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Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 1 Mathematical Reasoning Ex 1(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 1 Mathematical Reasoning Exercise 1(a)

Question 1.
Choose the correct answer from the given choices:

(i) Negation of ‘Paris is in France and London is in England’ is :
(A) Paris is in England and London is in France.
(B) Paris is not in France or Landon is not in England.
(C) Paris is in England or London is in France.
(D) Paris is not in France and London is not in England.
Solution:
(A) Paris is in England and London is in France.

(ii) The conditional (p ∧ q) → p is :
(A) a tautology
(B) a contradiction
(C) neither a tautology nor a contradiction
(D) none of these
Solution:
(A) a tautology

(iii) Which of the following is a contradiction?
(A) (p ∧ q) ∧ ~ (p ∧ q)
(B) p ∨ (~ p ∧ q)
(C) (p → q) → p
(D) None of these
Solution:
(A) (p ∧ q) ∧ ~ (p ∧ q)

(iv) Which of the following is logically equivalent to ~ (~ p → q)?
(A) p ∧ q
(B) p ∧ ~ q
(C) ~ p ∧ q
(D) ~ p ∧ ~ q
Solution:
(D) ~ p ∧ ~ q

(v) (~(~p) ∧ q) is equivalent to
(A) ~ p ∧ q
(B) p ∧ q
(C) p ∧ ~ q
(D) ~ p ∧ ~ q
Solution:
(B) p ∧ q

(vi) If p: It rains today, q: I go to school, r: I shall meet any friend, and s’: I shall go to a movie, then which of the following is the proposition.
If it does not rain or if I do not go to school, then I shall meet a friend and go to a movie.
(A) ∼ (p ∧ q) → (r ∧ s)
(B) ~ (p ∧ q) → (r ∧ s)
(C) ~ (p ∧ q) → (r ∨ s)
(D) None of these
Solution:
(A) ~ (p ∧ q) → (r ∧ s)

(vii) Which of the following is true?
(A) p → q ≡ (~p → ~q)
(B) ~ (p → ~ q) ≡ (~ p ∧ q)
(C) ~ (~p ~ q) ≡ (~ p ∧ q)
(D) ~ (p ↔ q) ≡ [~(p → q)∧~(q → p)]
Solution:
(C) ~ (~p ~ q) ≡ (~ p ∧ q)

(viii)The Inverse of the proposition p ∧ ~ q) → r is:
(A) ~ r (~ p ∨ q)
(B) ~ p ∨ q → ~ r
(C) r → (p ∧ ~q)
(D) None of these
Solution:
(B) ~p ∨ q → ~ r

(ix) The contrapositive of (p ∨ q) → r is
(A) r → (p ∨ q)
(B ) ~r → (p ∨ q)
(C) ~ r → (~p ∧ ~q)
(D) p → (q ∨ r)
Solution:
(C) ~ r → (~p ∧ ~q)

(x) Which of the following is inverse of the proposition: “If a number is a prime, then it is odd.
(A) if a number is not prime, then it is odd.
(B) if a number is not a prime, then it is not odd.
(C) if a number is not odd then it is not a prime.
(D) if a number is not odd, then it is a prime.
Solution:
(B) if a number is not a prime, then it is not odd.

Question 2.
Give examples, five in each case, of , sentences that are
(i) propositions
Solution :
Examples of a proposition:
(a) Rama is a boy.
(b) He is ten years old.
(c) He is reading in class six.
(d) He has 2 brothers and 3 sisters.
(e) 2 + 3 ≥ 5

(ii) not-propositions
Solution:
Examples of not-proposition:
(a) How old are you?
(b) What is he to you?
(c) Read mindfully.
(d) What a beautiful girl!
(e) May God offer you long life.

Question 3.
Illustrate the use of all connectives and the modified ‘not’ in five separate examples of propositions.
Solution:
Conjunction: Hari and Madhu are two friends.
Disjunction: Hari or Madhu stand first in their class.
Implication: If I will be the king, then I will make you my queen.
Double Implication: I will love you if you will love me.
Negation: I don’t like her.

Question 4.
Try to construct an example of a proposition involving all connectives and also the modifier ‘not’.
Solutions:
If she do not come and take my help, then she neither understands the problem nor solves them but she can create other problems.

Question 5.
Which of the following sentences are propositions and which are not? Write with reasons :
(i) 2 < 5.
(ii) Is 9 < 3?
(iii) x is greater than 100.
(iv) Why are you crying?
(v) May God grant you long life.
(vi) Cuttack is a big city.
(vii) It is possible that there is life on Mars.
(viii)Ram is a friend of Hari.
(ix) x² –  x + 1=0
(x) Oh! What scenery!
(xi) You must go to school every day.
(xii) It was raining yesterday.
Solution:
(i) 2 < 5 is a proposition, as it is true.

(ii) Is 9 < 3? Is not a proposition, as it is neither true nor false.

(iii) “x is greater than 100” is not a statement as x is not defined.

(iv) Why are you crying? Is not a statement as it is neither true nor false.

(v) “May God grant you long life” is not a statement as it is neither true nor false.

(vi) “Cuttack is a big city” is not a statement, as it contains the word ‘big’ (not defined).

(vii) “It is possible that there is life on Mars” is not a proposition. (To date it is not confirmed)

(viii)Ram is a friend of Hari. It is a statement as it is true or false.

(ix) “x² – x + 1 = 0” is not a statement as ‘x’ is not defined.

(x) Oh! What scenery! It is not a statement as it is neither true nor false.

(xi) You must go to school every day. It is not a statement as it is neither true nor false.

(xii) It was raining yesterday. It is not a proposition as it is not known to which day yesterday means.

Question 6.
Write down negations of each of the following.
(i) If you read, you will pass.
(ii) John is a friend of Thomas.
(iii) Fifteen is greater than five.
(iv) Either Pramod is clever or he is laborious.
(v) Money is necessary for happiness.
(vi) It is raining and Mahanadi is flooded.
(vii) Pen is might than a sword.
(viii) |x| is equal to either x or – x.
(ix) It is raining and it is cool.
(x) 3 + 6 > 8 and 2 + 3 < 6.
Solution:
(i) It is not true that if you read, you will pass.
(ii) John is not a friend of Thomas.
(iii) Fifteen is not greater than five.
(iv) Pramod is not clever and also not laborious.
(v) Money is not necessary for happiness.
(vi) It is neither raining nor Mahanadi is flooded.
(vii) Pen is not more mighty than a sword.
(viii) |x| is neither x nor – x
(ix) It is not raining or it is not cool.
(x) 3 + 6 ≤ 8 or 2+ 3 ≥ 6.

Question 7.
Translate the following propositions into symbolic form, stating the prime components in each case.
(i) If you do not work hard, you will repent.
(ii) Jamini will be rewarded if and only if he is punctual.
(iii) If there is a will, there is a way.
(iv) Time and tide wait for none.
(v) 29 is a prime number which is a sum of two squares.
(vi) Life is short, but virtue is lasting.
(vii) If the boy is poor, then he will be hungry and if he is hungry, then he cannot be honest.
(viii) A year consists of twelve months while a month does not consist of more than thirty-one days.
(ix) If the government cannot solve the unemployment problem, then public opinion will rise against it which will lead to a strengthening
of opposition.
(x) Chinu and Minu went to Calcutta, but Minu came back earlier since she lost all her money
Solution:
(i) Let p: You work hard, q: you will repent. Then the given statement is ~ p → q.
(ii) Let p: Jamini will be rewarded, q: He is punctual. The given statement is p ↔ q.
(iii) Let p: There is a will, q: There is a way.
∴ The given statement is p → q.
(iv) Let p: Time waits for none. q: Tide waits for none.
∴  Solution is p ∧ q.
(v) Let p: 29 be a prime number. q: It is a sum erf two squares
∴  Solution is p ∧ q.
(vi) Let p: Life is short. q: Virtue is lasting.
Solution is q ∧ q.
(vii) Let p: The boy is poor. q: He will be hungry. r: He can be honest.
Solution is (p → q) ∧ (q → ~r)
(viii) Let p: A year consists of twelve 9. months. q: A month consists of more than 31 days.
∴ Solution is p ∧ ~ q.
(ix) Let p: The Government can solve the unemployment problem. q: Public opinion will rise against it. r: It will lead to a strengthening
of opposition.
∴  Solution is (p → q) → r.
(x) Let p: Chinu went to Calcutta. q: Minu went to Calcutta. r: Minu came back earlier. s: She lost all her money.
Solution is (p ∧ q) ∧ (s → r).

Question 8.
Let p, q, and r denote respectively the statements: “you are honest”, “you are laborious” and “you will receive a promotion”, Translate the following statements into English language :
(i) (p ∨ q) → r
(ii) ~ r → ~ p
(iii) ~ (p ∨ q) → ~ r
(iv) |r ∨ (~ p)| → ~ q
(v) p ∧ q ∧ r
Solution:
Let p: You are honest. q: You are laborious. r: You will receive a promotion.
(i) (p ∨ q) → r. It’s the English language is “If you are honest or laborious then you will receive a promotion.”
(ii) If you will not receive a promotion, then you are not honest.
(iii) If you are neither honest nor laborious then you will not receive a promotion.
(iv) If you will receive a promotion or you are not honest then you are not, laborious.
(v) You are honest and laborious and you will receive a promotion.

Question 9.
Construct truth tables for the following and indicate which of these are tautologies :
Solution:
(i) p ∧ q → p ∨ q

p	q	p ∧ q	p ∨ q	p ∧ q ∧ p ∨ q
T	T	T	T	T
T	F	F	T	T
F	T	F	T	T
F	F	F	F	T

∴ It is a tautology.

(ii) p ∧ q → p
Solution:

p	q	p ∧ q	p ∧ q → p
T	T	T	T
T	F	F	T
F	T	F	T
F	F	F	T

∴ It is a tautology.

(iii) p ∧ (p → q) → q
Solution:

p	q	p → q	p ∧ (p → q)	p ∧ (p → q) → q
T	T	T	T	T
F	T	T	F	T
T	F	F	F	T
F	F	T	F	T

∴ It is a tautology.

(iv) p → p ∧ q
Solution:

p	q	p ∧ q	p → (p ∧ q)
T	T	T	T
T	F	F	F
F	T	F	T
F	F	F	T

∴ It is a not tautology.

(v) p → (~p → q)
Solution:

p	q	~p	~p → q	p → (~p → q)
T	T	F	T	T
T	F	F	T	T
F	T	T	T	T
F	F	T	F	T

∴ It is a tautology.

(vi) ~p ∧ (p ∧ q) → q
Solution:

∴ It is a tautology.

(vii) (p ∨ ~q) ∧ (q ∨ ~p)
Solution:

∴ It is a not tautology.

(viii) p → (~ q ∧ r)
Solution:

∴ It is a not tautology.

(ix) (p → q) → [(q → r) → (p → r)]
Solution:

∴ It is a tautology.

(x) p ∨ → ~(p ∧ q)
Solution:

∴ It is a not tautology.

(xi) (p → ~p) → ~p
Solution:

P	~p	p → ~p	(p → ~p) → ~p
T	F	F	T
F	T	T	T

∴ It is a tautology.

(xii) (~ p ∨ p) → (~ q ∨ q)
Solution:

∴ It is a tautology.

(xiii) (p ∧ q) → p) → q
Solution:

p	q	p ∧ q	(p ∧ q) → p	((p → q) → p) → q
T	T	T	T	T
T	F	F	T	F
F	T	F	T	T
F	F	F	T	F

∴ It is a not tautology.

(xiv) (p ↔ q) ∧ (q ↔ r) → (p ↔ r)
Solution:

∴ It is a tautology.

(xv) [p → (p ∨ q)] → [q → (p ∧ q)]
Solution:

Question 10.
If p has truth value T, what can be said about the truth values of
(i) ~p ∧ q → p ∨ q
Solution:

∴ ~p ∧ q → p v q is always true if p is true.

(ii) p ∨ q → ~p ∧ q
Solution:

∴ p ∨ q → ~ p ∧ q is always false it is true.

Question 11.
Determine the truth values of p ↔  ~ q when the biconditional p ↔ q has truth value (i) F, (ii) T.
Solution:

p	q	-q	p ↔ q	p ↔ ~q
T	T	F	T	F
T	F	T	F	T
F	T	F	F	T
F	F	T	T	F

(i) When p ↔ q is False, p ↔ ~ q is True.
(ii) ∴ When p ↔ q is True, p ↔ ~q is False.

Question 12.
State the converse, inverse and contra-positive of each of the following propositions. Stating it as a conditional, wherever necessary.

(i) If A ABC is equilateral, then its three angles are congruent.
Solution:
If A ABC is equilateral, then its three angles are congruent.
Converse: If the three angles of the A ABC are congruent, then it is equilateral.
Inverse: If A ABC is not equilateral, then its three angles are not congruent.
Contrapositive: If the three angles of the A ABC are not congruent, then it is not equilateral.

(ii) If Gopal is clever, then he is rich.
Solution:
Con: If Gopal is rich, then he is clever.
Inv.: If Gopal is not clever, then he is not rich.
Cont: If Gopal is not rich, then he is not clever.

(iii) p → ~ q
Solution:
p → ~ q
Con: ~ q → p
Inv: ~ p → q
Cont: q → ~ p

(iv) Sum of two odd integers is even.
Solution:
If two integers are odd, then their sum is even.
Con: If the sum of two integers is even, then they are odd.
Inv: If two integers are not odd, then their sum is not even.
Cont: If the sum of two integers is not even then they are not odd.

(v) The square of an integer is a natural number.
Solution:
If a number is an integer, then its square is a natural number.
Con: If the square of a number is a natural number, then it is an integer.
Inv: If a number is not an integer, then its square is not a natural number.
Cont: If the square of a number is not a natural number then it is not an integer.

(vi) A parallelogram that is inscribed in a circle is a rectangle.
Solution:
If a parallelogram is inscribed in a circle, then it is a rectangle.
Con: If a parallelogram is a rectangle, then it is inscribed in a circle.
Inv: If a parallelogram is not inscribed in a circle then it is not a rectangle.
Cont: If a parallelogram is not a rectangle, then it is not inscribed in a circle.

(vii) The ground being wet, there has been rainfall at night.
Solution:
If the ground being wet then there has been rainfall at night.
Con: If there has been rainfall at night then the ground being wet,
Inv: If the ground is not wet then there has been no rainfall at night.
Con: If there has been no rainfall at night then the ground is not wet.

Question 13.
Are the following pair of statements negation of each other?
(i) The number π is not a rational number.
(ii) The number π is not an irrational number.
(iii) The number π is a rational number. The number π is an rational number.
Solution:
(i) No (ii) Yes

Question 14.
Write the component statement of the following compound statements and check whether the compound statement is true or false.
(i) 24 is a multiple of 4 and 6
(ii) The school is closed if there is a holiday or a Sunday.
(iii) 7 is a rational number or an irrational number.
(iv) 57 is divisible by 2 or 3.
(v) All things have two eyes and two legs.
(vi) 2 is an even number and a prime number.
(vii) Every parallelogram is a trapezium or a rhombus.
Solution:

(i) The component statement is
p: 24 is a multiple of 4
q: 24 is a multiple of 6
The truth value of the statement is ‘True’

(ii) The component statements are :
p: There is a holiday or a Sunday
q: The School is closed
The truth value of the compound statement is ‘True’.

(iii) The component statements are
p: 7 is a rational number
q: 7 is an irrational number
The truth value of the compound statement is ‘True’.

(iv) The component statements are
p: 57 is divisible by 2
q: 57 is divisible by 3
The truth value of the compound statement is ‘True’.

(v) The component statements are
p: All things have two eyes.
q: All things have two eyes
The truth value of the compound statement is ‘false’

(vi) The component statements are
p: 2 is an even number
q: 2 is a prime number
The truth value of the compound statement is ‘ True.

(vii) The component statements are
p: Every parallelogram is a trapezium
q: Every parallelogram is a rhombus.
The truth value of the compound statement is “false”.

Question 15.
Identify the Quantifiers of the following statements.
(i) There exists a number that is equal to its square.
(ii) For every real number x, x is less than x + 1.
(iii) There exists a capital for every state of India.
(iv) For all x ∈ R , sin² x + cos² x = 1
(v) There exists an even prime number other than 2.
(vi) For every negative integer x, x³ is also a negative integer.
(vii) For every real number x, x² ≠ x.
Solution:
(i) There exists
(ii) for every
(iii) There exists
(iv) for all
(v) There exists
(vi) for every
(vii) for every

Question 16.
Write the negation of the following statement.
(i) Every living person is not 150 years old.
(ii) There exists x∈ N, x + 3 ≠ 10
(iii) All the students completed their homework.
(iv) There exists a number that is equal to its square.
(v) For every real number x, x + 4 is greater than x.
(vi) Everyone who lives in India is an Indian.
Solution:
(i) There exists a living person who is 150 years old.
(ii) for all x ∈ N, x + 3 ≠ 10
(iii) There exists a student who has not completed his homework.
(iv) Each number is not equal to its square.
(v) There exists a real number x, x + 4 is not greater than x.
(vi) There exists a person who lives in India but is not an Indian.

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 2 Sets Ex 2(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 2 Sets Exercise 2(a)

Question 1.
Construct five different examples of sets. Describe each with the help of a proposition.
Solution:
(i) Collection of all the days of a week.
i.e., D = {Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday}
= {x: x is a day of a week}

(ii) Collection of writing instruments
i.e., A = {pen, pencil, paper, ink}
= {x: x is a writing instrument}

(iii) Collection of all kings having more than one queen.
i.e., B = {x: x is a king having more than one queen.}

(iv) Collection of all nationalized political parties i.e., C = {BJP, Congress, CPI, CPI(M), JD(U), JD(S), JP}
= {x: x is a set of nationalized political parties}

(v) Collection of all integers of multiples of 3.
i.e., D = {0, ± 3, ± 6}
= {x: x is a set of all integers of multiples of 3}

(vi) Collection of all fingers of a hand
i.e., E = {x: x is a finger of hand}

Question 2.
Give an example of a set that has exactly 10 elements and express it through a defining property.
Solution:
Collection of all positive prime numbers less than 30 i.e„ A = {2, 3, 5, 7, 11, 13, 17, 19, 23, 29} = {x: x is a prime number less than 30}

Question 3.
It is possible to express every set through a defining property? Justify your answer.
Solution:
Yes, it is possible to express every set through a defining property, as every set can be written in the set builder form.

Question 4.
If {x: p₁ (x)} = {x: p₂ (x)}, show for each x, p₁ (x) and p₂ (x) have the same truth value.
Solution:
Given that {x : p₁ (x)} = {x : p₂ (x)}
∴ The two sets have the same element.
So p₁ (x) ≠ p₂ (x) i.e., they have the same truth value.

Question 5.
For each of the following words, write down the set of letters forming that word :
(i) Administration,
(ii) Misrepresentation,
(iii) Mathematics,
(iv) Concurrence,
(v) Demonstration
Solution:
(i) {a, d, i, m, n, o, r, s, t }
(ii) {a, e, i, m, n,o,p, r, s, t }
(iii) {a, c, e, h, i, m, s, t }
(iv) {c, e, n, n, o, r, u }
(v) {a, d, e, i, m, n, o, r, s, t }

Question 6.
State with reason, which of the following are sets and which are not :
(i) All big rivers of India.
(ii) All natural numbers having at least one prime factor.
(iii) All sincere students of Ravenshaw college during the academic year 1998 -99.
(iv) All real numbers with negative squares.
(v) All citizens of India earning more than Rs. 10,000/- per month.
(vi) All college teachers who are citizens of India.
(vii) All finite subsets of the set Z of integers.
(viii)Collection of all possible sets.
(ix) Collection of all winged horses.
(x) Collection of all residents of Odisha who will live for more than 100 years.
Solution:
(i) It is not a set, as the word ‘big’ is not properly defined.
(ii) It is a set, as it is properly defined.
(iii) It is not a set, as the word ‘sincere’ is not properly defined.
(iv) It is a set, as it is well-defined.
(v) It is a set, as it is well-defined.
(vi) It is a set, as it is well-defined.
(vii) It is a set, as it is well-defined.
(viii)It is a set, as it is well-defined.
(ix) It is a set, as is it properly defined.
(x) It is not a set, as we do not know, who will live for more than 100 years.

Question 7.
Write the following sets in the form of lists:
(i) {x: x is a prime number and 1 ≤ x ≤ 100}
(ii) {x: x = is an odd integer}
(iii) {x: x = 1 or x = 2 or x = 3 }
(iv) {x: x = can be written as a sum of two odd integers}
(v) Set of all natural numbers that are divisible by 5.
Solution:
(i) {2, 3, 5, 7, …….. 97}
(ii) {± 1, ± 3, ± 5, ……..}
(iii) {1, 2, 3}
(iv) {2, 4, 6, 8, 10, ………}
(v) {5, 10, 15, 20, ……..}

Question 8.
Write the following sets in the intention (or specification form)
(i) {a}
(ii) Φ
(iii) {1, 2}
(iv) {1, 2, 3, 4, 5}
(v) P (Φ)
(vi) {1, 3, 9, 27}
Solution:
(i) {x: x = a}
(ii) {x: x ≠ x}
(iii) {x: x = 1 or x = 2}
(iv) {x: x ∈ N, 1 ≤ x ≤ 5}
(v) {x: x = Φ}
(vi) {x: x =3ⁿ n ∈ Z, 0 ≤ n ≤ 3 }

Question 9.
Determine if set A is a proper subset of the set B where A and B are as given below:

(i) A = { 1, 2, 3, …….}
B = {x: x is a rational number}
Solution:
A is a proper subset of B as all the elements of A are in B.

(ii) A = {x: x is a prime number}
B = {2n – 1: n = 1, 2, 3, …… }
Solution:
A = {x : x is a prime number}
= {2, 3, 5, 7, 11, ……}
B = {2n – 1: n = 1, 2, 3, …. }
= {1, 3, 5, 7, ….}
∴ A ⊄ B, because of 2 ∈ A but 2 ∉.

(iii) A = {-l, 1, 3}
B = {x: x ∈ R and x³ – 2x³ -x + 2 = 0}
Solution:
Solving x³ – 2x² – x + 2 = 0
we have x² (x – 2) – 1 (x – 2) = 0
or, (x – 2) (x²– 1) = 0
∴ x = 1, -1, 2
∴ B ={ -1, 1, 2}
∴ A is not a subset of B.

(iv) A= {1, 2, 3, 4}
B = [n ∈ N, n is a divisor of 60}
Solution:
B = {1, 2, 3, 4, 5, 6, 10, 12, 15, 20, 30, 60}
∴ A ⊂ B

Question 10.
For each of the following pairs of sets A and B, determine if A ⊂ B or A ⊄ B:
Solution:
(i) A = Φ, B = {Φ}
Here A ⊂ B, as Φ is the subset of every set

(ii) A = {x : x is an integer}
= 0, ± 1, ± 2……..
B = {3x : x is an integer}
= {0, ± 3, ± 6,……} A ⊄ B.

(iii) A = {x: x is an odd integer}
B = {x: x is real and not an even integer}
∴ A = {± 1, ± 3, ± 5, …….} and B is the set containing all the real numbers except for even integers.
∴ A ⊂ B

(iv) A = {x : x is an integer which is both even and odd}
B = {x: x is an integer, x ≠ x}
∴ A ⊂ B, … A = Φ and B = Φ)

(v) A = |a, b, c|, B = {|a|, |b|,  |c|}
∴ A ⊄ B

Question 11.
Determine the truth of the falsity of the following propositions with reasons.
(a) {1, 2} € {1,2,3}
(b) A ⊂ A for any set A.
(c) Every set has a proper subset.
(d) Every set in a proper subset of the same set
(e) For any object x, there is a set A such that, x ∈ A.
(f) For any object x, there is a set A such that, x ∉ A.
(g) If A, B, C sets, then either A = B or A ⊂ B or B ⊂ A.
(h) a ∈ {(a)}
(i) a ∈ {(a, b), b}, a ≠ b.
(j) If A is a proper subset of B and B is a subset of C, then A is a proper subset of C.
(k) A ⊂ Φ if and only if A = Φ.
Solution:
(a) {1,2} ∈ {1,2,3} is false, as {1, 2} is not an element of { 1, 2, 3} but it is a subset.
(B) A ⊂ A is false, as A is an improper subset of itself, not a proper subset.
(C) ‘Every set has a proper subset is false as Φ has no proper subset.
(d) Every set is a proper subset of the same set is false.
(e) For any object x, there is a set A such that, x ∈ A. It is true.
(f) For every object x, there is a set A such that, x ∉ A. It is true.
(g) If A, B, C sets, then either A = B or A ⊂ B or B ⊂ A. It is false, as there is a possibility for A ≠ B.
e.g. a = {1, 2}, b = {a, b}
(h) a ∈ {{a}}. It is false as ‘a’ is not an element of the set {(a)}.
(i) as ∈ {{a, b}, b}, a ≠ b It is false, as ‘a’ is not an element of the set {{a, b}, b}
(j) If A is a proper subset of B and B is a subset of C, then A is a proper subset of C.
It is true, as
x ∈ A ⇒ x ∈ B ∴ (A ⊂ B)
and x ∈ B ⇒ x ∈ C ∴ (B ⊂ A)
∴ x ∈ A ⇒ x ∈ C means A ⊂ C.
(k) A ⊂ Φ if and only if A = Φ is true.
Proof:
Necessary part: Given A ⊂ Φ and prove A = Φ.
Now A ⊂ Φ       ….(1)
And Φ is the subset of every set.
So Φ ⊂ A           ….(2)
Combining (1) and (2) we get A = Φ.
Sufficient part: Given A = Φ and to prove A ⊂ C.
A = Φ ⇒ A ⊂ Φ and Φ ⊂ A
Thus A ⊂ Φ.

Question 12.
Write down the power set of
(i) {a, b, c}
(ii) {a, {a}}
(iii) Φ
(iv) {Φ}
(v) {a, {a}, {a,b}}
(vi) {{Φ}}
Solution:
(i) Let A = {a, b, c}
P(A) = {{a}, {b}, {c}, {a, b}, {a, c}, {b, c}, A, Φ}

(ii) Let A = {a, {a}} then P(A) = {{a}, {{a}}, Φ, A}

(iii) P (Φ) = {Φ}

(iv) P({Φ})-= {{Φ}, Φ}

(v) Let A = {a, {a}, {a, b}}
∴ P(A) = {{a}, {{a}}, {{a, b}}, {a}, {a}
{{a}, {a,b}}, {a, {a,b}, A, Φ)}

(vi) Let A = {{Φ}}
∴ P(A) = {A, Φ}

Question 13.
Prove that P(A) ⊂ P(B) if and only if A ⊂ B. When is the inclusion P(A) ⊂ P(B) proper?
Solution:
Necessary Part :
Let P(A) ⊂ P(B),
we shall prove that A ⊂ B.
∴ Let x ∈ A
⇒ {x} ∈ P(A)
⇒ {x} ∈ P(B)  (∴ P(A) ⊂P(B)
⇒ x ∈ B
Sufficient Part:
Let A ⊂ B
Let x ∈ P(A)
⇒ x ⊂ A
⇒x ⊂ B (∴ A ⊂ B)
⇒ x ∈ P(B)
Thus P(A) ⊂ P(B)
The inclusion P(A) ⊂ P(B) is proper when A is a proper subset of B.

Question 14.
A set can be finite or infinite (as understood in an informal way). For instance, {1, 2, 3, 4} is a finite set whereas Z is an infinite set. The number of elements of a set A, denoted by |A|, is called its cardinal number. Without going into the necessary technicalities, we may just observe that
|Φ|  = 0, |{x_1, x_2………,x_n }| = n
Two sets A and B are called similar if they have the same cardinal number. Thus, the sets {1, 2, 3} and {2, 4, 6} are similar. We write A ~ B to express the fact that A and B are similar. Now, answer the following questions.
(i) What are the cardinal numbers of the following sets?
{Φ}, {a, {a, b}}, {Z} {0.5}, {0, {5}}, {a, b, {a, b} }, {{Φ}}, {Φ, {Φ}}
(ii) For any natural number n, give an example of a set A such that |A = n|.
(iii) Determine the cardinal number of the set {x: x is real and x³ – x² + x- 1 = 0 }
Solution:
(i) Cardinal number of the set {Φ} is 1.
Cardinal number of the set {a, {a, b} } is 2.
Cardinal number of the set {z} is 1.
Cardinal number of the set {0,5} is 2.
Cardinal number of {0, {5 } } is 2.
Cardinal number of the set {a, b {a, b}) is 3.
Cardinal number of the set {{Φ}} is 1.
Cardinal number of {Φ, {Φ}} is 2.

(ii) Let A = {1, 2, 3}
∴ | A | = 4 where 4 ∈ N for n = 4.

(iii) Let A = {x : x is real and
x³ – x² + x – 1 = 0 }
Solving, x³ – x² + x – 1 = 0
or, x² ( x – 1) + 1 (x – 1 ) = 0
or, (x- 1) (x² + 1) = 0
x – 1 = 0, x² + 1 = 0
x = 1, ± i
As x is real, we have A = {1}
| A | = 1

Question 15.
Which sets are finite and which are infinite?
(i) The set N of positive natural numbers.
(ii) The set Z of integers.
(iii) The set Q of rational numbers.
(iv) The set R of real numbers.
(v) The set of prime numbers.
(vi) The set of even integers.
(vii) The set of human beings.
(viii)The set of integers less than 10.
Solution:
(i) “The set N of positive natural numbers” is an infinite set.
(ii) “The set Z of integers” is an infinite set.
(iii) “The set Q of rational numbers” is an infinite set.
(iv) “The set R of real numbers” is an infinite set.
(v) “The set of prime numbers” is an infinite set.
(vi) “The set of even integers” is an infinite set.
(vii) “The set of human beings” is a finite set.
(viii)“The set of integers less than 10” is an infinite set.

Question 16.
Verify that
| P (Φ) | = 2⁰
| P ({a}) | = 2¹
| P ({a, b}) | = 2²
| P({a, b, c}) | = 2³
Solution:
(i) Let A = Φ, then P(A) = {Φ}
∴ P(A) = 1 = 2⁰

(ii) Let A = {a} then P(A) = {{a}, Φ}
∴ P(A) = 2 = 2¹

(iii) Let A = {a, b)
then P(A) = {{a}, {b}, {a, b}, Φ}
∴ P(A) = 4 = 2²

(iv) Let A = {a, b, c}
P(A) = {{a}, {b}, {c}, {a, b}, {b, c}, A, Φ}
∴ P(A) = 8 = 2³

Question 17.
Find the number of elements of
(i) P(P(Φ))
(ii) P(P(P(Φ)))
(iii) P(P(P(P(Φ))))
Solution:
(i) We have | P (Φ) | = 2⁰ = 1
∴ | P(P(Φ)) | = 2¹ = 2
(ii) | P(P(P(Φ))) | = 2² = 4
(iii) | P(P(P(P(Φ))) | =2⁴ = 16

Question 18.
Prove by the method of induction that if A has n number of elements, then | P (A) | = 2ⁿ.
Solution:
When n = 1, we have, let A = {a₁}
P (A) = {{ a₁ }, Φ} ⇒ | P(A) | = 2 = 2¹
∴ p₁ is true.
Let p_k be true i.e., if A = {a_1, a_{2, ………..} a_k }
then | A | = k and | P(A) | = 2^k
Now let B = {a_1, a_{2, ………..} a_k, a_k+1  }
∴ | B | =k + 1.
Here A has 2^k subsets. These 2^k subsets are also in B. Which includes the additional elements a_k+1 ∈ B.
So there are 2^k. 2 = 2^k+1 subsets in B.
∴ | P(B) | = 2^k+1
i.e., if | A| = k +1 then | P(A) | = 2^k+1
∴ p_k+1 is true.
∴ p_n is true for all values of n ∈ N.
∴ | P(A) | =2ⁿ if | A | = n.

Question 19.
Can you say how many elements P(P(A)) if A has n elements?
Solution:
If | A | = n then | p(A) | =2ⁿ
and | P(P(A)) | = 2⁽²ⁿ⁾ .

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 1 Mathematical Reasoning Ex 1(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 1 Mathematical Reasoning Exercise 1(b)

Question 1.
Check the validity of the following statements.

(i) p: 100 is a multiple of 5 and 4.
(ii) q: 125 is multiple of 5 and 7.
(iii) r: 60 is a multiple of 3 or 5.
Solution:
(i) Here the connective is ‘and’
Step -1: 100 is a multiple of 5 (True)
Step -2: 100 is a multiple of 4 (True)
∴ 100 is a multiple of 5 and 4 is true, i.e. the statement ‘p’ is valid.

(ii) Here the connective is ‘and’
Step – 1: 125 is a multiple of 5 (True)
Step – 2: 125 is a multiple of 7 (false)
∴ The statement ‘q’ is (false), i.e. the statement ‘q’ is not a valid statement

(iii) Here the connective is ‘or’
60 is a multiple of 3 (True)
60 is a multiple of 5 (True)
Thus the component statements are both true.
∴ The statement ‘r’: 60 is a multiple of 3 or is true, i.e. ‘r’ is a valid statement.

Question 2.
Check the validity of the statements given below by the method given against each.
(i) “The sum of an irrational number and a rational number is irrational’’ (by contradiction method).
(ii) “If n is a real number with n > 3, then n² > 9 (by the method of contradiction).
(iii) ‘‘If x, y are integers such that xy is odd then both x and y are odd” (by the method of contrapositive)
(iv) “If x is an integer and x² is even then x is also even” (method of contrapositive).
Solution:
(i) Let the given statement is false.
i.e. the sum of an irrational number and a rational number is rational.
⇒ An irrational number + a rational number = a rational number
⇒ An irrational number = A rational number + rational number = A rational number
Which is absurd.
We arrive at a contradiction.
This is due to our false assumption. Thus, the given statement is true.

(ii) Let the given statement is false.
i.e. for a natural number n > 3 n² > 9
⇒ n² ≤ 3 ⇒ n ≤ 3
(.’. n is a natural number which contradicts the fact that n > 3)
This contradiction is due to our false assumption.
Thus for any natural number
n > 3, n² > 9.

(iii) Let p: x and y are integers such that xy is odd. and q: both x and y are odd. We shall prove the validity of p → q by using the method of contrapositive.
Now ~ q: It is not true that both x and y are odd, i.e. at least one of x (or y) is even.
Let ~ q is true.
Let x is even and x = 2n for some integer n.
⇒ xy = 2ny for some integer n.
⇒ xy is even (not odd)
⇒ ~ p is true.
Thus by the method of contrapositive, we proved ~ q ⇒ ~ p, i.e. p → q is true.

(iv) Let p: x is an integer and x² is even
q : x is even.
Let ~ q is true
⇒ x is not an even integer
⇒ x is an odd integer
Let x = 2n + 1 for some integer ‘n ’
⇒ x² = (2n + 1)² = 4n² + 4n + 1
= 2 (2n² + 2n) + 1
which is odd.
⇒ p is false ⇒ ~ p is true
Thus ~ q ⇒ ~ p
∴ Thus the statement is true.
i.e x is even ⇒x is also even

Question 3.
By giving counter-examples, show that the following statements are not true:
(i) If measures of all the angles of a triangle are equal, then the triangle is an obtuse angled triangle.
(ii) For every real number x and y, x² = y² ⇒ x = y.
(iii) The equation x² – 1 = 0 does not have any root lying between 0 and 2.
Solution:
(i) Let in ΔABC
∠A = ∠B = ∠C = 60°
Clearly, no angle is obtuse.
∴ The triangle is not obtuse-angled.
(ii) for x = – 2, y = 2
x² = y² = 4 but x ≠ y
∴ x² = y² ⇒ x = y
(iii) x = 1 is a root of x² – 1=0
that lies between 0 and 2.
∴ The given statement is false.

Question 4.
Check the validity of “If I do not work, I sleep.
If I am worried, I will not sleep. Therefore, if I am worried, I will work”.
Solution:
Method-1:
Let p: I work
q: I sleep
r: I am worried
“If I do not work, I sleep” can be written as ~ p → q
“If I am worried, I will not sleep” can be written as r → ~ q
‘If I am worried, I will work’’ can be written as r → p
The given statement can be written as [(~ p → q) ∧ (r → ~ q)] → ( r → p)
Let us draw the truth table

As [(~ p → q) ∧ (r → q)] → (r → p)
is a tautology the given statement is logically valid.
Method – 2:
Let p: I do work
q: I sleep
r: I am worried
“If I do not work, I sleep ” can be represented as ~ p → q
“If I am worried, I will not sleep” can be written as r → ~ q
Thus we can write the given statement as
[(~ p → q) ∧ (r → q)] → (r → p)
But a statement and its contrapositive are equivalent.
Thus this can be written as
[(r  → ~ q) ∧  (~ q → p)] → (r → p)
By the principle of syllogism, the given statement is logically valid.

Question 5.
Let a and b be integers. By the law of contrapositive prove that if ab is even then either a is even or b is even:
Solution:
Let p: For integers ‘a and b’ ab is even q: a is even or b is even
we shall check the validity of p → q by the method of contrapositive Let ~ q is true.
⇒ Both a and b are odd
Let a = 2m + 1, b = 2n + 1
for some integers m and n
⇒ ab = (2m + 1) (2n + 1)
= 4mn + 2 (m + n ) + 1
= 2 [2mn + m + n) + 1
Which is odd
⇒  p is false
⇒  ~ p is true
Thus the method of contrapositive p → q is true.
i.e. The given statement is logically valid.

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 4 At the High School Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 4 At the High School

BSE Odisha 10th Class English At the High School Text Book Questions and Answers

E. Let’s Understand The Text:
P-1
Question 1.
What is a biography? What is an autobiography?
(ଜୀବନୀ କ’ ଣ ? ଆତ୍ମଜୀବନୀକ’ ଣ ?)
Answer:
A biography is the life history of a person. An autobiography is the life history of a person written by himself or herself.

Question 2.
Is this lesson a biography or an autobiography? Support your answer with reasons.
(ଏହି ବିଷୟଟି ଏକ ଜୀବନୀ ବା ଏକ ଆତ୍ମଜୀବନୀ ? କାରଣ ଦର୍ଶାଇ ତୁମ ଯଥାର୍ଥତା ପ୍ରଦର୍ଶନ କର ।)
Answer:
This lesson is an autobiography (auto-self, bio-life, graphy – writing). The reason for it being an autobiography is that it begins with the first person pronoun(ପ୍ରଥମ ପୁରୁଷ ସର୍ବନାମ) ‘I’ standing for (ସୂଚିତ କରୁଥିବା) the writer Mahatma Gandhi. Also, the use of ‘my’ (Gandhi’s) proves it to be an autobiography.

Question 3.
Was Gandhi good at studies ? How will you support your answer ?
ପାଠରେ ଦକ୍ଷ ଥିଲେ ? ତୁମେ କିପରି ତୁମର ଉତ୍ତରକୁ ସମର୍ଥନ କରିବ ?)
Answer:
Yes, Gandhi was good at his studies. I will support (ସମର୍ଥନ କରିବି) by saying so (ଏହା କହି) with the expressions mentioned (ଦର୍ଶାଯାଇଥ‌ିବା ଅଭିବ୍ୟକ୍ତିସମୂହରୁ) like (ଯଥା) “I wasn’t regarded as a fool at the high school”, “I always enjoyed the affection of my teachers” and “I never had a bad certificate”. “I even won prizes ” etc.

Question 4.
Did his teacher like him?
(ତାଙ୍କର ଶିକ୍ଷକ ତାଙ୍କୁ ଭଲ ପାଉଥିଲେ କି ?)
Answer:
Yes, his teachers liked him.

Question 5.
What sorts of certificates were sent to his parents?
(କେଉଁ ପ୍ରକାର ପ୍ରମାଣପତ୍ର ତାଙ୍କ ପିତାମାତାଙ୍କ ପାଖକୁ ପଠାଯାଉଥିଲା ?)
Answer:
Certificates of progress and character were sent to his parents every year.

Question 6.
When did he win prizes?
(ସେ କେତେବେଳେ ପୁରସ୍କାର ଜିତୁଥିଲେ ?)
Answer:
He won prizes after he passed out of the second standard.

Question 7.
Which standards did he get scholarships in ?
(କେଉଁସବୁ ଶ୍ରେଣୀରେ ଅଧ୍ୟୟନ କରୁଥିଲାବେଳେ ସେ ଛାତ୍ରବୃତ୍ତି ପାଉଥିଲେ ?)
Answer:
He got scholarships when he was in standard fifth and sixth.

Question 8.
What were the amounts of his scholarships?
(ତାଙ୍କ ଛାତ୍ରବୃତ୍ତିର ପରିମାଣ କେତେ ଥିଲା ?)
Answer:
Rupees four and ten were the amounts of scholarships Gandhi obtained (ପାଉଥିଲେ ).

Question 9.
Who did he thank more for his scholarship – himself or his good luck?
(ସେ ଛାତ୍ରବୃତ୍ତି ପାଇଁ କାହାକୁ ଅଧିକ ଧନ୍ୟବାଦ ଦେଉଥିଲେ – ନିଜକୁ ବା ନିଜର ସୌଭାଗ୍ୟକୁ ?)
Answer:
He thanked his good luck more for his scholarship than himself or his merit.

Question 10.
What do you know about Gandhi as a person?
(ଜଣେ ବ୍ୟକ୍ତି ଭାବରେ ତୁମେ ଗାନ୍ଧିଙ୍କ ବିଷୟରେ କ’ଣ ଜାଣିଛ ?)
Answer:
As a person, I know that Gandhi as a student was good at studies, besides being very particular (ସବିଶେଷ) about himself.

P-2
Question 11.
What was he very much careful about?
(ସେ କେଉଁ ବିଷୟରେ ଅଧ‌ିକ ଯତ୍ନଶୀଳ ଥିଲେ?)
Answer:
He was very much careful about his character (ଚରିତ୍ର ବିଷୟରେ).

Question 12.
How did he react when blamed?
(ନିନ୍ଦିତ ହେଉଥ୍ଲାବେଳେ ସେ କିପରି ପ୍ରତିକ୍ରିୟା କରୁଥିଲେ? )
Answer:
When being blamed he broke into tears (କାନ୍ଦି ପକାଉଥିଲେ).
Or, Any sort (ପ୍ରକାର) of blame brought tears into his eyes.

Question 13.
What was more important for Gandhi – winning prizes or building character?
(କ’ଣ ଗାନ୍ଧିଙ୍କ ପାଇଁ ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା – ପୁରସ୍କାର ଜିତିବା ବା ଚରିତ୍ର ଗଠନ କରିବା?)
Answer:
Building character was more important for Gandhi.

Question 14.
Why did he get physical punishment?
(ସେ କାହିଁକି ଶାରୀରିକ ଦଣ୍ଡ ପାଇଥିଲେ ?)
Answer:
He got physical punishment for some little blemish in his character.

Question 15.
Who was the headmaster?
(ପ୍ରଧାନଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Dorabji Edulji Gimi was the headmaster.

Question 16.
Was he popular? Why?
(ସେ (ପ୍ରଧାନଶିକ୍ଷକ ଜିମି) କ’ଣ ଲୋକପ୍ରିୟ ଥିଲେ ? କାହିଁକି ?)
Answer:
Yes, he (Mr Gimi) was popular. Because he was a disciplinarian, a man of method and a good teacher.

Question 17.
What was made compulsory for upper standard boys ?
(ଉପର ଶ୍ରେଣୀର ବାଳକମାନଙ୍କ ପାଇଁ କ’ଣ ବାଧ୍ୟତାମୂଳକ କରାଯାଇଥିଲା ?)
Answer:
Gymnastics and cricket were made compulsory for uppper standard boys.

Question 18.
I disliked both. What does ‘both’ refer to ?
( ମୁଁ ଉଭୟକୁ ଘୃଣା/ନାପସନ୍ଦ କରୁଥିଲି । ଏଠାରେ ‘ଉଭୟ’ କ’ଣ ସୂଚିତ କରୁଛି ?)
Answer:
I disliked both. Here ‘both’ refers to ‘gymnastics’ and ‘cricket’.

Question 19.
What was the reason for Gandhi’s dislike for cricket and gymnastics?
(କ୍ରିକେଟ୍ ଓ ଜିମ୍‌ନାଷ୍ଟିକ୍ ପ୍ରତି ଗାନ୍ଧିଙ୍କର ଘୃଣାର କାରଣ କ’ଣ ଥିଲା ?)
Answer:
The reason for Gandhi’s dislike for cricket and gymnastics was his shyness.

Question 20.
Was the headmaster a lover of games?
(ପ୍ରଧାନଶିକ୍ଷକ କ’ଣ ଖେଳପ୍ରେମୀ ଥିଲେ ?)
Answer:
Yes, the headmaster was a lover of games.

Question 21.
What false idea did Gandhi have about games?
(ଖେଳ ବିଷୟରେ ଗାନ୍ଧିଙ୍କର କେଉଁ ମିଥ୍ୟା ଧାରଣା ଥିଲା ?)
Answer:
Gandhi nurtured a false idea (ଏକ ମିଥ୍ୟା ଧାରଣା ପୋଷଣ କରିଥିଲେ) that games had nothing to do with education.

Question 22.
What were his views on games later?
(ପରେ ଖେଳ ସମ୍ପର୍କରେ ତାଙ୍କର ମତ କ’ଣ ଥିଲା ?)
Answer:
Later he viewed (ମତ ଦେଇଥିଲେ ଯେ) that games should have many places in the curriculum as mental training.

P-3
Question 23.
What was the special reason for Gandhi’s dislike for gymnastics?
(ଜିମ୍‌ନାଷ୍ଟିକ୍‌ସ୍ ପ୍ରତି ଗାନ୍ଧିଙ୍କର ଅନାସକ୍ତିର ବିଶେଷ କାରଣ କ’ଣ ଥିଲା ?)
Answer:
The special reason for Gandhi’s dislike for gymnastics was to serve (ସେବା କରିବାପାଇଁ) his father after school

Question 24.
Compulsory exercise came directly in the way of this service. What was the service?
( ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ପ୍ରତ୍ୟକ୍ଷ ଭାବରେ ଏହି ମାଧ୍ୟମରେ ଆସୁଥିଲା । ସେବାଟି କ’ଣ ଥିଲା ? )
Answer:
Compulsory exercise came directly in the way of this service. The service was to serve his father.

Question 25.
Did the headmaster grant his request? Why?
(ପ୍ରଧାନଶିକ୍ଷକ କ’ଣ ତାଙ୍କର ଅନୁରୋଧ ରଖୁଥ‌ିଲେ ? କାହିଁକି ?)
Answer:
No, the headmaster didn’t grant his request because he didn’t believe him.

Question 26.
Why did he get to school late ?
(ସେ କାହିଁକି ବିଦ୍ୟାଳୟରେ ବିଳମ୍ବରେ ପହଞ୍ଚିଲେ ?)
Answer:
He got to (reached) school late because he had no watch and the clouds deceived him also.

Question 27.
Clouds deceived him. How?
(ବାଦଲଖଣ୍ଡ ତାଙ୍କୁ ଠକିଦେଲା ? କିପରି ?)
Answer:
The clouds deceived him. As the clouds had gathered across the sky, he did not guess the time and reached the school when the boys had all left.

Question 28.
Did the headmaster believe what he said?
(ସେ ଯାହା କହିଲେ ପ୍ରଧାନଶିକ୍ଷକ ବିଶ୍ଵାସ କଲେ କି ?)
Answer:
No, the headmaster didn’t believe what he said.

Question 29.
How much was he fined?
(ତାଙ୍କୁ କେତେ ପରିମାଣର ଅର୍ଥ ଜରିମାନା ଲଗାଯାଇଥିଲା ?)
Answer:
He was fined one or two annas.

Question 30.
What was he accused of? Was the accusation proper?
(ସେ କାହିଁକି ଅଭିଯୁକ୍ତ ହୋଇଥିଲେ ? ଅଭିଯୋଗ କ’ଣ ଯୁକ୍ତିଯୁକ୍ତ ଥିଲା ?)
Answer:
He (Gandhi) was accused of lying. No, it wasn’t proper in case of Gandhi (ଗାନ୍ଧିଙ୍କ କ୍ଷେତ୍ରରେ ).

Question 31.
What pained him so much?
(କ’ଣ ତାଙ୍କୁ ଅଧିକ ଯନ୍ତ୍ରଣା ଦେଇଥିଲା ?)
Answer:
The accusation (ଅଭିଯୋଗ) that he was lying (ମିଛ କହୁଥିଲେ) pained him so much.

P-4
Question 32.
What lesson did he learn from it?
(ସେ ଏଥୁରୁ କ’ଣ ଶିକ୍ଷାଲାଭ କରିଥିଲେ ? )
Answer:
From it he learnt that a man of truth must be a man of care.

Question 33.
Was he careless in school later?
(ପରେ ସେ ବିଦ୍ୟାଳୟର ଯତ୍ନହୀନ ହୋଇଥିଲେ କି ?)
Answer:
No, he wasn’t careless in school later.

Question 34.
Did he really have to pay the fine?
(ତାଙ୍କୁ କ’ଣ ପ୍ରକୃତରେ ଜରିମାନା ଦେବାକୁ ପଡ଼ିଥିଲା ?)
Answer:
No, he didn’t have to pay the fine really.

Question 35.
How was the fine exempted in the end?
(ଶେଷରେ ସେ କିପରି ଜରିମାନା ଦେବାରୁ ମୁକ୍ତି ପାଇଥିଲେ ? )
Answer:
The fine was exempted (ଛାଡ କରାଯାଇଥିଲା) in the end as Gandhi’s father wrote himself to the headmaster urging his (Gandhi’s) service for him after school.

P-5
Question 36.
What was the other neglect Gandhi talked about?
(ଗାନ୍ଧି କହିଥ‌ିବା ଅନ୍ୟ ଏକ ଅବହେଳା ବା ଯତ୍ନହୀନତା କ’ଣ ଥିଲା ?)
Answer:
The other neglect Gandhi talked about was his bad handwriting.

Question 37.
What was his earlier notion on handwriting?
(ହସ୍ତଲେଖା ବିଷୟରେ ତାଙ୍କର ପୂର୍ବ ଧାରଣା କ’ଣ ଥିଲା ?)
Answer:
His earlier notion of handwriting was that it wasn’t a necessary part of education.

Question 38.
When and where did he realize that his notions were wrong? What made him think so?
( କେତେବେଳେ ଓ କେଉଁଠାରେ ସେ ହୃଦୟଙ୍ଗମ କଲେ ଯେ ତାଙ୍କର ଧାରଣାସବୁ ଭୁଲ ଥିଲା ? କେଉଁଥ‌ିପାଇଁ ଏଭଳି ଚିନ୍ତା କଲେ ?)
Answer:
Until he went to England and later in South Africa he realized that his notions were wrong. The observation (ପର୍ଯ୍ୟବେକ୍ଷଣ) of the good handwriting of the lawyers and the young men in South Africa made him think so.

Question 39.
What were his views on handwriting?
(ହସ୍ତାକ୍ଷର ବିଷୟରେ ତାଙ୍କର ମତ କ’ଣ ଥିଲା ?)
Answer:
He viewed (opined – ସେ ଦେଖିଥିଲେ) that good handwriting was a necessary part of education and bad handwriting should be regarded as a sign of an imperfect education.

Question 40.
What was his advice to young men and women in this regard?
(ଏ ବିଷୟରେ ଯୁବକ ଯୁବତୀମାନଙ୍କୁ ତାଙ୍କର ପରାମର୍ଶ କ’ଣ ଥିଲା ?)
Answer:
His advice to young men and women in this regard was to learn to handwrite only after they have learned to draw objects by observation.

P-6
Question 41.
Why did Gandhi consider Sanskrit harder than geometry?
( ଗାନ୍ଧି କାହିଁକି ଜ୍ୟାମିତି ଅପେକ୍ଷା ସଂସ୍କୃତକୁ କଷ୍ଟକର ବୋଲି ବିଚାର କରୁଥିଲେ ?)
Answer:
Gandhi considered Sanskrit harder than geometry as there was nothing to memorize (ଘୋଷି ମନେରଖ୍ର କିଛି ନାହିଁ) in geometry, whereas in Sanskrit everything had to be learned by heart.

Question 42.
Which class was Sanskrit introduced in?
(କେଉଁ ଶ୍ରେଣୀରୁ ସଂସ୍କୃତ ଶିକ୍ଷା ଆରମ୍ଭ ହେଉଥିଲା ? )
Answer:
Sanskrit was introduced in the fourth standard.

Question 43.
What did Gandhi say about the Sanskrit and Persian teachers?
(ଗାନ୍ଧିଜୀ ସଂସ୍କୃତ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକଙ୍କ ବିଷୟରେ କ’ଣ କହିଥିଲେ ?)
Answer:
As Gandhi said, the Sanskrit teacher was a hard taskmaster (ପିଲାମାନଙ୍କୁ ଘରପଢ଼ା ଦେବାରେ କଠୋର), but the Persian teacher was lenient (କୋମଳ ବା ଉଦାର ).

Question 44.
Were they on good terms ? Quote the sentence from your text in support of your your answer: (ସେମାନେ (ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକ) କ’ଣ ଉତ୍ତମ ସମ୍ପର୍କରେ ଥିଲେ ? ନିଜର ଉତ୍ତରର ସମର୍ଥନ ପାଇଁ ପାଠ୍ୟବିଷୟରୁ ସମ୍ପର୍କିତ ବାକ୍ୟଟିକୁ ଉଦ୍ଧୃତ କର ।)
Answer:
No, they weren’t on good terms ( ଉତ୍ତମ ସମ୍ପର୍କ ବା ବନ୍ଧୁତା ). The sentence supporting the answer is “There was a sort of rivalry going on between the Sanskrit and the Persian teachers”.

Question 45.
What tempted him to sit in the Persian class?
(ପର୍ସିଆନ୍ ଶ୍ରେଣୀରେ ବସିବାପାଇଁ ତାଙ୍କୁ କ’ଣ ଆକର୍ଷିତ କରିଥିଲା ?)
Answer:
The easiness (ସହଜତା) of the Persian subject tempted him to sit in the Persian class.

Question 46.
How did the Sanskrit teacher feel about it?
(ସଂସ୍କୃତ ଶିକ୍ଷକ ଏହା ବିଷୟରେ କ’ଣ ଅନୁଭବ କଲେ ?)
Answer:
When the Sanskrit teacher saw Gandhi sit in the Persian class, he was grieved (ଦୁଃଖ୍ତ ହୋଇଗଲେ ).

Question 47.
Why did he think it necessary for Gandhi to study Sanskrit?
(ଗାନ୍ଧି ସଂସ୍କୃତ ପଢ଼ିବା ଆବଶ୍ୟକ ବୋଲି ସେ (ସଂସ୍କୃତ ଶିକ୍ଷକ) କାହିଁକି ଭାବୁଥିଲେ ?)
Answer:
The Sanskrit teacher thought it necessary for Gandhi to study Sanskrit because he (Gandhi) was the son of a Vaishnava father. Besides (ଏହା ବ୍ୟତୀତ) Sanskrit was the language of his own religion.

P-8
Question 48.
Did he come back to Sanskrit class? Why?
(ସେ (ଗାନ୍ଧି) କ’ଣ ସଂସ୍କୃତ ଶ୍ରେଣୀକୁ ଫେରି ଆସିଲେ ? କାହିଁକି ?)
Answer:
Yes, he came back to Sanskrit class. Because he couldn’t disregard ( ଅଣଦେଖା କରିପାରୁନଥିଲେ) his teacher’s affection (ସ୍ନେହ).

Question 49.
What put him to shame?
(ତାଙ୍କୁ କ’ଣ ଲଜ୍ଜିତ କରିଥିଲା ?)
Answer:
The Sanskrit teacher’s kindness (ଦୟା) put him (Gandhi) to shame.

Question 50.
Who was his Sanskrit teacher?
(ତାଙ୍କର ସଂସ୍କୃତ ଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Krishnashankar Pandya was the Sanskrit teacher.

Question 51.
How did the study of Sanskrit help him later?
(ସଂସ୍କୃତ ପଠନ ତାଙ୍କୁ ପରେ କିଭଳି ସାହାଯ୍ୟ କରିଥିଲା ?)
Answer:
The study of Sanskrit helped him acquire (ଶିଖୁରେ ) the little knowledge of the language and fostered (ବୃଦ୍ଧି କରିଥିଲା ) his interest in sacred books.

Question 52.
What feelings did Gandhi have for his teachers?
( ନିଜର ଶିକ୍ଷକମାନଙ୍କ ବିଷୟରେ ଗାନ୍ଧିଙ୍କର ଅନୁଭୂତି କ’ଣ ଥିଲା ?)
Answer:
Gandhi had the feelings of regards (ସମ୍ମାନ ) and love for his teachers.

F. Let’S Sum-Up:

Question.
The present text “At the High School” is built up of the main idea and supporting ideas. The text title itself is the main theme/idea. The facts/information presented in the paragraphs form the contents/sub-themes/supporting ideas. Given below is a table, which shows a well-knit structure of the text. Some facts/information are missing from it. Complete the table using the required information choosing from the HELP-BOX. Some paragraphs have more than one theme.
(“At the High School” ବିଷୟଟି ଗୋଟିଏ ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଓ ସହାୟକ ପ୍ରସଙ୍ଗମାନଙ୍କୁ ନେଇ ଲିଖୁ । ବିଷୟର ଶୀର୍ଷକ ବା ନାମ ହିଁ ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଅଟେ । ଅନୁଚ୍ଛେଦଗୁଡ଼ିକରେ ଉପସ୍ଥାପିତ ତଥ୍ୟଗୁଡ଼ିକ ହେଉଛି ସହାୟକ ପ୍ରସଙ୍ଗ । ନିମ୍ନରେ ଏକ ସାରଣୀ ଦିଆଯାଇଛି ଯାହା ପାଠ୍ୟବିଷୟକୁ ସୁନ୍ଦର ଭାବେ ଗ୍ରସ୍ତୁତ କରିଛି । ଏଥ‌ିରେ କେତେକ ତଥ୍ୟ ଛାଡ଼ି ଦିଆଯାଇଛି । ସହାୟକ ବାକ୍ସ (HELP-BOX)ରୁ ଆବଶ୍ୟକ ତଥ୍ୟ ଚୟନ କରି ସାରଣୀଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ କର । କେତେକ ଅନୁଚ୍ଛେଦର ଏକାଧ୍ଵ ପ୍ରସଙ୍ଗ ଅଛି ।)

At the High School

Para-1	Para-2		Para-3	Para-4	Para-5	Para-6		Para-7
	punishment					subjects

handwriting        subjects          studies                punishment teachers              reward            games                 headmaster

Answer:

Para-1	Para-2		Para-3	Para-4	Para-5	Para-6		Para-7
Reward (ପୁରସ୍କାର)	Punishment (ଦଣ୍ଡ)	Games Head- master	Head- master	Carelessness remission of fines	Hand- writing (ହସ୍ତଲିଖନ)	subjects	teachers	studies

handwriting        subjects          studies                punishment teachers              reward            games                 headmaster

Note: Some facts given in the box below the table are insufficient. So information has been given in the table rooms.

G.Let’s Listen And Speak:

(a) Read the following conversation between Gandhi and his Sanskrit teacher.
Your teacher will read out the conversation. Listen to him/her. Follow the dialogue while listening.
Your teacher will act out the character of Gandhi’s Sanskrit teacher and the class, Gandhi. Next, the role changes – the class act as the Sanskrit teacher and your teacher as Gandhi.
Next, the teacher divides the class into groups who will role-play in the like manner with a change in roles. Then practice in pairs.
Finally, your teacher invites two of your friends to play the roles in front of the class.
Sanskrit Tr: Hello Moniya! How are you?
Gandhi: Fine.
Sanskrit Tr: I hear you’re sitting in the Persian class.
Gandhi: Yes, sir.
Sanskrit Tr: What prompted you to do so?
Gandhi: Persian is easy, sir.
Sanskrit Tr: But Sanskrit is the language of our culture. You should study the language by any means.
Gandhi: Sanskrit is very difficult for me.
Sanskrit Tr: Why do you think so?
Gandhi: Because everything has to be learned by heart.
Sanskrit Tr: That’s not the case, Manu. Come to me. I’ll help you learn Sanskrit with ease.
Gandhi: Thank you for your offer, sir.
Note: “Moniya” or “Manu” was Gandhi’s nickname during his childhood.
(ଉପରେ ପ୍ରଦତ୍ତ ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ଗାନ୍ଧିଙ୍କ (ଯାହାଙ୍କର ବାଲ୍ୟ ନାମ ‘ମୋନିଆ’ ବା ‘ମନୁ’ ଥୁଲା) ମଧ୍ୟରେ ହୋଇଥିବା କଥୋପକଥନକୁ ପଢ଼ ଓ ଦୁଇ ଦୁଇ ଜଣ ହୋଇ ଅଭ୍ୟାସ କର ।)

(b) Your teacher will conduct a quiz on the lesson. She/he will organize/administer the activity following every step as shown in a similar quiz program under the lesson “Festivals of Northeast India”. “K. Let’s do this activity”. (Page-65)
(ବିଷୟକୁ ନେଇ ଏକ ଜଣା ଅଜଣା କାର୍ଯ୍ୟକ୍ରମ ତୁମ ଶିକ୍ଷକ ପରିଚାଳନା କରିବେ ।)

H. Let’s Enrich Our Vocabulary:
Notice the underlined word in the sentence below.
(ନିମ୍ନରେ ଦିଆଯାଇଥ‌ିବା ବାକ୍ୟରେ ରେଖାଙ୍କିତ ଶବ୍ଦକୁ ଲକ୍ଷ୍ୟ କର ।)
When I merited or seemed to the teacher to merit a rebuke, it was unbearable for me.

ଏଠାରେ unbearable (ଅସହ୍ୟ ) ହେଉଛି ଏକ ଶବ୍ଦ ଯାହାnegative prefix ‘un’ + bearableର ମିଶ୍ରଣରେ ଗଠିତ । not + bearable = unbearable, ଏଠାରେ ‘not’କୁ ଉଠାଇ ‘un’ prefix ବା ପ୍ରତ୍ୟୟକୁ bearable ପୂର୍ବରୁ ବସାଇ ବିପରୀତ ଅର୍ଥକୁ ସୂଚିତ କରାଯାଇଛି ।

(a) Show how the following words are built up of their prefixes and roots. One is done as an example: disobedient = dis + obedient
[Prefix (ପ୍ରତ୍ୟୟ) ଓ root ବା ମୂଳ ଶବ୍ଦଗୁଡ଼ିକୁ ନେଇ କିଭଳି ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ଗଠିତ ହୋଇଛି ଦର୍ଶାଅ ।]

Prefix       root
abnormal (ଅସ୍ଵାଭାବିକ)          =   ab + normal
disappear (ଅଦୃଶ୍ୟ ହୋଇଯିବା) =   dis+ appear
impossible (ଅସମ୍ଭବ)            =   im + possible
misunderstand (ଭୁଲ୍ ବୁଝିବା) =   mis+understand
demerit (ଅପକାରିତା)             =   de + merit
illegible (ଅପଠ୍ୟ)                  =   il + legible
intransitive (ଅକର୍ମକ)            =   in + transitive
unlucky (ହତଭାଗ୍ୟ )              =   un + lucky

(b)Rewrite the following sentences replacing the underlined words by single words with their opposite/negative meanings.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକ ସ୍ଥାନରେ ସେଗୁଡ଼ିକର ଏକଶବ୍ଦବିଶିଷ୍ଟ ବିପରୀତ/ନାସ୍ତିସୂଚକ ଅର୍ଥ ବସାଇ ପୁନର୍ବାର ଲେଖ ।)

For example :

1. Swarupa’s achievement (ସଫଳତା) is not believable.
   Swarupa’s achievement is unbelievable (ଅବିଶ୍ୱସନୀୟ)
2. Remote tribal areas (ଦୁର୍ଗମ ଆଦିବାସୀ ଅଧ୍ୟୁଷିତ ଅଞ୍ଚଳ) among hills and forests are not still reachable.
   Remote tribal areas among hills and forests are still unreachable (ଅପହଞ୍ଚ).
3. The younger generation (ଯୁବ ପିଢ଼ି) is not interested in traditional occupations (ପାରମ୍ପରିକ ବୃତ୍ତି).
   The younger generation is uninterested (ଆଗ୍ରହୀ) in traditional occupations.
4. The stranger did not talk in a polite manner.
   The stranger talked in an impolite manner / impolitely (ଅଶୋଭନୀୟ ଭାବରେ).
5. Many people are not happy with what they have.
   Many people are unhappy (ସୁଖୀ) with what they have.
6. Dull weather (ଖରାପ ପାଗ) does not make us active.
   Dull weather makes us inactive (ନିଷ୍କ୍ରିୟ).
7. Human wants (ମଣିଷର ଇଚ୍ଛା) are not limited.
   Human wants are unlimited (ଅସୀମିତ ).
8. They are not managing the organization (ସଙ୍ଗଠନ) properly.
   They are mismanaging (କୁପରିଚାଳନା) the organization.
9. Her inaugural speech (ଉଦ୍ଘାଟନୀ ଭାଷଣ) was not motivating.
   Her inaugural speech was demotivating (9§919999).
10. They did not behave their guests well.
    They misbehaved (ସେମାନେ ଅତିଥିଙ୍କୁ ଅସଦାଚରଣ କରିଥିଲେ।) their guests.
11. The soul (ଆତ୍ମା) is not mortal.
    The soul is immortal (ଅମର).

I. Let’s Learn Language:
1. Examine the following sentence.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟକୁ ଲକ୍ଷ୍ୟ କର ।)
Before I reached the school, the boys had all left.
(ମୁଁ ବିଦ୍ୟାଳୟରେ ପହଞ୍ଚିବା ପୂର୍ବରୁ ବାଳକମାନେ ଚାଲି ଯାଇଥିଲେ ।)
The setence has two clauses.
ଏହି ବାକ୍ୟରେ ଦୁଇଟି ଖଣ୍ଡବାକ୍ୟ ଅଛି ।)
(i) Before I reached the school
(ii) the boys had all left
ପ୍ରଥମ ଖଣ୍ଡବାକ୍ୟ ବା ବାକ୍ୟଖଣ୍ଡ (clause)ରେ verb (କ୍ରିୟାପଦ) reached (past simple tense) recent ବା କିଛି ସମୟ ପୂର୍ବରୁ ସମାପ୍ତ କାର୍ଯ୍ୟକୁ ସୂଚିତ କରୁଥିଲାବେଳେ ଦ୍ୱିତୀୟ ଖଣ୍ଡବାକ୍ୟରେ ବ୍ୟବହୃତ erfect tense) earlier past action ବା ପୂର୍ବରୁ ସମାପ୍ତ କାର୍ଯ୍ୟକୁ ସୂଚିତ କରୁଛି ।
Let’s understand through the given diagram.

Earlier Past	Recent past
The boys had all left.	I reached the school.

Answer:

Another example :
The tortoise had reached (earlier/first completed action) the destination by the time / before the rabbit awake (later/second action).
(ଠେକୁଆ ଉଠିଲାବେଳକୁ କଇଁଛ ଲକ୍ଷ୍ୟସ୍ଥଳରେ ପହଞ୍ଚି ସାରିଥିଲା ।)

(a) There is such añother sentence in paragraph-3 of the text. Can you find it out? Fill in each sentence below using the correct form of the verbs given in brackets. One is done for you. (ନିମ୍ନଲିଖ ପ୍ରତ୍ୟେକ ବାକ୍ୟରେ ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥ‌ିବା କ୍ରିୟାପଦର ଠିକ୍ ରୂପ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତୁମ ପାଇଁ ଗୋଟିଏ କରି ଦିଆଯାଇଛି ।)
(i) All guests had arrived (arrive) before the party started (start).
(ii) We ________ (sit) for lunch after mother ________ (fry) the eggs.
(iii) When Mahatma Gandhi ________ (pass away), India ________ (achieve) her freedom.
(iv) The train ________ (leave) before they (reach) the station.
(v) Namrata _________ (post) the letter after she _________ (write) it.
(vi) The patient ________ (die) before the doctor ________ (come).
(vii) The farmer ________ (plough) the field before he ________ (sow) seeds.
(vii) The prizes (be, give) long before the cultural programmes (start).
Answer:
(i) All guests had arrived (arrive) before the party started (start)
(ii) We sat for lunch after mother had fried the eggs.
(iii) When Mahatma Gandhi passed away (died), India had achieved (got) her freedom.
(iv) The train had left before they reached the station.
(v) Namrata posted the letter after she had written it.
(vi) The patient had died before the doctor came.
(vii) The farmer had ploughed the field before he sowed seeds.
(vii) The prizes had been given long before the cultural programmes started.

2. Look at the following sentences. (ନିମ୍ନଲିଖ୍ ବାକ୍ୟକୁ ଦେଖ ।)
If I had not acquired a little Sanskrit, I should have found it difficult to take any interest The sentence has two clauses.
(i) If I hadn’t acquired the little Sanskrit — If clause / Conditional clause (If ବା ସର୍ତ୍ତମୂଳକ ଖଣ୍ଡବାକ୍ୟ)
(ii) I should have found it difficult to take any interest —> Main clause (ମୁଖ୍ୟ ବା ପ୍ରଧାନ ଖଣ୍ଡବାକ୍ୟ)
ଏୋଗେ If I had not acquired the little Sanskrit …………… ଅସଂପୂର୍ଣ୍ଣ unfulfilled if or conditional clause.

(a) Read the following situations and write an ‘If-sentence’ for each.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ପ୍ରତ୍ୟେକ ପାଇଁ ଗୋଟିଏ ଲେଖାଏଁ If ବାକ୍ୟ ଲେଖ ।)
(i) They did not start early. They missed their train.
(ii) He did not fall into the river. He was not drowned.
(iii) The sun was in the right direction. The photographs came out very well.
(iv) I saw you. I invited you to my party.
(v) Lilima won a lottery. She bought a good house.
(vi) The mangoes were not ripe. They did not sell at a good price.
(vii) Subhra did not spend much. She had a lot of bank balances.
(viii) The farmer worked hard. He reaped a rich harvest.
Answer:
(i) If they had started early, they would not have missed their train.
(ii) 1f he had fallen (ପଡିଯାଇଥିଲା) into the river, he would have been drowned(ବୁଡ଼ି ଯାଇଥାନ୍ତା).
(iii) If the sun hadn’t been (ହୋଇ ନ ଥାଆନ୍ତା) in the right direction, the photographs wouldn’t have come out (ବାହାରକୁ ଆସି ନଥାନ୍ତା) very well.
(iv) If I hadn’t seen (ଦେଖିନଥିଲି) you, I wouldn’t have invited (ନିମନ୍ତ୍ରଣ କରିନଥାନ୍ତେ ) you to my party.
(v) If Lilima hadn’t won (ଜିତିନଥିଲେ) a lottery, she wouldn’t have bought ( କିଣିନଥାନ୍ତେ) a good house.
(vi) If the mangoes had been (ହୋଇଥିବ) ripe, they would have sold ( ବିକ୍ରି ହୋଇଥାନ୍ତା) at a good price.
(vii) If Subhra had spent ( ଖର୍ଚ୍ଚ ହୋଇସାରିଛି) much, she wouldn’t have had (ହୋଇ ନଥାନ୍ତା) a lot of bank balance.
(viii) If the fanner hadn’t worked (କାମ କରିନାହିଁ ) hard, he wouldn’t have reaped a rich harvest (ଅମଳ ହୋଇନଥାନ୍ତା ).

(b) Put the verbs in brackets into their correct forms. ((ବନ୍ଧନୀ ମଧ୍ଯରେ ଥ‌ିବା କ୍ରିୟାପଦଗୁଡ଼ିକୁ ସେମାନଙ୍କ ଉପଯୁକ୍ତ ରୂପରେ ବସାଅ ।)
(i) If our boys had played well, our team (win) the match easily.
(ii) If Manisha (not get) the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians (not fight) for it.
(iv) Crops would have been better if it (rain) well.
(v) The government (not be) very unpopular if they had not raised taxes.
(vi) If you (take) my advice, you would not have got into troubles.
(vii) The glass (not break) if she had not dropped it.
Answer:
(i) If our boys had played well, our team would have won (ଜିତିଥାନ୍ତେ ) the match easily.
(ii) If Manisha hadn’t got (ପାଇ ନାହିଁ) the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians hadn’t fought (ଯୁଦ୍ଧ କରି ନ ଥିଲେ) for it.
(iv) Crops would have been better if it had rained (ବର୍ଷା ହୋଇଥିଲା) well.
(y) The government wouldn’t have been (ହୋଇ ନଥାନ୍ତା) very unpopular if they had not raised taxes.
(vi) If you had taken (ନେଇଥିଲେ) my advice, you would not have got into troubles.
(vii) The glass wouldn’t have broken (ଭାଙ୍ଗି ନଥାନ୍ତା) if she had not dropped it.

3. Fill in the blanks with correct prepositions choosing from the box. (ବାକ୍ସରୁ ବାଛିଥିବା ସଠିକ ପ୍ରିପୋଜିସନ ସହିତ ଖାଲି ସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କରନ୍ତୁ)
(among, from, in, of, to, with)
(i) She was deeply ashamed (ଲଜ୍ଜିତ) ________ her behavior at the party.
(ii) People are ________ the opinion (ମତ) that price controls are losing ground.
(iii) The festival kicked off (ଆରମ୍ଭ ହେଲା) _______ traditional music and folk dances.
(iv) Sweets were distributed (ବଣ୍ଟିତ) ________ children.
(y) Charities are exempted (ମୁକ୍ତ) paying tax.
(vi) Children hardly refuse (ମନା କରନ୍ତୁ ) obey.
(vii) India succeeded (ସଫଳ ହେଲା) in winning the World Cup Cricket that year.
(viii) The ofticer was convicted (ଦୋଷୀ ସାବ୍ୟସ୍ତ) ________ bank fraud.
Answer:
(i) She was deeply ashamed of her behavior at the party.
(ii) People are of the opinion that price controls are losing ground.
(iii) The festival kicked off with traditional music and folk dances.
(iv) Sweets were distributed among children.
(v) Charities are exempted from paying tax.
(vi) Children hardly refuse to obey.
(vii) India succeeded in winning the World Cup Cricket that year.
(viii) The officer was convicted of bank fraud.

J. Lets Write:
1. Write answers to all questions under “E. Let’s understand the Text”.
2. Write a paragraph in about 5 to 8 sentences on each of the topics given below :
(ନିମ୍ନରେ ଦିଆଯାଇଥ‌ିବା ପ୍ରତ୍ୟେକ ଶୀର୍ଷକ ଉପରେ ୫ରୁ ୮ଟି ବାକ୍ୟ ମଧ୍ଯରେ ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
(a) Gandhi as student
(b) Gandhi’s Headmaster
(c) Gandhi’s Sanskrit and Persian teachers
(d) Gandhi’s attitude towards sports and handwriting
Answer.
Gandhi as a student:
Gandhi was an average student in high school. He had high regard (ଉଚ୍ଚ ସମ୍ମାନ) for his teachers. He loved geometry more than Sanskrit. Once he was fined for having not attended (ଯୋଗ ଦେଇନଥିବା) gymnastics class. But at his father’s request, he got the fine remitted. His being fined (ତାଙ୍କୁ ଜରିମାନା କରାଯାଇଛି) pained him.

Gandhi’s Headmaster:
Dorabji Edulji Gimi was the headmaster when Gandhi was in High School. He was loved by the students. Because he was a disciplinarian, a man of method, and above all (ସର୍ବୋପରେ) a good teacher. He believed in the keeping of sound health of the boys. So he made attending of the boys in gymnastics and cricket compulsory. He convicted Gandhi of lying.

Gandhi’s Sanskrit and Persian teachers:
Gandhi’s Sanskrit teacher was Krishnashankar Pandya. He was pained (ଯନ୍ତ୍ରଣା ଅନୁଭବ କଲା) to see Gandhi sit in the Persian class. He prevailed upon (ଉପରେ ବିଜୟୀ ହେଲା ) him to come back to Sanskrit class as it was the language of his own religion and he being a Vaishnav father’s son.
On the other hand (ଅନ୍ୟ ହାତ), his Persian teacher was lenient. He had some sort of rivalry with the Sanskrit teacher. His soft nature and the easiness of the Persian language one day tempted Gandhi to sit in the Persian class.

Gandhi’s attitude (ମନୋଭାବ) towards (ଆଡକୁ) sports and handwriting:
Regarding (ସମ୍ବନ୍ଧରେ) sports Gandhi had the earlier notion that sports like gymnastics had nothing to do with education. He kept aloof (ଦୂରେଇ ରଖିଥିଲେ) from cricket, football or gymnastics as he desired (ସେ ଇଚ୍ଛା କଲେ) to serve (ସେବା କରିବାକୁ) his father during those classes. Later (ପରେ) he felt that physical training should have (ଥିବା ଦର୍କାର) as many places as mental training in the curriculum. Handwriting, likewise (ସେହିଭଳି) was thought to have no necessity in good education by Gandhi. But he had to change (ପରିବର୍ତ୍ତନ କରିବାକୁ ପଡିଲା) this notion (&I961I) when he observed (ଯେତେବେଳେ ସେ ଦେଖିଲେ) the good handwriting (ଭଲ ହସ୍ତଲିଖନ) of young men and lawyers in South Africa.

3. Write a letter in about 100 words to your penfriend telling him/her about Gandhi as a person.
(ତୁମର ପତ୍ରବନ୍ଧୁଙ୍କୁ ଜଣେ ବ୍ୟକ୍ତି ହିସାବରେ ଗାନ୍ଧିଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରି ପ୍ରାୟ ୧୦୦ ଶବ୍ଦରେ ଏକ ପତ୍ର ଲେଖ ।)

Jairampur
Salipur
Date : ………………..
Dear Asish,
How are you now? Hoping you will be enjoying a relaxed time. Recently I went through (read thoroughly – ଭଲ ଭାବରେ ପଢନ୍ତୁ) a topic on Gandhi’s life.
As a person, Gandhi showed his enormous (ପ୍ରକାଣ୍ଡ) potential (ସମ୍ଭାବ୍ୟ) when he was in South Africa. When he saw the distressed (ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ) condition of the Indians there, he launched ‘Satyagraha’ a great weapon against Apartheid (ଅପାର୍ଥିଡ଼ ) of the White rulers (ଶ୍ୱେତାଙ୍ଗ ଶାସକ). From this, he matured (ପରିପକ୍ବତା ହାସଲ କରିଥିଲେ)) as a great leader which he successfully (ସେ ସଫଳତାର ସହିତ) displayed (ପ୍ରଦର୍ଶିତ |) by supporting the cause (କାରଣ) of the farmers in Champaran of Bihar in 1917.
His leadership (ନେତୃତ୍ୱ) made crores of Indians bow their heads to him for his having empowered India to become free from British rule.
I hope you have got to know a few things about this great Indian as a person.
Yours sincerely,
Nabakishore.

BSE Odisha 10th Class English At the High School Important Questions and Answers

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

Question 1.
What did Gandhi always enjoy in high school?
Answer:
The affection of his teachers.

Question 2.
What was sent to the parents every year?
Answer:
Certificates of progress and character.

Question 3.
In which classes did Gandhi obtain (get) scholarships?
Answer:
In the fifth and sixth standards.

Question 4.
What were the amounts (ପରିମାଣ) of scholarship did Gandhi receive?
Answer:
Rupees four and ten.

Question 5.
What did Gandhi thank more for his having obtained scholarships?
Answer:
To his good luck

Question 6.
What is Gandhi’s own recollection about?
Answer:
Not having high regard for his ability

Question 7.
How did Gandhi guard his character?
Answer:
Jealously.

Question 8.
What bought tears to his eyes?
Answer:
Least little blemish.

Question 9.
What did he receive once?
Answer:
Physical punishment.

Question 10.
How did he weep?
Answer:
Piteously (ଦୟାଳୁ).

Question 11.
What was Dorabji Edulji Gimi ?
Answer:
Gandhi’s headmaster.

Question 12.
Why was Gimi popular?
Answer:
For being a disciplinarian, a man of method, and a good teacher.

Question 13.
What did Mr. Gimi make compulsory?
Answer:
Gymnastics and cricket.

Question 14.
What was Gandhi’s false notion about gymnastics?
Answer:
Having nothing to do with education.

Question 15.
What should have many places in the curriculum as mental training?
Answer:
Physical training.

Question 16.
What did Gandhi do as soon as the school closed?
Answer:
Hurried home (ଶୀଘ୍ର ଘରକୁ).

Question 17.
What did Gandhi do after arriving at home?
Answer:
Began serving his father.

Question 18.
At what time was the gymnastics held?
Answer:
At four o’clock.

Question 19.
What deceived Gandhi?
Answer:
The clouds.

Question 20.
What was Gandhi convicted of?
Answer:
Lying (ମିଛ କହୁଛି).

Question 21.
Why did he weep in deep anguish?
Answer:
Not being able to prove his innocence(ତାଙ୍କର ନିର୍ଦ୍ଦୋଷତା ପ୍ରମାଣ କରିବାକୁ ସମର୍ଥ ନୁହେଁ |).

Question 22.
What did he repent of?
Answer:
His neglect in handwriting.

Question 23.
Whose beautiful handwriting did he see in South Africa?
Answer:
Lawyers and young men.

Question 24.
What, according to (କ’ଣ, ଅନୁଯାୟୀ |) Gandhi, should be regarded as a sign of imperfect education?
Answer:
Bad handwriting.

Question 25.
How should children learn letters?
Answer:
By observation.

Question 26.
What proved a harder task for Gandhi?
Answer:
Sanskrit.

Question 27.
What was the Persian teacher like?
Answer:
Lenient (କୋମଳ).

Question 28.
Why was the Sanskrit teacher grieved?
Answer:
To see Gandhi sit in the Persian class.

Question 29.
How could Gandhi show interest in sacred books?
Answer:
For having acquired a little knowledge in Sanskrit.

Question 30.
What was the problem in Sanskrit?
Answer:
Everything had to be learned by heart.

Fill In The Blanks With Right Words.

1. Gandhi was regarded as a ________ at the high school.
Answer:
fool

2. Gandhi never had a ___________.
Answer:
had certificate

3. He won prizes after he passed out of ___________.
Answer:
the second standard

4. Gandhi did&t have any high regard for ___________.
Answer:
his ability

5. ___________drew tears from Gandhi’s eyes.
Answer:
The least little blemish

6. Once Gandhi received ___________.
Answer:
corporal (ଦଣ୍ଡବିଧାନ) punishment

7. ___________ was considered a desert (ମରୁଭୂମି) for Gandhi.
Answer:
Receiving punishment

8. Mr. Gimi made gymnastics and cricket compulsory for ___________.
Answer:
the boys of upper standard

9. ________ was one of the reasons for Gandhi is aloofness (ନିଃସଙ୍ଗତା) from gymnastics or cricket.
Answer:
His shyness

10. According to Gandhi gymnastics had ___________.
Answer:
nothing to do with education

11. Gandhi requested Gimi to ___________.
Answer:
exempt him from gymnastics

12. On _______ Gandhi had school in the morning.
Answer:
Saturdays

13. Gandhi had no ___________ ,and the cloud deceived him.
Answer:
watch

14. Gandhi felt ashamed (ଗାନ୍ଧୀ ଲଜ୍ଜିତ ଅନୁଭବ କଲେ) ___________.
Answer:
had handwriting

15. In the words of Gandhi a man of truth must also be ___________.
Answer:
man of care

16. Gandi was disheartened (ଗାନ୍ଧୀ ନିରାଶ ହୋଇଥିଲେ) ___________.
Answer:
entering the sixth standard

17. A sort of ___________ was going on between the Sanskrit and the Persian teachers.
Answer:
rivalry

18. Gandhi was the son of a ___________.
Answer:
Vaishnava father

19. Krishnashankar Pandya was Gandhi’s ___________.
Answer:
Sanskrit teacher

20. Due to (କାରଣରୁ) some knowledge in Sanskrit, Gandhi showed interest in ___________.
Answer:
his sacred books

Multiple Choice Questions (Mcqs) With Answers
Pick out the correct alternative.

Question 1.
Gandhi wasn’t regarded as a ____________ at the high school.
(A) fool
(B) scholar
(C) stupid
(D) wise
Answer:
(A) fool

Question 2.
Gandhi always enjoyed his teachers.
(A) favor
(B) affection
(C) well wishes
(D) love
Answer:
(B) affection

Question 3.
Certificates of progress and character were sent to the parents.
(A) every month
(B) every hour
(C) every year
(D) every minute
Answer:
(C) every year

Question 4.
Gandhi never had.
(A) a bad character
(B) a good certificate
(C) a good character
(D) a bad certificate
Answer:
(D) a bad certificate

Question 5.
Gandhiji won prizes after passing out of the.
(A) fourth standard
(B) third standard
(C) fifth standard
(D) second standard
Answer:
(D) second standard

Question 6.
In the standard Gandhi obtained (got)scholarships.
(A) third and fourth
(B) second and third
(C) fifth and sixth
(D) sixth and seventh
Answer:
(C) fifth and sixth

Question 7.
Gandhi obtained rupees respectively while in the fifth and sixth standards.
(A) lour and six
(B) four and ten
(C) four and eight
(D) five and ten
Answer:
(B) four and ten

Question 8.
As Gandhi remembered he had not any high regard.
(A) for his ability
(B) for his merit
(C) for his stupidity
(D) for his knowledge
Answer:
(A) for his ability

Question 9.
Gandhi guarded his character.
(A) very jealously
(B) very carefully
(C) very cunningly
(D) very cautiously
Answer:
(A) very jealously

Question 10.
The least drew tears from Gandhi’s eyes.
(A) little rebuke
(B) little blemish
(C) little partiality
(D) little misbehavior
Answer:
(B) little blemish

Question 11.
Gandhi didn’t mind (didn’t take it seriously).
(A) the rebuke
(B) the misbehavior
(C) the blemish
(D) the punishment
Answer:
(D) the punishment

Question 12.
When Gandhi was in the Dorabji Edulji Gimi was the headmaster.
(A) fifth standard
(B) fourth standard
(C) sixth standard
(D) seventh standard
Answer:
(D) seventh standard

Question 13.
Mr. Dorabji Edulji Gimi was Gandhi’s.
(A) class-teacher
(B) English teacher
(C) headmaster
(D) Sanskrit teacher
Answer:
(C) headmaster

Question 14.
Cricket and gymnastics were made compulsory for the boys of.
(A) upper standard
(B) higher standard
(C) lower standard
(D) middle standard
Answer:
(A) upper standard

Question 15.
Gandhi had to join the gymnastics class at on a Saturday.
(A) 4 p.m.
(B) 2 p.m.
(C) 3 p.m.
(D) 6 p.m.
Answer:
(A) 4 p.m.

Question 16.
___________ deceived Gandhiji.
(A) Weather
(B) Clouds
(C) Friends
(D) Headmaster
Answer:
(B) Clouds

Question 17.
Gandhi had no.
(A) sense
(B) knowledge
(C) watch
(D) intention
Answer:
(C) watch

Question 18.
All the boys had left the field at Gandhi’s.
(A) departure
(B) entry
(C) commence
(D) arrival
Answer:
(D) arrival

Question 19.
Mr. Gimi refused to believe Gandhi taking the reason of his.
(A) illness
(B) late presence
(C) absence
(D) early departure
Answer:
(C) absence

Question 20.
Mr. Gimi fined Gandhi annas.
(A) two or three
(B) one or two
(C) three or four
(D) four or five
Answer:
(B) one or two

Question 21.
His being convicted of deeply pained Gandhi.
(A) lying
(B) theft
(C) conspiracy
(D) misbehavior
Answer:
(A) lying

Question 22.
His failure to prove his caused Gandhi to cry in deep anguish.
(A) innocence
(B) ability
(C) morality
(D) truthfulness
Answer:
(A) innocence

Question 23.
His being convicted of lying by was the first time and last instance of Gandhi’s carelessness in school.
(A) his father
(B) Mr. Gimi
(C) Mr. Pandya
(D) his friend
Answer:
(B) Mr. Gimi

Question 24.
Gandhi finally succeeded in getting the fine.
(A) reduced
(B) abolished
(C) remitted
(D) none of these
Answer:
(C) remitted

Question 25.
In South Africa, Gandhi saw the beautiful handwriting of and young men bom and educated there.
(A) teachers
(B) judges
(C) businessmen
(D) lawyers
Answer:
(D) lawyers

Question 26.
When Gandhi saw the beautiful handwriting of lawyers and young men in South Africa, he repented of.
(A) his mistake
(B) his carelessness
(C) his neglect
(D) his misconduct
Answer:
(C) his neglect

Question 27.
Gandhi’s father wrote to Mr. Gimi needing Gandhi at home.
(A) after school
(B) in the evening
(C) during recess
(D) in the morning
Answer:
(A) after school

Question 28.
Before learning to write children should first be taught the art of.
(A) reading
(B) memorizing
(C) drawing
(D) observing
Answer:
(C) drawing

Question 29.
Sanskrit, however, proved a for Gandhi.
(A) easier task
(B) difficult task
(C) good task
(D) harder task
Answer:
(D) harder task

Question 30.
In Sanskrit, everything had to be learnt.
(A) by observation
(B) by heart
(C) by memorizing
(D) by ability
Answer:
(B) by heart

At the High School Summary in English

Lead-In:
According to several accounts (ଖାତା), Gandhi was not so brilliant (talented – ପ୍ରତିଭାଶାଳୀ) as a student. He was noted (famous – ପ୍ରସିଦ୍ଧ) to be good at English, fair in Arithmetic, weak in Geography, good in conduct (ଆଚରଣ) and bad in handwriting. Though he did not have any high regard (ସମ୍ମାନ) for his “ability” (ସାମର୍ଥ୍ୟ), he was astonished (very much surprised – ବହୁତ ଆଶ୍ଚର୍ଯ୍ୟ) whenever he won prizes and scholarships.

Paragraphwise Explanation:
Para-1: I was not regarded as a fool at the high school. I always enjoyed the affection of my teachers. Certificates of progress and character used to be sent to the parents every year. I never had a bad certificate. In fact, I even won prizes after I passed out of the second standard. In the fifth and sixth I obtained scholarships of rupees four and ten respectively, an achievement for which I have to thank good luck more than my merit.
ଅନୁବାଦ : ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ମୁଁ ଏକ ବୋକା ରୂପେ ପରିଚିତ ନ ଥୁଲି । ମୁଁ ସର୍ବଦା ମୋ ଶିକ୍ଷକମାନଙ୍କର ସ୍ନେହ ଉପଭୋଗ କରୁଥିଲି । ପ୍ରତିବର୍ଷ ପାଠ୍ୟନ୍ନତି ଓ ଚରିତ୍ର ସମ୍ପର୍କିତ ପ୍ରମାଣପତ୍ର ପିତାମାତାଙ୍କ ପାଖକୁ ପଠାଯାଉଥିଲା । ମୋ ସମ୍ପର୍କରେ ଗୋଟିଏ ମଧ୍ୟ ଖରାପ ପ୍ରମାଣପତ୍ର ନ ଥିଲା । ପ୍ରକୃତରେ, ଦ୍ଵିତୀୟ ଶ୍ରେଣୀ ଉତ୍ତୀର୍ଣ୍ଣ ହେବା ପରେ ମୁଁ ପୁରସ୍କାର ପାଇଥୁଲି । ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଶ୍ରେଣୀରେ ମୁଁ ଯଥାକ୍ରମେ ୪ ଟଙ୍କା ଓ ଦଶ ଟଙ୍କାର ଛାତ୍ରବୃତ୍ତି ପାଇଥୁଲି, ଏଭଳି ଏକ କୃତିତ୍ଵ ଯେଉଁଥ୍ପାଇଁ ମୁଁ ମୋର ମେଧା ଅପେକ୍ଷା ସୌଭାଗ୍ୟକୁ ଧନ୍ୟବାଦ ଦେବି ।

Para-2: My own recollection is that I did not have any high regard for my ability. I used to be astonished whenever I won prizes and scholarships. But / very jealously guarded my character. The least little blemish drew tears from my eyes. When I merited, or seemed to the teacher to merit a rebuke, it was unbearable for me. I remember having once received corporal punishment. I did not so much mind the punishment as the fact that it was considered my desert. I wept piteously. That was when I was in the first or second standard. There was another such incident during the time when I was in the seventh standard. Dorabji EduTfi Gimi was the headmaster then. He was popular among the boys, as he was a disciplinarian, a man of method and a good teacher. He made gymnastics and cricket compulsory for the boys of upper standard. I disliked both. I never took part in any exercise, cricket or football, before they were made compulsory. My shyness was one of the reasons for this aloofness, which I now see wrong. I had then the false notion that gymnastics had nothing to do with education. Today I know that physical training should have much place in the curriculum as mental training.
ଅନୁବାଦ : ମୋର ନିଜସ୍ଵ ସ୍ମୃତି ଏହା ଅଟେ ଯେ ମୋର ନିଜର ସାମର୍ଥ୍ୟ ଉପରେ କୌଣସି ବିଶେଷ ସମ୍ମାନ ନ ଥିଲା । ମୁଁ ଯେତେବେଳେ ପୁରସ୍କାର ଓ ଛାତ୍ରବୃରି ଜିତୁଥୁଲି ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ପଡ଼ୁଥିଲି । କିନ୍ତୁ ମୁଁ ଅତି ସତର୍କତାର ସହିତ ମୋର ଚରିତ୍ର ପ୍ରତି ଯତ୍ନଶୀଳ ଥୁଲି । ଏପରିକି ସାମାନ୍ୟ ନୈତିକ ତ୍ରୁଟି ବା ଭୁଲ୍ ମୋ ଆସ୍‌ରେ ଲୁହ ଭରି ଦେଉଥିଲା । ମୁଁ ଯେତେବେଳେ କୌଣସି ଭୁଲ୍ ବା ତ୍ରୁଟିର ହର ଥୁଲି ବା ମୋତେ ଏକ ଗାଳି ଦେବା ଠିକ୍ ବୋଲି ଶିକ୍ଷକଙ୍କୁ ଲାଗୁଥୁଲା, ଏହା ମୋ ପାଇଁ ଅସହ୍ୟ ହୋଇ ପଡ଼ୁଥିଲା । ଥରେ (ଏକଦା) ଶାରୀରିକ ଦଣ୍ଡ ପାଇଥିବାର ମୋର ମନେ ପଡ଼ୁଛି । ମୁଁ ଏହି ଦଣ୍ଡକୁ ସେତେ ଗୁରୁତ୍ଵ ଦେଇନଥିଲି କାରଣ ପ୍ରକୃତରେ ଏହା ପ୍ରାପ୍ତ କରିବାର ମୁଁ ଯୋଗ୍ୟ ଥିଲି । ମୁଁ ବିକଳରେ କାନ୍ଦି ପକାଇଲି । ସେତେବେଳେ ମୁଁ ପ୍ରଥମ ବା ଦ୍ଵିତୀୟ ଶ୍ରେଣୀରେ ଥିଲି, ଏହା ଘଟିଥିଲା । ମୁଁ ସପ୍ତମ ଶ୍ରେଣୀରେ ଅଧ୍ୟୟନ କରୁଥିଲାବେଳେ ଅନ୍ୟ ଏକ ଘଟଣା ଘଟିଥିଲା । ସେତେବେଳେ ଦୋରାଜୀ ଇଦୁଜୀ ଜିମି ପ୍ରଧାନଶିକ୍ଷକ ଥିଲେ । ଜଣେ ଶୃଙ୍ଖଳାପ୍ରେମୀ, ନୀତିବାନ୍ ଏବଂ ଏକ ଉତ୍ତମ ଶିକ୍ଷକ ଥିବାରୁ ସେ ବାଳକମାନଙ୍କ ମଧ୍ୟରେ ପ୍ରସିଦ୍ଧ ଥିଲେ । ଉପର ଶ୍ରେଣୀର ବାଳକମାନଙ୍କ ପାଇଁ ସେ ଜିମ୍‌ନାଷ୍ଟିକ୍ ଓ କ୍ରିକେଟ୍‌କୁ ବାଧ୍ୟତାମୂଳକ କରିଥିଲେ । ମୁଁ ଉଭୟକୁ ନାପସନ୍ଦ କରୁଥିଲି । ଏ ଦୁଇଟି ବାଧ୍ୟତାମୂଳକ ହେବା ଯାଏ, ମୁଁ କ୍ରିକେଟ୍ କିମ୍ବା ଫୁଟବଲ ଭଳି କୌଣସି ଖେଳରେ ଅଂଶଗ୍ରହଣ କରୁନଥୁଲି । ଏଭଳି ଖେଳ ବା କ୍ରୀଡ଼ାରୁ ଦୂରେଇ ରହିବାର ଗୋଟିଏ କାରଣ ଥିଲା ମୋର ଲାଜକୁଳାପଣ, ଯାହାକୁ ମୁଁ ଏବେ ଭୁଲ୍ ବୋଲି ଭାବୁଛି । ମୋର ସେତେବେଳେ ଏକ ଭ୍ରାନ୍ତ ଧାରଣା ଥିଲା ଯେ ଜିମ୍‌ନାଷ୍ଟିକ୍‌ର ଶିକ୍ଷା ସହିତ କୌଣସି ସମ୍ପର୍କ ନାହିଁ । ଆଜି ମୁଁ ଜାଣୁଛି ଯେ ପାଠ୍ୟକ୍ରମରେ ମାନସିକ ଶିକ୍ଷା ଭଳି ଶାରୀରିକ ପ୍ରଶିକ୍ଷଣର ସମାନ ଗୁରୁତ୍ଵ ରହିବା ଉଚିତ ।

Para-3: The reason for my dislike was my keen desire to serve as nurse to my father. As soon as the school closed, I would hurry home and begin serving him. Compulsory exercise came directly in the way of this service. 1 requested Mr Gimi to exempt me from gymnastics so that I might be free to serve my father. But he would not listen to me. Now it happened that one Saturday, when we had school in the morning, I had to come from home to school for gymnastics at four o’ clock in the afternoon. I had no watch, and the cloud deceived me. Before I reached the school, the boys had all left. The next day Mr. Gimi examining the roll, found me marked absent. Being asked for the reason of absence, I told him what had happened. He refused to believe me and ordered me to pay a fine of one or two annas.
ଅନୁବାଦ : ବାପାଙ୍କର ଜଣେ ସେବକ ରୂପେ କାର୍ଯ୍ୟ କରିବାର ଆନ୍ତରିକ ଇଚ୍ଛା ମୋର ଖେଳ ବା କ୍ରୀଡ଼ା ପ୍ରତି ଅନିଚ୍ଛୁକତାର କାରଣ ଥିଲା । ବିଦ୍ୟାଳୟ ବନ୍ଦ ହେବାମାତ୍ରେ ମୁଁ ଶୀଘ୍ର ଘରକୁ ଯାଇ ତାଙ୍କର ସେବା ଆରମ୍ଭ କରିଦେଉଥ୍ଲି । ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ବା କ୍ରୀଡ଼ା ଏହି ସେବାରେ ପ୍ରତ୍ୟକ୍ଷ ପ୍ରତିବନ୍ଧକ ଭାବେ ମୋ ପାଇଁ ଉଭା ହେଲା । ବାପାଙ୍କୁ ସେବା କରିବାପାଇଁ ମୋତେ ଜିମ୍ନାଷ୍ଟିକ୍‌ସ୍‌ରୁ ମୁକ୍ତି ଦେବାପାଇଁ ମୁଁ ପ୍ରଧାନଶିକ୍ଷକ ଶ୍ରୀଯୁକ୍ତ ଜିମିଙ୍କୁ ଅନୁରୋଧ କଲି । କିନ୍ତୁ ସେ ମୋ ଅନୁରୋଧକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ । ଦିନେ ଶନିବାର ଏଭଳି ଘଟିଲା ଯେ ସକାଳେ ଆମ୍ଭମାନଙ୍କର ବିଦ୍ୟାଳୟ କାର୍ଯ୍ୟକ୍ରମ ହୋଇ ଯାଇଥିଲା; ଅପରାହ୍ନ ୪ଟାରେ ଜିମ୍‌ନାଷ୍ଟିକ୍‌ସ୍‌ରେ ଯୋଗ ଦେବାପାଇଁ ମୋତେ ଘରୁ ବିଦ୍ୟାଳୟକୁ ଆସିବାର ଥିଲା । ମୋ ପାଖରେ ଘଣ୍ଟା ନ ଥିଲା ଏବଂ ଅକାଶରେ ଆଚ୍ଛାଦିତ ବାଦଲ ସତେ ଯେପରି ମୋତେ ଠକି ଦେଇଥିଲା । ବିଦ୍ୟାଳୟରେ ପହଞ୍ଚିବାବେଳକୁ ବାଳକମାନେ ଚାଲିଯାଇଥିଲେ । ପରବର୍ତ୍ତୀ ଦିନ ଛାତ୍ରମାନଙ୍କ ଉପସ୍ଥାନ ପରୀକ୍ଷା କରୁଥିଲାବେଳେ ମି. ଜିମି ମୋତେ ଜିମ୍‌ନାଷ୍ଟିକ୍‌ରେ ଅନୁପସ୍ଥିତ ଥ‌ିବାର ଦେଖିବାକୁ ପାଇଲେ । ଯାହା ଘଟିଥିଲା ମୁଁ ତାଙ୍କୁ କହିଲି । ହେଲେ ସେ ମୋ କଥା ବିଶ୍ଵାସ କଲେ ନାହିଁ ଓ ଏକ ବା ଦୁଇ ଅଣାର ଜରିମାନା ଦେବାକୁ ଆଦେଶ ଦେଲେ ।

Para-4: I was convicted of lying! That deeply pained me. How was I to prove my innocence? There was no way. / cried in deep anguish. I saw that a man of truth must also be a man of care. This was the first time and last instance of my carelessness in school. I had a faint recollection that I finally succeeded in getting the fine remitted. The exemption from exercise was of course obtained as my father wrote himself to the headmaster saying that he wanted me at home after school.
ଅନୁବାଦ : ମିଛ କହିବାରୁ ମୁଁ ଦଣ୍ଡିତ ହୋଇଥିଲି । ଏହା ମୋତେ ଗଭୀର ଭାବରେ ଯନ୍ତ୍ରଣା ଦେଇଥିଲା । ମୋର ନିରୀହତାକୁ କିଭଳି ପ୍ରମାଣିତ କରିବି ? ମୋ ପାଇଁ ଏହାର କୌଣସି ସମାଧାନ ନ ଥିଲା । ତୀବ୍ର ମାନସିକ ବିଷାଦରେ ମୁଁ କାନ୍ଦିଲି । ଏହି ଘଟଣାରୁ ମୋର ହୃଦ୍‌ବୋଧ ହେଲା ଯେ ଜଣେ ସଟ ବ୍ୟକ୍ତି ଜଣେ ଯତ୍ନଶୀଳ ବ୍ୟକ୍ତି ହେବା ଉଚିତ । ବିଦ୍ୟାଳୟରେ ମୋର ଯତ୍ନହୀନତାର ଏହା ପ୍ରଥମ ଓ ଶେଷ ଉଦାହରଣ ଥିଲା । ଅସ୍ପଷ୍ଟ ରୂପେ ମୋର ଯାହା ମନେପଡ଼ୁଥିଲା ଯେ ଶେଷରେ ଜରିମନା ଦେବାରୁ ମୁଁ ଛାଡ଼ ପାଇଥିଲି । ଅବଶ୍ୟ ବ୍ୟାୟାମରୁ ମୋତେ ଅବ୍ୟାହତି ପ୍ରାପ୍ତିର କାରଣ ଏହା ଥିଲା ଯେ ବିଦ୍ୟାଳୟ ପରେ ବାପା ମୋର ସେବା ଦରକାର କରୁଥିଲେ ବୋଲି ଲିଖ୍ ଭାବରେ ପ୍ରଧାନଶିକ୍ଷକଙ୍କୁ ଜଣାଇଥିଲେ ।

Para-5: But though I was none the worse for having neglected exercise, I am still paying the penalty of another neglect. I do not know whence I got the notion that good handwriting was not a necessary part of education, but I retained it until I went to England. When later, especially in South Africa, I saw the beautiful handwriting of lawyers and young men born and educated in South Africa, I was ashamed of myself and repented of my neglect. I saw that bad handwriting should be regarded as a sign of an imperfect education. I tried later to improve mine, but it was too late. I could never repair the neglect of my youth. Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education. I am now of the opinion that children should first be taught the art of drawing before learning to write. Let the child learn his letters by observation as he does different objects, such as flowers, birds, etc. and let him learn to handwrite only after he has learnt to draw objects. He will then write a beautifully formed hand.
ଅନୁବାଦ : ଯଦିଓ ବ୍ୟାୟାମରେ ଅବହେଳା ପ୍ରଦର୍ଶନ ମୋ ପାଇଁ ସେତେ ଗୁରୁତର ନ ଥୁଲା, ତଥାପି ମୁଁ ଏବେ ବି ଆଉ ଏକ ଅବହେଳାର ଶାସ୍ତି ପାଉଛି । ମୁଁ ଜାଣିପାରୁନି କେତେବେଳେ ମୋଠାରେ ଏଭଳି ଧାରଣା ସୃଷ୍ଟି ହେଲା ଯେ ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଙ୍ଗ ନୁହେଁ, ଇଂଲଣ୍ଡକୁ ଯିବା ପର୍ଯ୍ୟନ୍ତ ମୋର ଏହି ଧାରଣା ବଳବତ୍ତର ରହିଥିଲା । ପରେ ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ଜନ୍ମଗ୍ରହଣ କରି ଶିକ୍ଷାପ୍ରାପ୍ତ ହୋଇଥିବା ଓକିଲ ଓ ଯୁବକମାନଙ୍କର ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ମୁଁ ଦେଖିଲି । ମୁଁ ନିଜକୁ ଲଜ୍ଜିତ ମନେକଲି ଓ ମୋର ଅବହେଳା ନିମନ୍ତେ ଅନୁତାପ କଲି । ମୁଁ ବୁଝିଲି ଯେ ଅସୁନ୍ଦର ହସ୍ତାକ୍ଷରକୁ ଅସମ୍ପୂର୍ଣ୍ଣ ଶିକ୍ଷାର ଏକ ଲକ୍ଷଣ ବୋଲି ମନେ କରାଯିବା ଉଚିତ । ପରେ ମୁଁ ମୋ ହସ୍ତାକ୍ଷରରେ ଉନ୍ନତି ଆଣିବାକୁ ଚେଷ୍ଟା କରିଥୁଲି ମାତ୍ର କରିଥିବା ଅବହେଳାର ଭରଣା କରିପାରିଲି ନାହିଁ । ମୋ ଉଦାହରଣରୁ ପ୍ରତ୍ୟେକ ପୁରୁଷ ଓ ନାରୀ ସତର୍କ ହୋଇଯାଆନ୍ତୁ ଏବଂ ହୃଦୟଙ୍ଗମ କରନ୍ତୁ ଯେ ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଂଶ । ଏବେ ମୋର ମତ ହେଉଛି ଯେ ଲେଖା ଶିଖୁବା ପୂର୍ବରୁ ପିଲାମାନଙ୍କୁ ପ୍ରଥମେ ଚିତ୍ରକଳା ଶିକ୍ଷା ପ୍ରଦାନ କରାଯିବା ଉଚିତ । ପିଲା ଫୁଲ, ପକ୍ଷୀ ଭଳି ପଦାର୍ଥକୁ ଅଙ୍କନ କରୁଥିବା ଭଳି ତାକୁ ନିରୀକ୍ଷଣ ମାଧମରେ ଅକ୍ଷର ଶିକ୍ଷା କଳା ଶିଖାଯାଉ ଏବଂ ପଦାର୍ଥଗୁଡ଼ିକୁ ଅଙ୍କନ କରିବା କଳା ଶିଖ୍ ପରେ ତା’କୁ ହସ୍ତାକ୍ଷର ଶିକ୍ଷା ଦିଆଯାଉ । ତା’ପରେ ସେ ଏକ ସୁନ୍ଦର ହାତଲେଖା କରିପାରିବ ।

Para-6: Sanskrit, however, proved a harder task. In geometry, there was nothing to memorize, whereas in Sanskrit, I thought, everything had to be learnt by heart. This subject was also commenced from the fourth standard. As soon as I entered the six, I became disheartened. The teacher was a hard taskmaster, anxious, as I thought, to force the boys. There was a sort of rivalry going on between the Sanskrit and the Persian teachers. The Persian teacher was lenient. The boys used to talk among themselves that Persian was very easy and the Persian teacher, was very good and considerate to the students. The ‘easiness’ tempted me and one day I sat in the Persian class. The Sanskrit teacher was grieved. He called me to his side and said: How can you forget that you are the son of a Vaishnava father? Won’t you learn the language of your own religion? If you have any difficulty, why not come to me? I want to teach you students Sanskrit to the best of my ability. As you proceed further, you will find in it things of absorbing interest. You should not lose heart. Come and sit again in the Sanskrit class.
ଅନୁବାଦ : ସଂସ୍କୃତ ମୋ ପାଇଁ ଏକ କଷ୍ଟକର ବିଷୟ ଥିଲା । ଜ୍ୟାମିତିରେ ମନେ ରଖୁ ବା ମୁଖସ୍ଥ କରିବା ଭଳି କିଛି ନ ଥିଲା, କିନ୍ତୁ ସଂସ୍କୃତରେ ସବୁକିଛି ମୁଖସ୍ଥ କରିବାକୁ ପଡ଼ୁଥିଲା ବୋଲି ମୁଁ ମନେ କରୁଥୁଲି । ଏହି ବିଷୟ ମଧ୍ଯ ଚତୁର୍ଥ ଶ୍ରେଣୀରୁ ଆରମ୍ଭ ହୋଇଯାଉଥିଲା । ଷଷ୍ଠ ଶ୍ରେଣୀରେ ପ୍ରବେଶ କରିବା ମାତ୍ରେ ମୁଁ ହତୋତ୍ସାହିତ ହୋଇପଡ଼ିଲି । ମୁଁ ଯାହା ମନେ କରୁଥୁଲି ସଂସ୍କୃତ ଶିକ୍ଷକ ପାଠ ଦେବାରେ ଜଣେ କଠୋର ଶିକ୍ଷକ ଥିଲେ ଓ ସଂସ୍କୃତ ନେବା ପାଇଁ ବାଳକମାନଙ୍କୁ ବାଧ୍ୟ କରୁଥିଲେ । ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ପାର୍ସୀ ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ଏକପ୍ରକାର ପ୍ରତିଯୋଗିତା ବା ଶତ୍ରୁତା ଚାଲିଥିଲା । ପର୍ସିଆନ ଶିକ୍ଷକ ଉଦାର ଥିଲେ । ବାଳକମାନେ ନିଜ ନିଜ ଭିତରେ କଥା ହେଉଥିଲେ ଯେ ପର୍ସିଆନ୍ ବା ପାର୍ସୀ ବିଷୟ ବହୁତ ସହଜ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକ ଛାତ୍ରମାନଙ୍କ ପ୍ରତି ଅତି ଉତ୍ତମ ଓ ବିଚାରଶୀଳ ଥିଲେ । ପର୍ସିଆନ୍ ବିଷୟର ସରଳତା ମୋତେ ଆକର୍ଷିତ କଲା ଓ ଦିନେ ମୁଁ ଯାଇ ପର୍ସିଆନ୍ ଶ୍ରେଣୀରେ ବସିପଡ଼ିଲି । ଏହା ଦେଖ୍ ସଂସ୍କୃତ ଶିକ୍ଷକ ଦୁଃଖ ହୋଇଗଲେ । ସେ ତାଙ୍କ ନିକଟକୁ ମୋତେ ଡାକିଲେ ଓ କହିଲେ, ‘‘ତୁ କେମିତି ଭୁଲିଯାଉଛୁ ଯେ ତୁ ଜଣେ ବୈଷ୍ଣବ ପିତାର ପୁତ୍ର ? ତୁ କ’ଣ ତୋ ଧର୍ମର ଭାଷା ଶିଖୁ ନାହିଁ ? ତୋର ଯଦି କିଛି ଅସୁବିଧା ଅଛି, ମୋ ପାଖକୁ ଆସୁନାହୁଁ କାହିଁକି ? ମୁଁ ତୁମଭଳି ଛାତ୍ରମାନଙ୍କୁ ମୋର ଦକ୍ଷତା ଅନୁସାରେ ସଂସ୍କୃତ ଶିକ୍ଷା ଦେବି । ଆଗକୁ ଗଲେ ତୋତେ ସଂସ୍କୃତ ଖୁବ୍ ଆନନ୍ଦଦାୟକ ମନେହେବ । ନିରୁତ୍ସାହିତ ହୁଅ ନାହିଁ । ସଂସ୍କୃତ ଶ୍ରେଣୀରେ ପୁଣି ଆସି ବସ !’’

Para-7: This kindness put me to shame. I could not disregard my teacher’s affection. Today I cannot but thank with gratitude of Krishnashankar Pandya. For if I had not acquired the little Sanskrit that I learnt then, I should have found it difficult to take any interest in our sacred books. In fact I deeply regret that I was not able to acquire a more thorough knowledge of the language.
ଅନୁବାଦ : ସଂସ୍କୃତ ଶିକ୍ଷକଙ୍କ ଏଭଳି ଦୟାଶୀଳତାରେ ମୁଁ ନିଜକୁ ଲଜ୍ଜିତ ମନେକଲି । ମୁଁ ମୋ ଶିକ୍ଷକଙ୍କର ସ୍ନେହକୁ ଅସମ୍ମାନିତ କରିପାରିଲି ନାହିଁ । ଆଜି ମୁଁ ମୋର ସଂସ୍କୃତ ଶିକ୍ଷକ କ୍ରିଷ୍ଣଶଙ୍କର ପାଶ୍ୟାଙ୍କ ପ୍ରତି କୃତଜ୍ଞତା ପ୍ରକାଶ ନ କରି ରହିପାରୁ ନାହିଁ । ସେତେବେଳେ ମୁଁ ଯଦି ସାମାନ୍ୟ ସଂସ୍କୃତ ଜ୍ଞାନ ଲାଭ କରିନଥା’ନ୍ତି, ମୁଁ ତା’ହେଲେ ଆମ୍ଭମାନଙ୍କର ପବିତ୍ର ଗ୍ରନ୍ଥ ପ୍ରତି ଉତ୍ସାହ ଦେଖାଇବାରେ କଷ୍ଟ ମନେ କରିଥା’ନ୍ତି । ପ୍ରକୃତରେ ମୋତେ ଗଭୀର ଦୁଃଖର ସହ କହିବାକୁ ପଡ଼ୁଛି ଯେ ସଂସ୍କୃତ ଭାଷାରେ ଅଧିକ ଜ୍ଞାନ ଲାଭ ପାଇପାରିଲି ନାହିଁ ।

About The Author:
As you all know, Mahatma Gandhi (born in 1869) was one of the tallest leaders in the world. He was the greatest leader of our independence movement (ସ୍ୱାଧୀନତା ଆନ୍ଦୋଳନ). He is popularly called the Father of the Nation. But before he became the Mahatma (Great Soul) in his later life, Gandhi received his early education at Rajkot English School in Rajkot in the state of Gujarat. Later it became a full-fledged (ସମ୍ପୁର୍ଣ୍ଣ) High School and came to be known as Rajkot High School. Gandhi matriculated from this school in 1887 at the age of 18. After independence in 1947, the school was renamed the “Mohandas Gandhi High School” in honor of the Father of the Nation.

Meaning /Glossary:
wasn’t regarded — wasn’t considered (ବିବେଚନା କରାଯାଇନଥିଲା )
affection — adorátion (ସ୍ନେହ)
His affection overwhelmed (ଅତିଷ୍ କରିଦେଲା) me.
obtained — acquired or got (ପ୍ରାପ୍ତ ବା ପ୍ରାପ୍ତ)
The girl obtained (ପ୍ରାପ୍ତ) the first prize in the debate.
achievement— act of getting success (କୃତିତ୍ଵ ବା ସଫଳତା)
India had made several (a lot of) achievements in science.
merit — talent (ପ୍ରତିଭା)
I won the prize on my merit.
recollection — the memory of the past or what is remembered (ମରଣ)
He is in deep recollection.
astonished — surprised very much (ଆଶ୍ଚର୍ଯ୍ୟାନ୍ବିତ ହେଲି)
blemish — moral defect (ନୈତିକ ଦୋଷ)
jealously — very carefully / being afraid of losing something
Mohit jealously controlled his loose tongue (rebuke – ଗାଳି ବା ଅଶାଳୀନ ଭାଷା).
corporal punishment — punishment by beating (ଶାରୀରିକ ଦଣ୍ଡ)
desert — thing one deserves to get (ହକ୍ ବା ପ୍ରାପ୍ତଯୋଗ୍ୟ ବସ୍ତୁ)
Getting punishment for the wrong done by me is my desert.
wept — sobbed (କଇଁ କଇଁ ହୋଇ କାନ୍ଦିଲି )
piteously — painfully (କରୁଣ ଭାବରେ)
disciplinarian — one who is very strict in maintaining rules and forces others to obey them
(କଠୋର ଶୃଙ୍ଖଳିତ ବ୍ୟକ୍ତି)
Our headmaster is a disciplinarian.
curriculum — course of study (ପାଠ୍ୟକ୍ରମ)
took part — participated (ଅଂଶଗ୍ରହଣ କରିଥିଲେ )
I took part in school sports.
shyness — reticence, the act of using a very few words
She is girl of shyness. (ଲୋ ଏକ ଲାଜକୁଳୀ ଝିଅ ।)
aloofness — isolation / act of staying away from something (ଦୂରେଇ ରହିବା ପ୍ରକ୍ରିୟା)
Aloofness from public contact is the best prevention of Coronavirus.
false notion — false idea (ଭ୍ରାନ୍ତ ଧାରଣା)
incident — happening/event (ଘଟଣା)
Life is full of incidents.
rebuke — scold or reproof (ଗାଳି)
Don’t take your mother’s rebuke to heart. (ମା’ଙ୍କର ଗାଳିକୁ ହୃଦୟରେ ଧର ନାହିଁ ।)
least — bare minimum or trivial (ତୁଚ୍ଛ ବା ସାମାନ୍ୟ)
Even the least offence (ସାମାନ୍ୟ ପାପ) draws tears from my eyes.
merited — deserved (ଦରକାର କରୁଥୁଲି) (ନିନ୍ଦା ବା ପ୍ରଶଂସା)
I merited a prize for my brilliant performance in the play (ନାଟକରେ ).
gymnastics — exercises to develop muscles or display agility (ମାଂସପେଶୀର ବିକାଶ ବା କ୍ଷିପ୍ର ତାର ପ୍ରଦର୍ଶନ ନି ମିତ୍ତ ବ୍ୟାୟାମ )
dislike — hatred (ଘୃଣା ବା ଅନିଚ୍ଛା)
as soon as — immediately after (ପରେ)
As soon as the bell rang (ବେଲ୍‌ ବାଜିବା ମାତ୍ରେ), the pupils came out of their classes.
would hurry home — went home hurriedly or quickly(ଘରକୁ ଶୀଘ୍ର ଚାଲିଯାଉଥ୍ଲି )
to exempt me —to free me (ମୋତେ ବିରତରଖି ବାପାଇଁ ବା କ୍ଷାନ୍ତ ବା ମୁକ୍ତି କରିବା ପାଇଁ) (କ୍ରୀଡ଼ା, ପରୀକ୍ଷା ଆଦିରୁ)
He requested the P.E.T. (Physical Education Teacher) to exempt him from the school sports.
being asked — as asked (ପଚରାଯିବାରୁ)
was convicted — was punished (ଦଣ୍ଡିତ ହେଲା)
lying — telling lies (ମିଛ କଥା | ମିଛ କଥା କହିବାରୁ)
innocence (N) — faultless (ନିରୀହତା)
Geeta is a girl of innocence. (ଗୀତା ଜଣେ ନିରୀହ ଝିଅ ।)
He cou1dn’t prove his innocence.(ସେ ନିଜର ନିରୀହତା ପ୍ରମାଣିତ କରିପାରଲା ନାହିଁ ।)
refused — didn’t approve (ଅନୁମୋଦନ କରିନାହାଁନ୍ତି)
Father refused to believe me.
indeepanguish— in profound gloom (ଗଭୀର ମାନସିକ ଯନ୍ତ୍ରଣାରେ)
instance — example (ଉଦାହରଣ)
carelessness — act of being without care /negligence (ଅବହେଳା ବା ଯତ୍ନହୀନତା)
Carelessness causes lots of accidents.
none the worse — not to be affected by (ଅପ୍ରଭାବିତ ବା ଅସମ୍ବେଦନଶୀଳ)
am still paying the penalty — am still suffering (ଏବେ ବି ଦଣ୍ଡ ବା ଦୁଃଖ ଭୋଗୁଛି
retained — upheld (ବଜାୟ ରଖୁଥୁଲି)
Pratap Jena, the Honourable M.L.A. of Mahanga retained his seat.
could never repair the neglect — could never make up the loss (କ୍ଷତିକୁ ଆଦୌ ଭରଣା କରିପାରିଲି ନାହିଁ )
of the opinion — in the view of (ମତରେ)
Shakti is of the opinion that he is the best athlete (କ୍ରୀଡ଼ାବିତ୍).
repented — felt atoned (ଅନୁତପ୍ତ ହେଲି)
I repented of my carelessness in riding the bike.
beautifully formed hand — good handwriting (ସୁନ୍ଦ ର ହସ୍ତାକ୍ଷର)
especially — particularly (ବିଶେଷ ଭାବରେ)
was commenced — started or began ( ଆରମ୍ଭ ହୋଇଥିଲା)
The game was commenced after a short rainfall.
harder task — difficult or tough lesson (କଷ୍ଟ ପାଠ)
had to be learnt by heart — had to be crammed (କୁଣ୍ଢାଇ ଦେବାକୁ ପଡ଼ିଥିଲା)
to improve — to do better (ଭଲ କରିବା ପାଇଁ)
became disheartened— lost courage or interest (ଆଗ୍ରହ ହରାଇଲି)
He became disheartened to see his marks.
rivalry — competition (ପ୍ରତିଯୋଗିତା)
Presently there is a rivalry between India and Pakistan.
leniern — liberal or soft (ଉଦାରବାଦୀ କିମ୍ବା ନରମ |)
Father is lenient.
considerate — one who considers the problems of others (ବିଚାରଶୀଳ)
A considerate person can help you out.
absorbing — deep or profound (ଗଭୀର କିମ୍ବା ଗଭୀର)
I read the letter with absorbing interest.
sacred — holy (ପବିତ୍ର)
Lord Jagannath is great for the sacred Hindus.
The Quran is a sacred epic (ପବିତ୍ର ମହାକାବ୍ୟ)
exemption — liberty or act of freeing (ଛାଡ଼)
I requested the headmaster for the exemption of fine.
to be best of my ability — best per my potential (ମୋର ଦକ୍ଷତା)
faint — unclear or hazy (ଅସ୍ପଷ୍ଟ ବା ମଳିନ)
I have a fruit idea of the travel.
remitted — exempted (ମୁକ୍ତ)
Finally he succeeded (ସଫଳ ହେଲା |) in getting his late fine remitted.
grieved — deeply hurt (ଗଭୀର ଆଘାତ)
Are you grieved now?
tempted — enticed/attracted (ପ୍ରଲୋଭିତ / ଆକର୍ଷିତ )
The sight of the valley tempted me.
infact — really (ପ୍ରକୃତରେ)
In fact you are my best friend.
regret — feel sad (ଦୁଃଖ ଅନୁଭବ କରିବା)
I deeply regret your loss.
to acquire — to get (ପାଇବା ପାଇଁ)

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Ex 3(c) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Exercise 3(c)

Question 1.
Give an example of a relation that is not a function.
Solution:
Let the relation ‘f’ be defined from
A = {1, 2, 3} to B = {1, 2} as
f = {(1, 1), (1, 2), (2, 1), (3, 2)}
f is not a function because f (1) = 1,
f(1) = 2 but 1 ± 2 i.e. f is one many.

Question 2.
If X and Y are sets containing m and n elements respectively then what is the total number of functions from X to Y?
Solution:
If |X| = m and |Y| = n then the number of functions from X to Y = |Y|^|X| = n^m

Question 3.
Find the domain of the following functions:
(i)\( \sqrt{9-x^2}\)
Solution:
y = f(x) = \(\sqrt{9-x^2}\)
Clearly, f(x) is well-defined for 9 – x² ≥ 0 ⇒ x² ≤ 3² ⇒ – 3 ≤ x ≤ 3
∴ dom f = [ – 3, 3]

(ii) \(\frac{x}{1+x}\)
Solution:
y = f(x) = \(\frac{x}{1+x}\)
f(x) is well defined for all x ∈ R
∴ dom f = R

(iii) 1 – |x|
Solution:
y = f(x) = 1 – |x|
f(x) is well defined for all x ∈ R
∴ dom f = R

(iv) \(\frac{1}{x^2-1}\)
Solution:
y = f(x) = \(\frac{1}{x^2-1}\)
f(x) is well defined for x² – 1 ≠ 0
⇒ x² ≠ 1
⇒ x² ≠ ± 1
∴ dom f = R – { -1, 1}

(v) \(\frac{\sin x}{1+\tan x}\)
Solution:
y – f(x) = \(\frac{\sin x}{1+\tan x}\)
f(x) is well defined for 1 + tan x
≠ 0
⇒ tan x ≠ – 1
⇒ x ≠ n π + \(\frac{3 \pi}{4}\)
∴ dom f = R – {n π + \(\frac{3 \pi}{4}\)}

(vi) \(\frac{x}{|x|}\)
Solution:
y = f(x) = \(\frac{x}{|x|}\)
f(x) is well defined for |x| ≠ 0
⇒ x ≠ 0
∴ dom f = R – {0}

(vii) \(\frac{1}{x+|x|}\)
Solution:
y = f(x) = \(\frac{1}{x+|x|}\)
f(x) is well-defined for
x + |x| ≠ 0
⇒ |x| ≠ – x
⇒ x is not negative
⇒ dom f = [0, – ∞)

(viii) \(\sqrt{\log \left(\frac{12}{x^2-x}\right)}\)
Solution:
y = f(x) = \(\sqrt{\log \left(\frac{12}{x^2-x}\right)}\)
f(x) is well defined for \(\frac{12}{x^2-x}\) ≥ 1
⇒ 12 ≥ x² – x
⇒ x² – x – 12 ≤ 0
⇒ (x – 4) (x + 3) ≤ 0
Let us draw the signing scheme

⇒ x ∈ [ – 3, 4]
∴ dom f =[-3, 4]

(ix) [x] – x
Solution:
y = f(x) = [x] – x
f(x) is well defined for all x ∈ R
∴ dom f = R

(x) \(\frac{1}{\sqrt{1-x^2}}\)
Solution:
y = f(x) = \(\frac{1}{\sqrt{1-x^2}}\)
f(x) is well defined for 1 – x² > 0
⇒ x² < 1 ⇒ – 1 < x < 1
∴ dom f = (-1, 1)

(xi) log (sin x)
Solution:
y = f(x) = log (sin x)
fix) is well-defined for sin x > 0
⇒ x ∈ (2nπ , (2n + l)π), n ∈ Z

Question 4.
Find the range of the following functions:
(i) \(\frac{x^2-1}{x^2+1}\)
Solution:
Let y = f(x) = \(\frac{x^2-1}{x^2+1}\)
⇒ x² – y + y = x² – 1
⇒  x²y – x² = – (1 + y)
⇒ x² (y- 1)=-(1 + y)
⇒ x² = \(\frac{\ – (1+y)}{y-1}=\frac{1+y}{1-y}\)
⇒ x = ± \(\sqrt{\frac{1+y}{1-y}}\)
Now x is well-defined for
\(\frac{1+y}{1-y}\) ≥ 0

∴ rng f = [-1,1)

(ii) \(\sqrt{x-1}\)
Solution:
y = f(x) = \(\sqrt{x-1}\)
⇒ y² = x- 1
⇒ x = y² + 1
x is well difierid for all y ∈ R but
y ≥ 0
∴ rng f = [0, ∞]

(iii) [x] – x
Solution:
y = f(x) = [x], – x
We have [x] ≤ x < [ x] + 1
⇒ 0 ≤ x – [x] < 1
⇒ 0 ≥ [x] – x > – 1
⇒ -1 < [x] – x ≤ 0
⇒ -1 < y ≤ 0
⇒ rng f = ( – 1 , 0]

(iv) \(\frac{x}{1-x}\)
Solution:
y = f(x) = \(\frac{x}{1-x}\)
⇒ y – xy = x
⇒ xy + x = y
⇒ x (y + 1) = y
⇒ x = \(\frac{y}{y+1}\)
x is well defined for y ≠ – 1
∴ Rng f = R – {- 1}

(v) \(\frac{x}{1+x^2}\)
Solution:
y = f(x) = \(\frac{x}{1+x^2}\)
⇒ y + x²y = x
⇒ x²y – x + y = 0
⇒ x = \(\frac{1 \pm \sqrt{1-4 y^2}}{2 y}\)
x is well defined for 1 – 4y² ≥ 0 and y ≠ 0
⇒ y² ≤ \(\frac{1}{4}\) and y ≠ 0
⇒ – \(\frac{1}{2}\) ≤ y ≤ \(\frac{1}{2}\) and y ≠ 0
but for x = 0 we have y = 0
∴ rng f = \(\left[-\frac{1}{2}, \frac{1}{2}\right]\)

(vi) \(\frac{1}{2-\cos 3 x}\)
Solution:
y = f(x) = \(\frac{1}{2-\cos 3 x}\)
we have – 1 ≤ cos 3x ≤ 1
⇒ 1 ≥ – cos 3x ≥ -1
⇒ – 1 ≤- cos 3x ≤ 1
⇒ 2 – 1 < 2 – cos 3x ≤ 3
⇒ 1 ≤ 2 – cos 3x ≤ 3
⇒ 1 ≥ \(\frac{1}{2-\cos 3 x} \geq \frac{1}{3}\)
⇒ \(\frac{1}{3}\) ≤ y ≤ 1
∴ rng f =[\(\frac{1}{3}\), 1]

(vii) log ₁₀ (1 – x)
Solution:
y = f(x) = log₁₀ (1 – x)
Clearly y ∈ R
∴ rng f = R

(viii) \(\sqrt{1+x^2}\)
Solution:
y = f(x) = \(\sqrt{1+x^2}\)
⇒ y² = 1 + x²
⇒  x² = y² – 1
⇒ x = ± \(\sqrt{y^2-1}\)
x is well defined for y² – 1 ≥ 0
⇒ y² ≥ 1
⇒ – 1 ≥ y ≥ 1
But y > 0
∴ rng f = [1, ∞)

Question 5.
Find the domain and range of the following functions:
(i) \(\frac{x^2}{1+x^2}\)
Solution:
y = f(x) = \(\frac{x^2}{1+x^2}\)
Domain:
f(x) is well defined for all x ∈ R
∴ dom f = R
Range (Method – 1):
y = \(\frac{x^2}{1+x^2}\)
⇒ y + yx² = x²
⇒ x² – yx² = y
⇒ x² (1 – y) = y
⇒ x² = \(\frac{y}{1-y}\)
⇒ x = ± \(\sqrt{\frac{y}{1-y}}\)
x is well-defined for \(\frac{y}{1-y}\) ≥ 0

⇒ y 6 [0. 1)
∴ Rng f = [0,1)
Method – 2:
0 ≤ x² < x² + 1
⇒ 0 ≤ \(\frac{x^2}{x^2+1}\) < 1
⇒ 0 ≤ y ≤ 1
∴ rng f = [0, 1)

(ii) \(\sqrt{2 x-3}\)
Solution:
y = f(x) = \(\sqrt{2 x-3}\)
Domain:
f(x) is well defined for 2x- 3 ≥ 0
⇒ x ≥ 3/2
∴ dom f =[\(\frac{3}{2}\), ∞]
Range:
y = \(\sqrt{2 x-3}\) ⇒ y² = 2x – 3
⇒ 2x = y² + 3
⇒ x = \(\frac{y^2+3}{2}\)
x is well defined for all y ∈ R
But y is not negative.
∴ Rng f = [0, ∞)

(iii) log_e |x – 2|
Solution:
y = f(x) = log |x – 2|
Domain:
f(x) is well defined for |x – 2| >0
⇒ x ≠ 2
∴ dom f = R – {2}
Range:
y = log |x – 2| ∈ R ⇒ rng f = R

Question 6.
Give an example of a step function on [- 1, 3] = {x ∈ R| – 1 ≤ x ≤ 3}.
Solution:
f(x) = \(\left\{\begin{array}{c}
-1,-1 \leq x<0 \\
0,0 \leq x<1 \\
1,1 \leq x<2 \\
2,2 \leq x<3 \\
3,3 \leq x<4
\end{array}\right\}\)

Question 7.
Let X ={ a, b, c}, Y = {1, 2, 3, 4}
(a) Find out which of the following relations are functions and which are not and why?
Solution:
X = [a, b, c}, Y = {1, 2, 3, 4}
(i) {(a, 1), (a, 2), (b, 3), (b, 4)}
Solution:
{(a, 1), (a, 2), (b, 3), (b, 4)} is not a function as ‘a’ has two images in Y.

(ii) {(a, 2), (b, 3), (c, 4)}
Solution:
{(a, 2), (b, 3), (c, 4)} is a function from X to Y as the elements of X has unique images in Y.

(iii) {(a, 3), (b, 1), (a, 4), (c, 2)}
Solution:
{(a, 3), (b, 1), (a, 4), (c, 2)} is not a function as ‘a’ and ‘b’ have two images also domain of the function ≠ X.

(iv) {(a, 1), (b, 1), (c, 1)}
Solution:
{(a, 1), (b, 1), (c, 1)} is a function from X to Y.

(v) {(a, 2), (b. 1), (c, 1)}
Solution:
{(a, 2), (b, 1), (c, 1)} is a function from X to Y.

(vi) {(a, a), (b, b), (c, c)}
Solution:
{(a, a), (b, b), (c, c)} is a function from X to X.

(b) Find the domain and range of those relations in a which are functions.
Solution:
(i) The domain of each function is
X = [a, b, c}
Range of functions

(ii) is {2, 3, 4}.
In (iv) is {1} and in (v) is {1, 2}. The range of function in (vi) is X.

(c) Identify the constant function if any.
Solution:
The function in (iv)
i.e. {(a, 1), ib, 1), (c, 1)} is a constant function.

(d) Identify the identity function if any.
Solution:
The function in (vi)
i.e.{(a, a), (b, b), (c, c)} is an identity function.

Question 8.
Find \(f(\sqrt{2})\) and \(\boldsymbol{f}(-\sqrt{3})\) for the function
\(f(x)=\left\{\begin{array}{l}
x^2, \text { if } x<0 \\
x, \text { if } 0 \leq x \leq 1 \\
\frac{1}{x}, \text { if } x>1
\end{array}\right.\)
Solution:
\(f(\sqrt{2})\) = \(\frac{1}{\sqrt{2}}\)
\(\boldsymbol{f}(-\sqrt{3})\) = (√3)² = 3

Question 9.
Find x for which the value of f(x) = x² – 4x + 3 is
Solution:
f(x) = x² – 4x + 3
(i) 0
Solution:
f(x) = 0
⇒ x² – 4x + 3 = 0
⇒ (x – 3) (x – 1) = 0
⇒ x =1, 3

(ii) – 1
Solution:
f(x) = – 1
⇒ x² – 4x + 3 = -1
⇒ x² – 4x + 4 = 0
⇒ (x – 2)² = 0
⇒ x = 2

Question 10.
Find the values of x for which the following functions are not defined:
(i) \(\frac{x^2-4}{x-2}\)
Solution:
y = f(x) = \( \frac{x^2-4}{x-2}\)
Clearly f(x) is not defined for x = 2

(ii) \(\frac{\sin x}{x}\)
Solution:
y = f(x) = \(\frac{\sin x}{x}\)
f(x) is not defined for x = 0

(iii) \(\frac{\log \cos x}{\sec x}\)
Solution:
y = f(x) = \(\frac{\log \cos x}{\sec x}\)
f(x) is not defined for cos x ≤ 0
⇒ for x ∈ x \(\left[\frac{\pi}{2}, \frac{3 \pi}{2}\right]\) or \(\left[\frac{5 \pi}{2}, \frac{7 \pi}{2}\right]\)
In general x ∈ \(\left[(4 n+1) \frac{\pi}{2},(4 n+3) \frac{\pi}{2}\right]\), n ∈ Z

Question 11.
Let f(x) = \(\sqrt{1+x}\), g(x) = \(\sqrt{1-x}\)
Find & Also, find the domain in each case.
Solution:
f(x) = \(\sqrt{1+x}\), g(x) = \(\sqrt{1-x}\)
f(x) is well defined for x + 1 ≥ 0
⇒ x ≥ – 1
∴ dom f = [- 1 , ∞) = D₁
g(x) is well defined for 1 – x ≥ 0
⇒ x ≤ 1
⇒ x ∈ (-∞, 1]
∴ dom g (-∞, 1] = D₂
∴ D₁ ∩ D₂ = [-1, 1]
(i) f + g
Solution:
f + g: [-1, 1] → R
defined as (f + g) (x)
= f(x) + g(x) = \(\sqrt{1-x}\) + \(\sqrt{1-x}\)

(ii) f – g
Solution:
f – g :[-1, 1] → R defined as
(f – g) (x) = \(\sqrt{1-x}\) – \(\sqrt{1-x}\)

(iii) fg
Solution:
fg : [ – 1, 1] → R defined as
(fg) (x) > f(x) g(x)
\(\sqrt{1-x}\)\(\sqrt{1-x}\) = \(\sqrt{1-x^2}\)

(iv) f/g
Solution:
f/g : [- 1,1) → R defined as
\(\left(\frac{f}{g}\right)\)(x) = \(\frac{f(x)}{g(x)}=\frac{\sqrt{1+x}}{\sqrt{1-x}}\)
for (i) to (iii) domain = [- 1, 1]
but for (iv) domain = [- 1, 1)

Question 12.
If(x) = log_e \(\left(\frac{1-x}{1+x}\right)\), then prove that f(x) + f(y) = \(\left(\frac{x+y}{1+x y}\right)\)
Solution:
f(x) = log\(\left(\frac{1-x}{1+x}\right)\)
f(x) + f(y) = log\(\left(\frac{1-x}{1+x}\right)\) + \(\left(\frac{1-y}{1+y}\right)\)

Question 13.
Let f = {(-1, 4), (2, 7), (-2, 11}. (0,1), (1, 2) be a quadratic polynomial from Z to Z, find f(x).
Solution:
Let f(x) = ax² + by² + C is the quadratic polynomial
f(-1) = 4 ⇒ a – b + c = 4    …..(1)
f(0) = 1⇒ c = 1                   ….(2)
f(1) = 2 ⇒ a + + c = 2        ….(3)
∴ a – b + 1 = 4 and a + b + 1 = 2
⇒ a – b = 3 and a + b = 1
⇒ a = 2, b = -1
f(x) = 2x² – x + 1
f(2) = 8 – 2 + 1 = 7
f(- 2) = 8 + 2 + 1 = 1 1
Thus the required function is f(x) = 2x² – x + 1

Question 14.
Sketch the graphs of the following functions.
(i) f(x) = x³
(ii) f(x) = 1 + \(\frac{1}{x^2}\)
(iii) f(x) = (x-1)²
Solution:
(i) f(x) = x³

x	0	1	2	– 1	-2	3
y	1	1	8	-1	-8	27

(ii) f(x) = 1 + \(\frac{1}{x^2}\)

x	1	-1	2	– 2	3	-3
y	2	2	5/4	5/4	10/9	10/9

(iii) f(x) = (x-1)²

x	-1	0	1	2	3	4
f(x)	4	1	0	1	4	9

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Ex 3(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 3 Relations And Functions Exercise 3(b)

Question 1.
Let A = {a, b, c }, |B| = {1, 2}
(a) Determine all the relations from A to B and determine the domain, range, and inverse of each relation.
(b) Determine all the relations from B to A.
(c) Is there any relationship that is both a relation from A to B and B to A? How many?
(d) Of all the relations from A to B, identify which relations are many ones, one-many, and one-one and represent this diagrammatically.
Solution:
(a) A = {a, b, c}, B = {1, 2}
∴ A × B = {(a, 1), (a, 2), (b, 1), (b, 2), (c, 1), (c, 2)}
∴ |A × B| = 6
∴ |P(A × B)| = 2⁶ = 64
∴ There are 64 relations from A to B as any subset of A × B. The domain of these relations is any subset of A. The inverse of these relations is any subset of B × A.
(b) There are 64 relations from B to A as any sub-set of B x A is a relation from B to A.
(c) Φ is the only relation that is from A to B and from B to A.
(d) Some many-one relations are {(a, 1), (b, 1), (c, 1), (b, 2) (c, 2)}, {(a, 2), (b, 2), (c, 2)}.

Question 2.
Are the following sets related?
(i) Φ from A to B.
(ii) A × B from A to B.
(iii) A × Φ from A to Φ.
(iv) Φ × B from Φ to B.
(v) Φ × Φ from Φ to Φ.
(vi) Φ × C from A to B.
(vii) Φ × Φ from A to B.
Determine the domain range and inverse of each of the relations mentioned above
Solution :
(i) Φ from A to B is a relation.
(ii) A × B from A to B is a relation.
(iii) A × Φ from A to Φ is a relation.
(iv) Φ × B from Φ to B is a relation.
(v) Φ × Φ from Φ to Φ is a relation.
(vi) Φ × C from A to B is a relation.
(vii) Φ × Φ from A to B is a relation.
∴ Domain of Φ i.e. D_Φ = Φ
Range of Φ i.e., R_Φ = Φ
Similarly, D_{A × B} = A, R_{A × B} = β
D_{A × Φ} = Φ, R_{A × Φ} = Φ
D _{Φ × B} = Φ = Φ, R _{Φ × B} = Φ
D _{Φ × Φ} = Φ, R _{Φ × C} = Φ
D _{Φ × C} = Φ, R _{Φ × C} = Φ
D _{Φ × Φ} = Φ, R _{Φ × Φ} = Φ
The inverse of the above relations is Φ, B × A, Φ × A, B × Φ, Φ × Φ, C ×  Φ, and Φ × Φ respectively.

Question 3.
Express the following relations on A to B in each case in tabular form :
(i) A = {n ∈ N : n ≤ 10}, B = N
f = {(x, y) ∈ A × B : y = x²}
Solution:
A = {n ∈ N : n ≤ 10}
= {1, 2, 3,…..10}, B = N
∴ B = {1, 2, 3}
∴ f ={(x, y) ∈ A × B : y = x²}
= {(1, 1), (2, 4), (3, 9)…..(10, 100)}

(ii) A = B = R
∴ f = {(x, y) : x² + y² = 1 and |x – y| = 1}
Solution:
A = B = R
∴ f = {(x, y) : x² + y² = 1 and |x – y| = 1}
={(0, 1) (1, 0), (-1, 0), (0, -1)}

(iii) (1, 2, 3, 4), B = {1, 2, 3, 4, 5}
f = {x, y) : 2 divides 3x+y}
Solution:
A = {1, 2, 3, 4}, B = {1, 2, 3, 4, 5}
∴ f = {(x, y) : 2 divides 3x+y}
={(1, 1), (1, 3), (1, 5), (2, 2), (2, 4), (3, 1), (3, 3), (3,5), (4, 2), (4, 4)}

Question 4.
A and B are non-empty sets such that |A| = m, |B| = n. How many relations can be defined from A to B ? (Remember that the number of relations is the number of subsets of (A × B).
Solution:
|A| = m, |B| = n
⇒ |A × B| = mn
A relation is a subset of A to B
∴ Number of relations from A to B
= Number of subsets of A × B
= 2^mn (∴ |A × B| = mn)

Question 5.
Give an example of a relation f such that
(i) dom f – rng f (ii) dom f ⊂ rng f
(iii) dom f ⊃ rng f
(iv) f ∪ f^-1 = Φ
(v) f = f^-1
(vi) f ∪ f^-1 ≠ Φ
Solution:
Let A = { 1, 2, 3} = B
(i) Let f = {(x, y) ∈ A × B : x = y}
∴ Dom f = {1, 2, 3} = Range f

(ii) Let f = {(1, 1), (1, 2), (2, 3)}
on A = (1, 2, 3}
∴ Dom f = {1, 2} ⊂ { 1, 2, 3} = Range f

(iii) Do yourself

(iv) Let f = Φ
∴ f^-1 = Φ = f ∪ f^-1 = Φ

(v) Let f = {(x, y) ∈ A × B; x² + y² = 1}, where A = B = {1, – 1, 0}
= {(1, 0), (0, 1), (-1, 0), (0, -1)}
f^-1 = {(0, 1) (1, 0), (0, -1), (-1, 0)}
=f

(vi) Let f = {(1, 3), (3, 1)} on A = { 1, 2, 3}
∴ f^-1 = {3, 1), (1, 3)},
so that f ∩ f^-1 = Φ.

Question 6.
Let R = {(a, a³) I a is a prime number less than 10}
Fine (i) R, (ii) dom R, (iii) rng R (iv) R^-1 (v) dom R^-1 (vi) rng R^-1
Solution:
R = {(a, a³)} a is a prime number less than 10}
(i) R = {(2, 8), (3, 27), (5, 125), (7, 343)}
(ii) dom R = {2, 3, 5, 7}
(iii) rng R = {8, 27, 125, 343}
(iv) R^-1 = {(8, 2), (27, 3), (125, 5), (343, 7)}
(v) Dom R^-1 = {8, 27, 125, 343} = rng R
(vi) rng R^-1 = {2, 3, 5, 7} = dom R

Question 7.
Let A = {1, 2, 3, 4, 5, 6} and Let R be a relation on A defined by R = {(a, b)} a divides b
Find (i) R, (ii) dom R, (iii) rng R (iv) R^-1, (v) Dom R^-1 (vi) rng R^-1
Solution:
A = {1, 2, 3, 4, 6}
R on A is defined by
R = {(a, b) | a divides b}
(i) R = {(1, 1), (1, 2), (1, 3), (1, 4), (1, 6) (2, 2), (2, 4), (2, 6), (3, 3), (3, 6), (4, 4), (6, 6)}
(ii) dom R = {1,2, 3, 4, 6} = A
(iii) rng R = {1, 2, 3, 4, 6} = A
(iv) R^-1 = {(1, 1), (2, 1), (3, 1), (4, 1), (6, 1), (2, 2) (4, 2), (6, 2), (3, 3), (6, 3), (4, 4), (6, 6)}
(v) dom R^-1 = {1, 2, 3, 4, 6} = A
(vi) rng R^-1 = {l, 2, 3, 4, 6} = A

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 4 Trigonometric Functions Ex 4(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 4 Trigonometric Functions Exercise 4(a)

Question 1.
State which of the following is positive.
(i) cos 271°
Solution:
cos 271° is + ve as 271° lies in 4th quadrant.

(ii) sec 73°
Solution:
sec 73° is + ve as sec +ve in the 1st quadrant.

(iii) sin 302°
Solution:
sin 302° is- ve as sin is -ve in the 4th quadrant

(iv) cosec 159°
Solution:
cosec 159° is + ve as 159° lies in 2nd quadrant and cosec is +ve there.

(v) sec 199°
Solution:
sec 199° is – ve as 199° lies in the 3rd quadrant and sec is -ve there.

(vi) cosec 126°
Solution:
cosec 126° is + ve as cosec is +ve in 2nd quadrant.

(vii) cos 315°
Solution:
cos 315° is +ve as 315° lies in 4th quadrant and cos is +ve there.

(viii) cot 375°
Solution:
cot 375° is +ve as 375° lies in 1st quadrant.

Question 2.
Express the following as trigonometric ratios of some acute angles.
(i) sin 1185°
Solution:
sin 1185° = sin\(\left(13 \frac{\pi}{2}+15^{\circ}\right)\)
=(- 1) ^{\(\frac{13-1}{2}\)} cos 15° = cos 15°

(ii) tan 235°
Solution:
tan 235° = tan (180° + 45°) = tan 45°

(iii) sin (- 3333°)
Solution:
sin (-3333°) – -sin 3333°
= – sin\(\left(37 \frac{\pi}{2}+3^{\circ}\right)\)
= – (- 1) ^{\(\frac{27-1}{2}\)} cos 3° =- cos 3°

(iv) cot (- 3888°)
Solution:
cot (-3888°) = – cot 3888°
= – cot\(\left(43 \frac{\pi}{2}+18^{\circ}\right)\)
= – (- tan 18°) = tan 18°

(v) tan 458°
Solution:
tan 458° = tan\(\left(5 \frac{\pi}{2}+8^{\circ}\right)\) = – cot 8°

(vi) cosec (- 60°)
Solution:
cosec (- 60°) = – cosec 60°

(vii) cos 500°
Solution:
cos 500° = cos\(\left(5 \frac{\pi}{2}+50^{\circ}\right)\)
= – (-1) ^{\(\frac{5+1}{2}\)} sin 55° – sin 50°

(viii)sec 380°
Solution:
sec 380° = sec (360° + 20°)
= sec 20°

Question 3.
Find the domain of tangent and cotangent functions.
Solution:
Domain of tan x is R – \(\left\{\frac{(2 n+1) \pi}{2}, n \in Z\right\}\) as tangent is not defined for
x = \(\frac{(2 n+1) \pi}{2}\)
The domain of cot x is R – {nπ, n ∈ Z} as cotangent is not defined for x = nπ.

Question 4.
Determine the ranges of sine and cosine functions.
Solution:
The maximum and minimum values of sine and cosine are 1 and -1, respectively.
∴ Ranges of sine and cosine are [-1, 1].

Question 5.
Find a value of A when cos 2A = sin 3A
Solution:
cos 2A = sin 3A = cos (90° – 3A)
or, 2A = 90° – 3A
or, 5A = 90° or, A = 18°

Question 6.
Find the value of
cos 1°. cos 2° …..cos 100°
Solution:
cos 1° cos 2° …..cos 100°
= 0 as cos 90° is there which is zero.

Question 7.
Find the value of
cos 24° + cos 5° + cos 175° + cos 204° + cos 300°
Solution:
cos 24° + cos 5° + cos 175° + cos 204° + cos 300°
= cos 24° + cos 5° + cos (180° – 5°) + cos (180° + 24°) + cos (360°- 60°)
= cos 24° + cos 5° – cos 5° – cos 24° + cos 60° = cos 60° = 1/2

Question 8.
Evaluate
tan\(\frac{\pi}{20}\).tan\(\frac{3 \pi}{20}\).tan\(\frac{5 \pi}{20}\).tan\(\frac{7 \pi}{20}\).tan\(\frac{9 \pi}{20}\)
Solution:
tan\(\frac{\pi}{20}\).tan\(\frac{3 \pi}{20}\).tan\(\frac{5 \pi}{20}\).tan\(\frac{7 \pi}{20}\).tan\(\frac{9 \pi}{20}\)
= tan 9° tan 27° tan 45° tan 63° tan 81°
= tan 9°. tan 27°. 1 tan (90° – 27°). tan (90° – 9°)
= tan 9° tan 27° cot 27° cot 9°
= (tan 9°. cot 9°) x (tan 27°. cot 27°)
=1 × 1=1

Question 9.
Show that
\(\frac{\sin ^3\left(180^{\circ}+\mathbf{A}\right) \cdot \tan \left(360^{\circ}-\mathbf{A}\right) \sec ^2\left(180^{\circ}-\mathbf{A}\right)}{\cos ^2\left(90^{\circ}+\mathbf{A}\right){cosec}^2 A \cdot \sin \left(180^{\circ}-A\right)}\) = tan³ A
Solution:
L.H.S

= tan³A      (R.H.S)

Question 10.
If A = cos² θ + sin⁴ θ then prove that for all values of θ, 3/4 ≤ A ≤ 1.
Solution:
A = cos² θ + sin⁴ θ =1 – sin² θ sin⁴ θ
or, sin⁴ θ – sin² θ + (1 – A) = 0 …(1)
Eqn. (I) is quadratic in sin² θ.
∴ sin² θ = \(\frac{-b \pm \sqrt{b^2-4 a c}}{2 a}\)
\(=\frac{1 \pm \sqrt{1-4(1-\mathrm{A})}}{2 \times 1}\)
Where a=1, b = – 1, c = 1 – A
∴ sin² θ = \(\frac{1 \pm \sqrt{4 A-3}}{2}\)
We know that sin20 is not negative and lies in [0, 1]
So, \(\sqrt{4 \mathrm{~A}-3}\) ≤ 1
⇒ 4A – 3 ≤ 1 ⇒ 4A ≤ 4 ⇒ A ≤ 1  …(2)
Again, since sin² θ is real,
b² – 4ac must be +ve
i.e., 4A – 3 ≥ 0 ⇒ A ≥ 3/4
∴ From (2) and (3),
We have 3/4 ≤ A ≤ 1          (Proved)

Odisha State Board BSE Odisha 10th Class English Solutions Chapter 5 Village Song Textbook Exercise Questions and Answers.

BSE Odisha Class 10 English Solutions Chapter 5 Village Song

BSE Odisha 10th Class English Village Song Text Book Questions and Answers

G. Let’s Understand The Poem:

Question 1.
The poem appears to be a conversation between two persons. Who are they?
(କବିତାଟି ଦୁଇଜଣଙ୍କ ମଧ୍ୟରେ କଥୋପକଥନ ଭଳି ଜଣାପଡୁଛି । ସେମାନେ କିଏ ?)
Answer:
The poem ‘Village Song’ depicts a conversation between two persons. They are a mother and her daughter.

Question 2.
Where does the “honey child” go?
(ସ୍ନେହର ଶିଶୁଟି କୁଆଡ଼େ ଯାଇଛି ?)
Answer:
The “honey child” goes to the wild forest.

Question 3.
Why should she leave the mother and grieve the lover?
(ସେ କାହିଁକି ମା’କୁ ପରିତ୍ୟାଗ କରିବା ଓ ପ୍ରେମିକକୁ ଦୁଃଖ ଦେବା ଉଚିତ ?)
Answer:
The girl is going to leave her mother who has fed her delicate dishes. She is also going to disappoint her lover who is coming to marry her. She is determined to abort the marriage because she does not want to be chained in a marital bond. Thus she should leave the mother and grieve the lover.

Question 4.
How does the child describe the “wild forest”?
(ପିଲାଟି ବଣୁଆ ଜଙ୍ଗଲକୁ କିପରି ବର୍ଣ୍ଣନା କରିଛି ?)
Answer:
The child describes the wild forest beautifully. The wild forest is full of forest sounds and sights. It is full of flowers like lilies, lotuses, and Champa. It is home to the songbird, Koil. The thrilling tune of the Koil and the forest music can be heard there.

Question 5.
What does the expression ‘the world full of pleasure’ mean? (‘the world full of pleasure’ ଶବ୍ଦପୁଞ୍ଜ କି ଅର୍ଥ ପ୍ରକାଶ କରୁଛି ?))
Answer:
The expression ‘the world full of pleasure’ means the world is full of joys like bridal songs, lullabies, and sandal-scented leisure. The mother, while trying to persuade her daughter not to leave home and to lead a married life tells her that the world is full of pleasures.

Question 6.
What is common about bridal songs and cradle songs?
(ବିବାହ ସଙ୍ଗୀତ ଓ ନାନାବାୟା ଗୀତ ମଧ୍ଯରେ କ’ଣ ସାମଞ୍ଜସ୍ୟ ଅଛି ?)
Answer:
The common thing about bridal songs and cradles songs is that both are folk songs and are traditional and one gets pleasure from both of them.

Question 7.
How does the poet describe happiness and sorrow?
(ସୁଖ ଓ ଦୁଃଖକୁ କବି କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
The poet describes the harsh truth of the real world by explaining that the happiness of the bridal song and cradle song will certainly turn into the rhythm of sorrows and sadness one day. The reality of life is that there is happiness today but tomorrow it will be all gone leaving mourning for death.

Question 8.
How does the poet compare forest notes with bridal songs and cradle songs?
(କବି ପ୍ରକୃତିର ସଙ୍ଗୀତ ସହିତ ବିବାହ ସଙ୍ଗୀତ ଓ ନାନାବାୟା ଗୀତକୁ କିପରି ତୁଳନା କରିଛନ୍ତି ?)
Answer:
According to the poet, forest notes are the music of nature but bridal songs and cradle songs are the music of human beings which they sing for happiness on the occasion of social functions. But the music of nature is eternal and provides real happiness. The forest notes are sweeter than that of the bridal songs and cradle songs.

H. Let’s Appreciate The Poem:

Question 1.
The first four lines of the poem pose four questions. What does the mother want to tell her daughter?
(କବିତାର ପ୍ରଥମ ଚାରିଧାଡ଼ି ଚାରିଟି ପ୍ରଶ୍ନ ଉପସ୍ଥାପନ କରିଛି । ମା’ ତାଙ୍କ ଝିଅକୁ କ’ଣ କହିବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
The first four lines of the poem are four questions of the mother to her daughter who does not want to marry, instead, she wants to leave her mother and grieve her lover. Being attracted by the music of nature she has decided to quit all pleasures of worldly life. The first question mother asks her is: “Where are you going, honey child ?” Mother has sensed her daughter’s leaving home and that is why she asked this. The second question is, “Would you cast your jewels all to the breezes blowing ?” The mother, in the second question, wants to know her interest in the ornaments which she is wearing for wedding purposes. In the third question, the mother wants to make the girl emotional. So she asked, “Would you leave your mother who has fed you various delicate dishes ?” In the last question, the mother wants to know the girl’s interest in marriage and family life. So she puts the question, “Would you grieve the lover who is riding forth to wed you ?” The mother asks all these questions only to change her daughter’s mind about having a marriage and family life.

Question 2.
Does the mother’s appeal have any effect on the girl? What does the girl find irresistible?
(ମା’ଙ୍କ ଅନୁରୋଧ ଝିଅ ଉପରେ କିଛି ପ୍ରଭାବ ପକାଇଛି କି ? ଝିଅଟି କ’ଣ ଅତ୍ୟନ୍ତ ଆକର୍ଷଣୀୟ ବୋଲି ଭାବିଛି ?)
Answer:
No, the mother’s appeal does not have any effect on the girl. She deeply sees misery in the happiness of marriage. The girl, being attracted by the music of nature, wants to give up her home, mother, and even a married life. Nature’s attraction is irresistible on her part. She is mostly attracted by the wild forest, Champa trees, and their beautiful buds, Koil-haunted river islands, shining of flowers like lotuses and lilies, and above all the sweet voices of the fairy folk. According to the daughter’s wisdom, all worldly pleasures are transitory. Thus the mother didn’t succeed in persuading the daughter towards worldly pleasures.

Question 3.
How are worldly pleasures compared with the pleasures of the fairyland?
(ଜାଗତିକ ଆନନ୍ଦକୁ ପରୀରାଇଜର ଆନନ୍ଦ ସହିତ କିପରି ତୁଳନା କରାଯାଇଛି ?)
Answer:
The poet Sarojini Naidu has made a beautiful and interesting comparison between worldly pleasures and the pleasures of the fairyland or nature in her poem. The words and expressions in her poem like bridal robes, bridal songs, cradle songs, bridal cakes, and sandal-scented leisure are the symbols of worldly pleasures which are transitory, short-lived, and have the pace of sorrow. But this does not happen in the case of natural pleasures. Music of nature is far sweeter than bridal songs and cradle songs. Blowing winds and glittering flowers and flowing of streams provide real pleasures. The voices of the fairy folk is irresistible. So the girl seems unwilling to be chained to a marital bond.

I. Let’s Do Some Activities:

Question 1.
How many times does the word “would” occur in the poem?
(କବିତାରେ“would” ଶବ୍ଦଟି କେତେ ଥର ଅଛି ?)
Answer:
The word ‘would’ occurs three times in the poem.

Question 2.
How many questions are asked in the poem? Who – the mother or the daughter – asks the questions?
(କବିତାରେ କେତୋଟି ପ୍ରଶ୍ନ ପଚରାଯାଇଛି ? କିଏ – ମା’ ଅଥବା ଝିଅ – ପ୍ରଶ୍ନ ପଚାରିଛନ୍ତି ?)
Answer:
Five questions are asked in the poem. The mother asks the questions.

Question 3.
The adjective “bridal” is used in the following expressions : “bridal songs”, “bridal robes” and “bridal cakes”. Can you use the adjective in any other expression ? (“bridal” ବିଶେଷଣଟି ନିମ୍ନଲିଖ୍ ଶବ୍ଦପୁଞ୍ଜ : “bridal songs”, “bridal robes” ଓ “bridal cakes”ରେ ବ୍ୟବହୃତ ହୋଇଛି । ଏହି ବିଶେଷଣଟିକୁ ତୁମେ ଅନ୍ୟ କୌଣସି ଶବ୍ଦପୁଞ୍ଜରେ ବ୍ୟବାର କରିପାରିବ କି ?)
Answer:
Other expressions are as follows — “bridal party”. “bridal gown”, “bridal suite”, “bridal shower”, “brida laughter”, and “bridal tears”.

Question 4.
In lines 3 and 4 of the first stanza the word “who” is used to qualify the nouns “mother” and “lover”. Use the word to qualify other nouns in sentences of your own.
(ପ୍ରଥମ ପଦର ୩ୟ ଓ ୪ର୍ଥ ଧାଡ଼ିରେ ‘“who” ଶବ୍ଦଟି “mother” ଓ “lover? ବିଶେଷ୍ୟକୁ ବିଶେଷିତ କରିବାକୁ ବ୍ୟବହୃତ ହୋଇଛି । ଶବ୍ଦଟିକୁ ଅନ୍ୟ ବିଶେଷ୍ୟକୁ ବିଶେଷିତ କରିବା ପାଇଁ ତୁମ ରଚିତ ବାକ୍ୟରେ ବ୍ୟବହାର କର ।)
Answer:

(i) This is the man who helps you.
N
(ii) My sister, who came home yesterday. is a university student.
N
(iii) Would you blame your father, who loves you?
N
(iv) Would you misbehave with the guests who come to your house?
N

Question 5.
Rearrange the following phrases in the sequence in which they occur in the poem. (ନିମ୍ନଲିଖ୍ ବାକ୍ୟାଶକୁ କବିତାରେ ଥ‌ିବା କ୍ରମରେ ସଜାଅ ।)
the Champa buds are blowing; bridal cakes are on the hearth,’ lotus hules glisten; Koil-haunted river isles; bridal robes are in the loom.
Answer:
The Champa buds are blowing, Koil-haunted river isles, lotus lilies glisten, bridal robes are in the loom, and bridal cakes are on the hearth.

Question 6.
Marks the rhyming words in each stanza. Find out the rhyming words ending in ‘ing’ form. Discuss with your friends how many are common and what effect they have on you when you read the poem alone.
(ପ୍ରତି ପଦର ଯତିପାତ ପଡ଼ିଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର । ‘ing’ ରୂପରେ ଥ‌ିବା ପଦଗୁଡ଼ିକୁ ଖୋଜି ବାହାର କର। କେତୋଟି ସାଧାରଣ ପଦ ଅଛି ଓ ସେଗୁଡ଼ିକ କବିତାଟିକୁ ପଢ଼ିଲାବେଳେ ତୁମ ଉପରେ କି ପ୍ରଭାବ ପକାଉଛି ତୁମ ସାଙ୍ଗମାନଙ୍କ ସହ ଆଲୋଚନା କର ।)
Answer:
Rhyming words ending in ‘ing’ form in the poem are
1st line — going
2nd line — blowing
5th line — going
6th line — blowing
11th line — glowing
12th line — going
15th line — falling
16th line — calling
Two pairs are common in the above rhyming.

1st line – Whither are you going?
5th line – To the wild forest, I am going.
2nd line – The breezes are blowing.
6th line – The Champa buds are blowing.
1 st line is a question and 5th line is its answer.
In the 2nd and 6th lines both breezes and buds are blowing.

H.Let’s Speak:
Someone said, ‘God couldn’t be everywhere, so He created mothers’.
Work in groups of three or four and discuss what we can do to honor and thank our mothers.
When you finish your discussion, your teacher will collect the opinions of the different groups and create a web chart like this :
(କେହି ଜଣେ କହିଥିଲେ, ‘ଈଶ୍ୱର ସବୁଠାରେ ରହିପାରିବେ ନାହିଁ, ତେଣୁ ସେ ମା’ମାନଙ୍କୁ ସୃଷ୍ଟି କରିଥିଲେ । ତିନିଜଣିଆ ବା ଚାରିଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର ଏବଂ ଆମେ ମା’ଙ୍କୁ ସମ୍ମାନ ଓ ଧନ୍ୟବାଦ ଦେବା ପାଇଁ କ’ଣ କରିପାରିବା ଆଲୋଚନା କର । ତୁମର ଆଲୋଚନା ସରିବା ପରେ ତୁମର ଶିକ୍ଷକ ବିଭିନ୍ନ ଦଳର ମତାମତ ସଂଗ୍ରହ କରିବେ ଓ ଏହିପରି ଏକ ବୃତ୍ତୀୟ ନକ୍‌ସା ପ୍ରସ୍ତୁତ କରିବେ ।)

Answer:

K. Let’s Write:

Question 1.
How does the mother dissuade the girl from going to the forest?
(ଜଙ୍ଗଲକୁ ଯିବାରୁ ମା’ ଝିଅକୁ କିପରି ନିବର୍ତ୍ତାଇଛନ୍ତି ?)
Answer:
The mother, in the poem, comes to know about the intention of her daughter to spend an unmarried life in the lap of nature. The girl loves nature and wants to spend her whole life listening to the music of nature. And for that, she expresses her desire to go to the forest. Her mother insists that how can she throw away her costly jewels and leave her mother who has fed her delicate dishes. She will also disappoint her would-be husband who is coming to marry her. Mother also tells her about worldly pleasures. She will be delighted by the bridal songs and cradle songs. She will look beautiful in bridal robes. Her bridal cake is kept ready on the heart. She will also have a good time enjoying her life. Thus, the mother tries to dissuade the girl from going to the forest.

Question 2.
Why does the girl want to go there?
(ଝିଅଟି ସେଠାକୁ ଯିବାକୁ କାହିଁକି ଇଚ୍ଛା କରିଛି ?)
Answer:
The girl, in the poem, is a staunch lover of nature. She is completely averse to worldly pleasures. She does not prefer a married life. She wants to go to the wild forest. She shall be delighted to see the branches with beautiful buds in the Champa trees. She wants to enjoy the sweet songs of the Koils as well as the beauty of lotuses and lilies in the river island of the forest. The sweet voices of the fairy folk are calling her. Further bridal songs and cradle songs which depict worldly pleasures have cadences of sorrow. The happiness of today is followed by the sorrow of tomorrow. So she is disgusted with this kind of unnatural pleasures of life. To her, the music of nature is far sweeter than bridal songs and cradle songs. So she decides to go to the wild forest.

Question 3.
Given below is a table. Write in the table the words/expressions from the poem that you think are appropriate in each column. (ନିମ୍ନରେ ଏକ ସାରଣୀ ଦିଆଯାଇଛି । ପ୍ରତ୍ୟେକ ସ୍ତମ୍ଭ ପାଇଁ ତୁମେ ଭାବୁଥ‌ିବା କବିତାର ଉପଯୁକ୍ତ ଶବ୍ଦ|ଶବ୍ଦପୁଞ୍ଜଗୁଡ଼ିକୁ ସାରଣୀରେ ଲେଖ ।)

Worldly pleasures	Worldly pleasures

Answer:

Worldly pleasures (ସାଂସାରିକ ସୁଖ)	Pleasure in Nature (ପ୍ରକୃତିରେ ଆନନ୍ଦ)
wearing jewels (ଅଳଙ୍କାର ପିନ୍ଧିବା |) golden grain wedding (ବିବାହ) bridal songs (ବିଭାଘର ଗୀତ) cradle songs  (ନାମାବାୟା ଗୀତ) bridal-robes (ବର-ଅଳଙ୍କାର) sandal-scented leisure hearth bridal cakes lullabies (ଲୁଲେବିଜ୍)	breezes wild forest champa trees with boughs champa buds (ଚମ୍ପା କଳିକା) koil haunted river-isles fairy folk forest-notes forest-streams (ଅରଣ୍ୟ-ସ୍ରୋତ) shining lotus (ପଦ୍ମ) lilies (ଲିଲି)

After the exercise, the teacher can divide the class in four or five groups and ask them to speak a few sentences on each word/expression. (ଅଭ୍ୟାସ ପରେ ଶିକ୍ଷକ ଶ୍ରେଣୀକୁ ଚାରି ବା ପାଞ୍ଚଟି ଦଳରେ ବିଭକ୍ତ କରିପାରିବେ ଏବଂ ସେମାନଙ୍କୁ ପ୍ରତ୍ୟେକ ଶବ୍ଦ|ଶବ୍ଦପୁଞ୍ଜ ବିଷୟରେ କେତେକ ବାକ୍ୟ କହିବାକୁ କହିବେ ।)
(This exercise shall be done in the class.)

Question 4.
Now prepare a note on the atmosphere of fairyland as described in the poem.
(କବିତାରେ ବର୍ଣ୍ଣିତ ହୋଇଥ‌ିବା ଭଳି ପରୀରାଇଜର ପରିବେଶ ସମ୍ପର୍କରେ ଏକ ଟିପ୍‌ପଣୀ ପ୍ରସ୍ତୁତ କର ।)
Answer:
The fairyland here refers to the wild forest where the music of nature attracts everyone. The blowing of Champa buds upon the Champa branches, songs of singing birds, and shining of lotus and lilies in the river islands add to the beauty of the fairyland. The flowing of streams and the voices of the fairy folk are also important lectures of the fairyland.

BSE Odisha 10th Class English Village Song Important Questions and Answers

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

Question 1.
Who wants to see their children happily married and settled?
Answer:
parents

Question 2.
Who in the poem ‘Village Song’ doesn’t want to get married?
Answer:
the young girl

Question 3.
What does the mother call her daughter affectionately?
Answer:
honey child

Question 4.
Honey child, honey child, whither are you going? What does ‘whither’ means?
Answer:
where

Question 5.
What do you mean by ‘breezes’?
Answer:
gentle wind

Question 6.
What has the mother fed the child?
Answer:
golden grain

Question 7.
What do you mean by the expression ‘golden grain’?
Answer:
delicate dishes

Question 8.
Why is the lover riding forth?
Answer:
to wed the young girl

Question 9.
What is blowing in the poem ‘Village Song’?
Answer:
Champa buds

Question 10.
What do you mean by ‘blowing’ in the poem ‘Village Song’?
Answer:
blooming

Question 11.
Which place is frequently visited by Koils?
Answer:
river-isles

Question 12.
What glisten in the river isles?
Answer:
lotus and lilies

Question 13.
What does the mother tell her daughter about the world?
Answer:
full of pleasure

Question 14.
What does the mother want her daughter to enjoy?
Answer:
sandal scented leisure

Question 15.
Where are the bridal robes?
Answer:
in the loom

Question 16.
Where are the bridal cakes?
Answer:
on the hearth

Question 17.
Whose statement is ‘The world is full of pleasure’?
Answer:
The mother’s

Question 18.
What do you mean by ‘forest notes’?
Answer:
music of nature

Question 19.
What do you mean by ‘cadences’?
Answer:
rhythm/pace

Question 20.
What do you mean by the expression ‘bridal robes’?
Answer:
wedding dress

Fill In The Blanks With Right Words.

1. The poem ‘Village Song’ is written by.
Answer:
Sarojini Naidu

2. Village song is poetry.
Answer:
folk

3. Sarojini Naidu was a writer.
Answer:
prolific

4. ______________ is an important event in a person’s life.
Answer:
Marriage

5. In the poem ‘Village Song’, a young girl doesn’t wish to get.
Answer:
married

6. The honey child wants to go to the.
Answer:
wild forest

7. Affectionately the mother calls her daughter.
Answer:
honey child

8. The mother calls her daughter honey child because she is to her mother.
Answer:
sweet

9. The mother asked her daughter if she would cast her to the blowing breezes.
Answer:
jewels

10. The mother asked her daughter if she would leave her.
Answer:
mother

11. The daughter would grieve her if she went to the wild forest.
Answer:
lover

12. The daughter says that the Champa buds are blowing upon the.
Answer:
Champa boughs

13. The daughter says that she is going to the river isles.
Answer:
Koil haunted

14. The expression means the place frequently visited by Koils.
Answer:
Koil haunted

15. The daughter says that she is going to the river isles where glisten.
Answer:
lotus and lilies

16. The poem ‘Village Song’ is a conversation between.
Answer:
mother and daughter

17. The daughter wants to leave home on the eve of her.
Answer:
wedding

18. The mother persuades her daughter to wait for her to arrive.
Answer:
betrothed

19. The daughter attracts her mother’s attention to the voices of the.
Answer:
fairy folk

20. The daughter says that they are calling her.
Answer:
fairy folk

21. The mother tells her daughter that the world is full of.
Answer:
pleasure

22. The mother insists on saying her daughter to enjoy the sandal-scented.
Answer:
leisure

23. The mother says that the bridal robes are in the.
Answer:
loom

24. The mother says that the bridal cakes are on the.
Answer:
hearth

25. The colors of the bridal robes are.
Answer:
silver and saffron

26. The bridal songs have cadences of sorrow.
Answer:
cradle songs

Multiple Choice Questions (Mcqs) With Answers
Pick out the correct alternative.

Question 1.
The poem ‘Village Song’ is in the form of a conversation between ____________.
(A) father and son
(B) brother and sister
(C) uncle and aunt
(D) mother and daughter
Answer:
(D) mother and daughter

Question 2.
The mother wants her daughter not to leave her home ____________.
(A) cast her robes
(B) leave her home.
(C) grieve her father
(D) enjoy the worldly pleasure
Answer:
(B) leave her home.

Question 3.
In the poem, the expression ‘golden grain’ refers to ____________.
(A) the grain is made of gold
(B) the golden sauce
(C) delicate dishes
(D) the fried rice
Answer:
(C) delicate dishes

Question 4.
The mother pleads with her daughter to wait for __________ to arrive.
(A) her father
(B) her brother
(C) her friend
(D) her betroth
Answer:
(D) her betroth

Question 5.
According to the poet, the wild forest is full of ____________.
(A) the mango groves
(B) the jasmine buds
(C) the Champa flowers
(D) red roses
Answer:
(C) the Champa flowers

Question 6.
The daughter leaves her home ____________.
(A) before her wedding
(B) after her wedding
(C) after the party
(D) before the procession
Answer:
(A) before her wedding

Question 7.
Who would grieve if the daughter went to the wild forest?
(A) the fairy
(B) the lover
(C) the owner
(D) the master
Answer:
(B) the lover

Question 8.
The daughter casts her jewels to ____________.
(A) the blowing breeze
(B) the flowing river
(C) the burning fire
(D) running water
Answer:
(A) the blowing breeze

Question 9.
The girl says that the call of ____________ is heard in the wild forest.
(A) the tribals
(B) the spirits
(C) the fairy folk
(D) the song-birds
Answer:
(C) the fairy folk

Question 10.
Lotuses and lilies _______________ in the Koil-haunted river isles
(A) twitter
(B) glisten
(C) murmur
(D) flutter
Answer:
(B) glisten

Question 11.
The mother tells her daughter that the bridal robes are ____________.
(A) on the self
(B) on the hearth
(C) in the loom
(D) in the briefcase
Answer:
(C) in the loom

Question 12.
The forest ____________ is shining there and producing a sweet tone.
(A) isles
(B) brooks
(C) rivulets
(D) rivers
Answer:
(A) isles

Question 13.
The mother tells her daughter to enjoy ____________.
(A) bridal songs
(B) bridal cakes
(C) sandal-scented leisure
(D) all the above
Answer:
(D) all the above

Question 14.
The expression ‘wind of death’ refers to ____________.
(A) worldly pleasures
(B) earthly sorrows
(C) a natural calamity
(D) a disaster
Answer:
(B) earthly sorrows

Question 15.
Which of the following is the pleasure of Nature?
(A) flowering trees
(B) bridal robes
(C) cradlesongs
(D) bridal cakes.
Answer:
(A) flowering trees

Village Song Summary in English

Lead-in:
Marriage is an important event in a person’s life. Parents want to see their children happily married and settled. In this poem, however, a young girl does not wish to get married. Read the poem to find out why the girl takes such a decision.

Stanzawise Explanation:
Stanza – 1 (Lines 1 to 4)
Honey child, honey child, whither are you going?
Would you cast your jewels all to the breezes blowing?
Would you leave the mother who on golden grain has fed you?
Would you grieve the lover who is riding forth to wed you?

Gist: In the first stanza the mother speaks to her affectionate daughter and asks her where she is going. This is a conversation between a mother and her daughter in a village. The daughter does not want to marry and wishes to go away and live in a forest in the lap of nature. The mother tries to convince her. The mother addresses her daughter as ‘honey child’ and asks her, where she was going. She further questions to her daughter whether she would throw away her jewels to the blowing wind leaving the mother who has fed her various delicate dishes. She also questions the girl whether she would grieve her would-be husband who is coming to marry her.
ଅନୁବାଦ : ଏକ ପଲ୍ଲୀ ଗ୍ରାମର ଜଣେ ମାଆ ଓ ତାଙ୍କ ଝିଅଙ୍କ ମଧ୍ୟରେ ଏହା ଏକ କଥୋପକଥନ । ଝିଅଟି ବିବାହ କରିବାକୁ ଚାହୁଁନାହିଁ ଏବଂ ଏକ ଜଙ୍ଗଲକୁ ପଳାଇ ଯାଇ ପ୍ରକୃତି କୋଳରେ ବାସ କରିବାକୁ ଇଚ୍ଛା କରୁଛି । ମା’ ତାକୁ ବୁଝାଇବାକୁ ପ୍ରୟାସ କରିଛନ୍ତି । ମା’ ତାକୁ ‘ଆଦରର ଝିଅ’ ବୋଲି ସମ୍ବୋଧନ କରିବା ସହିତ ପ୍ରଶ୍ନ କରିଛନ୍ତି, ‘ତୁ ” କୁଆଡ଼େ ଯାଉଛୁ ?’’ ସେ ପୁନର୍ବାର ତାକୁ ପ୍ରଶ୍ନ କରିଛନ୍ତି ଯେ ସେ (ଝିଅ) କ’ଣ ତା’ର ସମସ୍ତ ଅଳଙ୍କାର ବହୁଥ‌ିବା ପବନକୁ ଫୋପାଡ଼ିଦେବ ଏବଂ ତାକୁ ବିଭିନ୍ନ ପ୍ରକାର ସୁନ୍ଦର ପାତ୍ରରେ ଖାଇବାକୁ ଦେଉଥବା ମା’କୁ ଛାଡ଼ି ଚାଲିଯିବ । ସେ ତାକୁ ମଧ୍ୟ ପ୍ରଶ୍ନ କରିଛନ୍ତି ଯେ (ଝିଅ) କ’ଣ ତାକୁ ବିବାହ କରିବାକୁ ଆସୁଥ‌ିବା ତା’ର ଭାବୀ ସ୍ଵାମୀକୁ ଦୁଃଖ ଦେବ ।

Stanza – 2 (Lines 5 to 8)
Mother mine, to the wild forest I am going.
Whereupon the Champa boughs the Champa buds are blowing;
To the Koil-haunted river isles where lotus lilies glisten,
The voices of the fairy folk are calling me: O listen!

Gist: In this stanza, the daughter expresses her desire to go to a wild forest. She says to her mother that the wild forest, where she is going is a beautiful one. The forest has Champa trees upon whose branches buds are blowing. The river isles are haunted by Koils. Beautiful flowers like lotuses and lilies are shining there. Thus the sweet voice of this singing bird and the beauty of these flowers attract her. She also listens to the voices of the fairy folk who are calling her to the lap of nature.
ଅନୁବାଦ : ଏହି ପଦଟିରେ ଝିଅ ଏକ ଜଙ୍ଗଲକୁ ଯିବାକୁ ତା’ର ଇଚ୍ଛା ପ୍ରକାଶ କରିଛି । ସେ ତା’ର ମା’କୁ କହୁଛି ଯେ ସେ ଯେଉଁ ଜଙ୍ଗଲକୁ ଯାଉଛି ତାହା ସୌନ୍ଦର୍ଯ୍ୟପୂର୍ଣ୍ଣ । ଜଙ୍ଗଲର ଚମ୍ପାଗଛସବୁ ଅଛି ଯାହାର ଡାଳରେ ସୁନ୍ଦର ଚମ୍ପାକଢ଼ିଗୁଡ଼ିକ ପ୍ରସ୍ଫୁଟିତ ହେଉଛି । ଜଙ୍ଗଲର ନଦୀପଠାକୁ କୋଇଲିମାନଙ୍କର ସର୍ବଦା ଆଗମନ ଘଟୁଛି । ସେଠାରେ ପଦ୍ମ ଓ କଇଁ ଫୁଲଗୁଡ଼ିକ ଚକ୍‌କ୍ କରୁଛନ୍ତି । ତେଣୁ ଏହି ସଙ୍ଗୀତ ଗାନକାରୀ ପକ୍ଷୀଗୁଡ଼ିକର ସୁମଧୁର କାକଳି ଓ ଫୁଲଗୁଡ଼ିକର ସୌନ୍ଦର୍ଯ୍ୟ ତାକୁ ଆକର୍ଷିତ କରୁଛି । ତାକୁ ପ୍ରକୃତି କୋଳକୁ ଡାକୁଥିବା ପରୀ ରାଇଜର ଲୋକମାନଙ୍କର କଣ୍ଠସ୍ୱର ମଧ୍ୟ ସେ ଶୁଣିପାରୁଛି ।

Stanza – 3 (Lines 9 to 12)
Honey child, honey child, the world is full of pleasure.
Of bridal songs and cradle songs and sandal-scented leisure.
Your bridal robes are in the loom, silver, and saffron glowing,
Your bridal cakes are on the hearth: O whither are you going?

Gist: In the third stanza, the mother still tries to convince the daughter by telling her the pleasures of the worldly life. She tells her that family life is full of pleasure and happiness. She will lose herself in the songs of her marriage ceremony as well as in the soft sweet songs that she will sing for her baby in the cradle. She will also get a good time enjoying her life. Her marriage dress, which is in the loom, is dazzling with silver and saffron colors. Her bridal cakes are kept prepared on the hearth. In this arrangement, the mother dissuades her daughter from going to the wild forest.
ଅନୁବାଦ : ତୃତୀୟ ପଦରେ ମା’ ତଥାପି ଝିଅକୁ ପାର୍ଥିବ ଜୀବନର ଆନନ୍ଦ କଥା କହି ବୁଝାଇବାର ପ୍ରୟାସ କରିଛନ୍ତି । ସେ ତାକୁ ପାରିବାରିକ ଜୀବନ ସୁଖ ଓ ଆନନ୍ଦରେ ପରିପୂର୍ଣ୍ଣ ବୋଲି କହିଛନ୍ତି । ସେ ମଧ୍ୟ ବିବାହ ଉତ୍ସବର ସଙ୍ଗୀତ ତଥା ଦୋଳାରେ ଥ‌ିବା ତା’ର ଶିଶୁ ପାଇଁ ସେ ଯେଉଁ ସଙ୍ଗୀତ ଗାଇବ ସେଥ‌ିରେ ଆତ୍ମହରା ହୋଇପଡ଼ିବ । ସେ ମଧ୍ୟ ଜୀବନକୁ ଉପଭୋଗ କରିବାର ଆନନ୍ଦମୟ ସମୟ ପାଇପାରିବ । ତା’ ପାଇଁ ତିଆରି ହେଉଥ‌ିବା ବିବାହ ପୋଷାକ ରୂପେଲୀ ଓ କମଳା ହଳଦୀ ରଙ୍ଗରେ ଚକ୍ରଚକ୍‌ କରୁଛି । ତା’ର ବିବାହ ପିଠାଗୁଡ଼ିକ ରୋଷେଇ ଘରେ ପ୍ରସ୍ତୁତ ହୋଇ ରହିଛି । ଏପରି ପରିସ୍ଥିତିରେ ସେ ସେମାନଙ୍କୁ ଏବଂ ଜୀବନର ଆନନ୍ଦକୁ ଛାଡ଼ି କୁଆଡ଼େ ନ ଯିବା ଉଚିତ ।

Stanza – 4 (Lines 13 to 16)
The bridal songs and cradle songs have cadences of sorrow,
The laughter of the sun today, the wind of death tomorrow.
Far sweeter sound the forest notes where forest streams are falling;
O mother mine, I cannot stay, the fairy folk are calling.

Gist: In the final stanza the daughter says the truth of the real world. She explains that the bridal song and the cradle song will turn into a rhythm of sorrows one day. The happiness of today will be gone tomorrow leaving behind the mourning of death. But the world where she wishes to go is far sweeter than the worldly happiness where natural streams are flowing. At last, she tells her mother that she cannot stay at home and lead a married life as she is called by the fairy folk, in the forest.
ଅନୁବାଦ : ଶେଷ ପଦରେ ଝିଅଟି ସମସ୍ତ ସାଂସାରିକ ସୁଖକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛି ଏବଂ ପ୍ରକୃତିର ସଙ୍ଗୀତରେ ବାସ୍ତବ ସୁଖର ସନ୍ଧାନ ପାଇଛି । ସେ ତା’ର ମା’କୁ କହିଛି ଯେ ଯେଉଁ ବିବାହ ସଙ୍ଗୀତ ଏବଂ ନାନାବାୟା ଗୀତ କଥା ତା’ ମା’ତାକୁ କହୁଛନ୍ତି ତାହାସବୁ ଦୁଃଖର ଭାବନା ଯାହା ଜୀବନରେ ବାରମ୍ବାର ଆସିଥାଏ । ଆଜିର ଖୁସି ଆସନ୍ତା କାଲି ପାଇଁ ଦୁଃଖରେ ପରିଣତ ହୋଇଥାଏ । ତେଣୁ ପ୍ରାକୃତିକ ଝରଣାସବୁ ବହିଯାଉଥ‌ିବା ସ୍ଥାନରେ ଆନନ୍ଦଠାରୁ ବହୁଗୁଣରେ ମଧୁର । ପରିଶେଷରେ ସେ ତା’ର ମା’କୁ କହିଛି ଯେ ସେ ଘରେ ରହି ବିବାହିତ ଜୀବନ କଟାଇପାରିବ ନାହିଁ ଯେହେତୁ ଜଙ୍ଗଲରେ ପରୀ ରାଇଜର ଲୋକ ତାକୁ ଡାକୁଛନ୍ତି ।

About The Poet :
Sarojini Naidu (1879-1949) was a great Indian English poet of our country. She was popularly known as The Nightingale of India. She was not only a poet but also a freedom fighter (ସ୍ୱାଧୀନତା ସଂଗ୍ରାମୀ) who joined the freedom struggle led by Mahatma Gandhi. She was born in Hyderabad on February 13, 1879. She was the child of a prodigy. She became a prolific writer at a very young age of her life. But she gave up her literary career (ସାହିତ୍ୟିକ ବୃତ୍ତି) to join the freedom struggle. She was the first Indian woman to become the President of the Indian National Congress. She was also the first woman to become the Governor of a state i.e., Uttar Pradesh. But she is known to the readers more as a poet than a politician. The poem “Village Song” appeared in her book titled “The Golden Threshold”. Leading a very successful career of a poet and politician, she passed away in 1949.

About The Poem:
The poem ‘Village Song’ of Sarojini Naidu is a traditional folk poem in which the voice of a mother and a daughter are heard. The mother says to her daughter to wait for her bride-groom to arrive but the daughter does not want to marry. She wishes to run away to the forest and remain unmarried. The arguments of both mother and daughter on a rural social background are very simple, direct, and interesting.

Word Meaning/Glossary:

Honey child — The mother addresses the girl affectionately.
whither — where (କେଉଁଠାକୁ)
Whither are you going?
cast — throw forcefully (ବଳପୂର୍ବକ ଫିଙ୍ଗିଦେବା)
She cast her ornaments into a well.
jewels — decorative ornaments containing precious stones
breeze — wind (ପବନ)
blowing — ବାଜିବା
Monsoon is blowing from the South.
leave – ପରିତ୍ୟାଗ କରିବା
He is going to leave Purl forever.
golden grain — delicate dishes
He likes to eat golden grain.
fed — past participle form of feed
grieve — cause suffering or hurt someone
He grieves at his separation from his family.
riding forth — coming outside sitting on a horse (ଏକ ସ୍ଥାନ କୁ ଆସୁଛନ୍ତି )
He is riding forth to Pun to meet his friend.
wed — marry (ବିବାହ କରିବା )
She wants to wed a businessman.
Mother mine — ହେ ମୋର ମା’
wild forest — trees growing in natural conditions
A few can dare to enter a wild forest.
Champa — the name of a flower
I love the Champa flower.
boughs — branches (ଡାଳ)
Every tree, except a few, has boughs.
bud — କଳି/ କଢ଼
Children are like buds.
koil-haunted — the place which is frequently visited by koil or cuckoo ( କୋଇଲି ବାରମ୍ବାର ଆସୁଥ‌ିବା ସ୍ଥାନ)
Everybody loves to listen to the song of a Koil.
river-isles — river islands
lotus — a type of flower that grows in water
Lotus is our national flower.
lilies — A type of flower that grows in water
Lilies are beautiful to see.
glisten — to shine to shine (ଉଜ୍ଜଳ ଦେଖାଯିବା, ଚିକ୍‌କ୍ କରିବା)
He glistens in his new dress.
voices of fairy folk — the sweet music of the fairies (ପରୀମାନଙ୍କର ମଧୁର
A child hears the voices of the fairy folk at night.
voice — ସ୍ୱର
bridal-songs — marriage songs (ବିବାହ ସଙ୍ଗୀତ)
Bridal songs are sung during the marriage ceremony.
cradle-songs — lullaby/a soft gentle song sung to make a child go to sleep (ଲୋରି, ଶି ଶୁ କୁ ଖୁଆଇବା ପାଇଁ ମା’ ଗାଉଥ‌ିବା ଧୋବାଇଆ ଗୀତ)
Babies are fond of cradle songs.
sandal-scented leisure — to spend or enjoy a good time under the shade of sandal tree
bridal robes — costly wedding dresses(ମୂଲ୍ୟବାନ୍ ବା ଦାମିକା ବିବାହ ପରିଧାନ ବା ପୋଷାକ)
The girl is wearing a bridal robe.
She came to the altar in bridal robes.
loom — a machine for making cloth by twisting threads between other threads which go in a different direction ((ଲୁଗାବୁଣା କଳ ବା ତନ୍ତ))
Clothes are made in the loom.
saffron — a type of color (a bright orange-yellow color) (କମଳା ହଳଦୀ ମିଶ୍ରିତ ରଙ୍ଗ)
bridal cakes — cakes prepared for the bride for the occasion of the marriage ceremony
hearth — the floor or surround of a fire place (ଚୁଲି ଚାରିପଟେ ଥୁବା ସ୍ଥାନ)
Cooked food is kept in the hearth.
cadence — rhythm, pace (ଗୀତ/ଗତି)
sorrow — misery, sadness (ଦୁର୍ଦ୍ଦଶା/ଦୁଃଖ )
laughter of the sun — happiness, pleasure of living (ସୁଖ, ବଞ୍ଚିବାର ଆନନ୍ଦ)
wind of death — loss or sorrow (ମୃତ୍ୟୁଜନିତ କ୍ଷତି| ଦୁଃଖ)
forest notes — music of nature (ପ୍ରକୃତିର ସଂଗୀତ)
forest-stream — ଜଙ୍ଗଲୀ ଝରଣା
are falling — are blowing (ପ୍ରବାହିତ ହେଉଛି)
fairy-folk — the fairies (ପରୀ ମାନଙ୍କ)

BSE Odisha 10th Class English Detailed Text

• Chapter 1 All Things Bright and Beautiful
• Chapter 2 A letter to God
• Chapter 3 The Solitary Reaper
• Chapter 4 At the High School
• Chapter 5 Village Song
• Chapter 6 Festivals of North-East India
• Chapter 7 The Flower-School
• Chapter 8 Air Pollution: A Hidden Menace
• Chapter 9 From the Formalin Jar
• Chapter 10 School’s Goodbye

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 6 Home and Love Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 6 Home and Love

BSE Odisha 9th Class English Home and Love Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)

Question 1.
Which words are important in the first line of the poem?
(କବିତାଟିର ପ୍ରଥମ ଧାଡ଼ିରେ କେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ଗୁରୁତ୍ବପୂର୍ଣ ?)
Answer:
The words, ‘Home and Love’, are important in the first line of the poem.

Question 2.
Which two words are the sweetest, according to the poet?
(କେଉଁ ଦୁଇଟି ଶବ୍ଦ କବିଙ୍କ ମତରେ ସବୁଠାରୁ ମଧୁର ?)
Answer:
According to the poet, the two words, ‘Home and Love’ are the sweetest.

Question 3.
Do you think that the meanings of ‘Home’ and ‘Love’ are very wide and gracious? Discuss.
(ତୁମେ ଭାବୁଛ କି ‘ଘର’ ଏବଂ ‘ସ୍ନେହ’ର ଅର୍ଥ ବ୍ୟାପକ ଏବଂ ଆନନ୍ଦପ୍ରଦ ? ଆଲୋଚନା କର ।)
Answer:
Yes, the meanings of ‘Home’ and ‘Love’ are very wide and gracious. We live in our home. Home becomes a paradise (ସ୍ଵର୍ଗର ନନ୍ଦନକାନନ ) when everyone in the family possesses love and they reciprocate it in a tender manner. These two words are spoken everywhere and carry the spirit of joy and metaphor for the joy of living.

Question 4.
How many times does the poet repeat ‘Home and Love’?
(କବି କେତେଥର ‘Home and Love’କୁ ଦୋହରାଇଛନ୍ତି ?)
Answer:
The poet repeats ‘Home and Love’ seven times.

Question 5.
How does the sweetness of home link up with love?
(ଘରର ମଧୁରତା ସ୍ନେହ ସହିତ କିପରି ଜଡ଼ିତ ?)
Answer:
Love is the inner feeling in the heart of a man. It’s very tender. It appears in the heart of everyone in the family. It binds all in bliss and peace at home. So home is nothing but a paradise of peace and pleasure as the outcome of love. Thus the sweetness of home links up with love.

Question 6.
Love without home is ___________.
(ସ୍ନେହ ବିନା ଗୃହ — ।)
(a) agony (b) suffering (c) pain.
Answer:
(c) pain.

Question 7.
Can we separate Home and Love?
(ଆମେ ଘର ଏବଂ ସ୍ନେହକୁ ଅଲଗା କରିପାରିବା କି ?)
Answer:
No, we cannot separate Home and Love, because a Home without Love is bitterness, and Love without Home is often painful. These two words are closely related to each other.

Question 8.
When do you sing the whole day long?
(ତୁମେ କେତେବେଳେ ପୂରାଦିନଯାକ ଗାଅ ?)
Answer:
We sing the whole day long when we understand the significance of both the words Home and Love and occupy them to our heart’s content.

Question 9.
When angels talk in Heaven above What do they lack?
(ଯେତେବେଳେ ଉପରେ ସ୍ଵର୍ଗରେ ଥିବା ପରୀମାନେ କଥା ହୁଅନ୍ତି …. ସେମାନଙ୍କର କ’ଣ ଅଭାବ ଥାଏ ?)
Answer:
When angels talk in heaven above, they lack to find words sweeter than Home and Love.

F. Let’s Appreciate The Poem: (ଆସ କବିତାଟିକୁ ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
The poet compares home with love. Does he find one better than the other? Why/not?
(କବି ଘରକୁ ସ୍ନେହ ସହିତ ତୁଳନା କରନ୍ତି । ସେ କ’ଣ ଗୋଟିଏ ଅନ୍ୟଟି ଅପେକ୍ଷା ଉତ୍ତମ ବୋଲି ଭାବନ୍ତି ? କାହିଁକି/କାହିଁକି ନୁହେଁ ? )
Answer:
The poet compares home with love. No, he doesn’t find one better than the other. He cannot distinguish one better than the other as both seem equally important. Home and love are complementary to each other. A home without love is bitterness and love without a home is pain-giving.

Question 2.
What does the line ‘The wide and gracious range of speech’ convey?
( ‘The wide and gracious range of speech’ ଧାଡ଼ିଟି କ’ଣ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
‘The wide and gracious range of speech’ conveys that the feeling of love is very tender and its depth cannot be measured. Similarly, the degree of happiness and peace of home is pleasant and sweet.

Question 3.
Which ideas do the angels discuss in Heaven?
(କେଉଁ ଧାରଣା ବିଷୟରେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ ଆଲୋଚନା କରନ୍ତି ?)
Answer:
Angels discuss about the sweetness of home and love in Heaven.

Question 4.
Why does bitterness arise?
(କାହିଁକି ତିକ୍ତତା ଆସେ ?)
Answer:
Home becomes a place of peace and happiness if love is found in the heart of everyone at home. Love binds each member of the family. Bitterness (ତିକ୍ତତା) arises in the family when there is a home without love.

Question 5.
When does one have a winning position?
(କେତେବେଳେ ଜଣେ ବିଜୟୀର ସ୍ଥାନ ପାଏ ?)
Answer:
One has a winning position when he/she succeeds in getting both home and love together.

Question 6.
What are the three important words in the last two lines which convey the poet’s ideas?
(ଶେଷ ଦୁଇଧାଡ଼ିରେ କେଉଁ ତିନୋଟି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ଶବ୍ଦ ଅଛି ଯାହା କବିଙ୍କ ଅଭିପ୍ରାୟକୁ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
Sweet, Home and Love are the three important words in the last two lines which convey the poet’s ideas about how love exists in the Home.

Question 7.
What message does the poet have for those who have both home and love?
(ଯେଉଁମାନଙ୍କର ଉଭୟ ଘର ଏବଂ ପ୍ରେମ ଅଛି କବିଙ୍କର ସେମାନଙ୍କ ପାଇଁ କ’ଣ ସନ୍ଦେଶ ଅଛି ?)
Answer:
The poet sets a message (ସନ୍ଦେଶ ) for those who have both home and love that they will sing the glory of home and love that makes them happy for the whole day and make their song divine.

G. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)

Activity – 1 (କାର୍ଯ୍ୟ – ୧):
(a) Read the poem aloud. Then read it silently over and over again and remember the lines.
(କବିତାଟିକୁ ବଡ଼ ପାଟିରେ ପଢ଼ । ତା’ପରେ ନୀରବରେ ବାରମ୍ବାର ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ଧାଡ଼ିକୁ ମନେରଖ ।)

(b) Given below are a few lines from the second stanza of the poem. But some words are missing there. Supply the missing words without looking at the stanza.
(ନିମ୍ନରେ କବିତାର ଦ୍ବିତୀୟ ପଦର କିଛି ଧାଡ଼ି ଦିଆଯାଇଛି । କିନ୍ତୁ ସେଥ‌ିରେ କିଛି ଶବ୍ଦ ଛାଡ଼ ଅଛି । ପଦକୁ ନ ଦେଖ୍ ସେହି ଛାଡ଼ିଥ‌ିବା ଶବ୍ଦ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Home without love is _____________.
Love without Home is often _____________.
Somehow they travel _____________.
Answer:
Home wihout love is bitteress.
Love without Home is often pain.
Somehow they travel hand and glove.

Activity — 2 (କାର୍ଯ୍ୟ – ୨):
Fill in the blanks with suitable words or phrases given below.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉପଯୁକ୍ତ ଶବ୍ଦ କିମ୍ବା ଫ୍ରେଜ୍ ମାଧ୍ୟମରେ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(a) _________ is a place where angels talk.
(b) Love can seldom exist without _______________.
(c) Home and Love are sweet because they contain __________________.

(home, the wide and gracious range of speech, heaven)

Answer: (ଉତ୍ତର)
(a) Heaven is a place where angels talk.
(b) Love can seldom exist without a home.
(c) Home and Love are sweet because they contain a wide and gracious range of speech.

Activity —3 (କାର୍ଯ୍ୟ – ୩):
Home is more important than love. Do you agree or disagree with the statement? Form two groups. Select your leader for each group. The first group will give arguments to show that the statement is true. The second group will argue that the statement is false. Cooperate with each other and note down all the useful points that can be made to support your point of view.
(ସ୍ନେହ ଅପେକ୍ଷା ଘର ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ତୁମେ ଏହି ମତ ସହିତ ସମ୍ମତ ବା ଅସମ୍ମତ ? ଦୁଇଟି ଦଳ ଗଠନ କର । ପ୍ରତି ଦଳ ପାଇଁ ତୁମର ଦଳପତିଙ୍କୁ ବାଛ । ପ୍ରଥମ ଦଳ ଏହି ଉକ୍ତିଟି ଠିକ୍ ବୋଲି ଯୁକ୍ତି ଦର୍ଶାଇବେ । ଦ୍ବିତୀୟ ଦଳ ଉକ୍ତିଟି ଭୁଲ୍ ବୋଲି ତର୍କ କରିବେ ! ପରସ୍ପରକୁ ସହଯୋଗ କର ଏବଂ ଦରକାରୀ ପଏଣ୍ଟଗୁଡ଼ିକ ଯାହା ତୁମ ମତାମତକୁ ସମର୍ଥନ କରୁଛି ତାକୁ ଟିପି ରଖ ।)

Answer:
My point of view is that both contain such a sense of affinity par excellence that it is hard to guess which one is the best. One feels bitter at home without love and pain without love. A home without love is bitterness and love without a home is often pain. Both travel close to each other. If a man wins one of them, he must gain both home and love. If a man possesses both, he can spend his days happily.

H. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)
“A short description”(‘ଏକ ସଂକ୍ଷିପ୍ତ ବର୍ଣ୍ଣନା ’’)
Use the following words and expressions to describe a happy home:
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଗୋଟିଏ ସୁଖୀ ଘର (a happy home)ର ବର୍ଣ୍ଣନା କର ।)
Sweetness, Parents and relations, happy memories, friends, childhood games and sports, love and affection.

Answer: (ଉତ୍ତର)
 A HAPPY HOME.
A home is a place where a particular family lives. It is the sweetest place where one enjoys pleasure in life. Its sweetness attracts people to live together. A happy home is a place where a family lives with the warmest love and šweet memories. So it is rightly said ‘there is no place like home. Here the children are nourished by their parents. Childhood is spent safely and happily with much affection from the parents. All children of the family are like friends. Various games and sports are played as encouragement in the family. All the family members are tied in the warmest love and affection. A home is just like a paradise on earth. It is well said ”East or West, Home is the best”.

BSE Odisha 9th Class English Home and Love Important Questions and Answers

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

Question 1.
Which two words are the sweetest, according to the poet?
Answer:
According to the poet, the two words Home and Love are the sweetest.

Question 2.
What do Home and Love convey?
Answer:
Home and Love convey a wide and gracious range of speech.

Question 3.
Where do the angels live?
Answer:
The angels live in Heaven.

Question 4.
What, according to the poet, is hard to guess?
Answer:
According to the poet, it is very hard to guess between Home and Love.

Question 5.
How do bitterness and pain arise?
Answer:
Home becomes a place of happiness if love prevails. If love is withdrawn bitterness arises.

Question 6.
Which two things travel hand and glove?
Answer:
Home and Love travel hand and glove.

Question 7.
How do you sing the whole day long?
Answer:
We sing the whole day long when we understand the significance of both the words, Home and Love, and occupy them.

Question 8.
When does one have a winning position?
Answer:
One has a winning position when he/ she succeeds in getting home and love together.

Question 9.
How can you make your song divine?
Answer:
You can make your song divine if you possess both home and love and sing the whole day long.

Question 10.
What does the poet praisefully repeat?
Answer:
The poet praisefully repeats that the angels do not find substitutes for simple and sweet words like home and love when they talk in Heaven.

Answer The Followings In A Word Or A Phrase.

Question 1.
What does the poet praisefully repeat?
Answer:
The angels do not find substitutes for the sweetest words like home and love.

Question 2.
What are the three important words described in the poem “Home and Love”?
Answer:
Heaven, home, love.

Question 3.
What do Home and Love convey?
Answer:
A wide and gracious range of speech.

Question 4.
Which two words are sweetest, according to the poet, R.W. Service?
Answer:
Home and love.

Question 5.
Where do the angels talk?
Answer:
In heaven

Question 6.
Can we separate Home and Love?
Answer:
No

Fill In The Blanks.

1. Love without a home is _____________.
Answer:
pain

2. “Gentle and caring feeling” is _____________.
Answer:
tenderly

3. Love cannot exist without _____________.
Answer:
home

4. Home and Love travel _____________.
Answer:
hand and glove

5. ‘Hand and glove” means _____________.
Answer:
close to each other

6. In the poem the word ‘heaven’ means _____________.
Answer:
abode of God

7. One who is acting as God’s messenger is an _____________.
Answer:
angel

8. According to the poet, the two words “Home and Love” are really _____________.
Answer:
valuable

9. One can sing the whole day long if he possesses both _____________.
Answer:
home and love

10. “And so I praisefully repeat”. Here ‘praisefully’ means _____________.
Answer:
admirably

11. “It doesn’t matter” means _____________.
Answer:
It carries no importance

12. If you have both. Here ‘both’ means _____________.
Answer:
Home and Love

13. We love home because it is _____________.
Answer:
peace

14. Home becomes a paradise if their _____________ is in the heart of everybody.
Answer:
love

15. Home and Love are sweet because they contain a wide and gracious range of _____________.
Answer:
speech

Multiple Choice Questions With Answers.

Question 1.
There is a word in the poem that means ‘admirably’. Find it out.
(A) Admire
(B) Admiration
(C) Admirable
(D) Praisefully
Answer:
(D) Praisefully

Question 2.
Find out the word in the poem, which means ‘pleasant and sweet’.
(A) gracious
(B) sweetness
(C) pleasurable
(D) kindness
Answer:
(A) gracious

Question 3.
There is a word in the poem whose meaning is, “One who is acting as God’s messenger.” Find it out.
(A) ghost
(B) witch
(C) spirit
(D) angel
Answer:
(D) angel

Question 4.
There is a word in the poem which means impossible’. Find it out.
(A) perhaps
(B) possibly
(C) uncertain
(D) hard
Answer:
(D) hard

Question 5.
According to the poet, the two words “Home and Love” are really _____________.
(A) less important
(B) valuable
(C) sweetest
(D) rare
Answer:
(B) valuable

Question 6.
In the poem, the poet has used “Home and Love” _____________.
(A) once
(B) twice
(C) thrice
(D) five times
Answer:
(D) five times

Question 7.
Love without a home is _____________.
(A) sorrowful
(B) suffering
(C) pain
(D) joyful
Answer:
(C) pain

Question 8.
When there is Home without Love there arises _____________.
(A) hatred
(B) family problem
(C) homeless
(D) bitterness
Answer:
(D) bitterness

Question 9.
Angels talk in _____________.
(A) sky
(B) space
(C) heaven
(D) earth
Answer:
(C) heaven

Question 10.
Love cannot exist without _____________.
(A) family
(B) lover
(C) friend
(D) home
Answer:
(D) home

Question 11.
Can we separate Home and Love?
(A) Yes
(B) No
(C) In some cases
(D) In certain cases
Answer:
(B) No

Question 12.
“Gentle and caring feeling” is _____________.
(A) happy
(B) bitterness
(C) tenderly
(D) pain
Answer:
(C) tenderly

Question 13.
Home and Love travel _____________.
(A) fast
(B) silently
(C) hand and glove
(D) to the heaven
Answer:
(C) hand and glove

Question 14.
We love home because it is _____________.
(A) peace
(B) affection
(C) mother
(D) hatred
Answer:
(A) peace

Home and Love Summary in English

Lead-In:
We all love our home as we live here together in the family and grow up in life. We also wish to come back home when we feel tired outside. We also return home from our daily work. It is because it attracts us and we get pleasure at home. So we love our home and live here. God has endowed in the heart of a man tender feeling to win the heart of others. It is the greatest quality which is called love. Reciprocation of love with one another in the family brings happiness and peace at home. Love makes an excellent complement to home. So we grow with our mother’s love and father’s care at home. This is the theme of the poem.

Notes:
endowed – ଭରିଛନ୍ତି
tender feeling – କୋମଳ ଭାବନା,
complement – ଅନୁପୂରକ,
reciprocation – ଆଦାନପ୍ରଦାନ,
attract – ଆକର୍ଷିତ କରିବା

ଲିଡ୍ ଇନ୍:
ଆମେ ସମସ୍ତେ ଆମ ଘରକୁ ଭଲ ପାଉ କାରଣ ଆମେ ଏଠାରେ ଏକତ୍ର ପରିବାରରେ ବାସ କରୁ ଏବଂ ଆମ ଜୀବନରେ ଆଗକୁ ଯାଉ । ଯେତେବେଳେ ଆମେ ବାହାରେ କ୍ଳାନ୍ତି ଅନୁଭବ କରୁ ସେତେବେଳେ ଆମେ ସମସ୍ତେ ଘରକୁ ଫେରି ଆସିବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରୁ । ଆମେ ମଧ୍ୟ ଆମର ଦୈନନ୍ଦିନ କାର୍ଯ୍ୟରୁ ଘରକୁ ଫେରିଥାଉ । ଏହାର କାରଣ ଏହା ଆମକୁ ଆକର୍ଷିତ କରେ ଓ ଆମେ ଘରେ ହିଁ ଆନନ୍ଦ ପାଉ । ତେଣୁ ଆମେ ଘରକୁ ଭଲ ପାଉ ଓ ସେଠାରେ ବାସ କରୁ । ଅନ୍ୟମାନଙ୍କର ହୃଦୟକୁ ଜୟ କରିବାକୁ ଈଶ୍ବର ମଣିଷ ହୃଦୟରେ ସରଳ ସହାନୁଭୂତି ଭରି ଦେଇଛନ୍ତି । ଏହା ହେଉଛି ସର୍ବୋତ୍ତମ ଗୁଣ ଯାହାକୁ ସ୍ନେହ (Love) କୁହନ୍ତି । ପରିବାର ମଧ୍ୟରୁ ଜଣକର ଅନ୍ୟ ଜଣେ ସଦସ୍ୟ ସହିତ ସ୍ନେହ ବା ଶ୍ରଦ୍ଧାର ଆଦାନପ୍ରଦାନ ଘରେ ସୁଖ ଓ ଶାନ୍ତି ଆଣି ଦେଇଥାଏ । ସ୍ନେହ ଘରକୁ ଅତି ସୁନ୍ଦର ଓ ଅନୁପମ କରିଥାଏ । ଏଣୁ ଆମେ ମାଆର ସ୍ନେହ ଓ ବାପାଙ୍କ ଯତ୍ନରେ ଘରେ ବଢ଼ିଥାଉ । ଏହା ହେଉଛି କବିତାର ସାରମର୍ମ ।

Summary:
Really home and love are two small words and they consist of four letters. They convey a wide and gracious range of speech. They are so pleased that they express inner emotions of attachment to others. These two words are very loving and gentle to hear and feel. So they are tenderly complete with their sweet attribute. Hence the innate sweetness and tender attributes are not found in all other words than home and love. It is sure that the angels do not have words sweeter than home and love when they talk in heaven. The poet deeply thinks that these two words, home, and love, contain a such sense of affinity par excellence that it is hard to guess how to distinguish the best between them. His sense? of deliberation rolls up at a decision that one feels bitter at home without love and pines for love without a home. Love binds all the members of the family to peace and happiness. If a man having love in heart cannot consign it to anybody or kins, he decidedly suffers pain. He again thinks that out of these two, one alone is seldom seen, as they travel hand and glove. If a man wins one of them, he must gain both home and love. The poet is sure that when a man possesses both home and love up to his satisfaction he spends the whole day in the pursuit of pleasure. It doesn’t matter if he is poor. He can be a blithe spirit with these two words to make his bliss the result of the action of God or Goddess. Ultimately he repeats laudably that the angels do not find a substitute for such simple sweet words of hope and love when they talk in heaven.

Notes:
convey – ବହନ କରିବା,
gracious – ଉଦାର,
pleasant – ମଧୁର, / ଆନନ୍ଦପ୍ରଦ,
inner emotion – ଅନ୍ତରର ଭାବନା,
attachment – ବନ୍ଧନ,
tenderly – କୋମଳ ଭାବେ
innate – ସ୍ବାଭାବିକ,
sweetness – ମଧୁରତା,
attribute – ଗୁଣ,
affinity – ରକ୍ତସମ୍ବନ୍ଧ,
par excellence – ଶ୍ରେଷ୍ଠତା ସଙ୍ଗେ ସମାନ,
guess – ଅନୁମାନ କରିବା,
distinguish – ପ୍ରଭେଦ ଜାଣିବା
deliberation – ଗଭୀର ଚିନ୍ତନ
decision – ସିଦ୍ଧାନ୍ତ
bitter – ତିକ୍ତ,
consign – ଅର୍ପଣ କରିବା,
possesses – ଧରି ରଖୁଛି,
satisfaction – ସନ୍ତୋଷ
pursuit – ପାଇବାକୁ ଚେଷ୍ଟା,
ultimately – ଶେଷରେ
blithe – ପ୍ରଫୁଲ୍ଲ ଭାବେ,
laudably – ପୁଂଶସାପୂର୍ଣ ଭାବେ,
angel – ଦେବଦୂତ,
substitute – ବିକଳ୍ପ /ବଦଳରେ,
heaven – ସ୍ୱର୍ଗ

ସାରାଂଶ:
Home ଓ Love ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ମାତ୍ର ଏହି ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ ମଧ୍ଯରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ପରିପ୍ରକାଶର ସୁଲଳିତ ପୂର୍ଣ୍ଣତା ଭରି ରହିଛି ତାହା ଅନ୍ୟତ୍ର ଦୁର୍ଲଭ । ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହେଉଥିବାବେଳେ ଏହି ଦୁଇଟି home (ଘର) ଓ love (ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା) ଭଳି ଖୁବ୍ ମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପରିକଳ୍ପନା କରିପାରି ନାହାନ୍ତି ।
ଏହି ଶବ୍ଦ ଦୁଇଟିର ଭାବ ଏଭଳି ପରିପୂରକ, ସାପେକ୍ଷ ତଥା କୋମଳ ଓ ହୃଦୟସ୍ପର୍ଶୀ ଯେ ଏମାନଙ୍କ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା କଷ୍ଟକର । ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧା ବିନା ଘର ଚାରିକାନ୍ଥରେ ଆବଦ୍ଧ ଏକ ବିରାଟ ଶୂନ୍ୟତା, ବିରକ୍ତି ଓ କ୍ରୋଧ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ମଧ୍ୟ ବିଚ୍ଛେଦର ଯନ୍ତ୍ରଣା । ପ୍ରତ୍ୟେକ (Home and Love) କ୍ଵଚିତ୍ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ପରସ୍ପର ନିକଟତର । ଯଦି କେହି ଜଣେ ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ସେ ଆପେ ଆପେ ପ୍ରାପ୍ତ ହୁଏ ।
ଯଦି କେହି ଜଣେ ଏହି ଉଭୟ ଦୁଇଟିକୁ ଉପଲବ୍‌ଧ୍ କରେ ତା’ର ସାରା ଦିନଟି ଆନନ୍ଦ ବାତାବରଣରେ କଟିଯାଏ । ଗରିବଟିଏ ହେଲେ ବି ଫରକ କିଛି ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ବ୍ୟକ୍ତି ତା’ର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ଶେଷରେ କବି ପ୍ରଶଂସା ଗାନ କରି ପୁନରାବୃତ୍ତି କରନ୍ତି ଯେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

The Text: (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis:

Stanza – 1
Just Home and Love ! the words are small .
Four little letters unto each;
And yet you will not find in all
The wide and gracious range of speech
Two more so tenderly complete :
When angels talk in Heaven above,
I’m sure they have no words more sweet
Than Hone and Love.
ଅନୁବାଦ :
Home ଓ Love (ଘର ଓ ସ୍ନେହ) ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଭିତରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ନିହିତ ଅଛି, ତାହା ତୁମେ ଅନ୍ୟତ୍ର ପାଇବ ନାହିଁ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଖୁବ୍ ସରଳ ଓ ଭାବଉଦ୍ରେକକାରୀ । ଯେତେବେଳେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହୁଅନ୍ତି, ମୁଁ ନିଶ୍ଚିତ ଯେ ସେମାନେ ଏହି ଦୁଇଟି ମଧୁର ଶବ୍ଦ Home ଓ Love (ଘର ଓ ସ୍ନେହ)ର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

Stanza – 2
Just Home and Love! It’s hard to guess
Which of the two were best to gain;
Home without Love is bitterness;
Love without Home is often pain.
No ! each alone will seldom do;
Somehow they travel hand and glove:
If you win one you must have two,
Both Home and Love.
ଅନୁବାଦ :
କେବଳ ଘର ଓ ସ୍ନେହ । ଏହି ଦୁଇଟି ଶବ୍ଦ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା ବଡ଼ କଷ୍ଟକର । ସ୍ନେହ ବିନା ଘର ବିରକ୍ତିକର, ତିକ୍ତ ଓ ବେଦନାଦାୟକ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ଯନ୍ତ୍ରଣାଦାୟକ । ପ୍ରତ୍ୟେକ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ନିକଟତର । ଯଦି କେହି ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ଆପଣାଛାଏଁ ମିଳିଯାଏ ।

Stanza – 3
And if you’ve both, well then I’m sure
You ought to sing the whole day long;
It doesn’t matter if you ‘re poor
With these to make divine your song.
And so I praisefully repeat,
When angels talk in Heaven above,
There are no words more simply sweet
Than Home and Love.
ଅନୁବାଦ :
ଯଦି ତୁମେ ଉଭୟକୁ ପାଇଯାଅ, ତାହାହେଲେ ଖୁବ୍ ଉତ୍ତମ ଏବଂ ମୁଁ ନିଶ୍ଚିତ ଯେ ତୁମର ସାରା ଦିନ ଆନନ୍ଦରେ କଟିଯିବ । ଯଦିଓ ତୁମେ ଗରିବ ହୋଇଥବ ତେବେ କିଛି ବି ଫରକ ପଡ଼ିବ ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ତୁମେ ତୁମର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ସ୍ବର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଶବ୍ଦ ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

About The Poet:
Robert William Service (1874-1958) was bom in Preston, England, on 16 January 1874. His father was a banker and the poet became a banker too, at the age of 15. In 1896 he emigrated to Canada and then to California. Some years later while living in Yukon he was inspired to compose poems. His first book of poems is ‘Songs of a Sourdough’. It was published in 1908. The poem ‘Home and Love’ is extracted from a collection called “Rhymes of Rolling Stone”. During his lifetime he published four collections of poetry.

Notes :
banker – ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ,
emigrated – ଦେଶାନ୍ତର ହେଲେ,
inspired – ଉତ୍ସାହିତ ହେଲେ,
compose – ରଚନା କରିବା,
extracted – ଉଦ୍ଧୃତ,
collections – ସଂଗ୍ରହ/ସଂକଳନ,
published – ପ୍ରକାଶ କରିଥିଲେ

କବିଙ୍କ ସମ୍ପର୍କରେ :
ରବର୍ଟ ଉଇଲିୟମ୍ ସର୍ଭିସ୍‌ (୧୮୭୪-୧୯୫୮) ୧୮୭୪ ମସିହା ଜାନୁୟାରୀ ୧୬ ତାରିଖରେ ଇଂଲଣ୍ଡର ଫ୍ରେଷ୍ଟନରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କ ପିତା ଜଣେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ ଥିଲେ ଏବଂ କବି ମଧ୍ଯ ୧୫ ବର୍ଷ ବୟସରେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟ ଆରମ୍ଭ କଲେ । ୧୮୯୬ ମସିହାରେ ସେ କାନାଡ଼ାକୁ ଓ ପରେ କାଲିଫର୍ଣ୍ଣିଆକୁ ଗଲେ । କିଛି ବର୍ଷ ପରେ ୟୁକନରେ ରହୁଥ‌ିବାବେଳେ ସେ କବିତା ରଚନା କରିବାକୁ ପ୍ରେରଣା ପାଇଲେ । ‘Songs of a Sourdongh’ ହେଉଛି ତାଙ୍କର ପ୍ରଥମ କବିତା ପୁସ୍ତକ । ଏହା ୧୯୦୮ରେ ପ୍ରକାଶିତ ହେଲା । ‘Home and Love’ କବିତାଟି “Rhymes of Rolling Stone” ଉଦ୍ଧୃତ । ତାଙ୍କ ଜୀବନକାଳ ମଧ୍ୟରେ ସେ ଚାରୋଟି କବିତା ସଂକଳନ ପ୍ରକାଶ କରିଥିଲେ ।

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

gracious — pleasant and sweet — ଆନନ୍ଦଦାୟକ ଓ ମଧୁର / ମଧୁର ଓ ମନୋରମ
All this gracious living isn’t for me; I prefer a simple life.
tenderly — gentle and caring feeling
Home and Love are tenderly complete with their sweet attribute.
guess — apprehend that something is true – ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
bitterness — feeling of angry and resentful — ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
I don’t prefer to show my bitterness in my family.
hard — impossible — ଅସମ୍ଭବ
It is hard to believe his story.
seldom — hardly/rarely — କ୍ୱଚିତ୍
He seldom eats his breakfast.
hand and glove — close to each other — ପରସ୍ପରର ନିକଟତର |
Kindness and forgiveness go hand and glove.
ought to sing — should sing — ଗାଇବା ଉଚିତ
home — place of living — ବାସସ୍ଥାନ
love — a deep feeling of affection — ପ୍ରେମ
unto — towards — ଆଡକୁ
pain — the unpleasant mental or physical feeling — ଯନ୍ତ୍ରଣା
travel — move from one place to another
complete — finish, end — ଶେଷ
often — always — ସର୍ବଦା
repeat — say or speak more than once
It does not matter — It has nothing to do with / it carries no importance
You will get the job; it does not matter whether you have qualified in the written test or not.
divine — result from the action of God or  Goddess — ଐଶ୍ୱରିକ। ଆନନ୍ଦଦାୟକ,
Sympathy is a divine quality.
praisefully— with praise — ପ୍ରଶଂସାର ସହ
Heaven — celesty, abode of God — ସ୍ୱର୍ଗ, ଭଗବାନଙ୍କ ବାସସ୍ଥଳୀ
simply — evidently, obviously — ବି ନା ସନ୍ଦେହରେ, ସ୍ପଷ୍ଟ ଭାବରେ
India is simply the best ODI cricket team in the world.
angels — one of the spiritual beings that some people believe, live with God in heaven and act as God’s messengers. The angels act as God’s messengers.

Odisha State Board CHSE Odisha Class 11 Math Solutions Chapter 6 Complex Numbers and Quadratic Equations Ex 6(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 6 Complex Numbers and Quadratic Equations Exercise 6(a)

Question 1.
Multiply (2√-3 + 3√-2) by (4√-3 – 5√-2)
Solution:
(2√-3 + 3√-2) by (4√-3 – 5√-2)
= (2√3i + 3√2i) (4√3i – 5√2i)
= i² (2√3 + 3√2) (4√3 – 5√2)
= – 1(24 – 10√6 + 12√6 – 30)
= – 1(- 6 + 2√6) = 6 – 2√6

Question 2.
Multiply (3√-7 – 5√-2) (3√-2 + 5√-2)
Solution:
(3√-7 – 5√-2) (3√-2 + 5√-2)
= (3√7i – 5√-2i) (3√2i + 5√2i)
= i² (3√7- 5√2) (3√2 + 5√2)
= (- 1)8√2(3√7 – 5√2 )
= – 24√14 + 80

Question 3.
Multiply (√-1 +√-1) (a – b√-1)
Solution:
(√-1 +√-1) (a – b√-1)
= (i + i) (a – bi) = 2i(a – bi)
= 2ai – 2bi² = 2ai + 2b

Question 4.
Multiply (x – \(\frac{1+\sqrt{-3}}{2}\)) (x – \(\frac{1-\sqrt{3}}{2}\))
Solution:
(x – \(\frac{1+\sqrt{-3}}{2}\)) (x – \(\frac{1-\sqrt{3}}{2}\))
= (x + \(\frac{-1-i \sqrt{3}}{2}\)) (x + \(\frac{-1+i \sqrt{3}}{2}\))
= (x + ω) (x + ω²) = x² + ω²x + ωx + ω³
= x² + x (ω ² + ω) + 1 = x² –  x + 1

Question 5.
Express with rational denominator. \(\frac{1}{3-\sqrt{-2}}\)
Solution:
\(\begin{aligned}
& \frac{1}{3-\sqrt{-2}}=\frac{1}{3-\sqrt{2} \mathrm{i}}=\frac{3+\sqrt{2} \mathrm{i}}{(3-\sqrt{2} \mathrm{i})(3+\sqrt{2} \mathrm{i})} \\
& =\frac{3+\sqrt{2} \mathrm{i}}{9-2 \mathrm{i}^2}=\frac{3+\sqrt{2} \mathrm{i}}{9+2}=\frac{3+\mathrm{i} \sqrt{2}}{11}
\end{aligned}\)

Question 6.
\(\frac{3 \sqrt{-2}+2(-5)}{3 \sqrt{-2}-2 \sqrt{-2}}\)
Solution:

Question 7.
\(\frac{3+2 \sqrt{-1}}{2-5 \sqrt{-1}}+\frac{3-2 \sqrt{-1}}{2+5 \sqrt{-1}}\)
Solution:

Question 8.
\(\frac{a+x \sqrt{-1}}{a-x \sqrt{-1}}-\frac{a-x \sqrt{-1}}{a+x \sqrt{-1}}\)
Solution:

Question 9.
\(\frac{(x+\sqrt{-1})^2}{x-\sqrt{-1}}-\frac{\left(x-\sqrt{-1^2}\right)}{x+\sqrt{-1}}\)
Solution:

Question 10.
\(\frac{(a+\sqrt{-1})^3-(a-\sqrt{-1})^3}{(a+\sqrt{-1})^2-(a-\sqrt{-1})^2}\)
Solution:

Question 11.
Find the value of (- i)⁴ⁿ⁺³; when n is positive.
Solution:
(- i)⁴ⁿ⁺³
= (-i⁴ⁿ) (-i)³ = 1(- i³) = – (-i) = i

Question 12.
Find the square root of (a + 40i) + \(\sqrt{9-40 \sqrt{-i}}\)
Solution:

Question 13.
Express in the form of a + ib:
(i) \(\frac{3+5 i}{2-3 i}\)
Solution:

(ii) \(\frac{\sqrt{3}-i \sqrt{2}}{2 \sqrt{3}-i \sqrt{3}}\)
Solution

(iii) \(\frac{(\mathrm{I}+\mathrm{i})^2}{3-\mathrm{i}}\)
Solution:

(iv) \(\frac{(a+i b)^3}{a-i b}-\frac{(a-i b)^3}{a+i b}\)
Solution:

(v) \(\frac{1+i}{1-i}\)
Solution:
\(\frac{1+i}{1-i}\) = \(\frac{(1+i)^2}{2}=\frac{1-1+2 i}{2}\)
= i = 0 + i

Question 14.
Express the following points geometrically in the Argand plane.
(i) 1
Solution:
1 = 1 + i0 = (1, 0)

(ii) 3i
Solution:
3i = 0 + 3i = (0, 3)

(iii) – 2
Solution:
– 2 = – 2 + i0 = (- 2, 0)

(iv) 3 + 2i
Solution:
3 + 2i = (3, 2)

(v) – 3 + i
Solution:
– 3 + i = (- 3, 1)

(vi) 1-i
Solution:
1 – i = (1, – 1)

Question 15.
Show that the following numbers are equidistant from the origin:
√2 +i, 1 + i√2, i√3
Solution:
|√2 + i| = \(\sqrt{(\sqrt{2})^2+1^2}\) = √3
|1 + i√2| = \(\sqrt{1^2+(\sqrt{2})^2}\) = √3
and |i√3| = √3
∴ The points are equidistant from the origin.

Question 16.
Express each of the above complex numbers in the polar form.
Solution:

Question 17.
If 1, ω, ω² are the three cube roots of unity, prove that (1 + ω²)⁴ = ω
Solution:
L.H.S. = (1 + ω²)⁴ = (- ω)⁴ = ω⁴
= ω³ .ω = 1. ω = ω
= R.H.S. (Proved)

Question 18.
(1 – ω+ ω² ) (1 + ω – ω² ) = 4
Solution:
L.H.S. = (1 – ω+ ω² ) (1 + ω – ω² )
= (- ω – ω )(- ω² – ω² ) (∴ 1 + ω + ω² = 0)
= (- 2ω² – 2ω²) = 4ω³ = 4 = R.H.S.

Question 19.
(1 – ω) (1 – ω)² (1 – ω⁴) (1 – ω⁵) = 9
Solution:
L.H.S. =
(1 – ω) (1 – ω)² (1 – ω⁴) (1 – ω⁵)
= (1 – ω) (1 – ω²) (1 – ω) (1 – ω²)
= (1 – ω)² (1 – ω²)²
= {(1 – ω) (1 – ω²)}²
= (1 – ω² – ω + ω³)²
= {3 – (ω² + ω + 1)}²
= (3)² = 9 = R.H.S.

Question 20.
(2 + 5ω + 2ω² )⁶ = (2 + 2ω + 5ω² )⁶ =729
Solution:
L.H.S. = (2 + 5ω + 2ω² )⁶
(2 + 2ω² + 5ω)⁶ = {2(1 + ω² ) + 5ω}⁶
(- 2ω + 5ω)⁶ = (3ω)⁶ = 729ω⁶ = 729
Again, (2 + 2ω + 5ω² )⁶
= {2(1 + ω) + 5ω² )⁶
= (- 2ω² + 5ω² )⁶ = (3ω²)⁶
= 729ω¹² =729
∴ (2 + 5ω + 2ω² )⁶ = (2 + 2ω + 5ω² )⁶ =729

Question 21.
(1 – ω + ω² ) (1 – ω² + ω⁴) (1 – ω⁴ +ω²)  ….to 2n factors = 2²ⁿ
Solution:
L.H.S. = (1 – ω + ω² ) (1 – ω² + ω⁴) (1 – ω⁴ +ω²)  ….to 2n factors = 2²ⁿ
= (- ω – ω) (1 – ω² + ω) (1 – ω + ω² )  ….to 2n factors = 2²ⁿ
= (- 2ω) (- ω² – ω² ) (- ω – ω)  ….to 2n factors = 2²ⁿ
= [(- 2ω)(- 2ω) … to n factors] × [(- 2ω²)(- 2ω²) …. to n factors]
= (- 2ω)ⁿ × (- 2ω²)ⁿ = (4ω³)ⁿ = 4ⁿ = 2²ⁿ
R.H.S. (Proved)

Question 22.
Prove that x³ + y³ + z³– 3xyz
= (x + y + z) (x + ωy + ω²z) (x + yω² + zω)
Solution:
R.H.S. = (x + y + z) (x + ωy + ω²z) (x + yω² + zω)
= (x + y + z) (x + xyω² + zxω + xyω + y²ω³+ yz ω2 + zxω² + yzω⁴ + z²ω³)
= (x + y + z) [x² + y² + z² + xy (ω² + ω) +yz (ω² + ω) + zx(ω² + ω)]
= (x + y + z) (x² + y² + z² – xy – yz – zx)
= x³ + y³ + z³ – 3xyz = L.H.S. (Proved)

Question 23.
If x = a + b, y = aω + b ω², z = aω² + bω show that
(1) xyz = a³ + b³
Solution:
L.H.S. = xyz
= (a + b) (a ω + b ω²) (a ω² + b ω)
= (a + b) (a² ω³ + ab ω² + ab ω⁴ + b² ω³)
= (a + b) {a² + b² + ab(ω² + ω)}
= (a + b) (a² – ab + b²) = a³ + b³ = R.H.S. (Proved)

(2) x² + y² + z² = 6ab
Solution:
L.H.S. = x² + y² + z²
= (a + b)² + (a ω + b ω²)² (a ω² + b ω)²
= a² + b² + 2ab + a² ω² + b² ω⁴ + 2ab ω³ + a² ω⁴ + b² ω² + 2ab ω³
= a² + a² ω² + a² ω + b² + b² ω + b² ω² + 2ab + 2ab + 2ab
= a²(1 + ω² + ω) + b² (1 + ω + ω²) + 6ab
= 0 + 0 + 6ab = 6ab = R.H.S. (Proved)

(3) x³ + y³ + z³ = 3(a³ + b³)
Solution:
L.H.S. = x³ + y³ + z³
= (a + b)³ + (a ω + b ω²)³ + (aω² + b²)³
= a³ + 3a²b + 3ab² + b³ + a³ ω³ + 3a²b² bω² + 3a ωb² ω⁴ + b³ ω⁶ + a³ ω⁶ + 3a² ω⁴bω + 3a ω²b² ω² + b³ ω³
= a³ + a³ + a³ + b³ + b³ + b³ + 3a²b(1 + ω⁴ + ω⁵) + 3ab² (1 + ω⁵ + ω⁴)
= 3a³ + 3b³ + 0 + 0 = 3 (a³ + b³) = R.H.S. (Proved)

Question 24.
If ax + by + cz = X, cx + by + az = Y, bx + ay + cz = Z
show that (a² + b² + c² – ab – bc- ca) (x² +y² + z² – xy – yz – zx) = X² + Y² + Z² – YZ – ZX – XY
Solution:
L.H.S.
= (a² + b² + c² – ab – bc – ca) (x² + y² + z² – xy – yz – zx)
= (a + b ω + cω²) (a + bω² + cω) (x + yω + zω)² (x + yω² + z ω) (Refer Q.No.22)
= {(a + bω + cω²) (x + yω + zω²)} {(a + bω² + cω) (x + yω² + zω)}
= (ax + ayω + azω² + bx ω + byω² + bzω³ + cxω² + cyω³ + czω⁴) × (ax + ay ω² + azω + bxω² + byω⁴ + bzω³ + cxω + cyω³ + czω²)
= {(ax + cy + bz) + (cx + by + az) ω + (bx + ay + cz) ω²} x (ax + cy + bz) + (cx + by + az) ω + (bx + ay + cz) ω²}
= (X + Yω² + Zω) (X + Yω + Zω²)
= X² + Y² + Z² – XY – YZ – ZX (Refer Q. No. 22)
(Where X = ax + cy + bz.
Y = cx + by + az.
Z = bx + ay + cz).

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 9 No Men are Foreign Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 9 No Men are Foreign

BSE Odisha 9th Class English No Men are Foreign Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)
(a) Read the poem above silently and answer the following questions.
(ଉପରଲିଖ୍ କବିତାଟିକୁ ମନଦେଇ ପଢ଼ ଏବଂ ତଳଲିଖ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
What is this poem about?
(ଏ କବିତାଟି କେଉଁ ବିଷୟରେ ?)
Answer:
This poem is about to convey the people’s message that all men are all equal.

Question 2.
What should we remember?
(ଆମେ କ’ଣ ମନେ ରଖୁବା ଉଚିତ ?)
Answer:
We should remember that no men in this world are strange and no countries are foreign.

Question 3.
What do you mean by ‘uniform’ as mentioned by the poet?
(କବିଙ୍କ ଉଲ୍ଲେଖ ଅନୁସାରେ ‘uniform’ର ଅର୍ଥ ତୁମେ କ’ଣ ବୁଝ ?)
Answer:
‘The uniforms’ means that we are all equal even if we wear different dresses or colors. We all belong to one brotherhood. All means and countries are equal irrespective of their outer appearance.

Question 4.
Why are the uniforms different?
(ବେଶପୋଷାକଗୁଡ଼ିକ ଅଲଗା କାହିଁକି ?)
Answer:
The uniforms are different because of different climatic conditions, social cultures, and different traditions of the people they follow.

Question 5.
What is there beneath all uniforms?
(ପୋଷାକ ତଳେ କ’ଣ (କେଉଁ ଭାବ) ଥାଏ ?)
Answer:
Beneath all the uniforms lies oneness and one brotherhood even if we live in different countries. There are people who live and breathe in a similar way beneath all uniforms.

Question 6.
Do all the people on the earth breathe the same way?
(ପୃଥ‌ିବୀର କ’ଣ ସମସ୍ତ ଲୋକ ଏକାଭଳି ଶ୍ଵାସକ୍ରିୟା କରିଥା’ନ୍ତି ?)
Answer:
Yes, all the people on the earth breathe the same way. They take oxygen in and leave carbon dioxide out in the same manner as everybody does.

Question 7.
Who do “our brothers” stand for?
(“our brothers” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The expression “Our brothers” stands for people who live in countries other than ours.

Question 8.
How do they walk? Do we walk like them?
(ସେମାନେ କିପରି ଚାଲନ୍ତି ? ଆମ୍ଭେମାନେ କ’ଣ ତାଙ୍କ ଭଳି ଚାଲୁ ?)
Answer:
The peoples of the earth walk equally with their legs in the same manner as others do.

Question 9.
What does the phrase “in which” stand for? (fourth line, first stanza)
(ପ୍ରଥମ ପଦର ଚତୁର୍ଥ ଧାଡ଼ିରେ ଥିବା ବାକ୍ୟାଶ “in which” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The phrase “in which” in the fourth line of the first stanza refers to the land where we live.

Question 10.
Where are people buried when they die? Is it common everywhere?
(ମଣିଷ ମଲା ପରେ କେଉଁଠି ସମାଧ୍ ନିଅନ୍ତି ? ଏହା କ’ଣ ସବୁଠାରେ ସମାନ ?)
Answer:
When people die, their dead bodies are buried in the earth. It is very common because all the people have to lie burned in the earth after their death.

Question 11.
All people in the world are our brothers and sisters. How should we treat them?
(ଏ ସଂସାରରେ ସମସ୍ତେ ଆମମାନଙ୍କର ଭାଇ ଓ ଭଉଣୀ । ଆମେ ସେମାନଙ୍କୁ କିଭଳି ବ୍ୟବହାର କରିବା ?)
Answer:
All people in the world are our brothers and sisters. We shall treat them with love and affection as our own brothers and sisters.

Question 12.
Who does.“They” refer to in the first line of the second stanza?
(ଦ୍ୱିତୀୟ ପଦର ପ୍ରଥମ ଧାଡ଼ିରେ ଥିବା ‘“They” ଶବ୍ଦଟି କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
In the first line of the second stanza, ‘They’ refers to all the people of other countries of the world.

Question 13.
What do we get from the sun? Do people in other countries get it?
(ଆମେ ସୂର୍ଯ୍ୟଙ୍କଠାରୁ କ’ଣ ପାଇଥାଉ ? ଅନ୍ୟ ଦେଶର ଲୋକମାନେ କ’ଣ ତାହା ପାଆନ୍ତି ?)
Answer:
We get light and heat from the sun. Yes, the people of other countries enjoy the sun in the same manner.

Question 14.
How is air essential to us? Is it essential for people in other countries?
(ବାୟୁ କିପରି ଏକାନ୍ତ ଦରକାରୀ ? ଏହା କ’ଣ ଅନ୍ୟ ଦେଶଗୁଡ଼ିକର ଲୋକମାନଙ୍କ ପାଇଁ ଦରକାରୀ ?)
Answer:
The air is extremely essential to us. Because we breathe in air and without air, no life exists. The people of other countries take air in the same manner because they can no longer live without air

Question 15.
Can we live without water? What about the people in other countries?
(ଜଳ ବିନା ଆମେ ବଞ୍ଚିପାରିବା କି ? ଅନ୍ୟ ଦେଶର ଲୋକମାନଙ୍କ ବିଷୟରେ କ’ଣ କୁହାଯାଇପାରିବ ?)
Answer:
No, we cannot live without water. Because water is called life. Without water, no plants and animals can live. The people of other countries can’t live without water.

Question 16.
What are the people in other countries aware of? Do we also realize it in the same way?
(ଅନ୍ୟ ଦେଶର ଲୋକମାନେ କେଉଁ ବିଷୟରେ ସଚେତନ ଅଟନ୍ତି ? ଆମେମାନେ କ’ଣ ସେହିଭଳି ଅନୁଭବ କରୁ ?)
Answer:
The people of other countries are aware of the sun, air, and water. Without them, no living beings can exist. We also realize it in the same manner as others do.

Question 17.
Who is benefitted if there are peaceful harvests? How?
(ଅମଳ ଶାନ୍ତିମୟ ହେଲେ କେଉଁମାନେ ଉପକୃତ ହୁଅନ୍ତି ? କିପରି ?)
Answer:
People of all countries are benefitted if there are peaceful harvests. Because they will be fed to get the energy to live.

Question 18.
Can there be peaceful harvests if there is a war? What happens to people when there is a war or after a war?
(ଯଦି ଯୁଦ୍ଧ ହୁଏ, ସେଠାରେ ସୁନ୍ଦର ଅମଳ ହୋଇପାରିବ କି ? ଯୁଦ୍ଧ ପରେ ଯୁଦ୍ଧ ହେଲେ, ଲୋକମାନଙ୍କର କ’ଣ ଘଟିବ ?)
Answer:
If there is a war, peaceful harvests will be condemned. These power-loving people will rob away the peace and the people will be deprived of their own possessions. They have to live under constant fear and poverty.

Question 19.
What does “their hands are ours” mean?
(‘ସେମାନଙ୍କ ହାତଗୁଡ଼ିକ ଆମର’’ କହିବା ଅର୍ଥ କ’ଣ ?)
Answer:
“Their hands are ours” means that the people outside our country work hard using their hands for their livelihood as the people of our country do.

Question 20.
Who do the words “they” and “ours” refer to in the first line of the third stanza?
(ତୃତୀୟ ପଦର ପ୍ରଥମ ଧାଡ଼ିରେ ଥିବା ‘they” ଏବଂ “ours” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The words ‘they’ refer to the people of other countries and ‘ours’ refers to the people of our country.

Question 21.
How can we win other people?
(ଅନ୍ୟ ଲୋକମାନଙ୍କୁ ଆମେ କିପରି ଜିତିପାରିବା ?)
Answer:
We can win other people by love and kindness and not by force or war.

Question 22.
What does common life mean? (Birth, death, joyfulness, etc. Add more.)
[ସାଧାରଣ ଜୀବନ କହିଲେ କ’ଣ ବୁଝାଏ ? (ଜନ୍ମ, ମୃତ୍ୟୁ, ଆନନ୍ଦ ଇତ୍ଯାଦି । ଅଧିକ କୁହ ।)]
Answer:
Common life means birth, death, joyfulness, breathing, water, air, and all the sense organs.

Question 23.
Who tells us to hate our brothers?
(ଆମମାନଙ୍କ ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବାପାଇଁ କେଉଁମାନେ ଆମକୁ କହିଥା’ନ୍ତି ?)
Answer:
The power-hungry people tell us to hate our brothers or the people of other countries.

Question 24.
What does “to hate our brothers” mean? (stanza-4)
(‘ଆମମାନଙ୍କ ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବା’ର ଅର୍ଥ କ’ଣ ?) (୪ର୍ଥ ପଂକ୍ତି)
Answer:
“To hate our brothers” means to hate the people of other countries. It is the command of power-hungry people.

Question 25.
How do we dispossess our brothers in another part of the world?
(ପୃଥ‌ିବୀର ଅନ୍ୟ ଅଂଶରେ ଥିବା ଆମ ଭାଇମାନଙ୍କୁ ଆମେ କିପରି ଅଧିକାରରୁ ବଞ୍ଚିତ କରୁ ?)
Answer:
The people living in another part of the world are our brothers. We are told to hate and dispossess them by depriving the of possession of their own. We dispossess them by waging war against them.

Question 26.
What is “human earth”?
(‘ମଣିଷର ପୃଥ‌ିବୀ’ କ’ଣ ?)
Answer:
“The human earth” is the earth where we live in. It belongs to people in general on the earth.

Question 27.
How do we defile the human earth?
(ଆମେ କିପରି ମଣିଷର ଏହି ପୃଥ‌ିବୀକୁ ପ୍ରଦୂଷିତ କରୁ ?)
Answer:
This is God’s earth. We are equal in all respects. We belong to one brotherhood. But the power-hungry people pollute our sweet brotherhood. They command us to hate and betray others.

Question 28.
To whom do we harm by going to war?
(ଯୁଦ୍ଧ କରି ଆମେ କେଉଁମାନଙ୍କର କ୍ଷତି ପହଞ୍ଚାଇଥାଉ ?)
Answer:
By going to war, we harm ourselves and our brothers in other countries. We snatch away the peace and their possession. The power-hungry people teach us to hate and betray instead to love.

Question 29.
What does “our hells of fire” mean?
(“our hells of fire” ର ମାନେ କ’ଣ ?)
Answer:
The expression “The hells of fire” means the fire in the hell in which sinners bum. The human earth in the same way suffers from war-time troubles. The freshness and purity of air are polluted due to war.

Question 30.
What do you mean by “innocence of air”?
(“innocence of air” ର ମାନେ କ’ଣ ?)
Answer:
“Innocence of air” means the freshness and purity of air – nature has blessed us. It is polluted due to the continuance of the war.

(b) Choose the right option.
(ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)

Question 1.
A single body breathes beneath all _______________.
(A) souls
(B) bodies
(C) uniforms
(D) heads
Answer:
(C) uniforms

Question 2.
What are all people aware of?
(A) water
(B) air
(C) sun
(D) all of the above
Answer:
(D) all of the above

Question 3.
What are we doing to the human earth according to the poet?
(A) decorating
(B) defiling
(C) saving
(D) recreating
Answer:
(B) defiling

Question 4.
How can strength be won?
(A) By war
(B) By love and kindness
(C) By betraying
(D) By taking arms against each other
Answer:
(B) By love and kindness

Question 5.
We should remember that _______________.
(A) no men are foreign
(B) no men are strange
(C) no men are our enemies
(D) all of the above
Answer:
(D) all of the above

F. Let’s Appreciate The Poem: (ଆସ କବିତାଟିର ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
What message does the poet convey in the poem “No Men Are Foreign”?
(“No Men Are Foreign” କବିତାରେ କବି କେଉଁ ସନ୍ଦେଶ ଦେଇଛନ୍ତି ?)
Answer:
The poet tries to convey the message that all men are equal. We all belong to one brotherhood. We shouldn’t hate our brothers but love them.

Question 2.
How do we defile the human earth? Apart from war, what other things do we do to defile the earth?
(ଆମେ ମଣଷିର ଏହି ପୃଥ‌ିବୀକୁ କିପରି ପ୍ରଦୂଷିତ କରୁ ? ଯୁଦ୍ଧ ବ୍ୟତୀତ ପୃଥ‌ିବୀକୁ ପ୍ରଦୂଷିତ କରିବାକୁ ଆମେ ଆଉ କ’ଣସବୁ କରୁ ?)
Answer:
We defile the human earth through war. Apart from this, we defile it with hate and betrayal.

Question 3.
The poet uses the word “remember” four times in this poem. What does he want to convey?
(‘remember” ଶବ୍ଦଟି କବି କବିତାରେ ଚାରି ଥର ବ୍ୟବହାର କରିଛନ୍ତି । ସେ କ’ଣ କହିବାକୁ ଚାହୁଁଛନ୍ତି ?)
Answer:
The poet uses the word “remember” four times in the poem to convey the importance of his saying.

Question 4.
The poet repeats the line “Remember, no men are strange, no countries foreign” in the last line with some changes. What are those small changes? Do both lines mean the same?
( କବି “Remember, no men are strange, no countries foreign” ଧାଡ଼ିଟିକୁ କବିତାର ଶେଷ ଧାଡ଼ିରେ ସାମାନ୍ୟ ପରିବର୍ତ୍ତନ କରି ପୁନରାବୃତ୍ତି କରିଛନ୍ତି ? ଏହି ଛୋଟ ପରିବର୍ତ୍ତନଟି କ’ଣ ? ଦୁଇଟିଯାକ ଧାଡ଼ିର ଅର୍ଥ କ’ଣ ସମାନ ?)
Answer:
The poet repeats the line “Remember, no men are strange no countries foreign”. But in the last stanza, he says – no men are foreign and no countries strange. Both lines mean the same.

Question 5.
How does the poet suggest that all people in the world are equal?
(କବି କିପରି ପୃଥ‌ିବୀର ସମସ୍ତ ଲୋକ ସମାନ ପ୍ରତିପାଦିତ କରିଛନ୍ତି ?)
Answer:
The poet suggests that all people in the world are equal. Because they enjoy the sun, air, and water equally. They breathe and sleep in the same fashion. Moreover, the same color of blood flows in their bodies.

Question 6.
One of the greatest philosophers of the world, Socrates wrote the following sentence. “I am a citizen, not of Athens or Greece, but of the world.” Do these sentences match the theme of the poem? How?
(ପୃଥ‌ିବୀର ବଡ଼ ଦାର୍ଶନିକ ସକ୍ରେଟିସ୍ ନିମ୍ନ ବାକ୍ୟଟି ଲେଖୁଛନ୍ତି । ‘ମୁଁ ଆଥେନ୍‌ସ୍ ବା ଗ୍ରୀସ୍‌ର ନାଗରିକ ନୁହେଁ, ମୁଁ ସମଗ୍ର ପୃଥ‌ିବୀର ନାଗରିକ ।’’ ଏହି ଉକ୍ତିଟି କବିତାର ବିଷୟବସ୍ତୁ ସହ ସମାନ କି ? କିପରି ?)
Answer:
Yes, the philosopher Socrates’s sentence matches the theme of the poem. Because Socrates sees all the people of the world are equal. The theme of the poem says in the same manner. According to Socrates, he is a citizen not of Athens or Greece, but of the world.

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

1. Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃତ୍ତି କରିବା)
• The teacher divides the class into five groups.
• S/he reads aloud the poem two times with proper word stress and intonation.
• S/he reads the poem aloud line by line and students repeat after him/her.
• Students read the first line and the teacher reads aloud the second line and so on till the whole poem is complete.
• Each group reads a stanza and the rest of the groups repeat after them and so on.
• Finally each group reads a stanza.
• The teacher invites some students to recite the poem individually.

2. Let’s say the following dialogue.
(ଆସ, ତଳଲିଖୁତ ସଂଳାପଟି କହିବା ।)
Imagine that David is a person, who works for a reputed telecasting organization. He interviews the poet, James Kirkup in his poem “No Men Are Foreign”. See, how the poet interacts with David.

David       : Good evening, Sir.
The Poet  : Good evening David!
David       : Could you share some information on your poem ‘No Men Are Foreign’, Sir?
The Poet  : I’d welcome any questions.
David       : “No Men Are Foreign” is a wonderful piece of poetry. What made you pen the poem?
The Poet  : The sharp distinction between man and man.
David       : How’s that, Sir?
The Poet  : You see, all men are born, live, and die. This is common to all. They feel pain or pleasure in one and the same way. But, you see, it’s the boundary, attires, languages, and beliefs which create differences among men on the earth.
David       : Will you add something more, please?
The Poet  : Well, here you’re. All men belong to one earth. They enjoy benefits from the sun, air, and water equally well. Everyone works hard for bread. I can’t just believe how the walls of castes, creed, and color divide humanity.
David       : Thank you, Sir! Your thoughts are really great!
The Poet  : You’re welcome.
David       : Good night, Sir!
The Poet  : Goodbye David, see you!

3. Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ବିଷୟବସ୍ତୁ (themes) ସହ ମିଳାଇବା ।)
Draw lines to match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. One is done for you. (ସ୍ତମ୍ଭ ‘A’ ଓ ସ୍ତମ୍ଭ ‘B’କୁ ମିଳାଇବା ପାଇଁ ଗାର ଟାଣ । ‘A’ରେ ପଂକ୍ତିର କ୍ରମସଂଖ୍ୟା ଓ ‘B’ରେ ବିଷୟବସ୍ତୁ ଅଛି । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Answer:

Stanza Number	Themes of the stanzas
1	aware of sun, air, and water- hands alike — work hard for livelihood
2	power — hungry leaders — motivate negatively — hate our brothers- go for a war — think brothers to be foreign
3	different kinds of people — different uniforms — walk in the same way on the earth — lie in the earth when die
4	human earth — all countries, races and cultures — war causes death and destruction — pollute the air and environment
5	have eyes like ours — wake and sleep alike — be won by love and kindness — not by force

4. Let’s write :
(ଚାଲ ଲେଖୁବା)
Write a paragraph for each stanza of the poem. Go through the above matching activity before you begin to write. One paragraph is written to help you. (କବିତାର ପ୍ରତ୍ୟେକ ପଂକ୍ତି ପାଇଁ ଗୋଟିଏ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖୁବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟାବଳୀକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)

The poem No Men Are Foreign” has five stanzas. The first stanza is about how people in different countries wear different uniforms. They walk on the same earth using their legs. We also walk so using our legs. They are buried in the earth when they die. We are also buried in the earth when we die. So we are equal.

Answer:
The poem “No Mean Are Foreign” has five stanzas. The first stanza is about how people in different countries wear different uniforms. They walk on the same earth using their legs. We also walk so using our legs. They are buried in the earth when they die. We are also buried in the earth when we die. So we are equal. The second stanza is about how the people of other lands are aware of the sun, air, and water as us. They get the same benefits as we get from them.

They work hard with their hands for livelihood. We also do the same. The third stanza is about how the people of other countries have eyes like us that wake and sleep. The people of every land have a common life. They also recognize and understand like us. We can win them by love not by force. The fourth stanza is about how power-hungry people motivate us negatively.

They told us to hate and betray our brothers. They command us to wage war against the people of other countries who are really our brothers. The fifth stanza is about how we defile the human earth through war. War causes death and destruction. All countries, races, and cultures are creations of God. We also pollute this earth with hate and betrayal.

BSE Odisha 9th Class English No Men are Foreign Important Questions and Answers

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

Question 1.
What does the poem No Men are Foreign’ about?
Answer:
The poem No Men are Foreign ‘tells us’ that all men are equal.

Question 2.
What according to the poet, should we remember?
Answer:
According to the poet, we should remember one thing no man or country is foreign.

Question 3.
What do you mean by the expression ‘uniform’?
Answer:
The expression uniform means all men and countries are equal irrespective of their outer appearance.

Question 4.
Why are uniforms different in the world?
Answer:
The uniforms are different because of different climatic conditions and the social culture and traditions of the people.

Question 5.
What is there beneath all uniforms?
Answer:
There are people who live and breathe in a similar fashion beneath all uniforms.

Question 6.
How do all the people on the earth breathe?
Answer:
All the people on the earth breathe the same way.

Question 7.
Who does the expression ‘our brothers ‘stand for?
Answer:
The expression our brothers’ stands for the people who live in countries other than ours.

Question 8.
How do the people of the world on the earth walk?
Answer:
The people other world equally walk with their legs.

Question 9.
What does the phrase ‘in which’ stand for?
Answer:
The phrase ‘in which’ stands for the earth where we live.

Question 10.
Where are people buried when they die?
Answer:
When people die, their dead bodies are buried in the earth.

Question 11.
How are all people in the world like?
Answer:
All people in the world are like our brothers and sisters.

Question 12.
They, too, are aware of the sun and air and water, What do ‘they’ refer to here?
Answer:
Here ‘they refer to the people of the world.

Question 13.
What do we get from the sun?
Answer:
We get healing and light from the sun.

Question 14.
What do people in other countries get from the sun?
Answer:
People in other countries get heat and light from the sun.

Question 15.
How is air essential to tas?
Answer:
Air is essential to us because we can no longer live without air.

Question 16.
How is air essential for people in other countries?
Answer:
Air is equally essential for people in other countries also.

Question 17.
Can we live without water?
Answer:
No. we can’t live without water.

Answer The Followings In A Word Or A Phrase.

Question 1.
What does the word ‘strange’ stand for?
Answer:
unfamiliar.

Question 2.
What relates to a country that is not your own?
Answer:
foreign.

Question 3.
What do we call people who live in countries other than ours?
Answer:
our brothers.

Question 4.
How can the strength of the people he won?
Answer:
by love.

Question 5.
What according to the poet, should we remember?
Answer:
all men are equal.

Question 6.
What pollutes the freshness and purity of air?
Answer:
war.

Question 7.
Why was the poet awarded ‘the Atlantic Award’?
Answer:
for literature.

Question 8.
How are people separated from each other?
Answer:
by boundaries, languages, and attires.

Question 9.
What, according to the poet, do all people from other nations belong to?
Answer:
one brotherhood.

Question 10.
Which word does the poet use for the outer appearance of the people?
Answer:
uniform.

Question 11.
Who commands us to hate people from other countries?
Answer:
power-hungry people.

Question 12.
What does war rob away?
Answer:
peace.

Question 13.
It is the human earth that we defile. What does ‘defile’ mean?
Answer:
pollute.

Question 14.
What does the expression ‘ hells of fire ’ refer to?
Answer:
war.

Question 15.
What are the people of other countries aware of?
Answer:
the sun, water, and air.

Fill In The Blanks.

1. We must remember that no men are ____________, and no countries are foreign.
Answer:
strange

2. Their hands are ours and in their lines we ____________.
Answer:
read

3. It is the human earth that we ____________.
Answer:
defile

4. Nature has blessed us ____________.
Answer:
air

5. The strength of other people can be won by ____________.
Answer:
love

6. A single body ____________ like ours.
Answer:
breathes

7. We are often told to ____________ our brothers.
Answer:
hate

8. A wartime trouble robs our ____________.
Answer:
peace

9. People are in the earth when they die ____________.
Answer:
buried

Multiple Choice Questions With Answers.

Question 1.
What should we not do to others?
(A) love
(B) hate
(C) care
(D) meet
Answer:
(B) hate

Question 2.
Who is the poet of the poem ‘No Men Are Foreign’?
(A) James Kirkup
(B) W.B.Yeats
(C) Robert Frost
(D) Phoebe Cary
Answer:
(A) James Kirkup

Question 3.
We should we bate?
(A) our brothers
(B) our enemies
(C) decorating
(D) hate none
Answer:
(D) hate none

Question 4.
What are all people aware of?
(A) sun
(B) air
(C) water
(D) all of the above
Answer:
(D) all of the above

Question 5.
A single body breathes beneath all
(A) uniforms
(B) souls
(C) heads
(D) all of the above
Answer:
(A) uniforms

Question 6.
What does the poet ask the people to keep in mind in the last stanza?
(A) to hate more
(B) to be powerful
(C) not to pay attention to the words of hate by selfish people
(D) all
Answer:
(C) not to pay attention to the words of hate by selfish people

Question 7.
How is man’s vision clouded?
(A) by hate and narrow thinking
(B) by other people
(C) by other countries
(D) none
Answer:
(A) by hate and narrow thinking

Question 8.
Who instigates ordinary people to hate?
(A) religion
(B) God
(C) selfish people for their personal interests
(D) none
Answer:
(C) selfish people for their personal interests

Question 9.
Who is the poet of this poem?
(A) James Williams
(B) James Austen
(C) James Kirkup
(D) None
Answer:
(C) James Kirkup

Question 10.
How do we pollute the earth according to the poet?
(A) by throwing waste
(B) by hating and killing others
(C) by cutting plants
(D) all
Answer:
(B) by hating and killing others

No Men are Foreign Summary in English

Lead-In:
The people who live in countries other than ours are not different from us. We are part of a great brotherhood under the shade of the sweet creation of God. We live under the same roof of the sky and all shall lie, buried in the same earth. God has endowed in the heart of man tender feeling to share the pain and pleasure of the world. There is an essential unity of the human race despite all differences we can think of. We are the children of the same God who has made us equal. All people live and breathe in a similar fashion in the way we breathe. The same blood flows in every human body. We fear and smile in the same way as others do. In spite of caste, color, country, and religion, etc., we are human and live under the same roof of the sky. How can we be foreigners to others?

ଉପକ୍ରମ :
ଏହି ସୁନ୍ଦର ପୃଥ‌ିବୀଟି ଈଶ୍ବରଙ୍କ କଳାକୌଶଳର ଚିତ୍ତାକର୍ଷକ ଉତ୍ସ । ସର୍ଜକର ସର୍ଜନାର ସର୍ଜନୀ କୋଣ ଅନୁକୋଣରେ ବିକଶିତ ହୋଇଛି । ଜାତି, ଧର୍ମ ଓ ଦେଶ ନିର୍ବିଶେଷରେ ଆମେ ସମସ୍ତେ ସମାନ । ଆମର ରକ୍ତ ଓ ଶ୍ଵାସକ୍ରିୟା କ’ଣ ଅନ୍ୟଠାରୁ ଭିନ୍ନ ? ଆମର ଖାଇବା ପିଇବା କ’ଣ ଅନ୍ୟଠାରୁ ଭିନ୍ନ ? ପବିତ୍ର ସ୍ବଚ୍ଛ ଜଳବାୟୁ କ’ଣ ଗୋଟିଏ ଦେଶର ବା ଜାତିର ମଣିଷ ପାଇଁ ? ଆମେ କାନ୍ଦୁ ବା ହସୁ ଠିକ୍ ଅନ୍ୟମାନଙ୍କ ଭଳି । ଜନ୍ମ ସମୟରେ ଆମେ ଏହି ପୃଥ‌ିବୀରେ ପାଦ ଦେଉ, ଅନ୍ତିମ ସମୟରେ ଏହି ପୃଥ‌ିବୀରେ ଆଶ୍ରୟ ନେଉ । ତେବେ ଆମେ କିପରି ଅନ୍ୟର ଦୃଷ୍ଟିରେ ବିଦେଶୀ ହୋଇପାରିବୁ ?

Summary:
No one is a stranger in God’s world. We are the children of the same father God. To deliberate it in your inner emotion that we are all attached by one golden tie of brotherhood is necessary. The people who live in countries other than ours are our brothers. We live in the same earth. There is an essential unity of the human race despite all differences. Discrimination is a low feeling that harasses each other. All the people on the earth live and breathe in a similar fashion as we breathe. God has made us equal. We eat, drink and work in a similar fashion. The same blood flows in every human body.

We feel pain or pleasure, tears, and smile in the same way. We all shall lie hurried in the same earth when we die. We all enjoy the fresh air, water, and sunshine like others who live in a foreign land. It is wartime trouble caused by people which robs away the peace of human beings. To hate people of other countries as commanded by power-hungry people is always hateful. They only deprive someone’s possession. They pollute the sweetness of human society. We can say the freshness and purity of air that nature has blessed us is polluted due to war. The strength of other people can be won by love and kindness, not by force or war.

Central Idea of the Poem :
All men are equal. Though they are separated by boundaries, language and attire, we should not hate people from other nations as we all belong to one brotherhood.

ସାରାଂଶ :
ଏ ସୁନ୍ଦର ପୃଥ‌ିବୀରେ କେହି ଜଣେ ହେଲେ ଅଜଣା ନୁହନ୍ତି । ଜଗତ୍‌ପିତା ଏ ସୁନ୍ଦର ପୃଥ‌ିବୀକୁ ଉତ୍ତମ ଶୈଳୀରେ ନିର୍ମାଣ କରିଛନ୍ତି । ଆମ୍ଭେମାନେ ସେହି ସର୍ବଶକ୍ତିମାନଙ୍କର ସନ୍ତାନ । ଆମେ ସମସ୍ତେ ଏକ ସୁନେଲି ବନ୍ଧନରେ ଆବଦ୍ଧ । ଯେଉଁମାନେ ଅନ୍ୟ ଦେଶରେ ରହିଛନ୍ତି, ସେମାନେ ମଧ୍ୟ ଆମର ଭାଇ । ଆମେ ସମସ୍ତେ ଭ୍ରାତୃତ୍ଵ ବନ୍ଧନରେ ବାନ୍ଧି ହୋଇଛୁ । ପରସ୍ପର ମଧ୍ୟରେ ବାସନ୍ଦ ଭାବ ଆଣିବା ଏକ ଅମାନବିକତା । ଆମେ ଏ ଗୋଟିଏ ପୃଥ‌ିବୀରେ ବାସ କରୁ । ଆମେ ସ୍ଵଚ୍ଛ ଜଳ ଏବଂ ବାୟୁ ଗ୍ରହଣ କରୁ । ଆମ ହସ୍ତ ଅନ୍ୟ ଦେଶର ମଣିଷ ଭଳି କାମ କରେ । ଆମ ଚକ୍ଷୁ, କର୍ଣ୍ଣ ଅନ୍ୟମାନଙ୍କ ଭଳି କର୍ମ କରେ, ଏକ ପ୍ରକାର ରକ୍ତ ସମସ୍ତଙ୍କ ଶରୀର ମଧ୍ୟରେ ପ୍ରବାହିତ ହୁଏ । ସମସ୍ତଙ୍କ ଭଳି ଆମେ ହସୁ, କାନ୍ଦୁ ଓ ସହାନୁଭୂତି ପ୍ରଦାନ କରୁ । ତେବେ ଅନ୍ୟମାନଙ୍କଠାରୁ ଆମେ ଅଲଗା କିପରି ? ଜନ୍ମବେଳେ ଆମେ ଏହି ପୃଥ‌ିବୀ ଉପରେ ପାଦ ଦେଉ, ଅନ୍ତିମ ସମୟରେ ଏହି ପୃଥ‌ିବୀରେ ଆଶ୍ରୟ ନେଉ । କେତେକ ଲୋକ ଶକ୍ତି ବଳରେ ଅନ୍ୟମାନଙ୍କର ଶାନ୍ତି ଅପହରଣ କରି ନିଅନ୍ତି । ସେମାନେ ମାନବ ଧର୍ମର ଶାନ୍ତି ଟିକକ ନଷ୍ଟ କରିଥା’ନ୍ତି । ସ୍ନେହ ଓ ଦୟା ବଳରେ ଆମେ ଅନ୍ୟକୁ ଆକର୍ଷଣ କରିପାରିବା, କିନ୍ତୁ ଶକ୍ତି ପ୍ରୟୋଗ କରି ନୁହେଁ ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis.

Stanza – 1
Remember, no men are strange, no countries foreign
Beneath all uniforms, a single body breathes Like
ours : the land our brothers walk upon Is earth like
this, in which we all shall lie.
ଅନୁବାଦ :
ମନେରଖ, କୌଣସି ବ୍ୟକ୍ତି ଅପରିଚିତ ନୁହଁନ୍ତି କିମ୍ବା କୌଣସି ଦେଶ ବିଦେଶ ନୁହେଁ । ସମସ୍ତ ପ୍ରକାର ବେଶପୋଷାକ ତଳେ ସେହି ସମାନ ପ୍ରକାର ମନୁଷ୍ୟ ଶ୍ଵାସକ୍ରିୟା ସମ୍ପାଦନ କରୁଛି । ଆମମାନଙ୍କ ଭଳି, ଆମ ଭାଇମାନେ ଯେଉଁ ଭୂମି ଉପରେ ଚଲାବୁଲା କରୁଛନ୍ତି ତାହା ଏହି ପୃଥ‌ିବୀ ଅଟେ, ଯେଉଁଠିକି ଆମେ ସମସ୍ତେ ଏକତ୍ର ବାସ କରୁ ।

Stanza – 2
They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starved.
Their hands are ours, and in their lines we read A
labour not different from our own.
ଅନୁବାଦ :
ସେମାନେ ମଧ୍ୟ ଆମ ଭଳି ସୂର୍ଯ୍ୟ, ବାୟୁ ଏବଂ ଜଳ ବିଷୟରେ ସଚେତନ । ଆମ ଭଳି ସେମାନେ ଶାନ୍ତି କାଳର ଫସଲରେ ପ୍ରତିପାଳିତ । ଯୁଦ୍ଧକାଳୀନ ସମୟ ଆମ ଭଳି ସେମାନଙ୍କୁ ମଧ୍ୟ ଭୋକିଲା ରଖେ । ସେମାନଙ୍କ ହସ୍ତଦ୍ଵୟ ମଧ୍ୟ ଆମମାନଙ୍କ ଭଳି କର୍ମତତ୍ପର ଏବଂ ସେମାନଙ୍କଠାରୁ ଆମେ ଶିକ୍ଷାଲାଭ କରୁ ଯେ ସେମାନଙ୍କ ଶ୍ରମ ଆମ ଶ୍ରମଠାରୁ ଭିନ୍ନ ନୁହେଁ ।

Stanza – 3
Remember they have eyes like ours that wake Or
sleep, and strength that can be won By love. In
every land is common life That all can recognise
and understand.
ଅନୁବାଦ :
ମନେରଖ, ସେମାନଙ୍କର ଆମମାନଙ୍କ ଭଳି ଚକ୍ଷୁ ଅଛି ଯାହାକି ଜାଗ୍ରତ ହୁଏ ଓ ନିଦ୍ରା ଯାଏ ଏବଂ ଶକ୍ତି ଯାହାକୁ କେବଳ ଶ୍ରଦ୍ଧା ବଳରେ ହିଁ ହାସଲ କରାଯାଇପାରେ । ସମସ୍ତ ଭୂଖଣ୍ଡରେ ଏକ ସାଧାରଣ ଚଳଣି ଅଛି ଯାହାକୁ ସମସ୍ତେ ସ୍ଵୀକୃତି ଦିଅନ୍ତି ଏବଂ ବୁଝିପାରନ୍ତି ।

Stanza – 4
Let us remember, whatever we are told To hate
our brothers, it is ourselves That we shall
dispossess, betray, condemn,
Remember, we who take arms against each other.
ଅନୁବାଦ :
ଆସ ସମସ୍ତେ ମନେରଖ ଯାହା ଆମକୁ କୁହାଯାଇଛି, ଆମର ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବାକୁ, ମାତ୍ର ଏହା ନିଜକୁ ନିଜେ ଘୃଣା କରିବା ସଦୃଶ ଏବଂ ଆମକୁ କୁହାଯାଇଛି ସେମାନଙ୍କ ଅଧିକାର ଛଡ଼ାଇ ନେବାକୁ, ବିଶ୍ୱାସଘାତକତା କରିବାକୁ ଓ ସେମାନଙ୍କୁ ଘୃଣା କରିବାକୁ । ମନେରଖ, ଏହାଦ୍ୱାରା ଆମେ ଆମ ନିଜ ନିଜ ମଧ୍ୟରେ ହିଁ ଯୁଦ୍ଧ କରୁଛେ ।

Stanza – 5
It is the human earth that we defile.
Our hells of fire and dust outrage the innocence
Of air that is everywhere our own.
Remember, no men are foreign, and no countries strange.
ଅନୁବାଦ :
ଏହି ମନୁଷ୍ୟ ବସବାସଯୋଗ୍ୟ ପୃଥ‌ିବୀକୁ ଆମେ ପ୍ରଦୂଷିତ କରୁଛେ । ଆମ ନର୍କକୁଣ୍ଡର ପ୍ରଜ୍ଜଳିତ ଅଗ୍ନିଶିଖା ନିରୀହମାନଙ୍କୁ କଷ୍ଟ ଦେଉଛି । ସର୍ବତ୍ର ବିଦ୍ୟମାନ ଥ‌ିବା ବାୟୁ ଆମ ସମସ୍ତଙ୍କର । ମନେରଖ କୌଣସି ବ୍ୟକ୍ତି ବିଦେଶୀ ନୁହେଁ କି କୌଣସି ଦେଶ ଅପରିଚିତ ନୁହେଁ । ଆମେ ସମସ୍ତେ ଭ୍ରାତୃତ୍ଵ ବନ୍ଧନରେ ଆବଦ୍ଧ ।

About The Poet : (କବିଙ୍କ ସମ୍ପର୍କରେ)
James Kirkup was bom at Robertson Street, South Shields, co-Durham on 23 April 1918. He is a very well-known poet, translator, and travel writer. He won the Atlantic Award for Literature in 1950. He works as a Professor of English at Stockholm and at Tohoku University, Sendai, Japan. He died on 10 May 2009. The present poem “No Men Are Foreign” is based on the idea that no man is foreign or strange. The theme that Kirkup presents is all men are equal. Though they are separated by boundaries, languages, and attires, there is no difference among men of different nations. Thus, we should not hate people from other nations as we all belong to one brotherhood.

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

strange — unknown — ଅଜଣା
foreign — located outside one’s own country — ବିଦେଶ
remember — recollect — ମନେରଖ
uniform — dress — ଗଣପୋଷାକ
walk upon — on which land we walk on — ଯାହା ଉପରେ ଆମେ ଚାଲବୁଲ କରୁଛେ
aware — caution — ସତର୍କତା
A single body breathes likeours — all people breathe and live in the similar fashion — ଏକାଭଳି ସମସ୍ତେ ଶ୍ଵାସକ୍ରିୟା ସମ୍ପାଦନ କରିବା
war’s long winter starved — It is a war time trouble caused by people which robs away the peace — ଯୁଦ୍ଧ ସମସ୍ୟା ଆଣିଦିଏ ଓ ଶାନ୍ତି ଲୋପ କରେ
Their hands are ours — The people outside our country work hard using their hands for their livelihood as we do.
labor — to do physical work
recognise — to know — ଚିହ୍ନିବା
understand — make out — ବୁଝିବା
hale — ହେଲ
disposes — to deprive someone’s possession
betray — to cheat — ଠକିବା
condemned — to strongly criticise —ସମାଲୋଚନା କରିବା
defile — pollute — ପ୍ରଦୂଷିତ
hells of fire — the fire in the hell in which sinners burn
outrage the innocence — the freshness and purity of air the nature has
blessed us — ଯାହାକୁ ପ୍ରକୃତି ଆମକୁ ଆଶୀର୍ବାଦ କରିଛି