ans. Gandhi received corporal punishment when he was in the first or second standard. He was more distressed by the fact that the punishment was considered deserved than by the physical punishment itself.

15. Who was the headmaster when Gandhi was in the seventh standard?
Ans. Dorabji Edulji Gimi was the headmaster when Gandhi was in the seventh standard.

16. Was Dorabji Edulji Gimi popular among the boys? Why?
Ans. Yes, Dorabji Edulji Gimi was popular among the boys. He was a disciplinarian, a man of method and a good teacher. These qualities made him respected and popular among the students.

17. What was made compulsory for the boys of the upper standards?
Ans. Gymnastics and cricket were made compulsory for the boys of the upper standards.

18. “I disliked both.” What does “both” refer to?
Ans. “Both” refers to gymnastics and cricket, which had been made compulsory for the boys of the upper standards.

19. What was the reason for Gandhi’s dislike of cricket and gymnastics?
Ans. Gandhi disliked cricket and gymnastics mainly because of his shyness and his strong desire to serve his father. He wanted to hurry home after school to look after his father, and compulsory exercise interfered with this duty.

20. Was the headmaster a lover of games?
Ans. The passage does not specifically say that the headmaster was personally a lover of games. However, he considered physical activities important enough to make gymnastics and cricket compulsory for the boys of the upper standards.

21. What false idea did Gandhi have about games and physical exercise?
Ans. Gandhi had the false idea that gymnastics and physical exercise had nothing to do with education. He therefore considered them unnecessary and avoided participating in physical activities whenever possible.

22. What were Gandhi’s views on games and physical training later in life?
Ans. Later, Gandhi changed his views completely. He realized that physical training was as important as mental training and believed that it should have an equal place in the school curriculum. He regretted his earlier attitude towards physical exercise.

P-3

23. What was the special reason for Gandhi’s dislike of gymnastics?
Ans. Gandhi disliked gymnastics mainly because he wanted to serve his ailing father after school. He would hurry home as soon as school ended and spend his time nursing his father. Compulsory gymnastics prevented him from performing this duty.

24. “Compulsory exercise came directly in the way of this service.” What was the service?
Ans. The service was Gandhi’s duty of nursing and caring for his father. As soon as school closed, Gandhi would hurry home to serve his father. The compulsory exercise prevented him from reaching home and attending to his father.

25. Did the headmaster grant his request? Why?
Ans. No, the headmaster did not grant Gandhi’s request for exemption from gymnastics. Gandhi had requested permission because he wanted to serve his father after school, but the headmaster did not agree to exempt him from compulsory physical exercise.

26. Why did Gandhi get to school late?
Ans. Gandhi had to come from home to school for gymnastics at four o’clock on a Saturday afternoon. He did not have a watch, and the cloudy weather made it difficult for him to judge the correct time. As a result, he reached school late.

27. “The clouds deceived him.” How?
Ans. Gandhi had no watch to tell the time. Since the sky was cloudy, he could not judge the time correctly by observing the position of the sun. As a result, he mistakenly thought he had enough time and reached school after the boys had left.

28. Did the headmaster believe what Gandhi said?
Ans. No, the headmaster did not believe Gandhi’s explanation. When Gandhi told him that the clouds had deceived him and that he had therefore missed gymnastics, the headmaster refused to accept his explanation.

29. How much was Gandhi fined?
Ans. Gandhi was ordered to pay a fine of one or two annas for being absent from gymnastics.

P-4

30. What was Gandhi accused of? Was the accusation proper?
Ans. Gandhi was accused of lying about the reason for his absence from gymnastics. The accusation was not proper because Gandhi was actually telling the truth. However, his carelessness and inability to prove what had happened made the teacher doubt his explanation.

31. What pained Gandhi so much?
Ans. Gandhi was deeply pained because he was convicted of lying even though he had told the truth. He could not prove his innocence, and the accusation against his character caused him great emotional distress.

32. What lesson did Gandhi learn from the incident?
Ans. Gandhi learned that a person of truth must also be a person of care. He realized that being truthful is not enough if one acts carelessly. A truthful person should also be responsible and careful so that his actions do not create unnecessary doubt.

33. Was Gandhi careless in school later?
Ans. No. Gandhi regarded this as the first and last instance of his carelessness in school. The painful experience taught him an important lesson, and he became more careful about his actions afterwards.

34. Did Gandhi really have to pay the fine?
Ans. No, Gandhi eventually succeeded in getting the fine remitted. His father later intervened and helped him obtain exemption from compulsory exercise, so the fine was ultimately not required to be paid.

35. How was the fine exempted in the end?
Ans. Gandhi’s father wrote personally to the headmaster requesting that Gandhi be allowed to stay at home after school because he wanted Gandhi’s services. As a result, Gandhi obtained exemption from exercise, and the fine was eventually remitted.

P-5

36. What was the other neglect Gandhi talked about?
Ans. The other neglect was his failure to develop good handwriting during his school years. Gandhi had wrongly believed that handwriting was not an important part of education and therefore did not take sufficient care to improve it.

37. What was Gandhi’s earlier notion about handwriting?
Ans. Gandhi believed that good handwriting was not a necessary part of education. He did not understand its importance when he was young and continued to neglect it until he went to England.

38. When and where did Gandhi realise that his notion was wrong? What made him think so?
Ans. Gandhi realized that his notion was wrong later, especially when he was in South Africa. There he saw the beautiful handwriting of lawyers and young men who had been born and educated there. Comparing their handwriting with his own made him ashamed and repentant.

39. What were Gandhi’s views on handwriting?
Ans. Gandhi later believed that good handwriting was a necessary part of education. He regarded bad handwriting as a sign of imperfect education. He also believed that children should first learn drawing and observation before learning handwriting.

40. What was Gandhi’s advice to young men and women regarding handwriting?
Ans. Gandhi advised every young man and woman not to neglect handwriting. He wanted them to understand that good handwriting is an essential part of education. He warned them to learn it properly during childhood so that they would not regret neglecting it later.

P-6

41. Why did Gandhi consider Sanskrit harder than geometry?
Ans. Gandhi considered Sanskrit harder because he thought that everything in Sanskrit had to be learnt by heart. In geometry, however, there was nothing to memorise. Therefore, geometry seemed easier and more interesting to him than Sanskrit.

42. From which class was Sanskrit introduced?
Ans. Sanskrit was introduced from the fourth standard.

P-6

43. What did Gandhi say about the Sanskrit and Persian teachers?
Ans. Gandhi said that there was a sort of rivalry between the Sanskrit and Persian teachers. He considered the Sanskrit teacher a hard taskmaster, while the boys regarded the Persian teacher as lenient, good and considerate.

44. Were they on good terms? Quote the sentence from your text in support of your answer.
Ans. No, they did not appear to be on completely friendly terms. The text says, “There was a sort of rivalry going on between the Sanskrit and the Persian teachers.”

45. What tempted Gandhi to sit in the Persian class?
Ans. Gandhi was tempted to sit in the Persian class because his classmates considered Persian very easy. They also regarded the Persian teacher as good and considerate. The apparent easiness of Persian attracted Gandhi when he was discouraged by Sanskrit.

46. How did the Sanskrit teacher feel about Gandhi’s decision to join the Persian class?
Ans. The Sanskrit teacher was grieved by Gandhi’s decision. He called Gandhi to his side and affectionately tried to persuade him to return to the Sanskrit class instead of abandoning the study of his own religious language.

47. Why did the Sanskrit teacher think it necessary for Gandhi to study Sanskrit?
Ans. The Sanskrit teacher believed that Gandhi should learn Sanskrit because he was the son of a Vaishnava father and Sanskrit was connected with his religious tradition. He also assured Gandhi that Sanskrit contained many interesting things worth learning.

P-7

48. Did Gandhi come back to the Sanskrit class? Why?
Ans. Yes, Gandhi returned to the Sanskrit class. His teacher’s affection and kindness touched him deeply. The teacher offered to help him with his difficulties and encouraged him not to lose heart. Gandhi therefore could not disregard his teacher’s affection.

49. What put Gandhi to shame?
Ans. The kindness and affection shown by his Sanskrit teacher, Krishnashankar Pandya, put Gandhi to shame. The teacher did not scold or punish him but lovingly encouraged him to return to Sanskrit and offered to help him.

50. Who was Gandhi’s Sanskrit teacher?
Ans. Gandhi’s Sanskrit teacher was Krishnashankar Pandya.

51. How did the study of Sanskrit help Gandhi later?
Ans. The little Sanskrit Gandhi learned at school helped him take an interest in his sacred books. He later realized the importance of Sanskrit and deeply regretted that he had not acquired a more thorough knowledge of the language.

52. What feelings did Gandhi have for his teachers?
Ans. Gandhi had great respect, affection and gratitude for his teachers. He especially appreciated teachers who cared for him and guided him. He remembered Krishnashankar Pandya with gratitude because his kindness encouraged Gandhi to continue learning Sanskrit.

H. Let’s Enrich Our Vocabulary

(a) Show how the following words are built up of their prefixes and roots.

1.    What is the prefix and root in “abnormal”?
Ans. ab + normal

2.    What is the prefix and root in “demerit”?
Ans. de + merit

3.    What is the prefix and root in “disappear”?
Ans. dis + appear

4.    What is the prefix and root in “illegible”?
Ans. il + legible

5.    What is the prefix and root in “impossible”?
Ans. im + possible

6.    What is the prefix and root in “intransitive”?
Ans. in + transitive

7.    What is the prefix and root in “misunderstand”?
Ans. mis + understand

8.    What is the prefix and root in “unlucky”?
Ans. un + lucky

(b) Rewrite the following sentences by replacing the underlined words with single words having opposite/negative meanings.

I.         How can you replace “not reachable” with a single word?
Ans. Remote tribal areas among hills and forests are unreachable.

II.         How can you replace “not interested” with a single word?
Ans. The younger generation is uninterested in traditional occupations.

III.         How can you replace “did not talk in a polite manner” with a single word?
Ans. The stranger spoke impolitely.

IV.         How can you replace “not happy” with a single word?
Ans. Many people are unhappy with what they have.

V.         How can you replace “does not make us active” with a single word?
Ans. Dull weather makes us inactive.

VI.         How can you replace “not limited” with a single word?
Ans. Human wants are unlimited.

VII.         How can you replace “not managing the organization properly” with a single word?
Ans. They are mismanaging the organization.

VIII.         How can you replace “not motivating” with a single word?
Ans. Her inaugural speech was unmotivating.

IX.         How can you replace “did not behave their guests well” with a single word?
Ans. They misbehaved with their guests.

X.         How can you replace “not mortal” with a single word?
Ans. The soul is immortal.

Let’s Learn Language

This section is teaching two important uses of the Past Perfect tense. Let me organize and explain it clearly.

1. Simple Past + Past Perfect

When two actions happened in the past, and one happened before the other, we generally use:

Earlier action → Past Perfect: had + past participle (V3)

Later action → Simple Past: V2

Example: The boys had all left before I reached the school. Timeline: The boys left → I reached the school So:

had left = earlier action → Past Perfect

reached = later action → Simple Past

Fill in the blanks with the correct forms of the verbs given in brackets:

I.         All guests __________ before the party __________. (arrive, start)

II.         We __________ for lunch after mother __________ the eggs. (sit, fry)

III.         When Mahatma Gandhi __________, India __________ her freedom. (pass away, achieve)

IV.         The train __________ before they __________ the station. (leave, reach)

V.         Namrata __________ the letter after she __________ it. (post, write)

VI.         The patient __________ before the doctor __________. (die, come)

VII.         The farmer __________ the field before he __________ seeds. (plough, sow)

VIII.         The prizes __________ long before the cultural programme __________. (give, start)

Answers:

1.    All guests had arrived before the party started. (arrive, start)

2.    We sat for lunch after mother had fried the eggs. (sit, fry)

3.    When Mahatma Gandhi passed away, India had achieved her freedom. (pass away, achieve)

4.    The train had left before they reached the station. (leave, reach)

5.    Namrata posted the letter after she had written it. (post, write)

6.    The patient had died before the doctor came. (die, come)

7.    The farmer had ploughed the field before he sowed seeds. (plough, sow)

8.    The prizes had been given long before the cultural programme started. (give, start)

2. (a) Write an “If-sentence” for each situation.

(i) They did not start early. They missed their train.
Ans. If they had started early, they would not have missed their train.

(ii) He did not fall into the river. He was not drowned.
Ans. If he had fallen into the river, he would have been drowned.

(iii) The sun was in the right direction. The photographs came out very well.
Ans. If the sun had not been in the right direction, the photographs would not have come out very well.

(iv) I saw you. I invited you to my party.
Ans. If I had not seen you, I would not have invited you to my party.

(v) Lilima won a lottery. She bought a good house.
Ans. If Lilima had not won a lottery, she would not have bought a good house.

(vi) The mangoes were not ripe. They did not sell at a good price.
Ans. If the mangoes had been ripe, they would have sold at a good price.

(vii) Subhra did not spend much. She had a lot of bank balance.
Ans. If Subhra had spent much, she would not have had a lot of bank balance.

(viii) The farmer worked hard. He reaped a rich harvest.
Ans. If the farmer had not worked hard, he would not have reaped a rich harvest.

(b) Put the verbs in brackets into their correct forms.

(i) If our boys had played well, our team ______ (win) the match easily.
Ans. If our boys had played well, our team would have won the match easily.

(ii) If Manisha ______ (not get) the scholarship, she might have missed the chance of her studies abroad.
Ans. If Manisha had not got the scholarship, she might have missed the chance of her studies abroad.

(iii) India would not have achieved her freedom if the Indians ______ (not fight) for it.
Ans. India would not have achieved her freedom if the Indians had not fought for it.

(iv) Crops would have been better if it ______ (rain) well.
Ans. Crops would have been better if it had rained well.

(v) The government ______ (not be) very unpopular if they had not raised taxes.
Ans. The government would not have been very unpopular if they had not raised taxes.

(vi) If you ______ (take) my advice, you would not have got into troubles.
Ans. If you had taken my advice, you would not have got into trouble.

(vii) The glass ______ (not break) if she had not dropped it.
Ans. The glass would not have broken if she had not dropped it.

3. Fill in the blanks with the correct prepositions

Choose from: among, from, in, of, to, with

(i) She was deeply ashamed ______ her behaviour at the party.
Ans. She was deeply ashamed of her behaviour at the party.

(ii) People are ______ the opinion that price controls are losing ground.
Ans. People are of the opinion that price controls are losing ground.

(iii) The festival kicked off ______ traditional music and folk dances.
Ans. The festival kicked off with traditional music and folk dances.

(iv) Sweets were distributed ______ children.
Ans. Sweets were distributed among children.

(v) Charities are exempted ______ paying tax.
Ans. Charities are exempted from paying tax.

(vi) India succeeded ______ winning the World Cup Cricket that year.
Ans. India succeeded in winning the World Cup Cricket that year.

(vii) The officer was convicted ______ bank fraud.
Ans. The officer was convicted of bank fraud.

J. Let’s Write

1. Write answers to all questions under “E. Let’s Understand the Text”.

Ans. This task requires the student to write the answers to Questions 1–52 given under “E. Let’s Understand the Text.”

2. Write a paragraph in about 5–8 sentences on each topic.

(a) Gandhi as a Student

Mahatma Gandhi was a sincere and disciplined student. He was not considered exceptionally brilliant, but he won prizes and scholarships during his school years. He valued good character more than academic achievements. He was very sensitive to criticism and could not tolerate any blemish on his character. He initially disliked physical exercise and later regretted neglecting handwriting. He also found Sanskrit difficult but continued studying it because of his teacher’s encouragement. His school experiences taught him valuable lessons about truth, care, education and character.

(b) Gandhi’s Headmaster

Dorabji Edulji Gimi was Gandhi’s headmaster when Gandhi was in the seventh standard. He was popular among the boys because he was a disciplinarian, a man of method and a good teacher. He made gymnastics and cricket compulsory for the boys of the upper standards. Gandhi disliked these activities and requested exemption from gymnastics, but the headmaster did not accept his request. Later, when Gandhi was absent from gymnastics, the headmaster did not believe his explanation and ordered him to pay a fine. Despite this, Gandhi respected the discipline of his school.

(c) Gandhi’s Sanskrit and Persian Teachers

Gandhi describes a rivalry between the Sanskrit and Persian teachers. He considered the Sanskrit teacher, Krishnashankar Pandya, a hard taskmaster, while the Persian teacher was regarded by the boys as lenient and considerate. Gandhi was tempted to join the Persian class because Persian seemed easier. However, Pandya lovingly reminded him of the importance of Sanskrit and his religious heritage. He offered to help Gandhi with his difficulties and encouraged him not to lose heart. Gandhi was touched by his kindness and returned to the Sanskrit class. He remained grateful to Pandya throughout his life.

(d) Gandhi’s Attitude towards Sports and Handwriting

As a schoolboy, Gandhi disliked cricket and gymnastics because he was shy and wanted to spend time serving his father. He also wrongly believed that physical exercise had nothing to do with education. Later, he realized that physical training was as important as mental training. Gandhi similarly neglected handwriting because he thought it was unimportant. After seeing beautiful handwriting in South Africa, he realized his mistake and regretted it. He therefore advised young people not to neglect handwriting. His experiences show how Gandhi learned valuable lessons from his youthful mistakes.

3. Letter to a Penpal about Gandhi as a Person

Dear Rahul,

I hope you are doing well. I would like to tell you about Mahatma Gandhi as a person. Gandhi was a truthful, humble, disciplined and sensitive man. Even as a student, he valued good character more than prizes and scholarships. He was deeply affected whenever his honesty was questioned. He was also willing to admit his mistakes and learn from his experiences. He respected his teachers and was grateful to those who guided him. His life teaches us the importance of truth, carefulness, hard work and self-discipline. I greatly admire him for these qualities.

Yours lovingly,
[Name]