CBSE Class 9

These NCERT Solutions for Class 9 Social Science Economics Chapter 1 The Story of Village Palampur Questions and Answers are prepared by our highly skilled subject experts to help students while preparing for their exams.

The Story of Village Palampur NCERT Solutions for Class 9 Social Science Economics Chapter 1

Class 9 Economics Chapter 1 The Story of Village Palampur InText Questions and Answers

Lets’s Discuss, NCERT Textbook Page 3

Question 1.
The following Table given on textbook page 4 shows the land under cultivation in India in units of million hectares. Plots this on the graph provided. What does the graph show? Discuss in class. (Textbook Page 3)
Answer:
(i) Is it important to increases the area under irrigation? Why?
(ii) You have read about the crops grown in Palampur. Fill the following table based on information on the crops grown in your region.

Table: Cultivated area over the years

Source: Economic Survey 2013-2014

Answer:
The graph shows that the land under cultivation in India was 120 million hectares in 1950 which rose to 140 million hectares in 1970 and remained constant at this figure (140 million hectares) till 2010.
(i) Yes, it is important to increase the area under irrigation because it will help farmers do multiple cropping and grow more than one crop in a year. Also, the use of HYV seeds need plenty of water to
(ii)

Lets’s Discuss, NCERT Textbook Page 5

Question 1.
(i) What is the difference between multiple cropping and modern farming method?
(ii) The following table shows the production of wheat and pulses in India after the Green revolution in units of million tonnes. Plot this on a graph. Was the Green revolution equally successful for both crops? Discuss.
(iii) What is the working capital required by the farmer using modern farming methods?
Table 1.2: Production of Pulses and wheat (Million Tones)

Source: Directorate of Economics and Statistics, Department of Agriculture and Cooperative, 2010-11, 2013 Pocketbook on agricultural statistics.
(iv) Modern farming methods require the farmer to start with more cash than before. Why?
Answer:
(i) To grow more than one crop on a piece of land during the year is known as multiple cropping. It is the most common way of increasing production on a given piece of land. The other way of increasing production from the same land is to use modern farming methods. In this method, yield is measured as a crop produced on a given piece of land during a single season. Farmers of Punjab, Haryana, and Western Uttar Pradesh used the modern farming method for the first time. The farmers in these regions set up tubewells for irrigation and made use of HYV seeds, chemical fertilizers, and pesticides in farming. They also used tractors and threshers to make ploughing and harvesting faster.

(ii) The Table shows that between 1965 and 2013, the production of pulses has increased negligibly whereas the production of wheat increased greatly. On this basis, we can say that the Green revolution was not equally successful for both crops.

(iii) The working capital required by the farmer using modern farming methods includes money, HYV seeds, pesticides, chemical fertilizers, and water.

(iv) Modern farming methods require HYV seeds which are more expensive than those of traditional seeds. HYV seeds need plenty of water and also chemical fertilizers and pesticides to produce the best results. For buying all these inputs, a lot of money is required. So, farmers require more cash for carrying out modern farming methods.

Lets’s Discuss, NCERT Textbook Page 7-A

Question 1.

• In picture 1.5, on textbook page 6 can you shade the land cultivated by the small farmers?
• Why do so many families of farmers cultivate such small plots of land?
• The distribution of farmers in India and the amount of land they cultivate is given in the following Graph 1.1. Discuss in the classroom.

Graph 1.1 Distribution of Cultivated Area and Farmers

Source: Agricultural statistics at glance 2006: Dept, of Agriculture and Cooperation, Ministry of Agriculture, Govt, of India.
Answer:

• See Picture 1.5 on Textbook page 6. The shaded rectangles with boundaries show the land cultivated by small farmers.
• The reason is that land in Palampur is fixed and 75 percent of the people who are working are dependent on farming for their livelihood. They could be farmers or farm labourers.
• Do it yourself.

Lets’s Discuss, NCERT Textbook Page 7-B

Question 1.
Would you agree that the distribution of cultivated land is unequal in Palampur.? Do you find a similar situation for India? Explain.
Answer:
Yes, the distribution of cultivated land is highly unequal in Palampur. About one-third of the 450 families are landless there. These 150 families are mostly Dalits who have no land for cultivation. Of the remaining families who own land, 240 families cultivate small plots of land less than 2 hectares in size. Cultivation of such plots doesn’t bring adequate income to the farmer’s family.

On the other hand, 60 medium and large farmers cultivate more than 2 hectares of land. A few of the large farmers have land extending over 10 hectares or more. This shows that medium and large farmers have more land though their number is very small.

A similar situation can be found in India also. About 80% of farmers are small who cultivate only 36% of the cultivated areas whereas 20% of the large farmers cultivate 64% of the cultivated area. This shows that there is inequality in the distribution of cultivated areas in village Palampur as well as in India.

Lets’s Discuss, NCERT Textbook Page 7-C

Question 1.

Work on the fields: Wheat crop— ploughing by bullocks, sowing, spraying of insecticides, cultivation by the traditional method, cultivation by modern method, and cutting of crops.
Identify the work being done on the field in the pictures 1.6 and arrange them in a proper sequence.
Answer:
The proper sequence of the activities is:

• Ploughing by bullocks
• Sowing
• Spraying of insecticides
• Cultivation by the traditional method
• Cultivation by modern method
• Cutting of crops.

Lets’s Discuss, NCERT Textbook Page 9

Question 1.
1. Why are farm labourers like Dala and Ramkali poor?
2. Gosaipur and Majauli are two villages in North Bihar. Out of a total of 850 households in the two villages, there are more than 250 men who are employed in rural Punjab and Haryana or in Delhi, Mumbai, Surat, Hyderabad, or Nagpur. Such migration is common in most villages across India. Why do people migrate? Can you describe (based on your imagination) the work that the migrants of Gosaipur and Majauli might do at the place of destination?
Answer:
1. Both Dala and Ramkali are poor farm labourers who work on daily wages in Palampur. This means they must regularly look for work. Although the minimum wages for a farm labourer set by the government is ₹ 115 (April 2011) per day, Dala and Ramkali get only ₹ 80. Also, there is heavy competition for work among the farm labourers in Palampur, So they agree to work for lower wages. Dala and Ramkali are under the burden of past debt which forces them to work for lower wages. They also have to look after a large family, which is a measure cause of their poverty.

2. Most people migrate to big cities like Delhi, Punjab, Haryana, etc., in search of employment or better job opportunities. People also migrate for higher education. The migrants from Gosaipur and Majauli who went to cities will probably find work as casual labourers, industrial workers, rickshaw pullers, or headload workers.

Lets’s Discuss, NCERT Textbook Page 12-A

Question 1.

1. What capital did Mishrilal need to set up his jaggery manufacturing unit?
2. Who provides the labour in this case?
3. Can you guess why Mishrilal is unable to increase his profit?
4. Could you think of any reasons when he might face a loss?
5. Why does Mishrilal sell his jaggery to traders in Shahpur and not in his village?

Answer:
1. To set up his manufacturing unit Mishrilal needed fixed capital in the form of the sugar cane crushing machine, working capital in the form of money for buying sugar cane from other farmers for crushing, and for paying the electricity bill of running the crushing machine.

2. The labour is provided by Mishrilal himself and his family members.

3. Mishrilal has set up a small-scale unit. He has to pay for the electricity to run the machine. As a result, he is unable to increase his profit.

4. If his crushing machine becomes defective or if there is a drought, he might face a loss.

5. Shahpur is a town where traders come from different nearby villages to buy things and there is more demand for jaggery there. So, Mishrilal sells his jaggery to traders in Shahpur and not in his village where he might get a low price for his product.

Lets’s Discuss, NCERT Textbook Page 12-B

Question 1.

1. In what ways are Kareem’s capital and labour different from Mishrilal’s?
2. Why didn’t someone start a computer centre earlier? Discuss the possible reasons.

Answer:

1. Unlike Mishrilal, Kareem has a larger fixed capital in the form of computers. Computers are more expensive than Mishrilal’s sugar cane crushing machine. The labour employed by Kareem is also different from that of Mishrilal’s. Kareem has employed educated and qualified computer teachers whereas Mishrilal’s labour is unskilled.
2. There may be several reasons behind it. A few of them are:
   • Educated people did not want to stay in the village.
   • People in the village were not aware of the employment potential of computer courses. So nobody thought that such a business could be successful.

Lets’s Discuss, Textbook Page-13

Question 1.

1. What is Kishora’s fixed capital?
2. What do you think would be his working capital?
3. In how many production activities is Kishora involved?
4. Would you say that Kishora has benefited from better roads in Palampur?

Answer:

1. Kishora’s fixed capital is the buffalo and wooden cart which he has purchased with the bank loan.
2. The money that he earns from selling the milk and transporting goods on his bullock cart minus his own living expenses is his working capital.
3. Kishora is involved in four production activities:
   • Selling of buffalo’s milk.
   • Transporting of various items.
   • Bringing clay from the river Ganga for the potter.
   • Going to Shahpur with a load of jaggery or other commodities.
4. Kishora has definitely benefited from better roads in Palampur because he is involved in the transport business. Better roads would enable him to carry on his business more successfully and more comfortably. There may be fair chances of earning good profit.

Class 9 Economics Chapter 1 The Story of Village Palampur Textbook Questions and Answers

Question 1.
Every village in India is surveyed once in ten years during the census and some of the details are presented in the following format. Fill up the following based on information on Palampur.
(a) Location
(b) Total Area of the Village
(c) Land Use (In Hectares)

(d) Facilities:

Answer:
(a) Location: Palampur is located 3 km from Raiganj which is a big village. The nearest town is Shahpur. It is well-connected with neighbouring villages and towns. An all-weather road connects the village to Raiganj and further on to the nearest small town of Shahpur.

(b) The Total Area of the Village: The total area of village Palampur is 246 hectares.

(c) Land Use (in hectares):

(d) Facilities:

Question 2.
Modern farming methods require more inputs which are manufactured in industry. Do you agree?
Answer:
Yes. I agree with the statement.

• In modern farming, farmers use HYV seeds, insecticides, pesticides, and chemical fertilizers which are manufactured in industries.
• Farmers also use various types of farm machinery like tractors, combine harvesters, threshers, etc., which are also manufactured in industries.
• Whenever there is not adequate rainfall, farmers take the help of tubewells and water pumps for irrigating their fields. These machines are also manufactured in industries.

Question 3.
How did the spread of electricity help farmers in Palampur?
Answer:

• The spread of electricity helped the farmers of Palampur to irrigate their lands in a far better way. Earlier they used to irrigate their lands with the help of Persian wheels, which was not so effec¬tive. But now with the help of electricity, they could irrigate much larger areas in lesser time.
• With the improved irrigation system as a result of the use of electricity, farmers could grow different crops around the year. They did not have to depend on the monsoon which is so uncertain.
• Farmers of Palampur as a result of the use of electricity got rid of much manual labour, anxieties, etc. They were now more empowered than before.

Question 4.
Is it important to increase the are an under irrigation? Why?
Answer:
Yes, it is very important to increase the area under irrigation. There are several reasons behind it:

• Monsoon in India is highly uncertain and therefore farmers cannot depend on it. They have to make alternative arrangements to carry on their agricultural activities. This they do by developing a system of irrigation.
• In our country, rainfall is not evenly distributed. There are many areas which receive scanty rainfall. In these areas, production will be low if there is no facility for irrigation.
• A well-developed system of irrigation will enable farmers to grow more than one crop in a year. This will improve their financial condition.

Question 5.
Constructs a table on the distribution of land among the 450 families of Palampur.
Answer:
Here is the distribution of land among the 450 families of Palampur:

Question 6.
Why are the wages for farm labourers in Palampur less than minimum wages?
Answer:
The minimum wage for a farm labourer set by the government is ₹ 115 (April 2011) per day. But in Palampur, the poor farm labourers usually get less than this because there is heavy competition for work among them. So they agree to work for lower wages.

Question 7.
In your region, talk to two labours. Choose either farm labourers or labourers working at construction sites. What wages do they get? Are they paid in cash or kind? Do they get work regularly? Are they in debt?
Answer:

1. One day I came across two labourers namely Babulal and Ramjilal who are brothers working as casual labourers at a construction site. They came to the new place in search of employment.
2. They get approximately 90 to 100 rupees per day which they are paid in cash.
3. They do not get work regularly because the number of workers seeking employment is so great.
4. They are under the burden of huge debt because firstly they get low wages and secondly their work is not regular.

Question 8.
What are the different ways of increasing production on the same piece of land? Use examples to explain.
Answer:
1. To grow more than one crop on a piece of land during the year is known as multiple cropping. It is the most common way of increasing production on a given piece of land. All farmers in Palampur grow at least two main crops. Many are growing potatoes as the third crop in the past fifteen to twenty years.

2. The other way is to use modern farming methods for higher yield. Yield is measured as a crop produced on a given piece of land during a single season.

3. Farmers of Punjab, Haryana, and Western Uttar Pradesh were the first to try out the modern farming method in India. The farmers in these regions set up tubewells for irrigation and made use of HYV seeds, chemical fertilizers, and pesticides in farming.

4. Some of them bought farm machinery like tractors and threshers, which made ploughing and harvesting faster. They were rewarded with high yields of wheat.

Question 9.
Describe the work of a farmer with 1 hectare of land.
Answer:
1. A farmer with 1 hectare of the land finds it difficult to provide food for his family. He works hard in his own field and also works on the field of the rich farmers for additional income. Sometimes he has to work as a casual labourer to survive.

2. Since he lacks money, so he faces many problems in carrying out his job. He has no irrigation facilities which badly affects the productivity of his land.

3. He has no working capital as a result of which he fails to buy modern machinery, HYV seeds, or insecticides, and pesticides.

4. In order to manage the capital, he has to borrow money from large farmers or village moneylenders, or traders who supply various inputs for cultivation. The rate of interest on such loans is very high. He is put in great distress to repay the loan. Sometimes he falls into a debt trap.

Question 10.
How do the medium and large farmers obtain capital for farming? How is it different from the small farmers?
Answer:
The medium and large farmers are capable enough to use their own savings from production to arrange for capital during the next season. They might also use the savings to buy cattle, trucks, or to set up shops. These constitute the capital for non-farm activities.

The small farmers, on the other hand, find it difficult to obtain capital. They constitute about 80 percent of total farmers in India. Because of the small size of their plots, their production is not enough. The lack of surplus means that they are unable to obtain capital from their own savings and to borrow. Besides the debt, many of the small farmers have to do additional work as farm labourers to feed themselves and their families.

Question 11.
On what terms did Savita get a loan from Tejpal Singh? Would Savita’s condition be different if she could get a loan from the bank at a low rate of interest?
Answer:
1. Savita is a small farmer. She plans to cultivate wheat on her one hectare of land. Besides seeds, fertilizers, and pesticides, she needs cash to buy water and repair her farm instruments.

2. Since she doesn’t have money, so she decides to borrow from Tejpal Singh, who is a big farmer. Tejpal Singh agrees to give Savita the loan at an interest rate of 24 percent for four months, which is a very high-interest rate.

3. Savita also has to promise to work on his field as a farm labourer during the harvest season at ₹ 35 per day. Obviously, this wage is quite low. If Savita had taken the loan from the bank, the interest rate would have been lower and she could have easily repaid the loan and her condition would have been far better. But Savita knows getting a loan from the bank is difficult for a small farmer like her. So she agrees to Tejpal’s tough conditions and is bound to face difficulties.

Question 12.
Talk to some old residents in your region and write a short report on the changes in irrigation and changes in production methods during the last 30 years. (Optional)
Answer:
Recently I met some old residents in my region and talked to them about the changes in irrigation and changes in production methods during the last 30 years. They told me that earlier they were totally dependent on rainfall as there were no other means of irrigation.

Later on, they started to use the Persian wheels to draw water from the wells and irrigate small fields. Eventually, several technological developments took place as a result of which electric run tubewells came into existence. These tube wells could irrigate much larger areas of land more effectively. The first few tubewells were installed by the government. Soon, farmers started setting up private tubewells.

In the farming methods, traditionally they ploughed the field with ploughs drawn by bullocks which were time-consuming. They used cow-dung and other natural manure as fertilizers. However, with changes in technology, they started using HYV seeds, chemical fertilizers, and pesticides to produce the best results. Some of them bought modern farm machinery like tractors and threshers, which made ploughing and harvesting faster. They were rewarded with high yields, which eventually improved their lives.

Question 13.
What are the non-farm production activities taking place in your region? Make a shortlist.
Answer:

1. Dairy is a common activity in many families in our region.
2. Some people are engaged in manufacturing which involves very simple production methods and is done on a small scale. They are carried out mostly at home or in the fields with the help of family labour.
3. Some people have engaged in trade also. The traders of our region are shopkeepers who buy various goods from wholesale markets in the cities and sell them in the villages.
4. Transport has become a fast developing sector in our region. People engaged in this sector ferry people and goods from one place to another, and in return get paid for it.
5. There is also a computer class centre in our region providing employment to young men and women who have completed a diploma in computer application.

Question 14.
What can be done so that more non-farm production activities can be started in villages?
Answer:
In order to start more non-farm production activities in villages, the following measures can be taken up:

1. The government should start employment generating schemes.
2. Vocational training should be given to the villagers.
3. Banks should provide loans at cheap interest rates in order to enable the poor villagers to start some business.
4. Industries should be set up in the villages so that people there get engaged in various activities to earn their livelihood.
5. There should be effective transportation facilities so that the goods manufactured by the villagers are easily transported to the city markets.

Detailed, Step-by-Step NCERT Solutions for Class 9 Sanskrit Shemushi Chapter 12 वाडमनःप्राणस्वरूपम् Questions and Answers were solved by Expert Teachers as per NCERT (CBSE) Book guidelines covering each topic in chapter to ensure complete preparation.

Shemushi Sanskrit Class 9 Solutions Chapter 12 वाडमनःप्राणस्वरूपम्

अभ्यासः

प्रश्न 1.
अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत

(क) श्वेतकेतुः सर्वप्रथमम् आरुणिं कस्य स्वरूपस्य विषये पृच्छति?
उत्तर:
श्वेतकेतुः सर्वप्रथमम् आरुणिं मनसः स्वरूपस्य विषये पृच्छति।

(ख) आरुणिः प्राणस्वरूपं कथं निरूपयति।
उत्तर:
आरुणिः प्राणस्वरूपविषये कथयति ‘पीतानाम् अपां योऽणिष्ठः स प्राणः इति।

(ग) मानवानां चेतांसि कीदृशानि भवन्ति?
उत्तर:
यादृशमन्नादिकं गृह्णाति मानवस्तादृशमेव तस्य चित्तादिकं भवतीति।

(घ) सर्पिः किं भवति?
उत्तर:
मथ्यमानस्य दध्नः योऽणिमा स ऊर्ध्वः समुदीषति, तत्सर्पिः भवति।

(ङ) आरुणेः मतानुसारं मनः कीदृशं भवति?
उत्तर:
आरुणेः मतानुसारं मनः अन्नमयं भवति।

प्रश्न 2.
(क) ‘अ’ स्तम्भस्य पदानि ‘ब’ स्तम्भेन दत्तैः पदैः सह यथयोग्यं योजयत-

‘अ’ स्तम्भः – ‘ब’ स्तम्भः
(क) मनः – (1) अन्नमयम्
(ख) प्राणः – (2) तेजोमयी
(ग) वाक् – (3) आपोमयः
उत्तर:
‘अ’ स्तम्भः – ‘ब’ स्तम्भः
(क) मनः – (1) अन्नमयम्
(ख) प्राणः – (3) आपोमयः
(ग) वाक् – (2) तेजोमयी

(ख) अधोलिखितानां पदानां विलोमपदं पाठात् चित्वा लिखत
उत्तर:
(i) गरिष्ठः = अणिष्ठः
(ii) अधः = उर्ध्वम्
(iii) एकवारम् = भूयः
(iv) अनवधीतम् = अवधीतम्
(v) किञ्चित् = सर्वम्

प्रश्न 3.
उदाहरणमनुसृत्यस निम्नलिखितेषु क्रियापदेषु ‘तुमुन्’ प्रत्ययं योजयित्वा पटनिर्माणं कुरुत
यथा-
प्रच्छ् + तुमुन् = प्रष्टुम्
उत्तर:
(क) श्रु + तुमुन् = श्रोतुम्।
(ख) वन्द् + तुमुन् = वन्दितुम्।
(ग) पठ् + तुमुन् = पठितुम्।
(घ) कृ + तुमुन् = कर्तुम्।।
(ङ) वि + ज्ञा + तुमुन् = विज्ञातुम्।
(च) वि + आ + ख्या + तुमुन् = व्याख्यातुम्।

प्रश्न 4.
निर्देशानुसारं रिक्तस्थानानि पूरयत
उत्तर:
(क) अहं किञ्चित् प्रष्टुम् इच्छामि। (इच्छ्-लट् लकारे)
(ख) मनः अन्नमयं भवति। (भू-लट् लकारे)
(ग) सावधानं श्रृणु। (श्रृ-लोट् लकारे)
(घ) तेजास्विनावधीतम् अस्तु। (अस्-लोट् लकारे)
(ङ) श्वेतकेतुः आरुणेः शिष्यः आसीत्। (अस्-लङ् लकारे)

प्रश्न 5.
उदाहरणमनुसृत्य वाक्यानि रचयत। यथा-अहं स्वदेशं सेवितुम् इच्छामि।
उत्तर:
(क) अहं शिष्यम् उपदिशामि।
(ख) अहं गुरुं प्रणमामि।
(ग) अहं शिष्यं पुस्तकम् आनेतुम आज्ञापयामि।
(घ) अहं गुरुं प्रश्नं पृच्छामि।
(ङ) अहं भवतः सङ्केतम् अवगच्छामि।

प्रश्न 6.
(क) सन्धिं कुरुत
उत्तर:
(i) अशितस्य + अन्नस्य = अशितस्यान्नस्य।
(ii) इति + अपि + अवधार्यम् = इत्यप्यवधार्यम्।
(iii) का + इयम् = केयम्।
(iv) नौ + अधीतम् = नावधीतम्।
(v) भवति + इति = भवतीति।

(ख) स्थूलपदान्यधिकृत्य प्रश्ननिर्माणं कुरुत
(i) मध्यमानस्य दध्नः अणिमा ऊर्ध्वं समुदीति।
उत्तर:
कस्य दधनः अणिमा ऊर्ध्वं समुदीषति?

(ii) भवता घृतोत्पत्तिरहस्यं व्याख्यातम्।
उत्तर:
केन घृतोत्पत्तिरहस्यं व्याख्यातम्?

(iii) आरुणिम् उपगम्य श्वेतकेतुः अभिवादयति।
उत्तर:
आरुणिम् उपगम्य कः अभिवादयति?

(iv) श्वेतकेतुः वाग्विषये पृच्छति।
उत्तर:
श्वेतकेतुः कस्यविषये पृच्छति?

प्रश्न 7.
पाठस्य सारांशं पञ्चवाक्यैः लिखत।
उत्तर:
पाठस्य सारांशः
अन्नमयं मनः भवति। आपोमयः प्राणः भवति एवं जलमेव जीवनं भवति। तेजोमयी वाक् भवति। अश्यमानस्य तेजसः यः अणिमा, स ऊर्ध्वः समुदीषति, सा खलु वाग्भवति। यादृशमन्नादिकं मानवः गृणाति तादृशमेव तस्य चित्तादिकं भवति।

Class 9 Sanskrit Shemushi Chapter 12 वाडमनःप्राणस्वरूपम् Summary Translation in Hindi and English

1. संकेत-श्वेतकेतुः-भगवन्।
श्वेतकेतुरहं …………………………… मां विज्ञापयतु।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ:
श्वेतकेतु-हे भगवन्! मैं श्वेतकेतु प्रणाम करता हूँ। आरुणि-हे पुत्र! दीर्घायु हो। श्वेतकेतु-हे भगवन्! मैं कुछ पूछना चाहता हूँ। आरुणि-हे पुत्र! आज तुम क्या पूछना चाहते हो? श्वेतकेतु-हे भगवन्! मैं पूछना चाहता हूँ कि यह मन क्या है? आरुणि-हे पुत्र! पूर्णतः पचाए गए अन्न का सबसे छोटा भाग मन होता है। श्वेतकेतु-और प्राण क्या है? आरुणि-पिए गए तरल द्रव्यों का सबसे छोटा भाग प्राण होता है। श्वेतकेतु-हे भगवन्! वाणी क्या है?

आरुणि-हे पुत्र! ग्रहण की गई ऊर्जा का जो सबसे छोटा भाग है, वह वाणी है। हे सौम्य! मन अन्नमय, प्राण जलमय तथा वाणी तेजोमयीं होती है-यह भी समझ लेना चाहिए।

श्वेतकेतु-हे भगवन्! आप मुझे पुनः समझाइए।

Meaning in English Shwetaketu-Oh Lord! I Shwetaketu salutes you.
Aruni-Oh son! May you live long.
Shwetaketu-Oh Lord! I want to ask something:
Aruni-Oh son! What do you want to ask today?
Shwetaketu-Oh Lord! I went to ask what is mind?
Aruni-Oh son! Mind is the minutest part of the digested food. Shwetaketu-And what is Prana?
Aruni-Prana is the minutest part of the water drunk.
Shwetaketu-Oh Lord! What is speech?
Aruni-Oh son! Speech is the minutest part of the energy (splendour) obtained from the food. Oh gentleman! You should understand that mind, vital air (prana) and speech are the essences or final product of the food, water and the energy.
Shwetaketu-Oh Lord! Please tell me once more.

2. आरुणि-सौम्य! एष उपादेशामि …………………………… नावधीतमस्तु।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ:
आरुणि हे सौम्य! मैं उपदेश करता हूँ। ध्यान से सुनो। मथे जाते हुए दही की अणिमा (मलाई) ऊपर तैरने लगती है। उसका घी बन जाता है।
श्वेतकेतु-हे भगवन्! आपने तो घी की उत्पत्ति का रहस्य समझा दिया, मैं और भी सुनना चाहता हूँ।
आरुणि-सौम्य! इसी तरह खाए जाते हुए अन्न की अणिमा मन बन जाती है।
समझ गए या नहीं?
श्वेतकेतु-अच्छी तरह समझ गया भगवन्!
आरुणि-हे पुत्र! पिए जाते हुए जल की अणिमा प्राण बन जाती है। श्वेतकेतु-हे भगवन्! वाणी के बारे में भी समझाइए।

आरुणि-हे सौम्य! शरीर द्वारा ग्रहण किए गए तेज (ऊर्जा) की अणिमा वाणी बन जाती है। हे पुत्र! उपदेश के अंत में मैं तुम्हें पुनः यही समझाना चाहता हूँ कि अन्न का सार तत्त्व मन, जल का प्राण तथा तेज का वाणी है। इसके अतिरिक्त किंबहुना (और क्या) मेरे उपदेश का सार यही है कि मनुष्य जैसा अन्न ग्रहण करता है उसका मन, बुद्धि और अहंकार (चित्त) वैसा ही बन जाता है। हे पुत्र! इस सबको हृदय में धारण कर लो (अच्छी प्रकार से समझ लो)।

श्वेतकेतु-जैसी आपकी आज्ञा भगवन्! मैं आपको प्रणाम करता हूँ आरुणि-हे पुत्र! दीर्घायु हो, तुम्हारा अध्ययन तेजस्विता से युक्त हो।

Meaning in English:
Aruni-Oh Saumya (modest)! I just instruct you. Listen carefully. The very small unit of the curd which is being churned comes up. That becomes butter (or ghee.).
Shwetaketu-Oh Lord! You have explained the secret of obtaining ghee (or butter). I still want to hear more.
Aruni-O’modest! similarly, the very small part of the food which is being eaten comes up. That only becomes mind. Have you understood or not?
Shwetaketu-I have understood properly, Sir!
Aruni-Oh son! The very small part of the water which is being drunk comes up. That only is prana (vital air).
Shwetketu-Oh Lord! Please tell me about the speech also.
Aruni-Qh dear! the very small part of the energy (splendour) which is formed after digestion of food, comes up. That only is speech. Oh son! I want to tell you again at the end of my advice that the finished product of the food becomes mind, that of water becomes prana (vital air) and that of splendour (i.e. energy) becomes speech. What’s more to state, the essence of my instruction is that the mind, wisdom and ego (temperament) of the man becomes the same as the food is ingested by him. Oh, son! You should keep all this in your mind properly.
Shwetaketu-As you order Sir! I bow to you.
Aruni-Oh son! May you live long. Your studies may be full of nobility.

Detailed, Step-by-Step NCERT Solutions for Class 9 Sanskrit Shemushi Chapter 11 पर्यावरणम् Questions and Answers were solved by Expert Teachers as per NCERT (CBSE) Book guidelines covering each topic in chapter to ensure complete preparation.

Shemushi Sanskrit Class 9 Solutions Chapter 11 पर्यावरणम्

अभ्यासः

प्रश्न 1.
अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत-

(क) प्रकृतेः प्रमुखतत्त्वानि कानि सन्ति?
उत्तर:
पृथिवी, जलं, तेजो, वायुकाशश्चेति प्रकृत्या प्रमुखतत्त्वानि सन्ति।

(ख) स्वार्थान्धः मानवः किं करोति?
उत्तर:
स्वार्थान्धः मानवः पर्यावरणं नाशयति।

(ग) पर्यावरणे विकृते जाते किं भवति?
उत्तर:
पर्यावरणे विकृते जाते विविधाः रोगाः भीषणसमस्याश्च जायन्ते।

(घ) अस्माभिः पर्यावरणस्य रक्षा कथं करणीया? –
उत्तर:
वापीकूपतडागादिनिर्माणं कृत्वा, कुक्कुरसूकरसर्पनकुलादिस्थलचराणां, मत्स्यकच्छपमकरप्रभृतीनां जलचराणां रक्षणेन पर्यावरणस्य रक्षा करणीया।

(ङ) लोकरक्षा कथं सम्भवति?
उत्तर:
प्रकृतिरक्षयैव लोकरक्षा सम्भवति।।

(च) परिष्कृतं पर्यावरणम् अस्मभ्यं किं किं ददाति?
उत्तर:
परिष्कृतं पर्यावरणम् अस्मभ्यं सांसारिक जीवनसुखं, सद्विचारं, सत्यसङ्कल्पं, माङ्गलिकसामग्रीञ्च प्रददाति।

प्रश्न 2.
स्थूलपदान्यधिकृत्य प्रश्ननिर्माणं कुरुत

(क) वनवृक्षाः निर्विवेकं छिद्यन्ते।
उत्तर:
के निर्विवेकं छिद्यन्ते?

(ख) वृक्षकर्तनात् शुद्धवायुः न प्राप्यते।
उत्तर:
कस्मात् शुद्धवायुः न प्राप्यते?

(ग) प्रकृतिः जीवनसुखं प्रददाति।
उत्तर:
प्रकृतिः किं प्रददाति?

(घ) अजाताशिशुः मातृगर्भे सुरक्षितः तिष्ठति।
उत्तर:
अजातशिशुः कुत्र सुरक्षितः तिष्ठति?

(ङ) पर्यावरणरक्षणं धर्मस्य अङ्गम् अस्ति।
उत्तर:
पर्यावरणरक्षणं कस्य अङ्गम् अस्ति।

प्रश्न 3.
उदाहरणमनुसृत्य पदरचनां कुरुत-
(क) यथा – जले चरन्ति इति = जलचराः।
उत्तर:
(i) स्थले चरन्ति इति = स्थलचराः
(ii) निशायां चरन्ति इति = निशाचराः
(iii) व्योम्नि चरन्ति इति = व्योमचराः
(iv) गिरौ चरन्ति इति = गिरिचराः
(v) भूमौ चरन्ति इति = भूमिचराः

(ख) यथा – न पेयम् इति = अपेयम्
उत्तर:
(i) न वृष्टिः इति = अवृष्टिः
(ii) न सुखम् इति = असुखम्
(iii) न भावः इति = अभावः
(iv) न पूर्णः इति = अपूर्णः

प्रश्न 4.
उदाहरणमनुसृत्य पदनिर्माणं कुरुत- .
यथा = वि + कृ + क्तिन् = विकृतिः।।
उत्तर:
(क) प्र + गम् + क्तिन् = प्रगतिः
(ख) दृश् + क्तिन् = दृष्टिः
(ग) गम् + क्तिन् = गतिः
(घ) मन् + क्तिन्
(ङ) शम् + क्तिन् = शान्तिः
(च) भी + क्तिन् = भीतिः
(छ) जन् + क्तिन् = जातिः
(ज) भज् + क्तिन् = भक्तिः
(झ) नी + क्तिन् = नीतिः

प्रश्न 5.
निर्देशानुसारं परिवर्तयत यथा-स्वार्थान्धो मानवः अद्य पर्यावरणं नाशयति (बहुवचने)। स्वार्थान्धाः मानवः अद्य पर्यावरणं नाशयन्ति।

(क) सन्तप्तस्य मानवस्य मङ्गलं कुतः? (बहुवचने)
उत्तर:
सन्तप्तानां मानवानां मङ्गलं कुतः?

(ख) मानवाः पर्यावरणकुक्षौ सुरक्षिताः भवन्तिं (एकवचने)
उत्तर:
मानवः पर्यावरणकुक्षौ सुरक्षितः भवति।

(ग) वनवृक्षाः निर्विवेकं छिद्यन्ते (एकवचने)
उत्तर:
वनवृक्षः निर्विवेक छिद्यते।

(घ) गिरिनिर्झराः निर्मलं जलं प्रयच्छन्ति। (द्विवचने)
उत्तर:
गिरिनिर्झराः निर्मलं जलं प्रयच्छतः।

(ङ) सरित् निर्मलं जलं प्रयच्छति (बहुवचने)।
उत्तर:
सरितः निर्मलं जलं प्रयच्छति।

प्रश्न 6.
पर्यावरणरक्षणाय भवन्तः किं करिष्यन्ति इति विषये पञ्चवाक्यानि लिखत्।
यथा –
अहं विषाक्तम् अवकरं नदीषु न पातयिष्यामि।

(क) अहं वृक्षच्छेदनं न करिष्यामि।
(ख) अहं नूतनवृक्षान् लताः च आरोपयिष्याणि।
(ग) अहं पशून पालयिष्यामि।।
(घ) अहं पशुपक्षिणाम् आखेटं न करिष्यामि।
(ङ) अहं वापीकूपतडागादीनां निर्माणं करिष्यामि।

प्रश्न 7.
(क) उदाहरणमनुसत्य उपसर्गान पृथक्कृत्वा लिखत
यथा-
संरक्षणाय = सम्।
उत्तर:
(i) प्रभवति
(ii) उपलभ्यते = उप
(iii) निवसन्ति = नि
(iv) समुपहरन्ति = सम् + उप
(v) वितरन्ति = वि
(vi) प्रयच्छन्ति = प्र
(vii) उपगता = उप
(viii) प्रतिभाति = प्रति

(क) उदाहरणमनुसृत्य अधोलिखितानां समस्तपदानां विग्रहं लिखत
यथा-
तेजोवायुः = तेजः वायुः च।
गिरिनिर्झराः = गिरयः निर्झराः च।
उत्तर:
पत्रपुष्पे = पत्रम् पुष्पम् च.
(ii) लतावृक्षौ = लता वृक्षः च
(iii) पशुपक्षी = पशुः पक्षी च
(iv) कीटपतङ्गौ = कीटः पतङ्गः च

परियोजनाकार्यम्

(क) विद्यालयप्राङ्गणे स्थितस्य उद्यानस्य वृक्षाः पादपाश्च कथं सुरक्षिताः। स्युः तदर्थं प्रयत्नः करणीयः इति सप्तवाक्येषु लिखत।
उत्तर:
1. सर्वप्रथमं वृक्षाणां पादपानां च स्पर्शस्य निषेधः स्यात्।
2. तेषां पुष्पाणामपि स्पर्शस्य निषेधः भवितव्यः।
3. वृक्षाणां फलानामपि कापि हानिः न भवितव्या।
4. तेषां जलसिञ्चनस्य पूर्णः प्रबन्धः स्यात्।
5. पुष्पविनाशकं प्रति दण्डस्य व्यवस्था स्यात्।।
6. वृक्षान् पादपान् वा प्रति रक्षाजालस्य व्यवस्था भवितव्या।
7. वृक्षाणां संरक्षणाय मालाकाराणामपि व्यवस्था भवितव्या।

(ख) अभिभावकस्य शिक्षकस्य वा सहयोगेन एकस्य वृक्षस्य आरोपणं कर णीयम्। (यदि स्थानम् अस्ति)। तर्हि विद्यालये प्राङ्गणे, नास्ति चेत् स्वस्मिन् प्रतिवेशे, गृहे वा।) कृतं सर्वं दैनिन्दिन्यां लिखित्वा शिक्षकं दर्शयत।
उत्तर:
छात्र अपने-अपने अध्यापक के सहयोग से अपने-अपने विद्यालय में वृक्ष लगाएँ तथा अपनी डायरी में लिखें कि वे उसकी रक्षा के लिए प्रतिदिन क्या-क्या करते हैं-यह सब वह अपने अध्यापक को भी लिखकर दिखाएँ।

Class 9 Sanskrit Shemushi Chapter 11 पर्यावरणम् Summary Translation in Hindi and English

संकेत-प्रकृतिः समेषां …………………………… क्व मङ्गलम्।

शब्दार्थ (Word-meanings)

हिन्दी अनुवाद-प्रकृति सब प्राणियों की रक्षा के लिए प्रयत्न करती है। यह विभिन्न प्रकारों से सबको पुष्ट करती है तथा सुखसाधनों से तृप्त करती है। पृथ्वी, जल, तेज, वायु और आकाश ये इसके प्रमुख तत्त्व हैं। वे ही मिलकर या अलग-अलग हमारे पर्यावरण को बनाते हैं। संसार जिसके द्वारा सब ओर से अच्छादित किया जाता है, वह ‘पर्यावरण’ कहलाता है। जिस प्रकार अजन्माशिशु अपनी माता के गर्भ में सुरक्षित रहता है उसी प्रकार मनुष्य पर्यावरण की कोख में (सुरक्षित रहता है)। परिष्कृत तथा प्रदूषण से रहित पर्यावरण हमें सांसारिक जीवन-सुख, अच्छे विचार, अच्छे संकल्प तथा मांगलिक सामग्री देता है। प्रकृति के क्रोधों से व्याकुल मनुष्य क्या कर सकता है? बाढ़, अग्नि भय, भूकम्पों, आँधी-तूफानों तथा उल्का आदि के गिरने से संतप्त मानव का कहाँ कल्याण है? अर्थात् कहीं नहीं।

Meaning in English: Nature tries for the protection of all the living-beings. It nourishes all in various ways and satisfies all by various means of happiness. Earth, water, fire, wind and sky all these are its main elements. They only collectively or individually form our environment. It is called environment by which the world is covered from all the sides. Just as the baby, before his birth, lives safely in his mother’s womb, similarly, man is safe in the cavity of the environment. The environment which is pure and is free from all the impurities provides us with worldly pleasures of life, good thoughts, good determinations, auspicious things etc. What can a man do when perplexed by the anger of the nature? Where can there be well-being or welfare of a man. who is perplexed by floods, fear of fire, earthquakes, storms, disasters etc.? (i.e. nowhere)

संकेत-अतएव …………………………… प्राणवायुं वितरन्ति।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-इसलिए हमें प्रकृति की रक्षा करनी चाहिए, उससे पर्यावरण अपने-आप सुरक्षित हो जाएगा। प्राचीनकाल में जनता का कल्याण चाहने वाले ऋषि वन में ही रहते थे क्योंकि वन में ही सुरक्षित पर्यावरण प्राप्त होता था। विभिन्न प्रकार के पक्षी अपने मधुर कूजन से वहाँ कानों को अमृत प्रदान करते हैं। नदियाँ तथा पर्वतीय झरने अमृत के समान स्वादिष्ट पवित्र जल देते हैं। वृक्ष तथा लताएँ फल, फूल तथा ईन्धन की लकड़ी बहुत मात्रा में देते हैं। शीतल, मन्द तथा सुगन्धित वनवायु औषध के समान प्राणवायु बाँटते हैं।

Meaning in English-Therefore, we should protect the nature. Then the environment will be protected itself. In ancient times, the sages who desired for the welfare of the people, used to live in the forest only because the safe-environment was obtained in the forest. Various types of birds give pleasure to the ears by their sweet chirping. The rivers and mountain springs provide us pure and sweet nectar-like water. The trees and creepers give us fruits, flowers and fire-wood in big quantity. The cold, slow and fragrant wind of the forest give us medicine like oxygen which is necessary for our like.

संकेत-परन्तु स्वार्थान्धो …………………………… प्रतिभाति।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-किन्तु स्वार्थ में अन्धा हुआ मनुष्य उसी पर्यावरण को आज नष्ट कर रहा है। थोड़े से लाभ के लिए मनुष्य बहुमूल्य वस्तुओं को नष्ट कर रहे हैं। कारखानों का विषैला जल नदियों में गिराया जा रहा है जिससे मछली आदि जलचरों का क्षणभर में ही नाश हो जाता है। नदियों का पानी भी सर्वथा न पीने योग्य (अपेय) हो जाता है। वन के वृक्ष व्यापार बढ़ाने के लिए अंधाधुंध काटे जाते हैं जिससे अवृष्टि में वृद्धि होती है तथा वन के पशु असहाय होकर गाँवों में उपद्रव उत्पन्न करते हैं। वृक्षों के कट जाने से शुद्ध वायु भी दुर्लभ हो गई है। इस प्रकार स्वार्थ से अन्धे मनुष्यों के द्वारा विकारयुक्त प्रकृति ही उनकी विनाशिनी हो गई है। पर्यावरण में विकार आ जाने से विभिन्न रोग तथा भयंकर समस्याएँ उत्पन्न हो रही हैं। इसलिए अब सब कुछ चिन्तायुक्त प्रतीत हो रहा है।

Meaning in English-But the men being mad after self-interest only are destroying the environment today. People are destroying precious things just for their small interest. The poisonous water of the factories is flown into rivers by which the aquatic animals like fish etc. are destroyed in a short while. The water of the rivers also becomes unfit to drink. The forest-trees are cut relentlessly, just to increase the business by which the scarcity of rain increases. The wild animals become helpless and they create chaos in the villages. The pure wind has also become unavailable by cutting of trees. Thus, the nature has been made polluted by the selfish people and this has herself become their destroyer. The polluted environment has given birth to various diseases and to many serious problems. Therefore, everything seems to be disturbed today.

संकेत-धर्मो रक्षितः …………………………… न संशयः।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-‘रक्षित धर्म रक्षा करता है’- ये ऋषियों के वचन हैं। पर्यावरण की रक्षा करना भी धर्म का ही अंग है-ऐसा ऋषियों ने प्रतिपादित किया है। इसीलिए बावड़ी, कुएँ, तालाब आदि बनवाना, मन्दिर, विश्रामगृह आदि की स्थापना धर्मसिद्धि के साधन के रूप ही माने गए हैं। कुत्ते, सूअर, साँप, नेवले आदि स्थलचरों तथा मछली, कछुए, मगरमच्छ आदि जलचरों की भी रक्षा करनी चाहिए क्योंकि ये पृथ्वी तथा जल की मलिनता को दूर करने वाले हैं। प्रकृति की रक्षा से ही संसार की रक्षा हो सकती है-इसमें सन्देह. नहीं है।

Meaning in English-‘The protected religion protects. These are the famous words of the sages. The sages have also propounded that the protection of environment is also a part of religion. Therefore, digging of small tanks, wells and ponds etc. and making temples, rest-houses etc. are also considered means of establishing religion. We should protect the creatures living on land like dogs, pigs, snakes, mongoose etc. and the aquatic animals like fish, tortoise, crocodiles etc. because they are scavengers of the impurities of land and that of water. No doubt, protection of the environment can only protect the world.

Detailed, Step-by-Step NCERT Solutions for Class 9 Sanskrit Shemushi Chapter 10 जटायोः शौर्यम् Questions and Answers were solved by Expert Teachers as per NCERT (CBSE) Book guidelines covering each topic in chapter to ensure complete preparation.

Shemushi Sanskrit Class 9 Solutions Chapter 10 जटायोः शौर्यम्

अभ्यासः

प्रश्न 1.
अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत

(क) “जटायो! पश्य” इति का वदति?
उत्तर:
“जटायो! पश्य” इति सीता वदति।

(ख) जटायुः रावणं किं कथयति?
उत्तर:
जटायु रावणम् अकथयत्-“परदाराभिमर्शनात् नीचां मतिं निवर्तय। चीरः तत् न समाचरेत् यत् परः अस्य विगर्हयेत्।।”

(ग) क्रोधवशात् रावणः किं कर्तुम् उद्यतः अभवत्?
उत्तर:
क्रोधवशात् रावणः वामेनाङ्केन वैदेही संपरिष्वज्य तलेन आशु जटायुम् अभिजघान पात?

(घ) पतगेश्वरः रावणस्य कीदृशं चापं सशरं बभज?
उत्तर:
पतगेश्वरः रावणस्य मुक्तामणिविभूषितं सशरं चापं बभञ्ज।

(ङ) हताश्वो हतसारथिः रावणः कुत्र अपतत्?
उत्तर:
हताश्वो हतसारथिः रावणः भुवि अपतत्।

प्रश्न 2.
उदाहरणमनुसृत्य णिनि-प्रत्ययप्रयोगं कृत्वा पदानि रचयत यथा-
गुण + णिनि = गुणिन् (गुणी)
दान + णिनि = दानिन् (दानी)
उत्तर:
(क) कवच + णिनि = कवचिन् (कवची)
(ख) शर + णिनि = शरिन् (शरी)
(ग) कुशल + णिनि = कुशालिन् (कुशली)
(घ) धन + णिनि = धनिन् (धनी)
(ङ) दण्ड + णिनि = दण्डिन (दण्डी)

प्रश्न 3.
रावणस्य जटायोश्च विशेषणानि सम्मिलितरूपेण लिखितानि तानि पृथक्-पृथक् कृत्वा लिखत-
युवा, सशरः, वृद्धः, हताश्वः, महाबलः, पतगसत्तमः, भग्नधन्वा, महागृध्रः, खगाधिपः, क्रोधमूर्छितः, पतगेश्वरः, सरथः, कवची, शरी।
रावणः – जटायः
युवा – वृद्धः
उत्तर:
(क) सशरः – (क) महाबलः
(ख) हताश्वः – (ख) पतगसत्तमः
(ग) भग्नधन्वा – (ग) महागृध्रः
(घ) क्रोधमूर्छितः – (घ) खगाधिपः
(ङ) सरथः – (ङ) पतगेश्वरः
(च) कवची – (छ) शरी

प्रश्न 4.
सन्धि/सन्धिविच्छेदं वा कुरुत यथा
च + आदाय = चादाय
उत्तर:
(क) हत + अश्वः = हताश्वः
(ख) तुण्डेन + अस्य = तुण्डेनास्य
(ग) बभञ्ज + अस्य = बभञ्जास्य
(घ) अङ्केन + आदाय = अङ्केनादाय
(ङ) खग + अधिपः = खगाधिपः

प्रश्न 5.
‘क’ स्तम्भे लिखितानां पदानां पर्यायाः ‘ख’ स्तम्भे लिखिताः। तान् यथा समयोजयत
‘क’ स्तम्भः – ‘ख’ स्तम्भः
(क) कवची – (1) अपतत्
(ख) आशु – (2) पक्षिश्रेष्ठः
(ग) बिरथः – (3) पृथिव्याम्
(घ) पपात – (4) कवचधारी
(ङ) भुवि – (5) शीघ्रम्
(च) पतगसत्तमः – (5) रथविहीनः
उत्तर:
(क) कवची – (1) कवचधारी
(ख) आशु – (2) शीघ्रम्
(ग) बिरथः – (3) रथविहीनः
(घ) पपात – (4) अपतत्
(ङ) भुवि – (5) पृथिव्याम्
(च) पतगसत्तमः – (5) पक्षिश्रेष्ठः

प्रश्न 6.
अधोलिखितानां पदानां/विलोमपदानि मञ्जूषायां दत्तेषु पदेषु चित्वा यथासमक्षं लिखत
मन्दम्, पुण्यकर्मणा, हसन्ती, अनार्य, अनतिक्रम्य, प्रदाय, देवेन्द्रेण, प्रशंसेत् दक्षिणेन, युवा।
उत्तर:
पदानि – विलोमशब्दाः
(क) विलपन्ती – हसन्ती
(ख) आर्य – अनार्य
(ग) राक्षसेन्द्रेण – देवेन्द्रेण
(घ) पापकर्मणा – पुण्यकर्मणा
(ङ) क्षिप्रम् – मन्दम्
(च) विगर्हयेत – प्रशंसेतु
(छ) वृद्धः – युवा
(ज) आदाय – प्रदाय
(झ) वामेन – दक्षिणेन
(ञ) अतिक्रम्य – अनतिक्रम्य

प्रश्न 7.
(क) अधोलिखितानि विशेषणपदानि प्रयुज्य संस्कृतवाक्यानि रचयत
उत्तर:
(i) शुभाम् = जटायुं रावणं शुभां गिरम् व्याजहार।
(ii) हतसारथिः = हतसारथिः रावणः भुवि अपतत्।
(iii) कवची = रावणः कवची आसीत्।
(iv) खगाधिपः = खगाधिपः जटायुः रावणस्य गात्रे व्रणान् अकरोत्।
(v) वामेन = रावणः वामेन अङ्केन वैदेहीम् अधारयत्।।

(ख) उदाहरणमनुसृत्य समस्तपदं रचयत-
उत्तर:
यथा-त्रयाणां लोकानां समाहारः = त्रिलोकी।
(i) पञ्चानां वटानां समाहारः = पञ्चवटी।
(ii) सप्तानां पदानां समाहारः = सप्तपदी।
(iii) अष्टानां भुजानां समाहारः = अष्टभुजी।
(iv) चतुर्णां मुखानां समाहारः = चतुर्मुखी।

Class 9 Sanskrit Shemushi Chapter 10 जटायोः शौर्यम् Summary Translation in Hindi and English

1. सा तदा करुणा वाचो विलपन्ती सुदुःखिता।
वनस्पतिगतं गृधं ददर्शायतलोचना।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब करुण वाणी में विलाप करती हुई, अत्यन्त दुःखी तथा विशाल नेत्रों वाली सीता ने विशाल वृक्ष पर स्थित जटायु को देखा।
Meaning in English-Then Sita, who was lamenting in pitiful words who was very sad and was having long and beautiful eyes, saw Jatayu sitting on a big tree.

2. जटायो पश्य मामार्य हियमाणामनाथवत्।
अनेन राक्षसेन्द्रेण करुणं पापकर्मणा।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ हे आर्य जटायु! दुष्कर्म करने वाले इस राक्षसराज रावण के द्वारा अनाथ की तरह ले जाई जाती हुई मुझे देखो।

Meaning in English-Oh gentleman Jatayu! See me being carried away forcibly like an orphan by Ravana-a king of demons who is engaged in doing evil deeds.

3. तं शब्दमवसुप्तस्तु जटायुरथ शुश्रुवे।
निरीक्ष्य रावणं क्षिप्रं वैदेहीं च ददर्श सः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब सोए हुए उस जटायु ने वह शब्द सुना तथा रावण को देखकर शीघ्र ही उसने सीता को देखा।

Meaning in English–Then that Jatayu, who was asleep, heard those words and having seen Ravana he quickly saw Sita.

4. ततः पर्वतशृङ्गाभस्तीक्ष्णतुण्डः खगोत्तमः।
वनस्पतिगतः श्रीमान्च्याजहार शुभां गिरम्।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब पर्वत-शिखर के समान कान्ति वाले, तीक्ष्ण चोंच वाले, वृक्ष पर स्थित शोभायुक्त तथा श्रेष्ठ पक्षी उस जटायु ने सुन्दर वाणी में इस प्रकार कहा।
Meaning in English: Then attractive like the peak of a mountain and having sharp beak, that beautiful bird Jatayu who .. was sitting on the big tree spoke thus, in very fine words.

5. निवर्तय मतिं नीचां परदाराभिमर्शनात्
न तत्समाचरेद्धीरो यत्परोऽस्य विगर्हयेत्।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-पराई स्त्री स्पर्श दोष से अपनी नीच बुद्धि (विचारधारा) को तुम हटा लो। बुद्धिमान् मनुष्य को ऐसा आचरण नहीं करना चाहिए जिससे अन्य लोग उसकी निन्दा करें।

Meaning in English-You should divert your mean thinking as that of touching another’s wife. A wise man should not behave in such a manner for which, he may be blamed by others.

6. वृद्धोऽहं त्वं युवा धन्वी संस्थः कवची शरी।
न चाप्यादाय कुशली वैदेहीं मे गमिष्यसि।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-मैं तो वृद्ध हूँ लेकिन तुम युवक हो, रथ सहित हो, कवचधारी तथा बाण धारण किए हो, फिर भी तुम सीता को लेकर कुशलतापूर्वक (सुरक्षित) यहाँ से नहीं जा सकोगे।

Meaning in English-I am old but you are young, archer, sitting on the chariot, having armour and arrows also, even then.. you will not be able to go from here safe taking Sita with you.

7. तस्य तीक्ष्णनखाभ्यां तु चरणाभ्यां महाबलः।
चकार बहुधा गात्रे व्रणान्पतगसत्तमः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब उस उत्तम एवं अत्यन्त शक्तिशाली पक्षी ने अपने तीक्ष्ण नाखूनों तथा दोनों पैरों से रावण के शरीर पर अनेक प्रकार के प्रहारों से घाव कर दिए।

Meaning in English-Then that powerful and beautiful bird Jatayu attacked valiantly with his sharp nails and feet and made wounds on his body.

8. ततोऽस्य सशरं चापं मुक्तामणिविभूषितम्।
चरणाभ्यां महातेजा बभजास्य महद्धनुः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब अत्यन्त तेजस्वी उस जटायु ने मुक्तामणि से विभूषित तथा बाण सहित उसके चाप और विशाल धनुष को अपने दोनों पैरों से तोड़ दिया।

Meaning in English-Then that very glorious Jatayu, with his feet broke into pieces his very big bow alongwith the arrows, the bow which was decorated with precious pearls.

9. स भग्नधन्वा विरथो हताश्वो हतसारथिः।
अङ्केनादाय वैदेहीं पपात भुवि रावणः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब रथहीन वह रावण जिसका धनुष टूट गया था तथा घोड़े एवं सारथी मारे जा चुके थे, सीता जी को गोद में लेकर पृथ्वी पर गिर पड़ा।

Meaning in English-Then that Ravana, whose bow was broken, devoid of chariot and whose charioteer and horses were killed, took Sita in his lap and fell down on the earth.

10. सपरिष्वज्य वैदेही वामेनाङ्केन रावणः।
तलेनाभिजघानाशु जटायुं क्रोधमूर्छितः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब अंत्यन्त ऋद्ध उस रावण ने सीता को बाईं गोंद में धारण करके तलवार की मूठ से शीघ्र ही जटायु पर खतरनाक आघात किया।
Meaning in English-Ravana kept Sita at his left side and in a fit of anger, blew hard on Jatayu with the edge of his sword.

11. जटायुस्तमतिक्रम्य तुण्डेनास्य खगाधिपः।
वामबाहून्दश तदा व्यपाहरदरिन्दमः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-तब उस पक्षीराज जटायु ने शत्रुनाशी अपनी चोंच से झपट कर आघात किया और रावण की बाँयी दशों भुआजों को नष्ट कर लिया।

Meaning in English-Then the king of birds, Jatayu swooped down and pierced the ten left arms of Ravana with his enemy killer beak.

Detailed, Step-by-Step NCERT Solutions for Class 9 Sanskrit Shemushi Chapter 9 सिकतासेतुः Questions and Answers were solved by Expert Teachers as per NCERT (CBSE) Book guidelines covering each topic in chapter to ensure complete preparation.

Shemushi Sanskrit Class 9 Solutions Chapter 9 सिकतासेतुः

अभ्यासः

प्रश्न 1.
अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत
(क) अनधीतः तपोदत्तः कैः गर्हितोऽभवत्?
उत्तर:
अनधीतः तपोदत्तः सर्वैः कुटुम्बिभिः मित्रैः ज्ञातिजनैश्च गर्हितः अभवत्।

(ख) तपोदत्तः केन प्रकारेण विद्यामवाप्तुं प्रवृत्तोऽभवत्?
उत्तर:
तपोदत्तः तपश्चर्यया विद्यां प्राप्तुं प्रवृत्तोऽभवत्।

(ग) तपोदत्तः पुरुषस्य कां चेष्टां दृष्ट्वा अहसत्?
उत्तर:
पुरुषमेकं सिकताभि सेतुनिर्माणप्रयासं कुर्वाणं दृष्ट्वा अहसत्।

(घ) तपोमात्रेण विद्यां प्राप्तुं तस्य प्रयासः कीदृशः कथितः?
उत्तर:
तपोमात्रेण विद्यां प्राप्तुं तस्य प्रयासः सिकताभिरेव सेतुनिर्माणप्रयास मिव कथितः।

(ङ) अन्ते तपोदत्तः विद्याग्रहणाय कुत्र गतः?
उत्तर:
अन्ते तपोदत्तः विद्याग्रहणाय गुरुकुलं गतः।।

प्रश्न 2.
भिन्नवर्गीयं पदं चिनुत-
यथा-अधिरोढुम्, गन्तुम्, सेतुम्, निर्मातुम्।
उत्तर:
सेतुम्।

(क) निःश्वस्य, चिन्तय, विमृश्य, उपेत्य।
उत्तर:
चिन्तय।

(ख) विश्वपसिमि, पश्यामि, करिष्यामि, अभिलषामि।
उत्तर:
करिष्यामि।

(ग) तपोभिः, दुर्बुद्धिः, सिकताभिः, कुटुम्बिभिः।।
उत्तर:
दुर्बुद्धिः।

प्रश्न 3.
(क) रेखाङ्कितानि सर्वनामपदानि कस्मै प्रयुक्तानि?

(i) अलमलं तव श्रमेण।
उत्तर:
पुरुषाय।

(ii) न अहं सोपानमागैरट्टमधिरोढुं विश्वसिमि।
उत्तर:
पुरुषाय।

(iii) चिन्तितं भवता न वा।
उत्तर:
पुरुषाय।

(iv) गुरुगृहं गत्वैव विद्याभ्यासो मया करणीयः?
उत्तर:
तपोदत्ताय।

(v) भवद्भिः उन्मीलितं मे नयनयुगलम्।
उत्तर:
तपोदत्ताय।

(ख) अधोलिखितानि कथनानि कः के प्रति कथयति?
उत्तर:

प्रश्न 4.
स्थूलपदान्यधिकृत्य प्रश्ननिर्माणं कुरुत

(क) तपोदत्तः तपश्चर्यया विद्यामवाप्तुं प्रवृत्तोऽस्ति।
उत्तर:
तपोदत्तः केन प्रकारेण विद्याभवाप्तं प्रवत्तोऽस्ति

(ख) तपोदत्तः कुटुम्बिभिः स्त्रैिः गर्हितः अभवत्।
उत्तर:
कः कटुम्बिभिः मित्रैः गर्हितः अभवत्?

(ग) पुरुषः नद्यां सिकताभिः सेतुं निर्मातुं प्रयतते।
उत्तर:
पुरुषः कुत्र सिकताभिः सेतुं निर्मातुं प्रयतते?

(घ) तपोदत्तः अक्षरज्ञानं विनैव वैदुष्यमवाप्तुम् अभिलषति।
उत्तर:
तपोदत्तः कम् विनैव वैदुष्यमवाप्तुम् अभिलषति?

(ङ) तपोदत्तः विद्याध्ययनाय गुरुकुलम् अगच्छत्।
उत्तर:
तपोदत्तः किमर्थं मुरुकुलम् अगच्छत्?

(च) गुरुगृहं गत्वैव विद्याभ्यासः करणीयः।
उत्तर:
कुत्र गत्वैव विद्याभ्यासः करणीयः?

प्रश्न 5.
उदाहरणमनुसृत्य अधोलिखितविग्रहपदानां समस्तपदानि लिखत
विग्रहपदानि – समस्तपदानि
यथा-संकल्पस्य सातत्येन = संकल्पसातत्येन
(क) अक्षराणां ज्ञानम् = अक्षरज्ञानम्
(ख) सिकतायाः सेतुः = सिकतासेतुः
(ग) पितुः चरणैः = पितृचरणैः
(घ) गुरोः गृहम् = गुरुगृहम्
(ङ) विद्यायाः अभ्यासः = विद्याभ्यासः

प्रश्न 6.
उदाहरणमनुसृत्य अधोलिखितानां समस्तपदानां विग्रहं कुरुत-
समस्तपदानि – विग्रहः
यथा-नयनयुगलम् = नयनयोः युगलम्
उत्तर:
(क) जलप्रवाहे = जलस्य प्रवाहे
(ख) तपश्चर्यया = तपसः चर्यया
(ग) जलोच्छलनध्वनिः = जलस्य उच्छलनस्य ध्वनिः।
(घ) सेतुनिर्माणप्रयासः = सेतोः निर्माणस्य प्रयासः।

प्रश्न 7.
उदाहरणमनुसृत्य कोष्ठकात् पदम् आदाय नूतनं वाक्यद्वयं रचयत
(क) यथा-अलं – चिन्तया – (‘अलम्’ योगे तृतीया)
(i) अलं – भयेन – (भय)
(ii) अलं – कोलाहलेन – (कोलाहल)

(ख) यथा-माम् अनु स गच्छति। – (‘अनु’ योगे द्वितीया)
(i) गृहम् अनु मम विद्यालय अस्ति। – (गृह)
(ii) पर्वतम् अनु नदी वहति। – (पर्वत)

(ग) यथा-अक्षरज्ञानं विनैव वैदुष्यं प्राप्तुमभिलषसि। – (‘बिना’ योगे द्वितीया)
(i) परिश्रमं विनैव त्वं प्रथमस्थनं प्राप्तुमभिलषसि। – (परिश्रम)
(ii) अभ्यासं विनैव त्वं विद्यां प्राप्तुमभिलषसि। – (अभ्यास)

Class 9 Sanskrit Shemushi Chapter 9 सिकतासेतुः Summary Translation in Hindi and English

संकेत- (ततः प्रविशति ………………………. श्रमेण। पश्य)

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-(तब तपस्या करता हुआ तपोदत्त प्रवेश करता है)
तपोदत्त-मैं तपोदत्त हूँ। बचपन में पूज्य पिताजी को व्याकुल किए जाने पर भी मैंने विद्या नहीं पढ़ी। इसलिए परिवार के सब सदस्यों, मित्रों और सम्बन्धियों के द्वारा मेरा अपमान किया गया। (ऊपर की ओर सांस छोडकर)
हे प्रभो! यह मैंने क्या किया? मेरी कैसी दुष्ट बुद्धि हो गई थी उस समय! मैंने यह भी नहीं सोचा कि वस्त्रों तथा आभूषणों से सुसज्जित किन्तु विद्याहीन मनुष्य घर पर या सभा में मणिरहित साँप की तरह कभी भी सुशोभित नहीं होता। (कुछ सोचकर) अच्छा, इससे क्या? दिन में पथभ्रष्ट हुआ मनुष्य यदि शाम तक घर आ जाए तो भी ठीक है। वह भ्रमयुक्त नहीं माना जाता। अब मैं तपस्या के द्वारा विद्या प्राप्ति में लग जाता हूँ। (पानी के उछलने की आवाज सुनी जाती है)
अरे! यह लहरों के उछलने की आवाज कहाँ से आ रही है? शायद बड़ी मछली या मगरमच्छ हो। चलो मैं देखता हूँ। (एक पुरुष को रेत से पुल बनाने का प्रयास करते हुए देखकर हँसते हुए)
हाय! संसार में मूों की कमी नहीं है। तेज प्रवाह वाली नदी में यह मूर्ख रेत से पुल बनाने का प्रयत्न कर रहा है। (जोर-जोर से हँसकर पास जाकर) हे महाशय! यह क्या कर रहे हैं आप? बस-बस श्रम न करें, देखो-

Meaning in English-(Then Tapodatta enters whi practising penance)
Tapodatta-Iam Tapodatta. I did not achieve education even it perplexed by my respected father. Therefore, I was insulted by the members of my family, my friends and my relatives. (Having breathed upward)
Oh God! What did I do? What evil-minded. I became then! I did not think that An uneducated man even though decorated with beautiful clothes and the ornaments does not look beautiful either at home or in the assembly just like a snake without the gem. (Thinking of something)
O.K. what by it? It is good if a man misdirected and returns home by evening and he is not called perplexed. Now I also engage myself in achieving the education by practising penance. (The sound of splash of water is heard)
Oh! From where is this sound of waves heard? This sound may either of great fish or of a crocodile. O.K. let me see then myself. (On seeing a man trying to make the bridge with the sand, laughing)
Ah! the foolish persons are not in less number in this world. This fool is trying to make the bridge with the sand on the fast flowing river. (laughing loudly after going near him)
Oh gentleman! What are you doing this? Stop this hard-work, see-

रामो बबन्ध यं सेतुं शिलाभिर्मकरालये।
विदधद् बालुकाभिस्तं यासि त्वमतिरामताम्।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-श्रीराम ने समुद्र पर जिस पुल को शिलाओं से बनाया था उस पुल को (इस प्रकार) रेत से बनाते हुए तुम उनके पुरुषार्थ का अतिक्रमण कर रहे हो।
Meaning in English-Shri Rama made a bridge on the ocean with big stones and you are making the (similar) bridge with the sand-thus, you are surpassing the effort of Shri Rama even.

संकेत- चिन्तय तावत् ……………………………. कोऽत्र सन्देहः? किञ्च।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-जरा सोचो! कहीं रेत से पुल बनाया जा सकता है?
पुरुष-हे तपस्विन्! तुम मुझे क्यों रोकते हो? प्रयत्न करने से क्या सिद्ध नहीं होता? शिलाओं की क्या आवश्यकता? मैं रेत से ही पुल बनाने के लिए संकल्पबद्ध हूँ।
तपोदत्त-आश्चर्य है! रेत से ही पुल बनाओगे? क्या तुमने यह सोचा है कि रेत जलप्रवाह पर कैसे ठहर पाएगी?
पुरुष (उसकी बात का खण्डन करते हुए) सोचा है, सोचा है, अच्छी प्रकार सोचा है। मैं सीढ़ियों के मार्ग से (परंपरागत तरीके से) अटारी पर चढ़ने में विश्वास नहीं करता। मुझमें छलांग मारकर जाने की क्षमता है।
तपोदत्त-(व्यंग्यपूर्वक) शाबाश! शाबाश! तुम तो अञ्जनिपुत्र हनुमान का भी अतिक्रमण कर रहे हो। पुरुष-(सोच-विचार कर)
और क्या? इसमें क्या सन्देह है?

Meaning in English: Think for a while. Is it possible to make a bridge with the sand?

Purush-Oh Tapasvin! Why do you prevent me him doing so? What cannot be accomplished by making effort? What is the use of the stones? I will make a bridge with the sand only by the firmness of my determination.

Tapodatta-It is surprising! You will make a bridge with sand only? Will the sand stay on the stream of water? Have you thought of this or not?

Purush-(Making fun) It is thought, it is thought, it is properly thought. I do not believe in climbing the loft through staircases. I have the capability of going by high jumps.

Tapodatta-(With taunting sense)

There is no doubt in it. Moreover-

विना लिप्यक्षरज्ञानं तपोभिरेव केवलम्।
यदि विद्या वशे स्युस्ते, सेतुरेष तथा मम।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-लिपि तथा अक्षरज्ञान के बिना जिस प्रकार केवल तपस्या से विद्या तुम्हारे वश में हो जाएगी, उसी प्रकार मेरा यह पुल भी (केवल रेत से ही बन जाएगा)।

Meaning in English-Just as you have.overcome learning by practising penance without achieving the knowledge of script and letters, similarly, this bridge of mine is being made with sand only.

संकेत- तपोदत्तः-(सवैलक्ष्यम् …………………………… सप्रणामं गच्छति)।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ: तपोदत्त-(लज्जापूर्वक अपने मन में)
अरे! यह सज्जन मुझे ही लक्ष्य करके आक्षेप लगा रहा है। निश्चय ही यहाँ मैं सच्चाई देख रहा हूँ। मैं बिना अक्षरज्ञान के ही विद्वत्ता प्राप्त करना चाहता हूँ। यह तो देवी सरस्वती का अपमान है। मुझे गुरुकुल जाकर ही विद्या का अध्ययन करना चाहिए। पुरुषार्थ से ही लक्ष्य की प्राप्ति सम्भव है। (प्रकट रूप से)
हे श्रेष्ठ पुरुष! मैं नहीं जानता कि आप कौन हैं? किन्तु आपने मेरे नेत्र खोल दिए। तपस्या मात्र से ही विद्या को प्राप्त करने का प्रयत्न करता हुआ मैं भी रेत से ही पुल बनाने का प्रयास कर रहा था, तो अब मैं विद्या प्राप्त करने के लिए गुरुकुल जाता हूँ। (प्रणाम करता हुआ चला जाता है।)

Meaning in English:
Tapodatta-(Being ashamed to himself)
Oh! this gentleman is using sarcasm at me. I feel truth in his words. I want to become scholar without knowing the letters even. This is mere contempt to Goddess Saraswati. I should go to Gurukul to acquire knowledge. The goal can be achieved only when positive efforts are made.

(Openly) Oh gentleman! I do not know who are you? But you have opened my eyes. (You have enlightened me with proper knowledge) I was also trying to make bridge with sand only. I was trying to achieve knowledge through penance only. So, I am going now to the Gurukula to acquire knowledge.

Detailed, Step-by-Step NCERT Solutions for Class 9 Sanskrit Shemushi Chapter 8 लौहतुला Questions and Answers were solved by Expert Teachers as per NCERT (CBSE) Book guidelines covering each topic in chapter to ensure complete preparation.

Shemushi Sanskrit Class 9 Solutions Chapter 8 लौहतुला

अभ्यासः

प्रश्न 1.
अधोलिखितानां प्रश्नानामुत्तराणि संस्कृतभाषया लिखत

(क) देशान्तरं गन्तुमिच्छन् वणिक्पुत्रः किं व्यचिन्तयत् ?
उत्तर:
देशान्तरं गन्तुमिच्छन् वणिक्पुत्रः व्यचिन्तयत् ‘यत्र स्ववीर्यतः भोगाः भुक्ताः तस्मिन स्थाने यः विभवहीनः वसेत् सः पुरुषाधमः’ ।

(ख) स्वतुला याचमानं जीर्णधनं श्रेष्ठी किम् अकथयत्?
उत्तर:
स्वतुला याचमानं जीर्णधनं श्रेष्ठी अकथयत् ‘भोः! त्वदीया तुला मूषकैः भक्षिता’ इति। ..

(ग) जीर्णधनः गिरिगुहाद्वारं कया आच्छाद्य गृहमागतः?
उत्तर:
जीर्णधनः गिरिगहाद्वारं बहच्छिलया आच्छाद्य गहमागतः।

(घ) स्नानानन्तरं पुत्रविषये पृष्टः वणिक्पुत्रः श्रेष्टिनं किम उवाच?
उत्तर:
स्नानानन्तरं पुत्रविषये पृष्टः वणिक्पुत्रः श्रेष्ठिनं उवाच-“नदी तटात् सः बालः श्येनेन हृतः” इति। ,

(ङ) धर्माधिकारिभिः जीर्णधनश्रेष्ठिनौ कथं सन्तोषितौ?
उत्तर:
धर्माधिकारिभिः जीर्णधनश्रेष्ठिनौ “परस्परं संबोध्य तुला-शिशु-प्रदानेन सन्तोषितौ।

प्रश्न 2.
स्थूलपदान्यधिकृत्य प्रश्ननिर्माणं कुरुत
(क) जीर्णधनः विभवक्षयात् देशान्तरं गन्तुमिच्छन् व्यचिन्तयत्।
उत्तर:
कः विभवक्षयात् देशान्तरं गन्तुमिच्छन् व्यचिन्तयत् ?

(ख) श्रेष्ठिनः शिशुः स्नानोपकरणमादाय अभ्यागतेन सह प्रस्थितः।
उत्तर:
श्रेष्ठिनः शिशुः स्नानोपकरणमादाय केन सह प्रस्थितः?

(ग) श्रेष्ठी उच्चस्वरेण उवाच-भोः अब्रह्मण्यम अब्रह्मण्यम्।
उत्तर:
श्रेष्ठी उच्चस्वरेण किम् उवाच?

(घ) सभ्यैः तौ परस्परं संबोध्य तुला-शिशु-प्रदानेन सन्तोषितौ।
उत्तर:
सभ्यैः तौ परस्परं संबोध्य कथं सन्तोषितौ?

प्रश्न 3.
अधोलिखितानां श्लोकानाम् अपूर्णोऽन्वयः प्रदत्तः पाठमाधृत्य तम् पूरयत्
उत्तर:
(क) यत्र देशे अथवा स्थाने स्ववीर्यतः भोगाः भुक्ता तस्मिन् विभवहीनः यः वसेत् स पुरुषाधमः।
(ख) राजन्। यत्र लौहसहस्रस्य तुलाम मूषकाः खादन्ति तत्र श्येनः बालकम् हरेत् अत्र संशयः न।

प्रश्न 4.
तत्पदं रेखाङ्कितं कुरुत यत्र
(क) ल्यप् प्रत्ययः नास्ति
विहस्य, लौहसहस्रस्य, संबोध्य, आदाय
उत्तर:
लौहसहस्रस्य।

(ख) यत्र द्वितीया विभक्तिः नास्ति
श्रेष्ठिनम्, स्नानोपकरणम्, सत्त्वरम्, कार्यकारणम्
उत्तर:
सत्त्वरम्।

(ग) यत्र षष्ठी विभक्तिः नास्ति
पश्यतः, स्ववीर्यतः, श्रेष्ठिनः, सभ्यानाम्
उत्तर:
स्ववीर्यतः।

प्रश्न 5.
सन्धिना सन्धिविच्छेदेन वा रिक्तस्थानानि पूरयत-
उत्तर:
(क) श्रेष्ठ्याह = श्रेष्ठी + आह
(ख) द्वावपि = द्वौ + अपि
(ग) पुरुषोपार्जिता = पुरुष + उपार्जिता
(घ) यथेच्छया = यथा + इच्छया
(ङ) स्नानोपकरणम् = स्नान + उपकरणम्
(च) स्नानार्थम् = स्नान + अर्थम्

प्रश्न 6.
समस्तपदं विग्रहं वा लिखत
विग्रहः – समस्तपदम्
(क) स्नानस्य उपकरणम् = स्नानोपकरणम।
(ख) गिरेः गुहायाम् = गिरिगुहायाम्।
(ग) धर्मस्य अधिकारी। = धर्माधिकारी।
(घ) विभवेन हीनाः = विभवहीनाः।

प्रश्न 7.
यथापेक्षम् अधोलिखितानां शब्दानां सहायतया “लौहतुला” इति कथायाः सारांश संस्कृतभाषया लिखत
वणिक्पुत्रः, लौहतुला, वृत्तान्तं, श्रेष्ठिनं, गतः
स्नानार्थम्, अयाचत्, ज्ञात्वा, प्रत्यागतः, प्रदानम्।
उत्तर:
कथायाः सारांश संस्कृतभाषायाम्

एकदा जीर्णधनः नाम वणिक्पुत्र धनक्षयात् देशान्तरं गन्तुम् अचिन्तयत् । तस्य गृहे एका लौहतुला आसीत्। तां कस्यचित् श्रेष्ठिनः गृहे निक्षेपभूतां कृत्वा सः देशान्तरं प्रस्थितः । देशान्तरं भ्रान्त्वा स्वपुरमं प्रत्यागत्य सः तुलामयाचत् । सः श्रेष्ठी प्रत्युवाच-“तुला तु मूषकैः भूषिता।”

ततः जीर्णधनः श्रेष्ठिनः पुत्रेण सह स्नानार्थं गतः। स्नात्वा सः श्रेष्ठि पुत्रं गिरिगुहायां . प्रक्षिप्य, तद्द्वारं च ब्रहच्छिलया आच्छाद्य गृहम् आगतः।

ततः सः वणिक् श्रेष्ठिनं स्वपुत्रविषये अपृच्छत्।

वणिक उवाच “नदीतटात् सः श्यनेन हृतः” इति। सः शीघ्रमाह-“श्येनः बालं हर्तुं न शक्नोति। अतः समर्पय मे सुतम्।”

एवं विवदमानौ ते राजकुलं गतौ। सर्वं वृत्तान्तं ज्ञात्वा धर्माधिकारिभिः तुला-शिशु प्रदानेन तौ द्वौ सन्तोषितौ।

Class 9 Sanskrit Shemushi Chapter 8 लौहतुला Summary Translation in Hindi and English

संकेत- आसीत् कस्मिंश्चिद् ……………………………. गृहमागतः।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-किसी स्थान पर जीर्णधन नामक एक बनिए का पुत्र था। धन की कमी के कारण विदेश जाने की इच्छा से उसने सोचा-
जिस देश अथवा स्थान पर अपने पराक्रम से भोग भोगे जाते हैं वहाँ धन-ऐश्वर्य से हीन रहने वाला मनुष्य नीच पुरुष होता है।

उसके घर पर उसके पूर्वजों द्वारा खरीदी गई लोहे से निर्मित एक तराजू थी। उसे किसी सेठ के घर धरोहर के रूप में रखकर वह दूसरे देश को चला गया। तब दीर्घकाल तक इच्छानुसार दूसरे देश में घूमकर पुनः अपने देश वापस आकर उसने सेठ से कहा-“हे सेठ! धरोहर के रूप में रखी मेरी वह तराजू दे दो।” उसने कहा-“अरे! वह तो नहीं है, तुम्हारी तराजू को चूहे खा गए।”

जीर्णधन ने कहा- “हे सेठ! यदि उसको चूहे खा गए तो इसमें तुम्हारा दोष नहीं । यह संसार ही ऐसा है। यहाँ कुछ भी स्थायी नहीं है। किन्तु मैं नदी पर स्नान के लिए जा रहा हूँ। खैर, तुम धनदेव नामक अपने इस पुत्र को स्नान की वस्तुएँ हाथ में लेकर मेरे साथ भेज दो।” . उस सेठ ने अपने पुत्र से कहा-“पुत्र! ये तुम्हारे चाचा हैं, स्नान के लिए जा रहे हैं, तुम इनके साथ जाओ।”

इस तरह वह बनिए का पुत्र स्नान की वस्तुएँ लेकर प्रसन्न मन से उस अतिथि के साथ चला गया। तब वहाँ पहुँचकर और स्नान करके उस शिशु को पर्वत की गुफा में रखकर उसने गुफा के द्वार को एक बड़े पत्थर से ढक दिया और शीघ्र घर आ गया।

Meaning in English: There was lived a businessman’s son Jirnadhana at some place. On account of loss in business, he thought living in a place or country worthless where once the person have had acquired money suffice lived in luxury but later-on became penniless. He thought such a person who has killed his will-power. Hence, he decided to leave that place for another to seek for suitable business.

He had an iron balance which was inherited to him. He kept that balance as a deposit in the house of some richman and went to another country. After wandering for prolong period with his self-will in the other country, he came back again to his own country. He said to the richman-“Oh richman! Give me my balance which I had kept with you as a deposit.” He said “Oh! that is not with me. Your balance had been eaten by the rats.”

Jirnadhana said, “Oh, richman! you are not to be blamed if the rats have eaten that. This world is like this only. Nothing is permanent here but I am going to the river to take bath. So you please, send your son, Dhandeva, with me along with the things for bath.”

That richman said to his son, “Oh son! He is your uncle, he is going to take bath, so you go with him.”

Then that son of the businessman went with that guest happily taking the things for bath with him. After taking bath that businessman left the child into a mountain cave and covered its aperture with a boulder. Then he came to his house quickly.

संकेत-पृष्टश्च ……………………………. श्रूयतां मद्वचः।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-उस व्यापारी से पूछा गया-“हे अतिथि! बताओ तुम्हारे साथ नदी पर गया मेरा पुत्र कहाँ है?

उसने कहा-“नदी के तट से उसे बाज उठाकर ले गया।” सेठ ने कहा-“हे झूठे! क्या कहीं बाज बालक को ले जा सकता है? तो मेरा पुत्र लौटा दो अन्यथा मैं राजकुल में शिकायत करूँगा।”

उसने कहा- “हे सत्यवादिन् ! जैसे बाज बालक को नहीं ले जाता वैसे ही चूहे भी लोहे की बनी हुई तराजू नहीं खाते। यदि पुत्र को पाना चाहते हो तो मेरी तराजू लौटा दो।”

इस प्रकार झगड़ते हुए वे दोनों राजकुल चले गए। वहाँ सेठ ने जोर से कहा-“अरे! अनुचित हो गया! अनुचित! मेरे पुत्र को इस चोर ने चुरा लिया।”

तब न्यायकर्ताओं ने उससे कहा-“अरे! सेठ का पुत्र लौटा दो।” उसने कहा-“मैं क्या करूँ? मेरे देखते-देखते बालक को बाज नदी के तट से ले गया।” यह सुनकर सब बोले-अरे! आपने सच नहीं कहा-क्या बाज बालक को ले जाने में समर्थ है?

उसने कहा-अरे अरे! मेरी बात सुनिए-

Meaning in English: Then that businessmam was asked “Oh guest please tell, where is my son, he went with you to the river?” He said-“A hawk has taken him away from the bank of the river.” The richman said-“Oh lier! can the hawk take away the boy?” So, return my son otherwise I will report the matter to the court.”

He said-“Oh speaker of the truth! Just as the hawk cannot take away the boy. Similarly, the rats also cannot eat the iron balance. So, if you have any purpose with your son, then return my balance.”

Thus quarrelling, both of them went to the court. There, the richman said loudly—”Oh! It is not proper, it is not proper! This thief has stolen my son.”

Then the judges told him-“Oh! Return the richman’s son.”He said-“What should I do? the hawk has taken away the boy from the bank of the river while I was looking.” On hearing this all of them said-Oh! you have not told the truth—Is the hawk able to take away the.boy?

He said-Oh! listen

तुलां लौहसहस्रस्य यत्र खादन्ति मूषकाः।।
राजन्तत्र हरेच्छ्येनो बालक, नात्र संशयः।।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-हे राजन् ! जहाँ लोहे से बनी तराजू को चूहे खा जाते हैं वहाँ बाज बालक को उठाकर ले जा सकता है, इसमें सन्देह नहीं।

Meaning in English-Oh king! there is no doubt about it that the hawk can take away the boy there where the iron balance is eaten by the rats.

संकेत- ते प्रोचुः ………………………………… सन्तोषितौ।

शब्दार्थ (Word-meanings)

हिन्दी सरलार्थ-उन्होंने कहा-“यह कैसे हो सकता है।”
तब उस सेठ ने सभासदों के सम्मुख आरम्भ से सारा वृत्तान्त कह दिया। तब हंसकर उन्होंने उन दोनों को समझा-बुझाकर तराजू तथा बालक का आदान-प्रदान करके उन दोनों को प्रसन्न किया।

Meaning in English-“How can it be?” Then that richman explained the whole incident from the beginning to the members who were present. Then they laughed and pacified both of them by exchanging the balance and the child with eachother. Thus, both of them were satisfied.