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Class 10 NCERT Solutions English Chapter 2(A) - My Struggle for an Education

My Struggle for an Education Exercise 45

Solution 2(1)

The boy was inspired to go to Hampton because of its reputation being more pretentious than the school of his town. The school provided opportunities for poor but worthy students who could work out all or a part of the cost of board. At the same time, they could also be taught some trade or industry.

Solution 2(2)

After working at the coal mine, the boy found employment at the household of General Lewis Ruffner, the owner of the salt-furnace and coal-mine. He was hired at a salary of $5 per month. There, he learned values of honesty and frankness, to do things promptly, systematically and to keep the house clean and well maintained.

Solution 2(3)

The small amount of money that he had earned at Mrs. Ruffner's house had been consumed by his stepfather and the remaining family members, with the exception of a very few dollars. So he had very little money with which he could buy clothes and pay his traveling expenses.

Solution 2(4)

The distance from Malden to Hampton was about five hundred miles. He did not have enough money to pay the fare to hire a coach to Hampton. After a number of days, he reached the city of Richmond, Virginia, about eighty-two miles from Hampton by walking, begging rides both in wagons and in cars.

Solution 2(5)

He had completely run out of money in Richmond. He slept under the sidewalk at night and during daytime he found work unloading the vessel of a large ship. This way he earned his breakfast. Later on, the captain of the ship paid him a small amount of money for his work. This way he reached Hampton with a surplus of exactly fifty cents with which he could begin his education.

Solution 2(6)

The writer presented himself before the head teacher for assignment to a class. Having been without proper food, bath and change of clothing for long, he did not make a favorable impression upon her. For sometime, she neither refused to admit him, nor did she decide in his favour. So he continued to linger about her.

Solution 2(7)

The head teacher asked him to clean the recitation-room. He thoroughly cleaned the room and the furniture in it several times, to make sure that the room was clean. He had the feeling that in a large measure his future depended upon the impression he made upon the teacher in the cleaning of that room. When the head teacher was unable to find one bit of dirt on the floor or a particle of dust on any of the furniture, she allowed him to get admission to the Hampton Institute.

Solution 2(8)

(a) Hampton: The boy got admission in the Hampton Institute after thoroughly cleaning its recitation-room.

(b) General Lewis Ruffner's house: He learned the values of honesty and frankness and became prompt and systematic in his work.

(c) Coal mine: He overheard two miners talking about a great school for coloured people somewhere in Virginia.

(d) City of Richmond in Virginia: He slept under the sidewalk at night and during the daytime, he found work unloading the vessel of a large ship. This way he could earn his breakfast and a small amount of money in order to reach Hampton.

Solution 3


Evidence from the story

Honest and frank

At the bottom of everything she (Mrs. Ruffner) wanted absolute honesty and frankness.


I swept the recitation room three times, then I got a dusting cloth, and I dusted it four times. All the woodwork around the walls, every bench, table, and desk, I want over four times with my dusting cloth.


I thanked the captain of the vessel for his kindness, and started again.

Eager to learn

The lessons that I learned in the home of Mrs. Ruffner were as valuable to me as any education I have ever gotten anywhere since.

My Struggle for an Education Exercise 46

Solution 4



At work

To be working

Work out

Pay off the cost by doing some work in lieu

To be on fire


The great day

A day one has been waiting for

To be out of money

Not having any money

Not one bit of

Not at all

My Struggle for an Education Exercise 48

Solution 6(a)

Rahul is a victim of circumstances

· Rahul's misery and unavoidable circumstances;

· Mental pressure and Humiliation.

Solution 6(b)

His classmates' reaction is normal

· Embarrassment in the eyes of classmates;

· Peer pressure.

Solution 6(c)

Rahul should take admission in another school

· Everyday humiliation might lead to suicides;

· Loneliness might lead to depression.

Solution 6(d)

Rahul's teacher is at fault

· Proper guidance and advice helps children;

· Support and mentoring in the right direction helps children overcome peer pressure.

Solution 6(e)

Children require individual attention

· Children like to be in individual focus and to be taken care of;

· Personal mentoring helps children stay in the right path.

Solution 6(f)

We need more people like Mrs. Mini

· Every person needs a person in his/her life with whom one can share his/her problems like a friend and get advice and guidance like a philosopher and a guide.

Solution 7

Mrs Mini: So Rahul, how does it feel to become an engineer?

Rahul: It feels wonderful. I never thought that I would be able to make it.

Rahul's mother: If it wasn't for your help Mrs.Mini then Rahul wouldn't have become an engineer today.

Rahul: Yes Madam. That is true. I am very grateful for the day that I met you. It changed my life immensely.

Mrs. Mini: Thanks. Hard-working students like you deserve good advice, help and guidance. Now look how proud you have made me and your mother by becoming an engineer!

Rahul: Yes, it is because of your help and my mother's support that I completed my studies.

I think every child deserves such motivation in order to pursue his/her education.

My Struggle for an Education Exercise 49

Solution 9(1)

The Right of children to Free and Compulsory Education Act became a reality on 1st April 2010. It is the first fundamental right that has been added to the constitution since India attained independence. The Act makes it obligatory on the State to guarantee right to education and ensure compulsory admission, attendance, and completion of elementary education by every child of 6 to 14 years.

Solution 9(2)

A few of the challenges of RTE are as follows:

(i) Financial constraints should not prevent a child from completing elementary education.

(ii) Providing for schoolteachers at 1:30 teacher - pupil ratio at the primary school and 1:35 ratio at the upper primary level.

(iii) The norms for the schools in the Act include one room for every teacher, subject wise teachers, toilets and drinking water, a library and a playground within three years.

(iv) The Right to Education (RTE) Act has three basic goals:

(a) bringing children of marginalised sections into the ambit of school education;

(b) ensuring that all schools and their teachers meet some specified norms; and

(c) ensuring that all children receive quality schooling free from any kind of discrimination.

Solution 9(3)

Free education refers to right to compulsory education on an elementary level. The act entitles free transportation and other means by which financial constraints doesn't hinder the progress of children's growth. A fourth of seats are reserved at private schools for poor and other categories of children.

Solution 9(4)

While it is incumbent upon the parents to send their children to schools, no punishment has been prescribed for parents that do not send their children to schools. Thus, it would require persuasion on behalf of government and civil society to get them to send their children to school.

Solution 9(5)

The Act is not targeted only at the weaker sections. Even though it seeks to uplift the weaker sections and prevent them from being discriminated against, the Right to Education is provided universally to all children.

Solution 9(6)

The disabled children have been addressed in the Act. A child having disability shall have equal opportunity and have the right to pursue free and compulsory education in accordance with the provisions of the Act.

Solution 9(7)

Section 4 of the Act prescribes that all children who are not in schools would have to be admitted in schools and classes that are appropriate for their age. Such children would have the right to complete elementary education even after crossing the age of 14.

Solution 9(8)

Children admitted after age 6 attaining the age of 14 before completing class 8 would have the right to get free education till they complete class 8, even if they exceed the age 14.

Solution 9(9)

The availability of funds is dependent upon the priority attached by government to education. For example, the defence sector receives priority in terms of government expenditure and thus, funds are made available for it. Thus, the allocation of resources for this purpose is debatable as the implementation of the Act may cost upwards of Rs 2,00,000 crore in the next five years. The central government is already providing 65% of the funds to state governments for this purpose. The budgetary allocation for education needs to be increased in order to meet this objective completely. The government can also encourage the private sector by making exemptions on tax on donations for this purpose. This would help in mobilizing funds for setting up schools.

Solution 9(10)

In the absence of resources, the government has to involve the private and corporate sector in education to ensure adequate number of schools and educational institutions that can impart quality education to students. It can be done by providing incentives in the form of tax rebates to private sector to invest in educational projects. Revenue from these projects can be reinvested to build up infrastructure. The human resource created by education would enable the growth of the economy and the private sector as well. The government has strived for equity by providing reservation for economically weaker sections of society. Concentrating on primary education would also enable the creation of knowledge base among students and help them to cope with the challenges of higher education in a better way without outside support. The quality of education can also be improved by focusing upon the quality of teaching and training teachers to achieve this purpose.

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