Complete Guide to "No Men Are Foreign"

Discover the essence of James Kirkup's timeless poem in our Complete Guide to "No Men Are Foreign". This post offers a comprehensive summary, deep dives into its themes and literary devices, and answers to the most frequently asked exam questions. Perfect for Class 9 students, it includes detailed explanations in English and Hindi to simplify learning. Master NCERT’s Beehive Chapter 6 Poem with this ultimate resource tailored for board exam success!

1. Summary of No Men Are Foreign by James Kirkup
2. Themes of No Men Are Foreign by James Kirkup
3. Literary Devices Used in No Men Are Foreign by James Kirkup
4. Thinking about the Poem (Q&A of No men Are Foreign)
5. Most asked questions in exams from No Men Are Foreign
6. Explanation of No Men Are Foreign by James Kirkup
7. Explanation of No Men Are Foreign in Hindi
8. Explanation of No Men Are Foreign in Urdu

Summary of No Men Are Foreign by James Kirkup

No Men Are Foreign by James Kirkup is a poem that reminds us of our shared humanity. It tells us that people everywhere are the same. We all breathe, eat, and sleep. The poem says that we should not see others as strangers or enemies. Instead, we should see them as brothers.

Kirkup uses simple language to show that war and hate are pointless. He says that when we harm others, we harm ourselves. The earth we walk on is the same for everyone. The air we breathe is shared by all.

The poem ends with a powerful message: we must remember that no men are foreign, and no countries are strange. By understanding this, we can live in peace and harmony.

In conclusion, No Men Are Foreign teaches us to embrace unity and reject division. It’s a call for global brotherhood.

Themes of No Men Are Foreign by James Kirkup

No Men Are Foreign by James Kirkup explores several profound themes that resonate deeply with readers.

Firstly, the poem emphasizes universal brotherhood. Kirkup reminds us that despite our differences, all humans share the same basic needs and experiences. We all breathe the same air, walk on the same earth, and are nourished by the same resources. This theme encourages us to see beyond superficial distinctions and recognize our common humanity.

Another significant theme is the futility of war and conflict. The poem highlights how war and hatred only lead to mutual destruction. When we harm others, we ultimately harm ourselves. This theme is a powerful call for peace and understanding, urging us to resolve conflicts through dialogue and empathy rather than violence.

The poem also touches on the theme of environmental unity. Kirkup points out that the earth and its resources are shared by all. This interconnectedness suggests that environmental harm in one part of the world affects everyone. It’s a reminder of our collective responsibility to protect and preserve our planet.

Lastly, the theme of equality and anti-discrimination is evident throughout the poem. Kirkup challenges the idea of seeing others as "foreign" or different. He advocates for equality and the rejection of prejudice, encouraging us to embrace diversity and inclusivity.

No Men Are Foreign by James Kirkup is a powerful reminder of our shared humanity, the senselessness of conflict, the importance of environmental stewardship, and the need for equality. Through these themes, the poem calls for a world where peace, understanding, and unity prevail.

Literary Devices Used in No Men Are Foreign by James Kirkup

James Kirkup employs several literary devices in No Men Are Foreign to convey his powerful message of unity and peace.

Imagery: Kirkup uses vivid imagery to create strong visual pictures in the reader's mind. Phrases like "the same earth" and "the same air" help readers visualize the shared elements of human existence, reinforcing the theme of common humanity.

Repetition: The poet repeats key phrases such as "Remember" to emphasize the importance of his message. This repetition serves to remind readers continually of the central idea that no men are foreign.

Metaphor: Kirkup uses metaphors to draw comparisons that highlight his themes. For example, he refers to the earth as a "single body," suggesting that all humans are interconnected parts of a whole.

Alliteration: The use of alliteration, such as in the phrase "war's long winter," adds a musical quality to the poem and emphasizes the harshness of conflict.

Contrast: Kirkup contrasts images of peace and war to highlight the senselessness of conflict. By juxtaposing the shared experiences of humanity with the destruction caused by war, he underscores the futility of violence.

Symbolism: The poem uses symbols like "earth" and "air" to represent the shared resources and experiences of all people. These symbols help convey the idea that we are all connected by the same natural elements.

Tone: The tone of the poem is both reflective and didactic. Kirkup's reflective tone invites readers to ponder the shared aspects of human life, while the didactic tone instructs them on the importance of unity and peace.

Enjambment: Kirkup uses enjambment, where lines flow into the next without a pause, to create a sense of continuity and connection, mirroring the poem's theme of interconnectedness.

Thinking about the Poem (Q&A of No men Are Foreign)

1. (i) “Beneath all uniforms …” What uniforms do you think the poet is speaking about?
   The poet refers to military uniforms, symbolizing the divisions created by nations and conflicts.

   (ii) How does the poet suggest that all people on earth are the same?
   The poet suggests that all people are the same by highlighting shared human experiences like breathing, sleeping, and eating.

2. In stanza 1, find five ways in which we all are alike. Pick out the words.
   The words are: "breath," "aware," "sleep," "strength," and "life."

3. How many common features can you find in stanza 2? Pick out the words.
   The common features are: "sun," "air," "water," "harvests," and "peaceful."

4. “…whenever we are told to hate our brothers …” When do you think this happens? Why? Who ‘tells’ us? Should we do as we are told at such times? What does the poet say?
   This happens during wars or political conflicts. Leaders or propaganda often tell us to hate. The poet advises against following such commands, promoting unity instead.

Most asked questions in exams from No Men Are Foreign

1. What is the central theme of No Men Are Foreign? 

The central theme is the unity of humanity, emphasizing that all people are fundamentally the same and should live in peace.

2. How does the poet convey the idea of universal brotherhood? 

The poet conveys universal brotherhood by highlighting shared human experiences like breathing, sleeping, and eating, showing that we are all alike.

3. What does the poet mean by "Beneath all uniforms"? 

"Beneath all uniforms" means that despite different nationalities and appearances, all humans are essentially the same.

4. Why does the poet say "Remember, no men are strange"? 

The poet says this to remind us that no one is truly foreign; we all share common humanity.

5. How does the poem address the futility of war? 

The poem addresses the futility of war by showing that harming others ultimately harms ourselves and disrupts global peace.

6. What literary devices are used in the poem? 

The poem uses imagery, repetition, metaphor, alliteration, contrast, symbolism, tone, and enjambment to convey its message.

7. What is the significance of the line "the same earth"? 

"The same earth" signifies that all humans share the same planet and resources, reinforcing our interconnectedness.

8. How does the poet suggest we should treat others? 

The poet suggests we should treat others with kindness and understanding, recognizing our shared humanity.

9. What message does the poet give about prejudice and discrimination? 

The poet's message is to reject prejudice and discrimination, advocating for equality and inclusivity.

10. How does the poem promote environmental unity? 

The poem promotes environmental unity by highlighting that the earth and its resources are shared by all, urging collective responsibility for its preservation.

Explanation of No Men Are Foreign by James Kirkup

No Men Are Foreign by James Kirkup is a powerful poem that emphasizes the unity and commonality of all human beings. The poet begins by stating that beneath all uniforms, the same human body exists. This suggests that despite the differences in nationality, race, or culture, all people are fundamentally the same. The uniforms symbolize the superficial differences that often lead to conflict and division.

Kirkup uses vivid imagery to highlight shared human experiences. He mentions that we all breathe the same air, walk on the same earth, and are nourished by the same resources. This imagery reinforces the idea that our basic needs and experiences are universal, transcending any man-made boundaries.

The poem also addresses the futility of war and conflict. Kirkup points out that when we harm others, we ultimately harm ourselves. This is because we are all interconnected, and violence against one is violence against all. The poet uses repetition, particularly with the word "Remember," to stress the importance of this message. He urges readers to remember that no men are foreign and no countries are strange, advocating for peace and understanding.

In the second stanza, Kirkup continues to emphasize commonalities by mentioning the sun, air, water, and harvests that are shared by all. These elements symbolize the natural resources that sustain life, further illustrating our interconnectedness. The poet also highlights the peaceful nature of these shared experiences, contrasting them with the destruction caused by war.

The poem concludes with a powerful call to reject hatred and embrace unity. Kirkup warns against the influence of leaders or propaganda that incite hatred and division. He encourages readers to see beyond these superficial differences and recognize the shared humanity that binds us all.

Explanation of No Men Are Foreign in Hindi

No Men Are Foreign जेम्स किर्कप द्वारा लिखी गई एक प्रभावशाली कविता है जो सभी मनुष्यों की एकता और समानता पर जोर देती है। कवि शुरुआत में कहता है कि सभी वर्दियों के नीचे एक ही मानव शरीर होता है। इसका मतलब है कि राष्ट्रीयता, जाति या संस्कृति के भेदभाव के बावजूद, सभी लोग मूल रूप से एक जैसे हैं। वर्दियाँ उन सतही भेदों का प्रतीक हैं जो अक्सर संघर्ष और विभाजन का कारण बनते हैं।

किर्कप जीवंत चित्रण का उपयोग करके साझा मानव अनुभवों को उजागर करते हैं। वे कहते हैं कि हम सभी एक ही हवा में सांस लेते हैं, एक ही धरती पर चलते हैं, और एक ही संसाधनों से पोषित होते हैं। यह चित्रण इस विचार को मजबूत करता है कि हमारी बुनियादी जरूरतें और अनुभव सार्वभौमिक हैं, जो किसी भी मानव निर्मित सीमाओं से परे हैं।

कविता युद्ध और संघर्ष की निरर्थकता पर भी ध्यान केंद्रित करती है। किर्कप बताते हैं कि जब हम दूसरों को नुकसान पहुंचाते हैं, तो हम अंततः खुद को नुकसान पहुंचाते हैं। ऐसा इसलिए है क्योंकि हम सभी एक-दूसरे से जुड़े हुए हैं, और एक के खिलाफ हिंसा सभी के खिलाफ हिंसा है। कवि "याद रखें" शब्द का बार-बार उपयोग करते हैं ताकि इस संदेश की महत्ता को रेखांकित किया जा सके। वे पाठकों से आग्रह करते हैं कि वे याद रखें कि कोई भी व्यक्ति विदेशी नहीं है और कोई भी देश अजनबी नहीं है, शांति और समझदारी की वकालत करते हुए।

दूसरे पद में, किर्कप समानताओं को उजागर करना जारी रखते हैं, जैसे कि सूरज, हवा, पानी और फसलें जो सभी के लिए साझा हैं। ये तत्व उन प्राकृतिक संसाधनों का प्रतीक हैं जो जीवन को बनाए रखते हैं, हमारी आपसी जुड़ाव को और अधिक स्पष्ट करते हैं। कवि इन साझा अनुभवों की शांतिपूर्ण प्रकृति को भी उजागर करते हैं, जो युद्ध के कारण होने वाली विनाश से विपरीत है।

कविता एक शक्तिशाली आह्वान के साथ समाप्त होती है कि नफरत को अस्वीकार करें और एकता को अपनाएं। किर्कप नेताओं या प्रचार के प्रभाव के खिलाफ चेतावनी देते हैं जो नफरत और विभाजन को बढ़ावा देते हैं। वे पाठकों को इन सतही भेदों से परे देखने और हमें सभी को जोड़ने वाली साझा मानवता को पहचानने के लिए प्रोत्साहित करते हैं।

कुल मिलाकर, No Men Are Foreign एक महत्वपूर्ण याद दिलाती है कि एकता, शांति और समझदारी का महत्व है। सरल लेकिन प्रभावशाली भाषा के माध्यम से, किर्कप एक समयहीन संदेश देते हैं जो आज की दुनिया में भी प्रासंगिक है। कविता पूर्वाग्रह और संघर्ष को अस्वीकार करने और हमारी साझा मानवता को अपनाने का आह्वान करती है।

Explanation of No Men Are Foreign in Urdu

No Men Are Foreign جیمز کرکپ کی ایک طاقتور نظم ہے جو تمام انسانوں کی یکجہتی اور مشترکہ انسانیت پر زور دیتی ہے۔ شاعر ابتدا میں کہتا ہے کہ تمام یونیفارمز کے نیچے ایک ہی انسانی جسم ہوتا ہے۔ اس کا مطلب ہے کہ قومیت، نسل یا ثقافت کے فرق کے باوجود، تمام لوگ بنیادی طور پر ایک جیسے ہیں۔ یونیفارمز ان سطحی اختلافات کی علامت ہیں جو اکثر تنازعہ اور تقسیم کا سبب بنتے ہیں۔

کرکپ جاندار تصویریں استعمال کرتے ہوئے مشترکہ انسانی تجربات کو اجاگر کرتے ہیں۔ وہ کہتے ہیں کہ ہم سب ایک ہی ہوا میں سانس لیتے ہیں، ایک ہی زمین پر چلتے ہیں، اور ایک ہی وسائل سے پرورش پاتے ہیں۔ یہ تصویریں اس خیال کو مضبوط کرتی ہیں کہ ہماری بنیادی ضروریات اور تجربات عالمگیر ہیں، جو کسی بھی انسان ساختہ حدود سے بالاتر ہیں۔

نظم جنگ اور تنازعہ کی بے معنی ہونے پر بھی توجہ دیتی ہے۔ کرکپ بتاتے ہیں کہ جب ہم دوسروں کو نقصان پہنچاتے ہیں، تو ہم بالآخر خود کو نقصان پہنچاتے ہیں۔ ایسا اس لیے ہے کیونکہ ہم سب ایک دوسرے سے جڑے ہوئے ہیں، اور ایک کے خلاف تشدد سب کے خلاف تشدد ہے۔ شاعر "یاد رکھیں" لفظ کا بار بار استعمال کرتے ہیں تاکہ اس پیغام کی اہمیت کو اجاگر کیا جا سکے۔ وہ قارئین سے درخواست کرتے ہیں کہ وہ یاد رکھیں کہ کوئی بھی شخص غیر ملکی نہیں ہے اور کوئی بھی ملک اجنبی نہیں ہے، امن اور سمجھداری کی وکالت کرتے ہوئے۔

دوسرے بند میں، کرکپ مشترکہ خصوصیات کو اجاگر کرنا جاری رکھتے ہیں، جیسے کہ سورج، ہوا، پانی اور فصلیں جو سب کے لیے مشترک ہیں۔ یہ عناصر ان قدرتی وسائل کی علامت ہیں جو زندگی کو برقرار رکھتے ہیں، ہماری باہمی جڑت کو مزید واضح کرتے ہیں۔ شاعر ان مشترکہ تجربات کی پرامن نوعیت کو بھی اجاگر کرتے ہیں، جو جنگ کے سبب ہونے والی تباہی سے متضاد ہے۔

نظم ایک طاقتور اپیل کے ساتھ ختم ہوتی ہے کہ نفرت کو مسترد کریں اور یکجہتی کو اپنائیں۔ کرکپ رہنماؤں یا پروپیگنڈا کے اثرات کے خلاف خبردار کرتے ہیں جو نفرت اور تقسیم کو فروغ دیتے ہیں۔ وہ قارئین کو ان سطحی اختلافات سے بالاتر دیکھنے اور ہمیں سب کو جوڑنے والی مشترکہ انسانیت کو پہچاننے کی ترغیب دیتے ہیں۔

مجموعی طور پر، No Men Are Foreign یکجہتی، امن اور سمجھداری کی اہمیت کی ایک اہم یاد دہانی ہے۔ سادہ لیکن مؤثر زبان کے ذریعے، کرکپ ایک لازوال پیغام دیتے ہیں جو آج کی دنیا میں بھی متعلقہ ہے۔ نظم تعصب اور تنازعہ کو مسترد کرنے اور ہماری مشترکہ انسانیت کو اپنانے کی اپیل کرتی ہے۔

30 MCQs on "Bholi" by K.A. Abbas Class 10 English NCERT Solution

MCQs - "Bholi" by K.A. Abbas with the Answer Key at the end.

1. What was Bholi’s real name?

   • a) Champa
   • b) Sulekha
   • c) Radha
   • d) Mangla

2. Why did everyone call her Bholi?

   • a) Because she was clever
   • b) Because she was a simpleton
   • c) Because she was beautiful
   • d) Because she was the eldest

3. What happened to Bholi when she was ten months old?

   • a) She fell off the cot and hurt her head
   • b) She had a fever
   • c) She started speaking early
   • d) She was sent to school

4. How did Bholi’s appearance change when she was two years old?

   • a) She had a fever
   • b) She had smallpox and her face was disfigured
   • c) She fell ill and became weak
   • d) She was sent to school

5. What was the condition of Bholi’s speech?

   • a) She could speak fluently
   • b) She was mute
   • c) She stammered when speaking
   • d) She spoke in multiple languages

6. What was Bholi’s family background?

   • a) They were wealthy city people
   • b) They were poor villagers
   • c) They were prosperous farmers
   • d) They were shopkeepers

7. How many siblings did Bholi have?

   • a) Three
   • b) Four
   • c) Seven
   • d) Six

8. Why was Bholi sent to school?

   • a) Her parents wanted her to study
   • b) The Tehsildar asked her father to set an example
   • c) Her mother insisted she go
   • d) Bholi herself wanted to study

9. How did Bholi react when her father told her about school?

   • a) She was excited
   • b) She was scared
   • c) She was angry
   • d) She was indifferent

10. Why was Bholi given new clothes for her first day at school?

• a) Her parents wanted to celebrate
• b) The teacher asked for it
• c) To avoid embarrassment in front of others
• d) Her mother insisted on it

11. What fascinated Bholi at school during her first day?

• a) The other children
• b) The teacher’s voice
• c) The colorful pictures on the walls
• d) The headmistress’s speech

12. How did Bholi’s teacher encourage her to speak?

• a) By threatening her
• b) By being kind and patient
• c) By ignoring her stammering
• d) By giving her gifts

13. What promise did the teacher make to Bholi?

• a) That she would marry a rich man
• b) That she would be as learned as anyone in the village
• c) That she would become the school headmistress
• d) That she would never stammer again

14. How did Bholi feel after her first day at school?

• a) Sad and lonely
• b) Confident and hopeful
• c) Angry at her father
• d) Scared of her teacher

15. What proposal was made for Bholi’s marriage?

• a) A young, handsome man from the city
• b) An old, wealthy man named Bishamber
• c) A teacher from her school
• d) A poor farmer

16. What was Bishamber’s reaction when he saw Bholi’s face?

• a) He accepted her happily
• b) He demanded a dowry
• c) He rejected her immediately
• d) He praised her beauty

17. How did Bholi’s father respond to Bishamber’s dowry demand?

• a) He refused to pay
• b) He offered him two thousand rupees
• c) He called off the marriage
• d) He asked Bholi to reject the proposal

18. What did Bholi do when Bishamber tried to marry her after receiving dowry?

• a) She remained silent
• b) She threw the garland into the fire
• c) She cried and accepted her fate
• d) She begged her father to stop the wedding

19. What was Bholi’s main reason for rejecting Bishamber?

• a) His age
• b) His greed and lack of respect
• c) His appearance
• d) His wealth

20. How did Bholi’s parents react to her rejection of the marriage?

• a) They were proud of her
• b) They were ashamed and disappointed
• c) They supported her decision
• d) They arranged another match

21. How did the villagers react to Bholi’s actions at the wedding?

• a) They praised her bravery
• b) They called her shameless
• c) They offered her help
• d) They ignored her

22. What future plans did Bholi have after rejecting the marriage?

• a) To live alone
• b) To become a teacher
• c) To marry someone else
• d) To work in her father’s farm

23. What does the name "Bholi" mean?

• a) Intelligent
• b) Simpleton
• c) Brave
• d) Beautiful

24. Why was Bholi called "Sulekha" at the end of the story?

• a) To show her transformation into a confident woman
• b) Because her parents changed her name
• c) Because her teacher gave her a new name
• d) To honor her marriage rejection

25. What does Bholi’s rejection of Bishamber symbolize?

• a) The victory of greed
• b) The empowerment of women
• c) The failure of marriage traditions
• d) The importance of education

26. What lesson does Bholi's story teach about social attitudes?

• a) To follow traditions blindly
• b) To break barriers of discrimination and fight for dignity
• c) To always accept societal norms
• d) To depend on others for self-worth

27. How did Bholi’s family view her before she went to school?

• a) As an intelligent girl
• b) As a burden
• c) As a future leader
• d) As their pride

28. How did Bholi’s teacher change her life?

• a) By punishing her
• b) By encouraging her to learn and overcome her fears
• c) By arranging her marriage
• d) By making her the head girl

29. What is the primary theme of the story "Bholi"?

• a) Greed and wealth
• b) Education and self-respect
• c) Love and sacrifice
• d) Power and authority

30. What does Bholi promise her father at the end of the story?

• a) That she will take care of him in his old age
• b) That she will find a better husband
• c) That she will run away from home
• d) That she will never go to school again

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Answer Key:

1. b
2. b
3. a
4. b
5. c
6. c
7. d
8. b
9. b
10. c
11. c
12. b
13. b
14. b
15. b
16. b
17. b
18. b
19. b
20. b
21. b
22. b
23. b
24. a
25. b
26. b
27. b
28. b
29. b
30. a

Bholi by KA Abbas Summary Q&A Solved

Summary of "Bholi" by K.A. Abbas

Bholi, originally named Sulekha, was the youngest daughter of Ramlal, a prosperous farmer. An injury in her childhood left her mentally slow, and smallpox disfigured her face. She also struggled with a speech defect, which led to ridicule from her peers and neglect from her family. Unlike her siblings, Bholi was considered unintelligent and unattractive, leaving her future uncertain. Her parents, worried that she might never marry, decided to send her to school as a last resort.

At first, Bholi was terrified of going to school, associating it with rejection like the family cow that was sold. However, her experience at school proved transformative. Her teacher treated her with kindness and patience, helping her build confidence and overcome her speech impediment. Over time, Bholi blossomed into a confident young woman.

Years later, Bholi’s parents arranged her marriage to Bishamber, an older man who limped and had grown children. Though initially willing to marry him, Bholi rejected the match when Bishamber demanded a dowry upon seeing her face. In a moment of strength and clarity, she stood up for herself, refusing to marry a greedy and unkind man. In the end, Bholi decided she would stay with her parents and become a schoolteacher, embracing her newfound self-worth.

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Answers to Questions

1. Why is Bholi’s father worried about her?
   
   Bholi's father was worried because she was neither beautiful nor intelligent, and he feared that she would never get married.

2. For what unusual reasons is Bholi sent to school?
   
   Bholi was sent to school because her parents thought that due to her appearance and perceived lack of intelligence, she had little chance of finding a husband. They believed schooling might be a way to care for her since marriage was unlikely.

3. Does Bholi enjoy her first day at school?
   
   Initially, Bholi was scared on her first day at school, but her teacher's kindness made her feel safe and welcome. By the end of the day, she felt hopeful and excited about returning to school.

4. Does she find her teacher different from the people at home? 
   
   Yes, Bholi finds her teacher different because she is kind and supportive, unlike her neglectful family.

5. Why do Bholi’s parents accept Bishamber’s marriage proposal?
   
   Bholi’s parents accepted Bishamber’s proposal because they believed that despite his age and limp, Bholi was fortunate to marry a well-off man, especially since he initially demanded no dowry.

6. Why does the marriage not take place? 
   
   The marriage did not take place because Bishamber demanded a dowry of five thousand rupees upon seeing Bholi's pockmarked face. Bholi, realizing his greed and lack of compassion, rejected the marriage.

7. Why is Bholi called Sulekha again at the end of the story?
   
   Bholi is called Sulekha at the end of the story to signify her transformation. She had grown into a confident and independent woman, leaving behind the timid and fearful girl who was once called Bholi, meaning "simpleton."

Think About It (Q&A)

1. Bholi had many apprehensions about going to school. What made her feel that she was going to a better place than her home?
   

   
   Bholi was initially frightened of going to school because she didn't understand what school was like. However, she began to feel she was going to a better place when she was given clean clothes to wear and bathed properly, something she had never experienced before. This special treatment made her believe that school might be a place better than her home, where she had always been neglected.
   
   
2. How did Bholi’s teacher play an important role in changing the course of her life?
   
   
   Bholi’s teacher played a crucial role in transforming her life by showing her kindness, patience, and encouragement. The teacher helped Bholi overcome her fears and speech problems by making her feel confident and capable. She nurtured Bholi’s self-esteem and inspired her to continue her education, giving her the strength to stand up for herself later in life.
   
   
3. Why did Bholi at first agree to an unequal match? Why did she later reject the marriage? What does this tell us about her?
   
   Bholi agreed to the unequal match with Bishamber initially out of a sense of duty to her family. She believed it was her responsibility to marry him to preserve her family's honor. However, when Bishamber demanded a dowry upon seeing her pockmarked face, she realized his greed and cruelty. She rejected the marriage, showing that she had gained the confidence to stand up for herself. This reveals her inner strength, self-respect, and newfound belief in her own worth.
   
   
4. Bholi’s real name is Sulekha. We are told this right at the beginning. But only in the last but one paragraph of the story is Bholi called Sulekha again. Why do you think she is called Sulekha at that point in the story?
   
   Bholi is called Sulekha again at the end of the story to symbolize her transformation from a timid, insecure girl (Bholi, meaning "simpleton") to a confident, self-assured woman (Sulekha, her real name). The use of her real name at this point reflects her growth, maturity, and the realization of her true potential. It marks the completion of her journey from vulnerability to empowerment.

SHORT ANSWERS

1. What made Bholi feel she was going to a better place than her home?
   Bholi felt she was going to a better place because she was bathed, given clean clothes, and treated specially, unlike at home where she was neglected.
2. How did Bholi’s teacher change her life?
   Bholi’s teacher showed her kindness and encouraged her, helping her overcome her fears and stammer, building her confidence and self-respect.
3. Why did Bholi agree to the marriage and later reject it?
   Bholi agreed to the marriage out of duty but rejected it when Bishamber demanded dowry, showing she had gained self-respect and independence.
4. Why is Bholi called Sulekha at the end?
   She is called Sulekha at the end to symbolize her transformation into a confident and empowered person, shedding her old timid identity.

TALK ABOUT IT

Answer the following questions in simple and lucid language: 

1. Bholi’s teacher helped her overcome social barriers by encouraging and motivating her. How do you think you can contribute towards changing the social attitudes illustrated in this story? 
   
   I can help change social attitudes by treating everyone with respect, encouraging those who are marginalized, and speaking out against discrimination.
   
   
2. Should girls be aware of their rights, and assert them? Should girls and boys have the same rights, duties and privileges? What are some of the ways in which society treats them differently? When we speak of ‘human rights’, do we differentiate between girls’ rights and boys’ rights? 
   
   Yes, girls should know their rights and assert them. Both girls and boys should have the same rights, duties, and privileges. Society often treats them differently by limiting girls’ education and opportunities, and human rights should be the same for everyone without gender discrimination.
   
   
3. Do you think the characters in the story were speaking to each other in English? If not, in which language were they speaking? (You can get clues from the names of the persons and the non English words used in the story.) 
   
   The characters were likely not speaking in English; they were probably speaking in Hindi or another regional language, as indicated by their names and cultural context.

The Proposal by Anton Chekhov - Summary, Q&A, Important Questions and MCQs

Summary of "The Proposal" by Anton Chekhov

"The Proposal" is a one-act farce that explores the comedic and absurd nature of courtship between the wealthy landowners Ivan Lomov and Natalya Stepanovna. Lomov visits Stepan Chubukov’s house to propose to his daughter, Natalya. However, instead of smoothly asking for her hand in marriage, they begin to argue over trivial matters like the ownership of Oxen Meadows and whose dog is better. These petty arguments escalate to the point where the proposal itself is almost forgotten. In the end, despite their endless bickering, Chubukov persuades them to get married, although they continue arguing even after their engagement is secured.

Answers to Questions

1. What does Chubukov at first suspect that Lomov has come for? Is he sincere when he later says, "And I've always loved you, my angel, as if you were my own son"?

   • Chubukov initially suspects that Lomov has come to borrow money. He is not entirely sincere when he later claims that he has always loved Lomov like his own son. His exaggerated reaction to Lomov's proposal, followed by the rapid change in his behavior when Lomov starts arguing with Natalya, shows that his affection is more tied to the material benefit of the marriage than genuine emotion.

2. Chubukov says of Natalya: "...as if she won’t consent! She’s in love; egad, she’s like a lovesick cat..." Would you agree?

   • Yes, Chubukov's statement is partly true. Natalya’s reaction after learning that Lomov came to propose — she becomes extremely upset and demands that he be brought back immediately — suggests that she has feelings for Lomov, even if they are not overtly romantic. Her sudden switch from arguing with Lomov to eagerly accepting his proposal reflects emotional confusion, much like a "lovesick cat."

3. (i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other.

   • Lomov calls Chubukov a "malicious, double-faced intriguer" and accuses him of being a "grabber." Chubukov, in turn, calls Lomov a "fool," a "pettifogger," and an "intriguer." Natalya and Lomov also insult each other, with Lomov claiming that Natalya’s dog, Squeezer, is "overshot" and a poor hunter, while Natalya calls Lomov’s dog, Guess, "old" and "ugly."

   (ii) Five adjectives to describe each character:

   • Lomov: Nervous, argumentative, insecure, excitable, indecisive.
   • Natalya: Stubborn, emotional, quarrelsome, passionate, prideful.
   • Chubukov: Manipulative, opportunistic, impatient, hypocritical, dramatic.

   (iii) What will they quarrel about next?

• They are likely to quarrel about household matters, future decisions regarding their land or livestock, or continue bickering about trivial matters like their dogs, as their argumentative nature seems to be a core part of their personalities.

The Sermon at Benaras - First Flight - English - Class X - Q&A Solved

Table of Content

• Summary of 'The Sermon at Benaras'
• Question and Answer
• Extract Based Multiple Choice Questions (MCQs)
• 20 Multiple Choice Questions based on chapter 'The Sermon at Benaras'

Story Summary: The Sermon at Benares

The story begins with Gautama Buddha, who lived as Prince Siddhartha Gautama before he became enlightened. After witnessing human suffering, he renounced his royal life in search of understanding. Upon gaining enlightenment, he shared his teachings through sermons, the first of which was delivered at Benares.

A woman named Kisa Gotami, stricken by grief over her only son’s death, sought medicine to bring him back to life. When the Buddha met her, he asked her to bring mustard seeds from a household that had never experienced death. As she searched, she realized that death had touched every family, and she could not find a household untouched by it. This led her to the understanding that death is inevitable and affects everyone.

The Buddha taught that life is short, filled with suffering, and that death is a part of life. He encouraged Kisa Gotami to stop grieving and instead seek peace by understanding this truth.

Questions and Answers:

1. What does Kisa Gotami ask for when her son dies? Does she get it? Why not?

   • Kisa Gotami asks for medicine to bring her dead son back to life. However, she does not get it because no medicine can cure death. The people around her recognized that her son was dead and that nothing could revive him.

2. What does Kisa Gotami ask for the second time, after speaking with the Buddha? Does she get it? Why not?

   • The second time, Kisa Gotami asks for mustard seeds from a household that has not experienced death. She does not get it because every house she visited had faced the death of a loved one. This taught her that death is a universal experience.

3. What does Kisa Gotami understand the second time that she failed to understand the first time? Was this what the Buddha wanted her to understand?

   • The second time, Kisa Gotami understands that death is a natural part of life and affects everyone. This is exactly what the Buddha wanted her to realize—that her personal grief was not unique, and death is inevitable for all.

4. Why do you think Kisa Gotami understood this only the second time? In what way did the Buddha change her understanding?

   • Kisa Gotami was blinded by her grief the first time and could not accept her son’s death. By sending her to gather mustard seeds from households untouched by death, the Buddha made her realize through experience that death spares no one. This practical journey opened her eyes to the truth.

5. How do you usually understand the idea of ‘selfishness’? Do you agree with Kisa Gotami that she was being ‘selfish in her grief’?

• Selfishness typically means thinking only of oneself. Kisa Gotami may have been selfish in her grief because she wanted her son back, ignoring the reality that death is unavoidable. Her grief focused on her personal loss rather than understanding that suffering is part of life for everyone.

Extract Based MCQs

1. Extract:
"Kisa Gotami repaired to the Buddha and cried, 'Lord and Master, give me the medicine that will cure my boy.' The Buddha answered, 'I want a handful of mustard-seed. And when the girl in her joy promised to procure it, the Buddha added, 'The mustard-seed must be taken from a house where no one has lost a child, husband, parent or friend.' "

MCQs:

1. Who did Kisa Gotami approach to find a cure for her dead son?

   • a) A doctor
   • b) Her neighbors
   • c) The Buddha
   • d) A wise monk

2. What did the Buddha ask Kisa Gotami to bring?

   • a) A special herb
   • b) A handful of mustard seeds
   • c) A magical potion
   • d) A piece of cloth

3. What was the condition placed by the Buddha for the mustard seeds?

   • a) They must be freshly harvested
   • b) They must come from a holy place
   • c) They must come from a house where no one has ever died
   • d) They must be bought from the market

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2. Extract:
"Poor Kisa Gotami now went from house to house, and the people pitied her and said, 'Here is mustard-seed; take it!' But when she asked, 'Did a son or daughter, a father or mother, die in your family?' they answered her, 'Alas! the living are few, but the dead are many.' "

MCQs:

1. How did people react when Kisa Gotami asked for mustard seeds?

   • a) They ignored her
   • b) They pitied her and offered mustard seeds
   • c) They laughed at her request
   • d) They scolded her for asking

2. What did Kisa Gotami inquire about in each house she visited?

   • a) If anyone had lost a loved one
   • b) If they had extra mustard seeds
   • c) If they knew a doctor
   • d) If they believed in the Buddha’s teachings

3. What truth did the people reveal to Kisa Gotami about life and death?

   • a) No one ever dies
   • b) The dead are few
   • c) The living are few, but the dead are many
   • d) Everyone lives forever

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3. Extract:
"Kisa Gotami became weary and hopeless, and sat down at the wayside watching the lights of the city, as they flickered up and were extinguished again. At last, the darkness of the night reigned everywhere."

MCQs:

1. Why did Kisa Gotami feel weary and hopeless?

   • a) Because she was unable to find mustard seeds
   • b) Because she could not find a house without death
   • c) Because her son had fallen ill again
   • d) Because she could not meet the Buddha again

2. What did Kisa Gotami observe as she sat by the wayside?

   • a) The rising sun
   • b) The lights of the city flickering and going out
   • c) The bustling market
   • d) The moon rising in the sky

3. What is symbolized by the darkness that enveloped the city?

   • a) Life and hope
   • b) Death and the end of life
   • c) A new beginning
   • d) A bright future ahead

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4. Extract:
"The Buddha said, 'The life of mortals in this world is troubled and brief and combined with pain. For there is not any means by which those that have been born can avoid dying; after reaching old age there is death.' "

MCQs:

1. How does the Buddha describe the life of mortals?

   • a) Joyful and endless
   • b) Long and peaceful
   • c) Troubled, brief, and painful
   • d) Full of happiness and laughter

2. According to the Buddha, what is inevitable for all living beings?

   • a) Happiness
   • b) Wealth
   • c) Death
   • d) Success

3. What happens to mortals after they reach old age, as per the Buddha?

   • a) They live forever
   • b) They gain wisdom
   • c) They die
   • d) They become rich

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5. Extract:
"He who seeks peace should draw out the arrow of lamentation, and complaint, and grief. He who has drawn out the arrow and has become composed will obtain peace of mind; he who has overcome all sorrow will become free from sorrow, and be blessed."

MCQs:

1. What does the Buddha suggest one must do to find peace?

   • a) Seek wealth
   • b) Remove sorrow and grief
   • c) Meditate in solitude
   • d) Speak with monks

2. According to the Buddha, what must one overcome to be free from sorrow?

   • a) Fear
   • b) Anger
   • c) Lamentation, complaint, and grief
   • d) Desire for success

3. What is the result of drawing out the 'arrow of lamentation'?

• a) Attaining peace of mind
• b) Receiving enlightenment
• c) Acquiring wealth
• d) Gaining knowledge

Evans Tries An O-Level - English Core - Class XII - MCQs - Summary Q&A Solved

About the Author

Colin Dexter first saw the light of day in Stamford, Lincolnshire, where his parents, Alfred and Dorothy Dexter, welcomed him into the world. In his family constellation were an elder brother named John, who, like Colin, was a connoisseur of classics and taught the subject at The King's School in Peterborough. A sister by the name of Avril also graced the family. Alfred, the patriarch, operated a modest garage and taxi establishment located on Scotgate in Stamford.

Dexter's educational journey began at St. John's Infants School, followed by Bluecoat Junior School, where his academic prowess earned him a scholarship to Stamford School—a prestigious boys' public institution. It was here that he encountered M. J. K. Smith, renowned not only as England's international cricket captain but also as a prominent figure in international rugby.

The year 1996 brought recognition to Dexter in the form of a Macavity Award for his compelling short story "Evans Tries an O-Level." In 1980, he received the honor of becoming a member of the exclusive Detection Club through invitation only. An important milestone occurred in 2005 when Dexter was granted the distinction of being elected as a Fellow by Special Election at St Cross College, Oxford.

Dexter's contributions to literature were acknowledged in 2000 with the bestowal of an Officer of the Order of the British Empire title. The year 2001 further added to his accolades as he was granted the esteemed Freedom of the City of Oxford. September 2011 marked a notable occasion, as the University of Lincoln conferred upon Dexter an honorary Doctor of Letters degree—a testament to his influence and achievements.

Theme

The story "Evans Tries an 'O' Level" centers around a clever plan orchestrated by a prisoner. This prisoner pretends to be participating in a language exam while actually using it as a ruse to carry out a daring escape from prison. What's noteworthy is that even though the prisoner gets caught in the process, he still manages to outwit his captors and ultimately succeeds in making his escape. This adds an element of irony to the situation, as the prisoner's escape becomes a surprising twist despite the obstacles he faces.

Justification of the Title

In the narrative, the term "O-Level" pertains to a fundamental examination. This specific test serves as the focal point of Evans' triumphant escape. It's under the pretext of participating in the O-level exam for the German language that Evans strategizes and effectively carries out his successful getaway.

Characters

1. The secretary of the examinations board.
2. The Governor of the H.M. Prison Oxford.
3. James Roderick Evans (Popularly known as Evans the break, the protagonist of the story) and a prisoner.
4. Mr Stephens, a Prison Officer
5. Mr Jackson, a Prison Officer
6. Stuart McLerry- An Invigilator (Parson)
7. Mr Carter – Detective Superintendent
8. Mr Bell- Detective Chief Inspector

Summary of "Evans Tries an O-Level" by Colin Dexter:

The story revolves around James Evans, a cunning prisoner at Oxford Prison, known for his multiple escape attempts. He expresses a desire to take the O-Level exam in German, raising suspicion among the prison authorities. The prison governor, determined to prevent Evans from using the exam as an opportunity to escape, takes several precautions, including strict surveillance and frisking the invigilator, Reverend Stuart McLeery.

However, despite these measures, Evans manages to pull off a brilliant escape. Disguised as McLeery, who was supposedly injured, Evans tricks the prison officers into believing he was the invigilator. The real McLeery is found bound and gagged later. The authorities are misled into chasing after false clues, and Evans successfully escapes.

In a twist, the governor later finds Evans at a hotel, but due to a final oversight, Evans manages to escape again, this time with the help of his friends. The story ends with Evans getting the last laugh as he escapes once more.

"Evans Tries an O-Level" की हिंदी में कहानी सारांश:

कहानी ऑक्सफ़ोर्ड जेल के कैदी जेम्स इवांस के बारे में है, जो अपने कई बार जेल से भागने के लिए जाना जाता है। इवांस ओ-लेवल की जर्मन परीक्षा देने की इच्छा व्यक्त करता है, जिससे जेल अधिकारियों को संदेह होता है। जेल अधीक्षक उसकी परीक्षा के दौरान भागने से रोकने के लिए कड़े इंतजाम करते हैं, जिसमें इवांस के सेल की निगरानी और परीक्षा कक्ष में माइक्रोफोन लगाने जैसी व्यवस्था शामिल है।

हालांकि, सभी एहतियातों के बावजूद, इवांस एक होशियारी से तैयार की गई योजना के तहत सफलतापूर्वक भाग जाता है। वह परीक्षा निरीक्षक स्टुअर्ट मैक्लीरी का वेश धारण करता है और खुद को घायल दिखाता है। जेल के अधिकारी उसे असली निरीक्षक समझकर उसे बाहर ले जाते हैं। असली मैक्लीरी बाद में बंधा हुआ पाया जाता है।

कहानी के अंत में, जब जेल अधीक्षक इवांस को एक होटल में पकड़ता है, तो वह फिर से एक गलती करता है जिससे इवांस दोबारा भागने में सफल हो जाता है। कहानी इवांस की होशियारी और अंतिम हंसी के साथ समाप्त होती है।

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"Evans Tries an O-Level" کا اردو میں خلاصہ:

یہ کہانی جیمز ایوانز کی ہے، جو آکسفورڈ جیل کا ایک چالاک قیدی ہے، جو کئی بار جیل سے فرار ہو چکا ہے۔ وہ او-لیول کی جرمن امتحان دینے کی خواہش ظاہر کرتا ہے، جس پر جیل کے حکام کو شبہ ہوتا ہے۔ جیل کے گورنر ایوانز کی امتحان کے دوران نگرانی کے لیے سخت احتیاطی تدابیر اپناتے ہیں، جیسے کہ اس کے سیل کی نگرانی اور امتحان کے کمرے میں مائیکروفون نصب کرنا۔

تاہم، ایوانز بڑی ہوشیاری سے تیار کی گئی ایک منصوبہ بندی کے تحت کامیابی سے فرار ہو جاتا ہے۔ وہ امتحان کے انویجیلیٹر سٹیورٹ میکلری کا بہروپ اختیار کرتا ہے اور خود کو زخمی ظاہر کرتا ہے۔ جیل کے حکام اسے اصل انویجیلیٹر سمجھ کر باہر لے جاتے ہیں۔ بعد میں اصل میکلری کو باندھا ہوا پایا جاتا ہے۔

کہانی کے آخر میں، جب جیل کا گورنر ایوانز کو ایک ہوٹل میں پکڑتا ہے، تو وہ ایک بار پھر غلطی کرتا ہے، اور ایوانز دوبارہ فرار ہونے میں کامیاب ہو جاتا ہے۔ کہانی ایوانز کی چالاکی اور آخری کامیابی کے ساتھ ختم ہوتی ہے۔

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Comprehension Questions and Answers:

1. What kind of person was Evans?

   • Evans was a clever and cunning prisoner known for his multiple escapes. Despite appearing harmless, he was a master at manipulating situations to his advantage. His knack for escaping earned him the nickname "Evans the Break."

2. What precautions were taken for the smooth conduct of the examination?

   • The prison authorities took several precautions to prevent Evans from escaping. His cell was thoroughly checked, officers were posted nearby, and even the invigilator, Reverend McLeery, was frisked before entering the cell. A microphone was also placed in Evans's cell to allow the Governor to listen to the proceedings.

3. How did Evans escape from the prison?

   • Evans cleverly disguised himself as Reverend McLeery after incapacitating the real invigilator. He faked an injury, convincing the prison officers to help him leave the prison under the guise of taking him to the hospital. The prison staff failed to recognize the impersonation, allowing Evans to escape.

4. What could the Governor have done to securely bring back Evans to prison when he caught him at the Golden Lion?

   • The Governor could have taken stricter measures, such as ensuring that Evans was handcuffed securely and personally overseeing his transport back to the prison. Instead, his lack of caution and overconfidence allowed Evans to escape once again.

5. Reflecting on the story, what did you feel about Evans’ having the last laugh?

   • Evans' final escape, despite the Governor’s efforts, emphasizes his cunning nature and intelligence. While the Governor had moments of victory, his underestimation of Evans led to his failure, allowing Evans to have the last laugh.

6. When Stephens comes back to the cell, he jumps to a conclusion, and the whole machinery blindly goes by his assumption. Does this show how hasty conjectures can prevent one from seeing the obvious?

   • Yes, Stephens' assumption that the injured man was McLeery, without verifying his identity, demonstrates how hasty decisions can lead to serious consequences. Evans had anticipated this negligence, using it to his advantage.

7. While we condemn the crime, we are sympathetic to the criminal. Is this the reason why prison staff often develop a soft corner for those in custody?

   • Prison staff might develop a soft corner for prisoners due to prolonged interactions and understanding of their circumstances. However, this sympathy can sometimes cloud their judgment, as seen with the Governor, who underestimated Evans' capacity for escape.

8. Do you agree that between crime and punishment, it is mainly a battle of wits?

   • Yes, in this story, the entire episode is a battle of wits between Evans and the prison authorities. Evans outsmarts the system through his clever planning, while the authorities, despite their efforts, fail to anticipate his ingenuity.

 Multiple Choice Question and Extract Base Questions on 'Evans Tries an O-Level