Explore topic-wise InterviewSolutions in Current Affairs.

1. Both denied the authority of Vedas

2. Both opposed blood sacrifices

1. Sangha, meaning ‘association’ for the propagation of Buddha’s faith.

2. It was formed to propagate Buddha’s faith.

3. The members were called Bhikshus (monks).

4. They led a life of austerity.

1. Ahimsa – not to injure any living beings

2. Satya – to speak truth

3. Asteya – not to steal

4. Aparigraha – not to own property

5. Brahmacharya – Celibacy

(i) Myopia/short sightedness. Lens defect (increased thinness), eye ball defect (elongation).
(ii) Friendship, concern for each other, appreciation for balanced diet.
(iii) Sharing common things; helping each other in studies.

Correct option is  A) myopia

If I were little Franz, I would stop at the bulletin board. I would read what was written on it. I would feel sorry for not learning my own mother tongue-French. I would be angry with the ruler who issued such an order. I would feel sorry for the teacher also.

(b) startling and unexpected

(a) Tbiruparthi Kundram

1. It is located in the suburbs of Kanchipuram.

2. The Jain Temple here in the standing example for the existence of Jainism in Kanchipuram in ancient period.

3. Built in 9th Century by Pallavas, there are two Jain temples named as Trilokyanatha temple and Chandra Prabha temple.

4. The suburb where these twin temples are located is called Jain Kanchi.

5. Tourists can see beautiful paintings on the ceilings of the temple.

6. The main deity Mahavira was made up of bright pink stone.

7. Temple was built out of yellow stone.

8. It has inscriptions belonging to the 9th Century.

9. Currently the temple is under the control of Tamil Nadu Archaeological department.

(b) SittanaVasal 

1. It Sittanavasal is a small hamlet in Pudukottai district of Tamil Nadu. 

2. It is known for the Sittanavasal cave, a 2nd century Jain cave complex. 

3. From the 7th to 9th Century AD the village flourished as a Jain Centre. 

4. The Sittanavasal cave is also known as Arivar Kovil.

5. It is a Jain monastery of the 7th Century, small in size.

6. It is noted for its fresco paintings. 

7. The painting themes depict a beautiful lotus pond and figures, lilies, fish, geese, buffaloes and elephants.

8. The cave temples has the sculpture of Jain Thirthankaras.

9. Ezhadippattam or Jaina beds is a natural cave, marked by a horizontal floor space. It is laid out with well-polished rock 

10. beds that were used by Jaina ascetics.

(c) The Chitharal Malai 

1. The Chitharal Jain monuments is also known as Chitharal Malai kovil. 

2. It is literally on the hill. 

3. It is also known as Bhagawathi temple. 

4. Chitharal is situated on the Thiruchanathar Malai near Chitharal Village, Kanyakumari district. 

5. Chitharal hills are locally known as Chokkanthoongi Hills. 

6. There are two monuments found here. 

7. They were likely built by Digambara Jains in the Ninth Century, when the region was under the influence of Jainism.

8. Jain influences in this region was due to the king Mahendra Varma.

(a) Confucianism

1. Confucianism originated in China.

2. It is also known as Ruism.

3. The Chinese philosopher Confucius contributed his teachings.

4. He emphasised on the importance of the family and social harmony, rather than on spiritual values.

5. The core of Confucianism is humanistic.

(b) Zoroastrianism

1. Zoroastrianism is one of the world’s oldest religions that remain active.

2. It originated in Percia (Iran) 

3. The Iranian speaking prophet Zoroaster exalts a deity of wisdom, Ahura Mazda as its Supreme Being.

4. Zend Avesta is the most important text of this religion.

5. Zoroastrians usually pray in the presence of some form of fire.

1. Buddhism spread to Tamil Nadu much later than Jainism.

2. Manimekalai, one of the epics of the postSangam age is a Buddhist literature.

3. There is an elaborate description about Kanchipuram in classical epic Manimegalai. 

4. Kanchipuram was a famous Buddhist Centre, from where Dinnaga, the famous Buddhist logician, and Dharmapala, a great scholar of Nalanda University hailed.

5. Hieun Tsang who,visited Kanchipuram in the seventh century A.D. (CE). noticed the presence of 100 feet stupa built by Ashoka there.

1. Both Mahavira and Buddha hailed from royal families. Yet they renounced royal privileges and chose to adopt an ascetic life. 

2. Denied the authority of Vedas.

3. Taught in the language of the common people.

4. Admitted disciples from all the castes and from both the genders.

5. Opposed blood sacrifices. 

6. Believed in the doctrine of Karma.

7. Emphasized on right conduct and right knowledge instead of performing religious ceremonials and rituals as the means to achieve salvation.

1. Simplicity of the teachings of Buddha in local language appealed to people.

2. Buddhism rejected elaborate religious customs whereas the practice of orthodox Vedic religion insisted on expensive rituals and sacrifices.

3. Buddha’s emphasis was on the observance of Dhamma.

4. Buddhist Sanghas played an important role in spreading the messages of Buddha. 

5. Royal patronage under Ashoka, Kanishka and Harsha also helped the causes of Buddhism.

6. Viharas or the Buddhist monasteries became great centres of education. One such centre was Nalanda, where Hiuen Tsang, the Chinese pilgrim, studied for many years.

1. Ashoka 

2. Kanishka 

3. Harsha

(d) All of the above

(c) Statement and Reason are correct

(c) Both I and II

(b) Blacksmith

(a) Myopia (Short – Sightedness) 

(b) Concave lens

(b) 2 and 4 are correct

(a) Sanskrit

1. Hinayana

2. Mahayana

The language used in Mahayana is Sanskrit

1. (d) peace

2. (c) triumphed

3. (a) liberated

4. (b) answer

5. (c) enclosed

6. (c) weakness

7. (b) reverse 

8. (c) relaxed

9. (b) discord

10. (c) noisy

Due to the adhesive force between particles of chalk and particles of board.

Franz was expected to be prepared with the use of ‘Participles’ that day. His teacher M. Hamel had said that he would question the children on participles.

उस दिन फ्रेन्ज से Participles के प्रयोग पर तैयार होने की अपेक्षा थी। उसके अध्यापक एम. हैमल ने कहा था कि वह बच्चों से Participles पर प्रश्न पूछेगे।

Formerly, Franz did not listen to his teacher carefully, but now he listened to him quite attentively. His respect for his teacher increased. He began to love his books. The books that seemed to him too heavy and nuisance a while ago, were his fast friends now.

पहले फ्रेन्ज अपने अध्यापक की बातें ध्यानपूर्वक नहीं सुनता था परन्तु अब उसने उनकी बातें ध्यानपूर्वक सुनीं। उसका अपने गुरु के प्रति आदर बढ़ गया। वह अपनी पुस्तकों को प्यार करने लगा। वे पुस्तकें जो उसे थोड़ी देर पहले बड़ी भारी और मुसीबत लग रही थीं, अब उसकी प्रगाढ़ मित्र थीं।

Mr Hamel is a great lover of his language. His praise for his mother tongue shows his great love for French. He says that French is the most beautiful language in the world. It is the clearest and the most logical language.

श्रीमान् हैमल अपनी भाषा से अत्यधिक प्रेम करते हैं। अपनी मातृभाषा की प्रशंसा करना फ्रेन्च भाषा के प्रति उनके अत्यधिक प्यार को दर्शाता है। वह कहते हैं कि फ्रेन्च संसार की सबसे सुन्दर भाषा है। यह सर्वाधिक स्पष्ट और सर्वाधिक तर्कसंगत भाषा है।

Franz had always been careless about his studies. He hated his school as he found it a tough task to prepare his lessons. One day his teacher, M. Hamel told the class that it was their last lesson in their mother tongue, French. From the next day, they were going to be taught German in place of French. His teacher was also going to leave the school. This made Franz very emotional. He felt sorry for having neglected his studies. He listened to his teacher very attentively that day. He seemed eager to know all in that last lesson. The thought of losing lessons in his language made him grow fond of his language as well as of his school. Now he began to like the school that he had hated earlier.

फ्रेन्ज हमेशा अपनी पढ़ाई के प्रति लापरवाह रहा था। उसे अपने स्कूल से घृणा थी क्योंकि उसे अपने पाठ तैयार करना बहुत कठिन लगता था। एक दिन उसके अध्यापक एम. हैमल ने कक्षा को बताया कि वह उनका उनकी मातृभाषा फ्रेंच में आखिरी सबक था। अगले दिन से उन्हें फ्रेंच के स्थान पर जर्मन भाषा पढाई जानी थी। उसके अध्यापक भी स्कूल से जाने वाले थे। इससे फ्रेंज बहुत भावुक हो उठा। उसे दुःख हुआ कि वह अपनी पढ़ाई की उपेक्षा करता रहा था। उसने उस दिन बहुत ध्यान से अपने अध्यापक के द्वारा पढ़ाये जा रहे पाठ को सुना। ऐसा लगा कि उस अन्तिम पाठ में वह सब कुछ सीख लेना चाहता था। अपनी भाषा में पढ़ाया जाना छूटने के विचार से उसे अपनी भाषा व अपने स्कूल से प्यार हो गया। अब वही स्कूल उसे अच्छा लगने लगा जिससे वह पहले घृणा करता था।

It was the day of surprises for Franz because he noticed many, uncommon things at school. When he reached there, it was all so still. He had to count on the commotion to get to his desk without being seen, but that day everything was as quiet as Sunday morning. His classmates were already in their places and M. Hamel was walking up and down with his terrible iron ruler under his arm. Instead of scolding him, M. Hamel asked Franz very quietly to go to his place quickly. On the back benches of the class, the village people were sitting quietly. Everybody was looking sad. M. Hamel was wearing his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered. He wore them on inspection and prize days.

यह फ्रेंज़ के लिए चकित होने का दिन था क्योंकि उसने विद्यालय में कई सारी अस्वाभाविक चीजें देखीं। जब वह विद्यालय पहुँचा तो सब कुछ बहुत ही शांत था। उसे नजर बचाकर अपनी डेस्क पर पहुँचने के लिए हो हल्ले का इंतजार था लेकिन उस दिन रविवार की सुबह जैसी खामोशी थी। उसके सहपाठी पहले से ही अपने-अपने स्थानों पर बैठे हुए थे और एम. हेमल अपनी बाँहों में अपना लोहे का भयंकर (भारी) डण्डा लेकर इधरउधर घूम रहे थे। फटकारने की बजाय एम. हैमल ने फ्रेन्ज़ को जल्दी से अपने स्थान पर जाने के लिए बहुत ही शांतिपूर्वक कहा। कक्षा की पिछली बैंचों पर गाँव के लोग शांतिपूर्वक बैठे हुए थे। वे सभी दुःखी दिखाई दे रहे थे। श्रीमान् हैमल अपना सुन्दर हरा कोट, अपनी झालरदार शर्ट तथा अपनी छोटी काली रेशमी टोपी पहने हुए थे जिन पर कशीदाकारी की हुई थी। इन्हें वह निरीक्षण के दिन तथा पुरस्कार वितरण के दिन पहनते थे।

Hinayana:

• Did not worship idols or images of Buddha > Practiced austerity
• Used Prakrit language

Mahayana:

• Worshiped images of Buddha
• Observed elaborate rituals
• Used Sanskrit language

The villagers were sitting on the back benches of the class that day as they were sorry that they had not gone to school. They were feeling a pining for their language. They also wanted to thank M. Hamel for his long and faithful service.

गाँव के लोग उस दिन पीछे की बेन्चों पर बैठे थे क्योंकि उन्हें दु:ख था कि वे स्कूल नहीं गये थे। वे अपनी भाषा के लिए चाह महसूस कर रहे थे। वे एम. हैमल को उनकी लम्बी और वफादारीपूर्ण सेवा के लिए धन्यवाद भी देना चाहते थे।

The narrator was not able to get to his desk without being seen because that day everything was quiet about the school. He had to open the door and go in before everybody, who were in their places already.

Franz was asked to recite the rule for participle all through. But he got mixed up on the first words and stood there nervous.

There used to be great hustle and bustle in the school on normal days but that day there was silence all about the school. No noise of the opening and closing of desks and of lessons being repeated loudly in unison could be heard.

सामान्य दिनों में स्कूल में बहुत अधिक चहल-पहल रहती थी परन्तु उस दिन पूरे स्कूल में शान्ति थी। मेजों के बन्द करने और खोलने तथा समवेत स्वर में पाठों के दुहराने की कोई आवाज सुनाई नहीं पड़ रही थी।

Franz had not been able to learn much at school because he used to go for seeking birds eggs or going sliding on the Saar instead of studying. The books seemed to him a nuisance and heavy to carry.

फेन्ज विद्यालय में बहुत कुछ इसलिए नहीं सीख पाया था क्योंकि अध्ययन करने की बजाय वह चिड़ियों के अण्डे ढूँढ़ने जाया करता था या सार पर फिसलने जाया करता था। पुस्तकें उसे बकवास व ले जाने में भारी लगती थीं।

India is the land of people like Mahatma Gandhi and Bhagat Singh, people who devoted their whole lives in serving their motherland. But in modern India, their thoughts have become a shadow of their previous self. The word 'patriotism' has faded 'patriotism' has faded away from the heats of the youth. The youth remains so much immersed in their superficial world that they have no interest in or intention of reflecting upon the idea of patriotism. 

However, if they can channelize their energy into something positive, India will surely become a super power as there is a lot of potential in the youth of our nation. The youth need to tap their limitless energy in the service of the nation and make an effort for the better and bright future of India, our motherland.

Even when the people lose their freedom, they should not lose their own language.

1. Where were the birds chirping?

2. Who was there with his apprentice?

3. How was the narrator?

4. What was warm and bright?

When Franz entered the class, M. Hamel asked him gently to go to his place quickly. He also said that he was going to begin to teach his lesson without him.

जब फ्रेन्ज ने कक्षा में प्रवेश किया तब एम. हैमल ने उससे दयालुतापूर्वक कहा कि वह शीघ्र ही अपनी सीट पर बैठ जाये। उन्होंने यह भी कहा कि वे उसके बिना ही पाठ प्रारंभ कर करने वाले थे।

(a) Men who smash windows refrain from remaining to chat with the police. 

(b) On the opposite side of the street was a very ordinary restaurant. 

(c) Please call a cop. 

(d) Noisy; but harmless. 

(e) They seemed to regard him as a King who was always right.

Ishan More 

16, Gnyaneshwari, 

Aarey Road, 

Goregaon (East), 

Mumbai – 400 063. 

30th April, 2020.

Dear Gogate madam,

I take this opportunity to thank you from my bottom of heart for whatever you have done for me and to improve my English skills. I think words fail me toexpress my gratitude.

Madam, when I saw this new book for the first time, I was worried as I didn’t understand how to study it and improve my writing and speaking skills. But while taking activities of every lesson and poem you not only boosted our courage but also made us confident to write and speak English fluently.

While taking activities, you gave opportunity to every one, so that we could think, imagine and express. At the same time by, taking activities based on vocabulary and grammar you laid a good foundation of it. Now, each and every student of our class wishes to learn English on their own. You created interest in learning the language.

I am really proud to say that throughout the journey of my life, I will be thankful for your efforts taken for the development of our language. I am sure, only because of your support and help I can now speak and write English fluently.

Thank you for the guidance you have given throughout the year and for making it so wonderful. I will forever be obliged to you.

Yours obediently,

Ishan More

When Franz came to know that M. Hamel was leaving, he realized that he had not learned a single word of French, his own language and now they will start teaching German. He was also sad thinking about the condition of M. Hamel who was leaving the school after forty years of faithful service.

When Franz looked through the window of his classroom, M. Hamel was walking up and down with his terrible iron ruler under his arm. He was wearing his ceremonial dress and looked calm and gentle.

जब फ्रेन्ज ने अपनी कक्षा की खिड़की से अन्दर झाँका तब एम. हैमल अपनी बाजू के नीचे अपने लोहे के भयानक डण्डे के साथ इधर-उधर टहल रहे थे। वह अपनी विशेष अवसरों पर पहनी जाने वाली पोशाक पहने हुए थे और शान्त व विनम्र दिख रहे थे।

1. He was not able to go on.

2. After taking a piece of chalk, he wrote as large as he could.

3. 1. scold 

2. field 

3. prize 

4. teach

4. 1. bustle, mayor, participles, wondering.

2. scolding, scratching, soldiers, solemn.

M. Hamel told his children that, it was the last lesson he would give them. He further told them that the order had come from Berlin to teach only German in the schools of Alsace and Loraine.

Panchvani was written by Kabir

‘Bijak’ was written by Kabir

Alphabetical order: 

parents, participles, patience, people, plenty, poor, pretend, prison.

The story described what was just another ordinary day for Franz who started very late for school that morning. Franz, who played truant with French class, feared M. Hamel’s iron rod. He came to the school thinking he would be punished as he had not learnt his lesson on participles.

In fact, he was reluctant to go to school. Initially, he thought of spending the bright warm day outdoors enjoying the chirping of birds and seeing the drilling of Prussian soldiers at the back of the sawmill. On the way, Franz passed the Town hall, where he saw a large crowd reading the bulletin board which had been a source of all bad news.

Franz rushed to his classroom, overseeing it for the fear of being chided. When Franz arrived at the school, his classmates were already seated and the teacher had already started teaching. The back benches were occupied by grim and solemn villagers including the Mayor, The Postmaster, Hauser and many others. To his surprise, M. Hamel was in his Sunday clothes. Franz found M. Hamel to be kinder than usual. Franz was shocked to know that it was the last French lesson and the German teacher would start classes the next day. He was full of regret for not learning his mother tongue and felt a sudden love for French.

He even started liking M. Hamel and forgot all about his ruler. When M. Hamel asked Franz to recite the rules of participle, he was petrified. M. Hamel didn’t scold him and remarked that the only problem with people of, Alsace was procrastinating learning. He blamed parents and himself for exploiting children. Hamel then talked of the French language, calling it the most beautiful language in the world. He said that when we were enslaved knowing our mother tongue was similar to having the key to prison. As the church clock bell struck twelve, M. Hamel with a choked throat wrote on the Blackboard Vive La France!, i.e. Long Live France and dismissed the class. ‘Our memories of yesterday will last a lifetime.’