NABARD Manager English Mock Test 5 - Bank Exams MCQ

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₄ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₅ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₆ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₇ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₈ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₉ is

Fill in the blanks with appropriate word. 

Nature ___B₁___ taken a particular care ___B₂___ disseminate her blessings among the different regions of the world. ___B₃___ an eye to this ___B₄___ intercourse and traffic ___B₅___ mankind, that the natives of the several parts of the globe ___B₆___ a kind of dependence upon one another, and ___B₇___ united together by their common interest. Almost ___B₈___ degree produces something peculiar ___B₉___ it. The food often ___B₁₀___ in one country, and the sauce in another. The fruits of portugal are corrected by the products of Barbadoes, and the ___B₁₁___ of a China plant is sweetened by the pith of an Indian cane. The Philippine islands give a flavour to our European bowls. The single dress of a woman ___B₁₂___ is often the product of an hundred climates. The muff and the fan come together from the different ends of the earth. The scarf ___B₁₃___ from the torrid zone and the tippet from beneath the pole. The brocade petticoat ___B₁₄___ of the mines of Peru, and the diamond necklace out of the bowels of Hindostan.

Q. Appropriate word at B₁₀ is

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which of the following is true in the context of the passage?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. What should be the ultimate objective of political education?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. What was the policy of the ruling party regarding political education immediately after independence?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. How has politics been related to educational institutions after independence?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which is the most opposite in meaning to the word “hamper” as used in the passage?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which is the major pitfall of the present education system?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which word is nearly same in meaning as ‘defile’ as used in the passage?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. According to the passage, what is the main contribution of Mahatma Gandhi to the field of political education?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. Which of the following statements is not true?

Political education may be defined as the preparation of a citizen to take well informed, responsible and sustained action for participation in the national struggle for the realization of the socio-economic objectives' of the country. The overriding socio-economic objectives in India are the abolition of poverty and the creation of a modern democratic, secular and socialist society in 'place of the present traditional, feudal, hierarchical and in egalitarian one.
Under the British rule, the Congress leaders argued that political education was an important part of education and 'refused to accept the official view that education and politics should not be mixed with one another. But when they came to power -in 1947 they almost adopted the British policy and began to talk of education being defiled by politics. ‘Hands off education’ was the call to political parties. But inspite of it,' political infiltration into the educational system has greatly increased in the sense that different political parties vie with each other to capture the minds of teachers and students. The wise academicians wanted political support, without political interference. What we have actually received is infinite 'political interference with little genuine political support. This interference with the educational system by political parties for their own ulterior motives is no political education at all; and with the all round growth of elitism, it is hardly a matter for surprise that real political education within the school system (which really means the creation of a commitment to social transformation) has been even weaker than in the pre-independence period. 
At the same time, the freedom struggle came to an end' and the major non-formal agency of political education disappeared. The press could and did provide some political education. But it did not utilize the opportunity to the full and the strangle hold of vested interests continued to dominate it. The same can be said of political parties as well as of other institutions and agencies outside the school system which can be expected to provide political education. All things considered, it appears that we have made no progress in genuine political education in the post-independence period and have even sided back in some respects. For instance, the education system has become even more elite-oriented. Patriotism has become the first casualty. Gandhiji gave us the courage to oppose government when it was wrong, in a disciplined fashion and on basic principles. (he believed the means to be as important as the ends) and taught us to work among the poor people for mobilizing and organizing them. Today, we have even lost the courage to fight on basic issues in a disciplined manner because agitation and anarchic politics for individual, group or party aggrandizement has become common. The education system of today continues to support domination of the privileged groups and domestication of the under-privileged ones. The situation will not change unless we take vigorous
steps to provide genuine political education on an adequate scale. This is one of the major educational reforms we need; and if l it is not carried out, mere linear expansion of the existing system of formal education will only support the status quo and hamper radical social transformation.

Q. According to the passage, political education in the real sense should

Fill in the blank with appropriate word. 
Since one cannot read every book, one should be content with making a .....selection.

Fill in the blank with appropriate word. 
I suggest that the meeting ........ postponed.

Fill in the blank with appropriate word. 
There was nobody to attend.......... the complaints of the customers.

Fill in the blank with appropriate word. 
There are many.........to Greek mythology in English poetry.

Fill in the blank with appropriate word.
The joint entrace examination is an ______ system of selecting the highly motivated students for specialising in science and technology.

Arrange the sentences in their proper order so that they make a logically meaningful paragraph.

P. Goa is no exception.
Q.Nevertheless, what has just transpired in the state, leading to the dissolution of the assembly when its term was less than halfway done, borders on the bizarre.
R.The country is used to receiving unusual political reports from states with small legislatures, mainly concerning defections that make it easy to change the colour of governments.
S.Sensing that his game might be up, the chief minister hurried to the governor and recommended the dissolution of the House.

Arrange the sentences in their proper order so that they make a logically meaningful paragraph.

P.It has intensified patrolling in key areas and is keeping a close watch on rowdy elements.
Q.The communally sensitive city has been largely peaceful, barring stray incidents.
R.Amid the frenzy that has gripped Gujarat, Surat is an island of sanity.
S.However, the police does not want to take any chances.

Arrange the sentences in their proper order so that they make a logically meaningful paragraph.

P.Those who conduct the poll surveys defend their predictions saying there is a 'slight permissible' error up to 2 per cent.
Q.They only mislead the already confused voters.
R.But in the present era of close results, this is a big deviation which can tilt the whole predictions for some party.
S.The results of the recent assembly elections have once again proved that poll surveys and exit polls are highly unreliable.

Arrange the sentences in their proper order so that they make a logically meaningful paragraph.

P.There is a need for reformation in Muslim education and in the thought process of the community.
Q.Prophet Mohammed said that if in acquiring knowledge one had to travel to the distant land of 'Chin' one should do so.
R.The basic teachings of Islam, as emphasised in the Quran, state the knowledge wherever found should be acquired by the Muslims.
S.What he intended was that Muslims should acquire modern knowledge.

Arrange the sentences in their proper order so that they make a logically meaningful paragraph.

P.They epitomise a people's civilisation that goes bank to the dawn of history.
Q.The Himalayas have nurtured this land with life-sustaining water and enabled a civilisation to blossom.
R.If these majestic mountains were not there, the rain clouds sweeping up from the Indian Ocean would have passed over our sub-contient into Central Asia,leaving it a burning desert.
S.The Himalayas are not merely a geographical feature, a mere chain of mountain ranges.