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Showing posts with label NCERT. Show all posts
Showing posts with label NCERT. Show all posts

Thursday, September 19, 2024

NCERT Class IX English Moments Chapter 1 The Lost Child Questions and Answers

1. The Lost Child

 

A child goes to a fair with his parents. He is happy and excited and wants the sweets and toys displayed there. But his parents don’t buy them for him. Why then does he refuse when someone else offers them to him?

 

IT was the festival of spring. From the wintry shades of narrow lanes and alleys emerged a gaily clad humanity. Some walked, some rode on horses, others sat, being carried in bamboo and bullock carts. One little boy ran between his father’s legs, brimming over with life and laughter.

 

"Come, child, come," called his parents, as he lagged behind. fascinated by the toys in the shops that lined the way.

 

He hurried towards his parents, his feet obedient to their call, his eyes still lingering on the receding toys. As he came to where they had stopped to wait for him, he could not suppress the desire of his heart, even though he well knew the old, cold stare of refusal in their eyes.

 

"I want that toy," he pleaded.

 

His father looked at him red-eyed, in his familiar tyrant's way.

 

His mother, melted by the free spirit of the day was tender and, giving him her finger to hold, said, "Look, child, what is before you!"

 

It was a flowering mustard-field, pale like melting gold as it swept across miles and miles of even land.

 

A group of dragon-flies were bustling about on their gaudy purple wings, intercepting the flight of a lone black bee or butterfly in search of sweetness from the flowers. The child followed them in the air with his gaze, till one of them would still its wings and rest, and he would try to catch it. But it would go fluttering, flapping, up into the air, when he had almost caught it in his hands. Then his mother gave a cautionary call: "Come, child, come, come on to the footpath."

 

He ran towards his parents gaily and walked abreast of them for a while, being. however, soon left behind, attracted by the little insects and worms along the footpath that were teeming out from their hiding places to enjoy the sunshine.

 

"Come, child, come!" his parents called from the shade of a grove where they had seated themselves on the edge of a well. He ran towards them.

A shower of young flowers fell upon the child as he entered the grove, and, forgetting his parents, he began to gather the raining petals in his hands. But lo! he heard the cooing of doves and ran towards his parents, shouting, "The dove! The dove!" The raining petals dropped from his forgotten hands.

 

"Come, child, come!" they called to the child, who had now gone running in wild capers round the banyan tree, and gathering him up they took the narrow, winding footpath which led to the fair through the mustard fields.

 

As they neared the village the child could see many other footpaths full of throngs, converging to the whirlpool of the fair, and felt at once repelled and fascinated by the confusion of the world he was entering.

 

A sweetmeat seller hawked, "gulab-jaman, rasagulla, burfi, jalebi," at the corner of the entrance and a crowd pressed round his counter at the foot of an architecture of many coloured sweets, decorated with leaves of silver and gold. The child stared open- eyed and his mouth watered for the burſi that was his favourite sweet. "I want that burfi," he slowly murmured. But he half knew as he begged that his plea would not be heeded because his parents would say he was greedy. So without waiting for an answer he moved on.

 

A flower-seller hawked, "A garland of gulmohur, a garland of gulmohur!" The child seemed irresistibly drawn. He went towards the basket where the flowers lay heaped and half murmured, "I want that garland." But he well knew his parents would refuse to buy him those flowers because they would say that they were cheap. So, without waiting for an answer, he moved on.

 

A man stood holding a pole with yellow, red, green and purple balloons flying from it. The child was simply carried away by the rainbow glory of their silken colours and he was filled with an overwhelming desire to possess them all. But he well knew his parents would never buy him the balloons because they would say he was too old to play with such toys. So he walked on farther.

 

A snake-charmer stood playing a flute to a snake which coiled itself in a basket, its head raised in a graceful bend like the neck of a swan, while the music stole into its invisible ears like the gentle rippling of an invisible waterfall. The child went towards the snake-charmer. But, knowing his parents had forbidden him to hear such coarse music as the snake-charmer played, he proceeded farther.

 

There was a roundabout in full swing. Men, women and children, carried away in a whirling motion, shrieked and cried with dizzy laughter. The child watched them intently and then he made a bold request: "I want to go on the roundabout, please, Father. Mother."

 

There was no reply. He turned to look at his parents. They were not there, ahead of him. He turned to look on cither side. They were not there. He looked behind. There was no sign of them.

 

A full. deep cry rose within his dry throat and with a sudden jerk of his body he ran from where he stood, crying in real fear, "Mother, Father." Tears rolled down from his eyes, hot and fierce; his flushed face was convulsed with fear. Panic-stricken, he ran to one side first, then to the other, hither and thither in all directions, knowing not where to go. "Mother, Father," he wailed. His yellow turban came untied and his clothes became muddy.

 

Having run to and fro in a rage of running for a while, he stood defeated, his cries suppressed into sobs. At little distances on the green grass he could see, through his filmy eyes, men and women talking. He tried to look intently among the patches of bright yellow clothes, but there was no sign of his father and mother among these people, who seemed to laugh and talk just for the sake of laughing and talking.

 

He ran quickly again. this time to a shrine to which people seemed to be crowding. Every little inch of space here was congested with men, but he ran through people's legs. his little sob lingering: "Mother. Father!" Near the entrance to the temple, however, the crowd became very thick: men jostled each other. heavy men, with flashing, murderous eyes and hefty shoulders. The poor child struggled to thrust a way between their feet but, knocked to and fro by their brutal movements, he might have been trampled underfoot, had he not shrieked at the highest pitch of his voice, "Father, Mother!" A man in the surging crowd heard his cry and, stooping with great difficulty, lifted him up in his arms.

 

"How did you get here, child? Whose baby are you?" the man asked as he steered clear of the mass. The child wept more bitterly than ever now and only cried, "I want my mother. I want my father!"

 

The man tried to soothe him by taking him to the roundabout. "Will you have a ride on the horse?" he gently asked as he approached the ring. The child's throat tore into a thousand shrill sobs and he only shouted. "I want my mother, I want my father!"

 

 

The man headed towards the place where the snake-charmer still played on the flute to the swaying cobra. "Listen to that nice music, child!" he pleaded. But the child shut his ears with his fingers and shouted his double-pitched strain: "I want my mother. I want my father!" The man took him near the balloons. thinking the bright colours of the balloons would distract the child's attention and quieten him. "Would you like a rainbow- coloured balloon?" he persuasively asked. The child turned his eyes from the flying balloons and just sobbed, "I want my mother, I want my father!"

 

The man, still trying to make the child happy, bore him to the gate where the flower-seller sat. "Look! Can you smell those nice flowers, child! Would you like a garland to put round your neck?"

 

The child turned his nose away from the basket and reiterated his sob, "I want my mother, I want my father!"

Thinking to humour his disconsolate charge by a gift of sweets, the man took him to the counter of the sweet shop. "What sweets would you like, child?" he asked. The child turned his face from the sweet shop and only sobbed, "I want my mother. I want my father!"

 

Author: MULK RAJ ANAND

 

THINK ABOUT IT

 

1. What are the things the child sees on his way to the fair? Why does he lag behind?

Answer: On his way to the fair, the child sees toys in shops, a sweetmeat seller with various sweets, a flower-seller with garlands, colorful balloons, a snake-charmer, and a roundabout. He lags behind because he is fascinated by the toys and the various sights, often distracted by the beauty around him.

 

2. In the fair he wants many things. What are they? Why does he move on without waiting for an answer?

Answer: The child wants:

  • A toy from the shop
  • Burfi (a type of sweet)
  • A garland of gulmohur flowers
  • Colorful balloons
  • A ride on the roundabout

He moves on without waiting for an answer because he anticipates his parents will refuse his requests. He understands their likely objections, so he does not want to be disappointed.

 

3. When does he realise that he has lost his way? How have his anxiety and insecurity been described?

Answer: The child realizes he has lost his way when he turns around and cannot find his parents anywhere. His anxiety is depicted through his frantic searching and cries for his mother and father. He experiences panic, tears, and fear, feeling lost among the crowd. His physical state, such as his untied turban and muddy clothes, reflects his distress.

 

4. Why does the lost child lose interest in the things that he had wanted earlier?

Answer: The lost child loses interest in the things he had wanted earlier because, in his moment of fear and desperation, his longing for his parents outweighs all other desires. The sweets, toys, and other attractions no longer hold any significance for him when he feels vulnerable and alone.

 

5. What do you think happens in the end? Does the child find his parents?

Answer: In the end, it is implied that the child does not find his parents immediately. He continues to cry out for them, and despite the attempts of a kind stranger to distract him with various attractions, his focus remains solely on his need for his mother and father. The story leaves the reader with a sense of uncertainty about whether the child will be reunited with his parents.

 

 

Saturday, September 7, 2024

English Grammar: Countable noun and uncountable noun

Q. Explain countable noun and uncountable noun. Write the differences between them.

Answer: Countable Nouns:

A countable noun is a noun that can be counted as individual units. These nouns can be singular or plural, and we can use numbers or words like "many," "few," "a number of," etc., with them.

Characteristics of Countable Nouns:

  1. Can be counted (e.g., one, two, three).

  2. Can have both singular and plural forms.

  3. Use a or an before singular countable nouns.

  4. Use many or few with plural countable nouns.

Examples of Countable Nouns:

  1. apple

  2. car

  3. dog

  4. chair

  5. book

  6. tree

  7. house

  8. computer

  9. city

  10. bottle

  11. pencil

  12. ball

  13. flower

  14. cup

  15. coin

  16. bus

  17. student

  18. teacher

  19. table

  20. person

  21. idea

  22. hat

  23. bird

  24. job

  25. friend

  26. bike

  27. dish

  28. letter

  29. shoe

  30. key


Uncountable Nouns:

An uncountable noun (also called a mass noun) refers to something that cannot be counted as individual units. These nouns usually do not have a plural form and are treated as singular.

Characteristics of Uncountable Nouns:

  1. Cannot be counted (e.g., water, rice).

  2. Usually do not have a plural form.

  3. Use some, much, or a lot of with uncountable nouns.

  4. Cannot be used with a or an.

Examples of Uncountable Nouns:

  1. water

  2. rice

  3. air

  4. milk

  5. furniture

  6. sugar

  7. information

  8. advice

  9. money

  10. knowledge

  11. music

  12. equipment

  13. sand

  14. love

  15. luggage

  16. bread

  17. homework

  18. traffic

  19. time

  20. oil

  21. coffee

  22. salt

  23. tea

  24. butter

  25. snow

  26. electricity

  27. cheese

  28. hair

  29. soap

  30. food


Differences Between Countable and Uncountable Nouns:

Countable Nouns

Uncountable Nouns

Can be counted as individual units.

Cannot be counted as individual units.

Have both singular and plural forms.

Usually do not have a plural form.

Use a or an before singular forms.

Do not use a or an before them.

Use many or few for plural forms.

Use much or a lot of for quantity.

Examples: apple, car, pencil.

Examples: water, sugar, information.




English Grammar: Usages of 'much' and 'many'

Q. Explain the usages and differences between much and many

Answer: The words "much" and "many" are both used to talk about quantities, but they are used in different contexts based on the type of noun they modify.

1. "Much"

  • Usage: "Much" is used with uncountable nouns—things you cannot count individually, like water, milk, time, money, or advice.

  • Form: Usually used in negative sentences, questions, or after words like "too," "so," or "how."

Examples:

  • I don’t have much time. (Time is uncountable.)

  • How much sugar do you want? (Sugar is uncountable.)

  • She has too much work to do. (Work is uncountable.)

2. "Many"

  • Usage: "Many" is used with countable nouns—things you can count individually, like books, cars, friends, or apples.

  • Form: Used in positive sentences, negative sentences, and questions.

Examples:

  • I have many friends. (Friends are countable.)

  • How many books did you read? (Books are countable.)

  • There aren’t many cars on the road today. (Cars are countable.)

Key Differences:

  • Much → For uncountable nouns.

  • Many → For countable nouns.

Comparison Examples:

  • We don’t have much water left. (Water is uncountable.)

  • There are many chairs in the room. (Chairs are countable.)

Examples of "Much" (for uncountable nouns):

  1. There isn’t much sugar in my tea.

  2. I don’t have much information about the event.

  3. She doesn’t drink much coffee.

  4. How much water should I add to the soup?

  5. They didn’t spend much money on the trip.

  6. There’s not much time left before the exam.

  7. Is there much work to do today?

  8. He doesn’t show much interest in sports.

  9. There isn’t much traffic this morning.

  10. She hasn’t made much progress in her studies.

Examples of "Many" (for countable nouns):

  1. I have many books in my collection.

  2. Many people attended the concert last night.

  3. How many apples did you buy?

  4. There aren’t many cars in the parking lot.

  5. She has many friends in different cities.

  6. We visited many countries during our vacation.

  7. How many pencils are in the box?

  8. Many students didn’t understand the lesson.

  9. There are many stars in the sky tonight.

  10. Many birds were flying over the lake this morning.

Tip:

When in doubt, ask yourself if the noun can be counted. If yes, use many; if no, use much.


English Grammar: usages of 'some ' and 'any'

Usage of Some:
1. Affirmative Statements: "Some" is used in positive sentences to refer to an unspecified quantity or number.
•Example: I have some books.
   
2. Offers and Requests: It is used in questions that offer or request something.
•Example: Would you like some coffee?
   
3. Countable and Uncountable Nouns: "Some" can be used with both countable (plural) and uncountable nouns.
Example: There is some water in the glass. (Uncountable)
Example: I need some apples. (Countable)
   
4. When the Quantity is Unknown or Not Important: It refers to an unspecified amount or number.
Example: She bought some bread.
   
5. With Plural Nouns: Often used with plural nouns when the exact number is not specified.
Example: Some people are waiting outside.

Examples of Some:
1. I have some money left.
2. Can I borrow some sugar?
3. We need some help to finish this task.
4. I saw some birds flying in the sky.
5. Would you like some water?
6. There are some students in the classroom.
7. I bought some new clothes yesterday.
8. I found some interesting books at the library.
9. She made some delicious cookies for the party.
10. Let’s invite some friends over for dinner.

Usage of Any:
1. Negative Sentences: "Any" is used in negative sentences to refer to zero quantity.
Example: I don’t have any money.
   
2. Questions: It is used in questions to ask about the existence or availability of something.
Example: Do you have any pens?
   
3. Conditional Sentences: It is used in conditional sentences to mean "it doesn't matter which."
Example: If you need any help, let me know.
   
4. With Countable and Uncountable Nouns: Like "some," "any" can also be used with both types of nouns.
Example: Is there any milk left? (Uncountable)
Example: Are there any apples in the fridge? (Countable)
   
5. When Referring to a Lack of Specificity: It can be used to indicate any quantity or number, often in the sense of "whichever."
Example: You can choose any book.

Examples of Any:
1. Do you have any questions?
2. I didn’t see any cars on the road.
3. If you find any problems, let me know.
4. Is there any water in the fridge?
5. They didn’t offer any solutions.
6. She doesn’t have any idea about the meeting.
7. You can take any seat in the room.
8. I didn’t buy any vegetables today.
9. Did you hear any noise last night?
10. If you need any more information, contact me.



Differences between Some and Any:
1. Affirmative Sentences: "Some" is used in positive sentences, while "any" is used in negative sentences or questions.
Example: I have some pencils. (Affirmative)
Example: I don’t have any pencils. (Negative)

2. Requests and Offers: "Some" is used for making offers and requests, while "any" is used for asking general questions.
Example: Would you like some coffee? (Offer)
Example: Do you have any coffee? (General Question)

3. Uncertainty: "Some" suggests a certain quantity (even if it's small), whereas "any" suggests an open possibility, including zero.


NCERT Class 10 English Chapter 8 A Slumber Did My Spirit Seal Questions and Answers

A Slumber Did My Spirit Seal

This poem is about the death of a loved one. How does the poet feel when he thinks about her death? How does he imagine her to be, after death?

A slumber did my spirit seal—
I had no human fears.
She seemed a thing that could not feel
The touch of earthly years.
No motion has she now, no force—
She neither hears nor sees,
Rolled round in earth’s diurnal course
With rocks and stones and trees.

Written by: WILLIAM WORDSWORTH

GLOSSARY
diurnal: daily (“Earth’s diurnal course” is earth’s daily rotation on its axis.)

Thinking about the Poem

1. How does the poet react to his loved one's death?  
Answer
: The poet feels numb and calm, not bitter grief or deep sadness. His soul is "sealed" as if in deep sleep, meaning he is not feeling strong emotions. He seems at peace with her death, rather than overwhelmed by sorrow.

2. Which lines of the poem say that time will no longer affect her?  
Answer
: The lines that suggest time will no longer affect her are:  
"She seemed a thing that could not feel  
The touch of earthly years."

3. How does the poet imagine her to be, after death?  
Answer
: The poet imagines her as a part of nature, not as someone in a happy place like heaven. He describes her as being "rolled round in earth’s diurnal course with rocks and stones and trees." These lines show that he sees her as becoming one with the earth and nature.

NCERT Class 9 English Chapter 6 No Men Are Foreign Questions and Answers

No Men Are Foreign


Have you ever thought of some people as strange, or other countries as ‘foreign’? We have many ways of thinking of other people as different from ‘us’, as ‘them.’ ‘ They’ may belong to a different country, or speak a different language. In this poem, however, the poet reminds us of the many ways in which we are all the same — for we are all human.

Remember, no men are strange, no countries foreign
Beneath all uniforms, a single body breathes
Like ours: the land our brothers walk upon
Is earth like this, in which we all shall lie.

They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starv’d.
Their hands are ours, and in their lines we read
A labour not different from our own.

Remember they have eyes like ours that wake
Or sleep, and strength that can be won
By love. In every land is common life
That all can recognise and understand.

Let us remember, whenever we are told
To hate our brothers, it is ourselves
That we shall dispossess, betray, condemn.
Remember, we who take arms against each other

It is the human earth that we defile.
Our hells of fire and dust outrage the innocence
Of air that is everywhere our own,
Remember, no men are foreign, and no countries strange.

Author: JAMES KIRKUP

GLOSSARY
dispossess: dislodge; deprive
defile: make dirty; pollute
outrage the innocence of: violate the purity of

Thinking about the Poem

1.
(i) “Beneath all uniforms . . .” What uniforms do you think the poet is speaking about?
Answer
: The poet is talking about the uniforms that people wear, like soldiers’ uniforms. These uniforms make us look different from one another, but underneath, we are all the same.

(ii) How does the poet suggest that all people on earth are the same?
Answer
: The poet says that all people are the same because we all share similar things, like we breathe the same air, walk on the same earth, and live in the same world.

2. In stanza 1, find five ways in which we all are alike. Pick out the words.
Answer
: In stanza 1, the five ways we are alike are:
A single body breathes (everyone breathes the same).
The earth our brothers walk on (we all walk on the same earth).
Beneath all uniforms (we are the same beneath our clothes).
The land is earth (the same land is under all of us).
We all shall lie in it (we all will die and return to the earth).

3. How many common features can you find in stanza 2 ? Pick out the words.
Answer
:In stanza 2, the common features are:
Sun, air, and water (we all need these to live).
Fed by peaceful harvests (we all eat food from the earth).
War’s long winter starv’d (war affects everyone, making people suffer).
Hands (we all work with our hands).
Labour (we all do work that is not different from each other’s).

4. “... whenever we are told to hate our brothers ...” When do you think this happens? Why? Who ‘tells’ us? Should we do as we are told at such times? What does the poet say?
Answer
: This happens when people in power or leaders tell us to fight or hate other people. They tell us to hate our brothers during times of war or conflict. The poet says we should not listen to such things, because when we fight, we only hurt ourselves and the world we live in.


Friday, September 6, 2024

NCERT Class 9 English Chapter 5 A Legend of the Northland Questions and Answers

A Legend of the Northland

This poem narrates the legend of an old lady who angered Saint Peter because of her greed.

Away, away in the Northland,
Where the hours of the day are few,
And the nights are so long in winter
That they cannot sleep them through;

Where they harness the swift reindeer
To the sledges, when it snows;
And the children look like bear’s cubs
In their funny, furry clothes:

They tell them a curious story —
I don’t believe ’tis true;
And yet you may learn a lesson
If I tell the tale to you.

Once, when the good Saint Peter
Lived in the world below,
And walked about it, preaching,
Just as he did, you know,

He came to the door of a cottage,
In travelling round the earth,
Where a little woman was making cakes,
And baking them on the hearth;

And being faint with fasting,
For the day was almost done,
He asked her, from her store of cakes,
To give him a single one.

So she made a very little cake,
But as it baking lay,
She looked at it, and thought it seemed
Too large to give away.

Therefore she kneaded another,
And still a smaller one;
But it looked, when she turned it over,
As large as the first had done.

Then she took a tiny scrap of dough,
And rolled and rolled it flat;
And baked it thin as a wafer —
But she couldn’t part with that.

For she said, “My cakes that seem too small
When I eat of them myself
Are yet too large to give away.”
So she put them on the shelf.

Then good Saint Peter grew angry,
For he was hungry and faint;
And surely such a woman
Was enough to provoke a saint.

And he said, “You are far too selfish
To dwell in a human form,
To have both food and shelter,
And fire to keep you warm.

Now, you shall build as the birds do,
And shall get your scanty food
By boring, and boring, and boring,
All day in the hard, dry wood.”

Then up she went through the chimney,
Never speaking a word,
And out of the top flew a woodpecker,
For she was changed to a bird.

She had a scarlet cap on her head,
And that was left the same;
But all the rest of her clothes were burned
Black as a coal in the flame.

And every country schoolboy
Has seen her in the wood,
Where she lives in the trees till this very day,
Boring and boring for food.

Written By: PHOEBE CARY

A ballad is a song narrating a story in short stanzas. Ballads are a part of folk culture or popular culture and are passed on orally from one generation to the next. ‘A Legend of the Northland’ is a ballad.

GLOSSARY
legend: old traditional story
Saint Peter: an apostle of Christ
provoke: make angry

I.
1. Which country or countries do you think “the Northland” refers to?
Answer
: The Northland likely refers to cold northern countries like Norway, Sweden, or any region near the North Pole.

2. What did Saint Peter ask the old lady for? What was the lady’s reaction?
Answer
: Saint Peter asked the old lady for a cake because he was hungry. The lady, being greedy, made small cakes but thought they were too big to give away, so she didn’t give him any.

3. How did he punish her?
Answer
: Saint Peter punished the old lady by turning her into a woodpecker. He said she would now have to live like a bird, getting food by pecking at wood.

4. How does the woodpecker get her food?
Answer
: The woodpecker gets her food by boring (pecking) holes in trees.

5. Do you think that the old lady would have been so ungenerous if she had known who Saint Peter really was? What would she have done then?
Answer
: No, if the old lady knew that it was Saint Peter, she would have been more generous and given him the cake. She would not have been so selfish.

6. Is this a true story? Which part of this poem do you feel is the most important?
Answer
: No, this is not a true story. It is a legend. The most important part is when Saint Peter turns the greedy lady into a woodpecker, teaching a lesson about selfishness.

7. What is a legend? Why is this poem called a legend?
Answer
: A legend is an old story passed down from generation to generation, often with a moral lesson. This poem is called a legend because it tells a story that may not be true but teaches us to not be selfish.

8. Write the story of ‘A Legend of the Northland’ in about ten sentences.
Answer
: Once in the Northland, Saint Peter was preaching and became very hungry. He went to a woman’s house and asked for a cake. The woman made a very small cake but thought it was too big to give away. She made even smaller cakes, but each one seemed too large for her to give. She did not give Saint Peter any cake. Saint Peter became angry and turned the woman into a woodpecker. He told her she would now have to get her food by boring into wood. The woman flew up the chimney and became a woodpecker, with a red cap and black body. Now, she lives in the forest, pecking for food all day.

II. 1. Let’s look at the words at the end of the second and fourth lines, viz., ‘snows’ and ‘clothes’, ‘true’ and ‘you’, ‘below’ and ‘know.’ We find that ‘snows’ rhymes with ‘clothes’, ‘true’ rhymes with ‘you’ and ‘below’ rhymes with ‘know’.
Find more such rhyming words.
Answer
:
1. few and through (lines 2 and 4)
2. one and done (lines 18 and 20)
3. flat and that (lines 26 and 28)
4. form and warm (lines 36 and 38)
5. word and bird (lines 42 and 44)
6. same and flame (lines 46 and 48)
7. wood and food (lines 50 and 52)

2. Go to the local library or talk to older persons in your locality and find legends in your own language. Tell the class these legends.
Answer
:
1. Legend of Usha and Aniruddha: This is a romantic legend about Usha, the daughter of King Bana, and Aniruddha, the grandson of Lord Krishna. Usha dreams of Aniruddha, and with the help of her friend Chitralekha, she brings him to her palace. This story is a part of ancient Assamese folklore.

2. The Legend of Kamrup Kamakhya: This legend tells the story of the Kamakhya temple in Assam, dedicated to the goddess Kamakhya. It is linked with ancient beliefs about fertility and power, and the temple is considered one of the most important pilgrimage sites in India.

3. Legend of Lachit Borphukan: This is the story of the brave Assamese general Lachit Borphukan, who defended Assam from Mughal invasions. His leadership in the Battle of Saraighat is remembered as a heroic act of bravery and sacrifice.

ASSEB Class XI Economics Textbook অৰ্থনীতিৰ বাবে পৰিসংখ্যা Chapter 1 Textbook Questions and Answers

১. তলৰ বাক্যবোৰ শুদ্ধনে অশুদ্ধ বিচাৰ কৰা: (i) পৰিসংখ্যা বিজ্ঞানে কেৱল পৰিমাণবাচক তথ্যহে বিচাৰ ...