Class 11

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 5 Fishing Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Poem 5 Fishing

CHSE Odisha Class 11 English To Fishing Text Book Questions and Answers

Think It Out

Question 1.
What idea of the speaker’s age do you find in the first line?
Answer:
The speaker’s age may be more than fifty. He is like seasoned anger.

Question 2.
How did the speaker prepare himself for fishing? (clue: gear and attitude)
Answer:
The speaker prepared himself for fishing with a fishing rod, line, and food put on a hook to catch a fish. He was in a positive and determined attitude at that time.

Question 3.
What did he declare to his family? What silent feedback did he sense from the members of the family?
Answer:
He declared to his family to wait for him because the dinner would be marked by a special dish- fish fry. He sensed silent laughter from the members of his family.

Question 4.
Describe his initial experience. (Ins. 9 – 12)
Answer:
He went fast to the nearby pond straightaway with all the equipment required for fishing and a can. The minutes trickled by and the hours seemed to pass very slowly. It appeared as if he were luckless that day. In short, his initial experience was a blend of both certainty and uncertainty.

Question 5.
What did he dread to face when he would be back home? (Ins. 13 – 15)
Answer:
He dreaded facing the taunting words of some family members if he returned home without a fish.

Question 6.
How was his prayer answered?
Answer:
His prayer was answered when he had a marvelous catch at his disposal. He now succeeded in catching a beautiful one-foot bright and fair fish.

Question 7.
Discuss the contrasting moods presented in stanzas 3, 4, and 5.
Answer:
In stanza 3, the speaker was in a despairing mood as all his efforts to catch fish seemed futile. In stanza 4, he was in a contrasting mood to face the mockery of his family member and kept faith in God’s goodness. In stanza 5, he was in a hopeful mood after getting the opportunity to catch a fish.

Question 8.
Describe the ‘catch’.
Answer:
Driven by determination, the speaker pulled the string of his angle and it brought him a marvelous catch- ‘A one-foot fish, bright and fair’ moving in a twisted manner in the air.

Question 9.
How has the speaker described his joy and the despair of the fish?
Answer:
The speaker has described his joy by running round and round in excitement and the fish’s despair in terms of its breathlessness and sad look that expresses its longing to be free.

Question 10.
What did he think the fish was pleading for?
Answer:
He thought the fish was pleading for its freedom. The fish requested him to allow it to go back to its pond.

Question 11.
What was the debate in the speaker’s mind?
Answer:
The speaker debated his three toils, the tasty fish-fry smell, and the mocking face of some family members staring at him when he got back home fishless.

Question 12.
Discuss the significance of: “For nothing, however, I did care.” (In. 34)
Answer:
The speaker was determined to care for nothing – three hours’ toil, tasty fish-fry flavor, and especially, some mocking face of his family staring at him.

Question 13.
What was the strange feeling that the speaker felt? Can you relate the feeling to the ‘crimson glow’ and ‘greater joy’? (Ins. 36 – 38)
Answer:
The strange feeling that the speaker felt was great joy in his heart. His feelings can aptly be related to ‘the crimson glow’ and ‘greater joy’ that convey the speaker’s act of kindness and immense pleasure.

Question 14.
Which action brought about a greater joy in the heart of the speaker? In comparison to the ultimate greater joy, what do you think would have been lesser happiness?
Answer:
The speaker’s action of allowing the fish to go back to its pond brought about a greater joy in the heart of the speaker. In comparison to the ultimate greater joy, I think the speaker’s reluctant response to the fish’s appeal or lack of his kindness would have been lesser happiness.

Question 15.
Why does he find this feeling strange?
Answer:
He finds this feeling strange, because of several factors such as his liking for fish fry and the taunting remarks of his family members. Besides, the speaker’s fear and anxiety give way to determination.

Question 16.
Do you think the speaker was sensitive? Why do you think so? (clue: at least two reasons)
Answer:
Yes, the speaker was very sensitive, because he did not approve of the taunting remarks of his family members. Besides, he was moved by the sight of the fish’s despair.

Question 17.
Notice that all the stanzas excluding Stanza 7 have four lines each and make one complete sentence. How is Stanza 7 different from other stanzas?
Answer:
All the stanzas in the poem have four lines each and make one complete sentence. On the other hand, stanza 7 has ten lines to make two complete sentences. In this way, stanza 7 is different from other stanzas.

Question 18.
Describe the change that the speaker had between the morning and the evening of the same day.
Answer:
The speaker experienced a sense of dread and uncertainty and great joy between the morning and the evening of the same day. The morning brought him the first two feelings and the evening the last one.

CHSE Odisha Class 11 English To Fishing Important Questions and Answers

A.Short Answer Type Questions with Answers

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

Like a seasoned angler sure of his feat
With fishing rod and line, and bait
I said, “You all, wait for me
Fish-fry tonight our dinner will be.”

Though none of them did say a word
On my face, yet I heard
Some chuckles sure at my back
I told myself, “Let me come back.”

To the nearby pond I straighaway ran
With fishing-tackle, and of course, a can
The minutes passed and the hours dragged
It seemed no luck that day I had.

I thought fishless I’d return home
And would face the jeers of some
I threw my line with a fervent wish
“Oh God, today please give me a fish.”

And lo, the float sank, rose again
And popped its head to tell me then
“This is just the time, you man,
To catch a fish if you can.”

Without delay I pulled the string
And what a catch did it bring
A one-foot fish, bright and fair
That wriggled and wriggled in the air.

Questions :
(i) “Though none of them did say a word” – what does ‘none of them’ refer to?

(ii) Explain the expression ‘the hours dragged.’’

(iii) What did the speaker pray to God?

(iv) ‘And what a catch did it bring’ – what does ‘it’ refer to?

(v) What pictures of the fish do you find in the air?

Answers :
(i) The expression ‘none of them’ refers to none of the speaker’s family.

(ii) ‘The hours dragged’ signifies that every hour seemed to be an eternity to the speaker.

(iii) The speaker prayed to God to give him a fish.

(iv) ‘It’ refers to the speaker’s string.

(v) We find the fish moving by twisting on and on in the air.

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

At this my joy knew no bound
I ran excited round and round,
But with a gasping mouth and wistful look
It seemed to say, “Please unhook
Me and let me go again
To my home, my waterly den.’’

I did think of my three hours’ labour
And the spicy fish-fry flavour
Back home some mocking face would stare
For nothing, however, I did care.

As the sun was sinking behind the hill
A strange feeling my heart did fill
In the evening’s crimson glow
With greater joy, I let it go.

Questions :
(i) Quote the words that bring out the contrasting feelings of the speaker and the fish.

(ii) What does the expression ‘my watery den’ refer to?

(iii) How did the speaker react to the fish’s appeal?

(iv) How does he describe the fish fry?

(v) ‘With greater joy, I let it go.’ What picture of the speaker do you get here?

Answers :
(i) The speaker’s words ‘my joy knew no bound’ and ‘ran excitedly’ and the fish’s ‘gasping mouth’ and ‘wistful look’ are a study in contrast.

(ii) Here the expression ‘my watery den’ refers to the pond where the fish lives.

(iii) The fish’s appeal made the speaker think seriously.

(iv) He describes that the fish fry is full of spice. It has a nice taste.

(v) Here we learn that the speaker epitomizes kind-heartedness. His act of allowing the fish to go to its pond is a case in point. He proves that an act of kindness is a rich source of joy.

B.Mlultiple Choice Questions (MCQs) with Answers
Choose the correct option.

Live a seasoned……………………………………in the air.
Question 1.
In the first line of the poem, the speaker described himself as a vastly experienced one. Which word speaks of his experience?
(a) sure
(b) seasoned.
(c) feat.
(d) angler.
Answer:
(b) seasoned.

Question 2.
What do you understand by the word ‘bait’?
(a) food put on a hook to catch fish.
(b) a stick pasted with gum to catch fish.
(c) a net with small holes to catch fish.
(d) none of the above.
Answer:
(a) food put on a hook to catch fish.

Question 3.
In the first stanza of the poem (1 to 4 lines), the speaker as a seasoned angler has assured his family members of something for their dinner. What is that?
(a) chicken-fry.
(b) fish-fry.
(c) prawn-fry.
(d) egg-fry.
Answer:
(b) fish-fry.

Question 4.
In the second stanza of the poem (lines 5 to 8), the family members of the speaker have taken his words as him nothing but fun. How is it expressed in the poem?
(a) some back-biting sure at my back.
(b) some gossip sure at my back.
(c) some chuckles sure at my back.
(d) none of the above.
Answer:
(c) some chuckles sure at my back.

Question 5.
What do you mean by the word ‘chuckles’?
(a) back-biting.
(b) gossip.
(c) make fun.
(d) silent laughter.
Answer:
(d) silent laughter.

Question 6.
What did the speaker do with a fishing tackle in hand?
(a) ran straight to a nearby river.
(b) ran to a nearby lake.
(c) ran straight to a nearby pond.
(d) none of the above.
Answer:
(c) ran straight to a nearby pond.

Question 7.
The speaker as a seasoned angler sat on the bank of the pond to catch fish. But it was not possible as minutes and hours passed without a success. What did he feel about himself?
(a) He felt unlucky.
(b) He felt disappointed.
(c) He cursed himself.
(d) He felt himself a failure.
Answer:
(a) He felt unlucky.

Question 8.
What kind of feeling does the speaker have, as we come to know from the fourth stanza of the poem?
(a) satisfaction.
(b) frustration.
(c) contented.
(d) carelessness.
Answer:
(b) frustration.

Question 9.
Then for a fish, he prayed to God with a_______ wish.
(a) deep.
(b) fixed.
(c) fervent.
(d) faithful.
Answer:
(c) fervent.

Question 10.
He thought if he would return home without a fish, he would face the jeers of some. What does the word ‘jeers’ mean?
(a) sympathetic remarks.
(b) consolatory remarks.
(c) rude remarks.
(d) funny remarks.
Answer:
(c) rude remarks.

Question 11.
The fifth stanza of the poem expresses some signs of change and from this, the speaker is
(a) hopeless.
(b) hopeful.
(c) neither hopeless nor hopeful.
(d) none of the above about a fish.
Answer:
(b) hopeful.

Question 12.
The sixth stanza of the poem speaks______about the speaker.
(a) success.
(b) failure.
(c) frustration.
(d) contentment.
Answer:
(a) success.

Question 13.
How long was the fish caught by the speaker?
(a) half-foot.
(b) one-foot.
(c) one and a half feet.
(d) 2 feet.
Answer:
(b) one-foot.

Question 14.
What do you mean by the word ‘wriggled’?
(a) making rounds.
(b) moved in different directions.
(c) moved by twisting.
(d) moved by hanging.
Answer:
(c) moved by twisting.

Lines 25 to 38
At this my………………. I let it go
Question 15.
What is the kind of expression of the speaker seen from the first two lines of stanza 7?
(a) He is unhappy.
(b) He is delighted.
(c) He is consoled.
(d) He is hopeful.
Answer:
(b) He is delighted.

Question 16.
What does the speaker understand by the gasping mouth and wistful look of the fish?
(a) It says to leave him.
(b) It says not to kill him.
(c) It says to keep him as a pet.
(d) none of the above.
Answer:
(a) It says to leave him.

Question 17.
What do you mean by ‘Please unhook me’?
(a) keep me hanging.
(b) free me from the hook.
(c) tie me with a hook.
(d) don’t hurt me.
Answer:
(b) free me from the hook.

Question 18.
Where does the fish desire to go?
(a) to its mother.
(b) to God’s home.
(c) to its home in the water.
(d) to the speaker’s stomach.
Answer:
(a) to its mother.

Question 19.
Stanza 8 describes the speaker’s state of mind which we guess he is in_________.
(a) dilemma.
(b) dissatisfaction.
(c) nervous.
(d) deep thought.
Answer:
(a) dilemma.

Question 20.
How many hours the speaker has labored to catch the fish?
(a) two.
(b) one.
(c) three.
(d) four.
Answer:
(c) three.

Question 21.
What do you mean by ‘mocking face’ here?
(a) those who condemn.
(b) those who praise.
(c) those who criticize.
(d) those who talk behind your back.
Answer:
(c) those who criticize.

Question 22.
The last stanza of the poem expresses quite different feelings of the speaker. He with a greater joy allowed the fish to go. What kind of idea does it convey?
(a) live and let others live.
(b) the joy of the fish is the joy of the speaker.
(c) an act of kindness is a rich source of joy.
(d) be kind and good to others.
Answer:
(c) an act of kindness is a rich source of joy.

Question 23.
Who is the author of this poem?
(a) Gopa Ranjan Rout.
(b) Gopa Ranjan Nanda.
(c) Gopal Ranjan Mishra.
(d) Gopa Ranjan Jena.
Answer:
(c) Gopal Ranjan Mishra.

Detailed Summaries and Glossary

Stanzas (1 – 6)
Gist with Glossary
Like a…………………………. in the air. (Lines 1 – 24)
Gist:
Like a vastly experienced angler, the speaker wanted his family to wait for him because their dinner would have a special item- ‘fish-fry’. No one said a word on his face, but there was their silent laughter behind. Without caring for them, the speaker went straight to the nearby pond to catch them. The minutes passed and the hours seemed to be an eternity to him. The speaker thought that he would be luckless that day. The sight of the teasing remarks of some family members haunted him if he went back home without a fish. He prayed to God, requesting him earnestly to give him a fish.

Glossary :
seasoned: vastly experienced .( ଅଭିଜ୍ଞ)
angler: one who fishes with an angle – a hook, attached to a fishing line (ବନିଶୀପକାଳି)
Bait: food put on a hook to catch fish (ଥୋପ)
chuckles: silent laughter (ଚାପାହସ)
fishing-tackle: all the equipment used in fishing – rod, bait, etc (ମାଛଧରା ସରଞ୍ଜାମ )
The Hours Dragged: the hours did not seem to pass (ସମୟ ଗଡ଼ିଯିବା ଭଳି ଜଣାଗଲା ନାହିଁ)
jeers: rude remarks (କଟୁ ମନ୍ତବ୍ୟ)
fervent: earnest (ଉତ୍ସୁକ)
And…bring: The speaker had a marvelous catch.

Stanzas (7- 9)
Gist with Glossary
At this…………………………………… let it go. (Lines 25 – 38)
Gist :
The sight of a bright and fair big fish filled his heart with boundless joy. He ran in excitement. But the fish made a moving appeal to the speaker to allow him to go back to its pond once again. Its appeal made him think of his three hours’ labor, the tasty fish-fry smell, and some mocking face staring at him, in case he returned home fishless. But, kind-hearted as he was, the speaker acted positively. With a heart full of joy, he allowed the fish to go, when the sun was setting.

Glossary :
At this…….bound: The speaker was extremely happy at the sight of a very beautiful big fish.
wriggled: moved by twisting or turning quickly ( ଆଗକୁ ପଛକୁ ଦେହ ମୋଡ଼ି ଚାଲିଲା)
gasping: breathing in a state of shock (ଧକେଇଲା)
wistful: slightly sad. (ଅଳ୍ପ ଦୁଃଖିତ)
unhook: free (ଖୋଲିଦେବା)
watery den: the pond. (ଜଳାଶୟ)
spicy: full of spice (ମସଲାଯୁକ୍ତ)
flavour: smell (ସୁଗନ୍ଧ)
some…….stare: some face making fun at the speaker
sinking: setting (ବୁଡ଼ିଯିବା)
glow: soft light (ଅଳ୍ପ ଆଲୋକ)
let: allow (ଛାଡ଼ିଦେବା)

Introducing The Poet:
Gopal Ranjan Mishra has written some fascinating poems. They are marked by the simplicity of rhythm.

About The Poem:
‘Fishing’ deals with the fact that a rich source of joy is attributed to an act of kindness. The speaker who presents himself as a veteran angler is a glittering example.

Summary:
The speaker who identifies himself as a vastly experienced angler prepared himself for fishing. He declared to his family to wait for him. As a result, their dinner would be marked by fish fry. None of them spoke a word, yet they responded to his declaration in silent laughter. The speaker’s initial experience was one of bad luck. Minutes and hours trickled by. The nearby pond seemed to disappoint him. The chance of catching any fish did not look bright. He visualized the fear of facing rude remarks from some family members. He threw his line praying to God to give him a fish.

The speaker’s prayer did not go in vain. He had now a marvelous catch – ‘A one foot-high, bright and fair fish’. He saw it move in a twisted fashion in the air when the speaker pulled the string. He was beside himself with joy at the sight of the fish. His excitement ran high. In the meantime, it seemed to plead with the speaker for freedom. The fish’s earnest request to get it free sparked a debate in the speaker’s mind.

The thought of three hours’ toil, the spicy fish-fry taste, and of ‘some mocking face’ staring at him when he would come back fishless swam before his mind’s eye. However, he didn’t care for anything. The poem ends on a happy note. The sun was setting. A strange feeling filled the speaker’s heart. With a heart full of joy, he allowed the fish to go. In short, the speaker found great pleasure in his act of kindness.

ସାରାଂଶ:
ନିଜକୁ ଜଣେ ଅଭିଜ୍ଞ ବନିଶୀପକାଳି ବୋଲି ଭାବୁଥୁବା କବି ଥରେ ମାଛ ଧରିବା ପାଇଁ ପ୍ରସ୍ତୁତ ହେଲେ । ସେ ପରିବାରର ସମସ୍ତଙ୍କୁ ଅପେକ୍ଷା କରିବାକୁ କହିଲେ । ଆଜିର ଭୋଜନରେ ମାଛ ଭଜା ଖିଆ ହେବ ବୋଲି କହିଲେ । ତାଙ୍କୁ କେହି କିଛି କହିଲେ ନାହିଁ, ମାତ୍ର ଚାପା ହସର ଗୁଞ୍ଜରଣ ସେ ଶୁଣିପାରିଲେ । ସେ ସବୁ ସରଞ୍ଜାମ ଧରି ନିକଟସ୍ଥ ପୋଖରୀକୁ ଗଲେ । କିନ୍ତୁ ସେ ମାଛ ଧରିବାରେ ବିଫଳ ହେଲେ । ପୋଖରୀ ତାଙ୍କୁ ନିରାଶ କଲାଭଳି ଜଣାଗଲା । କୌଣସି ମାଛ ଧରିବାର ଆଶା ଦେଖାଗଲା ନାହିଁ । ଘରର ଲୋକମାନଙ୍କ ବଟୁ ମନ୍ତବ୍ୟର ସମ୍ମୁଖୀନ ହେବାର ଭୟ ତାଙ୍କୁ ଘାରିଲା । ସେ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରି ବନିଶୀ ସୂତା ପକାଇଲେ ।

କବିଙ୍କର ପ୍ରାର୍ଥନା ବୃଥା ହେଲା ନାହିଁ । ସେ ପକାଇଥବା ବନିଶୀ କଣ୍ଟାରେ ଏକ ଫୁଟ ଲମ୍ବର ଧଳା ମାଛଟିଏ ଲାଗିଲା । କବି ବନିଶୀ ତରତରରେ ଉଠାଇ ଦେଖୁଲେ ମାଛଟି ଢଳି ଢଲି ଆସୁଛି । ସେ ଖୁସିରେ ପାଗଳ ହୋଇଗଲେ । ମାତ୍ର ସେହି ସମୟରେ କବିଙ୍କୁ ଜଣାଗଲା ଯେ ମାଛଟି ତାକୁ ଛାଡ଼ିଦେବାକୁ ଯେପରି ପ୍ରାର୍ଥନା କରୁଛି । ମାଛଟିର ଫେରିଲେ କେତେକ ପରିହାସ ବ୍ୟଞ୍ଜକ ମୁହଁ ତାଙ୍କ ମାନସଚକ୍ଷୁରେ ଭାସି ଉଠିଲା । କିନ୍ତୁ ସେସବୁକୁ ଖାତର କଲେ ନାହିଁ । ସୂର୍ଯ୍ୟ ଅସ୍ତ ହେବାକୁ ଯାଉଥିଲେ । କବିଙ୍କ ହୃଦୟରେ ଏକ ଅଦ୍ଭୁତ ଭାବନା ଆସିଲା । ସେ ଆନନ୍ଦପୂର୍ଣ୍ଣ ହୃଦୟରେ ମାଛଟିକ ପୋଖରୀରେ ଛାଡି ଦେଲେ । ସେହି ଦୟାପୂର୍ଣ୍ଣ ତାଙ୍କ ମନକୁ ଅପୁର୍ବ ଆନନ୍ଦରେ ଭରିଦେଲା ।

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 4 To My True Friend Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Poem 4 To My True Friend

CHSE Odisha Class 11 English To My True FriendText Book Questions and Answers

Think It Out

Question 1.
What does the poet pray for?
Answer:
The poet prays for keeping their friendship intact for all time to come. In other words, she prays for their never-ending friendship.

Question 2.
How did the friend encourage the poet?
Answer:
The friend encouraged the poet to keep her going when she was passing through a difficult time.

Question 3.
How did the friend reassure her?
Answer:
The friend reassured her by telling her to get rid of sorrow and infusing in her mind the hope of a better tomorrow that will bring her joy and happiness.

Question 4.
Why did the poet trust her friend?
Answer:
The poet trusted her friend because she was always there to advise and encourage her when she found herself in a fix.

Question 5.
How did the friend inspire self-confidence in the poet?
Answer:
The friend inspired self-confidence in the poet by telling her that she was capable of doing anything she concentrated on.

Question 6.
How does the poet cherish the memory of her friend?
Answer:
The poet deeply cherishes the memory of her friend. She wants to treasure her ready smile with great love.

Question 7.
Are the friends staying close to each other? Quote the line in support of your answer.
Answer:
The friends are not staying close to each other. The line “We are separated by many miles” is a case in point.

Question 8.
How does the poet value her friendship?
Answer:
In the poet’s view, her friendship is of great value to her. She hopes it grows and prospers and survives forever.

Question 9.
Why does she call her friend extra special?
Answer:
She calls her friend extra-special because she is her only genuine friend, her guide and protector.

Question 10.
What is the poet’s final wish?
Answer:
The poet’s final wish is that they should strike their friendship and they cannot allow such friendship that brings pure joy to vanish. The reason is not far to seek. There will never be another friend like her.

CHSE Odisha Class 11 English To My True Friend Important Questions and Answers

B. Short Answer Type Questions with Answers

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

The day I met you
I found a friend –
And a friendship that
I pray will never end.

Your smile – is so sweet
And so bright –
Kept me going
When the day was as dark as night.
You never ever judged me,
You understood my sorrow.

Then you told me it needn’t be that way
And gave me hope for a better tomorrow.
You were always there for me,
I knew I could count on you.
You gave me advice and encouragement
Whenever I didn’t know what to do.

You helped me learn to love myself
You made life seem so good.
You said I can do anything I put my mind to
And suddenly I knew I could.

Questions :
(i) What happened on the day the poet met someone?

(ii) ‘The friend’s smile fascinates poet.’ Quote the lines to justify it.

(iii) “You never judged me…” What does this line signify?

(iv) How did the friend help the poet?

(v) ‘You made life seem so good.” Explain.

Answers :
(i) The poet made friends with the person on the day she met someone. In other words, in her, the poet found a friend in word and spirit.

(ii) The lines :
“Your smile – so sweet And so bright justifies the statement.

(iii) This line signifies the friend’s unflinching trust in the poet.

(iv) The friend helped the poet to learn the beauty of self-love.

(v) The friend shows the poet how wonderful life is. This is what the line means.

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

There were times when we didn’t see eye to eye
And there were days when both of us cried.
But even so, we made it through;
Our friendship hasn’t yet died.

Circumstances have pulled us apart,
We are separated by many miles,
Truly, the only thing that keeps me going
Is my treasured memory of your smile.

This friendship we share
Is so precious to me,
I hope it grows and flourishes
And lasts unto infinity.

You are so extra special to me
And so this to you I really must tell :
You are my one true friend,
My Guardian Angel.

Our friendship is one-in-a-million
So let’s hold on to it and each other.
We cannot let this chance of pure bliss fly away
For there will never be another.
I love you.
I will always love you.

Questions :
(i) ‘There were times when we didn’t see eye to eye” Explain.

(ii) “But even so we made it through:” What does ‘it’ refer to?

(iii) ‘Circumstances have pulled us apart.” Explain.

(iv) “And so this to you I really must tell:” – what does ‘this’ refer to?

(v) “I love you
I will always love you.”
What do these lines throw light on?

Answers :
(i) At some point in time in the past quarrel and misunderstandings arose between the poet and her friend. Still, then their friendship continued and they shed tears together.

(ii) ‘It’ refers to the friendship between the two (the poet and someone she met on a particular day).

(iii) Circumstances have intervened in the lives of the poet and her friend. As a result, they are not staying together.

(iv) This refers to the fact that the friend will always have a special place in the poet’s heart.

(v) These lines throw light on the poet’s boundless love for her friend.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

The Text
Lines 1 to 20

The day I met you………………….. I Knew I Could
Question 1.
What Did The poet develop on the day she meet someone?
(a) relationship.
(b) friendship.
(c) brothership.
(d) partnership.
Answer:
(b) friendship.

Question 2.
What does the poet pray for?
(a) friendship to end.
(b) friendship to continue till they live together.
(c) friendship not to end.
(d) none of the above.
Answer:
(c) friendship not to end.

Question 3.
Which quality of the poet’s friend fascinates her?
(a) friend’s smile.
(b) friend’s manner.
(c) friend’s sacrifice.
(d) friend’s sweet words.
Answer:
(a) friend’s smile.

Question 4.
Her friend’s encouragement has made her pass through :
(a) an easy time.
(b) a difficult time.
(c) a favorable time.
(d) none of the above.
Answer:
(b) a difficult time.

Question 5.
“You never ever judged me.” What does this line signify?
(a) misunderstanding of a friend.
(b) friend’s unflinching trust in the poet.
(c) friend’s desire to help is mistaken.
(d) none of the above.
Answer:
(b) friend’s unflinching trust in the poet.

Question 6.
What did the friend advise the poet after knowing her sorrow?
(a) to work hard.
(b) to start a new business.
(c) to hope for a better tomorrow.
(d) to forget the past.
Answer:
(c) to hope for a better tomorrow.

Question 7.
When the poet was in difficulty and didn’t know what to do, her friend gave her_______.
(a) money and advice.
(b) money and help.
(c) advice and encouragement.
(d) money only.
Answer:
(c) advice and encouragement.

Question 8.
What did the poet’s friend make her learn?
(a) self-confidence.
(b) self-love.
(c) self-assessment.
(d) self-control.
Answer:
(b) self-love.

Question 9.
“You said I can do anything I put my mind to”. This statement of the poet’s friend in fact infused a ______in her.
(a) self-satisfaction.
(b) self-confidence.
(c) self-importance.
(d) self-praise.
Answer:
(b) self-confidence.

Lines 21 to 42

There were………………….love you.
Question 10.
“We didn’t see eye to eye”. What does this statement mean?
(a) separated from each other.
(b) did not have contact with each other.
(c) staying far from each other.
(d) having misunderstandings with each other.
Answer:
(d) having misunderstandings with each other.

Question 11.
“Our friendship has not yet died.” What does this statement signify?
(a) friendship is at stake.
(b) friendship is about to break.
(c) friendship stands the test of time.
(d) friendship has been mended.
Answer:
(c) friendship stands the test of time.

Question 12.
Which has pulled the two friends apart?
(a) differences between them.
(b) circumstances.
(c) out of sight, out of mind.
(d) none of the above.
Answer:
(b) circumstances.

Question 13.
What is that treasured memory of the poet’s friend that keeps him going?
(a) soothing words.
(b) sermon.
(c) smile.
(d) sweet look.
Answer:
(c) smile.

Question 14.
The poet says that this friendship is so_________ to her.
(a) valuable.
(b) important.
(c) worthwhile.
(d) precious.
Answer:
(d) precious.

Question 15.
The poet says that their friendship lasts unto infinity. What does it mean?
(a) friendship lasts forever.
(b) friendship has a limit.
(c) friendship will see its rise and fall.
(d) friendship if broken can be mended.
Answer:
(a) friendship lasts forever.

Question 16.
The poet has described his friend as her ‘Guardian Angel’. What does it mean?
(a) a guardian likes Angel.
(b) one who acts as her guide.
(c) one who protects and guides.
(d) none of the above.
Answer:
(c) one who protects and guides.

Question 17.
At last, the poet has described their friendship as a chance of________.
(a) pure action.
(b) pure bliss.
(c) pure words.
(d) pure thought.
Answer:
(b) pure bliss.

Question 18.
Who is the poet of this poem?
(a) Elizabeth Pinard.
(b) Anne Frost.
(c) T. S. Eliot.
(d) Thomas Moore.
Answer:
(a) Elizabeth Pinard.

Detailed Summaries and Glossary

Stanzas (1 – 5)
Gist with Glossary:

The day………………………………….. I could. (Lines 1 – 20)
Gist :
The poet goes back to a day when she met someone; in the latter, the former found a true friend. Her smile was sweet and bright beyond words. That gave her strength when she was passing through a crisis. Without caring to judge her, she understood her misery and told her to get rid of it. Instead, her friend provided the hope of a better tomorrow. In other words, she gave the poet emotional support and compassion. Her friend always stood by her. The poet unflinchingly trusted her. She helped the poet learn to love herself. Besides, the friend showed how wonderful her life was. When she was in an indecisive situation, she gave her advice and encouragement.

Glossary:
Kept Me Going: giving the poet encouragement.
When…Night: when the poet was passing through a crisis.
Count On: trust. (ବିଶ୍ୱାସ)
Never Ever Judged: never formed an opinion on, taken for granted.
You…To: Her friend instilled a sense of confidence into the poet’s mind.

Stanzas (6 – 11)
Gist with Glossary:

There were……………………………………….. love you. (Lines 21 – 42)
Gist :
Circumstances intervened in their lives. They lived far away from each other. There were days when both of them were in tears. Nevertheless, they overcame those moments and their friendship continues. In spite of being separated by distance, the poet cherishes the smile of her friend. The poet speaks highly of their friendship. She hopes it grows and prospers and stands the test of time forever. The friend is extra special to her. In her, the poet finds a true friend, a guardian, and a protector. Their friendship is exceptional. The poet fervently wishes that they stick to it. They cannot allow such a pleasure to vanish. The poet expresses her deep love for her true friend.

Glossary:
we didn’t see eye-to-eye: the poet and her friend have misunderstood.
our……….. died: their friend stands the test of time
Circumstances……. apart: circumstances have intervened in their lives. As a result, they don’t stay together for long.
Treasured: cherished (ସଞ୍ଚ)
Flourishes: prospers (ସମୃଦ୍ଧ ହେବ)
Lasts Unto Infinitely: their friendship lasts forever
extra-special: extraordinary(ଅସାଧାରଣ)
My Guardian Angel: one who protects and guides (ତ୍ରାଣକର୍ତ୍ତା)
pure bliss: pure happiness (ନିରୋଳା ସୁଖ)
fly away : vanish (ଉଭେଇଯିବ)
I will…….you: The poet wishes that she always loves her friend.

Introducing The Poet:
Elizabeth Pinard born in the U.K. writes on science fiction and fantasies. Her works include Black City, Origin, etc. She is influenced by J. K. Rowling and Stephen Mayer.

About The Poem:
To My True Friend, as the title signifies, is about the poet’s best friend. She lavishly praises her friend in great measure. The poet cherishes her memories.

Summary :
The poet’s first meeting with someone was somewhat special. In her, the former found a genuine friend. She prayed for a never-ending friendship with her, Her friend was a pillar of support to the poet when she was passing through a difficult time. In other words, her winsome smile encouraged the poet in times of her crisis. In her despair, the friend was a fountain of hope and assurance, and that too without ever judging her.

When the poet was in a fix, she gave her advice and encouragement. She was always there to comfort her. She was the poet’s biggest support both in fair and foul weather. Her friend helped her find self-acceptance and she showed her how to love herself.

They were at boarding school together until 1999. At some point in time, quarrels and misunderstandings arose between the poet and her friend. Still, then their friendship continues. There were times when both of them shed tears. Nevertheless, they overcame those painful moments.

Circumstances have made them live apart. Distance has separated them, yet the poet cherished the memories of her friend in great measure. She will never give up hope that their paths are destined to cross again. The friend was the sweetest part of her life. The poet misses her positive outlook on her. She will always have an ‘extra special’ place in her heart. The poem comes to an end with the poet’s final wish for keeping their most precious friendship intact for all time to come.

ସାରାଂଶ:
ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି ଏବଂ ପ୍ରଶଂସାର ବର୍ଷା ଢାଳି ପକାଇଛନ୍ତି । କବିଙ୍କର ପ୍ରଥମ ସାକ୍ଷାତ ଥିଲା ଏକ ସ୍ଵତନ୍ତ୍ର ପ୍ରକାରର । ସେ ତାଙ୍କଠାରେ ଆବିଷ୍କାର କଲେ ଜଣେ ପ୍ରକୃତ ଏବଂ ବାସ୍ତବ ବନ୍ଧୁର ସମସ୍ତ ଗୁଣାବଳୀ । ତାଙ୍କ ସହ କବିଙ୍କର ବନ୍ଧୁତା ସ୍ଥାପିତ ହେଲା । ସେ ତାଙ୍କ ସହିତ ବନ୍ଧୁତ୍ବର ପରିସମାପ୍ତି ନ କରିବା ପାଇଁ ପ୍ରାର୍ଥନା କରିଥିଲେ । ଯେତେବେଳେ କବି କୌଣସି ବିପଦରେ ପଡ଼ୁଥିଲେ, ସେତେବେଳେ ତାଙ୍କର ବନ୍ଧୁ ପରିବର୍ତ୍ତେ ତାଙ୍କ ବନ୍ଧୁ ଆଶା ଓ ଆଶ୍ଵାସନାର ଝରଣା ପାଲଟି ଯାଆନ୍ତି ।

ଯେତେବେଳେ କବି କୌଣସି ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଯାଆନ୍ତି, ସେତେବେଳେ ତାଙ୍କ ବନ୍ଧୁ ତାଙ୍କୁ ଉପଦେଶ ଓ ଉତ୍ସାହ ଦେଇଥା’ନ୍ତି । ସେ କବିଙ୍କର ଉଭୟ ସମ୍ପଦ ଓ ବିପଦ ସମୟର ତ୍ରାଣକର୍ତ୍ତା । ସେ ତାଙ୍କ ମନରେ ଆତ୍ମପ୍ରତ୍ୟୟ ଭରିଦେବା ସହ ନିଜକୁ କିପରି ଭଲ ପାଇବାକୁ ହୁଏ ଶିଖେଇଛନ୍ତି । ସେମାନେ ଏକାଠି ଛାତ୍ରାବାସ ୧୯୯୯ ମସିହା ପର୍ଯ୍ୟନ୍ତ ରହିଥିଲେ । କେତେକ ସମୟରେ କବି ଓ ତାଙ୍କ ବନ୍ଧୁଙ୍କ

ପରିସ୍ଥିତି ଚାପରେ ସେମାନଙ୍କୁ ଅଲଗା ରହିବାକୁ ପଡ଼ିଛି । ଦୂରତ୍ବ ସେମାନଙ୍କୁ ଅଲଗା କରିଦେଇଛି, ତଥାପି ସେ ବିତାଇଥିବା ସମୟ ତାଙ୍କ ପାଇଁ ସବୁଠାରୁ ସୁଖଦ ସମୟ । ସେ ତାଙ୍କ ହୃଦୟରେ ସବୁବେଳେ ରହିବେ । କବି ତାଙ୍କର ବନ୍ଧୁତ୍ଵ କାଳକାଳ ପାଇଁ ଅକ୍ଷୁଣ୍ଣ ରହୁ ବୋଲି ଆଶା ପ୍ରକାଶ କରିଛନ୍ତି ।

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Personal Advertisement Writing Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Personal Advertisement Writing

Personal Advertisements

Broadly speaking, an advertisement is a form of communication intended to promote the sale of a product, or a service to influence public opinion, advance a particular cause, gain political support, to elicit some other response desired by the advertiser. It is also used indirectly to enlighten the public at large about new products and services.
The characteristics of an advertisement are :

• Catching attention
• Stimulating interest
• Arresting desire
• Supplying convincing details
• Motivating action

We sometimes find it necessary to place personal advertisements (or ads) in newspapers. The publication of these ads are expensive. Therefore, it is necessary to be brief and concise in writing an ad.

Activity 5

Read the following ads very carefully and make sure you understand them. Answer the questions that the teacher asks about them.

Matrimonial:
(a) Wanted beautiful graduate (caste no bar) 5’5″ for an established Khandayat businessman, 29/5’8″, Bhubaneswar. Write to box No. 256, C/o The Samaj, Cuttack.
(b) Wanted Bengali Kayastha groom for fair, good-looking, homely Bengali bride, B.A., 25/5’2″. Write to Box 308, The Samaj, Cuttack.

Accommodation Wanted/To Let:
(c) Wanted 2 bedroom house with bath and kitchen within 1 km of High Court. Contact 2647130.
(d) 1200 sq. feet suplex house to let at Ekamra Villa, Jayadev Vihar, near Biju Patnaik College, Bhubaneswar. Contact 2558162.

Jobs:
(e) Female marketing executive with good command of English. Must own a two-wheeler. Remuneration will not be a constraint for the right candidate. Contact 640712/607014.
(f) Wanted: A Sales Promoter and a Lady Typist. Only Science graduates with pleasant personalities and experience need to apply immediately with bio-data and photographs to the Manager, Chandra Chemicals, Industrial Estate, Rasulgarh. Bhubaneswar.

Sale/Purchase:
(g) One Maruti 800 car, the owner drove, in tip-top condition for immediate sale. Contact (0674) 2554217 between 10 a.m. to 6.30 p.m.
(h) Book your independent bungalow. Price range Rs. 5.17 to 8.00 lakhs. Close to Rasulgarh, Bomikhal, Laxmisagar, near GGP colony. Site under development. Booking started. Contact Sadhu Biswal, Laxmisagar, Ph – 2560642.
Answer:
Not necessary.

Activity 6

Here are some short descriptions. Read them carefully and turn them into small ads to be published in your local newspapers. For help, you may look back at the ads in the previous activity.
1. My two-year-old dog has been missing since 6 February, 20. He is of the Alsatian breed and brown in color. He has thick, bushy fur. His name is Jimmy. If you see him, please contact telephone 2551055.
2. Ritz Travels, Bermuda offers an excellent tour package of 15 days just for a paltry sum of Rs. 5000 per head. The package includes board, lodging, train fare, and local transport. The party is leaving Bhubaneswar on 1st March and will cover entire South India with stop-overs at Bangalore, Madras, Pondicherry, and Ooty. If you want to join, contact 2557182.
3. A software Engineer well-placed in the USA, belonging to the Teli caste, is looking for a fair and beautiful girl for an early matrimonial alliance. The girl should be around 25 years of age with a first-class MCA or MBA. Girls having Post Graduate degrees in Physics and Mathematics will also be suitable. There is no caste bar. Contact immediately (0674) 2582396.
4. We require a science graduate to work as Laboratory Assistant in our factory near Puri. Persons with minimum of 5 years’ experience will be preferred. Write within 7 days to Box No. 680, The Samaj, Cuttack.

Answer:
(1) Missing: Brown two-year-old Alsatian named Jimmy since 6 February. Finders contact 551055.
(2) Tour Offer: Entire South India in 15 days with stopovers at Bangalore, Madras, Pondicherry, and Ooty for only Rs. 5000 per head. The package includes boarding, lodging, train fare, and local transport. Party leaving Bhubaneswar on 1st March. Contact Ritz Travels, Bermuda, or Phone at 2557182.
(3) Wanted a fair and beautiful bride for Teli software Engineer, well-placed in the USA. 25-year-old girls with first-class MCA/MBA or PG Physics/Maths preferred. Early Alliance. Caste no bar. Contact immediately at 0674-2582396.
(4) Wanted Lab Asst, for a factory near Puri. Science graduates with a minimum of 5 years of experience are preferred. Write within 7 days to Box No. 680, The Samaj, Cuttack.

Activity 7

Write three small ads from this list, to be placed in your local newspaper.
1. You want to sell your TV (cost/make/condition etc.)
2. You are looking for a flat in the town for your parents (size/rent/location etc.)
3. Your father wants to buy a second-hand car (cost/type/condition etc.)
4. Your parents are looking for a suitable bride for your elder brother, (complexion/color/height/age/education/caste, etc.)
5. You want to buy a second-hand two-wheeler.
6. You are looking for a suitable bride for your elder brother who is settled in England as a doctor.
7. Your real-estate company has started constructing 2/3 bedroom flats in your area. Invite customers to buy them.
8. Your parents are looking for a tutor for your younger brother who is in Class IV.
9. A young man in your area has been missing for quite some time.

Answer:
(7) Book Today. 2/3 bedroom flats in centrally located Nayapalli area. Only 4.25 to 6.00 lakhs. Finance available. Construction underway. Contact Metro Builders M4 – 10 Acharya Vihar, BBSR. Ph. 560821.
(8) Wanted Maths/Science tutor for IV Class student – Convent. Teachers with English medium background and 5/6 yrs Exp. may contact 542331 between 6 am to 9 am and 6 pm to 9 pm. Handsome remuneration.
(9) Missing fair young man with earrings – 22/5’4″. Knows Oriya and Telugu. Missing since September 2009. Last seen with blue jeans and white shirts. Informants will be rewarded Ph. 552462.

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 6 Marriage Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Non-Detailed Chapter 6 Marriage

CHSE Odisha Class 11 English Marriage Text Book Questions and Answers

Unit – I

Gist :
During his stay in his native village, in summer holidays, Rajendra Prasad’s marriage was arranged when he was in the fifth standard. The bride’s father and his younger brother, a lawyer in Ballia, came to his village and asked him some questions. Then he left the place. Their satisfaction indicated their approval of the marriage. This culminated in engagement ceremony. Contrary to the wishes of his father, customridden as they were, the bride’s father gave them clothes, utensils including cash present of Rs. 2,000. At that time the financial condition of Rajendra’s family was not in a good shape, because of unprofitable zamindari, famine condition, escalating expenses and lingering lawsuit. In spite of these adverse circumstances, his father did not lose heart and instead, to keep the image of their family, he decided to make the marriage a fabulous affair. He lavishly spent on ornaments and other items.

Glossary:
Zeradei : native village of the author in Siwan district of Bihar (ଜେରାଡେ)
sent for : order someone to come back (ପାଇଁ ପଠାଯାଇଛି)
put : (here) asked (ଏଠାରେ) ପଚାରିଲା
retired (v) : left the place (ସ୍ଥାନ ଛାଡି)
signified : gave consent (ସମ୍ମତି ଦେଇଛନ୍ତି)
match : marriage (ବିବାହ)
betrothal : engagement ceremony (ଯୋଗଦାନ ସମାରୋହ)
customary : according to custom (କଷ୍ଟମ୍ ଅନୁଯାୟୀ)
keen : much interestd (ବହୁତ ଆଗ୍ରହୀ)
considerable : huge (ବିରାଟ)
pomp and show : glint and glitter (ଚମକ୍ ଓ ଚମକ୍)
strain : difficulty (ଅସୁବିଧା)
gone up : increased (ବର୍ଦ୍ଧିତ)
protracted : longer than usual (ସ୍ୱାଭାବିକ ଠାରୁ ଅଧିକ ସମୟ)
litigation : court case (କୋର୍ଟ କେସ୍)
despite : in spite of (ଏହା ସତ୍ତ୍ୱେ)
grand : dignified or noble (ସମ୍ଭ୍ରାନ୍ତ ବା ସମ୍ମାନିତ)
lavish : profuse (ପ୍ରଚୁର)

Think it out

Question 1.
How was the author’s marriage finalised?
Answer:
When the author was thirteen years old and in the fifth standard the bride’s father and his younger brother visited their house in connection with his marriage proposal. They asked him some questions and after some time, he left the place. The guests were pleased and gave their consent to go ahead in the proposal. After a few days, the Tilak, the symbol of engagement ceremony was over. Contrary to his wishes father received clothes, utensils and a cash present of Rs. 2,000. This is how the author’s marriage was finalised.

Question 2.
What idea of the ritual of Tilak do you get from the passage?
Answer:
The ritual of Tilak is a social custom. It is an integral part of marriage. Once marriage is fixed, the Tilak ritual precedes it. As per this custom, bride’s father sends clothes, utensils and money as gift to bridegroom’s house.

Question 3.
What was the financial condition of the author’s family? Did it affect the pomp and show of the author’s wedding ?
Answer:
According to the author, the financial condition of the author’s family was in a very bad shape. Several factors such as, declining profits in the zamindary due to famine, the deaths in their family, increasing expenditure and lingering court case contributed to their family strain. In spite of these difficulty, it could not dampen the pomp and show of the author’s wedding. Family prestige was very important for his father. He spent lavishly on ornaments and other articles.

Unit – II

Gist :
The author takes us back to his marriage processions. They were symatically planned and organised. The place of marriage was Dalan-Chapra, in Balia District. It was two days’ journey from the author’s village. The avialability of only one elephant and few horses, many palkies were used in the procession. His father and other relatives came in the palkies carried by the bearers. The author came in a palki made of silver and it was naturally a great burden for the bearers. The scorching summer made the procession a difficult affair. Evening set in. They took rest for the night in a village on the bank of the Sarju. The following morning they including the horses and bullock carts crossed the river with the help of boats. The elephant created a problem. The idea of crossing the river made it uncomfortable. They all tried their best by tying it to the boats and ferry it across.

But it proved futile. At last they left the elephant behind. Absence of an elephant in his son’s marriage made author’s father unhappy. He remembered how colourful his marriage procession was with the accompaniment of scores of elephants. It was getting late. They set out for the destination at a fast pace. At last the author’s father was happy at the sight of a few elephants who were coming towards them after the completion of another marriage ceremony. Thanks to the mahouts, elephants became a part of their procession that reached the bride’s place 11 in the night. The delay in their arrival made the bride’s party nervous. In spite of being relieved at their eventual arrival, they were a little upset, because the author’s marriage could not match their expectation of gaiety and colour. In other words, it was not spectacular. But low spirits were enlivened at the sight of the ornaments, dresses, sweets and other presents brought by the author’s family for the bride. Whether the bridegroom was to their expectation is not known to him.

Glossary:
elaborate : carefully prepared and organised (ସୁଚିନ୍ତିତ ଓ ସୁସଙ୍ଗଠିତ ଢଙ୍ଗରେ ପ୍ରସ୍ତୁତି)
auspicious : showing signs of future success (ଭବିଷ୍ୟତର ସଫଳତାର ସଙ୍କେତ ଦେଖାଉଛି)
procure : obtain (ଆହରଣ କରିବା)
sturdy : strong (ବଳିଷ୍ଠ)
canopy (ଛତ୍ରୀ) : a big decorated spreading cloth drawn over the palki
turning : changing (ପରିବର୍ତ୍ତିତ)
encamped : pitched a camp (ଛାଉଣି କରିଦେଲେ)
transported : carried (ଭାରାକ୍ରାନ୍ତ)
hide and seek : a children’s game (ପିଲାଙ୍କ ଖେଳକୁଦ)
reluctantly : unwillingly (ଅନିଚ୍ଛାକୃତ ଭାବେ)
abandon (v) : give up (ତ୍ୟାଗ କରିବା)
wrench : sad parting (ଦୁଃଖଦ ବିୟୋଗ)
scores : sets of twenty (କୋଡ଼ିଏ ସେଟ୍)
dejected : sad, gloomy (ବିଷାଦମୟ, ବିଷାଦମୟ)
tusker : a male elephant (ଏକ ପୁରୁଷ ହାତୀ)

Think it out

Question 1.
How does the author describe his marriage party?
Answer:
The author’s marriage party, a big one, comprised only one elephant, a few horses and many plakies. His brother, father and other relatives accompanied the party riding a horse and sitting in palkies respectively. The author himself came in a special palki made of silver. The wind blew up the canopy and as a result made the bearer’s job dificult. After resting for the night in a village and the crossing the river the following morning, they reached the bride’s place 11 in the night, because it was situated 40 miles away from the bridegroom’s village.

Question 2.
Why was the author’s father unhappy?How was his wish fulfilled?
Answer:
Only one elephant that was a part of the author’s party was made to swim across the river. Despite all efforts, it did not relent. As a result, the party excluded the elephant. To the author’s father, it was a sad parting. But he was especially unhappy not to have even a single male elephant in his son’s procession. He remembered his marriage where the presence of scores of elephants lent a beauty to it. However, his wish was fulfilled to get other elephants in the party. They were coming after taking part in another wedding ceremony. Their mahouts greatly helped his father

Unit – III

Gist :
The author walks down the memory lane. Their marriage party reached the bride’s village late in the night. At that time he was a teenager. He had already slept in the palki. Two days’ strenous journey did not allow him to keep his eyes open smoothly in the course of rituals. He has forgotten what exactly had happened during the ceremonies. The marriage was a child’s play for him. He was unable to understand the significance of the marriage or to feel its responsibility. He performed the ceremonies in accordance with the wishes of the Pandit and the women of the house like an automatic machine. The author describes the ritual of Duragman. This refers to the fact that after the completion of marriage, sometimes the bride is not entitled to come with the groom to his house soon. Some time passes on. Then another small party is given the task of fetching the girl.

This was also applicable to him. They returned to their house after spending two days in the bride’s house. The author’s family strictly adhered to the purdah custom. He vividly remembers when his brother’s wife came to his home. She was allowed to interact only with her two maid-servants who had accompanied her. She was confined to her room and was forbidden to come even into the verandah. None but the cook and tender-aged boy servants and that too with their mothers were allowed to enter the courtyard. His sister-in-law was tightly protected when she was interested to go to her bath-room. At that time, her two maid-servants were instrumental in carrying bedsheets as covers on either side. She would not show her face even to the author’s mother, aunt or sister during their presence in her room. No maid-servant of Zeradei was allowed to go there. The author had seen her face once or twice, when he was a boy. His wife’s advent in Zerdei was no different. She had to abide by the custom of purdah in word and spirit, but the rules were applied less in course of time.

Glossary:
pre-nupital : before wedding ceremony (ବିବାହ ଉତ୍ସବ ପୂର୍ବରୁ)
Herculean : a very difficult (ବହୁତ କଷ୍ଟରେ)
settling : fixing, selecting (ଫିକ୍ସିଂ, ସିଲେକ୍ଟିଂ)
automaton : automatic machine (ସ୍ୱୟଞ୍ଚାଳିତ ଯନ୍ତ୍ର)
took palce : occurred (ଘଟିତ)
had no hand : no say (କହିବନି)
match : marriage (ବିବାହ)
pull : to draw with force (ବଳ ପ୍ରୟୋଗ କରି ଟାଣିବା)
veil : a covering of the face (ମୁହଁର ଆବରଣ)

Think it out

Question 1.
What are the author’s remarks on his marriage?
Answer:
The author got married, when he was a teenager. He does not remember the ceremonies in deails. His marriage was no different from the game of dolls’ marriage. This was a child’s play for him. He was neither able to make out the importance of the marriage nor feel its responsibility. He didn’t have a say on this matter. He performed the ceremonies in accordances with the wishes of the Pandit and the women of his family. He could scarcely understand what had occurred. The only thing he knew that someone would join her family as his wife just as the entry of his sister-in-law.

Question 2.
How does the author describe the ritual of Duragman?
Answer:
The ritual of Duragman, according to the writer, refers to the fact that after the completion of marriage, sometimes the bride is not entitled to come with the groom to his house soon. Some time passes on. Then another small party is given the task of fetching the girl. This was also applicable to him. They returned to their house after spending two days in the bride’s house. The performance of came off took place after a year when the author’s wife came to their house.

Question 3.
How does he narrate the custom of purdah observed by his sister-in-law?
Answer:
The author narrates that his sister-in-law observed the custom of purdah in their house. She was allowed to interact only with her two maid-servants who had accompanied her. She was confined to her room and was forbidden to come even into the verandah. None but the cook and tender-aged boy servants and that too with their mothers were allowed to enter the courtyard. His sister-in-law was tightly protected when she was interested to go to her bath-room. At that time, her two maid-servants were instrumental in carrying bedsheets as covers on either side. She would not show her face even to the author’s mother, aunt or sister during their presence in her room. No maid-servant of Zerdei was allowed to go there.

CHSE Odisha Class 11 English Marriage Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
In the evening, we encamped in a village on the bank of the Sarju. We rested for the night and the next morning we started crossing the river. The luggage, the palkies, the horses, and the bullock carts were transported on boats while the elephant was made to swim across. But the elephant had other ideas on the subject. It seemed to be bent on going back home. The mahout tried his best to set it on its course, the elephant would go forward a little but would turn back. After an hour of hide and seek like this, efforts were made to tie it to the boats and tow it across, but it was of no avail. With the elephant having decided views, we reluctantly abandoned the idea of taking it with us. The mahout returned with his elephant. To my father it was a wrench. His own marriage procession having been distinguished by the presence of scores of elephants, he was naturally dejected that his son’s marriage party should not have been honoured even by a single tusker. But already we were behind time; so we set off at a brisk pace. In the evening, however, my father’s wish was gratified. When we were nearing our destination, we saw a few elephants coming towards us. They had been engaged by another marriage party and were returning after the wedding was over. A few words to the mahouts and the matter was settled, the elephants joined our party. We reached the bride’s place at 11 in the night. The bride’s party were getting nervous because of the delay in our arrival and though relieved when at last we arrived, they were a bit disappointed as our party was not to their expectation in pomp and show. But their spirits revived when they saw the ornaments, dresses, sweets and other presents, which we had brought for the bride. Whether they felt happy to see the bridegroom too, I do not know !

Questions :
(i) Why had the only one elephant that accompanied the author’s marriage come back?
(ii) How does the author depict the concern of the bride’s family?

Answers :
(i) The author’s marriage party comprised only one elephant. After resting for one night in a village on the bank of the Saraju, all the members including the luggage, the horses, the palkies and so on crossed the river with the help of boats. The elephant was made to swim across it. It was determined not to do so. An hour of playing hide and seek with the mahout by going forward a little and turning back led the members of the author’s family to tie it to boats and ferry it across, but in vain. At last they reluctantly decided to abandon it.
(ii) Circumstances made the marriage party reach the bride’s place at 1 1 in the night. The delay in their arrival filled the members of the latter’s family with nervousness. They heaved a sigh of relief to see them reach their place. They were a little upset, because the glint and glitter in the bridegroom’s party could not match their expectation. However, all ended well, when they saw the ornaments, dresses, etc.
brought by the author’s family.

Introducing the Author:
Rajendra Prasad, one of the architects of modem Indian Republic, was the first President of the country. Besides, he was both the President of Constituent Assembly and Congress in 1939 and 1943. He writes in a very simple and lucid manner.

About the Story :
‘Marriage ’, an autobiographical sketch of Dr. Rajendra Prasad, justifiably deals with his marriage experiences. He got married, when he was a teenager. The writer throws light on his marriage party, the bride’s family and the strict observance of purdah.

Summary :
The writer walks down the memory lane. His marriage was arranged, when Rajendra Prasad was 13. The bride’s father and his younger brother, a lawyer, came to their house to see the author; they interviewed the latter. They were satisfied and approved of the marriage. This culminated in engagement ceremony. Contrary to the wishes of his father, custom-ridden as they were, the bride’s father gave them clothes, utensils including cash present of Rs. 2,000. At that time the financial condition of Rajendra’s family was not in a good shape, because of unprofitable zamindari, famine condition, escalating expenses and lingering lawsuit. In spite of these adverse circumstances, his father did not lose heart and instead, to keep the image of their family, he decided to make the marriage a fabulous affair. He lavishly spent on ornaments and other items.

In accordance with the family’s custom, the author’s marriage was marked by a big procession that comprised one elephant, a few horses, many palkies, his brother, his father and other relatives. His brother came riding on a strong horse, his father and other relatives in palkies carried by the bearers, and the bridegroom in a special palki made of silver. The hot winds and the scorching sun made riding in a palki a difficult affair.

It was a two days’ journey to the bride’s place. The marriage party had to rest for one night in a village on the bank of the Sarju. The boats were the means for them to cross the river. But the only one elephant that accompanied them posed a great problem to them. It was determined not to swim across the river. The efforts of the mahout and other members to tie it to the boats and ferry it across proved futile. It played an hour of hide and seek with the mahout going forward a little and turning back. At last they reluctantly gave up the idea of taking it with them. To the author’s father, it was a sad parting. He was unhappy, because his son’s image would suffer disgrace, if the party went ahead without an elephant. In this connection, he recollects his colourful marriage party, thanks to the presence of scores of elephants. He wished for them in his son’s party.

His wish was fulfilled when a few elephants coming from another marriage ceremony joined it after the settlement with their mahouts. It was getting late. The procession started at a fast pace and reached the bride’s place at 1 1 in the night. The bride’s family was naturally nervous. The arrival of the marriage party made them breathe a sigh of relief. They were also a littel upset, because the glint and glitter in the author’s procession did not match their expectation. But it was short-lived. Their drooping spirits were enlivened to see the ornaments, dresses, sweets and other presents brought by the groom’s family. Then the author throws light on the remarks he had made on his marriage. He got married, when he was a teenager. He does not remember the ceremonies in deails. His marriage was no different from the game of dolls’ marriage.

This was a child’s play for him. He was neither able to make out the importance marriage nor feel its responsibility. He didn’t have a say on this matter. He performed the ceremonies in accordances with the wishes of the Pandit and the women of his family. He could scarcely understand what had occurred. The only thing he knew that someone would join her family as his wife just as the entry of his sister-in-law. The author also describes the ritual of Duragman. It refers to the fact that after the completion of marriage, sometimes the bride is not entitled to come with the groom to his home soon. Some time passes on. Then another small party is given the task of fetching the girl. This was also applicable to him.

They returned to their house after spending two days in the bride’s house. Strict observance of the custom ofpurdah was the essence of the author’s family. His sister-in-law was also not an exception. She was allowed to interact only with her two maidservants who had accompanied her. She was confined to her room and was forbidden to come even into the varandah. None but the cook and tender-aged boy servants and that too with their mothers were allowed to enter the courtyard. His sisterin-law was tightly protected when she was interested to go to her bath-room. At that time, her two maid-servants were instrumental in carrying bedsheets as covers on either side. She would not show her face even to the author’s mother, aunt or sister during their presence in her room. No maid-servant of Zeradei was allowed to go there. Author had seen her face once or twice when he was a boy. Same was happened in case of his wife.

ସାରାଂଶ :

ଡ. ପ୍ରସାଦଙ୍କୁ ଯେତେବେଳେ ୧୩ ବର୍ଷ ଓ ସେ ପଞ୍ଚମ ଶ୍ରେଣୀରେ ପଢୁଥିଲେ, ତାଙ୍କ ପିତାମାତା ତାଙ୍କର ବାହାଘର ବନ୍ଦୋବସ୍ତ କଲେ । ସେତେବେଳର ପ୍ରଥା ଅନୁସାରେ ବାହାଘର ବ୍ୟାପାରରେ ତାଙ୍କର ମୁଣ୍ଡ ଖେଳାଇବାର ନଥିଲା । କନ୍ୟାର ଦାଦା ଦିନେ ପ୍ରସାଦଙ୍କୁ ଦେଖ‌ିବାକୁ ଆସି ପହଞ୍ଚିଲେ । ସେ ତାଙ୍କୁ କିଛି ପ୍ରଶ୍ନ ପଚାରିଲେ ଓ ଫେରିଗଲେ । ଅଳ୍ପଦିନ ଭିତରେ ତାଙ୍କ ଘରୁ ‘ତଲକ୍‌’’ ପର୍ବ ପାଇଁ ସାମଗ୍ରୀ ଆସି ପହଞ୍ଚିଲା । ଏହା ବିବାହ ପାଇଁ ‘ସ୍ଵିକୃତି’ କୁ ବୁଝାଏ । ପ୍ରସାଦଙ୍କ ଶ୍ଵଶୁର ଘରୁ ଦାମି ଲୁଗାପଟା, ବାସନକୁସନ ଓ ଦୁଇହଜାର ଟଙ୍କା ଆସିଥିଲା । ସେତେବେଳେ ଦୁଇ ହଜାର ଟଙ୍କା ଖୁବ୍ ବେଶୀ । ସେହି ଅନୁସାରେ ବାହାଘର ପ୍ରସେସନ୍ ଓ ଆନୁସଙ୍ଗିକ ଖର୍ଚ୍ଚ ମଧ୍ୟ କରିବାକୁ ହେବ ।

ତାଙ୍କ ପରିବାରର ଆର୍ଥିକ ଅବସ୍ଥା ଏତେ ସ୍ୱଚ୍ଛଳ ନ ଥିଲା । ଜମିଦାରି ଭଲ ଚାଲିନଥିଲା । ତଥାପି ତାଙ୍କ ବାପା ଯେ କୌଣସି ଉପାୟରେ ବାହାଘରକୁ ଧୁମ୍ଧଡ଼କରେ କରିବାକୁ ଆୟୋଜନ କଲେ । ସେତେବେଳେ ବାହାଘରରେ ହାତୀ, ଘୋଡ଼ା, ପାଲିଙ୍କି ଯାଉଥଲା । ଯେଉଁ ପ୍ରସେସନ୍‌ରେ ଯେତେ ହାତୀ ଅଧ୍ଵ, ତାହା ସେତେ ଆକର୍ଷଣୀୟ । ମାତ୍ର ପ୍ରସାଦଙ୍କ ବାହା ତିଥିରେ ଅନେକ ବାହାଘର ହେଉଥ‌ିବାରୁ ହାତୀ ମିଳିଲେ ନାହିଁ । ମାତ୍ର ଗୋଟିଏ ହାତୀ, କିଛି ଘୋଡା ଓ ପାଲିଙ୍କିରେ ପ୍ରସେସନ୍ ବାହାରିଲା । ଅବଶ୍ୟ ବରର ପାଲିଙ୍କି ଖୁବ୍ ଆକର୍ଷଣୀୟ ହୋଇଥିଲା ।

ବିବାହ ଦଲନ-ଚାପ୍ରାରେ ହେଉଥିଲା । ଏହା ପ୍ରସାଦଙ୍କ ଘର ଜେରାଦେଇଠାରୁ ୪୦ ମାଇଲ ଦୂରରେ ଅବସ୍ଥିତ । ବରଯାତ୍ରୀଦଳ ସେଠି ପହଞ୍ଚିବାକୁ ଦୁଇଦିନ ଲାଗିବ । ପ୍ରଥମଦିନ ଯାତ୍ରା ସାରି ସେମାନେ ସରଯୂନଦୀ କଳରେ ତମ୍ବୁରେ ରହିଲେ । ତା’ପରଦିନ ଡଙ୍ଗାରେ ପାଲିଙ୍କି, ଘୋଡା, ଜିନିଷପତ୍ର, ବଳଦଗାଡି ବୁହା ହୋଇ ଅପର ପାର୍ଶ୍ଵକୁଗଲା । ମାତ୍ର ସମସ୍ୟା ହେଲା ହାତୀକୁ ନେଇ ଯେତେ ଉଦ୍ୟମ କଲେ ବି ହାତୀ ଆଦୌ ଗଲା ନାହିଁ । ଶେଷରେ ମାହୁନ୍ତ ହାତୀକୁ ନେଇ ବାପାଙ୍କର ବଡ଼ ଚିନ୍ତା ହେଲା । ତାଙ୍କ ବାହାଘରକୁ କୋଡ଼ିଏରୁ ଉର୍ଦ୍ଧ୍ଵ ହାତୀ ପ୍ରସେସନ୍‌ରେ ଯାଇଥିଲେ । ତାଙ୍କ ପୁଅ ବାହାଘର ବିନା ହାତୀରେ କେମିତି ହେବ ? ସୌଭାଗ୍ୟବଶତଃ ଗୋଟିଏ ବାହାଘରସାରି ଦଳେ ମାହୁନ୍ତ ତାଙ୍କ ହାତୀ ସହିତ ସେହି ରାସ୍ତା ଦେଇ ଫେରୁଥିଲେ । ବାପା ସେମାନଙ୍କୁ ପ୍ରସାଦଙ୍କ ପଟୁଆରରେ ସାମିଲ କଲେ । ତଥାପି କନ୍ୟାଘର ଲୋକେ ଅଭିଯୋଗ କଲେ, ପ୍ରସେସନ୍ ଭଲ ହେଲାନାହିଁ ।

ବରଯାତ୍ରୀ ଦଳ କନ୍ୟା ଘରେ ପହଞ୍ଚିଲାବେଳକୁ ରାତି ୧୧ଟା । ପ୍ରସାଦ ପାଲିଙ୍କିରେ ଶୋଇ ପଡ଼ିଥିଲେ । ସେଇ ନିଦରେ ନିଦରେ ବାହାଘର କାମ ରାତିକ ଭିତରେ ସରିଗଲା । ସେ ଯନ୍ତ୍ରବତ୍ ପଣ୍ଡିତଙ୍କ କଥାରେ କାମ କରିଯାଉଥ୍ଲେ । ସେ ପିଲାବେଳେ ସାଙ୍ଗସାଥୀଙ୍କ ମେଳରେ କଣ୍ଢେଇ ବାହାଘର କରୁଥିଲେ । ଏ ବାହାଘର ଠିକ୍ ସେମିତି ଥିଲା । ବାହାଘର କ’ଣ ଜାଣିବା ପୂର୍ବରୁ ସେ ବାହା ହୋଇ ସାରିଥିଲେ । ବାହାଘର ପରେ ପ୍ରସାଦ ଓ ଅନ୍ୟମାନେ ଘରକୁ ଫେରିଲେ । କନ୍ୟା ସେଦିନ ତାଙ୍କ ସାଙ୍ଗ ସାଥ୍‌ରେ ଆସିଲା ନାହିଁ ।

ବର୍ଷକ ପରେ ସେ “Duragman” ପର୍ବରେ ପ୍ରସାଦଙ୍କ ଘରକୁ ଆସିଲା । ସେବେଳେ ପରଦା ପ୍ରଥା ପ୍ରସାଦଙ୍କ ଘରେ ବଳବତ୍ତର ଥିଲା । କେହି ନବବଧୂର ମୁହଁ ଦେଖିପାରିବେ ନାହିଁ । ପ୍ରସାଦଙ୍କ ଭାଉଜ ଯେତେବେଳେ ତାଙ୍କ ଘରକୁ ବୋହୂ ହେଇ ଆସିଲା, ତାଙ୍କ ସାଥ୍‌ରେ ଦୁଇଜଣ ଦାସୀ ଆସିଥିଲେ । ସେ କେବଳ ତାଙ୍କରି ସାର୍ଥରେ ଗୋଟିଏ ରୁମ୍‌ରେ ଚୁପ୍‌ଚୁପ୍ କଥା ହେଉଥିଲେ । ବାରଣ୍ଡାକୁ ମଧ୍ୟ ଆସୁନଥିଲେ । ସେ ବାରଣ୍ଡା ଦେଇ ପୁରୁଷ ଲୋକ ଯିବା ମନା । ସେ ଯେତେବେଳେ ଗାଧୋଇ ଯାଉଥିଲେ ତାଙ୍କ ଦୁଇ ପଟେ ଲୁଗାର ଆଢ଼େଣି ଦିଆ ଯାଉଥିଲା । ପ୍ରସାଦଙ୍କ ସ୍ତ୍ରୀ ଯେତେବେଳେ ଆସିଲା, ସେଇ ଏକା କଥାର ପୁନରାବୃଭି ହେଲା ।

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 16 Probability Ex 16(a) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 16 Probability Exercise 16(a)

Question 1.
A coin was tossed twice. Find the probability of getting.
(i) exactly one head
Solution:
A coin is tossed twice.
∴ S = {HH, HT, TH, TT}, |S| = 4
Let A be the event of getting exactly one head.
∴ A = {HT, TH} ⇒ |A| = 2
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{2}{4}=\frac{1}{2}\)

(ii) at least one head
Solution:
Let B be the event of getting at least one head.
∴ B = {HT, TH, HH}
∴ |B| = 3
∴ P(B) = \(\frac{|\mathrm{B}|}{|\mathrm{S}|}=\frac{3}{4}\)

(iii) at most one head
Solution:
Let C be the events of getting at most one head
∴ C = {HT, TH, TT} ⇒ |C| = 3
∴ P(C) = \(\frac{|C|}{|S|}=\frac{3}{4}\)

Question 2.
A coin is tossed three times. Find the probability of getting.
Solution:
A coin is tossed three times.
∴ S = {HHH, HTT, HTH, THH, TTH, THT, HHT, TTT}
∴ |S| = 8

(i) all heads
Solution:
Let A be the event of getting all heads.
∴ A = {HHH} ⇒ O(A) = 1
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{1}{8}\)

(ii) at most 2 heads
Solution:
Let B be the event of getting at most 2 heads.
∴ B = {HTT, HTH, THH, TTH, THT, HHT, TTT} ⇒ |B| = 7
∴ P(B) = \(\frac{|\mathrm{B}|}{|\mathrm{S}|}=\frac{7}{8}\)

(iii) at least 2 heads.
Solution:
Let C be the event of getting at least 2 heads.
∴ C = {HTH, THH, HHT, HHH} ⇒ |C| = 4
∴ P(C) = \(\frac{|\mathrm{C}|}{|\mathrm{S}|}=\frac{4}{8}=\frac{1}{2}\)

Question 3.
List all possible outcomes when a die is rolled twice or a pair of dice is rolled once. Then find the probability that
Solution:
A die is rolled twice
∴ S = {(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (1, 6), (2, 1), (2, 2), (2, 3), (2, 4), (2, 5), (2, 6), (3, 1), (3, 2), (3, 3), (3, 4), (3, 5), (3, 6), (4, 1), (4, 2), (4, 3), (4, 4), (4, 5), (4, 6), (5, 1), (5, 2), (5, 3), (5, 4), (5, 5), (5, 6), (6, 1), (6, 2), (6, 3), (6, 4), (6, 5), (6, 6)}
∴ |S| = 36

(i) Sum of points is 10
Solution:
Let A be the event of getting the sum 10.
∴ A = {(4, 6), (5, 5), (6, 4)} ⇒ |A| = 3
∴ P(A) = \(\frac{3}{16}=\frac{1}{12}\)

(ii) sum of points is at least 10
Solution:
Let B be the event of getting the sum at least 10.
∴ B = {(4, 6), (5, 5), (6, 4) (5, 6) (6, 5) (6, 6)} ⇒ |B| = 6
∴ P(B) = \(\frac{|\mathrm{B}|}{|\mathrm{S}|}=\frac{3}{36}=\frac{1}{6}\)

(iii) sum of points is at most 10.
Solution:
Let C be the event of getting the sum 11 or 12.
∴ C = {(5, 6), (6, 5), (6, 6)} ⇒ |C| = 3
The C is the event of getting the sum at most 10.
∴ P(C’) = 1 – P(C’) =  1 – \(\frac{3}{36}=\frac{33}{36}\)

Question 4.
A die rolled twice. Find the probability that the result of the first roll exceeds the result of the second roll by
Solution:
A die rolled twice S = \(\left\{\begin{array}{llllll}
1 & 2 & 3 & 4 & 5 & 6 \\
1 & 2 & 3 & 4 & 5 & 6
\end{array}\right\}\)
∴ |S| = 36

(i) 3
Solution:
Let A be the event of getting the 1st roll exceeds the result of the 2nd roll by 3.
∴  A = {(4, 1), (5, 2), (6, 3)} ⇒ |A| = 3
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{3}{36}=\frac{1}{12}\)

(ii) at least 3
Solution:
Let B be the event of getting the 1st roll exceeds the result of the second roll by at least 3.
∴ B = {(4, 1), (5, 2), (6, 3), (5,1), (6, 2), (6, 1)}
∴ P(B) = \(\frac{|\mathrm{B}|}{|\mathrm{S}|}=\frac{6}{36}=\frac{1}{6}\)

(iii) at most 3
Solution:
Let A be the event of getting the 1st roll exceeds the result of the 2nd roll by 4 or 5.
∴ A ={(5, 1), (6, 2), (6, 1)}
P(A’) = 1 – P(A) = 1 – \(\frac{|A|}{|S|}\)
= 1 – \(\frac{3}{36}=\frac{33}{36}=\frac{11}{12}\)

Question 5.
A card is selected from 100 cards numbered 1 to 100. If a card is selected at random, find the probability that the number on the card is
Solution:
A card is selected from 100 cards numbered 1 to 100.
∴ |S| = 100

(i) divisible by 5
Solution:
Let A be the event of getting the card whose number is divisible by 5.
∴ A = {5, 10, 15, 20, ….. 10} ⇒ |A| = 20
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{20}{100}=\frac{1}{5}\)

(ii) divisible by 2
Solution:
Let B be the event of getting the card whose number is divisible by 2.
∴ B = {2, 4, 6, 8,…., 100} ⇒ |B| = 50
∴ P(B) = \(\frac{|B|}{|S|}=\frac{50}{100}=\frac{1}{2}\)

(iii) divisible by both 2 and 5
Solution:
If a number is divisible by both 2 and 5 then it is divisible by 10. Let A be a such an event.
∴ A ={10, 20, 30,……,100} ⇒ |A| = 10
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{10}{100}=\frac{1}{10}\)

(iv) divisible by either 2 or 5.
Solution:
Let A be the event of getting the number divisible by 2 and B be the event of getting the number divisible by 5.
∴ A = {2, 4, 6,……… 100}
B = {5, 10, 15, 20, ……, 100}
∴ A ∩ B = {10, 20, 30, ….., 100} ⇒ A ∩ B = 10
∴ P(A ∪ B) = P(A) + P(B) – P(A ∩ B)
= \(\frac{|\mathrm{A}|}{|\mathrm{S}|}+\frac{|\mathrm{B}|}{|\mathrm{S}|}-\frac{|\mathrm{A} \cap \mathrm{B}|}{|\mathrm{S}|}\)
= \(\frac{50}{100}+\frac{20}{100}-\frac{10}{100}=\frac{60}{100}=\frac{3}{5}\)

Question 6.
Eight persons stand in a line at random. What is the probability that two person X and Y don’t stand together?
Solution:
Eight persons stand in a line at random.
∴ |S| = 8!
Let A be the event that two persons X and Y stand together. Considering X and Y as one person, the total number of persons is 7, who can stand in 7 ! × 2 ways.
∴ |A| = 2 × 7 !
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{2 \times 7 !}{8 !}=\frac{1}{4}\)
∴ P(A’) = 1 – P(A) = 1 – \(\frac{1}{4}=\frac{3}{4}\)

Question 7.
What is the probability that four aces appear together when a pack of 52 cards is shuffled completely?
Solution:
Let A be the event of getting four aces appearing together. Then considering the four aces as one card, the total number of cards is 49, which can be shuffled in 49! × 4! ways.
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{4 ! \times 49 !}{52 !}\)

Question 8.
If 8 persons are to sit around a table, what is the probability that X and Y don’t sit together?
Solution:
If 8 persons sit in a round table then the number of ways is (8 – 1)!
∴ |S| = (8 – 1)! = 7!
Let A be the event of getting that X and Y sit together. Considering X and Y as one person, the total number of persons is 7, who can be sit in 2 × 6 ! ways.
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{2 ! \times 6 !}{7 !}=\frac{2}{7}\)
P(A’) = 1 – P(A) = 1 – \(\frac{2}{7}=\frac{5}{7}\)

Question 9.
A die is rolled three times. Find the probability that the numbers obtained are in strictly increasing order.
Solution:
A die is rolled three times.
|S| = 6³ = 216
Let A be the event of getting the numbers in strictly increasing order.
A = {(1, 2, 3), (1, 2, 4), (1, 2, 5), (1, 2, 6), (1, 3, 4), (1, 3, 5), (1, 3, 6), (1, 4, 5), (1, 4, 6), (1, 5, 6), (2, 3, 4), (2, 3, 5), (2, 3, 6), (2, 4, 5), (2, 4, 6), (2, 5, 6), (3, 4, 5), (3, 5, 6), (4, 5, 6), (3, 4, 6)} ⇒ |A| = 20
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{20}{216}\)

Question 10.
Three phonorecords are removed from their jackets, played with, and then returned to the jackets at random. Find the probability that
Solution:
Three phonorecords are removed from their jackets, played with, and returned to the jackets at random. Let the records be numbered 1, 2, and 3, and let their jackets be similarly numbered 1, and 2,3. The number of ways in which the records can be put in their jackets is 3! = 6.
S = \(\left\{\left(\begin{array}{lll}
1 & 2 & 3 \\
1 & 2 & 3
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
2 & 3 & 1
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
3 & 1 & 2
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
1 & 3 & 2
\end{array}\right),\right.\)
\(\left.\left(\begin{array}{lll}
1 & 2 & 3 \\
3 & 2 & 1
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
2 & 1 & 3
\end{array}\right)\right\}\)

(i) none of the records goes to the right jacket
Solution:
Let A be the event that none of the records goes to the right jacket.
∴ A = \(\left\{\left(\begin{array}{lll}
1 & 2 & 3 \\
2 & 3 & 1
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
3 & 1 & 2
\end{array}\right)\right\}\)
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{2}{6}=\frac{1}{3}\)

(ii) just one record goes to the right jacket.
Solution:
Let A be the event that none of the records goes to the right jacket.
∴ A = \(\left\{\left(\begin{array}{lll}
1 & 2 & 3 \\
1 & 3 & 2
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
3 & 2 & 1
\end{array}\right),\left(\begin{array}{lll}
1 & 2 & 3 \\
2 & 1 & 3
\end{array}\right)\right\}\)
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{3}{6}=\frac{1}{2}\)

(iii) just two records go to the right jackets.
Solution:
Let B be the event that just two records goes to the right jackets. When two records goes to the right jackets, then it is obvious that the 3rd jacket must go to the right jacket.
∴ B = Φ
∴ P(B) = 0

(iv) all three of them go to the right jackets.
Solution:
Let C be the event that all 3 of them go to the right jackets.
∴ C = \(\left\{\left(\begin{array}{lll}
1 & 2 & 3 \\
1 & 2 & 3
\end{array}\right)\right\}\)
∴ P(C) = \(\frac{|\mathrm{C}|}{|\mathrm{S}|}=\frac{1}{6}\)

Question 11.
Four records are taken out of their jackets, played and returned to the jackets at random. Find the probability that
Solution:
Four records are taken out of their jackets, played and returned to the jackets at random.
∴ The number of ways in which the records can be put is 4!
∴ |S| = 24

(i) none of the records goes into the right jacket.
Solution:
Let the records and jackets be denoted as R₁, R₂, R₃, R_4, and J₁, J₂, J₃, J₄, respectively.
Considering \(\left(\begin{array}{llll}
\mathrm{R}_1 & \mathrm{R}_2 & \mathrm{R}_3 & \mathrm{R}_4 \\
\mathrm{~J}_2 & \mathrm{~J}_1 & \mathrm{~J}_4 & \mathrm{~J}_3
\end{array}\right),\left(\begin{array}{llll}
\mathrm{R}_1 & \mathrm{R}_2 & \mathrm{R}_3 & \mathrm{R}_4 \\
\mathrm{~J}_2 & \mathrm{~J}_4 & \mathrm{~J}_1 & \mathrm{~J}_3
\end{array}\right)\)
\(\left(\begin{array}{llll}
\mathrm{R}_1 & \mathrm{R}_2 & \mathrm{R}_3 & \mathrm{R}_4 \\
\mathrm{~J}_2 & \mathrm{~J}_3 & \mathrm{~J}_4 & \mathrm{~J}_1
\end{array}\right)\)
∴ When R₁ be put in J₂, there are 2 such cases. Similarly when R₁ be put in J₃ and J₄ the number of such cases is 3 each.
∴ The total number of ways in which none of the records goes to the right jackets is 3 × 3 = 9.
∴ Its probability = \(\frac{15}{24}=\frac{5}{8}\)

(ii) at least one record is put in the right jacket.
Solution:
The number of ways in which at least one record goes to the right jacket, i.e. 1, 2, 3 of 4 records goes to the right jacket is 24 – 9 = 15.
∴ ItS probability = \(\frac{15}{24}=\frac{5}{8}\)

Question 12.
Let A and B be events with P(A) = \(\frac{3}{8}\), P(B) = \(\frac{1}{2}\) and P(A ∩ B) = \(\frac{1}{4}\). Find
(i) P(A ∪ B)
Solution:
P(A ∪ B) = P(A) + P(B) – P(A ∩ B)
= \(\frac{3}{8}+\frac{1}{2}-\frac{1}{4}=\frac{3+4-2}{8}=\frac{5}{8}\)

(ii) P(A^c) and P(B^c)
Solution:
P(A^c) = 1 – P(A) = 1 – \(\frac{3}{8}=\frac{5}{8}\)
P(B^c) = 1 – P(B) = 1 – \(\frac{1}{2}=\frac{1}{2}\)

(iii) P(A^c ∪ B^c)
Solution:
P(A^c ∪ B^c) = P(A ∩ B)^c = 1 – (A ∩ B)
= 1 – \(\frac{1}{4}=\frac{3}{4}\)

(iv) P(A^c ∩ B^c)
Solution:
P(A^c ∩ B^c) = P(A ∪ B)^c = 1 – (A ∪ B)
= 1 – \(\frac{5}{8}=\frac{3}{8}\)

(v) P(A ∩ B^c)
Solution:
P(A ∩ B^c)
= P(A – B) = P(A) – P(A ∩ B)
= \(\frac{3}{8}-\frac{1}{4}=\frac{3-2}{8}=\frac{1}{8}\)

(vi) P(A^c ∩ B)
Solution:
P(A^c ∩ B)
= P(B – A) = P(B) – P(A ∩ B)
= \(\frac{1}{2}-\frac{1}{4}=\frac{1}{4}\)

Question 13.
Let A and B be the events with P(A) = \(\frac{1}{3}\) P(A ∪ B) = \(\frac{3}{4}\) and P(A ∩ B) = \(\frac{1}{4}\), Find
(i) P(A)
Solution:
P(A) = \(\frac{1}{3}\)

(ii) P(B)
Solution:
we have
P(A ∪ B) = P(A) + P(B) – P(A ∩ B)
or, \(\frac{3}{4}=\frac{1}{3}\) +P(B) – \(\frac{1}{4}\)
or, P(B) = \(\frac{3}{4}+\frac{1}{4}-\frac{1}{3}=1-\frac{1}{3}=\frac{2}{3}\)
P(A’) = 1 – P(A) = 1 – \(\frac{1}{3}=\frac{2}{3}\)

(iii) P(A ∩ B^c)
Solution:
P(A ∩ B^c) = P(A – B) = P(A) – P(A ∩ B)
= \(\frac{1}{3}-\frac{1}{4}=\frac{4-3}{12}=\frac{1}{12}\)

(iv) P(A ∪ B^c)
Solution:
P(A ∪ B^c) = 1 – P(A ∪ B^c)^c
= 1 – P(A^c ∪ B) = 1 – P(B – A)
= 1 – P(B) + P(A ∩ B)
= 1 – \(\frac{2}{3}+\frac{1}{4}=\frac{12-8+3}{12}=\frac{7}{12}\)

Question 14.
There are 20 defective bulbs in a box of 100 bulbs. If 10 bulbs are chosen at random what is the probability that
Solution:
There are 20 defective bulbs in a box of 100 bulbs. If 10 bulbs are chosen at random.

(i) there are just 3 defective bulbs
Solution:
|S| = ¹⁰⁰C₁₀
The number of defective bulbs is 20 so that the number of non-defective bulbs is 80.
Let A be the event of getting defective bulbs.
∴ |A| = ²⁰C₃ × ⁸⁰C₇
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{{ }^{20} \mathrm{C}_3 \times{ }^{80} \mathrm{C}_7}{{ }^{100} \mathrm{C}_{10}}\)

(ii) there are at least 3 defective balls.
Solution:
Let B be the event of getting at least 3 defective bulbs.
∴ B’ is the event of getting at most 2 defective bulbs.

Question 15.
A pair of dice is rolled once. Find the probability that the maximum of the two numbers
Solution:
A pair of dice is rolled once.
∴ S = \(\left\{\begin{array}{llllll}
1 & 2 & 3 & 4 & 5 & 6 \\
1 & 2 & 3 & 4 & 5 & 6
\end{array}\right\}\)
∴ |S| = 6² = 36

(i) is greater than 4
Solution:
A be the event of getting the maximum of two numbers greater than 4.
|A| = 20
∴ P(A) = \(\frac{20}{36}\)

(ii) is 6.
Solution:
Let A be the event of getting the maximum of two numbers is 6.
∴ A ={(1, 1), (1, 2), (1, 3), (1, 4), (1, 5), (2, 1), (2, 2), (2, 3), (2, 4), (3, 1), (3, 2), (3, 3), (4, 1), (4, 2), (5, 1)}
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{IS}|}=\frac{15}{36}\)

Question 16.
4 girls and 4 boys sit in a row. Find the probability that
Solution:
4 girls and 4 boys sit in a row.
∴ |S| = 8 !

(i) the four girls are together
Solution:
Let A be the event that 4 girls are together. Considering 4 girls as one, the total number of children is 5 which can be sit in 5! × 4! ways.
∴ |A| = 5! × 4!
∴ P(A) = \(\frac{\mid \mathrm{Al}}{|\mathrm{S}|}=\frac{5 ! \times 4 !}{8 !}\)

(ii) the boys and girls sit in alternate seats.
Solution:
When the boys and girls sit in alternate positions. So the arrangement can be as follows:
BC₁BC₁BC₁BC₁
C₁BC₁BC₁BC₁B
∴ The total number of ways = 2(4! × 4!)
∴ Its probability = \(\frac{2 \times 4 ! \times 4 !}{8 !}\)

Question 17.
A committee of 3 is to be chosen from among 10 people including X and Y. Find the probability that
Solution:
A committee of 3 is to be chosen from among 10 people including X and Y.
∴ |S| = ¹⁰C₃

(i) X is the committee
Solution:
Let A be the event that X is in the committee. So we have chosen 2 persons from 9 persons in ⁹C₂ ways
∴ |A| = ⁹C₂
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{{ }^9 \mathrm{C}_2}{{ }^{10} \mathrm{C}_3}\)

(ii) X or Y belongs to the committee
Solution:
Let B be the event that X or Y belongs to the committee,
When X is in the committee, its probability = \(\frac{{ }^9 C_2}{{ }^{10} C_3}\)
When Y is the in the committee, its probability = \(\frac{{ }^9 C_2}{{ }^{10} C_3}\)
When X and Y both are in the committee, its probability = \(\frac{8 \mathrm{C}_1}{{ }^{10} \mathrm{C}_3}\)
∴ Probability that X or Y is in the committee
= \(\frac{{ }^9 \mathrm{C}_2+{ }^9 \mathrm{C}_2-{ }^8 \mathrm{C}_1}{{ }^{10} \mathrm{C}_3}=\frac{2 \times{ }^9 \mathrm{C}_2-{ }^8 \mathrm{C}_1}{{ }^{10} \mathrm{C}_3}\)

(iii) X and Y belong to the committee.
Solution:
When X and Y are both in the committee, we have to choose 1 person from 8 persons in ⁸C₁ ways.
∴ Its probability = \(\frac{{ }^8 \mathrm{C}_1}{{ }^{10} \mathrm{C}_3}\)

Question 18.
A class consists of 25 boys and 15 girls. If a committee of 6 is to be chosen at random, find the probability that
Solution:
A class consists of 25 boys and 15 girls. A committee of6 is to be chosen at random.
∴ |S| = ⁴⁰C₆

(i) all members of the committee are girls.
Solution:
Let A be the event of getting all members of the committee are girls.
∴ |A| = ⁴⁰C₆
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{{ }^{15} \mathrm{C}_6}{{ }^{40} \mathrm{C}_6}\)

(ii) all members of the committee are boys.
Solution:
If all members of the committee are boys, then its probability = \(\frac{{ }^{25} \mathrm{C}_6}{{ }^{40} \mathrm{C}_6}\)

(iii) there are exactly 3 boys in the committee.
Solution:
Let A be the event of getting exact 3 boys in the committee.
∴ |A| = ²⁵C₃ × 1⁵C₃
∴ P(A) = \(\frac{{ }^{25} \mathrm{C}_3 \times{ }^{15} \mathrm{C}_3}{{ }^{40} \mathrm{C}_6}\)

(iv) there are exactly 4 girls in the committee.
Solution:
Let B the event of getting exactly 4 girls in the committee.
∴ |B| = ¹⁵C₄ × ²⁵C₂
∴ P(B) = \(\frac{{ }^{15} \mathrm{C}_4 \times{ }^{25} \mathrm{C}_2}{{ }^{40} \mathrm{C}_6}\)

(v) there is at least one girl in the committee.
Solution:
Let C be the event of getting at least one girl in the committee.
∴ C’ is the event of getting no girl in the committee.
∴ |C’| = ²⁵C₆ ∴ P|C’| = \(\frac{\left|\mathrm{C}^{\prime}\right|}{|\mathrm{S}|}\)
∴ P(C) = 1 – P(C’) = 1 – \(\frac{{ }^{25} \mathrm{C}_6}{{ }^{40} \mathrm{C}_6}\)

Question 19.
There are 20 boys and 10 girls in the class. If a committee of 6 is to be chosen at random having at least 2 boys and 2 girls, find the probability that
Solution:
There are 20 boys and 10 girls in the class. A committee of 6 is to be chosen at random having at least 2 boys and 2 girls.

(20) Boys	(10) girls
2	4
3	3
4	2

∴ |S| = (²⁰C₂ × ¹⁰C₄) + (²⁰C₃ × ¹⁰C₃) + (²⁰C₄ × ¹⁰C₂)

(i) there are 3 boys in the committee.
Solution:
When there are 3 boys in the committee, its probability = \(\frac{{ }^{20} \mathrm{C}_3 \times{ }^{10} \mathrm{C}_3}{|\mathrm{~S}|}\)

(ii) there are 4 boys in the committee.
Solution:
When there are 4 boys in the committee, its probability = \(\frac{{ }^{20} \mathrm{C}_4 \times{ }^{10} \mathrm{C}_2}{|\mathrm{~S}|}\)

Question 20.
There are 120 students in a class who have opted for the following MIL. English 20, Oriya 70, Bengali 30. If a student is chosen at random, find the probability that the student is studying.
Solution:
There are 120 students in a class who have opted for the English 20, Oriya 70, Bengali 30.
∴ |S| = 120.
Let Be be the event of getting Bengali and E be the event of getting English.

(i) Bengali or English
Solution:
Since B and E are mutually exclusive events.
P(B ∪ E) = P(B) + P(E)
= \(\frac{|\mathrm{B}|}{|\mathrm{S}|}+\frac{|\mathrm{E}|}{|\mathrm{S}|}=\frac{30}{120}+\frac{20}{120}=\frac{50}{120}\)

(ii) neither Bengali nor English.
Solution:
Let A be the event of getting neither Bengali nor English, i.e. A is the event of getting Odia only.
∴ P(A) = \(\frac{|\mathrm{A}|}{|\mathrm{S}|}=\frac{70}{120}\)

Question 21.
Sometimes, probability of an event A is expressed as follows. We say that odds in favour of A are x toy if P(A) = \(\frac{x}{x+y}\). Similarly, we say that odds against A are x to y if P(A) = \(\frac{y}{x+y}\). Find P(A) and P(A)^c if
Solution:
Odds in favour of A are x to y if P(A) = \(\frac{x}{x+y}\)
Odds against A are x to y if P (A) = \(\frac{y}{x+y}\)

(i) odds in favour of A are 2 to 5.
Solution:
P(A) = \(\frac{x}{x+y}\) = \(\frac{2}{2+5}=\frac{2}{7}\)
and P(A’) = 1 – P(A) = 1 – \(\frac{2}{7}=\frac{5}{7}\)

(ii) odds against A are 4 to 3.
Solution:
P(A) = \(\frac{3}{4+3}=\frac{3}{7}\)
P(A’) = 1 – P(A) = 1 – \(\frac{3}{7}=\frac{4}{7}\)

Question 22.
Six dice are rolled. Find the probability that all six faces show different numbers.
Solution:
Six dice are rolled once.
∴ |S| = 6⁶
Let A be the event that all six faces show different numbers.
∴ |S| = 6!
∴ P(A) = \(\frac{6 !}{6^6}\)

Question 23.
There are 60 tickets in a bag numbered 1 through 60. Ifa ticket is picked at random, find the probability that the number on it is divisible by 2 or 5 and is not divisible by any of the numbers 3, 4, 6.
Solution:
There are 60 tickets in a bag numbered 1 through 60. A ticket is to be chosen, whose number is divisible by 2 or 5 and is not divisible by 3, 4, 6.
∴ |S| = 6 !
Let A be the event of getting the numbers divisible by 2 but not divisible by 3, 4, 6.
B be the event of getting* the numbers divisible by 5 but not divisible by 3, 4, 6.
∴ A = {2, 10, 14, 22, 26, 34, 38, 46, 50, 58}
B = {5, 10, 25, 35, 50, 55}
A ∩ B = {10, 50}
∴ P(A ∪ B) = P(A) + P (B) – P (A ∩ B)
= \(\frac{10+6-2}{60}=\frac{14}{60}\)

Question 24.
Compute P (A Δ B) in terms of P (A), P (B) and P (A ∩ B) where A Δ B denotes the symmetric difference of A and B.
Solution:
P (A Δ B) = P[(A – B)∪ (B – A)]
= P (A – B) + P (B – A) as (A – B) n (B – A) = Φ
= P[A – (A ∩ B)]+ P[B – (A ∩ B)]
= P(A) – P(A ∩ B) + P(B) – P(A ∩ B)
= P(A) + P(B) – 2P(A ∩ B)

Question 25.
Three volumes of a book and five volumes of another book are placed at random on a book shelf. Find the probability that all volumes of both the books will be found together.
Solution:
Three volumes of a book and five volumes of another book are placed at random on a book shelf.
∴ |S| = 8 !
When all volumes of both the books will find together, then considering the volumes as one book each, we have the total number of books is 2, which can be arranged in 2 × 3! × 5!
∴ Its probability = \(\frac{2 \times 3 ! \times 5 !}{8 !}\)

Question 26.
2 black cards and 2 red cards are lying face down on the table, If you guess their colours, find the probability that you get
Solution:
2 black cards and 2 red cards are lying face down on the table.
∴ We can guess their colours in \(\frac{4 !}{2 ! 2 !}\) = 4 ways
Cards kept face down as:
A student can guess:

(a)	B	B	R	R
(b)	B	R	B	R
(c)	B	R	R	B
(d)	R	R	B	B
(e)	R	B	R	B
(f)	R	B	B	R

(i) none of them right
Solution:
A student can guess none of them right only in case (d).
∴ Its probability = \(\frac{1}{6}\)

(ii) two of them right
Solution:
A student can guess two of them right in (b), (c), (d), (f).
∴ Its probability = \(\frac{4}{6}=\frac{2}{3}\)

(iii) all four of them right
Solution:
The student can guess all 4 of them right in (a) only.
∴ Its probability = \(\frac{1}{6}\)

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 2 The Legend behind a Legend Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Chapter 2 The Legend behind a Legend

CHSE Odisha Class 11 English The Legend behind a Legend Text Book Questions and Answers

UNIT – I
Gist with Glossary

Gist:
The writer walks down memory lane. Exactly 25 years ago, he had spent two days and two nights with Khairi, the tigress of Jashipur, and a collection of wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi. He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi-Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him.

Glossary:
bandit queen : queen of the robbers (ଦସ୍ୟୁରାଣୀ)
menagerie : a collection of wild animals (ବଣ୍ୟଜନ୍ତୁ ମାନ ଙ୍କ ସଂଗ୍ରହାଳୟ)
exploits : some unusual thing that someone does that you think is brave, exciting or entertaining
domesticated : an animal trained to live with or work for humans (ଗୃହପାଳିତ)
struck : occurred (ମନେପଡ଼ିଲା)
gruff : unfriendly and cruel (ନିଷ୍ଠୁର ସ୍ବଭାବସମ୍ପନ୍ନ)
tough : strict and severe (ଶୃଙ୍ଖଳିତ)
brooked no nonsense : tolerated only important and necessary things (ବାଜେ କଥା ସହ୍ୟ କରିପାରନ୍ତି ନାହିଁ)
suffered no feels : did not tolerate stupidity in others (ନିର୍ବୋଧତାକୁ ପ୍ରଶ୍ରୟ ଦିଅନ୍ତି ନାହିଁ)
itnerant articles : articles published in different magazines (ବିଭିନ୍ନ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ଅନେକ ଲେଖା )
shot in the dark : a hopeful attempt (ଏକ ଆଶାପୂର୍ଣ୍ଣ ଉଦ୍ୟମ )
utter : great (ମାତ୍ରାତ୍ଵିକ)
delight : pleasure (ଆନନ୍ଦ)
precise : exact (ନିର୍ଦ୍ଦିଷ୍ଟ)
instructions : directions (ନିର୍ଦ୍ଦେଶ )

Think it out:
Question 1.
Who is Khairi?
Answer:
Khairi is a legendary tigress of Jashipur.

Question 2.
How did the writer come to know about Khairi?
Answer:
The writer came to know about Khairi when he had read a small news item in The Statesman that threw light on the latest exploits of the tigress in the Similipal forests of Odisha.

Question 3.
Who was the foster father of Khairi?
Answer:
Saroj Raj Chaudhury was the foster father of Khairi.

Question 4.
Which State does the writer belong to?
Answer:
The writer belongs to Odisha.

Question 5.
What did he learn about Saroj Raj Chaudhury as a person?
Answer:
He learnt that Saroj Raj Chaudhury tolerated only important and necessary things, but not stupidity in others.

Question 6.
How did he contact Mr. Chaudhury?
Answer:
He contacted Mr. Chaudhury by writing a letter to him after getting his address.

Question 7.
Why did he refer some of his articles to Mr. Chaudhury?
Answer:
He referred some of his articles to Mr. Chaudhury in the hope of getting his response.

Question 8.
Did Mr. Chaudhury reply to the author’s letter? What did he write?
Ans.
Yes, Mr. Chaudhury replied to the author’s letter. The former wanted the latter to inform him in advance of the manner and the time of his arrival.

UNIT-II
Gist with Glossary

Gist:
The writer reached Khairi-Jashipur by an overcrowded bus. It was 4 a.m. He was soon provided with food and shelter. In other words, he was accorded fabulous hospitality, thanks to Saroj Chaudhury. Terror seized him when he heard the clear voice of the Tiger just outside the door. It did not last long before the bearer met him to serve hot tea and biscuit and assured him of the presence of Khairi who was making loving inquiries about the new guest in the house. He met Saroj Chaudhury, ‘a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down because the animal holding on to Chaudhury’s waist. They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr.

Glossary:
semidarkness: half-darkness (ଅର୍ଥ ଅନ୍ଧକାର)
click : sound (ଶବ୍ଦ)
detailed : was given minute instructions (ସମ୍ପୂର୍ଣ୍ଣ ସୂଚନା ପାଇଥିଲେ )
escort : guide (ପଥ ପ୍ରଦର୍ଶନକାରୀ)
with a start : in fear (ଭୟଚକିତ ହୋଇ)
terror struck : the writer was seized with fear (ଭୟ ବିହ୍ବଳିତ)
sloth : lazy behaviour (ଆଳସ୍ୟ ସ୍ବଭାବସମ୍ପନ୍ନ )
frail : weak (ଦୁର୍ବଳ)
slightly : a little (ଅତି ଅଳ୍ପ)
gruff : rude, unfriendly
no-nonsense : doing things quickly and effectively without worring too much about people’s fear (ଲୋକଙ୍କ ମନ୍ତବ୍ୟ ପ୍ରତି ଉଦାସୀନ)
humane : caring people and animals ( ମାନବ ପ୍ରତି ସମ୍ବେଦନଶୀଳ)

Think it out:
Question 1.
How did the writer come to Bhubaneswar?
Answer:
The writer came to Bhubaneswar by train.

Question 2.
How did he go to Jashipur from Bhubaneswar?
Answer:
He went to Jashipur from Bhubaneswar in an over-packed bus.

Question 3.
How did the forest guard receive him?
Answer:
The forest guard received him in a very cordial manner. He guided the writer, took him to the guest house, and made him stay in the guest house, assuring him that the water was in the jug.

Question 4.
Why was he terror-struck?
Answer:
He was terror-struck because he heard the clear voice of the Tiger just outside his door.

Question 5.
What did the bearer tell him about Khairi?
Answer:
The bearer told him that Khairi was trying to know about the new guest in the house. There was a ring of friendliness about Khairi.

Question 6.
What was Mr. Chaudhury doing when the writer met him?
Answer:
When the writer met Mr. Chaudhury, he was sitting on a large chair.

Question 7.
How did Mr. Chaudhury greet the author?
Answer:
Mr. Chaudhury warmly greeted the author.

Question 8.
What was the name of the bear?
Answer:
The name of the bear was Jambu.

Question 9.
What was the physical appearance of Mr. Chaudhury?
Answer:
Mr. Chaudhury was a weak man in his fifties with a little baldness on the top.

Question 10.
What kind of man did the author find Mr. Chaudhury to be?
Answer:
In the author’s estimation, Mr. Chaudhury was friendly and responsive. Besides, he was caring to the core.

UNIT – III
Gist with Glossary

Gist:
This part begins with Mr. Chaudhury narrating a wonderful story to the writer. His house turned into a habitat for different species of wild animals. He conducted an experiment to exaggerate that the animals could exist with each other if they were together from childhood. He brought Khairi and one of the most dangerous snakes, krait close to her. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait got too close to Khairi, he would pull it by its back.

Once he became inattentive and was bitten by a krait. Some of its poison entered his blood and therefore, he was now a permanent patient of low blood pressure. As soon as Mr. Chaudhury finished this wonderful story Jambu tried to give the writer his bear hug, but the former’s stem warning prevented him from doing so. Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Glossary:
emerged : became known (ଜଣାପଡ଼ିଲା)
sips : drink (something) by taking small mouthfuls (ଅଳ୍ପ ଅଳ୍ପ ପିଇବା)
debunked : exaggerated
co-exist : live together (ଏକତ୍ର ବାସ କରିବା)
infancy : childhood (ପିଲାଦିନ)
unmindful : inattentive (ଅମନୋଯୋଗୀ)
tied : bound (ବାନ୍ଧିଥିଲେ )
tourniquet : a piece of cloth bound tightly on an arm or leg to stop bleeding
hypo-glycaemia : condition of having a very low blood pressure (ନିମ୍ନ ରକ୍ତଚାପ)
astonishing : wonderful (ଆଶ୍ଚର୍ଯ୍ୟଜନକ)
take a fancy : to start liking someone (ଜଣକୁ ଭଲ ପାଇବାକୁ ଆରମ୍ଭ କରିବା)
hug : to put ones arms around someone to show love (ଆଲିଙ୍ଗନ)
dissuade : prevent (ବାଧା ଦେବା)
fondness : affection (ସ୍ନେହ, ଶ୍ରଦ୍ଧା)
progressed : advanced (ଆଗେଇ ଚାଲିଲା)
intennittent : occurring occasionally (ସାମୟିକଭାବେ ଘଟୁଥିବା)
crackle : making shout sharp sounds (ସ୍ଵଚ୍ଛ ଅବଶିଷ୍ଟ ଉଚ୍ଚ ଶବ୍ଦ)
veritable : real (ବାସ୍ତବ)

Think it out:
Question 1.
What theory did Mr. Chaudhury prove wrong?
Answer:
The theory that Mr. Chaudhury proved wrong was that the different species of wild animals cannot co-exist unless they are together from childhood.

Question 2.
What was his first story about?
Answer:
The first story was about how his house became the habitat of different species of wild animals who all come at different stages of their lives. It also dealt with their coexistence and the close relationship between Khairi and krait, a dangerous snake.

Question 3.
Why is it so unique and amazing?
Answer:
It is so unique and amazing because, during this experiment, Khairi showed her reaction to the presence of krait, the most poisonous snake. Khairi was curious to know more about the krait as it was a stranger to her.

Question 4.
Why did Mr. Chaudhury allow Khairi to come near the krait?
Answer:
Mr. Chaudhury allowed Khairi to come near a krait to know how they dealt with each other.

Question 5.
What was Khairi’s reaction to the presence of the krait?
Ans.
Khairi’s reaction to the presence of a krait was one of curiosity to know more about the latter.

Question 6.
How did the experiment affect him?
Answer:
The experiment made him a permanent patient of low blood pressure.

Question 7.
What did the bear try to do with the writer?
Answer:
The bear tried to put his arms around the writer to show his love.

Question 8.
What prevented the bear from doing so?
Answer:
Mr. Chaudhury’s strict ‘no’ prevented the bear from doing so.

Question 9.
What kind of family did Mr. Chaudhury have?
Answer:
Mr. Chaudhury had a genuine joint family that comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Question 10.
What was his relationship with different animals?
Answer:
His relationship with different animals was quite familiar. His act of naming each of them is a case in point.

UNIT – IV

Gist:
Khairi was brought to Saroj Raj Chaudhury as a two-month cub who was hungry and confused. Veteran forester and instinctive lover of wildlife as he was, Saroj imitated the sounds of a mother tigress. It worked wonderfully. The tiger cub’s confidence was restored. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced one night in a magnificent wooden structure with rooms and a bath that stood 15 feet high from the ground.

Glossary:
cub : (here) a young tigress (ବାଘଛୁଆ, ଛୁଆ ବାଘୁଣୀ)
famished : very hungry (କ୍ଷୁଧାଉଁ)
confused : disturbed (ବିବ୍ରତ ହେଲା)
snarls: making angry sounds in one’s throat and showing teeth
veteran : experienced (ଅଭିଜ୍ଞ, ଦକ୍ଷ)
handle : deal with (ଆୟତ୍ତ କରିବା)
firmly : determindedly (ଦୃଢ଼ ଭାବରେ )
anchored : restored (ଶାନ୍ତ ହେଲା)
the legends : (here) Saroj Raj Chaudhury and Khairi (କିମ୍ବଦନ୍ତୀ )
tag along : accompanied someone (ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ସହ ଯାତ୍ରା
snaked (v) : moved in or had a senes of long curves (ଅଙ୍କାବଙ୍କା ରାସ୍ତାରେ ଗଲା)
amidst: in the midst of (ମଝିରେ)
lush foliage: leaves of trees growing luxuriously
abandon : in an uncontrolled way (ଅବିଚାରିତ ଭାବେ)
conserving: preventing land, water, etc. from being damaged (ସଂରକ୍ଷଣ କରିବା)
wanton harm: reckless harm
authority : (here) Saroj Choudhury (କର୍ତ୍ତୃପକ୍ଷ )
pugmarks: the mark of the footprint of an animal (ପଶୁର ପାଦଚିହ୍ନ)
distinctive: very clear
meticulously: carefully attending to every detail
functional: practical and simple
build on stilts: build on one of a set of posts
a top: at the top of (ଉପରିଭାଗରେ )
magnificent : very beautiful (ଖୁବ୍‌ ସୁନ୍ଦର)

Think it out:
Question 1.
How and when did Mr. Chaudhury come across Khairi?
Answer:
Mr. Chaudhury came across Khairi when 12 Kharia tribals of Similipal brought her to him when she was a two-month cub. It was on October 5, 1974.

Question 2.
In what condition did he And it?
Answer:
He found it in a state of hunger and confusion.

Question 3.
How did he manage the hungry and confused cub?
Answer:
He managed the hungry and confused cub by copying the sounds of the mother tigress. Within minutes, she became firmly confident.

Question 4.
How did he treat wildlife in a young age?
Answer:
He treated wildlife uncontrollably in a young age.

Question 5.
What did he say about his change of attitude towards wildlife to the author?
Answer:
He said to the author that his change of attitude towards wildlife took place because of his realization that there was greater happiness in safeguarding the beautiful wild animals that do not cause reckless harm to man.

Question 6.
What was his contribution to the Tiger Project?
Answer:
His contribution to the Tiger Project was the introduction of the Tiger Tracing Method of tiger census. As a result, one can measure the pugmarks of each animal distinctly and record their characteristics very carefully.

Question 7.
What was the guest house like?
Answer:
The guest house was a wooden structure with simple rooms and a bath. It was built on one of the set of posts and was at a height of 15 feet.

Question 8.
What new experience did the author have in the Tiger Reserve area?
Answer:
The author experienced for the first time, one night stay in the Tiger Reserve area that was unique, especially on a very beautiful ‘machan’.

UNIT – V
Gist with Glossary

Gist :
The writer revisited Khairi-Jashipur after three months. His interest to know more about Khairi gained momentum. Besides Mr. Chaudhury’s old acquaintances, he caught sight of a young python. He focused on Mr. Chaudhury whose quest and passion was amazing. Meanwhile, Mr. Chaudhury got a message from the World Wildlife Fund. He went to New Delhi by air for an urgent meeting. The writer saw him off at the Dum Dum Airport, Calcutta. It was his last meeting with Mr. Chaudhury, a legend behind a legend. Khairi and Mr. Chaudhury are no more.

Glossary:
gracious: kind
in addition to besides
python: a very large snake that kills animals for food by wrapping itself around them and crushing them (ଅଜଗର ସାପ )
quest : search (ଅନ୍ଵେଷଣ)
legend: someone who very many people know about and admire (କିମ୍ବଦନ୍ତୀ ପୁରୁଷ)
unique : extraordinary (ଅସାଧାରଣ)
due: worth (ଯୋଗ୍ୟ)

Think it out:
Question 1.
After what interval of time did the writer visit Mr. Chaudhury for the second time?
Answer:
After three months, the writer visited Mr. Chaudhury for the second time.

Question 2.
What new addition to the Chaudhury family did he find there?
Answer:
The new addition to Chaudhury’s family he found there was an eight-foot-long young python.

Question 3.
Why did he get less time to interact with Mr. Chaudhury this time?
Answer:
He got less time to interact with Mr. Chaudhury because at that moment Mr. Chaudhury got a wireless message from the World Wildlife Fund to attend an important meeting at New Delhi.

Question 4.
Who died first, Khairi or Mr. Chaudhury?
Answer:
Khairi died first.

Question 5.
Who are the two legends the writer talks about?
Answer:
The two legends the writer talks about are Khairi and Mr. Saroj Raj Chaudhury.

Question 6.
Is the text more about Mr. Chaudhury or Khairi?
Answer:
The text throws much light on Mr. Chaudhury, yet Khairi does not lag far behind.

Question 7.
Can you guess now why the title of the text is “The Legend behind the Legend”?
Answer:
The title is aptly justified because the legendary passionate and instinctive lover of wildlife has been instrumental in transforming a two-month-old tiger baby into a legend. She is Khairi.

Post-Reading Activities:

I. Arranging in Order
Provided below are some events from the lesson. These are not in order. Arrange them in order as they occur in the lesson by putting numbers within the brackets provided against the items. One is done for you.
(a) Khairi played with the krait. ( )
(b) Khairi was brought to Mr. Chaudhury. ( )
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. ( )
(e) Chaudhury writes a letter to the writer. ( )
(f) The writer reaches Jashipur by bus. ( )
(g) He stays with Chaudhury in a camp guest house in the forest. ( )
(h) The writer saw a python as a pet of Chaudhury. ( )
Answer:
(a) Khairi played with the krait. (6)
(b) Khairi was brought to Mr. Chaudhury. (5)
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. (1)
(e) Chaudhury writes a letter to the writer. (2)
(f) The writer reaches Jashipur by bus. (3)
(g) He stays with Chaudhury in a camp guest house in the forest. (4)
(h) The writer saw a python as a pet of Chaudhury. (7)

II. Note-making
Notes-making helps you to develop your reading and writing skills. This lesson has, you know, two major themes – Khairi and Mr. Chaudhury. You have to read the lesson, make notes (in words and phrases) on these two, and then use these points to write about them. One has been done below on Khairi as a model. Make notes on Mr. Chaudhury.

Notes on Khairi
Para 1
→ Tigress of Jashipur
→ Made the forest famously
→ Domesticated tigress in the Similipal forest of Odisha
→ Writer reads a news item about Khairi
Para 5
→ Khairi roared to welcome the writer
→ He was terror struck
Para 9
→ On October 5, 1974, Khairi was brought as a cub, hungry, confused
Para 15
→ Chaudhury manages her imitating the sounds of a mother tigress.
The death of Khairi was followed by the death of Chaudhury.
With the help of these notes, write a paragraph on Khairi.
Khairi:
Khairi was a domesticated tigress. She made the Simmilipal forest and Jashipur famous. The writer read about her from a news item. Then he visited Jashipur to see Khairi and Chaudhury who had kept Khairi as a pet. He came to know from Mr. Chaudhury that Khairi was brought to Chaudhury on October 5, \91A by twelve Kharia tribals. It was then a small cub, hungry and confused. Chaudhury handled the cub well by imitating the sounds of a tigress. She grew up as a domesticated tigress under the loving care of Chaudhury. But she did not live long. Chaudhury also died soon after the death of Khairi.

Now write notes (from the lesson) and develop the notes into a write-up on Mr. Chaudhury.

Notes on Mr. Chaudhury
Para 3
→ Mr. Chaudhury was a very responsible person.
Para 4
→ Hospitable to the core
Para 6
→ A weak man in his fifties, slightly balding on the top
→ Nice and down-to-earth
→ One of the most humane beings
Para 7
→ His experiment concerning the co-existence of wild animals in the presence of Khairi and the krait
→ The latter is a dangerous snake
→ Noticed Khairi’s reaction of fondness
→ A permanent patient with low blood pressure
Para 8
→ Strict
→ Possessed a joint family of animals in his house
Para 9
→ An officer of the Indian Forest Service
→ Veteran forester and instinctive lover of wildlife
→ Showed skill in handling hungry and confused two-month-old tiger cub
→ Imitated the sounds of a mother tigress
Para 11
→ An authority on the tiger and Director of Project Tiger in India
→ Introduced the Tiger Tracing Method of tiger census
Para 13
→ Gracious
Para 14
→ Journey to New Delhi for an important meeting
Para 15
→ The writer’s last meeting with him in the Dum Dum Airport, Calcutta
→ A legend behind a legend
→ He is no more.
Mr. Chaudhury
Mr. Chaudhury, responsible, hospitable, and down-to-earth, was a weak person in his fifties. He was one of the most humane beings. He made an experiment by effecting contact between Khairi and the krait, one of the most dangerous snakes, to know about the co-existence of different wild animals. Khairi’s reaction, he noticed, was one of great love. Mr. Chaudhury, a veteran forester and an instinctive lover of wildlife possessed a joint family of different animals in his house. He was strict. He showed his skill in handling the hungry and confused two-month-old tiger cub by imitating the sounds of a mother tigress. Mr. Chaudhury, an authority on the tiger and Director of Project Tiger in India, was the first to introduce the Tiger Tracing Method of tiger census. The writer saw such a graceful legend off in Dum Dum Airport on his way to New Delhi, for the last time. Mr. Chaudhury is no more.

III. Doing with words Collocation
(a) Collocation in expressions means which words go with which other words. Collocations are fixed expressions. For example sweet dreams, daydreams, bad dreams, pipe dreams, hard-earned money, public money, extra money, and tax-payers money.

Answer:

(b) Find out five collocations from the test. (Example: to take a fancy).
Answer:
brooked no nonsense
suffered no fools
terror-struck
no-nonsense
hypo-glycaemia

(c) Which word in each line does not collocate with the headword?
(i) a theory: come up with, do, debunk, build
(ii) a debate: open, listen to, join in, find
(iii) legend: fresh, famous, well-known, sports
(iv) veteran: soldier, idealist, activist, man
(v) gracious: welcome, hospitality, building, smile
Answer:
(i) do
(ii) find
(iii) fresh
(iv) man
(v) building

CHSE Odisha Class 11 English The Legend behind a Legend Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Khairi made the entire forest where she lived famously. She was not a bandit queen but Khairi, the tigress of Jashipur. It was exactly 25 years ago when I spent two days and two nights with Khairi and the menagerie of Saroj and Nihar, I had read a small news item in The Statesman about the latest exploits of a domesticated tigress in the Similipal forests of Odisha. Suddenly, it struck me that this was happening in my own State. I thought, “why not attempt to experience it myself ?” I spoke to N.S. Ayyangar, a senior journalist in Berhampur, and a few other elders.

I was told that Khairi was under the care of a rather gruff and tough man called Saroj Raj Chaudhury who brooked no nonsense and suffered no fools. I got his address and wrote asking if I could visit him. For good measure, I referred to a few itinerant articles I had written for Indian magazines. It was a shot in the dark and I did not really expect to hear from him. But, to my utter delight, I got a letter within a week inviting me to Khairi-Jashipur, giving precise instructions about how to reach there. Mr. Chaudhury also asked me to let him know in advance how and when I was reaching. I gave him a date and said I would be taking a bus from Bhubaneswar on a particular night.

Questions :
(i) Why was the forest made famous?
(ii) “Why not attempt to experience it myself ?” What does ‘It’ refer to?
(iii) Why did the writer contact N.S. Ayyanger and a few others? What was the result?
(iv) Explain the expression “It was a shot in the dark.”.
(v) Suggest a suitable title to the extract.

Answers :
(i) The forest was made famous by Khairi, the tigress of Jashipur because it was her abode.
(ii) ‘It’ refers to the writer’s curiosity to be aware of the latest exciting things carried by a tigress in the Similipal forests of Odisha. She had been to live with and work for humans.
(iii) The writer contacted N.S. Ayyanger and a few other seniors to know about Khairi. He learned that Saroj Raj Chaudhury, who was rather an unfriendly and severe man, took care of the tigress.
(iv) The writer’s reference to a few articles he had written for Indian magazines was a sort of hopeful attempt to see Khairi and Saroj Raj Chaudhury’s positive response to his letter.
(v) The Writer’s Quest of Khairi

2. Read through the extract and answer the questions that follow.
I packed my bag, took the train, and boarded the overcrowded bus from Bhubaneswar. I arrived sometime before 4.00 a.m. wondering where to go in that semidarkness. To my utter surprise, within a minute there was the click of boots and a voice welcoming me to Khairi-Jashipur. The Forest Guard, detailed to escort me, took me to the guest house, put me in my room, and assured me that water was in the jug; I could sleep as long as I wanted and Saab would see me as soon as I was ready.

I think I had an hour of blissful sleep. I woke up with a start when I heard the unmistakable voice of the Tiger just outside my door. I was terror-struck. Within minutes, a bearer came to the room with hot tea and biscuits. He smiled at the expression on my face and assured me that it was only Khairi outside the door, making friendly inquiries about the new guest in the house. I finished my tea, had a quick shower and went to the main house.

Saroj Raj Chaudhury was sitting on a large chair. There was a sloth bear behind him, holding on to his waist and making gurgling sounds. He said, “Get down, Jambu, get down’’ and rose to greet me – a frail man in his fifties, slightly balding on the top. We got talking. I didn’t find a gruff and rough no-nonsense man. What I found was one of the most humane human beings I had ever met in my life.

Questions :
(i) Describe the bus the writer had boarded.
(ii) When did he reach Jashipur?
(iii) Describe the treatment according to the writer in Jashipur.
(iv) How did a bearer react to the writer’s terror-stricken face?
(v) Throw light on Jambu.

Answers :
(i) The bus the writer had boarded was packed with passengers beyond its capacity.
(ii) The writer reached Jashipur sometime before 4 a.m. It was half-dark.
(iii) As soon as the writer reached Jashipur, the Forest Guard led him to the guest house, and showed him his room. He assured the writer of the presence of a jug filled with water. Later a bearer provided him with hot tea and biscuits in his room.
(iv) A bearer reacted smilingly to the writer’s terror-stricken face.
(v) The bear Jambu was seen in a lazy mood, behind Saroj Raj Chaudhury, and holding on to his waist making gurgling sounds.

3. Read through the extract and answer the questions that follow.
Here is the first story that emerged from this very unusual man between sips of coffee: “As you will see, I have different species of wild animals in this house. They all came in at different stages of their lives. I have debunked the theory that they cannot co-exist unless they are together from infancy. One thing I wanted to experiment with was the reaction of a young tiger to a snake. One day, when Khairi was much younger, we found a baby krait in the house. As you know, the krait is one of the most poisonous snakes.

I was noting Khairi’s reaction to its presence. Khairi was curious to know more about this strange new creature. Every time the krait got too close to Khairi, I would pull it back by its tail. This went on for some time. At some point, I must have been a little unmindful. It turned around and bit me. I immediately tied a tourniquet above that and got the poison out. I saw the doctor as soon as possible. Luckily it was a baby. Still, some of the poison got into my bloodstream and as a result, I am now a permanent patient of hypo-glycemia.”

By the time he finished this astonishing story, Jambu took a fancy to me and climbed behind to give me his bear hug. A stern ‘no’ from Saroj was enough to dissuade him from this expression of fondness. As the day progressed, between our conversations and the intermittent crackle on the VHF wireless set by which he was giving instructions to his men in the forests, I got to know a veritable joint family that was living inside the compound – a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena. Each had a name.

Questions :
(i) When did Saroj narrate the first story to the writer?
(ii) What is the theory that Mr. Chaudhury has exaggerated?
(iii) ‘It turned round and bit me.’ What does ‘It’ refer to?
(iv) How was Mr. Saroj Chaudhury’s story?
(v) Throw light on Jambu.

Answers :
(i) Between sipping coffee, Saroj narrated the first story to the writer.
(ii) The theory that Mr. Chaudhury has exaggerated is that different species of wild animals cannot co-exist unless they are together from childhood.
(iii) ‘It’ refers to a krait, one of the most poisonous snakes.
(iv) Mr. Chaudhury’s story was wonderful.
(v) The bear Jambu was a picture of fondness. He started liking the writer climbing behind. The creature was interested to give a bear hug, but in vain, because of Mr. Chaudhury’s strict ‘no’.

4. Read through the extract and answer the questions that follow.
Khairi’s story started on October 5, 1974, when 12 Kharia tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury, an officer of the Indian Forest Service. Saroj noticed that it was a female – famished and confused. His first experience of what was to become his passion in life was angry snarls and scratching claws. But, the veteran forester and instinctive lover of wildlife knew how to handle a hungry, angry cub. He imitated the sounds of a mother tigress.

“Within minutes, her confidence was firmly anchored in the fostering human,” is how he recalled those first few minutes between the legends. Early the next morning, Saroj started his inspection of the Tiger Reserve area. I tagged along in the jeep that snaked through a narrow road in the woods amidst lush foliage. “My mother gave me a gun for my eighth birthday. As a young man, I shot wildlife with abandon. But soon, I realized that there is greater happiness in conserving these beautiful animals that do no wanton harm to man” is one of the things he told me about his life during that long travel.

At that time, he was an authority on the tiger and Director of Project Tiger in India. Saroj introduced the Tiger Tracing Method of tiger census where the pugmarks of each animal with distinctive measurements and characteristics are meticulously recorded. For the night, we camped at a guest house deep in the jungle. It was a wooden structure with functional rooms and a bath. It was built on stilts and stood a good 15 feet above the ground. I experienced for the first time, one night atop a magnificent machan.

Questions :
(i) What picture of Saroj Chaudhury do you get in the 1st para of the extract?
(ii) When did he go to inspect the Tiger Reserve area?
(iii) Describe his journey to this place.
(iv) When did Mr. Chaudury’s realization concerning the conservation of wildlife come?
(v) What was the writer’s experience of staying one night at the guest house a top?

Answers :
(i) In the first para of the extract, we learn that Saroj Chaudhury, an officer of the Indian Forest Service, was a veteran forester and instinctive lover of wildlife. The way he handled the two-year-old tiger cub is a case in point.
(ii) Early the next morning of his arrival, he went to visit the Tiger Reserve area.
(iii) In the course of his journey, Saroj Chaudhury in the jeep went through a narrow road in the woods amidst leaves of trees growing luxuriantly.
(iv) Mr. Chaudhury’s realization concerning the conservation of wildlife came when he, as a young man, had shot wildlife in a carefree life.
(v) The writer’s experience of staying one night at the guest house atop was very beautiful.

II. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.

Unit – I
The text
Khairi made ………………. night.

Question 1.
Who was the tigress of Jashipur?
(a) Nhairi
(b) Khairi
(c) Bhairi
(d) Shairi
Answer:
(b) Khairi

Question 2.
Where did Khairi live?
(a) Bhitarkanika
(b) Similipal forests
(c) Kanchanjanga
(d) National Zoo, Kolkata
Answer:
(b) Similipal forests

Question 3.
Who was N. S. Ayyangar ?
(a) a politician
(b) a senior journalist
(c) a zoologist
(d) a veterinary doctor
Answer:
(b) a senior journalist

Question 4.
Khairi was under the care of:
(a) N. S. Ayyangar
(b) Hariharan
(c) Saroj Raj Chaudhury
(d) Nihar Raj Chaudhury
Answer:
(c) Saroj Raj Chaudhury

Question 5.
Khairi was a :
(a) domesticated tigress
(b) wild tigress
(c) zoo tigress
(d) tigress of a circus
Answer:
(a) domesticated tigress

Question 6.
Who had invited the author to Khairi- Jashipur?
(a) Nihar Raj Chaudhury
(b) Saroj Raj Chaudhury
(c) N. S. Ayyangar
(d) Forest ranger
Answer:
(b) Saroj Raj Chaudhury

Unit – II
The text
I packed my bag, ……………… met in my life.

Question 7.
Who escorted the author to the guest house from the bus stop at Khairi- Jashipur?
(a) Forest Ranger
(b) Forest Guard
(c) Forest Guide
(d) none of the above
Answer:
(b) Forest Guard

Question 8.
What was Khairi doing outside the guest house when the author was inside the room?
(a) making friendly enquiries
(b) making fun
(c) searching for enemies if any
(d) none of the above
Answer:
(a) making friendly enquiries

Question 9.
Who was Jambu?
(a) a monkey
(b) a bear
(c) a sloth bear
(d) a donkey
Answer:
(c) a sloth bear

Unit – III
The text
Here is the first story……………..had a name.

Question 10.
The name of the snake living in Mr. Chaudhury’s house was :
(a) cobra
(b) Python
(c) krait
(d) rattlesnake
Answer:
(c) krait

Question 11.
Mr. Chaudhury was bitten by a snake and as a result, he became a permanent patient of
(a) diabetics
(b) hypo-glycaemia
(c) leukaemica
(d) high blood pressure
Answer:
(b) hypo-glycaemia

Question 12.
How did Mr. Chaudhury instruct his men in the forests?
(a) on the computer internet
(b) on the VHF wireless
(c) on the T.V.
(d) by the mobile phone
Answer:
(b) on the VHF wireless

Question 13.
What did Mr. Saroj Chaudhury do when he was bitten by a krait, the poisonous snake?
(a) immediately cut the biting place
(b) immediately applied for medicine
(c) immediately tied a tourniquet
(d) met a doctor
Answer:
(c) immediately tied a tourniquet

Unit – IV
The text
Khairi’s story…….. magnificent machan.

Question 14.
When did Khairi come to Mr. Chaudhury’s hands?
(a) Nov. 5, 1974
(b) Dec. 5, 1974
(c) Oct. 5, 1974
(d) Sept. 5, 1974
Answer:
(c) Oct. 5, 1974

Question 15.
Who got the baby tiger and handed it over to Mr. Chaudhury?
(a) 12 Kharia tribals
(b) 12 Gonda tribals
(c) 12 Santhal tribals
(d) none of them
Answer:
(a) 12 Kharia tribals

Question 16.
Who was Saroj Raj Chaudhury?
(a) Indian Police Service officer
(b) Indian Foreign Service officer
(c) Indian Forest Service officer
(d) a low cadre forest official
Answer:
(c) Indian Forest Service officer

Question 17.
What do you mean by the word ‘famished’?
(a) very tired
(b) very smart
(c) very careful
(d) very hungry
Answer:
(d) very hungry

Question 18.
How did Mr. Choudhury handle and consoled the hungry and angry cub?
(a) by giving it milk to drink
(b) by showing her the picture of a mother tigress
(c) by making the sounds of a mother tigress
(d) by leaving it all alone
Answer:
(c) by making the sounds of a mother tigress

Question 19.
Where does lie the greater happiness of Mr. Chaudhury?
(a) in killing animals
(b) in conserving animals
(c) in destroying animals’ habitat
(d) none of the above
Answer:
(b) in conserving animals

Question 20.
What do you mean by the word ‘wanton harm’?
(a) no harm
(b) less harm
(c) reckless harm
(d) secret harm
Answer:
(c) reckless harm

Question 21.
Who was then an authority on the tiger and Director of Project Tiger in India?
(a) Nihar Raj Chaudhury
(b) Bhasker Raj Chrudhury
(c) Saroj Raj Chaudhury
(d) N. S. Ayyangar
Answer:
(c) Saroj Raj Chaudhury

Question 22.
Which parts of speech is the word ‘meticulously’?
(a) noun
(b) verb
(c) adverb
(d) adjective
Answer:
(c) adverb

Question 23.
Which according to the author was a magnificent machan?
(a) a guest house deep in the jungle
(b) the building where Saroj Chaudhury lived
(c) the house where Khairi and other animals lived
(d) none of the above
Answer:
(a) a guest house deep in the jungle

Unit – V
The text
I went to ……………… 25 years hence.

Question 24.
When did the author come to Khairi- Jashipur again?
(a) after six months
(b) after four months
(c) after three months
(d) after seven months
Answer:
(c) after three months

Question 25.
What was the purpose of the second visit of the author to Khairi-Jashipur?
(a) to know more about Mr. Chaudhury
(b) to know more about Khairi
(c) to see the place again
(d) to enjoy the nature
Answer:
(b) to know more about Khairi

Question 26.
Which new animal do he saw in his second visit?
(a) a pangolin
(b) a blind hyena
(c) a rattlesnake
(d) a young python
Answer:
(d) a young python

Question 27.
What did the author search about in his second visit?
(a) about Saroj Chaudhury and his passion
(b) about World Wildlife Fund
(c) about the animals
(d) none of the above
Answer:
(a) about Saroj Chaudhury and his passion

Question 28.
Where came a wireless message to the Chaudhury?
(a) Department of Forest
(b) World Wildlife Fund
(c) Central Government
(d) none of the above
Answer:
(b) World Wildlife Fund

Question 29.
To whom the author has described a legend behind a legend?
(a) Khairi
(b) Mr. Saroj Chaudhury.
(c) Nihar Raj Chaudhury
(d) none of the above
Answer:
(b) Mr. Saroj Chaudhury.

Question 30.
Where did the author meet Mr. Chaudhury last time?
(a) at New Delhi
(b) in Dum Dum Airport
(c) at Mumbai
(d) at Jashipur
Answer:
(b) in Dum Dum Airport

Question 31.
Who made the forest famous?
(a) Mr. Chaudhury
(b) Khairi
(c) author
(d) tourist
Answer:
(b) Khairi

Introducing the Author:
Hariharan Balakrishnan excels in the art of writing articles on wildlife. He is also a columnist.

About the Topic:
‘The Legend Behind A Legend’, as the title suggests, deals with two legends: Mr. Saroj Raj Chaudhury and Khairi; the former was an authority on tiger and Director of Project Tiger, and the latter a magnificent famous tigress. Mr. Chaudhury was a foster father of Khairi. The writer showers accolade on both legends.

Summary:
The writer takes us back to the Similipal forests of Odisha, which served as the habitat of Khairi, the tigress of Jashipur. The place carved out a name for itself, thanks to this tigress. She was not a queen of the robbers. She was the queen of Jashipur. The writer goes down memory lane. 25 years have elapsed since he had spent two days and two nights with Khairi and other wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi.

He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi – Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him. This was his meeting. The writer left Berhampur by train. He reached in Jashipur before 4 a.m. by an overpacked bus. The Forest Guard was present there to cordially welcome him. He made all comfortable arrangements for the writer. He spent an hour of sound sleep.

Terror gripped him when he heard the clear voice of the Tiger just outside the door. Within minutes, the bearer came to his room and served him with hot tea and biscuits. He smiled at the panic-stricken expression of his face. He assured the writer of the presence of Khairi who was making loving enquiries about the new guest in the house. He met Saroj Chaudhury, a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down, because the animal holding on to Chaudhury’s waist.

They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr. Chaudhury. While sipping tea, Mr. Chaudhury narrated a story to the writer. He drew the latter’s attention to the presence of different species of wild animals in his house. They all had not come at the same time. He exaggerated the theory that they could not exist with each other unless they were together from childhood. He conducted an experiment to ascertain the truth.

He brought Khairi and one of the most dangerous snakes, krait. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait goes too close to Khairi, Mr. Chaudhury would pull it by back by its tail. Once he became inattentive and was bitten by the krait. Some of its poison entered his blood and therefore, he was now a permanent patient with low blood pressure. As soon as Mr. Chaudhury finished this wonderful story, Jambu tried to give the writer his bear hug, but the former’s stern warning prevented him from doing so.

Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name. Khairi’s story dates back to October 5, 1974, when twelve Khaira tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury who was an IFS officer. He found the female cub in a state of hunger and confusion. He managed it by imitating the sounds of a mother tigress. Her anger and disturbance vanished at once.

She was in her element. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced spending one night in a magnificent Wooden structure with rooms and baths that stood 15 feet high from the ground.

It is three months since the writer last visited Khairi-Jashipur. Then he went there again for the second time to know more about Khairi. Saroj welcomed him in his characteristic gracious manner. This time the writer saw a python as a pet of Chaudhury. His passion for wildlife knew no end. In a response to a message from the World Wildlife Fund, he went to New Delhi by plane with a view to attending an important meeting. In just over three months, Khairi passed away. Saroj Raj Chaudhury did not survive for long. The topic comes to a close with the writer saluting Saroj Chaudhury. He is worthy of it.

ସାରାଂଶ:
“The Legend Behind A Legend’ ବିଷୟଟି ଦୁଇଟି କିମ୍ବଦନ୍ତୀକୁ ଆଧାର କରି ରଚିତ । ବାଘମାନଙ୍କ ଉପରେ ନିଜର ଦକ୍ଷତା ହାସଲ କରିପାରିଥିବା Project Tigerର ନିର୍ଦ୍ଦେଶକ Mr. Saroj Raj Chaudhury ଏବଂ ପ୍ରସିଦ୍ଧ ମହାବଳ ବାଘୁଣୀ ‘ଖଇରୀ’ର ଜୀବନୀ ଉପରେ ଏହା ପର୍ଯ୍ୟବସିତ । ସରୋଜ ରାଜ ଚୌଧୁରୀ ଖଇରୀର ପାଳିତ ପିତା ଭଳି ଥିଲେ । ଶିମିଳିପାଳ ଜଙ୍ଗଲର ପ୍ରସିଦ୍ଧ ବାଘୁଣୀ ଥିଲା ଖଇରୀ । ସେ ଥୁଲା ଯଶିପୁରର ମହାବଳ ବାଘୁଣୀ । ଲେଖକ ସ୍ମୃତିଚାରଣ କରି କହନ୍ତି ଯେ ୨୫ ବର୍ଷ ପୂର୍ବେ ସେ ଦୁଇ ଦିନ ଓ ଦୁଇ ରାତି ଖଇରୀ ସହିତ ସରୋଜ ଓ ନିହାରଙ୍କ ବନ୍ୟଜନ୍ତୁ ସଂଗ୍ରହାଳୟରେ ସମୟ ଅତିବାହିତ କରିଥିଲେ । ଲେଖକ ଖଇରୀର ଅଦ୍ଭୁତ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ‘The Statesman’ର ଏକ ଖବରରୁ ଜାଣିପାରିଥିଲେ ଏବଂ ସେଇ ସ୍ଥାନକୁ ବୁଲିଯିବା ପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଥିଲେ ।

ସେ ଜାଣିବାକୁ ପାଇଲେ ଯେ, ଖଇରୀ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ପାଳିତ ହେଉଛି । ସେଥ‌ିପାଇଁ ଲେଖକ ସେଠାକୁ ଯିବାର ଅନୁମତି ମାଗି ସରୋଜଙ୍କ ପାଖକୁ ପତ୍ର ଲେଖିଲେ । ସରୋଜ ଅତି ଖୁସିରେ ଲେଖକଙ୍କୁ ନିମନ୍ତ୍ରଣ ପତ୍ର ଲେଖୁଲେ ଏବଂ ଯିବାପାଇଁ ସମସ୍ତ ତଥ୍ୟ ସହିତ ତାରିଖ ମଧ୍ୟ ଜଣାଇଲେ । ଭୋର ୪ଟା ସମୟରେ ଲେଖକ ଏକ ଜନଗହଳିପୂର୍ଣ୍ଣ ବସ୍‌ରେ ବସି ଖଇରୀ-ଯଶିପୁରରେ ପହଞ୍ଚିଲେ । ତାଙ୍କୁ ଉତ୍ତମ ଆତିଥ୍ୟ ସତ୍କାର କରାଗଲା । ଖାଦ୍ୟ ଓ ବିଶ୍ରାମ ପାଇଁ ସବୁପ୍ରକାରର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । ଲେଖକ ବିଶ୍ରାମ ନେଉଥ‌ିବାବେଳେ ଦ୍ଵାରଦେଶର ବାହାରେ ବାଘୁଣୀର ଗର୍ଜନ ଶୁଣି ଭୟଭୀତ ହୋଇଯାଆନ୍ତି । ଏହାର ଅଳ୍ପ ସମୟ ପରେ ଜଣେ ବ୍ୟକ୍ତି ଚା’ ଓ ବିସ୍କୁଟ ଧରି ଆସିଲେ ଏବଂ କହିଲେ ଖଇରୀ ବାଘୁଣୀ ବାହାରେ ଥାଇ ଆନନ୍ଦରେ ଗର୍ଜନ କରି ନୂତନ ଅତିଥିଙ୍କୁ ସ୍ଵାଗତ କରୁଛି ।

ତା’ପରେ ଲେଖକ ସରୋଜଙ୍କୁ ସାକ୍ଷାତ କଲେ । ଦୁର୍ବଳ ଶରୀରଧାରୀ ପଚାଶ ବର୍ଷୀୟ ଏହି ବ୍ୟକ୍ତିଜଣକ ଟିକେ ଚନ୍ଦା ଥିଲେ । ସେ ଲେଖକଙ୍କୁ ଅତି ଭାବରେ ସ୍ଵାଗତ କଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟାକୁ ଧରି ଠିଆ ହୋଇଥିବା ଭାଲୁକୁ ବସିବାକୁ କହିଲେ । ପରସ୍ପର କଥାବାର୍ତ୍ତା ହେଲେ । ଲେଖକ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କଠାରେ ଭଦ୍ର ଯେଉଁ ବିନମ୍ର ସ୍ଵଭାବ ଦେଖିଥିଲେ, ସେ ତାଙ୍କ ଜୀବନରେ ଅନ୍ୟ କାହାଠାରେ ଦେଖିନଥିଲେ । କଥାବାର୍ଭା ସମୟରେ ଶ୍ରୀଯୁକ୍ତ ଚୌଧୁରୀ ମହାଶୟେ କହିଲେ ତାଙ୍କ ଘର କିଭଳି ଭାବେ ବିଭିନ୍ନ ଜୀବଜନ୍ତୁମାନଙ୍କର ଏକ ଆଶ୍ରୟସ୍ଥଳୀ ହୋଇଯାଇଛି । ଜୀବଜନ୍ତୁମାନଙ୍କୁ ଯଦି ଶୈଶବାବସ୍ଥାରୁ ଏକାଠି ରଖାଯାଏ, ସେମାନେ ପରସ୍ପର ସହିତ ମିଳିମିଶି ରହିପାରିବେ ବୋଲି ସେ କହିଥିଲେ । ଏହାର ପରୀକ୍ଷଣ ନିମନ୍ତେ ସେ ଖଇରୀ ନିକଟରୁ ତାଙ୍କ ଅଗଣାରୁ ଧରା ଯାଇଥିବା

ଏକ ବିଷଧର ନାଗସାପକୁ ଆଣିଥିଲେ । ସେତେବେଳେ ଖଇରୀ ଖୁବ୍ ଛୋଟ ଥିଲା । ଖଇରୀର ସେହି ସାପ ପ୍ରତି ପ୍ରତିକ୍ରିୟାକୁ ଲେଖକ ଲକ୍ଷ୍ୟ କରିଥିଲେ । ଏଇ ବିଷଧର ସାପ ପ୍ରତି ଖଇରୀର ଆଗ୍ରହ ପ୍ରକାଶ ପାଇଥିଲା । ଯେତେବେଳେ ଏହି ସାପଟି ଖଇରୀ ଆଡ଼କୁ ଆଗ୍ରସର ହେବାକୁ ଚାହୁଁଥିଲା, ଲେଖକ ତାକୁ ଲାଞ୍ଜ ଧରି ପଛକୁ ଟାଣି ଦେଉଥିଲେ । ଥରେ ସେ ଅନ୍ୟମନସ୍କ ହୋଇ ଏହି ବିଷଧର ନାଗସାପକୁ ଟାଣିଦେବା ସମୟରେ, ସେ ଲେଖକଙ୍କୁ କାମୁଡ଼ି ଦେଇଥିଲା । ତାଙ୍କ ରକ୍ତରେ କିଛି ବିଷ ପ୍ରବାହିତ ହୋଇଯାଇଥିଲା । ତା’ପରଠାରୁ ସେ ନିମ୍ନ ରକ୍ତଚାପ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ଏହି ସମୟରେ ଭାଲୁ ଲେଖକଙ୍କୁ କୁଣ୍ଢାଇବାକୁ ଆସୁଥିଲା । କିନ୍ତୁ ସରୋଜଙ୍କ କଡ଼ା ନିର୍ଦ୍ଦେଶ ହେତୁ ସେ ସେଥୁରୁ ନିବୃତ୍ତ ରହିଲା ।

ସରୋଜଙ୍କର ଏହି ଯୌଥ ପରିବାରରେ ସମସ୍ତେ ଯଥା ନେଉଳ, ଗୋଧ, ପକ୍ଷୀ, ସାପ, ଦେଶୀ କୁକୁର, ବାଘ, ଭାଲୁ ସମସ୍ତେ ଉତ୍ତମ ବୁଝାମଣାରେ ଏକ ଶୃଙ୍ଖଳିତ ଜୀବନଯାପନ କରୁଥିଲେ । ଖଇରୀ ଯେତେବେଳ ଏକ ୨ ମାସର ବାଘଛୁଆ ଥିଲା, ସେତେବେଳେ ଶିମିଳିପାଳର ୧୨ ଜଣ ଖରିଆ ଆଦିବାସୀ ତାକୁ ସରୋଜଙ୍କ ନିକଟକୁ ଆଣିଥିଲେ । ସେ ଥିଲେ ଜଙ୍ଗଲ ବିଭାଗର ଜଣେ ଅଧିକାରୀ ଥିଲେ । ଏହି ବାଘଛୁଆଟି ଥୁଲା ଭୋକିଲା ଓ ବିବ୍ରତ । ସେ ରାଗି ଗର୍ଜନ କରୁଥିଲା ଓ ତା’ର ପଞ୍ଝାକୁ ଘୋଷାରୁଥିଲା । ସରୋଜ ଏକ ମା’ ବାଘର ସ୍ଵରକୁ ଅନୁକରଣ କରିଥିଲେ ଯାହାକି ଖଇରୀକୁ ପୋଷା ମନେଇବା ପାଇଁ ଚମତ୍କାର ଭାବେ କାର୍ଯ୍ୟ କରିଥିଲା । ସେଥ‌ିରେ ସେ ସଫଳ ହୋଇଥିଲେ ଏବଂ ଖୁସିରେ ବିଭୋର ହୋଇଯାଇଥିଲେ । ତା’ ପରଦିନ ସକାଳୁ ସରୋଜ ଲେଖକଙ୍କୁ ନେଇ ଏକ ଜିପ୍‌ରେ ବ୍ୟାଘ୍ର ସଂରକ୍ଷଣ ଅଞ୍ଚଳ ବୁଲିବାକୁ ଗଲେ ।

ତାହା ଥିଲା ଏକ ସରୁ ଅଣଓସାରିଆ ରାସ୍ତା । ବାଟରେ ସରୋଜ ଅତୀତର ସ୍ମୃତିଚାରଣ କରି କହିଲେ, ତାଙ୍କୁ ଜନ୍ମଦିନରେ ତାଙ୍କ ମା’ ଏକ ବନ୍ଧୁକ ଉପହାର ଦେଇଥିଲେ ଯାହାଦ୍ଵାରା ଜଣେ ଯୁବକଭାବେ ସେ ବନ୍ୟଜନ୍ତୁମାନଙ୍କୁ ମୁକ୍ତଭାବେ ଶିକାର କରିଥିଲେ । ତା’ପରେ ସେ ଅନୁଭବ କଲେ ଯେ ପଶୁମାନଙ୍କୁ ମାରିବା ଏକ ଅପରାଧ। ଆନନ୍ଦ ଥାଏ ଏହି ନିରୀହ ସୁନ୍ଦର ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାରେ । ବ୍ୟାଘ୍ର ପ୍ରକଳ୍ପର ନିର୍ଦ୍ଦେଶକ ଭାବେ ସେ ପ୍ରଥମେ ବ୍ୟାଘ୍ର ଗଣନା ପ୍ରଣାଳୀ ପ୍ରଚଳନ କରିଥିଲେ । ସେହି ରାତ୍ରିରେ ଉଭୟେ ଘଞ୍ଚ ଜଙ୍ଗଲ ମଧ୍ୟରେ ଥିବା ଏକ ଅତିଥୁ ଗୃହରେ ରାତ୍ରିଯାପନ କରିଥିଲେ । ଏହା ପୂର୍ବରୁ ଲେଖକ ଭୂମିଠାରୁ ୧୫ ଫୁଟ ଉଚ୍ଚରେ କାଠରେ ନିର୍ମିତ ଏକ ଘରେ ରହିବାର ଆନନ୍ଦ କେବେ ଅନୁଭବ କରିନଥିଲେ । ସେହିଘରେ କେତେଗୁଡ଼ିଏ କୋଠରୀ ସହ ଏକ ଗାଧୁଆଘର ଥିଲା। ତିନିମାସ ପରେ ଲେଖକ ପୁନର୍ବାର ସେହି ଖଇରୀ ଓ ଯଶିପୁରକୁ ବୁଲିବାକୁ ଗଲେ ।

ଖଇରୀ ବିଷୟରେ ଅଧିକ ଜାଣିବାର ଇଚ୍ଛା ତାଙ୍କୁ ସେଠାକୁ ପୁନର୍ବାର ଟାଣି ନେଇଥିଲା । ଶ୍ରୀ ଚୌଧୁରୀ ତାଙ୍କୁ ସ୍ଵାଗତ କଲେ ଏବଂ ଭାରି ଖୁସି ହେଲେ । ସେ ସେଠାରେ ଅନ୍ୟ ଜୀବମାନଙ୍କ ସହିତ ଏକ ଆଠ ଫୁଟ ଲମ୍ବର ଏକ ଅଜଗର ସାପ ଦେଖିଲେ । ତା’ପରେ ସେ ଚୌଧୁରୀ ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାର ନିଶା ବିଷୟରେ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲେ । ଏହି ସମୟରେ ଏକ ଜରୁରୀ ସଭାରେ ଯୋଗ ଦେବାପାଇଁ ବିଶ୍ବ ବନ୍ୟଜନ୍ତୁ ପାଣ୍ଠି ତରଫରୁ ଏକ ତାରବାର୍ତ୍ତା ଆସି ପହଞ୍ଚିଲା। ସେ କଲିକତାର ଦମ୍ଦମ୍ ଉଡ଼ାଜାହାଜ ପଡ଼ିଆରୁ ବିମାନ ଯୋଗେ ଦିଲ୍ଲୀ ଯାତ୍ରା କଲେ । ଏହା ଥିଲା ଚୌଧୁରୀଙ୍କ ସହିତ ଲେଖକଙ୍କର ଶେଷ ସାକ୍ଷାତ । ଏହାର ତିନି ମାସ ପରେ ଖଇରୀର ମୃତ୍ୟୁ ଘଟିଥିଲା । ତା’ପରେ ଖଇରୀ ବିନା ଚୌଧୁରୀ ମଧ୍ୟ ବେଶି ଦିନ ବଞ୍ଚୁରି ନ ଥିଲେ ।

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 1 Stopping By Woods On A Snowy Evening Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Poem 1 Stopping By Woods On A Snowy Evening

CHSE Odisha Class 11 English Stopping By Woods On A Snowy Evening Text Book Questions and Answers

Think it out

Question 1.
How is ‘woods’ different from ‘forest’?
Answer:
‘Woods’ is different from the forest, because the former refers to an area of trees, smaller than a forest.

Question 2.
Where does the rider stop?
Answer:
The rider stops by some woods.

Question 3.
Why does he stop?
Answer:
The beauty of the woods tempts him to stop and enjoy the beauty of snow wood.

Question 4.
“He will not see me stopping here” – what does this expression mean?
Answer:
The expression ‘He will not see me stopping here’ means the owner of the woods living in the village will not see the poet stopping by the woods.

Question 5.
Why does the horse give his harness bells a shake?
Answer:
The poet, riding across the countryside, stops by snow-wrapped woods. The horse is accustomed to stopping at farmhouses, but on the present occasion, he finds it strange that though his master has stopped, there is no farmhouse nearby. Therefore, the horse gives his harness bells a shake as if to ask whether his master has stopped there by mistake

Question 6.
What is ‘the only other sound’ besides that of harness bells?
Answer:
The only other sound besides the harness bells is the sound of easily flowing wind and falling snow.

Question 7.
Why does the poet use the expressions ‘dark’, ‘deep’, and ‘darkest’?
Answer:
The poet uses the expressions ‘dark’, ‘deep’, and ‘deepest’ to express the fact that he is fascinated by the natural beauty of the woods.

Question 8.
How do the speaker, the owner of the woods, and the horse react to the beauties of nature?
Answer:
It may be noted that the fascination of the woods is felt only by the speaker, not by the horse (who is a sub-human) or by the practical man (the owner of the woods).

Question 9.
What picture of natural beauty do you get from the poem?
Answer:
The beauty we get from the poem is natural. It is one of near-silence. The lovely, dark, and deep woods prove this fact.

Question 10.
In the final stanza, the speaker says that he is not yet ready to ‘sleep’. What has he to do before he can take a rest?
Answer:
The poet has his routine duties to do before he can take a rest.

Question 11.
What does the expression, “The darkest evening of the year”, suggest? Does it mean ‘the longest night of the year’ or ‘the most depressing state of his mind’? Give a reasoned answer.
Answer;
The expression ‘the darkest evening of the year’ means the darkest night of the year. Because he has a long way to go. Besides, the poet’s delight in contemplating the woods filling up with snow seems to him to be an abandonment of his responsibilities when he realizes that he has an appointment to keep with his death.

Question 12.
A four-line stanza is called a quatrain. How many quatrains are there in the poem?
Answer:
There are four quatrains in the poem.

Post-Reading Activities.

Question 1.
Arrange the following sentences in their logical order to narrate the theme of the poem.
(a) He passes by the woods which are ‘lovely, dark and deep’.
(b) The poet is riding his horse to a destination.
(c) But he remembers that he has ‘promises to keep’ before he can rest.
(d) It is snowing and the wind blows gently.
(e) The beauty of the woods tempts him to stop and enjoy the sight.
(f) It is an evening in winter.

Answer:
(f) It is an evening in winter.
(d) It is snowing and the wind blows gently.
(b) The poet is riding his horse to a destination.
(a) He passes by the woods which are ‘lovely, dark and deep’.
(e) The beauty of the woods tempts him to stop and enjoy the sight.
(c) But he remembers that he has ‘promises to keep’ before he can rest.

Question 2.
Note the rhyme scheme in the first quatrain. It is AABA (‘know’, ‘though’, ‘here’ ‘snow’). What is the rhyme scheme in other quatrains?
Answer:
The rhyme scheme is BBCB (queer, near, lake, year), CCDE (shake, mistake, sweep, flake), and EEEE (deep, keep, sleep, sleep) in 2nd, the 3rd, and 4th quatrains respectively.

CHSE Odisha Class 11 English Stopping By Woods On A Snowy Evening Important Questions and Answers

A. short Answer Type Questions with Answers

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

Whose woods these are I think I know ……
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farm house near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark and deep
But I have promises to keep
And miles to go before I sleep
And miles to go before I sleep.

Questions :
(i) Where does the owner of the woods live?

(ii) ‘He will not see me stopping here.’ Who is ‘He’ here?

(iii) Describe the woods.

(iv) What is the theme of the poem?

(v) Explain the significance of the repetition of :
‘And miles to go before I sleep,
And miles to go before I sleep.’

Answers :
(i) The owner of the woods lives in a village.

(ii) Here ‘he’ is the owner of the woods.

(iii) Robert Frost gives a beautiful description of the woods. They are lovely, dark, and deep. The sight of the woods being gradually covered with snow is so fascinating that the poet would like to watch it a little longer. The woods are outside the village and their owner does not live here. The poet knows him. Woods that constitute the essence of the poem suggests perilous enchantment.

(iv) The theme of the poem lies in the speaker’s delight in contemplating the woods filling up with snow seems to him to be an abandonment of his responsibilities when he realizes that he has an appointment to keep with death.

(v) The repetition of these lines is quite significant. It brings out the poet’s strong determination. He knows that death is the end of life. Instead of enjoying the fascinating beauty of the woods, he goes on to fulfill the mission of his life. He remembers that he has ‘promises to keep’, duties to perform, and a long journey to complete before he can rest. The repetition of these lines beautifully exemplifies this and indicates the depth of the poet’s feelings.

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

Whose woods these are I think I know …..
His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.

My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.

He gives his harness bells a shake
To ask if there is some mistake
The only other sound’s the sweep
Of easy wind and downy flake.

The woods are lovely, dark, and deep
But I have promises to keep
And miles to go before I sleep
And miles to go before I sleep.

Questions :
(i) Explain the expression ‘whose woods’.

(ii) What does the line ‘I think I know’ signify?

(iii) What interpretation does this extract admit?

(iv) What moment does the poem capture?

(v) ‘Besides going to sleep, the poet must perform duties.’ What else does the last stanza convey?

Answer:
(i) The implied question is whether the woods belong to the owner or the person who watches or enjoys them. Or is it of God?

(ii) The line ‘I think I know’ signifies characteristically a Frostian hovering between eloquence and silence, understanding and reticence.

(iii) This extract lends itself to a variety of interpretations: Why does the speaker stop by some woods? The reader may ask some pertinent questions: Does the speaker move on rather reluctantly? What is Frost’s attitude toward nature?

(iv) The poem captures a moment of pure delight in mid-winter – a fleeting mood of reflection on the beauty of snow-capped woods before the poet must go on with routine duties.

(v) The last stanza also conveys the poet’s death wish.

Multiple Choice Questions (MCQs) with Answers
Choose the correct option.
Warm-up
Do you know…… inspiring it is.
Question 1.
The poem “Stopping by Woods on a Snowy Evening” is written by :
(a) John Keats.
(b) Robert Frost.
(c) Thomas Hardy.
(d) William Wordsworth.
Answer:
(b) Robert Frost.

Question 2.
This poem was a great favorite of :
(a) R. N. Tagore.
(b) Sarojini Naidu.
(c) Jawaharlal Nehru.
(d) Khushwant Singh.
Answer:
(c) Jawaharlal Nehru.

Question 3.
The attraction in this poem is of :
(a) matter.
(b) nature.
(c) a great person.
(d) a great responsibility.
Answer:
(b) nature.

Question 4.
The speaker stops his horse by some_______on a snowy evening.
(a) forest.
(b) river bank.
(c) woods.
(d) sea beach.
Answer:
(c) woods.

Question 5.
The journey through the woods is suggestive of a journey through__________itself.
(a) sea
(b) life
(c) heaven
(d) hill
Answer:
(b) life

The Text
Stanza – I
Whose woods………. with snow.
Question 6.
‘Woods’ here means :
(a) forest.
(b) jungle.
(c) an area of trees, smaller than a forest.
(d) a hillside.
Answer:
(c) an area of trees, smaller than a forest.

Question 7.
From this line ‘Whose woods these are I think I know”, it is clear that these woods belong to :
(a) a person to whom the poet knows.
(b) the animals who live in it.
(c) the forest authority.
(d) none of the above.
Answer:
(a) a person to whom the poet knows.

Question 8.
The owner of the woods lives in a :
(a) town.
(b) hilltop.
(c) village.
(d) Riverside.
Answer:
(c) village.

Question 9.
He will not see me stopping here. In this sentence ‘He’ refers to :
(a) the author of the poem.
(b) the owner of the woods.
(c) the God.
(d) the Nature.
Answer:
(b) the owner of the woods.

Question 10.
The poet watchers that woods are covered with :
(a) snow.
(c) fruits.
(b) hilltop.
(d) Riverside.
Answer:
(a) snow.

Stanza – II
My little………. of the year.
Question 11.
My little horse must think it queer. In this sentence, the word ‘little’ means :
(a) small.
(c) nothing.
(b) humble.
(d) short.
Answer:
(b) humble.

Question 12.
What does the word ‘queer’ mean?
(a) Search.
(c) strange.
(b) stop.
(d) sound.
Answer:
(c) strange.

Question 13.
Where do they usually stop?
(a) at a guest house.
(b) at an inn.
(c) at a cottage.
(d) at a farmhouse.
Answer:
(d) at a farmhouse.

Question 14.
What has made the horse feel strange and uncomfortable?
(a) stopping on the way where there is no farmhouse.
(b) stopping in the mid of the forest where life is full of danger.
(c) stopping in a frozen land where life is at risk.
(d) none of the above.
Answer:
(a) stopping on the way where there is no farmhouse.

Question 15.
At what time of the day the poet was passing by the woods?
(a) morning.
(c) evening.
(b) afternoon.
(d) at night.
Answer:
(c) evening.

Stanza – III
He gives ………… downy flake
Question 16.
In the first line of stanza III, there is the word ‘harness bells’ which is tied to the neck of an animal. Which is that animal?
(a) ox.
(b) horse.
(c) bullock.
(d) donkey.
Answer:
(b) horse.

Question 17.
Why does the horse shake the harness bells?
(a) to show some fun
(b) to show some urgency
(c) to show some mistake
(d) to show that he is hungry
Answer:
(c) to show some mistake

Question 18.
Apart from the sounds of harness bells, there are other two natural sounds near the woods. What are they?
(a) sounds of animals and spring.
(b) sounds of stones and rustling of trees.
(c) sounds of easy wind and downy flake.
(d) sounds of spirits and ghosts.
Answer:
(c) sounds of easy wind and downy flake.

Question 19.
What do you mean by the word ‘downy flake’?
(a) down falling water.
(b) down falling stones.
(c) down falling logs.
(d) down falling snow.
Answer:
(d) down falling snow.

Stanza – IV
The woods are ………… before I sleep.

Question 20.
How were the woods according to the poet?
(a) dense, dangerous, and difficult.
(b) natural, attractive, and enjoyable.
(c) lovely, dark, and deep.
(d) none of the above.
Answer:
(c) lovely, dark, and deep.

Question 21.
Why is the poet not willing to stay near the wood?
(a) He has urgent work.
(b) He has promises to keep.
(c) He has no interest to stay.
(d) His horse is unwilling to stay.
Answer:
(b) He has promises to keep.

Question 22.
‘And miles to go before I sleep’. This statement of the poet indicates :
(a) a long journey of life before he leaves for heavenly rest.
(b) a long distance to be traveled by the poet.
(c) a long life of rest and sleep.
(d) none of the above.
Answer:
(a) a long journey of life before he leaves for heavenly rest.

Detailed Summaries and Glossary
Stanza – I (Lines 1-4)

Gist with Glossary
Gist :
The poet, who has to ride long distances in order to fulfill what he has promised, finds himself by the woods late in the evening. It is snowing. So he stops for a while to lose himself in the enjoyment of natural beauty. He thinks he knows the owner of the woods, and also that the owner cannot see him admiring the woods, as he lives in a village away from the woods.

Glossary:
woods: an area of trees, smaller than a forest ( ଛୋଟକାଟିଆ ଜଙ୍ଗଲ )
whose woods: These woods are outside a village and the poet knows the owner of the woods who lives in the village.

Stanza – II (Lines 5-8)

Gist with Glossary
Gist :
The poet’s horse cannot understand why there should be a stop when there is no firm house in sight and also in such an uncomfortable situation as it is snowing. The horse is accustomed to stopping at farmhouses. The master has, as a matter of fact, stopping not for rest but for a brief enjoyment of the beauty of the woods.

Glossary:
Little : humble and ordinary (ସାଧାରଣ ).
Queer : strange (ଆଶ୍ଚର୍ଯ୍ୟ) .
think it queer….. near: The poet says that the horse considers it surprising that the master stops in the midst of the woods and not near any farmhouse.
Frozen Lake : lake turned into ice (ବରଫ ପାଲଟିଥ‌ିବା ହ୍ରଦ).

Stanza – III (Lines 9-12)

Gist with Glossary
Gist :
The poet’s horse is not impressed by the woods. It does not understand why they have stopped in such a lonely place, especially as there is no sign of any farmhouse nearby. The horse shakes his harness bells as if to ask whether his master has stopped there by mistake. But the only sound that is there is the swift movement of the wind and the fall of the flakes of snow.

Glossary:
Harness Bells: small bells attached to a strap/band around the neck of a horse. (ଘୋଡ଼ା ବେକର ଘଣ୍ଟି )
Easy Wind: easily flowing wind. (ମୃଦୁ ପବନ)
Flakes: pieces of snow that are soft, light, and white. (ନ ର ମ ହାଲୁକା ଧଳା )
Downy Flakes: downfalling snow. (ତଳକୁ ଖସୁଥ‌ିବା ବରଫ)

Stanza – IV (Lines 13-16)

Gist with Glossary
Gist:
The beauty of the woods tempts the poet powerfully to stop the journey and to lose himself in the enjoyment of natural beauty. But he remembers that he has ‘promises to keep’, duties to perform, and a long journey to complete before he can rest. The intensity of the poet’s feeling finds a beautiful expression in this stanza.

Glossary:
Promises : assurance to perform certain duties and miles….. (କଉଁ ବ୍ଯ ପାଳନର ପ୍ରତିଜ୍ଞା)
before I sleep: the poet brings out the idea that he has to perform a long, long journey, and before it is completed, he can have no rest. The repetition is indicative of the depth of the poet’s feelings. ‘
Mile : a distane of 1.6 kilometres (1.6 କି.ମି. ଦୂରତ୍ବ)

Introducing The Poet

Robert Lee Frost, perhaps the best-loved of American poets, was born in San Francisco, California, on 26 March 1874. On the death of his father when he was only ten, he was taken to Lawrence, Massachusetts. Frost attended Lawrence High School and Dartmouth College, which he left after a few months. He taught in school, tried his hand at farming, and also worked as a newspaperman. In 1885 he married Elinor White, his former sweetheart at the high school. Though he enrolled at Harvard University as a special student in 1897 he left it after only two years.

In 1912 the Frosts moved to England. A Boy’s Will, Frost’s first book of poems, was published in England in 1913. North of Boston in 1914, contains some of the finest of Frost’s lyrics. In 1915 the Frosts returned to America and settled on a farm in New Hampshire. Other significant collections of his poems are Mountain Interval (1916), New Hampshire (1923), West-Running Brook (1928), A Further Range (1936), A Witness Tree (1942), and Steeple Bush (1947).

The complete poem of Robert Frost appeared in 1949. He gave public readings of his poems at several American Universities. In his later years, he achieved the status of a folk hero. He died in Boston in 1963. He was awarded the Pulitzer Prize for poetry four times in 1924, 1931, 1937, and 1943. Surprisingly however his first book of poetry was published in England in 1913. No American publisher had accepted it.

It is not difficult to understand why Frost is Americans’ favorite poet. He writes very simply about familiar, ordinary things. However, the simplicity is only on the surface, Frost’s poems actually talk about ideas and thoughts that are deep, not ordinary. The poems talk about truth, they teach you wisdom. Frost is a poet whose style is as fine as a goldsmith’s skill. His poems are delightful to read. Frost himself has said, that for him, a poem begins in delight and ends in wisdom.

About The Poem

Stopping by Woods on a Snowy Evening presents the thoughts that pass through the poet’s mind as he stops his horse in wood on an evening when the snow has begun to fall. The poet conveys the idea that the beauties of nature can be very attractive but man has to perform his duties and keep his promises. He has to continue the journey of life and cannot afford to spend his time only watching the scenic beauties of nature. The poet brings out this message through a presentation of the conflict between the lovely woods and the promises that he has to keep.

Summary

The poem starts with a concrete situation arising from the ordinary life of a man but moves on to philosophic speculation about the relationship between man and nature. It is a dark and quiet evening of winter, and it is snowing. The poet, riding a horse to a destination, passes by woods that are lovely, dark, and deep. These woods are outside a village. The poet knows the owner of the woods who lives in the village.

The beauty of the woods tempts him powerfully to stop the journey and to lose himself in the enjoyment of natural beauty. He says that the horse considers it surprising that the master stops in the midst of the woods and is not near any farmhouse. The horse is accustomed to stopping at farmhouses, but on the present occasion, his reaction is natural.

He knows if his master, in the course of riding across the countryside stops at all, he stops at some farmhouse where both can find food and rest. The master has, as a matter of fact, stopped in such a lonely place not for the rest but for a brief enjoyment of the scenic beauty of the woods. The horse shakes his harness bells as if to ask whether his master has stopped there by mistake.

There are no other sounds except the swift movement of the wind and the fall of snowflakes which are soft, light, and white as feathers. The poem ends on a note of wisdom. In spite of wishing to enjoy the natural beauty, the poet cannot linger there. He moves on as he has to cover long distances in order to keep his promises. He cannot stay back the mission in his life still awaits completion. He remembers that he has ‘promises to keep’, duties to perform a long journey to complete before he can rest

ସାରାଂଶ:
ମଧ୍ୟରେ ଯେଉଁ ସମ୍ପର୍କ ବିଦ୍ୟମାନ, କବି ତାକୁ ଏକ ଦାର୍ଶନିକ ଦୃଷ୍ଟିଭଙ୍ଗୀରୁ ଦେଖୁଛନ୍ତି । ଶୀତକାଳର ଗୋଟିଏ ନୀରବ ସନ୍ଧ୍ୟା । ଅନ୍ଧକାର ପୃଥ‌ିବୀକୁ ଆଚ୍ଛାଦିତ କରିଛି । ଆକାଶରୁ ଝରିପଡ଼ୁଛି ବରଫରାଶି । କବି ଅଶ୍ୱାରୋହଣ କରି ତାଙ୍କର ସୁଦୂର ଲକ୍ଷ୍ୟସ୍ଥଳ ଅଭିମୁଖେ ଯାତ୍ରା କରୁଛନ୍ତି । ଚାରିପଟରେ ଘନ ଜଙ୍ଗଲ । କବିଙ୍କ ଭାଷାରେ, ‘ସୁନ୍ଦର, ଅନ୍ଧକାରାଚ୍ଛନ୍ନ ଓ ଘଞ୍ଚ’’ ଗ୍ରାମାଞ୍ଚଳର ଉପକଣ୍ଠରେ ବିସ୍ତୃତ ହୋଇ ରହିଛି ସେହି ଅରଣ୍ୟ । ଏହି ଜଙ୍ଗଲର ମାଲିକଙ୍କୁ କବି ଜାଣନ୍ତି । ସେ ନିକଟସ୍ଥ ଗ୍ରାମର ଅସ୍ଵାସୀ । ଜଙ୍ଗଲର ସୌନ୍ଦର୍ଯ୍ୟ କବିଙ୍କୁ ପ୍ରଲୁବ୍‌ଧ କରୁଛି । ଶକ୍ତିଶାଳୀ ତା’ର ଆକର୍ଷଣ । ଯାତ୍ରାକୁ ସ୍ଥଗିତ ରଖି ପ୍ରାକୃତିକ ସୁଷମା ଭିତରେ ନିଜକୁ ହଜାଇ ଦେବାପାଇଁ ସେହି ଅରଣ୍ୟ ତାଙ୍କୁ ଯେପରି ଆମନ୍ତ୍ରଣ କରୁଛି । ଯାତ୍ରା ବନ୍ଦକରି ବନାନୀର ଶୋଭା ଦର୍ଶନ କରୁଥିବା ମାଲିକଙ୍କୁ ଦେଖ୍ ତାଙ୍କର ଘୋଡ଼ା ବିସ୍ମିତ ହୋଇଛି । କାରଣ ରହିଯାଇଥ‌ିବାରୁ ଅଶ୍ଵଟି ବିସ୍ମିତ ହୋଇଛି । ଅଶ୍ଵଟିର ଏହି ପ୍ରତିକ୍ରିୟା ଅତ୍ୟନ୍ତ ସ୍ଵାଭାବିକ । କାରଣ ଖମାରଗୃହ ପାଖରେ ଥିଲେ ଉଭୟ ମାଲିକ ଓ ସେ ଖାଦ୍ୟ ଓ ବିଶ୍ରାମ ପାଇ ପାରିଥା’ନ୍ତେ । ମାତ୍ର କବିଙ୍କର ଉଦ୍ଦେଶ୍ୟ ଭିନ୍ନ । ସେ ବିଶ୍ରାମ ଉଦ୍ଦେଶ୍ୟରେ ଏଠାରେ ଅଟକି ଯାଇନାହାନ୍ତି ।

ଅରଣ୍ୟର ନୈସର୍ଗିକ ସୌନ୍ଦର୍ଯ୍ୟକୁ ମନଭରି ଉପଭୋଗ କରିବାପାଇଁ ସେ ସେଠାରେ ଅଟକି ଯାଇଛନ୍ତି । ମାତ୍ର ଅବୋଧ ପଶୁ ସେ କଥା ବୁଝିବ କିପରି ? ଭାବୁଛି, ତା’ର ମାଲିକ ହୁଏତ ଭ୍ରମବଶତଃ ସେଠାରେ ଅଟକି ଯାଇଛନ୍ତି । ତାଙ୍କୁ ସେ କଥା ମନେପକାଇ ଦେବାପାଇଁ ଘୋଡ଼ାଟି ତା’ର ସାମ୍ପୁରେ ଲାଗିଥିବା ଘଣ୍ଟିକୁ ବଜାଇ ଦେଉଛି । ନିର୍ଜନ ଅରଣ୍ୟର ନୀରବତାର ରାଜତ୍ଵ । କେବଳ ବାୟୁର ମୁଦ୍ରା ପ୍ରବାହ ସେହି ନୀରବତାକୁ ଭଙ୍ଗ କରୁଛି । ନରମ, ହାଲୁକା ଓ ପକ୍ଷୀପର ଭଳି ମୁଲାୟମ ତୁଷାର କେବଳ ଝରିପଡ଼ୁଛି । କବିଙ୍କର ମୁଗ୍ଧସଭା ସେହି ଜଙ୍ଗଲର ଆକର୍ଷଣକୁ ଛାଡ଼ି ଆଗ୍ରସର ହେବାପାଇଁ ପ୍ରତିଜ୍ଞାବଦ୍ଧ । ଇଚ୍ଛା ଥିଲେ ବି ସେ ନିରୁପାୟ । କାରଣ ଲକ୍ଷ୍ୟସ୍ଥଳରେ ପହଞ୍ଚିବା ପାଇଁ ତାଙ୍କୁ ସୁଦୂର ପଥ ଯାତ୍ରା କରିବାକୁ ହେବ । କାରଣ ତାଙ୍କୁ ତାଙ୍କର ପ୍ରତିଜ୍ଞା ପୂରଣ କରିବାକୁ ହେବ । ଯେପର୍ଯ୍ୟନ୍ତ ସେହି ଲକ୍ଷ୍ୟ ହାସଲ ହୋଇନାହିଁ, ସେପର୍ଯ୍ୟନ୍ତ ତାଙ୍କର ବିଶ୍ରାମ ନାହିଁ । ତାଙ୍କର ଠିକ୍ ମନେଅଛି, ତାଙ୍କୁ ଗୋଟାଏ ଦୀର୍ଘ ପଥ ଅତିକ୍ରମ କରିବାକୁ ହେବ, ତାଙ୍କର କର୍ତ୍ତବ୍ୟ ସାଧନ କରିବାକୁ ହେବ । ତା’ ପୂର୍ବରୁ ସେ ବିଶ୍ରାମ ନେଇପାରିବେ ନାହିଁ ।

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing Argument or Persuasion Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing Argument or Persuasion

2.4 Argument And Persuasion

Argument is that form of writing the main purpose of which is to persuade your readers (or listeners) to adopt a certain attitude, point of view, or course of action.

Read the following views, expressed by six different speakers, on the importance of English in India, in a debate in Femina.

a. Years ago the sun did not set on the British Empire, but the sons and daughters of India still speak English. ‘Please’ and ‘sorry’ are very much a part of our vocabulary. In most’states higher education is imparted in the English language. The white man’s language still holds the same fascination today as they did a century ago. More Indians are speaking and writing in English than ever before. A separate class of Indo-English writers, acclaimed internationally, exists today. Telephone directories, advertisements, films, music, etc. are in English. Hence, the language has been integrated into our culture.

b. English is an important language in India today. For all important business transactions, paperwork and documentations is in English (like banking, shares, certificates). The gifts we have received from the British are the postal and telegraph services, railways and the English language. As the industrial revolution first took place in England, most of the mechanical engineering terminology is in English. For instance, there is no Hindi equivalent for the term ‘internal combustion’. It is very important to know English.

c. Knowledge of English language has helped me to communicate not only with my audience abroad but even with Indians of various states. English is an Indian language. If Indian states try and promote their languages, there is nothing wrong in it. But at the same time, English language and literature should not be neglected. It is an interesting language with a rich literature.

d. English is an Indian language. Any Indian who is slightly educated understands English, It is the langauge of science and technology. It connects us with the world. In India, people who know English often dominate non- English speaking Indians. There is no harm in learning and speaking in English, but to follow western culture along with the language is not appropriate.

e. English is one of the languages spoken by Indians. But it is wrong to believe that to achieve or to get a job one must know English. Most people in India feel that to earn their bread they should know English. In Germany, China and Japan people hardly understand English. Among the Indians the ‘mental slavery’ to English still exists.

f. It is a wrong belief that English is an important Indian language. Only two percent of Indian speak it. In fact, it is a language that often leads to complexes. I remember very well when the well-known Russian writer. Rasool Humzatov came to Delhi and narrated his poems, not in English or Russian, but in the regional language. Because he was proud of it. We Indians do not have enough respect and love for our language. Personality, even when I meet people who are well-versed in English, I speak in Hindi.

It is important to dispel the guilt complexes regarding Indian languages, that all of us have.
The main points raised by the speakers are noted below.
(i) English is the language of higher education.
(ii) The language of international communication.
(iii) Only 2% Indians speak English.
(iv) The language of science and technology.
(v) The belief that one can easily get a job or achieve success is not always true.
(vi) People in China, Japan and Germany hardly understand English.
(vii) Self-respecting people respect their mother tongue/dialect.
(viii) People in India need English.
(ix) Early education of a child must be in the mother tongue.
(x) Indian languages including Indian culture get neglected.
(xi) Language of communication inside India.
(xii) Language of business, commerce and advertisement.

Note that some of the arguments are in favour of English and others against English. Put them in two separate columns, as suggested below. The first one has been done for you. Think, and add your own points.

Answer:

Activity 36

We have a number of arguments here, both for and against English. Can you now reach a definite position of your own, after considering both sets of arguments ? Try to produce your own arguments to counter those presented by the speakers : for example, you could argue that English can be replaced by Hindi for the purposes of communication within India, etc. Write a paragraph on any one of these points.

Answer:
One of the main arguments in favour English is that people in India need English. But, in my view, this is not correct. We should know that people in China, Japan and Germany hardly understand English. Nevertheless, they are more prosperous than India. Of course, lately China has felt the importance of English. English is a foreign language and not one of the soil. Only 2% Indians speak English. English has become a medium of education in our colleges and universities.

This is doing an incalculable harm to the proper intellectual growth of students. A fast majority of students fail to understand the lessons imparted through English. The very thinking and understanding of the student is stunted under the weight of an incomprehensible language. The spread of English also hinders the growth of Indian culture. Lastly, though not the least, it can be said that there should be an end to ‘the mental slavery’ that still exists among the Indians.

Activity 37

(i) Given below are some of the views expressed by different speakers on the topic “The Reading habit is dying out” in Femina. Read through each of them.
(ii) Note that some speakers accept the proposition while others reject it. There is one speaker who offers suggestions to improve the reading habits of children. Try to identify the main points in each speech and arrange them under three headings :
(1) in favour of the proposition
(2) against the proposition and
(3) suggestions.
(iii) Add your own points. Be clear about the points you support and those which you do not support.
(iv) Before you start writing on the topic, think of an appropriate beginning. For this, see how the speakers begin their speeches. It will help you in starting your paragraph.

Now read the following speeches.

(a) I agree that reading is a dying habit. A lot has been already written about how television is rapidly stealing a march over reading. The sale of books is diminishing, while the launching of a new television channel has become a regular affair. A lot of children find other ways of passing their leisure hours because they have simply not discovered the wonderland of books and the pleasure it offers. At the age of two or three, they are taught how to read, but as they grow older, they are not taught to use reading for entertainment, information, and knowledge.

Brought up on a diet of textbooks, the child does not get to read anything else. Naturally, when a child finds that the textbooks he/she reads are dull and boring, he/she never feels like reading anything else. There is no addiction more pleasurable than getting hooked on books. Parents should encourage their children to read, but let me point out that most adults don’t read themselves; a cursory glance at the day’s newspaper is all the reading they seem to do. How can they expect their children to develop the habit of reading, when they themselves sit down in front of the TV set in their free time ?

(b) It is definitely true that reading is a dying habit, and one of the major reasons for this decline is the advent of the electronic medium. Even the reading of newspapers has been limited to that headlines and few introductory paragraphs. If one gets the news and can watch a few soap operas for entertainment just by pressing a few buttons, why should anyone then take the trouble of reading? But that’s very sad for we’re losing the very flavor of life.

Just sitting like robots in front of a box that gives us information like robots, like listening to it, watching it — these things kill our intellectual faculties. We’ve failed to realize that the lasting impact on the mind can be provided by the written word alone. Reading gives one time to ponder over things and it enriches our vocabulary too.

(c) The habit of reading is increasing day by day. There is a boom in publishing in India, and our sales have doubled in the last few years. Indian authors are creating ripples in the international literary scene. Our company has linked up with Harper Collins and Pan Macmillan, so international books are being made available to Indian readers at a reasonable price.

Access to technology and infrastructure has made things easier for publishers. It has led to innovations in packaging and graphics. Focused designs have made the appearance of books much more attractive. Printing quality too has improved vastly. The reader today has a good variety to choose from.

(d) I don’t totally agree with the statement that reading is a dying habit. As a librarian for nearly 27 years, I’ve seen students and research scholars. I feel that my reading habit has changed a lot. Students prefer to read magazines and newspapers rather than books. Earlier, during the summer vacations, many students did come to the library for general reading.

today, they have various other options like listening to music and watching television programs. But the library is never empty. Light reading may have declined, but academic reading related to assignments, references, and research, has not.

(e) I don’t think that reading is a dying habit – but that parents and teachers have to play a very important role in inculcating this habit, for they are the role models for children. Since the child has more grasping power than an adult, it is the right age to develop this habit. It is important for parents to spend quality time with their children, to read aloud to children, to listen to what they’ve to say, and answer their questions.

For the proposition	Against the proposition
(i) Television has adversely affected reading	(i) Students are not being encouraged to read
(ii) Children pass leisure hours in other ways than reading.	(ii) Reading leaves a lasting impression on the mind and enriches one’s vocabulary.
(iii) Dull text books discourage the reading habit.	(iii) Habit of reading is incresasing and sale of books proves this.
(iv) Adults don’t read them selves and thus are not good role models.	(iv) Books of varied kinds are being read now.
(v) Reading materials are prohibitive in costs.	(v) Parents should spend. their time with children; reading is not a dying habit.
	(vi) Light reading has declined but not academic reading.

The Reading is a dying habit:
Most people believe that the reading habit is dying out and they are right about it. Even a cursory survey among students reveals that they spend more time watching television than reading books, except during examinations. Besides, children spend their leisure in many other ways rather than reading books. In addition to this, today’s textbooks are so dull and boring and studying has been made such a burden that children or students don’t have the motivation to read books.

Moreover, adults themselves do not read many books. They don’t serve as role models, instead they too spend more time on the T.V. Last but not the least, the cost of books have today become prohibitive. On an average, a book costs seventy-five to hundred rupees. It is all these factors that have made reading a dying habit. It is right that students are not being encouraged to read, that reading is something worthwhile, but suggestion that since sale of books have increased and therefore reading has increased is to miss the point.

A comparative study of sales of electronic consumer items and that of books reveal that the sale of electronic goods is twice as much as those of books. Moreover, those engaged in academic reading are a very negligible minority and they can’t be counted with those who read for pleasure. Similarly the contention that varied books are 1 being read does not prove that there are many readers. This attests the fact that today interests of people have become diversified and therefore to cater to their needs various kinds of books are being published and sold.

For example, a century back we had no books on computers but today there isn’t any library or bookshop which does not possess books on computers. Thus, we can safely conclude that reading is a dying habit. The television is now reining supreme over the minds. The T.V. is ubiquitous even in the smallest of homes while illiteracy is rampant in a place like India.

Activity 38

1. The following are the main points that emerged in a debate on the topic “The presidential form of government is more suitable for our country than the parliamentary form”. But the points are all mixed up. Arrange them under two separate heads for and against.

a. Will ensure strong centre…. curb divisive tendencies.
b. Deprives people of power to elect, recall, approach representatives,
c. Will quicken change towards removal of poverty, equal opportunity, greater production, prosperity.
d. Makes ruling sections/groups more powerful….discourages loc*t! or minority talents, culture, distinctions,
e. Concentrates authority….leads to dictatorship.
f. Reduces expenditure on wasteful elections, political propaganda, party politics.
g. Denies fundamental freedom….curbs human rights; builds fear, cowardice.
h. Simplifies decision making and brings about uniformity, can lead to greater discipline, better economic achievements. Present system breeds inaction, indiscipline, strikes, poor results.
i. Suited to Afro-Asian temperament; recent events prove it too.
j. Is against Indian democratic traditions.

2. First, make up your mind regarding the line of argument that you would like to follow. Second, think how to begin. Then, develop the outline into a paragraph : you are free to add your own points to the given ones.

Answer:
For:
a. Will ensure strong centre… curb divisive tendencies.
b. Will quicken change towards removal of poverty, equal opportunity, greater production, prosperity.
c. Concentrates authority.., leads to dictatorship.
d. Denies fundamental freedom… curbs human rights: builds fear, cowardice.
e. Suited to Afro-Asian temperament; recent events prove it too.

Against:
a. Deprives people of power to elect, recall, approach representatives.
b. Makes ruling sections more powerful… discourages local or minority talents, culture, distinctions.
c. Reduces expenditure on wasteful elections, political propaganda, party politics.
d. Simplifies decision making and brings about uniformity, can lead to greater discipline, better economic achievements. Present system breeds. inaction, indiscipline, strikes, poor results.
e. Is against Indian democratic traditions.

The presidential form of government is more suitable for our country than the parliamentary form.

It is just about 50 years since our country has been an independent nation. And numerous problems have been plaguing our nation. This has set people thinking in some quarters that there is a need to change our form of government. That would be like throwing the baby with the bathwater. The nation is just a baby with a particular structure and it need not be changed just because it has not grown and matured. In short, the parliamentary form of government does not need to go.

It is argued that the presidential form of government will ensure a strong centre, curb divisive tendencies, quicken changes in economic, social and political spheres, avoid wasteful expenditure on elections and party politics, simplify decision making and lead to greater discipline. There is no denying this fact. A presidential system does quickly bring about such changes but in the long run, as history has time and again shown, proves counter-productive and disastrous.

The rules of Mussolini, Napoleon, Stalin and Hitler are all outstanding examples of this trend. The presidential form of government makes the state larger than the individual, makes personal freedom a dream and gradually stamps out human rights. Finally, it leads to totalitarianism and dictatorship. The fear of facing a 1984-like scenario is ever alive in a presidential form of government. Oligarchy, plutocracy, stratocracy, autocracy and despotism are ominous realities in a presidential form of government.

History amply records this truth. The KGB and the communist party in USSR, the Nazi Party and the storm troppers in Germany are good examples of what happens when power is concentrated in the hands of a few or in one man’s hand. Moreover, a presidential form of government will gradually crush minority talent and minority culture and impose a cultural homogeneity. This would be disastrous in a multiracial, multicultural, multi-lingual, pluralistic society like India.

Its ethos would take the beating and its beauty will be lost. india has existed for ages as a pluralistic society whose greatness has been its power to assimilate and unite in its fold diverse cultures and religions. Tolerance and non-violence have been its mainstay and to abandon them would mean going against the grain of our character as a nation. Such a forced change would prove disastrous for the nation. Hence the parliamentary form of government with its respect for individual right, and its inclination towards unity in diversity, should be given the thumbs up.

Activity 39

In several cities, television has come to nearly all homes. Some people welcome this while others find it a bad influence and an expensive addition to the drawing-room. Some believe it creates problems – indiscipline, loss of sleep, reduced attention to homework, the danger of bad movies as bad models. Others consider it a good ‘teacher’ – brings vividly a lot of new information, helps farmers, makes stories interesting, provides both entertainment and instruction, saves money spent on bad/indifferent films, food at restaurants, etc., keeps the family together at home. A television company has organised an “essay competition” on the subject ‘Television, your new friend’. At the same time, the ‘Society of Cinema-goers’ has invited essays criticising television. Write on each topic, presenting your views on television, and its uses/abuses.

Points for	Points against
i. ______________	i. ______________
ii. ______________	ii. ______________
iii. ______________	iii. ______________
iv. _______________	iv. _______________

Answer:

Points for	Points against
(i) A good teacher	(i)Creates problem, indiscipline, loss of sleep etc.
(ii) Provides both entertainment and instruction	(ii) Reduces attention towards homework
(iii) Leads to the togetherness of the family members	(iii) Bad movies act as bad models
(iv) Saves money spent on food at restaurants	(iv) An expensive addition to the drawing room

Answer:
Television: its uses and abuses :
Television has truly made the world a global village. Its all-encompassing reach to the remote comers of the globe has made omnipresent medium. Moreover, the fact that it is an audio-visual medium, makes it all the more effective as well as alluring. Thus, it could be put to a wide variety of use. But it is more abused than used. In a developing country like India, television has become the medium by which literacy is spread all over the nation.

Students tune into educative programmes like the country-wide classrooms of the University Grants Commission and Krishi Darshan Programmes cater to the needs of farmers. Similarly programmes on family planning, health awareness, AIDS, nutrition baby care are beamed across the country. Forecasting of weather and climate helps fishermen, farmers and all kinds of people to plan out their future course of action. Storm warning, earthquake warnings and flood warmings have had a greater impact because of visual and graphic details of facts.

Above all, television has become the supreme medium of infotainment. Watching the news or watching a soap opera, a cookery special or a sports channel, a movie or an engaging group discussion, a sermon or a song, the television has it all, controlling and dispersing knowledge all over the world. And yet unconsciously the television is ruling us, stealing our time and making morons out of us.

A couch potato is no more a rarity. A great thinker enumerates the abuses of television as follows. First, television makes people emotionally insensitive. The images of sex and violence that are projected on the screen gradually drive out all human feeling from us and renders us indifferent to such incidents in real life. We accept them as normal. A murder, a rape, a dead body no more shocks us as it did earlier generations. We are gradually being denuded of humane feeling.

Second, television makes viewers morally uncritical and impairs their sense of judgement. With a book, one reads and then ponders over what it has stated but the television gradually impairs this sense of evaluation in us. It hits us so powerfully and forcefully that it bypasses our head and rules our heart. Third, television destroys our ability to concentrate for long on anything. Kids who are brought up on fast moving scenes and cartoon characters thus do not find their teachers exciting, their books seen dull and boring.

Quickfix solutions, capsule presentations, ready-made notes, fast food are the order of the day and television is one great factor in enhancing the pace of life and thereby reducing concentration spans of people. Fourth, television sets up such role models and projects such lifestyles which young people follow with zeal. They are led to believe that all that life is about is having girl-friends, wealth, fame and power. Finally, T.V. is creating dislocations in centres of authority.

Most often a person becomes authoritative because he or she is well- known. Thus a cricket star or a hero tells you to keep away from AIDS and has your attention no matter what he does in his personal life. Thus, his voice is powerful while that of a celibate priest’s is not. As a result there is total psychological, moral and academic confusion in our culture. T.V. is not bad just as money is not bad. It’s the way one uses it that matters. Let the T.V. be our servant and not our master.

Activity 40

Here are a few more topics for argumentative writing. Prepare outlines and write on each topic.
i. Men and women should/should not be paid equal wages for equal work.
ii. Prohibition will save the country from destruction/Prohibition goes against individual freedom. (Prohibition-disallowing by law the making and sale of alcoholic drinks.)
iii. Cricket commentaries are a national evil./ Cricket commentaries provide entertainment and education.
iv. History breeds narrow-mindedness. It should not be taught in schools/colleges.
v. Driving licenses should not be issued to students in schools/colleges.
vi. Girls should not marry before they are twenty, boys before they are twenty-five.
vii. College education must be made free.

Answer:
(i) Men and women should be paid equal wages for equal work.
For:
(a) Equal pay for equal work ensured in the Indian Constitution.
(b) Women do not work lesser than men/women do equally good work as men.
(c) It is the quality of work which matters and not who did it/wages are given for task completed, and not because someone did the task.
(d) Pay hike and promotions are made on grounds of merit and not on basis of gender.

Against:
(a) Women are less intelligent than men.
(b) Women work less than men.
(c) Women cannot do certain kinds of work because they are not physically fit to do it.

Gender differences have curbed the rights of women in a patriarchal and male dominated society. As a result, in some quarters it is still held that women should not be given equal wages as men. This kind of primitive thinking is a result of male chauvinism and is not justified by facts at hand. It has nothing to do with the question of women receiving equal wages as men. Patriarchal society has always held women as inferior to men. As a result, women were thought to be less intelligent than men.

This argument was thus put forth in favour of giving lesser wages to women. The contention is however not borne out by facts. Women have proved themselves the equals of men in almost all professions and spheres of life whether in science and techlology or in the humanities and social science. As more and more opportunities are being given to them women are proving themselves equal for men in every sphere of life.

Admittedly they are biologically made less strong than men but now-a-days work requires more brain and, therefore, the question of equal pay for equal work arises in the context of what work woman is doing and not what she is not. Besides, women Boxers, wrestlers, athletes, weightlifters. Marathoners etc. have proved that they too can do things like men. However, a strong case can be made for the question of equal pay for equal work for women.

First of all, just as equal opportunity for all is enshrined in our Constitution, so also equal pay for equal work is enshrined in our Constitution. A just and fair society will always provide equal pay for equal work for that is the universal law of natural justice. Considerations of caste, creed, race and sex should never come in way of a person’s wages. Secondly, it is another natural axiom that the meritorious be rewarded. If the woman is equally qualified as man, if she does work equal to man, then she deserves a wage equal to it, as men do.

Pay hike and promotions are decided on merits of individuals and not on considerations of caste and creed or sex. Finally, it may be argued that women in many ways are better than men. They are more sincere, committed, honest, responsible and hard-working than men. Case studies of working men and women has proved this. Thus, women deserve equal pay for equal work because they are in no way inferior to men in their qualifications and in their work.

(ii) Prohibition will save the country from destruction / prohibition goes against individual freedom.
For:
(1) Drinkers are bread winners, drinking therefore denudes the bread supply.
(2) Drinkers are physically violent; they indulge in wife beating and also a general nusiance.
(3) Drinking leads to hazardous health problems, the cost of which has to be borne buy family / govt.

Against:
(1) Prohibition curbs freedom of an individual.
(2) Prohibition breeds illegal trade in liquour.
(3) Prohibition results in loss of revenue to state.

Prohibition will save the country:
Drinking and smoking are two-sides of the same coin. They are equally dangerous and hazardous not only for the individual but also for the nation as well. Therefore, it is necessary to implement and ensure prohibition, for this alone can save the country from destruction. The opponents of prohibition are of the view of that it curbs freedom of the individual. They are right but of course individual freedom has always been curbed by social limitations to ensure that every other individual enjoys his or her liberty.

A man has the right to walk on the road as long as he does not infringe anybody else’s right to walk on the road. If drinking results in social disharmony, then it must be prohibited. A doctor prescribes a bitter pill to heal a person in spite of the protests of an individual. A whole individual can be a useful citizen. Secondly, anti-prohibitionists talk of the breeding of illegal trade in liquor.

True indeed: prohibition breeds an illegal trade in sale of liquor and the very purpose of prohibition is thereby defeated. But illegal trade can be prevented, an alert police, a cooperative public can detect and stop this trade. This has been proved earlier in Andhra Pradesh where women enforced prohibition and curbed illegal trade. Finally, there is the loss of revenue to the state. This too is true. But it can be argued that the cost of having host of diseased drinkers is higher than that of loss on revenue due to prohibition.

It is fallaciously thought that the cost of treating a man with drinking related health hazards is borne by families of those individuals but the national loss in this context is not taken into account. Moreover, less corruption and generation of revenues in other trades can nullify the loss accruing from prohibition. Non-prohibition on the other hand, has high costs in terms of familial, societal and national loss.

Consumption of country liquor by males who are bread winners in lower income groups have left families bereft of the basic needs of food, shelter and clothing. Broken families, loss of childhood, denial of education and health are the result. The social costs in terms of crime, prostitution, child labour, drug addiction, and a host of other problems emerging from such households, are immense.

Moreover, drinkers gradually lose self-esteem, self-confidence and slowly lose skills. They become irresponsible and unfit for work. This happens even among people of higher income group. Their erratic behaviour, tendency to shimk from duty and going on unauthorised leave hurts sectors in which they work thereby adding to the national loss. Finally, it may be reiterated that the cost of rehabilitating a person with drink- related health hazards is exorbitant.

Whether it is the government that finances this, the company or the individual, all of them result in a national loss. On the other hand, the money saved by individuals on enforcement of prohibition results in per capita gain though it may not accrue to the revenue of the state. Prohibition is therefore a better option than the freedom to drink. For prosperity of the family leads to prosperity of the nation.

(iii) Cricket commentaries are a national evil / Cricket commentaries provide entertainment and education.
For:
– Is a waste of time
– A hobby of the leisure class
– Take too much air time and T.V. time.
– Does not benefit the state or nation.
– Denies equal weight to other sports.

Against:
– Commentary is an art.
– Commentary provides entertainment and education.
– Commentaries provide job and earn revenue.

The very mention of cricket commentaries as a national evil gives rise to passions because the game of cricket is the favourite of a large majority of the upper and middle classes of people. Nevertheless a reasoned analysis of its pros and cons reveals that cricket as well as its commentary is a national evil. First of all cricket commentaries involve a colossal waste of time. During a cricket match, offices are deserted and so are schools and colleges.

People in factories and business establishments slow down work and sometimes even stop working. Moreover, a game of cricket takes a lot of time. A test match spans three to five days while the one day game consumes 8 hours. An avid fan of cricket who listens to its commentary pays little attention to work because the match is held mostly during office hours, school and college hours from 9.00 a.m. to 4.00 p.m.

Time is money and therefore the damage to the economy during a cricket match is irreversible. On an average if a man watches cricket for 4 hrs. a day for 60 days, there is a waste of 24 hrs or a total of 10 days in a year. If the number of those watching or listening to commentaries is even a minimum of 2 million then there is an astounding waste of 20 million days.

The corresponding loss to the economy is therefore colossal. Besides this, cricket commentaries occupy too much of air space as well as as visual space on the T.V. The radio and the television could be used to broadcast other | programmes of social interest during this time. An even greater lacunae is the unequal media coverage that other sports receive. The priority that is given to cricket by the media and T.V. networks does not encourage sportspersons of other games.

While sponsorers are available to- support cricket matches there are very few sponsorers to support the broadcasting of other sports. Further, the revenue generated from commentaries on cricket matches is mostly 1 deposited in the offices of the T.V. Network which has bought the rights to brodcast the match. Revenue to the state in this context is paltry. Opponents of this view that commentaries are a national evil hold that they are educative and entertaining.

But it may be reasonably shown that their educative value is minimal and marginal. As for entertainment that is a very transitory form Of entertainment. The same can be said of its value as an art. It is art of transitory value and does not have any permanent or lasting effect. As for the contention that it provides jobs, it can be said that employment opportunities as commentators are very minimal, limited only to a few individuals and that it is not to be taken as a profession. Thus after weighing the pros and cons it may be emphatically said that cricket commentaries are a national evil.

(iv) History breeds narrow-mindedness. It should not be taught in schools/colleges.
For:
(1) History breeds crude nationalist.
(2) It is full of crimes.
(3) It provides a confused heap of facts.
(4) It records popular beliefs.

Against:
(1) History is interesting and useful.
(2) It helps us to escape the burdens of life.
(3) It is a sound teacher.
(4) It provides us moral inspiration.
(5) It widens our intellectual outlook.

History generated crude nationalism among the students. It records the glory and achievements of some countries and the failures of others. Germany under Hitler was a case in a point. The students who read it learn nothing. History is a record of war and blood-shed. If we scan the pages of history, we learn a lot about many bloody battles fought among different nations. History takes us to a world where lies a confused heap of facts. It is difficult to understand and analyse them. These facts lack colour.

Above all, it acquaints us with some popular beliefs. There is nothing innovative about them. All these facts mentioned above adversely affect the minds of the people. Therefore, history should not be taught in schools/colleges. We should see the bright side of history. It launches man on a thrilling adventure of a journey to the past. It awakens in him the racial memories that he slumbering in the depths of time. The study of history strengthens one’s faith, however, wavering, in the ultimate decency of things.

History must not be read as a collection of dry and old facts and dates, but as living representation of the past which has a significance for the present. The study of history is interesting, useful and amusing. It helps us to escape the burdens of life. Moreover, history is a sound teacher. The records of the past interpreted in practical by noble men and women, supply moral tonic which must be administered to each generation. Study of this subject widens our outlook. Besides, history makes our intellectual horizon touch new heights. It also sensitizes our minds. Therefore, history should be taught in schools and colleges.

(v) Driving licenses should not be issued to students in schools/colleges.
For:
(1) Driving licenses make the students wayward.
(2) They become law-breakers.
(3) They live in a world of fancy.

Against:
(1) Issuing driving licences to school/college makes them responsible.
(2) They save their time.
(3) They become law-abiding.

Issuing driving licenses make school/college students carefree. They move freely in their bikes/four-wheelers without caring anybody. They become liberty drunk. They never feel the importance of why they have been issued driving licenses. They make use of their vehicles for a constructive purpose. They are young. In the full flush of their youth, they drive recklessly, flouting the traffic rules.

Sometimes they meet with accidents. Some die premature deaths, some escape with a miracle and others suffer fractures. These students find themselves cut off from the outside world when they drive their bikes or cars. On the other hand, we must not be blind to the other side of these facts. School/college students should be issued driving licenses, because they are mature. Fear of parents and accidents makes them responsible. They do not want to waste the latter’s money by misusing driving licenses.

They drive their vehicles very carefully. Time is precious. They save it as a result of using bikes or cars. These students become law- abiding. They are alive to the traffic rules. They understand why they have been given bikes/four wheelers by their parents. In view of these facts, driving licenses should be issued to school/college students.

(vi) Girls should not marry before they are twenty, boys before they are twenty- five.
For:
(1) Girls become highly educated.
(2) They get a chance to fulfil their dreams. .
(3) They enjoy empowerment.
(4) They become independent and are free from the drudgery of household work.
(5) They become ideal mothers and wife.
(6) Boys are no different.
(7) They want higher education.
(8) They become independent.

Against:
(1) They should be educated.
(2) Marriage before 20 makes them typical house-wives.
(3) They are immature to understand the ways of the world.
(4) They go astray.
(5) They are deprived of enjoying impowerment.
(6) Boys cannot be highly educated.
(7) They cannot be independent to the core.

Girls should be highly educated in word and spirit. Very few girls continue their studies after their marriage. They try their best to fulfil their dreams and achieve then- goals. Today we see many a woman enjoy empowerment. They have become high- profile entrepreneurs, bureaucrats and academicians. They are now successful political leaders. They brim with confidence. They become independent by earning their livelihood. Educated wives get a respite from the monotany of their household works.

Education makes them conscious of their duties to their husbands and children. They never become a burden on society. Boys are no different from the girls. A certain age is indispensable for building their career, but marriage before 25 puts bars in fulfilling the dreams, hopes and aspiration. Failures to achieve their goals drive them to a state of frustration. As a result of higher education, they earn handsome income and become assets to their families.

On the other hand, if the girls marry before twenty, they cannot enjoy the things they want. They become neither highly educated nor enjoy real empowerment. They become typical house-wives and don’t get a chance to experience what is happening in the external world. Frustration grips them. They don’t understand the language of independence. They often go astray and as a result, bring disgrace to society. Boys suffer the same fate.

Their marriage before twenty-five seldom allow them to go for higher education according to their will. They soothe with frustration for not achieving their goals. They fail to rise to the expectations of their parents. They are shorn of confidence. They can’t be fiercely independent. Therefore, girls should not marry before they are twenty, boys before they are twenty-four.

(vii) College education must be made free.
For:
(1) Scope for higher education, irrespective of caste, creed or colour.
(2) It makes everyone confident.
(3) It leads to independent among the students.
(4) It provides broader exposure to the outside world.

Against:
(1) Ordinary students have no value.
(2) Free college education creates indiscipline.
(3) Wastage of public money.
(4) There is no room for further academic development, there is no much fund for research.

Free college education provides a scope for higher education for all sorts of students, irrespective of caste, creed and colour. They all feel a state of what higher education is. This makes them brim with confidence. Some of the poor students get a chance to dream big and are determined to achieve someting in life. College education makes them independent, because, they get a chance to earn their livelihood.

They are now exposed to the happenings of the external world. As a result, they can contribute to the well-being of their country and fellow-beings. On the other hand, the issue has a darker side. Free college education encourages many ordinary students to sit in their classes. They should have been given vocational education. Instead of reading sincerely, they create indiscipline in the college and as a result, spoil the academic environment.

Besides, free college education costs our public exchequer beyond imagination. The common tax-payer’s money is injudiciously spent. Academic development suffers a serious jolt as a result of paucity of finance. Research work lags far behind. In view of these facts, college education should not be free.

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 14 Limit and Differentiation Ex 14(e) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Exercise 14(e)

Question 1.

Find derivatives of the following functions from the definition :
(i) 3x² – \(\frac{4}{x}\)
Solution:

(ii) (4x – 1)²
Solution:

(iii) 2 + x + √x³
Solution:

(iv) x – \(\sqrt{x^2-1}\)
Solution:

(v) \(\frac{1}{x^{2 / 5}}\) + 1
Solution:

Question 2.
(i) cos (ax + b)
Solution:
Let y = cos (ax + b)
Then \(\frac{d y}{d x}\) = -sin (ax + b) × \(\frac{d}{d x}\) (ax + b) by chain rule.
= -sin(ax + b). a = -a sin (ax + b)

(ii) x² sin x
Solution:
Let y = x² sin x
Then \(\frac{d y}{d x}=\frac{d}{d x}\) (x²). sin x + x² \(\frac{d}{d x}\)
[ ∴ \(\frac{\mathrm{d}}{\mathrm{dx}}(u \cdot v)=\frac{d u}{d x} \cdot v+u \cdot \frac{d v}{d x}\)
= 2x sin x + x² cos x

(iii) \(\sqrt{\tan x}\)
Solution:
Ley y = \(\sqrt{\tan x}\) = \((\tan x)^{\frac{1}{2}}\)
Then \(\frac{d y}{d x}=\frac{1}{2}(\tan x)^{-\frac{1}{2}} \times \frac{d}{d x}\)(tan x)
= \(\frac{1}{2 \sqrt{\tan x}}\) sec² x.

(iv) cot x²
Solution:
Let y = cot x²
Then \(\frac{d y}{d x}=-{cosec}^2 x^2 \times \frac{d}{d x}\left(x^2\right)\)
= – cosec² x². 2x
= -2x. cosec² x²

(v) cosec 3x
Solution:
Let y = cosec 3x
Then \(\frac{d y}{d x}\) = -3 cosec 3x . cot 3x

Question 3.
(i) √x sin x
Solution:
Let y = √x sin x
Then \(\frac{d y}{d x}=\frac{d}{d x}\)(√x) sin x + √x. \(\frac{d}{d x}\)(sin x)
= \(\frac{1}{2 \sqrt{x}}\) sin x + √x. cos x

(ii) \(\sqrt{x^2+1}\)cos x
Solution:

(iii) tan x – x² – 2x
Solution:
Let y = tan x – x² – 2x
\(\frac{d y}{d x}\) = sec² x – 2x – 2

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing Exposition Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing Exposition

Expository Writing

Exposition is an orderly presentation of facts and ideas. It exposes or shows. All exposition is informative. In an exposition, you answer various questions that might be asked of an object, an event, or an idea – questions like these:
What is it?
What does it consist of?
What is it for?
How is it put together?
What good is it?
What does it mean?
What is the cause of it?
What will be the result of it?
There are several methods of writing an exposition of these, exposition by definition and exposition the rough analysis are the most important.

Activity 31

Develop paragraphs of your own, using the following plans. The given topic should form part of the opening sentence.
(a) Topic: There were several things I liked (disliked) about my high school.
Sentence 1: Topic sentence
Sentences 2, 3, 4, 5: The things I liked (disliked)
Sentence 6: Conclusion

(b) Topic: It is easier for someone to express himself in speech than in writing.

Answer:
(a) There were several things I liked in my high school. Firstly, we had good teachers who not only taught us well but were also very friendly with us. Secondly, we were never burdened with homework. Instead, we were asked to read what was taught in the class at home. Thirdly, there were a lot of extra-curricular activities which helped in developing our personality. Finally, we had an Old Boys Association which helped us keep in touch with our classmates and to know about the development of our school. Thus, my high school was really unique in many ways.

(b) Is it easier for someone to express himself in speech than in writing? Or is writing easier than speech? Linguists are divided in their views. Some say that speech is easier than writing because one learns to speak spontaneously without having to attend school. They also argue that speech takes less time to learn than writing. Others, however, dispute these views.

They contend that writing is easier than speech because it involves graphic images which the child can easily learn even before imitating speech. They also are of opinion that writing is accessible to speech-disadvantaged children and therefore, more universal. Thus, linguists are equally divided over the question of which is easier, speech or writing.

Activity 32

Write a paragraph on each of the following topics, using Chesterton’s model at page 39.
(a) Types of students
(b) Types of teachers
(c) Kinds of books we read
(d) Kinds of friends

Answer:
(a) Types of students :
Roughly speaking, there are three kinds of students in our college. The first may be called bookworms. They can always be seen pouring over books in the library when they travel by bus while having food and so on. This kind has no interest in games and most often they love to be indoors rather than play outside. The second sort may be called truants. These students take pleasure in not attending classes. They bunk college, go to films, play cricket and create a nuisance on the campus.

To them, we owe all the strikes and indiscipline in the college. The third kind is called Casanova’s. You can see them talking in hushed whispers with girls under a tree, in the corridors, accompanying them to the bus stop, or shadowing others who are not yet in their hold. The studies are secondary and they end up as unemployed youth who dream of their golden day in college.

(b) Types of teachers :
There are different types of teachers. Firstly, there are teachers who are dedicated to the core. They inspire their students to reach newer heights in the future. Their devotion to teaching is matchless. Secondly, there are teachers who just teach students for the sake of teaching. They are never serious about it. They lack dedication to their profession. Thirdly, there are those who pretend to be ideal teachers. They are dull. They always aim at earning money by paying lip service to their profession. These teachers bring disgrace to society.

(c) Kinds of books we read :
Books are of many types but they can be generally divided into good and bad. Good books are man’s most important teachers. They instruct and entertain, make men wise and ignorant, men of knowledge. Bad books, on the other hand, waste men’s time and introduce evil thoughts into their minds. They neither enlighten the mind nor broaden the imagination in the right direction. Thus good books ought always to be chosen over bad ones.

(d) Kinds of friends :
We have friends of several kinds. First, there is gossip. He can never keep our secrets and always lets us down by telling everything about us to others. Second, there is the coward. He is seldom able to stand on his own feet but that is not any danger. Keep him in the team for any enterprise and he’ll take off whenever he smells any danger to himself. Third, there is the flatterer. He always sings your praises and never tells you the truth. He is neither dependable nor trustworthy. He stays with one as long as he profits from his company and then he changes loyalty. Fourth, there is the slanderer.

This kind of friend feigns friendship but behind your back, he talks ill of you. Then there is the follower. This kind rarely takes his own initiative in doing anything for you. He’s a good supporter, a loyal disciple but you can’t hand him any responsibility and sit quietly. He needs nudging and guiding. There’s yet another kind called the parasite. He feeds on you, eats of you, borrows your notes, your money, your cycle, etc. He is always dependable. Finally, there is the one and only true friend. He is rare to find. But this is the kind of friend who is dependable, responsible, and trustworthy.

Activity 33

1. Write a paragraph ending with the sentence: “I’m afraid I didn’t like the film at all and wouldn’t recommend it to anyone.”
2. Write a short paragraph beginning with the sentence: “I had a very happy childhood.”
3. Write separate paragraphs from the point of view of the taxi driver and the truck driver, using the following outline. An accident between a truck and a taxi – an old man was killed – a buffalo was seriously injured – a policeman arrived on the scene – a doctor drove the dead body to the hospital.
4. Write a paragraph to be included in a letter to a pen-friend telling him/her how you celebrate Diwali.

Answer:
(1) Refugee is not worth watching. Its story is a stock one: Laila-Majnu, Romeo-Juliet like and perhaps borrowed from Daruwalla’s “Love in the Salt Desert.” There is no life in Abhishek Bacchan’s acting. As for action, there is not much that it has to boast off. Walking like a shepherd with a staff in his hand and a band around his head. Bacchan evokes pity rather than empathy, he does not inspire and he does not display much emotion, seems so wooden. Besides, photography, music, and choreography aren’t great either. In short, I’m afraid I didn’t like the film at all and wouldn’t recommend it to anyone.

(2) I had a very happy childhood. Father, Mother, Grandpa, and Grandma, all of us lived together. Every morning, Grandma would play with me and tell me tales. In the evening Grandpa would take me on walks and in the night I used to huddle in my mother’s lap and sleep. Those days were wonderful. It was all play and no work, no worries, no fears, only love. And every summer we went off to Puri to frolic in the sun and sand, I wasn’t afraid of the sea. Daddy put me on his shoulders and walked into the sea. The smell of the surf and the thundering of the waves excited me then as it excites me now. Truly I can never forget the joys of my childhood days.

(3) The Truck-driver’s point of view: It was almost noon as I carried a truckload of bricks to be delivered at the Institute of Physics. I was on N.H.5 and had already neared Acharya Vihar Square. I was to take a right turn at the square to get into the road leading to Sainik School. Traffic was thin and a buffalo was standing right in the turn and urinating. A taxi was coming from the Sainik School road. I put on the dippers indicating a left turn. I slowed down as I had to avoid the buffalo.

Suddenly, the taxi emerged, flashing its lights. I had already taken the turn while the taxi was speeding straight ahead. I applied the brakes but the vehicle did not halt because of the load. Instead, it careened past the taxi, hit an old man standing serenely and rammed into the ditch beside the N.H.5. My head hit the steering wheel and I became unconscious. When I woke up I was in the capital hospital. The Taxi driver’s point of view: I was returning from Sainik School after dropping a fare.

It was noon and I was supposed to pick up my little children from the convent school. I should have been there by 11.30 a.m. but it was already half an hour behind. Hence I was rushing with thoughts of my children waiting hungrily at school. As I was approaching Acharya Vihar Square, I saw a truck coming toward me. It was turning into the road. I was in a hurry. I did not want to wait till the truck had turned and so did not slow down my speed.

Instead, I flashed my headlights requesting priority of way but the adamant truck driver did not heed to my signal, it was turning. I applied the brakes but it was too late, I rammed into- a buffalo, swerved sharply to the right, grazed past the rear of the truck’s body, and then hit a telephone pole against which the car stopped. Fortunately, I escaped unhurt with only minor pain in my back. But then my problems were, not over. A policeman arrived from nowhere, accosted me, and asked me to get out of the car.

Meanwhile, people who were crowded around informed us that an old man had fallen down unconscious. There was a doctor among them and he suggested that we take him to the hospital. As the old man was brought to my taxi, the doctor noted that he had already died. However, I requested the doctor to keep quiet and immediately drove to the hospital with the dead body. I was lucky not to have been manhandled by people. But I must say it is all the truck driver’s fault. I did not kill the old man.

(4) Paragraph included in the letter

121, Kharavel Nagar,
Bhubaneswar
20 August 20

Dear Joseph,
Greeting from India!
I received your letter and your picture postcard at the same time. I will cherish the card for a long time to come. The picture of the Millennium Dome is crystal clear. It looks very beautiful. Well, you had written to me about how everyone in England celebrates Guy Fawkes day. You did have a lot of fun, really. I could see that from your letter. Do you know, here, back in India we too celebrate something similar to Guy Fawkes? There it commemorates the gunpowder plot but in India, we celebrate a festival called Diwali, the festival of lights.

It symbolizes the victory of good over evil, of light over darkness commemorating the victory of the forces of Shri Rama over the evil forces of Ravana. The festival falls every year in the month of October or November. On that day, we offer Puja to Shri Rama, distribute sweets among friends and neighbors and prepare for the night. We purchase crackers of all sorts and dry them in the sun. We also prepare wick lamps. The lamps and wicks are purchased from the market.

Then oil is poured into the lamps and the wick is set on it. These are then kept in a row on terraces, the boundary wall, on window sills, and everywhere where there is space to keep them. When night falls, these lamps are lit. There must be thousands and thousands of lamps lit in every house, in every street, town, city, district, and state. The house is thus lit like a Christmas tree. It looks beautiful and gay. After this starts the ceremony of lighting fire-crackers. Everyone, from a child to an old man enjoys lighting fire-crackers and bursting them.

This goes on till the last hours of the morning. Often, Diwali is celebrated for two days. Of course, one of these days is only declared a national holiday but then there is no holding back for persons who enjoy Diwali. They take leave and enjoy this festival. This reminds of Guy Fawkes day, isn’t it? Well, do write to me about how you celebrate Christmas. I am eager to hear from you.

With warm regards.
Your loving friend,
Subrat Das.

Activity 34

Do you have friends whose mothers are working? What problems do they have? Put these problems in the blanks in the list ‘
1. Getting pampered
2. Bad company
3. Neglecting studies
4. Aggressive attitude
5. Too much TV
6. Psychological problems.
7. Widening communication gap
_______________________
_______________________
_______________________
_______________________
Answer:
They have a widening communication gap.
They have psychological problems.
They are getting pampered.
They neglect studies.
They have bad company.

The list below contains some advantages that children of working mothers enjoy.
Now think of other advantages and add them to the list. Are these advantages real? If not, why?
1. Complete freedom
2. No nagging for homework
3. Enjoy yourself freely
4. Have full privacy
5. Gain in confidence
6. Be more, independent
7. Do what you like
_______________________
_______________________
_______________________
Answer:
These advantages are not real, because, without the mother’s presence at this stage, the children never feel the importance of their formative years which shape their future in a great measure.
They develop adaptability. 
They develop a sort of creativity.
They are free from worries.

Now write a passage of 2 or 3 paragraphs on ‘ Working mothers and their children
2. Dear ………………..,
My mother started working seven years ago. My first problem is that I have to keep ringing her up to find things in the house. Second, living with a ten-year-old sister is not as easy as it seems. My younger sister is supposed to take permission from me, but most of the time she doesn’t listen to me. Then I get angry and she rings up my mom who scolds me. Third, I don’t really have much freedom because I have to call my mother to take her permission. She has placed so many restrictions on me that I feel caged in. Fourth, Let me confess that at home I listen to music, watch TV and spend a lot of time with my friends, neglecting my studies. Besides, although my parents never pamper me, they always pamper my sister, my be because she is much younger. Very often I feel neglected when they do that. Lastly, I really wish that my mother or father were at home, especially some months before the boards.
3. Dear…………………,
I think it’s the best way. I don’t think I’d like to see more of my parents at home. I like my free time. At home I read, listen to music, fiddle around with the computer, play badminton and tennis, and even I have started writing because I don’t have any other entertainment. The other definite plus is that 1 get my own privacy, and I have also become more independent, in fact, when my maternal or paternal grandparents come over, then I feel closed in somehow. Since I do my own things, I am pretty confident about everything. But having someone at home is obviously a big advantage. I can never tell myself to study. I often wish my mother were at home to tell me
and help me. Worst of all, 1 waste a lot of my time worrying about security and about meals.

Answer:
Passage 3 throws light on the impact of a working mother on her child. Here the latter likes to be away from its parents. At home, the child enjoys reading, listening to music, playing badminton and tennis, and so on. Lack of any other entertainment makes the child start writing something. The most remarkable thing about it is its own privacy. As a result of its working mother, the child somewhat develops | closeness with its maternal or paternal grandparents. It becomes confident still, the child wishes the mother were at home for help. Worrying about security and about meals takes a lot of its time.

Activity 35

Read the following letters published in an issue of India Today. These letters \ tell us what is wrong with sports in India.

(a) The story on Indian sports (“A Shocking Mess”, August 15) reveals only the tip of the problem. Officialdom and corruption have so spoiled our system that every effort is made to stall an achievement. While sportsmen live like beggars, deprived of quality gear, the managers live like kings.
R. SINGH, NEW DELHI

(b) With neither motivation nor money to galvanize them, it’s no wonder that many players bid goodbye to sports once they get a sound footing elsewhere. It is high time that those who actually know about different sports are appointed at the helm of affairs.
MANI NATRAJAN, CHENNAI

(c) The fact that only 22 of the 46 probables for the hockey team reached the coaching camp shows the lack of commitment of the players. Though official mismanagement can be blamed, the athletes have to accept part of the responsibility.
B.C. PRAKAS, BANGALORE’

(d) If the story on India’s preparation for the Hiroshima Games had been published a year or two ago, it might have had some effect. To an extent, it is this lack of media coverage of sports, other than cricket and tennis, that is also responsible for India’s debacle in various events. MANISH PATHAK, NEW DELHI

(e) The sports mess is hardly surprising. After all, sports are also managed by the bureaucracy and the bigwigs. Like other plans and programs they implement, how could they deviate from their time-honored practice here – plan with fanfare, implement with nonchalance, forget the monitoring, and don’t worry about the results?
K G JAIN, NEW DELHI

(i) Read the letters again and make a list of the factors that are responsible for the sorry state of Indian sport is in.
(ii) If possible, think of and add your own points to the list.
(iii) Try to write 3 or 4 sentences on each point.
(iv) Write a short paragraph incorporating suggestions for improvement This should ideally conclude your topic. Now write on the topic “The Sorry State of Indian Sports.”

Answer:
Indian sports is in an extremely sorry state today. It is plagued by manifold problems to which there seems no end in sight. Officialdom and corruption have tarnished our sports bodies so much so that, every achievement is stalled. Moreover, while officials grab the limelight and the financial benefits accruing from an event, sportspersons who made it all possible, are handed over the crumbs. With such a state of affairs presiding, our sportsmen do not have any motivation to shine.

Leave alone prize money, they are often not even paid their due. And so, when they get a good job, they bid goodbye to the sports that they so much loved. After all, they also have to earn their livelihood to feed their families. Budding talents too are not spared. Companies would rather have an established player endorse their products than choose a greenhorn. As a result, young sportspersons take the help of their parents, friends, and relatives to hone their skills at meets both at home and abroad.

But when the money they had diminished to a trickle, they turn their back on sports and look for other options. Besides, the media is at fault too. Come cricket or tennis and they run to cover it. What about football, hockey, polo, kabaddi, handball, basketball, Choko, badminton, table tennis, chess, etc? Are they receiving equal coverage? This is a question that is better not asked by the media. They would shrink and then vanish. Then there’s the ubiquitous red-tapism of the bureaucracy and the official bigwigs.

Their plans for the development of sports in the country sound grand, but they are seldom implemented. They go “bang”, and “bang” in speeches but their implementation always ends in a whimper. However, all blame cannot be laid at the doors of others. Sportspersons too are responsible for this state of affairs. They lack commitment and professionalism. A foreign trip is coveted more for the glamour and the sightseeing than as an opportunity to bring home medals.

Most often, groups lack team spirit and this is very obvious in their game. How can these problems be solved? It is easier said than done. Solutions may be suggested but who will implement them? First, perhaps there should be an attitudinal change among the people who run the sports in this country. They should take it seriously as something concurring with national honor and national pride. Secondly, eminent sportspersons should run sports bodies.

Third, sportspersons must be encouraged by monetary rewards, and their achievements recorded and honored by sports bodies as well as the government. Fourth, the government must ensure the sponsorship of budding talents for national and international meets. Fifth, media coverage should be given equally to all sports and finally, sportspersons must be inspired to total commitment and professionalism. If and only when these changes are implemented in India, will the scene of Indian sports change for the better?

Odisha State Board Elements of Mathematics Class 11 Solutions CHSE Odisha Chapter 14 Limit and Differentiation Ex 14(d) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Exercise 14(d)

Question 1.

Find the derivative of the following functions ‘an initio’, that is, using the definition.
(i) 2x³
Solution:

(ii) x⁴
Solution:

(iii) x² + 1
Solution:

(iv) \(\frac{1}{x}\)
Solution:

(v) \(\frac{1}{3 x+2}\)
Solution:

(vi) \(\frac{1}{x^2}\)
Solution:

(vii) \(\frac{x}{x+1}\)
Solution:

(viii) t(t – 1)
Solution:

(ix) s² – bs + 5
Solution:

(x) √x
Solution:

\(\frac{1}{\sqrt{z}+\sqrt{z}}=\frac{1}{2 \sqrt{z}}\)

(xi) tan θ
Solution:

(xii) cos 2θ
Solution:

(xiii) x sin x
Solution:

Question 2.
Find the derivative of the following function from the definition at the indicated points. Test whether the following functions are differentiable at the indicated points. If so find the derivative.
(i) x⁴ at x = 2
Solution:

(ii) 2x² + x + 1 at x = 1
Solution:

(iii) x³ + 2x² – 1 at x = 0
Solution:
Let x³ + 2x² – 1
Then \(\left.\frac{d y}{d x}\right]_{x=0}\) = \(\lim _{h \rightarrow 0}\left[\frac{\left(h^3+2 h^2-1\right)-(-1)}{h}\right]\)
= \(\lim _{h \rightarrow 0}\) (h² + 2h) = 0

(iv) tan x at x = \(\frac{\pi}{3}\)
Solution:

(v) \(\sqrt{3 x+2}\) at x = 0
Solution:

(vi) In x at x = 2
Solution:

(vii) \(e^x\) at x = 1
Solution:

(viii) sin² θ at θ = \(\frac{\pi}{4}\)
Solution:

Question 3.
\(\frac{x+1}{x-1}\) at x = -1
Solution:
We know that a function f(x) is differentiable at a point
x = c if (i) L.H.D. exists
(ii) R.H.D. exists
(iii) L.H.D. = R.H.D
Let f(x) = \(\frac{x+1}{x-1}\)

Thus L.H.D. and R.H.D. both exist and L.H.D. = R.H.D.
Hence f(x) is differentiable at x = -1 and the derivative is –\(\frac{1}{2}\)

Question 4.
√x at x = 0
Solution:
Let f(x) = √x
Then f(0) = 0

Question 5.
f(x) = \(\left\{\begin{array}{r}
1-x, x \leq \frac{1}{2} \\
x, x>\frac{1}{2}
\end{array} \text { at } x=\frac{1}{2}\right.\)
Solution:

Question 6.
f(x) = \(\left\{\begin{array}{r}
\sin \frac{1}{x}, x \neq 0 \\
0, x=0
\end{array}\right.\) at x = 0
Solution:
f(0) = 0

Question 7.
f(x) = \(\left\{\begin{array}{r}
x^2 \sin \frac{1}{x^{\prime}}, x \neq 0 \\
0, x=0
\end{array}\right.\) at x = 0
Solution:
f(0) = 0