{"id":2141,"date":"2025-12-22T14:58:41","date_gmt":"2025-12-22T09:28:41","guid":{"rendered":"https:\/\/www.manabadi.co.in\/boards\/?p=2141"},"modified":"2025-12-23T09:24:27","modified_gmt":"2025-12-23T03:54:27","slug":"tg-inter-1st-year-english-study-material-cp-6","status":"publish","type":"post","link":"https:\/\/www.manabadi.co.in\/boards\/tg-inter-1st-year-english-study-material-cp-6\/","title":{"rendered":"TS Inter 1st Year English Study Material Chapter 6 Two Sides of Life"},"content":{"rendered":"\n

Annotations (Section \u2013 A, Q.No. 2, Marks : 4)<\/h3>\n\n\n\n

Question 1.<\/h3>\n\n\n\n


In thought, in talk, in action, I think you will find that you can separate life into these two divisions-the dark side and the bright side, the discouraging side and the encouraging side?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n


Introduction :<\/strong>
This sentence is taken from the prose piece, \u201cTwo Sides of Life\u201d, penned by Booker T Washington. This is a speech extracted from his popular book, Character Building.<\/p>\n\n\n\n

Context & Explanation:<\/strong>
While analyzing a number of divisions in human life, he finds two most important ones which are significant. They are the dark side of life and the bright side of life or the discouraging side and the encouraging side. These two are found in thought, in talk and in action of a person.
<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n


Critical Comment:<\/strong>
Here, Booker T Washington discusses two sides \u2013 the bright, the dark of life though many more divisions are possible.<\/p>\n\n\n\n

Question 2.<\/h3>\n\n\n\n


Education is not what a person is able to hold in his head, so much as it is what a person is able to find?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n


Introduction:<\/strong>
This beautiful sentence is taken from the character building speech. \u201cTwo Sides of Life\u201d delivered by Booker T Washington. This speech is extracted from his popular book \u2018Character Building\u2019.<\/p>\n\n\n\n

Context & Explanation:<\/strong>
The writer gives very forceful explanation of character building. He inspires teacher traines how they should be in their profession. He tells them to be honest. If they don\u2019t know anything, they have to accept it frankly and honestly. Their students will respect them for it. It is because education is not possible to hold in one\u2019s head. It is what a person is able to find. It is not the correct notion that the teacher should know everything.<\/p>\n\n\n\n

Critical Comment:<\/strong>
Here, the writer addresses the teacher trainees and advises them to have the character of frankness and honesty.<\/p>\n\n\n\n

Question 3.<\/h3>\n\n\n\n


They are the people who never go forward. They never suggest a line of activity. They live simply on the negative side of?<\/p>\n\n\n\n


Answer:<\/h2>\n\n\n\n


Introduction:<\/strong>
These lines are taken from the inspiration essay Two Sides of Life written by Booker T Washington. This is a speech extracted from his popular book Character Building.<\/p>\n\n\n\n

Context & Explanation:<\/strong>
The writer addresses his students. He tells the about two types of people. Here, he explains to them about the people who are negative about this thing and that thing. They always make the atmosphere unpleasant. They are undesirable. They become negative characters. They never go forward. They make every one miserable. Therefore, he advises his students not to emulate them and not to become a negative force.<\/p>\n\n\n\n

Critical Comment:<\/strong>
Here, the writer tells his students about the people who always look on the dark side of life.<\/p>\n\n\n\n

Question 4.<\/h3>\n\n\n\n


Do not be satisfied until you have put yourselves into that atmosphere where you can seize and hold on to the very highest and most beautiful things that can be got out of life?<\/p>\n\n\n\n


Answer:<\/strong><\/p>\n\n\n\n


Introduction:<\/strong>
There motivational lines are at the concluding lines taken from the essay \u2018Two Sides of Life\u2019 written by Booker T Washington. It is a speech taken from his popular book Character Building.<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n


Critical Comment:<\/strong>
He advises his students to see the happier side and spread cheer all round.<\/p>\n\n\n\n

Paragraph Answer Questions (Section \u2013 A, Q.No. 4, Marks : 4)<\/strong><\/h3>\n\n\n\n

Question 1.<\/h3>\n\n\n\n


How do the two types of persons react to an overcast morning?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n


Booker T Washington\u2019s addresses are very forceful explanations of character building. In his speech Two Sides of Life he describes how people react to an overcast morning. To a person who constantly looks at the dark side of things in life, the morning appears gloomy, dull and the streets full of muddy water. Everything looks disagreeable to him. Whereas for a person who always looks at the bright side of things in life, the morning appears beautiful in all aspects. He speaks of the beauties in the rain drops, of the freshness in the newly bathed flowers, shrubs and trees.<\/p>\n\n\n\n

Question 2.<\/h3>\n\n\n\n


How does Booker T Washington advise the teacher-trainees to develop frankness and honesty in their teaching? *(Imp, Model Paper)?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n


Booker T Washington is a world-famous Afro-American writer, activist and educator. His collection of speeches comes in the form of Character Building. A selection from that celebrated book our present lesson. It discusses the two sides of life. It recommends the positive side. The address is to teacher-trainees.<\/p>\n\n\n\n

So, frankness and honesty on the part of teacher is highlighted here. It needs a very good teacher and a great person to say \u201cI don\u2019t know.\u201d None knows everything of any subject. In fact, knowing that one doesn\u2019t know something is the true education. To admit that fact, one needs frankness. Admitting the fact is honesty. Intellectual integrity is the need of the hour!<\/p>\n\n\n\n

Question 3.<\/h3>\n\n\n\n


Why does the speaker feel it unfortunate about the students who fail in assessing property the personality of their teachers ?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n


Booker T Washington is a world-famous Afro-American writer, activist and educator. His collection of speeches comes in the form of Character Building. A selection from that celebrated book is our present lesson. It discusses the two sides of life. It recommends the positive side.<\/p>\n\n\n\n

Washington lists some mistakes students make about their teachers. He makes it clear that every teacher makes mistakes at times. It is human to err. He advises students to ignore such mistakes. He asks them to see the positive aspects of the lesson as well as the teacher. He emphasises the need to see the good and forget the bad. Good advice indeed!<\/p>\n\n\n\n

Question 4.<\/h3>\n\n\n\n


The whole speech is on human traits. Comment with reference to Booker T Washington\u2019s Two Sides of Life?<\/p>\n\n\n\n


Answer:<\/h3>\n\n\n\n

Booker T Washington is a world-famous Afro-American writer, activist and educator. His collection of speeches comes in the form of Character Building. A selection from that celebrated book is our present lesson. It discusses the two sides of life. It recommends the positive side. Yes. The lesson discusses various traits of man. Indeed, it is about and from Character Building. It focuses on the optimism and pessimism mainly. It touches upon the need to be honest and frank. It dwells upon the world\u2019s view of positive and negative sided people. It analyses man\u2019s view of education. It highlights the desirable traits of teachers. Thus the entire piece is devoted to a debate on multiple human traits<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

Question 5.<\/h3>\n\n\n\n
\"\"<\/figure>\n\n\n\n


i) i
ii) h
iii) j
iv) d
v) a
vi) g
vii) e
viii) b
ix) f
x) c<\/p>\n\n\n\n

Two Sides of Life Summary in English<\/strong><\/h3>\n\n\n\n
\"\"<\/figure>\n\n\n\n

Booker T Washington was an American educator, author, orator and adviser to several Presidents of the United States. He founded Tuskegee Institute. He had had the habit of delivering practical, straightforward. Sunday Evening Talks to the students and teachers for many years in Tuskegee Institute. These addresses have had much to do with the building up of the characters of his race they are very forceful explanations of character building. They have been put together in a volume called Character Building. The present essay is a speech from this popular book.<\/p>\n\n\n\n

In this essay, the writer discusses the two sides-the bright, the dark of life through many more divisions are possible. Like the two sides of life, even people are of two classes. They are those who see only the bright side; the others who see only the dark. Both are likely to make mistakes by seeing only one side of the two. For example, the writer explains the reaction of the two types of persons to an overcast morning. The pesssimist feels that the morning is gloomy. He speaks of the mud-puddles. Whereas the optimist speaks of the beauties in the rain drops and the freshness of flowers, shrubs and trees.<\/p>\n\n\n\n

In the same way, teachers may make mistakes sometimes. Then, they should say frankly and plainly that they have made a mistake. If they do not know anything, they have to accept it. A good teacher will say frankly and clearly. No teacher knows everything about every subject. It improves their honesty. Then students will respect them for their honesty. Therefore, each one who wishes to be a teacher must get that of discipline. They must get such training in life to be an honest teacher. They try their best to send out students with skills to see the bright side.<\/p>\n\n\n\n

The writer also inspires the teacher train us to cultivate the habit of looking on the bright side of life. He advises them not emulate the people who are always negative. It is because they are undesirable. They make everyone mistake and unhappy. They never go forward.<\/p>\n\n\n\n

They live on the negative side of life. On the other hand, the people who cultivates the habit of positive thinking encourage things in life. He is the strongest individual. Finally he advises his students to be a strong, positive, helpful force in the world. He warns them not to satisfy with second or third hand things in life. He also tells them to see the happier side more and spread cheer all round.<\/p>\n\n\n\n

Meanings and Explanations<\/strong><\/h2>\n\n\n\n

schooling (v+ing) \/ sku:li\u014b\/ (\u0c38\u0c4d\u0c15\u0c42\u0c32\u0c3f\u0c02\u0c17\u0c4d ) (disyllabic) : training, educating, \u0c36\u0c3f\u0c15\u0c4d\u0c37\u0c23 \u0c07\u0c38\u0c4d\u0c24\u0c41\u0c28\u0c4d\u0c28, \u0c35\u0c3f\u0c26\u0c4d\u0c2f\u0c3e\u0c2c\u0c4d\u0c2f\u0c3e\u0c38\u0c02 \u0c1a\u0c47\u0c38\u0c4d\u0c24\u0c41\u0c28\u0c4d\u0c28 , \u0936\u093f\u0915\u094d\u0937\u093e \u0915\u0940 \u0936\u0916\u093e<\/p>\n\n\n\n

consciously (adv) \/kons\u0259s\/\/i\/ (\u0c15\u0c4a\u0c37\u0c4d\u0c2f\u0c38\u0c4d \u0c32\u0c3f ) (trisyllabic) : knowingly, deliberately, \u0c24\u0c46\u0c32\u0c3f\u0c38\u0c3f, \u0c05\u0c35\u0c17\u0c3e\u0c39\u0c28\u0c24\u0c4b, \u0c09\u0c26\u0c4d\u0c26\u0c47\u0c36\u0c4d\u0c2f\u0c2a\u0c42\u0c30\u0c4d\u0c35\u0c15\u0c02\u0c17\u0c3e , \u091c\u093e\u0928\u0915\u093e\u0930\u0940<\/p>\n\n\n\n

constantly (adv) \/konstentli\/ (\u0c15\u0c4b\u0c28\u0c4d \u0c38\u0c4d\u0c1f\u0c46\u0c28\u0c4d \u0c1f\u0c4d \u0c32\u0c3f ) (trisyllabic) : continuously, steadily, \u0c28\u0c3f\u0c30\u0c02\u0c24\u0c30\u0c02\u0c17\u0c3e , \u0938\u094d\u0925\u093f\u0930<\/p>\n\n\n\n

notwithstanding (prep-here) \/ notwinst\u00e5ndin \/ (\u0c28\u0c4b\u0c1f\u0c4d \u0c35\u0c3f\u0c26\u0c4d \u0c38\u0c4d\u0c1f\u0c3e\u0c02\u0c21\u0c3f\u0c02\u0c17\u0c4d) (polysyllabic \u2013 4 syllables) : in spite of, \u0c05\u0c2f\u0c3f\u0c28\u0c2a\u0c4d\u0c2a\u0c1f\u0c3f\u0c15\u0c40<\/p>\n\n\n\n

accomplish (v) \/\u014dkamplirf\/ (\u0c05\u0c15\u0c2e\u0c4d \u0c2a\u0c4d\u0c32\u0c3f\u0c37\u0c4d) (trisyllabic) : attain, achieve, \u0c38\u0c3e\u0c27\u0c3f\u0c02\u0c1a\u0c41 , \u0939\u093e\u0938\u093f\u0932\u0947 \u0915\u0939\u0928\u093e<\/p>\n\n\n\n

on account of (phrasal prep.): because of, \u0c08 \u0c15\u0c3e\u0c30\u0c23\u0c02 \u0c35\u0c32\u0c28<\/p>\n\n\n\n

appreciating (v+ing) \/pri:fieitin\/ (\u0c05\u0c2a\u0c4d\u0c30\u0c3f\u0c37\u0c3f\u0c0e\u0c07\u0c1f\u0c3f\u0c02\u0c17\u0c4d ) (polysyllabic) : realising the value, \u0c35\u0c3f\u0c32\u0c41\u0c35\u0c28\u0c41 \u0c17\u0c41\u0c30\u0c4d\u0c24\u0c3f\u0c38\u0c4d\u0c24\u0c42 \u0c09\u0c28\u0c4d\u0c28 , \u092e\u0942\u0932\u094d\u092f \u092c\u0922\u093e\u0928\u093e<\/p>\n\n\n\n

overcast (adj) \/suva(r)ka:st\/ (\u0c05\u0c09\u0c35(\u0c30\u0c4d) \u0c15\u0c3e\u0c38\u0c4d\u0c1f\u0c4d) (trisyllabic) : cloudy, \u0c2e\u0c47\u0c18\u0c3e\u0c35\u0c43\u0c24\u0c2e\u0c48\u0c28 , \u092e\u0947\u0918\u093e\u091a\u094d\u091b\u093e\u0926\u093f\u0924<\/p>\n\n\n\n

gloomy (adj) \/glumi\/ (\u0c17\u0c4d\u0c32\u0c41\u0c2e\u0c3f) (disyllabic) : dim, \u0c2e\u0c38\u0c15 \u0c2e\u0c38\u0c15\u0c17\u0c3e \u0c09\u0c28\u0c4d\u0c28<\/p>\n\n\n\n

disconsolate (adj) \/ diskonsa lot \/ ( \u0c21\u0c3f\u0c38\u0c4d \u0c15\u0c4b\u0c28\u0c4d \u0c38\u0c32\u0c1f\u0c4d) : extremely sad, \u0c1a\u0c3e\u0c32\u0c3e \u0c35\u0c3f\u0c1a\u0c3e\u0c30\u0c2e\u0c41\u0c17\u0c3e \u0c09\u0c28\u0c4d\u0c28<\/p>\n\n\n\n

standpoint (n) \/st\u00e5ndpoint\/ (\u0c38\u0c4d\u0c1f\u0c3e\u0c02\u0c21\u0c4d \u0c2a\u0c4b\u0c07\u0c28\u0c4d \u0c1f\u0c4d) (disyllabic) : a way of thinking, perspective, \u0c06\u0c32\u0c4b\u0c1a\u0c28\u0c3e \u0c35\u0c3f\u0c27\u0c3e\u0c28\u0c2e\u0c41, \u0c26\u0c43\u0c15\u0c4d\u0c2a\u0c26\u0c2e\u0c41 , \u092a\u0930\u093f\u092a\u094d\u0930\u0947\u0926\u094d\u092f<\/p>\n\n\n\n

unpalatable (adj) \/ (\u0c05\u0c28\u0c4d \u0c2a\u0c4d\u0c2f\u0c3e\u0c32\u0c1f\u0c2c\u0c4d \u0c32\u0c4d) (polysyllabic): not tasting good, \u0c30\u0c41\u0c1a\u0c3f\u0c17\u0c3e \u0c32\u0c47\u0c28\u0c3f<\/p>\n\n\n\n

dwell upon (phrasal verb) : to think or discuss a lot about something, \u0c0f\u0c26\u0c48\u0c28\u0c3e \u0c12\u0c15 \u0c05\u0c02\u0c36\u0c02 \u0c17\u0c41\u0c30\u0c3f\u0c02\u0c1a\u0c3f \u0c1a\u0c3e\u0c32\u0c3e \u0c06\u0c32\u0c4b\u0c1a\u0c3f\u0c02\u0c1a\u0c41\u0c1f \u0c32\u0c47\u0c26\u0c3e \u0c1a\u0c30\u0c4d\u0c1a\u0c3f\u0c02\u0c1a\u0c41\u0c1f<\/p>\n\n\n\n

frankly (adv) \/fra\u00e6rkhi\/ (\u0c2b\u0c4d\u0c30\u0c4d\u0c2f\u0c3e\u0c02\u0c15\u0c4d) (disyllabic) openly, \u0c2e\u0c41\u0c15\u0c4d\u0c15\u0c41 \u0c38\u0c42\u0c1f\u0c3f\u0c17\u0c3e, \u0c28\u0c3f\u0c30\u0c4d\u0c2e\u0c4a\u0c39\u0c2e\u0c3e\u0c1f\u0c02\u0c17\u0c3e, \u0c28\u0c3f\u0c1c\u0c3e\u0c2f\u0c3f\u0c24\u0c40\u0c17\u0c3e, \u0938\u094d\u092a\u0937\u094d\u091f\u0935\u093e\u0926\u0940, \u0928\u093f\u0937\u094d\u0915\u092a\u091f<\/p>\n\n\n\n

proportion (n) \/prapo:(r)(n\/ (\u0c2a\u0c4d\u0c30\u0c2a\u0c4b(\u0c30\u0c4d)\u0c37\u0c28\u0c4d) (trisyllabic): part, \u0c2d\u0c3e\u0c17\u0c2e\u0c41, \u0c2e\u0c4b\u0c24\u0c3e\u0c26\u0c41, \u0905\u0932\u0917 \u0915\u0930\u0928\u093e<\/p>\n\n\n\n

overlook (v) \/auva (r)luk\/ (\u0c05\u0c09\u0c35(\u0c30\u0c4d)\u0c32\u0c41\u0c15\u0c4d) (trisyllabic): not to take notice of, ignore, \u0c2a\u0c1f\u0c4d\u0c1f\u0c3f\u0c02\u0c1a\u0c41\u0c15\u0c4a\u0c28\u0c15\u0c41\u0c02\u0c21\u0c3e, 377cut l<\/p>\n\n\n\n

earnestness (n)\/3:(r)nistnes\/ (\u0c05(\u0c30\u0c4d)\u0c28\u0c3f\u0c38\u0c4d\u0c1f\u0c3f\u0c38\u0c4d) (trisyllabic) : sincerity, \u0c17\u0c3e\u0c02\u0c2d\u0c40\u0c30\u0c4d\u0c2f\u0c2e\u0c41, \u0c05\u0c02\u0c15\u0c3f\u0c24 \u0c2d\u0c3e\u0c35\u0c2e\u0c41<\/p>\n\n\n\n

seize (v) \/si:z\/ (\u0c38\u0c40\u0c1c\u0c4d) (monosyllabic) : catch hold of, \u0c24\u0c40\u0c38\u0c41\u0c15\u0c4a\u0c28\u0c41<\/p>\n\n\n\n

influence (v-here) \/mfluons\/ (\u0c07\u0c28\u0c4d\u0c2b\u0c4d\u0c32\u0c41\u0c05\u0c28\u0c4d\u0c38\u0c4d) (trisyllabic) : to have an effect on, \u0c2a\u0c4d\u0c30\u0c2d\u0c3e\u0c35\u0c3f\u0c24\u0c2e\u0c41 \u0c1a\u0c47\u0c2f\u0c41<\/p>\n\n\n\n

tales (n-pl) \/teilz\/ (\u0c1f\u0c46\u0c07\u0c32) (monosyllabic): stories, \u0c15\u0c25\u0c32\u0c41, \u0915\u0939\u093e\u0928\u0940<\/p>\n\n\n\n

woe (n) \/wau\/ (\u0c35\u0c09) (tri): grief, gloom, \u0c2c\u0c3e\u0c27, \u0c35\u0c3f\u0c1a\u0c3e\u0c30\u0c2e\u0c41, \u0936\u094b\u0915<\/p>\n\n\n\n

disposition (n)\/dispozi(n \/ (\u0c21\u0c3f\u0c38\u0c4d\u0c2a\u0c1c\u0c3f\u0c37\u0c28\u0c4d) (polysyllabic) : nature, character, \u0c38\u0c4d\u0c35\u0c2d\u0c3e\u0c35\u0c02, \u0c35\u0c4d\u0c2f\u0c15\u0c4d\u0c24\u0c3f\u0c24\u0c4d\u0c35\u0c2e\u0c41, \u0938\u094d\u0935\u092d\u093e\u0935<\/p>\n\n\n\n

cultivates (v) \/kAliveit\/ (\u0c15\u0c32\u0c4d\u0c1f\u0c3f\u0c35\u0c46\u0c07\u0c1f\u0c4d) (trisyllabic) : nurture, forster, \u0c05\u0c32\u0c35\u0c30\u0c1a\u0c41\u0c15\u0c4a\u0c28\u0c41, \u0c2a\u0c46\u0c02\u0c2a\u0c4a\u0c02\u0c26\u0c3f\u0c02\u0c1a\u0c41\u0c15\u0c4a\u0c28\u0c41<\/p>\n","protected":false},"excerpt":{"rendered":"

Annotations (Section \u2013 A, Q.No. 2, Marks : 4) Question 1. In thought, in talk, in action, I think you will find that you can separate life into these two divisions-the dark side and the bright side, the discouraging side and the encouraging side? Answer: Introduction :This sentence is taken from the prose piece, \u201cTwo […]<\/p>\n","protected":false},"author":4,"featured_media":2164,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[312,15],"tags":[],"class_list":{"0":"post-2141","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-inter-telangana","8":"category-telangana"},"acf":[],"yoast_head":"\r\nTS Inter 1st Year English Study Material Chapter 6 Two Sides of Life<\/title>\r\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\r\n<link rel=\"canonical\" href=\"https:\/\/www.manabadi.co.in\/boards\/tg-inter-1st-year-english-study-material-cp-6\/\" \/>\r\n<meta property=\"og:locale\" content=\"en_US\" \/>\r\n<meta property=\"og:type\" content=\"article\" \/>\r\n<meta property=\"og:title\" content=\"TS Inter 1st Year English Study Material Chapter 6 Two Sides of Life\" \/>\r\n<meta property=\"og:description\" content=\"Annotations (Section \u2013 A, Q.No. 2, Marks : 4) Question 1. In thought, in talk, in action, I think you will find that you can separate life into these two divisions-the dark side and the bright side, the discouraging side and the encouraging side? Answer: Introduction :This sentence is taken from the prose piece, \u201cTwo […]\" \/>\r\n<meta property=\"og:url\" content=\"https:\/\/www.manabadi.co.in\/boards\/tg-inter-1st-year-english-study-material-cp-6\/\" \/>\r\n<meta property=\"og:site_name\" content=\"Manabadi Boards\" \/>\r\n<meta property=\"article:published_time\" content=\"2025-12-22T09:28:41+00:00\" \/>\r\n<meta property=\"article:modified_time\" content=\"2025-12-23T03:54:27+00:00\" \/>\r\n<meta property=\"og:image\" content=\"https:\/\/boardscdn.manabadi.co.in\/wp-content\/uploads\/2025\/12\/07114627\/ts-inter-1st-year-english-study-material-cp-6.jpg\" \/>\r\n\t<meta property=\"og:image:width\" content=\"800\" \/>\r\n\t<meta property=\"og:image:height\" content=\"450\" \/>\r\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\r\n<meta name=\"author\" content=\"Sandhya\" \/>\r\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\r\n<meta name=\"twitter:label1\" content=\"Written by\" 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