UP Board Class 10 English Question Paper 2025 (Code 817 BL) with Answer Key and Solutions PDF is Available to Download

Step 1: Understanding Vidyasagar’s values

Vidyasagar was a renowned social reformer, and his admiration for his parents was deeply rooted in respect, honor, and love. He cherished these values for his parents above anything material.


Step 2: Analyzing the options

- (A) "Plenty of money" → While Vidyasagar was practical, this option doesn’t fully capture his reverence and respect for his parents, as it focuses solely on wealth.

- (B) "Money, honour and respect" → This option reflects the values that Vidyasagar cherished for his parents, as it includes respect and honor, which are key aspects of his character and worldview.

- (C) "Great disrespect" → This is contrary to Vidyasagar's values. He was known for his respect for others, especially his parents.

- (D) "Great reverence" → Although reverence is an important aspect of Vidyasagar’s feelings, this option is too narrow and does not capture the full scope of his admiration, which also included respect and honor.


Step 3: Conclusion

The best choice is (B), as it captures the complete set of values Vidyasagar cherished for his parents: money, honor, and respect. Hence, option (B) is correct.


So, the correct option is (B) Money, honour and respect. Quick Tip: When analyzing values and beliefs, consider the full range of emotions and concepts that define the person, not just a single aspect.

Step 1: Understanding the context

The question refers to a situation where Vidyasagar was denied leave, and his reaction would showcase his determination and values.


Step 2: Analyzing the options

- (A) "Obliged his superior" → This doesn’t seem likely because Vidyasagar was known for his strong principles, and he would not simply obey a decision that contradicted his personal values.

- (B) "Attended the wedding" → While attending the wedding may have been his ultimate goal, this option doesn’t reflect his reaction to being denied leave.

- (C) "Tendered his resignation" → This is a strong reaction but not the most accurate. Vidyasagar might have been willing to stand by his principles, but the specific reaction was to leave.

- (D) "Left for his home" → This is the most appropriate response. When denied leave, Vidyasagar chose to leave for his home, demonstrating his commitment to his personal values over professional constraints.


Step 3: Conclusion

The best response is (D), where Vidyasagar left for his home in defiance of being refused leave. Hence, option (D) is correct.


So, the correct option is (D) Left for his home. Quick Tip: When considering a character’s response to authority, focus on their established values and how those values might shape their actions.

Step 1: Understanding the context of the question

The question asks for the opposite of the word "disappointed." To find the opposite, we need to think about words that express the opposite emotion or feeling.


Step 2: Analyzing the options

- (A) "Discouraged" → This is somewhat related to disappointment, but it does not serve as the direct opposite.

- (B) "Impressed" → This is the correct answer. When someone is disappointed, they are unhappy or dissatisfied. "Impressed" refers to a positive reaction, making it the opposite of disappointed.

- (C) "Granted" → This word refers to giving permission or a favor, but it is unrelated to the feeling of disappointment.

- (D) "Applied" → This is not the opposite of disappointed, as it pertains to putting something into action or use.


Step 3: Conclusion

The correct answer is (B) "Impressed," as it directly represents a positive reaction, the opposite of disappointment.


So, the correct option is (B) Impressed. Quick Tip: When looking for antonyms, think of emotions or reactions that directly oppose the meaning of the word in question.

Step 1: Understanding the future perfect tense

The sentence talks about an action (the principal leaving) that will be completed before another action (teachers reaching the college) happens. This suggests the use of the future perfect tense, which is used to describe an action that will be completed before another point in the future.


Step 2: Analyzing the options

- (A) "reach" → This is in the simple present tense, which is not correct in this context, as it does not show the completion of the action before the other event.

- (B) "have reached" → This is the present perfect tense, which does not fit with the future tense required by the sentence.

- (C) "will be reaching" → This is in the future continuous tense, which indicates an ongoing action, not a completed action.

- (D) "will have reached" → This is the correct answer. The future perfect tense ("will have reached") correctly expresses the action that will be completed before the other action (the principal leaving) happens.


Step 3: Conclusion

The correct answer is (D) "will have reached," as it correctly expresses an action that will be completed before another event in the future.


So, the correct option is (D) will have reached. Quick Tip: When describing an action that will be completed before another future event, use the future perfect tense: "will have + past participle."

Step 1: Understanding the term "truant"

A "truant" is someone who stays away from school or duty without leave or explanation, particularly someone who is absent without permission. This directly applies to the description in the question.


Step 2: Analyzing the options

- (A) "Truant" → This is the correct term. A truant is a person who is habitually absent from duty or school without permission.

- (B) "Runner" → A runner typically refers to a person who runs, often for sports or work, but not someone absent without permission.

- (C) "Thief" → A thief is someone who steals, which has nothing to do with being absent without permission.

- (D) "Undisciplined" → While an undisciplined person may be absent or behave inappropriately, this term is too general and does not specifically refer to absence without permission.


Step 3: Conclusion

The correct term for someone who remains absent without permission is "truant." Hence, option (A) is correct.


So, the correct option is (A) Truant. Quick Tip: When dealing with specific terms related to behavior, focus on the exact definition that matches the situation described in the question.

Step 1: Analyzing the structure of the sentence

The sentence needs to form a meaningful question. The correct structure for a question in English is typically "Where + verb + subject + rest of the sentence." Therefore, we should look for the option that follows this structure.


Step 2: Analyzing the options

- (A) "Where people are going on the road in a row?" → This option doesn't form a clear question because the subject ("people") is placed before the verb ("are going").

- (B) "Where are people going in a row on the road?" → This is the correct answer, as it follows the proper structure for a question: "Where + verb + subject."

- (C) "Where in a row people are going on the road?" → This option is awkward and doesn't follow standard word order for a question.

- (D) "Where on the road people are going in a row?" → This is similar to option (A), but with incorrect word order for a question.


Step 3: Conclusion

The correct option is (B) "Where are people going in a row on the road?" because it follows the correct word order for a question.


So, the correct option is (B) Where are people going in a row on the road? Quick Tip: In questions, the structure typically follows the pattern "Where + verb + subject." Make sure to arrange the words in this order to form a meaningful question.

Step 1: Understanding the question

The question asks for the word that is misspelt. We need to identify which word is incorrectly spelled.


Step 2: Analyzing the options

- (A) "System" → This is correctly spelled.

- (B) "Agreeable" → This is correctly spelled.

- (C) "Assimulate" → This is the misspelled word. The correct spelling is "Assimilate."

- (D) "Successor" → This is correctly spelled.


Step 3: Conclusion

The misspelled word is (C) "Assimulate," which should be "Assimilate."


So, the correct option is (C) Assimulate. Quick Tip: When in doubt about a spelling, check if the word matches a commonly known spelling or look it up in a dictionary. In this case, "Assimulate" is incorrect, and the right spelling is "Assimilate."

Step 1: Understanding the context

The phrase "Shashank is known ____ me" suggests we are talking about how Shashank is recognized by someone (in this case, "me"). The appropriate preposition is one that indicates recognition or familiarity by someone.


Step 2: Analyzing the options

- (A) "by" → This is the correct preposition. The expression "known by" is used when referring to who knows or recognizes someone. For example, "Shashank is known by me" means I recognize Shashank.

- (B) "from" → "From" is not used in this context. "Known from" typically refers to knowing something based on its origin or source, which doesn’t fit here.

- (C) "about" → "Known about" isn’t a standard phrase when talking about recognition. It would imply knowledge about someone, not recognition.

- (D) "to" → "Known to" is used when referring to people who know someone, like "I am known to Shashank," but it doesn’t work when describing how someone is known by another person.


Step 3: Conclusion

The correct preposition is "by," as it accurately expresses the idea of being recognized by someone. Hence, option (A) is correct.


So, the correct option is (A) by. Quick Tip: When talking about recognition, use the preposition "by" to indicate who knows or recognizes someone.

Step 1: Understanding the context of the question

The sentence describes a situation where the narrator is unable to see anything outside the aeroplane. The reason for this needs to be clarified by the right option.


Step 2: Analyzing the options

- (A) "people were coming in front of the aeroplane" → This is unlikely because people wouldn’t be in front of an aeroplane during flight.

- (B) "everything was suddenly black" → This is the most appropriate answer. The sudden darkness would likely be caused by factors like clouds or a storm, making it impossible for the narrator to see anything outside the aeroplane.

- (C) "there were black spots in the sky" → While this is a plausible answer, it does not directly explain the complete lack of visibility. It implies partial visibility, not total darkness.

- (D) "the pilot didn’t like to see" → This is illogical in the context of the question, as the inability to see would be caused by external factors, not the pilot's preference.


Step 3: Conclusion

The most logical and fitting answer is (B), as it accurately describes the reason why the narrator couldn't see anything outside the aeroplane. Hence, option (B) is correct.


So, the correct option is (B) everything was suddenly black. Quick Tip: When interpreting a situation in literature, focus on the most plausible external factors (like weather or environmental conditions) for changes in visibility.

Step 1: Understanding the context

This sentence talks about other instruments along with the compass. The focus is on the condition or status of the instruments. The word "working" fits well in this context.


Step 2: Analyzing the options

- (A) "good" → This is too vague. The term "good" does not specifically describe the functional status of the instruments.

- (B) "working" → This is the correct answer. It indicates that the instruments, including the compass, are functioning properly.

- (C) "dead" → This would imply that the instruments are not functioning, which contradicts the idea that they are useful alongside the compass.

- (D) "managed" → This does not fit the context of the instruments’ condition. Instruments being "managed" doesn’t align with the sentence structure.


Step 3: Conclusion

The most appropriate word to complete the sentence is "working," as it indicates that the instruments are functional and operational. Hence, option (B) is correct.


So, the correct option is (B) working. Quick Tip: When considering the condition of items or objects, use terms like "working" or "functional" to indicate operational status.

Step 1: Understanding the context of the sentence

The sentence describes an event that happened on a lovely autumn day, where the speaker was with their daughter. The word needed should describe the presence of the daughter in a positive or neutral sense.


Step 2: Analyzing the options

- (A) "accompanied" → This is the correct answer. "Accompanied" means that the daughter was with the speaker, which fits the context of the sentence.

- (B) "surrounded" → This word implies being enclosed by something, which doesn't fit the context of a pleasant autumn day with the daughter.

- (C) "haunted" → This is a negative word, implying fear or distress, which doesn’t fit the positive tone of the sentence.

- (D) "encircled" → This word means surrounded in a circular manner, which also doesn’t fit the positive and natural context.


Step 3: Conclusion

The correct option is (A) "accompanied," as it describes the daughter being with the speaker in a pleasant way.


So, the correct option is (A) accompanied. Quick Tip: When choosing words to describe presence, choose neutral or positive words like "accompanied" to maintain the tone of the sentence.

Step 1: Understanding the context of the sentence

The sentence talks about otters being found in large numbers near Basra, Iraq. We need to identify a habitat where otters are commonly found.


Step 2: Analyzing the options

- (A) "Rivers" → While otters can live in rivers, the context of the question points to a specific type of habitat. Rivers alone don’t fit the context of being in large numbers in the region.

- (B) "Sea" → Otters are not typically found in large numbers in the sea, as they usually prefer freshwater habitats.

- (C) "Lakes" → Although otters can live in lakes, the area near Basra is more known for marshes than lakes.

- (D) "Marshes" → This is the correct answer. Otters are commonly found in marshy regions, which fit the environmental context near Basra, Iraq.


Step 3: Conclusion

The correct answer is (D) "Marshes," as otters are commonly found in marshy areas, especially near Basra.


So, the correct option is (D) Marshes. Quick Tip: When identifying habitats for animals, consider their preferred environments—otters are typically found in freshwater marshes and wetlands.

Step 1: Understanding the context

The sentence talks about the life of mortals being troubled and brief, followed by an adjective that describes how it is with pain. The word we choose should convey that pain is something that completely fills or dominates mortal life.


Step 2: Analyzing the options

- (A) "attached" → This word doesn’t fit the context as it implies something that is connected, but not in a way that describes life as being filled with pain.

- (B) "combined" → This would imply a mixture of things, but it does not convey the idea of pain being a significant element of life.

- (C) "detached" → This implies separation or indifference, which contradicts the concept of pain being a part of life.

- (D) "filled" → This is the correct choice. It conveys the idea that life is completely dominated by or full of pain, which aligns with the context of the sentence.


Step 3: Conclusion

The correct word to complete the sentence is "filled," as it accurately represents how life is overwhelmed with pain. Hence, option (D) is correct.


So, the correct option is (D) filled. Quick Tip: When describing experiences that are all-consuming, words like "filled" or "overwhelmed" are often used to express complete dominance or presence of a particular emotion or state.

Step 1: Understanding the context of the question

The question asks about the noise that is heard at night. We need to think about sounds that are commonly associated with nighttime activities.


Step 2: Analyzing the options

- (A) "Of the thieves" → This is the correct answer. The noise of thieves, such as footsteps or the breaking of locks, is commonly heard at night when they are most active.

- (B) "Of the rifles" → Rifles are not typically associated with nighttime noise unless they are being fired, which is not a common occurrence.

- (C) "Of the hunters" → While hunters may be active at night, their noise would not be the first thing that comes to mind when considering nighttime sounds.

- (D) "Of the patrolling cars" → While patrolling cars might be heard at night, the focus is usually on the sounds of thieves when referring to nighttime noise.


Step 3: Conclusion

The most fitting answer is (A) "Of the thieves," as their noise is often heard at night.


So, the correct option is (A) Of the thieves. Quick Tip: When identifying sounds or noises associated with a time of day, consider common activities that occur during that period.

Step 1: Understanding the context of the sentence

The question asks about the way "he" stares at the brilliant stars. The most logical description would relate to a physical attribute used for seeing.


Step 2: Analyzing the options

- (A) "With his sharp eyes" → This is a plausible option, as "sharp eyes" suggests keen vision, but it’s not the most fitting choice.

- (B) "With his smelling powers" → This is incorrect, as smelling powers are not related to seeing or staring at stars.

- (C) "With his brilliant eyes" → This is the correct answer. "Brilliant eyes" implies that his eyes are sharp and clear, suitable for staring at the brilliant stars.

- (D) "With his brilliant voice" → This is unrelated to staring at stars and doesn’t make sense in this context.


Step 3: Conclusion

The correct answer is (C) "With his brilliant eyes," as it fits the context of seeing or staring at the stars.


So, the correct option is (C) With his brilliant eyes. Quick Tip: When describing vision or sight, use terms like "sharp eyes" or "brilliant eyes" to indicate clarity and intensity.

Step 1: Understanding the context

This question refers to the story where Tricki, the dog, was not given food as part of a treatment. The correct answer is the duration for which Tricki was deprived of food.


Step 2: Analyzing the options

- (A) "For a week" → This is too short a duration for Tricki to be deprived of food based on the context in the story.

- (B) "For a fortnight" → A fortnight is equivalent to 14 days, which is the correct duration during which Tricki was not given food in the story.

- (C) "For a month" → While a month is a long period, it was not the exact duration in the story. Tricki was deprived of food for 14 days, not a month.

- (D) "For two days" → This is too short and does not fit the timeline in the story.


Step 3: Conclusion

The correct answer is (B) for a fortnight, as Tricki was deprived of food for 14 days in the story. Hence, option (B) is correct.


So, the correct option is (B) For a fortnight. Quick Tip: When dealing with a specific timeline or event in literature, focus on the details provided in the context, such as exact durations or specific actions.

Step 1: Understanding the description

The phrase "pointed countenance of a fox" refers to someone having a sharp, perhaps cunning or sly, appearance. In the story, Fowler is described this way.


Step 2: Analyzing the options

- (A) "Fowler" → This is the correct answer. Fowler is described as having a sharp, fox-like face in the story.

- (B) "Ausable" → Ausable is a different character who doesn’t have this specific characteristic.

- (C) "Max" → Max doesn’t match this description in the context.

- (D) "None of them" → This is incorrect as Fowler is the correct answer.


Step 3: Conclusion

The character with the "pointed countenance of a fox" is Fowler. Hence, option (A) is correct.


So, the correct option is (A) Fowler. Quick Tip: When analyzing character descriptions, focus on the specific traits being described and compare them to the personality or physical attributes of each character.

Step 1: Understanding the context

The question is about what Mrs. Hall heard suddenly. In the context of the story, the sudden shriek was a surprising and important sound in the narrative.


Step 2: Analyzing the options

- (A) "Heard a sniff" → A sniff would be a quieter sound, not fitting the dramatic moment in the story.

- (B) "Heard a loud sound" → This is possible but too vague. It doesn’t specify the exact type of sound Mrs. Hall heard.

- (C) "Heard a shriek" → This is the correct answer. Mrs. Hall heard a shriek, which was a key moment in the story.

- (D) "Heard a barking sound" → While barking is loud, it doesn’t fit the context of the surprise and mystery in the story.


Step 3: Conclusion

The most appropriate sound that Mrs. Hall heard, which was a dramatic part of the narrative, is a shriek. Hence, option (C) is correct.


So, the correct option is (C) Heard a shriek. Quick Tip: When interpreting sounds in a story, consider the emotional context and the impact of the sound on the characters.

Step 1: Understanding the context of the story

In the story "The Necklace" by Guy de Maupassant, Mme Loisel borrows a necklace from her friend Mme Forestier. This necklace is central to the plot, as Mme Loisel loses it, which causes a series of unfortunate events.


Step 2: Analyzing the options

- (A) "Mme Loisel's husband" → This is incorrect because Mme Loisel’s husband did not loan her the necklace. He had provided her with money for a dress, but not the necklace.

- (B) "Mme Forestier" → This is the correct answer. Mme Loisel borrows the necklace from her friend, Mme Forestier.

- (C) "Mme Forestier's husband" → This is incorrect. Mme Loisel borrows the necklace directly from Mme Forestier, not her husband.

- (D) "No one" → This is incorrect, as Mme Forestier is clearly the one who lends Mme Loisel the necklace.


Step 3: Conclusion

The correct answer is (B) "Mme Forestier," as she is the one who loans the diamond necklace to Mme Loisel.


So, the correct option is (B) Mme Forestier. Quick Tip: When referring to characters in a story, carefully identify the one who provides an important object or resource. In this case, it’s Mme Forestier who loans the necklace.

Step 1: Understanding the context of the story

In the story "Bholi" by Premchand, the opening ceremony of the school in Bholi's village is an important event in the narrative. The correct answer will refer to the person who is formally involved in the opening ceremony of the school.


Step 2: Analyzing the options

- (A) "The Gram Pradhan" → This is incorrect. While the Gram Pradhan is an important village figure, it is not he who performs the opening ceremony.

- (B) "The Head Teacher" → This is incorrect. The head teacher is not mentioned as performing the ceremony.

- (C) "The Tahsildar" → This is the correct answer. In the story, the Tahsildar performs the opening ceremony of the school in Bholi's village.

- (D) "The District Magistrate" → This is incorrect, as the District Magistrate is not involved in this particular event.


Step 3: Conclusion

The correct answer is (C) "The Tahsildar," as he is the one who performs the opening ceremony of the school in Bholi's village.


So, the correct option is (C) The Tahsildar. Quick Tip: Pay attention to the specific roles of characters in a story, especially when it comes to formal events like ceremonies. In this case, the Tahsildar performs the opening ceremony.

No, one does not become great merely by following others. While it is important to learn from the experiences and wisdom of others, true greatness is achieved through independent thought, creativity, and innovation. Simply imitating or following the paths of others may lead to superficial success or fulfillment, but it does not foster the deep growth that true greatness demands. To be truly great, a person must engage in self-discovery, think critically, and challenge established norms and conventions.


True greatness is a product of the individual's unique contributions, hard work, and courage to pursue goals that are not based on external validation but rather on personal passion and conviction. Greatness is not about following the footsteps of those who have already succeeded; it is about forging one's own path and taking risks to accomplish something new and meaningful. An individual who aims for greatness must cultivate their inner potential and focus on building something distinctive, which can bring value to the world in their own unique way.


Greatness comes when one dares to break free from the constraints of conformity and rises above the ordinary. It is the ability to create, inspire, and influence others through one's own beliefs, ideas, and actions that lead to greatness. True greatness is not a product of following others, but rather a result of the courage to stand out, challenge the status quo, and contribute something original and impactful to society.


In conclusion, greatness is attained through personal integrity, hard work, and the ability to think independently. By following one’s own path, even if it is different from others, an individual can achieve greatness. One should strive to find their passion, nurture it, and contribute to the world in a way that only they can.
Quick Tip: To become truly great, focus on your own passions and strengths. Be willing to stand apart from the crowd and take calculated risks to achieve your unique goals. Greatness comes from independence, innovation, and contributing something new to the world.

When a student disagrees with their teacher, it is important to approach the situation with respect, humility, and a willingness to understand both sides. Disagreements are natural, but the way they are handled can make a significant difference in how the relationship between the teacher and student evolves. A respectful disagreement opens the door for learning and growth, whereas a disrespectful or confrontational response may close it.


First and foremost, the student should listen carefully to the teacher’s point of view. It’s important to make sure that the disagreement is based on a clear understanding of the teacher’s reasoning, rather than miscommunication or misunderstanding. Once the student fully understands the teacher's perspective, they can present their own point of view, providing logical reasoning and evidence to support their position. This can be done respectfully, ensuring that the teacher feels valued and heard.


If the student feels strongly about the issue, they can request a further discussion, asking the teacher for clarification or offering their alternative view. However, this should be done in a manner that is non-confrontational. A student should avoid interrupting, raising their voice, or expressing frustration. Instead, they should focus on having a calm and thoughtful conversation. Expressing disagreement does not mean rejecting the teacher's authority; it simply reflects the student's ability to think critically and engage with the material or discussion in a deeper way.


If the disagreement is about an academic matter, it may be helpful for the student to seek out additional resources to understand the issue better. This could involve researching the topic independently, consulting other teachers, or even speaking with classmates to gather different perspectives. Engaging in independent learning shows the student’s commitment to their education and their willingness to explore issues from multiple angles.


In cases where the disagreement remains unresolved after careful discussion, the student may choose to reflect privately on the teacher’s perspective, perhaps realizing new aspects they hadn’t previously considered. Alternatively, the student could speak to a counselor or another trusted authority figure, such as a school principal, to mediate the situation if necessary. The most important aspect of this process is that the student remains respectful and open-minded throughout, recognizing that even if they do not fully agree with the teacher, they can still learn valuable insights from the discussion.


Ultimately, the ability to disagree respectfully is an essential skill that students can carry forward into adulthood. It encourages critical thinking, promotes understanding, and fosters constructive dialogue. A student who disagrees with a teacher in a respectful manner shows maturity, self-confidence, and a willingness to engage in intellectual growth.
Quick Tip: When disagreeing with a teacher, always maintain respect and present your arguments logically. Listen carefully to the teacher’s perspective, and try to understand their reasoning. Disagreement can be a valuable learning experience if handled thoughtfully.

In the context of the passage, the student who is considered to be a parrot is the one who blindly repeats what the teacher or others say without truly understanding or engaging with the material. This student merely mimics or parrots the information they are given without making an effort to think critically or analyze the content. A parrot, being a bird, is known for its ability to mimic sounds or words without any comprehension of their meaning. This comparison between the student and the parrot highlights the idea that the student’s learning is superficial, based on rote memorization rather than meaningful understanding.


Such a student might be able to repeat facts or definitions verbatim, but they are unable to apply those concepts or explain them in their own words. This kind of learning is not effective in the long run, as it does not encourage deep understanding or intellectual growth. In contrast, a student who goes beyond mere repetition, engages with the material, and asks questions is seen as truly learning.


It is important to note that being a "parrot" in this sense is not a compliment. It suggests that the student is not actively participating in the learning process and is instead just copying what is given to them without any critical thought. This behavior may be a result of not being motivated or not understanding the value of deeper learning.


In real-life scenarios, we often see this in the classroom where students memorize answers for exams or assignments but fail to grasp the underlying concepts. It is essential to encourage students to engage in active learning, where they question, analyze, and reflect on what they learn, rather than just parroting information.
Quick Tip: Active learning is crucial for deeper understanding. Instead of simply repeating what is taught, try to relate new information to what you already know, ask questions, and apply concepts to real-life situations.

The opposite of the word "calm" in the passage is 'agitated' or 'restless'. To understand this fully, let’s explore what "calm" means in the context of the passage and how its opposite would manifest.


- Calm: Calm refers to a state of peace, tranquility, and composure. A person or situation that is calm is free from agitation, stress, or disturbance. In the context of the passage, calmness might describe someone who is relaxed, composed, and in control of their emotions. A calm atmosphere is one that is peaceful, undisturbed, and quiet, where nothing causes anxiety or chaos.


- Agitated/Restless: The opposite of calm involves feelings of agitation, anxiety, or nervous energy. When someone is agitated, they are disturbed, upset, or emotionally unsettled. Restlessness refers to a state of unease or discomfort, often characterized by an inability to sit still or relax. These emotions are often associated with a lack of control or composure. In contrast to calm, which represents stability, agitation and restlessness represent instability and emotional turbulence.


In the passage, when the word "calm" is used, it is likely to set the stage for contrasting emotions or events that are marked by discomfort or disturbance. For example, a character might be described as calm to show their peace of mind or control, only to be contrasted with another character who is agitated, representing a state of turmoil or emotional chaos.


The presence of agitation or restlessness emphasizes the difference between a composed state and one that is filled with worry, tension, or disturbance. These opposites serve to highlight the emotional states of characters or situations in the passage.


In summary, the opposite of "calm" is a word that conveys disturbance or emotional unrest. "Agitated" or "restless" are fitting antonyms that describe a state where the mind or body is in constant motion, unable to achieve peace or tranquility.
Quick Tip: When analyzing opposites in a passage, pay attention to how the contrasting words reflect the mood, behavior, or setting. Antonyms like "agitated" or "restless" often highlight a shift in emotional tone or atmosphere.

Address of the Sender:

[Your Name]

[Your Address]

[City, Postal Code]


Date: [Date]


Dear [Friend's Name],


I hope this letter finds you in the best of health and spirits. I am writing to you with a suggestion that I believe would benefit you a lot and make your college life even more enjoyable. As you know, our college is organizing various cultural activities this year, including music, dance, drama, and art exhibitions, and I strongly encourage you to take part in them.

Participating in these activities will not only help you discover hidden talents but will also improve your confidence. These events are a great way to interact with new people and make new friends, which will enrich your college experience. Moreover, such activities help in overall personality development, which is equally important for your future.

I understand you have always been shy about participating in such events, but I assure you, the environment here is very friendly, and the events are meant to be fun and relaxing, not competitive. You will enjoy every bit of it. Remember, college life is not just about academics, but also about making the most of opportunities like these to grow and learn new skills.

So, I strongly recommend that you consider being a part of the upcoming cultural activities. I am sure you will have a great time, and you might even surprise yourself with your hidden talents. Please think about it and let me know what you decide.

Looking forward to hearing from you soon. Take care and stay in touch.


Yours sincerely,

[Your Name]
Quick Tip: When writing a letter of advice, it is essential to be friendly, encouraging, and provide reasons why the suggestion will benefit the recipient.

Date: [Date]


To,

The Principal,

[Name of College],

[Address of College],

[City, Postal Code]


Subject: Request for Extra Classes in English.



Respected Sir/Madam,


I am writing to request that extra classes in English be arranged for the students of [mention your course/stream]. As you are aware, many of us have been facing difficulties in mastering the subject, particularly in [mention areas of difficulty such as grammar, writing skills, spoken English, etc.]. Although we receive adequate teaching during regular hours, many of us feel that extra practice would significantly improve our understanding and skills.

With the growing importance of communication skills in both academic and professional settings, we believe that additional English classes would be extremely beneficial. These classes would give students the opportunity to improve their language proficiency, prepare for exams, and boost their confidence in speaking and writing.

We would be highly grateful if you could consider our request and arrange for extra English classes, ideally after school hours or on weekends, to accommodate the schedules of all interested students. We are confident that this initiative will help us perform better in the subject and enhance our overall learning experience.

Thank you for considering our request. We look forward to your positive response.


Yours faithfully,

[Your Name]

[Your Roll Number]

[Your Course/Year]
Quick Tip: When writing an application, be polite, formal, and clearly mention the reason for your request. Always express gratitude in advance for the consideration.

\textit{Report on A Flood Scene


On the night of 15th August, our city witnessed an unprecedented flood due to heavy rainfall. The usually calm river, which flows near the city, swelled beyond its banks, inundating the surrounding areas. The floodwater submerged streets, houses, and farmlands. The loss of property was immense, with many homes and shops being completely washed away. A number of vehicles were also destroyed by the strong currents of the flood.


The human toll was also significant, with many families forced to evacuate. Several individuals were injured, and sadly, a few lives were lost. The flood caused widespread misery, with people losing their homes and livelihoods. Relief work began immediately as volunteers, government agencies, and the army pitched in. Temporary shelters were set up, and essential supplies like food, clean water, and medical aid were distributed to the affected families.


Despite the devastating loss, the flood highlighted the spirit of community and collective effort in the face of disaster. The city is now recovering, and the government has promised to strengthen flood control systems to prevent such an event in the future.
Quick Tip: When writing a report about a disaster, focus on describing the situation with details about the scene, the damage, and the relief efforts. Presenting both the suffering and the efforts for recovery provides a balanced view.

\textit{A Public Library


A public library is an essential resource for the community, providing access to knowledge, literature, and information to people of all ages. One of the most important features of a public library is its vast collection of books. The stock of books includes a wide range of genres such as fiction, non-fiction, history, science, and art. These resources allow people to learn, explore new ideas, and improve their knowledge.


Public libraries are generally divided into different sections, such as children's books, reference materials, and magazines, to cater to various interests. These libraries are usually free for public use, and they provide a peaceful environment for reading, studying, or research. Libraries also offer computer facilities for accessing digital resources.


In my opinion, public libraries play a vital role in society by promoting literacy and education. They are especially useful for students, researchers, and anyone seeking to enhance their learning. However, libraries could improve by updating their stock of books regularly and introducing more interactive features, such as workshops and reading programs.
Quick Tip: When writing about public institutions like libraries, highlight their role in education and community welfare. Mention how they serve different age groups and discuss possible improvements to make them more effective.

The sentence in indirect speech would be:

Sheetla asked his students if they had worked hard for the examination.


Explanation: In indirect speech, the question is converted into a statement, and the pronoun changes to match the perspective. The present perfect tense "Have you worked" changes to past perfect tense "had worked." The quotation marks are removed, and the question mark is replaced with a full stop.
Quick Tip: In indirect speech, remember to adjust the tense and pronouns appropriately. Questions are often introduced with "asked" or "inquired."

The sentence in passive voice would be:

Let not a noise be made.


Explanation: In the passive voice, the focus shifts from the subject (who is performing the action) to the object (on which the action is being performed). The imperative sentence "Don't make a noise" is transformed into passive with "Let not" followed by the object "a noise" and the verb "be made."
Quick Tip: When changing commands or instructions into the passive voice, use "Let" to indicate the action being performed by the subject.

The correct punctuation for the given sentence is:


I am an M.Sc. from the Muir College, Allahabad.


Explanation: The sentence begins with a capital letter as per grammar rules. "M.Sc." is the correct abbreviation for Master of Science, and proper nouns like "Muir College" and "Allahabad" should also be capitalized. The punctuation marks (periods) after "M.Sc." and the comma after "Muir College" are added to properly structure the sentence. Quick Tip: Always remember to capitalize the first letter of the sentence and proper nouns. Abbreviations like "M.Sc." require periods after each letter.

The translation of the given Hindi sentence into English is:


Monkeys used to live in the forests. Later, they started living among humans. Gradually, they came to the towns. Today, we find monkeys everywhere.


Explanation: The translation accurately conveys the meaning of the original Hindi sentence. "Purane jamane mein" is translated as "used to live," and "vahan" is translated as "there." The progressive transition from forests to towns is captured in the phrase "Gradually, they came to the towns." Quick Tip: When translating, ensure that you maintain the original meaning while adjusting the sentence structure to fit the target language's grammar and flow.

In the story "A Letter to God" by Gregorio López Fuentes, the sudden strong wind plays a pivotal role in setting the stage for the plot. The wind, accompanied by heavy rains, causes widespread destruction. The scene unfolds with a calm, peaceful atmosphere in the small farming community, and Lencho, the protagonist, is filled with hope for a good harvest after a long wait. However, nature soon intervenes in the form of a powerful, unexpected windstorm. This wind is not just a natural phenomenon but becomes a symbol of the uncontrollable forces of nature that can completely change the course of human life in an instant.

As the wind picks up strength, it destroys the crops in the field, wiping out Lencho’s year of hard work and his family’s livelihood. Lencho, who had been expecting a bountiful harvest, is now left with nothing. The strong winds and the subsequent hailstorm not only cause destruction to the crops but also devastate Lencho emotionally. He feels as though his hopes and dreams have been shattered. The wind, in this context, is portrayed as a force that brings about a sense of hopelessness and helplessness. It creates a sharp contrast between Lencho's dreams of prosperity and the harsh reality that nature has imposed upon him.

The loss of his crops means Lencho cannot provide for his family. This loss leads to emotional turmoil, and in his despair, Lencho writes a letter to God, asking for a sum of money to replant his crops. This act of faith reflects Lencho’s belief that God will help him, despite the harshness of his circumstances. The sudden strong wind, therefore, becomes a crucial turning point in the story, highlighting the vulnerability of human beings to nature's whims. It also sets in motion the key theme of the story—the relationship between human faith, hope, and the intervention of divine forces.


The wind, by destroying the crops, brings about a sense of injustice, causing Lencho to feel that the world is unfair and that nature itself is against him. However, as the plot unfolds, the story offers a contrasting view of human kindness through the relief efforts that follow the storm. This juxtaposition of nature's destructive power and the human capacity for generosity is what drives the emotional and moral lessons in the story. Ultimately, the strong wind serves not only as a physical disaster but as a catalyst for the themes of faith, hope, and the intervention of others in times of distress.
Quick Tip: When analyzing literature about natural disasters, it’s essential to examine how nature influences the lives of characters, both physically and emotionally. In "A Letter to God," the wind symbolizes nature’s power to bring about profound change, leading to a deeper understanding of faith and human resilience.

In The Sermon at Benares, a chapter from the teachings of Buddha, the wise do not grieve because they understand the impermanent nature of all things in life. Grief and sorrow, like all emotions, are temporary and are part of the human experience. However, the wise have learned to detach themselves from their emotional responses, seeing them not as permanent states but as fleeting moments in the vast, cyclical flow of life.

According to Buddha’s teachings, everything in life is transient, including pain, loss, and sorrow. The wise individuals understand that grief is a natural emotional response to loss, but they do not allow it to overwhelm them or control their lives. They recognize that attachment to anything, whether to people, possessions, or even to emotions such as grief, leads to suffering. The Buddha teaches that the path to wisdom and enlightenment lies in the understanding that all things are impermanent, and that by accepting this, one can free themselves from unnecessary suffering.

The wise understand that death, suffering, and loss are inevitable parts of life. They accept these occurrences without resistance, seeing them as natural processes that cannot be avoided. By accepting these realities, they are able to maintain a sense of peace and equanimity. Instead of mourning the passing of loved ones or grieving over loss, the wise focus on the present moment and live with gratitude, appreciating the time they have. In this way, they transcend the conventional response of grief, which is often rooted in fear, attachment, and the desire to hold onto the past.


Furthermore, the wise also recognize that their grief may be alleviated through compassion, both for themselves and others. Compassion helps them connect with others in times of sorrow, but without becoming consumed by grief. They realize that their ability to help others during difficult times is one of the paths to peace. The wise understand that emotions, while important, are not to be clung to, as doing so only leads to more suffering.


In the context of The Sermon at Benares, Buddha encourages his followers to adopt a mindset of detachment—not from love or compassion, but from attachment to emotions that arise from impermanence. The wise, therefore, do not grieve because they recognize that their suffering is temporary and part of the cycle of life. This understanding gives them the strength to live with a sense of peace and acceptance, knowing that all things, good and bad, shall pass.


Thus, the key to the wisdom of the wise is the understanding that grief, like all emotions, is fleeting. They do not grieve because they understand that attachment to grief only prolongs suffering. By practicing detachment and living in the present moment, the wise free themselves from the chains of grief, allowing them to embrace life with calmness and clarity.
Quick Tip: When analyzing philosophical texts like "The Sermon at Benares," focus on the concept of impermanence and how it shapes the wisdom of the characters. In this case, the wise do not grieve because they understand that all emotions are temporary and that acceptance of life’s transient nature brings peace.

The Coorg Regiment is one of the most decorated regiments in the Indian Army due to its exceptional service, valor, and bravery in numerous military operations and conflicts. The regiment, which is primarily composed of soldiers from the Coorg region of Karnataka, has a rich history of courage and sacrifice. The Coorgis, known for their martial traditions, are natural soldiers who have contributed significantly to the Indian Army's successes.


The regiment has been part of several important battles and has earned numerous accolades for its contributions to the defense of the nation. Their bravery, discipline, and professionalism in combat have made the Coorg Regiment stand out as one of the most respected and decorated units in the Indian Army. The region’s deep-rooted martial culture, along with the personal dedication of its soldiers, has cemented the Coorg Regiment’s reputation as an elite force within the Indian military.


In conclusion, the Coorg Regiment’s status as one of the most decorated regiments in the Indian Army is a testament to the valor, sacrifice, and martial spirit of the Coorgi soldiers who have continuously contributed to India’s defense forces with distinction.
Quick Tip: The legacy of military regiments is often built on the consistent bravery and sacrifice of their members, as seen with the Coorg Regiment in the Indian Army.

While travelling by bus, Valli suddenly saw a small, dead animal lying by the roadside. The sight of the dead animal caught her attention, and she was both shocked and disturbed by the tragic sight. The animal, which appeared to be a small calf, had been run over by a vehicle. Valli, who had been previously fascinated by the new experiences of her bus ride, was now faced with the harsh realities of life.


This moment was significant because it marked Valli’s first confrontation with the inevitability of death and the darker side of life, contrasting with the innocence and joy she had been experiencing during the journey. It reminded her of the vulnerability of life and the unpredictable events that can occur unexpectedly.


This incident served as an emotional turning point for Valli. It left a lasting impression on her, as she realized that life, while filled with moments of joy and discovery, also contains moments of loss and sadness.
Quick Tip: Life’s experiences often involve unexpected moments that teach us about the complexities and realities of existence.

The story of the Kodavu people's descent, as narrated in the chapter "The Kodavu People" from the book, traces their origins to a unique and mysterious background. The Kodavu people are believed to be descendants of soldiers who came from different parts of the world and settled in the Kodagu region in India. The story suggests that their ancestors were warriors who were stationed in the region by the ruling kings for protection. These warriors, over time, married local women and thus established the Kodavu community. Their customs, traditions, and culture reflect this blend of military ancestry and local influence.

The Kodavu people are known for their distinct way of life, including their dress, language, and cultural practices. The narrative highlights how their descent is a combination of martial and local heritage, contributing to their unique identity in the region. The Kodagu district in Karnataka is still home to this community, and their history remains an important part of the local culture. This story emphasizes the importance of ancestry and the way diverse cultures merge to form new identities. Quick Tip: Understanding the Kodavu people’s descent provides insight into how diverse cultural influences shape communities over time. Their identity is a testament to the blending of different traditions.

After the death of her son, Kisa Gotami, in the story "Kisa Gotami" from the Buddhist teachings, is consumed by grief and despair. She goes from house to house, seeking help in an attempt to bring her son back to life. She requests for a mustard seed, but with a condition—she asks for the mustard seed to be from a household that has never experienced the death of a family member.

The story uses this request as a way to illustrate the universality of death. No matter how rich or poor, young or old, death touches every family. Kisa Gotami, in her desperate search for a way to revive her son, ultimately learns that death is an inevitable part of life. Her journey from house to house symbolizes her realization that no one is exempt from the suffering of loss. In the end, Kisa Gotami learns to accept the death of her son and finds peace in the understanding that death is a natural part of existence.

Step 1: The Initial Search for the Mustard Seed

Kisa Gotami's request for a mustard seed represents her refusal to accept death. She believes that if she can find a household untouched by death, she can bring her son back to life.

Step 2: The Realization

Through her search, Kisa Gotami learns that every family has experienced loss, and death is part of the natural order of life. This realization helps her come to terms with her grief and find inner peace.

Step 3: The Conclusion

Kisa Gotami's story serves as a poignant reminder of the inevitability of death and the importance of accepting it. Her journey reflects the human struggle with loss and the eventual acceptance that it is part of life. Quick Tip: Kisa Gotami’s story teaches us that loss and death are universal experiences. The lesson is to accept these inevitable aspects of life with grace and understanding.

In the poem Fog by Carl Sandburg, the fog is personified and described as coming in silently, like a cat. The poet uses vivid imagery to explain how the fog comes in a mysterious and almost magical way. The fog arrives quietly and slowly, "on little cat feet," symbolizing its soft and undisturbing presence. The fog is not an intruder but something that quietly settles into the environment, as though it is creeping and making itself comfortable.

The poet compares the fog to a cat because of its stealthy, almost unnoticed approach. It doesn’t announce its arrival loudly but instead drifts in silently, enveloping everything in its path. This peaceful yet powerful image helps to convey the sense of mystery and calm that fog often brings to a landscape. The fog is not aggressive; it is simply present, like a cat who quietly watches and waits, taking its place in the world without causing disturbance.


This description of fog in the poem reflects nature’s ability to surprise us with its beauty, simplicity, and gentleness. The fog's arrival, just like the cat's, is calm and almost meditative, reminding the reader of the quiet, unhurried passage of time.
Quick Tip: When analyzing poems that personify nature, focus on the metaphorical comparisons made to human or animal traits. In this case, the fog is compared to a cat to highlight its quiet, undemanding nature.

\textit{Four lines from the poem "The Road Not Taken" by Robert Frost


Two roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveler, long I stood

And looked down one as far as I could.


These lines from Robert Frost’s The Road Not Taken are filled with meaning and significance. The poet speaks of a moment of choice, where a traveler must choose between two paths, each representing different directions in life. The image of the "yellow wood" suggests a time of change, and the traveler’s reflection on his choice emphasizes the impact that decisions can have on the course of one’s life.
Quick Tip: When selecting lines from a poem, consider how they represent the central themes of the poem. In "The Road Not Taken," these lines reflect the theme of decision-making and the consequences that come with choices.

The central idea of the poem The Ball Poem revolves around the theme of loss, growing up, and the emotional journey that accompanies the loss of something we cherish. The poem begins with a young boy who loses his ball in the water, and this seemingly simple event becomes a powerful metaphor for the more significant losses in life. The poet, John Berryman, uses this loss to reflect on the boy's journey of emotional maturity.


The boy’s grief over the lost ball is not just about the material object, but about learning to cope with the inevitable losses that come with life. The ball, symbolizing innocence and childhood attachment, represents the things we hold dear but eventually lose as we grow older. The boy’s emotional reaction—his sorrow and helplessness—is something many people experience when faced with loss, whether it be a loved one, a possession, or a stage in life.


The poet shifts the focus from the physical loss of the ball to a more philosophical understanding of loss in general. The ball represents something fleeting, and in losing it, the boy learns an essential lesson: we cannot keep all that we love forever. The poet suggests that the boy’s understanding of loss is not simply about the sadness that accompanies it but also about the emotional growth that follows. The boy is not the same after the loss of the ball; he begins to understand the deeper realities of life, including the inevitability of loss, and this understanding shapes his character and maturity.


The central idea of the poem, therefore, is not just about a boy’s loss of a ball, but the broader lesson that learning to deal with loss is an essential part of growing up. The poem ends by focusing on the boy’s emotional maturity—he is no longer simply upset by the loss, but is beginning to understand that the loss of the ball is part of a larger cycle of life.
Quick Tip: The poem teaches that the pain of loss, though difficult, is a universal experience that helps shape our emotional growth and resilience over time.

The central idea of the poem Amanda by Robin Klein centers around the themes of personal freedom, individuality, and the oppressive nature of societal expectations. The poem is a monologue in which Amanda, a young girl, is constantly scolded by her mother for various minor things, from sitting with poor posture to not behaving as expected. The poem captures Amanda’s desire to break free from the strict norms imposed on her by her mother, and instead, she dreams of escaping into a world of her own, where she is free to explore, relax, and express herself.


Amanda’s mother’s constant reminders to sit up straight, not sulk, and follow the rules, represent the societal pressures placed on children to conform. Amanda’s rebellion is not violent, but rather internal, as she imagines herself free from all these constraints. Her fantasies, such as swimming in a sea or living in a peaceful, quiet house, highlight her longing for independence and peace, free from the constant scrutiny of her mother.


The poem draws attention to the difference between how children are often expected to behave according to societal standards and how, internally, they might feel a strong desire for freedom and individuality. Amanda’s refusal to conform to her mother’s constant reminders is a reflection of her longing for a life where she can make her own choices without being judged. The central idea explores the struggle between societal expectations and personal desires, showing how children, while growing up, often feel stifled by these external pressures.


In conclusion, the central idea of Amanda is a critique of the way societal expectations shape the behavior of children and the emotional toll it takes on them. Amanda’s yearning for freedom and self-expression represents the desire many children have to break free from societal constraints and live life on their own terms.
Quick Tip: Amanda’s inner rebellion reflects the universal experience of children who desire independence and freedom, often clashing with the expectations placed upon them by adults.

The central idea of the poem For Anne Gregory by W.B. Yeats focuses on the relationship between beauty and love, emphasizing that true love is not dependent on physical appearance but on the deeper qualities of a person. The poem centers on a conversation between a man and Anne Gregory, a young woman who is concerned with her physical appearance and her desirability. The man tells Anne that her physical beauty is not what will attract true love, but rather the qualities of her character and inner self.


The man suggests that if Anne were to fall in love with someone solely for her external beauty, the love would be shallow and short-lived. He proposes that the only way to experience true love is by nurturing and cultivating her inner qualities, such as kindness, honesty, and emotional connection. The man tells her that true love transcends physical attraction and is rooted in the depth of a person’s character.


Through this conversation, the poem explores the idea that love is not about superficial appearances but about finding someone who appreciates the essence of a person. The central message of the poem is a reminder that beauty is fleeting, but love based on understanding, respect, and emotional depth is enduring.


In conclusion, For Anne Gregory emphasizes that true love does not rely on physical beauty but on the emotional and moral qualities of an individual. The poem teaches that the external is temporary, while love built on a deeper connection lasts longer and is far more meaningful.
Quick Tip: True love is not about physical appearances, but about valuing a person’s inner qualities, such as their character, integrity, and emotional connection.

In the story "The Thief's Story" by Ruskin Bond, Hari Singh, the young thief, finds it difficult to rob the old man, whom he had planned to rob. Several factors contribute to his difficulties. First, the old man is very kind and trusting, which makes Hari Singh feel guilty about his intentions. Despite his initial plan to steal, he becomes reluctant because of the old man's generosity. The old man offers him food and treats him with warmth, which makes it difficult for Hari Singh to go through with the robbery.

Step 1: Hari Singh’s Struggle with Guilt

As the story progresses, Hari Singh starts feeling uncomfortable with his own actions. He is unable to rob the old man because of the kindness he experiences. This internal struggle between his criminal instincts and the growing respect for the old man highlights his human side and moral dilemma.

Step 2: The Influence of the Old Man's Trust

The old man's trust and his belief that Hari Singh is a poor, young boy in need of help make the task even harder. The act of robbing him becomes morally conflicting for Hari Singh. The kindness shown by the old man creates a bond of empathy that makes the thought of robbing him increasingly repulsive.

Step 3: Conclusion

In the end, Hari Singh realizes that the act of robbing the old man is wrong and decides to abandon his plan. This internal change shows that even someone with a history of theft can be influenced by kindness, and it reveals the possibility of redemption through positive human connections.
Quick Tip: The story highlights the moral dilemma faced by thieves, showing that empathy and kindness can make even the most hardened criminals reconsider their actions.

In the story "The Diamond as Big as the Ritz" by F. Scott Fitzgerald, Horace Danby is a thief who is well-known for his methodical approach to his crimes. Horace Danby is a respectable man by day but a skilled thief by night. Throughout the story, Horace Danby is preoccupied with his obsession to steal a particular diamond.

Step 1: Horace Danby’s Focus on the Diamond

Horace Danby is consumed by the thought of obtaining a precious diamond, which he believes is the key to his financial freedom. His fixation on the diamond leads him to meticulously plan the heist. He has worked hard all his life, but his obsession with wealth, symbolized by the diamond, drives him to commit the crime.

Step 2: The Twist in the Story

However, as the story unfolds, we realize that Horace's thoughts and plans are constantly focused on this diamond, but his life takes an unexpected turn when he is caught. He has no intention of harming anyone, but his obsession with material wealth becomes the driving force behind his actions.

Step 3: Conclusion

Horace Danby’s thoughts are entirely consumed by his goal to steal the diamond, but in the end, the diamond itself becomes less significant than the consequences of his actions. The story emphasizes the dangers of obsession and how it can cloud judgment, leading to unexpected outcomes.
Quick Tip: Horace Danby’s obsession with material wealth reveals how greed and fixation on one goal can sometimes lead to a downfall, overshadowing more important aspects of life.

In the story "The Necklace" by Guy de Maupassant, M. and Mme. Loisel replace the necklace by buying a new one. After Mme. Loisel loses the original necklace, they both decide to replace it with a similar-looking necklace. They borrow a large sum of money to purchase a new necklace, which costs them a considerable amount of money. They are careful to ensure that the replacement necklace is identical to the original one, in terms of both appearance and value. Mme. Loisel then returns the new necklace to her friend, Mme. Forestier, without revealing the fact that it was a replacement.


This decision leads to severe consequences, as M. and Mme. Loisel end up in deep debt because of the money they borrowed to buy the replacement. They struggle for many years to repay the debt, with Mme. Loisel working hard and M. Loisel taking on extra jobs to pay off the loan. It is only after a decade of hard work and sacrifice that they manage to repay the money. Ultimately, the twist in the story comes when Mme. Loisel meets Mme. Forestier again and reveals the truth, only to discover that the original necklace was not as valuable as they had thought.


In conclusion, M. and Mme. Loisel replace the lost necklace with a new one by borrowing a large sum of money, leading to a significant change in their lives and a realization about the true value of material possessions.
Quick Tip: The story emphasizes the consequences of valuing material possessions over inner qualities like integrity and humility.

In the story "Bholi" by K.A. Abbas, Bholi's marriage does not take place because her prospective groom, who is a man from a respectable family, refuses to marry her due to her appearance and her perceived lack of beauty. Bholi is a simple, shy, and mentally challenged girl, and as a result, she is often ridiculed for her physical features, particularly the scars on her face. When her marriage is arranged, the groom and his family are repulsed by her appearance and, despite her dowry, they reject her.


The rejection is a turning point for Bholi, as it marks a moment of realization for her. She finally understands her worth and rejects the shallow judgment of society. Despite her appearance and her initial feeling of inferiority, Bholi finds her voice and takes a bold stand, refusing to marry a man who judges her based on her looks rather than her character. She chooses to stay true to herself and reject the marriage, thus gaining respect and self-respect.


In conclusion, Bholi's marriage does not take place because the groom refuses to marry her based on superficial judgments of her appearance. The story reflects on societal norms that value physical beauty over the true qualities of a person, and Bholi’s ultimate refusal to marry symbolizes her empowerment and self-worth.
Quick Tip: Bholi's decision highlights the importance of self-respect and the realization that true beauty comes from within, rather than from physical appearance.