What is Moral Action?

Welcome dear students! Today we are going to learn about What is Moral Action? from Class 10 English First Language. [CHECKPOINT]

Before we dive into the text, let us begin with the pre-reading activity. The statement says, Honesty is the best policy. Do you agree? Discuss this in pairs. Think about whether honesty is chosen for its own sake, or because it brings good results. This question sets the stage for our exploration of morality. [CHECKPOINT]

Now let us move to the first paragraph. Gandhiji begins by asking when an action can be called moral. He clarifies that he is not contrasting moral with immoral actions. Instead, he wants us to examine our everyday actions that seem acceptable by conventional standards and that some people mistakenly call moral. He points out that most of our actions are actually non-moral. They do not necessarily involve morality at all. We mostly act according to prevailing social conventions. Such conventional behaviour is often necessary. If we ignore these social rules, anarchy would result, and society itself would break down. However, Gandhiji makes a crucial distinction. The mere observance of custom and usage cannot properly be called morality. Following rules just because everyone else does is not the same as being moral. [CHECKPOINT]

Let us proceed to the second paragraph. A moral act must be our own act. It must spring from our own will. If we act mechanically, like a machine, there is no moral content in our action. The only exception is if we consciously think it is proper to act like a machine and choose to do so. In that case, we are using our own discrimination. We must remember the distinction between acting mechanically and acting intentionally. Consider the example of a king pardoning a culprit. The king's act may be moral. But the messenger who carries the pardon order plays only a mechanical part. The messenger's action would only become moral if he consciously considers delivering the order to be his duty. Gandhiji asks how a person can understand morality if they do not use their own intelligence and power of thought, but instead drift like a log of wood in a current. Sometimes, a person defies convention to do absolute good. Wendell Phillips was such a great hero. He once addressed an assembly and said, Till you learn to form your own opinions and express them, I do not care much what you think of me. Gandhiji teaches us that when we care only for what our conscience says, we step onto the moral road. We will not reach this stage unless we truly believe and experience that God within us, the God of all, is the ever present witness to all our acts. [CHECKPOINT]

Now we come to the third paragraph. It is not enough that an act is good in itself. It must be done with the intention to do good. Whether an act is moral depends entirely upon the intention of the doer. Two people may do exactly the same thing, but one act may be moral and the other non-moral. Take the example of feeding the poor. One man does it out of great pity. Another man does it to win prestige or for some selfish end. The action is identical, but the first act is moral, while the second is non-moral. Remember the distinction between non-moral and immoral. Non-moral means lacking moral quality, while immoral means actively against morality. Gandhiji also notes that we may not always see good results from a moral act. When judging morality, we only need to see that the act is good and done with good intention. The result is not within our control. God alone gives the fruit of action. Historians call Emperor Alexander great because he spread Greek language, culture, arts, and manners wherever he conquered, and we still benefit from Greek civilisation today. But Alexander's intention was only conquest and renown. Therefore, his actions cannot be called moral. He was great, but not moral. [CHECKPOINT]

Let us examine the fourth paragraph. These reflections prove that a moral act must be done without compulsion. There is no morality if I rise early only out of fear of losing my job. Similarly, there is no morality in living a simple life if I simply cannot afford luxury. However, plain and simple living becomes moral if I am wealthy but choose simplicity because I think of the want and misery in the world, and feel I ought to live plainly rather than in luxury. Likewise, an employer who pays higher wages only to prevent employees from leaving is acting selfishly, not morally. It would be moral if the employer genuinely wishes them well and treats them kindly, realizing that his own prosperity comes from them. Thus, a moral act must be free from fear and compulsion. Consider King Richard the Second of England. When peasants revolted with bloodshot eyes demanding rights, he granted them under his seal and signature. But when the danger passed, he forced them to surrender those letters. It would be a mistake to call his first act moral and his second immoral. His first act was done purely out of fear and contained not an iota of morality. [CHECKPOINT]

Moving to the fifth paragraph. Just as moral action must be free from fear, it must also have no self-interest behind it. This does not mean self-interested actions are worthless. It only means calling them moral detracts from the dignity of the moral idea. Honesty cannot endure if it is practised merely because it is believed to be the best policy. As Shakespeare says, love born out of the profit motive is no love at all. [CHECKPOINT]

Now the sixth paragraph. An action done for material gain on earth is non-moral. Similarly, an action done for comfort and personal happiness in another world is also non-moral. A moral action is done only for the sake of doing good. The great Christian, Saint Francis Xavier, prayed passionately that his mind might remain pure. His devotion was not for a higher seat after death. He prayed because it was man's duty to pray. The great Saint Theresa wished to hold a torch in her right hand and a vessel of water in her left. With the torch she would burn the glories of heaven, and with the water she would extinguish the fires of hell. Her goal was that men might learn to serve God from love alone, without fear of hell and without temptation of heavenly bliss. Preserving morality demands a brave person prepared to face even death. It is cowardice to be true to friends while breaking faith with enemies. Those who do good out of fear and haltingly possess no moral virtue. Henry Clay, known for his kindliness, sacrificed his convictions to his political ambition. Daniel Webster, despite his great intellect and sense of the heroic, once sold his intellectual integrity for a price. One mean act wiped out all his good deeds. This shows how difficult it is to judge human morality, because we cannot penetrate the depths of another person's mind. We now have the answer to the opening question of this chapter. [CHECKPOINT]

Let us now review the glossary vocabulary. Alexander refers to Alexander the Great of Macedon, who lived from three fifty-six to three twenty-three before Christ, son of Philip the Second, and one of the greatest conquerors of the world. Anarchy means the absence of governmental authority. Bliss means happiness or ecstasy. Conventional means customary, adhering to tradition, or not unusual. Haltingly means hesitatingly. Henry Clay lived from seventeen seventy-seven to eighteen fifty-two, an American statesman and orator accused of forsaking principles to win presidential support. King Richard the Second was a British king from thirteen sixty-seven to fourteen hundred, compelled to resign for his cousin Henry the Fourth, and died in prison. Shakespeare wrote a play titled Richard the Second about him. Oppressor means suppressor. Penetrate means to affect profoundly or pierce. Racialism means discrimination based on skin colour. Saint Francis Xavier lived from fifteen hundred six to fifteen fifty-two, a Jesuit missionary known as the apostle of the Indies who brought Christianity to India, South-East Asia, and Japan, and co-founded the Jesuit Order with Ignatius of Loyola. Saint Theresa lived from fifteen fifteen to fifteen eighty-two, known as Theresa of Avila, a Spanish nun who reformed the Carmelite Order and wrote about her mystical experiences. Unpretentious means modest. Wendell Phillips lived from eighteen eleven to eighteen eighty-four, an American orator and social reformer who opposed slavery. [CHECKPOINT]

Now we will work through the comprehension questions. Question one asks what Gandhiji says about our conventional behaviour in paragraph one. The correct options are that it is neither moral nor immoral, and it is necessary. Question two asks what a non-moral action is. A non-moral action is one that does not necessarily involve morality, often performed out of habit or convention without conscious moral intent. Question three asks for the difference between a mechanical act and an intentional act. A mechanical act is performed automatically or without conscious thought, while an intentional act is performed deliberately with conscious will and discrimination. Question four asks for an example each of conventional behaviour and a moral act. Conventional behaviour is following traffic rules simply because everyone else does. A moral act is feeding the poor out of genuine pity and compassion. Question five asks what criterion paragraph two gives for a moral action. The criterion is that the act must be our own, springing from our own will and conscious thought. Question six asks when a messenger's act becomes moral. It becomes moral if the messenger consciously considers delivering the order to be his duty. Question seven asks when we step onto the moral road. We step onto it when we care only for what our conscience says. Question eight asks about the belief in paragraph two. The belief is that God within us is the ever present witness to all our acts. Question nine asks when a good action becomes moral. It becomes moral when it is done with the intention to do good. The example is feeding the poor out of pity versus doing it for prestige. Question ten asks whose action is moral in the feeding the poor example. The action of the man who feeds the poor out of great pity is moral. [CHECKPOINT]

Question eleven asks if the result determines morality. The statement is false. Intention, not result, determines morality. Question twelve asks why Alexander's conquests are not moral. Because his intention was conquest and renown, not moral good. Question thirteen asks what criterion paragraph four adds. The act must be done without compulsion or fear. Question fourteen asks when simple living becomes moral. It becomes moral when a wealthy person chooses it consciously out of empathy for the world's misery. Question fifteen asks when an employer's higher wages remain non-moral. When paid only to prevent employees from leaving, out of selfish interest. Question sixteen asks what argument Shakespeare's quote strengthens. It strengthens the argument that actions motivated by profit or policy lack true moral value. Question seventeen asks about Henry Clay. He is an example of non-moral action, as he sacrificed convictions for ambition. Question eighteen asks about Daniel Webster's qualities. He had great intellect and a sense of the heroic and sublime. Question nineteen asks about Webster's single mean act. He sold his intellectual integrity for a price. Question twenty asks why judging morality is difficult. Because we cannot penetrate the depths of a person's mind to know their true intentions. Question twenty-one asks for arguments that moral acts must be free from fear. The examples of rising early out of fear of job loss, and King Richard granting rights under threat, show that fear-driven acts lack moral content. Question twenty-two asks to complete the summary. A moral action springs from one's will, is done with good intention, is free from compulsion and fear, and is not done for self-interest or material gain. [CHECKPOINT]

Now for the close study section. Extract one discusses Saint Theresa. She held a torch to burn the glories of heaven, symbolizing her rejection of heavenly rewards as motivation. The vessel of water signifies extinguishing the fires of hell, symbolizing her rejection of fear of punishment. Her message was that humanity should serve God purely from love, without fear or temptation. Extract two discusses Emperor Alexander. He refers to Alexander the Great. His contribution was spreading Greek language, culture, arts, and manners. Gandhi does not consider him moral because his primary intention was conquest and personal renown, not moral good. [CHECKPOINT]

Let us address the paragraph writing tasks. For the first question on action prompted by happiness in another world, Gandhiji argues that such actions are non-moral. True morality requires doing good for its own sake. Seeking heavenly rewards turns devotion into a transaction. Saint Francis Xavier prayed out of duty, not for a higher seat after death. Saint Theresa wanted to remove both heaven and hell as motivators so that service to God would stem purely from love. For the second question on compulsion, Gandhiji states that morality requires free will. If an act is driven by fear, like working hard to avoid being fired, or by necessity, like living simply due to poverty, it lacks moral value. Only when we consciously choose the right path without external pressure does the act become truly moral. [CHECKPOINT]

Moving to vocabulary exercises. We will discuss the pairs. Say and tell differ in that say focuses on the words spoken, while tell focuses on conveying information to someone. Moral and morale differ as moral relates to principles of right and wrong, while morale refers to the emotional and mental state of a group. Custom and habit differ as custom is a social practice shared by a community, while habit is a personal routine. Between and among differ as between is used for two items, while among is used for three or more. Enough and sufficient are largely synonymous, but sufficient is more formal. Same and similar differ as same means identical, while similar means alike but not identical. Culture and civilisation differ as culture refers to arts, beliefs, and customs of a group, while civilisation refers to advanced social and material development. Rise and raise differ as rise is intransitive, meaning to move upward on its own, while raise is transitive, requiring an object. Sympathy and empathy differ as sympathy is feeling pity for someone, while empathy is sharing their feelings. Practice and practise differ in British English, where practice is the noun and practise is the verb. Pardon, forgive, and excuse differ in formality and context. Pardon is official or formal, forgive is emotional and personal, and excuse is for minor faults. Mistake, error, and blunder differ in severity. A mistake is general, an error is formal or technical, and a blunder is a serious careless mistake. Conscience is the inner sense of right and wrong, consciousness is awareness, and conscientious describes someone who is careful and diligent. [CHECKPOINT]

For the one-word substitutes. The absence of government is anarchy. A story that gives a moral is a fable. One who takes delight in the suffering of others is a sadist. Making atonement for one's sins is expiation. A decision which cannot be changed is irrevocable. [CHECKPOINT]

Now for language activities. Activity A asks us to arrange jumbled sentences into a coherent paragraph about Mother Teresa. The logical sequence is: Mother Teresa, known for her compassion and humanity, was born in nineteen ten. She founded the Missionaries of Charity in nineteen fifty. She worked in the slums of Calcutta and rendered yeoman service to humankind. She received the Nobel Peace Prize in nineteen seventy-nine and the Bharat Ratna in nineteen eighty. She passed away on the fifth of September, nineteen ninety-seven. She received the title of the blessed through beatification in two thousand three. The topic sentence is the first one. The supporting sentences detail her work and awards. The concluding sentence summarizes her legacy. Activity B asks us to make notes on the Louis Pasteur passage. Using a linear note format: Louis Pasteur, born in a French country town, showed early interest in chemistry. He studied in Paris, became Professor of Chemistry, and taught at Strasburg. He married a devoted companion and assistant. He focused on solving difficult chemical problems. He used deep, silent contemplation to find solutions. He shared discoveries joyfully with his wife and colleagues. [CHECKPOINT]

For the speaking activity, we will prepare a list of ten moral people as per Gandhiji's specifications. One, Mahatma Gandhi, for leading through non-violence and truth. Two, Nelson Mandela, for forgiving oppressors and uniting a nation. Three, Mother Teresa, for selfless service to the poor. Four, Martin Luther King Junior, for fighting injustice without hatred. Five, A.P.J. Abdul Kalam, for dedicating his life to education and science. Six, Malala Yousafzai, for advocating girls' education despite danger. Seven, Dr. Norman Borlaug, for developing crops to end hunger. Eight, Florence Nightingale, for revolutionizing nursing out of compassion. Nine, Rabindranath Tagore, for promoting humanism and education. Ten, Baba Amte, for rehabilitating leprosy patients. For the second activity on Anna Hazare's anti-corruption crusade, five reasons to support it are: one, corruption drains public resources meant for development. Two, it erodes trust in democratic institutions. Three, it disproportionately harms the poor who rely on public services. Four, transparency promotes accountability and good governance. Five, a corruption-free society fosters economic growth and social justice. [CHECKPOINT]

Let us review the note on the author. Mohandas Karamchand Gandhi lived from eighteen sixty-nine to nineteen forty-eight. Known as Mahatma Gandhi, he was the greatest contemporary Indian and one of history's great men. He dominated Indian politics for nearly half a century and profoundly influenced public life. His method of non-violence and truth won India's freedom without bloodshed, proving love is more powerful than nuclear weapons. His life and work are an open book, reflecting his ideals. He wrote and spoke tirelessly with charm and simplicity, best seen in his autobiography. The suggested reading is his autobiography, My Experiments with Truth. [CHECKPOINT]

Now we will solve the grammar exercises. Section A asks for present simple, continuous, or perfect forms. One, Sachin plays great innings. Two, Look, he is going there. I see him walking this side every day. Yes, I too have seen him many times here. Three, No, still I am reading it. I have read only half of it. Four, I am going to school. The Headmaster has asked to meet her. Five, My sister is studying medicine. She has completed four years already. Six, No, I have finished mine but Pankaj is still eating. Seven, Prices are going up and it is very difficult to make both ends meet. Eight, Look, that light has been burning all night. Nine, He has been writing the essay for the last two days but he has not completed it yet. Ten, Ramesh has been studying in the same class for the last three years. [CHECKPOINT]

Section B asks for appropriate verb forms. One, I had lit the lamp at five and it was burning brightly when Hari came in at seven. Two, I was making coffee when the light went out. Three, I did not want to meet Aziz, so when he entered the room I left. Four, The car had nobody in it, but the engine was running. Five, My friend and I were talking about you the other day. Six, She suddenly realized that she was travelling in the wrong direction. Seven, When I was looking for my pass book, I found this old photograph. Eight, How did you damage your car so badly? I ran into a lamp post yesterday. Nine, As I was crossing the road, I stepped on a banana skin and fell heavily. Ten, While the guests were watching television, thieves broke into the house and stole a lot of gold. Eleven, He discovered to his horror that his child had swallowed a coin. Twelve, The little girl asked what had happened to her ice cream. Thirteen, It was the mad man who had done the killing. Fourteen, Before I reached the class, the teacher had begun the lesson. Fifteen, When I reached the bus stop, I was told that the bus had already left. Sixteen, The test was much easier than I had thought first. Seventeen, He refused to admit that he had stolen the mobile. Eighteen, He gave me back the book, thanked me for lending it to him and said that he had enjoyed it very much, but I knew that he had not read it because most of the pages were still uncut. Nineteen, I thought my train left at two and was very disappointed when I arrived at one forty-five and learned that it had just left. I found later that I had used an out-of-date timetable. Twenty, A woman came in with a baby, who she said had just swallowed a safety pin. [CHECKPOINT]

Section C asks for correct past tense in the passage. When the old lady returned to her flat she saw at once that burglars had broken in during her absence, because the front door was open and everything in the flat was upside down. The burglars themselves were no longer there, but they probably had only just left because a cigarette was still burning on an ornamental table. Probably they had heard the lift coming up and had run down the fire escape. They had helped themselves to her whisky too but there was a little left, so she poured herself out a drink. She wondered if they had found her jewellery and rather hoped that they had. The jewellery had been given to her by her husband, who had died some years before. Since his death she had not had the heart to wear it, yet she had not liked to sell it. Now, it seemed that fate had taken the matter out of her hands, and certainly the insurance money would come in handy. Section D discusses future time. The five sentences show different shades of future meaning. Will meet indicates a simple future prediction or decision. Is meeting indicates a fixed arrangement. Is going to meet indicates a prior plan or intention. Will be meeting indicates an action in progress at a specific future time. Meets indicates a scheduled event or timetable. [CHECKPOINT]

Finally, let us enjoy the language for fun section with puns. One, hair and hare sound the same. The waiter jokes it is hare soup, playing on the homophone. Two, bean and been sound the same. The customer misunderstands bean soup as been soup, joking about its past state. Three, Channel refers to a television channel, not the English Channel. John misunderstands geography for media. Four, liver refers to the organ, but also means one who lives. The drink addict jokes life depends on the organ damaged by drinking. Five, temple refers to a religious building, but also means the side of the head. The student jokes it was on his head. Six, skipper means a cricket captain, but also means someone who skips rope. The student confuses the terms. Seven, fans refer to supporters, but also mean cooling devices. The joke is that he has many supporters keeping him cool. Eight, crabs refers to the animal, but also means irritable people. The waiter jokes they serve anyone, misunderstanding the word. Nine, photograph refers to a picture, but also means taking a child. The mother jokes she only has two children now, misunderstanding the service. Ten, twins arrived by mail plays on mail meaning post, but also meaning more. The joke is a humorous misunderstanding of a telegram. [CHECKPOINT]

Thank you for listening! Keep revising and practicing. Goodbye! [CHAPTER_COMPLETE]