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At School CLASS 8 English Lesson 8

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At School CLASS 8 English Lesson 8

I must have been about seven when my father left Porbandar for Rajkot to become a member of the Rajasthanik Court. There I was put to a primary school, and I can well recollect those days, including the names and other particulars of the teachers who taught me. As at Porbandar, so here, there is hardly anything to note about my studies. I could only have been a mediocre student.

मुझे लगभग सात साल रहे होंगे जब मेरे पिता राजकोट कोर्ट के सदस्य बनने के लिए राजकोट के लिए पोरबंदर छोड़ गए थे। वहाँ मुझे एक प्राथमिक स्कूल में रखा गया था, और मैं उन दिनों को अच्छी तरह से याद कर सकता हूँ, जिसमें शिक्षकों को नाम और अन्य विवरण शामिल हैं, जिन्होंने मुझे सिखाया है। पोरबंदर में जैसा कि यहां है, शायद ही मेरी पढ़ाई के बारे में कुछ भी ध्यान दिया जाए। मैं केवल एक औसत दर्जे का छात्र हो सकता था।

From this school, I went to the suburban school and then to the High School, having already reached my twelfth year. I do not remember having ever told a lie during this short period, either to my teachers or to my school-mates. I used to be very shy and avoided all company. My books and my lessons were my sole companions.To be at school at the stroke of the hour and to run back home as soon as the school closed-that was my daily habit. I literally ran back, because I could not bear to talk to anybody. I was even afraid lest anyone should poke fun at me.

इस स्कूल से, मैं उपनगरीय स्कूल और फिर हाई स्कूल में गया, पहले ही अपने बारहवें वर्ष में पहुँच गया। मुझे याद नहीं है कि इस छोटी सी अवधि के दौरान मैंने अपने शिक्षकों या अपने स्कूल के साथियों को कभी झूठ कहा हो। मैं बहुत शर्मीला हुआ करता था और सभी कंपनी से बचता था। मेरी किताबें और मेरे पाठ मेरे एकमात्र साथी थे। घंटे के अंत में स्कूल में होना और जैसे ही स्कूल बंद हुआ, घर वापस आना, यह मेरी दैनिक आदत थी। मैं सचमुच भाग गया, क्योंकि मैं किसी से बात करने के लिए सहन नहीं कर सकता था। मुझे यह भी डर था कि कहीं कोई मुझ पर मजाक न करे।

CLASS 8 English Lesson 8 At School

Two incidents belonging to this period have always clung to my memory. As a rule I had a distaste for any reading beyond my school books. The daily lessons had to be done, because I disliked being taken to task by my teacher as much as I disliked deceiving him. Therefore I would do the lessons, but often without my mind on them.Thus when even the lessons could not be done properly, there was of course no question of any extra reading. But somehow my eyes fell on a book purchased by my father. It was Shravana Pitribhakti Nataka (a play about Shravana’s devotion to his parents). I read it with intense interest.

इस अवधि से जुड़ी दो घटनाएं हमेशा मेरी याददाश्त से जुड़ी रहीं। एक नियम के रूप में मुझे अपने स्कूल की किताबों से परे किसी भी पढ़ने के लिए अरुचि थी। दैनिक पाठ करने पड़ते थे, क्योंकि मुझे अपने शिक्षक द्वारा काम से नापसंद किया जाता था, जितना कि मुझे उसे नापसंद करना पसंद था। इसलिए मैं पाठ करूंगा, लेकिन अक्सर उन पर मेरे मन के बिना। तब जब पाठ ठीक से नहीं भी हो सकता था, तो निश्चित रूप से किसी भी अतिरिक्त पढ़ने का सवाल नहीं था। लेकिन किसी तरह मेरी नजर मेरे पिता द्वारा खरीदी गई किताब पर पड़ी। यह श्रवण पितृभक्ति नाटक (अपने माता-पिता के लिए श्रवण की भक्ति के बारे में एक नाटक) था। मैंने इसे गहन रुचि के साथ पढ़ा।

There came to our place, about the same time,travelling showmen. One of the pictures I was shown was of Shravana carrying his blind parents on a pilgrimage. The book and the picture left an indelible impression on my mind. ‘Here is an example for you to copy,’ I said to myself. The agonized lament of the parents over Shravana’s death is still fresh in my memory. The melting tune moved me deeply and I played it on a concertina, which my father had bought for me.

हमारी जगह पर, उसी समय, यात्रा करने वाले शोमैन आए। मेरे द्वारा दिखाई गई तस्वीरों में से एक श्रावण में अपने अंधे माता-पिता को तीर्थ यात्रा पर ले जाने की थी। पुस्तक और चित्र ने मेरे दिमाग पर एक अमिट छाप छोड़ी। ‘यहां आपके लिए एक उदाहरण है कॉपी करना, ‘मैंने खुद से कहा। श्रवण की मौत पर माता-पिता की पीड़ा का स्वर अभी भी मेरी स्मृति में ताजा है। पिघलने की धुन ने मुझे गहराई से हिलाया और मैंने इसे एक संगीत कार्यक्रम में बजाया, जिसे मेरे पिता ने मेरे लिए खरीदा था।

There was a similar incident connected with another play. Just about this time, I had secured my father’s permission to see a play performed by a certain dramatic company. This play–Harischandra–captured my heart. I could never be tired ofseeing it. But how often should I be permitted to go? It haunted me and I must have acted Harischandra to myself several times. ‘Why should not all be truthful like Harischandra?’ was the question I asked myself day and night. To follow truth and togo through all the ordeals Harischandra went through was the one ideal which inspiredin me. I literally believed in the story of Harischandra. The thought of it all too oftenmade me weep. My common sense tells me today that Harischandra could not have been a historical character. But for me, both Harischandra and Shravana are living realities and I am sure I should be touched as before if I were to read again those plays today.

इसी तरह की एक घटना दूसरे नाटक से जुड़ी थी। बस इस समय के बारे में, मैंने अपने पिता को एक निश्चित नाटकीय कंपनी द्वारा किए गए नाटक को देखने की अनुमति दी थी। यह नाटक-हरिश्चंद्र ने मेरे दिल पर कब्जा कर लिया। मैं इसे कभी भी थका नहीं सकता था। लेकिन मुझे कितनी बार जाने की अनुमति दी जानी चाहिए? इसने मुझे परेशान किया और मैंने कई बार खुद को हरिश्चंद्र का अभिनय किया। ‘हरिश्चंद्र की तरह सभी को सत्य क्यों नहीं होना चाहिए?’ यह सवाल मैंने खुद से दिन-रात पूछा था। सत्य का पालन करने और सभी परीक्षाओं के माध्यम से जाने के लिए हरिश्चंद्र एक आदर्श थे, जिसने मुझे प्रेरित किया। मुझे सचमुच हरिश्चंद्र की कहानी पर विश्वास था। यह सब मुझे अक्सर रोता है सोचा था। मेरा सामान्य ज्ञान आज मुझे बताता है कि हरिश्चंद्र एक ऐतिहासिक चरित्र नहीं हो सकता था। लेकिन मेरे लिए, हरिश्चंद्र और श्रवण दोनों वास्तविक जीवन जी रहे हैं और मुझे यकीन है कि मुझे पहले की तरह स्पर्श किया जाना चाहिए जैसे कि मैं आज उन नाटकों को फिर से पढ़ता हूं

There was another such incident during the time when I was in the seventh standard. Dorabji Edulji Gimi was the headmaster then. He was popular among the boys, though he was a disciplinarian. He was a man of method and a good teacher.He had made gymnastics and cricket compulsory for the boys of the upper standards.I disliked both. I never took part in any exercise, cricket or football, before they were made compulsory. My shyness was one of the reasons for this aloofness, which I now see was wrong. I then had the false notion that gymnastics had nothing to do with education. Today I know that physical training should have as much place in the curriculum as mental training.

उस समय के दौरान एक और ऐसी घटना हुई थी जब मैं सातवीं कक्षा में था। दोराबजी एडुल्जी जिमि तब हेडमास्टर थीं। वह लड़कों के बीच लोकप्रिय था, हालांकि वह एक अनुशासक था। वह एक विधि और एक अच्छे शिक्षक थे। उन्होंने उच्च मानकों के लड़कों के लिए जिमनास्टिक और क्रिकेट अनिवार्य कर दिया था। मुझे दोनों पसंद नहीं थे। मैंने किसी भी अभ्यास, क्रिकेट या फुटबॉल में कभी भाग नहीं लिया, इससे पहले कि उन्हें अनिवार्य किया जाता। मेरा शर्मीलापन इस अल्हड़पन का एक कारण था, जो मुझे अब गलत लग रहा था। मैंने तब झूठी धारणा बनाई थी कि जिमनास्टिक का शिक्षा से कोई लेना-देना नहीं है। आज मुझे पता है कि शारीरिक प्रशिक्षण को पाठ्यक्रम में उतना ही स्थान होना चाहिए जितना कि मानसिक प्रशिक्षण।

But though I was none the worse for having neglected exercise, I am still paying the penalty of another neglect. I do not know from where I got the notion that good hand writing was not a necessary part of education, but I retained it until I went to England. I then saw that bad handwriting should be regarded as a sign of an imperfect education. Let every young man and woman understand that good handwriting is a necessary part of education.

लेकिन हालांकि मैं उपेक्षित अभ्यास करने के लिए कोई भी बुरा नहीं था, फिर भी मैं एक और उपेक्षा का दंड चुका रहा हूं। मुझे नहीं पता कि मुझे यह धारणा कहाँ से मिली कि अच्छा हाथ लिखना शिक्षा का एक आवश्यक हिस्सा नहीं था, लेकिन मैंने इसे तब तक बनाए रखा जब तक मैं इंग्लैंड नहीं गया। मैंने तब देखा कि खराब लिखावट को अपूर्ण शिक्षा का संकेत माना जाना चाहिए। प्रत्येक युवा और महिला को यह समझने दें कि अच्छी लिखावट शिक्षा का एक आवश्यक हिस्सा है।

Reading Comprehension

Answer the following questions:

  1. Gandhiji’s sole companions at high school were his books and lessons. Why?

Answer – Gandhiji’s sole companions at high school were his books and lessons because he was very shy and avoided all company.

  1. What made Gandhiji do his lessons though his mind was not on them?
    Answer –Gandhiji did his lessons though his mind was not on them because he disliked being taken to task by his teachers as much as he disliked deceiving them.
  2. How did the book and pictures of Shravana affect Gandhiji?

Answer – The book and pictures of Shravana left an indelible impression on Gandhiji’s mind. He decided to copy the example of Shravana’s devotion towards his parents.

  1. Which ideal did the play Harischandra inspire in him?

Answer – To follow truth and to go through all the ordeals Harischandra went through was the ideal the play Harischandra inspired in him.

  1. Why did Gandhiji weep piteously?

Answer – The thought of the ordeals that Harischandra went through made Gandhiji wept piteously.

  1. What was the wrong notion that he had ?

Answer – Good handwriting is not a necessary part of education; was the wrong notion that Gandhiji had.

Vocabulary

  1. Think of the name- ‘Mahatma Gandhi’. As you read his name, some

other words come to your mind. List some of those words:

Example: Non-violence

Answer – Truthfulness, Ahimsa, Satyagrah Movement, Dandi-march, Freedom, Quit India Movement, Bapu, Father of the Nation, Charkha

Vocabulary

  1. Look at the word Recollection in column ‘D’ the word is made up of

prefix ‘re’ root word ‘collect’ and suffix ‘ion’. Put prefix in column A, root

word in column B, Suffix in column C and the word in the last column D.

Use any of the two columns or all three columns. Column B is compulsory.

 

A

B

C

D

 

Prefix

Root-word

Suffix

Word

Example

Re

Collect

Ion

Recollection

1

 

Truth

Full

Truthfull

2

Re

Cycle

Ing

Recycling

3

Pre

Caution

 

Precaution

4

In

Nation

Al

National

5

Im

Perfect

 

Imperfect

  1. Consult a dictionary and frame sentences using the following words:

Suburban, mediocre, pilgrimage, rebuke, indelible, false notion

Suburban – I went to see the suburban area last week.

Mediocre –         He was a mediocre painter.

Pilgrimage – We went to Kedarnath for our annual pilgrimage.

Rebuke – The teacher rebuked the student for telling a lie.

Indelible – The moral stories always leave indelible impression on children’s minds.

False notion – Illiterate people always have many false notions.

Grammar

  1. Look at the sentences:
  2. Gandhiji used to be shy and avoided all company in his childhood.

It means that he was shy in his childhood.

  1. It used to be a hospital before 2000, Now the building is used as the “secretariat.”

This means that before 2000, the place was a hospital. Now the bulding is

used as the “secretariat” office instead.

Now think of some things which you used to do in your childhood that you don’t do now. Write sentences with “used to”.

  1. I used to float paper boat.
  2. I used to play with marbles.
  3. I used to play with mud.
  4. I used to go to garden to play with see-saw.
  5. I used to suck my thumb.

And the list goes on….

  1. Fill in the blanks using the clues:
  2. Govinda used to come late to class. (come)
  3. Last year, we used to play cricket every Saturday. But now we have classes on Saturdays. (play)
  4. In the past years, people used to go to theatres for watching movies. Now they view movies through CDs. (go)
  5. When I was a child, I never used to drink tea or coffee, but now I

take both. (drink)

  1. He used to learn music when he was young. (learn)