The Sermon at Benares Question Answers JKBOSE Class 10 English Tulip Book

 

 

Jammu and Kashmir Board Class 10 English Tulip Book Lesson 5 The Sermon at Benares Question Answers

 

The Sermon at Benares Question Answers: Looking for The Sermon at Benares important questions and answers for JKBOSE Class 10 English Tulip Book? Look no further! Our comprehensive compilation of important questions will help you brush up on your subject knowledge. Practicing JKBOSE Class 10 English question answers can significantly improve your performance in the board exam. Improve your chances of scoring high marks by exploring The Sermon at Benares Question answers now. The questions listed below are based on the latest JKBOSE exam pattern. All the exercises and Questions Answers given at the back of the lesson have also been covered.

 

• The Sermon at Benares Textbook Questions
• The Sermon at Benares Extract Based Question

 

Jammu and Kashmir Board Class 10 English Tulip Book Lesson The Sermon at Benares Textbook Questions

 
 

Exercise

Question Answers

 

Thinking about the Text

 

1. What is a sermon? How is it different from a lecture?

Ans. A sermon is a religious discourse delivered by a spiritual or religious leader, typically during a religious service, aimed at providing moral guidance or religious instruction. A lecture on the other hand, is a formal talk on a subject, typically given to an audience or a class for educational purposes. Lectures are generally more academic, focusing on the distribution of knowledge or information, and are often less concerned with moral or spiritual guidance.

 

2. When her son dies, Kisa Gotami goes from house to house. What does she ask for? Does she get it? Why not?

Ans. When Kisa Gotami’s son dies, she goes from house to house asking for a handful of mustard seeds to bring her dead son back to life. However, she does not get it because the Buddha instructs her to obtain mustard seeds from a household where no one has ever died. Kisa Gotami soon realizes that such a household does not exist, as death is a universal experience that affects every family.

 

3. Kisa Gotami again goes from house to house after she speaks with the Buddha. What does she ask for the second time around? Does she get it? Why not?

Ans. After speaking with the Buddha, Kisa Gotami goes from house to house asking for mustard seeds from a household where no one has ever died. She does not get it because every household she visits has experienced the death of a loved one. This realization helps her understand that death is a natural and inevitable part of life.

 

4. What does Kisa Gotami understand the second time that she failed to understand the first time? Was this what the Buddha wanted her to understand?

Ans. The second time, Kisa Gotami understands that death is a common and inevitable experience for all living beings, and that her grief over her son’s death is not unique. This understanding of the universality of death was precisely what the Buddha wanted her to comprehend. He wanted her to realize that life is impermanent, and that clinging to the idea of permanence causes suffering.

 

5. Why do you think Kisa Gotami understood this only the second time? In what way did the Buddha change her understanding?

Ans. Kisa Gotami understood this only the second time because her overwhelming grief had initially blinded her to the reality of life and death. The Buddha gently guided her to this understanding by setting her on a quest that led to her realization. By asking her to find mustard seeds from a household untouched by death, he helped her see for herself the inevitability of death and the futility of her attachment to her son’s life. This experiential realization had a profound impact on her, changing her perspective on life and death.

 

6. How do you usually understand the idea of ‘selfishness’? Do you agree with Kisa Gotami that she was being ‘selfish in her grief’?

Ans. Selfishness is usually understood as placing one’s own needs, desires, or interests above those of others, often at the expense of others’ well-being. In Kisa Gotami’s case, her grief was so intense that it led her to focus solely on her own loss and pain, to the exclusion of understanding the broader reality of life and death. In this sense, her grief could be seen as selfish because it prevented her from seeing beyond her personal sorrow to the universal truth of impermanence. She was not selfish in a malicious way, but rather in a way that is common to those who are deeply grieving. The Buddha’s teachings helped her move beyond this narrow focus to a broader understanding of life.

 

Language Work

 

1. Modal Auxiliaries

Modal auxiliaries are those helping verbs that express the mode of action denoted by the main verb. First form of the verb is used with modal auxiliary.

 

Following are the members of the family of modal auxiliaries:

Shall, will, should, would, can, could, may, might, must, ought to, used to, need and dare.

 

The modals express meanings such as futurity, promise, determination, ability, permission, possibility, necessity, habit, advice, obligation, suggestion, willingness etc.

 

Now use the appropriate modals in the following sentences:

1. Every day he ________ do jogging in the morning.
2. I ________ be glad to hear from you.
3. He __________ takes the car.
4. I __________ leave the office as soon as Ihave finished.
5. He said I _______ use his laptop.
6. He _______ be waiting at the airport when we arrived.
7. Measles ________ be quite dangerous.
8. The child __________ help weeping.
9. Parents _____ look after their children.
10. We _______ respect our parents.
11. We _______not worry.
12. He __________ not face his enemy.
13. I _______ prefer death to dishonor.
14. We ________ help the poor.
15. She ________ tells a lie at any time.
16. _______ that I was rich!
17. Take a light diet lest you _____ fall ill.
18. How ________it happen?
19. Gandhiji _______ spin every morning,
20. We eat so that we _________ live.

 

Ans.

1. Every day he would do jogging in the morning.
2. I would be glad to hear from you.
3. He may take the car.
4. I will leave the office as soon as I have finished.
5. He said I could use his laptop.
6. He will be waiting at the airport when we arrive.
7. Measles can be quite dangerous.
8. The child couldn’t help weeping.
9. Parents must look after their children.
10. We must respect our parents.
11. We should not worry.
12. He could not face his enemy.
13. I would prefer death to dishonor.
14. We should help the poor.
15. She wouldn’t tell a lie at any time.
16. Oh, that I was rich!
17. Take a light diet lest you should fall ill.
18. How could it happen?
19. Gandhiji would spin every morning.
20. We eat so that we may live.

2. Relative Clause

Look at the following sentence:

 

The girl who was sleeping was punished

                Relative clause

 

In the above sentence, the underlined part is a relative clause. As we know, a clause is a smaller sentence which forms part of a longer sentence and has a subject and predicate of its own. A relative clause is a part of a sentence which ‘tells’ us which person or thing (or what kind of person or thing) the speaker means. In other words, a relative clause gives us extra information about the subject or object.

Now study some more examples:

1. The article is about a boy who/ that runs away from home.
2. The bus which/ that goes to the airport runs every hour.
3. He is the person whom we met last Sunday.
4. I know the woman whose child died.
5. Let us again go to the place where we first met.
6. I’ll never forget the year when I was appointed as teacher.
7. What are those marks which are on your shirt?
8. They whom gods love die young.

 

Now join the given pairs of sentences by changing one of the pairs into a Relative Clause (one has been done as an example.)

1. My brother has made a mark in the field of art and literature. My brother is living in France these days.
2. A waitress served us. She was very polite and patient.
3. Government passed a law. The public didn’t accept it.
4. A girl was highly praised. She saved a baby from drowning.
5. Tom could not walk properly. Tom was lame.
6. I visited the school. Sir Mohammad Iqbal had studied in that school.
7. The fires caused widespread damage. They swept across much of Northern Kashmir.
8. A play was staged in the theater. It wasn’t a great success.
9. Javid is away from home a lot. His job involves a lot of traveling.
10. The manager spoke to the workers. Their work was below standard.

 

Ans.

1. My brother who is living in France these days has made a mark in the field of art and literature.
2. A waitress who was very polite and patient served us.
3. The government passed a law which/that the public didn’t accept.
4. A girl who saved a baby from drowning was highly praised.
5. Tom, who was lame, could not walk properly.
6. I visited the school where Sir Mohammad Iqbal had studied.
7. The fires which swept across much of Northern Kashmir caused widespread damage.
8. A play that was staged in the theater wasn’t a great success.
9. Javid, whose job involves a lot of traveling, is away from home a lot.
10. The manager spoke to the workers whose work was below standard.

 

Writing Work

1. The Buddha’s sermon is over 2500 years old. Given below are two recent texts on the topic of grief. Read the texts, comparing them with each other and with the Buddha’s sermon. Do you think the Buddha’s ideas and way of teaching continue to hold meaning for us? Or have we found better ways to deal with grief? Pen down your feelings in 150-250 words.

Ans. The Buddha’s sermon at Benares, delivered over 2,500 years ago, offers timeless wisdom on the inevitability of death and the nature of grief. In this sermon, the Buddha teaches Kisa Gotami that death is a part of life that no one can escape, and that clinging to the idea of permanence only leads to suffering. The emphasis is on acceptance and understanding the universal nature of loss, guiding individuals towards spiritual enlightenment and peace.

 

On the other hand, the modern texts provided—Martha’s grief experience and Amitai Etzioni’s “Good Grief”—present contemporary perspectives on dealing with loss. Martha’s experience reflects the common emotions associated with grief, such as sadness, anger, guilt, and loneliness. The focus here is on recognizing these feelings as natural responses to loss and offering practical advice on helping others through their grief. Amitai Etzioni’s account, on the other hand, challenges the conventional stages of grief, emphasizing that there is no “right” way to mourn. He advocates for finding solace in action, by supporting each other and focusing on what can be done in the present moment.

Comparing these texts with the Buddha’s sermon, it is evident that while the modes of expression and cultural contexts have evolved, the core message remains relevant. The Buddha’s teachings on the impermanence of life and the need for acceptance continue to resonate. However, modern approaches also highlight the importance of allowing individuals to grieve in their own way, without adhering to strict stages or expectations. Both perspectives—ancient and modern—offer valuable insights, and perhaps the best way to deal with grief today is by integrating the Buddha’s wisdom on acceptance with the modern emphasis on personal and communal support.

1. A Guide to Coping with the Death of a Loved One

Martha is having difficulty in sleeping lately and no longer enjoys doing things with her friends. Martha lost her husband of 26 years to cancer a month ago.

Anya, age 17, does not feel like eating and spends the days in her room crying. Her grandmother recently died.

Both of these individuals are experiencing grief. Grief is an emotion natural to all types of loss or significant change.

 

Feelings of Grief:

 

Although grief is unique and personal, a broad range of feelings and behaviors are commonly experienced after the death of a loved one. These are:

• Sadness. This is the most common and it is not necessarily manifested by crying.
• Anger. This is one of the most confusing feelings for a survivor. There may be frustration at not being able to prevent the death and a sense of not being able to exist without the loved one.
• Guilt and Self-reproach. People may believe that they were not kind enough or caring enough to the person who died, or that the person should have seen the doctor sooner.
• Anxiety. An individual may fear that s/he won’t be able to care for herself/himself.
• Loneliness. There are reminders throughout the day that a partner, family member or friend is gone. For example, meals are no longer prepared the same way, phone calls to share a special moment don’t happen.

• Fatigue. There is an overall sense of feeling tired.
• Disbelief. This occurs particularly if it was a sudden death.

 

Helping Others Who Are Experiencing Grief:

 

When a friend, loved one, or co-worker is experiencing grief – how can we help? It helps to understand that grief is expressed through a variety of behaviors.

Reach out to others in their grief, but understand that some may not want to accept help and will not share their grief. Others will want to talk about their thoughts and feelings or reminisce.

 

1. Good Grief

AMITAI ETZIONI

 

Sometime back my wife died as her car slid off an icy road in 1985. A school psychologist warned me that my children and I were not mourning in the right way. We felt angry; the proper first stage, he said, is denial.

In late August this year, my 38 year old son, Michael, died suddenly in his sleep, leaving behind a 2-year-old son and a wife expecting their next child.

There is no set form for grief, and no ‘right’ way to express it. There seems to be an expectation that, after a great loss, we will progress systematically through the well-known stages of grief. It is wrong, we are told, to jump to anger or to wallowa too long in this stage before moving towards acceptance.

But I was, and am, angry. To make parents bury their children is wrong; to have both my wife and son taken from me, for forever and a day, is cruel beyond words.

A relative from Jerusalem, who is a psychiatrist, brought some solace by citing the maxim; ‘We are not to ask why, but what.’ The ‘what’ is that which survivors in grief are bound to do for one another. Following that advice, my family, close friends and I keep busy, calling each other and giving long answers to simple questions like, “How did your day go today?” We try to avoid thinking about either the immediate past or the bereft future. We take turns playing with Max, Michael’s two-year-old son. Friends spend nights with the young widow, and will be among those holding her hand when the baby is born.

 

Focusing on what we do for one anothers the only consolation we can find.

 

2. Write a page (about three paragraphs) on one of the following topics. (You can think about the ideas in the text that are relevant to these topics and add your own ideas and experiences to them.)
3. a) Teaching someone to understand a new or difficult idea.
4. b) Helping each other to get over difficult times.
5. c) Thinking about oneself as unique, or as one among billions of others.

 

Ans. Helping each other during difficult times

Helping each other during difficult times is a fundamental aspect of human relationships. When life presents us with challenges—whether they are personal losses, health issues, or emotional struggles—our first instinct often is to seek comfort and support from those around us. This mutual support creates a sense of community and solidarity, making it easier to navigate through tough periods. Whether it’s through listening, offering advice, or simply being present, helping others in their time of need also helps us to feel connected and purposeful.

 

One of the most effective ways to help each other is by being empathetic. Understanding and sharing the feelings of another person can provide great comfort. For instance, when a friend is grieving, instead of trying to ‘fix’ their pain or offering clichéd solutions, simply acknowledging their pain and offering a shoulder to cry on can be more meaningful. It’s important to respect that each person copes in their own way and in their own time. As Amitai Etzioni suggests in “Good Grief,” focusing on what we can do for each other, no matter how small, can provide a sense of relief and contribute to healing.

 

Helping each other through difficult times is about creating a supportive environment where everyone feels heard, understood, and cared for. It’s about offering our strength when others are weak and accepting their support when we are struggling. This mutual aid not only helps individuals overcome their personal challenges but also strengthens the bonds within families and communities, making them more resilient in the face of adversity.

 

Jammu and Kashmir Board Class 10 English Tulip Book Lesson The Sermon at Benares Extra Questions  

Multiple Choice Questions 

1. What was Siddhartha Gautama’s title before becoming the Buddha?
   (A) King
   (B) Prince
   (C) Monk
   (D) Teacher

 

2. At what age did Siddhartha Gautama leave his royal life to seek enlightenment?
   (A) 20
   (B) 30
   (C) 25
   (D) 35

 

3. What tree did Siddhartha Gautama sit under to attain enlightenment?
   (A) Oak Tree
   (B) Bodhi Tree
   (C) Peepal Tree
   (D) Banyan Tree

 

4. What was the new name given to the tree under which Siddhartha attained enlightenment?
   (A) Wisdom Tree
   (B) Knowledge Tree
   (C) Enlightenment Tree
   (D) Bodhi Tree

 

5. Where did Buddha preach his first sermon?
   (A) Benares
   (B) Gaya
   (C) Lumbini
   (D) Sarnath

 

6. Who was Kisa Gotami’s only child?
   (A) A daughter
   (B) A son
   (C) A brother
   (D) A sister

 

7. What did Kisa Gotami seek after her son’s death?
   (A) Medicine
   (B) Food
   (C) Water
   (D) Shelter

 

8. What was the Buddha’s advice to Kisa Gotami?
   (A) To find a doctor
   (B) To seek peace by accepting death as inevitable
   (C) To continue searching for a cure
   (D) To forget about her son

 

9. What realization did Kisa Gotami come to after visiting many houses?
   (A) That she could bring her son back
   (B) That she was selfish in her grief
   (C) That no one else had experienced loss
   (D) That she needed more mustard seeds

 

10. What did the Buddha say about the nature of life and death?
    (A) Life is eternal and death is avoidable
    (B) Life is brief, and death is inevitable
    (C) Death is an illusion
    (D) Only the wise avoid death

 

Answers:

1. (B) Prince
2. (C) 25
3. (B) Bodhi Tree
4. (D) Bodhi Tree
5. (A) Benares
6. (B) A son
7. (A) Medicine
8. (B) To seek peace by accepting death as inevitable
9. (B) That she was selfish in her grief
10. (B) Life is brief, and death is inevitable

 
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Extract- Based Questions

A. “At about the age of twenty-five, the Prince, heretofore shielded from the sufferings of the world, while out hunting chanced upon a sick man, then an aged man, then a funeral procession, and finally a monk begging for alms. These sights so moved him that he at once went out into the world to seek enlightenment concerning the sorrows he had witnessed.”

 

1. At what age did Siddhartha Gautama encounter the four sights?

Ans. Siddhartha Gautama encountered the four sights at the age of twenty-five.

 

2. What were the four sights that Siddhartha Gautama witnessed?

Ans. The four sights were a sick man, an aged man, a funeral procession, and a monk begging for alms.

 

3. Why had Siddhartha Gautama been shielded from the sufferings of the world?

Ans. Siddhartha Gautama had been shielded from the sufferings of the world because he was a prince, and his royal family kept him away from such realities.

 

4. What impact did the four sights have on Siddhartha Gautama?

Ans. The four sights deeply moved Siddhartha Gautama and led him to seek enlightenment concerning the sorrows of the world.

 

5. What decision did Siddhartha Gautama make after witnessing the four sights?

Ans. After witnessing the four sights, Siddhartha Gautama decided to leave his royal life and go out into the world to seek enlightenment.

 

B. “After seven days of meditating under the peepal tree, Siddhartha Gautama achieved enlightenment. Recognizing the significance of the tree where he attained this profound realization, he renamed it the Bodhi Tree, which translates to “Tree of Wisdom.” With his newfound understanding of the nature of suffering and the path to liberation, Siddhartha began sharing his insights with others. This marked the beginning of his role as the Buddha, the Enlightened One, who would teach the principles of his enlightenment to the world.”

 

1. How long did Siddhartha Gautama meditate under the tree before attaining enlightenment?

Ans. Siddhartha Gautama meditated for seven days.

 

2. What did Siddhartha Gautama rename the tree under which he achieved enlightenment?

Ans.He renamed it the Bodhi Tree.

 

3. What does the term ‘Bodhi’ signify in this context?

Ans. ‘Bodhi’ signifies wisdom.

 

4. What actions did Siddhartha Gautama take after achieving enlightenment?

Ans. He began teaching others about his newfound understanding and insights.

 

5. What role did the Bodhi Tree play in Siddhartha Gautama’s life?

Ans. The Bodhi Tree was significant as the place where Siddhartha Gautama attained enlightenment and began his role as the Buddha.

 

C. “Kisa Gotami, devastated by the death of her only son, roamed from house to house carrying his lifeless body, pleading for medicine that could revive him. The townspeople, though sympathetic, could only offer her mustard seeds, as they knew no remedy could bring the child back to life. As Kisa Gotami continued her search, the reality of her situation became clearer. The grief she felt was shared by everyone, for each household had experienced the pain of loss. Through this realization, she came to understand that death is a universal experience, and that accepting this truth was essential for finding peace.”

 

1. What did Kisa Gotami do after her son’s death?

Ans. She carried his body from house to house seeking medicine to revive him.

 

2. What did the townspeople offer Kisa Gotami in her search for a remedy?

Ans. They offered her mustard seeds, but no medicine to bring her son back to life.

 

3. What realization did Kisa Gotami come to during her search?

Ans. Kisa Gotami realized that death is a universal experience shared by everyone.

 

4. How did the townspeople’s response impact Kisa Gotami’s understanding of grief?

Ans. The response made her understand that everyone experiences loss and that her grief was not unique.

 

5. What lesson did Kisa Gotami learn about death and grief?

Ans. She learned that death is inevitable for all and that acceptance of this reality is key to finding peace.

 

D. “The Buddha taught that human life is inherently troubled and brief, filled with pain and the inevitable approach of death. He compared life to a fruit that ripens and falls early or a vessel made by a potter that is easily broken. Both young and old, wise and foolish, everyone is subject to death. The Buddha emphasized that no one can escape this fate, not even close relatives who are left lamenting. The wise understand that grief and lamentation cannot change the inevitable nature of death and thus choose to accept it rather than suffer.”

 

1. How does the Buddha describe the nature of human life?

Ans. The Buddha describes human life as troubled, brief, and filled with pain.

 

2.What analogies does the Buddha use to describe the inevitability of death?

Ans. He uses the analogies of a ripening fruit that falls early and an earthen vessel that is easily broken.

 

3. According to the Buddha, who is subject to death?

Ans. According to the Buddha, everyone regardless of age or wisdom, is subject to death.

 

4. What is the Buddha’s perspective on grieving and lamentation?

Ans. The Buddha believes that grieving and lamentation cannot change the inevitable nature of death and thus do not lead to peace.

 

5. What do the wise understand about death and suffering?

Ans. The wise understand that accepting the inevitability of death and the nature of suffering is key to finding peace.

 

E. “The Buddha advised that to seek peace, one must remove the “arrow” of lamentation, complaint, and grief. He explained that crying and lamenting over the dead only increases one’s suffering and causes physical and emotional distress. Instead, by overcoming these feelings of grief and accepting the nature of mortality, one can achieve peace of mind. The Buddha taught that true peace comes from letting go of sorrow and embracing the reality of life’s impermanence, thus becoming free from suffering and blessed with tranquility.”

 

1. What should one do to seek peace, according to the Buddha?

Ans. One should remove the arrow of lamentation, complaint, and grief.

 

2. What are the effects of crying and lamenting over the dead, as described by the Buddha?

Ans. Crying and lamenting increase one’s suffering and cause physical and emotional distress.

 

3. How can one achieve peace of mind, according to the Buddha?

Ans. One achieves peace of mind by overcoming feelings of grief and accepting the nature of mortality.

 

4. What does the Buddha say about the nature of life’s impermanence?

Ans. Buddha says that accepting life’s impermanence is key to finding peace and freedom from suffering.

 

5. What is the ultimate benefit of letting go of sorrow, according to the Buddha?

Ans. The ultimate benefit is achieving peace of mind and being blessed with tranquility.

 
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