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NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger.

CBSE Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger

TEXTUAL EXERCISES
(Page 63)

Question 1.
What is your opinion about ‘Animals behind bars’ ? Share your views with the class.
Answer :
My opinion about ‘Animals behind bars’ is rather sad. I see them as prisoners who have been snatched out of their natural habitat and their own families. They can’t move as they like. But they have to walk in the iron cages which are now their homes. This way they are virtual prisoners in them. So their ‘freedom’ has been snatched away from them and it is the most atrocious. That’s why, we can see their weak bodies and blank faces. They live but in a dying way.

Their pathetic condition can be felt by placing ourselves in a dying way. Thus these animals behind bars need to be released in the wild at once. But it seems a far-fetched wish.

Question 2.
Read through the poem and quickly make a note of any thoughts that come to you, while you are reading it.

Dispute :
A man and a tiger once had a dispute, Which was reckoned greater, the man or the brute. The tiger discoursed on his side at some length, And greatly enlarged on his courage and strength, Said the man, ‘Don’t be prating; look yonder, I pray, At that sculpture of marble: now what will you say? The tiger is vanquished; but as for the man, He is striding upon him: deny if you can.’ ‘But pray,’ said the tiger, ‘Who sculptured that stone? ‘One of us,’ said the man. ‘I must candidly own.’ ‘But when we are sculptors,’ the other replied, ‘You will then on the man see the tiger astride.’ Anonymous.
Answer :
No question asked.

Question 3.
Answer the following questions by ticking the correct options :
1. What was the cause of the dispute between the tiger and the man ?
(a) to establish who was superior.
(b) to prove beasts were inferior.
(c) to justify that beasts should be caged.
(d) to prove that man was more intelligent.

2. What did the man do to prove his point ?
(a) he caged the tiger.
(b) he carved a statue of a man riding a tiger.
(c) he put the tiger in a cage.
(d) he enslaved the tiger.

3. What was the tiger’s counter-argument ?
(а) he said that he was the king of the jungle.
(б) he claimed he ruled the world.
(c) he said the situation would be reversed if he was the sculptor.
(d) he threatened to devour the man in a moment.
Answer :
1. (a)
2. (b)
3. (c)

Question 4.
In pairs discuss the qualities and characteristics of the tiger and the man. Complete the web charts.


Answer :
To be discussed in pair. Some answers are given below :

Question 5.
Working in groups of four, write a dialogue between :

• A tiger behind bars and a man
• A man in a cage and a tiger

Answer :
For working in groups of four. One type of dialogue is given below :
Man to the tiger in the cage : Hai ! see how I have caged you !
Tiger : Yes, but one day I shall set you in my place.
Tiger to man in the cage : Hai ! how do you feel being caged like this ?
Man : I wonder how you have done this !
Tiger : Now tell who is stronger ?
Man : Time will tell.
Tiger : Now you see how I felt when I was forced to be in the cage. Loss of freedom is like a living death.
Man : We are the rulers and shall reverse this situation…

Question 6.
Listen to the extract on Tigers and as you listen, complete the summary given below.
Save Tigers :
The price of human greed is being paid by yet another animal species the Tiger. Today the tiger population is getting depleted at an alarming rate. According to a recent survey, one tiger is being poached everyday. If the present state of affairs is allowed to continue, the next generation will not get to see the majestic animal even in the zoo.

It is high time that action is taken to protect and conserve the tigers in order to maintain the ecological balance. Stringent laws against poachers must be enforced. It is over 40 yrs since the tigers became our national animal. As a result, the species was to be protected. Ironically, they are closer to the edge of extinction now than ever before. Children, scientists, conservationists, NGOs and institutions in India and world wide have put their heart and soul into trying to save the tiger. Yet there is little we all have been able to do. The responsibility and the power of protection lies with the government, specifically the forest department.

Let us not forget that if we destroy nature, ultimately we will be destroyed ourselves. Tiger, an apex predator is an indicator of our ecosystem’s health. Saving the tiger means we save the forest, since tiger cannot live in places where trees have vanished, and in turn secure food and water for all.

Tigers are now an endangered species. Today there are about 5000 to 7,400 left in the world. Three types of tigers – The Bali, Javan and Caspian tigers have become extinct. The two reasons why tigers are endangered are: Habitat loss and illegal killing.

Illegal Killing :
One of the most important aspects to recognise in threatening our national animal is poaching. Tigers are killed to make rugs and coats out of their skins. In many Asian cultures medicines made from tiger’s parts are believed to cure diseases.

Habitat Loss :
Forests where tigers live are cut by humans for farming, building houses and roads. This leads to tigers becoming homeless and foodless. Since other animals also die when forests are cut, it leads to tigers becoming weak and ultimately dying.

Project Tiger :
Project Tiger is a wildlife conservation project initiated in India in 1972 to protect the Bengal Tigers. It was launched on April 1, 1973 and has become one of the most successful wild life conservation ventures. The project aims at Tiger conservation in specially constituted Tiger reserves representative of various bio – geographical regions through out India. It strives to maintain a viable conservation reliant on tiger population in their natural environment.

Project Tiger was Indira Gandhi’s pet project. The main achievements of this project are excellent recovery of the habitat and consequent increase in the tiger population in the reserve areas, from a mere 268 in 7 reserves in 1972 to above one thousand in 28 reserves in 2006.

Tigers being at the apex of the food chain can be considered as the indicator of the integrity of the eco system. They can be found in a wide range of habitats, from the evergreen and monsoon forests of the Indo-Malayan realm to the mixed coniferous – deciduous woodlands of the Russian Far east and the mangrove swamps of the Sundarbans, shared by India and Bangladesh.

Tigers are mostly nocturnal but in the northern part of its range, the Siberian subspecies may also be active during the day at winter-time. All wild tigers live in Asia, others live in the humid jungles of Sumatra. The body length is 140 – 280 cm and the tail length is 60 to 95 cm. The upper part of the animal ranges from reddish orange to ochre and the under parts all whitish. The body has a series of black striations of black to dark grey colour.
Answer :
No question asked.

Question 7.
Fill in the blanks :

1.  The next generation is not likely to see the tiger because of.
2. laws against poachers must be enforced.
3. The responsibility of protection of the tiger lies with the
4. One of the reasons for the Tiger becoming extinct is
5. Destroying nature means
6. ….., ….., and are different types of tigers.
7. is a wild life conservation project.
8. Tigers are found in the evergreen and monsoon forests of the
9. Though tigers are mostly nocturnal, species may also be active during the day.
10. The body length of the tiger is cm.

Answer :

1. depletion of tiger population/extinction of tigers
2. Stringent
3. government, specifically the forest department
4. poaching/habitat loss
5. destroying ourselves
6. The Bali, Javan and Caspian tigers
7. ‘Project Tiger’
8. Indo-Malayan realm
9. Siberian sub
10. 140-280

Question 8.
Read the information given below. Do you know that tigers are the biggest cats in the world? There are five different kinds or sub-species of tiger alive in the world today. Tigers are called Panthera tigris in Latin, Bagh in Hindi & Bengali, Kaduva in Malayalam & Pedda Puli in Telugu.
Total Population of Tigers in the world :


Extinct Species :

1. P.t. virgata (Caspian Tiger)
2. P.t. sondaica (Javan Tiger
3. P.t. balica (Bali Tiger)

Tiger in Trouble :
Since some tiger parts are used in traditional medicine, the tiger is in danger. Apart from its head being used as a trophy to decorate walls, tigers are also hunted for the following.
Head : As a trophy on the wall.
Brain : To cure laziness and pimples.
Teeth : For rabies, asthma and sores.
Blood : For strengthening the constitution and will power.
Fat : For vomiting, dog bites, bleeding haemorrhoids and scalp ailments in children.
Skin : To treat mental illness and to make fur coats.
Whiskers : For toothache.

Question 9.
After reading the information given in C.8, complete the table given below by
filling in the blank spaces.

Answer :
(a) China
(b) 12
(c) 20
(d) 2500
(e) 3800
(f) 30
(g) Sumatra
(h) 500

Question 10.
‘Massive poaching in the past two years has wiped out the entire tiger population at one of the tiger reserves in India,’ says one of the investigation reports. Study the information in C.7 and C.8 and notice how the number of tigers are falling. Using the information, write a paragraph in about 150 words on Project Tiger.
Answer :
Project Tiger :
It is sad that the next generation may not see the tiger if poaching goes on as it is today. Govt, must check it, otherwise we shall see a threatening to our existence too. Three species of tiger—The Bali, Javan and Caspian—are already extinct. ‘Project Tiger’ is a good project to save this species.

A tiger covers ten metres in its horizontal leap. Most tigers have more than 100 stripes and no tigers have identical stripes. The roar of a tiger can be heard from more than a mile away. Tigers are largely muscular. They rely on stealth and power rather than on speed to kill their prey.

There are different species of tigers. China has Amur subspecies of tigers. Their number ranges from minimum 12 to maximum 20. It has another species called Indo-Chinese (N.E.) whose number varies from 415 to 476. Sumatran Tigers range from 400 to 500 in number.

‘Project Tiger’ aims at saving the tiger from extinction. Tigers are at the head of the food chain and very indispensable for the maintenance of the ecological balance of nature. This ensures life to all.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 3 Environment Chapter 3 Save the Tiger, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle.

CBSE Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle

Question 1.
The following are the dictionary entries for some of the words that appear in ‘The Mystery of Bermuda Triangle’. Study the words and their meanings before you read the mystery for better comprehension.

• Halloween/haelaavi:n/ : the night of 31st October when it was believed in the past that dead people appeared from their graves. This is now celebrated in the US, Canada and Britain by children who dress as ghosts and witches.
• vector/vekt (r)/ : an insect or animal which carries a disease from one animal or plant to another; a course taken by an aircraft; a quantity, such as velocity, completely specified by a magnitude and direction.
• crackle/kraekl/ : to make short sharp sounds.
• ascent/a’sent/ : the act of climbing or moving up.
• roger/rodz(r)/  : in communication by radio to show that they have understood a message ; an expression of agreement.
• probe/pr∂ub/ : to ask questions in order to find out some secret or hidden information; an exploratory action; expedition, or device, especially one designed to investigate and obtain information on a remote or unknown region.
• abduct/aeb’dukt/ : to take somebody away illegally, by using force.
• time warp/taimwarp/ : a situation in which it is possible for people or things from the past or the future to move to the present.
• phenomenon/finominan/ : a fact or an event in nature or society, especially one that is not fully understood.
• erratic/iraetik/ : not happening at regular times.
• engulf/ingulf/ : to surround or to cover somebody or something completely.

Answer :
Students to read. NO questins have been asked in it.

Question 2.
This is an account of Sir James’ flight across the Atlantic Ocean. Complete the following using words from Question 1.
Captain James was enjoying the (a) _______________ party hosted by his neighbour Mr. Samuel. Suddenly, he got a call from his boss who wanted him to fly across the Atlantic with a reputably renowned investigator to (b)______________ into the (c) __________ of an heiress. He immediately got ready for the assignment. While starting the flight he checked the radar controllers. He found that routine traffic was proceeding undisturbed, in their (d)__________. There was no difficulty in the (e) ___________ and he (f)_________. All of a sudden there was a (g) _______ and communication was abruptly cut off. He checked the radar screen and it was moving (h)______. He experienced a strange (i)_________. He stepped into a mist and claimed to arrive at a time period after the French- Revolution. However, his (j) __________ theory was not convincing. He claimed that he just remembered being (k) _________in a big cloud. Nevertheless, people were happy to see him return after
a month.
Answer :
(a) Halloween
(b) probe
(c) abduction
(d) vector
(e) ascent
(f ) ascended
(g) crackle
(h) erratically
(i) phenomenon
(j) time warp
(k) engulfed

Question 3.
Discuss in groups
(a) Have you heard of the Bermuda Triangle? If so, what have you heard about it?
(b) Have you ever heard of an airplane or a boat disappearing without a trace?
(c) Can you think of an explanation for an airplane or a boat that disappeared without a trace?
Answer :
(a) Yes, I have heard something of the Bermuda Triangle. I have heard that it is a part of land and sea near America. It draws down aeroplanes flying over it. I have also heard that many accidents have occurred here, like aeroplanes disappearing without any trace or ships sinking mysteriously. But I was never sure of these things.
(b) Yes, I have heard of it over here but not clearly.
(c) I can’t think of any explanation of the disappearing of an aeroplane or a boat without a trace. But I feel that some mysterious things do occur in nature. These surely may be the causes of such unbelievable mishaps

Question 4.
Work in pairs and complete the table of the supernatural theories and logical explanations as presented in ‘The Mystery of Bermuda Triangle.

Answer :
For working in pairs at class level.
Supernatural Theories :

1. death rays called rays from the magic crystals left from the time of Atlantis, deep down into the sea.
2. presence of sea monsters/time warp
3. getting sucked into another dimension
4. alien abductions

Scientific Explanations :
(i) loss of direction due to change in magnetic field
(ii) unpredictable weather
(iii)

• This area is one of the two in the world where a magnetic compass points to true north rather than magnetic north
• many islands have shallow water (which is) dangerous for ships
• trenches available at seabed below sea level.
• formation of methane in the sea (methane lowers the density of water, leading to the sinking of the ships. Methane can also cut out an aircraft (engine) causing aircrashes.)

Question 5.
Listen to an interview between a radio jockey and a pilot.
Pilot : Yes, I was on board the plane & I rogered my position to the control room. But later on all of a sudden something strange happened. There was a lot of distance.
Interviewer : Did you try to contact the control room.
Pilot : I was trying to send SOS to the control room but there was just a crackle. I was surrounded by mist and cloud and something strange happened. I felt I was engulfed in a time-warp. I entered the cloud and then I stepped into the period of French Revolution.
Interviewer : You mean you travelled back in time to the French Revolution period.
Pilot : Exactly! I was perplexed.
Pilot : When I returned I tried to share it with my friends and other people, but they hardly believed me. Not exactly! I perfectly understand them. If I was in their shoes I would do exactly the same.
Answer :
No Question asked.

Question 6.
(а) In groups of four prepare a questionnaire for a pilot who has survived the Bermuda Triangle. Use the hints given below.

• Radar normal
• No disturbances
• Sudden communication failure
• Strange occurrence (use any of the theories or myths you have just read about)

Answer :
Questionnaire :

1. Did the Radar work normal ?
2. Did radio communication function normal ?
3. Did anything abnormal occur, I mean, like mysterious mist, seeing a kind of tunnel, going into the past ?
4. What did you experience being involved in the time-warp ? What were your feelings then ?
5. Any new or uncommon or strange phenomenon that you experienced ?

(b) On the basis of the questionnaire, hold a conversation with your partner- one can be a radio jockey and the other could be the pilot.
Answer :
Students can hold a conversation with their partner at class level giving full shape to the above points of a questionnaire. One sample answer is given below :
Radio Jockey : Congratulations ! By the grace of God you survived the possible crash. Can you tell us what actually happened ?
Pilot : Yes, I am lucky. Thank you. Well, something mysterious occurred. Before this mysterious occurrence everything was normal. I was flying well in a clear sky. But suddenly the blip on my radar started followed by a crackling sound. I tried to contact the Control Tower but could not.
Radio Jockey : Can you tell what happened thereafter ?
Pilot : Yes ! I do not know exactly what had happened thereafter. However, I remember hearing mysterious cries of some fight, may be, between the police and the public. I thought that I had died, was suddenly reborn and was in my youth.
Radio Jockey : How did you survive ?
Pilot : Well, I remember, though faintly, that my aeroplane suddenly went into a tailspin and crash-landed at a small island. Luckily, I was able to contact the Control Tower and was rescued.
Radio Jockey : It is really a strange occurrence.
Pilot : Well it is, but I have no proof of it all.

Question 7.
In groups of six, work on one of the mysteries given below by surfing the net and through other sources. Make a power point presentation.

• Yeti, the abominable snowman
• Loch Ness Monster
• UFOs (Unidentified Flying Objects)
• Lost city of Atlantis
• Crop circles
• Nazial lines

Answer :
Working in groups of six at class level. Students should surf the internet and collect enough material on the individual sources to make a convincing presentation. Some useful information relating to each of these items is given below :
1. Yeti, tha Abominable Snowman :
The ‘Abominable Snowman/Yeti’ like the ‘Big Foots’ of the North American Continent, has been in existence for 6000 years. Unlike ‘Big Foot’, the Yeti did not evolve from an animal species, they evolved from the ‘caveman’. They can be found in China, the Himalayas and on up into the former Soviet Union to Siberia. The total Yeti population is said to be around 227. Their average life span is between 120 and 130 years. They are ‘carnivorous’. In 1996, 2 hikers in Nepal mountains took an amazing video of an age like creature walking upright along the slopes.

They normally have 3 per family group and they live in caves. The male is around 7 feet tall and the female around 8 feet. The male weighs 300 and 350 pounds and the female.around 200 and 250 pounds. The male is a ‘loner’ and leaves the female after mating. The female is left to raise the off-springs.

Many expeditions have attempted to prove the Yeti’s existence but no scientific evidence has confirmed it. The abominable snowman, as it is commonly called, has been sighted in the Himalayan mountains over 100 years. Sir Edmund Hillary and Tenzing Norgay reported seeing large footprints while scaling Mount Everest in 1953.

The Yeti has become a cultural icon, appearing in movies, literature, music, and „ video games. Significant film appearances include The Snow Creature (1954), The Abominable Snowman (1957) etc.

2. Loch Ness ‘monster’ :
The Loch Ness ‘monster’ known as ‘Nessie’ is an alleged plesiosaur-like creature living in Loch Ness. It is a long, deep lake near Inverness, Scotland. Many sights of the monster have been recorded, going back to St. Columbia, the Irish monk who converted most of Scotland to Christianity in the 6th century.

Dr. Robert Kenneth Wilson, a London physician, photographed a plesiosaur-like beast. It had a long neck emerging out of the murky waters—modern legend of‘Nessie’ started then. Scientists examined the photo, said it could be an otter or a plesiosaur, or a tree ! trunk Now sightings have grown less. ‘Loch Ness Project’ believes it is due to people growing sceptical.

Story of Loch Ness ‘monster’ has been around for more than 1500 years. Monster may be a fish, a whale, or a wave. The BBC claims Nessie the plesiosaur doesn’t exist.

3. UFOs (Unidentified Flying Object) :
Unidentified Flying Object, commonly abbreviated as UFO or U.F.O. is the popular term for any apparent aerial phenomenon whose cause can’t be easily or immediately identified by the observer. Coined as such by the US Air Force in 1952, UFOs are those objects that remain unidentified after scrutiny by expert investigators.

UFO reports increased after the first widely publicized US sighting reported by private pilot Kenneth Arnold in 1947. The term UFO is popularly taken as a synonym for alien spacecraft. Such objects include meteors, disintegrating satellites, flocks of birds, aircraft, lights, weather balloons and just anything moving with the visible band of electromagnetism.

There are no confirmed scientific proofs of the existence of UFOs.

4. Lost City of Atlantis :
Atlantis, a legendary island first mentioned in Plato’s dialogues Timaeus and Critias. Atlantis was a naval power lying in front of the ‘Pillars of Hercules’ that conquered many parts of Western Europe and Africa 9000 years before the time of Solon, or approximately 9600 BC. After a failed attempt to invade Athens, Atlantis sank into the ocean ‘in a single day and night of misfortune’.

Atlantis inspires today’s literature from science fiction to comic books to films. Its name has become a byword for any and all supposed advanced prehistoric lost civilizations.

Atlantis, if it were a real place, could be found west of the strait of Gibraltar near the Azores Islands. Ignatius Donnelly, an American politician, published a book in 1882 titled Atlantis, the Antediluvian World believed that Plato’s story represented historical fact. He located it in the middle of the Atlantic Ocean, suggesting the Azores Islands represented what remained of the highest mountain peaks. But Donnelly’s theory has been found to be faulty. Explorer Percy Fawcett thought it might be located in Brazil.

K.T. Frost of Queen’s University in Belfast suggested that instead of being west of the Pillars of Hercules, Atlantis was east. He also thought that the catastrophic end of the island had come not 9000 years before Plato’s time, but only 900. The land of Atlantic, in that case, could be a well-known place in Plato’s time : The island of Crete, now is a part of modern Greece lying south of Athens across part of the Mediterranean Sea. Before 1500 BC, it was the seat of the Minoan Empire. The Minoans dominated the eastern Mediterranean with a powerful navy. The Minoan Crete was probably one of the most sophisticated cultures of its time. It had splendid architecture and art. A code of laws gave women equal legal status to men. Agriculture was highly developed and an extensive irrigation system existed.

5. Crop Circles :
A crop circle is a sizable pattern created by the flattening of a crop such as wheat, barley, rye or maize. Pranksters Doug Bower and Dave Charley started a phenomenon in 1978 by making actual circles on crops with simple tools. But these assumed strange shapes resembling extraterrestrials.

Various investigators came out with strange theories behind these. Some offered scientific methods results including electromagnetic radiation as the cause of flattening generated even further controversy.

Crop circles have affected people differently. These have acted as catalyst to learning, understanding and spirituality as we strive to understand the meaning and purpose behind the genuine crop circles. The purpose is to spread love and understanding around the globe—to unite the humanity through love.

6. Nazial Lines :
Try yourself

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 1 Bermuda Triangle, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ are part of NCERT Solutions for Class 8 Hindi. Here we have given NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ.

NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ

प्रश्न-अभ्यास
(पाठ्यपुस्तक से)

पाठ से

प्रश्न 1. ‘तलवार का महत्त्व होता है म्यान का नहीं’-उक्त उदाहरण से कबीर क्या कहना चाहते हैं? स्पष्ट कीजिए।
उत्तर :
‘तलवार का महत्त्व होता है,म्यान को नहीं’- इस उदाहरण के माध्यम से कवि कहना चाहता है कि हमें उस वस्तु के विषय में जानकारी करनी चाहिए जो हमारे लिए मुख्य रूप से उपयोगी हो। जिस तरह तलवार की मजबूती तथा उसकी तीक्ष्ण धार देखी जाती है उसी प्रकार संतों की जाति छोड़कर ज्ञान की बातें पूछना चाहिए।

प्रश्न 2. पाठ की तीसरी साखी-जिसकी एक पंक्ति है ‘मनुवाँ तो दहुँ दिसि फिरै, यह तो सुमिरन नाहिं’ के द्वारा कबीर क्या कहना चाहते हैं?
उत्तर :
‘मनुवाँ तो दहुँ दिसि फिरै, यह तो सुमिरन नाहिं’ के द्वारा कबीर ने आडंबर पूर्ण एवं दिखावे की भक्ति करने वालों पर व्यंग्य किया है। कवि कहना चाहता है कि ईश्वर की सच्ची भक्ति करने के लिए मन का केंद्रित होना आवश्यक है। हमारा मन यदि चारों दिशाओं में भटक रहा है और हम राम राम जप रहे हैं तो वह भक्ति सच्ची भक्ति नहीं है।

प्रश्न 3. कबीर घास की निंदा करने से क्यों मना करते हैं। पढ़े हुए दोहे के आधार पर स्पष्ट कीजिए।
उत्तर :
कबीर घास की भी निंदा करने से इसलिए मना करते हैं कि निंदा करने वाला व्यक्ति उस समय अभिमान के कारण उस वस्तु के गुणों पर ध्यान नहीं दे पाता है या उसकी विशेषताओं को भूल जाता है। जैसे घास के नन्हे तिनके को मनुष्य पैरों तले कुचलते समय यह भूल जाता है कि यही तिनका आँख में पड़कर उसके लिए दुखदायी बन सकता है।

प्रश्न 4. मनुष्य के व्यवहार में ही दूसरों को विरोधी बना लेनेवाले दोष होते हैं। यह भावार्थ किस दोहे से व्यक्त होता है?
उत्तर :
उक्त भावार्थ निम्नलिखित दोहे से व्यक्त होता है

जग में बैरी कोइ नहीं, जो मन सीतल होय।
या आपा को डारि दे, दया करै सब कोय॥

पाठ से आगे

प्रश्न 1.

“या आपा को डारि दे, दया करै सब कोय।”
‘ऐसी बानी बोलिए मन का आपा खोय।”

इन दोनों पंक्तियों में ‘आपा’ को छोड़ देने या खो देने की बात की गई है। ‘आपा’ किस अर्थ में प्रयुक्त हुआ है? क्या आपा’ स्वार्थ के निकट का अर्थ देता है या घमंड का?
उत्तर :
उक्त दोनों पक्तियों में ‘आप’ का प्रयोग उस ‘घमंड’ के लिए प्रयुक्त है जो मनुष्य में धन, बल, सत्ता, प्रतिष्ठा आदि के कारण उत्पन्न हो जाता है। इसी घमंड के कारण वह स्वयं को श्रेष्ठ तथा दूसरों को कमतर आँकने लगता है। उसे सभी अपने से हीन दिखाई देते हैं। इस प्रकार आपा’ से घमंड का ही अर्थ निकलता है।

पहली पंक्ति में कवि ने स्वाभाविक अहंकार त्यागने की बात कही है जिससे उसे सभी को दया दृष्टि मिल सके। द्वितीय पंक्ति में मन का अहंकार त्यागकर मीठी वाणी बोलने का आग्रह किया है जिससे हम सबके प्रिय बन सकें।

प्रश्न 2. आपके विचार में आपा और आत्मविश्वास में तथा आपा और उत्साह में क्या कोई अंतर हो सकता है? स्पष्ट करें।
उत्तर :
आपा और आत्मविश्वास
‘आपा’ का अर्थ है अहंकार, जिसके कारण व्यक्ति स्वयं को दूसरों से श्रेष्ठ समझता है, जबकि आत्मविश्वास’ का अर्थ है अपने ऊपर विश्वास, जिसके बल पर वह असंभव कार्य करने की ठान लेता है और पूरा करता है।

आपा और उत्साह
‘आपा’ का अर्थ है-अहंकार या घमंड, जिसके कारण व्यक्ति स्वयं को दूसरों से श्रेष्ठ समझता है, जबकि ‘उत्साह’ का अर्थ है-किसी काम को करने का
जोश, उमंग तथा खुशी से काम में लग जाने का गुण।।

प्रश्न 3. सभी मनुष्य एक ही प्रकार से देखते-सुनते हैं पर एक समान विचार नहीं रखते। सभी अपनी-अपनी मनोवृत्तियों के अनुसार कार्य करते हैं। पाठ में आई कबीर की किस साखी से उपर्युक्त पंक्तियों के भाव मिलते हैं, एक समान होने के लिए आवश्यक क्या है? लिखिए।
उत्तर :
कबीर की निम्नलिखित साखी समाज में सभी को समान मानने का उपदेश देती हैं

कबीर घास न नदिए, जो पाऊँ तलि होइ।
उडि पडै जब आँखि मैं, खरी दुहेली होई॥

एक समान होने के लिए समाज से हर प्रकार का भेदभाव समाप्त होना चाहिए। यह भेदभाव चाहे जातीय हो या आर्थिक। सभी लोगों को एक दृष्टि से देखा जाए तथा किसी के साथ पक्षपातपूर्व व्यवहार न किया जाए। इसके अलावा अपने धन-बल का प्रयोग कर किसी को सताया न जाए।

प्रश्न 4. कबीर के दोहों को साखी क्यों कहा जाता है? ज्ञात कीजिए।
उत्तर :
कबीर के दोहों को साखी इसलिए कहा जाता है क्योंकि साखी शब्द साक्षी शब्द का तद्भव रूप है, जिसका अर्थ है-आँखों देखा हुआ गवाह या गवाही । अनपढ़ कबीर ने इस दुनिया में सब सुना, देखा और सहा। इसके उपरांत उन्होंने अनुभव को दोहों के रूप में व्यक्त किया। इसके अलावा कबीर का हर दोहा अपने-आप में ज्ञान का कोश है। वह मनुष्य को कुछ-न-कुछ सीख देता है।

भाषा की बात
बोलचाल की क्षेत्रीय विशेषताओं के कारण शब्दों के उच्चारण में परिवर्तन होता है; जैसे-वाणी शब्द बानी बन जाता है। मन से मनवा, मनुवा आदि हो जाता है। उच्चारण के परिवर्तन से वर्तनी भी बदल जाती है। नीचे कुछ शब्द दिए जा रहे हैं उनका वह रूप लिखिए जिससे आपका परिचय हो। ग्यान, जीभ, पाऊँ, तलि, आँखि, बरी।
उत्तर :
शब्द         प्रचलित रूप
ग्यान             ज्ञान
जीभि             जीभ
पाउँ              पाँव
तलि              तले
आँखि            आँख
बैर             बैरी, शत्रु

We hope the NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ help you. If you have any query regarding NCERT Solutions for Class 8 Hindi Vasant Chapter 9 कबीर की साखियाँ, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India.

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India

Question 1.
Below are the pictures of two children – Shravan Kumar and Narendra Kumar – both 13 years of age. (They are not related.) Working with a partner, look at their pictures and predict how each child lives. Write your answer in points.

Shravan Kumar :
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Narendra Kumar :
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Answer :
Shravan Kumar :

• illiterate and poor
• works in a dhaba
• doesn’t go to school
• has no comfortable life
• livelihood more important
• not much healthy

Narendra Kumar :

• not poor
• is a son of rich parents
• goes to school
• has comfortable life
• career, good life more important
• healthy and cheerful

Question 2.
Here are the stories of the two boys. One student reads the story of Shravan Kumar and the second student reads the story of Narendra Kumar. After reading the story, each student completes his or her half of the table in Question 3.
SHRAVAN KUMAR :
His day begins when most other people’s ends. Thirteen-year old Sharvan Kumar works in a tea shop on Delhi’s Bahadur Shah Zafar Marg,where several newspaper offices are situated.His work begins around seven in the evening when he starts preparing samosas, coffee and tea. He carries these to several offices, does the dishes, and goes around collecting his money, well into the night. Around six in the morning, when all the newspapers are despatched for distribution and the press employees return home, he prepares his food, has a bath and goes to bed.

Shravan is an orphan who came to Delhi from his village in Bihar in search of work. His father kept a shop, but was tricked out of it by a deceitful uncle. Despair drove him to alcohol and gambling, and he died of a stroke soon after. Shravan worked in a tea shop in his village for a while. “When I first began washing other people’s cups and glasses”, he recalls, “I used to feel very bad, I would cry.” Shravan moved to the more lucrative environs of Delhi, where his elder brother Shatrughan had preceded him. A job in a shop selling ice was his first taste of big city life. His mother came to visit him in Delhi, but she fell ill and died soon after. “That was two or three years ago. I don’t remember exactly when,” the little boy says. Soon, Shravan lost his first job. His employer still owes him Rs 500. Following a brief spell of unemployment and a short spell as an assistant at a car park, he joined the tea shop where he is presently employed. The ruthlessness and loneliness of the world has left him shattered. “I think I am all alone in this world,” he says despondently.

Of the Rs 300 that he earns every month, he deposits Rs 200 in the bank. His bank balance stands at Rs 2000, he says proudly. Survival is his immediate aim but there is a larger objective towards which Shravan is working. He intends to retrieve the land that was mortgaged by his father. Already Shravan and Shatrughan have paid back the loan of Rs 8000 – only the interest remains to be paid.

Shravan was a dedicated lottery buyer at one time; until he realized that it was adding nothing to his income. The cinema remains a favourite form of entertainment – he even wakes up early to see the noon show. “I have no friends here. Who keeps awake late at night and sleeps during the day? I miss my village. There, I used to play gully danda and marbles and I had a lot of friends. When I went to the village last year, I met them. They are still studying and playing games. I want to join them, but it is a question of survival for me.” Sharvan’s mother wanted him to own a big shop – “like the one his father owned,” he says wistfully. He dreams of fulfilling her wish. He dreams of getting back their mortgaged land, and returning to the village for  good, “I like being in my village. I like the films and the glitter of Delhi, but I prefer the greenery, the trees, and the fields of my village.” Maybe the grit and intelligence he has shown, alone and friendless, in facing a hostile world, will also win for him his heart’s desire.

NARENDRA KUMAR :
Narendra Kumar, a thirteen year old Kendriya Vidyalaya student, was interviewed by The Illustrated Weekly of India. Read what he says about himself.
Interviewer : Hello, Narendra!
Narendra : Hello!
Interviewer : Congratulations! Narendra. I saw your photograph in the newspaper last week, when you won the Soviet Land Nehru Award for drawing and painting. Our readers are anxious to know more about you.
Narendra : Thank you, Sir. I think I was just lucky to get the award. The competition is held every year in my school and a large number of students take part in it.
Interviewer : That’s good, very good. It’s evident that your school encourages students to take part in various activities.
Narendra : Oh yes. Our teachers – especially my Art teacher, Mr. V. Sinha – give us a lot of encouragement. My parents have encouraged me a lot, too.
Interviewer : When did you start painting?
Narendra : When I was three. I was attending the Shishu Vihar Nursery School. My teacher gave me a picture of a big kite one day. The picture was beautiful and that very day I asked my father to buy me some crayons and drawing paper… Soon my room was full of crayons and paper! I kept drawing whenever I found time. I now have a mini art room of my own at home!
Interviewer : That’s great, really great! Do you want to become an artist when you grow up?
Narendra : No. Drawing and painting are just hobbies, which give me a great deal of pleasure. I want to become a police officer when I grow up. That’s the only thing I’ve ever wanted to be.
Interviewer : Is that because your father is a police officer?
Narendra : Yes, maybe. I’ve been watching my father and other policemen for a very long time. I suppose I want to be like him!
Interviewer : Do you feel you have the qualities that a good police officer needs?
Narendra : Yes, I think so. A good police officer needs to be physically fit and mentally alert. I’m trying my best to grow into a healthy young man. I’m a member of the local sports club. I play tennis in the evenings and I also swim regularly.
Interviewer : How do you find time for all these activities?
Narendra : Well, I suppose I’m busy the whole day. Immediately after school I like to paint or play. I study before dinner and usually get to bed at about 10 o’clock.
Interviewer : Thank you, Narendra. It’s been good talking to you. We wish you success.
Narendra : It’s been a pleasure.

Question 3.
Complete the table for the story you have read. By asking and answering questions, exchange information with your partner (for the story you have not read) and complete the other half of the table.

Answer :

Question 4.
There are many ways of expressing differences and similarities. Read the passage below, and study the expressions printed in italics.
Day School and Boarding School :
Both day school and boarding school are institutions where children go to study. While the former does not provide any residential accommodation, the latter expects children to live on the premises. A boarding school has an advantage over a day school as their classes are normally smaller. However, the two schools are similar in aiming for high standards of education for all students.
Answer :
No question asked.

Question 5.
Below is a list of other expressions. Decide what each expression means, by writing D for difference or S for similarity against each. Try to add more expressions to your list and make use of them in writing your article in Question 6.

Answer :

Question 6.
Write a magazine article about both the boys, in which you bring out the similarities and differences in their lives. Use the table you completed in Question 3. Give your article a suitable title. Remember ‘CODER’.
Organise your article like this :
Paragraph 1 : Give their names and ages. Compare their families, parents and backgrounds.
Paragraph 2 : Compare how each spends a typical day and their recreation/hobbies.
Paragraph 3 : Compare their hopes/dreams/ambitions and your assessment of their future.
Answer :

CHILDREN OF GOD

1. Both Shravan and Narendra are 13 years old. Shravan is an orphan while Narendra’s parents are alive. Shravan’s father had a shop. But he was tricked out of it. Narendra’s father is a police officer. Narendra’s mother is still living, while Shravan’s died of illness. Shravan comes of very poor family background. However, Narendra’s family is well off. Narendra has been brought up in a city, whereas Shravan grew up in a remote village in Bihar.

2. Both Shravan and Narendra spend their days differently. Shravan’s typical day starts at 7 pm, while Narendra’s starts with school routine in the morning. While Shravan serves samosas, tea or coffee to his customers,as he works in a tea stall, Narendra studies at home. Whereas Shravan works whole night, Narendra sleeps at 10 pm and enjoys sleeping whole night. Shravan goes to sleep at about 6 am. However, Narendra rises at this time from sleep. Narendra plays, draws, paints and swims regularly. As compared to him, Shravan has almost no such hobbies. He goes to cinema only. While in village, Shravan used to play gully danda. Narendra paints and draws pictures at this time.

3. As regards hopes, dreams and ambitions, both Shravan and Narendra are alike. However, their goals are different. Shravan dreams to own a shop like his father. He wants to get back their mortgaged land after repayment of loan and finally return to his village for good. Narendra aspires to become a police officer. Both are dedicated, hard working and goal-oriented. It is hoped that they would fulfil their ambitions. Shravan has, it seems, almost achieved his modest goal. Narendra shall, however, take time to achieve it. He, it seems, would definitely be a police officer if everything goes all right. Both seem to enjoy a good future. It is seen from their ambitions, devotion and hard work towards their individual goals.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 2 Children of India, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary

These Solutions are part of NCERT Solutions for Class 8 Social Science. Here we have given. NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary

Question 1.
You read that one of the main functions of the judiciary is ‘upholding the law and Enforcing Fundamental Rights’. Why do you think an independent judiciary is necessary to carry out this important function?
Answer:
An independent judiciary is necessary to carry the function of upholding the law and Enforcing Fundamental Rights’ so that every citizen of India can approach the Supreme court if they believe that their Fundamental Rights have been violated.

Question 2.
Re-read the list of Fundamental Rights provided in Chapter 1. How do you think the Right to Constitutional Remedies connects to the idea of judicial review?
Answer:
Right to Constitutional Remedies declares that citizens can go to court for justice if they believe that any of their Fundamental Rights have been violated by the State. Hence the independence of the judiciary is necessary to uphold the rights of the citizens.

Question 3.
In the following illustration, fill in each tier with the judgments given by the various courts in the Sudha Goel case. Check responses with others in the class.
Answer:

• Lower Court: Laxman Kumar, Shakuntala, and Subhash were sentenced to death.
• High Court: All the three were acquitted.
• Supreme Court: Sentenced Laxman and Shakuntala but acquitted Subhash due to lack of evidence.

Question 4.
Keeping the Sudha Goel case in mind, tick the sentences that are true and correct the ones that are False.
(a) The accused took the case to the High Court because they were unhappy with the decision of the Trial Court.
True. They went to the Supreme Court after the High Court had given its decision.

(b) They went to the High Court after the Supreme Court had given its decision, (c) If they do not like the Supreme Court verdict, the accused can go back again to the Trial Court.
False. They can’t go to High Court after the Supreme Court’s decision as the Supreme Court is the highest level Court of the country.

(c) If they do not like the Supreme Court verdict the accused cannot go back again to the Trial Court.
False. If they do not like the Supreme Court verdict the accused cannot go back again to the Trial Court.

Question 5.
Why do you think the introduction of Public Interest Litigation (PIL) in the 1980s is a significant step in ensuring access to justice for all?
Answer:
The introduction of Public Interest Litigation in the 1980s is a significant step in ensuring access to justice for all because it allowed any individual or organization to file a PIL in the High Court or the Supreme Court on behalf of those whose rights were being violated. The legal process was greatly simplified and even a letter or telegram addressed to the Supreme Court or the High Court could be treated as a PIL.

Question 6.
Re-read excerpts from the judgment on the Olga Tellis vs Bombay Municipal Corporation case. Now write in your own words what the judges meant when they said that the Right to Livelihood was a part of the Right to Life.
Answer:
In the Olga Tellis vs Bombay Municipal Corporation case, the judges meant that the Right to Life had a wider meaning. It included the Right to Livelihood. Without means of livelihood, none can exist. By Livelihood one earns money to buy food, clothing, and shelter. Hence, none can be denied of his livelihood.

Question 7.
Write a story around the theme, ‘Justice delayed is justice denied’.
Answer:
Mr. Shankar was a government employee. After retirement, he came back to his forefather’s house. He requested the tenant to vacate the house. But the tenant did not vacate the house. Tenant challenged that if Mr. Shankar wanted to have his house vacated, he should move to court for justice. He was compelled to live in a rented house.

The owner lodged litigation against the tenant. After fighting the case for five years, the owner won the case. The decision was made in his favour by the trial court. But the tenant appealed against the lower court decision and date after date lingers on the decision and it took another ten years for justice. Mr. Shankar felt the justice unjustified as it was abnormally delayed.

Question 8.
Make sentences with each of the glossary words given?
Answer:

• Acquit: After a trial of 10 years in the Supreme Court, Mohan was acquitted of the charge of murdering his friend.
• To Appeal: I shall appeal in the higher court against the judgment of the lower court which is against me and from which I am not satisfied
• Compensation: 5 lakh was paid to Ruchi as compensation for her husband’s accidental death.
• Eviction: Eviction proceedings are pending in the court of the Rent Commissioner.
• Violation: Violation of the untouchability act is punishable under the Constitution.

Question 9.
The following is a poster made by the Right to Food campaign.

• Read this poster and list the duties of the government to uphold the Right to Food.
• How does the phrase “Hungry stomachs, overflowing godowns! We will not accept it!!” used in the poster relate to the photo essay on the Right to Food

Answer:

Duties of the Government

• That all persons get food;
• That no one goes to sleep hungry;
• That persons who are most vulnerable to hunger like the elderly, the disabled, widows, etc. get special attention;
• That there is no death because of malnutrition or hunger.

“Hungry stomachs, overflowing godowns! We will not accept it !!” do relate to the photo essay on the Right to Food on page 61 of the Textbook. We can see that due to drought in Rajasthan and Orissa, millions faced an acute shortage of food. Meanwhile, the government godowns were full of grain.

In such a situation, an organization called the People’s Union of Civil Liberties filed a PIL in the Supreme Court. It stated that the Fundamental Right to Life guaranteed in Article 21 of the Constitution includes the Right to food. The state’s excuse that they did not have adequate funds was shown to be wrong because the godowns were overflowing with grains.

The Supreme Court directed the government to provide food at cheaper prices through the government ration shops and to provide mid-day meals to children.

We hope the NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary, help you. If you have any query regarding NCERT Solutions for Class 8 Social Science Civics Chapter 5 Judiciary, drop a comment below and we will get back to you at the earliest.