Rani grew envious of Indu's newfound closeness with other classmates and desired to be the center of attention. When Mrs. Kusum asked if anyone was familiar with Amir Khusrau, Rani saw an opportunity to embarrass Indu. Rani addressed the history teacher, saying, "Ma'am, Indu informed me that she is knowledgeable about him and wishes to elaborate on his life and work."
The history teacher was pleased that at least one of the girls had read the chapter prior to coming to class. She instructed Indu to explain about Amir Khusrau.
Our female lead understood Rani's intentions. As those who had read the first chapter knew, Indu had already studied the second semester before obtaining the system. Thus, Indu was well-informed about the famous historical writer, Amir Khusrau.
Indu began her explanation about Amir Khusrau.
Personal Life of Amir Khusrau:
Amir Khusrau lost his father at a young age and subsequently moved in with his maternal grandparents. His grandfather served as an attendance master of soldiers at Emperor Ghayasuddin Balban's royal palace. Khusrau had the privilege of being exposed to renowned literary figures of his time as he accompanied his grandfather to the royal courts during private gatherings. This inspired him to pursue poetry and engage in fine arts such as music. He also acquired equestrian skills and received training in martial arts. The eminent Sufi saint Hazrat Nizamuddin Auliya served as his spiritual mentor.
Major Works of Amir Khusrau:
Amir Khusrau is widely recognized for creating the Khayal form of North Indian classical music, known as Hindustani. He modified the raga Dhrupad by incorporating Persian tunes and rhythms. He composed Qawalis inspired by bhajans. His poems were written in Persian as well as a blend of Bhojpuri and Persian, which he referred to as Hindvi. These poems later evolved into Hindi and Urdu. It is believed that Khayal originated from the Qawalis he composed based on the structure of bhajans. Khusrau wrote poetry in Persian as well as what he called Hindvi—a combination of local Bhojpuri and Persian—which subsequently developed into Hindi and Urdu. Many of his poems are still utilized today as bandishes in Hindustani classical music and as Ghazals by Ghazal singers.
Mrs. Kusum was impressed by Indu's presentation and instructed the class to applaud her.
The teacher asked Indu to take her seat as she continued with the further explanation of the chapter. It was now 10:00 am, time for the Hindi class.
The schedule for the campus classes was as follows:
9:15 am to 10:00 am - History
10:00 am to 10:45 am - Hindi
10:45 am to 11:30 am - Political Science
11:30 am to 12:15 pm - English
Indu proceeded to room no. 6 for the Hindi class. Mrs. Manjeet, the Hindi teacher, was already present. After greeting her, everyone settled into their seats. Mrs. Manjeet initiated a discussion about the winter holidays and then began to explain about the author of the upcoming roleplay that they were going to study.