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Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 5 Pastoralists in the Modern World Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 5 Pastoralists in the Modern World

HBSE 9th Class Social Science History Pastoralists in the Modern World TextBook Questions and Answers

Pastoralists In The Modern World Class 9 Questions And Answers HBSE Question 1.
Explain why nomadic tribes need to move from one place to another. What are the advantages to the environment of this continuous movement?
Answer:
Nomadic tribes need to move from one place to another to earn their living. They do not have a permanent place to live on. With changes in seasons, they change their places. The Gujar Bakafwals of Jammu and Kashmir come down to the plains during winter and climb up to the hills during the summer. In plains, plateaus and deserts they keep moving from one area to another.

The nomadic tribes moved to newer places so to obtain new. avenues for their livelihood The search for pastureland takes these nomads to other, places. The environment is affected and positively affected by such movements. The nomadic and pastoral communities keep clean the environment and remove the harmful from the places, where they stay. They, thus, keep the environment clean.

Pastoralism In India Class 9 HBSE Question 2.
Discuss why the colonial government in India brought in the following laws. In each case, explain how the. law changed the lives of pastoralists:

• Waste Land rules
• Forest Acts.
• Ciminal Tribes Act
• Grazing Tax.

Answer:
The colonial government in India brought, during their regime, numerous laws which changed the lives of the pastoralists. This is substantiated by the following:

(i) Wasteland Rules were enacted. By these rules, uncultivated lands were taken over and given to select individuals. In some places, the lands taken over were actually grazing tracts used regularly by pastoralists. This meant the decline of the pastures, and hence problems for the pastoralists who had to either change ^ to other professions of reducing their cattle x- number.

(ii) Forest Acts passed by the colonial government disallowed the pastoralists any access to the forests. Accordingly, their movements were restricted severely. They could remain in the forests for a limited time, and if they overstayed, they were punished. Their use of forests was restricted.

(iii) Criminal Tribes Act was another restriction on pastoralists. The Criminal Tribes Act of 1871 classified certain communities to be criminal by nature and by birth; they were to live only in notified village settlements and not to move out without a permit. The village police kept a vigil on them.

(iv) The colonial government levied a. grazing lax in, mid T9th century. Then , contractors were given permits to collect taxes ‘ and extracted the tax from the pastoralists at their will.

Pastoralism In Africa Class 9 HBSE Question 3.
Give reasons to explain why the Maasai community lost their grazing lands.
Ans.
The following may be stated as some of the major reasons responsible for the loss of grazing lands by the Maasais:
1. With an international boundary between British Kenya and the German Tanganyika in 1885, the Maasai pastoralists were pushed into a small area in southern Kenya and northern Tanzania. The Massai lost about 60% of their pre-colonial land, now confined to an arid zone with uncertain rainfall and poor pastures.

2. From the late nineteenth century, the British colonial government in east. Africa also encouraged local peasant communities to expand cultivation. As cultivation expanded, pasture lands were turned into cultivated fields, in pre-colonial times, the Maasai. pastoralists had dominated their agricultural neighbors both economically and politically. By the end of colonial rule the situation had reserved.

3. Large areas of grazing land were also turned into game, reserves like the Maasai Mara and Samburu National Park in Kenya and Serengeti Park in Tanzania. Pastoralists were not allowed to enter these reserves; they could neither hunt animals nor graze their herds in these areas. Very often these reserves were in areas that had. traditionally been regular grazing grounds for Maasai herds.

Pastoralists In The Modern World Class 9 Notes HBSE Question 4.
There are many similarities in the way in which the modem world forced changes in the lives of pastoral communities in India and East Africa. Write about any two examples of changes that were similar for the Indian pastoralists and the Maasai herders.
Answer:
There are true, numerous similarities in the way in which the modem world forced, changes in the lives of the nomadic and pastoral communities. The following are the two such examples that were similar for the Indian pastoralists and the Maasai herders:

1. The colonial governments put restrictions on the movement of the pastoralists in India and in East Africa so that they coujd not make use of the forests; they were not allowed grazing of the animals; they were not to use the forest land for their domestic purpose.

2. The colonial governments encouraged Cultivation by individual peasants, restricting pasture land for the nomadic/ pastoral communities.

HBSE 9th Class Socia Science History Pastoralists in the Modem World Important Questions and Answers 

Pastoralists In The Modern World Class 9 HBSE Question 1.
Who are nomads?
Answer:
Nomads are people who do not live in one place but move from one area to another to their living.

Question 2.
Who are the Gujjar Bakarwals and to which place in India do they belong?
Answer:
The Gujjar Bakarwals are great herders of goats and sheep. They belong to Jammu and Kashmir.

Question 3.
What are burials?
Answer:
Burials are the vast meadows in the high mountains.

Question 4.
What do you mean by Bhabar?
Answer:
Bhabar is a dry forested area below the foothills of Garhwal and Kurhaus.

Question 5.
Who are the Dhangars?
Answer:
The Dhangars were an important pastoral community, of Maharashtra.

Question 6.
What are the economic activities of the Dhangars?
Answer:
Most of the fhoOhasvgats ate shepherds, some are blanket weavers and others are buffalo herders.

Question 7.
Mention the usual activities of the Gollas, the Kurumas, and the Kurubas.
Answer:
The Gollas herd the cattle, the Kurumas and the Kurubas reared sheep and goats and sold women blankets.

Question 8.
What do the Raikas do?
Answer:
The Raikas of Rajasthan usually combines cultivation with pastoralism.

Question 9.
Why are certain rights called customary rights?
Answer:
Those rights possessed by the people through customs and traditions are called customary rights.

Question 10.
Which forests are described as ‘Reserved Forests’?
Answer:
Reserved forests are. those which are permanently earmarked either to the production of timber or other forest produce. Grazing is seldom
allowed in such forests.

Question 11.
Which forests are described as ‘Protected Forests’?
Answer:
Protected forests are those in which grazing rights are allowed subject to a few minor restrictions. ,

Question 12.
When was the Criminal Tribes Act passed by the colonial government?
Answer:
The colonial government passed the Criminal Tribes Act in 1871.

Question 13.
Who are nomads? How do they live?
Answer:
Nomads are people who do not live in one place. They move from place fo place to earn their living. In many parts of India, we see the nomads on the move with their herds of goats, and sheep, or camel and cattle.

Question 14.
Write a brief note about the Guj jar Bakarwals.
Answer:
The Gujjar Bakarwals is a nomadic community. It belongs to Jammu and Kashmir. They move between their summer and winter grazing grounds. In winter, when the high mountains are covered with snow, they come to live with their herds in the low hills of the Shiwalik range and enter the valley of Kashmir. With the onset of summer, the snow melt and the mountainsides arelush green. By end September the Bakarwals are on the move, again, this time on their downwards journey, back to their winter base.

Question 15.
Bring out the factors through which pastoral groups could sustain their life in different conditions.
Answer:
The life of the pastoral groups is sustained through a host of factors. These groups alone have to judge how long the herds could stay in one area and know where they could find water and pasture. They need to calculate the timing of their movements and ensure that they could move through different territories. They have to set up a relationship with farmers on the way, so that the herds could graze in harvested fields and manure the soil. They combine a range of different activities-cultivation, trade, and herding-to, make their living.

Question 16.
How did the changes brought out by the colonial government affect the lives of pastoralists?
Answer:
The colonial government made changes that affected the lives of the pastoralists. When grazing lands were taken avvay and turned into cultivated fields, the ‘available area of pasture land declined. Similarly, the reservation of forests meant that shepherds and cattle herders could no longer freely pasture their cattle in the forests. As pasturelands disappeared under the plow, the existing animal stock had to feed on whatever grazing land remained. This led to continuous intensive grazing of these pastures. Underfed cattle died in large numbers during, scarcities and famines.

Question 17.
Write a brief note on pastoralism in Africa.
Answer:
Africa is a continent where over half of the world’s pastoral population lives. Even today, over 22 million Africans depend, directly or indirectly, on some form of pastoral activity for their livelihood, They include communities like Bedouins, Berbers, Maasai, Somali, Boran and Turkana. Most of them now live in the semi-arid grasslands or arid deserts where rainfed agriculture is difficult.

They raise cattle, camels, goats, sheep and donkeys; and they sell milk, meat, animal skin and wool. Some also earn through trade and transport, others combine pastoral activity with agriculture; still others do a variety of odd jobs to supplement their meagre and uncertain earnings from pastoralism.

Question 18.
Explain the word ‘Maasai’.
Answer:
The title Maasai derives from the world Maa. Maa-sai ‘My People’. The Maasai are traditionally nomadic and pastoral people who depend on milk and meat for subsistence.

Q.19.
Briefly describe the life, of the Gujars of Kangra.
Answer:
The Gujars of Kangra are a pastrol tribe. They cultivate scarcely at ail. The Guddis keep flock of sheep and goats and the Gujar’s, wealth consists of buffaloes. These people live in the skirts of the forests, and maintain their existence exclusively by the sale of the milk, ghee, and other produce of their herds. The men graze the cattle, and frequently lie out for weeks in the woods tending their herds.

The women move to the markets e very morning with baiskets on their heads, with little earthen pots filled with milk, butter-milk and ghee, each of these pots containing the proportion required for a day’s meal. During the hot weather, the Gujars usually drive their herds to the Upper range, where the buffaloes rejoice in the rich grass which the rains bring forth and at the same time attain conditions from the temperate climate and the immunity from venomous flies that torment their existence in the plains.

Question 20.
How did the Dhangars live their life ? Explain.
Answer:
The Dhangars are a nomadic community of Maharashtra. In the early twentieth century their population in this region whs estimated to be 467,000. Most of them were shepherds, some were blanket weavers, and still others were buffalo herders. The Dhangar shepherds stayed in the central plateau of Maharashtra during the monsoon. This was a semi-arid region with low rainfall and poor soil.

It was covered with thorny scrub. In the monsoon this tract became a vast grazing ground for the Dhangar flocks. By October the Dahangars harvested their bajra and started on their move west. After a march of about a month they reached the Konkan. This was a flourishing agricultural tract with high rainfall and rich soil. Here the shepherds were welcomed by Konkani peasants. After the kharif harvest was cut at this time, the fields had to be fertilized and madeready for the rabi harvest.

Dhangar flocks manured the fields and fed on the stubble. The Kbnkani peasants also gave supplies of rice which the shepherds took back to tire plateau where gram was scarce. With the onset of the monsoon, the Dhangars left the Konkan and the coastal areas with their flocks and, returned to their settlements on the dry plateau.

Question 21.
What was the grazing tax? How did the colonial government extract such a -tax from the pastoral communities?
Answer:
The colonial government, in India as elsewhere, looked for any and every possible source of taxation. So tax was imposed on land, on canal water, On salt, on trade goods; and even on animals. Pastoralists had to pay tax on every animal they grazed on the pastures. In most pastoral tracts of India, a grazing tax was introduced in the mid-nineteenth century. The tax per head of cattle went up rapidly and the system of the collection was made increasingly efficient.

In the decades between the 185s and 1880s the right to collect the tax was auctioned out to contractors. These contractors tried to extract as high a tax as they could to recover the money they had paid to the state and earn/ as much profit as they could within the year.

By the 1980s the government began collecting taxes directly from the pastoralists. Each of them was given a pass. To enter a grazing tract, a cattle herder had to show the pass and pay the tax. The number of cattle heads he had and the amount of tax he paid was entered on the pass.

Question 22.
What were the measures introduced by the British in Maasai ?
Answer:
To administer the affairs of the Maasai, the British introduced a series of measures that had important implications. They appointed chiefs of different sub-groups of Maasai, who were made responsible for the affairs of the tribe. The British imposed various restrictions on raiding and warfare.

Consequently, the traditional authority of beth elders and warriors was adversely affected. The chiefs appointed by the colonial government often accumulated wealth over time. They had a regular income with which they could buy animals, goods and land. They lent money to poor neighbours who needed cash to pay taxes.

Many of them began living in towns, and became involved in trade. Their wives and children stayed back in the villages to look after the animals. These Chiefs managed to survive the devastations of war and drought. They had both pastoral and non-pastoral income, and could buy animals when their stock was depleted.

But the life history of the poor pastoralists who depended only on their livestock was different. Most often, they did not have the resources to tide overbad times. In times of war and famine, they lost nearly everything. They had to go looking for work in the towns. Some lived as charcoal burners, others did odd jobs.

Objective Type Questions

Question 1.
Choose right (✓) or wrong (✗) from the following:
(i) Nomads keep moving from one place to another.
(ii) The Gaddi Shephards belong the Jammu and Kashmir.
(iii) Dhangaxs were a pastoral community of Maharashtra.
(iv) Rabi is harvested after September.
(v) Raikas are a nomadic tribe of Raj.
Answer:
(i) (✓)
(ii) (✗)
(iii) (✓)
(iv) (✗)
(v) (✓).

Question 2.
Fill in the blanks from the words given in the brackets:
(i) ………….. constitute an African pastoral tribe. (Maasai, Guj jars)
(ii) ………….. constitute an Indian pastoral tribe. (Somalis, Dhangars)
(iii) Kharif is a …………. crop. (spring, autumn)
(iv) Raika Maru are expert in …………… training. (elephant, camel)
(v) Pushkar is in the state of ……………. (Rajashtan, Maharashtra)
Answer:
(i) Maasai
(ii) Dhangars
(iii) autumn
(iv) camel
(v) Rajasthan.

Question 3.
Choose the correct answer from the alternatives below:
(i) One of the following is a pastoral tribe of Jammu and Kashmir:
(a) Bakarwals
(b) Gaddis
(c) Dhangars
(d) Banjaras
Answer:
(a) Bakarwals

(ii) One of the following belongs to the Rajsthan pastoral communities:
(a) Kuruman
(b) Raikas
(с) Goals
(d) Kurubas
Answer:
(b) Raikas

(iii) The Criminal Tribals Act was passed by the colonial government in:
(a) 1869
(b) 1870
(c) 1871
(d) 1872
Answer:
(c) 1871

(iv) One of the following is not an African pastoral community:
(a) Kuruman
(b) Maasai
(c) Boran
(d) Turkana
Answer:
(d) Turkana

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 4 Forest Society and Colonialism Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 4 Forest Society and Colonialism

HBSE 9th Class Social Science History Forest Society and Colonialism TextBook Questions and Answers

Forest Society And Colonialism Class 9 Textbook Questions And Answers HBSE Question 1.
Discuss how the changes in forest management in the colonial period affected the following groups of people:
(i) Shifting cultivators
(ii) Nomadic and pastorals communities
(iii) Firms trading in timber/forest produce
(iv) Plantation owners
(v) Kings/British officials engaged in a shikar.
Answer:
(i) The shifting cultivators were not allowed to burn, the forests as was the practice traditionally. The colonial rulers thought that such a practice could not possibly provide timber for railway tracks. They also forbade them to burn the forests for fear of fires and flames spreading over to other areas. And then shifting cultivation made for the government harder to calculate taxes.

(ii) The changes made in the forest management during the colonial period put the nomadic and the pastoral communities to governmental regulation, for earlier, these communities used to a trade in forest products such as hides, horns, silk cocoons, ivory, bamboo, spices, fibers grasses, gums etc. Their trade was, to an extent, restricted.

(iii) The trading firms/mostly Europeans, had type benefits, given to them by the colonialists, of monopolizing the trade in forest products. This ultimately rooted the traditionally nomadic and pastoral communities, banjaras especially.

(iv) The European colonialists cleared – large areas of natural forests and gave the European planters at cheap rates. The plantation in tea and coffee and nibble benefitted the foreigners. On the one hand, die colonialists restricted the natives, to desist, the. forests products, and on the other, helped the European planters to make use of the forest areas for tea, coffee and rubber.

(v) At one point of time, hunting was allowed. Tire kings, the Nawab, the British officials indulged in hunting when it was regarded as adventurism. The colonialists did allow this without knowing that they were disturbing the ecological balance. However, in independent India, hunting has been banned; it was banned for the common people during colonial rule.

History Forest Society And Colonialism HBSE 9th Class Question 2.
What are the similarities between colonial management of the forests of Bastar and in Java?
Answer:
The following are the similarities between the colonial management of the forests in Basta r and in Java.

• The people of Bastar and Java resisted the foreigners (the English and the Dutch respectively) the new changes made by the colonialists in forest management.
• The people of Bastar and of Java, in fact, rebelled against the foreigner colonialists.
• In both cases, the colonialists suppressed the uprisings.
• In both cases the forest laws were so made that they went oh to benefit the colonialists and harm the natives.
• In both cases, the timber was used for railway and ship building and, thus, in both cases, forest timber was used for the same purposes.
• In both cases the native labour was exploited by the colonialists as free labour.

Forest Society And Colonialism Questions And Answers HBSE 9th Class Question 3.
Between 1880 and 1920, forest cover in the Indian subcontinent declined by 9.7 million hectares, from 108.6 million hectares to 98.9 million hectares. Discuss the role of the following factors in this decline:
Railways
Shipbuilding
Agricultural expansion
Commercial farming
Tea/Coffee plantations
Adivasis and other peasant users.
Answer:
Between 1800 and 1920, the forest cov er in the India subcontinent declined by 9.7 million hectares from 108.6 million hect¬ares to 98.9 million hectares. This was because of the laws passed by the colonial rulers who made use of forests for their own benefit. They used forest timber for railway tracks and in shipbuilding.

Another” factor responsible for the decline in forest cover has been the expansion in agricultural activities; more agriculture means more clearing of forests. Commercial farming too was another factor. The European planters, in course of tea, coffee and rubber plantains, took large areas of forest coyer; The Adivasis, the nomads and the pastoral communities used the cleared forest areas for grazing and other purposes.

Forest Society And Colonialism Class 9 Notes Questions Answers HBSE Question 4.
Why are forests affected by wars?
Answer:
The World War 1 and II had an important impact on forests. In India the working plans were abandoned and the forest department cut freely trees to meet the British war needs. The timber was used for war industries.

HBSE 9th Class Socia Science History Forest Society and Colonialism Important Questions and Answers 

Class 9 Chapter 4 History HBSE Question 1.
How much-cultivated area rose during 1880-1920?
Answer:
The cultivated area rose by 9.7 million hectares between 1880 and 1920.

Question 2.
Why was railways essential to the colonial rulers?
Answer:
For (i) colonial trade
(ii) movement of troops.

Question 3.
Which places did the Indus Valley Railway touch when introduced?
Answer:
Multan on the one hand and Sukkur on the other hand, a distance of nearly 300 miles.

Question 4.
Which places were joined together by the Northern State Railway?
Answer:
Lahore on the one hand and Multan on the other.

Question 5.
Who was Dietrich Brandis and who appointed him?
Answer:
Dietrich Brandis was a German forest expert. The British Government appointed him as Inspector General of Forests in India.

Question 6.
When was the Indian Forest Act passed?
Answer:
The Indian Forest Act was passed in 1865.

Question 7.
Which Act divided the forest into reserved, protected and village forests?
Answer:
The Act of 1878.

Question 8.
Could the villagers according to the Act of 1878, make use of the reserved forests?
Answer:
The villagers could not take anything from the reserved forests, even for their own use.

Question 9.
What is scientific forestry?
Answer:
Scientific forestry is a system of cutting trees Controlled by the forest department in which old trees are cut and new ones planted.

Question 10.
What is lading?
Answer:
Lading is local name for shifting cultivation of Southeast Asia. In Central America, it is called milpa, while in Sri Lanka, it is called Chena.

Question 11.
Why did the colonial government decide to ban shifting cultivation? Give one reason.
Answer:
It was difficult for the government to calculate, taxes on shifting cultivation.

Question 12.
Name some of the nomadic and pastoral communities of Madras Presidency.
Answer:
Korava, Karacba, and Yerukula.

Question 13.
Name the leaders of the movements of Santhal Pargana, Chhotanagpur, Andhra Pradesh who resisted the British colonialists.
Answer:
1. Santhal Pargana: Siddhu & Kanu
2. Chhotanagpur: Birsa Munda
3. Andhra Pradesh: Alluri Sitarama Raju

Question 14.
Who were the Kalangs?
Answer:
The Kalanga were a community- of Java (Indonesia) who were skilled forest cutters and shifting cultivators.

Question 15.
“The forest area is. fast disappearing”. Substantiate.
Answer:
The forest area indeed is fast disappearing. Between 1700 and 1995, which may be characterized as the period of industrialization,
13.9 million sq km of forests or 9.3% of the world’s total areas had been cleared for

• industrial use
• cultivation,
• pastures, and fuelwood.

Question 16.
What were the banana republics?
Answer:
The power of an American-owned United Fruit Company to grow bananas on a large industrial scale, in Central America is said to be a banana republic.

Question 17.
Should the land unused be improved or remain with the Aboriginals,? Give your arguments.
Answer:
The land unused remains unproductive. It may be in regions like Central America or Australia. It is important that the land be used or improved upon so to be productive. It is the land that helps us grow crops, and take from it numerous natural resources. The land wasted is the land lost. It is important that people make use of it, and make it productive.

Question 18.
As the oak forests were disappearing, how did England manage to have timber for its shipbuilding requirement?
Answer:
By the early nineteenth century, oak forest in England was disappearing. This created a problem of timber supply for the Royal Navy. By the 1920s, search parties were sent to explore the forest resources of India. Within a decade, trees were being felled on a massive scale and vast quantities of timber were being exported from India.

Question 19.
Write a brief note on scientific forestry.
Answer:
The Imperial Forest Research Institute, set up at Dehradun in 1906, taught what is called scientific forestry. In scientific forestry, natural forests which had lots of different types of trees were cut down. In their place, one type of tree was planted in straight rows. This is called a plantation.

Forest officials surveyed the forests, estimated the area under different types of trees, and made working plans for forest management. The colonial rulers planned how much of the plantation area was to be cut every year. The area cut was then to be replanted so that it was ready to be cut again in some future years.

Question 20.
What were the forest Acts and what characteristics they have?
Answer:
After the Forest Act was enacted in 1865, it was amended twice, once in 1878 and then in 1927. The 1878 Act divided forests into their categories; reserved, protected, and village forests. The best forests were called ‘reserved forests. Villagers could not fake anything from these forests. For house building or fuel, they could take the wood

Question 21.
Give the status of the Bastar region.
Answer:
In 1947 Bastar kingdom was merged with Ranker kingdom and became Bastar district in Madhya Pradesh. In 1998 it was divided again into three districts, Ranker, Bastar, and Dantewada. In 2001, these became part of Chhattisgarh. Tire 1910 rebellion first started in the Kanger forest area and soon spread to other parts of the state:

Question 22.
Men tion the location of the Bastar region?
Answer:
Bastar is located in the southernmost part of Chhattisgarh and borders Andhra Pradesh/Orissa and Maharashtra. The central part of Bastar is on a plateau. To the north of this plateau is the Chhattisgarh plain and to its South is the Godavari plain. The river Indrawati winds across Bastar east to west.

Question 23.
What is deforestation? How has cultivation been responsible for the clearing of forests?
Answer:
The disappearance of forests is deforestation. The process of deforestation has become more systematic and extensive during colonial rule. In 1600 about one-sixth of India’s landmass was under cultivation. Now the figure has gone up to about half. As the population grew, so grew the demand for food, and so began the process of cultivation.

In the colonial period, cultivation expanded rapidly. Two major reasons were:
first, the British directly encouraged the production of commercial crops like jute, Sugar, wheat and cotton. The demand, for these crops, increased in the nineteenth century. Secondly, in early 19th century, the colonial state thought that the forests Were unproductive and that land cultivation would not only yield agricultural products/but also revenue for the state. That is why we find that between 1880 and 1920, cultivation area rose by 9.7 million hectares.

Question 24.
Why did the British make use of timber for railway in India ? Explain.
Answer:
The spread of railways, ever since 1850, created a new demand. Railways were essential for colonial trade and for the movement of troops. To run locomotives, wood was needed as fuel, and to lay railway lines, sleepers were essential to hold the tracks together. From the 1860s, the railway network expanded rapidly. By 1890′, about 25,500 km of track had been laid. In 1946, the length of the tracks had increased to over 765,000 km.

As the railway tracks spread through India, a larger and larger number of trees were felled. As early as the 1,850s, in the Madras. Presidency alone, 35,000, trees were being cut annually for sleepers. The government gave out contracts to individuals to supply the required quantities. These contractors began cutting trees indiscriminately. Forests around the railway tracks fast started disappearing.

Question 25.
How did the forest laws bring days of hardships for the villagers? Explain.
Answer:
The villagers had the face the days of hardships because of the stricter forest laws. After these Acts, all their everyday practices-cutting wood for houses, grazing their cattle, collecting fruits and roots, hunting and fishing became illegal. People were now forced to steal wood from the forests, and if they were caught, they were at the mercy of the forest guards who would take bribes from them. Women who collected fuelwood were especially worried. It was also common for police constables and forest guards to harass people for demanding free food from them.

The villagers had to abandon the shifting cultivation, for the government restricted this type of farming due to heavy losses of timber burnt during the process. It felt that land which was used for cultivation every few years could not grow trees for railways timber. When a forest was burnt, there was the added danger of the flames spreading and burning valuable timber.

Shifting cultivation also made it harder for the government to calculate taxes. Therefore, the government decided to ban shifting cultivation. As a result, many communities were forcibly displaced from their homes in the forests. Some had to change occupations, while some resisted through large and small rebellions:

Question 26.
Write short notes on the following:
(i) Dutch Scientific Forestry.
(ii) Sarnin’s challenge.
Answer:
(i) Du tch Scientific Forestry:
In the nineteenth century, when it became important to control territory and not just people, the Dutch enacted forest laws in Java, restricting villagers’ access to forests. Now wood could only be cut for specified purposes like making river boats or constructing houses, and only from specific forests under close supervision. Villagers were punished for grazing cattle in young stands, transporting wood without a permit, or traveling on forest roads with horse carts or cattle.

(ii) Samin’s challenge:
Around 1890, Surontiko, Samin of Randbulafung vilage, a teak forest village, began questioning state ownership of tine forest. He argued that the state had not created the wind, water, early, and wood, so it could not own it. Soon a widespread movement developed. Amongst those who helped organize it were Samin’s sons-in-law. By 1907, 3,000 families were following his ideas. Some of the Saminists protested by lying down on their land when the Dutch came to survey it, while others refused to pay taxes or fines or perform labor.

Objective Type Questions

Question 1.
Select correct (✓) or wrong (✗) from the following:
(i) Banana Republics belong to regions such as Central America.
(ii) Railway tracks required, at one point of time, wooden sleepers.
(iii) Brandis was an English forest expert.
(iv) Indian Forest Service was set up in 1865.
(v) George Yule killed 400 tigers.
Answer:
(i) (✓)
(ii) (✓)
(iii) (✗)
(iv) (✗)
(v) (✓)

Question 2.
Select the correct word from the four alternatives given herein:
(i) Bastar is bordered by the following:
(a) Orissa
(b) Tamil Nadu
(c) Karnataka
(d) Rajasthan
Answer:
(a) Orissa

(ii) Gunda Dhur belonged to the following village:
(a) Bastar
(b) Jagdalpur
(c) Nethanar
(d) Palam
Answer:
(c) Nethanar

(iii) Java is a place in:
(a) Thailand
(b) Singapore
(c) Indonesia
(d) Myanmar
Answer:
(c) Indonesia

(iv) The Imperial Forest Research Institute was set up at:
(a) Hard war
(b) Dehradun
(c) Kashipur
(d) Badali
Answer:
(b) Dehradun

(v) The forest act, first, was passed in:
(a)1864
(b) 1S66
(c) 1865
(d) 1867
Answer:
(c) 1865

Question 3.
Fill in the blanks with the words given in the brackets:
(i) In the Madras Presidency, as early as 1850s, about 35000 trees were cut ………….. (annually, six-monthly)
(ii) Brandis was a …………. forest expert. (German, Brazilian)
(iii) The Imperial Forest Research Institute was set up at Dehradun in ………… (1905,1906)
(iv) George Yule was a …………. administrator. (German, Dutch)
Answer:
(i) annually
(ii) German
(iii) 1906
(iv) British.

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 3 Nazism and the Rise of Hitler Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 3 Nazism and the Rise of Hitler

HBSE 9th Class Social Science History Nazism and the Rise of Hitler TextBook Questions and Answers

HBSE 9th Class History Chapter 3 Nazism and the Rise of Hitler Question 1.
Describe the problems faced by the VVeimer Republic.
Answer:
The following were the problems faced by the Weimer Republic.
1. Economic Crisis – Immediately after World War I, both the people and the government faced adverse economic problems. Industrial development was low; agriculture was in a bad shape and the German mark began to fall. Inflation rose high; unemployment was unprecedented; loan raised during the war was to be paid in gold.

2. Reparation – Germany was declared war guilty. She Was to pay the huge war bill. The Weimer Republic inherited this problem; it Was to pay 6 billion pounds. As Germany’s economic position was dwindling, it was not possible for her to pay the annual installment, that she was to pay to the victorious: countries.

3. Adverse effects of War – The Weimer Republic had to face the adverse effects of the war. The Weimer Republic lost her overseas territories; her forces were reduced to the point of national security.

4. Political Radicalism – The Weimer Republic witnessed a revolutionary, uprising of the Spartacist League who wanted Germany to have Soviet-style governance; their opponents wanted to make Germany a democratic state.

Chapter 3 Nazism and the Rise of Hitler History HBSE 9th Class Question 2.
Discuss why Nazism became popular in Germany by 1930.
Answer:
Nazism became popular in Germany by 1930. The Nazis promised the people of Germany to get them everything they lost during World War I. They inculcated in them the spirit of German nationalism, restoring the dignity of the German people. They also promised employment and all economic recovery. They assured them that they would weed out all foreign influences and resist all foreign conspiracies against Germany.

Nazism and the Rise of Hitler Chapter 3 HBSE 9th Class History Question 3.
What are the peculiar features of Nazi thinking?
Answer:
The chief features of Nazi thinking can be stated as under:

• The state is above all. According to fo this Nazi philosophy, “People exist for the state rather the state, for the people.”
• It was in favor of ending all types of parliamentary institutions and glorifying the rule of a great leader.
• It extolled war and glorified the use of force.
• It was in favor of completely rooting out liberalism, socialism, and communism.
• It preached extreme hatred against the German Jews who were responsible, for the economic misery of the people.
• It was in favor of crushing any types of opposition and all sorts of party formations.
• It aimed at increasing the German empire and acquiring all the colonies which she had been occupying before the war.
• It aimed at increasing the German military power and wanted to increase the German influence all over the world.

Question 4.
Explain why Nazi propaganda was effective in creating hatred for the Jews.
Answer:
Nazi propaganda was very effective in creating hatred for the Jews. The Jews were projected as undesirable. They were accused of killing Christ; dubbed as ritual, murderers and usurers. Accordingly, they were thought to be the enemies of the Germans and hence were to be condemned to death camps. Hitler thought of the Jews as belonging to the lowest race, and the Aryans, to the finest one.

Question 5.
Explain what role women had in Nazi society. Return to Chapter 1 on the French Revolution. Write a paragraph impairing and contrasting the role of women in the two periods.
Answer:
The role of women in Nazi society was insignificant as compared to men. Women were considered inferior to men in every respect in Hitler’s regime. Hitler thought of German women as bearers of the Aryan culture: He once said, “We do not consider it correct for the woman to interfere in the world of man. He continued saying that the woman gives in eternal self-sacrifice, in eternal pain and suffering.” In Germany, women who produced racially desirable children were awarded, and those bearing racially undesirable children were punished.

As compared to the women of the French Revolution days, the German women of Hitler’s days were confined to the four walls of the house, producing children of racially high quality. The women of the French Revolution took part in public life in so far as they participated in the struggle for liberty and equality. Unlike the wqmefn of Nazi. Germany, the women of the French Revolution days took part in political activities. The German women, during the times of Hitler, were treated secondarily and as second-rate citizens.

Question 6.
In what way did the Nazi state seek to establish total control over its people?
Answer:
The Nazi state sought to establish total control over its people in numerous ways. Some of tire major ways, in this regard, can be stated briefly as under:

• Through the Enabling Act of March 1933, a dictatorship was established in Germany. Hitler got all powers through decrees.
• All political parties and trade unions were banned except the Nazi party.
• The state established complete control over the economy, media, army, and judiciary.
• Security forces were created to control and order society in ways the Nazis wanted. Gestapo, the secret state police, began functioning effectively; it could detain people in torture chambers.

HBSE 9th Class Socia Science History Nazism and the Rise of Hitler Important Questions and Answers 

Question 1.
Who were ‘Nazis’?
Answer:
Persons who had no faith in democracy and socialism and believed in a dictatorship. They were very brutal.

Question 2.
Who was the leader of ‘The Nazis’?
Answer:
Hitler.

Question 3.
Name the party which was founded by Hitler.
Answer:
National Socialist German Worker’s Party (for short, Nazi Party).

Question 4.
When the Nazi Party was founded?
Answer:
In 1921. .

Question 5.
In which year Hitler was appointed as the Chancellor of Germany?
Answer:
Hitler was appointed as the Chancellor of Germany by the President of Germany on 30 January 1933.

Question 6.
What is meant by ‘Reichstag’?
Answer:
The German Parliament was known as the ‘Reichstag’.

Question 7.
In which year Hitler become the President of Germany?
Answer:
In 1934.

Question 8.
Mention the countries and places Nazi Germany occupied between 1937 and 1939. –
Answer:

• Rhineland. (March 1936)
• Austria (March 1938)
• Switzerland (September, 1938)
• Czechoslovakia (March, 1939)
• Poland (September, 1939)

Question 9.
Name the axis powers during World War-II.
Answer:
Germany, Italy, and Japan.

Question 10.
Name the Allied Powers of the World War II.
Answer:
France, Great Britain and later joined
by the USSR and the USA and other friendly nations.

Question 11.
What is genocidal war?
Answer:
The’ vvar Germany had waged against the selected groups and the civilians: of Europe.

Question 12.
Name the treaty signed after World War-I between and victorious countries.
Answer:
The Treaty of Versailles.

Question 13.
Why is called the German Republic called as the Weimer Republic?
Answer:
A national assembly had met at a place called Weimer to establish a democratic polity’. That is why it is called the Weimer I Republic.

Question 14.
Who are called the November Criminals?
Answer:
The supporters of the Weimer Republic were called the November Criminals.

Question 15.
Explain the rise of Nazism in Germany.
Answer:
Germany had imperial ambitions and thus had sought to satisfy her imperial ambitions through war but she had suffered defeat. The outbreak of revolution in Germany towards the end of the First World War led to the collapse of the German monarchy. However, even though Germany became a republic, the forces behind the monarchy – the industrialists, the big landowners and the officers of the army remained quite powerful. The government of the German republic was not able to destroy their power. These forces began to turn to the anti-democratic forces represented by Nazism to extend their power and to check the power of the socialist movement. By 1933, Nazis became the ruler of Germany’.

Question 16.
Discuss the reasons that motivated Hitler to conquer Czechoslovakia in violation of the Munich Pact
Answer:
Germany coveted Czechoslovakia because it was very important due to her industries. The area also had strategic importance of the expansion of Germany in the east toward the Soviet Union. Sudetenland, which was, a part of Czechoslovakia, had a substantial German population. This area formed about one-fifth of the area of Czechoslovakia and had one of the largest ammunition factories in the world. As per the Munich Pact, Britain and France had agreed to Hitler’s occupation only of Sudetenland arid not the whole of Czechoslovakia.

Question 17.
Briefly describe the characteristics of the Weiner Constitution.
Answer:

• A German Republic Federation was to be established in the country which was to be called ‘Reich’.
• The Federal government would have the right to look after safety; education, cinema, transport and some other subjects.
• The fundamental rights Were given to the citizens.
• The men and women of more than twenty years of age were granted the right of voting.
• The real power of the executive was vested in the Council of Ministers which was responsible to the Parliament.
• There were arrangements for a referendum, initiative and. recall in this constitution.

Question 18.
Give an account of the genocide committed by the Nazis.
Answer:
The genocide committed by the Nazis had no parallel in the history of the world. During Hitler’s regime, the number of people killed included 6 million Jews, 200,000 Gypsies, 1 million Polish civilians, 70,000 Germans who were considered mentally and physically disabled, besides innumerable political opponents. Putting to death such a large number of people had required the mass-scale gassing of humans in various killing centres like Auschwitz.

Question 19.
Evaluate the Treaty of Versailles of 1919.
Answer:
The Treaty of Versailles also called peace treaty 1919, was signed between Germany on the one hand, and the Allied powers on the other. The peace treaty at Versailles with the Allies was a harsh and humiliating peace. Germany lost its overseas colonies, a tenth of its population, 13 percent of its territories, 75 per net of its iron and 26 per cent of its coal to France, Poland, Denmark and Lithuania.

The Allied Powers demilitarised Germany to weaken its power. The War Guilt Clause held Germany responsible for the war and damages the Allied countries suffered. Germany was forced to pay compensation amounting’ to £ 6 billion. The Allied armies also occupied the resource-rich Rhinelarid for much of the 1920s.

Question 20.
What was the impact of World War I on Europe, and especially on Germany?
Answer:
The war had a devastating impact on the entire continent both psychologically and financially. From a continent of
creditors, Europe turned into one of the debtors. Unfortunately, the infant Weimar Republic was being made to pay for the sins of the old. empire. The republic carried the burden of war guilt and national humiliation and was financially crippled by being forced to pay compensation.

Question 21.
State the two major defects of the Weimer constitution and its effects.
Answer:
The Weimer constitution had some inherent defects, which made it unstable and vulnerable to dictatorship. One was proportional representation. This made achieving a majority by any one party a near impossible task, leading to a rule by coalitions. Another, defect was Article 48, which gave the President the powers to’ impose emergency, suspend civil rights and rule by decree.

Question 22.
How did the common people react to Nazism ?
Answer:
Many common people saw Nazism through Nazi eyes and spoke their language. They had hatred for the Jews, marking their Jews neighours as suspicious ones.. But every German was not a Nazi. Many organised active resistance to Nazism. The large majority of the Germans’were passive onlookers and apathetic witnesses. They were too scared to act, to differ, to protest.

Question 23.
Who was Hitler ? How could he rise to power ?
Answer:
Bom in 1889 in Austria, Hitler, called as Fuhrer; spent his youth in poverty. When the First World War broke out, he enrolled for the army, acted as a messenger in the front, became a corporal, and earned medals for bravery. The German defeat horrified him and the Versailles Treaty made him furious, In 1919, he joined a small group called the German Workers Party. He subsequently took over the organization arid renamed it the National Socialist German Workers Party. This party came to be known as the Nazi Party.

Hitler was a powerful speaker. His. passion and his words moved people. He promised to build a strong nation, undo the injustice of the Versailles Treaty and restore the dignity of the German people. Hitler devised a new style of politics. He understood the significance of rituals and spectacles in mobilising people. Nazis held massive rallies and public meetings to demonstrate their support for Hitler and instil a sense of unity among the people. The Red banners with the Swastika, the Nazi salute, and the ritualized rounds of applause after the speeches were all part of this spectacle of power.

Nazi propaganda skillfully projected Hitler as a messiah, a saviour, as someone who had arrived to deliver people from their distress. It is an image that captured the imagination of a people whose sense of dignity and pride had been shattered, and who were living in a time of acute economic and political crises..

Question 24.
Describe briefly the policies and programmes of the Nazi Party.
Answer:
The programme and policies of Nazi Party was:
1. To establish a vast German empire.
2. To end up the harsh conditions of the Treaty of Versailles.
3. To increase the economic and military power of Germany.
4. To ban the coming of the foreign influence on Germany.
5. To recapture the lost colonies of Germany in the first world war.
6. Not to recognise jews as the citizens of Germany and to boycott them and not to give them important posts.
7. To put an end to those parties which propagated against nationalism.
8. To oppose communism.
9. Not to set up parliamentary system of Government that was detrimental to the interest of country.

Question 25.
Give a brief account of Hitler’s foreign policy. How did he launch his offences ?
Answer:
In foreign policy, Hitler did acquire a measure of success. He left the League of Nations in 1933; reoccupied the Rhineland in 1936; arid integrated Austria arid Germany in 1938 under the slogan, one people, one empire, one leader. He then went on to wrest German speaking Sudetenland from Czechoslovakia, and gobbled up the entire country.

In all of this he had the unspoken support of England, which had considered the Versailles verdict too harsh. These quick successes at home and abroad seemed to reverse the destiny of the country. Hitler chose war as the way out of approaching economic crisis. Resources were to be accumulated through expansion of territory. In September 1939, Germany invaded Poland. He started a war with France and England. In September 1940, a Tripartite Pact was signed between Germany, Italy, and japari, strengthening Hitler’s claim to international power.

Puppet regimes, supportive of Nazi Germany, were installed in a large part of Europe. By the end of 1940, Hitler was at the pinnacle of his power. Hitler now moved to achieve his longterm aim of conquering Eastern Europe. He wanted to ensure food suplies and living space for GermAnswer: He attacked the Soviet Union in June 1941. In this historic blunder Hitler exposed the German western front to British aerial bombing and the easten front to the powerful Soviet armies.

Question 26.
‘With Hitler coming to the power, democracy in Germany was systematically destroyed’. Explain the statement.
Answer:
On 30 January 1933, President Hindenburg offered the chancellorship, the highest position in the cabinet of ministers,
to Hitler. Having acquired power, Hitler set out to dismantle the structures of democratic rule. A mysterious fire broke out in the German Parliament building. Hitler held the communists responsible for it, repressing them severely. On 3 March 1933, the famous Enabling Act was passed This Act established dictatorship in Germany. It gave Hitler all powers to sideline Parliament and rule by decree. All political; parties and trade unions were harmed except for the Nazi Party and its affiliates. The state established complete control over the economy, media, army and judiciary.

Apart from the already existing regular police in green uniform and the SA or. the Storm Troopers, these included the Gestapo (secret state police), the SS (the protection squads), criminal police and the Security Service (SD). It was the extra-constitutional powers of these newly organised forces that gave the Nazi state its reputation as the most dreaded criminal state.

Objective Type Questions

Question 1.
Choose the correct (✓) and the wrong (✗) from the following:
(i) Germany fought the World War I as . one the central powers.
(ii) The defeated Germany signed the peace treaty at London.
(ui) The Weimer Republic belongs to France.
(iv) Hitler was bom in 1889 in Germany.
(u) The name of the party founded by Hitler was popjularly known as the Fascist Party.
Answer:
(i) (✓)
(ii) (✗)
(iii) (✗)
(iv) (✗)
(y) (✓)

Question 3.
Fill in the blanks from the words given in the brackets:
(i) …………. was a nation fought as the allied power. (Britain, Germany)
(ii) ………… Adolf Hitler wrote the book, called (Doctrine of Fascism, Mein Kampf)
(iii) The Nazi party was opposed to the ……….. (Jews, Aryans)
(iv) Reichstag was the name of the …………….. parliament (French, German)
(v) The Treaty of Versailles was signed in …………. (1918,1919)
Answer:
(f) Britain
(ii) Mein Kampf
(iii) Jews,
(iv) German
(vi) 1919.

Question 3.
Select the correct answer from the four alternatives given below:
(i) Sudetenland, a part of the following, was taken away by Germany through the Munich Pact:
(a) Yugoslavia
(b) Czechoslovakia
(c) France
(d) Britain
Answer:
(b) Czechoslovakia

(ii) Germany attacked the USSR in the following year:
(a) May, 1941
(b) June, 1941
(e) July 1941
(d) August 1941
Answer:
(b) June, 1941

(iii) The USA had bombed Hiroshima and Nagasaki which are the two cities of the following:
(a) China
(b) France
(c) Japan
(d) Italy
Answer:
(c) Japan

(iv) Hitler was a racist and was influenced by:
(a) Darwin
(b) Marx
(c) Hegal
(d) Rousseau
Answer:
(a) Darwin

(v) The war criminals were tried at the following place:
(a) Berlin
(b) Bonn
(c) Nuremberg
(d) None of these
Answer:
(c) Nuremberg

(vi) Hitler became chanceller of Germany in:
(a) 1933
(b) 1934
(c) 1935
(d) 1936
Answer:
(a) 1933

(vii) According to the. Nazi propaganda, one of the dangers was the German capitalism, the following was the other:
(a) Bolshevism
(b) Anarchism
(c) Liberalism
(d) None of the these
Answer:
(a) Bolshevism

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 2 Socialism in Europe and the Russian Revolution Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 2 Socialism in Europe and the Russian Revolution

HBSE 9th Class Social Science History Socialism in Europe and the Russian Revolution TextBook Questions and Answers

Socialism In Europe And The Russian Revolution Important Questions HBSE 9th Class Question 1.
What were the social, economic and political conditions, in Russia before 1905?
Answer:
Social Causes-Up to the end the 19th century, Russia was an autocratic country. It was ruled by an autocratic Czar. He ruled as he liked. His will was the sole source of law, of taxation and justice. He controlled the army and all the officials. Through his special position on the Holy Synod, he controlled even religious affairs. His autocratic rule was supported by the privileged nobles, who possessed land and serfs, and held all the chief offices in the Czar’s administration.

The mass of people were serfs. Serfs were, ‘slaves’. They worked on the estates of the nobles. They could be punished in any form by the nobles. They could even be sold as chattels by the nobles. Besides the serfs, there was a very small middle class in the towns. They were discontented with the backwardness-of Russia.

Economic Causes – Russia on the eve of the 1904 revolution passed through a bad period. The workers had no assurance of a job: the peasants were liberated only on papers through the Act of 1861; the prices of the essential goods were very high. The working conditions of the workers and the peasants were, miserable.

Political Conditions – Russia was in a critical condition. The country was ruled by the autocratic Czar and the cruel, bureaucracy. Russia’s defeat at the hands of Japan was a major setback. People were spied at every level. Their rights were not there; if there were any, they were associated by a range of duties.

HBSE 9th Class History Chapter 2 Socialism in Europe and the Russian Revolution Question 2.
In what ways was the working population in Russia different from other countries in Europe before 1917?
Answer:
Before 1917, the working population in Russia was much different from the other countries in Europe. The vast majority of Russia’s population was agriculturists. About 85% of the Russian population lived on agriculture, whereas in other European countries such as France and Germany, the proportion was between 40% and 50%. The workers in Russia were exploited by the nobles and feudal lords; in other European countries, especially in France, the peasants fought for the nobles.

Question 3.
Why did the Tsarist autocracy collapse in 1917?
Answer:
The Russian Tsar rulers ruled autocratically; their reforms (especially the emancipation of the peasantry in 1861) did not work well. The bureaucracy, blessed by the Tsar, was tyrannical. The situation was grim on the’ eve of the February revolution. Earlier, during the world war which started in 1914, the Tsar fought the war without consulting either the Duma or the political leaders. ConseQuestion uently, there were heavy losses in the war. This led to the to the collapse of Tsarist autocracy.

Question 4.
Make two lists: one with. the main events and the effects of the February Revolution and the other with the main events and effects of the October Revolution. Write a paragraph on who was involved in each, who were the leaders and what the impact of each was on Soviet history.
Answer:
Main Events and Effects and the Leaders of the February Revolution

February Revolution:

26th – 50 demonstrators killed ih Znamenskaya Sq uare
27th – Troops refuse to fire on demonstrators, desertions, Prison, courts, and police . stations attacked and looted by angry crowds. Okhranka buildings set on fire. Garrison joins revolutionaries. Petrograd Soviet formed.
1st March – Order No. 1 of the Petrograd Soviet.
‘2nd – Nicholas II abdicates. Provisional Government formed under Prime Minister Prince Lvov.

October Revolution:
10th – Bolshevik Central Committee meeting approves armed uprising.
11 th – Congress of Soviets of the Northern. The region, until 13th.
20th – First meeting of the Military Revolutionary Committee. (Revolutionary Soviet Committee) of the Petrograd Soviet
25th – October Revolution is launched as MRC directs armed workers and soldiers * to capture key buildings hi Petrograd.
Winter Palace was attacked at 9.40 pm and captured at 2 am. Kerensky flees Petro-grad. Opening of the 2nd All-Russian Congress of Soviets.

26th – Second Congress of Soviets; Men-sheviks and right SR delegates walk out in protest against the pervious days events. Decree on Peace and Decree on Land. Soviet government declared – the Council. of People’s Commissars (Bolshevik dominated with Lenin as chairman). While Kerensty and before him, Prince Lvov were the main leaders in the February Revolution; Lenin and Trotsky; were the leaders in the October revolution. The February revolution overthrew autocratic Tsarist rule in Russia and established a liberal-capitalist government. The October revolution overthrew the liberal-capitalist rule and established the first socialist state in the world.

Question 5.
What were the main changes brought about by the Bolsheviks immediately after the October Revolution?
Answer:
The following were the main changes brought about by the Bolsheviks immediately after the October Revolution :

• Industries and banks, most of them, were nationalized.
• Partition of large houses according to family requirements.
• Banning of the old titles of the aristocracy.
• New uniforms were designed for the army and officials – the Soviet hat was christened.
• The Bolshevik party was renamed as the Russian Communist Party.
• Trade. Unions were brought under the party’s Control.
• Cheka was established to find and punish the enemies of the party.

Question 6.
Write a few lines to show what you know about:
(i) Kulaks
(ii) the Duma
(iii) women workers between 1900 and 1930 ‘
(iv) the Liberals.
Answer:
(i) Kulaks: They were well-to-do peasants.
(ii) Duma: The Russian name for the Parliament before, the revolution.
(iii) Women workers between 1900 and 1930: The women workers played a significant role in the Russian revolutions of 1905, February 1917 and October 1917. They not only took part in strikes, they even engineered strikes.
(iv) The Liberals: The liberals, mostly the capitalists, were against the Tsarist monarchy; they wanted to overthrow it, which they did in February 1917, They,, themselves, were overthrown in October 1917.

HBSE 9th Class Socia Science History Socialism in Europe and the Russian Revolution Important Questions and Answers 

Question 1.
Who was Derozio?
Answer:
Derozio (1809-1831) was a great advocate of rationalist. He too was impressed by the ideas of liberty, equality and fraternity of the French revolution.

Question 2.
Mention the two main objectives of the liberals of the 19th century.
Answer:
1. They wanted changes in the old order.
2. They advocated the ideas of religious tolerance.

Question 3.
What did the radicals want?
Answer:
The radicals of the 18th-19th centuries Europe were opposed to the system of privileges and had wanted a government of the common man.

Question 4.
Why were the conserve lives against the liberals and the radicals?
Answer:
The conservatives were against the liberals and the radicals because, unlike them, they were opposed to changes in the system.

Question 5.
Who was Guiseppe Mazzini ?
Answer:
Guiseppe Mazzini was a great nationalist of early 19th century Italy.

Question 6.
What is the main thrust of socialism?
Answer:
Property to be collective and its benefits be shared by all equitably.

Question 7.
Who was Louis Blanc?
Answer:
Louis Blanc (1813-1882), a French who wanted that the government encouraged cooperatives. The cooperatives were to be associations of people which produced goods together and divided the profits according to the work done by them.

Question 8.
When was the Second International formed? ‘
Answer:
In 1889, the socialists formed an international socialist body, called the Second International.

Question 9.
When was the socialist revolution launched in Russia?
Answer:
In October, 1917; according to the Russian calender, in November 1917.

Question 10.
Who was the emperor in Russia on the eve of Revolution?
Answer:
Nicholas Ii, also known as Czar.

Question 11.
What was the type of economy in Russia until 1917?
Answer:
Largely, the agricultural economy, with a low level of industrialization.

Question 12.
When was the Russian Social Democratic Workers Party founded?
Answer:
The part}’ was founded in 1898.

Question 13.
When was the Socialist Revolutionary Party (SRP) in Russia formed?
Answer:
The Socialist Revolutionary Party was formed in 1900.

Question 14.
What incident is called Bloody Sunday?
Answer:
The incident in which about 100 workers were killed and about 300 wounded by an attack on the striking workers, on a day which was Sunday, is called Bloody Sunday.

Question 15.
What is a Russian steam roller?
Answer:
The imperial Russian army, the largest ai med force in the world, was known as the Russian steam roller.

Question 16.
What were Lenin’s ‘April theses’ ?
Answer:
A group of demands such as

• war to be brought close
• land be given to the peasants
• banks be nationalized.

Question 17.
Which type of calendar the Russian follow and what, did it mean?
Answer:
The Russian followed the Julian calendar which was 13 days ahead of the Gregorian calendar. So the February revolution took place on March 12 and the October revolution on 7th November according to the \ Julian calendar. Until February, the Russians ‘ followed the Julian calendar.

Question 18.
What type of state was Russia after the October revolution?
Answer:
Russia (changed to the Union of’ Soviet Socialist Republic USSR in December (1922) was a one-party state after the October revolution.

Question 19.
Describe briefly the demands of the liberals of the 18th-19th centuries Europe.
Answer:
The liberals of the 18th-19th centuries Europe opposed –

• the uncontrolled power and absolutism of dynastic rulers
• they wanted to safeguard the rights of individuals against the government
• they argued for a representative, elected parliamentary government, subject to laws interpreted by a well-trained judiciary that was independent of rulers and officials,
• they felt men of property mainly should have the vote. They did not want the vote for women.

Question 20.
Who were the radicals and what did they want?
Answer:
The radicals were those who wanted fundamental changes in the social and political systems of 18th-19th centuries Europe. In contrast, the radicals wanted a nation in which government was based on the majority of a country’s population. Unlike liberals, they opposed the privileges of great landowners and wealthy factory owners. They, were not against the existence of private property but disliked the concentration of property in the hands of a few.

Question 21.
Describe the major adverse effects of industrialization.
Answer:
Industrialization brought men, women and children to factories; Work . hours were often long and wages were poor, Unemployment was common, particularly during times of low demand for industrial goods.

Question 22.
Sum up the contribution of Marx and Engels.
Answer:
Karl Marx (1818-1883) and Friederich Engels (.1820-1895) were great socialists. They had argued that industrial society was capitalist. Capitalists owned the capital invested in factories and the profit of capitalists was produced by workers. The conditions of workers could not improve as long as this profit was accumulated by private capitalists. Workers had to overthrow capitalism and the rule of private property. Marx believed that to free themselves from capitalist exploitation, workers had to construct a radically socialist society where all property was socially controlled. This would be a communist society.

Question 23.
What was Lenin’s perception of the Russian peasants?
Answer:
Lenin felt that the peasants werenot one united group. Some were poor and others rich, some worked as labourers while others were capitalists who employed workers. Given this ‘differentiation’ within them) they could not all be part of a socialist movement. So he wanted to have the peasants in the second line of defence, workers being the first line.

Question 24.
What was the impact of World War I on the Russian economy?
Answer:
The war also had a severe impact on
industry. Russia’s own industries were few in number and the country was cut off from other supplies of industrial goods by German control of the Baltic Sea. Industrial equipment disintegrated more rapidly in Russia than elsewhere in Europe. By 1916, railway lines began to break down. Able-bodied men were called up to “the war. As a result, there were labour shortages and small workshops producing essentials were shut down. Large supplies of grain, were sent to feed the army. For the people in the cities, bread and flour became scarce. By the winter of 1916, riots at bread shops were common.

Question 25.
Give a brief account of the socialist society as was being envisaged in Russia after tire October 1.917 revolution:
Answer:
During the civil war, the Bolsheviks kept industries and banks nationalized. They permitted peasants to cultivate the land that had been socialized, the Bolsheviks used confiscated land to demonstrate what collective works could be, A process of centralized planning was introduced. Officials assessed how the economy could work and set targets for a five-year period. On this basis, they made the Five Year PlAnswer: The government fixed all prices to promote industrial growth during the first two ‘Plans’.

Question 26.
What were the economic, social and political- causes of the October, 1917 Revolution in Russia.
Answer:
Politically, the people of Russia resented the autocracy of Czar Nicholas II. The losses that the Russian suffered during World War I further weakened Russia’s view of Nicholas. Socially, Czarist Russia stood well behind the rest of Europe in its industry and farming, resulting in few opportunities for fair advancement on the part of peasants and industrial workers. Economically, widespread inflation in Russia contributed to the revolution.

I. Economic couses:
1. Russia’s outdated economy and the Tsar’s failure to modernise it constituted one great cause of the Russian Revolution. Its agricultural, economy still resembled that of medieval Europe, with peasants bound to an inefficiently-managed village commune, and using outdated farming methods.

2. Factory workers also suffered due to Russia’s young industry that sought to catch up with the rest of Europe. They had to endure terrible working conditions, including twelve to fourteen-hour days and low wages.

3. Peasant’s conditions constituted another cause. They led a miserable life with no infrastructure supporting them.
By 1917, famine threatened many of the larger cities, and Nicholas’s failure to solve his country’s economic suffering and communism’s promise to do just that comprised the core of the Revolution.

II. Social Causes
1. The social causes of the Russian Revolution mainly came from centuries of oppression towards the lower classes by the Czarist relgime and Nicholas’s failures in World War I- While rural agrarian peasants had been emancipated from serfdom in 1861, they still resented paying redemption payments to tire state, and demanded the land they Worked.

2. The rapid industrialization of Russia also resulted in urban overcrowding and poor conditions for urban industrial workers. There was also no running water, and piles of human manure were a threat to the health of the workers.

3. The World War I then only added to the chads. Conscription swept up the unwillingness in all parts of Russia. The vast demand for factory production of war supplies and workers caused many more labor riots and stikes.

III. Political Causes:
1. Politically, most areas of Russian society had reason to be dissatisfied with the existing autocratic system. They had no representation in government, and the Tsar remained out of touch with the people’s problems.

2. Dissatisfaction with Russian autocracy culminated in the Bloody Sunday massacre, in which the Russian workers saw their pleas for justice rejected as protesters were shot by the Tsar’s troops. The response to the massacre crippled the nation with strikes, and Nicholas released his October Manifesto, promising a democratic parliament (the State Duma), to appease the people.

Question 27.
Give an account of the global influence of the Russian Revolution and the USSR.
Answer:
Existing socialist parties in Europe did not wholly approve of the way the Bolsheviks took power-and kept it. However, the possibility of a workers state fired peoples imagination across the world. In many countries, communist parties were formed- like the Communist Party of Great Britain. The Bolsheviks encouraged colonial peoples to follow their experiment. Many non-Russians from outside the USSR participated in the Conference of the Peoples of the East (1920) and the Bolshevik-founded Comintern (an international union of pro-Bolshevik socialist parties).

By the 1950s it was acknowledged within the country that the style of government in the USSR was hot in keeping with the ideals of the Russian Revolution. A backward country had become a great power. Its industries and agriculture had developed and the poor were being fed. But it had denied essential freedoms to its citizens and carried out its developmental projects through repressive policies. By the end of the twentieth century, the international reputation of the USSR as a socialist country had declined though it was recognized that socialist ideals still, enjoyed respect among its people.

Objective Type Questions

Question 1.
Select the correct word given in the bracket and fill in the blanks:
(i) ……………. opposed the uncontrolled powers of the dynastic rulers. (Liberals, Conservatives)
(ii) ……………. was English manufacture who believed in a cooperative community called New Harmony. (Robert Owen, Charles Fourier)
(iii) Louis Blanc was ……………. socialist. (Russian, French)
(iv) ……………. ruled Russia in 1914. (Nicholas I, Nicholas II)
(v) ……………. was leader of the Bolshevik Party. (Lenin, Plekhnov)
Answer:
(t) Liberals,
(it) Robert Owen,
(iii) French,
(iv) Nicholas II,
(u) Lenin.

Question 2.
Choose true (✓) and false (✗) from the following:
(i) During World War I, Great Britain, France, Turkey formed one alliance.
(ii) Russia withdrew from World War I in 1915.
(iii) Duma in Russian is a word that means parliament.
(iv) Lenin had his demands in his May theses.
(v) Lenin succeeded after Stalin’s death.
Answer:
(i) (✗)
(ii) (✗)
(iii) (✓)
(iv) (✗)
(v) (✗) .

Question 3.
Choose the correct answer from the four alternatives given below:
(i) Second International was convened in:
(a) 1864
(b) 1889
(c) 1914
(d) 1921
Answer:
(b) 1889

(ii) Who led the government in Russia after the October 1917 Revolution?
(a) Stalin
(b) Kerensky
(c) Marx
(d) Lenin
Answer:
(d) Lenin

(iii) One the following is correct:
(a) The peasants were a satisfied lot in Febuary, 1916
(b) They were a contended lot in February, 1917
(c) They had no complaint against the government in September 1917
(d) They wanted the land that they tilled.
Answer:
(d) They wanted the land that they tilled.

(iv) The February revolution in Russia is called:
(a) Nationalist revolution
(b) Capitalist revolution
(c) Socialist revolution
(d) None of the above
Answer:
(b) Capitalist revolution

(v) The following followed the collectivization programme in 1929 in Russia:
(a) Lenin
(b) Kerensky
(c) Stalin
(d) Engels
Answer:
(c) Stalin

Haryana State Board HBSE 10th Class Social Science Notes Economics Chapter 5 उपभोक्ता अधिकार Notes.

Haryana Board 10th Class Social Science Notes Economics Chapter 5 उपभोक्ता अधिकार

उपभोक्ता अधिकार Notes HBSE 10th Class

→ कोई भी व्यक्ति जब किसी वस्तु अथवा सेवा की प्राप्ति के लिए धन प्रदान करना है तो उसे उपभोक्ता कहा जाता है।

→ जिनके द्वरा वस्तुओं का उत्पादन होता है वे उत्पादक कहलाते है। वस्तुओं को उत्पादक से उपभोक्ता तक व्यापारियों द्वारा पहुँचाया जाता है।

→ उत्पादकों व व्यापारियों द्वारा उपभोक्ताओं को उनका संपूर्ण अधिकार प्रदान न किया जाना उपभोक्ता शोषण कहलाता है। उपभोक्ता से अधिक मूल्य वसूलना, उचित माप से कम वस्तु तौलना, निम्न गुणवत्ता की वस्तु देना सभी कुछ उपभोक्ता शोष्क्षण के ही रूप हैं।

→ उपभोक्ता हितों की रक्षा के लिए 1960 के दशक में भारत में व्यवस्थत रूप से उपभोक्ता आंदोलन का उदय हुआ।

→ रैल्फ नाडर को आधुनिक उपभोक्ता हितों के संरक्षण का जनक माना जाता है। यद्यपि इस आंदोलन की शुरुआत इंग्लैंड से हुई तथापि इसकी प्रथम घोषणा का श्रेय अमेरिका को जाता है।

उपभोक्ता अधिकार Class 10 Notes HBSE

→ भारत में उपभोक्ताओं के हितों की रक्षा के लिये विभिन्न स्तरों पर 500 से अधिक उपभोक्ता अदालतों की स्थापना की गई है इनकी प्रक्रिया इतनी सहज है कि उपभोक्ता बिना किसी कानूनी सहायता के अपने मामले की पैरवी स्वयं कर सकता है।

→ उपभोक्ता उदालमों को सभी मामलों को तीन महीने के अदंर निपटारा करने का निर्देश दिया गया है।

→ उपभोक्ता हितों के संरक्षण के लिए भारत सरकार ने 1986 ई. में उपभोक्ता सुरक्षा अधिनियम बनाया था, जो COPRA के नाम से प्रसिद्ध है।

→ इसके अलावा सार्वजनिक वितरण व्यवस्था की शुरुआत हुई है जिससे आवश्यक वस्तुओं की उपलब्धता व कीमतों की एकरूपता सुनिश्चित किया जा सके।

→ उपभोक्ता आंदोलन का आरंभ : द्वितीय विश्वयुद्ध के बाद, इंग्लैंड में।

→ उपभोक्ता अधिकारों की पहली घोषणा : 1962 ई. में, अमेरिका में।

→ उपभोक्ता के चार मूल अधिकार : चुनाव, सूचना, सुरक्षा एवं सुनवाई।

→ उपभोक्ता आंदोलन का जन्मदाता : रैल्फ नाडर।

→ विश्व उपभोक्ता दिवस : 15 मार्च।

→ संयुक्त राष्ट्र संघ ने उपभोक्ताओं के सरंक्षण : 1985 ई में। हेतु दिशा-निर्देश स्वीकार किये

→ भारत में उपभोक्ता संरक्षण अधिनियम बनाया गया : 1986 ई. में

→ कानून के तहत सर्वोच्च उपभोक्ता अदालत : राष्ट्रीय उपभोक्ता आयोग।

→ द्वितीय स्तर पर उपभोकता अदालत : राज्य उपभोक्ता आयो।

Class 10 Social Science Economics Chapter 5 Notes HBSE

→ तृतीय स्तर पर उपभोक्ता अदालत : जिला उपभोक्ता अदालत।

→ आई. एस. आई. : भारतीय मानक संस्थान।

→ एगमार्क का संशोधन : 1986 ई.।

→ आई. एस. ओ. : अन्तर्राष्ट्रीय मानकीकरण संस्था।

→ आई. एस. ओ. मुख्यालय : जेनेवा

→ कोडेक्स एलिमेंटेरियस कमीशन की स्थापना : 1963 ई. में एफ. ए. ओ. और डब्ल्यू. एच. ओ. द्वारा की गई।

→ आई. एस. ओ. की स्थापना : 1945 ई.।

→ कोडेक्स एलिमेंटेरियस कमीशन : यह संस्था अंतर्राष्ट्रीय खाद्य सामग्री के मानक निर्धारण का कार्य करती है।

→ उपभोक्ता इंटरनेशनल : उपभोक्ता आंदोलन से संबंधित अन्तर्राष्ट्रीय संस्था। 100 से भी अधिक देशों के 240 संस्थाओं का सरंक्षक।

→ उपभोक्ता हितों की रक्षा के लिए तीन उपाय-

• कानूनी
• प्रशासनिक
• तकनीकी।

→ एगमार्क भारत सरकार के कृषि मंत्रालय के अधीन मार्केटिंग एवं इंटेलिजेंस निदेशालय, डी, एम. आई. द्वारा संचालित होता है।

→ वर्तमान समय में भारत में 500 जिला उपभोक्ता अदालतें हैं।

→ 1986 ई. में बने उपभोक्ता कानूनों में पहले 1991 ई. फिर 1993 ई. में संशोध न कर उन्हें और कड़ा बनाया गया।

→ शहद, मसाले आदि उत्पादों को गुणवत्ता के लिए एगमार्क चिन्ह प्रदान किया जाता है।

→ कोडेक्स एलीमेंटोरियस कमीशन का मुख्यालय रोम में हैं।

→ भारत में उपभोक्ता अदालतों द्वारा अब तक 77% मामलों का निपटारा, किया जा चुका है।

→ औद्योगिक और उपभोक्ता वस्तुओं के लिए बी.एस. आई. का चिन्ह दिया जाता है।

→ संयुक्त राष्ट्र संघ ने 1992 ई. में बच्चों के कल्याण तथा जीवन विकास के लिए चार्टर ऑफ राइट्स बनाया।

→ 1960 ई. के दशक में व्यवस्थित रूप से उपभोक्ता आंदोलन का. उदय हुआ।

→ उपभोक्ता संरक्षण अधिनियम क्रेता को विक्रेता के शोषण से सुरक्षा प्रदान करता हैं।

→ उपभोक्ता अदालतों में अपने मामने की पैरवी स्वयं की जा सकती है।

→ उपभोक्ता सुरक्षा अधिनियम, 1986 COPRA के नाम से प्रसिद्ध है।

→ भारत सरकार ने अक्टूबर, 2005 में राइट टू इनफारमेशन एक्ट पारित किया।

→ उपभोक्ता-वह व्यक्ति, संस्था या व्यक्तियों का समूह जो किसी वस्तु या सेवा का क्रय करता है।

→ उत्पादक-जिसके द्वारा वस्तुओं का निर्माण किया जाता है।

→ उत्पाद-वह प्रक्रिया जो उपभोग के बिंदु तक चलती है।

→ मानकीकरण-उत्पादों की गुणवत्ता की परख के लिए उपयुक्त मानक निर्धारित करना।

→ उपभोग-आवश्यकता की पूर्ति के लिए वस्तुओं या सेवाओं का उपयोग करना।

→ कृत्रिम अभाव-अधिक लाभ कमाने के लालच मे व्यापारियों द्वारा जान-बूझकर उत्पन्न किया गया अभाव!

Haryana State Board HBSE 9th Class English Solutions Moments Chapter 4 In the Kingdom of Fools Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Moments Chapter 4 In the Kingdom of Fools

HBSE 9th Class English In the Kingdom of Fools Textbook Questions and Answers

Think about It

Class 9 Moments Chapter 4 HBSE Question 1.
What are the two strange things the guru and his disciple find in the Kingdom of Fools?
(मूों के राज्य में गुरु और शिष्य किन दो विचित्र चीजों को पाते हैं?)
Answer:
In the Kingdom of Fools the guru and the disciple find two things very strange. People worked at night and went to sleep as soon as the sun rose. Secondly, the price of everything was the same one duddu.

(मूों के राज्य में गुरु और शिष्य ने दो चीजों को बहुत ही विचित्र पाया। लोग रात्रि के समय काम करते थे और सूर्योदय के साथ ही सो जाते थे। दूसरे, प्रत्येक वस्तु का मूल्य एक समान-एक डुड्डू था।)

In The Kingdom Of Fools Summary HBSE 9th Class Question 2.
Why does the disciple decide to stay in the Kingdom of Fools? Is it a good idea?
(शिष्य मूों के राज्य में ही ठहरने का निर्णय क्यों कर लेता है? क्या यह एक अच्छा निर्णय है?)
Answer:
The disciple finds that everything was very cheap in the Kingdom of Fools. All he wanted was good and cheap food. So he decides to stay there. But actually it is not a good idea because one can’t understand the behaviour of fools when it changes.

(शिष्य को ज्ञात होता है कि मूों के राज्य में प्रत्येक वस्तु बहुत सस्ती थी। उसके मन में तो केवल अच्छे और सस्ते भोजन की इच्छा थी। इसलिए वह वहीं पर ठहर जाने का निर्णय ले लेता है। लेकिन वास्तव में यह एक अच्छा निर्णय नहीं है क्योंकि कोई भी कभी मूों के व्यवहार के बारे में अनुमान नहीं लगा सकता कि वे कब बदल जाते हैं।)

English Class 9 Moments Chapter 4 Question Answer HBSE Question 3.
Name all the people who are tried in the King’s court, and give the reasons for their trial.
(उन सभी लोगों के नाम बताइए जिन पर राजा के दरबार में मुकद्दमा चलता है और उनके मुकद्दमें का कारण भी बताइए।).
Answer:
The thief dies when the merchant’s wall collapses. Many people are tried in the King’s court. The first is the rich man. He is accused of having a weak wall. The second is the bricklayer who had built the weak wall. The third is the dancing girl who had distracted the bricklayer’s attention when he was making the wall. The fourth is the goldsmith who had made the dancing girl visit his shop many times. And lastly it comes the turn of a rich man. And the rich man was the same person whose wall had killed the thief.:

(व्यापारी की दीवार गिरने से चोर मर जाता है। राजा के दरबार में कई लोगों पर मुकद्दमा चलता है। पहला आदमी एक अमीर व्यक्ति है। उस पर एक कमजोर दीवार रखने का आरोप लगता है। दूसरा आदमी वह राज-मिस्त्री है जिसने कमजोर दीवार बनाई थी। तीसरा अपराधी नाचने वाली वह लड़की है जिसने गली में बार-बार चक्कर लगाकर राज-मिस्त्री का ध्यान अपनी ओर आकर्षित किया था। चौथा अपराधी वह सुनार है जिसने उस नाचने वाली लड़की के अपनी दुकान पर कई चक्कर लगवाए थे। और अंत में एक धनी व्यक्ति की बारी आती है और वह धनी व्यक्ति वही आदमी था जिसकी दीवार के नीचे चोर दबकर मरा था।)

In The Kingdom Of Fools Class 9 Questions And Answers HBSE Question 4.
Who is the real culprit according to the king? Why does he escape punishment?
(राजा के अनुसार असली अपराधी कौन है? वह सजा से कैसे बच जाता है?)
Answer:
According to the king the real culprit is the rich man. He says that his father had ordered for the jewellery and he should have been responsible for his dead father’s crime. He is ordered to be hanged. A new stake is made for him. He escapes punishment because he was too thin to be properly executed on the stake.

(राजा के अनुसार असली अपराधी वह धनी आदमी था। वह कहता है कि उसके पिता ने गहने बनाने का आदेश दिया था और उसे अपने मृत पिता के अपराध के लिए जिम्मेवार होना चाहिए। उसे फाँसी पर लटका दिए जाने का आदेश दिया जाता है। उसके लिए एक नई फाँसी बनाई गई है। वह सजा से बच जाता है क्योंकि वह इतना पतला था कि फाँसी का फंदा उसे सही नहीं बैठता था।)

In The Kingdom Of Fools Question Answer HBSE 9th Class Question 5.
What are the Guru’s words of wisdom? When does the disciple remember them?
(गुरु के बुद्धिमत्तापूर्ण शब्द क्या हैं? शिष्य ने इनको कब याद किया?)
Answer:
His guru’s wisdom is that it is a city of fools. One does not know what they will do next. The disciple realises this wisdom when the king order him to be executed and he is brought at the place of execution.

(उसके गुरु की बुद्धिमत्ता है कि वह एक मूों का शहर है। किसी को भी इस बात का ज्ञान नहीं होता है कि आगे क्या करेंगे। शिष्य को इस बुद्धिमत्ता का ज्ञान तब होता है जब राजा उसे फाँसी दे देने का आदेश दे देता है और उसे फाँसी देने के स्थान तक लाया जाता है।)

Class 9 Moments Chapter 4 Question Answer Short HBSE Question 6.
How does the guru manage to save his disciple’s life?
(गुरु अपने शिष्य का जीवन कैसे बचाता है?)
Answer:
The disciple is going to be executed. He prays to his guru. The guru sees everything with his magic power. He appears at the place of execution. He plays a trick on the foolish king. He asked the king to put him to death before his disciple. The king wants to know the reason. He tells him that the first person executed on this stake will become the next king of this country. The king is taken in. He releases the disciple. In this way the guru manages to save his disciple life.

(शिष्य को फाँसी पर लटकाया जा रहा है। वह अपने गुरु से प्रार्थना करता है। गुरु अपनी जादुई शक्ति से सब कुछ देख लेता है। वह फाँसी वाले स्थान पर प्रकट हो जाता है। वह मूर्ख राजा के साथ एक चाल चलता है। वह राजा को कहता है कि उसे उसके शिष्य से पहले मार दिया जाए। राजा इसका कारण जानना चाहता है। वह उसे बताता है कि इस फाँसी पर पहली बार लटकाया जाने वाला व्यक्ति इस राज्य का अगला राजा बनेगा। राजा को अंदर ले जाया जाता है। वह शिष्य को रिहा कर देता है। इस तरह से गुरु अपने शिष्य का जीवन बचाता है।)

Talk about It

Class 9th Moments Chapter 4 HBSE Question 1.
In Shakespeare’s plays the fool is not really foolish. If you have read or seen Shakespeare’s plays such as King Lear, As You Like it, Twelfth Night, you may talk about the role of the fool.

Do you know any stories in your language about wise fools, such as Tenali Rama or Gopal Bhar? You can also read about them in Ramanujan’s collection of folk tales.
Ans.
The Foolish King . Once there was a foolish king. One day, he was walking along the bank of a river. This river, flowed to the country in the east. The king did not want to let the water go to the east. He ordered to build a dam across the river.

Now the water in the river rose up. The town was in danger. The people requested the minister to save the town. The clever minister had an idea. A man in the palace rang a bell every hour. The minister asked him to ring the bell for six in the morning at midnight. He obeyed the minister.

On hearing the bell, the king woke up. He could not see the sun. He called the minister. The clever minister told him, “We kept all the water for us. The people of the east are angry. They have stopped the sun.” At this the king ordered to break the dam. Thus the clever minister saved the town.

HBSE 9th Class English In the Kingdom of Fools Important Questions and Answers

Very Short Answer Type Questions

In The Kingdom Of Fools Solutions HBSE 9th Class Question 1.
In the Kingdom of fools how were the king and his minister?
Answer:
In the Kingdom of fools both the king and his minister were idiots.

Kingdom Of Fools Question Answers HBSE 9th Class Question 2.
In the Kingdom of fools what did the king and the minister decide to do?
Answer:
They decided to change the day into night and night into day.

The Kingdom Of Fools Solutions HBSE 9th Class Question 3.
In.the Kingdom of fools when did the men work?
Answer:
In the Kingdom of fools the men worked during the night.

In The Kingdom Of Fools Questions And Answers HBSE 9th Class Question 4.
In the Kingdom of fools when did people sleep?
Answer:
In the kingdom of fools people sleep during the day.

Moments Class 9 Chapter 4 Question Answer HBSE Question 5.
At what time the guru and the disciple reach the kingdom of fools?
Answer:
When they reached there it was broad daylight.

Summary Of In The Kingdom Of Fools Class 9 HBSE Question 6.
Why were the guru and the disciple amazed when they reached the city?
Answer:
When they reached the city it was broad daylight and there was no one about.

Question 7.
What did a thief do on one bright day?
Answer:
One bright day, a thief broke into a rich merchant’s house.

Question 8.
What happened to the thief?
Answer:
The wall of the old house collapsed on the thief’s head and killed him on the spot.

Question 9.
What did the thief’s brother complain to the king?
Answer:
The thief’s brother complained to the king that when his brother was pursuing his ancient trade, a wall fell on him and killed him.

Question 10.
What was the merchant charged of?
Answer:
The merchant was charged of killing the thief by making a weak wall.

Question 11.
Who had actually built the weak wall?
Answer:
The rich merchant’s father who was not alive now had actually built the weak wall.

Question 12.
Who did the rich merchant put the blame on?
Answer:The rich merchant put the blame on a bricklayer.

Question 13.
Who did the bricklayer put the blame ‘on?
Answer:
The bricklayer put the blame on a dancing girl.

Question 14.
Who did the dancing girl put the blame on?
Answer:
The dancing girl put the blame on a goldsmith.

Question 15.
Who did the goldsmith put the blame on?
Answer:
The goldsmith put the blame on a rich merchant who was none other than the merchant’s father.

Question 16.
Ultimately who was held responsible for killing the thief?
Answer:
The rich merchant was held responsible for killing the thief.

Question 17.
What punishment was given to the rich merchant?
Answer:
The rich merchant was ordered to be put to death on the new stake.

Question 18.
How did the merchant escape punishment?
Answer:
The merchant escaped punishment because he was too thin to fit the stake.

Question 19.
Who saved the disciple’s life?
Answer:
The guru saved the disciple’ life.

Question 20.
What change did the guru and his disciple make in the Kingdom of fools?
Answer:
They changed the old laws. Night would again be night and day would again be day, and nothing could be bought for a duddu.

Short Answer Type Questions

Question 1.
Why did the guru want to leave this Kingdom quickly? Why did the disciple stay on?
(गुरु उस राज्य से फौरन क्यों निकल जाना.चाहता था? शिष्य वहाँ क्यों रुक गया?)
Answer:
The guru realised that it was the Kingdom of Fools. He decided to leave the kingdom at once. He told his disciple that where fools ruled, their lives could be in danger. But the disciple was happy there. Everything was cheap in the kingdom. He did not want to go. So the guru left the kingdom. The disciple stayed on the sake of cheap food.

(गुरु ने महसूस किया कि यह मूों का राज्य है। उसने वहाँ से फौरन निकल जाने का फैसला किया। उसने अपने शिष्य से कहा कि जहाँ मूल् का राज्य हो, वहाँ उनका जीवन खतरे में हो सकता है। मगर शिष्य वहाँ प्रसन्न था। राज्य में हर वस्तु सस्ती थी। वह जाना नहीं चाहता था। इसलिए गुरु राज्य से चला गया। शिष्य सस्ते भोजन के कारण वहाँ रुक गया।)

Question 2.
What was foolish’ about the king’s trial of the merchant?
(राजा द्वारा व्यापारी के मुकद्दमे में क्या बात मूर्खतापूर्ण थी?) ..
Answer:
The merchant had not killed the thief. He was being punished only because his wall had fallen on the thief. Secondly, he said that his father had been to blame. But because, his father had died, the king ordered the merchant to be executed in place of his father.

(व्यापारी ने चोर को नहीं मारा था। उसको केवल इसलिए सजा दी जा रही थी, क्योंकि उसकी दीवार चोर पर गिर गई थी। दूसरे, उसने कहा कि दोष उसके पिता का था। लेकिन क्योंकि, उसका पिता मर चुका था, इसलिए राजा ने आदेश दिया व्यापारी को उसके पिता के स्थान पर फाँसी दे दी जाए।)

Question 3.
Who were the people questioned during the course of the trial, and what was each person’s defence?
(मुकद्दमे के दौरान किन-किन व्यक्तियों को बुलाया गया और प्रत्येक व्यक्ति ने अपने बचाव में क्या कहा?)
Answer:
First, the owner of the house was summoned. But he said that the bricklayer who had constructed the wall was responsible. The bricklayer said that when he was making a wall, a dancing girl distracted his attention. The dancing girl said that a goldsmith did not make jewellery in time. So she had to pass through the street several times. The goldsmith said that he had to make ornaments for a wedding in the rich man’s house. So he could not finish the jewellery of the dancing girl in time. He was the same owner who had been summoned first of all.

(सबसे पहले, घर के मालिक को बुलाया गया। मगर उसने कहा कि जिस मिस्त्री ने दीवार बनाई थी वह जिम्मेवार था। मिस्त्री ने कहा कि जब वह दीवार बना रहा था, तो एक नाचने वाली लड़की ने उसका ध्यान भंग किया। नाचने वाली लड़की ने कहा कि सुनार ने उसके गहने समय पर नहीं बनाए। इसलिए उसे कई बार गली से गुजरना पड़ा। सुनार ने कहा कि उसे एक अमीर आदमी के घर में होने वाली शादी के लिए गहने बनाने थे। इसलिए वह नाचने वाली लड़की के गहने समय पर नहीं बना सका। यह वह मालिक था जिसको सबसे पहले बुलाया गया था।)

Question 4.
Who was finally blamed for the crime and why?
(अंततः अपराध का दोष किस पर लगाया गया और क्यों?)
Answer:
The rich owner of the house was finally blamed for the crime. He said that his father had ordered for the jewellery and he should have been responsible. But because his father had died, the king gave judgement that he would die in his father’s place.

(आखिरकार, घर के अमीर मालिक पर अपराध का दोष लगाया गया। उसने कहा कि उसके पिता ने गहने बनाने का आर्डर दिया था और उसे जिम्मेवार होना चाहिए। लेकिन क्योंकि उसके पिता की मौत हो चुकी थी, राजा ने निर्णय दिया कि वह अपने पिता के स्थान पर मरेगा।)

Question 5.
How did the king and his minister die in place of the guru and his disciple?
(राजा और मंत्री किस प्रकार गुरु एवं उसके शिष्य के स्थान पर मर गए?)
Answer:
The king told the executioners to put to death the first and the second man who come to them the next morning. That night, the king and the minister went-secretly to the prison. They released the guru and his disciple. They disguised as the guru and the disciple. The next morning, the executioners killed them.

(राजा ने जल्लादों से कहा कि अगली प्रातः वे पहले और उसके बाद आने वाले व्यक्तियों का वध कर दें। उस रात राजा और मंत्री चोरी से जेल में गए। उन्होंने गुरु और उसके शिष्य को मुक्त कर दिया। उन्होंने गुरु एवं शिष्य का भेष बना लिया। अगली प्रातः जल्लादों ने उन्हें मार दिया।)

Question 6.
How did the kingdom become normal again?
Answer:
When the people came to know of the death of their king and minister, they mourned. They discussed the future of the kingdom. They requested the guru and the disciple to be their king and minister. They agreed to rule the kingdom, but on one condition. The old laws would be changed. The good days returned to the kingdom. Thus the kingdom became normal again.

(जब लोगों को उनके राजा और मंत्री की मृत्यु का पता चला तो उन्होंने अफसोस प्रकट किया। उन्होंने राज्य के भविष्य के बारे में बात की। उन्होंने गुरु एवं शिष्य से प्रार्थना की कि. वे राजा एवं मंत्री बन जाएँ। उन्होंने एक शर्त पर राज्य पर शासन करना मान लिया। पुराने नियम बदले जाएँगे। राज्य में अच्छे दिन लौट आए। इस प्रकार राज्य फिर से सामान्य बन गया।)

Essay Type Questions

Question 1.
What did the Guru and his disciple see in the Kingdom of the Fools ? Why did the guru decide to leave the kingdom at once?
(गुरु और उसके शिष्य ने मूों के राज्य में क्या देखा? गुरु ने राज्य को एकदम छोड़ने का निर्णय क्यों किया?)
Answer:
There was a Kingdom of Fools. In this country, the king as well as his minister, both were fools. They ordered all things to be reversed. People were ordered to sleep during the days and work during the nights. Anyone who did not obey this order would be put to death. So out of fear people obeyed the king. One day, a guru and disciple arrived in the city. They were surprised to find that everyone was sleeping during the day. There was no activity. Then the night fell and everyone got up. They started doing their normal work.

The guru and the disciple were hungry. They purchased some food items. They were surprised to find that the price of everything was the same-one duddu. The guru realised that it was the Kingdom of Fools. He decided to leave the kingdom at once. He told his disciple that where fools ruled, their lives could be in danger. But the disciple was happy there. Everything was cheap in the kingdom. He did not want to go. So the guru left the kingdom. The disciple stayed on the sake of cheap food.

(एक मूों का राज्य था। इस राज्य में राजा एवं उसका मंत्री दोनों ही मूर्ख थे। उन्होंने हर बात को उलटने के आदेश दिए। लोगों को आदेश दिया गया कि वे दिन में सोएँ एवं रात को काम करें। जो कोई इस आदेश को नहीं मानता था उसे मौत की सजा दे दी जाती थी। इसलिए डर के मारे लोग राजा का कहना मानते थे। एक दिन, एक गुरु और उसका शिष्य शहर में आए। वे यह… देखकर हैरान हो गए कि हर व्यक्ति दिन के दौरान सो रहा था। कोई गतिविधि नहीं हो रही थी। तब रात हो गई और हर व्यक्ति उठ गया।

उन्होंने अपना सामान्य काम करना आरंभ कर दिया। गुरु और शिष्य को भूख लगी। उन्होंने खाने की कुछ वस्तुएँ खरीदीं। वे यह देखकर हैरान हो गए कि हर वस्तु की कीमत बराबर थी-एक डुडू। गुरु समझ गया कि यह मूों का राज्य था। उसने राज्य को एकदम छोड़ने का फैसला किया। उसने अपने शिष्य से कहा कि जहाँ मूर्ख राज्य करते हों, वहाँ उनका जीवन खतरे में हो सकता है। मगर शिष्य बड़ा प्रसन्न था। राज्य में हर वस्तु बहुत सस्ती थी। वह जाना नहीं चाहता था। इसलिए गुरु ने राज्य छोड़ दिया। शिष्य सस्ते भोजन की खातिर वहीं रह गया।)

Question 2.
Describe in brief the strange case brought to the king and the king’s judgement…
(राजा के सामने लाए गए विचित्र मुकद्दमे एवं राजा के निर्णय का वर्णन करो।)
Or
Narrate the story “In the kingdom of fools” in your our words.
(“In the kingdom of fools” कहानी का अपने शब्दों में वर्णन करो।)
Answer:
One day, a thief broke into the house of a rich man. A wall of the house fell on him and he died on the spot. The brother of the thief complained to the king that the rich man was responsible for the thief’s death because the wall of his house was weak. The owner of the house was summoned. But he said that the bricklayer who had constructed the wall was responsible.

The bricklayer said that when he was making a wall, a dancing I passed several times through the street. She distracted his attention. So she was responsible. The dancing girl told the king that she had ordered a goldsmith to make jewellery for her. He did not make it in time. So she had to pass through the street several times.

The goldsmith was called. He said that he had to make ornaments for a wedding in the rich man’s house. So he could not finish the jewellery of the dancing girl in time. He was the same owner of the house where the thief had died. He said that his father had placed the order. The king and his minister decided that since the rich man’s father had died, he would be executed in his father’s place.

(एक दिन, एक चोर ने एक अमीर व्यक्ति के घर में सेंध लगाई। घर की एक दीवार उसके ऊपर गिर गई और वह फौरन मर गया। चोर के भाई ने राजा से शिकायत की कि अमीर व्यक्ति उसके भाई की मौत का जिम्मेवार था, क्योंकि उसके घर की दीवार कमज़ोर थी। घर के मालिक को बुलाया गया। मगर उसने कहा कि जिस मिस्त्री ने दीवार बनाई थी वह जिम्मेवार था। मिस्त्री ने कहा कि जब वह. दीवार बना रहा था, तो एक नाचने वाली लड़की गली से कई बार गुजरती थी। उसने उसका ध्यान भंग किया।

इसलिए वह जिम्मेवार थी। नाचने वाली लड़की ने राजा को बताया कि उसने एक सुनार को गहने बनाने का आर्डर दिया था। उसने उसे समय पर नहीं बनाया। इसलिए उसे कई बार गली से गुजरना पड़ता था। सुनार को बुलाया गया। उसने कहा कि उसे एक अमीर व्यक्ति के घर में होने वाली शादी के लिए गहने बनाने थे।

इसलिए वह नाचने वाली लड़की के गहने समय पर नहीं बना सका। वह उसी घर का मालिक था जहाँ चोर की मृत्यु हुई थी। उसने कहा कि गहनों का आर्डर उसके पिता ने दिया था। राजा और उसके मंत्री ने फैसला किया, क्योंकि उसके पिता की मृत्यु हो चुकी है, इसलिए उसे उसके पिता के स्थान पर मौत की सजा दे दी जाए।)

Multiple Choice Questions

Question 1.
In the Kingdom of Fools how were the king and the minister?
(A) clever
(B) kind
(C) idiot
Answer:
(C) idiot

Question 2.
What did the king and the minister decide to do?
(A) they decided to give money to everyone
(B) they decided to change the day into night and night into day
(C) they decided to change their capital
(D) they decided to punish all the wise men in their kingdom
Ans.
(B) they decided to change the day into night and night into day

Question 3.
In the Kingdom of Fools when did the men work?
(A) during day
(B) during night
(C) ‘in the morning
(D) when the sun was extremely hot
Answer:
(B) during night

Question 4.
In the Kingdom of Fools when did the people sleep?
(A) during day
(B) during night
(C) after six months
(D) they never slept
Answer:
(A) during day

Question 5.
What punishment was given to the person who disobeyed the order?
(A) heavy fine
(B) one week imprisonment
(C) life imprisonment
(D) death penalty
Answer:
(D) death penalty

Question 6.
Who reached in the Kingdom of Fools?
(A) a guru and his disciple
(B) two thieves
(C) two young men
(D) two tradesmen
Answer:
(A) a guru and his disciple

Question 7.
What was the name of currency in the Kingdom of Fools?
(A) rupee
(B) duddu
(C) dollar
(D) pound
Answer:
(B) duddu

Question 8.
What did everything cost in the Kingdom of Fools?
(A) a duddu
(B) two duddus
(C) five duddus
(D) ten duddus
Answer:
(A) a duddu

Question 9.
What did the guru think about living in the Kingdom of Fools?
(A) enjoying the life fully
(B) was a good idea
(C) tension free life
(D) not a good idea
Answer:
(D) not a good idea

Question 10.
What was the disciple’s opinion about living there?
(A) he wanted to live there and enjoy good.
(B) he did not want to live there and cheap food
(C) he was afraid of the fools
(D) all the options are correct
Answer:
(A) he wanted to live there and enjoy good and cheap food,

Question 11.
Who became fat like a street-side sacred bull?
(A) the guru
(B) the disciple
(C) the king
(D) the minister
Answer:
(B) the disciple

Question 12.
In whose house did the thief break into?
(A) the ministeri
(B) the disciple
(C) a rich merchant
Answer:
(C) a rich merchant

Question 13.
The wall of the house collapsed on the thief. What happened to him?
(A) his leg was broken
(B) his head injured
(C) he was seriously injured
(D) he died on the spot
Answer:
(D) he died on the spot

Question 14.
After the thief’s death who ran to the king for justice?
(A) the thief’s brother
(B) the merchant
(C) the disciple
(D) the mason
Answer:
(A) the thief’s brother

Question 15.
Whom did the thief’s brother blame for his brother’s death?
(A) the king
(B) the minister
(C) the rich merchant
(D) the thief himself
Answer:
(C) the rich merchant

Question 16.
Who did the king summon for the first time?
(B) the thief’s brother
(C) the merchant
(D) the mason
Answer:
(C) the merchant

Question 17.
Who did the rich merchant blame for the weak wall?
(A) his father
(B) the thief
(C) the bricklayer
(D) to himself

Question 18.
Who was summoned next to the rich merchant?
(A) the bricklayer
(B) the dancer
(C) the goldsmith
(D) the disciple
Answer:
(A) the bricklayer.

Question 19.
How was the bricklayer produced before the king?
(A) in a chariot
(B) on a horse’s back
(C) tied hand and foot
(D) without any chains
Answer:
(C) tied hand and foot

Question 20.
Who did the bricklayer hold responsible for making a weak wall?
(A) the rich merchant
(B) the dancing girl
(C) the disciple
(D) the minister
Answer:
(B) the dancing girl

In the Kingdom of Fools Summary

In The Kingdom of Fools Introduction in English

This is a story about a foolish king. His minister was equally foolish. They had reversed all the laws in the country. Everything in the kingdom had the same price-one duddu. People were ordered to sleep during the day and work during the nights. Once a guru and his disciple came to the country.

The guru realised that it would be dangerous to live in the kingdom of the fools. But the disciple stayed on. One day, a person was to be executed for an offence. He was a thin person and the stake would not fit him. So the disciple was arrested by the police and ordered to be executed.

When the guru came to know of it, he came back to the country and saved the disciple. At the same time, with his trick, he caused the death of the king and his minister. Now the people made the guru the king and the disciple his minister.

In The Kingdom of Fools Introduction in Hindi

(यह एक मूर्ख राजा की कहानी है। उसका मंत्री भी उतना ही मूर्ख था। उन्होंने देश के कानूनों को उलट दिया था। राज्य में हर वस्तु की कीमत एक ही थी-एक डुड्ड। लोगों को आदेश दिया गया कि वे दिन में सोए और रात को काम करें। एक दिन एक गुरु और उसका शिष्य देश में आए।

गुरु ने महसूस किया कि मूों के राज्य में रहना खतरनाक है। मगर शिष्य वहाँ रहता रहा। एक बार एक व्यक्ति को किसी अपराध के लिए फाँसी पर चढ़ाना था। वह पतला व्यक्ति था और फाँसी उसे फिट नहीं आती थी। इसलिए पुलिस ने शिष्य को कैद कर लिया और राजा ने उसे फाँसी देने का आदेश दिया।

जब गुरु को यह पता चला, तो वह देश में वापस आया और अपने शिष्य को बचा लिया। इसके साथ ही, अपनी चालाकी से उसने राजा और उसके मंत्री को मरवा दिया। अब लोगों ने गुरु को राजा और उसके शिष्य को मंत्री बना दिया।)

In The Kingdom of Fools Summary in English

There was a Kingdom of Fools. In this country, the king as well as his minister, both were fools. They ordered all things to be reversed. People were ordered to work during the days and sleep during the nights. Anyone who did not obey this order would be put to death. So out of fear people obeyed the king.

One day, a guru and disciple arrived in the city. They were surprised to find that everyone was sleeping during the day. There was no activity. Then the night fell and everyone got up. They started doing their normal work. The guru and the disciple were hungry. They purchased some food items. They were surprised to find that the price of everything was the same-one duddu.

The guru realised that it was the Kingdom of Fools. He decided to leave the kingdom at once. He told his disciple that where fools ruled, their lives could be in danger. But the disciple was happy there. Everything was cheap in the Kingdom. He did not want to go. So the guru left the Kingdom. The disciple stayed on the sake of cheap food.

One day, a thief broke into the house of a rich man. A wall of the house fell on him and he died on the spot. The brother of the thief complained to the king that the rich man was responsible for the thief’s death because the wall of his house was weak.

The owner of the house was summoned. But he said that the bricklayer who had constructed the wall was responsible. The bricklayer said that when he was making a wall, a dancing girl passed several times through the street. She distracted his attention. So she was responsible. The dancing girl told the king that she had ordered a goldsmith to make jewellery for her. He did not make it in time. So she had to pass through the street several times.

The goldsmith was called. He said that he had to make ornaments for a wedding in the rich man’s house. So he could not finish the jewellery of the dancing girl in time. He was the same owner of the house where the thief had died. He said that his father had placed the order. The king and his minister decided that since the rich man’s father had died, he would be executed in his father’s place.

The king ordered a new stake to be made for the execution of the rich man. He was brought to the stake. But it was found that he was very thin. The stake did not fit him. The king ordered for the search of a fat man to fit the stake. The disciple was found fit for the stake. He was brought to the place of execution. Now he remembered his guru and prayed to him. With his magic powers, the guru saw everything. He at once reached there. He told something to the disciple in his ears. The disciple understood him.

Now the guru and his disciple started quarrelling. Each wanted to die in place of the other. The king asked them why they were eager to die. The guru told the king that the stake was new. Anyone, who died on the stake first, would be the king in the next life. Anyone who died next, would be the minister. Now the king and minister wanted to be the king and the minister in the next life also. At night, they went to the prison secretly. They released the guru and the disciple. They replaced themselves in their places. So the next day, they were taken to the stake and executed.

When the people came to know of the death of their king and minister, they mourned. They discussed the future of the kingdom. They requested the guru and the disciple to be their king and minister. They agreed to rule the kingdom, but on one condition. The old laws would be changed. The good days returned to the kingdom.

In The Kingdom of Fools Summary In Hindi

एक मूों का राज्य था। इस राज्य में राजा एवं उसका मंत्री दोनों ही मूर्ख थे। उन्होंने हर बात को उलटने के आदेश दिए। लोगों को आदेश दिया गया कि वे दिन में सोए एवं रात को काम करें। जो कोई इस आदेश को नहीं मानता था उसे मौत की सजा दे दी जाती थी। इसलिए डर के मारे लोग सजा का कहना मानते थे।

एक दिन, एक गुरु और उसका शिष्य शहर में आए। वे यह देखकर हैरान हो गए कि हर व्यक्ति दिन के दौरान सो रहा था। कोई गतिविधि नहीं हो रही थी। तब रात हो गई और हर व्यक्ति उठ गया। उन्होंने अपना सामान्य काम करना आरंभ कर दिया। गुरु और शिष्य भूखे थे। उन्होंने खाने की कुछ वस्तुएँ खरीदीं। वे यह देखकर हैरान हो गए कि हर वस्तु की कीमत बराबर थीएक डुडु।

गुरु समझ गया कि यह मूखों का राज्य था। उसने राज्य को एकदम छोड़ने का फैसला किया। उसने अपने शिष्य से कहा कि जहाँ मूर्ख राज्य करते हों, वहाँ उनका जीवन खतरे में हो सकता है। मगर शिष्य बड़ा प्रसन्न था। राज्य में हर वस्तु बहुत सस्ती थी। वह जाना नहीं चाहता था। इसलिए गुरु ने राज्य छोड़ दिया। शिष्य सस्ते भोजन की खातिर वहीं रह गया।

. एक दिन, एक चोर ने एक अमीर व्यक्ति के घर में सेंध लगाई। घर की एक दीवार उसके ऊपर गिर गई और वह फौरन मर गया। चोर के भाई ने राजा से शिकायत की कि अमीर व्यक्ति उसके भाई की मौत का जिम्मेवार था, क्योंकि उसके घर की दीवार कमज़ोर थी।

घर के मालिक को बुलाया गया। मगर उसने कहा कि जिस मिस्त्री ने दीवार बनाई थी वह जिम्मेवार था। मिस्त्री ने कहा कि जब वह दीवार बना रहा था तो, एक नाचने वाली लड़की गली से कई बार गुजरी थी। उसने उसका ध्यान भंग किया। इसलिए वह जिम्मेवार थी। नाचने वाली लड़की ने राजा को बताया कि उसने एक सुनार को गहने बनाने का आर्डर दिया था।

उसने उसे समय पर नहीं बनाया। इसलिए उसे कई बार गली से गुजरना पड़ता था। सुनार को बुलाया गया। उसने कहा कि उसे एक अमीर व्यक्ति के घर में होने वाली शादी के लिए गहने बनाने थे। इसलिए वह नाचने वाली लड़की के गहने समय पर नहीं बना सका। वह उसी घर का मालिक था, जहाँ चोर की मृत्यु हुई थी। उसने कहा कि गहनों का आर्डर उसके पिता ने दिया था। राजा और उसके मंत्री ने फैसला किया, क्योंकि उसके पिता की मृत्यु हो चुकी है, इसलिए उसे उसके पिता के स्थान पर मौत की सजा दे दी जाए।

राजा ने अमीर व्यक्ति के वध के लिए नई फाँसी बनाने का आदेश दिया। उसे फाँसी तक लाया गया। मगर यह देखा गया कि वह बहुत पतला है। फाँसी उसे फिट नहीं आई। राजा ने एक मोटे आदमी को खोजने का आदेश दिया जो फाँसी में फिट आ जाए। शिष्य को फाँसी के फिट पाया गया। उसे वध करने के स्थान पर लाया गया। अब उसे अपने गुरु की याद आई और उसने उससे प्रार्थना की। गुरु ने अपनी जादुई शक्तियों से सब कुछ जान लिया। वह एकदम वहाँ पहुँच गया। उसने शिष्य के कान में कुछ कहा। शिष्य उसकी बात समझ गया।

अब गुरु और उसका शिष्य आपस में झगड़ने लगे। हर व्यक्ति दूसरे के स्थान पर मरना चाहता था। राजा ने उनसे पूछा कि वे मरने के लिए उत्सुक क्यों हैं। गुरु ने राजा को बताया कि फाँसी नई है। जो कोई भी इस पर पहली बार मरेगा, वह अगले जन्म में राजा बनेगा। जो उसके बाद मरेगा, वह मंत्री बनेगा।

राजा और उसका मंत्री अगले जन्म में भी राजा और मंत्री ही बनना चाहते थे। रात को वे चोरी से जेल में गए। उन्होंने गुरु और उसके शिष्य को मुक्त कर दिया। वे उनके स्थान पर वहाँ रह गए। इसलिए अगले दिन, उन्हें फाँसी के स्थान पर ले जाया गया और उनका वध कर दिया गया।

जब लोगों को उनके राजा और मंत्री की मृत्यु का पता चला, तो उन्होंने अफसोस प्रकट किया। उन्होंने राज्य के भविष्य के बारे में बात की। उन्होंने गुरु एवं शिष्य से प्रार्थना की कि वे राजा एवं मंत्री बन जाए। उन्होंने एक शर्त पर, राज्य पर शासन करना मान लिया। पुराने नियम बदले जाएंगे। राज्य में अच्छे दिन लौट आए।

In The Kingdom of Fools Word-Meanings

(Page 19) :
Dangerous = full of danger = खतरनाक; manage = control = नियंत्रित करना; idiots = fools = मूर्ख; awake = not sleeping = जागना; till = plough (verb) = हल चलाना; disobey = not obeying = अवज्ञा करना; delighted = happy = प्रसन्न; project = plan = योजना; disciple = pupil = शिष्य; stirring = moving = हिलना; amazed = surprised = हैरान; groceries = provisions of daily use = किरयाने का सामान; astonishment = wonder= हैरानी; measure = quantity = मात्रा; bunch = cluster = गुच्छा।

(Page 20) :
Gave up = abandoned = त्याग दिया; ate his fill = ate fully = पेट भर खाया; sacred = pious = पवित्र; broke into = entered with the purpose of stealing = सेंध लगाई; sneaked in = entered secretly = चोरी से गया; loot = stolen goods = चोरी का माल; collapsed = fell down = गिर गई; pursuing = following = पीछा किया; compensate = set off the loss = क्षतिपूर्ति करना; owner = master = मालिक।

(Page 21) :
Burgled = entered to steal = सेंध लगाई; pleads = requests = प्रार्थना की; bricklayer = one who lays bricks = मिस्त्री; execution = killing by law = वध; anklets = ornament worm round ankles = पायल; jingling = giving out sound = खनकने की आवाज़; complicated = complex = जटिल; trembling = shaking = काँपना; distracted = prevented concentration = ध्यान भंग करना।

(Page 22) :
Innocent = guiltless = निर्दोष; burglar = thief = चोर; goldsmith = maker of gold ornaments = सुनार; scoundrel = rogue = बदमाश; damned = bad = बुरा; absolutely = completely = पूरी तरह; weighing = considering = विचार करते हुए; evidence = proof = सबूत; culprit = criminal = अपराधी; bailiffs = officers = अफसर; accusation = blame = दोष; wedding = marriage = शादी; mess = disorder = अव्यवस्था।

(Page 23-24):
Rudely =roughly = भद्दे ढंग से; decisively = finally = अंततः ; inherit= get from forefathers = पूर्वजों से प्राप्त होना; stake = place for execution = फाँसी घर; impaling = killing = मारना; decree = order = आदेश; vision = scene = दृश्य; scrape = trouble = मुसीबत; scolded = rebuked = डाँटा; whisper = low voice = कानाफूसी।

(Page 25-26) :
Clamour = insist = बात पर जोर देना; mystery = secret = रहस्य; solemn = serious = गंभीर; earshot = range of hearing = कान के पास; ascetic = sadhu like life = साधुओं जैसा जीवन; disguised = changed identity = भेष बदला; promptly =quickly = फौरन; vulture=a meat eating bird = गिद्ध; panicked = were afraid = डर गए; mourned = lamented = अफसोस किया; persuade = make agree = मनाया।

In the Kingdom of Fools Translation in Hindi

(Page 19)
[ऐसा माना जाता है कि मूर्ख लोग इतने खतरनाक होते हैं कि केवल बहुत ही बुद्धिमान व्यक्ति उन्हें काबू में रख सकते हैं। इस कहानी में मूर्ख कौन हैं ? उनके साथ क्या होता है ?]

मूल् के राज्य में राजा एवं मंत्री दोनों ही मूर्ख थे। वे राज्य को अन्य राजाओं की तरह नहीं चलाना चाहते थे, इसलिए उन्होंने रात को दिन में और दिन को रात में बदलने का फैसला किया। उन्होंने आदेश दिया कि हर व्यक्ति रात को जागेगा, केवल अंधेरा होने के बाद खेतों को जोतेगा और अपना कारोबार चलाएगा और जैसे ही सूर्य निकलेगा, सो जाएगा। जो व्यक्ति भी इस आज्ञा का उल्लंघन करेगा उसे मौत की सजा मिलेगी। मौत के डर से लोगों को जैसा कहा गया उन्होंने वैसा ही किया।

राजा एवं मंत्री अपनी योजना की सफलता पर बहुत प्रसन्न थे। एक दिन एक गुरु और उसका शिष्य शहर में पहुँचे। यह एक सुंदर शहर था, दिन की फैली हुई रोशनी थी, मगर आसपास कोई नहीं था। हर व्यक्ति सो रहा था, एक चूहा भी नहीं हिल रहा था। यहाँ तक कि पशुओं को भी सिखा दिया गया था कि वे दिन में सोएँ। दोनों अजनबियों ने जो कुछ अपने आस-पास देखा, उससे वे बड़े हैरान हुए और शहर में शाम तक घूमते रहे, जब अचानक सारा शहर जाग गया और रात्रि के व्यापार में व्यस्त हो गया।

ये दोनों व्यक्ति भूखे थे। अब जबकि दुकानें खुली थीं, वे कुछ किरयाने का सामान लेने गए। उन्हें यह देखकर हैरानी हुई, कि हर वस्तु की कीमत एक ही है-एक डुड्डु-चाहे वे चावलों की कुछ मात्रा लें या केलों का गुच्छा, उस की कीमत एक डुड्डु थी। गुरु और उसका शिष्य प्रसन्न हो गए। उन्होंने पहले कभी भी ऐसा नहीं सुना था। जितना भोजन उन्हें चाहिए था वे सारा एक रुपए (डुडु) से खरीद सकते थे।

जब वे भोजन बना एवं खा चुके थे, तो गुरु ने महसूस किया कि यह तो मूों का राज्य था और उनके लिए वहाँ ठहरना अच्छा विचार नहीं था। उसने अपने शिष्य से कहा, “यह स्थान हमारे लिए नहीं है। आओ चलें।” मगर शिष्य उस स्थान को छोड़ना नहीं चाहता था। यहाँ हर वस्तु सस्ती थी। जो कुछ वह चाहता था अच्छा एवं सस्ता भोजन।

(Page 20)
गुरु ने कहा, “वे सब मूर्ख हैं। ऐसा बहुत लंबे समय तक नहीं चलेगा, और तुम नहीं कह सकते वे तुम्हारे साथ क्या करेंगे।”

मगर शिष्य ने गुरु की बुद्धिमत्ता को नहीं सुना। वह रुकना चाहता था। गुरु ने अंत में हार मान ली और कहा, “तुम जो चाहे करो। मैं जा रहा हूँ,” और चला गया। शिष्य वहीं रह गया, रोज पेट भरकर खाता था केले और घी और चावल और गेहूँ और गली के एक तरफ के पवित्र साँड की तरह मोटा हो गया।

एक चमकदार दिन, एक चोर एक अमीर व्यक्ति के घर में घुस गया। उसने दीवार में सुराख किया और अंदर घुस गया और जब वह लूट का सामान बाहर ला रहा था, तो पुराने घर की दीवार उसके सिर पर गिर गई और वह घटनास्थल पर ही मर गया। उसका भाई भागकर राजा के पास आया एवं शिकायत की, “महाराज, मेरा भाई जब अपने प्राचीन धंधे में लगा हुआ था, तो उस पर एक दीवार गिर गई और वह मर गया। उस व्यापारी का दोष है। उसे अच्छी, मजबूत दीवार बनवानी चाहिए थी। आपको गलत राजा ने कहा, “न्याय किया जाएगा। चिंता मत करो,” और उसने फौरन घर के मालिक को बुलवाया।

(Page 21)

जब व्यापारी आया तो राजा ने उससे प्रश्न पूछे।

“तुम्हारा नाम क्या है ?”

“मेरा यह नाम है, महाराज।”

“क्या तुम घर पर थे जब मृत व्यक्ति तुम्हारे घर में घुसा ?”

“हाँ, महाराज। वह अंदर घुसा और दीवार कमजोर थी। वह उस पर गिर गई।”

“दोषी व्यक्ति अपराध स्वीकार करता है। तुम्हारी दीवार ने इस व्यक्ति के भाई की हत्या कर दी। तुमने एक व्यक्ति की हत्या की है। हमें तुमको सजा देनी पड़ेगी।”

“महाराज”, असहाय व्यापारी ने कहा, “दीवार मैंने नहीं बनाई। यह सचमुच उस व्यक्ति का दोष है जिसने दीवार बनाई। उसने दीवार अच्छी नहीं बनाई। आपको उसे सजा देनी चाहिए।”

“वह कौन है ?”

“महाराज, यह दीवार मेरे पिता जी के समय में बनी थी। मैं व्यक्ति को जानता हूँ। अब वह एक बूढ़ा व्यक्ति है। वह नजदीक ही रहता है।”

राजा ने उस मिस्त्री को लाने के लिए संदेशवाहक भेज दिए जिसने दीवार बनाई थी। वे उसे हाथ-पैर बाँधकर लाए। “क्या तुमने इस व्यक्ति की दीवार इसके पिता के समय में बनाई थी ?” “हाँ, महाराज, मैंने बनाई थी।”

“तुमने यह किस प्रकार की दीवार बनाई थी ? यह एक बेचारे व्यक्ति पर गिरी और उसे मार दिया। तुमने उसका कत्ल किया है। हम तुम्हें मौत की सजा देंगे।”

है।” अन्य लोग सहमत हो गए। उन्होंने गुरु एवं शिष्य से राजा एवं मंत्री बनने की प्रार्थना की। शिष्य को मनाने के लिए अधिक तर्कों की आवश्यकता नहीं पड़ी, मगर गुरु को मनाने में देर लगी। अंत में वे इस शर्त पर मूर्ख राजा एवं मूर्ख मंत्री के देश में शासन करने को तैयार हो गए कि वे पुराने सभी नियम बदल देंगे।

उस दिन के बाद, रात फिर रात हो गई और दिन फिर दिन हो गया और आपको एक डुडू में कुछ भी नहीं मिल सकता था। यह अन्य किसी भी स्थान जैसा हो गया।

Haryana State Board HBSE 9th Class English Solutions Moments Chapter 5 The Happy Prince Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Moments Chapter 5 The Happy Prince

HBSE 9th Class English The Happy Prince Textbook Questions and Answers

Think about It

Class 9 Moments Chapter 5 HBSE Question 1.
Why do the courtiers call the prince ‘The Happy Prince’? Is he really happy? What does he see all around him?
(दरबारी लोग राजकुमार को प्रसन्न राजकुमार’ क्यों कहते हैं? क्या वह सचमुच ही प्रसन्न है? वह अपने चारों ओर क्या देखता है?)
Answer:
The Prince lives in the palace, where sorrow is not allowed to enter. He does not know what tears are. He is really happy. He sees beautiful things all around him which make him happy. So the courtiers call him ‘The Happy Prince’.

(राजकुमार महल में रहता है, जहाँ पर दुःख को प्रवेश करने की अनुमति नहीं होती है। उसे नहीं पता कि आँसू क्या होते हैं। वह सचमुच ही प्रसन्न है। वह अपने चारों ओर सुंदर चीजें देखता है जो उसे प्रसन्न करती रहती हैं। इसलिए दरबारी लोग उसे ‘प्रसन्न राजकुमार’ कहते हैं।)

The Happy Prince Summary HBSE 9th Class Question 2.
Why does the Happy Prince send a ruby for the seamstress? What does the swallow do in the seamstress house? |
(प्रसन्न राजकुमार दर्जिन के लिए एक मणिक क्यों भेजता है? अबाबील दर्जिन के घर में जाकर क्या करती है?)
Answer:
The seamstress is a very poor lady. Her son has a fever. He is asking his mother to give him oranges. She has nothing to give him but river water. The boy is crying. So the Happy Prince sends a ruby for the seamstress. The little swallow takes the ruby from the Prince’s sword and flies away with it. He reaches the poor woman’s house and goes in. He puts the ruby on the table and flies round the boy’s bed fanning him with his wings.

(दर्जिन एक बहुत ही गरीब महिला है। उसका बेटा बहुत बीमार है। वह अपनी माँ से संतरे माँग रहा है। लेकिन उसके पास उसे नदी का पानी देने के सिवाय और कुछ नहीं है। लड़का रो रहा है। इसलिए प्रसन्न राजकुमार दर्जिन के लिए एक मणिक भेजता है। छोटी अबाबील राजकुमार. की तलवार में से हीरा निकाल लेती है और उसे लेकर उड़ जाती है। वह गरीब महिला के घर पहुंचती है और अंदर घुस जाती है। वह हीरे को मेज पर रख देती है और लड़के के बिस्तर के चारों ओर उड़कर अपने पंखों से उसे हवा देती है।)

English Class 9 Moments Chapter 5 Question Answer HBSE Question 3.
For whom does the prince send the sapphires and why?
(राजकुमार नीलम किसके लिए भेजता है और क्यों?)
Answer:
The Happy Prince had two beautiful sapphires as eyes. He sends one sapphire to a poor student. The student is so hungry and cold that he cannot do any work more. The prince sends the other sapphire to a little matchgirl. All her matches are spoiled because they fell into the gutter. Her father will beat her if she goes home without any money.

(प्रसन्न राजकुमार के पास आँखों के स्थान पर दो सुंदर नीलम लगे हुए थे। एक नीलम को वह एक गरीब विद्यार्थी के पास भेजता है। वह विद्यार्थी इतना भूखा और ठंडक महसूस कर रहा है कि वह कोई काम नहीं कर सकता है। राजकुमार दूसरा नीलम माचिस बेचने वाली एक लड़की के लिए भेजता है। नाले में गिर जाने के कारण उसकी सारी माचिसें खराब हो गई हैं। यदि वह बिना पैसों के घर गई तो उसका पिता उसे पीटेगा।)

The Happy Prince Class 9 Questions And Answers HBSE Question 4.
What does the swallow see when it flies over the city?
(जब अबाबील उड़कर के शहर के ऊपर से जाती है तो वह क्या देखती है?)
Answer:
The swallow flies over the city on the request of the Happy Prince. He sees the rich making merry in their beautiful houses, while the beggars sitting at the gates. He sees white faces of starving children in the dark lanes. Under the archway of a bridge, he sees two hungry children.

(प्रसन्न राजकुमार के निवेदन पर अबाबील शहर के ऊपर से उड़ान भरती है। वह अमीरों को अपने सुंदर घरों के अंदर खुशियाँ मनाते हुए देखती है, जबकि भिखारी उनके द्वार पर बैठे हुए हैं। अंधेरी गलियों में भुखमरी के शिकार बच्चों के सफेद चेहरों को देखती है। एक पुल के नीचे वह दो भूखे बच्चों को देखती है।)

The Happy Prince Question Answer HBSE 9th Class Question 5.
Why did the swallow not leave the prince and go to Egypt?
(अबाबील राजकुमार को छोड़कर मिस्र देश क्यों नहीं जाती है?)
Answer:
The Prince had given the sapphires of his eyes to poor people. Now he was blind. The swallow felt sad for him. He loved him for his kindness. So he decided to stay with him forever.

(राजकुमार ने अपनी आँखों के नीलम गरीब लोगों को दे दिए थे। अब वह अंधा था। अबाबील इस पर उदास हो गई। वह उसे उसकी दयालुता के लिए प्यार करती थी। इसलिए उसने सदा के लिए उसके पास रहने का फैसला किया।)

Class 9 Moments Chapter 5 Question Answer Short HBSE Question 6.
What are the precious things mentioned in the story? Why are they precious?
(कहानी में वर्णित मूल्यवान वस्तुएँ कौन-सी हैं? वे मूल्यवान क्यों हैं?)
Answer:
The leaden heart of the Happy Prince and the dead body of the little swallow are the precious things mentioned in the story. They are precious because the little bird shall sing sweet songs for ever in God’s garden of Paradise and the Happy Prince shall praise Him.

(प्रसन्न राजकुमार का सीसे से बना हुआ दिल तथा छोटी अबाबील का मृत शरीर इस कहानी में वर्णित दो महत्त्वपूर्ण वस्तुएँ हैं। वे मूल्यवान इसलिए हैं क्योंकि छोटा पक्षी तो हमेशा के लिए भगवान के उपवन में मधुर गीत गाएगा और प्रसन्न राजकुमार भगवान की प्रशंसा करेगा।)

Talk about It

Class 9th Moments Chapter 5 HBSE Question 1.
The little swallow says, “It is curious, but I feel quite warm now, although it is so cold.” Have you ever had such a feeling? Share your experience with your friends.
Answer:
It was the day of 6th January. I was on my way to school. I was going on my bicycle. An old man was also going ahead me on his bicycle. All of a sudden a stray cow came running and hit the old man’s bicycle very hard. The old man fell on the road. The handle of his bicycle hit hard on his head and it started bleeding. I got down of my bicycle and put him in a cycle rickshaw to the civil hospital. The doctor gave him an emergency treatment. His life was saved. Someone reported the matter to my school Principal. He honoured me in the morning assembly. It was a cold day but at that moment I was feeling quite warm. It was the warmness of doing a good deed.

Very Short Answer Type Questions

The Happy Prince Solutions HBSE 9th Class Question 1.
Where did the statue of the Happy Prince stand?
Answer:
The statue of the Happy Prince stood, high above the city on a tall column.

The Happy Prince Questions And Answers HBSE 9th Class Question 2.
How did the statue of the Happy Prince look?
Answer:
He was gilded all over with thin leaves of fine gold.

Moments Class 9 Chapter 5 Question Answer HBSE Question 3.
What did the statue have for eyes?
Answer:
The statue had two bright sapphires for eyes.

Summary Of The Happy Prince Class 9 HBSE Question 4.
What was there on the statue’s sword hilt?
Answer:
A large red ruby glowed on his sword hilt.

Question 5.
Where was the little swallow going?
Answer:
The little swallow was going to Egypt.

Question 6.
Where did the little swallow decide to spend his night?
Answer:
The little swallow decided to spend his night under the statue of the Happy Prince.

Question 7.
What made the statue of the Happy Prince shed tears?
Answer:
The miserable condition of the people of his city made the statue shed tears.

Question 8.
When the Happy Prince was alive what did he not know?
Answer:
When the Happy Prince was alive he did not know what tears were.

Question 9.
What work did the old woman do for whom the Happy Prince sent the ruby from his sword hilt?
Answer:
She was a seamstress.

Question 10.
What was the old woman’s son suffering from?
Answer:
He was suffering from fever.

Question 11.
What was wrong with the playwright?
Answer:
He was faint with hunger.

Question 12.
What did the Happy Prince send for the playwright?
Answer:
He sent a sapphire to the playwright.

Question 13.
Why was the matchgirl crying?
Answer:
The matchgirl was crying because all her matches had fallen into a gutter.

Question 14.
What happened to the little swallow ultimately?
Answer:
The little swallow died at the feet of the Happy Prince.

Question 15.
Why did the little swallow refuse to go away to Egypt leaving the Happy Prince alone?
Answer:
The little swallow refused to go away to Egypt leaving the Happy Prince alone because now the statue had become blind.

Question 16.
What happened to the statue when the little swallow died?
Answer:
At that moment a curious crack sounded inside the statue, as if something had broken.

Question 17.
What are the precious things mentioned in the story?
Answer:
The precious things mentioned in the story are the dead little swallow and the broken heart of the Happy Prince.

Short Answer Type Questions

Question 1.
Describe the statue of the Happy Prince.
(प्रसन्न राजकुमार की मूर्ति का वर्णन करो।)
Answer:
The statue of the Happy Prince stood on a tall pillar. He was covered with gold. He had two bright sapphires for his eyes. He had a large ruby on the hilt of his sword.

(प्रसन्न राजकुमार की मूर्ति एक ऊँचे स्तंभ पर थी। वह सोने से ढकी हुई थी। उसकी आँखों के स्थान पर दो चमकते हुए नीलम थे। उसकी तलवार की मूठ पर एक बड़ा मणिक था।)

Question 2.
What made the statue of the Happy Prince cry?
(प्रसन्न राजकुमार की मूर्ति किस बात पर रोई?)
Answer:
The statue of the Happy Prince was on a high pillar. He could see the sorrows and misery of people. He saw a seamstress. Her son was ill. But she had nothing to give her except the river water. This made the Happy Prince cry.

(प्रसन्न राजकुमार की मूर्ति एक ऊँचे स्तंभ पर थी। वह लोगों के दुःख और कष्ट देख सकता था। उसने दर्जिन को देखा। उसका बेटा बीमार था। मगर उसके पास उसे देने के लिए नदी के पानी के सिवाय कुछ नहीं था। इस पर प्रसन्न राजकुमार रोने लगा।)

Question 3.
Why was the statue called the Happy Prince?
(मूर्ति को प्रसन्न राजकुमार क्यों कहा जाता था?)
Answer:
This was the statue of a Prince. When he was alive he lived in a palace. He did not know what tears were. There was no sorrow in his life. He was always happy. He lived and died as a Happy Prince. So his statue was called the Happy Prince.

(यह एक राजकुमार की मूर्ति थी। जब वह जीवित था तो वह एक महल में रहता था। वह नहीं जानता था कि आँसू क्या होते हैं। उसके जीवन में कोई गम नहीं था। वह सदा प्रसन्न रहता था। वह एक प्रसन्न राजकुमार की तरह जिया और मरा । इसलिए मूर्ति को प्रसन्न राजकुमार कहा जाता था।)

Question 4.
Why did the Happy Prince request the swallow to stay with him for the night?
(प्रसन्न राजकुमार ने अबाबील को रात को रहने की प्रार्थना क्यों की?)
Answer:
The Happy Prince was very kind. He saw that the poor seamstress was very sad. Her son was ill. She had nothing to give him except the river water. The Happy Prince wanted to help her. He wanted to send her a ruby. But he could not move. So he requested the swallow to stay with him for the night.

(प्रसन्न राजकुमार बहुत दयालु था। उसने देखा कि गरीब दर्जिन बहुत उदास थी। उसका बेटा बीमार था। उसके पास उसे देने के लिए नदी के पानी के सिवाय और कुछ नहीं था। प्रसन्न राजकुमार उसकी सहायता करना चाहता था। वह उसे मणिक भेजना चाहता था। मगर वह हिल नहीं सकता था। इसलिए उसने अबाबील से प्रार्थना की कि वह उसके पास रात को रुक जाए।)

Question 5.
How did the swallow give comfort to the son of the seamstress?
(अबाबील.ने दर्जिन के बेटे को आराम कैसे पहुँचाया?)
Answer:
The swallow came to the house of the seamstress. He found that her son was suffering from fever. He took pity on him. He fanned the boy with his wings. The son felt comfort. He fell asleep.

(अबाबील दर्जिन के घर आई। उसने देखा कि उसका बेटा बुखार से पीड़ित है। उसे उस पर तरस आ गया। उसने लड़के को अपने पंखों से हवा की। लड़के को आराम महसूस हुआ। वह सो गया।)

Question 6.
What was the last wish of the swallow?
(अबाबील की अंतिम इच्छा क्या थी?)
Answer:
The swallow knew that her end had come. He flew on to the shoulder of the Happy Prince and said, “I wish to kiss your hand.” The Happy Prince asked him to kiss him on the lips. He kissed on his lips and then died.

(अबाबील जानती थी कि उसका अंत आ गया है। वह उड़कर प्रसन्न राजकुमार के कंधे पर आई और उससे बोली, “मैं आपका हाथ चूमना चाहती हूँ।” प्रसन्न राजकुमार ने उसे उसके होंठों को चूमने को कहा। उसने उसे होंठों पर चूमा और फिर मर गई।)

Essay Type Questions

Question 1.
Why did the Happy Prince send a ruby to the seamstress?
(प्रसन्न राजकुमार ने दर्जिन को मणिक क्यों भेजा?)
Answer:
The Happy Prince was very kind. He saw the ugliness and misery of his city. He saw a small house. In this house there lived a poor woman. She was a seamstress. Her face was thin. She looked tired. Her hands were rough. There were needle marks on them. She was embroidering flowers on a satin gown. Her son was ill. He wanted to eat oranges. But the woman was very poor. She could not gave him anything except the river water. She could not leave the gown. The queen’s maid had to wear it at the next court ball. The Happy Prince felt pity for the poor woman and his son. He wanted to help them. So he sent a ruby to her.

(प्रसन्न राजकुमार बहुत दयालु था। उसने शहर की गंदगी और गरीबी को देखा। उसने एक छोटे घर को देखा। उस घर में एक गरीब स्त्री रहती थी। वह एक दर्जिन थी। उसका चेहरा पतला था। वह थकी हुई लगती थी। उसके हाथ खुरदरे थे। उन पर सुइयों के निशान थे। वह एक साटिन के गाउन पर फूलों की कढ़ाई कर रही थी। उसका बेटा बीमार था। वह संतरे खाना चाहता था। मगर स्त्री बहुत गरीब थी। वह उसे नदी के पानी के अलावा कुछ नहीं दे सकती थी। वह गाउन नहीं छोड़ सकती थी। उसे रानी की सखी ने दरबार के अगले नृत्य में पहनना था। प्रसन्न राजकुमार को गरीब स्त्री एवं उसके बेटे पर तरस आया। वह उनकी सहायता करना चाहता था। इसलिए उसने उसके पास मणिक भेजा।)

Question 2.
Why did the Happy Prince request the swallow to stay for another day?
(प्रसन्न राजकुमार ने अबाबील को एक दिन और रुकने की प्रार्थना क्यों की?)
Answer:
The Happy Prince was on a tall column. From there he could see the miseries of people. He wanted to help the poor. But he could not move. The Prince wanted to help a poor seamstress. He sent a ruby to her through the swallow. Then the Prince saw a playwright. He was leaning on his desk. He was very handsome. His hair was brown and crisp. He was trying to finish a play. But he was feeling very cold. He had no firewood to keep himself warm. The Prince wanted to help him. He wanted to send one of the sapphires of his eyes to the young man. So he requested the swallow to stay for another day.

(प्रसन्न राजकुमार एक ऊँचे स्तंभ पर था। वहाँ से वह लोगों के कष्टों को देख सकता था। वह गरीबों की सहायता करना चाहता था। मगर वह हिल नहीं सकता था। राजकुमार एक गरीब दर्जिन की सहायता करना चाहता था। उसने अबाबील के द्वारा उसके पास एक मणिक भेजा। तब राजकुमार ने एक नाटककार को देखा। वह अपने मेज पर झुका हुआ था। वह बहुत सुंदर था। उसके बाल भूरे एवं धुंघराले थे। वह एक नाटक पूरा करने का प्रयत्न कर रहा था। मगर उसे बहुत ठंड लग रही थी। उसके पास स्वयं को गर्म रखने के लिए जलाने वाली लकड़ी नहीं थी। राजकुमार उसकी सहायता करना चाहता था। वह उस युवा व्यक्ति के पास अपनी आँखों का एक नीलम भेजना चाहता था। इसलिए उसने अबाबील से प्रार्थना की कि वह एक दिन और रुक जाए।)

Question 3.
Describe the sufferings of the poor people in the city. How did the Happy Prince help them?
(शहर के गरीब लोगों के कष्टों का वर्णन करो। प्रसन्न राजकुमार ने किस प्रकार उनकी सहायता की?)
Answer:
The life of poor people in the city was miserable. The Happy Prince saw their sorrows and sufferings. There was a poor seamstress. She was sad and tired. Her son was ill. But she had nothing to give him except the river water. In another house, there lived a poor playwright. He had no wood to keep himself warm. There was a little matchgirl. She had no shoes or stockings. The Prince also saw the homeless and sad children.

They were hungry and were shivering with cold. The Prince felt pity for them. He sent the ruby to the poor woman. He sent one sapphire each to the young man and the matchgirl. He sent all the gold of his body to these children. Now they could buy bread and were happy. Thus the Happy Prince helped the poor and sad people of his city.

(शहर के गरीब लोग बहुत दुःखी थे। प्रसन्न राजकुमार ने उनके दुःखों और कष्टों को देखा। वहाँ एक गरीब दर्जिन थी। वह उदास और थकी हुई थी। उसका बेटा बीमार था। मगर उसके पास उसे देने के लिए नदी के पानी के अलावा कुछ नहीं था। एक अन्य घर में, एक गरीब नाटककार रहता था। उसके पास स्वयं को गर्म रखने के लिए लकड़ी नहीं थी। एक माचिस वाली लड़की थी। उसके पास जूते और जुराबें नहीं थीं।

राजकुमार ने बेघर और उदास बच्चे भी देखे। वे भूखे थे और ठंड से काँप रहे थे। राजकुमार को उन पर तरस आ गया। उसने गरीब स्त्री के पास मणिक भेजा। उसने युवा व्यक्ति और माचिस वाली लड़की के पास एक-एक नीलम भेजा। उसने अपने शरीर का सारा सोना इन बच्चों के पास भेज दिया। अब वे रोटी खरीद सकते थे और प्रसन्न थे। इस प्रकार प्रसन्न राजकुमार ने अपने शहर के गरीब और उदास लोगों की सहायता की।)

Question 4.
What happened to the statue of the Prince and the swallow in the end?
(अंत में राजकुमार की मूर्ति और अबाबील का क्या हुआ?)
Answer:
The swallow and the Happy Prince became friends. The swallow loved the Prince for his kindness. He decided not to go away. The Prince sent his ruby and the sapphires of his eyes to the poor people. He sent the gold of his body to the poor children. Now he was blind and ugly. Then winter came. The little swallow felt very cold. But he did not leave the Prince.

One day, the swallow died. The leaden heart of the Prince broke in two. The next day, the statue was pulled down. It was melted in a furnace. But leaden heart did not melt. It was thrown on a dust heap. The dead body of the swallow was also lying there. God sent his angel to bring the two most precious things from the city. The angel brought him the leaden heart of the Prince and the dead body of the swallow.

(अबाबील और प्रसन्न राजकुमार मित्र बन गए। अबाबील को राजकुमार से उसकी दयालुता के कारण प्यार हो गया। उसने वहाँ से न जाने का निर्णय लिया। राजकुमार ने अपना मणिक और आँखों के नीलम गरीब लोगों के पास भेज दिए। उसने अपने शरीर का सोना गरीब बच्चों के पास भेज दिया। अब वह अंधा और भद्दा था। तब सर्दी आ गई। छोटी अबाबील को बहुत ठंड लगी। मगर उसने राजकुमार को नहीं छोड़ा।

एक दिन अबाबील मर गया। राजकुमार का सीसे का दिल टूट गया। अगले दिन मूर्ति को पिघला दिया गया। इसे एक भट्ठी में पिघलाया गया। मगर सीसे का दिल नहीं पिघला। इसे एक ढेर पर फेंक दिया गया। अबाबील का मृत शरीर भी वहीं पड़ा था। भगवान ने अपने फरिश्ते को उस शहर से दो सबसे बहुमूल्य वस्तुएँ लाने भेजा। फरिश्ता उसके पास राजकुमार का सीसे का दिल और अबाबील का मृत शरीर ले आया।)

Question 5.
Draw a brief character sketch of the Happy Prince.
(प्रसन्न राजकुमार का संक्षिप्त चरित्र-चित्रण करो।)
Answer:
The Happy Prince was a statue. He stood on a tall pillar. He had two sapphires for his eyes. His. body was covered with leaves of gold. There was a large red ruby on his sword hilt. When he was alive he was very happy. He did not know any sorrow or misery.

People called him the Happy Prince. After his death, he was set on a high pillar. Now he could see poverty and misery all around him. His heart was filled with pity.

He tried to help the poor people. He sent the ruby to the poor seamstress. He sent the sapphires of his eyes to the playwright and the match girl. He sent the gold of his body to the poor and hungry children. He loved the swallow. When the swallow died his heart broke. Thus the Happy Prince was a kind and loving man.

(प्रसन्न राजकुमार एक मूर्ति था। वह एक ऊँचे स्तंभ पर खड़ा था। उसकी आँखों के स्थान पर दो नीलम थे। उसका शरीर सोने की परतों से ढका हुआ था। उसके तलवार की मूठ पर एक लाल मणिक था। जब वह जीवित था तो बहुत प्रसन्न था। वह किसी दुःख या कष्ट को नहीं जानता था। लोग उसे प्रसन्न राजकुमार कहते थे।

उसकी मृत्यु के बाद, उसे एक ऊँचे स्तंभ पर लगा दिया गया। अब वह अपने चारों ओर गरीबी और कष्ट देख सकता था। उसका दिल करुणा से भर गया। उसने गरीब लोगों की सहायता करने का प्रयत्न किया। उसने गरीब दर्जिन के पास मणिक भेजा।

उसने अपनी आँखों के नीलम नाटककार तथा माचिस वाली लड़की को भेज दिए। उसने अपने शरीर का सोना गरीब और भूखे बच्चों को भेज दिया। वह अबाबील से प्यार करता था। जब अबाबील मरा तो उसका दिल टूट गया। इस प्रकार प्रसन्न राजकुमार दयालु एवं प्रिय व्यक्ति था।)

Question 6.
Give a brief character-sketch of the swallow.
(अबाबील का संक्षिप्त चरित्र-चित्रण करो।)
Answer:
The little swallow plays an important role in this story. He was going to Egypt. His friends were waiting for him. But the Prince requested him to stay for one day more. He agreed. At the request of the Prince, he took the ruby to the seamstress. He took the sapphires of the Prince’s eyes to the young man and the poor girl. Now the Prince was blind. So he decided to stay with the Prince.

The swallow had a kind heart. He fanned the son of the poor woman and gave him comfort. Then winter came. The swallow lived in the snow. He had only crumbs to eat. But he did not leave the Prince. One day the swallow died. But even death could not separate him from the prince. The angel of God took the swallow and the Prince’s heart to paradise.

(छोटी अबाबील इस कहानी में महत्वपूर्ण भूमिका निभाती है। वह मिस्र में जा रही थी। उसके मित्र उसका इंतजार कर रहे थे। मगर राजकुमार ने उसे एक दिन और रुकने को कहा। वह मान गई। राजकुमार की प्रार्थना.पर, वह मणिक को दर्जिन के पास ले गई। वह राजकुमार की आँखों के नीलम, युवा व्यक्ति और गरीब लड़की के पास ले गई।

अब राजकुमार अंधा हो गया था। इसलिए उसने राजकुमार के पास सदा रहने का फैसला किया। अबाबील का दिल दयालु था। उसने गरीब स्त्री के बेटे को पंखा किया और उसे आराम पहुँचाया। तब सर्दी आ गई। अबाबील बर्फ में रही। उसके पास खाने के लिए केवल रोटी के टुकड़े थे। मगर उसने राजकुमार को नहीं छोड़ा। एक दिन अबाबील मर गई। मगर मौत भी उसे राजकुमार से अलग नहीं कर पाई। भगवान का फरिश्ता अबाबील और राजकुमार के दिल को स्वर्ग में ले गया।)

Multiple Choice Questions

Question 1.
Where did the statue of the Happy Prince stand?
(A) in the palace
(B) on a tall building
(C) on a tall column
(D) in a park
Answer:
(C) on a tall column

Question 2.
What was the body of the Happy Prince gilded with?
(A) flowers
(B) silver leaves
(C) thin leaves of brass
(D) thin leaves of gold
Answer:
(D) thin leaves of gold

Question 3.
What were his eyes made of?
(A) sapphires
(B) ruby
(C) diamond
(D) glass
Answer:
(A) sapphires

Question 4.
Where was the little swallow going?
(A) to Egypt
(B) to India
(C) to Cylone
(D) to Syria
Answer:
(A) to Egypt

Question 5.
Where did the swallow decide to spend the night?
(A) under a chimney
(B) in a house
(C) in the king’s palace
(D) between the feet of the statue
Answer:
(D) between the feet of the statue

Question 6.
What happened as the little swallow was going to sleep?
(A) a cool breeze blew
(B) the clouds thundered
(C) a large drop of water fell on him
(D) the statue began to shake
Answer:
(C) a large drop of water fell on him

Question 7.
How many drops of water fell on the little swallow from the eyes of the Happy Prince?
(A) one
(B) two
(C) three
(D) four
Answer:
(C) three

Question 8.
Why was the Happy Prince weeping?
(A) to see the condition of the little swallow town
(B) to see the sorrows and sufferings of the people of his
(C) to see his ugly body
(D) none of these
Answer:
(B) to see the sorrows and sufferings of the people of his

Question 9.
When the Happy Prince was alive; he did not know what
(A) joys
(B) amusements
(C) tears
(D) blessings
Answer:
(C) tears

Question 10.
What did his courtiers call him when he was alive?
(A) The Happy Prince
(B) Maharaja
(C) Yuvraj
(D) Lord
Answer:
(A) The Happy Prince

Question 11.
What was his heart made of?
(A) gold
(B) diamond
(C) silver
(D) lead
Answer:
(D) lead

Question 12.
What was the profession of the woman who was sitting in her cottage with prickled hands?
(A) seamstress
(B) cake-making
(C) charwoman
(D) none of these
Answer:
(A) seamstress

Question 13.
What was the seamstress’s ailing son asking for?
(A) bread
(B) medicines
(C) oranges
(D) drinking water
Answer:
(C) oranges

Question 14.
What does the Happy Prince ask the little swallow to take to the poor lady?
(A) an orange
(B) a sapphire
(C) a ruby
(D) a bag of coins
Answer:
(C) a ruby

Question 15.
Which country does the river Nile belong to?
(A) England
(B) India
(C) South Africa
(D) Egypt
Answer:
(D) Egypt

Question 16.
Where did the little swallow take the ruby to?
(A) to the palace
(B) to the seamstress house
(C) to Egypt
(D) nowhere
Answer:
(B) to the seamstress’ house

Question 17.
Where were the white marble angles scluptured?
(A) in the palace
(B) near the palace
(C) in the cathedral tower
(D) in the seamstress’s house
Answer:
(C) in the cathedral tower

Question 18.
Why was the boy tossing on the bed?
(A) because of fever
(B) because of hunger
(C) because of cold
(D) because of thirst
Answer:
(A) because of fever

Question 19.
When the little swallow returned to the Happy Prince after giving a ruby to the seamstress how was he feeling?
(A) cold
(B) painful
(C) dissatisfied and tired
(D) warm and happy
Answer:
(D) warm and happy

Question 20.
What was the trouble to the playwright?
(A) he was sick
(B) he was cold and hungry
(C) he was dull and boring
(D) he had no work to do.
Answer:
(B) he was cold and hungry

The Happy Prince Summary

The Happy Prince Introduction in English

The Happy Prince was a beautiful statue. This statue was on a tall pillar. The prince was covered with gold. There were two sapphires in place of his eyes. He had a ruby in his sword hilt. He could see all around the city. When he was alive, he lived in a palace. He was always happy. He had not seen the miseries of life. But now he could see miseries around him. He saw the hungry and the homeless. He was very sad. He was filled with pity.

One day, a swallow came there. He saw the prince in tears. The prince told him that he wanted to help the poor and sad people. He sent his ruby and the sapphires of his eyes to the poor people. Now he was blind. He sent his gold also. Now he looked ugly. The swallow began to love the prince. The winter came but the swallow did not go away. He lived with the prince.

One day, the swallow died. This broke the leaden heart of the statue. The statue was no longer beautiful. It was melted in a furnace. But the leaden heart did not melt. It was thrown in the dust heap. The dead swallow was also lying there. God sent one of his angels to bring the two most precious things. He took the dead swallow and the leaden heart to God. Both these things were really fit for paradise.

The Happy Prince Summary in English

The Happy Prince was a beautiful statue. This statue was on a tall pillar. The Happy Prince was covered with leaves of gold. There was a ruby on the hilt of his sword. His eyes were made of sapphires.

One day a swallow came to the Prince. He was going to Egypt. He flew all the day long. At night he arrived at the city. He saw the statue of the Happy Prince. He decided to spend the night there. So he alighted between the feet of the Happy Prince. He was about to go to sleep. Suddenly a few drops of water fell on him. He looked up. He found that there were tears in the eyes of the Happy Prince. The swallow asked the Happy Prince why he was weeping. The Prince told him his tale.

He told the swallow that once he lived in a palace. He was very happy. He had not seen any poverty. He did not know what sorrow. was. His courtiers called him Happy Prince. After his death, his statue was set up on a tall pillar. Now he could see the city and its misery. He could see sorrows around him. This misery made him sad.

The Prince told the swallow that there was a poor house in a little street. In this house, a poor woman lived. She was a seamstress. There were needle marks on her hands. She was embroidering flowers on a satin gown. This gown belonged to the queen’s loveliest maid. She was to wear it at the court ball. The seamstress’ son was ill. He was crying for oranges. But his mother was too poor to buy oranges for him.

The Happy Prince wanted to help the woman. But he could not move. So he requested the swallow to remove the ruby from his sword and take it to the poor woman: The swallow said that he was going to Egypt. His friends were waiting for him. The Prince asked him to stay for one night more. The swallow agreed. He removed the ruby from the sword. He took it to the woman’s house. He put the ruby on the table. He fanned the boy’s forehead with his wings. The boy fell asleep and slept peacefully.

Then the swallow came back to the Prince. It was quite cold, but the swallow felt warm. The Prince told him that it was the warmth of his good action The next night the swallow went to say goodbye to the Prince. But he requested the swallow to stay for one more night. Now he wanted to help a young man. He was very poor. He was trying to write a play for the Director of the Theatre.

It was very cold. He had no firewood to keep him warm. The Prince asked the swallow to take a eyes and take it to the young man. The swallow began to weep. But the Prince ordered him to take his sapphire to the young man. The swallow obeyed the Prince. He took the sapphire to the young.

I looked at the sapphire. He became very happy. He hoped to finish the play now W. At night, the swallow went to the Prince. Now he wanted to take leave of him. But the Prince requested him to stay for one more night. Now he wanted to help a poor match girl.

All her matches had fallen into the gutter. She father would beat her if she did not bring any money home. She had no shoes or stockings. Her it would make him completely blind. But he had to obey the Prince. He took the sapphire to the girl. She became happy. Now the Prince had become blind. So the swallow decided to stay with the prince for ever.

The Prince asked the swallow to fly over the city and tell him what he saw there. The swallow saw that the rich were making merry. But the poor were miserable. He saw hungry children. There were two boys. They were lying in each other’s arms. They were trying to keep each other warm.

The swallow told all this to the Prince. The Prince told the swallow to take off his gold leaves one by one. He should distribute these among the poor and suffering people. The swallow obeyed the Prince. The poor children got food and clothes. They became happy. But the Prince looked ugly.

Soon there was snow. The little swallow felt very cold. But he did not leave the Prince. He tried to keep himself warm. But one day his end came. He kissed the Happy Prince and fell down dead. The Prince became very sad. The leaden heart of the Prince broke in two.

The next morning the Mayor of the city passed that way. He looked at the statue of the Happy Prince. It looked ugly. The statue was no longer useful. He ordered it to be pulled down. It was melted in a furnace. But the leaden heart did not melt. So it was thrown into a dust heap. The dead swallow was also lying there.

God sent one of his angels to bring him the two most precious things from the city. The angel brought him the dead swallow and the leaden heart of the Prince. God praised the angel for his choice. He said that these two things were fit for Paradise.

The Happy Prince Introduction in Hindi

प्रसन्न राजकुमार एक सुंदर मूर्ति था। यह मूर्ति एक ऊँचे स्तंभ पर थी। राजकुमार सोने से ढका हुआ था। उसकी आँखों के स्थान पर दो नीलमं थे। उसकी तलवार की मूठ में एक मणिक था। वह शहर के चारों ओर देख सकता था। जब वह जीवित था, तो एक महल में रहता था। वह सदा प्रसन्न था। उसने जीवन के कष्टों को नहीं देखा था। मगर अब वह अपने चारों ओर दुःखों को देख सकता था। उसने भूखे और बेघर लोगों को देखा। वह बहुत उदास हुआ। वह करुणा से भर गया।

एक दिन, वहाँ एक अबाबील आई। उसने राजकुमार को रोते हुए देखा। राजकुमार ने उसे बताया कि वह गरीब और उदास लोगों की सहायता करना चाहता है। उसने अपना मणिक और आँखों के नीलम गरीब लोगों के पास भेज दिए। अब वह अंधा हो गया था। उसने अपना सोना भी भेज दिया। अब वह भद्दा लगता था। अबाबील ने राजकुमार से प्यार करना आरंभ कर दिया। सर्दी आ गई, मगर अबाबील वहाँ से नहीं गई। वह राजकुमार के पास रही। एक दिन अबाबील मर गई। इससे राजकुमार का सीसे का दिल टूट गया।

अब मूर्ति सुंदर नहीं रही थी। इसे एक भट्ठी में पिघला दिया गया। मगर सीसे का दिल नहीं पिघला। इसे कूड़े के ढेर पर फेंक दिया गया। मरी हुई अबाबील भी वहीं पड़ी थी। भगवान ने अपने एक फरिश्ते को दो सबसे महत्त्वपूर्ण वस्तुएँ लाने को कहा। वह मरी हुई अबाबील तथा राजकुमार का सीसे का दिल भगवान के पास ले आया। ये दोनों वस्तुएँ सचमुच स्वर्ग के लिए उचित थीं।

The Happy Prince Summary In Hindi

प्रसन्न राजकुमार एक सुंदर मूर्ति था। यह मूर्ति एक ऊँचे स्तंभ पर थी। प्रसन्न राजकुमार सोने की परतों से ढका हुआ था। उसकी तलवार की मूठ में एक मणिक था। उसकी आँखें नीलमों की बनी हुई थीं।

एक दिन एक अबाबील राजकुमार के पास आई। वह मिस्र को जा रही थी। वह सारा दिन उड़ती रही। रात के समय वह शहर में पहुंची। उसने प्रसन्न राजकुमार की मूर्ति देखी। उसने वहाँ रात बिताने का निर्णय लिया। इसलिए वह प्रसन्न राजकुमार के कदमों में उतर गई। वह सोने ही वाला था। अचानक उस पर पानी की कुछ बूंदें गिरी। उसने ऊपर देखा। उसने देखा कि प्रसन्न राजकुमार की आँखों में आँसू हैं। अबाबील ने. प्रसन्न राजकुमार से पूछा कि वह क्यों रो रहा है। राजकुमार ने उसे अपनी कहानी सुनाई।

उसने अबाबील को बताया कि कभी वह एक महल में रहता था। वह बहुत प्रसन्न था। उसने जरा-सी भी गरीबी नहीं देखी थी। वह नहीं जानता था कि दुःख क्या होता है। उसके दरबारी उसे प्रसन्न राजकुमार कहते थे। उसकी मृत्यु के बाद, उसकी मूर्ति को एक ऊँचे स्तंभ पर लगा दिया गया। अब वह शहर और इसके कष्टों को देख सकता था। वह अपने चारों तरफ के कष्टों को देख सकता था। इन कष्टों ने उसे उदास कर दिया।

राजकुमार ने अबाबील को बताया कि एक छोटी गली में एक गरीब घर है। उस घर में एक गरीब स्त्री रहती है। वह एक दर्जिन है। उसके हाथों पर सुइयों के निशान हैं। वह साटिन के गाउन पर फूलों की कढ़ाई कर रही है। यह गाउन रानी की सबसे सुंदर सखी का है। उसने उसे दरबार के नृत्य में पहनना है। दर्जिन का बेटा बीमार है। वह संतरों के लिए रो रहा था। मगर उसकी माँ इतनी गरीब थी कि वह उसके लिए संतरे नहीं खरीद सकती।

प्रसन्न राजकुमार उस स्त्री की सहायता करना चाहता था। मगर वह हिल नहीं सकता था। इसलिए उसने अबाबील से प्रार्थना की कि वह उसकी तलवार की मूठ में से मणिक निकाल ले और उसे गरीब स्त्री के पास ले जाए। अबाबील ने कहा कि वह मिस्र जा रही है। उसके मित्र वहाँ उसका इंतजार कर रहे हैं। राजकुमार ने उससे कहा कि वह एक रात और वहाँ रुक जाए। अबाबील मान गई। उसने तलवार में से मणिक निकाला। वह इसे स्त्री के घर ले गई। उसने मणिक को मेज पर रख दिया। उसने लड़के के माथे पर अपने पंखों से हवा दी। लड़के को नींद आ गई और वह चैन से सोया।

तब अबाबील वापस राजकुमार के पास आ गई। वहाँ बहुत ठंड थी, मगर अबाबील को गर्मी लगी। राजकुमार ने उसे बताया कि यह अच्छा काम करने की गर्मी है। .. अगली रात को अबाबील राजकुमार को अलविदा कहने को गई। मगर उसने अबाबील से प्रार्थना की कि वह एक रात और रुक जाए। अब वह एक युवा व्यक्ति की सहायता करना चाहता है। वह बहुत गरीब है।

वह एक रंगमंच के निर्देशक के लिए एक नाटक पूरा करने का प्रयत्न कर रहा है। बहुत ठंड है। उसके पास स्वयं को गर्म रखने के लिए जलाने वाली लकड़ी नहीं थी। राजकुमार ने अबाबील से कहा कि वह उसकी एक आँख का नीलम युवा व्यक्ति के पास ले जाए। अबाबील ने रोना आरंभ कर दिया।

मगर राजकुमार ने अबाबील को युवा व्यक्ति के पास नीलम ले जाने का आदेश दिया। अबाबील ने राजकुमार की आज्ञा का पालन किया। वह नीलम को युवा व्यक्ति के पास ले गई। युवा व्यक्ति ने नीलम को देखा। वह प्रसन्न हो गया। अब उसे नाटक समाप्त करने की आशा थी।

रात को अबाबील राजकुमार के पास गई। अब वह उससे अलविदा लेना चाहती थी। मगर राजकुमार ने एक और रात रुकने की प्रार्थना की। अब वह माचिस वाली एक गरीब लड़की की सहायता करना चाहता था। उसकी सब माचिसें नाली में गिर गई थीं। वह रो रही थी। अगर वह घर पैसे नहीं ले गई तो उसका पिता उसे पीटेगा। उसके पास जूते या जुराबें नहीं थीं।

उसका सिर नंगा था। प्रसन्न राजकुमार ने अबाबील को कहा कि वह उसका दूसरा नीलम उस लड़की के पास ले जाए। अबाबील ने कहा कि इससे वह पूरी तरह अंधा हो जाएगा। मगर उसे राजकुमार की आज्ञा का पालन करना पड़ा। वह नीलम को लड़की के पास ले गई। वह प्रसन्न हो गई। अब राजकुमार अंधा हो गया था। इसलिए अबाबील ने सदा के लिए राजकुमार के पास ठहरने का निर्णय लिया।

राजकुमार ने अबाबील से कहा कि वह शहर के ऊपर उड़ान भरे और उसे बताए कि उसने वहाँ क्या देखा। अबाबील ने देखा कि अमीर लोग खुशियाँ मना रहे थे। गरीब लोग दुःखी थे। उसने भूखे बच्चे देखे। वहाँ दो लड़के थे। वे एक-दूसरे की बाँहों में लेटे हुए थे। वे एक-दूसरे को गर्म रखने का प्रयत्न कर रहे थे। अबाबील ने यह सब कुछ राजकुमार को बताया। राजकुमार ने अबाबील से कहा कि वह उसके शरीर की सोने की परतों को एक-एक करके उतारे। वह इन्हें गरीब और पीड़ित लोगों में बाँट दे। अबाबील ने राजकुमार की आज्ञा का पालन किया। गरीब बच्चों को भोजन और कपड़े मिल गए। वे प्रसन्न हो गए। मगर राजकुमार भद्दा लगने लगा।

शीघ्र ही वहाँ बर्फ पड़ने लगी। छोटी अबाबील को बहुत ठंड महसूस हुई। मगर उसने राजकुमार को नहीं छोड़ा। उसने स्वयं को गर्म रखने का प्रयत्न किया। मगर एक दिन उसका अंत आ गया। उसने प्रसन्न राजकुमार को चूमा और गिरकर मर गई। राजकुमार बहुत उदास हो गया। राजकुमार का सीसे का दिल दो हिस्सों में टूट गया।

अगली प्रातः शहर का मेयर उस रास्ते से गुजरा। उसने प्रसन्न राजकुमार की मूर्ति को देखा। यह भद्दी लगती थी। यह मूर्ति अब और अधिक लाभदायक नहीं थी। उसने इसे गिराने का आदेश दिया। इसे एक भट्ठी में पिघलाया गया। मगर राजकुमार का सीसे का दिल नहीं पिघला। इसलिए इसे कूड़े के ढेर पर फेंक दिया गया। मरी हुई अबाबील भी वहीं पड़ी थी।

भगवान ने अपने एक फरिश्ते को शहर की दो सबसे बहुमूल्य वस्तुएँ लाने को भेजा। फरिश्ता उसके पास मरी हुई अबाबील और राजकुमार का सीसे का दिल ले आया। भगवान ने फरिश्ते की उसके चयन के लिए प्रशंसा की। उसने कहा कि ये दो वस्तुएँ स्वर्ग के लिए उचित हैं।

The Happy Prince Word-Meanings

(Page 28) :
Statue = a figure of a person in stone = बुत; sapphire = precious stone = नीलम; ruby = a dark red jewel = मणिक; sword = a weapon = तलवार; precious = of great value = कीमती; stone = jewel = रत्न; column = pillar = स्तंभ; gilded = a thin layer of gold = सोने का पत्र चढ़ा हुआ; glow = shine = चमकना; hilt = handle of a sword = मूठ; swallow = a bird = अबाबील एक पक्षी; preparations = to get ready for something = तैयारियाँ; plenty = enough = प्रचुरता; alighted = came down = उतरा।

(Page 29) :
Curious = strange = अजीब; bright = shining = चमकते हुए; determined = decided = निश्चय करना; tear = salty liquid which flows from the eyes = आँसू; cheek = a soft part of the face = गाल; pity = feeling of sorrow for others = दया; drenched = made wet = भिगो देना; alive = living = जीवित; human = of man = मानवीय; courtier = companion of a king = दरबारी; indeed = really = वास्तव में; ugliness = unattractive = कुरूपता; misery = unfortunate condition = दुर्दशा; lead = a kind of metal = सीसा (एक धातु); solid = hard = ठोस; polite = gentle = विनीत, विनम्र; remark = comment = टिप्पणी; worn = old, tired = वृद्ध या थका-मांदा; coarse = rough = रूखे; seamstress = maid tailor = दर्जिन; maid of honour = lady in attendance upon a queen or princess = रानी या राजकुमारी की परिचारिका। Fastened = firmly fixed = मजबूती से जड़े हुए; pedestal = column or base = आधार।

(Page 30) :
Picked out = remove = 3615Ft; cathedral = church = Fire ; tower = a fall structure = बुर्ज या मीनार; angel = messenger from God = देवदूत; sculptured = carved = संगतराशी किए हुए। Lantern = lamp = लालटेन; mast = a tall pole of wood or metal = मस्तूल; toss = roll = करवटें बदलना; feverishly = restlessly = बेचैनी से; delicious slumber = sweet sleep = मधुर नींद; action = deed = कार्य।

(Page 31) :
Garret = attic, small dark room near the roof = अटारी; bunch = group = गुच्छा; crisp = curly = धुंघराले; pomegranate = a fruit = अनार; grate = fireplace = अंगीठी; faint = feeble = कमजोर; playwright = dramatist = नाटककार; rare = seldom = दुर्लभ।

(Page 32) :
Pluck out = take out = उखाड़ना; jeweller = सुनार; command = order = आदेश देना; darted = rushed = झपटना; bury = cover = ढाँपना; flutter = flapping = फड़फड़ाहट; appreciate = praise = प्रशंसा करना; harbour = port = बंदरगाह; vessel = utensil = पात्र; bid = say = कहना; goodbye = farewell = विदाई | match girl= a girl who sells match boxes = माचिस बेचने वाली लड़की; spoiled = useless = बेकार।

(Page 33) :
Stockings = socks = जुराब; Jewel = precious stone = रत्न ; slip = push off = खिसका देना; marvellous = wonderful = अद्भुत; suffering = misery = कष्ट; lane = street = गली; starving = hungry = भूखा; wandered = went = चले गए; dull = not bright or clear = नीरस।

(Page 34) :
Scarlet = bright red = गहरा लाल; skate = move on skates = बर्फ पर फिसलना; crumbs = small bits of bread = रोटी के छोटे-छोटे टुकड़े; flap = move up and down = फड़फड़ाना; murmur = mutter = बुड़बुड़ाना; certainly = without doubts = निस्संदेह; dreadful = fearful = डरावना; mayor = head of a municipal corporation = महापौर; shabby = in bad condition = बुरी हालत में।

(Page 35) :
Clerk = official incharge of records = gft; pulled down = demolished = first Paell; melt=. flow = पिघलाना; foundry = place where metal is melted and moulded = ढलाई खाना; paradise = heaven = स्वर्ग।

The Happy Prince Translation in Hindi

(Page 28) (प्रसन्न राजकुमार एक सुंदर मूर्ति था। वह सोने से ढका हुआ था, उसकी आँखें नीलमों से बनी हुई थीं, और उसकी तलवार में एक मणिक लगा हुआ था। वह अपने पास के सारे सोने और बहुमूल्य पत्थरों को क्यों बाँटना चाहता था ?) … शहर से काफी ऊपर एक लंबे स्तंभ पर एक प्रसन्न राजकुमार की मूर्ति थी। उसके चारों ओर सोने की बहुत पतली तह (परत) चढ़ी हुई थी, उसकी आँखों के स्थान पर दो हीरे (मणियाँ) जड़े हुए थे और उसकी तलवार की मूठ पर एक बड़ी लाल मणिक (रूबी) चमक रही थी।

एक रात शहर के ऊपर एक छोटी सी अबाबील चिड़िया उड़कर आई। उसके मित्र छह सप्ताह पूर्व मिस्र में चले गए थे, मगर वह पीछे रह गई थी; तब उसने भी मिस्र में जाने का निर्णय किया।

सारा दिन वह चिड़िया उड़ती रही और रात के समय वह शहर में पहुंची।

“मैं कहाँ ठहरूँ ?” उसने कहा।” मेरे विचार से शहर ने तैयारियाँ कर ली हैं। तब उसने लंबे स्तंभ के ऊपर मूर्ति देखी।

“मैं यहाँ ठहरूंगी,” वह चिल्लाकर बोली। “यह बहुत अच्छी जगह है और यहाँ पर्याप्त मात्रा में हवा है।” इसलिए वह प्रसन्न राजकुमार के कदमों में उतरकर बैठ गई।

“मेरे पास सुनहरी शयनकक्ष है।” उसने स्वयं से धीमे से कहा जब उसने अपने चारों ओर देखा और उसने सोने की तैयारी की;

(Page 29)
मगर जैसे ही वह अपने सिर को अपने पंख के नीचे डालकर सोने लगी थी कि उसके ऊपर पानी की एक बड़ी बूंद गिरी। “कितनी विचित्र बात है!” उसने चिल्लाकर कहा। “आकाश में एक भी बादल नहीं है, तारे एकदम साफ और चमकीले हैं और फिर भी बरसात हो रही है।”

तब एक बूंद और गिरी। “इस मूर्ति का क्या लाभ है अगर यह मुझे बरसात से नहीं बचा सकती।” उसने कहा। “मुझे किसी अच्छी चिमनी वाले बर्तन की खोज करनी चाहिए।” और उसने उड़ जाने का निश्चय किया।

मगर इससे पहले कि वह अपने पंख खोलती, एक तीसरी बूंद गिरी, और उसने ऊपर देखा और कहा-आह! उसने क्या देखा?

प्रसन्न राजकुमार की आँखें आँसुओं से भरी हुई थीं और आँसू उसकी सुनहरी गालों पर बह रहे थे। चाँदनी रात में उसका चेहरा इतना सुंदर लग रहा था कि अबाबीलं का दिल दया से भर गया।

“तुम कौन हो ?” उसने कहा। “मैं प्रसन्न राजकुमार हूँ।” “तो फिर तुम रो क्यों रहे हो ?” अबाबील ने पूछा। “तुमने मुझे एकदम गीला कर दिया है।”

“जब मैं जीवित था और मेरे में मानवीय दिल था,” मूर्ति ने उत्तर दिया, “तब मैं नहीं जानता था कि आँसू क्या होते हैं, क्योंकि मैं महल में रहता था, जहाँ दुःखों को आने नहीं दिया जाता। मेरे दरबारी मुझे प्रसन्न राजकुमार कहते थे और सचमुच मैं प्रसन्न था। मैं इसी प्रकार जीवित रहा और ऐसे ही मर गया। और जबकि मैं मर गया हूँ, उन्होंने मुझे इतना ऊँचा स्थापित कर दिया है कि मैं शहर की सारी गंदगी और दुःख देख सकता हूँ और यद्यपि मेरा हृदय रांगे (एक धातु) का बना हुआ है फिर भी मैं रोए बिना नहीं रह सकता।”

“क्या! वह ठोस सोने का नहीं है ?” अबाबील ने स्वयं से कहा। मगर वह इतनी विनम्र थी कि उसने व्यक्तिगत बातें नहीं पूछीं।

“बहुत दूर” मूर्ति ने धीमी संगीतमय आवाज में कहना जारी रखा, “बहुत दूर एक छोटी सी गली में एक गरीब घर है। उसकी एक खिड़की खुली है और उसमें से मैं मेज के पास बैठी हुई एक स्त्री देख सकता हूँ। उसका चेहरा पतला और कष्टपूर्ण है और उसके हाथ भद्दे एवं लाल हैं, जो सुइयों से चुभे हुए हैं क्योंकि वह एक दर्जिन है। वह साटिन के एक गाउन पर फूलों की कढ़ाई कर रही है और इस गाउन को रानी की अति सुंदर सम्मानजनक सखी ने दरबार की अगली नाच पार्टी में पहनना है।

कमरे के एक कोने में बिस्तर पर उसका लड़का बीमार पड़ा है। उसे बुखार है और वह अपनी माँ से संतरे लेने की जिद्द कर रहा है। उसकी माँ के पास नदी के पानी के अतिरिक्त उसे देने को कुछ नहीं है, इसलिए वह रो रहा है। चिड़िया, चिड़िया, छोटी चिड़िया, क्या तुम मेरी तलवार की मूठ में लगे हीरे को उसे नहीं दे आओगी ? मेरे पैर इस चौकी (आधार) में जड़े हुए हैं और मैं हिल नहीं सकता।

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“मिस्र में मेरी प्रतीक्षा हो रही है,” अबालील ने कहा, “मेरे साथी नील नदी के ऊपर उड़ रहे हैं और कमल के बड़े-बड़े फूलों से बातें कर रहे हैं। शीघ्र ही वे सो जाएँगे।”

राजकुमार ने अबाबील से कहा कि वह उसके पास एक रात के लिए ठहर जाए और उसकी संदेशवाहक बन जाए। “लड़का बहुत प्यासा है, और उसकी माँ बहुत उदास है,” उसने कहा।

“मैं नहीं सोचती कि मुझे लड़के अच्छे लगते हैं,” अबाबील ने उत्तर दिया। “मैं मिस्र जाना चाहती हूँ।”

मगर प्रसन्न राजकुमार इतना उदास लग रहा था कि छोटी अबाबील को दुःख हुआ। “यहाँ बहुत ठंड है,” उसने कहा। मगर वह उसके पास एक रात ठहरने और उसकी संदेशवाहक बनने के लिए मान गई।
“धन्यवाद, छोटी चिड़िया,” राजकुमार ने कहा।

अबाबील ने राजकुमार की तलवार से वह महान हीरा निकाला और उसे अपनी चोंच में लेकर शहर की छतों के ऊपर उड़ चली। वह गिरजाघर के मीनार के पास से गुजरी जहाँ सफेद देवताओं की मूर्तियाँ बनी हुई थीं। वह महल के पास से गुजरी और उसने नाच की आवाज सुनी। एक सुंदर लड़की अपने प्रेमी के साथ छज्जे पर आई।

“मेरा विचार है कि राजकीय डांस पार्टी के लिए मेरी पोशाक समय पर तैयार हो जाएगी,” उसने कहा। “मैंने आदेश दिया है कि उसके ऊपर फूलों की कढ़ाई की जाए, मगर दर्जिनें बहुत सुस्त होती हैं।”

वह नदी के ऊपर से गुजरी और उसने जहाजों के मस्तूलों पर टंगे हुए लैंप देखे। आखिर वह उस गरीब औरत के घर में आई और अंदर झाँका। लड़का बीमारी की हालत में बिस्तर पर करवटें ले रहा था और माँ इतनी थक गई थी कि उसे नींद आ गई थी।

वह अंदर फुदककर गई और उसने हीरा मेज पर औरत की थिम्बल के पास रख दिया। तब वह धीरे-धीरे बिस्तर के आस-पास उड़ी और लड़के के माथे पर अपने पंखों की हवा की। “मुझे कितनी ठंडक महसूस हो रही है।” लड़के ने कहा, “मैं अवश्य ही ठीक हो रहा हूँ” और वह मधुर नींद में सो गया।

तब वह चिड़िया उड़कर प्रसन्न राजकुमार के पास गई और बताया कि उसने क्या किया था। “यह बड़ी अजीब बात है,” उसने कहा, “मगर मुझे गर्मी महसूस हो रही है यद्यपि इतनी ठंड है।”

“ऐसा इसलिए है कि तुमने एक अच्छा कार्य किया है,” राजकुमार ने कहा। और छोटी सी अबाबील ने सोचना आरंभ कर दिया और सो गई। सोचने से उसे सदा नींद आती थी। जब प्रातः हुई वह उड़कर नदी के पास गई और स्नान किया। “आज रात मैं मिस्र जाती हूँ।”

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अबाबील ने कहा, और वह इसे लेकर बहुत ही आनंदित थी। उसने बहुत से स्मारक देखे और उसने गिरजाघर के गुंबद पर सबसे अधिक समय बिताया।

जब चाँद निकला तो वह उड़कर प्रसन्न राजकुमार के पास गई।

“क्या आपके पास मेरे लिए मिस्र का कोई कार्य है ?”

उसने कहा, “मैं वहाँ के लिए जाने वाली हूँ।”

“चिड़िया, चिड़िया, नन्ही चिड़िया,” राजकुमार ने कहा, “क्या तुम मेरे पास एक रात और ठहर सकती हो ?”

“मिस्र में मेरी प्रतीक्षा हो रही है, ” अबाबील ने उत्तर दिया।

“चिड़िया, चिड़िया, नन्ही चिड़िया,” राजकुमार ने कहा, “दूर, शहर के पार मैं छोटे से कमरे में एक युवा व्यक्ति को देख रहा हूँ। वह कागज़ों से भरे एक मेज़ पर झुका हुआ है और उसके पास पड़े एक गिलास में मुरझाए हुए वायलट के फूल हैं। उसके बाल ‘भूरे और धुंघराले हैं और उसके होंठ अनार के दानों की तरह लाल हैं और उसकी आँखें बड़ी-बड़ी और स्वप्निल हैं। वह नाटकघर के निर्देशन के लिए एक नाटक पूरा करने का प्रयत्न कर रहा है मगर वह इतना सुन्न है कि लिख नहीं पा रहा। अंगीठी में आग नहीं है और भूख ने उसे कमजोर कर दिया है।”

“मैं तुम्हारे पास एक रात और इंतजार करूंगी,” चिड़िया ने कहा, जिसका दिल सचमुच बहुत अच्छा था। उसने पूछा कि क्या वह एक अन्य हीरा उस युवा नाटककार के पास ले जाएगी।

“आह! अब मेरे पास कोई हीरा नहीं बचा,” राजकुमार ने कहा। “मेरे पास केवल मेरी आँखें बची हैं। ये दुर्लभ मणियों की बनी हुई हैं, जो एक हजार वर्ष पहले भारत से लाई गई थीं।”

(Page 32)
उसने चिड़िया को आदेश दिया कि वह एक मणिक को उखाड़ ले और उसे युवा नाटककार के पास ले जाए। “वह उसे जौहरी के पास बेच आएगा और लकड़ी खरीदेगा और नाटक पूरा करेगा,” उसने कहा।

चिड़िया ने कहा, “प्रिय राजकुमार, मैं यह कार्य नहीं कर सकती” और उसने रोना आरंभ कर दिया। राजकुमार ने कहा, “चिड़िया, चिड़िया, नन्ही चिड़िया, जैसा मैं कहता हूँ, वैसा ही करो।”

इसलिए अबाबील ने राजकुमार की आँख निकाली और छात्र के छोटे कमरे की तरफ उड़ गई। वहाँ जाना बहुत आसान था क्योंकि छत में छिद्र था। वह इसके बीच में से गुजरी और कमरे में आ गई। युवा व्यक्ति ने अपना सिर अपने हाथों में दबा रखा था, इसलिए उसे पक्षी के पंखों की फड़फड़ाहट सुनाई नहीं दी और जब उसने सिर उठाया तो उसने सूखे हुए फूलों के बीच में एक मणिक को पड़े हुए पाया।

“मेरे काम की प्रशंसा होनी आरंभ हो गई है,” वह चिल्लाया। “यह किसी महान प्रशंसक की तरफ से है। अब मैं नाटक पूरा कर सकता हूँ,” और वह बहुत प्रसन्न दिखने लगा।

अगले दिन चिड़िया उड़कर बंदरगाह पर गई। वह एक बड़े जहाज के मस्तूल पर बैठ गई और उसने नाविकों को काम करते हुए देखा। “मैं मिस्र जा रही हूँ”, अबाबील चिल्लाई, मगर किसी ने उसकी तरफ ध्यान नहीं दिया और जब चाँद निकला तो वह फिर से उड़कर प्रसन्न राजकुमार के पास चली गई।

मैं तुम्हें अलविदा कहने आई हूँ,” वह चिल्लाई।

“चिड़िया, चिड़िया, नन्ही चिड़िया,” राजकुमार ने कहा, “क्या तुम मेरे पास एक रात के लिए और नहीं ठहर सकती ?”

“अबाबील ने उत्तर दिया, “सर्दी का मौसम है और शीघ्र ही बर्फ पड़ने लगेगी। मिस्र में खजूर के हरे वृक्षों पर सूर्य की गर्मी होती है, और मगरमच्छ कीचड़ में पड़े सुस्ताते रहते हैं और अपने आस-पास सुस्ती से देखते हैं।”

प्रसन्न राजकुमार ने कहा, “नीचे के इलाके में एक गरीब माचिस बेचने वाली लड़की खड़ी है। उसकी सारी माचिसें नाली में गिर गई है और खराब हो गई हैं। अगर वह घर कुछ पैसे लेकर न पहुँची तो उसका पिता उसे पीटेगा, और वह रो रही है।

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उसके पास न जूते हैं और न जुराबें और उसका छोटा-सा सिर नंगा है। मेरी दूसरी आँख निकाल लो और यह उसे दे दो, और उसका पिता उसे नहीं पीटेगा।”

“मैं तुम्हारे पास एक रात और रुक जाऊंगी,” अबाबील ने कहा, “मगर मैं तुम्हारी आँख नहीं निकालूंगी। तब तुम बिल्कुल अंधे हो जाओगे।”

“चिड़िया, चिड़िया, नन्ही चिड़िया,” राजकुमार ने कहा, “वैसे ही करो जैसा मैं आदेश देता हूँ।”

इसलिए उसने राजकुमार की दूसरी आँख निकाली और उसे लेकर उड़ गई। वह माचिस वाली लड़की के पास से गुजरी और उसकी हथेली में हीरा गिरा दिया।

“कितना सुंदर काँच का टुकड़ा है!” छोटी लड़की ने चिल्लाकर कहा और हंसती हुई घर की ओर भागी।

तब अबाबील राजकुमार के पास वापस आई और बोली, “अब तुम बिल्कुल अंधे हो, इसलिए मैं सदा तुम्हारे पास रहूँगी।” “नहीं, नन्ही चिड़िया,” बेचारे राजकुमार ने कहा, “तुम्हें अवश्य ही मिस्र में जाना चाहिए।”

अबाबील ने कहा, “नहीं, मैं सदा तुम्हारे पास रहूंगी,” और वह राजकुमार के कदमों में सो गई।

अगले सारे दिन वह राजकुमार के कंधे पर बैठी रही और उन चीजों की कहानियाँ सुनाती रही जो उसने विचित्र देशों में देखी थीं।

राजकुमार ने कहा, “प्यारी नन्ही चिड़िया, तुम मुझे अद्भुत चीजों के बारे में बता रही हो, मगर सबसे अधिक अद्भुत तो मनुष्यों के कष्ट हैं। दुःख से बढ़कर कोई बड़ा रहस्य नहीं है। नन्ही चिड़िया, मेरे शहर के ऊपर उड़ो और मुझे बताओ कि तुमने वहाँ क्या देखा है।”

इसलिए चिड़िया उस महान शहर के ऊपर उड़ी और उसने देखा कि सुंदर घरों में अमीर लोग मजे कर रहे हैं, जबकि उनके दरवाजों के पास भिखारी बैठे हुए हैं। वह अंधेरी गलियों में उड़ी और उसने भूख से पीड़ित बच्चों के सफेद चेहरे देखे जो उदासी से अंधेरी गलियों को झाँक रहे थे। एक पुल की मेहराब के नीचे दो छोटे लड़के एक दूसरे की बाँहों में लेटकर स्वयं को गर्म रखने का प्रयत्न कर रहे थे। “हम कितने भूखे हैं!” उन्होंने कहा, “तुम यहाँ मत लेटो।” चौकीदार ने कहा और वे बरसात में भटकते हुए चले गए।

तब वह चिड़िया उड़कर वापस राजकुमार के पास आई और उसे बताया कि उसने क्या देखा था।

“मैं अच्छे सोने से दबा हुआ हूँ,” राजकुमार ने कहा। “तुम इसे टुकड़ा-टुकड़ा कर उतार लो और इसे गरीबों को दे दो। जीवित लोग सदा यह सोचते हैं कि सोना उन्हें प्रसन्न कर सकता है।” चिड़िया ने टुकड़ा-टुकड़ा करके सारा सोना उतार लिया जब तक कि राजकुमार अनाकर्षक एवं स्लेटी रंग का लगने लगा।

(Page 34)
चिड़िया टुकड़ा टुकड़ा करके सोना गरीबों के पास लाई और बच्चों के चेहरे फिर से गुलाबी हो गए और वे हंसने और गली में खेलने लगे। “अब हमारे पास रोटी है!” वे चिल्लाए।

तब बर्फ पड़ी और बर्फ के बाद पाला पड़ा। गलियाँ ऐसे लगने लगी जैसे वे चाँदी की बनी हों। हर व्यक्ति फर पहनकर घूमता फिरता था और छोटे लड़के लाल टोपियाँ पहने हुए होते थे और बर्फ पर स्केटिंग करते थे।
बेचारी नन्ही चिड़िया अधिक-से-अधिक ठंडी होती गई मगर वह राजकुमार को छोड़ न सकती थी, क्योंकि उसे उससे बहुत प्यार हो गया था। वह डबलरोटी वाले के दरवाजे के बाहर रोटी के छोटे-छोटे टुकड़े तब उठा लेती थी, जब वह देख नहीं रहा होता था और पंख फड़फड़ाकर स्वयं को गर्म रखने का प्रयत्न करती थी।

मंगर आखिर उसे मालूम हो गया कि वह मरने वाली है। उसमें केवल इतनी शक्ति बची थी कि वह एक बार फिर उड़कर राजकुमार के कंधे पर बैठी और उसने धीरे से कहा, “अलविदा, प्रिय राजकुमार, क्या आप मुझे अपना हाथ चूमने देंगे ?”

राजकुमार ने कहा, “मुझे खुशी है कि तुम आखिर मिस्र जा रही हो, नन्ही चिड़िया।। तुम यहाँ बहुत लंबे समय तक रही हो, मगर तुम मुझे होंठों पर चूमो क्योंकि मैं तुम्हें प्यार करता हूँ।”

“यह मिस्र नहीं है जहाँ मैं जा रही हूँ”, अबाबील ने कहा, “मैं मृत्यु के घर को जा रही हूँ। मृत्यु नींद का ही एक भाई है, क्या वह नहीं है ?”

. और उसने राजकुमार के होंठों पर चूमा और उसके कदमों में गिरकर मर गई।

उसी समय मूर्ति के अंदर एक विचित्र टूटने की आवाज आई, जैसे कुछ टूटा हो। वास्तव में रांगे का बना हुआ दिल टूटकर दो टुकड़े हो गया था। निस्संदेह बहुत कड़ा पाला पड़ रहा था।

अगली प्रातः शहर का मेयर मूर्ति के नीचे के इलाके में अपने काउंसलरों के साथ गुज़रा। जब वह स्तंभ के पास से गुज़रा तो उसने मूर्ति की तरफ देखा। “अरे! राजकुमार कितना गंदा नजर आ रहा है!” उसने कहा।

“सचमुच कितना गंदा!” शहर के काउंसलर चिल्लाए जो सदा मेयर के साथ सहमत होते थे और मूर्ति को देखकर वे ऊपर गए।

“तलवार में से मणिक गिर गया है, उसकी आँखें चली गई हैं और यह अब सुनहरी नहीं रहा,” मेयर ने कहा। “वास्तव में यह भिखारी से थोड़ा बेहतर है!”

“भिखारी से थोड़ा ही बेहतर है,” शहर के काउंसलरों ने कहा।

“और यहाँ वास्तव में इसके पैरों के पास एक मरा हुआ पक्षी है!” मेयर ने कहना जारी रखा। हमें सचमुच एक घोषणा जारी करनी चाहिए कि पक्षियों को यहाँ मरने की अनुमति नहीं है।” और शहर-क्लर्क ने इस सुझाव को नोट कर लिया।

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इसलिए उन्होंने प्रसन्न राजकुमार की मूर्ति को उखाड़ दिया। “क्योंकि वह सुंदर नहीं है और लाभप्रद भी नहीं रही,” यूनिवर्सिटी के कला के प्रोफैसर ने कहा।

तब उन्होंने भट्ठी में मूर्ति को गला दिया। फाउंडरी के मजदूरों ने फोरमैन से कहा, “कितनी अजीब बात है! यह रांगे का टूटा हुआ दिल भट्ठी में पिघलता नहीं है। हमें इसे फेंक देना चाहिए।” इसलिए उन्होंने उसे कूड़े के ढेर पर वहाँ फेंक दिया जहाँ मरी हुई अबाबील भी पड़ी हुई थी।

भगवान ने अपने एक फरिश्ते को कहा, “मुझे शहर की दो सबसे अधिक कीमती वस्तुएँ ला दो” और वह उसके लिए रांगे का दिल और मरी हुई चिड़िया ले आया।

“तुमने सही चुनाव किया है”,भगवान ने कहा, “क्योंकि मेरे स्वर्ग के बाग में यह छोटा-सा पक्षी सदा गाता रहेगा और मेरे सोने के शहर में प्रसन्न राजकुमार मेरी प्रशंसा करेगा।”

Haryana State Board HBSE 9th Class English Solutions Moments Chapter 1 The Lost Child Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Moments Chapter 1 The Lost Child

HBSE 9th Class English The Lost Child Textbook Questions and Answers

Think about It

The Lost Child In Hindi HBSE 9th Class Question 1.
What are the things the child sees on his way to the fair? Why does he lag behind?
(मेले में जाते समय बच्चा रास्ते में कौन-कौन-सी चीजें देखता है? वह पीछे क्यों रह जाता है?)
Answer:
On his way to the fair, the boy sees many things. He sees beautiful toys in a shop. Then he sees a group of dragon-flies and tries to catch one. Then he sees some little insects and worms and gets attracted towards them. A shower of young flowers and cooing of doves also fascinate him. He is greatly attracted towards them. So he is lagging behind.

(मेले में जाते समय, लड़का कई चीजों को देखता है। वह एक दुकान में सुंदर खिलौने देखता है। तब उसे ड्रैगन-मक्खियों का एक झुंड दिखाई देता है और वह उनमें से एक को पकड़ने का प्रयास करता है। तब उसे कुछ छोटे-छोटे कीट और कीड़े दिखाई देते हैं और वह उनकी ओर आकर्षित हो जाता है। छोटे-छोटे फूलों की बौछार और फाख्तों की कू-कू की आवाज उसे आकर्षित करती है। वह उन सभी चीजों की ओर बहुत आकर्षित होता है। इसलिए वह पीछे रह जाता है।)

Class 9 Moments Chapter 1 HBSE Question 2.
In the fair he wants many things. What are they? Why does he move on without waiting for an answer?
(मेले में वह कई चीजें लेना चाहता है। वे कौन-कौन सी चीजें हैं? उत्तर की प्रतीक्षा किए बिना वह आगे क्यों बढ़ जाता है?)
Answer:
In the fair, the boy wants to buy a toy, burfi, a garland of gulmohur flowers and balloons of different colours. Everytime he moves forward without waiting for an answer because he knows that his parents will not buy any of these things for him.

(मेले में लड़का खिलौना, बी, गुलमोहर के फूलों की माला और भिन्न-भिन्न रंगों के गुब्बारे खरीदना चाहता है। हर बार बिना किसी उत्तर की प्रतीक्षा किए वह आगे बढ़ जाता है क्योंकि वह जानता है कि उसके माता-पिता उसके लिए ये चीजें नहीं खरीदेंगे।)

Class 9 Moments Chapter 1 Question Answer HBSE Question 3.
When does he realise that he has lost his way? How have his anxiety and insecurity been described?
(उसे इस बात का अहसास कब होता है कि वह खो गया है? उसकी चिंता व असुरक्षा का किस प्रकार से वर्णन किया गया है?)
Answer:
The child sees a roundabout. He is attracted by it. He turns to his parents to make a request for a ride in the roundabout. But his parents are not there. So he realises that he has lost his way. A full deep cry rises within his dry throat. With a sudden jerk of body he begins to run here and there searching for his father and mother.

(बच्चे को एक झूला दिखाई देता है। वह उससे आकर्षित हो जाता है। झूला झूलने के लिए अपने माता-पिता से प्रार्थना करने हेतु वह उनकी ओर मुड़ता है। लेकिन उसके माता-पिता वहाँ पर नहीं हैं। अतः उसे अहसास होता है कि वह अपना रास्ता भूल गया है। उसके सूखे गले से एक गहरी चीख निकलती है। शरीर के एकदम झटके के साथ अपने पिता और माता की खोज में वह इधर-उधर भागना शुरू कर देता है।)

English Class 9 Moments Chapter 1 HBSE Question 4.
Why does the lost child lose interest in the things that he had wanted earlier?
(बच्चा उन सभी चीजों में रुचि क्यों खो देता है जिन्हें वह पहले प्राप्त करना चाहता था?)
Answer:
The child loves his parents more than anything else. So long as he is with his parents, he wants to, buy a number of things. But when he is separated from his parents, he starts weeping. Now he does not want any thing. He wants only his parents. Now he loses interest in the things that he had wanted earlier.

(बच्या अन्य किसी चीज की अपेक्षा अपने माता-पिता से अधिक प्यार करता है। जब तक वह अपने माता-पिता के साथ रहता है, तो वह बहुत सारी चीजें खरीदने की इच्छा रखता है। लेकिन जब वह अपने माता-पिता से अलग हो जाता है, तो वह रोना शुरू कर देता है। अब उसे किसी भी चीज की इच्छा नहीं होती है। उसे तो केवल अपने माता-पिता चाहिए। जिन चीजों को वह पहले प्राप्त करना चाहता था अब उनमें कोई रुचि नहीं लेता है।)

Class 9 Chapter 1 Moments HBSE Question 5.
What do you think happens in the end? Does the child find his parents’.
(आपके विचार में अंत में क्या होता है? क्या बच्चे को उसके माता-पिता मिल जाते हैं?)
Answer:
The child is separated from his parents in the fair. He starts crying. A kind hearted man takes pity on him and carries him in his arms. He helps him to trace out his parents. It seems possible that with the help of that man the child finds his parents.

(मेले में बच्चा अपने माता-पिता से अलग हो जाता है। वह रोना शुरू कर देता है। एक दयाल उदय वाला इंसान उस पर
ना है और उसे अपनी बाँहों में उठा लेता है। वह उसकी उसके माता-पिता को ढूंढने में सहायता करता है। ऐसा संभव प्रतीत होता है कि शायद बच्चे को उस व्यक्ति की सहायता से उसके माता-पिता मिल गए होंगे।)

HBSE 9th Class English The Lost Child Important Questions and Answers

Very Short Answer Type Questions

The Lost Child Question Answer HBSE 9th Class Question 1.
Which festival does the child visit with his parents?
Or
What festival were the people going to celebrate in the chapter “The Lost Child”?
Answer:
The child visits the festival of spring with his parents.

The Lost Child Summary In Hindi HBSE 9th Class Question 2.
What was the boy fascinated first of all while he was on his way to the fair?
Answer:
He was fascinated by the toys in the shops that lined the way.

The Lost Child Hindi Translation HBSE 9th Class Question 3.
When did the father look at the boy with red-eyes?
Answer:
The father looked at the boy with red-eyes when he made a demand for toys.

Question 4.
What did the little boy try to catch while passing through the field?
Answer:
He tried to catch the dragon flies while passing through the field.

Question 5.
What was the boy’s favourite sweet?
Answer:
The boy’s favourite sweet was burfi.

Question 6.
What was the flower hawker selling?
Answer:
The flower hawker was selling a garland of gulmohur flowers.

Question 7.
For what thing did the boy make a bold request?
Answer:
The boy made a bold request for going on the roundabout.

Question 8.
How does the boy feel when he is on his way to the fair?
Answer:
The boy is happy and excited and wants all the things he sees on the way.

Question 9.
When the boy found his parents missing, what was his first reaction?
Answer:
A full deep cry rose within his dry throat and with a sudden jerk of his body, he ran from where he stood crying in real fear for his father and mother.

Question 10.
Of what colour clothes were the people wearing in the fair?
Answer:
They were wearing yellow clothes.

Question 11.
Where was the thickest crowd in the fair?
Answer:
At the gate of the temple there was the thickest crowd.

Question 12.
Who saved the boy from being crushed at the temple gate?
Answer:
A man saved him by lifting him in his arms.

Question 13.
What did the man offer the boy to buy from the fair?
Answer:
The man offered the boy to buy sweets, balloons, a ride on the roundabout and a garland of gulmohur flowers.

Question 14.
What did the boy buy from the fair?
Answer:
He bought nothing from the fair.

Short Answer Type Questions

Question 1.
How did the father distract the child’s mind from the foy-seller?
(पिता ने बच्चे का ध्यान खिलौने बेचने वाले की ओर से कैसे हटाया?)
Answer:
The child saw a toy-seller. He told his parents that he wanted to buy a toy. But his father was stem. He looked at him with anger. The child was familiar with his father’s strict ways. So he did not insist on buying the toy.

(बच्चे ने एक खिलौने बेचने वाला देखा। उसने अपने माता-पिता से कहा कि वह एक खिलौना खरीदना चाहता है। मगर उसका पिता कठोर था। उसने बच्चे की तरफ गुस्से से देखा । बच्चा अपने पिता के कठोर व्यवहार से परिचित था। इसलिए उसने खिलौना खरीदने पर जोर नहीं दिया।)

Question 2.
There were somethings he knew his parents would not buy for him, so he did not ask for them. What were these?
(कुछ ऐसी चीजें थीं जो वह जानता था कि उसके माता-पिता उसे खरीदकर नहीं देंगे, इसलिए उसने उनकी मांग नहीं की। वे कौन-सी चीजें थीं?)
Answer:
The child knew his parents well. He wanted to have a garland of gulmohur flowers. But he knew that his parents would say that the flowers were very cheap. Then he wanted to buy balloons. But he knew that his parents would say that he was too big to play for them. So he did not ask his parents for garlands and balloons.

(बच्चा अपने माता-पिता को अच्छी प्रकार जानता था। वह गुलमोहर के फूलों की एक माला खरीदना चाहता था। मगर वह जानता था कि उसके माता-पिता कहेंगे कि फूल तो सस्ती-सी वस्तु है। फिर वह गुब्बारे खरीदना चाहता था। मगर वह जानता था कि उसके माता-पिता कहेंगे कि वह इतना बड़ा है कि गुब्बारों से नहीं खेल सकता। इसलिए उसने अपने माता-पिता को मालाओं और गुब्यारों के लिए नहीं कहा।)

Question 3.
How did the child try to catch one of the dragon-flies? Was he able to catch one?
(बच्चे ने ड्रेगन-मक्खी को पकड़ने का प्रयत्न कैसे किया? क्या वह कोई एक पकड़ने में सफल हो गया?)
Answer:
There was a mustard-field before the child. He saw a group of dragon-flies in the field. He was attracted towards them. One dragon-fly stilled its wings and rested. The boy tried to catch it. But it flew away and the child could not catch it.

(बच्चे के सामने सरसों का खेत था। उसने वहाँ ड्रैगन मक्खियों का झुंड देखा। वह उनकी तरफ आकर्षित हुआ। एक जैगन-मक्खी ने अपने पंख रोककर आराम किया। बच्चे ने उसे पकड़ने का प्रयत्न किया। मगर वह उड़ गई और बच्चा उसे नहीं पकड़ सका।)

Question 4.
Describe the village scene when people were heading towards the fair.
(गाँव के दृश्य का वर्णन करो जब लोग मेले की ओर जा रहे थे।)
Answer:
It was spring time. A crowd of men, women and children was going to the fair. They were dressed in colourful clothes. Some of them were on foot, some rode on horses, while others went in bullock carts. There were many shops on the way. People were in a joyful mood.

(वसंत का मौसम था। पुरुषों, औरतों और बच्चों की भीड़ मेले में जा रही थी। उन्होंने रंग-बिरंगे कपड़े पहने हुए थे। उनमें से कुछ पैदल थे, कुछ घोड़ों पर थे जबकि अन्य लोग बैलगाड़ियों में थे। रास्ते में बहुत-सी दुकानें थीं। लोगों के मन में खुशी थी।)

Question 5.
What was the child’s reaction on seeing the sweets-seller?
(मिठाई वाले को देखकर बच्चे की क्या प्रतिक्रिया बीट)
Answer:
The child saw a man selling sweets. He was crying, “gulab-jaman, rasagulla, burfi, jalebi.” His shop displayed a number of sweets. These looked good and mouth-watering. Burfi was the child’s favourite sweet. So he told his parents that he wanted some burfi.

(बच्चे ने एक व्यक्ति को मिठाइयाँ बेचते हुए देखा। वह चिल्ला रहा था, “गुलाब जामुन, रसगुल्ला, बर्फी, जलेबी।” उसकी दुकान में बहुत-सी मिठाइयों सजी हुई थीं। ये अच्छी और मुँह में पानी लाने वाली लग रही थीं। बर्फी बच्चे की प्रिय मिठाई थी। इसलिए उसने अपने माता-पिता से कहा कि उसे कुछ वर्फी चाहिए।)

Question 6.
How did the mother distract the child’s mind from the toy-seller?
(माता ने बच्चे का ध्यान खिलोने बेचने वाले की ओर से कैसे हटाया?)
Answer:
On his way to the fair, the child was fascinated by the toys. He logged behind. His mother called him to come. She offered him her finger and encouraged him to look what was before him.

(मेले में जाते समय बच्चा खिलौनों से आकर्षित होता है। वह पिछड़ जाता है। उसकी माँ उसे बुलाती है। वह उसे अपनी उँगली पकड़ाती है और उसके पास जो कुछ है उसे देखने के लिए उत्साहित करती है।)

Question 7.
Who rescued the lost child? What did he offer him?
(कौन खोए हुए बच्चे को बचाना चाहता था? उसने उसे क्या-क्या प्रस्ताव दिए वे?)
Answer:
A kind man rescued the lost child when he saw the child crying. He lifted him up in his arms and tried to soothe him. He took the child to the snake-charmer. Then he offered to buy balloons for him. He offered to buy him flowers. Then he took him to the sweets shop. But the child did not want to buy anything, He wanted only to be united with his parents.

(एक दयालु व्यक्ति खोए हुए बच्चे को बचाना चाहता था जब उसने बच्चे को रोते देखा। उसने उसे बाहों में उठा लिया और शांत करने का प्रयत्ल किया। वह उसे सपेरे के पास ले गया। तब उसने उसे गुब्बारे खरीदकर देने चाहे। उसने उसे फूल देने की पेशकश की। तब वह उसे मिठाई की दुकान पर ले गया। मगर बच्चा कुछ भी खरीदना नहीं चाहता था। वह केवल अपने माता-पिता से मिलना चाहता था।)

Essay Type Questions

Question 1.
Write a note on the theme of the story ‘The Lost Child’.
(‘The Lost Child’ कहानी की कथावस्तु पर एक टिप्पणी लिखो।)
Answer:
The story “The Lost Child’ is based on child psychology. A child is curious by nature. He is attracted by beautiful things. He wishes to possess everything which looks attractive. However, he takes interest in these things only when he is in the company of his parents. But when he is lost, these things lose their charm for him.

In this story, a child goes to a fair with his parents. He is attracted by different things. He wishes to buy balloons, sweets and garlands of gulmohur. He wishes to enjoy a ride in the roundabout. But suddenly he finds that his parents are missing. Now he starts weeping. A kind man tries to console him. He offers to buy him a number of things. But the child goes on weeping. He wants only his parents.

(‘The Lost Child’ कहानी बच्चों के मनोविज्ञान पर आधारित है। बच्चा स्वभाव से उत्सुक होता है। वह सुंदर वस्तुओं की तरफ आकर्षित होता है। वह हर उस वस्तु को पाना चाहता है जो आकर्षक लगती है। लेकिन वह इन वस्तुओं में केवल तभी रुचि लेता है जब वह अपने माता-पिता के साथ होता है। लेकिन जब वह खो जाता है, तो उसके लिए इन वस्तुओं का आकर्षण भी खत्म हो जाता है।

इस कहानी में, एक बच्चा अपने माता-पिता के साथ एक मेले में जाता है। वह विभिन्न वस्तुओं की तरफ आकर्षित होता है। वह गुब्यारे, मिठाइयाँ और गुलमोहर की मालाएँ खरीदना चाहता है। वह झूले में सवारी करना चाहता है। मगर अचानक वह देखता है कि उसके माता-पिता खो गए हैं। अब वह रोने लगता है। एक दयालु व्यक्ति उसे सांत्वना देने का प्रयत्न करता है। वह उसे बहुत-सी वस्तुएँ खरीदकर देने की पेशकश करता है। मगर बच्चा रोता रहता है। उसे केवल अपने माता-पिता चाहिएँ।)

Question 2.
Give a description of the festival of spring.
(बसंत के त्योहार का वर्णन करो।)
Answer:
The festival of spring was a gay occasion. It was held in a village. A number of people were going to the fair. They were wearing new clothes. Some of them were on foot. Others were in bullock carts and on horses. The fair was full of joy. A little boy was also going to the fair along with his parents. He was very happy. There were several shops selling toys, sweets, balloons, etc.

At a shop, garlands of gulmohur flowers were also being sold. The child wanted to buy balloons, sweets and other things. But his parents rejected his demands. There were snake-charmer also. Near the temple, the crowd was very thick. Some people were enjoying ride in a roundabout. The child also wanted to have a ride in it. But he lost interest when he found his parents missing

(बसत का त्योहार एक खुशी का अवसर था। यह एक गाँव में मनाया गया था। बहुत से लोग मेले में जा रहे थे। उन्होंने नए कपड़े पहने हुए थे। उनमें से कुछ लोग पैदल थे। अन्य लोग बैलगाड़ियों और घोड़ों पर थे। मेला प्रसन्नता से भरा हुआ था। एक छोटा-सा बच्चा भी अपने माता-पिता के साथ मेले में जा रहा था। वह बहुत प्रसन्न था। वहाँ खिलौने, मिठाइयाँ, गुब्बारे आदि बेचने वाली बहुत-सी दुकानें थीं।

एक दुकान में, गुलमोहर के फूलों की मालाएँ भी बिक रही थीं। बच्चा गुब्बारे, मिठाइयाँ एवं अन्य वस्तुएँ खरीदना चाहता था। मगर उसके माता-पिता ने उसकी माँगों को ठुकरा दिया। वहाँ पर सपेरे भी थे। मंदिर के पास भीड़ बहुत .घनी थी। कुछ लोग एक झूले में सवारी का आनंद उठा रहे थे। बच्चा भी इसकी सवारी करना चाहता था। मगर जब उसने देखा कि उसके माता-पिता खो गए हैं तो उसकी रुचि समाप्त हो गई।)

Question 3.
What were the things that the boy wanted to possess when he was with his parents?
(जब बच्चा अपने माता-पिता के साथ या तो वह किन वस्तुओं को लेना चाहता था?)
Answer:
The child went to a village fair with his parents. He saw several stalls of sweets and toys. At first, he liked a beautiful toy. He asked his parents to buy him that toy. But his father called him away from that shop. Then he tried to catch a butterfly. But he did not succeed. After that he saw a sweets-seller. He wanted to have some burfi. But his father rejected his demand.

Then he saw someone selling garlands of gulmohur flowers. The child wanted to buy a garland. But this demand was also rejected. After that he wanted to buy a balloon. His father did not buy it for him. Then the child saw a snake-charmer. He wanted to stop and hear the music of his flute. But he feared his father. So he went on. In the end, he wanted to have a ride in a roundabout. But his parents were nowhere to be seen.

(बच्चा अपने माता-पिता के साथ गाँव के एक मेले में गया। उसने मिठाइयों और खिलौनों की बहुत-सी दुकानें देखीं। आरंभ में उसे एक सुंदर खिलौना अच्छा लगा। उसने अपने माता-पिता से कहा कि उसे वह खिलोना खरीद दें। मगर उसके पिता ने उसे दुकान से बुला लिया। तब उसने एक तितली को पकड़ने का प्रयत्न किया। मगर वह सफल नहीं हुआ। उसके बाद उसने एक मिठाई बेचने वाला देखा। वह कुछ बर्फी खरीदना चाहता था।

मगर उसके पिता ने उसकी माँग ठुकरा दी। तब उसने किसी को गुलमोहर के फूलों की मालाएँ बेचते हुए देखा। बच्चा एक माला खरीदना चाहता था। मगर यह मांग भी ठुकरा दी गई। उसके पश्चात वह एक गुब्बारा खरीदना चाहता था। उसके पिता ने उसके लिए इसे भी नहीं खरीदा। तब बच्चे ने एक सपेरा देखा। वह रुक कर उसकी बाँसुरी का संगीत सुनना चाहता था। मगर वह अपने पिता से डरता था। इसलिए वह चलता गया। अंत में, वह एक झूले की सवारी करना चाहता था। मगर उसे अपने माता-पिता कहीं भी नज़र नहीं आए।)

Question 4.
Describe the condition of the child after he had lost his parents at the fair.
(अपने माता-पिता को मेले में खो देने के बाद बच्चे की जो अवस्था थी, उसका वर्णन करो।)
Or
Describe the changes that occurred in the child in the spring festival.
(बसंत के मेले में बच्चे में जो परिवर्तन आए, उनका वर्णन करो।)
Answer:
The child went to the fair along with his parents. He was very happy. He was attracted by the colourful and beautiful things. He saw balloons, flower garlands, toys and sweets. He saw a juggler showing tricks. He also saw a roundabout. But he was sad because his parents rejected all his demands. They did not purchase anything for him. He could not enjoy the juggler’s tricks. Then he wanted to have a ride on the roundabout.

He turned to ask his parents. But he found them missing. He was separated from them. Now a sudden change came in the child. He started crying for his parents. A kind man tried to console him. But the child lost interest in everything. He wanted to join his parents again. He cried, “I want my mother, 1 want my father!”

(बच्चा अपने माता-पिता के साथ मेले में गया। वह बहुत प्रसन्न था। वह रंग-बिरंगी एवं सुंदर वस्तुओं की तरफ आकर्षित हुआ। उसने गुब्बारे, फूलों की मालाएँ, खिलौने एवं मिठाइयाँ देखीं। उसने एक सपेरे को करतब दिखाते हुए देखा। उसने एक झूला भी देखा। मगर वह उदास था, क्योंकि उसके माता-पिता ने उसकी सारी माँगे ठुकरा दीं। उन्होंने उसके लिए कुछ भी नहीं खरीदा। वह सपेरे के करतबों का आनंद नहीं उठा सका। तब वह झूले की सवारी करना चाहता था।

वह अपने माता-पिता से पूछने के लिए महा। मगर उसने उन्हें गायव पाया। वह उनसे बिछुड़ गया। अब बच्चे में अचानक एक परिवर्तन आया। उसने अपने माता-पिता के लिए रोना आरंभ कर दिया। एक दयालु व्यक्ति ने उसे सौंत्वना देने का प्रयत्न किया। मगर बच्चे की किसी भी वस्तु में रुचि नही थी। वह फिर से अपने माता-पिता से मिलना चाहता था। वह चिल्लाया, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!”)

Multiple Choice Questions

Question 1.
Which festival does the child visit with his parents?
(A) Dussehra festival
(B) Diwali festival
(C) Spring festival
(D) Holi festival
Answer:
(C) Spring festival

Question 2.
Who else was with the boy when he was going to the fair?
(A) his friends
(B) his class teacher
(C) his parents
(D) his elder brother
Answer:
(C) his parents

Question 3.
What thing attracted the boy first of all when he entered the fair?
(A) toys
(B) jalebi’s
(C) kite
(D) flowers
Answer:
(A) toys

Question 4.
When did the father look at the boy with red-eyes?
(A) at the demand of flowers
(B) at the demand of sweets
(C) at the demand of a ride in a see-saw
(D) at the demand of toys
Answer:
(D) at the demand of toys

Question 5.
They passed through a field full of……………… flowers.
(A) run
(B) mustard
(C) rose
(D) marigold
Answer:
(B) mustard

Question 6.
What did the little boy try to catch while passing through the fiel?
(A) the dragon flies
(B) sparrows
(C) a kite
(D) none of these
Answer:
(A) the dragon flies

Question 7.
How was the boy feeling while going to the fair?
(A) sad
(B) unhappy
(C) gay
(D) dissatisfied
Answer:
(G) gay

Question 8.
What happened when the child entered the grove?
(A) he struck against a tree
(B) a shower of flowers fell on him
(C) he. got a mango fruit
(D) he saw many beehives in the garden
Answer:
(B) a shower of flowers fell on him

Question 9.
What was the child’s favourite sweet?
(A) gulab-jamun
(B) rasagulla
(C) jalebi
(D) burfi
Answer:
(D) burfi

Question 10.
What was the flower-hawker selling?
(A) a garland of gulmohur
(B) a garland of roses
(C) a garland of champaks
(D) a garland of marigold
Answer:
(A) a garland of gulmohur

11. For what the boy made a bold request?
(A) buying balloons
(B) buying a garland of gulmohur
(C) buying flutes
(D) going on the roundabout
Answer:
(D) going on the roundabout

Question 12.
Why did a full, deep cry rise within his dry throat?
(A) his parents refused him going on the roundabout
(B) his father slapped him
(C) he had lost his parents
(D) he stumbled onto the ground
Answer:
(C) he had lost his parents

Question 13.
Of what colour clothes were the people wearing in the spring fair?
(A) red
(B) yellow
(C) green
(D) blue
Answer:
(B) yellow

Question 14.
Why did the boy run through people’s legs?
(A) he was enjoying the crowd
(B) he was searching his parents.
(C) he was trying to catch his younger sister
(D) he was playing a game
Answer:
(B) he was searching his parents .

Question 15.
Where was the thickest crowd in the fair?
(A) near the temple
(B) near the roundabout
(C) near the sweet shop
(D) near the snake charmer
Answer:
(A) near the temple

Question 16.
Who lifted the child in his arms?
(A) a man
(B) the boy’s father
(C) the boy’s mother
(D) the boy’s elder brother
Answer:
(A) a man

Question 17.
The man asked the boy which things he wanted from the fair ? The boy answered
(A) I want my father and mother
(B) I want a ride in the roundabout
(C) I want burfi
(D) I want balloons
Answer:
(A) I want my father and mother

Question 18.
What was the snake doing?
(A) running here and there
(B) swaying onto the flute
(C) hissing and sparing1 furiously
(D) none of these options
Answer:
(B) swaying onto the flute

Question 19.
The man asked the boy to listen the sweet music of the flute of the snake charmer. What did the boy do?
(A) he enjoyed listening the music
(B) he ran away from there
(C) he shut his ears with his finger
(D) he himself started playing the flute
Answer:
(C) he shut his ears with his finger

Question 20.
Where did the man take the boy to?
(A) the sweet shop
(B) the balloon seller
(C) the snake charmer
(D) all the options are correct
Answer:
(D) all the options are correct

The Lost Child Summary

‘The Lost Child’ Introduction in English

The Lost Child’ is one of the famous stories of Mulk Raj Anand. This story shows the working of a child’s mind. It shows that a child has great love for his parents. In this story, a child goes to see the village fan- in the company of his father and mother. He is attracted by different things in the fair.

He asks his parents again and again to buy him something or the other. But they don’t buy anything for him. By chance, the child gets separated from his parents. He starts weeping. He runs here and there shouting for his parents. A kind man sees him. He tries to console the child. He takes him to different shops. But the child goes on weeping. Now he has lost interest in everything. He only cries, “I want my mother, I want my father!”

‘The Lost Child’ Summary in English

The Lost Child’ is an interesting story. It describes the working of a child’s mind. In this story, a child wants to buy a number of things. He feels sad when his parents don’t buy anything for him. But when he is separated from his parents, he loses interest in everything.

It was the festival of spring. A large number of men, women and children were going to the fair. They were dressed in new clothes. They were in a happy mood. A child was also going with his parents to the fair. He was very happy. He was attracted by various things. He lagged behind again and again. His parents called him to come along. The child ran and joined his parents.

The child wished to buy a toy from a toy shop. But his father stared at him with his red eyes. There was a mustard field on the way. The boy saw a beautiful butterfly in the field. He tried to catch it. His parents again called him. After sometime, the child’s parents rested under a banyan tree near a well. The child began to gather the fallen petals.

At last, they reached the fair. The child saw a sweet-seller. He desired to have some burfi. But he knew that his father would not buy it for him. He would call him greedy. So he did not press his demand. He then wished to enjoy a juggler’s tricks. He also wanted to have balloons and flowers. But he knew that his parents would not agree to his demands. So he moved on along with them.

Then the child saw a ‘roundabout’. He wished to enjoy a ride on that roundabout. He called his parents. But there was no reply. He turned back. His parents were nowhere to be seen. His heart was filled with fear. He started weeping. He ran about crying, “Mother, father.” He looked everywhere in the fair. But he could not find them anywhere. A kind man lifted him up in his arms. He tried to console the child. The man took him to the flower-seller, balloon-seller, snake-charmer and the joy-ride. But the child had lost interest in everything.
He went on crying, “I want my mother, I want my father!”

‘The Lost Child’ Introduction in Hindi

‘The Lost Child’ मुलक राज आनंद की प्रसिद्ध कहानियों में से एक है। यह कहानी एक बच्चे के मन की कार्यप्रणाली को दर्शाती है। यह दर्शाती है कि बच्चे को अपने माता-पिता से बहुत प्यार होता है। इस कहानी में, एक बच्चा अपने माता-पिता के साथ गाँव का एक मेला देखने जाता है। वह मेले में विभिन्न वस्तुओं की तरफ आकर्षित होता है।

वह अपने माता-पिता को बार-बार कहता है कि वे उसे कुछ खरीद दें। मगर वे उसके लिए कुछ नहीं खरीदते। संयोगवश, बच्चा अपने माता-पिता से बिछुड़ जाता है। वह रोना आरंभ कर देता है। वह अपने माँ-बाप के लिए चिल्लाता हुआ यहाँ-वहाँ दौड़ता है। एक दयालु व्यक्ति उसे देखता है। वह बच्चे को सांत्वना देने का प्रयत्न करता है। वह उसे कई दुकानों पर ले जाता है। मगर बच्चा रोता रहता है। अब उसकी प्रत्येक वस्तु से रुचि समाप्त हो गई है। वह केवल चिल्लाता है, ‘मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!’

‘The Lost Child’ Summary in Hindi

एक रोचक कहानी है। यह एक बच्चे के मन की कार्यप्रणाली को दर्शाती है। इस कहानी में, एक बच्चा बहुत-सी चीजें खरीदना चाहता है। वह तब उदास हो जाता है जब उसके माता-पिता उसके लिए कुछ भी नहीं खरीदते। मगर जब वह अपने माता-पिता से बिछुड़ जाता है, तो प्रत्येक वस्तु में उसकी रुचि समाप्त हो जाती है।

बसंत का त्योहार था। बहुत से आदमी, औरतें एवं बच्चे मेले में जा रहे थे। उन्होंने नए कपड़े पहने हुए थे। वे मुद्रा में थे। एक बच्चा भी अपने माता-पिता के साथ मेले में जा रहा था। वह बहत प्रसन्न था। वह विभिन्न वस्तुओं की तरफ आकर्षित होता था। वह बार-बार पीछे रह जाता था। उसके माता-पिता उसे साथ आने के लिए बुलाते थे। बच्चा दौड़कर अपने माता-पिता के पास आ जाता था।

बच्चा खिलौनों की एक दुकान से कुछ खिलौने खरीदना चाहता था। मगर उसके पिता ने उसे लाल आँखों के साथ घूरकर देखा। रास्ते में सरसों का एक खेत था। बच्चे ने खेत में एक सुंदर तितली देखी। उसने उसे पकड़ने का प्रयत्न किया। उसके माता-पिता ने फिर पुकारा। कुछ समय के पश्चात, बच्चे के माता-पिता ने एक कुएँ के पास एक बरगद के वृक्ष के नीचे आराम किया। बच्चे ने गिरी हुई पंखुड़ियों को इकट्ठा करना आरंभ कर दिया।

आखिर, वे मेले में पहुँचे। बच्चे ने एक मिठाई बेचने वाला देखा। वह कुछ बर्फी लेना चाहता था। मगर यह जानता था कि उसके पिता उसके लिए बर्फी नहीं खरीदेंगे। वह उसे लालची कहेंगे। इसलिए उसने माँग पर जोर नहीं दिया। तब वह एक सपेरे के करतबों का आनंद उठाना चाहता था। वह गुब्बारे और फूल भी लेना चाहता था। मगर वह जानता था कि उसके माता-पिता उसकी माँगों से सहमत नहीं होंगे। इसलिए वह उनके साथ चलता रहा।

तब बच्चे ने एक झूला देखा। वह उस झूले पर सवारी करने का आनंद उठाना चाहता था। उसने अपने माता-पिता को पकारा। मगर कोई उत्तर न मिला। उसने मड़कर देखा। उसके माता-पिता कहीं भी नजर नहीं आए। उसका दिल भय से भर गया। वह रोने लगा। वह इधर-उधर यह चिल्लाते हुए भागा, “माँ, पिताजी । उसने मेले में सब तरफ देखा। मगर वह उन्हें कहीं भी न ढूँढ पाया। एक दयालु व्यक्ति ने उसे अपनी बाँहों में उठा लिया। उसने बच्चे को सौंत्वना देने का प्रयत्न किया। वह उसे फूल बेचने वाले, गुब्बारे बेचने वाले, सपेरे और झूले के पास ले गया। मगर बच्चे की प्रत्येक वस्तु में रुचि खो चुकी थी। यह चिल्लाता रहा, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!”

‘The Lost Child’ Word-Meanings

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Festival = day or period of religious or other celebration = त्योहार; lanes a narrow roads = सड़क alleys – narrow passages = तंग गलियाँ: emerged = to come out of place = बाहर आया; gaily-gay= प्रस dad – dressed – सुसज्जित; humanity = the human race= मानवता; bamboo na tall plant = बाँस; bullock carts = oxen carriers = बैलगाड़ियाँ; brimming a to be so full of a liquid – लबालब।

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Lagged behind atogotooslowly= पीछे रह जाना; fascinated= attracted= आकर्षित हुआ;obedientwilling to obey= आज्ञाकारी; lingering a to stay foratime = रुककर; receding = to move backwards = पीछे हटता हुआ; suppress stoput an end to by force = दबाना; refusal = the action of refusing-इंकार: tyrant scruel ruler- क्रूरः tender = have a tender heart = कोमल; mustard field = mustard (plant) field = सरसों का खेत; dragon-liesnan insect with a long thin body = तितलियाँ; bustling-moving here and there – इधर-उधर उड़ना; gaudy = too bright: भड़कीला; purple = a flower = बैंगनी रंग; mapping = to swing = फड़फड़ाते हुए, abreast = side by side = साथ-साथ; Insects a small creatures = कीट; teeming = full of = परिपूर्ण: grovesagroup of trees = वृक्षों का झुंड; banyansa plant = बरगद का वृक्ष।

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Whirlpool = a place in a river or the sea where there are strong currents moving in circles – भंवर; repelled = pushed = नफरत करना; murmured = a low sound = धीरे से कहा; pole – a long thin piece of wood or metal = खंबा; overwhelming = very great = शक्तिशाली; possess = to have = रखना, लेना; farther = more distant in space = और आगे; roundabout = swing = झूला; shricked = to give a sudden shout = चीखा; dixxy : unable to balance – पागलों जैसा।

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Convulsed = to make or cause = रूप बिगड़ना; panie-stricken = extremely frightened = पूरी तरह से भयभीत; sobs = to cry noisily = सिसकियाँ; intently = showing eager interest = ध्यान से; shrine – any place that is regarded as holy = समाधि; murderous = intending or likely to murder = कातिल; hefty = big and strong – भारी भरकम; brutala cruel – क्रूर; trampleto cause destruction =कुचलना; stooping a to bend forward- आगे को झुकते हुए: Steered a to direct or control = रास्ता दिखाया; soothes to make quiet or calm = सांत्वना देना।

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Distract – to make attention away = ध्यान भंग करना; persuasively able to persuade – मनाते हुए, riterated – to repeat that has already been said = फिर से कहा; humour, amusing – खुश करना; disconsolate= unhappy = दुःखी, पीड़ित।

The Lost Child’ Translation in Hindi

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एक बच्चा अपने माता-पिता के साथ मेले में जाता है। वह प्रसन्न और उत्साहित है और मेले में लगी हुई मिठाइयाँ और खिलौने चाहता है। लेकिन उसके माता-पिता ये चीजें उसके लिए नहीं खरीदते। जब कोई अन्य व्यक्ति उसे ये चीजें देता है तो वह क्यों मना कर देता है।

बसंत का त्योहार था। सुंदर कपड़ों में सुसज्जित एवं प्रसन्न जनता सर्दी की तंग एवं संकरी गलियों की छाया में से निकल कर आ रही थी। कुछ लोग पैदल चल रहे थे, कुछ घोड़ों पर सवार थे, तथा अन्य लोग बाँस की बैलगाड़ियों में बैठे थे। एक छोटा-सा लड़का अपने पिता की टाँगों के बीच दौड़ रहा था, जो जीवन एवं हंसी से भरपूर था।

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जैसे ही वह (बालक) रास्ते की दुकानों के खिलौनों से आकर्षित होकर पीछे रह गया, उसके माता-पिता ने पुकारा, “आओ, बच्चे, आओ।”

वह जल्दी से अपने माता-पिता की तरफ आया, उसके कदम उनकी पुकार के प्रति आज्ञाकारी थे, उसकी आँखें अभी भी अपने से दूर खिलौनों पर टिकी हुई थीं। जब वह वहाँ पहुंचा जहाँ वे उसका इंतजार करने के लिए रुके हुए थे, तो वह अपने दिल की इच्छा को दबा नहीं सका, हालाँकि वह उनकी आँखों की पुरानी, ठंडी इंकार भरी नजरों को भली-भाँति जानता था।

“मुझे वह खिलौना चाहिए,” उसने प्रार्थना की।

उसके पिता ने अपने चिर परिचित क्रूर स्वभाव की तरह, लाल आँखों से देखा। उसकी माँ, जो दिल की स्वतंत्र भावना से प्रभावित हो गई थी, नरम हो गई और उसे अपनी उंगली पकड़ाते हुए बोली, “देखो, बच्चे, तुम्हारे सामने क्या है।”

यह पिघलते हुए पीले सोने की तरह फूलों वाला पीला सरसों का खेत था जो मीलों तक समतल धरती पर फैला हुआ था।

ड्रेगन मक्खियों का एक झुंड अपने चमकीले बैंगनी पंखों पर इधर-उधर उड़ रहा था और किसी अकेली काली मक्खी या तितली जो फूलों की मिठास की तलाश में थी, उनका रास्ता रोक रही थी। बच्चे ने अपनी नजरों से उनका तब तक पीछा किया, जब तक उनमें से एक ने अपने पंखों को शांत करके आराम नहीं किया और तब उसे पकड़ने का प्रयत्न किया।। उसे अपने हाथ में लगभग पकड़ ही लिया था तो वह फड़फड़ाती हुई हवा में उड़ गई। तब उसकी माँ ने सावधानी की पुकार लगाई। “आओ, बच्चे आओ, पगडंडी पर आ जाओ।’

वह खुशी से अपने माता-पिता की तरफ भागा और कुछ देर तक उनके आगे-आगे चला, लेकिन शीघ्र ही फिर पीछे रह गया क्योंकि वह उन छोटे-मोटे कीट-पतंगों द्वारा आकर्षित हो गया था जो धूप का आनंद उठाने के लिए अपने ठिपने के स्थानों से निकलकर आ रहे थे।

“आओ, बच्चे, आओ!” उसके माता-पिता ने वृक्षों के झंड की छाया में से पुकारा जहाँ वे आराम करने के लिए एक कुएँ के किनारे पर बैठ गए थे। वह उनकी तरफ भागा।

जब वह वृक्षों के झुंड में आया तो बच्चे पर फूलों की बौछार पड़ी, और अपने माता-पिता को भूलकर, अपने ऊपर गिरती हुई पंखुड़ियों को अपने हाथों में इकट्ठा करने लगा। मगर, लो! उसने फाख्ताओं के कूकने की आवाज सुनी और “फाख्ता!, फास्ता!” चिल्लाते हुए अपने माता-पिता की तरफ दौड़ा। बिखरी हुई पंखड़ियाँ उसके भूले हए हायों में से गिर पड़ीं।

आओ, बच्चे, आओ!” उन्होंने बच्चे को पुकारा, जब वह बरगद के वृक्ष के आसपास उछलता हुआ भाग रहा था और उसको उठाकर वे तंग पुमावदार पगडंडी पर चल पड़े, जो सरसों के खेतों के बीच में से मेले को जाता था।

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जब वे गाँव के पास पहुंचे तो बच्चा कई अन्य पगडंडियों को देख सकता था जो लोगों की भीड़ से भरे हुए थे, और जो मेले के स्थान पर केंद्रित हो रहे थे, और संसार की जिस भीड़भाड़ में वह प्रवेश हुआ उससे उसे कुछ धक्का भी लगा और वह आकर्षित भी हुआ।

एक मिठाई विक्रेता प्रवेश द्वार के एक कोने में आवाज लगा रहा था, “गलाब-जामुन, रसगुल्ला, बर्फी, जलेबी,” और भीड़ उसके बहुत सी रंगीन चाँदी एवं सोने की परतों से सुसज्जित मिठाइयों वाले मंच के गिर्द जमघट बनाकर इकट्ठी हो गई। बच्चे ने खुले मुँह से उसे घूरा और उसके मुँह में पानी आ गया क्योंकि बर्फी उसकी मनपसंद मिठाई थी।

“मुझे वह बर्फी चाहिए,” यह धीरे से बुडबुड़ाया। मगर जब वह प्रार्थना कर रहा था तो भी वह जानता था कि उसकी बात की तरफ ध्यान नहीं दिया जाएगा क्योंकि उसके माता-पिता कहेंगे कि वह लालची है। इसलिए, उत्तर की इंतजार किए बिना, वह आगे बढ़ गया।

एक फूल-विक्रेता चिल्ला रहा था, “गुलमोहर की माला, गुलमोहर की माला!” बच्चा बिना विरोध के उसकी तरफ आकर्षित प्रतीत हुआ। वह उस टोकरी के पास गया जहाँ फूलों का ढेर लगा हुआ था और आधा बुडबुड़ाया, “मुझे वह माला चाहिए।” मगर वह अच्छी प्रकार जानता था कि उसके माता-पिता फूल लेने से इंकार कर देंगे क्योंकि वे कहेंगे कि वे सस्ते हैं। इसलिए उत्तर का इंतजार किए बिना वह आगे बढ़ गया।

एक व्यक्ति बाँस लेकर खड़ा था जिस पर से पीले, लाल, हरे और बैंगनी गुब्बारे उड़ रहे थे। बच्चा उन रेशमी गुब्बारों की इंद्रधनुषी शान से प्रभावित हो गया एवं उसमें उन सबको लेने की तीव्र इच्छा पैदा हुई। मगर वह अच्छी प्रकार जानता था कि उसके माता-पिता उसे गुब्बारे कभी खरीदकर नहीं देंगे क्योंकि वे कहेंगे कि वह इतना बड़ा है कि गुब्बारों से नहीं खेल सकता। इसलिए वह आगे बढ़ गया।

एक सपेरा साँप के आगे बीन बजा रहा था जो कुंडली मारकर पिटारी में बैठा हुआ था, इसका सिर हंस की गर्दन की तरह शानदार ढंग से मुड़ा हुआ था, जब संगीत उसके अदृश्य कानों में एक अदृश्य जलप्रपात के मधुर कलकल की आवाज के साथ जा रहा था। बच्चा सपेरे की तरफ गया। मगर यह जानते हुए कि उसके माता-पिता ने सपेरे द्वारा बजाए गए साधारण संगीत को सुनने को मना किया है, वह आगे बढ़ गया।

वहाँ एक झूला पूरे जोरों पर था। घूमने वाली गति में बैठे हुए आदमी, स्त्रियाँ एवं बच्चे अत्यंत हंसी के साथ चिल्ला रहे थे। बच्चे ने उन्हें ध्यान से देखा और फिर एक निर्भीक प्रार्थना की : “मैं उस झूले पर जाना चाहता हूँ, कृपया, पिताजी, माताजी।”

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कोई उत्तर नहीं मिला। वह अपने माता-पिता को देखने के लिए मुड़ा। वे वहाँ, उसके आगे नहीं थे। वह दोनों तरफ उन्हें देखने के लिए मुड़ा। वे वहाँ नहीं थे। उसने पीछे देखा। उनका कोई निशान नहीं था।

उसके सूखे गले में से गहरी एवं पूरी तेज चीख निकली और अपने शरीर को झटका देकर वह वहाँ से भागा जहाँ वह खड़ा था और वह सचमुच डर से चिल्लाया, “माताजी, पिताजी।” उसकी आँखों से गरम एवं तीव्र आँसू बह निकले; उसका लाल चेहरा डर से पीड़ित था। डर के मारे, वह पहले एक तरफ भागा, फिर दूसरी तरफ; फिर यह न जानते हुए कि कहाँ जाए वह हर दिशा में इधर-उधर भागा। “माताजी, पिताजी,” वह दुःख से बोला। उसकी पीली पगड़ी खुल गई और उसके कपड़े मिट्टी से सन गए।

थोड़ी देर तक उत्तेजना में इधर-उधर भागने के बाद वह हार मानकर खड़ा हो गया; उसका रोना दबकर सुबकियों में बदल गया। अपनी धुंधली आँखों से वह हरी घास पर कुछ दूरी तक पुरुषों एवं स्त्रियों को बातें करते देख सकता था। उसने तीखे पीले कपड़ों के टुकड़ों के बीच में से ध्यान से देखने का प्रयत्न किया, मगर वे लोग जो केवल हंसने एवं बात करने की खातिर हंसते एवं बातें करते प्रतीत होते थे, उनके बीच में उसके माता-पिता का कोई चिह्न नहीं था।

वह फिर तेजी से भागा, इस बार एक मंदिर की तरफ जहाँ लोग भीड़ बनाते हुए प्रतीत होते थे। यहाँ स्थान का हर इंच लोगों द्वारा भरा हुआ था, मगर वह लोगों की टाँगों के बीच में से भागा, उसकी हल्की-हल्की सिसकियाँ बार-बार कह रही थी: “माताजी, पिताजी।”

लेकिन मंदिर के प्रवेश-द्वार के पास भीड़ बहुत धनी हो गईः लोग एक दूसरे को धक्के दे रहे थे, कुछ लोग भारी-भरकम थे, उनकी आँखें चमकती हुई एवं कातिलाना थीं और कंघे बड़े-बड़े थे। बेचारे बच्चे ने उनके कदमों के बीच में से रास्ता बनाने का प्रयल किया, मगर उनकी क्रूर हलचल से उसे इधर-उधर टक्कर लगी और वह उनके कदमों तले कुचला जा सकता था, अगर वह अपनी आवाज के पूरे दम से न चीखता, “पिताजी, माताजी!” बढ़ती हुई भीड़ में एक व्यक्ति ने उसकी चीख सुनी एवं बड़ी मुश्किल से झुककर उसे अपनी बाहों में उठा लिया।

“बच्चे, तुम यहाँ कैसे पहुंचे ? तुम किसके बच्चे हो ?” व्यक्ति ने भीड़ से अलग होते हुए पूछा। अब बच्चा पहले से भी तेजी से रोया और केवल चिल्लाया, “मुझे मेरी मौ चाहिए, मुझे मेरे पिता चाहिए।”
व्यक्ति ने उसे झूले के पास ले जाकर चुप करवाने का प्रयत्न किया। क्या तुम घोड़े की सवारी करोगे ?” उसने झूले के पास पहुंचते हुए धीरे से पूछा। बच्चे का गला हज़ारों तेज सुबकियों में बदल गया और वह केवल चिल्लाया, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!

(Page 51)
व्यक्ति उस तरफ गया जहाँ सपेरा लहराते हुए नाग के सामने अभी भी बीन बजा रहा था। “उस अच्छे संगीत को सुनो, बच्चे!” उसने प्रार्थना की। मगर बच्चे ने अपने कानों को उंगलियों से बंद कर लिया और दुगने जोर से चिल्लाया : “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!” यह सोचकर कि गुब्बारों के तेज रंग बच्चे का ध्यान आकर्षित करेंगे और उसे शांत कर देंगे, व्यक्ति उसे गुब्बारों के पास ले गया। “क्या तुम इंद्रधनुष के रंग का गुब्बारा लेना चाहोगे ?”, उसने उसे मनाने के ढंग से पूछा। बच्चे ने अपनी आँखें उड़ते हुए गुब्बारों की तरफ से हटा ली और केवल सुबका, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए।”

बच्चे को अभी भी खुश करने का प्रयत्न करते हुए, व्यक्ति उसे उस गेट के पास ले गया जहाँ फूल विक्रेता बैठा था। “देखो! बच्चे क्या तुम उन सुंदर फूलों को सूंघ सकते हो। क्या तुम अपनी गर्दन में डालने के लिए माला लोगे ?”

(Page 61)
बच्चे ने अपनी नाक टोकरी से दूर हटा ली और फिर से सुबका, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए।”

दुःखी बच्चे को मिठाइयों के उपहार से प्रसन्न करने की बात सोचते हुए व्यक्ति उसे मिठाई की दुकान के कांउटर पर ले गया। “बच्चे, तुम्हें कौन सी मिठाइयाँ चाहिएं ?” उसने पूछा । बच्चे ने अपना चेहरा मिठाई की दुकान से फेर लिया और केवल सुबका, “मुझे मेरी माँ चाहिए, मुझे मेरे पिता चाहिए!”

Haryana State Board HBSE 9th Class English Solutions Beehive Poem 2 Wind Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Beehive Poem 2 Wind

HBSE 9th Class English Wind Textbook Questions and Answers

Thinking about the Poem

Class 9 Beehive Chapter Wind Summary HBSE Question 1.
What are the things the wind does in the first stanza?
(प्रथम पयांश में पवन किस प्रकार के कार्य करती है?)
Answer:
The role of the wind in the first stanza is that of an enemy. It crumbles the frail houses. It breaks the shutters of the windows. It throws down the books on the shelf and tears their pages.

(प्रथम पद्यांश में पवन का कार्य एक शत्रु के समान है। यह कमजोर घरों को उखाड़ देती है। यह खिड़कियों के दरवाजों को तोड़ देती है। यह अलमारी के ऊपर रखी पुस्तकों को नीचे फेंक देती है और उनके पन्नों को फाड़ देती है।)

Beehive Class 9 Poem Wind Summary In Hindi HBSE Question 2.
Have you seen anybody winnow grain at home or in a paddy field? What is the word in your language for winnowing ? What do people use for winnowing? (Give the words in your language, if you know them.)
(क्या कभी आपने घर पर या चावल के खेत में अनाज को भूसे से अलग करते हुए देखा है? अनाज को भूसे से अलग करने के लिए आपकी भाषा में किस शब्द का प्रयोग किया जाता है? लोग इसके लिए किस चीज का प्रयोग करते हैं (यदि आप शब्दों को जानते हैं तो उनका अपनी भाषा में प्रयोग कीजिए।)
Answer:
It is a common scene at home in most of the houses in India to separate dust and chaff from wheat, when we prepare it for making floor. This system is called ‘Pachhorna’ in our language. The instrument used for this process is called ‘Chhaj’.

(यह सभी घरों का एक सामान्य सा नजारा होता है जब हम गेहूँ से आटा बनबाने के लिए उसमें से धूल और भूसे को अलग करते हैं। हमारी भाषा में इस शब्द को पछोड़ना कहते हैं। इस प्रक्रिया के लिए प्रयोग में लाए जाने वाले यंत्र को छाज कहते हैं।

Beehive Class 9 Wind Question Answer HBSE Question 3.
What does the poet say the wind god winnows?
(कवि के अनुसार पवन देवता किस चीज को Winnows (झकझोड़ता) है?)
Answer:
Winnowing means using wind to separate grain from the chaff. In the same way, when a strong wind blows, the weaklings are removed but the strong ones remain steadfast.

(Winnowing शब्द का अर्थ है पवन की सहायता से अनाज में से भूसे को अलग करना। अतः जब तेज पवन चलती है, तो कमजोर चीजों को बिखेर जाती है और शक्तिशाली मजबूती के साथ खड़ी रहती है।)

Class 9 Poem Wind Question Answer HBSE Question 4.
What should we do to make friends with the wind?
(पवन के साथ मित्रता करने के लिए हमें क्या करना चाहिए?)
Answer:
The wind is the enemy of the weak. But it respects the strong and behaves with them in a friendly manner. So we should not be weak. If we are strong, the wind will not harm us. It will be our friend. So we should firm our bodies and make our hearts strong.

(पवन कमजोर लोगों की शत्रु है। लेकिन यह शक्तिशाली लोगों का सम्मान करती है और उनके साथ मित्रता का व्यवहार रखती है। अतः हमें कमजोर नहीं होना चाहिए। यदि हम शक्तिशाली हैं तो पवन हमें हानि नहीं पहुंचाएगी। यह हमारी मित्र होगी। अतः हमें अपने शरीरों को मजबूत और अपने मनों को शक्तिशाली बनाना चाहिए।)

Question 5.
What do the last four lines of the poem mean to you?
(कविता की अंतिम चार पंक्तियों का क्या भाव है?)
Answer:
The last four lines of the poem tell that the weaks are always the sufferers. On the other hand, the rich and powerful are always in the gain in any situation. Thus we should make our bodies and hearts strong.

(कविता की अंतिम चार पंक्तियाँ हमें बताती हैं कि कमजोर लोग हमेशा ही पीड़ित होते हैं। दूसरी ओर अमीर और शक्तिशाली लोग किसी भी स्थिति में हमेशा लाभ में होते हैं। अतः हमें अपने शरीर और मन को मजबूत बनाना चाहिए।)

Question 6.
How does the poet speak to the wind-in anger or with humour? You must also have seen or heard of the wind crumbling lives”. What is your response to this? Is it like the poet’s?
(कवि पवन के साथ क्रोध में और उपहास में किस प्रकार बात करता है? आपने अवश्य ही पवन को जीवन को झकझोरते हुए’ देखा होगा? इसके बारे में आपकी क्या प्रतिक्रिया है? क्या यह कवि की प्रतिक्रिया के समान है?)
Answer:
The poet speaks very seriously in this poem. He makes the point clear that God helps those who help themselves. If you are weak, you shall be crumbled as the air do to the weak things. If you are strong you will survive all odds. I also agree to this.

(कवि इस कविता में बहुत ही गंभीरता से बात कर रहा है। वह इस तथ्य को स्पष्ट करता है कि भगवान उनकी मदद करता है जो अपनी मदद स्वयं करते हैं। यदि आप कमजोर हैं तो आपको उखाड़ दिया जाएगा, जैसे कि पवन कमजोर चीजों के साथ करती है। यदि आप शक्तिशाली हैं तो आप सभी समस्याओं से बच जाओगे। मैं इससे सहमत हूँ।)

II. The poem you have just read is originally in the Tamil. Do you know any such poems in your language?
(जो कविता अभी आपने पढ़ी है वह वास्तव में तमिल में है। क्या आपको अपनी भाषा की ऐसी कोई कविता याद है।)
Answer:
For self attempt

HBSE 9th Class English Wind Important Questions and Answers

Very Short Answer Type Questions

Question 1.
How does the poet want the wind to come?
Answer:
The poet wants the wind to come softly.

Question 2.
What should the wind not break?
Answer:
The wind should not break the shutters of the windows.

Question 3.
What should the wind flot scatter?
Answer:
The wind shòuÌd not scatter the papers.

Question 4.
What should the wind not throw down?
Answer:
The wind should not throw down the books on the shelf.

Question 5.
What did the wind do to the books?
Answer:
The wind threw the books down and tore their pages.

Question 6.
Who does the wind make fun of weak people or strong people?
Answer:
The wind makes fun of weak people.

Question 7.
What does the wind god winnow?
Answer:
The wind god separates the food grain from the chaff.

Short Answer Type Questions

Question 1.
What is the theme of the poem Wind’?
(Wind कविता का विषय क्या है?).
Answer:
In this poem, the poet Subramania Bharati describes the action of the wind. The poet asks the wind to cole slowly and not to cause any harm to persons or things. At the end of the poem the poet urges the human beings to be strong and stout. Thus the poem conveys the idea that nobody cares for the weak and crumbling

(इस कविता में, कवि सुब्रमण्या भारती हवा की क्रिया का वर्णन करता है। कवि हवा से कहता है कि वह धीरे-धीरे आए और वह व्यक्ति और चीजों को नुकसान न पहुँचाए। कविता के अंत में कवि लोगों से अपेक्षा करता है कि वे अपने आप को शक्तिशाली और मजबूत देना लें। अतः कविता इस विचार को प्रदर्शित करती है कि कमजोर और अस्थिर लोगों की कोई भी परवाह नहीं करता है।)

Question 2.
When will the friendship of wind be good?
(हवा की मित्रता कब अच्छी होगी?)
Answer:
When our body will be firm and heart steadfast, then we will find that the friendship of wind is good for us. The wind blows out weak fires but he makes strong fires roar and flourish. So when we will be strong, the wind will be good to us.

(जब हमारा हृदय मजबूत होगा और हृदय अटल होगा. तब हमें लगेगा कि पवन की मित्रता हमारे लिए अच्छी है। पवन कमजोर आग को तो बुझा देती है लेकिन तेज आग को गरजने वाली और प्रबल बना देती है। अतः जब हम शक्तिशाली होंगे, तो पवन हमारे प्रति अच्छी होगी।)

Question 3.
Is wind regarded as the symbol of destruction in the poem? How?
(क्या पवन कविता में बिनाश-क्रिया के चिह्न से संबंधित है? कैसे?)
Answer:
The role of the wind in the first stanza is that of an enemy. It crumbles the frail houses. It breaks the shutters of the windows. It throws down the books on the shelf and tears their pages.

(प्रथम पद्यांश में पवन का कार्य एक शत्रु के समान है। यह कमजोर घरों को उखाड़ देती है। यह खिड़कियों के दरवाजों को तोड़ देती है। यह अलमारी के ऊपर रखी पुस्तकों को नीचे फेंक देती है और उनके पन्नों को फाड़ देती है।)

Essay Type Questions

Question 1.
Write the brief summary of Subramania Bharati’s’ poem Wind’ in your own words.
(Subramania Bharati’ द्वारा रचित कविता ‘Wind’ का संक्षिप्त सार अपने शब्दों में लिखें।)
Answer:
The first part of the poem describes the action of the wind. The poet asks the wind to come softly. He requests the wind not to break the shutters of the windows, not to scatter the papers and throw down the books on the shelf. But the wind throws down the books and tears the pages of the books. The poet says that the wind pokes fun at weaklings. It brings down frail houses, crumbling doors, rafters, and even weak hearts.

The wind crushes everything that is weak. The poet advises us to be strong. Only then can we save ourselves against the wind. We should build strong homes with firm doors. Our bodies and hearts should also be strong. It is the way of the world to kick the weak and to be friends with the strong. The wind blows out the weak fires but makes the strong fires roar and flourish. Thus the poem conveys the idea that nobody cares for the weak. Even the wind is on the side of the strong people.

कविता का पहला भाग हवा की क्रिया का वर्णन करता है। कवि हवा से कहता है कि धीरे-धीरे आए। वह हवा से प्रार्थना करता है कि खिड़कियों के शीशों को न तोड़े, कागज़ों को न बिखराए और शैल्फ पर पड़ी पुस्तकें न गिराए। मगर हवा किताबें गिरा देती है और पुस्तकों के पन्ने फाड़ देती है। कवि कहता है कि हवा कमज़ोर लोगों का मजाक उड़ाती है। यह कमज़ोर । घरों, जर्जर दरवाज़ों, शहतीरों और यहाँ तक कि कमज़ोर दिलों का भी नाश करती है।

हवा हर उसी चीज़ को नष्ट कर देती है जो कमज़ोर है। कवि हमें मजबूत बनने की सलाह देता है। केवल तभी हम स्वयं को हवा से बचा पाएंगे। हमें अटल दरवाज़ों वाले मजबूत घर बनाने चाहिएँ । हमारे शरीरों एवं दिलों को भी मजबूत होना चाहिए। यह संसार का दस्तूर है कि कमज़ोरों को ठोकर मारे और मजबूतों से दोस्ती करे। हवा कमज़ोर आग को बझा देती है मगर तेज आग को और अधिक प्रचंड करती है। इस प्रकार कविता यह विचार व्यक्त करती है कि कमज़ोरों की परवाह कोई नहीं करता। हवा भी मजबूत लोगों के पक्ष में है।

Question 2.
What is the central idea of the poem ‘Wind’?
(‘Wind’ कविता का केन्द्रीय विषय क्या है?)
Answer:
In this poem, Subramania Bharati describes the action of the wind. It breaks the shutters of the windows, throws down the books on the shelf and demolishes frail houses. But it has no effect on strong houses. It blows out weak fires. But it makes strong fires roar. The poet conveys the idea that nobody cares for the weak and crumbling. The poet advises the weak ones to make themselves strong. So when we will be strong, the wind will be good to us.

(इस कविता में, सुब्रमण्या भारती हवा के काम का वर्णन करता है। यह खिड़कियों के शीशे तोड़ देती है, शैल्फ पर से पुस्तकें नीचे फेंक देती है और कमज़ोर मकानों को गिरा देती है। मगर इनका मजबूत मकानों पर कोई प्रभाव नहीं पड़ता। यह कमज़ोर आग को बुझा देती है। परन्तु यह तेज आग को और प्रचंड बना देती है। कवि यह विचार व्यक्त करता है कि कमज़ोर और अस्थिर लोगों की कोई परवाह नहीं करता। कवि कमज़ोर लोगों को सलाह देता है कि वे स्वयं को मजबूत बनाएं। अतः जब हम शक्तिशाली होंगे तो पवन हमारे प्रति अच्छी होगी।)

Multiple Choice Questions

Question 1.
How does the poet want the wind to come?
(A) fastly
(B) softly
(C) dimly
(D) in a tempestuous way
Answer:
(B) softly

Question 2.
What does the poét want the wind to do?
(A) don’t break the shutters of windows
(B) don’t scatter the papers
(C) don’t throw down the books
(D) all of the above
Answer:
(D) all of the above

Question 3.
What does ‘crumbling hearts’ refer to?
(A) young persons
(B) weak persons
(C) rich and strong persons
(D) despondent persons
Answer:
(B) reù persons

Question 4.
Who does the wind make fun of?
(A) the rich
(B) the strong
(C) the weak
(D) none of these
Answer:
(C) the weak

Question 5.
‘You brought rain again’. Who does ‘you’ refer to?
(A) the wind
(B) the poet
(C) the cloud
(D) the children
Answer:
(A) the wind

Question 6.
What sort of houses does the poet ask us to build?
(A) luxury houses
(B) huts
(C) strong houses
(D) weak houses
Answer:
(C) strong houses

Wind Comprehension of Stanzas

STANZA – 1

Wind, conte softly
Don ‘t break the shutters of the windows.
Don ‘t scatter the papers.
Don ‘t throw down the books on the shelf
There, look what you did- you threw them all down.
You tore the pages of the books.
You brought rain again.
You ‘re very clever at poking fun at weaklings.
Frail crumbling houses, crumbling doors, crumbling rafters,
crumbling wood, crumbling bodies, crumbling lives,
crumbling hearts-
the wind god winnows and crushes them all

Word-Meanings :
Softly = slowly = धीरे से; shutters = doors = दरवाज़े; scatter = spread = बिखेर देना; shelf – mantelpiece = शैल्फ; tore = to cut a part = फाड़े: poking fun = laughing at – मज़ाक उड़ाना; weaklings = the weak = कमज़ोर; frail – fragile = कमज़ोर; rafter = a wooden beam = कड़ी; crumbling = decaying, breaking up = नष्ट होते हुए, टूटते हुए; winnow = to separate = उड़ाकर फेंकना।

हिंदी अनुवाद :
हवा, धीरे से आओ। खिड़कियों के दरवाज़े मत तोड़ो। कागज़ों को मत बिखेरो। शैल्फ पर रखी किताबों को मत गिराओ। जरा देखो, तुमने क्या कर दिया तुमने उन सबको गिरा दिया। तुमने किताबों के पन्ने फाड़ दिए। तुम फिर से बरसात ले आई। कमज़ोरों का मज़ाक उड़ाने में तुम बड़ी होशियार हो। कमज़ोर गिरते हुए मकान, टूटते हुए दरवाजे, गिरती हुई कड़ियाँ, टूटती हुई लकड़ी, कमज़ोर शरीर, टूटते हुए जीवन, टूटते हुए दिल वायु देव सभी को पछाड़ देता है और चूर-चूर कर देता है।

Questions:
(i) Why does the poet want the wind to come slowly?
(ii) What is the effect of the strong wind on the books?
(iii) What ¡s the attitude of the wind towards the weaklings?
(iv) What does the wind do to the windows?
(v) What does the wind god do?
Answers:
(i) The poet wants the wind to come slowly so as not to cause trouble to the weak.
(ii) The strong wind throws the books down and tears their pages.
(iii) The wind pokes fun at the weaklings.
(iv) It breaks the shutters of the windows.
(v) The wind god separates the food grain from the chaff.

STANZA – 2

He won’t do what you tell him.
So, come, let ‘c build strong homes,
Let’s joint the doors firmly.
Practise to firm the body.
Make the heart steadfasL
Do this, and the wind will befriends with us.
The wind blows out weak fires.
He makes strong fires roar and flourish.
His friendship is good.
We praise him every day.

Word-meanings :
Joint = link = जोड़; firmly = strongly = मजबूती से; steadfast = firm = अटल; blows out = toextinguish = बुझाती है; roar and flourish = resound and thrive = गरजना और प्रबल बनाना।

हिंदी अनुवाद :
यह (हवा) जो तुम उसे करने को कहोगे वैसा नहीं करेगी। इसलिए आओ हम शक्तिशाली घर बनाएं, हम दरवाज़ों को मजबूती से जोड़ें। शरीर को ठोस बनाने का अभ्यास करें। दिल को अटल रखें। यदि ऐसा करेंगे तो हवा हमारी मित्र बन जाएगी। हवा कमज़ोर आग को ही बुझाती है। वह तेज अग्नि को गरजने वाली और प्रबल बनाती है। उसकी मित्रता अच्छी है। हम प्रतिदिन उसकी प्रशंसा करते हैं।

Questions:
(i) Why does the poet ask us to build strong houses?
(ii) What should we do to our hearts and bodies?
(iii) When will the wind be our friend?
(iv) What is the effect of the wind on the fire?
(v) Name the poem and the poet.
Answers:
(i) The poet asks us to build strong houses as a defence against the wind.
(ii) We should make our bodies firm and our hearts steadfast.
(iii) The wind will be our friend when we are strong.
(iv) The wind blows out the weak fires but makes the strong tires very strong.
(v) The name of the poem is ‘Wmd’ and the name of the poet is Subramania Bharati.

Wind Summary

Wind Introduction in English

In this poem, the poet describes the action of the wind. It breaks the shutters of the windows, throws down the books on the shelf and demolishes frail houses. But it has no effect on strong houses. It blows out weak fires. But it makes strong fires roar. The poet conveys the idea that nobody cares for the weak. The poet advises the weak ones to make themselves strong.

Wind Summary in English

The first part of the poem describes the action of the wind. The poet asks the wind to come softly. He requests the wind not to break the shutters of the windows, not to scatter the papers and throw down the books on the shelf. But the wind throws down the books and tears the pages of the books. The poet says that the wind pokes fun at weaklings. It brings down frail houses, crumbling doors, rafters, and even weak hearts. The wind crushes everything that is weak.

The poet advises us to be strong. Only then can we save ourselves against the wind. We should build strong homes with firm doors. Our bodies and hearts should also be strong. It is the way of the world to kick the weak and to be friends with the strong. The wind blows out the weak fires but makes the strong fires roar and flourish. Thus the poem conveys the idea that nobody cares for the weak. Even the wind is on the side of the strong people.

Wind Introduction in Hindi

इस कविता में, कवि हवा के काम का वर्णन करता है। यह खिड़कियों के शीशे तोड़ देती है, शैल्फ पर से पुस्तकें नीचे फेंक देती है और कमज़ोर मकानों को गिरा देती है। मगर इनका मजबूत मकानों पर कोई प्रभाव नहीं होता। यह कमज़ोर आग को बुझा देती है। मगर यह तेज आग को और प्रचंड बना देती है। कवि यह विचार व्यक्त करता है कि कमज़ोर लोगों की कोई परवाह नहीं करता। कवि कमज़ोर लोगों को सलाह देता है कि वे स्वयं को मजबूत बनाएं।)

Wind Summary in Hindi

कविता का पहला भाग हवा की क्रिया का वर्णन करता है। कवि हवा से कहता है कि धीरे-धीरे आए। वह हवा से प्रार्थना करता है कि खिड़कियों के शीशों को न तोड़े, कागज़ों को न बिखराए और शैल्फ पर पड़ी पुस्तकें न गिराए। मगर हवा किताबें गिरा देती है और पुस्तकों के पन्ने फाड़ देती है। कवि कहता है कि हवा कमज़ोर लोगों का मजाक उड़ाती है। यह कमज़ोर घरों, जर्जर दरवाज़ों, शहतीरों और यहाँ तक कि कमज़ोर दिलों का भी नाश करती है। हवा हर उसी चीज़ को नष्ट कर देती है जो कमज़ोर है।

कवि हमें मजबूत बनने की सलाह देता है। केवल तभी हम स्वयं को हवा से बचा पाएंगे। हमें अटल दरवाज़ों वाले मजबूत घर बनाने चाहिएँ। हमारे शरीरों एवं दिलों को भी मजबूत होना चाहिए। यह संसार का दस्तूर है कि कमज़ोरों को ठोकर मारे और मजबूतों से दोस्ती करे। हवा कमजोर आग को बुझा देती है मगर तेज आग को और अधिक प्रचंड करती है। इस प्रकार कविता यह विचार व्यक्त करती है कि कमज़ोरों की परवाह कोई नहीं करता। हवा भी मजबूत लोगों के पक्ष में है।

Haryana State Board HBSE 9th Class English Solutions Beehive Poem 6 No Men are Foreign Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Beehive Poem 6 No Men are Foreign

HBSE 9th Class English No Men are Foreign Textbook Questions and Answers

Thinking about the Poem

I.

Beehive Class 9 Poem No Men are Foreign Question Answer Question 1.
(i) “Beneath all uniforms…” What uniforms do you think the poet is speaking about?
(“सभी वर्दियों के नीचे…” आपके विचार में कवि किस वर्दी के बारे में बात कर रहा है?)
Answer:
By uniforms the poet is speaking about the various kind of dresses worn by people in different parts of the world.
(वर्दियों से कवि का भाव विश्व के विभिन्न स्थानों पर लोगों के द्वारा अनेक प्रकार की पहनी जाने वाली पोशाकों से है।)

(ii) How does the poet suggest that all people on earth are the same?
(कवि किस प्रकार से सुझाव देता है कि धरती पर सभी लोग एक-समान हैं?)
Answer:
All the people walk on this earth. They breathe the same air. They are aware of sun and water. So, the poet suggests that all people on the earth are the same.

(सभी लोग इस धरती पर चलते हैं। वे एक ही पवन से सांस लेते हैं। उन्हें धूप और पानी का पूरा अहसास है। अतः कवि सुझाव देता है कि धरती पर सभी लोग एक-समान हैं।)

No Men are Foreign Summary In Hindi HBSE 9th Class Question 2.
In stanza 1, find five ways in which we all are alike. Pick out the words.
(पयांश में पांच शब्द छाँटिए, जो हमें बताते हैं कि हम सभी एक-समान हैं।)
Answer:
(i) We all have same body.
(ii) We all breathe the same air.
(iii) We all live on this earth.
(iv) We all walk on this earth.
(v) We all shall lie in this earth.

(i) हम सभी के पास समान शरीर है।
(ii) हम सभी एक हवा में सांस लेते हैं।
(iii) हम सभी इस धरती पर जीते हैं।
(iv) हम सभी इस धरती पर चलते हैं।
(v) हम सभी ने इस धरती में समा जाना है।)

No Men are Foreign Class 9 Word Meaning HBSE Question 3.
How many common features can you find in stanza 2? Pick out the words.
(पद्यांश 2 में आपको कौन-सी समान विशेषताएँ मिल सकती हैं? शब्द छाँटिए।)
Answer:
We find five common features in stanza 2:
(i) All the human beings are aware of sun, air and water.
(ii) All are fed by peaceful harvests.
(iii) All are starved by cold winter.
(iv) All have same kind of hand.
(v) All have to labour in life.
(हमें पद्यांश 2 में पाँच समान विशेषताएँ मिली हैं
(i) सभी इंसानों को धूप, हवा तथा पानी का ज्ञान है।
(ii) सभी का समृद्ध फसलों द्वारा पोषण होता है।
(iii) सभी शीतकाल की ठण्ड से भूख से मरते हैं।
(iv) सभी के पास समान प्रकार के हाथ हैं।
(v) सभी को जीवन में कार्य करना होता है।)

Beehive Poem No Men are Foreign Question Answer HBSE 9th Class Question 4.
‘…Whenever we are told to hate our brothers…’ When do you think this happens? Why? Who “tells” us? Should we do as we are told at such times? What does the poet say?
(‘…जब कभी हमें अपने भाइयों से घृणा करने के लिए कहा जाता है…’ आपके विचार में यह कब होता है? क्यों? हमें कौन “बताता” है ? क्या हमें ऐसे समय में वैसा ही करना चाहिए जैसा हम बताते हैं? कवि क्या कहता है?)
Answer:
When we think ourselves different from our brothers, then we start hating them. We should not hate them. If we hate them, we hate ourselves. So the poet says that we should not ever hate our fellow being.

(जब हम अपने आपको अपने भाइयों से अलग सोचते हैं, तो हम उनसे घृणा करना शुरू कर देते हैं। हमें उनसे घृणा नहीं करनी चाहिए। यदि हम उनसे घृणा करते हैं तो हम अपने-आप से घृणा करते हैं। इसलिए कवि कहता है कि हमें कभी भी अपने साथियों से घृणा नहीं करनी चाहिए।)

HBSE 9th Class English No Men are Foreign Important Questions and Answers

Very Short Answer Type Questions

No Men are Foreign Short Question Answer HBSE 9th Class Question 1.
What should we remember about men?
Answer:
We should remember that no men are strange.

No Men are Foreign Solutions HBSE 9th Class Question 2.
What should we remember about countries?
Answer:
We should remember that no countries are foreign.

No Men are Foreign Class 9 Questions And Answers HBSE Question 3.
Where do we all walk upon?
Answer:
We all walk upon the same earth.

Class 9th No Men are Foreign HBSE  Question 4.
Where shall we all lie in the end?
Answer:
In the end we all shall lie in the earth.

No Men are Foreign Poem HBSE 9th Class Question 5.
What are all men fed by?
Answer:
All men are fed by peaceful harvests.

Question 6.
What do you mean by peaceful harvests?
Answer:
By peaceful harvests we mean the crops grown during the period of peace.

Question 7.
What do you mean ‘wars’ long winter?
Answer:
It means the painful days of war when we are kept indoors.

Question 8.
What are we doing to the human earth?
Answer:
We are polluting the human earth.

Question 9.
Why should we not hate others?
Answer:
We should not hate others because they all are our brothers.

Question 10.
What do you mean by ‘hells of fire and dust’?
Answer:
‘Hells of fire and dust’ means the wars that cause a lot of destruction.

Short Answer Type Questions

Question 1.
What is the theme of the poem ‘No Men Are Foreign’?
(‘No Men Are Foreign’ कविता का विषय क्या है?)
Answer:
‘No Men Are Foreign by James Kirkup is a beautiful poem based on the theme of unity and harmony among all people and nations of the world. The poet says that we may notice differences among people and nations but basically no men are strange and no countries are strange.

(जेम्स किर्कप द्वारा लिखी गई कविता ‘No Men Are Foreign’ एक सुन्दर कविता है जो संसार के सभी लोगों और राष्ट्रों के बीच एकता और समरसता के विषय को प्रकट करती है। कवि कहता है कि हम लोगों और राष्ट्रों के बीच विभिन्नताओं को देख सकते हैं। लेकिन आधारभूत रूप से न तो कोई इंसान अजनबी है और न ही कोई देश अजनबी है।)

Question 2.
How are we making harm to this human earth?
(हम धरती माता को कैसे क्षति पहुँचा रहे हैं?)
Answer:
We are making harm to the human earth with our bad activities. We hate other people. We consider them inferior. One nation raises war against the other. Thus we can say that hells of fire and dust are outraging the earth.

(हम अपने द्वारा किए जा रहे बुरे कार्यों के साथ धरती माता को क्षति पहुँचा रहे हैं। हम दूसरे लोगों से घृणा करते हैं। हम उन्हें घटिया समझते हैं। एक राष्ट्र दूसरे राष्ट्र के खिलाफ युद्ध शुरू कर देता है। इस प्रकार से हम कह सकते हैं कि हम घृणा की अग्नि और धूल से पृथ्वी को क्षति पहुँचा रहे हैं।)

Essay Type Questions

Question 1.
Write the brief summary of the poem ‘No Men Are Foreign’ in your own words.
(‘No Men Are Foreign’ कविता का संक्षिप्त सारांश अपने शब्दों में लिखें।)
Answer:
‘No Men Are Foreign’ is a beautiful poem giving a message of unity and harmony among all people and nations of the world. The poet says that in this world no men are strange and no countries are foreign. We all are human beings. We have a common soul. It is true that our skin may be of different colour but our soul is the same.

We may belong to a different country and speak a different language but we all enjoy the beauty of nature. We should remember that our eyes that wake, sleep and love are alike all over the world. It is a fact that wherever we may be but we can defeat strength with love.

We should keep in mind that if we hate others it means that we hate to ourselves. In the end the poet says that people are polluting this earth by their deeds. We should protect our atmosphere and keep in mind that this universe is the creation of God and we all are one.

(No Men Are Foreign’ संसार के सभी लोगों और राष्ट्रों के बीच एकता और समरसता का संदेश देने वाली एक सुंदर कविता है। कवि कहता है कि इस संसार में कोई भी व्यक्ति अजीब नहीं है और कोई भी राष्ट्र परदेस नहीं है। हम सभी इंसान हैं। हम सभी की आत्मा एक समान है। यह सच है कि हमारी चमड़ी तो अलग-अलग रंगों की हो सकती है परंतु हमारी आत्मा तो एक जैसी है।

हो सकता है कि हम किसी दूसरे देश में रहते हों और कोई दूसरी भाषा बोलते हों लेकिन हम सभी प्रकृति का पूर्ण रूप से आनंद लेते हैं। हमें यह याद रखना चाहिए कि हमारी आँखें जो जागने, सोने और प्यार करने का कार्य करती हैं, सारे संसार में एक समान हैं। यह एक तथ्य है कि चाहे हम कहीं पर भी रहें हम ताकत को प्यार से पराजित कर सकते हैं।

हमें अपने मन में यह बात रखनी चाहिए कि यदि हम दूसरों से घृणा करते हैं तो इसका अर्थ यह है कि हम स्वयं से ही घृणा करते हैं। अंत में कवि कहता है कि लोग अपने कार्यों से इस धरती को प्रदूषित कर रहे हैं। हमें अपने पर्यावरण को बचाना चाहिए और यह बात ध्यान में रखनी चाहिए कि यह सारा ब्रह्मांड भगवान् की सृजना है और हम सभी एक हैं।)

Question 2.
What is the central idea of the poem ‘No Men Are Foreign’.
(‘No Men Are Foreign’ कविता का केन्द्रीय विषय क्या है?)
Answer:
The beautiful poem ‘No Men Are Foreign’ based on the theme of unity. In this poem, the poet says that some people as strange, or other countries as “foreign”? We have many ways to think of other people as different from “us”, as “them”. “They” may belong to a different country, or speak a different language.

In this poem, however, the poet reminds us of the many ways in which we all are the same: for we all are human. Thus the poet gives the message of brotherhood and love. The poet also tells that how human harm the earth with their bad activities. One nation raises war against the other. It is very dangerous for our earth.

(यह सुन्दर कविता ‘No Men Are Foreign एकता के विषय पर निर्भर करती है। इस कविता में कवि कहता है कि कुछ लोग अजीब होते हैं और कुछ देशों को हम ‘विदेश’ कहते हैं? हम कई प्रकार से दूसरे लोगों को अपने से भिन्न मान सकते हैं और अपने आपको उनसे भिन्न। हो सकता है ‘उनका’ संबंध किसी दूसरे देश के साथ हो और वे कोई दूसरी भाषा बोलते हों।

इस कविता के माध्यम से कवि हमें कई विधियों के बारे में बताता है, जिससे हम अपने-आपको दूसरे के समान मान सकते हैं। इनमें सबसे बड़ा कारण हमारा इंसान होना है। इस प्रकार, कवि भाईचारे और प्यार का संदेश देता है। कवि यह भी बताता है कि मनुष्य कैसे अपनी बुरी क्रियाओं द्वारा धरती को क्षति पहुँचा रहे हैं। एक राष्ट्र दूसरे राष्ट्र के विरुद्ध युद्ध आरम्भ कर देता है। यह हमारी धरती के लिए बहुत विनाशकारी है।)

Multiple Choice Questions

Question 1.
What should we remember?
(A) No men are strange
(B) No countries are foreign
(C) both (A) and (B)
(D) none of the above
Answer:
(C) both (A) and (B)

Question 2.
A single body breathes beneath all
(A) uniforms
(B) souls
(C) heads
(D) all of the above
Answer:
(A) uniforms

Question 3.
In the end we all shall lie in
(A) earth
(B) water
(C) fire
(D) air
Answer:
(A) earth

Question 4.
What are all people aware of?
(A) sun
(B) air
(C) water
(D) all of the above
Answer:
(D) all of the above

Question 5.
What are we doing to the human earth?
(A) defiling
(B) saving
(C) decorating
(D) sustaining
Answer:
(A) defiling

Question 6.
We should we hate?
(A) our brothers
(B) our enemies
(C) foreign people
(D) we should hate none
Answer:
(D) we should hate none

No Men are Foreign Comprehension of Stanzas

STANZA – 1

Remember, no men are strange, no countries foreign
Beneath all uniforms, a single body breathes
Like ours : the land our brothers walk upon
Is earth like this, in which we all shall lie.

Word-Meanings :
Foreign = of other country/the other country = दूसरे देश का या दूसरा देश; beneath = under = नीचे; uniform = (here) skin = चमड़ी।

हिंदी अनुवाद :
कवि कहता है कि हमारे लिए कोई भी व्यक्ति अजनबी नहीं है और कोई भी देश विदेश नहीं है। हम सभी मानव होने के नाते एक समान हैं और प्रत्येक के नीचे एक ही प्रकार का शरीर होता है। हमारी भाँति हमारे भाई भी इस धरती पर चलते हैं और इसी धरती में ही हम सभी को समा जाना है।

Questions :
(i) What should we remember?
(ii) What uniforms is the poet talking about?
(iii) Where do our brothers walk?
(iv) Where shall we all lie in the end of our life?
(v) Name the poem and the poet
Answers:
(i) We should remember that no men are strange and no country is foreign.
(ii) The different uniforms by different kind of people.
(iii) They walk on this earth.
(iv) We all shall he in the earth in the end of our life.
(v) The name of the poem is ‘No Men Are Foreign’ and the name of the poet is ‘James Kirkup’.

STANZA – 2

They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starv’d.
Their hands are ours, and in their lines we read
A labour not different from our own.

Word-Meanings :
Aware = conscious = जागरूक; fed = given food to eat = भोजन करना; harvest = reaping corn = फसल एकत्र करना; starved = die with hunger = भूख से मरना।

हिंदी अनुवाद :
सभी को धूप, हवा और जल का ज्ञान है और उनका समृद्ध फसलों के द्वारा पोषण होता है और अब शीतकाल के भुखमरी वाले दिन बीत गए हैं। हम सभी एक समान हैं।

Questions :
(i) Who does they refer to in this stanza?
(ii) What are they fed by?
(iii) What are they starved by?
(iv) How is a labourer different from us?
(v) Name the poet.
Answers :
(i) They refers to the other people of the world.
(ii) They are fed by peaceful harvests.
(iii) They are starved by long winter.
(iv) A labourer is little different from any one of us.
(v) The name of the poet is ‘James Kirkup’.

STANZA – 3

Remember they have eyes like ours that wake
Or sleep, and strength that can be won
By love. In every land is common life
That all can recognise and understand.

Word-Meanings : Strength = power = बल या शक्ति; land = country = देश; recognise = know = पहचानना।

हिंदी अनुवाद :
याद रखो कि अन्य देशों में रहने वाले लोगों की आँखें भी हमारी ही आँखों की तरह जागती और सोती हैं। और हम उन लोगों के बल को भी प्यार की ताकत से जीत सकते हैं। प्रत्येक देश में जीवन एक समान है और हम इसको अच्छी तरह से पहचान और समझ सकते हैं।

Questions:
(i) What do the eyes do?
(ii) How can strength be won?
(iii) What is common in every land?
(iv) What can all recognise and understand?
(v) Name of the poem.
Answers :
(i) The eyes wake and sleep.
(ii) Strength can be won with love.
(iii) Life is common in every land.
(iv) All can recognise and understand that life is common in every land.
(v) The name of the poem is ‘No Men Are Foreign’.

STANZA – 4

Let us remember, whenever we are told
To hate our brothers, it is ourselves
That we shall dispossess, betray, condemn.
Remember, we who take arms against each other

Word-Meanings :
Dispossess = to put out of possession = अधिकार मुक्त कर देना; betray = cheat = धोखा देना; condemn = criticise = निंदा करना।

हिंदी अनुवाद :
आओ, हम हमेशा याद रखें कि जब कभी भी हमें अपने भाइयों से घृणा करने को कहा जाता है तो हम अपने आप से घृणा करते हैं और हम अपने आपको ही अधिकार मुक्त करते हैं और अपने आपको ही धोखा देते हैं और अपना ही अपमान करते हैं। याद रखो हम जो एक-दूसरे के खिलाफ हथियार उठाते हैं। वे हम अपने खिलाफ उठाते हैं।

Questions :
(i) Who are we told to hate?
(ii) Whom do we hate when we hate others?
(iii) What are we doing to our fellow beings?
(iv) Write the name of the poem.
(v) Write the name of the poet.
Answers :
(i) Who are told to hate our brothers.
(ii) When we hate others we hate ourselves.
(iii) We are dispossing, betraying and criticising our fellow beings.
(iv) The name of the poem is ‘No Men Are Foreign’.
(v) The name of the poet is ‘James Kirkup’.

STANZA – 5

It is the human earth that we defile.
Our hells of fire and dust outrage the innocence
Of air that is everywhere our own,
Remember, no men are foreign, and no countries strange.

Word-Meanings : Defile = make dirty/pollute = प्रदूषित करते हैं; outrage = excessive violence = अत्यधिक अत्याचार; innocence = harmlessness = पवित्रता।।

हिंदी अनुवाद :
हम अपने कार्यों से धरती माता को प्रदूषित करते जा रहे हैं। हम ज्वाला और धूल से इस वायु की पवित्रता को, जो हमारे जीवन का आधार है, नष्ट करते जा रहे हैं। याद रखो, कोई भी व्यक्ति विदेशी नहीं है और कोई भी देश अजीब नहीं है।

Questions :
(i) What are we doing to this earth?
(ii) What are outraging this earth?
(iii) What can we call our own?
(iv) Is there any strange country?
(v) What should we remember?
Answers :
(i) We are polluting this earth.
(ii) Hells of fire and dust are outraging this earth.
(iii) We can call the air our own.
(iv) No, there is not any strange country.
(v) We should remember that no men are foreign and no country is strange

No Men are Foreign Summary

No Men are Foreign Introduction in English

Trzst, you ever thought of some people as strange, or other countries as “foreign”? We have many ways to think of other people as different from “us”, as “them”. “They” may belong to a different country, or speak a different language. In this poem, however, the poet reminds us of the many ways in which we are all the same: for we are all human.

No Men are Foreign Summary in English

‘No Men Are Foreign’ is a beautiful poem giving a message of unity and harmony among all people and nations of the world. The poet says that (in this world) no men are strange and no countries are foreign, r We are all human beings. We have a common soul. It is true that our skin may be of different colour but our soul is the same. We may belong to a different country and speak a different language but we all enjoy the beauty of nature.

We should remember that our eyes that wake, sleep and love are alike all over the world. It is a fact that wherever we may be but we can defeat strength with love. We should keep in mind that if we hate others it means that we hate to ourselves. In the end the poet says that people are polluting this earth by their deeds. We should protect our atmosphere and keep in mind that this universe is the creation of God and we all are one.

No Men are Foreign Introduction in Hindi

क्या आपने कभी सोचा है कि कुछ लोग अजीब होते हैं और कुछ देशों को हम ‘विदेश’ कहते हैं? हम कई प्रकार से दूसरे लोगों को अपने से भिन्न मान सकते हैं और अपने आपको उनसे भिन्न। हो सकता है ‘उनका’ संबंध किसी दूसरे देश के साथ हो और वे कोई दूसरी भाषा बोलते हों। इस कविता के माध्यम से कवि हमें कई विधियों के बारे में बताता है, जिससे हम अपने-आपको दूसरे के समान मान सकते हैं। इनमें सबसे बड़ा कारण हमारा इंसान होना है।

No Men are Foreign Summary in Hindi

‘No Men Are Foreign’ संसार के सभी लोगों और राष्ट्रों के बीच एकता और समरसता का संदेश देने वाली एक सुंदर कविता है। कवि कहता है कि इस संसार में कोई भी व्यक्ति अजीब नहीं है और कोई भी राष्ट्र परदेस नहीं है। हम सभी इंसान हैं। हम सभी की आत्मा एक समान है। यह सच है कि हमारी चमड़ी तो अलग-अलग रंगों की हो सकती है परंतु हमारी आत्मा तो एक जैसी है। हो सकता है कि हम किसी दूसरे देश में रहते हों और कोई दूसरी भाषा बोलते हों लेकिन हम सभी प्रकृति का पूर्ण रूप से आनंद लेते हैं।

हमें यह याद रखना चाहिए कि हमारी आँखें जो जागने, सोने और प्यार करने का कार्य करती हैं, सारे संसार में एक समान हैं। यह एक तथ्य है कि चाहे हम कहीं पर भी रहें हम ताकत को प्यार से पराजित कर सकते हैं। हमें अपने मन में यह बात रखनी चाहिए कि यदि हम दूसरों से घृणा करते हैं तो इसका अर्थ यह है कि हम स्वयं से ही घृणा करते हैं। अंत में कवि कहता है कि लोग अपने कार्यों से इस धरती को प्रदूषित कर रहे हैं। हमें अपने पर्यावरण को बचाना चाहिए और यह बात ध्यान में रखनी चाहिए कि यह सारा ब्रह्मांड भगवान् की सृजना है और हम सभी एक हैं।

Haryana State Board HBSE 9th Class English Solutions Beehive Poem 3 Rain on the Roof Textbook Exercise Questions and Answers.

Haryana Board 9th Class English Solutions Beehive Poem 3 Rain on the Roof

HBSE 9th Class English Rain on the Roof Textbook Questions and Answers

Thinking about the Poem

I.

Beehive Class 9 Poem Rain On The Roof Question Answer Question 1.
What do the following phrases mean to you? Discuss In class:
(i) humid shadows
(ii) starry spheres
(iii) what a bliss
(iv) a thousand dreamy fancies into busy being start
(v) a thousand recollections weave their air..threads into woof. .
Answer:
(i) Humid shadows: Humid shadows refer to the dark clouds filled with water vapours.
(ii) Starry spheres: Starry spheres means the countless stars in this vast cosmos.
(iii) What a bliss: What a bliss means that it is very enjoyable to lie in a cosy warm bed when it is raining outside.
(iv) A thousand dreamy fancies into busy being start: When the poet was lying in his cosy warm bed and it was raining heavily outside, a large number of images rose in his mind.
(v) A thousand recollections weave their air-threads into woof: A large number of recollections of the past begin to weave themselves in his mind.

Rain On The Roof Summary In Hindi HBSE 9th Class Question 2.
What does the poet like to do when it rains?
(जब वर्षा होती है तो कवि क्या करना चाहता है?)
Answer:
When it rains the poet likes to keep lying in his cosy bed and enjoy listening to the patter of the soft rain drops.
(जब वर्षा होती है तो कवि अपने गरम बिस्तर में आराम से लेटना और वर्षा की बूंदों की पटर-पटर की मधुर आवाज को सुनना पसंद करता है।)

Rain On The Roof Class 9 Word Meaning HBSE Question 3.
What is the single major memory that comes to the poet? Who are the “darling dreamers” he refers to?
(कवि के मन में एक स्मृति उठती है, वह क्या है? इसमें वह ‘प्रिय स्वप्न द्रष्टा’ के रूप में किसका वर्णन करता है?)
Answer:
The single major memory that comes to the poet is the memory of his dead mother. The “darling dreamers” he refers to are all the children of the mother.

(केवल मात्र जो स्मृति कवि के मन में उठती है तो वह स्मृति उसकी मृत माँ की स्मृति है। जिन बच्चों को ‘प्रिय स्वप्न द्रष्टा’ के रूप में वर्णित किया गया है, वे माँ के प्यारे बच्चे हैं।)

Beehive Poem Rain On The Roof Question Answer HBSE 9th Class Question 4.
Is the poet now a child? Is his mother still alive? (क्या कवि अब भी एक बच्चा है? क्या उसकी माता अभी भी जिंदा है?)
Answer:
No, the poet is not a child now. He is now quite grown up. His mother is also not still alive. She had died a long time earlier.
(नहीं, कवि अब एक बच्चा नहीं है। अब वह बिल्कुल बड़ा हो चुका है। उसकी माता भी अभी जिंदा नहीं है। वह काफी समय पहले मर चुकी थी।)

II.

Rain On The Roof Short Question Answer HBSE 9th Class Question 1.
1. When you were a young child, did your mother tuck you in, as the poet’s did?
2. Do you like rain? What do you do when it rains steadily or heavily as described in the poem?
3. Does everybody have a cosy bed to lie in when it rains? Look around you and describe how different kinds of people or animals spend time, seek shelter etc. during rain.

(1. जब आप बच्चे थे तो क्या आपकी माता भी कवि की माता की भांति आपको अपनी गोद में लेती थी?
2. क्या आपको वर्षा पसंद है? जब जोर से वर्षा होती है जैसे कि इस कविता में, तो आप क्या करते हो?
3. जब वर्षा होती है तो क्या उस समय सभी के पास आरामदायक बिस्तर होता है? अपने चारों ओर देखिए और पता लगाइए कि विभिन्न प्रकार के मनुष्य और पशु वर्षा के दौरान अपना समय कैसे बिताते हैं, छत आदि कैसे ढूँढ़ते हैं?)
Note :
विद्यार्थी इन प्रश्नों के बारे में अपनी कल्पना शक्ति का प्रयोग करते हुए स्वयं उत्तर दें।

HBSE 9th Class English Rain on the Roof Important Questions and Answers

Very Short Answer Type Questions

The Rain On The Roof Solutions HBSE 9th Class Question 1.
What do the humid shadows refer to?
Answer:
The humid shadows refer to the dark clouds.

Rain On The Roof Class 9 Questions And Answers HBSE Question 2.
What is melancholy ¡n the poem Rain on the Roof’?
Answer:
In this poem darkness’ is melancholy.

Class 9th Rain On The Roof HBSE Question 3.
What does the poet like to do when It rains?
Answer:
When it rains the poet likes to keep lying in his cosy bed and enjoys listening to the patter of soft rain drops.

The Rain On The Roof Poem HBSE 9th Class Question 4.
What sound do (he raIn drops make?
Answer:
The rain drops make the sound of patter.

Question 5.
What makes an echo in the poet’s heart?
Answer:
The sound of the rain drops on the roof makes an echo in the poct’s heart

Question 6.
What do the recollections do?
Answer:
The recollections weave their air-threads into woof.

Question 7.
Where do the rain drops patter?
Answer:
The rain drops patter on the shingles of the roof.

Question 8.
What is the single major memory that comes to the poet?
Answer:
It is the memory of his dead mother.

Question 9.
Is the poet, Coates Kinney, a child now?
Answer:
No, he is not a child now.

Question 10.
Who are the “darling dreamers” Coates Kinney refers to in the poem ‘Rain on the Roor?
Answer:
They are all the children of the mother.

Question 11.
Is the poet’s mother still alive now?
Answer:
No, his mother is not alive.’

Question 12.
Give the name of the poet of the poem ‘Rain on the Roof’.
Answer:
Coates Kinney.

Short Answer Type Questions

Question 1.
What is the theme of the poem ‘Rain on the Roof’?
(‘Rain on the Roof’ कविता का विषय क्या है?)
Answer:
When the sky is covered with dark clouds and it starts raining, everybody feels thrilled. One wishes to lie in a cosy bed and thousand of fancies rush through his mind. It is most joyful to enjoy listening the music of the pattering sound of the rain-drops on the shingles of the roof. The poet expresses his love for nature and its beauty.

(जब आसमान में काले बादल छाए होते हैं और वर्षा शुरू हो जाती है तो प्रत्येक व्यक्ति रोमांचित हो उठता है। प्रत्येक व्यक्ति चाहता है कि वह आरामदायक बिस्तर पर पड़ा रहे और हजारों कल्पनाएँ उसके मन में दौड़ती हैं। छत की लकड़ी की स्लेटों पर वर्षा की बूंदों की आवाज को सुनना बहुत मधुर लगता है। कवि प्रकृति के प्रति उसमें प्यार और उसकी सुन्दरता का वर्णन करता है।)

Question 2.
How do the dark clouds seem to the poet?
(कवि को काले बादल कैसे दिखाई पड़ते हैं?)
Answer:
The dark clouds filled with water vapours seem to the poet like humid shadows. The poet thinks that the melancholy darkness is shedding tears in the form of rain.

(जलवाष्पों से भरे हुए काले बादल कवि को काली परछाइयों की भाँति प्रतीत होते हैं। कवि सोचता है कि उदासी से भरपूर अंधेरा वर्षा के रूप में अपने आँसू बहा रहा है।)

Essay Type Questions

Question 1.
Write the brief summary of ‘Coates Kinney’s poem ‘Rain on the Roof’ in your own words.
(‘Coates Kinney’ की कविता ‘Rain on the Roof’ का संक्षिप्त सारांश अपने शब्दों में लिखें।) .
Answer:
The poem ‘Rain on the Roof’ is a lyrical poem by Coates Kinney. In this poem, the poet expresses his love for nature and praises the beauty of nature. The poet says that when the clouds filled with rain vapours fleet in the sky everybody feels thrilled.

The sadness weeps in rainy tears. It is very enjoyable to have rest in a cosy bed when it is raining outside. It is very enjoyable to hear the pattering sound of soft rain on the shingles of the roof. This makes an echo in the poet’s heart. Many recollections and fancies take place in the poet’s mind. In his memory, his dead mother’s imagination also takes place. He feels happy at this. He again listens the pattering sound of rain and gets thrilled.

(‘Rain on the Roof कविता Coates Kinney द्वारा रचित एक सुंदर कविता है। इस कविता में कवि प्रकृति के प्रति प्रेम और प्रकृति की सुंदरता के प्रति अपना लगाव प्रदर्शित करता है। कवि कहता है कि जब जलवाष्पों से भरपूर बादल आसमान में दौड़ते हैं तो प्रत्येक व्यक्ति रोमांचित हो उठता है।

उदासी वर्षा रूपी आंसुओं के रूप में रोने लगती है। जब बाहर वर्षा हो रही होती है तो उस समय आरामदायक बिस्तर में सोने का बहुत आनंद है। छत पर लगी लकड़ी की स्लेटों पर पड़ रही वर्षा की बूँदों की आवाज को सुनना आनंदित कर देता है। इसकी गूंज कवि के हृदय में गूंजने लगती है। कई विस्मृतियाँ और यादें कवि के मन में उठती हैं। उसकी स्मृतियों में उसकी मृत माँ की स्मृति भी आती है। इस पर वह बहुत प्रसन्न हो जाता है। वह एक बार फिर वर्षा की पटर-पटर की आवाज को सुनता है और बहुत प्रसन्न हो जाता है।)

Question 2.
What is the central idea of the poem ‘Rain on the Roof’?
(‘Rain on the Roof कविता का केंद्रीय विषय क्या है?)
Answer:
The sky is covered with dark clouds. It seems to the poet like humid shadows. It has begun to rain also outside. The poet thinks that the melancholy darkness is shedding tears in the form of rain. The poet likes to keep lying in his cosy bed. Lying there, it is most joyful to the poet to listening the music of the pattering sound of the rain-drops on the shingles of the roof.

As listen to the musical patter of rain-drops, many recollections and fancies take place in the poet’s mind. In these recollections, he sees the loving images of his mother. He remembers, how fondly her mother used to look at her children. The poet expresses his love for nature and its beauty.

(आसमान में काले बादल छाए हुए है। यह कवि को नम छाया के रूप में प्रतीत होता है। बाहर वर्षा भी आरम्भ हो चुकी है। कवि सोचता है कि उदासी से भरपूर अंधेरा वर्षा के रूप में अपने आँसू बहा रहा है। कवि अपने आरामदायक बिस्तर पर लेटना पसंद करता है। वहाँ लेटे हुए, छत की लकड़ी की स्लेटों पर वर्षा की बूंदों की आवाज़ को सुनना कवि को बहुत मधुर लगता है।

वर्षा की बूंदों की आवाज़ को सुनते हुए, कई विस्मृतियाँ और यादें कवि के मन में उठती है। इन यादों में, वह अपनी माँ की स्नेह-भरी तस्वीरे देखता है। वह याद करता है कि उसकी माँ कितने प्यार से अपने बच्चों को देखा करती थी। कवि प्रकृति और उसकी सुंदरता के प्रति अपने प्रेम को व्यक्त करता है।)

Multiple Choice Questions

Question 1.
What are the humid shadows doing In the sphere?
(A) sleeping
(B) resting
(C) floating in the air
(D) doing nothing
Answer:
(C) floating in the air

Question 2.
What does the poet attach the darkness with?
(A) joyful mood
(B) sadness
(C) pleasant
(D) soothing
Answer:
(B) sadness

Question 3.
What Is a bliss for the poet?
(A) bathing in the rain
(B) getting a lot of moncy
(C) going to office in rain
(D) lying in the bed in a joyful mood
Answer:
(D) lying in the bed in a joyful mood

Question 4.
What does the poet enjoy listening to?
(A) the classical music of piano
(B) film music
(C) pattering sound of the rain drops
(D) old songs
Answer:
(C) pattering sound of the rain drops

Question 5.
What tinkles on the shingles?
(A) rain drops
(B) hail stones
(C) brass-bells
(D) silver bangles
Answer:
(A) rain drops

Question 6.
What makes an echo in the poet’s mind?
(A) his poverty
(B) his successes
(C) the music of pattering rain
(D) all these things
Answer:
(C) the music of pattering rain

Rain on the Roof Comprehension of Stanzas

STANZA – 1

When the humid shadows hover
Over ail the starry spheres
And the melancholy darkness
Gently weeps in rainy tears,
What a bliss to press the pillow
Of a cottage-chamber bed
And lie listening to the patter
Of the soft rain overhead!

Word-Meanings :
Humid = damp = गीला; hover = float in the air = फड़फड़ाना; starry = full of stars = तारों से पूर्ण; sphere = the heavens = आकाश; melancholy = sadness = उदासीपूर्ण; patter = a tapping noise = टक-टक का शोर।

हिंदी अनुवाद :
जब पानी से तर बादल हवा में मंडराते हुए सितारों से भरे आसमान में घूमते हैं और उदासी से पूर्ण अंधेरा वर्षा रूपी बूंदों के रूप में अपने आंसू बहाता है। ऐसे दिन में अपने घर में बिस्तर के सिरहाने पर सिर रखकर लेटना और वर्षा की -बूंदों की पटर-पटर की मधुर आवाज को सुनना कितना अच्छा लगता है।

Questions:
(i) What do the humid shadows refer to?
(ii) How does the melancholy darkness weep?
(iii) What Ls a bliss for the poet?
(iv) What Is the poet listening?
(v) Name the poet.
Answers:
(i) The humid shadows refer to the dark clouds.
(ii) The melancholy darkness weeps gently in rainy tears.
(iii) Lying in the bed on a rainy day is a bliss for the poet.
(iv) The poet is listening the pattcring sound óf the rain drops.
(v) Coatcs Kinney.

STANZA – 2

Every tinkle on the shingles
Has an echo in the heart;
And a thousand dreamy fancies
into busy being start
And a thousand recollections
Weave their air-threads into woof,
As I listen to the patter
Of the rain upon the roof.

Word-Meanings :
Tinkle = soft ringing sound = मधुर हल्की -सी आवाज; shingles = wooden tiles used on roof = छत पर लगाई जाने वाली लकड़ी की फट्टियाँ (स्लेटें); echo = reflection of sound = गूंज; fancies = imaginations, कल्पनाएँ; woof = cloth = बाना, वस्त्र।

हिंदी अनुवाद :
छत पर लगी स्लेटों पर पड़ने वाली प्रत्येक बूँद की मधुर-सी आहट की गूंज मेरे हृदय में उठती है। जब मैं छत पर वर्षा की बूंदों की पटर-पटर की आवाज को सुनता हूँ, तो मेरे मन में हजारों कल्पनाएँ उमड़ पड़ती हैं और हजारों स्मृतियाँ अपना ताना-बाना सा बुनने लग जाती हैं।

Questions:
(i) What makes an echo in the poet’s heart?
(ii) What rises In the poet’s mind?
(iii) What do the recollections do?
(iv) What does the poet listen?
(v) What is the meaning of the word ‘Shingles’?
Answers:
(i) The sound of rain drops on the roof makes an echo in the poet’s heart.
(ii) Many fancies rise in che poet’s mind.
(iii) The recollections wcavc their air-threads into woof.
(iv) The poet lisicns the sound of the rain drops.
(v) The rectangular shaped wooden tiles.

STANZA – 3

Now in memory comes my mother,
As she used in years agone,
To regard the darling dreamers
Ere she left them till the dawn:
O! I feel her fond look on me
As I list to this refrain
Which is played upon the shingles
By the potter of the rain.

Word-Meanings :
Agone = past = बीता हुआ समय; list = listen = सुनना; refrain = (here) the noise of the rain = वर्षा की बूंदों का शोर।

हिंदी अनुवाद :
अब मुझे अपनी स्मृतियों में अपनी माँ का स्मरण हो उठता है; जैसे कि बीते हुए समय में जब वह जीवित थी, अपने प्यारे बच्चों के लिए जिन प्यारी स्मृतियों को वह छोड़कर गई थी। और अब जब मैं अपनी छत की स्लेटों पर वर्षा की बूंदों की पटर-पटर की आवाज को सुनता हूँ तो मैं आनंदित महसूस करता हूँ।

Questions:
(i) Where is the poet’s mother now?
(ii) Whose memory does come in the poet’s mind?
(iii) Where fond look is the poet feeling?
(iv) What music is he listening?
(v) Naine the poem and the poet.
Answers:
(i) She had died.
(ii) There comes the memory of his mother in his mind.
(iii) The poet is feeling the fond look of his mother.
(iv) He is listening the music of the rain drops on the roof.
(v) The name of the poem is ‘Rain On The Roof’ and the name of the poet is Coatcs Kinney.

Rain on the Roof Summary

Rain on the Roof Introduction in English

en the sky is covered with dark clouds and it starts raining, everybody fee1 thrilled. One wishes to lie in a cosy bed and thousands of fancies rush through his mind. It is most joyful to enjoy listening the music of the pattering sound of the rain-drops on the shingles of the roof. The poet expresses his love for nature and its beauty.

Rain on the Roof Summary in English

This is a lyrical poem by Coates Kinney. In this poem, the poet expresses his love for nature and praises the beauty of nature. The poet says that when the clouds filled with rain vapours fleet in the sky everybody feels thrilled. The sadness weeps in rainy team. It is very enjoyable to have rest in a cosy bed when it is raining outside. It is very enjoyable to hear the pattering sound of soft rain on the shingles of the roof. This makes an echo in the poet’s heart.

Many recollections and fancies take place in the poet’s mind. In his memory, his dead mother’s imagination also takes place. He feels happy at this. He again listens the pattering sound of rain and gets thrilled.

Rain on the Roof Introduction in Hindi

जब आसमान में काले बादल छाए होते हैं और वर्षा शुरू हो जाती है तो प्रत्येक व्यक्ति रोमांचित हो उठता है। प्रत्येक व्यक्ति चाहता है कि वह आरामदायक बिस्तर पर पड़ा रहे और हजारों कल्पनाएँ उसके मन में दौड़ती हैं। छत की लकड़ी की स्लेटों पर वर्षा की बूंदों की आवाज को सुनना बहुत मधुर लगता है। कवि प्रकृति के प्रति उसके प्यार और प्रकृति की सुंदरता का वर्णन करता है।

Rain on the Roof Summary in Hindi

यह Coates Kinney द्वारा रचित एक सुंदर कविता है। इस कविता में कवि प्रकृति के प्रति प्रेम और प्रकृति की सुंदरता के प्रति अपना लगाव प्रदर्शित करता है। कवि कहता है कि जब जलवाष्पों से भरपूर बादल आसमान में दौड़ते हैं तो प्रत्येक व्यक्ति रोमांचित हो उठता है। उदासी वर्षा रूपी आंसुओं के रूप में रोने लगती है। जब बाहर वर्षा हो रही होती है तो उस समय आरामदायक बिस्तर में सोने का बहुत आनंद है। छत पर लगी लकड़ी की स्लेटों पर पड़ रही वर्षा की बूंदों की आवाज को सुनना आनंदित कर देता है। इसकी गूंज कवि के हृदय में गूंजने लगती है।

कई विस्मृतियाँ और यादें कवि के मन में उठती हैं। उसकी स्मृतियों में उसकी माँ की स्मृति भी आती है। इस पर वह बहुत प्रसन्न हो जाता है। वह एक बार फिर वर्षा की पटर-पटर की आवाज को सुनता है और बहुत प्रसन्न हो जाता है।