Class 11

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

Class 11th Invitation English Non-Detailed Chapter 6 Marriage Question Answers CHSE Odisha

Marriage Class 11 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 ।

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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 2 The Eyes Have It Textbook Exercise Questions and Answers.

Class 11th Alternative English Short Stories Chapter 2 The Eyes Have It Question Answers CHSE Odisha

The Eyes Have It Class 11 Questions and Answers

Section – I

Questions For Discussion:
Question 1.
Can you visualize the dramatic setting when the story begins?
(Note: Imagine that you are standing on the platform of Rohena station. A, train arrives. A blind young man is travelling all alone, seated in a dark corner of an empty compartment A girl gets into the same compartment. An elderly couple comes to see her off leaves after giving her the usual instructions to be observed during the journey. The train leaves the station).
Answer:
The sudden appearance of the girl, her parents giving usual instructions where she should keep her luggage, not to lean out of windows and to avoid speaking to strangers, etc. was really dramatic. Again, a blind man sitting in the dark corner of the railway .compartment and the setting adds to the setting to be more dramatic.

Question 2.
Which lines in the text show that the man was blind?
Answer:
The lines- “As I was totally blind at the time, my eyes sensitive only to light and darkness. I was unable to test what the girl looked like but I know she wore slippers from the way they slapped against her heals” show that the man was blind.

Question 3.
How did the girl respond to the first question of the blind man?
Answer:
The first question of the blind man to the girl was: “Are you going all the way to Dehra ?” and the respond of the girl to this question was: “I didn’t know anyone else was he”. This seems that the girl hadn’t seen the man sitting alone in the compartment.

Question 4.
What does the narrator observe about the people with good eyesight and the people who can not see?
Answer:
The narrator observes that it often happens that people with good eyesight fail to see what is right in front of them. They have too much to take in whereas people who can’t see have to take in only the essentials.

Question 5.
Is the protagonist afraid that his blindness may be discovered by the girl? If so, why?
Answer:
Yes, the protagonist is afraid to test his blindness should be discovered by the girl travelling in the same compartment. It was because he would be able to prevent her from discovering that he was blind.

Question 6.
“Then I had better not get too familiar”. What is the occasion and intention underlying this statement of the narrator? Does it throw any
light on his character?
Answer:
When the girl travelling in the compartment said that her aunt would be waiting for her at Saharanpur, the narrator said this on this occasion with the intention that “aunts are usually formidable creatures.”

Question 7.
How does the man try to hide his blindness from the girl? Do his efforts create a situation of comical and light heartedness?
Answer:
When the girl asked the man to look outside the window to see what it was outside, he tried to hide his blindness from the girl by moving along the berth feeling for the window ledge. His efforts of doing this creates a situation of comical and lightheartedness.

Question 8.
How does bond add colour and beauty to a world of blindness and suffering? Discuss briefly the world of beauty and romance as noticed in the conversation between the travellers.
Answer:
Bond presents a world of beauty and romance in the conversation between the girl and the narrator, “Oh, how lucky you are. I wish I were going to Mussoorie. I love the hills. Especially in October.” breaths a spirit of romance and love. “You have an interesting face” speaks volumes of love “You are a very gallant young man” tells about reciprocal statement of love

Question 9.
What was the thing that fermented the protagonist about the girl?
Answer:
The girl was standing very close to the man when she was to get off the train, She was so close that the perfume from her hair was tantalizing. He wanted to raise his hand an of touch her hair, but she moved away, This fermented the protagonist about the girl.

Composition:
Question 1.
How does the narrator make guesses about the fellow passenger?
Answer:
The narrator of the story “The Eyes Have It” is a blind man who makes guesswork so as to identify the fellow passenger in the train. The man had the compartment to himself alone up to Rohana. Then a girl go into it. There was a couple who saw her off might be her parents. These elderly people were very anxious about her comfort and the woman gave the girl detailed instructions as to where to keep her things, when not to learn out of windows and how to avoid speaking to strangers. They said them goodbye and the train was set to motion. As he was completely blind, at that time his eyes were sensitive only to light and darkness, he was unable to tell what the girl looked like. But he sensed that she had worn sleepers from the way they slapped against her heels. It would take him some time to discover something about her looks and perhaps he never would. But he liked the sound of her voice and even the sound of her slippers. From this, the man guessed that one who was travelling in the same compartment was a girl.

Question 2.
When does he get a surprise and what is it?
Answer:
However, the blind man wondered if he would be able to prevent her from discovering that he was blind provided he kept his seat, it shouldn’t be difficult. The girl said that she was bound for Shaharanpur where her aunt would be waiting for her. The man replied that he had better not get too familiar. He also added that aunts are usually formidable creatures. She also asked him where he was going. And his reply was that he would go to Dehra and then to Mussoorie. She said that Mussoorie is a wonderful place she loved the hills especially in October. He seconded her opinion. He wondered if his words had touched her or whether she thought him to be a romantic fool. Of course, he then made a mistake asking another question to her. He asked, “What is it like outside”? But found nothing strange in the question.

“Had she noticed already that he could not see ?” He thought to himself. But she advised him to look outside and he confirmed about his quarry as to what it was like outside. He moved easily along the berth and felt for the window lodge. The window was open and he faced it, making a pretence of studying the landscape. He heard the roaring sound of engine, the rumble of the wheels and in his mind’s eye, he could see telegraph posts flashing by. He said whether she had noticed that the trees seemed to be moving while they seemed to be standing still. She replied that it is quite usual. She asked whether there were no animals. He said, it confidently because he knew that there were scarcely any animals left in the forests near Dehra. He then turned from the girl and said to the girl, “You have an interesting face”. He knew that few girls can resist flattery. She laughed pleasantly and said, “It’s nice to be told I have an interesting face.” I’m tired of people telling me I have a pretty face”. He replied, c“well, art interesting face can also be pretty.”

The girl became enchanted by the remarks given by the man and said, “You are a very gallant young man, but why are you so serious ?” Her voice seemed to be a mountain stream. The train came to a halt and the girl gathered her things to leave. The girl to him, so close that the perfume from her hair was tantalizing. He wanted to raise my hand and touch her hair but she moved away. In fact, all the above things gave a surprise to the narrator of the story.

Vocabulary:

A. Use the following words first as nouns and then as verbs in sentences of your own.
couple, pull, remark, look, slap, voice, sound, wonder, wish, call.
Answer:
couple :
(N) This couple is very kind and helpful.
(V) His simplicity is coupled with good manners
pull :
(N) He succeeded a mist pushes and pulls.
(V) He pulled the door to enter into the room.
remark:
(N) He always gives good remarks about others.
(V) He always remarks badly
look:
(N) Let us have a look to the patient in the hospital
(V) She looks very beautiful today.
slap:
(N) The master gave a slap to the servant for his fault.
(V) The man slapped his naughty child as he was not going to school
voice:
(N) I like her sweet voice.
(V) We should voice against injustice.
sound:
(N) I can’t read in high-pitched sound.
(V) Empty vessel sounds much.
wonder:
(N) It is a great wonder that a failed student secures first division after hard labour.
(V) He wondered lest f should not come.
wish:
(N) The man had the only wish that his son would be a doctor.
(V) I wish you all success in your life.
call:
(N) He attended a STD call.
(V) I call him for help call

Grammar:
Supply question tags to the following statements.
1. There is no easy way out.
2. He is a clever boy.
3. He usually visited us during summer.
4. He did not remember to take his umbrella.
5. She hardly goes out these days.
6. I am late today.
7. Neither of your brothers answered it properly.
8. The boys made a lot of noise.
9. We have dinner at 8 p.m.
10. Let us have some fun.
11. None of the boys knew it.
12. Everybody can do it.
13. Please pass on the plate.
14. We must not be late today.
15. Be careful when you cross a busy road.
16. Use your common sense.
17. Remember to attend the meeting.
Answer:
1. There is no easy way out, is there?
2. He is a clever boy, isn’t he?
3. He usually visited us during summer, didn’t he?
4. He did not remember to take his umbrella, did he?
5. She hardly goes out these days, does she?
6. I am late today, aren’t I?
7. Neither of your brothers answered it properly, did they?
8. The boys made a lot of noise, didn’t they?
9. We have dinner at.8 p.m., don’t we?
10. Let us have some fun, shall we?
11. None of the boys knew it, did they?
12. Everybody can do it, can’t they?
13. Please pass on the plate, will you?
14. We must not be late today, must we?
15. Be careful when you cross a busy road, will you?
16. Use your common sense, will you?
17. Remember to attend the meeting, will you?

Section – II

Questions For Discussion:
Question 1.
In which line of this section do you get an idea about the young man’s blindness?
Answer:
The line, “can you tell me- did she keep her hair long or short ?” of this section provides an idea about the young man’s blindness.

Question 2.
What was the young man doing when the new traveller entered the compartment? What was the observation of the new traveller on the situation?
Answer:
There was a disturbance in the doorway. He returned to his berth and sat in front of the window staring into the daylight when the new traveller entered the Compartment. He observed that the young man and the girl had a romantic affair.

Question 3.
When does the narrator discover that the girl was also blind?
Answer:
When the narrator asked the new fellow traveller as to whether the girl had kept her hair long or short, the man replied that nothing about the hair but one thing he was sure that she was completely blind. Then he knew that the girl was blind.

Question 4.
What impression do you form about the young man in the story?
Answer:
The young man in the story was a blind man who possessed a romantic heart. He did not wish to expose that he was blind. He thought that the young girl was a beautiful dame with bright eyes.

Question 5.
Do you find the same romantic spirit in this section of the story as in the first section? Or has the tone become serious?
Answer:
Of course, the romantic spirit of the first section was much more rigorous than the romantic spirit what prevail in this section. The tone and temper of these two sections also changes. Here, in this section, the romantic tone becomes serious when the young man discovers that the girl is also blind.

Question 6.
Does Bond present a painful world of blindness and suffering ? Or is it a word of beauty and romance woven around a short meeting between the two blind travellers? Give reasons for your answers.
Answer:
Bond presents a world of beauty and romance women around a short meeting between the two blind travellers. The young man as the narrator of the story expresses his loving and romantic words for the blind girl when he takes for granted to have eyes. The girl in turn, reciprocates him in feeling. Thus, a romantic world spins around the meeting of the two blind souls.

Questions For Composition:

Question 1.
Give an account of the progress of the story from an interesting meeting to a surprise ending.
Answer:
The present story “The Eyes have It” is undoubtedly, the masterpiece of Ruskin Bond, an eminent and outstanding storyteller. The story extracted from Bond’s collection “Delhi is not far” transports us from a world of painful awareness of the misfortune and suffering due to blindness to a world of blindness and romance is evident in the brief conversation between the two blind travellers. However, Bond presents a progress from an interesting meeting to a surprise ending. The section-I of the story tells that the narrator is blind and the section II ensures that the girl is also blind. This shift in situation marks the specialty of the story.

The story starts with the narrator’s travelling on a train to which a girl gets into. She seems to have come with a couple of elderly person who are thought of to be her parents. They give her a set of instructions to follow while travelling on the train. The girl does not know that the man is blind nor does the man know that the girl is so. There broods over a suspense throughout the fellow travellers exchange loving and romantic words in the compartment. The young man says, “You have an interesting face” and she says to the man, “You are a very gajlant young man.” The man wishes to touch her hair when she stands close to him before she gets ready to get down.

However, this situation takes a different turn with the appearance of another man in the same compartment when the narrator asked whether the girl had long or short hair. He replies that he is not sure of her hair but one thing he is sure that she is blind. This marks a change in mode and tone of the story. Moreover, the story shifts from a romantic to that a serious situation. The ending is marked with surprise. It is unexpected, that the girl is also blind. As a matter of fact, Bond’s presentation of the story from an interesting meeting to a surprise ending as superb and fantastic. The way Bond has coordinated section-I with that of section II is really tremendous inspiring; and elevating. On the whole, Bond is at his best in this presentation.

Question 2.
Would you regard “The Eyes Have ‘ It” as an appropriate title to the story? Give reasons for your answer.
Answer:
In fact, the story “The Eyes Have It”-Is written by Ruskin Bond, a prominent and most popular story teller. The present story is extracted from Bond’s collections of stories “Delhi is not far”. On the whole, Bond is an outstanding master in providing apt and suggestive titles to his stories. It is true that a colourful and attractive signboard automatically drags the attention of the customers to a shop. Similarly, an apt and suggestive title also makes the reader spellbound to read a story, novel and drama. However, Bond realises this naked truth in his heart of hearts. A title should be concise, precise and pinpointed. Just like a good signboard speaks out the contents of a shop at the first sight. Likewise, a title of any work of art should also speak volumes of the ideas contained therein.

However, the whole story and its labyrinth centres round the eyes. The young man’ who happens to be the narrator of the story is designed to be a blind man. A girl enters to the same compartment with whom he exchanges loving and romantic words. They get themselves involved in the talks about nature and natural places. They converse about Mussoorie and other places of natural beauties. The man, however, is not willing to express that he is blind. He maintains this secret until the end of the story. He goes on giving evasive replies to the girl who is not able to get a speak of information as to the former’s blindness. She gets down in her destination where a new fellow traveller gets in and he asked whether the girl has kept long or short hair.

The co-traveller says that he is not aware of her hair, but one thing he has been sure of is her eyes. She is blind. As a matter of fact, the title of the story is apt and suggestive. Because, the story is well concerned with the eyes that the two blind men and the girl did not have. They don’t have eyes and yet they don’t know whether the other possesses any eyes. In this sense the title of the story “The Eyes have It” is exact, appropriate and suitable. On the whole, Bond has well-coordinated the section- I and section-II by making a connection of cemented concrete through this elevating, heart-rendering title.

Question 3.
Write a conversation between the two blind travellers.
Answer:
In fact, Ruskin Bond is a superb and excellent story teller in presenting very practical dialogues in his story, “The Eyes Have It”. The dialogues between the blind travellers are really very realistic, and provocative. They are tinged with a considerable suspense. The blind travellers are not able to know each other to be blind so long as they are in the compartment. Bond has beautifully explicated us from a world of painful awareness of the misfortune and suffering due to blindness to a world of beauty and romance as evident in the brief conversation between the two blind travellers.

The first dialogue is opened by the narrator who asks “Are you going all the way to Dehra ?” The girl has not seen the man sitting in the dark corner. But the most interesting dialogues continue between them when they speak out their romantic words. The girl says,” I wish I were going to Mussoorie. I love the hills. Especially in October.” In the course of their conversation the man says, “You have an interesting face.” This statement fills her with pleasure and she gets inflated and elated. She also reciprocates him telling, “You are a very gallant young man.” These dialogues remind one of love and romance. The two persons only exchange loving and romantic words for each other.

In fact, the exchanges of dialogues in the story makes it entirely dramatic. Actually, dialogues in the story provide a strong sustenance which gives a powerful fillip to the work of art. Dialogues reveal the dare comer of their heart. The story writer is really very realistic on this regard. On the whole, the dramatic style as adopted by Bond here, is extraordinarily marvellous and heart-touching.

Question 4.
Critically examine the atmosphere in the story.
Answer:
Actually, the story “The Eyes Have It” is of course, one of the most typical masterpiece of Ruskin Bond, a popular and outstanding story teller. Bond has been the most beloved of Indian writers whose works have been mostly on Indian life and setting. A graphic picturesque portrait of nature with her varied colours, sights and sounds adds to the poetic beauty and charm of his fictional world. The stories delineate the intimate moments of the life of characters and their psychic responses in a dramatic manner. Like dialogue, the atmosphere is another important ingredient of this story, “The Eyes Have It”. The atmosphere is one of suspense and surprise.

The story extracted from Bond’s collection of “Delhi is not far”, transports the readers from a world of painful awareness of the misfortune and suffering due to blindness to a world of beauty and romance, as evident in the brief conversation between the two blind travellers. But the departure of the girl brings an end to the delightful world of sensuous appreciation. More pathetic is the final revelation about the girl which might be a shock to the romantic inquisitor and might have” razed his romantic mansion to the ground.

Bond very cunningly and evasively maintains the suspense, making the story amusing and comic. In addition to the emotional and psychic contents of the story, it derives its charm from its poetic descriptions of the beautiful Mussoorie and the sonorous effects of the; trains rumble on the rails and more so of the narrator’s exhilarating moments with the girl. What is striking is that the story is not marked by criticism or morbidity on account of the deprivation of sight, but rather celebrates on that account, a strong desire to participate, in the process of life. The elements of irony and pathos make the story a memorable one in spite of its simple plot.

As a matter of fact, the atmosphere of the story is romantic and gay. On the other hand, it bears a lot of suspense from the beginning of the story to the end of it. Both the blind travellers on the train do not know that they are blind each but they .go on hiding from each other about it. On the whole, Bond is an outstanding master in setting the atmosphere of the story in a most attractive manner The young man who is the narrator of the story is a blind man and the girl who gets into the same compartment where he is travelling is also blind and again she comes to exactly the same compartment where the narrator is alone, of course, realistic, but they indicate the superb and fantastic setting of atmosphere of the storyteller. In short, Bond is at his best in setting the story suspensively.

Grammar:
A. Supply question tag to the following:
1. He was driving two too fast.
2. The train has not left.
3. He hardly likes his job.
4. There are some mangoes in my bags.
5. She does not know what I want.
6. None of the girls like the show.
7. A large number of tourists are expected this year.
8. Let us go now.
9. He hardly goes out.
10. There is little milk in the glass.
11. Everybody will attend the meeting,
12. You aren’t afraid of a dog.
13. They can read English.
14. That was my friend on phone.
15. His mother is very proud of him.
16. Switch off the light before going to bed.
17. We must meet him today.
18. You take curd after your meal.
19. Your formula never works well.
20. It is cold today.
21. Mr, Mohanty is our principal.
22. Post the letter.
23. Have a cup of tea.
24. Stop talking.
25. Everyone knew the answer.
26. Few students are present in the class.
27. A little milk is left in the cup.
28. Little milk is left in the cup.
29. He hardly came here last month.
30. She scarcely sings.
31. Don’t laugh loudly.
32. Shut the door.
33. Transfer the salt please.
34. He did it well.
35. She reads well.

B. Supply prepositions to the following blanks:
1. Today he is absent _________ school.
2. A stick abstains him _________wire.
3. He can’t account __________ his mistake.
4. His father was accused __________theft.
5. He is not accustomed __________.
6. They are not acquainted ___________.
7. We were not adapted ___________.
8. He is addicted ___________drugs.
9. We must adhere _____________ some basic principles.
10. I have a great admiration __________ Subash Bose.
11. He is generous and affable ___________ neighbours.
12. His affection _________ children knows no bound.
13. Our principal didn’t approve __________our proposal.
14. He has no-aptitude __________ mathematics.
15. He is ashamed __________ his own misconduct.
16. He atoned __________his own sins.
17. Such a book has no attraction__________me.
18. He was not aware __________ such a danger.
19. He is not averse _________ hard work.
20. Poverty is not a bar __________ success.
21. This cycle belongs __________ Mohan.
22. Be ware ____________ dog.
23. He called _________ me yesterday.
24. He is clever __________ making plans.
25. Kalidasa was contemporary _____________ Vikramaditya.
26. The enquiry committee consists ___________ fifteen members.
27. A man who is connected ____________ his life is a happy man.
28. A woman’s work was never confined ____________ kitchen in the past.
29. The judge is convinced ___________ his attention.
30. The craze __________ pop will not last long.
31. There is no cure A.I.D.S.
32 The demand ___________ low cost car is going up.
33. He is devoted ___________ his work.
34. The Chinese differ ___________ Indians in many ways.

Answer:
A. Question tags are supplied as per the following:
1. Her was driving too fast, wasn’t he?
2. The train has not left, has it?
3. He hardly likes his job, does he?
4. There are some mangoes in my bag, aren’t there?
5. She does not know what I want, does she?
6. None of the girls like the shows, did they?
7. A large number of tourists are expected this year, aren’t they?
8. Let us go now, shall we?
9. He hardly goes out, does he?
10. There is little milk in the glass, is there?
11. Everybody will attend the meeting, weren’t they?
12. You are not afraid of a dog, are you?
13. They can read English, can’t they?
14. That was my friend on phone, wasn’t that?
15. His mother is very proud of him, isn’t she?
16. Switch off the light before going to bed, will you?
17. We must meet him today, must not we?
18. You take curd after your meal, don’t you?
19. Your formula never works well, does it?
20. It is cold today, isn’t it?
21. Mr. Mohanty is our Principal, isn’t he?
22. Post the letter, will you?
23. Have a cup of tea, will you?
24. Stop talking, will you?
25. Everyone knew the answer, didn’t they?
26. Few students are present in the class, are they?
27. A little milk is left in the cup, isn’t it?
28. Little milk is left in the cup, is it?
29. He hardly came here last month, does he?
30. She scarcely sings, does she?
31. Don’t laugh loudly, will you?
32. Shut the door, will you?
33. Transfer the salt please, will you?
34. He did it well, didn’t he?
35. She reads well, doesn’t she?

B. Preposition are supplied to the given blanks.
1. Today he is absent from school.
2. A stoic abstains him from wire.
3. He can’t account for his mistake.
4. His father was accused of theft:
5. He is not accustomed to such surrounding.
6. They are not acquainted with Chinese food.
7. We were not adapted to the life of a desert.
8. He is addicted to drugs.
9. We must adhere to sorpe basicprinciples.
10. I have a great admiration for Subash Bose.
11. He is generous and “affable to neighbours.
12. His affection for children knows no bound.
13. Our Principal didn’t approve of our proposal.
14. He has no aptitude for mathematics.
15. He is ashamed of his own misconduct.
16. He atoned for his own sins.
17. Such a book has no attraction for me.
18. He was not aware of such a danger.
19. He is not averse to hard work.
20. Poverty is not a bar to success.
21. This cycle belongs to Mohan.
22. Beware of dog.
23. He called for me yesterday.
24. He is clever at making plans.
25. Kalidasa was contemporary of Vikramaditya.
26. The Enquiry Committee consists of fifteen members.
27. A man who is connected with his life is a happy man.
28. A woman work was never confined to kitchen in the past.
29. Content always conduces to happiness.
30. The judge is convinced of his attention.
31. The craze for pop will not last long.
32. There is no cure for A.I.D.S.
33. The demand of low cost car is going up.
34. He is devoted with his work.
35. The Chinese differ from Indians in many ways.

Section-I

pre-reading Activity:
Have you ever come in close contact with a blind or listened to him or her? Have you noticed anything special about blind people? You might have noticed that they try to make up for their loss of sight by using their imagination.

Focusing Question:
Here is an interesting story narrated by a blind man who uses his imagination very well. As you read the story, try to find answers to these questions :
(i) How does the narrator make guesses about the fellow passenger
(ii) When does he get a surprise and what is it?

Gist:
paragraph: 1-11
The narrator had a train journey up to Rohana. He was in his train compartment. At that time, a girl got into that compartment. Of course, her parents saw her off outside. The woman gave the girl a vivid instructions about how to travel and how to behave with strangers, The narrator was entirely blind and so he was not capable of saying how the girl looked like. However, he liked her voice and the sound of her slippers. She said that she would be getting off at Saharanpur. Her aunt was awaiting her there. She wanted to know where the narrator was going. So he answered that he was going to Dehra and then to Mussoorie. The girl exclaimed that she loved the hills there in October when the hills are covered with dahlias the sun is delicious. Tourists came in large numbers. The roads were quiet and almost deserted.

Paragraph: 12-30
The girl remained silent. He asked her what it was outside. But she replied him that he should look outside to know it. He asked her again whether she had noticed that the trees seem to be moving while one keeps standing still. She answered that it always happens. He said that she had an interesting face. She replied that it was nice to be called her having an interesting face. He had been fed up with the expression ‘penalty face’. She called him a gallant young man. All of a sudden her station arrived and she got up together her things. The girl said him goodbye and went away. He wished to touch her hair but as soon as he had done that, she disappeared and the perfume, ‘from hair still lingered where she stood.

Analytical outlines:

• The narrator had a train journey up to Rohana.
• He was in his train compartment.
• At that time, a girl got into it.
• Of course, her parents, saw her off outside.
• The woman gave her a vivid instruction about how to travel.
• The woman also told her about how to behave with strangers.
• The narrator was entirely blind.
• So he was not capable of saying about her beauty.
• However, he liked her voice.
• He also liked the sound of her slippers
• She said that she would be getting off at Saharanpur.
• Her aunt was waiting her there.
• She wanted to know where he was going.
• So he answered that he was going to Dehra.
• He also told that he would go to Mussoorie then.
• The girl exclaimed that she loved the hills there in October.
• Because, the hill was covered with dahlias then.
• At that time, the sun is delicious.
• Tourists came there in large numbers.
• Of course, the roads were quiet and deserted.
• Then, the girl remained silent.
• He asked her what ‘it was outside.
• But she replied that he should look outside to know about it.
• He asked her again whether she had noticed that the trees “seem to be moving while one keeps standing still.
• She answered that it always happens.
• He said that she had an interesting face.
• She replied that it was nice to be called her having an interesting face
• He had been fed up with the expression ‘penalty face’.
• She called him a gallant young man.
• Suddenly, her station reached.
• She got up together her things.
• The girl said him goodbye.
• Then she got down and went away.
• He wanted to touch her hair.
• As soon as he had done that, she disappeared.
• Her perfume from hair still lingered where she stood.

Meaning of difficult words:
formidable – avoidable, difficult to deal with.
ledge – a raised edge, sharp edge.
nimble – a heavy rolling noise.
gallant – brave, noble, courageous.
bun – a rounded mass of hair.
plaited – intertwined
tantalize – movement by presenting something., to excite desire but keep it out of reach.

Section- II

Gist
Paragraph-31
There was some disturbance in the doorway. Aman was getting into the compartment. He stammered an apology. Then the door banged. It was shut out again. The narrator returned to his berth. The guard blew his whistle and the train moved. Gradually, the train gathered speed, the wheels took up their songs, the carriage groaned and shook. He found the window and sat in front of it staring into the low light that was darkness for him. So many things were happening outside the window. The man who had entered the compartment broke into his reverie that is a kind of daydream about pleasant things or events. He said standingly that he must be disappointed because he was not nearly as attractive a travelling companion as the one who then left. The narrator replied that she was an interesting girl, continued if he could say whether the girl kept her hair long or short. The new companion replied that he was his eyes not hair. Her eyes were very beautiful, but they were of no use of her. The girl was completely blind.

Analytical outlines:

• There was some disturbance in the doorway.
• A man was getting into the compartment.
• He stammered an apology.
• Then the door banged.
• It was shut out again.
• The narrator returned to his berth.
• The guard blew his whistle.
• Then the train moved.
• Gradually, the train gathered speed.
• The wheels took up their songs.
• The carriage groaned and shook.
• He found the window.
• He sat in front of it.
• He stared into the low light.
• It was nothing but darkness for him.
• So many things were happening outside the window.
• The man already entered into the compartment
• He broke into his reverie.
• Reverie refers to a kind of daydream about pleasant things or events.
• He said something slantingly.
• He must be disappointed.
• Because, he was not nearly an attractive travelling companion.
• The one who left was much more better.
• The narrator replied that she was an ’ interesting girl.
• He also said about her hair whether long or short.
• The new companion replied that he was his eyes not hair.
• Her eyes were very beautiful.
• But they were of no use to her.
• Actually, the girl was completely blind.

Meaning of difficult words:
confusion – disturbance
Stammer – to speak slantingly
apology – excuse, pardon
banged – shut with a loud noise
berth – sleeping place of the train.
grown – to utter a deep moan
shook – trembled, quivered.
reverie – a daydream about pleasant things or events.
slantingly – obliquely, here in a low voice.
companion – friend, partner.

Read More:

• The Rainbow-Bird Question Answer
• The Eyes Have It Question Answer
• The Little Wife Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text D: A Time to Think Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 4 A Time to Think Question Answers CHSE Odisha

A Time to Think Class 11 Questions and Answers

Activity-14

Comprehension:
Decide whether the following statements are True (T) False (F) or you can’t be sure from the above text (N)
a) One can think for improvement even after solution to a problem at hand has been found.
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking.
c) Slow thinking is always a waste of time.
d) You get one idea today, a better idea tomorrow and the best idea… never. This was a favourite saying of Sir Robert Watson Watt.
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation.

Answer:
a) One can think for improvement even after solution to a problem at hand has been found. (T)
b) Robert 0 Anderson (Chairman of Atlantic Richfield) said that he set aside 10-15 minutes twice a day for thinking. (F)
c) Slow thinking is always a waste of time. (F)
d) You get one idea today, a better idea tomorrow and the best idea never. This was a favourite saying of Sir Robert Watson Watt. (T)
e) Thinking time is helpful more for problem-solving than for improvement thinking or for thinking around and about a situation. (N)

Activity-15

Understanding Diagrams In A Text:
Look at the three diagrams given in para 5 representing three kinds of thinking and briefly explain whether and if so, how the different elements in each diagram clarify description of the corresponding type of thinking given below the diagram.
Answer:

Diagram-1:
Thinking to achieve a purpose:
Classically this is problem-solving whether of the open or the closed variety. There is an endpoint. The thinker is trying to reach some destination.

Diagram-2:
Thinking for improvement:
A solution has already been reached. An answer is available. Things are going well. The thinken simply wants to do better.

Diagram-3:
Thinking around and about:
This in using free-wheeling, preparing the field, setting the context, exploring the situation, just as an intending purchaser might prowl around a house is to buy so the thinker prowls around the situation. There is no definite point of focus.

Activity-l6

Study the use of these expression in the text and then use them in suitable form in appropriate blanks in the following passage:
(i) to take place (para-1)
(ii) to call for (para-2)
(iii) to be regard as (para-4)
(iv) to be inclined to (para-6)
(v) in fact (para-8)

On the day of the coronation __________the prince _________ the best sovereign to occupy, the throne of Kanchi. During the first year of
his reign, however, it became obvious that he ___________ sit over problems that ___________ immediate action ____________ even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.
Answer:
The day the coronation took place the prince was regarded the best sovereign to occupy, the throne of Kanchi. During the first year of his reign, however, it became obvious that he was inclined to sit over problems that called or immediate action in fact, even before the first anniversary of his coronation the new king had proved that he was not equal to the task of governing his kingdom.

Activity-17
Understanding Text Organisation:

Extract the central idea of Text-D and Write a brief essay of about 300 words on how the other ideas in the text are related to the main idea.
Answer:
Thinking Time and the Solution of Problems: There is an ambivalent attitude towards thinking. Thinking a good thing. There are three kinds of thinking.

(1) Thinking to achieve a purpose: This is a problem solving whether of the dosed variety in which the thinker tries to each a destination.

(2) Thinking improvement: It is a solution already been reached to which an answer is available. The thinker simply wants to do better.

(3) Thinking around and about: It is musing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowl around a house he is to buy so the thinker prowls around the situation. There is no definite point 0f focus.

Thinking is not necessary after getting an appropriate solution. A solved problem is a part 0f whole string of problems. The thinker must be anxious to move on to the next problem. If we suspect that there may be a better solution then how can have full confidence in the one that has been found. How can confidence be inspired to carry out solutions. All the reasons for not thinking beyond the fet solution„ practica| and
realistic. It does not require an effort of will for it is no longer natural behaviour. A habit of some specific thinking time is required for that effort of will. After finding Out such a thinking time, then the agenda for mat thinking time follows.

However, the major use of thinking time comprises thinking around or about a situation or subject. A trivial type of problem-solving is regarded as an on going part of normal work. Time spent in musing is regarded as an investment. It can create an important new insight or specific idea. The maintenance of the thinking habit and exercise of thinking may give a valuable yield on future occasions. Sometimes, slow thinking is considered as the waste of time. Hence, wd should think quickly. But slow thinking is often much more. valuable than quick one. Other things are also involved in slow thinking. These can be unwillingness to make a decision, thinking as an excuse for an in action etc. Thinking has two levels of skill. Such as skill that resides in the tool itself and the skill that is concerned with how and where we use it.

Extra Activity-17(A)

Countable Nouns with A/An and Some A/An and The:
A. Countable Names can be singular or plural.
a dog
dogs
this part
these parts
a child
children
an umbrella
some umbrellas
the evening
the evenings

B. Before singular countable Nouns one can use a/an
Ex.
1. Goodbye! Have a nice evening.
2. Do you need an umbrella?

You can’t use singular countable Nouns alone.
Example:
1. She never wears a shirt.
2. Be careful of the dog.
3. What a beautiful day!
4. I have got a headache.

C. We use a/an to say what kind, of thing or person something/ somebody is.
Example:
1. A dog is an animal.
2. I’m an optimist
3. Tina’s father is a doctor.
4. Are you a good driver?

D. You can use ‘some’ with plural countable Nouns. We use it in two ways:
1. Some = a number of a few of/a pair of:
Example:
1. I have seen some good films recently.
2. Some friends of mine are going to organize a picnic.

2. Some = Some but not all
Example:
1. Some children learn very quickly (but not all)
2. Some police officers carry guns, (but not all)

Study the following:
1. I had a sandwich and an apple for breakfast.
2. The sandwich wasn’t very good but the apple was nice.
3. A man and a woman were sitting opposite me. The man was American but 1 think the woman was British.
4. When we were on holiday, we stayed at a hotel. Sometimes we had our evening meal at the hotel and sometimes we went to a restaurant.
Answer:
We use ‘the’” when we are thinking of a particular thing. Compare a/an and the.
1. Tom sat down on a chair (one of many chairs)
2. Tom sat down on the chair nearest to the door, (a particular chair)
3. Ann is looking for a job (not a particular job)
4. Ann got the job she applied for (a particular job)

B. We use ‘the’ when it is clear in the situation which thing or person we mean. For example- in a room we talk about the light/ the door/ the ceiling/ the door/ the carpet.
1. Can you turn off the light, please, (the light in this room)
2. I took a taxi to the station, (the station in the town)
3. I’d like to speak to the manager, please, (the manager in this shop)
4. I must go to the Bank to get some money and then I am going to the Post Office to get some stamps.

C. We say ‘once a week/three times a day/Rs.8/- a kilo’ etc.
1 . How often do you go to cinema? (About once a month)
2. How much are these potatoes? (Rs.8/- a kilo)
3. She works eight hours a day. ( six days a week)

Section D
Pre-reading Tips:
In this section you will have the chance to read an excerpt from Letters to Thinkers, a book written by Edward de Bono. Edward de Bono, who now owns and lives on a private island in Venice, is a leading authority in the field of creative thinking and is the originator of the term lateral thinking. He has written more than forty books in the field of creativity and thinking including the international bestsellers such as Lateral Thinking, Six Thinking Hats and Serious Creativity.

Lateral thinking is the core idea in all his writings. In de Bono’s view, the sequence of experiences in our life sets up certain familiar patterns of perception, certain typical ways of looking at things. And it is very difficult, if not impossible, to get out of these familiar patterns of thinking and to think in new ways and be creative.

De Bono says that we can get out of our familiar thought patterns by moving sideways across the acquired patterns (hence lateral thinking) and by imposing a new pattern of perception on the relevant bits of information. Lateral thinking thus refers to moving sideways across the familiar patterns instead of moving along them as in normal thinking, and thus facilitating generation of new patterns of perception and new thoughts. The diagram represents lateral thinking vis-a-vis normal thinking. With this background information at our disposal, we can start reading de Bono’s ‘A Time to Think’. But let’s quickly finish a small pre-reading Activity before going to the text.

Pre-reading Activity:
Match each word in column A with its meaning in column B. You can look up a dictionary, if you find the Activity difficult to complete.

A	B
1. agenda (para 8) 2. ambivalent (para 3) 3. feature (para 1) 4. prevarication (para 4)	(i) a piece of writing in a newspaper or magazine (ii) not sure whether you want or like something (iii) a plan to do something (iv) an effort to hide the truth by not answering the questions directly

A Time to Think Summary in English

Paragraph-1:
The USA based magazine Forbes was issued on 20th December 1982. It carried feature about the author and his thinking. He knew the topic properly well. Several businessmen were asked about their attitude to thinking. George Ball, the Chief Executive Officer, Prudential- Beche Securities said that he thought 10-15 minutes twice a day. Philip Knight, the Chairman, Nike Inc. did it one hour a day, three or four days a week. Robert O Anderson, the Chairman Atlantic Richfield did not set aside any regular time and found that travelling alone in a private air craft provided a great deal of thinking time. It was said that no specific time was devoted to thinking since a lot of thinking was taking place at every instant.

Paragraphs 2-4:
Actually, there was a natural difference between thinking of an intentional perseverance of will and maintenance of a habit. There is an ambivalent attitude towards thinking. Thinking is a good tiling A teacher thinking. Thinking is a good tiling A teacher to think like a student. There was time when we had less regard for a man who thought than for a man who appeared to know, all the answers.

Paragraph-5:
Three kinds of thinking have been identified in very general terms:
i) Thinking to achieve a purpose: Classically, this is problem-solving. It may be either open or closed type. There is an endpoint. The thinker is trying to reach some destination.

ii) Thinking for improvement: Here, a solution has always been reached. An answer is available. Thinking are going well. The thinker simply wants to do better.

iii) Thinking around and about: This is missing, free wheeling, preparing the field, setting the context, exploring the situation. Just as an intending purchaser might prowled around a house he is to buy, so the thinker prowls around the situation. There is no definite point of focus.

Paragraph-6:
Thinking is not necessary after getting a proper solution. A problem just solved may be only of a whole string of problems. The thinker is anxious to move on to the next problem. If we suspect that there may be a better solution, then how can one have full confidence in the one that has been found. How can confidence is inspired to carry out solution.

Paragraphs 7-8:
All the reasons for not thinking beyond to first solution and practical and realistic. Thinking beyond the first solution does not require an effort of will. It is no longer natural behaviour. The simplest way to make the effort of will is to establish a habit of specific thinking time. After the achievement of this thinking time, the agenda of other thinking time will follow.

Paragraph-9:
Thinking around or about a situation or subject happens to be the major use of thinking time. It is thinking time because problem-solving of the ordinary type would be regarded as an ongoing part of normal work. Time spent in amusing as regarded as an investment. An important new insight or specific idea may emerge from it. The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.

Paragraph-10:
Slow thinking seems to be a waste of time. So we should always think quickly. But slow thinking is often much more valuable than quick one. Other things are also involved in slow thinking. Sometimes further thinking may cloud the nice certainty of our first reactions. Thinking is k tool that involves two levels of skill. Skill .that resides in the tool itself and the skill that is concerned with how and where we use it.

Analytical outlines of the topic:

• The USA based magazine Forbes was issued on 20th December 1982.
• It carried a feature about thinking.
• Several businessmen were asked about their attitudes to thinking.
• George Bell was the Chief Executive Officer of Prudential- Bache Securities.
• He was thinking 10-15 minutes twice a day.
• Philip Knight was the Chairman of Nike Inc.
• He was thinking one hour a day, three or four days a week.
• Robert 0 Anderson was the Chairman of Atlantic Richfield.
• He was getting much thinking time at the time of travelling alone in a private aircraft.
• Actually, there was a difference between will of thinking and maintenance of a habit.
• There is an ambivalent attitude towards thinking.
• Thinking is a good thing.
• A teacher should think like a student.
• In past, thinking was not so important.
• Three kinds of thinking have been identified.
• They are (1) Thinking to achieve a , purpose, (2) Thinking for improvement and (3) Thinking around and about.
• Thinking to achieve a purpose is required for problem-solving.
• It may be either open or closed.
• There is an endpoint.
• Thinking must reach to same destination.
• Thinking for improvement provides solution.
• Here, an answer is available.
• Thinking goes well.
• The thinker wants to do better.
• Thinking around and about includes missing, free wheeling, preparing the field, setting the context, exploring the situation.
• A thinker prowls around the situation.
• There is no definite point of focus.
• Thinking is not necessary after getting a proper solution.
• A problem just solved may be only of a whole string of problems.
• The thinker is anxious to move into a better solution.
• All the reasons for not thinking beyond to first solution are practical and realistic.
• It does not require an effort of will.
• The simplest way to make the effort of will is to establish a habit of specific thinking time.
• This thinking times will follow agenda of other thinking time.
• Thinking around or about a situation or subject happens to be the major use of thinking time.
• Problem-solving of the ordinary type would be regarded as an ongoing part of normal work.
• Time spent in amusing is regarded as an investment.
• It can provide a new insight or specific idea.
• The maintenance of thinking habit and exercise of thinking may give a valuable yield on future occasions.
• Slow thinking seems to be a waste of time.
• So we should always think quickly.
• Slow thinking is sometimes much more valuable than quick one.
• Other thinks are also involved in slow thinking.
• Thinking involves two levels of skill.

Meanings of difficult words:
Forbes -It is a USA-based newspaper
lateral- belonging to the side,
set aside – sacrificed, devoted to, spared,
allocated – placed, assigned, given.
Instant – at the moment, the very moment or time,
distinction – separation, unidentical, difference,
occur – to come into mind, to be, to be found, to happen, take place.
surroundings – things around us, the environment.
required – needed, desired, wanted.
deliberate – to consider, to think, adj international, willful, purposeful.
effort – endeavour, perseverance, toil, labour.
initial – primary, first, beginning.
Curious – eager, anxious, interested
ambivalent – having either or both of the two contrary or similar values, meanings etc.
implies – to signify, to mean, to express indirectly, connotes.
lack of – absence of, short of, wanting.
decisiveness – settlement, judgement, the act pf taking decision.
pausing – halting stopping standstill.
obvious – perceptible, evident clear, terse, succinct.
accuse of – change with an offence, ill doing.
regard – to consider, to esteem, to respect.
prevarication – making untrue or partly untrue statement, try to evade, telling the truth.
growl – go about cautiously looking for a chance.
adequate – sufficient, a lot of, enough, complete”
a string – a chain of, a series of.
suspect – to doubt have no faith or confidence in.
genuinely – naturally, really, purely, sincerely, authentically.
cliches – idea OT expression that has been too much used and now outdated, stereotyped phrase.

Read More:

• Text A: Memories of Crossgates School Question Answer
• Text B: Make me a child again, Just for tonight Question Answer
• Text C: Confessions of a Misspent Youth Question Answer
• Text D: A Time to Think Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text C: Confessions of a Misspent Youth Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 3 Confessions of a Misspent Youth Question Answers CHSE Odisha

Confessions of a Misspent Youth Class 11 Questions and Answers

Activity – 8

State The Central Idea From The Text:
Answer:
1. The text deals with the worst system of school he was made to carry on his studies. It was the school which was known by Sand and Sea.
2. The writer was enrolled in a small private school in Greenwich village. In this school, there was a tremendous emphasis on art and educational freedom. The students were free not to learn anything that bored them and there were no tests.
3. They learned history by recreating its least important elements but without gaining ‘any knowledge or insight.
4. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity.
5. As a result, the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
6. They came to discover that their early education had gone waste only when they came to the high school. The writer’s mother came to realize his folly and sent her son to a traditional school.

Activity – 9

Understanding The Sequence Of Presentation:
Rearrange the following sentences to that they reflect the sequence in which Wolynski presents her ideas. You can begin with sentence (d) The writer was enrolled in small private school in Greenwich village – which is the first sentence in the sequence,
(a) The students were free not to learn anything that bored them and there were no tests.
(b) One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue her education and pass her B.A.
(c) Their reading lessons were postponed till the third grade as early .reading was -considered harmful to creative spontaneity.
(d) The writer was enrolled in a small private school in Greenwich village.
(e) As a result, the students of Sand and Sea came to hate intellectuality.
(f) They learned history by recreating its least important elements but without gaining any knowledge Or insight.
(g) In this school, there was a tremendous emphasis on arts and educational freedom.
(h) The writer’s mother came to realise her folly and sent her son to a traditional school.
(i) They came to discover that their early education had gone waste when they came to the high School.
Answer:
The writer was enrolled in . a small private school in Greenwich village. In this school there was a tremendous emphasis on art and educational freedom. The students were flee and not to learn anything that bored them and there were no tests. They learned history by recreating its least important elements, but without, going any knowledge or insight. Their reading lessons were postponed till the third grade as early reading was considered harmful to creative spontaneity etc: As a result, the students of Sand and Sea came to make intellectuality. One of the students of Sand and Sea committed suicide out of instruction although the writer was fortunate to continue her education and pass her B.A. They came to discover that their early education. had gone waste only when they came to the high school. The writer’s mother came to realise her falling and sent her son to a traditional school.

Activity – 10

Comprehension:
Answer the following questions briefly :
(a) What is Wolyuskl’s major criticism of sand and Sea’s emphasis on creativity?
Answer:
Wolynski’s major criticism of Sand and Sea’s emphasis on creativity is that it. attracted great emphasis to arts and educational freedom. Their reading lessons were postponed, till the third grade as early reading was. considered harmful to creative spontaneity. Students were forbidden to be bored or miserable or made to compete with one another. When someone felt bored with math, he was allowed to write short stories in the library. This process shocked the students overall progress.

(b) Wolynski says that she was an example of “educational freedom- freedom .not to learn”. What does she mean?
Answer:
Wolynski says that she was an example of educational freedom, because she was herself, a student of Sand and Sea in which the students were guaranteed optimum liberty. She. when got bored with math was allowed to write stories in the library. She was a direct experience holder of all kinds of the intellectual educational pattern in the school.

(C) What is the basis of contrast between two kinds of education?
Answer:
The traditional pattern of education and the kind of education at Sand and Sea are greatly contrasted. Liberty, in the traditional pattern greatly rested on rationality Freedom was given out with limitation. But, freedom at this school was let loose and students were not found what they did not like. This brought about partial learning neglecting the main motto of education. Students were thrust into uncertainty and frustration.

(d) Does Wolynski explicitly state the points of contrast between the two types of education? If your answer is ’yes’, indicate the paragraph 5 and quote the words which explicitly state these differences. If your answer is ‘no’, say why the author does not explicitly state her points of contrast.
Answer:
Yes, the contrasts are explicit. The paragraph 3 “It was the school policy that we were forbidden to be bored or miserable”… “There were no tests and no hard times”. Paragraph 5- “We did not learn to read until we were in the third grade because early, reading was thought to discourage creative spontaneity. The one thing they taught us very well was to hate intellectuality…” Paragraph-9 – “They (parents) had sent in bright curious children and gotten back, nine years later, helpless adolescents Paragraph-10- Now 1 see my twelve-year-old brother (who is in a traditional school) doing college level math and I know that he knows more about many other things besides math, than I do and I also see traditional education working in the case of my reformed mother. When he was eight so that he wouldn’t become like me. Now, after seven years of real education he is making impressive film documentation for he Project in Bicentennial explicitly edpress the constructing difference.

(e) In paragraph 9 Wolynski admits that she could be accused of overstanding her case. How effectively does she reflect this change?
Answer:
Wolynski admits the fact that she | could be accused of overstating her case for some might say that those who freaked out of Sand and Sea would have freaked out any f where. But she pleads that such accusation does not hold true because when one sees the same bizarre behaviour pattern in succeeding. graduating classes, one can draw certain, terrifying conclusion.

(f) Briefly comment on the effectiveness of Wolynski’s conclusion. Does it accurately sum up her essay, or should she have written a different conclusion?
Answer:
Wolynski supplies a well-knit conclusion with strong effectiveness. The conclusive words run- “And now I have come to see that the real job of a school is to entice the student, into the web of knowledge and then, if he is not enticed to drag him in. 1 wish I had been. “These lines explicitly express .that a student must not be guaranteed freedom to the excess. There must be limitations to it. force and compulsion need be exerted upon the students for better results.

Extra Activity – 10(A)

Question 1.
What does appeal Wolynski’s mother in 1956?
Answer:
The idea of permissive education appeals Wolynski’s mother in 1956. She was a Bohemian and the writer was four years old at that time. She found a small private school in Greenwich village whose beliefs were her and got her child i.e., the writer admitted in this school.

Question 2.
What does the writer say about Sand and Sea in paragraph-1?
Answer:
Sand and Sea in paragraph-1 gives an impression that it was a’ school without pain. It was the kind of school which believed in back to basics which people are truly afraid of. It guarantees freedom-freedom not to learn.

Question 3.
How was the school managed?
Answer:
The school was managed by sixteen teachers out of which fifteen were lady teachers and one teacher. The teacher was teaching science.’They were decent people both young and old. ‘they devoted themselves to cultivate the internal creativity in man. They gave high stress on arts.

Question 4.
What was the pattern of education?
Answer:
Total freedom was given to the students. Reading is not considered important. But other things are considered important. When the students become bored in a subject they change it immediately. The writer was bored in math. He was told to write short stories in the library. No tests were conducted there. They were allowed to go there own way. For this reason, all-round development of the students was not possible. They taught history in a different way The teaching methods were not suitable for human development.

Question 5.
What was the method of doing history?
Answer:
The students of Sand and Sea public school, were taught history in a different method. They were to learn history by recreating its least important elements without acquiring any knowledge from it. They pounded com, made tepees, ate buffalo meat and learnt Indian words. This was all about teaching American history. They made elaborate contumes, clay pots and papier- mache Gods of Greek culture. They were also made maidens and knights in armour like the Middle Age.

Question 6.
What does the writer say about the creative spontaneity?
Answer:
In the Sand and Sea public school, the students spent a lot of time in being creative. Because they were told by their mentors that to be happy in life was to be creative. They did not go to read until they were in the third grade. It is because, early reading was thought to discourage creative spontaneity. They were made to develop a sense of hatred for intellectuality for nine years.

Question 7.
What was the result of the type of schooling at Sand and Sea?
Answer:
The pattern of education at Sand and Sea made the students fall down the hill. they felt a profound sense of abandonment. The parents were also harassed and perplexed. The students were allowed to change their subject again and over again. Their standards diminished. No all round development was possible. The students became underachievers and culturally disadvantaged. Even a student committed suicide out of frustration.

Question 8.
What did the psychologist suggest the writer’s mother?
Answer:
Due to the rough teaching method, the standards of the students of Sand and Sea public school diminished to a great extent. During the Writer’s high school years, the school psychologist puzzled by her lack of real knowledge. He suggested her mother that the writer had to undergo a better of psychological tests to find out the reason why she was blocking out information although she had no information to block.

Question 9.
What does she say about her former classmates?
Answer:
The standards of students of Sand and Sea school reduced unexpectedly. The parents of her former classmates could not find out the reason of this problem! Their children were bright and curious but after nine years, they got back dull and helpless children. They said that those of them who had .freaked out, would have freaked out anywhere. it was surprising that the same bizarre behavior pattern was earmarked in succeeding graduating classes. It was really a very horrifying conclusion.

Question 10.
What does she say about the educational achievements of her younger brother in the traditional schools?
Answer:
The writer’s brother was twelve years old. He was reading in a traditional school. He was capable of doing the college-level math, and knew much more about many other things besides math. His brother who was summarily ranked from Sand and Sea was making impressive film documentaries for a project On the Bicentennial.

Activity – 11

Understanding The Structure Of The Test.
Now, keeping the above sequence in mind notice the pattern the author has used in presenting her thoughts and give an account of the structure of the text on the model presented under discussion of Text-B.

Paragraph No.(s)	Ideas in points
1
2
3 and 4
5 through 7
8
9 and 10
11

Answer:
Paragraph-1
(i) The writer was enrolled in a small private school in Greenwich village.
(ii) The name of the school was Sand and Sea which was run by fifteen women and one man who attached more importance to inborn and natural creativity!

Paragraph-2:
The Sand and Sea school had total 16 teachers out of which 15 were lady teachers and one was science teacher who gave much importance and stress to inborn and natural creativity.

Paragraphs- 3 and 4:
1. The students were free not to learn anything that bored them and there were no tests.
2. They learned history by recreating its least important elements but without gaining any knowledge or insight.
3. In this school, .there was a great emphasis on arts and educational freedom.

Paragraphs- 5 through 7:
1. Their reading lessons were stopped till the third grade, as early reading was accepted harmful to creative spontaneity.
2. They discovered that their early education was wasted only when they came to high school.
3. One of the students of Sand and Sea committed suicide out of frustration although the writer was fortunate to continue to her education and passed.

Paragraph-8:
The school psychologist who was puzzled by the writer’s deprived of real knowledge, suggested that she should undergo a bitterly of psychological tests to find out the reason why she was lacking out of information.

Paragraph 9 and 10:
1. The writer’s mother came, to realize her folly and sent her to; a traditional school, parents sent their bright, curious children to this school and after nine years got back helpless adolescents.
2. The writer’s twelve years and fifteen years old brothers did wonders in the traditional schools.

Paragraph-11:
This paragraph tells about the writer’s conclusion of the text in which she opines that a school has, to attract, the students into the web of knowledge and if they are not enticed, they have to be dragged in.

Activity-12

Grammar:
Go back to Text-C and notice the following sentence in paragraph 1- “And it was the kind of school that the back to basics people feared most. The underlined parts is called a relative clause. A clause is a sentence within a sentence and it is a part of a long sentence. A relative clause modifies as noun phrase. Hence, in (i), the relative clause begins with that which stands for the noun phrase the kind of school’ “that’ is called the relative pronoun. The relative pronouns that being relative clauses are:
who, whom, which, that and whose.
Examples:
1. The girl who loved dancing _________.
2. The clown whom everyone liked __________.
3. The jewels which belonged to the queen ________.
4. The boy whose father is a teacher _________.

Below you have a few phrases. Put them in their appropriate places in the paragraph after adding who/whom/which/that/ whose in form of the phrase. The first one has been done for you.

• was part of a long holiday.
• was again in very, warm and sunny, was both a bathroom and laundry.
• was in the hills.
• the children poured over themselves.
• mothers were carrying large bundles of clothes.
• they had brought with them.

We decided to spend the weekend. which was part of a long holiday, in a small hotel __________ where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday, morning _________ we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers. The children __________ quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some
soapy water __________. Then the matters un did the bundles of cloths __________ and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place ___________ The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.
Answer:
We decided to spend the weekend, which was part of a long holiday, in a small hotel which was in the hills where it would be cooler. We arrived late on Friday evening and sent straight to bed. On the Sunday morning when the weather was again very warm and sunny, we went to a nearby pool. It was surrounded by rocks and seemed to be very private. Soon after we arrived, a lot of children came. They were followed by their mothers.’ The children whose mothers were carrying large bundles of clothes quickly jumped into the pool. Then their mother threw them some large bottles. The bottles contained some soapy water which, the children poured over themselves. Then the mothers undid the bundles of clothes which they had brought with them and started to wash them and scrub them on the rocks nearby. For being a place of a quiet swim, the pool became a place which was both a bathroom and laundry. The children were very happy and laughed and shouted as they washed their clothes. We sat quietly at the edge of the pool. We didn’t know what to do.

Extra Activity- 12(A)

VERB+[-ing (enjoy doing/stop doing etc.)] Look at these sentences.
I enjoy dancing.
Would you mind closing the door?
I can suggest going to the cinema.

(i) After enjoy, mind and suggest we use -ing (not to-).
Here are some more verbs that are following by – ing
stop
delay
fancy
consider
admit
miss involve
finish
postpone
imagine
avoid
deny
risk
practice

• Suddenly everybody stopped talking. There was silence.
• I’ll do the shopping when I have finished clearing, to flat.
• He tried to avoid answering my question.
• I don’t fancy join out this evening.
• Have you ever considered going to live in another country.

Note the negative form of not -ing.

• When I’m on holiday, I enjoy not having to get up early

(ii) We also use -ing after:
Give up (- stop)
put off (= postpone)
carry on/go on (= continue)
keep or keep on(=F’ do-.something, continuously or repeatedly)

• Ram has given up smoking.
• We must do something. We can’t go on living like this.
• Don’t keep interrupting, me. while I’m speaking.

(iii) With some verbs: verb+somebody+ (-ing):

• I can’t imagine George; riding a motorbike.
• You can’t stop me. doing what I want.
• Sorry to keep you -waiting so long.

Note the passive form (being done/ seen etc.)

• I don’t mind being kept waiting.

(iv) When one talks about finished action, one can say having done/ stolen/said etc.

• She admitted having stolen the money

(v) After some of the verbs on this page (especially- admit/deny/suggest) you can use that.

• She denied that she had stolen the money or she denied stealing the money.
• I am suggested that we went to the cinema.

Verb+ (-ing)/to… (1) (remember/regret)

(a) When one verb+(-irtg) or verb+to… Compare the sentences in the table below:

Verb- (-ing)	verb – to…
They denied stealing the money.	The decided to steal the money.
I enjoy going out → Often we use –ing action that happen before the first verb or at the same time Stealing ←denied (enjoy going)	I want to go out. Often we use to… for an action that follows the first verb decided to →steal want → to do

(b) Some verbs can be followed by -ing or to -% with a difference of meaning:

Remember	I remember doing something. = I did it and now I remember, this you remember doing something after you have done it.	I remembered to do something. ÷remembered that I had to do something = I remembered that I had to do it and so I did it. You remember to do something before you do it.
	I remember locking the door = I locked it and now I remember this.	I remember to lock the door when I left = I remembered that I had to lock the door and so I locked it.
Regret	I regret doing something = I did it and now I am sorry about it.	I regret to say/to tell you/to inform you = I am sorry that I have to say etc.
	I now regret saying what I said. I should not have said it.	We regret to inform you that we are unable to offer you the job.
Go on	Go on doing something continue doing the same thing. The minister went on the talking for two hours. We must change our ways can’t to on the living like this.	= Go on to do something = do or say something new. After discussing the economy, the minister then went on to talk about foreign policy,

(c) Begin, start, intend, continue, bother.
These verbs can be followed by – ing or to – with little or no difference in meaning. So you can say :

• It has started on meaning or it has started to rain.
• John intends buying a house or John intends to buy
• Don’t bother locking the door or Don’t bother to lock

(d) But we usually do not use -ing after -ing.

• It’s starting -to fain (not it’s starting raining.)

Confessions of a Misspent Youth Summary in English

Summary (Paragraph 1-2):
The writer’s mother was highly inspired by the idea of permissive education in 1956. At that time, he was only four years old. His mother found a small private school in Greenwich village. The writer called die school “Sand and Sea”. It was a school without pain. Here, there was total educational freedom – the freedom not to learn. There were fifteen lady teachers and one teacher. He was teaching ‘science’. They were giving much stress to cultivate natural creativity in man. They give more stress on arts.

Happiness And Hieroglyphics
Summary (Paragraph 3-4) :
They used to learn various subjects. But they could cancel anyone at any time. It was te policy of the school. It was making the students out of any pressure. They were free from any mental stress. This policy, on the other hand, was creating a competitive mind among themselves. Once the writer was bored with math. So he was permitted to write short stories in the library. One year, the students pounded corn made tepees, ate buffalo meat and learned Indian words. Another year, they made elaborate costumes, clay pots and papier- mache gods. And in still another year they were all maidens and knights in armor like Middle Ages. One year, the writer while building pyramids, did a thirty feet long moral for. which laboriously cupid hieroglyphics on the sheet of brown paper.

Ignorance Is Not Bliss
Summary (Paragraph 5-8) :
The writer and his friends were spending their time to be creative. Their mentos told them that to be happy is to create. They were made not to learn, because early reading could discourage creative spontaneity. Hence, they were forced to be creative for nine years. Much emphasis was provided for forming and reforming interpersonal relationship. When they graduated from Cannot all the happy little children fell down the hill. Both children and their parents felt abandoned. The children though themselves to be under¬achiever and culturally disadvantaged. The school psychologist was puzzled by his lack of actual knowledge. He suggested that the writer should undergo a battery of psychological tests to know the reason why he was lacking of information. The author was often asked by teacher how he had come into the high school. ‘

The Lure Of Learning
Summary (Paragraphs 9-11):
The- parents of the writer’s former classmates were unable to find out the real problems of the system. Parents sending their children who were bright and curious returned back helpless. His twelve years old brother who was reading in a traditional school was far better than him except math.

Outlines of the text-C :

• The writer’s mother was highly inspired by permissive education.
• At that time, he was only four years old.
• His mother admitted him in a small private school.
• It was situated in Greenwich village.
• The writer called the school ‘Sand and Sea”.
• In this school, there was total educational freedom.
• It was the freedom for not to learn.
• There were fifteen lady teachers and one teacher.
• The teacher was teaching them science.
• They were giving much stress to cultivate natural creativity.
• They gave more stress on arts.
• They used to learn various subjects.
• But they could change any subject at any time.
• It was the policy of the school.
• It was making the students free of pressure.
• They were free from any mental stress.
• This policy was creating competitive minds among them.
• Once the writer was bored with math.
• So he was permitted to write short stories in the library.
• They learned different things in different years.
• One year, they pounded corn made tepees, ate buffalo meat and learned Indian words.
• Another year, they made elaborate costumes, clay pots and paper-mache gods.
• Again in one year, they were all maidens and knights in armour.
• Once, the writer while. building pyramids did a thirty feet long mural cupid hieroglyphics on the sheet of brown paper.
• The writer and his friends were spending their time to be creative.
• Their mentos told them that to be happy is to create.
• They were made not to learn.
• Because early reading could discourage creative spontaneity.
• Hence, they were forced to be creative for nine years.
• Much stress was provided for forming and reforming interpersonal relationships.
• All the happy little children fell down to hill.
• Both children and their parents feel abandoned.
• The children thought themselves to be ‘underachievers.
• They became culturally disadvantaged.
• The school psychologist was puzzled by his lack of actual knowledge.
• He suggested the writer to have the psychological tests.
• So that the reason could be found out.
• The teacher often asked how he had come to high school.
• The parents could not find out the real problems.
• The good students returned back helpless.
• His brother was reading in a traditional school. ,
• He was twelve years old.
• His standard was better than the writer

Meanings of difficult words :

example – a person an example; of something.
decent – proper, modest, nice, fairly good.
innate – inborn, a quality from birth, internal.
tremendous – huge, marvelous; astounding, amazing.
stunted – checked the growth or development of.
forbidden – prohibit, not to be done.
least – superlative degree of ’little’ (little-less-least)
pounded – thump, to crush into powder, break to pieces.
tepees – round texts used by Red Indians in America.
elaborate – detail, more illustrated or descriptive.
costumes – dresses, items of dress put on occasion.
armor – a defensive covering worn during fighting.
pegged their horses – pattern with pegs.
a quarrel of blood – blood measuring capacity equal to two points about 1.14 liter.
the Hums – medieval invaders from Central Asia.
mural hieroglyphics – system of writings which uses pictures to represent words.
bliss – blessing, higher happiness, divine happiness.
incurably – that which can’t be cured.
optimistic – hopeful, looking at the brighter side of life.
mentors – person who takes care of the little men.
discourage – make dispirited, unenthusiastic.
creative spontaneity – natural flow of creative work.
continually – again and again, again and over again, continue at a stretch, interpersonal.
relationship – relationship among various kinds of persons.
twist – distort, bend, make deformed.
introverted – being interest in one’s own thoughts and feelings than the things outside oneself,
cowered in the corner – shrank back and crunched in the comer.
sense of abandonment – a feeling of being left completely, alone, a state of loneliness.
flunking out – fail an examination, fail a candidate.
occupational therapy- treatment for helping people to get that their health by giving them special work.
baffle – trouble, bewilder, mentally disturbed.
substantive knowledge – knowledge having an independent existence real or actual
enduring – bearing, tolerating, withstanding putting up with stumbling.
through – speak in a hesitating way with pauses and mistakes.
braked out – became upset and frightened, disturbed.
bizarre – odd, ridiculous, absured, unnatural, yanked (American) taken away suddenly.
bicentennial – celebrating of completion of 200 years after the American declaration of independence.

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Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 4 The One and only Houdini Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 4 The One and only Houdini Question Answers CHSE Odisha

The One and only Houdini Class 11 Questions and Answers

Unit – I

Gist :
The writer takes us back to the swimming pool at New York’s Shelton Hotel. In response to Houdini’s declaration, a box is ready. After he enters inside, it will be tightly closed. The pool now becomes the scene of an incredible performance. Driven by curiosity, people are gathering here. The reporter finds a telephone and an alarm bell with batteries inside the box for eventualities. According to Collins, he is going without air for even an hour. Houdini is as good as words. In the mean time, Dr. MacConnell emerges on the scene. He has already checked Houdini’s blood pressure and pulse. Everything is fine. The reporter is interested to know how long he can live without air. To the doctor, it is a difficult question.

He comes to know of Houdini’s knowledge of breathing easily and saving the oxygen. His condition is stable, yet he is fifty-two. The doctor is sure of Houdini’s ability to cope with danger. Now Houdini clad in a black swimming suit appears, smiling and determined. He expresses his thanks to the ladies and gentlemen for coming to see his performance. He is going to explode the myth that a man can live only three minutes without air. Now we find Houdini in the box. Several men are engaged in sealing it tightly. Then the box was submerged in the swimming pool of Hotel Shelton. Joseph Rinn, the official time keeper is in charge of counting every minute of Houdini’s stay in the box. The reporter is optimistic.

Glossary :
edge : the sharp side of something (କୌଣସି ଜିନିଷର ତୀକ୍ଷ୍ଣ ପାର୍ଶ୍ୱ)
sealed: closed tightly (ଜୋରରେ ବନ୍ଦ)
soldered: firmly fixed with solder (solder is easily melted metal) (ସୋଲ୍ଡର ସହିତ ଦୃଢ଼ ଭାବରେ ସ୍ଥିର କରାୟାଇଛି)
trick : cheating, a fraud (ଠକେଇ, ଜାଲିଆତି)
emergencies : sudden happenings which make it necessary to act without delay (ଜରୁରୀକାଳୀନ ପରିସ୍ଥିତି)
And days : Houdini is as good as his words (ଏବଂ ଦିନଗୁଡିକ)
Concerned : anxious (t) (ଚିନ୍ତିତ)
signal (v): to give a sign (ଏକ ଚିହ୍ନ ଦେବାକୁ)
build (n): general shape or size of a person’s body (ଜଣେ ବ୍ୟକ୍ତିର ଶରୀରର ସାଧାରଣ ଆକାର ବା ଆକାର)
He himself: Housini is firm in his determination (ସେ ନିଜେ)
motioning: making a sign (ଏକ ଚିହ୍ନ ତିଆରି କରିବା)
will : desire (ଇଚ୍ଛା)
rocked: moved backwards and forwards (ପଛକୁ ଏବଂ ଆଗକୁ ଗତି କଲା)
admire : praise (ପ୍ରଶଂସା)

Unit – II

Gist:
Five minutes have passed ever since he was in a sealed casket submerged in the swimming pool. In the meantime, the reporter probes his past. His real name is Ehrich Weiss. His native place is Appleton, Wisconsin. He was born in 1874. His father was a Jewish priest. Houdini, renowned for his remarkable magic tricks, has an astonishing control over his body. He excels in the art of putting his shoulders out of position. When he was working for a locksmith, Ehrich knew technique of opening handcuffs with small, sharp pointed instruments. He also took interest in reading about Robert Houdini, the renowned French magician. At last he relinquished his job and became a professional magician under the name of Harry Houdini.

The reporter gives a picture of Houdini’s married life. Bessie is his wife. She was a magician too. Houdini is known for his sensational escape acts. Bessie has stood by her husband through thick and thin. Rinn informs that twenty minutes have passed. Tension mounts. Houdini has a tension-ridden career. His underwater box escape is a case in point. Handcuffed and chained, Harry Houdini is placed in a wooden box which firmly shut with nails. The box is then left underwater. Houdini accepts the challenge in his characteristic tricky manner. He swims to the surface safe and sound in a few minutes. This also demonstrates his skill in using tricks. Rinn, the official time-keeper keeps on counting time. Twenty five minutes have gone. In Houdini, the reporter finds an unusual person. He admires Houdini’s incredible control of chest muscles. He excels others in the act of moving around inside the jacket at the time of relaxation. The reporter is lavish in his praise, ‘There’s only one Houdini.’

Thirty minutes have trickled by. The reporter sees one of the swimmers standing on the box lose his balance. Other swimmers are no better. The box has moved up quickly above the water level. The reporter is worried. He enquires of Mr. Collins, about his condition. Collins talks to Houdini and says that he is fine. Rinn announces that thirty minutes have passed since Houdini’s adventure. The reporter brims with confidence. Houdini’s rigorous training for three weeks seems to be rewarded. The reporter thinks of Houdini’s march to a spectacular success. Forty minutes have elapsed. Meanwhile, the reporter refers eloquently to Houdini’s wonderful stomach muscles, that have resisted the fists of big, strong men. Forty-five minutes have already gone.

Glossary:
amazing : astonishing ବିସ୍ମୟକର)
dislocate : put out of position (ପଦରୁ ବାହାର)
straitjacket(ଷ୍ଟ୍ରେଟ୍ ଜାକେଟ୍) : kind of garment once used to prevent madman from struggling
rabbi: Jewish priest (ଇହୁଦୀ ପୁରୋହିତ)
locksmith: one who makes locks (ଯିଏ ତାଲା ତିଆରି କରେ)
a bit picks : a little small, sharp-pointed instruments (ଟିକିଏ ବାଛି ନେଲେ)
quit: give up (ତ୍ୟାଗ କରିବା)
idol : somebody greatly admired or loved (ଆଦର୍ଶ)
catch sight of: see (ଦେଖିବା)
career : way of making a living; profession (ବୃଭି)
bobbed up : moved up quickly (ଦ୍ରୁତ ଗତିରେ ଉପରକୁ ଉଠିଲା)
paying off : rewarding (ପୁରସ୍କାର ପ୍ରଦାନକାରୀ)
sources : places from which information comes or is got (ସୂତ୍ର)
claims : says, declares (କହୁଛି, ଘୋଷଣା କରୁଛି)
punch (v) : strike hard with the fist (ମୁଠା ସାହାୟ୍ୟରେ ଜୋରରେ ପ୍ରହାର କରନ୍ତୁ)
tensed : stiffened or hardened (ଦୃଢ଼ୀଭୂତ)
withstand : resist (ପ୍ରତିରୋଧ କରିବା)

Unit – III

Gist :
Houdini’s well-being concern the people. Everybody seems to be nervous. The doctors seem especially panicky. The reporter enquires of Dr. MaConnell about Houdini’s present condition. The doctor is really not aware of anything about him. Fifty minutes have gone. Other reporters are furiously taking track of Houdini’s adventurous mission. Time does not wait for anybody. Rinn announces – “Fifty minutes !” A group of grim-looking doctors seem to arguing with James Collins, Houdini’s assistant. Collins pleads his helplessness. The doctor advises him to be sensible and pull Houdini out of the box when an hour is up. Collins is adamant. The doctor insists him on responding to his advise. Collins contacts Houdini and apprising him of the doctors’ pressure on him to bring him out of the casket and an hour has passed. He gives them good news. Houdini is doing well. But the reporter’s anxiety continues.

Now one hour and thirteen minutes are up. Collins learns that the box has developed a leak and only a little trickle of water is entering. Houdini tells him that he faces no danger. The reporter promptly responds: “Houdini has nerves of steel.’’ This section comes to a terrific end. In spite of spending one hour and thirty-one minutes, underwater without air, Houdini emerges victorious. His secret lies in making very few body movements while in the box and taking short breaths. Houdini knows no panic. He has trained to reconcile himself to any situation. We see him in the reporter’s eyes: ‘You ’re a fantastic man, Mr. Harry Houdini!’

Glossary:
on edge : nervous (ସ୍ନାୟବିକ)
exhaustion : tiredness (ଅବସାଦ)
superstitious: full of superstition (ଅନ୍ଧବିଶ୍ୱାସରେ ପୂର୍ଣ୍ଣ)
grim : (here) anxious (ଉତ୍କଣ୍ଠିତ)
sensible : intelligent (ବିଚକ୍ଷଣ)
urging : persuading (ପ୍ରରୋଚନା)
sprung a leak : appeared to have a leak (ଲିକ୍ ହୋଇଥିବା ଜଣାପଡ଼ିଥିଲା)
trickle : thin flow (ପତଳା ପ୍ରବାହ)
dizzy : feeling as if everything is whirling (ସବୁ ଘୂରିବା ଭଳି)
panic (v) : a sudden fright (ହଠାତ୍ ଭୟ)
calm : quiet (ଶାନ୍ତ)
fantastic : wonderful (ଅଦ୍ଭୁତ)

Think it out :

Question 1.
What was the feat that Houdini took up in Hotel Shelton?
Answer:
The feat that Houdini took up in Hotel Shelton was to remain in a sealed casket or coffin submerged in a swimming pool. He was to stay inside the tightly closed box for an hour and that too without air. According to Mr. Collins, his assistant, Houdini was serious about being buried alive.

Question 2.
What were Houdini’s purposes behind doing this miraculous act?
Answer:
Houdini’s purposes behind doing this miraculous act were to disprove science and thereby, to show that determination can shake mountains. It is well-known that man can only live only three minutes without air, but he is going to stay without air for over an hour. Houdini is committed and according to Collins: ‘Houdini does what he says.’

Question 3.
Discuss how he prepared to do the act.
Answer:
Houdini undertook a rigorous training for three weeks at a stretch. He practised the habit of holding his breath in the course of his underwater escapes. He trained long and hard with great patience before doing the act. He developed a mastery over his body control. Determination, hard work and calm acceptance of any challenge were his forte.

Question 4.
Focus on the role of the reporter during Houdini’s performance.
Answer:
From beginning to the end, the reporter had a keen watch on Houdini’s, spectacular performance in New York’s Hotel Shelton. He is the first to communicate Houdini’s ordeal in the swimming pool of New York’s Hotel Shelton to the public. He always keeps on touch with Dr. McConnell, Collins, Houdini’s assistant and Joseph Rinn, the official time-keeper. He probes Houdini’s past. As minutes trickle by, the reporter’s reaction fluctuates from anxiety to confidence. Houdini’s incredible feat of remaining in a sealed box, submerged in the swimming pool of the Hotel Shelton, overwhelms him. His admiration of Houdini’s knows no bound.

Question 5.
Describe some of Houdini’s previous achievements.
Answer:
Houdini was an Austrian-Hungarian born. American stunt performer, noted for his sensational escape acts from handcuffs and jails in the length and breadth of the country and Europe. Once he was handcuffed to the bars in a jail cell. While kissing him for good luck, his wife Bessie passed a small lock tool from her mouth to his. Several minutes later Houdini took his jailers by surprise. His handcuff was no more. He walked freely into their office. His underwater escape is another achievement. Besides, Houdini became a professional magician under the name of Harry Houdini.

Question 6.
Why does the reporter say to Houdini, You’re a fantastic man?
Answer:
The reporter here is a keen observer of Houdini’s miraculous act of remaining in a tightly-closed box, submerged in the swimming pool of New York’s Hotel Shelton for one hour and thirty minutes. Houdini comes out with flying colours, putting an end to everyone’s fear, tension and anxiety. That he is able to survive so long in such a situation bears the stamp of his determination. Houdini states that he had trained himself to remain calm in the face of any situation. These facts make the reporter say to Houdini, ‘You’re a fantastic man.’

Question 7.
Bring out the important aspects of Houdini’s character.
Answer:
Harry Houdini is a many-faceted character. He is a magician. He is also known for his sensational escape acts. He is an incredible stuntman. His act of remaining in a sealed box, submerged in the swimming pool of New York’s Hotel Shelton for one hour and a half is indeed unprecedented. He is the epitome of commitment. He does not understand the language of fear. To maintain calmness in any situation is his forte. We see him through the doctor’s eyes: ‘Houdini’s an amazing man!’ The reporter aptly remarks, ‘You’re a fantastic man, Mr. Harry Houdini.’ Houdini’s life shows that an ordinary human being can achieve anything through determination and hard work.

CHSE Odisha Class 11 English The One and only Houdini Important Questions and Answers

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

Reporter Thanks, Mr. Collins. It’s hard to believe that a man can live without air for over an hour. Oh, here come the doctors. Dr. McConnell, have you seen Houdini?
Dr. MaConnell: Yes, I just checked his blood pressure and pulse rate. They’re both normal.
Reporter: How last without long do you think Houdini will air?
Dr. MaConnell: That’s a difficult question. When they seal the box, there will be enough oxygen inside for the average man to take fifty breaths. Houdini says he knows how to breathe easily and save the oxygen. He is in good condition, but still he’s fifty two years old. I’d guess he might be able to get by without air for fifteen minutes.
Reporter: And after that?
Dr. MaConnell: After that Houdini had better telephone for help or ring his alarm bell – if he still has the strength.
Reporter: Are you doctors worried?
Dr. MaConnell: Well, we’re concerned. Houdini’s no fool. He isn’t trying to kill himself. But there’s always the danger that he’ll pass out before he can signal for help.
Reporter: There’s Houdini now! He’s wearing a black swimming suit. For a man his age, his build is great. He’s smiling. He seems sure of himself. Now he’s motioning for silence!
Houdini: Ladies and gentlemen, thank you for coming. As you know, it has often been written that a man can live only three minutes without air. I’m going to prove that that is wrong. If I die, it will be by the will of God and my own foolishness.
Reporter: Houdini’s in the box now. Several men are putting the iron cover in place. This is it! A man is soldering the cover. The box will be lowered into the shallow end of this pool. Then a team of swimmers will stand on the box to keep it level beneath the surface of the water. So far, the only person I’ve seen who doesn’t look nervous is Houdini. Well, they’re lowering the box. It’s under! Joseph Rinn, the official
timekeeper, has started the clock. Mr. Rinn, what are your plans?

Questions :
(i) Throw light on the conversation between the reporter and Dr. McConnell. What does it reveal?
(ii) What does the reporter tell us about Houdini’s imperial ordeal?

Answers :
(i) The reporter asks Dr. McConnell if he has checked Houdini. The doctor replies that his blood pressure and pulse rate are Both normal. The reporter asks the doctor how long he thinks Houdini will breathe. McConnell in his reply, states that the average man breaths fifty times in a sealed box, but Houdini is an exception. He knows the technique of breathing easily, but the doctor guessing he could remain without air for fifteen minutes. After that Houdini would be advised to seek help. The conversation between the two reveals their concern for Houdini.
(ii) The reporter apprises all of Houdini’s presence inside the box. After sealing it firmly, several men will put the box into the shallow end of the swimming pool. After that a team of swimmers will stand on it to maintain it level below the surface of the water. The reporter says that he has never seen such a person as Houdini, for he never looks nervous, despite this great ordeal. We also learn that Joseph Rinn, the official time-keeper has a look at the watch.

Question 2.
Read through the extract and answer the questions that follow.
Reporter: Well, Houdini is going past the limit suggested by Dr. Mc Connell! I wonder how his wife Bessie, is taking this. I haven’t been able to catch sight of her. She’s also a magician. After she married Houdini, they both had an act that played in many theatres. She dropped out after Houdini became famous for his escapes from handcuffs and jails throughout the country and in Europe. She still helped him, though. Once, after Houdini had been searched and handcuffed to the bars in a jail cell, she kissed him for good luck. It was more than good luck she offered. She also passed a lock pick from her mouth to his. Several minutes later, Houdini surprised his jailers by walking into their office.
Rinn: Twenty minutes!
Reporter: The tension here is growing. But tension has followed Houdini through most of his career. Take his underwater box escape, for example. He is handcuffed and chained. Then he’s put in a wooden box and it’s nailed shut. After that the box is dropped underwater. Minutes later Houdini swims to the surface. In that act, though, he uses tricks. He has lock picks and other special tools hidden on him or in the box. But there’s always the risk that the picks or tools will fail. Most people wouldn’t try Houdini’s escape tricks even if they knew how to do them.

Questions :
(i) Describe the part played by Bessie in Houdini’s life.
(ii) Describe of Houdini’s feat of underwater escape.

Answers :
(i) Houdini is widely known for his sensational escapes. Bessie, a magician, plays an important part in her husband’s life. Both had showed magic in many theatres. Houdini’s life is a saga of escape from handcuffs and jails in the length and breadth of the country and in Europe. Bessie stood by him through thick and thin. Once she kissed her husband for good luck. He was in a prison cell. In the course of offering her good luck, Bessie passed a small lock tool from her mouth to his. Several minutes later, the jailers, to their astonishment, saw Houdini walk into their office.
(ii) Houdini, handcuffed and chained, was put in a wooden box which was tightly sealed with nails. Then it was dropped underwater. After some minutes, Houdini swims to the surface safe and sound by using tricks, though he possesses lock picks and other special instruments not visible to others. This underwater box escape is one of Houdini’s wonderful feats.

Question 3.
Read through the extract and answer the questions that follow.
Reporter: Well, one can only wonder how he’s doing in the box. He still has a long time to go. Of course, he is unusual. Did you know that he can tie and untie rope with either foot? That won’t help him now, but it’s another example of his body control. He also has great control of his chest muscles. Before he’s bound into a straitjacket, he fills his chest with air. Later, when he relaxes, he can move around inside the jacket. Perhaps it sounds easy. But others have tried the same trick and failed. There’s only one Houdini!
Rinn: Thirty minutes!
Reporter: Oh – oh! There’s trouble! One of the swimmers standing on the box has lost his balance. He’s failing into the water! Now the other swimmers are falling, too. The box has bobbed up above the water level. I wonder if Houdini caused the box to move. Mr. Collins, is Houdini all right?
Collins: Quiet, sir, I’m calling Houdini. Harry, can you hear me?
Houdini: Yes.
Collins: The swimmers fell off the box. They’re getting back on now. That’s what caused the movement of the box. Are you all right?
Houdini: Fine.
Reporter: Mr. Collins, Houdini’s voice sounded faint. Is he well?
Collins: That’s what he said. I believe him.
Rinn: Thirty-five minutes!
Reporter: Houdini’s training seems to be paying off. According to sources around here, he has been training for three weeks. Also, he probably learned a lot about holding his breath while doing his underwater escapes. Anyway, it’s no secret that Houdini always trains long and hard before he does anything for the public. He wants to be sure that he can do anything he claims he will do. And right now he seems on his way to an amazing success.
Rinn: Forty minutes!
Reporter: When I was talking before about Houdini’s chest muscles, I failed to mention his stomach. Quite often, he lets local strongmen punch him in the stomach as hard as they can. Of course, his stomach muscles are tensed, but they have to be almost as hard as steel to withstand the fists of big, strong men.

Questions :
(i) Give an account of Houdini’s chest muscles and stomach muscles.
(ii) What picture of Houdini do you get in the extract?

Answers :
(i) The reporter presents a very clear picture of Houdini’s chest and stomach muscles. He eloquently refers to Houdini’s great control of his chest muscles. Before being bound into a straitjacket, he fill his chest with air. But, in times of relaxation, he has the ability to move around inside the jacket. The reporter then throws light on Houdini’s stomach muscles. Very often, he allows local strong men punch his Stomach in the hardest possible manner. His stomach muscles tensed, but they have to be as hard as steel to resist the fists of big, strong men.
(ii) We see Houdini through the reporter’s eyes, “Of course, he is unusual.” He has the ability to tie and untie rope with either foot. He is remarkable for his great control over his chest muscles. Before being bound into a straightjacket, he pumps air into his chest. In his moments of relaxation, he is capable of moving around inside the jacket. But others have tried the same trick but in vain. The reporter aptly remarks, ‘There ‘s only one Houdini.’ Houdini resorts to rigorous training before he does anything for the public.

Question 4.
Read through the extract and answer the questions that follow.
Collins: All right. Houdini, can you hear me? You have just passed an hour. The doctors are urging me to pull you out. What do you say?
Houdini I’ll let you know when I’m ready.
Rinn: One hour and one minute!
Collins: Well, you heard him, gentlemen. He seems to be doing well.
Reporter: Rinn’s going to be calling out each minute from here on. I’ll get back to him. Meanwhile, I’d like to hear from one of the doctors. Is this a world’s record, Doctor?
Doctor: As far as I know, it is. If I weren’t here, I don’t think I would believe it. Houdini’s an amazing man!
Reporter: He certainly is, Doctor, and thank you. Well, people are whispering to one another around the pool. When Houdini passed the hour mark, some of the crowd seemed to relax somewhat. Still Houdini is far from safe. I’m going to try to pick up the time.
Rinn: One hour and thirteen minutes!
Reporter: Did you hear that? What a man. Wait! Collins has a call from Houdini.
Collins: Had enough, sir?
Houdini: No. The box has sprung a leak. But there’s no danger. Only a slight trickle of water is coming in.
Collins: Are you sure?
Houdini: Yes.
Reporter: Houdini has nerves of steel. He’s under there with no air, and the water is leaking in on him. Yet he’s going to stay.
Rinn: One hour and twenty-five minutes.
Reporter: I must say, I wish he would come up. I’m probably more nervous than he is. Even Collins seems to be showing some concern.
Rinn: One hour and thirty minutes.
Reporter: This may be it! Collins has a call.
Houdini: Jim, get me up.
Reporter: They’re raising the box. Now they’re opening it. I wish they’d hurry.
Rinn: One hour and thirty-one minutes.
Reporter: Dr. McConnell has Houdini’s arms. He’s checking the magician’s pulse and blood pressure. How is he, Doctor?
Dr. McConnell: His pulse and blood pressure are very low. The man’s suffering from exhaustion.
Houdini: Nonsense! I feel a little dizzy, that’s all! If I do an hour or so of exercise. I’ll feel fine.
Reporter: Mr. Houdini, congratulations! How did you do it? Was it a trick?
Houdini: It was no trick. I took a series of deep breaths before the cover was soldered on. I made very few body movements while in the box and took short breaths. That’s all. I certainly hope that trapped coal miners and deep-sea divers take a lesson from this.
Reporter: How can they take a lesson from your performance. Mr. Houdini? You’re in perfect physical condition.
Houdini: They must learn not to panic. If you panic, your body needs more air. I have trained myself to remain calm in all situations. Everyone should do the same.

Questions :
(i) Describe Collin’s contact with Houdini.
(ii) What happens after Houdini comes out of the box?

Answers :
(i) The doctor and the reporter are concerned about Houdini, because there has been no sign from the man in the box yet. They insist on Collins, Houdini’s assistant, to talk to him. Collins informs him of the passage of an hour and the doctors pressure on him to pull him (Houdini) out. Collins waits for his reply. He learns that he is doing well and shares this information with them. Collins gets a call from Houdini concerning the leak in the box and a slight trickle of water coming in.
(ii) After Houdini comes out of the iron box in a triumphant fashion, the reporter congratulated him on remaining for one hour and thirty-one minutes in a sealed box and that too submerged in a swimming pool. He asks Houdini if he had resorted to a trick for his success. Houdini says that there was no trick. He had taken a series of deep breaths before the cover of the box was firmly fixed with solder. During his stay inside the box, he made few body movements and took short breaths. Above all, he has trained himself to remain calm in the face of any situation. In the reporter’s view, Houdini is a fantastic man.

Introducing the Author :
Dr. Robert Lado is one of the founders of contrastive linguistics which as a sub-disciple of applied linguistics served the purpose of improving language teaching material. He is a prolific writer. His works include over 60 books and many articles that deal with various topics ranging from linguistics to language testing and cross-cultural understanding.

About the Story :
‘The One and Only Houdini’, as the title signifies, throws light on Houdini’s miraculous act. Houdini’s second variation on Buried Alive was an endurance test designed to expose mystical Egyptian performer Rahman Bey, who claimed to use supernatural powers to remain in a sealed casket for an hour. Houdini bettered Bey on August 5, 1926, by remaining in a sealed casket, or coffin, submerged in the swimming pool of New York’s Hotel Shelton for one hour and a half. Houdini claimed he did not use any trickery or supernatural powers to accomplish this feat, just controlled breathing.

Summary :
It was August 5, 1926. All eyes were set on the swimming pool at New York’s Hotel Shelton. James Collins, Houdini’s assistant, Dr. Mc Connell and Joseph Rinn, the official time-keeper were present. People were gathering gradually at the pool. They were placing the iron box near the pool’s edge. It comprised a telephone and an alarm bell with batteries.

Harry Houdini clad in a black swimming suit appeared there. He was fifty-two, yet he was in good physical condition. Before getting inside the box, Houdini thanked everyone for coming to see his performance. He was going to disprove the theory that a man could live only three minutes without air. Houdini was inside the box now. Then it was tightly sealed. A team of swimmers would stand on the box before it was submerged in the swimming pool. The swimmers were instructed to keep the box level beneath the surface of the water as a result of which Houdini will not be moved backwards and forwards. The countdown started.

Houdini who was keen on going without air for an hour made him an object of attention. His success would come out in all newspapers all over the world. The reporter probed Houdini’s past. His real name was Ehrich Weiss, who was born in Appleton, Wisconsin. He was interested in magic. He became a professional magician under the name of Harry Houdini. He was married. Houdini was widely known for his sensational escape acts. Bessie had played a great role in her husband’s life. Minutes trickled by. Nobody knows what Houdini was doing inside the box. He had undertaken this ordeal after undergoing rigorous training for three weeks. Houdini possessed strong chest muscles. His tough stomach muscles resisted the fists of big, strong men.

With the passing of minutes, fear and anxiety gripped the people. There was no response from Houdini. The doctor in particular advised Collins to pull him out of the box when an hour was up. After interacting with Houdini, Collins declared that he seems to have smooth sailing. Doctor’s anxiety gave way to admiration. Houdini was an amazing man! Collins got a call from him. The box had developed a leak and only a slight trickle of water was entering. Everybody was understandably concerned. It was now one hour and thirty minutes. The box was opened. To everyone’s stunned disbelief, Houdini emerged out of it with flying colours. The reporter congratulated him. One key to his achievement lay in his ability to be calm in the face of any situation. The topic comes to close with the reporter’s fabulous remark, ‘You’re a fantastic man, Mr. Harry Houdini!’

ସାରାଂଶ :

Harry Houdini ଥିଲେ ଜଣେ ପ୍ରସିଦ୍ଧ ଯାଦୁକର । ତାଙ୍କ ସ୍ତ୍ରୀ Bessie ମଧ୍ୟ ଜଣେ ଯାଦୁକର ଥିଲେ । ସେମାନେ ଉଭୟ ଅନେକ ମ୍ୟାଜିକ୍ ସୋ ଦେଖାଇଛନ୍ତି । ତାଙ୍କର ସବୁଠୁ ଭଲ ସୋ ଥିଲା, Houdini ଙ୍କୁ ହ୍ୟାଣ୍ଟକପ୍ ପକାଇଦେଲେ ସେ ଆପଣାଛାଏଁ ହ୍ୟାଣ୍ଡକପ୍ ଖୋଲିଦେଇ ଚାଲିଆସୁଥିଲେ । ତାଙ୍କୁ ପାଣିଭିତରେ ବୁଡ଼ାଇ ରଖୁଲେ ସେ ଆପେ ଆପେ କୂଳରେ ଲାଗିଯାଉଥିଲେ । ତାଙ୍କର ଯାଦୁଖେଳର ୟୁରୋପରେ ଖୁବ୍ ନାଁ ଥିଲା । ଦିନେ Houdini ଘୋଷଣା କଲେ ଯେ ସେ ଗୋଟେ ନିବୁଜ ବାକ୍ସ ଭିତରେ ରହିବେ ଓ ବାକ୍ସଟି ପାଣିଭିତରେ ବୁଡ଼ାଯିବ । ବାକ୍ସ ଭିତରେ ଟେଲିଫୋନ୍, କଲିଂବେଲ ରହିବ । କିଛି ଲୋକ ବାକ୍ସଟିକୁ ପାଣିଭିତରେ ସ୍ଥିର ଭାବରେ ଧରି ରଖୁବେ । ବିଜ୍ଞାନ କୁହେ, ମଣିଷ ବିନା ବାୟୁରେ ମାତ୍ର ତିନିମିନିଟ୍ ରହିପାରିବ। ମାତ୍ର ସେ ପ୍ରମାଣ କରିଦେବେ ଯେ ସେ ବିନା ବାୟୁରେ ଏକ ଘଣ୍ଟାକାଳ ରହିପାରିବେ ।

Houdini ଙ୍କ ଅଲୌକିକ ଘଟଣା ଦେଖିବାକୁ ସେଦିନ ପୋଖରୀ କୂଳରେ ହଜାର ହଜାର ଲୋକ ଭିଡ଼ ଜମାଇଥାନ୍ତି । ତାଙ୍କ ସହକାରୀ Collins ସାମ୍ବାଦିକମାନଙ୍କୁ ତାଙ୍କ ଗୁରୁଙ୍କ ବିଷୟରେ ବୁଝାଉଥାଏ । Dr. Mcconnell ପ୍ରସ୍ତୁତ ଥାଆନ୍ତି, କାଳେ କିଛି ଅଘଟଣ ଘଟିବ । Rinn ପ୍ରସ୍ତୁତ ଥାଆନ୍ତି ସମୟ ଗଣିବେ । ପ୍ରତି ପାଞ୍ଚ ମିନିଟ୍‌ରେ ଥରେ ଲେଖାଏଁ ଘୋଷଣା କରିବେ । ଘଣ୍ଟାଏ ଡେଇଁଗଲାପରେ ଯଦି Houdini ନ ଆସନ୍ତି ଓ ଭଲ ଥାଆନ୍ତି, ତେବେ ସେ ତେଣିକି ପ୍ରତ୍ୟେକ ଏକ ମିନିଟ୍ ଘୋଷଣା କରିବେ । Houdini ଧୀର ଓ ହସହସ ମୁହଁରେ ଆସିଲେ । ସେ ସମବେତ ଜନତାଙ୍କୁ ଅଭିବାଦନ ଜଣାଇଲେ ଓ କହିଲେ, ମୁଁ ଆଜି ବିଜ୍ଞାନର ନିୟମକୁ ଭାଙ୍ଗିବାକୁ ଯାଉଛି । ଯଦି ସଫଳ ହେଲି ଭଲକଥା । ଯଦି ମରିଗଲି, ତା ହେଲେ ଜାଣିବ, ଈଶ୍ବର ବୋଧହୁଏ ମୋର ମୁର୍ଖମିକୁ ସହିଲେ ନାହିଁ । Houdini ବାକ୍ସରେ ପଶିଲେ । ତା’ପୂର୍ବରୁ ଡାକ୍ତର ତାଙ୍କର ହୃତ୍‌ସ୍ପନ୍ଦନ ନାଡ଼ି ପରୀକ୍ଷା କରି ଦେଖୁଥିଲେ ଯେ ସେ ସଂପୂର୍ଣ୍ଣ ସୁସ୍ଥ ଅଛନ୍ତି । ଏଥର ବାକ୍ସକୁ ଭଲଭାବରେ ନିବୁଜ କରାଗଲା । ତାକୁ ପାଣିଭିତରେ ବୁଡ଼ାଇ ରଖାଗଲା ଓ କିଛିଲୋକ ବାସଟିକୁ ପାଣିଭିତରେ ସ୍ଥିରକରି ରଖୁଲେ । ଏଣେ Rinn ଗଣନା ଆରମ୍ଭ କଲେ ।

ମିନିଟ୍ ପରେ ମିନିଟ୍ ଗଡ଼ିଚାଲିଲା । ସାମ୍ବାଦିକ ଜଣକ Collins ଓ ଅନ୍ୟମାନଙ୍କଠାରୁ Houdini ଙ୍କ ବିଷୟରେ ବିଭିନ୍ନ ଖବର ସଂଗ୍ରହ କରୁଥାନ୍ତି । ସେ ଜଣେ ଦକ୍ଷ ଯାଦୁକର । ସେ ନିଜ ଦେହରୁ ହାତକାଢ଼ି ନେଉଥିଲେ । ସେ ୧୮୭୪ ମସିହାରେ Appleton ରେ ଜନ୍ମ ନେଇଥିଲେ । ତାଙ୍କର ପ୍ରକୃତ ନାଁ Enrich Weiss I ତାଙ୍କ ପରିବାର ଖୁବ୍‌ ଗରିବ ଥିଲା । ଏଣୁ ସେ ପିଲାଟି ଦିନରୁ ପରିବାର ପୋଷିବାପାଇଁ କାମ କରୁଥିଲେ । ସେତେବେଳେ ସେ ହ୍ୟାଣ୍ଡକପ୍ ଖୋଲିବାର କଳାକୌଶଳ ଶିଖୁଥିଲେ । ସେ ମଧ୍ୟ ବେଳେବେଳେ ଫରାସି ଯାଦୁକର Robert Houdini ଙ୍କ ରଚିତ କିଛି ବହି ପଢ଼ି ଖୁବ୍ ପ୍ରଭାବିତ ହେଲେ ଓ ନିଜ ନାଁ ବଦଳାଇ ନିଜକୁ Harry Houdini ନାମରେ ପରିଣତ କରାଇଲେ । ସମୟ ଗଡ଼ି ଚାଲିଥାଏ । Rinn ପାଞ୍ଚ, ଦଶ, ପନ୍ଦର, କୋଡ଼ିଏ ଏମିତି ଗଣିଚାଲିଥାଆନ୍ତି । ଯେଉଁ ଲୋକମାନେ ବାକ୍ସକୁ ଧରିଥିଲେ, ସେମାନେ ଖସି ପଡ଼ିଲେ । ଲୋକମାନେ ଉତ୍କଣ୍ଠିତ ହୋଇପଡ଼ିଲେ । ଭାବିଲେ, Houdini ବୋଧହୁଏ ବାହାରକୁ ଆସିବାକୁ ଚେଷ୍ଟା କରୁଛନ୍ତି । Collins ଟେଲିଫୋନ୍ ଲଗାଇ ପଚାରିଲେ Houdini! | 66 ଅଛନ୍ତି ? ସେ ଉତ୍ତର ଦେଲେ, ଭଲ ଅଛି’’ । ଡାକ୍ତରମାନେ ମତଦେଲେ, ବାକ୍ସଭିତରେ ଯେତିକି ବାୟୁ ଅଛି ସେଥ‌ିରେ ଜଣେ ଲୋକ ପଚାଶ ଥର ନିଃଶ୍ବାସ ନେଇପାରିବ । ତା’ପରେ ସେ ନିଶ୍ଚୟ ଅଶ୍ୱସ୍ତି ଅନୁଭବ କରିବ । ସେ ନିଶ୍ଚୟ ବାକ୍ସ ଖୋଲିବାକୁ କହିବେ । Collins କହିଲେ – ମୁଁ ତାଙ୍କୁ ଯେତିକି ଜାଣିଛି, ସେ ସମୟ କେବେ ଆସିବ ନାହିଁ । କାରଣ Houdini କୌଣସି କଥାକୁ ପାଞ୍ଚ ଦଶଥର ପରୀକ୍ଷା ନ କରି ଜଣଙ୍କ ଆଗରେ ପେଶ୍ କରନ୍ତି ନାହିଁ ।

ବେଳକୁ ବେଳ ସାମ୍ବାଦିକଙ୍କ ଭିଡ଼ ଜମିଲା । ଡାକ୍ତରମାନେ ମଧ୍ୟ ଆସି ପହଞ୍ଚିଲେ । ସେମାନେ କହିଲେ – ଏହା ଏକ ଆତ୍ମଘାତୀ କାର୍ଯ୍ୟ । Houdini ଙ୍କୁ ଏଥୁରୁ ନିବୃତ୍ତ କରାଯାଉ । ଏହା ଭିତରେ ଘଣ୍ଟାଏ ବି ହୋଇଗଲା । ଲୋକମାନେ କିଛି ସମୟପାଇଁ ଖୁସି ଦେଖାଗଲେ । ଭାବିଲେ, ଏଥର Houdini ବାହାରକୁ ଆସିବାକୁ କହିବେ । ମାତ୍ର ସେମିତି କିଛି ହେଲା ନାହିଁ । ଡାକ୍ତରମାନେ ବାଧ୍ୟ କରିବାରୁ Collins ପୁଣିଥରେ ଟେଲିଫୋନ୍ ଲଗାଇ ପଚାରିଲେ – Houdini ! ଡାକ୍ତରମାନେ ବାଧ୍ୟକରୁଛନ୍ତି ବାହାରକୁ ଆସିବାପାଇଁ । Houdini ଉତ୍ତର ଦେଲେ – ମୁଁ କହିଲେ ମତେ ଉପରକୁ ନେବ । ଏଥର ଲୋକମାନେ କୁହାକୁହି ହେଲେ – Houdini ନିଃଶ୍ଵାସ ପ୍ରଶ୍ଵାସ ରୋଧ କରିବା ତାଲିମ ପାଇଛନ୍ତି । ସେ ବିନା ବାୟୁରେ ରହିବାର କୌଶଳ ଶିଖ୍ଯାଇଛନ୍ତି । ଏହା ଭିତରେ ଏକ ଘଣ୍ଟା ତିରିଶ ମିନିଟ୍ ହେଲା । ଏଥର Houdini ଙ୍କ ଠାରୁ ସଂକେତ ଆସିଲା ତାଙ୍କ ବାହାରକୁ ଆଣିବାପାଇଁ । ଲୋକମାନେ ଏକଘଣ୍ଟା ଏକତିରିଶ ମିନିଟ୍‌ରେ ବାକ୍ସ ଖୋଲିଲେ । ଡାକ୍ତରମାନେ Houdiniଙ୍କ ସ୍ବାସ୍ଥ୍ୟ ପରୀକ୍ଷା କଲେ । କିଛି ବ୍ୟତିକ୍ରମ ହୋଇନଥିଲା । ସାମ୍ବାଦିକମାନେ Houdiniଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ।

ଏଥର ସାମ୍ବାଦିକମାନେ Houdini ଙ୍କୁ ପଚାରିଲେ ଏହା କେମିତି ସଂଭବ ହେଲା ? Houdini କହିଲେ ଏଥ‌ିରେ ଯାଦୁବିଦ୍ୟା ନାହିଁ । ଏହା ଏକ ସାଧନା ମାତ୍ର । ମୁଁ ନିଃଶ୍ଵାସ ରୋଧ କରିବା ଶିଖୁ ଯାଇଛି । ଏହା ମତେ ଏତେ ସମୟ ବାକ୍ସ ଭିତରେ ବଞ୍ଚାଇ ରଖୁ । ଶ୍ଵାସକ୍ରିୟା ଖୁବ୍ ମନ୍ଥର ଥିଲା । ସାମ୍ବାଦିକମାନେ ପଚାରିଲେ – ଆପଣ ଯୁବଗୋଷ୍ଠୀଙ୍କୁ କି ବାର୍ତ୍ତା ଦେବେ ? Houdini କହିଲେ – ସେମାନେ ଭୟ କରିବା ଛାଡ଼ି ଦିଅନ୍ତୁ । ସେମାନେ ଯେ କୌଣସି ପରିସ୍ଥିତିକୁ ସହଜ, ସରଳ ଓ ଶାନ୍ତ ଭାବରେ ସାମ୍ନା କରିବାକୁ ଶିଖନ୍ତୁ । ସମସ୍ତେ Houdini ଙ୍କର ଜୟଗାନ କଲେ ।

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Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Unit 1 Text A: Memories of Crossgates School Textbook Activity Questions and Answers.

Class 11th Alternative English Chapter 1 Memories of Crossgates School Question Answers CHSE Odisha

Memories of Crossgates School Class 11 Questions and Answers

Activity – 1

Comprehension:
Look at the passage again and put a tick mark against the correct alternative.
(a) The writer describes the pleasure of school life enjoyed during.
(i) Winter,
(ii) Summer,
(iii) Summer and Winter.
Answer:
Summer (✓)

(b) The phrase ‘taking fee walk’ in line 15 is given within question marks to indicate.
(i) that the writer does not approve of the master’s talking a walk.
(ii) that the mortar was actually keeping watch over the boys on fee pretext of taking the walk.
(iii) fee mortar had gone on a visit to the town on the pretex of taking a walk.
Answer:
That the mortar was actually keeping watch over the boys on fee pretext of taking the walks. (✓)

Activity – 2

Comprehension:
Answer the following question briefly as you can.
(a) At what time of the day did the writer bath in fee sea?
Answer:
In the afternoon of the day, the writer took bath in fee sea.

(b) Did he enjoy swimming among the chalk boulders or have a sense suffering for it? What words in the text tell you the’ answer?
Answer:
The author had a pleasant pain for his swimming among the’ chalk boulder. lt was painful because he was full of cuts when he was back at home. The words – “bathed dangerously” and “covered; with cuts” tell us this answer in the text.

(c) What was the boys’ “special treat” in mid-summer evening?
Answer:
The boy had a “special treat” in mid-summer evenings when they were not driven off to hed arid were allowed to go about the grounds in the long twilight terminating in a drive into the swimming bath at about 9 O’clock.

(d) Who were Orwell’s favourite authors in his boyhood ?”
Answer:
Ian Hay, Thackeray, Kipling and H.GWells were Orwell’s favourite authors in his boyhood.

(e) What are the different kinds of caterpillars ‘ that’ Orwell mentions in the passage?
Answer:
The silky green and purple puss moth, the ghostly green popular lewk, the private hawk are the kinds of caterpillars that Orwell mentions in the passage.

(f) What does Orwell say about his “hopeless love affair”?
Answer:
Orwell had a proud love for cricket till he was eighteen. But he was not cricket till he was eighteen. But he was not at all well at the game. Therefore it was “hopeless Ipye affair- a relentless love without any yield.

(g) What does Orwell learn from his experiences at Crossgates School?
Answer:
Orwell learnt a lot of sweet and bitter experiences at Crossgates school. The childhood days were the formative years when children enjoy moving about scot-free. This experience helps to build up the conviction that the things one wants ‘most are always unattainable.

Activity – 3

Writing:
Write in points, the six pleasures of school life that the writer mentions in the passage.
Answer:
The six pleasures of school life that the writer mentions in the passage are:
(1) Bathing dangerously among the chalk boulder in the sea in the returning afternoon.
(2) Deriving special pleasure from mid summer evenings to move about the grounds in the long twilight and taking a dive into the swimming bath at about 9 O’clock.
(3) Walking early on summer morning and having an hour’s undisturbed reading of his favourite authors like Ian Hary, Thackery, Kipling and H.G Wells.
(4) Devoting to cricket hopelessly because he was not good at this game in spite of his sincere efforts.
(5) Keeping caterpillars and dragging a beg-net along the bottom the dew ponds to collect biological specimens.
(6) Escaping long enough from the master with the illicitly purchased of tiny insects.

Activity – 4

Grammar:
Subject-verb Agreement in ’There’ constructions will you please give Text-A another look to find out how many ‘there….’ sentences are used by the author? Notice that sentence-2 in the text-Sentences on summer afternoons there were wonderful expeditions across the Downs…. is a ‘there…’ sentence. Write the sentence number as well as the ‘there…’ sentence you find in the text.
Answer:
Sentence-3: And there were still more wonderful midsummer evening when as a special treat, we were not driven off to bed as usual but allowed to wander about the grounds in the long twilight, ending up with a plunge into the swimming bath at about 9 O’clock.

Sentence-4: There was the joy of walking early on summer morning and getting in an hour’s undisturbed reading (Ian Hay, Thackery, Kipling and H.G. Wells were, the favourite authors of my boyhood) in the sunlight sleeping dormitory.

Sentence-5: There was also cricket which I was no good act but with which 1 conducted a sort of hopeless love affair upto the age of about eighteen.

Sentence-6: And there was the pleasure of keeping caterpillars-the silky iron and purple puss-math, the ghostly green popular park, the privet hawk, large as one’s third finger specimens of which could be illicitly purchased for sixpence at a shop in the town-and when one could escape long enough from the morter who was “taking the walk” share was the excitement of dredging the dew-ponds on the Downs for enormous newts with orange coloured Bellies.

You can very well notice that the verb ‘there’- sentences is either was or more. As you known the verb in an English sentence agrees with the subject in number and person.

Example:
(1) He was ready.
(2) They were ready,
(3) I am reading English grammar today.
(4) She is writing a letter to his friend now.

The subject ‘he’ in sentence-1 is singular in number and so, a singular verb ‘was’ has been used- The sentence would. be wrong if a ‘plural’ verb, such as were, was used. Also notice that verb ‘were’ in sentence two agrees with the subject they in respect of plurality.

The verbs in sentences (3) and (4), do not differ in number i.e., both of them have singular subjects, but they do differ in person. ‘I’ is a first person pronoun, while ‘she’ is a third-person pronoun. So the difference in the verb ‘am’ and ‘is’ are according to them.

In sentences 1-4, the subject comes before the verb. In these sentences, however,’ there’ comes in the subject position while the real subject (which is .also. known as the postponed subject), occurs after the verb. You can, now look back at your list of these sentences above and notice that the verb after there is ‘was’ or ‘were’ according to whether the postponed subject is singular or plural. Thus, in sentence 2 of the text-Sometimes on summer afternoon, there were wonderful expeditions…. the verb ‘were’ is plural because the postponed subject wonderful expeditions is plural. In sentence 4 of the text-there was the Joy of walking easily the singular verb was agrees with the singular postponed subject the Joy of walking early.

Now fill in each blank in the following letter with an appropriate verb from the following list:
is required
is take
do not object
are
attract
is wanted.

Dated the 11th June 2001
To
The Chairperson.
Bhimpur Municipality,
Bhimpur.
Madam,
I would like to express my concern at the growing number of so-called lottery centres in our town.
There__________ several reasons why I object to these places. Firstly, die operators under the false promise Of an easy fortune, _________quite substantial amounts of money away from the poor people who ate least able to afford it. Secondly, While I __________ to gambling in principle, I feel that this particular kind, where no skill __________ on the part of the betting person, is especially Offensive and deadening to the intellect. Thirdly, these establishments often ____________ undesirable individuals into the neighbourhood. Lastly, die physical appearance of these places is must unattractive, and there __________ almost always a lot of noise around. I hope that the Municipal Council will consider very carefully whether this mindless kind of gambling is what _______________ in this traditionally peaceful town.

Yours faithfully,
Smita Samantray.

Answer:
To
The Chairperson
Bhimpur Municipality,
Bhimpur.
Madam,
I would like to express my concern at the growing number of so-called lottery centres in our town.
There are several reasons why I object to these places. Firstly, the operators under the false promise of an easy fortune, take quite substantial amounts of money away from the poor people who are least able to afford it. Secondly, while I do not object to gambling in principle, I feel that this particular kind, where no skill is required in the part of the betting person, is especially offensive and deadening to the intellect. Thirdly, these establishments often attract undersirable individuals into the neighbourhood. Lastly, the physical appearance of these places is must unattractive, and there is almost always a lot of noise around. I hope that the Municipal Council will consider very carefully whether this mindless kind of gambling is what is wanted in this traditionally peaceful town.

Yours faithfully,
Smita Samantray.

Section- A
Pre-reading Activity:
Before reading the following passage which presents George Orwell’s recollection of his school days, write three main things which you remember about your school days.
(1)
(2)
(3)
Now read Text A below quickly to see what Orwell remembers about his school days.

Section- B
Pre-reading Activity:
The text you are going to read in this section has the title “Make Me a Child Again. Just for Tonight”. Almost every one of us has fond memories of childhood, and therefore wants to become a child again. Can you write below three possible reasons why people want to become children again?
(1)
(2)
(3)

Pre-reading Tips:
In this section, you will read a passage or learning. Your primary aim here is to grasp the central meaning of the passage. To do this rapidly and accurately, you have to adopt aggressive reading. In other words, you must get into the habit of speeding through words and you must try to focus on the broad structure, of the passage while reading.

Try to recognise the author’s pattern of thinking and to realise how the detail serve to highlight the main ideas, but don’t let these details slow you down Skim or Skip whenever you feel, you can safely do so, that is, where, you are reasonably sure that you know what the next sentence or paragraph will contain. In order to detect the author’s pattern of thinking and to understand what, in essence,the author is trying to say, you don’t have to read every single word or every single sentence. By thinking along with the author’s pattern of thinking, you can predict what is likely to come next, and whether it is important, less important or completely unimportant to the central meaning of the text. Now cruise through Text-B with conscious pressure on your speed, with an awareness that you must go first. As average learner on the Alternative English course needs 4 to 6 minutes to complete a quick reading of the passage with the aim of grasping the central idea of the piece.

Extra Activity – 4(A)

A. Make sentences of your own using the following:
horde
expeditions
bath
wander
plunge
ghostly
specimen
illicit
escape
excitement

Answer:
horde – He encountered a horde of critical situations.
expeditions – We pray God before starting our expeditions.
wander – The mad man wanders the whole Say.
bath – We should have our baths before praying God.
plunge – We plunge into a river before swimming.
ghostly – The terrorists made the atmosphere ghostly.
specimen – The bank requires specimen signature before opening an account.
illicit – It is illicit to keep gun without licence.
escape – The criminal made all possible efforts to escape punishment
excitement – One cant act well without excitement.

B. Supply appropriate prepositions in the blanks:

(a) We go by the river __________ summer evenings.
(b) He came back from the forest covered __________ cuts.
(c) We were not driven ___________ to bed as used but allowed to wander __________ the grounds _______the long twilight ending up with a plunge ___________ the swimming bath ____________ 9 O’clock.
(d) There was also cricket which I was no good ‘ but ___________ which I conducted a sort of hopeless love affair ____________ the a sort of hopeless love affair ___________ the age of about eighteen.
(e) This business __________ being out ___________ a walk coming across something _________ fascinating interest and then being dragged __________ it by a yell ___________the mortar, like a dog jerked onwards ___________ die leash, is an important feature ___________ school life.

Answer:
(a) We go by the river on summer evening.
(b) He came back from the forest covered with cuts.
(c) We were not driven off to bed as usual. but allowed to wander about the grounds In the long twilight ending up with a plunge into the swimming bath at about 9 O’clock.
(d) There was also cricket which 1 was no good at but with which I conducted a sort of hopeless love affairs upto the age of about eighteen.
(e) This business of being out for a week coming across something of fascinating interest and then being dogged away from it by a yell from the mortar like a dog jerked onwards by the leash. It is an important feature of school life.

C. Use the following :
cover
finger
treat
purchase
ground
escape
end
master
conduct
walk
Answer:
cover :
(N) The cover of this book is attractive.
(V) They covered the idol with flowers.
treat:
(N) Going on a horse’s back gives a special treat.
(V) They treated their guests with respect.
ground:
(N) Your argument has no ground.
(V) This building grounds on a solid structure.
end:
(N) The play has a tragic end.
(V) The play ends with a tragic note.
finger:
(N) Our fingers are not equal.
(V) He fingers well in typing.
purchase:
(N) Business centres round.
(V) He purchased a car yesterday.
escape:
(N) He had no escape from such a crime.
(V) At last, the criminal escaped from the prison.
Master:
(N) The master scolded his servant for his mistake.
(V) He has mastered English language well.

Memories of Crossgates School Summary in English

However, George Orwell had memories at Crossgates School. They were both sweet and bitter memories. He, very often, had beautiful expeditions to different spots. These were Downs, a vast grassy land, and Beachy Head an attractive spot for summer days. He also took baths in Beachy Head. Sometimes, he returned home with injuries. They also had special pleasure from the midsummer evenings. He also very often wander about in the twilight. He also derived great pleasure by taking a dive into the swimming bath. He had also great mirth of getting up early on summer mornings and also reading Ian Hay. Thacjceran, Kipling and H.G. Wells works. Actually, he was not very good at cricket, but this did not imply that he did not love it. On the other hand, he loved cricket upto eighteen. He also took tremendous joy in the forbidden churphase of tiny insects and ran ‘away from the mortar who was “taking the walk”. He had pleasant experiences in bringing up bag nets to collect newts with dredges. He was also bringing up other biological specimens.

Outlines of the Eassay :

• George Or well had memories at Crossgates School.
• They were both sweet and bitter memories.
• He, very often, had beautiful expeditions to different spots.
• These were Downs, a vast grassy land and Beachy Head, an attractive spot for summer days.
• He also took baths in Beachy Head.
• Sometimes, he returned home with injuries.
• He also had special pleasure from the mid-summer evening.
• He also very often wandered about in the twilight.
• He also derived great pleasure by diving into the summer bath.
• He had also great joy of getting up early on summer mornings.
• He derived great joy by reading land Hay, Thackery, Kipling and H.G Wells works.
• However, he was not very good at cricket.
• This did not imply that he did not love it.
• Actually, he loved cricket upto eighteen.
• He also took tremendous joy in the forbidden purchase of tiny insects.
• He ran away from the mortar who was ‘taking the walk’.
• He had pleasant experiences in bringing up beg nets to collect newts with dredges.
• He was also bringing up other biological specimens.

Word Meaning:
horde – a lot of, a great number, crowd, a group of.
expeditions – journeys, movement, wanderings.
the Downs – vast- grassy land.
treat (n) – joy, pleasure, pleasant experience.
wander – roam, move, travel, go about.
twilight – faint half-light after sunset or before sunrise.
walking – getting up from bed, go without sleep.
illicitly – illegally, unlawfully.
purchased – bought, had or exchanged for money.
escape – run away from free sight of
excitement – stirring up, provocation.
dredging – dragging a bag net along the bottom to collect biological specimens.
depends – small ponds.
enormous – large, huge, very big in size.
newts – small aquatic animals wife a moist skin, short legs a long tail.
yell – sound, shout or noise produces from a.distance.
unattainable – which, can not be obtained easily.

Read More:

• Text A: Memories of Crossgates School Question Answer
• Text B: Make me a child again, Just for tonight Question Answer
• Text C: Confessions of a Misspent Youth Question Answer
• Text D: A Time to Think Question Answer

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 1 The Rainbow-Bird Textbook Exercise Questions and Answers.

Class 11th Alternative English Short Stories Chapter 1 The Rainbow-Bird Question Answers CHSE Odisha

The Rainbow-Bird Class 11 Questions and Answers

Section- I

Questions For Discussion:
Question 1.
Why was Maggie unmindful in the classroom the whole afternoon?
Answer:
Maggie was unmindful in the classroom the whole after-noon because her mind had been filled with the vision of the Rain-bow bird.

Question 2.
“The hands crawled down the cracked face of the clock with aggravating slowness….”. What does this expression suggest ?
Answer:
Maggie felt as if the hands of the c,ock were consider ably slow. A small spare of time seemed very long to her. Waiting makes time longer. And therefore she felt that the hands of the clock were very slow in their movement as her mind was preoccupied with the thought of the bird.

Question 3.
Why did Maggie avoid the other girls of the class?
Answer:
Maggie avoided the other girls of the class because she never wished them to find out her secret. She looked down upon their empty faces and their coldly-mocking eyes. They also made fun of her because she carried beetles.

Question 4.
What did Maggie do when the school was over?
Answer:
When the school was over, Maggie had a look at Don. She also raced down to the bottom fence along through the bushes that covered the side of the hill.

Question 5.
How did Maggie feel at the sight of the rainbow bird and the world of the school? What do they signify?
Answer:
However, Maggie felt exulted and Proud at the sight of the rainbow bird and she felt nervous and at the world of the school. However, the former signifies the world of happiness and the latter the world, of unhappiness.

Question 6.
Which lines present a contrast between the world of the bird and the world of the school? What do they signify?
Answer:
The lines 13 to 21 present a contrast world of the bird and the world of the school. They signify the dullness of the world of the bird.

Question 7.
“It is a bird now”. In which context does Maggie’s mother say so? Why ‘now’? Does it imply that Maggie had other obsessions earlier? Which ones? (See Paragraph 5)
Answer:
Maggie’s mother says so when she hears the girl mutter on the pillow. It is “now” because, she chirps like at the moment, Maggie had other obsessions also, because she carried beetle wings and cowries about in her matchbox to stare at under the dark.

Focusing Questions:

Question 1.
What does this section of the story tell us about Maggie’s preoccupation with the bird?
Answer:
“The Rainbow Bird” is, undoubtedly, Vance Palmer’s outstanding and typical short story. The first section of the story explains us about Maggie’s preoccupation with the bird. We know that Maggie’s mind has been filled with the vision of the bird. The bird is blue-green shot with gold, its tail an arrow. The girl could scarcely know what she was writing. It has become a regular feature with her. When the school was over, she had. a look at Don. She raced down to the bottom fence along through the bushes that covered the side of the hill. Don was limping because of his sore toe, flushed and breathless Maggie had reached the bottom of the gully before he came out of the undergrowth.

However from the end if the playground, she could hear the other girls her classmates calling her. She did not pay any heed to their voices: She looked down upon their empty faces, their coldly mocking’ eyes. They made fun with her because she carried beetle wings and cowries about in her matchbox to stare at under the desk. Maggie walked along with Don. They went up the other hills across a cleared paddock that lay beside the beach, Before the eyes of both of them won die deep cleft left by the store truck when it was bogged months before and the title round hole with a heap of sand in front of it. Such a tinny tunnel in the side of the rut that no of could notice unless he saw the bird fly out. There had been a sudden burr of wing almost beneath their feet. A shimmer of opal in the sun-bright ajr and then a stillness as the bird settled on the sbe-oak thirty yards away, making their hearts turn over with the sheer beauty of its bronze and luminous green.

It was a rainbow bird which had come from that rounded tunnel in the sandy earth where the couch grass was growing over the old rut, Moreover, the strange bird was shining out of the grainy grey branches. It was only rarely they surprised her in the nest for as usually seemed to feel the puttering the vibration of their feet along the ground and sleep out unobserved. But, they never had to look far for her. There in the she-oak, she shone, flame-bright and radiant as if she had just dropped from the blue sky. The vision came back to Maggie each night before the closed her eyes in sleep. It seemed that it belonged to a different world from that of the school. As a matter of fact, the section 1 deals with the imaginative aspects, of Maggie whose mind gets preoccupied with the thought of the bird. Her farfetched ‘imagination caries her forwards and her vision drags her to the world of the bird,” a world of brightness, joy and soothing.

Question 2.
How does the storyteller show the contrast between the real world of the school and ‘ the’ world of Maggie’s dreams?
Answer:
Vance Palmer is an eminent and outstanding master in the art of storytelling. In this discussing story “The Rainbow Bird”, he displays a sharp contrast between the real world of the school with the dreamy and imaginative world of Maggie very intensely in the first section of the story. The two world have been beautifully gestaposed and a succinct picture of the both has been trickily extricated.

Actually, the world of the school was real. But Maggie was preoccupied with the imagination of the rainbow bird and she feels herself out off from the real and physical world devoting herself wholeheartedly to the world of imagination. While at school, she scarcely knew what she was writing. It was usual with her every day. She was impatient with the passage of time, which she thought passed very slowly. The teacher’s voice for her was like the droning of a blowfly against the window pane.

As a matter of fact, the world of the school was regarded, here, as dull, drab, monotonous, gloomy, pale, colourless and charmless. The life has been routined and schemed. It is traditional, prosaic and uninteresting. On the whole, the imaginative world is more flamboyant, gorgeous, enjoyable, rapturous, elusive and devoting them the real world.

Vocabulary:
A. Use the following in sentences of your own:
squirm
beg
skim
rut
cavern
burr
growl
shimmer
blaze
mutter
Answer:
Squirm – He squirmed as a ball hit his head.
skim – I like skim milk.
cavern – I Having seen a tiger, the hare hit itself in the cavern.
growl – The servant did a mistake and so he growled like a dog.
blaze – People telephoned the fire brigade as the house was in blaze.
bog – He, unfortunately, bogged in the marshy land.
rut – This wheel has ruts on the soft soil.
burn – The madman burred at me.
shimmer – The light shimmer due to power disturbance.
mutter – The dull student muttered the answer due to the fear of a mistake.

B. Write the noun forms of the following:
mental
deep
hairy
monthly
momentary
sandy
empty
miraculous
impatient
different

Answer:
mental – mind
deep – depth
hairy – hait
monthly – month
momentary – moment
sandy – sand
empty – emptiness
miraculous – miracle
impatient – impatience
different – difference

Grammar:
Fill in the blanks with suitable prepositions.
1. In my way to school, I saw a soldier _________uniform.
2. He married a lady _________ thirty.
3. He is a man _________ quiet temperament.
4. I saw him going to the field _______ spade.
5. Skill comes _________ practice.
6. The shop was destroyed ________ a fire.
7. The case is investigated __________ police.
8. This letter is written __________ink, not _________pencil.
9. This picture is drawn ________ pencil.
10. He wrote ________ left hand.
11. They won the game _________ case.
12. The world is heading __________another war.
13. When I was going __________marked I saw a beggar ________a broken leg.
14. The train ________ Ambala leaves at 2 p.m.
15. He is __________ London, He wants __________visit Konark.
16. The boys threw stones __________the beggar.
17. Don’t laugh _________ others.
18. Wine is made ___________grape.
19. Your ring is made ___________ gold.
20. Her mother died _________pneumonia.
21. Her father is living __________ New York today.
22. subash Bose was born ___________Cuttack.
23. Now, she is living __________a beautiful house just _________the end of the street.
24. We met __________ Padhihari Pathagar.
25. Her husband works _________a factory.
26. They are living ___________ a flat ___________ Bhubaneswar.
27. He was brought up ___________ a village.
28. He is working _________ a tea plantation.
29. His brother is __________ a bank.
30. They live ___________ 23, Lajpat Road.
31. The monk is living _________ a forest __________the end of the village.
32. She teaches English __________ a school.
33. All know he is not ___________homte. He is __________his office.
34. All who live ________ India are IndiAnswer:
35. The plane landed _________ an island _____________the Indian Ocean.
36. His father works __________ the railways.
37. What’s the distance in miles __________Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets ________ students.
39. He is known all _______ the world as a champion of the poor.
40. Put your signature________ nine.
41. Your pen is __________ your desk.
42. His portrait is handing __________ the fire place.
43. The box is __________ the rack.
44. There is a garden _______my house.
45. His house is just _______ the road.
46. The road is _________ repair.
47. He is _________ criticism. All knew __________ his honesty.
48. Now, twenty men are working ___________him.
49. He can’t sign the contract as he ___________ age.
50. Banki is __________Cuttack, on the Mahanadi.
51. He has no command ________himself.
52. Fix a revenue stamp and sign _________ it.
53. To wear long hair has becoihe a fashion _________young people.
54. He has no command _________himself.
55. We shall start _________ dinner.
56. A woman is _________ gold necklace.
57. I saw a soldier_________ uniform.
58. A farmer was going to field __________a plough on his soldier.
59. He is a man _________ quiet habits.
60. The woman __________pimples on her face quarrelled with your aunt yesterday.
Answer:
1. In my way to school, 1 saw a soldier in uniform.
2. He married a lady of thirty.
3. He is a man of quiet temperament.
4. I saw him going to the field with a spade.
5. Skill comes from practice.
6. The shop was destroyed by a fire.
7. The case is investigated by police.
8. This letter is written in ink, not in pencil.
9. This picture is drawn with pencil.
10. He wrote by left hand.
11. They won the game with ease.
12. The world is heading towards another war.
13. When I was gring to market I saw a beggar with a broken leg.
14. The train for Ambala leaves at 2 p.m.
15. He is from London, He wants to visit Konark.
16. The boys threw stones at the beggar.
17. Don’t laugh at others.
18. Wine is made from grape.
19. Your ring is made of gold.
20. Her mother died of pneumonia.
21. Her father is living for New York today.
22. Subash Bose was bom in Cuttack .
23. Now, she is living m a beautiful house just at the end of the street.
24. We met at Padhihari Pathagar.
25. Her husband works in a factory.
26. They are living in a flat in Bhubaneswar.
27. He was brought up in a village.
28. He is working on a tea plantation.
29. His brother is in a bank.
30. They live at 23, Lajpat Road.
31. The monk is living in a forest at the end of the village.
32. She teaches English in a school.
33. All know he is not at home. He is in his office.
34. All who live m India are IndiAnswer:
35. The plane landed on an Island in the Indian Ocean.
36. His father works on the railways.
37. What’s the distance in miles between Bhubaneswar and Delhi.
38. The Chief Guest distributed sweets among students.
39. He is known all over the world as a champion of the poor.
40. Put your signature below nine.
41. Your pen is under your desk.
42. His portrait is hanging over the fire place.
43. The box is before the rack.
44. There is a garden across my house.
45. His house is just under the road.
46. The road is above repair.
47. He is under criticism. All knew about his honesty.
48. Now, twenty men are working under him.
49. He can’t sign the contract as he is above age.
50. Banki is under Cuttack on the Mahartadi.
51. He has no command oyter himself.
52. Fix a revenue stamp and sign among if.
53. To wear long hair has become a fashion over young people.
54. He has no command after himself.
55. We shall start before dinner.
56. A woman is m gold necklace.
57. 1 saw a soldier in uniform.
58. A farmer was going tja field with a plough on his soldier.
59. He is a man of quiet habits.
60. The woman with pimples on her face quarrelled with your aunt yesterday.

Section – II

Questions For Discussion:
Question 1.
Whom did Maggie and Don meet near the she_oak? What he was What he was doing there?
Answer:
Maggie and Dgn met Cafferty, the honey Man near the she_oak. He was standing almost the nest and looking down into the she-oak by the beach.

Question 2.
How was Maggie shocked on? How her feeling of excitement and joy changed suddenly to one of fear anger and hatred for the man?[Note: Horror laid an icy hand on the girl’s heart, ‘Try to understand’ the significance of this statement.
Answer:
Actually, Maggie had run covering a long distance so as to see the rainbow bird. But she was highly surprised to find something unreal that diminished he excitement. She found Cafferty the Honey man Man standing with a gun who had already hunted a Rainbow bird and kept it in pocket. She ran away in fear and fell on ground in sorrow. His lively spirit depressed.

Question 3.
“Beast! that’s what you are…A beast”. How do these words characterise the feelings of the small girl when she finds that her world of joy and wonder had been destroyed?
Answer:
Maggie had cherished a great joy and excitement to see the colorful Rainbow bird for which she had run a long distance from school. But, to her utter dismay, she found that the bird had been hunted down by Cafferty, the Honey Man. This caused a heavy shock to her. She felt nervous and terrified and knew that her world of joy and wonder had been shattered by Honey Mali. Her state of grief remained no bound. She could not utter a single word. She murmured calling him a beast.

Question 4.
Why did Cafferty swear to wipe the birds off the face of earth?
Answer:
Actually, Cafferty was a Honey Man who was much concerned with the bees, But the Rainbow birds which are very bright and colorful relish in eating bees. This makes a problem to both the bees and Cafferty. For this reason, he was determined to wipe the birds off the face of earth.

Question 5.
“There was dull passion in his absorbed eyes, a sense of warning against evil.” How does this sentence portray the attitude of the Honey Man. What contrast do you mark between the world of Maggie and the world of Cafferty?
Answer:
This statement is the reaction of the Honey Man against the innocent birds. It actually, a war against the evils as the ‘ in-bow birds for the Honey Man are evils, fact, the world of Maggie and that offerty are poles apart. However, Maggie’s role is one of love, joy and beauty whereas that of Cafferty is one of cruelty, hatred and destruction.

Question 6.
What /difference do you mark between the attitudes of Maggie and Don? Does Don support Cafferty? Explain, You’ll now come to the last part of the story while reading it, try to find answers to the following questions.
(i) What happens to Honey Man after the bird is killed?
(ii) How does Maggie look at the happening?
Answer:
Maggie and Don had the urge to visit the brightly coloured Rainbow birds. But Don was rather more practical whereas Maggie lived in a world of fantasy and imagination. She forgot everything for the bird. She felt sony and perplexed at die killing of the bird by Cafferty. On the other hand, Don although supported Maggie and was also against the Honey Man proved to be more practical and consoled her to cope with the- situation come whatever it may be.

Vocabulary:
A. Derive adjectives from the following words in the text, earth, death, suddenly, contempt, heat, hair, fire, home, solidity, stormy, people, moment, thought, obey, color, bag, proudly, sand, sheep, fear, trouble, child, confuse, heart, boy, eye, bewilder, .air, satisfied, color, face, horror, passion, hand, war, right, winter, shadows, superiority, father.
Answer:
earth – earthly
death – dead
suddenly – sudden
contempt – contemptuous
heat – hot
hair – hairy
fire – fiery
home – homely
solidity – solid
storm – stormy
people – popular
moment – momentary
thought – thoughtful
obey – obedient
colour – colourful
bag – baggy
proudly – proud
sand – sandy
sheep – sheepish
fear – fearful
trouble – troublesome
child – childish
confuse – confused
heart – hearty
boy – boyish
eye – ocular
bewilder – bewildered
air – airy
satisfied – satisfactory
colour – colourful
face – facial
horror – horrible
passion – passionate
hand – handy
war – warring
right – rightful
winter – wintry
shadow – shadowy
superiority – superior
father – paternal

B. Derive nouns from the following words in the text:
bathe, red, sure, obey, close, sandy, warm, new, intense, good, wonderful, green, dark, desperate, wooden, different, believe, reveal, hot, grow, thick, distant, solid, die, proudly, pretend, small, occasional, bewilder, noisy, satisfied, thoughtful, rob, drowsy, soft, gracious, heavy, serve, dull, hopeful, absorb, oppress, awkward, visible, dead, lustrous, feel, triumphant, airy.
Answer:
words – Noun
bathe – bath
red – redness
sure – surety
obey – obedience
close – closeness
sandy – sand
warm – warmth
new – newness
intense – intensity
good – goodness
wonderful – wonder
airy – air
dark – darkness
desperate – despair
wooden – wood
different – difference
believe – belief
reveal – revelation
hot – heat
grow – growth
thick – thickness
distant – distance
solid – solidity
die – death
proudly – pride
pretend – pretense
small – smallness
occasional – occasion
bewilder – bewilderment
noisy – noise
satisfied – satisfaction
thoughtful – thought
rob – robber
drowsy – drowsiness
soft – softness
gracious – grace
heavy – heaviness
serve – service
dull – dullness
hopeful – hope
absorb – absorption
oppress – oppression
awkward – awkwardness
visible – vision
dead – death
luster – lustrous
feel – feeling
triumphant – triumphantly

Grammar
A. Replace the Adverbs with Suitable adverb phrases.
1. Our guest will arrive
2. He spoke
3. Park your car
4. Read the book
5. The soldiers fought
6. He spoke on disarmament
7. The boys played
8. She completed the work
9. Their team played
10. He worked
11. My friend responded
12. She met her friend
13. Who was present with you
14. Corruption is the cheapest thing
15. She went away

B. Replace the following adverb phrases with suitable adverbs:
1. In India flourished a glorious civilization
2. Now we live in a
3. The workers completed the work
4. Pursue your aim
5. My mother treated the beggars
6. The thief entered into the room
7. The deer vanished into the forest
8. He broke his misfortune
9. The old man blessed me with
10. I shall join you r
11. He does it :
12. I called them .
13. She waited
14. He sold his commodities
15. The winning team returned

C. Fill in the blanks With “fairly” or “rather”.
1. His son is _________ clever.
2. Jatin’s answer is _________ better than’ Minu’s.
3. His daughter is __________a stupid girl.
4. He is __________ kind. You can approach him for help.
5. This packet is __________ small. I can easily take it in my pocket.
6. This packet is ___________ big. I can’t take it .
7. Your box is __________ small to contain all these articles.
8. This room is _________ precious. I like it.
9. This room is___________ spacious. I don’t like, such room.
10 The weather is _________ better today.
11. This room is _________ difficult to solve.
12. Your performance is _________ satisfactory.
13. Your son is a __________intelligent boy
14. He gave me a ________ silly book.
15. It is a __________good remark.

D. Complete the following sentences by adding suitable to infinite.
1. Do you like …………..
2. She agreed………..
3. The principal allowed us ………………
4. The society expects you……………
5. This dog is too heavy……………….
6. This bag is small enough ………………
7. The old woman wants someone ……………..
8. Will you give me something……………
9. Her story is too tragic…………..
10. She has an interesting story………………..
11. This essay is too difficult………………
12. I have nothing……………….
13. She does not know how………………
14. He didn’t know where …………………
15. We have many problems………………..
16. This poem is too philosophical………………
17. This pencil is too hard………………..
18. I do not know where……………………….
19. I request him…………………
20. I consented him……………………..

Answers:
A. The adverbs are replaced with suitable adverb phrases.
1. Our guest will arrive soon.
2. He spoke gently.
3. Park your car there.
4. Read the book thoroughly.
5. The soldiers fought bravely.
6. He spoke eloquently on disarmament.
7. The tyjys played cheerfully:
8. She completed the work satisfactorily.
9. Their team played carelessly.
10. He worked industriously.
11. My friend responded promptly.
12. She met her friend here.
13. Who was present with you then?
14. Corruption is the cheapest thing every where.
15. She went away hurriedly.

B. The given adverb phrases are replaced with suitable adverbs.
1. Once upon a time in India flourished a glorious civilization.
2. Now he lived in a foreign country.
3. The workers completed the work with satisfaction.
4. Pursue your aim with resolution.
5. My mother treated the beggars with kindness.
6. The thief entered into the room in silence.
7. The deer vanished into the forest at a great speed.
8. He bore his misfortune with patience.
9. The old man blessed me with all his heart.
10. I shall join you in a short while.
11. He does it as a habit.
12. I called them in a loud voice.
13. She waited with great anxiety.
14. He sold his commodities with profit.
15. The winning team returned in triumph.

C. The blanks are filled with ‘fairly’ or ‘rather’.
1. His son is fairly clever.
2. Jatin’s answer is rather better than Minu’s.
3. His daughter is rather a stupid girl.
4. He is fairly kind. You can approach him for help.
5. This packet is fairly small. can easily take it in my pocket.
6. This packet is rather big. I can’t take it
7. Your box is rather small to contain all these articles.
8. This room is fairly precious. 1 like it.
9. This room is rather specious. I don’t like such room.
10. The weather is fairly better today.
11. This sum is rather difficult to solve.
12. Your performance is fairly satisfactory.
13. Your son is fairly intelligent hoy.
14. He gave me a rather silly look.
15. It is a fairly good remark.

D. The sentences are completed by adding suitable to infinite.
1. Do you like to organise a party?
2. She agreed to help his friend.
3. The principal allowed us to fill in the forms.
4. The society expects you to do something spectacular.
5. This dog is too heavy to lift.
6. This bag is small enough to contain all these items.
7. The old woman wants someone to help her.
8. Will you give me something to eat?
9. Her story is too tragic to listen to.
10. She has an interesting stoiy to tell.
11. This essay is too difficult to write.
12. I have nothing to say.
13. She does not know how to drive.
14. He didn’t know where to go.
15. We have many problems to solve.
16. This poem is too philosophical to understand.
17. This pencil is too hard to write with.
18. I do not know where to go.
19. I request him to come.
20. I consented him to give money

Section – III

Questions For Discussion:
Question 1.
What ideas sweep Maggie’s mind after she returned home and threw herself on the bed? Do you mark the difference between Maggie’s feelings in Section-I and those in Section III? (Note: Wonder and Magic – they had gone out of everything: this line is a key to the understanding of the changed world of Maggie).
Answer:
After returning from the field, Maggie went upstairs, she threw herself down Upon the bed and she started thinking of the cruel face of the Honey Man and the bleeding dead bird came to her eyes repeatedly.

Question 2.
What did Maggie imagine when she heard voices between broken drift of sleep?
Answer:
Maggie imagined when she heard voices between broken drifts of sleep that perhaps the Honey Man had died.

Question 3.
How did she react when she was told that Cafferty had been injured ?’ Why did she think “everything had come right”?
Answer:
When Maggie came to know that Cafferty was injured she thought that he should die. She meant that right thing befalls a right man at right time.

Question 4.
Do you find in her a vengeful attitude? Does she feel that justice has been done? What impression do you form about her from her reaction to the Honey Man’s suffering?
Answer:
There is certainly a tone of vengeful attitude. She feels that justice has been meted out. This proves that Maggie’s reaction against killing the rainbow bird is at the apex.

Question 5.
What change do you mark in her in the last paragraph? Has there been a restoration of her world of joy and wonder? How did she imagine about the rainbow bird and the Honey Man.
Answer:
The deadly reaction of Maggie against the Honey Man continued up to the last stanza. She went on with the thought that the Honey Man was standing in the same place is before. The restoration is possible in dream. The rainbow bird and the Honey Man are antagonistic

Questions For Composition:
Question 1.
How does the rainbow bird created a world of wonder and magic for Maggie?
Answer:
The short story “The Rainbow Bird” is written by Vance Palmer, an eminent and outstanding storyteller. His stories are imaginative, thought-provoking and using. In this discussion story, his presentation of an Australian bird that is a Rainbow bird creating a world of wonder and magic for a little girl Maggie is really superb and fantastic. Actually, the rainbow bird automatically aggravated a World of wonder and magic in the psych of Maggie. The imaginative and attractive colour of the beautiful bird has already captivated her delicate mind. So her tender psyche is preoccupied with the idea of the bird and she thinks about it in every breath of her life. She feels disinterested like reading at home and school. In fact, she remains brooding’ over the fascinating bird which is undoubtedly for her a world of wonder and magic.

However, the imagination of the attractive coloured rainbow-bird has entirely captured her mind. She does not cherish any interest in her study at school. Whenever she gets a little bit of leisure, she starts brooding over the thought of seeing the bird. She gets enticed and bewitched by the bird and so runs to see it straightforwardly. She is accompanied by Don. The other students, of the school follow suit. She rushed to the spot to see the bird. But she discovers Cafferty the Honey Man there holding a gun. He has already hunted a rainbow bird before they arrive. The bird is blood-drenched. It is inside the Honey Man’s pocket. He dangles it in front of them. Maggie stands perplexed and shocked. Her heart becomes hardened and stupefied at the uncompromising shock. Out of utter disgust and irritation, she calls the Honey Man a ‘Beast’.

On the other hand, the Honey Man is determined to wipe all such type of tribes off the earth, because they are beefeaters. He moves away. Maggie and Don returned home. Father had been waiting /or their arrival outside. She scarcely eats any thing at home. Her mind has been highly sorrow-stricken by the thought of the dead bird and uncompromising hatred for the Honey Man. She goes upstairs directly without doing his home task’s. After a few minutes her mother arrives with a candle light. But she is being hunted by sleeplessness. She has nothing in her mind but the dead bird and the hideous man. Her mother informs her about that hideous man’s accident. So she starts thinking that such a brutal and hateful man should die.

Her mother marks that she has not slept till then. Even Maggie wanted to know whether he had died. She does not pay any heed to her mother saying that he is a good man. After all she returns to the dreamy state thinking about the dead bird and the brutal and hideous man like the, Cafferty. She thinks God must punish such a cruel man. As a matter of fact, the depiction of the imaginative and dreamy psyche of a little child. Maggie is superb and fantastic. Although imaginative, it on the other hand, carries a bit of truth which straightforwardly expresses the brutality of the man against the natural animals.

Question 2.
Discuss how the story comes full circle with restoration of Maggie’s world of joy and wonder.
Answer:
In fact, it is undoubtedly, accepted that the story “The Rainbow Bird” is one of the superb and fantastic creation of Vance Palmer, a prominent and outstanding story teller. Palmer’s description of Maggie’s world of joy and wonder is really inspiring and heart-enduring. The main character of the story is the little girl Maggie. She is school going. She remains under the hangover of dream and joy throughout the story. She remains in undated the thought of the bird anywhere atod everywhere. She only thinks of the beautiful bird at school. The thought of beautiful bud has disinterested her from her study. She only thinks about die bird on and on. She, is not at all aware of, anything else., Even she runs to see the bird whenever she gets a little bit of chance.

Actually, she is highly fascinated by the vision of this rainbow bird. She galloped with Don to see the bird. She was extremely surprised to discover Cafferty, the Honey Man there. It was that Honey Man who had already killed the rainbow bird. It was because such type of birds like rainbow bird eat the bees. He was standing there with a gun. He had already hunted a beautiful rainbow bird with his gun and kept it in one of his pockets. She was vehemently perplexed and shocked by the sight of that Honey Man. That man showed them the dead blood-drenched rainbow bird dangling it before their eyes. Maggie was entirely irritated by this and ran away with terror and nervousness. She fell
down on the grassy ground. She feels as if she were dead. She was so vexed and sorry that she could not express this by any words. She called him a ‘beast’. On the other hand, the cruel man only said that he was determined to wipe such birds from the earth because these are bee-eaters. Telling this, he departed from the place.

However, Don tried to console her and they returned home. Father had been waiting for them. They reached home and she went upstairs and laid on her bed. She started brooding over the dead hunted bird and about that hideous and brutal man. She came down for supper and then returned back to upstairs. she laid into the but sleep could not come to her eyes. The image 0f that crooked and brutal Honey Man pinched her mind again and over again. She saw the dangling of mat blood-drenched hunting bird in front of her eyes. she abuses on, Her mother marked her abnormal and odd behaviours. Her mother said m Honey Man would be taken to the hospital, as, he was injured hts though by an accident. Maggie thought that it was Gods not judgment for a hideous and cruel man like him. she got relieved because, the birds would be rescued from the clutches of a killer.

As a matter of fact, Palmer’s treatment of the story is really full circle with the restoration of Maggie’s world of joy and wonder. The opening of the story depicting Maggie’s world of joy and wonder ends with be same world of joy and wonder. The conclusion of the story at least provides solace and consolation and pacification to her perplexed and perverted mind of the middle of the story. In short, Palmer’s treatment of the story is superb, thought-provoking and alluring.

Question 3.
Give an account of the contrasting attitudes of Maggie and the other around her to the rainbow bird.
Answer:
In fact, the outstanding storyteller Vance Palmer of the story “The Rainbow Bird” is a superb master in his portrayal of contrasting characters. However, he has vividly observed the attitude of the contrasting characters who are varied and different in tone and temper. He has beautifully contrasted the characters in the following three sets –
i) Maggie and the other school children.
ii) Maggie and Don and
iii) Maggie and Cafferty.
Let us now discuss these contrasting characters in detail.

(i) Maggie and the other school children:
However, Maggie and the other schoolchildren stand in sharp contrast to one another. Maggie’s mind was only concerned with the vision of the beautiful rainbow bird at school. Her hair followed her intense, grape-dark eyes and she scarcely knew what she was writing. This was happening incessantly with her every day at school. On the other hand, die other students were not responsive as her; the colorful and fascinating bird. They squirmed in their seats and folded papers darts to throw across the room. Maggie lived for the intense attraction of seeing the colorful shape of the beautiful bird. After the school was over, she had a look at Don and raced down to the bottom fence along through the bushes that covered the side of the hill.

(ii) Maggie and Don:
Again, the second set of characters are Maggie and Don. They are also contrasted in their attitude towards the beautiful rainbow bird. It is certain that Don consented Maggie to escort her in order to see the GFC rainbow bird, but in reality, he was not so much esthetically bewitched by it. Again he was also not equally burr as Maggie was when they discovered Cafferty at the place having with a gun. Maggie’s running out in great sorrow and terror and falling down on the grass proved out of intense shock whereas Don kept on standing looking at the bereaved Maggie unconcerned with the blood-drenched dead rainbow bird.

(iii) Maggie and Cafferty:
However, the third set of contrasting characters and Maggie and Cafferty, the Honey Man. They are deeply contrasted in the story. They are just like two poles apart. They stand at the extreme ends in their attitudes towards the rainbow bird. In one hand, Maggie loves the little bright colourful beautiful bird, on the other hand, the Cafferty looks down upon such birds. It is because, they eat away the bees. Even he is determined to wipe the birds off the earth. Therefore, when Maggie is portrayed as love-incarnate and live-incarnate, the Honey Man is portrayed as death incinerate for the innocent beautiful birds. As a matter of fact, Palmer, depiction of the above contrasting set of characters is superb and excellent. Even he portrays them with their variegated and contrasting attitude. On the whole, Palmer’s portrayal is inspiring, alluring and heart-rendering.

Grammar:

Supply Preposition:
They panted ___________ the other hill and ____________ a cleared that lay_ them and the beach. Before the eyes __________ both __________. them was the deep cleft left by the store truck when it was bogged months before and the little round hole _________ a heap _________ sand __________ front __________ it. Such a tiny turned ___________ the side __________ the rut that no one would notice unless she saw the bird fly__________ They had cone ___________ it together when they were looking ___________ mushrooms, there had a sudden burr ____________ wings almost ____________ their feet, a shimmer___________ opal ____________ the sun-bright air and then a stillness as the bird settled ____________ the she-oak thirty yards away, making their hearts turn _________ the sheer beauty ___________ its bronze and luminous green.
Answer:
They panted up the other hill and across a cleared paddock that lay between them and the beach. Before the eyes, of both of them was the deep cleft left by the store truck when it was bogged months before and the little round hole with a heap of sand in front of it. Such a tiny turned m the side of the rut that no one would notice unless he saw the bird fly put. They had come on it together when, they were looking for mushrooms, there had a sudden burr of wings almost beneath their feet, a shimmer of opal in the sun-bright air and then a stillness as the bird settled on the sea-oak thirty yards away, making their hearts turn over with the shear beauty of its bronze and luminous green.

Notes on the story-writer and the Story:
Vance Palmer (1885-1959) is a Australian story writer who had considerable reputation among the Common Wealth literary figures. His writings are marked by an interesting portrait of the phenomenal world with its amazing beauty and wonder. With his deft sketch of manners and behavior especially the responses of the young, and tender minds, some of the stories are very impressively drawn. lie excels in the study of “the innocence of the oneself-conscious years” and ‘‘the beginning makes towards discoveries and disappointments which are an essential part of growing up”. His narrative is very often enriched by an evocative use of symbols.

The story in the beginning depicts the innocent joys of childhood days a visionary world of beauty and wonder. The rainbow bird with its multiple shining colours has a magic spell on the small girl. But, the joy and wonder does not last long: to the utmost shock and depression of the child it is totally demolished with the killing of the rainbow bird that represents for her entire world of enthralling beauty and splendor. The Honey Man for her Satan bent upon destroying God’s beautiful creation and design through to others beautiful creation and design through to others accident of the Honey Man, in her opinion, is retributive, and it signifies the ultimate triumph of good over evil.

With the grant of poetic and divine Justice,’ there is a restoration of the earlier world of magic and music, of course at the imaginative and psychic level of the child. The contrast between the two worlds is quite transparent. The rainbow bird has a symbolic significance, most of the lines in the story with their alliterative system have a poetic effect and serve as appropriate expression of the child’s shimmering world of beauty and wonder.

Section- I

Pre-reading Activity:
It is always a pleasure to remember how in your childhood days you ran after the colorful butterflies, how you wanted to keep pets and spend most of your time in their company and how you developed an attachment to the birds and animals. Here is a story depicting a small girl’s love and concern for a colorful Australian bird befittingly called the rainbow bird.

Gist:
Paragraphs: 1-9
Maggie’s mind had been deeply thinking about the sight of a bird. The bird was blue-green shot with gold, its tail an arrow. After the school was over, she had a look at Don. She was racing down to the bottom fence along through the bushes. Don was limping because of his sore toe. She ran breathlessly. She heard her friends call her to wait. She did not listen to them. She was coming back with beetle wings and cowries about in her matchbox.

Paragraphs: 10-14
They went up the bill across a cleared 21) small grass field. They encountered a crack which was sunk month .before. It was a little 22) round hole with a heap of sand before it. A 23) bird flew out of it. It was a rainbow bird. It 24) had come out of the rounded tunnel. Don had 25) wanted to put his hand in and feel if there were any young ones, but Maggie had caught his arm in despair. Her eyes were filled with tear. The bird was seen skimming through the air.

Analytical outlines:

• Maggie’s mind had been filled with the sight of a bird.
• The bird was blue-green shot with gold its tail an arrow.
• She did not know what she was writing.
• After the school was over, she had a look at Don.
• They raced towards the fence
• They raced through the bushes that covered the side of the hill.
• Don was limping.
• Because His toe was sore.
• Maggie had reached the bottom of the gully.
• Her friends woe calling her from the end of the playground.
• But she tried to shut their voices from her ears.
• None of them must find out her secret.
• She looked down upon their empty faces.
• She also despaired their coldly-mocking eyes.
• They made fun of her.
• Because she carried beetle wings.
• She cowries about in her matchbox.
• She did this to stare at under her desk.
• Maggie and Don went up the other hills.
• They went across a cleared paddock.
• The paddock was situated by the side of the beach.
• They had come on it together.
• They were looking for mushrooms.
• They heard a sudden burr of wings.
• They saw a shimmer of opal in die sun bright air.
• Then a stillness profiled the place.
• It was because the bird Settled on the she-oak tree.
• It was thirty yards away from them.
• It was a rainbow bird.
• It had come from the rounded tunnel in the sandy, place.
• The couch grass was growing there.
• Don had wanted to put his hand in.
• He felt of there were any young ones.
• But Maggie had caught his arm.
• She was looking desperate.
• The strange bird sat shining Put of the greenly-grass branches.
• She seemed to feel the puttering vibration of their feet along the ground.
• She stop and unobserved.
• It seemed as if the bird had fallen from the blue sky.
• Sometimes they saw her skimming through the air.
• While flying, it took long, sweeping curves and pausing at the top of the curve.
• The vision came back to Magg night before she closed her eyes in sleep.
• It belonged to a different world from the school the each.

Meanings of difficult words:

Blowfly – an insect that deposits its larval or carrier, excrement etc., or in the wounds of living animals.
squirmed – twisted the’ body as in pain or discomfort.
dart – a pointed missile, arrow.
skim – a thin layer, or film formed on a liquid.
cavern – a deep cave, hollow place.
gully – a water-worn ravine, a narrow channel made by rainwater.
beetle – an insect with hard horny forewings.
cowries -highly polished and usually brightly coloured shells,
growl – to utter a deep rough sound like a dog.
blazes – flames of fire.
paddock – a small grass field.
chafed – divided into two, crack.
bogged – sunk and stuck fast in a marsh or quagmire.
rut – a furrow made by wheels on soft ground.
burr – whisper or murmur.
shimmer – shine with a soft unsteady light.
opal – a type of white stone with changing colours in it.
she-oak – a variety of oak tree.
thistledown – the’ tufted feathery parachutes of thistle seeds,
luminous – clear, bright, shining.
desperate – furious, state of utter despair.

Section – II

Gist:
Paragraphs: 15-20
Maggie and Don quickly passed across the road. They went away the spindle-legged house with no fence around it. They also went away the red-roofed cottage where the bathing suits hung to dry. They thought that they would surely be out that afternoon. It was, indeed, surprising to observe those bits f of living colour down there in the dark. Of course, it would be much more amazing when/they would come out into the light. All on a sudden. Maggie started running snatching 1 Don’s arm. But Don prohibited her running. He said her that somebody was there. So they were to wait for some-time. Don stood glancing at the dark big figure on the slope ever looking the sea. It was Cafferty the Honey Man. He was standing almost on the nest looking down into the sea-oak by the beach. They saw him having a gun with him. The girl was terrified.

Paragraphs: 21-32
All on a sudden, Maggie started running. She became out of breath when she reached Cafferty. She asked him what he was doing with the gun there. She wanted to know whether he was shooting something. Actually, he had already killed a rainbow bird and put it in his pocket. He was waiting for its mate which would be killed within a short time. He I took the bird out of his pocket and dangled it. before her eyes. The girl fell on the turf calling him a ‘beast’.

Paragraphs: 33-36
Cafferty moved off down the beach. He was moving off shouldering his gun. His gait had a lumbering heaviness. Maggie was still lying prone on the turf, her face in her arms. Don watched her a while and ill-at-ease. Picking up the dead bird that Cafferty had thrown on the grass, he fingered it clum silly. He wondered if there were any bees in its crop. The boy called Maggie to rise because the other kids would be coming along very soon. She rose from the grass looking at the bird with reddened eyes. She told him to clutch away, but the boy insisted that he would make it home and skin it. But he hesitated for moment and then obeyed her.

Analytical outlines:

• Maggie and Don quickly passed across the road.
• They went away the spindle-legged house.
• It was having no fence around it.
• They also went away the red roofed cottage.
• In this, the bathing suits were hung to diy.
• They thought that they would surely be out that afternoon.
• It was, indeed, very surprising to observe these bits of living colour down there in the dark.
• Of course, it would be much more amazing.
• At any moment, they would come out into the light.
• Suddenly, Maggie started running.
• She snatched Don’s arm.
• But Don prohibited her running.
• He said her that somebody was there.
• So they were to wait for sometime.
• Don stood glancing at the dark big figure on the slope overlooking the sea.
• It was Cafferty, the Honey Man.
• He was standing almost on the nest.
• He was looking down into the sea-oak by the beach.
• They saw him having a gun with hint.
• The girl was terrified.
• All at sudden, Maggie started running.
• She became out of breath.
• She reached near Cofferty.
• She asked him what he was doing with the gun there.
• She wanted to know whether he was shooting something.
• Actually, he had already killed a Rambow bird.
• He put it in his pocket.
• He was waiting for its mate.
• He would kill its mate very soon.
• He took the bird out of his pocket.
• He dangled it before her eyes.
• The girl fell on the turf.
• She called him a ‘beast’.
• Cafferty moved off down the beach.
• He was moving off shouldering his gun.
• His gait had a lumbering heaviness.
• Maggie was still lying prone on the turf.
• Don watched her a while.
• He marked she was ill at ease.
• Picking up the dead bird, the Cafferty had thrown on the grass.
• He fingered it clumsily.
• He wondered if there were any bees in its crop.
• The boy called Maggie to rise.
• Because, the other kids would be coming along very soon
• She rese from the grass looking at the bird with reddened eyes.
• She told him to clutch it away.
• But the boy insisted that he would take it home.
• He would skin it at home.
• But he hesitated for a moment.
• At last, he obeyed her words.

Meaning of the difficult words:

cheeping – the chirping of a young bird, twittering of a bird.
mullet – a kind of sea-fish.
turf – surface of land matted with roots of grass.
dangled – hung in the air
ruffled – wrinkled, disordered.
plumage – a natural covering of feathers.
sheepish – embarrassed, in a trance.
hulking – bulky, heavy and clumsy.
humy – (Australian) any crude aborigine hut of shelter.
creek – small in let of sea or river, a watercourse smaller than a river.
vermin – harmful, small-sized disgusting insects difficult to control.
DinKum – (Australian) a swear meaning genuinely or honestly speaking.
Shanghai – drug applied to make somebody unconscious.
lumbering – moving clumsily or heavily.
crop – throat of a bird.

Section-III

Gist:
Paragraphs: 37-40
Father was waiting for Maggie and Don at the bowser outside the store. Don had to go for orders on his pony. Maggie went upstairs and threw herself down on the bed. Whenever she closed her eyes she could see the Honey Man’s evil face. After her evening meal she went upstairs again without doing her homework. Her mother shouted for her but Maggie was still lying awake. She imagined herself running down the slope and stopping suddenly to see the bird. But she could recall nothing but the Honey Man and the bleeding dead bird.

Paragraphs: 41-50
It was raining lightly. So it was making scarcely any sound upon the roof. People were coming and going in the store below. All other noises were dumped. She thought of buying the dead bird. Her mother appeared there with a candle. Her mother asked why she was not asleep till then.‘She also said that Mr. Cafferty had a little accident of When he had been waiting at the shop for ambulance in order to be taken into hospital. Listening to this Maggie’s eyes got widened. She wanted to know whether he was dead. Her mother replied negatively. He had an Injury on the thigh. So Maggie said that he had to die. Her mother could not grasp anything and was wanted to know why the child Was saying that. She also added that everybody loved the Honey Man and he would be right very soon. Her mother told her to sleep.’Maggie again kept thinking of the event.

Analytical outlines:

• Father was waiting for Maggie and Don.
• He was waiting at the bowser outside the store.
• Don had to go for orders on his pony.
• Maggie went upstairs
• She threw herself down on the bed.
• She tried to close her eyes.
• But she could see the Honey Man’s evil face.
• After her evening meal, she went upstairs again.
• She had not done her homework.
• Her mother shouted for her.
• But Maggie was still lying .awake.
• She imagined herself running down the slope.
• She stopped suddenly to see the bird.
• But she could remember nothing.
• She could recall Only the Honey Man.
• She could also remember the bleeding dead bird.
• It was raining lightly.
• So it was making scarcely any sound upon the roof.
• People were coming and going in the store below.
• All other tortoises were silent.
• She was thinking about buying the dead bird.
• Her mother appeared there with a candle.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he.
• Her mother asked why she was not asleep till then.
• She also said that Mr. Cafferty had little accident.
• So, he had been waiting at the shop for ambulance.
• He wanted it in order to go to hospital.
• Listening to this, Maggie’s eyes got widened.
• Maggie wanted to know whether he was dead.
• Her mother replied negatively.
• She fold that he had an injury on the thigh.
• So Maggie said that he had to die.
• Her mother could not understand anything.
• She wanted to know about it.
• She added that everybody loved the Hopey Man.
• She wished that he would be all right very soon.
• Her mother told her to sleep.
• At last Maggie again kept thinking of that event.

Meaning of difficult words:
bowser – truck filled with a tank.
trudge – to walk with labour or effort.
flung – threw
swaggering round – walking with a sense of superiority.

Read More:

• The Rainbow-Bird Question Answer
• The Eyes Have It Question Answer
• The Little Wife Question Answer

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 1 Three Questions Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 1 Three Questions Question Answers CHSE Odisha

Three Questions Class 11 Questions and Answers

Unit – 1

Gist :
A king was worried, because he had three questions constantly troubling him. He wanted to know what was the right time for the right work with the right person, who were the most important men whom he should consult and what was the most important work. Many learned persons came but failed to satisfy the king with their answers. Some said that the right time could be ascertained if the king consulted a table of days, months and years strictly. Others said the king should seek the help of a magician. In reply to the second question, some said the people the king most needed were the council of ministers, others said they were priests or doctors. To the third question, the answer was equally confusing. The king could not agree with anyone of them. So he decided to approach a learned hermit living in a wood. In other words, the hermit was living far from the madding crowd. He was famous for wisdom.

Glossary:
above all: more than anything else (ଅନ୍ୟ ସମସ୍ତ ବିଷୟଠାରୁ ଅଧିକ )
occurred: came to mind (ମୁଣ୍ଡକୁ )
proclaimed:  made known publicly or officially (ଆନୁଷ୍ଠାନିକ ଭାବରେ)
pastimes: things done to pass time pleasantly (ସମୟ)
Reward: prize (ପୁରସ୍କାର)
beforehand: in advance (ଆଗୁଆ)
letting: allowing (ଅନୁମତି)
absorbed: giving the whole mind to (ମଜ୍ଜିଯିବା)
skill: expertness (ବିଶେଷଜ୍ଞତା)
warfare: the state of being at war (ଯୁଦ୍ଧ)

Think it out

Question 1.
What were the three questions that occurred to the king? What did he do get the answers to his questions?
Answer:
The three questions that occurred to the king were if he was always aware of the right time to start everything, whether he had the knowledge of who the perfect people to listen to, and whom to get rid of, and at last if he was alive to do what the most genuine work to perform. To get the answers to his questions, he announced a great reward for anybody who would answer these three questions satisfactorily.

Question 2.
What answers did the wise men give to his first question?
Answer:
The happy prospect of being rewarded by the king fabulously attracted many wise men. They made a beeline to the presence of the king hoping to answer his questions. In reply to the first question, some suggested that the king ought to consult a table of days, months and years in order to know the right time to do the right work. Others advised him to consult a council. Yet there were some who even suggested to the king to seek the help of a magician in the matter.

Question 3.
How did the wise men answer his second question?
Answer:
In reply to the second question, the wise men were not unanimous in their answers. Some said that the king should consult his councillors. Others said he should consult priests and doctors; while some said the warriors were the most necessary.

Question 4.
What answers did the king get for his third question?
Answer:
The king got various answers for his third question from the wise men. In their opinion they differ from each other. Some wise men replied that the important thing in the world was science. To others, it was skill in warfare. The answer did not end there. Some other wise men replied that it was religious worship.

Question 5.
Why did he decide to consult a hermit?
Answer:
Different answers to his three important questions failed to satisfy the king. In other words, he did not subscribe to any of the answers provided by the wise men. There was a hermit who was exceedingly famous for his wisdom. Therefore, the king decided to consult a hermit.

Unit – II

Gist :
The king approached the hermit in the guise of a common man. The holy man was then digging a hole outside. He blessed the visitor and went about his work. The king asked him the three questions seeking his answers. But the hermit didn’t bother to answer the questions. He went on digging the hole as before. He looked very tired. The king took pity on the old man and offered his help. The hermit took rest and the king went on digging the hole till it was evening. He was now impatient and begged the holy man to answer his questions. But the holy man was as silent as before. In the mean time, a man came running towards them.

He was bleeding profusely from a wound in his stomach. The king was moved and washed the man’s wound and bandaged it. The hermit served the man too. Both of them carried the wounded man inside and laid him on a bed. Being tired the king fell asleep on the threshold. When he woke up, he heard the wounded man aplogising to him. It was now revealed that the man was a former enemy of the king who had followed him to kill him, but he was found out by the king’s bodyguards and was mortally wounded by them. The man said that if the king had been late, he would have killed him. The king was happy to know that a die hard enemy of his had been won over so easily. The wounded man swore to devote the rest of his life serving the king.

Glossary:
quitted : left ବାମ
cell : a single room ଗୋଟିଏ କୋଠରୀ
hermit : a holy person living alone ଏକ ପବିତ୍ର ବ୍ୟକ୍ତି
dismounted : climbed down ବିସର୍ଜନ
approached : went towards ଆଡକୁ ଗଲା |
unfastened : opened ଖୋଲିଲା
soaked : wet ଓଦା
ceased : stopped ଅଟକି ଗଲା
revived : got well again ପୁଣି ଭଲ ହୋଇଗଲା
crouched down : ଆଣ୍ଠେଇ
threshold : doorstep ସୀମା
frail : weak and thin ଦୁର୍ବଳ ଏବଂ ପତଳା
spade: an instrument for digging (କୋଡ଼ି)
fainting : collapsing (ଅଚେତ, ବେହୋସ )
moaning : making a low mournful sound ଏକ କମ୍ ଶୋକର ଶବ୍ଦ ଶୁଣିବା
feebly: slowly (ଧୀରେ ଧୀରେ)
intently : eagerly ଉତ୍ସାହର ସହିତ
executed : punished by death ମୃତ୍ୟୁ ଦ୍ୱାରା ଦଣ୍ଡିତ
ambush : hiding ଲୁଚି
restore : to give back ଫେରାଇବାକୁ

Think it out :

Question 1.
Where did the king meet the hermit? How did the hermit receive the king?
Answer:
The king clad in simple clothes met the hermit in the wood which was his permanent abode. The hermit’s meeting was only confined to the common folk. However, he received the king as usual. There was not a touch of extra-ordinariness about it. After greeting the king, the hermit kept on digging the ground in front of his hut.

Question 2.
How did the king help the hermit?
Answer:
The king saw the hermit digging the ground single-handedly. The old man was weak and frail and skinny. He seemed exhausted. The king took pity on him and kind as he was, he wished to lend a helping hand to the holy man. He took the spade from him and dug the ground himself. Thus, the king helped the hermit.

Question 3.
How did the king nurse the wounded stranger?
Answer:
As soon as the king saw the wounded stranger, he along with the hermit opened his clothing. He carefully washed and bandaged the large wound in his stomach with his handkerchief, yet the blood kept on flowing. Therefore, the king again and again removed the bandage soaked with blood, and washed and bandaged it once again. At last blood stopped flowing. The injured man came to his senses and asked for water. The king rose to the occasion. At last, he along with the hermit carried the wounded stranger to the hut.

Question 4.
Why did the wounded person desire to serve the king as his most faithful slave?
Answer:
The wounded man was a die-hard enemy of the king. The king had executed his brother and confiscated his property. So the man wanted to take revenge by killing the king while he was paying visit to the hermit alone. But the way with which the king nursed him and saved his life moved the man. It was unbelievable. The hostility he had nurtured for the king vanished. His heart was filled with repentance. Therefore, the wounded person desired to serve the king as his most faithful servant

Unit: III

Gist :
The king wanted to return to the palace. He again approached the hermit seeking answers to his questions. But the holy man replied smilingly that he had already had his answers. The right time is the time which is ‘now’, the right work is the work before you and the right person is the one with whom you are. The most important affair is to do good to the man who needs your help at the moment. The king understood everything. He took up the work that the holy man had been doing and that work and that time were the most important ones. The hermit who was before him was the most important man needing his care and attention.

Glossary :
taken leave of : ଛୁଟି
wounded : ଆହତ
injured : ଆହତ
porch : a covered entrance to a house ଗୋଟିଏ ଘରର ଆଚ୍ଛାଦିତ ପ୍ରବେଶ
sowing : scattering seeds over ବୁଣିବା
pitied : showed pity ଦୟା
attended to : treated ଚିକିତ୍ସିତ
made peace : ଶାନ୍ତି ସ୍ଥାପନ କଲା
dealings : treatment କାରବାର
that…. life ତାହା …. ଜୀବନ: God had sent man into this life for the welfare of all ସମସ୍ତଙ୍କ କଲ୍ୟାଣ ପାଇଁ man ଶ୍ବର ମନୁଷ୍ୟକୁ ଏହି ଜୀବନରେ ପଠାଇଥିଲେ

Think it out:

Question 1.
How did the hermit answer the king’s questions?
Answer:
Before taking leave of him, the king again asked the hermit to answer his three questions, but he was told that he had already been answered. The most important time for him the day before was when he was digging the bed, the most important man was the hermit. Afterwards when he attended to the wounded stranger that was the right time, the stranger the right man and the help given was the most important work otherwise the injured man would have died. Therefore the right time is always the present time, the most important man is one whom one deals with at that time and the right occupation is to help others.

Question 2.
Was the king satisfied with the hermit’s answers? Give a reasoned answer.
Answer:
The king was greatly satisfied with the hermit’s answers. Each answer the hermit gave to his questions was relevant. For instance, the enemy would have killed the king, had he not digged the ground and consequently, staying with him. The hermit’s focus on ‘now’ impressed him most. The king was satisfied, when the hermit wanted him to do good to the man of that moment is the most important affair, because
God has created man only for this purpose.

CHSE Odisha Class 11 English Three Questions Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
The hermit lived in a wood which he never quitted, and he received none but common folk. So the King put on simple clothes, and before reaching the hermit’s cell dismounted from his horse, and, leaving his body-guard behind, went on alone. When the King approached, the hermit was digging the gound in front of his hut. Seeing the King, he greeted him and went on digging. The hermit was frail and weak, and each time he stuck his spade into the ground and turned a little earth, he breathed heavily. The King went up to him and said : “I have come to you, wise hermit, to ask you to answer three questions: How can I learn to do the right thing at the right time ? Who are the people I most need, and to whom should I, therefore, pay more attention than to the rest ? And, what affairs are the most important, and need my first attention ?” The hermit listened to the King, but answered nothing. He just spat on his hand and recommenced digging.
“You are tired,” said the King, “let me take the spade and work awhile for you.”
“Thanks !” said the hermit, and, giving the spade to the King, he sat down on the ground.
When he had dug two beds, the King stopped and repeated his questions.
The hermit again gave no answer, but rose, stretched out his hand for the spade, and said: “Now rest awhile and let me work a bit.”
But the King did not give him the spade, and continued to dig. One hour passed, and another. The sun began to sink behind the trees, and the king at last stuck the spade into the ground, and said :
“I came to you, wise man, for an answer to my questions. If you can give me none, tell me so, and I will return home.”
“Here comes some one running,” said the hermit, “let us see who it is.”
The King turned round, and saw a bearded man come running out of the wood. The man held his hands pressed against his stomach, and blood was flowing from under them. When he reached the King, he fell fainting on the ground moaning feebly. The King and the hermit unfastened the man’s clothing. There was a large wound in his stomach.
Questions :
(i) Throw light on the hermit.
(ii) What picture of the king do you find in the extract?

Answers :
(i) The hermit lived in a forest. He was very fond of this place. He identified himself with the common man and shared their feelings. Against this backdrop, he received none except the common folk. He was the epitome of great values. He cordially greeted the king clad in common clothes, the hermit was thin and weak. He believed in the philosophy of duty. In spite of being physically weak, he was digging the soil with a spade. In him, the king found a wise man. He was interested to ask his questions to the hermit.

(ii) The extract presents the king in a bright light. He is averse to exhibiting his royal glamour. He was simple to the core. He meets the hermit, putting on simple clothes. He understands the feelings of the hermit. He is a kindhearted person. He cannot stand the sight of the hermit digging the soil with a spade. The king takes the tool from him and performs his work. Despite everything, his curiosity to ask his questions to the hermit and find answers does not diminish. The king also shows kidness to the injured bearded man.

Question 2.
Read through the extract and answer the questions that follow.
The King turned round, and saw a bearded man come running out of the wood. The man held his hands pressed against his stomach, and blood was flowing from under them. When he reached the King, he fell fainting on the ground moaning feebly. The King and the hermit unfastened the man’s clothing. There was a large wound in his stomach. The King washed it as best he could, and bandaged it with his handkerchief and with a towel the hermit had. But the blood would not stop flowing, and the King again and again removed the bandage soaked with warm blood, and washed and rebandaged the wound. When at last the blood ceased flowing, the man revived and asked for something to drink. The King brought fresh water and gave it to him. Meanwhile the sun had set, and it had become cool. So the King, with the hermit’s help, carried the wounded man into the hut and laid him on the bed. Lying on the bed the man closed his eyes and was quiet, but the King was so tired with his walk and with the work he had done, that he crouched down on the threshold, and also fell asleep- so soundly that he slept all through the short summer night. When he awoke in the morning, it was long before he could remember where he was, or who was the strange bearded man lying on the bed and gazing intently at him with shining eyes.
“Forgive me !” said the bearded man in a weak voice, when he saw that the King was awake and was looking at him.
“I do not know you, and have nothing to forgive you for,” said the King.
“You do not know me, but I know you. I am that enemy of yours who swore to revenge himself on you, because you executed his brother and seized his property. I knew you had gone alone to see the hermit, and I resolved to kill you on your way back. But the day passed and you did not return. So I came out from my ambush to find you, and I came upon your bodyguard, and they recognized me, and wounded me. I escaped from them, but should have bled to death had you not dressed my wound. I wished to kill you, and you have saved my life. Now, if I live, and if you wish it, I will serve you as your most faithful slave, and will bid my sons do the same. Forgive me !” The King was very glad to have made peace with his enemy so easily, and to have gained him for a friend, and he not only forgave him, but said he would send his servants and his own physician to attend him, and promised to restore his property.

Questions :
(i) What made the king enjoy a sound sleep?
(ii) Describe the meeting between the injured person and the king.

Answers :
(i) The king came forward to relieve the wise hermit of his work, because the latter was thin and weak. He did not allow the hermit to go on digging with the spade. The king requested him to give him the spade. He kept on doing his work. The hermit want him to take rest, but in vain. In the meanwhile. a bearded person came running out of the wood, with blood gushing from the stomach. The king and the hermit rose to the occasion. At last, they helped him carry to the hut. Walk and work made the king dog-tired. At last, he fell a sound sleep.
(ii) The king learnt that the bearded man was his enemy, because of his act of executing his brother and seizing his property. Knowing that he had come alone to meet the hermit, the man had promised to slay him. On the way his soldiers recognised him and attacked him. But for the king’s compassion, he would have been bled to death. Again, the man expressed his wish to serve the king and be his most trusted servant, and begged the king’s forgiveness. The king was glad to establish peace with his enemy and promised to give his property back.

Question 3.
Read through the extract and answer the questions that follow.
Having taken leave of the wounded man, the King went out into the porch and looked around for the hermit. Before going away he wished once more to beg an answer to the questions he had put. The hermit was outside, on his knees sowing seeds in the beds that had been dug the day before.
The King approached him, and said:
“For the last time, I pray you to answer my questions, wise man.”
“You have already been answered !” said the hermit, still crouching on his thin legs, and looking up at the King, who stood before him.
“How answered? What do you mean ?” asked the King.
“Do you not see,” replied the hermit. “If you had not pitied my weakness
yesterday, and had not dug those beds for me, but had gone your way, that man would have attacked you, and you would have repented of not having stayed with me. So the most important time was when you were digging the beds, and I was the most important man, and to do me good was your most important business. Afterwards when that man ran to us, the most important time was when you were attending to him, for if you had not bound up his wounds he would have died without having made peace with you. So he was the most important man, and what you did for him was your most important business. Remember then : there is only one time that is important Now! It is the most important time because it is the only time when we have any power. The most necessary man is he with whom you are, for no man knows whether he will ever have dealings with any one else: and the most important affair is, to do him good, because for that purpose alone was man sent into this life !”

Questions :
(i) How was the king’s life saved?
(ii) What idea of the writer’s message do you get in the extract?

Answers :
(i) Kind hearted as the was, the king took pity on the hermit and wished to lend him a helping hand. He took the spade from the hermit and dug the ground till sunset. If he had not stayed with the holy person and gone away, he would have attacked by his enemy, who resolved to kill him. Because of his kindness and helpful nature his life was saved.
(ii) This extract forms the essence of the story ‘Three Questions”. Tolstoy here conveys a very salutary message to mankind. His emphasis on ‘now’ is a case in point. Man’s present moment always needs a careful attention. The writer brings home another fact that man’s life on this earth should not be meaningless. God has created him to serve mankind. Man should not lose sight of this fact.

Introducing the Author
Count Leo Tolstoy (1828-1910), a great moral teacher of recent times, was an eminent writer and thinker of Russia. In 1879, he underwent a spiritual transformation which he has described in his ‘Confession’. He was a staunch believer in God: his love for men was matchless. His amazing creativity finds expression in his books novels, plays and exhortations. His writings were censored, but nothing could stop him from preaching the virtues of self-purification, love and compassion for all forms of life. He had a great impact on Gandhiji, the sage-politician of India. His short stories are remarkable for great moral conviction and deep religious spirit. The style is simple and is packed with realistic details and colloquial diction purged of all rhetoric.

About the Story
Tolstoy’s ‘Three Questions’ gives us a piece of practical wisdom. It prescribes for man three moral ways of living. The scriptural persuasiveness of tone accounts for its impact and appeal. We are ever in need of guidance and wisdom to know the right way and time to do the right thing with the right person. But man is often at a loss to know this. So he gropes in moral and spiritual darkness and in his confusion and bewilderment does the wrong things detrimental to him and the society as well. Faced with such a situation, a king had to go to a hermit in the guise of a common man where he had to do hard work, spend the night and know things the hard way. As a reward, however, the answers he found were fully satisfactory and convincing.

Summary
Once, a king was in a pensive and reflective mood. He was racking his brain to find apt answers to three important questions – how to know the right time to do the right thing* how to know who the right people were to listen to, and what was the most important things to do. He thought that if he got answers to these tricky questions he could conduct his affairs smoothly and wisely.

Many learned people came to the palace to answer these questions. But the king found their answers quite unsatisfactory. The answers were various and even contradictory. In reply to the first question, some said that the king ought have to draw up a table of days, months and years and live strictly according to it. Others suggested that he should abandon idle pastimes and the habit of procrastination. In reply to the second question, the answers were equally confusing.

Some said that a council of wise men must be handy for ready consultation. Yet others suggested that the help of a magician ought to be sought in this regard. To the third question, as to what was the most important work or occupation, some replied that it was science; others said it was skill in warfare or religious worship. The king could agree with none of them. So he sought the advice of a learned sage living in a wood. The king went to the holy hermit in the guise of a common man. When he reached the hermitage, he saw the skinny hermit digging a hole. He was in sweats. The king asked him the three questions and begged him to answer them. But the hermit paid little heed to the king’s repeated queries. He went on digging till he was damn tired.

The king offered to dig the hole himself. The hermit handed over the spade to the king and took rest. The king dug and dug till it was night. The hermit was as silent as before. At this moment, a wounded man came running. The hermit and the king nursed him. The king bandaged his wound and forgot all about his questions. They carried the wounded man inside and laid him on the bed. The man fell silent. He seemed to have felt better. The king was so tired that he too fell asleep on the threshold. When he woke up, he saw that the wounded man was fixing his gaze on him. The identity of the wounded man was revealed.

He was a die-hard enemy of the king, who had followed him to kill him on his way to the hermitage. But as the king was detained long at the hermitage, he came out of his hide and was wounded mortally by the king’s bodyguards. The man apologised to the king and swore to be his faithful slave the rest of his life. The king was happy to know that he had won over his enemy with such ease. The king took leave of the wounded man and before leaving the hermitage, approached the hermit again.

He was now disgusted with the holy man’s puzzling silence. When he asked the questions for the last time, the hermit replied that he had already got the answers. The king was startled. But the holy man explained to him that the right time was the time at hand. It was ‘now’ which was most important. The king took pity on the hermit and helped him in the work. For him, that time was the most opportune one and that work was the most important one. The hermit was the most necessary man at that time. The most necessary man is he with whom one is at the moment and the most important affair is, to do him good. Man is sent into this life to serve his fellow beings. The king got his answers and returned to the palace wiser and more enlightened.

ସାରାଂଶ :

ଲିଓ ଟଲ୍‌ଷ୍ଟୟଙ୍କଦ୍ବାରା ରଚିତ ଉକ୍ତ କ୍ଷୁଦ୍ରଗଳ୍ପଟିରେ ମଣିଷମାନଙ୍କ ପାଇଁ ଏକ ଅମୂଲ୍ୟ ଉପଦେଶ ପ୍ରଦାନ କରାଯାଇଅଛି । ପ୍ରତ୍ୟେକ ମଣିଷ ଆପଣାର ଜୀବନ କ୍ଷେତ୍ରରେ ବହୁ ଘାତ ପ୍ରତିଘାତର ସମ୍ମୁଖୀନ ହୋଇ ଭୂଲୁଣ୍ଠିତ ହେବାବେଳେ ଭାବିବସେ ଯେ ଯଦି ସେ ସଫଳତା ହାସଲ କରିବାର ଉପାୟ ଓ କଳାଟିକୁ ଜାଣିପାରନ୍ତା, ସେ ହୁଏତ ଆପଣାର ଜୀବନଟିକୁ ସରସ, ସୁନ୍ଦର ଓ ଋଦ୍ଧିମନ୍ତ କରିପାରନ୍ତା । ସେ ଜାଣେନାହିଁ ଯେ ସାଫଲ୍ୟର ଚାବିକାଠି ତା’ର ହାତ ପାହାନ୍ତାରେ, ତା’ର ଚେତନାର ଉପର ସ୍ତରରେ – ଖାଲି ଯାହା ତାହାର ଦୃହକ୍ଳିଷ୍ଟ, ବିକ୍ଷୁବ୍‌ଧ ମାନସିକତା ଯୋଗୁଁ ସେ ଏବେ ବି ଅଜ୍ଞାନ ଅନ୍ଧକାରରେ ଆଚ୍ଛନ୍ନ, ମରୀଚିକାର ପଛରେ ନିୟତ ଧାବମାନ ।

ଏକଦା ଜଣେ ରାଜାଙ୍କର ମନେହେଲା ଯେ ଯଦି ସେ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇପାରନ୍ତେ, ତେବେ ସେ କେବେହେଲେ ବିଫଳତାର ଗହ୍ଵରରେ ପତିତ ହୁଅନ୍ତେ ନାହିଁ । ପ୍ରଥମ ପ୍ରଶ୍ନ – କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ପ୍ରକୃଷ୍ଟ ସମୟ କ’ଣ ? ଦ୍ଵିତୀୟ ପ୍ରଶ୍ନ – ଉତ୍ତମ ପରାମର୍ଶଦାତା ଓ ଉତ୍ତମ ବ୍ୟକ୍ତି କିଏ ଯାହାଙ୍କ ଉପରେ ସେ ନିର୍ଭର କରିପାରିବେ ଏବଂ ଯାହାଙ୍କ ପାଇଁ ସେ ଆପଣାକୁ ଉତ୍ସର୍ଗ କରିପାରିବେ ? ତୃତୀୟ ପ୍ରଶ୍ନ – ସର୍ବୋତ୍କୃଷ୍ଟ କାର୍ଯ୍ୟଟି କ’ଣ ? ଯଥା ସମୟରେ ରାଜ୍ୟସାରା ଡେଙ୍ଗୁରା ଦିଆଗଲା । ଯେଉଁ ବିଜ୍ଞବ୍ୟକ୍ତି ରାଜାଙ୍କର ଏହି ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରିବେ ତାଙ୍କୁ ବିପୁଳ ଭାବରେ ପୁରସ୍କୃତ କରାଯିବାର ଘୋଷଣା କରାଗଲା । କିନ୍ତୁ ହାୟ, ଅନେକ ବିଜ୍ଞବ୍ୟକ୍ତି ପୁରସ୍କାର ଲୋଭରେ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାକୁ ଚେଷ୍ଟାକଲେ ମଧ୍ୟ ରାଜା କୌଣସି ଉତ୍ତରରେ ସନ୍ତୁଷ୍ଟ ହୋଇପାରିଲେ ନାହିଁ । ଭିନ୍ନ ଭିନ୍ନ ବିଜ୍ଞବ୍ୟକ୍ତି ଭିନ୍ନ ଭିନ୍ନ ଉତ୍ତର ଦେଲେ ।

ପ୍ରଥମ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ଉପଦେଶ ଦେଲେ ଗୋଟିଏ ଉତ୍ତମ ପଞ୍ଜିକାରୁ କାର୍ଯ୍ୟାରମ୍ଭର ସଠିକ୍ ତିଥି, ବାର, ନକ୍ଷତ୍ର ଜାଣିବାକୁ ତ ଅନ୍ୟ କେତେକ ବେଶ୍ ଦାର୍ଶନିକ ଭାବରେ ଉପଦେଶ ଦେଲେ ଯେ ରାଜା ଆଳସ୍ୟର ବଶବର୍ତ୍ତୀ ନ ହୋଇ ଯେଉଁ କାର୍ଯ୍ୟ ଯେତେବେଳେ କରିବାର କଥା ତାହା ଯଥାଶୀଘ୍ର ସମ୍ପାଦନ କରିବା ଶ୍ରେୟସ୍କର । ସେହିଭଳି ଦ୍ୱିତୀୟ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ରାଜାଙ୍କୁ ମନ୍ତ୍ରିପରିଷଦ ଉତ୍ତମ ପରାମର୍ଶ ଦେଇପାରିବେ ବୋଲି କହିଲେ ତ ଆଉ କେତେକ ରାଜପୁରୋହିତ କିମ୍ବା ରାଜବୈଦ୍ୟ କିମ୍ବା ସୈନ୍ୟସାମନ୍ତ ଉପଯୁକ୍ତ ବ୍ୟକ୍ତି ବା ପରାମର୍ଶଦାତା ବୋଲି ଘୋଷଣା କଲେ । ତୃତୀୟ ପ୍ରଶ୍ନର ଉତ୍ତରରେ କିଏ ଜ୍ଞାନାର୍ଜନ ସର୍ବଶ୍ରେଷ୍ଠ ବୃତ୍ତି ବୋଲି କହିଲେ ତ ଆଉ କିଏ ଯୁଦ୍ଧବିଗ୍ରହ କିମ୍ବା ଧାର୍ମିକ ଅନୁଷ୍ଠାନମାନ ଉତ୍ତମ ବୃତ୍ତି ବୋଲି କହିଲେ । ସୁତରାଂ ରାଜା ତିନୋଟି ପ୍ରଶ୍ନର କୌଣସି ସଠିକ୍ ସନ୍ତୋଷଜନକ ଉତ୍ତର ପାଇପାରିଲେ ନାହିଁ ଏବଂ ତାଙ୍କର ଜିଜ୍ଞାସା ପ୍ରବଳରୁ ପ୍ରବଳତର ହେଲା । ପରିଶେଷରେ ରାଜା ରାଜ୍ୟର ଏକ ଅରଣ୍ୟର ନିକାଞ୍ଚନ ପରିବେଶରେ ଏକ କୁଟୀରରେ ରହୁଥ‌ିବା ଜଣେ ଜ୍ଞାନୀ ସାଧୁଙ୍କ ପାଖକୁ ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇବାପାଇଁ ଛଦ୍ମବେଶରେ ଗଲେ ।

ସାଧୁଙ୍କ ବାସସ୍ଥାନର ଅନତି ଦୂରରେ ରାଜାଙ୍କର ଅଙ୍ଗରକ୍ଷକମାନେ ରହିଲେ । ରାଜା ଘୋଡ଼ାରୁ ଓହ୍ଲାଇ ଏକ ସାଧାରଣ ଜନତାର ଛଦ୍ମବେଶରେ ସାଧୁଙ୍କୁ ଭେଟିବାକୁ ଗଲେ । ଯେତେବେଳେ ରାଜା ସାଧୁଙ୍କୁ ଭେଟିଲେ, ସେତେବେଳେ ସେହି ଜ୍ଞାନୀ ବୃଦ୍ଧି ଆପଣାର କୁଟୀରର ବାହାର ପ୍ରଦେଶରେ ମାଟି ହାଣି ଏକ ଶସ୍ୟପଟାଳି ତିଆରି କରିବାରେ ବ୍ୟସ୍ତ ଥା’ନ୍ତି । ଦୁର୍ବଳ ଶରୀର ତାଙ୍କର କଠିନ କାର୍ଯ୍ୟ ପାଇଁ ଅନୁପଯୁକ୍ତ ଥିଲେ ବି ସାଧୁ ନିର୍ବିକାର ଭାବରେ ମାଟି ଖୋଳି ଚାଲିଥା’ନ୍ତି । ରାଜା ଖୁବ୍ ବିନମ୍ରତାର ସହ ସାଧୁଙ୍କୁ ନିଜର ଆସିବାର ଅଭିପ୍ରାୟ ଜଣାଇଲେ ଏବଂ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଦେବାପାଇଁ ଅନୁରୋଧ କଲେ; କିନ୍ତୁ ସାଧୁଜଣଙ୍କ ରାଜାଙ୍କ ପ୍ରଶ୍ନ ଶୁଣି ନ ଶୁଣିବାର ଅଭିନୟ କଲେ ଏବଂ ପୂର୍ବବତ୍ ମାଟିଖୋଳା କାମରେ ଲାଗିପଡ଼ିଲେ । ଦୟାଳୁ ରାଜା ସାଧୁଙ୍କୁ କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାପାଇଁ ନିଜେ ମାଟି ଖୋଳିବାରେ ଲାଗିଲେ ଓ ସାଧୁଜଣଙ୍କ ବିଶ୍ରାମ ନେବାପାଇଁ ବସିପଡ଼ିଲେ । ଘଣ୍ଟା ଘଣ୍ଟା ଧରି ରାଜା ଶସ୍ୟପଟାଳି ହାଣି ଚାଲିଲେ ମଧ୍ୟ ସାଧୁ ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଲେ ନାହିଁ ।

ସନ୍ଧ୍ୟା ଉପନୀତ । ଦୂରରୁ ଜଣେ ବ୍ୟକ୍ତି ବିକଳ ଚିତ୍କାର କରି ଦୌଡ଼ିଆସି ସାଧୁ ଓ ରାଜାଙ୍କ ପାଖରେ ଭୂପତିତ ହେଲେ । ତାଙ୍କର ପେଟରେ ଏକ ବିରାଟ କ୍ଷତ ଏବଂ ସେଥିରୁ ପ୍ରବଳ ରକ୍ତସ୍ରାବ ହେଉଥାଏ। ରାଜା ଓ ସାଧୁ ତା’ର ଉପଯୁକ୍ତ ସେବାଯତ୍ନ କଲାପରେ ଲୋକଟି ସାଷ୍ଟମ ହେଲା । ରାଜା କ୍ଲାନ୍ତ ହୋଇଥିବାରୁ କୁଡ଼ିଆର ଗୋଟିଏ କୋଣରେ ଶୋଇ ପଡ଼ିଲେ । ନିଦରୁ ଉଠିବା ପରେ ସେ ଜାଣିଲେ ଯେ ଯେଉଁ ବ୍ୟକ୍ତିର ସେ ସେବାଶ୍ରୁଶ୍ରୂଷା କରିଥିଲେ ସେ ତାଙ୍କର ଜଣେ ଘୋର ଶତ୍ରୁ ଯିଏକି ତାଙ୍କୁ ମାରିବାପାଇଁ ଅରଣ୍ୟକୁ ଆସିଥିଲା । ଯାହାହେଉ, ସେ ଲୋଟି ବର୍ତ୍ତମାନ ଅନୁତପ୍ତ ଏବଂ ସବୁଦିନ ପାଇଁ ରାଜାଙ୍କର ବିଶ୍ବସ୍ତ ଭୃତ୍ୟ ହୋଇ ରହିବାପାଇଁ ସେ ଶପଥବଦ୍ଧ ହେଲା । ଖୁବ୍ ସହଜରେ ଆପଣାର ଜଣେ ପ୍ରଚଣ୍ଡ ଶତ୍ରୁର ହୃଦୟ ଜୟ କରିପାରିଥିବାରୁ ରାଜା ଆନନ୍ଦିତ ହେଲେ । ତେବେ ଆଉ ବେଶି କାଳ ସାଧୁଙ୍କ କୁଟୀରରେ ରହିବା ଆବଶ୍ୟକତା ନ ଥ‌ିବାରୁ ସେ ଯିବାକୁ ବାହାରିଲେ; କିନ୍ତୁ ରାଜପ୍ରାସାଦକୁ ଫେରିଯିବା ପୂର୍ବରୁ ଶେଷଥର ପାଇଁ ସାଧୁଙ୍କଠାରୁ ତିନୋଟି ପ୍ରଶ୍ନର ଉତ୍ତର ଆଶାକରି ପୁନଶ୍ଚ ତାଙ୍କୁ ସେହି ପ୍ରଶ୍ନ ପଚାରି ବସିଲେ । ରହସ୍ୟମୟ ହସ ହସି ସାଧୁ କହିଲେ ଯେ ରାଜା ତାଙ୍କ ପ୍ରଶ୍ନର ଉତ୍ତର କେବେଠାରୁ ପାଇ ସାରିଛନ୍ତି । ଚକିତ ରାଜା ସାଧୁଙ୍କର ଏହି ଇଙ୍ଗିତ ବୁଝି ନ ପାରିବାରୁ ସାଧୁ ବୁଝାଇଦେଲେ ।

ଯେତେବେଳେ ରାଜା ସାଧୁଙ୍କୁ ମାଟି ହାଣିବାର ଦେଖ‌ିଲେ ଏବଂ ତାଙ୍କ ଉପରେ ଦୟାପ୍ରକାଶ କରି ତାଙ୍କୁ ସାହାଯ୍ୟ କରିବାପାଇଁ ନିଜେ ମାଟି ହାଣିଲେ, ସେ ତାଙ୍କର ଅଜ୍ଞାତସାରରେ ଆପଣାର ପ୍ରଥମ ପ୍ରଶ୍ନର ଉତ୍ତର ପାଇଗଲେ । କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ପ୍ରକୃଷ୍ଟ ସମୟ ସର୍ବଦା ବର୍ତ୍ତମାନ । ତୁମ ସମ୍ମୁଖରେ ଯେଉଁ କାର୍ଯ୍ୟ ଉପସ୍ଥିତ, ସେହି ମୁହୂଉଁଟି ହିଁ ସେହି କାର୍ଯ୍ୟ ଆରମ୍ଭ କରିବାର ସର୍ବଶ୍ରେଷ୍ଠ ମୁହୂର୍ଭ । ତୁମ ସମ୍ମୁଖରେ ଯେଉଁ ବ୍ୟକ୍ତି ତୁମର ସାହାଯ୍ୟ ପାଇଁ ଉପସ୍ଥିତ, ସେହି ବ୍ୟକ୍ତି ହିଁ ତୁମ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ ବ୍ୟକ୍ତି ଏବଂ ସେହି ବ୍ୟକ୍ତିର ସେବା ହିଁ ତୁମର ସର୍ବଶ୍ରେଷ୍ଠ ବୃତ୍ତି । ଠିକ୍ ଯେମିତି ରାଜା ଆହତ ବ୍ୟକ୍ତିର ସେବା କରିଛନ୍ତି, ତାହାହିଁ ହେଉଛି ତାଙ୍କ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ କର୍ମ, ସର୍ବଶ୍ରେଷ୍ଠ ମୁହୂର୍ତ୍ତ ରାଜାଙ୍କର ଜ୍ଞାନୋଦୟ ହେଲା। ସେ ତାଙ୍କର ତିନୋଟି ପ୍ରଶ୍ନର ସନ୍ତୋଷଜନକ ଉତ୍ତର ପାଇ ପ୍ରାଜ୍ଞ ସାଧୁଙ୍କୁ ପ୍ରଣାମ କଲେ ଓ ସହର୍ଷ ମନରେ ରାଜପ୍ରାସାଦକୁ ଫେରିଆସିଲେ ।

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Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 3 The Inchcape Rock Textbook Exercise Questions and Answers.

Class 11th Invitation English Poem Chapter 3 The Inchcape Rock Question Answers CHSE Odisha

The Inchcape Rock Class 11 Questions and Answers

Unit – I
Gist with Glossary
Gist:
The poet presents a picture of stillness. The air, the sea, the ship, her sails, and the ocean all look motionless. The slow rise and fall of waves failed to move the Inchcape Bell, a dangerous reef off the east coast of Scotland near the mouth of the river of Tay. During sunny days it could be easily noticed but during a storm, the ships would meet their death because of it. So to solve this problem the Abbot of Aberbrothok placed a bell on this rock. The bell would be heard loud and clear during a storm and as a result, would warn the sailors that the fatal Inchcape Rock was near. His humanitarian deed helped many a sailor know the presence of the dangerous rock. It was but natural that the Abbot of Abberbrothok won their blessings.

Glossary:
Stir: movement.(ଗତି)
Still: motionless. (ସ୍ଥିର)
Keel: bottom part of the ship. ( ଜାହାଜର ତଳଭାଗ)
Inchcape Rock: a perilous reef off the east coast of Scotland near the mouth of the river Tay.
Placed: fixed .(ଥୋଇଦେଲେ)
Buoy: a floating object on the sea to mark a dangerous rock. (ସମୁଦ୍ରରେ ଏକ ଭାସମାନ ବସ୍ତୁ |ଏକ ବିପଜ୍ଜନକ ପଥର ଚିହ୍ନ କରିବାକୁ |)
Surge’S Well: the rise of the tidal waves. (ଜୁଆରିଆ ଢେଉର ଉତ୍‌ଥାନ)
The Mariners: the sailors. (ମେରାଇନର୍ସ)
Perilous: dangerous. (ଭୟଙ୍କର )

Think It Out

Question 1.
How does the poet describe the Inchcape Rock?
Answer:
The poet states that the Inchcape Rock was a few inches high above the surface of the sea in low tide and was completely covered by the sea in high tide or when the sea was rough.

Question 2.
Was the Inchcape Rock dangerous? Give your reasons.
Answer:
The Inchcape Rock was quite dangerous because during sunny days the huge stone could be easily noticed, but it was completely covered by the sea at a high tide or when the sea swelled. As a result, many ships had been wrecked.

Question 3.
Why did the Abbot place a bell on the Inchcape Rock?
Answer:
The Abbot placed a bell on the Inchcape Rock to warn the sailors of the presence of this fatal rock nearby.

Question 4.
When did the Inchcape bell ring?
Answer:
The Inchcape bell rang during a storm or when the sea swelled.

Question 5
Why did the mariners bless the Abbot?
Answer:
Mariners blessed the Abbot because he saved many imminent shipwrecks during the storm by placing a bell on the perilous Inchcape Rock. In other words, humanitarian deeds gave them strength where nature was inhospitable.

Unit – II
Gist with Glossary
Gist :
The poet describes the cheering power of spring. The glittering sun, the screaming of seabirds, and the visible Inchcape filled the air with great joy. The beauty of spring made Sir Ralph the Rover, a sea pirate, cheerful beyond words. But his cheerful spirit gave way to mischief. His eye was fixed on the Inchcape Rock. The bell placed by the Abbot of Abberbrothok was a great disadvantage for him because he plundered the ships that were wrecked by the Inchcape Rock. So he decided to cut the bell from the rock. He was very happy now since there was no more bell. There was a lot more loot! The sailors would not bless the Abbot of Abberbrothok anymore.

Glossary:
Gay: here brightly. (ଆନନ୍ଦରେ )
screamed: made a loud high cry. (ଚିତକାର କରୁଥିଲେ)
wheeled: turned around quickly. (ହଠାତ୍ ବୁଲିପଡ଼ିଲେ)
speck: a very small part.(ଏକ କ୍ଷୁଦ୍ର ଅଂଶ )
He fell…. spring: The pirate Ralph the Rover was in high spirits because of spring, a season of joy and excitement.
His heart…….. excess: the pirate’s joy knew no limits.
But…. wickedness: His pleasure gave way to mischief.
Quoth: said (କହିଲେ)
Put Out: (here) make the ship ready (ପ୍ରସ୍ତୁତ କର)
I’ll…..Aberbrothok: Sir Ralph the Rover is determined to cause pain to the Abbot of Aberbrothok by cutting the bell.
Down……..sound: The bell sunk beneath the tide producing a low sound.

Think It Out

Question 1.
How does the poet express ‘the cheering power of spring’?
Answer:
The poet expresses the cheering power of spring in terms of the bright sun, screaming birds, and joy in their sounds. Merriment was in the air.

Question 2.
How did Ralph come across the Inchcape Bell?
Answer:
Ralph came across the Inchcape Bell by walking his deck and focusing his attention on it when spring set in and it surfaced on the calm sea.

Question 3.
What was the effect of ‘the cheering power of spring’ on Ralph?
Answer:
The cheering power of spring made Ralph whistle and sing and filled his heart with great delight.

Question 4.
What kind of a person was Ralph? Which line tells you so?
Answer:
Ralph was a wicked person to the backbone. The line ‘His heart was mirthful to excess’ tells us so.

Question 5.
What act of wickedness did he do?
Answer:
He committed a wicked deed by cutting the bell that the Abbot of Aberbrothok had placed on the dangerous Inchcape Rock.

Question 6.
Why did he do the wicked act?
Answer:
He did the wicked act because the sailors would not bless the Abbot of Aberbrothok.

Unit – III
Gist with Glossary
Gist :
As a result of his plundering spree, Sir Ralph the Rover became very rich in no time and came back to the shore of Scotland. It was a very stormy day. There was a thick haze and a strong gale and it was nearing nighttime. It was so dark that they could hot see the land. Sir Ralph tried to give his sailors courage by saying that the moon would soon appear and that they would be able to see. However, they still could not see and everybody wished they could hear the Inchcape bell. The ship soon struck the rock and everybody was in despair. Sir Ralph was cursing himself as the ship was sinking beneath the tide. Even as he was dying, Ralph could hear one dreadful sound. It was as if it was the warning sound of the Inchcape bell, it was as if it was the sound of the Devil ringing his knell.

Glossary:
scoured: searched for ships in the sea for plundering (ରେ ଜାହାଜ ଖୋଜିଲା | ଲୁଣ୍ଠନ ପାଇଁ ସମୁଦ୍ର)
Many A Day: many days (ଅନେକ ଦିନ)
Plunder: loot (ଲୁଣ୍ଠନ)
Loot: dense (ଘନ, ଘଞ୍ଚ)
Haze: fog (କୁହୁଡ଼ି)
Gale: storm (ଝଡ଼)
Died Away: stopped (ବନ୍ଦ ହୋଇଗଲା)
Canst: can
Swell: rise (ଉତ୍‌ଥାନ)
Strikes: hits (ବାଡ଼ି ହୋଇଗଲା )
Shivering: trembling ( ଦୋଳାୟମାନ )
‘Oh….. Rock’: The helplessness of the mariners is indicated by deep shock
Despair: misery (ଦୁର୍ଦ୍ଦଶା )
Dreadful : fearful (ଭୟଙ୍କର )
The Devil…. knell: This line signifies Ralph’s death.

Think It Out

Question 1.
How did Ralph become rich?
Answer:
Ralph became rich by plundering the ships that met with wrecks.

Question 2.
Why did the ship lose its way in the sea while it was heading towards Scotland?
Answer:
The ship lost its way in the sea while it was heading towards Scotland because of a dense fog and a strong gale. Besides, it was nearing nighttime.

Question 3.
Why did a mariner think that they were near the shore?
Answer:
A mariner thought that they were near the shore.

Question 4.
‘Oh, Christ! it is the Inchcape Rock’ – why did the mariners exclaim so?
Answer:
The mariners exclaimed so in their stale hopelessness. To their stunned disbelief, they feel the presence of the dangerous Inchcape Rock and consequently think of their imminent death. In Christ, they see their savior.

Question 5.
Why did Sir Ralph curse himself?
Answer:
Sir Ralph cursed himself because he realized that his notorious act of cutting the bell to tarnish the image of the Abbot of Aberbrothok paved the way for the sinking of his own ship in the roaring waves of the sea.

Question 6.
‘The Devil below was ringing his knell.’- what does this expression mean?
Answer:
The expression ‘The Devil below was ringing his knell’ means the death of the notorious Ralph the Rover. Even as he was dying, he could hear one fearful sound as if it was the warning sound of the Inchcape bell. It was as if the Devil was ringing the sound of his disaster.

Question 7.
Do you find this poem musical? The rhyme scheme of the first stanza is AABB (sea-A, be-A, motion-B, ocean-B). Is the rhyme scheme the same for all the stanzas?
Answer:
We find this poem completely musical. The poet’s profuse use of alliteration ‘S’ sea/ship/still and so on justifies this fact. The rhyme scheme is the same for all the stanzas.

CHSE Odisha Class 11 English The Inchcape Rock Important Questions and Answers

A.Short Answer Type Questions with Answers

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

No stir in the air, no stir in the sea,
The ship was still as she could be,
Her sails from heaven received no motion,
Her keel was steady in the ocean.

Without either sign or sound of their shock
The waves flowed over the Inchcape Rock;
So little they rose, so little they fell,
They did not move the Inchcape Bell.

The Abbot of Aberbrothok
Had placed that bell on the Inchcape Rock;
On a buoy in the storm it floated and swung,
And over the waves its warning rung.

When the Rock was hid by the surge’s swell,
The mariners heard the warning bell;
And then they knew the perilous Rock,
And blessed the Abbot of Aberbrothok.

Questions :
(i) What picture do the first two lines present?

(ii) “Her sails from heaven received no motion;” What does the expression ‘Her sails’ refer to?

(iii) In spite of flowing over the Inchcape Rock, why didn’t the waves move its bell?

(iv) What made the Inchcape Rock unseen?

(v) What picture of the Abbot of Aberbrothok do you get in the extract?

Answers :
(i) The first two lines present a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship was motionless,

(ii) The expression ‘Her sails’ refers to the ship’s sails.

(iii) The waves did not move Inchcape bell, in spite of flowing over the Inchcape Rock, because of their excessively slow rise and fall.

(iv) Rise of the tidal waves made the Inchcape Rock unseen.

(v) The extract presents a picture benevolence associated with the Abbot of Aberbrothok. His act of placing the bell on Inchcape Rock for the interest of the mariners is a case in point.

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

The sun in heaven was shining gay,
All things were joyful on that day;
The sea-birds screamed as they wheeled round
And there was joyance in their sound.

The buoy of the Inchcape Bell was seen
A darker speck on the ocean green;
Sir Ralph the Rover walked his deck,
And he fixed his eye on the darker speck.

He felt the cheering power of spring;
It made him whistle, it made him sing;
His heart was mirthful to excess.
But the Rover’s mirth was wickedness

Questions :
(i) How does the poet describe the sun?

(ii) What did the seabirds do and what did they produce?

(iii) How do you account for the repetition of ‘darker speck’?

(iv) “It made him whistle.” What does ‘It’ refer to?

Answers :
(i) The poet gives a description of the bright sun.

(ii) The seabirds screamed as they wheel around. There was joy in their sound.

(iii) Sir Ralph the Rover could not take his eye off the darker speck visible on the green ocean. Later his act of dealing with it becomes the focus of the poem and the repetition.

(iv) ‘It’ refers to the cheering power of spring.

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

His eye was on the Inchcape float;
Quoth he, ‘My men, put out the boat,
And row me to the Inchcape Rock,
And I’ll plague the Abbot of Aberbrothok’

The boat is lowered, the boatmen row,
And to the Inchcape Rock they go;
Sir Ralph bent over from the boat,
And he cut, the Bell from the Inchcape float.

Down sunk the Bell with a gurgling sound;
The bubbles rose and burst around;
Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’

Questions :
(i) What did Ralph say to his men?

(ii) ‘And I’ll plague the Abbot of Aberbrothok” – what aspect of Ralph’s character does this describe?

(iii) How did Ralph cut the bell?

(iv) What happened after he cut the bell?

(v) ‘Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’
What device does the Southey use here?

Answers :
(i) Ralph said to his men to get the boat ready and row him to the Inchcape Rock.
(ii) This line presents Ralph as a sadist.

(iii) Ralph cut the bell by bending over the boat.

(iv) After he cut the bell, it sunk down into the sea making a gurgling sound.

(v) The device poet Southey uses here is irony. Sir Ralph the Rover cut the Inchcape bell and eventually paid the penalty.

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

Sir Ralph the Rover sailed away,
He scoured the seas for many a day;
And now grown rich with plundered store
He steers his course for Scotland’s shore.

So thick a haze o’erspreads the sky
They cannot see the sun on high;
The wind hath blown gale all day,
At evening it hath died away
On the deck the Rover takes his stand.

So dark it is they see no land.
Quoth Sir Ralph, ‘It will be lighter soon,
For there is a dawn of the rising moon.’

‘Canst hear’, said one ‘the breakers roar?
For methinks we should be near the shore’
‘Now where we are I cannot tell,
But I wish I could hear the Inchcape Bell.’

Questions :
(i) What did Sir Ralph do for many days?

(ii) Why were the mariners not able to see the sun?

(iii) When did the wind stop?

(iv) Why was the land not visible to the mariners?

(v) What did a mariner wish?

Answers :
(i) Sir Ralph searched for the ships in the sea and kept on plundering them for many days.

(ii) The mariners were not able to see the sun, because of dense fog that had overspread the sky.

(iii) The wind stopped in the evening.

(iv) The land was not visible to the mariners, because it was dark everywhere.

(v) A marinor wished he had heard the Inchcape Bell

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

They hear no sound; the swell is strong;
Though the wind hath fallen they drift along,
Till the vessel strikes with a shivering shock
‘Oh Christ ! It is Inchcape Rock’.

Sir Ralph the Rover tore his hair,
He cursed himself in his despair;
The waves rush in on every side;
The ship is sinking beneath the tide.

But even in his dying fear
One dreadful sound could the Rover hear,
A sound as if with the Inchcape Bell
The Devil below was ringing his knell.

Questions :
(i) ‘They hear no sound;’ who are they?

(ii) ‘Sir Ralph the Rover tore his hair.’ What poetic device is used here?

(iii) Why was the ship sinking?

(iv) What sort of sound did Ralph hear?

(v) In what condition did Ralph find himself?

Answers :
(i) They are Sir Ralph the Rover and the other mariners who accompanied him.

(ii) Alliteration is used here. The repetition of ‘R’ here justifies this fact.

(iii) The ship was sinking beneath the stormy sea because it struck the Inchcape Rock in the darkness of night.

(iv) Ralph heard a sound that was quite fearful as the sound of the Inchcape bell.

(v) Ralph found himself in a state of dread, despair, and belated repentance.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.
Unit – I
The test
Lines 1 to 16

No stir in the air…………………………. Abbot of Aberbrothok
Question 1.
What is ‘Inchcape Rock’?
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.
(b) the name of a ship that could cross all obstacles.
(c) the name of a sea animal that is very dangerous.
(d) none of the above.
Answer:
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.

Question 2.
The first four lines present a similar picture of air, sea, ship, sails, and ocean. What is that?
(a) stormy.
(b) stillness.
(c) sometimes stormy and sometimes calm.
(d) none of the above.
Answer:
(b) stillness.

Question 3.
What do you mean by the word ‘keel’?
(a) the old form of the word hill.
(b) bottom of the sea.
(c) the bottom part of the ship.
(d) top of the rock.
Answer:
(c) the bottom part of the ship.

Question 4.
What did happen to the Inchcape Rock when there was low tide?
(a) fully visible.
(b) only its top was visible.
(c) not visible.
(d) none of the above.
Answer:
(b) only its top was visible.

Question 5.
What did happen to the Inchcape Rock when there was high tide?
(a) completely covered by seawater.
(b) only its top was visible.
(c) the rock moves away to one side of the sea.
(d) the rock floats on the sea like a ship.
Answer:
(a) completely covered by seawater.

Question 6.
What did happen to ships that could not see the Inchcape Rock?
(a) they could not move.
(b) they returned away.
(c) they got wrecked.
(d) they passed away in another direction.
Answer:
(c) they got wrecked.

Question 7.
What did Abbot do to save the ships from the wreckage?
(a) He fixed a red flag on the Rock.
(b) He fixed a bell that rang in an abnormal situation on the sea.
(c) He fixed a huge magnet to check the movement of the sea.
(d) none of the above.
Answer:
(b) He fixed a bell that rang in an abnormal situation on the sea.

Question 8.
When did the Inchcape bell ring?
(a) during the visit of a ship.
(b) during the low tide in the sea.
(c) during a storm or when the sea swelled.
(d) during the attack of sea pirates.
Answer:
(c) during a storm or when the sea swelled.

Question 9.
The ‘bell’ floated and swung on a_________.
(a) log.
(b) pole.
(c) pillar.
(d) buoy.
Answer:
(d) buoy.

Question 10.
The ‘bell’ worked as a________ to the ship
(a) information.
(b) warning.
(c) signal.
(d) sailing.
Answer:
(b) warning.

Question 11.
What do you mean by the word ‘buoy’?
(a) a flying object.
(b) a sinking object.
(c) a floating object.
(d) a moving object.
Answer:
(c) a floating object.

Question 12.
What do you mean by the words ‘surge’s swell’?
(a) rise of the ship on the rock.
(b) rise of the tidal waves.
(c) rise of the rock on the sea.
(d) rise of seawater on the banks.
Answer:
(b) rise of the tidal waves.

Question 13.
How the Inchcape Rock was hidden?
(a) by the low tide.
(b) by the darkness.
(c) by the clouds.
(d) by the high tide.
Answer:
(d) by the high tide.

Question 14.
Who did hear the warning bell?
(a) the sea pirates.
(c) the mariners.
(b) the visitors.
(d) the ship owners.
Answer:
(c) the mariners.

Question 15.
What do you mean by the word ‘mariners’?
(a) the engineers.
(b) the pirates.
(c) the sailors.
(d) the passengers.
Answer:
(c) the sailors.

Question 16.
How was the rock described by the boat?
(a) pleasures.
(b) disadvantageous.
(c) advantageous.
(d) perilous.
Answer:
(d) perilous.

Question 17. Who did bless Abbot?
(a) the visitors.
(b) the mariners.
(c) the ship owners.
(d) none of the above.
Answer:
(b) the mariners.

Question 18.
‘Aberbrothok’ is associated with_________.
(a) the mariners.
(b) the Inchcape Rock.
(c) the ship.
(d) Abbot.
Answer:
(d) Abbot.

Unit – II
The test
Lines 17 to 40

The sun in heaven…………………. Abbot of Aberbrothok
Question 19.
The description of the sun in line 17 of the poem signifies :
(a) scorching sun.
(b) setting sun.
(c) rising sun.
(d) pleasant bright, sun.
Answer:
(d) pleasant bright, sun.

Question 20.
What does the screaming sound of sea birds signify?
(a) melancholy.
(b) joyance.
(c) a sight of horror.
(d) a bad day.
Answer:
(b) joyance.

Question 21.
How was the buoy of the Inchcape Bell seen on the sea?
(a) a brighter spot.
(b) a green speck.
(c) a darker speck.
(d) a white speck.
Answer:
(c) a darker speck.

Question 22.
Whose eye was fixed on the darker speck?
(a) the poets.
(b) the mariners.
(c) Sir Ralph’s.
(d) Pirates.
Answer:
(c) Sir Ralph’s.

Question 23.
What do you mean by the word ‘speck’?
(a) a very big spot.
(b) a very small spot.
(c) a bright spot.
(d) an invisible spot.
Answer:
(b) a very small spot.

Question 24.
What, according to the poet, the bright sun, screaming of birds and their joyance do signify?
(a) terrible summer.
(b) cheerful spring.
(c) the happy memory.
(d) unpleasant day.
Answer:
(b) cheerful spring.

Question 25.
Who was mirthful by the cheerful spring?
(a) the poet.
(d) the visitor.
(c) Sir Ralph.
(b) the mariner.
Answer:
(c) Sir Ralph.

Question 26.
What was the secrecy of Sir Ralph’s mirth?
(a) success.
(b) cheerful spring.
(c) wickedness.
(d) achievement.
Answer:
(c) wickedness.

Question 27.
What do you mean by the word ‘mirth’?
(a) delight.
(b) bad feeling.
(c) mourn.
(d) danger.
Answer:
(a) delight.

Question 28.
What did Sir Ralph want to do?
(a) to praise Abbot.
(b) to blame Abbot.
(c) to destroy Inchcape Rock.
(d) to earn a good name.
Answer:
(b) to blame Abbot.

Question 29.
What did he do to blame Abbot?
(a) stopped the bell ringing.
(b) cut the bell from the buoy.
(c) criticized Abbot in public.
(d) proved Abbot’s method was wrong.
Answer:
(b) cut the bell from the buoy.

Question 30.
What did Sir Ralph say after cutting the bell from the Inchcape Rock?
(a) everybody would praise him.
(b) he would fix a new bell.
(c) the next who comes to the Rock won’t bless the Abbot.
(d) none of the above.
Answer:
(c) the next who comes to the Rock won’t bless the Abbot.

Question 31.
What does the word ‘plague’ mean?
(a) cause pleasure.
(b) cause success.
(c) cause accident.
(d) cause pain.
Answer:
(d) cause pain.

Unit – III
The Text
Lines 41 to 68

Sir Ralph……………………ringing his knell
Question 32.
Sir Ralph was a ………………..
(a) ranger.
(b) rover.
(c) counselor.
(d) doctor.
Answer:
(d) doctor.

Question 33.
What did he do moving into the sea?
(a) visiting different places.
(b) discovering the things in the sea.
(c) plundering the ships for wealth.
(d) none of the above.
Answer:
(c) plundering the ships for wealth.

Question 34.
What did he do at last?
(a) enjoyed his days in the sea.
(b) returned to Scotland’s shore.
(c) crossed Inchcape safely.
(d) fulfilled his mission.
Answer:
(b) returned to Scotland’s shore.

Question 35.
How was the weather when Sir Ralph’s ship was near Scotland’s shore?
(a) dark, foggy, and stormy.
(b) bright, clear, and fine.
(c) cloudy, smoky, and semi-darkness.
(d) none of the above.
Answer:
(a) dark, foggy, and stormy.

Question 36.
But standing on the deck of the ship, Sir Ralph was hopeful of a clear day with the rising of_________.
(a) sun.
(b) stars.
(c) moon.
(d) a bright celestial object.
Answer:
(c) moon.

Question 37.
Why was the land not visible to the mariners of Sir Ralph’s ship?
(a) because of darkness.
(b) because they were far from the shore.
(c) because mariners had no microscope.
(d) all of the above.
Answer:
(a) because of darkness.

Question 38.
But one of the mariners could hear the________.
(a) wreck of a ship.
(b) thunder on a ship.
(c) Inchcape Bell.
(d) sound of a sea animal.
Answer:
(c) Inchcape Bell.

Question 39.
At last, the ship lost its way and got wrecked hitting against________.
(a) the other ship.
(b) the Inchcape Rock.
(c) a huge sea animal.
(d) none of the above.
Answer:
(b) the Inchcape Rock.

Question 40.
What did Sir Ralph do in despair?
(a) pray God.
(b) scolded his mariners.
(c) cursed himself.
(d) cursed Abbot.
Answer:
(c) cursed himself.

Question 41.
While dying in fear, Sir Ralph could hear a sound similar to________.
(a) band party drum.
(b) Thunder.
(c) sweet music.
(d) Inchcape Bell.
Answer:
(d) Inchcape Bell.

Question 42.
Who was in fact ringing this bell?
(a) Abbot.
(b) the Devil.
(c) Inchcape Bell.
(d) mariners.
Answer:
(b) the Devil.

Question 43.
What does the last line of the poem signify?
(a) death of Sir Ralph.
(b) end of his journey.
(c) a lesson taught to him.
(d) none of the above.
Answer:
(a) death of Sir Ralph.

Question 44.
Who is the author of the poem “Inchcape Bell”?
(a) Robert Frost.
(b) Robert Smith.
(c) Robert Stewart.
(d) Robert Southey.
Answer:
(d) Robert Southey.

Introducing The Poet :
Robert Southey was an English poet of the Romantic School, one of the so-called “Lake poets” and poet laureate for 30 years. His poems often told a story and were set in faraway lands. Although his fame has been long eclipsed by that of his contemporaries and friends William Wordsworth and Samuel Taylor Coleridge, Southey’s verse still enjoys some popularity.

Moreover, Southey was a prolific letter writer, literary scholar, essay writer, historian, and biographer. His biographies include the life and works of John Bunyan, John Wesley, William Cowper, Oliver Cromwell, and Horatio Nelson. The last has rarely been out of print since its publication in 1813 and was adapted for the screen in the 1926 British film, Nelson.

He was also a renowned Portuguese and Spanish scholar, translating a number of works from those two countries into English and writing both a History of Brazil (part of his planned History of Portugal which was never completed) and a History of the Peninsular War. Perhaps his most enduring contribution to literary history is the immortal children’s classic, The Story of the Three Bears, the original Goldilock story.

About The Poem :
The Inchcape Rock is based on the fact that a wicked man always pays the penalty in the long run. Here Sir Ralph the Rover is a case in point. He exhibits a common proverb – ‘As you sow, so you reap.” His wicked act of removing the bell from the perilous Inchcape Rock paved the way for his death. In short, Robert Southey hits at the cruel deed of Sir Ralph the Rover who perishes for the crime of removing the Inchcape bell and his unpardonable sins against humanity.

Summary:
The poem begins with a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship is silent so also are her sails. The bottom part of the ship is steady in the ocean. There is no sign of any disaster. The poet takes us back to the Inchcape Rock, a perilous roof off the east coast of Scotland near the mouth of the river Tay. During sunny days it can be easily noticed but during a storm, the ship meets its death because of it. Here comes the role of benevolent the Abbot, of Aberbrothok. To tide over this problem, he places a bell on this rock. The bell can be heard loud and clean when the sea is rough and hence warn the sailors of their presence near the fatal Inchcape Rock.

Now a pirate called Sir Ralph the Rover emerges on the scene. It is spring. The bright sun and the loud sound produced by the sea birds create an atmosphere of joy. Meanwhile, Ralph caught sight of a very small spot which is the bell placed by the Abbot of Aberbrothok upon the dangerous rock. He cannot take his eyes off it. He deeply feels the exciting power of spring. Driven by merriment, he whistles and sings. His heart leaps in joy, but his delight gives way to mischief. His eyes are fixed on the Inchcape Rock. Tom by hatred, is keen on destroying the good name of the Abbot of Aberbrothok. Human nature dies hard. Ralph, out of malice towards the Abbot, commits the sin of removing the bell. As a result, it sinks down producing a low sound. The bubbles surface and bursts around.

With the bell gone, Ralph searches for the seas for many days and keeps on plundering the ships that meet with wrecks. He becomes rich again. His ship moves towards Scotland’s shore, but a dense fog stormy wind and darkness prevent Ralph and his mariners from seeing the land. But Sir Ralph does not lose his heart. He tries to give his sailors courage by saying that the moon will soon appear and they will be able to see, but in vain. The ship soon strikes the rock. Everybody sinks into despair. Ralph’s misery knows no end. He tears his hair and curses himself, but it is too late.

The poem ends on a note of tragedy. Ralph finds the ship sinking beneath the tide. In his dying fear, he can hear one fearful sound as if it was the warning sound of the Inchcape bell. It is as if the Devil below were ringing Ralph’s death knell.

ସାରାଂଶ:
କବିତାଟି ଆରମ୍ଭ ହୁଏ ଶାନ୍ତ ସରଳ ପ୍ରକୃତିର ଏକ ଚିତ୍ରି ବର୍ଣ୍ଣନାରୁ । ସମୁଦ୍ରରେ କୌଣସି ଗର୍ଜନ ନ ଥିଲା କିମ୍ବା ନ ଥିଲା କିଛି ଚଳଚଞ୍ଚଳତା । ଜାହାଜ ଗତି କରି ଚାଲୁଥାଏ । ଧ୍ଵଂସର କୌଣସି ସଙ୍କେତ ନ ଥାଏ । କବି ଆମକୁ ନେଇଯାଆନ୍ତି ସ୍କଟଲ୍ୟାଣ୍ଡର ପୂର୍ବ ଉପକୂଳରେ ଥିବା ଘାତକ Inchcape Rock ନିକଟକୁ, ଯାହାକି ନିମ୍ନ ଜୁଆର ସମୟରେ ଉପରକୁ ଅଳ୍ପ ଦିଶେ ଓ ଉଚ୍ଚ ଜୁଆର ସମୟରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଏ। Tay ନଦୀର ମୁହାଣରେ ଏହି Inchcape Rock ଥିଲା । ପାଣିରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଇଥିବା ସମୟରେ ଅନେକ ଜାହାଜ ଏଥିରେ ବାଡ଼େଇ ହୋଇ ଖଣ୍ଡ ବିଖଣ୍ଡ ହୋଇଯାଏ । କାରଣ ଏହି ସମୟରେ ନାବିକମାନେ ଏହି Rockକୁ ଦେଖିପାରନ୍ତି ନାହିଁ । ଏହି ସମସ୍ୟାକୁ ସମାଧାନ କରିବାପାଇଁ ଜଣେ ଧର୍ମଯାଜକ The Abbot of Abberbrothok ଏହି ପଥର ଉପରେ ଏକ ଭାସମାନ ବସ୍ତୁକୁ ବାନ୍ଧି ତା’ ଉପରେ ଏକ ଘଣ୍ଟି ରଖିଲେ । ଯେତେବେଳେ ସମୁଦ୍ର ଅଶାନ୍ତ ହୋଇଉଠେ ଏବଂ ଉଚ୍ଚ ଜୁଆର ହୋଇଥାଏ, ଏହି ଘଣ୍ଟି ହଲିଦୋହଲି ଏକ ସତର୍କ ଶବ୍ଦ ସୃଷ୍ଟି କରେ ।

ଏହି ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣି ନାବିକମାନେ ଜାହାଜକୁ ଅନ୍ୟ ମାର୍ଗରେ ନିଅନ୍ତି ଏବଂ ନିଶ୍ଚିତ ମୃତ୍ୟୁରୁ ରକ୍ଷାପାଆନ୍ତି । ତେଣୁ ନାବିକମାନେ Abbotଙ୍କ ଏହି କାର୍ଯ୍ୟପାଇଁ ସହୃଦୟର ସହିତ ଧନ୍ୟବାଦ ଜଣାନ୍ତି । ଦିନେ Sir Ralph the Rover ସେଇ ବାଟ ଦେଇ ଜାହାକ ଚଳାଇ ଆସୁଥିଲେ । ସେ ପଥର ଉପରେ ଭାସମାନ ବସ୍ତୁ ସହ ସଂଲଗ୍ନ ଘଣ୍ଟି ଦେଖିଲେ ଏବଂ ନାବିକମାନଙ୍କଠାରୁ The Abbotଙ୍କ ବିଷୟରେ ପ୍ରଶଂସା ଶୁଣିଲେ । ହିଂସାରେ ତାଙ୍କର ହୃଦୟ ଜଳିଉଠିଲା । ନିଷ୍ପଭି କଲେ The Abbot of Aberbrothokଙ୍କର ଏହି ସୁନାମକୁ ସେ ଭାଙ୍ଗି ଚୁର୍‌ମାର୍ କରିଦେବେ । ନାବିକମାନଙ୍କୁ ଆଦେଶ ଦେଲେ ଜାହାଜକୁ ସେହି ଘଣ୍ଟି ପାଖକୁ ନେଇଯିବା ପାଇଁ । ସେଠାରେ ପହଞ୍ଚି ସେ ଘଣ୍ଟିଟିକୁ କାଟିଦେଲେ । ତାହା କ୍ଷୀଣ ଶବ୍ଦ ସହିତ ବୁଡ଼ିଗଲା । Sir Ralph ତାକୁ ଚାହିଁ କହିଲେ – ଏଥର ଏଠିକି ଯେଉଁ ନାବିକମାନେ ଆସିବେ ସେମାନେ ଆଉ The Abbotଙ୍କୁ ପ୍ରଶଂସା କରିବେ ନାହିଁ । କାରଣ ତାଙ୍କ ଘଣ୍ଟି ଆଉ ଏଠି ନାହିଁ । ଏହି Inchcape ଘଣ୍ଟିକୁ ଧ୍ୱଂସ କରି ନିଜର ହୃଦୟର ନିଭୃତ କୋଣରେ ଅମାପ ଗର୍ବକୁ ବହନ କରି ଜାହାଜ ଆଗକୁ ନେଇ ଚାଲିଲେ Sir Ralph । ସେ ସମୁଦ୍ରରେ ଅନେକ ଦିନ ଭ୍ରମଣ କରି ଅନ୍ୟ ଜାହାଜମାନଙ୍କରୁ ପ୍ରଚୁର ଉପସ୍ଥିତି ଦୃଶ୍ୟମାନ ହେଲା ନାହିଁ । ସକାଳେ କ୍ଷିପ୍ର ଗତିରେ ପ୍ରବହମାନ ବାୟୁର ଗତି ସନ୍ଧ୍ୟାବେଳକୁ ସ୍ଥିର ହୋଇଗଲା । Sir Ralph ଡେକ୍ ଉପରେ ଠିଆ ହୋଇ ଚାରିଆଡ଼କୁ ଚାହିଁଲେ । ସେ କେଉଁଆଡ଼େ ବି ସ୍ଥଳଭାଗ ଦେଖିପାରିଲେ ନାହିଁ । ତଥାପି ବି ସେ ନାବିକମାନଙ୍କୁ ବ୍ୟସ୍ତ ନ ହେବାପାଇଁ କହିଲେ । ଆଶ୍ବାସନା ଦେଲେ ଖୁବ୍ ଶୀଘ୍ର ଆଲୋକର ପ୍ରତୀୟମାନ ହେବ । କାରଣ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଜହ୍ନ ଉଇଁବ ଓ ପରିଷ୍କାର ଦେଖାଯିବ ।

କେହି ଜଣେ ନାବିକ କହିଲେ ସେମାନେ ବୋଧେ Inchcape Rock ନିକଟରେ ପହଞ୍ଚିଗଲେଣି । ଆଉ ଜଣେ ନାବିକ କହିଲେ ଯଦି ସେମାନେ Inchcape Rockର ସେହି ଘଣ୍ଟିର ଶବ୍ଦ ଶୁଣିପାରିଥା’ନ୍ତେ କି ? ଢେଉର କ୍ଷିପ୍ରତାରେ ଜାହାଜ ଆଗକୁ ମାଡ଼ି ଚାଲିଲା । ଅନ୍ଧାରରେ କିଛି ଦେଖାଯାଉ ନ ଥାଏ । ଜାହାଜଟି ପିଟି ହୋଇଗଲା ଏକ ଶିଳାଖଣ୍ଡରେ ଏବଂ ଖଣ୍ଡ ବିଖଣ୍ଡିତ ହୋଇଗଲା । ନାବିକମାନେ ଚିତ୍କାର କରି ଉଠିଲେ – ହେ ଭଗବାନ ! ଏଇଟା ତ Inchcape Rock । Sir Ralph ନିଜ କୃତକର୍ମ ପାଇଁ ନିଜକୁ ନିନ୍ଦୁଥା’ନ୍ତି । ଏଥିପାଇଁ ସମୟ ବହୁତ ବିଳମ୍ବ ହୋଇଯାଇଥିଲା । ସେ ସେଦିନ ଯଦି Inchcape Rockର ଘଣ୍ଟିଟିକୁ କାଟିଦେଇ ନ ଥା’ନ୍ତେ, ଓ ନାବିକମାନେ ନିଶ୍ଚିତ ମୃତ୍ୟୁମୁଖରୁ ରକ୍ଷା ପାଇପାରିଥା’ନ୍ତେ । Sir Ralphଙ୍କର ସମସ୍ତ ଚେଷ୍ଟା ବଞ୍ଚିବାପାଇଁ ବିଫଳ ହେଲା । ସେ ଅତଳ ସମୁଦ୍ରର ଗର୍ଭରେ ବୁଡ଼ିଗଲେ । ସେତେବେଳେ ସେ ଏକ ଭୟଙ୍କର ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣିଲେ, ସତେ ଯେପରି ତାହା Inchcape ଘଣ୍ଟି ଶବ୍ଦ ଥିଲା । ବୋଧହୁଏ ସାଗର ତଳ ଶୟତାନ ସେ ଘଣ୍ଟିଟିକୁ ବଜାଉଥଲା ।

CHSE Odisha 11th Class English Poetry:

• Stopping by Woods on a Snowy Evening Question Answer
• Oft, in the Stilly Night Question Answer
• The Inchcape Rock Question Answer
• To My True Friend Question Answer
• Fishing Question Answer

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 3 The Open Window Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 3 The Open Window Question Answers CHSE Odisha

The Open Window Class 11 Questions and Answers

Unit – I

Gist:
Mr. Nuttel and Vera are introduced and an immediate impression is given of Vera’s calmness and Mr. Nuttel’s nervousness. Mr. Framton Nuttel needs a rest because of overworking. Therefore, he has come to stay in a country village. Following a suggestion of his sister he has called on Mrs. Sappleton.

He is greeted by her niece Vera, a very self-possessed young lady of fifteen. She asks Nuttel if he knows many of the people round there. He says that he hardly knows anyone. His sister was staying there at the rectory some four years ago. Vera now invents a story and narrates it to Nuttel. She refers to her aunt’s tragedy that had occurred just three years ago. She draws his attention to the open window through which her husband and two young brothers set out for their day’s shooting.

They never came back. They were lost in a marsh having hidden dangers. It was a dreadful wet summer. Their bodies were never recovered. Here Vera’s voice undergoes a change. She narrates that her aunt always thinks that they will return someday. The little brown spaniel that was lost with them will also walk in at that window. Therefore, the window is kept open every evening till it is quite dusk. Vera stops narrating the story when she sees Mrs. Sappleton comes in.

Glossary:
presently : soon (ବର୍ତ୍ତମାନ)
self possessed : calm and confident (ଶାନ୍ତ ଏବଂ ଆତ୍ମବିଶ୍ୱାସୀ)
endeavoured : tried (ଚେଷ୍ଟା କଲା)
flatter: praise highly with a motive (ଏକ ଉଦ୍ଦେଶ୍ୟ ସହିତ ଉଚ୍ଚ ପ୍ରଶଂସା କର)
formal: conventional (ପାରମ୍ପରିକ)
nerve cure: getting rid of the feeling of nervousness (ସ୍ନାୟୁ ଉପଶମ)
migrate: move from one place to another (ଗୋଟିଏ ସ୍ଥାନରୁ ଅନ୍ୟ ସ୍ଥାନକୁ ଯାଆନ୍ତୁ)
rural retreat : a place of refuge : a safe and quiet or secluded place in a countryside (ଆଶ୍ରୟସ୍ଥଳ)
put up with : endure (ସହ୍ୟ କର)
discounting : disregarding (ଅବହେଳା)
moping : passing (time) in a dull state of mind (ଏକ ଦୁର୍ବଳ ଅବସ୍ଥାରେ (ସମୟ) ମନ ର ସ୍ତିତି)
nice division : ageable type of hosts (ବୟୋଜ୍ୟେଷ୍ଠ ପ୍ରକାରର ହୋଷ୍ଟ)
communion : sharing of thoughts (ଚିନ୍ତାଧାରା ବାଣ୍ଟିବା)
rectory : a house where the rector (priest) of a church lives ଏକ ଘର ଯେଉଁଠାରେ ଏକ ଚର୍ଚ୍ଚର ରେକ୍ଟର (ପୁରୋହିତ) ରୁହନ୍ତି
caller : one who has visited (ଯିଏ ପରିଦର୍ଶନ କରିଛନ୍ତି)
undefinable : vague (ଅସ୍ପଷ୍ଟ)
masculine habitation : the dwelling of men (ମନୁଷ୍ୟମାନଙ୍କର ବାସସ୍ଥାନ)
out of place : irrelevant (ଅପ୍ରାସଙ୍ଗିକ)
three years today : exactly three years ago (ଠିକ୍ ତିନି ବର୍ଷ ପୂର୍ବେ)
engulfed : covered over (ଆଚ୍ଛାଦିତ)
treacherous bog : a marsh having hidden dangers (ବିଶ୍ୱାସଘାତକ)
falteringly : in broken voice (ଭଙ୍ଗା ସ୍ୱରରେ)
spaniel : breed of dog with large ears which hang down (ସ୍ପାନିଏଲ୍)
dreadful : horrible (ଭୟଙ୍କର)
gave way : changed (ପରିବର୍ତ୍ତିତ)
moor : open and uncultivated land (ଖୋଲା ଏବଂ ଅଣସଂରକ୍ଷିତ ଜମି)
snipe : one kind of bird (ଏକ ପ୍ରକାର ପକ୍ଷୀ)
French window: a long window having two sashes hinged at sides and opening in the middle (ଫରାସୀ ୱିଣ୍ଡୋ)
tease : make fun of in a playful way (ଏକ ଖେଳାତ୍ମକ ଉପାୟରେ ପରିହାସ କର)
creepy : gloomy (ଉଦାସ)
got on her nerves : disturbed her (ତାଙ୍କୁ ବିଚଳିତ କଲା)
broke off : stopped suddenly (ହଠାତ୍ ଅଟକି ଗଲା)
shadder : shake (ହଲେଇବା)
bustled : moved busily (ବ୍ୟସ୍ତ ଭାବରେ ଗତି କଲା)

Think it out:

Question 1.
Why did Nuttel visit Mrs. Sappieton?
Answer:
Mr. Framton Nuttel was reeling under nervous break-down. He was ailing. The doctor advised him rest. For him change of place was the need of the hour. The doctor instructed him to get rid of mental excitement and violent physical exercise. Therefore, Framton Nuttel called on Mrs. Sappieton, a friend of his sister, with letters of introduction.

Question 2.
What did the young lady say about her aunt’s tragedy to Nuttel?
Answer:
According to Vera, her aunt’s greatest tragedy happened just three years ago. It was a dreadful wet summer. Mrs. Sappleton’s husband and her two young brothers went off for their day’s shooting. They never came back. While crossing the moor to their favourite snipe-shotting ground, they were engulfed in the treacherous piece of wet, spongy ground. Their bodies could not be traced. The little spaniel was also lost with them. Her poor aunt always hoped that they would come back one day.

Unit – II

Gist:
Mrs. Sappleton talks cheerfully about her husband and her brothers. She is sure that her husband and her brothers will come home directly from shooting. She rattles on cheerfully about the shooting and the scarcity of birds. To Framton it is all purely horrible. He makes a vain endeavour to turn the talk on to a less ghastly topic. He is conscious of his hostess’s scant attention towards him. Her eyes are focused on the open window and the lawn beyond.

Framton announces that the doctors have advised him complete rest. He should be free from mental excitement and violent physical exercise. Mrs. Sappleton did not pay any heed to Framton’s words. Her voice changes at the last moment. It seems as if her husband and her two younger brothers were returning from a muddy grave. Framton shivers slightly and turns towards the niece. Vera is horrified. She is staring through the open window.

Framton is filled with nameless fear. He sees the three men with guns under their arms coming towards the house followed by a tired brown spaniel. Silently they come near the house. Wildly seizing his hat and stick, he runs out through the front door and the gate. Mrs. Sappleton thinks that Mr. Framton Nuttel is a very strange fellow. Vera again makes up a plausible story about his fear of dogs. Romance at short notice is Vera’s speciality.

Glossary:
briskly: quickly, actively (ତୀବ୍ର ଭାବରେ)
marshes: a tract of wet and soft land (ଓଦା ଏବଂ କୋମଳ ଜମିର ଏକ ଟ୍ରାକ୍ଟ)
mess: disorder (ବିଶୃଙ୍ଖଳା)
rattled on: spoke continuously and in a lively way (ନିରନ୍ତର ଏବଂ ଜୀବନ୍ତ କଥା ହେଲା)
to turn the talk: to change the talk (କଥାବାର୍ତ୍ତା ପରିବର୍ତ୍ତନ କରିବାକୁ)
desperate: vain (ବୃଥା)
ghastly: dreadful (ଭୟଭୀତ)
a fragment of her attention: Mrs. Sappleton was taking little notice of Framton Nuttel’s words (ଶ୍ରୀମତୀ ସାପଲେଟନ୍ ଫ୍ରାମଟନ୍ ନଟେଲଙ୍କ କଥା ଉପରେ ଅଳ୍ପ ଧ୍ୟାନ ଦେଉଥିଲେ)
tragic anniversary: the annual date of the sad event (ବିଷାଦମୟ ଘଟଣାର ବାର୍ଷିକ ତାରିଖ)
violent: (here) hard (ପ୍ରଚଣ୍ଡ)
delusion: false belief (ମିଥ୍ୟା ବିଶ୍ୱାସ)
prospects: the probabilities of gain (ଧନଲାଭର ସମ୍ଭାବନା ରହିଛି)
scarcity: shortage (ଅଭାବ)
straying: wandering (ଚଳଚଞ୍ଚଳ)
infirmities: diseases (ରୋଗ)
yawn: open the mouth as when bored (ପାଟିକୁ ଯେତିକି ଖୋଲନ୍ତୁ, ବୋର୍ ହେବା ସମୟରେ ସେତିକି ଖୋଲନ୍ତୁ)
dazed horror: fear which makes one incapable of thinking (ବିସ୍ମିତ ବିଭୀଷିକା)
swung: turned (ମୋଡ଼ା ଯାଇଥିବା)
hoarse: rough (ରୁକ୍ଷ)
chanted: sang (ସଙ୍ଗ୍)
grabbed at: took hastily (ତରବରିଆ ଭାବରେ)
gravel-drive: a private road paved with small pebbles (ଗ୍ରାଭେଲ୍-ଡ୍ରାଇଭ୍)
headlong retreat: hasty return (ତରବରିଆ ପ୍ରତ୍ୟାବର୍ତ୍ତନ)
imminent: ready to take place (ପ୍ରସ୍ତୁତ ହୋଇ ରହିଥାନ୍ତି)
collision: clash (ମୁହାଁମୁହିଁ ହେବା)
mackintosh: a rain coat, so called after the name of the inventor Charles Macintosh (ମ୍ୟାକିନ୍ଟଶ)
bolted: dashed away (ଦୂରକୁ ଚାଲିଗଲା)
dashed off : ran quickly (ଶୀଘ୍ର ଦୌଡ଼ିବା)
ghost: the spirit of a dead person (ମୃତ ବ୍ୟକ୍ତିଙ୍କ ଆତ୍ମା)
cemetery: a burial ground (ଏକ ସମାଧି ସ୍ଥଳ)
pariah dogs: stray unclaimed dogs (ଅଜଣା କୁକୁରଙ୍କ ଉପଦ୍ରବ)
snarling: growling (ବର୍ଦ୍ଧମାନ)

Think it out:

Question 1.
What did Mrs. Sappleton say about her husband and brothers to Mr. Nuttel?
Answer:
Mrs. Sappleton said that her husband and brothers would come home directly from shooting, and they always came in through the open window. They had been out for snipe in the marshes that day. She talked merrily about the shooting and the scarcity of birds, and the prospects for duck in the winter.

Question 2.
How did Mr. Nuttel react to her?
Answer:
A man of nervous disposition as he was, Framton felt ill at ease to listen only to Mrs. Sappleton’s strange story of her husband and brothers. Vera had already told her the story of the open window. He knew that Mrs. Sappleton took little notice of him and her eyes were constantly directed towards the open window. As a result, Mrs. Sappleton’s story of her husband and brothers was purely horrible to him. He made a vain effort to switch over to other topic. It was an unfortunate coincidence that he had paid his visit on this tragic anniversary.

Question 3.
Why did Mr. Nuttel leave Mrs. Sappleton’s house in a hurry?
Answer:
The hunting party that comprised Mrs. Sappleton’s husband and her brothers and their spaniel really returned in the dim light of the afternoon. They were walking across the lawn towards the window. They all carried guns under their arms. One of them had a white coat hung over his shoulders. A tired brown spaniel closely followed the three figures. They neared the house silently. As soon as Nuttel saw them, he was horrified at the thought that they were ghosts of the dead. Therefore, he left Mrs. Sappleton’s house in a hurry.

Question 4.
How did Vera explain the cause of Nuttel’s sudden disappearance?
Answer:
When the hunting party and their spaniel really returned in the dim light of the afternoon, poor Nuttel was horrified at the thought that they were the ghosts of the dead and suddenly left that place. Vera calmly invented another story to explain Mrs. Nuttel’s sudden departure. She explained that the poor fellow was terribly afraid of dogs for he had once been chased by a group of stray dogs on the banks of the Ganges and he was forced to spend one whole night in a gravel.

Question 5.
How does Vera create romance at short notice in the story?
Answer:
Vera is capable of inventing stories from her own mind on any person or situation within a few seconds. When she knows that Mr. Nuttel is a stranger to the family, she invents a story on the open window of the house and narrates it to Mr. Framton Nuttel. That story makes Nuttel terrified. When Nuttel runs away from the house at the moment of return of Mrs. Sappleton’s husband and her two brothers considering them ghosts, Vera, justifies it by telling another story to Mrs. Sappleton. This proves that ‘romance at short notice’ is Vera’s speciality.

CHSE Odisha Class 11 English The Open Window Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
“My aunt will be down presently, Mr. Nuttel,” said a very self-possessed young lady of fifteen; “in the meantime you must try and put up with me.”
Framton Nuttel endeavored to say the correct something which should duly flatter the niece of the moment without unduly discounting the aunt that was to come. Privately he doubted more than ever whether these formal visits on a succession of total strangers would do much towards helping the nerve cure which he was supposed to be undergoing.
“I know how it will be,” his sister had said when he was preparing to migrate to this rural retreat; “you will bury yourself down there and not speak to a living soul, and your nerves will be worse than ever from moping. I shall just give you letters of introduction to all the people I know there. Some of them, as far as I can remember, were quite nice.”
Framton wondered whether Mrs. Sappleton, the lady to whom he was presenting one of the letters of introduction came into the nice division.
“Do you know many of the people round here ?” asked the niece, when she judged that they had had sufficient silent communion.
“Hardly a soul,” said Framton. “My sister was staying here, at the rectory, you know, some four years ago, and she gave me letters of introduction to some of the people here.”
He made the last statement in a tone of distinct regret.
“Then you know practically nothing about my aunt ?” pursued the self possessed young lady.
“Only her name and address,” admitted the caller. He was wondering whether Mrs. Sappleton was in the married or widowed state. An undefinable something about the room seemed to suggest masculine habitation.
“Her great tragedy happened just three years ago,” said the child; “that would be since your sister’s time.”
“Her tragedy ?” asked Framton; somehow in this restful country spot tragedies seemed out of place.
“You may wonder why we keep that window wide open on an October afternoon,” said the niece, indicating a large French window that opened on to a lawn.
“It is quite warm for the time of the year,” said Framton; “but has that window got anything to do with the tragedy?”
“Out through that window, three years ago to a day, her husband and her two young brothers went off for their day’s shooting. They never came back. In crossing the moor to their favorite snipe-shooting ground they were all three engulfed in a treacherous piece of bog. It had been that dreadful wet summer, you know, and places that were safe in other years gave way suddenly without warning. Their bodies were never recovered. That was the dreadful part of it.” Here the child’s voice lost its self-possessed note and became flateringly human. “Poor aunt always thinks that they will come back someday, they and the little brown spaniel that was lost with them, and walk in at that window just as they used to do. That is why the window is kept open every evening till it is quite dusk. Poor dear aunt, she has often told me how they went out, her husband with his white waterproof coat over his arm, and Ronnie, her youngest brother, singing ‘Bertie, why do you bound?’ as he always did to tease her, because she said it got on her nerves. Do you know, sometimes on still, quiet evenings like this, I almost get a creepy feeling that they will all walk in through that window She broke off with a little shudder. It was a relief to Framton when the aunt bustled into the room with a whirl of apologies for being late in making her appearance.

Questions :
(i) What light does the extract throw on the character of Vera?
(ii) What do you know about Mrs. Sappleton as outlined in the extract?

Answers:
(i) The story, ‘The Open Window’ is built around Vera. She is young. She is fifteen. She is cool, confident and composed. She is a fascinating entertainer. She treats Framton Nuttel well. She is a picture of confidence. She handles a nervous person like Framton quite amicably. She has a flair for inventing plausibe stories. She sees the open window and quickly decides to tell him a story.
(ii) Mrs. Sappleton is Vera’s aunt. She is known to Nuttel’s sister. At the suggestion of his sister, he had called on Mrs. Sappleton, but her absence surprises him. He wonders whether Mrs. Sappleton is in the married state or the widowed state. According to Vera’s description, Mrs. Sappleton never sees the dark side of life. She is exceedingly optimistic. She is convinced that her husband and two brothers will come back one day. They had gone for shooting through the window three years ago and never came back. But still she has not given up hope. She has not lost her heart.

Introducing the Author:
Saki was the pseudonym of Hector Hugo Munro. He was born in Burma, where his father was a police officer, but as his mother died when he was still an infant, he was brought up by his aunts in England where he was educated. At 23 he became an officer in the Burma Police, but returned to England and began working as a journalist. He assumed the name ‘Saki’, the name of the cup-bearer in Omar Rubaiyat and began to write novels and short stories under this pen name. It is his short stories that have earned him his reputation as a writer. They are published in four volumes – Reginald, Reginald in Russia, The Chronicles of Clovis, Beasts and Super-beasts. In 1914 he joined the army and fought for his country. He was killed in action in 1916 in France shot through the head while resting in a narrow crater and thus joined the list of great English writers who lost their lives in the First World War.

About the Story:
A self-possessed young lady of fifteen receives a nervous young man called Nuttel in the short absence of her aunt. After ascertaining that the young man knows nothing about her aunt, the young lady coolly invents the story of her aunt’s husband and her brother’s death in a spine-hunting expedition and her aunt’s belief that they will come in through the open window. Mr. Nuttel listens to the story with rapt attention. The young lady also invents another story to explain Mr. Nuttel’s sudden departure.

Summary:
Vera cool, confident, composed young lady of fifteen receives a nervous young man called Nuttel in the short absence of her aunt. He is in need of rest and as a result of over-exertion, he visits the house of Mrs. Sappleton, a friend of his sister. Vera finds that Mr. Nuttel is a stranger and knows very little about Mrs. Sappleton’s family. She understands his feelings well and gives him an excellent company. She entertains Mr. Nuttel by inventing a story.

Vera sees the open window and quickly decides to tell him a story about it. She tells him that it is the anniversary of that dreadful day when her aunt’s husband and her two young brothers had died. They had gone for their day’s shooting. They were engulfed in a treacherous piece of bog. They never came back. It had been the dreadful wet summer. Their bodies were never recovered. Here Vera’s voice lost its confident note and trembled with human emotion. Her aunt often told how they went out, her husband with his white water-proof coat over his arm, and Ronnie her youngest brother.

Vera stops suddenly in the middle of her speech at the sight of her aunt Mrs. Sappleton. She enters the room with a whirl of apologies, for being late. Her presence is a relief to Framton. Mrs. Sappleton expects them not to mind the open window. She says briskly that her husband and brothers will come back home directly from shooting, and they always come in this way. They have been out for birds in the marshes that day. There is no end to her lively talk about the shooting, the scarcity of birds, and the prospects for duck in the winter. To Mr. Framton Nuttel, it is all purely horrible to listen. He makes a vain effort to change the topic. He feels that his hostess is taking a little notice of him. Instead, her eyes are constantly directed towards the open window. It is an unfortunate coincidence that he has called on her on this tragic anniversary.

He had come there only on the advice of the doctor. All on a sudden, Mrs. Sappleton becomes alert. The hunting party and their spaniel really return in the dim light of the afternoon. Nuttel is horrified at the thought that they are the ghosts of the dead and he bolts away in an unceremonious hurry. And the young lady invents another story to explain Mr. Nuttel’s sudden departure. The poor fellow is terribly afraid of dogs for he had been once chased by a group of stray dogs on the banks of the Ganges and he was forced to spend one whole night in a grave. Romance at short notice is Vera’s speciality.

ସାରାଂଶ :

ଶାନ୍ତ ସ୍ଵଭାବବିଶିଷ୍ଟ ଓ ଆତ୍ମପ୍ରତ୍ୟୟପୂର୍ଣ୍ଣ ତରୁଣୀ ହେଉଛି ଭେରା । ତା’ର ବୟସ ହେଉଛି ମାତ୍ର ୧୫ ବର୍ଷ । ଥରେ ତାଙ୍କ ଖୁଡ଼ୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କ ଅନୁପସ୍ଥିତିରେ ମି. ନ୍ୟୁଟେଲ୍ ନାମକ ଜଣେ ଯୁବକ ଅତ୍ୟନ୍ତ ଶ୍ରାନ୍ତକ୍ଲାନ୍ତ ହୋଇ ବିଶ୍ରାମ ନେବା ଉଦ୍ଦେଶ୍ୟରେ ତାଙ୍କ ଘରେ ଆସି ଉପସ୍ଥିତ ହୋଇଛନ୍ତି । ତାଙ୍କ ଭଉଣୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କ ସହ ପୂର୍ବରୁ ପରିଚିତ । ଉଭୟଙ୍କ ଭିତରେ ଘନିଷ୍ଠତା ମଧ୍ୟ ଅଛି । ଭେରା ଜାଣିବାକୁ ପାଇଛି, ମି. ନ୍ୟୁଟେଲ ଜଣେ ଅପରିଚିତ ବ୍ୟକ୍ତି । ଶ୍ରୀମତୀ ସାପଲ୍ଟନ୍‌ଙ୍କ ପରିବାର ବିଷୟରେ ସେ ବିଶେଷ କିଛି ଜାଣନ୍ତି ନାହିଁ । ତାଙ୍କର ବିଶ୍ରାମ ଦରକାର । ତେଣୁ ଭଉଣୀଙ୍କ ପରାମର୍ଶକ୍ରମେ ସେ ଶ୍ରୀମତୀ ସାପଲ୍ଟନ୍‌ଙ୍କ ଗ୍ରାମ୍ୟ-ଗୃହରେ କେବଳ ବିଶ୍ରାମ ନେବାକୁ ଆସିଛନ୍ତି । ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କ ମନର ଅବସ୍ଥା ଭଲ ଭାବରେ ଜାଣିପାରି ସେ ତାଙ୍କୁ ଘରେ ଆଶ୍ରୟ ଦେଇଛନ୍ତି ଓ ନିଜର ସାନିଧ୍ୟ ଦେଇ ତାଙ୍କୁ ଆପ୍ୟାୟିତ କରିଛନ୍ତି । ସେଥ‌ିପାଇଁ ମଧ୍ୟ ମନରୁ ଗୋଟାଏ କାହାଣୀ ଆବିଷ୍କାର କରି ତାଙ୍କୁ ଶୁଣାଇଛନ୍ତି ।

ଯେଉଁ କକ୍ଷରେ ସେମାନେ ଆଳାପରତ, ତାହାର ଗୋଟାଏ ଝରକା ଖୋଲା ରହିଛି। ସେହି ଖୋଲା ଝରକା ବିଷୟରେ ତାଙ୍କୁ ଗୋଟାଏ କାହାଣୀ ଶୁଣାଇଦେବାକୁ ଭେରା ମନସ୍ଥ କରିଛି । କାହାଣୀଟିର ବର୍ଣ୍ଣନା କରିବାକୁ ଯାଇ ସେ କହିଛି – ‘‘ଆଜି ହେଉଛି ସେହି ଭୟାବହ ଦିନର ଏକବର୍ଷ ପୂର୍ତ୍ତି । ଠିକ୍ ଆଜିର ଦିନରେ ମୋର ଖୁଡ଼ୀଙ୍କର ସ୍ଵାମୀ ଓ ତାଙ୍କର ଦୁଇଜଣ ତରୁଣ ଭାଇଙ୍କର ମୃତ୍ୟୁ ଘଟିଥିଲା । ସେମାନେ ଶିକାର କରିବାକୁ ଯାଇଥିଲେ । ଜଙ୍ଗଲ ମଧ୍ୟରେ ଗୋଟାଏ କାଦୁଆ ସନ୍ତସନ୍ତିଆ ସ୍ଥାନ ଥିଲା । ସେଥିରେ ପୂରି ରହିଥିଲା ତରଳ ପଙ୍କ । ଉପରୁ ତାହାର କୌଣସି ସୂଚନା ପଙ୍କ ଭିତରେ ଡୁବିଯାଇ ଅଦୃଶ୍ୟ ହୋଇଯାଉଥିଲା । ସେହି ପଙ୍କ ଭିତରେ ସେହି ଶିକାରୀ ଦଳ ମଧ୍ୟ ସମାଧି ନେଇଥିଲେ । ତା’ ପରଠାରୁ ସେମାନେ ଆଉ ଫେରି ନାହାନ୍ତି । ଏହା ଥିଲା ଏକ ଭୟାବହ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମକାଳର ଘଟଣା । ସେମାନଙ୍କ ମୃତଦେହକୁ ମଧ୍ଯ କୌଣସି ଉପାୟରେ ସେହି ଗର୍ଭରୁ ବାହାର କରାଯାଇ ପାରିନଥିଲା ।’’ ଏତିକି କହି ଭେରାର କଣ୍ଠସ୍ଵରରୁ ହଜିଯାଇଛି ଆତ୍ମପ୍ରତ୍ୟୟର ଚିହ୍ନ – ତାହା ମାନବିକ କୋମଳ ଭାବାବେଗରେ କମ୍ପିତ ହୋଇଉଠିଛି । ଭେରା ତା’ ଖୁଡ଼ୀଙ୍କ ମୁହଁରୁ ଶୁଣିଛି, ଶିକାର କରିବାକୁ ଗଲାଦିନ ତା’ ସ୍ଵାମୀ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ ଥିଲେ ଏବଂ ତାଙ୍କ ସାନକକା ପିନ୍ଧିଥିଲେ ଧଳାରଙ୍ଗର ୱାଟର୍ ପ୍ରୁଫ୍-କନାର କୋଟ୍ ।

ବର୍ଣ୍ଣନାର ମଝିରେ ହଠାତ୍‌ ଭେରା ଅଟକି ଯାଇଛି । କାରଣ ତା’ ଖୁଡ଼ୀ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍ ଠିକ୍ ସେତିକିବେଳେ ସେଠାରେ ଉପସ୍ଥିତ ହୋଇଛନ୍ତି । ବିଳମ୍ବ ହୋଇଥିବାରୁ ନିଜର ତ୍ରୁଟି ପାଇଁ ବହୁ କ୍ଷମାଭିକ୍ଷା କରି ସେ କକ୍ଷ ମଧ୍ୟକୁ ପ୍ରବେଶ କରିଛନ୍ତି । ତାଙ୍କର ଉପସ୍ଥିତି ମି. ଫ୍ରାଫ୍‌ଟନ୍‌ ନ୍ୟୁଟେଲ୍‌ଙ୍କ ପାଇଁ ଆଶ୍ବସ୍ତିର କାରଣ ହୋଇଛି । ଉନ୍ମୁକ୍ତ ବାତାୟନ ବିଷୟରେ ସଚେତନ ନ ହେବାକୁ ସେ ଦୁଇଜଣଙ୍କୁ ଅନୁରୋଧ କରିଛନ୍ତି । ସେ ମଧ୍ୟ ଏକ ସୂଚନା ଦେଇ ପ୍ରକାଶ କରିଛନ୍ତି, ତାଙ୍କର ସ୍ଵାମୀ ଓ ଦୁଇଭାଇ ଏହି ଝରକା ଦେଇ ସର୍ବଦା ଶିକାର କରିବାକୁ ଯାଆନ୍ତି ଓ ସେହିବାଟେ ମଧ୍ଯ ଫେରି ଆସନ୍ତି । ଏଣୁ ଶିକାର ପରେ ସେମାନେ ସେହି ଝରକାବାଟେ ପ୍ରତ୍ୟାବର୍ତ୍ତନ କରିବେ ବୋଲି ସେ ତାକୁ ଉନ୍ମୁକ୍ତ ରଖୁଛନ୍ତି । ଆଜି ମଧ୍ୟ ସେମାନେ ଜଳପୂର୍ଣ ନିମ୍ନଭୂମିରେ ପକ୍ଷୀ ଶିକାର କରିବାକୁ ଯାଇଛନ୍ତି । ତାଙ୍କର ଗପର ଯେପରି ଅନ୍ତ ନାହିଁ । ସେ ଶିକାର, ପକ୍ଷୀମାନଙ୍କର ସ୍ଵଚ୍ଛତା ଏବଂ ଜଳାଶୟ ଭୂମିରେ ବତକ ମିଳିବାର ଉଜ୍ଜଳ ସମ୍ଭାବନା ବିଷୟରେ ଗଳ୍ପ କରି ଚାଲିଥା’ନ୍ତି । ସେଗୁଡ଼ା ଶୁଣିବାକୁ ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କୁ ଭଲ ଲାଗୁନଥାଏ। କାରଣ ସେ ସବୁଥରେ ଭରି ରହିଛି ସମ୍ପୂର୍ଣ୍ଣ ଭୟାବହ ଚିତ୍ର । ଗଳ୍ପର ବିଷୟବସ୍ତୁକୁ ପରିବର୍ତ୍ତିତ କରିଦେବାପାଇଁ ସେ ଚେଷ୍ଟା କରିଛନ୍ତି । ମାତ୍ର ତାଙ୍କର ଉଦ୍ୟମ ବ୍ୟର୍ଥ ଧାରଣା ତାଙ୍କ ମନରେ ସୃଷ୍ଟି ହୋଇଛି । ଏହା ପରିବର୍ତ୍ତେ ତାଙ୍କର ଆଖ୍ ସିଧାସଳଖ ବାରମ୍ବାର ସେହି ଖୋଲା ଝରକା ଉପରେ ବୁଲିଆସୁଛି । ସେହି ଦୁଃଖଦ ଘଟଣାର ବର୍ଷ-ପୂର୍ତ୍ତି ଦିନରେ ସେ ତାଙ୍କୁ ସାକ୍ଷାତ କରିବା ଘଟଣାକୁ ଏକ ଦୁର୍ଭାଗ୍ୟଜନକ ଆକସ୍ମିକ ଯୋଗସୂତ୍ର ବୋଲି ମନରେ ଭାବୁଥାଆନ୍ତି । କେବଳ ଡାକ୍ତରଙ୍କ ପରାମର୍ଶକ୍ରମେ ଜଳବାୟୁର ପରିବର୍ତ୍ତନ ପାଇଁ ତାଙ୍କର ସେ ସ୍ଥାନକୁ ଆଗମନ ହୋଇଥିଲା । ତା’ ବ୍ୟତୀତ, ଏଠାକୁ ଆଗମନର ଅନ୍ୟ କୌଣସି କାରଣ ହିଁ ନ ଥିଲା ।

ହଠାତ୍ ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ ସତର୍କ ହୋଇଗଲେ । କାରଣ ସେ ଦେଖିବାକୁ ପାଇଲେ, ଅପରାହ୍ନର ସେହି ମ୍ଳାନ ଆଲୋକରେ ଶିକାରୀଦଳ ତାଙ୍କ ଶିକାରୀ କୁକୁର ସହିତ ଫେରି ଆସିଛନ୍ତି । ଅଳ୍ପ ସମୟ ଭିତରେ ସେମାନେ ସେହି ମୁକ୍ତ ବାତାୟନ ଦେଇ କକ୍ଷ ଭିତରେ ପ୍ରବେଶ କରିବେ । ମି. ନ୍ୟୁଟେଲ୍ ତାହା ଶୁଣି ଭୟଭୀତ ହୋଇଗଲେ । କାରଣ ତାଙ୍କ ଆଖୁରେ ସେମାନେ ଥିଲେ ମୃତପ୍ରାଣୀମାନଙ୍କର ଭୂତ । ଏଣୁ ସେ କୌଣସି ଲୌକିକତା ରକ୍ଷା ନ କରି ଉନ୍ମାଦଙ୍କ ପରି ସେହି କକ୍ଷରୁ ଝଡ଼ ବେଗରେ ନିଶ୍ରାନ୍ତ ହୋଇଗଲେ । ମି. ନ୍ୟୁଟେଲ୍‌ଙ୍କ ସେହି ଆଶୁ ପ୍ରସ୍ଥାନର କାରଣ ଦର୍ଶାଇବାକୁ ଯାଇ ଭେରା ଆଉ ଗୋଟିଏ ନୂତନ କାହାଣୀ ସଙ୍ଗେ ସଙ୍ଗେ ଆବିଷ୍କାର କରି ଶ୍ରୀମତୀ ସାପଲ୍ଟଟନ୍‌ଙ୍କୁ ଶୁଣାଇଲେ । ତାଙ୍କ ମତରେ, ବିଚାରା ମି. ନ୍ୟୁଟେଲ୍ କୁକୁରମାନଙ୍କୁ ଭୀଷଣ ଭୟ କରନ୍ତି । କାରଣ ଏକଦା ଦଳେ ବୁଲାକୁକୁର ତାଙ୍କୁ ଗଙ୍ଗା କୂଳକୁ ତଡ଼ିନେଇ ଯାଇଥିଲେ । ସେତେବେଳେ ରାତ୍ରି ସମୟ । ବିଚରା ନ୍ୟୁଟେଲ୍‌ଙ୍କୁ ଗୋଟାଏ କବର ଭିତରେ ଲୁଚିରହି ସାରାରାତି ବିତାଇବାକୁ ପଡ଼ିଥିଲା ।

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Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 5 Childhood Textbook Exercise Questions and Answers.

Class 11th Invitation English Non-Detailed Chapter 5 Childhood Question Answers CHSE Odisha

Childhood Class 11 Questions and Answers

Unit – I

Gist :
Going down the memory lane, Nehru states that his childhood was a dull and protective one. He grow up in an environment where his cousins often talked about arrogant and humiliating manners of the English people towards Indians and the latter’s duty to tolerate it. Besides, they discussed numerous facts connected with the difference between the rulers and the ruled. The author failed to understand anything. In spite of killing an Indian, an Englishman was declared innocent by a jury that comprised his own countrymen. Even the most crowded railway compartment were reserved for the English people. On the other hand, Indians were deprived of getting a seat, although they remained empty. Reservation was avilable for the former so far as benches and chairs in the public parks were concerned. Strangely enough, an Englishman was entitled to possess an unreserved compartment. As a result, the author developed anger towards the foreign rulers of his country. An Indian’s aggressive attack gladdened him. The way one of his cousins treated an Englishman and more frequently with Europeans and Asians is a case in point. Quarrels with them were common in the course of railway journeys in particular. Despite his angry feelings towards the foreign rulers, Nehru had no such feeling against individual Englishmen.

Glossary :
related: connected (ସଂଯୁକ୍ତ)
sheltered : protected (ସୁରକ୍ଷିତ)
uneventful : dull (କୁଣ୍ଠିତ)
overbearing : arrogant, proud (ଅହଂକାରୀ, ଗର୍ବୀ)
Eurasians : Europeans and Asians (ଇଉରୋପୀୟ ଓ ଏସୀୟ)
Instances: cases (ମାମଲା)
conflicts : difference (ପାର୍ଥକ୍ୟ)
acquitted : not found guilty (ଦୋଷୀ ସାବ୍ୟସ୍ତ ହୋଇନାହିଁ )
filled with : full of (ପୂର୍ଣ)
resentment : anger (କ୍ରୋଧ)
alien : foreigner (ବିଦେଶୀ)
infrequently : occasionally (ବେଳେବେଳେ)
encounters : meeting (ସଭା)
pick : start (ଆରମ୍ଭ କର)
oneness : unity (ଏକତ୍ଵ ଭାବ; ଏକତା)
offensive : rude (ଅଭଦ୍ର)
resent: hate (ଘୃଣା)
in my heart : sincerely (ଆନ୍ତରିକତାର ସହିତ)

Think it out:

Question 1.
Why did Nehru resent the behaviour of Englishmen in general in India?
Answer:
The English people treated Indians with disdain and arrogance. In spite of killing an Indian, they were declared innocent by a jury of their own countrymen. Reservations in railway trains, were meant only for English people, however crowded they might be. Indian people were deprived of travelling in them, in spite of remaining empty. Seats even in unreserved compartment were not allotted to them, but to an Englishman. Reservation concerning benches and chairs in public parks was meant for EuropeAnswer: His cousins talked about these facts and he listened to them as a child. Therefore, Nehru resented the behaviour of Englishmen in general in India.

Question 2.
How did he feel about the individual Englishman in India?
Answer:
In spite of resentment against the presence and unjust behaviour of the British government, Nehru didn’t have any feeling of animosity against individual Englishmen. English Governess took care of Nehru. At time he saw, the presence of English friends of his father’s calling on him. He rather heartily admired the English.

Unit -II

Gist :
Nehru recollects how their house echoed with his father’s roaring laughter that became famous in Allahabad. It happened when he was in a relaxing mood after the friends left his house. Sometimes curiosity led the writer to peep and understand the conversations of these great people. If he was seen doing so, he forcibly taken to the room. Fear seized him. His father made him sit on his knee for a while. Once he caught sight of his father and his friends drink whisky. He rushed to his mother, horrorstricken and told her that his father was drinking blood. The author deeply loved his father. To him, he was the epitome of strength and courage and cleverness, eclipsing all other men. The author had witnessed his father losing his temper at servants and others. To him, his father seemed to be ferocious at that time. The way he treated a servant made him tremble in fear, blended sometimes with anger. Nevertheless, his father was endowed with a sense of humour, a strong will and self-control. When he became old, his devastating temper abated in a great measure.

Glossary:
resound : echo (ଇକୋ)
Tremendous : profound (ବିରାଟ)
peep: Look quickly and furtively (ଶୀଘ୍ର ଏବଂ ଚତୁରତାର ସହ ଦେଖ)
embodiment: a typical living example (ଏକ ସାଧାରଣ ଜୀବନ୍ତ ଉଦାହରଣ)
treasure (v) : to keep something as extremely valuable (ଧନ)
shivered : trembled (ଥରି ଉଠିଲା)
fright : fear (ଭୟ)
iron : very strong (ବହୁତ ଶକ୍ତିଶାଳୀ)
indulge in : to do something that one likes (କିଛି କରିବାକୁ ଯାହା ପସନ୍ଦ କରେ)

Think it out :

Question 1.
How did Nehru’s father spend his evenings in Allahabad?
Answer:
Nehru’s father usually spent his evenings in the midst of his friends in his house. He relaxed with them after the day’s stress. The house would echo with his roaring laughter. His laugh carved out a name for itself in Allahaband. Nehru’s father
enjoyed drinking whisky with his friends.

Question 2.
How does Nehru express his admiration for his father?
Answer:
Nehru admires his father profusely. To him, his father was the epitome of strength, courage and cleverness. He was superior to all in these respects. He cherished the hope that he would be like him in future. In spite of possessing devastating temper, his father possessed a strong sense of humour and a determined will. With the growth of age, his father’s temper abated.

Unit -III

Gist :
Nehru remembers how he felt a prey to his father’s terrible ill-temper, when he was about five or six. One day he greedily looked at two fountain-pens on his father’s office table. Debating with himself that his father would not need both of them at the same time and this prompted him to take one. Later a mighty search for it was on. Nehru grew panicky at his guilt, but he did not confess it. They found out the pen. The author’s wrong deed came to light before everybody. The author was given a terrible thrashing. He wilted under severe pain and utter shame. Mother was the source of solace to him at that’moment, but he had not any grumbling for his father for inflicting punishment on him. His admiration and affection for him remained as strong as ever, but fear was always there. He never feared his mother, because she would always approved him for anything he did. Because of her overwhelming love for him, Nehru tried to influence her a bit. He confided everything to his mother, but never to his father. He praised his mother’s beauty and loved her astonishingly small and beautiful hands. Nehru’s mother hailed from Kashmir.

Glossary :
recollections : memory (ସ୍ମୃତି)
victim : prey (ଶିକାର)
mighty : massive (ବିରାଟ)
got frightened : got panicky (ଭୟଭୀତ ହେଲା)
confess : admit (ସ୍ୱୀକାର କର)
proclaim (v) : declare (ଘୋଷଣା କର)
mortification : shame (ଲଜ୍ଜା)
disgrace : dishonour (ଅପମାନ)
quivering : trembling (କମ୍ପିତ)
aching : injured (ଆହତ)
ill-will : bad intention (ଖରାପ ଉଦ୍ଦେଶ୍ୟ)
admiration : praise (ପ୍ରଶଂସା)
condone : approve anything (କ୍ଷମା କରିବା)
indiscriminating : overwhelming (ପ୍ରକମ୍ପିତ)
confide : have confidence (ଆତ୍ମବିଶ୍ୱାସ ରଖନ୍ତୁ)
petite : small, thin, attractive (ଛୋଟ, ପତଳା, ଆକର୍ଷଣୀୟ)
dominate : influence (ପ୍ରଭାବ)
amazingly : astonishingly (ଆଶ୍ଚର୍ୟ୍ୟଜନକ ଭାବେ)

Think it out

Question 1.
Narrate briefly how Nehru became a victim of his father’s temper. What was the effect of this incident on him?
Answer:
When he was about five or six, Nehru caught sight of two fountain-pens on his father’s office table and looked at them greedily. He debated with himself if his father would use both at the same time. So he took one of them, Later his family made a massive search for the lost pen. Nehru got panicky, but didn’t admit his guilt. The pen was found out. Father burst into anger and inflinced a severe blow on him. Nehru suffered pain and shame. Mother applied various creams and ointments to his aching and trembling body.

Question 2.
What impression of Nehru’s mother do you get from this unit?
Answer:
This unit presents Nehru’s mother in a bright light. She was a forgiving woman. She approved everything Nehru did in his childhood, because of her abundant and overwhelming love for him. He told everything to his mother, as she seemed closer to him. Nehru’s mbther was thin, short and attractive. He praised her beauty and loved her astonishingly small and beautiful hands and feet. Nehru’s mother hailed from Kashmir.

Unit -IV

Gist :
The author cherishes the memory of his father’s Munshi Mubarak Ali, who hailed from a rich family of Badaun that had met with ruin and partial destruction as a result of the Rebellion of 1857 and the English troops respectively. This tragedy made Mubarak gentle and patient with everybody and with children in particular. In him, Nehru found a safe shelter in his moments of sorrow or trouble. In Nehru’s childhood, he seemed to be a picture of very ancient and full of knowledge of the past. Mubarak was a great story-teller. When Nehru grew up, his trustworthy Mubarak Ali was no more. He listened to the stories from the Ramayana and the Mahabharata narrated by his mother and aunt and this contributed to Nehru’s knowledge of Indian folkfore and mythology during his childhood.

Glossary:
confidant: trusted person (ବିଶ୍ୱସ୍ତ ବ୍ୟକ୍ତି)
well-to-do : rich (ଧନୀ)
exterminate (v) : destroy (ବିନାଶ କର)
affliction : suffering (ଦୁଃଖ କଷ୍ଟ)
forbearing : patient ରୋଗୀ
haven : safe place (ନିରାପଦ ସ୍ଥାନ)
refuge : shelter (ଆଶ୍ରୟସ୍ଥଳୀ)
ancient : old (ପୁରାତନ)
lore : knowledge (ଜ୍ଞାନ)
snuggle up : get closer (ନିକଟତର ହେବା)
innumerable : countless (ଅଗଣିତ)
Arabian Nights : Thousand One Night’s Tale of the Arabian Nights (ଥାଉଜେଣ୍ଡ ବାନ ନାଇଟ୍ସ ଟେଲ ଅଫ ଦ ଆରବିଆନ୍ ନାଇଟ୍ସ)
precious : valuable (ମୂଲ୍ୟବାନ)
possession : treasure (ରତ୍ନଭଣ୍ଡାର)
inexhaustible : never-ending (ଚିରନ୍ତନ)

Think it out :

Question 1.
How does Nehru cherish the memory of Mubarak Ali?
Answer:
Mubarak Ali, his father’s Munshi, and Nehru’s one of the early trustworthy persons, came from a rich family. Unfortunately, the Rebellion of 1857 ruined his family and the English troops had partially destroyed it. In spite of great suffering, Mubarak never lost his heart. This tragedy made him gentle and patient with everybody. He was a source of consolation to Nehru’s trouble. He was a remarkable story-teller and the narrator of the painful happenings in 1857 and 58. When Nehfu grew up, Mubarak was no more.

Question 2.
How did Nehru acquire the knowledge of Indian folklore and mythology during his childhood?
Answer:
Nehru was fortunate to listen to stories from the old Hindu mythology during his childhood. Besides, he lent his years to the epics such as, the Ramayana and the Mahabharata. His mother and aunt always narrated these stories to him. Nehru’s aunt, the widow of Pandit Nand Lai, possessed a vast knowledge of old indian books. She knew stories that knew no end. In this way, Nehru acquired the knowledge of Indian folklore and mythology during his childhood.

Unit -V

Gist :
Nehru did not have clear ideas of religion during his childhood. Father and his older cousins dealt with it very lightly. Nehru rather enjoyed various religious ceremonies performed by the women of the family. Sometimes he went to the Ganges for a dip with his mother. Sometimes they visited temples in Allahabad and so on. But all this did not greatly influence him. Nehru goes back to his childhood days when festivals such as, the Holi, the Divali, the Janamsthami were celebrated with pomp and grandeur. The Muslims also celebrated the Mohurrum. The two Id days found their Munshiji in the big mosque for prayers. He was elegantly dressed. The author was nicely treated in his house. Most of the other Hindus did not observe some special celebrations which were important for the Nehru’s family and other Kashmiris. The Naoraz is a case in point. All of them put on new dresses and the young people were given small amounts of money as tips.

Glossary:
hazy : not clear (ଅସ୍ପଷ୍ଟ)
notions : ideas (ବିଚାର)
casual : temporary (ଅସ୍ଥାୟୀ)
revelry : noisy fun, merrymaking (ହୋ-ହଲ୍ଲା ମଜା, ହୁଳହୁଳି)
squirt : sprinkle (ସିଞ୍ଚନ କରିବା)
lit up : lighted (ଆଲୋକିତ)
conquest : victory (ବିଜୟ)
assembled : gathered (ଏକତ୍ରୀତ)
attire : dress (ବେଶଭୂଷା)
dainties : tasty food (ସୁସ୍ୱାଦୁ ଖାଦ୍ୟ)
tips : to give a small amount of money (ଅଳ୍ପ କିଛି ଟଙ୍କା ଦେବା ପାଇଁ)

Think it out:

Question 1.
How does Nehru recall the religious atmosphere in his home during his childhood?
Answer:
Nehru had hazy ideas of religion during his childhood. Father and his older cousins treated the matter in a lighter vein. Nevertheless, some sort of religious atmosphere prevailed in his family. The women of the family took part in various ceremonies and rituals from time to time. Nehru rather enjoyed it, yet he tried to take a leaf out of the casual attitude of the grown-up men of the family. Sometimes, he go to the Ganges with his mother or aunt for a dip and visited temples in Allahabad or Benares.

Question 2.
How did Nehru family observe various festivals when he was a child?
Answer:
Nehru’s family observed various festivals such as, the Holi, the Divali, the festival of light, the Janamsthami, the Dasehra and Ram Lila, Rakshabandhan, Bhayya Duj and the Naoroz in a very enthusiastic manner. Festivity was in the air, during the Holi and the Divali. They all observed the Holi by sprinkling water at each other and the Divali by lighting their houses with thousands of dim light in earthen cups. The tableaux and processions connected with the Dusehra and Ram Lila attracted multitude of people.

Unit -VI

Gist:
Nehru had great fascination for his birthdays. He enjoyed them to his heart’s content during his childhood. He was the focus of these particular days. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles. Then they were given away among the poor. Nehru was clad in clothes. He received gifts. Later, a party took place on the occasion. He felt the central figure of his birthday ceremony. His complaint against this occasion that it did not come all the time. Of course, he tried to revolt for more continuous birthdays. Once he accompanied the whole family went to a distant town to attend a marriage. The journeys were quite enjoyable. The marriage house was packed with many families and as a result, he never felt lonely. These occasions filled all the children’ with great joy.

Glossary:
array: put on a ceremonial dress (ଆନୁଷ୍ଠାନିକ ପୋଷାକ ପରିଧାନ କରନ୍ତୁ)
grievance: complaint (ଅଭିୟୋଗ)
agitation: revolt (ବିଦ୍ରୋହ କରିବା)
advancing: growing (କ୍ରମବର୍ଦ୍ଧିଷ୍ଣୁ)
journeyed: travelled (ଯାତ୍ରା କଲେ)
numerous: many (ଅନେକ)
our … mischief (ଆମର) : Nehru and other children enjoyed playing and doing mischief to the brim

Think it out:

Question 1.
How did Nehru enjoy his birthdays during his childhood?
Answer:
Nehru enjoyed his birthdays to his heart’s content during his childhood. He played the most important part in his birth anniversary. He was full of excitement that day. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles and they were given away to the poor. He was clad in new clothes and received gifts. His family hosted a party in the evening.

Question 2.
What was his grievane against this occasion?
Answer:
Nehru’s main grievance against his birthdays during his childhood that they did not come frequently. They occurred so rarely. Of course, he tried to start a revolt for more frequent birthdays. At that time, he was not aware of one stark truth that birthdays signalled the growth of ag

Unit – VII

Gist :
Nehru hits at the extravagant ceremonies in India. The rich and the poor spend lavishly on marriage. It is a mere waste. As a result, they are worthy of blame. Their vulgar show lacks artistic and aesthetic value. The middle classes are most affected. The poor do not mind spending carelessly, they incur heavy loans from the money lenders. Their social customs drive them to a quagmire of poverty. Of course, the poor lead terribly dull and boring lives. An occasional marriage celebration brings them a sort of happiness. In it, they find themselves in a world where life’s toil and tiredness do not exist.

These occasions are a source of consolation in thier miserable existence. Here they laugh and make merry. Nehru wants them to give up such show at any cost. However, he is sympathetic to the poor with regard to their pompous wedding ceremonies. He holds the same attitude towards the middle classes. These marriages make them united socially in a great measure. The poor and middle class people meet their distant relations and old friends after a long time. Vastness of India’s size deprives them of being together so easily. Therefore marriage celebrations have gained popularity.

Glossary:
condemnation : blame (ଦୋଷ ଦେବା)
extravagant : spending a lot of money (ପ୍ରଚୁର ଅର୍ଥ ବ୍ୟୟ କରି ଚଳୁଛନ୍ତି)
display : show (ପ୍ରଦର୍ଶନ କରିବା)
aesthetic: showing artistic taste (କଳାତ୍ମକ ରୁଚି ଦେଖାଇବା)
burdensome: hard to bear (ସହିବାକୁ କଷ୍ଟ ହୁଏ)
monotonous : boring (ଅବଶୋଷଣ)
toil: hard work (କଠିନ ପରିଶ୍ରମ)
refuge: shelter (ଆଶ୍ରୟସ୍ଥଳୀ)
domesticity: family life (ପାରିବାରିକ ଜୀବନ)
prosaic: uninteresting (ଅନାସକ୍ତ)
lessen: reduce (ହ୍ରାସ କରିବା)
rival: opponent (ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱୀ)

Think it out:

Question 1.
How did Nehru enjoy himself when his family visited relatives living in distant towns to take part in wedding ceremonies?
Answer:
Not necessary. (This unit does not contain the answer.)

Question 2.
How does Nehru view customs of Indian marriages?
Answer:
Nehru’s view on customs of Indian marriages is critical out and out. The rich and the poor, in his opinion, are worthy of blame because of their wasteful and pompous show. They spend a lot of money on marriage ceremonies. Besides, waste, they sometimes seems to be untasteful that lacks artistic value of any sort. It is indeed painful.

Question 3.
Why is he sympathetic to the poor with regard to their extravagant wedding ceremonies?
Answer:
In spite of their extravagant display, the poor’ evoke Nehru’s sympathy. It is true that their poverty is attributed to their social customs. Their life is excessively dull and boring. An occasional marriage brings cheers to their lives. They feast, laugh and make merry on these occasions. They get a respite from their dreary domestic work and hard toil.

Question 4.
What is Nehru’s observation on the brighter side of wasteful marriage ceremonies?
Answer:
Nehru sees the brighter side of wasteful marriage ceremonies. These marriages pave the way for social unions. As a result, distant relations and old friends got a chance to meet each other after a long gap. It is difficult for friends to meet and for many to meet at the same times is more difficult if one takes India’s vast size into account.

Unit – VIII

Gist:
Nehru focusses on the status of Kashmiri women in the society. They never adopted purdah system. They adopted it partially in relation to non-Kashmiris. Their social status was marked by the greater freedom they enjoyed in the society then many others in North India. Kashmiri feats and ceremonies showed a sign of their togetherness. Of course the boys and girls lacked the freedom of modern West. In this way the author’s early life passed. At times his family quarrels reached a dangerous pitch. His father got angry. When these hapenings caught his attention, Nehru felt very sad.

Father’s interference sent shock waves down their spins. The little incident of his childhood lingers in memory. At the age of seven or eight, riding was a daily routine for him. A sawar from a cavalry unit always accompanied him. One evening Nehru fell down and as a result his small horse, a good-looking animal, partly Arab, came back alone to his home. At that time his father \vas hosting a tennis party. A great shocked feeling ran through all and all the party led by his father went in search of him. All kinds of vehicles were pressed into action. They met Nehru on the way and he was given a special treatment.

Glossary:
seclusion : isolation (ବିଚ୍ଛିନ୍ନତା)
prevailing : existing (ପ୍ରଚଳିତ)
inevitable : unavoidable (ଅପରିହାର୍ୟ୍ୟ)
squabble : quarrel (ବାଦବିବାଦ)
assumed unusual proportions : reached a high pitch (ଏକ ଉଚ୍ଚ ପିଚ୍ରେ ପହଞ୍ଚିଥିଲେ)
reached…..ears : Nehru’s father heard (ଶୁଣିଲେ ନେହେରୁଙ୍କ ବାପା)
disagreebale : unpleasant (ଅରୁଚିକର)
intervention : interference (ହସ୍ତକ୍ଷେପ)
cavalry (ଅଶ୍ୱାରୋହୀ ବାହିନୀ) : in the past, the post of an army consisting of soldiers who rode horses
pony : a small horse (ଏକ ଛୋଟ ଘୋଡା)
pretty : good-looking (ସୁନ୍ଦରୀ ସୁନ୍ଦରୀ)
consternation : a shocked, or worried feeling (ଏକ ଚକିତ, କିମ୍ବା ଚିନ୍ତିତ ଅନୁଭବ)
set out : started (ଆରମ୍ଭ)
deed : work (କାର୍ୟ୍ୟ)

Think it out:

Question 1.
How does Nehru focus on the status of Kashmiri women in the society?
Answer:
Nehru collects those times when the Kashimiri women enjoyed greater status in society. They lived more freely than many other women in North India. They never experienced the isolation of other women. They did not have any veil. They matched the free social life of men and women. Every Kashimiri’s house was open for every Kashmiri. Men and women took part in Kashmiri feasts and ceremonies.

Question 2.
How does he record his adventure with horse-riding during his childhood?
Answer:
Nehru graphically records his adventure with horse-riding during his childhood. At the age of eight he frequently went for a ride in the company of a sawar. One evening, Nehru fell off his good-looking small horse. As a result, it got back home without him. At that time his father was hosting a tennis party. A shocked feeling ran through all and the entire family and party led by his father set out in search of him. They met him on the way. He was accorded a fabulous treatment.

CHSE Odisha Class 11 English Childhood Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
In the evenings usually many friends came to visit father and he would relax after the tension of the day and the house would resound with his tremendous laughter. His laugh became famous in Allahabad. Sometimes I would peep at him and his friends from behind a curtain trying to make out what these great big people said to each other. If I was caught in the act I would be dragged out and, rather frightened, made to sit for a while on father’s knee. Once I saw him drinking claret or some other red wine. Whisky I knew. I had often seen him and his friends drink it. But the new red stuff filled me with horror and I rushed to my mother to tell her that father was drinking blood. I admired father tremendously. He seemed to me the embodiment of strength and courage and cleverness, far above all the other men I saw, and I treasured the hope that when I grew up I would be rather like him. But much as I admired him and loved him I feared him also. I had seen him losing his temper at servants and others and he seemed to me terrible then and I shivered with fright, mixed sometimes with resentment, at the treatment of a servant. His temper was indeed an awful thing and even in after years I do not think I ever came across anything to match it in its own line. But, fortunately, he had a strong sense of humour also and an iron will, and he could control himself as a rule. As he grew older this power of control grew and it was very rare for him to indulge in anything like his old temper.

Questions :
(i) Describe Nehru’s childhood memories as outlined in the first part of the extract.
(ii) Throw light on the temper displayed by his Nehru’s father.

Answers :
(i) Nehru’s childhood memories as outlined in the extract were a blend of fear and curiosity. He recollects his father’s roaring laughter in the midst of his friends. Sometimes driven by curiosity, Nehru looked secretly at him and his friend’s from behind a curtain to understand what they were talking. If he was caught while doing so, he was pulled, and fear-stricken, he had to sit for a while on his father’s knee. Nehru had also seen father and his friends drank whisky. He, full of horror, ran to his mother to apprise her of his father’s act of drinking blood.
(ii) Nehru’s father was a man of devastating temper. He had seen his father losing his temper at his servants and others. His treatment of a servant made Nehru tremble in fear. As a result, at times, he was filled with anger at his father. However, his father’s old temper did not last long. With the growth of age, his habit almost became a thing of the past.

Question 2.
Read through the extract and answer the questions that follow.
But more than all these festivals I was interested in one annual event in which I played the central part – the celebration of the anniversary of my birth. This was a day of great excitement for me. Early in the morning I was weighed in a huge balance against some bagfuls of wheat and other articles which were then distributed to the poor, and then I arrayed myself in new clothes and received presents, and later in the day there was a party. 1 felt the hero of the occasion. My chief grievance was that my birthday came so rarely. Indeed I tried to start an agitation for more frequent birthdays. I did not realize then that a time would come when birthdays would become unpleasant reminders of advancing age. Sometimes the whole family journeyed to a distant town to attend a marriage, either of a cousin of mine or of some more distant relation or friend. Those were exciting journeys for us, children, for all rules were relaxed during these marriage festivities and we had the free run of the place. Numerous families usually lived crowded together in the shadi-khana, the marriage house, where the party stayed, and there were many boys and girls and children. On these occasions I could not complain of loneliness and we had our heart’s fill of play and mischief, with an occasional scolding from our elders.

Questions :
(i) Nehru enjoyed his birthdays to his heart’s content. Do you agree?
(ii) How did Nehru enjoy himself when his family visited relatives living in distant towns to take part in wedding ceremonies?

Answers :
(i) Yes, Nehru certainly enjoyed his birthdays to his heart’s content. He played the pivotal role in the celebration of the anniversary of his birth. He was full of great excitement on his birthday. A big balance was used to weigh him against some bags packed with wheat and other articles. They were then given away to the poor. Nehru was clad in new clothes and received presents. His family hosted a party. In his moment of happiness and excitement, Nehru forgot that a time would be inevitable when birthdays would be reminders of growing age.
(ii) Sometimes the entire Nehru family went to distant town to take part in a marriage either of his cousin or of some other more distant relation or friend. Nehru and other children found these journeys quite exciting. Those were the occasions when they freely laughed and made merry. There was a crowd of many families living together in the marriage house. Nehru’s enjoyment knew no end in the marriage ceremonies.

Question 3.
Read through the extract and answer the questions that follow.
Kashmiris have had one advantage over many others in India, especially in the north. They have never had any purdah, or seclusion of women, among themselves. Finding this custom prevailing in the Indian plains, when they came down, they adopted it, but only partly and in so far as their relations with others and non-Kashmiris were concerned. That was considered then in northern India, where most of the Kashmiris stayed, an inevitable sign of social status. But among themselves they stuck to the free social life of men and women, and every
Kashmiri had the free entree into any Kashmiri house. In Kashmiri feasts and ceremonies men and women met together and sat together, though often the women would sit in one bunch. Boys and girls used to meet on a more or less equal footing. They did not, of course, have the freedom of the modern West. So passed my early years. Sometimes, as was inevitable in a large family, there were family squabbles. When these happened to assume unusual proportions, they reached my father’s ears and he was angry and seemed to think that all such happenings were due to the folly of women. I did not understand what exactly had happened but I saw that something was very wrong, as people seemed to speak in a peculiarly disagreeable way or to avoid each other. I felt very unhappy. Father’s intervention, when it took place, shook us all up.

Questions :
(i) What picture of Kashmiri women do you find in the extract?
(ii) Describe Nehru’s recollection of family quarrels during his childhood.

Answers :
Kashmiri women stole a march over many others in north’ India. They enjoyed a greater freedom in the society than those living in this part of the country. They never used any sort of veil among themselves. They only partly adopted this system in interacting with others and non-Kashmiris. On the whole, Kashmiri women enjoyed a great social status. Kashmiri house freely welcomed all, men and women alike. They enjoyed the feasts together. Going down the memory lane, Nehru recollects family quarrels in a large family like his. When these unpleasant happenings took a very ugly turn, they could not go unnoticed. Nehru’s father got angry. He seemed to think that all such happenings were attributed due to the stupidity of women. Nehru failed to make out what exactly took place in the family and this made him sad.

Introducing the Author:
Jawaharlal, independent India’s first Prime Minister, was also one of the finest writers of English prose. Intellectual fervour and statesmanly ferosity seldom go together. He belonged to that galaxy of writers, who are considered to be of vital intellectual dimension. His books, which include Glimpses of World History, The Discovery of India and his autobiography and many letters and speeches, are the proof of his literary skill. He has made a substantial contribution to Enligsh literature. Reading Nehru’s writings produce a kind of intoxication.

About the Story :
Childhood, an extract from Nehru’s autobiography as the title suggests, throws light on Nehru’s memories of childhood. He deals with many things such as, his high regards for his father, religious atmosphere in his house, enjoyment of his birthdays and so on.

Summary :
The topic begins with Nehru’s recollection of the discussions of his cousins. He failed to make out, what they said. But their talks were built around the arrogant and humiliating behaviour of the English rulers towards the people of India. Indians were subjected to blatant injustice of the Englishmen. In Spite of killing an Indian, they were declared innocent by a jury of their own countrymen. Reservations in railway trains, were meant only for Enlgish people, however crowded they might be. Indian people were deprived of travelling in them, in spite of remaining empty.

Seats even in unreserved compartment were not allotted to them, but to an Englishman. Reservation concerning benches and chairs in public parks was meant for EuropeAnswer: His cousins talked about these facts and he listed to them as a child. Therefore, Nehru resented the behaviour of Englishmen in general in India. Despite his hatred for the presence and unjust behaviour of the British government, Nehru didn’t have any feeling of animosity against individual Englishmen. English Governess took care of Nehru. At time he said, the presence of English friends of his father, calling on him. He rather heartily admired the English.

Nehru’s father usually spent his evening in the midst of his friends in his house. He relaxed with them after the day’s stress. The house would echo with his roaring laughter. His laugh carved out a name for itself in Allahaband. Nehru’s father enjoyed drinking whisky with his friends. Nehru admires his father profusely. To him, his father was the epitome of strength, courage and cleverness. He was superior to all in these respects. He cherished the hope that he would be like him in future. In spite of possessing, devastating temper, his father possessed a string sense of humour and a determined will. With the growth of age, his father’s temper abated.

Nehru walking down the memory lane, remembers one painful incident in his life. When he was about five or six, Nehru caught sight of two fountain-pens on his father’s office table and looked at them greedily. He debated with himself if his father would use both at the same time. So he took one of them. Later his family made a massive search for the lost pen. Nehru got panicky, but didn’t admit his guilt. The pen was found out. Father burst into anger and inflicted a severe blow on him. Nehru suffered pain and shame. Mother applied various creams and ointments to his aching and trembling body. Nehru throws light on his mother. She was a forgiving woman. She approved everything Nehru did in his childhood, because of her abundant and overwhelming love for him. He told everything to his mother, as she seemed closer to him. Nehru’s mother was thin, short and attractive. He praised her beauty and loved her astonishingly small and beautiful hands and feet. Nehru’s mother hailed from Kashmir.

Nehru also does not forget to recollect how he cherishes the memory of Mubarak Ali, his father’s Munshi and his own trustworthy person, who came of a rich family. Unfortunately, the Rebellion of 1857 ruined his family and the English troops had partially destroyed it. In spite of great suffering, Mubarak never lost his heart. This tragedy made him gentle and patient with everybody. He was a source of consolation to Nehru’s trouble. He was a remarkable story-teller and the narrator of the painful happenings in 1857 and 58. When Nehru grew up, Mubarak was no more.

Nehru was fortunate to listen to stories from the old Hindu mythology during his childhood. Besides, he lent his years to the epics such as, the Ramayana and the Mahabharata. His mother and aunt always narrated these stories to him. Nehru’s aunt, the widow of Pandit Nand Lai, possessed a vast knowledge of old Indian books. She knew stories that knew no end. Therefore, Nehru acquired the knowledge of Indian folklore and mythology during his childhood. Nehru had hazy notions of religion during his childhood. He recalls the religious atmosphere in his home during his childhood. Father and his older cousins dealt with it very lightly. Nerhu rather enjoyed various religious ceremonies performed by the women of the family. Sometimes he went to the Ganges for a dip with his mother.

Sometimes they visited temples in Allahabad and so on. But all this did not greatly influenced him. Nehru’s family observed various festivals such as, the Holi, the Divali, the festival of light, the Janamsthami, the Dasehra and Ram Lila, Rakshabandhan, Bhayya Duj, and the Naoroz in a very enthusiastic manner. Festivity was in the air, during the Holi and the Divali. They all observed Holi by sprinkling water at each other and the Divali by lighting their houses with thousands of dim lights in earthen cups. The tableaux and processions connected with the Dusehra and Ram Lila attracted multitude of people. Nehru had great fascination for his birthdays. He enjoyed his birthdays to his heart’s content. He played the most important part in his birth anniversary. He was full of excitement that day. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles and they were given away to the poor. He was clad in new clothes and received gifts.

His family hosted a party on the occasion. In those days, he was not aware of the fact that there would be a time when birthdays would become stark reminders of growing age. Nehru’s main grievance against his birthdays during his childhood that they did not come frequently. They occurred so rarely. Of course, he tried to start a revolt for more frequent birthdays. Nehru hits at the extravagant ceremonies in India. The rich and the poor spend lavishly on marriage. It is a mere waste. As a result, they are worthy of blame. Their vulgar show lacks artistic or aesthetic value. The middle classes are most affected. The poor do not mind spending carelessly, they incur heavy loans from the money-lenders. Their social customs drive them to a quagmire of poverty. Of course, the poor lead terribly dull and boring lives. An occasional marriage celebration brings them a sort of happiness. In it, they find themselves in a world where life’s toil and tiredness do not exist. These occasions are a source of consolation in thier miserable existence. Here they laugh and make merry. Nehru wants them to give up such show at any cost.

However, he is sympathetic to the poor with regard to their pompous wedding ceremonies. He holds the same attitude towards the middle classes. These marriages make them united socially in a great measure. The poor and middle class people meet their distant relations and old friends after a long time. Vastness of India’s size deprives them of being together so easily. Therefore marriage celebrations have gained popularity. Nehru collects those times when the Kashmiri women enjoyed greater status in society. They lived more freely than many other women in North India. They never experienced the isolation of other women. They did not have any veil. They matched the free social life of men and women. Every Kashmiri’s house was open for every Kashmiri people. Men and women took part in Kashmiri feasts and ceremonies. The topic comes to a close with Nehru recording his adventure with horse-riding during his childhood. At the age of eight, he frequently went for a ride in the company of a sawar. One evening, Nehru fell off his good-looking small horse. As a result, it got back home without him. At that time his father was hosting a tennis party. A shocked feeling ran through all and the entire family led by his father set out in search of him. They met him on the way. He was accorded a fabulous treatment.

ସାରାଂଶ :

ପଣ୍ଡିତ ଜବାହରଲାଲ ନେହେରୁଙ୍କ ବାଲ୍ୟକାଳ ସୁରକ୍ଷିତ, କିନ୍ତୁ ଘଟଣାବହୁଳ ନଥିଲା । ପରିବାରର ବୟସ୍କ ଲୋକେ ତାଙ୍କ ସମ୍ପର୍କୀୟ ଭାଇଙ୍କ ବିଷୟରେ କଥାବାର୍ତ୍ତା ହେଉଥୁବାର ସେ ଶୁଣୁଥିଲେ; କିନ୍ତୁ କିଛି ବୁଝିପାରୁନଥିଲେ । ବେଳେ ବେଳେ ସେ ଇଂରେଜ ଓ ୟୁରେସିଆମାନଙ୍କର ଦାୟିକପଣିଆ ବିଷୟରେ ଶୁଣିଥିଲେ । ସେମାନେ ଭାରତୀୟମାନଙ୍କୁ କିଭଳି ହେୟ ମନେକରୁଥିଲେ ତାହା ଶୁଣି ବାଳକ ନେହେରୁ ଦୁଃଖାଭିଭୂତ ହେଉଥିଲା । ଶାସକଗୋଷ୍ଠୀ ଓ ଶାସିତମାନଙ୍କ ମଧ୍ୟରେ ମଝିରେ ମଝିରେ କଳହ ହେଉଥ‌ିବା ବିଷୟରେ ନେହେରୁ ପରିବାରରେ ଆଲୋଚନା ହେଉଥିଲା । ଏହା ଏକ ଅଖ୍ୟାତି ବିଶିଷ୍ଟ ଘଟଣା ହେଉଥିଲା ଏବଂ ଭାରତୀୟମାନେ ନ୍ୟାୟୋଚିତ ବିଚାରରୁ ବଞ୍ଚିତ ହେଉଥିଲେ ।

ରେଳଗାଡ଼ି ଯେତେ ଭିଡ଼ ହେଉ ପଛକେ ହେଉଥିଲା ଏବଂ ଭାରତୀୟମାନେ ନ୍ୟାୟୋଚିତ ବିଚାରରୁ ବଞ୍ଚିତ ହେଉଥିଲେ । ରେଳଗାଡ଼ି ଯେତେ ଭିଡ଼ ହେଉ ପଛକେ ଇଂରେଜ ୟୁରେସିଆମାନଙ୍କ ପାଇଁ ରେଳଡ଼ବା ସଂରକ୍ଷିତ ରହୁଥିଲା ଏବଂ କୌଣସି ଭାରତୀୟଙ୍କୁ ସେ ଡବା ମଧ୍ୟକୁ ପ୍ରବେଶ କରିବା ନିଷିଦ୍ଧ ଥିଲା । ଏପରିକି ସଂରକ୍ଷିତ ନଥିବା ଡବାଗୁଡିକ ମଧ୍ୟ ଇଂରେଜମାନଙ୍କ ଦ୍ବାରା ଦଖଲ କରାଯାଉଥିଲା । ସାଧାରଣ ପାର୍କଗୁଡିକରେ ବେଞ୍ଚ ଓ ଚୌକିଗୁଡ଼ିକ ମଧ୍ୟ ଗୋରାମାନଙ୍କ ପାଇଁ ସଂରକ୍ଷିତ ରହୁଥିଲା । ଏହିସବୁ ବିଷୟଶୁଣି ନେହେରୁଙ୍କ ମନ ଇଂରେଜମାନଙ୍କ ପ୍ରତି ଘୃଣାପୂର୍ଣ୍ଣ ହୋଇ ଉଠୁଥିଲା । ଯଦି ସେ ଶୁଣିବାକୁ ପାଆନ୍ତି ଯେ, କୌଣସି ସ୍ଥାନରେ ଭାରତୀୟ ଜଣେ ଇଂରେଜ ଲୋକକୁ ମାଡ଼ ଦେଇଛି ସେ ଭାରି ଖୁସି ହେଉଥିଲେ । ବିଶେଷକରି ଯଦି ନେହେରୁଙ୍କ ବନ୍ଧୁ ବା ସମ୍ପର୍କୀୟ କେହି ଏପରି କାର୍ଯ୍ୟରେ ଦଳିତ ହେଉଥିଲେ ତେବେ ତାଙ୍କ ଆନନ୍ଦର ସୀମା କହିଲେ ନସରେ । ୟୁରେସିୟମାନେ ଇଂରେଜମାନଙ୍କୁ ପୂର୍ଣ୍ଣ ସମର୍ଥନ କରୁଥିଲେ ଏବଂ ଭାରତୀୟମାନଙ୍କୁ ନାନାପ୍ରକାର କଷ୍ଟ ଦେଉଥିଲେ ।

ନେହେରୁଙ୍କୁ ବାଲ୍ୟକାଳରୁ ଶ୍ଵେତାଙ୍ଗ ବିଦେଶୀ ଶାସକମାନଙ୍କ ପ୍ରତି ଘୃଣାଭାବ ଥିଲା । କିନ୍ତୁ କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କୁ ସେ ଘୃଣା କରୁନଥିଲେ । ତାଙ୍କ ପିତାଙ୍କ ଅନେକ ଗୋରାବନ୍ଧୁ ତାଙ୍କ ପରିବାରକୁ ଆସୁଥିଲେ । ତାଙ୍କର ଜଣେ ଇଂରେଜ ଗୃହଶିକ୍ଷୟିତ୍ରୀ ଥିଲେ । ସାଧାରଣତଃ ସନ୍ଧ୍ୟାବେଳେ ତାଙ୍କ ପିତାଙ୍କୁ ସାକ୍ଷାତ କରିବା ପାଇଁ ଅନେକ ବନ୍ଧୁ ଆସୁଥିଲେ । ବହୁ ସମୟ ପର୍ଯ୍ୟନ୍ତ ଆଲୋଚନା ହେଉଥିଲା । ତାଙ୍କ ପିତା ଅଶ୍ଵସ୍ତ ବୋଧ କରୁଥିଲେ । ନେହେରୁ ଲୁଚି ସବୁ ଦେଖନ୍ତି ଓ ଶୁଣନ୍ତି । ଯସି ସେ ଏହି କାର୍ଯ୍ୟରତ ବେଳେ ଧରାପଡନ୍ତି ତେବେ ମୋତିଲାଲ ନେହେରୁ ତାଙ୍କୁ ନେଇ ନିଜ କୋଳରେ ବସାନ୍ତି ଓ ସେ ବନ୍ଧୁମାନଙ୍କ ସହ ପିତାଙ୍କ ଆଲୋଚନା ଓ ସୁରାପାନ ମଧ୍ଯ ଦେଖନ୍ତି । ଥରେ ତାଙ୍କ ପିତା ସ୍ଵିସ୍କ ବା ପ୍ଲାରେଟ୍ ଏକ ପ୍ରକାର ନାଲି ସୁରାପାନ କରୁଥିବା ବେଳେ ନେହେରୁ ଦେଖ‌ିଲେ ଓ ସେ ଭୀଷଣ ଭୟଭୀତ ହୋଇ ନିଜ ମାତାଙ୍କ ନିକଟକୁ ଦୌଡ଼ିଲେ ଏବଂ ତାଙ୍କୁ କହିଲେ ଯେ ବାପା ରକ୍ତଦାନ କରୁଛନ୍ତି ।

ନେହେରୁ ନିଜ ପିତାଙ୍କର ବହୁ ପ୍ରଶଂସା କରୁଥିଲେ । ବାପା ତାଙ୍କ ପାଇଁ ବଳ, ସାହସିକତା ଓ ଚତୁଋତାର ଅବତାର ଥିଲେ । ବାଳକ ନେହେରୁ ନିଜ ପିତାଙ୍କ ପରି ହେବା ପାଇଁ ଦୃଢ଼ ଆଶା ପୋଷଣ କରିଥିଲେ । ଭକ୍ତି ଓ ପ୍ରଶଂସା ସହ ସେ ବାପାଙ୍କୁ ଭୟ ମଧ୍ୟ କରୁଥିଲେ । ନିଜ ଭୃତ୍ୟମାନଙ୍କ ପ୍ରତି ମୋତିଲାଲ ପ୍ରଚଣ୍ଡ କ୍ରୋଧ କରୁଥିଲେ । ଏହା ଦେଖ୍ ନେହେରୁ ଭୟରେ ଥରୁଥିଲେ । ତାଙ୍କ ବାପାଙ୍କ ପରି କେହି ରାଗୀଲୋକ ସେ ଦେଖୁ ନଥ‌ିବା ଉଲ୍ଲେଖ କରିଛନ୍ତି । ପ୍ରଚଣ୍ଡ କ୍ରୋଧ ସାଙ୍ଗକୁ ତାଙ୍କର ରସିକତା, ଲୌହ ଇଚ୍ଛା ତାଙ୍କୁ ସହଜରେ ଆୟତ୍ତାଧୀନ କରିପାରୁଥିଲା । ବୟସ ଅଧିକ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଆତ୍ମସଞ୍ଜମ ଶକ୍ତି ମଧ୍ୟ ବଢିବାକୁ ଲାଗିଲା । ବାଲ୍ୟକାଳର ଗୋଟିଏ ଘଟଣା ବିଷୟରେ ସେ ଉଲ୍ଲେଖ କରିଛନ୍ତି । ତାଙ୍କର ବୟସ ସେତେବେଳେ ପ୍ରାୟ ପାଞ୍ଚ ବର୍ଷ କି ଛ’ ବର୍ଷ ହେବ ସେ ବାପାଙ୍କ ଅଫିସ୍ ଟେବୁଲ୍ ଉପରେ ଦୁଇଟି ଝରକଲମ ଦେଖୁଲେ । ତାଙ୍କର ଲୋଭ ହେଲା । ମନେ ମନେ ବିଚାରିଲେ ବାପା ତ ଥରକେ ଦୁଇଟିଯାକ କଲମ ବ୍ୟବହାର କରିବେ ନାହିଁ, ତେଣୁ ସେ ଗୋଟିଏ କଲମ ଲୁଚାଇ ନେଇଆସିଲେ । ତା’ପରେ ଏକ ବଡ଼ଧରଣର କଲମ ଖୋଜା ଅଭିଯାନ ଆରମ୍ଭ ହେଲା । ଏଣେ ନେହେରୁ ମଧ୍ୟ ନିଜ ଦୋଷ ସ୍ଵୀକାର କରୁନାହାନ୍ତି ।

ବାପା ଭୀଷଣ ରାଗି ଗଲେଣି । ଶେଷରେ କଲମ ଧରାପଡ଼ିବାରୁ ବାପା ନେହେରୁଙ୍କୁ ଏକ ବ୍ରହ୍ମଚାପୁଡା ଦେଲେ । ଖୁବ୍ ମାଡଖାଇଲେ । ଅନେକ ଦିନ ପର୍ଯ୍ୟନ୍ତ କ୍ଷତସ୍ଥାନଗୁଡ଼ିକରେ କ୍ରିମ୍ ଓ’ ଅଏଣ୍ଟମେଣ୍ଟ ବୋଳାଗଲା । ଛୋଟ କୋମଳ ଶରୀରଟା ଖାଲି ଥରୁଥାଏ ନେହେରୁ ନିଜ ମା’ଙ୍କୁ ଖାତିର କରୁନଥିଲେ । ତାଙ୍କ ମା’ ତାଙ୍କର ସବୁ ଦୋଷ କ୍ଷମାକରି ଦେଉଥିଲେ । ସେ ନେହେରୁଙ୍କୁ ଅତ୍ୟଧିକ ସ୍ନେହ ଓ ପ୍ରେମ କରୁଥିଲେ । ବେଳେବେଳେ ନେହେରୁ ମା’ଙ୍କ ଉପରେ ହାକିମ କରୁଥିଲେ । ବାପାଙ୍କ ଅପେକ୍ଷା ତାଙ୍କର ଅଧିକାଂଶ ସମୟ ମା’ଙ୍କ ଗହଣରେ କଟୁଥିଲା ଏବଂ ସେ ନିଜର ଗୁପ୍ତ କଥା ମା ଙ୍କୁ ହିଁ କହୁଥିଲେ । ନେହେରୁ ନିଜ ମା’ଙ୍କ କ୍ଷୁଦ୍ରାକୃତିକୁ ପସନ୍ଦ କରୁଥିଲେ । ନେହେରୁଙ୍କ ଅନ୍ୟଜଣେ ବିଶ୍ବସ୍ତ ବନ୍ଧୁ ଥିଲେ ତାଙ୍କ ପିତାଙ୍କ ମୁନ୍‌ସୀ ମୁବାରକ ଅଲ୍ଲୀ । ସେ ବଦୌନ ଇଲାକାରୁ ଜଣେ ଧନୀ ପରିବାରରୁ ଆସିଥିଲେ । ୧୮୫୭ ସିପାହୀ ବିଦ୍ରୋହ ତାଙ୍କ ପରିବାରକୁ ନଷ୍ଟ କରିପକାଇଲା । ବୃଦ୍ଧ ମୁବାରକ ଅଲ୍ଲୀ ସର୍ବହରା ହେଲାପରେ ବଡ଼ ବିନୟୀ, ଧୈର୍ଯ୍ୟଶାଳୀ ବ୍ୟକ୍ତି ହୋଇଥିଲେ । ନେହେରୁ ଓ ପରିବାରର ଅନ୍ୟପିଲାମାନେ ତାଙ୍କଠାରୁ ଅନେକ କାହାଣୀ ଶୁଣୁଥିଲେ । ନେହେରୁଙ୍କ ଯୁବକବେଳେ ମୁସିଜୀଙ୍କ ବିୟୋଗ ଘଟିଲା, କିନ୍ତୁ ବହୁକାଳ ପର୍ଯ୍ୟନ୍ତ ନେହେରୁଙ୍କ ମନରେ ମୁନ୍‌ସିଜୀଙ୍କ ସ୍ମୃତି ଜାଗ୍ରତ ଥିଲା । ଏହାଛଡା ସେ ହିନ୍ଦୁ ପୁରାଣ ନେହେରୁଙ୍କ ଧର୍ମ ବିଷୟରେ ଭଲ ଧାରଣା ନଥିଲା । ତାଙ୍କ ପିତା ଓ ପିତାଙ୍କ ସମ୍ପର୍କୀୟ ବଡ଼ ଭାଇ ଧର୍ମ ପ୍ରତି ବିଶେଷ ଆଗ୍ରହ କରୁନଥିଲେ । ପରିବାରର ମହିଳାମାନେ ନାନାପ୍ରକାର ପୂଜାକାର୍ଯ୍ୟ କରୁଥିଲେ । ଗଙ୍ଗାରେ ବୁଡ଼ ପକାଇଥିଲେ ।

ବେଳେବେଳେ ନେହେରୁ ସେମାନଙ୍କ ସହ ବୁଡ଼ ପକାଇବାକୁ ଗଙ୍ଗାସାଗର ଯାଉଥିଲେ । ଆହ୍ଲାବାଦ କିମ୍ବା ବନାରସରେ ଥିବା ମନ୍ଦିର ଦର୍ଶନ ପାଇଁ ଯାଉଥିଲେ । କେବେ କେବେ ସେ ସନ୍ନ୍ୟାସୀମାନଙ୍କୁ ଦର୍ଶନ କରୁଥିଲେ କିନ୍ତୁ ଏସବୁ ସତ୍ତ୍ଵେ ସେ ଧର୍ମପ୍ରତି ମନ୍ଦିର ଦର୍ଶନ ପାଇଁ ଯାଉଥିଲେ । କେବେ କେବେ ସେ ସନ୍ନ୍ୟାସୀମାନଙ୍କୁ ଦର୍ଶନ କରୁଥିଲେ କିନ୍ତୁ ଏସବୁ ସତ୍ତ୍ଵେ ସେ ଧର୍ମପ୍ରତି ବିଶେଷ ଆଗ୍ରହ ଦେଖାଇ ନଥୁଲେ କି ସେସବୁର କୌଣସି ପ୍ରଭାବ ତାଙ୍କ ଉପରେ ପଡୁନଥିଲା ପଣ୍ଡିତ ନେହେରୁ ନିଜ ବାଲ୍ୟକାଳରେ ଭାରତରେ ପାଳିତ ହେଉଥିବା ବିଭିନ୍ନ ପର୍ବପର୍ବାଣିମାନଙ୍କଦ୍ୱାରା କିଭଳି ପ୍ରଭାବିତ ଓ ଆନନ୍ଦିତ ହେଉଥଲେ ସେ ବିଷୟରେ ଉଲ୍ଲେଖ କରିଛନ୍ତି । ହୋଲି ପର୍ବ ବେଳେ ସାରା ସହର ଆନନ୍ଦରେ କୋଳାହଳପୂର୍ଣ୍ଣ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଖେଳ ଏକ ଅପୂର୍ବ ଆନନ୍ଦ ସୃଷ୍ଟି କରିଥିଲା । ଦୀପାବଳୀ, ଜନ୍ମାଷ୍ଟମୀ, ଦଶହରା ଓ ରାମଲୀଳା ଇତ୍ୟାଦି ପିଲାମାନଙ୍କ ମନରେ ଢ଼େର ଆନନ୍ଦ ଦେଉଥିଲା ।

ସହରର ପିଲାମାନେ ରାମଲୀଳା ମଇଦାନରେ ରାବଣବଧ ଓ ରାମଚନ୍ଦ୍ରଙ୍କ ଲଙ୍କା ଆକ୍ରମଣ ଦେଖ୍ ଖୁବ୍ ଆନନ୍ଦିତ ହୁଅନ୍ତି । ଏହାଛଡ଼ା ମହରମ ପର୍ବର ଶୋଭାଯାତ୍ରା ଦେଖିବାକୁ ଅନେକ ଲୋକ ସମାଗମ ହେଉଥିଲେ । କାଶ୍ମୀରମାନଙ୍କ ମଧ୍ୟରେ ଏକ ପର୍ବ ପାଳନ ହୁଏ ଯାହା ଭାରତର ଅନ୍ୟାନ୍ୟ ସ୍ଥାନରେ ପାଳିତ ହୁଏ ନାହିଁ । ଏହି ପର୍ବକୁ ‘ନୌରୋଜ’ କୁହାଯାଏ । ସମ୍ବତ ପଞ୍ଜିକାନୁସାରେ ଏହା ନବବର୍ଷ ଦିବସରୂପେ ପାଳିତ ହୁଏ । ନେହେରୁଙ୍କ ଜନ୍ମଦିନ ଉତ୍ସବ ଖୁବ୍‌ ଜାକଜମକରେ ପାଳିତ ହେଉଥିଲା । ତାଙ୍କ ମନରେ ଏକ ଅବଶୋଷ ଯେ ଏହା ବର୍ଷରେ ବହୁବାର ପାଳିତ ନ ହୋଇ ବର୍ଷକୁ ଥରେ ମାତ୍ର ପାଳିତ କାହିଁକି ହେଉଛି । ପିଲାବେଳେ ତାଙ୍କ ଜନ୍ମଦିନ ଉତ୍ସବରେ ସେ ଏକ ତରାଜୁରେ ବସୁଥିଲେ । ଅନ୍ୟ ପଟେ ଗହମ ଓ ଅନ୍ୟାନ୍ୟ ଦ୍ରବ୍ୟ ଓଜନ କରାଯାଇ ଦରିଦ୍ରମାନଙ୍କ ମଧ୍ୟରେ ବିତରଣ କରାଯାଉଥିଲା ।

ନେହେରୁ ନୂଆ ବସ୍ତ୍ର ପିନ୍ଧୁଥିଲେ, ଅନେକ ଉପହାରମାନ ପାଉଥିବାବେଳେ ତାଙ୍କ ପରିବାରର ସଦସ୍ୟମାନେ ବିବାହ ଉତ୍ସବରେ ଯୋଗ ଦେବାପାଇଁ ଦୂରସ୍ଥାନମାନଙ୍କୁ ଯାତ୍ରା କରୁଥିଲେ । ପିଲାମାନଙ୍କ ମନରେ ଆନନ୍ଦର ସୀମା ରହୁନଥିଲା । ନେହେରୁ ଆଡ଼ମ୍ବରପୂର୍ଣ ବିବାହ କାର୍ଯ୍ୟକୁ ତୀବ୍ର ସମାଲୋଚନା କରିଛନ୍ତି । ଧନୀ କିମ୍ବା ଗରିବ ଭାରତୀୟମାନେ ବିବାହ ବ୍ରତାଦି କାର୍ଯ୍ୟକ୍ରମରେ ପ୍ରଚୁର ଅର୍ଥ ଖର୍ଚ୍ଚ କରୁଥିଲେ । ମଧ୍ୟବିତ୍ତ ପରିବାର ଓ ନିମ୍ନଶ୍ରେଣୀର ଲୋକମାନେ ଏହି କାର୍ଯ୍ୟରେ ଅଯଥା ଋଣଗ୍ରସ୍ତ ହୋଇ ସର୍ବସ୍ଟାନ୍ତ ହେଉଥିଲେ । କିନ୍ତୁ ପ୍ରାଚୀନ ପରମ୍ପରାରୁ ବାଦ ପଡୁନଥିଲେ । ସମାଜ କ’ଣ କହିଲା, ଲୋକେ କ’ଣ କହିବେ, ଏକଥା ସେମାନଙ୍କୁ ସର୍ବହରା କରୁଥିଲା । ଏହାଛଡ଼ା ଭାରତ ଭଳି ଏକ ମହାନ ଦେଶରେ ବନ୍ଧୁମାନଙ୍କୁ ସାକ୍ଷାତ କରିବା ଏକ ବ୍ୟୟସାପେକ୍ଷ ବ୍ୟାପାର ।

କାଶ୍ମୀରବାସୀମାନେ ବିଶେଷ କରି ମହିଳାମାନେ ପର୍ଦାପ୍ରଥା ପାଳନ କରୁନଥୁଲେ କି ନିର୍ଜନ ଗୃହରେ ଲୁଚି ରହୁନଥଲେ । ସେମାନଙ୍କ ମଧ୍ୟରେ ସ୍ବାଧୀନ ଜୀବନ ପଦ୍ଧତି ପ୍ରଚଳିତ ଥିଲା । ପୁରୁଷ ଓ ମହିଳାମାନେ ଏକତ୍ର ବିବାହ ଆଉ ଉତ୍ସବରେ ରୁଣ୍ଡ ହେଉଥିଲେ । ଏକତ୍ର ବସି ଭୋଜି ସଭାରେ ଖାଇବା ପିଇବା କାର୍ଯ୍ୟ ହେଉଥିଲା । ବାଳକବାଳିକାମାନେ ଏକାଠି ମିଳିମିଶି ହସଖୁସିରେ ମାତୁଥିଲେ । ପରିଶେଷରେ ନେହେରୁ ବାଲ୍ୟକାଳରେ ଗୋଟିଏ ସ୍ମରଣୀୟ ଘଟଣା ଉଲ୍ଲେଖ କରି ପ୍ରବନ୍ଧଟିକୁ ସମାପ୍ତ କରିଛନ୍ତି । ସେତେବେଳେ ନେହେରୁଙ୍କୁପ୍ରାୟ ସାତ ଆଠ ବର୍ଷ । ନିଜ ସର ସହ ସେ ପ୍ରତ୍ୟହ ଅଶ୍ଵାରୋହଣ ଶିକ୍ଷା କରୁଥିଲେ । ଦିନେ ସନ୍ଧ୍ୟାବେଳେ ସେ ଘୋଡ଼ାଉପରୁ ପଡ଼ିଗଲେ ଏବଂ ଘୋଡ଼ାଟା ତାଙ୍କୁ ଛାଡ଼ି ଏକା ଘରକୁ ଫେରିଲା । ନେହେରୁଙ୍କୁ ନଦେଖୁ ସମସ୍ତେ ବ୍ୟସ୍ତ ହେଲେ । ବାପା ଓ ଅନ୍ୟମାନେ ନାନା ସ୍ଥାନରେ ବାହାରି ଚାରିଆଡ଼େ ଖୋଜିଲେ । ବାଟରେ ଭେଟ ହେଲା ଏବଂ ନେହେରୁ ସତେ ଯେପରି ଏକ ସାହସିକ କାର୍ଯ୍ୟକରିଛନ୍ତି ସେଭଳି ବ୍ୟବହାର ପାଇଲେ ।

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