C S J fIa f e l

DETACHABLE

0000005

SANSKRIT (COMPULSORY)

Time Allowed : Three Hours

Maximum Marks : 300

QUESTION PAPER SPECIFIC INSTRUCTIONS Please read each of the following instructions carefully before attempting questions. All questions are to be attempted. The number o f marks carried by a question/part is indicated against it. Answer must be written in Sanskrit (Devanagari script) unless otherwise directed in the question. Word limit in questions, wherever specified, should be adhered to and if answered in much longer or shorter than the prescribed length, marks may be deducted. Any page or portion o f the page left blank in the Question-cum-Answer Booklet must be clearly struck off. 1. 3m W ^ ^

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Language and communication are something that children learn by talking to one another. B ut schools consider this an act o f indiscipline. Instead, we have a special gram m ar class to learn language ! One educationist rem arked, ‘It is nice that children spend ju st a few hours at school. If they spend all 24 hours in schools, they will turn out to be dum b ! ’ In m ost schools, teachers talk, children listen. The same is true for other skills also. Children learn a great deal w ithout being taught, by tinkering and pottering on their own.

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C hanges in the school system , if they are to be o f lasting significance, m ust spring from the actions o f teachers in their classroom s, teachers w ho are able to help children collectively. N ew program m es, new m aterials and even basic changes in o rg anisational structure w ill not n ecessarily bring about healthy grow th. A dynam ic and vital atm osphere can develop w hen teachers are given the freedom and support to innovate. O ne m ust depend ultim ately upon the initiative and respectfulness o f such teachers and this cannot be prom oted by p rescribing continuously and in detail w hat is to be done. In education w e can cry too m uch ab o u t m oney. Sure, w e could use m ore, b u t som e o f the b est classroom s and schools I have seen or heard of, spend far less p e r pupil than the average in our schools today. We o ften d o n ’t spend w ell w hat m o n ey w e have. We w aste large sum s on fan cy buildings, unpro d u ctiv e adm inistrative staff, on d iag n o stic and rem edial specialists, on expensive eq u ip m en t that is either n o t needed, o r u n d eru sed or badly m isused, on tons o f identical and dull textbooks, readers and w o rk b o o k s, and n o w on latest devices like com puters. F or m u ch less than w h at w e do spend, w e could m ake our classroom s into far b etter learning environm ents than m o st o f them are today.

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