Textbook Solutions: The Village School | Buzzword Class 7: Book Solutions, Summaries & Worksheets PDF Download

(A) Answer these questions.

1.
Ans: The three girls, Tabassum, Tarranum, and Rubina, started a school for the children in their village of Sajoi, near Varanasi, who had either never stepped out of their homes or had dropped out of school.

2. 
Ans: The biggest challenge the three girls faced was convincing the families to let their daughters, who had left school altogether, come to their school. Many parents in the village did not want their girls to leave home for school as they believed that schooling was a waste of time for them, and the girls could instead help with household work.

3.
Ans: To educate the girls of the village, Tabassum, Tarranum, and Rubina started a small tailoring training center at the school. This strategy was used to persuade the families to allow their daughters to come to the school. Once the girls came to learn tailoring, the three girls also started teaching them. They explained that tailoring required measurements and calculations, which necessitated a basic education.

4.
Ans: The women of the village learned to sign their own names instead of using thumb impressions as signatures. This transformation was a significant achievement, indicating that they had gained basic literacy and the ability to sign their names.

5.
Ans: Instead of giving the students degrees, the school provides them with a good education and helps them connect to good schools. It focuses on educating the children and enabling them to access further education opportunities.

(B) Read these lines from the text and answer the questions.

1.
(a)
Ans: The "we three" refers to Tabassum, Tarranum, and Rubina, the three girls who started the school in the village.

(b)
Ans: The speaker is talking about their village, Sajoi, near Varanasi.

(c)
Ans: The others from that place did not go to school because at that time, the children in the village did not take education seriously. Many girls dropped out of school to assist their mothers with household work, and the villagers did not see the importance of a good education.

2.
(a)
Ans: In the beginning, it was difficult to persuade students to attend the school. Many students did not show up, and there was a lack of enthusiasm for education in the village.

(b)
Ans: To tackle this difficulty, the girls went to the students' houses every day and asked them to come to their school. They persisted even when students did not initially show up. After about six months of such efforts, students started coming to school without needing to be dragged from their homes.

(c)
Ans: Yes, their efforts eventually got them positive results. After their persistent efforts and dedication, more and more students began attending the school, and their enrollment increased significantly over time.

(C) Answer in detail.

1.
Ans: Initially, the people of the village had a negative and skeptical reaction to the school started by Tabassum, Tarranum, and Rubina. They believed that sending girls to school was a waste of time, and the prevailing attitude was that girls should focus on household work. Some even considered the girls to be a bad influence on the village's girls. As a result, the girls faced resistance, and it was humiliating for them.
However, as the girls persisted in their efforts and achieved positive results, the perception of the villagers began to change. Over time, the people of the village came to recognize the positive impact the school was having on the children and the mothers of the village. The community started supporting the girls, arranged for electricity for the school, and began to appreciate the transformation taking place. So, yes, the villagers' reaction to the school changed from initially negative to later supportive and positive.

2.
Ans: Tabassum, Tarranum, and Rubina demonstrated remarkable determination and resilience throughout their journey of starting and running the school. Their determination was evident in their unwavering commitment to the cause of education, even in the face of initial rejection and obstacles.
They did not give up when students did not initially attend the school. They went door-to-door, persuading parents and children to come to the school. They adapted their approach by starting a tailoring training center to convince families to send their daughters to school, demonstrating creative problem-solving.
Their resilience is highlighted in their ability to persevere despite facing humiliation, resistance from the villagers, and even a request to leave the public space where they were running the school. Instead of giving up, they continued teaching from their own homes, showing that they were not easily discouraged.
Their success in transforming the village, changing the mindset of the community, and achieving positive results in education showcased their remarkable determination and resilience.

(D) Think and answer.

1.
Ans: The girls of Sajoi were likely filled with a sense of excitement, hope, and eagerness when they were finally able to go to school. They might have felt a strong desire to learn and improve their future prospects. Going to school would have represented an opportunity for them to gain knowledge, develop skills, and break away from traditional gender roles, such as helping with household work.
Additionally, the girls might have felt a sense of empowerment, knowing that they could now make choices for their education and future. Being able to attend school would have been a significant moment of transformation and an escape from the constraints placed on them by traditional expectations.