Revision Questions

India: Size and Location

(Geography)

1. Explain the size and location of India.

Ans: Location:
 the main land extends between latitudes 8°4'N and 37°6'N and
longitudes 68°7'E and 97°25'E.
 The Tropic of Cancer (23° 30'N) divides the country into almost
two equal parts.
Size:
 The land mass of India has an area of 3.28 million square km.
 India’s total area accounts for about 2.4 per cent of the total
geographical area of the world.
 India is the seventh largest country of the world.
 India has a land boundary of about 15,200 km and the total
length of the coastline of the mainland, including Andaman and
Nicobar and Lakshadweep, is 7,516.6 km.
2. Explain the importance of latitudes and longitudes.
Ans:
 helps to understand and locates the geographical location of a place
 determines the time zones of the different regions of the world- it is easy
to calculate local time and standard time.
 help in calculating the distance from one place to another.
 Understand the climate of a particular region.
3. Why is 82 degree and 30 E selected as the standard meridian of
India?
Ans. (answer already given in note book)
4. Why is north south extend of India larger than the east west extend
of India?
Ans:
The distance between the latitudes is 111 km i.e. always same but
between two longitudes is maximum at the equator but decreases at the
pole.
5. Why is the difference between the durations of day and night hardly
felt at Kanniyakumari but not so in Kashmir?
Ans:
  The difference between the durations of day and night hardly felt at
Kanniyakumari but not so in Kashmir respectively due to their
latitudinal locations.
 Kanniyakumari is located closer to the equator and experiences a
maximum difference of 45 minutes between day and night.
 However, Kashmir lies further away from the equator and
experience a significant gap between the duration of day and night
that can extend to as much as 3-5 hours.
6. Justify the naming of Indian Ocean after India.
Ans:
 India has a long coastline on the Indian Ocean.
 India is located at the head of the Indian Ocean.
 It has a central location between east and west Asia.
 India’s southernmost extension, the Deccan Peninsula protrudes into the
Indian Ocean, which makes it significant to International trade done in
Indian ocean.
 The trans Indian Ocean routes, which connect the countries of Europe in
the West and the countries of East Asia, provide a strategic central
location to India.
7. India’s land route have been important since the ancient times. Explain.

Ans: India’s contact with the world through the land routes are older than her

maritime contacts.

• Mountains provided passages to ancient travellers.

• Oceans restricted such interaction for a long time.

• Routes contributed to the exchange of ideas and commodities.

• Ideas of Upanishads, Ramayana, Panchtantra stories , Indian numerals

and decimal systems reached many parts of the world..

• Spices, muslin, and merchandise were taken to different countries.

• Greek sculptures and architectural styles of dome and minarets from West
Asia can be seen in different parts of India.

8.Why is India called a subcontinent? Name the countries which form a

part of Indian subcontinent?
Answer: A subcontinent is a big geographical unit that have different
geographical features than rest of the continent. The Indian subcontinent
exhibits such features in the continent of Asia.
(i) It covers 2.4 per cent of the Earths total land area. It has long land frontier
that is about 15200 km and nearly 7500 km long coastline.
(ii)Its natural frontiers like Himalayas in North and Deccan Peninsula provides
it a unique identity on the globe.
(iii) Its longitudinal and latitudinal extent is 30°. The Himalayas separate it from
rest of Asia. It enjoys unique climate, natural vegetation and culture. The Indian
subcontinent comprises of India, Pakistan, Bangladesh, Nepal and Bhutan.

9. The central location of India at the head of the Indian Ocean is

considered of great significance. Why?
Answer:
 The Indian land mass has a central location between the East and the
West Asia. India is a Southward extension of the Asian continent.
 The trans Indian Ocean routes which connect the countries of Europe in
the West and the countries of East Asia provide a strategic central
location to India.
 The Deccan Peninsula protrudes into the Indian Ocean, thus helping India
to establish close contact with West Asia, Africa and Europe from the
Western coast and with South-East and East Asia from the Eastern coast.
 No other country has a long coastline on the Indian Ocean as India has
indeed. Thus, India’s eminent position in the Indian Ocean which justifies
the naming of an ocean after it.

10. Write a note on India’s neighbours.

Ans: Occupies an important position in South Asia.

• Has 28 states and 9 union territories and one national capital territory.

• Shares its land boundaries with Pakistan, Afganistan , China ,Nepal,

Bhutan ,Myanmar and Bangladesh.

• Our southern neighbours are two island countries-Srilanka and

Maldives.

• Srilanka is separated from India by Palk Strait and the Gulf of Mannar.
• Maldives islands are situated to the south of Lakshadweep islands.

French Revolution
(History)
 1. What were the causes for the empty treasure of France under Louis
XVI?
 Long years of war had drained the financial resources of France.
 Added to this was the cost of maintaining an extravagant court at
the immense palace of Versailles.
 Under Louis XVI, France helped the thirteen colonies to gain their
independence from the common enemy, Britain.
 The war added more than a billion livres to a debt that had already
risen to more than 2 billion livres. Lenders, who gave the state
credit, now began to charge 10 percent interest on loans.
 To meet its regular expenses, such as the cost of maintaining an
army, the court, running government offices or universities, the
state was forced to increase taxes.
2. Explain the society of France in the Old Regime.

 The French society was divided into three estates’

1. The First estate comprised of the clergy- members of the church. They were
exempted form paying taxes and enjoyed certain privileges by birth.
2. The second estate comprising the nobility who enjoyed certain privileges by
birth and were exempted from paying taxes. They also enjoyed feudal
privileges and collected feudal dues from peasants.
3. The third estate comprising all common people including big businessmen,
traders, merchants, court officials, lawyers, peasants, artisans, labourers and
servants. The members of this estate had no political rights and social status.
The entire burden of taxation fell on the third estate.

3.What were the taxes paid by the third estate members of the French
society?

 Tithes: A tax levied by the church, comprising one-tenth of

the agricultural produce
 Taille: Tax to be paid directly to the state
 a number of indirect taxes which were levied on articles of
everyday consumption like salt or tobacco.

4. What is susbsistence crisis? Mention the factors responsible for this in

France.
Ans: Subsistence crisis is an extreme situation where the basic means of
livelihood are endangered.
The factors responsible for this crisis were :
  The population of France rose from about 23 million in 1715 to 28
million in 1789. This led to a rapid increase in the demand for
foodgrains. Production of grains could not keep pace with the
demand. So the price of bread which was the staple diet of the
majority rose rapidly. Most workers were employed as labourers in
workshops whose owner fixed their wages. But wages did not keep
pace with the rise in prices. So the gap between the poor and the
rich widened.
 Things became worse whenever drought or hail reduced the harvest.
This led to a subsistence crisis, something that occurred frequently
in France during the Old Regime.

5. Describe the contribution of French philosophers in the French

Revolution.
The role of philosophers in the French Revolution of 1789 were :

 In Two Treaties of Government, John Locke sought to refute the

doctrine of the divine and absolute right of the monarch.
 Rousseau carried the idea forward, proposing a form of government
based on a social contract between people and their representatives.
 In the Spirit of the laws Montesquieu proposed a division of power
within the government between the legislative, the executive and the
judiciary.
 The ideas of these philosophers were discussed intensely in salons
and coffee-houses and spread among people through books and
newspaper.
 Patriotic song Marseillaise composed by poet Roget de Lisle. It was
sung for the first time by volunteers from Marseilles as they
marched into Paris and so got its name. The Marseilles is now the
national anthem of France.

6. Under what circumstances did Louis XVI finally accord recognition to

the National Assembly? Mention the changes brought by the Assembly
on the night of 4 August 1789.
Answer:
There was agitation all over France due to the short supplies and high prices
of food. Unaware of the common man’s problems, the king decided to
suppress it. As a result the agitation got intensified. Peasants began to attack
chateaux. They looted hoarded grain and burnt down documents containing
records of manorial dues. Faced with the power of his revolting subjects,
Louis XVI finally accorded recognition to the National Assembly and
accepted the principle that his powers would from now on be checked by a
 constitution.
The Assembly passed a decree on the night of 4 August 1789 that brought
the following changes:
 The feudal system of obligations and taxes was abolished.
 Members of the clergy were forced to give up their privileges.
 Tithes were abolished and lands owned by the church were confiscated.

7. State the events that led to the formation of the National Assembly.
OR
Describe the events in France that led to the Tennis Court Oath of
1789.
 On 5 May 1789, Louis XVI called together an assembly of the Estates
General to pass proposals for new taxes. The first and second estate sent
300 representatives each, while the third estate sent 600 representatives.
 Voting in the Estates General in the past had been conducted according to
the principle that each estate had one vote. This time too the king was
determined to continue the same practice.
 But Members of the third estate demanded that voting now be conducted
by the assembly as a whole, where each member would have one vote.
When the king rejected this proposal, members of the third walked out of
the assembly in protest.
 The representatives of the third estate viewed themselves as spokesmen
for the whole French nation. On 20 June they assembled in the hall of an
indoor tennis court in the grounds of Versailles. They declared themselves
a National Assembly and swore not to disperse till they had drafted a
constitution for France that would limit the powers of the monarch.

8. Write the main features of the French Constitution of 1791.

 The National Assembly completed the draft of the constitution in 1791.
Its main object was to limit the powers of the monarch.
 France became a constitutional monarch.

 The constitution of 1791 vested the power to make laws in the

National Assembly, which was indirectly elected.
 The powers were separated and assigned to different institutions the
legislature, executive and judiciary.
 The citizens of France voted for a group of electors, who in turn
chose the Assembly. Only men above 25 years of age who paid
taxes were entitled to vote.
 The constitution began with a Declaration of the Rights of Man and
citizens.
  The constitution declared that it was the duty of the state to protect
each citizen’s natural rights.

9. What is the significance of ‘The Tennis Court Oath’ in the French

Revolution?
The representatives of the third estate boycotted the meeting of the Estate
General.
They viewed themselves as spokesmen for the whole French nation.
On 20 June they assembled in the hall of an indoor tennis court in the grounds
of Versailles.
They declared themselves a National Assembly and swore not to disperse till
they had drafted a constitution for France that would limit the powers of the
monarch.
10. Explain the role of Mirabeau and Abbe’ Sieye’s in the French
Revolution.

 Both Mirabeau and Abbe’ Sieye’s were great political thinkers.

 They were the leaders of the National Assembly which was formed in
1789 after the failure of the meeting of the Estate General.
 Mirabeau was born in a noble family but was convinced of the need to do
away with a society of feudal privilege.
 He brought out a journal, and delivered powerful speeches to the crowds
assembled at Versailles.
 Abbe’ Sieye’s originally a priest, wrote an influential pamphlet called,
‘What is the Third Estate?’

11. Explain the condition of the rest of France as the National Assembly
was busy drafting the constitution in Versailles.

While the National Assembly was busy at Versailles drafting a constitution, the
rest of France seethed with turmoil.
1. A severe winter had meant a bad harvest; the price of bread rose, often
bakers exploited the situation and hoarded supplies.
2. After spending hours in long queues at the bakery, crowds of angry women
stormed into the shops.
3. At the same time, the king ordered troops to move into Paris. On 14 July, the
agitated crowd stormed and destroyed the Bastille.
4. In the countryside rumours spread from village to village that the lords of the
manor had hired bands of brigands who were on their way to destroy the ripe
crops.
5. Caught in a frenzy of fear, peasants in several districts seized hoes and
pitchforks and attacked chateaux. They looted hoarded grain and burnt down
documents containing records of manorial dues.
6. A large number of nobles fled from their homes, many of them migrating to
neighbouring countries.

12. Describe the incidents that led to the storming of the Bastille.
Answer:
1. While the National Assembly was busy at Versailles drafting a constitution,
the rest of France was seething with turmoil.
 A severe winter had meant a bad harvest, the price of bread rose. Often
bakers exploited the situation and hoarded supplies.
 After spending hours in long queues at the bakery, crowds of angry
women stormed into the shops.
 At the same time, the king ordered troops to move into Paris. On 14 July,
the agitated crowd stormed and destroyed Bastille.
13. Why is the period from 1793-1794 called the ‘reign of terror’.
 The period from 1793 to 1794 is referred to as the Reign of Terror.
Because Robespierre followed a policy of severe control and
punishment.
 All those whom he saw as being enemies of the republic ex-nobles
and clergy, members of other political parties, even members of his
own party who did not agree with his methods were arrested,
imprisoned and then tried by a revolutionary tribunal. If the court
found them guilty, they were guillotined.
 Robespierre’s government issued laws placing a maximum ceiling on
wages and prices. Meat and bread were rationed.
 Peasants were forced to transport their grain to the cities and sell it at
prices fixed by the government. The use of more expensive white flour
was forbidden.
 Equality was also sought to be practised through forms of speech and
address. Instead of the traditional Monsieur (Sir) and Madame
(Madam) all French men and women were henceforth Citoyen and
Citoyenne (Citizen).
 Churches were shut down and their buildings converted into barracks
or offices.
14. Explain the condition which led to the rise of Jacobins.
OR
How did France become a republic?
  The situation in France continued to be tense during the following years.
Although Louis XVI had signed the Constitution, he entered into secret
negotiations with the King of Prussia.
 Rulers of other neighbouring countries too were worried by the
developments in France and made plans to send troops to put down the
events that had been taking place there since the summer of 1789.
 Before this could happen, the National Assembly voted in April 1792 to
declare war against Prussia and Austria
 Thousands of volunteers thronged from the provinces to join the army.
They saw this as a war of the people against kings and aristocracies all
over Europe.
 The revolutionary wars brought losses and economic difficulties to the
people.
 While the men were away fighting at the front, women were left to cope
with the tasks of earning a living and looking after their families.
 Large sections of the population were convinced that the revolution had
to be carried further, as the Constitution of 1791 gave political rights only
to the richer sections of society.
 Political clubs became an important rallying point for people who wished
to discuss government policies and plan their own forms of action.
 The most successful of these clubs was that of the Jacobins, which got its
name from the former convent of St Jacob in Paris.
15. “The political instability of the Directory paved the way for the rise of a
military dictator, Napoleon Bonaparte.” Justify.
OR
“The fall of the Jacobin government allowed the wealthier middle classes to
seize power.” Explain the statement.
 The fall of the Jacobin government allowed the wealthier middle classes
to seize power.
 A new constitution was introduced which denied the vote to non-
propertied sections of society.
 It provided for two elected legislative councils. These then appointed a
Directory, an executive made up of five members. This was meant as a
safeguard against the concentration of power in a one-man executive as
under the Jacobins.
 However, the Directors often clashed with the legislative councils, who
then sought to dismiss them.
 The political instability of the Directory paved the way for the rise of a
military dictator, Napoleon Bonaparte.
16. Discuss the role of women in French Revolution.
 From the very beginning women were active participants in the events
which brought about so many important changes in French society.
 Most women of the third estate had to work for a living. They worked as
seamstresses or laundresses, sold flowers, fruits and vegetables at the
market, or were employed as domestic servants in the houses of
prosperous people.
 Most women did not have access to education or job training. Only
daughters of nobles or wealthier members of the third estate could study
at a convent, after which their families arranged a marriage for them.
 Working women had also to care for their families, that is, cook, fetch
water, queue up for bread and look after the children. Their wages were
lower than those of men.
 In order to discuss and voice their interests women started their own
political clubs and newspapers. About sixty women’s clubs came up in
different French cities.
 The Society of Revolutionary and Republican Women was the most
famous of them. One of their main demands was that women enjoy the
same political rights as men.
 Women were disappointed that the Constitution of 1791 reduced them to
passive citizens. They demanded the right to vote, to be elected to the
Assembly and to hold political office.
17. Which laws were introduced by revolutionary government to improve
the condition of women in France?
In the early years, the revolutionary government did introduce laws that helped
to improve the lives of women.
 Together with the creation of state schools, schooling was made
compulsory for all girls.
 Their fathers could no longer force them into marriage against their
will.
 Marriage was made into a contract entered freely and registered under
civil law.
 Divorce was made legal and could be applied for by both women and
men.
 Women could now train for jobs, could become artists or run small
businesses
18. Describe the triangular slave trade that was carried on during the
eighteenth and nineteenth centuries?
 The colonies in the Caribbean were important suppliers of commodities
such as tobacco, indigo, sugar and coffee.
  But the reluctance of Europeans to go and work in distant and unfamiliar
lands meant a shortage of labour on the plantations.
 So this was met by a triangular slave trade between Europe, Africa and
the Americas. The slave trade began in the seventeenth century.
 French merchants sailed from the ports of Bordeaux or Nantes to the
African coast, where they bought slaves from local chieftains.
 Branded and shackled, the slaves were packed tightly into ships for the
three-month long voyage across the Atlantic to the Caribbean. There they
were sold to plantation owners.
 The exploitation of slave labour made it possible to meet the growing
demand in European markets for sugar, coffee, and indigo. Port cities like
Bordeaux and Nantes owed their economic prosperity to the flourishing
slave trade.
19. Describe how slavery was abolished in France?
 Throughout the eighteenth century there was little criticism of slavery in
France.
 The National Assembly held long debates about whether the rights of
man should be extended to all French subjects including those in the
colonies. But it did not pass any laws, fearing opposition from
businessmen whose incomes depended on the slave trade.
 It was finally the Convention which in 1794 legislated to free all slaves in
the French overseas possessions.
 This, however, turned out to be a short-term measure: ten years later,
Napoleon reintroduced slavery. Slavery was finally abolished in French
colonies in 1848.
20. “The revolutionary government took it upon themselves to pass laws
that would translate the ideals of liberty and equality into everyday
practice.” Discuss this statement with special emphasis on the abolition of
censorship.
Answer:
The years following 1789 in France saw many such changes in the lives of men,
women and children. The revolutionary governments took it upon themselves to
pass laws that would translate the ideals of liberty and equality into everyday
practice.

 One important law that came into effect soon after the storming of the
Bastille in the summer of 1789 was the abolition of censorship. Earlier
all written material and cultural activities — books, newspapers, plays
— could be published or performed only after they had been approved
by the censors of the king.
 Now the Declaration of the Rights of Man and Citizen declared
freedom of speech and expression to be a natural right. They all
 described and discussed the events and changes taking place in
France.
 Freedom of the press also meant that opposing views of events could
be expressed. Each side sought to convince the others of its position
through the medium of print. Plays, songs and festive processions
attracted large numbers of people.
 This was one way they could grasp and identify with ideas such as
liberty or justice that political philosophers wrote about at length in
texts. Newspapers, pamphlets, books and printed pictures flooded the
towns of France from where they travelled rapidly into the
countryside.

21. What revolutionary measures were introduced by Napolean?

 In 1804, Napoleon Bonaparte crowned himself Emperor of France.

 He set out to conquer neighbouring European countries, dispossessing

dynasties and creating kingdoms where he placed members of his family.

 Napoleon saw his role as a moderniser of Europe. He introduced many

laws such as the protection of private property and a uniform system of
weights and measures provided by the decimal system.

 Initially, many saw Napoleon as a liberator who would bring freedom for
the people. But soon the Napoleonic armies came to be viewed
everywhere as an invading force.

 He was finally defeated at Waterloo in 1815.

What is Democracy? Why Democracy?

(Politics)

1. What are the features of democracy?

Answer:
Features of democracy are :

 Rulers elected by the people take all the major decisions;

  Elections offer a choice and fair opportunity to the people to change the
current rulers;
 This choice and opportunity is available to all the people on an equal basis;
 The exercise of this choice leads to a government limited by basic rules of the
constitution and citizens’ rights.

2. What were the steps taken by Musharraf in Pakistan to empower

himself?
Answer:
The following steps were taken by Musharraf in Pakistan to empower himself:

 In Pakistan, General Pervez Musharraf led a military coup in October 1999. He

overthrew a democratically elected government and declared himself the ‘Chief
Executive’ of the country.
 Later, he changed his designation to President and in 2002, held a referendum
in the country that granted him a five-year extension.
 In 2002, he issued a ‘Legal Framework Order’ that amended the Constitution
of Pakistan. According to this Order, the President can dismiss the national or
provincial assemblies.
 The power to take final decision rested with army officials and with General
Musharraf.
 The work of the civilian cabinet was supervised by a National Security
Council which was dominated by military officers.

3. Why did the Institutional Revolutionary Party in Mexico never lose any
election till 2000?
Answer:
The Institutional Revolutionary Party in Mexico was very strong till 2000.
There are many reasons behind it:

 Until 2000, every election was won by Institutional Revolutionary Party in

Mexico. Opposition parties did contest elections, but never managed to win.
 All those who were employed in government offices had to attend its party
meetings. Teachers of government schools used to force parents to vote for the
PRI.
 Media largely ignored the activities of opposition political parties except to
criticise them.
 Sometimes, the polling booths were shifted from one place to another in the last
minute, which made it difficult for people to cast their votes.
 The PRI spent a large sum of money in the campaign for its candidates.
 4. Explain how elections are held in China. Why is the government there
always formed by the Communist Party only?
Answer:
(i) Elections are held regularly in China after every five years for electing the
country’s parliament known as the National People’s Congress.
(ii) The parliament has the power to appoint the president of the country. It has
nearly 3,000 members elected from all over China. Some members are elected by
the army.
(iii) Before contesting elections, a candidate needs the approval of the Chinese
Communist Party. Only those who are members of this party or eight smaller
parties allied to it were allowed to contest elections that took place in 2002-2003.
The government is always formed by the Communist Party.

5. What does ‘one person, one vote, one value’ mean? Name the countries
who deny the equal right to vote.
Answer:
Democracy is based on a fundamental principle of political equality. In a
democracy, each adult citizen must have one vote and each vote must have one
value. Democracy is linked to the demand for Universal Adult Franchise. Yet,
there are many instances of denial of equal right to vote.

 Until 2015, in Saudi Arabia, women did not have the right to vote.
 Estonia has made its citizenship rules in such a way that people belonging to
Russian minority find it difficult to get the right to vote.
 In Fiji, the electoral system is such that the vote of an indigenous Fiji has more
value than that of an Indian-Fijian.

6. Explain how popular government can be undemocratic and popular leaders be

autocratic.
 Zimbabwe attained independence from White minority rule in 1980. Since then
the country has been ruled by ZANU-PF, the party that led the freedom struggle.
 Its leader, Robert Mugabe, ruled the country since independence. Elections were
held regularly and always won by ZANU-PF.
 President Mugabe was popular but also used unfair practices in elections. Over
the years his government changed the constitution several times to increase the
powers of the President and make him less accountable.
 Opposition party workers were harassed and their meeting disrupted. Public
protests and demonstrations against the government were declared illegal.
 There was a law that limited the right to criticise the President. Television and
radio were controlled by the government and gave only the ruling party’s version.
 There were independent newspapers but the government harassed those
journalists who went against it.
  The government ignored some court judgments that went against it and
pressurised judges. He was forced out of office in 2017.

7. What are the features of a democratic government?

Democracy is a form of government in which:
 Rulers elected by the people take all the major decisions;
 Elections offer a choice and fair opportunity to the people to change the
current rulers;
 This choice and opportunity is available to all the people on an equal
basis; and
 The exercise of this choice leads to a government limited by basic rules
of the constitution and citizens’ rights.
8. Describe the arguments against democracy.
 Leaders keep changing in a democracy. This leads to instability.
 Democracy is all about political competition and power play. There is no
scope for morality.
 So many people have to be consulted in a democracy that it leads to
delays.
 Elected leaders do not know the best interest of the people. It leads to bad
decisions.
 Democracy leads to corruption for it is based on electoral competition.
 Ordinary people don’t know what is good for them; they should not
decide anything.

9. “A democratic government is a better government because it is a more

accountable form of government.” Explain.
Answer:

 Democratic government is an accountable government i.e., it is

responsible for its actions, decisions and policies including the
administration. The government is answerable to the Parliament or we
can say to the people. If government is not working according to the
needs and expectations of the citizens the Parliament can move a no
confidence motion against the government.
 More than three crore people lost their life in 1958-61 famine in China
but India, whose economic condition was poorer as compared to China,
did not have a famine of the kind China had.
 The existence of democracy in India made the Indian government
respond to food security in a way that the Chinese government did not.
10. Explain the arguments in favour of democracy.
Answer:

 Accountable Government: Democracy is better than any other form of

government because it represents the needs of the people. It does not
depend on the whims of the ruler or the dictator. In simple words, we can
say that democracy is for the people. It is an accountable form of
government.
 Based on Consultation Discussion: Democracy is based on consultation
and discussion. As such many mistakes are corrected in time. Thus,
democracy improves the quality of decision making.
 Deals with Differences: Democracy provides a peaceful solution to every
problem. It provides the best method of dealing with differences and
conflicts. It suits the needs of many countries like India with diversity of
languages, religions, castes and creeds. Discussions lead to the solution of
every problem, so it keeps our country united.
 Political Equality: Democracy is based on political equality which
ensures equal rights, both for the rich and the poor, the educated and the
uneducated. Thus, in a way, democracy enhances the dignity of every
citizen.
 Room for Correction: It is only in democracy that mistakes are admitted,
and all attempts are made to correct these mistakes. If mistakes are made,
it is only in democracy that they are admitted and then corrected. In
democracy, thus, there is a room for correction.
 Democracy provides the opportunity to the citizens to flourish according
to their ability.