Class 9

Haryana State Board HBSE 9th Class Social Science Solutions Civics Chapter 1 Democracy in the Contemporary World Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions Civics Chapter 1 Democracy in the Contemporary World

HBSE 9th Class Social Science Civics Democracy in the Contemporary World TextBook Questions and Answers

Class 9 Civics Chapter 1 Democracy In The Contemporary World Question Answer HBSE Question 1.
Which of the following does not to the spread of democracy in the first decade after 1945?
(a) Struggle by the people
(b) Invasion by foreign countries
(c) End of colonialism
(d) People’s desire for freedom.
Answer:
(d) People’s desire for freedom.

Democracy in the Contemporary World Of Haryana 9th Class Question 2.
Which of the following statement is true about today’s world:
(a) Monarchy as a form of government has vanished.
(b) The relationship betwefen different countries has become more democratic than ever before,
(c) In more and more countries, rulers are being elected by the people.
(d) There are no more military dictators in the world.
Answer:
(c) In more and more countries, rulers are being elected by the people.

Question 3.
Use one of {he following statements to complete the Sentence. Democracy in international organisations requires that:
(a) The rich countries should have a greater say ,
(b) Countries should have a say according to their military power.
(c) Countries should be treated with respect in proportion to their population
(d) All countries in the world should be treated equally.
Answer:
(d) All countries in the world should be treated equally.

Question 4.
Based on the information given in thischapter, match the following countries and Nhe path democracy has taken in that country:

Answer:

Question 5.
What are the difficulties people face in a non-democractic country ? Give answers drawing from the examples given in this chapter.
Answer:
People face numerous difficulties in a non-democratic country. Some such difficulties are as under :
1. People are deviod of their basic rights;
2. They are not allowed to protest against the atrocities inflicted on them;
3. They are not permitted to express and demonstrate their opposition;
4. They are not allowed to form, organisations to state their grievances.
5. They do not choose their rulers, nor change them.
6. They do riot possess freedom; they do not express their opinion nor can they organise protest and political action.

Question 6.
Which freedoms are usually taken away when a demcoracy is overthrown by the military ?
Answer:
When a democracy is overthrown by a military, the people lose all their freedoms. They do not have the freedom to speech and, expression of their opinion. They cannot , form political organisations, or organise their protest and action.

Question 7.
Which of the following positions can contribute to democracy at the global level? Give reasons for your answer in each case.
(a) My country gives more money to international institutions. Therefore, I want to be treated with more respect and exercise more power.
(b) My country may be small or poor. But my voice must be, heard, with equal respect, because these decisions will affect my country.
(c) Wealthy nations will have a greater say in international affairs. They cannot let their interests suffer just because they are outnumbered by poor nations.
(d) Big countires like India must have a greater say in international organisations.
Answer:
(a) By merely giving more money to the international institutions, a country should not be treated with more respect and exercise power. Democracy does not thrive on luxuries, nor by the rich. It is platoracy, the rule of the rich, and hot the rule of the people.

(b) A country may be small in size and poor economically. Democracy will strength-en if all the countires, irrespective of their size oreconOmy, are treated equally. Decisions in democracy affect all the countries equally.

(c) If wealthy nations, because of their wealth, have a greater say in international affairs, they would make decisions which would promote; their interests. This would not contribute to democracy, rather it would harm it adversely.

(d) Countries Which are large in population and bigger in size such as India should have their say not at the cost of smaller ones. Representation of interests and number should be given corresponding weightage. John Stuart Mill was strongly of the view that the interest should not be sacrificed at the cost of number, nor the vice-versa.

Question 8.
Where are three opinions heard in a television debate on the struggle for democracy in Nepal. Which of these do you agr4e with and why ?
Guest 1: India is a democracy. Therefore, the Indian government must support he people of Nepal who . are stuggling against’monarchy and for democracy.

Guest 2: That is a dangerous arugment. We would be in the same position as the US was in IraQuestion Remember, no outside force can promote democracy.

Guest 3: But why should we bother about the internal affairs of another country? We should be worried about our business interests there, not about democracy.
Answer:
Democracy breeds from within. Imposition of democracy on others or from above is, indeed, dangerous as the USA. really did in Iraq It is impertinent that any democratic country, India including, should encourage democracy wherever it exists, but no country should implant democracy. One can teach people swimming if they do not learn themselves to swim. The opinion of guest 3 is really weighty, for we should protect our interests in other countries, not that we make them democrat by losing our interest.

Question 9.
In an imaginary country called Happyland, the people overthrew the foreign ruler and brought back the old royal family. They said: “After all their ancestors were our kings before foreigners started ruling us. It is good that we have one strong ruler, – who can help us become rich and powerful”. When someone talked about democracy the wise men said it is a foreign idea. Their struggle was to throw the foreigners and their ideas out of the country. When someone demanded freedom for the media, the elders thought that too much criticism of the ruler would not help them improve their living standards. “After, all, the king is so kind and interested in the welfare of all the subjects. Why create problems for him. Don’t we all want to be happy ?”

After reading the above passage, Chaman, Champa and Chandra made the following observations:
Chaman: Happyland is a democratic country because people were able to throw out the foreign rulers and bring back the king.

Champa: Happyland is not a democratic Country because people cannot criticise the ruler. The king may be nice and may provide economic prosperity, but a king cannot give a democratic rule.

Chandra: What people heed is happiness. So they are willing to allow their new ruler to take decisions for them. If people are happy to must be democracy. What is your opinion about each of these statements? What do you think about the form of government in this country ?
Answer:
Democracy means the rule of the people, by them and for them. A slave country is never a democratic Country. National independence is one where people are free from the foreign rule. The liberation’from the British and independence of India were connected with the democratic idea. But, if a country libertes itself from foreign rule and reverts back to the monarchical system does not make that democray, for monarchy is not democracy.

In fact, Where the rulers are hot subject to criticism by the people in general, there one does not find democracy. The essence of democracy is that the people rule themselves, that they can criticize their rulers and that they have freedom of opinion, and expression, and that they can change their rulers through election: Democracy and happiness are not the same, A happy man is not a democratic man, though for a democracy, there is a need to have a good economy. People can build democracy and can also build their economy : the two supplement each other. A country which has a kihg at its head is a monarchy and not a democracy, if the king is only a constitutional head, a country can be, as in Britain, a democratic form of a government.

HBSE 9th Class Social Science Civics Democracy in the Contemporary World Important Questions and Answers

Question 1.
How is Allende pronounced ?
Answer:
Allende is pronounced as Avendo.

Question 2.
When was Allende’s government overthrown
Answer:
Allende’s government was overthrown on September 11,1973.

Question 3.
When was Allende made President of Chile?
Answer:
Salvador Allende was made the President of Chile in 1970.

Question 4.
Mention the name of the political party which came to po wer in Chile in 1970.
Answer:
Popular Unity.

Question 5.
Who succeeded Allende in Chile in a.military coup ?
Answer:
General Augusta Plnchet succeeded Allende.

Question 6.
Where is Calama located ?
Answer:
Calama is located about a thousand miles away from the capital of Chile, Santiago.

Question 7.
How did the women of Calama demonstrate their grief?
Answer:
They remained silent, always in silence.

Question 8.
Which state in our country has a shape similar to Chile?
Answer:
Kerala.

Question 9.
Can you find, examples similar to what happened to Women of Calama from other countries?
Answer:
In Russia during the Czarist regime.

Question 10.
Can you identify who is the President of Chile now?
Answer:
Michelle Bachelet (Jan, 2006).

Question 11.
Why did newspapers in that country not write about the women of Calama in those years?
Answer:
The newspapers in that country, in those years, were under state censorship.

Question 12.
Which political party governed Poland in 1980 ?
Answer:
The Polish UnitedWorkers Partya one-party monopoly of power.

Question 13.
In which factory in the city of Golansk file strike began in 1980?
Answer:
Lenin Shipward.

Question 14.
Name the person who joined the strikers in Poland in 1980.
Answer:
Lech Walesa.

Question 15.
Name any two countries where the communist Party ruled during the Polish events in 1980.
Answer:
Bulgaria and Hungary.

Question 16.
Identify a few countries around Poland.
Answer:
Germany, Lithuania, Belarus, Slovakia, and Ukraine.

Question 17.
Why did strike begin in shipyard?
Answer:
The strike began to take back a crane operator a woman worker, who faced unjust dismissal from service.

Question 18.
Why was an independent trade union so important for Poland?
Answer:
It was the first trade union formed independently of the government’s, control.

Question 19.
When did the Glorious revolution occur in England?
Answer:
The glorious revolution occurred in England ih 1688.

Question 20.
When did the 13 colonies declared independent in what is now known as the United States of America 7
Answer:
In 1776.

Question 21.
Mention the several steps taken by the AHende government to help the poor workers.
Answer:
The Allende’s government, in Chile, took several steps to help the poor workers. These included
(1) reforms iri the educational system
(2) ree milk for children
(3) redistribution of land among the farmers.

Question 22.
Give two reasons Why AHende’s political party was popular in Chile?
Answer:
Allende’s political party, the Popular Unity was popular in Chile for reasons given below:
1. It was opposed to foreign companies exploiting natural resources (copper) against the interests of the people of Chile.
2. The rich opposed Allende’s political party, though the workers, by and large, liked Allende’s efforts.

Question 23.
What did Pinocfiet’s regime dp after over-throwing Allende’s government in Chile in 1973 ?
Answer:
Pinochet’s regime, after taking over the power, began torturing people and killing those who were supporting Allende In the
process, more than 2000 people were killed by the military regime. Many more were, reported ‘missing’. No one knows what had happened to them.

Question 24.
Why did Allende refer to “workers” in his speech ? Why would have the rich opposed to him ?
Answer:
Before Allende’s government wa$ taken over by Pinochet’s military regime, he got the opportunity to address his people, referring them as ‘workers’; The rich-opposed Allende because his policies were pro-workers and pro-poor.

Question 25.
Think why would women and children of Calama were asked to keep quiet? Why people could not react to those events?
Answer:
The women and children of Calama were asked to keep quiet because if they spoke, their children would be killed by the military. People, could not react to military’s torture because they knew that if they reacted, they would also be tortured.

Question 26.
How was Poland ruled in 1980 ?
Answer:
Poland, in 1980, was ruled by the Polish United Worker Party. Then there was a one party monopoly of power in Poland. No one was permitted to oppose the official party line. The government trade unions owned all the factories. These trade unions were not independent of the ruling party.

Question 27.
Why did the strike begin in Lenin Shipyard in Gdansk ?
Answer:
The workers of the Lenin Shipyard started strike in the city of Gdansk.. The demand of the workers was to take back a crane operator, a woman worker, who faced an unjust dismissal from service.

Question 28.
Which other demands were put forth as the strike spread across the whole city of Gdansk ?
Answer:
The Lenin Shipyard strike spread as Lech Walesa, also dismissed from the service as an electrician, joined the strike. The demands of the workers began swelling:
(i) all the workers removed from the service be taken back;
(ii) the workers sought right to have independent trade unions;
(iii) political process be made freed;
(iv) censorship on the press be removed.

Question 29.
Mention two provisions of the 21 point agreement made between the Polish government and the workers led by Walesa.
Answer:
The two provisions of the 21 point, agreement between the polish government and the workers were:
(i) The workers’ right to form independent trade unions was guaranteed.
(a) They got the right to go on strike.

Question 30.
Why did the Polish government led by Polish United Workers Party goc panicky ?
Answer:
The Polish Workers United Party got panicky as the’Solidarity, led by Walesa had more than one crore workers as its members; the revelations that the government was corrupt and mismanaged made the latter declare the martial in the country. As thousands of the Solidarity members were put in prison, the government withdrew freedoms given of the people.

Question 31.
What led to the rise of Walesa attaining power in Poland ?
Answer:
In late 1980s, Walesa was gaining popularity. He led another strike in 1988. The government had already become weak; the economy was bn its .decline; there was no hope of government’s getting support from the USSR. An agreement resulted in having free elections in the country. The solidarity won 99 seats of the Senate which had a total strength bf 100. Lech Walesa became the President in October 1990.

Question 32.
What reasons would you give to say that Solidarity was popular in 1990 ? ’
Answer:
The following are the reasons to say that the Solidarity was popular in Poland in 1990:
(i) Solidarity was a trade union organized to protect the interests of the workers.
(ii) It sought to gain rights in favour of the workers, i.e. the right to organise, and right tostrike
(iii) It sought to gain rights such as freedoms to talk about freely and to express protests.
(iv) It was able to organise itself under the able leadership of men like Lech Walesa.

Question 33.
What freedoms were devised to the people in Chile and Poland when they did not have democracy ?
Answer:
When Chile and Poland did not have democracy in 1970s and 1980s respectively, the people were denied numerous freedoms. Some of these were:
(i) They were denied right to personal liberties;
(ii) They were denied right to freedom of speech;
(iii) They were not allowed to organise strike;
(iv) They were not allowed to register their protests freely;
(v) They were not permitted to express their views in the press; press was also not free.

Question 34.
Can you think of reasons why people would have liked a change in their government?
Answer:
The people would have liked to have a change in their government because they would have liked a democracy in place of non-democracy; their desire to have a change would have ushered an era of freedoms and prosperity for the people.

Question 35.
Identify some features that made Portugal under Salazar a case of non¬democracy.
Answer:
1. Salazar overthrew the elected, government in 1926.
2. From 1926 to 1974, Salazar ruled as a dictator.
3. Salazar suppressed opposition; killed their leaders;
4. He organized ‘concentration camps’ where lie punished those who were involved in the working class in forests.
5. He ruled through spies who were present at public places?
6. Citizens were denied freedoms; they could not discuss politics in the open.

Question 36.
What could be the impact of the presence of secret police in a public place? Why is it necessary for people to discuss politics without fear?
Answer:
The presence of secret police in public places: cafes, railway stations, post offices, hospitals, universities, factories-would mean having a reign of terror. Under such system, citizens would not talk against the regime for fear of being arrested -and tortured. Politics without fear is a guarantee of democracy; with fear, that of a non-democracy.

Question 37.
Why’were women-given voting rights much later than men in most countries? Why did this not happen in India?
Answer:
Franchise (Voting rights) movements started in different countries at different times. These movements sought male franchise first. This is why men got voting rights earlier. In India this did not happen so because democratic and voting rights ushered for all at the same time after independence.

Question 38.
How diet the French Revolution, the Glorious Revolution and the American War of independence help pave the way for democracy?
Answer:
The French revolution of 1789 did not establish a secure and stable democracy, in France. But it prepared the ground for and inspired many struggles for democracy all over Europe. The French revolution was preceded by a more limited but no less significant movement in Britain. This culminated in the ‘Glorious’ revolution of 1688. Around the same time as the French revolution, the British colonies in what is today the United States of America declared themselves independent.

Since the principle underlying the Declaration of Independence of 1776 was democratic, it was natural that they set up a democratic system in the Constitution of the United States of America. These developments decided once for all that there are no divine rights of. the kings,- that men and women constitute the basis on which their rights and liberties are built, that men and women are bom equal and bom free.

Question 39.
How would you describe Salazar’s regim? as a dictatorship ? Elections were weld in Salazar’s Portugal. Why should it not be called a democracy?
Answer:
Salazar captured power in Portugal in 1926. For about a half-century, he ruled the country as a a.dictator. He was cruel to the opposition leaders, tortured them and killed them. His government started concentration camps on a barren island to punish those involved in working-class protests. The spies and informers of the secret police were present in all public- places-cafes, railway stations, post offices/ hospitals, offices, universities and’ factories. Being fearful of arrest, the citizen could ndt dare to discuss politics in the open.

After 1945, the government allowed the opposition to campaign for one month before the elections. This one-month of’’free time’ was never enough to mobilize people politically for support during elections a$ no opposition was allowed after elections. The elections were held irregularly, every four or seven years. The opposition never won a single seat in these elections.

Question 40.
The late 17th century and the early 20th century saw some “democracies” in the world. Why were they not called democracies in the sense we use in the world today ?
Answer:
Some countries of the’ world could be called ‘democracies’ by the beginning of the twentieth century. But these countries, which became democratic in the 19th century, did not allow all people to vote. Often the women did not have a right to vote. In some countries only people owning property had the right to vote. In the United States of America, the blacks did not have a right to vote all over the country until the second half of the twentieth century. So we cannot say that these were full democracies in the sense in. which we understand it today.
Never, the beginning for democracy had begun. These countries had some of the following things common to them:
1. The governments were no more dictatorial. A measure of governmental accountability was seen.
2. Some kind of limited representative systems had started.
3. People had started launching movements for their rights.

Question 41.
Where do you place Ghana as a democratic nation?
Answer:
The country that is today called Ghana used to be a British colony called Gold Coast. This country became independent in 1957. It was among the first counties in Africa to be liberated from colonialism. It inspired other African countries to struggle for freedom. Kwame Nkrumah, son of a goldsmith and a teacher himself, was active in the independence struggle of his country. For him, like many other African nationalists,
the struggle against foreign rule, was linked to establishing democratic rule.

After independence, Nkrumah became the first prime minister and then the president of Ghana. He was a friend of Jawaharal Nehru and an inspiration for democrats, in Africa. But unlike Nehru, he deviated from the path of democracy and got himself elected the president for life. Nkrumah justified his actions by arguing that “Even a system based on a democratic constitution may need backing up in the period following independence by emergency measures of a totalitarian kind”. Shortly thereafter, in 1966, he was overthrown by military, Ghana was no longer a democracy.

Question 42.
Explain wi(h examples as to how democracy lias been adopted in the world since 199’0’s.
Answer:
The 1990 saw’ numerous changes in the World. The communist regime came to an end in Poland, and Hungary in eastern European countries. The USSR disintegrated as a simple country and multi-party system came to be adopted. Major changes, especially in Pakistan and Bangladesh” made a transition from army rule to democratic regime in 1990s. In Nepal the monarch gave up many of his powers to become a ‘constitutional monarch’ to be guided by elected leaders. These changes ‘ were not permanent and were reversed in Pakistan and Nepal.

Yet the overall trend in this period is.of more and more countries turning to democracy. This phase continues till now. By 2002, about 140 countries were holding multi-party elections. This number was higher than ever beforfe. More than 80 previously non-democratic countries have made significant advances,vtowards democracy, during this period. ButKeven today, there are many countries where people cannot express their opinion freely. They still cannot elect their leaders. They cannot decide how they will live in the present and in the future.

Question 43.
Give a detailed account of developments that took place in Myanmar since 1990.
Answer:
Elections were held in Myanmar (earlier Burma) in 1990. The NED (National League for Democracy), led by Aung Sang Suti Kyi won with a comprehensive victory. But the military rulers of Myanmar refused to recgonise the election results and put the elected pro-democracy leaders including Suu Kvi under house arrest. Political activists, accused of even the most trivial offences, have been jailed from seven to fifteen years. Anyone caught publicly airing view’s or issuing statements critical of the regime was sentenced up to twenty yearsin prison. Due to the coercive policies of the military-ruled government in Myanmar, about 6 to 10 lakh people in that country, have been uprooted from their homes and have taken shelter elsewhere.

Despite the restrictions of house arrest, Suu Kyi continued to campaign for democracy. According to her, “The quest for democracy in Myanmar is the struggle of the people to live whole, meaningful lives as free and equal members of the w’orld community. Her struggle has won international recognition; She w’as awarded the Nobel Peace Prize. Yet the people in Myanmar are still struggling for establishing a democratic government.

Question 44.
Are we moving towards global democracy ? Give examples.
Answer:
We know that democracy has expanded. Now more arid more people in Asia and Africa are also able to take part in forming governments in their countries. But does this trend also hold true for relationship among different countries or people from different countries ? Are we moving towards global democracy ? A quick look at some of the major global institutions suggests that we are not.
Expansion of democracy within nations has not led to greater democracy at the inter¬national level. Consider these facts:

1. The United Nations (UN) is the largest and best-known international organisation in the world. Every one of its 192 member countries has one vote in the UN General Assembly. But all the crucial decisions about taking action in any conflict situation are taken by the 15 member Security Council. While ten of its members are non-permaroent, the real po wer is with five ‘permanent’ members-USA, Russia, UK, France and China. Any one of; these five can ‘veto’, that is to reject of to stall, any decision of the Security Council.

2. International Monetary Fund (IMF) is one of the biggest money lenders for any country in the World. Its 173 member states do not have equal voting power. The vote of each country is weighed by how much money it has given to IMF. Eight of the leading ‘G-8’ (Canada, Germany, Japan, Italy, UK, USA, Russia, and France) countries have a majority of votes. The World Bank has a similar .system of voting. The President of the World Bank is always a citizen of the USA, nominated by the Treasury Secretary (Finance Minister) of the US government.

3. The World Trade Organisation (WTO) is the key-global institution that decides upon rules of trade among different countries. Every decision of the WTO has to be by consensus of all the countries. So it appears to be fully democratic. But most of the-decisions are taken in informal meeting which are secret and to which only some powerful countries are invited. In fact, While nations are becoming more democratic than they were earlier/ international organisations are becoming less democratic. In this sense, the.collapse of ‘ the USSR had negative effect on democracy.

Now, the USA is the only super power in the world. This has encouraged the USA to act unilaterally, without seeking the consent of or even consultation with other countries. This has led more and more people and countries to say that the UN should be more democratised. Only through equal participation of all the members, can the UN be a democratic organistion. In this way, the world also can be more democratic. *

Objective Type Questions

Question 1.
Fill in the blanks with suitable words/names/events:
(i) The deposed leader of Chile in 1973 was …………. (Pinochat, Allende)
(ii) Calama is a place a thousand miles away from …………. (Chicago, Santiago)
(iiii) The name of the trade union leader in Poland in 1980s was ………… (Walesa,Luxembourg).
(iv) The French Revolution occurred in …………. (1776,1789).
(v) Salazar was a dictator of …………….. (Myanmar, Portugal).
(vi) Suu Kyi got the Nobel Prize in ………….. (Economics, Peace)
Answer:
(i) Allende
(ii) Santiago
(iii) Walesa
(iv) 1789
(v) Portugal
(vi) Peace.

Question 2.
Choose (✓) or (✗) from the following :
(i) Russia is indulging in democracy promotion these lays.
(ii) Myanmar is the changed name of Burma.
(iii) Gold Coast is known as Nabibia now.
(iv) Salazar was a dictator of Portugal.
(v) Poland had a popularly elected President in Pinochet.
(vi) Democracy is the best form of government.
Answer:
(i) ✗
(ii) ✓
(iii) ✗
(iv) ✓
(v) ✗
(vi) ✓

Question 3.
Choose the right answer from the alternatives given below:
(i) The name of Allende political party was
(a) Solidarity
(b) Popular Unity
(c) United Wprkers Party
Answer:
(b) Popular Unity

(ii) Myanmar was once known as:
(a) Hong Kong
(b) Burma
(c) Laos
(d) Indonesia.
Answer:
(b) Burma

(iii) The following country changed from democracy to non-democracy:
(a) USA
(b) Chile
(c) England
(d) France
Answer:
(b) Chile

(iv) Walesa was elected leader in October, 1990 of:
(a) Chile
(b) Poland
(c) Portugal
(d) Myanmar
Answer:
(b) Poland

(v) WTO is a global institution associated with:
(a) Transport
(b) Trade
(c) Television
(d) Traffic
Answer:
(b) Trade

(vi) One of the following is not a member of G-8:
(a) Italy
(b) Sweden
(c) Japan
(c) Canada
Answer:
(b) Sweden

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 1 The French Revolution Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 1 Matter in Our Surroundings

HBSE 9th Class Social Science History The French Revolution Intext Questions and Answers

French Revolution Question Answer HBSE 9th Class Question 1.
Describe the circumstances leading to the outbreak of revolutionary protest in France.
Answer:
France of pre-revolution 1789 was still governed by privileged groups-the nobility and the clergy-while the productive classes were taxed heavily to pay for foreign wars, court extravagance, and a rising national debt. For the most part, peasants were small landholders or tenant farmers, subject to feudal dues, to the royal agents indirect farming (collecting) taxes, to the corvee (forced labor), and to tithes and other impositions. Backward agricultural methods and internal tariff barriers caused recurrent food shortages, which netted fortunes to grain speculators, and rural overpopulation created land hunger.

In addition to the economic and social difficulties, the old regime was undermined intellectually by the apostles of the Enlightenment. French participation on the American Revolution had increased the huge debt, and Necker’s successor, Charles Alexandre de Calonne, called an Assembly of Notables (1787), hoping to avert bankrupcy by inducing the privileged classes to share in the financial burden. They refused in an effort to protect economic privileges.

French Revolution Solutions HBSE 9th Class Question 2.
Which groups of French society benefitted from the revolution ? Which groups were forced to relinquish power ?
Which sections of society would have been disappointed with the outcome of the revolution ?
Answer:
1. Groups of French society1 which benefitted from the revolution included those who belonged to the third estate, i.e. big businessmen, merchants, officials, lawyers.

2. Groups which were forced to relinquish power included those who belonged to the first state, i.e. clergy, and the second estate, i.e. the nobility-feudal lords.

3. Sections of society7 which Would have been disappointed with the outcome were those whi’ch belonged to the peasants ana the poor.

HBSE 9th Class Chapter 1 The French Revolution History Question 3.
Describe the legacy of the French Revolution for the peoples of the world during the 19th and the 20th centuries.
Answer:
The French Revolution of 1789 was important in many respects. It brought the people of France to the forefront of politics. It set the model for the later revolutions. It changed the political map of Europe forever. To the peoples of the world, the revolution gave a charter of rights and liberties. To them, it gave them the inspiration to make their countries free nations. To them, it proved to be a leading light to fight absolutism and dictatorial regime. To them, it gave them lessons of democracy, nationalism, and, emancipation.

Question 4.
Draw up a list of democratic rights we enjoy, today whose origins could be traced to the French Revolution.
Answer:
The following is the list of some democratic rights we enjoy today and whose origins could be traced to the French Revolution:

Question 5.
Would you agree with the view that the message of universal right was beset with contradictions? Explain.
Answer:
We do not agree with the view that the message of universal rights was beset with contradictions. Rights are, if they have to be real, universal. In fact, it would be a contradiction that some have rights, and others do not have it. Some, as the clergy and the nobility during the days before the French Revolution, had privileges and others such as those belonging to the third estate having only obligations and duties is a contradiction. Men and women remain free and equal. This ideal alone makes liberty and equality both possible and feasible.

Question 6.
How would you explain the rise of Napoleon?
Answer:
Discontent with Directory, rule was increased by military reverses. In 1799 Napoleon Bonaparte, the hero of the Italian campaign, returned from his Egyptian expedition and, with the support of the army and several government members, overthrew the.Directory on 18 Brumaire (Nov, 9) and established, the Consulate. Until the Restoration of the Bourbons (1814), Napoleon ruled France.

HBSE 9th Class Socia Science History vThe French Revolution Important Questions and Answers 

Question 1.
What led to the end of the monarchy in France?
Answer:
The French Revolution prepared the ground for the culmination of monarchy in India.

Question 2.
What is the Bastille?
Answer:
The Bastille is the fortress prison that belonged to the French King, Louis XVI. Its fall was the indication that the Revolution in France has begun.

Question 3.
Who was the king in France at the time revolution in 1789?
Answer:
Louis XVI.

Question 4.
To what does the Old Regime refer?
Answer:
The Old Regime is usually used to describe the society and institutions of France before 1789.

Question 5.
Mention the sections of society which constituted the third estate.
Answer:
Big businessmen, merchants, court officials, lawyers etc. Down below were the peasants, artisans, laborers, and servants.

Question 6.
What were the tithes?
Answer:
The tithe was a type of tax, extracted by the church from the peasant during pre¬revolution times.

Question 7.
What do you mean by subsistence crisis?
Answer:
A subsistence crisis is an extreme situation where the basic means of livelihood are in danger.

Question 8.
Name the book written by John Locke.
Answer:
Two Treatises on Government.

Question 9.
Who was Montesquieu? Name the book he wrote.
Answer:
Montesquieu was a French philosopher. The name of the book which he wrote was the Spirit of the Laws.

Question 10.
What was the Estates General?
Answer:
The Estate’s General was a political body to which the three estates* sent their representatives.

Question 11.
The image ‘the broken chain’ refers to something. Explain the image.
Answer:
The image ‘the broken chain’ refers to a situation of being free.

Question 12.
What does the image scepter mean?
Answer:
Sceptre means the symbol of royal power.

Question 13.
What does the image ‘the eye within a triangle radiating lighf signify?
Answer:
The image ‘the eye within a triangle radiating light7 implies that the all-seeing eye is knowledge and die rays of the sun will drive away the clouds of ignorance.

Question 14.
What does red Phrygian cap mean?
Answer:
The red phrygian cap means that one who wears it is free, and not a slave.

Question 15.
What does the image ‘the winged woman mean?
Answer:
It means the personification of law.

Question 16.
Explain the meaning of the image ‘the law tablet’.
Answer:
The image ‘the law tablet7 means that the law is the same for all and all are equal before law.

Question 17.
When was monarchy abolished and Republic instituted in France?
Answer:
Monarchy was abolished and the Republic was instituted on September 21,1792.

Question 18.
What is guillotine?
Answer:
Guillotine is a device, instituted in the regime of Robespierre, consisting of two poles and a blade. With its the guilty were beheaded.

Question 19.
What are ‘citbyen’ and ‘citoyenne’?
Answer:
The terms used for he-citizen and she-citizen repectively in 1794.

Question 20.
What led to the subsistence crisis in France on the eve of revolution in 1789?
Answer:
The population in France rose from 23 million in 1715 to 28 million in 1789. This led to a rapid increase in the demand for foodgrains. Production of grains could not keep pace with the demand. So the price of bread which was the staple diet of the majority rose rapidly. Most workes wre employed as labourers in workshops whose owners fixed their wages, but wages did not keep pace with the rise in prices. So the gap between the poor and the rich widened.This led to a subsistence crisis, something that occurred frequently in France during the Old Regime.

Question 21.
Why did the King Louis XIV call the meeting of the Estates General?
Answer:
The king wanted to increase the taxes. So he called for the meeting of the Estates General in May, 1789.

Question 22.
What were the main features of the Constitution of 1791?
Answer:
The following were the main features of thp Constitution of 1791:
1. The power to make laws was given to the National Assembly.
2. The National Assembly was to be i ndiredty elected: the ordinary citizens would elect the electors, and the electors, members of the National Assembly.
3. Voting power was given to the active citizens who paid taxes equal to three days of a labourer’s (i ) wages; the electors were those who paid more taxes.
4. A Declaration of Rights of Man and Citizen was a part of the constitution. These rights included right to life, freedom of opinion, equality before law etc.

Question 23.
Explain the meaning of the painting of the Declara tion of Rights of Man and Citizen (see figure on p. 39) by reading only the symbols.
Ans.
The Declaration of the Rights of Man and Citizen (figure painted by the artist Le Barbier in 1790) represents France on the right, and on the left, symbolises the law. The Declaration states rights of man and citizen.

Question 24.
Who was Qlympe de Gouges?
Answer:
Olympe de Gouges was one of the most important of the politically active women in revolutionary France. She protested against the Constitution and the Declaration of Rights of Man and Citizen as they excluded women from basic rights that each human being was entitled to. So in 1791, she wrote a Declaration of the Rights of Woman and Citizen, which she addressed to the Queen and to the members of the National Assembly, demanding that they act upon it.

Question 25.
Describe briefly the legacy of the French Revolution.
Answer:
The ideas of liberty and democratic rights were the most important legacy of the French Revolution. These spread from France to the rest of Europe during the nineteenth century, where feudal systems
were abolished. Colonised peoples reworked the idea of freedom from bondage into their movements to create a sovereign nation state:

Question 26.
Describe the causes of the French Revolution.
Answer:
There are three types of the causes relating to the French Revolution. These are intellectual, social and political causes :

I. Intellectual Causes-

• Liberty-Human Rights/Natural Rights.
• The sovereignty of the people.
• Equality meant equal rights for all and tinder the Law. Liberals also wanted freedom from a state-controlled economy. Property was seen as sacred. These were middle class property owners by and large.

II. Social Causes-
A. The Estates System
(i) First Estate:
The Clergy-1% of population, with 10% of land. They had wealth, land, privileges and they levied a tax on the peasantry, the tithe, which generally went to some remote bishop or monastery rather than the local parish priest.

(ii) Second Estate:
The Nobility-2-5% of population with 20% of the land. They also, had great wealth and taxed the; peasantry: There was a “feudal” resurgence in 18th century.

(iii) Third Estate:
Everyone Else-95-97% of the population. There were some few rich members, the artisans and all the peasantry. These were also class divisions.

(i) The Bourgeoisie-8% of the pulation, about 2.3 million people, with 20% of Land. They often bought land and exploited the peasants on it. In Third Estate, the most important group politically was the. Bourgeoisie.

(ii) The Peasants-With 40% of the land, formed the vast majority of population. There was population growth in this period; perhaps 3,00,000 people added over the century. Peasants paid the most tax: aristocrats did not pay. Peasants farmed the land, and regard it as their own, but it was hot legally theirs. What they wanted was to own their own property. This was radical only at to start with. Later it was to be conservative desire.

(iii) The Urban Poor of Paris-Artisans-factory workers, journey men. They were very poor probably less involved in poltiics. Artisans had different, interests than the bourgeoisie, but they played important role at several points. They were the most politicized group of poor people, possibly due to high literacy,

III. Political Causes-Some of these problems were:
(i) Economic Weakness-The Revocation of Edict of Nantes 1685 had struck, a blow at French commerced. The economy tottered for the next hundred years.
(ii) Taxation Problems-The richest were not taxed : i.e. the obles and Clergy. Taxes were indirect on the poorest part of population. the Taille on peasant produce -the Gabele-on salt -various trade tariffs (Hi) Dependence on loans-The banking system was not able to cope with the fiscal problems. It was” the need for King to raise taxes that led to the calling of the Estates General.
(iii) Cost of Mid Century Wars The Seven Years War 1756-63 cost a lot.
(iv) The Cost of Versailles and the Royal household etc.
(v) Bankruptcy of the State-By 1780s the government was nearly bankrupt. Half of government mcome was going on paying debts (annual deficit 126 Million Livres). (debt was almost 4 Billion Livres).

Question 27.
Compare the manifesto drafted by. Olympe de Gouges with the declaration of Rights of Man and Citizen.
Answer:
Olympe de Gouges (1748-1793), a revolutionary woman drafted a manifesto for women’s right. This can be reproduced as under:
1. Woman is born free and remains equal to man in rights.
2. The goal of all political associations is the preservation of the natural rights of woman and man. These rights are liberty, property, Security, and above all resistance to oppression.
3. The source of all sovereignty resides in the nation, which is nothing but the union of woman and man.
4. The law should be expression of the general will; all female and male citizens should have a say either personally or by their representatives in its formulation; it should be the same for all.
5. No woman is an exception; she is accused, arrested, and -detained in cases determined by law. Woman, like men, obey this rigorous law.

Question 28.
Bring out the effects, of the French Revolution.
Answer:
The Trench Revolution, though it seemed a failure in 1799 and appeared nullified by 1815, had far-reaching results. In France the bourgeois arid landowning classes emerged as the dominant power. Feudalism was dead; social order and contractual relations were consolidated by the Code Napoleon. The Revolution unified France . and enhanced the power of the national state.

Although some historians view the Reign of Terror as an ominous precursor of modern totalitarianism, others, argue that this ignores the vital role the Revolution played in establishing the precedents of such democratic institutions as elections, representative government, and constitutions. The failed attempts of the urban lower middle classes to secure economic and political gains foreshadowed the class conflicts of the 19th century.

Objective Type Questions

Question 1.
Fill in the blanks with the appropriate words given in brackets:
(i) The fortress prison ……….. feil to the revolutionaries, (the Bastille, the Versailles)
(ii) The …………. constituted the first estate. (clergy, nobility)
(iii) Livre constituted a unit of currency in ………….. (America, France)
(iv) Louis XVI became king of France in (1715,1774)
(v) The philosopher ………… had an impact on the French Revolution. (Rousseau, Marx)
(vi) Napoleon was defeated in 1815 at …………… (Waterloo, Alscase)
Answer:
(i) the Bastille
(ii) clergy
(iii) France
(iv) 1774
(v) Rousseau
(vi) Waterloo

Question 2.
Choose true (✓) or false (✗) in the following sentences:
(i) The Declaration of Rights Of Man and Citizen is related to the American War of independence.
(ii) One Indian leader, Tipu Sultan, responded to the ideas coming from revolutionary Frartce, the other was Swami Vivekananda.
(iii) Slavery was finally abolished in France in 1848.
(iv) Robespierre was the leader of th£ JacobiAnswer:
(v) Marseillaise is the national anthem of France
(vi) France became Republic in 1789.
Answer:
(i) (✗)
(ii) (✗)
(iii) (✓)
(iv) (✓)
(v) (✓)
(vi) (✗)

Question 3.
Choose the correct answer from the alternatives given:
(i) The French Revolution occurred in:
(a) 1776
(b) 1789
(c) 1814
(d) 1830
Ans.
(b) 1789

(ii) The reign of terror period belongs to:
(a) 1789-1790
(b) 1790-1791
(c) 1792-1793
(d) 1794-1795
Ans.
(c) 1792-1793

(iii) Directory was an executive body consisting of the following:
(a) 3 members
(b) 4 members
(c) 5 members
(d) 6 members
Ans.
(c) 5 members

(iv) Women got franchise in the following year:
(a) 1945
(b) 1946
(c) 1947
(d) 1948
Ans.
(b) 1946

(v) At the time of French Revolution, the emperor was:
(a) Louis XIII
(b) Louis XIV
(c) Louis XV
(d) Louis XVI
Ans.
(d) Louis XVI

(vi) Old Regime belonged to the following period:
(a) Before 1789
(b) After 1789
(c) Before and after 1979
(d) None of the above.
Ans.
(a) Before 1789

(vii) France became Republic in:
(a) 1791
(b) 1792
(c) 1793
(d) 1794
Ans.
(b) 1792

(viii) One of the following participated in the French Revolution:
(a) Rousseau
(b) Robespierre
(c) Roosevelt
(d) Ramsay Mac Donald
Ans.
(c) Roosevelt

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 8 Clothing: A Social History Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 8 Clothing: A Social History

HBSE 9th Class Socia Science History Clothing: A Social History TextBook Questions and Answers

Clothing A Social History Class 9 HBSE Question 1.
Explain the reasons for the changes in clothing patterns and materials in the eighteenth century.
Answer:
The eighteenth century Europe witnessed changes in the clothing patterns and materials. The French revolution ended the sumptuary laws meant for the socially inferiors. From now on, both, men and women, in France,.began wearing clothing that was loose and comfortable.

The colours of France-blue, white and red-became popular. The other political symbols too became a part of dress were the red cap of liberty, long trousers and the revolutionary cockade pinned on to the hat. The simplicity of clothing was meant to express the idea of equality, so significant in the French revolution.

Clothing A Social History HBSE 9th Class Question 2.
What were the sumptuary laws in France?
Answer:
The sumptuary Jaws were related to the dress and food codes during the medieval France/until the French revolution. The socially inferiors were to observe these laws, preventing them from wearing certain clothes, consuming certain foods and be erages (usually this referred to alcohol) and hunting game in certain areas.

In medieval France, the items of clothing a person could purchase per year was regulated not only by income but also by social rank. The material to be used for clothing was also legally prescribed. Only royalty could war expensive materials like. ermine and fur, or silk, velvet and brocade.

Question 3.
Give any two examples of the ways in which the European dress codes were different from the Indian dress codes.
Answer:
There are numerous differences between the dress codes of the Europeans and the Indians One exaimple is while the Europeans wear hat, the Indians use turban or cap. Another difference, usually the dhoti by men and sari by women. These differences relate to the times before the coming of the British in India.

Question 4.
In 1805, a British official, Benjamin Heyne, listed the manufacturers of Bangalore which included the following:

• Women’s cloth of different musters and names
• Coarse chintz
• Muslins
• Silk cloths

Of this list, which kind of cloth would have definitely fallen out of use in the early 1800s and why?
Answer:
Muslins. Such a kind of cloth so fitted the body that it led to deformities.

Question 5.
Suggest reasons why women in nineteenth-century India were obliged to continue wearing traditional Indian dress even when men switched over to the more convenient Western clothing. What does this show about the position of women in society?
Answer:
Women in 19th, century India wore the traditional Indian dress because they still were confined to household duties. Men, on the other hand, were exposed to the outer world. As such they began wearing western-style clothing, especially those who were engaged in. East India Company. The women had to wear traditional clothes because caste norms did not relish the changed dress codes of the women. Furthermore, the traditional clothing which women used to wear were comfortable one.

Question 6.
Winston Churchill described Mahatma Gandhi as a ‘seditious Middle Temple Lawyer’ now ‘posing as a half-naked fakir’.
What provoked such a comment and what does it tell you about the symbolic strength of Mahatma Gandhi’s dress?
Answer:
Winston Churchill was, by temperate and nature, an imperialist and by design, autocratic and arrogant. He made these comments about Gandhiji out of sheer jealousy, without knowing the support that half naked fakir’ had. Gandhiji’s strength lay in his simplicity and the live he had received form the millions of Indians for whom he not only lived, but died also. He, as the apostle of peace grandeur and simplicity, was much greater than millions of Churchills put together.

Question 7.
Why did Mahatma Gandhi dream of clothing the nation in khadi appeal only, to some sections of Indians?
Answer:
Mahatma Gandhi (1869-1948) was the greatest of the great which India has produced. He had mass appeal, with millions of Indians following him blindly. He was a simple man and knew the plight of a common poor Indian. He dressed himself as simple as possible. The use of Khadi by the Indian spun through charakha was symbolic of India’s patriotism. He knew that the common Indians could hardly afford costly clothes. That is different thing that some sections of Indians didnot subscribe to his views.

HBSE 9th Class Socia Science History Clothing: A Social History Important Questions and Answers

Question 1.
Give one example of what helped the building of the English woolen industry.
Answer:
Woolen caps. An English law prohibited the use of caps made up of velvet and urged the English to wear woollen caps on Sundays and on holy days.

Question 2.
What other demands were made with woman suffrage during 1830s England?
Answer:
Demands for dress reforms.

Question 3.
What do you mean by corset?
Answer:
Corset is a closely fitting and stiffinner bodice, worn. by women to give shape and support to the body’s figure.

Question 4.
What are stays?
Answer:
Stays constitute support as part of a woman’s dress to hold the body straight.

Question 5.
When did the Rational Dress Society begin its work?
Answer:
In, 1881, in England.

Question 6.
Who led the National Woman Suffrage Association in USA?
Answer:
Mrs. Stanton.

Question 7.
Who dominated the American Woman Suffrage Association in the USA ? ‘
Answer:
Lucy Stone.

Question 8.
Name the first Indian member of -the ICS.
Answer:
Satyendranath Tagore.

Question 9.
Name twp important textile weaving centres of early 20th century India.
Answer:
Murshidabad, Machhilipuram, Surat (Any two).

Question 10.
What did Khadi signify for Gandhiji?
Answer:
A sign of purity, of simplicity and of poverty.

Question 21.
Despite the sumptuary laws, differences remained between social strata in relation to dothing. ‘
Answer:
Differences between social strata remained. The poor could not dress like the rich, nor eat the same food. But laws no longer, barred peoples right to dress in the way they wished. Differences in earning, rather than sumptuary laws, now defined what the rich and poor could wear. And different classes developed their own culture of dress. The notion of what was beautiful or ugly, proper or improper, decent or vulgar, differed.

Question 12.
Write a brief note in the Victorian Women’s dothing.
Answer:
Clothing played significant role with regard to the clothing worn by the Victorian women. Women in Victorian England were groomed from childhood to be docile and dutiful, submissive and obedient. The ideal woman was one who could bear pain and suffering. Women were seen as frivolous, delicate, passive and dodle; Norms of clothing reflected these ideas. From childhood, girls were tightly laced up and dressed in stays. The effort was to restrict the growth of their bodies, contain them within small moulds. Tightly laced, small-wasted women were admired as attractive, elegant and graceful:

Question 13.
‘Tight clothing of women proved unhealthy.” Substantiate it
Answer:
Tight clothing restricted body growth and hampered blood circulation. Muscles remained underdeveloped and the spines got bent. Doctors reported that many women were regularly complaining of acute weakness, felt languid, and fainted frequently. Corsets then became necessary to hold up the weakened spine,

Question 14.
“Clothes got lighter, shorter and simpler.” In the light of its statement, briefly mention the state of clothing in the 19th century.
Answer:
The demand for more clothes began expanding during the 18th century. As a consequence of the industrial revolution, there began mass manufacture of cotton; textiles and clothes. Cotton clothes became more accessible to a wider section of people in England as well as in Europe. By the early twentieth century, artificial fibres made clothes still cheaper and easier to wash and maintain. In the late 1870s, heavy, restrictive underclothes, which had created such a storm in the pages of women’s magazines, were gradually discarded. Clothes got lighter, shorter and simpler.

Question 15.
What was Rabindranath Tagore’s suggestion with regard to the national dress ?
Answer:
The Tagore family of Bengal experimented, beginning, in the 1870s, with designs for a national dress for both men and women in India. Rabindranath Tagore suggested that instead of combining Indian and European dress, India’ national dress should combined elements of Hindu and Muslim dress. Thus the Chapkan (a long buttoned coat) was considered the most suitable dress for men.

Question 16.
Explain the Swadeshi movement of the early 20th century.
Answer:
People were urged to boycott British goods of all kinds and start their own industries for the manufacture of goods such as matchboxes and cigarettes. Mass protests followed, with people vowing to cleanse themselves of colonial rule. The use of khadi was made a patriotic duty. Women were urged to throw away their silks and glass bangles and wear simple shell bangles. Rough homespun was glorified in songs and poems to popularize it.

Question 17.
What were the changes in women clothing which came about as a result of two world wars.
Answer:
There had occurred changes in women’s clothing, as a result of the two world wars. Many European, women stopped wearing jewellery and luxurious clothes. Clothes got shorter during the First World War (1914-1918) out of practical necessity. ,By 1917, over 700,000 women in Britain were employed in ammunition factories.

They wore a working uniforrrr of blouse and trousers with accessories such as scarves, which was later replaced by khaki overalls and caps. Bright colours faded from sight and only sober colours were worn as the war. dragged on. Thus clothes became plainer and simpler. Skirts became shorter. Soon trousers became a vital part of Western women’s clothing, giving them greater freedom of movement. Most important, women took to cutting their hair short for convenience.

Question 18.
How did the Indian react when the Western style clothing came into India in the 19th century ?
Answer:
The Indians reacted in three different ways when the. Western-style clothing came into India during the 19th century.
One. Many, especially men, began incorporating some elements of western- style clothing in their dress. The wealthy Parsis of west India were among the first to adapt Western-style clothing. Baggy trousers and the phenta (or hat) were added to long colourless coats, .with boots and a walking stick to complete the look of the gentlemen.

To some, Western clothes were a sigh of. modernity and progress. Two. There wpre others who were convinced that western culture would lead to a loss of traditional cultural identity. The use of Western style clothes was taken as a sign of the world turning upside-down. Three. Some men resolved this dilemma- by wearing Western clothes without giving up.their Indian ones. Many Bengali bureaucrats in the late nineteenth century began stocking western-style clothes for work outside the home and changed into more comfortable Indian clothes at home.

Question 19.
What was the response to Gandhiji’s call for wearing Khadi clothes?
Answer:
Gandhiji’s dream was to clothe the whole nation in Khadi. He felt that Khadi would be a means of erasing differences of religions. But the people’s response was a mixed one. Some did follow Gandhiji’s Khadi clothes; some did not.

The following is the examples of other response to Gandhiji’s call:
1. Nationalists such as Motilal Nehru, a successful barrister from Allahabad, gave up his expensive Western-style suits and adopted the Indian dhoti and klirta. But these were not made of coarse cloth.

2. Those who had been deprived by caste norms for centuries were attracted to Western dress styles. Therefore, unlike Mahatma Gandhi, other nationalists such as Babasaheb Ambedkar never gave up the Western-style suit.

3. Other women, like Sarojini Naidu and Kamala Nehru, wore coloured saris with designs, instead of coarse, white homespun.

4. Most Muslims were more comfortable in the green robes made popular by Mohammed and Shaukat Ali during the Khilafat movement (1921). They were not attracted to khadi, though, some wore kurta and pyjamas. In. 1929, Khan Abdul Ghafar’Khan and his Pathan volunteers in the North West Frontier Provinces wore distinctive red clothes.

Objective Type Questions

Question 1.
Fill in the blanks with appropriate words given in the brackets:
(i) ……………. Cockade is cap usually worn on side. (one/two)
(ii) Suffrage relate to ………….. (right to vote, right to choose one’s clothes)
(iii) Stanton began movement to seek reform in women’s dress, in ………….. (USA, UK)
(iv) Chintz is …………… cloth printed with designs and’flowers. (cotton, jute, silk)
Answer:
(i) one
(ii) right to vote
(tit) USA
(iv) cotton.

Question 2.
Choose true (✓) and false (✗) in the following:
(i) The Victorian women wore loose . clothes.
(it) The Americans wore tight clothes in thel9th century.
(iii) Gandhiji wore simple clothes as much as needed.
(iv) Gandhiji’s Khadi was popular with Dr. Ambedkar.
Answer:
(i) (✗)
(ii) (✗)
(iii) (✓)
(iv) (✗).

Question 3.
Choose the right answer among the four alternatives given below:
(i) Khadi was popular with:
(a) Gandhiji
(b) Churchill
(c) Ambedkar
(d) Australians
Answer:
(a) Gandhiji

(ii) The Swadeshi movement began following the partition of Bengal in:
(a) 1905
(b) 1910.
(c) 1915
(d) 1920
Answer:
(a) 1905

(iii) Tagore wrote the following:
(a) Republic
(b) Das Capital
(c) Gitanjali
(d) on Liberty
Answer:
(c) Gitanjali

(iv) The Victorian women wore clothes which were:
(a) loose
(b) tight
(c) neither loose nor tight
(d) both loose and tight
Answer:
(b) tight

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 7 History and Sport: The Story of Cricket Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 7 History and Sport: The Story of Cricket

HBSE 9th Class Socia Science History and Sport: The Story of Cricket TextBook Questions and Answers

History And Sport The Story Of Cricket HBSE 9th Class Question 1.
Test cricket is a unique game in many ways. Discuss some of the ways in which it is different from other team games. How are the peculiarities of Test cricket shaped by its historical Beginnings as a village game?
Answer:
Test cricket is a unique game in many ways. It is different from other games. Some of the differences are:

1. It is played for many days, three days earlier and five days later; the other games are played for a couple of hours; It is .time consuming.

2. The cricket pitch has a length of 22 yards, though the ground of the game is fairly big; it dpes not lay down the dimension of the playing areas whereas other games such as hockey and football do.

3. The cricket ground is either oval circular; the ground for other game is usually rectangular.

The peculiarities of the test cricket have been shaped by its historical beginning. The rural/village game of cricket was played on village commons with no time limit, then it came to be three days’ game; and thereafter, the test cricket, for five days. A match meant bowling put a team twice.

As the village life was slower, the cricket rules were made to conform to these situations. As the cricket was played at village commons, there was no limit of the size’of the ground and the boundaries were not specified distance wise. Again, the cricket equipments, such as bat, stamps, bails have a rural element. Ail theses are made up of wood, unlike the tools of the other games (golf and tennis etc.) which are industrially manufactured.

Story Of Cricket Class 9 HBSE History Question 2.
Describe one way in which in the nineteenth century, technology brought about a change in equipment and give one example where no change in equipment took place.
Answer:
19th-century technology has brought about changes m the cricket equipment though in numerous other ways, there has been no changes.
One change in cricket equipment relates to protective equipment such as pads, gloves, and helmets: these are the results of 19th-century technology. There is no change in the equipment: bats, stumps, bails, balls, remain as they were, though there are changes in their shapes and manufacturing.

Question 3.
Explain why cricket became popular in India and the West Indies. Can you give -reasons why it did not become popular in countries in Sbuth America?
Answer:
Cricket became popular in India because the local elites such as Parsis and the settled Europeans encouraged it. It became popular in the West Indies because the white settlers and the people of Indian origin made it popular. Cricket is played in Britain and in countries that had British colonies, i.e. in commonwealth countries. That is why it did not become popular in South America.

Question 4.
Give brief explanations for the following:
(i) The Parsis were the first Indian community to set up a cricket club in India.
(ii) Mahatma Gandhi condemned the Pentangular tournament.
(iii) The name of the ICC was changed from the Imperial Cricket Conference to the International Cricket Conference.
(iv) The significance of the shift of the ICC headquarters from London to Dubai.
Answer:

• The Parsis were the people who came into close contact with the British because of their interest in trade and the first to westernize themselves, they were the first to set up a cricket club, i.e. the Oriental Cricket Club in Bombay.
• Mahatma Gandhi condemned the Pentangular tournament because it had a communally divisive element.
• The name was changed from the Imperial Cricket Conference to International Cricket Conference so to scrap England- Australia influence on the conference.
• The shift symbolized the game’s centre of gravity to a place that is tax-free (Dubai).

Question 5.
How have advances in technology, especially television technology, affected the development of contemporary cricket?
Answer:
The advances in technology especially television technology have affected the development of contemporary cricket. Television coverage changed cricket. It expanded the audience for the game by bringing cricket into small towns and villages It also broadened cricket’s social base. Children who had never previously had the chance to watch international cricket could now watch and learn by imitating their heroes. The satellite technology created a global market for cricket. People in Jaipur can see the one-day being played at Dubai.

HBSE 9th Class Socia Science History and Sport: The Story of Cricket Important Questions and Answers 

Question 1.
When were the laws of cricket first written?
Answer:
In 1744.

Question 2.
When was the world’s first cricket club formed and where?
Answer:
At. Hambledon, and in the 1760s.

Question 3.
When was the Marylebone Cricket Club (MCC) founded?
Answer:
1787.

Question 4.
Where was cricket originally played?
Answer:
Cricket was originally played on country commons. As such it has been a village sport.

Question 5.
What led to the introduction of protective equipment in cricket?
Answer:
The invention of vulcanized rubber led to the introduction of pads in 1848 and gloves afterward.

Question 6.
Who was Len Hutton?
Answer:
A professional batsman who led the English team in the 1930s.

Question 7.
Name the founder of the modern public school system.
Answer:
Thomas Arnold, the headmaster of the famous Rugby School.

Question 8.
Which game was considered the game for the girls during late 19th century?
Answer:
Croquet, and not cricket. It was a slow-paced elegant game, suitable for women.

Question 9.
Where is cricket usually played?
Answer:
Cricket is played in commonwealth countries.

Question 10.
Which and When was the first cricket club established in India?
Answer:
The Calcutta Cricket Club, in 1792.

Question 11.
Mention the place where the origins of Indian Cricket are found in India.
Answer:
Bombay. (Now Mumbai)

Question 12.
Name the first Indian community which started playing the game of cricket in the country.
Answer:
Parsis, the small community called the ZoroastriAnswer:

Question 13.
Who was India’s captain when she played against England in 1932?
Answer:
C. K. Nayudu.

Question 14.
When was the Imperial Cricket Conference renamed to International Cricket Conference and why?
Answer:
In 1965, to scrap the colonial influence.

Question 15.
Who saw in cricket the money-making potential?
Answer:
Kerry Packer, an Australian television 1 tycoon.

Question 16.
When was the first one-day international played and between whom?
Answer:
In 1971 between England and Australia.

Question 17.
When was the first leg before wicket (LBW) published?
Answer:
In 1799.

Question 18.
State two grounds on which Gandhjji was averse to cricket.
Answer:
1. It was a game for the privileged.
2. It showed the colonial mindset.

Question 19.
Mention any four laws of cricket as were written down in 1744.
Answer:
1. Two umpires to decide all disputes when the game was played.
2. The stamps were to be 22 inches high.
3. The ball was to be between 5 and. 6 ounces.
4. Two stumps were to be, 22 yards apart.

Question 20.
Why was ball allowed to pitch through the air rather titan rolling it along the ground in 18th century Britain?
Answer:
During the 1760s and 1770s it became common to pitch the ball through the air, rater than roll; it along the ground. This change, gave bowlers the options of length, deception through the air, plus increased pace. It also opened new possibilities for spin and swing. It also helped the batsman to master timing and sort selection. It was at his time that the curved bat came to be replaced by a straight one.

Question 21.
Describe the changes in cricket rule which occurred during the 10th century.
Answer:
The 19th century saw important changes in cricket history.

These changes include:

• the fule about wide balls;
• The exact circumference of the ball was specified;
• protective equipment like pads and gloves were introduced;
• boundaries came to be known where previously, all shots had to be run;
• overarm bowling became legal.

Question 22.
How do you explain that cricket remained a colonial game ?
Answer:
While some English team-games like hockey and football became international games, played all over theworld, cricket remained a colonial game, limited to countries that had once been part of the British empire. The pre-industrial oddness of cricket made it a hard game to export.

It took roots only in countries that the British conquered and ruled. In these colonies, cricket was. established as a popular sport either by white settlers (as in Soth Africa, Zimbabwe, Australia, New Zealand, the West Indies and Kenya) or by local elites who wanted to copy the habits of their colonial masters as in India.

Question 23.
Explain the fact that the origins of the Indian cricket are to be found in Bombay (Mumbai).
Answer:
The origins of’Indian cricket, that is cricket played by Indians are to be found in Bombay and the first Indian community to start playing the game was the small community of Zoroastrians, the Parsis. Brought into close contact with the British because of their interest in trade and the first Indian community to westernize, the Parsis founded the first Indian cricket club, the Oriental Cricket Club in Bombay in 1848. Parsi clubs were founded and sponsored by Parsi businessmen like the Tatas and the Wadias.

Question 24.
Why did Mahatma Gandhi condemn Pentangular as a communally divisive competition?
Answer:
Mahatma Gandhi condemned the quadrangular or the pentangular tournament a communally divisive competition because cricket had been organized in India on communal and racial lines. The teams that played colonial India’s greatest and most famous first-class cricket tournament did not represent regions, as teams in today’s Ranjit Trophy currently do, but religious communities.

The tournament was initially called the Quadrangular because it was played by four teams: the Europeans, the Parsis, the Hindus, and the Muslims. It later became the Pentangular when a fifth team was added, namely, the Rest, which comprised all the communities left over such as the Indian ChristiAnswer: For example, Vijay Hazare, a Christian, played for the Rest.

Question 25.
State briefly Gandhiji’s views on the colonial port such as cricket and football.
Answer:
Mahatma Gandhiji believed that sport was essential for creating a balance between body and the mind. However, he often emphasized that games like cricket and hockey were imported into India by the British and were replacing traditional games. Such games as cricket, hockey, football and tennis were for the privileged, he believed. They showed a colonial mindset and were a less effective education than the simple exercise of those working on the land.

Question 26.
How has television coverage changed’ cricket? Explain.
Answer:
Television coverage changed cricket. It expanded the audience for the game by beaming cricket into small towns and villages. It also broadened cricket’s social base. Children who had never previously had the chance to watch international cricket because they lived outside the big cities, where top-level cricket was played, could now watch and learn by imitating their heroes.

Question 27.
Who was Kerry Packer? What were his innovations in cricket?
Answer:
Kerry Packer, an Australian television tycoon who saw the money-making potential of cricket as a televised sport, signed up fifty-one of the world’s leading cricketers against the wishes of the national cricket boards and for about two years staged unofficial ‘Tests’ and One-day internationals under the name of World Series Cricket. The innovations he introduced during its time to make cricket more attractive to television audiences endured and changed the nature of the game.

Question 28.
Why is the 1970s decade significant in the history of cricket?
Answer:
The decade 1970s has been significant in the history of cricket because of the following reasons:
1. The year 1970 was notable for the exclusion of South Africa from international cricket.
2. The year 1971 was remarkable because the first one-day international cricket was played between England and Australia in Melbourne. ,
3. The year 1977 celebrated the 100 years of test matches in cricket.

Question 29.
Write a brief essay on Cricket in Victorian England.
Answer:
The organization of cricket in England’reflected the nature of English society:
The rich who could afford to play it for pleasure were called amateurs and the poor who played, it for a living were called professionals. The rich were amateurs for two reasons. One, they considered sport a kind of leisure. To play for the pleasure of playing and not for money was an aristocratic value.

Two, there was not enough money in the game for the rich to be interested. The wages’ of professionals were paid by patronage or subscriptipn or gate money. The game was seasonal and did not offer employment the year round. Most professionals worked as miners or in other, forms of working class employment in winter, the off-seasons.

The social superiority of amateurs was built into the custom:
of cricket. Amateurs were called Gentlemen while professionals had to be content with being described as Players. They even entered the ground from different entrances. The social superiority of the amateur was also the reason that the captain of a cricket team was traditionally a. batsman; not because batsmen were naturally better captains but because they were generally Gentlemen.

Question 30.
Why did cricket become popular in the Caribbean countries?
Answer:
Despite the exclusiveness of the white cricket elite in the West Indies/the game became hugely popular in the Caribbean. Success at cricket became a measure of racial equality and political progress. At the time of their independence, many of the. political leaders of Caribbean countries like Forbes Burnham and Eric Williams saw in the game a chance for self-respect and international standing.

When the West Indies won its first Test series against England in 1950, it was celebrated as a national achievement, as a way of demonstrating that West Indians were the equals of white Englishmen. There were two ironies tq this great victory. One, the West Indian team that won was captained by a white player. The first time a black player led the West Indies Test team was in 1960 when Frank Worrell was named captain. And two, the West Indies cricket team represented not one nation but several dominions that later became independent countries.

Objective Type Questions

Question 1.
Fill in the blanks with words given in the bracket:
(i) Palwankar Baloo and Vithal were ………….. (brothers, cousins)
(ii) The Oriental Cricket Club was …………….
(iv) Vijay Hazare was an Indian ……………. (European, Christan)
Answer:
(i) brothers
(ii) Bombay
(iii) Parsis
(iv) Christian

Question 2.
Mark right (V) or wrong (x) in the following:
(i) cricket was first played in rural America.
(ii) The Laws of Cricket were written in1844.
(iii) MCC stands for Melbourne Cricket Club.
(iv) Vijay Hazare was an Indian Christian.
Answer:
(i) (✗)
(ii) (✗)
(iii) (✗)
(iv) (✓).

Question 3.
Choose the correct answer from among the four alternatives given below:
(i) The two sets of stumps are apart:
(a) 20 yards
(b) 21 yards
(c) 22 yards
(d) 23 yards
Answer:
(c) 22 yards

(ii) The world’s first cricket club was formed in:
(a) London
(b) Hambledon
(c) Washington
(d) Melbourne
Answer:
(b) Hambledon

(iii) Dennis Lillee, the cricket player, belongs to:
(a) England
(b) New Zealand
(c) Australia
(d) South Africa
Answer:
(c) Australia

(iv) C. K. Nayudu was India’s Test Captain in:
(a) 1930
(b) 1931
(c) 1932
(d) 1933
Answer:
(c) 1932

Haryana State Board HBSE 9th Class Social Science Solutions History Chapter 6 Peasants and Farmers Textbook Exercise Questions and Answers.

Haryana Board 9th Class Social Science Solutions History Chapter 6 Peasants and Farmers

HBSE 9th Class Social Science History Peasants and Farmers TextBook Questions and Answers

Peasants And Farmers Class 9 HBSE History Question 1.
Explain briefly what the open field system meant to rural people in eighteenth-century England. Look at the system from the point of view of:
(i) A rich farmer
(ii) A laborer
(iii) A peasant woman.
Answer:
(i) A Rich Farmer-The open field system, as it prevailed in 18th century England meant for a rich farmer to cultivate on its own allotted strip, everyone having his own, a mix of good and bad land:
(ii) A Labourer-A laborer looked at the open field system as a wage-earner. He would get the value of his labor without being exploited.
(iii) A Peasant Woman-The peasant woman, in the open field system, would help the peasant, worked for him in the household, and collected fuelwood for fire, and. fruit for food.

Peasants And Farmers Class 9 Questions And Answers HBSE History Question 2.
Explain briefly the factors which led to the enclosures in England.
Answer:
The following are some of the factors which led to the enclosures in England.
1. When the price of wool Went up in the world market in the sixteenth century, rich farmers Wanted to expand wool production to earn profits.

2. The rich farmers thought that the improved breeding of sheep would help them earn more profit. So they drought the compact blocks of land were more profitable.

3. Dividing and: enclosing the common land and building hedges around their holdings were measures that made enclosures possible.

4. Rich farmers drove out the poor villagers who had small cottages on the common land, preparing, ground for the enclosures.

Question 3.
Why were the threshing machines opposed by the poor in England?
Answer:
The poor in England were opposed to the use of threshing machines because they would, oust them of their jobs, and create, in the process, unemployment

Question 4.
Who was Captain Swing? What did the name symbolise or represent?
Answer:
Captain Swing was a mythic name. The name symbolised or represented a leader who was opposed to the use of threshing machines, in wheat production. As the threshing machines would throw thousands of poor peasants and labourers out of job, Captain Swing and his rioters used violence to show their anger and opposition for the threshing machines.

Question 5.
What was the impact of the westward Expansion of settlers in the USA ?
Answer:
The impact of the westward expansion of settlers in the USA was very significance. As. the: settlers moved westward, they established control up to the west coast, and in the process, drove and displaced the local tribes, carving the entire landscape into different agricultural belts. As a result of these agricultural belts, the US dominated the world market’in agricultural produce.

Question 6.
What were the advantages and disadvantages of the use of mechanical harvesting machines in the USA ?
Answer:
Advantages:
By the mechanical harvesting machines, used in the USA, about 500 acres of wheat of could b’e harvested in two week’s time. These also helped the farmers to clear large tracts, break up the soil, remove the grass and prepare the ground for cultivation. With power-driven machinery, four men could plough, seed an harvest 2000 to 4000 acres of whea.t in a season,

Disadvantages:
Such machines meant misery for the poorer farmers. The poorer farmers bought these machines on credit; they could not pay back the loan as the prices of the wheat did not rise as they had expected. They had to desert their small farms and looked for jobs elsewhere. Thus, for poorer peasants, these machines were a liability.

Question 7.
What lessons can we draw from the conversion of the countryside in the USA from a bread basket to a dust bowl?
Answer:
The conversion of the countryside in the USA from a bread basket to a dust bowl give us numerous lessons. Some of these are:

• The entire landscape should not have ploughed over. It was precisely this that brought in black blizzards.
• Expansion of wheat production should not have been a ground to uproot all vegetation, breaking thus the sod into dust.
• The ecological conditions should be respected, or else the nature responds, responds very heavily as it did in the US, turning a land of plenty into a nightmare.

Question 8.
Write a paragraph on why the British’insisted on fanners growing opium in India. .
Answer:
Opium trade with China was profitable for the English East India. Such a trade, for the British, meant huge profits. The returns from opium sale, financed the. tea purchases in China. Hence, the British wanted Indian cultivators to grow opium. But it was unprofitable for the cultivators in India to grow opium.

Question 9.
Why wejre the Indian farmers reluctant to grow opium?
Answer:
The prices given to the peasants for the purchase of opium were so low that the peasants thought it unprofitable to grow opium. The colonial government, on the other hand, wanted to give The peasants as minimum as possible and seek as maximum a price as was possible.

HBSE 9th Class Socia Science History Peasants and Farmers Important Questions and Answers 

Question 1.
Who were the small cottagers of . England 7
Answer:
Those villagers who worked on the common land to earn their livings and lived in their cottages close to the common land about the 16th
century England were called the small cottagers.

Question 2.
How was the cultivation done in the countryside open system ?
Answer:
Each Villager was allotted a number of strips to cultivate in a public meeting at the beginning of the year.

Question 4.
What made the rich farmers expand their wool production ?
Answer:
The rise in the prices of wool in the world market made the rich farmers expand their wool production.

Question 5.
What did the British Parliament do for legalising the enclosures ?
Answer:
The British Parliament passed about 4000 acts so to legalise the enclosures.

Question 6.
In which areas did the enclosures happen in England?
Answer:
The Midlands and the counties around.

Question 7.
What hardships did the poor face with the coming of the enclosures ? Mention two such hardships?
Answer:
(i) The poor could not collect firewood from, the forests
(ii) They could not graze their cattle on the common land.

Question 8.
Where is the Great Plain located in USA?
Answer:
The Great Plain is located across the River Mississippi.

Question 9.
Who,invented the first mechanical reaper and when?
Answer:
Cyrus McCofmick invented the first mechanical reaper in 1831.

Question 10.
Mention the time of the black bizzard by Western Kansas.
Answer:
April 14,1935:

Question 11.
Mention the two major commercial crops of the early 19th century India.
Answer:
Indigo and opium.

Question 12.
By which year the British government in Bengal had established a monopoly of trade in opium ?
Answer:
By 1773.

Question 13.
Do you think that the history of modernization is all the history of growth and development?
Answer:
The history of modernization is not merely the history of growth and development; it is also the history of displacements and impoverishment.

Question 14.
Why were there the threatening letters around 1830 in England sent to the rich farmers using threshing machines?
Answer:
With the use of threshing machines by the rich farmers in England in course of their agricultural produce, there were threatening letters urging them to stop the use of such machines. The use of such machines deprived workmen of their livelihood. Most of these letters were signed in the name of Captain Swing. Alarmed landlords feared attacks by armed bands at night, many destroyed their own machines.

Question 15.
What was the reaction of the government in England against Swing’s threatening letters ?
Answer:
Captain Swing’s threatening letters to the rich farmers using threshing machines was creating anxiety and alarm. The use of violence and fire was common in England. Either the farmers broke the machines themselves or these were broken. Government swung into action. Those suspected of rioting were rounded up, 1976 prisoners were tried, nine men were hanged, 505 transported and 644 put behind bars.

Question 16.
What makes the period after 1780s different from an earlier period in English history?
Answer:
In earlier times, rapid population growth was not often followed by period of food shortage. The food production in the past did not expand as rapidly as did the population. But in the 19th century, this did not happen in England. Grain production grew as rapidly as did population. Even though the population increased rapidly, in 1868 England was producing 80% of the food it needed. The rest was imported.

Question 17.
How and why the USA became a dust bowl in 1930s?
Answer:
The American dream of a land of plenty turned into a dust bowl in 1930s with duststorms around. In part they came because the early 1930s were years of persistent drought. The rains failed year after year, and temperatures soared. The wind blew with ferocious speed. But ordinary dust storms became black blizzards only because the entire landscape had been ploughed over, stripped of all grass that held it together. When wheat cultivation had expanded dramatically in the early nineteenth century, zealous farmers had recklessly uprooted all vegetation and tractors had turned the soil over, and broken the sod into dust.

Question 18.
Why were English interested in exporting opium in China?
Answer:
As England was a buyer of the Chinese tea, for tea was a popular drink. England wanted to sell some commodity to China so that tea trade could survive without paying cash. The commodity was opium. The illegal trade of opium was flourishing. By early, 1820, about 10,000 crates were being smuggled into China, 15 years later, over 3,5000 crates were being unloaded every year. While the English cultivated a taste for Chinese tea, the Chinese became addicted to opium. People of all classes took to the drugs-shopkeepers and peddlers, officials and army men, aristocrats and paupers. Lin Ze-xu, Special Commissioner at Canton in 1839, estimated that there were over 4 million opium smokers in China.

Question 19.
Why were the farmers interested to enclose the common land in 16th-17th century England?
Answer:
As the price of wool increased in the world market during the 16th-17th centuries rich farmers wanted to expand wool production to earn profits. They were eager to improve their sheep breeds and ensure good feed for them. They were keen on controlling large areas of land in compact blocks to allow improved breeding. So they began dividing and enclosing common land and building hedges,’around their holdings to separate, their property from that of others.

They drove out villagers who had small cottages on the commons, and they prevented to poor from entering the enclosed fields. Till the middle of the eighteenth century the enclosure movement proceeded very slowly. The early, enclosures were usually created by individual landlords. They were not supported by the state or the church. After the mid-eighteenth century, however, the enclosure movement swept through the countryside; changing the English landscape for ever. Between 1750 and 1850, 6 million acres of land was enclosed. The British Parliament no longer watched this process from a distance. It passed 4,000 acts legalising these enclosures.

Question 20.
Explain as to how the story of agrarian expansion in the USA is closely related to the westward movement of the white settlers ?
Answer:
The story of the agrarian expansion in the USA is closely connected with the westward movement of the white settlers. After the American War of Independence form 1775 to 1783 and the formation of the United States of America, the white, Americans began to move westward. By the time Thomas Jefferson became President of the USA in 1800, over 700,000 white settlers had moved on to the Appalachian plateau through the passes. Seen from the east coast, America seemed to be a land of promise. Its wilderness could be turned into cultivated fields. Forest timber could be cut for export, animals hunted for skin, mountains mined for gold and minerals.

But this meant that the American Indians had to be cleared from the land. In the decades after 180.0 the US government committed itself to a policy of driving the American Indians westward, first beyond the river Mississippi, and then further west. Numerous wars were waged in which Indians were massacred and many of their villages burnt. The Indians resisted, won many victories in wars, but were ultimately forced to; sign treaties, give up their land and move westward.

As the Indians retreated; the settlers poured in. They came in successive Waves. They, settled on the Appalachian plateau by the first decade of the eighteenth century, and then moved into, the Mississippi valley between 1820 and 1850. They slashed and burnt forests, pulled out the stumps, cleared the land for cultivation, and built log cabins in the forest clearings. Then they cleared larger areas, and erected fences around the fields. They ploughed the land and sowed corn and wheat.

Objective Type Questions

Question 1.
Choose right (✓) of false (✗) form the following:
(i) The earlier enclosures helped the growth of wheat production in England.
(ii) The British parliament passed the enclosure acts so to legalise the enclosures.
(iii) Captain Swing was a real character who favoured the use of the freshing machines in England.
(iv) The white settlers in the USA uprooted the native AmericAnswer:
(v) The opium trade brought for the English huge profits.
Answer:
(i) (✗)
(ii) (✓)
(iii) (✗)
(iv) (✓)
(v) (✓).

Question 2.
Fill in the blanks with words given in the brackets:
(i) The enclosure system helped the …………….. farmers. (poor, rich)
(ii) …………… machines were responsible for creating unemployments England. (Threshing, Sowing)
(iii) “Wheat will win war for us …………… said it. (Wilson, Washington)
(iv) England had opium trade with ……….. (China, India)
(v) The Indian cultivators were ……….. to cultivate opium. (willing, unwilling)
Answer:
(i) rich
(ii) Threshing
(iii) Wilson
(iv) China
(v) Unwilling.

Question 3.
Choose the correct answer from the alternatives given below:
(i) The following was the leader of the rioters of the thrashing machines:
(a) Captain Swing
(b) Major Swing
(c) Col. Swing
(d) Lt. Swing.
Answer:
(a) Captain Swing

(ii) The white Americans uprooted the following:
(a) Red Indians
(b) White Indians
(c) Blue Indians
(d) Black Indians
Answer:
(a) Red Indians

(iii) Great Agrarian Depression in the USA occurred in:
(a) 1920
(b) 1930
(c) 1940
(d) 1950
Answer:
(b) 1930

(iv) Opium trade helped the following:
(a) Chinese
(b) Indians
(c) English
(d) None of these.
Answer:
(c) English .

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 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।”

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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।

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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।”