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When the train had gone, I found myself standing alone on the deserted platform. I had no idea where to spend the night. I had no friends, believing that friends were more trouble than help. And I did not want to make anyone curious by staying at one of the small hotels near the station. The only person I knew really well was the man I had robbed. Leaving the station, I walked slowly through the bazaar. In my short career as a thief, I had made a study of men’s faces when they had lost their goods. The greedy man showed fear; the rich man showed anger; the poor man showed acceptance. But I knew that Anil’s face, when he discovered the theft, would show only a touch of sadness. Not for the loss of money, but for the loss of trust.

The thief missed the train to Lucknow. What was the next thing he did after that?

[0.8 Marks]

A
He got drenched in the rain.
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B
He decided to return to Anil’s house.
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C
He decided to return to Anil’s house.
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D
He walked towards the streets.
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Solution

The correct option is D He walked towards the streets.
After stealing money from Anil’s house, the thief decided to run away by train. But when he had missed his train, he decided to walk towards the streets and took shelter under the clock tower.

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Q. I. Literary training was a difficult matter. I had neither the resources nor the literary equipment necessary, and I had not the time I would have wished to devote to the subject. We gave three periods at the most to literary training. Hindi, Tamil, Gujarati and Urdu were all taught, and tuition was given through the vernaculars of the boys. English was taught as well.

II. I had undertaken to teach Tamil and Urdu. The little Tamil I knew was acquired during voyages and in jail. I had not got beyond Pope's excellent Tamil handbook. My knowledge of the Urdu script was all that I had acquired on a single voyage, and my knowledge of the language was confined to the familiar Persian and Arabic words. Even my Gujarati was no better than that which one acquires at the school.

III. Such was the capital with which I had to carry on. In poverty of literary equipment my colleagues went one better than I. But my love for the languages of my country, my confidence in my capacity as a teacher, as also the ignorance of my pupils, and more than that, their generosity, stood me in good stead.

IV. Of text-books, about which we hear so much, I never felt the want. I do not even remember having made much use of the books that were available. I did not find it at all necessary to load the boys with quantities of books. I have always felt that the true text-book for the pupil is his teacher. I remember very little that my teachers taught me from books, but I have even now a clear recollection of the things they taught me independently of books.

V. Children take in much more and with less labour through their ears than through their eyes. I do not remember having read any book from cover to cover with my boys. But I gave them, in my own language, all that I had digested from my reading of various books, and I dare say they are still carrying a recollection of it in their minds. It was laborious for them to remember what they learnt from books, but what I imparted to them by word of mouth, they could repeat with the greatest ease. Reading was a task for them, but listening to me was a pleasure, when I did not bore them by failure to make my subject interesting. And from the questions that my talks prompted them to put, I had a measure of their power of understanding.

Adapted from The Story of My Experiments with Truth by M K Gandhi

Based on your understanding of the passage, answer below given question by choosing the correct option.

How did the author describe his language skills before starting the literary training?

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