an essay on many students think that studying a number of subjects at high school is just a burden
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The absence of meaning and purpose from whatever one does makes it a burden.
Continuous and Comprehensive Evaluation (CCE) was heralded as a shift from evaluation based on rote learning to one indexed to personal growth. A blow was struck on behalf of the burdened child. But the child isn’t exactly smiling for all that. It is simplistic to think that all it takes to unburden the child is to trash an examination or eradicate the wasps that sting children with ‘marks’.
What are we to make of this burden that makes the children droop? Why does a child feel burdened? Does an athlete who, as P. T. Usha once said, ‘dies and comes back to life every day on the tracks,’ feel burdened? A concert pianist, practising seven hours a day, month after month, year after year? A prospective author, keen to improve his skill and style, churning out thousands of pages of material, year after year? Do you really think they feel ‘burdened’? Now, suppose you were to hire three people — one to keep knocking the keys of the piano mechanically, another to run some forty miles per day, and a third to doodle for 7 hours every day, day after day: and all of them on very attractive salaries. You will assuredly create some very burdened souls.
We think of burden only as a presence. The school kind is burdened, because she is saddled with a jumbo bag weighing some 5 kg of study material. But is that the only, indeed the most significant, burden the child labours under? Absence, not less than presence, is a burden. If ever you had to push a two-wheeler with a flat tire to the nearest garage, you would readily agree. The absence of meaning and purpose from whatever one does makes it a burden. The hardest thing for Dostoevsky about the ‘hard labour’ he had to do in his Siberian exile was not the quantity of the work, but its utter meaninglessness. He and his fellow prisoners were made to fill huge barrels with sand and empty them. They filled and emptied the barrels from morning till night, each day. Its ponderous futility broke their spirit. The burden that most people carry, the foremost cause of depression and mental ill-health in the world, says Viktor Frankl, the survivor from Hitler’s concentration camp, is meaninglessness. Every meaningless activity becomes mechanical; and nothing mechanical contributes to human growth. Stagnation is the god-particle of academic burdened-ness.
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Continuous and Comprehensive Evaluation (CCE) was heralded as a shift from evaluation based on rote learning to one indexed to personal growth. A blow was struck on behalf of the burdened child. But the child isn’t exactly smiling for all that. It is simplistic to think that all it takes to unburden the child is to trash an examination or eradicate the wasps that sting children with ‘marks’.
What are we to make of this burden that makes the children droop? Why does a child feel burdened? Does an athlete who, as P. T. Usha once said, ‘dies and comes back to life every day on the tracks,’ feel burdened? A concert pianist, practising seven hours a day, month after month, year after year? A prospective author, keen to improve his skill and style, churning out thousands of pages of material, year after year? Do you really think they feel ‘burdened’? Now, suppose you were to hire three people — one to keep knocking the keys of the piano mechanically, another to run some forty miles per day, and a third to doodle for 7 hours every day, day after day: and all of them on very attractive salaries. You will assuredly create some very burdened souls.
We think of burden only as a presence. The school kind is burdened, because she is saddled with a jumbo bag weighing some 5 kg of study material. But is that the only, indeed the most significant, burden the child labours under? Absence, not less than presence, is a burden. If ever you had to push a two-wheeler with a flat tire to the nearest garage, you would readily agree. The absence of meaning and purpose from whatever one does makes it a burden. The hardest thing for Dostoevsky about the ‘hard labour’ he had to do in his Siberian exile was not the quantity of the work, but its utter meaninglessness. He and his fellow prisoners were made to fill huge barrels with sand and empty them. They filled and emptied the barrels from morning till night, each day. Its ponderous futility broke their spirit. The burden that most people carry, the foremost cause of depression and mental ill-health in the world, says Viktor Frankl, the survivor from Hitler’s concentration camp, is meaninglessness. Every meaningless activity becomes mechanical; and nothing mechanical contributes to human growth. Stagnation is the god-particle of academic burdened-ness.
Plz Plz make my answer as brainliest answer.
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