The Sermon at Benares — NCERT Solutions

Given: Old-fashioned words and phrases from the text to be rephrased in modern English.

1. 'give thee medicine for thy child'

Modern equivalent: 'give you medicine for your child'
('Thee' and 'thy' are archaic second-person pronouns meaning 'you' and 'your'.)

2. 'Pray tell me'

Modern equivalent: 'Please tell me'
('Pray' here is an old-fashioned way of saying 'please' or 'I request you to'.)

3. 'Kisa repaired to the Buddha'

Modern equivalent: 'Kisa went to the Buddha' or 'Kisa made her way to the Buddha'
('Repaired to' is an archaic expression meaning 'went to' or 'proceeded to'.)

4. 'there was no house but someone had died in it'

Modern equivalent: 'there was no house where someone had not died' or 'every house had seen a death'
(The old construction uses 'but' to mean 'in which ... not'.)

5. 'kinsmen'

Modern equivalent: 'relatives' or 'family members'
('Kinsmen' is an old word for people related by blood or family ties.)

6. 'Mark!'

Modern equivalent: 'Listen!' or 'Pay attention!' or 'Notice!'
('Mark' here is used as a command meaning 'observe carefully' or 'take note'.)

Given: A sentence using semicolons, to be broken into three simple sentences, and a comparison of rhythm.

Original sentence (with semicolons):
'For there is not any means by which those who have been born can avoid dying; after reaching old age there is death; of such a nature are living beings.'

Broken into three simple sentences:

1. There is no means by which those who have been born can avoid dying.
2. After reaching old age, there is death.
3. Such is the nature of living beings.

Comparison of rhythm:
The single sentence using semicolons has a better rhythm when read aloud. The semicolons create a flowing, measured pace that builds upon each idea smoothly, giving the sentence a solemn, poetic quality appropriate to a sermon. The three separate sentences, while clear, feel abrupt and disconnected. They lose the cumulative effect and the sense of inevitability that the original sentence conveys. The semicolons help the ideas flow into one another, reinforcing the Buddha's message about the inescapable nature of death.

Given: A speaking/discussion activity comparing the Buddha's sermon with modern approaches to grief.

Points for discussion:

The Buddha's approach:
The Buddha taught that death is universal and inevitable. He advised that weeping and lamentation do not bring peace; instead, one should 'draw out the arrow of lamentation' and become composed. His method was experiential — he guided Kisa Gotami to discover the truth herself rather than telling her directly.

Modern Text 1 (A Guide to Coping with the Death of a Loved One):
This text acknowledges grief as a natural emotion and focuses on practical coping strategies — maintaining social connections, seeking support, and gradually returning to normal activities. It recognises that grief takes time and that individuals need support from friends, family, and sometimes professionals.

Modern Text 2 (Personal account of grief):
This text shows that grief can include anger and a sense of injustice. The writer finds solace in the advice 'We are not to ask why, but what' — focusing on what survivors can do for one another. This is similar to the Buddha's teaching in that it redirects attention from personal sorrow to action and community.

Conclusion:
The Buddha's ideas continue to hold great meaning. His core teaching — that death is universal, that excessive grief harms the living, and that peace comes from acceptance — is echoed in modern psychology and grief counselling. While modern approaches add the dimension of professional support and acknowledge the stages of grief more explicitly, the fundamental wisdom of the Buddha remains relevant. We have not found 'better' ways so much as complementary ways to deal with grief. The Buddha's method of experiential learning and his compassionate, non-judgmental approach are timeless.

Helping each other to get over difficult times

Difficult times are a part of life, and everyone needs support when facing them. The Buddha’s sermon in The Sermon at Benares shows that grief is natural, but it also teaches that suffering becomes lighter when we understand that death is common to all. Kisa Gotami’s sorrow is deep, yet she learns by seeing that every household has known loss. This makes her realise that she is not alone in her pain.

Helping others in hard times means more than giving advice. It means listening patiently, staying present, and showing care. When someone is sad, small acts of kindness can matter a lot. A comforting word, a visit, or simply being there can give strength. We should not judge people for how they grieve, because grief is personal and different for everyone.

We can also help one another by sharing responsibilities and reminding each other of hope. The text also suggests that peace comes when we reduce selfish sorrow and think of others too. In real life, family and friends help us heal by standing together. Difficult times do not disappear quickly, but they become easier to bear when we face them with compassion and unity.

Given: A writing activity on the topic of teaching a new or difficult idea.

Sample Answer:

Teaching someone a new or difficult idea is one of the most rewarding yet challenging tasks a person can undertake. It requires not only knowledge of the subject but also an understanding of the learner's perspective, patience, and creativity. The best teachers do not simply transfer information — they inspire understanding.

One of the most effective ways to teach a difficult idea is through experience and examples, rather than direct explanation. The Buddha, for instance, did not simply tell Kisa Gotami that death is universal. Instead, he sent her on a task that allowed her to discover this truth herself. When we learn through our own experience, the lesson stays with us far longer than something we are merely told. Similarly, a good teacher uses stories, analogies, and real-life situations to make abstract ideas concrete and relatable.

Patience and empathy are equally important. A learner who is struggling with a new concept may feel frustrated or embarrassed. A good teacher creates a safe environment where questions are welcomed and mistakes are seen as part of the learning process. I have personally experienced this when my mathematics teacher used everyday examples to explain complex problems, making me feel that understanding was within my reach. Teaching, at its best, is an act of kindness — it opens doors that the learner did not even know existed.

Given: A writing activity on helping each other through difficult times.

Sample Answer:

Life is full of challenges — loss, failure, illness, and disappointment are experiences that no one can entirely avoid. During such difficult times, the support of others can make an enormous difference. Human beings are social creatures, and we are at our strongest when we stand together.

The story of Kisa Gotami teaches us that grief can be isolating. In her sorrow, she felt utterly alone, as though no one else had ever suffered as she had. It was only when she went from house to house and heard the stories of others that she realised suffering is universal. This shared understanding of pain is itself a form of comfort. When we know that others have faced similar hardships and survived, we find the courage to carry on.

Helping someone through a difficult time does not always require grand gestures. Sometimes, simply being present — listening without judgement, offering a kind word, or sharing a meal — is enough. As the second text in our lesson shows, a family dealing with grief found consolation in calling each other, spending time together, and focusing on what they could do for one another. This is a powerful reminder that in our darkest moments, it is human connection that lights the way forward.

Given: A writing activity on the tension between individuality and universality.

Sample Answer:

Each of us is unique. We have our own fingerprints, our own memories, our own dreams and fears. This sense of individuality is precious — it gives us identity, purpose, and self-worth. We celebrate our differences and take pride in what makes us special. And yet, when we look at the larger picture of humanity, we are also just one among billions of others who share the same fundamental experiences.

The Buddha's sermon reminds us of this dual nature of human existence. Kisa Gotami felt that her grief was unique and unbearable — and in one sense, it was, because it was her son, her love, her loss. But the Buddha gently showed her that every family has known death, every heart has known sorrow. Recognising ourselves as part of this vast human family does not diminish our individuality; rather, it connects us to something larger than ourselves and helps us bear our burdens with greater equanimity.

The balance between seeing oneself as unique and as one among many is the key to a healthy and compassionate life. When we think only of our own uniqueness, we risk becoming self-centred and isolated. When we think only of ourselves as one among billions, we may feel insignificant. The wisest approach is to honour our individuality while also cultivating empathy — to know that our joys and sorrows, though uniquely ours, are also deeply human, shared across time and across the world.