Odisha State Board BSE Odisha 10th Class English Solutions Chapter 4 At the High School Textbook Exercise Questions and Answers.
BSE Odisha Class 10 English Solutions Chapter 4 At the High School
BSE Odisha 10th Class English At the High School Text Book Questions and Answers
E. Let’s Understand The Text:
P-1
Question 1.
What is a biography? What is an autobiography?
(ଜୀବନୀ କ’ ଣ ? ଆତ୍ମଜୀବନୀକ’ ଣ ?)
Answer:
A biography is the life history of a person. An autobiography is the life history of a person written by himself or herself.
Question 2.
Is this lesson a biography or an autobiography? Support your answer with reasons.
(ଏହି ବିଷୟଟି ଏକ ଜୀବନୀ ବା ଏକ ଆତ୍ମଜୀବନୀ ? କାରଣ ଦର୍ଶାଇ ତୁମ ଯଥାର୍ଥତା ପ୍ରଦର୍ଶନ କର ।)
Answer:
This lesson is an autobiography (auto-self, bio-life, graphy – writing). The reason for it being an autobiography is that it begins with the first person pronoun(ପ୍ରଥମ ପୁରୁଷ ସର୍ବନାମ) ‘I’ standing for (ସୂଚିତ କରୁଥିବା) the writer Mahatma Gandhi. Also, the use of ‘my’ (Gandhi’s) proves it to be an autobiography.
Question 3.
Was Gandhi good at studies ? How will you support your answer ?
ପାଠରେ ଦକ୍ଷ ଥିଲେ ? ତୁମେ କିପରି ତୁମର ଉତ୍ତରକୁ ସମର୍ଥନ କରିବ ?)
Answer:
Yes, Gandhi was good at his studies. I will support (ସମର୍ଥନ କରିବି) by saying so (ଏହା କହି) with the expressions mentioned (ଦର୍ଶାଯାଇଥିବା ଅଭିବ୍ୟକ୍ତିସମୂହରୁ) like (ଯଥା) “I wasn’t regarded as a fool at the high school”, “I always enjoyed the affection of my teachers” and “I never had a bad certificate”. “I even won prizes ” etc.
Question 4.
Did his teacher like him?
(ତାଙ୍କର ଶିକ୍ଷକ ତାଙ୍କୁ ଭଲ ପାଉଥିଲେ କି ?)
Answer:
Yes, his teachers liked him.
Question 5.
What sorts of certificates were sent to his parents?
(କେଉଁ ପ୍ରକାର ପ୍ରମାଣପତ୍ର ତାଙ୍କ ପିତାମାତାଙ୍କ ପାଖକୁ ପଠାଯାଉଥିଲା ?)
Answer:
Certificates of progress and character were sent to his parents every year.
Question 6.
When did he win prizes?
(ସେ କେତେବେଳେ ପୁରସ୍କାର ଜିତୁଥିଲେ ?)
Answer:
He won prizes after he passed out of the second standard.
Question 7.
Which standards did he get scholarships in ?
(କେଉଁସବୁ ଶ୍ରେଣୀରେ ଅଧ୍ୟୟନ କରୁଥିଲାବେଳେ ସେ ଛାତ୍ରବୃତ୍ତି ପାଉଥିଲେ ?)
Answer:
He got scholarships when he was in standard fifth and sixth.
Question 8.
What were the amounts of his scholarships?
(ତାଙ୍କ ଛାତ୍ରବୃତ୍ତିର ପରିମାଣ କେତେ ଥିଲା ?)
Answer:
Rupees four and ten were the amounts of scholarships Gandhi obtained (ପାଉଥିଲେ ).
Question 9.
Who did he thank more for his scholarship – himself or his good luck?
(ସେ ଛାତ୍ରବୃତ୍ତି ପାଇଁ କାହାକୁ ଅଧିକ ଧନ୍ୟବାଦ ଦେଉଥିଲେ – ନିଜକୁ ବା ନିଜର ସୌଭାଗ୍ୟକୁ ?)
Answer:
He thanked his good luck more for his scholarship than himself or his merit.
Question 10.
What do you know about Gandhi as a person?
(ଜଣେ ବ୍ୟକ୍ତି ଭାବରେ ତୁମେ ଗାନ୍ଧିଙ୍କ ବିଷୟରେ କ’ଣ ଜାଣିଛ ?)
Answer:
As a person, I know that Gandhi as a student was good at studies, besides being very particular (ସବିଶେଷ) about himself.
P-2
Question 11.
What was he very much careful about?
(ସେ କେଉଁ ବିଷୟରେ ଅଧିକ ଯତ୍ନଶୀଳ ଥିଲେ?)
Answer:
He was very much careful about his character (ଚରିତ୍ର ବିଷୟରେ).
Question 12.
How did he react when blamed?
(ନିନ୍ଦିତ ହେଉଥ୍ଲାବେଳେ ସେ କିପରି ପ୍ରତିକ୍ରିୟା କରୁଥିଲେ? )
Answer:
When being blamed he broke into tears (କାନ୍ଦି ପକାଉଥିଲେ).
Or, Any sort (ପ୍ରକାର) of blame brought tears into his eyes.
Question 13.
What was more important for Gandhi – winning prizes or building character?
(କ’ଣ ଗାନ୍ଧିଙ୍କ ପାଇଁ ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା – ପୁରସ୍କାର ଜିତିବା ବା ଚରିତ୍ର ଗଠନ କରିବା?)
Answer:
Building character was more important for Gandhi.
Question 14.
Why did he get physical punishment?
(ସେ କାହିଁକି ଶାରୀରିକ ଦଣ୍ଡ ପାଇଥିଲେ ?)
Answer:
He got physical punishment for some little blemish in his character.
Question 15.
Who was the headmaster?
(ପ୍ରଧାନଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Dorabji Edulji Gimi was the headmaster.
Question 16.
Was he popular? Why?
(ସେ (ପ୍ରଧାନଶିକ୍ଷକ ଜିମି) କ’ଣ ଲୋକପ୍ରିୟ ଥିଲେ ? କାହିଁକି ?)
Answer:
Yes, he (Mr Gimi) was popular. Because he was a disciplinarian, a man of method and a good teacher.
Question 17.
What was made compulsory for upper standard boys ?
(ଉପର ଶ୍ରେଣୀର ବାଳକମାନଙ୍କ ପାଇଁ କ’ଣ ବାଧ୍ୟତାମୂଳକ କରାଯାଇଥିଲା ?)
Answer:
Gymnastics and cricket were made compulsory for uppper standard boys.
Question 18.
I disliked both. What does ‘both’ refer to ?
( ମୁଁ ଉଭୟକୁ ଘୃଣା/ନାପସନ୍ଦ କରୁଥିଲି । ଏଠାରେ ‘ଉଭୟ’ କ’ଣ ସୂଚିତ କରୁଛି ?)
Answer:
I disliked both. Here ‘both’ refers to ‘gymnastics’ and ‘cricket’.
Question 19.
What was the reason for Gandhi’s dislike for cricket and gymnastics?
(କ୍ରିକେଟ୍ ଓ ଜିମ୍ନାଷ୍ଟିକ୍ ପ୍ରତି ଗାନ୍ଧିଙ୍କର ଘୃଣାର କାରଣ କ’ଣ ଥିଲା ?)
Answer:
The reason for Gandhi’s dislike for cricket and gymnastics was his shyness.
Question 20.
Was the headmaster a lover of games?
(ପ୍ରଧାନଶିକ୍ଷକ କ’ଣ ଖେଳପ୍ରେମୀ ଥିଲେ ?)
Answer:
Yes, the headmaster was a lover of games.
Question 21.
What false idea did Gandhi have about games?
(ଖେଳ ବିଷୟରେ ଗାନ୍ଧିଙ୍କର କେଉଁ ମିଥ୍ୟା ଧାରଣା ଥିଲା ?)
Answer:
Gandhi nurtured a false idea (ଏକ ମିଥ୍ୟା ଧାରଣା ପୋଷଣ କରିଥିଲେ) that games had nothing to do with education.
Question 22.
What were his views on games later?
(ପରେ ଖେଳ ସମ୍ପର୍କରେ ତାଙ୍କର ମତ କ’ଣ ଥିଲା ?)
Answer:
Later he viewed (ମତ ଦେଇଥିଲେ ଯେ) that games should have many places in the curriculum as mental training.
P-3
Question 23.
What was the special reason for Gandhi’s dislike for gymnastics?
(ଜିମ୍ନାଷ୍ଟିକ୍ସ୍ ପ୍ରତି ଗାନ୍ଧିଙ୍କର ଅନାସକ୍ତିର ବିଶେଷ କାରଣ କ’ଣ ଥିଲା ?)
Answer:
The special reason for Gandhi’s dislike for gymnastics was to serve (ସେବା କରିବାପାଇଁ) his father after school
Question 24.
Compulsory exercise came directly in the way of this service. What was the service?
( ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ପ୍ରତ୍ୟକ୍ଷ ଭାବରେ ଏହି ମାଧ୍ୟମରେ ଆସୁଥିଲା । ସେବାଟି କ’ଣ ଥିଲା ? )
Answer:
Compulsory exercise came directly in the way of this service. The service was to serve his father.
Question 25.
Did the headmaster grant his request? Why?
(ପ୍ରଧାନଶିକ୍ଷକ କ’ଣ ତାଙ୍କର ଅନୁରୋଧ ରଖୁଥିଲେ ? କାହିଁକି ?)
Answer:
No, the headmaster didn’t grant his request because he didn’t believe him.
Question 26.
Why did he get to school late ?
(ସେ କାହିଁକି ବିଦ୍ୟାଳୟରେ ବିଳମ୍ବରେ ପହଞ୍ଚିଲେ ?)
Answer:
He got to (reached) school late because he had no watch and the clouds deceived him also.
Question 27.
Clouds deceived him. How?
(ବାଦଲଖଣ୍ଡ ତାଙ୍କୁ ଠକିଦେଲା ? କିପରି ?)
Answer:
The clouds deceived him. As the clouds had gathered across the sky, he did not guess the time and reached the school when the boys had all left.
Question 28.
Did the headmaster believe what he said?
(ସେ ଯାହା କହିଲେ ପ୍ରଧାନଶିକ୍ଷକ ବିଶ୍ଵାସ କଲେ କି ?)
Answer:
No, the headmaster didn’t believe what he said.
Question 29.
How much was he fined?
(ତାଙ୍କୁ କେତେ ପରିମାଣର ଅର୍ଥ ଜରିମାନା ଲଗାଯାଇଥିଲା ?)
Answer:
He was fined one or two annas.
Question 30.
What was he accused of? Was the accusation proper?
(ସେ କାହିଁକି ଅଭିଯୁକ୍ତ ହୋଇଥିଲେ ? ଅଭିଯୋଗ କ’ଣ ଯୁକ୍ତିଯୁକ୍ତ ଥିଲା ?)
Answer:
He (Gandhi) was accused of lying. No, it wasn’t proper in case of Gandhi (ଗାନ୍ଧିଙ୍କ କ୍ଷେତ୍ରରେ ).
Question 31.
What pained him so much?
(କ’ଣ ତାଙ୍କୁ ଅଧିକ ଯନ୍ତ୍ରଣା ଦେଇଥିଲା ?)
Answer:
The accusation (ଅଭିଯୋଗ) that he was lying (ମିଛ କହୁଥିଲେ) pained him so much.
P-4
Question 32.
What lesson did he learn from it?
(ସେ ଏଥୁରୁ କ’ଣ ଶିକ୍ଷାଲାଭ କରିଥିଲେ ? )
Answer:
From it he learnt that a man of truth must be a man of care.
Question 33.
Was he careless in school later?
(ପରେ ସେ ବିଦ୍ୟାଳୟର ଯତ୍ନହୀନ ହୋଇଥିଲେ କି ?)
Answer:
No, he wasn’t careless in school later.
Question 34.
Did he really have to pay the fine?
(ତାଙ୍କୁ କ’ଣ ପ୍ରକୃତରେ ଜରିମାନା ଦେବାକୁ ପଡ଼ିଥିଲା ?)
Answer:
No, he didn’t have to pay the fine really.
Question 35.
How was the fine exempted in the end?
(ଶେଷରେ ସେ କିପରି ଜରିମାନା ଦେବାରୁ ମୁକ୍ତି ପାଇଥିଲେ ? )
Answer:
The fine was exempted (ଛାଡ କରାଯାଇଥିଲା) in the end as Gandhi’s father wrote himself to the headmaster urging his (Gandhi’s) service for him after school.
P-5
Question 36.
What was the other neglect Gandhi talked about?
(ଗାନ୍ଧି କହିଥିବା ଅନ୍ୟ ଏକ ଅବହେଳା ବା ଯତ୍ନହୀନତା କ’ଣ ଥିଲା ?)
Answer:
The other neglect Gandhi talked about was his bad handwriting.
Question 37.
What was his earlier notion on handwriting?
(ହସ୍ତଲେଖା ବିଷୟରେ ତାଙ୍କର ପୂର୍ବ ଧାରଣା କ’ଣ ଥିଲା ?)
Answer:
His earlier notion of handwriting was that it wasn’t a necessary part of education.
Question 38.
When and where did he realize that his notions were wrong? What made him think so?
( କେତେବେଳେ ଓ କେଉଁଠାରେ ସେ ହୃଦୟଙ୍ଗମ କଲେ ଯେ ତାଙ୍କର ଧାରଣାସବୁ ଭୁଲ ଥିଲା ? କେଉଁଥିପାଇଁ ଏଭଳି ଚିନ୍ତା କଲେ ?)
Answer:
Until he went to England and later in South Africa he realized that his notions were wrong. The observation (ପର୍ଯ୍ୟବେକ୍ଷଣ) of the good handwriting of the lawyers and the young men in South Africa made him think so.
Question 39.
What were his views on handwriting?
(ହସ୍ତାକ୍ଷର ବିଷୟରେ ତାଙ୍କର ମତ କ’ଣ ଥିଲା ?)
Answer:
He viewed (opined – ସେ ଦେଖିଥିଲେ) that good handwriting was a necessary part of education and bad handwriting should be regarded as a sign of an imperfect education.
Question 40.
What was his advice to young men and women in this regard?
(ଏ ବିଷୟରେ ଯୁବକ ଯୁବତୀମାନଙ୍କୁ ତାଙ୍କର ପରାମର୍ଶ କ’ଣ ଥିଲା ?)
Answer:
His advice to young men and women in this regard was to learn to handwrite only after they have learned to draw objects by observation.
P-6
Question 41.
Why did Gandhi consider Sanskrit harder than geometry?
( ଗାନ୍ଧି କାହିଁକି ଜ୍ୟାମିତି ଅପେକ୍ଷା ସଂସ୍କୃତକୁ କଷ୍ଟକର ବୋଲି ବିଚାର କରୁଥିଲେ ?)
Answer:
Gandhi considered Sanskrit harder than geometry as there was nothing to memorize (ଘୋଷି ମନେରଖ୍ର କିଛି ନାହିଁ) in geometry, whereas in Sanskrit everything had to be learned by heart.
Question 42.
Which class was Sanskrit introduced in?
(କେଉଁ ଶ୍ରେଣୀରୁ ସଂସ୍କୃତ ଶିକ୍ଷା ଆରମ୍ଭ ହେଉଥିଲା ? )
Answer:
Sanskrit was introduced in the fourth standard.
Question 43.
What did Gandhi say about the Sanskrit and Persian teachers?
(ଗାନ୍ଧିଜୀ ସଂସ୍କୃତ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକଙ୍କ ବିଷୟରେ କ’ଣ କହିଥିଲେ ?)
Answer:
As Gandhi said, the Sanskrit teacher was a hard taskmaster (ପିଲାମାନଙ୍କୁ ଘରପଢ଼ା ଦେବାରେ କଠୋର), but the Persian teacher was lenient (କୋମଳ ବା ଉଦାର ).
Question 44.
Were they on good terms ? Quote the sentence from your text in support of your your answer: (ସେମାନେ (ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକ) କ’ଣ ଉତ୍ତମ ସମ୍ପର୍କରେ ଥିଲେ ? ନିଜର ଉତ୍ତରର ସମର୍ଥନ ପାଇଁ ପାଠ୍ୟବିଷୟରୁ ସମ୍ପର୍କିତ ବାକ୍ୟଟିକୁ ଉଦ୍ଧୃତ କର ।)
Answer:
No, they weren’t on good terms ( ଉତ୍ତମ ସମ୍ପର୍କ ବା ବନ୍ଧୁତା ). The sentence supporting the answer is “There was a sort of rivalry going on between the Sanskrit and the Persian teachers”.
Question 45.
What tempted him to sit in the Persian class?
(ପର୍ସିଆନ୍ ଶ୍ରେଣୀରେ ବସିବାପାଇଁ ତାଙ୍କୁ କ’ଣ ଆକର୍ଷିତ କରିଥିଲା ?)
Answer:
The easiness (ସହଜତା) of the Persian subject tempted him to sit in the Persian class.
Question 46.
How did the Sanskrit teacher feel about it?
(ସଂସ୍କୃତ ଶିକ୍ଷକ ଏହା ବିଷୟରେ କ’ଣ ଅନୁଭବ କଲେ ?)
Answer:
When the Sanskrit teacher saw Gandhi sit in the Persian class, he was grieved (ଦୁଃଖ୍ତ ହୋଇଗଲେ ).
Question 47.
Why did he think it necessary for Gandhi to study Sanskrit?
(ଗାନ୍ଧି ସଂସ୍କୃତ ପଢ଼ିବା ଆବଶ୍ୟକ ବୋଲି ସେ (ସଂସ୍କୃତ ଶିକ୍ଷକ) କାହିଁକି ଭାବୁଥିଲେ ?)
Answer:
The Sanskrit teacher thought it necessary for Gandhi to study Sanskrit because he (Gandhi) was the son of a Vaishnava father. Besides (ଏହା ବ୍ୟତୀତ) Sanskrit was the language of his own religion.
P-8
Question 48.
Did he come back to Sanskrit class? Why?
(ସେ (ଗାନ୍ଧି) କ’ଣ ସଂସ୍କୃତ ଶ୍ରେଣୀକୁ ଫେରି ଆସିଲେ ? କାହିଁକି ?)
Answer:
Yes, he came back to Sanskrit class. Because he couldn’t disregard ( ଅଣଦେଖା କରିପାରୁନଥିଲେ) his teacher’s affection (ସ୍ନେହ).
Question 49.
What put him to shame?
(ତାଙ୍କୁ କ’ଣ ଲଜ୍ଜିତ କରିଥିଲା ?)
Answer:
The Sanskrit teacher’s kindness (ଦୟା) put him (Gandhi) to shame.
Question 50.
Who was his Sanskrit teacher?
(ତାଙ୍କର ସଂସ୍କୃତ ଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Krishnashankar Pandya was the Sanskrit teacher.
Question 51.
How did the study of Sanskrit help him later?
(ସଂସ୍କୃତ ପଠନ ତାଙ୍କୁ ପରେ କିଭଳି ସାହାଯ୍ୟ କରିଥିଲା ?)
Answer:
The study of Sanskrit helped him acquire (ଶିଖୁରେ ) the little knowledge of the language and fostered (ବୃଦ୍ଧି କରିଥିଲା ) his interest in sacred books.
Question 52.
What feelings did Gandhi have for his teachers?
( ନିଜର ଶିକ୍ଷକମାନଙ୍କ ବିଷୟରେ ଗାନ୍ଧିଙ୍କର ଅନୁଭୂତି କ’ଣ ଥିଲା ?)
Answer:
Gandhi had the feelings of regards (ସମ୍ମାନ ) and love for his teachers.
F. Let’S Sum-Up:
Question.
The present text “At the High School” is built up of the main idea and supporting ideas. The text title itself is the main theme/idea. The facts/information presented in the paragraphs form the contents/sub-themes/supporting ideas. Given below is a table, which shows a well-knit structure of the text. Some facts/information are missing from it. Complete the table using the required information choosing from the HELP-BOX. Some paragraphs have more than one theme.
(“At the High School” ବିଷୟଟି ଗୋଟିଏ ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଓ ସହାୟକ ପ୍ରସଙ୍ଗମାନଙ୍କୁ ନେଇ ଲିଖୁ । ବିଷୟର ଶୀର୍ଷକ ବା ନାମ ହିଁ ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଅଟେ । ଅନୁଚ୍ଛେଦଗୁଡ଼ିକରେ ଉପସ୍ଥାପିତ ତଥ୍ୟଗୁଡ଼ିକ ହେଉଛି ସହାୟକ ପ୍ରସଙ୍ଗ । ନିମ୍ନରେ ଏକ ସାରଣୀ ଦିଆଯାଇଛି ଯାହା ପାଠ୍ୟବିଷୟକୁ ସୁନ୍ଦର ଭାବେ ଗ୍ରସ୍ତୁତ କରିଛି । ଏଥିରେ କେତେକ ତଥ୍ୟ ଛାଡ଼ି ଦିଆଯାଇଛି । ସହାୟକ ବାକ୍ସ (HELP-BOX)ରୁ ଆବଶ୍ୟକ ତଥ୍ୟ ଚୟନ କରି ସାରଣୀଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ କର । କେତେକ ଅନୁଚ୍ଛେଦର ଏକାଧ୍ଵ ପ୍ରସଙ୍ଗ ଅଛି ।)
At the High School
| Para-1 | Para-2 | Para-3 | Para-4 | Para-5 | Para-6 | Para-7 | ||
| punishment | subjects | |||||||
| handwriting subjects studies punishment
teachers reward games headmaster |
Answer:
| Para-1 | Para-2 | Para-3 | Para-4 | Para-5 | Para-6 | Para-7 | ||
| Reward (ପୁରସ୍କାର) |
Punishment (ଦଣ୍ଡ) |
Games Head- master |
Head- master |
Carelessness remission of fines |
Hand- writing (ହସ୍ତଲିଖନ) |
subjects | teachers | studies |
| handwriting subjects studies punishment
teachers reward games headmaster |
Note: Some facts given in the box below the table are insufficient. So information has been given in the table rooms.
G.Let’s Listen And Speak:
(a) Read the following conversation between Gandhi and his Sanskrit teacher.
Your teacher will read out the conversation. Listen to him/her. Follow the dialogue while listening.
Your teacher will act out the character of Gandhi’s Sanskrit teacher and the class, Gandhi. Next, the role changes – the class act as the Sanskrit teacher and your teacher as Gandhi.
Next, the teacher divides the class into groups who will role-play in the like manner with a change in roles. Then practice in pairs.
Finally, your teacher invites two of your friends to play the roles in front of the class.
Sanskrit Tr: Hello Moniya! How are you?
Gandhi: Fine.
Sanskrit Tr: I hear you’re sitting in the Persian class.
Gandhi: Yes, sir.
Sanskrit Tr: What prompted you to do so?
Gandhi: Persian is easy, sir.
Sanskrit Tr: But Sanskrit is the language of our culture. You should study the language by any means.
Gandhi: Sanskrit is very difficult for me.
Sanskrit Tr: Why do you think so?
Gandhi: Because everything has to be learned by heart.
Sanskrit Tr: That’s not the case, Manu. Come to me. I’ll help you learn Sanskrit with ease.
Gandhi: Thank you for your offer, sir.
Note: “Moniya” or “Manu” was Gandhi’s nickname during his childhood.
(ଉପରେ ପ୍ରଦତ୍ତ ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ଗାନ୍ଧିଙ୍କ (ଯାହାଙ୍କର ବାଲ୍ୟ ନାମ ‘ମୋନିଆ’ ବା ‘ମନୁ’ ଥୁଲା) ମଧ୍ୟରେ ହୋଇଥିବା କଥୋପକଥନକୁ ପଢ଼ ଓ ଦୁଇ ଦୁଇ ଜଣ ହୋଇ ଅଭ୍ୟାସ କର ।)
(b) Your teacher will conduct a quiz on the lesson. She/he will organize/administer the activity following every step as shown in a similar quiz program under the lesson “Festivals of Northeast India”. “K. Let’s do this activity”. (Page-65)
(ବିଷୟକୁ ନେଇ ଏକ ଜଣା ଅଜଣା କାର୍ଯ୍ୟକ୍ରମ ତୁମ ଶିକ୍ଷକ ପରିଚାଳନା କରିବେ ।)
H. Let’s Enrich Our Vocabulary:
Notice the underlined word in the sentence below.
(ନିମ୍ନରେ ଦିଆଯାଇଥିବା ବାକ୍ୟରେ ରେଖାଙ୍କିତ ଶବ୍ଦକୁ ଲକ୍ଷ୍ୟ କର ।)
When I merited or seemed to the teacher to merit a rebuke, it was unbearable for me.
ଏଠାରେ unbearable (ଅସହ୍ୟ ) ହେଉଛି ଏକ ଶବ୍ଦ ଯାହାnegative prefix ‘un’ + bearableର ମିଶ୍ରଣରେ ଗଠିତ । not + bearable = unbearable, ଏଠାରେ ‘not’କୁ ଉଠାଇ ‘un’ prefix ବା ପ୍ରତ୍ୟୟକୁ bearable ପୂର୍ବରୁ ବସାଇ ବିପରୀତ ଅର୍ଥକୁ ସୂଚିତ କରାଯାଇଛି ।
(a) Show how the following words are built up of their prefixes and roots. One is done as an example: disobedient = dis + obedient
[Prefix (ପ୍ରତ୍ୟୟ) ଓ root ବା ମୂଳ ଶବ୍ଦଗୁଡ଼ିକୁ ନେଇ କିଭଳି ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ଗଠିତ ହୋଇଛି ଦର୍ଶାଅ ।]
Prefix root
abnormal (ଅସ୍ଵାଭାବିକ) = ab + normal
disappear (ଅଦୃଶ୍ୟ ହୋଇଯିବା) = dis+ appear
impossible (ଅସମ୍ଭବ) = im + possible
misunderstand (ଭୁଲ୍ ବୁଝିବା) = mis+understand
demerit (ଅପକାରିତା) = de + merit
illegible (ଅପଠ୍ୟ) = il + legible
intransitive (ଅକର୍ମକ) = in + transitive
unlucky (ହତଭାଗ୍ୟ ) = un + lucky
(b)Rewrite the following sentences replacing the underlined words by single words with their opposite/negative meanings.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକ ସ୍ଥାନରେ ସେଗୁଡ଼ିକର ଏକଶବ୍ଦବିଶିଷ୍ଟ ବିପରୀତ/ନାସ୍ତିସୂଚକ ଅର୍ଥ ବସାଇ ପୁନର୍ବାର ଲେଖ ।)
For example :
- Swarupa’s achievement (ସଫଳତା) is not believable.
Swarupa’s achievement is unbelievable (ଅବିଶ୍ୱସନୀୟ) - Remote tribal areas (ଦୁର୍ଗମ ଆଦିବାସୀ ଅଧ୍ୟୁଷିତ ଅଞ୍ଚଳ) among hills and forests are not still reachable.
Remote tribal areas among hills and forests are still unreachable (ଅପହଞ୍ଚ). - The younger generation (ଯୁବ ପିଢ଼ି) is not interested in traditional occupations (ପାରମ୍ପରିକ ବୃତ୍ତି).
The younger generation is uninterested (ଆଗ୍ରହୀ) in traditional occupations. - The stranger did not talk in a polite manner.
The stranger talked in an impolite manner / impolitely (ଅଶୋଭନୀୟ ଭାବରେ). - Many people are not happy with what they have.
Many people are unhappy (ସୁଖୀ) with what they have. - Dull weather (ଖରାପ ପାଗ) does not make us active.
Dull weather makes us inactive (ନିଷ୍କ୍ରିୟ). - Human wants (ମଣିଷର ଇଚ୍ଛା) are not limited.
Human wants are unlimited (ଅସୀମିତ ). - They are not managing the organization (ସଙ୍ଗଠନ) properly.
They are mismanaging (କୁପରିଚାଳନା) the organization. - Her inaugural speech (ଉଦ୍ଘାଟନୀ ଭାଷଣ) was not motivating.
Her inaugural speech was demotivating (9§919999). - They did not behave their guests well.
They misbehaved (ସେମାନେ ଅତିଥିଙ୍କୁ ଅସଦାଚରଣ କରିଥିଲେ।) their guests. - The soul (ଆତ୍ମା) is not mortal.
The soul is immortal (ଅମର).
I. Let’s Learn Language:
1. Examine the following sentence.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟକୁ ଲକ୍ଷ୍ୟ କର ।)
Before I reached the school, the boys had all left.
(ମୁଁ ବିଦ୍ୟାଳୟରେ ପହଞ୍ଚିବା ପୂର୍ବରୁ ବାଳକମାନେ ଚାଲି ଯାଇଥିଲେ ।)
The setence has two clauses.
ଏହି ବାକ୍ୟରେ ଦୁଇଟି ଖଣ୍ଡବାକ୍ୟ ଅଛି ।)
(i) Before I reached the school
(ii) the boys had all left
ପ୍ରଥମ ଖଣ୍ଡବାକ୍ୟ ବା ବାକ୍ୟଖଣ୍ଡ (clause)ରେ verb (କ୍ରିୟାପଦ) reached (past simple tense) recent ବା କିଛି ସମୟ ପୂର୍ବରୁ ସମାପ୍ତ କାର୍ଯ୍ୟକୁ ସୂଚିତ କରୁଥିଲାବେଳେ ଦ୍ୱିତୀୟ ଖଣ୍ଡବାକ୍ୟରେ ବ୍ୟବହୃତ erfect tense) earlier past action ବା ପୂର୍ବରୁ ସମାପ୍ତ କାର୍ଯ୍ୟକୁ ସୂଚିତ କରୁଛି ।
Let’s understand through the given diagram.
| Earlier Past | Recent past |
| The boys had all left. | I reached the school. |
Answer:
Another example :
The tortoise had reached (earlier/first completed action) the destination by the time / before the rabbit awake (later/second action).
(ଠେକୁଆ ଉଠିଲାବେଳକୁ କଇଁଛ ଲକ୍ଷ୍ୟସ୍ଥଳରେ ପହଞ୍ଚି ସାରିଥିଲା ।)
(a) There is such añother sentence in paragraph-3 of the text. Can you find it out? Fill in each sentence below using the correct form of the verbs given in brackets. One is done for you. (ନିମ୍ନଲିଖ ପ୍ରତ୍ୟେକ ବାକ୍ୟରେ ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା କ୍ରିୟାପଦର ଠିକ୍ ରୂପ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତୁମ ପାଇଁ ଗୋଟିଏ କରି ଦିଆଯାଇଛି ।)
(i) All guests had arrived (arrive) before the party started (start).
(ii) We ________ (sit) for lunch after mother ________ (fry) the eggs.
(iii) When Mahatma Gandhi ________ (pass away), India ________ (achieve) her freedom.
(iv) The train ________ (leave) before they (reach) the station.
(v) Namrata _________ (post) the letter after she _________ (write) it.
(vi) The patient ________ (die) before the doctor ________ (come).
(vii) The farmer ________ (plough) the field before he ________ (sow) seeds.
(vii) The prizes (be, give) long before the cultural programmes (start).
Answer:
(i) All guests had arrived (arrive) before the party started (start)
(ii) We sat for lunch after mother had fried the eggs.
(iii) When Mahatma Gandhi passed away (died), India had achieved (got) her freedom.
(iv) The train had left before they reached the station.
(v) Namrata posted the letter after she had written it.
(vi) The patient had died before the doctor came.
(vii) The farmer had ploughed the field before he sowed seeds.
(vii) The prizes had been given long before the cultural programmes started.
2. Look at the following sentences. (ନିମ୍ନଲିଖ୍ ବାକ୍ୟକୁ ଦେଖ ।)
If I had not acquired a little Sanskrit, I should have found it difficult to take any interest The sentence has two clauses.
(i) If I hadn’t acquired the little Sanskrit — If clause / Conditional clause (If ବା ସର୍ତ୍ତମୂଳକ ଖଣ୍ଡବାକ୍ୟ)
(ii) I should have found it difficult to take any interest —> Main clause (ମୁଖ୍ୟ ବା ପ୍ରଧାନ ଖଣ୍ଡବାକ୍ୟ)
ଏୋଗେ If I had not acquired the little Sanskrit …………… ଅସଂପୂର୍ଣ୍ଣ unfulfilled if or conditional clause.
(a) Read the following situations and write an ‘If-sentence’ for each.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ପ୍ରତ୍ୟେକ ପାଇଁ ଗୋଟିଏ ଲେଖାଏଁ If ବାକ୍ୟ ଲେଖ ।)
(i) They did not start early. They missed their train.
(ii) He did not fall into the river. He was not drowned.
(iii) The sun was in the right direction. The photographs came out very well.
(iv) I saw you. I invited you to my party.
(v) Lilima won a lottery. She bought a good house.
(vi) The mangoes were not ripe. They did not sell at a good price.
(vii) Subhra did not spend much. She had a lot of bank balances.
(viii) The farmer worked hard. He reaped a rich harvest.
Answer:
(i) If they had started early, they would not have missed their train.
(ii) 1f he had fallen (ପଡିଯାଇଥିଲା) into the river, he would have been drowned(ବୁଡ଼ି ଯାଇଥାନ୍ତା).
(iii) If the sun hadn’t been (ହୋଇ ନ ଥାଆନ୍ତା) in the right direction, the photographs wouldn’t have come out (ବାହାରକୁ ଆସି ନଥାନ୍ତା) very well.
(iv) If I hadn’t seen (ଦେଖିନଥିଲି) you, I wouldn’t have invited (ନିମନ୍ତ୍ରଣ କରିନଥାନ୍ତେ ) you to my party.
(v) If Lilima hadn’t won (ଜିତିନଥିଲେ) a lottery, she wouldn’t have bought ( କିଣିନଥାନ୍ତେ) a good house.
(vi) If the mangoes had been (ହୋଇଥିବ) ripe, they would have sold ( ବିକ୍ରି ହୋଇଥାନ୍ତା) at a good price.
(vii) If Subhra had spent ( ଖର୍ଚ୍ଚ ହୋଇସାରିଛି) much, she wouldn’t have had (ହୋଇ ନଥାନ୍ତା) a lot of bank balance.
(viii) If the fanner hadn’t worked (କାମ କରିନାହିଁ ) hard, he wouldn’t have reaped a rich harvest (ଅମଳ ହୋଇନଥାନ୍ତା ).
(b) Put the verbs in brackets into their correct forms. ((ବନ୍ଧନୀ ମଧ୍ଯରେ ଥିବା କ୍ରିୟାପଦଗୁଡ଼ିକୁ ସେମାନଙ୍କ ଉପଯୁକ୍ତ ରୂପରେ ବସାଅ ।)
(i) If our boys had played well, our team (win) the match easily.
(ii) If Manisha (not get) the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians (not fight) for it.
(iv) Crops would have been better if it (rain) well.
(v) The government (not be) very unpopular if they had not raised taxes.
(vi) If you (take) my advice, you would not have got into troubles.
(vii) The glass (not break) if she had not dropped it.
Answer:
(i) If our boys had played well, our team would have won (ଜିତିଥାନ୍ତେ ) the match easily.
(ii) If Manisha hadn’t got (ପାଇ ନାହିଁ) the scholarship, she might have missed the chance of her studies abroad.
(iii) India would not have achieved her freedom if the Indians hadn’t fought (ଯୁଦ୍ଧ କରି ନ ଥିଲେ) for it.
(iv) Crops would have been better if it had rained (ବର୍ଷା ହୋଇଥିଲା) well.
(y) The government wouldn’t have been (ହୋଇ ନଥାନ୍ତା) very unpopular if they had not raised taxes.
(vi) If you had taken (ନେଇଥିଲେ) my advice, you would not have got into troubles.
(vii) The glass wouldn’t have broken (ଭାଙ୍ଗି ନଥାନ୍ତା) if she had not dropped it.
3. Fill in the blanks with correct prepositions choosing from the box. (ବାକ୍ସରୁ ବାଛିଥିବା ସଠିକ ପ୍ରିପୋଜିସନ ସହିତ ଖାଲି ସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କରନ୍ତୁ)
(among, from, in, of, to, with)
(i) She was deeply ashamed (ଲଜ୍ଜିତ) ________ her behavior at the party.
(ii) People are ________ the opinion (ମତ) that price controls are losing ground.
(iii) The festival kicked off (ଆରମ୍ଭ ହେଲା) _______ traditional music and folk dances.
(iv) Sweets were distributed (ବଣ୍ଟିତ) ________ children.
(y) Charities are exempted (ମୁକ୍ତ) paying tax.
(vi) Children hardly refuse (ମନା କରନ୍ତୁ ) obey.
(vii) India succeeded (ସଫଳ ହେଲା) in winning the World Cup Cricket that year.
(viii) The ofticer was convicted (ଦୋଷୀ ସାବ୍ୟସ୍ତ) ________ bank fraud.
Answer:
(i) She was deeply ashamed of her behavior at the party.
(ii) People are of the opinion that price controls are losing ground.
(iii) The festival kicked off with traditional music and folk dances.
(iv) Sweets were distributed among children.
(v) Charities are exempted from paying tax.
(vi) Children hardly refuse to obey.
(vii) India succeeded in winning the World Cup Cricket that year.
(viii) The officer was convicted of bank fraud.
J. Lets Write:
1. Write answers to all questions under “E. Let’s understand the Text”.
2. Write a paragraph in about 5 to 8 sentences on each of the topics given below :
(ନିମ୍ନରେ ଦିଆଯାଇଥିବା ପ୍ରତ୍ୟେକ ଶୀର୍ଷକ ଉପରେ ୫ରୁ ୮ଟି ବାକ୍ୟ ମଧ୍ଯରେ ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
(a) Gandhi as student
(b) Gandhi’s Headmaster
(c) Gandhi’s Sanskrit and Persian teachers
(d) Gandhi’s attitude towards sports and handwriting
Answer.
Gandhi as a student:
Gandhi was an average student in high school. He had high regard (ଉଚ୍ଚ ସମ୍ମାନ) for his teachers. He loved geometry more than Sanskrit. Once he was fined for having not attended (ଯୋଗ ଦେଇନଥିବା) gymnastics class. But at his father’s request, he got the fine remitted. His being fined (ତାଙ୍କୁ ଜରିମାନା କରାଯାଇଛି) pained him.
Gandhi’s Headmaster:
Dorabji Edulji Gimi was the headmaster when Gandhi was in High School. He was loved by the students. Because he was a disciplinarian, a man of method, and above all (ସର୍ବୋପରେ) a good teacher. He believed in the keeping of sound health of the boys. So he made attending of the boys in gymnastics and cricket compulsory. He convicted Gandhi of lying.
Gandhi’s Sanskrit and Persian teachers:
Gandhi’s Sanskrit teacher was Krishnashankar Pandya. He was pained (ଯନ୍ତ୍ରଣା ଅନୁଭବ କଲା) to see Gandhi sit in the Persian class. He prevailed upon (ଉପରେ ବିଜୟୀ ହେଲା ) him to come back to Sanskrit class as it was the language of his own religion and he being a Vaishnav father’s son.
On the other hand (ଅନ୍ୟ ହାତ), his Persian teacher was lenient. He had some sort of rivalry with the Sanskrit teacher. His soft nature and the easiness of the Persian language one day tempted Gandhi to sit in the Persian class.
Gandhi’s attitude (ମନୋଭାବ) towards (ଆଡକୁ) sports and handwriting:
Regarding (ସମ୍ବନ୍ଧରେ) sports Gandhi had the earlier notion that sports like gymnastics had nothing to do with education. He kept aloof (ଦୂରେଇ ରଖିଥିଲେ) from cricket, football or gymnastics as he desired (ସେ ଇଚ୍ଛା କଲେ) to serve (ସେବା କରିବାକୁ) his father during those classes. Later (ପରେ) he felt that physical training should have (ଥିବା ଦର୍କାର) as many places as mental training in the curriculum. Handwriting, likewise (ସେହିଭଳି) was thought to have no necessity in good education by Gandhi. But he had to change (ପରିବର୍ତ୍ତନ କରିବାକୁ ପଡିଲା) this notion (&I961I) when he observed (ଯେତେବେଳେ ସେ ଦେଖିଲେ) the good handwriting (ଭଲ ହସ୍ତଲିଖନ) of young men and lawyers in South Africa.
3. Write a letter in about 100 words to your penfriend telling him/her about Gandhi as a person.
(ତୁମର ପତ୍ରବନ୍ଧୁଙ୍କୁ ଜଣେ ବ୍ୟକ୍ତି ହିସାବରେ ଗାନ୍ଧିଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରି ପ୍ରାୟ ୧୦୦ ଶବ୍ଦରେ ଏକ ପତ୍ର ଲେଖ ।)
Jairampur
Salipur
Date : ………………..
Dear Asish,
How are you now? Hoping you will be enjoying a relaxed time. Recently I went through (read thoroughly – ଭଲ ଭାବରେ ପଢନ୍ତୁ) a topic on Gandhi’s life.
As a person, Gandhi showed his enormous (ପ୍ରକାଣ୍ଡ) potential (ସମ୍ଭାବ୍ୟ) when he was in South Africa. When he saw the distressed (ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ) condition of the Indians there, he launched ‘Satyagraha’ a great weapon against Apartheid (ଅପାର୍ଥିଡ଼ ) of the White rulers (ଶ୍ୱେତାଙ୍ଗ ଶାସକ). From this, he matured (ପରିପକ୍ବତା ହାସଲ କରିଥିଲେ)) as a great leader which he successfully (ସେ ସଫଳତାର ସହିତ) displayed (ପ୍ରଦର୍ଶିତ |) by supporting the cause (କାରଣ) of the farmers in Champaran of Bihar in 1917.
His leadership (ନେତୃତ୍ୱ) made crores of Indians bow their heads to him for his having empowered India to become free from British rule.
I hope you have got to know a few things about this great Indian as a person.
Yours sincerely,
Nabakishore.
BSE Odisha 10th Class English At the High School Important Questions and Answers
Very Short & Objective Questions With Answers.
Answer The Following Questions In A Word Or A Phrase.
Question 1.
What did Gandhi always enjoy in high school?
Answer:
The affection of his teachers.
Question 2.
What was sent to the parents every year?
Answer:
Certificates of progress and character.
Question 3.
In which classes did Gandhi obtain (get) scholarships?
Answer:
In the fifth and sixth standards.
Question 4.
What were the amounts (ପରିମାଣ) of scholarship did Gandhi receive?
Answer:
Rupees four and ten.
Question 5.
What did Gandhi thank more for his having obtained scholarships?
Answer:
To his good luck
Question 6.
What is Gandhi’s own recollection about?
Answer:
Not having high regard for his ability
Question 7.
How did Gandhi guard his character?
Answer:
Jealously.
Question 8.
What bought tears to his eyes?
Answer:
Least little blemish.
Question 9.
What did he receive once?
Answer:
Physical punishment.
Question 10.
How did he weep?
Answer:
Piteously (ଦୟାଳୁ).
Question 11.
What was Dorabji Edulji Gimi ?
Answer:
Gandhi’s headmaster.
Question 12.
Why was Gimi popular?
Answer:
For being a disciplinarian, a man of method, and a good teacher.
Question 13.
What did Mr. Gimi make compulsory?
Answer:
Gymnastics and cricket.
Question 14.
What was Gandhi’s false notion about gymnastics?
Answer:
Having nothing to do with education.
Question 15.
What should have many places in the curriculum as mental training?
Answer:
Physical training.
Question 16.
What did Gandhi do as soon as the school closed?
Answer:
Hurried home (ଶୀଘ୍ର ଘରକୁ).
Question 17.
What did Gandhi do after arriving at home?
Answer:
Began serving his father.
Question 18.
At what time was the gymnastics held?
Answer:
At four o’clock.
Question 19.
What deceived Gandhi?
Answer:
The clouds.
Question 20.
What was Gandhi convicted of?
Answer:
Lying (ମିଛ କହୁଛି).
Question 21.
Why did he weep in deep anguish?
Answer:
Not being able to prove his innocence(ତାଙ୍କର ନିର୍ଦ୍ଦୋଷତା ପ୍ରମାଣ କରିବାକୁ ସମର୍ଥ ନୁହେଁ |).
Question 22.
What did he repent of?
Answer:
His neglect in handwriting.
Question 23.
Whose beautiful handwriting did he see in South Africa?
Answer:
Lawyers and young men.
Question 24.
What, according to (କ’ଣ, ଅନୁଯାୟୀ |) Gandhi, should be regarded as a sign of imperfect education?
Answer:
Bad handwriting.
Question 25.
How should children learn letters?
Answer:
By observation.
Question 26.
What proved a harder task for Gandhi?
Answer:
Sanskrit.
Question 27.
What was the Persian teacher like?
Answer:
Lenient (କୋମଳ).
Question 28.
Why was the Sanskrit teacher grieved?
Answer:
To see Gandhi sit in the Persian class.
Question 29.
How could Gandhi show interest in sacred books?
Answer:
For having acquired a little knowledge in Sanskrit.
Question 30.
What was the problem in Sanskrit?
Answer:
Everything had to be learned by heart.
Fill In The Blanks With Right Words.
1. Gandhi was regarded as a ________ at the high school.
Answer:
fool
2. Gandhi never had a ___________.
Answer:
had certificate
3. He won prizes after he passed out of ___________.
Answer:
the second standard
4. Gandhi did&t have any high regard for ___________.
Answer:
his ability
5. ___________drew tears from Gandhi’s eyes.
Answer:
The least little blemish
6. Once Gandhi received ___________.
Answer:
corporal (ଦଣ୍ଡବିଧାନ) punishment
7. ___________ was considered a desert (ମରୁଭୂମି) for Gandhi.
Answer:
Receiving punishment
8. Mr. Gimi made gymnastics and cricket compulsory for ___________.
Answer:
the boys of upper standard
9. ________ was one of the reasons for Gandhi is aloofness (ନିଃସଙ୍ଗତା) from gymnastics or cricket.
Answer:
His shyness
10. According to Gandhi gymnastics had ___________.
Answer:
nothing to do with education
11. Gandhi requested Gimi to ___________.
Answer:
exempt him from gymnastics
12. On _______ Gandhi had school in the morning.
Answer:
Saturdays
13. Gandhi had no ___________ ,and the cloud deceived him.
Answer:
watch
14. Gandhi felt ashamed (ଗାନ୍ଧୀ ଲଜ୍ଜିତ ଅନୁଭବ କଲେ) ___________.
Answer:
had handwriting
15. In the words of Gandhi a man of truth must also be ___________.
Answer:
man of care
16. Gandi was disheartened (ଗାନ୍ଧୀ ନିରାଶ ହୋଇଥିଲେ) ___________.
Answer:
entering the sixth standard
17. A sort of ___________ was going on between the Sanskrit and the Persian teachers.
Answer:
rivalry
18. Gandhi was the son of a ___________.
Answer:
Vaishnava father
19. Krishnashankar Pandya was Gandhi’s ___________.
Answer:
Sanskrit teacher
20. Due to (କାରଣରୁ) some knowledge in Sanskrit, Gandhi showed interest in ___________.
Answer:
his sacred books
Multiple Choice Questions (Mcqs) With Answers
Pick out the correct alternative.
Question 1.
Gandhi wasn’t regarded as a ____________ at the high school.
(A) fool
(B) scholar
(C) stupid
(D) wise
Answer:
(A) fool
Question 2.
Gandhi always enjoyed his teachers.
(A) favor
(B) affection
(C) well wishes
(D) love
Answer:
(B) affection
Question 3.
Certificates of progress and character were sent to the parents.
(A) every month
(B) every hour
(C) every year
(D) every minute
Answer:
(C) every year
Question 4.
Gandhi never had.
(A) a bad character
(B) a good certificate
(C) a good character
(D) a bad certificate
Answer:
(D) a bad certificate
Question 5.
Gandhiji won prizes after passing out of the.
(A) fourth standard
(B) third standard
(C) fifth standard
(D) second standard
Answer:
(D) second standard
Question 6.
In the standard Gandhi obtained (got)scholarships.
(A) third and fourth
(B) second and third
(C) fifth and sixth
(D) sixth and seventh
Answer:
(C) fifth and sixth
Question 7.
Gandhi obtained rupees respectively while in the fifth and sixth standards.
(A) lour and six
(B) four and ten
(C) four and eight
(D) five and ten
Answer:
(B) four and ten
Question 8.
As Gandhi remembered he had not any high regard.
(A) for his ability
(B) for his merit
(C) for his stupidity
(D) for his knowledge
Answer:
(A) for his ability
Question 9.
Gandhi guarded his character.
(A) very jealously
(B) very carefully
(C) very cunningly
(D) very cautiously
Answer:
(A) very jealously
Question 10.
The least drew tears from Gandhi’s eyes.
(A) little rebuke
(B) little blemish
(C) little partiality
(D) little misbehavior
Answer:
(B) little blemish
Question 11.
Gandhi didn’t mind (didn’t take it seriously).
(A) the rebuke
(B) the misbehavior
(C) the blemish
(D) the punishment
Answer:
(D) the punishment
Question 12.
When Gandhi was in the Dorabji Edulji Gimi was the headmaster.
(A) fifth standard
(B) fourth standard
(C) sixth standard
(D) seventh standard
Answer:
(D) seventh standard
Question 13.
Mr. Dorabji Edulji Gimi was Gandhi’s.
(A) class-teacher
(B) English teacher
(C) headmaster
(D) Sanskrit teacher
Answer:
(C) headmaster
Question 14.
Cricket and gymnastics were made compulsory for the boys of.
(A) upper standard
(B) higher standard
(C) lower standard
(D) middle standard
Answer:
(A) upper standard
Question 15.
Gandhi had to join the gymnastics class at on a Saturday.
(A) 4 p.m.
(B) 2 p.m.
(C) 3 p.m.
(D) 6 p.m.
Answer:
(A) 4 p.m.
Question 16.
___________ deceived Gandhiji.
(A) Weather
(B) Clouds
(C) Friends
(D) Headmaster
Answer:
(B) Clouds
Question 17.
Gandhi had no.
(A) sense
(B) knowledge
(C) watch
(D) intention
Answer:
(C) watch
Question 18.
All the boys had left the field at Gandhi’s.
(A) departure
(B) entry
(C) commence
(D) arrival
Answer:
(D) arrival
Question 19.
Mr. Gimi refused to believe Gandhi taking the reason of his.
(A) illness
(B) late presence
(C) absence
(D) early departure
Answer:
(C) absence
Question 20.
Mr. Gimi fined Gandhi annas.
(A) two or three
(B) one or two
(C) three or four
(D) four or five
Answer:
(B) one or two
Question 21.
His being convicted of deeply pained Gandhi.
(A) lying
(B) theft
(C) conspiracy
(D) misbehavior
Answer:
(A) lying
Question 22.
His failure to prove his caused Gandhi to cry in deep anguish.
(A) innocence
(B) ability
(C) morality
(D) truthfulness
Answer:
(A) innocence
Question 23.
His being convicted of lying by was the first time and last instance of Gandhi’s carelessness in school.
(A) his father
(B) Mr. Gimi
(C) Mr. Pandya
(D) his friend
Answer:
(B) Mr. Gimi
Question 24.
Gandhi finally succeeded in getting the fine.
(A) reduced
(B) abolished
(C) remitted
(D) none of these
Answer:
(C) remitted
Question 25.
In South Africa, Gandhi saw the beautiful handwriting of and young men bom and educated there.
(A) teachers
(B) judges
(C) businessmen
(D) lawyers
Answer:
(D) lawyers
Question 26.
When Gandhi saw the beautiful handwriting of lawyers and young men in South Africa, he repented of.
(A) his mistake
(B) his carelessness
(C) his neglect
(D) his misconduct
Answer:
(C) his neglect
Question 27.
Gandhi’s father wrote to Mr. Gimi needing Gandhi at home.
(A) after school
(B) in the evening
(C) during recess
(D) in the morning
Answer:
(A) after school
Question 28.
Before learning to write children should first be taught the art of.
(A) reading
(B) memorizing
(C) drawing
(D) observing
Answer:
(C) drawing
Question 29.
Sanskrit, however, proved a for Gandhi.
(A) easier task
(B) difficult task
(C) good task
(D) harder task
Answer:
(D) harder task
Question 30.
In Sanskrit, everything had to be learnt.
(A) by observation
(B) by heart
(C) by memorizing
(D) by ability
Answer:
(B) by heart
At the High School Summary in English
Lead-In:
According to several accounts (ଖାତା), Gandhi was not so brilliant (talented – ପ୍ରତିଭାଶାଳୀ) as a student. He was noted (famous – ପ୍ରସିଦ୍ଧ) to be good at English, fair in Arithmetic, weak in Geography, good in conduct (ଆଚରଣ) and bad in handwriting. Though he did not have any high regard (ସମ୍ମାନ) for his “ability” (ସାମର୍ଥ୍ୟ), he was astonished (very much surprised – ବହୁତ ଆଶ୍ଚର୍ଯ୍ୟ) whenever he won prizes and scholarships.
Paragraphwise Explanation:
Para-1: I was not regarded as a fool at the high school. I always enjoyed the affection of my teachers. Certificates of progress and character used to be sent to the parents every year. I never had a bad certificate. In fact, I even won prizes after I passed out of the second standard. In the fifth and sixth I obtained scholarships of rupees four and ten respectively, an achievement for which I have to thank good luck more than my merit.
ଅନୁବାଦ : ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ମୁଁ ଏକ ବୋକା ରୂପେ ପରିଚିତ ନ ଥୁଲି । ମୁଁ ସର୍ବଦା ମୋ ଶିକ୍ଷକମାନଙ୍କର ସ୍ନେହ ଉପଭୋଗ କରୁଥିଲି । ପ୍ରତିବର୍ଷ ପାଠ୍ୟନ୍ନତି ଓ ଚରିତ୍ର ସମ୍ପର୍କିତ ପ୍ରମାଣପତ୍ର ପିତାମାତାଙ୍କ ପାଖକୁ ପଠାଯାଉଥିଲା । ମୋ ସମ୍ପର୍କରେ ଗୋଟିଏ ମଧ୍ୟ ଖରାପ ପ୍ରମାଣପତ୍ର ନ ଥିଲା । ପ୍ରକୃତରେ, ଦ୍ଵିତୀୟ ଶ୍ରେଣୀ ଉତ୍ତୀର୍ଣ୍ଣ ହେବା ପରେ ମୁଁ ପୁରସ୍କାର ପାଇଥୁଲି । ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଶ୍ରେଣୀରେ ମୁଁ ଯଥାକ୍ରମେ ୪ ଟଙ୍କା ଓ ଦଶ ଟଙ୍କାର ଛାତ୍ରବୃତ୍ତି ପାଇଥୁଲି, ଏଭଳି ଏକ କୃତିତ୍ଵ ଯେଉଁଥ୍ପାଇଁ ମୁଁ ମୋର ମେଧା ଅପେକ୍ଷା ସୌଭାଗ୍ୟକୁ ଧନ୍ୟବାଦ ଦେବି ।
Para-2: My own recollection is that I did not have any high regard for my ability. I used to be astonished whenever I won prizes and scholarships. But / very jealously guarded my character. The least little blemish drew tears from my eyes. When I merited, or seemed to the teacher to merit a rebuke, it was unbearable for me. I remember having once received corporal punishment. I did not so much mind the punishment as the fact that it was considered my desert. I wept piteously. That was when I was in the first or second standard. There was another such incident during the time when I was in the seventh standard. Dorabji EduTfi Gimi was the headmaster then. He was popular among the boys, as he was a disciplinarian, a man of method and a good teacher. He made gymnastics and cricket compulsory for the boys of upper standard. I disliked both. I never took part in any exercise, cricket or football, before they were made compulsory. My shyness was one of the reasons for this aloofness, which I now see wrong. I had then the false notion that gymnastics had nothing to do with education. Today I know that physical training should have much place in the curriculum as mental training.
ଅନୁବାଦ : ମୋର ନିଜସ୍ଵ ସ୍ମୃତି ଏହା ଅଟେ ଯେ ମୋର ନିଜର ସାମର୍ଥ୍ୟ ଉପରେ କୌଣସି ବିଶେଷ ସମ୍ମାନ ନ ଥିଲା । ମୁଁ ଯେତେବେଳେ ପୁରସ୍କାର ଓ ଛାତ୍ରବୃରି ଜିତୁଥୁଲି ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ପଡ଼ୁଥିଲି । କିନ୍ତୁ ମୁଁ ଅତି ସତର୍କତାର ସହିତ ମୋର ଚରିତ୍ର ପ୍ରତି ଯତ୍ନଶୀଳ ଥୁଲି । ଏପରିକି ସାମାନ୍ୟ ନୈତିକ ତ୍ରୁଟି ବା ଭୁଲ୍ ମୋ ଆସ୍ରେ ଲୁହ ଭରି ଦେଉଥିଲା । ମୁଁ ଯେତେବେଳେ କୌଣସି ଭୁଲ୍ ବା ତ୍ରୁଟିର ହର ଥୁଲି ବା ମୋତେ ଏକ ଗାଳି ଦେବା ଠିକ୍ ବୋଲି ଶିକ୍ଷକଙ୍କୁ ଲାଗୁଥୁଲା, ଏହା ମୋ ପାଇଁ ଅସହ୍ୟ ହୋଇ ପଡ଼ୁଥିଲା । ଥରେ (ଏକଦା) ଶାରୀରିକ ଦଣ୍ଡ ପାଇଥିବାର ମୋର ମନେ ପଡ଼ୁଛି । ମୁଁ ଏହି ଦଣ୍ଡକୁ ସେତେ ଗୁରୁତ୍ଵ ଦେଇନଥିଲି କାରଣ ପ୍ରକୃତରେ ଏହା ପ୍ରାପ୍ତ କରିବାର ମୁଁ ଯୋଗ୍ୟ ଥିଲି । ମୁଁ ବିକଳରେ କାନ୍ଦି ପକାଇଲି । ସେତେବେଳେ ମୁଁ ପ୍ରଥମ ବା ଦ୍ଵିତୀୟ ଶ୍ରେଣୀରେ ଥିଲି, ଏହା ଘଟିଥିଲା । ମୁଁ ସପ୍ତମ ଶ୍ରେଣୀରେ ଅଧ୍ୟୟନ କରୁଥିଲାବେଳେ ଅନ୍ୟ ଏକ ଘଟଣା ଘଟିଥିଲା । ସେତେବେଳେ ଦୋରାଜୀ ଇଦୁଜୀ ଜିମି ପ୍ରଧାନଶିକ୍ଷକ ଥିଲେ । ଜଣେ ଶୃଙ୍ଖଳାପ୍ରେମୀ, ନୀତିବାନ୍ ଏବଂ ଏକ ଉତ୍ତମ ଶିକ୍ଷକ ଥିବାରୁ ସେ ବାଳକମାନଙ୍କ ମଧ୍ୟରେ ପ୍ରସିଦ୍ଧ ଥିଲେ । ଉପର ଶ୍ରେଣୀର ବାଳକମାନଙ୍କ ପାଇଁ ସେ ଜିମ୍ନାଷ୍ଟିକ୍ ଓ କ୍ରିକେଟ୍କୁ ବାଧ୍ୟତାମୂଳକ କରିଥିଲେ । ମୁଁ ଉଭୟକୁ ନାପସନ୍ଦ କରୁଥିଲି । ଏ ଦୁଇଟି ବାଧ୍ୟତାମୂଳକ ହେବା ଯାଏ, ମୁଁ କ୍ରିକେଟ୍ କିମ୍ବା ଫୁଟବଲ ଭଳି କୌଣସି ଖେଳରେ ଅଂଶଗ୍ରହଣ କରୁନଥୁଲି । ଏଭଳି ଖେଳ ବା କ୍ରୀଡ଼ାରୁ ଦୂରେଇ ରହିବାର ଗୋଟିଏ କାରଣ ଥିଲା ମୋର ଲାଜକୁଳାପଣ, ଯାହାକୁ ମୁଁ ଏବେ ଭୁଲ୍ ବୋଲି ଭାବୁଛି । ମୋର ସେତେବେଳେ ଏକ ଭ୍ରାନ୍ତ ଧାରଣା ଥିଲା ଯେ ଜିମ୍ନାଷ୍ଟିକ୍ର ଶିକ୍ଷା ସହିତ କୌଣସି ସମ୍ପର୍କ ନାହିଁ । ଆଜି ମୁଁ ଜାଣୁଛି ଯେ ପାଠ୍ୟକ୍ରମରେ ମାନସିକ ଶିକ୍ଷା ଭଳି ଶାରୀରିକ ପ୍ରଶିକ୍ଷଣର ସମାନ ଗୁରୁତ୍ଵ ରହିବା ଉଚିତ ।
Para-3: The reason for my dislike was my keen desire to serve as nurse to my father. As soon as the school closed, I would hurry home and begin serving him. Compulsory exercise came directly in the way of this service. 1 requested Mr Gimi to exempt me from gymnastics so that I might be free to serve my father. But he would not listen to me. Now it happened that one Saturday, when we had school in the morning, I had to come from home to school for gymnastics at four o’ clock in the afternoon. I had no watch, and the cloud deceived me. Before I reached the school, the boys had all left. The next day Mr. Gimi examining the roll, found me marked absent. Being asked for the reason of absence, I told him what had happened. He refused to believe me and ordered me to pay a fine of one or two annas.
ଅନୁବାଦ : ବାପାଙ୍କର ଜଣେ ସେବକ ରୂପେ କାର୍ଯ୍ୟ କରିବାର ଆନ୍ତରିକ ଇଚ୍ଛା ମୋର ଖେଳ ବା କ୍ରୀଡ଼ା ପ୍ରତି ଅନିଚ୍ଛୁକତାର କାରଣ ଥିଲା । ବିଦ୍ୟାଳୟ ବନ୍ଦ ହେବାମାତ୍ରେ ମୁଁ ଶୀଘ୍ର ଘରକୁ ଯାଇ ତାଙ୍କର ସେବା ଆରମ୍ଭ କରିଦେଉଥ୍ଲି । ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ବା କ୍ରୀଡ଼ା ଏହି ସେବାରେ ପ୍ରତ୍ୟକ୍ଷ ପ୍ରତିବନ୍ଧକ ଭାବେ ମୋ ପାଇଁ ଉଭା ହେଲା । ବାପାଙ୍କୁ ସେବା କରିବାପାଇଁ ମୋତେ ଜିମ୍ନାଷ୍ଟିକ୍ସ୍ରୁ ମୁକ୍ତି ଦେବାପାଇଁ ମୁଁ ପ୍ରଧାନଶିକ୍ଷକ ଶ୍ରୀଯୁକ୍ତ ଜିମିଙ୍କୁ ଅନୁରୋଧ କଲି । କିନ୍ତୁ ସେ ମୋ ଅନୁରୋଧକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ । ଦିନେ ଶନିବାର ଏଭଳି ଘଟିଲା ଯେ ସକାଳେ ଆମ୍ଭମାନଙ୍କର ବିଦ୍ୟାଳୟ କାର୍ଯ୍ୟକ୍ରମ ହୋଇ ଯାଇଥିଲା; ଅପରାହ୍ନ ୪ଟାରେ ଜିମ୍ନାଷ୍ଟିକ୍ସ୍ରେ ଯୋଗ ଦେବାପାଇଁ ମୋତେ ଘରୁ ବିଦ୍ୟାଳୟକୁ ଆସିବାର ଥିଲା । ମୋ ପାଖରେ ଘଣ୍ଟା ନ ଥିଲା ଏବଂ ଅକାଶରେ ଆଚ୍ଛାଦିତ ବାଦଲ ସତେ ଯେପରି ମୋତେ ଠକି ଦେଇଥିଲା । ବିଦ୍ୟାଳୟରେ ପହଞ୍ଚିବାବେଳକୁ ବାଳକମାନେ ଚାଲିଯାଇଥିଲେ । ପରବର୍ତ୍ତୀ ଦିନ ଛାତ୍ରମାନଙ୍କ ଉପସ୍ଥାନ ପରୀକ୍ଷା କରୁଥିଲାବେଳେ ମି. ଜିମି ମୋତେ ଜିମ୍ନାଷ୍ଟିକ୍ରେ ଅନୁପସ୍ଥିତ ଥିବାର ଦେଖିବାକୁ ପାଇଲେ । ଯାହା ଘଟିଥିଲା ମୁଁ ତାଙ୍କୁ କହିଲି । ହେଲେ ସେ ମୋ କଥା ବିଶ୍ଵାସ କଲେ ନାହିଁ ଓ ଏକ ବା ଦୁଇ ଅଣାର ଜରିମାନା ଦେବାକୁ ଆଦେଶ ଦେଲେ ।
Para-4: I was convicted of lying! That deeply pained me. How was I to prove my innocence? There was no way. / cried in deep anguish. I saw that a man of truth must also be a man of care. This was the first time and last instance of my carelessness in school. I had a faint recollection that I finally succeeded in getting the fine remitted. The exemption from exercise was of course obtained as my father wrote himself to the headmaster saying that he wanted me at home after school.
ଅନୁବାଦ : ମିଛ କହିବାରୁ ମୁଁ ଦଣ୍ଡିତ ହୋଇଥିଲି । ଏହା ମୋତେ ଗଭୀର ଭାବରେ ଯନ୍ତ୍ରଣା ଦେଇଥିଲା । ମୋର ନିରୀହତାକୁ କିଭଳି ପ୍ରମାଣିତ କରିବି ? ମୋ ପାଇଁ ଏହାର କୌଣସି ସମାଧାନ ନ ଥିଲା । ତୀବ୍ର ମାନସିକ ବିଷାଦରେ ମୁଁ କାନ୍ଦିଲି । ଏହି ଘଟଣାରୁ ମୋର ହୃଦ୍ବୋଧ ହେଲା ଯେ ଜଣେ ସଟ ବ୍ୟକ୍ତି ଜଣେ ଯତ୍ନଶୀଳ ବ୍ୟକ୍ତି ହେବା ଉଚିତ । ବିଦ୍ୟାଳୟରେ ମୋର ଯତ୍ନହୀନତାର ଏହା ପ୍ରଥମ ଓ ଶେଷ ଉଦାହରଣ ଥିଲା । ଅସ୍ପଷ୍ଟ ରୂପେ ମୋର ଯାହା ମନେପଡ଼ୁଥିଲା ଯେ ଶେଷରେ ଜରିମନା ଦେବାରୁ ମୁଁ ଛାଡ଼ ପାଇଥିଲି । ଅବଶ୍ୟ ବ୍ୟାୟାମରୁ ମୋତେ ଅବ୍ୟାହତି ପ୍ରାପ୍ତିର କାରଣ ଏହା ଥିଲା ଯେ ବିଦ୍ୟାଳୟ ପରେ ବାପା ମୋର ସେବା ଦରକାର କରୁଥିଲେ ବୋଲି ଲିଖ୍ ଭାବରେ ପ୍ରଧାନଶିକ୍ଷକଙ୍କୁ ଜଣାଇଥିଲେ ।
Para-5: But though I was none the worse for having neglected exercise, I am still paying the penalty of another neglect. I do not know whence I got the notion that good handwriting was not a necessary part of education, but I retained it until I went to England. When later, especially in South Africa, I saw the beautiful handwriting of lawyers and young men born and educated in South Africa, I was ashamed of myself and repented of my neglect. I saw that bad handwriting should be regarded as a sign of an imperfect education. I tried later to improve mine, but it was too late. I could never repair the neglect of my youth. Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education. I am now of the opinion that children should first be taught the art of drawing before learning to write. Let the child learn his letters by observation as he does different objects, such as flowers, birds, etc. and let him learn to handwrite only after he has learnt to draw objects. He will then write a beautifully formed hand.
ଅନୁବାଦ : ଯଦିଓ ବ୍ୟାୟାମରେ ଅବହେଳା ପ୍ରଦର୍ଶନ ମୋ ପାଇଁ ସେତେ ଗୁରୁତର ନ ଥୁଲା, ତଥାପି ମୁଁ ଏବେ ବି ଆଉ ଏକ ଅବହେଳାର ଶାସ୍ତି ପାଉଛି । ମୁଁ ଜାଣିପାରୁନି କେତେବେଳେ ମୋଠାରେ ଏଭଳି ଧାରଣା ସୃଷ୍ଟି ହେଲା ଯେ ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଙ୍ଗ ନୁହେଁ, ଇଂଲଣ୍ଡକୁ ଯିବା ପର୍ଯ୍ୟନ୍ତ ମୋର ଏହି ଧାରଣା ବଳବତ୍ତର ରହିଥିଲା । ପରେ ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ଜନ୍ମଗ୍ରହଣ କରି ଶିକ୍ଷାପ୍ରାପ୍ତ ହୋଇଥିବା ଓକିଲ ଓ ଯୁବକମାନଙ୍କର ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ମୁଁ ଦେଖିଲି । ମୁଁ ନିଜକୁ ଲଜ୍ଜିତ ମନେକଲି ଓ ମୋର ଅବହେଳା ନିମନ୍ତେ ଅନୁତାପ କଲି । ମୁଁ ବୁଝିଲି ଯେ ଅସୁନ୍ଦର ହସ୍ତାକ୍ଷରକୁ ଅସମ୍ପୂର୍ଣ୍ଣ ଶିକ୍ଷାର ଏକ ଲକ୍ଷଣ ବୋଲି ମନେ କରାଯିବା ଉଚିତ । ପରେ ମୁଁ ମୋ ହସ୍ତାକ୍ଷରରେ ଉନ୍ନତି ଆଣିବାକୁ ଚେଷ୍ଟା କରିଥୁଲି ମାତ୍ର କରିଥିବା ଅବହେଳାର ଭରଣା କରିପାରିଲି ନାହିଁ । ମୋ ଉଦାହରଣରୁ ପ୍ରତ୍ୟେକ ପୁରୁଷ ଓ ନାରୀ ସତର୍କ ହୋଇଯାଆନ୍ତୁ ଏବଂ ହୃଦୟଙ୍ଗମ କରନ୍ତୁ ଯେ ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଂଶ । ଏବେ ମୋର ମତ ହେଉଛି ଯେ ଲେଖା ଶିଖୁବା ପୂର୍ବରୁ ପିଲାମାନଙ୍କୁ ପ୍ରଥମେ ଚିତ୍ରକଳା ଶିକ୍ଷା ପ୍ରଦାନ କରାଯିବା ଉଚିତ । ପିଲା ଫୁଲ, ପକ୍ଷୀ ଭଳି ପଦାର୍ଥକୁ ଅଙ୍କନ କରୁଥିବା ଭଳି ତାକୁ ନିରୀକ୍ଷଣ ମାଧମରେ ଅକ୍ଷର ଶିକ୍ଷା କଳା ଶିଖାଯାଉ ଏବଂ ପଦାର୍ଥଗୁଡ଼ିକୁ ଅଙ୍କନ କରିବା କଳା ଶିଖ୍ ପରେ ତା’କୁ ହସ୍ତାକ୍ଷର ଶିକ୍ଷା ଦିଆଯାଉ । ତା’ପରେ ସେ ଏକ ସୁନ୍ଦର ହାତଲେଖା କରିପାରିବ ।
Para-6: Sanskrit, however, proved a harder task. In geometry, there was nothing to memorize, whereas in Sanskrit, I thought, everything had to be learnt by heart. This subject was also commenced from the fourth standard. As soon as I entered the six, I became disheartened. The teacher was a hard taskmaster, anxious, as I thought, to force the boys. There was a sort of rivalry going on between the Sanskrit and the Persian teachers. The Persian teacher was lenient. The boys used to talk among themselves that Persian was very easy and the Persian teacher, was very good and considerate to the students. The ‘easiness’ tempted me and one day I sat in the Persian class. The Sanskrit teacher was grieved. He called me to his side and said: How can you forget that you are the son of a Vaishnava father? Won’t you learn the language of your own religion? If you have any difficulty, why not come to me? I want to teach you students Sanskrit to the best of my ability. As you proceed further, you will find in it things of absorbing interest. You should not lose heart. Come and sit again in the Sanskrit class.
ଅନୁବାଦ : ସଂସ୍କୃତ ମୋ ପାଇଁ ଏକ କଷ୍ଟକର ବିଷୟ ଥିଲା । ଜ୍ୟାମିତିରେ ମନେ ରଖୁ ବା ମୁଖସ୍ଥ କରିବା ଭଳି କିଛି ନ ଥିଲା, କିନ୍ତୁ ସଂସ୍କୃତରେ ସବୁକିଛି ମୁଖସ୍ଥ କରିବାକୁ ପଡ଼ୁଥିଲା ବୋଲି ମୁଁ ମନେ କରୁଥୁଲି । ଏହି ବିଷୟ ମଧ୍ଯ ଚତୁର୍ଥ ଶ୍ରେଣୀରୁ ଆରମ୍ଭ ହୋଇଯାଉଥିଲା । ଷଷ୍ଠ ଶ୍ରେଣୀରେ ପ୍ରବେଶ କରିବା ମାତ୍ରେ ମୁଁ ହତୋତ୍ସାହିତ ହୋଇପଡ଼ିଲି । ମୁଁ ଯାହା ମନେ କରୁଥୁଲି ସଂସ୍କୃତ ଶିକ୍ଷକ ପାଠ ଦେବାରେ ଜଣେ କଠୋର ଶିକ୍ଷକ ଥିଲେ ଓ ସଂସ୍କୃତ ନେବା ପାଇଁ ବାଳକମାନଙ୍କୁ ବାଧ୍ୟ କରୁଥିଲେ । ସଂସ୍କୃତ ଶିକ୍ଷକ ଓ ପାର୍ସୀ ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ଏକପ୍ରକାର ପ୍ରତିଯୋଗିତା ବା ଶତ୍ରୁତା ଚାଲିଥିଲା । ପର୍ସିଆନ ଶିକ୍ଷକ ଉଦାର ଥିଲେ । ବାଳକମାନେ ନିଜ ନିଜ ଭିତରେ କଥା ହେଉଥିଲେ ଯେ ପର୍ସିଆନ୍ ବା ପାର୍ସୀ ବିଷୟ ବହୁତ ସହଜ ଓ ପର୍ସିଆନ୍ ଶିକ୍ଷକ ଛାତ୍ରମାନଙ୍କ ପ୍ରତି ଅତି ଉତ୍ତମ ଓ ବିଚାରଶୀଳ ଥିଲେ । ପର୍ସିଆନ୍ ବିଷୟର ସରଳତା ମୋତେ ଆକର୍ଷିତ କଲା ଓ ଦିନେ ମୁଁ ଯାଇ ପର୍ସିଆନ୍ ଶ୍ରେଣୀରେ ବସିପଡ଼ିଲି । ଏହା ଦେଖ୍ ସଂସ୍କୃତ ଶିକ୍ଷକ ଦୁଃଖ ହୋଇଗଲେ । ସେ ତାଙ୍କ ନିକଟକୁ ମୋତେ ଡାକିଲେ ଓ କହିଲେ, ‘‘ତୁ କେମିତି ଭୁଲିଯାଉଛୁ ଯେ ତୁ ଜଣେ ବୈଷ୍ଣବ ପିତାର ପୁତ୍ର ? ତୁ କ’ଣ ତୋ ଧର୍ମର ଭାଷା ଶିଖୁ ନାହିଁ ? ତୋର ଯଦି କିଛି ଅସୁବିଧା ଅଛି, ମୋ ପାଖକୁ ଆସୁନାହୁଁ କାହିଁକି ? ମୁଁ ତୁମଭଳି ଛାତ୍ରମାନଙ୍କୁ ମୋର ଦକ୍ଷତା ଅନୁସାରେ ସଂସ୍କୃତ ଶିକ୍ଷା ଦେବି । ଆଗକୁ ଗଲେ ତୋତେ ସଂସ୍କୃତ ଖୁବ୍ ଆନନ୍ଦଦାୟକ ମନେହେବ । ନିରୁତ୍ସାହିତ ହୁଅ ନାହିଁ । ସଂସ୍କୃତ ଶ୍ରେଣୀରେ ପୁଣି ଆସି ବସ !’’
Para-7: This kindness put me to shame. I could not disregard my teacher’s affection. Today I cannot but thank with gratitude of Krishnashankar Pandya. For if I had not acquired the little Sanskrit that I learnt then, I should have found it difficult to take any interest in our sacred books. In fact I deeply regret that I was not able to acquire a more thorough knowledge of the language.
ଅନୁବାଦ : ସଂସ୍କୃତ ଶିକ୍ଷକଙ୍କ ଏଭଳି ଦୟାଶୀଳତାରେ ମୁଁ ନିଜକୁ ଲଜ୍ଜିତ ମନେକଲି । ମୁଁ ମୋ ଶିକ୍ଷକଙ୍କର ସ୍ନେହକୁ ଅସମ୍ମାନିତ କରିପାରିଲି ନାହିଁ । ଆଜି ମୁଁ ମୋର ସଂସ୍କୃତ ଶିକ୍ଷକ କ୍ରିଷ୍ଣଶଙ୍କର ପାଶ୍ୟାଙ୍କ ପ୍ରତି କୃତଜ୍ଞତା ପ୍ରକାଶ ନ କରି ରହିପାରୁ ନାହିଁ । ସେତେବେଳେ ମୁଁ ଯଦି ସାମାନ୍ୟ ସଂସ୍କୃତ ଜ୍ଞାନ ଲାଭ କରିନଥା’ନ୍ତି, ମୁଁ ତା’ହେଲେ ଆମ୍ଭମାନଙ୍କର ପବିତ୍ର ଗ୍ରନ୍ଥ ପ୍ରତି ଉତ୍ସାହ ଦେଖାଇବାରେ କଷ୍ଟ ମନେ କରିଥା’ନ୍ତି । ପ୍ରକୃତରେ ମୋତେ ଗଭୀର ଦୁଃଖର ସହ କହିବାକୁ ପଡ଼ୁଛି ଯେ ସଂସ୍କୃତ ଭାଷାରେ ଅଧିକ ଜ୍ଞାନ ଲାଭ ପାଇପାରିଲି ନାହିଁ ।
About The Author:
As you all know, Mahatma Gandhi (born in 1869) was one of the tallest leaders in the world. He was the greatest leader of our independence movement (ସ୍ୱାଧୀନତା ଆନ୍ଦୋଳନ). He is popularly called the Father of the Nation. But before he became the Mahatma (Great Soul) in his later life, Gandhi received his early education at Rajkot English School in Rajkot in the state of Gujarat. Later it became a full-fledged (ସମ୍ପୁର୍ଣ୍ଣ) High School and came to be known as Rajkot High School. Gandhi matriculated from this school in 1887 at the age of 18. After independence in 1947, the school was renamed the “Mohandas Gandhi High School” in honor of the Father of the Nation.
Meaning /Glossary:
wasn’t regarded — wasn’t considered (ବିବେଚନା କରାଯାଇନଥିଲା )
affection — adorátion (ସ୍ନେହ)
His affection overwhelmed (ଅତିଷ୍ କରିଦେଲା) me.
obtained — acquired or got (ପ୍ରାପ୍ତ ବା ପ୍ରାପ୍ତ)
The girl obtained (ପ୍ରାପ୍ତ) the first prize in the debate.
achievement— act of getting success (କୃତିତ୍ଵ ବା ସଫଳତା)
India had made several (a lot of) achievements in science.
merit — talent (ପ୍ରତିଭା)
I won the prize on my merit.
recollection — the memory of the past or what is remembered (ମରଣ)
He is in deep recollection.
astonished — surprised very much (ଆଶ୍ଚର୍ଯ୍ୟାନ୍ବିତ ହେଲି)
blemish — moral defect (ନୈତିକ ଦୋଷ)
jealously — very carefully / being afraid of losing something
Mohit jealously controlled his loose tongue (rebuke – ଗାଳି ବା ଅଶାଳୀନ ଭାଷା).
corporal punishment — punishment by beating (ଶାରୀରିକ ଦଣ୍ଡ)
desert — thing one deserves to get (ହକ୍ ବା ପ୍ରାପ୍ତଯୋଗ୍ୟ ବସ୍ତୁ)
Getting punishment for the wrong done by me is my desert.
wept — sobbed (କଇଁ କଇଁ ହୋଇ କାନ୍ଦିଲି )
piteously — painfully (କରୁଣ ଭାବରେ)
disciplinarian — one who is very strict in maintaining rules and forces others to obey them
(କଠୋର ଶୃଙ୍ଖଳିତ ବ୍ୟକ୍ତି)
Our headmaster is a disciplinarian.
curriculum — course of study (ପାଠ୍ୟକ୍ରମ)
took part — participated (ଅଂଶଗ୍ରହଣ କରିଥିଲେ )
I took part in school sports.
shyness — reticence, the act of using a very few words
She is girl of shyness. (ଲୋ ଏକ ଲାଜକୁଳୀ ଝିଅ ।)
aloofness — isolation / act of staying away from something (ଦୂରେଇ ରହିବା ପ୍ରକ୍ରିୟା)
Aloofness from public contact is the best prevention of Coronavirus.
false notion — false idea (ଭ୍ରାନ୍ତ ଧାରଣା)
incident — happening/event (ଘଟଣା)
Life is full of incidents.
rebuke — scold or reproof (ଗାଳି)
Don’t take your mother’s rebuke to heart. (ମା’ଙ୍କର ଗାଳିକୁ ହୃଦୟରେ ଧର ନାହିଁ ।)
least — bare minimum or trivial (ତୁଚ୍ଛ ବା ସାମାନ୍ୟ)
Even the least offence (ସାମାନ୍ୟ ପାପ) draws tears from my eyes.
merited — deserved (ଦରକାର କରୁଥୁଲି) (ନିନ୍ଦା ବା ପ୍ରଶଂସା)
I merited a prize for my brilliant performance in the play (ନାଟକରେ ).
gymnastics — exercises to develop muscles or display agility (ମାଂସପେଶୀର ବିକାଶ ବା କ୍ଷିପ୍ର ତାର ପ୍ରଦର୍ଶନ ନି ମିତ୍ତ ବ୍ୟାୟାମ )
dislike — hatred (ଘୃଣା ବା ଅନିଚ୍ଛା)
as soon as — immediately after (ପରେ)
As soon as the bell rang (ବେଲ୍ ବାଜିବା ମାତ୍ରେ), the pupils came out of their classes.
would hurry home — went home hurriedly or quickly(ଘରକୁ ଶୀଘ୍ର ଚାଲିଯାଉଥ୍ଲି )
to exempt me —to free me (ମୋତେ ବିରତରଖି ବାପାଇଁ ବା କ୍ଷାନ୍ତ ବା ମୁକ୍ତି କରିବା ପାଇଁ) (କ୍ରୀଡ଼ା, ପରୀକ୍ଷା ଆଦିରୁ)
He requested the P.E.T. (Physical Education Teacher) to exempt him from the school sports.
being asked — as asked (ପଚରାଯିବାରୁ)
was convicted — was punished (ଦଣ୍ଡିତ ହେଲା)
lying — telling lies (ମିଛ କଥା | ମିଛ କଥା କହିବାରୁ)
innocence (N) — faultless (ନିରୀହତା)
Geeta is a girl of innocence. (ଗୀତା ଜଣେ ନିରୀହ ଝିଅ ।)
He cou1dn’t prove his innocence.(ସେ ନିଜର ନିରୀହତା ପ୍ରମାଣିତ କରିପାରଲା ନାହିଁ ।)
refused — didn’t approve (ଅନୁମୋଦନ କରିନାହାଁନ୍ତି)
Father refused to believe me.
indeepanguish— in profound gloom (ଗଭୀର ମାନସିକ ଯନ୍ତ୍ରଣାରେ)
instance — example (ଉଦାହରଣ)
carelessness — act of being without care /negligence (ଅବହେଳା ବା ଯତ୍ନହୀନତା)
Carelessness causes lots of accidents.
none the worse — not to be affected by (ଅପ୍ରଭାବିତ ବା ଅସମ୍ବେଦନଶୀଳ)
am still paying the penalty — am still suffering (ଏବେ ବି ଦଣ୍ଡ ବା ଦୁଃଖ ଭୋଗୁଛି
retained — upheld (ବଜାୟ ରଖୁଥୁଲି)
Pratap Jena, the Honourable M.L.A. of Mahanga retained his seat.
could never repair the neglect — could never make up the loss (କ୍ଷତିକୁ ଆଦୌ ଭରଣା କରିପାରିଲି ନାହିଁ )
of the opinion — in the view of (ମତରେ)
Shakti is of the opinion that he is the best athlete (କ୍ରୀଡ଼ାବିତ୍).
repented — felt atoned (ଅନୁତପ୍ତ ହେଲି)
I repented of my carelessness in riding the bike.
beautifully formed hand — good handwriting (ସୁନ୍ଦ ର ହସ୍ତାକ୍ଷର)
especially — particularly (ବିଶେଷ ଭାବରେ)
was commenced — started or began ( ଆରମ୍ଭ ହୋଇଥିଲା)
The game was commenced after a short rainfall.
harder task — difficult or tough lesson (କଷ୍ଟ ପାଠ)
had to be learnt by heart — had to be crammed (କୁଣ୍ଢାଇ ଦେବାକୁ ପଡ଼ିଥିଲା)
to improve — to do better (ଭଲ କରିବା ପାଇଁ)
became disheartened— lost courage or interest (ଆଗ୍ରହ ହରାଇଲି)
He became disheartened to see his marks.
rivalry — competition (ପ୍ରତିଯୋଗିତା)
Presently there is a rivalry between India and Pakistan.
leniern — liberal or soft (ଉଦାରବାଦୀ କିମ୍ବା ନରମ |)
Father is lenient.
considerate — one who considers the problems of others (ବିଚାରଶୀଳ)
A considerate person can help you out.
absorbing — deep or profound (ଗଭୀର କିମ୍ବା ଗଭୀର)
I read the letter with absorbing interest.
sacred — holy (ପବିତ୍ର)
Lord Jagannath is great for the sacred Hindus.
The Quran is a sacred epic (ପବିତ୍ର ମହାକାବ୍ୟ)
exemption — liberty or act of freeing (ଛାଡ଼)
I requested the headmaster for the exemption of fine.
to be best of my ability — best per my potential (ମୋର ଦକ୍ଷତା)
faint — unclear or hazy (ଅସ୍ପଷ୍ଟ ବା ମଳିନ)
I have a fruit idea of the travel.
remitted — exempted (ମୁକ୍ତ)
Finally he succeeded (ସଫଳ ହେଲା |) in getting his late fine remitted.
grieved — deeply hurt (ଗଭୀର ଆଘାତ)
Are you grieved now?
tempted — enticed/attracted (ପ୍ରଲୋଭିତ / ଆକର୍ଷିତ )
The sight of the valley tempted me.
infact — really (ପ୍ରକୃତରେ)
In fact you are my best friend.
regret — feel sad (ଦୁଃଖ ଅନୁଭବ କରିବା)
I deeply regret your loss.
to acquire — to get (ପାଇବା ପାଇଁ)
BSE Odisha 10th Class English Detailed Text
- Chapter 1 All Things Bright and Beautiful
- Chapter 2 A letter to God
- Chapter 3 The Solitary Reaper
- Chapter 4 At the High School
- Chapter 5 Village Song
- Chapter 6 Festivals of North-East India
- Chapter 7 The Flower-School
- Chapter 8 Air Pollution: A Hidden Menace
- Chapter 9 From the Formalin Jar
- Chapter 10 School’s Goodbye