Bhagya

Odisha State Board BSE Odisha 10th Class Physical Science Important Questions Chapter 3 ଧାତୁ ଓ ଅଧାତୁ Important Questions and Answers.

BSE Odisha 10th Class Physical Science Important Questions Chapter 3 ଧାତୁ ଓ ଅଧାତୁ

Objective Type Questions with Answers 

A ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଦିଅ ।

1. କାର୍ବନର ଏକ ଅପରରୂପର ନାମ ଲେଖ ।
ଉ –
ଗ୍ରାଫାଇଟ୍

2. ଜିଙ୍କ ଆମାଲଗାମରେ ଜିଙ୍କ୍ ସହ କ’ଣ ଥାଏ ?
ଉ –
ପାରଦ

3. Al₂O₃ + 2NaOH → ………………. + H₂O.
ଉ –
2NaAlO₃

4. ଜଳରେ କେଉଁ ଯୌଗିକଟି ଦ୍ରବୀଭୂତ ହେଲେ NaOH ଦିଏ ?
ଉ –
Na₂O

5. ଉଭୟ ଅମ୍ଳୀୟ ଓ କ୍ଷାରୀୟ ଧର୍ମ ପ୍ରଦର୍ଶନ କରୁଥ‌ିବା ଅକ୍‌ସାଇଡ୍‌କୁ କ’ଣ କୁହାଯାଏ ?
ଉ –
ଏମ୍ପୋଟେରିକ୍‌ ଅକ୍‌ସାଇଡ୍

6. କେଉଁ ପ୍ରକ୍ରିୟାରେ ଏଲୁମିନିୟମ୍ ମୌଳିକ ଉପରେ ପ୍ରଲେପ ଦିଆଯାଏ ?
ଉ –
ଏନୋଡାଇଡିଂ

7. ଏନୋଡାଇଜିଂ ପ୍ରଣାଳୀରେ କେଉଁ ଅମ୍ଳ ବ୍ୟବହୃତ ହୁଏ ?
ଉ –
dil. H₂SO₄

8. Zn_(s) + FeSO_4(aq) → ZnSO_4(aq) + Fe….₍₅₎ ମଧ୍ୟରେ କେଉଁଟି ବର୍ଣ୍ଣହୀନ ?
ଉ –
ZnSO₄

9. ଗରମ ପାଣିଟାଙ୍କି ପାଇଁ କେଉଁ ଧାତୁର ପାତ୍ର ବ୍ୟବହାର କରାଯାଏ ?
ଉ –
ତମ୍ବା

10. Ca(s) + 2 H₂O(l) → ………………. + H₂(g)
ଉ –
Ca(OH)₂

11. ଧାତୁକୁ କେଉଁ ତରଳ ପଦାର୍ଥରେ ବୁଡ଼ାଇ ରଖାଯାଏ ?
ଉ –
କିରୋସିନି

12. ସମୀକରଣ କେଉଁ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଅଟେ ?
ଉ –
କାସିନେସନ୍

13. ସମୀକରଣଟି କେଉଁ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା ଅନ୍ତର୍ଗତ ?
ଉ –
ରୋଷ୍ଟିଂ

14. ଲୌହ ବାମ୍ଫ ସହ ପ୍ରତିକ୍ରିୟା କରି କେଉଁ ଅକ୍‌ସାଇଡ୍ ସୃଷ୍ଟି ହୋଇଥାଏ ?
ଉ –
Fe₃O₄

15. ଜଳ କେଉଁ ଅବସ୍ଥାରେ ଥିବାବେଳେ ଏଲୁମିନିୟମ୍ ପ୍ରତିକ୍ରିୟା କରି ଅକ୍‌ସାଇଡ୍ ସୃଷ୍ଟିକରେ ?
ଉ –
ବାମ୍ଫ

16. ଅମ୍ଳରାଜରେ ଗାଢ଼ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ଓ ଗାଢ଼ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍‌ର ଅନୁପାତ କେତେ ?
ଉ –
1:3

17. MgCI₂ ରେ ଯୌଗିକଗଠନପାଇଁ କେତୋଟି ଇଲେକ୍‌ଟ୍ରନ ଭାଗ ନେଇଥାନ୍ତି ?
ଉ –
16

18. ଏକ ଅମ୍ଳରାଜ ପ୍ରସ୍ତୁତିରେ HNO₃ 6 ml ହେଲେ HCIର ପରିମାଣ କେତେ ?
ଉ –
18 ml

19. ଧାତୁ ଲଘୁ ଅମ୍ଳସହ ପ୍ରତିକ୍ରିୟା କରି କେଉଁ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରାଏ ?
ଉ –
ହାଇଡ୍ରୋଜେନ୍

20. ହିଲିୟମ୍ ବ୍ୟତୀତ ନୋବଲ ଗ୍ୟାସ୍‌ର ବହିଃସ୍ଥ କକ୍ଷରେ କେତୋଟି ଇଲେକ୍‌ଟ୍ରନ୍ ରହିଥାଏ ?
ଉ –
କେବଳ 8ଟି

21. NaCl ର ଗଳନାଙ୍କ କେତେ K ?
ଉ –
1074

22. ଧାତୁ ଉପରେ Znର ଲେପକୁ ………………………. କୁହାଯାଏ |
ଉ –
ଗାଲଭାନାଇଜିଂ

23. ଯେଉଁ ଖଣିଜରୁ ଧାତୁକୁ ନିଷ୍କାସନ କରିବା ଲାଭଜନକ ହୋଇଥାଏ, ତାକୁ କ’ଣ କହନ୍ତି ?
ଉ –
ଧାତୁପିଣ୍ଡ

24. ପ୍ରକୃତିରେ ଭୂତ୍ଵକ୍‌ରୁ ମିଳୁଥିବା ମୌଳିକ ବା ଯୌଗିକକୁ କେଉଁ ପଦାର୍ଥ କହନ୍ତି ?
ଉ –
ଖଣିଜ

25. ଲୁହା ଉପରେ ଜିଙ୍କ୍ ଲେପନକୁ କ’ଣ କୁହାଯାଏ ?
ଉ –
ଗାଲ୍‌ଭାନାଇଜିଙ୍ଗ୍

26. ଭାରତରେ କେତେ କ୍ୟାରେଟ୍ ସୁନା ଅଳଙ୍କାର ତିଆରି ପାଇଁ ବ୍ୟବହୃତ ହୁଏ ?
ଉ –
22

27. ପିତ୍ତଳରେ ତମ୍ବାର ପରିମାଣ ଶତକଡ଼ା କେତେ ଥାଏ ?
ଉ –
70

28. ସୋଲଡ଼ର,କେଉଁ କେଉଁ ଧାତୁର ଏକ ମିଶ୍ରଧାତୁ ।
ଉ –
ସୀସା ଓ ଟିଣ

29. ବିଦ୍ୟୁତ୍ ତାରର ଝଳେଇରେ କେଉଁ ମିଶ୍ରଧାତୁ ବ୍ୟବହାର କରାଯାଏ ।
ଉ –
ସୋଲଡ଼ର

30. MnO₂ କାହାଦ୍ଵାରା ବିଜାରିତ ହୁଏ ?
ଉ –
Al

31. ବୈଦ୍ୟୁତିକ ପ୍ରଲେପନଦ୍ଵାରା ଟିଫିନ୍ ବକ୍ସ ଉପରେ କେଉଁ ଧାତୁର ଲେପ ଦିଆଯାଏ ?
ଉ –
Sn

32. ଲୁହାରେ ଶତକଡା କେତେଭାଗ କାର୍ବନ ମିଶାଇଲେ ତାହା ଶକ୍ତ ହୁଏ ?
ଉ –
0.05

33. କେଉଁ ଧାତୁପିଣ୍ଡକୁ କାସିନେସନ୍ ପଦ୍ଧତିରେ ଉତ୍ତପ୍ତ କରାଯାଏ ?
ଉ –
କାର୍ବୋନେଟ୍

34. ଲୁହାରେ କ’ଣ ମିଶାଇଲେ ତାହା ଶକ୍ତ ଓ କଠିନ ହୋଇଥାଏ ?
ଉ –
କାର୍ବନ

35. ବ୍ରୋଞ୍ଜ ଓ ସୋଲ୍ଡରରେ କେଉଁ ସାଧାରଣ ଉପାଦାନ ଥାଏ ?
ଉ –
Sn

36. କଳଙ୍କିହୀନ ଇସ୍ପାତରେ ଲୌହ ସହ କ’ଣ ମିଶାଯାଇଥାଏ ?
ଉ –
Ni + Cr

37. ଉଜ୍ଜ୍ୱଳ ଦେଖାଯାଉଥ‌ିବା ଏକ ଅଧାତୁର ନାମ ଲେଖ ।
ଉ –
ଆୟୋଡ଼ିନ୍

38. କାର୍ବନ୍ କେଉଁ ରୂପରେ ବିଦ୍ୟୁତ୍ ପରିବହନ କରିଥାଏ ?
ଉ –
ଗ୍ରାଫାଇଟ୍

39. ସୋଡ଼ିୟମ୍ ଏଲୁମିନେଟ୍‌ ରାସାୟନିକ ସଙ୍କେତ କେତେ ?
ଉ –
NaAIO₂

40. କେଉଁ ଧାତୁର ଗୁଣ୍ଡକୁ ଅଗ୍ନିଶିଖାରେ ଛିଦେଲେ ତାହା ଜଳିଯାଏ; କିନ୍ତୁ ତାହାକୁ ଉତ୍ତପ୍ତ କଲେ ତାହା ଜଳି ନ ଥାଏ ?
ଉ –
ଲୌହ

41. କେଉଁ ଧାତୁ ନିଆଁରେ ଜଳେନାହିଁ; କିନ୍ତୁ ଏହା ଉପରେ ଏକ କଳା ଆବରଣ ସୃଷ୍ଟି ହୁଏ ?
ଉ –
ତମ୍ବା

42. LiClର ସ୍ଫୁଟନାଙ୍କ ଓ ଗଳନାଙ୍କ କେତେ ?
ଉ –
1600K 3 887K

43. କପରକୁ ବାୟୁରେ ରଖିଲେ ଏହା ଉପରେ କେଉଁ ରଙ୍ଗର ଆବରଣ ସୃଷ୍ଟି ହୁଏ ?
ଉ –
ସବୁଜ

44. ବୈଦ୍ୟୁତିକ ଶୋଧନରେ କେଉଁ ଧାତୁକୁ ଏନୋଡ଼ ରୂପେ ନିଆଯାଏ ?
ଉ –
ଅଶୋଧୃ ଧାତୁ

45. କାର୍ବନ୍‌ର ସର୍ବୋଚ୍ଚ କଠିନତା ପ୍ରାକୃତିକ ଅପର ରୂପଟି କ’ଣ ?
ଉ –
ହୀରା

46. ଅଧିକାଂଶ ଧାତୁ କେଉଁ ପଦାର୍ଥରେ ଦ୍ରବୀଭୂତ ହେଲେ କ’ଣ ସୃଷ୍ଟିକରେ ?
ଉ –
କ୍ଷାରୀୟ ଅକ୍‌ସାଇଡ୍

47. Cu₂S ଧାତୁପିଣ୍ଡର ନିଷ୍କାସନରୁ କେଉଁ ଧାତୁ ମିଳେ ?
ଉ –
ତମ୍ବା

48. କେଉଁ ଧାତୁ ଗରମ ଜଳ ସହ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କରେ ?
ଉ –
Mg

49. ସିନାବାର୍ କେଉଁ ଧାତୁର ଧାତୁପିଣ୍ଡ ଅଟେ ?
ଉ –
ପାରଦ

50. ସାଧାରଣତଃ ଅଧିକାଂଶ ଧାତୁର ଧାତୁପିଣ୍ଡ ହେଉଛି
ଉ –
ଅକ୍ସାଇଡ୍

51. କେଉଁ ଧାତୁ ଥଣ୍ଡା ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଜଳରେ ଭାସେ ?
ଉ –
Ca

52. ଗରମ ପାଣିଟାଙ୍କି ପାଇଁ କେଉଁ ଧାତୁର ପାତ୍ର ବ୍ୟବହାର କରାଯାଏ ?
ଉ –
ତମ୍ବା

B ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1. ଧାତୁର ନମନୀୟତା ଓ …………………. ଗୁଣ ଯୋଗୁଁ ବିଭିନ୍ନ ଆକାରରେ ବଦଳାଯାଇପାରେ ।
2. ବିଦ୍ୟୁତ୍ ପରିବହନ କରୁଥିବା ଅଧାତୁର ନାମ …………………. |
3. ………………………. ଅଧାତୁର ଔଜଲ୍ୟ ଅଛି ।
4. ଧାତବ ଅକ୍‌ସାଇଡ୍‌ର ଗୁଣ ………………….. |
5. …………………… ଧାତୁ କିରୋସିନ୍‌ରେ ରଖାଯାଏ ।
6. …………………. ଅକ୍‌ସାଇଡ୍‌ର ସ୍ତର ଧାତୁକୁ ଅଧ୍ଵ ଜାରଣରୁ ରକ୍ଷା କରେ ।
7. K₂O ଜଳରେ ଦ୍ରବୀଭୂତ ହୋଇ ……………… ସୃଷ୍ଟି କରେ ।
8. କ୍ୟାଲ୍‌ସିୟମ୍‌ର ସଂଯୋଜକ ସେଲ୍‌ରେ …………………… ଟି ଇଲେକ୍‌ଟ୍ରନ୍‌ ଅଛି ।
9. ଧାତବ ଅକ୍‌ସାଇଡ୍ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ………………… ଦେଇଥାଏ ।
10. ପ୍ରତିକ୍ରିୟାଶୀଳତାର ଅନୁକ୍ରମରେ ନିମ୍ନରେ ଥ‌ିବା ଧାତୁ …………………… |
11. ସକ୍ରିୟତା ଅନୁକ୍ରମରେ ଥ‌ିବା ଅଧାତୁଟି ……………………. |
12. NaCl ର ଆନାୟନରେ ଥ‌ିବା ମୋଟ ଇଲେକ୍‌ଟ୍ରନ୍‌ ସଂଖ୍ୟା …………………….|
13. MgCl₂ଏକ ………………………. ଯୌଗିକ |
14. CaO ର ଗଳନାଙ୍କ ……………………… |
15. CaCl₂ ର ସ୍ଫୁଟନାଙ୍କ …………………… |
16. ଧାତୁର ମୁଖ୍ୟ ଉତ୍ସ ହେଉଛି ……………… |
17. Au, Ag, Pt, Cu ……………. ଅବସ୍ଥାରେ ମିଳେ ।
18. ଧାତୁ ନିଷ୍କାସନରେ କାର୍ବନ ………………….. ରୂପେ ବ୍ୟବହୃତ ହୁଏ ।
19. ଫେରିକ୍ ଅକ୍‌ସାଇଡ୍ ସହ ……………….. ପ୍ରତିକ୍ରିୟା ରେଳଧାରଣା ଯୋଡ଼ିବାରେ ବ୍ୟବହୃତ ହୁଏ ।
20. ବାୟୁରେ ଥିବା …………………….. ରୁପା ସହ ପ୍ରତିକ୍ରିୟା କରେ ।
21. ଥରମିଟ୍ ପଦ୍ଧତିରେ …………………….. କୁ ବିଜାରକ ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
22. ପାରଦର ଧାତୁପିଣ୍ଡର ନାମ …………………. |
23. ଫ୍ଲୋରିନ୍‌ର L ସେଲ୍‌ରେ …………………. ଟି ଇଲେକ୍‌ଟ୍ରନ୍ ଅଛି ।
24. ପାରଦ ମିଶ୍ରିତ ମିଶ୍ର ଧାତୁକୁ ……………………. କହନ୍ତି ।
25. ଲୁହାକୁ ଆଦ୍ର ବାୟୁରେ ରଖୁ …………………….. ରଙ୍ଗର ଆବରଣ ସୃଷ୍ଟି ହୁଏ ।
26. Zn ଓ Fe ମଧ୍ୟରେ …………… ଅଧ୍ଵ ପ୍ରତିକ୍ରିୟାଶୀଳ ।
27. H ଓ Cu ମଧ୍ୟରେ …………….. ଅଧ୍ଵ ପ୍ରତିକ୍ରିୟାଶୀଳ ।
28. ସଲ୍‌ଫର୍‌ର ପରମାଣୁ କ୍ରମାଙ୍କ …………………… |
29. ଧାତୁର ତାର ବାହାରିବା ଗୁଣକୁ ………………………….. କହନ୍ତି ।
30. ଗ୍ରାମ୍ ସୁନାରୁ ପ୍ରାୟ …………………………. କି.ମି. ଦୈର୍ଘ୍ୟର ତାର ଟଣାଯାଇପାରିବ ।
31. …………………….. ଏକ ଅଧାତୁ ହେଲେ ମଧ୍ୟ ତା’ର ଧାତବ ଔଜଲ୍ୟ ଅଛି ।
32. 4Al + 30₂ → ………………
33. ………………. ଅକ୍ସାଇଡର ପ୍ରତ ଧାତୁକୁ ଅଧିକ ଜାରଣରୁ ରଷ୍ଟାକରେ
34. ଧାତୁ + ଲଘୁ ଅମ୍ଳ → ………………… + ହାଇଡ୍ରୋଜେନ୍
35. ତମ୍ବା …………….ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରେ ନାହିଁ ।
36. ……………….. ର ଗ୍ୟାସୀୟ ମୌଳିକଟି ସକ୍ରିୟତା ଅନୁକ୍ରମରେ ଅଛି ।
37. ଫ୍ଲୋରିନ୍‌ର ବହିସ୍ଥ କକ୍ଷରେ …………………… ଟି ଇଲେକ୍‌ଟ୍ରନ ଅଛି ।
38. ଏଲୁମିନିୟମ୍ ବିଜାରକ …………………. ପଦ୍ଧତିରେ ବ୍ୟବହୃତ ହୁଏ ।
39. ରେଳ ଧାରଣା ଯୋଡ଼ିବା ପ୍ରକ୍ରିୟାକୁ ……………………… ପ୍ରକ୍ରିୟା କହନ୍ତି |
40. ଆଲୁମିନିୟମ୍‌ର ଏକ ମୋଟା ଅକ୍‌ସାଇଡ୍‌ର ପ୍ରଲେପ ଦେବା ପଦ୍ଧତିକୁ …………………. କୁୁତାଯାଏ |
41. ଅମ୍ଳରାଜ ପ୍ରସ୍ତୁତି ପାଇଁ ପ୍ରତି 3 ml ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଅମ୍ଳ ସହ ………………….. ପରିମାଣର ନାଇଟ୍ରିକ୍ ଅମ୍ଳ ମିଶାଯାଏ |
42. ପୋଟାସିୟମ୍ ଅକ୍‌ସାଇଡ୍ ଜଳର ଦ୍ରବୀଭୂତ ହେଲେ ……………… ସୃଷ୍ଟି କରେ ।

Anwer:
1. ମନ୍ୟତା
2. ଗ୍ରାଫାଇଟ୍
3. ଆୟୋଡ଼ିନ୍
4. କ୍ଷାର1ପ୍
5. ସୋଡ଼ିୟମ୍/ପୋଟାସିୟମ୍
6. ସଂରକ୍ଷୀ
7. KOH
8. 2
9. ଧାତବ ହାଇଡ୍ରକ୍‌ସାଇଡ୍
10. ସୁନା
11. ହାଇଡ୍ରୋଜେନ୍
12. 18
13. ଆୟନିକ୍/ବିଦ୍ୟୁତ୍ ସଂଯୋଜ୍ୟ
14. 2850 K
15. 1900 K
16. ଭୂତ୍ବକ୍
17. ମୁକ୍ତ
18. ବିଜାରକ
19. ଏଲୁମିନିୟମ୍
20. ସଲ୍ଫର୍
21. ଏଲୁମିନିୟମ୍
22. ସିନାବାର
23. 7
24. ଆମାଲଗାମ୍
25. ବାଦାମୀ
26. Zn
27. H
28. 16
29. ତନ୍ୟତା
30.2
31. ଆୟୋଡ଼ିନ୍
32. 2Al₂O₃
33. °1
34. ଲବଣ
35. ଲଘୁ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍
36. ହାଇଡ୍ରୋଜେନ
37. 7
38. ଥରମିଟ୍
39. ଥରମିଟ୍
40. ଏନୋଡ଼ାଇଜିଙ୍ଗ୍

C ଠିକ୍ ଉକ୍ତି ପାଇଁ (✓) ବା ଭୁଲ ଉକ୍ତି ପାଇଁ (x) ଲେଖ ।

1. ସୋଡ଼ିୟମ ଧାତୁକୁ ଜଳରେ ରଖାଯାଏ ।
2. କଠିନ ଗାଲିଲିୟମ୍ ଧାତୁକୁ ପାପୁଲିରେ ଧରିଲେ ତାହା ତରଳିଯାଏ ।
3. ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଅମ୍ଳର ପରିମାଣର ଅନୁପାତ 3 : 1 |
4. ସିଲ୍‌ଭର, ଗୋଲ୍ଡ ଆଦି ଧାତୁ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ।
5. କୌଣସି ଧାତୁରେ ଜିଙ୍କ୍ ଧାତୁର ପ୍ରଲେପନ କରିବାକୁ ଏନୋଡ଼ାଇଜିଙ୍ଗ୍ କୁହାଯାଏ ।
6. ବାଇକାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡକୁ କାସିନେସନ୍ ପଦ୍ଧତିରେ ଉତ୍ତପ୍ତ କରାଯାଏ ।
7. ବ୍ରୋଞ୍ଜ ଓ ସୋଲ୍ଡରରେ Sn ସାଧାରଣ ଉପାଦାନ ଥାଏ ।
8. କଳଙ୍କିହୀନ ଇସ୍ପାତ୍‌ରେ ଲୌହ ସହ Ni + Cr ମିଶାଯାଇଥାଏ ।
9. ଆୟୋଡ଼ିନ୍ ଅଧାତୁ ହେଲେ ମଧ୍ୟ ଉଜ୍ଜଳ ।
10. କାର୍ବନ୍ ଗ୍ରାଫାଇଟ୍ ରୂପରେ ବିଦ୍ୟୁତ୍ ପରିବହନ କରେ ।
11. ସୋଡ଼ିୟମ୍ ଏଲୁମିନେଟ୍‌ର ରାସାୟନିକ ସଙ୍କେତ NaAlO₃ ।
12. ଲୌହ ଧାତୁର ଗୁଣ୍ଡକୁ ଅଗ୍ନିଶିଖାରେ ଛିଞ୍ଚିଦେଲେ ତାହା ଜଳିଯାଏ; କିନ୍ତୁ ତାହାକୁ ଉତ୍ତପ୍ତ କଲେ ତାହା ଜଳି ନ ଥାଏ ।
13. ତମ୍ବା ଧାତୁ ନିଆଁରେ ଜଳେ ନାହିଁ; କିନ୍ତୁ ଏହା ଉପରେ ଏକ କଳା ଆବରଣ ସୃଷ୍ଟି ହୁଏ ।
14. ସିନାବାର୍ ଏଲୁମିନିୟମ୍ ଧାତୁର ଧାତୁପିଣ୍ଡ ଅଟେ ।
15. Cu₂S ଧାତୁପିଣ୍ଡର ନିଷ୍କାସନରୁ ତମ୍ବା ଧାତୁ ମିଳେ ।
16. ବୈଦ୍ୟୁତିକ ଶୋଧନରେ ଧାତୁପିଣ୍ଡକୁ ଏନୋଡ଼ ରୂପେ ନିଆଯାଏ ।
17. ବୈଦ୍ୟୁତିକ ଶୋଧନରେ ବିଶୁଦ୍ଧ ଧାତୁ ଏନୋଡ୍‌ଠାରେ ଜମା ହୁଏ ।
18. କପର୍‌କୁ ବାୟୁରେ ରଖିଲେ ଏହା ଉପରେ ସବୁଜ ରଙ୍ଗର ଆବରଣ ସୃଷ୍ଟି ହୁଏ ।
19. ଲୁହା ଉପରେ ଜିଙ୍କ୍ ଲେପନକୁ ଏନୋଡ଼ାଇଜିଙ୍ଗ୍ କୁହାଯାଏ ।
20. ଭାରତରେ 22 କ୍ୟାରେଟ୍‌ ସୁନା ଅଳଙ୍କାର ତିଆରି ପାଇଁ ବ୍ୟବହୃତ ହୁଏ ।
21. ପିତ୍ତଳରେ ତମ୍ବା 80 ଶତକଡ଼ା ଥାଏ ।
22. ସୀସାର ଧାତୁପିଣ୍ଡର ନାମ ଗାଲେନା ।
23. ତରଳ ସୋଡ଼ିୟମ୍‌ କ୍ଲୋରାଇଡ୍ ମଧ୍ୟରେ ବିଦ୍ୟୁତ୍ ସ୍ରୋତ ପ୍ରବାହିତ କଲେ ଏନୋଡ଼ଠାରେ ବିଘଟନ ଘଟେ ।
24. ଜଳରେ NaNO₃ ଯୌଗିକଟି ଦ୍ରବୀଭୂତ ହେଲେ NaOH ଦିଏ ।
25. ଧାତୁ ଲଘୁ ଅମ୍ଳସହ ପ୍ରତିକ୍ରିୟା କରି ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରାଏ ।
26. HgS ଧାତୁପିଣ୍ଡ ପାଇଁ ରୋଷ୍ଟିଙ୍ଗ୍‌ ପ୍ରଣାଳୀ ଅବଲମ୍ବନ କରାଯାଏ ।
27. MgCI₂ ରେ ଯୌଗିକଗଠନପାଇଁ 14ଟି ଇଲେକ୍‌ଟ୍ରନ ଭାଗ ନେଇଥାନ୍ତି ।
28. ଭାରତରେ ସାଧାରଣ ଭାବେ ବ୍ୟବହୃତ ସୁନା ଅଳଙ୍କାରଗୁଡ଼ିକ ଉପଧାତୁରେ ତିଆରି ହୋଇଥାଏ ।
29. ବିଦ୍ୟୁତ୍ ତାରର ଝଳେଇରେ ସୋଲଡ଼ର ମିଶ୍ରଧାତୁ ବ୍ୟବହାର କରାଯାଏ ।
30. ପ୍ରକୃତିରେ ଭୂତ୍ଵକ୍‌ରୁ ମିଳୁଥିବା ମୌଳିକ ବା ଯୌଗିକକୁ ଖଣିଜ କହନ୍ତି ।

Answer:
1. ✓
2. ✓
3. x
4. ✓
5. ✓
6. x
7. x
8. ✓
9. ✓
10. ✓
1. x
2. ✓
3. x
4. ✓
5. x
6. x
7. ✔
8. ✓
9. ✓
10. ✓
11. x
12.✔
13.✔
14. ×
15.✔
16. ×
17 x
18.✔
19. x
20. ✓
21.✔
22.✔
23. x
24. x
25. ✔
26. ✔
27. x
28. x
29.✓
30.✔

D ‘କ’ ସ୍ତମ୍ଭର ଶବ୍ଦକୁ ‘ଖ’ ସ୍ତମ୍ଭର ଶବ୍ଦ ସହ ମିଳନ କରି ଲେଖ ।

E ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଦିଅ ।

1. ଧାତୁର ନମନୀୟତା ଗୁଣ କାହାକୁ କହନ୍ତି ?
ଉ-
ଧାତୁକୁ ଆଘାତକଲେ ତାହା ପତଳା ଚଦରରେ ପରିଣତ ହୁଏ । ଏହି ଗୁଣକୁ ନମନୀୟତା କୁହାଯାଏ ।

2. ନମନୀୟତା ଗୁଣ କେଉଁ କେଉଁ ଧାତୁରେ ସର୍ବାଧ‌ିକ ?
ଉ –
ସୁନା ଓ ରୂପାର ନମନୀୟତା ଗୁଣ ସର୍ବାଧ‌ିକ ।

3. ଧାତୁର ତାର ବାହାରକରିବା ଗୁଣକୁ କଣ କୁହାଯାଏ ? କେଉଁ ଧାତୁରେ ତନ୍ୟତା ଗୁଣ ସର୍ବାଧ‌ିକ ?
ଉ –
ଧାତୁରୁ ତାର ବାହାରିବା ଗୁଣକୁ ତନ୍ୟତା କୁହାଯାଏ । ସୁନାର ତନ୍ୟତା ଗୁଣ ସର୍ବାଧ୍ଵ ।

4. ଧାତୁ ଓ ଅଧାତୁ କିପରି ସଂଯୁକ୍ତ ହୁଅନ୍ତି ?
ଉ –
ଧାତୁ ଓ ଅଧାତୁ ଇଲେକ୍‌ଟ୍ରନ୍‌ର ସ୍ଥାନାନ୍ତରଣ ଦ୍ଵାରା ପରସ୍ପର ସହ ସଂଯୁକ୍ତ ହୁଅନ୍ତି । ଧାତୁ ଇଲେକ୍‌ଟ୍ରନ୍‌ ତ୍ୟାଗକଲେ ଅଧାତୁ ଇଲେକ୍‌ଟ୍ରନ ଗ୍ରହଣ କରେ ।

5. ବିଦ୍ୟୁତ୍ ତାର ଉପରେ PVC କିମ୍ବା ରବର ଭଳି ପଦାର୍ଥର ଲେପ ଦିଆଯାଇଥାଏ କାହିଁକି ?
ଉ
ବିଦ୍ୟୁତ୍ ତାର ଉପରେ PVC କିମ୍ବା ରବରର (କୁପରିବାହୀ) ଆବରଣ ଦେବା ଆବଶ୍ୟକ । କାରଣ ଏହା ଆମକୁ ବିଦ୍ୟୁତ୍ ଧକ୍‌କା (Shock) ରୁ ରକ୍ଷାକରେ ।

6. ସ୍କୁଲ ଘଣ୍ଟା ନାହିଁକି ଧାତୁରେ ତିଆରି କରାଯାଇଛି ?
ଉ –
ଧାତୁର କଠିନ ବସ୍ତୁକୁ ଆଘାତକଲେ ସୁମଧୁର ଧ୍ଵନି ସୃଷ୍ଟି ହୁଏ ଏବଂ ଦୂରକୁ ଶୁଣାଯାଇଥାଏ ।

7. ଧାତୁ କାହିଁକି ବିଦ୍ୟୁତ୍ ସୁପରିବାହୀ ଅଟେ ।
ଉ
ଧାତୁର ପରମାଣୁ ସହଜରେ ଇଲେକ୍‌ଟ୍ରନ୍ ତ୍ୟାଗ କରିପାରେ, ତେଣୁ ଧାତୁ ବିଦ୍ୟୁତ୍ ସୁପରିବାହୀ ଅଟେ ।

8. ସିଜିୟମ୍ ଓ ଗ୍ୟାଲିୟମ୍‌କୁ ହାତ ପାପୁଲିରେ ରଖିଲେ ତାହା ତରଳିଯାଏ କାହିଁକି ?
ଉ-
ସିଜିୟମ୍ ଓ ଗାଲିୟମ୍ ଅତି ନିମ୍ନ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ ଧାତୁ । ଗଳନାଙ୍କ ଏତେ କମ୍ ଯେ ଧାତୁକୁ ତରଳରେ ପରିଣତ କରିବା ପାଇଁ ଶରୀରର ତାପମାତ୍ରା ଯଥେଷ୍ଟ ହୁଏ । ତେଣୁ ସିଜିୟମ୍ ଓ ଗାଲିୟମ୍‌କୁ ହାତ ପାପୁଲିରେ ରଖିଲେ ତାହା ତରଳିଯାଏ ।

9. ଏଲୁମିନିୟମ୍ ଓ କପର୍‌ରେ ରୋଷେଇ ଉପକରଣ କାହିଁକି ତିଆରି କରାଯାଇଥାଏ ?
ଉ-
ଏଲୁମିନିୟମ୍ ଓ କପର ଭଳି ଧାତୁ ତାପର ସୁପରିବାହୀ ଏବଂ ଉଚ୍ଚ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ ହୋଇଥିବାରୁ ରୋଷେଇ ଉପକରଣଗୁଡ଼ିକ ଏଲୁମିନିୟମ୍ ଓ କପର୍‌ରେ ତିଆରି ହୋଇଥାଏ ।

10. ଦୁଇଟି ନରମ ଧାତୁ ଯାହାକୁ ଛୁରିରେ କଟାଯାଇ ପାରିବ ତାର ନାମ ଲେଖ ।
ଊ –
ସୋଡ଼ିୟମ୍ ଓ ପୋଟାସିୟମ୍ ଦୁଇଟି ନରମ ଧାତୁ ।

11. କ୍ୟାଲସିୟମ୍ ଓ ମ୍ୟାଗ୍ନେସିୟମ୍ ଜଳରେ ଭାସେ କାହିଁକି ?
ଉ –
କ୍ୟାଲ୍‌ସିୟମ୍ ଓ ମ୍ୟାଗ୍ନେସିୟମ୍ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ହାଇଡ୍ରୋଜେନ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ । ଏହାର ପୃଷ୍ଠ ଭାଗରେ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍‌ର ଫୋଟକା ଥ‌ିବା ଯୋଗୁଁ ଏହା ଭାସିଥାଏ ।

12. କେଉଁ ଧାତୁ ଜଳସହ ଆଦୌ ପ୍ରତିକ୍ରିୟା କରନ୍ତି ନାହିଁ ?
ଭ –
ଲେଡ୍, ତମ୍ବା, ରୁପା ଓ ସୁନା ଜଳ ସହ ଆଦୌ ପ୍ରତିକ୍ରିୟା କରେ ନାହିଁ ।

13. ଧାତୁ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି କ’ଣ ସୃଷ୍ଟି କରେ ?
ଉ –
ଧାତୁ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଉତ୍ପନ୍ନ କରେ ।

14. ଧାତୁ HNO₃ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ବାହାରେ ନାହିଁ କାହିଁକି ? (Mg ଓ Mn ବ୍ୟତୀତ)
ଭ –
ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ଏକ ସବଳ ଜାରକ । ହାଇଡ୍ରୋଜେନ୍‌କୁ ଜାରଣ କରି ଜଳ ସୃଷ୍ଟି କରେ ।

15. ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟାଶୀଳତାର ଅଧଃକ୍ରମରେ ସଜାଅ । (Mg, Fe, Zn, Al)
ଭ –
Mg > Al < Zn > Fe

16. ଅମ୍ଳରାଜ କ’ଣ ?
ଉ –
ଅମ୍ଳରାଜ ହେଉଛି ସଦ୍ୟ ପ୍ରସ୍ତୁତ ଗାଢ଼ HCl ଏବଂ ଗାଢ଼ HNO₃ ର 3 : 1 ଅନୁପାତର ମିଶ୍ରଣ । ଏହା ସୁନାକୁ ଦ୍ରବୀଭୂତ କରିପାରେ ।

17. ଦୁଇଟି ଧାତୁର ନାମ ଲେଖ ଯାହାକି ଅତି ଲଘୁ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି H₂ ଗ୍ୟାସ୍ ଦିଏ ?
ଭ –
ମାଙ୍ଗାନିଜ୍ (Mn) ଓ ମ୍ୟାଗ୍ନେସିୟମ୍ (Mg)

18. ଖଣିଜ କାହାକୁ କହନ୍ତି ?
ଉ –
ପ୍ରକୃତିରେ ଭୂତ୍ଵକ୍‌ରୁ ମିଳୁଥିବା ମୌଳିକ ବା ଯୌଗିକକୁ ଖଣିଜ କୁହାଯାଏ ।

19. ଓର୍ ବା ଧାତୁପିଣ୍ଡ କାହାକୁ କହନ୍ତି ?
ଉ –
ଯେଉଁ ଖଣିଜରୁ ଧାତୁକୁ ନିଷ୍କାସନ କରିବା ଲାଭଜନକ ହୋଇଥାଏ, ସେହି ଖଣିଜକୁ ଓର୍ ବା ଧାତୁପିଣ୍ଡ କୁହାଯାଏ ।

20. ଅଧିକାଂଶ ଧାତୁର ଧାତୁପିଣ୍ଡ ଅକ୍‌ସାଇଡ୍ କାହିଁକି ?
ଉ –
ଅକ୍‌ସିଜେନ ଅତି ପ୍ରତିକ୍ରିୟାଶୀଳ ମୌଳିକ ଏବଂ ବହୁଳ ପରିମାଣରେ ପୃଥ‌ିବୀରେ ଉପଲବ୍ଧ ହୋଇଥାଏ । ତେଣୁ ଅଧିକାଂଶ ଧାତୁର ଧାତୁପିଣ୍ଡ ଅକ୍‌ସାଇଡ୍ ଅଟେ ।

21. କେଉଁ ଧାତୁ ହାଇଡ୍ରୋଜେନ୍ ବିସ୍ଥାପନ କରିପାରିବ ?
ଉ –
ସକ୍ରିୟତାର ଅନୁକ୍ରମରେ ହାଇଡ୍ରୋଜେନ୍ ଉପରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ ହାଇଡ୍ରୋଜେନ୍ ବିସ୍ଥାପନ କରିପାରିବେ ।

22. ଗାଈ କାହାକୁ କହନ୍ତି ?
ଉ –
ଖଣିରୁ ବାହାରୁଥୁବା ଧାତୁପିଣ୍ଡରେ ବାଲି, ମାଟି ଇତ୍ୟାଦି ଅପଦ୍ରବକୁ ଗାଙ୍ଗୁ କହନ୍ତି ।

23. ରୋମିଂ କାହାକୁ କହନ୍ତି ?
ଉ –
ଧାତୁପିଣ୍ଡକୁ ଯଥେଷ୍ଟ ପରିମାଣର ବାୟୁର ଉପସ୍ଥିତିରେ ଅଧ‌ିକ ପରିମାଣରେ ଉତ୍ତପ୍ତ କରିବା ପ୍ରଣାଳୀକୁ ରୋଟିଂ କହନ୍ତି ।

24. କାନେସନ୍ କ’ଣ ?
ଉ –
ସିମୀତ ପରିମାଣର ବାୟୁରେ କାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡକୁ ଉତ୍ତପ୍ତ କରି ଅକ୍‌ସାଇଡ୍‌ରେ ପରିବର୍ତ୍ତନ କରାଯାଏ । ଏହି ପ୍ରଣାଳୀକୁ କାଲ୍‌ସିନେସନ୍ କହନ୍ତି ।

25. ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁକୁ ବିଜାରକ ରୂପେ ବ୍ୟବହାର କରାଯାଏ କାହିଁକି ?
ଉ –
ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ; ଯଥା : ସୋଡ଼ିୟମ୍, କ୍ୟାଲସିୟମ୍ ଇତ୍ୟାଦି କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁକୁ ଏମାନଙ୍କର ଯୌଗିକରୁ ଅପସାରଣ କରିପାରନ୍ତି । ତେଣୁ ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ ବିଜାରକ ରୂପେ ବ୍ୟବହୃତ ହୁଏ ।

26. ଥରମିଟ୍ ପ୍ରତିକ୍ରିୟା କାହାକୁ କହନ୍ତି ?
ଉ –
ଫେରିକ୍ ଅକ୍‌ସାଇଡ୍ (Fe₂O₃) ର ଏଲୁମିନିୟମ୍ ସହ ପ୍ରତିକ୍ରିୟାରୁ ଉତ୍ପନ୍ନ ତାପ ରେଳଧାରଣା ଯୋଡ଼ିବା କିମ୍ବା ଫାଟିଯାଇଥ‌ିବା ଯନ୍ତ୍ରାଂଶକୁ ଯୋଡିବାପାଇଁ ବ୍ୟବହାର କରାଯାଏ । ଏହାକୁ ଥରମିଟ୍ ପ୍ରତିକ୍ରିୟା କହନ୍ତି ।

27. ଏନୋଡ୍ କର୍ଦ୍ଦମ କାହାକୁ କହନ୍ତି ?
ଉ –
ବୈଦ୍ୟୁତିକ ବିଶୋଧନରେ ଅଦ୍ରବଣୀୟ ଅପଦ୍ରବ ଏନୋଡ୍‌ର ତଳେ ବସିଥାଏ, ତାହାକୁ ଏନୋଡ୍ କର୍ଦ୍ଦମ କୁହାଯାଏ ।

28. ରୁପାର ଉପକରଣ କଳାପଡ଼େ କାହିଁକି ?
ଉ –
ରୁପାର ଉପକରଣ ବାୟୁରେ ଥିବା ସଲଫର ସହିତ ପ୍ରତିକ୍ରିୟା କରି ସିଲଭର ସଲଫାଇଡ୍‌ର ଏକ କଳାରଙ୍ଗର ଆବରଣ ସୃଷ୍ଟି କରେ ।

29. କପର ବାୟୁରେ ରଖୁଲେ ଏକ ସବୁଜ ଆସ୍ତରଣ ଲାଭକରେ କାହିଁକି ?
ଉ –
କପର ବାୟୁରେ ଥ‌ିବା ଆଦ୍ର ଅଙ୍ଗାରକାମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି କପର କାର୍ବୋନେଟ୍‌ ଏକ ସବୁଜ ଆସ୍ତରଣ ସୃଷ୍ଟି କରେ ।

30. ଏନୋଡାଇଜିଂ କ’ଣ ?
ଉ –
ଏଲୁମିନିୟମ୍ ଧାତୁରେ ଏଲୁମିନିୟମ୍ ଅକ୍‌ସାଇଡ୍‌ର ଏକ ଲେପ ଦେବାକୁ ଏନୋଡାଇଭିଂ କହନ୍ତି ।

31. ଗାଲ୍‌ଭାନାଇଜିଂ ପ୍ରଣାଳୀ କ’ଣ ?
ଉ –
ଲୁହା ଭଳି ନିକୃଷ୍ଟ ଧାତୁ ଉପରେ ଜିଙ୍କର ଲେପ ଦେବାକୁ ଗାଲ୍‌ଭାନାଇଜେସନ୍ ବା ଗାମ୍‌ଭାନାଇଜିଂ ପ୍ରଣାଳୀ କୁହାଯାଏ ।

32. ଏମ୍ପୋଟେରିକ୍ ଅକ୍‌ସାଇଡ୍ କାହାକୁ କହନ୍ତି ?
ଉ –
ଯେଉଁ ଅକ୍‌ସାଇଡ୍ ଉଭୟ କ୍ଷାରୀୟ ଓ ଅମ୍ଳୀୟ ଗୁଣ ପ୍ରଦର୍ଶନ କରିଥାଏ, ତାହାକୁ ଏଫୋଟୋରିକ୍ ଅକ୍‌ସାଇଡ୍ କୁହାଯାଏ ।

33. ‘22 କ୍ୟାରେଟ୍ ସୁନା’ର ଅର୍ଥ କ’ଣ ?
ଉ –
22 ଭାଗ ବିଶୁଦ୍ଧ ସୁନା ଓ 2 ଭାଗ ତମ୍ବା କିମ୍ବା ରୁପା ମିଶାଇ ମିଶ୍ର ଧାତୁ ପ୍ରସ୍ତୁତ କରାଯାଏ । ତାହାକୁ 22 କ୍ୟାରେଟ୍ ସୁନା

34. P ଗୋଟିଏ ଅଧାତୁ ଠୁ ଓ R ରୂପରେ ମିଳେ । Q କଠିନତମ ପଦାର୍ଥ ଏବଂ R ବିଦ୍ୟୁତ୍ ପରିବହନ କରେ । P, Q ଓ R ର ନାମ ଲେଖ ।
ଉ –
P- କାର୍ବନ, Q- ହୀରା, R- ଗ୍ରାଫାଇଟ୍ ।

35. ଦୁଇଟି ଅମ୍ଳୀୟ ଅକସାଇଡ଼ର ଉଦାହରଣ ଦିଅ ।
ଊ –
CO₂, SO₂

36. ଦୁଇଟି ନିରପେକ୍ଷ ଅକସାଇଡ଼ର ଉଦାହରଣ ଦିଅ ।
ଉ
କାର୍ବନ ମନୋକସାଇଡ଼୍ (CO) ନାଇଟ୍ରୋଜେନ ଅକସାଇଡ଼ (N₂O)
ହାଇଡ୍ରୋଜେନ ଅକସାଇଡ୍ (H₂O)

37. ଧାତବ ଉଜ୍ଜ୍ବଳତା କାହାକୁ କହନ୍ତି ?
ଉ –
ବିଶୁଦ୍ଧ ଅବସ୍ଥାରେ ଧାତୁର ପୃଷ୍ଠ ଚକ୍ ଚକ୍ କରେ ଏବଂ ଧାତୁର ଏହି ଧର୍ମକୁ ଧାତବ ଦିସ୍ତୀ ବା ଧାତବ ଉଜ୍ଜ୍ବଳତା କୁହାଯାଏ ।

38. ଧାତୁ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ଉଦ୍‌ଜାନ ଗ୍ୟାସ ଉତ୍ପନ୍ନ ହୁଏ ନାହିଁ କାହିଁକି ?
ଉ –
ନାଇଟ୍ରିକ ଏସିଡ଼୍ ଏକ ଉତ୍ତମ ଜାରକ, ଏହା ହାଇଡ୍ରୋଜେନକୁ ଜାରଣ କରି ଜଳ ଉତ୍ପନ୍ନ କରେ ଏବଂ ନିଜେ ବିଜାରିତ ହୋଇ ନାଇଟ୍ରୋଜେନ୍ ଅକ୍‌ସାଇଡ୍ ସୃଷ୍ଟି କରେ ।

39. ଧାତୁ ନିଷ୍କାସନ କାହାକୁ କହନ୍ତି ?
ଉ –
ଧାତୁପିଣ୍ଡରୁ ଧାତୁକୁ ନିଷ୍କାସନ ଏବଂ ପରେ ଶୋଧନ କରି ବ୍ୟବହାର ଉପଯୋଗୀ କରିବାକୁ ଧାତୁ ନିଷ୍କାସନ କୁହାଯାଏ ।

40. ଧାତୁକୁ ବିଦ୍ୟୁତ୍ ଯୁକ୍ତାତ୍ମକ କାହିଁକି କୁହାଯାଏ ?
ଉ
ଧାତୁ ସହଜରେ ଇଲେକ୍‌ଟ୍ରନ ତ୍ୟାଗକରି ଯୁକ୍ତାତ୍ମକ ଆୟନରେ ପରିଣତ ହୁଏ ।
Na → Na⁺ + e^–

41. ଆମାଲ୍‌ଗମ୍ କାହାକୁ କହନ୍ତି ?
ଉ –
ପାରଦର ମିଶ୍ରଧାତୁକୁ ଆମାଲ୍‌ଗମ୍ କହନ୍ତି ।

42. ମିଶ୍ରଧାତୁ କାହାକୁ କହନ୍ତି ?
ଉ –
ଦୁଇ କିମ୍ବା ତହିଁରୁ ଅଧ୍ଵ ଧାତୁ କିମ୍ବା ଏକ ଧାତୁ ଓ ଏକ ଉପଧାତୁର ସମଜାତୀୟ ମିଶ୍ରଣକୁ ମିଶ୍ରଧାତୁ କୁହାଯାଏ ।

43. କ୍ୟାଲସିୟମ୍ ଧାତୁକୁ ଜଳରେ ପକାଇଲେ ଯେଉଁ ପ୍ରତିକ୍ରିୟା ହୁଏ ତା’ର ରାସାୟନିକ ସମୀକରଣଟି ଲେଖ ।
ଉ –
Ca + 2H₂O → Ca (OH)₂ + H₂

44.
ଧାତୁ X ବାୟୁରେ ଉତ୍ତପ୍ତ କଲେ ଜଳେ ନାହିଁ କିନ୍ତୁ Y ର ଏକ କଳା ଆବରଣ ସୃଷ୍ଟି ହୁଏ । X ଧାତୁର ନାମ ଲେଖ ।
ଉ –
X କପର ଅଟେ ଏବଂ Y କପର (II) ଅକ୍‌ସାଇଡ୍ ।

F ପ୍ରଥମଯୋଡ଼ିର ସମ୍ପର୍କକୁ ଲକ୍ଷ୍ୟ କରି ଦ୍ୱିତୀୟ ଯୋଡ଼ିର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

1. ପାରଦ : ତରଳ :: କ୍ରୋମିନ୍ : …………………… |
2. ସୁନା : ନମନୀୟ :: ଗ୍ରାଫାଇଟ୍ : …………………… |
3. ଲୌହ : ଉଚ୍ଚ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ :: ଗାଲିଲିୟମ୍ : …………………. |
4. MgO : କ୍ଷାରୀୟ :: SO₂ : …………… |
5. Na : ଅଧ୍ଵ ପ୍ରତିକ୍ରିୟାଶୀଳ :: Ag : …………….. |
6. K : 1 :: Mg : …………… |
7. Ne : 8 :: Ar : …………. |
8. କ୍ଲୋରିନ୍ : କ୍ଲୋରାଇଡ୍ :: ଫ୍ଲୋରିନ୍‌ : ………………….. |
9. Na : ଯୁକ୍ତାତ୍ମକ :: Cl : …………….. |
10. NaCl: 1686 :: CaO: ……………. |
11. Cu+Zn: ପିତ୍ତଳ :: Cu+Sn : ……………… |
12. Fe + C: ଷ୍ଠିଲ୍‌ :: Pb + Sn: ……………… |
13. Al: ବୈତ୍ୟୁତିକ ବିଜାରଣ :: Mn : …………. |
14. Na : କ୍ୟାଥେଠାରେ :: Cl₂: ……………. |
15. ଅଶୋଧିତ ଧାତୁ : ଏନୋଡ୍ :: ଶୁଦ୍ଧଧାତୁ : ………………………… |
16. ରୁପା : କଳା :: କପର : ………………….. |
17. ରୁପା : ସିଲ୍‌ଭର ସଲଫାଇଡ୍ :: କପର : ……………………… |
18. ସଲଫାଇଡ୍ ଧାତୁପିଣ୍ଡ : ରୋଚିଂ :: କାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡ : ……………………………|
19. ZnO: C:: MnO₂ : ……………….. |
20. Al + H₂O : Al₂O₃ : : Fe + H₂O : ……………….. |
21. K : ଥଣ୍ଡାଜଳ :: Zn : ………………. |
22. ଏଲୁମିନିୟମ୍ ଅକ୍‌ସାଇଡ୍‌ର ଲେପ : ଏଲାଡାଇଜିଂ :: ଜିଲ୍‌ର ଲେପ : …………………… |
23. ଓର୍ : ଯୌଗିକ :: ଏଲୟ : …………………… |
24. Al₂O₃ : ଏଫୋଟୋରିକ୍ :: ZnO : ……………. |
25. CuO ::: CuCO₃: ……………… |
26. Ca: ବୈତ୍ୟୁତିକ ବିଶ୍ଳେଷଣ: Fe: ……………… |
27. ସୋଲଡର : ସର୍ବନିମ୍ନ ଗଳନାଙ୍କ :: ଷ୍ଟିଲ୍‌ : ……………… |
28. ଧାତୁ : ପାରଦ :: ଅଧାତୁ : …………………….. |
29. Cu + O₂ → CuO :: Al + O₂ → …………………
30. ଏଲୁମିନିୟମ : ହାଇଡ୍ରୋଜେନକୁ ବିସ୍ଥାପିତ କରେ :: କପର : …………………………….
31. CaCl₂ : 1045 :: MgCl₂ : ……………….
32. ପାରଦ : ସିନାବାର :: ଏଲୁମିନିୟମ୍ : ……………………. |
33. କାର୍ବୋନେଟ୍ ଧାତୁ : କାଲ୍‌ସିନେସନ : : ସଲଫାଇଡ୍ ଧାତୁପିଣ୍ଡ : ……………………….|
34. ଶୁଦ୍ଧଧାତୁ : କ୍ୟାଥୋଡ଼ :: ଅଶୋଧ ଧାତୁ : ………………………….. |
35. ଉଜ୍ଜ୍ଵଳ ଧାତୁ : ସୁନା :: ଉଜ୍ଜ୍ଵଳ ଅଧାତୁ : ………………………………….. |
36. ଫ୍ଲୋରିନ୍‌ : ଗ୍ୟାସୀୟ ଅଧାତୁ :: ବ୍ରୋମିନ୍ : ………………………………… |
37. କାସିନେସନ୍ : କାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡ :: ରୋଚିଂ : ……………………………… |

Answer:

1. ତରଳ
2. ଭଙ୍ଗୁର
3. ନିମ୍ନ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ
4. ଅମ୍ଳୀୟ
5. କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ
6.2
7.8
8. ଫ୍ଲୋରାଇଡ୍
9. ବିଯୁକ୍ତାତ୍ମକ
10. 3120
11. ବ୍ରୋଞ୍ଜ
12. ସୋଲ୍ଡର
13. ଧାତବ ବିଜାରଣ
14. ଏନୋଡଠାରେ
15. କ୍ୟାଥୋଡ୍
16. ସବୁଜ
17. କପର କାର୍ବୋନେଟ୍
18. କାସିନେସନ୍
19. Al
20. Fe₃O₄
21. ବାମ୍ଫ
22. ଗାଲ୍‌ଭାନାଇଜିଙ୍ଗ୍
23. ମିଶ୍ରଣ
24. ଏମ୍ପୋଟେରିକ୍
25. ସବୁଜ
26. କାର୍ବନ ବିଜାରଣ
27. ଉଚ୍ଚ ଗଳନାଙ୍କ
28. ବ୍ରୋମିନ୍
29. Al₂O₃
30. ହାଇଡ୍ରୋଜେନ୍‌ଦ୍ୱାରା ବିସ୍ଥାପତି ହୁଏ
31.981
32. ବକ୍‌ସାଇଟ୍
33. ରୋଷ୍ଟିଙ୍ଗ୍
34. ଏନୋଡ୍
35. ଆୟୋଡ଼ିନ୍
36. ତରଳ ଧାତୁ
37. ସଲଫାଇଡ୍ ଧାତୁପିଣ୍ଡ ।

SUBJECTIVE TYPE QUESTIONS WITH ANSWERS

1. ଧାତୁ ଜଳ ସହ କିପରି ପ୍ରତିକ୍ରିୟା କରେ ସମୀକରଣ ସହ ଲେଖ । ପ୍ରତିକ୍ରିୟାଶୀଳତା ସମ୍ବନ୍ଧରେ ଆଲୋଚନା କର ।
ଉ-
(i) ଧାତୁ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଅକ୍‌ସାଇଡ୍ ଏବଂ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ । ଯେଉଁ ଧାତବ ଅକ୍‌ସାଇଡ୍ ଜଳରେ ଦ୍ରବଣୀୟ ତାହା ପୁଣି ଜଳରେ ମିଶି ଧାତବ ହାଇଡ୍ରୋକ୍‌ସାଇଡ୍ ସୃଷ୍ଟି କରେ । ସବୁ ଧାତୁ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରନ୍ତି ନାହିଁ ।
ଧାତୁ + ଜଳ → ଧାତବ ଅକ୍‌ସାଇଡ୍ + ହାଇଡ୍ରୋଜେନ୍‌
ଧାତବ ଅକ୍‌ସାଇଡ୍ + ଜଳ → ଧାତବ ହାଇଡ୍ରୋଜେନ୍‌

ଥଣ୍ଡା ଜଳ ସହ ପ୍ରତିକ୍ରିୟା :
(ii) ସୋଡ଼ିୟମ୍ ଏବଂ ପୋଟାସିୟମ୍ ଭଳି ଧାତୁ ଥଣ୍ଡା ଜଳ ସହ ତୀବ୍ର ପ୍ରତିକ୍ରିୟା କରେ । ଏଠାରେ ପ୍ରତିକ୍ରିୟା ଦ୍ଵୟ ଖୁବ୍ ତୀବ୍ର ଏବଂ ତାପ ଉତ୍ପାଦୀ ହୋଇଥିବାରୁ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ହାଇଡ୍ରୋଜେନ୍‌ରେ ସଙ୍ଗେ ସଙ୍ଗେ ନିଆଁ ଲାଗିଯାଏ।
2K(s) + 2H₂O(l) → 2KOH(aq) + H₂(g) + ତାପଣକ୍ରି
2Na(s) + 2H₂O(l) → 2NaOH(aq) + H₂(g) + ତାପଣକ୍ରି

(iii) କ୍ୟାଲସିୟମ୍‌ର ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କମ୍ ତୀବ୍ରତାରେ ହୋଇଥାଏ ଏବଂ ଏଥୁରୁ ସୃଷ୍ଟି ହୋଇଥିବା ତାପ ହାଇଡ୍ରୋଜେନ୍‌କୁ
Ca(s) + 2H₂O(l) → Ca(OH)₂(aq) + H₂(g)
କ୍ୟାଲସିୟମ୍ ଜଳରେ ଭାସିବାକୁ ଆରମ୍ଭ କରେ କାରଣ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍‌ର ଫୋଟକାଗୁଡ଼ିକ ଧାତୁର ଉପରିଭାଗରେ ଲାଖ୍ ରହିଯାଏ ।

ଗରମ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା :
(iv) Mg ଥଣ୍ଡା ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରେ ନାହିଁ କିନ୍ତୁ ଗରମ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ମ୍ୟାଗ୍ନେସିୟମ ହାଇଡ୍ରୋକ୍‌ସାଇଡ୍ ଏବଂ ହାଇଡ୍ରୋଜେନ ଉତ୍ପନ୍ନ କରେ । ଏହାର ପୃଷ୍ଠରେ ଭାସୁଥ‌ିବା ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍‌ର ଫୋଟକା ଯୋଗୁ ଭାସେ ।
Mg(s) + 2H₂O(l) → Mg(OH)₂ + H₂O

ଚାମ୍ପ ସହ ପ୍ରତିକ୍ରିୟା :
(v) ଏଲୁମିନିୟମ୍, ଲୌହ ଏବଂ ଜିଙ୍କ ପରି ଧାତୁ ଥଣ୍ଡା ବା ଗରମ ପାଣିରେ ପ୍ରତିକ୍ରିୟା ଆଦୌ କରନ୍ତି ନାହିଁ । ଏହି ଧାତୁ ବାମ୍ଫ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଅକସାଇଡ୍ ଏବଂ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରନ୍ତି ।
2Al(s) + 3H₂O(g) → Al₂O₃(s) + 3H₂(g)
3Fe(s) + 4H₂O(g) → Fe₃O₄(s) + 4H₂(g)

(vi) ଲେଡ୍, ରୁପା, ତମ୍ବା ଏବଂ ସୁନା ଆଦି ଧାତୁ ଜଳ ସହ ଆଦୌ ପ୍ରତିକ୍ରିୟା କରନ୍ତି ନାହିଁ ।

(vii) ଏଥିରୁ ଜଣାଯାଏ ଯେ ପୋଟାସିୟମ୍, ସୋଡ଼ିୟମ୍ ଧାତୁ କାଲସିୟମ୍‌ଠାରୁ ଅଧ୍ଵ ପ୍ରତିକ୍ରିୟାଶୀଳ ଓ ମ୍ୟାଗ୍ନେସିୟମ କ୍ୟାଲସିୟମ୍‌ଠାରୁ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ।ଏଲୁମିନିୟମ୍, ଆଇରନ୍, ଜିଙ୍କ ଧାତୁ ମ୍ୟାଗ୍ନେସିୟମ୍‌ଠାରୁ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ।

2. ଏଲୟ କ’ଣ ? ଏହା କିପରି ପ୍ରସ୍ତୁତ କରାଯାଏ ? ଏଲୟ କିପରି ମୂଳ ଧାତୁଠାରୁ ଭିନ୍ନ । ଏଲୟର 2ଟି
ଉ –
ଏଲୟ ଧାତୁ ସହ ଧାତୁ, ଅଧାତୁ କିମ୍ବା ଉପଧାତୁର ସମଜାତୀୟ ମିଶ୍ରଣକୁ ମିଶ୍ରଧାତୁ ବା ଏଲୟ କହନ୍ତି ।

• ପ୍ରଥମେ ପ୍ରାରମ୍ଭିକ ଧାତୁକୁ ତରଳାଯାଏ ଏବଂ ତା’ପରେ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ଅନୁପାତରେ ଅନ୍ୟ ମୌଳିକକୁ ଏଥ‌ିରେ ଦ୍ରବୀଭୂତ କରାଇ ମିଶ୍ରଧାତୁ ପ୍ରସ୍ତୁତ କରାଯାଏ । ଏହାପରେ ଏହାକୁସାଧାରଣ ତାପମାତ୍ରାରେ ଶୀତଳ କରାଯାଏ ।
• ଧାତୁର ଧର୍ମରେ ଉନ୍ନତି ଆଣିବାପାଇଁ ମିଶ୍ରଧାତୁର ପ୍ରସ୍ତୁତୀକରଣ ଏକ ଉତ୍ତମ ପ୍ରଣାଳୀ ଅଟେ ।
• ଲୁହା ଏବଂ ବହୁଳ ବ୍ୟବହୃତ ଧାତୁ, କିନ୍ତୁ ଏହାକୁ କଦାପି ବିଶୁଦ୍ଧ ଅବସ୍ଥାରେ ବ୍ୟବହାର କରାଯାଏ ନାହିଁ । କାରଣ ବିଶୁଦ୍ଧ ଲୁହା ଅତ୍ୟନ୍ତ ନରମ ଏବଂ ଉତ୍ତପ୍ତ କଲେ ସହଜରେ ପ୍ରସାରିତ ହୁଏ । ମାତ୍ର ଏହାକୁ ଅଳ୍ପ ପରିମାଣର କାର୍ବନ ପ୍ରାୟ (0.05%) ସହ ମିଶାଇଲେ ତାହା ଶକ୍ତ ଏବଂ କଠିନ ହୋଇଯାଏ ।
  ଲୁହା, ନିକେଲ ଓ କ୍ରୋମିୟମ୍ ସହ ମିଶିଲେ ଷ୍ଟେନ୍‌ସ୍‌ ମିଳେ । ଏହା ଶକ୍ତ ଓ ଏଥ‌ିରେ କଳଙ୍କି ଲାଗେ ନାହିଁ । ଲୁହା ଯଦି ଅନ୍ୟ କୌଣସି ପଦାର୍ଥ ସହ ମିଶେ ତେବେ ତା’ର ଧର୍ମ ବଦଳିଯାଏ ।
• ଗୋଟିଏ ମିଶ୍ରଧାତୁର ବିଦ୍ୟୁତ୍ ପରିବାହିତା ଏବଂ ଗଳନାଙ୍କ ବିଶୁଦ୍ଧ ଧାତୁଠାରୁ କମ୍ । ସୀସା ଓ ଟିଣ (pb ଓ Sn)ର ଏକ ମିଶ୍ରଧାତୁ ହେଉଛି ସୋଲଡ଼ର ଯାହାର ଗଳନାଙ୍କ ମୂଳଧାତୁଠାରୁ କମ୍ ଅଟେ ।

ମିଶ୍ରଧାତୁର ଉପଯୋଗିତା :

• Sn ଓ Pb ର ମିଶ୍ରଧାତୁ ସୋଲଡ଼ରକୁ ଫ୍ୟୁଜ୍ ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
• ସୁନାରେ 2 ଭାଗ ଖାଦ ମିଶାଇ 22 କ୍ୟାରେଟ୍ ସୁନା ପ୍ରସ୍ତୁତ କରାଯାଏ ଯାହାକି ଶକ୍ତ ଓ ଅଳଙ୍କାର ପ୍ରସ୍ତୁତିରେ ବ୍ୟବହାର କରାଯାଏ ।
• ବ୍ରୋଞ୍ଜକୁ ବିଦ୍ୟୁତ୍ କୁପରିବାହୀ ରୂପେ ବ୍ୟବହୃତ କରାଯାଏ । .
• ସୋଲଡ଼ର ବିଦ୍ୟୁତ୍ ତାରର ଝଳେଇ ବା ସଂଯୋଗରେ ବ୍ୟବହୃତ ହୁଏ।

3. ୟନିକ ଯୌଗିକ କାହାକୁ କହନ୍ତି ? ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ (NaCl) ଯୌଗିକର ଗଠନ ଚିତ୍ର ସହ ବର୍ଣ୍ଣନା କର ।
ଉ
ଆୟନିକ୍ ଯୌଗିକ : ଧାତୁ ଗୁଡ଼ିକର ପରମାଣୁରୁ କୌଣସି ଅଧାତବ ପରମାଣୁକୁ ଇଲେକ୍‌ଟ୍ରନର ସ୍ଥାନାନ୍ତରଣ ଯୋଗୁଁ ସୃଷ୍ଟି ହେଉଥ‌ିବା ଯୌଗିକକୁ ଆୟନିକ ଯୌଗିକ ବା ବିଦ୍ୟୁତ୍ ସଂଯୋଜ୍ୟ ଯୌଗିକ କୁହାଯାଏ ।
ସୋଡ଼ିୟମ୍ କ୍ଲୋରାଇଡ୍ (NaCI) ର ଗଠନ :
(i) ସୋଡ଼ିୟମ୍‌ର ପରମାଣୁ କ୍ରମାଙ୍କ 11 । ଏହାର ଇଲେକ୍‌ଟ୍ରନ୍‌ ସଂରଚନା K(2), L(8), M(1)। ଏହା ଯଦି M କକ୍ଷରୁ ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ୍ ହରାଇ ଦିଏ ତେବେ L କକ୍ଷଟି ବାହ୍ୟତମ କକ୍ଷ ହୋଇଯିବ । L କକ୍ଷରେ 8 ଟି ଇଲେକ୍‌ଟ୍ରନ୍‌ ଥ‌ିବାରୁ ଏହା ସ୍ଥାୟୀ ଅଷ୍ଟକ ଅଟେ । Na ର ପରମାଣୁର ନ୍ୟୁକ୍ଲିୟସରେ 11 ଟି ପ୍ରୋଟନ ଅଛି ଓ କିନ୍ତୁ ଇଲେକ୍‌ଟ୍ରନ ସଂଖ୍ୟା 10 ହୋଇଯାଇଛି । ବଳକା ଗୋଟିଏ ପ୍ରୋଟନ (ଯୁକ୍ତ ଚାର୍ଜ) ସୋଡ଼ିୟମ କାଟାୟନ (Na⁺) ସୃଷ୍ଟି କରୁଛି ।

(ii) କ୍ଲୋରିନ୍‌ର ପରମାଣୁ କ୍ରମାଙ୍କ 17 ଇଲେକ୍‌ଟ୍ରନ ସଂରଚନା K(2), L(8), M(7), ଅଷ୍ଟକ ପୂର୍ଣ୍ଣହେବା ପାଇଁ ମାତ୍ର ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ ଆବଶ୍ୟକ । ସୋଡ଼ିୟମ ସହ କ୍ଲୋରିନ୍‌ର ପ୍ରତିକ୍ରିୟା ହେଲେ ସୋଡ଼ିୟମ୍ ହରାଇଥିବା ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ କ୍ଲୋରିନ୍ ଗ୍ରହଣ କରିପାରିବ । ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରମ୍ ପାଇବା ଫଳରେ କ୍ଲୋରିନ୍ (CI^–) ଏନାୟନରେ ପରିଣତ ହେବ ।

(iii) Na⁺ ଓ CI^– ବିପରୀତ ଚାର୍ଜ ବିଶିଷ୍ଟ ହୋଇଥିବାରୁ ପରସ୍ପରକୁ ଆକର୍ଷଣ କରେ ଏବଂ ଶକ୍ତିଶାଳୀ ସ୍ଥିର ବିଦ୍ୟୁତ୍ ଆକର୍ଷଣ ବଳଦ୍ଵାରା ଧରି ରଖ୍ NaCI ଗଠିତ ହୁଏ ।

ସଂକ୍ଷିପ୍ତ ଭତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର

1. ଧାତୁ ଓ ଅଧାତୁକୁ ଭୌତିକ ଧର୍ମାନୁଯାୟୀ ବର୍ଗୀକରଣ କରାଯାଇପାରିବ ନାହିଁ – ଉଦାହରଣ ଦେଇ ବୁଝାଅ ।
ଭ –

• ସାଧାରଣ ତାପମାତ୍ରାରେ ପାରଦ ବ୍ୟତୀତ ପ୍ରତ୍ୟେକ ଧାତୁ କଠିନ ଅବସ୍ଥାରେ ଥାଏ । ସାଧାରଣତଃ ଧାତୁଗୁଡ଼ିକ ଉଚ୍ଚ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ, କିନ୍ତୁ ଗାଲିଲିୟମ ଏବଂ ସୀସିୟମ ଅତି ନିମ୍ନ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ ଧାତୁ । ଏହି ଧାତୁ ଦ୍ଵୟକୁ ପାପୁଲିରେ ରଖୁଲେ ତାହା ତରଳିଯାଏ ଯାହାକି ଧାତୁର ଭୌତିକ ଧର୍ମ ନୁହେଁ ।
• ଧାତୁର ଔଜ୍ୱଲ୍ୟ ଅଛି; କିନ୍ତୁ ଆୟୋଡ଼ିନ୍ ଅଧାତୁ ହେଲେ ମଧ୍ୟ ତାହାର ଔକ୍ସଲ୍ୟ ଅଛି ।
• କାର୍ବନ ବିଭିନ୍ନ ରୂପରେ ରହିଥ‌ିବା ଅଧାତୁ ଅଟେ । ପ୍ରତ୍ୟେକ ରୂପକୁ ଅପରରୂପ କୁହାଯାଏ । ହୀରା ଅଧାତୁ ହେଲେ ମଧ୍ୟ କଠିନତମ । ଯାହା ଧାତୁର ଧର୍ମ । ଧାତୁଗୁଡ଼ିକର ଗଳନାଙ୍କ ଓ ସ୍ଫୁଟନାଙ୍କ ଅଧିକ । ହୀରା ଅଧାତୁ ହେଲେ ମଧ୍ୟ ଏହାର ଗଳନାଙ୍କ ଓ ସ୍ଫୁଟନାଙ୍କ ଅଧିକ ।
• କ୍ଷାର ଧାତୁ ନିମ୍ନ ସାନ୍ଦ୍ରତା ଓ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ ଧାତୁ ଅଟେ, ଯାହାକି ଅଧାତୁମାନଙ୍କଠାରେ ଦେଖାଯାଏ । ତେଣୁ ଉପରୋକ୍ତ ଆଲୋଚନାରୁ ଆମେ ଜାଣିଲେ ଯେ ଭୌତିକ ଧର୍ମ ଅନୁସାରେ ଧାତୁ ଓ ଅଧାତୁକୁ ବର୍ଗୀକରଣ କରାଯାଇ ପାରିବ ନାହିଁ ।

2. ଏନୋଡ଼ାଇଜିଙ୍ଗ୍ କ’ଣ ? ଏହା କିପରି କରାଯାଏ ?
ଉ –

• ଏନୋଡାଇଜିଙ୍ଗ୍ ହେଉଛି ଏଲୁମିନିୟମ ଉପରେ ମୋଟା ଅକ୍‌ସାଇଡ୍ ପ୍ରଲେପ ଦେବା ପ୍ରଣାଳୀ । ଏଲୁମିନିୟମ୍ ବାୟୁରେ ରହିଲେ ଏକ ପତଳା ଅକ୍‌ସାଇଡ୍‌ର ଆବରଣ ସୃଷ୍ଟି ହୁଏ । ଏହି ଏଲୁମିନିୟମ୍ ଅକ୍‌ସାଇଡ୍‌ର ପ୍ରଲେପ ଅଧ‌ିକ ସଂକ୍ଷାରଣ ହେବାକୁ ପ୍ରତିରୋଧ କରେ ।
• ଏହି ପ୍ରଣାଳୀରେ ପରିଷ୍କାର ଏଲୁମିନିୟମ୍‌କୁ ଏନୋଡ଼ରେ ସଂଯୁକ୍ତ କରି ଲଘୁ ସଫ୍ୟୁରିକ୍ ଏସିଡ୍ ବୈଦ୍ୟୁତିକ ବିଶ୍ଳେଷଣ କରାଯାଏ ।
• ଏନୋଡ଼ରେ ସୃଷ୍ଟି ହୋଇ ଅକ୍‌ସିଜେନ୍ ଏଲୁମିନିୟମ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି ଏହା ଉପରେ ମୋଟା ପ୍ରତିରୋଧକାରୀ ଅକ୍‌ସାଇଡ୍ ଆବରଣ ସୃଷ୍ଟି କରେ । ଏହା ଏଲୁମିନିୟମ୍‌କୁ ସଂକ୍ଷାରଣରୁ ରକ୍ଷାକରେ । ଏଲୁମିନିୟମ୍ ପଦାର୍ଥକୁ ଅକ୍‌ସାଇଡ୍ ସ୍ତରଦ୍ଵାରା ରଙ୍ଗେଇ ସହଜରେ ଆକର୍ଷଣୀୟ ରୂପ ଦିଆଯାଏ ।

3. କୌଣସି ଧାତୁ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କଲେ କାହିଁକି ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ନିର୍ଗତ ହୁଏ ନାହିଁ ? କିନ୍ତୁ Mn Mg ସହ ପ୍ରତିକ୍ରିୟା କରି H₂ ଗ୍ୟାସ୍ ନିର୍ଗତ କରେ ।
ଉ –

• କୌଣସି ଧାତୁ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ନାଇଟ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ନିର୍ଗତ ହୁଏ ନାହିଁ କାରଣ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ଏକ ସବଳ ଜାରକ ।
• ଏହା ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ହାଇଡ୍ରୋଜେନ୍‌କୁ ଜାରଣ କରି ଜଳ ସୃଷ୍ଟି କରେ ଏବଂ ନିଜେ ବିଜାରିତ ହୋଇ ଯେକୌଣସି ନାଇଟ୍ରୋଜେନ୍ ଅକ୍‌ସାଇଡ୍ (N₂O, NO, NO₂) ରେ ପରିଣତ କରେ ।
• କିନ୍ତୁ ମ୍ୟାଗ୍ନେସିୟମ ଓ ମାଙ୍ଗାନିଜ ଅତି ଲଘୁ ନାଇଟ୍ରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି H, ଗ୍ୟାସ୍ ନିର୍ଗତ କରେ ।
  Mg(s) + HNO₃(aq) → Mg(NO₃)₂(aq) + H₂(g)

4. ଧାତୁଗୁଡ଼ିକ ଅକ୍‌ସିଜେନ୍, ଜଳ ଓ ଲଘୁଅମ୍ଳ ସହ କିପରି ପ୍ରତିକ୍ରିୟା କରନ୍ତି, ରାସାୟନିକ ସମୀକରଣ ସହ ବୁଝାଇ ଲେଖ ।
ଭ –
(i) ଧାତୁ ଅକ୍‌ସିଜେନ୍ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଅକ୍‌ସାଇଡ୍ ଗଠନ କରେ ।
ଉଦାହରଣ :
ମ୍ୟାଗ୍ନେସିୟମ ପାତକୁ ବାୟୁରେ ଜାଳିଲେ ମ୍ୟାଗ୍ନେସିୟମ ଅକ୍‌ସାଇଡ୍ ମିଳେ ।
2Mg + O₂ → 2MgO

(ii) କେତେକ ଧାତୁ ଥଣ୍ଡା ଜଳ ଓ କେତେକ ଧାତୁ ଗରମ ଜଳ ଓ କେତେକ ଧାତୁ ବାମ୍ଫ ସହ ପ୍ରତିକ୍ରିୟାକରି କ୍ଷାରକ ଉତ୍ପନ୍ନ କରନ୍ତି ।
ଉଦାହରଣ :
ପୋଟାସିୟମ୍ ଥଣ୍ଡା ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ପୋଟାସିୟମ ହାଇଡ୍ରକ୍‌ସାଇଡ୍ ଉତ୍ପନ୍ନ କରେ ।
2K(s) + 2H₂O(l) → 2KOH(aq) + H₂(g)
ଏଲୁମିନିୟମ୍ ବାମ୍ଫ ସହ ପ୍ରତିକ୍ରିୟା କରି ଏଲୁମିନିୟମ୍ ଅକସାଇଡ୍ ଉତ୍ପନ୍ନ କରେ ।
2Al(s) + 2H₂O(g) → Al₂O₃(s) + 3H₂(g)

(iii) କ୍ୟାଲସିୟମ୍ ଓ ମ୍ୟାଗ୍ନେସିୟମ୍ ଭଳି ଧାତୁ ଲଘୁ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ଉତ୍ପନ୍ନ କରେ ।
Ca(s) + 2HCl(aq) → CaCl₂(aq) + H₂(g)
କିନ୍ତୁ ତମ୍ବା ଲଘୁ ହାଇଡ୍ରୋକ୍ଲୋରିକ୍ ଏସିଡ୍ ସହ ପ୍ରତିକ୍ରିୟା କରେ ନାହିଁ ।

5. ଧାତୁର କ୍ରିୟାଶୀଳତାର ଅନୁକ୍ରମ ଦର୍ଶାଅ ଏବଂ ହାଇଡ୍ରୋଜେନ୍ ଅଧାତୁ ହେଲେ ମଧ୍ୟ ସକ୍ରିୟତାର ଅନୁକ୍ରମରେ ଅଛି କାରଣ ଦର୍ଶାଅ ।
ଉ –
(i) ଧାତୁର ପ୍ରତିକ୍ରିୟାଶୀଳତାର କ୍ରମଟି ହେଲା –

(ii) ସକ୍ରିୟତା ଅନୁକ୍ରମର ଊର୍ଦ୍ଧ୍ବରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ ଏତେ ପ୍ରତିକ୍ରିୟାଶୀଳ ଯେ ତାହା ପ୍ରକୃତିରେ ମୁକ୍ତ ଅବସ୍ଥାରେ ମିଳେ ନାହିଁ ।

(iii) ସକ୍ରିୟତା ଅନୁକ୍ରମରେ ମଝିରେ ଥ‌ିବା Zn, Fe, Pb ଇତ୍ୟାଦି ମଧ୍ୟମ ପ୍ରତିକ୍ରିୟାଶୀଳ ଓ ଏଗୁଡ଼ିକ ଭୂତ୍ଵକ୍‌ରେ ଅକ୍‌ସାଇଡ୍, ସଲ୍‌ଫାଇଡ୍ କିମ୍ବା କାର୍ବୋନେଟ୍ ରୂପରେ ମିଳିଥାଏ ।

(iv) ସକ୍ରିୟତା ଅନୁସାରେ ନିମ୍ନରେ ଥିବା ଧାତୁଗୁଡ଼ିକ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳତା ହେତୁ ପ୍ରକୃତିରୁ ମୁକ୍ତ ଭାବରେ ମିଳିଥାଏ । ହାଇଡ୍ରୋଜେନ ଏକ ଧାତୁ ହୋଇନଥିଲେ ମଧ୍ୟ ଏହା ଇଲେକ୍‌ଟ୍ରନ୍‌ ତ୍ୟାଗକରି ଯୁକ୍ତାତ୍ମକ ଆୟନ (H⁺) ସୃଷ୍ଟି କରେ ।

6. ସକ୍ରିୟତା କ୍ରମର ଊର୍ଦ୍ଧ୍ବରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକର ନିଷ୍କାସନ କିପରି ସମ୍ଭବ ହୁଏ କାରଣ ସହ ଲେଖ ।
ଊ–

• ସକ୍ରିୟତା କ୍ରମର ଊର୍ଦ୍ଧ୍ବରେ ଥିବା ପୋଟାସିୟମ୍, ସୋଡ଼ିୟମ୍, କ୍ୟାଲସିୟମ୍, ମ୍ୟାଗ୍ନେସିୟମ୍, ଏଲୁମିନିୟମ୍ ଆଦି ଧାତୁ ତୀବ୍ର ପ୍ରତିକ୍ରିୟାଶୀଳ ।
• ଏହି ଧାତୁଗୁଡ଼ିକର ଅକ୍‌ସାଇଡ୍‌କୁ କାର୍ବନ ବିଜାରଣ ପଦ୍ଧତିରେ ବିଜାରତ କରାଯାଇପାରିବ ନାହିଁ, କାରଣ ଏଗୁଡ଼ିକର କାର୍ବନ ଅପେକ୍ଷା ଅକ୍‌ସିଜେନ୍ ପ୍ରତି ଆକର୍ଷଣ ଅତ୍ମକ । ଏଗୁଡ଼ିକରୁ ବୈଦ୍ୟୁତିକ ବିଜାରଣଦ୍ବାରା ଧାତୁ ମିଳିପାରିବ ।
• ତରଳ କ୍ଲୋରାଇଡ୍‌ରୁ ବୈଦ୍ୟୁତିକ ବିଶ୍ଳେଷଣଦ୍ଵାରା ଜଳରେ ସୋଡ଼ିୟମ୍, ମ୍ୟାଗ୍ନେସିୟମ୍, କ୍ୟାଲସିୟମ୍ ଇତ୍ୟାଦି ମିଳିଥାଏ । ଧାତୁ କ୍ୟାଥୋଡ଼ଠାରେ ଜମା ହେଉଥିଲାବେଳେ କ୍ଲୋରିନ୍ ଏନୋଡ଼ଠାରେ ନିର୍ଗତ ହୁଏ ।
  

7. ସକ୍ରିୟତା କ୍ରମର ନିମ୍ନରେ ଥିବା ଧାତୁଗୁଡ଼ିକ କିପରି ନିଷ୍କାସନ କରାଯାଏ ଉଦାହରଣ ଦେଇ ଲେଖ ।
ଉ–
(i) ସକ୍ରିୟତାର ଅନୁକ୍ରମର ନିମ୍ନରେ ଥିବା ଧାତୁଗୁଡ଼ିକ; ଯଥା- Cu, Hg, Au, Ag ଅତ୍ୟନ୍ତ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ । ବାୟୁରେ ଉତ୍ତପ୍ତ କରି ସେଗୁଡ଼ିକର ଅକ୍‌ସାଇଡ୍‌ରୁ ଧାତୁକୁ ପୃଥକ୍ କରାଯାଏ ।
ଡତାହରଣ –

(ii) ପାରଦର ଧାତୁପିଣ୍ଡର ନାମ ସିନାବାର (HgS) । ଏହାକୁ ବାୟୁରେ ଉତ୍ତପ୍ତ କରି ପ୍ରଥମେ ମର୍‌କ୍ୟୁରିକ୍ ଅକ୍‌ସାଇଡ୍ (HgO)ରେ ପରିଣତ କରାଯାଏ । ଏହାକୁ ଆହୁରି ଉତ୍ତପ୍ତ କଲେ ମରକ୍ୟୁରିକ୍ ଅକ୍‌ସାଇଡ୍ ବିଜାରିତ ହୋଇ

(iii) ପ୍ରକୃତିରୁ ମିଳୁଥିବା (Cu₂S) ଧାତୁପିଣ୍ଡରୁ ତମ୍ବା ପାଇବା ପାଇଁ ଏହାକୁ ବାୟୁର ଉତ୍ତପ୍ତ କରିବା ଆବଶ୍ୟକ ।

8. ଜାରଣ-ବିଜାରଣ ପ୍ରକ୍ରିୟା ଧାତୁ ନିଷ୍କାସନରେ କିପରି ସାହାଯ୍ୟ କରେ ଉଦାହରଣ ଦେଇ ବୁଝାଅ । ଥରମିଟ୍ ପ୍ରତିକ୍ରିୟା କ’ଣ ବୁଝାଅ ।
ଉ–
(i) ସୋଡ଼ିୟମ୍‌, କ୍ୟାଲସିୟମ୍ ଓ ଏଲୁମିନିୟମ୍ ଆଦି ଧାତୁ ମଧ୍ୟ ବିଜାରକ ରୂପେ କାର୍ଯ୍ୟ କରେ । ସେମାନେ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁକୁ ସେମାନଙ୍କର ଯୌଗିକରୁ ଅପସାରଣ କରନ୍ତି ।
ଉଦାହରଣ –
ମାଙ୍ଗାନିଜ୍ ଡାଇଅକ୍‌ସାଇଡ୍‌କୁ ଏଲୁମିନିୟମ୍ ଗୁଣ୍ଡ ସହ ଉତ୍ତପ୍ତ କଲେ ମାଙ୍ଗାନିଜ୍ ଧାତୁ ମିଳେ ।
3MnO₂(s) + 4Al(s) → 3Mn(l) + 2Al₂O₃(s) + ଚାପ
ଏଠାରେ MnO₂, Mn କୁ ବିଜାରିତ ହୋଇଥିଲାବେଳେ Al, AlO₃କୁ ଜାରିତ ହୋଇଛି ।

(ii) ବିସ୍ଥାପନ ପ୍ରତିକ୍ରିୟା ଅତିମାତ୍ରାରେ ତାପ ଉତ୍ପାଦୀ – ଫେରିକ୍‌ ଅକ୍‌ସାଇଡ୍‌ର ଏଲୁମିନିୟମ୍ ସହ ପ୍ରତିକ୍ରିୟା ରେଳଧାରଣାଗୁଡ଼ିକୁ ଯୋଡ଼ିବାରେ କିମ୍ବା ଫାଟିଯାଇଥିବା ଯନ୍ତ୍ରାଂଶକୁ ଯୋଡ଼ିବାପାଇଁ ବ୍ୟବହୃତ ହୋଇଥାଏ । ଏପରି ଯୋଡ଼ିବା ପ୍ରକ୍ରିୟାକୁ ଥରମିଟ୍ ପ୍ରତିକ୍ରିୟା କୁହାଯାଏ ।
Fe₂O₃(s) + 2Al(s) → 2Fe(l) + Al₂O₃(s) + ତାପ

9. ଏଲୟ କ’ଣ ? ସୁନାର ଏଲୟ ଆବଶ୍ୟକ କାହିଁକି ?
ଭ –

• ଦୁଇ ବା ତତୋଽଧ୍ଵ ସମଜାତୀୟ ଧାତୁର ମିଶ୍ରଣ କିମ୍ବା ଗୋଟିଏ ଧାତୁ ଏବଂ ଗୋଟିଏ ଅଧାତୁର ମିଶ୍ରଣକୁ ମିଶ୍ରଧାତୁ ବା ଏଲୟ କହନ୍ତି ।
• ବିଶୁଦ୍ଧ ସୁନା 24 କ୍ୟାରେଟ୍ ନାମରେ ଜଣାଶୁଣା । ତାହା ଅତ୍ୟନ୍ତ ନରମ ହୋଇଥିବାରୁ ସେଥ‌ିରେ ଅଳଙ୍କାର
• ଏହାକୁ ଶକ୍ତ କରିବାପାଇଁ ଏଥିରେ ରୁପ କିମ୍ବା ତମ୍ବା ମିଶାଯାଏ ।
• ଭାରତରେ 22 କ୍ୟାରେଟ୍ ସୁନା ଅଳଙ୍କାର ପାଇଁ ଏହା ବ୍ୟବହୃତ ହୁଏ । ଅର୍ଥାତ୍ 22 ଭାଗ ବିଶୁଦ୍ଧ ସୁନା ସହ 2 ଭାଗ ତମ୍ବାର କିମ୍ବା ରୁପା ମିଶାଯାଇ ସୁନା ଅଳଙ୍କାର ତିଆରି ହୁଏ ।

10. କେଉଁ ପ୍ରଣାଳୀରେ (a) ସକ୍ରିୟତା କ୍ରମରେ ନିମ୍ନରେ ଥ‌ିବା ଧାତୁ (b) ମଧ୍ୟମକ୍ରମରେ ଥ‌ିବା ଧାତୁ (c) ଅଧିକ ସକ୍ରିୟତା କ୍ରମରେ ଥ‌ିବା ଧାତୁ ବିଜାରିତ ହୋଇଥାଏ ?
ଉ –
(a) ସକ୍ରିୟତା କ୍ରମରେ ନିମ୍ନରେ ଥ‌ିବା ଧାତୁଗୁଡ଼ିକ ସ୍ବତଃ କିମ୍ବା ତାପ ପ୍ରୟୋଗ କଲେ ବିଜାରିତ ହୁଏ ।
ଉଦାହରଣ –
Cu₂S ଧାତୁପିଣ୍ଡରୁ ତମ୍ବା ପାଇବାପାଇଁ ଏହାକୁ ବାୟୁରେ ଉତ୍ତପ୍ତ କରାଯାଏ ।

(b) ମଧ୍ୟମ କ୍ରମର ସକ୍ରିୟ ଧାତୁ କୋଦ୍ବାରା ବିଜାରିତ ହୋଇଥାଏ ।
ଉଦାହରଣ –
ଜିଙ୍କ୍ ଅକ୍‌ସାଇଡ୍‌କୁ କାର୍ବନ ସହିତ ଉତ୍ତପ୍ତ କଲେ ତାହା ଧାତବ ଜିକୁ ବିଜାରିତ ହୋଇଥାଏ ।
ZnO(s) + C(s) → Zn(s) + CO(g)

(c) ଅଧିକ ସକ୍ରିୟତା କ୍ରମରେ ଥିବା ଧାତବ ଅକ୍‌ସାଇଡ୍‌ର ବୈଦ୍ୟୁତିକ ବିଜାରଣ କରାଯାଇଥାଏ ।
ଉଦାହରଣ –
ଏଲୁମିନିୟମ୍ ଅକ୍‌ସାଇଡ୍ରୁ ବୈଦ୍ୟୁତିକ ବିଚ୍ଚାରଣ ସାହାଯ୍ୟରେ ଏଲୁମିନିୟମ୍ ମିଳେ । କ୍ୟାଥୋଡ୍ଠାରେ ଏଲୁମିନିୟମ୍ ଓ ଏନୋଡ୍‌ଠାରେ ଅକ୍‌ସିଜେନ୍ ମିଳେ ।
Al₂O₃ → 2A³⁺ + 3O₂^2-
କ୍ୟାଥୋଡ଼ଠାରେ : Al³⁺ + 3e^– → Al
ଏନୋଡ୍‌ଠାରେ : 2O^2- → O₂ + 4e^–

11. ଲିଥ୍ୟମ୍ ଫ୍ଲୋରାଇଡ୍ ଅଣୁର ଗଠନ ବର୍ଣ୍ଣନା କର ।
ଉ –

• ଲିଥେମ୍ ପରମାଣୁ ସହଜରେ ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ ତ୍ୟାଗକରି Li⁺ ଆୟନରେ ପରିଣତ ହୁଏ ଏବଂ ନିକଟତମ
• ଲିଥ୍ୟମ୍ ଆୟନ ତ୍ୟାଗ କରିଥିବା ଇଲେକ୍‌ଟ୍ରନ୍‌କୁ ଫ୍ଲୋରିନ୍‌ ଗ୍ରହଣ କରି F^–ଆୟନରେ ପରିଣତ ହୁଏ ଏବଂ ନିକଟତମ ନିଷ୍କ୍ରିୟ ମୌଳିକ ନିୟନ୍ ସଂରଚନା ଧାରଣ କରେ ।
• ଉଭୟ ଯୁକ୍ତାତ୍ମକ ଆୟନ ଓ ବିଯୁକ୍ତାତ୍ମକ ଆୟନ Li⁺ ଓ F^– ପରସ୍ପରକୁ ଆକର୍ଷଣ କରନ୍ତି ଫଳରେ LiF ଯୌଗିକ ଗଠିତ ହୁଏ ।
  

ଅତିସଂଯିପ୍ର ଉତ୍ତରମ୍ଜଲକ ପ୍ରଣ୍ଟୋତ୍ତର

1. ଧାତୁର ତନ୍ୟତା ଗୁଣ କ’ଣ ? କେଉଁ ଧାତୁର ଏହି ତନ୍ୟତା ଗୁଣ ସର୍ବାଧ୍ଵ ଓ କିପରି ଧାତୁର କେଉଁ ଗୁଣପାଇଁ ଆମେ ଏହାର ଆକାର ବଦଳାଇପାରୁ ?
ଉ –

• ଧାତୁର ତାର ବାହାର କରିବା ଗୁଣକୁ ତନ୍ୟତା କହନ୍ତି ।
• ସୁନାର ଏହି ତନ୍ୟତା ଗୁଣ ସର୍ବାଧ‌ିକ ।
  1 ଗ୍ରାମ୍ ସୁନାରୁ ପ୍ରାୟ 2 କି.ମି. ଦୈର୍ଘ୍ୟର ତାର ଟଣାଯାଇ ପାରିବ ।
• ଧାତୁର ନମନୀୟତା ଓ ତନ୍ୟତା ଗୁଣ ଯୋଗୁଁ ଆମେ ଆମ ଆବଶ୍ୟକତା ଅନୁସାରେ ସେଗୁଡ଼ିକର ଆକାର ବଦଳାଇ ପାରୁ ।

2. କ୍ଷାର ଧାତୁ ଦୁଇଟିର ନାମ ଓ ଦୁଇଟି ଧର୍ମ ଲେଖ ।
ଊ–

• କ୍ଷାର ଧାତୁ ଦୁଇଟି – ସୋଡ଼ିୟମ୍ ଓ ପୋଟାସିୟମ୍ ।
• ଏହା ଅତି ନରମ
  • ଏହାର ସାନ୍ଦ୍ରତା ଓ ଗଳନାଙ୍କ ନିମ୍ନ ହୋଇଥାଏ ।

3. ଧାତୁକୁ ବାୟୁରେ ଦହନ କଲେ କ’ଣ ହୁଏ ଉଦାହରଣ ଓ ରାସାୟନିକ ସମୀକରଣ ସହ ଲେଖ ।
ଊ–
(i) ଧାତୁଗୁଡ଼ିକ ବାୟୁ କିମ୍ବା ଅମ୍ଳଜାନ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଅକ୍‌ସାଇଡ୍ ଉତ୍ପନ୍ନ କରେ ।
ଧାତୁ + ଅକ୍‌ସିଜେନ୍ → ଧାତବ ଅକ୍‌ସାଇଡ୍

(ii) ଉଦାହରଣ – ଏଲୁମିନିୟମକୁ ବାୟୁରେ ଦହନ କଲେ ଏଲୁମିନିୟମ ଅକସାଇଡ୍ ଉତ୍ପନ୍ନ କରେ ।
4Al + 3O₂ → 2Al₂O₃

4. ପୋଟାସିୟମ୍ ଓ ସୋଡ଼ିୟମ୍‌କୁ କିରୋସିନ୍‌ରେ ବୁଡ଼ାଇ ରଖାଯାଏ କାହିଁକି ?
ଊ–

• ସୋଡ଼ିୟମ୍ ଓ ପୋଟାସିୟମ୍ ଧାତୁ ତୀବ୍ର ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ । ସକ୍ରିୟତାର ଅନୁକ୍ରମରେ ଏହା ଶୀର୍ଷରେ ଅଛି । ବାୟୁ ଓ ଜଳ ସହ ଏହା ତୀବ୍ର ପ୍ରତିକ୍ରିୟା କରେ।
• କିରୋସିନ୍‌ରେ ବୁଡ଼ାଇ ରଖିଲେ ଏଗୁଡ଼ିକ ବାୟୁ କିମ୍ବା ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କରନ୍ତି ନାହିଁ କାରଣ ଏମାନେ ବାୟୁ ଓ ଜଳ ସଂସ୍ପର୍ଶରେ ଆସି ନଥା’ନ୍ତି ଏବଂ ପ୍ରଜ୍ବଳନତାର ମାତ୍ରା ପାଇନଥାନ୍ତି ।

5. ଧାତୁ ଅମ୍ଳ ସହ ରାସାୟନିକ ପ୍ରତିକ୍ରିୟା କଲେ କ’ଣ ହୁଏ ରାସାୟନିକ ସମୀକରଣ ସହ ଲେଖ ।
ଊ–

• ସୋଡ଼ିୟମ୍‌ ଭଳି ବହୁ ଧାତୁ ଅମ୍ଳ ସହ ପ୍ରତିକ୍ରିୟା କରି ଲବଣ ଓ ହାଇଡ୍ରୋଜେନ୍ ଗ୍ୟାସ୍ ନିର୍ଗତ କରେ ।
• 2Na + 2Cl → 2NaCl + H₂(g)

6. ଅମ୍ଳରାଜ କ’ଣ ? ଏହା କେଉଁ ଧାତୁକୁ ଦ୍ରବୀଭୂତ କରିପାରିବ ଲେଖ ।
ଊ–

• ଅମ୍ଳରାଜ ହେଉଛି ସଦ୍ୟ ପ୍ରସ୍ତୁତ ଗାଢ଼ ହାଇଡ୍ରୋକ୍ଲୋରିକ ଏସିଡ୍, ନାଇଟ୍ରିକ୍ ଏସିଡ୍‌ର 3 : 1 ଅନୁପାତରେ ମିଶ୍ରଣ । ଏହି ମିଶ୍ରଣ ସବୁକୁ ଦ୍ରବୀଭୂତ କରିପାରେ ।
• ଅମ୍ଳରାଜ ଏକ ଭଲ ସଂକ୍ଷାରଣ ଧୂମଶୀଳ ତରଳ ।
• ଏହାର ସୁନା ଓ ପ୍ଲାଟିନମ୍କୁ ଦ୍ରବୀଭୂତ କରିବାର କ୍ଷମତା ରହିଛି ।

7. ତମ୍ବା ଓ ଲୁହା ମଧ୍ଯରେ କେଉଁଟି ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ଓ କାହିଁକି ? ସମୀକରଣ ସହ ଲେଖ ।
ଊ–

• ବିସ୍ଥାପନ ପ୍ରତିକ୍ରିୟାରୁ ଧାତୁର ପ୍ରତିକ୍ରିୟାଶୀଳତା ବିଷୟରେ ଅଧ୍ବକ ତଥ୍ୟ ମିଳେ ।
• ଯଦି A ଧାତୁ, ଧାତୁ Bକୁ ଏହାର ଦ୍ରବଣରୁ ବିସ୍ଥାପନ କରେ, ତେବେ B ଠାରୁ A ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ହେବ ।
• ଧାତୁ A + B ର ଲବଣ ଦ୍ରବଣ → Aର ଲବଣ ଦ୍ରବଣ + ଧାତୁ B
• କପର ସଲ୍‌ଫେଟ୍ ଦ୍ରବଣ ନେଇ ସେଥୁରେ ଲୁହାକଣ୍ଟା ଭର୍ଭିକଲେ 20 ମିନିଟ୍ ପରେ କପର ସଲ୍‌ଫେଟ୍‌ର ନୀଳବର୍ଣ ହ୍ରାସ ଘଟିବ ଓ ଏହା ବର୍ଣ୍ଣହୀନ ଆଇରନ୍ ସଲ୍‌ଫେଟ୍‌ରେ ପରିଣତ ହେବ ।
• Fe(s) + CuSO₄(aq) → FeSO₄(aq) + Cu(s)
  ଏଥୁରୁ Fe, Cu ଠାରୁ ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ବୋଲି ଜଣାପଡ଼ିଲା ।

8. NaCl ର ଗଠନ ଚିତ୍ରଦ୍ୱାରା ଦର୍ଶାଅ ।
ଊ–
(i) ସୋଡ଼ିୟମ୍ ପରମାଣୁର ବାହ୍ୟତମ କକ୍ଷରେ ଥିବା ଗୋଟିଏ ଇଲେକ୍‌ଟ୍ରନ୍ କ୍ଲୋରିକୁ ଦହନକରି Na⁺ ଆୟନରେ ପରିଣତ ହୁଏ ଏବଂ କ୍ଲୋରିନ୍‌ ଇଲେକ୍‌ଟ୍ରନ୍‌ ଗ୍ରହଣ କରି Cl^– ଆୟନରେ ପରିଣତ ହୁଏ ।

(ii) Na⁺ ଓ Cl^– ଆୟନ ମଧ୍ୟରେ ଆକର୍ଷଣ ଘଟି NaCI ଅଣୁ ଗଠନ କରେ ।

9. ସୋଡ଼ିୟମ ଓ ଅକ୍‌ସିଜେନ୍‌ର ଇଲେକ୍‌ଟ୍ରନ୍ ଡଟ୍ ସଂରଚନା ଲେଖୁ ଇଲେକ୍‌ଟ୍ରନ ସ୍ଥାନାନ୍ତରଣଦ୍ଵାରା Na₂O ର ଗଠନ ଦର୍ଶାଅ ।
ଊ–

10. ଆୟନିକ୍ ଯୌଗିକର ଗଳନାଙ୍କ ଓ ସ୍ଫୁଟନାଙ୍କ ଉଚ୍ଚ କାହିଁକି ? ଦ୍ରବଣରେ ବିଦ୍ୟୁତ୍ ପରିବାହିତ ହୁଏ କାହିଁକି ?
ଊ–

• ଆୟନିକ୍ ଯୌଗିକଗୁଡ଼ିକ ଉଚ୍ଚ ଗଳନାଙ୍କ ବିଶିଷ୍ଟ ଉଚ୍ଚ ସ୍ଫୁଟନାଙ୍କ ବିଶିଷ୍ଟ କାରଣ ଶକ୍ତ ଅନ୍ତଃ ଆୟନୀୟ ଆକର୍ଷଣ ଭାଙ୍ଗିବାପାଇଁ ଯଥେଷ୍ଟ ପରିମାଣର ଶକ୍ତି ଆବଶ୍ୟକ
• ଜଳରେ ଆୟନିକ୍ ଯୌଗିକର ଏକ ଦ୍ରବଣରେ ଆୟନ ରହିଥାଏ । ଉକ୍ତ ଦ୍ରବଣରେ ବିଦ୍ୟୁତ୍ ପ୍ରବାହିତ କଲେ ଏହି ଆୟନଗୁଡ଼ିକ ସର୍ବଦା ବିପରୀତ ଚାର୍ଜବିଶିଷ୍ଟ ଇଲେକ୍‌ଟ୍ରୋଡ଼ ଆଡ଼କୁ ଗତି କରିଥାଏ ଫଳରେ ବିଦ୍ୟୁତ୍ ପରିବହନ କରିଥାଏ ।

11. ଷ୍ଟେନ୍‌ଲେସ୍ ଷ୍ଟିଲ୍ କିପରି ମିଳେ ?
ଊ–

• ଲୁହା, ନିକେଲ ଓ କ୍ରୋମିୟମ ସହ ମିଶିଲେ ଷ୍ଟେନ୍‌ଲେସ୍ ଷ୍ଟିଲ୍ ମିଳେ ।
• ଏହା ଶକ୍ତ ଏବଂ ଏଥରେ କଳଙ୍କି ଲାଗେ ନାହିଁ ।

12. କଳଙ୍କି କ’ଣ ଓ କିପରି ସୃଷ୍ଟି ହୁଏ ?
ଭ –

• ଲୁହାକୁ ଆର୍ଦ୍ର ବାୟୁରେ ବହୁତ ସମୟ ରଖେଲେ ଏକ ବାଦାମୀ ରଙ୍ଗର ପତଳା ଆଚ୍ଛାଦନ ସୃଷ୍ଟି ହୁଏ, ଏହାକୁ କଳଙ୍କି
• ଲୁହା, ଜଳ ଓ ବାୟୁ ସଂସ୍ପର୍ଶରେ ଆସିଲେ ହିଁ ସେଥ‌ିରେ କଳଙ୍କି ଲାଗେ । କେବଳ ଜଳ କିମ୍ବା କେବଳ ବାୟୁ ସଂସ୍ପର୍ଶରେ ଆସିଲେ ଲୁହାରେ କଳଙ୍କି ଲାଗେ ନାହିଁ ।

13. ବିଦ୍ୟୁତ୍ କୁପରିବାହୀ ଏଲୟ ଏବଂ ବିଦ୍ୟୁତ୍ ତାରର ଝଳେଇ ପାଇଁ ବ୍ୟବହୃତ ଏଲୟ କେଉଁ ଧାତୁରୁ ତିଆରି ଏବଂ ଏହାର ବ୍ୟବହାର ଲେଖ ।
ଊ–

• ବିଦ୍ୟୁତ୍ କୁପରିବାହୀ ଏଲୟର ନାମ ବ୍ରୋଞ୍ଜ । ଏହା ତମ୍ବା ଓ ଟିଣକୁ ନେଇ ଗଠିତ ।
• ବିଦ୍ୟୁତ୍ ତାରର ଝଳେଇ ପାଇଁ ସୋଲଡ଼ର ବ୍ୟବହାର କରାଯାଏ । ଏହା ସୀସା ଓ ଟିଣର ଏକ ମିଶ୍ରଧାତୁ ।

14. କାଲସିନେସନ୍ ଓ ରୋଲିଂ କ’ଣ ବୁଝାଅ ?
ଊ–
(i) କାଲସିନେସନ୍ : ସୀମିତ ପରିମାଣ ବାୟୁରେ କାର୍ବୋନେଟ୍ ଧାତୁପିଣ୍ଡକୁ ଉତ୍ତପ୍ତ କରି ଅକ୍‌ସାଇଡ୍ ପରିବର୍ତ୍ତନ କରାଯାଏ । ଏହି ପ୍ରଣାଳୀକୁ କାଲସିନେସନ୍ କୁହାଯାଏ ।

(ii) ରୋଲିଂ – ସଲ୍‌ଫାଇଡ୍ ଧାତୁପିଣ୍ଡକୁ ଅକ୍‌ସାଇଡ୍‌ରେ ପରିଣତ କରିବାକୁ ହେଲେ ଏହାକୁ ଯଥେଷ୍ଟ ପରିମାଣର ବାୟୁର ଉପସ୍ଥିତିରେ ଅଧ‌ିକ ପରିମାଣରେ ଉତ୍ତପ୍ତ କରାଯାଏ ।
ଉଦାହରଣ :
2ZnS(s) + 3O₂(g) → 2ZnO(s) + 2SO₄(g)

15. କ୍ୟାଲସିୟମ୍ ଧାତୁ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ଉଦ୍‌ଜାନ ଗ୍ୟାସ୍‌ରେ ନିଆଁ ଲାଗୁଥ‌ିବାବେଳେ ସୋଡ଼ିୟମ୍ ଜଳରେ ପ୍ରତିକ୍ରିୟା କଲେ ଉତ୍ପନ୍ନ ହାଇଡ୍ରୋଜେନ୍ ଜଳି ଉଠେ କାହିଁକି ?
ଊ–

• କ୍ୟାଲସିୟମ୍ ଜଳ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ଉତ୍ପନ୍ନ ହେଉଥ‌ିବା ତାପ ହାଇଡ୍ରୋଜେନ୍‌କୁ ଜଳାଇବାକୁ ଯଥେଷ୍ଟ ହୋଇନଥାଏ, ତେଣୁ ନିଆଁ ଲାଗେନାହିଁ ।
• ସୋଡ଼ିୟମ୍‌ ଜଳ ସହ ତୀବ୍ର ପ୍ରତିକ୍ରିୟା କରୁଥିବାରୁ ଉତ୍ପନ୍ନ ହେଉଥିବା ତାପ ହାଇଡ୍ରୋଜେନ୍‌କୁ ଜଳାଇବାକୁ ଯଥେଷ୍ଟ ହୁଏ, ଫଳରେ ନିଆଁ ଧରେ ।
• ଉପରୋକ୍ତ ଦୁଇଟି ପ୍ରକ୍ରିୟା ତାପ ଉତ୍ପାଦୀ ଅଟେ ।

16. ଧାତବ ବିଜାରଣ ଓ କାର୍ବନ ବିଜାରଣ ଦ୍ଵୟ ସମୀକରଣ ସହ ଲେଖ ।
ଊ–
(i) ଧାତବ ବିଜାରଣ – ସୋଡ଼ିୟମ୍, କ୍ୟାଲସିୟମ୍ ଓ ଏଲୁମିନିୟମ୍ ଭଳି ଧାତୁ ବିଜାରକ ରୂପେ ବ୍ୟବହୃତ ହୁଏ, କାରଣ ଏମାନେ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁକୁ ସେମାନଙ୍କର ଯୌଗିକରୁ ଅପସାରଣ କରେ ।
ମାଙ୍ଗାନିଜ୍ ଡାଇଅକ୍‌ସାଇଡ୍ ଏଲୁମିନିୟମ୍ ଗୁଣ୍ଡ ସହ ପ୍ରତିକ୍ରିୟା କଲେ ମାଙ୍ଗାନିଜ୍ ଧାତୁ ମିଳିଥାଏ ।
3MnO₂(s) + 4Al(s) → 3Mn(l) + 2Ạl₂O₃(s) + ତାପ

(ii) କାର୍ବନ ବିଜାରଣ – ଜିଙ୍କ୍ ଅକ୍‌ସାଇଡ୍ ଭଳି ଧାତବ ଅକସାଇଡ୍ କାର୍ବନ ଗୁଣ୍ଡ ସହ ପ୍ରତିକ୍ରିୟା କରି ଧାତବ ଜିକୁ ବିଜାରିତ ହୁଏ ।
ZnO(s) + C(s) → Zn(s) + Ca(g)

17. ଧାତବ ସଲ୍‌ଫାଇଡ୍‌କୁ ବାୟୁରେ ଉତ୍ତପ୍ତ କଲେ ତରଳ ଧାତୁ ମିଳେ । ଧାତୁଟିର ନାମ,ଏହାର ଧାତୁପିଣ୍ଡ ଏବଂ କେଉଁ ପଦ୍ଧତିରେ ନିଷ୍କାସନ କରାଯାଏ ଲେଖ ।
ଉ-
ତରଳ ଧାତୁଟିର ନାମ ପାରଦ ।
HgSକୁ ରୋମିଂ ପ୍ରଣାଳୀରେ ଉତ୍ତପ୍ତ କଲେ ପାରଦ ମିଳେ ।

ଏହି ରାସାୟନିକ ପ୍ରଣାଳୀର ନାମ ରୋମିଂ ।

18. କାହିଁକି Na ଓ Mgକୁ କାର୍ବନ ବିଜାରଣ କରିପାରେ ନାହିଁ ? Na ଓ Mg ମୁକ୍ତ ଅବସ୍ଥାରେ ମିଳିପାରନ୍ତି ନାହିଁ କାହିଁକି ?
ଉ –

• Na ଓ Mg କାର୍ବନଠାରୁ ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ । ତେଣୁ କାର୍ବନ Na ଓ Mgକୁ ବିଜାରଣ କରିପାରିବ ନାହିଁ ।
• Na,Mg ପ୍ରତିକ୍ରିୟାଶୀଳତା ଅନୁକ୍ରମର ଶୀର୍ଷରେ ଅଛନ୍ତି, ତେଣୁ ଏମାନେ ଅଧ‌ିକ ପ୍ରତିକ୍ରିୟାଶୀଳ ।

19. ଏଫୋଟେରିକ୍ ଅକ୍‌ସାଇଡ୍ କ’ଣ ? ଏହି ଅକ୍‌ସାଇଡ୍‌ର ଦୁଇଟି ଉଦାହରଣ ଦିଅ ।
ଉ –

• ଯେଉଁ ଧାତବ ଅକ୍‌ସାଇଡ୍ ଉଭୟ ଅମ୍ଳୀୟ ପ୍ରକୃତି ଓ କ୍ଷାରୀୟ ପ୍ରକୃତି ପ୍ରଦର୍ଶନ କରନ୍ତି, ସେମାନଙ୍କୁ ଉଭୟଧର୍ମୀ ଅକ୍‌ସାଇଡ୍ ବା ଏମ୍ପୋଟେରିକ୍ ଅକ୍‌ସାଇଡ୍ କୁହାଯାଏ ।
• ଉଦାହରଣ– ଏଲୁମିନିୟମ୍‌ ଅକ୍‌ସାଇଡ୍ (Al₂O₂) ଏବଂ ଜିଙ୍କ୍ ଅକ୍‌ସାଇଡ୍ (ZnO) ଉଭୟଧର୍ମୀ ଅକ୍‌ସାଇଡ୍ ବା ଏମ୍ପୋଟେରିକ୍ ଅକ୍‌ସାଇଡ୍ ଅଟନ୍ତି ।

20. ପ୍ଲାଟିନମ୍, ସୁନା ଓ ରୁପା ଗହଣା ତିଆରିରେ ବ୍ୟବହୃତ ହୁଏ କାହିଁକି ?
ଉ

• ପ୍ଲାଟିନମ୍, ସୁନା ଓ ରୁପା ସବୁଠାରୁ କମ୍ ପ୍ରତିକ୍ରିୟାଶୀଳ ଧାତୁ ଏବଂ ସହଜରେ ବାୟୁଦ୍ଵାରା କ୍ଷୟପ୍ରାପ୍ତ ହୁଅନ୍ତି ନାହିଁ ।
• ଏଗୁଡ଼ିକ ଅତି ନମନୀୟ, ତନ୍ୟ ଓ ଉଜ୍ଜ୍ଵଳ । ତେଣୁ ପ୍ଲାଟିନମ୍, ସୁନା ଓ ରୂପା ଗହଣା ତିଆରିରେ ବ୍ୟବହୃତ ହୁଏ ।

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text C: Confessions of a Misspent Youth Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 3 Confessions of a Misspent Youth Question Answers CHSE Odisha

Confessions of a Misspent Youth Class 11 Questions and Answers

Activity – 8

State The Central Idea From The Text:
Answer:
1. The text deals with the worst system of school he was made to carry on his studies. It was the school which was known by Sand and Sea.
2. The writer was enrolled in a small private school in Greenwich village. In this school, there was a tremendous emphasis on art and educational freedom. The students were free not to learn anything that bored them and there were no tests.
3. They learned history by recreating its least important elements but without gaining ‘any knowledge or insight.
4. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity.
5. As a result, the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
6. They came to discover that their early education had gone waste only when they came to the high school. The writer’s mother came to realize his folly and sent her son to a traditional school.

Activity – 9

Understanding The Sequence Of Presentation:
Rearrange the following sentences to that they reflect the sequence in which Wolynski presents her ideas. You can begin with sentence (d) The writer was enrolled in small private school in Greenwich village – which is the first sentence in the sequence,
(a) The students were free not to learn anything that bored them and there were no tests.
(b) One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
(c) Their reading lessons were postponed till the third grade as early .reading was -considered harmful to creative spontaneity.
(d) The writer was enrolled in a small private school in Greenwich village.
(e) As a result, the students of Sand and Sea came to hate intellectuality.
(f) They learned history by recreating its least important elements but without gaining any knowledge Or insight.
(g) In this school, there was a tremendous emphasis on arts and educational freedom.
(h) The writer’s mother came to realise her folly and sent her son to a traditional school.
(i) They came to discover that their early education had gone waste when they came to the high School.
Answer:
The writer was enrolled in . a small private school in Greenwich village. In this school there was a tremendous emphasis on art and educational freedom. The students were flee and not to learn anything that bored them and there were no tests. They learned history by recreating its least important elements, but without, going any knowledge or insight. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity etc: As a result, the students of Sand and Sea came to make intellectuality. One of the students of Sand and Sea committed suicide out of instruction although the writer was fortunate to continue her education and pass her B.A. They came to discover that their early education. had gone waste only when they came to the high school. The writer’s mother came to realise her falling and sent her son to a traditional school.

Activity – 10

Comprehension:
Answer the following questions briefly :
(a) What is Wolyuskl’s major criticism of sand and Sea’s emphasis on creativity?
Answer:
Wolynski’s major criticism of Sand and Sea’s emphasis on creativity is that it. attracted great emphasis to arts and educational freedom. Their reading lessons were postponed, till the third grade as early reading was. considered harmful to creative spontaneity. Students were forbidden to be bored or miserable or made to compete with one another. When someone felt bored with math, he was allowed to write short stories in the library. This process shocked the students overall progress.

(b) Wolynski says that she was an example of “educational freedom- freedom .not to learn”. What does she mean?
Answer:
Wolynski says that she was an example of educational freedom, because she was herself, a student of Sand and Sea in which the students were guaranteed optimum liberty. She. when got bored with math was allowed to write stories in the library. She was a direct experience holder of all kinds of the intellectual educational pattern in the school.

(C) What is the basis of contrast between two kinds of education?
Answer:
The traditional pattern of education and the kind of education at Sand and Sea are greatly contrasted. Liberty, in the traditional pattern greatly rested on rationality Freedom was given out with limitation. But, freedom at this school was let loose and students were not found what they did not like. This brought about partial learning neglecting the main motto of education. Students were thrust into uncertainty and frustration.

(d) Does Wolynski explicitly state the points of contrast between the two types of education? If your answer is ’yes’, indicate the paragraph 5 and quote the words which explicitly state these differences. If your answer is ‘no’, say why the author does not explicitly state her points of contrast.
Answer:
Yes, the contrasts are explicit. The paragraph 3 “It was the school policy that we were forbidden to be bored or miserable”… “There were no tests and no hard times”. Paragraph 5- “We did not learn to read until we were in the third grade because early, reading was thought to discourage creative spontaneity. The one thing they taught us very well was to hate intellectuality…” Paragraph-9 – “They (parents) had sent in bright curious children and gotten back, nine years later, helpless adolescents Paragraph-10- Now 1 see my twelve-year-old brother (who is in a traditional school) doing college level math and I know that he knows more about many other things besides math, than I do and I also see traditional education working in the case of my reformed mother. When he was eight so that he wouldn’t become like me. Now, after seven years of real education he is making impressive film documentation for he Project in Bicentennial explicitly edpress the constructing difference.

(e) In paragraph 9 Wolynski admits that she could be accused of overstanding her case. How effectively does she reflect this change?
Answer:
Wolynski admits the fact that she | could be accused of overstating her case for some might say that those who freaked out of Sand and Sea would have freaked out any f where. But she pleads that such accusation does not hold true because when one sees the same bizarre behaviour pattern in succeeding. graduating classes, one can draw certain, terrifying conclusion.

(f) Briefly comment on the effectiveness of Wolynski’s conclusion. Does it accurately sum up her essay, or should she have written a different conclusion?
Answer:
Wolynski supplies a well-knit conclusion with strong effectiveness. The conclusive words run- “And now I have come to see that the real job of a school is to entice the student, into the web of knowledge and then, if he is not enticed to drag him in. 1 wish I had been. “These lines explicitly express .that a student must not be guaranteed freedom to the excess. There must be limitations to it. force and compulsion need be exerted upon the students for better results.

Extra Activity – 10(A)

Question 1.
What does appeal Wolynski’s mother in 1956?
Answer:
The idea of permissive education appeals Wolynski’s mother in 1956. She was a Bohemian and the writer was four years old at that time. She found a small private school in Greenwich village whose beliefs were her and got her child i.e., the writer admitted in this school.

Question 2.
What does the writer say about Sand and Sea in paragraph-1?
Answer:
Sand and Sea in paragraph-1 gives an impression that it was a’ school without pain. It was the kind of school which believed in back to basics which people are truly afraid of. It guarantees freedom-freedom not to learn.

Question 3.
How was the school managed?
Answer:
The school was managed by sixteen teachers out of which fifteen were lady teachers and one teacher. The teacher was teaching science.’They were decent people both young and old. ‘they devoted themselves to cultivate the internal creativity in man. They gave high stress on arts.

Question 4.
What was the pattern of education?
Answer:
Total freedom was given to the students. Reading is not considered important. But other things are considered important. When the students become bored in a subject they change it immediately. The writer was bored in math. He was told to write short stories in the library. No tests were conducted there. They were allowed to go there own way. For this reason, all-round development of the students was not possible. They taught history in a different way The teaching methods were not suitable for human development.

Question 5.
What was the method of doing history?
Answer:
The students of Sand and Sea public school, were taught history in a different method. They were to learn history by recreating its least important elements without acquiring any knowledge from it. They pounded com, made tepees, ate buffalo meat and learnt Indian words. This was all about teaching American history. They made elaborate contumes, clay pots and papier- mache Gods of Greek culture. They were also made maidens and knights in armour like the Middle Age.

Question 6.
What does the writer say about the creative spontaneity?
Answer:
In the Sand and Sea public school, the students spent a lot of time in being creative. Because they were told by their mentors that to be happy in life was to be creative. They did not go to read until they were in the third grade. It is because, early reading was thought to discourage creative spontaneity. They were made to develop a sense of hatred for intellectuality for nine years.

Question 7.
What was the result of the type of schooling at Sand and Sea?
Answer:
The pattern of education at Sand and Sea made the students fall down the hill. they felt a profound sense of abandonment. The parents were also harassed and perplexed. The students were allowed to change their subject again and over again. Their standards diminished. No all round development was possible. The students became underachievers and culturally disadvantaged. Even a student committed suicide out of frustration.

Question 8.
What did the psychologist suggest the writer’s mother?
Answer:
Due to the rough teaching method, the standards of the students of Sand and Sea public school diminished to a great extent. During the Writer’s high school years, the school psychologist puzzled by her lack of real knowledge. He suggested her mother that the writer had to undergo a better of psychological tests to find out the reason why she was blocking out information although she had no information to block.

Question 9.
What does she say about her former classmates?
Answer:
The standards of students of Sand and Sea school reduced unexpectedly. The parents of her former classmates could not find out the reason of this problem! Their children were bright and curious but after nine years, they got back dull and helpless children. They said that those of them who had .freaked out, would have freaked out anywhere. it was surprising that the same bizarre behavior pattern was earmarked in succeeding graduating classes. It was really a very horrifying conclusion.

Question 10.
What does she say about the educational achievements of her younger brother in the traditional schools?
Answer:
The writer’s brother was twelve years old. He was reading in a traditional school. He was capable of doing the college-level math, and knew much more about many other things besides math. His brother who was summarily ranked from Sand and Sea was making impressive film documentaries for a project On the Bicentennial.

Activity – 11

Understanding The Structure Of The Test.
Now, keeping the above sequence in mind notice the pattern the author has used in presenting her thoughts and give an account of the structure of the text on the model presented under discussion of Text-B.

Paragraph No.(s)	Ideas in points
1
2
3 and 4
5 through 7
8
9 and 10
11

Answer:
Paragraph-1
(i) The writer was enrolled in a small private school in Greenwich village.
(ii) The name of the school was Sand and Sea which was run by fifteen women and one man who attached more importance to inborn and natural creativity!

Paragraph-2:
The Sand and Sea school had total 16 teachers out of which 15 were lady teachers and one was science teacher who gave much importance and stress to inborn and natural creativity.

Paragraphs- 3 and 4:
1. The students were free not to learn anything that bored them and there were no tests.
2. They learned history by recreating its least important elements but without gaining any knowledge or insight.
3. In this school, .there was a great emphasis on arts and educational freedom.

Paragraphs- 5 through 7:
1. Their reading lessons were stopped till the third grade, as early reading was accepted harmful to creative spontaneity.
2. They discovered that their early education was wasted only when they came to high school.
3. One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue to her education and passed.

Paragraph-8:
The school psychologist who was puzzled by the writer’s deprived of real knowledge, suggested that she should undergo a bitterly of psychological tests to find out the reason why she was lacking out of information.

Paragraph 9 and 10:
1. The writer’s mother came, to realize her folly and sent her to; a traditional school, parents sent their bright, curious children to this school and after nine years got back helpless adolescents.
2. The writer’s twelve years and fifteen years old brothers did wonders in the traditional schools.

Paragraph-11:
This paragraph tells about the writer’s conclusion of the text in which she opines that a school has, to attract, the students into the web of knowledge and if they are not enticed, they have to be dragged in.

Activity-12

Grammar:
Go back to Text-C and notice the following sentence in paragraph 1- “And it was the kind of school that the back to basics people feared most. The underlined parts is called a relative clause. A clause is a sentence within a sentence and it is a part of a long sentence. A relative clause modifies as noun phrase. Hence, in (i), the relative clause begins with that which stands for the noun phrase the kind of school’ “that’ is called the relative pronoun. The relative pronouns that being relative clauses are:
who, whom, which, that and whose.
Examples:
1. The girl who loved dancing _________.
2. The clown whom everyone liked __________.
3. The jewels which belonged to the queen ________.
4. The boy whose father is a teacher _________.

Below you have a few phrases. Put them in their appropriate places in the paragraph after adding who/whom/which/that/ whose in form of the phrase. The first one has been done for you.

• was part of a long holiday.
• was again in very, warm and sunny, was both a bathroom and laundry.
• was in the hills.
• the children poured over themselves.
• mothers were carrying large bundles of clothes.
• they had brought with them.

We decided to spend the weekend. which was part of a long holiday, in a small hotel __________ where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday, morning _________ we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers. The children __________ quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some
soapy water __________. Then the matters un did the bundles of cloths __________ and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place ___________ The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.
Answer:
We decided to spend the weekend, which was part of a long holiday, in a small hotel which was in the hills where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday morning when the weather was again very warm and sunny, we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers.’ The children whose mothers were carrying large bundles of clothes quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some soapy water which, the children poured over themselves. Then the mothers undid the bundles of clothes which they had brought with them and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place which was both a bathroom and laundry. The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.

Extra Activity- 12(A)

VERB+[-ing (enjoy doing/stop doing etc.)] Look at these sentences.
I enjoy dancing.
Would you mind closing the door?
I can suggest going to the cinema.

(i) After enjoy, mind and suggest we use -ing (not to-).
Here are some more verbs that are following by – ing
stop
delay
fancy
consider
admit
miss involve
finish
postpone
imagine
avoid
deny
risk
practice

• Suddenly everybody stopped talking. There was silence.
• I’ll do the shopping when I have finished clearing, to flat.
• He tried to avoid answering my question.
• I don’t fancy join out this evening.
• Have you ever considered going to live in another country.

Note the negative form of not -ing.

• When I’m on holiday, I enjoy not having to get up early

(ii) We also use -ing after:
Give up (- stop)
put off (= postpone)
carry on/go on (= continue)
keep or keep on(=F’ do-.something, continuously or repeatedly)

• Ram has given up smoking.
• We must do something. We can’t go on living like this.
• Don’t keep interrupting, me. while I’m speaking.

(iii) With some verbs: verb+somebody+ (-ing):

• I can’t imagine George; riding a motorbike.
• You can’t stop me. doing what I want.
• Sorry to keep you -waiting so long.

Note the passive form (being done/ seen etc.)

• I don’t mind being kept waiting.

(iv) When one talks about finished action, one can say having done/ stolen/said etc.

• She admitted having stolen the money

(v) After some of the verbs on this page (especially- admit/deny/suggest) you can use that.

• She denied that she had stolen the money or she denied stealing the money.
• I am suggested that we went to the cinema.

Verb+ (-ing)/to… (1) (remember/regret)

(a) When one verb+(-irtg) or verb+to… Compare the sentences in the table below:

Verb- (-ing)	verb – to…
They denied stealing the money.	The decided to steal the money.
I enjoy going out → Often we use –ing action that happen before the first verb or at the same time Stealing ←denied (enjoy going)	I want to go out. Often we use to… for an action that follows the first verb decided to →steal want → to do

(b) Some verbs can be followed by -ing or to -% with a difference of meaning:

Remember	I remember doing something. = I did it and now I remember, this you remember doing something after you have done it.	I remembered to do something. ÷remembered that I had to do something = I remembered that I had to do it and so I did it. You remember to do something before you do it.
	I remember locking the door = I locked it and now I remember this.	I remember to lock the door when I left = I remembered that I had to lock the door and so I locked it.
Regret	I regret doing something = I did it and now I am sorry about it.	I regret to say/to tell you/to inform you = I am sorry that I have to say etc.
	I now regret saying what I said. I should not have said it.	We regret to inform you that we are unable to offer you the job.
Go on	Go on doing something continue doing the same thing. The minister went on the talking for two hours. We must change our ways can’t to on the living like this.	= Go on to do something = do or say something new. After discussing the economy, the minister then went on to talk about foreign policy,

(c) Begin, start, intend, continue, bother.
These verbs can be followed by – ing or to – with little or no difference in meaning. So you can say :

• It has started on meaning or it has started to rain.
• John intends buying a house or John intends to buy
• Don’t bother locking the door or Don’t bother to lock

(d) But we usually do not use -ing after -ing.

• It’s starting -to fain (not it’s starting raining.)

Confessions of a Misspent Youth Summary in English

Summary (Paragraph 1-2):
The writer’s mother was highly inspired by the idea of permissive education in 1956. At that time, he was only four years old. His mother found a small private school in Greenwich village. The writer called die school “Sand and Sea”. It was a school without pain. Here, there was total educational freedom – the freedom not to learn. There were fifteen lady teachers and one teacher. He was teaching ‘science’. They were giving much stress to cultivate natural creativity in man. They give more stress on arts.

Happiness And Hieroglyphics
Summary (Paragraph 3-4) :
They used to learn various subjects. But they could cancel anyone at any time. It was te policy of the school. It was making the students out of any pressure. They were free from any mental stress. This policy, on the other hand, was creating a competitive mind among themselves. Once the writer was bored with math. So he was permitted to write short stories in the library. One year, the students pounded corn made tepees, ate buffalo meat and learned Indian words. Another year, they made elaborate costumes, clay pots and papier- mache gods. And in still another year they were all maidens and knights in armor like Middle Ages. One year, the writer while building pyramids, did a thirty feet long moral for. which laboriously cupid hieroglyphics on the sheet of brown paper.

Ignorance Is Not Bliss
Summary (Paragraph 5-8) :
The writer and his friends were spending their time to be creative. Their mentos told them that to be happy is to create. They were made not to learn, because early reading could discourage creative spontaneity. Hence, they were forced to be creative for nine years. Much emphasis was provided for forming and reforming interpersonal relationship. When they graduated from Cannot all the happy little children fell down the hill. Both children and their parents felt abandoned. The children though themselves to be under¬achiever and culturally disadvantaged. The school psychologist was puzzled by his lack of actual knowledge. He suggested that the writer should undergo a battery of psychological tests to know the reason why he was lacking of information. The author was often asked by teacher how he had come into the high school. ‘

The Lure Of Learning
Summary (Paragraphs 9-11):
The- parents of the writer’s former classmates were unable to find out the real problems of the system. Parents sending their children who were bright and curious returned back helpless. His twelve years old brother who was reading in a traditional school was far better than him except math.

Outlines of the text-C :

• The writer’s mother was highly inspired by permissive education.
• At that time, he was only four years old.
• His mother admitted him in a small private school.
• It was situated in Greenwich village.
• The writer called the school ‘Sand and Sea”.
• In this school, there was total educational freedom.
• It was the freedom for not to learn.
• There were fifteen lady teachers and one teacher.
• The teacher was teaching them science.
• They were giving much stress to cultivate natural creativity.
• They gave more stress on arts.
• They used to learn various subjects.
• But they could change any subject at any time.
• It was the policy of the school.
• It was making the students free of pressure.
• They were free from any mental stress.
• This policy was creating competitive minds among them.
• Once the writer was bored with math.
• So he was permitted to write short stories in the library.
• They learned different things in different years.
• One year, they pounded corn made tepees, ate buffalo meat and learned Indian words.
• Another year, they made elaborate costumes, clay pots and paper-mache gods.
• Again in one year, they were all maidens and knights in armour.
• Once, the writer while. building pyramids did a thirty feet long mural cupid hieroglyphics on the sheet of brown paper.
• The writer and his friends were spending their time to be creative.
• Their mentos told them that to be happy is to create.
• They were made not to learn.
• Because early reading could discourage creative spontaneity.
• Hence, they were forced to be creative for nine years.
• Much stress was provided for forming and reforming interpersonal relationships.
• All the happy little children fell down to hill.
• Both children and their parents feel abandoned.
• The children thought themselves to be ‘underachievers.
• They became culturally disadvantaged.
• The school psychologist was puzzled by his lack of actual knowledge.
• He suggested the writer to have the psychological tests.
• So that the reason could be found out.
• The teacher often asked how he had come to high school.
• The parents could not find out the real problems.
• The good students returned back helpless.
• His brother was reading in a traditional school. ,
• He was twelve years old.
• His standard was better than the writer

Meanings of difficult words :

example – a person an example; of something.
decent – proper, modest, nice, fairly good.
innate – inborn, a quality from birth, internal.
tremendous – huge, marvelous; astounding, amazing.
stunted – checked the growth or development of.
forbidden – prohibit, not to be done.
least – superlative degree of ’little’ (little-less-least)
pounded – thump, to crush into powder, break to pieces.
tepees – round texts used by Red Indians in America.
elaborate – detail, more illustrated or descriptive.
costumes – dresses, items of dress put on occasion.
armor – a defensive covering worn during fighting.
pegged their horses – pattern with pegs.
a quarrel of blood – blood measuring capacity equal to two points about 1.14 liter.
the Hums – medieval invaders from Central Asia.
mural hieroglyphics – system of writings which uses pictures to represent words.
bliss – blessing, higher happiness, divine happiness.
incurably – that which can’t be cured.
optimistic – hopeful, looking at the brighter side of life.
mentors – person who takes care of the little men.
discourage – make dispirited, unenthusiastic.
creative spontaneity – natural flow of creative work.
continually – again and again, again and over again, continue at a stretch, interpersonal.
relationship – relationship among various kinds of persons.
twist – distort, bend, make deformed.
introverted – being interest in one’s own thoughts and feelings than the things outside oneself,
cowered in the corner – shrank back and crunched in the comer.
sense of abandonment – a feeling of being left completely, alone, a state of loneliness.
flunking out – fail an examination, fail a candidate.
occupational therapy- treatment for helping people to get that their health by giving them special work.
baffle – trouble, bewilder, mentally disturbed.
substantive knowledge – knowledge having an independent existence real or actual
enduring – bearing, tolerating, withstanding putting up with stumbling.
through – speak in a hesitating way with pauses and mistakes.
braked out – became upset and frightened, disturbed.
bizarre – odd, ridiculous, absured, unnatural, yanked (American) taken away suddenly.
bicentennial – celebrating of completion of 200 years after the American declaration of independence.

Read More:

• Text A: Memories of Crossgates School Question Answer
• Text B: Make me a child again, Just for tonight Question Answer
• Text C: Confessions of a Misspent Youth Question Answer
• Text D: A Time to Think Question Answer

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 4 The One and only Houdini Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 4 The One and only Houdini Question Answers CHSE Odisha

The One and only Houdini Class 11 Questions and Answers

Unit – I

Gist :
The writer takes us back to the swimming pool at New York’s Shelton Hotel. In response to Houdini’s declaration, a box is ready. After he enters inside, it will be tightly closed. The pool now becomes the scene of an incredible performance. Driven by curiosity, people are gathering here. The reporter finds a telephone and an alarm bell with batteries inside the box for eventualities. According to Collins, he is going without air for even an hour. Houdini is as good as words. In the mean time, Dr. MacConnell emerges on the scene. He has already checked Houdini’s blood pressure and pulse. Everything is fine. The reporter is interested to know how long he can live without air. To the doctor, it is a difficult question.

He comes to know of Houdini’s knowledge of breathing easily and saving the oxygen. His condition is stable, yet he is fifty-two. The doctor is sure of Houdini’s ability to cope with danger. Now Houdini clad in a black swimming suit appears, smiling and determined. He expresses his thanks to the ladies and gentlemen for coming to see his performance. He is going to explode the myth that a man can live only three minutes without air. Now we find Houdini in the box. Several men are engaged in sealing it tightly. Then the box was submerged in the swimming pool of Hotel Shelton. Joseph Rinn, the official time keeper is in charge of counting every minute of Houdini’s stay in the box. The reporter is optimistic.

Glossary :
edge : the sharp side of something (କୌଣସି ଜିନିଷର ତୀକ୍ଷ୍ଣ ପାର୍ଶ୍ୱ)
sealed: closed tightly (ଜୋରରେ ବନ୍ଦ)
soldered: firmly fixed with solder (solder is easily melted metal) (ସୋଲ୍ଡର ସହିତ ଦୃଢ଼ ଭାବରେ ସ୍ଥିର କରାୟାଇଛି)
trick : cheating, a fraud (ଠକେଇ, ଜାଲିଆତି)
emergencies : sudden happenings which make it necessary to act without delay (ଜରୁରୀକାଳୀନ ପରିସ୍ଥିତି)
And days : Houdini is as good as his words (ଏବଂ ଦିନଗୁଡିକ)
Concerned : anxious (t) (ଚିନ୍ତିତ)
signal (v): to give a sign (ଏକ ଚିହ୍ନ ଦେବାକୁ)
build (n): general shape or size of a person’s body (ଜଣେ ବ୍ୟକ୍ତିର ଶରୀରର ସାଧାରଣ ଆକାର ବା ଆକାର)
He himself: Housini is firm in his determination (ସେ ନିଜେ)
motioning: making a sign (ଏକ ଚିହ୍ନ ତିଆରି କରିବା)
will : desire (ଇଚ୍ଛା)
rocked: moved backwards and forwards (ପଛକୁ ଏବଂ ଆଗକୁ ଗତି କଲା)
admire : praise (ପ୍ରଶଂସା)

Unit – II

Gist:
Five minutes have passed ever since he was in a sealed casket submerged in the swimming pool. In the meantime, the reporter probes his past. His real name is Ehrich Weiss. His native place is Appleton, Wisconsin. He was born in 1874. His father was a Jewish priest. Houdini, renowned for his remarkable magic tricks, has an astonishing control over his body. He excels in the art of putting his shoulders out of position. When he was working for a locksmith, Ehrich knew technique of opening handcuffs with small, sharp pointed instruments. He also took interest in reading about Robert Houdini, the renowned French magician. At last he relinquished his job and became a professional magician under the name of Harry Houdini.

The reporter gives a picture of Houdini’s married life. Bessie is his wife. She was a magician too. Houdini is known for his sensational escape acts. Bessie has stood by her husband through thick and thin. Rinn informs that twenty minutes have passed. Tension mounts. Houdini has a tension-ridden career. His underwater box escape is a case in point. Handcuffed and chained, Harry Houdini is placed in a wooden box which firmly shut with nails. The box is then left underwater. Houdini accepts the challenge in his characteristic tricky manner. He swims to the surface safe and sound in a few minutes. This also demonstrates his skill in using tricks. Rinn, the official time-keeper keeps on counting time. Twenty five minutes have gone. In Houdini, the reporter finds an unusual person. He admires Houdini’s incredible control of chest muscles. He excels others in the act of moving around inside the jacket at the time of relaxation. The reporter is lavish in his praise, ‘There’s only one Houdini.’

Thirty minutes have trickled by. The reporter sees one of the swimmers standing on the box lose his balance. Other swimmers are no better. The box has moved up quickly above the water level. The reporter is worried. He enquires of Mr. Collins, about his condition. Collins talks to Houdini and says that he is fine. Rinn announces that thirty minutes have passed since Houdini’s adventure. The reporter brims with confidence. Houdini’s rigorous training for three weeks seems to be rewarded. The reporter thinks of Houdini’s march to a spectacular success. Forty minutes have elapsed. Meanwhile, the reporter refers eloquently to Houdini’s wonderful stomach muscles, that have resisted the fists of big, strong men. Forty-five minutes have already gone.

Glossary:
amazing : astonishing ବିସ୍ମୟକର)
dislocate : put out of position (ପଦରୁ ବାହାର)
straitjacket(ଷ୍ଟ୍ରେଟ୍ ଜାକେଟ୍) : kind of garment once used to prevent madman from struggling
rabbi: Jewish priest (ଇହୁଦୀ ପୁରୋହିତ)
locksmith: one who makes locks (ଯିଏ ତାଲା ତିଆରି କରେ)
a bit picks : a little small, sharp-pointed instruments (ଟିକିଏ ବାଛି ନେଲେ)
quit: give up (ତ୍ୟାଗ କରିବା)
idol : somebody greatly admired or loved (ଆଦର୍ଶ)
catch sight of: see (ଦେଖିବା)
career : way of making a living; profession (ବୃଭି)
bobbed up : moved up quickly (ଦ୍ରୁତ ଗତିରେ ଉପରକୁ ଉଠିଲା)
paying off : rewarding (ପୁରସ୍କାର ପ୍ରଦାନକାରୀ)
sources : places from which information comes or is got (ସୂତ୍ର)
claims : says, declares (କହୁଛି, ଘୋଷଣା କରୁଛି)
punch (v) : strike hard with the fist (ମୁଠା ସାହାୟ୍ୟରେ ଜୋରରେ ପ୍ରହାର କରନ୍ତୁ)
tensed : stiffened or hardened (ଦୃଢ଼ୀଭୂତ)
withstand : resist (ପ୍ରତିରୋଧ କରିବା)

Unit – III

Gist :
Houdini’s well-being concern the people. Everybody seems to be nervous. The doctors seem especially panicky. The reporter enquires of Dr. MaConnell about Houdini’s present condition. The doctor is really not aware of anything about him. Fifty minutes have gone. Other reporters are furiously taking track of Houdini’s adventurous mission. Time does not wait for anybody. Rinn announces – “Fifty minutes !” A group of grim-looking doctors seem to arguing with James Collins, Houdini’s assistant. Collins pleads his helplessness. The doctor advises him to be sensible and pull Houdini out of the box when an hour is up. Collins is adamant. The doctor insists him on responding to his advise. Collins contacts Houdini and apprising him of the doctors’ pressure on him to bring him out of the casket and an hour has passed. He gives them good news. Houdini is doing well. But the reporter’s anxiety continues.

Now one hour and thirteen minutes are up. Collins learns that the box has developed a leak and only a little trickle of water is entering. Houdini tells him that he faces no danger. The reporter promptly responds: “Houdini has nerves of steel.’’ This section comes to a terrific end. In spite of spending one hour and thirty-one minutes, underwater without air, Houdini emerges victorious. His secret lies in making very few body movements while in the box and taking short breaths. Houdini knows no panic. He has trained to reconcile himself to any situation. We see him in the reporter’s eyes: ‘You ’re a fantastic man, Mr. Harry Houdini!’

Glossary:
on edge : nervous (ସ୍ନାୟବିକ)
exhaustion : tiredness (ଅବସାଦ)
superstitious: full of superstition (ଅନ୍ଧବିଶ୍ୱାସରେ ପୂର୍ଣ୍ଣ)
grim : (here) anxious (ଉତ୍କଣ୍ଠିତ)
sensible : intelligent (ବିଚକ୍ଷଣ)
urging : persuading (ପ୍ରରୋଚନା)
sprung a leak : appeared to have a leak (ଲିକ୍ ହୋଇଥିବା ଜଣାପଡ଼ିଥିଲା)
trickle : thin flow (ପତଳା ପ୍ରବାହ)
dizzy : feeling as if everything is whirling (ସବୁ ଘୂରିବା ଭଳି)
panic (v) : a sudden fright (ହଠାତ୍ ଭୟ)
calm : quiet (ଶାନ୍ତ)
fantastic : wonderful (ଅଦ୍ଭୁତ)

Think it out :

Question 1.
What was the feat that Houdini took up in Hotel Shelton?
Answer:
The feat that Houdini took up in Hotel Shelton was to remain in a sealed casket or coffin submerged in a swimming pool. He was to stay inside the tightly closed box for an hour and that too without air. According to Mr. Collins, his assistant, Houdini was serious about being buried alive.

Question 2.
What were Houdini’s purposes behind doing this miraculous act?
Answer:
Houdini’s purposes behind doing this miraculous act were to disprove science and thereby, to show that determination can shake mountains. It is well-known that man can only live only three minutes without air, but he is going to stay without air for over an hour. Houdini is committed and according to Collins: ‘Houdini does what he says.’

Question 3.
Discuss how he prepared to do the act.
Answer:
Houdini undertook a rigorous training for three weeks at a stretch. He practised the habit of holding his breath in the course of his underwater escapes. He trained long and hard with great patience before doing the act. He developed a mastery over his body control. Determination, hard work and calm acceptance of any challenge were his forte.

Question 4.
Focus on the role of the reporter during Houdini’s performance.
Answer:
From beginning to the end, the reporter had a keen watch on Houdini’s, spectacular performance in New York’s Hotel Shelton. He is the first to communicate Houdini’s ordeal in the swimming pool of New York’s Hotel Shelton to the public. He always keeps on touch with Dr. McConnell, Collins, Houdini’s assistant and Joseph Rinn, the official time-keeper. He probes Houdini’s past. As minutes trickle by, the reporter’s reaction fluctuates from anxiety to confidence. Houdini’s incredible feat of remaining in a sealed box, submerged in the swimming pool of the Hotel Shelton, overwhelms him. His admiration of Houdini’s knows no bound.

Question 5.
Describe some of Houdini’s previous achievements.
Answer:
Houdini was an Austrian-Hungarian born. American stunt performer, noted for his sensational escape acts from handcuffs and jails in the length and breadth of the country and Europe. Once he was handcuffed to the bars in a jail cell. While kissing him for good luck, his wife Bessie passed a small lock tool from her mouth to his. Several minutes later Houdini took his jailers by surprise. His handcuff was no more. He walked freely into their office. His underwater escape is another achievement. Besides, Houdini became a professional magician under the name of Harry Houdini.

Question 6.
Why does the reporter say to Houdini, You’re a fantastic man?
Answer:
The reporter here is a keen observer of Houdini’s miraculous act of remaining in a tightly-closed box, submerged in the swimming pool of New York’s Hotel Shelton for one hour and thirty minutes. Houdini comes out with flying colours, putting an end to everyone’s fear, tension and anxiety. That he is able to survive so long in such a situation bears the stamp of his determination. Houdini states that he had trained himself to remain calm in the face of any situation. These facts make the reporter say to Houdini, ‘You’re a fantastic man.’

Question 7.
Bring out the important aspects of Houdini’s character.
Answer:
Harry Houdini is a many-faceted character. He is a magician. He is also known for his sensational escape acts. He is an incredible stuntman. His act of remaining in a sealed box, submerged in the swimming pool of New York’s Hotel Shelton for one hour and a half is indeed unprecedented. He is the epitome of commitment. He does not understand the language of fear. To maintain calmness in any situation is his forte. We see him through the doctor’s eyes: ‘Houdini’s an amazing man!’ The reporter aptly remarks, ‘You’re a fantastic man, Mr. Harry Houdini.’ Houdini’s life shows that an ordinary human being can achieve anything through determination and hard work.

CHSE Odisha Class 11 English The One and only Houdini Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.

Reporter Thanks, Mr. Collins. It’s hard to believe that a man can live without air for over an hour. Oh, here come the doctors. Dr. McConnell, have you seen Houdini?
Dr. MaConnell: Yes, I just checked his blood pressure and pulse rate. They’re both normal.
Reporter: How last without long do you think Houdini will air?
Dr. MaConnell: That’s a difficult question. When they seal the box, there will be enough oxygen inside for the average man to take fifty breaths. Houdini says he knows how to breathe easily and save the oxygen. He is in good condition, but still he’s fifty two years old. I’d guess he might be able to get by without air for fifteen minutes.
Reporter: And after that?
Dr. MaConnell: After that Houdini had better telephone for help or ring his alarm bell – if he still has the strength.
Reporter: Are you doctors worried?
Dr. MaConnell: Well, we’re concerned. Houdini’s no fool. He isn’t trying to kill himself. But there’s always the danger that he’ll pass out before he can signal for help.
Reporter: There’s Houdini now! He’s wearing a black swimming suit. For a man his age, his build is great. He’s smiling. He seems sure of himself. Now he’s motioning for silence!
Houdini: Ladies and gentlemen, thank you for coming. As you know, it has often been written that a man can live only three minutes without air. I’m going to prove that that is wrong. If I die, it will be by the will of God and my own foolishness.
Reporter: Houdini’s in the box now. Several men are putting the iron cover in place. This is it! A man is soldering the cover. The box will be lowered into the shallow end of this pool. Then a team of swimmers will stand on the box to keep it level beneath the surface of the water. So far, the only person I’ve seen who doesn’t look nervous is Houdini. Well, they’re lowering the box. It’s under! Joseph Rinn, the official
timekeeper, has started the clock. Mr. Rinn, what are your plans?

Questions :
(i) Throw light on the conversation between the reporter and Dr. McConnell. What does it reveal?
(ii) What does the reporter tell us about Houdini’s imperial ordeal?

Answers :
(i) The reporter asks Dr. McConnell if he has checked Houdini. The doctor replies that his blood pressure and pulse rate are Both normal. The reporter asks the doctor how long he thinks Houdini will breathe. McConnell in his reply, states that the average man breaths fifty times in a sealed box, but Houdini is an exception. He knows the technique of breathing easily, but the doctor guessing he could remain without air for fifteen minutes. After that Houdini would be advised to seek help. The conversation between the two reveals their concern for Houdini.
(ii) The reporter apprises all of Houdini’s presence inside the box. After sealing it firmly, several men will put the box into the shallow end of the swimming pool. After that a team of swimmers will stand on it to maintain it level below the surface of the water. The reporter says that he has never seen such a person as Houdini, for he never looks nervous, despite this great ordeal. We also learn that Joseph Rinn, the official time-keeper has a look at the watch.

Question 2.
Read through the extract and answer the questions that follow.
Reporter: Well, Houdini is going past the limit suggested by Dr. Mc Connell! I wonder how his wife Bessie, is taking this. I haven’t been able to catch sight of her. She’s also a magician. After she married Houdini, they both had an act that played in many theatres. She dropped out after Houdini became famous for his escapes from handcuffs and jails throughout the country and in Europe. She still helped him, though. Once, after Houdini had been searched and handcuffed to the bars in a jail cell, she kissed him for good luck. It was more than good luck she offered. She also passed a lock pick from her mouth to his. Several minutes later, Houdini surprised his jailers by walking into their office.
Rinn: Twenty minutes!
Reporter: The tension here is growing. But tension has followed Houdini through most of his career. Take his underwater box escape, for example. He is handcuffed and chained. Then he’s put in a wooden box and it’s nailed shut. After that the box is dropped underwater. Minutes later Houdini swims to the surface. In that act, though, he uses tricks. He has lock picks and other special tools hidden on him or in the box. But there’s always the risk that the picks or tools will fail. Most people wouldn’t try Houdini’s escape tricks even if they knew how to do them.

Questions :
(i) Describe the part played by Bessie in Houdini’s life.
(ii) Describe of Houdini’s feat of underwater escape.

Answers :
(i) Houdini is widely known for his sensational escapes. Bessie, a magician, plays an important part in her husband’s life. Both had showed magic in many theatres. Houdini’s life is a saga of escape from handcuffs and jails in the length and breadth of the country and in Europe. Bessie stood by him through thick and thin. Once she kissed her husband for good luck. He was in a prison cell. In the course of offering her good luck, Bessie passed a small lock tool from her mouth to his. Several minutes later, the jailers, to their astonishment, saw Houdini walk into their office.
(ii) Houdini, handcuffed and chained, was put in a wooden box which was tightly sealed with nails. Then it was dropped underwater. After some minutes, Houdini swims to the surface safe and sound by using tricks, though he possesses lock picks and other special instruments not visible to others. This underwater box escape is one of Houdini’s wonderful feats.

Question 3.
Read through the extract and answer the questions that follow.
Reporter: Well, one can only wonder how he’s doing in the box. He still has a long time to go. Of course, he is unusual. Did you know that he can tie and untie rope with either foot? That won’t help him now, but it’s another example of his body control. He also has great control of his chest muscles. Before he’s bound into a straitjacket, he fills his chest with air. Later, when he relaxes, he can move around inside the jacket. Perhaps it sounds easy. But others have tried the same trick and failed. There’s only one Houdini!
Rinn: Thirty minutes!
Reporter: Oh – oh! There’s trouble! One of the swimmers standing on the box has lost his balance. He’s failing into the water! Now the other swimmers are falling, too. The box has bobbed up above the water level. I wonder if Houdini caused the box to move. Mr. Collins, is Houdini all right?
Collins: Quiet, sir, I’m calling Houdini. Harry, can you hear me?
Houdini: Yes.
Collins: The swimmers fell off the box. They’re getting back on now. That’s what caused the movement of the box. Are you all right?
Houdini: Fine.
Reporter: Mr. Collins, Houdini’s voice sounded faint. Is he well?
Collins: That’s what he said. I believe him.
Rinn: Thirty-five minutes!
Reporter: Houdini’s training seems to be paying off. According to sources around here, he has been training for three weeks. Also, he probably learned a lot about holding his breath while doing his underwater escapes. Anyway, it’s no secret that Houdini always trains long and hard before he does anything for the public. He wants to be sure that he can do anything he claims he will do. And right now he seems on his way to an amazing success.
Rinn: Forty minutes!
Reporter: When I was talking before about Houdini’s chest muscles, I failed to mention his stomach. Quite often, he lets local strongmen punch him in the stomach as hard as they can. Of course, his stomach muscles are tensed, but they have to be almost as hard as steel to withstand the fists of big, strong men.

Questions :
(i) Give an account of Houdini’s chest muscles and stomach muscles.
(ii) What picture of Houdini do you get in the extract?

Answers :
(i) The reporter presents a very clear picture of Houdini’s chest and stomach muscles. He eloquently refers to Houdini’s great control of his chest muscles. Before being bound into a straitjacket, he fill his chest with air. But, in times of relaxation, he has the ability to move around inside the jacket. The reporter then throws light on Houdini’s stomach muscles. Very often, he allows local strong men punch his Stomach in the hardest possible manner. His stomach muscles tensed, but they have to be as hard as steel to resist the fists of big, strong men.
(ii) We see Houdini through the reporter’s eyes, “Of course, he is unusual.” He has the ability to tie and untie rope with either foot. He is remarkable for his great control over his chest muscles. Before being bound into a straightjacket, he pumps air into his chest. In his moments of relaxation, he is capable of moving around inside the jacket. But others have tried the same trick but in vain. The reporter aptly remarks, ‘There ‘s only one Houdini.’ Houdini resorts to rigorous training before he does anything for the public.

Question 4.
Read through the extract and answer the questions that follow.
Collins: All right. Houdini, can you hear me? You have just passed an hour. The doctors are urging me to pull you out. What do you say?
Houdini I’ll let you know when I’m ready.
Rinn: One hour and one minute!
Collins: Well, you heard him, gentlemen. He seems to be doing well.
Reporter: Rinn’s going to be calling out each minute from here on. I’ll get back to him. Meanwhile, I’d like to hear from one of the doctors. Is this a world’s record, Doctor?
Doctor: As far as I know, it is. If I weren’t here, I don’t think I would believe it. Houdini’s an amazing man!
Reporter: He certainly is, Doctor, and thank you. Well, people are whispering to one another around the pool. When Houdini passed the hour mark, some of the crowd seemed to relax somewhat. Still Houdini is far from safe. I’m going to try to pick up the time.
Rinn: One hour and thirteen minutes!
Reporter: Did you hear that? What a man. Wait! Collins has a call from Houdini.
Collins: Had enough, sir?
Houdini: No. The box has sprung a leak. But there’s no danger. Only a slight trickle of water is coming in.
Collins: Are you sure?
Houdini: Yes.
Reporter: Houdini has nerves of steel. He’s under there with no air, and the water is leaking in on him. Yet he’s going to stay.
Rinn: One hour and twenty-five minutes.
Reporter: I must say, I wish he would come up. I’m probably more nervous than he is. Even Collins seems to be showing some concern.
Rinn: One hour and thirty minutes.
Reporter: This may be it! Collins has a call.
Houdini: Jim, get me up.
Reporter: They’re raising the box. Now they’re opening it. I wish they’d hurry.
Rinn: One hour and thirty-one minutes.
Reporter: Dr. McConnell has Houdini’s arms. He’s checking the magician’s pulse and blood pressure. How is he, Doctor?
Dr. McConnell: His pulse and blood pressure are very low. The man’s suffering from exhaustion.
Houdini: Nonsense! I feel a little dizzy, that’s all! If I do an hour or so of exercise. I’ll feel fine.
Reporter: Mr. Houdini, congratulations! How did you do it? Was it a trick?
Houdini: It was no trick. I took a series of deep breaths before the cover was soldered on. I made very few body movements while in the box and took short breaths. That’s all. I certainly hope that trapped coal miners and deep-sea divers take a lesson from this.
Reporter: How can they take a lesson from your performance. Mr. Houdini? You’re in perfect physical condition.
Houdini: They must learn not to panic. If you panic, your body needs more air. I have trained myself to remain calm in all situations. Everyone should do the same.

Questions :
(i) Describe Collin’s contact with Houdini.
(ii) What happens after Houdini comes out of the box?

Answers :
(i) The doctor and the reporter are concerned about Houdini, because there has been no sign from the man in the box yet. They insist on Collins, Houdini’s assistant, to talk to him. Collins informs him of the passage of an hour and the doctors pressure on him to pull him (Houdini) out. Collins waits for his reply. He learns that he is doing well and shares this information with them. Collins gets a call from Houdini concerning the leak in the box and a slight trickle of water coming in.
(ii) After Houdini comes out of the iron box in a triumphant fashion, the reporter congratulated him on remaining for one hour and thirty-one minutes in a sealed box and that too submerged in a swimming pool. He asks Houdini if he had resorted to a trick for his success. Houdini says that there was no trick. He had taken a series of deep breaths before the cover of the box was firmly fixed with solder. During his stay inside the box, he made few body movements and took short breaths. Above all, he has trained himself to remain calm in the face of any situation. In the reporter’s view, Houdini is a fantastic man.

Introducing the Author :
Dr. Robert Lado is one of the founders of contrastive linguistics which as a sub-disciple of applied linguistics served the purpose of improving language teaching material. He is a prolific writer. His works include over 60 books and many articles that deal with various topics ranging from linguistics to language testing and cross-cultural understanding.

About the Story :
‘The One and Only Houdini’, as the title signifies, throws light on Houdini’s miraculous act. Houdini’s second variation on Buried Alive was an endurance test designed to expose mystical Egyptian performer Rahman Bey, who claimed to use supernatural powers to remain in a sealed casket for an hour. Houdini bettered Bey on August 5, 1926, by remaining in a sealed casket, or coffin, submerged in the swimming pool of New York’s Hotel Shelton for one hour and a half. Houdini claimed he did not use any trickery or supernatural powers to accomplish this feat, just controlled breathing.

Summary :
It was August 5, 1926. All eyes were set on the swimming pool at New York’s Hotel Shelton. James Collins, Houdini’s assistant, Dr. Mc Connell and Joseph Rinn, the official time-keeper were present. People were gathering gradually at the pool. They were placing the iron box near the pool’s edge. It comprised a telephone and an alarm bell with batteries.

Harry Houdini clad in a black swimming suit appeared there. He was fifty-two, yet he was in good physical condition. Before getting inside the box, Houdini thanked everyone for coming to see his performance. He was going to disprove the theory that a man could live only three minutes without air. Houdini was inside the box now. Then it was tightly sealed. A team of swimmers would stand on the box before it was submerged in the swimming pool. The swimmers were instructed to keep the box level beneath the surface of the water as a result of which Houdini will not be moved backwards and forwards. The countdown started.

Houdini who was keen on going without air for an hour made him an object of attention. His success would come out in all newspapers all over the world. The reporter probed Houdini’s past. His real name was Ehrich Weiss, who was born in Appleton, Wisconsin. He was interested in magic. He became a professional magician under the name of Harry Houdini. He was married. Houdini was widely known for his sensational escape acts. Bessie had played a great role in her husband’s life. Minutes trickled by. Nobody knows what Houdini was doing inside the box. He had undertaken this ordeal after undergoing rigorous training for three weeks. Houdini possessed strong chest muscles. His tough stomach muscles resisted the fists of big, strong men.

With the passing of minutes, fear and anxiety gripped the people. There was no response from Houdini. The doctor in particular advised Collins to pull him out of the box when an hour was up. After interacting with Houdini, Collins declared that he seems to have smooth sailing. Doctor’s anxiety gave way to admiration. Houdini was an amazing man! Collins got a call from him. The box had developed a leak and only a slight trickle of water was entering. Everybody was understandably concerned. It was now one hour and thirty minutes. The box was opened. To everyone’s stunned disbelief, Houdini emerged out of it with flying colours. The reporter congratulated him. One key to his achievement lay in his ability to be calm in the face of any situation. The topic comes to close with the reporter’s fabulous remark, ‘You’re a fantastic man, Mr. Harry Houdini!’

ସାରାଂଶ :

Harry Houdini ଥିଲେ ଜଣେ ପ୍ରସିଦ୍ଧ ଯାଦୁକର । ତାଙ୍କ ସ୍ତ୍ରୀ Bessie ମଧ୍ୟ ଜଣେ ଯାଦୁକର ଥିଲେ । ସେମାନେ ଉଭୟ ଅନେକ ମ୍ୟାଜିକ୍ ସୋ ଦେଖାଇଛନ୍ତି । ତାଙ୍କର ସବୁଠୁ ଭଲ ସୋ ଥିଲା, Houdini ଙ୍କୁ ହ୍ୟାଣ୍ଟକପ୍ ପକାଇଦେଲେ ସେ ଆପଣାଛାଏଁ ହ୍ୟାଣ୍ଡକପ୍ ଖୋଲିଦେଇ ଚାଲିଆସୁଥିଲେ । ତାଙ୍କୁ ପାଣିଭିତରେ ବୁଡ଼ାଇ ରଖୁଲେ ସେ ଆପେ ଆପେ କୂଳରେ ଲାଗିଯାଉଥିଲେ । ତାଙ୍କର ଯାଦୁଖେଳର ୟୁରୋପରେ ଖୁବ୍ ନାଁ ଥିଲା । ଦିନେ Houdini ଘୋଷଣା କଲେ ଯେ ସେ ଗୋଟେ ନିବୁଜ ବାକ୍ସ ଭିତରେ ରହିବେ ଓ ବାକ୍ସଟି ପାଣିଭିତରେ ବୁଡ଼ାଯିବ । ବାକ୍ସ ଭିତରେ ଟେଲିଫୋନ୍, କଲିଂବେଲ ରହିବ । କିଛି ଲୋକ ବାକ୍ସଟିକୁ ପାଣିଭିତରେ ସ୍ଥିର ଭାବରେ ଧରି ରଖୁବେ । ବିଜ୍ଞାନ କୁହେ, ମଣିଷ ବିନା ବାୟୁରେ ମାତ୍ର ତିନିମିନିଟ୍ ରହିପାରିବ। ମାତ୍ର ସେ ପ୍ରମାଣ କରିଦେବେ ଯେ ସେ ବିନା ବାୟୁରେ ଏକ ଘଣ୍ଟାକାଳ ରହିପାରିବେ ।

Houdini ଙ୍କ ଅଲୌକିକ ଘଟଣା ଦେଖିବାକୁ ସେଦିନ ପୋଖରୀ କୂଳରେ ହଜାର ହଜାର ଲୋକ ଭିଡ଼ ଜମାଇଥାନ୍ତି । ତାଙ୍କ ସହକାରୀ Collins ସାମ୍ବାଦିକମାନଙ୍କୁ ତାଙ୍କ ଗୁରୁଙ୍କ ବିଷୟରେ ବୁଝାଉଥାଏ । Dr. Mcconnell ପ୍ରସ୍ତୁତ ଥାଆନ୍ତି, କାଳେ କିଛି ଅଘଟଣ ଘଟିବ । Rinn ପ୍ରସ୍ତୁତ ଥାଆନ୍ତି ସମୟ ଗଣିବେ । ପ୍ରତି ପାଞ୍ଚ ମିନିଟ୍‌ରେ ଥରେ ଲେଖାଏଁ ଘୋଷଣା କରିବେ । ଘଣ୍ଟାଏ ଡେଇଁଗଲାପରେ ଯଦି Houdini ନ ଆସନ୍ତି ଓ ଭଲ ଥାଆନ୍ତି, ତେବେ ସେ ତେଣିକି ପ୍ରତ୍ୟେକ ଏକ ମିନିଟ୍ ଘୋଷଣା କରିବେ । Houdini ଧୀର ଓ ହସହସ ମୁହଁରେ ଆସିଲେ । ସେ ସମବେତ ଜନତାଙ୍କୁ ଅଭିବାଦନ ଜଣାଇଲେ ଓ କହିଲେ, ମୁଁ ଆଜି ବିଜ୍ଞାନର ନିୟମକୁ ଭାଙ୍ଗିବାକୁ ଯାଉଛି । ଯଦି ସଫଳ ହେଲି ଭଲକଥା । ଯଦି ମରିଗଲି, ତା ହେଲେ ଜାଣିବ, ଈଶ୍ବର ବୋଧହୁଏ ମୋର ମୁର୍ଖମିକୁ ସହିଲେ ନାହିଁ । Houdini ବାକ୍ସରେ ପଶିଲେ । ତା’ପୂର୍ବରୁ ଡାକ୍ତର ତାଙ୍କର ହୃତ୍‌ସ୍ପନ୍ଦନ ନାଡ଼ି ପରୀକ୍ଷା କରି ଦେଖୁଥିଲେ ଯେ ସେ ସଂପୂର୍ଣ୍ଣ ସୁସ୍ଥ ଅଛନ୍ତି । ଏଥର ବାକ୍ସକୁ ଭଲଭାବରେ ନିବୁଜ କରାଗଲା । ତାକୁ ପାଣିଭିତରେ ବୁଡ଼ାଇ ରଖାଗଲା ଓ କିଛିଲୋକ ବାସଟିକୁ ପାଣିଭିତରେ ସ୍ଥିରକରି ରଖୁଲେ । ଏଣେ Rinn ଗଣନା ଆରମ୍ଭ କଲେ ।

ମିନିଟ୍ ପରେ ମିନିଟ୍ ଗଡ଼ିଚାଲିଲା । ସାମ୍ବାଦିକ ଜଣକ Collins ଓ ଅନ୍ୟମାନଙ୍କଠାରୁ Houdini ଙ୍କ ବିଷୟରେ ବିଭିନ୍ନ ଖବର ସଂଗ୍ରହ କରୁଥାନ୍ତି । ସେ ଜଣେ ଦକ୍ଷ ଯାଦୁକର । ସେ ନିଜ ଦେହରୁ ହାତକାଢ଼ି ନେଉଥିଲେ । ସେ ୧୮୭୪ ମସିହାରେ Appleton ରେ ଜନ୍ମ ନେଇଥିଲେ । ତାଙ୍କର ପ୍ରକୃତ ନାଁ Enrich Weiss I ତାଙ୍କ ପରିବାର ଖୁବ୍‌ ଗରିବ ଥିଲା । ଏଣୁ ସେ ପିଲାଟି ଦିନରୁ ପରିବାର ପୋଷିବାପାଇଁ କାମ କରୁଥିଲେ । ସେତେବେଳେ ସେ ହ୍ୟାଣ୍ଡକପ୍ ଖୋଲିବାର କଳାକୌଶଳ ଶିଖୁଥିଲେ । ସେ ମଧ୍ୟ ବେଳେବେଳେ ଫରାସି ଯାଦୁକର Robert Houdini ଙ୍କ ରଚିତ କିଛି ବହି ପଢ଼ି ଖୁବ୍ ପ୍ରଭାବିତ ହେଲେ ଓ ନିଜ ନାଁ ବଦଳାଇ ନିଜକୁ Harry Houdini ନାମରେ ପରିଣତ କରାଇଲେ । ସମୟ ଗଡ଼ି ଚାଲିଥାଏ । Rinn ପାଞ୍ଚ, ଦଶ, ପନ୍ଦର, କୋଡ଼ିଏ ଏମିତି ଗଣିଚାଲିଥାଆନ୍ତି । ଯେଉଁ ଲୋକମାନେ ବାକ୍ସକୁ ଧରିଥିଲେ, ସେମାନେ ଖସି ପଡ଼ିଲେ । ଲୋକମାନେ ଉତ୍କଣ୍ଠିତ ହୋଇପଡ଼ିଲେ । ଭାବିଲେ, Houdini ବୋଧହୁଏ ବାହାରକୁ ଆସିବାକୁ ଚେଷ୍ଟା କରୁଛନ୍ତି । Collins ଟେଲିଫୋନ୍ ଲଗାଇ ପଚାରିଲେ Houdini! | 66 ଅଛନ୍ତି ? ସେ ଉତ୍ତର ଦେଲେ, ଭଲ ଅଛି’’ । ଡାକ୍ତରମାନେ ମତଦେଲେ, ବାକ୍ସଭିତରେ ଯେତିକି ବାୟୁ ଅଛି ସେଥ‌ିରେ ଜଣେ ଲୋକ ପଚାଶ ଥର ନିଃଶ୍ବାସ ନେଇପାରିବ । ତା’ପରେ ସେ ନିଶ୍ଚୟ ଅଶ୍ୱସ୍ତି ଅନୁଭବ କରିବ । ସେ ନିଶ୍ଚୟ ବାକ୍ସ ଖୋଲିବାକୁ କହିବେ । Collins କହିଲେ – ମୁଁ ତାଙ୍କୁ ଯେତିକି ଜାଣିଛି, ସେ ସମୟ କେବେ ଆସିବ ନାହିଁ । କାରଣ Houdini କୌଣସି କଥାକୁ ପାଞ୍ଚ ଦଶଥର ପରୀକ୍ଷା ନ କରି ଜଣଙ୍କ ଆଗରେ ପେଶ୍ କରନ୍ତି ନାହିଁ ।

ବେଳକୁ ବେଳ ସାମ୍ବାଦିକଙ୍କ ଭିଡ଼ ଜମିଲା । ଡାକ୍ତରମାନେ ମଧ୍ୟ ଆସି ପହଞ୍ଚିଲେ । ସେମାନେ କହିଲେ – ଏହା ଏକ ଆତ୍ମଘାତୀ କାର୍ଯ୍ୟ । Houdini ଙ୍କୁ ଏଥୁରୁ ନିବୃତ୍ତ କରାଯାଉ । ଏହା ଭିତରେ ଘଣ୍ଟାଏ ବି ହୋଇଗଲା । ଲୋକମାନେ କିଛି ସମୟପାଇଁ ଖୁସି ଦେଖାଗଲେ । ଭାବିଲେ, ଏଥର Houdini ବାହାରକୁ ଆସିବାକୁ କହିବେ । ମାତ୍ର ସେମିତି କିଛି ହେଲା ନାହିଁ । ଡାକ୍ତରମାନେ ବାଧ୍ୟ କରିବାରୁ Collins ପୁଣିଥରେ ଟେଲିଫୋନ୍ ଲଗାଇ ପଚାରିଲେ – Houdini ! ଡାକ୍ତରମାନେ ବାଧ୍ୟକରୁଛନ୍ତି ବାହାରକୁ ଆସିବାପାଇଁ । Houdini ଉତ୍ତର ଦେଲେ – ମୁଁ କହିଲେ ମତେ ଉପରକୁ ନେବ । ଏଥର ଲୋକମାନେ କୁହାକୁହି ହେଲେ – Houdini ନିଃଶ୍ଵାସ ପ୍ରଶ୍ଵାସ ରୋଧ କରିବା ତାଲିମ ପାଇଛନ୍ତି । ସେ ବିନା ବାୟୁରେ ରହିବାର କୌଶଳ ଶିଖ୍ଯାଇଛନ୍ତି । ଏହା ଭିତରେ ଏକ ଘଣ୍ଟା ତିରିଶ ମିନିଟ୍ ହେଲା । ଏଥର Houdini ଙ୍କ ଠାରୁ ସଂକେତ ଆସିଲା ତାଙ୍କ ବାହାରକୁ ଆଣିବାପାଇଁ । ଲୋକମାନେ ଏକଘଣ୍ଟା ଏକତିରିଶ ମିନିଟ୍‌ରେ ବାକ୍ସ ଖୋଲିଲେ । ଡାକ୍ତରମାନେ Houdiniଙ୍କ ସ୍ବାସ୍ଥ୍ୟ ପରୀକ୍ଷା କଲେ । କିଛି ବ୍ୟତିକ୍ରମ ହୋଇନଥିଲା । ସାମ୍ବାଦିକମାନେ Houdiniଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ।

ଏଥର ସାମ୍ବାଦିକମାନେ Houdini ଙ୍କୁ ପଚାରିଲେ ଏହା କେମିତି ସଂଭବ ହେଲା ? Houdini କହିଲେ ଏଥ‌ିରେ ଯାଦୁବିଦ୍ୟା ନାହିଁ । ଏହା ଏକ ସାଧନା ମାତ୍ର । ମୁଁ ନିଃଶ୍ଵାସ ରୋଧ କରିବା ଶିଖୁ ଯାଇଛି । ଏହା ମତେ ଏତେ ସମୟ ବାକ୍ସ ଭିତରେ ବଞ୍ଚାଇ ରଖୁ । ଶ୍ଵାସକ୍ରିୟା ଖୁବ୍ ମନ୍ଥର ଥିଲା । ସାମ୍ବାଦିକମାନେ ପଚାରିଲେ – ଆପଣ ଯୁବଗୋଷ୍ଠୀଙ୍କୁ କି ବାର୍ତ୍ତା ଦେବେ ? Houdini କହିଲେ – ସେମାନେ ଭୟ କରିବା ଛାଡ଼ି ଦିଅନ୍ତୁ । ସେମାନେ ଯେ କୌଣସି ପରିସ୍ଥିତିକୁ ସହଜ, ସରଳ ଓ ଶାନ୍ତ ଭାବରେ ସାମ୍ନା କରିବାକୁ ଶିଖନ୍ତୁ । ସମସ୍ତେ Houdini ଙ୍କର ଜୟଗାନ କଲେ ।

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Odisha State Board BSE Odisha 9th Class Political Science Important Questions Chapter 2 ମୌଳିକ କର୍ତ୍ତବ୍ୟ Important Questions and Answers.

BSE Odisha Class 9 Political Science Important Questions Chapter 2 ମୌଳିକ କର୍ତ୍ତବ୍ୟ

Subjective Type Questions With Answers
ସଂଷିପ୍ତ ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର

୧।ମୌଳିକ କର୍ତ୍ତବ୍ୟର ପ୍ରକାରଭେଦ ବର୍ଣନା କରି ।
Answer:
ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକୁ ପାଞ୍ଚ ଭାଗରେ ବିଭକ୍ତ

• ଆଇନଗତ କର୍ତ୍ତବ୍ୟ – ସମ୍ବିଧାନର ସମ୍ମାନ ରକ୍ଷା ପାଇଁ ଏହା ଉଦ୍ଦିଷ୍ଟ ।
• ରାଜନୈତିକ କର୍ତ୍ତବ୍ୟ ― ସାର୍ବଭୌମ ରକ୍ଷା କରିବା, ଜାତୀୟ ସଂହତି ବଜାୟ ରଖିବା ଓ ଦେଶର ସୁରକ୍ଷା ନିମିତ୍ତ ଏହା ଉଦ୍ଦିଷ୍ଟ ।
• ସାମାଜିକ କର୍ତ୍ତବ୍ୟ – ନାଗରିକମାନଙ୍କ ମଧ୍ୟରେ ସଦ୍‌ଭାବ ଓ ଭ୍ରାତୃଭାବ ପ୍ରତିଷ୍ଠା କରିବା କରିବାପାଇଁ ଏହା ଉଦ୍ଦିଷ୍ଟ ।
• ନୈତିକ କର୍ତ୍ତବ୍ୟ – ଦେଶକୁ ବାହ୍ୟ ଓ ଆଭ୍ୟନ୍ତରୀଣ ବିପଦରୁ ରକ୍ଷା କରିବା, ସ୍ଵାଧୀନତା ଆନ୍ଦୋଳନର ମହାନ୍ ନୀତି ଓ ଆଦର୍ଶକୁ ଅନୁସରଣ କରିବା ସହିତ ଜାତୀୟ ସେବାରେ ନିଜକୁ ନିୟୋଜିତ କରିବାକୁ ଏହା ପ୍ରେରଣା ପ୍ରଦାନ ନିମିତ୍ତ ଏହା ଉଦ୍ଦିଷ୍ଟ ।
• ଅର୍ଥନୈତିକ କର୍ତ୍ତବ୍ୟ – ଜାତୀୟ ସମ୍ପତ୍ତିର ରକ୍ଷଣାବେକ୍ଷଣ ଏବଂ ପରିବେଶ ସୁରକ୍ଷା ସମ୍ପର୍କିତ ଲକ୍ଷ୍ୟ ପୂରଣରେ ଏହା ସହାୟକ ହେଉଛି ।

୨।ମୌଳିକ କର୍ତ୍ତବ୍ୟ କହିଲେ କ’ଣ ବୁଝ ବୁଝାଇ ଲେଖ ।

• କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ନାଗରିକମାନଙ୍କୁ ରାଷ୍ଟ୍ର ପ୍ରତି କେତେକ କର୍ତ୍ତବ୍ୟ ପାଳନ କରିବାକୁ ହୋଇଥାଏ ।
• ଦେଶର ପ୍ରଗତି ନିମନ୍ତେ ଭାରତୀୟ ସମ୍ବିଧାନରେ ୪ର୍ଥ(କ) ଅଧ୍ୟାୟରେ ଧାରା ୫୧(କ)ରେ ୧୧ଟି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।
• ଦେଶର ସମ୍ବିଧାନ, ଜାତୀୟ ପତାକା ଏବଂ ଜାତୀୟ ସଙ୍ଗୀତ ପ୍ରତି ସମ୍ମାନ ପ୍ରଦର୍ଶନ କରିବା ଆମର କର୍ତ୍ତବ୍ୟ ।
• ଭାରତର ସାର୍ବଭୌମତ୍ୱ, ଏକତା, ସଂହତି ରକ୍ଷା ପ୍ରତି ଗୁରୁତ୍ଵ ଦେବା ଆମର କର୍ତ୍ତବ୍ୟ ଅଟେ ।
• ଦେଶରେ ଭ୍ରାତୃଭାବ ପ୍ରତିଷ୍ଠା କରିବା, ନାରୀର ମର୍ଯ୍ୟାଦା ରକ୍ଷା କରିବା, ଜୀବଜଗତ ପ୍ରତି ଅନୁକମ୍ପା ପ୍ରଦର୍ଶନ କରିବା ଆମର ମୌଳିକ ।

କ୍ଷୁଦ୍ର ଉତ୍ତରମୂଳକ ପ୍ରଶ୍ନୋତ୍ତର

୧। ଅଧିକାର ଓ କର୍ତ୍ତବ୍ୟ ଗୋଟିଏ ମୁଦ୍ରାର ଦୁଇଟି ପାର୍ଶ୍ୱ ପରି ବୋଲି କାହିଁକି କୁହାଯାଇଛି ?
Answer:

• ଅଧିକାର ଓ କର୍ତ୍ତବ୍ୟ ପରସ୍ପର ପରିପୂରକ । ବ୍ୟକ୍ତିର ବିକାଶ ପାଇଁ ଓ ତା’ର ବ୍ୟକ୍ତିତ୍ଵର ପରିପ୍ରକାଶ ପାଇଁ ରାଷ୍ଟ୍ର ବ୍ୟକ୍ତିକୁ କେତେକ ଅଧ୍ୟାର ପ୍ରଦାନ କରିଥାଏ ।
• ସେହିଭଳି ରାଷ୍ଟ୍ର ନିଜର ସୁପରିଚାଳନା ପାଇଁ କିଛି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବ୍ୟକ୍ତିଙ୍କଠାରୁ ଆଶା କରିଥାଏ । ସେଥପାଇଁ ଅଧିକାର ଓ କର୍ତ୍ତବ୍ୟ ଗୋଟିଏ ମୁଦ୍ରାର ଦୁଇଟି ପାର୍ଶ୍ଵ ସଦୃଶ ବୋଲି

୨। କେବେ ପ୍ରଥମ ଥର ପାଇଁ ସମ୍ବିଧାନରେ କିଛି ସଂସ୍କାର ଆଣିବା ଉଦ୍ଦେଶ୍ୟରେ କେଉଁ କମିଟି ଗଠନ କରାଯାଇଥିଲା ?
Answer:

• ପ୍ରଥମ ଥର ପାଇଁ ସମ୍ବିଧାନରେ କିଛି ସଂସ୍କାର ଆଣିବାପାଇଁ ୧୯୭୬ ମସିହା ଫେବୃୟାରୀ ମାସରେ ଏକ କମିଟି ଗଠନ କରାଯାଇଥିଲା ।
• ଏହି କମିଟି ସ୍ଵରଣ ସିଂହ କମିଟି ନାମରେ ପରିଚିତ ।

୩ । ସମ୍ବିଧାନର ୪୨ତମ ସଂଶୋଧନ ଆଇନ କେବେ କାର୍ଯ୍ୟକାରୀ ହୋଇଥିଲା ଓ ଏହି ଆଇନଦ୍ୱାରା କଣ କରାଗଲା ?
Answer:

•  ୧୯୭୬ ମସିହାରେ ସମ୍ବିଧାନର ୪୨ତମ ଆଇନ କାର୍ଯ୍ୟକାରୀ ସଂଶୋଧନ ଆଇନ କେବେ କାର୍ଯ୍ୟକାରୀ ହୋଇଥିଲା ।
•  ଏହି ଆଇନଦ୍ୱାରା ଭାରତ ସମ୍ବିଧାନର ଚତୁର୍ଥ ଭାଗ (କ)ର ଧାରା ୫୧(କ)ରେ ୧୦ଗୋଟି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ ବର୍ଣ୍ଣ ନା କରାଗଲା । .

୪। ନୈତିକ କର୍ତ୍ତବ୍ୟ କହିଲେ କ’ଣ ବୁଝ ବୁଝାଇ ଲେଖ ।
Answer:

• ନାଗରି କ ମାନେ ମୌଳିକ ଅଧ୍ୟାର ଉପଭୋଗ କରୁଥିବାରୁ ସେମାନେ ଦେଶ ପ୍ରତି କିଛି କର୍ତ୍ତବ୍ୟ କରିବା ଆବଶ୍ୟକ । ଦେଶକୁ ବାହ୍ୟ ଓ ଆଭ୍ୟନ୍ତରୀଣ ବିପଦରୁ ରକ୍ଷା ନୈତିକ କର୍ଭବ୍ୟ ଅଟେ ।
• ପ୍ରତ୍ୟେକ ନାଗରିକ ଜାତୀୟ ସେବାରେ ନିଜକୁ ନିୟୋଜିତ କରିବା ଏହାର ଅନ୍ୟତମ ଲକ୍ଷ୍ୟ ଅଟେ ।

୫। ସାମାଜିକ କର୍ତ୍ତବ୍ୟ କହିଲେ କ’ଣ ବୁଝ ବୁଝାଇ ଲେଖ ।
Answer:

• ଏହି କର୍ତ୍ତବ୍ୟ ମାଧ୍ୟମରେ ପ୍ରତ୍ୟେକ ନାଗରିକ ନିଜ ନିଜ ମଧ୍ୟରେ ସଦ୍‌ଭାବ ଓ ଭ୍ରାତୃଭାବ ପ୍ରତିଷ୍ଠା କରିଥାଏ ।
• ମହିଳାମାନଙ୍କର ମର୍ଯ୍ୟାଦା ରକ୍ଷା କରିବା ଏହି କର୍ତ୍ତବ୍ୟର ଅନ୍ୟତମ ଲକ୍ଷ୍ୟ ଅଟେ ।

୬ । ମୌଳିକ କର୍ତ୍ତବ୍ୟର ଦୁଇଟି ଗୁରୁତ୍ଵ ବର୍ଣ୍ଣନା କର ।
Answer:

• ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ଅଧିକ ଦେଶପ୍ରେମୀ କରାଇବା ସହିତ ଦେଶ ଓ ଜାତି ପାଇଁ କାର୍ଯ୍ୟ କରିବାକୁ ଉତ୍ସାହ ଦେଇଥାଏ । ଏହି କର୍ତ୍ତବ୍ୟ ପାଳନ କଲେ ନାଗରିକ ଦେଶର କଲ୍ୟାଣ ଓ ରାଷ୍ଟ୍ରର ଗଠନ ପାଇଁ ସଚେତନ ହୋଇଥାଏ ।
• ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ପ୍ରତ୍ୟେକ ନାଗରିକଙ୍କ ପାଇଁ ଏକ ଆଦର୍ଶ ଆଚରଣବିଧ୍ ଅଟେ । ଏହାକୁ ପ୍ରତ୍ୟେକ ନାଗରିକ ପାଳନ କଲେ ସମାଜରେ ଶୃଙ୍ଖଳା ବଜାୟ ରହେ ।

୭। କର୍ତ୍ତବ୍ୟ ବର୍ଣ୍ଣନା କର ।
Answer:
(i) କର୍ତ୍ତବ୍ଯ ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କର୍ତ୍ତବ୍ୟ ଅଟେ ।

Objective Type Questions With Answers
A ଗୋଟିଏ ବାକ୍ୟରେ ଉତ୍ତର ଲେଖ ।

୧। କେଉଁ ଦୁଇଟି ମଧ୍ୟରେ ସୁସମନ୍ଵୟ ରକ୍ଷା ଏକ ଆଦର୍ଶ ଗଣତାନ୍ତ୍ରିକ ରାଷ୍ଟ୍ର ଗଠନରେ ସାହାଯ୍ୟ କରିଥାଏ ।
Answer:
ଅଧିକାର ଓ କର୍ତ୍ତବ୍ୟ ମଧ୍ୟରେ ସୁସମନ୍ଵୟ ରକ୍ଷା ଏକ ଆଦର୍ଶ ଗଣତାନ୍ତ୍ରିକ ରାଷ୍ଟ୍ର ଗଠନରେ ସାହାଯ୍ୟ କରିଥାଏ ।

୨।କେବେ ସ୍ମରଣ ସିଂହ କମିଟି ଗଠନ କରାଯାଇଥିଲା ?
Answer:
୧୯୭୬ ମସିହା ଫେବୃୟାରୀ ମାସରେ ସ୍ଵରଣ ସିଂହ କମିଟି ଗଠନ କରାଯାଇଥିଲା ।

୩। ସ୍ଵରଣ ସିଂହ କମିଟି କେଉଁ ବିଷୟରେ ସୁପାରିସ କରିଥିଲେ ?
Answer:
ସ୍ଵରଣ ସିଂହ କମିଟି ସମ୍ବିଧାନରେ ନାଗରିକମାନଙ୍କର ମୌଳିକ କର୍ଭବ୍ୟଗୁଡ଼ିକର ଏକ ତାଲିକା ଅନ୍ତର୍ଭୁକ୍ତ କରିବାପାଇଁ ସୁପାରିସ କରିଥିଲେ ।

୪। ସମ୍ବିଧାନରେ ପ୍ରଦତ୍ତ ମୌଳିକ କର୍ଭବ୍ୟଗୁଡ଼ିକ କେଉଁ ଦାୟିତ୍ୱବୋଧକୁ ବୁଝାଇଥାଏ ?
Answer:
ସମ୍ବିଧାନରେ ପ୍ରଦତ୍ତ ମୌଳିକ କର୍ଭବ୍ୟଗୁଡ଼ିକ ନାଗରିକମାନଙ୍କର ଆଇନଗତ, ରାଜନୈତିକ, ସାମାଜିକ, ସାଂସ୍କୃତିକ, ନୈତିକ, ଅର୍ଥନୈତିକ ଓ ଶିକ୍ଷାଗତ ଦାୟିତ୍ୱବୋଧକୁ ବୁଝାଇଥାଏ ।

୫। ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ କାହା ପାଇଁ ନିର୍ଦ୍ଦେଶିତ ?
Answer:
ମୌଳିକ କର୍ଭବ୍ୟଗୁଡ଼ିକ ନାଗରିକମାନଙ୍କ ପାଇଁ ନିର୍ଦ୍ଦେଶିତ ।

୬ । ବିଦେଶୀ ନାଗରିକମାନଙ୍କ ପାଇଁ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଲାଗୁ କରାଯାଇପାରିବ କି ?
Answer:
ନା, ବିଦେଶୀ ନାଗରିକମାନଙ୍କ ପାଇଁ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଲାଗୁ କରାଯାଇପାରିବ ନାହିଁ ।

୭ । ଜଣେ ଭାରତୀୟ ନାଗରିକ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ସମ୍ପାଦନ ନ କଲେ ତାଙ୍କ ବିରୋଧରେ କିପରି ଆଇନଗତ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ଗ୍ରହଣ କରାଯିବ ?
Answer:
ଜଣେ ଭାରତୀୟ ନାଗରିକ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ନ କଲେ ତାଙ୍କ ବିରୋଧରେ କୌଣସି ଆଇନଗତ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ଗ୍ରହଣ କରାଯାଇ ପାରିବ ନାହିଁ ।

୮।  କେଉଁଗୁଡ଼ିକ ନାଗରିକମାନଙ୍କୁ ଅଧିକ ଦେଶପ୍ରେମୀ କରାଇଥାଏ ?
Answer:
କେଉଁଗୁଡ଼ିକ ନାଗରିକମାନଙ୍କୁ ଅଧିକ ଦେଶପ୍ରେମୀ କରାଇଥାଏ ।

୯ । ଜଣେ ନାଗରିକ କିପରି ଦେଶର ଓ ରାଷ୍ଟ୍ରର ଗଠନ ପାଇଁ ସଚେତନ ହୁଏ ?
Answer:
ଦେଶର କଲ୍ୟାଣ ଓ ରାଷ୍ଟ୍ରର ଗଠନ ପାଇଁ ସଚେତନ ମୌଳିକ କର୍ଭବ୍ୟଗୁଡ଼ିକୁ ପାଳନ କଲେ ଜଣେ ନାଗରିକ ହୁଏ ।

୧୦ । ମୌଳିକ କର୍ତ୍ତବ୍ୟ କାହା ପାଇଁ ଏକ ଆଦର୍ଶ ଆଚରଣବିଧ ଅଟେ ?
Answer:
ମୌଳିକ କର୍ତ୍ତବ୍ୟ ପ୍ରତ୍ୟେକ ନାଗରିକ ପାଇଁ ଏକ ଆଦର୍ଶ ଆଚରଣବିଧ ଅଟେ ।

B ଗୋଟିଏ ଶବ୍ଦରେ ଉତ୍ତର ଲେଖ ।

୧।‘ରାଷ୍ଟ୍ରୀୟ ସମ୍ପଭିର ରକ୍ଷଣାବେକ୍ଷଣ’ କରିବା କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
୨। ‘ସ୍ଵାଧୀନତା ଆନ୍ଦୋଳନର ମହାନ୍ ନୀତି ଓ ଆଦର୍ଶକୁ ଅନୁସରଣ କରିବା’ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
୩। ପ୍ରଥମଥର ପାଇଁ ସମ୍ବିଧାନରେ କିଛି ସଂସ୍କାର ଆଣିବା ଉଦ୍ଦେଶ୍ୟରେ ୧୯୭୬ ମସିହାରେ କେଉଁ କମିଟି ଗଠନ କରାଯାଇଥିଲା ?
୪। ମହିଳାମାନଙ୍କର ମର୍ଯ୍ୟାଦା ରକ୍ଷା କରିବା କେଉଁ ପ୍ରକାରର କର୍ତ୍ତବ୍ଯ ଅଟେ ?
୫୮ ୧୧ତମ ମୌଳିକ କର୍ଭବ୍ୟଟି ସମ୍ବିଧାନରେ କେବେ ଯୋଗ କରାଯାଇଥିଲା ?
୬। ଜାତୀୟ ସେବାରେ ନିଜକୁ ନିୟୋଜିତ କରିବା କି ପ୍ରକାରର କର୍ତ୍ତବ୍ୟ ଅଟେ ?
୭। ସମ୍ବିଧାନର କେଉଁ ଧାରାରେ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?
୮। ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡିକ ଭାରତୀୟ ନାଗରିକମାନଙ୍କ ପାଇଁ କ’ଣ ଅଟେ ?
୯। ସମ୍ବିଧାନର କେଉଁ ସଂଶୋଧନରେ ‘ମୌଳିକ କର୍ତ୍ତବ୍ୟ’ଗୁଡ଼ିକ ଯୋଗ କରାଗଲା ?
୧୦ ।୮୬ ତମ ସମ୍ବିଧାନ ସଂଶୋଧନ କେଉଁ ମସିହାରେ ହୋଇଥିଲା ?

Answer:
୧। ଅର୍ଥନୈତିକ,
୨। ନୈତିକ,
୩। ସ୍ଵରଣ ସିଂହ କମିଟି,
୪ । ସାମାଜିକ କର୍ତ୍ତବ୍ୟ,
୫ । ୨୦୦୨ ମସିହା,
୬ । ନୈତିକ କର୍ତ୍ତବ୍ୟ,
୭ । ଧାରା-୫୧ (କ),
୮ । ଏକ ଆଦର୍ଶ ଆଚରଣବିଧ୍,
୯ । ୪୨ତମ ସଂଶୋଧନ,
୧୦ । ୨୦୦୨ ମସିହା

C ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।

୧। ସ୍ମରଣ ସିଂହ କମିଟି __________ ହୋଇଥିଲା ।
Answer:
୧୯୭୬

୨। ଭାରତ ସମ୍ବିଧାନର ୪୨ତମ ସଂଶୋଧନ __________ ମସିହାରେ ହୋଇଥିଲା ।
Answer:
୧୯୭୬

୩ । ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ ଭାରତୀୟ ସମ୍ବିଧାନରେ _____________ ଭାଗରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।
Answer:
ଚତୁର୍ଥ ଭାଗ (କ)

୪। . ________________ ମସିହାରେ ୮୬ତମ ସମ୍ବିଧାନ ସଂଶୋଧନ କରାଯାଇଥିଲା ।
Answer:
୨୦୦୨

୫। __________ ଗୋଟି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ରହିଛି ।
Answer:
୧୧

୬ । ଜାତୀୟ ସେବାରେ ନିଜକୁ ନିୟୋଜିତ କରିବା ______________ କର୍ତ୍ତବ୍ୟର ଏକ ଲକ୍ଷ୍ୟ ଅଟେ ।
Answer:
ନୈତିକ

୭। ରାଷ୍ଟ୍ରୀୟ ସମ୍ପଭିର ରକ୍ଷଣାବେକ୍ଷଣ କରିବା _____________ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ।
Answer:
ଅର୍ଥନୈତିକ

୮ । ମୌଳିକ କର୍ତ୍ତବ୍ୟ ପାଳନ କଲେ ନାଗରିକ ଦେଶର ______________ କଲ୍ୟାଣ ଓ ପାଇଁ ସଚେତନ ହୁଏ ।
Answer:
ରାଷ୍ଟ୍ରର ଗଠନ

୯। ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ପ୍ରତ୍ୟେକ ନାଗରିକଙ୍କ ପାଇଁ ଏକ __________________ଅଟେ ।
Answer:
ଆଦର୍ଶ ଆଚରଣବିସ୍‌

୧୦ । ମୌଳିକ କର୍ତ୍ତବ୍ୟକୁ ପ୍ରତ୍ୟେକ ନାଗରିକ ପାଳନ କଲେ ____________ ରହିପାରିବ ।
Answer:
ଶୃଙ୍ଖଳା

D. ଠିକ୍ ଉକ୍ତି ପାଇଁ (✓ ) ଓ ଭୁଲ୍ ଉକ୍ତି ପାଇଁ (X) ଚିହ୍ନ ଦିଅ ।

୧। ୧୯୭୬ ମସିହାରେ ଆମର ୧୧ ଗୋଟି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଥିଲା ।
୨ । ୨୦୦୨ ମସିହାରେ ଆମର ମୌଳିକ କର୍ତ୍ତବ୍ୟ ସଂଖ୍ୟା ୧୧କୁ ବୃଦ୍ଧି ପାଇଥିଲା ।
୩। ଭାରତ ସମ୍ବିଧାନର ଚତୁର୍ଥ ଭାଗ (ଖ) ର ଧାରା ୫୧ (କ)ରେ ୧୦ ଗୋଟି ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ
୪। ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ନାଗରିକମାନଙ୍କ ପାଇଁ ନିର୍ଦ୍ଦେଶିତ ।
୫। ବିଦେଶୀ ନାଗରିକମାନଙ୍କ ପାଇଁ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଲାଗୁ ହୋଇଥାଏ ।
୬ | ମୌଳିକ କର୍ଭବ ସମ୍ପାଦନ ନ କଲେ ବ୍ୟକ୍ତି ବିରୋଧରେ ଆଇନଗତ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ଗ୍ରହଣ କରାଯାଇପାରିବ ।
୭। ଆଇନଗତ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ଗ୍ରହଣ କରାଯାଇପାରିବ । ପତାକାକୁ ସମ୍ମାନ କରିବା ।
୮। ସମ୍ବିଧାନର ସମ୍ମାନ ରକ୍ଷା କରିବା ଆମର ରାଜନୈତିକ କର୍ତ୍ତବ୍ୟ ।
୯ । ମହିଳାମାନଙ୍କର ମର୍ଯ୍ୟାଦା ରକ୍ଷାକରିବା ଏକ ନୈତିକ କର୍ତ୍ତବ୍ୟ।
୧୦ । ରାଷ୍ଟ୍ରୀୟ ସମ୍ପଭିର ରକ୍ଷଣାବେକ୍ଷଣ କରିବା ଏକ ସାମାଜିକ କର୍ତ୍ତବ୍ୟ ।

Answers:
୧। (×)
୨ । (√)
୩। (X)
୪। (√)
୫। (×)
୬ | (×)
୭। (√)
୮। (×)
୯ । (x)
୧୦ । (x)

E ‘କ’ ସ୍ତମ୍ଭର ଶବ୍ଦକୁ ‘ଖ’ ସ୍ତମ୍ଭର ଶବ୍ଦ ସହ ମିଳନ କରି ଲେଖ ।

F. ରେଖାଙ୍କିତ ପଦକୁ ପରିବର୍ତ୍ତନ କରି ଭ୍ରମ ସଂଶୋଧନ କର ।

୧। ସ୍ଵରଣ ସିଂହ କମିଟି ୧୯୭୮ ମସିହାରେ ଗଠିତ ହୋଇଥିଲା ।
୨ । ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଗୁଡ଼ିକ ସରକାରଙ୍କ ପାଇଁ ନିର୍ଦ୍ଦେଶିତ ।
୩। ନାଗରିକମାନଙ୍କୁ ଅଧିକ ଦେଶଦ୍ରୋହୀ କରାଇଥାଏ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ।
୪। ୪୨ତମ ସମ୍ବିଧାନ ସଂଶୋଧନ ଆଇନ ୧୯୬୭ ମସିହାରେ କାର୍ଯ୍ୟକାରୀ ହୋଇଥିଲା ।
୫। ଅଧିକାର ଓ କର୍ତ୍ତବ୍ୟ ପରସ୍ପର ଅନୁପୂରକ ।
୬। ମହିଳାମାନଙ୍କୁ ମର୍ଯ୍ୟାଦା ରକ୍ଷା କରିବା ଏକ ନୈତିକ କର୍ତ୍ତବ୍ୟ ।
୭। ୮୬ତମ ସଂଶୋଧନ ୨୦୦୦ ମସିହାରେ କରାଯାଇଥିଲା ।
୮। ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ସମ୍ବିଧାନ ୮୬ତମ ସଂଶୋଧନରେ ସଂଯୋଗ କରାଯାଇଥିଲା ।
୯। ସମ୍ବିଧାନର ସମ୍ମାନ ରକ୍ଷା କରିବା ରାଜନୈତିକ କର୍ତ୍ତବ୍ୟ ଅଟେ ।
୧୦ । ରାଷ୍ଟ୍ରୀୟ ସମ୍ପଭିର ରକ୍ଷଣାବେକ୍ଷଣା କରିବା ସାମାଜିକ କର୍ତ୍ତବ୍ୟ ଅଟେ ।

Answer:
୧। ୧୯୭୬
୨ । ନାଗରିକମାନଙ୍କ
୩ । ଦେଶପ୍ରେମୀ
୪।୧୯୭୬
୫ । ପରିପୂରକ
୬ । ସାମାଜିକ କର୍ତବ୍ୟ
୭ । ୨୦୦୨
୮। ୪୨ ତମ
୯ । ଆଇନଗତ
୧୦ । ଅର୍ଥନୈତିକ

G ଚାରୋଟି ସମ୍ଭାବ୍ୟ ବିକଳ୍ପ ମଧ୍ୟରୁ ସଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।

1. ନିମ୍ନୋକ୍ତ କେଉଁ ମସିହାରେ ସ୍ଵରଣ ସିଂହ କମିଟି ଗଠନ କରାଯାଇଥିଲା ?
(A) ୧୯୭୫
(B) ୧୯୭୬
(C) ୧୯୭୭
(D) ୧୯୭୮
Answer:
(B) ୧୯୭୬

2. କର୍ତ୍ତବ୍ୟ’ଗୁଡ଼ିକ ଯୋଗ କରାଗଲା ?
(A) ୪୧ ତମ
(B) ୪୨ ତମ
(C) ୪୩ ତମ
(D) ୪୪ ତମ
Answer:
(B) ୪୨ ତମ

3.୮୬ ତମ ସମ୍ବିଧାନ ସଂଶୋଧନ ନିମ୍ନୋକ୍ତ କେଉଁ ମସିହାରେ ହୋଇଥିଲା ?
(A) ୨୦୦୨
(B) ୨୦୦୫
(C) ୨୦୦୧
(D) ୨୦୦୭
Answer:
(A) ୨୦୦୨

4. ସମ୍ବିଧାନର କେଉଁ ଧାରାରେ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?
(A) ୪୮(କ)
(B) ୪୯(ଖ)
(C) ୫୦(କ)
(D) ୫୧(କ)
Answer:
(D) ୫୧(କ)

5. ମୌଳିକ କର୍ତ୍ତବ୍ୟ ରହିଛି ?
(A) ୧୦
(B) ୧୧
(C) ୭
(D) ୬
Answer:
(B) ୧୧

6. ସମ୍ବିଧାନର ସମ୍ମାନ ରକ୍ଷାକରିବା ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ଆଇନଗତ
(B) ରାଜନୈତିକ
(C) ସାମାଜିକ
(D) ନୈତିକ
Answer:
(A) ଆଇନଗତ

7. ‘ଭାରତର ସାର୍ବଭୌମତ୍ୱ ରକ୍ଷା କରିବା’ – ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ଆଇନଗତ
(B) ରାଜନୈତିକ
(C) ସାମାଜିକ
(D) ନୈତିକ
Answer:
(B) ରାଜନୈତିକ

8. ‘ରାଷ୍ଟ୍ରୀୟ ସମ୍ପଭିର ରକ୍ଷଣାବେକ୍ଷଣ କରିବା’ – ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ରାଜନୈତିକ
(B) ସାମାଜିକ
(C) ନୈତିକ
(D) ଅର୍ଥନୈତିକ
Answer:
(D) ଅର୍ଥନୈତିକ

9. ମହିଳାମାନଙ୍କର ମର୍ଯ୍ୟାଦା ରକ୍ଷା କରିବା ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ସାମାଜିକ
(B) ଆଇନଗତ
(C) ନୈତିକ
(D) ରାଜନୈତିକ
Answer:
(A) ସାମାଜିକ

10. ‘ସ୍ଵାଧୀନତା ଆନ୍ଦୋଳନର ମହାନ୍ ନୀତି ଓ ଆଦର୍ଶକୁ ଅନୁସରଣ କରିବା’ — ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ଆଇନଗତ
(B) ରାଜନୈତିକ
(C) ସାମାଜିକ
(D) ନୈତିକ
Answer:
(D) ନୈତିକ

11. ୧୯୭୬ ମସିହାର କେଉଁ ସମ୍ବିଧାନ ସଂଶୋଧନ ଆଇନରେ ମୌଳିକ କର୍ତ୍ତବ୍ୟଗୁଡ଼ିକ ଯୋଗ
(A) ୩୮ତମ
(B) ୪୨ତମ
(C) ୪୫ତମ
(D) ୪୮ତମ
Answer:
(B) ୪୨ତମ

12. କେଉଁ ସମ୍ବିଧାନ ସଂଶୋଧନ ଆଇନରେ ଏଗାରତମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ ଯୋଗକରାଯାଇଛି ?
(A) ୭୦ତମ
(C) ୮୫ତମ
(B) ୭୬ତମ
(D) ୮୬ତମ
Answer:
(D) ୮୬ତମ

13. ସର୍ବସାଧାରଣ ସମ୍ପଭିର ସୁରକ୍ଷା କରିବା ନିମ୍ନୋକ୍ତ କେଉଁ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ପ୍ରଥମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(B) ପଞ୍ଚମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(C) ନବମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(D) ଦଶମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
Answer:
(C) ନବମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ

14. ଛଅ ବର୍ଷରୁ ଚଉଦ ବର୍ଷ ବୟସର ପିଲାମାନଙ୍କୁ ଶିକ୍ଷାଲାଭ ପାଇଁ ସୁଯୋଗ ଦେବା ନିମ୍ନୋକ୍ତ କେଉଁ ମୌଳିକ କର୍ତ୍ତବ୍ୟର ଲକ୍ଷ୍ୟ ଅଟେ ?
(A) ପ୍ରଥମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(B) ଦ୍ଵିତୀୟ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(C) ସପ୍ତମ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
(D) ଏକାଦଶ ମୌଳିକ କର୍ତ୍ତବ୍ୟ
Answer:
(D) ଏକାଦଶ ମୌଳିକ କର୍ତ୍ତବ୍ୟ

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 2 The Nightingale and the Rose Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 2 The Nightingale and the Rose Question Answers CHSE Odisha

The Nightingale and the Rose Class 12 Questions and Answers

Unit – I

Gist:
The love-stricken young Student desperately longs for red roses, because the girl promises to dance with him on the condition he brings her these beautiful flowers, but he doesn’t find any red rose. He is sad. In a dance programme given by the Prince, the young Student will become lonely. His heart will bleed. The Nightingale, famous for her enchanting voice, hears him cry for the want of the girl, who is apparently his true love. She shares the feelings of the young Student. She feels the importance of love that comes from within, not from outside. The young man’s longing for a red rose grows intense, but in vain. He has no red rose to give the girl so as to enable her to dance with him. He weeps. A little Green Lizard and a Butterfly laugh at the weeping young Oxford boy. The Nightingale alone understands the mystery of Love.

ସାରମର୍ମ :
ପ୍ରେମପୀଡ଼ିତ ଯୁବ-ଛାତ୍ରଜଣକ ଏକ ଲାଲ୍ ଗୋଲାପ ପାଇଁ ବ୍ୟାକୁଳ ହୋଇଉଠିଛି କାରଣ ତା’ର ପ୍ରେମିକା ପ୍ରତିଜ୍ଞା କରିଛି ଯେ ଯଦି ଯୁବକଜଣକ ତାଙ୍କୁ ଏକ ଲାଲ୍ ଗୋଲାପ ଦିଏ, ତେବେ ସେ ଏହି ପ୍ରେମିକ ଯୁବକଙ୍କ ସହ ନୃତ୍ୟ କରିବେ । ସେ କୌଣସି ଲାଲ୍ ଗୋଲାପ ପାଆନ୍ତି ନାହିଁ । ତେଣୁ ସେ ଦୁଃଖ ହୋଇ ଯାଇଛନ୍ତି । ଯଦି ଯୁବତୀଜଣଙ୍କ ଆଉ କାହା ସହ ନୃତ୍ୟ କରିବେ, ତେବେ ଯୁବ-ଛାତ୍ର ଜଣଙ୍କ ହୃଦୟ ରକ୍ତାକ୍ତ ହୋଇଯିବ । ଆକର୍ଷଣୀୟ ଗୀତ ଓ ସଙ୍ଗୀତ ପାଇଁ ପ୍ରସିଦ୍ଧ ବୁଲ୍‌ବୁଲ୍ ପ୍ରେମିକ ଯୁବକଙ୍କର ଦୁଃଖକୁ ବୁଝିପାରନ୍ତି ଏବଂ ସେହି ଯୁବତୀ ପ୍ରତି ଥ‌ିବା ସଚ୍ଚା ପ୍ରେମକୁ ଜାଣିପାରନ୍ତି । ସେ ସଚ୍ଚା ପ୍ରେମିକର ପ୍ରେମକୁ ବୁଝିପାରନ୍ତି । ସତ୍ ପ୍ରେମ ହୃଦୟ ଭିତରୁ ଆସିଥାଏ, ହୃଦୟ ବାହାରୁ ନୁହେଁ । ଯେହେତୁ ଯୁବ-ଛାତ୍ରଙ୍କ ପାଖରେ ସେହି ଯୁବତୀଙ୍କୁ ଦେବାପାଇଁ ଲାଲ୍ ଗୋଲାପ ନ ଥିଲା, ତେଣୁ ସେ କାନ୍ଦିଛନ୍ତି । ଝିଟିପିଟି ଓ ପ୍ରଜାପତି ଏହି ଭାବକୁ ବୁଝିନପାରି ଥଟ୍ଟା କରନ୍ତି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ପ୍ରେମର ଏହି ରହସ୍ୟକୁ ବୁଝିପାରିଛି ।

Glossary :
nest : ବସା
wondered : ଆଶ୍ଚର୍ଯ୍ୟ ହେଲେ
entire: ସମଗ୍ର
wretched: miserable (ଦୁଃଖପୂର୍ଣ୍ଣ)
passion: ଆବେଗ
pale: ମଳିନ
brow: କପାଳ
murmured: ଧୀରେ ଧୀରେ କହିଲା
lean: incline (ଆଉଜିବା)
my heart will break: my sorrow will know no end (ମୋ ହୃଦୟ ବିଦୀର୍ଣ୍ଣ ହେବ)
precious: valuable (ମୂଲ୍ୟବାନ୍)
emerald: ମୋତି
dearer: morecostly ( ଅଧ୍ଵମୂଲ୍ୟବାନ୍)
opal: ରତ୍ନପଥର
pearl: ମୁକ୍ତା
pomegranate: ଡାଳିମ୍ବ
weigh: measure (ମାପିବା)
in exchange of : ବଦଳରେ
play upon: ଉପରେ ଖେଳ
string: ତାର
harp: ବୀଣା
violin: ବେହେଲା
stringed instruments: ବାଦ୍ୟଯନ୍ତ୍ର
lightly: ହାଲୁକା ଭାବରେ
gay: (here) beautiful (ସୁନ୍ଦର)
throng: ଘେରିଯିବେ
Flung: threw (ପକାଇଦେଲା)
buried: ଘୋଡ଼ାଇ ପକାଇଲା
wept: କାନ୍ଦିଲା
fluttering: ଡେଣା ଫଡ଼ଫଡ଼ କରି
sunbeam : ସୂର୍ଯ୍ୟାଲୋକ
ridiculous : ହାସ୍ୟାସ୍ପଦ
secret of sorrow: ଦୁଃଖର ରହସ୍ୟ
mystery of Love: ପ୍ରେମର ରହସ୍ୟ

Think it out

Question 1.
Why does the young student pine for a red rose?
Answer:
The Professor’s daughter requests specifically a red rose from the love stricken young student for the sake of dancing with him. Only with the flower the girl will respond to his request for love. But the young student finds no red rose in his garden. His happiness is linked with this beautiful flower. Therefore, the young student pines for a red rose.

Question 2.
Why does the nightingale admire the young student?
Answer:
The young student plunges into sorrow, because he does not find a red rose for the Professor’s daughter whom he loves deeply. She requests specifically a red rose from him as a token of true love. But he is hopeless. He visualises a radiant dream of the girl dancing with him, if he brings her red rose. Without it his dream will collapse like a house of cards. He will be lonely. The nightingale understands the feelings of the forlorn lover and therefore, admires the young student.

Question 3.
How does the nightingale wonder at the mystery of love?
Answer:
The nightingale wonders at the mystery of love to see the sight of a weeping young student. He is grief-sticken because he cannot get a red rose for the Professor’s daughter whom he loves deeply. His happiness depends on this beautiful flower. There is no red rose in his garden. Frustrating thoughts flood into his mind. Deprived of a red rose, he visualises a painful picture of his loneliness.

Unit – II

Gist:
Moved by the young student’s sorrow, the nightingale wishes to find a red rose as a gift for him. Suddenly, she flies high into the air and catch sight of a beautiful Rose-treein the centre of a lawn. She asks it for a rose, but in vain, because its garden is full of white roses. Therefore, the Rose-tree instructs her to go to his brother who grows below the student’s window. The nightingale magnificently responds to his advice. She reaches the destination and appeals to the Rose-tree to give her a red rose. To her great sorrow, she learns that the biting winter has destroyed the buds of all red roses, but the Rose-tree growing beneath the student’s door agrees to give her a red rose by singing to him throughout the night with her breast against a thorn. Besides, the thorn should penetrate her heart. At last the life-blood will be in its veins, eventually resulting the birth of red rose. Instead of being disheartened, the nightingale decides to get a red rose at the cost of her life, for she thinks that nothing is so supreme as love. Life loses its luster before it.

ସାରମର୍ମ :
ଲାଲ୍ ଗୋଲାପ ନ ପାଇ ଦୁଃଖରେ ଭାଙ୍ଗି ପଡ଼ିଥିବା ଯୁବକର ଦୁଃଖଦ୍ଵାରା ବୁଲ୍‌ବୁଲ୍ ଅନୁପ୍ରାଣିତ ହୋଇ ଏକ ସୁନ୍ଦର ଲାଲ୍ ଗୋଲାପର ଅନୁସନ୍ଧାନରେ ଉପରକୁ ଉଡ଼ିଯାଇଛି । ସେ ଏକ ବଗିଚାରେ ଗୋଟିଏ ସୁନ୍ଦର ଗୋଲାପ ଗଛ ଥ‌ିବାର ଦେଖିଛି । କିନ୍ତୁ ଦୁଃଖର ବିଷୟ ସେହି ଗଛରେ କୌଣସି ଲାଲ୍ ଗୋଲାପ ନାହିଁ । ସେଥୁରେ କେବଳ ଧଳା ଗୋଲାପ ଅଛି । ତେଣୁ ସେ ଗଛଟି ବୁଲ୍‌ବୁଲ୍‌କୁ ସେହି ଯୁବକ ରହୁଥ‌ିବା ପ୍ରକୋଷ୍ଠର ଝରକା ତଳେ ଥିବା ତା’ର ଭାଇ ପାଖକୁ ଯାଇ ଲାଲ୍ ଗୋଲାପ ଆଣିବାପାଇଁ ଉପଦେଶ ଦେଇଛି । ବୁଲ୍‌ବୁଲ୍ ସେହି ଅନୁସାରେ କାର୍ଯ୍ୟ କରିଛି । ସେ ସେଠାରେ ପହଞ୍ଚି ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଗଛକୁ ଅନୁରୋଧ କରିଛି । ସେ ଶୁଣିବାକୁ ପାଇଛି ଯେ ଅସହ୍ୟ ଶୀତ ହେତୁ ସବୁ ଲାଲ୍ ଗୋଲାପର କଢ଼ ନଷ୍ଟ ହୋଇଯାଇଛି । କିନ୍ତୁ ସେହି ଗୋଲାପ ଗଛଟି ଗୋଟିଏ ସର୍ଭରେ ଲାଲ୍ ଗୋଲାପଟିଏ ଦେବାକୁ ରାଜି ହୋଇଛି । ଯଦି ବୁଲ୍‌ବୁଲ୍‌ଟି ସାରା ରାତି ନିଜର ହୃଦୟକୁ ଏକ ଗୋଲାପ କଣ୍ଟାରେ ବିଦ୍ଧ କରି ଗୀତ ଗାଏ, ତେବେ ସେ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବ । ବୁଲ୍‌ବୁଲ୍‌ର ହୃଦୟରୁ କ୍ଷରିତ ରକ୍ତରେ ଧଳା ଗୋଲାପଟି ଲାଲ୍ ଗୋଲାପରେ ପରିଣତ ହେବ ।ଏଥ‌ିରେ ମଧ୍ୟ ବୁଲ୍‌ବୁଲ୍ ରାଜି ହୋଇଛି । ସେ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ପାଇଁ ନିଜ ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଛି । କାରଣ ସେ ଭାବିଛି ପ୍ରେମଠାରୁ କିଛି ବି ଅଧିକ ନୁହେଁ । ସଚ୍ଚା ପ୍ରେମ ଆଗରେ ମଧ୍ୟ ଜୀବନ ତା’ର ଗୌରବ ହରାଇ ବସେ ।

Glossary :
wings: ଡେଣା
flight: ଉଡ଼ାଣ
soared: ଉର୍ଦ୍ଧ୍ୱଗାମୀ
spray: a very small branch of a tree (ଗଛର ଏକ ଛୋଟ ଡାଳ)
beneath: ତଳେ
shook head
coral: ପ୍ରବାଳ
redder : ଅଧ୍ଵ ଲାଲ୍
Nipped: destroyed (ନଷ୍ଟ କରିଦେଲା)
bud: କଢ଼ି|କଢ଼
terrible: ଭୟଙ୍କର
dare: ସାହସ କରିବା
stain: paint (ରଙ୍ଗ କରିବା)
price: cost (ମୂଲ୍ୟ)
Yet Love …. Life: The writer gives more importance to Love than Life.

Think it out

Question 1.
What does the nightingale do to get a red rose?
Answer:
The nightingale is moved to pity because of the young student’s sorrow. She wishes to find a red rose as a gift for him. She asks nearly everywhere for this beautiful flower. She flies high and in the course of her flight, the nightingale notices a beautiful Rose-tree in the midst of the lawn. The bird requests him to give her a red rose in exchange of her sweetest song, but in vain, because the roses in the tree are white. Again, in accordance with his suggestion, the nightingale flies over to the Rosetree beneath the student’s window. Here her request for a red rose meets with a tough test.

Question 2.
How does the Rose-tree growing beneath the student’s door agree to give her a red rose?
Answer:
In response to her request for a red rose, the Rose-tree growing beneath the student’s door demands a high price from the nightingale. As winter has destroyed his buds, she should place her heart closer to the thorn. In other words, she is required to pinch her own heart against the thorn of a white rose to turn it red with her own blood. In this way, the Rose-tree growing beneath the student’s door agrees to give her a red rose.

Question 3.
Why does the nightingale decide to pet a red rose at the cost of her life?
Answer:
The Rose-tree agrees to give the nightingale a red rose, provided she sings throughout the night, pressing her heart against the thorn and the white rose will turn red with her own blood. It means her ultimate sacrifice. The nightingale thinks that nothing is as precious as Love and she will pay a heavy price for a red rose. Nevertheless, Love is supreme, Life is inferior to it. The nightingale understands the importance of the love of the young student and hence decides to get it at the cost of her life.

Unit – III

Gist:
The nightingale comes near the miserable young student and promises to bring him a red rose by creating it out of music by moonlight and colouring a white rose into red by using her own blood, but she wants an assurance from him in return that he will a true lover, because to her Love is superior to Philosophy and Power. Her words makes him confused. The young student fails to understand anything. But the oak-tree understands everything. He appeals to the bird to sing him one last melodious song. The bird responds to it in an instant. The nightingale goes on her mission. The oak tree is now lonely and sad. The young student doubts her feelings. He identifies the nightingale with most artists who are stylish, but not sincere. She does not understand the language of sacrifice. Music is her life. Her voice sounds melodious. He expresses pity for the nightingale. Her songs are meaningless. They lack practical value. These are the student’s feelings about the nightingale which he writes in his note-book.

ସାରମର୍ମ :
ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀଟି ଦୁଃଖରେ ଭାଙ୍ଗି ପଡ଼ିଥ‌ିବା ଯୁବ-ଛାତ୍ରଙ୍କ ପାଖକୁ ଆସିଛି ଏବଂ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବାର ପ୍ରତିଶ୍ରୁତି ଦେଇଛି । ଚନ୍ଦ୍ରବିଧୌତ ରଜନୀରେ ଚମତ୍କାର ସଙ୍ଗୀତ ସୃଷ୍ଟି କରି ନିଜର ରକ୍ତରେ ଧଳା ଗୋଲାପକୁ ଲାଲ୍ କରିଦେବାକୁ ମଧ୍ୟ ସେ ପ୍ରତିଶ୍ରୁତିବଦ୍ଧ ହୋଇଛି ।ଏହା ବଦଳରେ ଯୁବକଜଣକ ଜଣେ ସଚ୍ଚା ପ୍ରେମିକ ହେବା ଆବଶ୍ୟକ, କାରଣ ପ୍ରେମ ହେଉଛି ଦର୍ଶନ ଓ କ୍ଷମତାଠାରୁ ଶ୍ରେଷ୍ଠ । କିନ୍ତୁ ଯୁବକ ପ୍ରେମିକଜଣକ କିଛି ବୁଝିପାରି ନାହାନ୍ତି । ଓଗଛ ପକ୍ଷୀଟିକୁ ଏକ ସଙ୍ଗୀତପୂର୍ଣ୍ଣ ଗୀତ ଗାଇବାପାଇଁ ଅନୁରୋଧ କରିଛି । ସେ ମଧ୍ୟ ତତ୍‌କ୍ଷଣାତ୍ ଗାଇଛି । ଓକ୍ ଗଛ ଦୁଃଖ ପ୍ରକାଶ କରିଛି ଏବଂ ଏକାନ୍ତ ହୋଇଯାଇଛି । ଯୁବ-ଛାତ୍ରଜଣକ ଉତ୍ସର୍ଗର ଭାଷାକୁ ବୁଝିପାରି ନାହାନ୍ତି । ସେ ବୁଲ୍‌ବୁଲ୍ ପାଇଁ ଦୁଃଖ ପ୍ରକାଶ କରିଛନ୍ତି । ସେ କହିଛନ୍ତି ଯେ ତା’ର ଗୀତଗୁଡ଼ିକ ଅର୍ଥହୀନ ଓ ସେଥ‌ିରେ ବାସ୍ତବତାର ମୂଲ୍ୟବୋଧ ନାହିଁ । ବୁଲ୍‌ବୁଲ୍‌ ପ୍ରତି ଏହି ମନୋଭାବକୁ ଯୁବକଜଣକ ତା’ର ଟିପାଖାତାରେ ଲେଖି ରଖିଛନ୍ତି ।

Glossary:
still: ତଥାପି
lying: ପଡ଼ିଥିଲା
you …. rose: The nightingale promises to bring the young student a red rose.
whispered: ଆସ୍ତେ ଆସ୍ତେ କହିବା
lonely : ଏକୁଟିଆ
bubbling: ପାଣି ଫୁଟିବା ଶବ୍ଦ
stain: ବିଦ୍ଧ କରିବା
mightier: more powerful (ଅଧିକ ଶକ୍ତିଶାଳୀ)
heart’s blood: ହୃଦୟର ରକ୍ତ
honey: ମହୁ
pull: ଟାଣି ଆଣିବା
sacrifice: ବଳିଦାନ
fell asleep: ତ୍ୟାଗ କରିବା

Think it out

Question 1.
What does the nightingale expect from the student in exchange of a red rose?
Answer:
The nightingale is ready to give a red rose to the student, but she wants an assurance from him in exchange: He should be a true lover. The reason is not far to seek. Philosophy, she says, is not as wise as Love, and Love is more forceful than Power.

Question 2.
What does the student write about the nightingale in his notebook?
Answer:
The young student fails to understand anything from the nightingale’s words. He doubts her feelings. He identifies the nightingale with most artists who are stylish, but not sincere. She does not understand the language of sacrifice. Music is her life. Her voice sounds melodious. Her songs are meaningless. They lack practical value. He expresses pity for the nightingale. These are the student’s feelings about the nightingale which he writes in his note-book.

Unit – IV

Gist:
The nightingale flies to the Rose-tree growing beneath the student’s door when the moon shines in heavens. Pinching her own heart against the thorn of the Rose-tree, she keeps on singing throughout the night. As the night advances, the tree appeals to the bird to come closer against the thorn, because the red rose will bloom before the advent of the day. As a believer of true and eternal love, she tries her best to respond the tree’s persistent call to press closer and closer to the thorn. At last, the inevitable happens. The bird turns the white rose red with her own blood. In other words, the red rose appears. The nightingale suffers a lot. She offers her life as an ultimate sacrifice in the name of love that the student feels for the Professor’s daughter.

ସାରମର୍ମ:
ଛାତ୍ରଟିର ଝରକାତଳେ ବଢୁଥିବା ଗୋଲାପ ଗଛ ପାଖକୁ ବୁଲ୍‌ବୁଲ୍‌ଟି ଉଡ଼ିଯାଇଛି । ଆକାଶରେ ଚନ୍ଦ୍ର ଉଦିତ ହୋଇଛି । ଏକ ଧଳା ଗୋଲାପର କଣ୍ଟାରେ ନିଜର ହୃଦୟକୁ ବିଦ୍ଧ କରି ବୁଲ୍‌ବୁଲ୍ ରାତିସାରା ଗୀତ ଗାଇଛି । ରାତି ବଢ଼ିବଢ଼ି ଚାଲିଛି । ଗୋଲାପ ଗଛଟି ବୁଲ୍‌ବୁଲ୍‌କୁ କଣ୍ଟା ଦେହରେ ଅଧ୍ଵ ଚାପି ହୋଇଯିବାକୁ ନିବେଦନ କରିଛି । କାରଣ ଦିନ ହେବା ପୂର୍ବରୁ ଲାଲ୍ ଗୋଲାପ ଫୁଟି ସାରିଥିବା ଦରକାର । ଯେହେତୁ ବୁଲ୍‌ବୁଲ୍ ଚିରନ୍ତନ ପ୍ରେମରେ ବିଶ୍ଵାସ କରେ, ତେଣୁ ସେ ଗୋଲାପ ଗଛର କଥାନୁସାରେ ସେହି କଣ୍ଟା ନିକଟକୁ ଅଧ‌ିକ ଲାଗିଯାଇଛି । ଶେଷରେ ସତ୍ୟର ହିଁ ପ୍ରକଟ ଘଟିଛି । ପକ୍ଷୀଟି ସେହି ଧଳା ଗୋଲାପକୁ ଲାଲ୍ ଗୋଲାପରେ ପରିବର୍ତ୍ତନ କରିଦେଇଛି । ଅର୍ଥାତ୍ ଲାଲ୍ ଗୋଲାପର ଆବିର୍ଭାବ ହୋଇଛି । ବୁଲ୍‌ବୁଲ୍ ବହୁତ ଯନ୍ତ୍ରଣା ପାଇଛି । ପ୍ରେମ ପାଇଁ ସେ ଜୀବନ ଉତ୍ସର୍ଗ କରିଛି।

Glossary:
heavens: ଆକାଶ
ebbed away: finished (ଶେଷ ହୋଇଗଲା)
marvellous: very beautiful ସୁନ୍ଦର )
petal: ପତ୍ରକ
maid: ଝିଅ
delicate:ସୂକ୍ଷ୍ମ
flush: ଝଲକ
press: put pressure (ଚାପ ଦେବା)
bitter: ତୀବ୍ର
thorn: କଣ୍ଟା
Love ….. tomb : Love isdeathless.(ପ୍ରେମର ମୃତ୍ୟୁ ନାହିଁ ।)
fainter: ମୂର୍ଚ୍ଛିତ
choking: ରୁଦ୍ଧ ହୋଇଯିବା
ecstasy: great delight (ପରମ ଆନନ୍ଦ)
the Nightingale .. answer: The nightingale was dead.

Think it out

Question 1.
What does the nightingale do to get a red rose?
Answer:
To get a red rose the nightingale flies to the Rose-tree growing beneath the student’s door when the moon shines in the heavens. She presses her heart closer and closer to the thorn of the Rose-tree, singing throughout the night. As the night advances, the thorn pierces her heart more and more, and her life-blood exists no more.

Question 2.
What kind of songs does the nightingale sing?
Answer:
At first the nightingale sings of the emergence of love in the heart of a boy and a girl. There is no end to her song. With the advancement of night, she sings of the birth of passion that arises in the soul of both man and woman. The last song the nightingale sings is the song of Love that knows no death. In other words, the bird lastly sings the song of Love that defies space and time.

Question 3.
What is the effect of each song?
Answer:
The effect of the nightingale’s song is amazing. At first the nightingale sings of love in the heart of a boy and a girl putting her heart against the thorn and there blossoms a marvellous rose, petal after petal oh the top-most branch of the Rose-tree. When the nightingale sings of the birth of passion that emerges in the soul of man and woman in a louder voice, a delicate flush comes into the leaves of the rose. At last when the nightingale sings the song of Love in a faint voice the marvelous rose becomes crimson.

Unit – V

Gist :
It is noon. To his stunned disbelief the student sees the most beautiful red rose in his life. He hurriedly goes to the Professor’s home with the rose in his hand. Now with the reddest rose in the world at the disposal of the Professor’s daughter, the young student has a radiant vision of the night. They will dance together that night when he will express how deeply he loves her. Here is a dramatic twist in the story. The girl finds the red rose almost insulting, because she prefers jewels and gifts. Moreover, the boy, far from suffering her ingratitude, proves to be ungrateful to himself by tossing the flower aside and declaring that Logic is greater than Love.

ସାରମର୍ମ :
ଏହା ଥିଲା ମଧ୍ୟାହ୍ନ ସମୟ । ନିତାନ୍ତ ଅବିଶ୍ଵାସ୍ୟ ହୋଇଥିଲେ ହେଁ ଯୁବ-ଛାତ୍ରଜଣକ ତାଙ୍କ ଜୀବନରେ ସୁନ୍ଦର ଲାଲ୍‌ରଙ୍ଗର ଗୋଲାପ ଫୁଲଟିଏ ଦେଖିବାକୁ ପାଇଛନ୍ତି । ସେହି ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲଟିକୁ ଧରି ସେ ପ୍ରଫେସରଙ୍କ ଝିଅ ନିକଟକୁ ଯାଇଛନ୍ତି । ବର୍ତ୍ତମାନ ପୃଥ‌ିବୀର ସବୁଠାରୁ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ସେହି ତରୁଣୀଙ୍କ ହାତ ପାହନ୍ତାରେ ପହଞ୍ଚିଛି । ଯୁବକଜଣଙ୍କ ମୁଖମଣ୍ଡଳରେ ଏକ ଉଜ୍ଜଳ ହସ ଫୁଟି ଉଠିଛି । ସେ ଯେତେବେଳେ ଏକାଠି ନୃତ୍ୟ କରିବେ ସେ ତା’ର ସଚ୍ଚା ପ୍ରେମକୁ ପ୍ରକାଶ କରିବ ବୋଲି ଭାବିଛି । ମାତ୍ର ନାଟକୀୟ ଢଙ୍ଗରେ ଏଠାରେ ପରିବର୍ତ୍ତନ ଘଟିଛି । ଯୁବତୀଜଣକ ଏହି ଲାଲ୍ ଗୋଲାପକୁ ଅପମାନଜନକ ମନେ କରିଛି । ସେ ଚାହିଁଛି ଅଳଙ୍କାର ଓ ଉପହାର । ଯୁବକଜଣକ ନିଜ ପ୍ରେମିକାକୁ ଅକୃତଜ୍ଞ ମନେ କରିଛନ୍ତି ଏବଂ ଲାଲ୍ ଗୋଲାପକୁ ରାସ୍ତାକୁ ଫୋପାଡ଼ି ଦେଇଛନ୍ତି । ସେ ତର୍କଶାସ୍ତ୍ରକୁ ପ୍ରେମଠାରୁ ଅଧିକ ମହତ୍ତ୍ଵପୂର୍ଣ୍ଣ ବୋଲି ଘୋଷଣା କରିଛନ୍ତି ।

Glossary:
wonderful piece of luck! : ଭାଗ୍ୟର ଅପୂର୍ବ ଅଂଶ
leaned down : ତଳକୁ ଓହ୍ଲାଇଲା
plucked: ତୋଳିଲା
put on : wear (ପିନ୍ଧିବା)
frowned: ରାଗରେ ଗର୍ଜନ କଲା
Ungrateful: ଅକୃତଜ୍ଞ
cart-wheel: ଶଗଡ଼ ଚକ
rude: harsh (ନିର୍ଭୟ)
Logic: ତର୍କଶାସ୍ତ୍ର
dusty: dirty (ମଇଳା)
Metaphysics: ଆଧ୍ୟାତ୍ମିକ ଶାସ୍ତ୍ର

Think it out

Question 1.
What does the student do with the red rose?
Answer:
The student goes to the Professor’s house with the red rose. He hands over the gift to the Professor’s daughter whom he loves deeply. The student wants the girl to dance with him that night, because in response to her request, he has given her the reddest rose in the world.

Question 2.
How does the Professor’s daughter respond to the student’s gift of the red rose?
Answer:
The Professor’s daughter flatly rejects the student’s gift of the red rose. She finds it almost insulting, since she prefers jewels and gifts. These are more expensive than flowers. The vain daughter of die Professor accuses the student of being harsh and ungrateful. She treats him with contempt. To his shocked disbelief, she rises from the chair and enters the house.

Question 3.
Why does the student return to his books?
Answer:
The Professor’s daughter discards the student’s gift of the red rose. As a result, he is in a rage. He suffers the anguish of the girl’s ingratitude and throws the red rose into the street, with a passing cart run wer it. The student realizes that it was all caprice on his part. He declares that Logic is greater than Love, because the latter is quite deceptive. In his view, in this crude age, to be practical matters most. Hence the student returns to his books.

CHSE Odisha Class 12 English The Nightingale and the Rose Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
The student ________ a red rose.
(A) asked for
(B) ran after
(C) scrambled for
(D) panged in
Answer:
(D) panged in

Question 2.
In the student, the nightingale finds a _________.
(A) brilliant scholar
(B) a mad young boy
(C) true lover
(D) all of these
Answer:
(C) true lover

Question 3.
The nightingale sings of love ___________.
(A) off and on
(B) in a state of melancholy
(C) heedless of the external world
(D) for nights together
Answer:
(D) for nights together

Question 4.
Love is _________.
(A) nice
(B) precious
(C) wonderful
(D) both (B) and (C)
Answer:
(B) precious

Question 5.
The butterfly and lizard __________ the student’s weeping for a red rose.
(A) look down
(B) looked down upon
(C) laughed at
(D) jeered
Answer:
(C) laughed at

Question 6.
The young student’s sorrow moved the nightingale to –
(A) tears
(B) pity
(C) excitement
(D) commitment
Answer:
(A) tears

Question 7.
The response of the first rose-tree to the nightingale’s appeal for a red rose was _________.
(A) negative
(B) positive
(C) ray of hope
(D) evasive
Answer:
(A) negative

Question 8.
The word ‘ nipped’ means ___________.
(A) plucked
(B) cut
(C) destroyed
(D) killed
Answer:
(C) destroyed

Question 9.
The condition set by the rose-tree growing beneath the student’s window to give the nightingale a red rose was ___________.
(A) ridiculous
(B) serious
(C) a very tough
(D) none of these
Answer:
(C) a very tough

Question 10.
The nightingale’s decision to get a red rose sacrificing her life is attributed to _________.
(A) supremacy of love over life
(B) her adoration of love
(C) her sympathy for the student
(D) her attachment to the student
Answer:
(A) supremacy of love over life

Question 11.
The boy’s beautiful eyes gave a sign of _____________.
(A) hope
(B) strength
(C) sadness
(D) none of these
Answer:
(C) sadness

Question 12.
The tone of the nightingale is one of ___________.
(A) disillusionment
(B) certainty
(C) doubt
(D) assurance
Answer:
(D) assurance

Question 13.
The boy felt that the nightingale’s words are ____________.
(A) pragmatic
(B) absurd
(C) theoretical
(D) emotional
Answer:
(C) theoretical

Question 14.
The nightingale responded to the oak tree’s request for singing her last song for him ___________.
(A) sentimentally
(B) affirmatively
(C) sorrowfully
(D) none of these
Answer:
(B) affirmatively

Question 15.
The student always thinks of __________.
(A) reading books
(B) the nightingale
(C) artists
(D) love
Answer:
(D) love

Question 16.
Which one of the following statements is true?
(A) The nightingale sings for nights.
(B) It is a moon-lit night.
(C) At last, the nightingale sings the origin of love in the heart of a boy and a girl.
(D) Her life-blood becomes thicker
Answer:
(B) It is a moon-lit night.

Question 17.
Which one of the following statements is false?
(A) The nightingale’s heart is away from the thorn.
(B) She sings on and on.
(C) At first, the rose petal looks pale.
(D) The nightingale obeys the words of the rose-tree.
Answer:
(A) The nightingale’s heart is away from the thorn.

Question 18.
With the nightingale’s song grow louder and louder, her song becomes more and more __________.
(A) melodious
(B) monotonous
(C) about the source of passion in the soul of a man and a maid
(D) none of these
Answer:
(C) about the source of passion in the soul of a man and a maid

Question 19.
The nightingale sings of love that is __________.
(A) timeless
(B) ephemeral
(C) transparent
(D) all of these
Answer:
(A) timeless

Question 20.
The nightingale’s life is marked by ___________.
(A) pain
(B) pleasure
(C) futility
(D) sacrifice
Answer:
(D) sacrifice

Question 21.
The rose the student sees is the most __________.
(A) fragrant
(B) alluring
(C) repulsive
(D) beautiful and the reddest
Answer:
(D) beautiful and the reddest

Question 22.
The Professor’s daughter discarded the student’s gift of red rose _________.
(A) reluctantly
(B) thoughtfully
(C) outright
(D) none of these
Answer:
(C) outright

Question 23.
She epitomises ___________.
(A) determination
(B) vanity
(C) ingratitude
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 24.
At last, the student realises that love stands for _____________.
(A) all that is beautiful
(B) perfection
(C) foolishness
(D) nobility
Answer:
(C) foolishness

Question 25.
He reconciles himself to life’s __________.
(A) problems
(B) frustration
(C) unfulfillment
(D) reality
Answer:
(D) reality

Introducing the Author :
Oscar Wilde (1854-1900) was a gifted British poet, playwright, novelist and short story writer from Ireland. He associated himself with the literary movement of his time called aestheticism which defined the nature and purpose of art as an independent form free from any moral consideration. ‘Art never expresses anything but itself,’ wrote Wilde and in this view he has had his followers. His own poems, written accordingly, were a mixture of verbal felicity and affected sentiment. His well-known works include the comedy, The Importance of Being Earnest, the novel, The Picture of Dorian Gray, now filmed, and a number of short stories. Wilde was a brilliant conversationalist and his plays abound in smart brilliant dialogue. Today Wilde is best remembered for his short stories, which are available in volumes like The Happy Prince and Other Tales (1888) and A House of pomegranates (1891). Like all other writings of the author, the stories are marked by ‘sparkling wit, an eye for humorous situations, and an insight into human nature’. Among the stories there is a bundle of engaging tales meant for children. They describe in a simple and somewhat fairy tale fashion some meaningful happenings which contain a striking blend of truth and wisdom.

About the Story :
The main theme of Oscar Wilde’s short story “The Nightingale and the Rose” explores the effects of self-sacrifice in the name of what one truly believes in. As the title suggests, the Nightingale is the main character of the short story. The bird offers her life as an ultimate sacrifice in the name of love, thinking that this would have made a difference in the life of a student. Her sacrifice goes in vain.

“The Nightingale and the Rose” ଗଳ୍ପରେ ଜଣେ ନିଜର ଏକାନ୍ତ ବିଶ୍ଵାସ ନିମନ୍ତେ ଜୀବନ ଉତ୍ସର୍ଗ କରିବାର ଫଳାଫଳ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଏହି ଗଛର ମୁଖ୍ୟ ଚରିତ୍ର । ପ୍ରେମର ଚିରନ୍ତନତାକୁ ବଜାୟ ରଖିବା ପାଇଁ ପକ୍ଷୀଟି ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଛି । ସେ ଚିନ୍ତା କରିଛି ଯେ ଛାତ୍ରଟିର ଜୀବନରେ ଏହା ଏକ ଭିନ୍ନ ଅବସ୍ଥା ସୃଷ୍ଟି କରିବ । କିନ୍ତୁ ତା’ର ଚରମ ଉତ୍ସର୍ଗ ବିଫଳତାରେ ପର୍ଯ୍ୟବସିତ ହୋଇଛି ।

Summary :
The Professor’s daughter is the young Oxford student’s true love. She is ready to dance with him if he brings her a red rose. The Student feels sad, because there is no red rose in the garden. The Nightingale hears the young man’s pine for a red rose. In him the bird sees a ‘true lover’. The young Student visualises his state of loneliness without dancing with the girl he loves. The sight of her darling with others will bring him a deepening frustration.

The absence of a red rose torments him. The young Student’s love makes the Nightingale think how she sings song of love for nights together. She profuses, praises love which is a wonderful thing, more valuable than any other and costlier than fine opals. Love she says, is priceless. The Nightingale admires the young student for his painful love. The sight of the weeping young Student for a red rose has no effect on a little Green Lizard and Butterfly. They don’t share his sorrow.

To them, the student’s eagerness for a red rose appears ridiculous. But the Nightingale understands his secret. She wonders at the mystery of love. The Nightingale is moved to pity by the young Student’s sorrow. She wishes to find a red rose as a gift for him. She leaves the Oak-tree in search of it. While flying higher, she catches sight of a beautiful Rose-tree and requests it to give her a red rose in exchange of her beautiful song.

To the Nightingale’s disappointment, the tree states that its roses are white. But the Nightingale find a ray of hope, when the Rose-tree wants her to go to his brother that grows beneath the student’s window. The bird flies over to the Tree and appeals for a red rose, but in vain. In spite of growing red roses, they have now turned into white ones. The biting winter has destroyed its buds. Storm has wrecked havoc.
The Nightingale still asks the Tree for a red rose. It succumbs to her will. The Tree is ready to give her a red rose, if she sings to it throughout the night with her breast against the thorn. Her life-blood will turn the white rose into a red one. The Nightingale is ready to sacrifice her life for the sake of love.

Brimming with joy, the bird meets the love-stricken young Student and promises him to bring him a red rose. But she wants an assurance from him in return. He will be a true lover. He listens, but cannot make out what the Nightingale is saying. But the Oak-tree understands, feels sad. He wants the bird to sing him one last song, for he will be lonely without her. Soon after the completion of her song, the Student writes about the bird’s music, style, her lack of sincerity and sacrifice for others in his note book.

The Nightingale flies to the Rose-tree growing beneath the Student’s window when the moon shines in the heavens. She believes in true and eternal love. She pinches her own heart against the thorn of the Rose-tree and turns it red with her own blood. She sacrifices her life in the name of love. It is noon. The Student’s delight knows no bound at the sight of a beautiful red rose. He meets the Professor’s daughter with it, but she rejects the rose and in turn, the Student throws the red rose away in the gutter, with a passing cart running over it. The Nightingale’s ultimate sacrifice for the cause of true love goes in vain.

ସାରାଂଶ :
ଅକ୍‌ସଫୋର୍ଡର ଜଣେ ଯୁବ-ଛାତ୍ର ପ୍ରେମ କରନ୍ତି ପ୍ରଫେସରଙ୍କର ଝିଅକୁ । ଯଦି ସେ ପ୍ରେମିକାଙ୍କ ପାଇଁ ଗୋଟିଏ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲ ଆଣିବେ, ତେବେ ତରୁଣୀ ପ୍ରେମିକା ତାଙ୍କ ସଙ୍ଗେ ନୃତ୍ୟ ପରିବେଷଣ କରିବ ବୋଲି ସର୍ଭ ରଖୁଛି ।ରଖୁଛି । ଛାତ୍ରଟି ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଛି କାରଣ ସେହି ବଗିଚାରେ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ମିଳିନାହିଁ । ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ପାଇବାପାଇଁ ଯୁବକର ବ୍ୟାକୁଳତା ଜାଣିପାରେ । ସେହି ଯୁବକଙ୍କଠାରେ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଦେଖେ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ସଚ୍ଚା ପ୍ରେମିକର ପ୍ରତିମୂର୍ତ୍ତି ।

ନିଜ ପ୍ରେମିକା ଯୁବତୀଙ୍କ ସହିତ ନୃତ୍ୟ କରିନପାରିବାର ଏକାନ୍ତ ନିଃସଙ୍ଗ ଅବସ୍ଥା ବିଷୟରେ ଯୁବଛାତ୍ରଜଣକ ଭାବିଛି । ତାଙ୍କର ପ୍ରିୟ ପ୍ରେୟସୀ ତାଙ୍କୁ ଛାଡ଼ି ଅନ୍ୟ ଜଣଙ୍କ ସହ ନୃତ୍ୟ କରିବା ସେ ଆଦୌ ସହ୍ୟ କରିପାରିବେ ନାହିଁ । ତାଙ୍କର ଜୀବନ ପ୍ରତି ବିତୃଷ୍ଣା ଆସିଯାଏ । ଲାଲ୍ ଗୋଲାପ ନ ପାଇ ସେ ମାନସିକ ଯନ୍ତ୍ରଣା ପାଆନ୍ତି । ଯୁବ-ଛାତ୍ରଙ୍କର ପ୍ରେମକୁ ଦେଖି ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଭାବେ ସେ କିଭଳି ରାତି ରାତି ଧରି ପ୍ରେମର ଗୀତ ଗାଇଥାଏ । ସେ ଭାବେ ସବୁଠାରୁ ମୂଲ୍ୟବାନ୍ ହେଉଛି ପ୍ରେମ । ପ୍ରେମ ଆଗରେ ସବୁ ଜିନିଷ ତୁଚ୍ଛ । ପ୍ରେମର ମୂଲ୍ୟ କେହି ଦେଇପାରିବେ ନାହିଁ । ଏହି ଯନ୍ତ୍ରଣାଦାୟକ ପ୍ରେମ ପାଇଁ ବୁଲ୍‌ବୁଲ୍ ଯୁବକଙ୍କୁ ପ୍ରଶଂସା କରିଛି । ଏକ ଲାଲ୍ ଗୋଲାପ ଫୁଲ ପାଇବାପାଇଁ ଯୁବ- ଛାତ୍ରଙ୍କର କ୍ରନ୍ଦନର ମୂଲ୍ୟ ଏକ ଛୋଟ ନୀଳବର୍ଣ୍ଣର ଝିଟିପିଟି ପ୍ରଜାପତି କିଛି ବୁଝିପାରନ୍ତି ନାହିଁ । ସେମାନେ ଯୁବକଙ୍କର ଦୁଃଖରେ ଭାଗିଦାର ହୋଇପାରନ୍ତି ନାହିଁ । ଛାତ୍ରଟିର ଲାଲ୍ ଗୋଲାପ ପାଇବାର ଆକାଂକ୍ଷାକୁ ସେମାନେ ପରିହାସ କରନ୍ତି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ବୁଝେ ପ୍ରେମିକ ଯୁବକ ମନରେ ଲୁକ୍‌କାୟିତ ହୋଇଥିବା ପ୍ରେମର ଆସରକୁ । ପ୍ରେମର ରହସ୍ୟକୁ ଦେଖୁ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଯାଏ ।

ଯୁବ-ଛାତ୍ରଙ୍କର ଦୁଃଖରେ ବୁଲ୍‌ବୁଲ୍ ଦୁଃଖ ପ୍ରକାଶ କରେ । ସେ ପ୍ରେମିକ ଯୁବକଙ୍କୁ ଉପହାର ଭାବେ ଏକ ଲାଲ ଗୋଲାପ ଦେବା ପାଇଁ ଇଚ୍ଛା କରେ । ସେ ସେହି ଓକ୍ ବୃକ୍ଷ ଛାଡ଼ି ଲାଲ୍ ଗୋଲାପର ଅନୁସନ୍ଧାନରେ ଚାଲିଯାଏ । ଉପରେ ଉଡ଼ି ଉଡ଼ି ଯାଉଥ‌ିବା ସମୟରେ ସେ ଦେଖେ ଏକ ସୁନ୍ଦର ଗୋଲାପ ଗଛ ଯାହାକୁ ସେ ତା’ର ସୁନ୍ଦର ଗୀତ ବଦଳରେ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଅନୁରୋଧ କରେ । କିନ୍ତୁ ଗୋଲାପ ବୃକ୍ଷଟି କହେ ତା’ପାଖରେ କେବଳ ଧଳା ଗୋଲାପ ଅଛି । ଏହା ଶୁଣି ବୁଲ୍‌ବୁଲ୍ ମନ ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼େ । ପୁନଶ୍ଚ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ମନରେ ଆଶାର ଆଲୋକ ସଞ୍ଚାର ହୁଏ ଯେତେବେଳେ ସେହି ଗୋଲାପ ବୃକ୍ଷଟି କହେ ତା’ର ଭାଇ ଯିଏକି ସେହି ପ୍ରେମିକ ଯୁବକଙ୍କର ଝରକାତଳେ ଅଛି, ତା’ ପାଖରେ ଲାଲ୍ ଗୋଲାପ ଅଛି । ବୁଲ୍‌ବୁଲ୍‌ ସେହି ଗୋଲାପ ଗଛ ପାଖକୁ ଯାଏ ଏବଂ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଅନୁରୋଧ କରେ । କିନ୍ତୁ ସଫଳ ହୁଏ ନାହିଁ । ଗୋଲାପ ଗଛଟି କହେ ଯେ ତା’ର ଲାଲ୍ ଗୋଲାପଗୁଡ଼ିକ ବର୍ତ୍ତମାନ ଧଳା ହୋଇଯାଇଛନ୍ତି । ଭୀଷଣ ଥଣ୍ଡା ଏହାର କଢ଼ିଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେଇଛି । ଝଡ଼ ସବୁ ଧ୍ବଂସ କରିଦେଇଛି ।

ତଥାପି ମଧ୍ୟ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଏକ ଲାଲ୍ ଗୋଲାପ ପାଇବାପାଇଁ ଗଛଟିକୁ ଅନୁରୋଧ କରିଛି । ଗଛଟି କହିଛି ଯେ ସେ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ପ୍ରସ୍ତୁତ; ଯଦି ବୁଲ୍‌ବୁଲ୍ ରାତିସାରା ତା’ର କଣ୍ଟାକୁ ଛାତିରେ ଲଗାଇ ରଖି ଗୀତ ଗାଇବ । ବୁଲ୍‌ବୁଲ୍‌ଠାରୁ ଝରିତ ଲାଲ ରକ୍ତ ସେହି ଧଳା ରଙ୍ଗର ଗୋଲାପକୁ ଲାଲ୍ କରିଦେବ । ବୁଲ୍‌ବୁଲ୍ ସଚ୍ଚା ପ୍ରେମ ପାଇଁ ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିବାପାଇଁ ପ୍ରସ୍ତୁତ ହୋଇଛି ।
ଖୁସିରେ ଆତ୍ମହରା ହୋଇ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ସେହି ପ୍ରେମିକ ଯୁବ-ଛାତ୍ରଙ୍କ ନିକଟକୁ ଯାଇଛି ଏବଂ ତାଙ୍କ ପାଇଁ ଏକ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲ ଆଣିଦେବାପାଇଁ ପ୍ରତିଜ୍ଞା କରିଛି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ଚାହେଁ ଯୁବକଜଣକ ଜଣେ ସଚ୍ଚା ପ୍ରେମିକ ହୁଅନ୍ତୁ । ସେ ଶୁଣନ୍ତି, କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ କ’ଣ କହୁଛି କିଛି ବୁଝିପାରନ୍ତି ନାହିଁ । ଓକ୍ ବୃକ୍ଷ ଦୁଃଖ ପ୍ରକାଶ କରିଛି । ସେ ଚାହିଁଛି ପକ୍ଷୀଟି ତାଙ୍କ ପାଇଁ ଶେଷ ଗୀତ ଗାଉ, କାରଣ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ବିନା ଓକ୍ ବୃକ୍ଷ ଏକାନ୍ତ ହୋଇଯିବ । ପକ୍ଷୀଟିର ଗୀତର ସମାପ୍ତି ପରେ, ଛାତ୍ରଟି ପକ୍ଷୀର ସଙ୍ଗୀତ ତଥା ଶୈଳୀ ଏବଂ ଅନ୍ୟମାନଙ୍କ ତା’ର ତ୍ୟାଗ ମନୋବୃତ୍ତିର ଅଭାବ ବିଷୟରେ ଟିପ୍‌ପଣୀ ଲେଖୁଛି ।

ଯେତେବେଳେ ଚନ୍ଦ୍ର ଉଦୟ ହୋଇଛି, ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀଟି ସେହି ଛାତ୍ରଙ୍କ ଝରକା ତଳେ ଥିବା ଗୋଲାପ ଗଛ ନିକଟକୁ ଉଡ଼ିଯାଇଛି । ସେ ଚିରନ୍ତନ ପ୍ରେମ ଉପରେ ବିଶ୍ଵାସ କରେ । ଏକ ଧଳା ରଙ୍ଗର ଗୋଲାପର କଣ୍ଟା ଉପରେ ସେ ତା’ର ହୃଦୟକୁ ବିଦ୍ଧ କରିଛି ଏବଂ ନିଜର ରକ୍ତରେ ସେହି ଧଳା ରଙ୍ଗର ଗୋଲାପକୁ ରକ୍ତବର୍ଣ୍ଣର ଲାଲ୍ ଗୋଲାପରେ ପରିଣତ କରିପାରିଛି । ଯୁବକର ପ୍ରେମ ପାଇଁ ସେ ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଦେଇଛି ।

ଏହା ହେଉଛି ମଧ୍ୟାହ୍ନ ସମୟ । ଛାତ୍ରଟି ବଗିଚାରେ ଏକ ଲାଲ୍ ଗୋଲାପ ଫୁଲ ଦେଖ୍ ଖୁବ୍ ଖୁସି ହୋଇଯାଇଛି । ସେ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପଟିକୁ ସାଙ୍ଗରେ ନେଇ ପ୍ରଫେସରଙ୍କର ଝିଅଙ୍କୁ ସାକ୍ଷାତ୍ କରିଛି, କିନ୍ତୁ ଯୁବତୀଜଣକ ଯୁବକଙ୍କର ପ୍ରେମକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛି ଏବଂ ଯୁବକଜଣକ ସେହି ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପଟିକୁ ରାସ୍ତାକୁ ଫୋପାଡ଼ି ଦେଇଛି । ବୁଲ୍‌ବୁଲ୍‌ର ଯୁବକର ପ୍ରେମ ପାଇଁ ଚରମ ଉତ୍ସର୍ଗ ବୃଥା ହୋଇଯାଇଛି ।

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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text A: Memories of Crossgates School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 1 Memories of Crossgates School Question Answers CHSE Odisha

Memories of Crossgates School Class 11 Questions and Answers

Activity – 1

Comprehension:
Look at the passage again and put a tick mark against the correct alternative.
(a) The writer describes the pleasure of school life enjoyed during.
(i) Winter,
(ii) Summer,
(iii) Summer and Winter.
Answer:
Summer (✓)

(b) The phrase ‘taking fee walk’ in line 15 is given within question marks to indicate.
(i) that the writer does not approve of the master’s talking a walk.
(ii) that the mortar was actually keeping watch over the boys on fee pretext of taking the walk.
(iii) fee mortar had gone on a visit to the town on the pretex of taking a walk.
Answer:
That the mortar was actually keeping watch over the boys on fee pretext of taking the walks. (✓)

Activity – 2

Comprehension:
Answer the following question briefly as you can.
(a) At what time of the day did the writer bath in fee sea?
Answer:
In the afternoon of the day, the writer took bath in fee sea.

(b) Did he enjoy swimming among the chalk boulders or have a sense suffering for it? What words in the text tell you the’ answer?
Answer:
The author had a pleasant pain for his swimming among the’ chalk boulder. lt was painful because he was full of cuts when he was back at home. The words – “bathed dangerously” and “covered; with cuts” tell us this answer in the text.

(c) What was the boys’ “special treat” in mid-summer evening?
Answer:
The boy had a “special treat” in mid-summer evenings when they were not driven off to hed arid were allowed to go about the grounds in the long twilight terminating in a drive into the swimming bath at about 9 O’clock.

(d) Who were Orwell’s favourite authors in his boyhood ?”
Answer:
Ian Hay, Thackeray, Kipling and H.GWells were Orwell’s favourite authors in his boyhood.

(e) What are the different kinds of caterpillars ‘ that’ Orwell mentions in the passage?
Answer:
The silky green and purple puss moth, the ghostly green popular lewk, the private hawk are the kinds of caterpillars that Orwell mentions in the passage.

(f) What does Orwell say about his “hopeless love affair”?
Answer:
Orwell had a proud love for cricket till he was eighteen. But he was not cricket till he was eighteen. But he was not at all well at the game. Therefore it was “hopeless Ipye affair- a relentless love without any yield.

(g) What does Orwell learn from his experiences at Crossgates School?
Answer:
Orwell learnt a lot of sweet and bitter experiences at Crossgates school. The childhood days were the formative years when children enjoy moving about scot-free. This experience helps to build up the conviction that the things one wants ‘most are always unattainable.

Activity – 3

Writing:
Write in points, the six pleasures of school life that the writer mentions in the passage.
Answer:
The six pleasures of school life that the writer mentions in the passage are:
(1) Bathing dangerously among the chalk boulder in the sea in the returning afternoon.
(2) Deriving special pleasure from mid summer evenings to move about the grounds in the long twilight and taking a dive into the swimming bath at about 9 O’clock.
(3) Walking early on summer morning and having an hour’s undisturbed reading of his favourite authors like Ian Hary, Thackery, Kipling and H.G Wells.
(4) Devoting to cricket hopelessly because he was not good at this game in spite of his sincere efforts.
(5) Keeping caterpillars and dragging a beg-net along the bottom the dew ponds to collect biological specimens.
(6) Escaping long enough from the master with the illicitly purchased of tiny insects.

Activity – 4

Grammar:
Subject-verb Agreement in ’There’ constructions will you please give Text-A another look to find out how many ‘there….’ sentences are used by the author? Notice that sentence-2 in the text-Sentences on summer afternoons there were wonderful expeditions across the Downs…. is a ‘there…’ sentence. Write the sentence number as well as the ‘there…’ sentence you find in the text.
Answer:
Sentence-3: And there were still more wonderful midsummer evening when as a special treat, we were not driven off to bed as usual but allowed to wander about the grounds in the long twilight, ending up with a plunge into the swimming bath at about 9 O’clock.

Sentence-4: There was the joy of walking early on summer morning and getting in an hour’s undisturbed reading (Ian Hay, Thackery, Kipling and H.G. Wells were, the favourite authors of my boyhood) in the sunlight sleeping dormitory.

Sentence-5: There was also cricket which I was no good act but with which 1 conducted a sort of hopeless love affair upto the age of about eighteen.

Sentence-6: And there was the pleasure of keeping caterpillars-the silky iron and purple puss-math, the ghostly green popular park, the privet hawk, large as one’s third finger specimens of which could be illicitly purchased for sixpence at a shop in the town-and when one could escape long enough from the morter who was “taking the walk” share was the excitement of dredging the dew-ponds on the Downs for enormous newts with orange coloured Bellies.

You can very well notice that the verb ‘there’- sentences is either was or more. As you known the verb in an English sentence agrees with the subject in number and person.

Example:
(1) He was ready.
(2) They were ready,
(3) I am reading English grammar today.
(4) She is writing a letter to his friend now.

The subject ‘he’ in sentence-1 is singular in number and so, a singular verb ‘was’ has been used- The sentence would. be wrong if a ‘plural’ verb, such as were, was used. Also notice that verb ‘were’ in sentence two agrees with the subject they in respect of plurality.

The verbs in sentences (3) and (4), do not differ in number i.e., both of them have singular subjects, but they do differ in person. ‘I’ is a first person pronoun, while ‘she’ is a third-person pronoun. So the difference in the verb ‘am’ and ‘is’ are according to them.

In sentences 1-4, the subject comes before the verb. In these sentences, however,’ there’ comes in the subject position while the real subject (which is .also. known as the postponed subject), occurs after the verb. You can, now look back at your list of these sentences above and notice that the verb after there is ‘was’ or ‘were’ according to whether the postponed subject is singular or plural. Thus, in sentence 2 of the text-Sometimes on summer afternoon, there were wonderful expeditions…. the verb ‘were’ is plural because the postponed subject wonderful expeditions is plural. In sentence 4 of the text-there was the Joy of walking easily the singular verb was agrees with the singular postponed subject the Joy of walking early.

Now fill in each blank in the following letter with an appropriate verb from the following list:
is required
is take
do not object
are
attract
is wanted.

Dated the 11th June 2001
To
The Chairperson.
Bhimpur Municipality,
Bhimpur.
Madam,
I would like to express my concern at the growing number of so-called lottery centres in our town.
There__________ several reasons why I object to these places. Firstly, die operators under the false promise Of an easy fortune, _________quite substantial amounts of money away from the poor people who ate least able to afford it. Secondly, While I __________ to gambling in principle, I feel that this particular kind, where no skill __________ on the part of the betting person, is especially Offensive and deadening to the intellect. Thirdly, these establishments often ____________ undesirable individuals into the neighbourhood. Lastly, die physical appearance of these places is must unattractive, and there __________ almost always a lot of noise around. I hope that the Municipal Council will consider very carefully whether this mindless kind of gambling is what _______________ in this traditionally peaceful town.

Yours faithfully,
Smita Samantray.

Answer:
To
The Chairperson
Bhimpur Municipality,
Bhimpur.
Madam,
I would like to express my concern at the growing number of so-called lottery centres in our town.
There are several reasons why I object to these places. Firstly, the operators under the false promise of an easy fortune, take quite substantial amounts of money away from the poor people who are least able to afford it. Secondly, while I do not object to gambling in principle, I feel that this particular kind, where no skill is required in the part of the betting person, is especially offensive and deadening to the intellect. Thirdly, these establishments often attract undersirable individuals into the neighbourhood. Lastly, the physical appearance of these places is must unattractive, and there is almost always a lot of noise around. I hope that the Municipal Council will consider very carefully whether this mindless kind of gambling is what is wanted in this traditionally peaceful town.

Yours faithfully,
Smita Samantray.

Section- A
Pre-reading Activity:
Before reading the following passage which presents George Orwell’s recollection of his school days, write three main things which you remember about your school days.
(1)
(2)
(3)
Now read Text A below quickly to see what Orwell remembers about his school days.

Section- B
Pre-reading Activity:
The text you are going to read in this section has the title “Make Me a Child Again. Just for Tonight”. Almost every one of us has fond memories of childhood, and therefore wants to become a child again. Can you write below three possible reasons why people want to become children again?
(1)
(2)
(3)

Pre-reading Tips:
In this section, you will read a passage or learning. Your primary aim here is to grasp the central meaning of the passage. To do this rapidly and accurately, you have to adopt aggressive reading. In other words, you must get into the habit of speeding through words and you must try to focus on the broad structure, of the passage while reading.

Try to recognise the author’s pattern of thinking and to realise how the detail serve to highlight the main ideas, but don’t let these details slow you down Skim or Skip whenever you feel, you can safely do so, that is, where, you are reasonably sure that you know what the next sentence or paragraph will contain. In order to detect the author’s pattern of thinking and to understand what, in essence,the author is trying to say, you don’t have to read every single word or every single sentence. By thinking along with the author’s pattern of thinking, you can predict what is likely to come next, and whether it is important, less important or completely unimportant to the central meaning of the text. Now cruise through Text-B with conscious pressure on your speed, with an awareness that you must go first. As average learner on the Alternative English course needs 4 to 6 minutes to complete a quick reading of the passage with the aim of grasping the central idea of the piece.

Extra Activity – 4(A)

A. Make sentences of your own using the following:
horde
expeditions
bath
wander
plunge
ghostly
specimen
illicit
escape
excitement

Answer:
horde – He encountered a horde of critical situations.
expeditions – We pray God before starting our expeditions.
wander – The mad man wanders the whole Say.
bath – We should have our baths before praying God.
plunge – We plunge into a river before swimming.
ghostly – The terrorists made the atmosphere ghostly.
specimen – The bank requires specimen signature before opening an account.
illicit – It is illicit to keep gun without licence.
escape – The criminal made all possible efforts to escape punishment
excitement – One cant act well without excitement.

B. Supply appropriate prepositions in the blanks:

(a) We go by the river __________ summer evenings.
(b) He came back from the forest covered __________ cuts.
(c) We were not driven ___________ to bed as used but allowed to wander __________ the grounds _______the long twilight ending up with a plunge ___________ the swimming bath ____________ 9 O’clock.
(d) There was also cricket which I was no good ‘ but ___________ which I conducted a sort of hopeless love affair ____________ the a sort of hopeless love affair ___________ the age of about eighteen.
(e) This business __________ being out ___________ a walk coming across something _________ fascinating interest and then being dragged __________ it by a yell ___________the mortar, like a dog jerked onwards ___________ die leash, is an important feature ___________ school life.

Answer:
(a) We go by the river on summer evening.
(b) He came back from the forest covered with cuts.
(c) We were not driven off to bed as usual. but allowed to wander about the grounds In the long twilight ending up with a plunge into the swimming bath at about 9 O’clock.
(d) There was also cricket which 1 was no good at but with which I conducted a sort of hopeless love affairs upto the age of about eighteen.
(e) This business of being out for a week coming across something of fascinating interest and then being dogged away from it by a yell from the mortar like a dog jerked onwards by the leash. It is an important feature of school life.

C. Use the following :
cover
finger
treat
purchase
ground
escape
end
master
conduct
walk
Answer:
cover :
(N) The cover of this book is attractive.
(V) They covered the idol with flowers.
treat:
(N) Going on a horse’s back gives a special treat.
(V) They treated their guests with respect.
ground:
(N) Your argument has no ground.
(V) This building grounds on a solid structure.
end:
(N) The play has a tragic end.
(V) The play ends with a tragic note.
finger:
(N) Our fingers are not equal.
(V) He fingers well in typing.
purchase:
(N) Business centres round.
(V) He purchased a car yesterday.
escape:
(N) He had no escape from such a crime.
(V) At last, the criminal escaped from the prison.
Master:
(N) The master scolded his servant for his mistake.
(V) He has mastered English language well.

Memories of Crossgates School Summary in English

However, George Orwell had memories at Crossgates School. They were both sweet and bitter memories. He, very often, had beautiful expeditions to different spots. These were Downs, a vast grassy land, and Beachy Head an attractive spot for summer days. He also took baths in Beachy Head. Sometimes, he returned home with injuries. They also had special pleasure from the midsummer evenings. He also very often wander about in the twilight. He also derived great pleasure by taking a dive into the swimming bath. He had also great mirth of getting up early on summer mornings and also reading Ian Hay. Thacjceran, Kipling and H.G. Wells works. Actually, he was not very good at cricket, but this did not imply that he did not love it. On the other hand, he loved cricket upto eighteen. He also took tremendous joy in the forbidden churphase of tiny insects and ran ‘away from the mortar who was “taking the walk”. He had pleasant experiences in bringing up bag nets to collect newts with dredges. He was also bringing up other biological specimens.

Outlines of the Eassay :

• George Or well had memories at Crossgates School.
• They were both sweet and bitter memories.
• He, very often, had beautiful expeditions to different spots.
• These were Downs, a vast grassy land and Beachy Head, an attractive spot for summer days.
• He also took baths in Beachy Head.
• Sometimes, he returned home with injuries.
• He also had special pleasure from the mid-summer evening.
• He also very often wandered about in the twilight.
• He also derived great pleasure by diving into the summer bath.
• He had also great joy of getting up early on summer mornings.
• He derived great joy by reading land Hay, Thackery, Kipling and H.G Wells works.
• However, he was not very good at cricket.
• This did not imply that he did not love it.
• Actually, he loved cricket upto eighteen.
• He also took tremendous joy in the forbidden purchase of tiny insects.
• He ran away from the mortar who was ‘taking the walk’.
• He had pleasant experiences in bringing up beg nets to collect newts with dredges.
• He was also bringing up other biological specimens.

Word Meaning:
horde – a lot of, a great number, crowd, a group of.
expeditions – journeys, movement, wanderings.
the Downs – vast- grassy land.
treat (n) – joy, pleasure, pleasant experience.
wander – roam, move, travel, go about.
twilight – faint half-light after sunset or before sunrise.
walking – getting up from bed, go without sleep.
illicitly – illegally, unlawfully.
purchased – bought, had or exchanged for money.
escape – run away from free sight of
excitement – stirring up, provocation.
dredging – dragging a bag net along the bottom to collect biological specimens.
depends – small ponds.
enormous – large, huge, very big in size.
newts – small aquatic animals wife a moist skin, short legs a long tail.
yell – sound, shout or noise produces from a.distance.
unattainable – which, can not be obtained easily.

Read More:

• Text A: Memories of Crossgates School Question Answer
• Text B: Make me a child again, Just for tonight Question Answer
• Text C: Confessions of a Misspent Youth Question Answer
• Text D: A Time to Think Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 1 The Rainbow-Bird Textbook Exercise Questions and Answers.

Class 11th Alternative English Short Stories Chapter 1 The Rainbow-Bird Question Answers CHSE Odisha

The Rainbow-Bird Class 11 Questions and Answers

Section- I

Questions For Discussion:
Question 1.
Why was Maggie unmindful in the classroom the whole afternoon?
Answer:
Maggie was unmindful in the classroom the whole after-noon because her mind had been filled with the vision of the Rain-bow bird.

Question 2.
“The hands crawled down the cracked face of the clock with aggravating slowness….”. What does this expression suggest ?
Answer:
Maggie felt as if the hands of the c,ock were consider ably slow. A small spare of time seemed very long to her. Waiting makes time longer. And therefore she felt that the hands of the clock were very slow in their movement as her mind was preoccupied with the thought of the bird.

Question 3.
Why did Maggie avoid the other girls of the class?
Answer:
Maggie avoided the other girls of the class because she never wished them to find out her secret. She looked down upon their empty faces and their coldly-mocking eyes. They also made fun of her because she carried beetles.

Question 4.
What did Maggie do when the school was over?
Answer:
When the school was over, Maggie had a look at Don. She also raced down to the bottom fence along through the bushes that covered the side of the hill.

Question 5.
How did Maggie feel at the sight of the rainbow bird and the world of the school? What do they signify?
Answer:
However, Maggie felt exulted and Proud at the sight of the rainbow bird and she felt nervous and at the world of the school. However, the former signifies the world of happiness and the latter the world, of unhappiness.

Question 6.
Which lines present a contrast between the world of the bird and the world of the school? What do they signify?
Answer:
The lines 13 to 21 present a contrast world of the bird and the world of the school. They signify the dullness of the world of the bird.

Question 7.
“It is a bird now”. In which context does Maggie’s mother say so? Why ‘now’? Does it imply that Maggie had other obsessions earlier? Which ones? (See Paragraph 5)
Answer:
Maggie’s mother says so when she hears the girl mutter on the pillow. It is “now” because, she chirps like at the moment, Maggie had other obsessions also, because she carried beetle wings and cowries about in her matchbox to stare at under the dark.

Focusing Questions:

Question 1.
What does this section of the story tell us about Maggie’s preoccupation with the bird?
Answer:
“The Rainbow Bird” is, undoubtedly, Vance Palmer’s outstanding and typical short story. The first section of the story explains us about Maggie’s preoccupation with the bird. We know that Maggie’s mind has been filled with the vision of the bird. The bird is blue-green shot with gold, its tail an arrow. The girl could scarcely know what she was writing. It has become a regular feature with her. When the school was over, she had. a look at Don. She raced down to the bottom fence along through the bushes that covered the side of the hill. Don was limping because of his sore toe, flushed and breathless Maggie had reached the bottom of the gully before he came out of the undergrowth.

However from the end if the playground, she could hear the other girls her classmates calling her. She did not pay any heed to their voices: She looked down upon their empty faces, their coldly mocking’ eyes. They made fun with her because she carried beetle wings and cowries about in her matchbox to stare at under the desk. Maggie walked along with Don. They went up the other hills across a cleared paddock that lay beside the beach, Before the eyes of both of them won die deep cleft left by the store truck when it was bogged months before and the title round hole with a heap of sand in front of it. Such a tinny tunnel in the side of the rut that no of could notice unless he saw the bird fly out. There had been a sudden burr of wing almost beneath their feet. A shimmer of opal in the sun-bright ajr and then a stillness as the bird settled on the sbe-oak thirty yards away, making their hearts turn over with the sheer beauty of its bronze and luminous green.

It was a rainbow bird which had come from that rounded tunnel in the sandy earth where the couch grass was growing over the old rut, Moreover, the strange bird was shining out of the grainy grey branches. It was only rarely they surprised her in the nest for as usually seemed to feel the puttering the vibration of their feet along the ground and sleep out unobserved. But, they never had to look far for her. There in the she-oak, she shone, flame-bright and radiant as if she had just dropped from the blue sky. The vision came back to Maggie each night before the closed her eyes in sleep. It seemed that it belonged to a different world from that of the school. As a matter of fact, the section 1 deals with the imaginative aspects, of Maggie whose mind gets preoccupied with the thought of the bird. Her farfetched ‘imagination caries her forwards and her vision drags her to the world of the bird,” a world of brightness, joy and soothing.

Question 2.
How does the storyteller show the contrast between the real world of the school and ‘ the’ world of Maggie’s dreams?
Answer:
Vance Palmer is an eminent and outstanding master in the art of storytelling. In this discussing story “The Rainbow Bird”, he displays a sharp contrast between the real world of the school with the dreamy and imaginative world of Maggie very intensely in the first section of the story. The two world have been beautifully gestaposed and a succinct picture of the both has been trickily extricated.

Actually, the world of the school was real. But Maggie was preoccupied with the imagination of the rainbow bird and she feels herself out off from the real and physical world devoting herself wholeheartedly to the world of imagination. While at school, she scarcely knew what she was writing. It was usual with her every day. She was impatient with the passage of time, which she thought passed very slowly. The teacher’s voice for her was like the droning of a blowfly against the window pane.

As a matter of fact, the world of the school was regarded, here, as dull, drab, monotonous, gloomy, pale, colourless and charmless. The life has been routined and schemed. It is traditional, prosaic and uninteresting. On the whole, the imaginative world is more flamboyant, gorgeous, enjoyable, rapturous, elusive and devoting them the real world.

Vocabulary:
A. Use the following in sentences of your own:
squirm
beg
skim
rut
cavern
burr
growl
shimmer
blaze
mutter
Answer:
Squirm – He squirmed as a ball hit his head.
skim – I like skim milk.
cavern – I Having seen a tiger, the hare hit itself in the cavern.
growl – The servant did a mistake and so he growled like a dog.
blaze – People telephoned the fire brigade as the house was in blaze.
bog – He, unfortunately, bogged in the marshy land.
rut – This wheel has ruts on the soft soil.
burn – The madman burred at me.
shimmer – The light shimmer due to power disturbance.
mutter – The dull student muttered the answer due to the fear of a mistake.

B. Write the noun forms of the following:
mental
deep
hairy
monthly
momentary
sandy
empty
miraculous
impatient
different

Answer:
mental – mind
deep – depth
hairy – hait
monthly – month
momentary – moment
sandy – sand
empty – emptiness
miraculous – miracle
impatient – impatience
different – difference

Grammar:
Fill in the blanks with suitable prepositions.
1. In my way to school, I saw a soldier _________uniform.
2. He married a lady _________ thirty.
3. He is a man _________ quiet temperament.
4. I saw him going to the field _______ spade.
5. Skill comes _________ practice.
6. The shop was destroyed ________ a fire.
7. The case is investigated __________ police.
8. This letter is written __________ink, not _________pencil.
9. This picture is drawn ________ pencil.
10. He wrote ________ left hand.
11. They won the game _________ case.
12. The world is heading __________another war.
13. When I was going __________marked I saw a beggar ________a broken leg.
14. The train ________ Ambala leaves at 2 p.m.
15. He is __________ London, He wants __________visit Konark.
16. The boys threw stones __________the beggar.
17. Don’t laugh _________ others.
18. Wine is made ___________grape.
19. Your ring is made ___________ gold.
20. Her mother died _________pneumonia.
21. Her father is living __________ New York today.
22. subash Bose was born ___________Cuttack.
23. Now, she is living __________a beautiful house just _________the end of the street.
24. We met __________ Padhihari Pathagar.
25. Her husband works _________a factory.
26. They are living ___________ a flat ___________ Bhubaneswar.
27. He was brought up ___________ a village.
28. He is working _________ a tea plantation.
29. His brother is __________ a bank.
30. They live ___________ 23, Lajpat Road.
31. The monk is living _________ a forest __________the end of the village.
32. She teaches English __________ a school.
33. All know he is not ___________homte. He is __________his office.
34. All who live ________ India are IndiAnswer:
35. The plane landed _________ an island _____________the Indian Ocean.
36. His father works __________ the railways.
37. What’s the distance in miles __________Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets ________ students.
39. He is known all _______ the world as a champion of the poor.
40. Put your signature________ nine.
41. Your pen is __________ your desk.
42. His portrait is handing __________ the fire place.
43. The box is __________ the rack.
44. There is a garden _______my house.
45. His house is just _______ the road.
46. The road is _________ repair.
47. He is _________ criticism. All knew __________ his honesty.
48. Now, twenty men are working ___________him.
49. He can’t sign the contract as he ___________ age.
50. Banki is __________Cuttack, on the Mahanadi.
51. He has no command ________himself.
52. Fix a revenue stamp and sign _________ it.
53. To wear long hair has becoihe a fashion _________young people.
54. He has no command _________himself.
55. We shall start _________ dinner.
56. A woman is _________ gold necklace.
57. I saw a soldier_________ uniform.
58. A farmer was going to field __________a plough on his soldier.
59. He is a man _________ quiet habits.
60. The woman __________pimples on her face quarrelled with your aunt yesterday.
Answer:
1. In my way to school, 1 saw a soldier in uniform.
2. He married a lady of thirty.
3. He is a man of quiet temperament.
4. I saw him going to the field with a spade.
5. Skill comes from practice.
6. The shop was destroyed by a fire.
7. The case is investigated by police.
8. This letter is written in ink, not in pencil.
9. This picture is drawn with pencil.
10. He wrote by left hand.
11. They won the game with ease.
12. The world is heading towards another war.
13. When I was gring to market I saw a beggar with a broken leg.
14. The train for Ambala leaves at 2 p.m.
15. He is from London, He wants to visit Konark.
16. The boys threw stones at the beggar.
17. Don’t laugh at others.
18. Wine is made from grape.
19. Your ring is made of gold.
20. Her mother died of pneumonia.
21. Her father is living for New York today.
22. Subash Bose was bom in Cuttack .
23. Now, she is living m a beautiful house just at the end of the street.
24. We met at Padhihari Pathagar.
25. Her husband works in a factory.
26. They are living in a flat in Bhubaneswar.
27. He was brought up in a village.
28. He is working on a tea plantation.
29. His brother is in a bank.
30. They live at 23, Lajpat Road.
31. The monk is living in a forest at the end of the village.
32. She teaches English in a school.
33. All know he is not at home. He is in his office.
34. All who live m India are IndiAnswer:
35. The plane landed on an Island in the Indian Ocean.
36. His father works on the railways.
37. What’s the distance in miles between Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets among students.
39. He is known all over the world as a champion of the poor.
40. Put your signature below nine.
41. Your pen is under your desk.
42. His portrait is hanging over the fire place.
43. The box is before the rack.
44. There is a garden across my house.
45. His house is just under the road.
46. The road is above repair.
47. He is under criticism. All knew about his honesty.
48. Now, twenty men are working under him.
49. He can’t sign the contract as he is above age.
50. Banki is under Cuttack on the Mahartadi.
51. He has no command oyter himself.
52. Fix a revenue stamp and sign among if.
53. To wear long hair has become a fashion over young people.
54. He has no command after himself.
55. We shall start before dinner.
56. A woman is m gold necklace.
57. 1 saw a soldier in uniform.
58. A farmer was going tja field with a plough on his soldier.
59. He is a man of quiet habits.
60. The woman with pimples on her face quarrelled with your aunt yesterday.

Section – II

Questions For Discussion:
Question 1.
Whom did Maggie and Don meet near the she_oak? What he was What he was doing there?
Answer:
Maggie and Dgn met Cafferty, the honey Man near the she_oak. He was standing almost the nest and looking down into the she-oak by the beach.

Question 2.
How was Maggie shocked on? How her feeling of excitement and joy changed suddenly to one of fear anger and hatred for the man?[Note: Horror laid an icy hand on the girl’s heart, ‘Try to understand’ the significance of this statement.
Answer:
Actually, Maggie had run covering a long distance so as to see the rainbow bird. But she was highly surprised to find something unreal that diminished he excitement. She found Cafferty the Honey man Man standing with a gun who had already hunted a Rainbow bird and kept it in pocket. She ran away in fear and fell on ground in sorrow. His lively spirit depressed.

Question 3.
“Beast! that’s what you are…A beast”. How do these words characterise the feelings of the small girl when she finds that her world of joy and wonder had been destroyed?
Answer:
Maggie had cherished a great joy and excitement to see the colorful Rainbow bird for which she had run a long distance from school. But, to her utter dismay, she found that the bird had been hunted down by Cafferty, the Honey Man. This caused a heavy shock to her. She felt nervous and terrified and knew that her world of joy and wonder had been shattered by Honey Mali. Her state of grief remained no bound. She could not utter a single word. She murmured calling him a beast.

Question 4.
Why did Cafferty swear to wipe the birds off the face of earth?
Answer:
Actually, Cafferty was a Honey Man who was much concerned with the bees, But the Rainbow birds which are very bright and colorful relish in eating bees. This makes a problem to both the bees and Cafferty. For this reason, he was determined to wipe the birds off the face of earth.

Question 5.
“There was dull passion in his absorbed eyes, a sense of warning against evil.” How does this sentence portray the attitude of the Honey Man. What contrast do you mark between the world of Maggie and the world of Cafferty?
Answer:
This statement is the reaction of the Honey Man against the innocent birds. It actually, a war against the evils as the ‘ in-bow birds for the Honey Man are evils, fact, the world of Maggie and that offerty are poles apart. However, Maggie’s role is one of love, joy and beauty whereas that of Cafferty is one of cruelty, hatred and destruction.

Question 6.
What /difference do you mark between the attitudes of Maggie and Don? Does Don support Cafferty? Explain, You’ll now come to the last part of the story while reading it, try to find answers to the following questions.
(i) What happens to Honey Man after the bird is killed?
(ii) How does Maggie look at the happening?
Answer:
Maggie and Don had the urge to visit the brightly coloured Rainbow birds. But Don was rather more practical whereas Maggie lived in a world of fantasy and imagination. She forgot everything for the bird. She felt sony and perplexed at die killing of the bird by Cafferty. On the other hand, Don although supported Maggie and was also against the Honey Man proved to be more practical and consoled her to cope with the- situation come whatever it may be.

Vocabulary:
A. Derive adjectives from the following words in the text, earth, death, suddenly, contempt, heat, hair, fire, home, solidity, stormy, people, moment, thought, obey, color, bag, proudly, sand, sheep, fear, trouble, child, confuse, heart, boy, eye, bewilder, .air, satisfied, color, face, horror, passion, hand, war, right, winter, shadows, superiority, father.
Answer:
earth – earthly
death – dead
suddenly – sudden
contempt – contemptuous
heat – hot
hair – hairy
fire – fiery
home – homely
solidity – solid
storm – stormy
people – popular
moment – momentary
thought – thoughtful
obey – obedient
colour – colourful
bag – baggy
proudly – proud
sand – sandy
sheep – sheepish
fear – fearful
trouble – troublesome
child – childish
confuse – confused
heart – hearty
boy – boyish
eye – ocular
bewilder – bewildered
air – airy
satisfied – satisfactory
colour – colourful
face – facial
horror – horrible
passion – passionate
hand – handy
war – warring
right – rightful
winter – wintry
shadow – shadowy
superiority – superior
father – paternal

B. Derive nouns from the following words in the text:
bathe, red, sure, obey, close, sandy, warm, new, intense, good, wonderful, green, dark, desperate, wooden, different, believe, reveal, hot, grow, thick, distant, solid, die, proudly, pretend, small, occasional, bewilder, noisy, satisfied, thoughtful, rob, drowsy, soft, gracious, heavy, serve, dull, hopeful, absorb, oppress, awkward, visible, dead, lustrous, feel, triumphant, airy.
Answer:
words – Noun
bathe – bath
red – redness
sure – surety
obey – obedience
close – closeness
sandy – sand
warm – warmth
new – newness
intense – intensity
good – goodness
wonderful – wonder
airy – air
dark – darkness
desperate – despair
wooden – wood
different – difference
believe – belief
reveal – revelation
hot – heat
grow – growth
thick – thickness
distant – distance
solid – solidity
die – death
proudly – pride
pretend – pretense
small – smallness
occasional – occasion
bewilder – bewilderment
noisy – noise
satisfied – satisfaction
thoughtful – thought
rob – robber
drowsy – drowsiness
soft – softness
gracious – grace
heavy – heaviness
serve – service
dull – dullness
hopeful – hope
absorb – absorption
oppress – oppression
awkward – awkwardness
visible – vision
dead – death
luster – lustrous
feel – feeling
triumphant – triumphantly

Grammar
A. Replace the Adverbs with Suitable adverb phrases.
1. Our guest will arrive
2. He spoke
3. Park your car
4. Read the book
5. The soldiers fought
6. He spoke on disarmament
7. The boys played
8. She completed the work
9. Their team played
10. He worked
11. My friend responded
12. She met her friend
13. Who was present with you
14. Corruption is the cheapest thing
15. She went away

B. Replace the following adverb phrases with suitable adverbs:
1. In India flourished a glorious civilization
2. Now we live in a
3. The workers completed the work
4. Pursue your aim
5. My mother treated the beggars
6. The thief entered into the room
7. The deer vanished into the forest
8. He broke his misfortune
9. The old man blessed me with
10. I shall join you r
11. He does it :
12. I called them .
13. She waited
14. He sold his commodities
15. The winning team returned

C. Fill in the blanks With “fairly” or “rather”.
1. His son is _________ clever.
2. Jatin’s answer is _________ better than’ Minu’s.
3. His daughter is __________a stupid girl.
4. He is __________ kind. You can approach him for help.
5. This packet is __________ small. I can easily take it in my pocket.
6. This packet is ___________ big. I can’t take it .
7. Your box is __________ small to contain all these articles.
8. This room is _________ precious. I like it.
9. This room is___________ spacious. I don’t like, such room.
10 The weather is _________ better today.
11. This room is _________ difficult to solve.
12. Your performance is _________ satisfactory.
13. Your son is a __________intelligent boy
14. He gave me a ________ silly book.
15. It is a __________good remark.

D. Complete the following sentences by adding suitable to infinite.
1. Do you like …………..
2. She agreed………..
3. The principal allowed us ………………
4. The society expects you……………
5. This dog is too heavy……………….
6. This bag is small enough ………………
7. The old woman wants someone ……………..
8. Will you give me something……………
9. Her story is too tragic…………..
10. She has an interesting story………………..
11. This essay is too difficult………………
12. I have nothing……………….
13. She does not know how………………
14. He didn’t know where …………………
15. We have many problems………………..
16. This poem is too philosophical………………
17. This pencil is too hard………………..
18. I do not know where……………………….
19. I request him…………………
20. I consented him……………………..

Answers:
A. The adverbs are replaced with suitable adverb phrases.
1. Our guest will arrive soon.
2. He spoke gently.
3. Park your car there.
4. Read the book thoroughly.
5. The soldiers fought bravely.
6. He spoke eloquently on disarmament.
7. The tyjys played cheerfully:
8. She completed the work satisfactorily.
9. Their team played carelessly.
10. He worked industriously.
11. My friend responded promptly.
12. She met her friend here.
13. Who was present with you then?
14. Corruption is the cheapest thing every where.
15. She went away hurriedly.

B. The given adverb phrases are replaced with suitable adverbs.
1. Once upon a time in India flourished a glorious civilization.
2. Now he lived in a foreign country.
3. The workers completed the work with satisfaction.
4. Pursue your aim with resolution.
5. My mother treated the beggars with kindness.
6. The thief entered into the room in silence.
7. The deer vanished into the forest at a great speed.
8. He bore his misfortune with patience.
9. The old man blessed me with all his heart.
10. I shall join you in a short while.
11. He does it as a habit.
12. I called them in a loud voice.
13. She waited with great anxiety.
14. He sold his commodities with profit.
15. The winning team returned in triumph.

C. The blanks are filled with ‘fairly’ or ‘rather’.
1. His son is fairly clever.
2. Jatin’s answer is rather better than Minu’s.
3. His daughter is rather a stupid girl.
4. He is fairly kind. You can approach him for help.
5. This packet is fairly small. can easily take it in my pocket.
6. This packet is rather big. I can’t take it
7. Your box is rather small to contain all these articles.
8. This room is fairly precious. 1 like it.
9. This room is rather specious. I don’t like such room.
10. The weather is fairly better today.
11. This sum is rather difficult to solve.
12. Your performance is fairly satisfactory.
13. Your son is fairly intelligent hoy.
14. He gave me a rather silly look.
15. It is a fairly good remark.

D. The sentences are completed by adding suitable to infinite.
1. Do you like to organise a party?
2. She agreed to help his friend.
3. The principal allowed us to fill in the forms.
4. The society expects you to do something spectacular.
5. This dog is too heavy to lift.
6. This bag is small enough to contain all these items.
7. The old woman wants someone to help her.
8. Will you give me something to eat?
9. Her story is too tragic to listen to.
10. She has an interesting stoiy to tell.
11. This essay is too difficult to write.
12. I have nothing to say.
13. She does not know how to drive.
14. He didn’t know where to go.
15. We have many problems to solve.
16. This poem is too philosophical to understand.
17. This pencil is too hard to write with.
18. I do not know where to go.
19. I request him to come.
20. I consented him to give money

Section – III

Questions For Discussion:
Question 1.
What ideas sweep Maggie’s mind after she returned home and threw herself on the bed? Do you mark the difference between Maggie’s feelings in Section-I and those in Section III? (Note: Wonder and Magic – they had gone out of everything: this line is a key to the understanding of the changed world of Maggie).
Answer:
After returning from the field, Maggie went upstairs, she threw herself down Upon the bed and she started thinking of the cruel face of the Honey Man and the bleeding dead bird came to her eyes repeatedly.

Question 2.
What did Maggie imagine when she heard voices between broken drift of sleep?
Answer:
Maggie imagined when she heard voices between broken drifts of sleep that perhaps the Honey Man had died.

Question 3.
How did she react when she was told that Cafferty had been injured ?’ Why did she think “everything had come right”?
Answer:
When Maggie came to know that Cafferty was injured she thought that he should die. She meant that right thing befalls a right man at right time.

Question 4.
Do you find in her a vengeful attitude? Does she feel that justice has been done? What impression do you form about her from her reaction to the Honey Man’s suffering?
Answer:
There is certainly a tone of vengeful attitude. She feels that justice has been meted out. This proves that Maggie’s reaction against killing the rainbow bird is at the apex.

Question 5.
What change do you mark in her in the last paragraph? Has there been a restoration of her world of joy and wonder? How did she imagine about the rainbow bird and the Honey Man.
Answer:
The deadly reaction of Maggie against the Honey Man continued up to the last stanza. She went on with the thought that the Honey Man was standing in the same place is before. The restoration is possible in dream. The rainbow bird and the Honey Man are antagonistic

Questions For Composition:
Question 1.
How does the rainbow bird created a world of wonder and magic for Maggie?
Answer:
The short story “The Rainbow Bird” is written by Vance Palmer, an eminent and outstanding storyteller. His stories are imaginative, thought-provoking and using. In this discussion story, his presentation of an Australian bird that is a Rainbow bird creating a world of wonder and magic for a little girl Maggie is really superb and fantastic. Actually, the rainbow bird automatically aggravated a World of wonder and magic in the psych of Maggie. The imaginative and attractive colour of the beautiful bird has already captivated her delicate mind. So her tender psyche is preoccupied with the idea of the bird and she thinks about it in every breath of her life. She feels disinterested like reading at home and school. In fact, she remains brooding’ over the fascinating bird which is undoubtedly for her a world of wonder and magic.

However, the imagination of the attractive coloured rainbow-bird has entirely captured her mind. She does not cherish any interest in her study at school. Whenever she gets a little bit of leisure, she starts brooding over the thought of seeing the bird. She gets enticed and bewitched by the bird and so runs to see it straightforwardly. She is accompanied by Don. The other students, of the school follow suit. She rushed to the spot to see the bird. But she discovers Cafferty the Honey Man there holding a gun. He has already hunted a rainbow bird before they arrive. The bird is blood-drenched. It is inside the Honey Man’s pocket. He dangles it in front of them. Maggie stands perplexed and shocked. Her heart becomes hardened and stupefied at the uncompromising shock. Out of utter disgust and irritation, she calls the Honey Man a ‘Beast’.

On the other hand, the Honey Man is determined to wipe all such type of tribes off the earth, because they are beefeaters. He moves away. Maggie and Don returned home. Father had been waiting /or their arrival outside. She scarcely eats any thing at home. Her mind has been highly sorrow-stricken by the thought of the dead bird and uncompromising hatred for the Honey Man. She goes upstairs directly without doing his home task’s. After a few minutes her mother arrives with a candle light. But she is being hunted by sleeplessness. She has nothing in her mind but the dead bird and the hideous man. Her mother informs her about that hideous man’s accident. So she starts thinking that such a brutal and hateful man should die.

Her mother marks that she has not slept till then. Even Maggie wanted to know whether he had died. She does not pay any heed to her mother saying that he is a good man. After all she returns to the dreamy state thinking about the dead bird and the brutal and hideous man like the, Cafferty. She thinks God must punish such a cruel man. As a matter of fact, the depiction of the imaginative and dreamy psyche of a little child. Maggie is superb and fantastic. Although imaginative, it on the other hand, carries a bit of truth which straightforwardly expresses the brutality of the man against the natural animals.

Question 2.
Discuss how the story comes full circle with restoration of Maggie’s world of joy and wonder.
Answer:
In fact, it is undoubtedly, accepted that the story “The Rainbow Bird” is one of the superb and fantastic creation of Vance Palmer, a prominent and outstanding story teller. Palmer’s description of Maggie’s world of joy and wonder is really inspiring and heart-enduring. The main character of the story is the little girl Maggie. She is school going. She remains under the hangover of dream and joy throughout the story. She remains in undated the thought of the bird anywhere atod everywhere. She only thinks of the beautiful bird at school. The thought of beautiful bud has disinterested her from her study. She only thinks about die bird on and on. She, is not at all aware of, anything else., Even she runs to see the bird whenever she gets a little bit of chance.

Actually, she is highly fascinated by the vision of this rainbow bird. She galloped with Don to see the bird. She was extremely surprised to discover Cafferty, the Honey Man there. It was that Honey Man who had already killed the rainbow bird. It was because such type of birds like rainbow bird eat the bees. He was standing there with a gun. He had already hunted a beautiful rainbow bird with his gun and kept it in one of his pockets. She was vehemently perplexed and shocked by the sight of that Honey Man. That man showed them the dead blood-drenched rainbow bird dangling it before their eyes. Maggie was entirely irritated by this and ran away with terror and nervousness. She fell
down on the grassy ground. She feels as if she were dead. She was so vexed and sorry that she could not express this by any words. She called him a ‘beast’. On the other hand, the cruel man only said that he was determined to wipe such birds from the earth because these are bee-eaters. Telling this, he departed from the place.

However, Don tried to console her and they returned home. Father had been waiting for them. They reached home and she went upstairs and laid on her bed. She started brooding over the dead hunted bird and about that hideous and brutal man. She came down for supper and then returned back to upstairs. she laid into the but sleep could not come to her eyes. The image 0f that crooked and brutal Honey Man pinched her mind again and over again. She saw the dangling of mat blood-drenched hunting bird in front of her eyes. she abuses on, Her mother marked her abnormal and odd behaviours. Her mother said m Honey Man would be taken to the hospital, as, he was injured hts though by an accident. Maggie thought that it was Gods not judgment for a hideous and cruel man like him. she got relieved because, the birds would be rescued from the clutches of a killer.

As a matter of fact, Palmer’s treatment of the story is really full circle with the restoration of Maggie’s world of joy and wonder. The opening of the story depicting Maggie’s world of joy and wonder ends with be same world of joy and wonder. The conclusion of the story at least provides solace and consolation and pacification to her perplexed and perverted mind of the middle of the story. In short, Palmer’s treatment of the story is superb, thought-provoking and alluring.

Question 3.
Give an account of the contrasting attitudes of Maggie and the other around her to the rainbow bird.
Answer:
In fact, the outstanding storyteller Vance Palmer of the story “The Rainbow Bird” is a superb master in his portrayal of contrasting characters. However, he has vividly observed the attitude of the contrasting characters who are varied and different in tone and temper. He has beautifully contrasted the characters in the following three sets –
i) Maggie and the other school children.
ii) Maggie and Don and
iii) Maggie and Cafferty.
Let us now discuss these contrasting characters in detail.

(i) Maggie and the other school children:
However, Maggie and the other schoolchildren stand in sharp contrast to one another. Maggie’s mind was only concerned with the vision of the beautiful rainbow bird at school. Her hair followed her intense, grape-dark eyes and she scarcely knew what she was writing. This was happening incessantly with her every day at school. On the other hand, die other students were not responsive as her; the colorful and fascinating bird. They squirmed in their seats and folded papers darts to throw across the room. Maggie lived for the intense attraction of seeing the colorful shape of the beautiful bird. After the school was over, she had a look at Don and raced down to the bottom fence along through the bushes that covered the side of the hill.

(ii) Maggie and Don:
Again, the second set of characters are Maggie and Don. They are also contrasted in their attitude towards the beautiful rainbow bird. It is certain that Don consented Maggie to escort her in order to see the GFC rainbow bird, but in reality, he was not so much esthetically bewitched by it. Again he was also not equally burr as Maggie was when they discovered Cafferty at the place having with a gun. Maggie’s running out in great sorrow and terror and falling down on the grass proved out of intense shock whereas Don kept on standing looking at the bereaved Maggie unconcerned with the blood-drenched dead rainbow bird.

(iii) Maggie and Cafferty:
However, the third set of contrasting characters and Maggie and Cafferty, the Honey Man. They are deeply contrasted in the story. They are just like two poles apart. They stand at the extreme ends in their attitudes towards the rainbow bird. In one hand, Maggie loves the little bright colourful beautiful bird, on the other hand, the Cafferty looks down upon such birds. It is because, they eat away the bees. Even he is determined to wipe the birds off the earth. Therefore, when Maggie is portrayed as love-incarnate and live-incarnate, the Honey Man is portrayed as death incinerate for the innocent beautiful birds. As a matter of fact, Palmer, depiction of the above contrasting set of characters is superb and excellent. Even he portrays them with their variegated and contrasting attitude. On the whole, Palmer’s portrayal is inspiring, alluring and heart-rendering.

Grammar:

Supply Preposition:
They panted ___________ the other hill and ____________ a cleared that lay_ them and the beach. Before the eyes __________ both __________. them was the deep cleft left by the store truck when it was bogged months before and the little round hole _________ a heap _________ sand __________ front __________ it. Such a tiny turned ___________ the side __________ the rut that no one would notice unless she saw the bird fly__________ They had cone ___________ it together when they were looking ___________ mushrooms, there had a sudden burr ____________ wings almost ____________ their feet, a shimmer___________ opal ____________ the sun-bright air and then a stillness as the bird settled ____________ the she-oak thirty yards away, making their hearts turn _________ the sheer beauty ___________ its bronze and luminous green.
Answer:
They panted up the other hill and across a cleared paddock that lay between them and the beach. Before the eyes, of both of them was the deep cleft left by the store truck when it was bogged months before and the little round hole with a heap of sand in front of it. Such a tiny turned m the side of the rut that no one would notice unless he saw the bird fly put. They had come on it together when, they were looking for mushrooms, there had a sudden burr of wings almost beneath their feet, a shimmer of opal in the sun-bright air and then a stillness as the bird settled on the sea-oak thirty yards away, making their hearts turn over with the shear beauty of its bronze and luminous green.

Notes on the story-writer and the Story:
Vance Palmer (1885-1959) is a Australian story writer who had considerable reputation among the Common Wealth literary figures. His writings are marked by an interesting portrait of the phenomenal world with its amazing beauty and wonder. With his deft sketch of manners and behavior especially the responses of the young, and tender minds, some of the stories are very impressively drawn. lie excels in the study of “the innocence of the oneself-conscious years” and ‘‘the beginning makes towards discoveries and disappointments which are an essential part of growing up”. His narrative is very often enriched by an evocative use of symbols.

The story in the beginning depicts the innocent joys of childhood days a visionary world of beauty and wonder. The rainbow bird with its multiple shining colours has a magic spell on the small girl. But, the joy and wonder does not last long: to the utmost shock and depression of the child it is totally demolished with the killing of the rainbow bird that represents for her entire world of enthralling beauty and splendor. The Honey Man for her Satan bent upon destroying God’s beautiful creation and design through to others beautiful creation and design through to others accident of the Honey Man, in her opinion, is retributive, and it signifies the ultimate triumph of good over evil.

With the grant of poetic and divine Justice,’ there is a restoration of the earlier world of magic and music, of course at the imaginative and psychic level of the child. The contrast between the two worlds is quite transparent. The rainbow bird has a symbolic significance, most of the lines in the story with their alliterative system have a poetic effect and serve as appropriate expression of the child’s shimmering world of beauty and wonder.

Section- I

Pre-reading Activity:
It is always a pleasure to remember how in your childhood days you ran after the colorful butterflies, how you wanted to keep pets and spend most of your time in their company and how you developed an attachment to the birds and animals. Here is a story depicting a small girl’s love and concern for a colorful Australian bird befittingly called the rainbow bird.

Gist:
Paragraphs: 1-9
Maggie’s mind had been deeply thinking about the sight of a bird. The bird was blue-green shot with gold, its tail an arrow. After the school was over, she had a look at Don. She was racing down to the bottom fence along through the bushes. Don was limping because of his sore toe. She ran breathlessly. She heard her friends call her to wait. She did not listen to them. She was coming back with beetle wings and cowries about in her matchbox.

Paragraphs: 10-14
They went up the bill across a cleared 21) small grass field. They encountered a crack which was sunk month .before. It was a little 22) round hole with a heap of sand before it. A 23) bird flew out of it. It was a rainbow bird. It 24) had come out of the rounded tunnel. Don had 25) wanted to put his hand in and feel if there were any young ones, but Maggie had caught his arm in despair. Her eyes were filled with tear. The bird was seen skimming through the air.

Analytical outlines:

• Maggie’s mind had been filled with the sight of a bird.
• The bird was blue-green shot with gold its tail an arrow.
• She did not know what she was writing.
• After the school was over, she had a look at Don.
• They raced towards the fence
• They raced through the bushes that covered the side of the hill.
• Don was limping.
• Because His toe was sore.
• Maggie had reached the bottom of the gully.
• Her friends woe calling her from the end of the playground.
• But she tried to shut their voices from her ears.
• None of them must find out her secret.
• She looked down upon their empty faces.
• She also despaired their coldly-mocking eyes.
• They made fun of her.
• Because she carried beetle wings.
• She cowries about in her matchbox.
• She did this to stare at under her desk.
• Maggie and Don went up the other hills.
• They went across a cleared paddock.
• The paddock was situated by the side of the beach.
• They had come on it together.
• They were looking for mushrooms.
• They heard a sudden burr of wings.
• They saw a shimmer of opal in die sun bright air.
• Then a stillness profiled the place.
• It was because the bird Settled on the she-oak tree.
• It was thirty yards away from them.
• It was a rainbow bird.
• It had come from the rounded tunnel in the sandy, place.
• The couch grass was growing there.
• Don had wanted to put his hand in.
• He felt of there were any young ones.
• But Maggie had caught his arm.
• She was looking desperate.
• The strange bird sat shining Put of the greenly-grass branches.
• She seemed to feel the puttering vibration of their feet along the ground.
• She stop and unobserved.
• It seemed as if the bird had fallen from the blue sky.
• Sometimes they saw her skimming through the air.
• While flying, it took long, sweeping curves and pausing at the top of the curve.
• The vision came back to Magg night before she closed her eyes in sleep.
• It belonged to a different world from the school the each.

Meanings of difficult words:

Blowfly – an insect that deposits its larval or carrier, excrement etc., or in the wounds of living animals.
squirmed – twisted the’ body as in pain or discomfort.
dart – a pointed missile, arrow.
skim – a thin layer, or film formed on a liquid.
cavern – a deep cave, hollow place.
gully – a water-worn ravine, a narrow channel made by rainwater.
beetle – an insect with hard horny forewings.
cowries -highly polished and usually brightly coloured shells,
growl – to utter a deep rough sound like a dog.
blazes – flames of fire.
paddock – a small grass field.
chafed – divided into two, crack.
bogged – sunk and stuck fast in a marsh or quagmire.
rut – a furrow made by wheels on soft ground.
burr – whisper or murmur.
shimmer – shine with a soft unsteady light.
opal – a type of white stone with changing colours in it.
she-oak – a variety of oak tree.
thistledown – the’ tufted feathery parachutes of thistle seeds,
luminous – clear, bright, shining.
desperate – furious, state of utter despair.

Section – II

Gist:
Paragraphs: 15-20
Maggie and Don quickly passed across the road. They went away the spindle-legged house with no fence around it. They also went away the red-roofed cottage where the bathing suits hung to dry. They thought that they would surely be out that afternoon. It was, indeed, surprising to observe those bits f of living colour down there in the dark. Of course, it would be much more amazing when/they would come out into the light. All on a sudden. Maggie started running snatching 1 Don’s arm. But Don prohibited her running. He said her that somebody was there. So they were to wait for some-time. Don stood glancing at the dark big figure on the slope ever looking the sea. It was Cafferty the Honey Man. He was standing almost on the nest looking down into the sea-oak by the beach. They saw him having a gun with him. The girl was terrified.

Paragraphs: 21-32
All on a sudden, Maggie started running. She became out of breath when she reached Cafferty. She asked him what he was doing with the gun there. She wanted to know whether he was shooting something. Actually, he had already killed a rainbow bird and put it in his pocket. He was waiting for its mate which would be killed within a short time. He I took the bird out of his pocket and dangled it. before her eyes. The girl fell on the turf calling him a ‘beast’.

Paragraphs: 33-36
Cafferty moved off down the beach. He was moving off shouldering his gun. His gait had a lumbering heaviness. Maggie was still lying prone on the turf, her face in her arms. Don watched her a while and ill-at-ease. Picking up the dead bird that Cafferty had thrown on the grass, he fingered it clum silly. He wondered if there were any bees in its crop. The boy called Maggie to rise because the other kids would be coming along very soon. She rose from the grass looking at the bird with reddened eyes. She told him to clutch away, but the boy insisted that he would make it home and skin it. But he hesitated for moment and then obeyed her.

Analytical outlines:

• Maggie and Don quickly passed across the road.
• They went away the spindle-legged house.
• It was having no fence around it.
• They also went away the red roofed cottage.
• In this, the bathing suits were hung to diy.
• They thought that they would surely be out that afternoon.
• It was, indeed, very surprising to observe these bits of living colour down there in the dark.
• Of course, it would be much more amazing.
• At any moment, they would come out into the light.
• Suddenly, Maggie started running.
• She snatched Don’s arm.
• But Don prohibited her running.
• He said her that somebody was there.
• So they were to wait for sometime.
• Don stood glancing at the dark big figure on the slope overlooking the sea.
• It was Cafferty, the Honey Man.
• He was standing almost on the nest.
• He was looking down into the sea-oak by the beach.
• They saw him having a gun with hint.
• The girl was terrified.
• All at sudden, Maggie started running.
• She became out of breath.
• She reached near Cofferty.
• She asked him what he was doing with the gun there.
• She wanted to know whether he was shooting something.
• Actually, he had already killed a Rambow bird.
• He put it in his pocket.
• He was waiting for its mate.
• He would kill its mate very soon.
• He took the bird out of his pocket.
• He dangled it before her eyes.
• The girl fell on the turf.
• She called him a ‘beast’.
• Cafferty moved off down the beach.
• He was moving off shouldering his gun.
• His gait had a lumbering heaviness.
• Maggie was still lying prone on the turf.
• Don watched her a while.
• He marked she was ill at ease.
• Picking up the dead bird, the Cafferty had thrown on the grass.
• He fingered it clumsily.
• He wondered if there were any bees in its crop.
• The boy called Maggie to rise.
• Because, the other kids would be coming along very soon
• She rese from the grass looking at the bird with reddened eyes.
• She told him to clutch it away.
• But the boy insisted that he would take it home.
• He would skin it at home.
• But he hesitated for a moment.
• At last, he obeyed her words.

Meaning of the difficult words:

cheeping – the chirping of a young bird, twittering of a bird.
mullet – a kind of sea-fish.
turf – surface of land matted with roots of grass.
dangled – hung in the air
ruffled – wrinkled, disordered.
plumage – a natural covering of feathers.
sheepish – embarrassed, in a trance.
hulking – bulky, heavy and clumsy.
humy – (Australian) any crude aborigine hut of shelter.
creek – small in let of sea or river, a watercourse smaller than a river.
vermin – harmful, small-sized disgusting insects difficult to control.
DinKum – (Australian) a swear meaning genuinely or honestly speaking.
Shanghai – drug applied to make somebody unconscious.
lumbering – moving clumsily or heavily.
crop – throat of a bird.

Section-III

Gist:
Paragraphs: 37-40
Father was waiting for Maggie and Don at the bowser outside the store. Don had to go for orders on his pony. Maggie went upstairs and threw herself down on the bed. Whenever she closed her eyes she could see the Honey Man’s evil face. After her evening meal she went upstairs again without doing her homework. Her mother shouted for her but Maggie was still lying awake. She imagined herself running down the slope and stopping suddenly to see the bird. But she could recall nothing but the Honey Man and the bleeding dead bird.

Paragraphs: 41-50
It was raining lightly. So it was making scarcely any sound upon the roof. People were coming and going in the store below. All other noises were dumped. She thought of buying the dead bird. Her mother appeared there with a candle. Her mother asked why she was not asleep till then.‘She also said that Mr. Cafferty had a little accident of When he had been waiting at the shop for ambulance in order to be taken into hospital. Listening to this Maggie’s eyes got widened. She wanted to know whether he was dead. Her mother replied negatively. He had an Injury on the thigh. So Maggie said that he had to die. Her mother could not grasp anything and was wanted to know why the child Was saying that. She also added that everybody loved the Honey Man and he would be right very soon. Her mother told her to sleep.’Maggie again kept thinking of the event.

Analytical outlines:

• Father was waiting for Maggie and Don.
• He was waiting at the bowser outside the store.
• Don had to go for orders on his pony.
• Maggie went upstairs
• She threw herself down on the bed.
• She tried to close her eyes.
• But she could see the Honey Man’s evil face.
• After her evening meal, she went upstairs again.
• She had not done her homework.
• Her mother shouted for her.
• But Maggie was still lying .awake.
• She imagined herself running down the slope.
• She stopped suddenly to see the bird.
• But she could remember nothing.
• She could recall Only the Honey Man.
• She could also remember the bleeding dead bird.
• It was raining lightly.
• So it was making scarcely any sound upon the roof.
• People were coming and going in the store below.
• All other tortoises were silent.
• She was thinking about buying the dead bird.
• Her mother appeared there with a candle.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he.
• Her mother asked why she was not asleep till then.
• She also said that Mr. Cafferty had little accident.
• So, he had been waiting at the shop for ambulance.
• He wanted it in order to go to hospital.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he was dead.
• Her mother replied negatively.
• She fold that he had an injury on the thigh.
• So Maggie said that he had to die.
• Her mother could not understand anything.
• She wanted to know about it.
• She added that everybody loved the Hopey Man.
• She wished that he would be all right very soon.
• Her mother told her to sleep.
• At last Maggie again kept thinking of that event.

Meaning of difficult words:
bowser – truck filled with a tank.
trudge – to walk with labour or effort.
flung – threw
swaggering round – walking with a sense of superiority.

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Unit- I

Gist:
The writer takes us back to the early days of independent India. He acquaints the readers with Shri Moharana who was rich and an ideal host. He was known for his sense of duty and generosity. With the attainment of independence, a caste of patriots became a dominant force in India. Every village witnessed not only different castes, but some lovers of country as well. Moharana’s hospitality was reflected in the service of fish, especially to the emerging breed of patriots. He nurtured the ambition to become an MLA. Those who supported him in his aspiration thought that his maiden entry into politics should enjoy the blessing of Virkishore, the Minister of Fisheries and Fine Arts. Those were the days when a minister’s daily routine was mainly to deliver speeches at public receptions. The writer recounts for the minister’s reception led by Sri Moharana. Hectic preparation was on in for a fortnight. The children of the village lower primary school practised welcome song for Virkishore.

ସାରମର୍ମ :
ସ୍ଵାଧୀନ ଭାରତର ପରବର୍ତ୍ତୀ ସାମାଜିକ ରାଜନୀତିକ ଅବସ୍ଥାକୁ ନେଇ ଏହି ଗଳ୍ପଟି ରଚିତ ହୋଇଛି । ଶ୍ରୀ ମହାରଣା ଥିଲେ ଖୁବ୍ ସମ୍ଭ୍ରାନ୍ତ ଓ ଆଦର୍ଶ ଅତିଥ୍ୟସତ୍କାରକାରୀ । କର୍ତ୍ତବ୍ୟପରାୟଣ ବ୍ୟକ୍ତି ଭାବରେ ସେ ଖ୍ୟାତି ଅର୍ଜନ କରିଥିଲେ । ଦେଶ ସ୍ଵାଧୀନତା ପାଇବା ସହିତ ଦେଶରେ ସୃଷ୍ଟି ହୋଇଥିଲେ ଦଳେ ତଥାକଥିତ ଦେଶପ୍ରେମୀ । ପ୍ରତ୍ୟେକ ଗାଁରେ ବିଭିନ୍ନ ଜାତି ସହ କେତେକ ଦେଶପ୍ରେମୀ ରହିଥିଲେ । ଏହି ଦେଶପ୍ରୀତି ଥ‌ିବା ବ୍ୟକ୍ତିମାନଙ୍କ ନିମନ୍ତେ ମହାରଣାଙ୍କର ଆତିଥ୍ୟ ପ୍ରକାଶ ପାଇଥିଲା । ସେ ଜଣେ ବିଧାୟକ ହେବାପାଇଁ ଆଶା ପୋଷଣ କରିଥିଲେ । ସେ ଭାବିଥିଲେ ତାଙ୍କର ପ୍ରଥମ ବିଜୟ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ବୀରକିଶୋରଙ୍କର ଆଶୀର୍ବାଦରୁ ହେବ । ସେହି ସମୟରେ ଜଣେ ପ୍ରଥମ ବିଜୟ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ବୀରକିଶୋରଙ୍କର ଆଶୀର୍ବାଦରୁ ହେବ । ସେହି ସମୟରେ ଜଣେ
ଆସିବାର ପନ୍ଦର ଦିନ ପୂର୍ବରୁ ମହାରଣାଙ୍କଦ୍ୱାରା ପ୍ରସ୍ତୁତି କାର୍ଯ୍ୟ ଚାଲିଥିଲା । ବୀରକିଶୋରଙ୍କୁ ସ୍ଵାଗତ କରିବାପାଇଁ ନିମ୍ନ ପ୍ରାଥମିକ ବିଦ୍ୟାଳୟର ପିଲାମାନେ ସ୍ବାଗତ ସଙ୍ଗୀତ ଗାଇବା ଅଭ୍ୟାସ କରିଥିଲେ ।

Glossary :
recounting: narrating (ବର୍ଣ୍ଣନା କରି )
episode: event (ଘଟଣା)
raise a laugh: ହସ ସୃଷ୍ଟି କରିଥିଲା
on the contrary : ଅପରପକ୍ଷେ
sympathy: ସହାନୁଭୂତି
well-to-do: rich (ସ୍ଵଚ୍ଛଳ)
on the eve of : ଠିକ୍ ପୂର୍ବରୁ/ଆରମ୍ଭରୁ
attraction: ଆକର୍ଷଣ
folks: people (ଲୋକ)
nearby: ନିକଟସ୍ଥ
carried out: executed (ସମ୍ପାଦନ କରାଗଲା )
host: ଅତିଥ୍
time immemorial: ଆବହମାନ କାଳରୁ
emerging: ଆବିର୍ଭାବ ହେବା
boost: to increase (ବଦ୍ଧିତ କରିବା)
honour: respect (ସମ୍ମାନ)
nursed: nurtured (ପୋଷଣ କଲେ)
ambition: ଆକାଂକ୍ଷା/ଇଚ୍ଛା
incident: event (ଘଟଣା)
outset: beginning (ଆରମ୍ଭ)
endeavour: effort (ପ୍ରଚେଷ୍ଟା)
matured: grew (ପାକଳ ହୋଇଥିଲା|
full-fledged: ସମ୍ପୁର୍ଣ୍ଣ
portfolios: ବିଭାଗମାନ
sponsors : a person who first puts forward a proposal (ପ୍ରସ୍ତାବ ଆଗତକାରୀ)
debut: first appearance (an ପଦାର୍ପଣ )
reception: ସ୍ୱାଗତ
huge: ପ୍ରଚୁର
ancestral: ପୂର୍ବପୁରୁଷ ସମ୍ପର୍କିତ
symbolism: The white-washed house stood as a symbol of new, independent India
century: a hundred years (ଶତାବ୍ଦୀ)
considerable: substantial
reputation: fame
conscientious: a person who is guided by a sense of duty
generous: a person who is ready to give freely (ଦୟାଳୁ)
exemplary : serving as a model
laced: ଖଣ୍ଡିତ
devoted: spent (ଅତିବାହିତ କରିଥିଲେ)
strange: ଅଦ୍ଭୁତ
phenomena: facts (ଘଟଣାବଳୀ)
seamstress: a woman who can sew(ସ୍ତ୍ରୀ-ଦରଜି)
wrought by: brought by (ଅଣାଯାଇଥିଲା )
poetic: କାବ୍ୟକ
refrain of the song : ଗୀତରୁ ଦୂରେଇ ରୁହନ୍ତୁ
echoes: ପ୍ରତିଧ୍ୱନି
literal: ସାହିତ୍ୟିକ
mighty: powerful (ଶକ୍ତିଶାଳୀ )
catalogued: made a list of things (ତାଲିକା ପ୍ରସ୍ତୁତ କରାଗଲା )
blushed: ଲଜ୍ଜା ଅନୁଭବ କରିଥିଲେ
recited: ଆବୃତ୍ତି କଲେ
raga: ରାଗ
wrangled: argued (ଯୁକ୍ତି କରିଥିଲେ )
throbbing: ଛାତି ଥରିବା
stopped: arrived (ପହଞ୍ଚିଲେ)
hectically: ଅବିଶ୍ୱସନୀୟ ଭାବରେ
excited: ଉତ୍ତେଜିତ ହୋଇଗଲେ
gave up: ତ୍ୟାଗ କଲେ
prior: ପୂର୍ବବର୍ତ୍ତୀ

Think it out

Question 1.
What impression of Sri Moharana do you get from the text?
Answer:
Sri Moharana, the pivot of the extract, is a rich man. He is the only person to own a beautiful building in an area of twenty villages. He is considerably known for his conscientiousness and generosity. He is a benevolent host. He is a happy villager. The early days of post-independent India witnessed Moharana in a new light. He emerges as a patriot ahead of others. He is ambitious of becoming a Member of the Legislative Assembly. He is a die-hard sycophant and an able organizer.

Question 2.
Who is Babu Virkishore? How does the narrator describe him?
Answer:
Babu Virkishore, the Minister of Fisheries and Fine Arts, belongs to the narrator’s district. He carves out a name for himself in politics. Against this backdrop, Moharana’s first appearance as a politician needs his blessing. His daily routine comprises speech making at public receptions. Sri Moharana and his supporters look forward to honouring Babu Virkishore for his stature in politics.

Question 3.
What idea of the narrator do you get from this unit of the text?
Answer:
At first, we get the impression of the narrator as a keen observer of human nature. The way he has portrayed Sri Moharana and Babu Virkishore is a case in point. He is an adept in the art of portraying Sri Moharana with the radiance of delightful manner. The extract reveals that his language is simple, natural and vivid. The writer is a superb first-person narrator.

Question 4.
How does the narrator recount the preparation for the Minister’s reception?
Answer:
The narrator vividly recounts the preparation for the minister’s reception. He remembers how Sri Moharana gave a beautiful touch to his ancestral cane chair. For fifteen days, the children of the village lower primary school spent time in practicing the welcome song. The narrator says that the song still lingers in his memory. Moharana’s excitement knew no bounds. He took minute care of all the arrangements. Nervousness and uncertainty stared him in the face.

Unit – II

Gist:
The moment Shri Moharana and others had waited for came at last. Soon after his arrival, the former lavishly garlanded the minister who instead of getting into the jeep preferred to walk. Moharana and his friends responded to his gesture with great delight. Shouts of ‘Babu Virkishore ki jai’ rent the air. The procession continued with all the people alternatively shouting and looking at the minister with their mouths wide open. At last Sri Moharana profusely entertained the minister and his followers. At first they were offered fine coconut juice. Then they were treated to the most fabulous lunch the narrator had ever seen. Now it was time for the minister to take rest. The narrator refers to his eagerness to be as physically close to him as possible.

ସାରମର୍ମ :
ଶେଷରେ ସେହି ମୁହୂର୍ଭ ଉପସ୍ଥିତ ହେଲା, ଯେଉଁ ମୁହୂର୍ଭଟିକୁ ଶ୍ରୀ ମହାରଣା ଓ ଅନ୍ୟମାନେ ଅପେକ୍ଷା କରିଥିଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଆଗମନ ପରେ ଗାଁର ବାହାର ଫାଟକଠାରୁ ତାଙ୍କୁ ଫୁଲତୋଡ଼ା ଦେଇ ପାଛୋଟି ଅଣାଗଲା । ସେ ଜିପ୍‌ରେ ଆସିବା ପରିବର୍ତ୍ତେ ଚାଲିଚାଲି ଆସିବାପାଇଁ ପସନ୍ଦ କଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଏହି ଭଙ୍ଗୀକୁ ମହାରଣା ଓ ତାଙ୍କ ବନ୍ଧୁମାନେ ଆନନ୍ଦରେ ଉପଭୋଗ କରୁଥିଲେ । ‘ବାବୁ ବୀରକିଶୋର କି ଜୟ’’ ଧ୍ଵନି ବାୟୁମଣ୍ଡଳକୁ ପ୍ରକମ୍ପିତ କରୁଥିଲା । ସମସ୍ତ ଲୋକମାନଙ୍କ ମଧ୍ୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଚାଲୁଥିଲେ । ଶେଷରେ ଶୋଭାଯାତ୍ରା ମହାରଣାଙ୍କ ଘରେ ପହଞ୍ଚିଲା । ମହାରଣା ମନ୍ତ୍ରୀ ମହୋଦୟ ଓ ତାଙ୍କର ସହକାରୀମାନଙ୍କୁ ପଇଡ଼ ପାଣି ପିଇବା ପାଇଁ ଦେଇ ଆପ୍ୟାୟିତ କରିଥିଲେ । ତା’ପରେ ଉତ୍ତମ ଭୋଜନର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । ଭୋଜନ କରିସାରିଲା ପରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ବିଶ୍ରାମ ନେଲେ ।

Glossary:
the big day: the day the minister arrived (ମହନୀୟ ଦିବସ)
welcome arch : ସ୍ୱାଗତ ତୋରଣ
outskirts of village: ଗାଁ ଦାଣ୍ଡରେ ବାହାରେ
profusely: lavishly,sufficiently(ପ୍ରଚୁର ପରିମାଣରେ )
garlanded: ଫୁଲମାଳ ଦିଆଗଲା
destination: ଗନ୍ତବ୍ୟସ୍ଥଳ
furlong away: ଅଳ୍ପ ଦୂରରେ
destiny: ଭାଗ୍ୟ ପରୀକ୍ଷା
statement: ମନ୍ତବ୍ୟ
applauded: expressed praise by clapping(ପ୍ରଶଂସାସୂଚକତାଳି ମାରିଲେ)
elephantine: ଗୋଦରଗୋଡ଼ିଆ
plodded:walked slowly with heavy steps (ଚାଲିଲେ)
embarrassment: shy, ashamed
shrunken neck: କଣ୍ଟକିତ ଗ୍ରୀବା
Contented : pleased (ଖୁସି ହେଲା )
invalids: ଅକାର୍ୟ୍ୟ
alternatively : ବିକଳ୍ପ ଭାବରେ
gaping: ନିରେଖି ଚାହିଁବା
half-naked : ଅର୍ଦ୍ଧନଗ୍ନ
pot-bellied : ବଡ଼ ପେଟିଆ
guilty: ଦୋଷୀ
entourage: people who follow anImportant person(ପ୍ରଶଂସକ)
set apart: arranged separately(କରାଯାଇଥିଲା )
tender coconut juice : ପଇଡ଼ପାଣି
giant: ବିରାଟକାୟ
repose: rest (ବିଶ୍ରାମ)
mustering: gathering (ଏକତ୍ରିତ କରି)
self-confidence : ଆତ୍ମବିଶ୍ଵାସ
grove: ଅଙ୍କୁଶ

Think it out

Question 1.
How does the narrator describe the procession of the Minister in the village?
Answer:
The writer gives a beautiful description of the procession of the minister in the village. The minister walked slowly with the heavy steps through the village street amidst the thunderous applause and slogans in priase of the minister. Everyone in the village including the invalids took part in it, shouting slogans by turn and opening their mouths wide open.

Question 2.
How did Sri Moharana entertain his guests?
Answer:
When the procession reached Moharana’s house, Moharana lavishly entertained his guests. They were given tender coconut juice and treated to the most fabulous lunch the narrator had ever seen. The lunch Moharana had hosted comprised twenty dishes that were arranged around the sweetened, ghee-backed rice. After his lunch, the minister took rest in a cabin.

Unit – III

Gist:
The sight of the minister snoring heavily made the narrator not only ‘speechless’ but ‘witless’ as well. He witnessed Jhandoo, all on a sudden, advanced fast towards the window, picked up the minister’s cap and vanished into the grove. The writer was at a loss. He did not know which to give more importance – the minister’s cap or his snoring. He got back home in a sad mood. But soon the narrator became a mute spectator to the reactions of the minister’s officials and of Sri Moharana to the disappearance of the cap. The narrator saw Sri Moharana virtually trembling. Sri Moharana’s miserable condition broke his silence. The narrator’s narration of the cause of the missing cap left Sri Moharana speechless for a moment. His nervousness eventually abated. The incident deprived the occasion of its lustre. At that moment, the minister was inside the cabin, coughing at times. His missing cap was on everybody’s lip.

ସାରମର୍ମ :
ମନ୍ତ୍ରୀ ମହୋଦୟ ଜଣେ ସାଧାରଣ ବ୍ୟକ୍ତି ଭଳି ଘୁଙ୍ଗୁଡ଼ି ମାରୁଥ‌ିବାର ଦେଖୁ ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ହଠାତ୍ ଝାଣ୍ଡୁ ଝରକା ପାଖକୁ ଆସି ମନ୍ତ୍ରୀଙ୍କର ଟୋପିଟିକୁ ଉଠାଇ ନେଇ ଆମ୍ବତୋଟା ମଧ୍ୟରେ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇଯିବାର ଲେଖକ ଦେଖିଲେ । ଲେଖକ କ’ଣ କରିବେ ଜାଣିପାରିଲେ ନାହିଁ । ସେ ଜାଣିପାରିଲେ ନାହିଁ କାହାକୁ ଗୁରୁତ୍ଵ ଦେବେ ମନ୍ତ୍ରୀଙ୍କର ହଜିଯାଇଥ‌ିବା ଟୋପିକୁ ନା ତାଙ୍କର ଘୁଙ୍ଗୁଡ଼ିକୁ । ସେ ଘରକୁ ଦୁଃଖରେ ଫେରିଲେ । ମନ୍ତ୍ରୀଙ୍କର ଅଧିକାରୀମାନଙ୍କର ପ୍ରତିକ୍ରିୟା ଦେଖି ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ମହାରଣା ମଧ୍ୟ ଖୁବ୍ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ ।ଶ୍ରୀ ମହାରଣା ଡରରେ ଥରୁଥିବାର ଲେଖକ ଦେଖ‌ିଲେ । ମହାରଣାଙ୍କର ଅସହାୟ ଅବସ୍ଥା ଲେଖକଙ୍କର ନୀରବତାକୁ ଭଙ୍ଗ କରିଥିଲା । ଲେଖକଙ୍କଠାରୁ ଟୋପି ହଜିଯିବାର ରହସ୍ୟ ବିଷୟରେ ଜାଣି ଶ୍ରୀ ମହାରଣା ମୁହୂର୍ରେ ବାକ୍‌ଶୂନ୍ୟ ହୋଇଯାଇଥିଲେ । ତାଙ୍କ ଦୁର୍ବଳତାକ୍ରମେ ଉଭେଇଯାଇଥିଲା । ଏହି ଘଟଣା ଯୋଗୁଁ ଉତ୍ସବମୁଖର ପରିବେଶ ଶ୍ରୀହୀନ ହୋଇପଡ଼ିଥିଲା । ସେହି ସମୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ପ୍ରକୋଷ୍ଠରେ ରହି ସମୟେ ସମୟେ କାଶୁଥିଲେ । ସମସ୍ତଙ୍କର ଓଠରେ କେବଳ ତାଙ୍କର ହଜିଯାଇଥିବା ଟୋପି କଥା ଚର୍ଚ୍ଚା ହୋଇଥିଲା ।

Glossary :
disillusionment: ନିରାଶା
snoring: ଘୁଙ୍ଗୁଡ଼ି ମାରିବା
extraordinary : ଅସାଧାରଣ|ଅଦ୍ବିତୀୟ
bounce: ମାଡ଼ି ଆସିବା
stupefaction: astonishment (ବିସ୍ମୟ)
consequences : results (ଫଳାଫଳ)
fatal: deadly (ମାରାତ୍ମକ)
cease: stop (ବନ୍ଦ ହୋଇଯିବା)
dilemma: any difficult situation (ଦ୍ବନ୍ଦାତ୍ମକ ପରିସ୍ଥିତି)
value: ଗୁରୁତ୍ଵ ଦେବା
pensive: thoughtful (ଚିନ୍ତାଶୀଳ)
suppressed : ଚାପି ରଖୁଲେ
mumbling : ଗୁଣୁଗୁଣୁ ହେବା
dared: ସାହସ କଲେ
thunderstruck : stunned(ସ୍ତମ୍ଭୀଭୂତ ହୋଇଗଲେ)
disappeared: vanished( ଅଦୃଶ୍ୟ ହୋଇଗଲା)
deep-rooted: ଗଭୀର ମୂଳ
conspiracy: plot (ଷଡ଼ଯନ୍ତ୍ର)
gravity: seriousness (ଗୁରୁତ୍ବ)
exaggerated : ଅତିରଞ୍ଜିତ
devastating: terrible (ଭୟଙ୍କର)
shaking: trembling (ଥରୁଥା’ନ୍ତି)
sweating: ଝାଳ ବୋହିବା
like a bolt from the blue: an unexpected event(ଅପ୍ରତ୍ୟାଶିତ ଘଟଣା)
glance:ଚାହାଣି
profusely: ପ୍ରଚୁର ମାତ୍ରାରେ
conflict: ଦ୍ୱନ୍ଦ୍ୱ
mystery: ରହସ୍ୟମୟ
disclose: ଜଣେଇଦେବା
resolved: settled (ସ୍ଥିର କଲେ)
signalled: ସଙ୍କେତ ଦେଲେ
A ……straw: ବୁଡ଼ିଲା ଲୋକ କୁଟାଖିଅକୁ
dumb: speechless (ମୂକ)
wiping sweat: ଝାଳ ପୋଛିଦେଇ
diagnosed: ନିରୂପଣ କରାଗଲା
incurable: not able to be cured( ଦୁରାରୋଗ୍ୟ)
patted: ଥାପୁଡ଼େଇଲେ
reward: ପୁରସ୍କାର
throw a wet blanket : spoil the fun (ଆନନ୍ଦ ଭଙ୍ଗ କରିବା)
sepulchral: sad and rather frightening
intermittent: periodic (ମଝିରେ ମଝିରେ)
hang: ଫାଶୀ ଦେବା

Think it out

Question 1.
How did the minister’s cap disappear?
Answer:
The minister was taking rest in the cabin with his egg-bald head rested on a gigantic pillow. He had put his cap on a table near his bed. The writer noticed Jhandoo, all on a sudden, moved fast towards the window, picked the cap and vanished into the grove.

Question 2.
How did the minister’s officials react to the disappearance of the cap?
Answer:
The minister’s officials plunged into hush, when the cap disappeared. Nevertheless, they woke up to reality with a great deal of excitement. Like a butterfly, his Personal Assistant mumbled “Mysterious !” “Mysterious !”, repeatedly. He simply couldn’t believe it while the minister was inside the cabin. The Public Relations Officer linked the episode with a long-drawn conspiracy. He felt that the minister would not mind the loss of the cap, but the manner of its disappearance. He was afraid the missing cap might devastatingly affect the politics of India.

Question 3.
How did Sri Moharana feel about the loss of the cap?
Answer:
Sri Moharana felt stunned about the loss of the cap. He was virtually trembling. Tom by nervousness, he was sweating like an ice-cream.

Question 4.
How did he feel when he came to know the cause of the missing of the cap?
Answer:
When he came to know the cause of the missing of the cap, Sri Moharana stood speechless for a moment, with his eyes shut. Then he came back to reality. He wiped sweat from his forehead. He gave an enigmatic smile. He admired the narrator. At last Sri Moharana advised him to keep the secret strictly to himself and promised to reward him.

Question 5.
What was the effect of disappearance of the cap on the ceremony?
Answer:
Disappearance of the cap threw a cold water on the ceremony. A pall of gloomy silence descended on the minister’s room. He was coughing periodically. When the minister coughed, anxiety dampened the spirit of the people.

Question 6. How did the narrator’s pals react to the situation?
Answer:
The narrator’s pals reacted to the situation in a state of anxiety. One of them visualised the culprit’s imprisonment, provided he was detected. Another person was apprehensive of the whole village suffering imprisonment bar. Even some credulous persons believed that the cap was a kind of Aladdin’s lamp- its owner would be a minister.

Unit – IV

Gist:
This unit begins with the narrator’s graphic presentation of the opening ceremony. Five thousand people had already been present before the minister climbed the specially built stage. His remarkable smile still adored his face. Sri Moharana’s niece garlanded him to the prolonged roaring applause of the people. It was a maiden sight for the villagers. Then Sri Moharana delivered a welcome speech. Initially he looked nervous, but his successful willpower made him rise to the occasion. His speech focussed on Babu Virkishore’s feats. The narrator was satisfied with his first speech.

But everybody had awaited Sri Moharana’s last observation. With a mysterious smile, he explained the reason behind the missing of the cap. He said that a gentleman of this area had taken it away secretly to preserve it as a remembrance of the past. The reverential Sri Moharana presented the humble amount of the hundred and one rupees, given by the gentleman, to the minister who gracefully accepted admist the thunderous praise and words of profuse appreciation. The minister responded to the reception in his characteristic ministerial manner. He wound up his speech, expressing his decision to remain without a cap on his head for that whole night, though many caps were tried for his bare head. Then the honourable people of the area went to the dinner. The minister’s head was the focus of all. They threw glances of fear and respect at it. The narrator marked a sense of guilt of telling lie about the missing of the cap haunt Sri Moharana but the minister looked extremely happy.

ସାରମର୍ମ :
ସ୍ୱତନ୍ତ୍ରଭାବେ ନିର୍ମିତ ସଭାମଞ୍ଚକୁ ମନ୍ତ୍ରୀ ଯିବା ପୂର୍ବରୁ ପାଞ୍ଚ ହଜାର ଲୋକ ଉପସ୍ଥିତ ଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳରେ ସ୍ମିତ ହାସ୍ୟ ଶୋଭା ପାଉଥିଲା । ଉପସ୍ଥିତ ଜନତାଙ୍କ କରତାଳି ଓ ଜୟଜୟକାର ଧ୍ଵନି ମଧ୍ୟରେ ଶ୍ରୀ ମହାରଣାଙ୍କର ଝିଆରୀ ତାଙ୍କର ବେକରେ ଫୁଲହାର ପିନ୍ଧାଇଦେଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ସ୍ବାଗତ କରିବା ଥିଲା ସେହି ଗାଁର ବ୍ୟକ୍ତିମାନଙ୍କର ପ୍ରଥମ ଅନୁଭୂତି । ତା’ପରେ ମହାରଣା ସ୍ବାଗତ ଭାଷଣ ଦେଲେ । ପ୍ରଥମେ ସେ ଡରି ଯାଇଥିଲେ ପରେ କିନ୍ତୁ ସେ ନିଜକୁ ସମ୍ଭାଳିନେଲେ । ବାବୁ ବୀରକିଶୋରଙ୍କର ସଫଳତାକୁ ନେଇ ସେ ଭାଷଣ ଦେଲେ । ଲେଖକ ତାଙ୍କର ପ୍ରଥମ ଭାଷଣରେ ସନ୍ତୋଷ ଲାଭ କଲେ । ସ୍ମିତ ହସ ହସି ମହାରଣାବାବୁ ଟୋପି ହଜିଯିବାର ରହସ୍ୟ ଉନ୍ମୋଚନ କଲେ । ସେ କହିଲେ ସେହି ଅଞ୍ଚଳର ଜଣେ ଭଦ୍ରବ୍ୟକ୍ତି ସେହି ଟୋପିଟିକୁ ନେଇ ଯାଇଛନ୍ତି । ମହାରଣାବାବୁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ଦେଇଥ‌ିବା୧୦୧ ଟଙ୍କା ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ପ୍ରଦାନ କରିଛନ୍ତି । ସେ ଏହାକୁ ନିଜର ସ୍ଵଭାବସୁଲଭ ଢଙ୍ଗରେ କରତାଳି ମଧ୍ୟରେ ଗ୍ରହଣ କରିଛନ୍ତି । ଯଦିଓ ଅନେକ ଟୋପିକୁ ତାଙ୍କ ଚନ୍ଦା ମୁଣ୍ଡରେ ମାପ କରାଗଲା, ସେ କିନ୍ତୁ ଦୃଢ଼ତାର ସହିତ କହିଲେ ସେହି ରାତିଟା ସେ ବିନା ଟୋପିରେ ରହିବେ । ତା’ପରେ ସେହି ଅଞ୍ଚଳର ମାନ୍ୟଗଣ୍ୟ ବ୍ୟକ୍ତିମାନେ ମନ୍ତ୍ରୀଙ୍କ ସହ ରାତ୍ରିଭୋଜନ କଲେ । ସବୁ ବ୍ୟକ୍ତିମାନେ ଭୟ ଓ ସମ୍ମାନର ସହିତ ମନ୍ତ୍ରୀଙ୍କ ଚନ୍ଦାମୁଣ୍ଡକୁ ଚାହୁଁଥିଲେ । ମନ୍ତ୍ରୀଙ୍କର ହଜିଯାଇଥବା ଟୋପି ବିଷୟରେ ମିଛ କହିଥିବାରୁ ଶ୍ରୀ ମହାରଣା ନିଜକୁ ଦୋଷୀ ମନେ କରୁଥିଲେ ।

Glossary:
remarkable : ଉଲ୍ଲେଖନୀୟ
hitherto: till now (ଅଦ୍ୟାବଧୂ)
displayed: shown (କରାଯାଉଥିଲା )
prolonged: ଦୀର୍ଘାୟିତ
thunderous: ଗର୍ଜନକାରୀ
applause: praise publicly by clapping (ସମ୍ବର୍ଦ୍ଧନା ଜଣାଇବା)
greeted: welcomed (କରାଗଲା )
tales: stories (ଗଳ୍ପ)
chorus: ମିଳିତ ଗାନ
accompaniment : help (ସାହାଯ୍ୟ/ସହାୟତା)
awakward fashion : uggmo
grabbed : ଜାବୁଡ଼ି ଧରିଥିଲେ
glittering: shining (ଉଜ୍ଜ୍ବଳ).
chronological account:containing an account of events in the order of time
achievement: କୃତିତ୍ଵ
conveying: ବ୍ୟକ୍ତ କରିବା
departed soul: ବିଗତ ଆତ୍ମା
maiden: first (ପ୍ରଥମ)
uttered the lie :ମିଛ କହିଲେ
crescendo: a gradual increase in loudness
bare: ଖୋଲା
ascended: climbed (ଆରୋହଣ କଲେ)
clinging: (here) continuing
Mysteriously: ରହସ୍ୟମୟ ଭାବେ
glowed: ଆଲୋକିତ କଲା
dying: (here) anxious (ବ୍ୟଗ୍ର)
Preserve: ସାଇତି ରଖୁବା
sacred momento: sacred remnant of the past (ପବିତ୍ର ସ୍ମାରକୀ)
burning example : ଜ୍ଵଳନ୍ତ ଉଦାହରଣ
mission : ଯାତ୍ରା
bowed: ନତମସ୍ତକ ହେଲେ
handed over: ହସ୍ତାନ୍ତରିତ
hurricane: a violent storm (ଘୂର୍ଣ୍ଣିବାତ୍ଯା)
lack: want (ଚାହିଦା|ଅଭାବ )
surge: a number of (ଅନେକ)
undaunted: fearless
gave way: changed to (ପରିବର୍ତ୍ତିତ ହେଲା )
respectable: ସମ୍ମାନନୀୟ
awe:fear
esteem:respect (ସମ୍ମାନ)
guilt: ଦୋଷ
delighted: pleased (ଆନନ୍ଦିତ ହେଲେ)
constraint: control (ନିୟନ୍ତ୍ରଣ)

Think it out

Question 1.
How does the narrator describe the opening ceremony?
Answer:
The opening ceremony started with a bang. Soon after taking the stage, Moharana’s niece garlanded the minister to the prolonged defeaning applause of the villagers. Then the school-children sang the chorus ‘O mighty minister’ in the midst of fine music. This was followed by Moharana’s speech that was punctuated with the lavish praise of Sri Virkishore’s numerous feats. He finished his address expressing his gratitude to the minister on behalf of the nation.

Question 2.
How did Sri Moharana explain the reason behind the missing of the cap?
Answer:
Sri Moharana said that a certain gentleman of their area had taken away the minister’s cap to preserve it as a sacred memory. He took it secretly, because, a glittering epitome of modesty as he was, the minister, if he had known it, would have definitely deprive the gentleman of seeing the cap as a sacred thing.

Question 3.
What impression of Sri Moharana do you get from this unit of the text?
Answer:
This extract throws light on Sri Moharana’s colourful and appetising lie. He cloaks the simple fact of the missing of the cap. He is a first rate sycophant. He plays the role of a typical politician. His mysterious smile and reverential attitude towards the minister beautifully exemplify this fact. He is remarkable for his presence of mind. That he has spent one hundred and one rupees to cover the monkey’s mischief of taking the minister’s cap is a burning example. Despite everything, Sri Moharana wears a guilt look for uttering a lie. He feels nervous inside.

Unit – V

Gist:
The time for the minister’s departure came at last. In the meantime the monkey Jhandoo appeared on the scene. In his infancy, his mother left him in Moharana’s house in order to save him from the anger of the latter’s father. Unfortunately, in his absence, Moharana’s servants put an end to the life of the mother monkey. Kindhearted as he was, Moharana affectionately brought up the baby monkey. He was named Jhandoo. The monkey, sitting down between the minister and Sri Moharana, put the cap on his head and then offered it to the minister most genially. The minister in a flash of anger and surprise, wanted Moharana to confirm whether the monkey was not the same gentleman that had taken away the cap. Moharana quite helplessly admitted that it was verily the same gentleman. Hearing this, the minister flared up and his eyes bulged and burnt like fire. The missing cap brought a great change in their lives. Both were not only disillusioned but also reduced to ridiculous position.

ସାରମର୍ମ :
ଶେଷରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ବିଦାୟବେଳା ଉପସ୍ଥିତ ହେଲା । ଏହି ସମୟରେ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଆସି ଉପସ୍ଥିତ ହେଲା । ଛୋଟ ବୟସରେ ଝାଣ୍ଡୁର ମା’ ଝାଣ୍ଡୁକୁ ତା’ ବାପାର ରାଗରୁ ରକ୍ଷା କରିବାପାଇଁ ମହାରଣାଙ୍କ ଘରେ ଛାଡ଼ି ଦେଇଥିଲା । ଦୁର୍ଭାଗ୍ୟବଶତଃ, ମହାରଣାଙ୍କର ଅନୁପସ୍ଥିତିରେ ତାଙ୍କର ଚାକରମାନେ ମା’ ମାଙ୍କଡ଼କୁ ମାରିଦେଲେ । ମହାରଣା ଥିଲେ ସହୃଦୟ ବ୍ୟକ୍ତି । ସେ ଏହି ମାଙ୍କଡ଼ଟିକୁ ଶିଶୁ ଅବସ୍ଥାରୁ ସ୍ନେହ ଦେଇ ପାଳନ କରିଥିଲେ । ଝାଣ୍ଡୁ ବର୍ତ୍ତମାନ ମନ୍ତ୍ରୀ ଓ ମହାରଣାବାବୁଙ୍କ ମଝିରେ ବସିଥିଲା । ସେ ଖୁବ୍ ଭଦ୍ରଭାବେ ପିନ୍ଧିଥିବା ଟୋପିଟିକୁ ମନ୍ତ୍ରୀଙ୍କୁ ଦେଲା । ରାଗରେ ମନ୍ତ୍ରୀ ପଚାରିଲେ ଯେଉଁ ଭଦ୍ରବ୍ୟକ୍ତିଜଣଙ୍କ ତାଙ୍କର ଟୋପି ନେଇ ଯାଇଥିଲେ, ଇଏ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ନୁହଁନ୍ତି ତ। ମହାରଣା ନିରୁପାୟ ହୋଇ ସ୍ଵୀକାର କଲେ, ଏ ହେଉଛନ୍ତି ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ଯେ କି ଟୋପି ନେଇ ଯାଇଥିଲେ ।
ଏହା ଶୁଣି ମନ୍ତ୍ରୀଙ୍କ ଆଖ୍ ରାଗରେ ଫୁଲିଗଲା ଓ ଜଳିଗଲା ପରି ଲାଗିଲା । ହଜିଯାଇଥିବା ଟୋପି ସେମାନଙ୍କ ଜୀବନରେ ବଡ଼ ପରିବର୍ତ୍ତନ ଆଣିଲା । ମାଙ୍କଡ଼ର ଟୋପି ଚୋରି ମାଧ୍ୟମରେ ଉଭୟଙ୍କ ଭ୍ରାନ୍ତି ଦୂର ହୋଇଛି ଏବଂ ସେମାନଙ୍କ ବ୍ୟକ୍ତିତ୍ଵ ବ୍ୟଙ୍ଗାତ୍ମକଭାବେ ହ୍ରାସ ପାଇଛି ।

Glossary:
moment of departure: ବିଦାୟର ମୁହୂର୍ତ୍ତ
sweetened curd : ମିଠା ଦହି
sipping: ଅଳ୍ପ ଅଳ୍ପ ଖାଇବା
choked: ରୁଦ୍ଧ ହେଲା
snatching: ଘୋଷାଡ଼ି ନେବା
accidental: ଅକସ୍ମାତ୍
rascal: ଅସଭ୍ୟ
ardently: deeply (ଆନ୍ତରିକ ଭାବରେ)
figurative sense : (here) sense of human being (ମନୁଷ୍ୟର ଜ୍ଞାନ)
real: ବାସ୍ତବ
shelter: ଆଶ୍ରୟ
wrath: anger (କ୍ରୋଧ)
compensate:to pay for the loss
nurtured: brought up (କରିଥିଲେ )
christened: named କରିଥିଲେ )
half-domesticated : ଅର୍ଥ-ଗୃହପାଳିତ
tolerated: ସହୁଥିଲେ
in vain : ନିଷ୍ଫଳ
got in: ପହଞ୍ଚ୍
in ….. eye: ଆଶ୍ଵିପିଛୁଳାକେ
taking it off: ଏହାକୁ କାଢ଼ିଦେଇ
genial: friendly (ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଭାବେ )
heartbeat: ଛାତିର ସ୍ପନ୍ଦନ|ହୃତ୍‌ ନ୍ଦନ
trebled: ତ୍ରିଗୁଣିତ
pitable: ଶୋଚନୀୟ
fantastic: strange (ଅଦ୍ଭୁତ)
lip: ଓଠ
on the verge of : ଆସନ୍ନ
collapsing: fainting
bulging out: ବାହାରି ଆସିବା
broke in to tears : କାନ୍ଦି ପକାଇଲେ
P.A.: Personal Assistant (ବ୍ୟକ୍ତିଗତ ସହାୟକ)
gulped: ଢକ୍‌ଢକ୍ କରି ପିଇଗଲେ
redened eye: look of anger (ଚାହାଣି )
course of lives: ଜୀବନର ଗତିପଥ

Think it out

Question 1.
How did the minister find out the mystery of the missing cap?
Answer:
Both Moharana and the minister were in the veranda. In the meantime Jhandoo advanced towards them and reached in a flash. Sitting between Sri Moharana and the minister, wore the cap on his head and offered it to the minister most genially. In this way, the minister found out the mystery of the missing cap.

Question 2.
What role did Jhandoo play in the story? Did he bring an anticlimax to the story? Give your reasons.
Answer:
Jhandoo plays a meaningful role in the story. It is instrumental in exposing the politicians and the sycophants. Sri Moharana told a colourful and appetising lie that a certain noble man had taken the cap secretly to preserve it as a sacred memento. But this fabrication was too tenuous to last long because the noble man in question appeared in the form of a monkey and presented the cap to the minister. Driven by anger and surprise, the minister asked Sri Moharana if the monkey was not the same gentleman that had taken away the cap. Moharana quite helplessly admitted that it was verily the same gentleman. His reply drove the minister to a rage. This marked a climax in the story. The monkey’s conduct was justified, because he proved that these two leaders could not cope with the new politics. Besides, as a result of the anti-climax brought by the monkey, the writer has achieved a unique assimilation between satire and sympathy.

CHSE Odisha Class 12 English Mystery of the Missing Cap Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
__________ is the protagonist of the extract.
(A) Babu Virkishore
(B) The narrator
(C) Sri Moharana
(D) all of the above
Answer:
(C) Sri Moharana

Question 2.
Sri Moharana comes of a _________ family.
(A) cultured
(B) humble
(C) rich
(D) none of these
Answer:
(C) rich

Question 3.
Sri Moharana is known for his __________.
(A) generosity
(B) conscience
(C) patriotism
(D) remarkable hospitality
Answer:
(D) remarkable hospitality

Question 4.
India’s independence gave rise to ___________.
(A) four major castes
(B) some patriots
(C) politicians
(D) both (A) and (B)
Answer:
(B) some patriots

Question 5.
Sri Moharana’s ambition is to be an __________.
(A) M.A.
(B) M.P.
(C) M.L.A.
(D) Honourable Minister
Answer:
(C) M.L.A.

Question 6.
The word ‘debut’ means ___________.
(A) debt
(B) fast
(C) maiden
(D) contribution
Answer:
(C) maiden

Question 7.
In an early Independent India, a minister’s daily life was mainly confined to _________.
(A) travelling
(B) delivering lectures at public functions
(C) meeting people
(D) none of these
Answer:
(B) delivering lectures at public functions

Question 8.
A _________ preparation was going on for the minister’s visit.
(A) hectic
(B) meticulous
(C) typical
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 9.
At last the big day came. The underlined words means _________________.
(A) the arrival of the minister
(B) fulfilment of Sri Moharana’s dream
(C) the memorable day for the villagers
(D) the narrator’s delight
Answer:
(A) the arrival of the minister

Question 10.
“………….he loved to keep his feet on the ground !” The underlined phrase means ___________.
(A) to maintain normalcy
(B) to keep up one’s prestige
(C) to keep a sensible and practical attitude in lip
(D) to keep in tact
Answer:
(C) to keep a sensible and practical attitude in lip

Question 11.
The elephantine minister’ indicates a/an ______________.
(A) elephant-like
(B) elegant
(C) majestic
(D) hyperbole
Answer:
(D) hyperbole

Question 12.
“My, my !” This implies _________.
(A) Sri Moharana’s dream came true
(B) the villager’s focuss on the minister
(C) Sri Moharana’s pleasure
(D) none of these
Answer:
(A) Sri Moharana’s dream came true

Question 13.
“…..the minister and his entourage were treated to tender-coconut juice.” The underlined words mean –
(A) the minister and his sycophants
(B) the minister and his cooks
(C) the minister and his relatives
(D) The minister and his assistants
Answer:
(D) The minister and his assistants

Question 14.
Mustering all my self-confidence, I slowly approached the window facing the pond. The underlined word means _____________.
(A) rolling
(B) gathering
(C) brimming
(D) none of these
Answer:
(B) gathering

Question 15.
The most extra-ordinary event the narrator witnessed was –
(A) Jhandoo’s arrival
(B) the minister’s snoring
(C) Jhandoo’s exit with the minister’s cap
(D) the monkey’s glance
Answer:
(C) Jhandoo’s exit with the minister’s cap

Question 16.
The expression ‘like a bolt from the blue’ means-
(A) thunderous sound
(B) rumbling of the thunder
(C) unexpected surprise to happen
(D) stunned in disbelief
Answer:
(D) stunned in disbelief

Question 17.
Which of these words expresses the narrator’s sadness?
(A) ecstasy
(B) excitement
(C) frustration
(D) pensive
Answer:
(D) pensive

Question 18.
The narrator found himself ____________.
(A) at home
(B) at sea
(C) in a fix
(D) in a state ofexcitement
Answer:
(C) in a fix

Question 19.
Sri Moharana stood thunderstruck. The underlined word means _____________.
(A) terribly disapproval
(B) shocked or surprised
(C) nervous
(D) in a state of shouting
Answer:
(B) shocked or surprised

Question 20.
‘It may have devastating effects on the politics of the country’. ‘It’ refers to ____________.
(A) unravelling of the mysterious missing cap
(B) Sri Moharana’s strange behaviour
(C) the monkey
(D) none of these
Answer:
(A) unravelling of the mysterious missing cap

Question 21.
The first one to apprise Moharana of the incident was _____________.
(A) P.A. to the minister
(B) the narrator
(C) a villager
(D) the entire staffof the minister
Answer:
(B) the narrator

Question 22.
The incident had thrown a wet blanket on the occasion. The underlined phrase means-
(A) coloured
(B) dampened
(C) defiled
(D) defaced
Answer:
(B) dampened

Question 23.
Sri Moharana excels on the art of –
(A) acting
(B) coaxing
(C) attracting the public attention
(D) all of these
Answer:
(C) attracting the public attention

Question 24.
The mystery of missing cap raised ____________.
(A) an excitement
(B) a fear
(C) a hue and cry
(D) numbness
Answer:
(C) a hue and cry

Question 25.
The word ‘ascended’ means ____________.
(A) climbed
(B) reacted
(C) departed
(D) none of these
Answer:
(A) climbed

Question 26.
Which one of the following statements is true?
(A) The minister’s presence was boring.
(B) Sri Moharana’s niece was one of the High-School-educated girls of the area.
(C) Sri Moharana lacked will-power.
(D) The narrator appreciates Sri Moharana’s first speech.
Answer:
(B) Sri Moharana’s niece was one of the High-School-educated girls of the area.

Question 27.
Which one of the following statements is false?
(A) Sri Moharana’s voice increased in gradual loudness.
(B) A nobleman has taken the minister’s cap purposefully.
(C) The minister gracefully accepted the money.
(D) The minister delivered a very short speech.
Answer:
(D) The minister delivered a very short speech.

Question 28.
The word ‘esteem’ means –
(A) estimate
(B) respect
(C) fear
(D) tribute
Answer:
(B) respect

Question 29.
Which of these statements is true?
(A) The minister was very open.
(B) His excitement knew no limit.
(C) Sri Moharana was a liar.
(D) none of these
Answer:
(B) His excitement knew no limit.

Question 30.
The repetition of ‘ha! ha!’ indicates the ____________tone of the minister.
(A) comical
(B) ironic
(C) satirical
(D) tragic
Answer:
(C) satirical

Question 31.
What did the author want the readers to share?
(A) Laughter
(B) Sympathy
(C) The story
(D) Kindness
Answer:
(B) Sympathy

Question 32.
Who was the then Minister of Fisheries and Fine Arts?
(A) Sri Moharana
(B) Jhandoo
(C) Babu Virkishore
(D) Manoj Das
Answer:
(C) Babu Virkishore

Question 33.
Sri Moharana had the only pukka house in an area of ___________.
(A) ten villages
(B) twenty villages
(C) his constituency
(D) Babu Virkishore’s constituency
Answer:
(B) twenty villages

Question 34.
Why had Sri Moharana a considerable reputation?
(A) He was a kind man
(B) He was a wealthy man
(C) He was a conscientious and generous man
(D) He was a wealthy man and a good host
Answer:
(C) He was a conscientious and generous man

Question 35.
What did Sri Moharana have?
(A) Two ponds full of choice fish
(B) A number of well cared cows
(C) A big pukka house
(D) All of the above
Answer:
(D) All of the above

Question 36.
What was the new caste that emerged post independence?
(A) Leaders
(B) Freedom fighters
(C) Patriots
(D) Industrialists
Answer:
(C) Patriots

Question 37.
What ambition had Sri Moharana nurtured?
(A) Becoming a patriot
(B) Being called an exemplary host
(C) Becoming a member of the state Legislature
(D) Becoming the Fisheries Minister
Answer:
(C) Becoming a member of the state Legislature

Question 38.
Where was the author’s maternal house?
(A) In Sri Moharana’s village
(B) Near Babu Virkishore’s house
(C) Near Sri Moharana’s house
(D) In Babu Virkishore’s village
Answer:
(C) Near Sri Moharana’s house

Question 39.
Who were not there in the early days of Swadeshi ministers?
(A) Deputy or sub-deputy ministers
(B) Sub-ministers
(C) Members of state Legislature
(D) Chief ministers
Answer:
(A) Deputy or sub-deputy ministers

Question 40.
Where was Babu Virkishore from?
(A) The author’s village
(B) The author’s district
(C) Sri Moharana’s village
(D) The author’s maternal village
Answer:
(B) The author’s district

Question 41.
Who thought that Sri Moharana’s debut in politics should have the blessings of Babu Virkishore?
(A) Sri Moharana’s sponsors
(B) Bbu Virkishore’s sponsors
(C) The author and his friends
(D) Sri Moharana’s villagers
Answer:
(A) Sri Moharana’s sponsors

Question 42.
What was a minister’s daily life largely made up of in those days?
(A) Arranging meetings
(B) Speech-making at public receptions
(C) Attending feasts and meeting people
(D) Performing administrative tasks
Answer:
(B) Speech-making at public receptions

Question 43.
Who was the chairman of the reception committee?
(A) Babu Virkishore
(B) Sri Moharana
(C) The author
(D) The author’s maternal uncle
Answer:
(B) Sri Moharana

Question 44.
What did the children of the village lower primary school do for a fortnight?
(A) Practised the welcome song
(B) Decorated Sri Moharana’s house
(C) Prepared for the minister’s arrival
(D) Learnt English words to impress the minister
Answer:
(A) Practised the welcome song

Question 45.
Who had composed the welcome song?
(A) Sri Moharana
(B) Babu Virkishore
(C) The head-pundit of the village school
(D) The author
Answer:
(C) The head-pundit of the village school

Question 46.
How old was the head-pundit?
(A) Sixty
(B) Sixty-seven
(C) Seventy
(D) Seventy- two
Answer:
(B) Sixty-seven

Question 47.
What questions were asked by the children?
(A) Does a minister sleep?
(B) What does a minister eat and drink?
(C) Does a minister ever have colic or colds?
(D) All of the above
Answer:
(D) All of the above

Question 48.
Why did Sri Moharana give up his habit of sleeping in the afternoon?
(A) To make the arrangements
(B) To examine the details of the arrangements
(C) To make the children practice the welcome song
(D) All of the above
Answer:
(B) To examine the details of the arrangements

Introducing the Author :
Manoj Das is one of the foremost writers of the generation of Indian writers. It goes without saying that he is the Indian Chekhov in his awareness of human misery and ironies of life, in the art of exposing all that is vulgar, shameful and pitiable. The basic material of his stories is obtained from his observation of human experience. Like Maupassant-and Chekhov, he possesses a ‘sublime curiosity’ about human affairs in abundance but with great skill and psychological subtlety he succeeds in recreating that experience and revealing its underlying significance. His stories are refreshingly free from the elements of horror, sex and violence, the crudities which make most of the modern writings morbidly distasteful and keep the reader’s mind sullenly down. His themes are essentially Indian, evoking the Indian scene and atmosphere. Manoj Das is traditional in form and technique, but modem in idea and sensibility. He is original in devising plot, invention and the subtle interpretation of things. His language is lucid and clear, tales, candid and fresh sparkling with humour and human essence.

About the Story :
“Mystery of the Missing Cap” is a brilliant comical, historical and realistic story which deals with a minister’s visit to a village in Odisha. Here the writer has thrown light on the rise of the new class of patriots, the ministerial demigod like stance and style, the sponsors like Moharana, the benevolent host and an aspirant for a seat in the legislature, the sycophants like PRO, and the complacent and facetious Minister of Fisheries and Fine Arts. The whole state of affairs has been mocked at end travestied by the monkey. A distinct and unmistakable Odia flavour permeates the whole story. The rural scence is vividly portrayed with a plethora of details. Set in the backdrop of the early days of independent India, the story gives a glimpse of the socio-political picture and atmosphere of the then India. “Mystery of the Missing Cap”, right from beginning to the end, glows with the radiance of a delightful humour. Here the humour is at its peak almost in the manner of a gala day celebration, observation of ritual. It is genuine, broad, farcical, rustic, pawky and satirical.

ବିଷୟ ସୂଚନା :
“Mystery of the Missing Cap” ଗଳ୍ପଟି ଏକ ଚମତ୍କାର ହାସ୍ୟାଦ୍ଦୀପକ ଐତିହାସିକ ଏବଂ ବାସ୍ତବ ଗଳ୍ପ ଯାହାକି ଜଣେ ମନ୍ତ୍ରୀଙ୍କର ଓଡ଼ିଶାର ଗୋଟିଏ ଗାଁକୁ ପରିଦର୍ଶନ କରିଆସିବା ଘଟଣା ଉପରେ ଆଲୋକପାତ କରେ। ସେ ଏହି ଗଳ୍ପରେ ଶ୍ରୀ ମହାରଣାଙ୍କ ଭଳି ସଦୟ ଅତିଥ୍ୟସତ୍କାରକାରୀ ଯିଏକି ବିଧାନସଭା ଆସନଟିଏ ପାଇବାପାଇଁ ଇଚ୍ଛୁକ, ଲୋକସମ୍ପର୍କ ଅଧିକାରୀଙ୍କ ପରି ତୋଷାମଦକାରୀ ଏବଂ ଆତ୍ମଗର୍ବୀ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସମ୍ପୂର୍ଣ ଘଟଣାକୁ ମାଙ୍କଡ଼ର ହାସ୍ୟାଦ୍ଦୀପକ କାର୍ଯ୍ୟ ମାଧ୍ୟମରେ ବ୍ୟଙ୍ଗ, ବିଦ୍ରୁପ କରାଯାଇଛି । ଏକ ସ୍ପଷ୍ଟ ଓ ଅଭ୍ରାନ୍ତ ଓଡ଼ିଆ ରୁଚିସମ୍ପନ୍ନ ଭାବଧାରାକୁ ଗଳ୍ପରେ ପ୍ରକାଶ କରିଯାଇଛି । ଗ୍ରାମ୍ୟ ପରିବେଶକୁ ମଧ୍ୟ ଗଳ୍ପରେ ସ୍ପଷ୍ଟ ଭାବରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ଗଳ୍ପଟି ଭାରତ ସ୍ଵାଧୀନତା ପାଇବାର ପରବର୍ତ୍ତୀ ସମୟର ଘଟଣାବଳୀକୁ ନେଇ ରଚିତ । ଏଥରେ ଭାରତର ସାମାଜିକ ଓ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ଗଳ୍ପରେ ସେହି ସମୟର ଭାରତର ପରିସ୍ଥିତି ଓ ପରିବେଶ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ଆମର ପାରମ୍ପରିକ ଚଳଣି ଓ ନୀତିକୁ ବ୍ୟଙ୍ଗାତ୍ମକ ଢଙ୍ଗରେ ଗଳ୍ପଟିରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ବର୍ଣ୍ଣନା ସ୍ପଷ୍ଟ, ପରିବ୍ୟାପ୍ତ, ଲୋକଦେଖାଣିଆ, ଗ୍ରାମ୍ୟଭିତ୍ତିକ ଏବଂ ବ୍ୟଙ୍ଗାତ୍ମକ ହୋଇପାରିଛି ।

Summary :
The writer takes us back to the early days of post-independent India, when there was the rise of the hew class of patriots. Sri Moharana was a burning example. He was not only rich, but also a benevolent host. The village-patriot was ambitious of becoming a member of the Legislative Assembly. The writer refers to another politician – Babu Virkishore, Minister of Fisheries and Fine Arts. His daily life comprised speech-making at public receptions. Shri Moharana decided to accord a grand reception to the minister in his village, The writer vividly recounts the preparation for the minister’s reception. He remembers how Sri Moharana gave a beautiful touch to his ancestral cane chair. For fifteen days, the children of the village lower primary school spent time in practising the welcome song. The narrator says that the song still lingers in his memory. Moharana’s excitement knew no bounds. He took minute care of all the arrangements. Nervousness
and uncertainty stared him in the face.

The day Moharana and his sycophants waited for had come at last. Alighting from his jeep the minister entered the very first welcome gate on the outskirts of the village. Moharana garlanded in profusion. Instead of getting into the jeep, the minister preferred to walk.
The writer gives a beautiful description of the procession of the minister in the village. The minister walked slowly with the heavy steps through the village street amidst the thunderous applause and slogans in priase of the minister. Everyone in the village including the invalids took part in it, shouting slogans by turn and opening their mouths wide open.

The procession reached Moharana’s house. Moharana lavishly entertained his guests. They were given tender coconut juice and treated to the most fabulous lunch the narrator had ever seen. The lunch Moharana had hosted comprised twenty dishes that were arranged around the sweetened, ghee-backed rice. Then the minister took rest in a cabin. The minister’s staff was given a separate accommodation for rest. The narrator got the first shock of disillusionment when he discovered that the minister was snoring like an ordinary person. He was speechless. Meanwhile, the narrator saw Jhandoo bounce suddenly. The monkey picked up the cap and vanished into grove. The incident made the narrator speechless and clueless.

He was confused for sometime. The narrator found himself in a fix to which he should give importance the minister’s cap or his snoring – disturbed him. The incident of missing cap came to light very fast. The minister’s personal assistant flitting about like a butter-fly and the public relation officer responded to the matter in a diplomatic way number of times. In their view, the Honourable Minister would give much importance to the way in which the cap had disappeared. Sri Moharana was stunned concerning the loss of the cap. He sensed a well-planned plot behind the sudden disappearance of the cap.

He was afraid the incident was likely to produce very serious effects on the political lives of India. The narrator noticed Moharana virtually trembling in nervousness. He was sweating profusedly. His condition led him into a conflicting situation if he would hide the episode of the mystery of the missing cap or disclose it. At last the narrator apprised Moharana of the matter; the latter stood speechless for the moment The disappearance of the cap threw a cold water to the occasion. In other words, the missing cap robbed the occasion of its glit and glitter. A pall of gloomy silence descended on the minister’s room. The narrator heard the minister’s periodic coughing. His anxiety dampened the spirit of the people. The narrator’s pals reacted to the situation in great anxiety.

One of them visualised the culprit’s imprisonment, provided he was detected. Another person was apprehensive of the whole village suffering imprisonment bar. Even some credulous persons believed that the cap was a kind of Aladdin’s lampits owner would be a minister. Sri Moharana was aware of the mystery behind the missing cap. He acted smartly. The minister accompanying Moharana was seen in a smiling mood. He climbed the specially constructed stage. His remarkable smile still adored his face. The ceremony started with a bang. Moharana delivered the welcome speech that highlighted the minister’s achievements and his immense gratitude to the latter. Moharana’s first speech was excellent. In his speech, he told a lie in connection with the mysterious disappearance of the minister’s cap. He said that a certain noble man in their area had done this mischief.

Then he offered one hundred one rupees to the minister to fulfil the latter’s wish to serve the people. The minister gracefully accepted the gift and delivered his speech. At last, all the important people of the area attended the dinner that was arranged in honour of the minister. The time for the minister’s departure arrived. Meanwhile the monkey named Jhandoo appeared on the scene. The writer narrates its arrival in Moharana’s house; the monkey’s mother had left him in latter’s house in its infancy in order to get rid of his father’s anger. Unfortunately, in his absence Moharana’s servants killed its mother. Kind-hearted as he was, Moharana brought up the baby monkey with deep affection. Now here was the grown-up Jhandhoo.

The anti-climax of the story came when Jhandoo sitting between the minister and Sri Moharana, wore the cap on his head and then offered it to the minister most genially. Driven by a flush of anger and surprise the minister wanted to confirm whether the monkey was not the same gentleman that had taken away the cap. Moharana’s colourful and appetising lie in connection with the mysterious dissapearance of the cap could not last long. He quite helplessly admitted that it was verily the same gentleman. In response to his reply, the minister flared up and his eyes bulged and burnt like fire. Ironically, the missing cap brought a great change in their lives. They were not disillusioned but also reduced to ridiculous position.

ସାରାଂଶ :
ଲେଖକ ଭାରତର ସ୍ଵାଧୀନତା ପରବର୍ତ୍ତୀ ସମୟର ସାମାଜିକ ଓ ରାଜନୈତିକ ଜୀବନ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେତେବେଳେ ନୂତନକରି ସୃଷ୍ଟି ହୋଇଛନ୍ତି ଏକ ଦେଶପ୍ରେମୀ ଗୋଷ୍ଠୀ । ଶ୍ରୀ ମହାରଣା ହେଉଛନ୍ତି ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ସେ କେବଳ ଜଣେ ଧନୀ ବ୍ୟକ୍ତି ନ ଥିଲେ ସେ ମଧ୍ୟ ଜଣେ ଦୟାଳୁ ବ୍ୟକ୍ତି ଥିଲେ । ଗାଁର ଏହି ଦେଶପ୍ରେମୀ ବ୍ୟକ୍ତିଜଣଙ୍କ ବିଧାନସଭାର ସଭ୍ୟ ହେବାପାଇଁ ଅଭିଳାଷ ପୋଷଣ କରିଥିଲେ । ଲେଖକ ବାବୁ ବୀରକିଶୋର ନାମକ ଅନ୍ୟ ଜଣେ ରାଜନେତାଙ୍କ ନାମକୁ ଏଠାରେ ଉଲ୍ଲେଖ କରିଛନ୍ତି ଯିଏ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ଥିଲେ । ସର୍ବସାଧାରଣ ଅଭ୍ୟର୍ଥନା ସଭାଗୁଡ଼ିକରେ ଭାଷଣ ଦେବା ତାଙ୍କର ନିତିଦିନିଆ କାର୍ଯ୍ୟ ଥିଲା । ଶ୍ରୀ ମହାରଣା ତାଙ୍କ ଗାଁରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ଉଚ୍ଚ ମାନର ସମ୍ବୋଧନ କରି ସ୍ଵାଗତ କରିବାକୁ ସ୍ଥିର କଲେ ।

ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ସ୍ଵାଗତ କରିବାପାଇଁ ଯେଉଁଭଳି ଭାବେ ପ୍ରସ୍ତୁତି ଚାଲିଥିଲା, ଏଠାରେ ତାହାର ବର୍ଣ୍ଣନା ଦିଆଯାଇଛି । ଶ୍ରୀ ମହାରଣା ତାଙ୍କର ପୂର୍ବପୁରୁଷରୁ ଥିବା ଏକ ପୁରୁଣା ବେତଚୌକିକୁ ସୁନ୍ଦର ଭାବେ ସଜାଇଲେ । ପନ୍ଦର ଦିନ ପର୍ଯ୍ୟନ୍ତ ଗାଁର ପ୍ରାଥମିକ ବିଦ୍ୟାଳୟର ଛାତ୍ରଛାତ୍ରୀମାନେ ସ୍ଵାଗତ ସଙ୍ଗୀତ ଅଭ୍ୟାସ କରିଥିଲେ । ଲେଖକ କହନ୍ତି ଯେ ସେହି ଗୀତର ସ୍ମୃ ତି ଏବେ ବି ତାଙ୍କର ସ୍ମୃତିପଟ୍ଟରେ ବାଜି ଉଠେ । ମହାରଣା ଖୁବ୍ ଉତ୍ସାହିତ ହୋଇ ପଡ଼ିଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳରେ ହତାଶା ଓ ଅନିଶ୍ଚିତତାର ଚିହ୍ନ ବାରି ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସବୁ ବ୍ୟବସ୍ଥାର ଟିକିନିଖ୍ ତଦାରଖ କରୁଥିଲେ ।

ଶେଷରେ ମହାରଣା ଏବଂ ତାଙ୍କର ଅନ୍ୟ ନିର୍ମିତ ପ୍ରଥମ ସ୍ଵାଗତ ଫାଟକ ଅତିକ୍ରମ କରିବା ବଡ଼ ଫୁଲହାର ଝୁଲାଇଦେଲେ । ଜିପ୍‌ରେ ଆସିବା ପ୍ରଶଂସକମାନେ ଅପେକ୍ଷା କରିଥିବା ଦିନଟି ଆସିଗଲା । ଗାଁର ବାହାରେ ସମୟରେ ମନ୍ତ୍ରୀ ଜିପ୍‌ ଓହ୍ଲାଇଲେ । ମହାରଣା ତାଙ୍କର ବେକରେ ଏକ ପରିବର୍ତ୍ତେ ମନ୍ତ୍ରୀ ମହୋଦୟ ସେଠାରୁ ଚାଲିଚାଲି ଆସିବାପାଇଁ ପସନ୍ଦ କଲେ ।

ଲେଖକ ଗାଁରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଶୋଭାଯାତ୍ରାର ଏକ ସୁନ୍ଦର ବର୍ଣ୍ଣନା ଦେଇଛନ୍ତି । ମନ୍ତ୍ରୀଙ୍କର ପ୍ରଶଂସାରେ ଗ୍ରାମ୍ୟ ପରିବେଶ ପ୍ରକମ୍ପିତ ହେଉଥିଲା । ସେହି ଜନଗହଳି ମଧ୍ୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଗାମ୍ଭୀର୍ଯ୍ୟପୂର୍ଣ୍ଣ ପଦଚାରଣ କରି ଆସ୍ତେ ଆସ୍ତେ ଚାଲୁଥିଲେ । ଗାଁର ସମସ୍ତେ ଏହି ସ୍ଵାଗତ ଉତ୍ସବରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । ଏପରିକି ଶାରୀରିକ ବିକଳାଙ୍ଗମାନେ ମଧ୍ୟ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । ସେମାନେ ମଧ୍ୟ ବଡ଼ପାଟିରେ ସ୍ଲୋଗାନ୍ ଦେଉଥଲେ । ଶେଷରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ମହାରଣାଙ୍କ ଘରେ ପହଞ୍ଚିଥିଲେ ମହାରଣା ପଇଡ଼ପାଣି ରସ ପିଆଇ ଅତିଥିମାନଙ୍କର ସତ୍କାର କରିଥିଲେ ଏବଂ ମଧ୍ୟାହ୍ନ ପାଇଁ ସୁଖାଦ୍ୟ ଭୋଜନର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । କୋଡ଼ିଏ ପ୍ରକାରର ଖାଦ୍ୟ ସହ କର୍ମଚାରୀମାନେ ମଧ୍ୟ ଅନ୍ୟ ଏକ ପ୍ରକେଷ୍ଠରେ ବିଶ୍ରାମ ନେଇଥିଲେ ।

ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଯେତେବେଳେ ସେ ଦେଖିଲେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଜଣେ ସାଧାରଣ ବ୍ୟକ୍ତିଙ୍କ ଭଳି ଘୁଙ୍ଗୁଡ଼ି ମାରୁଛନ୍ତି । ସେ ଏହା ଦେଖି ବାକ୍‌ଶୂନ୍ୟ ହୋଇଗଲେ । ହଠାତ୍ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଡେଇଁ ଡେଇଁ ଆସି ପହଞ୍ଚିଗଲା । ସେ ମନ୍ତ୍ରୀଙ୍କର ଟୋପିଟିକୁ ନେଇ ଚାଲିଗଲା । କିଛି ସମୟ ପାଇଁ ଲେଖକ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଗଲେ ଓ ସେ କାହାକୁ ଗୁରୁତ୍ଵ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ହଜିଯାଇଥିବା ଟୋପିକୁ ନା ତାଙ୍କ ଘୁଙ୍ଗୁଡ଼ିକୁ ।

ଖୁବ୍ ଶୀଘ୍ର ମନ୍ତ୍ରୀଙ୍କର ଟୋପି ହଜିଯାଇଥିବା କଥା ସମସ୍ତେ ଜାଣି ଯାଇଥିଲେ । ପ୍ରଜାପତି ଭଳି ଫଡ୍‌ଫଡ୍‌ ହେଉଥ‌ିବା ମନ୍ତ୍ରୀଙ୍କର ବ୍ୟକ୍ତିଗତ ସହକାରୀ ଓ ସାଧାରଣ ଲୋକ ସମ୍ପର୍କ ଅଧିକାରୀ ଏହି ବିଷୟରେ ଭିନ୍ନ ଭିନ୍ନ କଥା କହିଥିଲେ । ସେମାନଙ୍କ ମତରେ ସମ୍ମାନନୀୟ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ଟୋପିଟି ଯେଉଁଭଳି ଭାବରେ ହଜିଯାଇଛି ତା’ ଉପରେ ଗୁରୁତ୍ଵ ଦେବା ଆବଶ୍ୟକ । ଟୋପି ହଜିଯିବା ଘଟଣାରେ ମହାରଣା ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ଏହି ଟୋପି ହଜିବା ଘଟଣା ଭାରତୀୟ ରାଜନୈତିକ ଜୀବନରେ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପ୍ରଭାବ ପକାଇବ ଭାବି ମହାରଣା ଡରିଯାଇଥିଲେ । ଏହା ପଛରେ ନିର୍ଦ୍ଦିଷ୍ଟ ଭାବରେ କିଛି ଯୋଜନା ଥିବା କଥା ସେ ଚିନ୍ତା କଲେ ।

ମହାରଣା ଭୟରେ ଥରୁଥିବାର ଲେଖକ ଦେଖୁଥିଲେ । ତାଙ୍କ ଦେହରୁ ଝାଳ ବୋହି ଯାଉଥିଲା । ମହାରଣାଙ୍କର ସେହି ସମୟର ଅବସ୍ଥା ଲେଖକଙ୍କୁ ଦ୍ବନ୍ଦ୍ବରେ ପକାଇଲା । ପ୍ରକୃତ ଘଟଣାକୁ ଲେଖକ ଲୁଚାଇବେ କି ପ୍ରକାଶ କରିବେ ଚିନ୍ତା କରିପାରିଲେ ନାହିଁ । ଶେଷରେ ସେ ସତ ଘଟଣାଟି ପ୍ରକାଶ କଲେ । ଏହା ଶୁଣି ମହାରଣା ସେହି ସମୟରେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ବାକ୍‌ଶୂନ୍ୟ ହୋଇଗଲେ ।

ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ଟୋପିଟି ହଜିଯିବାରୁ ଉତ୍ସବମୁଖର ହୋଇ ଉଠୁଥ‌ିବା ସଭାସ୍ଥଳଟି ଶ୍ରୀହୀନ ହୋଇପଡ଼ିଥିଲା । ସମସ୍ତଙ୍କର ଉତ୍ସାହ କମିଯାଇଥଲା । ମନ୍ତ୍ରୀଙ୍କ ପ୍ରକୋଷ୍ଠରେ ନୀରବତାର ଦୁଃଖ ଖେଳି ଯାଇଥିଲା। ସମୟେ ସମୟେ ମନ୍ତ୍ରୀଙ୍କର କାଶ ଲେଖକ ଶୁଣିପାରୁଥିଲେ । ତାଙ୍କ ମନରେ ଅବସାଦ ଆସିଯାଇଥିଲା । ଲୋକମାନଙ୍କର ମନୋବଳ ଭାଙ୍ଗି ଯାଇଥିଲା । ଲେଖକଙ୍କର ବନ୍ଧୁମାନେ ମଧ୍ୟ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ । ସେମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ କହିଲା, ‘‘ଦୋଷୀଙ୍କୁ ବନ୍ଦୀ କରି କରାଗାରକୁ ପଠାଇ ଦିଆଯାଉ । ଯାହାବି ହେଉ ତାଙ୍କୁ ଧରିବାର ଅଛି ।’’ ଆଉ ଜଣେ ସନ୍ଦେହ କଲା ଯେ ଗାଁର ସମସ୍ତ ଲୋକଙ୍କୁ କାରାଗାରକୁ ପଠାଇ ଦିଆଯାଇପାରେ । ଆଉ କେତେକ ଚତୁର ବ୍ୟକ୍ତି କହିଲେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଟୋପି ଥିଲା ଆଲ୍ମାଦ୍ଦିନ୍‌ଙ୍କ ଲ୍ୟାମ୍ପ ଭଳି ଏହାର ମାଲିକ ବି ମନ୍ତ୍ରୀ ହେବେ ।

ଶ୍ରୀ ମହାରଣା ହଜିଯାଇଥିବା ଟୋପିର ରହସ୍ୟ ବିଷୟରେ ସଚେତନ ଥିଲେ । ସେ ଚତୁରତାର ସହ କାର୍ଯ୍ୟ କଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟ ସ୍ଵତନ୍ତ୍ର ଭାବେ ନିର୍ମିତ ସଭାସ୍ଥଳ ଉପରକୁ ଯାଇଥିଲେ । ତାଙ୍କର ସେହି ସ୍ଵତନ୍ତ୍ର ପ୍ରକାରର ହସ ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ ଶୋଭା ପାଉଥିଲା । ଉତ୍ସବ ଆରମ୍ଭ ହେଲା । ମହାରଣା ସ୍ବାଗତ ଭାଷଣ ଦେଲେ ଏବଂ ମନ୍ତ୍ରୀଙ୍କର ସଫଳତା ବିଷୟରେ ଆଲୋକପାତ କରି ତାଙ୍କ ପ୍ରତି କୃତଜ୍ଞତା ପ୍ରକାଶ କଲେ ।

ଅଦୃଶ୍ୟ ହୋଇଗଲା, ସେ ସମୟରେ ସେ ଏକ ମିଛ କହିଲେ । ସେ କହିଲେ ଯେ ତାଙ୍କ ଅଞ୍ଚଳର ଜଣେ ଭଦ୍ରବ୍ୟକ୍ତି ଏହି ଅପରାଧ କରିଛନ୍ତି । ତା’ପରେ ସେ ମନ୍ତ୍ରୀଙ୍କୁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତିଙ୍କ ତରଫରୁ ସେବା କାର୍ଯ୍ୟରେ ବିନିଯୋଗ କରିବାପାଇଁ ଶହେ ଏକ ଟଙ୍କା ଉପହାର ଦେଇଥିଲେ । ମନ୍ତ୍ରୀ ଖୁସିରେ ସେହି ଉପହାରକୁ ଗ୍ରହଣ କଲେ ଏବଂ ଭାଷଣ ଦେଲେ । ଶେଷରେ ସେହି ଅଞ୍ଚଳର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବ୍ୟକ୍ତିମାନେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ସହ ମିଶି ରାତ୍ରଭୋଜନ କଲେ ।

ମନ୍ତ୍ରୀଙ୍କର ବିଦାୟ ନେବାର ସମୟ ଆସିଗଲା । ଏହି ସମୟରେ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଉପସ୍ଥିତ ହେଲା । ମାଙ୍କଡ଼ଟି କିପରି ମହାରଣାଙ୍କ ଘରକୁ ଆସିଥିଲା ତାହା ଲେଖକ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଏହି ମାଙ୍କଡ଼ର ମା’ ତାକୁ ଶିଶୁ ଅବସ୍ଥାରେ ତା’ ବାପାର କ୍ରୋଧରୁ ତାକୁ ରକ୍ଷା କରିବା ନିମନ୍ତେ ମହାରଣାଙ୍କ ଘରେ ଛାଡ଼ି ଚାଲିଯାଇଥିଲା । ଦୁର୍ଭାଗ୍ୟବଶତଃ, ତାଙ୍କର ଅନୁପସ୍ଥିତିରେ ମହାରଣାଙ୍କର ଚାକରମାନେ ଏହି ମାଙ୍କଡ଼ର ମା’କୁ ମାରିଦେଇଥିଲେ । ଦୟାଳୁ ମହାରଣା ଏହି ମାଙ୍କଡ଼ଟିକୁ ଗଭୀର ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧାର ସହିତ ପାଳନ କରିଥିଲେ । ସେ ଏବେ ବଡ଼ ହୋଇଯାଇଥିବା ‘ଝାଣ୍ଡୁ’ ଥିଲା ।

ଗଳ୍ପର ଶେଷ ପର୍ଯ୍ୟାୟରେ ଝାଣ୍ଡୁ ଆସି ମନ୍ତ୍ରୀ ମହୋଦୟ ଏବଂ ଶ୍ରୀ ମହାରଣାଙ୍କ ମଝିରେ ଟୋପି ପିନ୍ଧି ବସିପଡ଼ିଲା ତା’ପରେ ଭଦ୍ରଲୋକଙ୍କ ଭଳି ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ଟୋପିଟି ଦେଇଦେଲା । ରାଗରେ ମନ୍ତ୍ରୀ ମହାରଣାଙ୍କୁ ପଚାରିଲେ ଯେ ଟୋପି ନେଇଥ‌ିବା ଭଦ୍ରବ୍ୟକ୍ତିଜଣକ ଏହି ମାଙ୍କଡ଼ ନୁହେଁ ତ ? ମହାରଣା ଚତୁରତାର ସହ ଟୋପି ହଜିଯିବା ବିଷୟରେ ଯେଉଁ ରଙ୍ଗିନ୍ ମିଛ କଥା କହିଥିଲେ ତାହା ଧରାପଡ଼ିଗଲା । ସେ ଅସହାୟ ଭାବେ ସ୍ଵୀକାର କଲେ ଯେ ଏହି ମାଙ୍କଡ଼ ହିଁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି । ଏହା ଶୁଣି ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଆଖ୍ ରାଗରେ ଜଳି ଉଠିଲା ଓ ଫୁଲିଗଲା । ହଜିଯାଇଥିବା ଟୋପିଟି ସେମାନଙ୍କ ଜୀବନରେ ବହୁତ ପରିବର୍ତ୍ତନ ଆଣିଥିଲା । ସେମାନଙ୍କ ଆତ୍ମମର୍ଯ୍ୟାଦା ଭୂଲୁଣ୍ଠିତ ହୋଇ ଯାଇଥିଲା ।

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Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 1 Three Questions Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 1 Three Questions Question Answers CHSE Odisha

Three Questions Class 11 Questions and Answers

Unit – 1

Gist :
A king was worried, because he had three questions constantly troubling him. He wanted to know what was the right time for the right work with the right person, who were the most important men whom he should consult and what was the most important work. Many learned persons came but failed to satisfy the king with their answers. Some said that the right time could be ascertained if the king consulted a table of days, months and years strictly. Others said the king should seek the help of a magician. In reply to the second question, some said the people the king most needed were the council of ministers, others said they were priests or doctors. To the third question, the answer was equally confusing. The king could not agree with anyone of them. So he decided to approach a learned hermit living in a wood. In other words, the hermit was living far from the madding crowd. He was famous for wisdom.

Glossary:
above all: more than anything else (ଅନ୍ୟ ସମସ୍ତ ବିଷୟଠାରୁ ଅଧିକ )
occurred: came to mind (ମୁଣ୍ଡକୁ )
proclaimed:  made known publicly or officially (ଆନୁଷ୍ଠାନିକ ଭାବରେ)
pastimes: things done to pass time pleasantly (ସମୟ)
Reward: prize (ପୁରସ୍କାର)
beforehand: in advance (ଆଗୁଆ)
letting: allowing (ଅନୁମତି)
absorbed: giving the whole mind to (ମଜ୍ଜିଯିବା)
skill: expertness (ବିଶେଷଜ୍ଞତା)
warfare: the state of being at war (ଯୁଦ୍ଧ)

Think it out

Question 1.
What were the three questions that occurred to the king? What did he do get the answers to his questions?
Answer:
The three questions that occurred to the king were if he was always aware of the right time to start everything, whether he had the knowledge of who the perfect people to listen to, and whom to get rid of, and at last if he was alive to do what the most genuine work to perform. To get the answers to his questions, he announced a great reward for anybody who would answer these three questions satisfactorily.

Question 2.
What answers did the wise men give to his first question?
Answer:
The happy prospect of being rewarded by the king fabulously attracted many wise men. They made a beeline to the presence of the king hoping to answer his questions. In reply to the first question, some suggested that the king ought to consult a table of days, months and years in order to know the right time to do the right work. Others advised him to consult a council. Yet there were some who even suggested to the king to seek the help of a magician in the matter.

Question 3.
How did the wise men answer his second question?
Answer:
In reply to the second question, the wise men were not unanimous in their answers. Some said that the king should consult his councillors. Others said he should consult priests and doctors; while some said the warriors were the most necessary.

Question 4.
What answers did the king get for his third question?
Answer:
The king got various answers for his third question from the wise men. In their opinion they differ from each other. Some wise men replied that the important thing in the world was science. To others, it was skill in warfare. The answer did not end there. Some other wise men replied that it was religious worship.

Question 5.
Why did he decide to consult a hermit?
Answer:
Different answers to his three important questions failed to satisfy the king. In other words, he did not subscribe to any of the answers provided by the wise men. There was a hermit who was exceedingly famous for his wisdom. Therefore, the king decided to consult a hermit.

Unit – II

Gist :
The king approached the hermit in the guise of a common man. The holy man was then digging a hole outside. He blessed the visitor and went about his work. The king asked him the three questions seeking his answers. But the hermit didn’t bother to answer the questions. He went on digging the hole as before. He looked very tired. The king took pity on the old man and offered his help. The hermit took rest and the king went on digging the hole till it was evening. He was now impatient and begged the holy man to answer his questions. But the holy man was as silent as before. In the mean time, a man came running towards them.

He was bleeding profusely from a wound in his stomach. The king was moved and washed the man’s wound and bandaged it. The hermit served the man too. Both of them carried the wounded man inside and laid him on a bed. Being tired the king fell asleep on the threshold. When he woke up, he heard the wounded man aplogising to him. It was now revealed that the man was a former enemy of the king who had followed him to kill him, but he was found out by the king’s bodyguards and was mortally wounded by them. The man said that if the king had been late, he would have killed him. The king was happy to know that a die hard enemy of his had been won over so easily. The wounded man swore to devote the rest of his life serving the king.

Glossary:
quitted : left ବାମ
cell : a single room ଗୋଟିଏ କୋଠରୀ
hermit : a holy person living alone ଏକ ପବିତ୍ର ବ୍ୟକ୍ତି
dismounted : climbed down ବିସର୍ଜନ
approached : went towards ଆଡକୁ ଗଲା |
unfastened : opened ଖୋଲିଲା
soaked : wet ଓଦା
ceased : stopped ଅଟକି ଗଲା
revived : got well again ପୁଣି ଭଲ ହୋଇଗଲା
crouched down : ଆଣ୍ଠେଇ
threshold : doorstep ସୀମା
frail : weak and thin ଦୁର୍ବଳ ଏବଂ ପତଳା
spade: an instrument for digging (କୋଡ଼ି)
fainting : collapsing (ଅଚେତ, ବେହୋସ )
moaning : making a low mournful sound ଏକ କମ୍ ଶୋକର ଶବ୍ଦ ଶୁଣିବା
feebly: slowly (ଧୀରେ ଧୀରେ)
intently : eagerly ଉତ୍ସାହର ସହିତ
executed : punished by death ମୃତ୍ୟୁ ଦ୍ୱାରା ଦଣ୍ଡିତ
ambush : hiding ଲୁଚି
restore : to give back ଫେରାଇବାକୁ

Think it out :

Question 1.
Where did the king meet the hermit? How did the hermit receive the king?
Answer:
The king clad in simple clothes met the hermit in the wood which was his permanent abode. The hermit’s meeting was only confined to the common folk. However, he received the king as usual. There was not a touch of extra-ordinariness about it. After greeting the king, the hermit kept on digging the ground in front of his hut.

Question 2.
How did the king help the hermit?
Answer:
The king saw the hermit digging the ground single-handedly. The old man was weak and frail and skinny. He seemed exhausted. The king took pity on him and kind as he was, he wished to lend a helping hand to the holy man. He took the spade from him and dug the ground himself. Thus, the king helped the hermit.

Question 3.
How did the king nurse the wounded stranger?
Answer:
As soon as the king saw the wounded stranger, he along with the hermit opened his clothing. He carefully washed and bandaged the large wound in his stomach with his handkerchief, yet the blood kept on flowing. Therefore, the king again and again removed the bandage soaked with blood, and washed and bandaged it once again. At last blood stopped flowing. The injured man came to his senses and asked for water. The king rose to the occasion. At last, he along with the hermit carried the wounded stranger to the hut.

Question 4.
Why did the wounded person desire to serve the king as his most faithful slave?
Answer:
The wounded man was a die-hard enemy of the king. The king had executed his brother and confiscated his property. So the man wanted to take revenge by killing the king while he was paying visit to the hermit alone. But the way with which the king nursed him and saved his life moved the man. It was unbelievable. The hostility he had nurtured for the king vanished. His heart was filled with repentance. Therefore, the wounded person desired to serve the king as his most faithful servant

Unit: III

Gist :
The king wanted to return to the palace. He again approached the hermit seeking answers to his questions. But the holy man replied smilingly that he had already had his answers. The right time is the time which is ‘now’, the right work is the work before you and the right person is the one with whom you are. The most important affair is to do good to the man who needs your help at the moment. The king understood everything. He took up the work that the holy man had been doing and that work and that time were the most important ones. The hermit who was before him was the most important man needing his care and attention.

Glossary :
taken leave of : ଛୁଟି
wounded : ଆହତ
injured : ଆହତ
porch : a covered entrance to a house ଗୋଟିଏ ଘରର ଆଚ୍ଛାଦିତ ପ୍ରବେଶ
sowing : scattering seeds over ବୁଣିବା
pitied : showed pity ଦୟା
attended to : treated ଚିକିତ୍ସିତ
made peace : ଶାନ୍ତି ସ୍ଥାପନ କଲା
dealings : treatment କାରବାର
that…. life ତାହା …. ଜୀବନ: God had sent man into this life for the welfare of all ସମସ୍ତଙ୍କ କଲ୍ୟାଣ ପାଇଁ man ଶ୍ବର ମନୁଷ୍ୟକୁ ଏହି ଜୀବନରେ ପଠାଇଥିଲେ

Think it out:

Question 1.
How did the hermit answer the king’s questions?
Answer:
Before taking leave of him, the king again asked the hermit to answer his three questions, but he was told that he had already been answered. The most important time for him the day before was when he was digging the bed, the most important man was the hermit. Afterwards when he attended to the wounded stranger that was the right time, the stranger the right man and the help given was the most important work otherwise the injured man would have died. Therefore the right time is always the present time, the most important man is one whom one deals with at that time and the right occupation is to help others.

Question 2.
Was the king satisfied with the hermit’s answers? Give a reasoned answer.
Answer:
The king was greatly satisfied with the hermit’s answers. Each answer the hermit gave to his questions was relevant. For instance, the enemy would have killed the king, had he not digged the ground and consequently, staying with him. The hermit’s focus on ‘now’ impressed him most. The king was satisfied, when the hermit wanted him to do good to the man of that moment is the most important affair, because
God has created man only for this purpose.

CHSE Odisha Class 11 English Three Questions Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
The hermit lived in a wood which he never quitted, and he received none but common folk. So the King put on simple clothes, and before reaching the hermit’s cell dismounted from his horse, and, leaving his body-guard behind, went on alone. When the King approached, the hermit was digging the gound in front of his hut. Seeing the King, he greeted him and went on digging. The hermit was frail and weak, and each time he stuck his spade into the ground and turned a little earth, he breathed heavily. The King went up to him and said : “I have come to you, wise hermit, to ask you to answer three questions: How can I learn to do the right thing at the right time ? Who are the people I most need, and to whom should I, therefore, pay more attention than to the rest ? And, what affairs are the most important, and need my first attention ?” The hermit listened to the King, but answered nothing. He just spat on his hand and recommenced digging.
“You are tired,” said the King, “let me take the spade and work awhile for you.”
“Thanks !” said the hermit, and, giving the spade to the King, he sat down on the ground.
When he had dug two beds, the King stopped and repeated his questions.
The hermit again gave no answer, but rose, stretched out his hand for the spade, and said: “Now rest awhile and let me work a bit.”
But the King did not give him the spade, and continued to dig. One hour passed, and another. The sun began to sink behind the trees, and the king at last stuck the spade into the ground, and said :
“I came to you, wise man, for an answer to my questions. If you can give me none, tell me so, and I will return home.”
“Here comes some one running,” said the hermit, “let us see who it is.”
The King turned round, and saw a bearded man come running out of the wood. The man held his hands pressed against his stomach, and blood was flowing from under them. When he reached the King, he fell fainting on the ground moaning feebly. The King and the hermit unfastened the man’s clothing. There was a large wound in his stomach.
Questions :
(i) Throw light on the hermit.
(ii) What picture of the king do you find in the extract?

Answers :
(i) The hermit lived in a forest. He was very fond of this place. He identified himself with the common man and shared their feelings. Against this backdrop, he received none except the common folk. He was the epitome of great values. He cordially greeted the king clad in common clothes, the hermit was thin and weak. He believed in the philosophy of duty. In spite of being physically weak, he was digging the soil with a spade. In him, the king found a wise man. He was interested to ask his questions to the hermit.

(ii) The extract presents the king in a bright light. He is averse to exhibiting his royal glamour. He was simple to the core. He meets the hermit, putting on simple clothes. He understands the feelings of the hermit. He is a kindhearted person. He cannot stand the sight of the hermit digging the soil with a spade. The king takes the tool from him and performs his work. Despite everything, his curiosity to ask his questions to the hermit and find answers does not diminish. The king also shows kidness to the injured bearded man.

Question 2.
Read through the extract and answer the questions that follow.
The King turned round, and saw a bearded man come running out of the wood. The man held his hands pressed against his stomach, and blood was flowing from under them. When he reached the King, he fell fainting on the ground moaning feebly. The King and the hermit unfastened the man’s clothing. There was a large wound in his stomach. The King washed it as best he could, and bandaged it with his handkerchief and with a towel the hermit had. But the blood would not stop flowing, and the King again and again removed the bandage soaked with warm blood, and washed and rebandaged the wound. When at last the blood ceased flowing, the man revived and asked for something to drink. The King brought fresh water and gave it to him. Meanwhile the sun had set, and it had become cool. So the King, with the hermit’s help, carried the wounded man into the hut and laid him on the bed. Lying on the bed the man closed his eyes and was quiet, but the King was so tired with his walk and with the work he had done, that he crouched down on the threshold, and also fell asleep- so soundly that he slept all through the short summer night. When he awoke in the morning, it was long before he could remember where he was, or who was the strange bearded man lying on the bed and gazing intently at him with shining eyes.
“Forgive me !” said the bearded man in a weak voice, when he saw that the King was awake and was looking at him.
“I do not know you, and have nothing to forgive you for,” said the King.
“You do not know me, but I know you. I am that enemy of yours who swore to revenge himself on you, because you executed his brother and seized his property. I knew you had gone alone to see the hermit, and I resolved to kill you on your way back. But the day passed and you did not return. So I came out from my ambush to find you, and I came upon your bodyguard, and they recognized me, and wounded me. I escaped from them, but should have bled to death had you not dressed my wound. I wished to kill you, and you have saved my life. Now, if I live, and if you wish it, I will serve you as your most faithful slave, and will bid my sons do the same. Forgive me !” The King was very glad to have made peace with his enemy so easily, and to have gained him for a friend, and he not only forgave him, but said he would send his servants and his own physician to attend him, and promised to restore his property.

Questions :
(i) What made the king enjoy a sound sleep?
(ii) Describe the meeting between the injured person and the king.

Answers :
(i) The king came forward to relieve the wise hermit of his work, because the latter was thin and weak. He did not allow the hermit to go on digging with the spade. The king requested him to give him the spade. He kept on doing his work. The hermit want him to take rest, but in vain. In the meanwhile. a bearded person came running out of the wood, with blood gushing from the stomach. The king and the hermit rose to the occasion. At last, they helped him carry to the hut. Walk and work made the king dog-tired. At last, he fell a sound sleep.
(ii) The king learnt that the bearded man was his enemy, because of his act of executing his brother and seizing his property. Knowing that he had come alone to meet the hermit, the man had promised to slay him. On the way his soldiers recognised him and attacked him. But for the king’s compassion, he would have been bled to death. Again, the man expressed his wish to serve the king and be his most trusted servant, and begged the king’s forgiveness. The king was glad to establish peace with his enemy and promised to give his property back.

Question 3.
Read through the extract and answer the questions that follow.
Having taken leave of the wounded man, the King went out into the porch and looked around for the hermit. Before going away he wished once more to beg an answer to the questions he had put. The hermit was outside, on his knees sowing seeds in the beds that had been dug the day before.
The King approached him, and said:
“For the last time, I pray you to answer my questions, wise man.”
“You have already been answered !” said the hermit, still crouching on his thin legs, and looking up at the King, who stood before him.
“How answered? What do you mean ?” asked the King.
“Do you not see,” replied the hermit. “If you had not pitied my weakness
yesterday, and had not dug those beds for me, but had gone your way, that man would have attacked you, and you would have repented of not having stayed with me. So the most important time was when you were digging the beds, and I was the most important man, and to do me good was your most important business. Afterwards when that man ran to us, the most important time was when you were attending to him, for if you had not bound up his wounds he would have died without having made peace with you. So he was the most important man, and what you did for him was your most important business. Remember then : there is only one time that is important Now! It is the most important time because it is the only time when we have any power. The most necessary man is he with whom you are, for no man knows whether he will ever have dealings with any one else: and the most important affair is, to do him good, because for that purpose alone was man sent into this life !”

Questions :
(i) How was the king’s life saved?
(ii) What idea of the writer’s message do you get in the extract?

Answers :
(i) Kind hearted as the was, the king took pity on the hermit and wished to lend him a helping hand. He took the spade from the hermit and dug the ground till sunset. If he had not stayed with the holy person and gone away, he would have attacked by his enemy, who resolved to kill him. Because of his kindness and helpful nature his life was saved.
(ii) This extract forms the essence of the story ‘Three Questions”. Tolstoy here conveys a very salutary message to mankind. His emphasis on ‘now’ is a case in point. Man’s present moment always needs a careful attention. The writer brings home another fact that man’s life on this earth should not be meaningless. God has created him to serve mankind. Man should not lose sight of this fact.

Introducing the Author
Count Leo Tolstoy (1828-1910), a great moral teacher of recent times, was an eminent writer and thinker of Russia. In 1879, he underwent a spiritual transformation which he has described in his ‘Confession’. He was a staunch believer in God: his love for men was matchless. His amazing creativity finds expression in his books novels, plays and exhortations. His writings were censored, but nothing could stop him from preaching the virtues of self-purification, love and compassion for all forms of life. He had a great impact on Gandhiji, the sage-politician of India. His short stories are remarkable for great moral conviction and deep religious spirit. The style is simple and is packed with realistic details and colloquial diction purged of all rhetoric.

About the Story
Tolstoy’s ‘Three Questions’ gives us a piece of practical wisdom. It prescribes for man three moral ways of living. The scriptural persuasiveness of tone accounts for its impact and appeal. We are ever in need of guidance and wisdom to know the right way and time to do the right thing with the right person. But man is often at a loss to know this. So he gropes in moral and spiritual darkness and in his confusion and bewilderment does the wrong things detrimental to him and the society as well. Faced with such a situation, a king had to go to a hermit in the guise of a common man where he had to do hard work, spend the night and know things the hard way. As a reward, however, the answers he found were fully satisfactory and convincing.

Summary
Once, a king was in a pensive and reflective mood. He was racking his brain to find apt answers to three important questions – how to know the right time to do the right thing* how to know who the right people were to listen to, and what was the most important things to do. He thought that if he got answers to these tricky questions he could conduct his affairs smoothly and wisely.

Many learned people came to the palace to answer these questions. But the king found their answers quite unsatisfactory. The answers were various and even contradictory. In reply to the first question, some said that the king ought have to draw up a table of days, months and years and live strictly according to it. Others suggested that he should abandon idle pastimes and the habit of procrastination. In reply to the second question, the answers were equally confusing.

Some said that a council of wise men must be handy for ready consultation. Yet others suggested that the help of a magician ought to be sought in this regard. To the third question, as to what was the most important work or occupation, some replied that it was science; others said it was skill in warfare or religious worship. The king could agree with none of them. So he sought the advice of a learned sage living in a wood. The king went to the holy hermit in the guise of a common man. When he reached the hermitage, he saw the skinny hermit digging a hole. He was in sweats. The king asked him the three questions and begged him to answer them. But the hermit paid little heed to the king’s repeated queries. He went on digging till he was damn tired.

The king offered to dig the hole himself. The hermit handed over the spade to the king and took rest. The king dug and dug till it was night. The hermit was as silent as before. At this moment, a wounded man came running. The hermit and the king nursed him. The king bandaged his wound and forgot all about his questions. They carried the wounded man inside and laid him on the bed. The man fell silent. He seemed to have felt better. The king was so tired that he too fell asleep on the threshold. When he woke up, he saw that the wounded man was fixing his gaze on him. The identity of the wounded man was revealed.

He was a die-hard enemy of the king, who had followed him to kill him on his way to the hermitage. But as the king was detained long at the hermitage, he came out of his hide and was wounded mortally by the king’s bodyguards. The man apologised to the king and swore to be his faithful slave the rest of his life. The king was happy to know that he had won over his enemy with such ease. The king took leave of the wounded man and before leaving the hermitage, approached the hermit again.

He was now disgusted with the holy man’s puzzling silence. When he asked the questions for the last time, the hermit replied that he had already got the answers. The king was startled. But the holy man explained to him that the right time was the time at hand. It was ‘now’ which was most important. The king took pity on the hermit and helped him in the work. For him, that time was the most opportune one and that work was the most important one. The hermit was the most necessary man at that time. The most necessary man is he with whom one is at the moment and the most important affair is, to do him good. Man is sent into this life to serve his fellow beings. The king got his answers and returned to the palace wiser and more enlightened.

ସାରାଂଶ :

ଲିଓ ଟଲ୍‌ଷ୍ଟୟଙ୍କଦ୍ବାରା ରଚିତ ଉକ୍ତ କ୍ଷୁଦ୍ରଗଳ୍ପଟିରେ ମଣିଷମାନଙ୍କ ପାଇଁ ଏକ ଅମୂଲ୍ୟ ଉପଦେଶ ପ୍ରଦାନ କରାଯାଇଅଛି । ପ୍ରତ୍ୟେକ ମଣିଷ ଆପଣାର ଜୀବନ କ୍ଷେତ୍ରରେ ବହୁ ଘାତ ପ୍ରତିଘାତର ସମ୍ମୁଖୀନ ହୋଇ ଭୂଲୁଣ୍ଠିତ ହେବାବେଳେ ଭାବିବସେ ଯେ ଯଦି ସେ ସଫଳତା ହାସଲ କରିବାର ଉପାୟ ଓ କଳାଟିକୁ ଜାଣିପାରନ୍ତା, ସେ ହୁଏତ ଆପଣାର ଜୀବନଟିକୁ ସରସ, ସୁନ୍ଦର ଓ ଋଦ୍ଧିମନ୍ତ କରିପାରନ୍ତା । ସେ ଜାଣେନାହିଁ ଯେ ସାଫଲ୍ୟର ଚାବିକାଠି ତା’ର ହାତ ପାହାନ୍ତାରେ, ତା’ର ଚେତନାର ଉପର ସ୍ତରରେ – ଖାଲି ଯାହା ତାହାର ଦୃହକ୍ଳିଷ୍ଟ, ବିକ୍ଷୁବ୍‌ଧ ମାନସିକତା ଯୋଗୁଁ ସେ ଏବେ ବି ଅଜ୍ଞାନ ଅନ୍ଧକାରରେ ଆଚ୍ଛନ୍ନ, ମରୀଚିକାର ପଛରେ ନିୟତ ଧାବମାନ ।

ଏକଦା ଜଣେ ରାଜାଙ୍କର ମନେହେଲା ଯେ ଯଦି ସେ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇପାରନ୍ତେ, ତେବେ ସେ କେବେହେଲେ ବିଫଳତାର ଗହ୍ଵରରେ ପତିତ ହୁଅନ୍ତେ ନାହିଁ । ପ୍ରଥମ ପ୍ରଶ୍ନ – କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ପ୍ରକୃଷ୍ଟ ସମୟ କ’ଣ ? ଦ୍ଵିତୀୟ ପ୍ରଶ୍ନ – ଉତ୍ତମ ପରାମର୍ଶଦାତା ଓ ଉତ୍ତମ ବ୍ୟକ୍ତି କିଏ ଯାହାଙ୍କ ଉପରେ ସେ ନିର୍ଭର କରିପାରିବେ ଏବଂ ଯାହାଙ୍କ ପାଇଁ ସେ ଆପଣାକୁ ଉତ୍ସର୍ଗ କରିପାରିବେ ? ତୃତୀୟ ପ୍ରଶ୍ନ – ସର୍ବୋତ୍କୃଷ୍ଟ କାର୍ଯ୍ୟଟି କ’ଣ ? ଯଥା ସମୟରେ ରାଜ୍ୟସାରା ଡେଙ୍ଗୁରା ଦିଆଗଲା । ଯେଉଁ ବିଜ୍ଞବ୍ୟକ୍ତି ରାଜାଙ୍କର ଏହି ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରିବେ ତାଙ୍କୁ ବିପୁଳ ଭାବରେ ପୁରସ୍କୃତ କରାଯିବାର ଘୋଷଣା କରାଗଲା । କିନ୍ତୁ ହାୟ, ଅନେକ ବିଜ୍ଞବ୍ୟକ୍ତି ପୁରସ୍କାର ଲୋଭରେ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାକୁ ଚେଷ୍ଟାକଲେ ମଧ୍ୟ ରାଜା କୌଣସି ଉତ୍ତରରେ ସନ୍ତୁଷ୍ଟ ହୋଇପାରିଲେ ନାହିଁ । ଭିନ୍ନ ଭିନ୍ନ ବିଜ୍ଞବ୍ୟକ୍ତି ଭିନ୍ନ ଭିନ୍ନ ଉତ୍ତର ଦେଲେ ।

ପ୍ରଥମ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ଉପଦେଶ ଦେଲେ ଗୋଟିଏ ଉତ୍ତମ ପଞ୍ଜିକାରୁ କାର୍ଯ୍ୟାରମ୍ଭର ସଠିକ୍ ତିଥି, ବାର, ନକ୍ଷତ୍ର ଜାଣିବାକୁ ତ ଅନ୍ୟ କେତେକ ବେଶ୍ ଦାର୍ଶନିକ ଭାବରେ ଉପଦେଶ ଦେଲେ ଯେ ରାଜା ଆଳସ୍ୟର ବଶବର୍ତ୍ତୀ ନ ହୋଇ ଯେଉଁ କାର୍ଯ୍ୟ ଯେତେବେଳେ କରିବାର କଥା ତାହା ଯଥାଶୀଘ୍ର ସମ୍ପାଦନ କରିବା ଶ୍ରେୟସ୍କର । ସେହିଭଳି ଦ୍ୱିତୀୟ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ରାଜାଙ୍କୁ ମନ୍ତ୍ରିପରିଷଦ ଉତ୍ତମ ପରାମର୍ଶ ଦେଇପାରିବେ ବୋଲି କହିଲେ ତ ଆଉ କେତେକ ରାଜପୁରୋହିତ କିମ୍ବା ରାଜବୈଦ୍ୟ କିମ୍ବା ସୈନ୍ୟସାମନ୍ତ ଉପଯୁକ୍ତ ବ୍ୟକ୍ତି ବା ପରାମର୍ଶଦାତା ବୋଲି ଘୋଷଣା କଲେ । ତୃତୀୟ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ଜ୍ଞାନାର୍ଜନ ସର୍ବଶ୍ରେଷ୍ଠ ବୃତ୍ତି ବୋଲି କହିଲେ ତ ଆଉ କିଏ ଯୁଦ୍ଧବିଗ୍ରହ କିମ୍ବା ଧାର୍ମିକ ଅନୁଷ୍ଠାନମାନ ଉତ୍ତମ ବୃତ୍ତି ବୋଲି କହିଲେ । ସୁତରାଂ ରାଜା ତିନୋଟି ପ୍ରଶ୍ନର କୌଣସି ସଠିକ୍ ସନ୍ତୋଷଜନକ ଉତ୍ତର ପାଇପାରିଲେ ନାହିଁ ଏବଂ ତାଙ୍କର ଜିଜ୍ଞାସା ପ୍ରବଳରୁ ପ୍ରବଳତର ହେଲା । ପରିଶେଷରେ ରାଜା ରାଜ୍ୟର ଏକ ଅରଣ୍ୟର ନିକାଞ୍ଚନ ପରିବେଶରେ ଏକ କୁଟୀରରେ ରହୁଥ‌ିବା ଜଣେ ଜ୍ଞାନୀ ସାଧୁଙ୍କ ପାଖକୁ ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇବାପାଇଁ ଛଦ୍ମବେଶରେ ଗଲେ ।

ସାଧୁଙ୍କ ବାସସ୍ଥାନର ଅନତି ଦୂରରେ ରାଜାଙ୍କର ଅଙ୍ଗରକ୍ଷକମାନେ ରହିଲେ । ରାଜା ଘୋଡ଼ାରୁ ଓହ୍ଲାଇ ଏକ ସାଧାରଣ ଜନତାର ଛଦ୍ମବେଶରେ ସାଧୁଙ୍କୁ ଭେଟିବାକୁ ଗଲେ । ଯେତେବେଳେ ରାଜା ସାଧୁଙ୍କୁ ଭେଟିଲେ, ସେତେବେଳେ ସେହି ଜ୍ଞାନୀ ବୃଦ୍ଧି ଆପଣାର କୁଟୀରର ବାହାର ପ୍ରଦେଶରେ ମାଟି ହାଣି ଏକ ଶସ୍ୟପଟାଳି ତିଆରି କରିବାରେ ବ୍ୟସ୍ତ ଥା’ନ୍ତି । ଦୁର୍ବଳ ଶରୀର ତାଙ୍କର କଠିନ କାର୍ଯ୍ୟ ପାଇଁ ଅନୁପଯୁକ୍ତ ଥିଲେ ବି ସାଧୁ ନିର୍ବିକାର ଭାବରେ ମାଟି ଖୋଳି ଚାଲିଥା’ନ୍ତି । ରାଜା ଖୁବ୍ ବିନମ୍ରତାର ସହ ସାଧୁଙ୍କୁ ନିଜର ଆସିବାର ଅଭିପ୍ରାୟ ଜଣାଇଲେ ଏବଂ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାପାଇଁ ଅନୁରୋଧ କଲେ; କିନ୍ତୁ ସାଧୁଜଣଙ୍କ ରାଜାଙ୍କ ପ୍ରଶ୍ନ ଶୁଣି ନ ଶୁଣିବାର ଅଭିନୟ କଲେ ଏବଂ ପୂର୍ବବତ୍ ମାଟିଖୋଳା କାମରେ ଲାଗିପଡ଼ିଲେ । ଦୟାଳୁ ରାଜା ସାଧୁଙ୍କୁ କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାପାଇଁ ନିଜେ ମାଟି ଖୋଳିବାରେ ଲାଗିଲେ ଓ ସାଧୁଜଣଙ୍କ ବିଶ୍ରାମ ନେବାପାଇଁ ବସିପଡ଼ିଲେ । ଘଣ୍ଟା ଘଣ୍ଟା ଧରି ରାଜା ଶସ୍ୟପଟାଳି ହାଣି ଚାଲିଲେ ମଧ୍ୟ ସାଧୁ ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଲେ ନାହିଁ ।

ସନ୍ଧ୍ୟା ଉପନୀତ । ଦୂରରୁ ଜଣେ ବ୍ୟକ୍ତି ବିକଳ ଚିତ୍କାର କରି ଦୌଡ଼ିଆସି ସାଧୁ ଓ ରାଜାଙ୍କ ପାଖରେ ଭୂପତିତ ହେଲେ । ତାଙ୍କର ପେଟରେ ଏକ ବିରାଟ କ୍ଷତ ଏବଂ ସେଥିରୁ ପ୍ରବଳ ରକ୍ତସ୍ରାବ ହେଉଥାଏ। ରାଜା ଓ ସାଧୁ ତା’ର ଉପଯୁକ୍ତ ସେବାଯତ୍ନ କଲାପରେ ଲୋକଟି ସାଷ୍ଟମ ହେଲା । ରାଜା କ୍ଲାନ୍ତ ହୋଇଥିବାରୁ କୁଡ଼ିଆର ଗୋଟିଏ କୋଣରେ ଶୋଇ ପଡ଼ିଲେ । ନିଦରୁ ଉଠିବା ପରେ ସେ ଜାଣିଲେ ଯେ ଯେଉଁ ବ୍ୟକ୍ତିର ସେ ସେବାଶ୍ରୁଶ୍ରୂଷା କରିଥିଲେ ସେ ତାଙ୍କର ଜଣେ ଘୋର ଶତ୍ରୁ ଯିଏକି ତାଙ୍କୁ ମାରିବାପାଇଁ ଅରଣ୍ୟକୁ ଆସିଥିଲା । ଯାହାହେଉ, ସେ ଲୋଟି ବର୍ତ୍ତମାନ ଅନୁତପ୍ତ ଏବଂ ସବୁଦିନ ପାଇଁ ରାଜାଙ୍କର ବିଶ୍ବସ୍ତ ଭୃତ୍ୟ ହୋଇ ରହିବାପାଇଁ ସେ ଶପଥବଦ୍ଧ ହେଲା । ଖୁବ୍ ସହଜରେ ଆପଣାର ଜଣେ ପ୍ରଚଣ୍ଡ ଶତ୍ରୁର ହୃଦୟ ଜୟ କରିପାରିଥିବାରୁ ରାଜା ଆନନ୍ଦିତ ହେଲେ । ତେବେ ଆଉ ବେଶି କାଳ ସାଧୁଙ୍କ କୁଟୀରରେ ରହିବା ଆବଶ୍ୟକତା ନ ଥ‌ିବାରୁ ସେ ଯିବାକୁ ବାହାରିଲେ; କିନ୍ତୁ ରାଜପ୍ରାସାଦକୁ ଫେରିଯିବା ପୂର୍ବରୁ ଶେଷଥର ପାଇଁ ସାଧୁଙ୍କଠାରୁ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଆଶାକରି ପୁନଶ୍ଚ ତାଙ୍କୁ ସେହି ପ୍ରଶ୍ନ ପଚାରି ବସିଲେ । ରହସ୍ୟମୟ ହସ ହସି ସାଧୁ କହିଲେ ଯେ ରାଜା ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର କେବେଠାରୁ ପାଇ ସାରିଛନ୍ତି । ଚକିତ ରାଜା ସାଧୁଙ୍କର ଏହି ଇଙ୍ଗିତ ବୁଝି ନ ପାରିବାରୁ ସାଧୁ ବୁଝାଇଦେଲେ ।

ଯେତେବେଳେ ରାଜା ସାଧୁଙ୍କୁ ମାଟି ହାଣିବାର ଦେଖ‌ିଲେ ଏବଂ ତାଙ୍କ ଉପରେ ଦୟାପ୍ରକାଶ କରି ତାଙ୍କୁ ସାହାଯ୍ୟ କରିବାପାଇଁ ନିଜେ ମାଟି ହାଣିଲେ, ସେ ତାଙ୍କର ଅଜ୍ଞାତସାରରେ ଆପଣାର ପ୍ରଥମ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇଗଲେ । କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ପ୍ରକୃଷ୍ଟ ସମୟ ସର୍ବଦା ବର୍ତ୍ତମାନ । ତୁମ ସମ୍ମୁଖରେ ଯେଉଁ କାର୍ଯ୍ୟ ଉପସ୍ଥିତ, ସେହି ମୁହୂଉଁଟି ହିଁ ସେହି କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ସର୍ବଶ୍ରେଷ୍ଠ ମୁହୂର୍ଭ । ତୁମ ସମ୍ମୁଖରେ ଯେଉଁ ବ୍ୟକ୍ତି ତୁମର ସାହାଯ୍ୟ ପାଇଁ ଉପସ୍ଥିତ, ସେହି ବ୍ୟକ୍ତି ହିଁ ତୁମ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ ବ୍ୟକ୍ତି ଏବଂ ସେହି ବ୍ୟକ୍ତିର ସେବା ହିଁ ତୁମର ସର୍ବଶ୍ରେଷ୍ଠ ବୃତ୍ତି । ଠିକ୍ ଯେମିତି ରାଜା ଆହତ ବ୍ୟକ୍ତିର ସେବା କରିଛନ୍ତି, ତାହାହିଁ ହେଉଛି ତାଙ୍କ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ କର୍ମ, ସର୍ବଶ୍ରେଷ୍ଠ ମୁହୂର୍ତ୍ତ ରାଜାଙ୍କର ଜ୍ଞାନୋଦୟ ହେଲା। ସେ ତାଙ୍କର ତିନୋଟି ପ୍ରଶ୍ନର ସନ୍ତୋଷଜନକ ଉତ୍ତର ପାଇ ପ୍ରାଜ୍ଞ ସାଧୁଙ୍କୁ ପ୍ରଣାମ କଲେ ଓ ସହର୍ଷ ମନରେ ରାଜପ୍ରାସାଦକୁ ଫେରିଆସିଲେ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 5 My Mother Textbook Exercise Questions and Answers.

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My Mother Class 12 Questions and Answers

Unit – 1

Gist:
This unit begins with Chaplin’s description of his father; the latter liked to live in a state of isolation. He was not only an entertainer, but also a silent, thoughtful man with dark eyes. In his mother’s view, his father possessed a Napoleonic appearance. He was endowed with a grave and deep voice. Above all, he was a very good artist. In those days, he earned forty pounds a week. His addiction to drinking led to hic parent’s divorce. The writer refers to the entertainers of those times. They easily drank in those days, because all theatres sold alcohol. Some theatres earned greater profit in the bar than from the box office.

A number of stars earned handsomely because of their talent as well as their lavish spending on drinks. This destroyed many artists. The writer’s mother said that her husband was a die-hard drunkard, and therefore, died an early death at the age of thirty-seven. The mother’s attitude towards Chaplin’s father was blend of sympathy and sadness. He burst into a devastating temper at the time of drinking. When Chaplin was only one-year-old, his parents were divorced. A star as she was, she did not seek a maintenance. She looked after herself and her children without any difficulty. However, misfortune also could make her ask for relief. At last her theatrical engagement collapsed, when she suffered from prolonged inflammation of larynx as a result of slight cold.

ସାରମର୍ମ :
ଏହି ଭାଗର ଆରମ୍ଭରେ ଚାପ୍‌ଲିନ୍ ତାଙ୍କ ପିତାଙ୍କ କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ତାଙ୍କ ବାପା ଏକୁଟିଆ ରହିବାକୁ ଭଲ ପାଉଥିଲେ । ସେ କେବଳ ଜଣେ ଅଭିନେତା ନ ଥିଲେ, ବରଂ ଜଣେ ନୀରବ ଓ ଚିନ୍ତାଶୀଳ ବ୍ୟକ୍ତି ଥିଲେ । ମା’ଙ୍କର ଦୃଷ୍ଟିରେ ତାଙ୍କ ବାପା ନୋପୋଲିୟନ୍‌ଙ୍କ ଭଳି ଦେଖା ଯାଉଥିଲେ । ତାଙ୍କର ସ୍ଵର ଥିଲା ଗୁରୁଗମ୍ଭୀର । ସେ ଜଣେ ସୁନ୍ଦର କଳାକାର ଥିଲେ । ସେତେବେଳେ ସେ ସପ୍ତାହକୁ ଚାଳିଶ ପାଉଣ୍ଡ ଆୟ କରୁଥିଲେ । ତାଙ୍କର ମଦନିଶା ତାଙ୍କ ପିତାମାତାଙ୍କର ବିବାହ ବିଚ୍ଛେଦର କାରଣ ହୋଇଥିଲା । ଲେଖକ ତତ୍କାଳୀନ ମନୋରଞ୍ଜନକାରୀଙ୍କ ଚରିତ୍ର ଚିତ୍ରଣ କରିଛନ୍ତି । ସେମା ନେ ପ୍ରାୟତଃ ମଦ୍ୟପାନ କରୁଥିଲେ । କାରଣ ସବୁ ଥୁଟର ମଦ ବିକ୍ରୟ କରୁଥିଲେ।

ନାଟକ ପ୍ରଦର୍ଶନ ଅପେକ୍ଷା ଥୁଟରଗୁଡ଼ିକ ମଦବିକ୍ରିରୁ ବେଶୀ ଟଙ୍କା ଉପାର୍ଜନ କରୁଥିଲେ । ପ୍ରତିଭା ଯୋଗୁଁ ଏବଂ ଥୁଟରର ମଦଶାଳାରେ ବେଶୀ ଟଙ୍କା ‘ଖର୍ଚ୍ଚ କରୁଥିବାରୁ ଅନେକ କଳାକାର ବହୁଳ ପରିମାଣରେ ଟଙ୍କା ପାଉଥିଲେ । ଏହା ଅନେକ କଳାକାରଙ୍କର ନଷ୍ଟର କାରଣ ଥିଲା । ମା’ ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ କୁହିଛନ୍ତି ଯେ ତାଙ୍କ ବାପା ଭୟଙ୍କର ମଦ୍ୟପ ଥିଲେ ଏବଂ ସେଥ‌ିପାଇଁ ସେ ମାତ୍ର ୩୭ ବର୍ଷରେ ଅକାଳରେ ମରିଗଲେ । ଚାପ୍‌ଲିନ୍‌ଙ୍କର ବାପାଙ୍କ ପ୍ରତି ମା’ଙ୍କର ଦୃଷ୍ଟିଭଙ୍ଗୀ ଥିଲା ଦୁଃଖ ଓ ସହାନୁଭୂତିର ଏକ ମିଶ୍ରିତ ଭାବନା । ମଦ ପିଇବା ସମୟରେ ସେ ଭୟଙ୍କର କ୍ରୋଧୀ ହୋଇଯାଉଥିଲେ । ଯେତେବେଳ ଚାପଲିନ୍‌ଙ୍କୁ ମାତ୍ର ଏକ ବର୍ଷ, ସେତେବେଳେ ତାଙ୍କ ପିତାମାତାଙ୍କର ବିବାହ ବିଚ୍ଛେଦ ହୋଇଯାଇଥିଲା । ଯେହେତୁ ସେ ଏକ ତାରକା ଥିଲେ, ସେ ତାଙ୍କ ବାପାଙ୍କଠାରୁ ଭରଣପୋଷଣ ଖର୍ଚ୍ଚ ଦାବି କରି ନ ଥିଲେ । କେବଳ ବିପତ୍ତି ସମୟରେ ସେ ସାହାଯ୍ୟ ଲୋଡୁଥିଲେ । ସର୍ବଶେଷରେ ତାଙ୍କୁ ଥିଏଟରରେ କାମ ମିଳିବା କମିଗଲା, କାରଣ ସାମାନ୍ୟ ଥଣ୍ଡା ଯୋଗୁଁ ତାଙ୍କର କଣ୍ଠସ୍ଵର ବହୁ ସମୟ ଧରି ଖରାପ ହୋଇ ଯାଉଥିଲା ।

Glossary :
hardly : କ୍ବଚିତ୍
aware of : know (ଜାଣିବା)
vaudevillian: an entertainer who performs a dramatic or musical work for an audience ଅଭିନୟ କରନ୍ତି କିମ୍ବା ବାଦ୍ୟ
quiet: ଶାନ୍ତ
brooding: thoughtful (ଚିନ୍ତାଶୀଳ)
light : ହାଲୁକା
baritone: grave and deep (male voice) (ଗମ୍ଭୀର ସ୍ଵର)
artist: କଳାକାର
considerable: substantial (ପର୍ଯ୍ୟାପ୍ତ)
large: ପ୍ରଚୁର
Laryngitis: inflammation of the larynx (କଣ୍ଠରେ ସଂକ୍ରମଣ)
progressively worse : ଦ୍ରୁତ ଗତିରେ ଖରାପ
crack: ଫାଟ
ruined: ବରବାଦ
violent: ହିଂସାତ୍ମକ
tantrums: childish outburst of temper (ପିଲାଳିଆ ରାଗ)
frantic: ରୋମାଞ୍ଚକର
bitterness: ତିକ୍ତତା
drunkenness : ମଦ୍ୟାସକ୍ତ ଅବସ୍ଥା
ruefully: sadly (ଦୁଃଖରେ)
“You gutter’: କ୍ରୋଧରେ ମା’ Chaplin ଙ୍କୁ କୁହିଛି, ‘ତୁ ଦିନେ ତୋ ବାପାଙ୍କ ଭଳି ଦୁଃଖ ଭୋଗିବୁ ।’’
alimony: means of living (ଭରଣପୋଷଣ)
ill fortune: ଦୁର୍ଭାଗ୍ୟ
booing: a sound uttered to show dislike, scorn, or disappointment (ଘୃଣାବ୍ୟଞ୍ଜକ ସ୍ଵର)
impaired: weakened
fell off : କମିଗଲା

Think it out

Question 1.
What does Chaplin speak about his father?
Answer:
Chaplin states that his father liked to live in a state of isolation. He was an entertainer, a silent, thoughtful man with dark eyes. He learnt from his mother that his father looking like Napoleon, was endowed with a deep voice. He was a beautiful artist. He was addicted to drinking which eventually led to his death at the age of thirty-seven. He flew into a devastating temper at the time of drinking. He was legally seprated from his mother.

Question 2.
What account of the vaudevillians do you get from the text?
Answer:
From the text we learn that vandevillians were die-hard drunkards. They earned handsomely not only for their talent, but because of they spent most part of their earnings at the theatre bar. As a result, many artists were ruined by drinking.

Question 3.
What is the mother’s attitude towards Charlie’s father?
Answer:
The mother’s attitude towards Charlie’s father is a blend of sympathy and sadness. She never showed bitterness towards him.

Question 4.
Why did his mother’s theatrical engagements fall off?
Answer:
His mother’s voice lost her strength. A little cold caused an inflammation of her larynx. Her suffering continued for weeks. Nevertheless, she was compelled to go on working and therefore, her voice went from bad to worse. In the middle of singing the cracking in her voice or its sudden disappearance into a low sound drew laughter and shouting from the audience. Her health deteriorated. She grew nervous. As a result, mother’s theatrical engagements fell off.

Unit – II

The mother’s miserable vocal condition made Chaplin go to the stage at the age of five. She did not like him to live alone in rented rooms at night. Therefore, she brought him to the theatre. His mother entertained mostly soldiers who were indecent to the core. They made his mother and other performers objects of derision and laughter. Chaplin walks down the memory lane. While standing in the wings, he saw her voice crack and became almost inaudible. The audience laughed at her miserable condition. They sang and whistled aloud. The noise did not stop.

Then his mother was compelled to walk off the stage. When she left it, she was quite worried. Chaplin still remembers the stage manager grabbing him by the hand followed by a rational appeal to the audience and leaving him on the stage alone. He rose to the occasion. In the midst of the glare of footlights and smoking audience, he began to sing a famous song called Jack Jones. His song, though unfinished, evoked a tremendous positive response from the typical audience. They threw money to the stage in abundance. In short, the audience responded quite enthusiastically to his debut on the stage. Chaplin wanted to stop, pick the money and sing again and his words drew peals of laughter from the audience.

They learnt that he was ready to sing again. The stage manager handed over the money to his mother. Then Chaplin interacted with the audience, danced and sang many songs imitating one of his mother’s on Irish march. He repeated the chorus. He keenly imitated his mother’s cracking voice amidst the tumultuous cheer and laughter and money-throwing of the audience. When mother appeared on the stage to take him, her presence was greeted with roaring applause. That night marked Chaplin’s first performance on the stage. Mother never performed again. Mother’s voice never came to its former condition. When her career on the stage ended, his mother made her living by spending a little money she had saved and this had disappeared soon. And then she mortgaged jewellery and other small belongings. Nevertheless, she was hopeful about regaining her voice.

ସାରମର୍ମ :
ମା’ଙ୍କର ଦୟନୀୟ କଣ୍ଠସ୍ଵର ଅବସ୍ଥା ପାଞ୍ଚବର୍ଷ ବୟସର ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ ମଞ୍ଚ ଉପରକୁ ଟାଣି ନେଇଥିଲା । ରାତିରେ ମା’ ତାଙ୍କୁ ଭଡ଼ାଘର କୋଠରି ଭିତରେ ଏକୁଟିଆ ଛାଡ଼ିବାକୁ ଚାହୁଁ ନ ଥିଲେ । ସେଥ‌ିପାଇଁ ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ ତାଙ୍କ ସାଙ୍ଗରେ ଥ୍ଟରକୁ ଆଣୁଥିଲେ । ତାଙ୍କ ମା’ ପ୍ରାୟ ସୈନିକମାନଙ୍କର ମନୋରଞ୍ଜନ କରୁଥିଲେ । ଏହି ସୈନିକମାନେ ବହୁମାତ୍ରାରେ ଅସଭ୍ୟ ଥିଲେ । ଏକଦା ମଞ୍ଚର ଏକ କୋଣରେ ଛିଡ଼ା ହୋଇଥିବାବେଳେ ଚାପ୍‌ଲିନ୍ ଦେଖ‌ିଲେ ମା’ ଗୀତ ଗାଇବାବେଳେ ତାଙ୍କ ସ୍ଵର ଭାଙ୍ଗିପଡ଼ିଲା ଏବଂ ଅସ୍ପଷ୍ଟ ହୋଇଗଲା । ଶ୍ରୋତାମାନେ ତାଙ୍କ ମା’ଙ୍କର ଅସହାୟତାରେ ଥଟ୍ଟା କଲେ । ସେମାନେ ଗୀତ ଗାଇଲେ ଏବଂ ଉଚ୍ଚସ୍ୱରରେ ସିସିକାରୀ ମାରିଲେ ।

କୋଳାହଳ ବନ୍ଦ ହେଲା ନାହିଁ । ବାଧ୍ୟହୋଇ ମା’ ମଞ୍ଚ ଛାଡ଼ି ଚାଲିଆସିଲେ । ସେ ବ୍ୟସ୍ତ ବିବ୍ରତ ହୋଇପଡ଼ିଲେ । ପରିଚାଳକ ତାଙ୍କୁ ଜବରଦସ୍ତ ଟାଣି ଆଣି ମଞ୍ଚ ଉପରେ ଏକୁଟିଆ ଛାଡ଼ିଯିବାର ଦୃଶ୍ୟ ଏବେବି ଚାପ୍‌ଲିନ୍‌ଙ୍କର ସ୍ମୃତିରେ ରହିଛି । ସେ ଚମତ୍କାର ପ୍ରଦର୍ଶନ କଲେ । ଝଲସୁଥିବା ଆଲୋକ ଏବଂ ଧୂମ୍ରପାନ କରୁଥିବା ଶ୍ରୋତାମାନଙ୍କ ଉପସ୍ଥିତିରେ ସେ ଲୋକପ୍ରିୟ Jack Jones ଗୀତ ଗାଇଲେ । ଚାପ୍‌ଲିନ୍‌ଙ୍କର ମଞ୍ଚ ଉପରେ ଏହି ପ୍ରଥମ ପଦାର୍ପଣ ଶ୍ରୋତାମାନଙ୍କ ଉପରେ ଗଭୀର ପ୍ରଭାବ ପକାଇଲା । ସେମାନେ ମଞ୍ଚ ଉପରକୁ ଟଙ୍କା ଫୋପାଡ଼ିବାକୁ ଲାଗିଲେ ।

ପ୍ରଥମେ ଟଙ୍କା ଗୋଟାଇବେ ଏବଂ ପରେ ଗୀତ ଗାଇବେ ବୋଲି ଚାପ୍‌ଲିନ୍ ଘୋଷଣା କଲେ । ଏଥିରେ ଶ୍ରୋତୃମଣ୍ଡଳୀ ଖୁସି ହୋଇଗଲେ । ମଞ୍ଚ ପରିଚାଳକ ସବୁ ଟଙ୍କା ଚାପ୍‌ଲିନ୍‌ଙ୍କ ମା’ଙ୍କୁ ଦେଇଦେଲେ । ଏହାପରେ ଚାପ୍‌ଲିନ୍ ଶ୍ରୋତାମାନଙ୍କ ସହିତ ବାକ୍ୟାଳାପ କଲେ, ନାଚିଲେ ଏବଂ ଅନେକ ଗୀତ ଅନୁକରଣ କରି ଗାଇଲେ । ଏହା ମଧ୍ୟରେ ତାଙ୍କ ମା’ଙ୍କର Irish march ତାଙ୍କର ଭଗ୍ନ କଣ୍ଠସ୍ଟର ଅନୁକରଣ କରି ଗାଇବା ସମସ୍ତଙ୍କୁ ପ୍ରଭାବିତ କରିଥିଲା । ଶ୍ରୋତାମାନଙ୍କ ଉପରେ ଏହାର ପ୍ରଭାବ ତାଙ୍କୁ ଆଶ୍ଚର୍ଯ୍ୟାନ୍ବିତ କରିଥିଲା । ସେ ସେମାନଙ୍କର ହସ, ପ୍ରଫୁଲ୍ଲତା ଏବଂ ଟଙ୍କା ଫୋପଡ଼ା ଦେଖ‌ିଲେ । ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ ନେବାପାଇଁ ମା’ ମଞ୍ଚକୁ ଆସିବାବେଳେ ଶ୍ରୋତାମାନେ ତାକୁ ଉଚ୍ଛସିତ ପ୍ରଶଂସାରେ ପୋତି ପକାଇଥିଲେ । ସେଇ ରାତି ଥିଲା ଚାପ୍‌ଲିନ୍‌ଙ୍କର ପ୍ରଥମ ମଞ୍ଚ ଅଭିନୟ । ମା’ଙ୍କର ତାହା ଶେଷ ଅଭିନୟ ଥିଲା । ମା’ ତାଙ୍କ ପୂର୍ବ ସ୍ବର ଫେରି ପାଇଲେ ନାହିଁ । ଆର୍ଥିକ ଅବସ୍ଥାରେ ଅବନତି ଘଟିଲା । କିଛି ଟଙ୍କା ସଞ୍ଚୟ କରିଥିବାରୁ ସେ ଜୀବନ ଧାରଣ କରିନେଲେ । କିନ୍ତୁ ଏହା ସରିଗଲା । ତା’ ପରେ ସେ ଗହଣା ଏବଂ ଅନ୍ୟ ଜିନିଷଗୁଡ଼ିକୁ ବନ୍ଧକ ରଖିଲେ । ଆଶା କରିଥିଲେ ତାଙ୍କ ପୂର୍ବ ସ୍ଵର ଫେରିଆସିବ ।

Glossary :
Owing to: because of
vocal condition : କଣ୍ଠସ୍ଵର ଅବସ୍ଥା
Aldershot : a town in south central England
grubby: dirty (ଅପରିଷ୍କାର)
mean: small
Catering : satisfying
rowdy: noisy causing trouble
excuse: plea
deride: treat with scorn
ridicule: make fun of, laugh at (ଥଟ୍ଟା କରିବା)
terror: ଭୟ
falsetto: a false voice (କୃତ୍ରିମ ସ୍ୱର)
valueless: meaningless (ÅDIA)
quite : totally (ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ )
walk off: left (ପରିତ୍ୟାଗ କରିବା|ଛାଡ଼ି
upset: disappointed
letting : allowing (ଅନୁମତି ଦେବା)
turmoil : noise (କୋଳାହଳ)
glare : ତୀବ୍ର ଆଲୋକ
half way through : ଅଧା ଗୀତ ଗାଉଥ‌ିବା ସମୟରେ
a shower of money : ଟଙ୍କା ବୃଷ୍ଟି
poured: ଗଦା ହେଲା
pick up: collect (ଗୋଟାଇ ନେବା)
gather : ଏକାଠି କରିବା
Conveyed: ଜଣେଇ ଦିଆଗଲା
at home : comfortable (ସ୍ଵଚ୍ଛନ୍ଦ)
chorus: ମିଳିତ ସଙ୍ଗୀତ
impact: ପ୍ରଭାବ
evoked: generated (ଉତ୍ପନ୍ନ କଲା)
tremendous : ବହୁତ
applause: କରତାଳି
fate: ଭାଗ୍ୟ
destiny : fate (ଭାଗ୍ୟ)
heed: notice (ଧ୍ୟାନ ଦେବା )
pity: ଦୟା
justice: ନ୍ୟାୟ
dealt with: behaved ଦେଖାଇଲେ )
regained: ଫେରି ପାଇଲେ
vanished: ଅଦୃଶ୍ୟ ହୋଇଗଲା
pawned: mortgaged (ବନ୍ଧା ପକାଇଲେ)

Think it out

Question 1.
How and why did Charlie first go to the theatre?
Answer:
Mother usually went to the theatre at night. Therefore, she did not want Charlie to stay alone in rented rooms. Besides, her vocal condition was not in a good shape. These factors made Charlie first go to the theatre at the age of five.

Question 2.
Why did his mother walk off the stage?
Answer:
The writer remembers standing on the side of the stage when mother’s voice crecked and relapsed into a state of slow sound. To his utter confusion, she; evoked a ridiculous response from the audience. They started laughing, singing and whistling loudly. As a result, his mother walked off the stage.

Question 3.
How did Charlie make his debut on the stage?
Answer:
Her cracking voice and the audience’s contemptuous treatment to her made Charlie’s mother walk off the stage. Then she came into the wings and argued with the stage manager. But the stage manager, being influenced by the Charlie’s performance before his ‘mother’s friends begged her permission to let Charlie go on to the stage. Then amidst of loud uproar led Charlie by the hand. After appealing to the audience, she left Charlie on the stage alone. Then Charlie rose to the occasion.

Question 4.
How did the audience respond to his frist performance on the stage?
Answer:
At first Charlie sang a popular song called Jack Jones. It enthralled the audience. Money flowed to the stage. Chaplin’s announcement to gather the money first and then sing drew laughter from the audience. The stage manager gave the money to Chaplin’s mother; then Chaplin interacted with the audience, danced and imitated many songs including his mother’s Irish march. His perfect imitation of mother’s cracking voice profoundly impressed the audience. His first appearance on the stage evoked their laughter, lusty cheers and at last more money-throwing.

Question 5.
How did his mother make her living when her career on the stage ended?
Answer:
When her career on the stage ended, his mother made her living by spending a little money she had saved and mortgaging her jewellery and other small belongings.

Unit – III

Gist:
Chaplin and his mother had to undergo a lot of suffering when she gave up stage performance. All their belongings went down. Charlie’s mother turned to religion with a hope that she would get back her voice again. Her regular visit to Christ Church in the Westminister Bridge Road was a case in point. Every Sunday, Chaplin was an avid listener to Bach’s organic music. He, with painful impatience, lent his ears to Reverend EB. Meyer’s enthusiastic and dramatic voice that reverbrated the long central part of the church. His scintillating oration moved mother to tears.

Charlie remembers the Holy Communion on the hot summer’s day. The gathering in the church was treated to cool tasty grape-juice in silvery cups. Mother gently restrained him drink it excessively. The Reverend’s act of closing the Bible filled him with great relief. As a result, there would be no sermons but prayers and the final religious songs. Mother’s theatrical world became a thing of the past. They lived in a state of oppressive misery. Mother’s suffering knew no bounds.

She fell a victim to the social condition of the Victorian age where fabulous wealth and abject poverty were rolled into society and where poorclass women could not but do small works. Small, gracious, sensitive as she was, mother endured the hardships without any protest. Her employment as a nurse was of short duration. She made theatrical costumes. She was able to earn a little for her skilful needle-work and dress making for the members of the church.. In spite of her struggle, their life of hardship did not change.

ସାରମର୍ମ :
ଯେତେବେଳେ ଚାପ୍‌ଲିନ୍‌ଙ୍କ ମା’ ମଞ୍ଚ ଅଭିନୟ ଛାଡ଼ିଦେଲେ ତାଙ୍କ ମା’ ଓ ସେ ବହୁ କଷ୍ଟ ଭୋଗ କରିଥିଲେ । ତାଙ୍କ କଣ୍ଠକୁ ପୁନଶ୍ଚ ଫେରି ପାଇବା ଆଶାରେ ତାଙ୍କ ମା’ ଧର୍ମକୁ ଆଦରି ନେଲେ । ପ୍ରତିଦିନ ସେ ଗୀର୍ଜାକୁ ଯାଉଥିଲେ । ସମ୍ମାନନୀୟ ଧର୍ମଯାଜକଙ୍କର ଜୀବନ୍ତ ସ୍ବରରେ ଗୀର୍ଜାର ଲମ୍ବା ମଧ୍ୟଭାଗ ପ୍ରତିଧ୍ଵନିତ ହେଉଥିଲା

ବେଳେବେଳେ ତାଙ୍କର ଭାଷଣ ମା’ଙ୍କ ଆସ୍‌ରେ ଲୁହ ଭରି ଦେଇଥିଲା । ଗ୍ରୀଷ୍ମଦିନର ଏକ ପବିତ୍ର ସମାବେଶକୁ ଚାପ୍‌ଲିନ୍ ମନେ ପକାଇଛନ୍ତି ।ସମସ୍ତଙ୍କୁ ଥଣ୍ଡା ରୁପା କପ୍‌ରେ ସୁସ୍ଵାଦୁ ଅଙ୍ଗୁର ରସ ଦିଆଯାଇଥିଲା । ଯେତେବେଳେ ଧର୍ମଯାଜକ ବାଇବେଲ ବନ୍ଦ କରୁଥିଲେ ତାହା ଧର୍ମଶିକ୍ଷାର ଅନ୍ତକୁ ସୂଚାଇ ଦେଉଥିଲା । ଦିନ ଗଡ଼ି ଚାଲିଲା । ମା’ଙ୍କର ଥ୍ଟର ସମ୍ବନ୍ଧୀୟ ଦୁନିଆ ଅତୀତ ହୋଇଗଲା । ଅନ୍ୟ କ୍ଷେତ୍ରରେ ତାଙ୍କ ଅଭିଜ୍ଞତାର ଅଭାବ ନୂଆ କାମ ପାଇଁ ଏକ ପ୍ରତିବନ୍ଧକ ଥିଲା ।

ଅକୁହା କଷ୍ଟ ସତ୍ତ୍ବେ ସେ ସଂଗ୍ରାମ ଜାରି ରଖୁଥିଲେ । ଭିକ୍ଟେରିୟାନ ଯୁଗର ଦାରିଦ୍ର୍ୟ ପ୍ରପୀଡ଼ିତା ସ୍ତ୍ରୀ ଲୋକମାନଙ୍କୁ ଛୋଟ କାମ କରିବାକୁ ପଡୁଥିଲା । ବେଳେବେଳେ ସେ ଧାଈର ଭୂମିକା ଗ୍ରହଣ କରୁଥିଲେ । କିନ୍ତୁ ଏହା କ୍ଷଣସ୍ଥାୟୀ ଥିଲା । ଏଇସବୁ ଦୟନୀୟ ଅବସ୍ଥା ସତ୍ତ୍ବେ ମା’ ହତୋତ୍ସାହ ହୋଇଯାଇ ନଥିଲେ । ସେ ଛୁଞ୍ଚ୍ କାମରେ ନିପୁଣା ଥିଲେ । ଗୀର୍ଜାର ସଦସ୍ୟମାନଙ୍କ ପାଇଁ ସେ ପୋଷାକ ତିଆରି କରୁଥିଲେ । ସଂଗ୍ରାମ ସତ୍ତ୍ବେ ସେମାନଙ୍କର ଦୁର୍ଦ୍ଦଶାର ପରିବର୍ତ୍ତନ ହେଲା ନାହିଁ ।

Glossary:
dwindling: going down
drabber: more miserable
turned to: looked to
shuffling: walking slowly and noisily without lifting one’s feet (ଘୋଷାରି ଚାଲିବା)
orations: speeches (ବକ୍ତୃତା)
appealing: touching the feelings (ଭାବନା ଉଦ୍ରେକକାରୀ )
occasionally : at times (ବେଳେବେଳେ)
delicious: ସ୍ୱାଦିଷ୍ଟ
congragation : gathering (ସମ୍ମଳନ)
relieved: ଆଶ୍ଵସ୍ତ ହେଲେ
sermon: a speech made by a priest (ପୂଜକଙ୍କ ଧର୍ମବାଣୀ)
hymn: religious song (ଧର୍ମସଂକ୍ରାନ୍ତୀୟ ସଙ୍ଗୀତ)
wretched: in a miserable state
interim: gap (ବ୍ୟବଧାନ)
travail: painful work
cheerless: dull
fervent: enthusiastic (ଉତ୍ସାହଜନକ)
echoing: ଇକୋ
nave: long central part of the church (ଚର୍ଚ୍ଚର ଦୀର୍ଘ)
twilight: ଗୋଧୂଳି ସମୟ
untutored: did not learn (ଶିଖ୍ ନ)
handicapped: (here) faced problem (ବାଧା ପାଇଲା)
Dainty: small and attractive in a delicate way
sensitive: likely to be upset easily (ସଚେତନ)
odds: obstacles (ପ୍ରତିବନ୍ଧକ)
Victorian era: ଭିକ୍ଟୋରିଆନ୍ ଯୁଗ
menial work : work considered of low status (ମର୍ଯ୍ୟାଦାହୀନ କାମ)
drudges: menial work like the job of an attendant
nevertheless: but still
resourceful: good at finding with effective ways to deal problems
costumes: ପୋଷାକ
But…..us: Chaplin says that mother’s income was not sufficient for their existence.

Think it out

Question 1.
Why did Charlie’s mother turn to religion?
Answer:
Chaplin and his mother had to undergo a lot of suffering when she gave up stage performance. All their belongings went down. Charlie’s mother turned to religion with a hope that she would get back her voice again.

Question 2.
How does Charlie remember the Holy Communion on one hot summer’s day?
Answer:
Charlie’s mind goes back to the Holy Communion on one hot summer’s day. The gathering was treated to tasty grape-juice contained in the cool silver cup. The Reverend’s act of closing the Bible marked the end of preaching religious teaching and the beginning of prayers and the final religious song.

Question 3.
Give an account of his mother’s suffering.
Answer:
With the disappearance of her theatrical world, mother along with Charlie lived amidst miserable conditions. Her lack of experience in any other field was an obstacle to find a job. Small, graceful and sensitive as she was, his mother struggled against unbelievably hostile conditions in a Victorian age when poor-class women were bound to resort to do low work. At times, mother joined the nursing work. She earned a little by making dresses for the members of the church. But it was not enough for their existence.

CHSE Odisha Class 12 English My Mother Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
Chaplin’s father was ____________.
(A) thoughtful
(B) silent
(C) a brilliant artist
(D) all of these
Answer:
(C) a brilliant artist

Question 2.
He was endowed with a __________ voice.
(A)soft
(B) harsh
(C) magical
(D) grave and deep
Answer:
(D) grave and deep

Question 3.
The vaudevillians during Chaplin’s time were –
(A) refined
(B) exceptionally brilliant artists
(C) quite sensitive
(D) addicted to drinking
Answer:
(D) addicted to drinking

Question 4.
A majority of stars were paid _____________ because they spent their money lavishly at the theatre bar.
(A) miserably
(B) weekly
(C) handsomely
(D) all of these
Answer:
(C) handsomely

Question 5.
Chaplin’s father died because of his –
(A) alcoholic habit
(B) addiction to drinking
(C) utter carelessness
(D) isolation from his family
Answer:
(A) alcoholic habit

Question 6.
When drinking, Chaplin’s father was in a ________mood.
(A) defensive
(B) frustrating
(C) violent
(D) sober
Answer:
(C) violent

Question 7.
Chaplin’s parents __________ in his infancy.
(A) divorced
(B) were fine
(C) were typical
(D) none of these
Answer:
(A) divorced

Question 8.
His mother was a ___________singer.
(A) non-descript
(B) moderate
(C) celebrated
(D) gifted
Answer:
(C) celebrated

Question 9.
The word ‘laryngitis’ means –
(A) weak
(B) inflammation of the larynx
(C) incurably weak
(D) long breaths
Answer:
(B) inflammation of the larynx

Question 10.
The cracking voice of Chaplin’s mother was met with ____________ responses from the audience.
(A) ridiculous
(B) sorrowful
(C) delirious
(D) gloomy
Answer:
(A) ridiculous

Question 11.
Chaplin made his ___________appearance on the stage, when he was five.
(A) brilliant
(B) first and last
(C) maiden
(D) none of these
Answer:
(C) maiden

Question 12.
The cracking voice of Chaplin’s mother met with the audeience’s _______.
(A) shock
(B) wrath
(C) derision
(D) all of these
Answer:
(C) derision

Question 13.
Mother led Chaplin to the stage amidst great _________.
(A) noise
(B) excitement
(C) pleasure
(D) uncertainty
Answer:
(A) noise

Question 14.
Jack Jones was a great ___________.
(A) comedy
(B) lyric
(C) elegy
(D) song
Answer:
(D) song

Question 15.
Chaplin’s first appearance on the stage was quite _________.
(A) encouraging
(B) hopeless
(C) contemptuous
(D) none of these
Answer:
(A) encouraging

Question 16.
Presence of Chaplin’s mother on the stage was __________.
(A) painful
(B) sorrowful
(C) electrifying
(D) all of these
Answer:
(C) electrifying

Question 17.
At last, fate ________on her.
(A) sailed
(B) showered
(C) frowned
(D) both (A) and (B)
Answer:
(C) frowned

Question 18.
In her moment of crisis, Chaplin’s mother resorted to –
(A) saying prayers
(B) religion
(C) the priest’s help
(D)none of these
Answer:
(B) religion

Question 19.
The sight of mother’s tear _________ Chaplin a little.
(A) shocked
(B) saddened
(C) vexed
(D) none of these
Answer:
(C) vexed

Question 20.
After going to church, mother’s relationship with her friends almost –
(A) snapped
(B) completely abated
(C) turned strange
(D) soured
Answer:
(A) snapped

Question 21.
The word ’travail’ means ___________.
(A) wandering
(B) tiredness
(C) tordy
(D) painful work
Answer:
(D) painful work

Question 22.
The Victorian age is marked by ___________and poverty.
(A) comfort
(B) sloth
(C) affluence
(D) none of these
Answer:
(C) affluence

Question 23.
Chaplin’s mother was short, __________and sensitive.
(A) fat
(B) weak
(C) pretty
(D) dainty
Answer:
(D) dainty

Question 24.
During Chaplin’s time, job such as, nursing was quite ______.
(A) popular
(B) infrequent
(C) prestigeous
(D) none of these
Answer:
(B) infrequent

Question 25.
Despite all odds, Chaplin’s mother was _________.
(A) fine
(B) tolerant
(C) happy
(D) all of these
Answer:
(B) tolerant

Introducing the Author :
Sir Charles Spencer Chaplin (1889-1977) is one of the greatest comedians of the silent movies. It is an record that Chaplin made his first stage appearance when he was five as a replacement for his mother. Till twenty he could hardly find an anchor and drifted until he came to the United States, after having made a name as a child actor. The rapidly growing film industry and the daring experiments of producers opened new vistas for Chaplin. He was soon recognised as ‘an original and indisputable laughgetter’, his fantastic apparel becoming a symbol of great comedy. Almost every picture in which he featured became famous. Among these are ‘The Floor Walker’, ‘The Count’, ‘The Immigrant’, ‘Easy Street’, ‘The Gold Rush’, ‘City Lights’, ‘Monsieur Verdoux’ and then ‘Lime Light’, his great hit. Bernard Shaw called Chaplin ‘the only genius developed by the motion pictures’, Chaplin produced ‘Lime Light’ at the age of sixty three, when it looked as if he had retired. But the film was hailed as ‘a kind of cinematic poem about humanity’, and Chaplin as one of the supreme geniuses of the film world and comedy.

About the Story :
‘‘My Mother”, an extract from Chaplin’s ‘My Autobiography’ deals with the nature of his father and mother. This article also presents Charlie’s first appearance on the stage and the sufferings he and his mother had experienced when the latter relinquished the stage. A superb touch of clarity characterised ‘‘My Mother”.

ବିଷୟ ସୂଚନା :
ଚାପ୍‌ଲିନ୍‌ଙ୍କର ‘My Autobiography’ରୁ ଉଦ୍ଧୃତ ହୋଇଥିବା “My Mother” ତାଙ୍କ ପିତାମାତାଙ୍କ ବିଷୟରେ ଆଲୋଚନା କରିଛି । ଏହି ବିଷୟଟି ମଞ୍ଚ ଉପରେ ଚାପ୍‌ଲିନ୍‌ଙ୍କର ପ୍ରଥମ ଅବିର୍ଭାବ ଏବଂ ତାଙ୍କ ମା’ଙ୍କର ମଞ୍ଚ କାର୍ଯ୍ୟ ତ୍ୟାଗ କରିବା ପରେ ସେମାନେ ସମ୍ମୁଖୀନ ହୋଇଥ‌ିବା ଦୁର୍ଦ୍ଦଶା ଉପରେ ଆଲୋକପାତ କରିଛି । ସ୍ପଷ୍ଟ ଅଭିବ୍ୟକ୍ତି ହେଉଛି “My Mother” ଗଳ୍ପଟିର ବୈଶିଷ୍ଟ୍ୟ |

Summary :
Walking down the memory lane, Chaplin reminisces his father, who was an entertainer, a silent, a thoughtful man with dark eyes. He learnt from his mother that his father, looking like Napoleon, was endowed with a deep voice. He was a beautiful artist. Even in those days when jobs were scarce, he earned the substantial income of forty pounds a week. Mother also said that his father’s addiction to drinking was the; cause of their divorce. Chaplin throws light on the entertainers of the time. They were die-hard drunkards, because all theatres dealt in alcohol. Handsome salaries made a number of stars spend a lot at the theatre bar. As a result, many artists including Chaplin’s father invited ruin.

His father fell a prey to excessive alcohol at the age of thirty-seven. In a state of drunkenness, he showed a devastating temper. Chaplin’s mother’s attitude towards his father lacked objectivity. At times, it was a blend of sympathy and sadness. Chaplin states that his mother did not demand any means of living, despite his parents’ divorce. A star as she was, she did not face any problem in maintaining herself and her children. Only in times of crisis, she sought relief. She never resorted to legal steps. Chaplin refers to his mother’s voice growing worse. Just a little cold caused a prolonged inflammation of her larynx, but circumstances compelled her to go on singing. Her voice cracked and suddenly became inaudible in the middle of singing. She met with the scorn and laughter of the audience. It led to the deterioration of her health. She grew nervous.

As a result his mother’s theatrical engagements fell off and eventually came to a close. The writer states that his mother’s pathetic vocal condition paved the way for his debut on the stage, when he was five. She was entertaining mostly Soldiers at Aldershot. They were indecent. They did not mind making the performers objects of scorn and laughter. The writer remembers standing on the side of the stage when mother’s voice cracked and relapsed into a state of slow sound.

To his utter confusion, she evoked a ridiculous response from the audience. They started laughing, singing and whistling loudly. As a result, his mother left the stage. Instead of being cowed down by their sarcasm, the stage manager left him on the stage alone. Chaplin splendidly rose to the occasion. He sang a popular song called Jack Jones. The audience responded to his first performance on the stage in a manner that was incredible. Money flodded the stage. Chaplin’s announcement to gather the money first and then sing drew laughter from the audience.

The stage manager gave the money to Chaplin’s mother; the latter interacted with the audience, danced and imitated many songs including his mother’s Irish march one. His perfect imitation of mother’s cracking voice, vastly impressed the audience. Chaplin found himself in the midst of their cheerful response. They threw money to the stage. The spectacle of mother’s presence on the stage was electrifying. She drew lavish praise from the audience. That night marked his debut on the stage and mother’s last performance. , Fate, Chaplin states, governs human destiny. It knows no pity, no justice.

His mother fell a victim to cruel fate. She never got back her voice again. His mother made her living out of a little money, that she had saved and mortgaging the jewellery and other small possessions she had mortgaged. Everything was exhausted soon. She always hoped that she would regain her voice. But it was a futile hope. Chaplin and his mother had to undergo a lot of hardships when she gave up stage performance. She looked to religion, hoping that it would bring back her voice again. She became a frequent visitor to the church. The Reverend’s lively and dramatic voice reverberated the long central part of the church. At times his speeches moved her to tears.

The writer’s mind goes back to the holy gathering on one hot summer’s day. Each of them was treated to tasty grape-juice contained in the cool silver cup. The Reverend’s act of closing the Bible marked the end of preaching religious teaching and the beginning of prayers and the final religious song. Days rolled by. Mother’s theatrical world became a thing of the past. Her lack of experience in other field was an obstacle to find a new job. Small, graceful and sensitive woman as she was, Chaplin’s mother kept on struggling against untold hardships. She lived in a Victorian age, where poverty-stricken women resorted to low jobs. At times, she played the role of a nurse, but such employment was not always available. Besides, the work of nursing lasted for a short time. In spite of these adverse conditions, mother was capable of finding alternative sources for existence. She excelled in the art of needle-work. Dress-making for the members of the church was a case in point. But it was not enough for their livelihood.

ସାରାଂଶ :

ସ୍ମୃତିଚାରଣ କରି ଚାପ୍‌ଲିନ୍ ତାଙ୍କ ବାପାଙ୍କ କଥା ମନେ ପକାଇଛନ୍ତି । ତାଙ୍କ ବାପା ଥିଲେ ଜଣେ ମନୋରଞ୍ଜନକାରୀ, ନୀରବ ଏବଂ ଚିନ୍ତାଶୀଳ ବ୍ୟକ୍ତି । ତାଙ୍କ ମା’ଙ୍କଠାରୁ ଚାପ୍‌ଲିନ୍ ଜାଣିଥିଲେ ଯେ ତାଙ୍କ ବାପା ନେପୋଲିୟନ୍ ଭଳି ଦେଖାଯାଉଥିଲେ ଓ ତାଙ୍କର ସ୍ଵର ଥିଲା ଗମ୍ଭୀର । ସେ ଜଣେ ସୁନ୍ଦର କଳାକାର ଥିଲେ । ସେଇ ସମୟର ଚାକିରିର ଘୋର ଅଭାବ ଥିଲା, ତଥାପି ତାଙ୍କ ବାପା ସପ୍ତାହରେ ଚାଳିଶ ପାଉଣ୍ଡ ଅର୍ଜନ କରୁଥିଲେ ।‘ତାଙ୍କ ବାପା ଥିଲେ ମଦ୍ୟପ ଏବଂ ତାହା ତାଙ୍କ ପିତାମାତାଙ୍କ ବିବାହ ବିଚ୍ଛେଦର କାରଣ ହୋଇଥିଲା ।

ଚାପ୍‌ଲିନ୍ ତତ୍କାଳୀନ ମନୋରଞ୍ଜନକାରୀମାନଙ୍କ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେମାନେ ମଦ୍ୟପ ଥିଲେ କାରଣ ସବୁ ଥୁଟରଗୁଡ଼ିକ ମଦ ବ୍ୟବସାୟ କରୁଥିଲେ । ମୋଟା ଦରମା ପାଉଥିବା ଯୋଗୁଁ ଅନେକ ତାରକା ଥୁଟର ମଦଶାଳାରେ ବହୁତ ସମୟ କଟାଉଥିଲେ । ଫଳରେ ଚାପୁଲିନ୍‌ଙ୍କର ବାପା କିଭଳି ଅନେକ କଳାକାର ଧ୍ଵଂସକୁ ଡାକି ଆଣିଥିଲେ । ସଇଁତିରିଶ ବର୍ଷ ବୟସରେ ତାଙ୍କର ବାପା ଅତ୍ୟଧ୍ଵ ମଦ୍ୟପାନର ଶିକାର ହୋଇ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । ମଦ୍ୟପାନ ଅବସ୍ଥାରେ ସେ ଭୟଙ୍କର କୋପ ଦେଖାଉଥିଲେ । ତାଙ୍କ ବାପାଙ୍କ ପ୍ରତି ମା’ଙ୍କର ଦୃଷ୍ଟିଭଙ୍ଗୀରେ ବିରୋଧଭାବ ନ ଥିଲା । ବେଳେବେଳେ ଏହା ଥିଲା ଦୁଃଖ ଓ ସହାନୁଭୂତିର ମିଶ୍ରଣ ଥିଲା ।

ବିବାହ ବିଚ୍ଛେଦ ସତ୍ତ୍ବେ ମା’ ତାଙ୍କ ବାପାଙ୍କଠାରୁ ଭରଣପୋଷଣ ଦାବି କରି ନ ଥିଲେ ବୋଲି ଚାପଲିନ୍ କହିଛନ୍ତି । ଜଣେ ତାରକା ହିସାବରେ ନିଜ ପିଲାମାନଙ୍କୁ ଚଳାଇବାରେ ସେ କୌଣସି ଅସୁବିଧାର ସମ୍ମୁଖୀନ ହୋଇ ନ ଥିଲେ । କେବଳ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ତ୍ତରେ ସେ ସାହାଯ୍ୟ ଚାହୁଁଥିଲେ । ତାଙ୍କ ମା’ଙ୍କର କଣ୍ଠସ୍ଵର ଧୀରେ ଧୀରେ ଖରାପ ହୋଇଯାଉଥିବା କଥା ଚାପ୍‌ଲିନ୍ କହିଛନ୍ତି । ସାମାନ୍ୟ ଥଣ୍ଡା ତାଙ୍କର କଣ୍ଠକୁ ବହୁଦିନ ଧରି ଆକ୍ରାନ୍ତ କରୁଥିଲା; କିନ୍ତୁ ପରିସ୍ଥିତିର ତାଡ଼ନାରେ ତାଙ୍କୁ ଗୀତ ଗାଇବାକୁ ପଡ଼ୁଥିଲା । ଗୀତ ଗାଇଲାବେଳେ ତାଙ୍କ ସ୍ଵର ଭାଙ୍ଗି ପଡୁଥିଲା ଏବଂ ଗୀତ ଗାଇବା ମଝିରେ ଅସ୍ପଷ୍ଟ ହୋଇଯାଉଥିଲା । ଯାହାଫଳରେ ସେ ଶ୍ରୋତାମାନଙ୍କର ଅଟ୍ଟହାସ୍ୟର ଶିକାର ହେଉଥିଲେ । ଫଳରେ ତାଙ୍କ ସ୍ଵାସ୍ଥ୍ୟର ଅବନତି ଘଟିଲା । ସେ ଭୀତତ୍ରସ୍ତା ହୋଇଗଲେ । ଫଳସ୍ବରୂପ ତାଙ୍କୁ ଥୁଟରରେ କାମ ମିଳିବା କମିଯିବାକୁ ଲାଗିଲା । ମା’ଙ୍କ କଣ୍ଠସ୍ୱରର ଅବସ୍ଥା ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ ପ୍ରଥମ ଥର ପାଇଁ ମଞ୍ଚ ଉପରକୁ ଆସିବାକୁ ବାଧ୍ୟ କରିଥିଲା ।

ସେତେବେଳକୁ ତାଙ୍କ ବୟସ ଥିଲା ପାଞ୍ଚ ବର୍ଷ । ସେତେବେଳେ ତାଙ୍କ ମା’ ଆଲଡର୍‌ସଟ୍‌ରେ ଥିବା ସୈନ୍ୟମାନଙ୍କର ମନୋରଞ୍ଜନ କରାଉଥିଲେ । ଏଇ ସୈନିକମାନେ ଅଭଦ୍ର ଥିଲେ । ସେମାନେ ମନୋରଞ୍ଜନକାରୀମାନଙ୍କୁ ଅପମାନ ଏବଂ ଥଟ୍ଟା କରିବାକୁ ଭୁଲୁ ନଥିଲେ । ଏକଦା ଚାପ୍‌ଲିନ୍ ମଞ୍ଚର ଏକ କୋଣରେ ଛିଡ଼ା ହୋଇଥିଲେ । ଏହି ସମୟରେ ତାଙ୍କ ମା’ଙ୍କର କଣ୍ଠସ୍ଵର ଭାଙ୍ଗିପଡ଼ିଲା ଓ ସ୍ଵର ଅସ୍ପଷ୍ଟ ହୋଇଗଲା। ଶ୍ରୋତାମାନେ ତାଙ୍କୁ ଥଟ୍ଟା କରିଥିଲେ । ସେମାନେ ହସିବା, ଗୀତ ଗାଇବା ଏବଂ ସିଟି ବଜାଇବାରେ ଲାଗିପଡ଼ିଲେ । ତା’ପରେ ତାଙ୍କ ମା’ ମଞ୍ଚ ଛାଡ଼ି ଚାଲିଯାଇଥିଲେ । ସେମାନଙ୍କର ବିଦ୍ରୁପ ସାମ୍‌ନାରେ ମୁଣ୍ଡ ନ ଝୁଙ୍କାଇ ପରିଚାଳକ ଚାପ୍‌ଲିନ୍‌ଙ୍କୁ ଏକୁଟିଆ ମଞ୍ଚ ଉପରେ ଛାଡ଼ିଦେଲେ । ଚାପ୍‌ଲିନ୍ କିଛି କମ୍ ନ ଥିଲେ । ସେ ଲୋକପ୍ରିୟ ଗୀତ Jack Jones ଗାଇଥିଲେ ।

ତାଙ୍କର ପ୍ରଥମ ଅଭିନୟକୁ ଶ୍ରୋତାମାନେ ଅବିଶ୍ବସନୀୟ ଭାବେ ପସନ୍ଦ କଲେ । ସେମାନେ ମଞ୍ଚ ଉପରକୁ ଟଙ୍କା ଫୋପାଡ଼ିବାକୁ ଲାଗିଲେ । ପ୍ରଥମେ ଟଙ୍କା ଗୋଟାଇବେ ଏବଂ ପରେ ଗୀତ ଗାଇବେ ବୋଲି ଚାପ୍‌ଲିନ୍ ଘୋଷଣା କଲେ । ଏଥିରେ ଶ୍ରୋତୃମଣ୍ଡଳୀ ଖୁସି ହୋଇଗଲେ । ମଞ୍ଚ ପରିଚାଳକ ସବୁ ଟଙ୍କା ଚାପ୍ଲିନ୍ ମା’ଙ୍କୁ ଦେଇଦେଲେ । ଏହାପରେ ଚାପ୍‌ଲିନ୍ ଶ୍ରୋତାମାନଙ୍କ ସହିତ ବାକ୍ୟାଳାପ କଲେ, ନାଚିଲେ ଏବଂ ଅନେକ ଗୀତ ଅନୁକରଣ କରି ଗାଇଲେ । ଏହା ମଧ୍ୟରେ ତାଙ୍କ ମା’ଙ୍କର Irish march ଗୀତକୁ ତାଙ୍କର ଭଗ୍ନ କଣ୍ଠସ୍ଵର ଅନୁକରଣ କରି ଗାଇବା ସମସ୍ତଙ୍କୁ ପ୍ରଭାବିତ କରିଥିଲା । ସେମାନେ ମଞ୍ଚ ଉପରକୁ ଟଙ୍କା ଫୋପାଡ଼ିବାକୁ ଲାଗିଲେ । ମଞ୍ଚ ଉପରେ ତାଙ୍କ ମା’ଙ୍କର ଉପସ୍ଥିତିର ଦୃଶ୍ୟ ଚମତ୍କାର ଥିଲା । ଶ୍ରୋତାମାନେ ତାଙ୍କର ଭୂୟସୀ ପ୍ରଶଂସା କଲେ । ସେଇ ରାତି ପରଦା ଉପରେ ଚାପ୍‌ଲିନ୍‌ଙ୍କର ପ୍ରଥମ ଏବଂ ମା’ଙ୍କର ଶେଷ ଉପସ୍ଥିତିର ସାକ୍ଷୀ ଥିଲା ।

ଚାପ୍‌ଲିନ୍ କହିଛନ୍ତି ଯେ ଭାଗ୍ୟ ମଣିଷର ଗତିପଥ ନିର୍ଦ୍ଧାରଣ କରେ । ଏହା ପାଖରେ ଦୟା ବା ନ୍ୟାୟର ସ୍ଥାନ ନ ଥାଏ । ତାଙ୍କର ମା’ ନିଷ୍ଠୁର ଭାଗ୍ୟର ଶିକାର ହୋଇଗଲେ । ସେ ତାଙ୍କର ସ୍ଵର ଆଉ ଫେରିପାଇଲେ ନାହିଁ । ତାଙ୍କ ମା’ ସଞ୍ଚୟ କରିଥିବା ସ୍ଵଚ୍ଛ ଟଙ୍କା, ଗହଣା ଏବଂ ଅନ୍ୟ ଜିନିଷଗୁଡ଼ାକର ବନ୍ଧକ ରଖି ଜୀବିକା ନିର୍ବାହ କଲେ । ସବୁକିଛି ଅଳ୍ପଦିନ ମଧ୍ୟରେ ସରିଗଲା । ସେ ସବୁବେଳେ ଆଶା କରୁଥିଲେ ତାଙ୍କର କଣ୍ଠସ୍ଵର ଫେରିଆସିବ, କିନ୍ତୁ ଏହା ଥିଲା ଦୀ ଆଶା । ତାଙ୍କ ମା’ ମଞ୍ଚ ଛାଡ଼ିଲା ପରେ ଚାପ୍‌ଲିନ୍ ଏବଂ ସେ ବହୁତ ଅସୁବିଧାର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ । ତାଙ୍କ କଣ୍ଠସ୍ବର ପୁନଶ୍ଚ ଫେରି ପାଇବା ଆଶାରେ ସେ ଧର୍ମର ଆଶ୍ରୟ ନେଇଥିଲେ । ସେ ପ୍ରତିଦିନ ଗୀର୍ଜାକୁ ଯାଉଥିଲେ । ସମ୍ମାନନୀୟ ଧର୍ମଯାଜକଙ୍କର ଜୀବନ୍ତ ଏବଂ ନାଟକୀୟ ସ୍ବରରେ ଗୀର୍ଜାର ଲମ୍ବା ମଧ୍ୟଭାଗ ପ୍ରତିଧ୍ଵନିତ ହେଉଥିଲା । ବେଳେବେଳେ ତାଙ୍କର ଭାଷଣ ମା’ଙ୍କ ଆସ୍‌ରେ ଲୁହ ଭରି ଦେଉଥିଲା । ଗ୍ରୀଷ୍ମଦିନର ଏକ ପବିତ୍ର ସମାବେଶକୁ ଲେଖକ ମନେ ପକାଇଛନ୍ତି । ସମସ୍ତଙ୍କୁ ଥଣ୍ଡା ରୁପ କମ୍‌ରେ ସୁସ୍ୱାଦୁ ଫାଙ୍ଗୁର ରସ ପିଇବାକୁ ଦିଆଯାଇଥିଲା । ଯେତେବେଳେ ଧର୍ମଯାଜକ ବାଇବେଲ ବନ୍ଦ କରୁଥିଲେ, ତାହା ଧର୍ମଶିକ୍ଷା ସମାପ୍ତି ଓ ଧର୍ମ ସଙ୍ଗୀତ ଆରମ୍ଭ ହେବାର ସୂଚନା ଦେଉଥିଲା ।

ଦିନ ଗଡ଼ି ଚାଲିଲା । ମା’ଙ୍କର ଥାଏଟର ସମ୍ବନ୍ଧୀୟ ଦୁନିଆ ଅତୀତ ହୋଇଗଲା । ଅନ୍ୟ କ୍ଷେତ୍ରରେ ତାଙ୍କ ଅଭିଜ୍ଞତାର ଅଭାବ ନୂଆ କାମ ମିଳିବାପାଇଁ ଏକ ପ୍ରତିବନ୍ଧକ ଥିଲା । ଅବ୍ୟକ୍ତ ବେଦନା ସତ୍ତ୍ଵେ ତାଙ୍କ ମା’ ସଂଗ୍ରାମ ଜାରି ରଖିଲେ । ଭିକ୍ଟୋରିଆ ଯୁଗର ଦାରିଦ୍ର୍ୟ ପ୍ରପୀଡ଼ିତା ସ୍ତ୍ରୀ ଲୋକମାନଙ୍କୁ ଛୋଟ କାମ କରିବାକୁ ପଡୁଥିଲା । ବେଳେବେଳେ ସେ ଧାଈର ଭୂମିକା ଗ୍ରହଣ କରୁଥିଲେ । କିନ୍ତୁ ଏହା କ୍ଷଣସ୍ଥାୟୀ ଥିଲା । ଏଇସବୁ ଦୟନୀୟ ଅବସ୍ଥା ସତ୍ତ୍ବେ ମା’ ହତୋତ୍ସାହ ହୋଇ ଯାଇନଥିଲେ । ସେ ଛୁଞ୍ଚ୍ କାମରେ ନିପୁଣା ଥିଲେ । ଗୀର୍ଜାର ସଦସ୍ୟମାନଙ୍କ ପାଇଁ ସେ ପୋଷାକ ତିଆରି କରୁଥିଲେ । କିନ୍ତୁ ସେମାନଙ୍କ ଭରଣପୋଷଣ ପାଇଁ ଏହା ଯଥେଷ୍ଟ ନଥିଲା ।

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Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 3 The Inchcape Rock Textbook Exercise Questions and Answers.

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Unit – I
Gist with Glossary
Gist:
The poet presents a picture of stillness. The air, the sea, the ship, her sails, and the ocean all look motionless. The slow rise and fall of waves failed to move the Inchcape Bell, a dangerous reef off the east coast of Scotland near the mouth of the river of Tay. During sunny days it could be easily noticed but during a storm, the ships would meet their death because of it. So to solve this problem the Abbot of Aberbrothok placed a bell on this rock. The bell would be heard loud and clear during a storm and as a result, would warn the sailors that the fatal Inchcape Rock was near. His humanitarian deed helped many a sailor know the presence of the dangerous rock. It was but natural that the Abbot of Abberbrothok won their blessings.

Glossary:
Stir: movement.(ଗତି)
Still: motionless. (ସ୍ଥିର)
Keel: bottom part of the ship. ( ଜାହାଜର ତଳଭାଗ)
Inchcape Rock: a perilous reef off the east coast of Scotland near the mouth of the river Tay.
Placed: fixed .(ଥୋଇଦେଲେ)
Buoy: a floating object on the sea to mark a dangerous rock. (ସମୁଦ୍ରରେ ଏକ ଭାସମାନ ବସ୍ତୁ |ଏକ ବିପଜ୍ଜନକ ପଥର ଚିହ୍ନ କରିବାକୁ |)
Surge’S Well: the rise of the tidal waves. (ଜୁଆରିଆ ଢେଉର ଉତ୍‌ଥାନ)
The Mariners: the sailors. (ମେରାଇନର୍ସ)
Perilous: dangerous. (ଭୟଙ୍କର )

Think It Out

Question 1.
How does the poet describe the Inchcape Rock?
Answer:
The poet states that the Inchcape Rock was a few inches high above the surface of the sea in low tide and was completely covered by the sea in high tide or when the sea was rough.

Question 2.
Was the Inchcape Rock dangerous? Give your reasons.
Answer:
The Inchcape Rock was quite dangerous because during sunny days the huge stone could be easily noticed, but it was completely covered by the sea at a high tide or when the sea swelled. As a result, many ships had been wrecked.

Question 3.
Why did the Abbot place a bell on the Inchcape Rock?
Answer:
The Abbot placed a bell on the Inchcape Rock to warn the sailors of the presence of this fatal rock nearby.

Question 4.
When did the Inchcape bell ring?
Answer:
The Inchcape bell rang during a storm or when the sea swelled.

Question 5
Why did the mariners bless the Abbot?
Answer:
Mariners blessed the Abbot because he saved many imminent shipwrecks during the storm by placing a bell on the perilous Inchcape Rock. In other words, humanitarian deeds gave them strength where nature was inhospitable.

Unit – II
Gist with Glossary
Gist :
The poet describes the cheering power of spring. The glittering sun, the screaming of seabirds, and the visible Inchcape filled the air with great joy. The beauty of spring made Sir Ralph the Rover, a sea pirate, cheerful beyond words. But his cheerful spirit gave way to mischief. His eye was fixed on the Inchcape Rock. The bell placed by the Abbot of Abberbrothok was a great disadvantage for him because he plundered the ships that were wrecked by the Inchcape Rock. So he decided to cut the bell from the rock. He was very happy now since there was no more bell. There was a lot more loot! The sailors would not bless the Abbot of Abberbrothok anymore.

Glossary:
Gay: here brightly. (ଆନନ୍ଦରେ )
screamed: made a loud high cry. (ଚିତକାର କରୁଥିଲେ)
wheeled: turned around quickly. (ହଠାତ୍ ବୁଲିପଡ଼ିଲେ)
speck: a very small part.(ଏକ କ୍ଷୁଦ୍ର ଅଂଶ )
He fell…. spring: The pirate Ralph the Rover was in high spirits because of spring, a season of joy and excitement.
His heart…….. excess: the pirate’s joy knew no limits.
But…. wickedness: His pleasure gave way to mischief.
Quoth: said (କହିଲେ)
Put Out: (here) make the ship ready (ପ୍ରସ୍ତୁତ କର)
I’ll…..Aberbrothok: Sir Ralph the Rover is determined to cause pain to the Abbot of Aberbrothok by cutting the bell.
Down……..sound: The bell sunk beneath the tide producing a low sound.

Think It Out

Question 1.
How does the poet express ‘the cheering power of spring’?
Answer:
The poet expresses the cheering power of spring in terms of the bright sun, screaming birds, and joy in their sounds. Merriment was in the air.

Question 2.
How did Ralph come across the Inchcape Bell?
Answer:
Ralph came across the Inchcape Bell by walking his deck and focusing his attention on it when spring set in and it surfaced on the calm sea.

Question 3.
What was the effect of ‘the cheering power of spring’ on Ralph?
Answer:
The cheering power of spring made Ralph whistle and sing and filled his heart with great delight.

Question 4.
What kind of a person was Ralph? Which line tells you so?
Answer:
Ralph was a wicked person to the backbone. The line ‘His heart was mirthful to excess’ tells us so.

Question 5.
What act of wickedness did he do?
Answer:
He committed a wicked deed by cutting the bell that the Abbot of Aberbrothok had placed on the dangerous Inchcape Rock.

Question 6.
Why did he do the wicked act?
Answer:
He did the wicked act because the sailors would not bless the Abbot of Aberbrothok.

Unit – III
Gist with Glossary
Gist :
As a result of his plundering spree, Sir Ralph the Rover became very rich in no time and came back to the shore of Scotland. It was a very stormy day. There was a thick haze and a strong gale and it was nearing nighttime. It was so dark that they could hot see the land. Sir Ralph tried to give his sailors courage by saying that the moon would soon appear and that they would be able to see. However, they still could not see and everybody wished they could hear the Inchcape bell. The ship soon struck the rock and everybody was in despair. Sir Ralph was cursing himself as the ship was sinking beneath the tide. Even as he was dying, Ralph could hear one dreadful sound. It was as if it was the warning sound of the Inchcape bell, it was as if it was the sound of the Devil ringing his knell.

Glossary:
scoured: searched for ships in the sea for plundering (ରେ ଜାହାଜ ଖୋଜିଲା | ଲୁଣ୍ଠନ ପାଇଁ ସମୁଦ୍ର)
Many A Day: many days (ଅନେକ ଦିନ)
Plunder: loot (ଲୁଣ୍ଠନ)
Loot: dense (ଘନ, ଘଞ୍ଚ)
Haze: fog (କୁହୁଡ଼ି)
Gale: storm (ଝଡ଼)
Died Away: stopped (ବନ୍ଦ ହୋଇଗଲା)
Canst: can
Swell: rise (ଉତ୍‌ଥାନ)
Strikes: hits (ବାଡ଼ି ହୋଇଗଲା )
Shivering: trembling ( ଦୋଳାୟମାନ )
‘Oh….. Rock’: The helplessness of the mariners is indicated by deep shock
Despair: misery (ଦୁର୍ଦ୍ଦଶା )
Dreadful : fearful (ଭୟଙ୍କର )
The Devil…. knell: This line signifies Ralph’s death.

Think It Out

Question 1.
How did Ralph become rich?
Answer:
Ralph became rich by plundering the ships that met with wrecks.

Question 2.
Why did the ship lose its way in the sea while it was heading towards Scotland?
Answer:
The ship lost its way in the sea while it was heading towards Scotland because of a dense fog and a strong gale. Besides, it was nearing nighttime.

Question 3.
Why did a mariner think that they were near the shore?
Answer:
A mariner thought that they were near the shore.

Question 4.
‘Oh, Christ! it is the Inchcape Rock’ – why did the mariners exclaim so?
Answer:
The mariners exclaimed so in their stale hopelessness. To their stunned disbelief, they feel the presence of the dangerous Inchcape Rock and consequently think of their imminent death. In Christ, they see their savior.

Question 5.
Why did Sir Ralph curse himself?
Answer:
Sir Ralph cursed himself because he realized that his notorious act of cutting the bell to tarnish the image of the Abbot of Aberbrothok paved the way for the sinking of his own ship in the roaring waves of the sea.

Question 6.
‘The Devil below was ringing his knell.’- what does this expression mean?
Answer:
The expression ‘The Devil below was ringing his knell’ means the death of the notorious Ralph the Rover. Even as he was dying, he could hear one fearful sound as if it was the warning sound of the Inchcape bell. It was as if the Devil was ringing the sound of his disaster.

Question 7.
Do you find this poem musical? The rhyme scheme of the first stanza is AABB (sea-A, be-A, motion-B, ocean-B). Is the rhyme scheme the same for all the stanzas?
Answer:
We find this poem completely musical. The poet’s profuse use of alliteration ‘S’ sea/ship/still and so on justifies this fact. The rhyme scheme is the same for all the stanzas.

CHSE Odisha Class 11 English The Inchcape Rock Important Questions and Answers

A.Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.

No stir in the air, no stir in the sea,
The ship was still as she could be,
Her sails from heaven received no motion,
Her keel was steady in the ocean.

Without either sign or sound of their shock
The waves flowed over the Inchcape Rock;
So little they rose, so little they fell,
They did not move the Inchcape Bell.

The Abbot of Aberbrothok
Had placed that bell on the Inchcape Rock;
On a buoy in the storm it floated and swung,
And over the waves its warning rung.

When the Rock was hid by the surge’s swell,
The mariners heard the warning bell;
And then they knew the perilous Rock,
And blessed the Abbot of Aberbrothok.

Questions :
(i) What picture do the first two lines present?

(ii) “Her sails from heaven received no motion;” What does the expression ‘Her sails’ refer to?

(iii) In spite of flowing over the Inchcape Rock, why didn’t the waves move its bell?

(iv) What made the Inchcape Rock unseen?

(v) What picture of the Abbot of Aberbrothok do you get in the extract?

Answers :
(i) The first two lines present a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship was motionless,

(ii) The expression ‘Her sails’ refers to the ship’s sails.

(iii) The waves did not move Inchcape bell, in spite of flowing over the Inchcape Rock, because of their excessively slow rise and fall.

(iv) Rise of the tidal waves made the Inchcape Rock unseen.

(v) The extract presents a picture benevolence associated with the Abbot of Aberbrothok. His act of placing the bell on Inchcape Rock for the interest of the mariners is a case in point.

2. Read through the extract and answer the questions that follow.

The sun in heaven was shining gay,
All things were joyful on that day;
The sea-birds screamed as they wheeled round
And there was joyance in their sound.

The buoy of the Inchcape Bell was seen
A darker speck on the ocean green;
Sir Ralph the Rover walked his deck,
And he fixed his eye on the darker speck.

He felt the cheering power of spring;
It made him whistle, it made him sing;
His heart was mirthful to excess.
But the Rover’s mirth was wickedness

Questions :
(i) How does the poet describe the sun?

(ii) What did the seabirds do and what did they produce?

(iii) How do you account for the repetition of ‘darker speck’?

(iv) “It made him whistle.” What does ‘It’ refer to?

Answers :
(i) The poet gives a description of the bright sun.

(ii) The seabirds screamed as they wheel around. There was joy in their sound.

(iii) Sir Ralph the Rover could not take his eye off the darker speck visible on the green ocean. Later his act of dealing with it becomes the focus of the poem and the repetition.

(iv) ‘It’ refers to the cheering power of spring.

3. Read through the extract and answer the questions that follow.

His eye was on the Inchcape float;
Quoth he, ‘My men, put out the boat,
And row me to the Inchcape Rock,
And I’ll plague the Abbot of Aberbrothok’

The boat is lowered, the boatmen row,
And to the Inchcape Rock they go;
Sir Ralph bent over from the boat,
And he cut, the Bell from the Inchcape float.

Down sunk the Bell with a gurgling sound;
The bubbles rose and burst around;
Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’

Questions :
(i) What did Ralph say to his men?

(ii) ‘And I’ll plague the Abbot of Aberbrothok” – what aspect of Ralph’s character does this describe?

(iii) How did Ralph cut the bell?

(iv) What happened after he cut the bell?

(v) ‘Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’
What device does the Southey use here?

Answers :
(i) Ralph said to his men to get the boat ready and row him to the Inchcape Rock.
(ii) This line presents Ralph as a sadist.

(iii) Ralph cut the bell by bending over the boat.

(iv) After he cut the bell, it sunk down into the sea making a gurgling sound.

(v) The device poet Southey uses here is irony. Sir Ralph the Rover cut the Inchcape bell and eventually paid the penalty.

4. Read through the extract and answer the questions that follow.

Sir Ralph the Rover sailed away,
He scoured the seas for many a day;
And now grown rich with plundered store
He steers his course for Scotland’s shore.

So thick a haze o’erspreads the sky
They cannot see the sun on high;
The wind hath blown gale all day,
At evening it hath died away
On the deck the Rover takes his stand.

So dark it is they see no land.
Quoth Sir Ralph, ‘It will be lighter soon,
For there is a dawn of the rising moon.’

‘Canst hear’, said one ‘the breakers roar?
For methinks we should be near the shore’
‘Now where we are I cannot tell,
But I wish I could hear the Inchcape Bell.’

Questions :
(i) What did Sir Ralph do for many days?

(ii) Why were the mariners not able to see the sun?

(iii) When did the wind stop?

(iv) Why was the land not visible to the mariners?

(v) What did a mariner wish?

Answers :
(i) Sir Ralph searched for the ships in the sea and kept on plundering them for many days.

(ii) The mariners were not able to see the sun, because of dense fog that had overspread the sky.

(iii) The wind stopped in the evening.

(iv) The land was not visible to the mariners, because it was dark everywhere.

(v) A marinor wished he had heard the Inchcape Bell

5. Read through the extract and answer the questions that follow.

They hear no sound; the swell is strong;
Though the wind hath fallen they drift along,
Till the vessel strikes with a shivering shock
‘Oh Christ ! It is Inchcape Rock’.

Sir Ralph the Rover tore his hair,
He cursed himself in his despair;
The waves rush in on every side;
The ship is sinking beneath the tide.

But even in his dying fear
One dreadful sound could the Rover hear,
A sound as if with the Inchcape Bell
The Devil below was ringing his knell.

Questions :
(i) ‘They hear no sound;’ who are they?

(ii) ‘Sir Ralph the Rover tore his hair.’ What poetic device is used here?

(iii) Why was the ship sinking?

(iv) What sort of sound did Ralph hear?

(v) In what condition did Ralph find himself?

Answers :
(i) They are Sir Ralph the Rover and the other mariners who accompanied him.

(ii) Alliteration is used here. The repetition of ‘R’ here justifies this fact.

(iii) The ship was sinking beneath the stormy sea because it struck the Inchcape Rock in the darkness of night.

(iv) Ralph heard a sound that was quite fearful as the sound of the Inchcape bell.

(v) Ralph found himself in a state of dread, despair, and belated repentance.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.
Unit – I
The test
Lines 1 to 16

No stir in the air…………………………. Abbot of Aberbrothok
Question 1.
What is ‘Inchcape Rock’?
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.
(b) the name of a ship that could cross all obstacles.
(c) the name of a sea animal that is very dangerous.
(d) none of the above.
Answer:
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.

Question 2.
The first four lines present a similar picture of air, sea, ship, sails, and ocean. What is that?
(a) stormy.
(b) stillness.
(c) sometimes stormy and sometimes calm.
(d) none of the above.
Answer:
(b) stillness.

Question 3.
What do you mean by the word ‘keel’?
(a) the old form of the word hill.
(b) bottom of the sea.
(c) the bottom part of the ship.
(d) top of the rock.
Answer:
(c) the bottom part of the ship.

Question 4.
What did happen to the Inchcape Rock when there was low tide?
(a) fully visible.
(b) only its top was visible.
(c) not visible.
(d) none of the above.
Answer:
(b) only its top was visible.

Question 5.
What did happen to the Inchcape Rock when there was high tide?
(a) completely covered by seawater.
(b) only its top was visible.
(c) the rock moves away to one side of the sea.
(d) the rock floats on the sea like a ship.
Answer:
(a) completely covered by seawater.

Question 6.
What did happen to ships that could not see the Inchcape Rock?
(a) they could not move.
(b) they returned away.
(c) they got wrecked.
(d) they passed away in another direction.
Answer:
(c) they got wrecked.

Question 7.
What did Abbot do to save the ships from the wreckage?
(a) He fixed a red flag on the Rock.
(b) He fixed a bell that rang in an abnormal situation on the sea.
(c) He fixed a huge magnet to check the movement of the sea.
(d) none of the above.
Answer:
(b) He fixed a bell that rang in an abnormal situation on the sea.

Question 8.
When did the Inchcape bell ring?
(a) during the visit of a ship.
(b) during the low tide in the sea.
(c) during a storm or when the sea swelled.
(d) during the attack of sea pirates.
Answer:
(c) during a storm or when the sea swelled.

Question 9.
The ‘bell’ floated and swung on a_________.
(a) log.
(b) pole.
(c) pillar.
(d) buoy.
Answer:
(d) buoy.

Question 10.
The ‘bell’ worked as a________ to the ship
(a) information.
(b) warning.
(c) signal.
(d) sailing.
Answer:
(b) warning.

Question 11.
What do you mean by the word ‘buoy’?
(a) a flying object.
(b) a sinking object.
(c) a floating object.
(d) a moving object.
Answer:
(c) a floating object.

Question 12.
What do you mean by the words ‘surge’s swell’?
(a) rise of the ship on the rock.
(b) rise of the tidal waves.
(c) rise of the rock on the sea.
(d) rise of seawater on the banks.
Answer:
(b) rise of the tidal waves.

Question 13.
How the Inchcape Rock was hidden?
(a) by the low tide.
(b) by the darkness.
(c) by the clouds.
(d) by the high tide.
Answer:
(d) by the high tide.

Question 14.
Who did hear the warning bell?
(a) the sea pirates.
(c) the mariners.
(b) the visitors.
(d) the ship owners.
Answer:
(c) the mariners.

Question 15.
What do you mean by the word ‘mariners’?
(a) the engineers.
(b) the pirates.
(c) the sailors.
(d) the passengers.
Answer:
(c) the sailors.

Question 16.
How was the rock described by the boat?
(a) pleasures.
(b) disadvantageous.
(c) advantageous.
(d) perilous.
Answer:
(d) perilous.

Question 17. Who did bless Abbot?
(a) the visitors.
(b) the mariners.
(c) the ship owners.
(d) none of the above.
Answer:
(b) the mariners.

Question 18.
‘Aberbrothok’ is associated with_________.
(a) the mariners.
(b) the Inchcape Rock.
(c) the ship.
(d) Abbot.
Answer:
(d) Abbot.

Unit – II
The test
Lines 17 to 40

The sun in heaven…………………. Abbot of Aberbrothok
Question 19.
The description of the sun in line 17 of the poem signifies :
(a) scorching sun.
(b) setting sun.
(c) rising sun.
(d) pleasant bright, sun.
Answer:
(d) pleasant bright, sun.

Question 20.
What does the screaming sound of sea birds signify?
(a) melancholy.
(b) joyance.
(c) a sight of horror.
(d) a bad day.
Answer:
(b) joyance.

Question 21.
How was the buoy of the Inchcape Bell seen on the sea?
(a) a brighter spot.
(b) a green speck.
(c) a darker speck.
(d) a white speck.
Answer:
(c) a darker speck.

Question 22.
Whose eye was fixed on the darker speck?
(a) the poets.
(b) the mariners.
(c) Sir Ralph’s.
(d) Pirates.
Answer:
(c) Sir Ralph’s.

Question 23.
What do you mean by the word ‘speck’?
(a) a very big spot.
(b) a very small spot.
(c) a bright spot.
(d) an invisible spot.
Answer:
(b) a very small spot.

Question 24.
What, according to the poet, the bright sun, screaming of birds and their joyance do signify?
(a) terrible summer.
(b) cheerful spring.
(c) the happy memory.
(d) unpleasant day.
Answer:
(b) cheerful spring.

Question 25.
Who was mirthful by the cheerful spring?
(a) the poet.
(d) the visitor.
(c) Sir Ralph.
(b) the mariner.
Answer:
(c) Sir Ralph.

Question 26.
What was the secrecy of Sir Ralph’s mirth?
(a) success.
(b) cheerful spring.
(c) wickedness.
(d) achievement.
Answer:
(c) wickedness.

Question 27.
What do you mean by the word ‘mirth’?
(a) delight.
(b) bad feeling.
(c) mourn.
(d) danger.
Answer:
(a) delight.

Question 28.
What did Sir Ralph want to do?
(a) to praise Abbot.
(b) to blame Abbot.
(c) to destroy Inchcape Rock.
(d) to earn a good name.
Answer:
(b) to blame Abbot.

Question 29.
What did he do to blame Abbot?
(a) stopped the bell ringing.
(b) cut the bell from the buoy.
(c) criticized Abbot in public.
(d) proved Abbot’s method was wrong.
Answer:
(b) cut the bell from the buoy.

Question 30.
What did Sir Ralph say after cutting the bell from the Inchcape Rock?
(a) everybody would praise him.
(b) he would fix a new bell.
(c) the next who comes to the Rock won’t bless the Abbot.
(d) none of the above.
Answer:
(c) the next who comes to the Rock won’t bless the Abbot.

Question 31.
What does the word ‘plague’ mean?
(a) cause pleasure.
(b) cause success.
(c) cause accident.
(d) cause pain.
Answer:
(d) cause pain.

Unit – III
The Text
Lines 41 to 68

Sir Ralph……………………ringing his knell
Question 32.
Sir Ralph was a ………………..
(a) ranger.
(b) rover.
(c) counselor.
(d) doctor.
Answer:
(d) doctor.

Question 33.
What did he do moving into the sea?
(a) visiting different places.
(b) discovering the things in the sea.
(c) plundering the ships for wealth.
(d) none of the above.
Answer:
(c) plundering the ships for wealth.

Question 34.
What did he do at last?
(a) enjoyed his days in the sea.
(b) returned to Scotland’s shore.
(c) crossed Inchcape safely.
(d) fulfilled his mission.
Answer:
(b) returned to Scotland’s shore.

Question 35.
How was the weather when Sir Ralph’s ship was near Scotland’s shore?
(a) dark, foggy, and stormy.
(b) bright, clear, and fine.
(c) cloudy, smoky, and semi-darkness.
(d) none of the above.
Answer:
(a) dark, foggy, and stormy.

Question 36.
But standing on the deck of the ship, Sir Ralph was hopeful of a clear day with the rising of_________.
(a) sun.
(b) stars.
(c) moon.
(d) a bright celestial object.
Answer:
(c) moon.

Question 37.
Why was the land not visible to the mariners of Sir Ralph’s ship?
(a) because of darkness.
(b) because they were far from the shore.
(c) because mariners had no microscope.
(d) all of the above.
Answer:
(a) because of darkness.

Question 38.
But one of the mariners could hear the________.
(a) wreck of a ship.
(b) thunder on a ship.
(c) Inchcape Bell.
(d) sound of a sea animal.
Answer:
(c) Inchcape Bell.

Question 39.
At last, the ship lost its way and got wrecked hitting against________.
(a) the other ship.
(b) the Inchcape Rock.
(c) a huge sea animal.
(d) none of the above.
Answer:
(b) the Inchcape Rock.

Question 40.
What did Sir Ralph do in despair?
(a) pray God.
(b) scolded his mariners.
(c) cursed himself.
(d) cursed Abbot.
Answer:
(c) cursed himself.

Question 41.
While dying in fear, Sir Ralph could hear a sound similar to________.
(a) band party drum.
(b) Thunder.
(c) sweet music.
(d) Inchcape Bell.
Answer:
(d) Inchcape Bell.

Question 42.
Who was in fact ringing this bell?
(a) Abbot.
(b) the Devil.
(c) Inchcape Bell.
(d) mariners.
Answer:
(b) the Devil.

Question 43.
What does the last line of the poem signify?
(a) death of Sir Ralph.
(b) end of his journey.
(c) a lesson taught to him.
(d) none of the above.
Answer:
(a) death of Sir Ralph.

Question 44.
Who is the author of the poem “Inchcape Bell”?
(a) Robert Frost.
(b) Robert Smith.
(c) Robert Stewart.
(d) Robert Southey.
Answer:
(d) Robert Southey.

Introducing The Poet :
Robert Southey was an English poet of the Romantic School, one of the so-called “Lake poets” and poet laureate for 30 years. His poems often told a story and were set in faraway lands. Although his fame has been long eclipsed by that of his contemporaries and friends William Wordsworth and Samuel Taylor Coleridge, Southey’s verse still enjoys some popularity.

Moreover, Southey was a prolific letter writer, literary scholar, essay writer, historian, and biographer. His biographies include the life and works of John Bunyan, John Wesley, William Cowper, Oliver Cromwell, and Horatio Nelson. The last has rarely been out of print since its publication in 1813 and was adapted for the screen in the 1926 British film, Nelson.

He was also a renowned Portuguese and Spanish scholar, translating a number of works from those two countries into English and writing both a History of Brazil (part of his planned History of Portugal which was never completed) and a History of the Peninsular War. Perhaps his most enduring contribution to literary history is the immortal children’s classic, The Story of the Three Bears, the original Goldilock story.

About The Poem :
The Inchcape Rock is based on the fact that a wicked man always pays the penalty in the long run. Here Sir Ralph the Rover is a case in point. He exhibits a common proverb – ‘As you sow, so you reap.” His wicked act of removing the bell from the perilous Inchcape Rock paved the way for his death. In short, Robert Southey hits at the cruel deed of Sir Ralph the Rover who perishes for the crime of removing the Inchcape bell and his unpardonable sins against humanity.

Summary:
The poem begins with a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship is silent so also are her sails. The bottom part of the ship is steady in the ocean. There is no sign of any disaster. The poet takes us back to the Inchcape Rock, a perilous roof off the east coast of Scotland near the mouth of the river Tay. During sunny days it can be easily noticed but during a storm, the ship meets its death because of it. Here comes the role of benevolent the Abbot, of Aberbrothok. To tide over this problem, he places a bell on this rock. The bell can be heard loud and clean when the sea is rough and hence warn the sailors of their presence near the fatal Inchcape Rock.

Now a pirate called Sir Ralph the Rover emerges on the scene. It is spring. The bright sun and the loud sound produced by the sea birds create an atmosphere of joy. Meanwhile, Ralph caught sight of a very small spot which is the bell placed by the Abbot of Aberbrothok upon the dangerous rock. He cannot take his eyes off it. He deeply feels the exciting power of spring. Driven by merriment, he whistles and sings. His heart leaps in joy, but his delight gives way to mischief. His eyes are fixed on the Inchcape Rock. Tom by hatred, is keen on destroying the good name of the Abbot of Aberbrothok. Human nature dies hard. Ralph, out of malice towards the Abbot, commits the sin of removing the bell. As a result, it sinks down producing a low sound. The bubbles surface and bursts around.

With the bell gone, Ralph searches for the seas for many days and keeps on plundering the ships that meet with wrecks. He becomes rich again. His ship moves towards Scotland’s shore, but a dense fog stormy wind and darkness prevent Ralph and his mariners from seeing the land. But Sir Ralph does not lose his heart. He tries to give his sailors courage by saying that the moon will soon appear and they will be able to see, but in vain. The ship soon strikes the rock. Everybody sinks into despair. Ralph’s misery knows no end. He tears his hair and curses himself, but it is too late.

The poem ends on a note of tragedy. Ralph finds the ship sinking beneath the tide. In his dying fear, he can hear one fearful sound as if it was the warning sound of the Inchcape bell. It is as if the Devil below were ringing Ralph’s death knell.

ସାରାଂଶ:
କବିତାଟି ଆରମ୍ଭ ହୁଏ ଶାନ୍ତ ସରଳ ପ୍ରକୃତିର ଏକ ଚିତ୍ରି ବର୍ଣ୍ଣନାରୁ । ସମୁଦ୍ରରେ କୌଣସି ଗର୍ଜନ ନ ଥିଲା କିମ୍ବା ନ ଥିଲା କିଛି ଚଳଚଞ୍ଚଳତା । ଜାହାଜ ଗତି କରି ଚାଲୁଥାଏ । ଧ୍ଵଂସର କୌଣସି ସଙ୍କେତ ନ ଥାଏ । କବି ଆମକୁ ନେଇଯାଆନ୍ତି ସ୍କଟଲ୍ୟାଣ୍ଡର ପୂର୍ବ ଉପକୂଳରେ ଥିବା ଘାତକ Inchcape Rock ନିକଟକୁ, ଯାହାକି ନିମ୍ନ ଜୁଆର ସମୟରେ ଉପରକୁ ଅଳ୍ପ ଦିଶେ ଓ ଉଚ୍ଚ ଜୁଆର ସମୟରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଏ। Tay ନଦୀର ମୁହାଣରେ ଏହି Inchcape Rock ଥିଲା । ପାଣିରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଇଥିବା ସମୟରେ ଅନେକ ଜାହାଜ ଏଥିରେ ବାଡ଼େଇ ହୋଇ ଖଣ୍ଡ ବିଖଣ୍ଡ ହୋଇଯାଏ । କାରଣ ଏହି ସମୟରେ ନାବିକମାନେ ଏହି Rockକୁ ଦେଖିପାରନ୍ତି ନାହିଁ । ଏହି ସମସ୍ୟାକୁ ସମାଧାନ କରିବାପାଇଁ ଜଣେ ଧର୍ମଯାଜକ The Abbot of Abberbrothok ଏହି ପଥର ଉପରେ ଏକ ଭାସମାନ ବସ୍ତୁକୁ ବାନ୍ଧି ତା’ ଉପରେ ଏକ ଘଣ୍ଟି ରଖିଲେ । ଯେତେବେଳେ ସମୁଦ୍ର ଅଶାନ୍ତ ହୋଇଉଠେ ଏବଂ ଉଚ୍ଚ ଜୁଆର ହୋଇଥାଏ, ଏହି ଘଣ୍ଟି ହଲିଦୋହଲି ଏକ ସତର୍କ ଶବ୍ଦ ସୃଷ୍ଟି କରେ ।

ଏହି ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣି ନାବିକମାନେ ଜାହାଜକୁ ଅନ୍ୟ ମାର୍ଗରେ ନିଅନ୍ତି ଏବଂ ନିଶ୍ଚିତ ମୃତ୍ୟୁରୁ ରକ୍ଷାପାଆନ୍ତି । ତେଣୁ ନାବିକମାନେ Abbotଙ୍କ ଏହି କାର୍ଯ୍ୟପାଇଁ ସହୃଦୟର ସହିତ ଧନ୍ୟବାଦ ଜଣାନ୍ତି । ଦିନେ Sir Ralph the Rover ସେଇ ବାଟ ଦେଇ ଜାହାକ ଚଳାଇ ଆସୁଥିଲେ । ସେ ପଥର ଉପରେ ଭାସମାନ ବସ୍ତୁ ସହ ସଂଲଗ୍ନ ଘଣ୍ଟି ଦେଖିଲେ ଏବଂ ନାବିକମାନଙ୍କଠାରୁ The Abbotଙ୍କ ବିଷୟରେ ପ୍ରଶଂସା ଶୁଣିଲେ । ହିଂସାରେ ତାଙ୍କର ହୃଦୟ ଜଳିଉଠିଲା । ନିଷ୍ପଭି କଲେ The Abbot of Aberbrothokଙ୍କର ଏହି ସୁନାମକୁ ସେ ଭାଙ୍ଗି ଚୁର୍‌ମାର୍ କରିଦେବେ । ନାବିକମାନଙ୍କୁ ଆଦେଶ ଦେଲେ ଜାହାଜକୁ ସେହି ଘଣ୍ଟି ପାଖକୁ ନେଇଯିବା ପାଇଁ । ସେଠାରେ ପହଞ୍ଚି ସେ ଘଣ୍ଟିଟିକୁ କାଟିଦେଲେ । ତାହା କ୍ଷୀଣ ଶବ୍ଦ ସହିତ ବୁଡ଼ିଗଲା । Sir Ralph ତାକୁ ଚାହିଁ କହିଲେ – ଏଥର ଏଠିକି ଯେଉଁ ନାବିକମାନେ ଆସିବେ ସେମାନେ ଆଉ The Abbotଙ୍କୁ ପ୍ରଶଂସା କରିବେ ନାହିଁ । କାରଣ ତାଙ୍କ ଘଣ୍ଟି ଆଉ ଏଠି ନାହିଁ । ଏହି Inchcape ଘଣ୍ଟିକୁ ଧ୍ୱଂସ କରି ନିଜର ହୃଦୟର ନିଭୃତ କୋଣରେ ଅମାପ ଗର୍ବକୁ ବହନ କରି ଜାହାଜ ଆଗକୁ ନେଇ ଚାଲିଲେ Sir Ralph । ସେ ସମୁଦ୍ରରେ ଅନେକ ଦିନ ଭ୍ରମଣ କରି ଅନ୍ୟ ଜାହାଜମାନଙ୍କରୁ ପ୍ରଚୁର ଉପସ୍ଥିତି ଦୃଶ୍ୟମାନ ହେଲା ନାହିଁ । ସକାଳେ କ୍ଷିପ୍ର ଗତିରେ ପ୍ରବହମାନ ବାୟୁର ଗତି ସନ୍ଧ୍ୟାବେଳକୁ ସ୍ଥିର ହୋଇଗଲା । Sir Ralph ଡେକ୍ ଉପରେ ଠିଆ ହୋଇ ଚାରିଆଡ଼କୁ ଚାହିଁଲେ । ସେ କେଉଁଆଡ଼େ ବି ସ୍ଥଳଭାଗ ଦେଖିପାରିଲେ ନାହିଁ । ତଥାପି ବି ସେ ନାବିକମାନଙ୍କୁ ବ୍ୟସ୍ତ ନ ହେବାପାଇଁ କହିଲେ । ଆଶ୍ବାସନା ଦେଲେ ଖୁବ୍ ଶୀଘ୍ର ଆଲୋକର ପ୍ରତୀୟମାନ ହେବ । କାରଣ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଜହ୍ନ ଉଇଁବ ଓ ପରିଷ୍କାର ଦେଖାଯିବ ।

କେହି ଜଣେ ନାବିକ କହିଲେ ସେମାନେ ବୋଧେ Inchcape Rock ନିକଟରେ ପହଞ୍ଚିଗଲେଣି । ଆଉ ଜଣେ ନାବିକ କହିଲେ ଯଦି ସେମାନେ Inchcape Rockର ସେହି ଘଣ୍ଟିର ଶବ୍ଦ ଶୁଣିପାରିଥା’ନ୍ତେ କି ? ଢେଉର କ୍ଷିପ୍ରତାରେ ଜାହାଜ ଆଗକୁ ମାଡ଼ି ଚାଲିଲା । ଅନ୍ଧାରରେ କିଛି ଦେଖାଯାଉ ନ ଥାଏ । ଜାହାଜଟି ପିଟି ହୋଇଗଲା ଏକ ଶିଳାଖଣ୍ଡରେ ଏବଂ ଖଣ୍ଡ ବିଖଣ୍ଡିତ ହୋଇଗଲା । ନାବିକମାନେ ଚିତ୍କାର କରି ଉଠିଲେ – ହେ ଭଗବାନ ! ଏଇଟା ତ Inchcape Rock । Sir Ralph ନିଜ କୃତକର୍ମ ପାଇଁ ନିଜକୁ ନିନ୍ଦୁଥା’ନ୍ତି । ଏଥିପାଇଁ ସମୟ ବହୁତ ବିଳମ୍ବ ହୋଇଯାଇଥିଲା । ସେ ସେଦିନ ଯଦି Inchcape Rockର ଘଣ୍ଟିଟିକୁ କାଟିଦେଇ ନ ଥା’ନ୍ତେ, ଓ ନାବିକମାନେ ନିଶ୍ଚିତ ମୃତ୍ୟୁମୁଖରୁ ରକ୍ଷା ପାଇପାରିଥା’ନ୍ତେ । Sir Ralphଙ୍କର ସମସ୍ତ ଚେଷ୍ଟା ବଞ୍ଚିବାପାଇଁ ବିଫଳ ହେଲା । ସେ ଅତଳ ସମୁଦ୍ରର ଗର୍ଭରେ ବୁଡ଼ିଗଲେ । ସେତେବେଳେ ସେ ଏକ ଭୟଙ୍କର ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣିଲେ, ସତେ ଯେପରି ତାହା Inchcape ଘଣ୍ଟି ଶବ୍ଦ ଥିଲା । ବୋଧହୁଏ ସାଗର ତଳ ଶୟତାନ ସେ ଘଣ୍ଟିଟିକୁ ବଜାଉଥଲା ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer