Sapno ke se din Class 10

Summary

This video discusses a story by author Gurdial Singh titled 'Sapnon Ke Se Din.' The author reminisces about his childhood and school days, describing the simple joys of playing with friends, despite their humble circumstances. The video highlights the author's memories of school, his fear of strict teachers, and the challenges of education. It also touches on the influence of economic conditions and the impact of harsh school discipline. The video explores themes of childhood innocence, education struggles, and societal expectations in the backdrop of early 20th-century India.

Takeaways

• 😀 The story 'Sapno Ke Din' by Gurdial Singh recounts the author's childhood memories, particularly school days.
• 👦 The author recalls playing with friends, often wearing torn clothes and running barefoot, even getting scolded by their parents but continuing to play the next day.
• 📚 The author learned through teacher training that children's habits are often similar, with many not interested in school, and parents not prioritizing education.
• 🤔 The children preferred playing over school, and while they enjoyed games, going to school was seen as undesirable.
• 🏫 The author's school was small with only nine rooms, including one for the headmaster, who was gentle and didn't physically punish students.
• 👨‍🏫 The strict PT teacher, Pritam Chand, was feared by students, often being harsh and punishing them during drills and lessons.
• 📖 Despite receiving textbooks from a wealthy student's family, the author struggled with academic interest, possibly due to fear of punishment or lack of motivation.
• 😰 The holidays were spent playing in ponds and avoiding school homework, which caused anxiety as the end of the break approached.
• 🎯 Some classmates even preferred getting beaten over completing homework, showing their disinterest in school.
• 🦜 Ironically, the PT teacher, who was harsh at school, would lovingly feed and talk to his pet parrot at home, surprising the children.

Q & A

What is the story discussed in the video?

The story discussed is titled 'Sapnon Ke Se Din,' written by author Gurdial Singh. It describes the author's childhood memories and experiences during school days.

What childhood experiences does the author share in the story?

The author recalls playing with his friends, running barefoot with torn clothes, and being scolded by their parents when they fell while playing. Despite this, they would go out to play again the next day.

How does the author reflect on children's behavior in school?

The author mentions that many children didn’t enjoy going to school, didn’t take interest in studies, and some didn’t attend school regularly. Their parents were also not very interested in their education.

What is the significance of the author studying child psychology?

When the author studied child psychology during teacher training, he realized that many children shared similar habits and attitudes toward school and learning, such as not enjoying studies and preferring to play.

What role do the author's school memories play in the story?

The author vividly recalls school memories, like the path lined with thorny bushes, the smell of neem leaves, and the fear of harsher punishments from teachers in the higher classes.

How does the author describe his school vacations?

The author reminisces about spending vacations at his maternal grandparents' house or playing by a nearby pond with his friends. They would swim, play in the sand, and enjoy their time.

What challenges did children face with homework during vacations?

Children were often assigned large amounts of homework, like solving 200 math problems. They would procrastinate and try to calculate how much time they had left to complete their homework while still having fun.

Who was the strict teacher in the school, and how did he discipline students?

PT teacher Pritam Chand was strict and often disciplined students harshly. He made them perform physically demanding tasks as punishment, such as holding their ears while crouching.

How did the headmaster of the school, Madan Mohan Sharma, differ from the PT teacher?

Unlike PT teacher Pritam Chand, headmaster Madan Mohan Sharma was more compassionate. He seldom hit students, and if he did, it was a mild slap. He also helped poor students by providing them with books.

What was the reaction of the students to PT teacher Pritam Chand’s punishment?

Many students disliked PT teacher Pritam Chand due to his strictness and harsh punishments. Some weaker students couldn’t bear the physical strain and would fall during punishments.

Outlines

00:00

🏫 Nostalgic School Memories

The author, Gurdayal Singh, recalls his childhood school days, where he and his friends, despite their tattered clothes and disheveled appearances, would play together, often getting scolded by their parents. They were indifferent to studies, and most of them rarely attended school. The author shares his experiences of childhood games, carefree times spent at a nearby pond, and the dreaded prospect of returning to school and completing holiday homework. He also describes a peculiar classmate with an unusually large head, known for using it to 'headbutt' others. The school's atmosphere was tough, with strict teachers, but the headmaster was kind-hearted and understanding, often helping the author with books despite his lack of interest in studies. The narrative paints a vivid picture of a small school with just nine rooms, where discipline and play intertwined in the lives of young students.

05:01

💂 Enlisting in the British Army

The story shifts focus to a time when the British were recruiting villagers into the army using theatrical performances to depict the supposedly luxurious life of soldiers. The author, while participating in scouting activities, often felt the allure of the army life. He shares a memorable incident involving the strict PT teacher, Pritam Chand, who once punished the students harshly for not memorizing their lessons. This event led to his temporary suspension after the headmaster intervened. Pritam Chand, though feared by the students for his strictness, had a softer side, spending his days at home tenderly caring for his pet parrot. The contrast between his harsh treatment of students and gentle behavior with his pet intrigued the children. The paragraph ends with a call to action for viewers to like, share, and subscribe to the channel to support the narrator's work.

Keywords

💡School days

The term 'school days' refers to the author's memories of his childhood, particularly the experiences and struggles he faced while attending school. In the video, the author reflects on his early days at school, describing both the joyful moments spent playing with friends and the anxiety of attending classes, especially the fear of being punished by teachers.

💡Playtime

Playtime is a key theme that symbolizes the carefree nature of childhood. The author describes how children, including himself, enjoyed playing in the mud, swimming in ponds, and engaging in physical games, despite wearing ragged clothes. This contrast between their harsh realities and joyful play highlights the innocence of youth.

💡Punishment

Punishment is used in the story to illustrate the strict nature of school discipline. The author recounts how teachers, especially the PT teacher, would harshly punish students for not memorizing lessons. This reflects the fear many students had towards school and how it negatively affected their motivation to learn.

💡Homework

Homework plays a significant role in the story, representing the tension between leisure and responsibility. The author mentions how teachers assigned hundreds of math problems, and students would calculate how much time they could spend playing before completing their work. This procrastination added to the stress of returning to school.

💡Economic hardship

The theme of economic hardship is central to the author's childhood experience. The author’s family was not well off, and this is reflected in his dependence on second-hand books provided by the headmaster. This financial struggle also mirrors the broader societal divide between rich and poor students in the school.

💡PT teacher

The PT teacher, Mr. Pritam Chand, symbolizes the authoritarian nature of school discipline. His strict demeanor and harsh punishments made students fear and dislike him. His character represents the rigid, unempathetic approach to education in that era, contrasting with the more compassionate headmaster.

💡Scouting

Scouting refers to the extracurricular activity in which students were involved, practicing drills and flag-bearing under the guidance of teachers. For the author, wearing a scouting uniform was an experience of pride, despite the overall challenges of school. Scouting serves as a metaphor for discipline, teamwork, and structure in childhood.

💡Headmaster

The headmaster, Madan Mohan Sharma, plays a positive role in the author's school life, contrasting with other strict teachers. He is depicted as kind and empathetic, even helping the author by providing books from wealthier students. His character represents the potential for education to be compassionate and supportive.

💡Childhood innocence

Childhood innocence is a recurring theme that emerges through the author's nostalgic memories. Despite their difficult circumstances, the children found joy in simple activities like playing and exploring nature. This innocence is juxtaposed with the harshness of school discipline and economic struggles.

💡Language barrier

The language barrier highlights the cultural diversity in the author's school, where children from different regions, such as Rajasthan and Haryana, struggled to understand each other's languages. However, this barrier would dissolve during playtime, illustrating how children overcome differences through shared experiences.

Highlights

The story 'Sapnon Ke Din' narrates the author's childhood memories, specifically highlighting his school days.

The children in the author's village often played barefoot with torn clothes, but their carefree attitude made them all look the same.

Despite getting scolded by their parents, the children would return to play every day with enthusiasm.

Through teacher training, the author learned that children have similar behaviors, especially in avoiding school or not being interested in studying.

The author recalls how children enjoyed everything about life except going to school.

The path to school was lined with thorny bushes, and the smell of neem leaves was something the author still remembers vividly.

While moving to a new class was exciting, there was also fear of getting punished by stricter teachers.

The author and his classmates would delay doing homework, prioritizing play over studying during holidays.

Some children preferred getting punished by teachers over doing their homework.

One of the author's classmates was known for his unusual fighting style, using his large head as a weapon.

The school had only nine rooms, with the headmaster and PT teacher playing significant roles in disciplining the students.

The PT teacher, Preetam Chand, was strict but organized the boys for physical training, while the headmaster, Madan Mohan Sharma, was more lenient.

The author's poor family background led the headmaster to provide him with books from a wealthy student's collection.

The story contrasts the strictness of teachers like Preetam Chand with their softer side, as seen when Preetam tenderly cared for his pet parrot at home.

Despite the challenges, the author fondly remembers moments of scouting practice and encouragement from teachers during school activities.

Transcripts

कि नमस्कार दोस्तों मैं हूं अभिषेक और आज

मैं बात करने जा रहा हूं लेखक गुरदयाल

सिंह द्वारा लिखी गई कहानी जिसका शीर्षक

है सपनों के से दिन दरअसल इस कहानी में

लेखक ने अपने स्कूल के दिनों का वर्णन

किया है तो आइए दोस्तों शुरू से इस कहानी

को समझने की कोशिश करते हैं

कि लेखक बताते हैं कि बचपन में जब वह और

उनके साथी खेलते थे तो सभी एक जैसे लगते

थे नंगे पाओं टूटे बटन और कई जगह से फटे

उनके कुर्ते और बिखरे बाल और कभी-कभी

खेलते हुए इधर उधर भागते भागते भोग गिर

पड़ते थे जिस से कि उनके पास जाते थे उनके

चोर देखकर उनकी मां बहने और पिता भी उनकी

पिटाई करते थे इसके बावजूद वे फिर अगले

दिन खेले निकल पड़ते थे

कि जब अध्यापक की ट्रेनिंग में उन्होंने

बाल मनोविज्ञान विषय पढ़ा तो उन्हें यह

बात समझ में आ गई कि सभी बच्चों की आदतें

मिलती-जुलती थी उनमें से ज्यादातर बच्चे

स्कूल नहीं जाते थे या फिर पढ़ने में रुचि

नहीं लेते थे उनके माता-पिता भी उन्हें

पढ़ाने में रुचि नहीं लेते थे लेखक के

आदेश से ज्यादा साथ ही राजस्थान यह

हरियाणा से आकर मंडी में व्यापारी

परिवारों से उनकी भाषा कम समझ में आती थी

लेकिन खेलते समय कभी-कभी यह भाषा समझ में

आ जाती थी बचपन में बच्चों को सब कुछ

अच्छा लगता था सिर्फ उन्हें स्कूल जाना

अच्छा नहीं लगता था लेखक को अपने स्कूल

जाने का रास्ता याद था जिसके दोनों ओर

कांटेदार झाड़ियां थी उन झाड़ियों में

पत्तों की महक नीम जैसे थी जिसे लेखक आज

भी अपनी सांसो में अनुभव करते हैं एक नई

क्लास में जाना अच्छा लगता था लेकिन साथ

में डर भी लगता था कि अब मास्टरों से पहले

से अधिक मार पड़ेगी उन दिनों स्कूल में

डेढ़ महीना प्रिय होने के बाद डेढ़-दो

महीने की छुट्टियां होती थी लेकिन अपनी

मां के साथ नाना के घर जाकर छुट्टियों का

आनंद लेते थे यदि किसी कारण से नाना के घर

नहीं जाते थे तो घर के पास बने तालाब में

पूरा दिन खेलते थे तालाब में नहा कर निकले

होकर पास में पड़ी रेत में खेलते और फिर

से तालाब में कूद जाते ऐसे भी एक बार नहीं

कई बार किया करते थे यदि कोई बच्चा गहरे

पानी में चला जाता था तो दूसरे बच्चों से

बहस के सिंह या पूंछ पकड़कर बाहर आने की

सलाह देते थे और इस तरह छुट्टियों का एक

महीना बीत जाता था कि एक महीना बचा रहने

पर स्कूल से मिला होमवर्क की याद आने लगती

थी हिसाब के अध्यापक दो सौ सवाल कर के

लाने के लिए कहते थे बच्चे अपने मन में

हिसाब लगाते थे कि यदि रोज 10 सवाल भी

किया जाए तो 20 दिन में काम साफ हो जाएगा

यानी 10 दिन और खेला जा सकता था 10 की

बजाय 15 दिन खेल में निकल जाते थे 15 सवाल

रोज करने की सोच कर एक-दो दिन और में निकल

जाते थे ऐसे ही हिसाब लगाते लगाते

छुट्टियां कम होती जाती थी और उसको जाने

का डर सताने लगता था कि कुछ क्लासमेट्स

ऐसे भी थे जो कि होमवर्क करने से अच्छा

मास्टर की पिटाई खाना सही समझते थे उनके

स्कूल में एक लड़का था जिसका सिर हांडी

जितना बड़ा था उसका सिर ऐसा लगता था मानो

बिल्ली के बच्चे के सिर पर तरबूज़ रखा हो

वह अपने हाथ पांव से नहीं बल्कि सिर से

लड़ाई करता था वह अपने सिर को दूसरों के

पेट या छाती में मारता था उनके क्लासमेट्स

ने उस लड़के के सिर की टक्कर का नाम रेल

बम रखा था

लेखक का स्कूल बहुत छोटा था उसमें केवल नौ

कमरे थे पहला कमरा हेडमास्टर का था जिनका

नाम मदन मोहन शर्मा था वे स्कूल के पेड़

के समय बाहर आते थे पीटी टीचर का नाम

प्रीतम चंद था और वह प्रिय के समय लड़कों

की कतारों का ध्यान रखते थे वे काफी

स्ट्रिक्ट थे लेकिन स्कूल के हेड मास्टर

बिल्कुल अलग स्वभाव के थे

कि वे कभी भी किसी स्टूडेंट्स को मारते

नहीं थे सिर्फ गुस्से में कभी-कभार गाल पर

हल्की चमाट लगा देते थे कुछ स्टूडेंट्स को

छोड़कर बाकी सब रोते हुए ही स्कूल जाया

करते थे कभी-कभी स्कूल अच्छा भी लगता था

जब भी टीचर कई सारे कलर्स के फ्लैग

पकड़वाकर स्काउटिंग की प्रैक्टिस करवाते

थे जब सभी बच्चे ठीक से प्रैक्टिस करते थे

तो वह शाबाश कर सभी बच्चों का हौंसला थे

कि लेखक के परिवार की आर्थिक स्थिति उतनी

अच्छी नहीं थी इसलिए स्कूल के हेड मास्टर

मदन मोहन शर्मा जी एक अमीर परिवार के

लड़के की किताबें लाकर लेखक को देते थे

लेकिन लेखक का पढ़ाई-लिखाई में बिल्कुल मन

नहीं था इसके पीछे सहायक मनोवैज्ञानिक

कारण हो सकते थे जैसे आगे की पढ़ाई का गठन

होना या फिर नए टीचर से मार खाने का डर

स्पाना इसीलिए लेखक को नहीं क्लास पर जाने

का कोई उत्साह नहीं था

सन उन्नीस सौ तेईस में ना रियासत के राजा

को अंग्रेजों ने गिरफ्तार कर लिया था उस

समय तमिलनाडु के कोडाइकनाल में जंग शुरू

होने से पहले ही राजा का देहांत हो गया था

उनका बेटा विलायक में पढ़ रहा था

मैं उन दिनों अंग्रेज फौज में भर्ती करने

के लिए नौटंकी वालों को साथ लेकर गांव में

जाया करते थे वे लोग फौज के सुखी जीवन का

दृश्य प्रस्तुत करते थे ताकि नौजवान फौज

में भर्ती हो जाए जब लेखक स्काउटिंग की

वर्दी पहन कर परेड करते थे तब उनको भी ऐसा

ही महसूस होता था

मैं लेट अपने मास्टर प्रीतम चंद को कभी भी

मुस्कुराते हुए नहीं देखा था उनकी वेशभूषा

सभी को प्रभावित करती थी सभी बच्चे उनसे

डरते थे और नफरत भी करते थे वे काफी

स्ट्रिक्ट थे वे चौथी क्लास में फांसी

पढ़ाते थे एक दिन उन्होंने सभी बच्चों को

शब्द रूप याद करने के लिए कहा अगले दिन

उन्होंने सभी बच्चों से शब्द रूप सुना

लेकिन किसी भी बच्चों को शब्द रूप पूरी

तरह याद नहीं था मास्टरजी ने सभी बच्चों

को टांगों को पीछे से बाहर निकालकर कान

पकड़ने और पीठ ऊंची करने के लिए कहा

को कमजोर बच्चे सहन नहीं कर सके और

तीन-चार मिनट बाद ही वे गिरने लगे थे जब

लेखक की बारी आई तब उस समय हैड मास्टर मदन

मोहन शर्मा जी उधर से निकले उन्होंने पीटी

सर को बच्चों से इतना बुरा व्यवहार करते

हुए देखा तो उन्होंने पीटी सर को बहुत

डांटा और उनकी शिकायत डायरेक्टर को लिखकर

भेजती जब तक ऊपर से कोई आदेश नहीं आ जाते

थे तब तक पीटी सर स्कूल में नहीं आ सकते

थे

कि अब पीटी सर अपने घर पर आराम से रहते थे

उन्हें अपनी नौकरी की बिल्कुल भी चिंता

नहीं होती थी वह अपने घर में पिंजरे में

रखें तोते को दिन में कई बार भीगे हुए

बादाम खिलाते थे और उन से मीठी-मीठी बातें

करते थे बच्चों को हैरानी होती थी कि जो

मास्टर स्कूल में बच्चों को इतनी बुरी तरह

मारता था वह आज अपने तोते के साथ इतनी

मीठी बातें कैसे कर लेता है

तो दोस्तों इस वीडियो को लाइक और शेयर कर

आप हमारा आत्मविश्वास बढ़ा सकते हैं और

हमारे चैनल हिंदी फेयरी टेल्स को

सब्सक्राइब जरूर करें ताकि हमारे आने वाली

एक नई कहानी को आप सबसे पहले देख सके

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