Bhagya

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 5 Change and Development in India Objective & Short Answer Type Questions.

CHSE Odisha 12th Class Sociology Unit 5 Change and Development in India Objective & Short Answer Type Questions

Multiple Choice Questions With Answers

Question 1.
Who of the following used the term globalization first?
(a) Ronald Robertson
(b) G J. Holyoake
(c) M. N. Srinivas
Answer:
(a) Ronald Robertson.

Question 2.
Globalisation is?
(a) The increasing integration of the national economy into the world economy through the removal of barriers to international trade and capital movements.
(b) Tariff and non-tariff barriers to imports and exports and restrictions on the inflow and outflow of capital cease to exist in a fully globalized world economy.
(c) Free market economy of internationalization of the economy.
Answer:
(c) Free market economy of internationalization of the economy

Question 3.
Liberalization is?
(a) the removal of unnecessary control in laws and procedures.
(b) the opening of the economy to the world by removing barriers against free trade.
(c) the economy seems to be taking place mainly in the industrial areas.
Answer:
(a) the removal of unnecessary control in laws and procedures.

One Word Answers

Question 1.
The reduction of governmental control to the minimum in matters of trade, business, investment, and industry is called?
Answer:
Liberalization.

Question 2.
When did the process of liberalization start in India?
Answer:
1991

Question 3.
The process by which rural areas transformed into urban areas is known as?
Answer:
Urbanization

Question 4.
The book modernization of Indian tradition was written by whom?
Answer:
Y.Singh

Question 5.
Which term was Srinivas first used before Sanskritization to explain the socio-cultural change in Indian society?
Answer:
Religion and society among changes in South India.

Question 6.
Who first used the term globalization?
Answer:
Ronal Robertson.

Question 7.
The process of integrating the local economy with the world economy by reducing the barriers of trade and investment is called is?
Answer:
Liberalization.

Question 8.
When India accepts the economic policy of Liberalization?
Answer:
1991

Question 9.
A process of increasing economical integration- and growing economic interdependence between countries in the world economy?
Answer:
Globalisation.

Question 10.
Opening up the economy to foreign competition?
Answer:
Globalisation

Correct The Sentences

Question 1.
M.N. Srinivas write the book modernization of Indian traditions”?
Answer:
Y. Sing wrote the book modernization of Indian traditions”.

Question 2.
M.N. Srinivas first used the term globalization?
Answer:
Ronald Robertson first used the term globalization.

Question 3.
The process of integrating the local economy with the world economy by reducing trade and investment barriers is called secularization?
Answer:
The process of integrating the local economy with the world economy by reducing trade and investment barriers is called Liberalization.

Question 4.
The process of reduction of Government control is caused by Westernization.
Answer:
The process of reduction of Government control is called Liberalization.

Question 5.
Does Prof. Y. Singh write the book Religion and Society among the Coorgs of South India?
Answer:
Prof Y. Singh writes the book “Modernization of Indian Traditions.

Question 6.
Does liberalization refer to the greatest use of markets and the forces of competition to co- ordiante economic activities?
Answer:
Globalisation refers to the greatest use of markets and the forces of competition to co-ordinate economic activities.

Question 7.
Liberalization is a free market economy?
Answer:
Liberalization is a free market economy.

Fill In The Blanks

Question 1.
The term Sanskritization was used by ________.
Answer:
M.N. Srinivas

Question 2.
first used the term globalization _______.
Answer:
Ronald Robertson

Question 3.
Write the book Modernization of Indian Traditions _______.
Answer:
Y.Singh

Question 4.
India accepts the economic policy of liberalization since _______.
Answer:
1991

Question 5.
As now- a- days globalization is active in the economic field it means globalization _______.
Answer:
economic

Question 6.
Globalization means manufacturing things or products in the most effective way _______ anywhere in the
Answer:
World

Question 7.
Globalization is not a phenomenon _______.
Answer:
New

Question 8.
Globalization considers the entire as a market ________.
Answer:
World

Question 9.
The International Monetary Fund and the World Bank, the Indian economy has _______ been opening up to global capital since
Answer:
1980.

Question 10.
New industrial policy enumerated in industrial licensing and opened up _______ the economy considerably.
Answer:
1991

Question 11.
Globalization is a free market ______.
Answer:
economy

Short Type Questions With Answers

Question 1.
Globalisation?
Answer:
Globalisation refers to a process of increasing economic integration and growing economic inter-dependence between countries in the world economy. It is associated not only with an increasing cross-border movement of goods, services, capital technology information, and people but also with an organization of economic activities which straddles national boundaries opening up the economy to foreign competitions.

Question 2.
Urbanisation and Secularisation?
Answer:
Urbanization refers to the cultural values and patterns that dominate the life of a city. Whereas urbanization refers to the process of growth in cities both in terms of their social structure, population, physical outlay, and cultural organizations. The physical and social structure of society to a large extent governs the nature of an organization.

No doubt die nature of urbanization differs from society to society depending upon its cultural constraints and transition. One of the greatest changes in Indian society has been the change from a sacred society to a secular society. The nation of purity of society recurred serve below at the hands of the process of secularisation.

Question 3.
Define modernization?
Answer:
Modernization originally referred to the contrast and transition between a traditional agrarian society and the kind of modem society that is based on trade and industry. For example, traditional and modem would describe the difference between medieval. England and victorian Britain.

Question 4.
What is Modernisation?
Answer:
The term modernization is a broader and more complex term. According to S.H. Atatas modernization is a process by which modem scientific knowledge as introduced in society with the ultimate purpose of achieving a better and more satisfying life on the broadest sense of the term accepted by the society concerned.

Question 5.
Mention any two characteristics of Modernisation?
Answer:

• Development in technology
• Specialization in the economic role.

Question 6.
Mention any two characteristics of industrialization?
Answer:

• Industrial Revolution
• Later periods of Industrialization

Question 7.
What is Industrialization?
Answer:
Industrialization in the process by which an economy in transformed from primarily agricultural to one based on the manufacturing of goods Individual manual labor is often replaced by mechanized mass production and craftsman are replaced by assembly lines. Characteristics growth more efficient division of labor, and the use of technological innovation to solve problems as opposed to dependency on conditions outside human control.

Question 8.
Discuss the impact of Globalisation?
Answer:
Free market economy:
One of the immediate impacts of globalization is that market became free and open to competition to all. There is an increasing realization that a free market is better for the growth of the economy.

Encourages foreign investment:
globalization encourages foreign investment in different sectors of the Indian economy. Different sectors of the Indian economy are made open to different multinational or foreign companies. Those companies enter into India and on rest amount of the foreign capital because of which the Indian economy gets a boost.

More employment opportunities:
Because of globalization a large number of foreign and multi-national companies have entered India and settled in different industries India.

Privatization:
Globalization also encourages presentations on India.

Liberalization:
Another impact of globalization. The decline of small and cottage industries.

Question 9.
Write a short note on urbanization?
Answer:
Urbanization refers to the process of growth in cities in terms of their social structure population, physical outlay, and cultural organizations. The physical and social structure of society to a large extent governs the nature of urbanization and differs from security society depending upon it.

Urbanization is universally associated with a widely living physic or unity to quickly adapt to new ideas or innovation greater industrialization or sense of identity. It promotes plurality the styles of a high degree of editions as cultural life dominates literally traditional learnings and skills on economic and cultural domains socially at is not characterized predominance of conjugal families faster pace of work pattern.

Question 10.
Discuss the merits of globalization?
Answer:
Improves Efficiency:
Globalization brings efficiency in production and increases the efficiency of laborers. Eliminates Poverty: Globalization eliminates poverty through a higher growth rate.

Promotes healthy competition:
Globalization creates or promotes healthy Competition among producers.

Creates global village:
Globalization helps in the development of a global village.

Improves financial situation:
Adequate finance is a pre-condition for development.

Encourages migration:
Globalization encourages cross-border migration of workers which makes up for the deficiency of workers in developed countries.

Question 11.
Discuss the demerits of Globalization?
Answer:
Increases inequality:
Globalization increases inequality both between rich and poor people as well as between developed and underdeveloped nations.

Closer of Industries:
Globalization encourages free trade which may lend to the closure of many domestic or small-scale industries.

Divides the world:
As a divisive process globalization divides the world into rich and poor nations or into underdeveloped, developing and developed nations.

Creates uncertainties:
Globalization creates many uncertainties among works industrialists and among financial institutions.

Degenerates Human values:
Globalization human values progress or development is always viewed in terms of economic growth.

Exploitation:
It seems as if exploitation is the many objectives of globalization.

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 4 The Missile Man of India

BSE Odisha 9th Class English The Missile Man of India Text Book Questions and Answers

Let’s Understand The Text:

Read the text silently and understand. While reading, some new words may stand in your way. Don’t worry. Refer to the ‘Notes and Glossary’ provided at the end of the text. You may also consult a dictionary or your teacher. After you have read, your teacher asks you some questions. Answer them orally.

Question 1.
Who was Dr APJ Abdul Kalam?
(ଡ. ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ କିଏ ?)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist and the 11th President of India. He was popularly known as “The Missile Man of India”.

Question 2.
Why is Dr Kalam known as “The Missile Man of India”?
(ଡ. କଲାମ୍ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ଭାବେ କାହିଁକି ପରିଚିତ ?)
Answer:
Dr. Kalam was closely involved in India’s civilian space programme and military missile development efforts. So he is known as “The Missile Man of India”.

Question 3.
Where was he born? When?
(ସେ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ? କେବେ ?)
Answer:
Dr. Kalam was born in a Tamil Muslim family at Rameswaram in Tamil Nadu on 15 October 1931.

Question 4.
Who were his family members?
(କେଉଁମାନେ ତାଙ୍କର ପାରିବାରିକ ସଦସ୍ୟ ଥିଲେ ?)
Answer:
His family members were his father Jainulabdeen, mother Ashima, three elder brothers and an elder sister.

Question 5.
Who were his father and mother?
(ତାଙ୍କର ପିତା ଓ ମାତା କିଏ ଥିଲେ ?)
Answer:
His father Jainulabdeen was a boat owner and the Imam of a local mosque. His mother Ashiamma was an ordinary housewife.

Question 6.
What was his mother?
(ତାଙ୍କର ମାତା କ’ଣ ଥିଲେ ?)
Answer:
His mother Ashiamma was simply a house-wife and a devotional lady.

Question 7.
How did his father earn his living?
(ତାଙ୍କର ପିତା କିଭଳି ଜୀବିକାର୍ଜନ କରୁଥିଲେ ?)
Answer:
His father owned a ferry that took Hindu pilgrims from Rameswaram to Dhanushkodi and back. He earned his living by this small business.

Question 8.
Were Kalam’s ancestors rich or poor? How do you know it?
(କଲାମ୍ଙ୍କର ପୂର୍ବପୁରୁଷ ଧନୀ ଅଥବା ଗରିବ ଥିଲେ ? ତୁମେ କିପରି ଏହା ଜାଣୁଛ?)
Answer:
Dr. Kalam’s ancestors were rich traders and land owners. Unluckily in course of time they lost their vast properties even their ancestral house and fell on hard times.

Question 9.
How did he add to his family?
(ସେ କିପରି ତାଙ୍କର ପରିବାରକୁ ସହଯୋଗ କରୁଥିଲେ?)
Answer:
In his childhood days he faced misery of life. He had to sell newspapers to supplement his family’s income.

Question 10.
What is the third paragraph about?
(ତୃତୀୟ ପାରାଗ୍ରାଫ୍ କେଉଁଥିପାଇଁ ଉଦ୍ଦିଷ୍ଟ?)
Answer:
The third paragraph is about Kalam’s education in his childhood days. It was also dealt with his loving and affectionate science teacher Sivasubramania Iyer.

Question 11.
Where did he get his primary education?
(ତାଙ୍କର ପ୍ରାରମ୍ଭିକ ଶିକ୍ଷା କେଉଁଠାରେ ପ୍ରାପ୍ତ ହୋଇଥିଲେ?)
Answer:
Dr. Kalam got his primary education at Ramanathpuram.

Question 12.
Who was his science teacher?
(ତାଙ୍କର ବିଜ୍ଞାନ ଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Mr. Sivasubramania Iyer was his science teacher when Kalam was in the primary school.

Question 13.
What was he like?
(ସେ କିଭଳି ଥିଲେ ?)
Answer:
The science teacher of the school was loving and affectionate to Kalam. As he was a committed teacher, his inspiration made him great.

Question 14.
What did he invite Kalam for?
(ସେ କଲାମ୍‌ଙ୍କୁ କେଉଁଥିପାଇଁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ?)
Answer:
Once he invited Kalam for a meal in his house.

Question 15.
How did his wife react to it?
(ଏଥପ୍ରତି ତାଙ୍କ ପତ୍ନୀ କିଭଳି ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରିଥିଲେ?)
Answer:
His wife disliked it and denied serving a Muslim boy like Kalam.

Question 16.
What changed her attitude?
(କ’ଣ ତାଙ୍କର ମନୋବୃତ୍ତିରେ ପରିବର୍ତ୍ତନ ଆଣିଥିଲା ?)
Answer:
When the teacher himself served Kalam, his wife was watching behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude.

Question 17.
How did she behave him later?
(ପରବର୍ତ୍ତୀ ସମୟରେ ସେ ତାଙ୍କୁ କିଭଳି ବ୍ୟବହାର ଦେଖାଇଥିଲେ?)
Answer:
When the teacher invited Kalam next time, she welcomed him and served him food herself.

Question 18.
Who does ‘He’ in the third sentence of para-3 refer to?
(ତୃତୀୟ ଅନୁଚ୍ଛେଦର ତୃତୀୟ ବାକ୍ୟରେ ‘He’ (ସେ) କାହାକୁ ବୁଝାଉଛି ? )
Answer:
‘He’ in third sentence of para-3 refers to Sivasubramania Iyer, Kalam’s science teacher.

Question 19.
The fourth paragraph is about his ________.
(ଚତୁର୍ଥ ଅନୁଚ୍ଛେଦଟି ତାଙ୍କ_________ ବିଷୟରେ ।)
A. elementary education
B. higher education
C. secondary education
D. family
(Say the correct answer.)
Answer:
The fourth paragraph is about his secondary education and higher education.

Question 20.
Was he good at studies at the high school? Read out the sentence in support of your answer.
(ସେ ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ପାଠପଢ଼ାରେ ପାରଦର୍ଶୀ ଥିଲେ କି ? ତୁମ ଉତ୍ତର ସମର୍ଥନରେ ଗୋଟିଏ ବାକ୍ୟ କୁହ ।)
Answer:
Yes, in the line “but was considerd a bright and hard working student” shows that he was good at studies at the high school.

Question 21.
What was Kalam’s dream in life?
(ଜୀବନରେ କଲାମଙ୍କର ସ୍ୱପ୍ନ କ’ଣ ଥିଲା)
Answer:
Kalam’s dream in life was to become a pilot.

Question 22.
What did he do to fulfil his dream in life?
(ସେ ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନକୁ ପୂରଣ କରିବା ପାଇଁ କ’ଣ କଲେ?)
Answer:
In order to fulfill his dream that to become a pilot, he applied for studying engineering at the Madras Institute of Technology.

Question 23.
Do you have any dream? How can you fulfil your dream in your life?
(ତୁମ ମନରେ କିଛି ସ୍ବପ୍ନ ଅଛି କି ? ତୁମେ ତାକୁ କିଭଳି ପୂରଣ କରିପାରିବ ?)
Answer:
Yes, like others, I have a dream to become an engineer. I am studying hard to fulfil my dream in life.

Question 24.
What problem did he face for his admission into engineering?
(ଇଞ୍ଜିନିୟରିଂ ପଢ଼ିବ ପାଇଁ ସେ କେଉଁ ସମସ୍ୟାର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ?)
Answer:
It was not so easy to take admission at such a prestigious institution like Madras Institute of Technology. It was an expensive affair. The problem that he faced for his admission into engineering was that he didn’t have one thousand rupees to pay towards his course fee.

Question 25.
Who came to his help? How?
(କିଏ ତାଙ୍କୁ ସାହାଯ୍ୟ କଲା? କିପରି?)
Answer:
Asim Zohra, his loving elder sister came to his help. She mortgaged her gold ornaments for his admission fee.

Question 26.
When did he complete his aerospace engineering?
(ସେ କେବେ ଅନ୍ତରୀକ୍ଷ ଇଞ୍ଜିନିୟରିଂ ପଢ଼ା ଶେଷ କଲେ ?)
Answer:
He completed his aerospace engineering in 1960.

Question 27.
Name the institution where he got –
(ଶିକ୍ଷାନୁଷ୍ଠାନର ନାମ ଲେଖ ଯେଉଁଠାରେ ସେ -)
(a) Secondary Education:
(b) Graduation in Physics:
(c) Aerospace Engineering:
Answer:
(a) He got secondary education at the Schwartz Higher Secondary School.
(b) He got graduation in Physics at, Saint Joseph’s College, Tiruchirapalli.
(c) He got Aerospace Engineering at the Madras Institute of Technology.

Question 28.
The pragraphs- 5 and 6 describe Dr. Kalam’s career as ________.
(ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଅନୁଚ୍ଛେଦରେ କଲାମଙ୍କର ବୃତ୍ତି ଜଣେ __________ ଭାବରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।)

• a marine engineer
• an aerospace scientist
• a plant scientist
• a software engineer

Answer:
The paragraph 5 and 6 describe Dr. Kalam’s career as an aerospace scientist.

Question 29.
How did he begin his career?
(ସେ ତାଙ୍କର ବୃତ୍ତି କିଭଳି ସେ ଆରମ୍ଭ କଲେ ?)
Answer:
Kalam began his career as a trainee at Hindustan Aeronautics Limited in Bangalore.

Question 30.
Where was he appointed as a scientist first?
(ଜଣେ ବୈଜ୍ଞାନିକ ଭାବରେ କେଉଁଠାରେ ସେ ପ୍ରଥମେ ନିଯୁକ୍ତି ପାଇଲେ?)
Answer:
He was appointed as a scientist first at the Defence Research Development Organisation (DRDO).

Question 31.
When did he start his work in the Indian Space Research Organisation?
(ଭାରତୀୟ ଅନ୍ତରୀକ୍ଷ ଗବେଷଣା ପ୍ରତିଷ୍ଠାନରେ ସେ କେବେ ତାଙ୍କର କାର୍ଯ୍ୟ ଆରମ୍ଭ କଲେ?)
Answer:
He started his work in the Indian Space Research Organisation in 1969.

Question 32.
What was the purpose of the satellite?
(ଉପଗ୍ରହର ଉଦ୍ଦେଶ୍ୟ କ’ଣ ଥିଲା?)
Answer:
The purpose of satellite was to develop the technology to launch the satellite into the orbit.

Question 33.
When was the first Rohini satellite launched into the orbit?
(ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହକୁ କେବେ କକ୍ଷପଥରେ ଅବସ୍ଥାପିତ କରାଗଲା?)
Answer:
The first Rohini satellite launched into the orbit in 1980.

Question 34.
How many years did Kalam spend in the ISRO?
(ଇସ୍ରୋରେ କଲାମ୍ କେତେ ବର୍ଷ ବିତାଇଥିଲେ?)
Answer:
Kalam spent nineteen years in the ISRO.

Question 35.
Where did he take the leading role in the development of India’s missiles and nuclear weapons programme?
(ସେ କେଉଁଠାରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ଓ ପରମାଣୁ ଅସ୍ତ୍ରଶସ୍ତ୍ର କାର୍ଯ୍ୟକ୍ରମର ବିକାଶ ନିମନ୍ତେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ?)
Answer:
Kalam took the leading role in the development of India’s missiles and nuclear weapons programme at the DRDO.

Question 36.
What made him extremely popular in the country?
(ସେ କେଉଁଥପାଇଁ ଦେଶର ଅତୀବ ଲୋକପ୍ରିୟ ହୋଇଥିଲେ?)
Answer:
Under his guidance and supervision the development of India’s missiles and nuclear
weapons programme became very successful and led to the development of four missiles namely Prithi, Trishul, Akash and Nag. This made him extremely popular in the country.

Question 37.
What was he called after the success of the four missiles- Prithvi, Trishul, Akash and Nag?
(ପୃଥବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗ୍ – ଏହି ଚାରୋଟି କ୍ଷେପଣାସ୍ତ୍ର ସଫଳତା ପରେ, ତାଙ୍କୁ କ’ଣ କୁହାଗଲା?)
Answer:
After the success of the four missiles- Prithvi, Trishul, Akash and Nag, he was popularly called as “The Missile Man of India”

Question 38.
Why did he camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ସେ କାହିଁକି ଅସ୍ଥାୟୀ ଭାବେ ରହିଥିଲେ ?)
Answer:
Kalam camped in Rajasthan’s Thar Desert to supervise the Pokhran-II, nuclear tests.

Question 39.
What, according to Dr Kalam, was the “defining moment” in the history of our country?
(ଡ. କଲାମ୍‌ଙ୍କ ଅନୁସାରେ, ଭାରତ ଇତିହାସରେ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ଭ କେଉଁଟି ଥିଲା ?)
Answer:
According to Dr Kalam, his stay in Rajasthan’s Thar Desert for a fortnight to supervise the Pokharan-II nuclear tests was the defining moment in the history of our country.

Question 40.
Why was it very hard to camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଅସ୍ଥାୟୀ ଭାବେ ଅବସ୍ଥାନ କରିବା କାହିଁକି କଠିନ ଥୁଲା ?)
Answer:
It was very hard to camp in Rajasthan’s Thar Desert because these were the hot days of 1998 at Pokhran. On a particular day the temperature there rose to 53° C.

Question 41.
What are Kalam’s contributions for India’s defence programme?
(ଭାରତର ପ୍ରତିରକ୍ଷା କାର୍ଯ୍ୟକ୍ରମକୁ କଲାମ୍‌ର ଦାନ କ’ଣ ଥିଲା ?)
Answer:
Kalam’s contribution for India’s defence programme is great. He had developed a number of missiles and nuclear weapons for the sake of country’s defence.

Question 42.
Dr. Kalam was the Chief Scientific Advisor to _______ of India.
(ଡ. କଲାମ୍ ଭାରତର ___________ ଙ୍କ ମୁଖ୍ୟ ବିଜ୍ଞାନ ବିଷୟକ ପରାମର୍ଶଦାତା ଥିଲେ ।)
i. the President
iii. the Field Marshal
ii. the Prime Minister
iv. the Secretary of Defence
(Choose the correct answer.)
Answer:
Dr. Kalam was the Chief Scientific Advisor to the Prime Minister of India.

Question 43.
What awards and honours was Kalam honoured with?
(କଲାମ୍‌ଙ୍କୁ କେଉଁ ସମ୍ମାନଗୁଡ଼ିକରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ?)
Answer:
Dr. Kalam was honoured with the Padma Bhushan in 1981, the Padma Vibhusan in 1990 and the nation’s highest civilian honour, The Bharat Ratna in 1997.

Question 44.
What is the highest civilian award of our country?
(ଭାରତର ସର୍ବଶ୍ରେଷ୍ଠ ବେସାମରିକ ସମ୍ମାନ କ’ଣ ଅଟେ?)
Answer:
The highest civilian award of our country is ‘the Bharat Ratna’.

Question 45.
How did Kalam pass away?
(କଲାମ୍ କିପରି ଶେଷ ନିଶ୍ଵାସ ତ୍ୟାଗ କଲେ?)
Answer:
On 27th July 2015 Dr. Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed and was immediately taken to the hospital. There he passed away from us in a massive cardiac arrest.

Question 46.
Why will people of our country remember Kalam forever?
(ଆମ ଦେଶର ଲୋକମାନେ କଲାମ୍‌ଙ୍କୁ କାହିଁକି ମନେ ରଖୁବେ?)
Answer:
The people of our country will remember Kalam for his dedication, devotion and selfless service to the nation, particularly as ‘The Missile Man of India’.

Question 47.
What qualities of Dr Kalam do you like very much?
(କଲାମ୍‌ଙ୍କର କେଉଁ ଗୁଣଗୁଡ଼ିକ ତୁମକୁ ବେଶି ଭଲ ଲାଗୁଛି ?)
Answer:
Dr. Kalam was qualitative man. His simple living, ideal life, great devotion and dedication and service to the nation make him popular in the country.

Question 48.
Can you say the names of some eminent scientists who have contributed a lot to our country?
(ଯେଉଁ ପ୍ରଖ୍ୟାତ ବୈଜ୍ଞାନିକମାନେ ଦେଶ ପାଇଁ ଅନେକ ଅବଦାନ ଦେଇଯାଇଛି ତୁମେ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକଙ୍କ ନାମ କହିପାରିବ କି?)
Answer:
C.V. Raman, Homi J. Bhabha, Visvesvaraya and Vikram Sarabhai are some of the eminent great scientists of our country. They have contributed a lot for our country.

Let’s Understand The Text: (ଆସନ୍ତୁ ପାଠ୍ୟକୁ ବୁଝିବା:)

(a) Match the paragraph numbers under column- ‘A’ with their main ideas given under column-‘B\ Write the paragraph number in the box given against each idea. (Question with Answer)
(‘A’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା ସହ ‘B’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ମିଳାଅ । ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟାକୁ ପ୍ରଦତ୍ତ ବାକ୍ସ ଭିତରେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

A (Paragraph Numbers)	B Main Ideas
1	[ ] Elementary education
2	[ ] Death of Kalam
3	[ ] Awards and honours
4	[ ] Introducing Dr APJ Abdul Kalam
5, 6 and 7	[ ] Secondary and higher education
8	[ ] Kalam’s childhood
9	[ ] Career and contribution

Answer:

A (Paragraph Numbers)	B Main Ideas
1	3 Elementary education
2	9 Death of Kalam
3	8 Awards and honours
4	1 Introducing Dr APJ Abdul Kalam
5, 6 and 7	4 Secondary and higher education
8	2  Kalam’s childhood
9	5, 6 and 7 Career and contribution

(b) Fill in the blanks choosing the right answers from brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ସଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
[elementary education, his science teacher, the People’s President, his family income, Chief Scientific Advisor, The Bharat Ratna, development of four missiles, Integrated Missile Development Programme]

(i) Dr APJ Abdul Kalam is popularly known as ________.
(ii) Kalam has to sell newspapers to supplement ________.
(iii) Kalam started his ______ at Ramanathapuram.
(iv) Kalam’s most favourite teacher was ________.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the _________.
(vi) The successful launch of the missiles was possible when Kalam was heading the ________.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour ________ in 1997.
(viii) Dr Kalam was the________ to the Prime Minister and the Secretary of Defence Research and Development Organisation.
Answer:
(i) Dr APJ Abdul Kalam is popularly known as people’s President.
(ii) Kalam has to sell newspapers to supplement his family income.
(iii) Kalam started his elementary education at Ramanathapuram.
(iv) Kalam’s most favourite teacher was his science teacher.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the development of four missiles.
(vi) The successful launch of the missiles was possible when Kalam was heading the Integrated Missile Development Programme.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour the Bharat Ratna in 1997.
(viii) Dr Kalam was the Chief Scientific Advisor to the Prime Minister and the Secretary of Defence Research and Development Organisation.

(c) Read the text and find out the situations :
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଏବଂ ପରିସ୍ଥିତିକୁ ଖୋଜି ବାହାର କର ।)
(i) when Kalam faced challenges on his way to achievements
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

(ii) when Kalam felt happy –
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

Let’s Talk : ଆସନ୍ତୁ ଆଲୋଚନା କରିବା

(a) Listen to each of the following expressions and say the line(s) and paragraph number in which it occurs. (Question with Answer)
(ତଳଲିଖ ଉକ୍ତିଗୁଡ଼ିକୁ ଶୁଣ ଏବଂ ଧାଡ଼ି ଏବଂ ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା କୁହ ।)

Question 1.
Kalam as the 11th President of India
Answer:
In 2002, he was elected as the 11th President of India, and was widely referred to as the “People’s President”. (Line – 3, Paragraph – 1)

Question 2.
Date and place of birth of Kalam
Answer:
Dr. Abdul Kalam was born on 15th October 1931 in a Tamil Muslim family at Rameswaram in the state of Tamil Nadu. (Line – 1, Paragraph – 2)

Question 3.
Kalam’s elementary education
Answer:
Kalam started his elementary education at Ramanathapuram. (Line – 3, Paragraph – 3)

Question 4.
The Schwartz Higher Secondary School
Answer:
Kalam then moved to the Schwartz Higher Secondary School for his secondary education. (Line – 1, Paragraph – 4)

Question 5.
He graduated in Physics
Answer:
After completing his studies here, Kalam was admitted to Saint Joseph’s College, Tiruchirappalli where he graduated in Physics in 1954. (Line – 4, Paragraph – 4)

Question 6.
Zohra, his sister helped Kalam for his education
Answer:
Asim Zohra, his compassionate elder sister, came to his help. (Line – 10, Paragraph – 4)

Question 7.
He completed aerospace engineering in 1960.
Answer:
And he completed his aerospace engineering in 1960. (Line – 12, Paragraph – 4)

Question 8.
Joined DRDO
Answer:
Then he joined the Defence Research Development Organisation (DRDO) as a scientist. (Line – 2, Paragraph – 5)

Question 9.
Kalam succeeded in launching the first satellite, Rohini.
Answer:
It was under Dr Kalam’s direct guidance and supervision that the first Rohini satellite was successfully launched into the orbit in 1980. (Line – 5, Paragraph – 5)

(b) Say the full forms of the following acronyms/abbreviations in a chain-drill, (one after another)
(ନିମ୍ନଲିଖ ସଂକ୍ଷିପ୍ତ ରୂପଗୁଡ଼ିକର ପୂର୍ବରୂପ କ୍ରମାନୁସାରେ କୁହ ।) (ଗୋଟିକ ପରେ ଗୋଟିଏ)

(i) HAL: Hindustan Aeronautics Limited
(ii) DRDO: Defence Research Development Orgnisation.
(iii) ISRO: Indian Space Research Organisation
(iv) SLV: Satellite Launch Vehicle
(v) IGMDP: Integrated Missile Development Programme

Let’s Learn Words: ଆସନ୍ତୁ ଶବ୍ଦ ଶିଖିବା:

(a) Match the words under ‘A’ with their opposite meanings under ‘B’. One is done for you.
(ସ୍ତମ୍ଭ ‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘B’ ତଳେ ଥିବା ଶବ୍ଦ ସହ ମିଳାଅ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

A Words	B Opposite Meanings
complete	unpopular
educated	inexpensive
expensive	unsuccessful
successful	insufficient
popular	incomplete
sufficient	uneducated

Answer:

A Words	B Opposite Meanings
complete	unpopular
educated	inexpensive
expensive	unsuccessful
successful	insufficient
popular	incomplete
sufficient	uneducated

(b) Match the words/phrases under ‘A’ with their meanings tinder ‘B\ Write the number of the word in the box for each. (Question with Answer)
(‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ‘B’ ତଳେ ଥିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହ ମିଳାଅ । ପ୍ରତ୍ୟେକ ଶବ୍ଦର କ୍ରମ ସଂଖ୍ୟା ବାକ୍ସ ମଧ୍ୟରେ ଲେଖ ।)

A Words	B Meanings
1 distinguished	[ ] important time
2 referred to	[ ] kindhearted
3 supplement	[ ]became senseless because of illness
4 compassionate	[ ]to start an activity
5 launch	[ ] an weapon sent through the air that explodes when it hits a target
6 defining moment	[ ] most popular (known as)
7 collapsed	[ ] very successful and admired by people
8 missile	[ ] 3 to add to something to improve it

A Words	B Meanings
1 distinguished	6 important time
2 referred to	4 kindhearted
3 supplement	7 became senseless because of illness
4 compassionate	5 to start an activity
5 launch	8 an weapon sent through the air that explodes when it hits a target
6 defining moment	2 most popular (known as)
7 collapsed	1 very successful and admired by people
8 missile	3 to add to something to improve it

(c) Read the following sentence and mark the word in bold letters.
His mother, Ashiamma was a housewife.
Here the word- housewife in the above sentence is built with two words: house + wife.
This is a compound word.
(i) Given below are some compound words. Break them as done above. (Question with answer)
(ତଳେ କେତେକ ଯୌଗିକ ଶବ୍ଦ ଦିଆଯାଇଛି । ଉପରେ କରାଯାଇଥିବା ଭଳି ସେଗୁଡ଼ିକୁ ଅଲଗା ଅଲଗା କର ।)

landowner	=	land	+	owner
weekend	=	week	+	end
milestone	=	mile	+	stone
headline	=	head	+	line
newspaper	=	news	+	paper
overtime	=	over	+	time
childhood	=	child	+	hood

(ii) Will you write ten more compound words on your own?
(ତୁମେ ନିଜେ ଆଉ ଦଶଟି ଶବ୍ଦ ଲେଖୁରିବ କି ?)

Answer:

airbase	=	air	+	base
shorthand	=	short	+	hand
lowland	=	low	+	land
headword	=	head	+	word
washerman	=	washer	+	man
heatwave	=	heat	+	wave
downstream	=	down	+	stream
airbag	=	air	+	bag
wasteland	=	waste	+	land
grandparents	=	grand	+	parents

Let’s Learn Language: ଆସନ୍ତୁ ଶିଖିବା ଭାଷା:

(a) Study the following sentence and mark the words in bold letters.
Dr APJ Abdul Kalam was bom on 15 October 1931.
We use the past form of the ‘be’ verb – was/were + born (the third form of the verb ‘bear’) to talk about the event of birth of a person.
Work in pairs, discuss and fill in the blanks in the table. Then write the sentence below the table. One is done for you. (Question with Answer)
(ଯୋଡ଼ି ହୋଇ ଆଲୋଚନା କର ଏବଂ ସାରଣୀରେ ଥିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ବାକ୍ୟଟିକୁ ସାରଣୀ ତଳେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Name of the person	Place of Birth	Date of Birth
Mahatma Gandhi	Porbandar, Gujrat	2nd October 1869
Dr. Sarvepalli Radhakrishnan	Tiruttani, Madras	5th September 1888
Gopabandhu Dash	Suando, Puri, Odisha	9th October 1877
Madhusudan Das	Satyabhamapur, Cuttack Odisha,	28th April 1848
Biju Patnaik	G.Nuagan, Bellaguntha, Ganjam, Odisha	5th March 1916
Jagadish Chandra Bose	Memvnesinsh in Bengal	30 November 1858

1. Jagadish Chandra Bose was born at Memynesingh in Bengal on 30 November 1858.
2. Mahatma Gandhi was bom at Porbandar, Gujrat on 2nd October 1869
3. Dr. Sarvepalli Radhakrishnan was born at Tiruttani, Madras on 5th September 1888
4. Gopabandhu Dash was bom at Suando, Puri, Odisha on 9th October 1877
5. Madhusudan Das was bom at Satyabhamapur, Cuttack, Odisha on 28th April, 1848 . 6. Biju Pattanik was bom at G. Nuagan, Bellaguntha, Ganjam, Odisha on 5th March 1916.

(b) Read the following sentences carefully and mark the verbs in bold letters.
1. Kalam was the youngest of four brothers and one sister in his family.
2. Mathematics was his favourite subject.
3. Around a thousand rupees was required to pay towards the course fee.
4. Bundles of newspapers were distributed by Kalam.

Here the verb ‘was’ agrees with the subjects of the sentence from l to 3; Kalam, Mathematics, a thousand rupees, and the verb ‘were’ in the sentence – 4 agrees with the subject ‘Bundles of newspapers’.

Let us now know more about ‘Subject and Verb Agreement’.

• Nouns like news, physics, mathematics, measles and ethics look like plural in form but they are singular and take singular verbs.
• Uncountable nouns like furniture, equipment, stationery, luggage, weather, advice and information are singular and used with singular verbs.
• Nouns like compasses, glasses, goods, trousers, police, people, etc. take plural verbs

Fill in the blanks with the correct verb choosing from brackets given against each.
(ପ୍ରତ୍ୟେକର ପାର୍ଶ୍ଵରେ ଥିବା ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ କ୍ରିୟାପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(i) Gymnastics ______ sport, (is/are)
Answer:
is

(ii) Social Studies _______ my favourite subject, (is/are)
Answer:
is

(iii) Politics ______here and now. (is/are)
Answer:
is

(iv) The news _______been published in the local daily. (has/have)
Answer:
has

(v) The police ________ the traffic. (control/controls)
Answer:
control

(vi) A hundred kilometres ________ a long distance. (is/are)
Answer:
is

(vii) Measles ______ fever. (cause/causes)
Answer:
causes

Let’s Write:

(a) Given below are some important events from the text. They are not in order. Arrange them in order and put the serial number in the box for each. Write the sentences.
( ନିମ୍ନରେ ପାଠ୍ୟବିଷୟର କେତେକ ପ୍ରଧାନ ଘଟଣା ଦିଆଯାଇଛି । ସେଗୁଡ଼ିକ କ୍ରମରେ ନାହାନ୍ତି । ସେଗୁଡ଼ିକୁ କ୍ରମାନୁସାରେ ସଜାଅ ଓ ପ୍ରତ୍ୟେକଟି ପାଇଁ ବାକ୍ସ ମଧ୍ୟରେ କ୍ରମସଂଖ୍ୟା ଲେଖ । ବାକ୍ୟଗୁଡ଼ିକୁ ଲେଖ ।)

(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [5]
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(vii) He breathed his last on July, 27, 201 5. [8]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]

Answer:
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [6]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]
(vii) He breathed his last on July 27, 2015. [8]

(b) Read the text and fill in the bio-data of Dr Kalam given below.
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଓ ନିମ୍ନରେ ଥିବା କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀ ପତ୍ରର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

		Bio-Data
Name in full	:
Father’s name	:
Mother’s name	:
Place of birth	:
Date of birth	:
Brothers and sister	:
Nationality	:
Religion	:
Education	:
Profession	:
Important post held	:
Achievements	:
Awards/honours	:
Life style	:
Date of passing away	:

Answer:

		Bio-Data
Name in full	:	Avul Pakir Jainulabdeen Abdul Kalam
Father’s name	:	Jainulabdeen
Mother’s name	:	Ashiamma
Place of birth	:	Rameswaram in the state of Tamil Nadu
Date of birth	:	15th October 1931
Brothers and sister	:	They are four brothers and one sister
Nationality	:	Indian
Religion	:	Muslim
Education	:	graduate in Physics, aerospace engineering etc.
Profession	:	Aerospace scientist
Important post held	:	Chief Scientific Advisor to the Prime Minister and the Secretary of DRDO
Achievements	:	Successfully develop four missiles as the head of IGMDP
Awards/honours	:	the Padma Bhushan in 1981, the Padma Vibhushan in 1990 and the Bharat Ratna in 1997.
Life style	:	very simple, dedicated and devotional
Date of passing away	:	27th Ju1y 20l5

(c) Use the facts/information you gathered in the Bio-data Form above and write a composition on Dr Kalam.
(ଉପରିସ୍ଥ କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀପତ୍ରରେ ତୁମେ ଏକତ୍ର କରିଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist of India. His father was Jainulabdeen and mother was Ashiamma. He was born on 15th October 1931 at Rameswaram in the state of Tamil Nadu. He had three brothers and one sister. He was Muslim in religion and he was an Indian. He was graduated in Physics and completed aerospace engineering. He worked as a scientist in DRDO and ISRO. He was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of DRDO. He was awarded with the Padma Bhusan in 1981, the Padma Vibhusan in 1990 and the Bharat Ratna in 1997. This missile man departed from us on 27th July 2015.

(d) Refer to the text and fill in the blanks in the following table with correct information wherever possible. Then write a paragraph about the events/achievements of Dr APJ Abdul Kalam. (Question with Answer)
(ପାଠ୍ୟବିଷୟକୁ ଆଧାର କରି ଯଥାସମ୍ଭବ ସଠିକ୍ ତଥ୍ୟଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍‌ଙ୍କ ସମ୍ପର୍କିତ ଘଟଣା/କୃତି ବିଷୟରେ ଏକ ପ୍ରବନ୍ଧ ଲେଖ ।)

Events/activities	Place	Year of happening
Birth	Rameswaram in the state of Tamil Nadu	15th October 1931
Completed aerospace engineering	Madras Institute of Technology	1960
Began career as a trainee	Hindustan Aeronautics Limited
Joined as a scientist	Defence Research Development Organisation
Project Director, ISRO	ISRO	1969
Launching of Rohini satellite	ISRO	1980
Headed the IGMDP	DRDO
Supervised Pokhran-II nuclear tests	Rajasthan’s Thar Desert	1998
Scientist of DRDO	DRDO	1998
President	India	2002
Death	Shillong	27th July 2015

Paragraph :
Dr. APJ Abdul Kalam was born at Rameswaram in the state of Tamil Nadu. He studies at the Madras Institute of Technology and completed aerospace engineering in 1960. He began his career as a trainee at Hindustan Aeronautics Limited. Then he joined the Defence Research Development Organisation as a scientist. In 1969, he was transferred to ISRO, where he worked as the Project Director of SLV-III.

There under his direct guidance and supervision the first Rohini satellite was successfully launched into the orbit in 1980. Then he returned to the DRDO and headed the IGMDR. In 1998, he supervised the Pokhran-H nuclear test in Rajasthan’s Thar Desert. He was a scientist at the DRDO in 1998. He was elected as the President of India in 2002. On 27th July 2015, while he was delivering a lecture at Shillong suffered a massive cardiac arrest and was taken to the hospital and passed away there.

BSE Odisha 9th Class English The Missile Man of India Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Following In A Sentence

Question 1.
Who was APJ Abdul Kalam?
Answer:
APJ Abdul Kalam was one of the most distinguished scientists and the 11th President of India.

Question 2.
What was Dr Abdul Kalam involved?
Answer:
Dr Abdul Kalam was involved in India’s civilian space programme and military development efforts.

Question 3.
Where was Dr Abdul Kalam born?
Answer:
Dr Abdul Kalam was born in Tamil Muslim family at Rameswaram in Tamilnadu

Question 4.
What was Dr Abdul Kalam’s father?
Answer:
Dr Abdul Kalam’s father, Jainulabdeen was a boat owner and the Imam of a local mosque.

Question 5.
What was Dr Kalam’ mother?
Answer:
Dr Kalam’ mother Ashimma was a housewife.

Question 6.
How did Dr Kalam’s father earn his living?
Answer:
Dr Kalam’s father earned his living by taking Hindu pilgrims back and forth between Rameswaram and Dhanushkodi.

Question 7.
What were Dr Kalam’s ancestors like?
Answer:
Dr Kalam’s ancestors were very rich because they were wealthy traders and land owners.

Question 8.
How did Kalam add to his family?
Answer:
Kalam added to his family by selling newspapers.

Question 9.
Where did Abdul Kalam receive his primary education?
Answer:
Abdul Kalam received his primary education at Ramanathapuram.

Question 10.
Who was Abdul Kalam’ science teacher when he was in primary school?
Answer:
Mr Sivasubramania Iyer was Kalam’s science teacher when he was in the priamary school.

Question 11.
What was Kalam’s science teacher like?
Answer:
Kalam’s science teacher was a very loving and affectionate person.

Question 12.
How did Kalam’s science teacher inspire him?
Answer:
Kalam’s science teacher Sivasubramania inspired him to develop his skills in different subjects at school.

Question 13.
What did Kalam’s science teacher invite him for?
Answer:
Kalam’s science teacher invited him for a meal in his house.

Question 14.
How did his teacher’s wife react to it?
Answer:
His teacher’s wife disliked Kalam and refused to serve a Muslim child like him.

Question 15.
How was her attitude changed?
Answer:
Kalam’s behaviour, way of taking meal and cleaning the floor changed her attitude.

Question 16.
How did the science teacher’s wife behave him later?
Answer:
In his second visit his teacher’s wife welcomed him and served him food herself.

Question 17.
How was Kalam getting on his studies at the High School?
Answer:
Kalam was of average grades in his school years but was considered a bright and hardworking student.

Question 18.
What was Kalam’s dream in life?
Answer:
Kalam’s dream in life was to be a pilot.

Question 19.
What college did he go to fulfil his dream?
Answer:
He applied for studying at the Madras Institute of Technology to fulfil his dream.

Question 20.
What problems did he face for his admission into engineering?
Answer:
The problem that he faced for his admission into engineering was that he did not have one thousand rupees to pay towards his course fee.

Question 21.
Who came to help Kalam for admission into the engineering?
Answer:
His elder sister Ashima Zohra came to help him for his admission into the engineering college.

Question 22.
In which year did he complete his aerospace engineering course?
Answer:
He completed his aerospace engineering course in 1960.

Question 23.
Where did he graduate in physics?
Answer:
He graduated in physics at Saint Joseph’s College in Tiruchirapalli.

Question 24.
At what college did Kalam complete his graduation in physics?
Answer:
Kalam completed his graduation in physics at Saint Joseph’s College in Tiruchirapalli.

Question 25.
How did Kalam’s elder sister manage to arrange money for his admission into the engineering college?
Answer:
Kalam’s elder sister mortgaged her gold ornaments and managed to arrange his admission fee.

Answer The Followings In A Word Or A Phrase.

Question 1.
When was Dr Abdul Kalam elected as the President of India?
Answer:
in 2002

Question 2.
When was Dr Abdul Kalam born?
Answer:
on 15 October 1931

Question 3.
In which state was Dr Abdul Kalam born?
Answer:
in Tamilnadu

Question 4.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
Answer:
missile

Question 5.
Who is the religious person who leads the prayer in the mosque?
Answer:
Imam

Question 6.
What do we call a building where Muslims worship?
Answer:
mosque

Question 7.
What do we call a man who travels a holy place for religious purpose?
Answer:
pilgrim

Question 8.
What do we call a man who lived in the family a long time ago?
Answer:
ancestor

Question 9.
What do we call a person whose job is to buy and sell things?
Answer:
trader

Question 10.
What did Kalam have to do to supplement his family’s income?
Answer:
to sell newspapers

Question 11.
Who was Kalam’s favourite teacher?
Answer:
his science teacher

Question 12.
Who inspired Kalam to develop his skills in education?
Answer:
Sivasubramania Iyer

Question 13.
Where did Kalam’s teacher’s wife watch them eat?
Answer:
behind the kitchen door

Question 14.
What was Dr Kalam good at?
Answer:
Mathematics

Question 15.
Which college, according to the writer, is prestigious and expensive?
Answer:
the Madras Institute of Technology

Question 16.
What was Dr Kalam’s dream?
Answer:
to become a pilot

Question 17.
When was Dr Kalam transferred to ISRO?
Answer:
in 1969

Question 18.
What is Dr Kalam popularly called?
Answer:
the Missile Man of India

Question 19.
How did Dr Kalam begin his career?
Answer:
as a trainee

Question 20.
Where did Dr Kalam join as a scientist?
Answer:
at the Defence Research Development Organisation (DRDO)

Question 21.
When was the first Rohini satellite successfully launched into the orbit?
Answer:
in 1980

Question 22.
How long had Kalam camped at the Thar Desert?
Answer:
a fortnight

Question 23.
What is the empty area in the sky called?
Answer:
space

Question 24.
Where is the Thar Desert?
Answer:
in Rajasthan

Question 25.
What was the temperature in the desert at Pokhran on the day of nuclear test?
Answer:
53 degree centigrade

Fill In The Blanks

1._________ was the Imam of the local mosque.
Answer:
Jainulabdeen

2. Kalam’s father owned a _______.
Answer:
ferry

3. Kalam’s science teacher invited him home for _______.
Answer:
a meal

4. Dr Kalam graduated in ________.
Answer:
physics

5. A boat that carries people is called ________.
Answer:
ferry

6. A man whose job is to lead the prayer in a mosque is called as __________.
Answer:
Imam

7. Dr Kalam was popularly called __________.
Answer:
the Missile Man of India

8. _________ is well-known for Ramanathswamy Temple.
Answer:
Rameswaram

9. Prithvi is the name of a __________
Answer:
missile

10. Dr Kalam passed away while he was delivering his speech at _________
Answer:
Shillong

11. Dr Kalam died because he suffered a massive _________.
Answer:
cardiac arrest

12. Rameswaram is located in __________.
Answer:
Tamilnadu

13. Dr Kalam was awarded the honour the Padma Vibhushan in_________.
Answer:
1990

14. The town in Tamilnadu which was destroyed in 1964 cyclone is__________.
Answer:
Dhanushkodi

15. An object in space used for communication is called_________.
Answer:
satellite

Multiple Choice Questions With Answers

Question 1.
When was Dr Abdul Kalam elected as the President of India?
(A) in 2002
(B) in 2007
(C) in 1997
(D) in 2005
Answer:
(A) in 2002

Question 2.
In which state was Dr Abdul Kalam born?
(A) Kerala
(B) Karnataka
(C) Tamil Nadu
(D) Andhra Pradesh
Answer:
(C) Tamil Nadu

Question 3.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
(A) air bomb
(B) nuclear weapon
(C) air blaster
(D) missile
Answer:
(D) missile

Question 4.
What do we call a person whose job is to buy and sell things?
(A) trader
(B) hawker
(C) dealer
(D) businessman
Answer:
(A) trader

Question 5.
What was Dr Kalam good at?
(A) Science
(B) English
(C) Mathematics
(D) Geography
Answer:
(C) Mathematics

Question 6.
When was Dr Kalam transferred to ISRO?
(A) in 1969
(B) in 1966
(C) in 1971
(D) in 1973
Answer:
(A) in 1969

Question 7.
When was the first Rohini satellite successfully launched into the orbit?
(A) in 1977
(B) in 1978
(C) in 1979
(D) in 1980
Answer:
(D) in 1980

Question 8.
How long had Kalam camped at the Thar Desert?
(A) a week
(B) a day
(C) a fortnight
(D) a month
Answer:
(C) a fortnight

Question 9.
____________ was the Imam of the local mosque.
(A) Nasirudeen
(B) Jainulabdeen
(C) Sirajudeen
(D) Fakarudeen
Answer:
(B) Jainulabdeen

Question 10.
Kalam’s father owned a ___________.
(A) launch
(B) ship
(C) ferry
(D) bus
Answer:
(C) ferry

Question 11.
Kalam’s science teacher invited him home for __________.
(A) a discussion
(B) a talk
(C) a meeting
(D) a meal
Answer:
(D) a meal

Question 12.
Dr Kalam graduated in _________.
(A) Chemistry
(B) Botany
(C) Zoology
(D) Physics
Answer:
(D) Physics

Question 13.
A man whose job is to lead the prayer in a mosque is called as___________ .
(A) Sahi
(B) Imam
(C) Mazhab
(D) Shaikh
Answer:
(B) Imam

Question 14.
Prithvi is the name of a ________.
(A) satellite
(B) missile
(C) tank
(D) rocket launcher
Answer:
(B) missile

Question 15.
Dr Kalam passed away while he was delivering his speech at ________.
(A) Kohima
(B) Gangtok
(C) Shillong
(D) Chennai
Answer:
(C) Shillong

Subjective Questions With Answers

Question 1.
Who was Dr. APJ Abdul Kalam?
Answer:
Dr. APJ Abdul Kalam was one of the most distinguished scientists of India. As he was closely involved in India’s civilian space programme and military missile development efforts, he is popularly known as ‘ The Missile Man of India ’ .

Question 2.
Why is Dr Kalam known as ‘ The Missile Man of India?
Answer:
Dr Kalam was intimately involved in Inida’s civilian space programme and military missile developememt efforts.He took a leading role in the development of india’s missile and nuclear weapons programme.The programme led to the development of four missiles namely Prithivi, Trishul, Akash and Nag. The success of the programme made him extremely popular and he is lovingly called ‘ The Missile Man of India ’.

Question 3.
What impression of Dr Kalam’s family do you get from the text?
Answer:
Dr Abdul Kalam was bom on 15 October 1931 in a Tamil Muslim family at Rameswaram.His father was a boat owner and Imam of a local mosque.His mother, Ashiamma was housewife. Dr Kalam was the youngest of four brothers and one sister in his family.By his childhood, Kalam’s family had already become poor.

Question 4.
How did Dr Kalam’s father make his living?
Answer:
Dr Kalam’s father, Jainulabdeen was a boat owner and Imam of a local mosque.ln course of time he fell on hard times and lost his properties along with his ancestral home. He owned a boat that carried Hindu pilgrims back and forth between Rameswaram and Dhanushkodi. He was well able to support his family by his little earning.

Question 5.
What impression of Dr Kalam’s ancestors do you get from the text?
Answer:
Dr Kalam’s ancestors had been wealthy traders and land owners. But in course of time his family fell on hard times and lost their properties.They also lost their ancestral home.By his childhood, the family had already become poor. Kalam had to sell newspapers to supplement his family’s income.

Question 6.
How did Kalam start his primary education?
Answer:
Kalam started his primary education at Ramanathpuram.He had a science teacher named Sivasubramania Iyer. He was very kind, loving and affectionate. He always inspired Kalam to develop his skills in different subjects so that he could compete with highly educated people in big cities.

Question 7.
What happened to Kalam when he was invited for a meal in his science teacher’s house?
Answer:
Once Kalam was invited by his science teacher for a meal in his house. His wife disliked and refused to serve a Muslim boy like him. His teacher served Kalam while she watched them eat from behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude. So, she changed her attitude when he was invited for second time. She welcomed him and served him food herself.

Question 8.
What does the writer say about Kalam’s secondary education?
Answer:
Kalam moved to Schwartz Higher Secondary’ School for his secondary education. In his school days he had average grades, but was considered a bright and hardworking student who had a strong desire to learn. He spent hours on studies and especially mathematics.

Question 9.
What did Dr Kalam do to fulfil his dream in life?
Answer:
Kalam’s dream in life was to become a pilot. In order to fulfil his deram, he applied for studying engineering at the prestigious and expensive college, Madras Institute of Technology. His kind-hearted elder sister mortgaged her gold ornaments for his admission fee and he managed to complete his aerospace engineering there in 1960.

Question 10.
Name the institutions where Dr Kalam got his education.
Answer:
Kalam completed his primary education at Ramanathapuram. Then he moved to Schwartz Higher Secondary School for his secondary education. After completing his studies there, he was admitted to Saint Joseph’s College where he graduated in physics. He studied aerospace engineering at the Madras Institute of Technology in 1960.

Question 11.
How did Kalam begin his career?
Answer:
Kalam began his career as trainee at the Hindustan Aeronautics Limited in Bangalore. Then he was appointed as a scientist at DRDO, the Defence Research Development Organisation. He also started his work in the Indian Space Research Organisation(ISRO) in 1969.He worked as the Project Director of India’s first Satellite Launch Vehicle(SLV-III) to develop the technology to launch satellites.

Question 12.
What made Kalam extremely popular in India?
Answer:
Kalam started his work in the Indian Space Research Organisation and the first Rohini satellite was launched into its orbit in 198Q. He took a leading role in the progress of India’s missiles and nuclear weapons programme.The success of India’s missile and nuclear weapons programme led to the development of Prithvi,Trishul,Akash and Nag missiles.The success of the programme made him extermely popular in the country.

Question 13.
What according to Dr Kalam, was ‘the defining moment’ in the history of India?
Answer:
Dr Kalam camped in Rajashan’s Thar Desert to supervise the Pokhran-II nuclear tests as the chief of DRDO. It was very hard to camp in the desert because the temperature was nearly 53 degree centrigrade. According to Dr kalam, the success of Pokhran-II nuclear tests was the defining moment or a very important point in time in the history of India.

Question 14.
What are Kalam’s contributions for India’s defence programme?
Answer:
Dr Kalam’s contributions for India’s defence programme are countless. He was the project director of India’s first Satellite Launch Vehicle and the first Rohini satellite was successfully launched into its orbit under his guidance. He was the chief of the Integrated Missile Development Programme of India. He took the leading role in missiles and nuclear weapons development programme of our country. He developed Prithvi, Trishul, Aksah and Nag missiles and also supervised the Pokhran-II nuclear tests.

The Missile Man of India Summary in English

Lead-In :
Goodness never goes unrewarded. Dr. Abdul Kalam was such a eminent and celebrated figure of India. His contribution, great devotion and achievements towards the country is ever memorized and we are proud for him. His dedicated activities in science made India supreme among all developing countries. So out of gratitude we call him “The Missile Man of India”. Although he is a lotus in the deep mud of poverty but made our country rich in science.

ନେତୃତ୍ୱ ନେବା :
ସୁଗୁଣ ସବୁବେଳେ ସମ୍ମାନିତ ହୁଏ ଏବଂ ଦେଶକୁ ଗର୍ବ ଆଣିଦିଏ । ଠିକ୍ ସେହିପରି, ଡ. ଅବଦୁଲ୍ କଲାମ୍ ଜଣେ ପ୍ରତିଭାସମ୍ପନ୍ନ ଏବଂ ସ୍ମରଣୀୟ ବ୍ୟକ୍ତିତ୍ଵ । ତାଙ୍କର ଦେଶପ୍ରୀତି ଏବଂ ବିଜ୍ଞାନକୁ ଦାନ, ଆମେ କେବେହେଲେ ଭୁଲିପାରିବୁ ନାହିଁ । ସେ ଦେଶର ଜଣେ ଅମର ସନ୍ତାନ । ସେ ଦେଶକୁ ଗର୍ବ ଆଣି ଦେଇଛନ୍ତି ଏବଂ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ସବୁ ଦେଶ ମଧ୍ୟରେ ପରିଚିତ କରାଇ ପାରିଛନ୍ତି । ସବୁବେଳେ ହୃଦୟରେ ସାଇତି ରହିଥ‌ିବୁ ।

The Text : (ଏହି ପାଠ୍ୟ:)
Paragraph – 1
Avul Fakir Jainulabdeen Abdul Kalam, better known as Dr. APJ Abdul Kalam, was one of the most distinguished scientists ofIndia. As he was intimately involved in India’s civilian space programme and military missile development efforts, he came to be known as “The Missile Man of India”. In 2002, he was elected as the 11th President ofIndia, and was widely referred to as the “People’s President.”

ଅନୁବାଦ :
ଅଭୁଲ ପକୀର ଜୈନୁଲାବ୍ଦିନ୍ ଅବୁଲ କଲାମ୍ ଯିଏକି ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ରୂପେ ବେଶୀ ପରିଚିତ, ଭାରତର ଖ୍ୟାତିସମ୍ପନ୍ନ ବୈଜ୍ଞାନିକମାନଙ୍କ ମଧ୍ୟରେ ଅନ୍ୟତମ ଥିଲେ । ଯେହେତୁ ସେ ଭାରତର ବେସାମରିକ ଅନ୍ତରୀକ୍ଷ କାର୍ଯ୍ୟକ୍ରମ ଓ ସାମରିକ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ ଉଦ୍ୟମ ସହ ନିବିଡ଼ ଭାବେ ସମ୍ପର୍କିତ ଥିଲେ, ତେଣୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ରୂପେ ପରିଚିତ ହେଲେ । ୨୦୦୨ ମସିହାରେ ସେ ଭାରତର ଏକାଦଶ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ଓ ‘ଲୋକମାନଙ୍କ ରାଷ୍ଟ୍ରପତି’ ରୂପେ ବେଶ୍ ଜନପ୍ରିୟ ଥିଲେ ।

Paragraph – 2
Dr Abdul Kalam was bom on 15th October 1931 in a Tamil Muslimfamily at Rameswaram in the state of Tamil Nadu. His father, Jainulabdeen was a boat owner and the Imam ofa local mosque. His motherAshiamma was a housewife. Hisfather ownedaferry that took Hindu pilgrims back andforth between Rameswaram and Dhanushkodi. Kalam was the youngest offour brothers and one sister in his family. His ancestors had been wealthy traders and land owners. But in course oftime thefamilyfell on hard times and lost theirproperties, even their ancestral home. By his early childhood, the family had already become poor; Kalam had to sell newspapers to supplement hisfamily’s income.

ଅନୁବାଦ :
ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ୧୯୩୧ ମସିହା ଅକ୍ଟୋବର ମାସ ୧୫ ତାରିଖରେ ତାମିଲନାଡୁ ରାଜ୍ୟର ରାମେଶ୍ୱରମ୍ରେ ଏକ ତାମିଲ୍ ମୁସ୍‌ଲିମ୍ ପରିବାରରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କର ପିତା ଜୈନୁଲାବ୍ଦିନ୍ ଜଣେ ଡଙ୍ଗାର ମାଲିକ ଏବଂ ସ୍ଥାନୀୟ ମସ୍‌ଜିଦ୍‌ର ଇମାମ୍ ଥିଲେ । ତାଙ୍କ ମାତା ଆଶିଆମ୍ମା ଜଣେ ଗୃହିଣୀ ଥିଲେ । ତାଙ୍କ ପିତାଙ୍କର ଏକ ଯାତ୍ରାବାହୀ ଡଙ୍ଗା ଥିଲା ଯାହାକି ହିନ୍ଦୁ ତୀର୍ଥଯାତ୍ରୀମାନଙ୍କୁ ରାମେଶ୍ଵରମ୍ ଏବଂ ଧନୁଷୋଡ଼ି ମଧ୍ଯରେ ନେବାଆଣିବା କରୁଥିଲା । କଲାମ୍ ଚାରି ଭାଇ ଓ ଗୋଟିଏ ଭଉଣୀ ମଧ୍ୟରେ ସର୍ବକନିଷ୍ଠ ଥିଲେ । ତାଙ୍କ ପୂର୍ବଜମାନେ ଧନୀ ବ୍ୟବସାୟୀ ଓ ଜମିମାଲିକ ଥିଲେ । କିନ୍ତୁ ସମୟକ୍ରମେ ପରିବାର ଦୁର୍ଦ୍ଦିନ ମଧ୍ୟରେ ଗତିକଲା ଏବଂ ସେମାନଙ୍କର ସମସ୍ତ ସମ୍ପତ୍ତି ଏପରିକି ପୈତୃକ ଘର ମଧ୍ୟ ହରାଇ ବସିଲା । ତାଙ୍କ ଆଦ୍ୟ ବାଲ୍ୟାବସ୍ଥାବେଳକୁ ପରିବାର ଗରିବ ହୋଇ ଯାଇଥିଲା । କଲାମ୍‌ଙ୍କୁ ପାରିବାରିକ ରୋଜଗାରରେ ସହଯୋଗ ନିମନ୍ତେ ଖବରକାଗଜ ବିକ୍ରୟ କରିବାକୁ ପଡ଼ିଥିଲା ।

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Kalam started his elementary education at Ramanathpuram. He had a science teacher named Sivasubramania Iyer who was very loving and affectionate. He always inspired Kalam to develop his skills so that he could compete with highly educated people in big cities. Once he invited the boy home for a meal, which his wife disliked and refused to serve a Muslim child like him. His teacher himselfserved Kalam while she watched them eatfrom behind the kitchen door. But his behaviour, way of taking the meal and cleaning thefloor changed her attitude. When the teacher invited Kalamfor the second time, his wife welcomed him and served himfood herself

ଅନୁବାଦ :
କଲାମ୍ ତାଙ୍କର ବାଲ୍ୟଶିକ୍ଷା ରମାନାଥପୁରମ୍ଭରେ ଆରମ୍ଭ କରିଥିଲେ । କଲାମ୍‌ଙ୍କର ଶିବସୁବ୍ରମଣ୍ୟ ଆୟାର ନାମକ ଜଣେ ବିଜ୍ଞାନ ଶିକ୍ଷକ ଥିଲେ ଯିଏକି ଖୁବ୍ ଶ୍ରଦ୍ଧାଶୀଳ ଓ ସ୍ନେହୀ ଥିଲେ । କଲାମଙ୍କ ଦକ୍ଷତାର ବିକାଶ ପାଇଁ ସେ ସର୍ବଦା ପ୍ରେରଣା ଦେଉଥିଲେ ଯେପରିକି ସେ ବଡ଼ ବଡ଼ ସହରର ଉଚ୍ଚ ଶିକ୍ଷିତ ଲୋକମାନଙ୍କ ସହ ପ୍ରତିଯୋଗିତା କରିପାରିବେ । ଥରେ ସେ ତାଙ୍କୁ ତାଙ୍କ ଘରକୁ ଭୋଜନ କରିବାକୁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ, ଯାହାକୁ ତାଙ୍କ ପତ୍ନୀ ନାପସନ୍ଦ କରିଥିଲେ ଏବଂ ତାଙ୍କ ଭଳି ଜଣେ ମୁସଲମାନ୍ ପିଲାକୁ ଖାଦ୍ୟ ପରିବେଷଣ କରିବାକୁ ମନା କରି ଦେଇଥିଲେ । ତାଙ୍କ ଶିକ୍ଷକ କଲାଙ୍କୁ ଖାଦ୍ୟ ପରଷି ଦେଲେ ଯେତେବେଳେ କି ସେ (ଶିକ୍ଷକଙ୍କ ପତ୍ନୀ) ରୋଷେଇ ଘର ଦ୍ଵାର ପଛପଟୁ ସେମାନଙ୍କ ଖାଇବା ଦେଖୁଥିଲେ । କିନ୍ତୁ ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ବ୍ୟବହାର, ଖାଦ୍ୟ ଖାଇବା ଓ ଚଟାଣକୁ ପରିଷ୍କାର କରିବା ଢଙ୍ଗ ତାଙ୍କ ମନୋବୃତ୍ତିକୁ ବଦଳାଇ ଦେଲା । ଯେତେବେଳେ ଶିକ୍ଷକ କଲାମଙ୍କୁ ଦ୍ୱିତୀୟ ବାର ନିମନ୍ତ୍ରଣ କଲେ ସେ (ତାଙ୍କ ପତ୍ନୀ) ତାଙ୍କୁ (କଲାମ୍‌ଙ୍କୁ) ସ୍ବାଗତ କଲେ ଏବଂ ନିଜେ ଖାଦ୍ୟ ପରଷି ଦେଲେ ।

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Kalam then moved to the Schwartz Higher Secondary Schoolfor his secondary education.In his school years, he had average grades but was considered a bright and hardworking student, who had a strong desire to learn. He spent hours on his studies, especially mathematics. After completing his studies here, Kalam was admitted to Saint Joseph’s College. Tiruchirappalli where he graduated in physics in 1954. His dream in life was to become a pilot. So he applied for studying engineering at the Madras Institute of Technology. He was selected, but education at such a prestigious institution was not so easy. It was an expensive affair. Around a thousand rupees was required to pay towards the coursefee. Asim Zohra, his compassionate eleder sister, came to his help. She mortgaged her gold ornamentsfor his admission fee. And he completed his aerospace engineering in 1960.

ଅନୁବାଦ :
ପରେ କଲାମ୍ ତାଙ୍କ ମାଧ୍ୟମିକ ଶିକ୍ଷା ପାଇଁ ସ୍ପାର୍କ ମାଧ୍ୟମିକ ବିଦ୍ୟାଳୟକୁ କଲେ । ତାଙ୍କ ବିଦ୍ୟାଳୟ ବର୍ଷଗୁଡ଼ିକରେ, ସେ ସାଧାରଣ ଗ୍ରେଡ଼ର ଥିଲେ, କିନ୍ତୁ ଜଣେ ଉଜ୍ଜ୍ଵଳ ଭବିଷ୍ୟତସମ୍ପନ୍ନ କଠିନ ପରିଶ୍ରମୀ ଛାତ୍ର ଭାବେ ବିବେଚିତ ହେଉଥିଲେ ଯାହାଙ୍କର କି ଶିଖୁବା ପାଇଁ ପ୍ରବଳ ଇଚ୍ଛା ଥିଲା । ସେ ପଢ଼ାପଢ଼ିରେ ବିଶେଷ ଭାବେ ଗଣିତ ପଢ଼ାରେ ଘଣ୍ଟା ଘଣ୍ଟା ବିତାଉଥିଲେ । ସେଠାରେ ଶିକ୍ଷା ସମାପ୍ତି ପରେ କଲାମ୍ ସେଣ୍ଟ ଜେସେଫ୍ କଲେଜ, ତିରୁଚିରାପଲ୍ଲୀରେ ନାମ ଲେଖାଇଲେ ଯେଉଁଠାରେ କି ସେ ୧୯୫୪ ମସିହାରେ ପଦାର୍ଥ ବିଦ୍ୟାନରେ ସ୍ନାତକ ଡିଗ୍ରୀ ପ୍ରାପ୍ତ ହୋଇଥିଲେ । ଜଣେ ନାବିକ ହେବା ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନ ଥିଲା, ତେଣୁ ସେ ମାଡ୍ରାସ୍ ଇନ୍‌ଷ୍ଟିଚ୍ୟୁଟ୍ ଅଫ୍ ଟେକ୍ନୋଲୋଜିରେ ପଢ଼ିବାପାଇଁ ଆବଦେନ କଲେ । ସେ ଯୋଗ୍ୟ ବିବେଚିତ ହେଲେ, ମାତ୍ର ଏପରି ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ଅନୁଷ୍ଠାନରେ ଅଧ୍ୟୟନ ଏତେ ସହଜ ବ୍ୟାପାର ନ ଥିଲା । ଏହା ଏକ ବ୍ୟୟବହୁଳ ବ୍ୟାପାର ଥିଲା । ପାଠ୍ୟକ୍ରମ ପାଉଣା ବାବଦରେ ହାରାହାରି ଏକ ହଜାର ଟଙ୍କା ପୈଠ କରିବା ଆବଶ୍ୟକ ଥିଲା । ତାଙ୍କର ସହୃଦୟା ବଡ଼ ଭଉଣୀ ଅସୀମ୍ ଜୋହରା ତାଙ୍କୁ ସାହାଯ୍ୟ କଲେ । ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ନାମଲେଖା ପାଇଁ ସେ (ତାଙ୍କ ଭଉଣୀ) ନିଜର ସ୍ବର୍ଣ୍ଣ ଅଳଙ୍କାରଗୁଡ଼ିକୁ ବନ୍ଧକ ରଖିଲେ । ସେ ୧୯୬୦ରେ ତାଙ୍କର ଏରୋସ୍ପେସ୍ ଇଞ୍ଜିନିୟରିଂ ଶିକ୍ଷା ସମାପ୍ତ କଲେ ।

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Kalam began his careeras a trainee at the Hindustan Aeronautics Limited (HAL) in Bangalore (now called Bengaluru). Then he joined the Defence Research Development Organisation (DRDO) as a scientist. In 1969, he was transferred to the Indian Space Research Organisation (ISRO), where he worked as the Project Director ofIndia’s first Satellite Launch Vehicle (SLV-III). The purpose of the SLV was to develop the technology to launch satellites. It was under Dr. Kalam’s direct guidance and supervision that thefirst Rohini satellite was successfully launched into the orbit in 1980.

ଅନୁବାଦ :
କଲାମ୍ ବାଙ୍ଗାଲୋର (ଏବେ ବେଙ୍ଗାଲୁରୁ)ର ହିନ୍ଦୁସ୍ଥାନ ଏରୋନଟିକ୍ସ ଲିମିଟେଡ଼ (ହାଲ)ରେ ଜଣେ ଶିକ୍ଷା ନବୀଶ ଭାବେ
(ଡି.ଆର୍.ଡି.ଓ.)ରେ ଯୋଗ ଦେଲେ । ୧୯୬୯ ମସିହାରେ ସେ ଇଣ୍ଡିଆନ୍ ସ୍ପେସ୍ ରିସର୍ଚ୍ଚ ଅର୍ଗାନାଇଜେସନ୍ (ଇସ୍ରୋ)କୁ ବଦଳି ହୋଇଗଲେ, ଯେଉଁଠାରେ କି ଭାରତର ପ୍ରଥମ ଉପଗ୍ରହ ଉଦକ୍ଷେପଣ ଯାନ (ଏସ୍ଏଲ୍‌ଭି-୩ୟ)ର ପ୍ରୋଜେକ୍ଟ ଡାଇରେକ୍ଟର ଭାବେ କାମ କଲେ । ଉପଗ୍ରହ ଉତ୍‌କ୍ଷେପଣ ଯାନର ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଉପଗ୍ରହ ଉତକ୍ଷେପଣ କୌଶଳ ବିକାଶିତ କରିବା । ୧୯୮୦ ମସିହାରେ କଲାମ୍ଙ୍କର ପ୍ରତ୍ୟକ୍ଷ ତତ୍ତ୍ୱାବଧାନ ଓ ପରିଚାଳନାରେ ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହ ନିଜର କକ୍ଷପଥରେ ସଫଳ ଭାବେ ଅବସ୍ଥାପିତ ହୋଇପାରିଥିଲା ।

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After spending nineteen fruitful years in the ISRO, Kalam returned to the DRDO to head the country’s Integrated Missile Development Programme (IGMDP). Here he took a leading role in the development of India’s missiles and nuclear weapons programme. The programme was very successful; it led to the development offour missiles namely Prithvi, Trishul, Akash and Nag. The success ofthe programme made him extremely popular in the country. Hereafter, he was popularly called “The Missile Man of India. ”

ଅନୁବାଦ :
ଇସ୍ରୋରେ ସଫଳତାପୂର୍ବକ ୯ ବର୍ଷ ବିତାଇବା ପରେ କଲାମ୍ ଡି.ଆର୍.ଡି.ଓ.କୁ ଦେଶର ସମନ୍ବିତ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ କାର୍ଯ୍ୟକ୍ରମ
ସେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । କାର୍ଯ୍ୟକ୍ରମଟି ଖୁବ୍ ସଫଳତା ଲାଭ କଲା : ଏହା ଚାରିଗୋଟି କ୍ଷେପଣାସ୍ତ୍ର ଯଥା – ପୃଥ୍ବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗକୁ ବିକଶିତ କରିଥିଲା । ଏହି କାର୍ଯ୍ୟକ୍ରମର ସଫଳତା ତାଙ୍କୁ ସମଗ୍ର ଦେଶରେ ଅତୀବ ଜନପ୍ରିୟ କରିଥିଲା । ଏହା ପରଠାରୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ନାମରେ ପରିଚିତ ହେଲେ ।

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In 1998, as the chiefof the DRDO, Dr Kalam supervised the Pokhran-II nuclear testsfor yvhich he had camped in Rajasthan’s TharDesertforoverafortnight. The test was hugely successful. According to Dr Kalam, it was a “defining moment” in the history ofour country. Some years after the test “The Missile Man of India” recollected: “Today, I remember the hot day of 1998 at Pokhran: 53°C. When most ofthe world was sleeping, India’s nuclear era emerged. ”

ଅନୁବାଦ :
୧୯୯୮ ମସିହାରେ ଡି.ଆର୍.ଡି.ଓ.ର ମୁଖ୍ୟ ଭାବେ ଡ. କଲାମ୍ ପୋଖରାନ୍-୨ୟ ପରମାଣୁ ପରୀକ୍ଷଣର ତତ୍ତ୍ଵାବଧାନ କରିଥିଲେ ଯେଉଁଥିପାଇଁ ତାଙ୍କୁ ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଗୋଟିଏ ପକ୍ଷ (୧୫ ଦିନ) ଅସ୍ଥାୟୀ ଭାବେ ରହିବାକୁ ପଡ଼ିଥିଲା । ଡ. କଲାମ୍‌ଙ୍କ ମତରେ ସେହି ସମୟ ଦେଶର ଇତିହାସରେ ଏକ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ତ୍ତ ଥିଲା । ପରୀକ୍ଷଣର କେତେ ବର୍ଷ ପରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ସ୍ମରଣ କରିଥିଲେ – ‘ପୋଖରାନ୍‌ରେ ୧୯୯୮ ମସିହାର ଗରମ ଦିନ, ୫୩° ସେ. ତାପମାତ୍ରା କଥା ଆଜି ମୁଁ ମନେ ପକାଉଛି । ଯେତେବେଳେ ବିଶ୍ବର ଅଧିକାଂଶ ଭାଗ ତନ୍ଦ୍ରାଗ୍ରସ୍ତ ଥିଲା, ଭାରତର ପାରମାଣବିକ ଯୁଗ ଆରମ୍ଭ ହେଲା ।’’

Paragraph – 8
Dr Kalam was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of Defence Research and Development Organisation from July 1992 to December 1999. For his greatest contribution to the field of space, defence and nuclear technology, this eminent scientist was honoured with the Padma Bhusan in 1981, the Padma Vibhushan in 1990 and the nation’s highest civilian honour, the Bharat Ratna in 1997 by the Government of India.

ଅନୁବାଦ :
କଲାମ୍ ୧୯୯୨ ମସିହା ଜୁଲାଇରୁ ୧୯୯୯ ମସିହା ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ପ୍ରଧାନମନ୍ତ୍ରୀଙ୍କର ବିଜ୍ଞାନ ବିଷୟକ ମୁଖ୍ୟ ଉପଦେଷ୍ଟା ଓ ଡି.ଆର୍.ଡି.ଓ.ର ସମ୍ପାଦକ ଭାବେ ନିଯୁକ୍ତି ପାଇଥିଲେ । ଅନ୍ତରୀକ୍ଷ, ପ୍ରତିରକ୍ଷା, ପାରମାଣବିକ ବୈଷୟିକ ବିଦ୍ୟା କ୍ଷେତ୍ରରେ ତାଙ୍କର ପ୍ରମୁଖ ଅବଦାନ ପାଇଁ ସେ ଭାରତ ସରକାରଙ୍କଦ୍ଵାରା ୧୯୮୧ ମସିହାରେ ପଦ୍ମଭୂଷଣ, ୧୯୯୦ ମସିହାରେ ପଦ୍ମବିଭୂଷଣ ଓ ୧୯୯୦ ମସିହାରେ ଦେଶର ସର୍ବୋଚ୍ଚ ବେସାମରିକ ସମ୍ମାନ ଭାରତ ରତ୍ନରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ।

Paragraph – 9
It was 27th July 2015. Dr Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed. He was immediately taken to a hospital. He had suffered a massive cardiac arrest. His death was a great loss for our country. Dr APJ Abdul Kalam will be ever remembered for his dedication, devotion and selfless service to the nation, particularly as “The Missile Man of India. ”

ଅନୁବାଦ :
୨୦୧୫ ମସିହା ଜୁଲାଇ ୨୭ ତାରିଖ ଦିନ ଡକ୍ଟର କଲାମ୍ ଶିଲଂଠାରେ ଅଭିଭାଷଣ ଦେଉଥିଲେ । ଅଭିଭାଷଣ ଦେବା ସମୟରେ ସେ ଚେତାଶୂନ୍ୟ ହୋଇଗଲେ । ତୁରନ୍ତ ତାଙ୍କୁ ଚିକିତ୍ସାଳୟକୁ ନିଆଗଲା । ସେ ଗୁରୁତର ହୃଦଯନ୍ତ୍ର ଅଚଳାବସ୍ଥାରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ତାଙ୍କର ମୃତ୍ୟୁ ଆମ ଦେଶ ପାଇଁ ଅପୂରଣୀୟ କ୍ଷତି ଥିଲା । ତାଙ୍କର ତ୍ୟାଗ, ନିଷ୍ଠା ଏବଂ ଦେଶ ନିମନ୍ତେ ନିସ୍ୱାର୍ଥ ସେବା ବିଶେଷ ଭାବେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ରୂପେ ଡକ୍ଟର ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ ଚିରସ୍ମରଣୀୟ ହୋଇ ରହିବେ ।

Notes And Glossary:

scientist – an expert in science – ବୈଜ୍ଞାନିକ
distinguished – admired by people – ଭିନ୍ନ ପ୍ରଶଂସିତ They are rushing to meet the distinguished tourists.
intimately – closely – ଅନ୍ତରଙ୍ଗ ଭାବରେ
involved – concerned – ଚିନ୍ତିତ
civilian – not related to arm force – ସାଧାରଣ ନାଗରିକ The soldiers are trying to avoid bombing civilians
space – empty area in the sky – ଆକାଶରେ ଖାଲି ସ୍ଥାନ
missile – a weapon that sent through air – କ୍ଷେପଣାସ୍ତ୍ର
Imam – a religious man who leads the prayer in a mosque – ଜଣେ ଧାର୍ମିକ ବ୍ୟକ୍ତି ଯିଏ ମସଜିଦରେ ପ୍ରାର୍ଥନା କରନ୍ତି
mosque – a building where Muslims worship – ମସଜିଦ
ferry – a boat that carries people – ଲୋକମାନଙ୍କୁ ନେଇ ଯାଉଥିବା ଏକ ଡଙ୍ଗା
pilgrim – who travels to a holy place – ତୀର୍ଥଯାତ୍ରୀ
ancestor – who lived in the family a long time ago – ପୂର୍ବଜ
trader – a person who buys and sells – ବ୍ୟବସାୟୀ
supplement – to add something to something to improve – ସପ୍ଲିମେଣ୍ଟ
elementary education – primary education – ପ୍ରାଥମିକ ଶିକ୍ଷା
affectionate – loving – ସ୍ନେହୀ My mother is very affectionate
inspire – encourage – ଉତ୍ସାହିତ କର Our teachers inspire confidence in students.
dedication – the hard work for a definite purpose – ନିଶ୍ଚିତ ଉଦ୍ଦେଶ୍ୟ
devotion – great love and care –
skill – ability – ଦକ୍ଷତା
refuse – deny – ମନା
attitude – the way you think and feel – ମନୋଭାବ
prestigious – admired – ସମ୍ମାନଜନକ
expensive affair – causes of a lot of money to be spent – ମହଙ୍ଗା ବ୍ୟାପାର
compassionate – kind hearted – ଦୟାଳୁ
mortgage – to give some goods to someone for lending money – ବନ୍ଧକ
launch – to start an activity – ଉନ୍ମୋଚନ
camped – to stay in a camp or a temporary building – ଛାଉଣି
desert – a large landmass having very little water or plants – ମରୁଭୂମି
hugel – very much – ହୁଗେଲ୍
defining moment – at exact time at which something happened – ମୁହୂର୍ତ୍ତକୁ ବ୍ୟାଖ୍ୟା କରେ
recollected – remembered – ସ୍ମରଣ
era – an important period of time in history- ଯୁଗ Her candidacy marked a new era for the party.
emerged – came out – ଉଭା ହେଲା
eminent – very famous- ବହୁତ ପ୍ରସିଦ୍ଧ Eminent students are important and respected.
collapsed – became senseless – ଭୁଶୁଡି ପଡିଲା
massive – very serious – ବହୁତ ଗମ୍ଭୀର
cardiac arrest – stopping of heart – ହୃଦୟ ବନ୍ଦ
average – a usual level – ହାରାହାରି
supervised – observed a task – ତଦାରଖ
defining – giving the exact meaning – ପରିଭାଷା

Odisha State Board BSE Odisha 10th Class English Solutions Non-Detailed Chapter 1 A Tiger in the House Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Non-Detailed Chapter 1 A Tiger in the House

BSE Odisha 10th Class English Chapter 1 A Tiger in the House Text Book Questions and Answers

Before You Read
There has been existing a close and intimate relationship between human beings and animals since time immemorial. We have seen animals and birds who have shown their behavior like human beings. Animals could share their happiness and unhappiness with human beings. Animals could understand human emotions. We also get aesthetic pleasure from the animals.

This story narrates how Timothy, the tiger-cub, was discovered by the Grandfather from the Terai Jungle near Dehra from the intricate roots of a banyan tree when he had gone on an expedition with another sportsman. He brought the tiger-cub home and it was brought up by the cook. When its behavior seemed to be different, it was transferred to the Lucknow zoo. Six months later, Grandfather had gone to the zoo and saw Timothy.

As usual, he stroked the tiger’s forehead and ticked his ear. But after some time he was informed by the keeper that he was not Timothy. Timothy had died of pneumonia two months ago. That was a different tiger that was brought from the Siwalik hills last month. That was a dangerous tiger. Then Grandfather returned saying goodnight to Timothy.

ବିଷୟ ପୂଚନ।
ଆବହମାନ କାଳରୁ ମଣିଷ ଏବଂ ପଶୁ ମଧ୍ୟରେ ଘନିଷ୍ଠ ସମ୍ପର୍କ ରହିଆସିଛି । ଆମେ ଅନେକ ପଶୁ ଓ ପକ୍ଷୀଙ୍କୁ ଦେଖୁଛୁ ଯେଉଁମାନେ ମଣିଷ ଭଳି ବ୍ୟବହାର ଦେଖାଇଥା’ନ୍ତି । ପଶୁମାନେ ସେମାନଙ୍କ ସୁଖ ଓ ଦୁଃଖକୁ ମଣିଷ ସହିତ ବାଣ୍ଟିପାରନ୍ତି । ପଶୁମାନେ ମାନବିକ ଆବେଗକୁ ବୁଝିପାରନ୍ତି । ପଶୁମାନଙ୍କଠାରୁ ଆମେ ମଧ୍ୟ ସ୍ଵର୍ଗୀୟ ସୁଖ ପାଇଥାଉ । ଜେଜେବାପା ଏକଦା ଅନ୍ୟ ଶିକାରୀମାନଙ୍କ ସହିତ ଡେହେରା ନିକଟସ୍ଥ ତରାଇ ଜଙ୍ଗଲକୁ ଶିକାର କରିବାକୁ ଯାଇଥିବାବେଳେ କିପରି ଏକ ବରଗଛର ମୂଳ ସନ୍ଧିରୁ କିପରି ଟିମୋଥ୍ ନାମକ ବାଘଛୁଆଟିକୁ ପାଇଥଲେ ତାହା ଗଳ୍ପରେ ବର୍ଣ୍ଣନା କରିଛି । ସେ ବାଘଛୁଆଟିକୁ ଘରକୁ ଆଣିଥିଲେ ଏବଂ ସେ ରୋଷେୟାଦ୍ଵାରା ଲାଳିତପାଳିତ ହୋଇଥିଲା ।

ତା’ର ବ୍ୟହାରରେ ପରିବର୍ତ୍ତନ ଘଟିବା ଲକ୍ଷ୍ୟ କରାଯିବା ପରେ ତାକୁ ଲକ୍ଷ୍ନୌ ଚିଡ଼ିଆଖାନାକୁ ସ୍ଥାନାନ୍ତର କରାଗଲା । ଛଅମାସ ପରେ ଜେଜେବାପା ଚିଡ଼ିଆଖାନାକୁ ଯାଇଥିଲେ ଏବଂ ଟିମୋଥୁକୁ ଦେଖ‌ିଲେ । ପୂର୍ବପରି ସେ ତା’ର ମୁଣ୍ଡକୁ ଆଉଁସିଲେ ଏକ କାନକୁ ଟାଣିଲେ । କିଛି ସମୟରେ ରଖୁଆଳୀଟି ସେ ଟିମୋଥ୍ ନୁହେଁ ବୋଲି ତାଙ୍କୁ ଜଣାଇଲା । ଦୁଇମାସ ପୂର୍ବରୁ ନିମୋନିଆରେ ପୀଡ଼ିତ ହୋଇ ଟିମୋଥ୍ ମରିଯାଇଥିଲା । ସେଇଟି ଅନ୍ୟ ଏକ ବାଘ ଥିଲା ଯାହାକୁ ଗତ ମାସରେ ସିଲିକ୍ ପର୍ବତରୁ ଅଣାଯାଇଥିଲା । ସେଇଟି ଏକ ଭୟଙ୍କର ବାଘ ଥିଲା । ଜେଜେବାପା ଟିମୋଥକୁ ବିଦାୟ ଜଣାଇ ଫେରି ଆସିଲେ ।

TEXT-I

Para: TIMOTHY, THE TIGER-cub, was discovered by Grandfather on a hunting expedition in the Terai Jungle near Dehra. Grandfather was no Shikari, but as he knew the forests of the Siwalik hills better than most people, he was requested to accompany the party – it consisted of several very important persons from Delhi – to advise on the land and the direction the beaters should take once a tiger had been spotted. The camp itself was sumptuous – seven large tents (one for each shikari), a dining tent, and a number of servants’ tents.

The dinner was very good, as grandfather admitted afterward; it was not often that one saw hot-water plates, finger glasses, and seven or eight courses, in a tent in the jungle! But that was how things were done in the days of the Viceroys. There were also some fifteen elephants, four of them with howdahs for the shikaris, and the others specially trained for taking part in the beat.

ଅନୁବାଦ : ଟିମୋଥ୍ ଏକ ବାଘଛୁଆ ଥିଲା ଯାହାକୁ ଡେହେରା ନିକଟସ୍ଥ ତରାଇ ଜଙ୍ଗଲକୁ ଶିକାର ଅଭିଯାନରେ ଯାଇଥିବାବେଳେ ଜେଜେବାପା ପାଇଥିଲେ । ଜେଜେବାପା ଶିକାରୀ ନ ଥିଲେ, କିନ୍ତୁ ସିୱାଲିକ୍ ପାର୍ବତ୍ୟାଞ୍ଚଳର ଜଙ୍ଗଲ ବିଷୟରେ ସେ ଅନ୍ୟାନ୍ୟ ଲୋକମାନଙ୍କ ଅପେକ୍ଷା ଅଧ‌ିକ ଭଲ ଭାବରେ ଜାଣିଥ‌ିବାରୁ ତାଙ୍କୁ ଦଳ ସହ ଯିବାକୁ ଅନୁରୋଧ କରାଯାଇଥିଲା । ଦଳଟିରେ ଅନେକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବ୍ୟକ୍ତି ସାମିଲ ଥିଲେ । ଜଙ୍ଗଲରେ ଉପଦେଶ ଦେବା ଓ ଡ୍ରମ୍ବାଦକମାନଙ୍କୁ ବାଘର ସ୍ଥିତି ଜଣାପଡ଼ିବା ମାତ୍ରେ ଶିବିରଟି ଏକାନ୍ତଭାବେ ଧ୍ୟାନଉଦ୍ରେକକାରୀ ଥିଲା । ପ୍ରତ୍ୟେକ ଶିକାରୀଙ୍କ ଗୋଟିଏ ଲେଖାଏଁ ସାତଟି ବଡ଼ ତମ୍ବୁ, ସ୍ଵୀକାର କରିଥିଲେ ଯେ ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖୁବ୍ ଭଲ ଥିଲା ।

ଜଣେ ଜଙ୍ଗଲର ଶିବିରରେ ଗରମପାଣି ପାତ୍ରସବୁ ଓ ସାତ ଆଠପ୍ରକାର ଗ୍ଲାସ୍ ଦେଖୁନଥିବ ମାତ୍ର ତାହା ସେଠାରେ ମିଳୁଥିଲା । ଭାଇସ୍‌ୟଙ୍କ ସମୟରେ ଏପରି ସବୁ ଜିନିଷ ମିଳୁଥିଲା । ସେଠାରେ ପ୍ରାୟ ୧୫ଟି ହାତୀ ଥିଲେ, ତନ୍ମଧ୍ୟରୁ ୪ଟି ହାତୀ ଉପରେ ଏକାଧ୍ଵ ଶିକାରୀଙ୍କ ନିମନ୍ତେ ବସିବା ସ୍ଥାନ ସଂଲଗ୍ନ ଥିଲା ଏବଂ ଅନ୍ୟ ହାତୀଗୁଡ଼ିକୁ ବାଘ ଘଉଡ଼ାଇବା କାର୍ଯ୍ୟ ନିମନ୍ତେ ସ୍ୱତନ୍ତ୍ର ତାଲିମ ଦିଆଯାଇଥିଲା ।

Word Meaning / Glossary:
consisted – compromised (ଗଠିତ |)
no shikari – not a hunter
taking part – accompany
tiger-cub – young tiger
hunting – ଶିକାର
expedition – a journey for a particular purpose
several – a few, many
beaters – hunters (ଡ୍ରମବାଦକ)
spotted – saw, noticed, identified
camp – ଶିବିର
a number of – many (ଅନେକ/ଅସଂଖ୍ୟ)
sumptuous – splendid, lavish, costly (ଖର୍ଚ୍ଚବହୁଳ)
admitted – agreed, confessed (ପ୍ରକାଶ କଲେ|ରାଜି ହେଲେ) .
howdahs – a seat for riding on the back of an elephant or a camel
beat – game ଖେଳ

Para: The sportsmen never saw a tiger, nor did they shoot anything else, though they saw a number of deer, peacocks, and wild boar. They were giving up all hope of finding a tiger and were beginning to shoot at jackals, when Grandfather, strolling down the forest path at some distance from the rest of the party, discovered a little tiger about eighteen inches long, hiding among the intricate roots of a banyan tree. Grandfather picked him up, and brought him home after the camp had broken up. He had the distinction of being the only member of the party to have bagged any game, dead or alive.

ଅନୁବାଦ : ଶିକାରୀମାନେ ବାଘଟିଏ ଦେଖିବାକୁ ପାଇନଥିଲେ କି ଅନ୍ୟ କିଛି ଶିକାର କରିପାରି ନ ଥିଲେ, ଯଦିଓ ସେମାନେ ଅନେକ ହରିଣ, ମୟୂର ଓ ବଣୁଆ ବାର୍‌ହା ଦେଖିବାକୁ ପାଇଥିଲେ । ସେମାନେ ବାଘଟିଏ ପାଇବା ଆଶା ଛାଡ଼ି ଦେଇଥିଲେ ଏବଂ ବିଲୁଆମାନଙ୍କୁ ଶିକାର କରିବା ଆରମ୍ଭ କରି ଦେଇଥିଲେ । ଯେତେବେଳେ ବଣ୍ୟରାସ୍ତାରେ ଦଳର ଅନ୍ୟମାନଙ୍କଠାରୁ କିଛି ଦୂରରେ ଜେଜେବାପା ଏଣେତେଣେ ଉଦ୍ଦେଶ୍ୟହୀନ ଭାବେ ବୁଲୁଥିଲେ, ସେ ଏକ ୧୮ ଇଞ୍ଚ ଲମ୍ବର ବାଘଛୁଆକୁ ଏକ ବରଗଛର ଚେରସନ୍ଧିରେ ଲୁଚିଥିବାର ଦେଖ‌ିଲେ । ଜେଜେବାପା ତାକୁ ଉଠାଇ ଆଣିଲେ ଏବଂ ଶିବିର ଉଠିଯିବା ପରେ ଘରକୁ ନେଇ ଆସିଲେ । ସେ ଦଳରେ ଏକମାତ୍ର ବ୍ୟକ୍ତି ଥିଲେ ଯିଏକି ଘରକୁ ମୃତ ଅଥବା ଜୀବନ୍ତ ଭାବେ ଏକ ଶିକାର ଆଣି ପାରିଥିଲେ ।

Word Meaning / Glossary:
discovered – found out (ଆବିଷ୍କାର କଲେ)
broken up – closed (ଶେଷ ହେଲା)
distinction – good name
deer – a wild animal
peacock – a large bird (ମୟୂର )
wild boar – ବଣୁଆ ଘୁଷୁରୀ |
give up – ପରିତ୍ୟାଗ କରିବା
stroll – a slow relaxed walk
intricate – having a lot of different parts and small details that fit together
pick up – lift something

Comprehension Check

Question 1.
Who was Timothy and where was it discovered?
( ତୀମଥି କିଏ ଏବଂ ଏହା କେଉଁଠାରେ ଆବିଷ୍କୃତ ହେଲା? )
Answer:
Timothy was a tiger cub. It was discovered by the writer’s grandfather when he was strolling the forest path at some distance from the rest of the hunting expedition in the Terai Jungle near Dehra.

Question 2.
Why did Grandfather accompany the party?
( ଜେଜେବାପା କାହିଁକି ପାର୍ଟୀ ସହିତ ଗଲେ? )
Answer:
Grandfather accompanied the party because he knew the forests of Siwalik hills better than most people. Therefore, he was requested to accompany the party, though he was not a shikari.

Question 3.
The writer says that the camp was very splendid. Why?
( ଲେଖକ କହିଛନ୍ତି ଯେ ଏହି ଶିବିର ବହୁତ ଚମତ୍କାର ଥିଲା। କାହିଁକି? )
Answer:
The writer says that the camp was very splendid because it consisted of seven large tents (one for each Shikari), a dining tent, and a number of servants’ tents. The people who accompanied the party were served delicious food.

Question 4.
Who discovered Timothy and when?
( ତୀମଥିଙ୍କୁ କିଏ ଆବିଷ୍କାର କଲା ଏବଂ କେବେ?)
Answer:
The writer’s grandfather discovered Timothy when his grandfather was strolling down the forest path at some distance from the rest of the party, he discovered Timothy from the intricate roots of a banyan tree where he was hiding.

Question 5.
Do you think Grandfather was very bold? Why do you think so?
( ତୁମେ ଭାବୁଛ କି ଦାଦା ବହୁତ ସାହସୀ ଥିଲେ? ଆପଣ କାହିଁକି ଭାବୁଛନ୍ତି?)
Answer:
Yes, I think Grandfather was very bold because he could dare to accompany the hunting expedition without any hesitation. He picked the eighteen-inch young tiger up from the intricate roots of the banyan tree. He brought the tiger home after the camp had broken up. He took care of the tiger cub at his home like his child.

Question 6.
What kind of special quality did Grandfather have? How was Grandfather different from other members of the party?
( ଦାଦାଙ୍କର କି ପ୍ରକାର ବିଶେଷ ଗୁଣ ଥିଲା? ଦାଦା ଦଳର ଅନ୍ୟ ସଦସ୍ୟମାନଙ୍କଠାରୁ କିପରି ଭିନ୍ନ ଥିଲେ?)
Answer:
Grandfather was adventurous and courageous by nature. He accompanied the hunting expedition without any hesitation. He was different from other members of the party to have bagged any game, catching animals that were either dead or alive.

Question 7.
Do you think Grandfather Will pet the tiger cub at home?
( ତୁମେ ଭାବୁଛ କି ଦାଦା ଘରେ ଟାଇଗର ଛୁଆକୁ ପୋଷା କରିବେ |)
Answer:
Yes, I think Grandfather will pet the tiger cub at home because he picked the cub from the intricate roots of the banyan tree and brought him home after the camp had broken up.

TEXT – II

Para: At first the tiger cub, who was named Timothy by Grandmother, was brought up entirely on milk given to him in a feeding bottle by our cock, Mahmoud. But the milk proved too rich for him, and he was put on a diet of raw mutton and cod liver oil, to be followed later by a tempting diet of pigeons and rabbits.
Timothy was provided with two companions – Toto, the monkey, who was bold enough to pull the young tiger by the tail, and then climb up the curtains if Timothy lost his temper, and a small mongrel puppy, found on the road by Grandfather.

ଅନୁବାଦ : ଜେଜେମା’ଙ୍କଦ୍ୱାରା ଟିମୋଥ୍ ନାମରେ ନାମିତ ହୋଇଥିବା ବାଘଛୁଆଟି ପ୍ରଥମେ ରୋଷେୟା ମାସୁଦ୍ଦ୍ୱାରା ବୋତଲରେ ପୂରାଇ ଦିଆଯାଉଥ‌ିବା କ୍ଷୀରଦ୍ୱାରା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ପାଳିତ ହୋଇଥିଲା । ମାତ୍ର କ୍ଷୀର ତା’ ପାଇଁ ଖୁବ୍ ବ୍ୟୟବହୁଳ ଥିଲା ଏବଂ ତାକୁ କଞ୍ଚାମାଂସ ଓ କଡ଼୍ ତେଲ ଖାଇବାକୁ ଦିଆଗଲା ଓ ପରେ ପାରା ଓ ଠେକୁଆମାନଙ୍କ ଲୋଭନୀୟ ଖାଦ୍ୟ ଦିଆଗଲା । ଟିମୋଥ୍ର ଦୁଇଜଣ ବନ୍ଧୁ ଥିଲେ – ଟୋଟୋ ନାମକ ମାଙ୍କଡ଼ ଯିଏକି ସାହସ କରି ବାଘଛୁଆର ଲାଞ୍ଜକୁ ଟାଣି ଦେଉଥିଲା ଏବଂ ଟିମୋଥ୍ ଯଦି ରାଗି ଯାଉଥୁଲା ତେବେ ସେ ପରଦା ଉପରକୁ ଚଢ଼ି ଯାଉଥିଲା ଏବଂ ଅନ୍ୟ ଏକ କୁକୁର ଛୁଆଟିଏ ଯାହାକୁ ଜେଜେବାପା ରାସ୍ତାକଡ଼ରୁ ପାଇଥିଲେ ।

Word Meaning / Glossary:
proved too much – became very indigestive
put as a diet – was given simple food
raw mutton – କଞ୍ଚା ମଟନ୍ |
was provided – was kept
companions – playmates
very bold – very courageous
cub – baby tiger
brought up – was taken care of
entirely – completely
tempting – attractive, tasty
temper – an angry state of mind
mongrel – a kind of dog
puppy – baby dog

Para: At first Timothy appeared to be quite afraid of the puppy, and darted back with a spring if it came too near. Finally, he allowed the puppy to crawl on his back and rest there! One of Timothy’s favorite amusements was to stalk anyone who should play with him, and so, when I came to live with Grandfather, I became one of the tiger’s favorites. With a crafty look in his glittering eyes, and his body crouching, he would creep closer and closer to me, suddenly making a dash for my feet, rolling over on his back and kicking with delight, and pretending to bite my ankles.

ଅନୁବାଦ : ପ୍ରଥମେ ପ୍ରଥମେ ଟିମୋଥ୍ କୁକୁର ଛୁଆକୁ ଡରିବା ଭଳି ଜଣାପଡୁଥିଲା ଏବଂ ଏହା ତା’ର ଖୁବ୍ ନିକଟକୁ ଆସିଗଲେ କୁଦାମାରି ପଳାଇ ଯାଉଥିଲା । ଶେଷରେ ସେ କୁକୁରଛୁଆକୁ ତା’ ପିଠିରେ ଘଷିହେବାକୁ ଓ ଶୋଇବାକୁ ଅନୁମତି ଦେଲା । ଯିଏ ତା’ ସହିତ ଖେଳୁଥୁଲା ତା’ ପଛେପଛେ ଲୁଚିଛପି ଯିବା ଟିମୋଥର ପ୍ରିୟ କୌତୁକ ଥୁଲା; ତେଣୁ ମୁଁ ଯେତେବେଳେ ଚକ୍‌କ୍ କରୁଥ୍ ଆଖୁ ସହିତ ସେ ଜାକିଜୁକି ହୋଇ ମୋ ନିକଟକୁ ଘୁଞ୍ଚି ଘୁଞ୍ଚି ଆସେ, ହଠାତ୍ ମୋ ପାଦକୁ ଧରିବାକୁ କୁଦା ମାରେ, ପିଠିରେ ଗଡ଼ିଯାଇ ଗୋଡ଼ ବାଡ଼ାଏ ଏବଂ ମୋ’ର ଗୋଇଠି ଦୁଇଟିକୁ କାମୁଡ଼ିବାର ଛଳନା କରେ ।

Word Meaning / Glossary:
appear – to be seen
quite – complete
darted back – drew back
stalk – follow stealthily
amusement – entertainment
a crafty look – a clever look
glittering – shining
with a spring – with a jump
to crawl – to walk on the chest
rest – sit
crouch – bend the knees and bring the upper body forward and down
creep – slow-moving
dash – run rapidly
kicking with delight – ଆନନ୍ଦରେ କିସ୍
pretend – feign

Para: He was by this time the size of a full-grown retriever, and when I took him out for walks, people on the road would give us a wide berth. When he pulled hard on his chain, I had difficulty in keeping up with him. His favorite place in the house was the drawing-room, and he would make himself comfortable on the long sofa, reclining there with great dignity, and snarling at anybody who tried to get him off.

Timothy had clean habits and would scrub his face with his paws exactly like a cat. He slept at night in the cook’s quarters and was always delighted at being let out by him in the morning. ‘One of these days, declared Grandfather in his prophetic manner, ‘we are going to find Timothy sitting on Mahmoud’s bed, and no sign of the cook except his clothes and shoes!’

ଅନୁବାଦ : ସେତେବେଳକୁ ସେ ଏକ ପୂର୍ଣ-ବୃଦ୍ଧିପ୍ରାପ୍ତ ରିଟ୍ରିଭର କୁକୁର ଆକାରର ହୋଇ ଯାଇଥିଲା ଏବଂ ମୁଁ ଯେତେବେଳେ ତାକୁ ଚଲାଇବାକୁ ବାହାରକୁ ନେଉଥୁଲି, ଲୋକମାନେ ତା’ପାଇଁ ଅଧୂକ ଜାଗା ଛାଡ଼ି ଦେଉଥିଲେ । ସେ ଯେତେବେଳେ ଲୁହାକଡ଼ିରେ ବନ୍ଧାହେବା ଅବସ୍ଥାରେ ଜୋର୍‌ରେ ଟାଣୁଥିଲା । ମୁଁ ତାକୁ ସମ୍ଭାଳି ରଖୁବା କଷ୍ଟକର ହେଉଥିଲା । ଘରେ ତା’ର ସବୁଠାରୁ ପ୍ରିୟ ସ୍ଥାନ ଥିଲା ବୈଠକ ଗୃହ ଏବଂ ସେ ସେଠାରେ ଏକ ଲମ୍ବା ସୋଫା ଉପରେ ଗୋଡ଼ ହାତ ହେଉଥିଲା ।

ଟିମୋଥ୍ର ସଫାସୁତୁରା ରହିବା ଅଭ୍ୟାସ ଥିଲା ଏବଂ ସେ ବିଲେଇଟିଏ ଭଳି ନିଜ ପଞ୍ଝାରେ ମୁହଁକୁ ଘଷି ସଫା କରୁଥିଲା । ସେ ରାତିରେ ରୋଷେୟାଙ୍କ ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ଘରେ ଶୋଉଥିଲା ଏବଂ ସକାଳେ ସେ ତାକୁ ବୁଲାଇବାକୁ ନେବାବେଳେ ଖୁବ୍ ଖୁସି ହେଉଥିଲା । ଦିନେ ଜେଜେବାପା ଦାର୍ଶନିକ ଭଳି କହିଲେ, ‘ଦିନେ ଆମେ ଦେଖୁବା ଟିମୋଥ୍ ମାମୁଦ୍ରର ବିଛଣା ଉପରେ ବସିଥ‌ିବ ଏବଂ ରୋଷେୟାର ଜୋତା ଏବଂ ପୋଷାକ ଛଡ଼ା ଅନ୍ୟ କିଛି ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥ‌ିବ ।’’

Word Meaning / Glossary:
retriever took out – a large dog with thick black or brown fur
Took out – took outside
berth – (here) place
pulled hard – drew strongly
keep up with – continue
reclining – sitting in a relaxed
scrub – clean by rubbing
snarling – barking angrily
at being let out – at being taken outside
get off – to raise him from sleep
paws – feet of the animal
delight – to feel very happy
prophetic – accurately predicting the future

Para: Of course, it never came to that, but when Timothy was about six months old a change came over him; he grew steadily less friendly. When out for a walk with me, he would try to steal away to stalk a cat or someone’s pet Pekinese. Sometimes at night, we would hear frenzied cackling from the poultry house and in the mornings there would be feathers lying all over the veranda. Timothy had to be chained up more often.

And finally, when he began to stalk Mahmoud about the house with what looked like villainous intent, Grandfather decided it was time to transfer him to a zoo. The nearest zoo was Lucknow, two hundred miles away. Reserving a first-class compartment for himself and Timothy-no one would share a compartment with them- Grandfather took him to Lucknow where the zoo authorities were only too glad to receive as a gift a well-fed and fairly civilized tiger.

ଅନୁବାଦ : ଅବଶ୍ୟ ଏପରି କେବେ ଘଟି ନ ଥୁଲା; କିନ୍ତୁ ଟିମୋଥ୍ ଯେତେବେଳେ ପ୍ରାୟ ୬ ମାସର ହେଲା, ତାର ଏକ ବିରାଟ ପରିବର୍ତ୍ତନ ଆସିଲା । ଅସମ୍ଭବ ଭାବେ ତାର ବନ୍ଧୁତା ଭାବ କମିଗଲା । ଯେତେବେଳେ ମୋ ସହିତ ଚାଲିବାକୁ ଯାଉଥିଲା, ସେ ଲୁଚିଛପି ଗୋଟିଏ ବିଲେଇ ବା କାହାର ପୋଷାଜୀବଙ୍କୁ ଉଠାଇ ନେଉଥିଲା । ବେଳେବେଳେ ରାତିରେ ପଡ଼ୁଥ‌ିବାର ଦେଖୁଥିଲୁ । ଟିମୋଥ୍ ପ୍ରାୟତଃ ସବୁବେଳେ ବନ୍ଧା ହୋଇ ରହୁଥିଲା । ଯେତେବେଳେ ସେ ମାମୁଦ୍ରକୁ ମନ୍ଦ ଉଦ୍ଦେଶ୍ୟ ରଖ୍ ଘରସାରା ଅନୁସରଣ କଲା, ସେତେବେଳେ ଜେଜେବାପା

ନିଷ୍ପତ୍ତି ନେଲେ ଯେ ଏବେ ତାକୁ ଚିଡ଼ିଆଖାନାକୁ ସ୍ଥାନାନ୍ତର କରିବାର ସମୟ ଆସିଯାଇଛି । ଦୁଇଶହ ମାଇଲ ଦୂରସ୍ଥ ଲକ୍ଷ୍ନୌରେ ଥ‌ିବା ଚିଡ଼ିଆଖାନା ନିକଟତମ ଥିଲା । ଜେଜେବାପା ଟିମୋଥ୍ପାଇଁ ଏକ ପ୍ରଥମ ଶ୍ରେଣୀ ବଗି ସଂରକ୍ଷିତ କରି ତାକୁ ଲକ୍ଷ୍ନୌ ନେଲେ କାରଣ ସେମାନଙ୍କ ସହ କେହି ବଗିରେ ଯିବାକୁ ଚାହିଁବେ ନାହିଁ । ସେଠାରେ ଚିଡ଼ିଆଖାନାର କର୍ମକର୍ତ୍ତାମାନେ ଖୁସିର ସହ ହୃଷ୍ଟପୁଷ୍ଟ ପୋଷାବାଘଟିକୁ ଉପହାରରୂପେ ଗ୍ରହଣ କଲେ ।

Word Meaning / Glossary:
steadily – gradually
stalk – follow stealthily
steal away – to sneak
frenzied cackling – violent cry, or noise of the chickens
villainous – with evil motives
grew less friendly – became friendless
poultry – the shed of chicks
reserving – keeping for a person
compartment – a coach
Pekinese – a kind of dog
reserve – ସଂରକ୍ଷଣ
glad – happy
fairly – beautifully
fairly civilized – (here) tamed very gently

Comprehension Check

Question 1.
Who are there in this part of the story?
(ଗଳ୍ପର ଏହି ଅଂଶରେ କେଉଁ ଚରିତ୍ରମାନେ ଅଛନ୍ତି ?)
Answer:
In this part of the story Timothy, his two companions Toto, the monkey, a mongrel puppy, the writer, his grandparents, and the cook are there in this part of the story.

Question 2.
Who named the tiger cub and who brought it up?
(ଏହି ବାଘଛୁଆର ନାମକରଣ କିଏ କରିଥିଲେ ଏବଂ କିଏ ଏହାକୁ ଲାଳନପାଳନ କରିଥିଲେ ?)
Answer:
The writer’s Grandmother named the tiger cub Timothy and the cook Mahmoud brought it up.

Question 3.
What was the diet of the tiger cub?
(ଏହି ବ୍ୟାଘ୍ର ଛୁଆର ଖାଦ୍ୟ କଣ ଥିଲା ?)
Answer:
At first, the diet of the tiger cub was milk. Then milk proved too rich for him and he was put on a diet of raw mutton and cod liver oil, to be followed later by a
tempting diet of pigeons and rabbits.

Question 4.
Who were Timothy’s companions at home?
(ଘରେ କେଉଁମାନେ ଟିମୋଥର ସାଙ୍ଗ ଥିଲେ ?)
Answer:
Toto, the monkey, and a small mongrel puppy were Timothy’s companions at home.

Question 5.
What was Timothy’s favorite amusement? How did the writer become Timothy’s favorite?
(ଟିମୋଥର ପ୍ରିୟ ଖେଳ କ’ଣ ଥିଲା ? ଲେଖକ କିପରି ଟିମୋଥର ପ୍ରିୟ ହେଲେ ?)
Answer:
Timothy’s favorite amusement was to stalk anyone who should play with him. Therefore, the writer became Timothy’s favorite when he came to live with
Grandfather.

Question 6.
What kind of change came over Timothy when he was six months old?
(ଯେତେବେଳେ ଟିମୋଥ୍ ଛଅ ମାସ ବୟସର ହେଲା ତାର କିପ୍ରକାର ପରିବର୍ତ୍ତନ ହେଲା ?)
Answer:
When Timothy was six months old, a change came over him. He grew steadily less friendly. When out for a walk with the writer, he would try to steal away to stalk a cat or someone’s pet dog, Pekinese.

Question 7.
Grandfather decided to transfer Timothy to the zoo. Why?
(ଜେଜେବାପା ଟିମୋଥ୍କୁ ଚିଡ଼ିଆଖାନାକୁ ସ୍ଥାନାନ୍ତର କରିବା ପାଇଁ ନିଷ୍ପତ୍ତି ନେଲେ । କାହିଁକି ?)
Answer:
Timothy began to stalk Mahmoud about the house with what looked like villainous intent. He grew less friendly. He tried to steal away to stalk a cat and a pet
Pekinese. At night Timothy killed and ate up chicks. So grandfather decided to transfer Timothy to the zoo.

Question 8.
Where did Grandfather take him and how?
(ଜେଜେବାପା ତାଙ୍କୁ କେଉଁଠାକୁ ଓ କିପରି ନେଲେ ?)
Answer:
Grandfather took him to the zoo at Lucknow, which was a distance of two hundred miles away from their home. To get Timothy to the zoo, he reserved a first-class compartment for himself and Timothy as no one would like to travel in the same compartment with them.

Question 9.
Do you think Timothy will be happy at the new place?
(ଟିମୋଥ୍ ସେହି ନୂଆ ସ୍ଥାନରେ ଖୁସି ରହିଥବ ବୋଲି ତୁମେ ଭାବୁଛ କି ?)
Answer:
No, I don’t think Timothy will be happy in the new place because he will lose his freedom and friendship. He will be confined to a particular cage. He will remain away from his master and other companions.

TEXT-III

Para t About six months later, when my grandparents were visiting relatives in Lucknow, Grandfather took the opportunity of calling at the zoo to see how Timothy was getting on. I was not there to accompany him, but I heard all about it when he returned to Dehra. Arriving at the zoo, Grandfather made straight for the particular cage in which Timothy had been locked up. The tiger was there, crouched in a corner, full-grown and with a magnificent striped coat. ‘Hello Timothy ! said grandfather and, climbing the railing with ease, he put his arm through the bars of the cage.

ଅନୁବାଦ : ଛଅ ମାସ ପରେ ଯେତେବେଳେ ମୋ ଜେଜେବାପା ଓ ଜେଜେମା’ ଲକ୍ଷ୍ନୌରେ ଥିବା ସେମାନଙ୍କ ସମ୍ପର୍କୀୟମାନଙ୍କୁ ଭେଟିବାକୁ ଯାଇଥିଲେ, ଜେଜେବାପା ଚିଡ଼ିଆଖାନାକୁ ଯିବା ଓ ଟିମୋଥ୍ କିପରି ଅଛି ଦେଖିବାର ସୁଯୋଗ ନେଇଥିଲେ । ମୁଁ ସେତେବେଳେ ତାଙ୍କ ସହିତ ନ ଥୁଲି, କିନ୍ତୁ ସେ ହେଲାକ୍ ଫେରିଲା ପରେ ମୁଁ ସେ ବିଷୟରେ ସବୁ ଶୁଣିବାକୁ ପାଇଥିଲି । ଚିଡ଼ିଆଖାନାରେ ପହଞ୍ଚ୍ ଜେଜେବାପା ଚିଡ଼ିଆଖାନାରେ ଟିମୋଥ୍କୁ ଯେଉଁ ଜନ୍ତାରେ ରଖାଯାଇଥିଲା ସେଠାକୁ ସିଧା ଗଲେ । ବାଘଟି ସେଠାରେ ଗୋଟିଏ କୋଣରେ ଗୋଡ଼ଭାଙ୍ଗି ବସି ରହିଥିଲା । ସେ ପୂର୍ଣ୍ଣ ବୃଦ୍ଧିପ୍ରାପ୍ତ ହୋଇଥିଲା ସ ତା ଦେହରେ ଚମତ୍କାର ଛକ ଦାଗସବୁ ଥିଲା । ଜେଜେବାପା ‘ହେ ଟିମୋଥ୍ !’ ବୋଲି କହିଲେ ଏବଂ ସ୍ବଚ୍ଛନ୍ଦରେ ଲୁହା ଧାର ଉପରେ ଚଢ଼ିଯାଇ ଜନ୍ତାର ଲୁହା ବାଡ଼ା ଭିତରେ ହାତ ପୂରାଇଲେ । ଭିତରେ ହାତ ପୂରାଇଲେ ।

Word Meaning/Glossary:
opportunity – chance
accompany – to go with
straight – ସିଧା
crouch – bend the knees and bring the upper body forward and down
magnificent – very beautiful
striped – having stripes

Para: The tiger approached the bars, and allowed Grandfather to put both hands around his head. Grandfather stroked the tiger’s forehead and ticked his ear, and, whenever he growled, smacked him across the mouth, which was his old way of keeping him quiet. He licked Grandfather’s hands and only sprang away when a leopard in the next cage snarled at him. Grandfather ‘shoed’ the leopard away, and the tiger returned to lick his hands, but every now and then the leopard would rush at the bars, and the tiger would slink back to his corner.

ଅନୁବାଦ : ବାଘଟି ଲୁହା ବାଡ଼ା ନିକଟକୁ ଆସିଲା ଏବଂ ଜେଜେବାପାଙ୍କୁ ତା’ ମୁଣ୍ଡ ଚାରିପଟେ ଦୁଇ ହାତ ରଖିବାକୁ ଦେଲା । ଦେଲା । ଜେଜେବାପା ତା’ର ମୁଣ୍ଡକୁ ଆଉଁସିଦେଲେ ଓ କାନକୁ ମୋଡ଼ିଲେ । ସେ ଯେତେବେଳେ ଗର୍ଜନ କରୁଥିଲା ସେ ତା’ ପାଟିକୁ ଥାପୁଡ଼େଇ ଦେଉଥିଲେ, ଯାହାକି ବାଘକୁ ନୀରବ ରଖିବାକୁ ସେ ପୂର୍ବରୁ କରୁଥିଲେ ।ସେ ଜେଜେବାପାଙ୍କ ହାତ ଦୁଇଟିକୁ ଚାଟୁଥିଲା ଏବଂ ଯେତେବେଳେ ଠିକ୍ ପରବର୍ତ୍ତୀ ଯନ୍ତାରେ ଥ‌ିବା ଚିତାବାଘଟି ତା’ପ୍ରତି ଖିଙ୍କାରି ହେଉଥିଲା ସେତେବେଳେ ଦୂରକୁ ଚାଲଯାଉଥିଲେ । ଜେଜେବାପା ଜୋତାରେ ବାଡ଼େଇବା ଶବ୍ଦ କରି ଚିତାବାଘକୁ ଘଉଡ଼ାଇ ଦେଲେ ଏବଂ ବାଘଟି ତାଙ୍କ ହାତ ଚାଟିବାକୁ ଫେରୁଥିଲା । କିନ୍ତୁ ପ୍ରତି ମୁହୂର୍ତ୍ତରେ ଚିତାବାଘଟି ବାଡ଼ା ନିକଟକୁ ଚାଲି ଆସୁଥୁଲା ଓ ବାଘଟି ଗୋଟିଏ କୋଣକୁ ଘୁଞ୍ଚି ଯାଉଥିଲା ।

Word Meaning / Glossary:
approach – reach, come near
stroke – move one’s hand with gentle pressure
ticked – turned up slightly
growled – a low rumbling sound out of anger
quiet – keeping silent
licked – moving tongue across the surface
sprang away – moved away quickly
snarled – barked angrily
rush – move fast
slink – move in a stealthily way
shoed away – drove away

Para: A number of people had gathered to watch the reunion when a keeper pushed his way through the crowd and asked grandfather what he was doing. I’m talking to Timothy’, said Grandfather, ‘Weren’t you here when I gave him to the zoo six months ago ?” 7 haven’t been here very long, said the surprised keeper, ‘Please continue your conversation. But I have never been able to touch him myself, he is always very bad-tempered. Why don’t you put him somewhere else ?’ suggested Grandfather.

‘That leopard keeps frightening him. I’ll go and see the Superintendent about it. Grandfather went in search of the superintendent of the zoo, but found that he had gone home early; and so, after wandering about the zoo for a little while, he returned to Timothy’s cage to say goodbye. It was beginning to get dark.

ଅନୁବାଦ : ଏହି ପୁନର୍ମିଳନକୁ ଦେଖିବାକୁ ଅନେକ ଲୋକ ସେଠାରେ ଭିଡ଼ ଜମାଇ ସାରିଥିଲେ; ଯେତେବେଳେ ଜଣେ ଜଗୁଆଳୀ ଭିଡ଼ ଠେଲି ଭିତରକୁ ପଶିଲା ଓ ଜେଜେବାପାଙ୍କୁ ସେ କ’ଣ କରୁଛନ୍ତି ବୋଲି ପଚାରିଲା । ଜେଜେବାପା କହିଲେ, ‘ମୁଁ ଟିମୋଥ୍ ସହ କଥା ହେଉଛି । ମୁଁ ଯେତେବେଳେ ୬ ମାସ ତଳେ ତାକୁ ଚିଡ଼ିଆଖାନାକୁ ପଠାଇଥୁଲି ସେତେବେଳେ ତୁମେ ଏଠାରେ ନ ଥୁଲ କି ? ଜଗୁଆଳୀ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ କହିଲା, ‘ମୁଁ ଏଠାରେ ଖୁବ୍ କମ୍ ଦିନ ହେଲା ଅଛି । ଦୟାକରି ଆପଣଙ୍କ କଥାବାର୍ତ୍ତା ଚାଲୁ ରଖନ୍ତୁ । କିନ୍ତୁ ମୁଁ ତାକୁ କେବେହେଲେ ନିଜେ ଛୁଇଁ ପାରି ନାହିଁ, କାରଣ ସେ ସବୁବେଳେ କ୍ରୋଧୃତ ଅବସ୍ଥାରେ ଥାଏ ।’’ ଜେଜେବାପା ପ୍ରସ୍ତାବ ଦେଇ କହିଲେ, ‘ତୁମେ ତାକୁ କାହିଁକି ଅନ୍ୟ କେଉଁଠାରେ ରଖୁନାହଁ ।

ସେହି ଚିତାବାଘଟି ତାକୁ ଭୟଭୀତ କରି ରଖୁଛି । ମୁଁ ଯାଇ ତତ୍ତ୍ୱାବଧାରକଙ୍କୁ ଦେଖାକରି ଏ ବିଷୟରେ କଥା ହେବି ।’’ ଜେଜେବାପା ଚିଡ଼ିଆଖାନାର ତତ୍ତ୍ୱବଧାରକଙ୍କ ଅନ୍ଵେଷଣ ଚାଲିଗଲେ, କିନ୍ତୁ ଦେଖିଲେ ଯେ ସେ ଶୀଘ୍ର ଘରକୁ ପଳାଇ ଯାଉଛନ୍ତି । ତେଣୁ ଚିଡ଼ିଆଖାନାରେ କିଛି ସମୟ ଏଣେତେଣେ ବୁଲିବା ପରେ ସେ ଟିମୋଠାରୁ ବିଦାୟ ନେବା ପାଇଁ ତା’ ଯନ୍ତା ନିକଟକୁ ଆସିଲେ । ସେତେବେଳକୁ ଚାରିଆଡ଼ ଅନ୍ଧାର ହେବା ଆରମ୍ଭ ହୋଇ ଯାଇଥିଲା ।

Word Meaning / Glossary:
in search of – to find someone
a number of people – ଅନେକ ଲୋକ
gathered – ଏକତ୍ରିତ ହେଲା |
conversation – ବାର୍ତ୍ତାଳାପ |
bad-tempered – easily annoyed
suggested – gave the proposal
frightening – causing to be afraid
wander – walk aimlessly
to get dark – became evening
leopard – a type of large wild cat Leopards have yellow fur with black spots.
Superintendent – an officer above the rank of inspectors

Para: He had been stroking and slapping Timothy for about five minutes when he found another keeper observing him with some alarm. Grandfather recognized him as the keeper who had been there when Timothy had first come to the zoo. You remember me, Grandfather. ‘Now why don’t you transfer Timothy to another cage, away from this stupid leopard? ‘But – sir’ stammered the keeper, ‘it is not your tiger’. 7 know, I know said Grandfather testily.

1 realize he is no longer mine. But you might at least take a suggestion or two from me. 7 remember your tiger very well,’ said the keeper. ‘He died two months ago.’ ‘Died’! exclaimed Grandfather. ‘Yes, Sir, of pneumonia. This tiger was trapped in the hills only last month, and he is very dangerous !’ Grandfather could think of nothing to say. The tiger was still licking his arm, with increasing relish. Grandfather took what seemed to him an age to withdraw his hand from the cage. With his face near the tiger’s, he mumbled, ‘Good night, Timothy’, and giving the keeper a scornful look, walked briskly out of the zoo.

ଅନୁବାଦ : ସେ ପାଞ୍ଚମିନିଟ୍ ଧରି ଟିମୋଥ୍‌କୁ ଆଉଁସୁଥିଲେ ଓ ଥାପୁଡ଼ାଉଥିଲେ ସେତେବେଳେ ଆଉ ଜଣେ ଜଗୁଆଳୀ ଭୟବିହ୍ବଳ ହୋଇ ତାଙ୍କୁ ଲକ୍ଷ୍ୟ କରୁଥିବାର ସେ ଦେଖ‌ିଲେ । ଜେଜେବାପା ତାଙ୍କୁ ଚିହ୍ନିଲେ, ଟିମୋଥ୍ ପ୍ରଥମେ ଚିଡ଼ିଆଖାନାକୁ ଆସିବାବେଳେ ସେ ସେଠାରେ ଥିଲା । ଜେଜେବାପା ପଚାରିଲେ, ‘ତୁମେ ମୋତେ ଚିହ୍ନିପାରୁଛ ତ ! ଏବେ ଟିମୋଥ୍ ତୁମେମାନେ କାହିଁକି ଏହି ମୂର୍ଖ ଚିତାବାଘ ନିକଟରୁ ଦୂରକୁ ଅନ୍ୟ ଏକ ଯନ୍ତାକୁ ସ୍ଥାନାନ୍ତର କରୁନାହଁ ? ଜଗୁଆଳୀଟି ଖନେଇ ଖନେଇ କହିଲା, ‘କିନ୍ତୁ ମହାଶୟ, ଏହା ଆପଣଙ୍କର ବାଘ ନୁହେଁ ।’’ ଜେଜେବାପା ସଙ୍ଗେ ସଙ୍ଗେ କହିଲେ, ‘‘ମୁଁ ଜାଣିଛି, ମୁଁ ଜାଣିଛି । ଏହା ଆଉ ମୋର ହୋଇ ନାହିଁ, କିନ୍ତୁ ତୁମେ ଅନ୍ତତଃ ମୋର ଗୋଟିଏ ବା ଦୁଇଟି ପ୍ରସ୍ତାବ ଗ୍ରହଣ କରିବା ଉଚିତ ।’’

ଜଗୁଆଳୀଟି କହିଲା, ‘‘ମୁଁ ଆପଣଙ୍କ ବାଘକୁ ଖୁବ୍ ଭଲ ଭାବେ ଚିହ୍ନିଛି । ସେ ଦୁଇ ମାସ ତଳେ ମରିଗଲା ।’’ ‘ମରିଗଲା !’’ ଜେଜେବାପା ବିସ୍ମିତ ହୋଇ କହିଲେ । ‘ମରିଗଲା !’’ ଜେଜେବାପା ବିସ୍ମିତ ହୋଇ କହିଲେ । ‘‘ହଁ ମହାଶୟ, ନିମୋନିଆରେ ମରିଗଲା । ଏ ବାଘଟି ମାସକ ତଳେ ପାହାଡ଼ରୁ ଧରାଯାଇଥିଲା ଏବଂ ଏହା ଖୁବ୍ ଜେଜେବାପା କ’ଣ କହିବେ କିଛି ଭାବିପାରିଲେ ନାହିଁ । ବାଘଟି ତଥାପି ତାଙ୍କ ହାତକୁ ଖୁବ୍ ଆନନ୍ଦରେ ଚାଟୁଥାଏ । ଜେଜେବାପା ଯନ୍ତା ଭିତରୁ ତାଙ୍କ ହାତ ବାହାର କରି ଆଣିବା ପାଇଁ ଦୀର୍ଘ ସମୟ ଲାଗିଗଲା । ବାଘ ନିକଟରେ ତାଙ୍କ ମୁହଁ ରଖୁ ସେ ଅସ୍ପଷ୍ଟ ସ୍ବରରେ କହିଲେ, ‘‘ଶୁଭରାତ୍ରି, ଟିମୋଥ୍ !’’ ଏବଂ ଜଗୁଆଳୀଟିକୁ ଘୃଣାପୂର୍ଣ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁ ତରବରିଆ ଭାବେ ଚିଡ଼ିଆଖାନା ବାହାରକୁ ଚାଲିଆସିଲେ ।

Word Meaning / Glossary:
stroking and slapping – tapping fondly;
observe – watch attentively
alarm – a warning of danger
recognized – identified as already known
stammer – to speak with involuntary pauses
relish – great pleasure
mumbled – to speak indistinctly or quietly
briskly – actively and energetically, quickly
with a scornful look – with a hateful look
was trapped – was caught

Comprehension Check

Question 1.
Read the last part of the story and say what it is about.
(ଗଳ୍ପର ଶେଷ ଭାଗଟିକୁ ପଢ଼ ଏବଂ ଏହା କାହା ଉପରେ ଆଧାରିତ କୁହ ।)
Answer:
The last part of the story is about grandfather’s last visit to the zoo and the familiar relationship that exists between man and animals. Man and animal share each other’s emotions. Though grandfather stroked and slapped an unknown tiger thinking it to be Timothy, it also appreciated grandfather’s emotion by licking his hands, though it was a furious tiger and his departure from the zoo with a heavy heart.

Question 2.
When did Grandfather visit the zoo and why?
(ଜେଜେବାପା କେତେବେଳେ ସେହି ଚିଡ଼ିଆଖାନା ବୁଲିବାକୁ ଆସିଲେ ଏବଂ କାହିଁକି ?)
Answer:
About six months later the transfer of Timothy to the zoo, Grandfather again visited the zoo. Because at that time Grandfather and Grandmother had gone to Lucknow to visit some relatives. So Grandfather had an opportunity to visit the zoo to know about Timothy.

Question 3.
What did Grandfather do at the cage where Timothy was kept ?
(ଯେଉଁଠାରେ ଟିମୋଥଙ୍କୁ ରଖାଯାଇଥିଲା ସେହି ଯନ୍ତା ନିକଟରେ ଜେଜେବାପା କଣ କଲେ ?)
Answer:
Grandfather went straight to that particular cage where Timothy had been
locked up and saw the tiger crouched in a corner. Putting his arm through the bars of the cage he stroked the tiger’s forehead and ticked his ear as the tiger approached the bars. The tiger allowed grandfather to put his both hands around his head.

Question 4.
How did the tiger behave towards Grandfather?
(ଜେଜେବାପାଙ୍କ ପ୍ରତି ବାଘଟି କିପରି ବ୍ୟବହାର କଲା ?)
Answer:
The tiger behaved very friendly towards Grandfather. He approached the bars of the cage and licked Grandmother’s hands. He seemed to sense Grandfather’s emotion towards him and behaved accordingly.

Question 5.
What did he suggest to the keeper?
(ସେ ଜଗୁଆଳୀଙ୍କୁ କଣ ପ୍ରସ୍ତାବ କଲେ ?)
Answer:
He suggested the keeper shift the tiger to another cage as he was frightened by the stupid leopard in the nearby cage.

Question 6.
Was the tiger really Timothy? How do you know this?
(ବାଘଟି ବାସ୍ତବରେ ଟିମୋଥ୍ ଥିଲା କି ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
No, the tiger was not really Timothy. We know it from the story when the speaker told Grandfather that Timothy had died of pneumonia two months ago and that was another dangerous tiger brought from the hill only a month ago.

Question 7.
What did the keeper say to Grandfather about the tiger?
(ଜଗୁଆଳୀଟି ଜେଜେବାପାଙ୍କୁ ବାଘ ବିଷୟରେ କଣ କହିଲେ ?)
Answer:
The keeper told Grandfather that the tiger was not Timothy. Timothy had died of pneumonia two months ago. That was a different tiger that had been brought from the hills one month before. That was a dangerous tiger.

Question 8.
What made Grandfather give a scornful look at the keeper?
(ଜେଜେବାପା କଣ ପାଇଁ ଜଗୁଆଳୀକୁ ଘୃଣାପୂର୍ବ ଦୃଷ୍ଟିରେ ଚାହିଁଲେ ?)
Answer:
Grandfather came to know from the keeper that Timothy had died of pneumonia. He was heartbroken at the untimely death of his dear Timothy. The first keeper whom the grandfather met the first time was afraid of the tiger near whom he stayed all the time. They never tried to develop their relationship with the animals. So Grandfather gave a scornful look at the keeper and left the zoo.

Question 9.
Which character in this story do you like most and why?
(ଏହି ଗଳ୍ପରେ କେଉଁ ଚରିତ୍ରଟିକୁ ତୁମେ ବେଶି ଭଲ ପାଉଛ ଏବଂ କାହିଁକି ?)
Answer:
The character we like most in the story is Grandfather because he is the dominating character having a unique personality. He was a great lover of animals. He had kept with him a monkey and a mongrel puppy. He had also kept Timothy, a tiger cub as a pet at his home. After the tiger had been transferred to Lucknow zoo, he revisited the zoo to know about Timothy.

Question 10.
Can you give another title to the story? Give reasons for your new title?
(ଏହି ଗଳ୍ପର ଅନ୍ୟ ଏକ ନାମ ଦେଇପାରିବ କି ? ଗଳ୍ପର ନୂଆ ନାମର କାରଣ ଦର୍ଶାଅ ।)
Answer:
“Grandfather; A Great Lover of Animals” is an apt title for this story. Because Grandfather was a great lover of animals and he had kept with him a monkey and a mongrel puppy. He was treating the animals with great affection and love. Even he treated a tiger, the ferocious animal, with love and affection in the zoo at Lucknow.

D. WRITING

Answer the following questions in about fifty words.
(ନିମ୍ନଲିଖ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ପ୍ରାୟ ପଚାଶଟି ଶବ୍ଦ ମଧ୍ୟରେ ଦିଅ ।)

Question 1.
Who was Timothy? What made Grandfather bring him home with him?
(ଟିମୋଥ୍ କିଏ ? ଜେଜେବାପା ତାକୁ କଣ ପାଇଁ ଘରକୁ ଆଣିଲେ ?)
Answer:
Timothy was a tiger cub that was discovered by Grandfather on a hunting expedition in the Terai Jungle near Dehra. When the sportsmen of the party were giving up all hopes of finding a tiger and started shooting at jackals, Grandfather strolled down the forest path at some distance from the rest of the party, and discovered a baby tiger from the intricate roots of a banyan tree. He picked it up and brought it home when the camp had broken up.

Question 2.
Who were Timothy’s companions and how was he brought up at home?
(ଟିମୋଥ୍ର ବନ୍ଧୁମାନେ କିଏ ଥିଲେ ଏବଂ ସେ ଘରେ କିପରି ଲାଳିତପାଳିତ ହୋଇଥିଲା ?)
Answer:
Toto, the monkey, and a small mongrel puppy were two companions of Timothy. Toto, the monkey was bold enough to pull the young tiger by the tail. When Timothy became angry, Toto climbed up the curtains. At first, Timothy was afraid of the puppy. Later he allowed the puppy to crawl on his back and rest there. They became good friends. At first, Timothy was brought up entirely on milk given to him in a feeding bottle by the cook. Then he was put on a diet of raw meat and cod liver oil and later on he was given an attractive diet of pigeons and rabbits.

Question 3.
Why did Grandfather decide to transfer Timothy to a zoo?
(କଣ ପାଇଁ ଜେଜେବାପା ଟିମୋଥୁକୁ ଚିଡ଼ିଆଖାନାକୁ ସ୍ଥାନାନ୍ତରିତ କରିବା ପାଇଁ ସ୍ଥିର କଲେ ?)
Answer:
When Timothy was about six months old, a change came over him. He became less friendly. Sometimes when the writer was taking him out, he would try to steal away to stalk a cat or other’s pet animals. He even did not spare the poultry house. At night he was entering stealthily the poultry house and the family members found feathers lying all over the veranda in the morning. So most often Timothy had to be chained up. And finally, he began to stalk Mahmoud about the house with villainous intent. Grandfather decided it was time to transfer him to a zoo.

Question 4.
What things did Grandfather do at the cage when he visited the zoo?
(ଯେତେବେଳେ ଜେଜେବାପା ଚିଡ଼ିଆଖାନାକୁ ବୁଲିବାକୁ ଯାଇଥିଲେ, ସେ ଯନ୍ତା ନିକଟରେ କଣ କଲେ ?)
Answer:
About six months later, when the writer’s Grandparents were visiting relatives in Lucknow, Grandfather had an opportunity to visit the zoo and see Timothy. Arriving at the zoo, he went to the particular cage where Timothy had been locked up. He saw the full-grown tiger crouched in a corner climbing the railing and putting his arm through the bars of the cage, Grandfather put both his hands around his head as the tiger approached the bars. He stroked the tiger’s forehead and ticked his ear. When he growled, Grandfather smacked him across the mouth. The tiger also licked Grandfather’s hands. So the meeting was very cordial.

Question 5.
How did the tiger react to Grandfather’s activities?
(ଜେଜେବାପାଙ୍କ କାର୍ଯ୍ୟକଳାପ ଉପରେ ବାଘର କିପରି ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରିଥିଲା ?)
Answer:
When Grandfather stroked the tiger’s forehead and ticked his ear, the tiger started licking Grandfather’s hands. There was a leopard in the nearby cage. When he snarled at the tiger, the tiger sprang away. Every now and then, the leopard would rush at the bars, and the tiger would slink back to his corner. The tiger’s reaction to his Grandfather’s activities was very positive and friendly. He seemed to sense Grandfather’s emotions and act accordingly.

Question 6.
What made Grandfather become so sad and what happened to him in the end?
(ଜେଜେବାପା କଣ ପାଇଁ ଅଧ‌ିକ ଦୁଃଖିତ ହେଲେ ଏବଂ ଶେଷରେ ତାଙ୍କର କଣ ଘଟିଲା ?)
Answer:
Grandfather came to know from the keeper that Timothy died of pneumonia two months ago. The tiger whom he thought Timothy was a ferocious tiger brought from the hills last month. Hearing this news Grandfather became very sad as Timothy was very dear to him. Again, he felt very sorry to know about the unfriendly treatment of the keepers to the beasts kept in the zoo. They never showed kindness towards the animals and never tried to develop a friendly attitude toward them.

Question 7.
Can you suggest some more lines to end the story in a different way?
(ତୁମେ ଗପଟିକୁ ଭିନ୍ନ ଭାବରେ ଶେଷ କରିବାକୁ ଅଧ୍ଵ କେତେକ ଧାଡ଼ି ପ୍ରସ୍ତାବ କରି ପାରିବ କି ?)
Answer:
The sad news for the Grandfather was the death of Timothy from pneumonia two months ago. If that had not happened, it would have been a better story. The tiger would have shifted to a different cage. Grandfather would have spent some more happy moments with the tiger. If Timothy had not died, Grandfather would have returned home happily. The ending of the story would have been delightful.

E. ACTIVITY

Activity – I
Read the statements under column ‘A’ and write the names of the characters under ‘B’ (who said) and the names under ‘C’ (to whom ?). The first one has been done for you.
(A ସ୍ତମ୍ଭ ତଳେ ଥ‌ିବା ଉକ୍ତିଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ B ସ୍ତମ୍ଭ ତଳେ ଯେଉଁ ଚରିତ୍ର କହିଛନ୍ତି ତାଙ୍କ ନାମ ଲେଖ ଏବଂ C ସ୍ତମ୍ଭ ତଳେ ଯାହାକୁ କୁହାଯାଇଛି ତାଙ୍କ ନାମ ଲେଖ । ପ୍ରଥମଟି ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)

A	B	C
Statements of the Character (What?)	(Who said?)	(To whom?)
I become one of the tiger’s favorites.	The writer	The readers
I am talking to Timothy.
It is not your tiger.
I realize he is no longer mine.
He died two months ago.
Good night! Tirñothy.

Answer:

A	B	C
Statements of the Character (What?)	(Who said?)	(To whom?)
I become one of the tiger’s favorites	The writer	The readers
I am talking to Timothy.	Grandfather	The first keeper
It is not your tiger.	The second keeper	Grandfather
I realize he is no longer mine.	Grandfather	The second keeper
He died two months ago.	The second keeper	Grandfather
Good night! Tirñothy.	Grandfather	Timothy

Activity — II
Read the following jumbled sentences and arrange them in the proper order to get the summary of the story, “A Tiger in The House”. “A Tiger in The House”
(ନିମ୍ନଲିଖ୍ ଭୁଲ୍ କ୍ରମରେ ଥ‌ିବା ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ସେଗୁଡ଼ିକୁ “A Tiger in The House” ଗଳ୍ପର ସାରାଂଶଟିକୁ ଉପଯୁକ୍ତ କ୍ରମରେ ପାଇବାକୁ ସଜାଅ ।)

1. Grandfather took Timothy to a zoo in Lucknow.
2. Timothy was brought up properly with an attractive and good diet.
3. Timothy was discovered by Grandfather on a hunting expedition and was brought home.
4. The zoo authorities were glad to receive the well-fed and fairly civilized tiger as a gift.
5. When Timothy was about six months old, a change came over him and he became less friendly and more furious.
6. About six months later, Grandfather visited the zoo to see Timothy, the tiger.
7. Grandfather left the zoo very sadly.
8. The keeper said that the tiger had died two months before.
9. Timothy lived happily like one of the members of the writer’s family.
Answer:
3. Timothy was discovered by Grandfather on a hunting expedition and was brought home.
2. Timothy was brought up properly with an attractive and good diet.
9. Timothy lived happily like one of the members of the writer’s family.
5. When Timothy was about six months old, a change came over him and he became less friendly and more furious.
1. Grandfather took Timothy to a zoo in Lucknow.
4. The zoo authorities were glad to receive the well-fed and fairly civilized tiger as a gift.
6. About six months later, Grandfather visited the zoo to see Timothy, the tiger.
8. The keeper said that the tiger had died two months before.
7. Grandfather left the zoo very sadly.

BSE Odisha 10th Class English Chapter 1 A Tiger in the House Important Questions and Answers

Very Short & Objective Questions With Answers:
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Who was Timothy?
Answer:
a tiger cub

Question 2.
Who named the tiger cub Timothy?
Answer:
Ruskin Bond’s grandmother

Question 3.
Where was the Terai jungle?
Answer:
near Dehra

Question 4.
What did the hunting party consist of?
Answer:
several very important persons from Delhi

Question 5.
How was the camp?
Answer:
sumptuous

Question 6.
How many elephants were there for the shikaris?
Answer:
four

Question 7.
How many elephants were specially trained for taking part in the beat?
Answer:
eleven

Question 8.
What did the sportsmen never see during the hunting expedition?
Answer:
a tiger

Question 9.
What were they beginning to shoot, giving up all hope of finding a tiger?
Answer:
jackals

Question 10.
How long was the tiger cub when it was discovered?
Answer:
eighteen inches

Question 11.
Who was Mahmoud?
Answer:
the author’s cook

Question 12.
What was your first diet for Timothy at home?
Answer:
milk

Question 13.
What was the tempting diet for Timothy?
Answer:
pigeons and rabbits

Question 14.
Who was Toto?
Answer:
a monkey

Question 15.
Who was bold enough to pull Timothy by the tail?
Answer:
Toto

Question 16.
Where was the mongrel puppy found?
Answer:
on the road

Question 17.
Whom did Timothy fear at first?
Answer:
the mongrel puppy

Question 18.
What was Timothy’s favorite place in the writer’s house?
Answer:
the drawing room

Question 19.
Where did Timothy make himself comfortable?
Answer:
on the long sofa

Question 20.
Where did Timothy sleep at night?
Answer:
in the cook’s quarters

Question 21.
How old was Timothy when he grew less friendly?
Answer:
six months

Question 22.
From where did Timothy steal birds at night?
Answer:
the poultry house

Question 23.
Where was the nearest zoo?
Ans:
at Lucknow

Question 24.
How far was the zoo from Dehra?
Answer:
200 miles

Question 25.
What did grandfather reserve for himself and Timothy to go to the zoo?
Answer:
a first-class compartment

Question 26.
Who was glad to receive Timothy?
Answer:
the zoo authorities

Question 27.
When did grandfather visit Lucknow?
Answer:
six months later

Question 28.
What did the tiger allow grandfather?
Answer:
to put both hands around his head

Question 29.
Who had gathered to see the reunion of the tiger and grandfather?
Answer:
the people in the zoo

Question 30.
Who asked grandfather what he was doing?
Answer:
the surprised keeper

Question 31.
Please continue your conversation.’ Who said it?
Answer:
the surprised keeper

Question 32.
‘But-Sir-it is not your tiger.’ Who said it?
Answer:
the old keeper

Question 33.
Why did grandfather return to the tiger’s cage again after wandering about the zoo?
Answer:
to say goodbye to the tiger

Question 34.
How did Timothy die?
Answer:
of pneumonia

Question 35.
Where was the new tiger trapped?
Answer:
in the hills

Fill In The Blanks With Right Words.

1. Timothy was a __________.
Answer:
tiger cub

2. The tiger cub, Timothy was discovered by __________.
Answer:
grandfather

3. The hunting party consisted of several very important persons from __________.
Answer:
Delhi

4. _________ elephants were specially trained for taking part in the beat.
Answer:
Eleven

5. The sports person saw a number of __________.
Answer:
deer, peacocks, and wild boars

6. Grandfather discovered ___________ about 18 inches long.
Answer:
a little tiger

7. The tiger cub was hiding among __________ of a banyan tree.
Answer:
intricate roots

8. Grandfather had the _________ of being the only member of the party to have bagged any game dead or alive.
Answer:
distinction

9. The tiger was named Timothy by __________.
Answer:
grandmother

10. _________ was the first food for Timothy.
Answer:
Milk

11. When the milk proved too rich, Timothy was put on __________.
Answer:
a diet of raw motton and cod liver oil

12. At first Timothy was entirely brought up by __________.
Answer:
milk

13. The diet of pigeons and rabbits is called _________ diets.
Answer:
tempting

14. Toto was the _________.
Answer:
monkey

15. A small mongrel puppy was found on the road by __________.
Answer:
grandfather

16. At first Timothy was afraid of _________.
Answer:
mongrel poppy

17. Timothy pretended to bite the writer’s __________.
Answer:
ankles

18. __________ was the favorite place of Timothy in the house.
Answer:
Drawing room

19. Timothy felt comfortable on the __________.
Answer:
the long sofa

20. To make itself clean, Timothy scrubbed his face exactly like a __________.
Answer:
cat

21. When Timothy was __________ old, a change came over him.
Answer:
six months

22. Timothy would try to steal away to stalk ___________ when he was out for a walk.
Answer:
a cat or someone’s pet Pekinese

23. Grandfather decided to transfer Timothy when he began to stalk Mahamoud about the house with what looked like ________.
Answer:
villainous intent

24. _________ was the nearest zoo to the writer’s house.
Answer:
Lucknow

25. Lucknow Zoo was _________ miles away from the writer’s house.
Answer:
two hundred

26. Grandfather reserved a __________ for himself and Timothy.
Answer:
first-class compartment

27. Timothy reclined on the long sofa with ___________.
Answer:
great dignity

28. When Timothy was taken out for walks by the writer, people on the road gave __________.
Answer:
a wide berth

29. We are going to find Timothy sitting on Mahmoud’s bed, and no sign of the cook except his clothes and shoes. Grandfather declared it in his __________.
Answer:
prophetic manner

30. The writer and others would hear _________ from the poultry house at night.
Answer:
frenzied cackling

31. When grandfather visited his relatives in Lucknow Timothy was __________ old.
Answer:
one year

32. After arriving at the zoo, grandfather made straight for the _____________ in which Timothy had been locked up.
Answer:
particular cage striped coat

33. Timothy had a __________ on its body.
Answer:
Striped coat

34. Timothy allowed grandfather to put both hands around his ___________.
Answer:
head

35. Grandfather stroked the tiger’s __________.
Answer:
forehead

Multiple Choice Questions With Answers

Question 1.
The tiger cub was discovered in the __________ forest?
(A) Terai
(B) Tundra
(C) Taiga
(D) Rainforest
Answer:
(A) Terai

Question 2.
The grandfather experienced vividly the forests of the_______?
(A) Siwalik
(B) Himachal
(C) Himadri
(D) Nanda Devi
Answer:
(A) Siwalik

Question 3.
The expedition party came from _________?
(A) Kolkotã
(B) Delhi
(C) Chennai
(D)Mumbai
Answer:
(B) Delhi

Question 4.
The grandfather was appointed to advise the _________?
(A) beaters
(B) teachers
(C) visitors
(D) sharers
Answer:
(A) beaters

Question 5.
There were___________ large tents for the Sikharis in the camp?
(A) four
(B) five
(C) six
(D) seven
Answer:
(D) seven

Question 6.
The number of elephants equipped with howdahs is _________?
(A) three
(B) four
(C) five
(D) seven
Answer:
(B) four

Question 7.
There were ___________ elephants trained for taking part in the beat?
(A) ten
(B) eleven
(C) twelve
(D) thirteen
Answer:
(B) eleven

Question 8.
The sportsmen never found a _________ during their expedition in the forest?
(A) a boar
(B) a tiger
(C) jackal
(D) bear
Answer:
(B) a tiger

Question 9.
Did they see deer, peacocks, and the wild _________ in the Terai forest?
(A) boar
(B) gayal
(C) antelope
(D) hyena
Answer:
(A) boar

Question 10.
Being dissatisfied, the sportsmen started shooting?
(A) the rabbits
(B) the deer
(C) the jackals
(D) monkeys
Answer:
(C) the jackals

Question 11.
The grandfather noticed the tiger cub hiding under the ___________ of the banyan tree?
(A) leaves
(B) boughs
(C) roots
(D) barks
Answer:
(C) roots

Question 12.
The cub hid among the intricate roots of the __________ tree?
(A) banyan
(B) mango
(C) teak
(D) Sal
Answer:
(A) banyan

Question 13.
The cub was named Timothy by _________?
(A) grandmother
(B) hunters
(C) grandfather
(D) the keeper
Answer:
(A) grandmother

Question 14.
At first, Timothy was brought up on ________?
(A) bread
(B) butter
(C) cheese
(D) milk.
Answer:
(D) milk.

Question 15.
The cub was put on a diet of raw mutton and ___________ liver oil?
(A) shark
(B) cod
(C) whale
(D)penguin
Answer:
(B) cod

Question 16.
Timothy was given the attractive diet of _________?
(A) eagle and fox
(B) pigeons and rabbits
(C) mice and cats
(D) deer and hares
Answer:
(B) pigeons and rabbits

Question 17.
Who were two companions of Timothy?
(A) toto and mongrel
(B) fox and tiger
(C) hyena and deer-cub
(D) calf and puppy
Answer:
(A) toto and mongrel

Question 18.
The grandmother found the mongrel puppy?
(A) in the forest
(B) on the road
(C) in the Street
(D) near the camp
Answer:
(B) on the road

BSE Odisha 10th Class English Non-Detailed Text

• Chapter 1 A Tiger in the House
• Chapter 2 The Beggar
• Chapter 3 The Village Judge
• Chapter 4 A Grain as big as a Hen’s Egg
• Chapter 5 A Great Son of India

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

BSE Odisha 9th Class English Chapter 1 The Trunk of Ganesh Questions and Answers

Introduction :
The story “The Trunk of Ganesha” is based on superstition that is prevailing in our society. Some people in our society are prone to superstitions. They are often affected by this and suffer a lot. The present story is about the mysterious breaking of the trunk of Ganesha which was made by Gobinda Maharana, a simple and innocent idol maker. He as well as his family members were confused about this incident. But at last the mystery was revealed. Now read the story to know how the curiosity came to an end.

Notes :
based – ଆଧାରିତ , superstition – ଅନ୍ଧବିଶ୍ୱାସ,innocent – ନିରୀହ, confused – ଦ୍ୱନ୍ଦ୍ୱରେ , mystery- ରହସ୍ୟ, unveiled – ଉନ୍ମୋଚିତ ହୋଇଛି, victim – ଶିକାର, curiosity, revealed – ପ୍ରକାଶିତ.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Summary: I
Gobinda Maharana was an excellent idol maker in his locality. Making an idol was child’s play for him. Once an unhappy incident kept him bothering. The trunk of Ganesha was breaking mysteriously. One morning while he was taking a glass of tea from his wife’s hand, it slipped from his hand. It so happened because of the fear he carried. He told his wife that he had committed a mistake by interfering in the private lives of gods.

He confessed that it had angered the gods. Her wife thought of something different. She imagined that her husband had grown old and his eye-sight had become weak. But Gobinda only knew the only thing that the idol was large and its trunk was little heavier. He wondered how the tear appeared at the point where the elephant trunk took a turn. Sulochana never doubted his work as she knew that her husband was one of the best craftsmen of that area. Again she felt sorry for the unreasonable price that Gobinda had demanded for the image. She thought that his greed had angered the god.

Notes :
locality – ସ୍ଥାନୀୟ, mysteriously – ରହସ୍ୟମୟ ଭାବରେ, excellent – ଉତ୍କୃଷ୍ଟ, unhappy – ଅସନ୍ତୁଷ୍ଟ, incident – ଘଟଣା, slipped – ଖସିଗଲ confessed- ସ୍ୱୀକାର କରିଛନ୍ତି eye-sight – ଆଖି-ଦୃଶ୍ୟ, wondered – ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ, craftsman – କାରିଗର, unreasonable.

ସାରାଂଶ :
ଗୋବିନ୍ଦ ମହାରଣା ତା’ ଅଞ୍ଚଳର ଜଣେ ବିଖ୍ୟାତ ମୂର୍ତ୍ତିକାରିଗର ଥିଲା । ଗୋଟିଏ ମୂର୍ତ୍ତି ଗଢ଼ିବା ତା’ପାଇଁ ପିଲାଖେଳ ଭଳି ଥିଲା । ଥରେ ଗୋଟିଏ ଦୁଃଖଦାୟକ ଘଟଣା ତାକୁ ବିଚଳିତ କରି ରଖୁଥିଲା । ରହସ୍ୟମୟ ଭାବେ ଗଣେଶଙ୍କ ଶୁଣ୍ଢଟି ଭାଙ୍ଗି ଯାଉଥିଲା । ଦିନେ ସକାଳୁ ସ୍ତ୍ରୀ ହାତରୁ ଚାହା ଗ୍ଲାସ୍ ନେଉଥ‌ିବା ସମୟରେ ଏହା ହାତରୁ ଖସିଯାଇ ତଳେ ପଡ଼ିଯାଇଥିଲା । ତା’ ମନରେ ଥ‌ିବା ଭୟ ହେତୁ ଏହା ଘଟିଥିଲା । ଦେବତାମାନଙ୍କ ବ୍ୟକ୍ତିଗତ ଜୀବନରେ ହସ୍ତକ୍ଷେପ କରି ସେ ଭୁଲ୍ କରିଥିବା କଥା ତା’ର ସ୍ତ୍ରୀକୁ କହିଲା ।

ଏହାହିଁ ଦେବତାମାନଙ୍କୁ କ୍ରୋଧାନ୍ବିତ କରିଥିଲା ବୋଲି ସେ ସ୍ଵୀକାର କଲା । ତା’ର ସ୍ତ୍ରୀ କିନ୍ତୁ ଟିକିଏ ଅଲଗା କଥା ଚିନ୍ତା କଲା । ସେ ଚିନ୍ତାକଲା ଯେ ତା’ର ସ୍ଵାମୀ ବୁଢ଼ା ହୋଇଗଲେଣି ଏବଂ ତାଙ୍କର ଦୃଷ୍ଟିଶକ୍ତି ଦୁର୍ବଳ ହୋଇଗଲାଣି । କିନ୍ତୁ ଗୋବିନ୍ଦ ମାତ୍ର ଗୋଟିଏ କଥା ଜାଣିଥୁଲା ଯେ ମୂର୍ତ୍ତିଟି ଟିକିଏ ବଡ଼ ଓ ତା’ର ଶୁଣ୍ଢଟି ଟିକିଏ ଭାରୀ । ହାତୀ ଶୁଣ୍ଢଟି ଯେଉଁ ସ୍ଥାନରେ ବକ୍ର ହୋଇଛି, ଠିକ୍ ସେହି ସ୍ଥାନଟି କିପରି ଭାଙ୍ଗି ପଡୁଛି ସେ ବୁଝିପାରୁ ନଥିଲା । ସୁଲୋଚନା ଜାଣିଥିଲା ଯେ ତା’ର ସ୍ବାମୀ ସେହି ଅଞ୍ଚଳରେ ଜଣେ ଖ୍ୟାତନାମା କାରିଗର, ତେଣୁ ତା’ର ସ୍ବାମୀର କାମ ଉପରେ ତା’ର କିଛି ସନ୍ଦେହ ନ ଥିଲା । ପୁନଶ୍ଚ ତା’ର ସ୍ଵାମୀ ସେହି ମୂର୍ତ୍ତି ପାଇଁ ଅସଙ୍ଗତ ମୂଲ୍ୟ ଦାବି କରୁଥିବାରୁ ସେ ଦୁଃଖ ପ୍ରକାଶ କରିଥିଲା । ସେ ଭାବିଲା ଯେ ତା’ ସ୍ଵାମୀର ଲୋଭ ହିଁ ଦେବତାମାନଙ୍କୁ ରଗାଇ ଦେଇଥିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

It was just one of those days when nothing seemed to go right for Gobinda Maharana. Once again there was this unhappy incident which kept bothering him. At sunrise he finished his bath in the courtyard and took a glass of tea from his wife’s hand. His fingers suddenly slackened and the glass slipped from his hand, It was his first conscious knowledge of the fear he carried. The superstition haunted him throughout his life. This day there was a special reason for his gloomy, tense manner, for it was the third day in succession that such a thing had happened. Gobinda had learnt the trade from his father, as had his father from his father’s father: the substance of the art of idol-making, the Durgas and the Ganeshas and the Sivas.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Text- 2

“Perhaps / have no right, ” he told his wife, “to meddle with the private lives of gods. That is why they are angry. Perhaps I have been, of late, using my powers too carelessly, and the icons I have been making are not exactly those my father would have made in his time.” Sulochana looked at her husband with frightened eyes. Perhaps he was right, she thought. But may be he was growing older, and his hands and eyesight were not as strong as before. “You must be tired working without a break,” she said, her words betraying her simplicity. “You know what day it is, ” He studied her for a moment and continued. “And I am already late on the large Ganeshs. ” What had gone wrong? He could not understand. Making an image was child’s play for him: only in this case the idol was somewhat larger than most, the trunk a little heavier, a trifle longer. That was all.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Text- 3

Perhaps the clay he had been using was just that measure short of its adhesive quality which makes for a smooth, tight binding. But it was the same clay he had been using for years, for innumerable images he had perfected and sold. Then why the sudden tear at the point where the elephant trunk took a turn and swung gently downward? Was the weight too heavy for the clay mould of the images face to support it? Sulochana didn’t want to question him about his work, for she knew that he was one of the best image makers in the whole valley. “Gobinda Maharana’s images; it’s hard to find better work than his !” she had heard the townsfolk often ‘say.

He was one of the few excellent craftsmen left. And she nursed her pride in secret. And yet some inner voice hammered at her, was it because he had asked for a better price, a rather exorbitant one, than what was considered reasonable lor an image of that size? She was convinced that her husband was a righteous man, but wasn’t it possible that his seeming greed (provided her surmise was correct) had angered the Unknown.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ:)

incident – ଘଟଣା
seemed – ଲାଗୁଥିଲା
bothering – disturbing – ବିଶୃଙ୍ଖଳିତ
courtyard – ପ୍ରାଙ୍ଗଣ
slackened – ଅଳସୁଆ
conscious knowledge – ସଚେତନ ଜ୍ଞାନ
superstition – ଅନ୍ଧବିଶ୍ୱାସ
haunted – ହନ୍ତସନ୍ତ
gloomy – ଉଦାସ
succession – ଉତ୍ତରାଧିକାର
trade – ବାଣିଜ୍ୟ
substance – ପଦାର୍ଥ
meddle – ମଧ୍ୟସ୍ଥତା କରିବା
icons – ଆଇକନ୍
frightened – ଭୟଭୀତ
betraying – ବିଶ୍ୱାସଘାତକତ
simplicity – ସରଳତା
trunk – ଟ୍ରଙ୍କ
trifle – ଛୋଟ
clay – ମାଟି
adhesive – ଆଡେସିଭ୍
innumerable – ଅସଂଖ୍ୟ
perfected – ସଂପୂର୍ଣ୍ଣ
swung – swung
mould – ଛାଞ୍ଚ
townsfolk – ସହରାଞ୍ଚଳ
excellent – very much beautiful – ଉତ୍କୃଷ୍ଟ
nursed – ନର୍ସ
exorbitant – much bigger or much more – ବହୁତ ବଡ଼ ବା ବହୁତ ବଡ଼
shards – pieces – ଶାର୍ଡ
idol – image, figure- ପ୍ରତିମା
mysterious – suspenseful – ରହସ୍ୟମୟ
pride – ଗର୍ବ
secret – ଗୁପ୍ତ
righteous – honest- ଧାର୍ମିକ
lor – ଲର
greed – ଲୋଭ
surmise – guess – ଅନୁମାନ କର

Answer The Following Questions
(ଅନୁସରଣ ପ୍ରଶ୍ନର ଉତ୍ତର ଦିଅ)

Question 1.
Soon after his bath, what did Gobinda Maharana do?
(ଗାଧୋଇବାର ଠିକ୍ ପରେ ପରେ, ଗୋବିନ୍ଦ ମହାରଣା କ’ଣ କଲା ?)
Answer:
Soon after his bath, Gobinda Maharana took a glass of tea from his wife’s hand

Question 2.
Why was he anxious in the morning?
(କାହିଁକି ସେ ସକାଳେ ବ୍ୟାକୁଳ ଥିଲା ?)
Answer:
As soon as Gobinda took the glass of tea from his wife’s hand in the morning, his fingers slackened and it slipped from his hand. He was anxious for the conscious knowledge of the fear he carried.

Question 3.
What was Gobinda Maharana’s trade?
(ଗୋବିନ୍ଦ ମହାରଣାଙ୍କର ବୃତ୍ତି କ’ଣ ଥିଲା ?)
Answer:
Gobinda Maharana had learnt the art of idol-making from his father. That was his trade.

Question 4.
What was bothering him since last three days?
(କେଉଁ କଥା ତାଙ୍କୁ ଗତ ତିନିଦନ ଧରି ବ୍ୟତିବ୍ୟସ୍ତ କରୁଥିଲା ?)
Answer:
One morning a glass of tea slipped from Gobinda’s hand. He remembered that such type of mishappening had been occurring since last consecutive three days. The mishappening was the mysterious breaking of trunk of Ganesh image which he was making. That was bothering him.

Question 5.
Worried Gobinda Maharana gave reasons for the breaking of the trunk. What are they?
(ବିବ୍ରତ ଗୋବିନ୍ଦ ମହାରଣା ଶୁଣ୍ଢ ଭାଙ୍ଗିବାର କାରଣମାନ କହିଥିଲା । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Gobinda thought of several reasons for the breaking of the trunk. He thought that perhaps he had been using his powers uselessly or the icons he had been making was not exactly as his father had done in his time.

Question 6.
Sulochana did not want to question him for his work. What is the reason behind this?
(ସୁଲୋଚନା ତାଙ୍କ କାମ ପାଇଁ ତାଙ୍କୁ ପ୍ରଶ୍ନ କରିବାକୁ ଚାହୁଁ ନ ଥିଲା । ଏହା ପଛରେ ଥିବା କାରଣ କ’ଣ ?)
Answer:
Sulochana didn’t want to question him for his work for she knew it very well that he was one of the best image makers in the whole valley.

Question 7.
What thoughts did come to Sulochana’s mind when the trunk broke again on the third day?
(ଯେତେବେଳେ ତୃତୀୟ ଦିନ ପୁଣିଥରେ ଶୁଣ୍ଢଟି ଭାଙ୍ଗିଗଲା ସୁଲୋଚନାଙ୍କ ମନରେ କେଉଁସବୁ ଭାବନା ଆସିଥିଲା ? )
Answer:
When the trunk broke again on the third day, Sulochana thought that it so happened for the anger of the God, because perhaps her husband had demanded more price for the image.

Question 8.
Do you think Gobinda Maharana had become old and his hands and eyes were not strong enough to prepare the clay for the idol? Is there some supernatural power playing the trick? Let’s read to find out.
(ତୁମେ ଭାବୁଛ କି ଗୋବିନ୍ଦ ମହାରଣା ବହୁତ ବୁଢ଼ା ହୋଇଯାଇଥିଲା ଏବଂ ମୂର୍ତ୍ତି ପାଇଁ କାଦୁଅ ପ୍ରସ୍ତୁତ କରିବାକୁ ତା’ର ହାତ ଓ ଦୃଷ୍ଟିଶକ୍ତି ଏତେ ସବଳ ନ ଥୁଲା ? କେତେକ ଅଲୌକିକ ଶକ୍ତି ଏହି ଖେଳ ଖେଳୁଥିଲେ କି ? ଆସ ତାହା ଜାଣିବାକୁ ପଢ଼ିବା।)
Answer:
No. I don’t think so. Neither Gobinda Maharana had become old nor his hands and eyes were weak enough to prepare the clay for the idol. And also there is no supernatural power to play the trick.

Summary: II

Gobinda supported a large family although he was sixty-one-years old. His eldest son was married and he had two children. His second son was an apprentice in a paper mill. His youngest son was thirteen year old Ranju, who alone had taken up the ancestral profession and helped his father.

In all these years this experience of his was a new’ one. He came to a conclusion that there was an element of supernatural in the mysterious breaking of the image. Of course a change had taken place in the designing of clay images in respect of new apparel and luminous paint which he was using those days. He himself was wonderstruck thinking of the unusual breaking of the image of Ganesha. He was worried and made himself responsible for demanding excessive price for a six feet high image of Ganesha.

Ranju entered the workroom and looked at the unfinished Ganesha. He was surprised to see the broken trunk which occured every night. Ranju instantly cleared the debris surrounding the image. He brought a fresh mass of clay and asked his father to repair the broken part of the image. Accordingly his father mended the broken trunk very carefully. The image had been placed close to the open window so that more light would be available for work and the wet clay would dry up. As the image was near the window, Ranju suspected that the wind could be the destroyer. He requested his father to close the window. But his father didn’t believe it at all.

Notes:
supported- ସମର୍ଥିତ,
although- ଯଦିଓ,
ancestral- ପୂର୍ବଜତୃକ,
profession-ବୃତ୍ତି,
luminous- ଉଜ୍ଜ୍ୱଳ,
wonderstruck – ଆଶ୍ଚର୍ଯ୍ୟ,
responsible – ଦାୟୀ,
unfinished – ଅସମାପ୍ତ,
suspected- ସନ୍ଦେହ,
apprentice -ଶିକ୍ଷାର୍ଥୀ,
mysterious- ରହସ୍ୟମୟ,
instantly- ତତକ୍ଷଣାତ୍,
apparel- ପୋଷାକ.

ଏକଷଠି ବର୍ଷୀୟ ବୃଦ୍ଧ ଗୋବିନ୍ଦ ଗୋଟିଏ ବଡ଼ ପରିବାରର ପ୍ରତିପୋଷଣ କରୁଥିଲା । ତା’ର ବଡ଼ ପୁଅ ବିବାହିତ ଓ ତା’ର ଦୁଇଟି ସନ୍ତାନ ଥିଲେ । ମଝିଆ ପୁଅ ଗୋଟିଏ କାଗଜ କଳରେ ଶିକ୍ଷାନବୀଶ ଥିଲା । ସାନପୁଅ ତେର ବର୍ଷୀୟ ରଞ୍ଜୁ ଯେ କି ପୈତୃକ କୌଳିକ ବୃତ୍ତିକୁ ଅବଲମ୍ବନ କରିଥିଲା ଏବଂ ତା’ର ବାପାଙ୍କୁ ସାହାଯ୍ୟ କରୁଥିଲା ।
ପଛରେ ନିଶ୍ଚୟ କୌଣସି ଗୋଟିଏ ଅଲୌକିକ ଶକ୍ତିର ହାତ ରହିଛି । ଅବଶ୍ୟ ମାଟି ମୂର୍ତ୍ତି ଗଠନଶୈଳୀର ପୋଷାକ ପରିପାଟୀ ଓ ସ୍ବଚ୍ଛ ରଙ୍ଗ ଦେବା କ୍ଷେତ୍ରରେ ପରିବର୍ତ୍ତନ ଆସିଛି ଯାହାକୁ ସେ ମଧ୍ୟ ଅନୁକରଣ କରୁଥିଲା । କିନ୍ତୁ ଏକ ଅସାଧାରଣ ଭାବରେ ଗଣେଶ ମୂର୍ତ୍ତି ଭାଙ୍ଗିବା କଥା ଚିନ୍ତାକରି ସେ ବିସ୍ମିତ ହେଉଥିଲା । ସେ ବ୍ୟତିବ୍ୟସ୍ତ ହୋଇପଡୁଥିଲା ଏବଂ ଏକ ଛଅ ଫୁଟର ଗଣେଶ ମୂର୍ତ୍ତି ପାଇଁ ଅତ୍ୟଧ୍ଵ ପଇସା ଦାବି କରିଥିବା ହେତୁ ନିଜକୁ ଅଧ‌ିକ ପରିମାଣରେ ଦାୟୀ ମନେ କରୁଥିଲା ।

ରଞ୍ଜୁ ସେହି ମୂର୍ତ୍ତି ତିଆରି କୋଠରିକୁ ପ୍ରବେଶ କଲା ଓ ଅଧାଗଢ଼ା ଗଣେଶ ମୂର୍ତ୍ତିକୁ ଚାହିଁଲା । ସବୁ ରାତିରେ ଭାଙ୍ଗି ପଡୁଥ‌ିବା ଶୁଣ୍ଢଟିକୁ ଦେଖ୍ ଆଶ୍ଚର୍ଯ୍ୟ ହେଲା । ରଞ୍ଜୁ ସଙ୍ଗେ ସଙ୍ଗେ ମୂର୍ତ୍ତିରେ ଥ‌ିବା ଭଙ୍ଗା ଅଂଶଗୁଡ଼ିକୁ ପରିଷ୍କାର କରିଦେଲା । ସଦ୍ୟ ମାଟି ପିଣ୍ଡୁଳାଏ ଆଣି ବାପାଙ୍କୁ ମୂର୍ତ୍ତିର ଭଗ୍ନ ଅଂଶକୁ ମରାମତି କରିବାପାଇଁ କହିଲା । ତଦନୁସାରେ ତା’ର ବାପା ଅତି ଯତ୍ନର ସହିତ ଶୁଣ୍ଢଟିକୁ ମରାମତି
ଅଧିକ ଆଲୋକ ପାଇବାପାଇଁ ଓ ଓଦା ମାଟି ଶୀଘ୍ର ଶୁଝାପାଇଁ ମୂର୍ତ୍ତିଟିକୁ ଖୋଲା ଝରକା ପାଖରେ ରଖାଯାଇଥିଲା । ପବନ ମୂର୍ତ୍ତିଟିର ବିନାଶକାରୀ ହୋଇପାରେ ବୋଲି ରଞ୍ଜୁ ସନ୍ଦେହ କଲା କାରଣ ମୂର୍ତ୍ତିଟି ଝରକା ନିକଟରେ ଥିଲା । ଝରକାଟିକୁ ବନ୍ଦ କରିଦେବାକୁ ସେ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ପରନ୍ତୁ ବାପା ଏ କଥାକୁ ଆଦୌ ବିଶ୍ବାସ କଲେ ନାହିଁ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

The sixty-one-year-old Gobinda had a large family to support; this included a son who had an irresponsible drifter who spent his days away
from the house fishing idly for shrimp and carp in the Mahanadi. The second son had been taken in as an apprentice in a paper mill. There remained only the youngest, a mere thirteen-year-old. Out of the three he alone showed promise of taking up the ancestral profession, thus restoring a measure of calm to the father’s mind. In all these years this experience of his was a new one, a feeling of being alone in a ravenous darkness.

All his thinking brought Gobinda to the inescapable conclusion that there was an element of the Supernatural in the mysterious breaking of the image; but what had he done to deserve this? His life was ordered, restrained; so where could he have gone wrong? True, that a subtle change had come about in the designing of the clay figures, in the eye-catching new apparel, and in the shades of luminous paint he was using these days. But he hadn’t gone about making the changes on his own; they had wanted their gods to be more in tune with the times. Gradually, therefore, he had endowed the goddesses with slim and curved bodies.

ଅନୁବାଦ :
ଏକ ବଡ଼ ପରିବାରକୁ ଚଳାଇବାର ଦାୟିତ୍ୱ ୬୧ ବର୍ଷୀୟ ଗୋବିନ୍ଦ ମହାରଣା ଉପରେ ପଡ଼ିଥିଲା, ଏଥରେ (ଏହି ପରିବାରରେ) ଗୋଟିଏ ପୁଅ ଓ ତାହାର ସ୍ତ୍ରୀ ଓ ଦୁଇ ପିଲା ଥିଲେ । ଗୋବିନ୍ଦର ଏହି ପୁଅ ଏକ ଦାୟିତ୍ୱହୀନ ବାରବୁଲାରେ ପରିଣତ ହୋଇଯାଇଥିଲା ଯିଏକି ଘରୁ ବାହାରି ନିଜର ଦିନଗୁଡ଼ିକୁ ମହାନଦୀର ଚିଙ୍ଗୁଡ଼ି ବା ପୋହଳା ମାଛ ଅଳସୁଆ ଭାବରେ ଧରିବାରେ ବିତାଇ ଦେଉଥିଲା । ଗୋବିନ୍ଦର ଦ୍ଵିତୀୟ ପୁଅ ଗୋଟିଏ କାଗଜ କଳରେ ଏକ ଶିକ୍ଷାନବୀଶ (ନୂଆ କରି କାର୍ଯ୍ୟରେ ଯୋଗ ଦେଇଥ‌ିବା ବ୍ୟକ୍ତି) ଭାବରେ କାମ କରୁଥିଲା । ଆଉ ରହି ଯାଇଥିଲା ଜଣେ ୧୩ ବର୍ଷର ସବୁଠାରୁ ଛୋଟ ପୁଅ । ତିନି ପୁଅ ଭିତରୁ କେବଳ ଏହି ୧୩ ବର୍ଷର ବାଳକ ବାପାଙ୍କ ମନର ଶାନ୍ତକୁ ବଜାୟ ରଖ୍ ମୂର୍ତ୍ତି ଗଢ଼ିବାର କୌଳିକ ବୃତ୍ତିକୁ ଆଗେଇ ନେବାର ନିଷ୍ଠା ଦେଖାଇଥିଲା ।

ଏ ସମସ୍ତ ବର୍ଷଗୁଡ଼ିକରେ ଗୋବିନ୍ଦର ଏହି ଅନୁଭୂତି ଗୋଟିଏ ନୂଆ ଅନୁଭୂତି ଥିଲା । ତାହାର ସମସ୍ତ ପ୍ରକାର ଚିନ୍ତାଧାରା ଏକ ଅନିବାର୍ଯ୍ୟ ଉପସଂହାର (ଶେଷ କଥା) ସୃଷ୍ଟି କରିଥିଲା ଯେ ଗଣେଶ ମୂର୍ତ୍ତିର ରହସ୍ୟମୟ ଭାଙ୍ଗିଯିବାରେ ଅଲୌକିକ ଶକ୍ତିର ଗୋଟିଏ (6 ଭୂମିକା ଥିଲା; କିନ୍ତୁ ଏଥର ହକ୍‌ର ହେବାପାଇଁ ସେ କ’ଣ କରିଥିଲା ? ତା’ର ଜୀବନ ତ ଶୃଙ୍ଖଳିତ, ନିୟନ୍ତ୍ରିତ ଥିଲା; ତେଣୁ ତା’ର ବା କେଉଁଠାରେ ଭୁଲ ରହିଯାଇଥିଲା ? ହଁ, ଏହା ସତ ଥିଲା ଯେ ଆଜିକାଲି ମାଟିର ମୂର୍ତ୍ତିଗୁଡ଼ିକର ନକ୍‌ସା ପ୍ରସ୍ତୁତି କରିବାରେ ଆଖୁଦୃଷ୍ଟିଆ ନୂତନ ପୋଷାକ ତିଆରି କରିବାରେ ଓ ଆଜିକାଲି ବ୍ୟବହାର କରୁଥିବା ଆକର୍ଷଣୀୟ ରଙ୍ଗର ଛାପ ତିଆରିରେ ଗୋଟିଏ ରହସ୍ୟମୟ ପରିବର୍ତ୍ତନ ଘଟିଥିଲା । କିନ୍ତୁ ନିଜ ଇଚ୍ଛାରେ ସେ ମୂର୍ତ୍ତିଗୁଡ଼ିକରେ ପରିବର୍ତ୍ତନ ଆଣି ନ ଥିଲେ, ସମୟ ସହିତ ତାଳ ଦେଇ ସେ ଦେବଦେବୀଙ୍କର ମୂର୍ତ୍ତି ଗଢ଼ିବାକୁ ଲୋକମାନେ ଚାହୁଁଥିଲେ । ସମୟକ୍ରମେ ଗୋବିନ୍ଦ ଦେବୀମାନଙ୍କୁ ପତଳୀ କରିଦେବା ସହିତ ବକ୍ର ଶରୀର ପ୍ରଦାନ କରିଥିଲା ।

Text- 2

But there was nothing flashy about this image of Ganesha he was at work on. Then why should this happen now? Or was it because the price of two hundred and fifty rupees he had asked for was a large and unreasonable sum for a six-foot-high image of Ganesha? He saw his youngest son, Ranju, come into the workroom and stare at the unfinished Ganesha. ‘There, it’s happened again,” the boy mumbled bitterly, and flinched at the pain he saw in the old man’s eyes. The image stood, incomplete, to one side of the room facing the grilled window set into the northern wall. Cracks had started appearing at several places where the clay had dried. The straw skeleton of the image showed its forks through the mud where the trunk had tom.

ଅନୁବାଦ :
କିନ୍ତୁ ସେ ଗଢ଼ୁଥ‌ିବା ଏହି ଗଣେଶ ମୂର୍ତ୍ତିରେ କିଛି ବି ଶସ୍ତା ଓ ଆକର୍ଷକ ଚମକ ନ ଥିଲା । ତା’ହେଲେ ଏଭଳି ଘଟୁଛି କାହିଁକି ? କିମ୍ବା ୬ ଫୁଟ ଉଚ୍ଚ ଗଣେଶ ମୂର୍ତ୍ତି ଗଢ଼ିବାପାଇଁ ଗୋବିନ୍ଦ ଦାବି କରିଥିବା ଦୁଇ ଶହ ପଚାଶ ଟଙ୍କାର ଅତି ଚଢ଼ା ମୂଲ୍ୟ ଏହାର କି ? ମୂର୍ତ୍ତିଗଢ଼ା କୋଠରି ଭିତରକୁ ସବା ସାନପୁଅ ରଞ୍ଜୁ ପଶିବାର ଓ ଅସମାପ୍ତ ଗଣେଶକୁ ଚାହିଁ ରହିବାର ଗୋବିନ୍ଦ କାରଣ ଥିଲା ଦେଖୁ ।
‘‘ପୁଣି ଏଭଳି ଘଟିଲା,’’ ବାଳକ ତିକ୍ତତା ପ୍ରକାଶପୂର୍ବକ ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା ଓ ବୁଢ଼ା ବାପା ଆଖ୍ୟାରେ ଯନ୍ତ୍ରଣା ଦେଖୁ ପଛକୁ ଟିକେ ହଟିଗଲା । ଉତ୍ତର ପାର୍ଶ୍ଵ କାନ୍ଥରେ ଲାଗିଥିବା ଲୁହା ଝରକାକୁ ମୁହଁ କରି ଅସମ୍ପୂର୍ଣ୍ଣ ଗଣେଶ ମୂର୍ତ୍ତିଟି କୋଠରିର ଗୋଟିଏ ପଟକୁ ଠିଆ ହୋଇ ରହିଥିଲା । ଯେଉଁଠାରେ ମାଟି ଶୁଖି ଯାଇଥିଲା ସେଠାରେ ଅନେକ ଜାଗାରେ ଫାଟ ଦେଖା ଯାଉଥିଲା । ଭାଙ୍ଗିଯାଇଥିବା ଶୁଣ୍ଢଠାରେ ଥ‌ିବା କାଦୁଅରେ ଗଣେଶ ମୂର୍ତ୍ତିର ନଡ଼ା କଙ୍କାଳରୁ ଏହାର ସଣ୍ଡୁଆସୀ ଭଳି ଆକୃତି ସ୍ପଷ୍ଟ ଦେଖା ଯାଉଥିଲା ।

Text- 3

Quickly Ranju cleared the debris surrounding the image. He brought a fresh mass of clay and placed it before his father to knead. Gobinda looked closely at his son. No, there was no trace of ridicule evident on the young face, nor harshness of youth; merely a mute acceptance of the moment. His glance turned to the image again. And before he realised what he was doing, his hands were once again kneading the clay, warmly, professionally; making it into the right stickiness as he began carefully filling the tear.

Gobinda had nearly finished mending the broken trunk when Ranju interrupted him, “Father, the draught from the window. May be it should be closed. ” The image now appeared as clean and smooth as a mannequin. There were no traces of the recurring disaster. The possibility of a gust of wind breaking the image was too remote, Gobinda thought. But the image had been placed very close to the open window, only a meter away. He had shifted the image himself, deliberately, in order that more light would be available for his work. And the wet clay would dry up sooner, facing the draught of wind. But that the wind could be a destroyer had never entered his mind. He decided, “Not the wind. It seems impossible.

ଅନୁବାଦ :
ମୂର୍ତ୍ତି ଚାରିପଟରେ ପଡ଼ିଥ‌ିବା ଶୁଣ୍ଢର ବିଖଣ୍ଡିତ ଅଂଶଗୁଡ଼ିକୁ ରଞ୍ଜୁ ଶୀଘ୍ର ସଫା କରିଦେଲା । ସଙ୍ଗେ ସଙ୍ଗେ ରଞ୍ଜୁ ନୂଆ କରି ଟେଳାଏ ମାଟି ଆଣି ବାପାଙ୍କ ପାଖରେ ରଖୁଲା ଓ ଭଲ କରି ଦଳିଲା । ଗୋବିନ୍ଦ ନିଜ ପୁଅ ଆଡ଼କୁ ଭଲ କରି ଚାହିଁଲା । ଯୁବକ ପୁତ୍ରର ମୁହଁରେ ବ୍ୟଙ୍ଗର ଆଭାସ ବା ନିଷ୍ଠୁରତାର ସଙ୍କେତ ନ ଥିଲା, ତା’ (ପୁଅର) ମୁହଁରେ ସେହି ମୁହୂର୍ତ୍ତର ଏକ ନୀରବ ସମ୍ମତିର ସଙ୍କେତ ପ୍ରତୀୟମାନ ହେଉଥିଲା ।
ସେ (ଗୋବିନ୍ଦ) କ’ଣ କରୁଥିଲା ତାହା ବୁଝିବା ପୂର୍ବରୁ, ତାହାର ହାତ ଦୁଇଟି ପୁଣିଥରେ ପୂର୍ବଭଳି ଉତ୍ସାହରେ ଓ ନିଜର ବୃତ୍ତିର ନିଶାରେ ମାଟି ଦଳି ଚାଲିଲା ଓ ଦଳୁଥ‌ିବା ମାଟିକୁ ଠିକ୍ ଅଠାଳିଆ କରିବା ସମୟରେ ଭଙ୍ଗା ଶୁଣ୍ଢଟିକୁ ମାଟି ଦେଇ ତିଆରି କଲା । ଭଙ୍ଗା ଶୁଣ୍ଢଟିକୁ ମରାମତି ଶେଷ କରି ଆସୁଥିବାବେଳେ ରଞ୍ଜୁ ତାଙ୍କୁ ବାଧା ଦେଇ କହିଲା, ‘ବାପା, ଝରକା ଭିତର ଦେଇ ପବନର ସ୍ରୋତ ବହି ଆସୁଛି । ଏହାକୁ ବନ୍ଦ କରିଦେବା ଉଚିତ ।’’

ଗଣେଶ୍ ମୂର୍ତ୍ତି ଏବେ ଏକ ଆପାଦମସ୍ତକ ପୋଷାକ ଧାରଣକାରୀ ବ୍ୟକ୍ତି ଭଳି ପରିଷ୍କାର ଓ ଚିକ୍‌କଣ ମୂର୍ତ୍ତି ଭଳି ଦିଶୁଥିଲା । ବିପତ୍ତିର କୌଣସି ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ଗୋବିନ୍ଦ ଭାବିଲା ଦଲକାଏ ପବନ ମୂର୍ତ୍ତିଟିକୁ ଭାଙ୍ଗିବାର ସମ୍ଭାବନା ଖୁବ୍ କ୍ଷୀଣ ଥିଲା । କିନ୍ତୁ ମୂର୍ତ୍ତିଟିକୁ ଖେଲା ଝରକାର ଅତି ପାଖରେ ମାତ୍ର ୧ ମିଟର ଦୂରରେ ରଖାଯାଇଥିଲା । ସେ ଜାଣିଶୁଣି ମୂର୍ତ୍ତିକୁ ସେଠାକୁ ସ୍ଥାନାନ୍ତରିତ କରିଥିଲା ଯାହା ଫଳରେ ମୂର୍ତ୍ତି ଉପରେ ଅଧିକ ଆଲୋକ ପଡ଼ିବ । ପବନ ଆଡ଼କୁ ଥ‌ିବା ମୂର୍ତ୍ତିର ଓଦାମାଟି ଶୀଘ୍ର ଶୁଖୁଯିବ । କିନ୍ତୁ ପବନ ଯେ ତା’ ମୂର୍ତ୍ତି ପାଇଁ ବିନାଶକାରୀ ହୋଇପାରେ ଏ କଥା ତା’ ମନରେ ପଶି ନ ଥିଲା । ସେ ସ୍ଥିର ଓ ଦୃଢ଼ତାର ସହିତ କହିଲା, ‘ପବନ ତା’ ମୂର୍ତ୍ତିକୁ ନଷ୍ଟ କରିଦେବ, ନା, ଏହା ଅସମ୍ଭବ ।’’

Notes And Glossary: ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ:

irresponsible- ଦାୟିତ୍ୱହୀନ
drifter – a person who leads an aimless life- ଲକ୍ଷ୍ୟହୀନ ଜୀବନ ବିତାଉଥ‌ିବା
shrimp – ଚିଙ୍ଗୁଡ଼ି |
carp – a large freshwater fish – ମଧୁର ଜଳ ମାଛ (ରୋହି)
apprentice – ଶିକ୍ଷାର୍ଥୀ
ancestral – ପୂର୍ବଜ ତୃକ
profession – occupation – ବ୍ୟବସାୟ
calm – ଶାନ୍ତ
ravenous – voracious- ଘୃଣ୍ୟ
inescapable – unavoidable – ଅସୁରକ୍ଷିତ
conclusion – ଉପସଂହାର
restrained- kept control – ନିୟନ୍ତ୍ରଣ ରଖାଗଲା
subtle – ସୂକ୍ଷ୍ମ
apparel – ପୋଷାକ
shades – ଛାୟା
luminous – ଉଜ୍ଜ୍ୱଳ
gradually- steadily – ଧୀରେ ଧୀରେ
endow -ପ୍ରଦାନ କରିବା
slim- slender – ପତଳା
flashy- ଚମତ୍କାର
unreasonable – ଅୟୌକ୍ତିକ
stare – ଧ୍ୟାନ ଦିଅ
mumbled bitterly- କାନ୍ଦିବାକୁ ଲାଗିଲା
flinched- moved back – ଅପହଞ୍ଚ
grilled – ଗ୍ରିଲ୍
cracks – ଖାଲ
skeleton- framework – କଙ୍କାଳ
forks – ଫଙ୍କସ୍
debris – ଆବର୍ଜନା
knead – ଆଣ୍ଠୁଏ
trace – ଚିହ୍ନ
ridicule – ପରିହାସ
harshness – କଠୋରତା
mute – ମୂକ
glance – ଝଲକ
stickiness – ସ୍ଥିରତା
tear – ଅଶ୍ରୁ
interrupt- poke into – ବାଧା
draught- current of air in an enclosed place- ଏକ ଆବଦ୍ଧ ସ୍ଥାନରେ ବାୟୁ ପ୍ରବାହ
mannequin – life size dummy of a human body used in shop windows to display clothes – ପୋଷାକ ପ୍ରଦର୍ଶନ ପାଇଁ ଦୋକାନ ଝରକାରେ ବ୍ୟବହୃତ ମାନବ ଶରୀରର ଲାଇଫ୍ ସାଇଜ୍ ଡମି
recurring – ପୁନରାବୃତ୍ତି
disaster – ବିପର୍ଯ୍ୟୟ
gust – gust – ଫୁସ୍ଫୁସ୍
remote – ସୁଦୂର
deliberately – ଜାଣିଶୁଣି

Answer The Following Questions
(ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ)

Question 1.
How old was Gobinda Maharana ? Who were there in his family?
(ଗୋବିନ୍ଦ ମହାରଣାକୁ କେତେ ବର୍ଷ ବୟସ ହୋଇଥିଲା ? ତା’ର ପରିବାରରେ କେଉଁମାନେ ଥିଲେ ?)
Answer:
Gobinda Maharana was sixty-one years old. His family consisted of his wife, three sons, his eldest son’s wife and his two children. In total his family was consisted of eight members.

Question 2.
Was Gobinda happy with his eldest son? How did he spend his day?
(ଗୋବିନ୍ଦ ତା’ର ବଡ଼ପୁଅ ଉପରେ ଖୁସି ଥିଲା କି ? ସେ କିପରି ଦିନ କଟାଉଥିଲା ?)
Answer:
Gobinda was not at all happy with his eldest son. Because that son was very irresponsible and he spent his days fishing idly in the Mahanadi.

Question 3.
List the changes that had come in the designing of the clay figures.
(ମାଟି ମୂର୍ତ୍ତି ତିଆରି ଶୈଳୀରେ କି କି ପରିବର୍ତ୍ତନ ଘଟିଥୁଲା ତା’ର ଏକ ତାଲିକା ପ୍ରସ୍ତୁତ କର ।)
Answer:
The eye catching apparel and the use of luminous paint were the changes that had come in the designing of the clay figures.

Question 4.
Who was Ranju? What was his contribution to Gobinda’s family?
(ରଞ୍ଜୁ କିଏ ମୂଳା ? ଗୋବିନ୍ଦର ପରିବାର ପ୍ରତି ତା’ର କି ଅବଦାନ ଥିଲା ?)
Answer:
Ranju- was the youngest son of Gobinda Maharana, who was thirteen years old. He was the only son who had interested in the ancestral profession of idol-making. He provided his assistance in his father’s work.

Question 5.
Where was the idol placed? Why did Gobinda keep the idol there?
(ପ୍ରତିମା କେଉଁଠାରେ ରଖାଗଲା? ଗୋବିନ୍ଦା କାହିଁକି ପ୍ରତିମାକୁ ସେଠାରେ ରଖିଲେ)
Answer:
The idol was placed very close to the open window only a metre away. Gobinda kept the idol there so that more light would be available for his work and the wet clay would dry up soon.

Question 6.
Why did Ranju request Gobinda to close the window?
(ରଞ୍ଜୁ କାହିଁକି ଗୋବିନ୍ଦକୁ ଝରକାଟିକୁ ବନ୍ଦ କରିଦେବାକୁ ଅନୁରୋଧ କଲା ?)
Answer:
Ranju apprehended that the trunk was breaking for the wind coming through the window. So he requested his father to close the window.

Question 7.
Did Gobinda think that the wind was responsible for the breaking of the trunk?
(ଶୁଣ୍ଢ ଭାଙ୍ଗିବାପାଇଁ ପବନ ଦାୟୀ ବୋଲି ଗୋବିନ୍ଦ ଭାବୁଥୁଲା କି ?)
Answer:
No, Gobinda didn’t think that the wind was responsible for the breaking of the trunk.

Summary: III
Gobinda declared his finality. He proposed his youngest son to watch what was happening that night. He selected a place in the room which was suitable to observe the door, the window and the image at the same time. Ranju agreed upon the plan. That day he had his meal early with his son. Both remained vigilant for the night. They took up their pre-arranged position in the comer of the room. Both awaited for the intruder. He was awake but his son fell asleep.

The silence of the room was suddenly interrupted when Gobinda heard a noise. He was frightened and felt the presence of an intruder in the room. He looked outside through the window. Soon his eyesight discovered a cat crouched near the window and it was ready to jump onto the top of the trunk of Ganesha. His anxiety came to an end with a smile in his face. The cause of the breaking of the trunk was revealed at last.

Notes :
finality – ଅନ୍ତିମତା
watch- ଦେଖନ୍ତୁ |
vigilant – ସଜାଗ
intruder- ଅନୁପ୍ରବେଶକାରୀ
anxiety- ଚିନ୍ତା
interrupt- ବାଧା

ଗୋବିନ୍ଦ ତା’ର ଶେଷ ନିଷ୍ପଭି ଘୋଷଣା କଲା । ସେ ତା’ର ପୁଅକୁ ରାତିରେ କ’ଣ ଘଟୁଛି ଅନୁଧ୍ୟାନ କରିବା ପ୍ରସ୍ତାବ ଦେଲା । ସେ ଘର ମଧ୍ଯରେ ଏକ ଉପଯୁକ୍ତ ସ୍ଥାନ ନିରୂପଣ କଲା ଯେଉଁଠାରୁ ଘରର କବାଟ, ଝରକା ଓ ମୂର୍ତ୍ତିକୁ ଏକ ସଙ୍ଗରେ ଅନୁଧ୍ୟାନ କରିହେବ । ରଞ୍ଜୁ ଏ ପ୍ରସ୍ତାବରେ ଏକମତ ହେଲା । ସେଦିନ ସେମାନେ ଶୀଘ୍ର ଖାଇଦେଲେ । ଉଭୟ ରାତି ପାଇଁ ଜାଗ୍ରତ ରହିଲେ । ସେମାନେ ପୂର୍ବ ନିର୍ଦ୍ଧାରିତ ସ୍ଥାନ ଘର କ’ଣରେ ବସିପଡ଼ିଲେ । ଉଭୟ ଅନାହୂତ ପ୍ରବେଶକାରୀକୁ ଅପେକ୍ଷା କରି ରହିଲେ । ସେ ଜାଗ୍ରତ ଥିଲା ମାତ୍ର ତା’ର ପୁଅ ଶୋଇପଡ଼ିଲା ।

ଗୋବିନ୍ଦ କୌଣସି ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିବା ମାତ୍ରେ ହଠାତ୍ ଘର ଭିତରର ନୀରବତା ବାଧାପ୍ରାପ୍ତ ହେଲା । ସେ ଟିକିଏ ଭୟଭୀତ ହୋଇପଡ଼ିଲା ଓ ଘର ମଧ୍ୟରେ ଅନାହୂତ ପ୍ରବେଶକାରୀର ଉପସ୍ଥିତି ଅନୁଭବ କଲା । ସେ ଝରକା ମଧ୍ୟ ଦେଇ ବାହାରକୁ ଚାହିଁଲା । ହଠାତ୍ ତା’ର ଦୃଷ୍ଟି ଝରକା ପାଖରେ ଲମ୍ବି ଯାଇଥବା ଗୋଟିଏ ବିଲେଇ ଉପରେ ପଡ଼ିଲା ଏବଂ ବିଲେଇଟି ଗଣେଶଙ୍କ ଶୁଣ୍ଢ ଉପରକୁ ଡେଇଁ ପଡ଼ିବାକୁ ପ୍ରସ୍ତୁତ ହେଉଥିଲା । ତା’ ମୁହଁରେ ଚେନାଏ ହସ ସହିତ ତା’ର ଉତ୍କଣ୍ଠାର ପରିସମାପ୍ତି ଘଟିଲା । ଶେଷରେ ହାତୀର ଶୁଣ୍ଢ ଭାଙ୍ଗୁଥ‌ିବାର ରହସ୍ୟ ଉନ୍ମୋଚିତ ହେଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

“We’ll sit up tonight, ” he told his son with an air of finality. “That is the only way we will ever learn what’s happening. ”
“Here ?”
“Yes, here. ” Which way would the intruder come? He looked round the room and pointed to a dark comer further away, about three metres from the window. “That would be just the right spot for us to keep watch, unnoticed. You can observe the door, the window and the image at the same time from there. ”
“Right, Father, I suppose it’s the only way for us. ”
So the plan was agreed upon for the night. Gobinda, who usually had his evening meal quite late, decided to have it early, along with his youngest son. The hours passed. A light drizzle came,
which lasted only for a couple of minutes. The night appeared darker to both father and son, the darkness denser as they took up their prearranged positions in the comer of the workroom.

‘‘ଆଜି ରାତିରେ ଆମେ ଏକାଠି ବସିବା,’’ ଗୋବିନ୍ଦ ତା’ର ସାନପୁଅ (ରଞ୍ଜୁ)କୁ ଶେଷ ନିଷ୍ପତ୍ତି ନେବା ଭଙ୍ଗୀରେ କହିଲା । ‘ଏହା ଏକମାତ୍ର ରାସ୍ତା ଯାହାଦ୍ଵାରା କ’ଣ ଘଟୁଛି ଆମେ ଜାଣିପାରିବା ।’’
‘ବାପା, ଏଠାରେ ?’’
‘‘ହଁ, ଏଠାରେ ’’ ଯେଉଁ ବାଟ ଦେଇ ଅନୁପ୍ରବେଶକାରୀ ଆସିବ ? ସେ (ଗୋବିନ୍ଦ) କୋଠରିର ଚାରିଆଡ଼କୁ ଦେଖୁନେଲା ଓ ଝରକାରୁ ପ୍ରାୟ ୩ ମିଟର ଦୂରରେ ଗୋଟିଏ ଅନ୍ଧାରୁଆ କୋଣ ଆଡ଼କୁ ଆଙ୍ଗୁଠି ଦେଖାଇଲା । ‘‘ସେହି ଜାଗା (ଅନ୍ଧାରୁଆ କୋଣ) ଲୁଚିଛପି ବସି ଅନୁପ୍ରବେଶକାରୀ ଉପରେ ନଜର ରଖିବାପାଇଁ ଠିକ୍ ହେବ । ସେଠାରୁ ତୁ ଏକ ସମୟରେ ଦୁଆର, ଝରକା ଓ ମୂର୍ତ୍ତିଟିକୁ ଲକ୍ଷ୍ୟ କରିପାରିବୁ ।’’
‘‘ଠିକ୍ ଅଛି, ବାପା, ମୁଁ ଭାବୁଛି ଏହା ଆମ ପାଇଁ ଏକମାତ୍ର ସମାଧାନର ବାଟ ।’
କରୁଥୁଲା, ଆଜି ନିଜର ସବା ସାନପୁଅ ରଞ୍ଜୁ ସହିତ ଶୀଘ୍ର ଓ ଏକାଠି କରିବାକୁ ସ୍ଥିର କଲା । ଘଣ୍ଟା ଘଣ୍ଟା ବିତିଗଲା । ଏକ ହାଲୁକା କୁଣ୍ଡାଝଡ଼ା ଝିପିଝିପି ବର୍ଷା ଆସିଲା । କିନ୍ତୁ ମାତ୍ର ୨ ମିନିଟ୍‌ରେ ଛାଡ଼ିଗଲା ।
ବାପା ଓ ପୁଅଙ୍କ ପାଇଁ ରାତି ଆହୁରି ଅନ୍ଧାରୁଆ ହୋଇଗଲା । ଯେତେବେଳେ ଦୁଇ ଜଣ (ଗୋବିନ୍ଦ ଓ ସାନ ପୁଅ ରଞ୍ଜୁ) ଅନ୍ଧାରୁଆ କୋଠରି କୋଣରେ ସେମାନଙ୍କର ପୂର୍ବ ସ୍ଥାନ ଗ୍ରହଣ କରିନେଲେ, ଅନ୍ଧାର କ୍ରମଶଃ ଗାଢ଼ତର ହୋଇ ଆସିଲା ।

Text- 2

At first they found it difficult to distinguish one object from another, but soon the darkness emptied itself. The image of Ganesha stood as they had left it earlier in the afternoon- apparently unperturbed and dominant. Somehow the idol appeared to have grown in size in the dark. Huddled close to his father, Ranju’s initial excitement had given way to a cold weariness as the night progressed. Perhaps the boy should be sent to bed, Gobinda thought. He heard him yawning in the dark.

The workroom remained still and quiet. The air was heavy, as thought bound by invisible ropes to Gobinda’s guilt. Nothing appeared to disturb the silence, a few mosquitoes buzzed about them. Where was the intruder they had imagined? Wasn ‘t it more likely an act of the supernatural? Soon the boy dozed off and slumped to the floor. Gobinda was awake, keen to the sound filtering into the room, his eyes glued to the dark, and to the silence. He put an arm around the boy. Time went by.

Then there was a sound- a soft, distinct sound. The intruder! Gobinda’s heart thudded. His eyes met the unfinished eyes of the idol. His gaze swept across to the open window. There, between two vertical bars, was the unmistakable shape of a cat crouched, ready to jump. Unable to move, he watched the animal lithely leap across and land on top of Ganesha’s trunk. A smile beamed across his exhausted face. He gently began shaking the boy awake.

ଅନୁବାଦ :
ପ୍ରଥମେ ବାପପୁଅ ପକ୍ଷେ କୋଠରିରେ ଥ‌ିବା ଜିନିଷଗୁଡ଼ିକୁ ଚିହ୍ନିବା କଷ୍ଟକର ହୋଇପଡ଼ିଲା । କିନ୍ତୁ ଶୀଘ୍ର ଅନ୍ଧାର ଛାଆଁକୁ ଛାଆଁ ହଟିଗଲା । ଅପରାହ୍ନରେ ଗଣେଶ ମୂର୍ତ୍ତି ଯେଉଁଭଳି ସ୍ପଷ୍ଟ ଭାବରେ ଅବିଚଳିତ ଓ ଆକର୍ଷଣୀୟ ଭଙ୍ଗୀରେ ଠିଆ ହୋଇଥିଲା ଏବେ ବି ଠିକ୍ ସେଇଭଳି ଠିଆ ହୋଇ ରହିଥିଲା । କିନ୍ତୁ ଅନ୍ଧାରରେ ମୂର୍ତ୍ତିର ଆକାର ବଢ଼ିଯାଇଥିବା ଭଳି ଜଣାପଡ଼ିଲା ।
ଭୟରେ ବାପାଙ୍କ ପାଖରେ ଜାକି ହୋଇଥିବା ରଞ୍ଜୁର ଆରମ୍ଭରୁ ଥ‌ିବା ଆଗ୍ରହ ରାତି ବଢ଼ିବା ସହିତ ଏକ ଶୀତଳ ଓ ଆବେଗପୂର୍ଣ (ଭୟମିଶ୍ରିତ) ବିବ୍ରତତାରେ ପରିଣତ ହୋଇଯାଇଥିଲା । ରଞ୍ଜୁର ଅବସ୍ଥାକୁ ଲକ୍ଷ୍ୟ କରି ଗୋବିନ୍ଦ ଭାବିଲା ପିଲାଟିକୁ ଶୋଇବାକୁ ପଠାଇ ଦେବା ଉଚିତ ହେବ । ରଞ୍ଜୁ ଅନ୍ଧାରରେ ହାଇ ମାରୁଥ‌ିବାର ଗୋବିନ୍ଦ ଶୁଣିଲା ।

ମୂର୍ତ୍ତି ତିଆରି ଘର ଗମ୍ଭୀର ଓ ନୀରବ ଥିଲା । ପବନ କ୍ଷିପ୍ର ଥିଲା । କୋଠରିର ନୀରବତାକୁ ବ୍ୟାଘାତ କରିବାପାଇଁ କିଛି ଦୃଶ୍ୟମାନ ହେଲା ନାହିଁ, କେବଳ ଅଳ୍ପ କେତୋଟି ମଶା ସେମାନଙ୍କ ଚାରିପଟେ ଗୁଣୁଗୁଣୁ ହେଉଥିଲେ । ସେମାନେ ଚିନ୍ତା କରିଥିବା ଅନୁପ୍ରବେଶକାରୀ ତା’ହେଲେ ଗଲା କୁଆଡ଼େ ? ତା’ ମାନେ ଏହା କ’ଣ ଅଲୌକିକ ଶକ୍ତିର ଏକ ସମ୍ଭାବ୍ୟ କାର୍ଯ୍ୟ ନ ଥିଲା ?
ଶୀଘ୍ର ସାନପୁଅ ରଞ୍ଜୁ ଶୋଇପଡ଼ିଲା ଓ ଚଟାଣ ଉପରେ ଢଳିପଡ଼ିଲା । କୋଠରି ଭିତରକୁ ପ୍ରବେଶ କରୁଥିବା ଶବ୍ଦକୁ କେବଳ ଜାଣିବାପାଇଁ ଏହି ଉତ୍କଣ୍ଠାରେ ଗୋବିନ୍ଦ ଚେଇଁ ରହିଲା । ତାହାର ଆଖୁଦୁଇଟି ଅନ୍ଧାରରେ ଓ ନିସ୍ତବ୍‌ଧତାରେ ସତେ ଯେପରି ଲାଖ୍ ରହିଲା । ପୁଅ ରଞ୍ଜୁ ଉପରେ ସେ ନିଜ ବାହୁଟିକୁ ପକାଇଲା । ସମୟ ବିତି ଚାଲିଲା ।

ତା’ପରେ ଗୋବିନ୍ଦ ଶୁଣିବାକୁ ପାଇଲା – ଗୋଟିଏ ନରମ ଓ ସ୍ପଷ୍ଟ ଶବ୍ଦ । ତା’ହେଲେ ଏ କ’ଣ ଘରକୁ ପଶି ଆସିଥିବା ଏକ ଅଜଣା ଲୋକ (ଅନୁପ୍ରବେଶକାରୀ) ! ଗୋବିନ୍ଦର ଛାତି ଧଡ଼ପଡ଼ ହେଲା । ମୂର୍ତ୍ତିର ଅସମ୍ପୂର୍ଣ୍ଣ ଆଖ୍ ସହିତ ତା’ର ଆଖୁ ଏକାକାର ହୋଇଗଲା । ତାହାର ସ୍ଥିର ଦୃଷ୍ଟି ଖୋଲା ଝରକା ଆଡ଼କୁ ହଠାତ୍ ଘୂରିଗଲା । ସେଠାରେ ଦୁଇଟି ତିର୍ଯ୍ୟକ ଲୁହାଦଣ୍ଡ ଭିତରେ ଡେଇଁବାକୁ ଉଦ୍ୟତ ହେଉଥ‌ିବା ଏକ ଜାକିଜୁକି ହୋଇ ଶୋଇଥବା ବିଲେଇର ତ୍ରୁଟିହୀନ ଆକୃତି ଉପରେ ଗୋବିନ୍ଦର ଆଖ୍ ପଡ଼ିଲା । ଆଗକୁ ଗତି କଲା । ଗୋବିନ୍ଦର କ୍ଳାନ୍ତ ଓ ଅବସାଦ ମୁହଁରେ ଏକ ହାସ୍ୟରେଖା ଖେଳିଗଲା । ସେ ଧୀରେ ଧୀରେ ପୁଅ ରଞ୍ଜୁକୁ ଉଠାଇବାପାଇଁ ତାକୁ ହଲାଇବାକୁ ଲାଗିଲା ।

Notes And Glossary: ନନ୍ସ ଏବଂ ଗ୍ଲୋସାରି:

finality – ଅନ୍ତିମତା
intruder – person who intrudes – ଅନୁପ୍ରବେଶକାରୀ
unnoticed – not noticed – ଅଜ୍ଞାତ
drizzle – rainfall in fine drops – ଭଲ ବୁନ୍ଦା
denser – ଘନ
prearranged – arranged before – ପୂର୍ବରୁ ବ୍ୟବହୃତ
distinguish – point out a difference between – ମଧ୍ୟରେ ଏକ ପାର୍ଥକ୍ୟ ଦର୍ଶାନ୍ତୁ
emptied – past tense of empty – ଅତୀତର ଖାଲି ସମୟ
apparently – visible – ଦୃଶ୍ୟମାନ
unperturbed – not perturbed – ବିଚଳିତ ନୁହେଁ
dominant – dominating – ପ୍ରାଧାନ୍ୟ
huddled – past tense of huddle – ଅତୀତର କାଳ
initial – at the beginning – ସର୍ବପ୍ରଥମରୁ
excitement -ଉତ୍ସାହ
weariness – tired – କ୍ଳାନ୍ତି
yawning – ୟଙ୍ଗନ
invisible – not visible – ଦୃଶ୍ୟମାନ ନୁହେଁ
guilt – ଦୋଷ
buzzed – humming sound – ଗୁଜବ
dozed off – asleep – ଶୋଇଛି
slumped – ଖସିଗଲା
filtering – make way gradually through – ଧୀରେ ଧୀରେ ଗତି କର
glued – ଗ୍ଲୁଡ୍
distinct – separate – ଅଲଗା
thudded – ଥୁଡେଡ୍
gaze – fixed look – ସ୍ଥିର ଲୁକ୍
vertical bar – distinct shape – ଭିନ୍ନ ଆକୃତି
unmistakable shape – ଅବିସ୍ମରଣୀୟ ଆକୃତି
crouch – କ୍ରୁଚ୍
lithely – ଲିଥେଲି
leap – jump – ଲମ୍ଫ
beamed – shined – ଉଜ୍ଜ୍ୱଳ
exhausted – କ୍ଳାନ୍ତ
shake – ହଲେଇବା
awake – ଜାଗ୍ରତ

Answer The Following Questions
( ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ )

Question 1.
Why did Gobinda tell his son to sit in the workroom?
(ଗୋବିନ୍ଦ କାହିଁକି ତା’ର ପୁଅକୁ କର୍ମଶାଳାରେ ବସିବାକୁ କହିଲେ ?)
Answer:
Gobinda told his son to sit in the workroom to know the cause how the trunk was breaking.

Question 2.
Why did he choose that particular place to sit?
(ସେ କାହିଁକି ବସିବାକୁ ସେହି ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନଟିକୁ ବାଛିଲା ?)
Answer:
He chose that particular place to sit because from there he could observe the door, the window and the image at the same time.

Question 3.
Was Ranju awake all through the night?
(ରଞ୍ଜୁ ରାତିସାରା ଜାଗ୍ରତ|ଉଜାଗର ଥିଲା କି ?)
Answer:
Ranju wasn’t awake all through the night because he dozed off and then layed to the ground in the night.

Question 4.
What was Gobinda thinking in darkness?
(ଗୋବିନ୍ଦ ଅନ୍ଧକାରରେ କ’ଣ ଭାବୁଥିଲା ?)
Answer:
Gobinda was thinking of the intruder in darkness.

Question 5.
Who was the intruder? How was it coming into the room?
(ଅନୁପ୍ରବେଶକାରୀ କିଏ ଥୁଲା ? ସେ କୋଠରି ଭିତରକୁ କିପରି ଆସୁଥୁଲା ?)
Answer:
A cat was the intruder. It was coming into the room through the open window.

Question 6.
Why did Gobinda Maharana smile at the end?
(ଶେଷରେ ଗୋବିନ୍ଦ ମହାରଣା ହସିଲେ କାହିଁକି ?)
Answer:
Gobinda’s eagerness to find the intruder came to an end when he found a cat, ready to jump onto Ganesha’s trunk. So he smiled at the end knowing that the cat was the real intruder.

Let’s Write : ଲେଖିବା:
Answer the following questions in about 50 words each.
ପ୍ରତ୍ୟେକଟି ପ୍ରାୟ 50 ଶବ୍ଦରେ ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନର ଉତ୍ତର ଦିଅ |

Question 1.
Why was Gobinda Maharana worried? What thought came to his mind?
(ଗୋବିନ୍ଦ ମହାରଣା କାହିଁକି ବିବ୍ରତ ହୋଇପଡ଼ିଲା ? କେଉଁ ଭାବନା ତା’ ମୁଣ୍ଡକୁ ଆସିଲା ?)
Answer:
Gobinda Maharana was an excellent and popular idol maker of his area. Once he was worried for the breaking of the trunk of Ganesha image repeatedly. He thought that he had no right to interfere in the private lives of gods. He imagined that gods’ anger resulted in breaking of the trunk, every night. He was overcome by sup

Question 2.
What were Sulochana’s reaction to the breaking of the trunk?
(ଶୁଣ୍ଢ ଭାଙ୍ଗିବା ବିଷୟରେ ସୁଲୋଚନାର ପ୍ରତିକ୍ରିୟା କ’ଣ ଥିଲା ?)
Answer:
Sulochana was a very innocent and simple lady. She came to know that her husband was much worried for the breaking of the trunk of Ganesha. She heard everything from her husband. She reacted it otherwise. She thought that perhaps her husband had grown old and his hands and eyesight were not strong enough to make the idols perfectly. As a result it was breaking. An unknown fear engulfed her.

Question 3.
Why was she proud of her husband? How did she value her husband’s work?
(ସେ କାହିଁକି ତା’ର ସ୍ୱାମୀକୁ ନେଇ ଗର୍ବିତ ଥିଲା ? ସେ କିପରି ତା’ର ସ୍ୱାମୀର କାମର ମୂଲ୍ୟାୟନ କରୁଥିଲା ?)
Answer:
Sulochana was proud of her husband, Gobinda, because she knew that her husband was one of the best idol makers in that area. She knew well that he was unbeatable in his profession. She never suspected his work. She had heard the townsfolk’s admiration for his husband. But she nursed her pride in secret.

Question 4.
Was Gobinda Maharana superstitious? What proof do you get from the story?
(ଗୋବିନ୍ଦ ମହାରଣା ଅନ୍ଧବିଶ୍ଵାସୀ ଥିଲା କି ? ଗଳ୍ପଟିରୁ ତୁମେ କି ପ୍ରମାଣ ପାଉଛ ?)
Answer:
Undoubtedly Gobinda Maharana was superstitious. He was subdued by it, and was worried about the breaking of the trunk of Ganesha. Various kinds of thought arose in him. First of all he thought that he had committed a mistake by interfening in the private lives of gods. He apprehended that it so happened due to gods’ anger.

Question 5.
Who helped Gobinda in repairing the trunk? How did they differ in their point of view regarding the breaking of the trunk?
(ଶୁଣ୍ଢଟିକୁ ମରାମତ କରିବାପାଇଁ କିଏ ଗୋବିନ୍ଦକୁ ସହାୟତା କରିଥିଲା ? ଶୁଣ୍ଢ ଭାଙ୍ଗିବା ଉପରେ ସେମାନଙ୍କ ମତାମତ ଦୃଷ୍ଟିରୁ ସେମାନେ କିପରି ଭିନ୍ନ ଥିଲେ ?)
Answer:
Gobinda’s youngest son Ranju helped him in preparing the trunk. Gobinda mended the trunk with a fresh mass of clay, prepared by Ranju. But they differed in their point of view regarding the breaking of the trunk. Gobinda thought it to be the action of supernatural being whereas his son thought it to be the effect of the wind coming through the window. He wanted the window to be closed. But Gobinda was not at all convinced by his son’s view.

Question 6.
Gobinda Maharana thought of many reasons for the broken trunk. What are they?
(ଭଙ୍ଗା ଶୁଣ୍ଢ ପାଇଁ ଗୋବିନ୍ଦ ମହାରଣା ଅନେକ କାରଣ ଚିନ୍ତା କରିଥିଲା । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Being subdued by superstition Gobinda thought of many reasons for the broken trunk. First of all he viewed that his interference in the private lives of gods had made them angry. He thought that there was some supernatural power playing the trick in the mysterious breaking of the trunk. He also thought himself responsible for the breaking of the trunk as he had claimed unreasonable price for the image.

Question 7.
How did Gobinda solve the mystery? What did he find?
(ଗୋବିନ୍ଦ କିପରି ସେହି ରହସ୍ୟର ସମାଧାନ କଲା ? ସେ କ’ଣ ପାଇଲା ?)
Or,
How was the mystery regarding the breaking of the trunk of Lord Ganesha revealed at last?
(ଶେଷରେ ପ୍ରଭୁ ଗଣେଶଙ୍କ ଶୁଣ୍ଢ ଭାଙ୍ଗିଯିବା ସମ୍ବନ୍ଧୀୟ ରହସ୍ୟର ଉନ୍ମୋଚନ କିପରି ହେଲା ?
Answer:
The mysterious breaking of the trunk of Ganesha tormented Gobinda Maharana. He thought of many reasons for it. At last he along with his youngest son decided to remain vigilant for that night to discover the mystery. The image was placed near the window. At the dead of the night, to his utter surprise he found a cat ready to jump onto the top of Ganesha’s trunk. He came to know that the little cat was the real intruder. Thus the mystery regarding the breaking of the trunk was revealed at last.

Activity: କାର୍ଯ୍ୟ:

Question 1.
Discuss how the superstitions created problems in Gobinda Maharana’s life?
(ଅନ୍ଧବିଶ୍ବାସ କିପରି ଗୋବିନ୍ଦ ମହାରଣା ଜୀବନରେ ସମସ୍ୟାମାନ ସୃଷ୍ଟି କରିଥିଲା ଆଲୋଚନା କର ।)
Answer:
Gobinda Maharana was an illiterate and poor man. But he was an expert idol maker in his locality. Once the trunk of Lord Ganesha which he made broke time and again. He was worried for the mysterious breaking of the trunk. A number of suspicious facts arose in his mind. He was overcome by superstitions. He made himself responsible for the breaking of the trunk for he had claimed more money for the image. He thought that the god’s anger was the cause of breaking of the trunk. Even his family life was disturbed. He told everything to his wife, Sulochana. At last he apprehended the interference of any supernatural power. In this way superstitions created problems in his life.

Question 2.
The traditional art of idol-making is dying. Discuss in the class and note down the reasons for the near extinction of this art.
(ପୁରାତନ ମୂର୍ତ୍ତି ତିଆରି କଳା ଲୋପ ପାଉଛି । ଏହି କଳା ରିଲୋପର କାରଣସବୁ ଶ୍ରେଣୀରେ ଆଲୋଚନା କର ଓ ଲେଖୁ ରଖ ।)
Answer:
The traditional art of idol-making is dying. It is a fact. The extinction of this art in near future is clearly seen. There are various reasons responsible for this. The artisans are not properly paid for it. So they are discouraged. They are not taking interest to continue this art. Secondly, the demand for the idols is decreasing at an unexpected rate. Thirdly the encouragement of the government for the restoration of the art is not satisfactory. These are the reasons for the near extinction of this art.

BSE Odisha 9th Class English The Trunk of Ganesh Important Questions and Answers

Answer The Following In A Sentence:

Question 1.
Why was Sulochana proud of her husband?
Answer:
Sulochana felt proud of her husband because he was one of the best image makers in the area.

Question 2.
What were Sulochana’s reaction to the A breaking of the trunk?
Answer:
When Sulochana came to know about the breaking of the trunk of Ganesha, she looked at her husband with frightened eyes.

Question 3.
Who was Gobinda Maharana ?
Answer:
Gobinda Maharana was a renowned idol maker.

Question 4.
Why was Gobinda Maharana worried?
Answer:
Gobinda Maharana was very much worried for the breaking of the trunk of a particular Ganesha image time and again.

Question 5.
Who helped Gobinda in repairing the trunk?
Answer:
Ranju, Gobinda’s youngest son helped him in repairing the trunk.

Question 6.
Gobinda Maharana thought of many reasons for the broken trunk. What are they?
Answer:
Being subdued by superstition, Gobinda thought of many reasons for the broken trunk. He viewed that his interference in the private lives of gods had made them angry.

Question 7.
How did Gobinda solve the mystery?
Answer:
Gobinda found that the trunk of a particular Ganesha image was breaking every night’

Question 8.
How was Gobinda Moharana?
Answer:
Gobinda Moharana was unbeatable and unchallengeable artisan in his profession.

Question 9.
What did Sulochana think of her husband?
Answer:
Sulochana thought that her husband might be right.

Answer The Following In A Word Or A Phrase:

Question 1.
What created problems in Gobinda Maharana’s life?
Answer:
superstitions

Question 2.
What kept Gobinda Moharana bothering?
Answer:
an unhappy incident

Question 3.
What was Gobinda Moharana’s first conscious knowledge of fear?
Answer:
slipping down of the glass

Question 4.
What haunted Gobinda throughout his life?
Answer:
superstitions

Question 5.
“He was one of the few excellent craftsmen left.” Who often says this?
Answer:
town’s folk

Question 6.
Who had turned out to be an irresponsible drifter?
Answer:
Gobinda’s first son

Question 7.
Who showed promise of taking up the ancestral profession?
Answer:
Gobinda’s youngest son

Question 8.
“There it happened again,” Who said this?
Answer:
Gobinda’s youngest son

Question 9.
What had started appearing at several places where the clay had dried?
Answer:
cracks

Question 10.
Who interrupted Gobinda when he was mending the broken trunk?
Answer:
Ranju

Question 11.
“We’ll sit up tonight,” Who told this?
Answer:
Gobinda

Fill In The Blanks:

1. Gobinda had learnt the trade from his _______.
Answer:
father

2. Gobinda learnt the art of idol-making such as the Durgas, the Ganeshas and _______.
Answer:
the Sivas

3. Gobinda considered himself that he has no right to meddle with the private lives of ________.
Answer:
Gods

4. According to the Gobinda Maharana he has been update, using his powers _______.
Answer:
carelessly

5. Sulochana looked at her husband with _________ eyes.
Answer:
frightened

6. Her words betraying her simplicity. Here ‘her’ refers to _________.
Answer:
Sulochana

7. Making an image was ________ Gobinda.
Answer:
child’s play

8. The trunk which was breaking regularly was somewhat larger, a little heavier and a _________.
Answer:
trifle longer

9. The clay he had been using was just the measure short of its _________.
Answer:
adhesive quality

10. Gobinda used the same clay for years for _________.
Answer:
innumerable images

11. Sulochana knew that her husband was one of the best ___________ in the whole valley.
Answer:
image makers

12. It was hard to find ________ than Gobinda’s!
Answer:
better work

13. Sulochana nursed pride for her husband in ________.
Answer:
Secret

14. Sulochana in her voice hammered at her because her husband had asked for a _________.
Answer:
better price

15. Sulochana had convinced that her husband was a _________ man.
Answer:
righteous

16. According to Sulochana Gobinda’s seeming greed had angered the _________.
Answer:
Unknown

17. Gobinda Moharana was _________ years old.
Answer:
sixty-one

18. Gobinda’s elder son spent his days away from the house fishing idly for _________.
Answer:
shrimp and carp

19. The second son had been taken in as a/an _________ in a paper mill.
Answer:
apprentice

20. Gobinda’s youngest son was _________ years old.
Answer:
thirteen

21. Gobinda concluded that there was an element of the _________ in the mysterious breaking of the image.
Answer:
supernatural

22. These days Gobinda was using _________ paints.
Answer:
luminous

23. Gobinda had endowed the Goddesses with __________bodies.
Answer:
slim and curved

Multiple Choice Questions With Answers :

Question 1.
In the story “The Trunk of Ganesha” the real intruder was a _______.
(A) ghost
(B) cat
(C) thief
(D) dog
Answer:
(B) cat

Question 2.
After hearing a soft, distinct sound, Gobinda’s heart ______.
(A) broken
(B) thudded
(C) beat faster
(D) hammered
Answer:
(B) thudded

Question 3.
Unable to move, Gobinda watched the animal __________.
(A) slowly
(B) lithely
(C) very lithely
(D) carefully
Answer:
(B) lithely

Question 3.
The story “The Trunk of Ganesha” is about ___________.
(A) slowly
(B) lithely
(C) very lithely
(D) carefully
Answer:
(B) lithely

Question 4.
The story “The Trunk of Ganesha” is about _________.
(A) mystery
(B) superstition
(C) bravery
(D) blind belief
Answer:
(B) superstition

Question 5.
What haunted Gobinda throughout his life?
(A) superstition
(B) blind belief
(C) poverty
(D) suffering
Answer:
(A) superstition

Question 6.
Gobinda had learnt the trade from his _______.
(A) father
(B) grandfather
(C) neighbour
(D) brother
Answer:
(A) father

Question 7.
According to the Gobinda Maharana he has been update, using his powers too ________.
(A) carefully
(B) carelessly
(C) casually
(D) sincerely
Answer:
(B) carelessly

Question 8.
Sulochana looked at her husband with __________ eyes.
(A) suspected
(B) frightened
(C) tearful
(D) sorrowful
Answer:
(B) frightened

Question 9.
It was hard to find ________ than Gobinda’s!
(A) good work
(B) better work
(C) fine work
(D) good deed
Answer:
(B) better work

Question 10.
Sulochana had convinced that her husband was a ________ man.
(A) perfect
(B) righteous
(C) innocent
(D) imperfect
Answer:
(B) righteous

Question 11.
Gobinda Moharana was ________
(A) sixty
(B) sixty-three
(C) sixty-two
(D) sixty-one
Answer:
(B) sixty-three

Question 12.
The second son had been taken in as a/an ________ in a paper mill.
(A) labour
(B) engineer
(C) apprentice
(D) image maker
Answer:
(C) apprentice

Question 13.
Gobinda’s youngest son was ________ old.
(A) fifteen
(B) twenty
(C) thirteen
(D) seventeen
Answer:
(C) thirteen

Question 14.
Gobinda concluded that there was an element of the ________ in the mysterious breaking of the image.
(A) supernatural
(B) natural
(C) blind belief
(D) imaginary
Answer:
(A) supernatural

Question 15.
These days Gobinda was using __________ paints.
(A) oil
(B) luminous
(C) attractive
(D) shining
Answer:
(B) luminous

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 3 The First Step

BSE Odisha 9th Class English Chapter 3 The First Step Questions and Answers

Introduction :
The men and the women are like the two sides of a coin. If one of the two becomes defective, the society can’t progress. Hence, the female education is highly necessary for the well being of the society. In the past female education was discouraged. But now “Education For All” is the slogan of the day. Still some parents are not conscious about sending their girlchildren to schools. Of course in some cases poverty comes in their way. All should be careful about the girls’ education for the betterment of the society. Now read the story “The First Step” to know the writer’s view on girls’ education

Notes :
coin – ମୁଦ୍ରା, society – ସମାଜ, defective – ତ୍ରୁଟିଯୁକ୍ତ, progress – ପ୍ରଗତି, necessary- ଆବଶ୍ୟକ, was discouraged- ନିରୁତ୍ସାହିତ ହେଲା, poverty – ଦାରିଦ୍ର୍ୟ, betterment- ଉନ୍ନତି,education- ଶିକ୍ଷା, conscious – ସଚେତ, of course – ଅବଶ୍ୟ.

ବିଷୟ ସୂଚନା :
ପୁରୁଷ ଏବଂ ନାରୀ ଗୋଟିଏ ମୁଦ୍ରାର ଦୁଇଟି ପାର୍ଶ୍ଵ ସଦୃଶ । ଏମାନଙ୍କ ମଧ୍ୟରୁ ଗୋଟିଏ ଯଦି ତ୍ରୁଟିଯୁକ୍ତ ହୁଏ, ତା’ହେଲେ ସମାଜ ପ୍ରଗତି କରିପାରିବ ନାହିଁ । ଏଣୁ, ସମାଜର ଉନ୍ନତି ପାଇଁ ନାରୀ ଶିକ୍ଷା ଅତ୍ୟନ୍ତ ଅପରିହାର୍ଯ୍ୟ । ଅତୀତରେ ନାରୀଶିକ୍ଷାକୁ ହତୋତ୍ସାହିତ କରାଯାଉଥିଲା । କିନ୍ତୁ ଆଜିର ସ୍ଲୋଗାନ୍ ହେଉଛି ‘‘ସମସ୍ତଙ୍କ ପାଇଁ ଶିକ୍ଷା ।’’ ତଥାପି କେତେକ ପିତାମାତା ସେମାନଙ୍କ ଝିଅକୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ସଚେତନ ନୁହନ୍ତି । ବୋଧହୁଏ କେତେକ କ୍ଷେତ୍ରରେ ଦାରିଦ୍ର୍ୟ ସେମାନଙ୍କ ରାସ୍ତାରେ (ପାଠପଢ଼ାରେ) କଣ୍ଟା ସାଢୁଛି । ଆମ ସମାଜର ଉତ୍ତରୋତ୍ତର ଉନ୍ନତି କଳ୍ପେ ଆମେ ସମସ୍ତେ ‘ବାଳିକା ଶିକ୍ଷା’’ ପ୍ରତି ଯତ୍ନବାନ୍ ହେବା ଉଚିତ । ବାଳିକା ଶିକ୍ଷା ସମ୍ବନ୍ଧରେ ଲେଖକଙ୍କ ଦୃଷ୍ଟିଭଙ୍ଗୀ ଜାଣିବା ପାଇଁ ଏବେ “The First Step” ଗପଟିକୁ ପଢ଼ ।

Summary: I
Ammu, was a ten-year-old motherless girl, who lived with her father, Chellappa and little brother, Chinni. She had to do all the household work. One day her father ordered her to make tea for him in the morning. She prepared it. Just then Chellappa told her that he wanted her to work as a maid in his new owner’s house. Chellappa was the watchman at the big house on the hill. The owner of the big house had died. Chellappa came to know that the new owner, his (the owners) sister’s daughter was coming to live there shortly. The new owner was in need of a reliable maid.

So Chellappa told his daughter to work as a maid there so that the earned money will be used for Chinni’s study. Ammu expressed her eagerness to go to school like her brother. But her father turned it down on the plea that education would be of no use to the girls. Ammu was in tears. She remembered her mother. Then Chellappa ordered his daughter to go to the big house and clean that house at 9 o’clock. Chellappa’s family lived in the servant’s quarters of the big house. Ammu cleaned her home first. Then she walked to the big house packing her father’s lunch.

Notes :
motherless – ମାତୃତ୍ୱହୀନ , household work – ଘର କାମ, prepared – ପ୍ରସ୍ତୁତ, maid – ଚାକରାଣୀ, watchman – ରାକ୍ଷୀ, owner – ମାଲିକ, reliable – ନିର୍ଭରଯୋଗ୍ୟ, eagerness -ଆଗ୍ରହ, cleaned – ସଫା, lunch – ମଧ୍ୟାହ୍ନ ଭୋଜନ

ସାରାଂଶ :
ଆମ୍ମୁ ଜଣେ ଦଶବର୍ଷୀୟା ମାତୃହରା ବାଳିକା ଥିଲା ଯିଏକି ତା’ର ବାପା ଚେଲାୱା ଓ ସାନଭାଇ ଚିନି ସହିତ ବାସ ଦେଲେ । ସେ ଚାହା ପ୍ରସ୍ତୁତ କରି ତା’ର ବାପାଙ୍କୁ ଦେଲା । ଠିକ୍ ସେହି ସମୟରେ ଚେଲାପ୍ପା ତାକୁ ନୂଆ ମାଲିକ ଘରେ ଚାକରାଣୀଭାବେ କାର୍ଯ୍ୟ କରିବାକୁ କହିଲା ।ମରିଯାଇଥିଲେ । ସେ ଶୁଣିବାକୁ ପାଇଥିଲା ଯେ ତାଙ୍କ ଭଉଣୀର ଝିଅ, ନୂଆ ମାଲିକାଣୀ ଭାବରେ ସେଠାରେ ରହିବାକୁ ଖୁବ୍ ଶୀଘ୍ର ଆସୁଛନ୍ତି । ନୂଆ ମାଲିକାଣୀ ଗୋଟିଏ ନିର୍ଭରଯୋଗ୍ୟ ଚାକରାଣୀ ରଖୁବାକୁ ଚାହୁଁଥିଲେ ।

ତେଣୁ ଚେଲ୍ଲାୱା ପୁଅର ପାଠପଢ଼ା ପାଇଁ ଟଙ୍କା ପାଇବାକୁ ଝିଅକୁ ସେଠାରେ ଚାକରାଣୀ ଭାବେ କାର୍ଯ୍ୟ କରିବାକୁ କହିଥିଲା । ଆମ୍ମୁ ତା’ର ଭାଇ ଭଳି ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଥିଲା । ତା’ର ବାପା କିନ୍ତୁ ଶିକ୍ଷା ଝିଅମାନଙ୍କର କୌଣସି କାମରେ ଲାଗିବ ନାହିଁ ବୋଲି କହି କଥାଟିକୁ ଟାଳିଦେଲେ । ଆଖୁ ତା’ର ମାଆ କଥା ମନେପକାଇ କାନ୍ଦି ପକାଇଲା । ଚେଲ୍ଲାୱା ଦିନ ୯ଟାରେ ବଡ଼ଘରକୁ ଯାଇ ସେ ଘରକୁ ସଫା କରିବାକୁ ଝିଅକୁ ଆଦେଶ ଦେଲା । ସେମାନେ ବଡ଼ଘରର ଚାକରମାନଙ୍କ ଉଦ୍ଦିଷ୍ଟ ଘରେ ରହୁଥିଲେ । ଆମ୍ମୁ ପ୍ରଥମେ ନିଜ ଘର ସଫା କଲା । ତା’ପରେ ବାପାଙ୍କ ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଦ୍ୟ ସଜାଡ଼ି ସାରି ଚାଲି ଚାଲି ବଡ଼ଘରକୁ ଚାଲିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

“Ammu! Wake up and make tea for me !” a hand roughly shook the ten-year-old girl awake. Ammu yawned and rubbed off the sleep from her eyes. She rose with a sigh and took the vessel of milk her father held out. Her eyes watered from the smoke that came out as she blew on the flames. “Come outside, I want to talk to you,” he ordered. Ammu carried the glass of tea and followed her father. “Yesterday evening, I learnt that the new owner will be coming any day to occupy the house,” he began.

“I was asked if a reliable maid would work there and I suggested your name at once.” Ammu’s father, Chellappa, was the watchman at the big house on the hill. The owner had died a couple of months ago, and they had heard that he had left the house to his sister’s daughter. The people in the neighbourhood wondered when the new owner would come to live there.

ଅନୁବାଦ :
“ ଆଖୁ ! ଉଠିପଡ଼ ଓ ମୋ ପାଇଁ ଚାହା ତିଆରି କର !’’ ଗୋଟିଏ ହାତ ବେପରୁଆ ଭାବରେ ଦଶବର୍ଷର ଝିଅକୁ ଆମ୍ମୁ ହାଇ ମାରିଲା ଓ ନିଜ ଆଖୁରୁ ନିଦ ପୋଛିଦେଲା । ଦୀର୍ଘଶ୍ଵାସ ମାରି ସେ ଉଠି ଠିଆହୋଇ ତା’ ବାପା ତା’ ଆଡ଼କୁ ବଢ଼ାଇଥବା କ୍ଷୀର ଜଗଟିକୁ ଧରିଲା । ଆଖୁ ଚୁଲି ଫୁଙ୍କୁଥିଲାବେଳେ ଧୂଆଁର ସ୍ପର୍ଶରେ ତା’ର ଆଖ୍ ଦୁଇଟିରେ ପାଣି ଜକେଇ ଆସିଲା । ‘‘ବାହାରକୁ ଆ, ମୁଁ ତୋ’ ସହିତ କଥା ହେବାକୁ ଚାହେଁ, ’’ ସେ ଆଦେଶ ଦେବା ଭଙ୍ଗୀରେ କହିଲେ । । ‘‘ଗତକାଲି ସନ୍ଧ୍ୟାରେ ମୁଁ ଜାଣିବାକୁ ପାଇଲି ଯେ ନୂଆ ଆମ୍ମୁ ଚାହା ଗ୍ଲାସ ନେଲା ଓ ତା’ର ବାପାଙ୍କ ପଛେ ପଛେ ଗଲା ସେ ଘରେ କାମ କରିବେ ଓ ମୁଁ ସଙ୍ଗେ ସଙ୍ଗେ ତୋ’ ନାଁ ପ୍ରସ୍ତାବ ଦେଇଦେଲି ।’’ ଆମ୍ମୁର ବାପା, ଚେଲାପା ପାହାଡ଼ ଉପରେ ଅବସ୍ଥିତ ବଡ଼ଘରେ ପହରାଦାର ଥିଲେ । ଘରର ମାଲିକ ଦୁଇ ମାସ ପୂର୍ବରୁ ମରିଯାଇଥିଲେ ଏବଂ ସେମାନେ ଶୁଣିଥିଲେ ଯେ ସେ (ମାଲିକ) ନିଜ ଭଉଣୀର ଝିଅକୁ ସେ ଘରଟି ଛାଡ଼ି ଦେଇଥଲେ । ପଡ଼ୋଶୀ ଲୋକମାନେ ଉତ୍ସୁକତାର ସହ ଚାହିଁ ରହିଥିଲେ ଯେ ନୂଆ ମାଲିକାଣୀ କେତେବେଳେ ସେଠାରେ ରହିବାକୁ ଆସିବେ ।

Text- 2
“The money will be useful,” Chellappa said thoughtfully as he sipped his tea. “Why ?” Ammu asked curiously. “Because I need money to send Chinni to school,” her father replied curtly. Chinni is Ammu’s little brother. “What about me? I would like to go to school too!” Ammu said. “You are only a girl. Of what use will education be to you? You will get married even before you finish the third grade! Chinni will get a good job if he is educated,” her father retorted. Ammu turned away to hide her tears.

She wished that her mother was alive. She would not have allowed Chellappa to speak so uncaringly. Her mother would have let Ammu go to school at least to learn the alphabet. “Ammu, I will be busy all day at the big house. Come there at 9 o’clock to clean the house. I want the new owner to get a good impression. But before that you clean our house,” Chellappa said. Ammu cleaned their home which was a room in the servant’s quarters of the big house. She washed all the clothes before having her own bath. She packed her father’s lunch and walked to the big house.

ଅନୁବାଦ :
ଚାହା ପିଉ ପିଉ ଚେଲାପା ଭାବୁକ ହୋଇ କହିଲା, ‘ଟଙ୍କା କାମରେ ଆସିବ ।’’ “‘କାହିଁକି ବାପା ?’’ ଆଖୁ ଜିଜ୍ଞାସୁ ଭାବରେ କହିଲା । “‘କାହିଁକି ନା ଚିନ୍ତିକୁ ସ୍କୁଲରେ ପାଠ ପଢ଼ାଇବାପାଇଁ ମୋର ଟଙ୍କା ଦରକାର,’’ ଆଣ୍ଠୁର ବାପା ରୁକ୍ଷ ଭାବରେ କହିଲେ । ଚିନି ହେଉଛି ଆମ୍ମୁର ଛୋଟ ଭାଇ । ‘ଆଉ ମୋ’ ସମ୍ବନ୍ଧରେ ? ମୁଁ ବି ଚିନି ଭଳି ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁଛି !’’ ଆଖୁ କହିଲା । ‘‘ତୁ’ ସାମାନ୍ୟ ଝିଅଟିଏ ! ତୋ ପାଇଁ ପାଠ କି କାମ ଦେବ ? ତୃତୀୟ ଶ୍ରେଣୀ ଶେଷ କରିବା ପୂର୍ବରୁ ତୁ ବାହା ହୋଇଯିବୁ । ଚିନ୍ନ ପାଠ ପଢ଼ିଲେ ଭଲ ଚାକିରିଟିଏ କରିବ,’’ ତା’ର ବାପା ଚଟାପଟ ଜୋର୍ ଦେଇ କହିଲେ ।

ନିଜର ଲୁହକୁ ଲୁଚାଇବାପାଇଁ ଆଖୁ ବୁଲି ପଡ଼ିଲା । ଏବେ ତା’ ମା’ ବଞ୍ଚୁ ଥାଆନ୍ତା କି ! ଏଭଳି ବେପରୁଆ ଭାବରେ ସେ ଚେଲ୍ଲାପାକୁ କୁହାଇ ଦେଇ ନ ଥା’ନ୍ତେ। ଅତି କମ୍‌ରେ ଅକ୍ଷର ଲେଖୂପଢ଼ି ଶିଖୁବାପାଇଁ ତା’ର ମାଆ ଆମ୍ମୁକୁ ନିଶ୍ଚୟ ସ୍କୁଲକୁ “‘ଆମ୍ମୁ, ମୁଁ ବଡ଼ଘରେ ଦିନସାରା ବ୍ୟସ୍ତ ରହିବି । ଘର ସଫା କରିବାକୁ ସେଠାକୁ ୯ଟା ନୂଆ ମାଲିକାଣୀ ଗୋଟିଏ ଭଲ ଧାରଣା ରଖନ୍ତୁ । କିନ୍ତୁ ତା’ ପୂର୍ବରୁ ତୁ ଆମର ଘରକୁ ସଫା ବେଳେ ଆସିବୁ । ମୁଁ ଚାହୁଁଛି ଘରର କରିଦେ, ’’ ଚେଲାପା କହିଲେ ।ଥିଲା । ଆଖୁ ନିଜେ ଗାଧୋଇବା ପୂର୍ବରୁ ସବୁ ପୋଷାକ ଧୋଇଦେଲା । ସେ ବାପାଙ୍କର ମଧ୍ୟାହ୍ନ ଭୋଜନକୁ ଡବାରେ ରଖୁଲା

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

wake up – ଜାଗ୍ରତ ହୁଅ
roughly – severely – ପ୍ରାୟ
yawn – open the mouth wide and breathe in deeply due to tiredness – ଉଲଗ୍ନ କରିବା
rub – ଘଷିବା
sigh – ଦୀର୍ଘଶ୍ୱାସ ନେବା
vessel – ପାତ୍ର
reliable – ନିର୍ଭରଯୋଗ୍ୟ
maid – a female servant – ଚାକରାଣୀ
occupy – ଦଖଲ କରନ୍ତୁ
suggest – ପରାମର୍ଶ ଦିଅନ୍ତୁ
at once – ଏକା ଥରେ
watchman – ରାକ୍ଷୀ
wonder – curious to know – ଆଶ୍ଚର୍ଯ୍ୟ
thoughtfully – ଚିନ୍ତାରେ
sip – ଚୁପ୍
curiously – eagerly (to know something) – କୌତୂହଳର ସହ
curtly – rudely – ଚତୁରତାର ସହ
grade – class – ଗ୍ରେଡ୍
retort – make a sharp or immediate reply – ପ୍ରତ୍ୟାବର୍ତ୍ତନ
uncaringly – ଅବହେଳିତ ଭାବରେ
impression – ପ୍ରଭାବ
quarter – ଚତୁର୍ଥାଂଶ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Who are the characters in this part of the story?
(ଗଳ୍ପଟିର ଏହି ଅଂଶରେ କେଉଁ ଚରିତ୍ରମାନେ ଅଛନ୍ତି ?)
Answer:
Chellappa, his ten year old daughter Ammu and son Chinni are the characters in this part of the story.

Question 2.
Describe Ammu’s house and family.
(ଆଶୁର ଘର ଓ ପରିବାର ବର୍ଣ୍ଣନା କର ।)
Answer:
Ammu’s father Chellappa was a watchman at the big house on the hill. She was ten years old and her brother, Chinni was five years old. She had lost her mother. They used to live in a room in the servant’s quarters of the big house.

Question 3.
Who was Chellappa? What did he tell Ammu?
( ଚେଲାୱା କିଏ ଥିଲେ ? ସେ ଆଣ୍ଠୁକୁ କ’ଣ କହିଲେ?)
Answer:
Chellappa was Ammu’s father who worked as a watchman at the big house on the hill. He told Ammu to work as a maid in the new owner’s house so that he can get money for his son, Chinni’s study.

Question 4.
Did Ammu want to go to school? How did her father react to Ammu’s wish to go to school?
(ଆଖୁ ସ୍କୁଲ ଯିବାକୁ ଚାହୁଁଥିଲା କି ? ଆମ୍ଭୁର ସ୍କୁଲ ଯିବା ଇଚ୍ଛାକୁ ନେଇ ତା’ର ବାପା କିପରି ପ୍ରତିକ୍ରିୟା ପ୍ରଦର୍ଶନ କଲେ ?)
Answer:
Ammu came to know that her father was interested to send her little brother Chinni to school. So she expressed her eagerness to go to school like her brother. But Chellappa refused and told that education would be of no use to the girls like her. Besides she would get married before she finished the third grade.

Question 5.
Do you think Ammu’s father would send her to school?
(ତୁମେ ଭାବୁଛ କି ଆମ୍ମୁର ବାପା ତାକୁ ସ୍କୁଲକୁ ପଠାଇବେ ?)
Answer:
No. Ammu’s father wouldn’t send her to school as he did not approve the girls’ education.

Summary: II

Chellappa’s new owner, Mrs Mohan was a slim and grey-haired lady. She was also a widow. Chellappa introduced his daughter with the new owner and told her that his daughter had already cleaned the house before her arrival. Mrs Mohan was educated and very polite and kind. The next morning when Ammu went there. Mrs Mohan greeted her and offered a glass of tea before cleaning the house. Ammu was very happy with her new owner.

When she was working in the drawing-room she was attracted towards the book case. She opened a book and looked at the pictures in it with great interest. That day Mrs Mohan asked Ammu about her brothers and sisters. Ammu told in a thrilling voice how her father had decided to educate her brother, Chinni. Again she also told with regret how her request for attending school had been turned down by her father. Mrs Mohan could realize Ammu’s desire to study.

Notes :
slim – ପତଳା, widow – ବିଧବା, educated – ଶିକ୍ଷିତ, polite- ନମ୍ର, drawing-room- ଚିତ୍ରାଙ୍କନ କକ୍ଷ, interest – ଆଗ୍ରହ, thrilling – ରୋମାଞ୍ଚକର, regret – ଅନୁଶୋଚନା, realize – ଅନୁଭବ କରିବା

ସାରାଂଶ :
ଚେଲ୍ଲାୱାର ନୂଆ ମାଲିକାଣୀ, ଶ୍ରୀମତୀ ମୋହନ ଖୁବ୍ ପତଳୀ ଓ ପଦ୍ମକେଶୀ ମହିଳା ଥିଲେ । ସେ ମଧ୍ୟ ବିଧବା ଥିଲେ । ଚେଲ୍ଲାୱା ନିଜ ଝିଅକୁ ନୂଆ ମାଲିକାଣୀ ସହିତ ପରିଚିତ କରାଇଦେଲା ଏବଂ ତା’ର ଝିଅ ତାଙ୍କ ଆସିବା ପୂର୍ବରୁ ଘର ସଫା କରି ସାରିଥିବା କଥା ପ୍ରକାଶ କଲା । ଶ୍ରୀମତୀ ମୋହନ ଶିକ୍ଷିତା, ନମ୍ର ଓ ଦୟାଳୁ ଥିଲେ । ପରଦିନ ସକାଳୁ ଯେତେବେଳେ ଆଖୁ ସେଠାକୁ ଗଲା । ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ଏବଂ ଘର ସଫା କରିବା ପୂର୍ବରୁ ଗୋଟିଏ ଗ୍ଲାସ୍ ଚାହା ପିଇବାକୁ ଦେଲେ ।

ଆମ୍ମୁ ତା’ର ନୂଆ ମାଲିକାଣୀ ଉପରେ ଭାରି ଖୁସି ଥିଲା । ବୈଠକଘରେ କାମ କରୁଥିବା ସମୟରେ ସେ ବହିଥାକ ପ୍ରତି ଆକର୍ଷିତ ହେଲା । ସେ ଗୋଟିଏ ବହି ଖୋଲି ସେଥ‌ିରେ ଥ‌ିବା ଚିତ୍ରଗୁଡ଼ିକୁ ଅତି ଆଗ୍ରହର ସହିତ ଦେଖୁବାକୁ ଲାଗିଲା । ସେହିଦିନ ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ଭକୁ ତା’ର ଭାଇ ଓ ଭଉଣୀମାନଙ୍କ ବିଷୟରେ ପଚାରିଲେ । ତା’ର ବାପା କିପରି ତା’ର ସାନଭାଇ, ଚିନିକୁ ପଢ଼ାଇବାକୁ ସ୍ଥିର କରିଛନ୍ତି ବୋଲି ଆମ୍ମୁ ପ୍ରକାଶ କଲା । ପୁନଶ୍ଚ ସେ ବିଦ୍ୟାଳୟକୁ ଯିବାପାଇଁ କରିଥିବା ଅନୁରୋଧକୁ ତା’ର ବାପା କିପରି ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛନ୍ତି ତାହା ବଡ଼ ଦୁଃଖରେ କହିଲା । ଶ୍ରୀମତୀ ମୋହନ ଆଞ୍ଜୁର ପାଠପଢ଼ା ପ୍ରତି ଥିବା ଆଗ୍ରହ ବିଷୟରେ ଜାଣିବାକୁ ପାଇଲେ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

The new owner arrived. She was a slim, grey-haired lady, dressed in a spotless white saree. “Madam, my daughter, Ammu, will work for you. She has already cleaned your house before your coming’’, Chellappa smiled. “Then I don’t need your help today, Ammu. Will you come tomorrow morning ?” she asked. Ammu nodded. “You can go home now. Come at nine in the morning,” the woman said and asked Chellappa to carry in the suitcases.

The new owner’s name was Mrs. Mohan, and she was a widow. She had a daughter who was married and lived in Bombay. The next morning Ammu went to Mrs. Mohan’s house. “Good morning, Ammu,” Mrs. Mohan greeted her. “Come and have a glass of tea before beginning work. Since you cleaned the house thoroughly only yesterday, it will be enough if you just dust everything. I will be busy unpacking in the bedroom if you want anything.”

ଅନୁବାଦ :
“‘ମହାଶୟା, ମୋ ଝିଅ, ଆଖୁ ଆପଣଙ୍କ ପାଇଁ କାମ କରିବ । ଆପଣ ଏଠାକୁ ଆସିବା ପୂର୍ବରୁ ସେ ଆପଣଙ୍କର ଘରକୁ ସଫା କରିଦେଇ ସାରିଛି,’’ ଚେଲାପା ମୁରୁକି ହସି କହିଲେ । ‘ହେଲେ ଆଜି ମୁଁ ତୋର ସାହାଯ୍ୟ ଦରକାର କରୁନାହିଁ, ଆମ୍ଭେ । ଆସନ୍ତାକାଲି ସକାଳେ ତୁ ଏଠାକୁ ଆସିବୁ କି ?’ ମାଲିକାଣୀ ପଚାରିଲେ । ଆଖୁ ମୁଣ୍ଡ ହଲାଇ ସମ୍ମତି ଜଣାଇଲା ।

‘‘ତୁ ଏବେ ଘରକୁ ଯାଆ ! ସକାଳେ ୯ଟାରେ ଆ,’’ ମହିଳାଜଣକ କହିଲେ ଓ ଘର ଭିତରକୁ ସୁକେଶ ଆଣିବାପାଇଁ ଚେଲ୍ଲାପାକୁ କହିଲେ । ବିବାହିତା ଓ ବମ୍ବେରେ ରହୁଥିଲା । କଲେ । ‘ଆ ଓ କାମ ଆରମ୍ଭ କରିବା ପୂର୍ବରୁ ଏକ ଗ୍ଲାସ୍ ଚାହା ପିଇନେ । ଯେହେତୁ କାଲି ତୁ ଭଲ ଭାବରେ ଘର ସଫା କରିଦେଇଛୁ, ସବୁ ଜିନିଷରୁ କେବଳ ଧୂଳି ଝାଡ଼ିଦେଲେ ଯଥେଷ୍ଟ ହେବ । ତୁ’ ଯଦି କିଛି ଚାହୁଁଛୁ କହ, ମୁଁ ଶୋଇବା ଘରେ ଜିନିଷଗୁଡ଼ିକୁ ଖୋଲି ବାହାର କରିବାରେ ବ୍ୟସ୍ତ ରହିବି ।’’

Text- 2
Ammu washed the few vessels she found in the sink. She took up the duster and went to the drawing-room. The bookcase drew her like a magnet. She fingered the books lovingly and gazed at the pictures in a book. Ammu turned as she heard footsteps approach.
“I will have to sort out all the books. There is quite a vast collection here, and my own books will be coming soon,” said Mrs. Mohan pretending not to have noticed the book in Ammu ’s hand.

“Now, sit down and tell me about yourself. Do you have any brothers and sisters ?” “I have a younger brother, Chinni. He is five years old,” said Ammu. “What does he do ?” “Appa is sending Chinni to school from next week,” Ammu’s voice held a tremor. “Don’t you also want to go to school ?” Mrs. Mohan asked gently. “Appa says it will be of no use to me as I am a girl. If Chinni is educated, it will help him to get a job,” Ammu replied without emotion, “Shall I go and wash the clothes?”

ଅନୁବାଦ :
ବେସିନ୍ ମଧ୍ଯରେ ପଡ଼ିଥିବା କେତେକ ବାସନକୁ ଆମ୍ଭୁ ଧୋଇ ସଫା କଲା । ସେ ଝାଡ଼ଣ ନେଲା ଓ ବୈଠକ ଘର ଭିତରକୁ ଗଲା । ବହି ଆଲମୀରା ତାକୁ (ଆଶୁକୁ) ଚୁମ୍ବକ ଭଳି ଆକର୍ଷିତ କଲା । ଅତି ଖୁସିରେ ବହିଗୁଡ଼ିକୁ ଛୁଇଁ ଗୋଟିଏ ବହିରେ ଥ‌ିବା ସୁନ୍ଦର ଛବି ଆଡ଼କୁ ନିରେଖ୍ ଚାହିଁଲା । ପାଦ ଶବ୍ଦ ପାଖେଇ ଆସୁଥିବାର ଶୁଣି ଆଖୁ ବୁଲି ପଡ଼ିଲା । ‘‘ମୋତେ ବହିସବୁକୁ ସଜାଡ଼ିବାକୁ ପଡ଼ିବ । ଏଠାରେ ବହୁତ ବହି ସଂଗୃହୀତ ହୋଇ ରହିଛି ଓ ମୋର ନିଜର ବହିସବୁ ଶୀଘ୍ର ଆସିଯିବ ।’’ ଆମ୍ମୁର ହାତରେ ଥ‌ିବା ବହିଟିକୁ ନ ଦେଖୁଥ‌ିବାର ଛଳନା କରି ଶ୍ରୀମତୀ ମୋହନ କହିଲେ, ‘ଏବେ ବସିପଡ଼ ଓ ତୋ ବିଷୟରେ ମୋତେ କହ । ତୋର କେହି ଭାଇ ଓ ଭଉଣୀ ଅଛନ୍ତି ?’’

‘‘ମୋର ଗୋଟିଏ ସାନ ଭାଇ ଅଛି ଯାହାର ନାମ ଚିନ୍ତି । ତା’ର ବୟସ ୫ ବର୍ଷ ।’’ ଆଖୁ କହିଲା । ‘ସେ କ’ଣ କରୁଛି ?”” ‘‘ବାପା ଆସନ୍ତା ସପ୍ତାହରୁ ଚିନିକୁ ସ୍କୁଲ୍ ପଠାଇବେ,”’ ଆଖୁ କମ୍ପିତ କଣ୍ଠରେ କହିଲା । ‘‘ତୁ କ’ଣ ତା’ ଭଳି ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁ କି ?’’ ଶ୍ରୀମତୀ ମୋହନ ଧୀର ସ୍ଵରରେ ପଚାରିଲେ । ‘‘ବାପା କହୁଛନ୍ତି ମୁଁ ଗୋଟିଏ ଝିଅ ହୋଇଥ‌ିବାରୁ ଏହା ମୋର କୌଣସି କାମରେ ଆସିବ ନାହିଁ । ଯଦି ଚିନ୍ତି ପାଠ ପଢ଼ି ଶିକ୍ଷିତ ହୁଏ, ଏହା ତାକୁ (ଚିନିକୁ) ଗୋଟିଏ ଚାକିରି ପାଇବାରେ ସାହଯ୍ୟ କରିବ,’’ ବିନା ଆବେଗରେ ଆଖୁ କହି ଚାଲିଲା, ‘ମୁଁ ଏବେ ଯାଇ ଲୁଗାପଟାଗୁଡ଼ିକୁ ସଫା କରିଦେବି କି ???

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

slim – ପତଳା
grey – haired – ଧୂସର
spotless – ଦାଗହୀନ
nodded – ଆଣ୍ଠେଇ ଦେଲେ
widow – ବିଧବା
vessels – ପାତ୍ରଗୁଡିକ
sink – ବୁଡ଼ିଯିବା
duster – ଧୂଳି
bookcase – ବୁକ୍କେସ୍
fingered – ଆଙ୍ଗୁଠି
magnet – ଚୁମ୍ବକ
gazed – ଅନାଇଲା
footsteps – ପଦାଙ୍କ
collection – ସଂଗ୍ରହ
greet – ନମସ୍କାର
thoroughly – ପୁରା
enough – ଯଥେଷ୍ଟ
dust – ଧୂଳି
unpacking – ପ୍ୟାକ୍ କରିବା
sort out – ବାଛି ନଅ
quite – ଯଥେଷ୍ଟ
vast – ବିସ୍ତୃତ
pretend – ଛଳନା କର
notice – ନୋଟିସ୍
tremor – କମ୍ପନ
gently – ଧୀରେ ଧୀରେ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Who was the new owner of the house? What was she like?
(ଘରଟିର ନୂଆ ମାଲିକାଣୀ କିଏ ଥିଲେ ? ସେ କିପରି ଲୋକ ଥିଲେ ?)
Answer:
The owner of the big house had died and he had left the house to his sister’s daughter, Mrs. Mohan. She was a slim and grey-haired widow and dressed in a spotless white saree.

Question 2.
What did Ammu do at Mrs Mohan’s house the next morning?
(ପରିଦିନ ସକାଳେ ଆଖୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କ ଘରେ କ’ଣ କଲା ?)
Answer:
The next morning Ammu went to Mrs Mohan’s house. Mrs Mohan told her just to dust everything as she had already cleaned the house thoroughly the previous day. Ammu washed the vessels in the sink. She took up the duster and went to the drawing-room to dust the things there.

Question 3.
What drew Ammu like a magnet? What did she do then? Why?
(କ’ଣ ଆଖୁକୁ ଚୁମ୍ବକ ଭଳି ଟାଣି ଆଣିଲା ? ସେତେବେଳେ ସେ କ’ଣ କଲା ? କାହିଁକି ?)
Answer:
When she went to the drawing-room with the duster, the bookcase drew her like a magnet. She opened a book and gazed at the pictures in it. She did so because she had great interest in the books.

Question 4.
Mrs Mohan asked Ammu if she wanted to go to school. Did she say anything about her brother?
(ଆଖୁ ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁଛି କି ବୋଲି ଶ୍ରୀମତୀ ମୋହନ ପଚାରିଲେ । ସେ ତା’ର ଭାଇ ବିଷୟରେ କିଛି କହିଲା କି ?)
Answer:
Mrs Mohan first asked Ammu about her brothers and sisters. When she learnt from Ammu that she had only one brother of five years, she inquired about him. Ammu told that her father was sending him to school from the next week. Then she asked Ammu if she wanted to go to school.

Question 5.
What did Ammu say to Mrs Mohan?
(ଆମ୍ଭୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କୁ କ’ଣ କହିଲା ?)
Answer:
Ammu told Mrs Mohan that her father was interested only for her brother’s education but not for her education. According to her father education would be of no use to her, but it would help her brother to get a job.

Question 6.
Will Mrs Mohan help her to go to school?
(ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ସ୍କୁଲ୍ ଯିବାକୁ ସାହାଯ୍ୟ କରିବେ କି?)
Answer:
Mrs Mohan will certainly help her to go to school. Because she is an educated lady and she wants to spread girls’ education in the society. She has already noticed Ammu’s interest towards the books.

Summary: III

Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls like Ammu. She ate the simple lunch she had cooked. Then she told Ammu to have her lunch there. Ammu was taken aback by her new owner’s kindness. Mrs Mohan encouraged Ammu to attend school. She also assured her to provide financial assistance for her study. Ammu began crying and told that her father would never agree.

Mrs Mohan consoled her wiping her tears. She was worried to help the hopeless girl. So she thought of another plan. She told that she would teach Ammu at home everyday after her work as she was a retired headmistress. Ammu felt very happy as she was anxious to learn alphabet. Mrs Mohan taught her the alphabet that very moment. Ammu returned home happily after an hour.

Notes :
realize – ହୃଦୟଙ୍ଗମ କର, unhappiness – ଅସନ୍ତୁଷ୍ଟ, unfortunate – ଦୁର୍ଭାଗ୍ୟ, kindness – ଦୟା, encourage- ଉତ୍ସାହ, attend- ଧ୍ୟାନ ଦେବା, assure- ନିଶ୍ଚିତ କର, assistance- ସହାୟତା, agree- ସହମତ, console – କୋନସୋଲ, hopeless – ନିରାଶା, retired – ଅବସର ପ୍ରାପ୍ତ, financial – ଆର୍ଥିକ, alphabet – ବର୍ଣ୍ଣମାଳା

ସାରାଂଶ :
ଶ୍ରୀମତୀ ମୋହନ, ଆଖୁର ଦୁଃଖର କାରଣ ହୃଦୟଙ୍ଗମ କଲେ ଏବଂ ଆଖୁ ଭଳି ହତଭାଗିନୀ ଝିଅମାନଙ୍କ ପାଇଁ ଛୋଟ ସ୍କୁଲ୍‌ଟିଏ ଆରମ୍ଭ କରିବାକୁ ଚିନ୍ତାକଲେ । ସେ ନିଜେ ରୋଷେଇ କରିଥିବା ସାଦାସିଧା ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଇଲେ । ତା’ପରେ ଆମ୍ମୁକୁ ସେଠାରେ ମଧ୍ୟାହ୍ନ ଭୋଜନ କରିବାକୁ କହିଲେ । ଆଣ୍ଠୁ ମାଲିକାଣୀଙ୍କର ଏତାଦୃଶ ଦୟାଭାବ ଦେଖୁ ବିସ୍ମିତ ହେଲା । ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ମୁକୁ ସ୍କୁଲ ଯିବାକୁ ଉତ୍ସାହିତ କଲେ । ସେ ମଧ୍ୟ ତା’ର ପାଠପଢ଼ା ପାଇଁ ଆର୍ଥିକ ସହାୟତା ଯୋଗାଇ ଦେବାକୁ ପ୍ରତିଶ୍ରୁତି ଦେଲେ । ଆମ୍ମୁ କାନ୍ଦିବାକୁ ଆରମ୍ଭ କଲା ଏବଂ କହିଲା ଯେ ତା’ର ବାପା ଏ କଥାରେ ଆଦୌ ଏକମତ ହେବେ ହୋଇପଡ଼ିଲେ । ତେଣୁ ସେ ଆଉ ଏକ ଉପାୟ ଚିନ୍ତାକଲେ । ସେ କହିଲେ ଯେ ଆମ୍ମୁ ତା’ର କାର୍ଯ୍ୟ ସାରିବା ପରେ ତାକୁ ଘରେ ସେ ବର୍ଣ୍ଣମାଳା ଶିଖୁବାପାଇଁ ଉତ୍କଣ୍ଠିତ ଥିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ହିଁ ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ବର୍ଣ୍ଣମାଳା ଶିଖାଇଲେ । ଘଣ୍ଟାଏ ପରେ ଆମ୍ମୁ ଆନନ୍ଦରେ ଘରକୁ ଫେରିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

Mrs. Mohan realized that she had to get through to Ammu somehow. Perhaps she could start a small school for unfortunate girls like Ammu, she mused. Then the big house would resound with children’s laughter. Mrs. Mohan went to the kitchen and set aside food for Ammu. She then ate the simple lunch she had cooked. “Have your lunch first and then do these dishes. Come to the drawing room after you finish,” she said. Ammu was taken aback by her employer’s kind ways. It had been quite some time since someone had spoken kindly to her. “Ammu, you must go to school. Ask your father not to worry about money. Girls should also go to school. Tell your father that I shall pay your fees,” Mrs. Mohan said gently.

ଅନୁବାଦ : ଶ୍ରୀମତୀ ମୋହନ ଅନୁଭବ କଲେ ଯେ ଯେପରି ହେଉ ସେ ଆଣ୍ଠୁକୁ ବୁଝାଇବେ । ସେ ଏକ ଗଭୀର ଭାବନାରେ ବୁଡ଼ିଗଲେ ଯେ ସମ୍ଭବତଃ ଆଖୁ ଭଳି ଭାଗ୍ୟହୀନା ଝିଅମାନଙ୍କ ପାଇଁ ସେ ଗୋଟିଏ ବିଦ୍ୟାଳୟ ଖୋଲିବେ । ତା’ପରେ ବଡ଼ଘରଟି ପିଲାମାନଙ୍କର ଖିଲିଖିଲି ହସରେ ପୂରି ଉଠିବ । ଶ୍ରୀମତୀ ମୋହନ ରୋଷେଇ ଘରକୁ ଗଲେ ଓ ଆଖୁ ପାଇଁ ଖାଦ୍ୟ ଅଲଗା ରଖିଲେ । ସେ ନିଜେ ଆସିବୁ,’’ ସେ କହିଲେ । ମାଲିକାଣୀଙ୍କର ଦୟାପୂର୍ଣ୍ଣ କଥାରେ ଆମ୍ମୁ ଆଶ୍ଚର୍ଯ୍ୟଚକିତା ପୂର୍ବରୁ ହୁଏତ କାହାଠାରୁ ଶୁଣିଥିଲା । ‘‘ଆମ୍ମୁ, ତୁ’ ନିଶ୍ଚୟ ସ୍କୁଲ୍ ଯିବୁ । ବାପାଙ୍କୁ କହିବୁ ସେ ଟଙ୍କା ତୋ’ ବାପାଙ୍କୁ କହ ମୁଁ ତୋ’ର ଦରମା ହୋଇଗଲା । ଏଭଳି ଦୟା ଓ ମଧୁର କଥା ଆଖୁ ବହୁତ ଦିନ ପାଇଁ ବ୍ୟସ୍ତ ହେବେନି । ଝିଅମାନେ ମଧ୍ୟ ସ୍କୁଲ୍ ଯିବା ଉଚିତ । ଦେବି,’’ ଶ୍ରୀମତୀ ମୋହନ ଧୀର ସ୍ୱରରେ କହିଲେ ।

Text – 2
“No, no!” Ammu began crying. “My father will never agree.” “He will. I spoke to him yesterday about it.” Mrs. Mohan said wiping Ammu’s tears. “But then who will work for you? Who will cook for my father and brother ?” Ammu asked seriously. “Then I have another plan. I am a retired headmistress. I shall teach you every day. You come here after finishing your chores and / shall teach you as long as you want. How do you like that ?” Mrs. Mohan asked. “Fine.” Ammu’s eyes shone. “Well, shall we begin today itself?” she begged “Of course” Mrs. Mohan laughed and began with the alphabet. An hour later, Ammu went home in a happy daze. She had taken the first step towards her goal.

ଅନୁବାଦ :
‘‘ନା, ନା !’’ ଆଖୁ କାନ୍ଦିବାକୁ ଆରମ୍ଭ କଲା । ‘ବାପା କେବେହେଲେ ରାଜି ହେବେ ନାହିଁ ।’’ ‘‘ସେ ନିଶ୍ଚୟ ରାଜି ହେବେ । ଏ ବିଷୟରେ ଗତକାଲି ତାଙ୍କୁ କହିଥିଲି’’ ଆଶୁର ଲୁହ ପୋଛି ଦେଇ ଶ୍ରୀମତୀ ମୋହନ କହିଲେ । ‘ତା’ହେଲେ ଆପଣଙ୍କ ପାଇଁ କିଏ କାମ କରିବ ? କିଏ ମୋ ବାପା ଓ ଭାଇଙ୍କ ପାଇଁ ରାନ୍ଧିଦେବ ?’’ ଆଖୁ ଗମ୍ଭୀର ହୋଇ କହିଲା । ସବୁଦିନ ପଢ଼ାଇବି । ଘରର ଯାବତୀୟ କାମ ସାରି ତୁ ଏଠାକୁ ଆସିବୁ ଓ ତୋର ଯେତେ ସମୟ ଇଚ୍ଛା ମୁଁ ତୋତେ ପଢ଼ାଇବି । ତୁ ଏହାକୁ କିପରି ଭାବୁଛୁ ?’’ ଶ୍ରୀମତୀ ମୋହନ ପଚାରିଲେ । “‘ଖୁବ୍ ଭଲ ।’’ ଆଞ୍ଜୁର ଆଖ୍ ଦୁଇଟି ଆନନ୍ଦରେ ଝଲସି ଉଠିଲା । ‘‘ଠିକ୍ ଅଛି, ଆଜି ଆମେ ଆରମ୍ଭ କରିଦେବା କି ??? ସେ ଅନୁରୋଧ କଲା । ‘ଅବଶ୍ୟ’’ ଶ୍ରୀମତୀ ମୋହନ ହସି ଉଠିଲେ ଓ ଆଶୁକୁ ବର୍ଣ୍ଣମାଳା ଶିଖାଇଲେ । ଘଣ୍ଟାଏ ପରେ ଆଖୁ ଖୁସିରେ ଘରକୁ ଫେରିଲା । ଲକ୍ଷ୍ୟସ୍ଥଳ ଆଡ଼କୁ ଯିବା ନିମନ୍ତେ ସେ ପ୍ରଥମ ପଦକ୍ଷେପ ନେଇ ସାରିଥିଲା ।

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

realized – ହୃଦୟଙ୍ଗମ କଲା
unfortunate – ଦୁର୍ଭାଗ୍ୟ
get through – ଅତିକ୍ରମ କର
muse – to think carefully – ମ୍ୟୁଜ୍
resound – ଧ୍ୱନି
taken aback – surprised – ବିସ୍ମିତ
gently – ଧୀରେ ଧୀରେ
wiping – ପୋଛିବା
seiously – ଗମ୍ଭୀରତାର ସହିତ
retired – ଅବସର ପ୍ରାପ୍ତ
chores – a routine or boring task – ଘର କାମ
begged – ଭିକ ମାଗିଲା
daze – unable to think due to confusion – ବିହ୍ୱଳ କରିବା
held out – stretched out – ଉଛୁଳି ପଡ଼ିଛି I held out the book at Sneha.
approach – come near – ନିକଟକୁ ଆସିବା I heard some foot steps approach.
at least – barely – ଅନ୍ତତଃ
of course – ଅବଶ୍ୟ
step – ସୋପାନ
goal – aim – ଲକ୍ଷ୍ୟ

Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
What important event took place in the last part of the story?
(ଗଳ୍ପଟିର ଶେଷଭାଗରେ କେଉଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଘଟଣା ଘଟିଲା ?)
Answer:
Ammu began to learn alphabet by Mrs Mohan was the important event that took place in the last part of the story.

Question 2.
What did Mrs Mohan plan to help Ammu?
(ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ଭୁକୁ ସାହାଯ୍ୟ କରିବାକୁ କ’ଣ ଯୋଜନା କରିଥିଲେ ?)
Answer:
Mrs Mohan made up her mind to help Ammu in learning alphabet. So she planned to help Ammu by opening a small school for the unfortunate girls like Ammu.

Question 3.
Why was Ammu not ready to accept Mrs Mohan’s help to begin with?
(ଆରମ୍ଭରୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କର ସାହାଯ୍ୟ ନେବାକୁ ଆଶୁ କାହିଁକି ରାଜି ନ ଥୁଲା ?)
Answer:
Mrs Mohan suggested Ammu to attend school. She was also prepared to pay the school fees for Ammu. But Ammu was not ready to accept Mrs Mohan’s help to begin with as she knew that her father would never agree to it. Besides, she was worried for Mrs Mohan’s household work and to cook for her father and brother.

Question 4.
What was the next plan that Mrs Mohan had?
(ଶ୍ରୀମତୀ ମୋହନ କରିଥିବା ପରବର୍ତ୍ତୀ ଯୋଜନାଟି କ’ଣ ଥିଲା ?)
Answer:
Mrs Mohan came to know from Ammu about her inability to go to school as she had to work as a maid and cook for her father and brother. So she thought of another plan. She planned to teach Ammu in her home. She told Ammu that she would teach her after she had finished all her household work.

Question 5.
What made Ammu happy at the end?
(ଆଶୁକୁ ଶେଷରେ କ’ଣ ଖୁସି କଲା ?)
Answer:
Mrs Mohan decided to help Ammu in her study. So she took her final decision to teach Ammu regularly after her work. That really made Ammu very happy.

Question 6.
What was Ammu’s first step towards her goal?
(ଲକ୍ଷ୍ୟ ଦିଗରେ ଆଶୁର ପ୍ରଥମ ପଦକ୍ଷେପ କ’ଣ ଥିଲା?)
Answer:
Mrs Mohan proposed to teach Ammu every day at home. Ammu became very happy and requested her to begin it that day. Mrs Mohan began with the alphabet and Ammu started learning it. It was her first step towards her goal.

Writing: ଲେଖିବା :

Answer the following questions in about fifty words each.
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଦିଅ ।)

Question 1.
Who was Chellappa? What did he want Ammu to do?
(ଚେଲ୍ଲାୱା କିଏ ଥିଲା ? ଆଖୁ କ’ଣ କରୁ ବୋଲି ସେ ଚାହୁଁଥିଲା ?)
Answer:
Chellappa was the watchman at the big house on the hill. He lived with his ten-year-old daughter Ammu and five-year-old son Chinni in a room in the servant’s quarters of the big house. He came to know that the new owner of the big house was in need of a reliable maid. He was very poor. So he wanted his daughter to work as a maid for the new owner so that he could get money for his five years old son, Chinni’s study.

Question 2.
Why was Ammu unhappy? Will made her happy?
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଦିଅ ।)
Answer:
Ammu’s father told her to work as a maid in the new owner’s house to get money for her little brother’s study. She realized that she would be deprived of availing primary education. It made her very unhappy. Her new owner, Mrs Mohan came to know about it and wanted to help the unfortunate girl. She told that she would teach Ammu at home regularly. This proposal of Mrs Mohan made her happy.

Question 3.
Collect information about Mrs Mohan from the story and write a paragraph about her.
(ଗଳ୍ପଟିରୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କ ବିଷୟରେ ସୂଚନା ସଂଗ୍ରହ କର ଏବଂ ତାଙ୍କ ବିଷୟରେ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
The owner of the big house had died and he had left it to his sister’s daughter, Mrs Mohan. She was a retired headmistress. She was slim and a grey haired lady. She became the new owner and occupied that house. She was a gentle, kind hearted and considerate lady. After her arrival Mrs Mohan came to know about Ammu’s desire to study. She realized it and decided to teach her at home. In the end Mrs Mohan taught her and Ammu became very happy.

Question 4.
Which character do you like the most? Why?
(କେଉଁ ଚରିତ୍ରଟିକୁ ତୁମେ ସବୁଠାରୁ ଅଧ‌ିକ ଭଲ ପାଉଛ ? କାହିଁକି ?)
Answer:
Among all the characters I like Mrs Mohan the most. Mrs Mohan was a retired headmistress. She was slim and grey haired and wore spotless white sari. She was very kind and soft spoken. She came to know that Ammu was unable to study and was forced to work as a maid due to her poverty. She realized this social problem and extended her helping hands towards the unfortunate girl. She started teaching Ammu with the alphabet. All these qualities makes one admire Mrs Mohan.

Question 5.
Write a paragraph on Ammu’s future.
(ଆମ୍ଭର ଭବିଷ୍ୟତ ବିଷୟରେ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Or, What do you think about Ammu’s future ?
(ତୁମେ ଆମ୍ଭର ଭବିଷ୍ୟତ ବିଷୟରେ କ’ଣ ଭାବୁଛ ?)
Answer:
Ammu was a ten-year-old motherless girl. Her father, Chellappa was very poor. She also worked as a maid to add the earning of her father. Fortunately her owner, Mrs Mohan started her teaching at home everyday. She was delighted. This shows her happy future. She will definitely spend her days happily as she has already taken the first step towards her goal. She was anxious for her education and now it is within her reach. In future, she will lead a happy life and will motivate others for women education.

Question 6.
How did the writer indicate the serious social problem and suggest solution to it?
(ଲେଖକ କିପରି ଭୟଙ୍କର ସାମାଜିକ ସମସ୍ୟା ବିଷୟରେ ସୂଚନା ଏବଂ ଏହାର ପ୍ରତିକାର ପାଇଁ ପ୍ରସ୍ତାବ ଦେଇଥିଲେ ?)
Answer:
In the present story the writer pointed out the negligence of girls’ education due to illiteracy and poverty in our society. This is a serious social problem. The parents are not conscious about the education of their girl children and neglect them. The parents think that education will be of no use to the girls. In the story, Ammu, a ten-year old girl, was forced to work as a maid instead of going to school. Fortunately, she got an opportunity to study due to the timely help of Mrs Mohan.

The writer has suggested solution to this social problem through the character of Mrs Mohan. He has sent a message to all the literate and established people of the society to expand their hands to help those girls in need. If those section of people will be kind and helpful, this social problem would be solved to some extent.

Activity : କାର୍ଯ୍ୟକଳାପ :

I. Read the following jumbled sentences and arrange them in proper order to get the story.
(ଅସଜଡ଼ା ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ଗପଟିକୁ ପାଇବାକୁ ସେଗୁଡ଼ିକୁ ଯଥାକ୍ରମରେ ସଜାଅ ।)
(1) Mrs Mohan, the new owner knew about Ammu’s desire to study.
(2) Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls.
(3) Ammu, a ten-year-old motherless girl, lived with her father and little brother, Chinni.
(4) Mrs Mohan told Ammu that she would help Ammu go to school.
(5) In the end Mrs Mohan taught her the alphabet and Ammu went home happily.
(6) Ammu was very eager to go to school like her brother.
(7) Chellappa, her father wanted her to work as a maid in the new owner’s house to get money for Chinni’s study.

Answer: (ଉତ୍ତର)
(3) Ammu, a ten-year-old motherless girl, lived with her father and little brother, Chinni.
(7) Chellappa, her father wanted her to work as a maid in the new owner’s house to get money for Chinni’s study.
(6) Ammu was very eager to go to school like her brother.
(1) Mrs Mohan, the new owner knew about Ammu’s desire to study.
(2) Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls.
(4) Mrs Mohan told Ammu that she would help Ammu go to school.
(5) In the end Mrs Mohan taught her the alphabet and Ammu went home happily.

II. Arrange the statements in Column A in order as they appear in the story. Next match those with the characters in column B.
(ଗପରେ ରହିଥ‌ିବା କ୍ରମ ଅନୁସାରେ ‘A’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଉକ୍ତିଗୁଡ଼ିକୁ ସଜାଅ । ତା’ପରେ ‘B’ ସ୍ତମ୍ଭରେ ଥିବା ଚରିତ୍ରମାନଙ୍କ ସହିତ ସେଗୁଡ଼ିକୁ ମିଳାଅ ।)

A		B
(a)	I have a younger brother.	(a)	Chellappa
(b)	I do not need your help today.
(c)	The money will be useful.
(d)	My father will never agree.	(b)	Ammu
(e)	I shall teach you everyday.
(f)	I want to talk to you.
(g)	I will be busy all day at the big house.
(h)	It will help him to get a job.	(c)	Mrs Mohan

Answer: (ଉତ୍ତର)

A		B
(f)	I want to talk to you.	(a)	Chellappa
(c)	The money will be useful.	(a)	Chellappa
(h)	It will help him to get a job.	(a)	Chellappa
(g)	I will be busy all day at the big house.	(a)	Chellappa
(b)	I do not need your help today.	(c)	Mrs Mohan
(a)	I have a younger brother.	(b)	Ammu
(d)	My father will never agree.	(b)	Ammu
(e)	I shall teach you everyday.	(c)	Mrs Mohan

III. Read the following main ideas of the story, “The First Step” and put them, in the appropriate boxes in the ‘Flow Chart’.
(“The First Step”’ ଗଳ୍ପର ନିମ୍ନଲିଖ୍ତ ମୁଖ୍ୟ ବିଷୟବସ୍ତୁକୁ ପଢ଼ ଏବଂ ସେଗୁଡ଼ିକୁ ‘ପ୍ରବାହ ଚିତ୍ର’ର ଉପଯୁକ୍ତ କୋଠରିରେ ରଖ ।)

• Chellappa’s decision to send Chinni to school and Ammu to be a maid.
• Mrs Mohan’s interest and thought to open a school for unfortunate girls like Ammu.
• Ammu’s wish to go to school like his brother, Chinni.
• Mrs Mohan’s final decision to teach Ammu and beginning of Ammu’s ‘Alphabet learning’.
• Mrs Mohan’s realisation about Ammu’s interest for study.

Answer: (ଉତ୍ତର)

IV. Column ‘A’ below names the important characters in the story. And column ‘B’ lists some words and phrases which describe them. You will match each character with the words/phrases that describe it. One is done for you.
(ନିମ୍ନରେ ସ୍ତମ୍ଭ ‘A’ରେ ଗପରେ ଥିବା ପ୍ରଧାନ ଚରିତ୍ରମାନଙ୍କ ନାମ ଅଛି ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ସେମାନଙ୍କୁ ବର୍ଣ୍ଣନା କରୁଥିବା କେତେକ ଶବ୍ଦ ବା ଶବ୍ଦପୁଞ୍ଜର ତାଲିକା ଅଛି । ତୁମେ ପ୍ରତ୍ୟେକ ଚରିତ୍ରକୁ ସେମାନଙ୍କୁ ବର୍ଣ୍ଣନା କରୁଥିବା ଶବ୍ଦ ବା ଶବ୍ଦପୁଞ୍ଜ ସହ ମିଳାଇବ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Column ‘A’		Column ‘B’
1.	Chellappa	poor polite
		widow motherless girl
2.	Ammu	old
		watchman
		owner
		kind
		helping uncaring maid
3.	Mrs Mohan	slim
		love for books a young girl educated illiterate servant grey haired

Answer:

Column ‘A’	Column ‘B’
1. Chellappa	poor watchman
	uncaring illiterate
	servant
2. Ammu	motherless girl
	maid
	love for books
3. Mrs Mohan	a young girl polite widow
	old
	owner kind helping slim educated grey haired

BSE Odisha 9th Class English The First Step Important Questions and Answers

Answer The Following In A Sentence:

Question 1.
Which character do you like most?
Answer:
We like the character of Mrs. Mohan the most.

Question 2.
How did the writer indicate the serious social problem and suggest solution to it?
Answer:
All parents should be very conscious about sending their girl-children to schools. All educated people should make it a point to impart education to unfortunate girls in our country.

Question 3.
Who were Ammu’s family members?
Answer:
Chellappa, Ammu and Chinni were the family members of Ammu.

Question 4.
Why was Ammu unhappy?
Answer:
Ammu’s father told her to work as a maid in the new owner’s house to get money for her little brother, Chinni’s study.

Question 5.
Who was Mrs. Mohan?
Answer:
Mrs. Mohan was a retired headmistress.

Question 6.
Who was Ammu? Why did she remember her mother?
Answer:
Ammu was a ten-year-old innocent and poor girl.

Question 7.
Who was Chellapa?
Answer:
Chellapa was a poor man.

Question 8.
What did he do?
Answer:
He was working as a watchman at the big house on the hill.

Question 9.
How did Mrs Mohan help Ammu?
Answer:
Mrs Mohan came to know that Ammu was interested to study. So she decided to teach her at home.

Answer The Following In A Word Or A Phrase:

Question 1.
“Well, shall we begin today,” who asked this?
Answer:
Ammu

Question 2.
What was Ammu’s first step towards her goal?
Answer:
starting education

Question 3.
What is the slogan of the day?
Answer:
Education for all

Question 4.
What is the name of Ammu’s father?
Answer:
Chellappa

Question 5.
Who was Chinni?
Answer:
Ammu’s little brother

Question 6.
What drew Ammu like a magnet?
Answer:
the bookcase

Question 7.
“I will have to sort out all the books.” Who said this?
Answer:
Mrs Mohan

Question 8.
“Girls should go to school.” Who told this?
Answer:
Mrs Mohan

Fill In The Blanks:
1. Ammu’s father was asked to select a __________.
Answer:
reliable maid

2. The owner of the big house died a __________ of months ago.
Answer:
couple

3. Ammu’s father was a ___________ at the big house on the hill.
Answer:
watchman

4. The people in the neighborhood wondered when the __________ would come to live here.
Answer:
new owner

5. Money was needed to send ____________ to school.
Answer:
Chinni

6. According to Chellappa, Ammu will get married before she finishes the _________.
Answer:
third grade

7. Ammu’s father retorted, Chinni will get a job if he is _______________.
Answer:
educated

8. Ammu thought her mother would have let Ammu go to school at least to learn the _____________.
Answer:
alphabet

9. Ammu’s father wants the new owner to get a _______________.
Answer:
good impression

10. Ammu and his father lived in ___________ of the big house.
Answer:
servants quarters

11. The owner of the big house was a slim __________ lady, dressed in a spotless white saree.
Answer:
grey haired

12. The name of the new owner was ___________.
Answer:
Mrs Mohan

13. Mrs Mohan was a _____________.
Answer:
widow

14. Mrs Mohan’s daughter lived in ____________.
Answer:
Bombay

15. Ammu fingered ____________ lovingly and gazed at them.
Answer:
books

16. Mrs Mohan ____________ not to have noticed the book in Ammu’s hand.
Answer:
pretended

17. Chinni was Ammu’s ___________.
Answer:
younger brother

18. Ammu’s voice had a ____________ when she told that her father was going to send Chinni to school.
Answer:
tremor

19. According to Chellappa if Chinni is educated, it will help him to __________.
Answer:
get a good job

20. Mrs Mohan realized that she had to get through ___________somehow.
Answer:
Ammu

21. Mrs Mohan decided to start a school for unfortunate girls like ___________.
Answer:
Ammu

22. Ammu was taken aback by her employer ____________.
Answer:
kind ways

23. Ammu began crying because she knew that her ___________ would never agree.
Answer:
father

24.’ Mrs Mohan was a ___________.
Answer:
retired teacher

Multiple Choice Questions With Answers :

Question 1.
“Well, shall we begin today,” who asked this?
(A) Mrs Mohan
(B) Chellappa
(C) Ammu
(D) none of these
Answer:
(C) Ammu

Question 2.
‘Chores’ means ___________.
(A) routine task
(B) dull task
(C) exciting task
(D) useless task
Answer:
(A) routine task

Question 3.
At first Mrs Mohan began to teach Ammu with ___________.
(A) letters
(B) words
(C) alphabet
(D) numbers
Answer:
(C) alphabet

Question 4.
Ammu went home in a ____________ after starting her study.
(A) happy daze
(B) cheering mood
(C) unhappy daze
(D) sorrowful mood
Answer:
(A) happy daze

Question 5.
Ammu had taken the first step towards her goal because she had already started her ___________.
(A) study
(B) earnings
(C) work
(D) teaching
Answer:
(A) study

Question 6.
Mrs Mohan went to the kitchen and set aside ___________ for Ammu.
(A) tiffin
(B) food
(C) tea
(D) milk
Answer:
(B) food

Question 7.
Ammu was a girl of ___________ years old.
(A) eight
(B) nine
(C) ten
(D) eleven
Answer:
(C) ten

Question 8.
What is the name of Ammu’s father?
(A) Chhellapa
(B) Chellappa
(C) Chelapa
(D) Chelappa
Answer:
(B) Chellappa

Question 9.
Ammu’s father was a ____________ at the big house on the hill.
(A) watchman
(B) sweeper
(C) servant
(D) caretaker
Answer:
(A) watchman

Question 10.
Money was needed to send ____________ to school.
(A) Chinni
(B) China
(C) Ammu
(D) Chinu
Answer:
(A) Chinni

Question 11.
Ammu’s father retorted, Chinni will get a job if he is ______________.
(A) studied
(B) educated
(C) learned
(D) taught
Answer:
(B) educated

Question 12.
Ammu thought her mother would have let Ammu go to school at least to learn the ____________.
(A) third grade
(B) alphabet
(C) words
(D) all the above
Answer:
(B) alphabet

Question 13.
The owner of the big house was a slim _________ lady, dressed in a spotless white saree.
(A) grey haired
(B) white haired
(C) black haired
(D) curly haired
Answer:
(A) grey haired

Question 14.
The name of the new owner was ____________.
(A) Mr Mohan
(B) Mrs Mohan
(C) Mrs Das
(D) Mrs Mahajan
Answer:
(B) Mrs Mohan

Question 15.
Mrs Mohan’s daughter lived in ______________.
(A) Bombay
(B) Delhi
(C) Chennai
(D) Kolkata
Answer:
(A) Bombay

Odisha State Board CHSE Odisha Class 11 Political Science Solutions Unit 3 Indian Constitution Short Answer Questions.

CHSE Odisha 11th Class Political Science Unit 3 Understanding Political Theory Short Answer Questions

Short Question With Answers

Question 1.
What were the functions of the constituent assembly of India?
Answer:
The constitution assembly was formed to prepare the new constitution of India and To act as the union legislature till the new parliament was formed.

Question 2.
What was the importance of the Drafting committee?
Answer:
The drafting committee played an important role in drafting the new constitution of India. It was the future ruling pattern of India.

Question 3.
What do you mean by objective resolution?
Answer:
Objective resolution refers to the aims and objectives of the constitutional frames expressed in the form of a resolution. It was approved by the constituent assembly on 22nd January 1947.

Question 4.
Why Indian constitution has been so large?
Answer:
The constitution of India is so large because it contains provisions both for the union government and states. The length of the constitution increased in view of the detailed analysis of every provision to make it clear to the people.

Question 5.
What is an ideal constitution?
Answer:
An ideal constitution is a document that has the ability to develop and V change in accordance with changes in time and circumstances. Its language must be simple clear andunamigous

Question 6.
What is the preamble?
Answer:
A preamble is a brief introduction about the constitution. It contains ideals and objectives of the constitution in a nutshell.

Question 7.
What does the term we the people of India imply?
Answer:
The term we the people of India implies the source of the constitution and its democratic character. It was framed by a group of representatives of Indian people.

Question 8.
What are the main sources of the constitution?
Answer:
The Government of India Act. 1935. The parliamentary statutes and debates. The constitution of UK, Canada, Australia, Ireland, Germany, Spain and South Africa etc.

Question 9.
Why India is called a secular state?
Answer:
India is called a secular state because
There is no state religion in India and All religious communities are treated equally by the state. People enjoy the freedom of religion and worship.

Question 10
Why India is called a sovereign state?
Answer:
India is called a sovereign state because it is independent and free from the influence of any foreign country. The decision of the government of India is found delating internal administration and foreign policy.

Question 11.
Why India is called a socialist state?
Answer:
India is called a socialistic state because, it seeks to provide social, economic, and political justice to the people. The government gives priority to the public sector and seeks to abolish economic exploitation and provide basic minimum needs to all.

Question 12.
Why India is called a democracy?
Answer:
India is called a democracy because the constitution has set up parliamentary representative democracy in India. The people enjoy fundamental rights and the media and judiciary remain free from Govt, control.

Question 13.
Why India is called a Republic?
Answer:
India is called a republic because the head of state, the president is elected by the people indirectly Again any ordinary citizen can contest and assume the office of the president of India.

Question 14.
Why Indian constitution is called an enacted constitution?
Answer:
Indian constitution is called an enacted constitution because it was ‘ framed by a constituent assembly.’ It was enacted on 26th November 1949 by the constituent assembly.

Question 15.
India is a union of states?
Answer:
Art. 1 declares India as a union of states. That means the federal structure of ” India can’t be changed by the decision of states.

Question 16.
Why India is called a quasi-federal state?
Answer:
Prof. K.C. where describes India as a quasi-federal state. It means that India is organized on federal lines but it works as a unitary state.

Question 17.
Is the Indian constitution rigid?
Answer:
Indian constitution can’t be considered exclusively either as a rigid or flexible constitution. The procedure of amendment is a mixture of both rigidity and flexibility.

Question 18.
What is single citizenship?
Answer:
Single citizenship means only the union government has the power to grant citizenship. It is found in a unitary state, but in India single citizenship is preferred to maintain national unity and integrity.

Question 19.
What is judicial review?
Answer:
Judicial review refers to the power of the supreme court to examine the constitutional validity of the law. If it finds any law or decision violating the constitution the court declares such law unconstitutional.

Question 20.
What do you mean by fundamental rights?
Answer:
The fundamental rights are the most valuable rights which are mentioned in part – III of the constitution. These rights are justiciable in nature, therefore in case of violation, the court takes immediate redressal measures.

Question 21.
What is Right to Equality?
Answer:
The right to equality is a fundamental right which is guaranteed under Art 14 to 18 of the constitution. This right is available both for citizens.

Question 22.
What is equality before law?
Answer:
Equality before law means all are equal in the eyes of law. The law courts the judges and the legal system gives equal protection to all citizens.

Question 23.
Importance of Art. 19?
Answer:
Art. 19 guarantees six fundamental freedoms to Indian citizens. These include freedom of speech and expression freedom to assemble peacefully without arms, freedom of association, freedom of movement, freedom of settlement & freedom of profession trade or business.

Question 24.
Traffic in human beings?
Answer:
Traffic in human beings means exploitation and unlawful treatment of weaker sections of society. It prohibits men and upper classes from exploiting women, children, and backward classes.

Question 25.
How the fundamental rights differ from legal rights?
Answer:
The fundamental rights are guaranteed and protected by the institution, but the legal rights are protected by law. The legal rights can be amended by ordinary legislation, but fundamental rights can be amended only by constitutional amendment.

Question 26.
Which fundamental rights are available both for citizens and aliens?
Answer:
Right to equality under Art. 14 and Right to life liberty and property under Art. 21 are available both for citizens and aliens

Question 27.
Right to education?
Answer:
Right to education is now a fundamental right under Art. 21 (A) It is inserted into the fundamental rights by the 86th amendment act. 2002. It provides for free and compulsory education to all children below 14 years of age.

Question 28.
Right against exploitation?
Answer:
This right is guaranteed under Art. 23 and 24 of the constitution. It seeks to give protection to the weaker sections of society, including women, children and backward classes from the exploitation of rich and male-dominated society.

Question 29.
What is protective discrimination?
Answer:
The constitution of India under Art. 15 (3) and provide for protective discrimination. It enables the scheduled castes, scheduled tribes, women- and backward classes to avail special reservations in admission to educational institutions and in public service.

Question 30.
Habeas Corpus?
Answer:
Habeas Corpus is a writ issued by a superior court against any public authority. It is issued against unlawful arrest and detention.

Question 31.
Mandamus?
Answer:
The writ of Mandamus is issued by a superior court to any person or ‘ public authority to perform a legal duty. It is a direction to perform ministerial acts.

Question 32.
What is Prohibition?
Answer:
The writ of prohibition is issued either by Supreme Court or High Court to an inferior court against excessive jurisdiction. It prevents a lower court from handling cases beyond the jurisdiction

Question 33.
Certiorari?
Answer:
A certiorari is a writ issued by the superior court to any lower court against excessive jurisdiction. It is issued to quash the order and decision of the court or tribunal.

Question 34.
Quo-Warranto?
Answer:
The writ of quo warm to is issued by a superior court to any public authority against the illegal assumption of public office. It prohibits illegal appointments to public service.

Question 35.
Importance of Art. 32?
Answer:
The Indian Constitution Under Art. 32 grants right to constitutional remedies. As per the article, in the case of. violation of the fundamental rights of a citizen, he can move to the Supreme Court for immediate redressal.

Question 36.
Objectives of Directive Principles?
Answer:
The objectives of directive principles of state policy are To make India a welfare state and To create conditions for socio-economic democracy in India.

Question 37.
Fundamental-Duties?
Answer:
The fundamental duties are the moral responsibilities of the citizens towards the state. These are non-justiciable in nature.

Question 38.
Right to the property?
Answer:
The right to property was a fundamental right up to 1978, but it was deleted in 1978 by 44th Amendment Act. Now it is a legal duty under Art. 300 A.

Question 39.
Right to Education?
Answer:
Right to Education is a fundamental right under Art. 21 (A). It provides for free and compulsory education to all children belonging to the age group of 6 to 14 years.

Question 40.
Right to life?
Answer:
Right to life is a fundamental right under Art. 21. It states that no one shall be deprived of his life and liberty except, according to procedure established by law.

Question 41.
Right to Information Act. 2005?
Answer:
The Right to Information Act, 2005 seeks to promote transparency and accountability in the working of the government. It helps in containing corruption and makes the citizens aware about the activities of the government.

Question 42.
What is preventive detention?
Answer:
The constitution of India under Art 22 provides for preventive detention of criminal and anti-socials beyond 24 hours. Under this provision any person whose presence is apprehensive of creating social disorder and violence, he may be kept under legal custody for three months even without violating law.

Question 43.
What constitutes the basic structure of the constitution?
Answer:
Basic structure comprises of some values ideals and principles of the constitution which lay its foundation, According to eminent justice, it includes parliamentary democracy, fundamental rights, preamble, secularism, republican model, independent judiciary and centralized federation, etc.

Question 44.
What is free legal aid?
Answer:
The constitution of India under Art. 39A under the Directive Principle makes provision for free legal aid to the poor and underprivileged sections of society; Under the provision, the state government bears the cost of fighting legal battles against those exploiting women, poor and distressed people.

Question 45.
Constituent Assembly of India?
Answer:
The new constitution of India was framed by die constituent Assembly, (b) It comprises of all the eminent lawyers. Intellectuals, social activists, and political leaders of India of that time. It was a representative body that prepared the constitution within 2 years 11 months and 18 days. It played the role of parliament till the new parliament was elected. Its members were elected indirectly by the provincial legislatures on the basis of population.

Question 46.
Cabinet mission plan?
Answer:
Cabinet mission. came to India in the year 1946 to discuss about the grant of independence to India. Prime minister clement allee sent three of his cabinet minister, Sir Stafford Cripps, A’.V. Alexander and Lord Pathik Lawrence as members of the mission. The mission held discussions with Indian leaders, leaders of the Muslim League, and administrators about the ways and means to concede independence. The mission proposed for a ‘Constituent assembly to be formed to prepare the new constitution of India. It recommended for a federal setup in India with Indian provinces and princely states.

Question 47.
Drafting committee?
Answer:
The drafting committee was instrumental for framing the new. constitution of India. It comprises of Dr. B .R.Ambedkar as the chairman and N. Gopalswamy Ayengarm, Alladi Krishnaswamy, Nyer, K.M. Munsi, Mahammad Saddik, N. Madhab Rao and T.T. Krishiiamachari as members. This committee prepared the draft of the whole constitution and got it approved. It had 55 sessions continuing for 114 days and on 4th November 1948 submitted the draft constitution for approved. Dr. Ambedkar played a leading role as its chairman for which he is regarded as the father of Indian constitution.

Question 48.
Objective Resolution?
Answer:
Objective Resolution of the constituent Assembly was initiated by Pandit Nehru on 13th December 1946. It was approved on. 22nd January 1947 by the constituent assembly. This resolution contained the aims and aspirations of the founding fathers relating to the future of India. It proposed to make India, a sovereign Independent Republic. Besides, it also resolved to ensure social political and economic justice to the people of India along with liberty and equality.

Question 49.
Write at least five important features of Indian Constitution?
Answer:

• Longest written constitution.
• A balance between rigidity and flexibility
• Federal in form but unitary in spirit
• Parliamentary democracy; and
• Secular State

Question 50.
What does the preamble to the constitution imply?
Answer:
The preamble implies an introduction to the Constitution. It embodies the objective, ideals, sentiments and aspirations of the nation. It is a key to understanding the nature and spirit of the Indian Policy. It speaks about the source of the Constitution and the date of its adoption. The preamble indicates the general purpose for which people have ordained and established Constitution.

Question 51.
What are the source of the Indian Constitution?
Answer:
The contents of the Indian Constitution have been derived from different sources out of which the important ones are given below.
The Government of India Act, of 1935 has been the most important source of the Constitution. The British Constitution has influenced it the most. The fundamental rights have come from the American constitution. The Irish constitution, the Weimar Constitution of Germany the Canadian Constitution and the Constitution of the South African Republic have also influenced the Indian Constitution.

Question 52.
How does the Preamble depict the characteristics of Indian Constitution?
Answer:
The preamble outlines the following characteristics of Indian Constitution. India is a sovereign independent community. India is a republic. India has a democratic form of government. The constitution ensures justice, liberty, equality and fraternity. It seeks to harmonize dignity of the individual with unity of the nation. It establishes popular sovereignty and seeks to follow socialistic and secular principles.

Question 53.
India is a Sovereign Socialist Secular Democratic Republic Discuss?
Answer:
The Preamble reads India as a Sovereign, Socialist Secular Democratic Republic. India is sovereign both internally and externally and it believes in socialistic principles. India has no state religion and the Constitution grants equal status to all religions. Indian policy is organized on democratic principles and the President being the head of state is elected hence it is a republic.

Question 54.
Why is Indian Constitution so long?
Answer:
Indian constitution is the longest written Constitution in the world having 395 Articles and 12 Schedules. The factors responsible for the extra length of the Constitution are as follows. The constitution is meant both for the Union and the States. Everything in the Constitution has been discussed in detail.

The diversity of the Indian culture necessitated special provisions for which the Constitution has been so long. Besides the above factors, detailed chapters on fundamental rights, Directive Principles, emergency provisions, center-state relations and fundamental duties have added to the size of the constitution.

Question 55.
Why is Indian Constitution supposed to be a bag of borrowings?
Answer:
The Indian Constitution was framed following the major democratic constitution of the world. The British Constitution America, Irish, Australian and Canadian Constitutions, etc. have significantly influenced the framers, but that does not mean that the principles and ideals of the Constitution are borrowed: The framers have borrowed most of the provisions from Western countries and modified them to suit to Indian conditions and the people. It will be wrong to brand as a borrowed constitution.

Question 56.
Indian Constitution is federal in form but unitary in spirit. Discuss?
Answer:
Indian constitution has designed the country on the principles of a federation but it works more or less as a unitary state. The framers adopted a federal form of government on account of its vastness but declared it as a union of states. Despite all federal features, the union government is given an upper hand in every sphere. The union Govt enjoys more powers and it can at times change the federal structure into a unitary one. The framers have made a happy blend between unitarism and federalism for which it is supposed to be federal in form but unitary in spirit.

Question 57.
Why is India called a Quasi Federal State?
Answer:
A quasi-federal state is one which is neither completely unitary nor federal in character. Prof. K.C. where has criticized India’s federal character as was quasi-federal. India is organized on the basis of the federation but works on unitary lines. The union government enjoys more powers than the states and the framer can suspend the state government on various grounds. The Union Govt, through the office of the Governor, All India Services, Planning Commission, National Development Council and Finance Commission, etc. can influence the Govt, at the state. Therefore, India is called a quasi-federal state.

Question 58.
Is Indian Constitution a rigid one?
Answer:
No, Indian Constitution does not come along the lines of a rigid Constitution as that of the U.S.A. Most parts of the Constitution can be amended by simple procedure of legislation. Only the federal features of the Constitution are rigid. Those matters can be amended if a majority of both houses of Parliament coupled with the 2/3rd majority of those present and voting support the motion.

Therefore, the Constitutional amendment is sent to the state legislatures for ratification. If at least half of the states approve the proposal the amendment is effected. This rigid procedure applies only to a few items.

Question 59.
Indian Constitution is flexible. Discuss?
Answer:
A flexible Constitution is one which can be amended easily, by the simple procedure of legislation. Most parts of the Constitution can be amended Iggy this process but there are still important matters which need to be amended by the rigid process. As the constitutional framers have made a compromise between rigidity and flexibility it can not be described as i flexible Constitution.

Question 60.
Briefly state the Preamble of the Indian Constitution?
Answer:
The Preamble of the Indian Constitution reads as follows: “WE ‘THE PEOPLE OF INDIA” laving solemnly resolved to constitute India intoa SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC AND TO SECURE TO ALL ITS CITIZENS. JUSTICE, Social, Economic and Political LIBERTY of thought, expression, faith, belief and worship.

EQUALITY of status and opportunity, land to promote among them all FRATERNITY assuring the dignity of the individual and the unity and integrity of the nation. IN OUR CONSTITUENT ASSEMBLY, this twenty-sixth day of November 1949, do hereby ADOPT ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.

Question 61.
What is the importance of the term ‘We the people of India’?
Answer:
The Preamble starts with the phrase ‘We the people of India which illustrates that the people of India are the maker of the Constitution. It speaks about the representative character of the Constitution and accepts people as the ultimate sovereign. The constitution is a popular document which is not imposed on the people but deliberately prepared by a representative Constituent Assembly.

Question 62.
Is India is a sovereign state?
Answer:
Yes, India is a sovereign state and the preamble of the constitution declares about its sovereign character. Internally and externally. India is supreme. Externally, the country is free from any outside authority and it has accepted the membership of international organizations voluntarily internally, it is competent to adopt its domestic policies and regulate the behavior of its nationals and organizations.

Question 63.
Is India is a Secular State?
Answer:
Yes, India is a secular state. A secular state is one which is neither anti-religious nor irreligious. It grants equal status and freedom to, all religions. There is no state religion in India and no religious discrimination is practiced. The Constitution has guaranteed right to freedom of religion to the citizens which symbolizes the secular character of the constitution.

Question 64.
Why is lndia called a democratic republic?
Answer:
The Preamble declares India as a democratic republic. The Indian political system is organized on a comprehensive democratic basis. The parliament and the state legislature are elective bodies and the franchise is extended to all adult citizens universally. The Govt, of India, is elected by the people periodically and remains. responsible.to them. It is a republic because the President being the head of State is elected indirectly. Thus India is called a democratic republic.

Question 65.
Is India a Welfare State?
Answer:
Yes, India is a secular state ordained under Art. 38 of the Constitution. The Directive Principles also embody the principles of a welfare state. The constitution states that the ownership and control of material resources shall be distributed equally to subserve common good. The Govt provides special assistance to the educationally, and economically backward sections of the community. The five-year plans and the socialistic principles are implemented in the country to make India a welfare state.

Question 66.
What is single citizenship?
Answer:
Single citizenship means that in India the power to grant citizenship has been conferred upon the union government only. The state has no authority in this regard. All citizens residing anywhere within India irrespective of their residence or place of birth, are the citizens of India. This idea is supposed to promote a sense of unity among Indians.

Question 67.
What are the five pillars of the Constitution?
Answer:
The five pillars of the constitution are

• the election commission,
• the Finance Commission
• the Union Public Service Commission
• the Attorney General and
• the Auditor-General of India.

These constitute the heart of the democratic structure.

Question 68.
What are the basic philosophy of the Constitution?
Answer:
The basic principles embodying the philosophy of the constitution are as follows:

• Popular sovereignty,
• Federal system
• Fundamental rights of the citizens,
• Directive principles of state policy,
• Judicial independence
• Parliamentary system
• Supremacy of the Union Government.

Question 69.
How the Indian Constitution can be amended?
Answer:
The Indian constitution can be amended by the Parliament under Art. 368. The parliament by required majority can make addition, variation or repeal any provision of the constitution. Such a proposal can be initiated in either House of Parliament and after approval, it is submitted to the President for assent. The President, can’t reject such a proposal and after President’s assent, necessary amendments may be effected.

Question 70.
Why India is called a socialist state?
Answer:
India is called a socialist state, because of the following reasons. The Govt, of India, acts on socialistic lines. The Govt is committed to securing socio-economic and political justice to the people by ending all forms of exploitation. It undertakes economic planning to ensure equitable distribution of wealth and income.

Question 71.
What is the importance of the Preamble to the constitution?
Answer:
A preamble is an introduction to the constitution. It underlines the philosophical foundations of the constitution and its objectives. It outlines in a nutshell the ideals and objectives of our constitution. It lays down the pattern of our political setup, that is to make India a sovereign, socialist, secular, democratic republic. It speaks about the source of constitution And the date of its, adoption.

Question 72.
Is, the Preamble a part of the constitution?
Answer:
This is a controversial question. As per the decision of the Supreme Court on the transfer of the Berubari Union and exchange of Enclaves, the Preamble is not a part of the constitution. But the apex court modified its decision: in the Keshavananda Bharati case and regarded the preamble as a part of the constitution. In fact, it forms a part of the basic structure as it defines the. structure and philosophy of the constitution.

Question 73.
How the Constitution of India has safeguarded the interests of S.Cs and STs?
Answer:
The Indian constitution under Part XVI has specified special provisions for safeguarding the interests of Scheduled Castes Under Art – 330 seats have been reserved for them in the Lok Sabha and under Art. 331 and 332 in the State Legislatures. They are given special facilities to join public service, to get promotions, and to get admission into colleges, universities, and- professional institutions.

Question 74.
Which four new languages have been added to the VIIIth Schedule by the 100th Amendment Act?
Answer:
The four languages which have got an entry into the VIIIth Schedule by the 100th Amendment Act are, Bodo, Dogri, Maithili and Santhali.

Question 75.
Name five major sources of Indian Constitution?
Answer:
The five major sources of Indian Constitution are:

• The Govt, of India Act, 1935
• Provisions of foreign constitutions.
• Records of debates and discussions in the constituent Assembly.
• Parliamentary statutes and judicial decisions.
• The ideals and values of freedom struggle.

Question 76.
86th Constitutional Amendment, 2002?
Answer:
The Parliament passed the 86th Amendment Act, in 2002. It provides for Inclusion of Art. 21 (A) Whereby all children under the age group of 6 to 14 years of age are given the fundamental right of free and compulsory education. It added a new duty in Art. 51(A) increasing the number to 11. By this amendment, it has become the duty of the parents to send their children from 6 to 14 years of age to school.

Question 77.
What do you mean by fundamental Rights?
Answer:

• Fundamental Rights are those rights guaranteed in the constitution.
• It ensures the development of individual personality.
• These rights are guaranteed and protected by the state.
• The fundamental rights are superior to ordinary laws.
• These rights are the bedrock of Indian democracy.
• The Government cannot make laws violating any of these rights.

Question 78.
Name the six Fundamental Rights?
Answer:

• Right to Equality
• Right to Freedom
• Right against Exploitation
• Right of Freedom of Religion
• Educational and Cultural Rights
• Right to Constitutional Remedies

Question 79.
What do you mean by Right to equality?
Answer:
Right to equality is the first fundamental right guaranteed to the citizens. It refers to equality before law and equal protection of laws. If eliminates the possibility of all discrimination against a citizen on grounds of religion, race, sex, caste or place of birth. It guarantees equality of opportunity to all in matters of public employment. It seeks to abolish untouchability to ensure social equality. The constitution prohibits all titles and honors for the Indian except that of military or academic character to maintain proper equality.

Question 80.
What are the six freedom guaranteed under Art19?
Answer:
The six freedoms guaranteed under Art. 19 are:

• Freedom of speech and expression.
• Freedom to assemble peacefully without arms.
• Freedom to form associations or unions.
• Freedom to move freely throughout the territory of India.
• Freedom to reside and settle in any part of India.
• Freedom to practice any profession, occupation, trade, or business.

Question 81.
What does Right against Exploitation imply?
Answer
The right against exploitation is a fundamental right which seeks to prohibit all forms of exploitation of the children and women. It prohibits forced labor and traffic in human beings. It prevents child below 14 years to be employed in any factory or mine where there is danger to life. It also opposes the illegal use of women for immoral purposes. This right is meant for the weaker sections of the community.

Question 82.
What does the Right to Freedom of Religion imply?
Answer:
The Right to Freedom of Religion implies secular character of the state. It has been explained under four articles:

• Art. 25 states that all persons are equally entitled to freedom of conscience and the right to profess, propagate or practice any religion.
• Art. 26 grants the freedom to establish and maintain religious institutions for religious or charitable purposes.
• Art. 27 provides that, no person shall be ” compelled to pay any tax for the promotion of any particular religion.
• Art. 28 states that no religious instruction shall be provided in any educational institution wholly maintained by the state funds.

Question 83.
What is the meaning of Right to constitutional remedies?
Answer:
This is the sixth fundamental right which provides remedial measures for the enforcement of fundamental rights. This right is conferred under Art. 32 of the Constitution and it empowers the Supreme Court to uphold the fundamental rights of the citizens. If the fundamental rights of a citizen are violated he can move to the Supreme Court under Art. 32 or High Court under Art. 226 for redressal. The court can issue appropriate writs to provide- relief to the affected persons.

Question 84.
What are the different kinds of writs issued by the courts for the redressal of fundamental rights?
Answer:
There are five kinds of writs issued by the courts for the redressal of fundamental rights. These writs are

• Habeas Corpus
• Mandamus
• Prohibition
• Certiorari, and
• Quo-Warranto

Question 85.
What is the purpose of the writ of Habeas Corpus?
Answer:
The writ of Habeas Corpus is issued to maintain and enforce the fundamental rights of citizens. It is a Latin word which means to have one’s own body. The purpose of Habeas Corpus is to protect a citizen from unlawful arrest and detention. If a person is arrested or detained without any valid reason the court orders for his release by issuing this writ. It preserves the liberty of a person who is confined without legal justification.

Question 86.
What for the writ of Mandamus is issued?
Answer:
The writ of mandamus is issued by the court commanding a person or authority to do his duty. This writ is used for public purposes to enforce the performance of public duties. It also enforces some privacy rights when they are withheld by the public.

Question 87.
What is prohibition?
Answer:
It is a judicial writ issued by a superior court to an inferior court to prevent the lower court from usurping jurisdiction. The writ of prohibition is meant to check the possibility of abuse in a jurisdiction. If any case pending before the court is beyond its jurisdiction, the higher court by iásue of the writ prohibits the lower cÓurt not to hear such case.

Question 88.
What is Certiorari?
Answer:
A certiorari is a writ issued by a higher court to a lower count for the withdrawal of a case from the latter to the former. Such a writ may be issued even before the trial of the court comes to know that anything beyond the jurisdiction of the court is pending for decision before it. Both the writs of prohibition and certiorari are intended to deal with complaints of excess of jurisdiction.

Question 89.
What is the purpose of Quo warranto?
Answer:
Quo-warranto is a writ which is issued to prevent the illegal assumption of public office. Quo-warrantà’means by what authority. The court issuing the writ has to consider whether there has b&n usurpation of public office or not. It has been there even before the framing of the constitution.

Question 90.
Can the Parliament of India amend the fundamental rights?
Answer:
Yes, the Parliament of India can amend any portion of the fundamental rights excluding the basis structure of the Keshavananda Bharati and others Vs the State of Kerì1a held that the f parliament has right to an end all párts of the Constitution including Part Ill without destroying the basic structure of the constitution.

Question 91.
What do you mean by Directive Principles of State Policy?
Answer:
Directive Principles of State Policy is an important feature of the Indian constitution. These principles are discussed under part IV of the constitution and they are in the nature of constitutional directions o the state and central government to implement in administration. These directives are nonjustifiable but they are considered fundamental in the governance of the country These principles intend to play a positive role in the establishment of a socialist welfare state.

Question 92.
What Is the importance of Directive Principles?
Answer:
The Directive Principles of State Policy have immense utility and importance in making every modem state welfare state. These principles set the foundation of socio-economic democracy in India. These are not obligatory, but they are positive guidelines for the states to observe and implement them in the day-to-day administration of the state. They are not enforceable in any court but they are considered fundamental in the governance of the country.

Question 93.
Name of the socialistic principles of the Directives?
Answer:
The socialistic principles of the Directives contain the following.

• The ownership and control of the material resources of the community must be distributed to subserve common good.
• There must be equal pay for equal work for both men and women.
• The operation of the economic system should not lead to concentration of wealth and means of production to common detriment.
• The health and strength of the workers and tender age of children should not be abused.

Question 94.
Mention at least three Gandhian Principles of the Directives?
Answer:

• Organization of village Panchayats and to provide them with the power of self-government.
• Promotion of educational and economic interests of the S.C. and S.T.
• Promotion of cottage industry on individual and cooperative lines in the rural sector.

Question 95.
What constitutes the liberal principles of the directives?
Answer:
The liberal principles of the directive principles include:

• Separation of executive from the judiciary in public services.
• Provision for uniform civil code throughout the country.
• Protection of monuments and objects of historical and artistic importance.
• Promotion of international peace and security and maintaining adjustable and honorable relations with nations.
• To foster respect for international law and treaty obligations and settlement of international disputes through arbitration.

Question 96.
Fundamental Duties?
Answer:
The fundamental duties are mentioned in Part – IV A, under Art – 51 (A) of the constitution. These are inserted into the text of the constitution by the 42nd Amendment Act of 1976 on the recommendations of Dr. Swaran Singh’s Committee.These are moral in character. These duties are ten in number and in 2002, the 86th Amendment has inserted another duty to the list.

Question 97.
Features of Indian Fundamental Rights?
Answer:
The basic features of Indian fundamental rights can be discussed below:

• These rights are elaborate and comprehensive.
• Both negative and positive rights.
• These rights are not absolute.
• There are certain rights for minorities.
• They are binding upon the union, states, and other state authorities.

Question 98.
Right to Education?
Answer:
The Indian Constitution by the 86 Amendment Act of 2002 has added a new fundamental right under Art.- 21 A, called right to education. Under this article, the govt provides free and compulsory education to all children from the age group of 6 to 14 years in such as manner as the state may by law determine.

Question 99.
The Fundamental Rights in India are defective in many respects.
Answer:
The constitution under part – III has prescribed a comprehensive list of fundamental rights for Indian citizens. But there are certain weaknesses inherent in these rights as are given below:

• The constitution has imposed several limitations on fundamental rights.
• These rights are coded in difficult languages.
• There are no socioeconomic rights.
• The Parliament can amend fundamental rights.
• No mention about natural rights.

Odisha State Board BSE Odisha 10th Class English Solutions Non-Detailed Chapter 5 A Great Son of India Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Non-Detailed Chapter 5 A Great Son of India

BSE Odisha 10th Class English Chapter 5 A Great Son of India Questions and Answers

LEAD – IN
Many great saints (sages: ମୁନିଋଷି) were born in India. One among these carried the teachings (ଧର୍ମବାଣୀ) of the Upanisads to the people of the world. The great and liberal philosophy of India fascinated (attracted) the audience when the young saint spoke to them in simple words but with profound (deep) faith and confidence. Here Dr Sarvapalli Radhakrishnan, the great teacher and philosopher (ଦାର୍ଶନିକ) speaks about him on the saint’s 92nd birthday. Let’s read the lesson to know more about the great son of India.

SUMMARY
The writer/philosopher Dr Sarvapalli Radhakrishnan feels pleasure to be at the August (auspicious) gathering for distributing prizes for recitation and speech competitions.

•  He has cited (exemplified) the glorious life and teachings of Vivekananda, one of the great leaders of the Indian Renaissance.
• Vivekananda like his contemporaries (ସମସାମୟିକ) didn’t preach a new system of thoughts.
• He only interpreted and conveyed ( ଜଣାଇଥିଲେ )to the world India’s religious consciousness, treasures of the past.
• Radhakrishnan in his speech, advocates (stress; ଗୁରୁତ୍ୱ ପ୍ରଦାନ କରିଛନ୍ତି) the life and teachings of Swami Vivekananda, inspired by his religious Guru Shri Ramakrishna.
• The two dominant (influential) features science and democracy have continued to stay in India.
• But it is impossible to educate the Indians to accept religious faith without rational evidence.
• Religion in the views of Radhakrishnan should sustain our faith in democracy
• Any religion that tends to divide man from man, supports privileges (opportunism; ସୁବିଧାବାଦ) exploitation, wars etc. shouldn’t be practised by us.
• The naked (open) truth in our life is the transience (କ୍ଷଣସ୍ଥାୟିତ୍ଵ) of all sorts of things including our glorious deeds, heroism, etc.
• The Upanisads give us an explanation of the fundamental problem of another world beyond ours.
• According to Vivekananda, the Vedas are not simply books but they are the accumulated ‘ treasure of spiritual laws discovered by different persons in different times.
• For him, religion is yoga, personal change, adjustment and integration.
• It is neither (not) profession of a doctrine nor intellectual orthodoxy.
• Religion is all about awakening the life of the spirit in man.
• Our intolerance germinates (is created) from our prejudicial ideas (ସଂକୀର୍ତ୍ତି ଧାରଣା ) of the systems of faith.
• But we should remember that intolerance is an expression of religious conceit, not humility.
• According to Radhakrishnan, in the name of secularism, we shouldn’t promote intolerance.
• Rather we should understand and love other religions.
• Quoting Ramakrishna, Vivekananda said, “We Hindus don’t tolerate but identify ourselves with the worship or prayers of the Mohammedans, Zoroastrians or the Christians.”
• Vivekananda protested strongly against the abuse of religion and insistence on untouchability or touch ability.
• In order to profit from the teachings of Vivekananda, we should try to build a spiritual region above the narrowed ecclesiastical views.

PART – I

I am happy to be here and distribute prizes for recitation and speech competitions. I congratulate those who have won these rewards on their achievements. The students who won the prizes and the many others who competed for them had the great opportunity of reading some of the writings of Swami Vivekananda. I have no doubt they have been impressed and inspired by what they have read. Vivekananda’s life and teachings have prepared us for the new age of freedom in which we live.

They tell us how best we can consolidate the freedom we have recently won. He was one of the great leaders of the Indian Renaissance. Like all the great teachers of India, Vivekananda did not profess to be the formulator of a new system of thought. He interpreted for us and the world India’s religious consciousness, the treasures of her past. His writings and speeches are all fortified by quotations from the Indian scriptures and the life and sayings of his great Master, that transcendent religious genius, Shri Ramakrishna.

In the short time at my disposal, it will not be possible for me to speak on more than one or two aspects of Vivekananda’s teaching. The two dominant features of our age are science and democracy. They have come to stay. We cannot ask educated people to accept the deliverances of faith without rational evidence. Whatever we are called upon to accept must be justified and supported by reason. Otherwise, our religious beliefs will be reduced to wishful thinking.

Modem man must learn ‘ to live with a religion which commends itself to his intellectual conscience, to the spirit of science. Besides, religion should be sustaining faith in democracy or race. Any religion which divides man from man or supports privileges, exploitation, and wars, cannot commend itself to us today. If we are passing through a period of the eclipse of religion, of the light of heaven, it is because religions, as they are practised, seem to be both unscientific and undemocratic. The most obvious fact of life is its transcience.

Everything in this world passes away, the written word, the painted picture, the carved stone, the heroic act. Great civilizations are subject to the law of time. The earth on which we live may one day become unfit for human habitation as the sun ages and alters. Our acts and thoughts, our deeds of heroism, and our political structures are a part of history, of becoming, or process. They all belong to the world of time. Time is symbolized in India’s tradition by birth and death.

Is this world which is a perpetual procession of events, self-sustaining, self-maintaining, self-established, or is there a Beyond underlying it, unifying it and inspiring it, standing behind it and yet immanent in it? Is it becoming all or is there being behind it? Will man annihilate nothingness or will nothingness annihilate him? This very problem, this dread, this anxiety that we have, this feeling of the precariousness of the world bears witness to the world beyond. It is a longing for life eternal in the midst of time. Because of the implicit awareness of the ultimate reality, we have a sense of godforsakenness.

ଅନୁବାଦ : ବକ୍ତୃତା ପ୍ରତିଯୋଗିତା ଓ ଗାୟନ ନିମିତ୍ତ ପୁରସ୍କାର ବଣ୍ଟନ ଓ ଏଠାରେ ନିଜର ଉପସ୍ଥିତିକୁ ନେଇ ମୁଁ ଆନନ୍ଦିତ । ମୁଁ ସେହିମାନଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଉଛି ଯେଉଁମାନେ ସେମାନଙ୍କର କୃତିତ୍ଵ ପାଇଁ ପୁରସ୍କାର ଲାଭ କରିଛନ୍ତି । ଯେଉଁ ଛାତ୍ରଛାତ୍ରୀ ପୁରସ୍କାର ଜିତିଥିଲେ ଓ ଅନ୍ୟ ଯେଉଁମାନେ ସେଗୁଡ଼ିକ ପାଇଁ ପ୍ରତିଯୋଗିତା କରିଥିଲେ, ସେମାନଙ୍କ ପାଖରେ ସ୍ଵାମୀ ବିବେକାନନ୍ଦଙ୍କର କେତେକ ଲେଖା ପଢ଼ିବାର ମହାନ୍ ସୁଯୋଗ ଥିଲା । ସେମାନେ ଯାହା ପଢ଼ିଛନ୍ତି ତାହାଦ୍ୱାରା ସେମାନେ ଯେପରି ମୁଗ୍‌ଧ ଓ ଅନୁପ୍ରାଣିତ ହୋଇଛନ୍ତି ସେଥ‌ିରେ ମୋର ସନ୍ଦେହ ନାହିଁ । ଆମ୍ଭେମାନେ ବାସ କରୁଥିବା ସ୍ଵାଧୀନତାର ନୂତନ ଯୁଗ ପାଇଁ ବିବେକାନନ୍ଦଙ୍କର ଜୀବନୀ ଓ ଧର୍ମବାଣୀ ଆମ୍ଭମାନଙ୍କୁ ପ୍ରସ୍ତୁତ କରିଛି ।

ନିକଟ ଅତୀତରେ ଆମ୍ଭେମାନେ ପ୍ରାପ୍ତ କରିଥିବା ସ୍ବାଧୀନତାକୁ କିପରି ଆମ୍ଭେ ଦୃଢ଼ ଭାବରେ ବଜାୟ ରଖୁରିବା, ସେସବୁ (ବିବେକାନନ୍ଦଙ୍କର ଧର୍ମବାଣୀ) ଆମ୍ଭମାନଙ୍କୁ ଦର୍ଶାଉଛି । ଭାରତୀୟ ନବଜାଗରଣର ସେ ଅନ୍ୟତମ ମହାନ୍ ନେତା ଥିଲେ । ଭାରତର ଅନ୍ୟ ସମସ୍ତ ମହାନ୍ ନେତାଙ୍କ ଭଳି ବିବେକାନନ୍ଦ ଏକ ନୂତନ ଚିନ୍ତାଧାରାର ପ୍ରବର୍ତ୍ତକ ରୂପେ ପ୍ରଚାର କରି ନ ଥିଲେ । ସେ ଆମ୍ଭମାନଙ୍କ ପାଇଁ ଓ ପୃଥ‌ିବୀ ପାଇଁ ଭାରତର ଧାର୍ମିକ ସଚେତନତା, ତାହାର (ଭାରତର) ଅତୀତର ଗର୍ବ ଓ ଗୌରବ ଆଦିକୁ ବ୍ୟାଖ୍ୟା କରିଥିଲେ । ଭାରତୀୟ ଧର୍ମପୁସ୍ତକ ଓ ତାଙ୍କର ମହାନ୍ ଧର୍ମଗୁରୁ ଶ୍ରୀରାମକୃଷ୍ଣ ପରମହଂସଙ୍କର ଜୀବନୀ ଓ ଧର୍ମ ଉପଦେଶଗୁଡ଼ିକରୁ ଆନୀତ ଉକ୍ତିସବୁଦ୍ୱାରା ବିବେକାନନ୍ଦଙ୍କର ଲେଖା ଓ ଭାଷଣ ସବୁ ଦୃଢ଼ୀଭୂତ ହୋଇଛି । ମୋ ପାଖରେ ଥିବା ସୀମିତ ସମୟ ମଧ୍ୟରେ ବିବେକାନନ୍ଦଙ୍କର ଅମୂଲ୍ୟ ବାଣୀର ଗୋଟିଏ ବା ଦୁଇଟି ଦିଗ ଅପେକ୍ଷା ଅଧିକ ଉପରେ ଉଲ୍ଲେଖ କରିବା ମୋ ପାଇଁ ସମ୍ଭବ ହେବ ନାହିଁ ।

ଆମ ଯୁଗର ଦୁଇଟି ପ୍ରଭାବଶାଳୀ ବୈଶିଷ୍ଟ୍ୟ ହେଉଛି ବିଜ୍ଞାନ ଓ ଗଣତନ୍ତ୍ର । ଏହି ଦୁଇଟି ଆମ ସମାଜରେ ବାସ କରିସାରିଲେଣି । ବିନା ବିଚାରଶକ୍ତି ପ୍ରମାଣରେ ଆମ୍ଭେମାନେ ଧର୍ମ ପ୍ରଚାର ବା ଧର୍ମ ଉଦ୍‌ବୋଧନକୁ ଗ୍ରହଣ କରିବାପାଇଁ ଶିକ୍ଷିତମାନଙ୍କୁ ଉପଦେଶ ଦେଇପାରିବା ନାହିଁ । ଆମ୍ଭମାନଙ୍କୁ ଯାହା ଗ୍ରହଣ କରିବାକୁ କୁହାଯାଏ, ତାହା କାରଣ ବା ବିଚାରଶୀଳତାଦ୍ୱାରା ସମର୍ଥିତ ଓ ଯୁକ୍ତିଯୁକ୍ତ ହୋଇଥିବା ଆବଶ୍ୟକ । ନଚେତ୍ ଆମ୍ଭମାନଙ୍କର ଧାର୍ମିକ ବିଶ୍ୱାସ କେବଳ ଖୁଲୀ ଚିନ୍ତାକୁ ହ୍ରାସ ପାଇବ । ଆଧୁନିକ ବ୍ୟକ୍ତି କିପରି ଗୋଟିଏ ଧର୍ମ ଭିତରେ ବାସ କରିବାକୁ ହେବ ତାହା ଶିଖୁବା ଉଚିତ; ଯେଉଁ ଧର୍ମ ତାହାର ବୌଦ୍ଧିକ ଚେତନା ଓ ବିଜ୍ଞାନ ସମ୍ପର୍କିତ ଭାବନା ମଧ୍ୟରେ ନିଜକୁ ପ୍ରଶଂସିତ କରାଏ । ଏତଦ୍‌ବ୍ୟତୀତ, ଧର୍ମ ଗଣତନ୍ତ୍ର ବା ଜାତିର ଚିରନ୍ତନ ଜୀବନରକ୍ଷକ ଭାବନା ହେବା ଉଚିତ । ଯେକୌଣସି ଧର୍ମ ଯାହା ମଣିଷ ମଣିଷ ମଧ୍ୟରେ ବିଭାଜନ ଆଣେ ବା ସୁବିଧାବାଦ, ଶୋଷଣ, ଯୁଦ୍ଧକୁ ପ୍ରୋତ୍ସାହିତ କରେ ଆଜି ନିଜକୁ ପ୍ରଶଂସିତ କରିପାରିବ ନାହିଁ ।

ଯଦି ଆମ୍ଭେମାନେ ଧର୍ମ କ୍ଷୟ ବା ସ୍ଵର୍ଗୀୟ ଆଲୋକର ଅବଧୂ ନିସ୍ପୃହତା ଦେଇ ଗତି କରୁଛି, ଏହାର କାରଣ ଧର୍ମଗୁଡ଼ିକୁ ଯେଭଳି ଗ୍ରହଣ କରାଯାଉଛି ତାହା ଅଣବିଜ୍ଞାନ ଓ ଅଗଣତାନ୍ତ୍ରିକ ମନେହେଉଛି ।
ଜୀବନର ସବୁଠାରୁ ଗ୍ରହଣଯୋଗ୍ୟ ସତ କଥା ହେଉଛି ଏହାର ଅସ୍ଥାୟିତ୍ଵ । ଏହି ପୃଥ‌ିବୀରେ ସବୁକିଛି ଯଥା ଲିଖ୍ ଶବ୍ଦ, ଅଙ୍କିତ ଚିତ୍ର, ଖୋଦିତ ପଥର, ବୀରତ୍ଵ କାର୍ଯ୍ୟ ଅପସରି ଯାଉଛି । ବୃହତ୍ ସଭ୍ୟତା ସବୁ ସମୟର ନିୟମାଧୀନ । ଆମ୍ଭେ ଯେଉଁ ପୃଥ‌ିବୀ ଉପରେ ବାସ କରୁଛୁ ତାହା ସୂର୍ଯ୍ୟ ବୟସ୍କ ହେବା ଓ ପରିବର୍ତ୍ତିତ ହେବା କାରଣରୁ ମାନବୀୟ ବସବାସ ପାଇଁ ଅନୁପଯୁକ୍ତ ହୋଇପଡ଼ିବ । ଆମ୍ଭମାନଙ୍କର କାର୍ଯ୍ୟ ଓ ଚିନ୍ତାଧାରା, ଆମ୍ଭମାନଙ୍କର ବୀରତ୍ଵ କାର୍ଯ୍ୟାବଳୀ, ଆମ୍ଭମାନଙ୍କର ରାଜନୈତିକ ଢାଞ୍ଚା ଇତିହାସର ଏକ ଅଂଶ ଅଟେ; ଭବିଷ୍ୟତରେ ହେବାର ବା ପ୍ରକ୍ରିୟାର । ସେସବୁ ସମୟ ସମ୍ବନ୍ଧୀୟ ପୃଥ‌ିବୀର ଅନ୍ତର୍ଭୁକ୍ତ ।

ଭାରତୀୟ ପରମ୍ପରାରେ ଜନ୍ମ ଓ ମୃତ୍ୟୁକୁ ସମୟଦ୍ବାରା ପ୍ରତୀକାତ୍ମକ ଭାବରେ ଗ୍ରହଣ କରାଯାଇଥାଏ । ଇଏ କ’ଣ ସେଇ ପୃଥ‌ିବୀ ଯାହା ହେଉଛି ସୁରକ୍ଷାକାରୀ, ସୁରକ୍ଷଣାବେକ୍ଷଣକାରୀ, ସୁପ୍ରତିଷ୍ଠିତ ଘଟଣାବଳୀର ଏକ ଚିରନ୍ତନ ପ୍ରକ୍ରିୟା କିମ୍ବା ଏହାର ଊର୍ଦ୍ଧ୍ବରେ ଏହାକୁ ଗୁରୁତ୍ୱ ଦେଉଥ‌ି, ଏହାକୁ ଏକତ୍ର କରୁଥ‌ିବା ଓ ଏହାକୁ ପ୍ରେରଣା ପ୍ରଦାନ କରୁଥିବା, ଏହା ପଛରେ ଠିଆ ହୋଇଥିବା ଏବଂ ତଥାପି ଏହା ଭିତରେ ସର୍ବବ୍ୟାପକତା ଅଛି ? ପୃଥ‌ିବୀ କ’ଣ ଆମ୍ଭମାନଙ୍କ ପାଇଁ ସବୁକିଛି ହୋଇଯାଉଛି ବା ଏହା ପଛରେ କିଛି ଅଛି ? ମଣିଷ କ’ଣ କିଛି ନ ଥ‌ିବାର ସ୍ଥିତିକୁ ସମୂଳେ ଧ୍ଵଂସ କରିବ ବା କିଛି ନ ଥୁବାର ସ୍ଥିତି ମଣିଷକୁ ସମୂଳେ ଧ୍ଵଂସ କରିବ ? ଏହି ସମସ୍ୟା, ଏହି ଭୟ, ଏହି ବ୍ୟାକୁଳତା ଯାହାସବୁ ଆମ୍ଭମାନଙ୍କଠାରେ ରହିଛି, ପୃଥ‌ିବୀର ବିପନ୍ନ ଅବସ୍ଥାର ଏହି ଅନୁଭୂତି ପାରତ୍ରିକ ଜଗତ ପାଇଁ ସାକ୍ଷୀ ବହନ କରିଥାଏ । ସମୟର ଅନ୍ତରାଳରେ ଏହାହିଁ ଜୀବନକୁ ଚିରନ୍ତନ କରିବାର ଅଭୀପ୍‌ସା ।

Word Meaning / Glossary:
recitation – act of recitation (ଆବୃତ୍ତି)
consolidate – strengthen (ମଢ଼ୀଭୂତ କରିବା)
Renaissance – Reawakening ( ନଜାଗରଣ
interpreted – illustrated (ବ୍ୟାଖ୍ୟା କଲେ)
treasures – heritage (ଐତିହ୍ୟ)
are fortified – are strengthened (ଶକ୍ତିଶାଳୀ )
transcendent – superior (ସର୍ବୋତ୍କୃଷ୍ଣ)
genius – exceptional, great ( ଅସାଧାରଣ ଧୀଶକ୍ତି ସମ୍ପନ୍ନ ବ୍ଯକ୍ତି)
rational – related to reason
evidence – proof (ପ୍ରମାଣ)
intellectual – of intellect (ବୌଦ୍ଧିକ)
commend – praise (ପ୍ରଶଂସା କରିବା )
eclipse – decay
deliverance – profession
faith – religion
obvious fact – clear thing ((ସ୍ପଷ୍ଟ ସତ୍ୟ))
transience – temporariness (କ୍ଷଣିକତା)
wishful – mercurial
habitation – living
alters – changes (ବଦଳୁଛି)
perpetuàl – eternal (ଶାଶ୍ୱତ)
self-sustaining – supporter of oneself
unifying – uniting (ଏକତ୍ର କରି)
immanent – ever-pervading
annihilate – destroy completely (ସମୂଳେ ଧ୍ଵଂସ କରିବା)
precariousness – seriousness (ଶୋଚନୀୟତା)
implicit – implied though not expressed
godforsakeness – inaetiyeness (ଅନାକର୍ଷଣୀୟତା)
longing – desire
dread – fear
scriptures – holy books
sayings – teachings
transcendant – supreme
fundamental – basic

Comprehension Check

Question 1.
Who is the speaker?
Answer:
Dr Sarvapalli Radhakrishnan is the speaker.

Question 2.
On what occasion does he speak?
Answer:
He speaks on the occasion of a seminar organised for the honour of Swami Vivekananda’s 92nd birthday.

Question 3.
What does the ‘treasure of her past’ refer to?
Answer:
The “treasure of her past” refers to India’s glorious heritage (ଗୌରବମୟ ଐତିହ୍ୟ) and tradition of the past.

Question 4.
Where did Vivekananda collect the treasure?
Answer:
Vivekananda collected the treasure from the Indian scriptures and the life and sayings of his great religious reformer (ସଂସ୍କାରକ) Shri Ramakrishna.

Question 5.
How are religion and science interrelated?
Answer:
Religion and science are interrelated (ଆନ୍ତଃସମ୍ପର୍କିତ) because modem man must leam to live with religion with his intellectual conscience and the spirit of science.

Question 6.
Why should religion be the maintaining faith in democracy?
Answer:
Religion should be the maintaining faith in democracy because religious beliefs must be justified and supported by reason.

Question 7.
What could be the reason for the eclipse of religion?
Answer:
The reason for the eclipse of religion is that the professed religions are both unscientific and undemocratic.

Question 8.
What is the ultimate truth of life?
Answer:
The ultimate truth of life is its transience.

Question 9.
How does time act as a powerful force?
Answer:
Time acts as a powerful force because our acts and thoughts, our deeds of heroism, our political structures, birth and death are all ravaged (destroyed) by man.

Question 10.
What explanation of the fundamental problem is provided by the Upanisads?
Answer:
[The question is wrong.]

PART – II

By logical investigations and by personal experience, our great thinkers came to the conclusion that there is a Beyond of which all this world is the expression. The Upanisads give us an explanation of this fundamental problem. They mention logical arguments and also experiences of men who bear witness to the reality of the Supreme. What we call the Vedas are merely the registers of the spiritual experiences of the great seer.

Says Vivekananda: ‘By the Vedas, no books are meant. They mean the accumulated treasury of spiritual laws discovered by different persons at different times. They are therefore ever-expanding. What is built forever is forever building. For Vivekananda religion is Yoga. It is personal change, adjustment, and integration. It is not the profession of a doctrine. It is the reconditioning of one’s nature.

It is not intellectual orthodoxy. It is the awakening of the life of the spirit in man. He wrote books on Jnana Yoga, Raja Yoga, Bhakti Yoga, and Karma Yoga and urged that the goal of spiritual realization can be reached by any one of these different methods. When we express the truths of spiritual life in intellectual forms, these latter are abstractions from the live experience. They do not deal justly with the immensity and mystery of spiritual life.

If we exalt the particular creeds over the universal truths, we tend to become intolerant. Intolerance is an expression of religious conceit and not humility. We today speak of our secular attitude. We are not secular in the sense that we are indifferent to religion. We are secular because we regard all religions as sacred. We believe in freedom of conscience. Each soul has the right to choose its own path and seek God in its own way. Secularism requires us not merely to tolerate, but to understand and love other religions.

Bearing in mind Shri Ramakrishna’s experience, Vivekananda said: ‘We Hindus do not merely tolerate. We unite ourselves with every religion, praying in the mosque of the Mohammedan, worshipping before the fire of the Zoroastrian and kneeling to the Cross of the Christian.’ In his travels abroad, Vivekananda felt miserable about the backwardness of India in several matters, the way in which religion is confused with so much obscurantism and superstition. He protested vehemently against the abuse of religion, about our insistence ability untouchability.

All this was inconsistent with the great principle of our religion that the Divine is in us, in all of us, operative and alive, ready to come to the surface at the first suitable opportunity. The light which lighteth every man that cometh into the world, this cannot be put out. Whether we like it or not, whether we know it or not, the Divine is in us, and the end of man consists of attaining union with the Divine.

The ultimate tests of true religions are the recognition of truth and reconciliation with human beings. To overcome enemies we must possess that which far surpasses enmity, ahimsa or renunciation of hatred. Vivekananda raises work to the level of worship and exhorted us to seek salvation through the service of God in man. If we in our country are to profit from the teachings of Vivekananda.

it is essential that we should all be interested in not only constructive work but become dedicated spirits, spirits dedicated to the task of establishing a spiritual religion which transcends ecclesiastical organizations and doctrinal sophistries and subtleties, a religion which leads to the transformation of human society and brings it nearer to the Ramrajya or the Kingdom of God, which our prophets have set before us.
A speech by Dr. S. Radhakrishnan

ଅନୁବାଦ : ତର୍କସମ୍ବଳିତ ଓ ବ୍ୟକ୍ତିଗତ ଅଭିଜ୍ଞତାଦ୍ୱାରା ଆମର ମହାନ୍ ଚିନ୍ତାନାୟକମାନେ ଏହି ସିଦ୍ଧାନ୍ତରେ ଉପନୀତ ହୋଇଥଲେ ଯେ ଏହି ପୃଥ‌ିବୀର ସେପଟେ ଏକ ଐଶ୍ୱରୀୟ ଜଗତ ରହିଛି । ଉପନିଷଦସବୁ ଏହି ମୌଳିକ ସମସ୍ୟାର ବ୍ୟାଖ୍ୟାକରଣ ଆମ୍ଭମାନଙ୍କୁ ପ୍ରଦାନ କରୁଛି । ସେ ସବୁ ଯୁକ୍ତିସଙ୍ଗତ ତର୍କ ଏବଂ ମଣିଷମାନଙ୍କର ଅନୁଭୂତିଗୁଡ଼ିକୁ ଦର୍ଶାଉଛି ଯେଉଁମାନେ ସାର୍ବଭୌମ ବା ସର୍ବଶକ୍ତିମାନର ବାସ୍ତବତାର ସାକ୍ଷୀ ବହନ କରୁଛନ୍ତି । ଆମ୍ଭେମାନେ ବେଦ କହିଲେ ମହାନ୍ ମୁନିଋଷିଙ୍କର ଆଧ୍ୟାତ୍ମିକ ଅଭିଜ୍ଞତାଗୁଡ଼ିକର କେବଳ ଲିପିବଦ୍ଧ ବିବରଣୀକୁ ବୁଝୁ । ବିବେକାନନ୍ଦଙ୍କ ମତରେ, ‘ବେଦ କହିଲେ ନିର୍ଦ୍ଦିଷ୍ଟ କରି କୌଣସି ପୁସ୍ତକକୁ ବୁଝାଏ ନାହିଁ । ବିଭିନ୍ନ ସମୟରେ ବିଭିନ୍ନ ବ୍ୟକ୍ତିଙ୍କଦ୍ୱାରା ଆବିଷ୍କୃତ ଆଧ୍ୟାତ୍ମିକ ନିୟମଗୁଡ଼ିକର ଜମା କରାଯାଇଥିବା ଏକତ୍ରିତ ଜ୍ଞାନର ଭଣ୍ଡାର କହିଲେ ବେଦକୁ ବୁଝାଏ ।’’

ତେଣୁକରି ବେଦ ସବୁ ସର୍ବତ୍ରବ୍ୟାପୀ । ଯାହାକୁ ଚିରଦିନ ପାଇଁ ତିଆରି କରାଯାଏ ତାହା ଚିରନିର୍ମାଣ ପାଇଁ ଉଦ୍ଦିଷ୍ଟ । ବିବେକାନନ୍ଦଙ୍କ ମତରେ, ଧର୍ମ ହେଉଛି ଯୋଗ । ଏହା ହେଉଛି ବ୍ୟକ୍ତିଗତ ପରିବର୍ତ୍ତନ, ଖାପଖୁଆଇ ଚଳିବା ପ୍ରକ୍ରିୟା ଓ ସମନ୍ଵୟ । ଏହା ଏକ ନୀତି ବା ତତ୍ତ୍ଵର ପ୍ରବର୍ତ୍ତନ ନୁହେଁ । ଏହା ହେଉଛି ଜଣକର ସ୍ୱଭାବର ପୁନଃପ୍ରକ୍ରିୟାକରଣ । ଏହା ବୌଦ୍ଧିକ ନୈଷ୍ଠିକତା ନୁହେଁ । ମଣିଷ ପାଇଁ ଜୀବନର ଉତ୍‌ଥାନର ଭାବନା । ସେ ଜ୍ଞାନଯୋଗ, ରାଜଯୋଗ, ଭକ୍ତିଯୋଗ, କର୍ମଯୋଗ ଉପରେ ପୁସ୍ତକମାନ ଲେଖୁଥିଲେ ଓ ଆହ୍ଵାନ ଦେଇଥିଲେ ଯେ ଆଧାତ୍ମକ ହୃଦୟଙ୍ଗମତାର ଲକ୍ଷ୍ୟ ଏ ସମସ୍ତ ଭିନ୍ନ ପ୍ରଣାଳୀ ମଧ୍ୟରୁ କୌଣସିଟିଦ୍ଵାରା ସାଧୁ ହୋଇପାରିବ । ଆମ୍ଭେମାନେ ଯେତେବେଳେ ବୌଦ୍ଧିକ ରୂପରେ ଆଧ୍ୟାତ୍ମିକ ଜୀବନର ସତ୍ୟଗୁଡ଼ିକୁ ପ୍ରକାଶ କରୁ, ଏସବୁ ଜୀବନ୍ତ ଅଭିଜ୍ଞତାରୁ ଅପସାରଣ ସଦୃଶ ଅଟେ ।

ଏସବୁ ଆଧ୍ୟାତ୍ମିକ ଜୀବନର ରହସ୍ୟ ଓ ପ୍ରଚୁରତା ସହିତ ନ୍ୟାୟୋଚିତ ଭାବରେ ପ୍ରତିଫଳନ କରେ ନାହିଁ । ଆମ୍ଭେମାନେ ଯଦି ସାର୍ବଜନୀନ ସତ୍ୟଗୁଡ଼ିକ ଉପରେ ନିର୍ଦ୍ଦିଷ୍ଟ ଧର୍ମବିଶ୍ଵାସକୁ ନେଇ ଅତି ଉଲ୍ଲସିତ ହେଉ, ଆମ୍ଭେମାନେ ସ୍ଵଭାବତଃ ଅସହିଷ୍ଣୁ ହୋଇପଡ଼ୁ । ଅସହିଷ୍ଣୁତା ହେଉଛି ଧର୍ମୀୟ ଆସ୍ଫାଳନର ପ୍ରତିଫଳନ; କିନ୍ତୁ ନମ୍ରତାର ନୁହେଁ । ଆଜି ଆମ୍ଭେମାନେ ଆମର ଧର୍ମନିରପେକ୍ଷ ମନୋଭାବ ବା ମାନସିକତା ବିଷୟରେ କହୁଛୁ । ଆମ୍ଭେମାନେ ଧର୍ମନିରପେକ୍ଷ ନୋହୁଁ, କାରଣ ଆମ୍ଭେମାନେ ଧର୍ମ ପ୍ରତି ବୀତସ୍ପୃହ । ଆମ୍ଭେମାନେ ଧର୍ମନିରପେକ୍ଷ କାରଣ ଆମ୍ଭେ ସମସ୍ତ ଧର୍ମକୁ ପବିତ୍ର ରୂପେ ମନେକରୁ । ଆମ୍ଭେ ବିବେକର ସ୍ବାଧୀନତାରେ ବିଶ୍ଵାସ କରୁ । ପ୍ରତ୍ୟେକ ଆତ୍ମା (ବ୍ୟକ୍ତି) ନିଜ ବାଟ ବାଛିବା ଓ ନିଜସ୍ବ ଢାଞ୍ଚାରେ ଧର୍ମ ଗ୍ରହଣ କରିବାକୁ ଅଧିକାର ପ୍ରାପ୍ତ କରିଛି ।

ଧର୍ମନିରପେକ୍ଷତାର ଅର୍ଥ ନୁହେଁ ଯେ ଆମ୍ଭମାନଙ୍କୁ କେବଳ ସହିଷ୍ଣୁ ହେବାକୁ ପଡ଼ିବ; କିନ୍ତୁ ଅନ୍ୟ ଧର୍ମକୁ ବୁଝିବାକୁ ଓ ଭଲ ପାଇବାକୁ ହେବ । ରାମକୃଷ୍ଣ ପରମହଂସଙ୍କର ଅନୁଭୂତିକୁ ମନେପକାଇ ବିବେକାନନ୍ଦ କହିଥିଲେ, ‘ଆମ୍ଭେ ହିନ୍ଦୁମାନେ କେବଳ ସହ୍ୟ କରୁନାହୁଁ । ଆମ୍ଭେମାନେ ପ୍ରତ୍ୟେକ ଧର୍ମ ସହିତ ନିଜକୁ ଏକତ୍ର କରୁ, ମୁସଲିମ୍ୟାନଙ୍କର ମସ୍‌ଦ୍‌ରେ ପ୍ରାର୍ଥନାକୁ, ଜୋରାଷ୍ଟ୍ରର ଧର୍ମାବଲମ୍ବୀମାନଙ୍କ ଭଳି ଅଗ୍ନି (ନିଆଁ)କୁ ଉପାସନା କରୁ ଓ ଖ୍ରୀଷ୍ଟିୟାନମାନଙ୍କର କୁଶଚିହ୍ନ ସମ୍ମୁଖରେ ଆଣ୍ଠୁମାଡ଼ି ପ୍ରାର୍ଥନା କରୁ ।’ ବିଦେଶ ଯାତ୍ରା କାଳରେ ଅନେକ କ୍ଷେତ୍ରରେ ବିବେକାନନ୍ଦ ଭାରତର ଅନଗ୍ରସରତାକୁ ନେଇ ଅତ୍ୟନ୍ତ ଦୁଃଖ୍ ତ ହୋଇପଡ଼ିଥିଲେ । ଯେଉଁଭଳି ଧର୍ମକୁ ଅନ୍ଧବିଶ୍ଵାସ ଓ ଈଶ୍ୱରୀୟତାର ବିରୋଧ ସହିତ ଭୁଲ୍‌ରେ ଯୋଡ଼ାଯାଉଛି; ସେ ନେଇ ମଧ୍ୟ ବିଚଳିତ ହୋଇପଡ଼ିଥିଲେ ।

ଧର୍ମର ଅପବ୍ୟବହାର, ଅସ୍ପୃଶ୍ୟତା ଉପରେ ଆମ୍ଭମାନଙ୍କର ପ୍ରାଧାନ୍ୟକୁ ସେ (ବିବେକାନନ୍ଦ) ଦୃଢ ବିରୋଧ କରିଥିଲେ । ଏସବୁ ଆମ ଧର୍ମର ମହାନ୍ ନିୟମ ଯେ ଆମ୍ଭମାନଙ୍କଠାରେ ଈଶ୍ଵରୀୟ ଶକ୍ତି ବିଦ୍ୟମାନ (ଚାଳିତ ଓ ଜୀବନ ରୂପରେ) ପ୍ରଥମ ସଠିକ୍ ସୁଯୋଗରେ ପୃଷ୍ଠକୁ ଓହ୍ଲାଇ ଆସିବାର ପ୍ରସ୍ତୁତି ଆଦି ସହିତ ଅସମାନତା ଓ ଅସାମଞ୍ଜସ୍ୟ ଥିଲା । ସେହି ଦିବ୍ୟ ଆଲୋକ ଯାହା ପୃଥ‌ିବୀକୁ ଆସୁଥିବା ବା ପୃଥ‌ିବୀରେ ଜନ୍ମଗ୍ରହଣ କରୁଥିବା ପ୍ରତ୍ୟେକ ବ୍ୟକ୍ତିକୁ ଆଲୋକିତ କରେ, ଏହି ଅନ୍ତଃଜ୍ୟୋତିକୁ ଆଦୌ ନିର୍ବାପିତ କରିହେବ ନାହିଁ । ଆମ୍ଭମାନଙ୍କୁ ଭଲ ଲାଗୁ ବା ନ ଲାଗୁ, ଆମ୍ଭେମାନେ ଜାଣୁ ବା ନ ଜାଣୁ, ଆମ୍ଭମାନଙ୍କଠାରେ ଦେବତ୍ୱ ଅଛି ଓ ମାନବ ବା ଆତ୍ମାର ଶେଷ ବା ଅନ୍ତିମ କ୍ଷଣ ପରମାତ୍ମା ସହିତ ମିଶ୍ରଣ ପ୍ରାପ୍ତ ହୁଏ । ସଟ ଧର୍ମଗୁଡ଼ିକର ଅନ୍ତିମ ପରୀକ୍ଷଣ ହେଉଛି ମାନବ ଜାତିର ସତ୍ୟର ପରିପ୍ରକାଶ ଓ ଏଥସହିତ ପୁନର୍ମିଳନ ବା ଏହାର ସମୀକରଣ ।

ଶତ୍ରୁମାନଙ୍କଠାରୁ ଦୂରେଇ ରହିବା ପାଇଁ ଆମ୍ଭେମାନେ ଶତ୍ରୁତାର, ଅହିଂସାର ଓ ଘୃଣାର ତ୍ୟାଗ ବା ବର୍ଜନକୁ ଧାରଣ କରିବା ଉଚିତ । ବିବେକାନନ୍ଦ କର୍ମକୁ ଉପାସନାର ସ୍ତର ପର୍ଯ୍ୟନ୍ତ ଉନ୍ନୀତ କରିଛନ୍ତି ଓ ମଣିଷଠାରେ ଈଶ୍ବରଙ୍କର ସେବା ମାଧ୍ୟମରେ ମୋକ୍ଷ ପ୍ରାପ୍ତି ପାଇଁ ଆମ୍ଭମାନଙ୍କୁ ପ୍ରେରଣା ଦେଇଛନ୍ତି । ଯଦି ଆମ୍ଭମାନଙ୍କୁ ବିବେକାନନ୍ଦଙ୍କର ମହତ୍ବବାଣୀଦ୍ଵାରା ଲାଭବାନ ହେବାକୁ ହୁଏ, ଏହା ଆବଶ୍ୟକ ଯେ ଆମ୍ଭେମାନେ କେବଳ ଗଠନମୂଳକ କାର୍ଯ୍ୟରେ ଆଗ୍ରହୀ ହୋଇ ନୁହେଁ; ବରଂ ଏକ ଆଧ୍ୟାତ୍ମକ ଧର୍ମ ପ୍ରତିଷ୍ଠା କରିବାର କାର୍ଯ୍ୟ ପ୍ରତି ସମର୍ପିତ ହେବା ଯାହା ଧର୍ମୀୟ ସଙ୍ଗଠନ, ଯୁକ୍ତିହୀନ ତତ୍ତ୍ବ ଓ ଏହାର ସୂକ୍ଷ୍ମ ପାର୍ଥକ୍ୟଗୁଡ଼ିକର ସୀମାକୁ ଟପିଯିବ; ଏଭଳି ଏକ ଧର୍ମ ଯାହା ମାନବ ସମାଜର ରୂପାନ୍ତରୀକରଣକୁ ପଥ ପ୍ରଦର୍ଶିତ କରେ ଓ ମହାପୁରୁଷମାନଙ୍କଦ୍ୱାରା ଆମ୍ଭମାନଙ୍କ ସମ୍ମୁଖରେ ପ୍ରଦର୍ଶିତ ରାମରାଜ୍ୟର ନିକଟତର କରାଏ ।

Word Meaning / Glossary:
logical investigations – enquires of logic
mention – state ( ଦର୍ଶାଏ, ଉଲ୍ଲେଖ କରେ)
registers – records (ବିବରଣୀସବୁ)
seer – sage
accumulated – collected (ସଂଗୃହୀତ)
spiritual – of God (ଆଧାମ୍ଭିକ)
integration – equalibrium (ସମନ୍ଵୟ)
orthodoxy – biogotism (ଧର୍ମାନ୍ଧତା, ନୈକ୍ଷିକତା )
awakening – raising (ଜାଗ୍ରତ, ଉତ୍‌ଥାନ)
doctrine – law (ତତ୍ତ୍ବ, ନିୟମ )
profession – preach (ପ୍ରଚାର)
abstractions – imaginations, removal (କଳ୍ପନା, ଅପସାରଣ )
immensity – prodigiousness
mystery – enigma (ରହସ୍ୟ)
exact – rejoice (ଉପସ୍ଥିତ ହେବା)
intolerance – act of not bearing (ଅସହିଷ୍ଣୁତା)
conceit – self-pride ( ଆତ୍ମାଭିମାନ)
humility – meakness (ନମ୍ରତା)
secular – impartiality to religion (ଧର୍ମନିରପେକ୍ଷତା)
attitude – way of thinking (ମନୋଭାବ)
path – way of religion
creeds – systems of religion (ଧର୍ମୀୟ ବ୍ୟବସ୍ଥା | ପ୍ରଥା)
sacred – holy (ପବିତ୍ର)
abroad – foreign (ବିଦେଶ)
miserable – very sad (ଅତ୍ୟନ୍ତ ଦୁଃଖ୍)
obscurantism – the practice of opposing enlightenment
protested – objected
vehemently – strongly (ଭୀଷଣଭାବେ)
insistence – foce (ଗୁରୁତ୍ବ)
inconsistent – incompatability(ଅସାମଞ୍ଜସ୍ୟ)
transcends – trespasses (କରାଯାଏ, ଟପିଯାଏ)
dedicated spirits – spirits of forshakenness (ସମର୍ପିତ ଭାବ)
subtleties – fine distinctions (ସୂକ୍ଷ୍ମ ପ୍ରଭେଦସବୁ)
reconciliation – reunion (ସଦ୍ ଭାବ, ପୁନର୍ମିଳନ)
renunciation – act of giving up
exhorted – advised
ecciesiasastial – of religion (ଧର୍ମ ସମ୍ବନ୍ଧୀୟ)
doctrinal sophistries – unsound resoning for principles

Comprehension Check

Question 1.
What are the Vedas according to Vivekananda?
Answer:
According to Vivekananda, the Vedas are the accumulated treasure of spiritual laws discovered by different persons in different times.

Question 2.
What is Yoga in his opinion?
Answer:
In Vivekananda’s opinion, Yoga is personal change, adjustment and integration.

Question 3.
Which Yogas have been discussed by him in his writings?
Answer:
Yogas like Jnana Yoga, Raja Yoga, Bhakti Yoga, and Karma Yoga have been discussed by Vivekananda in his writings.

Question 4.
What is secularism?
Answer:
Secularism is giving equal treatment to all religions and avoidance of intolerance.

Question 5.
Which experience of Sri Ramakrishna does Vivekananda teach people?
Answer:
Sharing Shri Ramakrishna’s experience, Vivekananda says, “We Hindus don’t merely tolerate. We unite ourselves with every religion, praying in the mosque of the Mohammedan, worshipping before the fire of the Zoroastrian and kneeling to the Cross of the Christian.

Question 6.
What are the abuses of religion?
Answer:
The abuses of religion are insistence on touch ability and untouchability.

Question 7.
What is ‘Antar-Jyoti referred to in the text?
Answer:
‘Antar-Jyoti is the light which lightens every man that comes into the world.

Question 8.
What is the ultimate test of true religion?
Answer:
The ultimate test of true religion is the recognition of truth and harmony with human beings.

Question 9.
What is necessary for creating the Ramrajya?
Answer:
For creating Ramarajya we have to establish a spiritual religion which goes beyond our narrowed religious concept (ଧାରଣା) and leads to the transformation of human society and brings it nearer to the Ramarajya.

D. WRITINGS

Question 1.
What made Dr Radhakrishnan think that the students were impressed and inspired?
Answer:
Dr Radhakrishnan at first congratulated those who had won prizes or rewards for their achievements in recitation and speech competitions. The students who won the prizes and many others who competed for them had the great opportunity of reading some of the writings of Swami Vivekananda. This made Dr Radhakrishnan think that the students had been impressed and inspired by their ideals of Vivekananda.

Question 2.
How can we explain that Vivekananda was one of the leaders of the Indian Renaissance?
Answer:
Vivekananda has impressed(ମୁଗ୍‌ଧ କରିଛନ୍ତି) and inspired the students with his motivational writings. His life and teachings have prepared the Indians for the new age of
freedom in which they live. His teachings inspire (ପ୍ରେରଣା ପ୍ରଦାନ କରେ)us on how best we can consolidate (strengthen) the freedom we have recently won. So it is said that Vivekananda was one of the leaders of the Indian Renaissance.

Question 3.
Why were the writings and speeches of Vivekananda very powerful?
Answer:
Vivekananda like all the great preachers of India never professed to be the formulator (ପ୍ରବର୍ତ୍ତକ ରୂପେ ଆଦୌ ନିଜକୁ ପ୍ରତିପାଦନ କରିନଥିଲେ) of a new system of thought. He. instead, interpreted (ବ୍ୟାଖ୍ୟା କରିଥିଲେ) Indi&s religious consciousness and the treasures of India’s past for us and the world. His writings and speeches were very powerful. Because they were quotations from the famous Indian epics (କରିଥିଲେ) and the life and sayings of his great Master Shri Ramakrishna Paramhansa.

Question 4.
Why does the speaker consider ‘science and democracy as the dominant features of the modern world?
Answer:
According to Radhakrishnan, science and democracy are the two dominant features of the modem world. Modern man must learn to live with a religion which admires itself to his intellectual conscience and the spirit of science. Apart from this (iii), religion should be the sustaining faith of democracy or race. Science flourishes (develops) under the shade (ii) of democracy and democracy is strengthened with the use of science for human progress.

Question 5.
What could be the reasons for this earth being unfit for human habitation?
Answer:
The ultimate (ଅନ୍ତିମ) fact of life is its transitoriness (ii). Everything in this world, be it the written word, or the painted picture. the carved stone, the heroic act has changed into nothingness. Many a civilization has cropped up and in the course of time has wiped out in the sands of time. These could be the reasons why our earth will be unfit for human habitation (ମାନବ ବାସସ୍ଥାନ).

Question 6.
Why are the Vedas ever-expanding? And what is the light that lighteth every man?
Answer:
In our views, the Vedas are merely (କେବଳ) the registers of the spiritual experiences (ଆଧ୍ୟାତ୍ମିକ ଅନୁଭୂତି) of the great sages. Vivekananda says. “By the Vedas, no books are meant. They (the Vedas) mean the accumulated treasures of spiritual laws discovered by different persons in different times.” They are, therefore, ever-expanding.

Question 7.
How can religion lead to the transformation of human society?
Answer:
As Indians, we have reaped several benefits from the teachings of Vivekananda. It is very necessary that we should all be interested in not only constructive work but become dedicated in our spirit of constructing a spiritual religion. It should be such religion that surpasses ( ଅତିକ୍ରମ କରିପାରେ )religious organizations (ସଙ୍ଗଠନ) and doctrinal (ତାତ୍ତ୍ଵିକ) irrationalities and differences (ଯୁକ୍ତିହୀନତା ଓ ବିଭେଦ). Only then (ତେବେ ଯାଇ) can this religion lead to the transformation of human society.

E. ACTIVITY

religion leads to the transformation of human society.

• The class is divided into four or five groups.
• Each group is asked to think of an activity, they would like to undertake as per the advice of Vivekananda.
• Each group discusses among its members.
• Each group presents its plan.
• Other groups ask questions, interact and make suggestions.

The following may be written on the blackboard or the teacher may draw the learners’ attention to the text. “If we in our country are to profit by the teachings of Vivekananda, it is essential that we should all be interested in not only constructive work but become dedicated spirits, spirits dedicated to the task of establishing a spiritual religion which transcends ecclesiastical organization and doctrinal sophistries and subtleties, a religion which leads to the transformation of human society and brings it nearer to the Ramrajya or the kingdom of God, which our prophets have set for us.”

BSE Odisha 10th Class English Non-Detailed Text

• Chapter 1 A Tiger in the House
• Chapter 2 The Beggar
• Chapter 3 The Village Judge
• Chapter 4 A Grain as big as a Hen’s Egg
• Chapter 5 A Great Son of India

Odisha State Board BSE Odisha 10th Class English Solutions Non-Detailed Chapter 4 A Grain as big as a Hen’s Egg Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Non-Detailed Chapter 1 A Grain as big as a Hen’s Egg

BSE Odisha 10th Class English A Grain as big as a Hen’s Egg Text Book Questions and Answers

A. Before You Read
In the past, the man was leading a healthy life. There was a perfect harmony between the life of man and the cycle of seasons. The man was getting enough to satisfy all his needs from the treasure house of nature. The man was an active participant in all activities. He was not a passive respondent as now. Active participation in everything was helping him to lead a full healthy life.

The man was realising that he was a product of nature. So he was not disturbing the harmonious natural cycle of nature. Nature and man were two sides of the same coin. Both were complementary to each other. Nowadays man has broken the order of nature. There is chaos and anarchy in the world of nature. So everything has been deformed. This story describes how once upon a time the grain was as big as an egg.

People were leading healthy life then. Even the grandfather of the old man in the story was more healthy than him. The old man was unable to walk and his power of vision has been drastically reduced. He was very weak physically. So it was discovered that nature was providing a healthy surroundings in the past. King’s curiosity to know the reason behind the size of the grain was solved by the grandfather of the old man.

ବିଷୟ ପୂଚନ।
ଅତୀତରେ ମନୁଷ୍ୟ ସୁସ୍ଥ ଜୀବନ ନିର୍ବାହ କରୁଥିଲା । ମନୁଷ୍ୟର ଜୀବନ ଏବଂ ଋତୁଚକ୍ର ମଧ୍ଯରେ ସୁସମନ୍ୱୟ ରହିଥିଲା । ମନୁଷ୍ୟ ନିଜର ସକଳ ଅଭିଳାଷ ପରିପୂରି ନିମନ୍ତେ ପ୍ରକୃତିର ଗନ୍ତାଘରୁ ପର୍ଯ୍ୟାପ୍ତ ଜିନିଷ ପାଇ ପାରୁଥିଲା । ସର୍ବବିଧ କାର୍ଯ୍ୟକ୍ଷେତ୍ରରେ ମନୁଷ୍ୟ ସକ୍ରିୟ ଅଂଶଗ୍ରହଣକାରୀ ଥିଲା । ବର୍ତ୍ତମାନ ଭଳି ସେ କେବଳ ଏକ ନିଷ୍କ୍ରିୟ ପ୍ରତିନିଧ୍ ନ ଥିଲା । ସମସ୍ତ କର୍ମରେ ସକ୍ରିୟ ଅଂଶଗ୍ରହଣ ତାକୁ ସୁସ୍ଥ ଜୀବନ ନିର୍ବାହ କରିବାରେ ସହାୟକ ହେଉଥିଲା । ମନୁଷ୍ୟ ନିଜକୁ ପ୍ରକୃତର ଏକ ଅଂଶବିଶେଷ ଭାବେ ଜ୍ଞାନ କରୁଥିଲା । ତେଣୁ ସେ ପ୍ରକୃତିର ସୁସମନ୍ବିତ ପ୍ରାକୃତିକ ଚକରେ ବାଧା ସୃଷ୍ଟି କରୁ ନ ଥିଲା ।

ପ୍ରକୃତି ଏବଂ ମନୁଷ୍ୟ ଗୋଟିଏ ମୁଦ୍ରାର ଦୁଇ ପାର୍ଶ୍ଵ ସଦୃଶ ଥିଲେ । ଉଭୟେ ପରସ୍ପରର ପରିପୂରକ ଥିଲେ । ଅଧୁନା ମନୁଷ୍ୟ ପ୍ରକୃତିର ନିୟମକୁ ଭାଙ୍ଗି ଦେଇଛି । ପ୍ରକୃତି ରାଜ୍ୟରେ ବିଶୃଙ୍ଖଳା ଏବଂ ଅରାଜକତା ଦେଖାଦେଇଛି । ତେଣୁ ପ୍ରତ୍ୟେକ ଜିନିଷ ବିରୂପ ହୋଇଯାଇଛି । ଏହି ଗଳ୍ପରେ ଏକଦା ଶସ୍ୟର ଆକାର କିପରି ଅଣ୍ଡା ଭଳି ବୃହଦାକାର ଥିଲା ତାହା ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେତେବେଳେ ଲୋକମାନେ ସ୍ଵାସ୍ଥ୍ୟପ୍ରଦ ଜୀବନଯାପନ କରୁଥିଲେ । ଏପରିକି ଗଳ୍ପବର୍ଣ୍ଣିତ ବୃଦ୍ଧବ୍ୟକ୍ତି ଜଣକର ଜେଜେବାପା ତାଙ୍କଠାରୁ ଅଧିକ ସୁସ୍ଥସବଳ ଥିଲେ ।

ବୃଦ୍ଧବୃକ୍ତି ଜଣକ ଚାଲିପାରୁ ନ ଥିଲେ ଏବଂ ତାଙ୍କର ଦୃଷ୍ଟିଶକ୍ତି ସମ୍ପୂର୍ଣ୍ଣଭାବେ କ୍ଷୀଣ ହୋଇଯାଇଥିଲା । ସେ ଶାରୀରିକଭାବେ ଖୁବ୍ ଦୁର୍ବଳ ଥିଲେ । ତେଣୁ ଏଥିରୁ ଜଣାପଡ଼ିଲା ଯେ ଅତୀତରେ ପ୍ରକୃତି ଏକ ସୁସ୍ଥକର ବାତାବରଣ ପ୍ରଦାନ କରୁଥିଲା । ଶସ୍ୟର ଆକାର ପଶ୍ଚାତ୍‌ରେ ଥ‌ିବା ରାଜାଙ୍କର କୌତହଳ ବୃଦ୍ଧବ୍ୟକ୍ତିଙ୍କର ଜେଜେବାପାଙ୍କଦ୍ବାରା ସମାହିତ ହୋଇଥିଲା ।

Text – I

Para: One day some children found, in a ravine, a thing shaped like a grain of corn, with a groove down the middle, but as large as a hen’s egg. A traveler passing by saw the thing, bought it from the children for a penny, and taking it to town sold it to the King as a curiosity. The King called together his wise men and told them to find out what the thing was. The wise men pondered and pondered and could not make head or tail of it till one day when the item was lying on a window sill, a hen flew in and pecked at it till she made a hole in it, and then everyone saw that it was a grain of corn. The wise men went to the King and said: ‘It is a grain of com’.

ଅନୁବାଦ : ଦିନେ କେତେକ ପିଲା ଏକ ଗଭୀର ସଂକୀର୍ଣ୍ଣ ଉପତ୍ୟାକାରୁ ଶସ୍ୟ ଆକାରର ଏକ ଜିନିଷ ପାଇଲେ ଯାହାର ମଧ୍ୟଭାଗରେ ଏକ ଲମ୍ବା ସଂକୀର୍ଣ୍ଣ ଓ ଗଭୀର କଟା ଦାଗ ଥିଲା; କିନ୍ତୁ ଏହା କୁକୁଡ଼ା ଅଣ୍ଡା ଭଳି ବୃହଦାକାର ଥିଲା । ସେହି ରାସ୍ତା ଦେଇ ଯାଉଥ‌ିବା ଜଣେ ପଥ୍ୟ ଜିନିଷଟିକୁ ଦେଖ‌ିଲେ ଏବଂ ପିଲାମାନଙ୍କଠାରୁ ତାହାକୁ ଏକ ପେନି (ବ୍ରିଟିଶ ମୁଦ୍ରା) ବିନିମୟରେ କିଣିନେଲେ । ତାହାକୁ ସହରକୁ ନେଇ ଏକ ବିସ୍ମୟକର ଜିନିଷଭାବେ ରାଜାଙ୍କୁ ବିକ୍ରୟ କଲେ । ରାଜା ତାଙ୍କର ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନଙ୍କୁ ଡାକିଲେ ଏବଂ ସେହି ଜିନିଷଟି କ’ଣ ବୋଲି ଖୋଜି ବାହାର କରିବାପାଇଁ ସେମାନଙ୍କୁ କହିଲେ । ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ଗଭୀର ଭାବେ ଚିନ୍ତା କଲେ ଏବଂ ତା’ର ଆଦିଅନ୍ତ କିଛି ପାଇପାରିଲେ ନାହିଁ । ଦିନେ ଜିନିଷଟି ଝରକା ଦାଢ଼ରେ ପଡ଼ିଥିବା ସମୟରେ ଏକ କୁକୁଡ଼ା ଉଡ଼ି ଆସି ଏହାକୁ ଖୁମ୍ପିଲା ଏବଂ ଏହାର ମଝିରେ ଏକ ଗାତ କରିଦେଲା । ତା’ପରେ ସମସ୍ତେ ଦେଖିଲେ ଯେ ଏହା ଏକ ଶସ୍ୟଦାନା । ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ରାଜାଙ୍କ ନିକଟକୁ ଗଲେ ଏବଂ କହିଲେ ‘ଏହା ଏକ ଶସ୍ୟଦାନା ଅଟେ ।’’

Word Meaning / Glossary:
ravine – A very deep narrow valley
shape – size
wise men – intelligent people
ponder – to think deeply
make head or tail – ଆଦି-ଅନ୍ତ ନିରୂପଣ କରିବା, ଉତ୍ପତ୍ତି ବିଷୟରେ ଜାଣିବାକୁ ପ୍ରୟାସ କରିର |
window-sill – a lodge forming the bottom part of the window sill below the window
peck – ଖୁମ୍ପିର |

Para: At this, the King was much surprised, and he ordered the learned men to find out when and where such corn had grown. The learned men pondered again, and searched in their books, but could find nothing about it. So they returned to the King and said: ‘We can give you no answer. There is nothing about it in our books. You will have to ask the peasants; perhaps some of them may have heard from their fathers when and where grain grew to such a size.

So the King gave orders that some very old peasants should be brought before him; his servants found such a man and brought him to the King. Old and bent, ashy pale and toothless, he just managed with the help of two crutches to totter into the King’s presence. The King showed him the grain, but the old man could hardly see it; he took it, however, and felt it with his hands. The King questioned him, saying: ‘Can you tell us, old man, where such grain as this grown? Have you ever bought such corn, or sown such in your fields ?’

ଅନୁବାଦ : ଏଥରେ ରାଜା ଖୁବ୍ ବିସ୍ମିତ ହେଲେ ଏବଂ ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନଙ୍କୁ ଏହିଭଳି ଶସ୍ୟ କେବେ ଏବଂ କେଉଁଠାରେ ବଢ଼ିଥିଲା ନିରୂପଣ କରିବାକୁ ଆଦେଶ ଦେଲେ । ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ପୁନର୍ବାର ଚିନ୍ତା କଲେ ଏବଂ ସେମାନଙ୍କର ପୁସ୍ତକସବୁରୁ ଖୋଜିଲେ; କିନ୍ତୁ ଏ ବିଷୟରେ କିଛି ପାଇପାରିଲେ ନାହିଁ । ସେମାନେ ରାଜାଙ୍କ ନିକଟକୁ ଫେରିଗଲେ ଏବଂ କହିଲେ, ‘‘ଆମେ କୌଣସି ଉତ୍ତର ଦେଇପାରିବୁ ନାହିଁ । ଏ ବିଷୟରେ ଆମ ପୁସ୍ତକଗୁଡ଼ିକରେ କିଛି ନାହିଁ । ଆପଣଙ୍କୁ ଏ ବିଷୟରେ କୃଷକମାନଙ୍କୁ ପଚାରିବାକୁ ପଡ଼ିବ, ହୁଏତ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକ ସେମାନଙ୍କ ବାପାମାନଙ୍କଠାରୁ ଏଭଳି ଆକାରର ଶସ୍ୟ କେବେ ଏବଂ କେଉଁଠାରେ ବଢ଼ୁଥିଲା ଶୁଣିଥାଇପାରନ୍ତି ।’’

ତେଣୁ କିଛି ବୃଦ୍ଧ କୃଷକଙ୍କୁ ତାଙ୍କ ନିକଟକୁ ଅଣାଯାଉ ବୋଲି ରାଜା ଆଦେଶ ଦେଲେ ଏବଂ ତାଙ୍କ କର୍ମଚାରୀମାନେ ଏଭଳି ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ପାଇଲେ ଓ ତାଙ୍କୁ ରାଜାଙ୍କ ନିକଟକୁ ଆଣିଲେ । ସେ ବୁଢ଼ା ଥିଲେ ଓ ତାଙ୍କ ଅଣ୍ଟା ନଇଁ ଯାଇଥିଲା । ସେ ଦୁର୍ବଳ ଓ ଦନ୍ତହୀନ ଥିଲେ । ସେ କୌଣସି ପ୍ରକାରେ ଦୁଇଟି ଆଶାବାଡ଼ି ଧରି ରାଜାଙ୍କ ନିକଟକୁ ଆସିଲେ । ରାଜା ତାଙ୍କୁ ସେହି ଶସ୍ୟଟିକୁ ଦେଖାଇଲେ; କିନ୍ତୁ ବୃଦ୍ଧଜଣଙ୍କ ତାକୁ ଠିକ୍‌ ଭାବେ ଦେଖିପାରିଲେ ନାହିଁ । ସେ ତାଙ୍କ ହାତରେ ଧରି ଏହାର ଆକାରକୁ ଅନୁଭବ କରିପାରିଲେ । ରାଜା ତାଙ୍କୁ ପ୍ରଶ୍ନ କରି କହିଲେ : ‘‘ହେ ବୃଦ୍ଧ, ତୁମେ ଏହିଭଳି ଆକାରର ଶସ୍ୟ କେଉଁଠାରେ ବଢ଼ିଥିଲା ଆମକୁ କହିପାରିବ କି ? ତୁମେ ଏହିଭଳି ଶସ୍ୟ କେବେ କିଣିଛ କି କିମ୍ବା ତୁମ ଜମିରେ ବୁଣିଛ କି ?’’

Word Meaning / Glossary:
surprise – amaze
Search – ଖୋଜିବା
peasants – କୃଷକ
bent – ବଙ୍କା
ashy pale – unhealthy
toothless – without tooth
crutches – ଆଶାବାଡ଼ି
totter – to walk unsteadily

Para: The old man was so deaf that he could hardly hear what the King said, and only understood with great difficulty. ‘No,’ he answered, at last, 7 never sowed nor reaped any like it in my fields, nor did / ever buy any such. When we bought corn, the grains were always as small as they are now. But you might ask my father. He may have heard where such grain grew.’

So the King sent for the old man’s father, and he was found and brought before the King. He came walking with one crutch. The King showed him the grain, and the old peasant, who was still able to see, took a good look at it. And the King asked him: ‘Can you not tell us, old man, where corn like this used to grow? Have you ever bought any like it, or sown any in your fields ?’

ଅନୁବାଦ : ବୃଦ୍ଧଲୋକଟି ଏତେ ମାତ୍ରାରେ ବଧୂର ଥିଲା ଯେ ସେ ରାଜାଙ୍କ କଥା ଶୁଣିପାରିଲା ନାହିଁ, କେବଳ ବହୁ କଷ୍ଟରେ ବୁଝିପାରିଲା । ଶେଷରେ ସେ ଉତ୍ତର ଦେଲା, ‘ନା, ମୁଁ ଏଭଳି ଶସ୍ୟ ମୋ ଜମିରେ ବୁଣିନାହିଁ କି ଅମଳ କରିନାହିଁ, କିମ୍ବା ଏପରି ଶସ୍ୟ କେବେ କିଣି ନାହିଁ । ଆମେ ଯେତେ ଶସ୍ୟ କିଣିଥିଲୁ, ସେଗୁଡ଼ିକ ଆଜିକାର ଭଳି କ୍ଷୁଦ୍ର ଥିଲା । କିନ୍ତୁ ଆପଣ ମୋ ବାପାଙ୍କୁ ପଚାରିପାରନ୍ତି । ସେ ଏଭଳି ଶସ୍ୟ କେଉଁଠାରେ ବଢ଼ୁଥିଲା ଶୁଣିଥାଇ ପାରନ୍ତି ।’ ତେଣୁ ରାଜା ବୃଦ୍ଧବ୍ୟକ୍ତିଙ୍କ ବାପାଙ୍କୁ ଡକାଇ ପଠାଇଲେ ଏବଂ ତାଙ୍କୁ ଖୋଜାଗଲା ଓ ରାଜାଙ୍କ ନିକଟକୁ ଅଣାଗଲା ।

ସେ ଗୋଟିଏ ଆଶାବାଡ଼ି ଧରି ଚାଲିଚାଲି ଆସିଲେ । ରାଜା ତାଙ୍କୁ ଶସ୍ୟଦାନାଟି ଦେଖାଇଲେ ଏବଂ ଏବେବି ଦେଖି ପାରୁଥବାରୁ ସେ ଏହାକୁ ଭଲଭାବେ ଦେଖ‌ିଲେ । ରାଜା ତାଙ୍କୁ ପଚାରିଲେ, ‘ହେ ବୃଦ୍ଧ ! ଏଭଳି ଶସ୍ୟ କେଉଁଠାରେ ବଢ଼ୁଥିଲା ଆମକୁ ତୁମେ କହିପାରିବ କି ? ଏଭଳି କିଛି ତୁମେ କେବେ କିଣିଛ କି କିମ୍ବା ତୁମ କ୍ଷେତରେ ବୁଣିଛ କି ?’’

Word Meaning / Glossary:
sow – ବୁଣିବା
send for – ଡକାଇ ପଠାଇରା
reap – ଅମଳ କରିର |

Comprehension Check

Question 1.
What did the children find in the ravine?
(ପିଲାମାନେ ଗଭୀର ସଂକୀର୍ଣ୍ଣ ଉପତ୍ୟକାରୁ କ’ଣ ପାଇଲେ ?)
Answer:
The children found in the ravine a thing shaped like a grain of corn with a long narrow, deep line cut in its middle surface. Its size was as large as a hen’s egg.

Question 2.
How did the wise men know that was a grain of corn?
(ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ତାହା ଏକ ଶସ୍ୟଦାନ ଥିଲା ବୋଲି କିପରି ଜାଣିଲେ ?)
Answer:
When the wise men were told to find out what the thing was, they thought over the matter deeply but did not get any answer. One day, when the thing was lying on a window sill, a hen flew in and pecked at it till she made a hole in it. Then everyone, including the wise men, knew that was a grain of com.

Question 3.
What did the king do to collect information about the grain?
(ଶସ୍ୟଦାନ ବିଷୟରେ ସୂଚନା ପାଇବାପାଇଁ ରାଜା କ’ଣ କଲେ ?)
Answer:
To collect information about the grain, the king ordered the learned men to find out when and where such com had grown.

Question 4.
Could the learned men find out the answer? What were their suggestions?
(ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ କୌଣସି ଉତ୍ତର ପାଇପାରିଲେ କି ? ସେମାନଙ୍କ ପ୍ରସ୍ତାବ କ’ଣ ଥିଲା ?)
Answer:
The learned men could not find out the answer even after thinking carefully and searching thoroughly their books. But they gave suggestions to the king to ask the peasants who might have heard from their fathers when and where the grain of such a size grew.

Question 5.
What was the king’s question to the old peasant who came first?
(ପ୍ରଥମେ ଆସିଥ‌ିବା ବୃଦ୍ଧ କୃଷକଙ୍କୁ ରାଜାଙ୍କର ପ୍ରଶ୍ନ କ’ଣ ଥିଲା ?)
Answer:
The king showed the grain to the 01(1 peasant who could hardly see it. However, he felt it with his hands. The king asked him if he had ever bought such corn or sown such in his fields.

Question 6.
Was he able to hear and see? What was his answer?
(ସେ ଶୁଣିବାକୁ ଏବଂ ଦେଖିବାକୁ ସକ୍ଷମ ଥିଲା କି ? ତାଙ୍କର ଉତ୍ତର କ’ଣ ଥିଲା ?)
Answer:
No, the old man was neither able to see nor hear what the king said, but he understood it with great difficulty. His answer was that he never sowed nor reaped such a large size of corn in his fields. He also never bought any such. During his time the grains were always as small as they are now. He suggested the king ask his father about the grain.

Question 7.
How did the old peasant’s father come to the king? Was he able to see?
(ବୃଦ୍ଧ କୃଷକଙ୍କ ବାପା ରାଜାଙ୍କ ପାଖକୁ କିପରି ଆସିଲେ ? ସେ ଦେଖିବାକୁ ସକ୍ଷମ ଥିଲେ କି ?)
Answer:
The old peasant’s father came to the king walking with one crutch. His eyesight was better than his son and he was able to see.

Question 8.
The king asked the same question to the old man’s father. Now goes what could be his answer, will he be able to recognize the grain?
(ସେହି ସମାନ ପ୍ରଶ୍ନଟି ରାଜା ବୃଦ୍ଧ ବ୍ୟକ୍ତିଙ୍କର ବାପାଙ୍କୁ ପଚାରିଲେ । ତାଙ୍କର ଉତ୍ତର କ’ଣ ହୋଇଥ‌ିବ ପରେପଢ଼ିବା, ସେ ସେହି ଶସ୍ୟଟିକୁ ଚିହ୍ନବା ପାଇଁ ସକ୍ଷମ ହୋଇଥବେ କି ?)
Answer:
The king asked the same question to the old man’s father. But he would not be able to recognize the grain. Because during his time, the grains were larger than today but not as large as the grain found by the children.

TEXT – II

Para: Though the old man was rather hard of hearing, he still heard better than his son had done. ‘No, he said, “I never sowed nor reaped any grain like this in my field. As to buying, I never bought any, for in my time money was not yet in use. Everyone grew his own corn, and when there was any need, we shared with one another. ¡ do not know where corn like this grew Ours was large and yielded more flour than present-day grain, but ¡ never saw any like this. 1 have, however. heard my father say that in his time the grain grew larger and yielded more flour than ours. You had better ask him.”

ଅନୁବାଦ : ଯଦିଓ ବୃଦ୍ଧଲୋକଟି ଭଲ ଭାବରେ ଶୁଣିପାରୁ ନ ଥିଲେ, ତଥାପି ସେ ତାଙ୍କ ପୁଅ ଅପେକ୍ଷା ଅଧିକ ଶୁଣିପାରୁଥିଲେ । ସେ କହିଲେ, ‘ନା, ମୁଁ ମୋ କ୍ଷେତରେ ଏପରି ଶସ୍ୟ ବୁଣି ନ ଥୁଲି କି ଅମଳ କରି ନ ଥୁଲି । ମୁଁ ଏପରି ଶସ୍ୟ କେବେହେଲେ କିଣି ନ ଥିଲି, କାରଣ ମୋ ସମୟରେ ଟଙ୍କାର ପ୍ରଚଳନ ନ ଥିଲା । ପ୍ରତ୍ୟେକ ନିଜର ଶସ୍ୟ ଉତ୍ପାଦନ କରୁଥିଲେ ଏବଂ ଯେତେବେଳେ ଦରକାର ପଡ଼ୁଥିଲା ଆମେ ପରସ୍ପର ମଧ୍ୟରେ ବାଣ୍ଟି ନେଉଥିଲୁ । ଏପରି ଶସ୍ୟ କେଉଁଠାରେ ବଢ଼ୁଥିଲା ମୁଁ ଜାଣେ ନାହିଁ । ଆମ ବେଳର ଶସ୍ୟ ବର୍ତ୍ତମାନ ଅପେକ୍ଷା ବଡ଼ ଥିଲା ଓ ଅଧିକ ଅଟା ଉତ୍ପାଦନ ହେଉଥିଲା, କିନ୍ତୁ ଏଭଳି ଶସ୍ୟ ମୁଁ କେବେ ଦେଖୁନଥିଲି । ମୁଁ ମୋ ବାପା କହୁଥିବାର ଶୁଣିଛି ଯେ ତାଙ୍କ ସମୟରେ ଶସ୍ୟଦାନା ଆମ ସମୟ ଅପେକ୍ଷା ବଡ଼ ଥିଲା ଓ ଅଧିକ ଅଟା ଉତ୍ପାଦିତ ହେଉଥିଲା । ଆପଣ ତାଙ୍କୁ ପଚାରିଲେ ଭଲ ହେବ ।’’

Word Meaning / Glossary:
yield – produce (ଉତ୍ପାଦନ କରିବା)
better ask him – ତାଙ୍କୁ ପଚାରିଲେ ଭଲ ହେବ
not yet in use – ବ୍ୟବହାର ହେଉ ନ ଥିଲା

Para: So the king sent for this old man’s father, and they found him too and brought him before the King. He entered walking easily and without crutches: his eye was clear, his hearing good, and he spoke distinctly. The King showed him the grain, and the old grandfather looked at it and turned it about in his hand. ‘It is long since I saw such a fine grain’, said he, and he bit a piece off and tasted it.

‘It’s the very same kind’, he added. ‘Tell me, grandfather, said the King’, ‘When and where was such com grown? Have you ever bought any like it, or sown any in your fields ?’ And the old man replied: ‘Corn like this used to grow everywhere in my time. I lived on corn like this in my young days and fed others on it. It was grain like that we used to sow and reap and thrash’.

ଅନୁବାଦ : ତେଣୁ ରାଜା ବୃଦ୍ଧବ୍ୟକ୍ତିଙ୍କର ବାପାଙ୍କୁ ଡକାଇ ପଠାଇଲେ ଓ ସେମାନେ ମଧ୍ୟ ତାଙ୍କୁ ପାଇଗଲେ ଏବଂ ରାଜାଙ୍କ ନିକଟକୁ ଆଣିଲେ । ସେ ବିନା ଆଶାବାଡ଼ିରେ ସ୍ଵଚ୍ଛନ୍ଦରେ ଚାଲି ଚାଲି ଆସିଲେ । ତାଙ୍କର ଚକ୍ଷୁ ଉଜ୍ଜଳ ଥୁଲା, ଶ୍ରବଣ ଶକ୍ତି ଉତ୍ତମ ଥିଲା ଏବଂ ସେ ସ୍ପଷ୍ଟଭାବେ କହିପାରୁଥିଲେ । ରାଜା ତାଙ୍କୁ ଶସ୍ୟଦାନାଟି ଦେଖାଇଲେ ଏବଂ ବୃଦ୍ଧ ଜେଜେବାପା ଏହାକୁ ହାତରେ ଲେଉଟାଇ ଦେଖ‌ିଲେ । ସେ କହିଲେ, ‘ଏପରି ଉତ୍ତମ ଶସ୍ୟଦାନା ମୁଁ ବହୁଦିନ ତଳେ ଦେଖୁଥୁଲି ।’’ ସେ ସେଥୁରୁ ଖଣ୍ଡିଏ କାମୁଡ଼ି କରି ଚାଖିଲେ ।

‘‘ଏହା ଠିକ୍ ସେହି ପ୍ରକାରର,’’ ସେ ପୁଣି କହିଲେ । ରାଜା କହିଲେ, ‘ଜେଜେବାପା ଏପରି ଶସ୍ୟ କେବେ ଓ କେଉଁଠି ବଢ଼ୁଥିଲା ଆମକୁ କୁହନ୍ତୁ ? ତୁମେ କେବେ ଏପରି ଶସ୍ୟ କିଣିଛ କି କିମ୍ବା ନିଜ କ୍ଷେତ୍ରରେ ବୁଣିଛ କି ? ଏବଂ ବୃଦ୍ଧ ବ୍ୟକ୍ତିଜଣକ କହିଲେ, ‘ମୋ ସମୟରେ ଏଭଳି ଶସ୍ୟ ସବୁଠାରେ ବଢ଼ୁଥିଲା । ମୋ ଯୁବାବସ୍ଥାରେ ମୁଁ ଏହାକୁ ଖାଇ ବଞ୍ଚୁଥୁଲି ଏବଂ ଅନ୍ୟମାନଙ୍କୁ ଖୁଆଉଥୁଲି । ଏପରି ଶସ୍ୟ ଆମେ ବୁଣୁଥ୍ ଏବଂ ବାଡ଼େଇ କରି ଅମଳ କରୁଥିଲୁ ।’’

Word Meaning / Glossary:
distinctly – clearly ( ସ୍ପଷ୍ଟ ଭାବରେ )
reap – harvest (ଅମଳ କରିବା)
sow – ବୁଣିବା
thrash – to beat repeatedly (କ୍ରମାଗତଭାବେ ବାଡ଼େଇବା )

Para: And the King asked:’Tell me, grandfather, did you buy it anywhere, or did you grow it all yourself ?’ ’ The old man smiled. ‘In my time, he answered, ‘no one ever thought of such a sin as buying or selling bread, and we knew nothing of money. Each man had corn enough of his own.’ ‘Then tell me, grandfather’, asked the King, ‘where was your field, where did you grow corn like this ?’ And the grandfather answered: ‘My field was God’s earth, wherever 1 plowed, there was my field. The land was free. It was a thing no man called his own. Labour was the only thing men called their own.’

ଅନୁବାଦ : ଏବଂ ରାଜା ପଚାରିଲେ : ‘‘ଜେଜେବାପା, ଆମକୁ କୁହନ୍ତୁ, ତୁମେ ଏହାକୁ କୌଣସିଠାରୁ କିଶୁଥୁଲ ନା ନିଜେ ସବୁ ଉତ୍ପନ୍ନ କରୁଥୁଲ ?’’ ବୃଦ୍ଧବ୍ୟକ୍ତିଜଣକ ହସିଲେ । ସେ ଉତ୍ତର ଦେଲେ, ‘ଆମ ସମୟରେ ଶସ୍ୟ ବିକିବା ଓ କିଣିବା ଭଳି ପାପ କଥା କେହି କେବେ ଚିନ୍ତା କରୁ ନ ଥିଲେ ଏବଂ ଆମେ ଟଙ୍କା ବିଷୟରେ କିଛି ଜାଣି ନ ଥିଲୁ । ପ୍ରତ୍ୟେକ ବ୍ୟକ୍ତିର ନିଜ ପାଇଁ ପର୍ଯ୍ୟାପ୍ତ ଶସ୍ୟ ଥିଲା । ରାଜା ପଚାରିଲେ, ‘ଜେଜେବାପା, ତେବେ ମୋତେ କୁହନ୍ତୁ ତୁମର କ୍ଷେତ କେଉଁଠି ଥିଲା ଏବଂ ତୁମେ କେଉଁଠି ଏପରି ଶସ୍ୟ ଚାଷ କରୁଥି ? ଏବଂ ଜେଜେବାପ! ଉତ୍ତର ଦେଲେ : ‘‘ମୋ’ର କ୍ଷେତ ଥିଲା ଭଗବାନ୍‌ଙ୍କ ପୃଥ‌ିବୀ, ମୁଁ ଯେଉଁଠାରେ ଚାଷ କରୁଥିଲି, ତାହା ମୋର କ୍ଷେତ ଥିଲା । ଏହାକୁ କେହି ନିଜର ବୋଲି କହୁ ନ ଥିଲେ । ଶ୍ରମ ହେଉଛି ଏକମାତ୍ର ଜିନିଷ ଯାହାକୁ ଲୋକମାନେ ସେମାନଙ୍କର ନିଜର ବୋଲି କହୁଥିଲେ ।’’

Word Meaning / Glossary:
Sin – bad and immoral behaviour (ପାପ)
God’s earth – ଭଗବାନଙ୍କ ପୃଥିବୀ
land was free – ଭୂମି ଥିଲା ମୁକ୍ତ
labour – very hard work (ଶ୍ରମ)

Para: Answer me two more questions, said the King. ‘The first is, why did the earth bear such grain then and has ceased to do so now? And the second is, why your grandson walks with two crutches, your son with one, and you yourself with none? Your eyes are bright, your teeth sound, and your speech clear and pleasant to the ear. How have these things come about ?’ And the old man answered: ‘These things are so because men have ceased to live by their own labor and have taken to depending on the labor of others. In the old time, they lived according to God’s law. They had what was their own, and coveted not what others had produced.

ଅନୁବାଦ : ରାଜା ପଚାରିଲେ, ‘‘ମୋତେ ଆଉ ଦୁଇଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଦିଅ । ପ୍ରଥମ ପ୍ରଶ୍ନଟି ହେଲା, ପୃଥ‌ିବୀ ସେତେବେଳେ କାହିଁକି ଏପରି ଶସ୍ୟ ଉପୁଜାଉଥିଲା ଏବଂ ବର୍ତ୍ତମାନ କାହିଁକି ସେପରି କରିବା ବନ୍ଦ କରିଦେଇଛି ? ଏବଂ ଦ୍ୱିତୀୟଟି ହେଲା, ତୁମ ନାତି କାହିଁକି ଦୁଇଟି ଆଶାବାଡ଼ି ଧରି ଚାଲୁଛି, ତୁମ ପୁଅ ଗୋଟିଏ ଆଶାବାଡ଼ି ଧରି ଚାଲୁଛି ଏବଂ ତୁମେ ବିନା ଆଶାବାଡ଼ିରେ ଚାଲୁଛ ? ତୁମର ଚକ୍ଷୁ ଦୁଇଟି ଉଜ୍ଜଳ ଅଛି, ଦାନ୍ତ ସୁସ୍ଥ ଅଛି ଏବଂ ତୁମର କଥା ସ୍ପଷ୍ଟ ଏବଂ ଶ୍ରୁତିମଧୁର ହେଉଛି । ଏସବୁ କିପରି ସମ୍ଭବ ହେଉଛି ? ଏବଂ ବୃଦ୍ଧବ୍ୟକ୍ତିଜଣକ ଉତ୍ତର ଦେଲେ : ‘ଏସବୁ ଏପରି ହୋଇଛି, କାରଣ ଲୋକମାନେ ନିଜ ଶ୍ରମରେ ବଞ୍ଚିବା ଚାଡ଼ି ଦେଇ ଅନ୍ୟର ଶ୍ରମ ଉପରେ ନିର୍ଭର କରି ବଞ୍ଚିବା ଆରମ୍ଭ କରିଛନ୍ତି । ପ୍ରାଚୀନ କାଳରେ ସେମାନେ ଭଗବାନ୍‌ଙ୍କ ନିୟମାନୁଯାୟୀ ବଞ୍ଚୁଥିଲେ । ଯାହା ନିଜସ୍ବ ତାହା ସେମାନଙ୍କର ଥିଲା, ଅନ୍ୟର ଉତ୍ପାଦନକୁ ସେମାନେ ନିଜର କରିବାକୁ ଆଗ୍ରହୀ ନ ଥିଲେ ।’’

Word Meaning / Glossary:
cease – stop (ବନ୍ଦ କରିଡ଼େବା)
pleasant – full of pleasure (ଆନନ୍ଦମୟକ)
God’s law – law of nature (ଭଗବାନଙ୍କ ନିୟମ)
covet – wish eagerly to have other’s possession (ଅନ୍ୟ ସମ୍ପତ୍ତି ଅଧିକାର ପାଇ ପ୍ରଇବା ଇଚ୍ଛା )
produce – law of nature (ଉତ୍ପାଦନ କରିବା)

Comprehension Check

Question 1.
How big was the corn in his father’s time?
(ତାଙ୍କ ବାପାଙ୍କ ସମୟରେ ଶସ୍ୟ କେତେ ବଡ଼ ଥୁଲା ?)
Answer:
In his father’s time, the com was larger and yielded more flour than the present-day grain.

Question 2.
Read the lines that describe the old man’s grandfather.
(ବୃଦ୍ଧବ୍ୟକ୍ତିଙ୍କର ଜେଜେବାପାଙ୍କୁ ବର୍ଣ୍ଣନା କରୁଥ‌ିବା ଧାଡ଼ିଗୁଡ଼ିକୁ ପଢ଼ ।)
Answer:
The old man’s grandfather entered walking easily without crutches: his eyes were clear, the hearing was good, and he spoke distinctly because his teeth were intact.

Question 3.
What was the grandfather’s reply to the king’s question?
(ରାଜାଙ୍କ ପ୍ରଶ୍ନ ପାଇଁ ଜେଜେବାପାଙ୍କର ଉତ୍ତର କ’ଣ ଥିଲା ?)
Answer:
In reply to the king’s question, the grandfather said that it was a long since he saw such a fine grain. Com of that size had grown everywhere in his time. He lived on com like that in his young days and fed others on it. It was a grain like this they used to sow and reap in the field.

Question 4.
Did the people in their grandfather’s time buy or sell bread?
(ଜେଜେବାପାଙ୍କ ସମୟରେ ଲୋକମାନେ ଶସ୍ୟ କିଣୁଥିଲେ କିମ୍ବା ବିକୁଥିଲେ କି ?)
Answer:
No, in grandfather’s time, people did not buy or sell bread. They thought buying or selling bread was a sin. They knew nothing of money. Each man had corn enough of his own.

Question 5.
Was the land free during his time? Say the lines that suggest?
(ତାଙ୍କ ସମୟରେ ଜମି ମୁକ୍ତ ଥିଲା କି ? ଏହା ସୂଚାଉଥବା ଧାଡ଼ିଗୁଡ଼ିକ କୁହ ।)
Answer:
Yes, the land was free during his time. The lines: “My field was God’s earth, wherever I plowed, there was my field. Land was free. It was a thing no man called his own.” suggest it.

Question 6.
What were the last two questions of the king?
(ରାଜାଙ୍କର ଶେଷ ପ୍ରଶ୍ନ ଦୁଇଟି କ’ଣ ଥିଲା ?)
Answer:
The last questions of the king were why the earth bore such big-size grain then and has ceased to do so now. The second question was why his grandson walked with two crutches, his son with one crutch and he himself without a crutch. Why his eyes were clear, teeth sound, speech clear and pleasant to hear. The king wanted to know the reason behind this.

Question 7.
What reply did the grandfather give?
(ଜେଜେବାପା କ’ଣ ଉତ୍ତର ଦେଲେ ?)
Answer:
The grandfather replied that these things were so because men had ceased to live by their own labor and had depended on the labor of others. In old days. they lived according to God’s law. They never wished to have something that belonged to others.

D. WRITING

Answer the following questions in fifty words.
(ପଚାଶଟି ଶବ୍ଦରେ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
How did the grain of corn reach the king?
(ଶସ୍ୟଦାନାଟି ରାଜାଙ୍କ ପାଖରେ କିପରି ପହଞ୍ଚିଲା ?)
Answer:
One day some children found, in a ravine, a thing shaped like a grain of corn with a long deep line cut down the middle of its surface. The item was as large as a hen’s egg. A traveler was passing nearby. He saw the thing and bought that from the children for a penny. He took it to town and sold it to the king as a curiosity.

Question 2.
How did the wise men know that it was a grain of corn?
(ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ଏହା ଏକ ଶସ୍ୟଦାନ ବୋଲି କିପରି ଜାଣିଲେ ? )
Answer:
After buying the grain of corn from the traveler which was as large as a hen’s egg, the king called together his wise men and told them to find out what the thing was. The wise men thought over the matter deeply but could not get any answer. One day. when the thing was lying on a window-sill, a hen flew in and pecked at it till she made a hole in it. Then everyone saw that it was a grain of corn. In this way, the wise men came to know that it was a grain of corn.

Question 3.
What suggestions did the learned men give to the king to find out when and where such corn had grown?
(ସେହିଭଳି ଶସ୍ୟ ଉତ୍ପାଦନ କେବେ ଏବଂ କେଉଁଠାରେ ହୋଇଥିଲା ତାହା ଜାଣିବା ପାଇଁ ବିଜ୍ଞ ବ୍ୟକ୍ତିମାନେ ରାଜାଙ୍କୁ କ’ଣ ପ୍ରସ୍ତାବ ଦେଲେ ?)
Answer:
The learned men after pondering over the matter and searching in their books. could find nothing about it. They suggested the king ask the peasants about the whereabouts of the corn because some of them might have heard from their fathers when and where grains had grown to such a size.

Question 4.
What were the replies given by the old peasant and his father regarding the corn?
(ଶସ୍ୟ ବିଷୟରେ ବୃଦ୍ଧ କୃଷକ ଏବଂ ତାଙ୍କ ବାପାଙ୍କଦ୍ବାରା ପ୍ରଦତ୍ତ ଉତ୍ତର କ’ଣ ଥିଲା ?
Answer:
In reply to the king’s question, the old peasant told the king that he had never sowed nor reaped any corn like that in his fields. The grains they bought were as small as the present-day grains. His father might have known about such a large size grain. ¡n reply to the king’s question his father said that he had never sowed nor reaped any corn like that in his fields. He had never bought any as money was not in use then.

In his time everyone grew his own corn and in time of leed, they exchanged with one another. Of course, the grain of their time was larger and yielded more flour than the present-day grain. He had heard from his father that the grain grew larger in his father’s time. So it would be better for the king to ask his father.

Question 5.
How were the three old men in the story described?
(ଏହି ଗଳ୍ପରେ ତିନିଜଣ ବୃଦ୍ଧବ୍ୟକ୍ତିଙ୍କୁ କିଭଳି ଭାବେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?)
Answer:
As per the king’s order, the first old man came with two crutches to the king. He had lost all his sense organs. Neither did he see clearly nor hear nor speak distinctly. He understood with great difficulty what the king told. The second old man was better than the first old man. He came walking with the help of one crutch.

He could see the grain but could manage to understand what the king told him. The third old man who was the grandfather of the first old man walked easily without the help of any crutch. He could speak distinctly and could see clearly. He recognized the corn which was produced during his time.

Question 6.
Briefly describe the lifestyle of the people during grandfather’s time?
(ଜେଜେବାପାଙ୍କ ସମୟର ଲୋକମାନଙ୍କର ଜୀବନଶୈଳୀ ସଂକ୍ଷେପରେ ବର୍ଣ୍ଣନା କର ।)
Answer:
During my grandfather’s time., things were not sold or bought. They knew nothing of money. Each man had corn enough of his own. The land was free. It was a thing no man called his own. Labour was the only thing men called their own. Each man had corn enough of his own. The people lived according to God’s rule. They never wished to have something that belonged to others.

Question 7.
What comments did the grandfather give on the lifestyle of people today?
(ଜେଜେବାପା ଆଜିକାଲିର ଲୋକମାନଙ୍କ ଜୀବନଶୈଳୀ ଉପରେ କ’ଣ ଟିପ୍‌ପଣୀ ଦେଇଥିଲେ ?)
Answer:
Nowadays people have become selfish. Men have ceased to live by their own labor and have taken to depend on the labor of others. They have a strong desire for the things that belong to others. So they have become weak and unhealthy.

E. ACTIVITY

1. Draw a family tree using the information given in the story.
(a) Here are some words and expressions given in the box. Choose the right words/expressions and fill in the following diagram.
toothless, one crutch, eyes clear, old and bent, two crutches, without crutches, heard better, spoke distinctly, ashy pale, still able to see, hearing good

Answer:

(b) Now use the words and expressions in your own sentences to describe the three old men. Then arrange the sentences in the order of the story.
Answer:
A. Son
(i) He was toothless.
(ii) He was old and bent.
(iii) He was ashy pale.
(iv) He walked with two crutches.
B. Father
(i) He walked to the king with a crutch.
(ii) He heard better.
C. Grandfather
(i) He walked to the king easily without crutches.
(ii) He had clear eyes.
(iii) He spoke distinctly.
(iv) His hearing was good.

Arrangement of the sentences in order of the story :
4. The peasant was old and bent.
9. The old peasant who was brought to the king was ashy and pale.
1. The old man was toothless.
5. The old man came to the king with the help of two crutches.
2. The old man’s father came walking to the king with one crutch.
10. The old man’s father was still able to see the grain.
7. The old man’s father heard better than his son.
6. The old man’s grandfather walked easily without crutches.
3. Although her grandfather was old, his eyes were clear.
11. The old man’s grandfather’s hearing was good.
8. The old man’s grandfather spoke distinctly before the king regarding the size of the grain.

BSE Odisha 10th Class English A Grain as big as a Hen’s Egg Important Questions and Answers

Very Short A Objective Questions With Answers:
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Where did the children find the thing?
Answer:
in a ravine

Question 2.
What was the thing shaped like?
Answer:
a grain of corn

Question 3.
Who bought the thing from the children?
Answer:
a traveler

Question 4.
How much did he pay for the thing?
Answer:
a penny

Question 5.
Who did the traveler sell it to?
Answer:
to the King

Question 6.
Who did the king tell to find out what the thing was?
Answer:
to the wise men

Question 7.
Who pecked at the thing?
Answer:
a hen

Question 8.
Where was the thing laying when a hen-pecked at it?
Answer:
on a window-sill

Question 9.
“It is a grain of corn.” Who said it to whom?
Answer:
the wise men to the king

Question 10.
Who searched in their books and found nothing about the grain of corn?
Answer:
the learned men

Question 11.
Who found the very old peasant and brought him to the king?
Answer:
the king’s servants

Question 12.
How did the very old peasant walk?
Answer:
with the help of two crutches

Question 13.
What did the old peasant feel with his hands?
Answer:
the grain

Question 14.
Whom did the king ask about the corn finding no answer from the old peasant?
Answer:
to the old peasant’s father

Question 15.
How did the old peasant’s father walk?
Answer:
with the help of one crutch

Question 16.
Who was rather heard of hearing?
Answer:
the old peasant’s father

Question 17.
“Ìn my time money was not yet in use.” Who said this?
Answer:
the old peasant’s father

Question 18.
What did people share with one another in the second old man’s time?
Answer:
the corn

Question 19.
How did the old peasant’s grandfather enter the king’s presence?
Answer:
without crutches

Question 20.
How were the grandfather’s eyes?
Answer:
clear

Question 21.
How did the grandfather speak?
Answer:
distinctly

Question 22.
“It is the very same kind.” Who said this?
Answer:
the old peasant’s grandfather

Question 23.
What was considered a sin during her grandfather’s time?
Answer:
selling or buying bread

Question 24.
What was free during her grandfather’s time?
Answer:
land

Question 25.
What was the only thing men called their own?
Answer:
labor

Fill In The Blanks With Right Words.

1. One day some children found a thing shaped like a grain of corn in a _________.
Answer:
ravine

2. bought the thing from the children _________.
Answer:
a traveler

3. The traveler sold the thing to the king as a ___________.
Answer:
curiosity

4. The traveler bought the thing from the children for a _________.
Answer:
penny

5. ___________ confirmed to the king that it was a grain of corn.
Answer:
The wise men

6. The king ordered the __________ to find out when and where such corn had grown.
Answer:
the wise men

7. The learned men searched in their ___________ about the thing.
Answer:
books

8. The learned men advised the king to ask __________ about the strange thing.
Answer:
the peasants

9. ________ were brought before the king first.
Answer:
the very old peasant

10. __________ managed with the help of two crutches to totter into the king’s presence.
Answer:
The very old peasant

11. The king asked the old peasant __________ questions.
Answer:
two

12. The old peasant was rather hard of __________.
Answer:
hearing

13. _________ came walking with one crutch.
Answer:
the old peasant’s father

14. The grains were always as small as they are now in _________ time.
Answer:
the second old man’s

15. __________ had good look.
Answer:
the old man’s father

16. The king’s first question to the old man’s father was ___________.
Answer:
where corn used to grow

17. The very old peasant was old and bent, __________ and toothless.
Answer:
ashy pale

18. The grain was placed on a _________ when a hen-pecked it.
Answer:
window sill

19. __________ pondered and pondered about the thing.
Answer:
the wise men

20. The children found _____ in a ravine.
Answer:
a thing shaped like a grain

21. After the king’s order, the wise men pondered and pondered and could not make _________ of it.
Answer:
head or tail

22. “I never sowed nor reaped any grain like this in my field”. The statement said by _________.
Answer:
the old man

23. ‘Money was not yet ¡n use in the time of __________.
Answer:
the old man

24. In the old man’s time the grain was larger and yielded _________ than present-day grain.
Answer:
more flour

25. _________ entered walking easily and without crutches.
Answer:
Grandfather

26. The grandfather’s eyes were ____________.
Answer:
clear

27. Grandfather spoke _________.
Answer:
distinctly

28. “It’s long since I saw such a fine grain.” ____________ said by.
Answer:
grandfather

29. ________ looked at the grain and turned it about in his hand.
Answer:
grandfather

30. ‘To walk in an unsteady way’ means ____________.
Answer:
totter

Multiple Choice Questions With Answers

Question 1.
The children found a thing shaped like a grain of corn in the ___________?
(A) in the valley
(B) in a ravine
(C) in the mountain
(D) in the stream
Answer:
(B) in a ravine

Question 2.
The traveler bought the thing for a __________?
(A) rupee
(B) dollar
(C) rouble
(D) penny
Answer:
(D) penny

Question 3.
The corn was sold .to __________ as a curiosity?
(A) the dealer
(B) the wise man
(C) the king
(D) the minister
Answer:
(C) the king

Question 4.
There was a in the middle of the corn?
(A) porous
(B) crack
(C) groove
(D) hole
Answer:
(C) groove

Question 5.
The wise men couldn’t make __________ of the grain?
(A) head and tail
(B) head and leg
(C) hand and glove
(D) hide and seek
Answer:
(A) head and tail

Question 6.
One day a hen flew in and pecked at the corn which was placed?
(A) on the table
(B) in the comer of the room
(C) on the shelf
(D) on the window sill.
Answer:
(D) on the window sill.

Question 7.
‘We can give no answer’, Who said it?
(A) the king
(B) the wise men
(C) the councilors
(D) the ministers
Answer:
(B) the wise men

Question 8.
The learned men suggested the king to consult ___________?
(A) the magicians
(B) the doctors
(C) the soldiers
(D) the peasants
Answer:
(D) the peasants

Question 9.
The king ordered the learned men to find out __________?
(A) when and how much corn had grown
(B) when and why is such corn had grown
(C) where and why such corn had grown
(D) when and where such corn had grown
Answer:
(D) when and where such corn had grown

Question 10.
The traveler bought the corn from the children and took it?
(A) to the village
(B) to the village market
(C) to the Big Bazar
(D) to the town
Answer:
(D) to the town

Question 11.
The first old man could not see the corn so ___________?
(A) he bit a piece of it
(B) he felt the corn with his hand
(C) he smelt it
(D) he could understand it.
Answer:
(B) he felt the corn with his hand

Question 12.
‘Have you ever bought such corn or sown such in your fields?
(A) The first old man asked the second old man
(B) The second old man asked the first old man
(C) The third old man asked the king
(D) The king questioned the first old man
Answer:
(D) The king questioned the first old man

Question 13.
The father came to the king’s presence with the help of __________?
(A) one crutch
(B) two crutches
(C) a stick
(D) a crowbar
Answer:
(A) one crutch

Question 14.
The grandfather walked easily _________?
(A) with help of two crutches
(B) with the help of one crutch
(C) with the help of a stick
(D) without any crutch
Answer:
(D) without any crutch

Question 15.
The first old man suggested consulting his ________?
(A) mother
(B) brother
(C) father
(D) sister
Answer:
(C) father

Question 16.
The grandfather spoke distinctly because __________?
(A) his teeth were intact
(B) he was toothless
(C) he was rather weak
(D) he was blind and deaf
Answer:
(A) his teeth were intact

Question 17.
When the king showed the old grandfather the grain _________?
(A) he looked at it
(B) he held it about in his hand
(C) he bit a piece of it
(D) he felt it with his hand
Answer:
(D) he felt it with his hand

Question 18.
The third old man lived on the com like this in his __________?
(A) old days
(B) young days
(C) infancy
(D) school days
Answer:
(B) young days

Question 19.
According to the old grandfather in the past was the only thing that man called his own?
(A) house
(B) field
(C) land
(D) labor
Answer:
(D) labour

Question 20.
During the grandfather’s time, buying and selling were considered as _________?
(A) virtue
(B) vice
(C) honesty
(D) sin
Answer:
(D) sin

Question 21.
What was the third old man like?
(A) he walked easily without any crutch
(B) his eyes were clear and his hearing was good
(C) his teeth were intact and spoke distinctly
(D) all of the above
Answer:
(D) all of the above

Question 22.
What was the only thing that man called his own?
(A) water
(B) land
(C) labor
(D) corn
Answer:
(C) labour

Question 23.
Who was toothless, old, bent, and ashy pale and walked with two crutches?
(A) the son
(B) the father
(C) the grandfather
(D) the mother
Answer:
(A) the son

Question 24.
Who walked without any crutch?
(A) the son
(B) the father
(C) the grandfather
(D) the wise man
Answer:
(C) the grandfather

Question 25.
Today men have ceased to live on their own?
(A) land
(B) labor
(C) property
(D) com
Answer:
(B) labour

Question 26.
People in modern times don’t live according to __________?
(A) popular law
(B) social custom
(C) God’s law
(D) social law
Answer:
(C) God’s law

BSE Odisha 10th Class English Non-Detailed Text

• Chapter 1 A Tiger in the House
• Chapter 2 The Beggar
• Chapter 3 The Village Judge
• Chapter 4 A Grain as big as a Hen’s Egg
• Chapter 5 A Great Son of India

Odisha State Board BSE Odisha 10th Class English Solutions Non-Detailed Chapter 3 The Village Judge Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Non-Detailed Chapter 3 The Village Judge

BSE Odisha 10th Class English Chapter 3 The Village Judge Questions and Answers

Before You Read
Man is the best-gifted creature on earth. He is endowed with different wonderful and peculiar qualities. He is a rational animal who is guided by his own conscience. Conscience plays an important role in pronouncing a judgement. While pronouncing a judgement, one sees no difference between friends and enemies. It is often said that the voice of the judge is the voice of God. So godly feeling is evoked in the heart of a judge. The pronouncement of a right and just judgement is heaven.

Pronouncement of a wrong and unjust judgement is hell. Although a human being is the best creature, he is still endowed with some wonderful vices like enmity, jealousy, hatred, rude attitude etc. A situation comes when even two friends may quarrel. A situation comes when a man may become selfish and forgets others’ sacrifices towards him. In such a situation, we require a judge the right judgement so that the righteous person will be rewarded and the guilty person will be punished.

This story narrates the character of two friends named Jumman Sheikh and Aigu Chaudhuri who came to face a situation in which panchayat had to be set up and a wonderful judgement was pronounced by Aigu that went against Jumman who had treated his aunt rudely and confiscated her property. He was asked to give a monthly allowance to his aunt.

Similarly, there was another panchayat where the judgement was pronounced against Samjhoo who was not giving money for the bullock brought from Aigu. In this panchayat, Juniman was the panch who could pronounce the right judgement by which Samjhoo was bound to pay the money for the bullock to Aigu. In this way, the truth comes in the voice of the Judge who is the representative of God.

ବିଷୟ ପୂଚନ।
ପୃଥ‌ିବୀପୃଷ୍ଠରେ ମଣିଷ ହେଉଛି ସର୍ବୋତ୍ତମ ଆଶୀର୍ବାଦପ୍ରାପ୍ତ ପ୍ରାଣୀ । ସେ ଅନେକଗୁଡ଼ିଏ ବିସ୍ମୟକର ଓ ଅନ୍ୟ ଗୁଣାବଳୀ ପ୍ରାପ୍ତ ହୋଇଛି । ସେ ଜଣେ ବିବେକସମ୍ପନ୍ନ ପ୍ରାଣୀ ଯିଏକି ନିଜ ବିବେକଦ୍ୱାରା ପରିଚାଳିତ ହୁଏ । ଏକ ବିଚାର ବା ରାୟ ଘୋଷଣା କରିବାରେ ବିବେକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା ନିର୍ବାହ କରେ । ଏକ ରାୟ ଘୋଷଣା କଲାବେଳେ ଜଣେ ବ୍ୟକ୍ତି ବନ୍ଧୁ ଓ ଶତ୍ରୁମାନଙ୍କ ଭିତରେ କିଛି ପାର୍ଥକ୍ୟ ଦେଖେ ନାହିଁ । ତେଣୁ କୁହାଯାଏ ଯେ ଜଣେ ବିଚାରପତିର ସ୍ବର ଭଗବାନ୍‌ଙ୍କର ସ୍ଵର ଅଟେ । ଏକ ଠିକ୍ ଓ ନ୍ୟାୟ ବିଚାରର ଘୋଷଣା ସ୍ବର୍ଗ ଅଟେ । ଏକ ଭୁଲ ଓ ଅନ୍ୟାୟ ବିଚାରର ଘୋଷଣା ନର୍କ ଅଟେ ।

ଯଦିଓ ମଣିଷ ସର୍ବୋତ୍ତମ ପ୍ରାଣୀ, ତଥାପି ଶତ୍ରୁତା, ଈର୍ଷାପରାୟଣତା, ଘୃଣାଭାବ, ନିର୍ଭୟ ଭାବ ଭଳି ଅନେକ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଦୁର୍ଗୁଣ ତା’ ପାଖରେ ରହିଛି । ଏପରି ବେଳା ଆସେ ଯେତେବେଳେ କି ଦୁଇବନ୍ଧୁ କଳହ କରିପାରନ୍ତି । ଏପରିବେଳା ଆସେ ଯେତେବେଳେ ମଣିଷ ସ୍ବାର୍ଥପର ହୋଇଯାଏ ଓ ନିଜ ପ୍ରତି ଅନ୍ୟମାନଙ୍କ ତ୍ୟାଗକୁ ଭୁଲିଯାଏ । ଏପରି ସମୟରେ ଆମେ ଏକ ସଠିକ୍ ରାୟ ଦେବା ଜଣେ ବିଚାରପତି ଆବଶ୍ୟକ କରୁ ଯଦ୍ବାରା ନ୍ୟାୟବାନ୍ ବ୍ୟକ୍ତି ପୁରସ୍କୃତ ହୁଏ ଓ ଦୋଷୀ ଦଣ୍ଡ ପାଏ । ଏହି ଗଳ୍ପ ଜୁମନ ଶେଖ୍ ଓ ଅଲଗୁ ଚୌଧୁରୀ ନାମକ ଦୁଇବନ୍ଧୁଙ୍କ ଚରିତ୍ରକୁ ବର୍ଣନା କରେ ଯେଉଁ ଦୁଇଜଣ ଏପରି ପରିସ୍ଥିତିର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ଯେଉଁ କ୍ଷେତ୍ରରେ ଏକ ପଞ୍ଚାୟତ ବସିଥିଲା ଓ ଅଲଗୁ ଚୌଧୁରୀ ଏପରି ଏକ ବିସ୍ମୟ ରାୟ ଘୋଷଣା କରିଥିଲେ ଯାହାକି ଜୁମ୍ମନ ବିରୋଧରେ ଯାଇଥିଲା

ଯିଏକି ନିଜ ଚାଚୀଙ୍କର ସମସ୍ତ ସମ୍ପତ୍ତି ହଡପ କରି ତାଙ୍କ ପ୍ରତି ନିଷ୍ଠୁର ବ୍ୟବହାର କରୁଥିଲା । ତାକୁ ନିଜ ଚାଚୀଙ୍କୁ ମାସିକ ବୃତ୍ତି ଦେବାକୁ କୁହାଯାଇଥିଲା । ସେହିପରି ଅନ୍ୟ ଏକ ପଞ୍ଚାୟତ ବସିଥିଲା, ଯେଉଁଠାରେ ସମଝୁ ବିରୁଦ୍ଧରେ ରାୟ ଘୋଷିତ ହୋଇଥିଲା ଯିଏକି ଅଲଗୁଠାରୁ କିଣିଥ‌ିବା ବଳଦପାଇଁ ଟଙ୍କା ଦେଇ ନ ଥିଲା । ଏହି ପଞ୍ଚାୟତରେ କୁମ୍ଭନ ପଞ୍ଚ ବା ବିଚାରପତି ଥିଲା ଯିଏକି ଏକ ନ୍ୟାୟ ବିଚାର ଦେଇଥୁଲା, ଯଦ୍ବାରା ସମୂ ବଳଦପାଇ ଅଲଗୁକୁ ଟଙ୍କା ଦେବାକୁ ବାଧ୍ୟ ହୋଇଥିଲା । ଏହିପରି ଭଗବାନ୍‌ଙ୍କ ପ୍ରତିନିଧ୍ଵଭାବେ ବିବେଚିତ ବିଚାରପତିଙ୍କ ସ୍ଵରରେ ସତ୍ୟ ହିଁ ପରିପ୍ରକାଶିତ ହୋଇଥିଲା ।

TEXT – I

Para: Jumman Sheikh and Algu Chaudhuri were great friends. Each trusted the other completely. Jumman Sheikh had an old aunt. She had a small piece of property. Jumman had persuaded her to transfer the property to his name. So long as it was not done, the aunt had been treated with great kindness and respect. But when the property was transferred, all kindness vanished. Jumman and his wife, Kariman, became harsh and rude. For some time the aunt bore all this. But when she could bear it no more, she complained to Jumman, “Son, I can’t go on like this anymore. You should give me some money. I shall cook and eat separately.

ଅନୁବାଦ : ଜୁମ୍ମନ ଶେଖ୍ ଓ ଅଲଗୁ ଚୌଧୁରୀ ଦୁହେଁ ଘନିଷ୍ଠ ବନ୍ଧୁ ଥିଲେ । ଜଣେ ଅନ୍ୟ ଜଣକୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ବିଶ୍ବାସ କରୁଥିଲା । ଜୁମନ ଶେଖର ଜଣେ ବୃଦ୍ଧା ଚାଚୀ ଥିଲେ । ତାଙ୍କର ଖଣ୍ଡିଏ ଛୋଟ ଜମି ଥିଲା । ଜୁମ୍ମାନ ତାଙ୍କୁ ସମ୍ପତ୍ତିକୁ ତାଙ୍କ ନାମକୁ ହସ୍ତାନ୍ତର କରିଦେବାକୁ ପ୍ରବର୍ତ୍ତାଇଲା । ଯେପର୍ଯ୍ୟନ୍ତ ସମ୍ପତ୍ତି ହସ୍ତାନ୍ତର ହୋଇ ନ ଥିଲା, ସେ ପର୍ଯ୍ୟନ୍ତ ତାଙ୍କୁ ଦୟା ଓ ସମ୍ମାନର ସହିତ ଚର୍ଚ୍ଚା କରାଯାଇଥିଲା । କିନ୍ତୁ ଯେତେବେଳେ ସମ୍ପତ୍ତି ହସ୍ତାନ୍ତର ହୋଇଗଲା, ସବୁ ଦୟା କୁଆଡ଼େ ଉଭେଇଗଲା । ଜୁମ୍ମନ ଏବଂ ତା’ ସ୍ତ୍ରୀର ମନ ନିଷ୍ଠୁର ଓ କର୍କଶ ହୋଇଗଲା । କିଛିଦିନ ପାଇଁ ଚାଚୀ ଏସବୁ ସହିଗଲେ । ଯେତେବେଳେ ସେ ଆଉ ସହିପାରିଲେ ନାହିଁ, ସେ ଜୁମ୍ଭନ ନିକଟରେ ଅଭିଯୋଗ କରି କହିଲେ, ‘ମୁଁ ଏପରି ଆଉ ଅଧିକ ଦିନ ଚଳିପାରିବି ନାହିଁ । ତୁମେ ମୋତେ କିଛି ଟଙ୍କା ଦିଅ । ମୁଁ ଅଲଗା ରାନ୍ଧିବି ଓ ଖାଇବି ।’’

Word Meaning / Glossary:
go on – continue
bear – put up with
great friends – intimate friends
trusted – had faith in
property – a piece of land
persuaded – convinced
treated – behaved
vanished – disappeared
harsh – cruel
rude – impolite

Para: Jumman replied rudely, “Money does not grow on trees here.”
The aunt grew angry. She threatened to call a panchayat. Juan said, “Certainly, have a panchayat by all means. I also would like a decision. I hate their daily quarrels myself.”For several days after this, the old woman ran from village to village with a stick in her hand to support her. Most of the people did not hear the story of the poor woman with care and attention and did not offer her any comfort. After making her rounds, she came at last to Algu Chaudhuri. She threw her stick, waited for a while to regain her breath and said: “Son, you also should come to my panchayat for a short while.”
Algu: “I can come along if you like. But I shall not open my mouth there”
Aunt: “Why son ?”
Algu: “Jumman is an old friend of mine. I cannot quarrel with him.”
Aunt: “Son, will you hesitate to say the honest thing, because you fear a
quarrel ?”
Algu had no reply to give to the question of the old woman. But her words continued to echo in his heart. “Will you hesitate to say the honest thing, because you fear a quarrel? ”

ଅନୁବାଦ : ଜୁମ୍ମନ ଅଭଦ୍ର ଭାବରେ ଉତ୍ତର ଦେଲା, ‘‘ଏଠି ଟଙ୍କା ଗଛରେ ଫଳୁ ନାହିଁ ।’’
ଚାଚୀ ରାଗିଗଲେ । ସେ ପଞ୍ଚାୟତ ଡାକିବାକୁ ଧମକ ଦେଲେ । ଜୁମ୍ମନ କହିଲେ, ‘‘ଠିକ୍ ଅଛି, ଯେକୌଣସି ପ୍ରକାର ପଞ୍ଚାୟତଟିଏ ଡାକ I ମୁଁ ମଧ୍ୟ ଏକ ନିଷ୍ପଭି ଚାହୁଁଛି । ମୁଁ ସବୁଦିନ କଳି ଲାଗିବାକୁ ଘୃଣା କରୁଛି ।
ଏହାପରେ ଅନେକ ଦିନ ଧରି ବୃଦ୍ଧା ସ୍ତ୍ରୀ ଲୋକଟି ବାଡ଼ିଖଣ୍ଡିଏ ଧରି ଏ ଗାଁରୁ ସେ ଗାଁକୁ ନିଜ ପାଇଁ ସମର୍ଥନ ଯୋଗାଡ଼ କରିବାକୁ ଘୂରି ବୁଲିଲା । ଅଧିକାଂଶ ଲୋକ ଗରିବ ସ୍ତ୍ରୀ ଲୋକଟିର କଥାକୁ ଧ୍ୟାନ ଦେଇ ଶୁଣିଲେ ନାହିଁ ଏବଂ ତାକୁ କୌଣସି ଆଶ୍ଵାସନା ଦେଲେ ନାହିଁ । ଏହିଭଳି ସବୁଆଡ଼େ ବୁଲି ବୁଲି ସେ ଶେଷରେ ସେ ଅଲଗୁ ଚୌଧୁରୀ ପାଖରେ ପହଞ୍ଚିଲା । ସେ ତା’ର ବାଡ଼ି ଫୋପାଡ଼ି ଦେଲା, ନିଃଶ୍ବାସ ନେବାକୁ କ୍ଷଣେ ଅପେକ୍ଷା କରି କହିଲା, ‘‘ପୁଅ, ତୁମେ ମଧ୍ଯ ମୋ ପଞ୍ଚାୟତକୁ ଅଳ୍ପ ସମୟ ପାଇଁ ଆସିବା ଉଚିତ ।’’
ଅଲଗୁ : ‘‘ତୁମେ ଯଦି ଚାହୁଁଛ ମୁଁ ଯାଇପାରିବି । କିନ୍ତୁ ସେଠାରେ ମୁଁ ମୁହଁ ଖୋଲିପାରିବି ନାହିଁ ।’’ ଚାଚୀ : ‘‘କାହିଁକି ପୁଅ ?”’
ଅଲଗୁ : ‘‘ଜୁମ୍ମନ ମୋର ପୁରୁଣା ବନ୍ଧୁ । ମୁଁ ତା’ ସହ କଳି କରିପାରିବି ନାହିଁ ।’’
ଚାଚୀ : ‘‘ପୁଅ ତୁମେ କଳିକୁ ଡରୁଥିବାରୁ ସକଥା କହିବାକୁ ଦ୍ବିଧା କରିବ କି ?’’
ବୃଦ୍ଧା ସ୍ତ୍ରୀ ଲୋକଟିର ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାକୁ ଅଲଗୁ ପାଖରେ କିଛି ନ ଥିଲା । କିନ୍ତୁ ତା’ର କଥା : ‘ତୁମେ କଳିକୁ ଡରୁଥ‌ିବାରୁ ସତ୍ଵକଥା କହିବାକୁ ଦ୍ବିଧା କରିବ କି ?’’ ତାଙ୍କ ହୃଦୟରେ ପ୍ରତିଧ୍ଵନିତ ହେବାକୁ ଲାଗିଲା ।

Word Meaning / Glossary:
rudely – impolitely
threatened – ଧମକ
decision – ନିଷ୍ପତ୍ତି
several – a few
support – ସମର୍ଥନ
attention – ଧ୍ୟାନ |
comfort – pleasure
a short while – a short period of time
honest – ସଚ୍ଚୋଟ
echoed – ପ୍ରତିଧ୍ୱନୀ

Comprehension Check

Question 1.
Who are the main characters here?
(ଏଠାରେ କେଉଁମାନେ ମୁଖ୍ୟ ଚରିତ୍ର ଅଟନ୍ତି ?)
Answer:
Here the main characters are Algu Chaudhury, Jumman Sheikh, his wife Kariman and their old aunt.

Question 2.
How did Jumman and his wife treat his aunt when she had her property?
(ଯେତେବେଳେ ଚାଚୀଙ୍କର ସମ୍ପତ୍ତି ଥିଲା ଜୁମ୍ମାନ ଏବଂ ତା’ର ସ୍ତ୍ରୀ କିଭଳି ତାଙ୍କର ଚର୍ଚ୍ଚା କରୁଥିଲେ ?)
Answer:
When the old aunt had her property, Jumman and his wife Kariman treated her with great kindness and respect. She was given due attention.

Question 3.
Why did their behaviour change?
(ସେମାନଙ୍କ ବ୍ୟବହାର କ’ଣ ପାଇଁ ବଦଳିଗଲା ?)
Answer:
They treated their aunt with great kindness and respect because they wanted to possess the old lady’s property. So when the property was transferred from aunt to Jumman, their behaviour changed and all kindness vanished. They became harsh and rude towards the old lady.

Question 4.
What did the Aunt decide to do? Who did she finally go to?
(ଚାଚୀ କ’ଣ କରିବାକୁ ନିଷ୍ପତ୍ତି ନେଲେ ଏବଂ ପରିଶେଷରେ ସେ କାହା ପାଖକୁ ଗଲେ ?)
Answer:
The Aunt decided to call a panchayat against Jumman. Finally, she went to Algu Chaudhuri and requested him to come to her panchayat for a short while.

Question 5.
Algu was not ready to help Jumman’s aunt. How do you think he felt after she had left?
(ଜୁମ୍ମନଙ୍କ ଚାଚୀଙ୍କୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଅଲଗୁ ପ୍ରସ୍ତୁତ ନ ଥିଲା । ଚାଚୀ ଚାଲିଗଲା ପରେ ସେ କିପରି ଅନୁଭବ କରିଥିବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
Algu was not ready to help Jumman’s aunt as he was an old friend of Jumman. But aunt told him that if he would hesitate to say the honest thing only to avoid a quarrel with a friend. Algu had no reply to this question and aunt left the place. I think after the aunt had left the place, Algu would have thought much about the old woman’s question. His conscience would have awakened and he would have decided to go to the Panchayat

TEXT – II

Para: The panchayat met under a tree one evening. The old woman stated her case and then said to Jumman, “Whom would you like to be the panch ?” Jumman answered angrily, “Let me not say anything now, aunt. It is your show. Have anyone you like? ” She said, “Son, have fear of God. The panch is nobody’s friend or enemy. Do you accept Algu Chaudhuri ? I name him Chief Judge.

” Jumman was overjoyed, but he hid his feelings and replied: “Let it be Algu Chaudhuri.” Algu did not want to be mixed up in this affair. He wanted to get out and exclaimed: “Aunty, you know Jumman and I are close friends.” The aunt replied gravely: “Son, nobody can sell his conscience for friendship. God lives in the heart of the panch. Whatever the panch says is spoken by God himself.”

ଅନୁବାଦ : ଦିନେ ସନ୍ଧ୍ୟାବେଳେ ଏକ ଗଛମୂଳେ ପଞ୍ଚାୟତ ବସିଲା । ବୃଦ୍ଧା ସ୍ତ୍ରୀ ଲୋକଟି ତାଙ୍କର କାହାଣୀ ବର୍ଣ୍ଣନା କଲେ ଏବଂ ଜୁମ୍ମନକୁ କହିଲେ, ତୁମେ କିଏ ପଞ୍ଚ ବା ନ୍ୟାୟାଧୀଶ ହେବାକୁ ଚାହୁଁଛ ? ଜୁମ୍ଭନ କ୍ରୋଧାନ୍ବିତ ହୋଇ କହିଲା, ‘ଚାଚୀ, ମୋତେ ଏବେ କିଛି କହିବାକୁ ଦିଅ ନାହିଁ । ଏହା ତୁମର ପଞ୍ଚାୟତ । ତୁମେ ଯାହାକୁ ଚାହୁଁଛି ବାଛି । ସେ କହିଲେ, ‘ପୁଅ, ଭଗବାନ୍‌ଙ୍କୁ ଭୟ କର । ପଞ୍ଚ କାହାର ବନ୍ଧୁ ବା ଶତ୍ରୁ ନୁହଁନ୍ତି । ତୁମେ ଅଲଗୁ ଚୌଧୁରୀଙ୍କୁ ଗ୍ରହଣ କରିବ କି ? ମୁଁ ତାଙ୍କୁ ମୁଖ୍ୟ ବିଚାରପତି ରୂପେ ବାଛୁଛି ।’’ ଜୁମ୍ମନ ଖୁବ୍ ଉତ୍‌ଫୁଲ୍ଲିତ ହୋଇଗଲା,

କିନ୍ତୁ ସେ ନିଜର ଅନୁଭବକୁ ଲୁଚାଇ ରଖି କହିଲା, ‘‘ଅଲଗୁ ଚୌଧୁରୀ ବିଚାରପତି ହୁଅନ୍ତୁ ।’’ ଅଲଗୁ ଏ ଘଟଣାରେ ଜଡ଼ିତ ହେବାକୁ ଚାହୁଁ ନ ଥିଲା । ସେ ଏଥୁରୁ ରକ୍ଷା ପାଇବାକୁ ଚାହୁଁଥିଲା ଏବଂ କହିଲା, ‘‘ଚାଚୀ, ଜୁମ୍ମାନ ଏବଂ ମୁଁ ଘନିଷ୍ଠ ବନ୍ଧୁ ବୋଲି ତୁମେ ଜାଣିଛ ।’’ ଚାଚୀ ଗମ୍ଭୀର ହୋଇ କହିଲେ : ‘‘ପୁଅ, ନିଜର ବନ୍ଧୁତ୍ବ ପାଇଁ କେହି ବିବେକକୁ ବିକ୍ରି କରିଦେଇ ପାରିବ ନାହିଁ । ପଞ୍ଚର ହୃଦୟରେ ଭଗବାନ୍ ନିବାସ କରନ୍ତି । ପଞ୍ଚ ଯାହା କହନ୍ତି ତାହା ଭଗବାନ୍‌ଙ୍କର ନିଜର କଥା ।’’

Word Meaning / Glossary:
state – say
enemy – ଶତ୍ରୁ
accept – ଗ୍ରହଣ କର
overjoyed – felt exceedingly happy
affair – matter
gravely – ଗୁରୁତର
repiied – answered
conscience – ବିବେକ

Para: Algu said: “Sheikh Jumman, you and I are old friends. But at this moment, you and your old aunt are exactly the same as me. You may state your case before the panchayat.” Jumman was now confident that he had won. He imagined that Algu’s talk was a mere show, Therefore, with his heart at peace, he stated his case.

Algu Chaudhuri started asking questions that Jumman found hard to answer. Finally, Algu gave his judgement. “Jumman Sheikh! The elders have considered this matter. They think it proves that the aunt should have a monthly allowance. This is our decision. If you do not agree to pay the monthly expenses, then the property should be returned to her.”

ଅନୁବାଦ : ଅଲଗୁ କହିଲେ : ‘ଶେଖ୍ ଜୁମ୍ମାନ, ତୁମେ ଏବଂ ମୁଁ ପୁରୁଣା ବନ୍ଧୁ । କିନ୍ତୁ ଏହି ମୁହୂର୍ତ୍ତରେ ତୁମେ ଏବଂ ବୃଦ୍ଧା ଚାଚୀ ମୋ ପାଇଁ ପୂରାପୂରି ସମାନ । ତୁମେ ପଞ୍ଚାୟତ ଆଗରେ ତୁମର ପକ୍ଷ ରଖିପାର ।’’ ଏବେ ଜୁମନ ନିଶ୍ଚିତଭାବେ ଜିତିଯିବ ବୋଲି ଭରସା ବିଶ୍ଵାସ କରିସାରିଥିଲା । ଅଲଗୁର କଥା ଗୋଟାଏ ଅଭିନୟ ବୋଲି ସେ କଳ୍ପନା କଲା । ତେଣୁ ନିଶ୍ଚିନ୍ତ ହୃଦୟରେ ସେ ନିଜ କଥା ବର୍ଣ୍ଣନା କରିଗଲା । ଅଲଗୁ ଚୌଧୁରୀ ଅନେକଗୁଡ଼ିଏ ପ୍ରଶ୍ନ ପଚାରିବାକୁ ଲାଗିଲେ ଯାହାର ଉତ୍ତର ଦେବା କୁମ୍ମନଙ୍କ ପକ୍ଷେ କଷ୍ଟକର ଥିଲା ।

ଶେଷରେ ଅଲଗୁ ନିଜର ରାୟ ଶୁଣାଇଲେ  ‘ଜୁମନ ଶେଖ୍ ! ବୟସ୍କ ବ୍ୟକ୍ତିମାନେ ଘଟଣାଟିର ବିଚାର କରିସାରିଛନ୍ତି । ଚାଚୀ ଠିକ୍‌ଭାବେ ମାସିକ ଖର୍ଚ୍ଚ ପାଇବା ଉଚିତ ବୋଲି ସେମାନେ ଭାବୁଛନ୍ତି । ଏହାର ଆମର ନିଷ୍ପତ୍ତି । ଯଦି ତୁମେ ମାସିକ ଖର୍ଚ୍ଚ ଦେବାକୁ ରାଜି ନୁହଁ, ତେବେ ସମ୍ପଭି ତାଙ୍କ ନିକଟକୁ ଫେରିଯିବା ଉଚିତ ।’’

Word Meaning / Glossary:
confident – strong belief
consider – think
monthly allowance – ମାସିକ ଭତ୍ତା
expenses – ଖର୍ଚ୍ଚ

Comprehension Check

Question 1.
Who was selected as the main judge? Why?
(କିଏ ମୁଖ୍ୟ ବିଚାରକ ଭାବେ ବଛା ହେଲେ ଏବଂ କାହିଁକି ?)
Answer:
Algu Chaudhuri was selected as the primary judge in the Jumman-old aunt case. He was selected as the main judge by his aunt as she thought him to be acceptable to Jumman as one of his old friends. But aunt was dead sure that nobody would sell his conscience for friendship. The old aunt had a belief that the voice of the panch is the voice of God himself.

Question 2.
Algu was not ready to join the Panch. Why did he change his mind?
(ପଞ୍ଚରେ ଯୋଗ ଦେବା ପାଇଁ ଅଲଗୁ ପ୍ରସ୍ତୁତ ନ ଥିଲା । ସେ କାହିଁକି ତା’ର ମନ ପରିବର୍ତ୍ତନ କଲା ?)
Answer:
Algu was not ready to join the Panch because he did not want to be mixed up in the
matter and go against his old Mend Jumman. But he changed his mind when he realised that the old lady had great faith in him and on his conscience as a Panch. The old lady also compared Panch’s judgement with the voice of God. That made him agree to join the Panch.

Question 3.
What was the judgement? Did you expect this judgement?
(ନିଷ୍ପତ୍ତି କ’ଣ ଥିଲା ? ଏହିଭଳି ନିଷ୍ପଭି ତୁମେ ଆଶା କରିଥିଲ କି ?)
Answer:
The judgement was in favour of the old aunt. Jumman was ordered to pay the monthly expenses of their aunt. Otherwise, the property he was given by her would be returned to his aunt. Yes, we expect this judgement because, in the eyes of Panch, nobody is a friend or a foe. A Pancha is compared with God as he always pronounces the right judgement.

TEXT – III

Para: Jumman had never expected such a judgement from a friend like Algu. It broke up the friendship between Jumman and Algu. Now they were never to be seen talking together. Jumman began to think of taking revenge. A year before, Algu had bought a very beautiful pair of bullocks from the fair at Bates.

As ill luck would have it, one of these bullocks happened to die only a month after Jumman’s panchayat. Jumman exclaimed among friends, “This is punishment for his deception. God sees all the good and evil. “Alga suspected that Jumman had poisoned his bullock. His wife said, “Jumman is behind this.”

ଅନୁବାଦ : ଜୁମ୍ମନ କେବେ ବି ଅଲଗୁ ଭଳି ଜଣେ ବନ୍ଧୁଠାରୁ ଏଭଳି ବିଚାର ଆଶା କରି ନ ଥିଲା । ଏହା ଜୁମ୍ମାନ ଓ ଅଲଗୁଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ବନ୍ଧୁତ୍ଵକୁ ଛିନ୍ନ କରିଦେଲା । ଏବେ ସେମାନଙ୍କୁ ଏକାଠି କଥାବାର୍ତ୍ତା ହେବାର କେହି ଦେଖୁ ନ ଥିଲେ । ଜୁମ୍ମାନ ପ୍ରତିଶୋଧ ନେବାକୁ ଚିନ୍ତା କରିବାକୁ ଆରମ୍ଭ କଲା ।

ବର୍ଷକ ତଳେ ଅଲଗୁ ବଟେଶ୍ଵର ହାଟରୁ ହଳେ ସୁନ୍ଦରିଆ ବଳଦ କିଣିଥିଲା । ଦୁର୍ଭାଗ୍ୟକୁ ଜୁମ୍ମନର ପଞ୍ଚାୟତ ବସିବାର ମାସକ ପରେ ସେଥୁରୁ ଗୋଟିଏ ବଳଦ ମରିଗଲା ଜୁମ୍ମାନ ନିଜ ବନ୍ଧୁମାନଙ୍କ ଭିତରେ କହି ବୁଲିଲା, ‘ଏହା ତା’ର ପ୍ରତାରଣାଜନିତ ଦଣ୍ଡ ଅଟେ । ଭଗବାନ୍ ସବୁ ଭଲ ଓ ମନ୍ଦକୁ ଦେଖିପାରନ୍ତି ।’’ ଜୁମ୍ମନ ତା’ ବଳଦକୁ ବିଷ ଦେଇଛି ବୋଲି ଅଲଗୁ ସନ୍ଦେହ କରୁଥିଲା । ତା’ ସ୍ତ୍ରୀ କହିଲା, ‘‘ଏହା ପଛରେ ଜୁମ୍ମାନ ଅଛି ।’’

Word Meaning / Glossary:
expected – hoped
broke up – ended
revenge – desire to someone injury
ill-luck – bad luck
punishment – ଦଣ୍ଡ
deception – the act of deceiving
suspected – doubted

Para: A single bullock was of no use to Algu. So he decided to sell it off. There was a certain person named Samjhoo Sahu in the village who used to drive an ekka to the town. He would carry ghee and sugar to the town market and return from there with a lot of salt and oil, which he then sold in the village. He thought if he had this bullock, he could make three trips a day easily. He bought the bullock and promised to pay off the price in a month’s time.

ଅନୁବାଦ : ଗୋଟିଏ ବଳଦ ଅଲଗୁର କୌଣସି ଦରକାରରେ ଲାଗୁ ନ ଥିଲା । ତେଣୁ ସେ ଏହାକୁ ବିକ୍ରି କରିଦେବାକୁ ସ୍ଥିର କଲା । ଗାଁରେ ସମ୍‌ଝୁ ସାହୁ ନାମକ ଜଣେ ବ୍ୟକ୍ତି ଥିଲା ଯିଏକି ସହରକୁ ବଳଦଗାଡ଼ି ଚଳାଉଥଲା । ସେ ସହରକୁ ଘିଅ ଓ ଚିନି ନେଇ ଯାଉଥିଲା ଏବଂ ସେଠାରୁ ପ୍ରଚୁର ପରିମାଣରେ ଲୁଣ ଓ ତେଲ ଧରି ଫେରୁଥୁଲା, ଯାହାକୁ ସେ ଗାଁରେ ବିକ୍ରି କରୁଥିଲା । ସେ ଭାବିଲା ଯେ ଯଦି ଏହି ବଳଦଟିକୁ କିଣିବ ତେବେ ଆରାମରେ ତିନି ଥର ଯିବାଆସିବା କରିପାରିବ । ସେ ବଳଦଟିକୁ କିଣିନେଲା ଏବଂ ମାସକ ଭିତରେ ଦାମ୍ ଦେଇ ଦେବାକୁ ପ୍ରତିଜ୍ଞା କଲା ।

Word Meaning / Glossary:
single bullock — ଗୋଟିଏ ବଳଦ
sell off — ବିକ୍ରି କରିଦେବା
ekka – ବଳଦଗାଡ଼ି ( ଯେଉଁଥରେ ଜିନିଷ ନେବା ଆଣିବା କରାଯାଏ)
pay off – ପରିଶୋଧ କରିବା

Para: Samjhoo Sahu began to overwork this bullock. He began making three to four trips per day. He worried neither about giving it fodder nor water. He worried only about his trips. Within a month the bullock became a mere bag to skin and bones. Once evening Sahuji put a double load on it during the fourth trip. The animal was dead tired from the day’s work. It could not get going. Shuji whipped it with the greatest cruelty. The bullock made a last effort, but fell down on the ground, never to rise again.

ଅନୁବାଦ : ସମ୍‌ଝୁ ସାହୁ ସେହି ବଳଦଟିକୁ ଅତ୍ୟଧିକ ଖଟାଇଲା । ସେ ଦିନକୁ ତିନିରୁ ଚାରି ଥର ସହରକୁ ଯିବାଆସିବା କଲା । ସେ ବଳଦଟିକୁ ଖାଇବାକୁ ପିଇବାକୁ ଦେବା କଥା ଚିନ୍ତା କରୁନଥିଲା । ସେ କେବଳ କେତେ ଥର ଯିବାଆସିବା କରିବ କେବଳ ସେହି କଥା ଭାବୁଥିଲା । ମାସକ ଭିତରେ ବଳଦଟି ଚର୍ମ କଙ୍କାଳସାର ହୋଇଗଲା ।
ଥରେ ସନ୍ଧ୍ୟାବେଳେ ସାହୁଜୀ ଚତୁର୍ଥ ଥର ଯିବାବେଳେ ଦୁଇଗୁଣ ବୋଝ ଲଦି ଦେଲେ । ଦିନକର ପରିଶ୍ରମ ଯୋଗୁଁ ବଳଦଟି ଖୁବ୍ କ୍ଲାନ୍ତ ହୋଇ ପଡ଼ିଥିଲା । ସେ ଆଉ ଚାଲିପାରିଲା ନାହିଁ । ସାହୁଜୀ ନିର୍ଦ୍ଦୟ ଭାବେ ତାକୁ ପିଟିଲେ । ବଳଦଟି ଶେଷ ଚେଷ୍ଟା କଲା, ମାତ୍ର ସେ ଭୂମି ଉପରେ ପଡ଼ିଗଲା, ଆଉ ଉଠିପାରିଲା ନାହିଁ ।

Word Meaning / Glossary:
overwork – cause to work too hard (ଅତ୍ୟଧ୍ଵ ଖଟାଇବା )
fodder – food for cattle
worried – ବ୍ୟସ୍ତ ହେଉଥ୍ଲେଲେ
whipped – ଚାବୁକର ପ୍ରହାର କରିଥିଲେ
effort – ବେଷ୍ଟ।

Comprehension Check

Question 1.
What happened to the relationship between Jumman and Algu after judgement?
(ବିଚାର ରାୟ ପରେ ଜୁଗନ ଓ ଅଲଗୁର ସମ୍ପର୍କରେ କ’ଣ ଘଟିଲା ?)
Answer:
Algu’s judgement was in favour of the old aunt. After the judgement, the friendship between Jumman and Algu was broken up. They were never seen talking together. Even Jumman began to think of taking revenge on Algu.

Question 2.
One of Algu’s bullocks died. What did Jumman say? What did Algu think?
(ଅଲଗୁର ଗୋଟିଏ ବଳଦ ମରିଗଲା । ଜୁମ୍ଭନ କ’ଣ କହିଲା ? ଅଲଗୁ କ’ଣ ଭାବିଲା ?)
Answer:
One of Algu’s bullocks died. Hearing this news Jumman said that it was the punishment for his deception to a friend because God sees all the good and evil. Algu suspected that Jumman had poisoned his bullock.

Question 3.
A new character is introduced in this section. Who is he?
(ଏହି ଭାଗରେ ଏକ ନୂଆ ଚରିତ୍ରର ପ୍ରବେଶ ଘଟିଛି । ସେ କିଏ ?)
Answer:
The new character introduced in this section is Sanmjhoo, a businessman of the village. He used to drive an ekka to the town with ghee and sugar and returned with salt and oil to sell in the village.

Question 4.
Why did he want to buy the single bullock of Algu? Did he pay Algu for the bullock? What did he promise?
(ଅଲଗୁର ଗୋଟିକିଆ ବଳଦଟିକୁ କିଣିବା ପାଇଁ ସେ କାହିଁକି ଚାହିଁଲେ ? ବଳଦ ପାଇଁ ସେ ଟଙ୍କା ଦେଲେ କି ? ସେ କ’ଣ ପ୍ରତିଜ୍ଞା କରିଥିଲେ ?)
Answer:
He wanted to buy the single bullock of Algu because he thought of making three to four trips by this bullock easily. No, he did not pay Algu for the bullock. He promised to pay off the bullock’s price within a month’s time.

Question 5.
How did Sahuji treat the bullock? What happened to it?
(ସାହୁଜୀ ବଳଦଟିକୁ କିପରି ବ୍ୟବହାର କଲେ ? ତାର କଣ ଘଟିଲା ?)
Answer:
Shuji who was a cruel person treated the bullock mercilessly. He used to make three to four trips per day. He was not worried to give it fodder or water. He worried only about trips. One day he put a double load. The bullock was not able to walk as it was too tired. But Shuji whipped it with much cruelty. The bullock made the last attempt, but it fell down on the ground and died one evening.

TEXT – IV

Para: When Algu asked for the price of his bullock, both husband and wife said angrily, “This is amazing! He gave us a dying bullock and now wants the price for it.” Algu had many enemies. They too gathered and helped Shuji. Algu was helpless. But how could he lose a hundred and fifty rupees? He lost his temper. The good people of the village gathered around and advised them to take the matter to the panchayat.
Both Algu and Sahuji agreed to this. Three days after this, the panchayat again met under the same tree. “Who should be the panch? ” Someone asked Algu. Alga replied: “Let Sahu have his own choice.” Samjhoo stood up and thundered: “Jumman Sheikh on my behalf.”

ଅନୁବାଦ : ଯେତେବେଳେ ଅଲଗୁ ବଳଦର ଦାମ୍ ମାଗିଲା, ଉଭୟ ସ୍ୱାମୀ-ସ୍ତ୍ରୀ ରାଗିଯାଇ କହିଲେ, ‘‘କି ଅଦ୍ଭୁତ କଥା ! ତୁମେ ଆମକୁ ଏକ ମଲା ବଳଦ ଦେଇଛ ଏବଂ ତା’ର ଦାମ୍ ମାଗୁଛ ।’’ ଅଲଗୁଙ୍କର ଅନେକ ଶତ୍ରୁ ଥିଲେ । ସେମାନେ ଏକାଠି ହୋଇ ସାହୁଜୀଙ୍କୁ ସାହାଯ୍ୟ କରୁଥିଲେ । ଅଲଗୁ ବେସାହାରା ଥିଲା । କିନ୍ତୁ ସେ କିପରି ୧୫୦ ଟଙ୍କା ଛାଡ଼ିଦେବ ? ସେ କ୍ରୋଧାନ୍ଵିତ ହୋଇଗଲା । ଗାଁର ଭଲ ଲୋକମାନେ ତା’ ପାଖକୁ ଆସି ବିଷୟଟିକୁ ପଞ୍ଚାୟତରେ ପକାଇବାକୁ କହିଲେ । ଉଭୟ ଅଲଗୁ ଓ ସାହୁଜୀ ଏଥିରେ ରାଜି ହେଲେ । ତିନିଦିନ ପରେ ପୁଣି ସେହି ଗଛମୂଳେ ପଞ୍ଚାୟତ ବସିଲା । ‘‘କିଏ ପଞ୍ଚ ହେବା ଉଚିତ ?’’ ଜଣେ ଅଲଗୁକୁ ପଚାରିଲା । ଅଲଗୁ ଉତ୍ତର ଦେଲା, ‘ସାହୁ ନିଜ ପସନ୍ଦର କାହାକୁ ବାଛନ୍ତୁ ।’’ ସମ୍‌ ଠିଆ ହୋଇ ବଡ଼ ପାଟିରେ କହିଲା, ‘ମୋ ତରଫରୁ ଜୁମ୍ମନ ଶେଖ୍ ବିଚାରପତି ହୁଅନ୍ତୁ ।’’

Word Meaning / Glossary:
amazing – surprising
helpless – ଅସହାୟ
gathered – ଏକତ୍ରିତ ହେଲା |
choice – ପସନ୍ଦ
thundered – spoke loudly

Para: Jumman was at first surprised and then began to think to himself, “I am now a judge. Whatever I say now will be the voice of God. I should stick to the truth and nothing but the truth.”The elders put many questions to both parties. At last, Jumman gave the decision: “Algu Chaudhuri and Samjhoo Sahu! The elders have considered your case carefully. Samjhoo ought to pay the full price of the bullock. The bullock died only because it was driven too hard and no proper arrangement was made to feed it.

” Alga Chaudhuri was happy. He got up and gave a loud cheer, “Long live the God that is the panch !” After a short while, Jumman approached Algu and embraced him. He said, “Brother! After you gave your decision, I had become your mortal enemy. But today I feel sure that God Himself speaks through the panch.” Algu broke down. The tears washed away all the dust in their eyes.

ଅନୁବାଦ : ଜୁମ୍ମନ ପ୍ରଥମେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଏବଂ ତା’ପରେ ନିଜେ ନିଜେ ଭାବିଲେ, ‘ମୁଁ ଏବେ ବିଚାରପତି । ମୁଁ ଏବେ ଯାହା କହିବି ତାହା ଭଗବାନ୍‌ଙ୍କ ବାଣୀ । ମୁଁ ସତ୍ୟ ଛଡ଼ା ଆଉ କାହାର ପକ୍ଷ ନେବି ନାହିଁ ।’’ ଉଭୟ ପକ୍ଷଙ୍କୁ ବୟସ୍କ ବ୍ୟକ୍ତିମାନେ ଅନେକ କଥା ପଚାରିଲେ । ଶେଷରେ ଜୁମ୍ମନ ନିଷ୍ପତ୍ତି ଶୁଣାଇଲେ : ‘ ଅଲଗୁ ଚୌଧୁରୀ ଓ ସମ୍‌ଝୁ ସାହୁ ! ବୟସ୍କ ବ୍ୟକ୍ତିମାନେ ତୁମମାନଙ୍କ ବିଷୟଟିକୁ ଭଲଭାବେ ବିଚାର କଲେ । ସମ୍‌ ପକ୍ଷରେ ବଳଦଟର ପୂରା ଦାମ୍ ଦେଇ ଦେବା ଉଚିତ । ବଳଦଟି ମରିବାର କାରଣ ଏହି ଯେ ତାକୁ ଅଧିକ କାମରେ ଲଗାଯାଉଥିଲା ଅଲଗୁ ଚୌଧୁରୀ ଖୁସି ହୋଇଗଲା ।

ସେ ଠିଆ ହୋଇପଡ଼ି ଉଚ୍ଚ ସ୍ବରରେ କହିଲା, ‘ପଞ୍ଚ ଭଗବାନ୍ ଦୀର୍ଘାୟୁ ହୁଅନ୍ତୁ ।’’ କିଛି କ୍ଷଣ ପରେ ଜୁମ୍ଭନ ଅଲଗୁ ନିକଟରେ ପହଞ୍ଚି ତାକୁ କୁଣ୍ଢାଇ ପକାଇଲା । ସେ କହିଲା, ‘‘ଭାଇ ! ତୁମ ତୁମର ନିଷ୍ପଭି ଶୁଣାଇଲା ପରେ ମୁଁ ତୁମର ଘୋର ଶତ୍ରୁ ହୋଇ ଯାଇଥିଲି । କିନ୍ତୁ ଆଜି ମୁଁ ଦୃଢ଼ଭାବେ ଅନୁଭବ କରୁଛି ଯେ ଅଲଗୁ କାନ୍ଦି ପକାଇଲା । ଲୁହ ସେମାନଙ୍କ ଚକ୍ଷୁର ସମସ୍ତ ମଇଳାକୁ ଧୋଇ ନେଇଗଲା ।

Word Meaning / Glossary:
elders – ବୟସ୍କ ବ୍ୟକ୍ତିମାନେ
mortal – which must die
considered – ବିବେଚନା କରାଯାଏ |
arrangement – ବନ୍ଦୋବସ୍ତ
cheer – ହର୍ଷ ଧ୍ବନି
embarced – କୁଣ୍ଢାଇ ପକାଇଲେ
broke down – collapsed

Comprehension Check

Question 1.
Shuji had not paid Algu for the bullock. When Algu asked for the money, did Sahuji pay him? Why? / Why not?
(ସାହୁଜୀ ବଳଦ ପାଇଁ ଟଙ୍କା ଦେଇ ନ ଥିଲେ । ଯେତେବେଳେ ଅଲଗ୍ନ ଟଙ୍କା ମାଗିଲେ, ସାହୁଜୀ ତାଙ୍କୁ ଦେଲେ କି ? କାହିଁକି ? କାହିଁକି ନୁହେଁ ?)
Answer:
Shuji had not paid for the bullock. When Algu asked for the money, Sahuji did not pay him the money. Both he and his wife told angrily that Algu had sold them a dying bullock. So they refused to pay any price for such a bullock.

Question 2.
A ‘Panch’ was called again. Who was the judge this time?
(ଆଉଥରେ ପଞ୍ଚ ଡକାଗଲା । ଏହିଥର କିଏ ବିଚାରକ ଥିଲେ ?)
Answer:
A Panch was called again. This time Jumman Sheikh was the judge.

Question 3.
What was the decision of the ‘panch’?
(ପଞ୍ଚଙ୍କର ନିଷ୍ପତ୍ତି କ’ଣ ଥିଲା ?)
Answer:
The decision of the panch was that Sahuji should pay the full price of the bullock. The bullock had died only for his negligence and harsh treatment. He used to overwork the bullock without giving it fodder or water.

Question 4.
Everyone hearing the judgement said, “This is a work of God.” Why?
(ନିଷ୍ପତ୍ତି ଶୁଣି ସମସ୍ତେ କହିଲେ ‘‘ଏ ହେଉଛି ଭଗବାନ୍‌ଙ୍କ କାର୍ଯ୍ୟ ।’’ କାହିଁକି ?)
Answer:
Everyone told the judgement, to be the work of God because no one expected a right judgement from Jumman Seikh that was in favour of Algu Chaudhury. As Jumman became a deadly enemy of Algu, it was sure that judgement would go against Algu Chaudhury. But as the judgement was right from every angle everyone said so.

Question 5.
There were two unexpected judgements in the story. Which one surprised you more? Why?
(ଗଳ୍ପଟିରେ ଦୁଇଟି ଆଶା କରାଯାଉନଥ‌ିବା ରାୟ/ବିଚାର ଥିଲା । ତୁମକୁ କେଉଁଟି ବେଶି ବିସ୍ମିତ କଲା ? କାହିଁକି ?)
Answer:
Among the two the second judgement surprised us more. Because in the case of the second judgement there began a die-hard enmity between Algu Chaudhury and Jumman Seikh, the two intimate friends. As the case was, Jumman became the chief judge of the Panchayat where Algu was a party. So, it was sure that judgement would go against Algu. But to everyone’s surprise, Jumman pronounced a judgement in favour of Algu, which was cent per cent right. As a Panch, Jumman saw no difference between friend and foe, but only the truth behind the case.

Question 6.
Which character did you like the best in the story? Why?
(ତୁମେ ଏହି ଗଳ୍ପରେ କେଉଁ ଚରିତ୍ରଟିକୁ ବେଶି ଭଲ ପାଉଛ ? କାହିଁକି ?)
Answer:
The character we like the best in the story is Algu Chaudhury. Because he was such a character who was pious to the core. He was truthful from the beginning and he did not do any harm to anybody. As a Pancha, he pronounced a right judgement in favour of his aunt though he was an intimate friend of Jumman Seikh. He did not sell his conscience for the sake of friendship.

D. WRITING

Answer the following questions in fifty words.
(ପଚାଶଟି ଶବ୍ଦରେ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
Why did Jumman’s aunt want a ‘panch’?
(ଜୁମ୍ମନଙ୍କ ଚାଚୀ କାହିଁକି ଏକ ପଞ୍ଚ ଚାହିଁଥିଲେ ?)
Answer:
‘Jumman’ had an old aunt who had a small piece of property. As long as the property belonged to her, she was treated with much kindness and respect. But due to Jumman’s pursuance when she transferred his property to his name, both Jumman and his wife began to treat her rudely and harshly. She bore it for some days. But when she could not bear it anymore she asked Jumman to give her an allowance, by which she could cook for her separately. Jumman did not pay any heed to it and she threatened to take the matter to a panchayat. Jumman agreed to it. So Jumman’s aunt wanted a panch.

Question 2.
How did Jumman’s aunt win the case?
(ଜୁମ୍ମନର ଚାଚୀ କିପରି କେଶରେ ଜିତିଲେ ?)
Answer:
One evening a panchayat met under a tree to settle the quarrel between Jumman Seikh and his aunt. Aunt chose Algu Chaudhury as the chief justice as he was acceptable to Jumman. Jumman was overjoyed as Algu was his intimate friend and the judgement would certainly go in his favour. But the old lady had deep faith in Pancha and believed the judgement of panch as the voice of God, whoever the panch may be. After becoming the panch Algu also felt something different and could feel no difference between his friends and his aunt. At last, he pronounced a right judgement which was in favour of Jumman’s aunt. This was how she won the case.

Question 3.
How did Sahuji’s bullock die?
(ସାହୁଜୀଙ୍କର ବଳଦ କିପରି ମରିଗଲା ?)
Answer:
After buying a bullock Sahuji was worried only about the trip not about giving fodder or water to the bullock. Using this bullock he began making three to four trips per day easily. So within a month, the bullock’s health broke down. One evening Sahuji put a double load during the fourth trip that the bullock could not able drove the ekka. So cruel Sahuji whipped it mercilessly. The bullock made a last effort, but fell on the ground and died. So due to the negligence of Sahuji, the bullock died.

Question 4.
Why was the second panch called?
(ଦ୍ୱିତୀୟ ପଞ୍ଚ କାହିଁକି ଡକାଗଲା ?)
Answer:
The bullock sold to Sahuji died from starvation, overwork and physical violence. Shuji had not paid the price at the time of selling but promised to pay earlier. When Algu asked Sahuji for the price of the bullock, both Sahuji and his wife denied arguing that Algu had given them a dying bullock. At that time Algu felt helpless as he had many foes and they helped Shuji. But he did not want to lose a hundred and fifty rupees. The good people of the village advised him to take the matter to the panchayat and Sahuji consented to it. So the second panch was called.

Question 5.
People who heard the judgement said that it was the work of God. Why?
(ଯେଉଁ ବ୍ୟକ୍ତିମାନେ ଏହି ନିଷ୍ପତ୍ତି ଶୁଣିଲେ, ସେମାନେ କହିଲେ ଏହା ହେଉଛି ଭଗବାନଙ୍କର କାର୍ଯ୍ୟ । କାହିଁକି ?)
Answer:
A panchayat was called for the second time to settle the dispute between Sahuji and Aigu. Shuji had denied paying the price for the bullock which he had bought from Aigu promising to pay within a month. In the panchayat, Sahiji chose Jumman as panch a die-hard enemy of Aigu thinking the judgement would go in his favour. In the first panchayat, Aigu gave a decision against Jumman, so it was natural that Jumman would give a decision against Aigu. But Jumman issued the decision that Sahuji had to pay the money to Aigu. The bullock died only because it was driven too hard and no proper arrangement was made to feed it. After hearing such a surprising and unbelievable righteous judgement people said that it was the work of God.

E. ACTIVITY

The following is the summary of the story. But it is jumbled. Put the sentences in order to get the summary. Pay special attention to the underlined words. These
are the clues to help you to arrange the summary. The first and the last sentence are in order.
(ନିମ୍ନଲିଖଟି ଗଛଟିର ସାରାଂଶ ଅଟେ । କିନ୍ତୁ ଏହା ଅସଜଡ଼ା ଅଛି । ସାରାଂଶ ପାଇବା ପାଇଁ ବାକ୍ୟଗୁଡ଼ିକ ଠିକ୍ କ୍ରମରେ ସଜାଅ । ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକ ଉପରେ ବିଶେଷ ଧ୍ୟାନ ଦିଅ । ଏଗୁଡ଼ିକ ସାରାଂଶକୁ ସଜାଡ଼ିବା ପାଇଁ ସୂଚନାରୂପେ ତୁମକୁ ସାହାଯ୍ୟ କରିବ । ପ୍ରଥମ ଧାଡ଼ି ଓ ଶେଷ ଧାଡ଼ି କ୍ରମ ଅନୁସରେ ଅଛି ।)

1. Jumman Sheikh treated his old aunt badly after she gave her property to him.
2. Algu’sjudgement was in favour of the old woman.
3. Sahuji treated the bullock badly and it died.
4. H decided in favour of Aigu.
5. Jumman was very angry and decided to take revenge on Aigu.
6. Now that the bullock was dead, h refused to pay the money to Aigu.
7. A panch was called where Jumman was the chief judge.
8. Soon after the judgement, one of Algu’s bullocks died and he sold the other to Samjhoo Sahu.
9. So his aunt called for a panch and finally, Aigu Chaudhuri became the chief judge.
10. All the people praised the panch.
Answer:
1. Jumman Sheikh treated his old aunt badly after she gave her property to him.
9. So his aunt called for a panch and finally, Aigu Chaudhuri became the chief judge.
2. Algu’s judgement was in favour of the old woman.
5. Jumman was very angry and decided to take revenge on Aigu.
8. Soon after the judgement., one of Algu’s bullocks died and he sold the other to Samjhoo Sahu.
3. Sahuji treated the bullock badly and it died.
6. Now that the bullock was dead, he refused to pay the money to Aigu.
7. A panch was called where Jumman was the chief judge.
4. He decided in favour of Aigu.
10. All the people praised the panch.

BSE Odisha 10th Class English Chapter 3 The Village Judge Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Following Questions In A Word Or A Phrase.

Question 1.
Who had an old aunt?
Answer:
Jumman

Question 2.
What did the old aunt have?
Answer:
a small piece of property

Question 3.
How had she been treated before the transfer of the property to Jumman’s name?
Answer:
with kindness and respect

Question 4.
Who was Jumman’s wife?
Answer:
Kariman

Question 5.
What did the old aunt bear for some time?
Answer:
Jumman’s ill-treatment towards her

Question 6.
“Money doesn’t grow on trees here.” Who said this?
Answer:
Jumman

Question 7.
What did old aunt threaten to call?
Answer:
a panchayat

Question 8.
What did the old aunt carry with her when she ran from village to village?
Answer:
a stick

Question 9.
Whom did she come at last?
Answer:
Algu Choudhuri

Question 10.
What continued to echo in Algu’s heart?
Answer:
the old aunt’s words

Question 11.
Where did the old aunt’s panchayat meet?
Answer:
under a tree

Question 12.
When did the panchayat meet?
Answer:
one evening

Question 13.
Who was the chief judge of the old aunt’s panchayat?
Answer:
Algu Choudhuri

Question 14.
How did Jumman feel when Algu became the chief judge?
Answer:
overjoyed

Question 15.
What, according to the old aunt, can nobody sell for friendship?
Answer:
his conscience

Question 16.
Where, according to the old aunt, does God live?
Answer:
in the heart of the panch

Question 17.
What did Jumman imagine about Algu’s talk?
Answer:
mere show

Question 18.
Who found Algu’s question hard to answer?
Answer:
Jumman

Question 19.
What broke Jumman and Algu’s friendship?
Answer:
the judgement of the panchayat

Question 20.
What did Jumman think after judgement?
Answer:
to take revenge

Question 21.
From where had Algu bought a pair of bullocks?
Answer:
the fair at Bates

Question 22.
“This is punishment for his deception.” Who said this?
Answer:
Jumman

Question 23.
Who was Samjhoo Sahu?
Answer:
a merchant

Question 24.
What did Samjhoo Sahu have?
Answer:
an ekka

Question 25.
What did Samjhoo carry to the town every day?
Answer:
ghee and sugar

Fill In The Blanks With Right Words.

1. Jumman Sheikh and Algu Chaudhuri were __________.
Answer:
great friends

2. _________ The old aunt was lucky because she had
Answer:
a small piece of property

3. Jumman had persuaded his aunt to transfer __________ to his name.
Answer:
the property

4. So long as the property was not transferred, the aunt had been treated with __________.
Answer:
great kindness and respect

5. Jumman and Kariman, became __________ to the aunt.
Answer:
harsh and rude

6. Jumman’s aunt demanded some ___________ from Jumman.
Answer:
money

7. Jumman’s aunt demanded some money to separate.
Answer:
cook and eat

8. ‘Money does not grow on trees here.’ ____________ said it.
Answer:
Jumman

9. The aunt threatened to call for a ___________.
Answer:
panchayat

10. The woman ran from __________ with a stick in her hand to gather support for herself.
Answer:
village to village

11. Most of the people didn’t hear the poor woman’s story with ___________.
Answer:
care and attention

12. After making her rounds, the old woman came at last to __________.
Answer:
Algu Chaudhuri

13. “Will you hesitate to say the honest thing? ____________ said to __________ it.
Answer:
The old aunt, Algu

14. The first __________ panchayat met one evening.
Answer:
under a tree

15. __________ was the panch in Jumman-old aunt’s case.
Answer:
Algu Chaudhuri

16. “The panch is nobody’s friend and enemy.” ___________ said it.
Answer:
the old aunt

17. ___________ named Algu as chief judge an the first panchayat.
Answer:
The old aunt

18. Algu didn’t want to be mixed up in the affair of the old aunt and Jumman because Jumman and he are ___________.
Answer:
close friends

19. According to the knowledge of the old Aunt nobody can sell his ____________ for friendship.
Answer:
conscience

20. ‘God lives in the heart of the panch”. The given expression is told by __________.
Answer:
the old aunt

21. Whatever the panch says is spoken by ____________.
Answer:
God himself

22. After hearing Algu’s statement in the panchayat, Jumman imagined that Algu’s talk was a __________.
Answer:
mere show

23. __________ had considered the matter of Jumman and the old aunt in the first panchayat.
Answer:
the elders

24. ‘The Village Judge’ is a story about _________ friendship.
Answer:
Hindu-Muslim

25. The decision of the first panchayat was __________.
Answer:
the aunt should have a monthly allowance

26. ___________ broke up the friendship between Juman and Algu.
Answer:
The decision of Algu

27. After Algu’s decision, Jumman began to think of taking __________.
Answer:
revenge

28. Algu had bought a very beautiful pair of bullocks from the __________.
Answer:
fair at Bates

29. One of the bullocks happened to die only ____________ after Jumman’s panchayat.
Answer:
a month

30. “This is punishment for his deception”. The above expression is told by __________.
Answer:
Jumman

31. “God sees all the good and evil”. ____________ exclaimed it.
Answer:
Jumman

32. “Juman is behind this.” The given expression is told by __________.
Answer:
Algu’s wife

33. Samjhoo Sahu used to drive __________ to the town.
Answer:
an ekka

34. Samjhoo carried __________ to the town market.
Answer:
ghee and sugar

35. Samjhoo sold _________ in the village.
Answer:
salt and oil

36. Samjhoo promised Algu to pay off the price of the bullock in _________ time.
Answer:
a month’s

37. Samjhoo began making _________ trips per day.
Answer:
three to four

38. Within a month the bullock became ____________.
Answer:
a mere bag of skin and bones

39. Samjhoo put a double load during the __________ trip.
Answer:
fourth

40. The animal was dead tried by ___________.
Answer:
days’ work

Multiple Choice Questions With Answers

Question 1.
Jumman and Algu were?
(A) close friends
(B) related to each other
(C) two brothers
(D) two students
Answer:
(A) close friends

Question 2.
Jumman persuaded to transfer the property in his name?
(A) his mother
(B) his father
(C) the old aunt
(D) his brother
Answer:
(B) his father

Question 3.
Kariman became very harsh and to the old aunt after the property had been transferred to Jumman’s name?
(A) polite
(B) kind
(C) merciful
(D) rude
Answer:
(D) rude

Question 4.
‘I’ll cook and eat separately’, said?
(A) Jumman
(B) Algu
(C) Kariman
(D) the old aunt
Answer:
(D) the old aunt

Question 5.
Money doesn’t grow on trees’ said?
(A) the old aunt
(B) Kariman
(C) Jumman
(D) Algu
Answer:
(C) Jumman

Question 6.
The old aunt told Jumman to give her some?
(A) food
(B) snacks
(C) money
(D) clothes
Answer:
(C) money

Question 7.
The old aunt threatened Juminan to call?
(A) a panchayat
(B) the police
(C) the headman of the village
(D) his friend
Answer:
(A) a panchayat

Question 8.
I hate these daily quarrels myself ‘ said?
(A) the old aunt
(B) Jumman
(C) Aigu
(D) Kariman
Answer:
(B) Jumman

Question 9.
The old aunt ran from village to village with a _______ in her hand?
(A) bag
(B) purse
(C) spade
(D) stick
Answer:
(D) stick

Question 10.
Most people in the village didn’t hear the story of _____________?
(A) the poor man
(B) the poor woman
(C) the judge
(D) Jumman
Answer:
(B) the poor woman

Question 11.
Son, you should come to my Panchayat’ said ________________?
(A) the mother
(B) the father
(C) the punch
(D) the old aunt
Answer:
(D) the old aunt

Question 12.
I can come to the meeting. but I didn’t open my ________ there’ said Aigu?
(A) handbag
(B) eyes
(C) mouth
(D) clothes
Answer:
(C) mouth

Question 13.
Will you hesitate to say that because you fear a quarrel? said the old aunt?
(A) vicious thing
(B) honest thing
(C) dishonest thing
(D) immoral things
Answer:
(B) honest thing

Question 14.
The Panch is nobody or an enemy?
(A) friend
(B) advisor
(C) driver
(D) labourer
Answer:
(A) friend

Question 15.
Do you accept Aigu Choudhuri as ___________ ?‘ said the old aunt?
(A) Chief Minister
(B) Chief Guest
(C) Chief Executive
(D) Chief Judge
Answer:
(D) Chief Judge

Question 16.
The panchayat met under a tree one?
(A) morning
(B) afternoon
(C) midday
(D) evening
Answer:
(D) evening

Question 17.
Nobody can sell his ____________ for friendship’ said old aunt?
(A) personality
(B) property
(C) conscience
(D) friendship
Answer:
(C) conscience

Question 18.
It ¡s said that God lives in the __________ of the judge?
(A) head
(B) heart
(C) tongue
(D) stomach
Answer:
(B) heart

Question 19.
Who was confident that he would win the case in the first meeting?
(A) the old aunt
(B) Jumman
(C) Aigu
(D) the judge
Answer:
(B) Jumman

Question 20.
The judge declared that the aunt should have?
(A) a weekly allowance
(B) a monthly allowance
(C) an annual allowance
(D) none of these
Answer:
(B) a monthly allowance

Question 21.
Unless Jumman paid the allowance to the old aunt?
(A) the property should be returned to the old aunt
(B) the property should be returned to Jumman
(C) the property should be returned to the panchayat
(D) the property should be returned to people.
Answer:
(A) the property should be returned to the old aunt

BSE Odisha 10th Class English Non-Detailed Text

• Chapter 1 A Tiger in the House
• Chapter 2 The Beggar
• Chapter 3 The Village Judge
• Chapter 4 A Grain as big as a Hen’s Egg
• Chapter 5 A Great Son of India

Odisha State Board CHSE Odisha Class 11 Political Science Solutions Unit 2 Basic Concept Short Answer Questions.

CHSE Odisha 11th Class Political Science Unit 2 Basic Concept Short Answer Questions

Short Type Questions with Answers

Question 1.
What is liberty?
Answer:
Liberty means freedom enjoyed under the law of the state. It means equal and adequate opportunities for all to enjoy their rights.

Question 2.
What is negative liberty?
Answer:
Negative liberty means absence of restraints. It gives one the freedom to do whatever one like to do.

Question 3.
What is positive liberty?
Answer:
Positive liberty means freedom under rational restraints. It gives equal and adequate opportunities for all to enjoy their rights.

Question 4.
What is natural liberty?
Answer:
Natural liberty is an abstraction which people enjoyed in the imaginary state of nature. It implies the enjoyment of unrestrained new freedom.

Question 5.
What is civil liberty?
Answer:
Civil liberty consists of the rights which an individual enjoys as a member of civil society. It is enjoyed under certain restrictions.

Question 6.
What is political liberty?
Answer:
Political liberty consists of those political rights through which an individual takes part in the affairs of state. In includes the right to vote, right to contest in election, right to hold public office, etc.

Question 7.
What is economic liberty?
Answer:
Economic liberty means freedom of an individual from exploitation and insercurity. It enables an individual to earn one’s daily bread.

Question 8.
What is national liberty?
Answer:
National liberty means freedom of the the nation from the control of any other country. It can be identified with national independence.

Question 9.
What is International liberty?
Answer:
International liberty means freedom from threat of war. It means cooperation and co¬existence among nations.

Question 10.
What is religious liberty?
Answer:
Religious liberty means freedom to profess any religion. It further means freedom of faith and worship and non intervention in religious affairs of the people.

Question 11.
What is Equality?
Answer:
Equality means the absence of unjust and unnatural inequalities. It believes in giving equal opportunity to all for development.

Question 12.
What is natural equality?
Answer:
Natural equality means that God has given all individuals equal psychological traits, mental ability and capacity. All are equally capable of enjoying all human rights and freedoms.

Question 13.
What Is social equality?
Answer:
Social equality means absence of special privileges for any class or group on artificial grounds. If means giving equal social opportunities to all irrespective of discrimination.

Question 14.
What is civil equality?
Answer:
Civil equality means equality under the law of the state. It stands for the grant of equal rights and freedom to all social groups.

Question 15.
What is political equality?
Answer:
Political equality means equal opportunity for participation in the political process. One man one vote upholds the principle of political equality.

Question 16.
What is Economic equality?
Answer:
Economic equality stands for removal of gross inequalities of wealth. It pleads for giving fair and adequate opportunities to all for work and earning livelihood.

Question 17.
What is legal equality?
Answer:
Legal equality means equality before law. And equal subjection of all to the same law and legal protection of rights and freedom.

Question 18.
What is a right?
Answer:
Right is a power possessed by an individual against others which are recognized by the state. It provides opportunities to citizens to develop their personality.

Question 19.
What is a moral right?
Answer:
Moral right is based on morality and ethics. It lacks the backing of state authority.

Question 20.
What is a civil right?
Answer:
Civil rights enable individuals for a free and decent civil life. These rights are concerned with the life. Liberty and property of individuals.

Question 21.
What is a political right?
Answer:
Political rights enable a citizen to participate in the affairs of the state. These are available to citizens in a democracy.

Question 22.
What are human rights?
Answer:
Human rights are certain natural rights by which an individual can lead a dignified life. These rights are universal in character and every one irrespective of any distinction enjoys it.

Question 23.
What is personal liberty?
Answer:
Personal liberty is the freedom enjoyed by an individual to satisfy his needs. This liberty is enjoyed with due regard to the liberty of others.

Question 24.
How law is related to liberty?
Answer:
Law is a condition for enjoying liberty. Without adequate legal provisions no one can enjoy his liberty.

Question 25.
What is justice?
Answer:
Justice implies neutrality, fairness and right conduct. Let right be done is the motto of justice

Question 26.
What Is Social Justice?
Answer:
Social justice is an ideal social order devoid of social inequality and exploitation. It believes in abolition of injustice, blind beliefs and oppression from society.

Question 27.
What is Economic justice?
Answer:
Economic justice means to give the opportunity to an individual to earn one’s livelihood. Abolition of economic exploitation and provision for basic minimum needs to everyone promotes economic justice.

Question 28.
What is political justice?
Answer:
Political justice refers to the opportunity to participate freely in the affaris of state. Universal suffrage, right to form political parties and the freedom to criticize the govt, ensure political justice.

Question 29.
What are the various types of rights?
Answer:
Rights can be divided into moral and legal rights. Further, legal rights can be divided into civil, political and economic rights.

Question 30.
Mention at least two ways of violation to human rights?
Answer:
Discrimination based on caste, religion and sex violates human rights. Corruption and excessive police action.

Question 31.
How human rights can be protected?
Answer:
Human rights can be protected by conscious human efforts. The government through legislation, the judiciary by imposing punishment on violates of human rights can safeguard human rights.

Question 32.
What is secularism?
Answer:
Secularism implies religious equality and tolerance towards other religions. It further means that the state and the activities of government must be free from religious influence.

Question 33.
What is Indian approach to secularism?
Answer:
Indian approach to secularism means Opposition to religious communalism and Equal treatment to all religions.

Question 34.
What is western approach to secularism?
Answer:
From the western point of view, secularism means, The government activities must be free from religious influence and Non interference of the state in the individual religious beliefs and practice.

Question 35.
What is capitalist model of development?
Answer:
Capitalist model of development is individual centric development. It relies an industrialization, technological development, modernization and employment generation.

Question 36.
What is socialist model of development?
Answer:
Socialist model of development believes in state control over means of production and distribution. Protection of working class, social justice and grant of social rights.

Question 37.
What is sustainable development?
Answer:
Sustainable development means social economic and environmental development. It brings development for the present with due regard to future development.

Question 38.
Nature of liberty.
Answer:
Liberty does not mean absence of restraints. It consists of the reasonable restraints on individual liberty. Liberty creates a condition for development of personality. Law is a condition of liberty. It is the product of rights enjoyed by individuals.

Question 39.
What is positive equality?
Answer:
Positive equality means grant of equal opportunities to all for development of individual personality. It does not believe in artificial discrimination based on caste, religion, sex and colour. It eliminates all types of inequality. The state by providing basic minimum needs to all establishes positive quality.

Question 40.
Characteristics of equality.
Answer:
Equality means absence of special privilege. It gives equal treatment to all. Rule of law ensures equality. It is based on artificial discrimination.
Equal opportunity to all ensures equality.

Question 41.
Liberty and equality are complementary.
Answer:
Rousseau, Maitland, Laski, Barker and others argue that liberty and equality are complementary. They believe that liberty can not be enjoyed unless it is available to all equally. Without equality liberty becomes incense. For development of individual and welfare of society both liberty and equality are equally necessary.

Question 42.
Liberty and equality are opposed to each other.
Ans:
Lord Acton and De Tocqueville plead that liberty and equality are antithetic. Liberty does not believe in restraints Equality cannot be maintained without regulating liberty. Actually, liberty is not opposed to equality Liberty does not mean absence of restraints rather an imposition of reasonable restraints on the individual freedom.

Question 43.
What is legal justice?
Answer:
Legal justice is ensured through the legal system and judiciary. It insists on enactment of good laws and its implementation. Neutrality of law ensures legal justice. It gives equal treatment to rich poor, men women and high and low. Neutrality of judges law courts and Rational laws are essential for ensuring legal justice.

Question 44.
Secularism
Answer:
The term secularism has been derived from the Latin word saculum, which means that the activities of state must be free from religion and morality. The state does not patronize any religion nor interferes in the religions beliefs of the citizens. In India, it believes in coexistence of all religions and equality to all religions. It prohibits religious exploitation and oppression. Secularism does not mean hatred towards religion but separation of religion from state administration.

Question 45.
What is western secularism?
Answer:
Western secularism means western approach to secularism. It keeps the state away from religious influence. It grants equality to all religions and religious freedom to individual. The state never interferes in the religious belief of individuals. The state does not give grants in aid to any religious community nor obstructs their activity.

Question 46.
Indian approach to secularism.
Answer:
Secularism in India means religious tolerance and security to women backward classes and minorities. Every individual is free accept or reject any religion of his choice. The state in India can introduce religious reforms. Unlike west, the state and government do net rc main free from religion, The state in- the name of protection of minorities makes inroad into religious freedom of individuals. It believes in equality to all religions and coexistence of all religions.

Question 47.
Distinguish between moral and legal rights.
Answer:
Moral rights differ from legal rights on the following lines.
Moral rights are based on morality, values and ideals, but legal rights are based on law. Moral rights are not supported by law but legal rights are, Violation of moral rights does not invite punishment but violation of legal rights is visited with punishment Right to life is a legal right but to beg aims by the beggar is a moral right.

Question 48.
Indian secularism vs western secularism.
Answer:
Indian secularism differs from western secularism in the following way
Western secularism save the state from the influence of religion. But Indian secularism believes in religious freedom of the individuals. Western secularism does not allow the state to interfere in the religious rites and ceremonies, but in India the Govt, in the name of secularism frequently interferences in the religious matters. The government in the \Vdst is never influenced by religious, groups and communities, but in India the, Govt, in the name of protecting minorities, backward people interferes in religious matters. Secularism in India is used as a slogan for vote catching, but not in the west.

Question 49.
Answer:
Capitalist model of development.
The capitalist development model is known as western model of development. It is individual centric in nature. It emphasizes on rapid industrialization technological development, modernization and employment generation. It believes in free market economy and uninterrupted competition in the economic sphere. It gives priority to privatization and profit.

Question 50.
Socialist model of Development.
Answer:
Socialist model is just the reverse of capitalist development model. This model can be found in China, North Korea & Vietnam today. In this model the economy is completely regulated by state. It relies on state control over production and distribution. The state exercises complete control over education, health service, industry, market and social security.

Question 51.
What is development?
Answer:
Development refers to any change for better growth. It consists of social, economic, cultural, mental and physical development. Development is a continuous process. Modernisation of agriculture, industries, transport and communication, higher living standard and better security pirovisions, are the indicators of development. Development refers to strengthening national economy.

Question 52.
What is sustainable development?
Answer:
Sustainable development refers to socio economic development, protection of environment and conservation of minerals & natural resources for use in future. It is a well thought out plan that ensures development for the present and future generation. Excessive use of energy, natural resources and environmental pollution have posed a question mark on the continuity of the development process. Therefore, states are now planning their development model with due attention to rural development, poverty alleviation. Pollution control and careful use of natural resources to have a secured future.

Question 53.
What is the meaning of the term ‘Liberty’
Answer:
‘Liberty’ has been derived from the Latin word ‘Liber’ which means freedom. But liberty does not mean absolute freedom or licence to anything whatever one likes. Liberty is an essential condition for the development of individual personality. It does not mean absence of all restraints but imposition of reasonable and just restrictions on the activities of individual in the interest of the state. It is an atmosphere created by the state where individuals can develop their personality to the best extent possible.

Question 54.
What do you mean by positive liberty?
Answer:
‘Positive liberty’ implies a condition or atmosphere created by the state where the individual can develop his personality to the best possible extent. It does not mean absence of restraint, but grant of equal opportunity to every individual for self development and self realization.
It implies three tilings.

1. Grant of maximum rights by the state
2. Grant of equal freedom for all without discrimination, and
3. Equal opportunity for every individual to develop his personality to the fullest extent.

Question 55.
What docs negative liberty imply?
Answer:
Negative liberty implies individualists conception of liberty. This means freedom from restraints and the power to an individual to do whatever he likes. States interference encroaches upon individual freedom, but such a conception of liberty cannot be enjoyed in civil society.

Question 56.
What is natural liberty?
Answer:
‘Natural liberty is an abstract idea which was prevalent in the state of nature. It is based on the feeling that liberty is natural to man. The individual is completely free to do whatever he likes. Natural liberty is in other words called license’. It cannot be enjoyed in a civil society.

Question 57.
What is moral liberty?
Answer:
Moral liberty consists in acting in conformity with one’s moral self, reason or conscience. Moral liberty can be identified with self realization. It means the freedom to do such flings according to the dictates of one’s conscience. It has a meaning only in the context if common good and it grants facility to each individual to develop his personality.

Question 58.
What is civil liberty?
Answer:
‘Civil liberty’ or ‘personal liberty’ implies the rights and freedom enjoyed by in individual in civil society; It consists of the rights and privileges which the state creates and enforces through law. Civil liberty consists in equality before law, security of property, freedom of though and expression and freedom of religion, etc. It enables an individual to lead a peaceful and happy life in society.

Question 59.
What is the meaning of political liberty?
Answer:
Political liberty refers to the freedom of the individual to play an active role in the affairs of State and Government. It is guaranteed only to citizens in a democratic state. It is the capacity of a citizen to constitute and exercise control over the government. It includes the right to vote, right to contest in election, right to hold political public office, right to form or join a political party etc. Political liberty enables a citizen access to state authority. Political liberty demands that citizens must be vigilant and well informed and the mass media must be impartial so that every individual can be able to enjoy political liberty.

Question 60.
What does economic liberty mean?
Answer:
Economic liberty means the freedom of an individual to earn one’s daily bread. It does not mean grant of equal income but elimination of inequalities of wealth, exploitation, unemployment and insufficiency. It consists in the individuals right to work, right to decent wages; leisure and social insurances like, old age sickness, unemployment or disablement. It includes the freedom to earn and the freedom to protect one’s wealth.

Question 61.
What is the meaning of national Liberty?
Ans:
National liberty implies the right of a nation to be free from the political domination of others. National liberty is identified with national independence or freedom and it is based on the principle of self determination National liberty demands that every nation must be free from fqreign control or domination and internal and external sovereignty. It is the foundation of all other civil, political liberty.

Question 62.
What does international liberty connote?
Answer:
International liberty connotes a world free from war violence, arms race, colonialism and use of force. It implies the freedom of every nation to live in peace, harmony and cooperation with others. It is a modem idea which believes in renounciation of war, limitations on use and production of arms and pacific settlement of disputes.

Question 63.
Liberty does not mean absence of restraints.
Answer:
Liberty-iri its negative aspects means the absence; of all restraints. This is individualistic conception of liberty which can – not be accepted in the civil society. Liberty does riot mean absence of restraint but on the other hand imposition of reasonable and just restrictions on, the freedoms and rights of individuals so that none can harm the liberty of others. Absolute freedom if at all is granted to an individual, will create a chaotic and lawlessness condition in society, hence none can be able to enjoy his liberty.

Question 64.
What is Laski’s view about liberty?
Answer:
Laski’s view of liberty coincides with the positive aspect of liberty. He holds liberty as the product of rights. According to him the state through grant of right creates an atmosphere where every individual can be free to develop his personality to the maximum possible extent. It does not mean mere absenceof restraint but on the other the positive andequal opportunity of self realization,

Question 65.
What are the various safeguards of enjoyment of liberty?
Answer:

• Democratic, representative and economic government.
• Separation of powers between the executive, legislature and judiciary.
• Constitutional guarantee of fundamental rights.
• Vigilant and well-informed public opinion.
• Free press and independent Judiciary, and
• Above all rule of law etc are the safeguard of liberty.

Question 66.
‘Eternal vigilance is the price of liberty Comment.
Answer:
This statement clearly explains that individual liberty can be best safeguarded with an ever vigilant public opinion. If the individual citizens of a community are conscious any civilized then they can defend their liberty against and encroachment. Laski says the proud spirit of the citizens is the most real safeguard against abuse of power by the rulers. Where the people are alert and vigilant their liberty cannot be at stake.

Question 67.
What is positive equality?
Answer:
Positive equality means ‘adequate opportunities for all. It means equality of chances for the development of individual faculties. The state must provide suitable opportunities for all citizens irrespective of any distinction. It further demands that the basic needs of life without which life is meaningless must be made available to all.

Question 68.
What are the basic features of equality?
Answer:
Equality means absence of special privileges. It provides equal opportunity for all. It is based on rule of law. It does not believe in discrimination. It is formed only in democratic society.

Question 69.
What are the main features of liberty?
Answer:
The main features of liberty are
It is an essential condition for the development of individual personality. It does not mean absence of restraint, but imposition of reasonable restraints on the actions of the individual. Liberty is the product of right. It is guaranteed only to the citizens in a democracy. Liberty always seeks to promote social goods.

Question 70.
How law is related to liberty?
Ans.
Law and liberty are complementary to each other. Law is a condition of liberty. It is only obeying law’s that individual can enjoy liberty in a state. Law upholds of liberty and the state maintains its legal system only to ensure liberty to the people. Violation of law results in curtailment of individual liberty.

Question 71.
Whatis International Equality:
Answer:
International equality is a modem idea which means equality among nation states as sovereign entitles. In the international sphere, all sovereign nations must be treated equally and none should be allowed to interfere in the domestic jurisdiction of another state. All states, whether big or small, powerful or weak, developed of underdeveloped must be treated with identical terms. The right to vote given to each member of the UNO must carry the same weight.

Question 72.
What is the meaning of Equality?
Answer:
Equality is a leveling process which aims at the abolition of discrimination. It rests on the assumption that, all men are created equal and all should be entitled to equal opportunity and there shall be no external discrimination among the citizens. Equality goes against granting of any special privileges to any class or section of people in the society. In political context equality implies the absence of discrimination or man made special privileges to a particular section of the community. Equality amounts to equal distribution of rights by the state.

Question 73.
What is political equality?
Answer:
Political equality implies that all citizens should have equal political rights and should have access to all public offices and authority. Political equality refers to equality with regard to vote, contest in the election and to hold any public officers. Political equality is essential for the successful working of democracy.

Question 74.
What is Economic Equality?
Answer:
Economic equality implies that everybody should have equal right in the matter of earning one’s own livelihood. There shall be no barrier with regard to income or any profession which does not go against the interest of the community. Economic equality also refers to removal of inequalities, prohibition of exploitation and elimination of the problem of unemployment etc. Economic equality also refers to the equal distribution of wealth, scope of employment and fixation of equal wages for all leisure and share in the management of economic concern. Without economic equality and economic stability political right is meaningless.

Question 75.
What is Social Equality?
Answer:
Social equality refers to the abolition of privileges or preferential treatment in the society irrespective of caste, class, colour, creed or religion. Social equality refers that, there should not be any discrimination in the enjoyment of social faculties or privileges. In the social sphere no person would be as inferior and the others as superior in terms of race, caste, religion, rank etc. Just by enacting legal formulation the problem of social inequality would be solved father for social equality there necessitates the consciousness of the citizens and the appropriate democratic ethics.

Question 76.
What do you mean by a right?
Answer:
Right is a power possessed by an individual against others. It is recognized and upheld by the state. It provides opportunity to a citizen to develop his personality to the maximum extent. Rights are granted in the interest of the individuals and society by the state.

Question 77.
What docs moral right?
Answer:
Moral rights imply the lack of coercive support behind themselves. These rights are based on morality or ethical rules and if one does not conform to these then no enforcement action can be taken. The state does not grant or protect a moral right. The right of the beggar to beg alms is a moral right.

Question 78.
What is the meaning of legal right?
Answer:
The rights of the individual provided on the basis of laws and principles for formulated by the state are called legal rights. These are recognized and enforced by the state. Violation of legal rights leads to punishment by the state. These rights are guaranteed is the basis of equality irrespective of caste, colour, religion or sex discrimination. The legal rights are further subdivided into civil, political and economic rights.

Question 79.
What is meant by civil right?
Answer:
The civil rights are a constituent of legal rights. These rights are guaranteed by the State to the individuals for a free and decent civil life in society. The civil rights are mostly concerned with the life, liberty and property of the individual. Without civil rights no individual can lead a happy and prosperous life. These are available both to the citizens and aliens.

Question 80.
What is a political right?
Answer:
Political rights is one of the legal rights guaranteed under the protection of State. These rights enable a citizen to participate in the affairs of State. These are available only to the citizens. The political rights consist of the right to vote, right to contest for political office, right to criticize the Govt, right to petition, residence, resistance, public meeting etc. These are provided only in a democratic countries.

Question 81.
What do you mean by human rights?

• Human rights are the inherent natural rights of every individual without which no men can lead a dignified life.
• These rights are universal in character, and every individual irrespective of caste, colour, sex, religion and place of birth enjoys this right.
• The human rights enhance the status of individual in society and provide with safeguards which are considered necessary for his protection against arbitrary authority of State.
• Human rights are moral in character.
• These are available in democratic policy.

Question 82.
What is the importance of human rights?
Answer:
Human rights are essential for human, welfare and prosperity. These rights are natural rights and they seek to enhance the dignity and status of the individual. It gives protection to children, women and backward classes from exploitation. It makes us liberal in treatment of criminals and prisoners of war. Human rights promote democratic values in the minds of individual.

Question 83.
What are the different types of Human Rights?
Answer:
Human rights are classified into four types

1. Civil Human Rights
2. Political Human Rights
3. Economic Human Rights
4. Cultural Human Rights.

Question 84.
What are the Civil Human Rights?
Answer:
The human rights associated with decent social life are called civil human rights. These are

• Right to life, liberty and personal freedom.
• Freedom from slavery and servitude.
• Freedom from cruel, torture and inhuman treatment or punishment.
• Right to an effective judicial remedy, that is, right to a fair trial and public hearing by an independent tribunal.
• Freedom from interference with privacy,family, home and correspondence
• Right to marriage, to have family and to own property

Question 85.
Write down the Political Human Rights.
Answer:

• Rights to freedom of Political assembly and association.
• Right to nationality.
• Right to take part in Govt, and equal access into public services.
• Right to equal suffrage and
• Right to free movement, opinion and expression.

Question 86.
What are the economic human rights?
Answer:
The economic human rights include

• The right to social security
• Right to work and equal pay for equal work
• Right to form and join trade unions
• Right to rest and leisure
• Right to adequate health and good living standard etc.

Question 87.
What are the modes of violation of human rights?
Answer:
Human rights can be violated in the following methods.
Terrorism and killing of innocent people. Establishment of military rule. Racial discrimination, communal tension and caste rivalry Colonial and imperialist exploitation. War and aggression. Aggressive regionalism, ethnic violence and nationalistic tensions. Evil social costumes

Question 88.
What are the means of redressal of human rights?
Answer:
The states should establish Human Rights Commission at the union state and District levels to provide redressal for the human rights violation. The Govt should enact law for the enforcement of human rights. The Govt must take the responsibility for human rights violations by public authorities. Stringent and severe punishment must be given to the offenders of human rights. The media, educational institutions and statements must create awareness among people about the value of human rights.

Odisha State Board CHSE Odisha Class 12 Sociology Solutions Unit 3 The Challenges of Cultural Diversity Long Answer Questions.

CHSE Odisha 12th Class Sociology Unit 3 The Challenges of Cultural Diversity Long Answer Questions

Long Questions With Answers

Question 1.
Define national integration and discuss various factors disintegrating the Indian nation.
Answer:
Anation is a mosaic of cultures. It has many elements, many textures, and many colors. The Indian nation is such a rich mosaic of people, dress, diet, languages, and religious faiths. Diversity is mixed with unity. Neither do they oppose each other nor do they grow at each other’s cost. They support and sustain each other India sets a fine example of unity in diversity. Unfortunately, today’s country’s unity is seriously challenged.

The separatist forces have raised their head in different parts of the country. The forces of fundamentalism are at work. Besides the regional and casteist forces are out to divide the people into narrow lines. Looking at these unhealthy trends serious-minded people have started asking is the republic breaking up, Therefore, an understanding of the nature and problems of national integration is necessary.

Ordinarily by national integration, we mean the sentiment which blinds the people of a country together. If connotes a sense of oneness brotherhood and we-feeling. It creates a social bond which French sociologist Durkheim calls organic solidarity. Dr. S. Radhakrishnan says “integration is a thought which must go into the minds of the people. It is the consciousness which must awaken the people at large”.

According to Akin Benjamin, national integration means the assimilation of the entire people of a country to a common identity”. In the word Rasheeudin Khan term, National Integration means cohesion but not fashion, unity but not uniformity, and reconciliation but not the assimilation of the discrete segment of people constituting a political community or a state.

H. A. Gani writers, National integration is the socio-psychological and educational process through which a feeling of unity solidarity, and cohesion develops in the hearts of the people and a sense of common citizenship. Thus are define national integration as a sense of belongingness, a feeling of togetherness, and of unity. Some of the salient features of national integration are the following.

Firstly, national integration is a process in which people of a nation are made to know, feel and act as one people. Secondly, it means the composition of differences but not their complete disappearance. It does not require that the people of India should have one loyalty and that should be to India. A person can have a set of loyalties such as loyalty to the state he lives into his caste, religion, language, etc.

but at the same time, he is required to remain loyal to the nation. National loyalty is primary and should come first when it is in conflict with other loyalties. Thirdly, it stands for mental tolerance. It calls for the elimination of anti-national forces. Fourthly, it is a comprehensive process it includes political, social, cultural, and even emotional integration of people. Lastly, national integration requires secularism and democracy.

Dis- integrating factors:
Many disintegrating factors are coming up in the way of nation-building and have sorted out some major factors such as communalism, casteism, linguism, and regionalism.

Communalism:
Communalism means one’s loyalty to one’s community. This in itself is not bad but rather national. But when blind love of communal feelings turns one’s own community and religion it becomes a concern. Moreover, the interlinking of religion with politics makes the matter worse. Communalism has changed its scope. It is more confined to religion. It has spread to caste, class, ethnic groups, etc.

It is not only seen in urban areas but also found on rural areas. Communalism is the number one national enemy. It is very powerful and wide- spread. Religious sentiment is the most cherished and sacred sentiment of the common man. Communalists try to strive for the religious sentiments of a community through lies and disinformation. The distant history. They present facts that are half true and half lie.

They spread rumors against the rival communities which may be total lies. The irresponsible and dangerous game played by communal forces ends in riots causing mass disorder, rape, loot, etc. Poor of all the communities become poorer Business, industry, education, public utility services close, and health and sanitation all come to stand still. Thus, riots threaten the safety of the whole nation.

It also lowers the image of the country outside Enemies inside and outside the country take the upper hand. Recent happenings of communal violence on several parts of the country in general and the violence of Ayodhya and the destruction of Babri Masjid, in particular, prove this sufficiently.

Casteism:
Casteism is a grave menace to national integration. It is an abnormal feature of one caste system. When the consideration of superiority between he interest of one’s own caste as opposed to their castes are added to the caste. It is turned in to casteism. Casteism creates political or – side loyalty to fellow caste men, it generates inter- caste tensions Gandhiji compared casteism with that of the appendix in the human body.

As long as it continues to enjoy health it serves its purpose but when it becomes diseased it affects the whole system. So the sooner it is removed better for the health, indeed casteism has spread its roots and branches into various walks of socio-economic and political life. It has become a social evil.

Regionalism:
Regionalism is another major challenge to nation-building. It does not mean a attachment to one’s region but has come up to mean loyalty to the nation but has come up to mean loyalty to the nation or state. Before understanding regionalism let us know what the term region implies. A region refers to an area marked by certain physical and cultural characteristics which are different from those neighboring areas.

Love for a particular region in preference to the country and in certain cases in preference to the state of which the region is part is called regionalism. Regionalism is also understood as a consciousness of loyalty to a distinct area within a country, usually characterized by a common culture and language or historical or social background.

Question 2.
What do you mean by communalism? What are its causes? Suggest some remedial measures to abolish Communalism in India?
Answer:
Communalism is the number one national enemy. It is very powerful and widespread. Religious sentiment is the most cherished and sacred sentiment of the common man. Communalists try to the religious sentiments of a community through lies disinformation. they distort history. They present facts that are half true and half lie. They spread rumors against the rival communities which may be a total lie.

The irresponsible and dangerous game played by communal forces ends in riots causing mass murder, rape, loot, etc poor of all the communities become poorer. Business, industry, education, and public utility services like health and sanitation) all come to stand still. Thus riots weaken the safety of the whole nation. It also lowers the image of the country outside. Enemies inside and outside the country take the upper hand.

Recent happenings of communal violence in several points of the country in general and the violence of Ayodhya and the desecration of Babri Masjid, in particular, prove this sufficiently. Communalism means one’s loyalty to one’s community. This in our self is not bad but rather natural. But when blind love of communal feelings turns into one’s own community and religion it becomes cancerous.

Moreover, the interlinking of religion with politics makes the matter worse. Communalism has chaged its scope. It is no more confined to religion. It has spread to caste, class, ethnic groups, etc. It is not only seen in urban areas but also found in rural areas. Humayun Kabir, the former Minister for Education in the government of India has described communalism as a phenomenon by virtue.

persons belonging to a certain community are either discriminated against or shown favor to regardless of their merits or demerits just on the basis of their community. Harbans Mukhia defines communalism as the phenomenon of religious differences between groups often leading to tension and even rioting between them.

Briefly stated the characteristics of communalism are:

• Communalism is an ideology
• It is based on economic, political, and social interests.
• It is an instrument in the hands of the higher class or elite people.
• It is based on prejudice.
• It drives the masses toward violence
• It is dreadful and undesirable.
• It is opposed to secularism and national integration.

Causes of Communalism:
Communalism is a multi-dimensional social phenomenon. Any single cause cannot, therefore, give a full explanation of communalism. Following are some of the causes of communalism.

Colonial past:
Many scholars have said that communalism is the consequence of the colonial past. The Britishers adopted the divide-and-rule policy. The communal award separates electorates etc are examples of this policy. The ultimate result of this policy was the partition of India into Pakistan and Hindustan.

Growth of Militant Nationalists during Indian Nationalism:
Indian nationalism gave birth to militant nationalists like Bal Gangadhar Tilak, Lala Lajpat Rai, etc. These leaders took Shivaji and Rana Pratap as their heroes. Tilak started the Ganapati festival and Shivaji festival to mobilize the masses against colonial rule. Of course, these great leaders were above communalism and gave a broader interpretation to the revival of this festival.

while infusing respect for tradition through these festivals. Hindus also hammered on respect for other- religions. But the fanatic Hindus took up only aspect of their gesture propagated Hindu communalism just as fanatic Muslims suspected those well-meaning. Hindu nationalists and fanned secret hatred for them among Muslims.

Political factor:
Communalism is essentially political in origin. The high-class people skillfully manipulate the religious sentiments of the community for their political gain. Some politicians have also linked with the anti-socials who create communal violence, Religion has come to stay in politics. Political parties use it as a tool to aim at the election. They connect the communal blocks to the vote banks.

Besides the religious teachers or priests viz. some Shankaracharyas, Shahi Imam of Jama Masjid in Delhi, etc. are also playing political roles. Over the years there is an increase in the number of visits to religious shrines by Hindu political leaders to pacify the Muslim fundamentalists India’s government changed the Supreme Court’s decision on the Shah Banu case through legislation.

Economic factors:
Bipin Chandra says that distorted capitalist development in India is responsible for the growth of communalism in two ways First the capitalist economy has failed to solve the basic problems of poverty unemployment and inequality. Asa result there is unhealthy competition to grab adequate economic and social opportunities.

Second capitalist development in agriculture and industry besides creating higher income has created a new social class. For example, green revolution has given birth to a new middle class. The development process in the past years have also widened the gap between the rich and the poor. Such a situation provides the basis for the growth of Communalism.

Psychological Factors:
Just like wars are born in the born in minds of the people, so also communalism is born in the mind of the people of India. Communal violence breaks out when mutual hatred and distrust between the Communities reach its height. Besides these communities have some communal stereotypes of fixed irrational beliefs towards one another.

for example, the Hindus believe that all Muslims are fundamentalists and fanatical by nature. They are unpatriotic and have a secret love for Islamic countries. On the other hand, Muslims hate Hindus as idolaters and thus Muslims also find that they are treated in India as Second rate citizens.

Demonstrative religiosity:
This means a deep emotional involvement with a ritualistic aspect of religion. It arouses a spirit of competition for the celebration of religious festivals among the members of different religious groups. Hindus beat drums and play music near mosques while taking processions and provoke Muslims giving rise to riots.

But Just as Hindus are not going to lose anything religion- else or they stop playing music in the procession near the mosque so also a true Muslim offering Namaj can be disturbed by music played on the road. It is only the human ego and demonstrative religion which is at the root of Communalism.

Misrepresentation of History:
The deserted view of Indian history is a major factor of the Communalism Falsification of India History was started by the Britishers. They tried to show that India had always been ruled by the tyrant Muslim rules. The Britishers had made the Hindus free from Muslim oppression. The Muslims and the Hindus had always been two rival camps, Indian History was divided into different periods such as the British period.

It has intentionally or unintentionally focussed the attention of the students separateness and rivalries among communities in N.C. Saxena writes the major ideology behind the writings of Indian history is communal, History, as it is taught in the schools, is either myths or half-truths.

Minorities’ tendency to remain aloof:
Another cause of communalism in India is the tendency of minority groups to remain away from the national mainstream. Most Muslims do not take part in the secular politics of the country. They organize themselves to maintain separate identities and sometimes give blackout to one who promises benefit for them as a community. Thus sometimes they choose to remain second-class citizens.

Encouragement from the outside countries:
Communalism gets encouragement from some other countries like Pakistan other big foreign powers also interfere in our internal politics and play one community against the other through their secret services of other countries like C.I.A. of the U.S.A has been suspected behind some large-scale communal riots.

Social factors:
The social practices, customs, traditions, laws ways of thinking, acting, and behaving of the Hindu and the Muslim Communities have marked differences. This creates a gap between them. The practice of polygamy and avoidance to adopt family planning by the Muslims create suspicion among the Hindus. Of course, such a feeling is baseless. Because very few Muslims practice polygamy. Among polygamous Muslims, the number of wives rarely exceeds two. This is not rare among Hindus either.

The Role of Mass – Media:
The press and other mass- media sometimes contribute to Communal tension in their own way. Many a time news items published are based on hearsay, rumours wrong interpretation of facts. Such news adds fuel to the fire of communalism.

Indian Constitution:
Kashyap in his book communalism and Constitution states that our constitution is in no way less Responsible for the growth of communalism absence and the presence of certain provisions in the Indian constitution contribute to the growth of communalism.

Suggestions to fight out communalism:
We have explained some of the courses promoting communalism. The task is to offer some suggestions to eradicate communalism. The committee on National Integration has given some valuable suggestions. Briefly stated they are as follows.

• Celebration of community festivals jointly.
• Cultivating respect for the religious beliefs and practices of the neighbors.
• Prevention of destruction of idols and violation of customs observed by others.
• The formation of Ekata Committees at the local level to cheek the growth of antisocial elements and to maintain a healthy atmosphere.

In addition to the above suggestions, we should like to add a few more. People should be educated so as to feed that their primary loyalty is to their country and considerations are secondary. Communal activities should be treated as offenses under the law. Religion should be separated from politics.

The communal political parties should be banned Indian History should be rewritten on the model of national integration. The intellectual, political and religious leaders, media, voluntary organizations, trade unions, Kishan Sabhas should be tagged the task of de-communalizing people at all levels.

Question 3.
What is Casteism? What are its causes, Suggest some remedial measures to abolish Casteism?
Answer:
Casteism is a grave menace to national integration. It is an abnormal feature of the caste system. When the consideration of superiority between the castes and the tendency to consider the interest of one’s own caste as opposed to other castes are added to the caste it is turned into Casteism. Casteism creates political or side loyalty to the fellow cautioned.

It generates inter-caste tensions. Gandhiji compared casteism with that of the appendix in the human body. As long as it continues to enjoy health it serves its surprise but when it becomes diseased it affects the whole system. So some it is removed better for the health. Indeed casteism has spread its roots and branches into various walks of socio-economic and political life. It has become a social evil.

According to Kaka Kalekar Casteism is an over-riding blind and supreme group loyalty that ignores the healthy social standards of justice, fair play, equality, and universal brotherhood K.M. Panikkar interprets casteism as loyalty to one’s sub-caste. In this way, it is only because of casteism that the smiths want to benefit only the smiths while the Joneses want to come to the aid of the other Joneses. It matters if the members of the other castes are irreparably harmed if it does not course any concern to the smiths and Joneses.

According to D.N. Prasad, casteism is a loyalty to the caste translated into politics. In this way, caste has beat dragged into the political areas in the form of casteism such as Brahminavada and Kayasthavada. We may define casteism as a phenomenon by virtue of which persons belonging to a certain caste group are either discriminated against or shown favor to regardless of their merits and demands, just on the basis of their caste.

Characteristics of casteism:
On the basis of the foregoing definitions, the following characteristics of casteism can be outlined.

• Casteism refers to the blind caste or sub-caste loyalty. It does not care for the interests of other castes.
• For a casteist my caste men and any caste only, right or wrong is the principle.
• It submits one’s sense of justice fair play, and humanity to the interest of his own caste.
• It is anti-democratic
• It defines the constitution by discriminating on the basis of caste.
• It is a barrier to national integration.

Casteism is very much active in the politics and administration in modem India The political leaders use caste links at the time of election. The candidates are put up in the constituencies on the basis of the number of castes formed on the area. Elections panchayats parliament are fought using caste as a mean village-level leaders are cultivating ministers for their privileges and favors ministers in return need the help of the village leaders to win in the election.

Many of the ministers at the national level, as well as provincial level, are the leaders of their caste groups, M.N. Srinivas writes regarding the state of affairs in Mysore not only the ministers even the secretaries are chosen on a caste basis. Caste seems to be the most important consideration on the selection of candidates to posts in their promotion certain percentages of seats in schools and colleges are reserved on the basis of caste. In this way, casteism has gone deep into our society.

Causes of Casteism:
Multiple factors are responsible for the growth and spread of casteism. Some of the important factors are:
Sense of Caste Prestige:
Caste prestige is considered to be one of the most important factors of casteism. In a caste society, an individual thinks that his status is linked with caste status. He does all sorts things fair of foul to improve the prestige of his caste. He may close his eyes to the interest of other caste people while doing something to increase caste prestige.

Endogamy:
In a caste, society marriage are confined to one’s own caste.No one is allowed to marry outside the caste, People related by marriage develop a deep sense of belonging towards one another. This strengthens caste consciousness.

Discrimination:
The discrimination against the backward castes in the matter of eating, drinking, marriage, and social interaction by the high castes makes them feel aggrieved. They are also aware that the economically, and politically powerful castes are hostile to their desire to move up. The high castes on the other hand, point to the discrimination practiced against admission to schools and colleges and in appointment to government posts. They say that merit is ignored in caste of caste. All in all inter- caste tension spreads. The after-effect of the execution of the Mandal Commission report is its burning sample.

Urbanization:
Due to urbanization, people from rural areas to urban areas face an impersonal world to live in. They feel insecure which compels them to seek timely help from their own caste people. So they prefer to stay in a cluster formed on the basis of caste.

Remedial Measures:
Casteism has become pervasive. Its root has gone deep into Indian soils. It can be uprooted overnight. It requires “a lot of beating” before it’s done away with However, different scholars have made different suggestions for its eradication. Some of the important M.N. Srinivas has suggested two types of measures for the abolition of casteism namely, short-term and long-term on a short-term basis through wide spread industrialization habits of urban life, co-education, and making inter-caste marriage popular can reduce inter-caste hatred.

On a long-term basis adult franchise, the industrial revolution through five-year plans, the spread of literacy and higher education among the lower castes, the legal rights to Harijans the privileges given to backward castes, and the greater Sanskritization of the way of life of the lower castes would gradually remove casteism. GS. Ghurye’s suggestion is that casteism can be removed by encouraging inter-caste marriage. Co-education will give an opportunity for the boys and girls to come together and inter-marry.

Mrs. Karve suggests the creation of economic and cultural equality between castes as a means to do away with casteism. According to P.N.H. Prabhu casteism can be eliminated if new attitudes in the people are developed. The cinema and other media can do much towards the creation of these attitudes.

Question 4.
What is regionalism? What are its causes? Suggest some remedial measures to abolish regionalism?
Answer:
Regionalism is another major challenge to nation-building. It does not mean an attachment to one’s region but has come up to mean deciding loyalty to the nation or state. Before understanding regionalism let us know what the term region implies. A region refers to an area marked by certain physical and cultural characteristics which are different from those of neighboring areas.

Love for a particular region in preference to the country and in certain cases in preference to the state of which the region is a part is called regionalism. Regionalism is also understood as a consciousness of loyalty to a distinct area within a country, usually characterized by a common culture and language or social background. Seligman and Johnson have defined regionalism as a counter-movement to any exaggerated or oppressive form of centralization.

According to Iqbal Narain “Regionalism has both a positive and negative dimension speaking on positive terms it embodies a Guest for self-fulfillment on the part of the people of an area. Negatively speaking regionalism reflects a psyche of relative deprivation resulting from specific grievances. In the words of A.T. Philip and K.H. Shivaji Rao Regionalism refers to sub-nationalism demanding preference of the region, as against the country as a whole.

Characteristics:
From the above definitions, we may note down the following characteristics of regionalism. Regionalism is a frame of mind. It is a live and loyalty shown to the region in preference to the state or nation. It is expressed on the ideas like the development of one’s own region even at the caste of other regions’ enjoyment of all benefits from the development by the people of the same regional one. It does not allow people from other regions to work and settle in the region.

Regionalism, today is expressed in the following ways:
The first is the demand for a separate state on the basis of language. The formation of Andhra Pradesh, the division of Punjab into three separate princes such as Punjab. Haryana and Himachal Pradesh the formation of a number of states in the North Eastern region outcomes of which demand.

The second is the slogan of the son of the soil. The essence of the demand is to secure preference for the local people-in matters of employment and protection of their trade and industries. The third is in the form of boundary disputes between the states. The fourth is in the form of the growth of militant regionalism in the name of various senses like Siva Sena in Maharasthra, Tamil Sena in Tamil Nadu, Hindu Sena in North India, etc.

The fifth expression of regionalism is in the form of demand for more state autonomy as is the demand by Assam Gana Parishad (A.GP.) or C.P.I.M. in West Bengal. Last out not least, the expression of regionalism is found in the inter-state water disputes. The conflict between Punjab and Haryana relating to the distribution of water from rivers like Ravi Beas and Sutlej and the fight between Karnataka and Tamil Nadu for the Cauvery Water, etc. can be cited as examples.

Causes of Regionalism
Regionalism is a complex social process. Its causes are many and varied. Some of the important factors promoting regionalism are discussed below:
Geographical factor:
India is a vast country. It has a number of distinct regions Each region has a number of distinct regions. Each region has a different kind of climate, topography, and settlement pattern. This Geographical difference gives people of a region a feeling that they are different from others.

Cultural factors:
Each region has its own customs, traditions, and culture. The people living in a region develop an identity with the culture. They develop a tendency to like at and treat the culture of other regions as alien.

Historical factors:
Many of the regions have their local history. Historical traditional and local heroes. The people of these regions get inspired by their regional history. If for any region the local personalities are ignored regionalism becomes pronounced.

Economic factor:
The economic factor is the root of regionalism, the uneven development of the country’s administration means of communication and education had affected the development of many regions during colonial rule. Even after independence regions have become more advanced economically, industrially, and agriculturally than others. Thus, the difference in economic development gives rise to the feeling of less developed regions have been relatively deprived. The recent movements for a separate LJttarkhand state, Jharkhand state, and Bodoland amply illustrate this.

Linguistic factor:
Language also strengthens the hand of regionalism. India is a country with many languages. People speaking the same language feel united. They develop an emotional attachment for the language and its literature. This at times turns into linguistic regionalism.

Political factors:
Political parties use regions to serve their political ends. They exploit regional sentiments as and when necessary. At the time of the election, they make regional problems an issue for campaigning. A good number of regional parties are also raising their heads. Some such parties are ADMK and AIDAMK in Tamilnadu, Akali Dal in Punjab, Jharkhand Party in Bihar, Assam Gana Parisad in Assam, etc.

Remedial measures:
The task before the nation is how to fight out regionalism. In this connection, the following remedial measures can be suggested.

• Greater priority should be given to the economic development of the backward regions.
• Cultural interaction between the regions should be promoted on a large scale.
• A balanced distribution of national resources should be made for all the regions.
• People should be educated to wipe out separatist feelings and develop patriotic feelings.