Albert did not like going to school everyday and he thought that the teaching methods applied were not effective. Often a times, he would get into a clash with his teachers which would lead him to get punished. According to Albert, ideas were more important than learning facts.

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How did Albert Einstein intend to depart from the school?

He opted to eliminate his school by creating a fake certificate.

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271. What was the reason for Einstein being called by the principal?

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Albert had intentions of pursuing something after he finished his schooling.

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Que : 273. What does the author refer to as ‘a miracle’?

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Que : 276. How did Andrew feel at the end of the story?

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How did Albert feel about attending school every day?

He felt extremely bored and exhausted. He had no clue about what awaited him that evening.

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The Professor observed something significant while passing by Hornby Road.

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Albert visited the town hall because there was a library located inside. He had a reason to go there.

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Why did the Professor develop a newfound admiration for the modern India he was learning about?

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How did the audience respond when the Professor took a seat on the unoccupied chair meant for the President?

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed the opportunity to learn new things and interact with his classmates. On the other hand, he often felt overwhelmed by the pressure to perform well academically and keep up with the fast-paced curriculum. Despite these challenges, Albert recognized that attending school was important for his future success and tried his best to make the most of it.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being with his friends. However, on the other hand, he often felt anxious and overwhelmed by the strict rules and expectations of the school. He longed for more freedom and creativity in his education. Despite these conflicting emotions, Albert understood the importance of education and knew that it was necessary for his future success.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being around his friends. He found some subjects interesting and engaging, which made him excited to go to class. However, on the other hand, there were times when Albert felt overwhelmed by the workload or bored with certain lessons. Overall, his attitude towards school varied depending on the day and what was being taught.

The author’s grandmother was very old and had white hair. She had a wrinkled

Her countenance was filled with worry and her body slightly hunched. She placed her hand on her waist for stability while clutching a rosary in the other.

She would often pray while going about her daily tasks, such as preparing meals or doing household chores.

The writer was prepared for school. She went with him to the school and stayed there while he attended classes.

During her time at school, she devoted herself to studying religious texts and spent hours in the temple. She showed great dedication and took good care of her responsibilities.

Upon relocating to the urban area and reuniting with their parents, the writer became a part of an educational institution.

The grandmother expressed her dissatisfaction with the subjects taught in the English school.

Albert attended an English school where his mother no longer accompanied him. They both had their own responsibilities and experiences at the school.

In the same classroom, there was less conversation. Eventually, the writer pursued further education and left their school behind.

The communication ceased, yet their emotions towards one another remained unaltered.

His grandmother accompanied him to the train station when he left for school and was there to welcome him back when he returned.

In the urban area, she dedicated her time to reciting prayers while engaging in spinning activities. She possessed a strong devotion towards this practice.

Kind-hearted, she provided food for the birds and animals. The day prior to her passing, she initiated this act of kindness.

According to the writer, it was the initial occasion when Albert played the drum vigorously while singing.

She failed to recite her prayers. The following day, she became sick. She ceased communicating with others.

She began to count the beads and offer her prayers. She continued praying until the end.

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Que : 285. Explain three reasons why the author’s grandmother was disturbed when he started going to a city school. (in detail 75 words)

The grandmother felt uneasy when he began attending school in the city.

(i) Initially, she had a dislike for subjects such as science and English.

(ii) Additionally, there was a lack of education regarding God and religious texts.

(iii) Thirdly – She had a dislike for music, believing it to be unsuitable for refined individuals.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being around his friends. He also appreciated the structure and routine that school provided. However, on the other hand, Albert sometimes felt anxious or overwhelmed by the pressures of academic expectations and social interactions at school. Overall, while there were aspects of school that Albert enjoyed, he also experienced some negative emotions associated with attending school daily.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being around his friends. He found certain subjects interesting and looked forward to participating in class discussions. However, on the other hand, Albert often felt overwhelmed by the workload and pressure of exams. Sometimes he would feel anxious or stressed about keeping up with assignments and meeting deadlines. Despite these challenges, Albert understood the importance of education and tried his best to stay motivated and focused during his time at school.

The chosen title, “The Portrait of a Lady,” aptly reflects the essence of the story.

complete story, the author keeps on talking about grand mother.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being with his friends. He found some subjects interesting and liked the challenge of solving problems. However, on the other hand, there were times when he felt overwhelmed by the workload or bored with certain lessons. Overall, Albert recognized the importance of education but sometimes wished for more freedom and flexibility in his daily routine.

They did not chirrup. The author’s mother gave them bits of bread but

they did not take it. When the grandmother’s body was carried away, the birds

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Albert had mixed feelings about going to school every day. On one hand, he felt excited to learn new things and be with his friends. He enjoyed the sense of accomplishment that came from completing assignments and receiving praise from his teachers. However, on the other hand, Albert also experienced anxiety and nervousness about facing academic challenges and potential judgment from others. Overall, while there were positive aspects of going to school for Albert, it was not always an entirely enjoyable experience for him.

Answer: The author shared a very good relationship with his

grandmother. When he lived with her in the village, she got him ready for the

Albert had a positive attitude towards attending school every day as it provided him with nourishment and support. His mother accompanied him to school, emphasizing the importance of education.

While he attended school, she would often occupy herself at the temple. When they relocated to live with his family, their routines changed accordingly.

After his family moved to the city, Albert began attending an English school and would commute there by bus.

She did not go with him as she disliked the subjects taught in English.

During that period, they occupied the same space at school but interacted less. Eventually, after a while.

Later, he traveled overseas to pursue further education, and their communication came to a halt.

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However, Albert was not just any ordinary person. He possessed great strength of character and lived independently in the village, taking care of himself.

His mother would go with him to school every day and also visit the temple regularly. She would spend her time reading.

She had a compassionate nature and took care of animals by providing them with food.

Albert did not enjoy the subjects taught at the English school because they did not revolve around God.

She diligently recited prayers and kept track of the beads, even while engaging in other activities such as studying or reading religious texts.

She continued with her daily tasks without fail. She prayed until she passed away. When the writer was leaving the country, they experienced this situation.

Without uttering a word, she pressed her lips against his forehead. When he came back, she warmly welcomed him.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being with his friends. He found some subjects interesting and liked the challenge of solving problems. However, on the other hand, he often felt overwhelmed by the workload and pressure to perform well academically. Sometimes, he would feel anxious or stressed about exams or assignments. Overall, Albert recognized the importance of education but also experienced both positive and negative emotions when it came to attending school daily.

Section 1: The author embarked on a journey with his spouse and kids, departing from England.

Albert had a strong desire to travel around the world, just like Captain Cook did 200 years ago.

Several years ago, the journey was enjoyable until they arrived in Cape Town. However, there were a few challenges along the way.

After a few days, a powerful wave crashed onto their vessel. The ship suffered severe damage as a result.

filled with water. The author covered the holes but the ship was filled with

Albert, along with his two companions Larry and Herb, worked together to remove the water from their vessel.

Despite their hardships, the children did not give up. They may have been emotionally affected by the situation, but they managed to stay composed and collected.

The water was nearly drained from the ship, but a powerful gust of wind started to blow. The vessel required assistance.

Despite the necessary repairs, the ship managed to stay afloat and keep sailing. However, reaching Australia seemed unattainable due to various obstacles.

After careful calculations, the author determined that their destination would be a small island called Isle Am-terdam.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being around his friends. He found some subjects interesting and loved participating in activities like art class or sports. However, there were times when Albert felt overwhelmed by the workload or bored with certain lessons. Overall, he understood the importance of education but sometimes wished for more freedom and flexibility in his daily routine at school.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being intellectually challenged. He found certain subjects like mathematics and physics particularly fascinating. However, on the other hand, he often felt bored and unstimulated in traditional classroom settings. Albert longed for more freedom to explore his own interests and pursue knowledge in a way that excited him. Despite these conflicting emotions, Albert recognized the importance of education and continued to attend school diligently.

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Albert had mixed feelings about going to school every day. On one hand, he enjoyed learning new things and being around his friends. He found some subjects interesting and exciting, which made him look forward to those classes. However, on the other hand, there were days when Albert felt overwhelmed by the workload or bored with certain lessons. Overall, his attitude towards school varied depending on the day and what was being taught.

: How did Albert feel about going to school every day? Answer… Class-11 English question answer collection

How does Albert feel about going to school everyday?

Albert disliked going to school every day. He felt miserable and dreaded it because he was constantly bullied by his classmates. This made him feel anxious, sad, and alone. The idea of facing the people who tormented him and enduring their hurtful words filled him with fear.

– Albert hated going to school.

– He was constantly bullied by his classmates.

– This made him anxious, sad, and isolated.

– The thought of facing his tormentors filled him with dread.

How did Albert feel when he left school one day?

Albert was punished for his “insolence” that day. As a result, he had to stay in for an extra period after school. This made Albert feel miserable because he despised going to school and knew that he would have to return there the following day as well.

– Albert was punished for his behavior at school.

– He had to stay back after school as a consequence.

– This punishment made him feel miserable.

– Albert disliked going to school in general.

– He knew that he would have to go back the next day too.

Why did Albert not like his school?

Albert had a strong aversion towards the idea of memorizing facts without truly understanding them. This suggests that he did not have a positive attitude towards attending school on a daily basis. The reason behind his dislike for school was rooted in its reliance on traditional teaching methods, which he found unappealing. Albert had an inherent distaste for conventional forms of education, as they failed to engage him intellectually and hindered his natural curiosity.

Overall, it can be inferred that Albert harbored negative feelings about attending school every day because it restricted his intellectual growth by adhering strictly to outdated teaching methods. His disdain for conventional education mirrored the lack of connection between himself and some of his teachers who were unable or unwilling to appreciate his distinct approach toward learning.