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The children laughed with counterfeited glee which means that they pretended to enjoy his jokes.

The children could find the morning disaster in the school master’s face. This shows that the children saw on the master’s face the misfortune they had to face on that day.

The villagers stood round the two debaters and witnessed the verbal duel. They were awestruck when they heard the incomprehensible words used by the school master. They wondered how his small head could keep that enormous hoard of knowledge.

The villagers respected the school master because he knew almost everything. He could read and write, solve sums, forecast the weather, survey the land and was skilled in debate. The villagers were in awe of his knowledge.

The enormous knowledge and skills of the school master were wonders for the villagers. They were puzzled how such a small head could carry such vastness of knowledge.

The poet Oliver Goldsmith gives a humorous study of the school master’s character but never loses his sympathy for him. He makes an analysis of the qualities and capabilities of the school master. He was a staunch disciplinarian who took his students to task if they played truant.

The poet, as a student, was very aware of this aspect of the school master but he appreciated his stand and came to love and respect him. The severe measures taken by the master had a soft and pious motive behind them as he wanted to see his pupils ‘turn into learned people’. The school master’s character is portrayed with many p

He is severe in manner but at the same time is jovial with a stock of seasoned jokes. He is supposed to be a great scholar though he can only read, write and solve simple sums of arithmetic. He is stem and yet kind. The school master is acknowledged as a great erudite person by the entire village and even the parson recognizes his skill in debate.

The rhetoric of the teacher leaves the rustics gazing in admiration. The poem ends on a note of humour. The teacher is not to be taken as a mere satirical sketch. Apart from his scholarly pretensions, he has been a remarkably kind and benevolent gentleman. The frown on his face often hides a heart overflowing with love and sympathy.

He has a smattering of useful information which he puts to good use with the illiterate and ignorant villagers. Thus he projects a larger-than-life image of himself before them. He has an opinion on every issue and loves to engage in debates particularly with the village priest. He knows that in the eyes of the villagers the outcome of the debate depends more on sound than on sense. Hence he continues arguing even after he has lost his point.

The above lines refer to a description of the village school master found in the poem ‘The Village School Master’ written by Oliver Goldsmith. The village school master was a very severe man. He dealt with his boys very sternly and naturally the mischievous boys of the school had a taste of his severity. In this connection the poet says that he knew the master well, thereby implying that he was a truant.

The indisciplined and idle students laughed with counterfeited glee. The master could tell many jokes and even if the students did not feel like laughing at those jokes, yet they pretended to be happy or merry to impress their teacher.

The above lines are a remark about the village school master in the poem ‘The Village School Master’ written by Oliver Goldsmith. The school master was a severe man. The boys, particularly the mischievous ones, were afraid of him. But the poet adds, the master was really a kind man who had put on a stern countenance only because he wanted his students to learn well. Probably he thought that if he appeared to be kind and good, his students would take advantage of his kindness and not read at all. So he put on a stern countenance only to make his boys study well. The poet, therefore, says that if one said that the school master was severe, one should also say that the love he bore to learning was in fault.

The above line is taken from the poem ‘The Village School Master’ written by Oliver Goldsmith. In this poem the poet pictures a nostalgic image of a teacher.

In those days, most of the villagers worked on farms. Very few people received any formal education. In such a community, most of the times, the teacher would be the only well educated person. Therefore, people often sought his advice on different aspects of life. They respected him for his knowledge.

In the poem too, the school master was respected for the vastness of his knowledge. He could not only read and write, but also work out sums in arithmetic. He appeared to be a scholar in the eyes of the villagers.

The above lines are taken from the poem ‘The Village School Master’ written by Oliver Goldsmith. In this poem the poet pictures a nostalgic image of a teacher.

In the above lines the poet tells us the plight of the naughty students at the hands of their school master. The master had tremendous memory so as to remember each student and his presence in the classroom. Those who missed classes were afraid to meet the master the next day, as there would surely be some punishment awaiting them. When the kids saw the face of their master, they could tell how his mood was, and what to expect. So, his morning’s expression told them about their fate.

C) what was in store for them

The above lines are taken from the poem ‘The Village School Master’ written by Oliver Goldsmith.

Concluding his account of the village school master, Goldsmith says that the school master’s scholarship was a matter of great wonder to all people of the village. The master could read and write and do sums in arithmetic. He could predict the weather and measure land. He had a great skill in argument. He would go on arguing even after he was defeated in an argument. The simple villagers were very much impressed by all this. They wondered how the man could carry so much knowledge in his small head.

The school master was in truth not a great scholar as people thought him to be. But by making him appear to be a scholar in the estimation of the villagers, Goldsmith secures a special effect of humour. This is the remarkable thing about the portrait.

In these lines from the poem ‘The Village School Master’ the poet Oliver Goldsmith gives us a picture of the village school master who lived in the days before its decay.

The school master was a severe man. He maintained order and discipline by his severity rather than by love. All the bovs, particularly the mischievous ones, were very much afraid of him. They had a way of knowing the day’s fortunes by looking at the master’s face in the morning. If the master appeared cheerful in the morning they would conclude that it would be a good day for them. On such days the master would crack many jokes and the boys would laugh with counterfeited glee immaterial of whether they understood him or not.

Correct Answer is: C) near an irregular fence

D) how his small head carried so much knowledge.

C) would continue to argue

A) of his love for learning

B) use of high-sounding words

The school master, though stern and strict, was kind- hearted. He used to act tough so that his students could develop a love for learning and become responsible citizens.

Every school child knew the master well, and especially every pupil who played truant from school knew him, having . received punishment at his hands. All the wrong-doers could judge from the master’s grim appearance in the morning that disasters awaited them later in the day, and this foreboding left them all trembling.

And when the master was angry and frowned, the whisper went right round the school that he was in a bad mood, and so, all were on the alert. None of the pupils found anything funny in his jokes, but still they all laughed out loud just to please him.

The school master had a good argumentative skill and could continue with his arguments even when he had lost the debate. The village people loved to gather around him to listen to his learned words that were uttered in a high pitched voice.

Correct Answer is:

(b) Minas Gerais

1. Child marriage 

2. Poverty and low standard of living 

3. Lack of education 

4. Economic backwardness.

In Ganganagar district of Rajasthan the lowest growth in the population was recorded.

In comparison to India, the decennial growth in the population of Rajasthan was 4% more.

Following are the factors which affect population growth : 

1. Child marriage 

2. Poverty and low standard of living 

3. Lack of education 

4. Economic backwardness 

5. Hot climate 6 Failure of family planning programs 

6. Difference in birth and death rate 

7. Population migration 

8. Fatalism 

9. Other reasons.

People in the state of Rajasthan get married at a very early age. Consequently, they have children at an early age, hence the population increases. Legal age for marriage is 21 and 18 years for boys and girls respectively.

The sex ratio is the ratio of males to females in a population. As per 2011 census, the sex- ratio in Rajasthan was 928 and for India it was 943. Therefore, the sex ratio of Rajasthan was lower than that of India. But in 2001, it was 921, thus an increase of 7 points. The population density in Rajasthan in 2011 was 165 person per sq. km. Pratapgarh has the highest sex ratio of 994 and Dholpur has the lowest at 846.

Correct answer is (c) 7

165 persons per sq. km.

This scheme was implemented on 2nd October 2011. The objective of this plan was to provide benefits to all the patients visiting the government hospital. This plan is providing maximum medicines to the patients free of cost. Apart from this, MotherChild security Scheme, National Children Health Program, Chief Minister BPL Security Fund Plan, Janini express, Dhanvantri 108 toll free Ambulance plan etc. are being run as well.

(d) Christopher Isherwood

Krishna argues that Arjuna must do his duty. He insists on Arjuna’s duty to fight, without caring for its consequences. He tells that it is a just cause, and, as a warrior and a general on whom his side must rely, Arjuna cannot waver from his obligations, no matter what the consequences be.

कृष्ण तर्क देते हैं कि अर्जुन को अपना कर्तव्य अवश्य करना चाहिए। वह परिणाम की परवाह किये बिना अर्जुन के उसके युद्ध करने के कर्तव्य को करने का आग्रह करते हैं। वह कहते हैं। कि यह एक औचित्यपूर्ण उद्देश्य है, और एक योद्धा व सेनापति के रूप में, जिस पर उसका पक्ष निर्भर है, अर्जुन अपने कर्तव्य से विमुख नहीं हो सकता है, भले ही परिणाम कुछ भी हो।

Commercial distribution of population refers to the distribution of population on the basis of Infant mortality rate, Population and labour force, Rate of capital formation, Standard of income, Ratio of per capita land, Details of income, Standard of living, Standard of exchange, Size of production and productivity and environment.

This scheme was implemented on 2nd October 2011. The objective of this plan was to provide benefits to all the patients visiting the government hospital. This plan is providing maximum medicines to the patients free of cost.

21.30% was the decennial growth rate in the population of Rajasthan.

Population is the main basis of development. It significantly affects the various indicators of economic development. Human resource increases the productivity of inactive physical resources by optimum utilization. Size and growth of the population, population density and urban and rural population, education and literacy, health and housing, all are affected by this. Size of Human Resource is considered as a symbol of power.

The status of health indicators of Rajasthan is not better than the usual national status. Birth rate and Child mortality rate in the state is higher than that of the country. However, there is no difference between death rate and life expectancy. But, compared to other states, the condition of health indicators in the state is not good.

Education plays a very important role in human resource development. Education is the basis of social, cultural and economic development of human life. Education is an important source of human capital. Education develops the work efficiency of human beings. Therefore, state government is working on priority basis in every possible way for development of social sector. Practices related to social sectors like education, health, family welfare, housing, drinking water etc. are being given importance. Till 2014-15, there were 41,525 primary, 37,573 upper primary and 27,155 secondary/higher secondary schools operating in Rajasthan, where 60.75 lakh students were enrolled.

Right to free and compulsory education has been enforced in the state under the Right to Education Act of 2009 since 1st April 2010. Under this, 25 per cent seats are reserved in private schools for children from weaker section. With the objective of making Net Enrollment Ratio as 100 per cent till 2017 and Stability Rate as 100 per cent till 2020, National Secondary Education Mission (NSEM) plan is being run. The condition of education is improving in Rajasthan and the government is running various schemes to make further improvement in education.

Krishna Menon was the leader of the Indian delegation to the UN and his speech lasted nine hours uninterrupted.

कृष्णा मेनन UN गए शिष्ट-मंडल का नेतृत्व कर रहे थे तथा उनका भाषण अविरत नौ घंटों तक चला।

Answer is: (a) Jaisalmer

17.7% was the decennial growth rate in the population of India.

888 was the child sex ratio in Rajasthan in 2011.

The foreign commentators who endorsed Krishna’s moral position were C. Isherwood, T.S. Eliot and Wilhelm von Humboldt.

जिन विदेशी टिप्पणीकारों ने कृष्ण की नैतिक अवस्थिति का समर्थन किया था उनके नाम C. Isherwood, T.S. Eliot एवं Wilhelm von Humboldt थे।

No, according to Yajnavalkya one cannot achieve immortality through wealth.

नहीं, याज्ञवल्क्य के अनुसार कोई धन द्वारा अमरता प्राप्त नहीं कर सकता है।

India has had a tradition of public reasoning and argumentative heterodoxy which is closely connected with democracy. Besides using this tradition, India used what it had learned from the institutional experiences in Europe and America (particularly Great Britain). Thus, on the basis of both of these, India chose to be a democratic country.

भारत में सार्वजनिक बहस व तर्कशील अरूढ़िवादिता की परम्परा रही है जो प्रजातंत्र से अन्तः सम्बन्धित है। इस परम्परा को उपयोग करने के अलावा भारत ने यूरोप व अमेरिका (विशेष रूप से ग्रेट ब्रिटेन) में संस्थागत अनुभवों से जो सीखा था, उसका भी उपयोग किया। इस प्रकार इन दोनों के आधार पर भारत ने अपने लिए प्रजातंत्र चुना।

Population density refers to the number of human inhabitants per square kilometer.

Yajnavalkya and Maitreyi were discussing the importance of wealth. Maitreyi asks Yajnavalkya whether it could be possible that if the whole earth, full of wealth belongs to her, she could achieve immortality. Yajnavalkya replies, “No”. Maitreyi remarks, “What should I do with money by which I do not become immortal ?”

याज्ञवलक्य व मैत्रेयी धन के महत्त्व पर चर्चा कर रहे थे। मैत्रेयी याज्ञवल्क्य से पूछती है कि यदि संपूर्ण पृथ्वी का धन उसका हो जाये तो क्या वह इसके द्वारा अमरता प्राप्त कर सकती है। याज्ञवल्क्य उत्तर देते हैं ‘नहीं”। मैत्रेयी टिप्पणी करती है- “मैं धन का क्या करूंगी यदि इसके द्वारा मैं अमर नहीं हो सकती?”

The history of our country shows that the use of argumentative encounters has frequently crossed the barriers of class and caste. The challenge to religious orthodoxy has often come from spokesmen of socially disadvantaged groups. The Brahmin-dominated orthodoxy met argumentative revolution from all the deprived classes and castes.

भारत का इतिहास दर्शाता है कि तर्कयुद्धों के प्रयोग ने बहुधा वर्ग व जाति के अवरोधों को पार किया है। धार्मिक रूढ़िवादिता को चुनौती प्रायः सामाजिक वंचन के शिकार समूहों के प्रवक्ताओं की ओर से मिली है। सभी वंचित वर्गों व जातियों ने ब्राह्मणों के प्रभुत्व वाली रूढ़िवादिता के विरुद्ध तर्कशील विद्रोह किया।