# Chapter Notes: War and Peace

This document provides a comprehensive analysis of the key concepts, vocabulary, and themes from the excerpt of Khushwant Singh's novel "Train to Pakistan," as presented in the chapter "War and Peace."

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## Working with Words

### A. Vocabulary Meanings

* **clamour**: A loud and confused noise, especially that of people shouting.
* **precariously**: In a way that is not securely in position and is likely to fall or collapse.
* **scrutiny**: Critical observation or examination.
* **absconded**: To have left hurriedly and secretly, typically to avoid detection of or arrest for an unlawful act.
* **anglicized**: Made English in form or character.
* **platitudes**: Remarks or statements, especially one with a moral content, that have been used too often to be interesting or thoughtful; clichés.

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### B. Words Borrowed from Hindi

| Word | Meaning |
| :--- | :--- |
| **Veranda** | A roofed platform along the outside of a house, level with the ground floor. |
| **Khaki** | A sturdy cotton or wool fabric of a dull brownish-yellow color, used for military uniforms. |
| **Pashmina** | A fine-quality goat's wool, and the shawls made from it. |
| **Pajamas** | Loose-fitting trousers and a jacket, worn for sleeping. |
| **Pukka** | Genuine; authentic; of good quality. |
| **Pundit** | An expert in a particular subject who is frequently called upon to give opinions. |
| **Avatar** | A manifestation or incarnation of a deity in bodily form on earth. |
| **Bangle** | A rigid bracelet or anklet. |
| **Cheetah** | A large, slender spotted cat found in Africa and parts of Asia. |
| **Guru** | A spiritual teacher, especially in Hinduism or Sikhism. |
| **Jungle** | An area of land overgrown with dense forest and tangled vegetation. |
| **Karma** | The sum of a person's actions in this and previous states of existence, viewed as deciding their fate. |
| **Nirvana** | In Buddhism, a transcendent state in which there is neither suffering, desire, nor sense of self. |
| **Shampoo** | A liquid preparation for washing the hair. |
| **Raita** | An Indian side dish of yogurt containing chopped cucumber or other vegetables, and spices. |

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### C. Suffixes and Spelling Changes

* **change**: changeable, changing, changed, changeless
* **time**: timely, timing, timed, timeless
* **notice**: **noticeable**, noticing, noticed
* **praise**: praiseworthy, praising, praised
* **home**: homeless, homing, homely

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## Comprehension

### Answer the Following Questions

**a. Why did Iqbal want to sleep in the afternoon?**
Iqbal wanted to sleep in the afternoon because he was exhausted after spending the entire previous night awake, sitting uncomfortably on his bedroll in a crowded, noisy third-class train compartment.

**b. How did people react with each other in the train?**
The people in the train reacted with a loud and chaotic energy. The compartment was filled with a clamour of voices, bickering, and the sounds of people eating and drinking, creating a restless and overwhelming environment.

**c. Why did the book Iqbal was reading bring commotion in the compartment?**
Iqbal's book caused a commotion because it was in English. In the context of a third-class railway compartment in rural India, his ability to read English immediately marked him as an educated, westernized outsider—a "Babu Sahib"—prompting curiosity and scrutiny from the other travelers.

**d. Why did Iqbal have to give clarification with his personal details?**
The other travelers perceived him as a wise and important person due to his English book and sophisticated appearance. Their curiosity and insistence compelled Iqbal to give a clarification about his background and purpose for being there to satisfy their questions.

**e. Who was Meet Singh and what did he report to Iqbal?**
Meet Singh was the priest of the local Gurdwara (Sikh temple). He reported to Iqbal that Ram Lal, the village moneylender, had been murdered the previous night, and that the village dacoit, Juggut "Jugga" Singh, was the primary suspect.

**f. How, according to Meet Singh, was Jugga Singh different from his forefathers?**
According to Meet Singh, Jugga Singh was different because he lacked the code of honor that his dacoit forefathers had. While his ancestors were also outlaws, they never robbed or harmed people within their own village. In contrast, Jugga had violated this code by allegedly murdering a fellow villager.

**g. How does the author show contradiction in Meet Singh's character?**
The author reveals a contradiction in Meet Singh's character through his attitude towards the murder. Despite being a religious leader, he seems untroubled by the crime itself and expresses a willingness to lie under oath on the holy Granth to protect Jugga, a known criminal, demonstrating that his village loyalties supersede his moral and religious duties.

**h. Who was Hukum Chand and how did he succeed in his career?**
Hukum Chand was the Deputy Commissioner, a magistrate and district officer. He succeeded in his career not through brilliance, but through obsequiousness and cunning, pleasing his British superiors ("Sahibs") to gain promotions and rise through the ranks of the civil service.

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## Critical Thinking

### a. Iqbal is addressed as Babu Sahib by general folk simply because he knew English. Are Nepali people who can speak English taken with respect?

Yes, in the Nepali context, fluency in English is often perceived with a degree of respect and is frequently equated with higher education, sophistication, and social status. Much like the scenario in the text, English in Nepal is not just a language but a marker of class. An individual who speaks fluent English is often automatically assumed to be well-educated, modern, and from a privileged background. This perception can create a social advantage, opening doors in professional environments and commanding attention in social situations.

This phenomenon is a post-colonial legacy, where the language of a former global power remains associated with prestige and opportunity. While the ability to speak English is an immensely valuable skill for global communication and access to information, the societal tendency to judge a person's intelligence or worth based on their English fluency can be problematic. It can create an unfair social hierarchy and undervalue those who are highly knowledgeable but express themselves in their native tongue. Therefore, while learning English is undeniably important for Nepalis in a globalized world, the automatic deference shown to English speakers reflects a complex and lingering cultural bias.

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### b. In your view, what should the state, society, and individuals do for peace and order?

Establishing and maintaining peace and order requires a concerted and collaborative effort from individuals, society, and the state, as each plays a distinct but interconnected role.

* **The Individual**: Peace begins at the individual level. Each person has a responsibility to cultivate values of empathy, tolerance, and non-violence. This involves resolving personal conflicts peacefully, respecting the rights and perspectives of others, and refusing to participate in acts of prejudice or aggression. Individuals must also be active citizens, holding themselves and their leaders accountable for creating a just society.

* **The Society**: Society, through its community structures, educational institutions, and cultural norms, must reinforce a culture of peace. Families and schools should educate children about conflict resolution and mutual respect. Communities can create platforms for dialogue to address grievances before they escalate. Civil society organizations play a crucial role in monitoring justice, advocating for human rights, and building bridges between different groups.

* **The State**: The state holds the ultimate responsibility for maintaining order through a just and effective legal framework. This involves establishing an impartial police force and judiciary to ensure that laws are applied equally to all citizens. The state must address the root causes of conflict, such as poverty, inequality, and discrimination, through fair social and economic policies. Furthermore, it must protect fundamental human rights and provide security for all its citizens, ensuring that the state itself does not become a source of violence and oppression.

Ultimately, these three pillars are interdependent. A peaceful society cannot exist without just laws, just as a just state cannot function without the active participation of peaceful and responsible citizens.

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## Writing

### A. Describe a "Badmash"

In every neighborhood, there seems to be one individual who lives by their own rules, and in ours, that person was a young man named Rakesh. He wasn't overtly malicious, but he carried an air of reckless defiance that everyone recognized. Rakesh was a "badmash" in the classic sense—a troublemaker who seemed to thrive on minor chaos. He would ride his motorcycle at high speeds through the narrow lanes, his laughter echoing long after he had passed. He was known for getting into loud arguments that seemed to resolve as quickly as they began and for a general disregard for any rule he found inconvenient. Yet, there was a strange charisma about him. He was fiercely loyal to his friends and would be the first to help an elder carry their groceries. His character was a paradox: a source of constant frustration for the community, yet an undeniable part of its fabric.

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### B. Letter Describing an Unforgettable Journey

January 28, 2025
Pokhara-7, Kaski

Dear Pratik,

I hope this letter finds you well. I'm writing because I have to tell you about an unforgettable bus journey I took to my hometown in Sankhuwasabha last month. It was one of those experiences that reminds you of the simple joys of travel.

I boarded the bus at the crack of dawn, and the journey itself lasted the entire day. I was lucky enough to get a window seat, and for the next twelve hours, I was treated to the most incredible, ever-changing scenery. As we wound our way up through the hills, the view from the window was mesmerizing; lush green trees seemed to rush past, and every so often, a stunning waterfall would appear by the side of the road. The fresh, cool air coming through the window was more refreshing than any air conditioner.

The atmosphere inside the bus was just as memorable. The other passengers were incredibly friendly, and soon enough, a group of us were passing the time playing cards and sharing stories. The long hours just flew by. It was a simple journey, but it was filled with a sense of peace and camaraderie that I hadn't expected.

It was a powerful reminder that sometimes the journey itself is just as important as the destination. I'm already thinking about my next trip, and I’ll definitely be asking you to join me.

Until then, take care.

Much love,
Aayusha Sharma

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## Grammar: Past Tenses

### C. Fill in the Gaps with the Correct Verb Form

It was Sunday afternoon. I **was watching** a cookery programme on TV when I **realised** how hungry I was. But of course, I was hungry; I **hadn't eaten** anything since lunch, and I **had run** a race in the morning. "Biscuits!" I **thought**. My mother **had given** me a jar of delicious home-made biscuits.

I **went** into the kitchen, **opened** the fridge and **poured** some milk in a big glass. Then I **looked** for the kitchen chair but it **wasn't** there: somebody **had taken** it away. And there were no biscuits in the biscuit jar: somebody **had eaten** them all! I was sure I **had put** the jar there the previous day and I **had eaten** only one cookie. It was very strange.

A few minutes later, I **was drinking** my glass of milk when I **heard** a loud noise coming from the dining room. I **went** there quickly and I **opened** the door. I couldn't believe my eyes. An enormous monkey **was eating** the biscuits excitedly on the kitchen chair.

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### D. Rewrite the Sentences Correcting the Mistakes

a. *Incorrect*: She played the flute and then she had sung in their choir.
   * *Correct*: She **played** the flute and then she **sang** in their choir.
b. *Correct*: I borrowed Rima’s car. Did you know about it?
c. *Incorrect*: After the lesson had finished, we run out of school.
   * *Correct*: After the lesson **had finished**, we **ran** out of school.
d. *Correct*: Had you been there? - Yes, the previous year.
e. *Incorrect*: Did you liked my article published in the Himalayan Times yesterday?
   * *Correct*: Did you **like** my article published in the Himalayan Times yesterday?
f. *Incorrect*: I recognized him because I saw him before.
   * *Correct*: I recognized him because I **had seen** him before.
g. *Incorrect*: I hadn’t gone out because I hadn’t finished my homework.
   * *Correct*: I **didn't go out** because I **hadn't finished** my homework.
h. *Correct*: We did nothing like this at that time.
i. *Incorrect*: It was quite difficult. I had had no idea what to do.
   * *Correct*: It **was** quite difficult. I **had** no idea what to do.
j. *Incorrect*: As far as I’d known, she had always had some pets.
   * *Correct*: As far as I **knew**, she had always had some pets.
k. *Incorrect*: When I met Jim, he was already a soldier for three years.
   * *Correct*: When I met Jim, he **had already been** a soldier for three years.
l. *Incorrect*: He had gone to the coffee because somebody had told him.
   * *Correct*: He **went** to the coffee shop because somebody **had told** him to.