Q.1: How does Quaid-e-Azam
describe the transformation that came with the independence of Pakistan? Why
does he stress the importance of understanding its implications?
After partition, Pakistan came out of
slavery and emerged as an independent state where people have their own government.
Quaid aims to make youth realize of their responsibility to work as a united
and disciplined nation.
Q.2: Discuss the contrast
he draws between the militant spirit of pre-independence days and the
constructive spirit required in a sovereign state. Why is the latter more
challenging?
Militant spirit is required to fight
for freedom whereas after independence, it is the constructive spirit that
uplifts a country. However, constructive spirit is more challenging because it demands
vigilance, fairness, manual work and hard work.
Q.3: Discuss how two of the
speaker's main ideas—youth’s responsibility and economic self-reliance—interact
with one another. How does this interaction help reinforce the overall message
of the text? Use at least two textual references.
Quaid has urged the youth to pay
attention to the technical education and divert their attention from government
job to commerce and industry. This realization of both the responsibilities in youth
may result in the economic development and overall uplift of their state.
Q.4: Explain the
significance of the speaker's criticism of the colonial education system. What
mindset did it create among students?
Quaid’s criticism of the colonial
education system serves as a guide for youth to get out of rut. The main object
of this system was to prompt the graduates to look for government job only.
Q.5: Why does Quaid-e-Azam
discourage the pursuit of government service as the sole ambition of graduates?
What problems does he foresee with this trend?
Quaid has discouraged the pursuit of
government service on the ground that the avenues like commerce and trade
provide more opportunities to grow fast than to work merely in a circle of
clerkship. If they succeed, they will become mere a clerk and in case of
failure, they may be exploited.
Q.6: What does Quaid-e-Azam
mean when he says that 'freedom does not mean license'? Explain in your own
words.
It does not mean that you can behave
as you please and do what you like, irrespective of the interests of other
people or of the State.
Q.7: How does the idea of
responsible citizenship connect with the idea of self-reliance and career
diversification? Discuss how Quaid-e-Azam develops both ideas throughout his
speech.
Youth’s realization of their responsibility
to get technical education and their preference to trade and commerce can
collectively contribute to the overall development of their state. Quaid develops
this realization in youth by laying emphasis on the need of manual work and
hard work.
Q.8: Track the development
of the speaker's argument about government jobs and their impact on the mindset
of the youth. How does this idea evolve and support the broader message about
nation-building?
The speaker argues that if any graduate gets some government job, he considers it his final destination and resultantly lives a life of clerk throughout. Alternatively, he may have opted commerce or industry for a more prosperous life and thus contributing to the overall uplift of his state.
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