Class 10th English Chapter-4 At The High School

Detailed Text :

E. Let’s Understand The Text:
P-1
Q1.What is a biography? What is an autobiography?
Ans: A biography is the life history of a person. An autobiography is the life history of a person written by himself or herself.

Q2. Is this lesson a biography or an autobiography? Support your answer with reasons.
Ans: This lesson is an autobiography (auto-self, bio-life, graphy – writing). The reason for it being an autobiography is that it begins with the first person pronoun ‘I’ standing for the writer Mahatma Gandhi. Also, the use of ‘my’ (Gandhi’s) proves it to be an autobiography.

Q3. Was Gandhi good at studies ? How will you support your answer ?
Ans: Yes, Gandhi was good at his studies. I will support by saying so with the expressions mentioned like “I wasn’t regarded as a fool at the high school”, “I always enjoyed the affection of my teachers” and “I never had a bad certificate”. “I even won prizes ” etc.

Q4. Did his teacher like him?
Ans: Yes, his teachers liked him.

Q5. What sorts of certificates were sent to his parents?
Ans: Certificates of progress and character were sent to his parents every year.

Q6. When did he win prizes?
Ans: He won prizes after he passed out of the second standard.

Q7. Which standards did he get scholarships in ?
Ans: He got scholarships when he was in standard fifth and sixth.

Q8.What were the amounts of his scholarships?
Ans: Rupees four and ten were the amounts of scholarships Gandhi obtained .

Q9. Who did he thank more for his scholarship – himself or his good luck?
Ans: He thanked his good luck more for his scholarship than himself or his merit.

Q10.What do you know about Gandhi as a person?
Ans: As a person, I know that Gandhi as a student was good at studies, besides being very particular about himself.

P-2
Q11.What was he very much careful about?
Ans: He was very much careful about his character .

Q12. How did he react when blamed?
Ans: When being blamed he broke into tears .
Or, Any sort of blame brought tears into his eyes.

Q13.What was more important for Gandhi – winning prizes or building character?
Ans: Building character was more important for Gandhi.

Q14.Why did he get physical punishment?
Ans: He got physical punishment for some little blemish in his character.

Q15.Who was the headmaster?
Ans: Dorabji Edulji Gimi was the headmaster.

Q16.Was he popular? Why?
Ans: Yes, he (Mr Gimi) was popular. Because he was a disciplinarian, a man of method and a good teacher.

Q17.What was made compulsory for upper standard boys ?
Ans: Gymnastics and cricket were made compulsory for upper standard boys.

Q18. I disliked both. What does ‘both’ refer to ?
Ans: I disliked both. Here ‘both’ refers to ‘gymnastics’ and ‘cricket’.

Q19.What was the reason for Gandhi’s dislike for cricket and gymnastics?
Ans: The reason for Gandhi’s dislike for cricket and gymnastics was his shyness.

Q20.Was the headmaster a lover of games?
Ans: Yes, the headmaster was a lover of games.

Q21.What false idea did Gandhi have about games?
Ans: Gandhi nurtured a false idea that games had nothing to do with education.

Q22.What were his views on games later?
Ans: Later he viewed that games should have many places in the curriculum as mental training.

P-3
Q23.What was the special reason for Gandhi’s dislike for gymnastics?
Ans: The special reason for Gandhi’s dislike for gymnastics was to serve his father after school

Q24. Compulsory exercise came directly in the way of this service. What was the service?
Ans: Compulsory exercise came directly in the way of this service. The service was to serve his father.

Q25. Did the headmaster grant his request? Why?
Ans: No, the headmaster didn’t grant his request because he didn’t believe him.

Q26.Why did he get to school late ?
Ans: He got to (reached) school late because he had no watch and the clouds deceived him also.

Q27. Clouds deceived him. How?
Ans: The clouds deceived him. As the clouds had gathered across the sky, he did not guess the time and reached the school when the boys had all left.

Q28. Did the headmaster believe what he said?
Ans: No, the headmaster didn’t believe what he said.

Q29. How much was he fined?
Ans: He was fined one or two annas.

Q30.What was he accused of? Was the accusation proper?
Ans: He (Gandhi) was accused of lying. No, it wasn’t proper in case of Gandhi .

Q31. What pained him so much?
Ans: The accusation that he was lying pained him so much.

P-4
Q32.What lesson did he learn from it?
Ans: From it he learnt that a man of truth must be a man of care.

Q33.Was he careless in school later?
Ans: No, he wasn’t careless in school later.

Q34.Did he really have to pay the fine?
Ans: No, he didn’t have to pay the fine really.

Q35.How was the fine exempted in the end?
Ans: The fine was exempted in the end as Gandhi’s father wrote himself to the headmaster urging his (Gandhi’s) service for him after school.

P-5
Q36.What was the other neglect Gandhi talked about?
Ans: The other neglect Gandhi talked about was his bad handwriting.

Q37.What was his earlier notion on handwriting?
Ans: His earlier notion of handwriting was that it wasn’t a necessary part of education.

Q38.When and where did he realise that his notions were wrong? What made him think so?
Ans: Until he went to England and later in South Africa he realized that his notions were wrong. The observation of the good handwriting of the lawyers and the young men in South Africa made him think so.

Q39.What were his views on handwriting?
Ans: He viewed (opined) that good handwriting was a necessary part of education and bad handwriting should be regarded as a sign of an imperfect education.

Q40.What was his advice to young men and women in this regard?
Ans:His advice to young men and women in this regard was to learn to handwrite only after they have learned to draw objects by observation.

P-6
Q41.Why did Gandhi consider Sanskrit harder than geometry?
Ans: Gandhi considered Sanskrit harder than geometry as there was nothing to memorise in geometry, whereas in Sanskrit everything had to be learned by heart.

Q42.Which class was Sanskrit introduced in?
Ans: Sanskrit was introduced in the fourth standard.

Q43.What did Gandhi say about the Sanskrit and Persian teachers?
Ans: As Gandhi said, the Sanskrit teacher was a hard taskmaster , but the Persian teacher was lenient .

Q44.Were they on good terms ? Quote the sentence from your text in support of your your answer:

Ans:No, they weren’t on good terms . The sentence supporting the answer is “There was a sort of rivalry going on between the Sanskrit and the Persian teachers”.

Q45.What tempted him to sit in the Persian class?
Ans: The easiness of the Persian subject tempted him to sit in the Persian class.

Q46.How did the Sanskrit teacher feel about it?
Ans: When the Sanskrit teacher saw Gandhi sit in the Persian class, he was grieved .

Q47.Why did he think it necessary for Gandhi to study Sanskrit?
Ans: The Sanskrit teacher thought it necessary for Gandhi to study Sanskrit because he (Gandhi) was the son of a Vaishnava father. Besides Sanskrit was the language of his own religion.

P-8
Q48.Did he come back to Sanskrit class? Why?
Ans: Yes, he came back to Sanskrit class. Because he couldn’t disregard his teacher’s affection .

Q49.What put him to shame?
Ans: The Sanskrit teacher’s kindness put him (Gandhi) to shame.

Q50.Who was his Sanskrit teacher?
Ans: Krishnashankar Pandya was the Sanskrit teacher.

Q51.How did the study of Sanskrit help him later?
Ans: The study of Sanskrit helped him acquire the little knowledge of the language and fostered his interest in sacred books.

Q52.What feelings did Gandhi have for his teachers?
Ans: Gandhi had the feelings of regards and love for his teachers.

F. Let’S Sum-Up:

The present text “At the High School” is built up of the main idea and supporting ideas. The text title itself is the main theme/idea. The facts/information presented in the paragraphs form the contents/sub-themes/supporting ideas. Given below is a table, which shows a well-knit structure of the text. Some facts/information are missing from it. Complete the table using the required information choosing from the HELP-BOX. Some paragraphs have more than one theme.
At the High School

Para-1	Para-2	Para-3	Para-4	Para-5	Para-6	Para-7
	punishment				subjects

handwriting subjects studies punishment

teachers reward games headmaster

Ans:

Para-1

Para-2

Para-3

Para-4

Para-5

Para-6

Para-7

Reward

Punishment

Games

Head-

master

Head-

master

Carelessness

remission of

fines

Hand-

writing

subjects

teachers

studies

handwriting subjects studies punishment

teachers reward games headmaster

Note: Some facts given in the box below the table are insufficient. So information has been given in the table rooms.

G.Let’s Listen And Speak:

(a) Read the following conversation between Gandhi and his Sanskrit teacher.
Your teacher will read out the conversation. Listen to him/her. Follow the dialogue while listening.
Your teacher will act out the character of Gandhi’s Sanskrit teacher and the class, Gandhi. Next, the role changes – the class act as the Sanskrit teacher and your teacher as Gandhi.
Next, the teacher divides the class into groups who will role-play in the like manner with a change in roles. Then practise in pairs.
Finally, your teacher invites two of your friends to play the roles in front of the class.
Sanskrit Tr: Hello Moniya! How are you?
Gandhi: Fine.
Sanskrit Tr: I hear you’re sitting in the Persian class.
Gandhi: Yes, sir.
Sanskrit Tr: What prompted you to do so?
Gandhi: Persian is easy, sir.
Sanskrit Tr: But Sanskrit is the language of our culture. You should study the language by any means.
Gandhi: Sanskrit is very difficult for me.
Sanskrit Tr: Why do you think so?
Gandhi: Because everything has to be learned by heart.
Sanskrit Tr: That’s not the case, Manu. Come to me. I’ll help you learn Sanskrit with ease.
Gandhi: Thank you for your offer, sir.
Note: “Moniya” or “Manu” was Gandhi’s nickname during his childhood.
(b) Your teacher will conduct a quiz on the lesson. She/he will organise/administer the activity following every step as shown in a similar quiz program under the lesson “Festivals of Northeast India”. “K. Let’s do this activity”. (Page-65)

H. Let’s Enrich Our Vocabulary:
Notice the underlined word in the sentence below.
When I merited or seemed to the teacher to merit a rebuke, it was unbearable for me.

(a) Show how the following words are built up of their prefixes and roots. One is done as an example: disobedient = dis + obedient

Prefix root
abnormal = ab + normal
Disappear = dis+ appear
impossible = im + possible
misunderstand = mis+understand
demerit = de + merit
illegible = il + legible
intransitive = in + transitive
unlucky = un + lucky

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

For example :

1. Swarupa’s achievement is not believable.
Swarupa’s achievement is unbelievable

2. Remote tribal areas among hills and forests are not still reachable.
Remote tribal areas among hills and forests are still unreachable .

3. The younger generation is not interested in traditional occupations .
The younger generation is uninterested in traditional occupations.

4. The stranger did not talk in a polite manner.
The stranger talked in an impolite manner / impolitely .

5. Many people are not happy with what they have.
Many people are unhappy with what they have.

6. Dull weather does not make us active.
Dull weather makes us inactive .

7. Human wants are not limited.
Human wants are unlimited .

8. They are not managing the organisation properly.
They are mismanaging the organisation.

9. Her inaugural speech was not motivating.
Her inaugural speech was demotivating .

10. They did not behave their guests well.
They misbehaved their guests.

11. The soul is not mortal.
The soul is immortal .

I. Let’s Learn Language:
1. Examine the following sentence.
Before I reached the school, the boys had all left.
The sentence has two clauses.
(i) Before I reached the school
(ii) the boys had all left
Let’s understand through the given diagram.

Earlier Past	Recent past
The boys had all left.	I reached the school.

Ans:

Another example :
The tortoise had reached (earlier/first completed action) the destination by the time / before the rabbit awake (later/second action).

(a) There is such añother sentence in paragraph-3 of the text. Can you find it out? Fill in each sentence below using the correct form of the verbs given in brackets. One is done for you. (i) All guests had arrived (arrive) before the party started (start).
(ii) We ________ (sit) for lunch after mother ________ (fry) the eggs.
(iii) When Mahatma Gandhi ________ (pass away), India ________ (achieve) her freedom.
(iv) The train ________ (leave) before they (reach) the station.
(v) Namrata _________ (post) the letter after she _________ (write) it.
(vi) The patient ________ (die) before the doctor ________ (come).
(vii) The farmer ________ (plough) the field before he ________ (sow) seeds.
(vii) The prizes (be, give) long before the cultural programmes (start).
Ans:
(i) All guests had arrived (arrive) before the party started (start)
(ii) We sat for lunch after mother had fried the eggs.
(iii) When Mahatma Gandhi passed away (died), India had achieved (got) her freedom.
(iv) The train had left before they reached the station.
(v) Namrata posted the letter after she had written it.
(vi) The patient had died before the doctor came.
(vii) The farmer had ploughed the field before he sowed seeds.
(vii) The prizes had been given long before the cultural programmes started.

2. Look at the following sentences.
If I had not acquired a little Sanskrit, I should have found it difficult to take any interest The sentence has two clauses.
(i) If I hadn’t acquired the little Sanskrit — If clause / Conditional clause (ii) I should have found it difficult to take any interest —> Main clause
If I had not acquired the little Sanskrit …………… unfulfilled if or conditional clause.

(a) Read the following situations and write an ‘If-sentence’ for each.
(i) They did not start early. They missed their train.
(ii) He did not fall into the river. He was not drowned.
(iii) The sun was in the right direction. The photographs came out very well.
(iv) I saw you. I invited you to my party.
(v) Lilima won a lottery. She bought a good house.
(vi) The mangoes were not ripe. They did not sell at a good price.
(vii) Subhra did not spend much. She had a lot of bank balances.
(viii) The farmer worked hard. He reaped a rich harvest.
Ans:
(i) If they had started early, they would not have missed their train.
(ii) 1f he had fallen into the river, he would have been drowned .
(iii) If the sun hadn’t been in the right direction, the photographs wouldn’t have come out very well.
(iv) If I hadn’t seen you, I wouldn’t have invited you to my party.
(v) If Lilima hadn’t won a lottery, she wouldn’t have bought a good house.
(vi) If the mangoes had been ripe, they would have sold at a good price.
(vii) If Subhra had spent much, she wouldn’t have had a lot of bank balance.
(viii) If the fanner hadn’t worked hard, he wouldn’t have reaped a rich harvest .

(b) Put the verbs in brackets into their correct forms.(i) If our boys had played well, our team (win) the match easily.
(ii) If Manisha (not get) the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians (not fight) for it.
(iv) Crops would have been better if it (rain) well.
(v) The government (not be) very unpopular if they had not raised taxes.
(vi) If you (take) my advice, you would not have got into troubles.
(vii) The glass (not break) if she had not dropped it.
Ans:
(i) If our boys had played well, our team would have won the match easily.
(ii) If Manisha hadn’t got the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians hadn’t fought for it.
(iv) Crops would have been better if it had rained well.
(y) The government wouldn’t have been very unpopular if they had not raised taxes.
(vi) If you had taken my advice, you would not have got into troubles.
(vii) The glass wouldn’t have broken if she had not dropped it.

3. Fill in the blanks with correct prepositions choosing from the box.
(among, from, in, of, to, with)
(i) She was deeply ashamed ________ her behaviour at the party.
(ii) People are ________ the opinion that price controls are losing ground.
(iii) The festival kicked off _______ traditional music and folk dances.
(iv) Sweets were distributed ________ children.
(y) Charities are exempted paying tax.
(vi) Children hardly refuse obey.
(vii) India succeeded in winning the World Cup Cricket that year.
(viii) The officer was convicted ________ bank fraud.
Ans:
(i) She was deeply ashamed of her behaviour at the party.
(ii) People are of the opinion that price controls are losing ground.
(iii) The festival kicked off with traditional music and folk dances.
(iv) Sweets were distributed among children.
(v) Charities are exempted from paying tax.
(vi) Children hardly refuse to obey.
(vii) India succeeded in winning the World Cup Cricket that year.
(viii) The officer was convicted of bank fraud.

J. Lets Write:
1. Write answers to all questions under “E. Let’s understand the Text”.
2. Write a paragraph in about 5 to 8 sentences on each of the topics given below :
(a) Gandhi as student
(b) Gandhi’s Headmaster
(c) Gandhi’s Sanskrit and Persian teachers
(d) Gandhi’s attitude towards sports and handwriting
Ans.
Gandhi as a student:
Gandhi was an average student in high school. He had high regard for his teachers. He loved geometry more than Sanskrit. Once he was fined for having not attended gymnastics class. But at his father’s request, he got the fine remitted. His being fined pained him.

Gandhi’s Headmaster:
Dorabji Edulji Gimi was the headmaster when Gandhi was in High School. He was loved by the students. Because he was a disciplinarian, a man of method, and above all a good teacher. He believed in the keeping of sound health of the boys. So he made attending of the boys in gymnastics and cricket compulsory. He convicted Gandhi of lying.

Gandhi’s Sanskrit and Persian teachers:
Gandhi’s Sanskrit teacher was Krishnashankar Pandya. He was pained to see Gandhi sit in the Persian class. He prevailed upon him to come back to Sanskrit class as it was the language of his own religion and he being a Vaishnav father’s son.
On the other hand , his Persian teacher was lenient. He had some sort of rivalry with the Sanskrit teacher. His soft nature and the easiness of the Persian language one day tempted Gandhi to sit in the Persian class.

Gandhi’s attitude towards sports and handwriting:
Regarding sports Gandhi had the earlier notion that sports like gymnastics had nothing to do with education. He kept aloof from cricket, football or gymnastics as he desired to serve his father during those classes. Later he felt that physical training should have as many places as mental training in the curriculum. Handwriting, likewise was thought to have no necessity in good education by Gandhi. But he had to change this notion (&I961I) when he observed the good handwriting of young men and lawyers in South Africa.

3. Write a letter in about 100 words to your penfriend telling him/her about Gandhi as a person.
Jairampur
Salipur
Date : ………………..
Dear Asish,
How are you now? Hoping you will be enjoying a relaxed time. Recently I went through (read thoroughly) a topic on Gandhi’s life.
As a person, Gandhi showed his enormous potential when he was in South Africa. When he saw the distressed condition of the Indians there, he launched ‘Satyagraha’ a great weapon against Apartheid of the White rulers . From this, he matured as a great leader which he successfully displayed by supporting the cause of the farmers in Champaran of Bihar in 1917.
His leadership made crores of Indians bow their heads to him for his having empowered India to become free from British rule.
I hope you have got to know a few things about this great Indian as a person.
Yours sincerely,
Nabakishore.

Class 10th English Chapter-4 At The High School Question Answer

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