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Only by a bookish knowledge we can never get our goal presence of mind is the key which enable us to reach our Target . Explain this saying in context in story the hack driver?
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Only by a bookish knowledge we can never get our goal presence of mind...
Education is far more than bookish knowledge, as it is mainly meant for our basic development. It teaches us the moral values of life and enables us to differentiate between good and bad. As per my point of view I would say both theoretical and practical knowledge is must to excel in a particular field. We can’t simply say that theory is not essential, even if you have good practical exposure the theory aspect further enhances the quality of work. So it’s better to have both theory and practical knowledge to derive the utmost benefit.
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Only by a bookish knowledge we can never get our goal presence of mind...
Introduction:
The saying "Only by bookish knowledge we can never get our goal, presence of mind is the key which enables us to reach our target" emphasizes the importance of practical intelligence and quick thinking in achieving success. This saying holds true in the story "The Hack Driver" by Sinclair Lewis, where the protagonist's presence of mind plays a pivotal role in attaining his goal.

Story Summary:
In the story, a young man who is searching for an elusive hack driver in the bustling city of New York faces numerous challenges. He has a bookish knowledge of the city's streets and landmarks, but he quickly realizes that this knowledge alone is insufficient to find the hack driver. He needs to rely on his presence of mind to navigate through the complexities of the city and accomplish his objective.

The Limitations of Bookish Knowledge:
The protagonist initially believes that his extensive bookish knowledge of the city will enable him to locate the hack driver easily. However, he soon realizes that the city is vast and constantly changing, making it difficult to rely solely on theoretical knowledge. The streets are crowded, and the traffic is chaotic, which further complicates the situation.

The Importance of Presence of Mind:
As the protagonist encounters various obstacles in his search, he quickly understands that presence of mind is crucial for success. He learns to adapt to the ever-changing circumstances and thinks on his feet to overcome challenges. For instance, when he is misled by a policeman, he doesn't give up but instead uses his presence of mind to approach a local newspaper office for assistance.

Quick Thinking as a Tool:
Throughout the story, the protagonist's presence of mind proves to be his most valuable asset. He successfully navigates through busy streets, interacts with different people, and uses his intuition to make quick decisions. His ability to think critically and react promptly allows him to uncover the hack driver's true identity.

Conclusion:
In "The Hack Driver," the saying "Only by bookish knowledge we can never get our goal, presence of mind is the key which enables us to reach our target" is exemplified. The protagonist's reliance on his presence of mind, rather than just bookish knowledge, helps him overcome challenges and ultimately achieve his goal. This story serves as a reminder that practical intelligence and quick thinking are essential for success in real-life situations, where theoretical knowledge alone may fall short.
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Directions: Read the following passage and answer the questions based on it. Choose the most appropriate answer.It is taken for granted by the advocates of oriental learning that no native of this country can possibly, attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Indian and Arabic literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are, in this very town, natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed, it is unusual to find, even in the literary circles of the Continent, any foreigner who can express herself/himself in English with so much facility and correctness as we find in many Indians. Nobody, I suppose, will contend that English is so difficult to an Indian as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanskrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable an Indian to read Hume and Milton.Q. Which of the following ideas does the writer have a problem with?

Directions: Read the following passage and answer the questions based on it. Choose the most appropriate answer.It is taken for granted by the advocates of oriental learning that no native of this country can possibly, attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Indian and Arabic literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are, in this very town, natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed, it is unusual to find, even in the literary circles of the Continent, any foreigner who can express herself/himself in English with so much facility and correctness as we find in many Indians. Nobody, I suppose, will contend that English is so difficult to an Indian as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanskrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable an Indian to read Hume and Milton.Q. According to the author, it is easier for

Directions: Read the following passage and answer the questions based on it. Choose the most appropriate answer.It is taken for granted by the advocates of oriental learning that no native of this country can possibly, attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Indian and Arabic literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are, in this very town, natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed, it is unusual to find, even in the literary circles of the Continent, any foreigner who can express herself/himself in English with so much facility and correctness as we find in many Indians. Nobody, I suppose, will contend that English is so difficult to an Indian as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanskrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable an Indian to read Hume and Milton.Q. The foreigner discussed in the passage is

Directions: Read the following passage and answer the questions based on it. Choose the most appropriate answer.It is taken for granted by the advocates of oriental learning that no native of this country can possibly, attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Indian and Arabic literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are, in this very town, natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed, it is unusual to find, even in the literary circles of the Continent, any foreigner who can express herself/himself in English with so much facility and correctness as we find in many Indians. Nobody, I suppose, will contend that English is so difficult to an Indian as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanskrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable an Indian to read Hume and Milton.Q. The writer feels that the advocates of oriental learning are

Directions: Read the following passage and answer the questions based on it. Choose the most appropriate answer.It is taken for granted by the advocates of oriental learning that no native of this country can possibly, attain more than a mere smattering of English. They do not attempt to prove this. But they perpetually insinuate it. They designate the education which their opponents recommend as a mere spelling-book education. They assume it as undeniable that the question is between a profound knowledge of Indian and Arabic literature and science on the one side, and superficial knowledge of the rudiments of English on the other. This is not merely an assumption, but an assumption contrary to all reason and experience. We know that foreigners of all nations do learn our language sufficiently to have access to all the most abstruse knowledge which it contains sufficiently to relish even the more delicate graces of our most idiomatic writers. There are, in this very town, natives who are quite competent to discuss political or scientific questions with fluency and precision in the English language. I have heard the very question on which I am now writing discussed by native gentlemen with a liberality and an intelligence which would do credit to any member of the Committee of Public Instruction. Indeed, it is unusual to find, even in the literary circles of the Continent, any foreigner who can express herself/himself in English with so much facility and correctness as we find in many Indians. Nobody, I suppose, will contend that English is so difficult to an Indian as Greek to an Englishman. Yet an intelligent English youth, in a much smaller number of years than our unfortunate pupils pass at the Sanskrit College, becomes able to read, to enjoy, and even to imitate not unhappily the compositions of the best Greek authors. Less than half the time which enables an English youth to read Herodotus and Sophocles ought to enable an Indian to read Hume and Milton.Q. Which of the following sentences best captures the main argument of the writer?

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Only by a bookish knowledge we can never get our goal presence of mind is the key which enable us to reach our Target . Explain this saying in context in story the hack driver?
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