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Kerala State Syllabus 9th Standard English Solutions Unit 2 Chapter 3 Tolstoy Farm
Tolstoy Farm Textual Questions and Answers
Tolstoy Farm 9th Class Question 1.
Who were the inmates of the Tolstoy farm?
The inmates of the Tolstoy Farm were people of different religions. They were Hindus, Muslims, Parsis, and Christians.
Tolstoy Farm Question 2.
Why couldn’t Gandhiji appoint special teachers for Indian students?
He could not appoint special teachers because he could not afford to pay them decent salaries. Moreover, he did not like the existing system of education. He wanted to experiment something new.
Active Maths 2 Solutions Chapter 3 Question 3.
What did Gandhiji regard as the proper foundation for the education of the children?
He regarded character building as the proper foundation for the education of the children.
Labour India Class 2 Kerala Syllabus Question 4.
Who assisted Gandhiji in literary training?
Mr. Kallenbach and Sjt. Pragji Desai.
What training was given to children of all ages in the farm?
The children of all ages in the farm were given moral training.
HSSlive Training 9th Class Question 6.
What were the different types of works in the Tolstoy Farm?
The different kinds of work in the Tolstoy Farm were cooking, digging pits, felling timber, lifting loads and gardening.
Teaching in the Tolstoy Farm Summary Question 7.
Why was illness scarce on the farm?
Illness was scarce in the Farm because the inmates got good exercise by doing the various jobs there. The jobs included cooking digging pits, felling timber, lifting loads and gardening.
How did Gandhiji introduce vocational training in Tolstoy Farm?
He introduced vocational training in the Tolstoy Farm by teaching the inmates how to make shoes and also carpentry
What made learning a cheerful experience for children in the farm?
Active participation in the work by the teachers made learning a cheerful experience for the children in the Farm.
Let’s revisit and reflect
In ‘Tolstoy Farm’, there is reference to various skills. Identify them and fill in the bubbles.
cooking, shoemaking, carpentry, gardening
You must be familiar with Gandhiji’s concept of education:
‘By Education, I mean an all-round drawing out of the best in the child and man, body, mind and spirit.’
How far is it true with the learning experiences in the Tolstoy Farm? Write your answer in a short paragraph
Gandhiji said, “By education, I mean an all-round drawing out of the best in the child and man, body, mind, and spirit.” This is quite true with the learning experiences in the Tolstoy Farm. The priority in the Farm was culture of the heart and the building of character. Moral training was common there. Kallenbach and Sjt. Pragji Desai gave the students literary training. Training of the body was also essential.
There were no servants in the Farm and all the work was to be done by the inmates. Kallenbach was fond of gardening and he had some experience in it. Those who were not busy in the kitchen had to help in the garden. Children happily did the job of digging pits, cutting trees and lifting loads. Some were not happy and tried to avoid work. They were also given training in shoe-making and carpentry. Thus the body, mind and spirit of the inmates were taken care of.
‘…there were no servants on the farm and all the work, from cooking down to scavenging, was done by the inmates’, says Gandhiji.
Poor Adjective Question 1.
What is your opinion about this practice?
I think this practice is very good because it will bring dignity of labour. It will show that any work can be done by anybody and there is nothing called ‘high’ or ‘low’ work. It also will make the people healthy as they get plenty of physical exercises.
Haritha Keralam, Organic Farming, Biodiversity Park and Swatch Bharath Drive are some of the programmes in schools. They require the active participation of all students. They also include work that some people may hesitate to do.
Do these programmes promote dignity of labor among children?
Yes, they do.
What are your views? Conduct a group discussion and prepare a write-up based on the main points.
Haritha Keralam is an Umbrella Mission which includes Waste Management, Organic Farming, and Water Resources Management. It has an ambitious outlook to address the issues of piling waste, impending drought and health hazards due to the consumption of pesticide-treated vegetables and in general, the agricultural dependency of the State. The Haritha Keralam Missiorraimsto integrate the 3 most important and inter-related sectors:
Household-level segregation and safe disposal of organic waste through feasible options like composting, biogas, arrangements for institutional waste disposal, re-use, recycling and safe disposal of non-degradable and electronic waste are given priorities. Rejuvenation of tanks, ponds, streams, and rivers are the focus in the water resource sector.
The thrust in promoting organic agriculture will be to produce safe to eat vegetables and fruits to make the state self-sufficient within the next 5 years.
Biodiversity is a contraction of biological diversity. Biodiversity reflects the number, variety, and variability of living organisms. It includes diversity within species (genetic diversity), between species (species diversity), and between ecosystems (ecosystem diversity).
Swatch Bharat Drive is a nation-wide campaign in India. It aims to clean up the streets, roads, and infrastructure of India’s cities, towns, and rural areas. The objectives of Swatch Bharat include eliminating open,n defecation through the construction of household-owned and community-owned toilets and establishing an accountable mechanism of monitoring toilet use.
Run by the Government of India, the mission aims to achieve an “open-defecation free” India by 2 October 2019, the 150th anniversary of the birth of Mahatma Gandhi, by constructing 90 million toilets in rural India. The mission has two thrusts: Swatch Bharat Abhiyan (‘rural’), which operates under the Ministry of Drinking Water and Sanitation; and Swatch Bharat Abhiyan (‘urban’), which operates under the Ministry of Housing and Urban Affairs.
Gandhiji says, ‘It was my intention to teach every one of the youngsters some useful manual vocation.’
List out the vocational skills mentioned in the text and complete the following:
|Vocational skills acquired from
|The jobs related to the vocational
|Carpentry||Carpenter, Furniture Designer,
|Shoemaking||Cutting leather, stitching, making shoes and repairing them|
|Gardening||Preparing the land, Planting, nurturing seedlings, watering, giving manure, protecting the plants from harmful insects and others.|
|Cooking||Cooking different kinds of food, cleaning, knowledge of diet|
Everyone can benefit out of this type of vocational education as it provides an opportunity to learn a skill or trade. Discuss. Everyone can benefit out of this type of vocational education as it provides an opportunity to learn a skill or trade. It helps one to earn a living. It helps one to have self-employment. One does not have to go from one place to another looking for a job. In self-employment, you become your own master. You can also work when it is convenient to you as the working hours are not fixed. Learning trades bring in self-sufficiency.
A child learning such vocational skills will be able to do various electrical, carpentry and plumbing repairs himself. It not only bring you monetary profit but also satisfaction. Vocational education is essential for a country like India where there are lakhs of people who have no employment. By using their skills wisely people can have better lives and they can help in the overall prosperity of the country. Learning such skills promote the dignity of labor. In India we certainly divide workers as white-collar and blue-collar. People who do white-collar jobs are supposed to be better than those who do blue-collar jobs. This is a wrong idea. Any honest job has its own dignity.
Collect pictures, photographs, newspaper cuttings, cartoons, caricatures and other materials related to the main events in the life of Gandhiji. Using these, prepare an album about Gandhiji. You may give suitable captions and short descriptions, wherever required.
a) Read the following sentences from ‘Maternity’.
1. The child was condemned to die of hunger.
2. The women gave vent to various cries of horror.
3. She pressed the baby to her heart.
4. Mikali’s heart trembled with joy.
|1. The child||was condemned to die of hunger|
|2. The women||gave vent to various cries of horror.|
|3. She||pressed the baby to her heart.|
|4. Mikali’s||heart trembled with joy.|
b) Now, read the passage below and identify the subjects and predicates.
The little child was crying for milk. Mikali had no money in his pocket to buy milk. The poor boy approached the women around. All the women in the camp who saw the child gave vent to cries of horror. A kind Chinese woman finally gave it milk.
|Sentence||Subject (Noun phrase)||Predicate (Verb phrase)|
|1. The little child was crying for milk||The little child||was crying for milk|
|2. Mikali had no money in his||Mikali||had no money in his|
|3. The poor boy approached the women around,||The poor boy||approached the women around,|
|4. All the women in the camp who saw the child gave vent to cries of horror.||All the women in the camp who saw the child||gave vent to cries of horror.|
|5. A kind Chinese woman finally gave it milk.||A kind Chinese woman||finally gave it milk.|
In a typical sentence, a Noun Phrase (NP) is immediately followed by a Verb Phrase (VP). A noun phrase can be a noun, a pronoun or a group of words that does the function of a noun. A verb phrase consists of a helping verb or a main verb which may or may not be followed by other words.
Let’s split the subject and predicate parts of the first sentence.
The little child was crying for milk.
The headword of the noun phrase is a noun. The other words are used to give additional information about the headword. Thus the obligatory element in a noun phrase is the noun. Any other element is optional.
Articles, possessives, and demonstratives which come before a noun are called determiners.
Articles: a, an, the
Possessives: my, our, your, his, her, their, its, Gandhiji’s, etc.
Demonstratives: this, that, these, those
Now, let’s have a look at the following sentence.
All the women in the camp who saw the child gave vent to cries of horror.
Identify the noun phrase and the verb phrase
Pre-determiners or pre-articles are those items which come before the determiner in an NP. Words and phrase like ‘half’, ‘half of’, ‘all’, ‘all of’ etc. are called pre-determiners.
a) The structure of the noun phrase of a sentence can be:
|The women||article + noun|
|All the women||pre-determiner + article + noun|
|All the women in the camp||pre-determiner + article + noun + prepositional phrase|
|All the women in the camp who saw the child||pre-determiner + article + noun + prepositional phrase+ relative clause|
b) Analyze the subject part of the other sentences in the passage given above in the same way and identify the constituents. Work with your partner and write down the ideas you have discussed.
The little child – article → adjective noun Mikali -noun
The poor boy – article → adjective → noun
All the women in the camp who saw the child – pre-determiner → article → noun → prepositional phrase → relative clause
A kind Chinese woman – article →> adjective → adjective → noun
c) What are your conclusions?
1. A sentence has two parts.
2. The subject part is usually a noun phrase.
3. The noun phrase may consist of ……………..
4. The predicate is usually…..
- A sentence has two parts.
- The subject part is usually a noun phrase.
- The noun phrase may consist of pre-determiner → determiner → adjective → noun → prepositional phrase → relative clause
- The predicate is usually a verb phrase.
d) Let’s see what a verb phrase consists of
Look at the picture and identify the verb phrase in the sentences given below.
- left the pool.
- left the pool in the morning.
- was waiting for its prey.
- killed the duckling.
- took rest at the pond.
Now, read the sentences again and identify the verb phrases along with its constituents.
Now, read the sentences again and identify the verb phrases along with its constituents.
|Verb phrase + noun phrase||left the pool|
|Verb phrase + prep.phrase||was waiting for its prey|
|Verb phrase + noun phrase + prep.phrase||left the pool in the morning|
|Verb phrase + noun phrase||killed the duckling|
|Verb phrase + noun phrase + prep. phrase||took rest at the pond|
Make sentences of your own with the following constituents in the verb phrase given below.
1. VP —
2. VP + NP —
3. VP + NP + PREP. PHRASE —
- VP — Joe came.
- VP + NP — Joe killed a rat.
- VP+NP+Pre Phrase — Joe killed a snake with a stick.
- VP — Rosy smiled.
- VP + NP — Rosy read a book.
- VP+NP+Pre Phrase — Rosy read a book in the morning.