CBSE Class 10

NCERT Solutions for Class 10 Social Science History Chapter 3 Nationalism in India

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 3 Nationalism in India.

TEXTBOOK EXERCISES

Question 1.
Explain :
(a) Why the growth of nationalism in the colonies is linked to an anti-colonial movement?
(b) How the First World War helped in the growth of the National Movement in India?
(c) Why Indians were outraged by the Rowlatt Act?
(d) Why Gandhiji decided to withdraw this Non-Cooperation Movement?
Answer:
(a)

1. In India, as in Vietnam and many other colonies, the growth of modem nationalism is intimately connected to the Anti-colonial Movement. People began discovering their unity in the process of their struggle with colonialism. The sense of being oppressed under colonialism provided a shared bond that tied many different groups together.
2. The European powers considered their culture more civilised, modern, and superior. They forcefully started imposing their culture on the colonies. This also aroused the feeling of nationalism.
3. Gandhiji used ‘Satyagraha’ against the Britishers. This also promoted the spirit of nationalism among the people.
4. The anti-colonial movement was a united struggle by the people against foreigners. The united struggle was responsible for arousing the spirit of nationalism.

(b) The War created a new economic and political situation :

1. It led to a huge increase in defence expenditure which was financed by war loans and increasing taxes, customs duties were raised, and income tax introduced.
2. Through the war years, prices increased – doubling between 1913 and 1918 – leading to extreme hardships for the common people.
3. Villagers were called upon to supply soldiers, and forced recruitment in rural areas caused widespread anger.

(c) 

1. Rowlatt Act was passed through the Imperial Legislative Council on a report of the Sedition Committee, headed by Justice Rowlatt.
2. It was the black act which gave the government and the police to repress political activities and allowed detention of political prisoners without tried for two years.
3. The Act was passed despite the united opposition of the Indian members of the Council.
   This Act became one of the factors due to which Gandhiji launched the Non-Cooperation Movement.

(d) In February 1922, Gandhiji decided to withdraw the Non-Cooperation Movement due to the following reasons:

1. The movement was turning violent. At Chauri-Chaura in Gorakhpur, a peaceful demonstration in a Bazar turned into a violent clash in which more than 20 policemen were killed.
2. Gandhiji felt that the Safyagrahis needed to be properly trained before they would be ready for mass struggle.
3. Within the Congress, some leaders were tired of mass struggles and wanted to participate in elections to the provincial councils, which were set up under the Government of India Act, 1919.
4. Industrialists, workers, peasants etc. interpreted the term ‘Swaraj’ in their own way. At many places like that of Andhra Pradesh, leaders like Alluri Sitaram Raju asserted that India could be liberated only by the use of force. But their values were not approved by the Congress.

Question 2.
What is meant by the idea of Satyagraha ?
Answer:

• It was a non-violent method of mass agitation against the Oppressor.
• It emphasised the power of truth and the need to search the truth.
• It suggested that if the cause was true if the struggle was against injustice, there is no need for physical force to fight the oppressor.
• People-including the oppressors had to be persuaded to see the truth instead of being forced to accept truth through the use of violence.
• By this struggle, the truth was bound to be victorious.

Question 3.
Write a newspaper report on :
(a) The Jallianwalla Bagh massacre.
(b) The Simon Commission.
Answer:
(a) The Jallianwala Bagh massacre :
Amritsar
13 April 1919
Today is Baisakhi day. The people of Punjab celebrate this day with pomp and show. The festival commemorates the establishment of the Khalsa panth or Sikh order by tenth Sikh Guru, Gobind Singh on Baisakhi Day on April 13, 1699. It also marks the start of the harvest season in Punjab and Haryana.

Today to celebrate Baisakhi a large crowd of non-violent protesters against the policy of the government along with pilgrims gathered in Jallianwala Bagh. There were thousands of men, women and children. People had come from the villages around Amritsar. It was a peaceful gathering and people were enjoying the festival.

General Dyer had imposed Martial Law in the city. However, it was not announced properly. People who had come from outside did not know about it.

The Bagh-space comprised 6 to 7 acres and was walled on all sides. General Dyer could not tolerate the gathering. He came with his troops and ordered them to fire on the crowd for ten minutes directing their bullets largely towards the gates through which people were trying to flee. The firing went on till the ammunition was exhausted. After the massacre, the wounded were left without medical help. The exact number of casualities is not known. It included people of all ages i.e., children, women, young and old. It is injustice with the people of Punjab.

(b) Simon Commission :
New Delhi,
15 January 1928
The new Tory government in Britain has appointed a Statutory Commission under Sir John Simon in response to the nationalist movement in India. The Commission will look into the functioning of the constitutional system in India and suggest changes. It is really strange that though object of the commission is to look into an -indian problem but no Indian has been appointed as its member. All the members were Britishers. This is gross injustice. Indians must raise their voice against it and resist the Commission at all levels so that the British government may include Indians in the Commission.

Question 4.
Compare the images of Bharat Mata in this chapter with the image of Germania in Chapter I.
Answer:
There are two images of Bharat Mata one by Abanindranath Tagore and the second by another artist. In the image by Tagore, Bharat Mata is portrayed as an ascetic figure. She has been shown as calm, composed, divine and spiritual. She is shown also as dispensing learning food and clothing. Abanindranath Tagore tried to develop a style of painting that could be seen as truly Indian.

In the second figure, Bharat Mata is shown with a trishul, standing beside a lion and an elephant both symbols of power and authority. This figure is a contrast to the one painted by Abanindranath Tagore. On the other hand, the image of Germania by Philip Veet wears a crown of oak leaves which stands for heroism. Thus, there is one similarity between Bharat Mata and Germania – both have an element of bravery i.e., power, authority, and heroism.

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NCERT Solutions for Class 10 Social Science History Chapter 2 The Nationalist Movement in Indo-China

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 2 The Nationalist Movement in Indo-China.

TEXTBOOK EXERCISES

Question 1.
Write a note on :
(a) What was meant by the ‘civilising mission’ of the colonisers ?
(b) Huynh Phu So.
Answer:
Like the British in India, the French claimed that they were bringing modem civilisation to the Vietnamese. They were of the opinion that Europe had developed the most advanced civilization. So it became the duty of the Europeans to introduce modem ideas in their colonies.
(i) They introduced modern education.
(ii) Tonkin Free Schools were opened to provide modern education.

Motive: The real motive behind this motion was to exploit the natural and human resources of Vietnam.
(b) Huynh Fhu So was a Buddhist religious scholar who was a native of the Mekong river delta.
His role in arousing the anti-imperialist sentiments :

1. Founder of Hoa Hao Movement: Huynh Phu was the founder of the Hoa Hao Movement which drew on religious ideas popular in the anti-French uprisings of the nineteenth century.
2. Social reformer: He was a great social reformer as he opposed the sale of child brides, gambling, and the use of alcohol and opium.
3. Struggle against foreign rule: Huynh Phu So faced a great deal of trouble when he began to spread his ideas of religion because most of his followers were Vietnamese nationalists.
   The colonial government declared him mad, called him the Mad Bonze, and put him in a mental asylum. The French authorities exiled him to Laos and sent many of his followers to concentration camps.

Question 2.
Explain the following :
(a) Only one-third of the students in Vietnam would pass the school-leaving examinations.
(b) The French began building canals and draining lands in the Mekong delta.
(c) The government made the Saigon Native Girls School take back the students it had expelled.
(d) Rats were most common in the modern, newly built areas of Hanoi.
Answer:
(a)

1. In the sphere of education, the elites in Vietnam were powerfully influenced by Chinese culture. To consolidate their power, the French had to counter this Chinese influence. So they systematically dismantled the national educational system and established French schools for the Vietnamese.
2. However, in practice, only the Vietnamese elite that comprised a small fraction of the population could enroll in the schools and only one-third of the students would pass the school¬leaving examinations. This was done because of the deliberate policy of failing students, particularly in the final year.
3. The Vietnamese students were failed so that they could not qualify for the better-paid jobs.
4. The result of this policy was that in the year 1925, in a population of 17 million, there were less than 400 who passed the examination.

(b) Like other European countries, France too considered colonies necessary to supply natural resources and other essential goods. Thus, the French began building canals and draining lands in the Mekong delta to increase cultivation.

1. A vast system of canals and earthworks was built mainly with forced labour.
2. As a result of irrigation works, the rice production increased. Rice was exported to the international market.
3. The area under rice cultivation went up from 2,74,000 hectares in 1873 to 1.1 million hectares in 1900 and 2.2 million in 1930.
4. Vietnam by 1931 became the third largest exporter of the rice in the world and exported two-thirds of its rice production.

(c)

1. Under the pretext of their ‘civilising mission’, the French used education as one way to ‘civilise’ the native people. School textbooks glorified the French and justified colonial rule.
   The Vietnamese were considered primitive and backward, capable of manual labour but not of intellectual reflection. They could work in the fields but not rule themselves.
2. Such a system of education and its curriculum was sometimes opposed openly and at other times there was silent resistance. As an open protest, one incident took place in 1926 in the Saigon Native Girls School where the principal, a colon, (French people in the colonies) followed a policy of discrimination and asked a Vietnamese girl to move from front seat to the back of the class and allowed a French student to occupy the front seat. On her refusal to do so, she was expelled. When angry students protested, they were also expelled. This led to open protests. As the situation was getting out of control, the government made the school take back the students it had expelled. This incident shows that there was opposition to colonial education as well as their policy of discrimination by the Vietnamese.

(d) Rats were most common in the modern newly built areas of Hanoi. The circumstances leading to rats being common in the modern Hanoi were as mentioned below :

1. When the French set about creating a modern Vietnam, they rebuilt Hanoi using latest ideas about architecture and engineering skills.
2. The French part of Hanoi city was beautiful and clean with wide avenues and a well-laid-out sewer system.
3. On the other hand, there were no such modern facilities in the other part i.e., ‘native quarter’ of Saigon.
4. The refuse from this part of the city drained straight out into the river or, during heavy rains or floods, overflowed into the streets.
5. Thus, what was installed to create a hygienic environment in the French city became the cause of the plague.
6. The large sewers in the modern part of the city, a symbol of modernity, were ideal and protected breeding ground for rats.
7. The sewers also served as a great transport system because these sewers allowed the rats to move around the city without any problem. A-a result of it, the rats began to enter the homes of the French through sewage pipes. Thus, rats became common in the modern newly built areas of Hanoi and led to spread of plague.

Question 3.
Describe the ideas behind the Tonkin Free School. To what extent was it a typical example of colonial ideas in Vietnam?
Answer

1. Tonkin Free School was started in 1907 to provide a western-style education.
2. This education included classes in science, hygiene, and French.
3. According to the school’s approach it was not enough to learn science and western ideas but to be modem the Vietnamese had to also look modern.
4. The school encouraged the adoption of western styles such as having a short haircut.

It was a typical example of colonial ideas in Vietnam because the school encouraged the adoption of western styles such as short haircut that was a major break with their own identity since they traditionally kept long hair. To underline the importance of a total change there was even a ‘haircutting chant’.

Question 4.
What was Phan Chu Trinh’s objective for Vietnam? How were his ideas different from those of Phan Boi Chau?
Answer:
(1)

1. Phan Chu Trinh’s objective for Vietnam was to establish a democratic republic.
2. He was intensely hostile to the monarchy and opposed to the idea of resisting the French with the help of the court.
3. He accepted the French revolutionary ideal of liberty but charged the French for not abiding by the ideal.
4. He demanded that the French set up legal and educational institutions and develop agriculture and industries.

(2) The differences between the ideas of Phan Boi Chau a Confucian scholar-activist educated in the Confucian tradition and Phan Chu Trinh were as given below :

Phan Boi Chau

1. He advocated that first the foreign enemy should be driven out and after achieving independence, other things could be discussed.
2. He was of the opinion that the monarchy should be used to achieve their objectives.
3. He was not in favour of raising people to abolish the monarchy.

Phan Chu Trinh

1. He wished to overthrow the monarchy in order to create a basis for the promotion of popular rights.
2. He was absolutely against the monarchy. He was opposed to the idea of resisting the French with the help of the court.
   He wanted to establish a democratic republic. He was greatly influenced by the democratic ideals of the West. He accepted the French revolutionary ideal of liberty and demanded that the French set up legal and educational institutions and develop agriculture and industries.
3. He planned to raise up the people to abolish the monarchy.

Thus, the visions of Vietnamese independence and other ideas of both Phan Boi Chau and Phan Chu Trinh were different and diametrically opposed. They were pursuing one and the same goal, but their means were considerably different.

Hope given NCERT Solutions for Class 10 Social Science History Chapter 2 are helpful to complete your homework.

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NCERT Solutions for Class 10 Social Science History Chapter 1 The Rise of Nationalism in Europe

These Solutions are part of NCERT Solutions for Class 10 Social Science. Here we have given NCERT Solutions for Class 10 Social Science History Chapter 1The Rise of Nationalism in Europe.

TEXTBOOK EXERCISES

Answer the following questions briefly:

Question 1.
Write a note on :
(a) Giuseppe Mazzini
(b) Count Camillo de Cavour
(c) The Greek war of independence
(d) Frankfurt Parliament
(e) The role of women in nationalist struggles.
Answer:
(a) Giuseppe Mazzini :
Giuseppe Mazzini was born in Genoa in 1807, and he became a member of the secret society of the Carbonari. As a young man of 24, he was sent into exile in 1831 for attempting a revolution in Liguria. He subsequently founded two more underground societies, first, Young Italy in Marseilles, and then, Young Europe in Berne, whose members were like-minded young men from Poland, France, Italy and the German states. Mazzini believed that God had intended nations to be the natural units of mankind.

(b) Count Camillo de Cavour :
Chief Minister Cavour who led the movement to unify the regions of Italy was neither a revolutionary nor a democrat. Like many other wealthy and educated members of the Italian elite, he spoke French much better than he did Italian. Through a tactful diplomatic alliance with France engineered by Cavour, Sardinia-Piedmont succeeded in defeating the Austrian forces in 1859. Apart from regular troops, a large number of armed volunteers under the leadership of Giuseppe Garibaldi joined the fray.

(c) The Greek war of independence:
An event that mobilised nationalist feelings among the educated elite across Europe was the Greek war of independence. Greece had been part of the Ottoman Empire since the fifteenth century. The growth of revolutionary nationalism in Europe sparked off a struggle for independence amongst the Greeks which began in 1821. Nationalists in Greece got support from other Greeks living in exile and also from many West Europeans who had sympathies for ancient Greek culture.

(d) Frankfurt Parliament:
In the German regions a large number of political associations whose members were middle-class professionals, businessmen and prosperous artisans came together in the city of Frankfurt and decided to vote for an all-German National Assembly. On 18 May 1848, 831 elected representatives marched in a festive procession to take their places in the Frankfurt parliament convened in the Church of St Paul. They drafted a constitution for the German nation to be headed by a monarchy subject to a parliament. When the deputies offered the crown on these terms to Friedrich Wilhelm IV, King of Prussia, he rejected it and joined other monarchs to oppose the elected assembly.

(e) The role of women in nationalist struggles :

1. Artistic representations of the French Revolution show men and women participating equally in the movement.
2. Liberty is personified as a women.
3. Liberal nationalism propounded the idea of universal suffrage, leading to women’s active participation in nationalist movements in Europe.
4. Women had formed their own political associations, founded newspapers.
5. They had taken part in political meetings and demonstrations.
6. In France about sixty women’s clubs came up in different French cities.
7. The most famous was the society of Revolutionary and Republican women.
8. One of their main demands was to have same political rights as men had. They were, however, denied suffrage rights during the election to the Assembly.
9. Although women had actively participated in nationalist struggles, they were given little or no political rights, an example being the Frankfurt Parliament in the Church of St. Paul where women were admitted only as observers to stand in the visitors gallery.

Question 2.
What steps did the French revolutionaries take to create a sense of collective identity among the French people ?
Answer:
The following steps were taken by the French revolutionaries to create a sense of collective identity among the French people :

1. The ideas of the fatherland (la patrie) and the citizen (le citoyen) were introduced.
2. A new French flag, the tricolour, was chosen to replace the earlier royal standard.
3. The Estates General was renamed as National Assembly.
4. New hymns were composed, oaths were taken and martyrs commemorated, all in the name of the nation.
5. A centralised administrative system was established.
6. Uniform laws for all citizens were formulated.
7. Internal custom duties and dues were abolished.
8. A uniform system of weights and measures was adopted.
9. French, as it was written and spoken in Paris, became the common language of the nation. Regional dialects were discouraged.
10. It was decided that the French nation would liberate the peoples of Europe from despotism, and help other peoples to become nations.

Question 3.
Who were Marianne and Germania? What was the importance of the way in which they were portrayed? [CBSE 2016]
Answer
Female allegories were invented by artists in the nineteenth century to represent the nation. In France, she was christened Marianne, a popular Christian name, which underlined the idea of a people’s nation. Her characteristics were drawn from those of Liberty and the Republic – the red cap, the tricolour, the cockade. Statues of Marianne were erected in public squares to remind the public of the national symbol of unity and to persuade them to identify with it. Marianne images were marked on coins and stamps.

Similarly, Germania became the allegory of the German nation. In visual representations, Germania wears a crown of oak leaves, as the German oak stands for heroism.

Question 4.
Briefly trace the process of German unification.
Answer:
After 1848, nationalism in Europe moved away from an association with democracy and revolution. Nationalist sentiments were often mobilized by conservatives for promoting state power and achieving political domination over Europe. Thus, Germany and Italy were unified as nation-states as mentioned below :

1. Napoleon’s administrative measures had created out of countless principalities a confederation of 39 states. Each of these possessed its own currency and weights and measures.
   Such conditions were obstacles to economic exchange and growth by the new commercial classes.
2. In 1834, a customs union or Zollvere it was established. It allowed free trade among its members. It created a real national unity in economic matters, at a time when Germany was politically not united. A wave of economic nationalism strengthened the wider nationalist sentiments.
3. As a result of 1848 revolution in France, in Germany where a nation state did not exist the men and women of the liberal middle classes raised the demands for constitutionalism and national unification.
4. In May 1848, a large number of political associations decided to vote for an all-German National Assembly at Frankfurt and drafted a constitution for a German Nation to be headed by a monarchy subject to a parliament. The offer was made to Prussian King but it was rejected by him. Thus, the liberal initiative to nation building failed.
5. Thereafter the task of unification of Germany was taken over by Prussia and its chief minister, Otto von Bismarck who was architect of modern Germany.
6. Bismarck followed a policy of‘blood and iron’. He carried out his plans with the help of the Prussian army and bureaucracy.
7. In 1862, Bismarck reorganised the Prussion army and improved training in war. In 1864 he constructed an alliance with Austria to fight Denmark over Denmark’s southern provinces of Schleiswig while Austria administered Holstein. Bismarck provoked a conflict with Austria over an unrelated border dispute and in the subsequent Seven Weeks War, Prussia defeated Austria. The peace treaty transferred Holstein to Prussia and forced Austria to officially remove itself from all German affairs.
8. Next was war with France. In 1870, Bismarck forged a note from the French ambassador, implying that the ambassador had insulted the Prussian King. After he leaked this letter to both populations, there was a cry for war. At this stage, the southern provinces rallied to Prussia’s side. In 1870 France declared war on Prussia but was defeated. As a result of war, Alsace Lorraine was transferred to Germany.
9. Ultimately in January 1871, in the Hall of Mirrors at the Palace of Versailles, The Prussian King William I was proclaimed German Emperor. Thus, unification of Germany was completed. This demonstrated the dominance of Prussian state power. It was victory of Bismarck’s policy of ‘blood and iron’ and it tended to foster militarism and authoritarianism in Germany.The new state placed a strong emphasis on modernising the currency, banking, legal and judicial systems in Germany. Prussian measures and practices often became a model for the rest of Germany.

Question 5.
What changes did Napoleon introduce to make the administrative system more efficient in the territories ruled by him ?
Answer:
Within the wide swathe of territory that came under his control, Napoleon set about introducing many of the reforms that he had already introduced in France. Through a return to monarchy Napoleon had, no doubt, destroyed democracy in France, but in the administrative field he had incorporated revolutionary principles in order to make the whole system more rational and efficient.

The Civil Code of 1804 – usually known as the Napoleonic Code – did away with all privileges based on birth, established equality before the law and secured the right to property. This Code was exported to the regions under French control. In the Dutch Republic, in Switzerland, in Italy and Germany, Napoleon simplified administrative divisions, abolished the feudal system and freed peasants from serfdom and manorial dues. In the towns too, guild restrictions were removed. Transport and communication systems were improved. Peasants, artisans, workers and new businessmen enjoyed new-found freedom.

Businessmen and small-scale producers of goods, in particular, began to realise that uniform law, standardized weights and measures, and a common national currency would facilitate the movement and exchange of goods and capital from one region to another.

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NCERT Solutions for Class 10 Hindi Sanchayan Chapter 3 टोपी शुक्ला

These Solutions are part of NCERT Solutions for Class 10 Hindi. Here we have given NCERT Solutions for Class 10 Hindi Sanchayan Chapter 3 टोपी शुक्ला.

पाठ्य पुस्तक प्रश्न

प्रश्न 1.
इफ़्फ़न टोपी शुक्ला की कहानी का महत्त्वपूर्ण हिस्सा किस तरह से है?
उत्तर:
इफ्फ़न और टोपी शुक्ला अत्यंत घनिष्ठ दोस्त थे। उनकी दोस्ती उस समय हुई जब वे चौथी कक्षा में पढ़ते थे। अलग अलग जाति धर्म के होने के बाद भी उनमें जैसी मित्रता थी, वह अपने आप में अनुकरणीय थी। उनकी मित्रता आदर्श के चरम को छू रही थी। वे एक-दूसरे को दुख-दर्द समझते हैं और एक-दूसरे के प्रति घनिष्ठ लगाव और अपनापन महसूस करते हैं। इफ्फ़न के पिता के स्थानांतरण के बाद इफ़्फ़न से बिछुड़कर टोपी शुक्ला उदास रहता है और उसी दिन ठान लेता है कि किसी ऐसे लड़के से दोस्ती नहीं करेगा जिसके पिता नौकरी करते हों। इस तरह इफ्फ़न टोपी शुक्ला कहानी का महत्त्वपूर्ण हिस्सा है।

प्रश्न 2.
इफ्फ़न की दादी अपने पीहर क्यों जाना चाहती थीं?
उत्तर:
इफ्फन की दादी ज़मींदार की बेटी थी। पीहर का घी-दूध, फलों के पेड़, कच्ची हवेली आदि उन्हें हमेशा याद आते रहते थे। यहाँ का मौलवी परिवार का वातावरण उन्हें कभी रास नहीं आया। अतः वे अपने पीहर जाना चाहती थीं।

प्रश्न 3.
इफ्फ़न की दादी अपने बेटे की शादी में गाने-बजाने की इच्छा पूरी क्यों नहीं कर पाईं?
उत्तर:
इफ़्फ़न की दादी का विवाह लखनऊ में मौलवी के साथ हुआ था। एक मौलवी के घर में नाच-गाना, बजाना, जलसा आदि बहुत ही कम होता है। इस कारण वे अपने बेटे की शादी में गाने-बजाने की इच्छा चाहकर भी न पूरी कर पाई।

प्रश्न 4.
“अम्मी’ शब्द पर टोपी के घर वालों की क्या प्रतिक्रिया हुई?
उत्तर:
टोपी के ‘अम्मी’ शब्द कहते ही उसके घरवालों की परंपराओं की दीवारें डोलने लगीं। सभी की आँखें उसके चेहरे पर जम गईं कि उनकी संस्कृति के विपरीत यह शब्द इस घर में कैसे आ गया? जब टोपी ने बताया कि उसने यह शब्द अपने दोस्त इफ़्फ़न के घर से सीखा है, तो माँ और दादी ने उसकी खूब पिटाई की अर्थात् सभी घरवालों की प्रताड़ना भरी प्रतिक्रिया उसके खिलाफ़ थी।

प्रश्न 5.
दस अक्तूबर सन् पैंतालीस का दिन टोपी के जीवन में क्या महत्त्व रखता है?
उत्तर:
दस अक्तूबर सन् पैंतालीस का दिन टोपी की जिंदगी में विशेष महत्त्व रखता है। इसी दिन उसके सबसे प्रिय मित्र इफ़्फ़न के पिता का तबादला मुरादाबाद हो गया। इससे वह इफ्फ़न से अलग होने के लिए विवश हो गया। अब वह अकेला और उदास-सा रहने लगा।

प्रश्न 6.
टोपी ने इफ्फ़न से दादी बदलने की बात क्यों कही?
उत्तर:
इफ़्फ़न की दादी टोपी की दादी की भाँति कठोर एवं अनुशासनप्रिय नहीं थी, बल्कि वह स्नेहपूर्ण व्यवहार करती थी और टोपी को अपने पास बैठाकर बातें करती थी। उनकी भाषा तथा टोपी की माता की भाषा भी एक जैसी थी। अतः टोपी दादी बदलना चाहता था।

प्रश्न 7.
पूरे घर में इफ्फ़न को अपनी दादी से ही विशेष स्नेह क्यों था?
उत्तर:
इफ़्फ़न की दादी का स्वभाव बहुत अच्छा था। वे इफ़्फ़न को ही नहीं उसके मित्र टोपी को स्नेह देती थी। उन्होंने इफ्फ़न को कभी डाँटा नहीं। वे इफ्फ़न को रात में बहराम डाकू, अनार परी, बारह बुर्ज, अमीर हमज़ा, गुलबकावली हातिमताई पंचफुल्लारानी की कहानियाँ सुनाया करती थी। उसे अब्बू अम्मी और बाजी से कभी-कभार डाँट-फटकार मिलती थी, परंतु दादी ने उसे कभी डाँटा-डपटा नहीं। यही कारण है कि इफ्फ़न को उसकी दादी से ही विशेष स्नेह मिला।

प्रश्न 8.
इफ्फ़न की दादी के देहांत के बाद टोपी को उसका घर खाली-सा क्यों लगा?
उत्तर:
इफ़्फ़न की दादी के देहांत के बाद टोपी को उसका घर खाली-सा इसलिए लगने लगा, क्योंकि उसके घर में दादी ही उसे सबसे अच्छी लगती थी। टोपी इफ़्फ़न के घर जाने पर उसकी दादी के पास बैठा रहता था। दादी भी उसे बहुत प्यार करती थी। अब उसके घर में इफ्फ़न के अलावा उसका अपना कोई नहीं था।

प्रश्न 9.
टोपी और इफ्फ़न की दादी अलग-अलग मज़हब और जाति के थे, पर एक अनजान अटूट रिश्ते से बँधे थे। इस कथन के आलोक में अपने विचार लिखिए।
उत्तर:
टोपी और इफ्फ़न की दादी अलग-अलग मजहब और जाति के थे पर एक अनजान अटूट रिश्ते से बँधे थे। वास्तव में टोपी में और इफ्फ़न की दादी प्यार के उस मज़बूत और अटूट रिश्ते से जुड़े थे, जो उम्र, जाति और धर्म का बंधन नहीं मानता है। टोपी और दादी ने एक-दूसरे का दुख समझा। उन्हें एक-दूसरे से अपनापन मिला। उनके रिश्ते में किसी तरह का स्वार्थ नहीं था। टोपी, दादी के पास आकर अपने सारे दुख भूल जाता था और दादी को भी टोपी के रूप में उन्हें समझने वाला कोई मिल जाता था।

प्रश्न 10.
टोपी नवीं कक्षा में दो बार फेल हो गया। बताइए-
(क) ज़हीन होने के बावजूद भी कक्षा में दो बार फेल होने के क्या कारण थे?
(ख) एक ही कक्षा में दो-दो बार बैठने से टोपी को किन भावात्मक चुनौतियों का सामना करना पड़ा?
(ग) टोपी की भावात्मक परेशानियों को मद्देनज़र रखते हुए शिक्षा व्यवस्था में आवश्यक बदलाव सुझाइए।
उत्तर:
(क) टोपी के ज़हीन (बुधिमान) होने के बावजूद भी नवीं कक्षा में दो बार फेल होने के निम्नलिखित कारण थे-

1. पहले साल तो वह पढ़ ही नहीं पाया, क्योंकि घर का प्रत्येक सदस्य उससे अपना-अपना निजी कार्य करवाता रहता था, जिससे उसे पढ़ने का समय ही नहीं मिल पाता था।
2. दूसरे वर्ष उसे टाइफाइड हो गया था, इसलिए वह पढ़ाई न कर सका और पास न हो सका अर्थात् दोनों साल वह किसी न किसी कारणवश पढ़ नहीं पाया, जो उसकी असफलता के कारण बने।

(ख) एक ही कक्षा में दो-दो बार बैठने से टोपी को बहुत-सी भावात्मक चुनौतियों का सामना करना पड़ा था।
जैसे-मास्टर जी जब कमज़ोर लड़कों को समझाते, तो उसका ही उदाहरण दिया जाता कि क्या बात है राम अवतार (या कोई भी बच्चा) बलभद्र की तरह इसी दर्जे में टिके रहना चाहते हो?’ मास्टर जी के ऐसा कहते ही सभी जोरों से हँसने लगते। हँसने वाले वे होते, जो पिछले साल उससे पीछे थे। अगले साल भी उसे उसी कक्षा में बैठना पड़ा, तो वह बिलकुल ही भोंदू हो गया, क्योंकि उसका कोई दोस्त नहीं रह गया था। आठवीं कक्षा वाले दसवीं कक्षा में थे, तो सातवीं वाले बच्चे उसके साथ थे। वह अपने भरे-पूरे घर की तरह स्कूल में भी अकेला हो गया था। मास्टरों ने भी उसपर ध्यान देना छोड़ दिया था। उससे कक्षा में कोई सवाल न पूछा जाता था। कई लड़के ऐसे-ऐसे कटाक्ष करते कि वह बिलबिला उठता। घर में भी दादी, माँ, भाई आदि के तीखे बाण सहने पड़ते।

(ग) टोपी जैसे बालकों की भावात्मक परेशानियों को ध्यान में रखते हुए शिक्षा व्यवस्था में जो आवश्यक बदलाव होने चाहिए, उनमें प्रमुख हैं-टोपी जैसी भावात्मक परेशानियों से पीड़ित विद्यार्थियों पर माता-पिता तथा शिक्षकगण विशेष ध्यान दें। उनके साथ माता-पिता तथा शिक्षकों का सहानुभूति तथा प्यार भरा उपचारात्मक व्यवहार होना चाहिए। विद्यालयों में हतोत्साह की जगह प्रोत्साहन होना चाहिए, सफलता और असफलता दोनों ही जीवन के पहलू हैं, यह उन्हें समझाया जाना चाहिए। शिक्षा के लिए विशेष प्रबंध होना चाहिए, जैसे-उपचारात्मक शिक्षा प्रणाली वस्तुनिष्ठ प्रश्नावली तथा दिलचस्पी से पढ़े जाने वाले विषय हो। साथ ही वैकल्पिक शिक्षा की ओर भी रुझान होना चाहिए।

प्रश्न 11.
इफ्फ़न की दादी के मायके को घर कस्टोडियन में क्यों चला गया?
उत्तर:
इफ़्फ़न की दादी की बातचीत से लगता था कि वह पूरब अर्थात् लखनऊ से पूरब किसी स्थान की रहने वाली थीं। उनका विवाह लखनऊ के एक मौलवी परिवार में हो गया। देश में जब विभाजन हुआ तब उनके मायके वाले अपना घर जमीन आदि छोड़कर पाकिस्तान जा बसे। परिवार के सभी सदस्यों के चले जाने से उनका घर लावारिस हो गया और कस्टोडियन में चला गया।

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NCERT Solutions for Class 10 Hindi Sanchayan Chapter 2 सपनों के-से दिन

These Solutions are part of NCERT Solutions for Class 10 Hindi. Here we have given NCERT Solutions for Class 10 Hindi Sanchayan Chapter 2 सपनों के-से दिन.

पाठ्य पुस्तक प्रश्न

प्रश्न 1.
कोई भी भाषा आपसी व्यवहार में बाधा नहीं बनती-पाठ के किस अंश से सिद्ध होता है?
उत्तर:
‘कोई भी भाषा आपसी व्यवहार में बाधा नहीं बनती’—यह पाठ के निम्नलिखित अंश से सिद्ध होता है-
हमारे आधे से अधिक साथी राजस्थान या हरियाणा से आकर मंडी में व्यापार या दुकानदारी करने आए परिवारों से थे। जब बहुत छोटे थे तो उनकी बोली कम समझ पाते। उनके कुछ शब्द सुनकर हमें हँसी आने लगती, परंतु खेलते तो सभी एक-दूसरे की बात खूब अच्छी तरह समझ लेते।

प्रश्न 2.
पीटी साहब की ‘शाबाश’ फौज के तमगों-सी क्यों लगती थी ? स्पष्ट कीजिए।
उत्तर:
पीटी साहब बिल्ला मार-मारकर बच्चों की चमड़ी तक उधेड़ देते थे। यहाँ तक कि तीसरी-चौथी कक्षाओं के बच्चों से थोड़ा-सा भी अनुशासन भंग हो जाने पर उन्हें कठोर सज़ा देते थे। ऐसे कठोर स्वभाव वाले पीटी साहब जब बच्चे कोई गलती न करते, तो वे अपनी चमकीली आँखें हलके से झपकाते हुए उन्हें ‘शाबाश’ कहते थे। उनकी यह ‘शाबाश’ बच्चों को फ़ौज के सारे तमगों को जीतने के समान लगती थी, अर्थात् मानों उनकी कोई बहुत बड़ी तरक्की हो गई हो, ऐसा महसूस करते थे।

प्रश्न 3.
नयी श्रेणी में जाने और नयी कापियों और पुरानी किताबों से आती विशेष गंध से लेखक का बालमन क्यों उदास हो उठता था?
उत्तर:
नई श्रेणी में जाने पर प्रायः बच्चों के मन में एक नया उल्लास, उत्साह एवं लगन रहती है। नई पुस्तकों के नए पाठ्यक्रम के प्रति उनमें एक उत्साह होना चाहिए, परंतु नई कापियों और पुरानी पुस्तकों की गंध से लेखक का मन इसलिए उदास हो जाता था, क्योंकि-

• अगली कक्षा की कठिन पढाई मन को भयभीत करती थी।
• नए अध्यापकों की अपेक्षा पर खरा न उतर पाने पर पिटाई का भय सताता रहता था।

प्रश्न 4.
स्काउट परेड करते समय लेखक अपने को महत्त्वपूर्ण आदमी’ फौजी जवान क्यों समझने लगता था?
उत्तर:
जब पीटी साहब स्काउटों को परेड करवाते थे, तो लेफ़्ट-राइट की आवाज़ या सीटी बजाकर मार्च करवाया करते थे तथा उनके राइट टर्न या लेफ़्ट टर्न या अबाऊट टर्न कहने पर लेखक अपने छोटे-छोटे बूटों की एड़ियों पर दाएँ-बाएँ या एकदम पीछे मुड़कर बूटों की ठक-ठक की आवाज़ करते हुए लेखक स्वयं को विद्यार्थी न समझकर एक महत्त्वपूर्ण ‘आदमी’ फ़ौजी जवान समझने लगता था।

प्रश्न 5.
हेडमास्टर शर्मा जी ने पीटी साहब को क्यों मुअत्तल कर दिया?
उत्तर:
हेडमास्टर साहब बच्चों की पिटाई के बिलकुल विरुद्ध थे। वे बच्चों को न दंडित करते थे और न दंड पाते उन्हें देख सकते थे। हेडमास्टर साहब ने देखा कि पीटी मास्टर फारसी पढ़ाते हुए शब्द रूप न सुना पाने के कारण अत्यंत क्रूरतापूर्वक मुरगा बना रखा है तथा उन्हें पीठ ऊँची करने का आदेश भी दे रखा है। चौथी कक्षा के छात्रों को ऐसा दंड देना हेडमास्टर को अत्यंत यातनापूर्ण लगा। उन्होंने इसे तुरंत रोकने का आदेश देते हुए पीटी मास्टर प्रीतमचंद को मुअत्तल कर दिया।

प्रश्न 6.
लेखक के अनुसार उन्हें स्कूल खुशी से भागे जाने की जगह न लगने पर भी कब और क्यों उन्हें स्कूल जाना अच्छा लगने लगा?
उत्तर:
लेखक और उसके साथियों को स्कूल ऐसी जगह कतई नही लगता था कि वे भागकर खुशी-खुशी से जाएँ, क्योंकि उनके मन में स्कूल के प्रति एक प्रकार का भय समाया हुआ था, लेकिन तीसरी-चौथी श्रेणी में इंडियाँ पकड़कर व धुली हुई वर्दी तथा चमकते हुए जूते पहनकर स्काउटिंग परेड करना, गलती न होने पर पीटी साहब से ‘शाबाश’ सुनना लेखक को विद्यालय जाने के लिए प्रेरित करता था।

प्रश्न 7.
लेखक अपने छात्र जीवन में स्कूल से छुटूटियों में मिले काम को पूरा करने के लिए क्या-क्या योजनाएँ बनाया करता था और उसे पूरा न कर पाने की स्थिति में किसकी भाँति ‘बहादुर’ बनने की कल्पना किया करता था?
उत्तर:
लेखक के छात्र जीवन में गरमी की छुट्टियाँ डेढ़ या दो महीने की होती थी। इसके आरंभ के दो-तीन हफ़्तों तक खूब खेलकूद और मस्ती करते हुए लेखक अपने साथियों संग समय बिताता फिर नानी के घर चला जाता। जब एक महीने की छुटियाँ बचती तो लेखक अध्यापक द्वारा दिए गए दो सौ सवालों के बारे में गणना करता और सोचता कि एक दिन में । दस सवाल हल करने पर बीस दिन में पूरे हो जाएँगे। एक-एक दिन गिनते खेलकूद में दस दिन और बीत जाते तब पिटाई का डर बढ़ने लगता। तब वह डर भगाने के लिए सोचता कि एक दिन पंद्रह सवाल भी हल किए जा सकते हैं पर सवाल न होते और छुट्टियाँ समाप्त होने को आ जाती, तब वह मास्टरों की पिटाई को सस्ता सौदा समझकर बहादुरी से पिटना स्वीकार कर लेता। इस तरह वह बहादुर बनने की कल्पना किया करता।

प्रश्न 8.
पाठ में वर्णित घटनाओं के आधार पर पीटी सर की चारित्रिक विशेषताओं पर प्रकाश डालिए।
उत्तर:
पीटी सर की चारित्रिक विशेषताएँ निम्नलिखित हैं-

1. पीटी सर कठोर स्वभाव के थे, लेकिन अनुशासनप्रिय व कर्तव्यनिष्ठ थे इसीलिए तो स्काउटों को परेड करवाते हुए अनुशासन के भंग हो जाने पर बच्चों को बहुत डाँटते थे। वे बच्चों में कर्मठता व सजगता का विकास करना चाहते थे।
2. पक्षियों के लिए उनके मन में गहरी ममता थी। तभी अपने दो तोतों को भीगे हुए बादाम छीलकर गिरियाँ खिलाते थे।

प्रश्न 9.
विद्यार्थियों को अनुशासन में रखने के लिए पाठ में अपनाई गई युक्तियों और वर्तमान में स्वीकृत मान्यताओं के संबंध में अपने विचार प्रकट कीजिए।
उत्तर:
बच्चों को अनुशासन में रखने के लिए पाठ में कठोर पिटाई के रूप में शारीरिक यातना दी जाती थी। उन्हें थोड़ी-सी गलती पर पीटा जाता था और मुरगा बना दिया जाता था। वर्तमानकाल में बच्चों को शारीरिक दंड देने पर पूर्णतया रोक है। मेरे विचार से यही पूर्णतया उपयुक्त है कि बच्चों को अनुशासन में लाने के लिए शारीरिक दंड नहीं प्यार और अपनत्वपूर्ण व्यवहार की आवश्यकता होती है। बच्चों को स्नेह, पुरस्कार तथा प्रशंसा आदि के माध्यम से अनुशासित करना बेहतर होता है।

प्रश्न 10.
बचपन की यादें मन को गुदगुदाने वाली होती हैं, विशेषकर स्कूली दिनों की। अपने अब तक के स्कूली जीवन की खट्टी-मीठी यादों को लिखिए।
उत्तर:
प्रत्येक व्यक्ति के बचपन की यादें मन को गुदगुदाने वाली होती हैं, पर ये यादें सभी की निजी होती हैं। मुझे भी पूरी तरह से याद है, जब मैं कक्षा दूसरी में थी, तो एक दिन स्कूल में बारिश के कारण मैदान में पानी ही पानी दिखाई दे रहा था। हम सभी बच्चे थोड़ी-सी दूरी पर खेल रहे थे, तो एक शरारती लड़के ने मुझे पानी में धक्का दे दिया। मेरे पानी में गिरते ही सारे बच्चे जोरों से हँसने लगे। मैं पानी में पूरी तरह से भीग गई और ज़ोर-ज़ोर से रोने लगी। बाद में मुझे घर भेज दिया गया था। उस समय की याद आज भी बनी हुई है।

प्रश्न 11.
प्रायः अभिभावक बयों को खेल-कूद में ज्यादा रुचि लेने पर रोकते हैं और समय बरबाद न करने की नसीहत देते हैं बताइए-

1. खेल आपके लिए क्यों ज़रूरी हैं?
2. आप कौन-से ऐसे नियम-कायदों को अपनाएँगे, जिनसे अभिभावकों को आपके खेल पर आपत्ति न हो?

उत्तर:

1. खेल हमारे लिए इसलिए आवश्यक हैं क्योंकि खेलों से शारीरिक और मानसिक विकास होता है। खेलों से शरीर स्वस्थ और मजबूत बनता है। खेल हमें मानवीय मूल्य अपनाने की सीख देते हुए त्याग, हार-जीत को समान समझने का भाव पारस्परिक सहयोग, मैत्री आदि को प्रगाढ़ बनाते हैं, जो हमें समाजोपयोगी नागरिक बनने में मदद करता है।
2. अभिभावक खेलकूद को बच्चों के लिए अच्छा नहीं समझते हैं। वे इसे पढ़ाई में बाधक मानते हुए समय बरबाद करने का साधन मानते हैं। अभिभावकों को मेरे खेल पर आपत्ति न हो इसके लिए मैं-
   • खेलकूद और पढ़ाई में संतुलन बनाऊँगा।
   • पढ़ाई तथा गृहकार्य पूरा करने के बाद खेलकूद करूंगा।
   • स्कूल से अधिक कार्य मिलने पर मैं उस दिन नहीं खेलूंगा। इसकी भरपाई के लिए मैं छुट्टी वाले दिन खेलकर कर लूंगा।
   • अभिभावकों को खेलकूद की उपयोगिता एवं महत्ता बताऊँगा।

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