Bholi Solution, Summary & Word Meaning

Think about it

Q1: Bholi had many apprehensions about going to school. What made her feel that she was going to a better place than her home?

A1: Bholi began to feel that school might be a better place than her home because:
– She was given a clean dress to wear, even if it was a hand-me-down from her sister.
– She was bathed and had oil rubbed into her hair, which was unusual attention for her.
– These preparations made her believe she was being taken to a place better than her home, where she was often neglected.

Q2: How did Bholi’s teacher play an important role in changing the course of her life?

A2: Bholi’s teacher played a crucial role in changing her life by:
– Speaking to her softly and soothingly, unlike others in Bholi’s life.
– Encouraging her efforts to speak, praising her for small achievements.
– Promising to help her learn to read and speak without stammering.
– Giving her hope that she could become more learned than anyone else in the village.
– Building her confidence and self-esteem over the years.

Q3: Why did Bholi at first agree to an unequal match? Why did she later reject the marriage? What does this tell us about her?

A3: Bholi initially agreed to the unequal match out of concern for her family’s honor (“izzat”). She later rejected the marriage when Bishamber demanded money after seeing her face. This shows:
– Her initial selflessness and desire to please her family.
– Her growing self-respect and courage to stand up against injustice.
– The transformative effect of education on her character and confidence.
– Her ability to make independent decisions and assert her rights.

Q4: Bholi’s real name is Sulekha. We are told this right at the beginning. But only in the last but one paragraph of the story is Bholi called Sulekha again. Why do you think she is called Sulekha at that point in the story?

A4: Bholi is called Sulekha again at the end of the story because:
– It signifies her transformation from the neglected, stammering “simpleton” to a confident, articulate woman.
– It represents her reclaiming her true identity and shedding the label of “Bholi” (simpleton).
– It marks the moment when she fully realizes her potential and asserts her independence.
– It symbolizes the success of her education in helping her overcome her challenges.

Q5: Bholi’s story must have moved you. Do you think girl children are not treated at par with boys? You are aware that the government has introduced a scheme to save the girl child as the sex ratio is declining. The scheme is called Beti Bachao Beti Padhao, Save the Girl Child. Read about the scheme and design a poster in groups of four and display on the school notice board.

A5: This question requires students to reflect on gender inequality and create a poster. A model answer could discuss:
– The continued unequal treatment of girls in many parts of society.
– The importance of the Beti Bachao Beti Padhao scheme in addressing these issues.
– Key points about the scheme, such as its goals to save and educate the girl child.
– Ideas for a poster that could include slogans, statistics, and images promoting gender equality and girls’ education.

Talk about it

Q1: Bholi’s teacher helped her overcome social barriers by encouraging and motivating her. How do you think you can contribute towards changing the social attitudes illustrated in this story?

A1: Students could contribute to changing social attitudes by:
– Advocating for equal education opportunities for all genders
– Challenging stereotypes and discriminatory practices in their communities
– Supporting and encouraging peers who face similar challenges to Bholi
– Raising awareness about the importance of education and self-respect
– Participating in or organizing campaigns promoting gender equality and inclusivity

Q2: Should girls be aware of their rights, and assert them? Should girls and boys have the same rights, duties and privileges? What are some of the ways in which society treats them differently? When we speak of ‘human rights’, do we differentiate between girls’ rights and boys’ rights?

A2:
– Yes, girls should be aware of their rights and assert them.
– Girls and boys should have the same rights, duties, and privileges.
– Society often treats girls and boys differently through:
– Educational opportunities
– Career expectations
– Freedom of movement and choices
– Household responsibilities
– Marriage and family expectations
– Human rights should not differentiate between girls and boys. They are universal and should apply equally to all genders.

Q3: Do you think the characters in the story were speaking to each other in English? If not, in which language were they speaking? (You can get clues from the names of the persons and the non-English words used in the story.)

A3: The characters in the story were likely not speaking English to each other. Based on the clues in the story:
– They were probably speaking Hindi or a regional dialect of Hindi.
– Evidence for this includes:
– The use of Hindi words like “Pitaji” (father) and “izzat” (honor)
– The names of the characters (e.g., Ramlal, Bholi, Bishamber) which are typical Indian names
– The rural Indian setting of the story
– The fact that English education was not common in rural India during the time the story is set