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Odisha State Board BSE Odisha 9th Class English Solutions Chapter 7 Nine Gold Medals Textbook Exercise Questions and Answers.

Class 9th English Chapter 7 Nine Gold Medals Question Answers BSE Odisha

Nine Gold Medals Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା )
Read the poem silently and answer the following questions.

Question 1.
What is this poem about?
(ଏହି କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
This poem is about an inspiring event of race in which nine differently-abled athletes took part in a “Special Olympic” event.

Question 2.
Who came from all over the country?
( ସମଗ୍ର ଦେଶରୁ କେଉଁମାନେ ଆସିଥିଲେ ? )
Answer:
Nine differently abled athletes came from all over the country.

Question 3.
Why did they come there?
(ସେମାନେ କାହିଁକି ଆସିଥିଲେ ? )
Answer:
The nine athletes came to take part in a Special Olympic event. They came to run for gold, silver, and bronze medals.

Question 4.
Who is usually awarded the three medals – gold, silver, and bronze?
( ସାଧାରଣତଃ କେଉଁମାନେ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ପ୍ରଦାନ କରାଯାଏ ? )
Answer:
Three athletes, who are placed in first, second, and third positions in an athletic event, are usually awarded the gold, silver, and bronze medals respectively.

Question 5.
What was the event for which they had come?
( ଯେଉଁଥିପାଇଁ ସେମାନେ ଆସିଥିଲେ ସେହି ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥିଲା ?)
Answer:
The athletes had come to take part in a hundred-yard race in a “Special Olympic” event.

Question 6.
What had they done before they came down to these games?
(ଏହି ଖେଳରେ ଯୋଗ ଦେବା ପୂର୍ବରୁ ସେମାନେ କ’ଣ କରିଥିଲେ ? )
Answer:
The athletes had undertaken many weeks and months of training before they came down to these games.

Question 7.
What did the spectators do around the old field ?
(ପୁରାତନ ଖେଳପଡ଼ିଆ ଚାରିପାଖରେ ଦର୍ଶକମାନେ କ’ଣ କରୁଥିଲେ ? )
Answer:
The spectators gathered around the old field and cheered the winners.

Question 8.
Why did they gather around the old field ?
(ସେମାନେ କାହିଁକି ପୁରାତନ ପଡ଼ିଆ ଚାରିପାଖରେ ଏକତ୍ର ହେଲେ ?)
Answer:
The spectators gathered around the old field to cheer on all the young athletes and enjoy the game.

Question 9.
Why did their excitement grow high?
(ସେମାନଙ୍କର ଉତ୍ସାହ ବଢ଼ିଗଲା କାହିଁକି ?)
Answer:
The excitement grew high because the final event of the day was approaching.

Question 10.
What were all lined up? For whom?
(କ’ଣସବୁ ପ୍ରସ୍ତୁତ ହୋଇଥିଲା ? କେଉଁମାନଙ୍କ ପାଇଁ ? )
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event? (second line, third stanza)
[ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥୁଲା ? (ତୃତୀୟ ପଦର ଦ୍ବିତୀୟ ଧାଡ଼ି)]
Answer:
The event was that, the athletes were to run the hundred-yard dash.

Question 12.
How many athletes were there ?
( ସେଠାରେ କେତେ ଜଣ ଖେଳାଳି ଥିଲେ ?)
Answer:.
There were nine athletes in the competition.

Question 13.
Which word (in the third line, third stanza) says that the athletes had taken firm decision to win a medal?
(ତୃତୀୟ ପ୍ରଦର, ୩ୟ ଧାଡ଼ିରେ ଥ‌ିବା କେଉଁ ଶବ୍ଦଟି ଖେଳାଳିମାନେ ପଦକ ଜିତିବାର ଦୃଢ଼ସଂକଳ୍ପ ନେଇଛନ୍ତି ବୋଲି କହୁଛି ?)
Answer:
The word “resolved” in the third line, the third stanza says that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
( ସେହି ନଅ ଜଣ ଖେଳାଳି କେଉଁଠି ଥିଲେ ?)
Answer:
Those nine athletes were in back of the starting line.

Question 15.
What were they poised for ?
(କେଉଁଥିପାଇଁ ସେମାନେ ପ୍ରସ୍ତୁତ ଥିଲେ ?)
Answer:
The athletes were poised for the sound of the gun.

Question 16.
Why was the pistol exploded?
(ପିସ୍ତଲ କାହିଁକି ଗର୍ଜି ଉଠିଲା ?)
Answer:
The pistol exploded to give a signal to start running. ‘

Question 17.
What did the runners do?
(ଦୌଡ଼ାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
When the pistol exploded, the runners charged ahead.

Question 18.
Who among the nine runners was unable to run?
(ଦୌଡ଼ାଳିମାନଙ୍କ ମଧ୍ୟରୁ କିଏ ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes was unable to run.

Question 19.
Why was he unable to run?
(ସେ କାହିଁକି ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes lost his balance and stumbled in the middle. He fell down and was unable to run.

Question 20.
Where did he fall?
(ସେ କେଉଁଠାରେ ପଡ଼ିଗଲା ?)
Answer:
The young athlete fell to the asphalt.

Question 21.
Why did he fall?
( ସେ କାହିଁକି ପଡ଼ିଗଲା ?)
Answer:
He fell down as he stumbled and lost his balance.

Question 22.
Who does ‘he’ in the fifth stanza stand for?
(ପଞ୍ଚମ ପଦରେ ‘he’ ଶବ୍ଦଟି କାହାପାଇଁ ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
In the fifth stanza, he refers to the smallest athlete.

Question 23.
Why did the boy cry out in frustration and anguish?
(ପିଲାଟି କାହିକି ହତାଶା ଓ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା ?)
Answer:
The boy cried out in frustration and anguish as he was unable to get up and run. All his dreams and efforts were spoiled in a moment.

Question 24.
What dashed in the dirt? What makes the poet say so?
(କ’ଣ ମାଟିରେ ମିଶିଗଲା ? କବି କାହିଁକି ଏପରି କହିଛନ୍ତି ?)
Answer:
All his dreams for the medals were dashed in the dirt. Because all his dreams and efforts came to an end. So the poet says all the hopes of the boy are dashed in the dirt.

Question 25.
What did the other runners do?
(ଅନ୍ୟ ଖେଳାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
The other runners didn’t push ahead. They stopped running and turned back to help the young athlete.

Question 26.
How do you feel about their stopping here? Should athletes do like this?
(ଏଠାରେ ସେମାନେ ରହିଯିବାରୁ ତୁମେ କିପରି ଅନୁଭବ କରୁଛ ? ଖେଳାଳିମାନେ ଏଭଳି କରିବା ଉଚିତ କି ?)
Answer:
The athletes stopped running and turned back to help the young athlete stand on his feet. It conveys a message that humanity and fellow feeling is better than winning a race. It was a rare incident. Generally, athletes don’t do like this. But they should do this.

Question 27.
Who does ‘him’ stand for in the sixth stanza?
(ଷଷ୍ଠ ପଦରେ ‘him’ ଶବ୍ଦଟି କାହାପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The word ‘him’ in the sixth stanza stands for the young athlete.

Question 28.
What had they done for the boy to complete the race?
(ବାଳକଟି ଦୌଡ଼ ପୂରା କରିବା ପାଇଁ ସେମାନେ ତା’ପାଇଁ କ’ଣ କଲେ ?)
Answer:
The other athletes stopped running and returned back to help the boy. They helped the boy stand on his feet and walked hand in hand to finish the race together.

Question 29.
Why did they go back to him?
(ସେମାନେ କାହିଁକି ତାହା ପାଖକୁ ଫେରିଗଲେ ?)
Answer:
All other athletes went back to help him stand on his feet.

Question 30.
What did they do first?
(ସେମାନେ ପ୍ରଥମେ କ’ଣ କଲେ ?)
Answer:
They returned to help their fellow athlete. They made him stand on his feet first.

Question 31.
What did they do next?
(ତା’ପରେ ସେମାନେ କ’ଣ କଲେ ?)
Answer:
Then all the athletes walked hand-in-hand to complete the race.

Question 32.
What happened to the hundred-yard dash?
(୧୦୦ ଗଜ ଦୌଡ଼ର କ’ଣ ହେଲା ?)
Answer:
The hundred-yard dash was reduced to a walk.

Question 33.
What did they carry with them?
(ସେମାନେ ସେମାନଙ୍କ ସହ କ’ଣ ବୋହି ନେଉଥିଲେ ? )
Answer:
They carried a banner with them.

Question 34.
What did the banner say?
(ବ୍ୟାନାର କ’ଣ କହୁଥିଲା ?)
Answer:
The banner said that it was “Special Olympics”.

Question 35.
What did the race end with?
(ଦୌଡ଼ର ସମାପ୍ତି କିପରି ଘଟିଲା ?)
Answer:
The race ended with a walk hand-in-hand and all nine athletes became the winner of the event.

Question 36.
How did they come to the finish line?
(ସେମାନେ finish lineକୁ କିପରି ଆସିଲେ ?)
Answer:
All the athletes walked hand-in-hand to come to the finish line.

Question 37.
What do you mean by “a standing ovation”?
(“a standing ovation’ର ଅର୍ଥ କ’ଣ ?)
Answer:
Here “a standing ovation” means the popular appreciation for the masterly performance the athletes had done.

Question 38.
How were their faces then? Were they all happy? Why?
(ସେତେବେଳେ ସେମାନଙ୍କର ମୁଖମଣ୍ଡଳ କିପରି ଥିଲା ? ସମସ୍ତେ ଖୁସି ଥିଲେ କି ? କାହିଁକି ?)
Answer:
Their faces were beaming then. They all won gold medals. They all were happy for the sympathy and love they showed to the young athlete.

Question 39.
What do you learn from such type of help of the athletes?
(ଖେଳାଳିମାନଙ୍କର ଏହି ପ୍ରକାର ସାହାଯ୍ୟରୁ ତୁମେ କ’ଣ ଶିକ୍ଷାଲାଭ କଲ ?)
Answer:
We learn that humanity, love, affection, fellow feeling, and cooperation are high above personal achievements.

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

Question 1.
What message does the poet convey in “Nine Gold Medals”?
(“Nine Gold Medals” କବିତାରେ କବି କି ବାର୍ତ୍ତା ଦେଇଛନ୍ତି ?)
Answer:
The poet conveys the message that humanity, love, affection, fellow feeling, and cooperation are better than any sort of competition or personal achievements.

Question 2.
What is important – winning a medal or helping a fellow brother in trouble?
(ପଦକ ଜିତିବା କିମ୍ବା ସାଙ୍ଗଭାଇକୁ ସାହାଯ୍ୟ କରିବା ଦୁଇଟିରୁ କେଉଁଟି ପ୍ରଧାନ ?)
Answer:
Helping a fellow brother in trouble is more important than winning a medal.

Question 3.
What is necessary for a person – to understand the emotions of others or to become self-centered?
(ଜଣେ ବ୍ୟକ୍ତି ପାଇଁ କେଉଁଟି ଆବଶ୍ୟକ – ଅନ୍ୟମାନଙ୍କ ମନୋଭାବ ବୁଝିବା କିମ୍ବା ସ୍ଵାର୍ଥକୈନ୍ଦ୍ରିକ ହେବା ?)
Answer:
Understanding the emotions of others is necessary for a person to become self-centered.

Question 4.
Explain – (ବ୍ୟାଖ୍ୟା କର) “He gave out a cry in frustration and anguish His dreams and efforts all dashed in the dirt.”
Answer:
The smallest athlete stumbled and lost his balance and fell to the ground. He cried in frustration and anguish as all his dreams and efforts were spoiled in a moment.

Question 5.
What do you mean by “nine beaming faces said more than these words ever will”?
(‘‘ନଅଟି ଉଜ୍ଜଳ ମୁଖମଣ୍ଡଳ ଶବ୍ଦରେ ଯାହା କହିହେବ ନାହିଁ ତା’ଠାରୁ ଅଧିକ କିଛି କହୁଥୁଲଶ’’ – ଏଥୁରୁ ତୁମେ କ’ଣ ବୁଝୁଛି ?)
Answer:
The nine athletes walked hand-in-hand to the finishing point and all were winners of the race. They were each awarded a gold medal for their empathy for each other. Their special deed justified the name ‘Special Olympic’ event. Their beaming faces told about the importance of humanity, brotherhood, and fellow feeling in this modem world.

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

Question 1.
Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃଦ୍ଧି କରିବା ।)
Answer:

• The teacher divides the class into five groups.
• S/he read aloud the poem two times with proper word stress and intonation.
• S/he read 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 and other groups listen to them.
• The teacher invites some students to recite the poem individually.

Question 2.
Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ସେଗୁଡ଼ିକର ବିଷୟବସ୍ତୁ ସହ ମେଳ କରିବା ।)
Match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. Write the stanza numbers in the last column. One is done for you. (‘A’ ସ୍ତମ୍ଭ ସହିତ ‘B’ ସ୍ତମ୍ଭକୁ ମିଳାଅ ! ସ୍ତମ୍ଭ ‘A’ରେ ପଂକ୍ତି କ୍ରମ ସଂଖ୍ୟା ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ବିଷୟବସ୍ତୁ ରହିଛି । ପଂକ୍ତିର କ୍ରମ ସଂ%: ଶେଷ ସ୍ତମ୍ଭରେ ଲେଖି । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

Stanza Numbers	Themes of the stanzas
1	nine resolved athletes at the back of the starting line – ready for the event
2	athletes from all over the country – to run for the medals – attended long trainings
3	pistol exploded – signal given – running ahead – the smallest one lost control – fell down
4	spectators gathered – cheer – final event – highly excited	2
5	the other runners – came back – helped him stand
6	nine runners – joined hands – walked instead of running – banner – Special Olympic
7	end of the race – nine gold medals – faces – looked happy
8	cried in frustration and terrible pain – thought his dream shattered

Answer:

Stanza Numbers	Themes of the stanzas
1	nine resolved athletes at the back of the starting line – ready for the event	3
2	athletes from all over the country – to run for the medals – attended long trainings	1
3	pistol exploded – signal given – running ahead – the smallest one lost control – fell down	4
4	spectators gathered – cheer – final event – highly excited	2
5	the other runners – came back – helped him stand	6
6	nine runners – joined hands – walked instead of running – banner – Special Olympic	7
7	end of the race – nine gold medals – faces – looked happy	8
8	cried in frustration and terrible pain – thought his dream shattered	5

Question 3.
Let’s arrange the jumbled sentences to get the summary of the poem. The first and the last sentences are already in order. Write the number of the sentence in the box provided for each. (ଆସ କବିତାର ସାରାଂଶ ପାଇଁ ବାଦ୍ୟଗୁଡ଼ିକୁ ସଜାଇବା । ପ୍ରଥମ ଓ ଶେଷ ବାକ୍ୟ ପୂର୍ବରୁ ଠିକ୍ କ୍ରମରେ ରହିଛି । ବାକ୍ୟଗୁଡ଼ିକର କ୍ରମ ସଂଖ୍ୟା ପ୍ରଦତ୍ତ ବାକ୍ସରେ ଲେଖି ।)

• Nine athletes came from all over the country to take part in a running race. [ 1 ]
• The pistol exploded to signal a start.
• All of them were running ahead.
• They had already received training before coming there.
• But the youngest of them lost control and fell down.
• The blocks were all lined up for the running race and they were in the back of the starting line.
• Being frustrated, he cried in severe pain.
• They all joined hands and walked together to the end line holding a banner.
• The other runners, instead of running, came to him and helped him stand.
• They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

Answer:

• Nine athletes came from all over the country to take part in a running race. [ 1 ]
• The pistol exploded to signal a start. [ 4 ]
• All of them were running ahead. [ 5 ]
• They had already received training before coming there. [ 2 ]
• But the youngest of them lost control and fell down. [ 6 ]
• The blocks were all lined up for the running race and they were in the back of the starting line. [ 3 ]
• Being frustrated, he cried in severe pain. [ 7 ]
• They all joined hands and walked together to the end line holding a banner. [ 9 ]
• The other runners, instead of running, came to him and helped him stand. [ 8 ]
• They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

H. Let’s Write: (ଆସ 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. (ପଦ୍ୟର ପ୍ରତ୍ୟେକ ପଂକ୍ତିପାଇଁ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖିବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)
Answer:

1. The poem “Nine Gold Medals’ has eight stanzas. The first stanza is about how athletes from all over the country came to take part in a running race. They had to run for medals. There were three kinds of medals – gold, silver, and bronze. They had attended long training before this event.
2. The second stanza is about how the spectators gathered around the old field to cheer the athletes. The final event of the day was approaching and excitement grew high.
3. The third stanza is about how nine resolved athletes stood at the back of the starting line. They were ready to run.
4. The fourth stanza is about how the pistol exploded giving the signal to run. All the athletes ran ahead, but the smallest one stumbled and lost balance, and fell down.
5. The fifth stanza is about how the smallest athlete cried in frustration and pain. His dream of winning a medal shattered in a moment.
6. The sixth stanza is about how all nine runners came back to help the smallest runner. They helped the boy to stand on his feet.
7. The seventh stanza is about how the nine athletes joined hands and walked instead of running to finish the race. They carry the banner of ‘Special Olympic7 with them.
8. The eighth stanza is about how the race ended. All were winners and awarded a gold medal each. Their faces were beaming and they were happy.

BSE Odisha 9th Class English Nine Gold Medals Important Questions and Answers

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

Question 1.
What is the poem ‘Nine Gold Medals’ about?
Answer:
The poem ‘Nine Gold Medals’ is about an inspiring running event that took place among nine disabled athletes.

Question 2.
Who came from all over the country?
Answer:
Disabled athletes came from all over the country.

Question 3.
Why did the disabled athletes come there?
Answer:
The disabled athletes came there to participate in a race competition.

Question 4.
Who has usually rewarded the three medals- gold, silver, and bronze?
Answer:
Usually, the first winner of the competition is rewarded with a gold medal and the second winner gets a silver medal and the winner who stands third gets a bronze medal.

Question 5.
What was the event for which they had come?
Answer:
They had come to participate in a running race competition in a special Olympic event.

Question 6.
What had they done before they came down to these games?
Answer:
They had trained themselves hard for many weeks and months before they came down to these games.

Question 7.
What did the spectators do around the Oldfield?
Answer:
The spectators gathered round the old field and cheered the athletes.

Question 8.
Why did they gather around the old field?
Answer:
They gathered round the old field to enjoy watching the games and cheered the athletes.

Question 9.
Why did their excitement grow up?
Answer:
Their excitement grew up because the final event of the day was approaching.

Question 10.
What were all lined up?
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event?
Answer:
The event was a hundred-yard dash.

Question 12.
How many athletes were there?
Answer:
There were nine athletes in the competition.

Question 13.
Which word tells that the athletes had taken a firm decision to win a medal?
Answer:
The word ‘ resolved ’ in the third line of the third stanza tells that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
Answer:
Those nine athletes were at the back of the starting line.

Question 15.
What were they poised for?
Answer:
They were poised for the sound of the gun.

Answer The Following In A Word Or A Phrase.

Question 1.
Where did the athletes come from?
Answer:
all over the country

Question 2.
Why did they run for it?
Answer:
for gold, silver, and bronze medals

Question 3.
How many athletes were there in the race?
Answer:
nine athletes

Question 4.
Who gathered round the old field?
Answer:
the spectators

Question 5.
Where did the spectators assemble?
Answer:
around the old field

Question 6.
What were all lined up?
Answer:
the blocks

Question 7.
What was the event?
Answer:
a hundred-yard dash

Question 8.
What were the athletes poised for?
Answer:
the sound of the gun

Question 9.
What exploded to signal the beginning of the race?
Answer:
the gun

Question 10.
Who was unable to run?
Answer:
the youngest of the runners

Question 11.
Where did the young athlete fall?
Answer:
to the asphalt

Question 12.
Why did the young athlete cry out?
Answer:
in frustration and anguish

Question 13.
What did the athletes carry with them?
Answer:
a banner

Question 14.
What did the banner say?
Answer:
Special Olympics

Question 15.
How did the athletes go to the finishing point?
Answer:
holding their hands

Question 16.
What does the poem ‘ Nine Gold Medals ‘ say?
Answer:
humanity, not personal achievement

Question 17.
Who is the poem ‘ Nine Gold Medals ’ written by?
Answer:
David Roth

Question 18.
What does the expression ‘ anguish’ mean?
Answer:
mental pain

Question 19.
What do we call a person who takes part in sports?
Answer:
athlete

Question 20.
What does the expression ‘nine beaming faces’ refer to?
Answer:
nine happy disabled athletes

Fill In The Blanks.

1. The athletes came from ____________ the country.
Answer:
all over

2. The spectators ____________ round the old field.
Answer:
gathered

3. The hundred-yard ____________ and the race to be run.
Answer:
dash

4. They ____________ for the sound of the gun.
Answer:
poised

5. The ____________ were all lined up for the race.
Answer:
blocks

6. They turned back ____________ to help the young athlete.
Answer:
one by one

7. They were holding a ____________ that read “Special Olympics”.
Answer:
banner

8. Being frustrated. he cried is ____________.
Answer:
anguish

9. They all were awarded ____________.
Answer:
gold medal

10. His dreams and efforts all ____________ is the dirt.
Answer:
dashed

Multiple Choice Questions With Answers.

Question 1.
How many athletes were there in the race?
(A) two athletes
(B) five athletes
(C) nine athletes
(D) six athletes
Answer:
(C) nine athletes

Question 2.
Who gathered round the old field?
(A) the visitors
(B) the travelers
(C) the players
(D) the spectators
Answer:
(D) the spectators

Question 3.
What exploded to signal the beginning of the race?
(A) the gun
(B) the hell
(C) the trumpet
(D) the drum
Answer:
(A) the gun

Question 4.
Where did the young athlete fall?
(A) to the ground
(B) to the mud
(C) to the asphalt
(D) to the rocks
Answer:
(C) to the asphalt

Question 5.
What did the athletes carry with them?
(A) a leaflet
(B)a flag
(C) a banner
(D) none of these
Answer:
(C) a banner

Question 6.
What do we call a person who takes pan in sports?
(A) participant
(B) coach
(C) athlete
(D) winner
Answer:
(C) athlete

Question 7.
The spectators ____________ round the old field.
(A) assembled
(B) viewed
(C) gathered
(D) walked
Answer:
(C) gathered

Question 8.
The ____________dashandcheracetoberun.
(A) hundred-yard
(B) fifty-yard
(C) twenty-yard
(D) ten-yard
Answer:
(A) hundred-yard

Question 9.
They ____________ for the sound of the gun.
(A) poised
(B) waited
(C) expected
(D) awaited
Answer:
(A) poised

Question 10.
The ____________ were all lined up for the race.
(A) blocks
(B) players
(C) tracks
(D) athletes
Answer:
(A) blocks

Question 11.
They turned back ____________ to help the young athlete.
(A) simultaneously
(B) one by one
(C) in a row
(D) quickly
Answer:
(B) one by one

Question 12.
They were holding a ____________ that read “Special Olympics”.
(A) leaflet
(B) hag
(C) banner
(D) signboard
Answer:
(C) banner

Question 13.
Being frustrated, he cried ____________.
(A) pain
(B) despair
(C) anger
(D) anguish
Answer:
(D) anguish

Question 14.
They all were awarded ____________.
(A) silver medals
(B) bronze medals
(C) iron medals
(D) gold medals
Answer:
(D) gold medals

Question 15.
His dreams and efforts ____________ all in the dirt.
(A) vanished.
(B) crashed
(C) dashed
(D) washed
Answer:
(C) dashed

Nine Gold Medals Summary in English

Lead-In:
David Roth has sent a great message to humanity that the world now needs no more competition but more cooperation and collaboration. The authenticity of the incident offers a moral value. The present times need it badly when people forget to help one another in an unhealthy rat race in every aspect of life.
ଉପକ୍ରମ :
ଡେଭିଡ୍ ରୋଥ୍ ଆମକୁ କବିତା ମାଧ୍ୟମରେ ଗୋଟିଏ ସୁନ୍ଦର ନୈତିକ ଭାବ ପରିବେଷଣ କରିଛନ୍ତି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀ ପ୍ରତିଯୋଗିତା ଅପେକ୍ଷା ପରସ୍ପର ସହଯୋଗୀ ମନୋଭାବ ଅଧିକ ଦରକାର କରୁଛି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀବାସୀ ତାହା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଭୁଲି ଯାଇଛନ୍ତି । ସାହାଯ୍ୟର ହାତ ବଢ଼ାଇବା ପରିବର୍ତ୍ତେ ପ୍ରତିଯୋଗିତାରେ ଜୟଲାଭ କରିବାକୁ ଚାହୁଁଛନ୍ତି । କବିତା “Nine Gold Medals” ମାଧ୍ୟମରେ କବି ସୁନ୍ଦର ଭାବରେ ଏକଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । କବିତାଟି ନୈତିକତାବୋଧକ ଏବଂ ସୃଜନଶୀଳ ।

Stanzawise Analysis:
Stanza – 1
The athletes had come from all over the country
To run for the gold, for the silver and bronze
Many weeks and months of training
All comings down to these games.
ଅନୁବାଦ :
ସମଗ୍ର ଦେଶରୁ ଖେଳାଳିମାନେ ଦୌଡ଼ ପ୍ରତିଯୋଗିତାରେ ଭାଗ ନେବାକୁ ଆସିଥିଲେ । କେବଳ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ଜିତିବାପାଇଁ ସେମାନେ ଆଗରୁ ସପ୍ତାହ ସପ୍ତାହ ଏବଂ ମାସ ମାସ ଧରି ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ ।

Stanza – 2
The spectators gathered around the old field
To cheer on all the young women and men
The final event of the day was approaching
Excitement grew high to began.
ଅନୁବାଦ :
ଏକ ପୁରାତନ ଖେଳପଡ଼ିଆର ଚାରିପାଖରେ ଦର୍ଶକମାନେ ଏକତ୍ର ହେଲେ । ସମସ୍ତେ ଖେଳାଳିମାନଙ୍କୁ ଉତ୍ସାହିତ କରିବାକୁ ଆସିଥିଲେ । କାରଣ ଏହା ଥିଲା ଶେଷ ପର୍ଯ୍ୟାୟ ଖେଳ । ଦିବସର ଶେଷ ପ୍ରତିଯୋଗିତାର ସମୟ ନିକଟତର ହେଉଥିଲା । ଉତ୍ସାହ ଓ ଉଦ୍ଦୀପନା ବଢ଼ିବାରେ ଲାଗିଥିଲା ।

Stanza – 3
The blocks were all lined up for those who would use them
The hundred-yard dash and the race to be run
These were nine resolved athletes in back of the starting line
Poised for the sound of the gun.
ଅନୁବାଦ :
ଖେଳାଳିମାନଙ୍କ ବ୍ୟବହାର ପାଇଁ ସମସ୍ତ ଟ୍ରାକ୍ ପ୍ରସ୍ତୁତ ହୋଇସାରିଥିଲା । ଶହେ ଗଜ ଦୂରତା ଦୌଡ଼ିବାର ଥିଲା । ନଅ ଜଣ ସଂକଳ୍ପବଦ୍ଧ କ୍ରୀଡ଼ାବିତ୍ ଆରମ୍ଭରେଖା ପଶ୍ଚାତ୍‌ରେ ଦୌଡ଼ିବା ନିମନ୍ତେ ପ୍ରସ୍ତୁତ ହୋଇ ବନ୍ଧୁକ ଫୁଟିବା ଶବ୍ଦକୁ ଅପେକ୍ଷା କରିଥିଲେ ।

Stanza – 4
The signal was given, the pistol exploded
And so did the runners all charging ahead
But the smallest among them, he stumbled and staggered
And fell to the asphalt instead.
ଅନୁବାଦ :
ପିସ୍ତଲ ଗର୍ଜି ଉଠିଲା ଓ ଦୌଡ଼ିବାର ସଙ୍କେତ ଦିଆଗଲା । ଖେଳାଳିମାନେ ଆଗକୁ ଦୌଡ଼ିବାକୁ ଆରମ୍ଭ କଲେ । ମାତ୍ର ସମସ୍ତଙ୍କଠାରୁ ସାନ ପିଲାଟି ଝୁଣ୍ଟି ପଡ଼ିଲା ଓ ଭାରସାମ୍ୟ ହରାଇ ତଳେ ପଡ଼ିଗଲା ।

Stanza – 5
He gave out a cry in frustration and anguish
His dreams and his efforts all dashed in the dirt
But as sure as I’m standing here telling this story
The same goes for what next occurred.
ଅନୁବାଦ :
ପିଲାଟି ହତାଶାବୋଧ, ମାନସିକ ଓ ଶାରୀରିକ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା । ତାହାର ସମସ୍ତ ସ୍ବପ୍ନ ଓ ଉଦ୍ୟମ ମୁହୂର୍ତ୍ତକରେ ମାଟିରେ ମିଶିଲା । ମୁଁ ସେଠାରେ ଛିଡ଼ା ହୋଇ ଦେଖୁଥୁଲି ଏବଂ ପରବର୍ତ୍ତୀ ଘଟଣା ଠିକ୍ ନିମ୍ନ ପ୍ରକାର ଥିଲା ।

Stanza – 6
The eight other runners pulled up on their heels
The ones who had trained for so long to compete
One by one they all turned around and went back to help him
And brought the young boy to his feet.
ଅନୁବାଦ :
ଅନ୍ୟ ଆଠଜଣ ଖେଳାଳି ଅଟକିଗଲେ ଯେଉଁମାନେ କି ପ୍ରତିଯୋଗିତା ନିମନ୍ତେ ଦୀର୍ଘଦିନର ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ । ଆଉ ଆଗକୁ ନ ଯାଇ ଜଣ ଜଣ କରି ସମସ୍ତେ ସାହାଯ୍ୟ କରିବାକୁ ପଛକୁ ଫେରିଲେ ଏବଂ ପିଲାଟିକୁ ଠିଆ କରିବାରେ ସାହାଯ୍ୟ କଲେ ।

Stanza – 7
Then all the nine runners joined hands and continued
The hundred-yard dash now reduced to a walk
And a banner above that said (Special Olympics)
Could not have been more on the mark.
ଅନୁବାଦ :
ତା’ପରେ ସମସ୍ତ ନଅ ଜଣ ଦୌଡ଼ାଳି ହାତ ଧରାଧରି ହୋଇ ଆଗକୁ ବଢ଼ିଲେ । ଶହେ ଗଜର ଦୌଡ଼ ଚାଲିବାରେ ରୂପାନ୍ତରିତ ହେଲା । ଉପରେ ଲାଗିଥିବା bannerରେ ଲିଖ୍ ‘Special Olympics” ନାମକୁ ଏହା ଯଥାର୍ଥରେ ସାକାର କରୁଥିଲା ।

Stanza – 8
That’s how the race ended, with nine gold medals
They came to the finish line holding hands still
And a standing ovation and nine beaming faces
Said more than these words ever will
ଅନୁବାଦ :
ଏହିପରି ଭାବେ ଖେଳ ସମାପ୍ତ ହେଲା । ନଅଟି ସୁନା ପଦକ ସମସ୍ତ ଖେଳାଳିଙ୍କୁ ଦିଆଗଲା । ନଅ ଜଣ ଖେଳାଳିଙ୍କର ଉଜ୍ଜ୍ବଳ ମୁଖମଣ୍ଡଳ ଓ ଦର୍ଶକମାନଙ୍କର ଛିଡ଼ା ହୋଇ ସମ୍ଭାଷଣ ଏହାଠାରୁ ଆହୁରି ଅଧ୍ଵ କିଛି କହୁଥିଲା ।

About The Poet: (କବିଙ୍କ ସମ୍ପର୍କରେ )
David Roth was bom on 10 October 1954 in Bloomington, Indiana. He is an American rock vocalist, song composer, author, actor, and radio personality.  The present poem is based on an inspiring event of a race in which nine differently-abled athletes took part in a “Special Olympic” event. In the race when one runner fell to the ground, all others stopped and returned to help him stand on his feet, and they walked hand-in-hand to finish the race. All of them won and were awarded gold medals for their empathy for each other. The poem is highly educative in terms of value education in this competitive world. The poet highlights humanity which is high above personal achievements. It conveys a great message to humanity that the world now needs no more competition but more love, affection, fellow feeling, cooperation, and collaboration.

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
athlete — a participant in a group of sports activities
training — practice on anything
spectators — persons watching an event
cheer — to encourage — ଉତ୍ସାହିତ କରିବା
approaching — drawing near — ପାଖେଇ ଆସୁଛି
excitement — a state of being excited — ଉତ୍ତେଜନା
blocks — two starting blocks on the ground where the manners push their feet against at the beginning of the race
resolved — determined — ସଂକଳ୍ପବଦ୍ଧ
poised — ready — ପ୍ରସ୍ତୁତ
signal — a sign to start — ସଙ୍କେତ
stumble — hit the feet against something — ଝୁଣ୍ଟି ପଡ଼ିବା
staggered — lost balance — ଭାରସାମ୍ୟ ହରାଇଲେ
instead — ଏହ ପରିବର୍ତ୍ତେ
medal — a gift for winning an event — ପଦକ
exploded — sounded — ଶବ୍ଦ ହେଲା
frustration — hopelessness — ନିରାଶାବୋଧ
occurred — happened — ଘଟିଲା |
reduce — cut down
ovation — an expression of popular
appreciation — ସ୍ବୀକୃତିସୂଚକ ସମ୍ମାନ
beaming — ଆଲୋକିତ
anguish — terrible mental pain — ଭୟଙ୍କର ମାନସିକ ଯନ୍ତ୍ରଣା |

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

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

Class 9th English Chapter 6 Home and Love Question Answers BSE Odisha

Home and Love Class 9 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.

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 5 A Hero of India Textbook Exercise Questions and Answers.

Class 9th English Chapter 5 A Hero of India Question Answers BSE Odisha

A Hero of India Class 9 Questions and Answers

D. Let’s Understand The Text: (ଆସ ପାଠ୍ୟବିଷୟକୁ ବୁଝିବା)

Question 1.
Swami was very much interested in the newspaper report about the brave village boy. What were Swami’s views?
(ଖବରକାଗଜରେ ପ୍ରକାଶିତ ହୋଇଥିବା ସାହସୀ ଗାଉଁଲି ବାଳକ କଥା ସ୍ଵାମୀ ଜାଣିବାକୁ ବହୁତ ଆଗ୍ରହୀ ଥିଲା । ତା’ର ମତ କ’ଣ ଥିଲା ?)
Answer:
Swami was very much interested in the newspaper report about the brave boy. But he didn’t believe the news that his father told him. He was wonderstruck (ଆଶ୍ଚର୍ଯ୍ୟଚକିତ ହେଲା) how a boy could fight a tiger. He thought that he might have been a very strong and grown-up person.

Question 2.
Why did Swami’s father want him to sleep alone?
(ସ୍ଵାମୀଙ୍କ ବାପା କାହିଁକି ସେ ଏକାକୀ ଶୋଉ ବୋଲି ଚାହିଁଲେ ?)
Answer:
Swami’s father wanted Swami to be a courageous boy who might face any hurdle in his life. He also thought that sleeping alone at night might make one courageous. So his father wanted him to sleep alone in his office room.

Question 3.
How did Swami react to his father’s proposal to sleep alone?
(ସ୍ଵାମୀ କିଭଳି ଭାବରେ ବାପାଙ୍କ ଏକୁଟିଆ ଶୋଇବା ପ୍ରସ୍ତାବ ଉପରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲା ?)
Answer:
Father proposed ( ପ୍ରସ୍ତାବ ଦେଲେ) Swami to sleep alone (ଏକୁଟିଆ ଶୋଇବାକୁ) in his office room. First of all, Swami thought that his father might be joking (ମଜା କରୁଛନ୍ତି). Swami changed the subject matter tactfully (ଚତୁରତାର ସହ) by saying that the elders were allowed to play in their cricket team. But his father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
How did Swami feel when he was left alone in his father’s office at night?
(ସ୍ଵାମୀ ରାତିରେ ବାପାଙ୍କ ଅଫିସ୍ ଗୃହରେ ଏକୁଟିଆ ରହିବା ଅବସ୍ଥାରେ କିଭଳି ଅନୁଭବ କରିଥିଲା ?)
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty (ନିଷ୍ଠୁରତା). He hated the newspaper for the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat (ତଣ୍ଟି ଚିପିବା) or carry him away.

Question 5.
What kind of dreams did he have while he was sleeping there?
(ସ୍ଵାମୀ ସେଠାରେ ଶୋଇଥିଲାବେଳେ କି ପ୍ରକାର ସ୍ବପ୍ନ ଦେଖୁଥିଲା ?)
Answer:
While Swami was sleeping in his father’s office alone, he dreamt a terrible dream (ଭୟଙ୍କର ସ୍ବପ୍ନ). He dreamt that a tiger was chasing him. His feet struck to the ground. He tried to escape but he couldn’t move and the tiger was at his back. Again, he could hear its claws scratching the ground. He groaned in despair.

Question 6.
Why did he wake up?
(ସେ କାହିଁକି ଉଠିପଡ଼ିଲା ?)
Answer:
Swami crouched (ଜାକିଜୁକି ହୋଇ ଶୋଇଲା) under the bench in fear.He fell asleep and saw a terrible dream. When the frightening dream (ଭୟଙ୍କର ସ୍ବପ୍ନ) was continuing, he heard a light thud. He was extremely (ଅଧିକ ମାତ୍ରାରେ) frightened. All sorts of noises reached his ears. These thoughts suddenly woke him up.

Question 7.
What made Swami desperate?
(ସ୍ବାମୀଙ୍କୁ କ’ଣ ହତାଶ କଲା ?)
Answer:
Swami heard a noise in his sleep. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down the wooden leg of the bench and rustling. So he became desperate (ହତାଶ ) thinking that the devil would tear him to pieces.

Question 8.
What made him attack the burglar?
(ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କରିବାକୁ ସେ କିପରି ବାଧ୍ୟ ହେଲା ? )
Answer:
Swami could hear the rustling in dark. He woke up in terror. He was frightened and sweated with fear as he was alone. Soon he found something was moving down. He thought that it was a devil. He was sure of his death. So without waiting he came out from under the bench and hugged the figure with all his strength and bit its ankle severely.

Question 9.
Suppose you were asked to describe Swami in a few words, how would you do it ? Write the most appropriate answer.
(ମନେକର ତୁମକୁ ସ୍ୱାମୀକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣନା କରିବାକୁ କୁହାଗଲା, ତୁମେ କିପରି କରିବ ? ସଠିକ୍ ଉତ୍ତର ଲେଖ ।)
(a) Young, strong and brave.
(b) Well-behaved and polite.
(c) Disobedient, disrespectful and naughty.
(d) Clever but not courageous.
Answer:
(d) Clever but not courageous. (ଯଦିଓ ସ୍ବାମୀ ଚତୁର ଥିଲା ହେଲେ ସାହସୀ ନ ଥିଲା ।)

Question 10.
What did Swami dream in the office?
(ସ୍ଵାମୀ କାର୍ଯ୍ୟାଳୟରେ କ’ଣ ସ୍ଵପ୍ନ ଦେଖିଲା ?)
(a) The devils came up and clutched at his throat.
(b) A tiger chased him and he tried hard to escape but couldn’t.
(c) As a devil came nearer, he held his arms around the devil tightly.
Answer:
(b) A tiger chased him and he tried hard to escape but couldn’t. (ସ୍ଵାମୀକୁ ଏକ ବାଘ ଗୋଡ଼େଇଲା, ସେ ଖସି ପଳେଇବାକୁ ଚେଷ୍ଟା କଲା, କିନ୍ତୁ ପାରିଲାନି ।)

E. Let’s Understand The Text Better : (ଆସ ପାଠ୍ୟବିଷୟଟିକୁ ଭଲ ଭାବରେ ବୁଝିବା)

Question 1.
Discuss how Swamy felt being forced to sleep alone.
(ଏକୁଟିଆ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଗଲାରୁ ସ୍ୱାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami was compelled by his father to sleep alone in the office room to prove his courage. He appealed to his mother and granny to come to his rescue. But his father did not listen to anything. Being forced to do so he felt cut off from humanity. He was pained and felt angry. He did not like the strain of cruelty of his father’s nature. He also hated newspapers for printing the tiger’s story.

Question 2.
How would you feel if you were made to sleep alone in a room? Do you share Swami’s feelings?
(ତୁମକୁ ଯଦି ଏକୁଟିଆ ଏକ କୋଠରିରେ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଯାଏ, ତୁମେ କିପରି ଅନୁଭବ କରିବ ? ତୁମେ କ’ଣ ସ୍ଵାମୀ ପରି ଅନୁଭବ କରିବ ?)
Answer:
If I were made to sleep alone in a room, I would be terrified. Because I am not in habit of sleeping alone. I also share Swami’s feelings because I used to sleep beside my granny or grandmother and had no experience of sleeping alone at night.

Question 3.
How did Swami feel in the darkness?
(ଅନ୍ଧକାରରେ ସ୍ବାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ?)
Answer:
Swami was compelled (ବାଧ୍ୟ ହେଲା ) to sleep alone in his father’s office room at night. He had never experienced it before. He was suffocated (ଅଣନିଃଶ୍ଵାସୀ ହେଲା). He remembered the stories of devils and ghosts he had heard and remembered his friend who had seen a devil. He was faint with fear.

Question 4.
Discuss Swami’s response to the movement in the darkness.
(ଅନ୍ଧାରରେ ଯାହାସବୁ ହେଉଥିଲା ସ୍ବାମୀର ସେସବୁ ପ୍ରତି ଯାହା ପ୍ରତିକ୍ରିୟା ଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami’s loneliness in utter darkness made him frightened. He tried his best to fall asleep. As he fell asleep, he saw a frightful dream. Just then he heard some rustling sound. He opened his eyes. He stared into the darkness. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He became desperate and thought that the devil would certainly tear him to pieces.

Question 5.
Was Swami really courageous? What did people think about him?
(ସ୍ଵାମୀ କ’ଣ ପ୍ରକୃତରେ ସାହସୀ ଥିଲା ? ଲୋକେ ତା’ ବିଷୟରେ କ’ଣ ଭାବୁଥିଲେ ? )
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated (ଅଭିନନ୍ଦନ ଜଣାଇଲେ ) ବନ୍ଦୀ ହେଲା) him for his heroic action. A notorious (କୁଖ୍ୟାତ) house-breaker could be captivated (ବନ୍ଦୀ ହେଲା) only because of Swami’s timely action. People thought him a true hero.

Question 6.
“Courage is everything, strength and age are not important.”
(‘‘ସାହସ ସବୁକିଛି, ଶାରିରୀକ ବଳ ଏବଂ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’)
Answer:
‘Courage is everything, strength and age are not important.’ It was the statement and theory of Swami’s father. It is a fact. A mighty person without courage can do nothing whereas a weak person with courage can do everything. It so happened in the life of Swami. He could attack a strong house-breaker even if he was very young then.

F. Let’s Learn Some New Words: (ଆସ କେତେକ ନୂଆ ଶବ୍ଦ ଶିଖୁବା)

The words given in the brackets have come from the story ‘A Hero’. The expression in each sentence is the meaning of the word after that sentence. Rewrite each sentence using the appropriate form of the word in brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ‘A Hero’ ଗଳ୍ପରୁ ଆସିଛି । ଉକ୍ତିରେ ଯାହା ପ୍ରକାଶ କରାଯାଇଛି ତାହା ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦର ଅର୍ଥ । ବନ୍ଧନୀ ଭିତରେ ଥିବା ଶବ୍ଦର ଉପଯୁକ୍ତ ରୂପ ବ୍ୟବହାର କରି ପ୍ରତ୍ୟେକ ବାକ୍ୟକୁ ପୁନର୍ବାର ଲେଖ ।)

Example :
The teacher looked at me continuously before asking the question. (fixedly)
Answer:
The teacher looked at me fixedly before asking the question.

1. The plan of action suggested by the students was not accepted by the headmaster. (proposition)
2. The child spoke in an unclear manner which her mother couldn’t hear. (mumble)
3. My friend sleeps in a separate room because he breathes noisily while asleep. (snore)
4. The patient’s painful condition affected everyone. (agonize)
5. The boy was not prepared and so did not want to take the examination. (hesitate)
6. The low continuous sound of the bee adds charm to the garden. (humming)
7. The surface of my car was damaged due to the accident. (scratch)

Answer:
1. The proposition suggested by the students was not accepted by the headmaster.
2. The child mumbled which her mother couldn’t hear.
3. My friend sleeps in a separate room because he snores while asleep.
4. The patient’s painful condition agonized everyone.
5. The boy was not prepared and so hesitated to take the examination.
6. The humming of the bee adds charm to the garden.
7. The surface of my car was scratched due to the accident.

The following sentences occur in the story you have read in Section -1.
1. “How could a boy fight a tiger ?”
2. Any change in this arrangement kept him trembling.
‘Fight in sentence 1 is a verb.
‘Change’ in sentence 2 is a noun.
(ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି verb ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି noun ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।)
Now read these sentences: (ଏବେ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼)
1. He got into a fight with a man in the bar. (Noun)
2. We change our car every two years. (Verb)
ଏଠାରେ ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି noun ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି verb ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।
Often in English, one comes across words that can function both as nouns and as verbs in different contexts.
(ଇଂରାଜୀରେ ଆମେ କେତେକ ଶବ୍ଦ ଦେଖୁ ଯାହାକି ଉଭୟ Noun ଓ Verb ରୂପେ ଭିନ୍ନ ଭିନ୍ନ ପରିପ୍ରେକ୍ଷୀରେ ବ୍ୟବହାର ହୋଇପାରେ । )
Read the story again and pick out ten such words. Then use each word In two different sentences of your own mentioning ‘noun use’ and ‘verb use’.
(ଗଳ୍ପଟିକୁ ଆଉଥରେ ପଢ଼ ଏବଂ ଦଶଟି ଏପରି ଶବ୍ଦ ବାଛ । ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ noun ଓ verb ରୂପେ ବ୍ୟବହାର କର ।)
Answer:

1.	Turn (Noun) (Verb)	You have missed your turn (ପାଳି/ସୁଯୋଗ) so you’ll have to wait. The wheel turned (ଘୂରିଲା) slowly.
2.	Face (Noun) (Verb)	She had a surprised expression on her face ( ମୁଖମଣ୍ଡଳ). The building faces (ମୁହାଁ ଆଡ଼କୁ ମୁହଁ କରିବା) north.
3.	Attack (Noun) (Verb)	Security will be increased after yesterday’s attack (ଆକ୍ରମଣ) on the  President’s life. The enemy attacked (ଆକ୍ରମଣ କଲେ) at night.
4	Dispute (Noun) (Verb)	This question is still under dispute (ବିବାଦ). The two parties disputed (କଳି କଲେ) over the ownership
5.	Hope (Noun) (Verb)	The situation looks bad, but we don’t give up hope (ଆଶା). I hope (ଆଶା କରେ) to go to university next year.
6.	Cut (Noun) (Verb)	How did you get that cut (କଟା ଚିହ୍ନ) on your hand? I cut (କାଟି ଦେଲି) my face when I was shaving.
7.	Command (Noun) (Verb)	The Indian Army is under the government’s direct command (ନିୟନ୍ତ୍ରଣ). The general commanded (ଆଦେଶ ଦେଲେ) his men to the boundary.
8.	Sleep (Noun) (Verb)	Try to get eight hours’ sleep (ଶୋଇବା) a night. I couldn’t sleep (ଶୋଇବା) well last night.
9.	Bat (Noun) (Verb use)	Bat (ଖେଳପଟା ) and ball are necessary for cricket. The Indian players are batting (ବଲ୍ ବାଡ଼େଇବା)) now.
10.	Call (Noun) (Verb)	Give me a call (କଲ୍) when you are ready. The teacher called (ଡାକିଲେ) (out) the names of everyone.

G. Let’s Learn Language: (ଆସ ଭାଷା ଶିଖୁବା)
Speech Change (ଉକ୍ତି ପରିବର୍ତ୍ତନ):
Speech is the words spoken by the speaker. (ବକ୍ତାଙ୍କର କହିବା ଶବ୍ଦକୁ ‘ଉକ୍ତି’ କୁହାଯାଏ ।)
Example :
The teacher said, “Oil floats on water”.
ଏହି ବାକ୍ୟରେ Oil floats on water ହେଉଛି ଏକ speech ବା ଉକ୍ତି ଓ teacher ହେଉଛନ୍ତି speaker ବା reporter.
Two types of speech (ଦୁଇ ପ୍ରକାର ଉକ୍ତି):

Direct speech (ପ୍ରତ୍ଯକ୍ଷ ଉକ୍ତି)	Indirect speech (ପରୋକ୍ଷ ଉକ୍ତି)
(i) It is the actual words of a speaker. (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥା ବା ଉକ୍ତି) (ii) The actual words are kept within the inverted commas or quotation marks.     (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥାକୁ ଉଦ୍ଧତ ଚିହ୍ନ ଭିତରେ ରଖାଯାଏ । )	(i) It is the changed words told by somebody else other than the speaker. (ଅର୍ଥ ନ ବଦଳାଇ) (ବକ୍ତାଙ୍କର କଥାକୁ ପରିବର୍ତ୍ତନଜନିତ ଉକ୍ତି) (ii) inverted commas are omitted. (ଉଦ୍ଧୃତ ଚିହ୍ନଗୁଡ଼ିକୁ ଉଠାଇ ଦିଆଯାଏ ।)

Change to be effected in the indirect speech (ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିବର୍ତ୍ତନ ଶବ୍ଦବିଶେଷ) :

Direct speech		Indirect speech
I	—>	he/she
we	—>	they
my	—>	his / her
our	—>	their
his / her	—>	my
you	—>	I/he/she/they
your	—>	my / his./ her / their
present simple {go/goes/does/do go)	—>	past simple (went)
past simple {went)	—>	past perfect (had gone)
present progressive {is/am/are going)	—>	past progressive (was/were going)
present perfect {has/have gone)	—>	past perfect {had gone)
present perfect progressive (has/have been eating) can/may/ shall/will/must)	—>	past perfect progressive (had been eating) could/might/should/would/had to
this	—>	that
these	—>	those
since	—>	then
ago	—>	before
today	—>	that day
tonight	—>	that night
tomorrow	—>	the next day / the day after the day
yesterday	—>	before / the previous day the
last night	—>	previous night
here	—>	there
present simple as the reporting verb (say/says/tell/tells)	—>	no change in the tensed verb

Examples:

• D.S.: Father said, “You can’t go with me”.
  I.S.: Father said told that (€c) I couldn’t go with him.
• DS.: The teacher said to the pupils, “You have made our school proud this year.
  I.S.: The teacher told the pupils that they (pupils) had made their school proud that year.
• DS.: Rohit said, “I am visiting Saurav tonight”.
  I.S.: Rohit said that he was visiting Saurav that night.
• D.S.: Manali said to Rabi Sir, “Did you call me ?“ (Did – helping verb)
  I.S.: Manali asked Rabi Sir if ( QI’ he had called her).
• D.S.: Suresh says, “I am pleased with your performance now.”
  (says = reporting verb / present simple tense)
  I.S.: Suresh says that he is (not ‘was’ for ‘is’) pleased with my performance then.

Here are some more examples (ଏଠାରେ ଆଉ କେତୋଟି ଅଧୂକ ଉଦାହରଣ ଦିଆଯାଇଛି) :
(i) Swami said, “Your office room is very dusty and there may be scorpions behind your law books”. (Direct speech)
Swami told his father that his office room was very dusty and there might be scorpions behind his law books. (Indirect speech) .
Turn the following statements into indirect speech (ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)
(i) Father said, “I don’t at all like the way you are being brought up”.
“If you do it, mind you, I will make you the laughingstock of your school.”
Answer:
Indirect speech: Father told (Swami) that he didn’t at all like the way (Swami) was being brought up. He (Father) warned ( ସତର୍କ କରାଇଦେଲେ) him. to make him the laughing-stock of his school provided he (Swami) did it.

Questions:
Look at the following sentence. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟକୁ ଚାହିଁ ।)
Granny pleaded (ବିନୀତ ସ୍ୱରରେ କହିଲା), “Why do you disturb him ?”
Indirect speech: Granny asked father why he disturbed Swami.

Direct speech	Indirect speech
(i)     “Wh-questions + helping verb (is, am, are, do, does, was, have) can, must + Subject………………….. ?”(ii)  “Helping verbs + Subject ?” (Yes-No questions) inverted commas or quotation marks.	—> … asked (Object), Wh-questions +Subject + Verb(s)… —>…. asked (Object) if + Subject + Verb + … inverted commas or quotation marks deleted.

Exercise:
Report the following dialogue. (ନିମ୍ନଲିଖତ କଥୋପକଥନକୁ reported speechରେ ପରିଣତ କର ।)
“Let me sleep in the hall, father” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your law books”.
“There are no scorpions, little fellow. Sleep on the bench if you like”.
“Can I have a lamp burning in the room ?”
“No. You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits”.
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night”.

Answer:
(In the indirect speech or reporting)
Swami sought his father’s permission (ଅନୁମତି ମାଗିଲେ) to sleep in the hall in an appealing tone (ବିନୀତ ସ୍ୱରରେ). He reasoned (କାରଣ ଦର୍ଶାଇଲା) that his office room was very dusty (ଧୂଳିପୂର୍ଣ୍ଣ) and there might be scorpions behind his law books. Thereupon father bluntly (ସିଧାସଳଖ ) refused Swami’s logic (ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ) (for (କାରଣ ) there were no scorpions and asked him to sleep on the bench if he liked. Swami (showing a bit of excitement) enquired if he could have a lamp burning in the room. At this, father turned down his request (ଅନୁରୋଧକୁ ନାମଞ୍ଜୁର କରିଦେଲେ) and reassured (ଆଶ୍ୱାସନା ଦେଇ କହିଲେ) him of learning not to be afraid of darkness and encouraged (ଉତ୍ସାହିତ କରି କହିଲେ) him (Swami) to cultivate good habits as ((ଯେହେତୁ) it was only question of habit. Swami further (ପୁନଶ୍ଚ) asked if he would at least leave the door open and father gave his nod (ସମ୍ମତି ଜଣାଇଲେ), however, he wanted him (Swami) to promise him that he (Swami) must not roll up his bed and go to his granny’s side at night.

H. Let’s Write: (ଆସ ଲେଖୁବା)
1. In the story you read Swami was asked by his father to sleep alone in his office room at night. (ଗଳ୍ପରେ ତୁମେ ପଢ଼ିଲ ଯେ ସ୍ବାମୀକୁ ତା’ ବାପା ଏକୁଟିଆ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଶୋଇବାକୁ କହିଲେ ।)
Imagine that you are Swami and give an account of what followed from your point of view. (ମନେକର ତୁମେ ସ୍ଵାମୀ, ତୁମେ ତୁମ ଦୃଷ୍ଟିକୋଣରୁ କ’ଣ କ’ଣ ଘଟିଲା ତାହାର ଏକ ବିବରଣୀ ପ୍ରଦାନ କର ।)
Begin: It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to
You may like to end with: My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the incident made me a hero overnight.

Answer:
It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to sleep beside my grandmother and any sort of the change in this arrangement kept me awake all night. Everybody knew the fact well. My father left me in the office alone at night. My heart started beating faster as the stories of ghosts and devils came to my memory. I completely covered myself with the blanket. I expected the devils to capture me or carry me away. As I shut my eyes, I saw frightening dreams. Just then I could hear a rustling sound. I got up and stared into the darkness.

I found that something was moving down. I became desperate. As it came nearer I hugged it and used my teeth on it like a mortal weapon. It fell down on the ground. Father along with two other attendants reached there and captured the injured man. He was a notorious house-breaker of the district. The next day I was congratulated at my school. I became a hero overnight. Even the Inspector of Police praised me for my heroic deed. My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the situation made me a hero overnight.

2. Write a citation (a statement about someone’s character or brave actions) to be read out on the occasion of the award-giving ceremony in honor of a brave young man of your locality who has been selected for the “Bravery Award” by the government. (କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଚରିତ୍ର କିମ୍ବା ସାହସିକ କାର୍ଯ୍ୟ ବିଷୟରେ) ଏକ ବିବରଣୀ ଲେଖ ଯାହା ତୁମ ଅଞ୍ଚଳର ଏକ ସାହସୀ ଯୁବକଙ୍କ ସମ୍ମାନାର୍ଥେ ଏକ ପୁରସ୍କାର ବିତରଣୀ ସଭାରେ ସରକାରଙ୍କ ତରଫରୁ ସାହସିକ ପୁରସ୍କାର ପାଇବାକୁ ଚୟନ କରାଯାଇଥିବା ହେତୁ ପାଠ କରାଯିବ ।)

Answer:
BRAVERY OF A YOUNG VILLAGE LAD
Bikram, a young village lad of 14 years could save a helpless baby from a burning house. On a hot summer afternoon, he was returning home from his coaching center. All of a sudden he heard a loud cry of people and rushed to the spot. He found a large gathering around a burning house. The most pitiable incident he got to know was that a helpless crying mother had left her baby sleeping inside that house. Nobody could dare to enter the burning house and save the baby. It was Bikram who wasted no time and at once jumped into the room with the help of a ladder. Then he came out with the crying baby wrapped under a blanket. The baby was immediately taken to the nearest hospital and was saved. After this heroic incident, the villagers embraced Bikram and thanked him immensely for his brave and adventurous deed.

Let’s Know More (ଆସ ଅଧ‌ିକ ଜାଣିବା )
A. Related words or correct forms of the words.

Word	Related Word
describe (v)	description (n)
boy (n)	boyhood (n)
people (n)	popularity (n), popularize (v), popular (adj), populous
strong (adj)	strength (n), strengthen (v), strongly (adv)
prove (v)	proof (v)
courage (n)	courageous (adj), courageously (adv), encourage (v)
arrange (v)	arrangement (n)
enthusiasm (n)	enthusiast (n), enthusiastic (adj), enthusiastically (adv)
loud (adj)	loudly (adv)
silent (adj)	silence (n), silently (adv)
die (v)	death (n), dead (adj), deadly (adv)
slow	slowness (n), slowly (adv)
hesitate (v)	hesitation (n), hesitatingly (adv)
habit (n)	habitual (adj), habituate (v)
angry (adj)	anger (n), angrily (adv)
pain (n)	painful (adj), painfully (adv)
cruelty (n)	cruel (adj)
presence (n)	present (adj), presently
congratulate (v)	congratulation, congratulatory
horror (n)	horrified (adj), horrible (adj)
frighten (v)	frightening (adj), frightened
dark (adj)	darkness (n)
polite (adj)	politely (adv), politeness (n)
converse (v)	conversation (n), conversant (adj)
relieved (adj)	relief (n)
tremendous (adj)	tremendously (adv)
safe (n)	safety (n), safely (adv), savior (n), save (v)

B. Opposite/Antonyms

Word	Opposite Word	Word	Opposite Word
cowardice	bravery	courage	fear, scaredness
strength	weakness	strong	weak
strongly	weakly	alone	crowded
silently	loudly	darkness	light
disturb	relax	cruelty	kindness, compassion
cruel	kind, compassionate	silence	noise.
silent	noisy	silently	noisily
remember	forget	appear	disappear
rudeness	politeness	rudely	politely
heavy	light	respect	disrespect
whole	partial	wholly	partially
sleep	wake	entire	partial
notorious	reputed, famous, eminent, noted, celebrated, well-known
angry	peaceful, peace-long, calm, composed, serene

BSE Odisha 9th Class English A Hero Important Questions and Answers

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

Question 1.
What did Swami’s father tell him about the news?
Answer:
Swami’s father told him the news of the bravery of a village lad who could fight with a tiger.

Question 2.
What did the brave boy do?
Answer:
The boy fought with the tiger and climbed up a tree.

Question 3.
What didn’t Swami believe?
Answer:
Swami didn’t believe that a boy could fight with a tiger.

Question 4.
Who can do anything?
Answer:
A courageous man can do anything. Courage is everything; strength and age are not important.

Question 5.
Swami disputed the theory.
(i) Whose theory is it?
(ii) What theory does it refer?
Answer:
(i) It is the theory of Swami’s father.
(ii) It refers to the theory of courage.

Question 6.
What did Swami pray?
Answer:
Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed.

Question 7.
How did Swami slip away to his bed?
Answer:
When Swami’s father lifted the newspaper to his face, he slipped away to his bed in the passage.

Question 8.
Where was Swami’s granny and what did she ask him?
Answer:
His granny was sitting up in her bed and she asked him if he was already feeling sleepy.

Question 9.
Why did Swami pull the blanket over his face?
Answer:
He pulled the blanket over his face out of fear.

Question 10.
What did Swami request his granny?
Answer:
Swami requested his granny to keep quiet and not to talk to him.

Question 11.
Why was Swami faint with fear?
Answer:
Swami was faint with fear as his dreadful thoughts continued in the dark room.

Question 12.
What noises and sounds did Swami hear in the darkness?
Answer:
Swami heard the noises like the ticking of the clock, the rustling of leaves, and the sounds of snoring and the humming of some unknown insects in the darkness.

Question 13.
Why did Swami cover himself completely with the blanket?
Answer:
Every moment Swami expected the devils to come up and clutch at his throat or carry him away.

Question 14.
Where did Swami fall asleep and what terrible things did he see there?
Answer:
Swami fell asleep under the bench and saw terrible dreams there.

Answer The Followings In A Word Or A Phrase.

Question 1.
How long did the village lad stay on the tree before he was rescued?
Answer:
for half a day.

Question 2.
What did Swami’s father tell him about courage?
Answer:
courage is everything; strength and age are not important.

Question 3.
Why did father propose Swami sleep alone in his office room?
Answer:
to prove his courage

Question 4.
Who told that Swami could sleep in the hall?
Answer:
Swami’s mother

Question 5.
Where did Swami spread his bed and crouch when he was extremely frightened?
Answer:
under the bench

Question 6.
How many times did Swami’s father order him to get up?
Answer:
four times

Question 7.
Where did Swami’s father return from that night?
Answer:
club

Question 8.
What is Swami like?
Answer:
clever but not courageous

Question 9.
“Courage is everything, strength and age are not important.” Who said it?
Answer:
Swami’s father

Question 10.
Where was father reading the newspaper?
Answer:
under the hall lamp

Question 11.
What news did father tell Swami reading the newspaper?
Answer:
about the bravery of a village lad

Question 12.
Where did Swami sleep every day?
Answer:
beside his granny in the passage

Question 13.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
Answer:
adolescence

Question 14.
Who appeared like a strange figure in the semi-darkness of the passage?
Answer:
Swami’s father

Question 15.
Who objected on the way Swami’s sleeping alone in the office room?
Answer:
mother

Fill In The Blanks.

1. Swami’s father looked like _____________in the semi darkness of the passage.
Answer:
an apparition

2. The dream of Swami in the office was that the devils came up and clutched at his _____________.
Answer:
throat

3. Swami turned into a hero overnight for his having caught the most dangerous _____________.
Answer:
robber

4. Swami could slip away to his bed because his father was gazing gloomily at the _____________.
Answer:
newspaper

5. Swami dreamt that _____________.
Answer:
a tiger was chasing him

6. From under the blanket Swami could hear all sorts of noises like the tickling of clock and rustling of _____________.
Answer:
leaves

7. When Swami was alone in the office room he felt cut off from _____________.
Answer:
humanity

8. Swami had bitten into the flesh of one of the most notorious house-breakers of the _____________.
Answer:
District

9. Munisami’s father spat out blood because the devil near the river’s edge _____________.
Answer:
slapped his cheek

10. Swami’s father said, “You must cultivate _____________”.
Answer:
good habits

Multiple Choice Questions With Answers.

Question 1.
How many times did Swami’s father order him to get up?
(A) twice
(B) thrice
(C) four times
(D) five times
Answer:
(A) twice

Question 2.
Where did Swami’s father return from that night?
(A) market
(B) club
(C) office
(D) office room
Answer:
(C) office

Question 3.
Mother said casually, “Swami went to bed at _____________”.
(A) seven
(B) seven thirty
(C) eight
(D) eight thirty
Answer:
(D) eight thirty

Question 4.
In order to divert the attention of his father, Swami told about his _____________.
(A) friends
(B) playmates
(C) school mates
(D) cricket club
Answer:
(A) friends

Question 5.
Swami’s father looked like _____________in the semi-darkness of the passage.
(A) a ghost
(B) a devil
(C) an apparition
(D) a figure
Answer:
(C) an apparition

Question 6.
“Courage is everything, strength and age are not important.” Who said it?
(A) Swami
(B) Granny
(C) Swami’s mother
(D) Swami’s father
Answer:
(A) Swami

Question 7.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
(A) adult
(B) adolescence
(C) old age
(D) childhood
Answer:
(D) childhood

Question 8.
Who appeared like a strange figure in the semi-darkness of the passage?
(A) Swami
(B) Swami’s father
(C) granny
(D) Swami’s mother
Answer:
(C) granny

Question 9.
Who objected on the way Swami’s sleeping alone in the office room?
(A) granny
(B) mother
(C) cook
(D) servant
Answer:
(B) mother

Question 10.
When Swami was alone in the office room he felt cut off from _____________.
(A) family
(B) humanity
(C) society
(D) friends
Answer:
(C) society

Answer the following question in about 50 words.

Question 1.
Who was Swami? What did Swami feel?
Answer:
Swami was a school-going child. He was a little bit clever but timid. His father was a famous lawyer. Swami felt that he was out of humanity. Pain and anger seized him. He could not digest his father’s strain of cruelty. He also cursed the newspaper for having published the brave act of a village lad.

Question 2.
What was Swami’s father doing in the evening? What did Swami’s father tell him about the news?
Answer:
Swami’s father was reading a newspaper in the evening. He came across the news of a brave village lad who had fought with a tiger in the newspaper. He told Swami that a brave village lad could fight with a tiger only because of his uncommon courage.

Question 3.
Why did Swami’s father want him to sleep alone? How did Swami react to his father’s proposal to sleep alone?
Answer:
Swami disputed his father’s theory of courage. It seemed to be a challenge for his father. So his father wanted him to sleep alone in his office room to prove his courage. First of all, Swami thought that his father was joking. Swami changed the subject tactfully to make his father forget the proposal. But father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
Who was Swami? How did he try to change the subject?
Answer:
Swami was a school-going child. He used to sleep beside his granny in the passage and any change in this arrangement kept him awake all night. Swami’s father told him to sleep in his office room alone at night. It made him unhappy as he used to sleep beside his granny, He tried to divert his father’s attention saying that they were going to admit even elders to their cricket team and going to buy new bats and balls.

Question 5.
How was Swami able to go to his bed?
Answer:
Father told Swami to sleep in his office room alone at night. Swami tried to change the subject but didn’t succeed. Father was still reading the newspaper. Swami prayed that his father might lift the newspaper to his face so that he might slip away. Just then his father held the newspaper up before his face. Taking advantage, Swami slipped away to his bed and fell asleep.

Question 6.
How did Swami feel when he was left alone in his father’s office at night?
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty. He hated the newspaper for printing the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat or carry him away.

Question 7.
Why did Swami feel cut off from humanity? What kind of dreams did he have while he was sleeping in his father’s office?
Answer:
Swami was compelled to sleep in his father’s office room at night. As he was alone, he felt cut off from humanity. It gave him great pain and he felt angry. While Swami was sleeping in his father’s office alone, he dreamt terrible dreams. He dreamt that a tiger was chasing him. He tried to escape but he couldn’t move and the tiger was at his back.

Question 8.
Why did Swami wake up? What made him desperate?
Answer:
Swami crouched under the bench in fear. He fell asleep and saw a terrible dream. When the frightening dream was continuing, he heard a light thud-. He was extremely frightened. So he woke up. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down. He was sure that his
end had come. So he became desperate.

Question 9.
How did Swami respond to the movement in the darkness? What made Swami a hero?
Answer:
Swami saw terrible dreams in his sleep. He heard a sound and opened his eyes. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He thought that the devil would certainly tear him to pieces. In the darkness, he had bitten into the flesh of the devil who was really one of the most notorious housebreakers in the district. His father and others arrived there and captured him. That incident made him a hero.

Question 10.
How was Swami congratulated?
Answer:
The notorious house-breaker was captured by Swami’s father only because of Swami’s uncommon courage. That incident made him a hero. He was congratulated everywhere. His classmates, his teacher as well as his headmaster congratulated him at school. Even the Inspector of Police praised his heroic deed.

Question 11.
Was Swami really courageous? What did people think about him?
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated him for his heroic action. A notorious house-breaker could be captured only because of Swami’s timely action. People thought him a true hero.

A Hero Summary in English

Lead In:
You might have heard and read different types of stories. They not only give pleasure but also inspire people. In history, we read that Shivaji could become a brave warrior only by listening to stories of the heroes and great men of the past from his mother. The present topic is similarly a story of courage and bravery. Swami was a common school boy whose father was a lawyer. In the beginning, Swami was very timid. So he had the habit of sleeping with his granny. Once he was asked by his father to sleep alone in his office room at night to prove his courage. Swami had to accept the challenge. No doubt, he was frightened, but a particular incident of that night made him a hero. Now read the story to know how a timid boy became a hero overnight.

Notes:
pleasure – ଆନନ୍ଦ, inspire – ଉତ୍ସାହିତ କରେ, warrior – ଯୋଦ୍ଧା, bravery – ସାହସିକତା, timid – ଭୟାଳୁ, granny – ଜେଜେମା’, frightened – ଭୟଭୀତ ଥିଲା, incident – ଘଟଣା, no doubt – ନିଃସନ୍ଦେହରେ, particular – ନିର୍ଦ୍ଦିଷ୍ଟ,
overnight – ରାତାରାତି.

ଉପକ୍ରମ :
ତୁମେମାନେ ବିଭିନ୍ନ ପ୍ରକାର ଗପ ଶୁଣିଥ‌ିବ ଓ ପଢ଼ିଥ‌ିବ । ସେଗୁଡ଼ିକ କେବଳ ଆନନ୍ଦ ପ୍ରଦାନ କରେ ନାହିଁ, ଲୋକମାନଙ୍କୁ ପ୍ରେରଣା ମଧ୍ୟ ଦେଇଥାଏ । ଇତିହାସରେ ଆମେ ପଢ଼ିଛେ ଯେ, ଶିବାଜୀ ମା’ଙ୍କଠାରୁ ଅତୀତର ବୀରପୁରୁଷ ତଥା ମହାପୁରୁଷମାନଙ୍କ ଗଳ୍ପ ଶୁଣି ଶୁଣି ଜଣେ ସାହସୀ ଯୋଦ୍ଧା ହୋଇପାରିଥିଲେ । ଏହି ବିଷୟଟି ସେହିପରି ଗୋଟିଏ ସାହସିକତା ସମ୍ପର୍କୀୟ ଗଳ୍ପ । ସ୍ଵାମୀ ଜଣେ ସାଧାରଣ ସ୍କୁଲ ପିଲା ଯାହାଙ୍କ ବାପା ଜଣେ ଓକିଲ ଥିଲେ । ଆରମ୍ଭରୁ ସ୍ବାମୀ ଖୁବ୍ ଭୟାଳୁ ଥିଲେ । ତା’ର ଜେଜେମା’ଙ୍କ ପାଖରେ ଶୋଇବା ଅଭ୍ୟାସ ଥିଲା । ଏକଦା ତା’ର ସାହସିକତାର ପ୍ରମାଣ ଦେବାପାଇଁ ବାପା ତାକୁ ତାଙ୍କ ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ କହିଲେ । ସ୍ଵାମୀକୁ ଏ ପ୍ରକାର ଆହ୍ଵାନକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । ଏକଥା ନିଶ୍ଚିତ ଯେ ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇ ଯାଇଥିଲା, କିନ୍ତୁ ସେହି ରାତିର ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ ଘଟଣା ତାକୁ ବୀରପୁରୁଷ କରି ଦେଇଥିଲା । ଗୋଟିଏ ଭୟାଳୁ ପିଲା କିପରି ଗୋଟିଏ ରାତି ମଧ୍ୟରେ ବୀର ହୋଇଗଲା ଜାଣିବାକୁ ଏବେ ଗପଟିକୁ ପଢ଼ ।

Summary:
1. One-day Swami’s father was reading a newspaper. He found the news of the bravery of a village lad who could fight with a tiger. After that, the boy climbed up a tree and stayed for half a day till some people came that way and killed the tiger. But Swami didn’t believe that a boy could fight with a tiger. His father confirmed the news and told him that courage is everything. When Swami argued the theory, his father forced him to sleep alone in his office room at night to do away with fear. Swami used to sleep beside hit granny because he was very timid. At first, he thought that his father was joking. He tried to change the topic informing his father about the activities of his cricket club. Swami’s father didn’t forget anything. Rather, at night he repeated the challenge. He realized that the matter had gone beyond his control.

Notes:
bravery – ସାହସିକତା, climbed up – ଚଢ଼ିଗଲା, confirmed – ସ୍ପଷ୍ଟ କଲେ argued – ଯୁକ୍ତି କଲା, timid – ଭୟାଳୁ, activities – କାର୍ଯ୍ୟକଳାପ, realised – ହୃଦୟଙ୍ଗମ କଲା, matter – ପରିସ୍ଥିତି, control – ନିୟନ୍ତ୍ରଣ, topic – ପ୍ରସଙ୍ଗ, beyond his control – ତାଙ୍କ ଆୟତ୍ତ ବାହାରେ

ସାରାଂଶ :
ଦିନେ ସ୍ଵାମୀଙ୍କର ବାପା ଗୋଟିଏ ଖବରକାଗଜ ପଢୁଥିଲେ । ସେ ହଠାତ୍ ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ଖବର ପଢ଼ିଲେ ଯିଏ କି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼ି ପାରିଥିଲା । ତା’ପରେ ପିଲାଟି ଗୋଟିଏ ଗଛ ଉପରେ ଚଢ଼ି ପ୍ରାୟ ଗୋଟିଏ ଓଳି ସେହିଠାରେ ଅପେକ୍ଷା କଲା ଏବଂ କିଛି ଲୋକ ସେଠାରେ ପହଞ୍ଚି ବାଘଟିକୁ ମାରି ଦେଇଥିଲେ । ଗୋଟିଏ ସାଧାରଣ ପିଲା ବାଘ ସହିତ ଲଢ଼େଇ କରିଥବ ବୋଲି ସ୍ଵାମୀ କିନ୍ତୁ ବିଶ୍ଵାସ କଲା ନାହିଁ । ବାପା ସମ୍ବାଦଟିକୁ ସ୍ପଷ୍ଟ କରିଦେଲେ ଏବଂ କହିଲେ ଯେ ସାହସ ହିଁ ସବୁକିଛି । ସ୍ଵାମୀ ଏହି କଥା ଉପରେ ଯୁକ୍ତି କରିବାରୁ ବାପା ତା’ ମନରୁ ଭୟ ଦୂର କରିବାପାଇଁ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଏକୁଟିଆ ଶୋଇବାପାଇଁ ତାକୁ ବାଧ୍ୟ କଲେ । ସ୍ବାମୀ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇବାରେ ଅଭ୍ୟସ୍ତ ଥିଲା । କାରଣ ସେ ଭୟାଳୁ ଥିଲା । ପ୍ରଥମତଃ, ସ୍ଵାମୀ ଭାବିଲା ଯେ ତା’ର ବାପା ଏକଥା ଥଟ୍ଟାରେ କହୁଛନ୍ତି । ତେଣୁ ସେ ତା’ର କ୍ରିକେଟ୍ କ୍ଲବ୍‌ର କାର୍ଯ୍ୟକଳାପ ସମ୍ବନ୍ଧରେ ବାପାଙ୍କୁ ସୂଚନା ଦେଇ ପ୍ରସଙ୍ଗଟିକୁ ବଦଳାଇବାକୁ ଚେଷ୍ଟା କରୁଥିଲା । ବାପା କିନ୍ତୁ କିଛି ଭୁଲି ନ ଥିଲେ । ବରଂ ରାତିରେ ସେ କହିଥିବା କଥାଟିର ପୁନରାବୃତ୍ତି କରିଥିଲେ । ପରିସ୍ଥିତିଟା ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସେ ହୃଦୟଙ୍ଗମ କଲା ।

2. Swami was looking for an opportunity to escape from his obstinate father. His father was still reading the newspaper. When he held it up before his face, Swami left the place quietly. He went to his granny and threw himself on his bed and pulled the blanket over his face. Before falling asleep he requested his granny not to disturb him. Soon he started snoring under the blanket. Father appeared like a strange figure in the semi-darkness of the passage. He called Swami in a loud voice to get up.

Of course, his granny pleaded not to disturb him. Swami got up and followed his father into the office room. On the way, his mother also objected to his sleeping alone in the office room. But his father didn’t listen to anybody. At last, Swami requested his father to allow him to sleep in the hall on the plea that the office room isn’t suitable to sleep comfortably. His father listened to nothing, Swami had to accept the challenge. He was allowed only to leave the door open. He became very angry. He hated the newspaper for printing the tiger’s story.

Notes :
opportunity – ସୁଯୋଗ, escape – ରକ୍ଷା ପାଇବାକୁ, obstinate – ଏକଜିଦିଆ, quietly – ନିଃଶବ୍ଦରେ, snoring – ଘୁଙ୍ଗୁଡ଼ି ମାରିବା, appeared – ଉଭା ହେଲେ, semi-darkness – ମୁହଁ ଅନ୍ଧାର|ଅର୍ଷ ଅନ୍ଧାର, pleaded – ଯୁକ୍ତି କଲେ, objected – ବିରୋଧ କଲେ, comfortably – ଆରାମରେ, hated – ଘୃଣା କଲା

ସାରାଂଶ :
ତା’ର ଏକଜିଦିଆ ବାପାଙ୍କଠାରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସ୍ଵାମୀ ଗୋଟିଏ ସୁଯୋଗ ଖୋଜୁଥିଲା । ବାପା ସେ ପର୍ଯ୍ୟନ୍ତ ଖବରକାଗଜ ପଢୁଥା’ନ୍ତି । ଯେତେବେଳେ ବାପା ଖବରକାଗଜଟିକୁ ଟିକିଏ ଉପରକୁ ଉଠାଇ ପଢ଼ିଲେ, ସ୍ଵାମୀ ନିଃଶବ୍ଦରେ ସେ ସ୍ଥାନ ଛାଡ଼ି ଚାଲିଗଲା । ସେ ବୁଢ଼ୀମା’ ପାଖକୁ ଯାଇ କମ୍ବଳଟିକୁ ଘୋଡ଼େଇ ହୋଇ ବିଛଣା ଉପରେ ଶୋଇପଡ଼ିଲା । ଶୋଇବା ପୂର୍ବରୁ ତାକୁ ବିରକ୍ତ ନ କରିବାକୁ ଅନୁରୋଧ କରିଥିଲା । ସଙ୍ଗେ ସଙ୍ଗେ କମ୍ବଳତଳେ ଘୁଙ୍ଗୁଡ଼ି ମାରିବା ଆରମ୍ଭ କରିଦେଲା । ବାପା ଅର୍ଥ ଅନ୍ଧକାର ମଧ୍ଯରେ ଗୋଟିଏ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ଭଳି ସେଠାରେ ଅବିର୍ଭୂତ ହେଲେ । ସ୍ଵାମୀକୁ ଉଠିପଡ଼ିବା ପାଇଁ ସେ ଉଚ୍ଚ ସ୍ବରରେ ଡାକ ପକାଇଲେ । ବୁଢ଼ୀ ମା’ ତାକୁ (ସ୍ଵାମୀକୁ) ବିରକ୍ତ ନ କରିବାକୁ ଯୁକ୍ତି କଲେ । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଓ ବାପାଙ୍କ ସଙ୍ଗେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ମାଆ ମଧ୍ୟ ତା’ର ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ ବାରଣ କରିଥିଲେ । କିନ୍ତୁ ବାପା କାହାରି କଥା ଶୁଣିଲେ ନାହିଁ । ଶେଷରେ ତାଙ୍କ ଅଫିସ୍ ଘରଟି ଶୋଇବାକୁ ଉପଯୁକ୍ତ ସ୍ଥାନ ନୁହେଁ ବୋଲି ଆଳ ଦେଖାଇ ତାକୁ ହଲ୍‌ରେ ଶୋଇବାକୁ ଅନୁମତି ଦେବାକୁ ସ୍ଵାମୀ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ତାଙ୍କ ବାପା କିଛି ଶୁଣିଲେ ନାହିଁ । ବାପାଙ୍କ ଆହ୍ୱାନକୁ ସ୍ଵାମୀକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । କେବଳ ଦ୍ଵାରଟିକୁ ଖୋଲା ରଖୁବାକୁ ଅନୁମତି ମିଳିଲା । ସେ ଖୁବ୍ ରାଗିଗଲା । ବାଘ ଗପଟିକୁ ଛପାଯାଇଥିବା ହେତୁ ମନେ ମନେ ସମ୍ବାଦପତ୍ରଟିକୁ ଘୃଣା କଲା ।

3. As night advanced, Swami remembered the stories of devils and ghosts he had heard before. So he was frightened. He had heard about the result of meeting with ghosts. He covered himself completely with the blanket out of fear. But he could hear all sorts of noises like the tickling of the clock and the rustling of the leaves. Every moment he expected the devils to come up and clutch at his throat or carry him away. Swami got up and spread his bed under the bench. Soon he felt asleep and saw terrible dreams. He dreamt that a tiger was chasing him.

Then he could hear a noise and felt the presence of a devil in the room. He opened his eyes. He put his hand out to feel the presence of his granny at his side, but he touched the wooden leg of the bench. He was frightened. He imagined that the devil would certainly pull him out and tear him to pieces. When it came nearer he crawled out from under the bench. Swami hugged it firmly and bit severely. There was a sound of falling something amidst the furniture. Just then his father, cook, and servant entered the room carrying a light. They found a burglar lying on the ground with a bleeding ankle. They instantly captured him.

Notes:
remembered – ମନେ ପକାଇଲା, devils – ସୈତାନ, ghosts – ଭୂତ, frightened – ଭୟଭୀତ ହେଲା, covered himself – ନିଜକୁ ଘୋଡ଼ାଇ ଦେଲା, completely – ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ, tickling – ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, rustling – ଖସ୍‌ଖସ୍ ଶବ୍ଦ, clutch – ଚିପିଦେବା, terrible – ଭୟଙ୍କର, chasing – ଗୋଡ଼ାଉଛି, presence – ଉପସ୍ଥିତି, certainly – ନିଶ୍ଚିତ ଭାବରେ, tear to pieces – ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବା, crawled – ଗୁରୁଣ୍ଡିବା, hugged firmly – ଜାବୁଡ଼ି ଧରିଲା, bit – କାମୁଡ଼ିଲା, furniture – ଆସବାବପତ୍ର, burglar – ସିନ୍ଧିଆଳ ଚୋର, bleeding ankle – ବୋହୁଥ‌ିବା ଗୋଇଠି instantly – ସଙ୍ଗେ ସଙ୍ଗେ, captured – କାବୁ କରିନେଲେ/ ଆୟତ୍ତ କଲେ

ସାରାଂଶ :
ରାତି ବଢ଼ିବା ସଙ୍ଗେ ସଙ୍ଗେ ସ୍ଵାମୀ ପୂର୍ବରୁ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତ ଗପଗୁଡ଼ିକୁ ମନେ ପକାଇଲା । ତେଣୁ ସେ ଭୟଭୀତ ହୋଇପଡ଼ିଲା । ଭୂତକୁ ଭେଟିବାର ପରିଣତି ବିଷୟରେ ସେ ଶୁଣିଥିଲା । ଭୟରେ ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଘୋଡ଼େଇଦେଲା । କିନ୍ତୁ ସେ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ ଓ ପତ୍ରର ଖସ୍‌ଖସ୍ ଶବ୍ଦ ପରି ଅନ୍ୟାନ୍ୟ ଶବ୍ଦ ମଧ୍ଯ ଶୁଣି ପାରୁଥିଲା । ସୈତାନମାନେ ତା’ ନିକଟକୁ ଆସି ତା’ ତଣ୍ଟିକୁ ଚିପିଦେବେ ବା ତାକୁ ସେଠାରୁ ଉଠାଇନେବେ ବୋଲି ସେ ପ୍ରତି ମୁହୂର୍ଭରେ ଆଶା କରୁଥିଲା । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଏବଂ ବେଞ୍ଚ ତଳେ ବିଛଣାଟିକୁ ବିଛାଇଦେଲା । ସେ ସଙ୍ଗେ ସଙ୍ଗେ ଶୋଇପଡ଼ିଲା ଓ ଗୋଟିଏ ଭୟଙ୍କର ସ୍ଵପ୍ନ ଦେଖିଲା । ସେ ସ୍ଵପ୍ନ ଦେଖୁଲା ଯେ ଏକ ବାଘ ତାକୁ ଗୋଡ଼ାଉଛି । ତା’ପରେ ସେ ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିପାରିଲା ଓ ସେହି ଘର ମଧ୍ୟରେ ସୈତାନର ଉପସ୍ଥିତି ଅନୁଭବ କଲା ।

ସେ ତା’ର ଆଖ୍ ଖୋଲିଲା । ହାତଟିକୁ ବାହାର କରି ବୁଢ଼ୀମା’ର ଉପସ୍ଥିତି ଅନୁଭବ କରିବାକୁ ଚେଷ୍ଟା କଲା, ମାତ୍ର ତା’ ପରିବର୍ତ୍ତେ ବେଞ୍ଚର କାଠଗୋଡ଼କୁ ସ୍ପର୍ଶ କରିବାର ଅନୁଭବ କଲା । ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇଗଲା । ଏଥର ସୈତାନ ତାକୁ ବାହାରକୁ ବାହାର କରି ନିଶ୍ଚିତ ରୂପେ ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବ ବୋଲି ସେ ପରିକଳ୍ପନା କଲା । ଯେତେବେଳେ ଏହା ନିକଟତର ହେଲା, ସେ ବେଞ୍ଚତଳୁ ବାହାରି ଆସିଲା । ସ୍ଵାମୀ ତାକୁ ଖୁବ୍ ଜୋର୍‌ରେ ଜାବୁଡ଼ି ଧରି କାମୁଡ଼ି ପକାଇଲା । ହଠାତ୍ ଆସବାବପତ୍ର ମଧ୍ୟରେ କିଛି ଗୋଟିଏ ପଡ଼ିବାର ବଡ଼ ଶବ୍ଦ ହେଲା । ଠିକ୍ ସେହି ସମୟରେ ତା’ର ବାପା, ପୂଜାରୀ ଏବଂ ଚାକର ଗୋଟିଏ ଲାଇଟ୍ ଧରି ସେଠାରେ ପହଞ୍ଚିଲେ । ଗୋଟିଏ ସିନ୍ଧିଆଳ ଚୋର କ୍ଷତାକ୍ତ ଗୋଇଠି ସହିତ ଚଟାଣରେ ପଡ଼ିଥ‌ିବାର ସେମାନେ ଦେଖିବାକୁ ପାଇଲେ । ସଙ୍ଗେ ସଙ୍ଗେ ସେମାନେ ତାକୁ କାବୁ କରିନେଲେ ।

4. Swami became a hero overnight. The very next day he was congratulated by all at school. Because a most notorious house-breaker of the district was captured only because of him. Even the police were grateful to him for it. The Inspector of Police advised him to join the police in the future. But he had made up his mind to be an engine driver, a railway guard, or a bus conductor in his life. That day father came to know that Swami had already slept beside his granny again. His father told that he knew it before because Swami was very clever. Swami’s mother got angry and told him not to risk her son’s life again. Father was disgusted and changed his view. Swami heard his father giving him up from under the blanket and was greatly relieved (ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା). But fear of darkness remained unchanged and he slept with granny.

Notes:
hero – ବୀର, overnight – ରାତାରାତି, congratuled – ଅଭିନନ୍ଦନ ଜଣାଇଲେ, notorious – କୁଖ୍ୟାତ, house-breaker – ସିନ୍ଧିଆଳ ଚୋର, advised – ଉପଦେଶ ଦେଲେ, disgusted – ବିରକ୍ତ ହେଲେ, relieved – ଆଶ୍ବସ୍ତି ଅନୁଭବ କଲା, fear for darkness – ଅନ୍ଧକାର ପ୍ରତି ଭୟ, unchanged – ଅପରିବର୍ତିତ ରହିଲା

ସାରାଂଶ :
ସ୍ଵାମୀ ରାତିକ ମଧ୍ୟରେ ଜଣେ ବୀର ପୁରୁଷ ପାଲଟିଗଲା । ଠିକ୍ ତା’ପରଦିନ ସ୍କୁଲ୍‌ରେ ସମସ୍ତେ ତାକୁ ଅଭିନନ୍ଦନ ଜ୍ଞାପନ କଲେ । କାରଣ କେବଳ ତା’ରି ପାଇଁ ସହରର ଏକ କୁଖ୍ୟାତ ସିନ୍ଧିଆଳ ଚୋର ଧରାଯାଇପାରିଲା । ଏପରିକି ପୋଲିସ୍ ଏଥିପାଇଁ ତା’ ପାଖରେ କୃତଜ୍ଞ ହେଲେ । ପୋଲିସ୍ ଇନ୍ସପେକ୍ଟର ସାହେବ ତାକୁ ଭବିଷ୍ୟତରେ ପୋଲିସ୍ ବିଭାଗରେ ଯୋଗଦେବାକୁ ଉପଦେଶ ଦେଲେ । କିନ୍ତୁ ସେ ନିଜେ ଗୋଟିଏ ଇଞ୍ଜିନ୍ ଚାଳକ, ରେଳରକ୍ଷୀ କିମ୍ବା ବସ୍ କଣ୍ଡକ୍ଟର ହେବାକୁ ମନସ୍ଥ କରି ସାରିଥିଲା । ସେହିଦିନ ବାପା ଜାଣିବାକୁ ପାଇଲେ ସ୍ୱାମୀ ପୁନଶ୍ଚ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇସାରିଛି । ତାଙ୍କ ବାପା ଏକଥା ପୂର୍ବରୁ ଜାଣିଥିଲେ କାରଣ ସ୍ଵାମୀ ଖୁବ୍ ଚାଲାକ୍ ଥିଲେ । ସ୍ବାମୀର ମାଆ ଖୁବ୍ ରାଗିଗଲେ ଓ ତାଙ୍କର ପୁଅକୁ ଆଉ ଥରେ ବିପଦମୁଖକୁ ଠେଲି ନ ଦେବାପାଇଁ ତାଙ୍କୁ କହିଲେ । ବାପା ବିରକ୍ତି ପ୍ରକାଶ କଲେ ଓ ନିଜ ମତ ପରିବର୍ତ୍ତନ କରିଦେଲେ । ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା, ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ଶୁଣିପାରିଲା ଓ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା । କିନ୍ତୁ ତା’ର ଅନ୍ଧକାର ପ୍ରତି ଯେଉଁ ଭୟ, ତାହା ଅପରିବର୍ତ୍ତିତ ରହିଲା ଏବଂ ସେ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇଲା ।

The Text : (ପାଠ୍ୟବିଷୟ)
Paragraphwise Analysis.

Text – 1:
For Swami events took an unexpected turn. Father looked over the newspaper he was reading under the hall lamp and said, “Swami listen to this: News has been received about the bravery of a village lad, who, while returning home by the jungle path, came face to face with a tiger…” The paragraph described the fight the boy had with the tiger and his flight up a tree where he stayed for half a day till some people came that way and killed the tiger.
After reading it through, father looked at Swami fixedly and asked, “What do you say to that ?” Swami said, “I think he must have been a very strong and grown-up person, not at all a boy. How could a boy fight a tiger ?”
“You think you are wiser than the newspaper ?” Father sneered, “A man may have the strength of an elephant and yet be a coward; whereas another may have the strength of a consumptive, but having courage he can do anything. Courage is everything; strength and age are not important.”
ଅନୁବାଦ :
ସ୍ଵାମୀଙ୍କ ପାଇଁ ଘଟଣାଗୁଡ଼ିକ ଅପ୍ରତ୍ୟାଶିତ ପରିବର୍ତ୍ତନ ଆଣି ଦେଇଥିଲା । ବାପା ହଲ୍ ଘର ଲଣ୍ଡନରେ ପଢ଼ୁଥିବା ଖବରକାଗଜ ଉପରେ ଦୃଷ୍ଟି ପକାଉଥିଲେ ଏବଂ କହିଲେ, ‘ସ୍ୱାମୀ ଏହାକୁ ଶୁଣ : ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ବିଷୟରେ ସମ୍ବାଦ ମିଳିଛି ଯିଏ କି ଜଙ୍ଗଲ ରାସ୍ତା ଦେଇ ଫେରୁଥିବା ସମୟରେ ଗୋଟିଏ ବାଘର ମୁହାଁମୁହିଁ ହୋଇ ଯାଇଥିଲା …. ।’’ ଅନୁଚ୍ଛେଦଟି ପିଲାଟିର ବାଘ ସହିତ ସଂଘର୍ଷ ଏବଂ ତା’ର ଅଧା ଦିନ ଗଛ ଉପରେ ରହଣି ମଧ୍ୟରେ ଲୋକମାନେ ଆସି ଓ ବାଘଟିକୁ ମାରିଦେବା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଥିଲା ।
ଏହାକୁ ଭଲ ଭାବରେ ପଢ଼ିବା ପରେ ବାପା ସ୍ୱାମୀକୁ ନିରୀକ୍ଷଣ କରି ଚାହିଁଲେ ଓ ପଚାରିଲେ, ‘ତୁମେ ସେ ବିଷୟରେ କ’ଣ କହିବ ?’’ ସ୍ଵାମୀ କହିଲା, ‘ମୁଁ ଭାବୁଛି ସେ ନିଶ୍ଚିତ ଶକ୍ତିଶାଳୀ ଓ ବଡ଼ ଲୋକ ହୋଇଥିବ, କେବେହେଲେ ଗୋଟିଏ ବାଳକ ହୋଇନଥ‌ିବ । ଗୋଟିଏ ପିଲା କିପରି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼େଇ କରିପାରିବ ?’’
ବାପା ଅବଜ୍ଞାର ସହିତ କହିଲେ, ‘ତୁ ଭାବୁଛୁ ତୁ ଖବରକାଗଜଠାରୁ ଅଧିକ ବିଜ୍ଞ ? ଜଣେ ଲୋକର ଗୋଟିଏ ହାତୀର ଶକ୍ତି ଥାଇପାରେ ଏବଂ ତଥାପି ଗୋଟିଏ ଭୀରୁ ହୋଇଥବ; ସେହିଭଳି ଅନ୍ୟ ଜଣକର ଜଣେ ଯକ୍ଷ୍ମାରୋଗୀର ଶକ୍ତି ଥବ, କିନ୍ତୁ ସାହସ ଥିଲେ ସେ ସବୁକିଛି କରିପାରିବ । ସାହସ ହେଉଛି ସବୁକିଛି; ଶକ୍ତି ଓ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’

Text – 2:
Swami disputed the theory, “How can it be, father? Suppose I have a lot of courage, what could I do if a tiger attacked me ?”
“Leave alone strength, can you prove you have courage ? Let me see if you can sleep alone tonight in my office room”. A frightful proposition, Swami thought. He had always slept beside his granny in the passage, and any change in this arrangement kept him trembling and awake all night. He hoped at first that his father was only joking. He mumbled weekly, “Yes”, and tried to change the subject; he said very loudly and with a great deal of enthusiasm, “We are going to
admit even elders in our cricket club hereafter. We are buying brand new bats and balls. Our captain has asked me to tell you.”
‘We’ll see about it later, “father cut in. “You must sleep alone hereafter.” Swami realized that the matter had gone beyond his control: from a challenge it had now become a plain command. “From the first of next month, I’ll sleep alone, father.” “No, you must do it now. It is disgraceful, to sleep beside granny or mother like a baby. You are in the Second form and… I don’t at all like the way you are being brought up,” he said.
ଅନୁବାଦ :
ସ୍ଵାମୀ ସେହି ସିଦ୍ଧାନ୍ତ ଉପରେ ତର୍କ କଲେ, ‘ବାପା, ଏହା କିପରି ହୋଇପାରିବ ? ଧରି ନିଅନ୍ତୁ ମୋର ବହୁତ ସାହସ ଅଛି, ଯଦି ମୋତେ ବାଘଟିଏ ଆକ୍ରମଣ କରେ ମୁଁ କ’ଣ କରିବି ?’’
‘ଶକ୍ତି କଥା ଛାଡ଼, ତୋର ସାହସ ଅଛି ବୋଲି ତୁ ପ୍ରମାଣ କରିପାରିବୁ ? ତୁ ଏକୁଟିଆ ମୋ ଅଫିସ୍ ଘରେ ଆଜି ରାତିରେ ଶୋଇପାରିବୁ କି ନା ମୁଁ ଦେଖେ ।’’ ସ୍ଵାମୀ ଭାବିଲା ଏହା ଏକ ଭୟଙ୍କର ଯୋଜନା । ସେ ସଦାସର୍ବଦା ଜେଜେମାଆଙ୍କ ପାଖରେ ଅଳିନ୍ଦରେ ଶୋଉଥିଲା ଏବଂ ଏପ୍ରକାର ବ୍ୟବସ୍ଥାରେ କୌଣସି ପରିବର୍ତ୍ତନ ତାକୁ ଭୟରେ ଥରାଇ ଦେଉଥୁଲା ଓ ରାତିସାରା ଉଜାଗର ରଖାଉଥିଲା । ପ୍ରଥମେ ସେ ଆଶା କରୁଥିଲା ଯେ ତାଙ୍କ ବାପା କେବଳ ମଜା କରୁଥିଲେ । ସେ ଅସ୍ପଷ୍ଟ କଣ୍ଠରେ କହିଲା, ‘ହଁ, ’’ ଏବଂ ପ୍ରସଙ୍ଗଟିକୁ ପରିବର୍ତ୍ତନ କରିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା; ସେ ଖୁବ୍ ଜୋର୍‌ରେ ଓ ଆଗ୍ରହର ସହିତ କହିଲା, ‘ଆମେ ଏଣିକି ଆମ କ୍ରିକେଟ୍ କ୍ଲବ୍‌ରେ ବଡ଼ମାନଙ୍କୁ ମଧ୍ୟ ଗ୍ରହଣ କରିବୁ । ଆମେ ନୂଆ ବ୍ୟାଟ୍ ଓ ବଲ୍‌ସବୁ କିଣିବୁ । ଆମ ଅଧ୍ୟାୟକ ମୋତେ ତୁମକୁ ଏକଥା କହିବାକୁ କହିଥିଲେ ।’’
‘‘ଆମେ ପରବର୍ତୀ ସମୟରେ ଏ କଥା ଦେଖୁ’’, ବାପା କଥାଟିକୁ କାଟିଦେଲେ । ‘ଏବେଠାରୁ ତୁ ନିଶ୍ଚିତ ଏକୁଟିଆ ଶୋଇବୁ ।’’ ପ୍ରସଙ୍ଗଟି ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସ୍ୱାମୀ ହୃଦୟଙ୍ଗମ କଲା; ଗୋଟିଏ ଆହ୍ବାନରୁ ଏହା ଏକ ସାଧାରଣ ନିର୍ଦ୍ଦେଶ ହୋଇ ସାରିଥିଲା । ‘ବାପା, ମୁଁ ଆସନ୍ତା ମାସ ଆରମ୍ଭରୁ ଏକୁଟିଆ ଶୋଇବି ।’’ ସେ କହିଲେ, ‘ନା, ତୁମେ ଏବେ ଏହା କରିବ, ଜେଜେମାଆ କିମ୍ବା ମାଆ ପାଖରେ ଶିଶୁ ଭଳି ଶୋଇବା ଏକ ଲଜ୍ଜାଜନକ ବିଷୟ । ତୁମେ ଏବେ ଦ୍ୱିତୀୟ ଅବସ୍ଥା (କୈଶୋର)ରେ ତୁମେ ଯେଉଁପ୍ରକାର ଢଙ୍ଗରେ ପ୍ରତିପାଳିତ ହେଉଛ, ମୁଁ ଆଦୌ ପସନ୍ଦ କରୁନାହିଁ ।’’

Text – 3:
Swami’s father sat gazing gloomily at the newspaper on his lap. Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed and fall asleep before he could be called again. As if in answer to his prayer father rustled the newspaper and held it up before his face. And Swami rose silently and tiptoed away to his bed in the passage. Granny was sitting up in her bed, and remarked, “Boy, are you already feeling sleepy? Don’t you want to hear a story? ” Swami made wild gesticulations to silence his granny, but that good lady saw nothing. So Swami threw himself on his bed and pulled the blanket over his face.
Granny said, “Don’t cover your face. Are you really very sleepy ?” Swami leaned over and whispered, “Please, please, shut up, granny. Don’t talk to me, and don’t let anyone call me even if the house is on fire. If 1 doesn’t sleep at once I shall perhaps die….” He turned over, curled, and snored under the blanket till he found his blanket pulled away.
Father was standing over him. “Swami, get up,” he said. He looked like an apparition in the semi-darkness of the passage, which was dimly lit up by light reaching there from the hall lamp. Swami stirred and groaned as if in sleep. Father said, “Get up, Swami !”
ଅନୁବାଦ :
ସ୍ଵାମୀର ବାପା ବିଷାଦରେ କୋଳରେ ଥ‌ିବା ଖବରକାଗଜକୁ ନିରୀକ୍ଷଣ କରି ବସିଥିଲେ । ସ୍ବାମୀ ପ୍ରାର୍ଥନା କରୁଥିଲା ଯେ ଯଦି ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଆଉଥରେ ମୁହଁ ପାଖକୁ ଉଠାଇ ନିଅନ୍ତେ ତେବେ ସେ ବିଛଣା ପାଖକୁ ଖସି ଚାଲିଯାଆନ୍ତା ଓ ପୁନର୍ବାର ଡାକିବା ପୂର୍ବରୁ ଶୋଇପଡ଼ନ୍ତା । ସତେ ଯେପରି ତା’ର ପ୍ରାର୍ଥନାର ଉତ୍ତରରେ ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଉଠାଇଲେ ଏବଂ ମୁହଁ ପାଖରେ ଟେକି ରଖୁ । ସ୍ଵାମୀ ଧୀରସ୍ଥିର ଭାବରେ ଉଠିଲା ଏବଂ ଅଳିନ୍ଦରେ ଥ‌ିବା ବିଛଣା ପାଖକୁ ପାଦ ଚିପିଚିପି ଚାଲିଗଲା । ଜେଜେମାଆ ତାଙ୍କ ବିଛଣାରେ ବସିଥିଲେ ଏବଂ ମତ ଦେଲେ, ‘ପୁଅ, ତୁ କ’ଣ ନିଦୁଆ ଅନୁଭବ କରୁଛୁ ? ତୁ କ’ଣ ଗପ ଶୁଣିବାକୁ ଚାହୁଁନୁ ?’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ନୀରବ ରହିବାକୁ ନିଜର ଅଙ୍ଗଭଙ୍ଗୀଦ୍ୱାରା ଜଣାଇଦେଲା, କିନ୍ତୁ ସେ ଭଦ୍ରମହିଳା କିଛି ଦେଖିପାରିଲେ ନାହିଁ । ତେଣୁ ସ୍ୱାମୀ ବିଛଣା ଉପରେ ପଡ଼ିଗଲା ଓ କମ୍ବଳଟିକୁ ମୁହଁ ଉପରକୁ ଟାଣିଦେଲା ।
ଜେଜେମାଆ କହିଲେ, ‘ମୁହଁ ଘୋଡ଼ାଅନି । ତୁ କ’ଣ ସତରେ ନିଦ୍ରାଳୁ ?’’ ସ୍ବାମୀ ଟିକିଏ ନଇଁଗଲା ଏବଂ ଫୁସ୍‌ଫୁସ୍ କରି କହିଲା, ‘ ‘ଜେଜେମାଆ, ଦୟାକରି ଚୁପ୍ ରୁହ । ମୋତେ କିଛି କୁହ ନାହିଁ । ଏପରିକି ଘରେ ନିଆଁ ଲାଗିଗଲେ ମଧ୍ୟ କାହାରିକୁ ମୋତେ ଡାକିବାକୁ ଦିଅ ନାହିଁ । ଯଦି ସଙ୍ଗେ ସଙ୍ଗେ ମୁଁ ଶୋଇ ନ ପଡ଼େ ବୋଧହୁଏ ମୁଁ ମରିଯିବି ….’’ ତା’ର କମ୍ବଳଟିକୁ ଟଣା ନ ଯିବା ପର୍ଯ୍ୟନ୍ତ ସେ ଭଲ ଭାବରେ ଗୁଡ଼ାଇ ହୋଇ ଶୋଇପଡ଼ିଲା ଓ ଘୁଙ୍ଗୁଡ଼ି ମାରିଲା ।
ବାପା ତା’ ପାଖରେ ଛିଡ଼ା ହୋଇଥିଲେ । ସେ କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠି ପଡ଼’’ । ସେ ଅଳିନ୍ଦର ଅର୍ଥଅନ୍ଧକାର ମଧ୍ୟରେ ଏକ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ପରି ଦେଖା ଯାଉଥିଲେ, ଯାହାକି ଘର ପ୍ରଦୀପଦ୍ବାରା ଝାପ୍‌ସା ଉଦ୍‌ଭାସିତ ହୋଇଉଠୁଥିଲା । ସ୍ଵାମୀ ଚଞ୍ଚଳ ହୋଇପଡ଼ିଲା ଓ ଦୁଃଖରେ ନିମ୍ନ ଶବ୍ଦ କଲା ସତେ ଯେପରି ଶୋଇପଡ଼ିଛି । ବାପା କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠିପଡ଼ !””

Text – 4:
“Granny pleaded, “Why do you disturb him ?”
“Get up, Swami,” he said for the fourth time and Swami got up. Father rolled up his bed, took it under his arm, and said, “Come with me.” Swami looked at granny, hesitated for a moment, and followed his father into the office room. On the way, he threw a look of appeal at his mother and she said, “Why do you take him to the office room? He can sleep in the hall, I think.” “I don’t think so, “father said, and Swami walked behind him slowly with bowed head.
“Let me sleep in the hall, father,” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your Law books.”
“There are no scorpions, little fellow. Sleep on the bench if you like.”
“Can I have a lamp burning in the room? ”
“No, You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits.”
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night. If you do it, mind you, I will make you the laughingstock of your school.”
Swami felt cut off from humanity. He was pained and angry. He didn’t like the strain of cruelty he saw in his father’s nature. He hated the newspaper for printing the tiger’s story. He wished that the tiger hadn’t spared the boy, who didn’t appear to be a boy after all, but a monster.
ଅନୁବାଦ :
ଜେଜେମାଆ ସପକ୍ଷ ନେଇ କହିଲେ, ‘ତୁ କାହିଁକି ତାକୁ ବିରକ୍ତ କରୁଛୁ ?”’
ସେ ଚତୁର୍ଥ ଥର ପାଇଁ କହିଲେ, ‘ସ୍ଵାମୀ ଉଠିପଡ଼’’ ଏବଂ ସ୍ବାମୀ ଉଠିପଡ଼ିଲା । ବାପା ତା’ର ବିଛଣାଟିକୁ ଗୁଡ଼ାଇ ହାତରେ ଧରିଲେ ଏବଂ କହିଲେ, ‘ମୋ ସହିତ ଆ I’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ଚାହିଁଲା, କିଛି ସମୟ କୁଣ୍ଠାବୋଧ କଲା ଓ ବାପାଙ୍କ ପଛେ
ପଛେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ସେ ମାଆଙ୍କୁ ନିବେଦନ କଲା ଏବଂ ସେ (ମାଆ) କହିଲେ, ‘ତୁମେ ତାକୁ ଅଫିସ୍ ଘରକୁ କାହିଁକି ନେଉଛ ? ମୁଁ ଭାବୁଛି ସେ ବଡ଼ ଘରେ ଶୋଇପାରିବ ।’’ ବାପା କହିଲେ, ‘ମୁଁ ସେପରି ଭାବୁନାହିଁ? ’ ଏବଂ ସ୍ବାମୀ ନତମସ୍ତକ
କରି ତାଙ୍କ ପଛରେ ଧୀରେ ଧୀରେ ଚାଲିଲା ।
ସ୍ବାମୀ ଯୁକ୍ତି କରି କହିଲା, ‘ବାପା, ମୋତେ ବଡ଼ ଘରେ ଶୋଇବାକୁ ଦିଅ । ତୁମ ଅଫିସ୍ ଘର ଧୂଳିରେ ପୂର୍ଣ୍ଣ ଏବଂ ତୁମ ଆଇନ ପୁସ୍ତକଗୁଡ଼ିକ ତଳେ କଙ୍କଡ଼ାବିଛା ଥାଇପାରନ୍ତି ।’’
‘‘ସେଠାରେ କଙ୍କଡ଼ାବିଛା ନାହାନ୍ତି, ତୁ ଚାହିଁଲେ ବେଞ୍ଚ ଉପରେ ଶୋଇପାରୁ ।’’
‘‘ମୁଁ କୋଠରିରେ ଗୋଟିଏ ପ୍ରଦୀପ ଜଳାଇ ପାରିବି କି ?”’
‘‘ନା, ତୁ ଅନ୍ଧାରକୁ ଭୟ ନ କରିବା ଶିଖୁବା ଉଚିତ । ଏହା କେବଳ ଗୋଟିଏ ଅଭ୍ୟାସର ପ୍ରଶ୍ନ । ତୁ ଭଲ ଅଭ୍ୟାସଗୁଡ଼ିକୁ ଅନୁଶୀଳନ କରିବା ଉଚିତ ।’’
‘ତୁମେ ଅନ୍ତତଃ କବାଟଟିକୁ ଖୋଲା ରଖିବାକୁ ଦେବ କି ?’’
‘‘ଠିକ୍ ଅଛି । କିନ୍ତୁ କଥା ଦେ ଯେ ତୁ ବିଛଣାଟି ଗୁଡ଼ାଇବୁ ନାହିଁ ଏବଂ ରାତିରେ ଜେଜେମାଆଙ୍କ ପାଖକୁ ଯିବୁ ନାହିଁ । ମନେରଖ, ଯଦି ଏହା କରୁ, ମୁଁ ତୋତେ ତୋ ବିଦ୍ୟାଳୟର ଉପହାସାସ୍ପଦ କରିଦେବି ।’’
ସ୍ଵାମୀ ମାନବ ଜାତିଠାରୁ ବିଚ୍ଛିନ୍ନ ହୋଇଗଲା ପରି ଅନୁଭବ କରୁଥିଲା । ସେ କଷ୍ଟ ଅନୁଭବ କଲା ଓ ରାଗିଲା । ବାପାଙ୍କ ସ୍ଵଭାବରେ ଦେଖୁଥ‌ିବା ନିଷ୍ଠୁରତାର ପ୍ରୟାସକୁ ସେ ପସନ୍ଦ କରୁନଥିଲା । ବାଘ ଗପ ଛପାଇଥିବା ହେତୁ ସେ ଖବରକାଗଜଟିକୁ ଘୃଣା କଲା । ସେ ଚିନ୍ତା କରୁଥିଲା ସେହି ପିଲାଟି ଯେ କି କଦାପି ପିଲା ପରି ଜଣା ପଡୁନଥିଲା କିନ୍ତୁ ଗୋଟିଏ ଅସାମାନ୍ୟ ବାଳକ ପରି ଜଣାପଡ଼ୁଥିଲା । ତାକୁ କେବେ ବି ବାଘ ଛାଡ଼ିଦେଇ ନଥ‌ିବ ।

Text – 5:
As night advanced and the silence in the house deepened, his heart beat faster. He remembered all the stories of devils and ghosts he had heard. How often had his chum, Mani, seen the devil in the banyan tree at the end of the street? And what about poor Munisami’s father who spat out blood because the devil near the river’s edge slapped his cheek when he was returning home late one night?
And so on and on his thoughts continued. He was faint with fear. A ray of light from the street lamp strayed in and cast shadows on the wall. Through the stillness, all kinds of noises reached his ears- the ticking of the clock, the rustling of leaves, sounds of snoring, and the humming of some unknown insects. He covered himself with the blanket as if it were armor, covering himself so completely that he could hardly breathe. Every moment he expected the devils to come up and clutch at his throat or carry him away. There was the instance of his old friend in the fourth’ class who suddenly disappeared and was said to have been carried off by a ghost to Siam or Nepal.
ଅନୁବାଦ :
ଯେତେବେଳେ ରାତି ବଢ଼ି ବଢ଼ି ଚାଲିଲା ଏବଂ ଘର ଭିତରେ ନୀରବତା ଘନୀଭୂତ ହେବାକୁ ଲାଗିଲା, ତା’ର ହୃତସ୍ପନ୍ଦନ ବେଗ ବଢ଼ିବାରେ ଲାଗିଲା । ସେ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତମାନଙ୍କ କାହାଣୀସବୁ ମନେ ପକାଇଲା । କେତେଥର ତା’ର ଘନିଷ୍ଠ ବନ୍ଧୁ ମଣି ରାସ୍ତା ଶେଷରେ ଥ‌ିବା ବରଗଛରେ ସୈତାନ ଦେଖୁଥିଲା ? ଏବଂ ବିଚରା ମୁନୀସାମିର ବାପା ଦିନେ ବିଳମ୍ବିତ ରାତିରେ ଘରକୁ ଫେରୁଥିବା ସମୟରେ ନଦୀତଟରେ ସୈତାନର ଶକ୍ତ ଚାପୁଡ଼ାରେ ରକ୍ତ ବାନ୍ତି କରି ପକାଇଥୁଲା ……… ?
ଏହିପରି ତା’ର ଭାବନା ଚାଲୁ ରହିଥିଲା । ସେ ଭୟରେ ମୂର୍ଚ୍ଛା ହୋଇଗଲା । ରାସ୍ତା ପ୍ରଦୀପରୁ ଗୋଟିଏ ଆଲୋକ ରଶ୍ମି ଭିତରକୁ ପ୍ରବେଶ କଲା ଏବଂ କାନ୍ଥରେ ଛାୟା ସୃଷ୍ଟି କଲା । ନିସ୍ତବ୍ଧତା ମଧ୍ୟରେ ତା’ କାନରେ ସମସ୍ତ ପ୍ରକାରର ଶବ୍ଦ ପହଞ୍ଚୁଥୁଲା – କାନ୍ଥଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, ପତ୍ରଗୁଡ଼ିକର ଖସ୍‌ଖସ୍ ଶବ୍ଦ, ଘୁଙ୍ଗୁଡ଼ି ଶବ୍ଦ ଏବଂ କେତେକ ଅଜଣା କୀଟମାନଙ୍କର ଗୁଣୁଗୁଣୁ ଶବ୍ଦ । ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ଘୋଡ଼ାଇଦେଲା ସତେ ଯେପରି ଏହା ଏକ ଶିରସ୍ତ୍ରାଣ, ନିଜକୁ ଏତେ ଘୋଡ଼ାଇ ଦେଇଥିଲା ଯେ ତାକୁ ନିଃଶ୍ଵାସ ନେବାକୁ କଷ୍ଟ ହେଉଥିଲା । ପ୍ରତ୍ୟେକ ମୁହୂର୍ତ୍ତରେ ସେ ଆଶା କରୁଥିଲା ଯେ ସୈତାନମାନେ ଆସିଯିବେ ଏବଂ ତା’ର ତଣ୍ଟିକୁ ଜାବୁଡ଼ି ଧରିବେ ଅଥବା ତାକୁ ନେଇଯିବେ । ଚତୁର୍ଥ ଶ୍ରେଣୀରେ ପଢୁଥ‌ିବା ସମୟରେ ତା’ର ଜଣେ ପୁରାତନ ବନ୍ଧୁଙ୍କର ଗୋଟିଏ ଦୃଷ୍ଟାନ୍ତ ଥିଲା ଯେ କି ହଠାତ୍ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇ ଯାଇଥିଲା ଓ କୁହାଯାଉଥିଲା ଯେ ଗୋଟିଏ ଭୂତ ତାକୁ ସିଆମ୍ କିମ୍ବା ନେପାଳକୁ ନେଇ ଯାଇଥିଲା ।

Text – 6:
Swami hurriedly got up and spread his bed under the bench and crouched there. It seemed to be a much safer place. He shut his eyes tight and encased himself in his blanket once again and unknown to himself fell asleep, and in sleep, he saw terrible dreams. A tiger was chasing him. His feet stuck to the ground. He tried hard to escape but his feet would not move; the tiger was at his back, and he could hear its claws scratch the ground…. scratch, scratch, and then a light thud… Swami tried to open his eyes but his eyelids would not open and the frightening dream continued. It threatened to continue all his life. Swami groaned in despair.
Using his utmost efforts he opened his eyes. He put his hand out to feel his granny’s presence at his side, as was his habit, but he only touched the wooden leg of the bench. And his lonely state came back to him. He sweated with fright. And now what was this rustling? He moved to the edge of the bench and stared into the darkness. Something was moving down. He lay gazing at it in horror. His end had come. He became desperate. He knew that the devil would presently pull him out and tear him to shreds, so why should he wait? As it came nearer he crawled out from under the bench and hugged it with all his might, and used his teeth on it like a mortal weapon.
“Aiyo ! something has bitten me” “There was an agonized cry which was followed by a heavy tumbling and falling amidst furniture. In a moment father, cook and a servant came in carrying a light.
And all three of them fell on the burglar who lay amidst the furniture with a bleeding ankle.
ଅନୁବାଦ :
ସ୍ଵାମୀ ତରବରିଆ ଭାବରେ ଉଠିପଡ଼ିଲା ଓ ତା’ର ବିଛଣାଟିକୁ ବେଞ୍ଚ ତଳେ ବିଛାଇ ଦେଇଥିଲା ଏବଂ ସେହିଠାରେ ନଇଁ ପଡ଼ି ଲମ୍ବିଯାଇଥିଲା । ଏହା ବହୁତ ନିରାପଦ ସ୍ଥାନ ପରି ଜଣାପଡୁଥିଲା । ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଭଲ ଭାବରେ ବନ୍ଦ କରିଦେଲା ଓ ପୁନର୍ବାର କମ୍ବଳଦ୍ଵାରା ନିଜକୁ ଆବୃତ କରିନେଲା ଏବଂ ତା’ ଅଜାଣତରେ ଶୋଇପଡ଼ିଲା ଏବଂ ନିଦ୍ରାରେ ସେ ଭୟଙ୍କର ସ୍ଵପ୍ନସବୁ ଦେଖୁଲା । ଗୋଟିଏ ବାଘ ତାକୁ ଗୋଡ଼ାଉଥିଲା । ତା’ର ପାଦଗୁଡ଼ିକ ଭୂମିରେ ଲାଗଲା । ସେ ବର୍ଷିଯିବା ପାଇଁ ବହୁତ ଚେଷ୍ଟା କରୁଥିଲା ମାତ୍ର ତା’ର ପାଦଗୁଡ଼ିକ ଚାଲୁ ନ ଥିଲା; ବାଘଟା ତା’ ପଛରେ ଥିଲା ଏବଂ ବାଘଟା.ପଞ୍ଝାରେ ମାଟି ଆମ୍ପୁଡୁଥିବାର ଶୁଣି ପାରୁଥିଲା ଓ ଆମ୍ପୁଡ଼ା ଶବ୍ଦ ଶୁଭୁଥିଲା ଏବଂ ତା’ପରେ କୌଣସି ଏକ ବସ୍ତୁ ବାଡ଼େଇ ହୋଇଯିବାର କ୍ଷୀଣ ଶବ୍ଦ ଶୁଭିଲା । ସ୍ଵାମୀ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା କିନ୍ତୁ ଆଖ୍ୟାତାଗୁଡ଼ିକ ଖୋଲୁ ନ ଥିଲା ଏବଂ ସେହି ଭୟଙ୍କର ସ୍ୱପ୍ନ ଚାଲୁ ରହିଥିଲା । ଏହା ତା’ର ସାରା ଜୀବନ ଚାଲୁ ରହିବାକୁ ଭୟଭୀତ କରାଉଥିଲା । ସ୍ଵାମୀ ଅତି ନୈରାଶ୍ୟରେ ନିମ୍ନ ସ୍ବରରେ କିଛି କହୁଥିଲା ।
ବହୁତ ଉଦ୍ୟମ କରି ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିଲା । ସେ ତା’ ପାଖରେ ଜେଜେମାଆଙ୍କୁ ଅନୁଭବ କରିବାକୁ ତା’ର ହାତ ବାହାରକୁ ବାହାର କଲା, ଯେପରି ତା’ର ଅଭ୍ୟାସ ଥିଲା, କିନ୍ତୁ ସେ କେବଳ କାଠ ବେଞ୍ଚର ଗୋଡ଼କୁ ସ୍ପର୍ଶ କଲା ତା’ ନିକଟକୁ ଫେରିଆସିଲା । ଭୟରେ ତା’ ଦେହରୁ ଝାଳ ବୋହିଗଲା । ଏବେ ଏ ଖସ୍‌ଖସ୍ ଶବ୍ଦ କ’ଣ ଥିଲା । ତା’ର ନିଃସଙ୍ଗତା ? ସେ ବେଞ୍ଚର ଧାର ନିକଟକୁ ଘୁଞ୍ଚାଗଲା ଏବଂ ଅନ୍ଧକାରକୁ ନିରୀକ୍ଷଣ କରି ଚାହୁଁଥିଲା । କିଛି ଗୋଟିଏ ଗତି କରୁଥିଲା । ସେ ଭୟରେ ପଡ଼ି ରହି ଏହାକୁ ଅନୁଧ୍ୟାନ କରୁଥିଲା । ତା’ର ଶେଷବେଳା ଆସିଗଲା । ସେ ନିରାଶ ହୋଇଗଲା । ସେ ଜାଣିଲା ଯେ ସୈତାନ ବର୍ତ୍ତମାନ ତାକୁ ବାହାରକୁ ଟାଣିନେବ ଏବଂ ତାକୁ ଚିରି ଟୁକୁରା କରିଦେବ, ତେଣୁ ସେ କାହିଁକି ଅପେକ୍ଷା କରିବ ? ଯେମିତି ଏହା ନିକଟରେ ହେଲା ସେ ବେଞ୍ଚ ତଳୁ ଗୁରୁଣ୍ଡି ଗୁରୁଣ୍ଡି ବାହାରିଲା ଏବଂ ସେଇଟିକୁ ସେ ତା’ର ସମସ୍ତ ଶକ୍ତି ଖଟାଇ ଜାବୁଡ଼ି ଧରିଲା ଏବଂ ଦାନ୍ତଗୁଡ଼ିକୁ ମରଣଶୀଳ ଅସ୍ତ୍ର ପରି ବ୍ୟବହାର କରି କାମୁଡ଼ିଦେଲା ।
“ଓ ! କିଛି ଗୋଟେ ମୋତେ କାମୁଡ଼ି ଦେଇଛି ।’’ ଯନ୍ତ୍ରଣାଦାୟକ କ୍ରନ୍ଦନ ହେଲା ଯାହାପରେ କି ଆସବାବ ମଧ୍ୟରେ କିଛି ଗୋଟାଏ ଜୋର୍‌ରେ ତଳେ ପଡ଼ିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ବାପା, ରେଷେୟା ଓ ଜଣେ ଚାକର ଆଲୋକଟିଏ ଧରି ଆସିଲେ ।
ତିନି ଜଣଯାକ ମିଶି ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କଲେ ଯିଏକି ରକ୍ତାକ୍ତ ଗୋଇଠି ସହିତ ଆସବାବ ମଧ୍ଯରେ ପଡ଼ି ରହିଥିଲା ।

Text – 7:
Congratulations came showering on Swami the next day. His classmates looked at him with respect, and his teacher patted his back. The headmaster said that he was a true scout. Swami had bitten into the flesh of one of the most notorious house-breakers of the district and the police were grateful to, him for it.
The Inspector said, “Why don’t you join the police when you grow up ?” Swami said for the sake of politeness, “Certainly, I will,” though he had quite made up his mind to be an engine driver, a railway guard, or a bus conductor, later in life.
When he returned home from the club that night, father asked, “Where is the boy ?”
“He is asleep”.
“Already ?”
“He didn’t have a wink of sleep the whole of last night”, said his mother.
“Where is he sleeping ?”
“In his usual place”, mother said casually, “he went to bed at seven-thirty.”
“Sleeping beside his granny again ! “father said. “No wonder he wanted to be asleep before I should return home – clever boy !”
Mother lost her temper. “You let him sleep where he likes. You needn’t risk his life again…” Father mumbled as he went in to change: “All right, pamper and spoil him as much as you like. Only don’t blame me afterward….”
Swami, following the whole conversation from under the blanket, felt tremendously relieved to hear his father giving him up.
ଅନୁବାଦ :
ପରବର୍ତୀ ଦିନ ସ୍ଵାମୀ ଉପରେ ଅଭିନନ୍ଦନସବୁ ଅଜାଡ଼ି ହୋଇପଡ଼ିଲା । ତା’ର ଶ୍ରେଣୀ ସାଥୀମାନେ ତାକୁ ସମ୍ମାନର ସହିତ ଦେଖ‌ିଲେ ଓ ତା’ର ଶିକ୍ଷକ ତା’ ପିଠିକୁ ଥାପୁଡ଼ାଇ ଦେଲେ । ସେ ଜଣେ ପ୍ରକୃତ ସନ୍ଧାନୀ ବୋଲି ପ୍ରଧାନଶିକ୍ଷକ କହିଲେ । ସ୍ଵାମୀ ସହରର ଜଣେ କୁଖ୍ୟାତ ଘର ଭାଙ୍ଗି ଚୋରି କରୁଥିବା ଲୋକର ମାଂସକୁ କାମୁଡ଼ି କ୍ଷତାକ୍ତ କରି ଦେଇଥିଲା ଏବଂ ଏଥ୍‌ପାଇଁ ପୋଲିସ୍ ତା’ ନିକଟରେ କୃତଜ୍ଞ ହେଲା ।
ଇନସ୍ପେକ୍ଟର କହିଲେ, ‘ବଡ଼ ହେଲେ ତୁମେ କାହିଁକି ପୋଲିସ୍‌ରେ ଯୋଗ ନ ଦେବ ?’’ ସ୍ଵାମୀ ନମ୍ରତାର ସହିତ କହିଲା, ‘ନିଶ୍ଚୟ, ମୁଁ ଯୋଗଦେବି,’’ ଯଦିଓ ସେ ଜୀବନର ପରବର୍ତ୍ତୀ ସମୟରେ ଜଣେ ଇଞ୍ଜିନ୍ ଡ୍ରାଇଭର, ଜଣେ ରେଳରକ୍ଷୀ, କିମ୍ବା ଜଣେ ବସ୍ କଣ୍ଡକ୍ଟର୍ ହେବାକୁ ସମ୍ପୂର୍ଣ୍ଣ ମନସ୍ଥ କରିସାରିଥିଲା ।
ସେଦିନ ରାତିରେ ବାପା ଯେତେବେଳେ କ୍ଳବରୁ ଘରକୁ ଫେରିଲେ ସେ ପଚାରିଲେ, ‘ପିଲାଟା କେଉଁଠି ଅଛି ?’’ ‘‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘‘ଶୋଇ ସାରିଛି ।’’
ତା’ର ମାଆ କହିଲେ, ‘ସେ ଗତ ରାତିସାରା ଆଖ୍ ପିଛୁଳା ପକାଇ ନାହିଁ ।’’
‘ସେ କେଉଁଠାରେ ଶୋଇଛି ?’’
ମାଆ ଅନିୟମିତ ଭାବରେ କହିଲେ, ‘ତା’ର ଶୋଇବା ଜାଗାରେ, ସେ ସାତଟା ତିରିଶରେ ଶୋଇବାକୁ ଗଲା ।’’ ବାପା କହିଲେ, ‘ପୁଣି ତା’ର ଜେଜେମାଆଙ୍କ ପାଖରେ ଶୋଇଛି । ଚାଲାକ୍ ପିଲା, ମୋ ଫେରିବା ପୂର୍ବରୁ ସେ ଶୋଇ ପଡ଼ିବାକୁ ଚାହୁଁଥିଲା ।’’
ମାଆ ତାଙ୍କର କ୍ରୋଧ ହରାଇ ବସିଲେ । ‘‘ସେ ଯେଉଁଠି ଶୋଇବାକୁ ଚାହୁଁଛି ତାକୁ ଛାଡ଼ିଦିଅ । ଆଉ ଥରେ ତା’ ଜୀବନକୁ ବିପଦରେ ପକାଇବା ଦରକାର ନାହିଁ ।’’ ବାପା ବଦଳିଯିବା ସହିତ ଓଠ ଚିପିଚିପି ଅସ୍ପଷ୍ଟ ଭାବରେ କହିଲେ ‘‘ଠିକ୍ ଅଛି, ଯେତେ ଚାହୁଁଛ ତାକୁ ଆକଣ୍ଠ ଖୁଆଅ ଓ ନଷ୍ଟ କରିଦିଅ । କେବଳ ଏହା ପରଠାରୁ ମୋତେ ଆଉ ଦୋଷୀ କରିବ ନାହିଁ ….”
ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ସମସ୍ତ କଥୋପକଥନ ଶୁଣିଲା ଏବଂ ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା ଶୁଣି ଖୁବ୍ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

events — incidents, actions — ଘଟଣା
Life is full of events.
flight — the act of fleeing from danger – ଉଡ଼ାଣ, ଉଡ଼ାଜାହାଜ
He made aflight onto the trees.
strength — the power of doing, stamina — କରିବାର ଶକ୍ତି, ସାମର୍ଥ୍ୟ
suppose — think, assume, imagine — ଚିନ୍ତା କରିବା, ଭାବିବା, ମନେ କରିବା
I suppose you are right.
granny — father s mother – ବୁଢ଼ୀ ମା’, ବାପାଙ୍କର ମା’
edge — bank, shore — କୂଳ (ନଦୀ)
beyond — out of – ବାହାରେ
The naughty child has gone beyond his mother’s control.
plain command — clear instruction, direction — ସ୍ପଷ୍ଟ ଆଦେଶ
challenge — dispute – ତର୍କ, ଯୁକ୍ତି, ଆହ୍ବାନ
I accepted his challenge.
Second Form— the act of coming of age, maturity in age and mind — ବୟସ ଓ ବୃଦ୍ଧିରେ ପରିପକ୍ବ
Don’t behave like this as you are in Second Form.
disgraceful — insulting, shameful, distasteful – ଅପମାନଜନକ, ଘୃଣ୍ୟ
The man’s behavior was disgraceful.
unexpected (adj) — which is not expected — ଯାହା ଆଶା କରାଯାଏ ନାହିଁ| ଅପ୍ରତ୍ୟାଶିତ
I was surprised at his unexpected achievement.
bravery (n) — ସାହସିକତା
The child was praised for his uncommon bravery.
fixedly (adj.)— continuously, without looking away – ନିରବଚ୍ଛିନ୍ନ ଭାବରେ
Father looked at me fixedly and told me something angrily.
sneer(ed) (v)— make an insulting smile
Don’t sneer at other’s religions.
consumptive (n) — a person suffering from tuberculosis – ଯକ୍ଷ୍ମାରୋଗୀ ।
A consumptive should give up smoking.
disputed (v) — made argument – ତର୍କ କଲେ ।
The two governments disputed the ownership of the territory.
wink of sleep — no sleep
frightful (adj) — ଭୟଭୀତ
The old man with a long beard looks frightful.
proposition (n) — an idea or a plan of action that is suggested
We made a proposition, he would join us.
mumble(d) (v) — to speak in a quiet voice without an opening mouth – ଅସ୍ପଷ୍ଟ ଭାବରେ କହିବା
The old woman mumbled a prayer.
enthusiasm (n) — great interest
You should work with enthusiasm.
disgraceful (adj.) — shameful — ଲଜ୍ଜାଜନକ
I objected his disgraceful behavior.
gazing (v) — looking steadily at something for a long time
I lay in bed gazing outside.
gloomily (adv.) — depressingly
My father sat gazing gloomily at the newspaper on his lap.
theory — ସିଦ୍ଧାନ୍ତ
rustled (v) — moved or rubbed together — ଖସ୍ଖସ୍ ଶବ୍ଦ କଲା
Her long skirt rustled as she walked.
stillness — calmness, quietness — ନିରବତା, ଶାନ୍ତ
The stillness of the night terrified me.
hardly — seldom, rarely, not often — କ୍ବଚିତ୍‌, କେବେ କେମିତି
strain of cruelty — sign of rudeness
look over — examine something quickly
whereas — ଯେତେବେଳେ କି
passage — a long narrow area inside the house
rustling (n) — making a sound as of dry
leaves – ମର୍ମର ଧ୍ଵନି/ଖସ୍‌ଖସ୍ ଶବ୍ଦ
tiptoe(d) (r) — walk carefully on the toes — ପାଦ ଅଙ୍ଗୁଳିରେ ନିଃଶବ୍ଦରେ ଚାଲିବା
He tipwed quietly out of the room so as not to wake him up.
hereafter — after this time — ଏହି ସମୟ ପରେ
gesticulation (n) — movements of hands and arms to express ideas and feelings – ଅଙ୍ଗଭଙ୍ଗୀଦ୍ଵାରା ଭାବ
Mother made gesticulation to silence his son.
snore(d) (v) — to make noisy breathing — ଘୁଙ୍ଗୁଡ଼ି
The fat man fell asleep and snored loudly.
standing over — to supervise or watch closely — ଅନୁଧ୍ୟାନ କରୁଥିଲେ ।
His father is standing over there silently.
apparition (n) — a strange figure appearing suddenly and thought to be a ghost – ଭୂତ ଭଳି ଜଣାପଡ଼ୁଥିବା ମୂର୍ତ୍ତି
Swami is father looked like an apparition in the semi-darkness.
brand new — ପୁରା ନୁଆ
plead (v) — speak in favor of
The advocates plead in favor of their clients.
see about— attend to someone or something
hesitate — saying something nervously
The boy hesitates to tell a lie.
appeal (v) — request – ନିବେଦନ କରିବା
Anna Hazare appealed to the people to fight against corporations.
fall on (v) — attack – ସଙ୍ଗେ ସଙ୍ଗେ ଆକ୍ରମଣ
laughing stock — one that has done something so silly – ଉପହାସାସ୍ପଦ ବ୍ୟକ୍ତି
You shouldn’t make anybody a laughing stock.
humanity (n)— the whole human race
Alexander Selkirk felt cut off from humanity in the island.
monster (n) — an abnormal boy — ଏକ ଅସ୍ୱାଭାବିକ ବାଳକ
The monster killed a man before the police caught him.
cut in— interrupt — ବାଧା ଦେବା
devil — an evil spirit — ଏକ ମନ୍ଦ ଆତ୍ମା
I don’t believe in the devil or ghosts.
slap (v) — ଚାପୁଡ଼ା ମାରିବା
Father skipped me for my silly mistake.
chum(n) — a close friend — ଜଣେ ଘନିଷ୍ଠ ବନ୍ଧୁ
Gudu is Debi’s school chum.
despite (n) — the absence of hope
horror(n) — great fear— ମହାଭୟ
burglar (n) — one who enters the housebreaking something — ଚୋର
bong up — grow a child — ପିଲାଟିଏ ବଢ଼ି ବଢ଼ି
lean over — bend— ବଙ୍କା କରିବା
congratulation (n) — ଅଭିନନ୍ଦନ
humming (v)— making a low continuous sound — ଏକ ନିମ୍ନ ଅବିରତ ଶବ୍ଦ ସୃଷ୍ଟି କରୁଛି
Sonic insects are humming in the garden.
armor (n) — special metal clothing that soldiers wore in the past to protect their bodies while fight
The soldiers put on armor while fighting.
lose one’s temper —became very angry
crouch(ed) (v) — lay on the ground with limbs drawn close to his body in fear
The dog crouched in the courtyard.
pat(v) — ପ୍ୟାଟ୍
encased (y) — covered something completely
His body was encased in armor
risk(v) — ବିପଦ
chase (v) — run after somebody to catch
A street dog chased me on my way to school.
bite into (v) — କାମୁଡ଼ିବା
thud (n) — a sound like the one which is made when a heavy object hits something else
I heard a thud in the darkness and was frightened.
shut up(v) — ଚୁପ କର
casually (adj) —in a relaxed way
desperate (adj.) —having no hope of something
A desperate man always hides himself from others.
dimly lit — not brightly lighted
sherds (n) — very small pieces
I My scarf was in shreds after the dog had chewed it up
groaned — making a long deep sound out of pain
crawked — କ୍ରକ୍
The boy crawled across the room.
shower on (v) — ସାୱାର
hugged (v) — put the arms around and hold tightly to express happiness
The child hugged its mother.
clutch at — try to hold Lighty
Siam — the old name of Thailand
housebreaker— dacoit, burglar, robber
for the sake of — ଖାତିର ପାଇଁ
mortal (adj.) — fatal, capable of causing death
The boy used his teeth like a mortal weapon.
no wonder — something not surprising
agonized (adj.) — extreme pain
She let out an agonized cry.
make up one’s mind — take a decision
tumbling — ଟମ୍ବିଂ
The hut we built is already tumbling down.
strain — pressure that is put on something
tremendously (ads)- very much
amidst (prep.) — in the middle of – ମଧ୍ୟରେ,
We should remain cheerful in the midst of our difficulties.
relieved (adj) — became free
notorious (adj.) — widely famous in a bad way
The police caught the notorious robber yesterday.
give up (v) — stop something
He gives up smoking.
pamper (v) — make someone feel
comfortable — ଆରାମଦାୟକ
Mothers try to pamper their children.
conversation — talk between two, interaction
The two friends has an interesting conversation.
relieved — consoled, appeased, soothed — ଉପଶମିତ
I am relieaed now.
cut off — disconnected, separated, isolated — ବିଚ୍ଛିନ୍ନ ହୋଇଯିବା
In the recent floods, Cunack cut off the rest of Odisha.
might (n) — great strength/power — ମହାନ ଶକ୍ତି / ଶକ୍ତି

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

Odisha State Board BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 1.
ନିମ୍ନଲିଖତ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନ ପାଇଁ ସମ୍ଭାବ୍ୟ ଉତ୍ତରମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।

(i) ଯାଦି E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = _____
(a) {1, 3}
(b) {1, 4, 5}
(c) {1, 3, 5}
(d) {1, 2, 5}
ସମାଧାନ:
(c) E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = {1, 3, 5}
[କାରଣ S’ = E – S]

(ii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(a) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = E
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(d) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = Φ
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iv) (A ∪ A’) – (A’ ∩ A) = _____
(a) A
(b) A’
(c) E
(d) Φ
ସମାଧାନ:
(c) (A ∪ A’) – (A’ ∩ A) = E
[କାରଣ A ∪ A’ = E, A’ ∩ A = Φ]

(v) E – A’ = ____
(a) E
(b) A
(c) A’
(d) Φ
ସମାଧାନ:
(b) E – A’ = A
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ E (ବ୍ୟାପକ ସେଟ୍) ଅଟେ ।]

(vi) (E – A) ∪ (E – B) =
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(d) (E – A) ∪ (E – B) = (A ∩ B)’
[∴ E – A = A’ ଓ E – B = B’ ‘ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁଯାୟୀ – (A’ ∪ B’) = (A ∩ B)’]

(vii) A’ ∩ B’ = ______
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(b) A’ ∩ B’ = (A ∪ B)’ [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

(viii) (A – B) ∪ (B – A) =_____
(a) A ∪ B
(b) A Δ B
(c) A ∩ B
(d) B
ସମାଧାନ:
(b) (A – B) ∪ (B – A) = A Δ B [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

(ix) (A – B) ∪ (B – A) = _____
(a) (A ∪ B) – (A ∩ B)
(b) (A ∪ B) – (A – B)
(c) (A – B) – (A ∩ B)
(d) (A – B) ∩ (B – A)
ସମାଧାନ:
(a) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) [କାରଣ ଉଭୟ A Δ B ଅଟନ୍ତି ।]

(x) (A ∪ A’)’ = _____
(a) A
(b) A’
(c) Φ
(d) E
ସମାଧାନ:
(c) (A ∪ A’)’ = Φ [କାରଣ A ∪ B’ = (E)’ = Φ]

(xi) (A’ ∪ B’)’ = _____
(a) A ∩ B
(b) A ∪ B
(c) A’ ∩ B’
(d) (A ∪ B)’
ସମାଧାନ:
(a) (A’ ∪ B’)’= A ∩ B
[କାରଣ (A’ ∪ B’)’ = [(A ∩ B)’]’ = A ∩ B]

(xii) (A ∪ B)’ = _____
(a) A’ ∪ B’
(b) (A ∩ B)’
(c) A’ ∩ B’
(d) E – (A ∩ B)
ସମାଧାନ:
(c) (A ∪ B)’ = A’ ∩ B’
[ଏହା ଡିମର୍ମାନଙ୍କ ପ୍ରଥମ ନିୟମ ଅଟେ ।]

Question 2.
ନିମ୍ନଲିଖୂତ ଭକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଭକ୍ତିଗୁଡ଼ିକୁ ବାଛି ଲେଖ ।

(i) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B)
ସମାଧାନ:
(A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଉଭୟ A Δ Bର ସୂତ୍ର ଅଟନ୍ତି ।]

(ii) A Δ B = B Δ A
ସମାଧାନ:
A Δ B = B Δ A (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ ଅଟେ ।]

(iii) (A ∪ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∪ B)’ = A’ ∪ B’ (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଡିମର୍ଗାନଙ୍କ ନିୟମ ଅନୁସାରେ (A ∪ B)’ = A’ ∩ B’]

(iv) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∩ B)’ = A’ ∪ B’ (ଠିକ୍ ଉକ୍ତି)

(v) Φ = E
ସମାଧାନ:
Φ = E (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଶୂନ୍ୟସେଟ୍‌ର ପରିପୂରକ ସେଟ୍ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(vi) E’ = Φ
ସମାଧାନ:
E’ = Φ  (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ବ୍ୟାପକ ସେଟ୍‌ ପରିପୂରକ ସେଟ୍ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(vii) A ∪ A’ = Φ
ସମାଧାନ:
A ∪ A’ = Φ (ଭୁଲ ଉକ୍ତି)
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(viii) A ∩ A’ = E
ସମାଧାନ:
A ∩ A’ = E (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(ix) (A ∪ A’)’ = E
ସମାଧାନ:
(A ∪ A’)’ = E (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∪ A’)’ = (E)’ = Φ]

(x) (A ∩ A’)’ = Φ
ସମାଧାନ:
(A ∩ A’)’ = Φ (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∩ A’)’ = (Φ)’ = E]

Question 3.
(i) E = Z ହେଲେ, ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ପରିପୂରକ ସେଟ୍‌ଟି ନିଶ୍ଚୟ କର ।
ସମାଧାନ:
E = Z ମନେକର ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ସେଟ୍ A ।
A = {0, ±2, ±4, ±6}
A’ = Z – A = [0, ±1, ±2, ±3,…..} – [0, ±2, ±4, ±6, ……}
= [±1, ±3, ±5, ±7, …. }

(ii) E – A = B ହେଲେ, B ∩ A ଓ B ∪ Ā ସେଟ୍ ଦ୍ବୟର ପରିପୂରକ ସେଗୁଡ଼ିକୁ ଲେଖ ।
ସମାଧାନ:
E – A = B ଅର୍ଥାତ୍ Aର ପରିପୂରକ ସେଟ୍ B ସେଟ୍ ଅଟେ । ଅର୍ଥାତ୍ A’ = B
∴ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।
⇒ B ∪ A = E
ସେହିପରି ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟସେଟ୍ ଅଟେ ।
⇒ B ∩ A = 0

(iii) ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ରେ ଯଥାକ୍ରମେ 5 ଓ 6ଟି ଉପାଦାନ ଥିଲେ ବ୍ୟାପକ ସେଟ୍ E ରେ ଥ‌ିବା ଉପାଦାନ ସଂଖ୍ୟା ସ୍ଥିର କର ।
ସମାଧାନ:
ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ର ଉପାଦାନ ସଂଖ୍ୟା ଯଥାକ୍ରମେ 5 ଓ 6 ।
ଅର୍ଥାତ୍ |A| = 5 ଓ |A’| = 6 
∴ | E| = |A| + | A’| = 5 + 6 = 11

Question 4.
ଉଦାହରଣ ଦ୍ବାରା ଦର୍ଶାଅ ଯେ, ‘‘ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମବିନିମୟୀ’’ ।
ସମାଧାନ:
ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ, ଅର୍ଥାତ୍ A Δ B = B Δ A ।
ମନେକର A = {1, 2, 3, 4, 5 } ଓ B = {4, 5, 6}
L.H.S. = A Δ B = (A – B) ∪ (B – A)
= [{ 1, 2, 3, 4, 5} – {4, 5, 6}] u [{4, 5, 6} – {1, 2, 3, 4, 5}] = {1, 2, 3} ∪ {6} = {1, 2, 3, 6}
R.H.S. = B Δ A = (B – A) ∪ (A – B)
= [{4, 5, 6} – {1, 2, 3, 4, 5}] ∪ [{1, 2, 3, 4, 5} – {4, 5, 6}]
= {6} ∪ {1, 2, 3} = {1, 2, 3, 6}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

Question 5.
ଯଦି ବ୍ୟାପକ ସେଟ୍ E = {a, b, e, d, e, f, g, h}, A = {a, b, c} ଏବଂ B = {b, f, g, h} ତେବେ ନିମ୍ନଲିଖୂତ ଉକ୍ତିଗୁଡ଼ିକର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
(i) (A ∪ B)’ = A’ ∩ B’
ସମାଧାନ:
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= E – [{a, b, c} ∪ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {a, b, c, f, g, h} = {d, e}
R.H.S. = A’ ∩ B’ = (E – A) ∩ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∩ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∩ {a, c, d, e} = {d, e}
∴ L.H.S.= R. H. S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
L.H.S. = (A ∩ B)’ = E – (A ∩ B) = E – [{a, b, c} ∩ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {b} = {a, c, d, e, f, g, h}
R.H.S. =A’ ∪ B’ = (E – A) ∪ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∪ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∪ {a, c, d, e} = {a, c, d, e, f, g, h}
∴ L. H. S. = R. H. S. (ପ୍ରମାଣିତ)

Question 6.
ଏକ ଉଦାହରଣ ଦ୍ବାରା ଡିମର୍ମାନ୍‌ଙ୍କ ନିୟମ ଦ୍ଵୟର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
ସମାଧାନ:
ମନେକର E = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 3, 4}, B = {4, 5, 6, 7}
A ∪ B = {1, 2, 3, 4} ∪ {4, 5, 6, 7} = {1, 2, 3, 4, 5, 6, 7}
A ∩ B = {1, 2, 3, 4} ∩ {4, 5, 6, 7} = {4}
A’ = E – A = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4} = {5, 6, 7, 8, 9}
B’ = E – B = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4, 5, 6, 7} = {1, 2, 3, 8, 9}

(i) (A ∪ B)’ = A’ ∩ B’
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4, 5, 6, 7} = {8, 9}
R.H.S. = A’ ∩ B’= {5, 6, 7, 8, 9} ∩ { 1, 2, 3, 8, 9} = {8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
L.H.S. =(A ∩ B)’ = E – (A ∩ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4} = { 1, 2, 3, 5, 6, 7, 8, 9}
R.H.S. = A’ ∪ B’ = {5, 6, 7, 8, 9} ∪ { 1, 2, 3, 8, 9}
= {1, 2, 3, 5, 6, 7, 8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk Textbook Exercise Questions and Answers.

Class 9th English Chapter 10 Alexander Selkirk Question Answers BSE Odisha

Alexander Selkirk Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)
(a) Comprehension Questions for discussion (ଆଲୋଚନା ପାଇଁ ବୋଧଗମ୍ୟ ପ୍ରଶ୍ନ)

Question 1.
Who does ‘I’ refer to?
(‘I’ କାହାକୁ ସୂଚାଯାଉଛି ?)
Answer:
‘I’ refers to Alexander Selkirk.

Question 2.
Who is the monarch here?
(ଏଠି କିଏ ସମ୍ରାଟ ବା ଅଧୀଶ୍ବର ଅଟନ୍ତି ?)
Answer:
Alexander Selkirk is the monarch here.

Question 3.
Who found charm in solitude?
(କେଉଁମାନେ ନିର୍ଜନତାରେ ଆନନ୍ଦ ପାଇଥା’ନ୍ତି ?)
Answer:
The sages found charm in solitude.

Question 4.
Why were the beasts unfamiliar with Selkirk?
(ପଶୁମାନେ ସେଲ୍‌କାର୍କଙ୍କ ସହିତ କାହିଁକି ଅପରିଚିତ ଥିଲେ ?)
Answer:
The beasts were unfamiliar with Selkirk because he had never met them on the island before and the beasts had never seen a human being before.

Question 5.
What did Selkirk appeal to the wind?
(ସେଲ୍‌କାର୍କ ବାୟୁକୁ କ’ଣ ନିବେଦନ କଲେ ?)
Answer:
Selkirk appealed to the wind to convey his message to his friends and relatives whom he could never meet in his life in his native land.

Question 6.
Which lines in the poem suggest that the island is a no man’s island?
(କବିତାର କେଉଁ ଧାଡ଼ିଗୁଡ଼ିକ ସୂଚାଇଦିଏ ଯେ ଦ୍ବୀପଟି କାହାର ଦ୍ଵୀପ ନୁହେଁ ?)
Answer:
The line “I AM monarch of all I survey, My right there is none to dispute,” and “/ am out of humanity’s reach, I must finish my journey alone,” in the poem suggest that the island is a no man’s island.

Question 7.
What is the meaning of the line – “They are so unacquainted with man” in stanza 2?
(ଦ୍ୱିତୀୟ ପଦରେ ଥ‌ିବା ଧାଡ଼ି, ‘ସେମାନେ ମନୁଷ୍ୟ ସହିତ ଅପରିଚିତ’’ର ଅର୍ଥ କ’ଣ ?)
Answer:
“They are so unacquainted with man” – means the animals were not familiar with man. The animals hadn’t seen a man before. The beasts on the island roam around Alexander Selkirk and ignore his presence.

Question 8.
What hurried Selkirk back to despair?
(କ’ଣ ସେଲକାର୍କଙ୍କୁ ନୈରାଶ୍ୟ ଭିତରକୁ ନେଇଗଲା ?)
Answer:
Selkirk hurried back to despair when he recollected his own present situation that he was alone on the deserted island.

Question 9.
What did Selkirk want to do when evening approached?
(ସନ୍ଧ୍ୟା ଉପନୀତ ହେଲାରୁ ସେଲକାର୍କ କ’ଣ କରିବାକୁ ଚାହୁଁଥିଲେ ?)
Answer:
When evening approached, Selkirk wanted to take a rest in his cabin (resting place).

Question 10.
Can you choose an alternative title for the poem?
(ଏହି କବିତା ପାଇଁ ତୁମେ ଏକ ବିକଳ୍ପ ନାମ ବାଛିପାରିବ କି ?)
Answer:
The alternative title of the poem may be ‘The Solitude of Alexander Selkirk”.

(b) Choosing the appropriate answers: (ସଠିକ୍ ଉତ୍ତର ବାଛ)

Question 1.
The poem is about the plight of a person named.
(a) Shakespeare
(b) William Cowper
(c) Alexander Selkirk
(d) William Wordsworth
Answer:
(c) Alexander Selkirk

Question 2.
I am of all is a survey.
(a) King
(b) Emperor
(c) Landlord
(d) Monarch
Answer:
(d) Monarch

Question 3.
The beasts ______ over the plain.
(a) run
(b) walk
(c) move
(d) roam
Answer:
(d) roam

Question 4.
0 had I the wings of a ______,How soon would I taste you again.
(a) crow
(d) dove
(e) owl
(d) fowl
Answer:
(b) dove

Question 5.
The ______ itself lags behind, And the swift-winged arrows of light.
(a) tempest
(b) cyclone
(c) blizzard
(d) wind
Answer:
(a) tempest

Question 6.
But the ______ is gone to her nest.
(a) sea horse
(b) sea fowl
(c) sea fish
(d) sea snake
Answer:
(b) sea fowl

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

Question 1.
What did the poet survey?
(କବି କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
The poet surveyed the lonely island and the vast sea around it from the center of the island.

Question 2.
Why did the poet remember the sages?
(କବି କାହିଁକି ମୁନିଋଷିମାନଙ୍କୁ ମନେ ପକାଇଲେ ?)
Answer:
He remembered the sages because they got pleasure in solitude. But he didn’t get any pleasure in solitude in that island.

Question 3.
How does the poet describe the island in the second stanza?
(ଦ୍ଵିତୀୟ ପଦରେ କବି ଦ୍ବୀପକୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
The island is very lonely without human beings. It is far from any human dwelling. Only beasts and birds live there. That is a no man’s island. He didn’t find any charm in the loneliness of the island.

Question 4.
What are the divine qualities bestowed upon man?
(ମନୁଷ୍ୟ ଉପରେ ବୃଷ୍ଟି ହୋଇଥିବା ବା ମନୁଷ୍ୟକୁ ପ୍ରଦାନ କରାଯାଇଥିବା ଈଶ୍ୱରୀୟ ଗୁଣସବୁ କ’ଣ ?)
Answer:
Society, friendship, and love are the divine qualities bestowed upon man by God.

Question 5.
Why does the poet like the wisdom of age?
(କବି କାହିଁକି ବୟସ୍କମାନଙ୍କର ପ୍ରଜ୍ଞାକୁ ପସନ୍ଦ କରନ୍ତି ?)
Answer:
The poet likes the wisdom of the age because their wisdom gives wise advice so that he can spend his days happily. Their wisdom will bring him pleasure by making his sufferings less painful on the deserted island.

Question 6.
What is the poet’s prayer to the ‘winds’?
(ବାୟୁକୁ କବିଙ୍କର ପ୍ରାର୍ଥନା କ’ଣ ?)
Answer:
The poet prays to the winds to bring the good news of his native place which he can never visit. He also appeals to the wind to convey his message of solitude to his friends whom he can never meet in his life.

Question 7.
Why does the poet say that “the tempest itself lags behind”?
(କାହିଁକି କବି କହିଛନ୍ତି ଯେ, ‘ଝଡ଼ତୋଫାନ ନିଜେ ବହୁ ପଛରେ ରହିଗଲା’’ ?)
Answer:
The poet says that “the tempest itself lags behind” because the flight of the mind is so swift that it can surpass the tempest.

G. Let’s Speak:(ଆସ କଥା ହେବା)

(a) Role-play the following dialogue. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସଂଳାପକୁ ଅଭିନୟ ମାଧ୍ୟମରେ ଆବୃତ୍ତି କର ।)
Selkirk  – Why are you so indifferent to me?
Beast    – Because you are a man.
Selkirk  – So what? I am quite friendly.
Beast    – Sorry, I am not acquainted with the man.
Selkirk  – Oh wind! Please listen to me.
Wind    – What can I do for you?
Selkirk  – Please convey my message to my friends as I am far away on this lonely island.
Wind    – It’s not possible. I can’t cross my limit.

H. Let’s Write: (ଆସ ଲେଖୁବା)
Words having sameness of sound of the endings of two or more words are rhyming words. In this poem the words like ‘face ’ and ‘place ’ are rhyming words. Find out at least six pairs of such words from the poem. (ଦୁଇ ବା ତତୋଽଧ୍ଵକ ଶବ୍ଦର ଶେଷ ଉଚ୍ଚାରଣରେ ସାଦୃଶ୍ୟ ଥିଲେ ତାହାକୁ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ (Rhyming words) କୁହାଯାଏ । ଏହି କବିତାରେ ‘face’ ଓ ‘place’ ଶବ୍ଦଦ୍ଵୟ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ । କବିତାରୁ ଏପରି ଅନ୍ୟୁନ ଛଅଯୋଡ଼ା ଶବ୍ଦ ଖୋଜି ବାହାର କର ।)

Answer:
Other rhyming words (six pairs) are:
1. dispute – brute
2. reach – speech
3. see – me
4. truth – youth
5. send – friend
6. flight – light

Writing task: (ଲିଖନ କାର୍ଯ୍ୟ)
This poem is about a sailor named Alexander Selkirk. He swam to a lonely island after a ship wreck. That was a no man’s island. Only beasts and birds lived there. (ଏହି କବିତାଟି ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ ନାମକ ଜଣେ ନାବିକ ବିଷୟରେ ଲିଖ୍ । ଏକ ଜାହାଜ ଦୁର୍ଘଟଣା ପରେ ସେ ଗୋଟିଏ ନିର୍ଜନ ଦ୍ବୀପକୁ ପହଁରି ଯାଇଥିଲେ । ଏହା ଏକ ମାନବବିହୀନ ଦ୍ଵୀପ ଥିଲା । କେବଳ ପଶୁ ଓ ପକ୍ଷୀମାନେ ସେଠାରେ ବାସ କରୁଥିଲେ ।)
Think yourself as Selkirk and write in about ten lines describing your feeling of loneliness. (ନିଜକୁ ସେଲ୍‌କାର୍କ ମନେକରି ତୁମ ନିର୍ଜନତାର ଅନୁଭୂତିକୁ ବର୍ଣନା କରି ଦଶଟି ବାକ୍ୟରେ ଲେଖ ।)
Answer:
I am a sailor named Alexander Selkirk. Once I was on a sea voyage ( ଜଳଯାତ୍ରା) along with other crews. Unfortunately (ଦୁର୍ଭାଗ୍ୟବଶତଃ ) the ship was wrecked (ଦୁର୍ଘଟଣାଗ୍ରସ୍ତ ହେଲା) during the voyage. I was lucky enough to swim to a lonely island after the wreck. It was an uninhabited island. I felt lonely there. Only beasts and birds lived there. They remained aloof. Because they were not acquainted (ପରିଚିତ ନ ଥିଲେ)with man. I remembered the great sayings of the sages who used to get charms in solitude (ନିର୍ଜନତା). But I myself didn’t get any pleasure in that solitude. I realized that it was better to live in the midst of difficulties than to live in a lonely place like that isolated island. I always remembered my friends and relatives in my native land. I was anxious to hear the voice of my near and dear ones. But my dreams remained unfulfilled. My recollections left me in despair. I prayed to God to rescue me from that difficult situation. God heard my prayers and I was rescued after four years by a passing ship.

BSE Odisha 9th Class English Alexander Selkirk Important Questions and Answers

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

Question 1.
What did the poet survey?
Answer:
The poet surveyed the isolated island and the vast sea around it.

Question 2.
Why did the poet remember the sages?
Answer:
The poet remembered the sages who got pleasure in solitude.

Question 3.
Where does the poet prefer to dwell?
Answer:
The poet thinks that it is better to dwell in the midst of danger than to reign on that horrible island.

Question 4.
How does the poet describe the island in the second stanza?
Answer:
The island is lonely without human beings.

Question 5.
Why does the poet feel that he will meet his end on that island?
Answer:
Due to his bad luck, the poet is on a deserted island.

Question 6.
What are the divine qualities bestowed upon man?
Answer:
Society, friendship, and love are the divine qualities bestowed upon man.

Question 7.
Why does the poet like the wisdom of age?
Answer:
The poet likes the wisdom of age because their wisdom gives wise advice so that he can spend his days happily.

Question 8.
What is the poet’s prayer to the ‘winds’?
Answer:
The poet prays to the winds to bring the good news about the place which he can never visit.

Question 9.
Why does the poet wish to have the wings of a dove?
Answer:
The poet wishes to have the wings of a dove so that he can fly and cross the sea to see his friends and relatives.

Question 10.
What does the poet want to know?
Answer:
The poet is anxious to know about his friends because they are far away from him.

Question 11.
Why does the poet say that ‘the tempest itself lags behind’?
Answer:
The poet says that ‘the tempest itself lags behind’ because the flight of the mind is so swift that it can win the tempest.

Question 12.
What hurried Selkirk back to despair?
Answer:
Selkirk hurried back to despair when he recollected his past.

Question 13.
What did the poet want to do when evening approached?
Answer:
When evening approached, the poet wanted to take a rest in his resting place.

Answer The Following In A Word Or A Phrase.

Question 1.
Who had made the poet his sport?
Answer:
The wind.

Question 2.
Who is unacquainted with a man?
Answer:
The beasts.

Question 3.
What is shocking to the poet?
Answer:
The tameness of the brutes.

Question 4.
What does the poet want to know?
Answer:
About his friends in his native land.

Question 5.
Which lines in the poem suggest that the island is “no man’s island”?
Answer:
“I am the lord of the fowl and the brute”.

Question 6.
Who found charm in solitude?
Answer:
The ancient sages.

Question 7.
What are the divine qualities bestowed upon man?
Answer:
Society, Friendship, And Love.

Fill In The Blanks.

1. But the ____________is gone to her nest.
Answer:
sea fowl

2. I am ____________of all I survey.
Answer:
monarch

3. The poem “Alexander Selkirk” reflects the freedom of his spirit in ____________.
Answer:
a lonely island

4. The poem begins with the words, “I am” written in capital letters strengthens the confidence of the abandoned sailor ____________on the lonely island
Answer:
Alexander Selkirk

5. The phrase “now and then” means ____________.
Answer:
frequently

6. The word ‘dispute’ means ____________.
Answer:
quarrel

7. The word ‘brute’ means ____________.
Answer:
beast

8. The word ‘solitude’ means ____________.
Answer:
loneliness

9. In the poem “Out of humanity’s reach” means ____________.
Answer:
beyond human touch

10. “And reconciles man to his lot.” Here ‘lot’ means ____________.
Answer:
fortune

11. The poet is anxious to know about ____________.
Answer:
his friends

12. Alexander Selkirk finds that the beast is taking rest in ____________.
Answer:
his lair

13. Selkirk hurried back to despair when ____________.
Answer:
he recollected his past

14. “Even here is a ____________of rest.”
Answer:
season

15. “Might learn from the wisdom of age.” Here the expression ‘wisdom of age’ means the wisdom of the ____________.
Answer:
elderly people

Multiple Choice Questions With Answers.

Question 1.
O solitude! where are the charms, the underlined word means ____________.
(A) silence
(B) lonely place
(C) island
(D) sages
Answer:
(B) lonely place

Question 2.
The poet is unable to hear the sweet speech of ____________.
(A) his friends
(B) his parents
(C) his relatives
(D) man
Answer:
(D) man

Question 3.
Who is unacquainted with a man?
(A) the sages
(B) the beasts
(C) the fowls
(D) the sea fowls
Answer:
(B) the beasts

Question 4.
“Gives even affliction a grace” Here the underlined expression means ____________.
(A) consolation
(B) peace
(C) pleasure
(D) distress
Answer:
(D) distress

Question 5.
The beasts ____________ over the plain.
(A) run
(B) walk
(C) move
(D) roam
Answer:
(D) roam

Question 6.
O had the wings of a ____________,howsoon would I taste you again.
(A) crow
(B) dove
(C) owl
(D) fowl
Answer:
(B) dove

Question 7.
The ____________ itself lags behind, And the swift-winged arrows of light.
(A) tempest
(B) cyclone
(C) blizzard
(D) wind
Answer:
(A) tempest

Question 8.
But the ____________ is gone to her nest.
(A) sea horse
(B) sea fowl
(C) sea fish
(D) sea snake
Answer:
(B) sea fowl

Question 9.
I am ____________of all I survey.
(A) king
(B) emperor
(C) landlord
(D) monarch
Answer:
(D) monarch

Question 10.
The phrase “now and then” means ____________.
(A) every time
(B) all the time
(C) frequently
(D) very often
Answer:
(C) frequently

Question 11.
The word ‘brute’ means ____________.
(A) beyond
(B) burial
(C) birds
(D) beast
Answer:
(D) beast

Question 12.
The word ‘solitude’ means ____________.
(A) solitary
(B) loneliness
(C) likingness
(D) solidarity
Answer:
(B) loneliness

Question 13.
“And reconciles man to his lot.” Here ‘lot’ means ____________.
(A) a lot of
(B) enough
(C) a lot
(D) fortune
Answer:
(D) fortune

Question 14.
The poet is anxious to know about ____________.
(A) the place
(B) his parents
(C) his friends
(D) the island
Answer:
(C) his friends

Question 15.
Alexander Selkirk finds that the beast is taking a rest in ____________.
(A) his lair
(B) his cave
(C) his cabin
(D) his nest
Answer:
(A) his lair

Alexander Selkirk Summary in English

Lead-In:
No human being likes to remain in loneliness, without friends, or out of society. This is a human tendency. It is very painful and pathetic to be far away from human habitation. ‘Alexander Selkirk’ is a poem that is based on a real adventure that happened to a sailor. Because of a dispute with the ship’s captain or after a shipwreck, he was deserted on an uninhabited island. There he lived alone for four years and was later rescued by a passing ship. Daniel Defoe’s ‘Robinson Crusoe’ is also based on the same incident. Now read the poem and realize the feeling of loneliness of Alexander Selkirk.

Notes:
loneliness – ଏକାକୀତ୍ୱ/ନିର୍ଜନତା,
tendency – ପ୍ରବୃତ୍ତି,
painful – ଯନ୍ତ୍ରଣାଦାୟକ,
pathetic – କାରୁଣ୍ୟପୂର୍ଣ,
habitation – ବସତି/ବାସସ୍ଥଳୀ,
adventure – ଦୁଃସାହସ,
sailor – ଜାହାଜର ନାବିକ,
dispute – ବିବାଦ,
deserted – ଏକୁଟିଆ ଛାଡ଼ି ଦିଆଗଲା,
island – ଦ୍ବୀପ

ଉପକ୍ରମ :
ବିନା ବନ୍ଧୁରେ ଅଥବା ସମାଜ ବାହାରେ, ନିର୍ଜନତାରେ ରହିବାକୁ କୌଣସି ମାନବ ପସନ୍ଦ କରନ୍ତି ନାହିଁ । ଏହା ହେଉଛି ମାନବୀୟ ସ୍ବଭାବ । ସମସ୍ତେ ବନ୍ଧୁ ଓ ସମ୍ପର୍କୀୟମାନଙ୍କ ଗହଣରେ ରହିବାକୁ ପସନ୍ଦ କରନ୍ତି । ମାନବ ବସତିଠାରୁ ଦୂରରେ ରହିବା ଅତ୍ୟନ୍ତ ଯନ୍ତ୍ରଣାଦାୟକ ଓ ଦୁଃଖଦାୟକ । ‘‘ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ’’ କବିତାଟି ଗୋଟିଏ ବାସ୍ତବ ସାହସିକ କାର୍ଯ୍ୟ ଉପରେ ଆଧାରିତ ଯାହାକି ଜଣେ ନାବିକ ଜୀବନରେ ଘଟିଥିଲା । ଜାହାଜର କ୍ୟାପ୍ଟେନ୍‌ଙ୍କ ସହ ବିବାଦ ହେତୁ କିମ୍ବା ଜାହାଜ ଦୁର୍ଘଟଣା ହେବାରୁ ତାଙ୍କୁ ଏକ ମାନବ ବସତିହୀନ ବିସ୍ତୀର୍ଣ୍ଣ ଦ୍ଵୀପରେ ଛାଡ଼ି ଦିଆଯାଇଥିଲା । ସେଠାରେ ସେ ଏକାକୀ ଚାରି ବର୍ଷ ରହିଲେ ଏବଂ ସେହି ବାଟ ଦେଇ ଯାଉଥ‌ିବା ଅନ୍ୟ ଏକ ଜାହାଜଦ୍ବାରା ଉଦ୍ଧାର ହୋଇଥିଲେ । ଡାନିଏଲ୍‌ ଡେଫୋଙ୍କ ‘ରବିନ୍‌ସନ୍ କୁସୋ’’ ମଧ୍ୟ ସମାନ ଘଟଣା ଉପରେ ଆଧାରିତ । ଏବେ କବିତାଟିକୁ ପଢ଼ ଓ ଆଲେକ୍‌ଜାଣ୍ଡର୍‌ ସେଲ୍‌କାର୍କଙ୍କ ନିଃସଙ୍ଗତାର ଅନୁଭୂତିକୁ ହୃଦୟଙ୍ଗମ କର ।

Summary:
In the poem, the sailor (Alexander Selkirk) says that he is the sole monarch of the lonely island and there is no one in the world who will fight with him for that right. He is the supreme ruler of the birds and animals there. In his opinion, wise men and philosophers say that there is pleasure in living a lonely life away from the crowds of men. But Selkirk cannot find any joy in his loneliness. He feels that it is better to accept the troubles and anxieties of living in society than to rule that horrible land.

Selkirk cannot hope to return to mankind. He imagines that he must end his life on that lonely island. He is unable to hear the sweet speech of man. He is startled, surprised at his own voice. It seems strange to him as he hasn’t spoken to a man for a long long time. The animals never fear him as they do not know the strength of man. He says that friendship and love are the divine gifts given to a man who lives in society. He thinks if he had the wings of a dove he would cross the ocean and see the faces of his friends and relatives.

As a result, his sorrows and sufferings would be reduced and relaxed and he would spend his days happily following religion and truth. He might learn wise things from wise men and spend his days happily with the young. He is completely disheartened by his loneliness. He has addressed the winds to listen to him. He requests the winds to bring the good news of the place which he can never visit. He also appeals to the winds to convey his message to his near and dear ones whom he can never see. He wants to know if his friends remember and wish to see him. He feels that the movement of the mind is very swift and it visits the whole world in a moment.

The movement of the mind is more swift than the movement of wind and light. Whenever he thinks of his native land, he feels as if he is present there. But when he realizes his present position, his heart is filled with despair. At last, he thinks that it is unwise to think all these things as it brings unhappiness. The birds and beasts have taken rest in their respective resting places. So he feels it proper to have his rest. He hopes that God is omnipresent and sees the sorrows and sufferings of human beings. God will definitely remove his plight as He is very kind and merciful.

Notes:
sole – ଏକମାତ୍ର, right – ଅସ୍କାର monarch – ସମ୍ରାଟି, lonely – ନିର୍ଜନ, wise men – ବିଜ୍ଞ ଲୋକ, philosophers – ଦାର୍ଶନିକ, crowds – ଜନଗହଳି, troubles – ଜଞ୍ଜାଳ anxieties – ଆଶଙ୍କା, horrible – ଭୟଙ୍କର, imagines – କଳ୍ପନା କରେ, startled – ସ୍ତମ୍ଭିତ ହେଲା, strange – ଅଜଣା sorrows and sufferings – ଦୁଃଖ ଏବଂ ଯନ୍ତ୍ରଣା,
strength – ଶକ୍ତି, long long time – ବହୁକାଳ ଧରି, reduced – ହ୍ରାସ ହେଲା/ଅପସରି ଗଲା, disheartened – ହୃଦୟହରା ହେଲେ, loneliness – ନିର୍ଜନତା, addressed –ସମ୍ବୋଧନ କଲେ, clarify – ସ୍ପଷ୍ଟ କରିବା, doubts – ସନ୍ଦେହ, movement -ଗତି, swift – ଦ୍ରୁତ, realises – ହୃଦୟଙ୍ଗମ କରେ, despair – ନୈରାଶ୍ୟ, respective – ନିଜ ନିଜ, omnipresent –ସର୍ବବିଦ୍ୟମାନ, definitely – ନିଶ୍ଚିତ ଭାବରେ, remove – ଦୂର କରିବା, plight – ଦୁଃଖ, merciful – ଦୟାବନ୍ତ, appeal – ନିବେଦନ କରିବା.

ସାରାଂଶ :
କବିତାରେ ନାବିକ (ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ) କହୁଛନ୍ତି ଯେ ସେ ହେଉଛନ୍ତି ସେହି ନିର୍ଜନ ଦ୍ଵୀପର ଅଧୀଶ୍ଵର ଏବଂ ସେହି ଅଧିକାର ଛଡ଼ାଇନେବା ପାଇଁ କେହି ତାଙ୍କ ସହିତ ସେଠାରେ ସଂଗ୍ରାମ କରିବ ନାହିଁ । ସେ ସେହି ଦ୍ଵୀପରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଖ୍ୟ ଶାସକ । ବିଦ୍ଵାନ୍‌ମାନେ କହନ୍ତି ଯେ ଜନଗହଳିଠାରୁ ଦୂରରେ, ନିର୍ଜନ ସ୍ଥାନରେ ରହିବାରେ ଏକ ପ୍ରକାର ଆନନ୍ଦ ମିଳିଥାଏ । ମାତ୍ର ସେଲ୍‌କାର୍କ ତାଙ୍କ ନିର୍ଜନତାରେ କୌଣସି ଆନନ୍ଦ ଉପଭୋଗ କରୁନାହାନ୍ତି । ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ସେଭଳି ଏକ ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଅପେକ୍ଷା ସଂସାରରେ ରହି ଦୁଃଖକଷ୍ଟକୁ ବରଣ କରିବା ବରଂ ଭଲ । ସେଲ୍‌କାର୍କ ମଣିଷ ସମାଜକୁ ଫେରିବା ଆଶା ରଖୁପାରୁ ନାହାନ୍ତି । ସେ ଭାବୁଛନ୍ତି ତାଙ୍କ ଜୀବନ ସେହି ଦ୍ବୀପରେ ଶେଷ ହୋଇଯିବ । ମଣିଷ କଣ୍ଠର ସୁମଧୁର ସ୍ୱର ସେ ଆଉ ଶୁଣିବାକୁ ପାଉନାହାନ୍ତି । ତେଣୁ ସେ ତାଙ୍କ ନିଜର ସ୍ବର ଶବ୍ଦ ଶୁଣି ଭୟଭୀତ ଓ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଯାଉଛନ୍ତି । ଏହା ତାଙ୍କୁ ଅଦ୍ଭୁତ ଲାଗୁଛି କାରଣ ସେ ବହୁତ ଦିନ ଧରି ମଣିଷ ସହିତ କଥା ହୋଇନାହାନ୍ତି ।

ସେଠାରେ ପଶୁମାନେ ତାଙ୍କୁ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି, ଯେହେତୁ ସେମାନେ ମଣିଷର ପ୍ରଭାବ ଓ ଶକ୍ତି ବିଷୟରେ ସଚେତନ ନୁହନ୍ତି । ସେ ଜାଣନ୍ତି ଯେ ବନ୍ଧୁତା ଓ ସ୍ନେହ ମତତା ଭଳି ସ୍ବର୍ଗୀୟ ଦାନକୁ ମଣିଷକୁ ଦିଆଯାଇଛି ଯିଏ କି ସମାଜରେ ବାସ କରୁଛି । ସେ ଭାବୁଛନ୍ତି ଯଦି ତାଙ୍କର ବିହଙ୍ଗର ପକ୍ଷ ଥାଆନ୍ତା, ତେବେ ସେ ମହାସାଗରକୁ ପାର ହୋଇ ତାଙ୍କର ବନ୍ଧୁ ଓ ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖିପାରନ୍ତେ । ଯାହାଫଳରେ ତାଙ୍କର ଦୁଃଖ କ୍ଳେଶ ଦୂର ହୋଇଯାଆନ୍ତା ଓ ସେ ସତ୍ୟପଥ ଅନୁସରଣ କରି ସୁଖରେ କାଳାତିପାତ କରିପାରନ୍ତେ । ସେ ସେଠାରେ ଜ୍ଞାନୀ ଲୋକମାନଙ୍କଠାରୁ ଉପଯୁକ୍ତ ଶିକ୍ଷାଲାଭ କରି, ଯୁବକମାନଙ୍କ ସହିତ ସୁଖରେ ଦିନ ଅତିବାହିତ କରନ୍ତେ । ନିଃସଙ୍ଗତା ହେତୁ ସେ ସମ୍ପୂର୍ଣ ହତାଶ ହୋଇପଡ଼ିଛନ୍ତି । ତେଣୁ ସେ ପବନକୁ ତାଙ୍କ କଥା ଶୁଣିବାକୁ କହୁଛନ୍ତି । ସେ ପବନକୁ ଅନୁରୋଧ କରୁଛନ୍ତି ଯେ ଯେଉଁ ସ୍ଥାନକୁ ସେ ଦେଖିପାରିବେ ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ତାଙ୍କୁ ଆଣି ଦିଅନ୍ତୁ । ତାଙ୍କର ବାର୍ତ୍ତାକୁ ତାଙ୍କର ନିକଟତମ ଲୋକ, ଯେଉଁମାନଙ୍କୁ ସେ କଦାପି ଦେଖପାରିବେ ନାହିଁ, ସେହିମାନଙ୍କ ପାଖରେ ପହଞ୍ଚାଇବାପାଇଁ ପବନକୁ ନିବେଦନ କରୁଛନ୍ତି । ତାଙ୍କ ବନ୍ଧୁମାନେ ତାଙ୍କୁ ମନେ ପକାଉଛନ୍ତି କି ନାହିଁ ଓ ତାଙ୍କୁ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ନାହିଁ ସେ ଜାଣିବାକୁ ଚାହୁଁଛନ୍ତି ।

ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ମନର ଗତି ଅତି କ୍ଷିପ୍ର ଓ ଏହା ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ସାରା ବିଶ୍ଵ ଭ୍ରମଣ କରିପାରିବ । ମଣିଷ ମନର ଗତି ଏପରିକି ପବନ ଓ ଆଲୋକଠାରୁ ମଧ୍ୟ ଦ୍ରୁତତର । ଯେତେବେଳେ ସେ ତାଙ୍କର ଜନ୍ମସ୍ଥାନ କଥା ଭାବନ୍ତି, ସେତେବେଳେ ସେ ଅନୁଭବ କରନ୍ତି ସତେ ଯେମିତି ସେ ସେହିଠାରେ ହିଁ ଉପସ୍ଥିତ ଅଛନ୍ତି । ମାତ୍ର ଯେତେବେଳେ ସେ ତାଙ୍କର ବର୍ତ୍ତମାନର ସ୍ଥିତି କଥା ହୃଦୟଙ୍ଗମ କରନ୍ତି, ତାଙ୍କ ହୃଦୟ ଗଭୀର ଦୁଃଖରେ ଭରପୂର ହୋଇଯାଏ । ଶେଷରେ ସେ ଚିନ୍ତା କରୁଛନ୍ତି ଯେ ଏସବୁ କଥା ଚିନ୍ତା କରିବା ଭୁଲ୍, କାରଣ ଏହା କେବଳ ଦୁଃଖ ଆଣିଦେବ । ଏବେ ସେ ଦେଖୁଛନ୍ତି ଯେ ପଶୁପକ୍ଷୀମାନେ ସେମାନଙ୍କର ବିଶ୍ରାମସ୍ଥଳୀରେ ବିଶ୍ରାମ ନେଲେଣି । ତେଣୁ ସେ ମଧ୍ୟ ତାଙ୍କ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ଉଚିତ ବୋଲି ମନେ କରୁଛନ୍ତି । ସେ ଆଶା କରୁଛନ୍ତି ଯେ ଈଶ୍ବର ସର୍ବବିଦିତ ଏବଂ ସେ ହିଁ ମଣିଷର ସବୁ ଦୁଃଖଯନ୍ତ୍ରଣା ଦେଖନ୍ତି । ଈଶ୍ଵର ତାଙ୍କ ଦୁର୍ଦ୍ଦଶାକୁ ନିଶ୍ଚୟ ଦୂର କରିବେ କାରଣ ସେ ହେଉଛନ୍ତି ଦୟାର ଅବତାର, ଏ ବିଶ୍ୱାସ ସେ ରଖୁଛନ୍ତି ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis.

Stanza-1
I AM monarch of all I survey,
My right there is none to dispute,
From the centre all round to the sea
I am lord of the fowl and the brute.
O Solitude ! where are the charms
That sages have seen in thy face ?
Better dwell in the midst of alarms
Than reign in this horrible place.
ଅନୁବାଦ :
ମୁଁ ଯାହାସବୁ ଦେଖୁଛି, ସେସବୁର ମୁଁ ହେଉଛି ଅଧୀଶ୍ବର । ଏଠାରେ ମୋ ଅଧିକାରକୁ ଛଡ଼ାଇ ନେବାକୁ କେହି ମୋ ସହିତ ସଂଗ୍ରାମ ମଧ୍ଯ କରିବ ନାହିଁ । ମୋ ଚତୁଃପାର୍ଶ୍ଵରେ ନୀଳ ସାଗରଯାଏ ଏଠାରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଁ ହେଉଛି ଈଶ୍ବର । ବିଜନତାରେ ମୁନିଗଣ ଆନନ୍ଦ ଉପଲବ୍ଧି କରନ୍ତି; କିନ୍ତୁ ମୁଁ ପାଉ ନାହିଁ । ଯୁଦ୍ଧକ୍ଷେତ୍ରର ଭୟ ମଧ୍ଯରେ ବାସ କରିବା ବରଂ ଭଲ; କିନ୍ତୁ ଏପରି ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଠିକ୍ ନୁହେଁ ।

Stanza – 2
I am out of humanity’s reach,
I must finish my journey alone,
Never hear the sweet music of speech;
I start at the sound of my own.
The beasts that roam over the plain
My form with indifference see;
They are so unacquainted with man,
Their tameness is shocking to me.
ଅନୁବାଦ :
ମୁଁ ମାନବ ଜଗତଠାରୁ ଅଲଗା ହୋଇଯାଇଛି । ମୋର ଜୀବନଯାତ୍ରା ଏହିଠାରେ ହିଁ ଶେଷ ହୋଇଯିବ । ମଧୁମୟ ମନୁଷ୍ୟ କଣ୍ଠର ସ୍ଵର ଆଉ ଶୁଣିପାରିବି ନାହିଁ । ମୋ ନିଜ କଣ୍ଠର ସ୍ବର ଶୁଣି ମୁଁ ଚମକିପଡ଼େ । ଏଠାରେ ଯେଉଁ ପଶୁମାନେ ଭ୍ରମଣ କରୁଛନ୍ତି ସେମାନେ ମୋତେ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି । ସେମାନେ ମଣିଷ ସହିତ ଏତେ ପରିଚିତ ନୁହନ୍ତି କିମ୍ବା ମଣିଷର ପ୍ରଭାବ ଜାଣନ୍ତି ନାହିଁ । ମୋତେ ସେମାନଙ୍କର ବଶତା ଦେଖି ଆଶ୍ଚର୍ଯ୍ୟ ଲାଗେ ।

Stanza-3
Society, friendship, and love
Divinely bestowed upon man,
O had I the wings of a dove.
How soon would I taste you again!
My sorrows I then might assuage
In the ways of religion and truth,
Might learn from the wisdom of age,
And be cheer’d by the sallies of youth.
ଅନୁବାଦ : ଈଶ୍ବର ସମାଜ, ବନ୍ଧୁତା ଓ ସ୍ନେହ ମମତାକୁ କେବଳ ମଣିଷକୁ ହିଁ ଦେଇଛନ୍ତି । ଯଦି ମୋର ଗୋଟିଏ କପୋତ ପରି ଡେଣା ଥାଆନ୍ତା ତେବେ ମୁଁ ଉଡ଼ିଯାଇ ମୋର ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖୁପାରନ୍ତି ଓ ମୋର ଦୁଃଖ ଦୂର ହୋଇଯାଆନ୍ତା । ମୁଁ ଧର୍ମ ଓ ସତ୍ୟ ପଥକୁ ଅନୁକରଣ କରନ୍ତି, ବିଦ୍ଵାନ୍ ଲୋକଙ୍କଠାରୁ ସଦୁପଦେଶ ଗ୍ରହଣ କରନ୍ତି ଏବଂ ତରୁଣମାନଙ୍କ ସଙ୍ଗରେ ହସଖୁସିରେ ସମୟ ଅତିବାହିତ ହୁଅନ୍ତା ।

Stanza-4
Ye winds that have made me your spot,
Convey to this desolate shore
Some cordial endearing report
Of a land I shall visit no more;
My friends, do they now and then send
A wish or a thought after me?
O tell me I yet have a friend,
Though a friend I am never to see.
ଅନୁବାଦ :
ରେ ବାୟୁ ! ତୁମେ ମୋତେ କ୍ରୀଡ଼ନକ କରିଦେଇଛ । ଯେଉଁ ସ୍ଥାନକୁ ମୁଁ ଆଉ ଦେଖିପାରିବି ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ମୋତେ ଏହି ନିର୍ଜନ ତଟକୁ ଆଣିଦିଅ । ମୋତେ ମୋର ବନ୍ଧୁମାନେ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ? ସେମାନେ ମୋ କଥା ଭାବୁଛନ୍ତି କି ? ହେ ବାୟୁ, ମୋତେ କୁହ ମୋର କ’ଣ କେହି ବନ୍ଧୁ ନାହାନ୍ତି ? ମୁଁ କଦାପି ବନ୍ଧୁଙ୍କୁ ଦେଖୁପାରିବି ନାହିଁ । ମୋର ଏ ସନ୍ଦେହଗୁଡ଼ିକୁ ତୁମେ ଦୂର କର ।

Stanza -5
How fleet is a glance of the mind!
Compared with the speed of its flight,
The tempest itself lags behind,
And the swift-winged arrows of light.
When I think of my own native land
In a moment I seem to be thete;
But, alas! recollection at hand
Soon hurries me back to despair
ଅନୁବାଦ :
ମନର ଗତି କି କ୍ଷିପ୍ର ! ତୁଳନା କଲେ ଏହା ପବନ ଓ ଆଲୋକର ଗତିକୁ ପଛରେ ପକାଇ ଦେଇପାରିବ । ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ଏହା ସାରା ବିଶ୍ବ ଦର୍ଶନ କରିପାରିବ । ଯେତେବେଳେ ମୋର ନିଜ ଦେଶ କଥା ମନେପଡ଼େ ସେତେବେଳେ ମୁଁ ଭାବେ ସତେ ଯେପରି ମୁଁ ସେହିଠାରେ ଅଛି । କିନ୍ତୁ ଦୁଃଖର କଥା ଯେତେବେଳେ ମୋ ସ୍ମରଣକୁ ଆସେ, ମୁଁ ଦ୍ବୀପରେ ଅଛି ତାହା ମୋତେ ନୈରାଶ୍ୟରେ ବୁଡ଼ାଇ ଦିଏ ।

Stanza -6
But the seafowl is gone to her nest
The beast is laid down in his lair;
Even here is a season of rest,
And I to my cabin repair
There is mercy in every place,
And mercy, encouraging thought!
Gives even affliction a grace
And reconciles man to his lot.
ଅନୁବାଦ :
ସାମୁଦ୍ରିକ ପକ୍ଷୀ ତା’ର ବସାଘରେ ବିଶ୍ରାମ ନେଇଛି ଓ ପଶୁ ତା’ର ଗହ୍ଵରରେ ଆଶ୍ରୟ ନେଇଛି । ବର୍ତ୍ତମାନ ବିଶ୍ରାମର ସମୟ ଏବଂ ମୁଁ ମଧ୍ୟ ମୋ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ବାଞ୍ଛନୀୟ । ଈଶ୍ବର କରୁଣାମୟ ଓ ଦୟାର ଅବତାର, ସେ ନିଶ୍ଚୟ ତାଙ୍କ ଦୁଃଖ ଦୂର କରିବେ ଏବଂ ସେ ସନ୍ତୋଷ ଲାଭ କରିବେ ।

About the poet:
William Cowper (1731 AD to 1800 AD) was born at Great Berkharnpstead, in Hertfordshire, where his father was a rector. His poems were published late in life. At the very end of his volume of poems, a few miscellaneous short poems were also included. One of them is the well-known poem containing the reflections of Alexander Selkirk. The poem reflects the freedom of his spirit on a lonely island.

Notes :
rector – ଧର୍ମ ପ୍ରତିଷ୍ଠାନର ଅଧ୍ୟକ୍ଷ, published – ପ୍ରକାଶିତ ହେଲା, miscellaneous – ନାନାପ୍ରକାର/ମିଶ୍ରିତ, reflects – ପ୍ରତିଫଳିତ କରେ, spirit – ଆତ୍ମା

କବିଙ୍କ ସମ୍ପର୍କରେ :
ଉଇଲିୟମ୍ କାଉପର୍ (୧୭୩୧ ଖ୍ରୀ.ଅ.ରୁ ୧୮୦୦ ଖ୍ରୀ.ଅ.) ହର୍ଟଫୋର୍ଡସାୟାରର ଗ୍ରେଟ୍ ବର୍କହାମ୍ପଷ୍ଟ୍ରେଡ୍‌ରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ଯେଉଁଠାରେ କି ତାଙ୍କ ପିତା ଏକ ଧର୍ମାନୁଷ୍ଠାନର ମୁଖ୍ୟ ଥିଲେ । ତାଙ୍କ କବିତାଗୁଡ଼ିକ ଜୀବନର ଉତ୍ତର ପର୍ଯ୍ୟାୟରେ ପ୍ରକାଶିତ ହୋଇଥିଲା । ତାଙ୍କ କବିତା ସଂକଳନର ଠିକ୍ ଶେଷ ଭାଗରେ କେତେକ କ୍ଷୁଦ୍ର କବିତା ଯୋଗ କରାଯାଇଥିଲା । ଆଲେକ୍‌ଜାଣ୍ଡର୍ ସେଲ୍‌କାର୍କଙ୍କ ହୃଦୟର ପ୍ରତିଫଳନକୁ ଆଧାର କରି ରଚିତ କବିତା ସେଗୁଡ଼ିକ ମଧ୍ୟରେ ଅନ୍ୟତମ । କବିତାଟି ନିର୍ଜନ ଦ୍ଵୀପରେ ତାଙ୍କ ଆଲେକ୍‌ଜାଣ୍ଡର୍ ଆତ୍ମାର ସ୍ବାଧୀନ ଚିନ୍ତାକୁ ପ୍ରତିଫଳିତ କରେ ।

Glossary And Notes: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
(Lines— 1 to 8)
I AM — Here ‘AM’ is written in capital letters to emphasize the poet’s feeling of confidence in his new role as the sole monarch of the lonely island— ମୁଁ ସ୍ବୟଂ
monarch (n) — supreme ruler – ସର୍ବୋଚ୍ଚ ଶାସକ
Alexander Selkirk considered him the monarch of the island.
survey (V) — see – ଦେଖୁ
We surveyed the view from the top of the hill.
right (n) — claim, possession — ଅଧିକାର
dispute (v) — argue or quarrel — କଳହ କରିବା
The question was hotly disputed in the Parliament.
fowl (n) — bird — ପକ୍ଷୀ
A large number of fowls are seen in Chilika in winter.
brute (n) — animal – ପଶୁ
It’s not easy to tame the brutes.
solitude (n) — loneliness, lonely place
The sages find pleasure in solitude.
thy (old use) — your — ତୁମର
charm (n) — delight, pleasure — ଆନନ୍ଦ
Lord — supreme commander — ସର୍ବୋଚ୍ଚ କମାଣ୍ଡର
sage (n) — hennit, saint – ମୁନି/ଋଷି
dwell (v) — live — ବାସ କରିବା
The hermits used to dwell in cottages.
alarms (n) — danger — ଭୟ|ଯୁଦ୍ଧସଜ୍ଜାର ଆହ୍ଵାନ
Nobody likes o live in alarms.
reign (v) — rule — ରାଜତ୍ଵ କରିବା
The reign of Ashok is an epoch-making era in the animals of history.
horrible (adj)— full of danger — ଭୟଙ୍କର

(Lines—9to 16)
out of humanity reach — no hope of people o touch it, isolated
finish (v) — complete/end — ସମ୍ପୂର୍ଣ୍ଣ କରିବା
my journey (n) — here journey of life — ଏଠାରେ ଜୀବନଯାତ୍ରା
alone — by himself — ଏକଟିଆ
start at (v) — frighten/startled/surprised — ଆଶ୍ଚର୍ୟ୍ୟ
roam (v) — to wan&r with no very Clear purpose — ଏଣେତେଣେ ମୁକ୍ତ ରୂପେ
The animal’s roar in the forest.
with indifference —lack of interestiindifferently — ଉଦାସୀନ ଭାବରେ
The girl looked at her teacher with indifférence.
my form — my body — ମୋ ଶରୀର
beasts — wild animals — ବନ୍ୟପଶୁ
unacquainted (adj.) — unknown — ଅଜ୍ଞାତ
We’re unacquainted with each other.
tameness (n) — loyalty
I was surprised to see the tameness of the animals at a circus party,
shucking — terrifying, frightening
The news was shocking later.

(Lines— 17 to 24)
divinely (adj) — heavenly — ସ୍ୱର୍ଗୀୟ
bestow (v) — pour/give as an offering
Semi-gifts were bestowed on the royal visitors.
assuage (v) — make suffering less painful — ଯନ୍ତ୍ରଣା ଲାଘବ କରିବା
He prayed to God to assuage his Sorrows.
be cheer’d — be detighted — ବହୁତ ଖୁସି ହେବା
the wisdom of age — wise sayings of the old people — ବବୃଦ୍ଧ ଲୋକମାନଙ୍କର ବୁଦ୍ଧିମାନ କଥା
sallies (n) — lively or humorous remarks — ଜୀବନ୍ତ ବା ହାସ୍ୟାସ୍ପଦ ମନ୍ତବ୍ୟ |
Her witty sallies made me angry.
dove — a kind of bird — ଏକ ପ୍ରକାର ପକ୍ଷୀ

(lines— 25 to 32)
convey (v) — to inform — ସୂଚନା ଦେବାକୁ
He conveyed his difficulties to his father
taste — meet — ବିଚ୍ଛିନ୍ନ
desolate (adj.) — isolated — ବିଚ୍ଛିନ୍ନ
Nobody likes to live in a desolate place.
cordial — friendly – ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ
endearing (adj.) — pleasant — ସୁଖଦ
He always expects endearing news from his parents.
report — news —ସମ୍ବାଦ
now and then — frequently — ବାରମ୍ବାର
Uncle comes to our house now and then.

(Lines — 33 to 40)
fled — quick — ଦ୍ରୁତ
A deer is allen footed runner.
tempest (n) – violent storm – ଝଡ଼ ତୋଫାନ
The ship sank due to the tempest.
glance – quick look – ତୀକ୍ଷ୍ଣ ଚାହାଣି
recollection (n) — what is remembered at present / memory – ସ୍ମୃତି | ସ୍ମରଣ
I have no recollection of meeting him.
despair (n) – without hope — ଭରସା ବିନା
His past recollection hurried him back to despair.
swift — winged arrows of light — ତୀବ୍ର ବେଗଗାମୀ ପକ୍ଷ/ ଡେଣା (ଆଲୋକର )
native land — land of birth/motherland — ଜନ୍ମଭୂମି
in a moment — a short period of time, instantly — ତତକ୍ଷଣାତ୍
Wait here! I will be back in a moment.
alas! — sudden emotion of sorrow or grief — ଆହା ! ! (ଏକ ଦୁଃଖଦାୟକ ଅଭିବ୍ଯକ୍ତି)

(Unes—41 to 48)
seafowl(n) — seabird —ସାମୁଦ୍ରିକ ପକ୍ଷୀ
A sea-fowl is flying over the sea.
lair (n) — wild animals resting place
The animals are taking a rest in their lairs.
repair (v) — to return
mercy (n) — blessing/kindness — ଦୟା
The gene showed no mercy and killed all the enemies.
affliction (n) pain/distress — ଯନ୍ତ୍ରଣା
The affliction of old age is unbearable.
reconcile (v) — bring into harmony — ପ୍ରତିଷ୍ଠା କରିବା | ଶାନ୍ତି କରିବା
How do you reconcile your political principles with your religious beliefs?
at hand — at present/now — ବର୍ତ୍ତମାନ୍
cabin — small room (living) — ଛୋଟ କୋଠରୀ
lot — fate/fortune— ଭାଗ୍ୟ
He has a good lot.
season — time — ସମୟ
encouraging — inspiring/motivating — ଉତ୍ସାହିତ କରିବା
grace (n) — blessings — ଅନୁଗ୍ରହ

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

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

Class 9th English Chapter 9 No Men are Foreign Question Answers BSE Odisha

No Men are Foreign Class 9 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

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 8 The Noble Nature Textbook Exercise Questions and Answers.

Class 9th English Chapter 8 The Noble Nature Question Answers BSE Odisha

The Noble Nature Class 9 Questions and Answers

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

Read the poem silently and try to find out the answer to the following.
(ନୀରବରେ କବିତାଟିକୁ ପଢ଼ ଏବଂ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ପାଇବାକୁ ଚେଷ୍ଟା କର ।)
Discuss the answers with your partner. (ତୁମର ସହପାଠୀଙ୍କ ସହ ଉତ୍ତରଗୁଡ଼ିକ ଆଲୋଚନା କର ।)

Question 1.
What is noteworthy in an oak?
(ଓକ୍ ଗଛ କ’ଣ ପାଇଁ ପ୍ରସିଦ୍ଧ ?)
Answer:
An oak tree is a large tree with tough, hardwood. It is a European tree that lives for about three hundred years. It is noteworthy for its largeness and longevity.

Question 2.
Who is fairer: an oak or a lily? How?
(ସୁନ୍ଦର କିଏ : ଏକ ଓକ୍ ଗଛ ନା ଏକ କଇଁ ? କିପରି ?)
Answer:
A lily is fairer than an oak. A lily appears only for a day but it gives pleasure and fragrance as it is a flower of light.

Question 3.
What ultimately happens to an oak?
(ଶେଷରେ ଓକ୍ ଗଛର କ’ଣ ହୁଏ ?)
Answer:
An oak tree grows large in size and lives for many years. Ultimately it becomes bald, sere, and finally falls to the ground.

Question 4.
Is a man blessed with a long life and material prosperity?
(ମଣିଷ କ’ଣ ଏକ ଦୀର୍ଘ ଜୀବନ ଏବଂ ଭୌତିକ ସମୃଦ୍ଧି ପାଇଁ ଆଶୀର୍ବାଦ ପାଇଛି ?)
Answer:
No, a man is not at all blessed with a long life and material prosperity. The lifetime of man is very short in comparison with an oak.

Question 5.
What are your impressions about the lily? (Clue: Ref. to L7 and 8)
(ଲିଲି ସମ୍ପର୍କରେ ଆପଣଙ୍କର ଧାରଣା କ’ଣ ?)
Answer:
The lily is a tiny flower and it lives for a day. It falls and dies that night. Still, it is a flower of light. It gives pleasure to its nobility.

Question 6.
Can a short life be perfect? Which lines suggest this and how?
(ଏକ ସ୍ବଳ୍ପ ଜୀବନ ଆଦର୍ଶ ଜୀବନ ହୋଇପାରିବ କି ? କେଉଁ ଧାଡ଼ି ଏହି ପରାମର୍ଶ ଦେଉଛି ଏବଂ କିପରି ?)
Answer:
No doubt a short life can be perfect. The lines “In small proportions, we just beauties see; And in short measures life may perfect be ” suggest this. The poet says that big size and long life do not make him worthy. Even the small and short-lived can be perfect by virtue of their noble qualities.

Question 7.
Choose the best possible meaning of ‘Just’ in line with the following :
(ନିମ୍ନଲିଖ୍ ଧାଡ଼ି ମଧ୍ୟରୁ ‘Just’ର ସବୁଠାରୁ ଭଲ ସମ୍ଭାବ୍ୟ ଅର୍ଥ ବାଛ ।)
(a) only a short time ago (b) really (c) morally fair
Answer:
(a) only a short time ago

F. Let’s Appreciate The Poem: (ଆସ କବିତାର ମୂଲ୍ୟାୟନ କରିବା)
(a) Comprehension questions : (ବୋଧଗମ୍ୟ ପ୍ରଶ୍ନ )

Question 1.
Why is a lily far fairer than an oak?
(ଗୋଟିଏ ଲିଲି ଏକ ଓକ୍ ଅପେକ୍ଷା ଅଧିକ ସୁନ୍ଦର କାହିଁକି)
Answer:
The qualities of a lily flower though small and short-lived is better than oak. So a lily is far fairer than an oak.

Question 2.
Which qualities make a man noble?
(କେଉଁ ଗୁଣସବୁ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ମହତ୍ କରିଥାଏ ?)
Answer:
Noble qualities like truthfulness, righteousness, rationality, etc. make a man noble.

Question 3.
Is long life a yardstick to judge the worth of a human being?
(ମଣିଷର ମୂଲ୍ୟକୁ ବିଚାର କରିବାପାଇଁ ତା’ର ଲମ୍ବା ଜୀବନ ଏକ ମାପକାଠି କି ?)
Answer:
Long life is not a yardstick to judge the worth of a human being. It is the good qualities of a man that matter.

Question 4.
Do you agree with the idea that in short measures life may perfect be?
(ସ୍ବଳ୍ପ ସମୟବିଶିଷ୍ଟ ଜୀବବିଶେଷରେ ଜୀବନ ପୂର୍ଣାଙ୍ଗ ହୋଇପାରେ – ଏଥରେ ତୁମେ ସମ୍ମତ କି ?)
Answer:
I do agree with the idea that in short measures life may be perfect as it is in the case of a lily.

Question 5.
Of a day, that night, smell, short – what do these suggest?
(ଗୋଟିଏ ଦିନର, ସେହି ରାତି, ସୁଗନ୍ଧ, କ୍ଷୁଦ୍ର – ଏସବୁ କ’ଣ ପରାମର୍ଶ ଦେଉଛି ?)
Answer:
These words suggest that the life of a short-lived is perfect like the life of a lily.

(b) Read the last four lines of the poem and answer the following by choosing the most appropriate option given for each.
(କବିତାର ଶେଷ ଚାରିଧାଡ଼ି ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକରେ ଦିଆଯାଇଥିବା ସବୁଠାରୁ ଉପଯୁକ୍ତ ବିକଳ୍ପ ବାଛି ନିମ୍ନଲିଖୁଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
We see beauty in lily because
(ଆମେ କଇଁ ଫୁଲରେ ସୌନ୍ଦର୍ଯ୍ୟ ଦେଖୁ କାରଣ)
(i) it is short-lived
(ii) it is the flower of light
(iii) small is beautiful
(iv) it is not like an oak
Answer:
(ii) it is the flower of light

Question 2.
The poet’s philosophy of life is that
(କବିଙ୍କର ଜୀବନ ଦର୍ଶନ ହେଉଛି)
(i) one must enjoy life to the fullest extent
(ii) one must make others happy
(iii) small things can make life beautiful
(iv) longevity should be the good of our life
Answer:
(iii) small things can make life beautiful

Question 3.
In a phrase of the poem, the poet suggests that a ‘short life’ is
(କବିତାର ଏକ ଶବ୍ଦପୁଞ୍ଜରେ କବି ପରାମର୍ଶ ଦିଅନ୍ତି ଯେ ସ୍ଵଳ୍ପ ଜୀବନ)
(i) die that night
(ii) flower of light
(iii) small proportions
(iv) short measures
Answer:
(iv) short measures

Question 4.
If you were asked to describe lily in a few words, how would you do it in the context of the poem?
(ତୁମକୁ ଯଦି କଇଁଫୁଲକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣ୍ଣନା କରିବାକୁ କୁହାଯିବ, ତୁମେ ଏହି କବିତାର ପରିପ୍ରେକ୍ଷୀରେ କିପରି କରିବ ?)
(i) a flower-bearing plant
(ii) beautiful but short-lived
(iii) a water plant
(iv) sweet-smelling flower
Answer:
(ii) beautiful but short-lived

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)
(a) Now, read the poem aloud with your friends.
(ବର୍ତ୍ତମାନ କବିତାଟିକୁ ତୁମ ସାଙ୍ଗମାନଙ୍କ ସହ ବଡ଼ ପାଟିରେ ପଢ଼ ।)

(b) Do you want to be a noble human being? Discuss it in groups.
(ତୁମେ ଜଣେ ମହତ୍ ବ୍ୟକ୍ତି ହେବାକୁ ଚାହୁଁଛି କି ? ଦଳ ମଧ୍ୟରେ ଏହା ଆଲୋଚନା କର ।)
Answer:
Yes, I want to be a noble human being. First of all, I’ll try my best to make others happy by virtue of my good qualities. Because I know that I am short-lived. During that period I’ll also make my life perfect.

(c) Have you read the Odia poem, Sefali Prati by Kuntala Kumari Sabat? If not, read the poem and find out the similarities. (ତୁମେ କୁନ୍ତଳା କୁମାରୀ ସାବତଙ୍କ ଓଡ଼ିଆ କବିତା ‘ଶେଫାଳୀ ପ୍ରତି’ ପଢ଼ିଛ କି ? ଯଦି ପଢ଼ି ନାହଁ, କବିତାଟିକୁ ପଢ଼ ଏବଂ ସାମଞ୍ଜସ୍ୟ ନିରୂପଣ କର ।)
Answer:
Yes, I have read the Odia poem ‘Sefali Prati’ by Kuntala Kumari Sabat. It is very similar to the present poem ‘The Noble Nature’. Shefali is a small flower that blooms for a night, but it fascinates people with its beauty and sweet fragrance. It gives pleasure to everybody even if it is short-lived. Similarly, in this poem, the poet says that though the lily is a short-lived flower, still it attracts people with its natural beauty and fragrance.

BSE Odisha 9th Class English The Noble Nature Important Questions and Answers

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

Question 1.
What does the poet compare a man to?
Answer:
The poet compares a man to a long-lived oak tree.

Question 2.
What is noteworthy in an oak?
Answer:
It is noteworthy for an oak’s largeness and longevity.

Question 3.
How long does an oak live?
Answer:
An oak lived for about three hundred years.

Question 4.
Is a man blessed with long life?
Answer:
No, a man is not blessed with long life.

Question 5.
Who is fairer; an oak or a lily?
Answer:
A lily is fairer than an oak.

Question 6.
How long does a lily live?
Answer:
A lily lives for a day and dies that night.

Question 7.
How is a lily flower described in the passage?
Answer:
A lily flower is described as delicate and short-lived.

Question 8.
Where does a person see the beauties?
Answer:
A person sees the beauties in small things.

Question 9.
Where does the perfection of life exist?
Answer:
The perfection of life exists in a short life.

Question 10.
What is the poet’s philosophy of life?
Answer:
The poet’s philosophy of life is that small thing can make life beautiful.

The Noble Nature Summary in English

Lead In:
We have beautiful things around us. The hills, mountains, rivers, and woods attract us. Good and noble people also impress us. All noble things influence us. In the poem, “The Noble Nature”, the poet talks about the qualities that make a man noble. He describes a perfect life. He compares man to a sturdy oak and to a delicate lily in support of his view. According to the poet, big size and long life do not matter. Even the small and the short-lived can be perfect. Listen to your teacher reading the poem aloud. Now find out what a nobleman is compared to.

Notes:
woods – ଜଙ୍ଗଲ,
attract – ଆକର୍ଷିତ କରେ,
impress – ମନରେ ଏକ ଛାପ ପକାଇବା,
describes – ବର୍ଣ୍ଣନା କରନ୍ତି
compares – ତୁଳନା କରନ୍ତି,
perfect – ଆଦର୍ଶ,
influence – ପ୍ରଭାବିତ କରିବା,
quality – ଗୁଣ
sturdy – ହୃଷ୍ଟପୁଷ୍ଟ,
delicate – କୋମଳ

ଉପକ୍ରମ :
ଆମ ଚତୁଃପାର୍ଶ୍ଵରେ ସୁନ୍ଦର ସୁନ୍ଦର ଜିନିଷମାନ ରହିଛି। ପାହାଡ଼, ପର୍ବତ, ନଦୀ ଏବଂ ଜଙ୍ଗଲଗୁଡ଼ିକ ଆମକୁ ଆକୃଷ୍ଟ କରେ । ଉତ୍ତମ ଓ ମହତ୍ଵ ଲୋକମାନେ ମଧ୍ୟ ଆମ ମନରେ ଏକ ଛାପ ପକାଇଥାଆନ୍ତି । ସବୁ ମହତ୍ ବସ୍ତୁ ଆମକୁ ପ୍ରଭାବିତ କରିଥାଏ । “The Noble Nature” କବିତାରେ କବି ସ୍ବାଭାବିକ ଗୁଣ ବିଷୟରେ କହିଛନ୍ତି ଯାହାକି ମଣିଷକୁ ମହାନ୍ କରିଥାଏ । ସେ ଗୋଟିଏ ଆଦର୍ଶ ଜୀବନ କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେ ତାଙ୍କ ମତ ସପକ୍ଷରେ ଗୋଟିଏ ମଣିଷକୁ ଗୋଟିଏ ହୃଷ୍ଟପୁଷ୍ଟ ଓକ୍ ବୃକ୍ଷ ଓ ସୂକ୍ଷ୍ମ/ସୁକୋମଳ କଇଁଫୁଲ ସହିତ ତୁଳନା କରିଛନ୍ତି । କବିଙ୍କ ମତରେ ବଡ଼ ଆକାର ଓ ଦୀର୍ଘ ଜୀବନ ମୁଖ୍ୟ କଥା ନୁହେଁ । ଏପରିକି କ୍ଷୁଦ୍ର ଓ ସ୍ୱଳ୍ପଜୀବୀ ମଧ୍ୟ ଆଦର୍ଶ ହୋଇପାରିବ । କବିତାଟିକୁ ଶିକ୍ଷକ ବଡ଼ ପାଟିରେ ପଢ଼ୁଥିବା ଶୁଣ । ବର୍ତ୍ତମାନ କାହାକୁ ମହତ୍ ଲୋକ ସହିତ ତୁଳନା କରାଯାଇଛି ଖୋଜି ବାହାର କର ।

Summary:
Ben Jonson compares man to a long-lived oak tree and a short-lived lily flower in a beautiful manner. An oak tree survives for hundreds of years and it is- famous for the largeness of its size. Ultimately it becomes bare and dry and falls to the ground. Its life comes to an end after a pretty long time. On the contrary, a lily is a tiny flower. It blooms for a very short time. It falls and dies on the very day at night.

It is a flower of light and it attracts the attention of all by dint of its natural beauty. The poet says that we see beauties in small things. Because God has made every tiny creature or thing very beautiful and noble. They spread their fragrance even if they are short-lived. Similarly, man can make his life noble although it is short-lived. His nobility makes him perfect in his short life.

Notes:
survives – ତିଷ୍ଠି ରହେ,
virtue – ଭଲ ଗୁଣ,
nobility – ମହତ୍ଵପଣିଆ,
blooms – ଫୁଟେ,
attracts – ଆକର୍ଷିତ କରେ,
attention – ଧ୍ୟାନ
natural beauty – ପ୍ରାକୃତିକ ସୌନ୍ଦର୍ଯ୍ୟ,
beauties – ସୌନ୍ଦର୍ଯ୍ୟ,
fragrance – ସୁଗନ୍ଧ
noble – ମହାନ୍/ମହତ୍
short-lived – କ୍ଷଣସ୍ଥାୟୀ/ସ୍ୱଳ୍ପଜୀବୀ

ସାରାଂଶ :
କବି ବେନ୍ ଜନସନ୍ ଅତି ଚମତ୍କାର ଭାବରେ ମଣିଷକୁ ଦୀର୍ଘଜୀବୀ ଓକ୍ ବୃକ୍ଷ ଓ ସ୍ୱଳ୍ପଜୀବୀ କଇଁଫୁଲ ସହିତ ତୁଳନା କରିଛନ୍ତି । ଗୋଟିଏ ଓକ୍ ବୃକ୍ଷ ଶହ ଶହ ବର୍ଷ ଧରି ବଞ୍ଚୁଥାଏ ଓ ଏହା ଏହାର ଆକାରର ବିଶାଳତା ପାଇଁ ପ୍ରସିଦ୍ଧ । କିନ୍ତୁ ପରିଣତିସ୍ଵରୂପ ଏହା ପତ୍ରବିହୀନ ହୋଇ ଶୁଖୁଏ ଓ ଭୂମିରେ ପଡ଼ି ମାଟିରେ ମିଶିଯାଏ । ଏହା ବହୁତ ଦିନ ବଞ୍ଚିବା ପରେ ମରିଯାଏ । କଇଁ ଫୁଲଟିଏ ଅତି କ୍ଷୁଦ୍ର ଓ ନଗଣ୍ୟ । ଏହା ଅତି ସ୍ଵଳ୍ପ ସମୟ ପାଇଁ ପ୍ରସ୍ଫୁଟିତ ହୋଇଥାଏ । ଠିକ୍ ସେହିଦିନ ରାତିରେ ଏହା ଝଡ଼ିପଡ଼େ ଓ ଏହାର ମୃତ୍ୟୁ ଘଟିଥାଏ । ଏହା ଏକ ସୁନ୍ଦର ଓ ଉଜ୍ଜ୍ଵଳ ଫୁଲ ଏବଂ ଏହାର ପ୍ରାକୃତିକ ସୌନ୍ଦର୍ଯ୍ୟ ସମସ୍ତଙ୍କୁ ଆକୃଷ୍ଟ କରିଥାଏ । କବି କହୁଛନ୍ତି ଯେ ଆମେ କ୍ଷୁଦ୍ରବସ୍ତୁରେ ସୌନ୍ଦର୍ଯ୍ୟ ଦେଖୁ । କାରଣ ଈଶ୍ବର ପ୍ରତ୍ୟେକ କ୍ଷୁଦ୍ର ପ୍ରାଣୀ ଓ ବସ୍ତୁକୁ ସୁନ୍ଦର ଏବଂ ମହତ୍ କରିଛନ୍ତି । ଯଦିଓ ଫୁଲଗୁଡ଼ିକ ସ୍ୱଳ୍ପଜୀବୀ ତଥାପି ସେମାନେ ସେମାନଙ୍କର ମହକ ପ୍ରସାରିତ କରିଥାଆନ୍ତି । ଠିକ୍ ସେହିପରି ମଣିଷ ତା’ର ଜୀବନକୁ ମହତ୍ କରିପାରେ ଯଦିଓ ସେ ସ୍ଵଳ୍ପକାଳ ବଞ୍ଚୁଥାଏ । ତା’ର ସ୍ବଚ୍ଛ ଜୀବନ ମଧ୍ୟରେ ତା’ର ମହାନତା ତାକୁ ପୂର୍ଣ୍ଣାଙ୍ଗ ବା ତ୍ରୁଟିହୀନ କରାଇଥାଏ ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanza – 1
It is not growing like a tree
In bulk, doth make Man better be;
Or standing long an oak, three hundred year,
To fall a long at last, dry, bald, and sere :
ଅନୁବାଦ :
ଓକ୍ ବୃକ୍ଷ ବଡ଼ ହୋଇ ଖୁବ୍ ବିଶୀଳ ହୁଏ । ତିନିଶହ ବର୍ଷ ଧରି ଛିଡ଼ା ହୋଇଥ‌ିବା ଏହି ଓକ୍ ବୃକ୍ଷ ପରିଶେଷରେ ପତ୍ରବିହୀନ ବା ଥୁଣ୍ଟା ହୋଇ ଶୁଝାଯାଏ ଓ ତଳେ ପଡ଼ିଯାଇ ମାଟିରେ ମିଶିଯାଏ । ମାତ୍ର ମଣିଷ ସ୍ଵଳ୍ପକାଳ ପାଇଁ ବଞ୍ଚୁଥିଲେ ମଧ୍ୟ ତା’ର ମହତ୍ତ୍ଵ ବଳରେ ସେ ନିଜକୁ ସରସ ଓ ସୁନ୍ଦର କରି ଗଢ଼ିତୋଳେ ।

Stanza – 2
A lily of a day
Is fairer far in May,
Although it fall and die that night-
It was the plant and flower of Light
In small proportions we just beauties see;
And in short measures life may perfect be
ଅନୁବାଦ :
ଗୋଟିଏ ସୁନ୍ଦର କଇଁଫୁଲ ଦିନକ ପାଇଁ ପ୍ରସ୍ଫୁଟିତ ହୁଏ । ମଇ ମାସରେ ଏହି ସୁନ୍ଦର ଓ କୋମଳ ଫୁଲଟି ସମସ୍ତଙ୍କୁ ଆନନ୍ଦ ପ୍ରଦାନ କରେ । ଯଦିଓ ଏହା ଗୋଟିଏ ଦିନରେ ଫୁଟି ସେହିଦିନ ରାତିରେ ଝଡ଼ିପଡ଼େ ତଥାପି ଏହା ଖୁବ୍ ସୁନ୍ଦର ଓ ଆନନ୍ଦ ପ୍ରଦାନକାରୀ । ଆମେ ସୂକ୍ଷ୍ମ ଓ କ୍ଷୁଦ୍ରବସ୍ତୁର ସରସତା ଓ ସୌନ୍ଦର୍ଯ୍ୟ ଉପଭୋଗ କରୁ । ଠିକ୍ ସେହିପରି ମଣିଷ ତା’ର ସ୍ବଚ୍ଛ ରହଣି ମଧ୍ୟରେ ମହତ୍ ଗୁଣଦ୍ୱାରା ତା’ର ଜୀବନକୁ ସରସ ଓ ସୁନ୍ଦର କରିପାରେ । ବୃହତ୍ ଆକାର ଓ ଦୀର୍ଘ ଜୀବନ ବଡ଼ କଥା ନୁହେଁ, ବଡ଼ କଥା ହେଉଛି ମହତ୍ ସ୍ବଭାବ ।

About The Poet:
Ben Johnson (1572-1637) was an English Renaissance dramatist, poet, and actor. A contemporary of William Shakespeare, he is best known for his ‘Comedy of Humour’ with a tone of satire. Jonson’s poetry, like his drama, is informed by his classical learning. In the poem, The Noble Nature, he talks about the qualities that make a man noble. He compares man to a sturdy oak and to a delicate lily, in support of his views.

Notes:
Renaissance – ପୁନର୍ଜାଗରଣ,
dramatist – ନାଟ୍ୟକାର,
actor – କଳାକାର,
contemporary – ସମସାମୟିକ,
satire – ବ୍ୟଙ୍ଗ
classical – କଳାତ୍ମକ,
view – ମତ

କବିଙ୍କ ସମ୍ପର୍କରେ :
ବେନ୍ ଜନସନ୍ ଜଣେ ପୁନର୍ଜାଗରଣ ଯୁଗର ଇଂରେଜୀ ନାଟ୍ୟକାର, କବି ଓ ଅଭିନେତା । ଉଇଲିୟମ୍ ସେକ୍ସପିୟରଙ୍କ ସମସାମୟିକ ଭାବେ ସେ ବିହ୍ନପାତ୍ମକ ରଚନା ‘Comedy of Humour’ ପାଇଁ ବେଶ୍ ଜଣାଶୁଣା । ଜନସନ୍‌ଙ୍କ କବିତା ତାଙ୍କ ନାଟକ ଭଳି ତାଙ୍କ ସାର୍ବଜନୀନ ଶିକ୍ଷାର ସୂଚନା ଦିଏ । ‘The Noble Nature’ କବିତାରେ ସେ ମଣିଷକୁ ମହତ୍ କରୁଥିବା ଗୁଣାବଳୀ ବିଷୟରେ କହିଛନ୍ତି । ତାଙ୍କ ମତାମତ ସପକ୍ଷରେ ସେ ମଣିଷକୁ ଏକ ହୃଷ୍ଟପୁଷ୍ଟ ଓକ୍ ଗଛ ଓ ସୁକୋମଳ କଇଁ ସହ ତୁଳନା କରିଛନ୍ତି ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

oak — a large tree with tough and hard wood – ଇଉରୋପରେ ଦେଖାଯାଉଥ‌ିବା ଏକ ବିଶାଳ ବୃକ୍ଷ ଯାହାର କାଠ ଚେମଡ଼ା ଓ କଠିନ ଏବଂ ଏହା ଆପାତତଃ ୩୦୦ ବର୍ଷ ବଞ୍ଚି ରହେ ।
Oak is a large tree with tough and hard wood.
bulk — largeness of size
It was difficult to move not because of its weight but because of its bulk.
doth — (old use) — does
bald — bare/without leaves — ଥୁଣ୍ଟା / ପତ୍ର ବିନା |
The trees look bald in winter.
sere — dried and withered
After three hundred years the oak tree becomes sere.
measures — sizes — ଆକାର
fairer — more beautiful, more charming — ଅଧ୍ଵ ସୁନ୍ଦର
A rose is fairer than a china rose.
log – trunk (of a tree) — ଗଛର ଗଣ୍ଠି
The log is floating in the water.
although — though — ଯଦିଓ
proportions — the size and shape of something — କୌଣସି ଜିନିଷର ଆକାର ଓ ଆକୃତି
This drawing is not in proportion; the man is larger than the house.
just — right/proper
I don’t think you were being just punishing him but not her.
beauties (n) — plural of beauty — ସୌନ୍ଦର୍ୟ୍ୟ
short measure — short life — ସ୍ୱଳ୍ପ ଜୀବନ
A man should make life perfect in his short measure.
perfect — ପରଫେକ୍ଟ
The poet describes a perfect life in this poem.
[Your teacher will read the poem aloud again. See if you found out what a noble man compared to Share your answer with the class.]

BSE Odisha 9th Class English:

• The Priceless Gift Question Answer
• The Swimmer Who Does Not Need Her Legs! Question Answer
• Road Safety Week Question Answer
• The Missile Man of India Question Answer
• A Hero Question Answer
• Home and Love Question Answer
• Nine Gold Medals Question Answer
• The Noble Nature Question Answer
• No Men are Foreign Question Answer
• Alexander Selkirk Question Answer

Odisha State Board BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(c) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(c)

Question 1.

(a) ନିମ୍ନଲିଖ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ସମ୍ଭାବ୍ୟ ଉତ୍ତରଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
(i) |A| = 3 ଓ |B| = 4 ହେଲେ A × B ର ଉପାଦାନ ସଂଖ୍ୟା
(a) 7
(b) 10
(c) 11
(d) 12
ସମାଧାନ:
12
|A| = 3 ଓ |B| = 4 ହେଲେ A × B ର ଉପାଦାନ ସଂଖ୍ୟା 3 × 4 = 12

(ii) |A| = 3 ହେଲେ |A × A| = _____
(a) 3
(b) 6
(c) 9
(d) ଏଥୁମଧ୍ୟରୁ କୌଣସିଟି ନୁହେଁ
ସମାଧାନ:
9
|A| = 3 ହେଲେ |A × A| = 3 × 3 = 9

(iii) |A ∪ B| = 15, |A| = 12 ଓ |B| = ହେଲେ |A ∩ B| =
(a) 3
(b) 6
(c) 9
(d) 12
ସମାଧାନ:
3
|A ∪ B| = 15, |A| = 12 ଓ |B| = 6 ହେଲେ,
|A ∩ B| = |A| + |B|  – |A ∪ B | = 12 + 6 – 15 = 3

(iv) |A ∪ B| = 10, |A ∩ B| = 0 ଓ |A| = 4 ହେଲେ |B| = _____
(a) 0
(b) 4
(c) 6
(d) 12
ସମାଧାନ:
6
|A ∪ B| = 10, |A ∩ B| = 0, |A| = 4 ହେଲେ,
|B| = |A ∪ B| – |A| = 10 – 4 = 6

(v) A ∩ B = Φ, |A| = 10, |B| = 3 ହେଲେ |A ∪ B| = _____
(a) 3
(b) 7
(c) 10
(d) 13
ସମାଧାନ:
13
|A ∩ B| = Φ, |A| = 10, |B| = 3 ହେଲେ |A ∪ B| = |A| + |B| = 10 + 3 = 13

(vi) |A| = |B| = 5 ଓ |A ∩ B| = 3 ହେଲେ |A Δ B| = _____
(a) 3
(b) 4
(c) 7
(d) 8
ସମାଧାନ:
4
|A| = |B| = 5 ଓ |A ∩ B| = 3 ହେଲେ,
|A Δ B| = |A| + |B| – 2|A ∩ B| = 5 + 5 -2 × 3 = 10 – 6 = 4

(vii) |A ∪B| = 10 ଓ |A ∩ B| = 3 ହେଲେ |A Δ B| = _____
(a) 10
(b) 7
(c) 3
(d) 0
ସମାଧାନ:
7
|A ∪ B| = 10, |A ∩ B| = 3 ହେଲେ
A Δ B = |A ∪ B| – |A ∩ B| = 10 – 3 = 7

(viii) |A – B| = 5 ଓ |B – A| = 7 ହେଲେ |A Δ B| = _____
(a) 2
(b) 12
(c) 7
(d) 5
ସମାଧାନ:
12
|A – B| = 5 ଓ |B – A| = 7 ହେଲେ,
|A Δ B| = |A – B| + |B – A| = 5 + 7 = 12

(b) ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ x ଓ yର ମାନ ନିର୍ଣ୍ଣୟ କର ।
(i) ଯଦି (2 -x, 5) = (4, y + 2)
ସମାଧାନ:
ଯଦି (2 – x, 5) = (4, y + 2)
2 – x = 4 ଓ 5= y + 2
⇒ x = 2 – 4 = -2 ଓ y = 5 – 2 = 3
∴ x = -2 ଓ 3y = 3

(ii) ଯଦି (2x + 3, 3y – 4) = (7, 5)
ସମାଧାନ:
(2x + 3, 3y – 4) = (7, 5)
∴ 2x + 3 = 7 ଏବଂ 3y- 4 = 5
⇒ x = \(\frac{7-3}{2}=\frac{4}{2}\) = 2
ଓ y = \(\frac{5+4}{3}=\frac{9}{3}\) = 3

(iii) ଯଦି (x², y²) = (4, 9)
ସମାଧାନ:
ଯଦି (x², y²) = (4, 9)
∴ x² = 4, y² = 9
⇒ x ± √4 ± 2
ଓ y = ± √9 = ± √3
∴ x = ± 2 ଓ y = ± 3

(iv) ଯଦି (x + y, x – y) = (3, 1)
ସମାଧାନ:
(x + y, x – y) = (3, 1)
⇒ x + y = 3 ଓ x – y = 1
x = \(\frac{(x+y)+(x-y)}{2}=\frac{3+1}{2}=\frac{4}{2}\) = 2
y = \(\frac{(x+y)-(x-y)}{2}=\frac{3-1}{2}=\frac{2}{2}\) = 1

(c) ଯଦି A = {1, 2, 3} ଓ B = {2, 3, 4} ତେବେ ନିମ୍ନଲିଖତ ସେଟ୍‌ମାନଙ୍କୁ ତାଲିକା ପଦ୍ଧତିରେ ଲେଖ ।
(i) {(x, y)| (x, y) ∈ A × B ଓ x < y}
ସମାଧାନ:
A × B = {1, 2, 3} × {2, 3, 4}
= {(1, 2), (1, 3), (1, 4), (2, 2), (2, 3), (2, 4), (3, 2), (3, 3), (3, 4)}
∴ {(x, y)|(x, y) ∈ A × B ଓ x < y}
= {(1, 2), (1, 3),(1, 4), (2, 3), (2, 4), (3, 4}}

(ii) {(x, y)| (x, y) ∈ B × A ଓ x < y}
ସମାଧାନ:
B × A = {2, 3, 4} × {1, 2, 3}
= {(2, 1), (2, 2}, (2, 3), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (4, 3)}
∴ {(x, y)| (x, y) ∈ B × A ଓ x < y} = {(2, 3)}

Question 2.
A ଓ B ସେଟ୍ ଦ୍ଵୟପାଇଁ |A| = 60, |B| = 40 ଓ |A Δ B| = 70 ହେଲେ À ଓ B ର ସାଧାରଣ ଉପାଦାନ ସଂଖ୍ୟା ନିରୂପଣ କର ।
ସମାଧାନ:
∴ |A Δ B| = |A ∪ B| – |A ∩ B| = |A| + |B| – |A ∩ B| – |A ∩ B| = |A| + |B| – 2 |A ∩ B|
A ଓ B ସେଟ୍ ଦ୍ଵୟପାଇଁ |A| = 60, |B| = 40 ଓ |A Δ B| = 70
2 |A ∩ B| = |A| + |B| – |A Δ B| = 60 + 40 – 70= 100 – 70 = 30
⇒ |A ∩ B| = \(\frac{30}{2}\) = 15

Question 3.
A ଓ B ସେଟ୍ ଦ୍ଵୟପାଇଁ |A| = 80, |B| = 30 ଓ |A ∪ B| = 100 ହେଲେ |A Δ B| ତେବେ ଯଦି ଇର ‍।
ସମାଧାନ:
A ଓ B ସେଟ୍ ଦ୍ଵୟପାଇଁ |A| = 80, |B| = 30 ଓ |A ∪ B| = 100
|A ∩ B| = |A| +| B| – |A ∪ B|
= 80 + 30 – 100 = 110 – 100 = 10
∴ |A Δ B| = |A ∪ B| – |A ∩ B| = 100 – 10 = 90

Question 4.
ଗୋଟିଏ ଶ୍ରେଣୀରେ 100 ଜଣ ଛାତ୍ରଙ୍କ ମଧ୍ୟରୁ 40 ଜଣ କମ୍ପ୍ୟୁଟର ବିଜ୍ଞାନ ଓ 52 ଜଣ ପ୍ରାଣୀବିଜ୍ଞାନ ଅଧ୍ୟୟନ କରନ୍ତି । ଯଦି 23 ଜଣ ଛାତ୍ର ଉଭୟ ବିଷୟକୁ ଅଧ୍ୟୟନ କରୁଥା’ନ୍ତି ତେବେ କେତେଜଣ ଛାତ୍ର ଏହି ଦୁଇ ବିଷୟରୁ କୌଣସିଟିକୁ ଅଧ୍ୟୟନ କରନ୍ତି ନାହିଁ ସ୍ଥିର କର ।
ସମାଧାନ:
ମନେକର E = ଶ୍ରେଣୀରେ ଥ‌ିବା ସମସ୍ତ ଛାତ୍ରଙ୍କ ସେଟ୍ ! 
A = କମ୍ପ୍ୟୁଟର ବିଜ୍ଞାନ ଅଧ୍ୟୟନ କରୁଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍, 
B = ପ୍ରାଣୀବିଜ୍ଞାନ ଅଧ୍ୟୟନ କରୁଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍ । 
କମ୍ପ୍ୟୁଟର ବିଜ୍ଞାନ ବା ପ୍ରାଣୀବିଜ୍ଞାନ ଅଧ୍ୟୟନ
କରୁଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = A ∪ B ।
କମ୍ପ୍ୟୁଟର ବିଜ୍ଞାନ ଓ ପ୍ରାଣୀବିଜ୍ଞାନ ଅଧ୍ୟୟନ
କରୁଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = A ∩ B
ଏଠାରେ E କୁ ବ୍ୟାପକ ସେଟ୍ ରୂପେ ନିଆଯାଇଛି ।

ପ୍ରଣ୍ମ।ଦୁଯ।ରେ,
|E| = 100, |A| = 40, |B| = 52, |A ∩ Bl = 23
|A ∪ B| = |A| + |B| – |A ∩ B| = 40 + 52 – 23 = 69
କୌଣସିଟିକୁ ଅଧ୍ୟୟନ କରୁନଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = (A ∪ B)’
∴ |(A ∪ B)’| = |E| – |A ∪ B | = 100 – 69 = 31
∴ 31 ଜଣ ଛାତ୍ର କମ୍ପ୍ୟୁଟର ବିଜ୍ଞାନ ଓ ପ୍ରାଣୀବିଜ୍ଞାନ ଦୁଇ ବିଷୟରୁ କୌଣସିଟିକୁ ଅଧ୍ୟୟନ କରନ୍ତି ନାହିଁ ।

Question 5.
ରାମଚନ୍ଦ୍ର ଉଚ୍ଚ ବିଦ୍ୟାଳୟର 80 ଜଣ ଛାତ୍ର ଗଣିତ ବା ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ରଖୁଥିଲେ । ସେମାନଙ୍କ ମଧ୍ୟରୁ 50 ଜଣ ଗଣିତରେ, 10 ଜଣ ଉଭୟ ଗଣିତ ଓ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ପାଇଥିଲେ । ତେବେ କେତେଜଣ କେବଳ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ପାଇଥିଲେ ?
ସମାଧାନ:
ମନେକର ଗଣିତରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ରଖିଥ‌ିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = A 
ଓ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ରଖୁଥ‌ିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = B
ଗଣିତ ବା ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ରଖୁଥ‌ିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = A ∪ B
ଉଭୟ ଗଣିତ ଓ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ରଖୁଥୁବା ଛାତ୍ରଙ୍କ ସେଟ୍ = A ∩ B 
ଦତ୍ତ ଅଛି |A ∪ B| = 80, | A | = 50, |A ∩ B| = 10 
|A ∪ B| = |A| + |B| – |A ∩ B|
⇒ 80 = 50 + |B| – 10 = 80 – 40 = |B| = |B| = 40 
କେବଳ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ପାଇଥିବା ଛାତ୍ରଙ୍କ ସେଟ୍ = B – A  ⇒ |B – A| = |B| – |A ∩ B| = 40 – 10 = 30
∴ 30 ଜଣ ଛାତ୍ର କେବଳ ବିଜ୍ଞାନରେ ପ୍ରଥମ ଶ୍ରେଣୀ ନମ୍ବର ପାଇଥିଲେ ।

Question 6.
200 ଜଣ ଲୋକ ଇଂରାଜୀ ବା ଓଡ଼ିଆରେ କଥାବାର୍ତ୍ତା କରିପାରନ୍ତି, ଯଦି 80 ଜଣ ଲୋକ କେବଳ ଓଡ଼ିଆ ଓ 70 ଜଣ ଲୋକ କେବଳ ଇଂରାଜୀରେ କଥା ହୋଇପାରନ୍ତି, ତେବେ କେତେଜଣ ଉଭୟ ଓଡ଼ିଆ ଓ ଇଂରାଜୀରେ କଥା ହୋଇପାରନ୍ତି ?
ସମାଧାନ:
ମନେକର ଇଂରାଜୀରେ କଥାବାର୍ତ୍ତା କରୁଥିବା ଲୋକଙ୍କର ସେଟ୍ = A
 ଓ ଓଡ଼ିଆରେ କଥାବାର୍ତ୍ତା କରୁଥିବା ଲୋକଙ୍କର ସେଟ୍ = B
 କେବଳ ଇଂରାଜୀରେ କଥାହୋଇ ପାରୁଥିବା ଲୋକଙ୍କ ସେଟ୍ = A – B
 ଓ କେବଳ ଓଡ଼ିଆରେ କଥାହୋଇ ପାରୁଥିବା ଲୋକଙ୍କ ସେଟ୍ = B – A 
ଇଂରାଜୀ ବା ଓଡ଼ିଆରେ କଥାହୋଇ ପାରୁଥିବା ଲୋକଙ୍କ ସେଟ୍ = A ∪ B
 ଉଭୟ ଇଂରାଜୀ ଓ ଓଡ଼ିଆରେ କଥାହୋଇ ପାରୁଥିବା ଲୋକଙ୍କ ସେଟ୍ = A ∩ B
 ଦତ୍ତ ଅଛି |A – B|= 200, | A – B | = 70, |B – A| = 80, 
ଏଠାରେ A – B, A – B ଓ B – A ସେଦ୍ୱୟ ପରସ୍ପର ଅଣଛେଦୀ ହେତୁ 
|A ∪ B| = |A – B| + |A ∩ B| + |B – A|
200 = 70 + | A ∩ B| + 80 = |A ∩ B | = 50 
∴ 50 ଜଣ ଉଭୟ ଓଡ଼ିଆ ଓ ଇଂରାଜୀରେ କଥାବାର୍ତ୍ତା ହୋଇପାରନ୍ତି ।

Question 7.
100 ଜଣ ଟିଭି ଦର୍ଶକଙ୍କ ମଧ୍ୟରୁ 75 ଜଣ ଦୂରଦର୍ଶନ ଜାତୀୟ କାର୍ଯ୍ୟକ୍ରମ ଓ 60 ଜଣ ବି.ବି.ସି. କାର୍ଯ୍ୟକ୍ରମ ଦେଖୁବାକୁ ପସନ୍ଦ କରନ୍ତି । ତେବେ କେତେଜଣ ଏ ଉଭୟ କାର୍ଯ୍ୟକ୍ରମ ଦେଖିବାକୁ ପସନ୍ଦ କରନ୍ତି ? କେତେଜଣ କେବଳ ଦୂରଦର୍ଶନ ଜାତୀୟ କାର୍ଯ୍ୟକ୍ରମ ଦେଖିବାକୁ ପସନ୍ଦ କରନ୍ତି ?
ସମାଧାନ:
ମନେକର ଦୂରଦର୍ଶନ ଜାତୀୟ କାର୍ଯ୍ୟକ୍ରମ
ଦେଖିବାକୁ ପସନ୍ଦ କରୁଥିବା ଦର୍ଶକଙ୍କର ସେଟ୍ = A 
ଓ ବି.ବି.ସି. କାର୍ଯ୍ୟକ୍ରମ ଦେଖିବାକୁ
ପସନ୍ଦ କରୁଥ‌ିବା ଦର୍ଶକଙ୍କର ସେଟ୍ = B
ଦୂରଦର୍ଶନ ବା ବି.ବି.ସି. କାର୍ଯ୍ୟକ୍ରମ
ଦେଖିବାକୁ ପସନ୍ଦ କରୁଥିବା ଦର୍ଶକଙ୍କ ସେଟ୍ = A ∪ B
ଉଭୟ ଦୂରଦର୍ଶନ ଓ ବି.ବି.ସି. କାର୍ଯ୍ୟକ୍ରମ ଉଭୟ ଦେଖୁବାକୁ ପସନ୍ଦ କରୁଥିବା ଦର୍ଶକଙ୍କ ସେଟ୍ = A ∩ B
ଦତ୍ତ ଅଛି |A| = 75, | B | = 60, | A ∪ B | = 100 
∴ |A ∩ B| = |A| + |B| – |A ∪ B|
⇒ |A ∩ B| = 75 + 60 – 100 = 135 – 100 = 35
କେବଳ ଦୂରଦର୍ଶନ ଜାତୀୟ କାର୍ଯ୍ୟକ୍ରମ ଦେଖୁଥ‌ିବା ଦର୍ଶକଙ୍କ ସେଟ୍ = A – B
∴ |A – B| = |A| |A ∩ B| = 75 – 35 = 40
∴ ଉଭୟ କାର୍ଯ୍ୟକ୍ରମକୁ 35 ଜଣ ଓ କେବଳ ଦୂରଦର୍ଶନ ଜାତୀୟ କାର୍ଯ୍ୟକ୍ରମ ଦେଖିବାକୁ 40 ଜଣ ପସନ୍ଦ କରନ୍ତି ।

Question 8.
ଗୋଟିଏ ହଷ୍ଟେଲ୍‌ର 40 ଜଣ ପିଲାମାନଙ୍କ ମଧ୍ୟରୁ 15 ଜଣ କେବଳ ହକି ଖେଳନ୍ତି ଓ 20 ଜଣ କେବଳ କ୍ରିକେଟ୍ ଖେଳନ୍ତି । ଯଦି ଏହି ପିଲାମାନଙ୍କ ମଧ୍ୟରୁ ସମସ୍ତେ ହକି କିମ୍ବା କ୍ରିକେଟ୍ ଖେଳୁ ଥାଆନ୍ତି, ତେବେ କେତେଜଣ ପିଲା ହକି ଓ କ୍ରିକେଟ୍ ଉଭୟ ଖେଳ ଖେଳନ୍ତି, ନିର୍ଣ୍ଣୟ କର ।
ସମାଧାନ:
 ମନେକର ହକି ଖେଳୁଥିବା ପିଲାଙ୍କ ସେଟ୍ = H ଓ କ୍ରିକେଟ୍ ଖେଳୁଥ‌ିବା ପିଲାଙ୍କ ସେଟ୍ = C 
ହକି ବା କ୍ରିକେଟ୍ ଖେଳୁଥ‌ିବା ପିଲାଙ୍କ ସେଟ୍ = H ∪ C
ହକି ଓ କ୍ରିକେଟ୍ ଖେଳୁଥ‌ିବା ପିଲାଙ୍କ ସେଟ୍ = H ∩ C 
କେବଳ ହକି ଖେଳୁଥ‌ିବା ପିଲାଙ୍କ ସେଟ୍ = H – C
କେବଳ କ୍ରିକେଟ୍ ଖେଳୁଥ‌ିବା ପିଲାଙ୍କ ସେଟ୍ = C – H
ଦତ୍ତ ଅଛି |H ∪ C| = 40, 
|H – C|= 15,
|C – H| = 20
|H ∪ C| = |H – C| + |C −  H| + |H ∩ C|
⇒ 40 = 15 + 20 + |H ∩ C| = 40 = 35 + |H ∩ C|
⇒ |H ∩ C| = 40 – 35 = 5
∴ 5 ଜଣ ପିଲା ହକି ଓ କ୍ରିକେଟ୍ ଉଭୟ ଖେଳ ଖେଳନ୍ତି ।

Question 9.
100 ଜଣ ଲୋକଙ୍କ ମଧ୍ୟରୁ 18 ଜଣ କାର୍ କିମ୍ବା ସ୍କୁଟର ଚଳାଇବା ଜାଣିନାହାଁନ୍ତି; କିନ୍ତୁ 25 ଜଣ କାର୍ ଓ ସ୍କୁଟର ଉଭୟ ଚଳାଇବା ଜାଣିଛନ୍ତି । ଯଦି ସେମାନଙ୍କ ମଧ୍ୟରୁ 55 ଜଣ ସ୍କୁଟର ଚଳାଇବା ଜାଣିଥାଆନ୍ତି, ତେବେ କେତେଜଣ କାର୍ ଚଳାଇବା ଜାଣିଛନ୍ତି, ନିର୍ଣ୍ଣୟ କର ।
ସମାଧାନ:
ମନେକର ଲୋକମାନଙ୍କ ସେଟ୍ = ବ୍ୟାପକ ସେଟ୍ = E,
କାର୍ ଚଳାଉଥିବା ଲୋକଙ୍କ ସେଟ୍ = C
ଓ ସ୍କୁଟର ଚଳାଉଥିବା ଲୋକଙ୍କ ସେଟ୍ = S
ଉଭୟ କାର୍ କିମ୍ବା ସ୍କୁଟର ଚଳାଉଥିବା ଲୋକଙ୍କ ସେଟ୍ = C ∪ S
କାର୍ ଓ ସ୍କୁଟର ଚଳାଉଥିବା ଲୋକଙ୍କ ସେଟ୍ = C ∩ S
କାର୍ କିମ୍ବା ସ୍ଫୁଟର କୌଣସିଟି ଚଳାଇବା ଜାଣିନଥିବା ଲୋକଙ୍କ ସେଟ୍ = (C ∪ S)’
ଦତ୍ତ ଅଛି, |E| = 100, |(C ∪ S)’| = 18, |C ∩ S| = 25, |S| = 55
|C ∪ S| = |E| – |(C ∪ S)’| = 100 – 18 = 82
|C ∪ S| = |C| + |S| – |C ∩ S |
⇒ 82 = |C| + 55 – 25 = 82 = |C| + 30
⇒ |C| = 82 – 30 = 52
∴ 52 ଜଣ କାର୍ ଚଳାଇବା ଜାଣିଛନ୍ତି ।

Question 10.
ଏକ ଶ୍ରେଣୀର 50 ଜଣ ଛାତ୍ରୀଙ୍କ ମଧ୍ୟରୁ 22 ଜଣ ଗୀତ ଶିଖନ୍ତି ଓ 22 ଜଣ ନାଚ ଶିଖନ୍ତି । ଏଥୁମଧ୍ୟରୁ କେବଳ 5 ଜଣ ଛାତ୍ରୀ ଉଭୟ ଗୀତ ଓ ନାଚ ଶିଖନ୍ତି । ତେବେ କେତେଜଣ ଛାତ୍ରୀ ଗୀତ କିମ୍ବା ନାଚ କୌଣସିଟି ଶିଖନ୍ତି ନାହିଁ ଏବଂ କେତେଜଣ ଛାତ୍ରୀ ଏହି ଦୁଇଟି ମଧ୍ୟରୁ କେବଳ ଗୋଟିଏ ଶିକ୍ଷା କରନ୍ତି, ନିର୍ଣ୍ଣୟ କର ।
ସମାଧାନ:
ମନେକର ଶ୍ରେଣୀର ସମସ୍ତ ଛାତ୍ରୀଙ୍କ ସେଟ୍ = ବ୍ୟାପକ ସେଟ୍ = E 
ଗୀତ ଶିଖୁଥ‌ିବା ଛାତ୍ରୀଙ୍କ ସେଟ୍ = S, ନାଚ ଶିଖୁଥ‌ିବା ଛାତ୍ରୀଙ୍କ ସେଟ୍ = D 
ଗୀତ କିମ୍ବା ନାଚ ଶିଖୁଥୁବା ଛାତ୍ରୀଙ୍କ ସେଟ୍ = S ∪ D
ଉଭୟ ଗୀତ ଏବଂ ନାଚ ଶିଖୁଥ‌ିବା ଛାତ୍ରୀଙ୍କ ସେଟ୍ = S ∩ D 
ଦତ୍ତ ଅଛି |E| = 50, |S| = 22, |D| = 22, | S ∩ D | = 5
|S ∪ D| = |S| +|D| – |S ∩ D|
= 22 + 22 – 5 = 44 – 5 = 39
କୌଣସିଟି ଶିଖୁନଥ‌ିବା ଛାତ୍ରୀଙ୍କ ସେଟ୍ = (S ∪ D)’
∴ |(S ∪ D)’| = |E| – |S ∪ D|= 50 – 39 = 11 
ଦଣ ଗୀତ ଓ ନାଚ ମଧ୍ୟରୁ କେବଳ ଗୋଟିଏ ଶିକ୍ଷା କରୁଥିବା ଛାତ୍ରୀଙ୍କର ସଂଖ୍ୟା
= |S ∪ D| – |S ∩ D| = 39 – 5 = 34
∴ 11 ଜଣ ଛାତ୍ରୀ କୌଣସିଟି ଶିଖନ୍ତି ନାହିଁ ଏବଂ 34 ଜଣ ଛାତ୍ରୀ କେବଳ ଗୋଟିଏ ଶିକ୍ଷା କରନ୍ତି ।

Question 11.
ଗୋଟିଏ କଲୋନୀର ଦୁଇ ପଞ୍ଚମାଂଶ ପରିବାର ‘ସମ୍ବାଦ’ ଓ ତିନି ଚତୁର୍ଥାଂଶ ପରିବାର ‘ସମାଜ’ ପଢ଼ନ୍ତି । ଯଦି 50 ଟି ପରିବାର ଏଇ ଦୁଇଟି ସମ୍ବାଦପତ୍ର ମଧ୍ୟରୁ କୌଣସିଟି ପଢ଼ନ୍ତି ନାହିଁ ଏବଂ 125ଟି ପରିବାର ଉଭୟ ଖବରକାଗଜ ପଢ଼ନ୍ତି ତେବେ ଉକ୍ତ କଲୋନୀର ପରିବାର ସଂଖ୍ୟା ନିର୍ଣ୍ଣୟ କର ।
ସମାଧାନ:
ମନେକର କଲୋନୀରେ ଥ‌ିବା ସମସ୍ତ ପରିବାର ସେଟ୍ = ବ୍ୟାପକ ସେଟ୍ = E 
ସମ୍ବାଦ ପଢ଼ୁଥ‌ିବା ପରିବାର ସେଟ୍ = A, ସମାଜ ପଢୁଥିବା ପରିବାର ସେଟ୍ = B
 ସମ୍ବାଦ କିମ୍ବା ସମାଜ ପଢ଼ୁଥ‌ିବା ପରିବାର ସେଟ୍ = A ∪ B
 ଉଭୟ ସମ୍ବାଦ ଏବଂ ସମାଜ ପଢୁଥ‌ିବା ପରିବାର ସେଟ୍ = A ∩ B 
କୌଣସିଟି ପଢୁନଥିବା ପରିବାର ସେଟ୍ = (A ∪ B)’
ଦତ୍ତ ଅଛି, |(A ∪ B)’| = 50, |A ∩ B| = 125
ମନେକର |E| = x
ପ୍ରଶ୍ନନୁସାରେ, |A| = \(\frac{2 x}{5}\), |B| = \(\frac{2 x}{4}\)
ଆମେ ଜାଣୁ |E| = |A ∪ B| + |(A ∪ B)’|
⇒ |E| = |A| + |B| – |A ∩ B| +|(A ∪ B)’| ⇒ x = \(\frac{2 x}{5}\) + \(\frac{3 x}{4}\) – 125 + 50
⇒ \(x=\frac{8 x+15 x}{20}-75 \Rightarrow x=\begin{gathered}
23 x-1500 \\
20
\end{gathered}\)
⇒ 20x = 23x – 1500 ⇒ 1500 = 23x – 20x
⇒ 3x = 1500 ⇒ x = \(\frac{1500}{3}\)
∴ କଲୋନୀର ପରିବାର ସଂଖ୍ୟା 500 ।

Question 12.
2 କିମ୍ବା 3 ଦ୍ବାରା ବିଭାଜ୍ୟ 200 ଟି ଗଣନ ସଂଖ୍ୟା ମଧ୍ୟରୁ 140ଟି ଯୁଗ୍ମ ଓ 40ଟି 6 ଦ୍ୱାରା ବିଭାଜ୍ୟ । ତେବେ କେତେ ଗୋଟି ଅଯୁଗ୍ମ ସଂଖ୍ୟା ଓ କେତେଗୋଟି ସଂଖ୍ୟା 3 ଦ୍ୱାରା ବିଭାଜ୍ୟ ନିର୍ଣ୍ଣୟ କର ।
ସମାଧାନ:
ମନେକର 2 ଦ୍ବାରା ବିଭାଜ୍ୟ ସଂଖ୍ୟାର ସେଟ୍ = A ଓ 3 ଦ୍ୱାରା ବିଭାଜ୍ୟ ସଂଖ୍ୟାର ସେଟ୍ = B 
2 କିମ୍ବା 3 ଦ୍ବାରା ବିଭାଜ୍ୟ ସଂଖ୍ୟାର ସେଟ୍ = A ∪ B
2 ଏବଂ 3 ଦ୍ବାରା କିମ୍ବା 6 ଦ୍ୱାରା ବିଭାଜ୍ୟ ସଂଖ୍ୟାର ସେଟ୍ = A ∩ B
ଦତ୍ତ ଅଛି |A ∪ B|= 200, |A ∩ B| = 40
ଅଯୁଗ୍ମ ସଂଖ୍ୟାମାନଙ୍କର ସେଟ୍ = B – A
∴ |B – A| = |A ∪ B| |A| = 200 – 140 = 60
|B| = |B – A| + |A ∩ B| = 60 + 40 = 100
∴ 60 ଗୋଟି ଅଯୁଗ୍ମ ସଂଖ୍ୟା ଓ 100 ଟି ସଂଖ୍ୟା 3 ଦ୍ଵାରା ବିଭାଜ୍ୟ ।

Odisha State Board BSE Odisha 10th Class History Solutions Chapter 3 ଭାରତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଏବଂ ଏଥୁରେ ଓଡ଼ିଶାର ଭୂମିକା Textbook Exercise Questions and Answers.

BSE Odisha Class 10 History Solutions Chapter 3 ଭାରତରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଏବଂ ଏଥୁରେ ଓଡ଼ିଶାର ଭୂମିକା

୧ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୬୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ମହାତ୍ମା ଗାନ୍ଧିଙ୍କ ଦାଣ୍ଡିଯାତ୍ରା ସମ୍ପର୍କରେ ବର୍ଣ୍ଣନା କର ।
Answer:

• ୧୯୩୦ ମସିହା ମାର୍ଚ୍ଚ ୧୨ ତାରିଖରେ ଗାନ୍ଧିଜୀ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରି ସାବରମତୀ ଆଶ୍ରମଠାରୁ ବାହାରି ୨୪୧ ମାଇଲ୍ ଦୂର ଦାଣ୍ଡି ନାମକ ସ୍ଥାନକୁ ୭୮ ଜଣ କଂଗ୍ରେସ କର୍ମୀଙ୍କ ସହ ଲବଣ ଆଇନ ଭଙ୍ଗ କରିବାପାଇଁ ଯାତ୍ରା କରିଥିଲେ ।
• ଏହି ଯାତ୍ରାପଥରେ ବିଭିନ୍ନ ସ୍ଥାନରେ ପୁରୁଷ ମହିଳା ନିର୍ବିଶେଷରେ ଅନେକ ନେତା ଓ ସାଧାରଣ ଜନତା ଗାନ୍ଧିଜୀଙ୍କୁ ସମ୍ବଦ୍ଧିତ କରିଥିଲେ ଓ ତାଙ୍କ ସହିତ ଯୋଗ ଦେଇଥିଲେ ।
• ସାବରମତୀଠାରୁ ଦାଣ୍ଡି ପର୍ଯ୍ୟନ୍ତ ଗାନ୍ଧିଜୀଙ୍କ ପଦଯାତ୍ରା ଐତିହାସିକ ‘ଦାଣ୍ଡିଯାତ୍ରା’ ଭାବରେ ପ୍ରସିଦ୍ଧ ।
• ୧୯୩୦ ମସିହା ଏପ୍ରିଲ୍ ୬ ତାରିଖ ସକାଳେ ଗାନ୍ଧିଜୀ ଲୁଣ ମାରିବା ଉଦ୍ଦେଶ୍ୟରେ ଦାଣ୍ଡି ସମୁଦ୍ର ଉପକୂଳରେ ମୁଠାଏ ବାଲି ଉଠାଇଲେ ।
• ଏହାଦ୍ଵାରା ସରକାରଙ୍କ ପ୍ରଚଳିତ ଲବଣ ଆଇନ ଭଙ୍ଗ ହେଲା ଏବଂ ସମଗ୍ର ଦେଶବାସୀଙ୍କୁ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ସଙ୍କେତ ପ୍ରଦାନ କରାଗଲା ।

(ଖ) ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟକ୍ରମ କ’ଣ ଥିଲା ଏବଂ ଏହା କେବେ ଘୋଷଣା କରାଯାଇଥିଲା ?
Answer:

• ୧୯୩୦ ମସିହା ଏପ୍ରିଲ ୯ ତାରିଖରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟକ୍ରମ ଘୋଷଣା କରାଯାଇଥିଲା । ସେଥ‌ିରେ ନିମ୍ନଲିଖୂ କାର୍ଯ୍ୟକ୍ରମମାନ ଗ୍ରହଣ କରାଯାଇଥିଲା ।
• ଲବଣ ଆଇନ ଭଙ୍ଗ କରି ଲବଣ ତିଆରି କରାଯିବ ।
• ମଦ ଦୋକାନ, ଅଫିମ ବିକ୍ରୟ ସ୍ଥାନ ଓ ବିଦେଶୀ ଲୁଗା ବ୍ୟବସାୟୀଙ୍କ ଦୋକାନ ଆଗରେ ସତ୍ୟାଗ୍ରହ କରାଯିବ ଓ ଯୁବକଠାରୁ ବୃଦ୍ଧ ପର୍ଯ୍ୟନ୍ତ ସମସ୍ତେ ଚରଖାରେ ସୂତା କାଟିବେ ।
• ବିଦେଶୀ ଲୁଗାରେ ଅଗ୍ନି ସଂଯୋଗ କରାଯିବ ଓ ଅସ୍ପୃଶ୍ୟତା ବର୍ଜନ କରାଯିବ ।
• ଛାତ୍ରମାନେ ସରକାରୀ ସ୍କୁଲ୍ ଓ କଲେଜ ପରିତ୍ୟାଗ କରିବେ, ସରକାରୀ କର୍ମଚାରୀମାନେ ଚାକିରିରୁ ଇସ୍ତଫା ଦେବେ ଏବଂ ଓକିଲମାନେ ଆଇନ ବ୍ୟବସାୟ ତ୍ୟାଗ କରିବେ ଓ ଏହି ସମସ୍ତ କାର୍ଯ୍ୟକ୍ରମ ସତ୍ୟ ଏବଂ ଅହିଂସାତ୍ମକ ପନ୍ଥାରେ ସମ୍ପାଦିତ ହେବ ।

(ଗ) ଗାନ୍ଧି-ଇର୍‌ଉଇନ୍ ଚୁକ୍ତି କେବେ ସମ୍ପାଦିତ ହୋଇଥିଲା ଏବଂ ଏହାର ଫଳାଫଳ କ’ଣ ଥିଲା ?
Answer:

• ୧୯୩୧ ମସିହା ମାର୍ଚ୍ଚ ୫ ତାରିଖରେ ଗାନ୍ଧି-ଇରଉଇନ୍ ଚୁକ୍ତି ସମ୍ପାଦିତ ହୋଇଥିଲା ।
• ଏହି ଚୁକ୍ତି ଅନୁସାରେ ଇଂରେଜ ସରକାର ସମସ୍ତ ଦମନମୂଳକ ଆଇନ ପ୍ରତ୍ୟାହାର କରିଥିଲେ ଏବଂ ରାଜନୈତିକ ବନ୍ଦୀମାନଙ୍କୁ ମୁକ୍ତ କରିଥିଲେ ।
• ସରକାର ସରକାରୀ କର୍ମଚାରୀମାନଙ୍କ ବାଜ୍ୟାପ୍ତ ହୋଇଥିବା ସମ୍ପତ୍ତି ଫେରସ୍ତ କରିଥିଲେ ଏବଂ ଇସ୍ତଫା ଦେଇଥିବା କର୍ମଚାରୀଙ୍କ ପ୍ରତି କୋହଳ ନୀତି ଗ୍ରହଣ କଲେ ।
• ଉପକୂଳବର୍ତ୍ତୀ ଗ୍ରାମଗୁଡ଼ିକର ଅଧିବାସୀଙ୍କୁ ନିଜ ବ୍ୟବହାର ପାଇଁ ଲୁଣ ଉତ୍ପାଦନ କରିବାର ଅଧିକାର ଦିଆଗଲା ।
• ଜାତୀୟ କଂଗ୍ରେସ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ସ୍ଥଗିତ ରଖିପାଇଁ ତଥା ଦ୍ବିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ ଯୋଗଦେବା ପାଇଁ ସମ୍ମତି ପ୍ରଦାନ କଲା ।

(ଘ) ଇଞ୍ଚୁଡ଼ି ଲବଣ ସତ୍ୟାଗ୍ରହ ସମ୍ପର୍କରେ ବର୍ଣ୍ଣନା କର ।
Answer:

• ଓଡ଼ିଶାର ଇଞ୍ଚୁଡ଼ି ଲବଣ ସତ୍ୟାଗ୍ରହ ସମଗ୍ର ଭାରତରେ ଦ୍ବିତୀୟ ସ୍ଥାନ ଅଧିକାର କରିଥିଲା ।
• ଦାଣ୍ଡି ଲବଣ ଆଇନ ଭଙ୍ଗ କରିବା ଦିନ ଓଡ଼ିଶାରେ ୨୧ ଜଣ ସତ୍ୟାଗ୍ରହୀ ଗୋପବନ୍ଧୁ ଚୌଧୁରୀ ଓ ଆଚାର୍ଯ୍ୟ ହରିହର ଦାସଙ୍କ ନେତୃତ୍ୱରେ କଟକ ସ୍ବରାଜ ଆଶ୍ରମରୁ ଇଞ୍ଚୁଡ଼ି ଅଭିମୁଖେ ପଦଯାତ୍ରା ଆରମ୍ଭ କରିଥିଲେ ।
• ଏପ୍ରିଲ୍ ୮ରେ ଚାନ୍ଦୋଳଠାରେ ଗୋପବନ୍ଧୁ ଚୌଧୁରୀ ଗିରଫ ହେବାପରେ ଆଚାର୍ଯ୍ୟ ହରିହର ପଦଯାତ୍ରାର ନେତୃତ୍ୱ ନେଇ ୧୯୩୦ ମସିହା ଏପ୍ରିଲ୍ ୧୨ ତାରିଖରେ ଇଞ୍ଚୁଡ଼ିଠାରେ ପହଞ୍ଚିଲେ ।
• ଏହି ଇଞ୍ଚୁଡ଼ି ପଦଯାତ୍ରାରେ ରମାଦେବୀ, ମାଳତୀ ଦେବୀ, କୋକିଳା ଦେବୀ, ଜାହ୍ନବୀ ଦେବୀ ଓ ସୁଭଦ୍ରା ମହତାବ ଆଦି ନାରୀନେତ୍ରୀମାନେ ଯୋଗ ଦେଇଥିଲେ ।
• ଏପ୍ରିଲ୍ ୧୩ ତାରିଖରେ ଆଚାର୍ଯ୍ୟ ହରିହର ଇଞ୍ଚୁଡ଼ିଠାରେ ଲବଣ ଆଇନ ଭଙ୍ଗ କଲେ ଓ ୭ ନିଜର ଜଣ କର୍ମୀଙ୍କ ସହ ଗିରଫ ହୋଇଥିଲେ । ଏହି ପ୍ରସଙ୍ଗରେ କୁହାଯାଇଥାଏ ଯେ ‘ଇଞ୍ଚୁଡ଼ି ହେଉଛି ଦ୍ବିତୀୟ ଦାଣ୍ଡି’ ।

(ଙ) ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ଓଡ଼ିଶାର ଶ୍ରୀଜଙ୍ଗ ଗ୍ରାମରେ ସଙ୍ଗଠିତ କରବିରୋଧୀ ଆନ୍ଦୋଳନ ସମ୍ପର୍କରେ ଆଲୋଚନା କର ।
Answer:

• ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ଅନ୍ୟ ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପଦକ୍ଷେପ ଥିଲା ଚୌକିଦାରୀ କରର ବିରୋଧ ।
• ଇଞ୍ଚୁଡ଼ି ନିକଟସ୍ଥ ଶ୍ରୀଜଙ୍ଗ ଅଞ୍ଚଳରେ ଗୌରମୋହନ ଦାସ ଓ ବିଦ୍ୟାଧର ରଥଙ୍କ ନେତୃତ୍ୱରେ ୧୯୩୧ ମସିହା ମେ’ ମାସରେ ଏହି ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହୋଇଥିଲା ।
• ଚୌକିଦାର ତଥା ଦଫାଦାରମାନଙ୍କୁ ଇଂରେଜ ସରକାରଙ୍କ ଗୋଲାମୀ ନ କରିବାପାଇଁ କୁହାଗଲା । ଏଥିରେ ଉଦ୍‌ବୁଦ୍ଧ ହୋଇ କେତେକ ଚୌକିଦାର ଚାକିରିରୁ ଇସ୍ତଫା ଦେଲେ ।
• ଏହି ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାପାଇଁ ପୋଲିସ୍ କେତେକ ନେତାଙ୍କୁ ଗିରଫ କଲାପରେ ଗ୍ରାମବାସୀମାନେ ପୋଲିସ୍ ବାହିନୀକୁ ମାରଧର କରିବାରୁ ୫୪ ଜଣ ବ୍ୟକ୍ତିଙ୍କୁ ଗିରଫ କରାଗଲା ।
• ସେଠାରେ ନେତୃସ୍ଥାନୀୟ ବ୍ୟକ୍ତିଙ୍କ ସମ୍ପତ୍ତି ଲୁଟ୍ ସହିତ ଗ୍ରାମବାସୀଙ୍କ ଉପରେ ଛ’ହଜାର ଟଙ୍କାର ଶାସ୍ତିମୂଳକ କରଭାର ଲଦି ଦିଆଯାଇଥିଲା ।

୨ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ଜାତୀୟ କଂଗ୍ରେସ କାହିଁକି ସାଇମନ୍ କମିଶନ୍‌କୁ ବର୍ଜନ କରିବାପାଇଁ ନିଷ୍ପତ୍ତି ନେଇଥିଲା ?
Answer:

• ସାଇମନ୍ କମିଶନ୍‌ରେ ସାତଜଣ ସଦସ୍ୟ ଥିଲେ; ମାତ୍ର ସେଥିରେ ଜଣେ ହେଲେ ଭାରତୀୟ ନ ଥିଲେ ।
• ଏହା ସମସ୍ତ ଭାରତୀୟଙ୍କୁ ଅପମାନଜନକ ବୋଧହେଲା, ତେଣୁ ଜାତୀୟ କଂଗ୍ରେସ ଏହି କମିଶନ୍‌କୁ ବର୍ଜନ କରିବାକୁ ନିଷ୍ପତ୍ତି ନେଇଥିଲା ।

(ଖ) ଭାରତୀୟ ଜାତୀୟ କଂଗ୍ରେସର ୧୯୨୯ ମସିହାର ଲାହୋର ଅଧ୍ବବେଶନ କାହିଁକି ଗୁରୁତ୍ଵପୂର୍ଣ ?
Answer:

• ୧୯୨୯ ମସିହାର ଲାହୋର କଂଗ୍ରେସ ଅଧିବେଶନରେ ଅନେକ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ପ୍ରସ୍ତାବମାନ ଗୃହୀତ ହୋଇଥିଲା; ଯଥା – ‘ପୂର୍ଣ୍ଣ ସ୍ଵରାଜ ପ୍ରସ୍ତାବ’ ଏବଂ ‘୧୯୩୦ ମସିହା ଜାନୁୟାରୀ ୨୬ ତାରିଖ’କୁ ଭାରତର ପ୍ରଥମ ସ୍ଵାଧୀନତା ଦିବସଭାବେ ପାଳନ କରିବା ନିଷ୍ପତ୍ତି ଇତ୍ୟାଦି ।
• ଏହି ଅଧ୍ଵବେଶନରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ କରିବାପାଇଁ ମଧ୍ୟ ପ୍ରସ୍ତାବ ଗ୍ରହଣ କରାଯାଇଥିଲା ।

(ଗ) ଗାନ୍ଧିଜୀ କାହିଁକି ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ଡାକରା ଦେଲେ ?
Answer:

• ଗାନ୍ଧିଜୀ ୧୧ ଦଫା ସମ୍ବଳିତ ଏକ ଶାସନ ସଂସ୍କାର ଚିଠା ପ୍ରସ୍ତୁତ କରି ଇଂରେଜ ସରକାରଙ୍କ ଆଗରେ ଉପସ୍ଥାପନ କରିଥିଲେ ଓ ଏହାକୁ ଗ୍ରହଣ ନକଲେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ କରିବେ ବୋଲି ଜଣାଇ ଦେଇଥିଲେ ।
• ମାତ୍ର ବଡ଼ଲାଟ୍ ଲର୍ଡ଼ ଇର୍‌ଉଇନ୍ ଗାନ୍ଧିଜୀଙ୍କର ପ୍ରସ୍ତାବକୁ ଗ୍ରହଣ ନ କରିବାକୁ ୧୯୩୦ ମସିହାରେ ଗାନ୍ଧି ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ଡାକରା ଦେଇଥିଲେ ।

(ଘ) ବ୍ରିଟିଶ୍ ସରକାର କେବେ ଓ କାହିଁକି ପ୍ରଥମ ଗୋଲଟେବୁଲ ବୈଠକ ଡକାଇଥିଲେ ?
Answer:

• ବ୍ରିଟିଶ୍ ସରକାର ଅନୁଭବ କଲେ ଯେ ଶକ୍ତି ପ୍ରୟୋଗଦ୍ଵାରା ଭାରତରେ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବା ଅସମ୍ଭବ ।
• ତେଣୁ ଭାରତ ସମସ୍ୟା ସମ୍ବନ୍ଧରେ ଆଲୋଚନା କରିବାପାଇଁ ବ୍ରିଟିଶ୍ ସରକାର ୧୯୩୦ ମସିହାରେ ପ୍ରଥମ ଗୋଲଟେବୁଲ ବୈଠକ ଡକାଇଥିଲେ ।

(ଙ) ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକରେ ମହାତ୍ମା ଗାନ୍ଧି କାହିଁକି ଅସନ୍ତୋଷ ପ୍ରକାଶ କଲେ ?
Answer:

• ଏଥିରେ ଭାରତୀୟମାନଙ୍କର ଦାବିକୁ ଉପେକ୍ଷା କରାଯାଇ ହିନ୍ଦୁ, ମୁସଲମାନ ଓ ହରିଜନଙ୍କ ପାଇଁ ସ୍ବତନ୍ତ୍ର ନିର୍ବାଚନମଣ୍ଡଳୀର ବ୍ୟବସ୍ଥା ରଖାଗଲା ।
• ତେଣୁ ଏଥରେ ଗାନ୍ଧି ଅସନ୍ତୋଷ ପ୍ରକାଶ କରିଥିଲେ ।

(ଚ) ଗାନ୍ଧିଜୀ କାହିଁକି ସ୍ଥଗିତ ଥିବା ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ପୁନରାରମ୍ଭ କଲେ ?
Answer:

• ୧୯୩୧ ମସିହା ଏପ୍ରିଲ୍ ମାସରେ ଲର୍ଡ଼ ୱିଲିଙ୍ଗ୍‌ଡ଼ନ୍ ଭାରତର ଭାଇସ୍‌ୟ ହେବାପରେ ଗାନ୍ଧି-ଇରଉଇନ୍ ଚୁକ୍ତିର କେତେକ ବ୍ୟବସ୍ଥାକୁ ଉପେକ୍ଷା କଲେ ଏବଂ ଭାରତର ସ୍ଵାଧୀନତା ଆନ୍ଦୋଳନ ପ୍ରତି କଠୋର ନୀତି ଅବଲମ୍ବନ କଲେ ।
• ଏହି ଦମନମୂଳକ ଅଧ୍ୟାଦେଶ ପ୍ରତ୍ୟାହାର କରିବା ଏବଂ ପୂର୍ଣ୍ଣ ସ୍ବରାଜ ହାସଲ ଦିଗରେ ଆନ୍ଦୋଳନ କରିବାପାଇଁ ଗାନ୍ଧିଜୀଙ୍କର ଅନୁରୋଧକୁ ୱିଲିଙ୍ଗଡ଼ନ୍ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିବାରୁ ଗାନ୍ଧି ସ୍ଥଗିତ ଥିବା ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ପୁନରାରମ୍ଭ କରିଥିଲେ ।

(ଛ) ୧୯୩୩ ମେ’ ମାସରେ ଗାନ୍ଧିଜୀ କାହିଁକି ଏକୋଇଶ ଦିନିଆ ଅନଶନ ଘୋଷଣା କଲେ ?
Answer:
୧୯୩୩ ମେ ମାସରେ ହରିଜନ ସମସ୍ୟା ଉପରେ ଗୁରୁତ୍ଵ ଦେବାପାଇଁ ଓ ସହଯୋଗୀମାନଙ୍କର ମନର ଶୁଦ୍ଧିକରଣ ପାଇଁ ଗାନ୍ଧିଜୀ ଏକୋଇଶ ଦିନିଆ ଅନଶନ ଘୋଷଣା କରିଥିଲେ ।

(ଜ) ଦ୍ବିତୀୟ ପର୍ଯ୍ୟାୟ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ କେବେ ସ୍ଥଗିତ ରଖାଗଲା ଏବଂ କେବେ ପ୍ରତ୍ୟାହୃତ ହେଲା ?
Answer:

• ଦ୍ଵିତୀୟ ପର୍ଯ୍ୟାୟ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ୧୯୩୩ ମସିହା ମେ’ ମାସରେ ସ୍ଥଗିତ ରଖାଯାଇଥିଲା ।
• ଏହି ଆନ୍ଦୋଳନକୁ ୧୯୩୪ ମସିହା ଏପ୍ରିଲ ମାସରେ ଔପଚାରିକ ଭାବେ ପ୍ରତ୍ୟାହାର କରାଗଲା ।

(ଝ) କୁଜଙ୍ଗଠାରେ ସତ୍ୟାଗ୍ରହରେ କେଉଁମାନେ ନେତୃତ୍ବ ନେଇଥିଲେ ?
Answer:

• କୁଜଙ୍ଗଠାରେ ସତ୍ୟାଗ୍ରହରେ ନାରାୟଣ ବୀରବର ସାମନ୍ତ, ରମାଦେବୀ ଓ ମାଳତୀ ଦେବୀ ନେତୃତ୍ୱ ନେଇଥିଲେ ।
• ଏମାନଙ୍କ ବ୍ୟତୀତ ରାଣୀ ଭାଗ୍ୟବତୀ ପାଟମହାଦେଈ ମଧ୍ୟ ଏହି ଆନ୍ଦୋଳନର ଯୋଗଦାନ କରିଥିଲେ ।

(ଞ) ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ‘ବାନରସେନା’ର ଭୂମିକା କ’ଣ ଥିଲା ?
Answer:

• ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ୧୬ ବର୍ଷରୁ କମ୍ବବୟସ୍କ ପିଲାମାନେ ସତ୍ୟାଗ୍ରହୀରୂପେ କାର୍ଯ୍ୟ କରିଥିଲେ । ସେମାନଙ୍କୁ ‘ବାନରସେନା’ କୁହାଯାଉଥିଲା ।
• ଏହି ବାନରସେନାର ପିଲାମାନେ ଲୁଗା ଦୋକାନ, ମଦ ଦୋକାନ ଆଗରେ ଧାରଣା ଦେବା ଓ ପ୍ରଚାରପତ୍ର ବାଣ୍ଟିବା କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରୁଥିଲେ ଓ ପୋଲିସ୍‌ର ବେତମାଡ଼ ମଧ୍ଯ ଖାଉଥିଲେ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ସାଇମନ୍ କମିଶନ୍ କାହିଁକି ଭାରତ ଆସିଥିଲେ ?
Answer:
୧୯୧୯ ଭାରତ ଶାସନ ଆଇନର କାର୍ଯ୍ୟକାରିତା ଅନୁଧ୍ୟାନ କରିବାପାଇଁ ସାଇମନ୍ କମିଶନ୍ ଭାରତ ଆସିଥିଲେ ।

(ଖ) ସାଇମନ୍ କମିଶନ୍ କେଉଁଦିନ ଭାରତରେ ପହଞ୍ଚିଲେ ?
Answer:
୧୯୨୮ ମସିହା ଫେବୃଆରୀ ୩ ତାରିଖ ଦିନ ସାଇମନ୍ କମିଶନ୍ ଭାରତରେ ପହଞ୍ଚିଲେ ।

(ଗ) ୧୯୨୯ ମସିହାର କେଉଁ ତାରିଖରେ ଲାହୋରଠାରେ ସ୍ଵାଧୀନତାର ତ୍ରିରଙ୍ଗା ପତାକା ଉତ୍ତୋଳନ କରାଯାଇଥିଲା ?
Answer:
୧୯୨୯ ମସିହା ଡିସେମ୍ବର ୩୧ ତାରିଖରେ ଲାହୋରଠାରେ ସ୍ୱାଧୀନତାର ତ୍ରିରଙ୍ଗା ପତାକା ଉତ୍ତୋଳନ କରାଯାଇଥିଲା ।

(ଘ) କେଉଁଠାରେ ଜନତା ଜଙ୍ଗଲ ଆଇନ ଅମାନ୍ୟ କରିଥିଲେ ?
Answer:
ମହାରାଷ୍ଟ୍ରରେ ଜନତା ଜଙ୍ଗଲ ଆଇନ ଅମାନ୍ୟ କରିଥିଲେ ।

(ଙ) ‘ଖୁଦାଇ ଖୁବ୍‌ମତଗାର’ର ପ୍ରତିଷ୍ଠାତା କିଏ ?
Answer:
‘ଖୁଦାଇ ଖ୍ଦ୍‌ମତଗାର’ର ପ୍ରତିଷ୍ଠାତା ଥିଲେ ଖାନ୍ ଅବଦୁଲ ଗଫର୍ ଖାନ୍ ।

(ଚ) ଦ୍ଵିତୀୟ ଗୋଲ୍ଟେବୁଲ ବୈଠକ କେବେଠାରୁ କେବେ ପର୍ଯ୍ୟନ୍ତ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:
ଦ୍ଵିତୀୟ ଗୋଲଟେବୁଲ ବୈଠକ ୧୯୩୧ ମସିହା ସେପ୍ଟେମ୍ବର ୭ ତାରିଖରୁ ଡିସେମ୍ବର ୧ ତାରିଖ ପର୍ଯ୍ୟନ୍ତ ଲଣ୍ଡନରେ ଅନୁଷ୍ଠିତ ହୋଇଥଲା ।

(ଛ) କୁଜଙ୍ଗଠାରେ କେବେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:
କୁଜଙ୍ଗଠାରେ ୧୯୩୦ ମସିହା ମେ ୮ ତାରିଖରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହୋଇଥିଲା ।

(କ) କିଏ ପୁରୀ ଜିଲ୍ଲାରେ ଲବଣ ସତ୍ୟାଗ୍ରହର ନେତୃତ୍ଵ ନେଇଥିଲେ ?
Answer:
ପୁରୀ ଜିଲ୍ଲାରେ ପଣ୍ଡିତ ନୀଳକଣ୍ଠ ଦାସ ଓ ଜଗନ୍ନାଥ ରଥ ଲବଣ ସତ୍ୟାଗ୍ରହର ନେତୃତ୍ଵ ନେଇଥିଲେ ।

(ଝ) ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ବିଦେଶୀ ମଦ ଦୋକାନ ଆଗରେ ବିକ୍ଷୋଭ କରି କେଉଁ ଦୁଇଜଣ ନାରୀନେତ୍ରୀ ବେତ୍ରାଘାତର ଶିକାର ହୋଇଥିଲେ ?
Answer:
ଓଡ଼ିଶାରେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ସମୟରେ ବିଦେଶୀ ମଦ ଦୋକାନ ଆଗରେ ବିକ୍ଷୋଭ କରି ନାରୀନେତ୍ରୀ ରମାଦେବୀ ଓ ସରଳାଦେବୀ ବେତ୍ରାଘାତର ଶିକାର ହୋଇଥିଲେ ।

(ଞ) ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବା ଉଦ୍ଦେଶ୍ୟରେ ଓଡ଼ିଶାର କେଉଁ ସମ୍ବାଦପତ୍ରଗୁଡ଼ିକ ଉପରେ କଟକଣା ଜାରି କରାଯାଇଥିଲା ?
Answer:
ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବା ଉଦ୍ଦେଶ୍ୟରେ ଓଡ଼ିଶାର ସମ୍ବାଦପତ୍ର ‘ସମାଜ’, ‘ପ୍ରଜାତନ୍ତ୍ର’ ଓ ‘ଆଶା’ ଉପରେ କଟକଣା ଜାରି କରାଯାଇଥିଲା ।

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ତା’ର କ୍ରମିକ ନମ୍ବର ସହିତ ଲେଖ ।

(କ) ସାଇମନ୍ କମିଶନ୍ ଭାରତର କେଉଁ ସହରରେ ପହଞ୍ଚିଲା ?
(i) ଦିଲ୍ଲୀ
(iii) ମୁମ୍ବାଇ
(ii) ଲାହୋର
(iv) କୋଳ୍‌କତା
Answer:
(iii) ମୁମ୍ବାଇ

(ଖ) ଲକ୍ଷ୍ନୌଠାରେ ସାଇମନ୍ କମିଶନ୍ ବିରୋଧୀ ଶୋଭାଯାତ୍ରାକାରୀଙ୍କ ମଧ୍ୟରୁ କିଏ ପୋଲିସ୍ ଲାଠିମାଡ଼ର ଶିକାର ହୋଇଥିଲେ ?
(i) ସୁଭାଷଚନ୍ଦ୍ର ବୋଷ
(iii) ଲାଲା ଲଜପତ୍ ରାୟ
(ii) ମହାତ୍ମା ଗାନ୍ଧି
(iv) ଗୋବିନ୍ଦବଲ୍ଲଭ ପଛ
Answer:
(iv) ଗୋବିନ୍ଦବଲ୍ଲଭ ପନ୍ଥ

(ଗ) ଦ୍ଵିତୀୟ ଗୋଲ୍‌ଟେବୁଲ୍ ବୈଠକରେ କିଏ ଅଧ୍ୟକ୍ଷତା କରିଥିଲେ ?
(i) ଲର୍ଡ଼ ଇର୍‌ଉଇନ୍
(ii) ରାମ୍‌ ମାକ୍‌ନାଲ୍‌ଡ୍
(iii) ଉଇନ୍‌ଷ୍ଟନ୍‌ ଚର୍ଚ୍ଚିଲ୍
(iv) ପଞ୍ଚମ ଜର୍ଜ
Answer:
(ii) ରାମ୍‌ ମାକ୍ସୋନାଲ୍‌ଡ୍

(ଘ) ଦଳିତ ଶ୍ରେଣୀ ପାଇଁ ପୃଥକ୍ ନିର୍ବାଚନମଣ୍ଡଳୀ ଘୋଷଣା ପ୍ରତ୍ୟାହାର ଦାବିରେ ଗାନ୍ଧିଜୀ କେବେଠାରୁ ଅନଶନ ଆରମ୍ଭ କରିଥିଲେ ?
(i) ୧୯୩୧ ସେପ୍ଟେମ୍ବର ୭
(ii) ୧୯୩୧ ଡିସେମ୍ବର ୨୮
(iii) ୧୯୩୨ ସେପ୍ଟେମ୍ବର ୨୦
(iv) ୧୯୩୫ ଅଗଷ୍ଟ ୨
Answer:
(iii) ୧୯୩୨ ସେପ୍ଟେମ୍ବର ୨୦

(ଙ) ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନର ନେତୃତ୍ଵ ଦିଆଯାଇଥିଲା ?
(i) କଟକ
(ii) ପୁରୀ
(iii) ବାଲେଶ୍ଵର
(iv) କାକଟପୁର
Answer:
(iii) ବାଲେଶ୍ଵର

୫| ପାଠରେ ଦିଆଯାଇଥିବା ‘ତୁମ ପାଇଁ କାମ’’ଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ନିର୍ଦ୍ଦେଶନା ଓ ସହାୟତାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ଉତ୍ତର ଲେଖିବେ ।)

Odisha State Board BSE Odisha 10th Class History Solutions Chapter 2 ଭାରତରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଓ ଓଡ଼ିଶାରେ ଏହାର ପ୍ରଭାବ Textbook Exercise Questions and Answers.

BSE Odisha Class 10 History Solutions Chapter 2 ଭାରତରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଓ ଓଡ଼ିଶାରେ ଏହାର ପ୍ରଭାବ

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୬୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନ କାହିଁକି ହୋଇଥିଲା ଏବଂ ଏହାର ପରିଚାଳନା ପାଇଁ ଗଠିତ କମିଟିରେ କେଉଁମାନେ ସଦସ୍ୟ ରହିଥିଲେ ?
Answer:

• ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ତୁର୍କୀ ମିତ୍ରଶକ୍ତି ବିରୋଧରେ ଯୁଦ୍ଧ କରିଥିଲା । ଯୁଦ୍ଧ ସମୟରେ ତୁର୍କୀ ସାମ୍ରାଜ୍ୟକୁ ବିଭାଜିତ କରିଦିଆଗଲା ।
• ତୁର୍କୀ ପ୍ରତି ଏତାଦୃଶ ବ୍ୟବହାର ପାଇଁ ଭାରତୀୟ ମୁସଲମାନମାନେ ବ୍ୟଥ୍‌ତ ଓ କ୍ରୋଧାନ୍ଵିତ ହେଲେ ।
• ତୁର୍କୀର ସୁଲତାନ ଥିଲେ ମୁସଲମାନମାନଙ୍କ ଧର୍ମଗୁରୁ ବା ଖଲିଫା । ଖଲିଫାଙ୍କୁ ସମ୍ମାନ ଦେଖାଇ ଭାରତରେ ଯେଉଁ ଆନ୍ଦୋଳନ ହୋଇଥିଲା, ତାହାକୁ ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନ କୁହାଯାଏ ।
• ଏହି ଆନ୍ଦୋଳନରେ ନେତୃତ୍ୱ ସୌକତ୍ ଅଲ୍ଲୀ ଓ ମହମ୍ମଦ ଅଲ୍ଲୀ ନାମକ ଦୁଇ ଭାଇ ନେଇଥିଲେ ।
• ଏହାର ପରିଚାଳନାପାଇଁ ଗଠିତ କମିଟିରେ ଅଲ୍ଲୀ ଭ୍ରାତାଦ୍ବୟ, ଆବୁଲ କାଲାମ ଆଜାଦ୍, ହକିମ୍ ହଜ୍‌ମଲ୍ ଖାଁ ଓ ହସରତ୍ ମୋହାନୀ ସଦସ୍ୟ ଥିଲେ ।

(ଖ) ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନରେ ଗାନ୍ଧିଜୀଙ୍କ ଭୂମିକା ଆଲୋଚନା କର ।
Answer:

• ମହାତ୍ମା ଗାନ୍ଧି ହିନ୍ଦୁ ଓ ମୁସଲମାନମାନଙ୍କୁ ଏକତ୍ର କରିବା ସହିତ ଜାତୀୟ ଆନ୍ଦୋଳନର ଭିତ୍ତିଭୂମିକୁ ଦୃଢ଼ କରିବା ଉଦ୍ଦେଶ୍ୟରେ ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନକୁ ସମର୍ଥନ କରିଥିଲେ ।
• ୧୯୧୯ ମସିହା ନଭେମ୍ବର ମାସରେ ଗାନ୍ଧିଜୀ ନିଷ୍ଫଳ ଭାରତ ଖୋଲାଫତ୍ ସମ୍ମିଳନୀର ସଭାପତି ଭାବେ ନିର୍ବାଚିତ ହେଲେ ।
• ଗାନ୍ଧିଜୀଙ୍କ ପରାମର୍ଶକ୍ରମେ ନିଷ୍ଫଳ ଭାରତ ଖୋଲାଫତ୍ କମିଟି ଅସହଯୋଗ କାର୍ଯ୍ୟକ୍ରମ ଗ୍ରହଣ କରି ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରିଥିଲା ।
• ଇଂରେଜ ସରକାରଙ୍କ ସହିତ ସମ୍ପର୍କ ଛିନ୍ନ କରିବାପାଇଁ ଗାନ୍ଧିଜୀଙ୍କ ନେତୃତ୍ବରେ ଖୁଲାଫତ୍ କମିଟି ନିଷ୍ପଭି ନେଇଥିଲା ।
• ମୁସଲିମ୍ ଲିଗ୍ ଓ ଭାରତୀୟ ଜାତୀୟ କଂଗ୍ରେସ ଖୁଲାଫତ୍ ଆନ୍ଦୋଳନକୁ ସମର୍ଥନ କରିଥିଲେ ।

(ଗ) ଅସହଯୋଗ ଆନ୍ଦୋଳନର କାର୍ଯ୍ୟକ୍ରମ କ’ଣ ଥିଲା ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନର ମୂଳ ନୀତି ଥିଲା ଇଂରେଜ ଅନୁଷ୍ଠାନ ଓ ବିଦେଶୀ ଦ୍ରବ୍ୟ ବର୍ଜନ କରିବା ସହିତ ଇଂରେଜ ସରକାରଙ୍କୁ ଅଚଳ କରିଦେବା ।
• ୧୯୧୯ ମସିହାର ଭାରତ ଶାସନ ଆଇନ ଅନୁଯାୟୀ ଅନୁଷ୍ଠିତ ହେବାକୁ ଥିବା ନିର୍ବାଚନ ଏବଂ ସରକାରୀ ଉତ୍ସବକୁ ବର୍ଜନ କରିବା ।
• ସମସ୍ତ ପ୍ରକାର ସରକାରୀ ଉପାଧ୍ ଫେରସ୍ତ କରିବା ଓ ସରକାରୀ ପଦବୀରୁ ଇସ୍ତଫା ଦେବା ।
• ଆଇନଜୀବୀଙ୍କଦ୍ବାରା ବିଚାରାଳୟ ବର୍ଜନ ଏବଂ ଛାତ୍ରମାନଙ୍କଦ୍ୱାରା ସରକାରୀ ବିଦ୍ୟାଳୟ ଓ ମହାବିଦ୍ୟାଳୟ ବର୍ଜନ କରିବା ।
• ବିଦେଶୀ ଦ୍ରବ୍ୟ ତଥା ବିଦେଶୀ ଲୁଗା ବର୍ଜନ କରିବା ଥିଲା ଅସହଯୋଗ ଆନ୍ଦୋଳନର ପ୍ରମୁଖ କାର୍ଯ୍ୟକ୍ରମ ।

(ଘ) ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଫଳାଫଳ କ’ଣ ହେଲା ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଫଳାଫଳ ସୁଦୂରପ୍ରସାରୀ ଥିଲା । ପ୍ରଥମ ଥର ପାଇଁ ଇଂରେଜ ସରକାର ବିରୋଧୀ ଆନ୍ଦୋଳନ ସଙ୍ଗଠିତ ଭାବେ ପରିଚାଳିତ ହୋଇଥିଲା ।
• ଏହା ଭବିଷ୍ୟତର ବିପ୍ଳବ ପାଇଁ ଭାରତବାସୀଙ୍କୁ ଉତ୍ସାହିତ କରିଥିଲା ।
• ପ୍ରଥମଥର ପାଇଁ କଂଗ୍ରେସ ଆନ୍ଦୋଳନ ଜନ ଆନ୍ଦୋଳନରୁ ଗଣ ଆନ୍ଦୋଳନରେ ପରିଣତ ହୋଇପାରିଥିଲା ।
• ୧୯୨୨ ମସିହାରେ ମୁସ୍ତାଫା କମାଲ ପାଶାଙ୍କଦ୍ୱାରା ତୁର୍କୀରେ ସାଧାରଣତନ୍ତ୍ର ପ୍ରତିଷ୍ଠା ହେବାଦ୍ଵାରା ଖଲିଫା ବ୍ୟବସ୍ଥାର ଉଚ୍ଛେଦ ହେବା ଫଳରେ ଖୋଲାଫତ୍ ଆନ୍ଦୋଳନର ଯୌକ୍ତିକତା ରହିଲା ନାହିଁ ।
• ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସ୍ଥଗିତ ହେବାପରେ ଭାରତରେ ଖ୍ଫତ୍ ଆନ୍ଦୋଳନର ମଧ୍ୟ ଅବସାନ ଘଟିଲା; ମାତ୍ର ଏହି ଆନ୍ଦୋଳନ ଇଂରେଜ ସରକାରଙ୍କୁ ଏକ ଶକ୍ତ ଧକ୍‌କା ଦେଇଥିଲା ।

(ଙ) ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ ଗାନ୍ଧିଜୀଙ୍କ ଓଡ଼ିଶା ପରିଦର୍ଶନର ଏକ ବିବରଣୀ ଦିଅ ।
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଓଡ଼ିଶାରେ ଲୋକାଭିମୁଖୀ କରାଇବା ନିମନ୍ତେ ୧୯୨୧ ମସିହାରେ ଗାନ୍ଧିଜୀ ଓଡ଼ିଶା ଆସିଥିଲେ ।
• ୧୯୨୧ ମାର୍ଚ୍ଚ ୨୩ ତାରିଖରେ ସେ କଟକଠାରେ ଏକ ବିଶାଳ ଜନସମାବେଶକୁ ଉଦ୍‌ବୋଧନ ଦେଇଥିଲେ ।
• ତାଙ୍କ ଉଦ୍‌ବୋଧନରେ ଅନୁପ୍ରାଣିତ ହୋଇ ରମାଦେବୀଙ୍କ ସମେତ ବହୁ ନାରୀ ସେମାନଙ୍କର ଅଳଙ୍କାର ସାମଗ୍ରୀ ‘ତିଳକ ସ୍ଵରାଜ ପାଣ୍ଠି’କୁ ଦାନ କରିଥିଲେ ।
• ଏହାପରେ ଗାନ୍ଧିଜୀ ଭଦ୍ରକ, ପୁରୀ ଓ ବ୍ରହ୍ମପୁରଠାରେ ଉଦ୍‌ବୋଧନ ଦେଇ ଓଡ଼ିଶାବାସୀଙ୍କ ମନରେ ଜାତୀୟ ଉନ୍ମାଦନା ସୃଷ୍ଟି କରିଥିଲେ ।
• ଖଦୀର ବ୍ୟବହାର, ଚରଖାର ପ୍ରଚଳନ ଏବଂ ସ୍ବଦେଶୀ ଦ୍ରବ୍ଯ ପ୍ରତି ଆଗ୍ରହ ଉପରେ ସେ ଗୁରୁତ୍ଵ ଦେଇଥିଲେ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

୨ . ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ପ୍ରାୟ ୨୦ ଗୋଟି ଶବ୍ଦରେ ଲେଖ ।

(କ) ଅସହଯୋଗ ଆନ୍ଦୋଳନ କେବେ ଓ କିପରି ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:

• ୧୯୨୦ ମସିହା ଅଗଷ୍ଟ ୧ ତାରିଖରେ ଆନୁଷ୍ଠାନିକ ଭାବେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହୋଇଥିଲା ।
• ଉକ୍ତ ଦିନ ପୂର୍ବାହ୍ନରେ ଲୋକମାନ୍ୟ ତିଳକଙ୍କ ବିୟୋଗଜନିତ ଶୋକ ପାଳନ ଓ ଆନ୍ଦୋଳନ ଆରମ୍ଭର ମିଶ୍ରିତ ପ୍ରତିକ୍ରିୟାରେ ସମଗ୍ର ଦେଶରେ ହରତାଳ ଓ ଶୋଭଯାତ୍ରା ସଙ୍ଗଠିତ ହେଲା ।

(ଖ) କେଉଁ ଘଟଣାଗୁଡ଼ିକ ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଆହ୍ୱାନକୁ ସାକାର କରିବାରେ ସହାୟକ ହୋଇଥିଲା ?
Answer:

• ଭାରତ ଶାସନ ଆଇନ ୧୯୧୯ରେ ତ୍ରୁଟି ଓ ଅମୃତସର ଘଟଣା ପାଇଁ ନିଯୁକ୍ତ ହଣ୍ଟର କମିଟିର ବିବରଣୀରେ ପକ୍ଷପାତିତା ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଆହ୍ଵାନକୁ ସାକାର କରିବାରେ ସହାୟକ ହୋଇଥିଲା ।
• ଏହାଛଡ଼ା ଭାରତର ମୁସଲମାନମାନଙ୍କ ଇଂରେଜ ବିରୋଧୀ ଖୋଲାଫତ୍ ଆନ୍ଦୋଳନ ମହାତ୍ମା ଗାନ୍ଧିଙ୍କ ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଆହ୍ଵାନକୁ ମଧ୍ୟ ସାକାର କରିବାରେ ସହାୟକ ହୋଇଥିଲା ।

(ଗ) କେବେ ଓ କାହିଁକି ହଣ୍ଟର କମିଟି ଗଠିତ ହୋଇଥିଲା ?
Answer:

• ‘ହଣ୍ଟର କମିଟି’ ୧୯୧୯ ମସିହା ଅକ୍ଟୋବର ୧୪ ତାରିଖରେ ଲର୍ଡ଼ ହଣ୍ଟରଙ୍କ ନେତୃତ୍ୱରେ ଗଠନ କରାଯାଇଥିଲା ।
• ଜାଲିଆନାୱାଲାବାଗ୍ ହତ୍ୟାକାଣ୍ଡର ଏକ ସରକାରୀ ତଦନ୍ତ ପାଇଁ ଦାବି ହେବାରୁ ଏହି କମିଟି ଗଠିତ ହୋଇଥିଲା ।

(ଘ) କଂଗ୍ରେସର କେଉଁ ଅଧୁବେଶନରେ ଗାନ୍ଧିଜୀଙ୍କ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ପ୍ରସ୍ତାବ ଗୃହୀତ ହୋଇଥିଲା ଏବଂ କେଉଁ ଅଧୂବେଶନରେ ଏହା ଅନୁମୋଦିତ ହୋଇଥିଲା ?
Answer:

• ୧୯୨୦ ମସିହା ସେପ୍ଟେମ୍ବର ୪ରୁ ୯ ତାରିଖ ପର୍ଯ୍ୟନ୍ତ କଲିକତା (କୋଲକତା)ଠାରେ କଂଗ୍ରେସର ଏକ ସ୍ବତନ୍ତ୍ର ଅଧୂବେଶନରେ ଗାନ୍ଧିଜୀଙ୍କ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ପ୍ରସ୍ତାବ ଗୃହୀତ ହୋଇଥିଲା ।
• ୧୯୨୦ ମସିହା ଡିସେମ୍ବର ମାସରେ ନାଗପୁର କଂଗ୍ରେସର ବାର୍ଷିକ ଅଧ୍ଵବେଶନରେ ଏହାକୁ ଅନୁମୋଦନ କରାଯାଇଥିଲା ।

(ଙ) ‘ତିଳକ ସ୍ଵରାଜ ପାଣ୍ଠି’ କ’ଣ ପାଇଁ ଗଠନ କରାଯାଇଥିଲା ?
Answer:

• ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଅର୍ଥ ଯୋଗାଇବାପାଇଁ ‘ତିଳକ ସ୍ଵଭାବ ପାଣ୍ଠି’ ଗଠନ କରାଯାଇଥିଲା ।
• ଏହି ପାଣ୍ଠିକୁ ଜନସାଧାରଣ ମୁକ୍ତ ହସ୍ତରେ ଦାନ କରିବା ଯୋଗୁଁ ଏବଂ ଅଳ୍ପଦିନ ମଧ୍ଯରେ ଏଥ‌ିରେ ଏକ କୋଟି ଟଙ୍କା ଜମା ହୋଇଗଲା ।

(ଚ) ୧୯୨୨ ଫେବୃଆରୀ ୧ ତାରିଖରେ ଇଂରେଜ ସରକାରଙ୍କୁ ଗାନ୍ଧିଜୀ କ’ଣ ଚେତାବନୀ ଦେଇଥିଲେ ?
Answer:
୧୯୨୨ ମସିହା ଫେବୃୟାରୀ ୧ ତାରିଖରେ ଗାନ୍ଧିଜୀ ଇଂରେଜ ସରକାରଙ୍କୁ ଚେତାବନୀ ଦେଇଥିଲେ ଯେ ସାତଦିନ ଭିତରେ ସମସ୍ତ ରାଜନୈତିକ ଦଳକୁ ମୁକ୍ତ କରାନଗଲେ ଓ ସମ୍ବାଦପତ୍ରକୁ ପୂର୍ଣ୍ଣ ସ୍ଵାଧୀନତା ଦିଆ ନଗଲେ ସେ ଆଇନ ଅମାନ୍ୟ ଆନ୍ଦୋଳନ ଆରମ୍ଭ କରିବେ ।

(ଛ) ମହାତ୍ମା ଗାନ୍ଧି କେଉଁ କାରଣ ପାଇଁ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସ୍ଥଗିତ ରଖିଲେ ?
Answer:

• ୧୯୨୨ ମସିହା ଫେବୃୟାରୀ ୫ ତାରିଖରେ ଉତ୍ତରପ୍ରଦେଶର ଗୋରଖପୁରସ୍ଥିତ ଚୌରିଚୌରାଠାରେ ଆନ୍ଦୋଳନକାରୀମାନେ ଏକ ପୋଲିସ୍ ଷ୍ଟେସନରେ ନିଆଁ ଲଗାଇଦେବା ଫଳରେ ୨୨ ଜଣ ପୋଲିସ୍ କର୍ମଚାରୀ ଜୀବନ୍ତ ଦଗ୍‌ଧ ହୋଇଥିଲେ ।
• ଏହି ହିଂସାତ୍ମକ ଘଟଣାରେ ଗାନ୍ଧିଜୀ ବ୍ୟର୍ଥାତ ହେଲେ ଓ ଅନୁଭବ କଲେ ଯେ ଭାରତୀୟମାନେ ଅହିଂସ ଉପାୟରେ ଆନ୍ଦୋଳନ ପାଇଁ ସମ୍ପୂର୍ଣ୍ଣ ରୂପେ ପ୍ରସ୍ତୁତ ହୋଇନାହାନ୍ତି । ସେଥ‌ିପାଇଁ ସେ ଏହି ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ସ୍ଥଗିତ ରଖିଲେ ।

(ଜ) ନାଗପୁର କଂଗ୍ରେସ ଅଧ୍ଵବେଶନ କେବେ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ଏବଂ ସେଠାରେ କେତେଜଣ ଓଡ଼ିଶାରୁ ପ୍ରତିନିଧୁ କରିଥିଲେ ?
Answer:

• ୧୯୨୦ ମସିହା ଡିସେମ୍ବର ମାସରେ ନାଗପୁର କଂଗ୍ରେସ ଅଧ‌ିବେଶନ ଅନୁଷ୍ଠିତ ହୋଇଥିଲା ।
• ସେଠାରେ ଓଡ଼ିଶାରୁ ୩୫ ଜଣ ପ୍ରତିନିଧ୍ୟ କରିଥିଲେ ।

(ଝ) ଗୋପବନ୍ଧୁ ଦାସ କେଉଁଠାରେ ଏବଂ କ’ଣ ପାଇଁ ସତ୍ୟବାଦୀ ବନବିଦ୍ୟାଳୟ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ?
Answer:

• ଗୋପବନ୍ଧୁ ଦାସ ସାକ୍ଷୀଗୋପାଳଠାରେ ସତ୍ୟବାଦୀ ବନବିଦ୍ୟାଳୟ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ।
• ଛାତ୍ରମାନଙ୍କୁ ଜାତୀୟତାବାଦୀ ଶିକ୍ଷାଦେବା ନିମନ୍ତେ ଏହି ବିଦ୍ୟାଳୟ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।

(ଞ) ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନର ଦମନ ପ୍ରକ୍ରିୟାରେ ସମ୍ବଲପୁର ମିଶ୍ର ପ୍ରେସ୍‌କୁ କେତେ ଟଙ୍କା ଜରିମାନା କରାଯାଇଥିଲା ଏବଂ କାହିଁକି ?
Answer:

• ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଦମନ ପ୍ରକ୍ରିୟାରେ ସମ୍ବଲପୁର ମିଶ୍ର ପ୍ରେସ୍‌କୁ ୨୫ ଟଙ୍କା ଜରିମାନା କରାଯାଇଥିଲା ।
• ଓଡ଼ିଶାରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଚାଲିଥିବାବେଳେ ଏହି ପ୍ରେସରୁ ‘ସ୍ଵରାଜ ସଙ୍ଗୀତ’ ନାମକ ଏକ ପ୍ରାଚୀରପତ୍ର ଛପାଯାଇଥିବାରୁ ଏହି ଜରିମାନା କରାଯାଇଥିଲା ।

୩ । ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) କେବେ ଗାନ୍ଧିଜୀ ନିଷ୍ଫଳ ଭାରତ ଖୁଲାଫତ୍ ସମ୍ମିଳନୀର ସଭାପତି ଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ?
Answer:
୧୯୧୯ ମସିହା ନଭେମ୍ବର ମାସରେ ଗାନ୍ଧିଜୀ ନିଷ୍ଫଳ ଭାରତ ଖୁଲାଫତ୍ ସମ୍ମିଳନୀର ସଭାପତି ଭାବେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ।

(ଖ) କେଉଁ ତାରିଖରୁ ଭାରତ ଶାସନ ଆଇନ ୧୯୧୯ ପ୍ରଚଳିତ ହେଲା ?
Answer:
୧୯୧୯ ମସିହା ଡିସେମ୍ବର ୨୩ ତାରିଖରୁ ‘ଭାରତ ଶାସନ ଆଇନ ୧୯୧୯’ ପ୍ରଚଳିତ ହେଲା ।

(ଗ) ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ କାହାର ପରିଦର୍ଶନକୁ ସତ୍ୟାଗ୍ରହୀମାନଙ୍କଦ୍ୱାରା ବାସନ୍ଦ କରାଯାଇଥିଲା ?
Answer:
ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସମୟରେ ୱେଲ୍ସର ଯୁବରାଜଙ୍କ ଭାରତ ପରିଦର୍ଶନକୁ ସତ୍ୟାଗ୍ରହୀମାନଙ୍କଦ୍ୱାରା ବାସନ୍ଦ କରାଯାଇଥିଲା ।

(ଘ) କେଉଁ ସ୍ଥାନରେ ଅନୁଷ୍ଠିତ କଂଗ୍ରେସର ବାର୍ଷିକ ଅଧ୍ଵବେଶନରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନ ଚାଲୁ ରଖୁବାପାଇଁ ନିଷ୍ପତ୍ତି ନିଆଗଲା ?
Answer:
୧୯୨୧ ଖ୍ରୀଷ୍ଟାବ୍ଦ ଡିସେମ୍ବର ମାସରେ କଂଗ୍ରେସର ଅହମ୍ମଦାବାଦ୍ ବାର୍ଷିକ ଅଧ‌ିବେଶନରେ ଅସହଯୋଗ ଆନ୍ଦୋଳନକୁ ଚାଲୁ ରଖିବାପାଇଁ ନିଷ୍ପତ୍ତି ନିଆଗଲା ।

(ଙ) ମହାତ୍ମା ଗାନ୍ଧି କେଉଁଦିନ କଟକରେ ଜନସମାବେଶକୁ ଉଦ୍‌ବୋଧନ ଦେଇଥିଲେ ?
Answer:
୧୯୨୧ ମସିହା ମାର୍ଚ୍ଚ ୨୩ ତାରିଖରେ ମହାତ୍ମା ଗାନ୍ଧି କଟକରେ ଜନସମାବେଶକୁ ଉଦ୍‌ବୋଧନ ଦେଇଥିଲେ ।

(ଚ) କାହାର ପ୍ରେରଣାରେ ସମ୍ବଲପୁର ଜିଲ୍ଲା ସ୍କୁଲ୍‌ର ଛାତ୍ରମାନେ ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ଯୋଗ ଦେଇଥିଲେ ?
Answer:
ପଣ୍ଡିତ ଲକ୍ଷ୍ମୀନାରାୟଣ ମିଶ୍ରଙ୍କ ପ୍ରେରଣାରେ ସମ୍ବଲପୁର ଜିଲ୍ଲା ସ୍କୁଲ୍‌ର ଛାତ୍ରମାନେ ଅସହଯୋଗ ଆନ୍ଦୋଳନରେ ଯୋଗ ଦେଇଥିଲେ ।

(ଛ) ‘ଅଳକା ଆଶ୍ରମ’ କେଉଁଠାରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:
‘ଅଳକା ଆଶ୍ରମ’ ଜଗତ୍‌ସିଂହପୁରଠାରେ ପ୍ରତିଷ୍ଠା କରାଯାଇଥିଲା ।

(ଜ) କେଉଁ ଲେଖା ପାଇଁ ଗୋପବନ୍ଧୁଙ୍କୁ ଜେଲଦଣ୍ଡ ଭୋଗିବାକୁ ପଡ଼ିଥିଲା ?
Answer:
‘ସମାଜ’ ସମ୍ବାଦପତ୍ରରେ ‘ସତ୍ୟ ହେଲେ ସାଂଘାତିକ’ ସ୍ତମ୍ଭରେ ସରକାର ବିରୋଧୀ ଲେଖା ପାଇଁ ଗୋପବନ୍ଧୁଙ୍କୁ ଜେଲଦଣ୍ଡ ଭୋଗିବାକୁ ପଡ଼ିଥିଲା ।

(ଝ) କନିକା ପ୍ରଜା ଆନ୍ଦୋଳନ ସମୟରେ କନିକାର ରାଜା କିଏ ଥିଲେ ?
Answer:
କନିକା ପ୍ରଜା ଆନ୍ଦୋଳନ ସମୟରେ କନିକାର ରାଜା ଥିଲେ ରାଜେନ୍ଦ୍ରନାରାୟଣ ଭଞ୍ଜଦେଓ ।

(ଞ) କେଉଁ ସମ୍ବାଦପତ୍ର ମାଧ୍ୟମରେ କନିକା ଅତ୍ୟାଚାର ଲୋକଲୋଚନକୁ ଆସିଥିଲା ?
Answer:
‘ସମାଜ’ ଓ ‘ଉତ୍କଳ ଦୀପିକା’ ସମ୍ବାଦପତ୍ର ମାଧ୍ୟମରେ କନିକା ଅତ୍ୟାଚାର ଲୋକଲୋଚନକୁ ଆସିଥିଲା ।

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ତା’ର କ୍ରମିକ ନମ୍ବର ସହିତ ଲେଖ ।

(କ) ହଣ୍ଟର କମିଟି କେବେ ଗଠିତ ହୋଇଥିଲା ?
(i) ୧୯୧୯ ଅକ୍ଟୋବର ୧୪
(ii) ୧୯୧୯ ଡିସେମ୍ବର ୨୩
(iii) ୧୯୨୦ ଜୁନ୍ ୯
(iv) ୧୯୨୦ ଅଗଷ୍ଟ ୧
Answer:
(i) ୧୯୧୯ ଅକ୍ଟୋବର ୧୪

(ଖ) କେଉଁଟି ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସହିତ ସମ୍ପୃକ୍ତ ନୁହେଁ ?
(i) ବିଦେଶୀ ଭାଷା ବର୍ଜନ
(ii) ସରକାରୀ ଶିକ୍ଷାନୁଷ୍ଠାନ ବର୍ଜନ
(iii) ନିର୍ବାଚନ ବର୍ଜନ
(iv) ଅସ୍ପୃଶ୍ୟତା ବର୍ଜନ
Answer:
(i) ବିଦେଶୀ ଭାଷା ବର୍ଜନ

(ଗ) କେଉଁଠାରେ କଂଗ୍ରେସ କାର୍ଯ୍ୟକାରିଣୀ କମିଟି ଅସହଯୋଗ ଆନ୍ଦୋଳନ ସ୍ଥଗିତ ଘୋଷଣା ଅନୁମୋଦନ କରିଥିଲା ?
(i) ଆଲ୍ଲାହାବାଦ
(ii) ବନ୍ଦୋଳି
(iii) ଗୋରଖପୁର
(iv) ନାଗପୁର
Answer:
(ii) ବନ୍ଦୋଳି

(ଘ) କିଏ ଓଡ଼ିଶା ପ୍ରାଦେଶିକ କଂଗ୍ରେସ କମିଟିର ପ୍ରଥମ ସଭାପତି ଥିଲେ ?
(i) ହରେକୃଷ୍ଣ ମହତାବ
(ii) ଗୋପବନ୍ଧୁ ଦାସ
(iii) ଗୋପବନ୍ଧୁ ଚୌଧୁରୀ
(iv) ଭାଗୀରଥ୍ ମହାପାତ୍ର
Answer:
(ii) ଗୋପବନ୍ଧୁ ଦାସ

(ଙ) କେଉଁ ଅନୁଷ୍ଠାନ ‘ସ୍ଵରାଜ୍ୟ ସମାଚାର’ ପତ୍ରିକା ପ୍ରକାଶ କରୁଥିଲା ?
(i) ସ୍ବରାଜ ଆଶ୍ରମ
(ii) ସ୍ଵରାଜ ସେବକସଂଘ
(iii) ସ୍ଵରାଜ ମନ୍ଦିର
(iv) ଉତ୍କଳ ସ୍ଵରାଜ୍ୟ ଶିକ୍ଷା ପରିଷଦ
Answer:
(iii) ସ୍ଵରାଜ ମନ୍ଦିର

୫ । ପାଠରେ ଦିଆଯାଇଥିବା ‘ତୁମ ପାଇଁ କାମ’’ଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ନିର୍ଦ୍ଦେଶନା ଓ ସହାୟତାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ଉତ୍ତର ଲେଖିବେ ।)

Odisha State Board CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry will enable students to study smartly.

CHSE Odisha 11th Class Math Notes Chapter 13 Introduction To Three-Dimensional Geometry

Coordinates Of A Point In Space:
In three-dimensional geometry three mutually perpendicular planes divide the space into eight equal parts. Each equal part is an octant.

(i) Sign of coordinate of a point in various octants.

(ii) Location of a point at 3D

Note:

(1) Coordinate of a point on x-axis is (x, 0, 0).
(2) Coordinate of a point on y-axis is (y, 0, 0).
(3) Coordinate of a point on z-axis is (y, 0, 0).
(4) Distance of a point (a, b, c) from x-axis = \(\sqrt{\mathrm{b}^2+\mathrm{c}^2}\)
(5) Distance of a point (a, b, c) from y-axis = \(\sqrt{\mathrm{a}^2+\mathrm{c}^2}\)
(6) Distance of a point (a, b, c) from z-axis = \(\sqrt{\mathrm{a}^2+\mathrm{b}^2}\)

Distance formula:
Distance between two points A(x₁, y₁, z₁) and B(x₂, y₂, z₂) = \(\sqrt{\left(\mathrm{x}_2-\mathrm{x}_1\right)^2+\left(\mathrm{y}_2-\mathrm{y}_1\right)^2+\left(\mathrm{z}_2-\mathrm{z}_1\right)^2}\)

Division Formula (Section Formula):
(i) Internal division:
If R(x, y, z) divides the join of A(x₁, y₁, z₁) and B(x₂, y₂, z₂) in ratio m: n internally then
\(\mathrm{x}=\frac{\mathrm{mx} \mathrm{x}_2+\mathrm{nx} \mathrm{x}_1}{\mathrm{~m}+\mathrm{n}}, \mathrm{y}=\frac{\mathrm{my} \mathrm{y}_2+\mathrm{ny} \mathrm{y}_1}{\mathrm{~m}+\mathrm{n}}\), \(\mathrm{z}=\frac{\mathrm{mz} \mathrm{z}_2+\mathrm{nz} \mathrm{z}_1}{\mathrm{~m}+\mathrm{n}}\)

(ii) External division:
If R divides AB in ratio m: n externally then \(x=\frac{m x_2-n x_1}{m-n}\), \(y=\frac{m y_2-n y_1}{m-n}, \frac{m z_2-n z_1}{m-n}\)

(iii) Midpoint formula:
If R is the midpoint of AB then