GSEB Class 12 English Solutions Unit 6 Read 1 Strike Against War

GSEB Solutions

GSEB Solutions Class 12 English Unit 6 Read 1 Strike Against War

GSEB Std 12 English Textbook Solutions Unit 6 Read 1 Strike Against War (2nd Language)

GSEB Class 12 English Strike Against War Text Book Questions And Answers

Comprehension

 

Question 1. Underline three sentences and three phrases that have touched you most.
(1) I am in the hands of unprincipled persons who persuade me to adopt unpopular causes and make me the mouthpiece of their propaganda.
(2) There is nothing between us and our enemies except the Pacific Ocean and Atlantic Ocean.
(3) The workers know they have no enemies except their masters, their citizenship papers are no warrant for the safety of their wives and children.
(1) Oh! blind vanity of slaves.
(2) The achievement and legacy of generations swept away in a moment and nobody better off for all the misery!
(3) From time immemorial men have followed with build loyalty the strong men.
In simple words: This question asks students to identify and highlight parts of the text that resonate with them, encouraging personal reflection on the given statements.

🎯 Exam Tip: For such subjective questions, it is important to choose impactful lines and clearly state why they are significant, demonstrating comprehension of the text's themes.

 

Make True Or False. Correct The False Sentences:

 

Question 2. Make True or False. Correct the false sentences:
(1) Helen is appealing to the editors, statesmen and administrators for giving freedom to citizens.
(2) Helen exposes the ways the authority instigates workers for war.
(3) She asks workers to speak out.
(4) Workers are allowed to go on strike for their rights.
(5) As civilization develops, workers feel freer.
Answer:
(1) True
(2) True
(3) False
(4) True
(5) False
In simple words: This exercise tests comprehension of key statements from the text by requiring students to determine their veracity and identify false claims.

🎯 Exam Tip: When answering True/False questions, read each statement carefully and compare it directly with the text. If a statement is false, be prepared to explain why it is incorrect, though the prompt here only asks to correct false sentences, not provide the correction itself.

 

Find The Sentences With Similar Meaning.

 

Question 1. I do not need translators.
Answer: Helen states she would not trade positions with them, confirming her full understanding of her own statements.
In simple words: This response indicates that the speaker is self-sufficient in communication and fully confident in their message, needing no intermediary.

🎯 Exam Tip: When finding similar meanings, focus on the core message and intent of the original sentence, then select a phrase that conveys the same meaning using different phrasing.

 

Question 2. As you have your strength, I have mine.
Answer: The speaker requests equal opportunities and impartial treatment, implying a belief in their own capabilities.
In simple words: This means the speaker acknowledges others' strengths but also asserts their own, seeking an equal chance without special treatment.

🎯 Exam Tip: Look for phrases that express equality, self-reliance, or a demand for fair conditions when asked to find similar meanings to statements of personal strength or capability.

 

Question 3. The law makers should have the sole interest - people's welfare.
Answer: True freedom is unattainable unless legislators prioritize the well-being of the populace above all other considerations.
In simple words: This statement emphasizes that a society cannot be truly free unless those who create and enforce laws act only for the benefit of the people.

🎯 Exam Tip: When paraphrasing a statement about political ideals, ensure the rephrased version clearly conveys the core principle of governance and public interest.

 

Question 4. Right to vote doesn't reduce one's slavery.
Answer: Simply possessing the right to vote does not liberate an individual from the constraints of wage-based servitude.
In simple words: This highlights that having voting rights doesn't automatically end economic exploitation or a state of being enslaved by low wages.

🎯 Exam Tip: Focus on the underlying critique of systemic issues when interpreting statements that challenge superficial notions of freedom or progress.

 

Question 5. Workers' importance is not more than I' that of parts of machines.
Answer: With increasing complexity in civilization, laborers have been progressively subjugated, reducing them to mere mechanical components within the systems they operate.
In simple words: As society advanced, workers became less like humans and more like interchangeable parts of machines, losing their individual importance.

🎯 Exam Tip: When analyzing the dehumanization of workers, look for descriptions that compare them to inanimate objects or emphasize their loss of agency and individual value.

 

Question 6. Only you can stop wars.
Answer: Take action against warfare, as no conflicts can commence or continue without the participation of the populace.
In simple words: This means that if ordinary people refuse to fight, wars cannot happen, highlighting their power to prevent conflict.

🎯 Exam Tip: Understand that this statement underscores the collective power of individuals to resist and prevent large-scale conflicts by withdrawing their consent or participation.

 

Tick Mark The Nearest Meaning Of The Sentences:

 

Question 1. It is to be a fight to finish and I want no quarter.
(a) I want total revolution. (✔)
(b) I don't want partition.
(c) It is what has never happened.
Answer: (a) I want total revolution.
In simple words: This phrase means the fight will continue until its complete conclusion, with no mercy asked or given, indicating a demand for a fundamental change.

🎯 Exam Tip: When choosing the nearest meaning for an idiom, consider the full context and emotional intensity implied by the phrase. "No quarter" implies an uncompromising struggle.

 

Question 2.
(a) Workers think that masters are their enemies.
(b) Masters have no enemies. (√)
(c) The ultimate welfare of the workers is damaged by the masters only.
Answer: (b) Masters have no enemies
In simple words: This implies that those in control feel they are unopposed or face no genuine adversaries.

🎯 Exam Tip: For multiple-choice questions, carefully evaluate how each option aligns with the implied or explicit meaning of the text, paying attention to nuances in wording.

 

Question 3. Oh blind vanity of slaves !
(a) Workers are always blind.
(b) It is very unfortunate that workers are just like slaves but they think that they are great. (√)
(c) Masters keep them blind.
Answer: (b) It is very unfortunate that workers are just like slaves but they think that they are great
In simple words: This expresses pity for workers who, despite their enslaved condition, hold a misguided self-perception of grandeur or freedom.

🎯 Exam Tip: Understand that exclamations often convey strong emotions or critiques. Here, "blind vanity" points to a severe misjudgment of one's own situation by the 'slaves'.

 

Question 4. The ballot does not make a free man out of a wage slave.
(a) Right of voting is not enough. (√)
(b) Elections are compulsory in free country.
(c) Marking on ballot paper is the right process.
Answer: (a) Right of voting is not enough.
In simple words: This means that merely having the right to vote doesn't guarantee true freedom or elevate a worker from their exploitative condition.

🎯 Exam Tip: This question assesses understanding of the distinction between legal rights and actual socio-economic liberation, emphasizing that one does not automatically guarantee the other.

 

Identify The Sentences Related To The Following Themes. Write The First Two And The Last Two Words Of That Sentence.

Cleverness of authority	Foolishness of workers	Slavery of workers	Duty of the workers
The clever ones up ....... better off for all the misery	From time immemorial men have ....... robbed of the fruits of their labour.	As civilization has grown ....... taxes tributes and war compensations.	It is your duty ....... to country all times.

 

Complete The Sentences.

 

Question 1. The editors and others have come for persuading her not to be the mouthpiece of some people but she does not want their pity nor wants to change places with them.
Answer: Helen expresses her refusal to be a mere propaganda tool for others, asserting her independence and disinterest in exchanging positions with those who pity her.
In simple words: Helen doesn't want pity or to switch places; she refuses to be used by others, emphasizing her self-reliance and distinct perspective.

🎯 Exam Tip: When completing sentences, ensure the added words maintain the original context and thematic consistency of the passage, reflecting the speaker's stance clearly.

 

Question 2. Helen has entered the fight against preparedness and the economic system in which she does not want any favour.
Answer: Helen has actively joined the resistance against both military readiness and the existing economic framework, seeking no special advantages within this struggle.
In simple words: Helen is fighting against war preparations and the current economic setup, and she doesn't want any special treatment in this fight.

🎯 Exam Tip: Identify the core actions and motivations of the subject to accurately paraphrase a completed sentence, particularly when discussing resistance or social critiques.

 

Question 3. It is unfair to talk about low wages when our own country, our very liberties are in danger.
Answer: It is deemed unjust to discuss inadequate remuneration when the nation's sovereignty and fundamental freedoms are under threat.
In simple words: The idea is that concerns about low pay are secondary when the country and its freedoms are at risk.

🎯 Exam Tip: Understand the hierarchy of concerns presented in the statement; national security and liberty are prioritized over economic grievances in this context.

 

Question 4. The workers have built palaces and pyramids, temples and cathedrals but these hold no shrine of liberty.
Answer: Despite laborers constructing grand structures like palaces, pyramids, temples, and cathedrals, these impressive edifices ultimately lack any true symbol or representation of freedom.
In simple words: Workers have built magnificent buildings, but these structures do not offer or represent their own freedom or liberation.

🎯 Exam Tip: This statement highlights a disparity: immense labor creates monumental works, yet the laborers themselves do not benefit from or experience the freedom these structures might symbolize for others.

 

Question 5. Germans abolished the slums because they could not raise good soldiers in the slums.
Answer: The Germans eliminated impoverished districts primarily because these areas were unsuitable for recruiting capable military personnel.
In simple words: Slums were removed by the Germans because they were unable to produce healthy or effective soldiers from those poor conditions.

🎯 Exam Tip: Note the pragmatic and strategic reasoning behind the Germans' decision to abolish slums, connecting societal conditions to military strength.

 

Complete The Tables

Sentences from the text	Interpretation
I would not change places with one of them.	I don't want to interchange my place with anybody of you.
Not all the editors I have met can do	All the editors I have met do not have the sources of information that I have.
There is nothing between us and our enemies except the Pacific Ocean and Atlantic Ocean.	Geographically there is only the Pacific and the Atlantic Ocean between us and our enemy.
Quit your whining, get busy and prepare to defend your firesides and your flag.	Stop complaining, prepare yourself to defend your country and your freedom from your enemies.
They will go forth to fight valiantly for their own enemies.	If the workers are given honours they will fight for the clever ones who are their real enemies.
This terrible sacrifice would be comprehensible. If the thing you die for and call country, fed, clothed, housed the children.	Your sacrifice Is fruitful If it affects the lives of common people.

 

Answer The Following Questions :

 

Question 1. What does Helen believe about the editors ?
Answer: Helen Keller expresses a respectful view of editors, noting that they are an overtaxed and often misinterpreted group. She strongly feels that their diligent efforts should be acknowledged and valued to motivate their continued dedicated work.
In simple words: Helen sees editors as hardworking and often misunderstood people who deserve recognition for their efforts.

🎯 Exam Tip: When describing a character's beliefs, ensure your answer reflects their perspective accurately, including any nuances or specific reasons for their views.

 

Question 2. Why does Helen call it the voice of authority a trap ?
Answer: Helen labels the voice of authority a trap because it appeals to workers' patriotism, diverting their focus from personal grievances by instilling fear about national threats, often citing historical examples like Belgium and Serbia. This tactic discourages demands for wage increases and urges workers to cease complaining, prepare for defense, and protect their homes and nation.
Thus, these speeches function as a trap for the workmen as they would get sentimental with elated feelings of nationalism and would not demand more wages.
In simple words: Helen calls it a trap because authorities use patriotic appeals and fear of national danger to distract workers from their own issues and prevent them from demanding higher wages.

🎯 Exam Tip: When analyzing persuasive rhetoric, identify how emotional appeals (like patriotism or fear) are used to manipulate a target audience and redirect their attention from their immediate interests.

 

Question 3. Why does she call their masters their enemies ?
Answer: She refers to the masters as the workers' enemies because the laborers recognize that their only adversaries are those who control them. They understand that legal documents like citizenship papers offer no assurance for the safety of their families. Furthermore, they realize that their diligent work and prolonged struggles yield no meaningful rewards worth fighting for, leading them to passively endure the conditions their masters impose.
In simple words: Helen calls masters enemies because workers know their toil brings no real benefit or safety, making their employers the true source of their oppression.

🎯 Exam Tip: Focus on the economic and social exploitation described to explain why an employer figure might be deemed an "enemy" from the perspective of an oppressed labor force.

 

Question 4. What is blind 'vanity' ?
Answer: Helen Keller defines 'blind vanity' as the workers' misguided belief that they constitute "a country," despite enduring relentless, arduous labor and a life of struggle without adequate reward. This happens because their masters deceive them with patriotic rhetoric, urging them to sacrifice everything for the nation while receiving nothing substantial in return. Even aware of their exploitation, the workers remain too simple-hearted to protest.
In simple words: 'Blind vanity' is when workers, despite being exploited and unrewarded, foolishly believe they are important to the nation, fooled by their masters into self-sacrifice.

🎯 Exam Tip: When defining a concept like 'blind vanity', explain both the illusion (what people believe) and the underlying reality (what is truly happening) as described in the text.

 

Question 5. What are the consequences of war?
Answer: The repercussions of conflict are invariably catastrophic; countless young men perish, while millions more are permanently maimed or blinded. For many others, life becomes unbearable. Furthermore, the accomplishments and heritage accumulated over generations are obliterated instantly, leaving no one better off despite the immense suffering.
In simple words: Wars always lead to terrible outcomes: millions die, get injured, or face ruined lives, and all progress built over generations is destroyed without any real gain.

🎯 Exam Tip: When discussing the consequences of war, provide a comprehensive overview that covers human loss, physical injury, psychological trauma, and societal destruction, as highlighted in the text.

 

Question 6. What, according to Helen, is the real freedom of workers ?
Answer: According to Helen Keller, genuine worker freedom means liberation from forced long workdays (ten or twelve hours) and fair compensation for their strenuous labor. They lack freedom when their children are forced into factory work or face starvation, or when poverty compels their women into lives of shame. Furthermore, they are not free if they are repressed or jailed for striking for better wages and fundamental justice. True freedom is achieved only when all these oppressive conditions are removed.
In simple words: Helen believes real worker freedom is not having to work excessive hours, receiving fair pay, ensuring children don't work, and being able to strike for rights without punishment.

🎯 Exam Tip: When defining a concept like "real freedom," enumerate the specific conditions that must be met and the injustices that must be absent, based on the author's perspective.

 

Question 7. Why does she say that there has never existed a truly free and democratic nation in the world ?
Answer: Helen Keller asserts that a truly free and democratic nation has never existed globally because, historically, people have shown unquestioning loyalty to powerful individuals possessing wealth and military might. These individuals have exploited the labor of the populace, who have cultivated the rulers' lands only to be deprived of their hard-earned produce.
In simple words: Helen believes no truly free nation has existed because people have always blindly followed powerful leaders with money and armies, and workers have been exploited for their labor.

🎯 Exam Tip: To explain historical or societal critiques, identify the root causes (e.g., blind loyalty, exploitation of power) and their long-term consequences on fundamental rights like freedom and democracy.

 

Question 8. How does slavery exist in the civilized world ?
Answer: In the "civilized" world, slavery persists as advancing civilization has led to increased subjugation of workers, rendering them akin to mechanical components. Everyday, these laborers confront perilous conditions in various sectors, including railroads, bridge construction, skyscraper work, freight handling, stockyards, and training at docks, as well as in underground and maritime environments.
In simple words: Slavery exists in the civilized world because workers are treated like machines in complex systems, facing dangerous jobs daily in various industries without true freedom.

🎯 Exam Tip: When illustrating modern forms of "slavery," describe the conditions of exploitation, the loss of human agency, and the dangerous environments that workers are subjected to in industrialized societies.

 

Question 9. “Workers of the world unite; you have nothing to lose but your chains”. -Karl Marx
Answer: Echoing Marx's sentiment, Helen Keller urges workers: "Be not dumb, obedient slaves in an army of destruction. Be heroes in an army of construction." This encourages them to resist being passive instruments of war and instead become active contributors to societal progress.
In simple words: Inspired by Karl Marx's call, Helen Keller tells workers not to be silent pawns in war but to be strong, active builders of a better society.

🎯 Exam Tip: When connecting an author's statement to a historical quote, highlight the shared message or philosophical alignment, demonstrating how the author adapts or reflects the original idea.

 

Elaborate The Sentences In About 50 Words With Reference To The Text.

 

Question 1. All I ask, gentlemen, is a fair field and no favour.
Answer: Addressing the editors, Helen implies her uncertainty about whether their diligent efforts would ultimately succeed. She also suggests they may not fully grasp the commitment required to ensure justice for workers. Therefore, she advocates for an equitable struggle, demanding impartiality and no preferential treatment.
In simple words: Helen asks the editors for a fair and unbiased situation, where everyone has an equal chance and no one receives special advantages.

🎯 Exam Tip: When elaborating on a quote, explain its context, the speaker's implied meaning, and how it relates to broader themes or their specific message.

 

Question 2. The clever ones, up in the high places know how childish and silly the workers are.
Answer: Those in positions of power are aware of the workers' naivete and simplicity, understanding that laborers are inherently innocent and will readily undertake tasks in the name of their nation. The shrewd elite exploit this unwavering trust and blind patriotism for their own benefit.
In simple words: Leaders know workers are naive and will do anything for their country, allowing the clever ones to take advantage of their loyalty.

🎯 Exam Tip: Analyze how power dynamics work by identifying how those in authority perceive and manipulate the less powerful, particularly by exploiting their simplicity or loyalty.

 

Question 3. Be not dumb, obedient slaves in an army of destruction. Be heroes in an army of construction.
Answer: Helen Keller urges laborers to resist foolish subservience and reject their role as compliant instruments in a destructive system, dictated by the cunning elite. Instead, she inspires them to act heroically, bravely championing the re-establishment and upholding of their inherent values.
In simple words: Helen advises workers not to be silent followers in destructive acts but to be brave leaders in building a better future and upholding their own worth.

🎯 Exam Tip: This exhortation is a call to action. Identify the contrast between "destruction" and "construction" to understand the shift in mindset and purpose Helen advocates for the workers.

 

Summarise This Passage In About

 

Question. It is your duty to ........ to the country at all times.
Answer: Helen reminds laborers of their responsibility to advocate for more significant societal changes. Specifically, they should ensure the complete eradication of child labor and the establishment of hygienic and safe working conditions within factories.
Machines should be such that no accidents are caused. It is the work of clever ones to provide clean cities without smoke, congestion and dirt. The amount of wages paid should be such that workers get minimum amount required for their existence.
This should be done throughout the nation and thus provide opportunity to all to enjoy proper nourishment, education, intelligence which can be of service to the country at all times.
In simple words: Helen emphasizes that workers must actively demand better conditions, including banning child labor, ensuring safe factories, fair wages, and a clean, healthy environment for all citizens.

🎯 Exam Tip: When summarizing, identify the core responsibilities and demands Helen places on workers, highlighting their active role in social reform rather than passive acceptance.

 

(A) Additional Questions And Answers

Answer The Following Questions:

 

Question 1. What does Helen Keller want to tell the editors pitying her?
Answer: Helen Keller explicitly informs the editors and others not to feel sorry for her, dispelling the notion that she is manipulated by unethical individuals into advocating unpopular causes or serving as a propaganda mouthpiece. She firmly rejects their pity and expresses no desire to trade places with any of them. Helen clarifies that her information sources are reputable, including publications from England, France, Germany, and Austria, which she reads to form her own informed opinions.
In simple words: Helen Keller wants editors to know she doesn't need their pity or believe she's manipulated; she has her own reliable information and forms her own opinions.

🎯 Exam Tip: When analyzing an author's response to public perception, identify their core message of independence, intellectual autonomy, and rejection of condescension.

 

Question 2. What are simple workers given and expected to do ?
Answer: Those in influential positions are adept at enticing and controlling ordinary laborers. They understand that by equipping workers in military attire, providing them with weapons, and sending them off with ceremonial fanfare, these workers will bravely engage in conflict, unknowingly serving the interests of their true oppressors.
They're taught that brave men die for their country's honour and it costs lives of millions of young men; other millions crippled and blinded for life and life becomes s horrible for still more millions.
In simple words: Simple workers are given uniforms and weapons and are expected to fight bravely, tricked by authorities into serving their enemies, often believing they are fighting for national honor.

🎯 Exam Tip: Focus on the manipulative tactics used by authority to redirect worker's efforts, often by framing military service as honorable despite the personal cost and underlying exploitation.

 

Question 3. Why does Helen Keller call the workers 'the most unselfish of the children of men' ?
Answer: Helen Keller describes workers as "the most unselfish of the children of men" because they dedicate their lives, labor, and even death to the benefit of other nations, continents, and for the freedom and happiness of others. Despite lacking personal liberties, they willingly sacrifice everything, demonstrating profound selflessness.
In simple words: Helen calls workers unselfish because they labor, live, and die for the benefit and happiness of others' countries and freedoms, even when they have none of their own.

🎯 Exam Tip: When evaluating a characterization like "most unselfish," identify the specific actions or sacrifices attributed to the group that support such a strong descriptive claim.

 

Question 4. What should be done for the workers ?
Answer: For the laborers, what is required is a form of readiness that enables a complete reorganization and reconstruction of their entire existence. They need fundamental civilizational amenities: suitable housing, clean public spaces, nutritious (even if simple) food, adequate medical attention, and robust safety measures in their workplaces. The governing bodies must be compelled to implement these crucial changes.
In simple words: Workers need their lives completely rebuilt with decent housing, clean environments, good food, medical care, workplace safety, and the government must be forced to make these reforms.

🎯 Exam Tip: When discussing proposed solutions for social issues, list concrete actions and necessary reforms, specifying both what is needed and who is responsible for implementing it.

 

(B) Short Notes

Write A Short Note Focussing On The Questions:

Helen Keller's Motivation And Message For The Workers

• speech at Carnegie Hall, NY
• righteous anger against misleading policies of government and statesman
• they asks workers to join army and make sacrifices
• the families of the workers suffer
• day by day they are being enslaved with : the growth of more complex civilization
• Helen asks workers to aggressively strike against war and be heroes in the army of
Answer: In her address at Carnegie Hall, New York City, Helen Keller articulates profound indignation toward governmental and political leaders, while simultaneously expressing deep empathy for the dire circumstances of the working class. She declares her commitment to combating both military preparedness and the exploitative economic system under which laborers exist. She highlights how leaders continually misguide workers, invoking patriotism to endanger their freedoms. Authorities manipulate workers emotionally, coercing them into military service. Helen underscores that workers toil, live, and perish for the benefit and happiness of others, possessing no genuine freedoms themselves. They are subjected to arduous twelve-hour workdays for meager pay, and their children are forced into factory labor or face starvation. Furthermore, women are often driven to lives of despair due to poverty. Their demands for wage increases are consistently suppressed by the expanding complexities of civilization, which only further enslaves them. In response to these conditions, Helen implores workers to actively resist all oppressive regulations and peace-undermining institutions. She fervently urges them to strike against warfare—which she identifies as the cause of immense death and suffering—and to transform from passive "slaves in an army of destruction" into "heroes in the army of construction."
In simple words: Helen Keller, in her Carnegie Hall speech, expressed anger at misleading leaders and deep sympathy for workers. She urged them to fight against war and unfair economic systems, revealing how authorities exploit their patriotism while their families suffer. She called for workers to strike and become 'heroes of construction' instead of 'slaves of destruction'.

🎯 Exam Tip: When writing a short note based on bullet points, synthesize each point into a coherent narrative, ensuring a clear introduction to the topic and a strong concluding message reflecting the author's stance.

 

(C) Reading Comprehension

Will the workers walk into this trap ? Will they be fooled again ? I am afraid so. The people have always been susceptible to the oratory of this sort. The workers know they have no enemies except their masters.
They know that their citizenship papers are no warrant for the safety of their wives and sweat, persistent toil and years of struggle bring them nothing on to, worth fighting for. Yet, deep down in their foolish hearts they believe they a country. Oh blind vanity of slaves !

Questions:

 

Question 1. What does the writer alarm the workers at?
Answer: The author warns laborers against being misled by the eloquent but deceptive speeches of cunning leaders. These speeches ensnare the simple-hearted workers, compelling them to make profound sacrifices while ultimately leading them to a life of hardship and exploitation.
In simple words: The writer warns workers that clever leaders use persuasive words to fool them, making them sacrifice everything for a miserable life.

🎯 Exam Tip: When identifying warnings in a text, look for phrases that highlight deception, manipulation, or the negative consequences of falling victim to false promises.

 

Question 2. What is 'blind vanity of slaves', according to the writer ?
Answer: The writer defines 'blind vanity of slaves' as the workers' irrational belief that they represent a nation, despite fully knowing that their sincere effort, continuous struggle, and years of hard work yield no substantial rewards. This deluded self-perception, despite clear evidence of exploitation, constitutes their 'blind vanity'.
In simple words: 'Blind vanity' is when workers, knowing their hard work brings them nothing, still foolishly believe they are an important part of the country.

🎯 Exam Tip: To define a concept like 'blind vanity', explain both the illusion (the false belief) and the reality (the truth of their exploitation) that the writer points out.

 

We are not free unless the men who frame and execute the laws represent the interests of the lives of the people and no other interest. The ballot does not make a free man out of a wage slave. There has never existed a truly free and democratic nation in the world.
From time immemorial men have followed with blind loyalty the strong men who had the power of money and of armies. Even while battlefields were piled high with their own dead, they have tilled the lands of the rulers and have been robbed off the fruits of their labour.

Questions:

 

Question 1. Whom have men followed from time immemorial ?
Answer: Historically, people have consistently pledged unquestioning allegiance to powerful individuals possessing wealth and military forces.
In simple words: Throughout history, people have blindly followed powerful leaders who controlled money and armies.

🎯 Exam Tip: When asked about historical patterns, summarize the key actors and their relationships as described in the text, highlighting any consistent behaviors like "blind loyalty."

 

Question 2. In what adverse conditions have the slaves served their masters ?
Answer: The enslaved population served their masters under harsh circumstances, cultivating the rulers' lands and being stripped of their labor's produce, even as their own kin perished in battles on the same fields.
In simple words: Slaves worked on rulers' lands and had their produce stolen, even while their family members died fighting in wars.

🎯 Exam Tip: Focus on the parallel suffering and exploitation: their own families die in war, yet they are still forced to labor and are denied the fruits of their efforts.

 

As civilization has grown more complex, the workers have become more and more tittle more than parts of the machines they operate.
Daily they face the dangers of railroad, bridge, skyscraper, freight - train, stokehold, stockyard and training at the docks, on the railroads and underground and on the seas.
They move the traffic and pass from land to land the precious commodities that make it possible for us to live. And what is their reward ? A scanty wage, often poverty, rents taxes tributes and war compensations.

Questions:

 

Question 1. What is the adverse effect of advanced civilization ?
Answer: The detrimental impact of advanced civilization is that, as it progresses in complexity, it increasingly enslaves laborers, reducing them to mere mechanical entities in their work.
In simple words: Advanced civilization has negatively affected workers by making them more enslaved and treating them like parts of machines.

🎯 Exam Tip: When identifying adverse effects, look for descriptions of dehumanization, exploitation, and the loss of autonomy that accompany societal progress as described in the text.

 

Question 2. What kind of work the labourers carry out?
Answer: Laborers perform demanding tasks in hazardous environments, including construction on railroad bridges and skyscrapers, managing freight trains, operating in stokeholds and stockyards, and conducting training at docks.
In simple words: Laborers do dangerous work in places like railroad bridges, skyscrapers, freight trains, stockyards, and docks.

🎯 Exam Tip: When describing the type of work, be specific about the industries and conditions mentioned in the text, emphasizing the hazardous nature of their daily tasks.

 

My sources of information are as good and reliable as anybody else's. I have papers and magazines from England, France, Germany and Australia that I can read myself. Not all the editors I have met can do that. They were an overworked and misunderstood class.

Questions:

 

Question 1. How many languages could Helen Keller read ?
Answer: Helen Keller was proficient in reading English, French, German, and Australian languages.
In simple words: Helen Keller could read English, French, German, and Australian languages.

🎯 Exam Tip: When asked about specific details like languages, extract the information directly from the text and present it clearly and concisely.

 

Question 2. What did Helen Keller want to say about editors ?
Answer: Helen Keller intended to convey that editors constituted a segment of society that was both overburdened with work and frequently misinterpreted by others.
In simple words: Helen Keller wanted to express that editors are a group who work too much and are often not understood correctly.

🎯 Exam Tip: Identify the key descriptive terms used by the author to characterize a group, as these reveal their core message or perspective about that group.

 

There are foes on all sides of us. There is nothing between us and our enemies except the Pacific ocean and the Atlantic ocean. Look at what has happened to Belgium. Consider the fate of Serbia. Will you murmer about low wages when your country, your very liberties are in danger ? Quit your grumbling, get busy and prepare to defend your firesides and your flag.

Questions:

 

Question 1.
(1) Write names of the seas mentioned in this paragraph.
(2) What does the author advise people ?
Answer:
(1) The oceans specified in this passage are the Pacific and the Atlantic.
(2) The author counsels individuals to cease complaining, become active, and ready themselves to safeguard their homes and national emblem.
In simple words: The paragraph mentions the Pacific and Atlantic oceans. The author tells people to stop complaining, get active, and prepare to protect their homes and country.

🎯 Exam Tip: When extracting information, carefully distinguish between factual details (like sea names) and direct advice or instructions given by the author.

(D) Say True or False

Write Whether the Following Sentences Are True or False:

Question 1. We should take arms against each other in times of war.
Answer: False
In simple words: The author implies that conflicts should not be encouraged among people during wartime.

🎯 Exam Tip: Understanding the author's stance on conflict and unity is crucial for such questions.

Question 2. We can achieve anything by means of war.
Answer: False
In simple words: The text suggests that war is not presented as a solution for achieving all goals.

🎯 Exam Tip: Focus on identifying the text's central message regarding the effectiveness and morality of war.

Question 3. Workers are taught that brave men die for their country's honor.
Answer: True
In simple words: The passage indicates that workers are indeed influenced by patriotic narratives about dying honorably for their nation.

🎯 Exam Tip: Note how nationalistic sentiments are used to motivate different groups, especially workers.

Question 4. When war breaks out between nations, we see gradual progress of the nation.
Answer: False
In simple words: The narrative does not support the idea that war leads to national progress; rather, it often implies destruction and misery.

🎯 Exam Tip: Distinguish between the short-term and long-term consequences of conflict as depicted in the text.

Question 5. Workers' importance is not more than that of parts of machine.
Answer: True
In simple words: The text portrays workers as being reduced to mere components of machinery in a complex society.

🎯 Exam Tip: Pay attention to metaphors used to describe the dehumanization or exploitation of labor.

Question 6. The workmen are so shrewd that they believe themselves a country.
Answer: False
In simple words: The passage implies that workers are not shrewd but rather misled into believing patriotic falsehoods.

🎯 Exam Tip: Understand the contrast between the workers' perception and the author's critique of it.

Question 7. Workers are not free when their women maybe driven by poverty to lives of shame.
Answer: True
In simple words: True freedom for workers is undermined when societal conditions force their female relatives into desperate circumstances due to poverty.

🎯 Exam Tip: Recognize the social issues and exploitation that prevent workers from achieving genuine freedom.

Question 8. Workers are refused to go on strike for their rights.
Answer: False
In simple words: The text suggests that workers are often prevented or punished for striking, but it doesn't state a general refusal of the right itself.

🎯 Exam Tip: Differentiate between the existence of a right and its practical suppression or denial.

Question 9. The law makers should have the sole interest - people's welfare.
Answer: True
In simple words: The passage advocates for legislators to prioritize only the well-being and interests of the populace.

🎯 Exam Tip: Identify the author's ideal vision for governance and the role of lawmakers.

Question 10. Helen wants to depreciate the editors.
Answer: False
In simple words: Helen Keller does not aim to belittle editors but rather seeks their understanding and appreciation.

🎯 Exam Tip: Understand Helen Keller's perspective on editors and her intention behind her statements.

Question 11. Workers have no enemies except their masters.
Answer: True
In simple words: The text asserts that workers perceive their employers as their primary adversaries, not other nations or external threats.

🎯 Exam Tip: Focus on the identification of the 'real' enemy as portrayed from the workers' viewpoint.

Question 12. The consequences of war are always fruitful.
Answer: False
In simple words: The passage unequivocally states that war's outcomes are devastating, not beneficial.

🎯 Exam Tip: Grasp the author's strong negative opinion on the results and benefits of warfare.

Question 13. The ballot does not make a free man out of a wage slave.
Answer: True
In simple words: The text suggests that merely having the right to vote (ballot) does not liberate an individual trapped in wage slavery.

🎯 Exam Tip: Consider the limitations of political rights when fundamental economic freedom is absent.

Question 14. Workers are not free when they are well-paid for their exhausting toil.
Answer: False
In simple words: Workers are considered unfree when their labor is exhausting and poorly compensated, not when it is well-paid.

🎯 Exam Tip: Understand the conditions that define a lack of freedom for workers in the context of the passage.

Question 15. Men have followed the strong men who had the power of money.
Answer: True
In simple words: Historically, people have shown allegiance to powerful figures possessing wealth and influence.

🎯 Exam Tip: Observe the historical patterns of power dynamics and human loyalty described in the text.

Question 16. Helen wants us to be dumb and obedient slaves in an army of destruction.
Answer: False
In simple words: Helen urges people not to be passive or subservient in destructive endeavors; instead, she encourages them to be active heroes in constructive ones.

🎯 Exam Tip: Identify Helen Keller's call for active, conscious participation rather than blind obedience.

Question 17. The people at the helm of affairs know that workers are not very clever.
Answer: True
In simple words: Those in positions of power understand that workers are often not highly discerning or astute.

🎯 Exam Tip: Analyze how the 'clever ones' manipulate the perceived simplicity of the workers.

Question 18. Helen advises workers to follow the dictates.
Answer: False
In simple words: Helen, on the contrary, advises workers against blindly following orders and to think for themselves.

🎯 Exam Tip: Note Helen Keller's advocacy for critical thinking and rebellion against unjust authority.

Question 19. Helen asks workers to aggressively strike against war.
Answer: True
In simple words: Helen actively encourages workers to protest and take strong action against warfare.

🎯 Exam Tip: Understand the direct action Helen Keller proposes for workers to achieve change.

Question 20. It is the workers' duty to insist upon more radical measures.
Answer: True
In simple words: The text implies that workers have a responsibility to demand more fundamental and far-reaching changes.

🎯 Exam Tip: Recognize the author's emphasis on the need for systemic change over superficial reforms.

Question 21. Right to vote makes one feel free.
Answer: False
In simple words: The right to vote alone is insufficient to bring true freedom, especially for wage slaves, according to the passage.

🎯 Exam Tip: Differentiate between nominal rights and actual, lived freedom as presented by the author.

Vocabulary

Choose the Most Appropriate Option.

Question 1. Which word is related to corruption?
(a) scanty
(b) unprincipled
(c) invasion
(d) jeopardy
Answer: (b) unprincipled
In simple words: "Unprincipled" describes someone lacking moral principles, which is often associated with corruption.

🎯 Exam Tip: For vocabulary questions, consider the core meaning of each option and its common usage in context.

Question 2. You will create the following for yourself and for others if you drive carelessly.
(a) din
(b) jeopardy
(c) vanity
(d) inheritance
Answer: (b) jeopardy
In simple words: Careless driving creates a dangerous situation, putting yourself and others at risk, which is what "jeopardy" means.

🎯 Exam Tip: Pay attention to how actions lead to consequences when choosing the best fit for contextual vocabulary.

Question 3. What is considered to be an essential character trait of a leader?
(a) warrant
(b) oratory
(c) vanity
(d) inheritance
Answer: (b) oratory
In simple words: "Oratory" refers to the skill of public speaking, which is crucial for leaders to persuade and inspire.

🎯 Exam Tip: Reflect on the qualities traditionally associated with effective leadership when selecting vocabulary options.

Question 4. "can easily overtake a wisdom. It usually common sense.”
(a) overtakes
(b) oratory
(c) vigour
(d) vanity
(e) freight
(f) overcomes
Answer: (d) vanity
In simple words: The quote suggests that excessive pride or self-admiration often triumphs over wisdom or common sense.

🎯 Exam Tip: Understand the philosophical or moral implications of the quote to correctly identify the missing word.

Question 5. If you become you don't stay
(a) freight, disparage
(b) wrought, abolished
(c) belligerent, decent
(d) grieved, unscrupulous
Answer: (c) belligerent, decent
In simple words: The phrase implies that if you adopt an aggressive or hostile attitude ("belligerent"), you won't maintain a respectful or honorable presence ("decent").

🎯 Exam Tip: For paired words, ensure both words fit the grammatical structure and semantic context of the sentence.

2. Choose the Most Appropriate Word From the Brackets to Fit in the Quotes.

Question 1. Every nation has the right to demand proper treatment and no country should invade the territory of any other country. -Mustafa Ataturk
Answer: Every nation has the right to demand proper treatment and no country should invade the territory of any other country. -Mustafa Ataturk
In simple words: Mustafa Ataturk emphasized national sovereignty and the right of nations not to be attacked or entered by force.

🎯 Exam Tip: Consider the implications of national security and international law when choosing terms related to territorial integrity.

Question 2. We have abolished the death penalty for humans, so why should it continue for animals? -Brigitte Bardot
Answer: We have abolished the death penalty for humans, so why should it continue for animals? -Brigitte Bardot
In simple words: Brigitte Bardot questioned the ethical inconsistency of ending capital punishment for humans while allowing animal cruelty to persist.

🎯 Exam Tip: Analyze quotes to grasp the moral arguments and draw parallels between different forms of rights or ethics.

Question 3. Whenever you are confronted with an opponent, conquer him with love. -Mahatma Gandhi
Answer: Whenever you are confronted with an opponent, conquer him with love. -Mahatma Gandhi
In simple words: Mahatma Gandhi's philosophy advocated overcoming adversaries through affection and non-violence rather than hostile force.

🎯 Exam Tip: Identify key philosophical tenets or famous sayings to complete quotes with the most fitting and impactful verbs.

Question 4. I will stay in jail to the end of my days before I make a butchery of my conscience, -John Bunyan
Answer: I will stay in jail to the end of my days before I make a butchery of my conscience, -John Bunyan
In simple words: John Bunyan expressed his unwavering commitment to his moral principles, preferring imprisonment over violating his conscience.

🎯 Exam Tip: Look for strong imagery or expressions that convey a deep moral conviction or sacrifice.

Question 5. Friendship is the source of the greatest ; pleasure and without friends even the most amenable pursuits become tedious. -St. Thomas Aquins
Answer: Friendship is the source of the greatest pleasure and without friends even the most amenable pursuits become tedious. -St. Thomas Aquins
In simple words: St. Thomas Aquinas highlighted the profound joy found in friendship, suggesting that even pleasant activities lose their appeal without companions.

🎯 Exam Tip: Focus on words that convey positive emotions and the essential role of relationships as described in philosophical quotes.

Question 6. When men are full of envy they disparage everything whether it be good or bad. -Tacitus
Answer: When men are full of envy they disparage everything whether it be good or bad. -Tacitus
In simple words: Tacitus observed that envious individuals tend to belittle or criticize everything, regardless of its true worth.

🎯 Exam Tip: Identify verbs that reflect negative human emotions and their common expressions, such as criticizing or belittling.

Question 7. I am, as I am; whether hideous or handsome, depends upon who is made judge. -Herman Melville
Answer: I am, as I am; whether hideous or handsome, depends upon who is made judge. -Herman Melville
In simple words: Herman Melville's quote emphasizes that an individual's perceived appearance or character is subjective, depending on the observer's judgment.

🎯 Exam Tip: Look for antonym pairs that fit the comparative structure of the quote to complete the sentence accurately.

Choose a Suitable Word From the Brackets to Make a Question for the Answer.

Question 1. When did you find yourself in jeopardy?
(vigour, jeopardy, conquest)
Answer: When my speeding car's tyre burst on highway, I found myself in danger.
In simple words: The question asks about a moment of significant risk, which is clarified by the example of a car accident.

🎯 Exam Tip: Match the core meaning of the given word ("jeopardy" - danger) with a scenario that illustrates it.

Question 2. How could she endure the ride?
(espouse, disparage, endure)
Answer: No, she just couldn't tolerate. She was feeling nauseated when the ride ended.
In simple words: "Endure" means to tolerate or bear something difficult, and the answer indicates a failure to do so due to nausea.

🎯 Exam Tip: For comprehension questions, look for explicit statements or strong implications in the provided answer text.

Question 3. Why is his presence not persistent in the class?
(belligerent, persistent, astray)
Answer: Maybe, because he keeps on falling ill now and then because of his weak health.
In simple words: The term "persistent" refers to continuous presence, and the answer attributes the lack of it to frequent illness.

🎯 Exam Tip: When explaining absence, link the chosen vocabulary word (persistent) to a plausible reason like health issues.

Question 4. What is the reason for his grieving?
(grieving, indemnities, propaganda)
Answer: Oh! He lost his beloved girlfriend.
In simple words: "Grieving" is the process of intense sorrow, which is clearly explained as resulting from the loss of a loved one.

🎯 Exam Tip: Connect emotional states (grieving) to their most common and significant causes (personal loss).

Question 5. What is the punishment for the breach of this ordinance?
(whining, ordinance, stockyard)
Answer: You will be suspended for a month.
In simple words: "Ordinance" refers to a rule or law, and its "breach" implies a violation leading to a specific penalty like suspension.

🎯 Exam Tip: Understand the legal or rule-based context of vocabulary terms to interpret consequences accurately.

Question 6. Why could he not face the situation valiantly?
(hurly-burly, valiantly, elementally)
Answer: He was worried for his own safety as there was no one after him to take care of his little boy.
In simple words: "Valiantly" means bravely, and the answer explains that his inability to act bravely stemmed from concern for his child's welfare.

🎯 Exam Tip: Explore the underlying motivations and constraints that affect an individual's capacity for brave actions.

Question 7. Which product of this company is espoused by this brand ambassador?
(persuaded, crippled, espoused)
Answer: The beauty soaps.
In simple words: "Espoused" means to adopt or support, implying the brand ambassador endorses specific beauty products.

🎯 Exam Tip: In questions about endorsement, identify the product or cause that is being supported or promoted.

4. Frame Meaningful Sentences Using All the Words Given in the Set.

Question 1. endure - persistent - vanity
Answer: His vanity was persistent and could not be endured even by his friends.
In simple words: The sentence combines the concepts of enduring something, the persistent nature of an attribute, and the specific attribute of vanity.

🎯 Exam Tip: When framing sentences with multiple words, ensure logical flow, grammatical correctness, and that all words contribute to a coherent meaning.

Question 2. oratory - skill - leader
Answer: The political leader was blessed with the skill of oratory.
In simple words: This sentence effectively connects a leader's ability to speak persuasively with the specific talent of oratory.

🎯 Exam Tip: Aim to create a sentence that clearly illustrates the relationship between the given terms, often by assigning a quality (skill) to a subject (leader) expressed through an ability (oratory).

Question 3. personality - decent - cherished
Answer: As his family background was good he cherished a decent personality.
In simple words: The sentence links a positive trait (decent personality) with the act of valuing it (cherished), possibly influenced by upbringing.

🎯 Exam Tip: Consider how a person's background might influence their values and the qualities they hold dear.

Question 4. vigour - win - race
Answer: His vigour led him to Kerala to win the boat race.
In simple words: This sentence shows how strength and energy (vigour) were instrumental in achieving victory in a competitive event.

🎯 Exam Tip: Use action verbs to connect the effort (vigour) directly to the achievement (win race).

Question 5. grieve - unprincipled - corruption
Answer: Though the unprincipled police officer led a life of corruption, his greedy friends did not grieve.
In simple words: This sentence illustrates that while an immoral person might live a corrupt life, their associates might not feel sorrow for their actions.

🎯 Exam Tip: Explore complex relationships between character traits (unprincipled), actions (corruption), and emotional responses (grieve) from different perspectives.

5. Each Group of Four Words Contains Two Words That Are Either Adjectives or Nouns or Verbs. Circle These Two Words; Then Circle the 'Adj' if They Are Adjectives, and 'N' if They Are Nouns, and 'V' if They Are Verbs.

	Word 1	Word 2	Word 3	Word 4	Classification
1.	(din)	astray	persuade	(freight)	V
2.	(unprincipled)	propaganda	(amenable)	valiantly	Adj
3.	conquest	(disparage)	(endure)	wrought	V
4.	persuade	abstraction	(unabated)	(persistent)	Adj
5.	espouse	(scanty)	congestion	(elemental)	Adj
6.	(warrant)	endure	decent	(conquest)	N
7.	(inheritance)	(stockyard)	abolished	grieve	N

In simple words: This exercise requires identifying two words of the same grammatical category (adjective, noun, or verb) from a set of four and then correctly classifying them.

🎯 Exam Tip: Familiarize yourself with parts of speech and practice identifying them in various contexts to improve accuracy in classification tasks.

Function

1. Compare the Sentences in 'A' and 'B' (Synthesising Expressions):

'A'	'B'
1. I know what I am talking about.	I am talking about something. I know that.
2. I have entered the fight against preparedness and against the economic system under which we live.	I have entered the fight against preparedness. I have entered the fight against economic system. We live under preparedness and economic system.
3. We are not free unless the men who frame and execute the laws represent the interests of the lives of the people and no other interest.	The men frame the laws. The men execute the laws. They should represent the interests of the lives of the people and no other interest. We are not free unless it's done.

In simple words: This comparison demonstrates how multiple simple sentences can be combined and rephrased to convey the same meaning more concisely or with different emphasis, showcasing various synthesising expressions.

🎯 Exam Tip: Practice combining sentences using conjunctions, relative pronouns, and participial phrases to improve writing fluency and sentence structure variety.

2. Read the Group of Sentences Given. From the Read, Find Out a Single Sentence Covering the Meaning of All These Sentences:

Question (a) The Germans abolished the slums. They could not raise good soldiers in the slums. They found out it years ago.
Answer: Years ago the Germans found out that they could not raise good soldiers in the slums, so they abolished the slums.
In simple words: The Germans eliminated slums after realizing they hindered the recruitment of effective soldiers.

🎯 Exam Tip: When combining sentences, identify the cause-and-effect relationship and use appropriate connectors like "so" or "because" for clarity.

Question (b) It's time your country is in danger. It's time your liberties are in danger. Will you speak about low wages in this situation?
Answer: Will you speak about low wages when your country, your liberties are in danger?
In simple words: This question challenges the priority of discussing minor grievances like wages when national security and freedoms are at stake.

🎯 Exam Tip: Look for the central rhetorical question or implied priority when condensing a set of related interrogative sentences.

Question (c) Honest sweat, persistent toil and years of struggle bring them nothing. These are the things they fight for. They know this fact.
Answer: They know the fact that honest sweat, persistent toil and years of struggle bring them nothing worth fighting for.
In simple words: Workers are aware that their hard work and enduring struggles yield no substantial rewards or causes worth defending.

🎯 Exam Tip: Identify the common theme across multiple statements and synthesize them into a single, comprehensive sentence using conjunctions like "that".

3. Underline the Verbs and Box the Connectors in F. I.A and F. 2. (a), (b), (c).

Example: I know [what] I am talking about (F. I. A.)

Sentences	Connectors
1. I know [what] I am talking about.	what
2. I have entered the fight against preparedness [and] against the economic system [under which] we live. economic system [under which] we live.	and under which
3. We are not free [unless] the men [who] frame [and] execute the laws represent the interests of the lives of the people [and] no other interest.	unless, who, and
(a) The Germans found out years ago [that] they could not raise good soldiers in the slums [so] they abolished the slums.	that, so
(b) Will you speak about low wages [when] your country; [and] your liberties are in danger?	when, and
(c) Then know [that] honest sweat, persistent toil [and] years of struggle bring them nothing on to, worth fighting for.	that

In simple words: This table illustrates the practical application of identifying verbs as action words and connectors as words that link clauses or phrases, enhancing sentence structure.

🎯 Exam Tip: Understanding verbs helps in identifying the main actions, while recognizing connectors clarifies the relationships between different parts of a complex sentence.

4. Read the Group of Sentences Carefully and Observe How They Are Expressed in Different Ways Without Changing the Meaning:

Question (1) That cheque did not get cleared. The cheque was drawn in favour of her friend. Mitali had insufficient balance in her bank account.
(a) Because of insufficient balance in Mitali's bank account, that cheque drawn in favour of her friend did not get cleared.
(b) Mitali had insufficient balance in her bank account, therefore that cheque drawn in favour of her friend did not get cleared.
(c) That cheque which was drawn in favour of her friend did not get cleared because Mitali had insufficient balance in her bank account.
Answer: (This question asks to "observe how they are expressed" not for an answer. The sub-parts (a), (b), (c) are different expressions. No explicit "Answer:" is provided for this main question, it's an observation task.)
In simple words: This section demonstrates various ways to combine and restructure multiple statements into single, coherent sentences while preserving the original meaning.

🎯 Exam Tip: Focus on using different conjunctions (like 'because,' 'therefore') and sentence structures (like relative clauses) to achieve varied phrasing without altering the factual content.

Question (2) It was morning. It was a summer day. I went to Ramnagar. I wanted to meet my friend. He lived there. We studied together.
(a) In the morning on a summer day, I went to Ramnagar because I wanted to meet my friend and ex-classmate who lived in that area.
(b) In the morning on a summer day, I went to meet my friend and ex-classmate living in Ramnagar.
(c) In the morning on a summer day, I went so that I could to meet my friend and ex-classmate living in Ramnagar.
Answer: (As this is an observation, there's no single "correct" answer, but these are the demonstrated ways of expression. The OCR then provides a table which appears to be the solution/analysis of these sentences.)
In simple words: This exercise shows how simple sentences describing a visit can be combined into more complex ones using conjunctions like "because" and "so that," or participial phrases like "living in."

🎯 Exam Tip: To improve sentence combining, practice identifying the core information and then choosing appropriate linking words or phrases that clearly show relationships like cause, purpose, or description.

Question. Read the Group of Sentences Carefully and Observe How They Are Expressed in Different Ways Without Changing the Meaning (Continued):
Answer:

Sentences	Connectors	Verbs
1. (a) [Because of] insufficient balance in Mitali's bank account, that cheque drawn in favour of her friend did not get cleared.	because of	drawn, did not get cleared
(b) Mitali had insufficient balance in her bank account, [therefore] that cheque drawn in favour of her friend did not get cleared.	therefore	had, drawn, did not get cleared
(c) That cheque [which] was drawn in favour of her friend did not get cleared [because] Mitali had insufficient balance in her bank account.	which, because	was drawn, did not get, had
2. (a) In the morning on a summer day, I went to Ramnagar [because] I wanted to meet my friend [and] ex-classmate [who] lived in that area.	because and who	went, wanted to meet, lived
(b) In the morning on a summer day, I went to meet my friend [and] ex-classmate living in Ramnagar.	and	went, living
(c) In the morning on a summer day, I went [so that] I could to meet my friend [and] ex-classmate living in Ramnagar.	so that and	went, living

In simple words: This detailed table breaks down complex sentences from the preceding exercises, highlighting the verbs (actions) and connectors (linking words) used to create varied sentence structures while retaining the original meaning.

🎯 Exam Tip: Practice dissecting sentences to identify verbs and connectors; this skill is fundamental for both constructing grammatically correct sentences and understanding complex texts.

5. Read the Conversation. Underline the Verbs and Circle the Connector.
Answer:

(a) Mr. Comalove I know [that] Doctor is very accurate in her work.
Miss Simple : [Inspite of] her illness, she has come to the hospital.
(b) Mr Complex: Do you know [when] Mr Baxi started his new business?
Mr Compound : I went to its inaugural function [but] I have forgotten [that] exact date, sir.
Miss Simple : His entrepreneurial attempt took place almost two months back.
(c) Mr Complex: [Though] modern technology provides us various benefits, it can't solve all problems related to human existence.
Mr Compound : Technology can be beneficial [but] we need to utilize it [with] its optimal level [and] sensibly.
Miss Simple : A technology [in] need is a technology indeed.

In simple words: This exercise requires students to meticulously identify and mark verbs, which show action or state of being, and connectors, which link ideas or clauses, within a dialogue.

🎯 Exam Tip: For conversational analysis, pay close attention to identifying the subject-verb agreement for all clauses and how conjunctions or prepositions function as connectors to ensure accurate marking.

6. Read the Following Groups of Sentences.

Notice that these sentences can be combined in different ways. Fill in the blanks.

Question (1) (for, so that, therefore, in order to)
Rohan Mehta went to the government office.
He wanted to collect his ration card.
(a) Rohan Mehta went to the government office [so that] he could collect his ration card.
(b) Rohan Mehta went to the government office [therefore] he went to the government office.
(c) Rohan Mehta went to the government office [for] collecting his ration card.
Answer: (The provided text already includes the answers for (a), (b), (c) with connectors filled in and verbs underlined.)
In simple words: This exercise demonstrates how different conjunctions and prepositions can be used to combine sentences, expressing purpose or consequence.

🎯 Exam Tip: When combining sentences, choose connectors that accurately reflect the logical relationship (e.g., purpose, cause, result) between the original statements.

Question (2) (but, arrival, before, departure)
The doctor came yesterday. He wanted to examine the patient. The patient had died.
(a) [Before] the doctor came to examine the patient, he had died.
(b) The doctor came to examine the patient [but] he had died.
(c) [Beforehand] the arrival of the doctor for examination, the patient had died.
Answer: (The provided text already includes the answers for (a), (b), (c) with connectors filled in and verbs underlined.)
In simple words: This task illustrates how temporal connectors and noun phrases can be used to combine events, highlighting the sequence or contrast of actions.

🎯 Exam Tip: Pay attention to the timeline of events when selecting connectors; words like "before" or "beforehand" indicate a sequence, while "but" suggests a contrast.

Question (3) (as, as per, under, to, so, such, that, in spite of, though, during)
The directions were given by the Science teacher. Anu and Abhi made a model of plane. It was made very successfully. It won the first prize in the competition. They had a short span of time for its making.
(a) [As per] the directions given by the Science teacher, Anu and Abhi made a model of plane successfully [that] it won the first prize in the competition [in spite of] having a short span of time for its making.
(b) [Under] the directions of the Science teacher, Anu and Abhi made a successful model of plane to win the first prize [in spite of] a short span of time.
(c) [As] the Science teacher directed, Anu and Abhi made a model of plane successfully [that] it won the first prize in the competition [though] there was a short span of time.
Answer: (The provided text already includes the answers for (a), (b), (c) with connectors filled in and verbs underlined.)
In simple words: This exercise demonstrates combining multiple facts about a project, using various conjunctions and prepositions to express relationships like cause, concession, and result.

🎯 Exam Tip: Practice identifying how different connecting phrases can introduce conditions ("as per", "under"), explain outcomes ("that"), or acknowledge contrasting factors ("in spite of", "though").

7. Join These Sets of Sentences in Two Ways. First Frame a Sentence With Two Verbs and Then Another Sentence With Only One Verb.

Question (1) Mr Manan Patil is a senior clerk. He is not the manager. He behaves like the manager.
(a) A senior clerk, Mr Manan Patil behaves like the manager.
(b) A senior clerk, Mr Manan Patil behaves [as if] he were the manager.
Answer: (The provided text already includes the answers for (a) and (b) with connectors filled in and verbs underlined.)
In simple words: This task shows how to rephrase sentences to describe Mr. Patil's behavior, either by stating his actions directly or by using a comparison.

🎯 Exam Tip: For sentence combination, use participial phrases or subordinate clauses to reduce the number of main verbs, or conjunctions to clearly link actions.

Question (2) (though, but, in spite of)
Hitarth performed his role on the stage very nicely. The audience did not enjoy it much.
(a) [Though] Hitarth performed his role on the stage very nicely, the audience did not enjoy it.
(b) [In spite of] performing his role very nicely on the stage, the audience did not enjoy it.
Answer: (The provided text already includes the answers for (a) and (b) with connectors filled in and verbs underlined.)
In simple words: This exercise demonstrates how to connect two contrasting ideas - a good performance versus audience dissatisfaction - using concessionary conjunctions.

🎯 Exam Tip: Master the use of connectors like "though," "but," and "in spite of" to effectively express contrast or concession in sentence construction.

Question (3) Anurag is very slow at learning. He can't grasp a new topic easily.
(a) [As] Anurag is very slow at learning he can't grasp a new topic easily.
(b) [Being] very slow at learning, Anurag can't grasp a new topic easily.
Answer: (The provided text already includes the answers for (a) and (b) with connectors filled in and verbs underlined.)
In simple words: This shows how to combine statements about Anurag's slow learning, using either a causal conjunction or a participial phrase.

🎯 Exam Tip: Explore different ways to express cause and effect, such as using "as" for a full clause or a present participle for a more concise phrase.

Question (4) The wind blew. The rain fell. The lightning flashed.
(a) [As] the wind began to blow, the rain fell [along with] flashing of lightening.
(b) The wind having blown, the rain began to fall [along with] flashing of lightening.
Answer: (The provided text already includes the answers for (a) and (b) with connectors filled in and verbs underlined.)
In simple words: This demonstrates combining simultaneous weather events using a temporal clause or a perfect participial phrase.

🎯 Exam Tip: Practice using temporal clauses ("as") or absolute phrases ("having blown") to show simultaneous or sequential actions effectively.

8. Read the Passage. Rewrite the Passage Without Changing the Message. Do It in Two Ways:
(a) Covering all verbs
(b) One sentence one verb.
Some people joined the Heritage Walk. It was organized by a local newspaper. It started from Swaminarayan Temple. It ended at Jama Masjid. Participants knew for the first time they got introduced to the history of the city too. During the walk, the guide informed them logic and beliefs for various activities and house-structures on the heritage route.
Answer:
(a) The heritage walk, organized by a local newspaper, was joined by some people, [which] started from Swaminarayan Temple [and] ended at Jama Masjid, [during which] the guide, informed the participants logic [and] beliefs for various activities [and] house structures, making them aware of the history [and] the harmony saga of the city for the first time.
(b) Some people joined the Heritage walk. It was organised by a local newspaper. It started from Swaminarayan Temple. It ended at Jama Masjid. Participants knew for the first time, the harmony saga of the city. They also got introduced to the history of the city too. [During] the walk, the guide informed them logic [and] beliefs for various activities. He also informed them about the house-structures on the heritage route.
In simple words: This exercise provides two different ways to rewrite a narrative: one that combines information using multiple verbs and complex structures, and another that simplifies sentences to contain primarily one verb each for clarity.

🎯 Exam Tip: When rewriting, identify the main clauses to manage verb count. For multiple verbs, use conjunctions and subordinate clauses; for single verbs, opt for participial phrases or simple sentence structures.

9. Rewrite the Paragraph Combining the Sentences Whenever Possible.

Centuries ago, there were no well-organized state educational institutions. There were no schools, high-schools and colleges. So, how did people get education? Gurus were the pivot of educational "system. There were no books or notebooks. Gurus taught the lessons orally and with practicals. Students used to go to the Guru's house. It was called Ashram. Students stayed in the Ashram, until they finished their education. The teachers were addressed as Acharyas and pupils were called Shishyas. Often they lived in holy places, big towns and capitals of Kingdoms. Four Vedas, six Vedangs, the Puranas, Logic, Philosophy, Prakrit literature, Mathematics, Metaphysics, Sanskrit- Grammar, Medicine and Astronomy-cum-Astrology were the main subjects of study. Education was free, but students from well-to-do families used to pay Gurudakshina.
Answer: In ancient times, when no well-organized state educational institutions like schools and colleges existed, Gurus served as the central figure of the educational system. Lacking books or notebooks, Gurus imparted lessons orally and through practical demonstrations. Students resided in the Guru's house, known as an 'Ashrama', throughout their education. Teachers were referred to as 'Acharyas', and their pupils as 'Shishyas'. These Ashramas were often situated in sacred locations, large towns, and capital cities of various kingdoms. The primary subjects of study included the Four Vedas, six Vedangas, the Puranas, Logic, Philosophy, Prakrit literature, Mathematics, Metaphysics, Sanskrit-Grammar, Medicine, and Astronomy-cum-Astrology. Education was generally free, though students from affluent families would offer Gurudakshina.
In simple words: The rewritten paragraph provides a concise overview of the ancient Indian education system, focusing on the role of Gurus, the residential 'Ashrama' model, and the broad curriculum, while combining multiple short sentences for improved flow.

🎯 Exam Tip: When combining sentences in a paragraph, focus on creating logical transitions, varying sentence structure, and ensuring that the combined text flows smoothly and avoids redundancy.

Writing

Question 1. Krutarth has been elected as the General Secretary of his school. He has to deliver a speech on his future plans and how he is going to fulfil them. Draft a speech for him in 150 words.
Answer: My dear friends, first of all, I would like to thank each one of you for having chosen me the General Secretary of the school. Over the years, I have witnessed that the bridge between the students and the school authorities is fragile. Most students hesitate to bridge this gap. They fear that their problems may not be taken seriously or might fall on deaf ears. I will represent your problems to the authorities, however small or negligible they are. This is my sincere assurance to you. I will play the role of a mediator to bring about a solution where all will benefit. Always feel free to approach me and I shall always be ever willing to serve you. Thank you once again for giving me this privilege to serve you.
In simple words: This is a draft speech for a newly elected General Secretary, emphasizing gratitude, acknowledging the gap between students and authorities, promising mediation, and committing to addressing student issues.

🎯 Exam Tip: When drafting a speech, ensure a clear introduction and conclusion, use persuasive language, and structure your arguments logically to address the prompt's requirements effectively.

Question 2. Helen Keller was deaf, dumb and blind but nowadays she is considered a very inspiring figure. Write a paragraph using these points:
place: West Tuscumbia, Alabama - early childhood and illness - formal education-first deaf - blind person to earn a bachelor of arts degree - writings -death: June 1, 1968 - posthumous honors
Answer: Helen Keller, born on June 27, 1880, in Tuscumbia, Alabama, U.S., became deaf and blind at 19 months due to meningitis in early childhood. Despite these profound challenges, she pursued formal education and became the first deaf-blind person to earn a Bachelor of Arts degree. Her worldwide fame was largely due to her teacher, Anne Sullivan, who was instrumental in her education. Helen Keller was an accomplished author, political activist, and lecturer. She passed away on June 1, 1968, and was posthumously honored for her extraordinary contributions. Her birthday is celebrated as 'Helen Keller Day', acknowledging her immense inspirational legacy. This remarkable individual proved that deaf, dumb, and blind people could achieve as much as, or even more than, hearing and sighted individuals.
In simple words: This paragraph summarizes Helen Keller's life, highlighting her birth, early illness leading to deaf-blindness, her groundbreaking achievement of earning a degree, her roles as an author and activist, and her enduring legacy as an inspiring figure.

🎯 Exam Tip: When writing a biographical paragraph from points, ensure all key facts are integrated chronologically and logically, using connective phrases to create a smooth narrative flow.

Question 3. You are the leader of Students' Council of your school. Write a long dialogue involving these four characters and the situation mentioned below:
Characters : Principal, Student Leader, Canteen Manager, Administrative Head
Situation: There is a rising dissatisfaction among students in your school regarding the inadequate canteen and water facilities. Students have been protesting about the only canteen in your school. There are multiple problems that have slowly risen and have led to a large scale protest across the campus. A meeting is called by the Principal in which you are one of the members. Holy will you present your case on behalf of the students? Also frame dialogues pertaining to other members.
Answer: In a meeting convened to address student grievances, the Canteen Manager is summoned to resolve issues in the Principal's presence.
Principal: Now tell me what are your problems regarding our canteen?
I: Sir, the quality of eatables served in the canteen is very poor. It is our common impression that it is not at all hygienic.
Principal: (To the Canteen Manager) Mr Pandey, what is your explanation regarding this . complaint ?
Canteen Manager : Sir, you know that the charges fixed for the eatables are very low, still we provide them as good as we can. Please reconsider the charges and there would be no complaint afterwards.
Principal: Reconsideration of the charges is a different issue; we will sort it out, but there should not be any compromise in hygenic eatables.
Canteen Managers: Sorry, sir. Now onwards, I will take care. But please take my point in consideration.
Principal: OK, we'll resolve it soon. Well, boys and girls, any other problem?
Sanket: So many sir. Cleanliness is not observed in the canteen. Tables are always messy. Leftovers are garbaged open in a corner.
We don't get purified water to drink. The boys working there are untidy and mannerless.
Principal: OK, OK, (To Canteen Manager) what about these issues? You don't deserve to be sympathised.
Canteen Manager : Sir, For a few weeks, our R.O.system has gone out of order.
I will get it repaired soon; and regarding my boys, I will strictly order them to keep tidy and behave mannerly. As far as cleanliness is concerned,
I myself will take care of it. Now onwards you will not have any complaint against me about these issues. Please allow me a week's time and I will get everything resolved upto your satisfaction, Sir, I'm sorry for all this.
Principal: This is the last warning to you. If the things are not brought in order in a week's
Canteen Manager : Once more sorry, Sir. I will not give you any scope of complaint hence on.
In simple words: This dialogue outlines a student council leader addressing the principal and canteen manager about poor food quality, hygiene, and water facilities in the school canteen, with a resolution to fix the issues.

🎯 Exam Tip: When crafting dialogues, ensure each character's speech aligns with their role and the context, focusing on problem identification, proposed solutions, and respectful communication for high scores.

Activity

1. Search on the net about ‘World's Best Orators'. Read about any one extra-ordinary orator and present the details to your class.

2. Try to find out information on ‘Braille Script'.

Project

Go to a blind people's school / organisation. Talk to the blind people there and note down their political views.

Strike Against War Summary in Gujarati

હેલન કેલર બાળપણથી જીવનમાં એટલી બધી વિપદાઓનો સામનો કરી ચૂકી હતી કે તેના માટે જીવન એક સંગ્રામ બની ચૂક્યું હતું. એમાંય એની સંવેદના અતિ તીવ્ર હતી. અહીં કાર્નેગી હૉલ, ન્યૂ યૉર્ક ખાતે જે ભાષણ આપ્યું એમાં એ યુદ્ધ (કઠિનાઈઓ કે દુર્દેવ) સામે ની સામે પડકાર ફેંકવાનો સંદેશ આપે છે.

શરૂઆતમાં એ અખબારના તંત્રી મિત્રોને જણાવે છે કે “તે સિદ્ધાંત વગરના લોકોના હાથમાં પડી ગઈ છે.” એવું તેમનું માનવું ભૂલ ભરેલું છે. તે ઇંગ્લેન્ડ, ફ્રાન્સ, જર્મની, ઑસ્ટ્રિયાથી સમાચારપત્રો અને સામયિકો મંગાવે છે અને વાંચે છે. તેણી જે અર્થવ્યવસ્થામાં તે રહે છે, તેની સામે જંગ છેડવા માગે છે.

કામદારોની ફરિયાદો અને બળવાનો અવાજ સત્તાધારી અવાજ તળે દબાઈ જાય છે. એ સહ્ય નથી. તે કહે ના પ્રમાણમાં કંગાળ વેતન મેળવતા કામદારોના ચૂલા સળગતા

રાખવા લડત અનિવાર્ય છે. કામદારો જાણે છે કે તેમના માલિકો જ તેમના દુશ્મન છે, છતાંય દેશ તરફથી વફાદારી માટે તેમણે ગુલામી સ્વીકારી લીધી છે.

ઉચ્ચ સ્થાનોએ બેઠેલા ધનપતિઓ કે અધિકારીઓ આ કામદારોને મૂર્ખ માની બેઠા છે. સરકાર જેમને લાભ અને સમ્માન આપે છે, તેઓ તો દેશ માટે લડવાના જ, પણ કામદારોનું શું? તેઓ તો બીજા લોકોના દેશ માટે નિ-સ્વાર્થ મજૂરી કરે છે અને કંગાળ પરિસ્થિતિમાં જીવે છે. તેમને પોતાની આઝાદી નથી. રોજના આઠથી દસ કલાક જાત નીચોવી કામ કરતા એ લોકોને મળતું વેતન પણ કેટલું કંગાળ છે!

તેમનાં બાળકો મિલ અને ફેક્ટરીમાં કામ કરે છે, સ્ત્રીઓ ગરીબીમાં શરમજનક જંદગી જીવે છે. પગાર માટે અગર એ લોકો હડતાલ પાડે, તો તેમને જેલમાં ધકેલી દેવામાં આવે છે અને તેમને મૂળભૂત ન્યાય પણ મળતો નથી.

સદીઓથી જેમની પાસે મની અને મસલ પાવર છે તેમની ગુલામી વેઠતા આવ્યા છીએ. જેમ જેમ સંસ્કૃતિ આગળ વધતી ગઈ તેમ વધારે લોકો ગુલામીનો ભોગ બનતા ગયા. અમીરો માટે મહેલો બાંધનારને બદલામાં શું મળે છે? હવે જરૂરી છે કામદારોની

તૈયારીની જે પુનર્વ્યવસ્થા અને પુનર્નિમાણ લાવી શકે. આ માટે સરકારની રાહ જોવાની જરૂર નથી. લોકોએ જ મળીને તેમના ઉત્કર્ષના માર્ગ વિશે પ્રયત્નો કરવા પડશે. દેશના તમામે તમામ વિભાગોમાં એ જોવું આવશ્યક છે કે આ કામદારોનાં બાળકો સ્વસ્થ જન્મે યોગ્ય પોષણ પ્રાપ્ત કરે, સુશિક્ષિત બને, બુદ્ધિશાળી બને અને દેશની સેવા માટે યોગ્ય બને. એવા તમામ કાનુન, કાયદાઓ તેમજ સંસ્થાઓને તોડી પાડો કે જે શાંતિનું હનન કરતાં હોય. મૂક બની જોઈ રહેશો નહિ, સર્જનના સૈન્યમાં વીર બનો.

Glossary (શબ્દાર્થ)

strike (v.) (સ્ટ્રાઈક) attack, encounter -પડકારવું, પ્રહાર કરવો
unprincipled (p.p. as adj.) (અનપ્રિન્સિપલ્ડ) immoral, conscienceless -અનૈતિક, સિદ્ધાંતવિહીન
persuade (v.) (પર્સ્યુએડ) convince, advise -સમજાવવું
adopt (v.) (અડોપ્ટ) accept, maintain -સ્વીકારવું, નિભાવવું
mouthpiece (n.) (માઉથપીસ) spokes person -પ્રવક્તા
propaganda (n.) (પ્રોપગેન્ડા) advertising, promotion -પ્રચાર
reliable (adj.) (રિલાયેબલ) dependable, trustworthy, authentic -વિશ્વસનીય, આધારભૂત
secondhand (adj.) (સેકન્ડહેન્ડ) used, not new-વપરાયેલું, નવું નહિ
depreciate (v.) (ડેપ્રિસિએટ) devalue-અવમૂલ્યન કરવું, (અહીં) નીચા પાડવું
overworked (adj.) (ઓવરવર્ક્ડ) exploited –શોષિત, ગજા ઉપરાંતના કામથી થાકી ગયેલા
din (n.) (ડિન) noise, disturbance –ઘોંઘાટ, અવાજનો વિક્ષેપ
foe (n.) (ફો) enemy –દુશ્મન
endure (v.) (એન્ડ્યૂર) tolerate-સહન કરવું
humiliation (n.) (હ્યુમિલિએશન) disgrace, degradation –અપમાન, ઉતારી પાડવું તે
grumbling (n.) (ગ્રમ્બલિંગ) murmuring, muttering -(ફરિયાદ સ્વરૂપમાં) ગણગણાટ કરવો તે
susceptible (adj.) (સસેપ્ટિબલ) sensitive, inclinable –સંવેદનશીલ
oratory (n.) (ઓરેટરી) art of speaking –ભાષણ
warrant (n.) (વૉરન્ટ) assurance –ખાતરી
persistent (adj.) (પર્સિસ્ટન્ટ) continual, never-ending -સતત, અવિરત
vanity (n.) (વેનિટી) showing-off, egotism –દેખાડો, અહંકાર, વ્યર્થતા
valiantly (adv.) (વૅલિયન્ટલી) bravely –બહાદુરીપૂર્વક
crippled (adj.) (ક્રિપલ્ડ) handicapped –અપંગ, અશક્ત
legacy (n.) (લિગસી) tradition –પ્રણાલિકા
better-off (adj.) (બેટર-ઑફ) happier, more fortunate -વધુ સુખી / ભાગ્યશાળી
comprehensible (adj.) (કોમ્પ્રિહેન્સિબલ) intelligible, graspable-સમજદારીભર્યું, સ્વીકારવા યોગ્ય
cherish (v.) (ચૅરિશ) cultivate, encourage –કેળવવું, પ્રોત્સાહિત કરવું
continent (n.) (કોન્ટિનન્ટ) territory–(અહીં) ખંડ, ભૂભાગ
exhausting (adj.) (એક્ઝોસ્ટિંગ) incapacitating, weakening–અશક્ત / નબળા પાડી દેતું
toil (n.) (ટોઈલ) labour –મજૂરી, શ્રમ
starve (v.) (સ્ટાર્વ) to do without food-ભૂખે મરવું
clubbed (adj.) (ક્લબડ) put together –એકસાથે મળેલા
execute (v.) (એક્ઝિક્યૂટ) put into practice, carry out–અમલમાં મૂકવું
ballot (n.) (બૅલટ) election, voting -ચૂંટણી, મતદાન
loyalty (n.) (લૉયલ્ટી) faithfulness–વફાદારી
cathedral (n.) (કૅથેડ્રલ) church -ખ્રિસ્તીઓનું દેવળ
shrine (n.) (શ્રાઈન) (here) statue, place of worship-પ્રતિમા, પવિત્ર સ્થાન
skyscraper (n.) (સ્કાયસ્ક્રેપર) a very tall building, a multi-storeyed building -બહુમાળી મકાન
freight (n.) (ફ્રેઈટ) goods, consignment -માલસામાન
stokehold (n.) (સ્ટૉકહોલ્ડ) fireroom of ship-(અહીં) વહાણ
stockyard (n.) (સ્ટૉક્યાર્ડ) an enclosure for animals -ઢોર પૂરવાનો વાડો, (અહીં) વહાણથી આવતો સામાન રાખવાનું ગોડાઉન
commodity (n.) (કમોડિટી) consumer goods-વપરાશની ચીજવસ્તુઓ
scanty (adj.) (સ્કૅન્ટી) meagre, insufficient –અલ્પ, અપૂરતું
wage (n.) (વેજ) remuneration, salary -વેતન, પગાર
compensation (n.) (કોમ્પેન્સેસન) reimbursement, payment –વળતર
reorganisation (n.) (રિઓર્ગેનાઈઝેશન) organising differently/freshly -પુન- તંત્રબદ્ધ કરવું/ક્રિયાક્ષમ બનાવવું
reconstruction (n.) (રિકન્સ્ટ્રક્શન) construct newly-પુન-નિર્માણ કરવું, નવઘડતર કરવું
abolish (v.) (અબોલિશ) destroy, eliminate–નાશ કરવો, નાબૂદ કરવું
slum (n.) (સ્લમ) a district of city with inferior living conditions and usually overcrowding –ઝૂંપડપટ્ટી
essentials (n., pl.) (ઈસેન્શલ્ઝ) basic facts-પાયાની હકીકતો, આવશ્યક તત્ત્વો
safeguard (n.) (સેફ ગાર્ડ) assurance, protection -ખાતરી, રક્ષણ
belligerent (adj.) (બેલિજરન્ટ) aggressive, hostile -ઝઘડાળુ
turmoil (n.) (ટર્મોઈલ) trouble, agitation–મુશ્કેલી, ખળભળાટ, અશાંતિ પેદા કરે તે
radical (adj.) (રેડિકલ) revolutionary, extreme complete -ક્રાંતિકારી, અંતિમ, સંપૂર્ણ
exposed (adj.) (એક્સ્પોઝ્ડ) liable, susceptible, inclined –કોઈ થવા દેવું
congestion (n.) (કન્જેશન) overcrowding place -વાહનો કે જાળવણીની ભીડ
wellborn (adj.) (વેલબોર્ન) born in a noble, aristocratic family-ઊંચા કુળ / ખાનદાનમાં જન્મેલું
ordinance (n.) (ઓર્ડિનન્સ) rule, order, law –નિયમ, કાયદો
slaughter (n.) (સ્લૉટર) killing-કતલ
cruelty (n.) (ક્રૂઅલ્ટી) mercilessness, pitilessness –દયાવિહીનતા, ક્રૂરતા
scrap (n) (સ્ક્રેપ) rubbish, trash –કચરો, નકામી ચીજવસ્તુ
dumb (adj.) (ડમ) silent, stupid –મૂક, મૂર્ખ

Phrases and Idioms

once and for all-(વન્સ ઍન્ડ ફૉર ઓલ) finally, permanently –કાયમી ધોરણે
ask no quarter (આસ્ક નો ક્વાર્ટર) not to demand mercy/help દયા કે મદદ ન માગવી
set in motion (સેટ ઈન મોશન) start something moving–કાર્યરત બનાવવું
pay a price (પે અ પ્રાઈસ) suffer consequences -પરિણામ ભોગવવાં
swept away (સ્વેપ્ટ અવે) emotionally carried away –લાગણીમાં તણાઈ ગયેલું
better-off (બેટર-ઑફ) in a better position –(હાલ

ભાષાંતર

(જાન્યુઆરી 5, 1916ના રોજ કાર્નેગી હૉલ, ન્યૂ યોર્ક શહેર ખાતે હેલન કેલર દ્વારા અપાયેલું ભાષણ) શરૂઆત કરતાં મારે મારા સન્મિત્રો, સંપાદકો અને અન્યો જે મારા પર દયા ખાવા લાગ્યા છે, તેમને થોડુંક કહેવું છે. કેટલાક લોકો દુ-ખી છે, કારણ કે તેઓ માને છે કે હું એવા સિદ્ધાંતવિહીન લોકોના હાથમાં છું કે જેઓ મને બિનપ્રચલિત કારણો સ્વીકારવા અને તેમના પ્રચારની પ્રવક્તા બનાવવા સમજાવી રહ્યા છે.

પણ આજે અને હંમેશ માટે એક વાત સમજાઈ જવી જોઈએ કે મારે તેમની દયાની જરૂર નથી; કે હું તેમનામાંથી કોઈનું સ્થાન લેવા માગતી નથી. હું શું કહી રહી છું એ હું (બરાબર) જાણું છું. મારી માહિતીના સ્રોત અન્ય કોઈના

હોય તેટલા જ સારા અને વિશ્વસનીય છે. મારે વાંચવા માટે ઇંગ્લેન્ડ, ફ્રાન્સ, જર્મની અને ઑસ્ટ્રિયાથી અખબારો આવે છે. હું જેટલાને મળી છું તેટલા તમામ સંપાદકો આ ન કરી શકે. હું મળી ચૂકી છું, તેમાંથી ઘણા બધા વંચાઈ ગયેલાં ફ્રેંચ અને જર્મન (અખબાર) મેળવે છે. ના, હું તંત્રીઓનું અવમૂલ્યન નહિ કરું.

એ એક ગજા ઉપરાંત કામ કરેલો અને ગેરસમજ પામેલો વર્ગ છે. એમને એ યાદ રાખવા દો, અલબત્ત, અગર હું એમની સિગારેટનો સળગતો છેડો જોઈ શકતી નથી, તો એ લોકો પણ અંધારામાં સોયમાં દોરો પરોવી શકે તેમ નથી.

સજ્જનો, મને એક નિ-ષ્પક્ષ અને તરફેણ વગરના ક્ષેત્ર(કામગીરી)ની અપેક્ષા છે. આપણે જે સુસજ્જતા અને અર્થવ્યવસ્થા હેઠળ રહીએ છીએ, એની વિરુદ્ધ મેં જંગ છેડ્યો છે. અને એને હું અંત સુધી લડી લેવા માગું છું, એમાં હું કોઈ બાંધછોડ ઇચ્છતી નથી.

સંપૂર્ણ વ્યવસ્થાતંત્ર કાર્યરત થઈ ચૂક્યું છે. કર્મચારીઓના વિરોધના સૂર અને ફરિયાદોથી ઉપર ઊઠીને સત્તાધિકારીનો અવાજ સંભળાઈ રહ્યો છે. ‘મિત્રો”, એ કહે છે, “સાથી કર્મચારીઓ, દેશભક્તો; તમારો દેશ ભયમાં છે !”

આપણી ચારે બાજુ દુશ્મનોએ ભરડો લીધો છે. આપણામાં અંદારોઅંદર કશુંય (વિવાદ) નથી, (પરંતુ) આપણા દુશ્મનો પૅસિફિક અને ઍટલૅન્ટિક સમુદ્ર (પડાવવા) ઇચ્છે છે. જુઓ તો ખરા, બેલ્જિયમના શા હાલ થયા. સર્બિયાનું પ્રારબ્ધ ધ્યાનમાં લો.

જ્યારે તમારો દેશ ભયમાં હોય ત્યારે શું તમે ઓછા વેતન, તમને, મળવી જોઈતી સ્વતંત્રતા વિશે ગણગણાટ કરશો? ઈસ્ટ રિવર પાર કરીને આવેલા વિજેતા જર્મન લશ્કર દ્વારા કરાયેલ માનહાનિ સાથે તે તો કોઈ વિસાતમાં નથી; તમારું બબડવાનું છોડી દો અને તમારું

ઘર તેમજ રાષ્ટ્રધ્વજ બચાવવા કામે લાગી પડો. લશ્કર ઊભું કરો, નૌકાદળ ઊભું કરો અને વફાદાર સ્વતંત્ર નાગરિકની જેમ હુમલાખોરો(દુશ્મનો)નો સામનો કરવા તૈયાર થઈ જાઓ.”

શું કર્મચારીઓ આ જાળમાં ફસાશે? શું તેઓને ફરી મૂર્ખ બનાવાશે? મને આ બાબતનો ડર છે. આ લોકો આ પ્રકારની ભાષણબાજીમાં જલદી આવી જાય છે. કર્મચારીઓ જાણે છે કે તેમના માલિકો સિવાય અન્ય કોઈ તેમના દુશ્મન નથી.

તેઓ (સારી રીતે) – જાણે છે કે તેમના નાગરિકત્વના પેપર્સ (દસ્તાવેજો) તેમની પત્નીઓ કે બાળકોની સલામતીની ખાતરી આપતાં નથી. તેઓ (એ પણ) જાણે છે કે તેમનો પ્રામાણિક પસીનો, સતત મહેનત અને વર્ષોનો સંઘર્ષ તેમને વિરોધ કરવા યોગ્ય બનાવી શક્યાં નથી. છતાંય (તેમના) બાલીશ હૃદયમાં ઊંડે ઊંડે પોતાનાથી જ આ દેશ છે એમ માને છે. 'આ ગુલામોનું આ તે કેવું મિથ્યાભિમાન !

વૈભવી આવાસોમાં રહેતા ચાલાક લોકો એ (સારી રીતે) જાણે છે કે (તેમના) કર્મચારીઓ કેટલા બાળકબુદ્ધિના તેમજ મૂર્ખ છે. તેઓ જાણે છે કે અગર સરકાર તેમને રાઈફલ આપી બેંડ અને ધજાપતાકા સાથે મોકલી આપે તો તેઓ બહાદુરીથી પોતાના જ દુશ્મનો સાથે લડવા આગળ વધશે.

તેમને શીખવવામાં આવે છે, બહાદુરો તેમના દેશના માન ખાતર બલિદાન આપે છે. આવો તથ્યવિહીન વિચાર માટે કેટલું

જીવનભર અપંગ તેમજ અંધ થઈ જાય; હજુ વધારે લાખો માનવજીવનનું મુકાઈ જાય; પેઢીઓની સિદ્ધિઓ અને અસ્મિતા ક્ષણભરમાં નેસ્તનાબૂદ થઈ જાય – અને આ બધી આપદાઓ પછી પણ કોઈનું કલ્યાણ (ભલું) થવાનું નથી !

આવાં ભયંકર બલિદાનો તો જ બુદ્ધિ ગ્રાહ્ય બને જો તમે જે દેશ માટે બલિદાન આપો અને તમારો દેશ કહો છો એ તમને ખોરાક, કપડાં, ઘર પૂરું પાડે, હૂંફ (સલામતી) આપે (તેમજ) તમારાં | બાળકોને શિક્ષણ આપે તેમજ તેમની સારસંભાળ રાખે.

મારા માનવા મુજબ કર્મચારીઓ એ માનવનાં સૌથી નિ-સ્વાર્થી બાળકો છે જેઓ અન્ય લોકોના દેશ; અન્યોના ભૂભાગ, અન્યોની સ્વતંત્રતા માટે તેમજ અન્યોના સુખચેન માટે મજૂરી કરે છે, જીવે છે અને મારે છે.

આ કર્મચારીઓને પોતાની સ્વતંત્રતા નથી, તેમને આઠથી દસ કલાક કામે જોતરવામાં આવે છે ત્યારે તેઓ સ્વતંત્ર નથી. પોતાની જાતને નીચોવી. નાખતી કાળી મજૂરી કરે છે અને બદલામાં તુચ્છ વેતન મળે છે ત્યારે

જ્યારે તેમનાં બાળકોને મિલ કે કારખાનાંઓમાં કામ કરવું જ પડે નહિ તો ભૂખે મરે અને તેમની સ્ત્રીઓને ગરીબાઈને લીધે શરમજનક જીવન ગુજારવું પડે છે ત્યારે તેઓ સ્વતંત્ર નથી. માનવ તરીકે જ્યારે તેઓ જ્યારે મૂળભૂત ન્યાયની માગણી કરવા કે વેતન વધારવા હડતાળ પર જાય ત્યારે તેમને ભેગા કરી જેલમાં ધકેલી દેવામાં આવે છે ત્યારે તેઓ સ્વતંત્ર નથી.

જ્યાં સુધી તે લોકો જેઓ કાયદા ઘડે અને તેમનું અમલીકરણ કરાવે છે તેઓ અન્ય કોઈ બાબતમાં રસ રાખ્યા સિવાય માત્ર લોકોના જીવનમાં રસ રાખી તેનું પ્રતિનિધિત્વ ન કરે ત્યાં સુધી આપણે સ્વતંત્ર નથી. મતદાન વેતનગરા ગુલામને સ્વતંત્ર માનવામાં પલટાવી શકતું નથી.

વિશ્વમાં સાચા અર્થમાં સ્વતંત્ર અને લોકશાહી રાષ્ટ્રની ક્યારેય હસ્તી રહી નથી. અનિશ્ચિત કાળથી માણસો આંધળી વફાદારીથી જેમની પાસે પૈસા અને લશ્કરની શક્તિ છે તેવા શક્તિશાળી માણસોને અનુસરત/આવ્યા છે.

અરે ! યુદ્ધભૂમિમાં તેમની પોતાની લાશોના ઢગલા ખડકાયા છે; તેમણે શાસકોની જમીનો ખેડી છે (પણ સામે છે) તેમની કાળી મજૂરીનાં ફળ (પણ) તેમણે લૂંટી લીધાં છે. તેમણે મહેલો, પિરામિડો, મંદિરો અને દેવળો બાંધ્યાં છે અને તેમાં ક્યાંય

જેમ જેમ સભ્યતા વધારેને વધારે સંકુલ થતી ગઈ, વધારે ને વધારે કર્મચારીઓને ગુલામ બનાવાતા ગયા, અત્યારે હાલમાં પણ તેઓ ચલાવે છે તે યંત્રોના પૂર્વાઓથી વિશેષ કશું નથી. રોજેરોજ તેમણે રેલવે-રસ્તા, પૂલ, બહુમાળી મકાન માલસામાન લઈ જતી ગાડી, વહાણની સ્ટીમરૂમ, પ્રાણીઓના વાડા તેમજ દરિયાની સપાટી ઉપર તેમજ સપાટી નીચેનાં જોખમોનો સામનો કરવો જ પડે છે.

તેઓ વાહનવ્યવહાર કરી આપણી જીવનજરૂરિયાતની કીમતી ચીજવસ્તુઓ જે આપણું જીવન શક્ય બનાવે છે તેમને એક સ્થાનેથી બીજા સ્થાને પહોંચાડે છે અને તેમને બદલામાં શું મળે છે? ક્ષુલ્લક પગાર, અમીટ ગરીબાઈ, ભાડાં અને કરનાં ભારણ અને યુદ્ધની નુકસાન ભરપાઈ?

લોકોને મોતને ઘાટ ઉતારતાં ગૅસ બૉમ્બ અને અન્ય વિનાશક સાધનો બનાવતાં ઉત્પાદન એકમોને તોડી પાડો. લાખો માનવોને માટે મોત અને યાતના લાવનાર સજ્જતાઓને તોડી પાડો. વિસર્જનના આ લશ્કરમાં મૂક તેમજ આજ્ઞાકારી બનશો નહિ. સર્જનના લશ્કરમાં નાયક બનો.