The Little Wife Question Answer Class 11 Alternative English Short Stories Chapter 3 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 2 Solutions Short Stories Chapter 3 The Little Wife Textbook Exercise Questions and Answers.

Class 11th Alternative English Short Stories Chapter 3 The Little Wife Question Answers CHSE Odisha

The Little Wife Class 11 Questions and Answers

Section – I

Questions For Discussion:

Question 1.
Can you guess where Joe Hunckley worked? What made you guess so?
Answer:
Joe Hunckley most probably worked as businessman in a business centre. The writer makes use of an expression “the buyer” in the starry which provides the clue to know that he is a businessman.

Question 2.
What was the occasion of his getting into the 2.23 train? Was it in a normal state of time?
Answer:
It was unusually hot for early June outside the heat waves shimmered and danced above the hot slag road bud and the muddy river that run by the station when Joe got into the 2.23 train. He was in a hurry and tension when he got into the train. He was not in a normal state of mind.

Question 3.
What was the initial reaction of Joe to the first telegram?
Answer:
The telegram had upset Joe. It had come so suddenly so unexpectedly that he felt vaguely that somebody was playing a joke on him. He sat for a time staring at his fingernails.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Question 4.
Who were his co-travellers? How was the journey?
Answer:
His co-travelers were two young girls leaning out of the window and waving to their friends whose eyes were shining and cheeks flushing with laughter with the excitement at the prospect of going away and a gaunt farm woman sitting across the aisle. The journey was a mixture of pain and pleasure.

Question 5.
What things came to his mind after re-reading the telegram? Do you get any idea about his married life in this section?
Answer:
After re-reading the telegram, Joe’s hands clenched suddenly and then relieved. It had all happened so suddenly, he could not quite get it through his head, even yet. He thought that Bessie was getting along so nicely she had no trouble at all and the baby wasn’t expected for a month. This section deals with his married life. When he got married Bessie’s mother had come to live with them as a matter of course. He was rather „ glad of that arrangement.

Question 6.
Which lines show that he was upset and worried?
Answer:
The lines “The telegram had upset Joe: it had come so suddenly so unexpectedly”, “He felt confused and helpless. It was difficult to believe that Bessie was so desperately sick.

Question 7.
What does his finding fault with the doctors reveal about him?
Answer:
Suddenly, Joe had a clear picture of his wife lying in their bed, her face white with suffering and a quick panic gripped his heart. To measure himself he whispered, “Those doctors don’t know everything”. This throws light on his flinging mud at the others who are clean and innocent.

Section – II

Questions For Discussion:

Question 1.
How did Joe behave when he received the second telegram? How did he evade the stark and painful reality? Why did he not open the telegram?
Answer:
Joe’s throat felt tight and he. noticed that his hands were trembling. He wished to put his head on the window sill but he was afraid that people would think him sick and try to talk to him. He placed the unopened telegram on the seat beside him and stared at it for a long time. He tore the telegram up into tiny bits and threw away in order to evade the stark and painful reality. He did not open the telegram because it brings him tension and suffering.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Question 2.
There’s no need of going so fast, we’ve got all the time in the world. What do these words signify? Are they a happy utterance?
Answer:
These words signify the movement of the running train in a high Speed. The countryside appearance and its beauty had to somewhat intoxicate him and the speedy train was robbing him of his sightseeing. These are not a happy utterance. He was sick of the situation.

Question 3.
Does Joe tear the second telegram to pieces? What does it reflect? Where do you get the evidence of his fixation with death of his little wife?
Answer:
Thinking that the telegram was not true and he did not believe the sickness of his wife and that his tension was intense in him due to the rushing in of telegrams one after the other. Joe felt the necessity of fearing the second telegram which had caused a lot of weariness in him.

Question 4.
Why was Joe sorry that the conductor could not stay longer?
Answer:
Joe was in good humour after tearing the telegram into tiny bits. He came back to his seat when the conductor arrived for checking tickets. Joe felt like telling about his life and their marital relationships. However, the conductor went off without giving him more time for this. Joe felt extremely sorry because he felt an imperative need of talking to someone. He felt that he must talk about Bessie

Question 5.
How does Joe try to overcome his depression? What does his conversation with the fellow travellers reveal?
Answer:
Joe tries to surmount his depression by holding uninvited talks with the two young girls who were travelling in the same compartment. His conversation with them reveals his excessive emotional output of his love for his wife Bessie even in the unwarranted situation.

Question 6.
Give an account of Joe’s affair with Bessie as related by Joe.
Answer:
Bessie and Joe had been married for a year and had been very happy. The only bad thing is that he didn’t get home very often. Bessie was the finest little wife a man ever had. She didn’t complain at all about his being away so much. She had given birth to a baby son.

Question 7.
What were the fellow travellers, reaction to Joe’s incessant talk about Bessie and his married life? Were they sympathetic? Do they know about his mental condition? Justify your answer. Now, you are going to read the last part of the story. How do you think the story will end?
Answer:
Joe went on talking about his married life with Bessie to the fellow travellers- two young girls and an old woman. At the outset, they, cooperated with him to enjoy the emotional incident of married life. But they were not at all sympathetic with him. They rather poured slanting comments and finally they left him leaving him alone. They got bored to listen to such personal things for a long time. They didn’t understand his mental condition.

Grammar:
A. Fill in the blanks with suitable infinitive, participle or gerund derived from the verbs given in the brackets.
1. Have you seen anyone at the gate? (stand)
2. Those apples are sweet, (eat)
3. We caught him pickle in the kitchen, (eat)
4. She is very clever at excuses, (make)
5. It is dangerous to live wire, (touch)
6. We saw the storm; (approach)
7. He likes historical places (visit)
8. I saw her with her son. (play)
9. I am not afraid of the truth, (speak)
10. Will you allow us here? (park)
11. His remarks left us. (think)
12. It is delightful a walk in the morning, (have)
13. It would be a mistake your father’s advice, (ignore)
14. He is tired of (sing).

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

B. Fill in the blanks.
1. If I make a promise, I_________.
2. If it rains, you will __________.
3. If you throw a stone at the glass, the glass __________.
4. I can’t understand you, unless you __________.
5. If you don’t read carefully, you __________.
6. If he comes to invite me, I __________.
7. If demand increases, price __________.
8. Unless you pass the test __________.
9. If you work hard, you __________.
10. If you heat a metal __________.
11. If you take away his toys, __________.
12. If you come early, __________.
13. If you go to the doctor, __________.
14. If you switch on the light,__________.
15. If she does well in her examination, __________.

C. Fill in the blanks:
1. If he were here __________.
2. If it rained __________.
3. If you ate too much __________.
4. He could come, if you __________.
5. What, would happen if they __________.
6. What would happen if that tree __________.
7. She would speak to you __________.
8. If 1 have enough money __________.
9. If I were you, __________.
10. He would not be so fat __________.
11. If she were a king __________.
12. If wishes were horses __________.
13. This curry would taste better__________.
14. If the bus collided against the bridge __________.
15. We should all be glad __________.

D. Fill in the blanks.
1. There would have been a tragic accident __________.
2. If it had not been raining __________.
3. The patient would have died __________.
4. If he had not explained it __________.
5. I would have been glad __________.
6. We would have staged the drama __________.
7. I could have helped you __________.
8. I-would have joined the army __________.
9. You would have been very angry __________.
10. If she had worked harder __________.
11. If they had admitted the feet__________.
12. If the government had taken adequate steps __________.
13. If I had known that you were so busy__________.
14. Had he come to call me__________.
15. He would never get the job __________.
Answers :
A. Blanks are filled in with suitable infinitives, participles or gerunds desired from the verbs given in the brackets:
1. Have you seen anyone standing at the gate?
2. Those apples are sweet to eat.
3. We caught him dating pickle in the kitchen.
4. She is very clever at making excuses.
5. It is dangerous to touch a live wire.
6. We saw the storm approaching.
7. He likes visiting historical places.
8. I saw her with her playing son.
9. I am not afraid of speaking the truth’.
10. Will you allow us to park here ?
11. His remarks left us to think.
12. It is delightful to have a walk in the morning.
13. It would be a mistake to ignore your fellow’s advice.
14. He is tired of singing.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

B. Fill in the blanks:
1. If I make a promise, I shall keep it.
2. If it rains, you will cancel the programme.
3. If you throw a stone at the glass, the glass will break.
4. I can’t understand you, unless you explain it properly.
5. If you don’t read carefully, you will make mistakes.
6. If he comes -to invite me, I shall go to the party.
7. If demand increases, price goes up.
8. Unless you pass the test, vou can’t fill in the forms.
9. If you work hard, vou will succeed.
10. If you heat a metal, it will expand.
11. If you take away his toys, he will’ cry.
12. If you come early, we will reach soon.
13. If you go to the doctor, he will come immediately.
14. If you switch on the light, vou will see the new book.
15. If she does well in her examination, she will go for higher studies.

C. Fill in the blanks.
1. If he were here, I would take his advice.
2. If it rained, I would postpone the programme.
3. If you ate too much, you would be very fat.
4. He could come, if vou invited him.
5. What would happen, if they didn’t come.
6. What would happen, if that tree broke.
7. She would speak to you if vou permitted her.
8. If I had enough money I would lend vou some.
9. If I were you, I would help him.
10. He would not be so tat if he did dieting.
11. If she were a king she would- be despotic.
12. If wishes were horses beggars would ride them.
13. This curry would taste better if it had more salt in it.
14. If the bus collided against the bridge none could escape.
15. We should all be glad if he was here.

D. Fill in the blanks.
1. There would have been a tragic accident, if the driver had not been careful.
2. If it had not been raining we would have played the match.
3. The patient would have died if the – doctor had not come.
4. If he had not explained it I wouldn’t have understood it.
5. I would have been glad if you had told. it to me before.
6. We would have staged the drama, if it hadn’t rained.
7. I could have helped you if I had been there.
8. I would have joined the army if I had physical fitness.
9. You would have, been very angry if you had been in my place.
10. If she had worked harder she could have succeeded.
11. If they had admitted the fact, It would have helped- them.
12. If the government had taken adequate steps, the disease would have been checked.
13. If I had known that you were so busy, I wouldn’t have disturbed you.
14. Had he come to call me I could have gone with him.
15. He would never get the job if he didn’t work hard.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Section-III

Questions For Discussion:
Question 1.
What impression did the fellow travellers take about Joe from his continuous talk?
Answer:
The fellow travellers at first thought Joe was jolly and high spirited, but after some times, they came to the conclusion that he must he a little drunk or possibly demented.

Question 2.
What idea does this section offer about his marriage?
What does his incessant talk about his little wife reveal?
Was he conscious of the listeners and also the time?
Answer:
This section tells that Joe and Bessie had been married one year ago and his little wife didn’t go in for a lot of show. They had spent their honeymoon in New Orleans and had visited all the places there. She was an excellent cook and housekeeper.

Question 3.
Why did a feeling of terror sweep over him after he met Mrs. Thompkins?
Answer:
Mrs. Thompkins was dressed in black and had a black veil. Her eyes were red and swollen. She asked is he had received her telegrams. She looked boldly into his eyes. A sudden terror swept over him.

Question 4.
What do his final words to his mother-in-law reveal?
Answer:
His final words to his mother-in-law were, “I didn’t read your telegram. I didn’t want to know that she was dead. I wanted to keep her alive a little longer.” This means his little wife was alive in his thought so long as he had not known from the telegram that she was dead. She continued to live in him till he knew that she had died.

Question 5.
What is the focus in the story?
Answer:
The main focus in the story is the telepathic function over Joe regarding the death of his little wife. His becoming restless and talking a lot about her reveal that his wife must have been dead.

Question 6.
Why did Joe repeatedly use the expression ‘my little wife’?
Was he successful in hiding his mental condition before the fellow travellers?
Answer:
Joe said, “My little Wife” repeatedly with the fellow travellers out of affection. He was not successful in hiding his mental condition before them.

Question 7.
In which lines do you know that Bessie was no more?
Answer:
The lines — “She (Mrs. Thompkins) was dressed in black and she wore a black veil” I didn’t want to know that she was dead. I wanted to keep her alive a little longer”— give an impression that Bessie was dead.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Question 8.
Can you guess what would have been the story if the second telegram had been opened and had contained the message of Bessie’s improving health?
Answer:
If the second’ telegram had been opened and had contained the message of Bessie’s improving health, Joe would have been very happy and contented, would have not lost mental equilibrium.

Composition :

Question 1.
Give an account of behaviour of Joe after he received the second telegram.
Answer:
When Joe received the second telegram, we marked a sea change in him. His behaviour changed altogether. Joe’s throat felt tight and he noticed that his hands were trembling. He wished to put his head on the window sill but he was afraid people would think him sick and try to talk him. He placed the unopened telegram on the seat beside him and stared of it for a long time. At last, he read the first telegram very slowly. He looked up quickly and saw that the two young, girls had turned around and were watching him, making laughing remark to each other behind their hands. He rose from his seat feeling weak and slightly nauseated the unopened telegram in his hand. He passed through several coaches until he reached the end of the train and went out on the near vestibule.

He had a sudden wish to jump from the end of the train and run off into the woods:
However, Joe kept turning over in his hand thinking, “I’ve got to open it now; I’ve got to open it and read it. Finally, he said aloud.;, It’s not true ! I don’t believe it !” He repeated those words a number of times and then he said, “It’s from the House about that cancellation in meridian.” Moreover, he tore the unopened telegram into tiny bits and threw the pieces from the end of the train. He reached the seat as the conductor came through the train. He told the conductor that he was going to see his little wife at home. The conductor passed some light remarks on him and his wife.

He then went off and Joe was sorry for his departure. He felt an imperative need of talking to some. He felt that he must talk about Bessie to someone. He saw two young girls smiling at him. Joe understood perfectly. He started talking to them. When the young girls got off the train, Joe followed them and saw them off. He came back but again felt like talking about his little wife to some people. He wished to smoke a cigarette, but saw three people in the smoker.‘He saw the old lady having lunch with her husband. He went forward and asked for talking to them. The old gentleman consented and Joe went on with the usual talk about his little wife. He even talked about their honeymoon at New OrleAnswer: The old gentleman was surprised to hear such unnecessary talk of Joe. As a matter of fact, Joe’s mind was entirely disturbed after receiving the second telegram. That is why he started behaving in a peculiar and queer manner.

Question 2.
Write a note on Joe’s relationship with Bessie leading to their marriage.
Answer:
The story “The Little Wife” is written by William March, a prominent and outstanding American storyteller. His stories dealt upon the dramatic or critical moments of life, his discerning study of man and manners especially of their psychic responses at such moment, makes his stories very interesting and powerful. Here, the protagonist Joe, describes his premarital relationship with Bessie leading to their wedlock. His emotional out part propelled him to present this relationship at a great length.

However, Joe started talking rapidly about it to the two young girls and the old lady. He told in detail of the first time he had met Bessie. It had been in the home of Jack Barnes, one of the boy he had met on the road and he had been invited over for dinner and a little study poker later. Mrs. Bernes didn’t play poker, so, Bessie who lived across the street had been invited over to keep Mrs. Barnes company while the man played. He had liked Bessie at once and the boys had kidded him about not keeping his mind on the same. He had never told anybody this before, but when the boys started kidding him he made up his mind not to look at Bessie again as he didn’t want her to think that he was fresh, but he couldn’t stop looking at her and every time he caught her eye she would smile in a sweet friendly sort of way.

At last, everybody noticed it and they started joking Bessie too,- but she had not minded at all. He had lost $14.50 that night, but had met Bessie. Bessie can’t be called exactly beautiful, but she was sweet and nice. Bessie was the sort of girl that any man would want to marry. He told to their courtesy. He quoted whole paragraph from letters that she had written to prove a particular point which he had brought up. Bessie had not liked him especially, not right at first, at any rate, of course she had liked him as a friend from the first but not in any serious way. There were one or two other fellows hanging around too.

Bessie had a great deal of attention, she could have gone out every night with a different man if she had wanted to. Being on the opportunity to see her after or maybe that was an advantage any way he wrote her everyday. Then, finally they had become engaged. She hadn’t even let him kiss her until then. He knew from the first that she would make a wonderful little wife, but he was stilt puzzled why a girl as superior as Bessie would want to marry him. In fact, Joe’s relationship with Bessie is very interesting and thought-provoking. The storyteller has tried to provide a vivid description about Joe’s premarital relationship with Bessie.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Question 3.
Justify the title of the story “The Little Wife”.
Answer:
In fact the story “The Little Wife” is one of the most typical masterpiece of William March, an eminent, popular and outstanding American storyteller. He is really a great master to provide apt and suggestive titles to his stories. The title of the present story is a burning example expressing those qualities. Actually, every work of art has a title which dominates over the labyrinth of the whole work. It is, in fact, the central idea around which the other ideas revolve.

Of course, the title of a work of art can be appropriately compared with a signboard of a shop. As an attractive, colourful and gorgeous signboard automatically arrests the attention of the customer, similarly a beautiful and apt title attracts the attention of the reader towards the piece of art and even it makes them spellbound to completely go through it as soon as possible”. Just like a good signboard spells out the contents of a shop, likewise the beautiful and attractive title of a piece of art speaks about the volumes of the ideas contained therein. In this discussing story, the writer has repeatedly used the title in the story giving much emphasis on the little wife.

However, the protagonist’s wife Bessie is here described as the little wife. Joe refers to this little wife again and over again. It is that little wife Bessie whom Joe had married one year ago. She had been with him after their love before marriage. She had been blessed with a baby son about which Joe receives an express telegram from his mother-in-law regarding her giving birth to a sort The first telegram says that the mother and baby. were getting on rapidly. But the second telegram tells about the locating truth of life. The second telegram entirely disturbs and confused the mind of Joe. He was so much irritated by the very word telegram that he had even not gone through the second one. He moves from coach to coach so as to brood over his little wife. He decided to jump off the train and disappear into the forest.

Of course, then he came back and furiously explained all that had been associated with Bessie starting from their love to the marital life and having a baby thereafter. He even didn’t forget to describe their love, marriage and honeymoon trips to New Orleans where they had a pleasant experience. In the concluding part of the story, it is .found that the little wife is dead. The stern and stark reality of life had reached. prematurely sweeping away a nice partner.

In fact, it is very much clear from the story that the title of the story is apt and suggestive. We have marked that the entire story is appropriately concerned with the little wife. Again the ending of the story, although it is pathetic, still then it is concerned, with the death of the little wife. In short, March’s, dealing with the title is superb and fantastic.

Vocabulary:
Make sentences using the following:

stow shimmer swab aisle
gaunt protruded itinerary giggle
vestibule mangy demented cuspidor
flabby petulant droop jaunty
announce supplement excuse advantage
engage

Answer:
stow – Don’t stow your luggage out of sight.
shimmer – A dim light shimmered in a distance.
swab – He washed his bike and then swabbed it.
aisle – An old lady was sitting in the aisle of the train.
gaunt – He looks gaunt after his prolonged illness.
protruded – His lower chin is little protruded.
itinerary – He had a pleasant itinerary experience.
giggle – The girls giggled at the young man’s story.
vestibule – Joe went to the vestibule with the second telegram in hand.
mangy – There sleeps a mangy cat under the cat.
demented – After his wife’s demise, he was demented.
cuspidor – Spit into the cuspidor.
flabby – The girl was quite soft and flabby.
petulant – The old man is quite petulant in temperament.
droop – He is having a drooping posture.
jaunty – His jaunty walking reveals his romantic personality.
announce – TV announced the approach of a terrible cyclone.
supplement – His article supplemented to, my, preparation.
excuse – Scarcity of time for preparing for the examination is not an excuse.
advantage – Rising early from bed is an advantage to health.
engage – He is engaged in a risky matter.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Grammar:
A. Fill in the blanks with suitable forms of ‘be’, ‘have’ or ‘do’.
1. Man_________an animal.
2. _________quiet.
3. He didn’t do well. No, he
4. Your cycle makes a lot of sound. Yes, it __________.
5. He spoke a lot. Yes, he __________.
6. __________ a good time.
7. Will you __________ a cup of tea?
8. Her brother __________ a reporter.
9. What are you __________ to night?
10. __________ remember to come in time.
11. I_________visited the states.
12. He __________ eaten all the mangoes before I arrived.
13. She __________ singing when her husband was playing harmonium.
14. She __________ a house at Berhampur.
15. Your son __________ a red ball in his hand.
16. I __________ do better next time.
17. Come what many, I not retreat.
18. __________ you come to dine with us?
19. __________ I make tea for you?
20. He__________be 18 this week.
21. Members __________ bring their identity cards to the general body meeting.
22. He won’t come __________ he?
23. Let us go the theatre __________we?
24. The train __________reach Delhi a day after tomorrow.
25. I_________ see you tomorrow.
26. He __________ be dismissed for his misconduct.
27. I_________ never see your face again.
28. She __________ obey her parents.
29. All students pay their tuition fees on 10th of every month.
30. The Chief Minister __________ came to inaugurate the annual function of our College.
31. __________you lend me your pen?
32. Have a cup of tea, __________ you?
33. I_________ be thirty after two years.
34. You__________ be rewarded for your success.
35. I __________ help you.
36. He suggested that we __________ go on a ride.
37. After super she __________ take a glass of milk.
38. They ran last they __________ miss the train.
39. You __________ not talk in such a loud voice inside an auditorium.
40. He is determined that he ____ join politics.
41. She worked hard so that she __________ keep a position.
42. __________ you mind closing the door.
43. The students __________ actively participate in social work.
44. He __________ not have behaved so roughly with his wife.
45. He __________ like to know about his duty.
46. Your report __________be ready before 20th January.
47. Your answer is wrong, can you say what _________ it be?
48. I _________ like you to be punctual.
49. _________you mind closing the door?
50. She wrote me that she_________ arrive in the airport at 1 1 p.m.
51. When _________ he done? He _________ be late.
52. Where ___________ you keep the picture.
53. It’s late. You _________ leave now.
54. _________you like to have tea?
55. ___________ you mind lending me your book?

Answer:
1. Man is an animal.
2. Be quiet.
3. He didn’t do well. No, he does.
4. Your cycle makes a lot of sound. Yes, it does.
5. He spoke a lot, yes, he did.
6. Have a good time?
7. Will you have a cup of tea?
8. Her brother is, a reporter.
9. What are you doing tonight.
10. Do you remember to come in time.
11. I have visited the states.
12. He has eaten all the mangoes before I arrived
13. She was singing when her husband was playing harmonium.
14. She has a house at Berhampur.
15. Your son has a red ball in his hand.
16, I will do better next time.
17. Come what money? I will not retreat.
18. Will you come to dine with us?
19. Shall I make tea for you?
20. He win be 18 this week.
21. Members shall bring their identity cards to the general body meeting.
22. He won’t come, will he?
23. Let us go to the theater, shall we?
24. The train will reach Delhi a day after tomorrow.
25. I shall see you tomorrow.
26. He shall be dismissed for his misconduct.
27. I will never see your face again.
28. She shall obey her parents.
29. All students will pay their tuition fees on 10th of every month.
30. The Chief Minister will come to inaugurate the annual function of our college.
31. Will you lend me your pen?
32. Have a cup of tea, will you?
33. I shall be thirty after two years.
34. You shall be rewarded for your success.
35. I will help you.
36. He suggested that one should go on a ride.
37. After supper she would take a glass of milk.
38 They ran fast they should miss the train.
39. You should not talk in such a loud voice inside an auditorium.
40. He is determined that he would join politics.
41. She worked hard so that she should keep a position.
42. Would you mind closing the door?
43. The students should actively participate in social works.
44. He would not have behaved so roughly with his wife.
45. He would like to know about his duty.
46. Your report should be ready before 20th January.
47. Your answer is wrong, can you say what should it be?
48. I would like you to be punctual.
49. Would you mind closing the door?
50. She wrote me that she would arrive in the airport at 11 p.m.
51. When should he come? He would be late.
52. Where should you keep the picture?
53. It’s late. You should leave now.
54. Would you like to have tea?
55. Would you mind lending me your book!

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Section – I

Pre-reading Activity:
How do you feel when the postman knocks on your door and says that you have a telegram? Have you read R.K. Narayan’s story “The Gateman’s Gift” where the protagonist a retired gentleman avoids opening a registered letter, lest it should contain some bad news.
How do you feel when you receive the news of a close relative being treated in a hospital?

Notes on the Writer:
William March (1804-1954), a prominent American writer, has made a significant mark in the realm of short stories. His stories dealt upon the dramatic or critical moments of life, his discerning study of men and manners especially of their psychic responses at such moment makes his stories very interesting and powerful.

The Story:
The present story enacts a drama of terrible tension procedure lingering for about 5 hours of a train journey (from 2.28 p.m. to 7.35 p.m.). Joe’s behaviour throughout the journey with the unopened telegram is a clear demonstration of his restlessness and fear- psychosis. After he throws away the torn pieces of the telegram outside he feels relieved and gay. This mark of gaiety and relief is nothing but a psychic projection of an intense longing to keep his dear ‘little wife’ alive a little longer. All his words and abnormal behaviour in the compartment manifest a fear due to lack of courage to face the most painful reality. His reminiscences about his love for Bessie, thereafter leading to marriage and his obsession with his little wife seem to provide him an escape from the dreadful truth he wants to forget. The memories of his most intimate moments with his dear wife only serve to highlight the pathos and psychological strain witnessed in the story are justaposed to lay the light heartedness of the fellow passengers and their responses to the babbling of Joe. The spry with its atmosphere of gloom and depression reminds us of the dreadful finality of death.

Gist:
Paragraphs: 1-3
Joe Hinckley set out for a train journey. He selected a seat on the shady side of the train. It was very hot for early June. The time was 2.28 p.m. when the train was five minutes late. He could not pack his things due to lack of time. He had little time after getting. telegram from Mrs. Thompkins, the telegram. had upset Joe. He felt vague that someone was playing a joke on him. He was confused. and helpless. It was difficult to believe that” Bassie was so desperately sick. He sat staring at his fingernails. He, all of sudden, recalled an appointment of 4. O’clock and he rose so ” quickly from his seat for sending a message to explain his absence. But he realised that the train was in motion.

Paragraphs: 4-7
Two young girls were leaning out of the window. Their eyes were shining and their cheeks were flushed and they were laughing with excitement at the prospect of going away. A farm woman sat across the aisle, whose red-veined eyes projected. Her neck was swollen with a goiter. She held a bouquet of crepe- myrtle. Beside her she had placed her straw suitcase and several bulky paper-wrapped parcels. Joe took from his pocket the telegram that he had received from his mother-in-law and read it again.

Paragraphs: 8-9
All at sudden, Joe’s hands clenched and then relaxed. Then at two O’clock, he had gone back to the hotel to freshen up and the clerk had reached in his box and had taken out the key to this room and the telegram which had been waiting for him for two hours. Joe read it twice and then looked at the address to make sure that the message was really for him. He had arranged his itinerary so that he would be with his wife Bessie when the baby was born. Joe leaned his head against the real plush of the seat. He felt numb and ‘ very tired. At first the signature “Mother” had puzzled him because he could not understand what his mother would be doing in mobile with I Bessie. Then he realised that it was Bessie’s mother who had sent him the telegram.

Paragraph: 10
When he had married Bessie, her mother had come to live with them. He was rather glad of that arrangement. His work j. made it impossible for him to get home often than every other week and many times it was difficult for him to get home that often. He couldn’t disappoint Bessie, no matter what happened. Three years of married life had been the happiest that he had ever known. Bessie had been happy too. Suddenly, he had a clear picture of her lying on their bed, her face white with suffering and a quick panic gripped his heart. To assume himself he whispered that those doctors don’t know everything. She would be all right. Mrs. Thompkins her mother was excited and terrified.

Analytical outlines:

  • Joe Hinkley set out for a train journey.
  • He selected a seat on the shady side of the train.
  • It was very hot for early June.
  • The time was 2.28 p.m.
  • The train was five minute late at that time.
  • He could not pack his things due to lack of time.
  • He had little time after getting telegram from Mrs. Thompkins.
  • The telegram had upset Joe.
  • He felt vaguely that someone had played joke with him.
  • He was confused.
  • He was also helpless.
  • Bessie was desperately sick.
  • It was beyond his belief.
  • He sat staring at his fingernails.
  • Suddenly, he recalled an appointment of 4 O’clock.
  • He rose quickly from his seat.
  • He sent a message to explain his absence.
  • But he realised that the train was in motion.
  • Two young girls were leaning out of the window.
  • Their eyes were shining.
  • Their cheeks were flushed.
  • They were laughing with excitement at the prospect of going away.
  • A farm woman sat across the aisle.
  • Her red-reined eyes were projected.
  • Her, neck was swollen with a goitre.
  • She held a bouquet of crepe-myrtle.
  • Beside her, she had placed her straw suitcase.
  • She had also placed several bulky paper wrapped parcels.
  • Joe took the telegram from his pocket.
  • He had received it from his mother-in-law.
  • He read it again.
  • Suddenly, Joe’s hand clenched and then relaxed.
  • It was two O’clock then.
  • He had gone back to the hotel to freshen up.
  • The clerk had reached in his box.
  • He hud taken out the key to this room and the telegram.
  • The telegram had been waiting for him for two- hours.
  • Joe read it twice.
  • He looked at the address.
  • He was sure that the message was really for him.
  • He had arranged his itinerary.
  • He would be with his wife Bessie.
  • Joe leaned his head against the red plush of the seat.
  • He felt numb and very tired.
  • At first the signature “Mother” had puzzled him.
  • Because, he could not understand what his to other would be doing in mobile with Bessie.
  • Then he realised that it was Bessie’s mother.
  • He knew that she had sent him the telegram.
  • When he married Bessie, her mother had come to live with them.
  • He was rather glad of that arrangement.
  • He was remaining busy with his work.
  • He was not able to visit her always.
  • He was coming home often than every other week.
  • Many times it was difficult for him to come home even often.
  • He could not disappoint Bessie no matter what happened.
  • Their year of married life had been the happiest.
  • Bessie had been happy too.
  • Suddenly, she became bed sick.
  • Her face was white with suffering.
  • A quick panic gripped his heart.
  • He whispered that those doctors don’t know anything.
  • He consoled her that she would be all right.
  • Her mother Mrs. Thompkins was excited and terrified.

Meaning of difficult words:
stow – put away, to Store, place.
shimmer – shine with a soft, unsteady light, gleam tremulously.
swab – to clean or dry with a piece of cloth.
aisle – way for walking alone, between blocks of seats.
gaunt – lean, grim, haggard-looking, extremely thin and bony, emaciated.
protruded – stood out, projected, trust forward.
goiter – an enlargement of thyroid gland on the front and sides of the neck.
crepe-myrtle – a tall Chinese shrub having pink purple or white flowers grown as an ornamental in the southern and western U.S.
drone – to make a dull continuously monotonous sound, humming sound.
wheage – to make a sound resembling difficult breathing.
itinerary – a detailed plan for a journey, esp a list of places to visit, a plan of travel.
smuthy – dirty, filthy, obscene.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Section – II

Gist:
Paragraphs: 11-12
In front of Joe was seated a White haired old gentle man who opened his bag and took out a travelling cap. He had some difficulty in fastening the cutch while holding his straw hat in his hand but his wife sitting with him took the bag and fastened it at once. Then she took his hat and held it on her lap. She was reading a magazine. The Negro porter came down the aisle, who had a telegram in his hand. Reaching the centre he called out, “Telegram for Mr. J.G. Hinckley !” Joe let him call the name three times before he claimed the message. The porter explained that the telegram had been delivered to the train by a messenger from the American Hotel. Joe gave the porter twenty-five cents for a tip and went back to his seat.

Paragraphs: 13-15
The country’ woman looked up instantly and turned her eyes away. The young girls laughed and whispered and looked boldly at Joe and the old gentle man went to the smoking room with a cigarette. Joe felt his hands trembling. He placed the unopened telegram on the seat and stared at it for a long time. At last, he re-read the first telegram very slowly. He thought it might have been from Mrs Thompkins or from Boykin Rosen or from house. He looked up and saw the two young girls had turned around and were watching him making remarks to reach behind their hands. He rose from his seat weak and nauseated with the unopened telegram in his hand. He passed through several coaches until he reached the end of the train and went out on the rear vestibule. He had a sudden wish to jump from the train and ran off into the woods. But he felt that such an act would look very strange. The brakeman with a lantern in hand asked whether he was feeling all right. He replied in affirmative. The break-man disappeared and Joe was happy.

Paragraphs: 16-17
The train marched past the countryside. A little Negro girl with a patched pink dress ran down to the track and waved her hand. A lame old country man ploughing in his stumpy field, pulled up his mangy mule to share at the passing train. He felt sick. He didn’t want people to notice him or talk to him. He kept turning the telegram over in his hand thinking that he had got to open it then. He said it was not true. He said that the telegram was not from Mrs. Thompkins, it was from house. He tore the unopened telegram into small pieces and threw the pieces from the end of the train immediately, he felt better. He felt that everything was all right and decided to go home and see his little wife. He laughed happily. He went back to his seat. He felt gay and relieved.

Paragraphs: 18-19
Joe reached his seat as the conductor came through the train. He nodded pleasantly as he gave up his ticket. Joe laughed with ringing heartiness and the conductor looked at him in surprise. The conductor asked him the reason why he was laughing. He replied because, he was going to see his little wife at home. The conductor replied that’s fine, simply fine. He shook Joe’s hand.’Joe laughed again. The conductor said to give his regards to madam.

Paragraphs: 20-26
Joe was sorry that the conductor could not stay longer. He felt an imperative talking to some one particularly about Bessie. He looked around and the two young girls smiled at him. Joe decided that he would go over and talk to them. He walked over casually and seated himself. He asked where they were going to. The blue-eyed girl replied that they would be getting off at Flomation. They were going home for summer vacation. Joe gravely said to get all the education they could and the girls laughed. Joe laughed too. The old lady across the aisle put down her magazine and started laughing too Joe waited until the girls had exhausted themselves. He said that he ought to sound fatterly, he has just got a telegram that he has become father for the first time.

Paragraphs: 27-31
This interested the young girls who crowded him questions which they wanted to know about it. Joe felt very happy. The old lady had moved in her seat in order to hear better. Joe said that his mother-in-law Mrs. Thompkins had sent him telegram following Bessie giving birth to a baby son and both mother and son were doing well. Bessie and he had been married for a year. The old lady asked what he was going to name his baby. The reply was not exactly beautiful. She was sweet and nice. She was the sort of girl that any man would want to marry.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Paragraphs: 32-34
He went on speaking how they were engaged and ultimately married. He also told how he was once determined not to marry at all. Two hours after, his audience was getting bored but Joe did not realize it. Finally, the old gentleman with the cap came back from the smoking room. He also never spared his mother-in-law whom he described like anything.

Analytical outlines:

  • In front of Joe, a white haired old gentle man was seated.
  • He opened his bed.
  • He took out a travelling cap.
  • He had some difficulty in fastening the cutch.
  • He held his straw hat in his hand.
  • His wife took the bag.
  • She fastened it at once.
  • Then she took his hat.
  • She held it on her lap.
  • She was reading a magazine.
  • The Negro porter came down the aisle.
  • He had a telegram in his hand.
  • He came to the center.
  • He called out, ‘Telegram for Mr. J.G Hinkley”.
  • Joe let him call the name three times before he claimed the message.
  • The porter explained about it.
  • It had been delivered to the train.
  • It was delivered by a messenger from the American Hotel.
  • Joe gave the porter twenty-five cents for a tip.
  • He went back to his seat.
  • The country woman looked up instantly.
  • He turned her eyes away.
  • The young girls laughed.
  • They whispered and looked boldly.
  • The old gentleman went to the smoking room with a cigarette.
  • Joe felt his hand trembling.
  • He placed the unopened telegram on the seat.
  • He stared at it for a long time.
  • At last, he re-read the first telegram very slowly.
  • He thought it might have been from Mrs. Thompkins.
  • Even it might have been from Boykin Rosen or from house.
  • He looked up.
  • He saw the two young girls had turned around.
  • They were watching him.
  • They were making remarks to reach behind their hands.
  • He rose from his seat weak and nauseated with the Unopened telegram in his hand.
  • He passed through several coaches.
  • He reached the end of the train.
  • He went out on the rear vestibule.
  • He had a sudden wish to jump from the train.
  • He wished to run off into the woods.
  • But he felt that such an act would look very strange.
  • The brakeman was holding a lantern.
  • He asked him if he was feeling alright.
  • He replied in affirmative.
  • The brakeman disappeared.
  • Joe became happy.
  • The train marched past the countryside.
  • A little Negro girl ran down to die track.
  • She was wearing a patched pink dress.
  • She waved her hand.
  • A lame old county man ploughing in his stumpy field.
  • He pulled up his mangy mule to share at the passing train.
  • He felt sick.
  • He did not want people to notice or talk to him.
  • He kept turning the telegram over in his hand.
  • He was about to open it then.
  • He said it was not true.
  • He said that it was not from Mrs. Thonipkins.
  • But it was from house.
  • He tore the unopened telegram into small pieces.
  • He threw the pieces from the train immediately.
  • Then he felt better.
  • He felt that everything was alright.
  • He decided to go home and see his little wife.
  • He laughed happily.
  • He went back to his seat.
  • He felt gay and relieved.
  • Joe reached his seat.
  • The conductor came through the train.
  • He nodded pleasantly as he gave up his ticket.
  • Joe laughed with ringing heartiness.
  • His conductor looked at him in surprise.
  • The conductor asked him the reason of laughing.
  • He replied because, he is going to see his little wife at home.
  • The conductor replied it was fine.
  • He shook Joe’s hand.
  • Joe laughed again.
  • The conductor said to give his regards to madam.
  • Joe was sorry for the departure of the conductor.
  • He felt an imperative talking to someone, particularly about Bessie.
  • He looked around.
  • The two young girls smiled.
  • Joe decided to talk to them.
  • He asked where they were going to.
  • The blue-eyed girl replied that they were to Flomation.
  • They were going home for summer vacation.
  • Joe advised them to get all the education they could.*
  • The girls laughed.
  • Joe laughed too.
  • The old lady across the aisle put down the magazine.
  • She started laughing too.
  • Joe waited until the girls had exhausted themselves.
  • He said that he ought to sound fatherly.
  • He got a telegram that he has become a father for the first time.
  • This interested the young girls.
  • They crowded him questions.
  • They wanted to know about it
  • Joe felt very happy.
  • The old lady moved in her seat to hear better.
  • He received the telegram from his mother-in-law.
  • He is informed that his wife had given birth to a baby son.
  • Both the mother and son were doing well
  • Bessie and he had been married for a year.
  • The old lady asked what he was going to name his baby.
  • The reply was not exactly beautiful.
  • She was sweet and nice.
  • She was the sort of girl that any man woud want to many.
  • He went on speaking how they were engaged.
  • At last they were married.
  • He also told how he was once determined not to marry at all.
  • Finally, the old gentleman came back from the smoking room with the cap.
  • He also never spared his mother-in-law.
  • He described her like anything.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Meaning of difficult words:
giggle – titter, laugh in a silly manner.
vestibule – part of a railway carriage connecting win anti with access to the next.
mangy – affected by mangy (a skin disease affecting animals and sometimes men and characterized by loss of hair and scabby eruptions).
elbow/nudge – push slightly, especially with the elbow.
snap – a quick, sharp speech or manner of speaking.
cockeyed – (slang) foolish or obscured.
kid (v) – to tease or jest with.

Section-III

Gist:
Paragraphs: 35-40
At last, the train reached Flomation. The porter canie to help the girls off with their bags. They were very glad to get away. They were also a little nervous. There was something about Joe that they couldn’t understand. At first, they had thought him jolly and high spirited, but after a time they came to the conclusion that he must be drunk or slightly demented. Joe helped them off the train and on the platform. The black-eyed girl waved her hand and said to give her love to Bessie and the son and the blue-eyed girl said to be sure and kiss the baby for her. The two girls looked at each other and started laughing. Joe came back to the coach again. He was again restless. He decided to have a cigarette. He found three men in the smoking room. They were telling jokes and laughing when Joe came in. Joe wanted to talk to them about Bessie but he couldn’t bring her name up in such an atmosphere. He went to his seat.

Paragraphs: 41-45
A bright-skinned waiter came through the train announcing the first calf for dinner. At first, he thought to have dinner on the train, but then thought that Mrs. Thompkins would be waiting for him with a nice preparation of meals at home. He again felt like telling about his wife and went to the old couple engaged in taking their lunch on the train. He went to them and asked if he could talk to them. The old man replied positively. The old lady looked at her husband reproachfully. Joe talked of his wedding. .

Paragraphs: 46-49
Then he told of the honey-money, they had spent in New Orleans, all the places they had visited there and just what Bessie had thought and said about each one. He went on talking. He told of the first week of their married life and how happy they were in those days. He also told that Bessie was a marvellous cook. He talked of her Jove for the home he had purchased for her and her unbound pleasure when she knew that she was going to have a baby. The old gentleman was staring at Joe in a puzzled manner. Joe had lost all idea of time. He talked on and on rapidly and excitedly. He had get as far as Bessie’s plans for the child’s education when the porter touched him in die arm and told him that they were pulling into station at mobile. He gave the porter a tip and stepped off the train jauntily. When he turned to pick up his bag he saw that the woman with the waiter was staring at him. He went and said “Goodbye, lady, I hope you have a nice trip.” The woman stared at him until he was out of sight.

Paragraphs: 50-54
On the other side of the iron fence, Joe saw Mrs. Thompkins. She was dressed in black and she wore a black veil. Joe went over to her briskly and Mrs. Thompkins put her arms around him and kissed him twice saying “Poor Joe !”. Joe noticed that her eyes were red and swollen. She asked whether he had got her telegram. He replied positively. She again asked whether he had .got her second telegram. He leaned against the iron fence for support and Mrs. Thompkins, held his hand. Joe at last said the truth that he had not read her telegram. He didn’t want to know that Bessie was dead. He sat down on an empty baggage truck and hide his face in his hands.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Analytical Outlines:

  • At last, the train reached Flomation.
  • The porter came to help the girls.
  • They were very glad to get away.
  • They were also a little nervous.
  • There was something about Joe.
  • They could not understand it.
  • At first, they had thought him jolly and high-spirited.
  • Later on they thought that he must be drunk or slightly demented.
  • Joe helped them off the train.
  • The black-eyed girl waved her hand.
  • She said to give her love to Bessie and the son.
  • The blue-eyed girl said to kiss the baby for her.
  • The two girls looked at each other.
  • They also started laughing.
  • Joe came back to the coach again.
  • He was again restless.
  • He decided to have a cigarette.
  • He found three men in the smoker.
  • They were joking and laughing.
  • Joe wanted to talk to them about Bessie.
  • But he could not do it in such an atmosphere.
  • He went to his seat.
  • A bright-skinned waiter came through the train.
  • He announced the first call for dinner.
  • At first, he thought to have dinner.
  • But he gave up this thought.
  • As Mrs. Thompkins would be waiting >. him for dinner.
  • The old couple were taking their lunch.
  • Joe went there to talk with them about Bessie.
  • He begged permission to talk with them.
  • The old gentle man replied positively.
  • Joe started talking about his wedding.
  • Then he told about the honeymoon.
  • They had spent it in New OrleAnswer:
  • He had visited all the places there.
  • He told them about Bessie’s thought.
  • He told about the first week of their married life.
  • They were very happy in those days.
  • He also told that Bessie ’was a marvellous cook.
  • He talked of her love for the home.
  • He talked about her unbound pleasure.
  • As she knew that she was going to have a baby.
  • The old gentle man was staring at Joe.
  • He started at a puzzled manner.
  • Joe had lost all idle of time.
  • He talked on and on rapidly and excitedly.
  • He had got as far as Bessie’s plan for child’s education.
  • The porter touched him in his arm.
  • He told that they were coming to the – station very soon.
  • He gave the porter a tip.
  • The train stopped off jauntily.
  • He turned to pick up his bag.
  • He marked the woman staring at him.
  • He bade her good-bye.
  • Joe saw Mrs. Thompkins on the other side of the iron fence.
  • She was dressed in black.
  • She wore a black veil.
  • Joe went over to her briskly.
  • Mrs. Thompkins put her arms around him.
  • She kissed him twice.
  • She said him poor Joe.
  • Joe noticed that her eyes were red and swollen.
  • She asked whether he had got her telegram.
  • Joe replied positively.
  • She again asked whether he received the second telegram.
  • He leaned against the iron fence.
  • She hold his hand.
  • Joe said that he received the second telegram, but he did not go through it.
  • So, he didn’t know that Bessie was dead.
  • He sat down on an empty baggage truck.
  • He hid his face in his hands.

CHSE Odisha Class 11 Alternative English Solutions Short Stories Chapter 3 The Little Wife

Meaning of difficult words :
demented – made mad, insane.
cuspidor – spitoon
flabby – soft, yielding.
petulant – showing impatience and irritation.
droop – handing down.
jaunty – an easy and sprightly manner.

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The Golden Touch Class 11 Questions and Answers

UNIT – I
Gist with Glossary

Gist:
The legendary king Midas’s madness for gold had no limit. To him, the most precious thing in the world was gold. The love that he had for his little daughter Marygold was no less. It was his earnest wish to see everything such as the golden light of the sun at the evening, a bunch of sweet yellow flowers, and the most beautiful roses in his garden turn into gold. Even the king’s intense love for music in his youth paled into insignificance before the sound of coins, one against another. He always dreamt about gold. He could not resist the temptation of counting his gold pieces.

One morning the sight of an unknown person caught his attention. His astonishment knew no bounds to see him in his treasure room which he himself had locked. He asked Midas, why he was not satisfied, despite being vastly wealthy. He gave vent to his wish that everything he touched would become gold. It would give him supreme happiness. The stranger fulfilled the king’s desire. The following day, at sunrise the latter’s dream came true. He had the Golden Touch at his disposal. Strangely enough, the stranger had vanished.

Glossary:
besides : in addition to (ଏତଦ୍‌ବ୍ୟତୀତ)
dearly : deeply (ଗଭୀର ଭାବରେ)
precious : valuable (ମୂଲ୍ୟବାନ)
treasure-room : here, the room where king Midas had kept bars of gold (ଗନ୍ତାଘର )
brightened : shone (ଉଜ୍ଜ୍ବଳି ଉଠିଲା)
vividly : clearly (ପ୍ରାଞ୍ଜଳ ଭାବରେ)

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Think it:
Question 1.
What do you learn about King Midas from the first two paragraphs of the story?
Answer:
The first two paragraphs throw light on King Midas’s vast wealth and his obsession with gold.

Question 2.
What did he wish when saw the golden light of the evening sun?
Answer:
When he saw the golden light of the evening sun, he wished it could change everything into genuine gold.

Question 3.
Why didn’t he like the roses in his garden?
Answer:
He didn’t like the rose in his garden, because they were not made of gold.

Question 4.
How did he spend his time in his ‘treasure room’?
Answer:
He spent his time in his treasure room counting his gold pieces. Besides, he held the bars of gold and praised his gold cups and plates.

Question 5.
How did he come across the stranger?
Answer:
He came across the stranger when his treasure room was bathed in bright sunshine; he found the latter in his locked room.

Question 6.
How did King Midas answer the stranger’s question, “What else do you want ?”
Answer:
When the stranger asked him ‘What else do you want ?’, the king expressed his wish that everything he would touch could be changed into gold. Besides, he was sick of collecting his wealth at a very slow rate.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 7.
How did the stranger fulfill his wishes?
Answer:
The stranger fulfilled his ambition by telling him that the following day at sunrise, he would find the Golden Touch at his disposal.

UNIT – II
Gist with Glossary

Gist:
This unit begins with the king’s discovery that his desire for the golden touch had not been fulfilled. His bed had not changed into gold. His sadness did not last long. A sudden sight of the reflection of the golden light of the earliest sunrise on him worked wonders. The sheet on his bed turned into a cloth of gold. The first sunbeam had truly brought the Golden Touch. Driven by excitement, he touched everything – one of the legs of the bed, the curtain at the window, his dress, and spectacles. There was gold everywhere. The loss of spectacles didn’t matter to him much.

The gold was more precious than his pair of spectacles and his daughter Marygold would read to him. The magic touch turned everything into gold, beginning from the brass handle of the door, and the rose trees, the constant source of his pride and joy in the past. At the moment, he went into breakfast that morning, his little beautiful daughter Marygold came in crying bitterly. When he kissed her, she wore a terrible look, with her little face, beautiful hair, and her little body gone. She became a hard golden figure.

Glossary:
turned into gold: transformed into gold (ସୁନା ହୋଇଗଲା)
disappointed : sad (ଦୁଃଖ)
sunbeam : sunlight (ସୂର୍ଯ୍ୟକିରଣ )
put on : wore (ପିନ୍ଧିଲେ)
bitterly: in a painful or unhappy mood (ଦୁଃଖଦ ଅବସ୍ଥାରେ)
scent : fragrance (ସୁଗନ୍ଧ)
comfort : (here) console (ସାନା ଦେବା )
terrible : ferocious (ଭୟଙ୍କର )

Think it out:
Question 1.
When did the king discover that his desire for the golden touch had been fulfilled?
Answer:
The king discovered that his desire for the golden touch had been fulfilled at the sight of his bed sheet transformed into a cloth of gold.

Question 2.
Why was the king not sad when his spectacles turned into gold?
Answer:
The king was not sad when his spectacles turned into gold, because he felt that a pair of spectacles was not as precious as the Golden Touch. Besides, her daughter Marygold could read to him.

Question 3.
What was Marygold’s complaint about the golden rose?
Answer:
Marygold’s complaint about the golden rose was that it had become yellow and hard and lost its fragrance.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 4.
How did the king console his daughter?
Answer:
The king consoled his daughter stating that she should not think of it at all because these rose flowers that had turned into gold were invaluable. He lovingly said to her to sit and take her breakfast.

Question 5.
Why couldn’t the king enjoy his breakfast?
Answer:
The king couldn’t enjoy his breakfast which included eggs, fish, bread, butter, and a spoonful of coffee, because they all became gold.

Question 6.
What happened to Marygold when the king kissed her?
Answer:
When the king kissed her, the king saw before him a terrible figure instead of his little daughter. Her sweet face, her beautiful hair, and her little body had all gone. There stood a statue of solid gold.

UNIT-III
Gist with Glossary

Gist:
King Midas sank into despair at the loss of everything he loved including his dear little daughter Marygold. In the meantime, the stranger reappeared and enquired him about his Golden Touch. He narrated his tale of woe to the former. He now realized the futility of the Golden Touch. He was terribly thirsty and pined for a cup of cold water to taste. The stranger kept on asking him what he preferred – the Golden touch or a piece of bread and gold or his own little daughter. The grief-stricken father wanted his daughter to get back. His repentance made the stranger remark that he was wiser than before. The stranger knew human nature dies hard and the king was no different. Midas had now become a virulent hater of gold.

He trembled in fear at the sight of a fly perching on his nose and at once felt the ground turning into a small piece of gold. In order to get rid of the burden of the golden touch, the stranger advised the king to go to the end of his garden, and wash in the water of the river there. This was not all. He should bring some of the same water and sprinkle it over anything, he wished to change back again. The king rose to the occasion without wasting time. To his utter delight, he got his lost daughter back by sprinkling water on her. Marygold was kept in dark about this painful incident. The king started his life afresh in the midst of his loving daughter and his garden full of fragrant roses.

Glossary:
lingered (here) saw for some time (କିଛି ସମୟ ପାଇଁ ଦେଖୁବା)
despair : misery (ଦୁର୍ଦ୍ଦଶା)
passionately : the state of mind caused by passion (ଆଗ୍ର ହାନ୍ତି ତ ହୋଇ)
scrap: piece (ଖଣ୍ଡ)
weight : (here) the burden of greed for gold

Think it out:
Question 1.
How did the king realize that the golden touch was a useless gift for him?
Answer:
The king realized that the golden touch was a useless gift for him because it deprived him of everything that he loved, especially his sweet little daughter Marygold. The king had become a grief-stricken person.

Question 2.
‘You are wiser than you were’ – why did the stranger say so?
Answer:
The stranger said so because he marked that the king was seething with repentance for his obsession with gold. The king wished he had not given one hair of his daughter’s head in exchange for the power to transform the entire earth into gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 3.
What did the stranger advise the king to do to get rid of his golden touch?
Answer:
In order to get rid of his golden touch, the stranger advised the king to go to the end of his garden, and wash in the water of the river there. This was not all. He should bring some of the same water and sprinkle it over anything he wished to change back again.

Question 4.
How did the king get back his daughter?
Answer:
The king got his daughter back by going straight to the golden figure of his daughter and then sprinkling some water brought from the river on her.

Question 5.
Is the story a tragic or comic one? Give your reasons.
Answer:
The story, The Golden Touch is not a tragic one, because though the grief-stricken king could not look at Marygold, there is no death inevitable. Instead, the story is a comic one. King Midas, the protagonist of the story, in spite of his sadness, makes us laugh at his blind love of gold. How can a father make his loving little daughter a victim of his boundless greed? His reaction at the loss of everything he loved and his belated realization of his mistakes and above all, the stranger’s words contribute to the comic aspect of the story, although there are patches of pathos.

Post-Reading Activities:

A. Arrange the following sentences according to their logical order.
(a) Midas said, ‘I wish everything I touch could be turned into gold’.
(b) ‘The Golden Touch !’ exclaimed the stranger.
(c) Midas said, ‘It would give me perfect happiness’.
(d) The stranger said, ‘Tomorrow at sunrise you will find that you have the Golden Touch’.
(e) King Midas came across a stranger smiling at him.
(f) The stranger asked, ‘What do you want ?’
(g) He guessed that the stranger was no ordinary person.
Answer:
(e) King Midas came across a stranger smiling at him.
(g) He guessed that the stranger was no ordinary person.
(f) The stranger asked, ‘What do you want ?’
(a) Midas said, ‘I wish everything I touch could be turned into gold’.
(b) ‘The Golden Touch !’ exclaimed the stranger.
(c) Midas said, ‘It would give me perfect happiness’.
(d) The stranger said, ‘Tomorrow at sunrise you will find that you have the Golden Touch’.

B. Doing with words.
1. Write the antonyms of the following words :
love —
bright —
perfect —
wise —
please —
usual —
happiness —
common —
beautiful —
careful —
proud —
sincere —
Answer:
love — hate
bright —dull
perfect — imperfect
wise — fool
please — displease
usual — unusual
happiness — sadness
common — uncommon
beautiful — ugly
careful — careless
proud — humble
sincere — insincere

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

B. Match the expressions in column A with their one-word substitution in column B.
Match the expressions in column A with their one word substitution in column B.
Answer:
Match the expressions in column A with their one word substitution in column B

3. Write the nouns derived from the following verbs :
collect        ______________
satisfy        ______________
exclaim      ______________
disappoint ______________
reflect        ______________
astonish    ______________
expect       ______________
Answer:
collect        — collection
satisfy        — satisfaction
exclaim      — exclamation
disappoint — disappointment
reflect        — reflection
astonish     — astonishment
expect       — expectation

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

4. Fill in the blanks with the adjectival forms of the following nouns:
gold        _____________
beauty    _____________
palace     _____________
magic      _____________
spectacle _____________
comfort   _____________
sorrow     _____________
passion    _____________
Answer:
gold        — golden
beauty    — beautiful
palace     — palatial
magic      — magical
spectacle — spectacular
comfort   — comfortable
Sorrow     — sorrowful
passion    — passionate

5. Fill in the blanks with the verbs from which the following nouns have been
speech        _______________
thought      _______________
excitement _______________
collection   ________________
service       _______________
Answer:
speech        — speak
thought      — think
excitement — excite
collection   — collect
service        — serve

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

CHSE Odisha Class 11 English The Golden Touch Fours Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Long ago, there lived a very rich man called Midas. Besides being rich, he was a king, and he had a little daughter called Marygold. King Midas loved gold more than anything else in the world. He liked being a king, chiefly because he loved his golden crown. He loved his daughter dearly too, and the more he loved her, the more gold he wanted for her sake. When King Midas saw the golden light of the sun in the evening, he wished it could turn everything into real gold. When Marygold came to him with a bunch of sweet yellow flowers, he would say, ‘If they were as golden as they look, they would be worth picking !’.

Even the roses in his garden did not please him anymore – the largest and sweetest and most beautiful roses ever seen – because they were not made of gold. And although the king was very fond of music in his youth, the only music he loved now was the sound of gold coins, one against another. At last, King Midas could not bear to touch anything that was not gold. He used to go down to a secret room under his palace where he kept his precious store. He would let himself in and count his gold pieces. He would hold the bars of gold and admire his gold cups and plates until he could hardly bear to leave them.

Now in those days, a great many wonderful things used to happen just as they do today. One morning King Midas was in his treasure room when he noticed that the sun was shining into the room more brightly than usual. Not only that, but a stranger stood there, smiling at him in the light of the sunbeam. King Midas knew that he had locked himself in as usual, and so he guessed that his visitor was no ordinary person. The stranger looked at the gold pieces that the king was counting. ‘You seem to be a very rich man’ he said. ‘But it has taken me a long time to collect this gold’, said King Midas. ‘If I could live a thousand years, I might have time to get richer.

Questions :
(i) Why did King Midas like being a king?
(ii) How did he respond, when his daughter came to him with a bunch of beautiful yellow flowers?
(iii) What did the king love deeply in his youth?
(iv) Why did he not want to touch anything at last?
(v) What led the king to guess that the stranger was not an ordinary person?

Answers :
(i) King Midas liked being a king, mainly because he was fond of his golden crown.
(ii) When his daughter came to him with a bunch of beautiful yellow flowers, he would pick them, if they were as golden as they looked.
(iii) The king loved music deeply in his youth.
(iv) His frenzied desire for gold refrained him from touching anything at last. In other words, he was not interested to touch anything that was not gold.
(v) In spite of his treasure room being locked by himself, to his astonishment the king found the stranger inside it. This led the king to guess that the stranger was not an ordinary person.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

2. Read through the extract and answer the questions that follow.
The next morning, King Midas awoke before dawn. He looked eagerly to see if his bed had been turned into gold. But no; it was exactly as it had been before. He lay, very disappointed, looking around his room. Suddenly, the earliest sunbeam of the rising sun shone through the window and up to the ceiling above. It seemed to reflect its golden light toward him. Looking at the sheet on his bed, Midas was astonished to find that it had become cloth of gold. The Golden Touch had truly come to him, with the first sunbeam. King Midas got out of bed in excitement. He touched one of the legs of the bed as he did so – and it immediately became a golden pillar.

He pulled the curtain at the window, and at once it became golden, too. He put on his clothes and found himself dressed in golden cloth. He took up his spectacles and put them on – and he found he could see nothing at all. The glasses had turned into gold and he could not see through them. He took them off again. ‘Never mind’, he thought to himself. ‘The Golden Touch is worth more than a pair of spectacles, and Marygold will be able to read to me.’ King Midas went downstairs and into the garden. He noticed that even the brass handle of the door became gold as soon as he turned it. Then he went among the rose trees that had always been his pride and joy in the past.

When he went to breakfast that morning, he felt more hungry than usual. While he was waiting for his eggs to be ready, little Marygold came in crying bitterly. ‘Look, father !’ she cried, holding out a golden rose. ‘I went to pick you some roses and they are yellow and hard, and their sweet scent is gone.’ ‘Never mind, my dear’, said her father. ‘They are worth much more like that. Sit down and eat your breakfast.’ He poured himself a cup of coffee as he spoke. The coffee pot was a golden one when he put it back on the table. Then he tried a spoonful of coffee, to see if it was sweet enough. But it had become liquid gold.

Questions :
(i) When did King Midas get up the following morning?
(ii) How did he first make use of the Golden touch and what was the result?
(iii) What had always been his object of pride and happiness in the past?
(iv) ‘But it had become liquid gold.’ What does ‘it’ refer to?
(v) Suggest a suitable title for the extract.

Answers :
(i) The following morning, King Midas got up before the crack of dawn.
(ii) He made use of the Golden touch for the first time by touching one of the legs of the bed and at once it turned into a golden pillar.
(iii) The rose trees in his garden had always been the object of his pride and happiness in the past.
(iv) ‘It’ refers to a spoonful of coffee.
(v) King Midas and his irresistible temptation for gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

3. Read through the extract and answer the questions that follow.
In despair, Midas looked about him. Suddenly he saw the stranger that had visited him the day before. ‘Well Midas’, said the stranger. ‘How do you like having the Golden touch ?’ ‘I have lost everything I really loved’, said King Midas. ‘I am full of sorrow and regret. Gold is of no use to me now.’ ‘So you have learnt something since yesterday ?’ asked the stranger. ‘Now which is worth more – the Golden Touch or a cup of cold water ?’ ‘Oh, blessed water !’ exclaimed Midas. ‘Will I ever taste it again?’ ‘The Golden Touch – or a piece of bread ?’ the stranger said. ‘A piece of bread’, answered Midas, ‘is worth all the gold on earth !’

‘Gold – or your own little daughter ?’ asked the stranger. ‘Oh – my child, my child !’ cried poor Midas. ‘I would not have given one hair of her head for the power to change the whole earth into gold !’ The stranger looked seriously at King Midas. ‘You are wiser than you were’, he said. ‘Your heart is still flesh and blood. You know truly that the common things of life, which are within everyone’s reach, are more valuable than riches. Tell me, do you want to keep the Golden Touch ?’ ‘No, it is hateful to me now’, said Midas, passionately. A fly settled on the king’s nose and immediately fell to the floor, a small scrap of gold.

Midas shuddered. ‘Then go down to the end of your garden’, said the stranger, ‘and wash in the water of the river there. Then bring some of the same water and sprinkle it over anything that you wish to change back again. If you do this, truly and sincerely, you can set right again the results of your greed of gold.’ King Midas bowed his head. When he looked up again, the stranger had vanished. The king ran at once to the river. Without waiting to take off his clothes, he dived in. In the coolness of the water, he felt at once that a weight had been lifted from his heart and body.

Questions :
(i) What was the king’s response to the stranger’s question concerning the possession of the Golden Touch?
(ii) “Well I ever taste it again ?” What does ‘it’ refer to?
(iii) Why did Midas tremble in fear?
(iv) What were the results of the king’s greed of gold?
(v) ‘The felt at once that a weight had been lifted from his heart and body.’ What does the ‘weight’ refer to?

Answers :
(i) The king’s response to the stranger’s question concerning the possession of the Golden Touch was only deep sorrow and regret. He was sad at the loss of everything he loved.
(ii) ‘It’ refers to a cup of cold water the king yearned for.
(iii) Midas trembled in fear at the sight of a fly that perched on his nose and at once fell to the floor, eventually turning into a small scrap of gold.
(iv) As a result, of his greed for gold, the king lost everything including precious water and his beloved little daughter Marygold.
(v) The ‘weight’ refers to Midas’s boundless greed for gold.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

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

Unit – I
The text
Long ago ……… stranger had go.

Question 1.
Long long ago there lived a very rich man called :
(a) Midas
(b) Devdas
(c) Raidas
(d) Bidas
Answer:
(a) Midas

Question 2.
Besides being rich, Midas was a :
(a) merchant
(b) Minister
(c) Chief
(d) king
Answer:
(d) king

Question 3.
Midas had a little daughter called :
(a) Marygold
(b) Rose
(c) Sunshine
(d) Nainegold
Answer:
(a) Marygold

Question 4.
King Midas liked being a king, chiefly because he loved his :
(a) golden chair
(b) golden crown
(c) people
(d) name and fame
Answer:
(b) golden crown

Question 5.
King Midas was a lover of more than anything else in the world.
(a) Silver
(b) platinum
(c) gold
(d) Diamond
Answer:
(c) gold

Question 6.
King Midas wished everything to turn into :
(a) real platinum
(b) real diamond
(c) real silver
(d) real gold
Answer:
(d) real gold

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 7.
The king was very fond of music in his youth, the only music he loved now was :
(a) the sound of birds
(b) the sound of gold coins
(c) the roar of wild animals
(d) the sound of drums
Answer:
(b) the sound of gold coins

Question 8.
King Midas could not bear to touch anything that was not:
(a) plastic
(b) Silver
(c) gold
(d) Diamond
Answer:
(c) gold

Question 9.
King used to go down to a secret room under his palace where he kept his :
(a) precious gold
(b) coal
(c) precious metals
(d) valuable books and maps
Answer:
(a) precious gold

Question 10.
One morning King Midas was in his treasure room and he noticed that:
(a) the sun was shining into the room more brightly than usual
(b) birds were singing a song beautifully
(c) the golds were being doubled magically
(d) the sun had not risen yet
Answer:
(a) the sun was shining into the room more brightly than usual

Question 11.
Who do you think, standing in front and smiling at the king in the light of a sunbeam
(a) king’s daughter Marygold
(b) the queen
(c) a stranger
(d) the minister
Answer:
(c) a stranger

Question 12.
King Midas knew that he had locked himself in as usual and so he guessed that his visitor was :
(a) no special person
(b) no ordinary person
(c) no poor person
(d) no rich person
Answer:
(b) no ordinary person

Question 13.
Midas thought carefully. This was a wonderful chance, and he felt that the stranger had :
(a) spiritual powers
(b) magical powers
(c) no power
(d) physical powers
Answer:
(b) magical powers

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 14.
“I am tired of collecting my riches so slowly. I wish everything I touch could be turned into gold.” Who said this?
(a) daughter Marygold
(b) the minister
(c) the stranger
(d) the king
Answer:
(d) the king

Question 15.
The stranger granted his wish to be fulfilled, i.e.
(a) wish to have a son
(b) the Golden Touch
(c) three wishes
(d) none of the above
Answer:
(b) the Golden Touch

Unit – II
The text
The next morning ……..what had be done?

Question 16.
The next morning, King Midas awoke before dawn and looked eagerly to see :
(a) if his bed had been turned into gold
(b) if his bed had been turned into a bed of roses
(c) if his bed had been turned into a hanging swing
(d) none of these
Answer:
(a) if his bed had been turned into gold

Question 17.
The Golden Touch had truly come to the king :
(a) with his first touch
(b) with the first sunbeam
(c) with his first sight
(d) all of the above
Answer:
(b) with the first sunbeam

Question 18.
After a touch, the things turn into gold. And with this he found himself in :
(a) a sad mood
(b) an angry mood
(c) excitement
(d) a worrying situation
Answer:
(c) excitement

Question 19.
Marygold was holding out a golden rose.
(a) happy
(b) angry
(c) sad
(d) crying bitterly
Answer:
(d) crying bitterly

Question 20.
King Midas tried a spoonful of coffee, to see if it was sweet enough. But it had become :
(a) poison
(b) sour
(c) liquid gold
(d) bitter
Answer:
(c) liquid gold

Question 21.
But the eggs, the fish, the bread, the butter, and all the food was uneatable for the
(a) daughter Marygold
(b) king
(c) stranger
(d) Queen
Answer:
(b) king

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 22.
King Midas turned annoyed, sad, and worried because :
(a) he was unable to eat anything because of his Golden Touch
(b) he was unable to rule over his state
(c) he was unable to see anything
(d) none of the above
Answer:
(a) he was unable to eat anything because of his Golden Touch

Question 23.
Midas bent down and kissed his :
(a) gold coins
(b) little daughter
(c) cups and plates
(d) all of the above
Answer:
(b) little daughter

Question 24.
What do you think, that might happen to Marygold after getting a kiss from his father?
(a) she became more affectionate toward her father
(b) she became happy
(c) she turns into an ugly girl
(d) she became a statue of gold
Answer:
(d) she became a statue of gold

Question 25.
What terrible change came over Marygold? Her sweet little face, lovely hair, and little body turned into.
(a) yellow gold, golden metal, and a figure of soid gold
(b) white diamond, shinning metal, and a hard substance
(c) shining platinum and precious metal
(d) none of the above
Answer:
(a) yellow gold, golden metal, and a figure of sold gold

Unit – III
The text
This story ………..roses.

Question 26.
King Midas felt so sad and sorrowful that he wished, he was the in all the world, if only his beloved daughter could be herself again.
(a) richest man
(b) happiest man
(c) poorest man
(d) honest man
Answer:
(c) poorest man

Question 27.
In despair, Midas looked about him and suddenly he saw that had visited him the day before.
(a) stranger
(b) Marygold
(c) known person
(d) none of the above
Answer:
(a) stranger

Question 28.
“I have lost everything I really loved; I am full of sorrow and regret. Gold is of no use to me now.” What does the expression show?
(a) the king is in excitement
(b) the king is sad
(c) the king is repenting for his deed
(d) the king is happy, what happened
Answer:
(c) the king is repenting for his deed

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Question 29.
After having the joy of ‘the Golden Touch’, the king’s view changed :
(a) the Golden Touch is worthful than anything
(b) the Golden Touch is of no use if man’s need is not satisfied
(c) both (a) and (b)
(d) none of the above
Answer:
(b) the Golden Touch is of no use if man’s need is not satisfied

Question 30.
Midas wanted everything back to normal because :
(a) those were worthful
(b) those were his wants
(c) those were useless
(d) those were his needs
Answer:
(d) those were his needs

Question 31.
“I wouldn’t have given one hair of her head for the power to change the whole earth into gold!” This expression said by the king shows :
(a) his hate for his daughter
(b) duty towards his daughter
(c) love for his daughter
(d) all of the above
Answer:
(c) love for his daughter

Question 32.
“You are wiser than you were,” he said. “Your heart is still flesh and blood.” Here ‘you’ and ‘he’ stands for
(a) king and daughter
(b) king and stranger
(c) stranger and king
(d) daughter and stranger
Answer:
(b) king and stranger

Question 33.
Word ‘shuddered’ means
(a) tremble or shake violently
(b) rearrange
(c) avoid or reject
(d) past part
Answer:
(a) tremble or shake violently

Introducing the Author:
Nathaniel Hawthorne is an American novelist and short story writer. Much of Hawthorne’s writing centers on New England, with many works featuring moral allegories with a puritanical inspiration. His fiction works are considered part of the Romantic movement and more specifically, dark romanticism. His themes often center on the inherent evil and sin of humanity, and his works have deep psychological complexity.

About the Topic:
‘The Golden Touch, as the title implies, deals with King Midas’s boundless greed for gold. The inevitable happened. The legendary king sank into despair. At last his obsession with the yellow metal filled him with great repentance and changed his attitude.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

Summary:
Hawthorne’s story, ‘The Golden Touch’, takes us back to a long past when there lived king Midas who was vastly wealthy. He was the father of a little daughter Marygold by name. His fascination in gold was more than anything else in the world. He also loved his daughter deeply. The spectacle of the golden light of the sun evoked his strong wish – everything could change into real gold. Even the largest and sweetest and most beautiful roses paled into significance before this precious yellow metal. In his youth, he loved music deeply, but now the sound of gold coins, one against another fascinated him most.

At last, kind Midas’s desire for gold became irresistible. He became a frequent visitor to a secret treasure room under his palace. He would allow himself in, count his gold pieces and hold the bars of gold. One morning, when the sun was shining brightly, he was in his treasure room which was locked inside. In the meantime, he noticed an unknown person, standing there, giving a smile at him in the sunlight. His amazement knew no bounds to see the stranger. The king did not make out how he came inside the locked room. As a result, he guessed the stranger was not an ordinary person.

The unknown person came to know of the king’s insatiable desire for gold; therefore, the former asked the latter what he wanted. The king expressed his wish that everything he touched could transform into gold. His wish to have the Golden Touch filled the stranger with surprise. He asked the king if he would not regret it. The king’s response was swift – it would give him perfect happiness. The stranger fulfilled his wish. He said to the king that the next day at sunrise, he would have his coveted Golden touch. The light of the sunbeam was too bright for Midas to see anything around him.

To his amazement, the stranger had vanished, when he opened his eyes. The following morning, the king discovered that his desire for the golden touch had not been fulfilled. His bed had not changed into gold. His sadness did not last long. A sudden sight of the reflection of the golden light of the earliest sunrise on him worked wonders. The sheet on his bed turned into a cloth of gold. The first sunbeam had truly brought the Golden Touch. Driven by excitement, he touched everything – one of the legs of the bed, the curtain at the window, his dress, and spectacles.

There was gold everywhere. The loss of spectacles didn’t matter to him much. The gold was more precious than his pair of spectacles and his daughter Marygold would read to him. The magic touch turned everything into gold beginning from the brass handle of the door, and the rose trees, the constant source of his pride and joy in the past. At the moment, he went into breakfast that morning, his little beautiful daughter Marygold came in crying bitterly. When he kissed her, she wore a terrible look, with her little face, beautiful hair, and her little body gone.

She became a hard golden figure. We find king Midas in a dejected mood. He plunged into deepening despair at the loss of everything he loved including his dear little daughter Marygold. In the meantime, the stranger reappeared and enquired him about his Golden Touch. He narrated his tale of woe to the former. He now realized the futility of the Golden Touch. He was terribly thirsty and pined for a cup of cold water to taste. The stranger kept on asking him what he preferred – the Golden touch or a piece of bread and gold or his own little daughter.

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

The grief-stricken father wanted his daughter to get back. His repentance made the stranger remark that he was wiser than before. The stranger knew human nature dies hard and the king was no different. Midas had now become a virulent hater of gold. He trembled in fear at the sight of a fly perching on his nose at once felt the ground turning into a piece of gold. In order to get rid of the burden of his Golden Touch, the stranger advised him to go down to the end of his garden, wash in the water of the river there, bring some of the same water and sprinkle it over anything he wished to change back again.

If the king does this sincerely and truly he can rectify his greed for gold. The king magnificently rose to the occasion. The story ends on a happy note. At first, the king sprinkled the water on the golden figure of his little daughter, Marygold. The inevitable happened. He got back his daughter again. Marygold was kept in dark about this unfortunate and painful incident. The king and his daughter lived happily.

ସାରାଂଶ:
ହଥର୍ୟଙ୍କ ଗଳ୍ପ ‘The golden Touch’ ଆମକୁ ଭସାଇଦିଏ ଏକ ସୁଦୂର ଅତୀତକୁ ଯେତେବେଳେ ଅହେତୁକଭାବେ ସୁନା ପ୍ରତି ଲୋଭ ଥିବା ଏକ ଶକ୍ତିଶାଳୀ ଓ ଧନୀ ରାଜା ବାସ କରୁଥିଲେ ଯାହାଙ୍କ ନାମ ଥିଲା ମିଦାସ୍ । Marygold ନାମକ ତାଙ୍କର ଗୋଟିଏ କୁନି ଝିଅ ଥିଲା। ପୃଥ‌ିବୀର ସବୁ ଜିନିଷଠାରୁ ସେ ସୁନାକୁ ବେଶି ଭଲ ପାଉଥିଲେ । ତା’ ସହିତ ସେ ତାଙ୍କର କନ୍ୟାକୁ ମଧ୍ୟ ଅତି ନିବିଡ଼ଭାବେ ଭଲ ପାଉଥିଲେ । ଅସ୍ଥାୟମାନ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣକୁ ଦେଖ୍ ସେ ଭାବୁଥିଲେ ଏହା ସବୁ ଜିନିଷକୁ ସୁନାରେ ପରିଣତ କରିପାରନ୍ତା କି ? ତାଙ୍କ ଦୃଷ୍ଟିରେ ଏହି ମୂଲ୍ୟବାନ୍ ସୁନେଲୀ ଧାତୁର ମୂଲ୍ୟତୁଳନାରେ ସୁନ୍ଦର ଗୋଲାପଗୁଡ଼ିକର ମୂଲ୍ୟ କିଛି ନ ଥିଲା । ତାଙ୍କ ଝିଅ ଆଣିଥିବା ସୁନେଲି ରଙ୍ଗର ଫୁଲଟିକୁ ଦେଖି ରାଜା ଖୁସି ହୋଇ ନ ଥିଲେ କାରଣ ତାହା ସୁନାରେ ନିର୍ମିତ ନ ଥିଲା ।

ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ସେ ସଙ୍ଗୀତକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ଏବଂ ଏବେ ଭଲ ପାଉଛନ୍ତି ସୁନାକୁ । ପରିଶେଷରେ ସୁନା ପ୍ରତି ତାଙ୍କର ଅହେତୁକ ଲୋଭ ବୃଦ୍ଧି ପାଇବାରେ ଲାଗିଲା । ତାଙ୍କ ପ୍ରାସାଦରେ ଥ‌ିବା ମୂଲ୍ୟବାନ ଜିନିଷର ଭଣ୍ଡାର ଏକ ଗୋପନ କୋଠରିକୁ ସେ ସୁନାର ମୁଦ୍ରା ଗଣିବାକୁ ବାରମ୍ବାର ପ୍ରବେଶ କରୁଥିଲେ । ତାଙ୍କ ପାଖରେ ସୁନାର ସ୍ତମ୍ଭ, ସୁନାର ପ୍ଲେଟ୍ ଓ ସୁନାର ପାଣିପାତ୍ର ସବୁ ରହିଥିଲା । ଦିନେ ସକାଳେ ଯେତେବେଳେ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣ ବିଛେଇ ହୋଇ ପଡ଼ିଥିଲା, ଭିତର ପାଖରୁ ବନ୍ଦଥ‌ିବା ଗୁପ୍ତ କୋଠରି ଭିତରେ ଥାଇ ସେ ଦେଖିଲେ ଯେ ଜଣେ ଅପରିଚିତ ବ୍ୟକ୍ତ ସେଠାରେ ଠିଆ ହୋଇ ତାଙ୍କୁ ଚାହିଁ ସ୍ମିତହାସ୍ୟ କରୁଛନ୍ତି । ରାଜା ଅନୁମାନ କଲେ ଯେ ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ଜଣେ ସାଧାରଣ ମଣିଷ ହୋଇ ନପାରନ୍ତି । ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ରାଜାଙ୍କର ସୁନା ପ୍ରତି ଥିବା ଅତୃପ୍ତ ଲୋଭ ବିଷୟରେ ଜାଣିପାରିଲେ ।

ରାଜା କ’ଣ ଚାହାନ୍ତି ବୋଲି ସେ ପ୍ରଶ୍ନ କଲେ । ରାଜା ଜାଣିଥିଲେ ସେ ଜଣେ ଅସାଧାରଣ ଅଲୌକିକ ବ୍ୟକ୍ତି ଥିଲେ । ତେଣୁ ରାଜା ବର ପ୍ରାର୍ଥନା କଲେ ଯେ ସେ ଯାହା ଛୁଇଁବେ ସେସବୁ ସୁନାରେ ପରିଣତ ହୋଇଯାଉ । ରାଜାଙ୍କର ଏହି ପ୍ରାର୍ଥନାରେ ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଏବଂ ରାଜାଙ୍କୁ ପଚାରିଲେ ତାଙ୍କର ଏଥ‌ିରେ କୌଣସି ଅନୁଶୋଚନା ରହିବ ନାହିଁ ତ ! ରାଜା ଚଳଚଞ୍ଚଳ ମନରେ ଉତ୍ତର ଦେଲେ ଯେ ସେ ଏହି ବର ପାଇଲେ ଅତ୍ୟନ୍ତ ଖୁସି ହେବେ। ରାଜାଙ୍କର ଇଚ୍ଛା ପୂର୍ଣ ହେଉ ବୋଲି ସେ ବର ଦେଲେ । ସେ ରାଜାଙ୍କୁ କହିଲେ ଯେ ତା’ ପରଦିନ ସୂର୍ଯ୍ୟୋଦୟ ସମୟରେ ସେ ଏହି ସ୍ଵର୍ଣ୍ଣ ସ୍ପର୍ଶର ଫଳ ପ୍ରାପ୍ତ ହେବେ । ସୂର୍ଯ୍ୟଙ୍କ ରଶ୍ମି ଏତେ ଉଜ୍ଜ୍ଵଳ ଥିଲା ଯେ ରାଜା ତାଙ୍କ ଚତୁପାର୍ଶ୍ଵରେ ଥ‌ିବା କୌଣସି ଜିନିଷ ଦେଖି ପାରୁ ନ ଥିଲେ । ଯେତେବେଳେ ରାଜା ଆଖି ଖୋଲିଲେ, ସେ ସେହି ଅଦୃଶ୍ୟ ବ୍ୟକ୍ତିଜଣଙ୍କୁ ଦେଖିବାକୁ ପାଇଲେ ନାହିଁ ।

ସେ ଅଦୃଶ୍ୟ ହୋଇ ଯାଇଥିଲେ । ପରଦିନ ରାଜା ଶୀଘ୍ର ଶଯ୍ୟାତ୍ୟାଗ କରି ଦେଖିଲେ ଯେ ତାଙ୍କର ସ୍ଵର୍ଣ୍ଣ ସ୍ପର୍ଶର ବରଟି ପରିପୂର୍ଣ୍ଣ ହୋଇନାହିଁ । ତାଙ୍କର ଶଯ୍ୟା ସୁବର୍ଣ୍ଣରେ ପରିଣତ ହୋଇନାହିଁ । ସେ ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଲେ । ତା’ପରେ ସୂର୍ଯ୍ୟଙ୍କର ସୁନେଲି କିରଣ ଝରକା ଦେଇ ତାଙ୍କ ଶଯ୍ୟାରେ ପଡ଼ିଲା । ତାଙ୍କ ବିଛଣା ଚାଦରଟି ସୁନାରେ ପରିଣତ ହୋଇଥିବା ଦେଖ୍ ସେ ଖୁସିରେ ଆତ୍ମହରା ହୋଇଗଲେ । ସେ ସବୁ ଜିନିଷକୁ ସ୍ପର୍ଶ କରିବାକୁ ଇଚ୍ଛାକଲେ । ତା’ପରେ ଖଟର ଗୋଟେ ଗୋଡ଼, ଝରକାର ପରଦା ଓ ନିଜ ପୋଷାକକୁ ଛୁଇଁଦେଲେ, ସବୁଯାକ ଜିନିଷ ସୁନା ପାଲଟିଗଲା । ତାଙ୍କର ସ୍ପର୍ଶରେ ତାଙ୍କର ଚଷମାଟି ମଧ୍ଯ ସୁନା ପାଲଟିଗଲା । ଏଥରେ ତାଙ୍କର ତିଳେମାତ୍ର ମନଦୁଃଖ ହେଲା ନାହିଁ । କାରଣ ଚଷମା ଅପେକ୍ଷା ସୁନା ଥିଲା ତାଙ୍କ ପାଇଁ ଅଧିକ ମୂଲ୍ୟବାନ୍ । ଏହି ଚମତ୍କାର ସ୍ପର୍ଶରେ ସବୁକିଛି ସୁନାରେ ପରିଣତ ହୋଇଗଲା ।

ତାଙ୍କ ଅତୀତର ଗର୍ବ ଓ ଖୁସିର ଉତ୍ସ ଗୋଲାପ ଗଛଗୁଡ଼ିକ ମଧ୍ୟ ସୁନାରେ ପରିଣତ ହୋଇଗଲା । ଏହି ସମୟରେ ତାଙ୍କ ପାଖକୁ ତାଙ୍କର ଝିଅ ଏକ ସୁନାର ଗୋଲାପ ଫୁଲ ଧରି କାନ୍ଦି କାନ୍ଦି ଆସିଲା ଏବଂ ଏହାର ବାସ୍ନା ଚାଲିଯାଇଥିବାରୁ ବ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା । ରାଜା ନିଜେ କଫି ପିଇବାକୁ ଇଚ୍ଛା କରି, ସେ କଫି ଗ୍ଲାସ୍‌କୁ ସ୍ପର୍ଶ କରନ୍ତେ ତାହା ତରଳ ସୁନା ପାଲଟିଗଲା । ଭୋକିଲା ରାଜା ଜଳଖୁଆ ପାଇଁ ମାଛ, ଅଣ୍ଡା, ରୁଟି ଓ ଲହୁଣି ଖାଇବାକୁ ଚାହାନ୍ତେ, ସେସବୁ ତାଙ୍କ ସ୍ପର୍ଶ ପାଇବା ପରେ ସୁନାରେ ପରିଣତ ହୋଇଗଲା । ସେ ଖାଇ ନ ପାରିବାରୁ ମନ ଦୁଃଖ କଲେ । ଏହି ସମୟରେ ତାଙ୍କ ମନଦୁଃଖର କାରଣ ବିଷୟରେ ତାଙ୍କ କୁନି ଝିଅ ତାଙ୍କୁ ପଚାରିଲେ । ରାଜା ତାଙ୍କୁ ଚୁମ୍ବନ ଦେଲେ । ଫଳରେ ମେରିଗୋଲ୍ଡର ଶରୀରରେ ଏକ ଭୟଙ୍କର ପରିବର୍ତ୍ତନ ଘଟିଲା । ତାଙ୍କର କୁନି ସୁନ୍ଦର ମୁଖମଣ୍ଡଳ, ସୁନ୍ଦର କେଶରାଶି ଏବଂ କୁନି କୋମଳ ଶରୀରଟି କଠିନ ସୁନାରେ ପରିଣତ ହୋଇଯାଇଛି ।

CHSE Odisha Class 11 English Solutions Chapter 3 The Golden Touch

ଯେତେବେଳେ Marygoldର ଶରୀରଟି ସୁନା ପାଲଟିଗଲା, ରାଜା ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଏବଂ ଦୁଃଖ ଓ ଶୋକରେ ଭାଙ୍ଗିପଡ଼ିଲେ । ସବୁ ଜିନିଷ ସୁନାରେ ପରିଣତ ହୋଇଯିବା ହେତୁ ସେ ଗଭୀର ଦୁଃଖରେ ମର୍ମାହତ ହୋଇଗଲେ । ନିଜ ଝିଅର ପୂର୍ବ ଅବସ୍ଥା ଫେରି ପାଇବାପାଇଁ ସେ ବ୍ୟାକୁଳ ହୋଇ ଉଠିଲେ । ଏହି ସମୟରେ ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣକ ପୁନର୍ବାର ଆବିର୍ଭାବ ହେଲେ ଏବଂ ସେହି ବରର ପୂର୍ଣ୍ଣତା ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁଲେ । ରାଜା ତାଙ୍କ ଦୁଃଖର କାହାଣୀ ବର୍ଣ୍ଣନା କଲେ । ଏହି Golden Touchର ମୂଲ୍ୟହୀନତା ବିଷୟରେ ସେ ଅନୁଭବ କରିପାରିଲେ । ସେହି ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ରାଜାଙ୍କୁ ପଚାରିଲେ ସୁନା କିମ୍ବା ଏକ ଗ୍ଲାସ୍ ପାଣି କେଉଁଟି ବିଶେଷ ଦରକାର ? ରାଜା ଉତ୍ତର ଦେଲେ ଜୀବନରେ ବଞ୍ଚିବାପାଇଁ ପାଣିର ଆବଶ୍ୟକତା ଅପରିହାର୍ଯ୍ୟ ।

ଅପରିଚିତ ବ୍ୟକ୍ତିଟି ପୁନର୍ବାର ରାଜାଙ୍କୁ ପଚାରିଲେ ସୁନା ଏବଂ ରୁଟି ମଧ୍ୟରୁ ତାଙ୍କ ପାଇଁ କେଉଁଟି ଅଧ୍ଵ ମୂଲ୍ୟବାନ୍ ? ତା’ପରେ ପଚାରିଲେ ସୁନା କିମ୍ବା ତାଙ୍କର କୁନି ଝିଅ ମଧ୍ୟରୁ ତାଙ୍କ ପାଇଁ କେଉଁଟି ମୂଲ୍ୟବାନ ? ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଥିବା ରାଜା ତାଙ୍କ ଝିଅକୁ ପୁନର୍ବାର ଫେରି ପାଇବାପାଇଁ ବ୍ୟାକୁଳ ହୋଇଉଠିଲେ । ରାଜାଙ୍କର ଶୋଚନାରୁ ଜଣାଗଲା ଯେ ରାଜା ପୂର୍ବାପେକ୍ଷା ଅଧିକା ଜ୍ଞାନୀ ହୋଇ ପାରିଛନ୍ତି । ରାଜା ସୁନାକୁ ଘୃଣା କରୁଥିଲେ । ତାଙ୍କ ନାକରେ ବସିଥିବା ମାଛିଟି ତତ୍‌କ୍ଷଣାତ୍ କ୍ଷୁଦ୍ର ସୁନାଖଣ୍ଡଟିଏ ହୋଇ ମାଟିରେ ପଡ଼ିଲା । ଏହି ସ୍ପର୍ଷ ସ୍ପର୍ଶ ବରପ୍ରାପ୍ତିରୁ ମୁକ୍ତ ହେବା ପାଇଁ ରାଜା ବ୍ୟାକୁଳ ହୋଇପଡ଼ିଲେ । ଅପରିଚିତ ବ୍ୟକ୍ତିଜଣଙ୍କ ତାଙ୍କୁ ଉପଦେଶ ଦେଇ କହିଲେ ଯେ ବଗିଚାର ଶେଷରେ ଥିବା ନଦୀକୁ ଯାଇ ସ୍ନାନ କରିବେ ଏବଂ କିଛି ଜଳ ଆଣି ଯାହାକୁ ପୂର୍ବାବସ୍ଥାକୁ ଆଣିବାକୁ ଚାହୁଁଥ‌ିବେ ତାହାକୁ ତା’ ଉପରେ ସିଞ୍ଚନ କରିବେ ।

ତା’ପରେ ସେ ସେସବୁକୁ ତା’ର ପୂର୍ବ ଅବସ୍ଥାରେ ଫେରି ପାଇବେ । ସେ ତତ୍‌କ୍ଷଣାତ୍‌ ନଦୀରେ ସ୍ନାନ କଲେ ଓ ନଦୀରୁ ପାଣି ଆଣି ନିଜ ଝିଅ ଉପରେ ସିଞ୍ଚନ କଲେ ଓ ଅନ୍ୟାନ୍ୟ ଜିନିଷ ଉପରେ ମଧ୍ୟ ସିଞ୍ଚନ କଲେ । ଫଳରେ ସେଗୁଡ଼ିକ ପୂର୍ବ ଅବସ୍ଥାକୁ ଫେରିଆସିଲା। Marygoldଙ୍କୁ ଏହି ଦୁର୍ଭାଗ୍ୟ ଓ ଦୁଃଖଦ ଘଟଣା ବିଷୟରେ ଜଣାଇ ଦିଆଗଲା ନାହିଁ । ରାଜା ଅନୁଭବ କରିପାରିଲେ ଯେ ସୁନାର ସମୁଦ୍ର ଅପେକ୍ଷା ସେ ଆଣିଥିବା ପାଣି ମାଠିଆର ମୂଲ୍ୟ ବହୁତ ଅଧିକ । ଏହାପରେ ରାଜା ତାଙ୍କ ଝିଅକୁ ନେଇ ଖୁସିରେ ଜୀବନ ବିତାଇଲେ ।

BSE Odisha 11th Class English:

The Cancer Fight, from Hiroshima to Houston Question Answer Class 11 Invitation English Chapter 5 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 5 The Cancer Fight, from Hiroshima to Houston Question Answers CHSE Odisha

The Cancer Fight, from Hiroshima to Houston Class 11 Questions and Answers

UNIT -I
Gist with Glossary:

Gist:
The writer takes us to her native Hiroshima in 1945 when it was completely destroyed by the atomic bomb explosion. Its long-term effects resulted in the deaths of about half of her relatives. Her father was also not spared. This tragedy evoked both her fascination with and her dread of radiation. The early death of her very dear friend Sadako Sasaki as a result of radiation-linked blood cancer or bone marrow made her take an oath to become a cancer doctor.

Today Dr. Komaki as the clinical chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Centre in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated. Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others.

Glossary:
exploded : shattered violently (ବିସ୍ଫୋରଣ ହେଲା)
devastated : completely destroyed (ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଧ୍ବଂସ କରିଦେଲା)
fascination : charm (ଆକର୍ଷଣ)
leukemia : a type of cancer of the blood or bone marrow (ଏକପ୍ରକାର କର୍କଟ ରୋଗ)
sophisticated: advanced (ଆଧୁନିକ)
oncologist : a doctor who treats cancer (କର୍କଟ ରୋଗ ଚିକିତ୍ସକ)
review : a formal assessment of something to institute necessary changes (ତର୍ଜମା)
compliance : action according to standard (ମାନାନୁସାରୀ କାର୍ଯ୍ୟ)
innovators : those who introduces new thoughts (ନବ ପ୍ରଦର୍ଶକ)
achieve : fulfil (ହାସଲ କରିବା)
goal : objective (ଲକ୍ଷ୍ୟ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
How did Hiroshima become a part of world history?
Answer:
Hiroshima became a part of world history during the final stages of World War II in 1945 when America dropped the atomic bomb on Hiroshima. Many lives were lost. Innumerable people suffered from cancer of the blood or bone marrow. The city was completely destroyed.

Question 2.
What are the three traumatic events of Ritsuko’s childhood?
Answer:
The three traumatic events of Ritsuko’s childhood were the atomic bomb explosion on her native city Hiroshima in 1945, the deaths of about half her relatives, including her father and the death of her most intimate friend Sadako Sasaki at the age as a result of radiation-related blood cancer.

Question 3.
What were the results of these experiences for Ritsuko?
Answer:
The results of these experiences for Ritsuko were her vow to become a cancer doctor. Her dream came true and she became a famous cancer specialist.

Question 4.
What is Dr. Komaki’s specialization?
Answer:
Dr. Komaki’s specialization was the application of radiation creatively in the treatment of cancer.

Question 5.
What is she famous for?
Answer:
She is famous as one of the world’s leading researchers and advocates of proton radiation beam therapy.

Question 6.
How do oncologists view proton radiation beam therapy?
Answer:
Oncologists view proton radiation beam therapy as the safest and most effective.

Question 7.
Why does she prefer to work at a university?
Answer:
She prefers to work in a university because she can do her work much better in the backdrop of a university program that is not available at private institutions.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 8.
Do you think she likes to teach? Why do you think so?
Answer:
Yes, she likes to teach, because she is interested to share her knowledge with future scientists who introduce new ideas of things.

Question 9.
What is she more interested in research and patient care or money? Why do you think so?
Answer:
She is more interested in research and patient care than money. Her focus on proton radiation therapy to treat cancer patients, her keen interest in sharing her knowledge with future innovators, and her desire to create awareness among all sorts of people concerning healthy lives splendidly exemplify this fact.

Question 10.
What is her mission in life?
Answer:
Her mission in life is to educate younger people – students, trainees, and patients to lead healthy lives and achieve their objective to help others.

Question 11.
Explain the meaning of this expression : (she) no longer fears it.
Answer:
The atomic bomb explosion in her native city was devastating. It resulted in the loss of innumerable lives including his relatives and father. They all died of radiation-related cancer. Komaki was shocked. Later, he learned the technique of applying radiation in an innovative manner and hence no longer fears it.

UNIT – II
Gist with Glossary:

Gist:
This unit begins with the definition of proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles. There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking specific tumors precisely. It results in the minimization of injury to other organs.

Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent. Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is used for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

Glossary :
ionizing : charging (ଚାର୍ଜିତ)
tumor : a swelling part of body caused by an abnormal growth of tissue
ultimately : eventually (ଘଟଣାକ୍ରମେ )
radiation therapy : treatment of cancer by using radiation (ବିକିରଣଦ୍ବାରା ଚିକିତ୍ସା)
dosage : medicinal dose (ଔଷଧର ମାତ୍ରା)
hits : affects (କ୍ଷତିଗ୍ରସ୍ତ କରେ)
toxicity : the quality of being poisonous (ବିଷାକ୍ତ)
reduce : minimize (କମାଇ ଦେବା)
specific : particular (ନିର୍ଦ୍ଦିଷ୍ଟ )
precisely : exactly (ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ)
in addition : besides (ଏଥ୍ ସହିତ)
feasible : viable (ଫଳପ୍ରଦଭାବେ କାର୍ଯ୍ୟ କରିବାର ସାମର୍ଥ୍ୟ)
penetrate : go deep (ପ୍ରବେଶ କରେ)
further : any more (ପୁନର୍ବାର)
calibrated : measured (ପରିମାପ କରାଗଲେ )
efficacy : effectiveness (ସଫଳତା)
simultaneously : at the same time (ଏକସମୟରେ)
collateral damage : injury to other organs (ଅନ୍ୟାନ୍ୟ ଅଙ୍ଗର କ୍ଷତି)
withstand : resist (ସହ୍ୟ କରିବା)
stresses : emphasizes (ଜୋର୍ ଦେବା)
fabulous : very great (ଖୁବ୍ ବେଶି )
amazing : astonishing (ଆଶ୍ଚର୍ଯ୍ୟକର)
tolerate : bear (ସହ୍ୟ କରିବା)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What is proton therapy?
Answer:
Proton therapy refers to the treatment of cancer by focusing charging particles on the exact tumor-affected spot to damage and eventually destroy its cancerous cells.

Question 2.
What are the damaging side effects of photon therapy?
Answer:
The damaging side effects of photon therapy are pneumonitis, esophagitis, and poisonous bone marrow. It also contributes to the growth of secondary cancers.

Question 3.
What are the advantages of proton therapy over photon therapy?
Answer:
The advantages of proton therapy are better in comparison to photon therapy, because of its confinement only to the affected part of the body, no side effects, and reduction in the destruction of other organs.

Question 4.
Do you think proton therapy is more effective at certain stages of cancer?
Answer:
Yes, I think proton therapy is more effective for prostate cancer.

Question 5.
For what stage of cancer is proton therapy the most useful?
Answer:
Proton therapy is the most useful for those whose localized cancer has not affected the distant parts of the body.

Question 6.
For which age groups is proton therapy the best? Why?
Answer:
Proton therapy is the best both for children and the elderly, because, it causes little, if any, injury to the former’s still-growing tissues and organs surrounding the tumors. In the same way, it helps the elderly because tissues and organs surrounding their tumors are very weak to resist usual radiation treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 7.
Why do her patients think proton therapy is fabulous?
Answer:
Komaki’s patients think that proton therapy is fabulous because this treatment itself makes them seldom sick. Besides, it is astonishing, they can tolerate it easily in comparison to photon treatment.

UNIT-III
Gist with Glossary

Gist:
In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learned that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out to Newyork to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings. In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954.

The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond the physics research lab until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California. Their keen interest in proton therapy and the relentless effects of having a similar unit at UT M.D. Anderson, Huston at last bore fruit.

Now there are many such centers established in America. Today Komaki and her colleagues treat thoracic malignancies, at least 10 to 15 patients every day. Proton therapy continues for about seven weeks. In Komaki’s view, they have a long way to go. She opines that proton therapy is very important so far as the future of cancer care is concerned. She is hopeful to make the patients more comfortable by destroying cancer cells, but not killing normal cells. They can lead a normal life during treatments. Dr. Ritsuko Komaki and her colleagues at UT M.D. Anderson will be a leader in this field in the future.

Glossary :
viable : possible (ସମ୍ଭାବ୍ୟ)
chemotherapy: treatment of cancer using chemical substances
scattered: spread throughout
leading : famous (ପ୍ରସିଦ୍ଧ ବା ବିଖ୍ୟାତ)
commence: start or begin (ଆରମ୍ଭ ହେଲା)
expensive : costly (ବ୍ୟୟବହୁଳ)
intrigued : interested to know more (ଅଧୁକ ଜାଣିବାକୁ ଆଗ୍ରହୀ)
begin to push: to try their best
paid off : rewarded (ପୁରସ୍କୃତ ହେଲେ)
dosimetrists: experts in the dosage of
radiation scanning: cause a beam to traverse across a surface
secondary malignancy: a cancer that arises in the background of another malignancy
at the forefront: in the lead (ମୁଖ୍ୟ, ଆଗୁଆ)

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Think it out:
Question 1.
What different kinds of therapies were used for treating cancer before the use of proton therapy?
Answer:
Different kinds of therapies such as surgery, radiation, chemotherapy, and photon theory were used for treating cancer before proton therapy.

Question 2.
What did Komaki initially learn about treating cancer?
Answer:
Komaki initially learned that surgery was the only possible method for treating cancer.

Question 3.
What did she learn about cancer treatment in the USA?
Answer:
In the U.S.A., she learned how radiation therapy was meant for cancer treatment.

Question 4.
What two things did Komaki learn about radiation?
Answer:
During her stay in the U.S.A., she learned that localized radiation treatment was not so harmful as chemotherapy in the treatment of cancer. Besides, she was aware of an important thing – it was quite different from radiation therapy.

Question 5.
How did Komaki and her husband start proton therapy at Anderson Cancer Center?
Answer:
Proton therapy research in the Proton Treatment Center at Loma Linda University Medical Center in southern California greatly interested Komaki and her husband. They visited Loma Linda to try their best to open a similar unit at UT M.D. Anderson in Houston. Their efforts were rewarded in 2006. The $ 125 million Proton Therapy Centre came into existence paving the way for a complete range of proton treatments.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
When did proton therapy first start?
Answer:
Proton therapy was first started in 1954.

Question 7.
What is Komaki’s opinion on proton therapy?
Answer:
In Komaki’s opinion, proton therapy is of great importance to the future of cancer care. The patients, she views, can lead a normal life during treatments.

Post-Reading Activities:

Doing with words :
We can know the meanings of words by looking up a dictionary and finding out how a word had been used in a text. In a dictionary, words come in alphabetical order. The main word is called the headword. However, we should try to guess the meanings of words first from the context. That is the best way to learn new words.
(a) Match each word with its definition. Go back to the text for clues.
(b) Then, put the headwords in alphabetical order.
Doing with words
Answer:
(a)
Doing with words 5.1
(b)
Doing with words 5.2
Doing with words 5.3

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

CHSE Odisha Class 11 English The Cancer Fight, from Hiroshima to Houston Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Dr. Ritsuko Komaki was living with her family near Osaka when the atomic bomb exploded on her native Hiroshima in 1945. But the family returned to the devastated city when she was four, and Komaki grew up a witness to the long-term effects, which likely contributed heavily to the death of about half her relatives, including her father. Like many Japanese, she developed both a fascination with and fear of radiation. When her close friend Sadako Sasaki died at age 11 of radiation-related leukemia, Komaki vowed to become a cancer doctor.

Today, Dr. Komaki has learned how to apply radiation creatively and no longer fears it; instead, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M. D. Anderson Cancer Center in Houston, she uses it in increasingly sophisticated ways to fight cancer. She is one of the world’s leading researchers and advocates of proton radiation beam therapy, an emerging treatment that many oncologists consider the safest and most effective available.

And according to Komaki, her work is much better done in the context of a university program than at private institutions. “Our patients, including all of our proton patients, are treated under clinical trials,” which monitor results on large numbers of patients, she points out. “It’s difficult to treat patients on trials at private hospitals or clinics. They don’t have enough manpower, and they don’t have review boards that can check on compliance of eligibility and maintain strict quality control of treatment.

This means patients get better care here.” Recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher, the higher education setting also allows Dr. Komaki to share her knowledge with future innovators. “I try always to educate younger people – students and trainees, as well as patients – to live healthy lives and achieve their goal to help others.”

Questions :
(i) Why did Komaki take an oath to become a cancer doctor?
(ii) Name the university Dr. Komaki is working at now as clinical section chief and Program Director of thoracic Radiation Oncology.
(iii) “……….. which monitor results on large numbers of patients ”. What does the word ‘which’ refer to?
(iv) Why has she been recently awarded the Juan A. del Regato Foundation Gold Medal?
(v) What helps Dr. Komaki share her knowledge with future innovators?

Answers :
(i) Komaki took an oath to become a cancer doctor because her intimate friend Sadako Sasaki died of radiation-related leukemia when she was only 11.
(ii) The university Dr. Komaki is working at now as clinical section chief and Program Director of Thoracic Radiation Oncology is The University of Texas.
(iii) The word ‘which’ refers to the clinical trials meant for the treatment of all radiation-linked cancer patients.
(iv) She has been recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher.
(v) The higher education background helps Dr. Komaki share her knowledge with future innovators.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

2. Read through the extract and answer the questions that follow.
Proton therapy, like other forms of radiation, aims ionizing particles (in this case, protons) onto a target tumor to damage and ultimately destroy its cancerous cells. But proton beams are much more localized and powerful than the X-rays used in more established radiation therapies. In the latter, the dosage is big enough to kill the cancerous cells, but some radiation also hits the healthy cells around the tumor. This can cause such side effects as pneumonitis, esophagitis, and bone marrow toxicity, or lead to the growth of secondary cancers.

To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires sharply delineated radiation, and proton beams are shaped to almost perfectly match the specific tumor and aimed to strike it precisely. Collateral damage is thus minimal, making it feasible to hit cancer with much bigger doses. In addition, photons (X-rays) release up to 90 percent of their cancer-fighting energy as they penetrate the skin, and lose 30 percent of it by the time they reach the tumor.

Meaning their overall effectiveness is reduced by 40 percent; they also exit out the rear of the tumor to further damage healthy tissues behind it. By controlling the speed with which it is shot into the body, the proton beam is calibrated to be at 30 percent of its maximum efficacy near the skin level while gathering full strength when it actually reaches the tumor and it barely exits the body at all.

Questions :
(i) ‘In the latter, the dosage is big enough to kill the cancer cells ….’ What does ‘the latter’ refer to?
(ii) What can be instrumental in the growth of secondary cancers?
(iii) “…………. as they penetrate the skin ” What does ‘they’ refer to?
(iv) What happens when they go into the skin?
(v) Give a suitable title to the extract.

Answers :
(i) ‘The latter’ refers to the X-rays used in more well-known radiation therapies.
(ii) When X-rays are used in radiation therapy, some radiation is likely to hit the healthy cells around the tumor, they can be instrumental in the growth of secondary cancers.
(iii) ‘They’ refers to photons (X-rays) that release up to 90 percent of their cancer-fighting energy as they pierce the skin.
(iv) When they go into the skin, photons lose 30 percent of their cancer¬fighting energy by the time they reach the tumor.
(v) Proton therapy and its advantages.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

3. Read through the extract and answer the questions that follow.
Komaki says the treatment is most recommended for those whose localized cancer has not spread to distant parts of the body. The success rate against prostate cancer, for example, is around 90 to 95 percent. But proton therapy succeeds against many of the 130 known forms of cancer. A recent study led by Komaki and her husband Dr. James Cox, Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center, shows that proton therapy, when used simultaneously with chemotherapy to treat lung cancer, causes significantly less damage to surrounding healthy cells than other forms of radiation.

It’s also particularly effective for children, because it causes little if any, collateral damage to their still-growing tissues and organs. Likewise, the elderly are strong candidates because tissues and organs surrounding their tumors are often too weak to withstand the more commonly employed radiation treatments. Dr. Komaki also stresses that the side effects are minimal, noting one patient who played a round of golf following each of his daily outpatient treatments. “Patients think this is fabulous,” she says. “You know why? They rarely get sick from proton treatment itself! ‘Are you sure you’re giving me the treatment ?’ they ask. It’s amazing how much proton treatment they can tolerate compared to photon treatment.”

Questions :
(i) For whom is the proton therapy recommended?
(ii) Who is Dr. James Cox?
(iii) “It’s also particularly effective for children.” What does ‘it’ refer to?
(iv) What does the expression ‘collateral damage’ mean?
(v) What, according to the cancer patients, is quite astonishing?

Answers :
(i) Proton therapy is recommended for those whose localized cancer has not affected other distant parts of the body.
(ii) Dr. James Cox is the Head of the division of Radiation Oncology at UT M. D. Anderson Cancer Center. He is the husband of Dr. Komaki.
(iii) ‘It’ refers to proton therapy.
(iv) The expression ‘collateral damage’ refers to/means an injury caused to the patient’s other organs, besides the affected one.
(v) According to cancer patients, it is quite astonishing how they can tolerate proton treatment so easily in comparison to photon treatment.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

4. Read through the extract and answer the questions that follow.
When she entered medical school in Hiroshima, Komaki was taught that surgery was the only viable cancer cure. But in the 1970s – while doing her externship, internship, residency, and fellowship in Milwaukee – she began learning “how radiation could cure people, and that gave it a different meaning to me than just the atomic bomb,” she says.

She came to view localized radiation treatment as less harmful than chemotherapy and realized that it couldn’t be equated at all with the scattered, uncontrolled radiation to the whole body that comes with exposure to an atomic bomb. In 1985, she and Cox went to the Columbia Presbyterian Medical Center in New York to work with Dr. Eric Hall, then a leading international authority on the effects of the atomic bomb on humans. In 1988, she began putting her years of research to work at UT M.D. Anderson.

Though protons were discovered by Ernest Rutherford in 1919, proton therapy didn’t commence until 1954, at Berkeley nuclear physics labs. The Harvard Cyclotron Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961. But necessary technology is so expensive that treatment remained confined to physics research labs until 1990. That’s when the Proton Treatment Center opened at Loma Linda University Medical Center in southern California to offer the first hospital-based program.

Questions :
(i) Where and when did Dr. Komaki pursue her externship, internship, residency, and fellowship?
(ii) How does a person’s entire body become a victim of scattered and uncontrolled radiation?
(iii) Who was Dr. Eric Hall?
(iv) When did Komaki begin to spend her years of research working at UT M. D. Anderson?
(v) Why did the treatment of cancer patients wait till 1990?

Answers :
(i) Dr. Komaki pursued her externship, internship, residency, and fellowship in Milwaukee in the 1970s.
(ii) A person’s entire body becomes a victim of scattered and uncontrolled radiation that comes with exposure to an atom bomb.
(iii) Dr. Eric Hall was a prominent global authority on the effects of the atomic bomb on human beings.
(iv) In 1988 Komaki began to spend her years of research work at UT M. D. Anderson.
(v) The treatment of cancer patients waited till 1990, because of costly necessary technology.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

5. Read through the extract and answer the questions that follow.
Intrigued by the proton therapy research then available, Komaki and Cox visited Loma Linda early on and began to push for a similar unit at UT M. D. Anderson when they returned to Houston. Their efforts paid off in 2006 when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments. It is the only such facility in the Southwest. (In addition to Houston and Loma Linda, the nation now has centers in Florida, Indiana, and Massachusetts, with several, more being planned.)

Today, Komaki and her colleagues treat thoracic malignancies – therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians – in 10 to 15 patients daily, with four of them taking proton therapy. Like other radiation treatments, proton therapy runs for about seven weeks. In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats 75 to 80 patients daily. To Komaki, this is just the beginning. “Our physicists have already made a machine here that creates a scanning beam,” she says.

“We’re the only place in the world with a scanning beam, which means we can remove neutron contamination.” (Neutrons are created when protons enter the body; though it happens rarely they can cause secondary malignancy a decade or more later.) She also believes that proton therapy is extremely important to the future of cancer care. “The patients are already sick from cancer,” she says, “why make them get sicker from treatment? Now, we can make them more comfortable – killing cancer cells but not killing normal cells. Now, they can live a normal life while getting treatments.” Whatever happens next in this field, Dr. Ritsuko Komaki and her colleagues at UT M. D. Anderson are likely to be at the forefront.

Questions :
(i) ‘………… and began to push for a similar unit at UT M. D. Anderson’ -What does ‘a similar unit’ refer to?
(ii) How did Komaki and Cox succeed in their efforts?
(iii) Name the places where a complete range of proton treatments is available.
(iv) Who is a dosimetrist ?
(v) How long does proton therapy continue?

Answers :
(i) ‘A similar unit’ refers to the proton therapy center.
(ii) Komaki and Cox succeeded in their efforts in 2006 when the $ 125 million Proton Therapy Centre was set up in Houston providing all sorts of proton treatments.
(iii) The places where a complete range of proton treatments is available are California, Houston, Florida, Indiana, and Massachusetts.
(iv) A dosimetrist is an expert in the dosage of radiation.
(v) Proton therapy continues for about seven weeks.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

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

Unit – I
The text
Dr. Ritsuko Komaki ……….. to help others.

Question 1.
Name the author of the prose “The Cancer Fight, From Hiroshima to Houston”.
(a) Ritsuko Komaki
(b) Sadako Sasaki
(c) James Cox
(d) Eric Hall
Answer:
(a) Ritsuko Komaki

Question 2.
Dr. Ritsuko Komaki is a radition :
(a) oncologist at MD Anderson Cancer Center in Houston, USA
(b) a psychologist at RD Moursan Cancer Center in Hiroshima, Japan
(c) eye specialist at MD Anderson Eye Center in Berlin, Germany
(d) an anthropologist at AD Pitson Anthro Center in Tokyo, Japan
Answer:
(a) oncologist at MD Anderson Cancer Center in Houston, USA

Question 3.
Dr. Ritsuko is a radiation oncologist and also
(a) an advocate of civil cases
(b) an advocate of proton therapy
(c) an advocate of neuron therapy
(d) a judge at Hiroshima
Answer:
(b) an advocate of proton therapy

Question 4.
During the final stages of World War II in 1945, two atomic bombs were dropped on the cites of
(a) Hiroshima and Houston in Japan and USA
(b) Stalin and Berlin in Germany
(c) Hiroshima and Nagasaki in Japan
(d) None of the above
Answer:
(c) Hiroshima and Nagasaki in Japan

Question 5.
Name the first atomic bomb which was dropped in the city of Hiroshima and when?
(a) The Old Man, 26 August 1946
(b) The Young Boy 16 August 1954
(c) The Little Boy, 6 August 1945
(d) The Little Girl, 6 August 1944
Answer:
(c) The Little Boy, 6 August 1945

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 6.
Name the second atomic bomb, which was dropped in the city of Nagasaki, and when?
(a) The Fat Woman, 9th Aug. 1945
(b) The Super Man, 9th Aug. 1954
(c) The Thin Man, 19th Sept. 1948
(d) The Fat Man, 9th Aug. 1945
Answer:
(d) The Fat Man, 9th Aug. 1945

Question 7.
Dr. Ritsuko Komaki was living with her family near :
(a) Sobosan
(b) Osaka
(c) Okayama
(d) Yamaguchi
Answer:
(b) Osaka

Question 8.
What vowed Komaki to become a cancer doctor?
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia
(b) she developed both a fascination with and fear of radiation
(c) a long term effects which likely contributed heavily to the deaths of about half her relatives including her father
(d) both, (a) and (c)
Answer:
(a) when her close friend Sadako Sasaki died at age 11 of radiation-related leukemia

Question 9.
After becoming a cancer doctor, she uses it in increasingly sophisticated ways to :
(a) fight cancer
(b) fight diabetics
(c) fight leukemia
(d) fight bone marrow
Answer:
(a) fight cancer

Question 10.
Being the chief of the Clinical Section, she was also :
(a) the Program Director of Leukemia Radiation Oncology
(b) the Program Director of Thoracic Radiation Oncology
(c) Program Director of Bone-marrow
(d) none of the above
Answer:
(b) the Program Director of Thoracic Radiation Oncology

Question 11.
What does ‘leukemia’ mean?
(a) a disease
(b) throat cancer
(c) a type of cancer of the blood or bone marrow
(d) brain tumor
Answer:
(c) a type of cancer of the blood or bone marrow

Question 12.
Who do you think can we say as Oncologist?
(a) a doctor who treats bone marrow
(b) a doctor who treats rheumatism
(c) a doctor who treats cancer.
(d) none of the above
Answer:
(c) a doctor who treats cancer.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 13.
One who introduces new ideas of things
(a) inheritor
(b) intrigued
(c) inhibitor
(d) innovator
Answer:
(d) innovator

Question 14.
‘Compliance’ means
(a) obedience
(b) advanced
(c) obligation
(d) oblige
Answer:
(a) obedience

Question 15.
For which Komaki was awarded the Juan A. del Regato Foundation Gold Medal?
(a) for best radiation oncologist
(b) for best educator and teacher
(c) for the best expert in the treatment of cancer
(d) for the lady of the year
Answer:
(b) for best educator and teacher

Question 16.
Why does she try to educate younger people – students and trainees as well as patients?
(a) for the easy and early treatment of disease
(b) to make them know how to prevent diseases in life
(c) to live healthy lives and achieve their goal to help others
(d) none of the above
Answer:
(c) to live healthy lives and achieve their goal to help others

Unit – II
The text
Proton therapy …………… photon treatment.

Question 17.
What is proton therapy?
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.
(b) Proton therapy, same as other forms of radiation, aims separated particles onto a target leukemia to destroy and ultimately damage its poisonous cells.
(c) both (a) and (b)
(d) none of the above
Answer:
(a) Proton therapy, like other forms of radiation, aims ionizing particles onto a target tumor to damage and ultimately destroy its cancerous cells.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 18.
___________are much more localized and powerful than the X-rays used in more established radiation therapies.
(a) neutron beams
(b) nuclear beams
(c) proton beams
(d) all of the above
Answer:
(c) proton beams

Question 19.
___________is big enough to kill the cancerous cells but some radiation also hits the healthy cells around the tumor,
(a) dose
(b) dosage
(c) drugs
(d) dorsal
Answer:
(b) dosage

Question 20.
Side effects of radiation are :
(a) pneumonitis
(b) esophagitis or lead to the growth of secondary cancers
(c) bone-marrow toxicity
(d) all of the above
Answer:
(d) all of the above

Question 21.
To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires :
(a) sharply delineated radiation
(b) proton beams, shaped to almost perfectly match the specific tumor
(c) aimed to strike it precisely
(d) all of the above
Answer:
(d) all of the above

Question 22.
Name the unit of electromagnetic energy which release up to 90 percent of the cancer-fighting energy, as they penetrate the skin.
(a) photon (X-rays)
(b) neutrons
(c) protons
(d) phototropism
Answer:
(a) photon (X-rays)

Question 23.
The success rate against prostate cancer, for example, is around :
(a) 90 to 95 percent
(b) 80 to 90 percent
(c) 95 to 100 percent
(d) 70 to 85 percent
Answer:
(a) 90 to 95 percent

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 24.
Identify the name and occupation of Komaki’s husband.
(a) Dr. J. H. Frost, Head of the Division of Radiation Psychology at AT.M.D. Anderson Brain Academy
(b) Dr. John Marshall, Head of the division of Rheumatism at UTM.D Anderson Bone Center
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center
(d) none of the above
Answer:
(c) Dr. James Cox, Head of the division of Radiation Oncology at UT.M.D Anderson Cancer Center

Question 25.
What do you mean by ‘efficacy’?
(a) efficiency
(b) effectiveness
(c) effort
(d) eradicate
Answer:
(b) effectiveness

Question 26.
‘Calibrated’ means :
(a) added
(b) calculated
(c) sum
(d) measured
Answer:
(d) measured

Question 27.
What does ‘collateral damage’ mean?
(a) injury to other organs
(b) injury to skeletal organs
(c) damage to all parts of the body
(d) all of the above
Answer:
(a) injury to other organs

Question 28.
The quality of being poisonous :
(a) toxicity
(b) tumor
(c) drugs
(d) none of the above
Answer:
(a) toxicity

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 29.
Radiation therapy means :
(a) treatment of cancer by using radiation
(b) treatment of brain tumors by using radiation
(c) treatment of leukemia by using radiation
(d) treatment of rheumatism by using medicines and oils for external use only
Answer:
(a) treatment of cancer by using radiation

Unit – III
Warm-up
The Text
Surgery radiation …………. forefront.

Question 30.
Before proton therapy was adopted what were the methods used for treating cancer?
(a) surgery, radiation
(b) chemotherapy
(c) photon therapy
(d) all of the above
Answer:

Question 31.
Name the place where Komaki did her externship, internship, residency and fellowship and learned ‘how radiation could cure people’.
(a) Milwaukee
(b) Hiroshima
(c) Houston
(d) Nilwaukee
Answer:
(a) Milwauke

Question 32.
When did Komaki and her husband, Cox went to Columbia Presbyterian Medical Centre in Newyork and to work with whom ?
(a) 1986, Prof. Eric Hall
(b) 1985, Dr. Eric Hall
(c) 1998, Dr. Aric Hall
(d) 1958, Dr. Muric Mall
Answer:
(b) 1985, Dr. Eric Hall

Question 33.
Komaki began putting her years of research to work at UT.M. D. Anderson is
(a) 1989
(b) 1999
(c) 1988
(d) 1888
Answer:
(c) 1988

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 34.
When did protons were discovered and by whom?
(a) protons were discovered by Ernest Rutherford in 1919
(b) protons were deciphered by Ymest Rutherford in 1981
(c) protons were discovered by Ernest Rutherford in 1920
(d) protons were discovered by Komaki in 1919
Answer:
(a) protons were discovered by Ernest Rutherford in 1919

Question 35.
Proton therapy didn’t commence until _____________ at Berkeley nuclear physics labs.
(a) 1945
(b) 1964
(c) 1953
(d) 1954
Answer:
(d) 1954

Question 36.
_____________ Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961.
(a) The Harvard Cyclotron
(b) The Harvord Kyclotron
(c) The Warvord Cyclotron
(d) none of these
Answer:
(a) The Harvard Cyclotron

Question 37.
Proton Treatment Center opened at _____________ University Medical Center in southern California to offer the first hospital-based program.
(a) Loma Linda
(b) Oxford
(c) Cambridge
(d) Austria
Answer:
(a) Loma Linda

Question 38.
Whose efforts paid off in 2006, when the $ 125 million Proton Therapy Center opened its doors offering a complete range of proton treatments?
(a) Komaki and Dr. Eric Hall
(b) Komaki and Dr. Andrew Lee
(c) Komaki and her husband Cox
(d) none of the above
Answer:
(c) Komaki and her husband Cox

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 39.
What is that therapy that requires a team of seven doctors, several physicians and dosimetrists, and a couple of dozen technicians in 10-15 patients daily with four of them taking proton therapy?
(a) Thoracic malignancies
(b) Oracic malignancies
(c) Thoranic maliganancious
(d) none of the above
Answer:
(a) Thoracic malignancies

Question 40.
Like other radiation treatments, proton therapy runs about :
(a) seven months
(b) seven hours
(c) seven days
(d) seven weeks
Answer:
(d) seven weeks

Question 41.
In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats :
(a) 76 to 86 patients daily
(b) 75 to 80 patients every month
(c) 75 to 80 patients every week
(d) 75 to 80 patients daily
Answer:
(d) 75 to 80 patients daily

Question 42.
What does secondary malignancy mean?
(a) cancer that arises in the background of another malignancy
(b) cancer that arises in the spot of another malignancy
(c) both (a) and (b)
(d) none of the above
Answer:
(a) cancer that arises in the background of another malignancy

Question 43.
Expert in dosage of radiation means:
(a) medicinal dose
(b) malignancy
(c) toxicity
(d) dosimetrist
Answer:
(d) dosimetris

Question 44.
Word ‘intrigued’ refers to :
(a) fearless
(b) very complicated
(c) interested to know more
(d) forming part of the basic nature of something
Answer:
(c) interested to know more

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Question 45.
What do you understand by the term ‘commence’?
(a) recover
(b) begin
(c) conclusion
(d) restart
Answer:
(b) begin

Introducing the Author:
Dr. Ritsuko Komaki, a radiation cancer specialist at MD Anderson Cancer Centre in Houston, U.S.A., is an ardent champion of proton therapy.

About the Topic:
This article throws light on Dr. Ritsuko’s immense contribution towards the treatment of radiation-related ailments. She has a high opinion on proton therapy.

Summary:
The atomic bomb explosion on her native Hiroshima in 1945 had a profound effect on Ritsuko. The city was completely destroyed. She grew up to be a spectator of its devastating effect. He saw one tragedy after another: the deaths of about half her relatives, her father, and last of all, the death of her very intimate friend Sadako Sasaki at the age of 11 of radiation-related blood cancer. She could not remain silent. These three traumatic events made her take an oath to become a cancer doctor.

Now Ritsuko has learnt the method of applying, radiation in a creative manner. As a result, her fear of it becomes a thing of the past. Today Dr. Komaki, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M.D. Anderson Cancer Center in Houston is one of the world’s distinguished researchers and advocates of proton radiation beam therapy with which radiation-related cancer patients are treated.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

Private hospitals are not suitable for the treatment of these patients on trial, because they lack adequate manpower, qualitative review boards, and maintenance of strict quality control of treatment. Komaki’s motto is to educate students, trainees, and patients to focus on living healthy lives. Besides, she wants to inspire them to reach their goal to help others. Ritsuko throws light on proton therapy. It is a form of treatment that damages and eventually destroys cancerous cells of the exact spot of the affected tumor with the help of charging particles.

There is a difference between proton therapy and photon therapy; the latter is not as good as the former. Proton therapy is confined to a particular area. It is powerful too. Photon therapy, in spite of killing cancerous cells, has side effects. It leads to an increase in secondary cancer. Proton therapy plays a great role in striking the specific tumor precisely. It results in the minimization of injury to other organs. Besides, photons (X-rays) emit 90 percent of their cancer-fighting energy, as they pierce the skin. But their utility is lost by 40 percent.

Proton therapy is more effective for patients who suffer from prostate cancer. Proton therapy is most useful for those whose localized cancer has not affected the distant parts of the body. It has a great effect on children in particular. Proton therapy also helps the elderly, because their excessively weak skin cannot resist the power of radiation therapy. Komaki’s patients think that proton therapy is fabulous because they can tolerate it more easily than photon treatment.

When Komai became a student of a medical school in Hiroshima, she learned that only surgery was a possible cancer cure. In the course of her externship, internship, residency, and fellowship in Milwaukee, Komaki came to know the importance of radiation in the treatment of cancer. Besides, she learnt that localized radiation therapy was not so harmful as chemotherapy. In 1985, she along with Cox set out for New York to work with Dr. Eric Hall, who was, at that time, a renowned global authority on the effects of the atomic bomb on human beings.

In 1988, she spent years of research work in this field at UT M.D. Anderson. Proton therapy started in 1954. The Harvard Cyclotron Laboratory in partnership with Massachusetts General Hospital started treating cancer patients. The necessary technology was very costly. Therefore, the treatment did not go beyond physics research labs until 1990. The first hospital-based program commenced with the opening of the Proton Treatment Center at Loma Linda University Medical Center in southern California.

Their keen interest to know more about proton therapy and their ceaseless efforts were eventually rewarded. The Proton Therapy Center came into existence in 2006, paving the way for providing a complete range of proton treatments. Today Komaki and her colleagues treat their patients with this therapy that requires many specialists. To Komaki, this is not the end of the road. She looks beyond the present. With a heart full of delight, she declares that this is the only place in the world having a scanning beam.

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

In her view, proton therapy is of great use to the future of cancer care. Komaki and her colleagues are trying to make the lives of the patients more comfortable than ever before, by destroying cancer cells, but not normal cells. The time has come when they lead a normal life during treatments. Dr. Ritsuko and her colleagues at UT M.D. Anderson may take a leading part in whatever takes place in this domain in future.

ସାରାଂଶ:
ଜାପାନର ହିରୋସୀମାରେ ୧୯୪୫ ମସିହାରେ ପଡ଼ିଥିବା ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ରିକୋଙ୍କ ଉପରେ ଗଭୀର ଭାବେ ପ୍ରଭାବ ପକାଇଥିଲା । ପରମାଣୁ ବୋମା ସହରଟିକୁ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ଧ୍ବସ୍ତବିଧ୍ବସ୍ତ କରିଦେଇଥିଲା । ଡାଃ ରିକୋ କୋମାକି ଏହି ଧ୍ୱଂସକାରୀ ପ୍ରଭାବର ପ୍ରତ୍ୟକ୍ଷଦର୍ଶୀରୂପେ ଧୀରେ ଧୀରେ ବଡ଼ ହୋଇଥିଲେ । ସେ ଗୋଟିଏ ଦୁଃଖଦ ଘଟଣା ପରେ ଅନ୍ୟ ଏକ ଦୁଃଖ ଘଟଣା ଦେଖୁଥିଲେ । ଅର୍ବାଧ‌ିକ ନିଜ ସମ୍ପର୍କୀୟମାନଙ୍କ ମୃତ୍ୟୁ, ନିଜ ବାପାଙ୍କ ମୃତ୍ୟୁ ଏବଂ ସର୍ବୋପରି ନିଜର ଅତି ଘନିଷ୍ଠ ବନ୍ଧୁ ସଡ଼ାକୋ ସାସାକିଙ୍କ ୧୧ ବର୍ଷ ବୟସରେ ଏହି ପରମାଣୁ ବୋମାର ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ପ୍ରଭାବରେ ରକ୍ତ କର୍କଟ ରୋଗ ଯୋଗୁଁ ମୃତ୍ୟୁ ତାଙ୍କୁ ବିବ୍ରତ ଓ ଅତିଷ୍ଠ କରିଦେଇଥିଲା । ସେ ନୀରବହୋଇ ରହିପାରିଲେ ନାହିଁ ।

ଏହି ତିନୋଟି ଦୁଃଖଦ ଘଟଣା ତାଙ୍କୁ ଜଣେ କର୍କଟ ରୋଗ ଚିକିତ୍ସକ ହେବାପାଇଁ ପ୍ରତିଜ୍ଞାବଦ୍ଧ କରାଇଥିଲା । ବର୍ତ୍ତମାନ ରିକୋ କୋମାକି ଏହି ତେଜସ୍କ୍ରିୟ ରଶ୍ମିର ସର୍ଜନାତ୍ମକ ପ୍ରୟୋଗ କରି ଚିକିତ୍ସା କରିପାରୁଛନ୍ତି । ଫଳରେ ତାଙ୍କର ଭୟ ଦୂର ହୋଇପାରିଛି । ବର୍ତ୍ତମାନ ସେ ହୋଷ୍ଟନରେ ଥିବା Taxas M.D. Anderson Cancer Centreର Thoracic Radiation Oncologyର ମୁଖ୍ୟ ଓ ପ୍ରୋଗ୍ରାମ ନିର୍ଦ୍ଦେଶକ ଭାବେ ବିଶ୍ଵର ସ୍ୱନାମଧନ୍ୟ ଗବେଷକ ଏବଂ ପ୍ରୋଟନ ରଶ୍ମିର ପ୍ରୟୋଗରେ କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା ପଦ୍ଧତିର ସମର୍ଥକମାନଙ୍କ ମଧ୍ୟରେ ଜଣେ ଭାବେ ଗଣା ହେଉଛନ୍ତି । ତାଙ୍କ ମତରେ ଘରୋଇ ଚିକିତ୍ସାଳୟଗୁଡ଼ିକ ଚିକିତ୍ସା ଓ ପରୀକ୍ଷା ପାଇଁ ଅନୁପଯୁକ୍ତ, କାରଣ ସେମାନଙ୍କ ପାଖରେ ଆବଶ୍ୟକୀୟ ଦକ୍ଷ ଚିକିତ୍ସକ ଗୁଣାତ୍ମକ ସମୀକ୍ଷାମଣ୍ଡଳୀ, ଏବଂ ଗୁଣାତ୍ମକ ଚିକିତ୍ସା ପଦ୍ଧତିର ଅଭାବ ରହିଛି ।

ଶିକ୍ଷାର୍ଥୀ, ତାଲିମ ପାଉଥ‌ିବା ବ୍ୟକ୍ତି ଏବଂ ରୋଗୀମାନଙ୍କୁ ସ୍ବାସ୍ଥ୍ୟକର ଜୀବନ ବଞ୍ଚିବା ପାଇଁ ଶିକ୍ଷା ଦେବାକୁ ସେମାନଙ୍କ ଲକ୍ଷ୍ୟ ରହିଛି । ଏହାଛଡ଼ା କୋମାକି ଚାହାନ୍ତି ସେମାନଙ୍କ ଲକ୍ଷ୍ୟପ୍ରାପ୍ତି ପାଇଁ ସେମାନେ ଅନ୍ୟମାନଙ୍କୁ ସାହାଯ୍ୟ କରିବା ଉପରେ ଗୁରୁତ୍ଵ ଦେବା ଉଚିତ । ରିଟ୍ସ୍କୋ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ଏହି ଚିକିତ୍ସା ପଦ୍ଧତି ମାଧ୍ୟମରେ ଟ୍ୟୁମରର ନିର୍ଦ୍ଦିଷ୍ଟ କ୍ଷତିଗ୍ରସ୍ତ ସ୍ଥାନରେ କର୍କଟ ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ଚାର୍ଜିତ କଣିକାଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ନଷ୍ଟ କରି ଦିଆଯାଏ । ଫୋଟନ୍ ଚିକିତ୍ସା ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା ଅପେକ୍ଷା ଉତ୍ତମ ନୁହେଁ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନରେ ସୀମାବଦ୍ଧ ରହେ । ଏହା ମଧ୍ୟ ଅଧ‌ିକ ଶକ୍ତିଶାଳୀ । ଫୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି କର୍କଟ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରୁଥିବା ସତ୍ତ୍ବେ ଏହାର ବିଭିନ୍ନ ପାର୍ଶ୍ଵ ପ୍ରତିକ୍ରିୟା ଥାଏ ।

ଏହା କର୍କଟ ରୋଗକୁ ବଢ଼େଇ ଦେବାରେ ସହାୟକ ହୋଇଥାଏ । ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ମାଧ୍ୟମରେ ଟ୍ୟୁମରକୁ ନିର୍ଦ୍ଦିଷ୍ଟଭାବେ ଆଘାତ କରାଯାଇପାରେ । ଅନ୍ୟ ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗଗୁଡ଼ିକ ଅପାତତଃ କମ୍ କ୍ଷତି ହୋଇଥାଏ । ଫୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତିରେ ବିକିରିତ ରଶ୍ମି ଶରୀରରେ ପ୍ରବେଶ କରିବା ସମୟରେ ୨୦ ପ୍ରତିଶତ କର୍କଟ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ଉତ୍ପନ୍ନ କରିଥାଏ । କିନ୍ତୁ ତା’ର 40 ପ୍ରତିଶତ ଉପଯୋଗିତା ନଷ୍ଟ ହୋଇଥଯାଏ । ପ୍ରାରମ୍ଭିକ ପର୍ଯ୍ୟାୟର କର୍କଟ ରୋଗୀମାନଙ୍କ ପାଇଁ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ପଦ୍ଧତି ଅଧ‌ିକ ଫଳପ୍ରସୂ । ଯେଉଁମାନଙ୍କର ନିର୍ଦ୍ଦିଷ୍ଟ ଅଂଶ କର୍କଟ ସଂକ୍ରମିତ ମାତ୍ର ଅନ୍ୟ ଅଂଶ ସୁସ୍ଥ ଅଛି ସେମାନଙ୍କ ପାଇଁ ଏହି ପଦ୍ଧତି ଅଧ୍ଵ ଫଳପ୍ରଦ । ପିଲାମାନଙ୍କ ପାଇଁ ଏହା ଅଧିକ ଫଳପ୍ରଦ ହୋଇଥାଏ ।

CHSE Odisha Class 11 English Solutions Chapter 5 The Cancer Fight, from Hiroshima to Houston

ବୟସ୍କମାନଙ୍କ ପାଇଁ ମଧ୍ୟ ଏହା ଲାଭଦାୟକ କାରଣ ସେମାନଙ୍କ ଅତି ଦୁର୍ବଳ ଚର୍ମ ବିକିରଣ ପଦ୍ଧତିର ତୀବ୍ରତାକୁ ସହ୍ୟ କରିପାରେ ନାହିଁ । କୋମାକିଙ୍କର ରୋଗୀମାନେ ଭାବନ୍ତି ଯେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ହେଉଛି ସୁଖକର କାରଣ ସେମାନେ ଏହାକୁ ଫୋଟନ୍ ଚିକିତ୍ସା ଅପେକ୍ଷା ସହଜରେ ସହ୍ୟ କରିପାରନ୍ତି । ଯେତେବେଳେ କୋମାକି ହିରୋସୀମା ମେଡ଼ିକାଲ ବିଦ୍ୟାଳୟର ଛାତ୍ରୀ ଥିଲେ, କର୍କଟ ରୋଗର କେବଳ ଅସ୍ତ୍ରୋପଚାର ମାଧ୍ୟମରେ ସମ୍ଭବ ବୋଲି ଶିକ୍ଷାଲାଭ କରିଥିଲେ । Milwaukeeଠାରେ ସେ କର୍କଟ ରୋଗର ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ବିକିରଣର ଗୁରୁତ୍ଵ ବିଷୟରେ ଜାଣିଲେ l ଏହା ବ୍ୟତୀତ ସେ ଜାଣିଲେ ଯେ ବିକିରଣ ଚିକିତ୍ସା ଠାରୁ କମ୍ କ୍ଷତିକାରକ ଅଟେ । ୧୯୮୫ ମସିହାରେ ସେ Coxଙ୍କ ସହିତ New York ଅଭିମୁଖେ ଯାତ୍ରା କଲେ Dr. Eric Hallଙ୍କ ସହିତ କାମ କରିବା ପାଇଁ ଯେ କି ମନୁଷ୍ୟ ସମାଜ ଉପରେ ପରମାଣୁ ବୋମାର ପ୍ରଭାବ ଉପରେ କାର୍ଯ୍ୟ କରୁଥିଲେ । ୧୯୮୮ରେ UT M.D. Andersonଠାରେ ଏହି ସମ୍ବନ୍ଧରେ ଗବେଷଣା କରିଥିଲେ ।

ପ୍ରୋଟନ୍ ଚିକିତ୍ସା ଆରମ୍ଭ ହେଲା ୧୯୪୫ରେ । The Havard Cyclotron Laboratory ଓ Massachussetts General Hospital ଏକତ୍ର ମିଶି କର୍କଟ ରୋଗୀମାନଙ୍କ ଚିକିତ୍ସା ଆରମ୍ଭ କଲେ । ଏଥିରେ ବ୍ୟବହୃତ ଯନ୍ତ୍ରପାତିଗୁଡ଼ିକ ବହୁତ ବ୍ୟୟବହୁଳ ଥିଲା ! ତେଣୁ ଏହି ଚିକିତ୍ସା ପଦାର୍ଥ ବିଜ୍ଞାନର ଗବେଷଣାଗାର ବାହାରକୁ ୧୯୯୦ ମସିହା ପର୍ଯ୍ୟନ୍ତ ଯାଇପାରି ନ ଥିଲା । ଦକ୍ଷିଣ କାଲିଫଣ୍ଡିଆର Loma Linda University Medical Centreରେ ପ୍ରୋଟନ୍ ଚିକିତ୍ସା କେନ୍ଦ୍ର ଆରମ୍ଭ ହୋଇଥିଲା । ପରିଶେଷରେ ସେମାନଙ୍କର ପରିଶ୍ରମର ଉପଯୁକ୍ତ ପୁରସ୍କାର ସେମାନେ ପାଇଥିଲେ । ପ୍ରୋଟନ୍‌ ଚିକିତ୍ସା କେନ୍ଦ୍ର ୨୦୦୬ ମସିହାରେ ଆରମ୍ଭ ହୋଇଥିଲା ।

ଏବେ କୋମାକି ଏବଂ ତାଙ୍କର ସହକର୍ମୀମାନେ ଏହି ଚିକିତ୍ସାରେ ନିଯୁକ୍ତ ଅଛନ୍ତି । କୋମାକିଙ୍କ ମତରେ ଏହା ଆରମ୍ଭ ମାତ୍ର । ସେ ଭବିଷ୍ୟତ ଉପରେ ଦୃଷ୍ଟି ନିବଦ୍ଧ କରିଛନ୍ତି । ସେ ଗର୍ବର ସହ କହନ୍ତି ଯେ କର୍କଟ ରୋଗର ସଫଳ ବିକିରଣ ଚିକିତ୍ସା ପାଇଁ ତାହା ହିଁ ଏକମାତ୍ର ଚିକିତ୍ସାଳୟ । ତାଙ୍କ ମତରେ କର୍କଟ ବ୍ୟାଧର ଆରୋଗ୍ୟ ନିମନ୍ତେ ପ୍ରୋଟନ ଚିକିତ୍ସା ପଦ୍ଧତି ଉପାଦେୟତା ଖୁବ୍ ବେଶି । କୋମାକି ଓ ତାଙ୍କ ସହକର୍ମୀମାନେ କର୍କଟରୋଗୀମାନଙ୍କର କେବଳ କ୍ୟାନସର ସଂକ୍ରମିତ କୋଷଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେଇ ସେମାନଙ୍କୁ ଆରାମପ୍ରଦ ଜୀବନ ବଞ୍ଚିବାକୁ ସୁଯୋଗ ଦେବାପାଇଁ ଉଦ୍ୟମ କରୁଛନ୍ତି । ସମୟ ଆସିବ ଯେତେବେଳେ ସେମାନେ ଚିକିତ୍ସା ସମୟରେ ମଧ୍ୟ ସାଧାରଣ ଜୀବନଯାପନ କରିପାରିବେ । କର୍କଟ ବ୍ୟାଧ୍ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ଭବିଷ୍ୟତରେ ଯାହାକି ଅଗ୍ରଗତି ହେବ ସେଥୁରେ କୋମାକି ଏବଂ ତାଙ୍କ ସହକର୍ମୀମାନେ ହିଁ ଅଗ୍ରଣୀ ଭୂମିକା ନେବାର ସମ୍ଭାବନା ଅଛି ।

BSE Odisha 11th Class English:

In London In Minus Fours Question Answer Class 11 Invitation English Chapter 4 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 4 In London In Minus Fours Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 4 In London In Minus Fours Question Answers CHSE Odisha

In London In Minus Fours Class 11 Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
Gandhiji left Bombay at noon on August 29, 1931, on his way to London. His youngest son Devadas and his chief secretary Mahadev Desai accompanied him. Besides them, there was Miss Slade, Pyarelal Nayyar, and Pandit Malaviya with him. He was going to attend the Second Round Table Conference in London as the sole delegate and representative of India. He was staying at Kingsley Hall. On his customary morning walks he was going through the slum areas. He came in homely contact with many men and women who were on the way to their work.

Glossary:
S.S. Rajputna : Steam Ship Rajputana
out-Boswelled Boswell: Mahadev Desai, Gandhiji’s secretary seemed to excel Boswell, a celebrated biographer of Samuel Johnson, in the art of keeping diaries
aide : assistant (ସହକାରୀ)
Pandit Malaviya : Madan Mohan Malaviya
millionaire: a person whose assets are worth one million pounds or dollars or more (କୋଟିପତି,ଧନକୁବେର )
segment : section (ଭାଗ)
a segment of vocal India: a large section of people who spoke in India’s interest
slum : humble dwelling of poor people (ଦରିଦ୍ର ବସ୍ତି)
sidle : walk in a shy or nervous way (ବିଷଣ୍ଣଭାବେ ଚାଲିବା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Why was Gandhi chosen as the sole delegate of Congress to the Second Round Table Conference?
Answer:
Gandhi was chosen as the sole delegate of Congress to the Second Round Table Conference because he was the real spokesman of the organization. He also represented the vast majority of Indians who loudly spoke in India’s interest.

Question 2.
How did Gandhi befriend the men and women of the slum areas of London?
Answer:
During his stay at Kingsley Hall in London, Gandhi used to go on his morning walks. In the course of his morning walk, he was going through the nearby slum areas. On the way, he met many men and women who were going to work. They were drawn towards him. They smiled at him. He drew them into the conversation. A loving relationship developed between them. Gandhi used to go to their homes and ultimately made friends with them.

UNIT-II
Gist with Glossary :

Gist:
King George V and Queen Mary invited Gandhiji to tea in Buckingham Palace. The whole country’s focus was on Gandhiji’s dress. Gandhiji came to the palace with their usual loincloth, sandals, a shawl, and his dollar watch hanging loosely. He enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister Devid Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him.

He addressed many public meetings. Hi’s staying at Oxford was memorable. There he explained clearly what the independence of India meant. He wanted the end of British rule in India. He would love to see India as an equal partner with Britain. His views on India’s independence were as clear as crystal. He did not desire her freedom for the sake of freedom only. He wanted it on the basis of mutual help.

Glossary:
buzz : talk noisely (ଉଚ୍ଚ ସ୍ୱରରେ କଥା ହେବା )
incessantly : continuously (କ୍ରମାଗତ ଭାବରେ |)
plus-fours: more clothing than the usual items of the Englishman’s dress namely suit, shirt, hat, and tie
minus-fours: only clothing of homespun loincloth and shawl, but not any conventional items
agog: anxious to know
loincloth: a piece of cloth covering the middle of the body, folded between the legs (ଆଣ୍ଠୁ ନ ଲୁଚୁଥିବା ଲୁଗା)
dangling : hanging loosely (ଢିଲା ଭାବରେ ଝୁଲି ଝୁଲି)
dollar watch : dollar like round shaped pocket watch (ଡଲାର ଆକୃତିର ପକେଟ୍ ଘଣ୍ଟା)
Bernard Shaw : (1856-1960) distinguished British dramatist, public speaker and free thinker
appendectomy : surgical removal of appendicites ଆପେଣ୍ଡିସାଇଟ୍‌ ବହିଷ୍କରଣ)
innumerable: numberless (ଅସଂଖ୍ୟ,ଅଗଣିତ)
memorable : deserving to be remembered (ସ୍ମରଣୀୟ)
Empire : The British Empire (ବ୍ରିଟିଶ ସାମ୍ରାଜ୍ୟ)
grieve : cause grief to (ଦୁଃଖଦାୟକ)
Emperorship: the power of supreme rule over subject nations (ସମ୍ରାଟତ୍ଵ)
Dominions: self-governing countries of the British Commonwealth (ଉପନିବେଶ )
equal terms : equal status (ସମାନ ମର୍ଯ୍ୟାଦା )
prevision : foresight (ପୂର୍ବଦୃଷ୍ଟି)
Commonwealth: former British Colonies forming a group of free nations associating politically for the common good
discern : see clearly (ସ୍ପଷ୍ଟ ଭାବରେ ଦେଖିବା)
isolated independence: freedom alone or for its own sake (କେବଳ ସ୍ଵାଧୀନତା)
voluntary interdependence : willing acceptance of mutual help (ସ୍ଵେଚ୍ଛାକୃ ତ ପରସ୍ପର ନିର୍ଭରଶୀଳତା )
treasure (v) : hold at great value (ଗୁରୁତ୍ଵ ଦେବା )
viable: feasible, capable of success (ଫଳପ୍ରଦ)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
What was Gandhi’s reply to the journalists’ question about his dress?
Answer:
When the journalists questioned Gandhi about his dress, he replied that the British people had more clothing than their usual dress namely a suit, shirt, hat, and tie. But he was dressed short of those conventional items – a very simple clothing of homespun loincloth and a shawl.

Question 2.
How was Gandhi dressed when he went to see King George V?
Answer:
When Gandhi went to see King George V, he was dressed in his usual loincloth, sandals, a shawl, and his dangling dollar watch.

Question 3.
What did Gandhi say in reply to the question of whether he had enough on during his meeting with the King?
Answer:
During Gandhi’s meeting with King George V, someone asked him if he had enough on. Gandhi replied that the king had enough on for both of them.

Question 4.
How did Gandhi enjoy himself in London?
Answer:
In London, Gandhi enjoyed himself everywhere in the company of the most dignified personalities of England. Among them were Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and the like. Winston Churchill denied meeting him. He addressed many public meetings.

Question 5.
What was Gandhi’s idea of Free India as a dominion in the Commonwealth?
Answer:
Gandhi’s idea of free India as a dominion in the Commonwealth was unique. He clearly but forcefully stated his stand on free India. The British Emperor must leave India. He would love to be an equal partner with the Dominions. He would like to have a partnership based on equal terms. He would not want to hurt England, but to share her joys and sufferings.

Question 6.
What did Gandhi mean by the ‘creative interdependence’ of the member nations of the Commonwealth?
Answer:
Mutual help among the member nations of the Commonwealth, Gandhi said, was to need of the hour. Gandhi would love to see these nations bound by the mystical bond of love, friendship, work, progress, and security. To him ‘Creative interdependence’ meant better life.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

UNIT – III
Gist with Glossary:

Gist :
His charming and frank manners won him, innumerable friends. He bravely went to Lancashire where his stirring agitation for khadi caused massive unemployment, still, he was cheered by the multitude of people. Someone took a photograph of Gandhi in his khadi from neck to knee. Gandhiji started his real work outside the official Round Table Conference. Gandhi’s work started at 3.45 a.m. and ended at 2 p.m. The Round Table Conference was heading towards an inevitable failure.

The British took a rigid stand, they clearly conveyed fully their view not to leave India at all. But they were ready to give importance to India’s standpoint, it’s yearning to be free. An agreement could not be reached. The British Government provided two specially trained policemen for Gandhi’s security. Gandhi never kept them at a distance like other dignitaries. He developed a strong personal relationship with them. From India, he sent each a watch as a mark of his profound love.

Glossary:
frankness : openness (ଖୋଲାଖୋଲି)
humanity : humanitarian feeling (ମାନବିକତା)
creative : having power to create (ସର୍ଜନଶୀଳ)
accessibility : readiness to mix with (ମିଶାଣିଆ ପ୍ରକୃତି)
lion’s den : lion’s cave, a dangerous place. (ସିଂହଗୁମ୍ଫା)
Gandhi’s boycott of foreign cloth paralysed Lancashire cloth mills. The mill owners were highly critical of him.
agitation : unrest (ଆନ୍ଦୋଳନ)
wrapped : covered (ଆବୃତ ହୋଇଥିଲା)
homespun : cloth for which the spinning is done at home (ଘରୋଇ ବୁଣା)
squeezed : pressed from all sides (ସବୁପଟୁ ଚାପି ହୋଇ ରହିଥିଲା)
applaud : praise (ପ୍ରଶଂସା)
embarrassment : mental discomfort (ମାନସିକ ଅସ୍ବସ୍ତି)
softening : making soft (କୋମଳ କରିବା)
brutalisation : transforming men to brutes (ପାଶବିକ ଅତ୍ୟାଚାର)
respite : rest (ବିଶ୍ରାମ)
abandon : give up (ତ୍ୟାଗ କରିବା, ପରିତ୍ୟାଗ କରିବା)
irresistible : which cannot be stopped (ଅଦମନୀୟ)
yearning : eagerness (ଆଗ୍ରହ)
preserve : keep from loss (ସଂରକ୍ଷଣ କର |)
Scotland Yard : London Metropolitan police
royalty : persons of royal descent (ରାଜକୀୟତା)
dignitaries : important personalities (ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ବ୍ୟକ୍ତିବିଶେଷ )
at arm’s length : at a safe distance (ନିରାପଦ ଦୂରତ୍ବରେ )
engraved : carved (ଖୋଦିତ ହୋଇଥିଲା)

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Think it out:
Question 1.
Which qualities in Gandhi turned his opponents to friends?
Answer:
Gandhi believed in love and not hatred. He would not hurt the sentiments of his opponents. He was full of warmth. He was extremely frank. He was a symbol of humanity. Everybody who came in contact with him felt his love for the world and paid him back with love. He had faith in himself. All these qualities in Gandhi turned his opponents to friends.

Question 2.
How did he make friends even among those he hurt?
Answer:
He made friends even among those he hurt by mixing with them freely and lovingly.

Question 3.
What was Gandhi’s work in London outside the Round Table Conference?
Answer:
Gandhi’s work in London outside the Round Table Conference was very important. He aimed at softening the British attitude. He was trying his best to meet the people and preach the concept of love and faith among them. The Government was treating human beings as beasts. He felt his meeting with the people outside the Conference would sow the seeds of love and friendship for the future. It would help in changing the brutal British spirit in later years.

Question 4.
Why did the Second Round Table Conference fail to bring about an agreement?
Answer:
The British Government took a very tough stand in the Second Round Table Conference on India’s demand for freedom. A member of the British delegation clearly stated that Britain would never leave India while at the same time they would try their best to keenly understand India’s views. The British policy was as clear as crystal. India’s eagerness to be free was met with Britain’s stubborn wish to stay in the country. Therefore, the Second Round Table Conference failed to bring about an agreement.

Question 5.
How did Gandhi treat the Scotland Yard detectives?
Answer:
The British Government provided two Scotland Yard detectives to guard Gandhi in England. Gandhi was very close to them. He never kept them at a distance as most dignitaries did. He was very free and frank with them and visited their homes. He treated them with the warmth of love. He treated them as a part of his family. Gandhi sent each a watch from India and this revealed his deep personal love for two Scotland Yard detectives.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Post-Reading Activities:

Doing with words :
A. Match the italicized expressions in the text below with their synonyms given in the table.
1. The audience praises the speaker who can make a nice speech by clapping of hands.
2. The 15th of August is an unforgettable day for the Indians.
3. The country is excited over a possible outbreak of war.
4. Digging gold mines in Orissa is not a feasible project.
5. Nobody can see clearly the real cause of the spread of violence.
6. Rapid industrialization has brought in the condition of being treated in a cruel and savage manner of human beings.
7. A large section of public opinion is in favor of the nationalization of road transport.

Synonyms
segment
Italicized expressions
a large section
agog
memorable
viable
discern
applaud
brutalization

Answer:

Synonyms
segment
Italicized expressions
a large section
agog excited
memorable unforgettable
viable feasible
discern see clearly
applaud Praises by clapping of hands
brutalization The condition of being treated in a cruel
and savage manner

B. Make new words by adding -en.
Example: soft – soften
hard       ___________
strength ___________
length    ___________
light       ___________
height    ___________
bright    ___________
tight      ___________
Answer:
hard        harden
strength  strengthen
length     lengthen
light        lighten
height     heighten
bright      brighten
tight        tighten

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

C. Make sentences using the following expressions :
out-number, sidle up, pay respect, cut off, and above all, at arm’s length
Answer:
out-number — Girls out-numbered the boys in the debate competition,
sidle up        —  The children sidle up to me and held my hand,
pay respect  — Pay respect to your teachers.
cut off          — Balasore was cut off from the outside world in the last flood,
above all      — Gandhiji was a politician, a writer, a moralist; above all, he was a humanist.
at arm’s length — We should keep the anti-social elements at our arm’s length.

D. Mark the use of articles (a, an, the) in the following sentences :
(a) Kingsley Hall was an East Settlement House in London.
(b) The Mahatma had a good laugh.
(c) Gandhi addressed a union of mill workers at Darwen.
(d) Gandhi sailed from Bombay on the S. S. Rajputana.
Note : (i) how in (a), (b), and (c) countable nouns are preceded by the articles a/ an.
(ii) ‘the is used before ‘Mahatma’ which is specified in (b) and before nouns denoting names of ships, rivers, mountains ranges, etc. as in (d).
(iii) Adjectives when preceded by ‘the’ denote class, e.g. the rich, the virtuous, etc. and are used as nouns.

Insert the appropriate articles where necessary in the right places in the sentences given below :
1. Pyarelal was aide of Gandhiji.
2. Gandhiji was sole delegate to Second Round Table Conference.
3. He spent considerable portion of his salary for poor.
4. After graduation she joined university.
5. Germans are industrious nation.
6. Mr. James is European journalist.
7. Gandhiji’s dream did not become reality.
8. Delightful picture of leader was taken outside the Greenfield Mill.
9. Rich lead life of unrest.
10. I like beauty of this place.
Answers:
1. Pyarelal was an aide of Gandhiji.
2. Gandhiji was the sole delegate to the Second Round Table Conference.
3. He spent a considerable portion of his salary for the poor.
4. After graduation she joined a university.
5. The Germans are an industrious nation.
6. Mr. James is a European journalist.
7. Gandhiji’s dream did not become a reality.
8. A delightful picture of the leader was taken outside the Greenfield Mill.
9. The rich lead a life of unrest.
10. I like the beauty of this place.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

E. A preposition links nouns, pronouns, and phrases to other words in a sentence. Use the appropriate prepositions in the blanks.
1. He was sent as a delegate _____  the general body meeting. (for/to)
2. The social workers took a walk _____ the nearby slum areas. (through/into)
3. Pay proper respect ________ your superiors. (for/to)
4. She smiled _____ me while passing by our house. (to/at)
5. What do you mean _____ democracy? (for/by)
6. He was wrapped in _____ white cotton cloth. (in/by)
7. He engaged them in _____ conversation. (with/in)
Answer:
1. He was sent as a delegate to the general body meeting.
2. The social workers took a walk through the nearby slum areas.
3. Pay proper respect to your superiors.
4. She smiled at me while passing by our house.
5. What do you mean by democracy?
6. He was wrapped in a white cotton cloth.
7. He engaged them in conversation.

CHSE Odisha Class 11 English In London In Minus Fours Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Gandhi sailed from Bombay on the S.S. Rajputana at noon on August 29, 1931, accompanied by his youngest son, Devadas, his chief secretary, Mahadev Desai, who, he said, “out-Boswelled Boswell,” Miss Slade, Pyarelal Nayyar, an aide, G.D. Birla, the textile millionaire, Pandit Malaviya, and Mrs. Naidu. Gandhi was proceeding as a sole delegate of Congress to the Second Round Table Conference in London. No other delegates were necessary since he spoke for the organization and for a considerable segment of vocal India.

In London from September 12th to December 5th, he stayed, most of the time, at Kingsley Hall, an East Settlement House, as a guest of Muriel Lester, who had visited him in 1926. Mornings he took walks through the nearby slum areas, and men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes. Children called him “Uncle Gandhi” and sidled up to him and held his hand. One mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?” The Mahatma had a good laugh.

Questions :
(i) When did Gandhi sail from Bombay?
(ii) Explain the expression ‘out-Boswelled Boswell’.
(iii) Where and how long Gandhiji did stay in London?
(iv) Where did he take morning walks?
(v) How did the Mahatma respond, when one mischief-loving youngster called out, “Hey Gandhi, where’re your trousers ?”

Answers :
(i) It was at noon on August 29, 1931, when Gandhi sailed from Bombay.
(ii) The expression ‘out-Boswelled Boswell’ is indicative of the fact that Mahadev Desai, Gandhi’s chief secretary, seemed to outshine Boswell in the art of keeping diaries.
(iii) In London Gandhi stayed, most of the time, at Kingsley Hall, an East Settlement House from September 12th to December 5th. He was a guest of Muriel Lester.
(iv) He took morning walks through the nearby slum areas heavily populated by the poor.
(v) When one mischief-loving youngster called out, “Hey, Gandhi, where’s your trousers ?”, the Mahatma laughed heartily.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

2. Read through the extract and answer the questions that follow.
He was a wonderful newspaper copy, and journalists buzzed around him incessantly. One reporter questioned Gandhi about his dress. “You people,” he replied, “wear plus-fours, mine are minus-fours.” When he was invited to tea in Buckingham Palace with King George V and Queen Mary, all of England was agog over what he would wear. He wore the usual loincloth, sandals, a shawl, and his dangling dollar watch. Subsequently, someone asked Gandhi whether he had enough on. “The King,” he replied, “had enough on for both of us.”

He enjoyed himself everywhere. He had talks with Lord Irwin, wartime Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and scores of others, and went down into the country near Reading to pay his respects to Colonel Maddock who had performed the appendectomy on him in Poona jail. Winston Churchill refused to see him. He also addressed innumerable public meetings and spent two memorable weekends at Oxford.

In these and in the private conversations he tried, above all else, to explain what he meant by the independence of India. He would cut India off “from the Empire entirely, from the British nation not at all, if I want India to, gain and not to grieve. The Emperorship must go and I should love to be an equal partner with Britain sharing her joys and sorrows and an equal partner with the Dominions. But it must be a partnership on equal terms.”

He was describing precisely and with remarkable precision, the status free India assumed in the Commonwealth in 1948. He went even further; he saw what many of his followers have not yet discerned. “Isolated independence is not the goal,” he asserted. “It is voluntary interdependence. Liberated colonies so treasure their new-found independence; they think it is a viable reality. But the law of nature in love, friendship, work, progress, and security, is creative interdependence.

Questions :
(i) Why did journalists talk noisely around him ceaselessly?
(ii) How did Winston Churchill react to Gandhi’s visit?
(iii) How does the writer describe his two weekends at Oxford?
(iv) Explain Gandhi’s statement “Isolated independence is not the goal.”
(v) ‘……………… they think it is a viable reality.’ What does the word ‘they’ refer to?

Answers :
(i) Journalists talked noisely around Gandhi ceaselessly, as he was a remarkable newspaper copy. In other words, he excelled in the art of answering their questions in a loving and simple manner.
(ii) Winston Churchill declined to meet Gandhi.
(iii) The writer states that Gandhi’s two weekends at Oxford were unforgettable.
(iv) Gandhi’s concept of “Isolated independence” carries great significance. India’s freedom alone is not enough. Many of his followers have not realized this concept. For the national independence was an end. It was good in itself. But for Gandhi, it was a means to an end – the end begins with love, peace, and progress for all the newly-liberated nations of the world.
(v) ‘They’ refers to liberated countries.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

3. Read through the extract and answer the questions that follow;
Everywhere he made friends by his charm, frankness, humanity, and accessibility. He even walked into the lion’s den in Lancashire where his agitation for khadi and against foreign cloth had caused painful unemployment. At a meeting of the textile mill workers, one man said, “I am one of the unemployed, but if I was in India I would say the same thing that Mr. Gandhi is saying.” A delightful photograph taken outside the Greenfield Mill at Darwen shows Gandhi wrapped in white homespun from neck to knee, for it was cold, and squeezed in among cheering, applauding women, one of whom, to his embarrassment, is holding his hand.

He made friends even among those he hurt. “I found that my work lies outside the Conference,” he told a London audience. ‘This is the real Round Table Conference The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Mahadev Desai’s diaries show that the Mahatma often got to bed at 2 A.M., awoke at 3.45 A.M. for prayers, wrote letters and read papers, rested again from 5 to 6, and had no respite from then till the next morning at 1 or 2 A.M, Small wonder that he occasionally slept at sessions of the Conference.

He did not give it his best. The Round Table Conference was bound to fail. Lord Reading, a member of the British delegation, formulated the British purpose in one sentence: “I believe that the true policy between Britain and India is that we should in this country strive all we can to give effect to the views of India while preserving at the same time our own position, which we must not and cannot abandon. An irresistible force, India’s yearning to be free, met an immovable object, Britain’s wish to stay in India. That made agreement impossible.

The British government had assigned two Scotland Yard detectives to guard Gandhi in England. They were special policemen, giants in size, who usually protected royalty. They grew to like ‘the little man’. Unlike most dignitaries, Gandhi did not keep them at arm’s length or ignore them. He discussed public affairs with them and visited their homes. Before leaving England he requested that they be allowed to accompany him to Brindisi, Italy, whence he would sail for India. Their chief asked the reason why. “Because they are part of my family,” Gandhi replied. From India, he sent each a watch engraved with “With love from Mr. Gandhi.”

Questions :
(i) “He even walked into the lion’s den in Lancashire.” Explain the significance of the ‘lion’s den’ here.
(ii) “………………….to his embarrassment, is holding his hand.” What do the words ‘his hand’ refer to?
(iii) Describe Gandhiji’s daily routine.
(iv) Explain the expression ‘an irresistible force’.
(v) What qualities of Gandhiji are highlighted in the extract?

Answers :
(i) The ‘lion’s den’ literally refers to a cave where the lion lives. Here it signifies a dangerous place. Lancashire with its cloth mills, became a dangerous place for Gandhi because his agitation for khadi and the boycott of foreign cloth India paralyzed the mills there. But still, he was fearless in his campaign.
(ii) The words ‘his hand’ refer to Gandhiji’s hand.
(iii) Gandhi’s day started at 3.45 a.m. when he went for prayer. There he started writing letters and reading papers. He was taking rest for an hour from 5 to 6. From then he had no rest. He worked incessantly till the next morning at 1 to 2 a.m. He retired to bed at 2 a.m.
(iv) The expression ‘an irresistible force’ throws light on India’s eagerness to be free from the shackles of British imperialism that could not be held in check.
(v) The extract highlights Gandhiji’s charm, openness, humanity, simplicity, fearlessness, and above all, his love for all.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

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

Unit – I
The text
Gandhi sailed ………………. good laugh.

Question 1.
Gandhi sailed from Bombay on the:
(a) S. S. Rajputana at noon on August 29, 1931
(b) Mayflower at the morning on August 15, 1947
(c) Vikrant at night on August 9, 1913
(d) Victoria at the evening on August 2, 1934
Answer:
(a) S. S. Rajputana at noon on August 29, 1931

Question 2.
Gandhi was accompanied by his youngest son :
(a) Raidas
(b) Bikash
(c) Devadas
(d) none of the above
Answer:
(c) Devadas

Question 3.
Gandhi’s chief secretary. Mahadev Desai was also known as:
(a) ‘out-loss welled loss well
(b) ‘out-Boswelled Boswell’
(c) ‘out-TossweIIed Tosswell’
(d) ‘out-Mosswelled Mosswell’
Answer:
(b) ‘out-Boswelled Boswell’

Question 4.
Miss Slade Pyarcial Nayyar an aide of G. D. Bina, the textile millionaire. Pandit Malaviya and Mrs. Naidu were also accompanied with:
(a) Gandhi
(b) Nehru
(c) Sardar Vallabhbhai Patel
(d) Bhagat Singh
Answer:
(a) Gandhi

Question 5.
Gandhi was proceeding as a sole delegate of Congress to the :
(a) First Round Table Conference in the USA
(b) Third Round Table Conference in Germany
(c) Second Round Table Conference in London
(d) none of the above
Answer:
(c) Second Round Table Conference in London

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 6.
S. S. Rajputana was a:
(a) steamship
(b) boat
(c) train
(d) none of the above
Answer:
(a) steamship

Question 7.
No other delegates were necessary since he spoke for the organization and for a considerable :
(a) a segment of a slum area
(b) part of the urban area
(c) section of local India
(d) a segment of vocal India
Answer:
(d) a segment of vocal India

Question 8.
In London, Gandhi stayed most of the time, at :
(a) Princely Sunglow, a West Settlement House from 12th Jan. — 5th Apr.
(b) Wingsley Hall, a North Settlement House from 12th Apr. — 7th July
(c) Lessley Apartment an South Settlement House from 9th Aug. — 15th Sept.
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.
Answer:
(d) Kingsley Hall, an East Settlement House from 12th Sept. — 5th Dec.

Question 9.
Gandhi stayed there as a guest of Muriel Lester, who had visited him in :
(a) 1950
(b) 1926
(c) 1920
(d)1914
Answer:
(b) 1926

Question 10.
Gandhi, in the mornings; took walks through the nearby :
(a) urban areas
(b) local areas
(c) slum areas
(d) all of the above
Answer:
(c) slum areas

Question 11.
“Men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes.” Here ‘he’ refers to:
(a) Devadas
(b) Gandhi
(c) Nehru
(d) none of these
Answer:
(b) Gandhi

Question 12.
Children called Gandhi
(a) Bapu
(b) Mohandas
(c) Gandhi’s Uncle
(d) Uncle Gandhi
Answer:
(d) Uncle Gandhi

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 13.
In this context, the word ‘sidled means :
(a) walked in a shy or nervous way
(b) walked in a smart or prompt way
(C) walked in a scary way
(d) none of the above
Answer:
(a) walked in a shy or nervous way

Question 14.
“Hey, Gandhi. where’re your trousers ?“ In this expression, who told to whom?
(a) one mischievous boy to Gandhi
(b) one mischief-loving youngster to Gandhi
(c) a little girl to Gandhi
(d) none of these
Answer:
(b) one mischief-loving youngster to Gandhi

Question 15.
Hearing this Mahatma Gandhi had a:
(a) good smile
(b) good expression
(c) good laugh
(d) all of the above
Answer:
(c) good laugh

Question 16.
The Second Round Table Conference in London was an important landmark in the history of:
(a) American Freedom Movement
(b) France Freedom Movement
(c) African Freedom Movement
(d) Indian Freedom Movement
Answer:
(d) Indian Freedom Movement

Question 17.
The Second Round Table Conference was held in London from
(a) 17th Sept. 1931 — 10th Dec, 1932
(b) 27th Sept. 1913— 10th Nov, 1913
(c) 7th Oct. 1942 — 1st Dec, 1943
(d) 7th Sept. 1931 — 1st Dec, 1931
Answer:
(d) 7th Sept. 1931 — 1st Dec, 1931

Question 18.
“In London In Minus Fours” forms a chapter in :
(a) The Life of Sarojini Naidu (1905)
(b) The Life of Shakespeare (1942)
(c) The Life of Mahatma Gandhi (1950)
(d) The Life of Jawaharlal Nehru (1951)
Answer:
(c) The Life of Mahatma Gandhi (1950)

Question 19.
In this essay, the author portrays the character of:
(a) Devadas
(b) Gandhiji
(c) Nehru
(d) all of the above
Answer:
(b) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 20.
Who do you think? The author of n London In Munus Fours”?
(a) Louis Fischer (1896—1970)
(b) Nathaniel Hawthorne (1804—1864)
(c) Yevgeny Aleksandrovich Yeviushenko (1933— )
(d) Khushwant Singh (1915— )
Answer:
(a) Louis Fischer (1896—1970)

Question 21.
Louis Fischer was outstanding :
(a) English writer, novelist, and essayist
(b) American writer, columnist, and analyst of world affairs
(c) Russian poet, dramatist, and actor
(d) Radiation Oncologist, USA
Answer:
(b) American writer, columnist, and analyst of world affairs

Question 22.
Who among the below occupies a unique place among Gandhiji’s admirers in the West?
(a) Louis Fischer
(b) Rahindranath Tagore
(c) Khuswant Singh
(d) Jawaharlal Nehru
Answer:
(a) Louis Fischer

Question 23.
Louis Fischer had closely studied the life and teachings of
(a) Napoleon Bonaparte
(h) Hitler
(c) Mahatma Gandhi
(d) Sardar Vahlabhbhai Patel
Answer:
(c) Mahatma Gandhi

Question 24.
Vio,-d ‘aide in this chapter means :
(a) assistant
(b) Ofticer-in-Gerieral
(c) peon
(d) supporter
Answer:
(a) assistant

Question 25.
In this essay the author portrays the character of Gandhiji more as a humane human being than as a :
(a) socialist
(b) nationalist
(c) politician
(d) magician
Answer:
(c) politician

Unit — II
The text
He was a …………….. interdependence.

Question 26.
Gandhiji was :
(a) handsome in dress and rude in manners
(b) humble in dress and simple in manners
(c) expensive in dress and simple in manners
(d) none of the above
Answer:
(b) humble in dress and simple in manners

Question 27.
Gandhiji had a unique approach to his goal of complete freedom:
(a) America
(b) Africa
(c) India
(d) France
Answer:
(c) India

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 28.
He was a wonderful newspaper copy and journalists buried around him incessantly. What does the expression refer to? The center of attraction that
is why :
(a) Gandhiji was a wise person journalists moved around him
(b) Gandhiji was a handsome person journalist stayed with him
(c) Gandhiji was a charming political leader journalist moved around him
(d) none of the above
Answer:
(a) Gandhiji was a wise person journalists moved around him

Question 29.
What does the expression plus fours and minus fours’ refers o
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)
(b) Gorgeous clothing (minus fours); simple clothing (plus fours)
(c) without clothes (minus fours); clothes covering from top to toe (plus fours)
(d) none of the above
Answer:
(a) more clothing than the usual items of the Englishman’s dress (plus fours); without these conventional items but simple clothing of homespun loin cloth and a shawl (minus fours)

Question 30.
Gandhiji invited to tea in :
(a) Lenburg Palace
(b) Switzer Palace
(c) Mahima Palace
(d) Buckingham Palace
Answer:
(d) Buckingham Palace

Question 31.
Gandhiji was invited to Buckingham palace by:
(a) King George V and Queen Elizabeth
(b) King George V and Queen Mary
(c) King Washington V and Queen Victoria
(d) none of the above
Answer:
(b) King George V and Queen Mary

Question 32.
The time of meeting with King George V and Queen Mary. Gandhiji wore
(a) loincloth and a shawl
(b) sandals
(c) dangling dollar watch
(d) all of the above
Answer:
(d) all of the above

Question 33.
Where did Gandhi go to pay his respects to Colonel Maddock?
(a) to the country
(b) to Ireland
(c) to Scotland
(d) to Buckingham Palace
Answer:
(a) to the country

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 34.
What do you mean by the word appendectomy?
(a) surgical operation of the kidney
(b) surgical operation of the liver
(c) surgical removal of appendicitis
(d) none of the above
Answer:
(c) surgical removal of appendicitis

Question 35.
Who among the following refused to meet Gandhi?
(a) Bernard Shaw
(b) David Lloyd
(c) Winston Churchill
(d) Clement Atlee
Answer:
(c) Winston Churchill

Question 36.
“He had talks with Lord Erwin, wartime Prime Minister David Lloyd George. the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw and scores of others.”
Here, ‘he’ stands for:
(a) King George V
(b) Gandhiji
(c) Queen Mary
(d) none of the above
Answer:
(b) Gandhiji

Question 37.
Gandhiji addressed innumerable public meetings and spent two memorable weekends at :
(a) Utkal
(b) Delhi
(c) Ravenshaw
(d) Oxford
Answer:
(d) Oxford

Question 38.
What does Gandhi mean by ‘Independence of India’?
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.
(b) Gandhi wanted the Empcrorship to stay and he should hate to be an equal partner with France sharing his joys and happiness and an unequal partner with the
Dominions.
(c) both (a) and (b)
(d) none of these
Answer:
(a) Gandhi wanted the Emperorship to go and he should love to be an equal partner with Britain sharing his joys and sorrows and an equal panner with the Dominions.

Question 39.
With remarkable precision, the status free India assumed in the Commonwealth in
(a) 1947
(b)1998
(c) 1984
(d) 1948
Answer:
(d) 1948

Question 40.
“Isolated independence is not the goal” he asserted. It is the voluntary interdependence”. Here ‘he’ stands for:
(a) Nehru
(b) Napoleon Bonaparte
(c) Subash Chandra Bose
(d) Gandhiji
Answer:
(d) Gandhiji

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 41.
What do you mean by the term ‘viable’?
(a) see clearly
(b) feasible
(C) foresight
(d) unforgettable
Answer:
(b) feasible

Question 42.
But the law of nature in love, friendship, work, progress, and security is creative
(a) incesantly
(b) interdependence
(c) treasure
(d) agog
Answer:
(b) interdependence

Unit – III
The text
Everywhere …………….. Mr. Gandhi.

Question 43.
Everywhere Gandhi made friends by his:
(a) charm, frankness, humanity, and accessibility
(b) spell, narrow and nican thinking, inhumanity, inaccessibility
(c) kind, honest, violent, rude, behavior
(d) none of the above
Answer:
(a) charm, frankness, humanity, and accessibility

Question 44.
Name the place where Gandhi went where his agitation for khadi and against foreign cloth had caused painful unemployment. His going there was also known as entering the lion’s den.
(a) Srilanka
(b) London
(c) Lancashire
(d) Pakistan
Answer:
(c) Lancashire

Question 45.
“I am one of the unemployed, but if I was in India, I would say the same thing that Mr. Gandhi is saying.” Who do you think had expressed it?
(a) a woman
(b) a man
(c) both (a) and
(b) (d)a child
Answer:
(b) a man

Question 46.
A delightful photograph was taken outside the:
(a) Eden Garden Stadium at Kolkata
(b) Greenfield Mill at Darwen
(c) Red Fort at Delhi
(d) none of the above
Answer:
(b) Greenfield Mill at Darwen

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 47.
What do you mean by the term homespun?
(a) home-made cloth
(b) cloth for which the spinning is done at textile mills
(c) cloth for which the spinning is done at home
(d) none of these
Answer:
(c) cloth for which the spinning is done at home

Question 48.
The term applaud means:
(a) show appreciation by clapping of hands
(b) mental discomfort
(c) openness
(d) apologize
Answer:
(a) show appreciation by clapping of hands

Question 49.
‘I found that my work lies outside the Conference. The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings.” Who do you think has expressed this expression and to whom?
(a) Gandhi to an African audience in First Round Table Conference
(b) Gandhi to a London audience in the Second Round Table Conference
(C) Gandhi to an Indian audience in a meeting
(d) none of the above
Answer:
(b) Gandhi to a London audience in the Second Round Table Conference

Question 50.
Identify the meaning of ‘brutalization’.
(a) the condition of being treated in a cruel and savage manner
(b) the condition of being well-treated and in a good manner
(c) both (a) and (b)
(d) only (b)
Answer:
(a) the condition of being treated in a cruel and savage manner

Question 51.
Mahatma often got to bed at :
(a) 2 AM; awoke at 4:45 AM
(b) 2 AM; awoke at 2:45 AM
(C) 2 AM; awoke at 5:00 AM
(d) 2 AM; awoke at 3:45 AM
Answer:
(d) 2 AM; awoke at 3:45 AM

Question 52.
Gandhi slept only for a day.
(a) 16 hours and IS minutes
(b) 1 hour and 40 minutes
(c) 4 hours and 45 minutes
(d) 2 hours and 45 minutes
Answer:
(d) 2 hours and 45 minutes

Question 53.
Small wonder that Gandhi occasionally slept at :
(a) meetings
(b) examination hail
(c) sessions of the conference
(d) work
Answer:
(c) sessions of the conference

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

Question 54.
The British government had assigned _____ to guard Gandhi in England.
(a) two Scotland Yard detectives
(b) three Ireland Yard policeman
(c) two England army men
(d) 4 sepoys
Answer:
(a) two Scotland Yard detectives

Question 55.
Before leaving England Gandhi requested that they be allowed to accompany him to __________ hence tie would sail for India.
(a) Siberia, Russia
(b) Brindisi, Italy
(c) Venice, Austria
(d) none of the above
Answer:
(b) Brindisi, Italy

Question 56.
What do you mean by the term “at arm’s Length”?
(a) length of ami
(b) at a safe distance
(c) long distance
(d) none of the above
Answer:
(b) at a safe distance

Question 57.
Dignitaries mean:
(a) important personalities
(b) name and fame
(c) dignity
(d) density
Answer:
(a) important personalities

Question 58.
An irresistible force. India’s yearning to be fice met an immovable object. Britain’s wish to stay in India. In this expression, the term ‘yearning’ means:
(a) to earn
(b) saving
(c) glad
(d) eagerness
Answer:
(d) eagerness

Question 59.
Word ‘abandon’ means:
(a) give up
(b) recover
(C) give away
(d) give in
Answer:
(a) give up

Question 60.
Irresistible refers to :
(a) fixed or static
(b) restless
(c) incessantly
(d) hat cannot be resisted or stopped
Answer:
(d) hat cannot be resisted or stopped

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

The Author:
Louis Fischer is a many-splendoured genius. He is an eminent American writer, journalist, and commentator on international affairs. He is a greater admirer of Mahatma Gandhi and is the author of ‘The Life of Mahatma Gandhi’ he has closely studied the life and teachings of Mahatma Gandhi in this book. His book ‘This is Our World is dedicated to the Gandhians of all countries. Fischer writes with great personal affection for Gandhiji and a deep understanding of his life and ideals. He writes in a journalistic and racy style.

Introducing the Topic:
‘In London in Minus, Four’s is an extract from Fischer’s remarkable biography. ‘The Life of Mahatma Gandhi’. This extract deals with Gandhiji’s visit to London as India’s emissary to the Second Round Table Conference, in 1931. In this essay, Fischer highlights Gandhiji’s dress in London, and his free and humble manners. Besides, he brings Gandhiji’s strength of mind and firmness of pursuance to light.

Summary:
‘In London in Minus Fours’, an extract from Fischer’s biography ‘The Life of Mahatma Gandhi’, deals with Gandhiji’s visit to London as an emissary to the Second Round Table Conference, 1931. Accompanied by Devadas, Mahadev Desai, Miss Slade, Pyarelal Nayyar, Pandit Malaviya, and Mrs. Naidu, Gandhi set out for London on August 29, 1931. He was going to attend the Second Round Table Conference in London.

He was singularly enough for the occasion because his voice was the voice of the vast section of people who spoke in India’s interest. His stay at Kingsley Hall as a guest of Muriel Lester was memorable. In the course of his customary morning walks, he was going through the nearby slum areas. As a result, he came in contact with men and women. Soon a homely relationship flourished between them. He was an attraction to the journalists who were curious to know about his dress.

The whole of England was fixed on Gandhiji’s presence in Buckingham Palace with King George V and Queen Mary. Gandhiji’s simple dress confounded all. He was there with his usual loincloth, sandals, a shawl, and his dangling dollar watch. He was a light-hearted man, enjoying himself everywhere. Fischer writes about Gandhiji’s meeting with all ranges of people like Lord Irwin, wartime Prime Minister, David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, and Bernard Shaw, the great dramatist.

He also went to pay his tributes to Colonel Maddock. But Churchill refused to meet him. He had addressed many public meetings and his stay at Oxford was remarkable. He explained the concept of the independence of India with authority and without a shred of bitterness. The independence of India meant the end of the Emperorship in India. He loved to see India as an equal partner with Britain, which might be based on equal terms. His concept of India’s independence was unique.

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

He did not desire India’s freedom for the sake of freedom only, but he wanted it on the basis of mutual help. He desires love, friendship, work, and progress for all the world. Gandhiji had a rare personality. His charm, frankness, and boundless humanity disarmed his enemies. He was fearless. With a heart full of courage, he entered Lancashire where his agitation for khadi and against foreign cloth was in full cry. His campaign caused massive unemployment, but still, he was lustily cheered by the multitude of men and women: His real work began outside the Round Table Conference.

It was amidst the masses where he had sown the seeds which would bring about change in the rigid British spirit in the future. His days in London were marked by hectic engagements from 3.45 a.m. to 2 p.m. The Round Table Conference was doomed to failure. The British stand and India’s yearning for freedom were poles apart. Britain blew hot and cold in the same breath. The country was determined to stay back in India.

But India’s eagerness to get rid of the British dominion was equally at its deepest. Gandhiji was a towering personality. The British Government provided two Scotland-yard detectives to guide Gandhi. Lover of humanity as he was, he loved them and never kept them at a distance like other dignitaries. From India, Gandhiji sent each a watch as a token of his deep love.

ସାରାଂଶ:
୧୯୩୧ ମସିହା ଅଗଷ୍ଟ ୨୯ ତାରିଖରେ ମହାତ୍ମାଗାନ୍ଧୀ ଲଣ୍ଡନ ଯାତ୍ରା କରିଥିଲେ । ତାଙ୍କ ସହିତ ତାଙ୍କ ସାନପୁଅ ଦେବଦାସ, ତାଙ୍କର ମୁଖ୍ୟ ସେକ୍ରେଟାରୀ ମହାଦେବ ଦେଶାଇ, ମିସ୍ ବ୍ଲେଡ୍, ପ୍ୟାରେଲାଲ୍ ନାୟାର, ଜି.ଡି. ବିରଳା, ପଣ୍ଡିତ ମାଲବ୍ୟ ଏବଂ ସରୋଜିନୀ ନାଇଡୁ ଯାଇଥିଲେ । ଲଣ୍ଡନରେ ଅନୁଷ୍ଠିତ ହେଉଥ‌ିବା ଦ୍ଵିତୀୟ ଗୋଲ୍-ଟେବୁଲ ବୈଠକକୁ କଂଗ୍ରେସର ପ୍ରତିନିଧ‌ିରୂପେ ଗାନ୍ଧୀ ଯାଇଥିଲେ ।
ଲଣ୍ଡନରେ ସେ ୧୨ ସେପ୍ଟେମ୍ବରରୁ ୫ ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ‘କିଙ୍ଗସ୍‌ ହଲ୍’ରେ ମ୍ୟୁରିଏଲ ଲେସ୍‌ଟାର୍‌ଙ୍କ ଅତିଥିରୂପେ ରହିଥିଲେ । ୧୯୨୬ ମସିହାରେ ଭାରତରେ ତାଙ୍କ ସହିତ ସମ୍ପର୍କ ସ୍ଥାପିତ ହୋଇଥିଲା। ଗାନ୍ଧିଜୀ ତାଙ୍କ ପ୍ରାତଃ ଭ୍ରମଣ କାଳରେ ନିକଟସ୍ଥ ସହରତଳି ଅଞ୍ଚଳର ବସ୍ତିଜାଗାକୁ ଯାଉଥିଲେ । ଫଳରେ ସାଧାରଣ ନରନାରୀଙ୍କ ସମ୍ପର୍କରେ ସେ ଆସିପାରିଥିଲେ ।

ସାମ୍ବାଦିକମାନଙ୍କ ନିମନ୍ତେ ସେ ଏକ ଆକର୍ଷଣ ଥିଲେ । ସେମାନେ ତାଙ୍କ ପୋଷାକ ବିଷୟରେ ଜାଣିବାକୁ ବିଶେଷ ଆଗ୍ରହୀ ଥିଲେ । ସେ ଯେତେବେଳେ ବକିଙ୍ଗହାମ୍ ରାଜପ୍ରାସାଦକୁ ରାଜା ଓ ରାଣୀଙ୍କ ସହିତ ଚା’ ପାନ ପାଇଁ ନିମନ୍ତ୍ରିତ ହେଲେ ସେତେବେଳେ ସେ କ’ଣ ପରିଧାନ କରି ଯିବେ ତାହା ଜାଣିବାପାଇଁ ସମଗ୍ର ଲଣ୍ଡନ ଅଧୀର ହୋଇଉଠିଥିଲା । ସେ କିନ୍ତୁ ତାଙ୍କର ସେହି ସାଧାରଣ ପୋଷାକ ଅର୍ଥାତ୍ ଧୋତି, ଶାଲ ଓ ପାଦରେ ଚପଲ ମାଡ଼ି ଯାଇଥିଲେ । ଘଣ୍ଟାଟିଏ ମଧ୍ଯ ସବୁଦିନ ପରି ତାଙ୍କ ଅଣ୍ଟାରେ ଝୁଲୁଥିଲା । ସେ ସବୁଠାରେ ନିଜର ଉପସ୍ଥିତିରେ ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ । ସେ ଲର୍ଡ ଇର୍‌ଉଇନ୍, ଡେଭିଡ୍ ଲଏଡ୍ ଜର୍ଜ, ସ୍କ, ବର୍ଣାଡ଼ ଶ’ ଏବଂ ଆହୁରି ଅନେକ ବ୍ୟକ୍ତିଙ୍କୁ ସାକ୍ଷାତ୍‌ କରିଥିଲେ । କିନ୍ତୁ ଚଢିଲ୍ ତାଙ୍କୁ ସାକ୍ଷାତ୍ କରିବାକୁ ମନା କରିଦେଇଥିଲେ ।

ସେ ଅନେକ ସାଧାରଣ ସଭାରେ ଭାଷଣ ଦେଇଥିଲେ ଏବଂ ଅକ୍‌ସ୍ପୋର୍ଡରେ ତାଙ୍କର ରହଣିକାଳ ବେଶ୍ ସ୍ମରଣଯୋଗ୍ୟ ଥିଲା । ନିଜ ଭାଷଣରେ ଏବଂ ବିଶିଷ୍ଟ ବ୍ୟକ୍ତିଙ୍କ ସହିତ କଥାବାର୍ତ୍ତାରେ ଭାରତର ସ୍ଵାଧୀନତା ସମ୍ପର୍କରେ ତାଙ୍କର ମନୋଭାବ ଏବଂ ଦୃଷ୍ଟିକୋଣ ବିଷୟରେ ସେ ବୁଝାଇବାକୁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଭାରତର ସ୍ଵାଧୀନତାର ଅର୍ଥ ଇଂରେଜମାନଙ୍କର ସମ୍ରାଟତ୍ଵର ପରିସମାପ୍ତି ବୋଲି କହିଥିଲେ । ବ୍ରିଟେନ୍ ସହିତ ସମଅଂଶୀଦାର ରୂପେ ସେ ଭାରତକୁ ଦେଖିବାକୁ ଚାହିଁଥିଲେ । ସମତା ଭିତ୍ତିରେ ଏହି ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ହେବା ଉଚିତ ବୋଲି ସେ କହିଥିଲେ । କେବଳ ସ୍ଵାଧୀନତା ପାଇଁ ସ୍ଵାଧୀନତା ତାଙ୍କର ଲକ୍ଷ୍ୟ ନ ଥିଲା। ପାରସ୍ପରିକ ସହଯୋଗ ଓ ସମ୍ମାନବୋଧ, ପ୍ରେମ ଏବଂ ବନ୍ଧୁତ୍ଵର ଭିରି ଉପରେ ତାଙ୍କର ସ୍ଵାଧୀନତା ସମ୍ପର୍କିତ ଭାବଚେତନା ପ୍ରତିଷ୍ଠିତ ଥିଲା । ଭାରତ ଉପରେ ଇଂରେଜମାନଙ୍କର ରାଜତ୍ଵ କରିବାର ମନୋଭାବର ପୂର୍ଣଚ୍ଛେଦ ସେ ଚାହିଁଥିଲେ ।

CHSE Odisha Class 11 English Solutions Chapter 4 In London In Minus Fours

ଗାନ୍ଧିଜୀ ଏକ ବିଚକ୍ଷଣ ବ୍ୟକ୍ତିତ୍ଵ ଥିଲେ । ତାଙ୍କର ସରଳ ଓ ନିଷ୍କପଟ ହୃଦୟ ମାନବଜାତିକୁ ଭଲ ପାଇବାରେ ଆଗ୍ରହ ତାଙ୍କର ଶତ୍ରୁମାନଙ୍କୁ ସ୍ତବ୍‌ଧ କରିଦେଇଥିଲା । ସେ ନିଭୀକ ଓ ସାହସୀ ଥିଲେ । ବିଦେଶୀ ବସ୍ତ୍ର ବର୍ଜନ ଏବଂ ଖଦି ଆନ୍ଦୋଳନ ପାଇଁ ତାଙ୍କ ଆହ୍ୱାନ ଯୋଗୁଁ ଲାଙ୍କାସାୟାରରେ ତାଙ୍କ ବିରୁଦ୍ଧରେ ଉତ୍ତେଜନା ଥିଲା । ତଥାପି ଲାଙ୍କାସାୟାରରେ ଅଗଣିତ ନରନାରୀ ତାଙ୍କୁ ବିପୁଳ ଆନନ୍ଦରେ ସ୍ଵାଗତ କରିଥିଲେ । ଗୋଲ୍‌ଟେବୁଲ ବୈଠକ ବାହାରେ ତାଙ୍କର ପ୍ରକୃତ କାର୍ଯ୍ୟ ଆରମ୍ଭ ହୋଇଥିଲା । ବ୍ରିଟିଶ୍ ଭାବଧାରାରେ ପରିବର୍ତ୍ତନ ଆଣିବାପାଇଁ ସେ ଜନସାଧାରଣଙ୍କ ଭିତରେ ହିଁ ନୂତନ ଚିନ୍ତାଧାରା ସଞ୍ଚାର କରିବାପାଇଁ ଚେଷ୍ଟା କରିଥିଲେ । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ, ସେ ଯେଉଁ ବୀଜ ବପନ କରିଛନ୍ତି ତାହାର ପରିଣତିସ୍ୱରୂପ ବ୍ରିଟିଶ୍ ଜାତିର ମନରେ ପରିବର୍ତ୍ତନ ଆସିବ ଏବଂ ସେମାନେ ମଣିଷଜାତିକୁ ପଶୁପରି ବ୍ୟବହାର କରିବେ ନାହିଁ । ମହାଦେବ ଦେଶାଇଙ୍କ ଡାଏରୀରୁ ଜଣାପଡ଼ିଥିଲା ଯେ ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀ ରାତି ୨ଟାରେ ଶୋଇବାକୁ ଯାଉଥିଲେ ଏବଂ ୩ଟା ୪୫ ମିନିଟ୍‌ରେ ଶଯ୍ୟାତ୍ୟାଗ କରୁଥିଲେ ।

ତା’ପରେ ଚିଠିଲେଖା, ସମ୍ବାଦପତ୍ର ପାଠ, ପ୍ରାର୍ଥନା ଏବଂ ପୁଣି ୫ଟାରୁ ୬ଟା ପର୍ଯ୍ୟନ୍ତ ବିଶ୍ରାମ । ତା’ପରେ ପୁଣି କାର୍ଯ୍ୟବ୍ୟସ୍ତତା ଭିତରେ ୨ଟା ପର୍ଯ୍ୟନ୍ତ ସେ କର୍ମଚଞ୍ଚଳ ରହୁଥିଲେ । ଗୋଲଟେବୁଲ ବୈଠକ ବ୍ୟର୍ଥ ହୋଇଥିଲା । ଇଂରେଜମାନଙ୍କର ଚିନ୍ତାଧାରା ସହିତ ଭାରତର ମନୋଭାବ ଦୁଇଟି ସମାନ୍ତରାଳ ସରଳରେଖା ପରି ପ୍ରତୀତ ହେଲା । ଇଂରେଜମାନେ ଭାରତରେ ପ୍ରଭୁତ୍ଵ ଚାହିଁଥିଲେ; କିନ୍ତୁ ଭାରତ ଚାହିଁଥିଲା ଏହି ପ୍ରଭୁତ୍ଵ ମନୋଭାବର ପରିସମାପ୍ତି । ଲଣ୍ଡନରେ ଗାନ୍ଧିଜୀଙ୍କ ନିରାପତ୍ତା ପାଇଁ ବ୍ରିଟିଶ୍ ସରକାର ଦୁଇଜଣ ଗୋଇନ୍ଦାଙ୍କୁ ନିଯୁକ୍ତ କରିଥିଲେ । ଗାନ୍ଧିଜୀ ସେମାନଙ୍କଠାରୁ ଦୂରରେ ରହୁ ନ ଥିଲେ କିମ୍ବା ସେମାନଙ୍କୁ ଉପେକ୍ଷା କରି ନଥିଲେ । ସେ ସେମାନଙ୍କ ସହିତ ବିଭିନ୍ନ ସମସ୍ୟା ସମ୍ପର୍କରେ ଆଲୋଚନା କରୁଥିଲେ ଏବଂ ଏପରିକି ସେମାନଙ୍କର ଘରକୁ ମଧ୍ୟ ଯାଇଥିଲେ । ଭାରତକୁ ଫେରି ସେ ସେମାନଙ୍କ ପାଇଁ ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧାର ପ୍ରତୀକରୂପେ ଗୋଟିଏ ଲେଖାଏଁ ଘଣ୍ଟା ଉପହାର ପଠାଇଥିଲେ ।

BSE Odisha 11th Class English:

The Legend behind a Legend Question Answer Class 11 Invitation English Chapter 2 CHSE Odisha

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

Class 11th Invitation EnglishChapter 2 The Legend behind a Legend Question Answers CHSE Odisha

The Legend behind a Legend Class 11 Questions and Answers

UNIT – I
Gist with Glossary

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

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

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

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

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

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

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

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

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

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

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

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

UNIT-II
Gist with Glossary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – III
Gist with Glossary

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – IV

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

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

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

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

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

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

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

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

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

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

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

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

UNIT – V
Gist with Glossary

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

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

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

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

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

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

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

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

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

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

Post-Reading Activities:

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

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

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

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

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

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

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

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

III. Doing with words Collocation
(a) Collocation in expressions means which words go with which other words. Collocations are fixed expressions. For example sweet dreams, daydreams, bad dreams, pipe dreams, hard-earned money, public money, extra money, and tax-payers money.
chapter 2
Answer:
Chapter 2.1
(b) Find out five collocations from the test. (Example: to take a fancy).
Answer:
brooked no nonsense
suffered no fools
terror-struck
no-nonsense
hypo-glycaemia

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

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

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

I. Short Answer Type Questions with Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BSE Odisha 11th Class English:

Standing Up for Yourself Question Answer Class 11 Invitation English Chapter 1 CHSE Odisha

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 1 Standing Up for Yourself Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 1 Standing Up for Yourself Question Answers CHSE Odisha

Standing Up for Yourself Class 11 Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
The author was alone and living in Moscow. His parents were separated. His father seldom sent letters to him. His mother was a geologist, but later she gave it up to become a singer. She was entertaining the troops. These circumstances drove the author to live in the street. The street was his world which taught him how to overcome his fear of the stronger.

Glossary:
divorced : (husband and wife) separated by a court of law
front: war front, a place where two armies are engaged in a battle (ଯୁଦ୍ଧକ୍ଷେତ୍ର)
geologist: a person who studies rocks and crust of the earth to know its history (ଭୂତତ୍ତ୍ବବିତ୍)
concert: musical entertainment
elegantly: neatly, showing a good sense of style (ସୁନ୍ଦର ଭାବରେ)
overcome : conquer (ଜୟ କରିବା)

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Think it out:
Question 1.
Is the narrator a child or an adult narrating his childhood experiences?
Answer:
The narrator is an adult narrating his childhood experiences.

Question 2.
Does the narrator have happy experiences in his childhood? Why/Why not?
Answer:
The narrator has both happy and unhappy experiences in his childhood. His parents were divorced. His mother left him. These circumstances made him lonely. The street became his teacher. He cultivated all bad habits. Another good habit he developed was the spirit of fearlessness which he has kept intact till today.

Question 3.
What was his relationship with his father?
Answer:
The narrator’s father lived somewhere in Kazakhstan with his new wife and hardly he got letters from his father. In short, there was no genuine relationship between father and son.

Question 4.
How did his mother spend his time?
Answer:
His mother spent her time in singing and giving entertainment to the troops.

Question 5.
What does ‘my education was left to the street’ mean here?
Answer:
After the divorce, his father lived with his new wife and his mother spent time in singing and giving entertainment to the troops. As a result, he became lonely and the street became his master. It taught him both good and bad habits.

Question 6.
What were two habits that remained with him all his life?
Answer:
The two habits that remained with him all his life were his preparedness to face the battle of life at any moment and his spirit of fearlessness.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 7.
What in your opinion was the best lesson that the street taught to the writer?
Answer:
In my opinion, the best lesson that the street taught to the writer was the habit of fearlessness. It taught him not to fear anyone.

UNIT – II
Gist with Glossary:

Gist:
A boy named Red was the monarch of the street. He possessed a peculiar appearance. He with two or three of his lieutenants was a terror in the street. The whole street was in the throes of fear at the sight of Red.

Glossary:
masterfully : carelessly (ବେଖାତର ଭାବରେ )
gait : manner of walking (ଚାଲିବା ଢଙ୍ଗ)
peak: a lock of hair growing just above the forehead (ମୁଣ୍ଡ ଉପରେ ଥ‌ିବା ଜଟ)
tumble : fall (ପଡ଼ିଯିବା)
cascade : waterfall (ଜଳପ୍ରପାତ)
pock-marked face: face with marks left after the smallpox
lieutenants : (here) supporters (ସମର୍ଥକ)
impressively : (here) without the slightest hesitation (ଦ୍ବିଧାହୀନଭାବେ )
tripped : followed by walking or running (ଜୋର୍ ରେ ପାଦ ପକାଇ ଚାଲିବା)
knuckle-duster: metal covering for the knuckles, for attack or defense

Think it out :
Question 1.
What made Red look older than he really was?
Answer:
His big and broad shoulders made Red look older than he really was.

Question 2.
How did he roam in the street?
Answer:
He roamed carelessly in the street with his legs wide. He walked like a seaman on the floor of a ship.

Question 3.
How did he dress himself?
Answer:
He dressed himself in a peculiar manner. He put on a cap. From under his cap, the writer noticed its peak at the back of his head.

Question 4.
Did he intentionally dress and walk in the manner described?
Answer:
A villain as he was, Red intentionally dressed and walked in the manner described.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 5.
Why did his lieutenants also wear their caps back to front?
Answer:
His lieutenants also wore their caps back to front, because they, like Red, wanted to evoke fear in everyone’s mind.

Question 6.
What pet animal comes to your mind when you read the expression ‘tripped at his heels’?
Answer:
When we read the expression ‘tripped at his heels’, the pet animal that comes to my mind is a dog.

Question 7.
What was his way of forcing money out of other boys?
Answer:
His way of forcing money out of other boys was to stop them and say simply but firmly the one-word ‘money’.

Question 8.
How did he rule the street?
Answer:
He ruled the street by stopping any boy and saying simply but firmly nothing but the one word ‘money’. His hangers-on emptied his pockets, and they beat him ruthlessly in case he resisted.

Question 9.
Was the narrator afraid of Red? Quote the sentence from the text in support of your answer.
Answer:
The narrator was certainly afraid of Red. The line ‘So was /’ is a case in point.

UNIT – III
Gist with Glossary:

Gist:
The author wrote a poem about him which by the next day became very popular. The people got the poem by heart and were filled with joy in expressing their hatred for Red. The author became a victim of Red. The ruffian gave him a violent strike with his knuckle duster. The author suffered fierce wounds. He lay unconscious and was bedridden for several days. After some days he went out with his bandaged head. As soon as he saw Red, he sprang to his feet. The author’s reaction was one of disgrace. He made up his mind to face Red without any fear.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Glossary:
exulted : showed great joy and pride (ଗର୍ବ ଓ ଆନନ୍ଦ ପ୍ରଦର୍ଶନ କଲେ)
triumphant: showing great joy or satisfaction (ଅତ୍ୟଧ୍ଵ ଆନନ୍ଦ ଓ ସନ୍ତୋଷ ପ୍ରଦର୍ଶନ)
hatred : dislike exhibited with joy (ଘୃଣା)
bore : make a bore, (here) looked pointedly (ତୀକ୍ଷ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁଲେ )
drawled : spoke slowly so that the sounds of the vowels are longer than as usual (ଧୀର କଣ୍ଠରେ ସ୍ଵର ଲୟେଇ କହିବା)
crookedly : dishonestly, shrewdly (ଚତୁରତାପୂର୍ଣ୍ଣ ଢଙ୍ଗରେ)
remuneration: reward; (here the word has been used satirically) (ପାଉଣା )
pounding : beating heavily and repeatedly (ନିର୍ଘାତ ମାଡ଼ଦେବା)
impotent : helpless or powerless (ଶକ୍ତିହୀନ)
vanquishe : defeat completely (ସମ୍ପୂର୍ଣ୍ଣ ପରାସ୍ତ କରିବା)

Think it out :
Question 1.
What was the first thing the narrator did to overcome his fear of Red?
Answer:
The first thing that the narrator did to overcome his fear of Red was to write a poem about him.

Question 2.
How did the people in the street respond to the poem?
Answer:
The people in the street learnt the poem by heart. They were filled with great joy and excitement. Their hatred for Red ruled the most.

Question 3.
Explain the expression ‘triumphant hatred’.
Answer:
The narrator’s poem about Red filled the people in the street with great joy and excitement. They gave up their fear of Red and expressed their hatred for him with great satisfaction.

Question 4.
How did Red sneer at the narrator?
Answer:
Red addressed the narrator as a poet slowly with a mischievous smile on his face. He commented sarcastically that at last he wrote verses and asked if they rhymed.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 5.
What was the result of his first encounter with Red?
Answer:
Red struck the narrator’s head with a metal covering for the knuckles. As a result, he fell down with blood gushing out of his head and lost consciousness. He was confined to bed for several days. This was the result of his first encounter with Red.

Question 6.
‘This was my first remuneration as a poet’ – was the narrator happy with his reward as a poet?
Answer:
The narrator was not happy at all with his reward as a poet.

Question 7.
What was a more difficult situation for the narrator: to be injured by Red or to overcome his fear of Red when he saw Red after his injury?
Answer:
A more difficult situation for the narrator was overcoming his fear when he saw Red after his injury.

Question 8.
What was the result of his second encounter with Red?
Answer:
The result of his second encounter with Read was his determination to defeat the fear of Red despite suffering shame and experiencing futile anger at his cowardice.

UNIT – IV
Gist and Glossary:

Gist:
The author made up his mind to face Red without any fear. He trained himself with parallel bars and weights. He bought one textbook on ju-jitsu. After practicing the Japanese form of self-defense at home, he went out again. He encountered Red and his associates when they were absorbed in playing vingt-et-un. He went to them, kicked, and scattered the cards with utter contempt. The author’s rudeness made Red violently furious. Fierce fighting broke out.

Red was bewildered at his amazing fearlessness. He was disgracefully defeated. He was sobbing and wiping out his tears with his dirty hands. Red no longer became the monarch of the street. He learnt a great lesson from his encounter with Red. There is no need to be afraid of the strong. The strong can be challenged fearlessly, but one should be trained in the Japanese art of self-defense to overcome them. Besides, to be a poet, one should write not only poetry but abide by its essence.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Glossary:
parallel bars : pair of parallel bars on posts for physical exercise (ଶାରୀରିକ ବ୍ୟାୟମ ନିମନ୍ତେ ବ୍ୟବହୃତ ଏକଯୋଡ଼ ସମାନ୍ତର ଦଣ୍ଡ )
session : single meeting
miraculous : most remarkable ( ଉଲ୍ଲେଖନୀୟ )
ju-jitsu : Japanese art of self- defence (ଆତ୍ମରକ୍ଷା ନିମନ୍ତେ ଏକ ଜାପାନୀ କୌଶଳ)
vingt-et-un : a kind of card game (ଏକପ୍ରକାର ତାଳ)
impudence : utter disrespect
menacingly : in a threatening manner (ଧମକ ଦେବା ଭଙ୍ଗୀରେ)
divied into pocket : rushing quickly into pocket (ହଠାତ୍ ପକେଟ୍‌ରେ ପୂରାଇଲେ)
jabbing : aiming a sudden blow (ଲକ୍ଷ୍ୟକରି ଦୃତ ଆଘାତ ଦେବା)
bewildered : puzzled, confused
grubby : dirty (ମଇଳା)
stand up for: back up (ସହାୟତା ଦେବା)

Think it out :
Question 1.
How did the narrator train himself to grow stronger?
Answer:
To grow stronger, the narrator trained himself with a pair of parallel bars meant for gymnastic exercises. Besides, he resorted to weights.

Question 2.
How did he get a textbook on ju-jitsu?
Answer:
He got a textbook on ju-jitsu in exchange of a week’s ration card.

Question 3.
How long did he train himself before the final encounter with Red?
Answer:
He trained himself for three weeks before the final encounter with Red.

Question 4.
Where did the final encounter take place? What was Red doing then?
Answer:
The final encounter took place on the lawn in their yard, when Red was lost in playing a card game called vingt-et-un with his hangers-on.

Question 5.
How did the narrator attack Red?
Answer:
The narrator kicked and scattered cards played by Red and his lieutenants.

Question 6.
How did Red react to the narrator’s attack?
Answer:
Red reacted to the narrator’s attack in a state of surprise and asked him mockingly if he was looking for more.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 7.
How did the narrator tackle Red?
Answer:
The narrator tackled Red by making a fast sudden blow to him. Confused, he came towards the former furiously. The narrator cut him to size by catching his wrist and squeezing slowly.

Question 8.
How did Red suffer at the hands of the narrator?
Answer:
Crying loudly in pain, Red rolled on the ground. His fingers suffered injuries. The narrator made him sob and rub the tears over his small-pox-marked face with his dirty fist.

Question 9.
What lesson did the narrator learn during his encounter with a bully like Red?
Answer:
During his encounter with a bully like Red, the narrator learns that one needn’t be afraid of the strong. Besides, it is imperative for all to know the technique of vanquishing them.

Question 10.
What career did the narrator prepare himself for?
Answer:
The narrator prepared himself for becoming a poet. Besides writing poems, he should defend their themes at any cost.

Question 11.
Which of these do you think is true: courage means not having fear at all or courage means conquering fear? Justify your choice.
Answer:
I think courage means conquering fear. The narrator’s strong determination to defeat Red, the ruler of the street, bore a fruitful result and Red was defeated by him. This is a glittering example on point.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Post-Reading Activities:

Doing the Words
(A) In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words/expressions from the context. Guess at the meaning of words from the way it is used in the sentences/text below. This will help you read faster and easier.

Question (i).
Alexander was so good with horses that he could ride any horse masterfully.
(clue: Did Alexander behave as a ‘master’ ?)
Answer:
skilfully

Question (ii).
His courage used to bewilder many including his father. One example was when he tried to master Bucephalus, an unruly horse, everyone was bewildered at his behavior.
(clue: Bigger words come from smaller ones whose meaning you would know: be + wild + er. ‘wild’ is something that we don’t know.)
Answer:
confuse

Question (iii).
He never worked as a lieutenant in the Greek army but was always its leader.
(clue: Is a lieutenant senior or junior to the leader of an army ?)
Answer:
sub-ordinate

Question (iv).
Alexander wanted to conquer the whole world. He actually conquered most of it.
(clue: Is it to rule or defeat ?)
Answer:
rule

Question (v).
Although he died very young, his military achievement was impressive.
(clue: Bigger words come from smaller ones that you may know, impress + ive. Was Alexander’s achievement remarkable or ordinary ?)
Answer:
remarkable

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

(B) Some words are in italics in each of the following sentences, and three different meanings are given below the sentence. Identify the meaning that best fits the words in italics.

Question 1.
What matters in the struggle for life is overcoming fear?
(i) present situation
(ii) have an important effect
(iii) problems
Answer:
(ii) have an important effect

Question 2.
Most of the play is written in verse.
(i) prose
(ii) dialogues
(iii) poetry
Answer:
(iii) poetry

Question 3.
We have decided to complete the project at whatever cost.
(i) no matter what the risk or loss may be
(ii) without considering how much money is needed
(iii) in the least expensive way
Answer:
(i) no matter what the risk or loss may be

Question 4.
I know for certain that daffodils bloom in Spring.
(i) want to make sure
(ii) know without a doubt
(iii) declare with confidence
Answer:
(ii) know without a doubt

Question 5.
She has made up her mind to buy a car this month.
(i) hoped
(ii) decided
(iii) thought
Answer:
(ii) decided

Question6.
We must stand up for what is right even if we are standing alone.
(i) defend
(ii) represent
(iii) face boldly
Answer:
(i) defend

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

(C) Mark the use of ‘heel’ in “Two or three lieutenants, in peaked caps back to front like Red’s, tripped at his heels.” Look up the word ‘heel’ in the dictionary. Study the meanings of ‘heel’ in the following idiomatic expressions. Use each of them in a sentence of your own.
(a) take to one’s heels – To run away
(b) on the heels of – Following closely behind somebody
(c) cool one’s heels – Completely controlled by somebody
(d) kick up one’s heels – To be relaxed and enjoy yourself
(e) turn on one’s heels – To turn around suddenly
(f) head over heels – Loving somebody very much
(g) come to heel – To agree to obey somebody and accept his order
(h) show a clean pair of heels
Answer:
(a) take to one’s heels – The two suspicious-looking men standing outside the jeweler’s shop took to their heels when the police car drew up.
(b) on the heels of – TV camera team arrived on the heels of the police.
(c) cool one’s heels – The interviewer hadn’t arrived, so the Secretary kept the four of us cooling our heels in the corridor for hours.
(d) kick up one’s heels – They were forced to keep up their heels for nearly an hour.
(e) turn on one’s heels – She turned on her heel and went back to her room.
(f) head over heels – They met in 2000 and felt head over heels in love.
(g) come to heel – A few government rebels refused to come to heel and had to be expelled from the party.
(h) show a clean pair of heels – Butler showed them all a clean pair of heels as he raced for the finishing line.

CHSE Odisha Class 11 English Standing Up for Yourself Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extracts and answer the questions that follow.
In 41, I was living alone in an empty flat on a quiet Moscow street. My parents were divorced and my father was somewhere in Kazakhstan with his new wife and their two children. I seldom received letters from him. My mother was at the front. She had given up her work as a geologist to become a singer and was giving concerts for the troops. My education was left to the street. The street taught me to swear, smoke, spit elegantly through my teeth, and to keep my fists at the ready – a habit that I have to this day. The street taught me not to be afraid of anything or anyone – this is another habit I have kept. I realized that what mattered in the struggle for life was to overcome my fear of those who were stronger.

The ruler of our street was a boy of about sixteen who was nicknamed Red. Red was big and broad-shouldered beyond his years. Red walked masterfully up and down our street, legs wide and with a slightly rolling gait, like a seaman on his deck. From under his cap, its peak always at the back of his head, his forelock tumbled down in a fiery cascade, and, out of his round pock-marked face, green eyes, like a cat’s, sparkled with scorn for everything and everyone. Two or three lieutenants in peaked caps back to front like Red’s tripped at his heels. Red could stop any boy and say impressively the one-word ‘money’. His lieutenants would turn out the boy’s pockets, and if he resisted they beat him up hard. Everyone was afraid of Red. So was I. I knew he carried a heavy metal knuckle duster in his pocket.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Questions :
(i) Throw light on the writer’s father.
(ii) What bad habits did the narrator learn from the street?
(iii) Describe the physical appearance of Red.
(iv) How did his green eyes look like? What did they convey?
(v) What was the narrator aware of?

Answers :
(i) The writer’s parents were divorced. Then his father married again. He was living somewhere in Kazakhstan with his new wife and their two children.
(ii) The bad habits the narrator learnt from the street were smoking and spitting through his teeth in a nice manner.
(iii) Red had a round pock-marked face with green eyes.
(iv) Red’s green eyes looked like those of a cat. They conveyed his contempt for everything and everyone.
(v) The narrator was aware of the fact that Red carried a heavy metal covering for the knuckles in his pocket.

2. Read through the extract and answer the questions that follow.
I wanted to conquer my fear of Red. So I wrote a poem about him. This was my first piece of journalism in verse. By the next day, the whole street knew it by heart and exulted with triumphant hatred. One morning on my way to school, I suddenly came upon Red and his lieutenants. His eyes seemed to bore through me. “Ah, the poet,” he drawled, smiling crookedly. “So you write verses. Do they rhyme ?” Red’s hand darted into his pocket and came out armed with its knuckle duster; it flashed like lightning and struck my head. I fell down streaming with blood and lost consciousness. This was my first remuneration as a poet. I spent several days in bed. When I went out, with my head still bandaged, I again saw Red. I struggled with myself but lost and took to my heels. At home, I rolled on my bed, biting my pillow and pounding it in shame and impotent fury at my cowardice. I made up my mind to vanquish it at whatever cost.

Questions :
(i) When did the narrator suddenly meet Red?
(ii) Why did he faint?
(iii) ‘It flashed like lightning.’ What does ‘It’ refer to?
(iv) What happened to the narrator after Red had attacked him ruthlessly?
(v) Explain the expression ‘impotent fury’.

Answers :
(i) One morning when the narrator was going to school, he suddenly met Red.
(ii) He fainted because Red struck him on the head with his knuckle duster.
(iii) ‘It’ refers to Red’s knuckle-duster.
(iv) The narrator lay unconscious and was confined to bed after Red had attacked him ruthlessly.
(v) The expression ‘impotent fury’ signifies the narrator’s futile anger at his cowardice. He was incapable of encountering cruel and mischievous Red.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

3. Read through the extract and answer the questions that follow.
I went into training with parallel bars and weights. After every session, I would feel my muscles they were getting bigger, but slowly. Then I remembered something I had read in a book about a miraculous Japanese method of wrestling which gave an advantage to the weak over the strong. I exchanged a week’s ration card for a textbook on ju-jitsu. For three weeks, I stayed at home, practicing with two other boys. Then I went out. Red was sitting on the lawn in our yard, playing vingt-et-un with his lieutenants. He was absorbed in the game.

Fear was still deep in me, urging me to go back. But I went up to the players and kicked and scattered the cards. Red looked up, surprised at my impudence after my recent flight. He got up slowly. “You looking for more ?” he asked menacingly. As before, his hand dived into his pocket for the knuckle duster. But I made a quick jabbing movement and Red, howling with pain, rolled on the ground. Bewildered, he got up and came at me swinging his head furiously from side to side like a maddened bull.

I caught his wrist and squeezed slowly, as I had read in the book until the knuckle-duster dropped from his limp fingers. Nursing his hand, Red fell down again. He was sobbing and smearing the tears over his pock-marked face with his grubby fist. That day Red ceased to be the monarch of our street. And from that day on, I knew for certain that one need not fear the strong. All one needs is to know the way to beat them. For every strong man, there is a special ju-jitsu. What I also learned on this occasion was that to be a poet, I had not only to write poems but know how to stand up for them.

Questions :
(i) What is the importance of a textbook on ju-jitsu?
(ii) In what state did the narrator attack Red?
(iii) Where did Red always keep the knuckle duster?
(iv) What quality in the narrator prevented Red from becoming the monarch of their street again?
(v) Suggest a suitable title to the extract.

Answers :
(i) The textbook on ju-jitsu deals with a miraculous Japanese technique of wrestling that gives benefits to the weak over the strong.
(ii) The narrator attacked Red in a state of great determination, though fear was still haunting him.
(iii) Red always kept the knuckle duster in his pocket.
(iv) The narrator’s firm determination to overcome the fear of the strong prevented Red from becoming the monarch of the street again.
(v) The value of fearlessness.

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

UNIT-I
WARM-UP
Have you ever…………..up in the streets.

Question 1.
The author belongs to which of the following country?
(a) England
(b) America
(c) Russia
(d) Germany
Answer:
(c) Russia

Question 2.
The author is:
(a) a poet
(b) a novelist
(c) a dramatist
(d) all of the above
Answer:
(d) all of the above

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 3.
In the Warm-up section there is a reference about a child, who is :
(a) given all comfort by parents
(b) deserted by parents
(e) looked after by a destitute center
(d) none of the above
Answer:
(b) deserted by parents

Question 4.
In the Warm-up para, the name of a movie is mentioned. The movie is:
(a) The Wizard Millionaire
(b) The Millionaire of London
(c) Slumdog Millionaire
(d) The Mumbai Crorepati
Answer:
(c) Slumdog Millionaire

Question 5.
Who is Danny Boyle?
(a) film producer
(b) film director
(c) film actor
(d) none of these
Answer:
(b) film director

Question 6.
Who is Loveleen Tandan ?
(a) a co-director of the film
(b) director of the film
(c) film producer
(d) film actor
Answer:
(a) a co-director of the film

Question 7.
The film in the Warm-up para is an adaptation of a novel. What is that?
(a) The Novel A and Q
(b) The Novel of the Young Generation
(c) The Fall of Paradise
(d) The Novel Q and A
Answer:
(d) The Novel Q and A

Question 8.
The adaptation of the novel is done by an Indian author and diplomat. Who is he?
(a) Vikash Swarup
(b) Akas Swarup
(c) Nancy Swarup
(d) Loveleen Tandan
Answer:
(a) Vikash Swaru

Question 9.
The story in the text is about :
(a) a French child
(b) an Indian child
(c) a Russian child
(d) a Chinese child
Answer:
(c) a Russian child

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 10.
The child in the story is :
(a) a young film actor
(b) the author himself
(c) an English writer
(d) a storyteller
Answer:
(b) the author himself

The Text:
In 41, I was living alone ……….. were stronger.

Question 11.
Where did the boy live?
(a) in a bungalow in Moscow
(b) in a slum in London
(c) in an empty flat in Moscow
(d) in a modest house in Paris
Answer:
(c) in an empty flat in Moscow

Question 12.
What had happened to his parents?
(a) They were divorced.
(b) They were living together.
(c) They were always quarreling.
(d) They were dead.
Answer:
(a) They were divorced.

Question 13.
Where did his father live with his new wife?
(a) in Mumbai
(b) in Baluchistan
(c) in Kazakhstan
(d) in Moscow
Answer:
(c) in Kazakhstan

Question 14.
He received letters from his father :
(a) often
(b) seldom
(c) every month
(d) none of these
Answer:
(b) seldom

Question 15.
What was his mother?
(a) an anthropologist
(b) a stenographer
(c) a historian
(d) a geologist
Answer:
(d) a geologist

Question 16.
Why did she (his mother) give up her work as a geologist?
(a) to become an actress
(b) to become a politician
(c) to become a singer
(d) to become a dancer
Answer:
(c) to become a singer

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 17.
What was she doing after leaving her work as a geologist?
(a) giving concerts for the troops as a singer
(b) giving training to the dancers
(c) giving guidance to the youth for social work
(d) working as a film director
Answer:
(a) giving concerts for the troops as a singer

Question 18.
What do you mean by the word ‘front’ here?
(a) the border of a state
(b) in front of a place or street
(c) place where two armies are fighting in a war
(d) all of these
Answer:
(c) place where two armies are fighting in a war

Question 19.
What do you mean by the word ‘concert’?
(a) cooperation
(b) confrontation
(c) musical entertainment
(d) mutual effort
Answer:
(c) musical entertainment

Question 20.
The word ‘troop’ refers to :
(a) dance party
(b) army
(c) group
(d) herd
Answer:
(b) army

Question 21.
The author’s parents were divorced when he was :
(a) a young man
(b) a boy
(c) a middle-aged man
(d) quite grown up
Answer:
(b) a boy

Question 22.
His fate pushed him to life :
(a) in the street
(b) in Luxury
(c) in danger
(d) none of these
Answer:
(a) in the street

Question 23.
To swear, smoke and spit were his :
(a) vice
(b) virtue
(c) good habits
(d) none of these
Answer:
(a) vice

Question 24.
What do you mean by the word “elegantly”?
(a) showing a bad sense of style
(b) showing a good sense of style
(c) attack somebody with style
(d) it is a style of dance
Answer:
(b) showing a good sense of style

Question 25.
Which habit he has kept to this day?
(a) smoking
(b) spit elegantly through his teeth
(c) keeping his fists at the ready
(d) all of these
Answer:
(c) keeping his fists at the ready

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 26.
Another habit he had kept was :
(a) fearful
(b) fearlessness
(c) cowardice
(d) none of these
Answer:
(b) fearlessness

Question 27.
What kind of fear the boy had to overcome?
(a) fear of those who were stronger
(b) fear of losing friendship
(c) fear of being robbed
(d) none of these
Answer:
(a) fear of those who were stronger

Question 28.
What was the experience of the narrator in his childhood?
(a) unhappy
(b) happy
(c) feeling of danger
(d) none of these
Answer:
(a) unhappy

Question 29.
What in your opinion was the best lesson that the street taught to the narrator?
(a) spit elegantly
(b) to keep his fists at the ready
(c) not to be afraid of anything or anyone
(d) none of these
Answer:
(c) not to be afraid of anything or anyone

Unit – II

Warm-up
The Text
Do you think a duster……….. in his pocket.

Question 30.
The narrator was scared of someone in his childhood. Who was he?
(a) a boy nicknamed Robbin
(b) a man who was a murderer
(c) a boy nicknamed Red
(d) a friend of his who was a terror
Answer:
(c) a boy nicknamed Red

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 31.
How old was Red?
(a) twenty years
(b) sixteen years
(c) eighteen years
(d) nineteen years
Answer:
(b) sixteen years

Question 32.
Who was called the ruler of our street?
(a) the child
(b) the author
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 33.
How was Red look like?
(a) big and broad-shouldered
(b) short and fatty
(c) tall and slim
(d) all of these
Answer:
(a) big and broad-shouldered

Question 34.
What do you mean by the word ‘masterfully’?
(a) to behave like a master
(b) to do the mastermind work
(c) not caring for others
(d) none of these
Answer:
(c) not caring for others

Question 35.
What do you mean by the word ‘gait’?
(a) manner of standing
(b) manner of sitting
(c) manner of talking
(d) manner of walking
Answer:
(d) manner of walking

Question 36.
‘Like a seaman on his deck’ refers to :
(a) the author
(b) a seaman of the past
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 37.
What do you mean by the word ‘peak’ here?
(a) the highest point
(b) lock of hair growing just above the forehead
(c) the top of a mountain
(d) all of these
Answer:
(b) lock of hair growing just above the forehead

Question 38.
What is the meaning of the word ‘cascade’?
(a) vast grassland
(b) waterfall
(c) a green belt
(d) the surface of the body of water
Answer:
(b) waterfall

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 39.
How was the face of Red looked like?
(a) red flat face
(b) round pock-marked face
(c) black round pock-marked face
(d) none of these
Answer:
(b) round pock-marked face

Question 40.
His green eyes were compared with like that of a :
(a) monkey
(b) tiger
(c) cat
(d) deer
Answer:
(c) cat

Question 41.
Which word from the following is the synonym of the word ‘scorn’?
(a) angry
(b) contempt
(c) remark
(d) conserve
Answer:
(b) contempt

Question 42.
Lieutenants here refers to :
(a) assistants of Red
(b) friends of Red
(c) supporters of Red
(d) none of these
Answer:
(c) supporters of Red

Question 43.
What was Red demanding from the boys stopping them on the road?
(a) to obey him
(b) money
(c) to steal for him
(d) to rob people on the way
Answer:
(b) money

Question 44.
What did his lieutenants do if somebody resisted?
(a) beat him up hard
(b) keep him confined in a place
(c) leave him to go silently
(d) none of these
Answer:
(a) beat him up hard

Question 45.
What did Red always carry in his pocket?
(a) a knife
(b) a rifle
(c) a knuckle-duster
(d) a blade
Answer:
(c) a knuckle-duster

Question 46.
Why did he carry a heavy metal duster?
(a) to attack
(b) for defense
(c) both for attack and defense
(d)none of these
Answer:
(c) both for attack and defense

Unit – III

Warm-up
The text
Does the narrator ……………….. whatever cost.

Question 47.
What did the narrator want to conquer?
(a) fear of God
(b) fear of ghost
(c) fear of himself
(d) fear of Red
Answer:
(d) fear of Red

Question 48.
What did he do to win over his fear of Red?
(a) wrote a poem about him
(b) prayed to God to give the strength
(c) decided to avoid him
(d) none of these
Answer:
(a) wrote a poem about him

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 49.
This poem of the narrator was in the form of :
(a) poem
(b) verse
(c) dialogue
(d) dilect
Answer:
(b) verse

Question 50.
Which was the first piece of journalism of the narrator in verse?
(a) the first poem of the author
(b) the first article of the author
(c) the first short story of the author
(d) none of these
Answer:
(a) the first poem of the author

Question 51.
What do you mean by the statement “the whole street knew it by heart”?
(a) It was distributed to people of the street.
(b) The poem was popular among the people of the street.
(c) The street people sang the poem standing together.
(d) all of these
Answer:
(b) The poem was popular among the people of the street.

Question 52.
What do you mean by the word ‘exulted’?
(a) showed displeasure and unhappiness
(b) showed physical and mental strength
(c) showed great joy and excitement
(d) showed bad temperament and falsehood
Answer:
(c) showed great joy and excitement

Question 53.
What do you mean by the word “triumphant”?
(a) the feeling of victory with satisfaction
(b) the feeling of victory with anger
(c) showing bad manners by winning something
(d) all of these
Answer:
(a) the feeling of victory with satisfaction

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 54.
What do you mean by the word phrase ‘triumphant hatred’?
(a) the feeling of victory over something or somebody you dislike
(b) feeling very bad after the victory
(c) showing bad manners after winning a match
(d) all of these
Answer:
(a) the feeling of victory over something or somebody you dislike

Question 55.
At what time the narrator one day met Red and his lieutenants?
(a) in the evening
(b) at night
(c) in the afternoon
(d) in the morning
Answer:
(d) in the morning

Question 56.
What is the meaning of the phrase ‘bore through’?
(a) to look at somebody aggressively
(b) to threaten someone to kill
(c) to stare in a way that makes somebody feel uncomfortable
(d) all of the above
Answer:
(c) to stare in a way that makes somebody feel uncomfortable

Question 57.
What do you mean by the word ‘drawl’?
(a) to say something speedily and angrily
(b) to say something slowly with longer vowel sounds
(c) to say something slowly with longer consonant sounds
(d) none of the above
Answer:
(b) to say something slowly with longer vowel sounds

Question 58.
What do you mean by the phrasal words ‘impotent fury’?
(a) fruitful anger
(b) futile anger
(c) fruitful with no anger
(d) none of these
Answer:
(b) futile anger

Question 59.
What do you mean by the word ‘vanquish’?
(a) defeat completely
(b) win completely
(c) break somebody’s power
(d) all of these
Answer:
(a) defeat completely

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Question 60.
Who was smiling crookedly at the narrator?
(a) people in the street
(b) Red
(c) Red’s lieutenants
(d) none of the above
Answer:
(b) Red

Question 61.
Who told this to whom? “So you write verses. Do they rhyme ?”
(a) Red to his lieutenants
(b) Red to the people in the street
(c) Red to the narrator
(d) none of the above
Answer:
(c) Red to the narrator

Question 62.
What do you mean by the word ‘darted’?
(a) moved slowly
(b) moved suddenly
(c) moved secretly
(d) moved upward
Answer:
(b) moved suddenly

Question 63.
What is a knuckle-duster?
(a) It is an iron knife.
(b) It is an iron hammer.
(c) A metal covering for the knuckles for attack or defense.
(d) An axe-type weapon.
Answer:
(c) A metal covering for the knuckles for attack or defense.

Question 64.
What was the author’s first remuneration as a poet?
(a) a word of admiration by the people
(b) struck on his head with a knuckle-duster
(c) streaming with blood and lost consciousness
(d) none of the above
Answer:
(b) struck on his head with a knuckle-duster

Question 65.
Avoiding meeting Red in the second time, the author considers this act on his part as
(a) bravery
(b) cowardice
(c) cleverness
(d) wise
Answer:
(b) cowardice

Question 66.
What did he want to do at whatever cost?
(a) to conquer
(b) to win
(c) to vanquish
(d) to get rid of
Answer:
(c) to vanquish

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Unit – IV

Warm-up
The text
Fear of Red ………….. stand up for them.

Question 67.
Which method of wrestling is an advantage to the weak over the strong?
(a) Chinese method of wrestling
(b) Japanese method of wrestling
(c) German method of wrestling
(d) French method of wrestling
Answer:
(b) Japanese method of wrestling

Question 68.
Which game Red was playing sitting in the lawn when the narrator went out to meet him?
(a) chess
(b) vingt-et-un
(c) length-ut-sn
(d) oxat-ut-bun
Answer:
(b) vingt-et-un

Question 69.
Which textbook on martial art did the narrator buy?
(a) on fu-fitsu
(b) on ju-jitsu
(c) on lu-litsu
(d) gu-bitsu
Answer:
(b) on ju-jitsu

Introducing the Author:
Yevgeny Yevtushenko is a promising Russian poet. His poetic career started with the publication of his first volume of poems in 1952. He represented the young generation of poets. He became the voice of the young poets who were bent upon seeing the old truths about socialist realism in a newer light. Flowers and Bullets, Freedom to Kill, and Stolen Apples testify to his poetic genius. Besides, he is a novelist, essayist, dramatist, screenwriter, actor, editor and director of films.

About the Topic:
The author’s parents were divorced when he was still a boy. The divorce plunged him into a state of loneliness. He turned this loneliness into a challenge. Thus his life began on a note of challenge. This topic is built around an incident in his boyhood while he was living in Moscow. It demonstrates that fear can be met effectively and successfully.

CHSE Odisha Class 11 English Solutions Chapter 1 Standing Up for Yourself

Summary:
The present essay gives a poetic description of the author’s bold encounter with a hoodlum while as a boy he was living in Moscow. The author injects realism in his narration of the incident. The essay begins with the author’s description of his divorced parents. Their divorce drove him into the street. His life started in the street. It became his home. He found his world in it. He describes his life in the street in a lighter vein. It was in the street that he swore and smoked. Here he learned the spirit of fearlessness.

The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all. He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all.

He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a ruffian. His lieutenants could stop any boy unhesitatingly and empty out his pocket. The whole ‘street reacted in blatant fear. The author was also not free. But still, he was seized with a desire to conquer his fear of Red. He wrote a poem about the ruffian who always carried a heavy metal knuckle duster in his pocket.

The poem was on everybody’s lips. The whole street exhibited their dislike for Red with great joy. One morning on the way to school, the author accidentally met Red and his lieutenants. His eyes were fixed on the author with hatred and vengeance. He struck his head violently with his knuckle duster. He was unconscious and was confined to bed for several days. He again saw Red and tom in panic, he quickly escaped his notice. A sense of shame and cowardice overwhelmed him. He mustered the courage.

Fierce determination stared him in the face. He would defeat Red come what may. It was a challenge to him. He took to training with parallel bars and weights. He also remembered the Japanese method of wrestling which he had read in a book. He had to barter his ration card for a textbook on ju-jitsu which deals with the Japanese art of self-defense. He was engrossed in practicing this art with his friends for three weeks. He was filled with renewed confidence. He went out to meet the challenge of his life.

BSE Odisha

Sitting on the lawn, Red was lost in playing vingt-et-un with his lieutenants. In spite of lurking fear, he faced them with utter rudeness scattering their cards. Red flew into anger and before he used the knuckle-duster, the author crushed him. Writhing with pain, Red lay on the ground. He came to him like a maddened bull. What that writer had read in the book prompted him to deal with him without a shred of fear. He caught his wrist and squeezed him.

His knuckle duster could not help him. He fell down and was left to sob and wipe out his tears of defeat. The strong ruffian’s vanity and rule of the street were toms to pieces. The incident still clings to the author’s memory. His encounter with the monarch of the street taught him a lesson. One can easily overcome the fear of the strong, and the secret to beating them is to master the Japanese art of self-defense. Another lesson that he learned was that to be a poet one need not only write poems but to support their essence.

ସାରାଂଶ:
ଲେଖକ ଯେତେବେଳେ ବାଳକ ଥିଲେ ସେତେବେଳେ ସେ ପିତାମାତାଙ୍କଦ୍ୱାରା ଉପେକ୍ଷିତ ହୋଇଥିଲେ । ଫଳରେ ସେ ଏକାନ୍ତ ଭାବରେ ନିଃସଙ୍ଗ ଅବସ୍ଥାରେ ଜୀବନ କଟାଇଥିଲେ । ମସ୍କୋର ରାସ୍ତା ହିଁ ଥିଲା ତାଙ୍କର ସଂସାର । ସେ କ୍ଵଚିତ୍ ବାପାଙ୍କଠାରୁ ପତ୍ର ପାଉଥିଲେ । ରାସ୍ତାର ଶିକ୍ଷା ତାଙ୍କର ଜୀବନକୁ ପ୍ରଭାବିତ କରିଥିଲା । ରାସ୍ତାରେ ଯେଉଁମାନେ ଜୀବନ କଟାନ୍ତି ସେମାନଙ୍କ ପରି ଶପଥ କରିବା, ଧୂମପାନ କରିବା ଏବଂ ହାତମୁଠା ଟାଣ କରିବା ସେ ଶିଖୁଥିଲେ । କୌଣସି କଥାକୁ ଭୟ ନ କରିବା ଏବଂ କାହାକୁ ଭୟ ନ କରିବା ମନୋଭାବ, ରାସ୍ତା ହିଁ ତାଙ୍କୁ ଶିକ୍ଷା ଦେଇଥିଲା । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ ଯେଉଁମାନେ ତାଙ୍କଠାରୁ ବଳବାନ୍ ତାଙ୍କୁ ବଳରେ ଟପିଯିବା ହିଁ ଜୀବନର ଆବଶ୍ୟକତା । ସେ ସମୟରେ ରାସ୍ତାର ଦାଦା ଥିଲା ଜଣେ ଷୋହଳ ବର୍ଷ ବୟସର ତୁରଣ, ଯା’ର ଡାକ ନାମ ଥିଲା ‘ରେଡ୍’ ।

ବିଲେଇର ଆଖ୍ ପରି ତା’ର ଆଖ୍ ଦୁଇଟି ସବୁବେଳେ ଜଳୁଥିଲା । ତା’ ପାଖରେ ଦୁଇ କିମ୍ବା ତିନିଜଣ ସମପୋଷାକ ପରିଧାନ କରିଥିବା ପାଖଲୋକ ଥାଆନ୍ତି । ରାସ୍ତାରେ ଯାଉଥ‌ିବା ଯେକୌଣସି ପିଲାକୁ ସେ ଅଟକାଇ ପାରୁଥିଲା ଏବଂ ସେତେବେଳେ ତା’ର ଦୁଷ୍କର୍ମରେ ସହାୟକ ପାଖଲୋକ ଦୁଇଟି ତା’ର ପକେଟ୍‌ରେ ଥ‌ିବା ପଇସା କାଢ଼ି ନେଉଥିଲେ । ଯଦି ପିଲାଟି ବାଧା ଦେଉଥୁଲା, ତେବେ ସେମାନେ ତାକୁ ନିସ୍ତୁକ ମାଡ଼ ଦେଉଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ ।

ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ । ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଦିନେ ସକାଳେ ସ୍କୁଲ ଯିବା ରାସ୍ତାରେ ସେ ରେଡ୍ ଓ ତା’ର ସହକର୍ମୀମାନଙ୍କର ସମ୍ମୁଖୀନ ହେଲେ । ରେଡ୍ ତା’ ପକେଟ୍‌ରୁ ସେହି ଓଜନଦାର ଜିନିଷଟି କାଢ଼ିଲା । ତାହା ଚିକ୍ ଚିକ୍ କରିଉଠିଲା । ରେଡ୍‌ର ଆଘାତରେ ଲେଖକ ଆହତ ହୋଇ ଶଯ୍ୟାଶାୟୀ ହେଲେ । ତାଙ୍କ ଭାଷାରେ କବିରୂପେ ଏହା ତାଙ୍କର ପ୍ରଥମ ପାଉଣା ।

BSE Odisha

ମୁଣ୍ଡରେ ବେଣ୍ଡେଜ୍ ଥ‌ିବା ଅବସ୍ଥାରେ ରେଡ୍ ସହିତ ପୁଣି ତାଙ୍କର ସାକ୍ଷାତ ହୋଇଥିଲା, କିନ୍ତୁ ସେ ଦୂରେଇ ଯାଇଥିଲେ । ଭୀରୁତାଜନିତ ବ୍ୟଥୀରେ ସେ ଅଧୀର ହୋଇ ପଡ଼ିଥିଲେ । ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେବାପାଇଁ ଶକ୍ତି ସଞ୍ଚୟ କରିବାକୁ ସେ ମନେ ମନେ ସ୍ଥିର କଲେ । ତାଙ୍କର ମନେପଡ଼ିଲା ଗୋଟିଏ ବହିରେ ପଢ଼ିଥିବା କଥା । ଜାପାନୀ ମୁଷ୍ଟିଯୁଦ୍ଧର କୌଶଳଦ୍ଵାରା କିପରି ବଳବାନ୍‌ଠାରୁ ଆତ୍ମରକ୍ଷା କରିହୁଏ ତା’ ଜାଣିବାପାଇଁ ନିଜୟ ପଡ଼ିକାର୍ଡ ବଦଳରେ ସେ ବହିଟି କିଣିଲେ । ତିନି ସପ୍ତାହ ଦୁଇଟି ପିଲାଙ୍କ ସହ କୌଶଳ ଅଭ୍ୟାସ କରିବା ପରେ ସେ ବାହାରକୁ ବାହାରିଲେ । ତାଙ୍କ ଭିତରେ ତଥାପି ଭୟ ଥିଲା । ସେ କିନ୍ତୁ ମନରେ ଦୃଢ଼ଭାବ ପୋଷଣ କରି ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେଲେ ।

ରେଡ୍ ପକେଟ୍‌ରେ ଥ‌ିବା ଓଜନଦାର ଅସ୍ତ୍ରଟି ତାକୁ ସାହାଯ୍ୟ କରିପାରି ନଥିଲା । ଜାପାନୀ କୌଶଳରେ ସେ ତାକୁ ଆଘାତ କଲେ । ଯନ୍ତ୍ରଣାରେ ରେଡ୍ ଭୂଇଁରେ ଗଡ଼ିଗଲା । ଗୋଟିଏ ପାଗଳ ଷଣ୍ଢ ପରି ରେଡ୍ ତା’ପରେ ତାଙ୍କୁ ଆଘାତ କରିବାକୁ ଆସିଲା; କିନ୍ତୁ ବହିରେ ପଢ଼ିଥିବା କୌଶଳ ଅନୁଯାୟୀ ସେ ତା’ର ମଣିବନ୍ଧକୁ ଏପରିଭାବେ ଚାପିଦେଲେ ଯେ, ରେଡ୍‌ର ହାତର ଅସ୍ତ୍ର ତଳେ ପଡ଼ିଗଲା । ସେଇଦିନଠାରୁ ରାସ୍ତାର ଦାଦାର ଗରିମା ରେଡ୍‌ର ରହିଲା ନାହିଁ ଏବଂ ସେହିଦିନଠାରୁ ଲେଖକ ଜାଣିଲେ ଯେ, ଜଣେ ବଳବାନ୍‌କୁ ଭୟ କରିବା ଉଚିତ ନୁହେଁ । କେବଳ ବଳବାନ୍‌କୁ କିପରି ପରାସ୍ତ କରିବାକୁ ପଡ଼ିବ ତା’ର ଉପାୟ ଜାଣିବା ଉଚିତ । ଲେଖକ ପୁଣି ଶିକ୍ଷା କରିଥିଲେ ଯେ, କେବଳ କବିତା ଲେଖୁବା ସବୁକିଛି ନୁହେଁ, କବିତାର ମୂଲ୍ୟବୋଧକୁ ବଞ୍ଚାଇ ରଖୁ ବଡ଼ କଥା ।

BSE Odisha 11th Class English:

Stopping By Woods On A Snowy Evening Question Answer Class 11 Invitation English Poem Chapter 1 CHSE Odisha

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

Class 11th Invitation English Poem Chapter 1 Stopping By Woods On A Snowy Evening Question Answers CHSE Odisha

Stopping By Woods On A Snowy Evening Class 11 Questions and Answers

Think it out

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Post-Reading Activities.

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

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

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

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

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

A. short Answer Type Questions with Answers

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

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

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

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

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

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

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

(iii) Describe the woods.

(iv) What is the theme of the poem?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(iii) What interpretation does this extract admit?

(iv) What moment does the poem capture?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stanza – II (Lines 5-8)

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

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

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

Stanza – III (Lines 9-12)

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

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

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

Stanza – IV (Lines 13-16)

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

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

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

Introducing The Poet

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

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

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

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

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

About The Poem

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

Summary

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

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

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

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

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

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

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

CHSE Odisha 11th Class English Poetry:

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

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

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

Question 1.

Using the ε – δ definition prove that
(i) \(\lim _{x \rightarrow 0}\) (2x + 3) = 3
Solution:
Let f(x) = 2x + 3
Here a = 0 and = 3
Let ε be any positive real number however small it may be.
Now |f(x) – ℓ| =| 2x + 3 – 3| =|2x|
Thus |f(x) – | < ε whenever
|2x| < ε i.e |x| < \(\frac{\varepsilon}{2}\)
Then |f(x) – ℓ| < ε
whenever |x – 0| < δ
under the condition δ = \(\frac{\varepsilon}{2}\)
∴ \(\lim _{x \rightarrow 0}\) (2x + 3) = 3

(ii) \(\lim _{x \rightarrow 1}\) (2x – 1) = 1
Solution:
Here f(x) = 2x – 1, = l and a = 1
Now |f(x)| = | 2x – 1 – 1|
= |2x – 2| = 2|x – 1|
Thus |f(x) –  ℓ| < ε
whenever 2|x – 1| < ε
i,e. |x – 1| < \(\frac{\varepsilon}{2}\) put δ = \(\frac{\varepsilon}{2}\)
Then |f(x) – ℓ| < ε
whenever|x – 1| < δ
Hence \(\lim _{x \rightarrow 1}\) (2x – 1) = 1

(iii) \(\lim _{x \rightarrow -2}\) (3x + 8) = 2
Solution:
|(3x + 8) – 2|
= |3x + 6| = 3|x + 2|
So |3x + 8 – 2| < ε
whenever 3|x + 2| < ε
i.e. |x + 2| < \(\frac{\varepsilon}{3}\)
Hence |(3x + 8) – 2| < ε
whenever | x + 2 | < δ
∴ \(\lim _{x \rightarrow -2}\) (3x + 8) = 2

(iv) \(\lim _{x \rightarrow 3}\) (x2 + 2x – 8) = 7
Solution:
|(x2 + 2x – 8) – 7|
= |(x2 + 2x – 15|
= |(x + 5) (x – 3)|
=| x + 5| | x – 3|
If |x – 3| < 1 then| x + 5| =| x – 3 + 8| < |x – 3| + 8 < 9
Thus |(x2 + 2x – 8) – 7| < 9 |x – 3|
So |(x2 + 2x – 8) – 7| < ε
whenever 9|x – 3| < ε
i.e.| x – 3| < \(\frac{\varepsilon}{9}\)
Choose δ = minimum of 1 and \(\frac{\varepsilon}{9}\)
Then |(x2 + 2x – 8) – 7| < ε
whenever |x – 3| < δ
∴ \(\lim _{x \rightarrow 3}\) (x2 + 2x – 8) = 7   (proved)

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

(v) \(\lim _{x \rightarrow 9}\) √x = 3
Solution:
|√x – 3| = |\(\frac{(\sqrt{x}-3)(\sqrt{x}+3)}{\sqrt{x}+3}\)|
= \(\frac{|x-9|}{|\sqrt{x}+3|}\)
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

(v) \(\lim _{x \rightarrow a}\) √x = √a, a > 0
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 1

(vii) \(\lim _{x \rightarrow 1}\) |3x + 2| = 5
Solution:
When x → 1, 3x + 2 is always positive.
So |3x + 2| = 3x + 2
Thus ||3x + 2| -5| = |3x + 2 – 5|
= 3|x – 1|
∴ ||3x + 2| – 5 | < ε
whenever 3|x – 1| < ε
i.e. |x – 1| < \(\frac{\varepsilon}{3}\)
put δ = \(\frac{\varepsilon}{3}\)
Hence ||3x + 2| – 5| < ε
whenever |x – 1| < δ
∴ \(\lim _{x \rightarrow 1}\) |3x + 2| = 5

(viii) \(\lim _{x \rightarrow 2}\) |5x – 7| = 3
Solution:
Let any arbitrary ε > 0
then |5x – 7 – 3| < ε
If |5(x – 2)| < ε
i.e. if lx – 2| < \(\frac{\varepsilon}{5}\)
Choosing δ = \(\frac{\varepsilon}{5}\) we have
for any arbitrary ε > 0 there exists a δ > 0 depending on ε
Such that
|x – 2| < δ ⇒ |(5x – 7) – 3| < ε
∴ \(\lim _{x \rightarrow 2}\) |5x – 7| = 3

Question 2.
If \(\lim _{x \rightarrow a}\) f(x) = ℓ then prove that \(\lim _{x \rightarrow a}\) |f(x)| = | ℓ | Is the converse true ? Justify your answer with reasons.
Solution:
Let \(\lim _{x \rightarrow a}\) f(x) = ℓ
Then |f(x) – ℓ| < ε whenever |x – a| < δ
Now |f(x)| – ℓ| < |f(x) – ℓ| < ε
whenever |x – a| < δ
So \(\lim _{x \rightarrow a}\) |f(x)| = | ℓ |
The converse is not always true because | ℓ | = | -ℓ |
So \(\lim _{x \rightarrow a}\) f(x) = ℓ or -ℓ

Question 3.
(i) Prove that \(\lim _{x \rightarrow a}\) x = a
Solution:
Let ε is any positive number
Let f(x) = x
Now |f(x) – a| < ε
if |x – a| < ε
Choosing δ = ε we see that for each ε > 0 we find a δ > 0 depending on ε such that
|x – al < d ⇒ |f(x) – a| < ε
⇒ \(\lim _{x \rightarrow a}\) f(x) = a i,e. \(\lim _{x \rightarrow a}\) x = a

(ii) Using (i) and the laws of limits prove that \(\lim _{x \rightarrow a} x^n=a^n\), when n is an integer.
Solution:
Case-1: Let n > 0 and n ε z
Now \(\lim _{x \rightarrow a} x^n=\lim _{x \rightarrow a}\) (x. x. x…….. n factors)
= a. a …… n factors = an
Case-2: Let n = 0
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 2

(iii) Using (ii) and the laws of limits prove that \(\lim _{x \rightarrow a} \frac{x^n-a^n}{x-a}=n a^{n-1}\) where n is an integer.
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 3
Case-3: n = 0  Hence the case is obvious

(iv) Using (iii), the laws of limits and assuming that \(\lim _{x \rightarrow a} \frac{1}{x^m}=a^{\frac{1}{m}}\) where m is a non-zero integer prove that for any rational number n, \(\lim _{x \rightarrow a} \frac{x^n-a^n}{x-a}=n a^{n-1}\).
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 4
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 5

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

Question 4.
Evaluate the following :
(i) \(\lim _{x \rightarrow 1}\) (1 + 2x – 3x2 + 4x3 – 5x4)
Solution:
\(\lim _{x \rightarrow 1}\) (1 + 2x – 3x2 + 4x3 – 5x4)
= 1 + 2 – 3 + 4 – 5 = 7 – 8 = -1

(ii) \(\lim _{x \rightarrow 0}\) (3x2 + 4x – 1)(x4 + 2x3 – 3x2 + 5x + 2)
Solution:
\(\lim _{x \rightarrow 0}\) (3x2 + 4x – 1)(x4 + 2x3 – 3x2 + 5x + 2)
=(-1). 2 = -2

(iii) \(\lim _{x \rightarrow 2}\) \(\frac{x^2+3 x-9}{x+1}\)
Solution:
\(\lim _{x \rightarrow 2}\) \(\frac{x^2+3 x-9}{x+1}\)
\(\frac{2^2+3 \cdot 2-9}{2+1}=\frac{1}{3}\)

(iv) \(\lim _{x \rightarrow 3}\) \(\frac{x^2-9}{x-3}\)
Solution:
\(\lim _{x \rightarrow 3}\) \(\frac{x^2-9}{x-3}\)
= \(\lim _{x \rightarrow 3} \frac{(x-3)(x+3)}{x-3}\)
= \(\lim _{x \rightarrow 3}\) (x + 3) = 3 + 3 = 6

(v) \(\lim _{x \rightarrow 1} \frac{x^3-1}{x-1}\)
Solution:
\(\lim _{x \rightarrow 1} \frac{x^3-1}{x-1}\)
= \(\lim _{x \rightarrow 1} \frac{(x-1)\left(x^2+x+1\right)}{x-1}\)
= \(\lim _{x \rightarrow 3}\) (x2 + x + 1)
= 1 + 1 +1 = 3

(vi) \(\lim _{x \rightarrow 2} \frac{x-2}{x^4-16}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 6

(vii) \(\lim _{x \rightarrow 2} \frac{x^3-8}{x^5-32}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 7

(viii) \(\lim _{x \rightarrow 3} \frac{x^2+2 x-15}{x^2-x-6}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 8

(ix) \(\lim _{x \rightarrow 0} \frac{(3+x)^3-27}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 9

(x) \(\lim _{x \rightarrow 2} \frac{\frac{1}{x^2}-\frac{1}{4}}{x-2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 10

(xi) \(\lim _{x \rightarrow 1} \frac{1}{(x-1)}\left\{\frac{1}{x+3}-\frac{2}{3 x+5}\right\}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 11

(xii) \(\lim _{h \rightarrow 0} \frac{(x+h)^3-x^3}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 12

(xiii) \(\lim _{h \rightarrow 0} \frac{(x+h)^4-x^4}{h}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 13

(xiv) \(\lim _{x \rightarrow 1} \frac{x^m-1}{x^n-1}\), where m, n are integers.
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 14

(xv) \(\lim _{x \rightarrow 1} \frac{x^2-2 x+1}{x^2-x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 15

(xvi) \(\lim _{x \rightarrow 1} \frac{x^2+x-2}{x^3-x^2-x+1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 16

Question 5.
Evaluate the following :
(i) \(\lim _{x \rightarrow \infty} \frac{2 x+1}{3 x-2}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{2 x+1}{3 x-2}\)
= \(\lim _{x \rightarrow \infty} \frac{2+\frac{1}{x}}{3-\frac{2}{x}}=\frac{2}{3}\)
[ ∵ As x → ∞, \(\frac{1}{x}\) → 0]

(ii) \(\lim _{x \rightarrow \infty} \frac{3 x^2+x-1}{2 x^2-7 x+5}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{3 x^2+x-1}{2 x^2-7 x+5}\)
\(=\lim _{x \rightarrow \infty} \frac{3+\frac{1}{x}-\frac{1}{x^2}}{2-\frac{7}{x}+\frac{5}{x^2}}=\frac{3}{2}\)

(iii) \(\lim _{x \rightarrow \infty} \frac{x^3+2 x^2+3}{x^4-3 x^2+1}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{x^3+2 x^2+3}{x^4-3 x^2+1}\)
\(\lim _{x \rightarrow\infty}\frac{\frac{1}{x}+\frac{2}{x^2}+\frac{3}{x^4}}{1-\frac{3}{x^2}+\frac{1}{x^4}}=\frac{0}{1}\) =0
[ ∵ As x → ∞, \(\frac{1}{x}\) → 0]

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

(iv) \(\lim _{x \rightarrow \infty} \frac{x^4-5 x+2}{x^3-3 x+1}\)
Solution:
\(\lim _{x \rightarrow \infty} \frac{x^4-5 x+2}{x^3-3 x+1}\)
\(\lim _{x \rightarrow \infty} \frac{x-\frac{5}{x^2}+\frac{2}{x^3}}{1-\frac{3}{x^2}+\frac{1}{x^3}}\) = ∞

(v) \(\lim _{x \rightarrow \infty}\left(\frac{x^3}{2 x^2-1}-\frac{x^2}{2 x+1}\right)\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 17

(vi) \(\lim _{n \rightarrow \infty} \frac{n}{n+1}\)
Solution:
\(\lim _{n \rightarrow \infty} \frac{n}{n+1}\)
= \(\lim _{n \rightarrow \infty} \frac{n}{1+\frac{1}{n}}\) = 1

(vii) \(\lim _{n \rightarrow \infty}\left(\frac{n^2+n+1}{5 n^2+2 n+1}\right)\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 18

(viii) \(\lim _{n \rightarrow \infty}\left(\frac{\sqrt{n}-1}{\sqrt{n}+1}\right)\)
Solution:
\(\lim _{n \rightarrow \infty}\left(\frac{\sqrt{n}-1}{\sqrt{n}+1}\right)\)
= \(\lim _{n \rightarrow \infty} \frac{1-\frac{1}{\sqrt{n}}}{1+\frac{1}{\sqrt{n}}}\) = 1

(ix) \(\lim _{n \rightarrow \infty}\left(\frac{6 n^5+2 n+1}{n^5+n^4+3 n^3+2 n^2+n+1}\right)\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 19

(x) \(\lim _{n \rightarrow \infty} \frac{1+2+3+\cdots+n}{n^2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 20

(xi) \(\lim _{n \rightarrow \infty} \frac{1^2+2^2+3^2+\ldots+n^2}{n^3}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 21

(xii) \(\lim _{n \rightarrow \infty} \frac{1^3+2^3+3^3+\ldots+n^3}{n^4}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 22

(xiii)  \(\lim _{n \rightarrow \infty} \frac{1+\frac{1}{2}+\frac{1}{2^2}+\ldots+\frac{1}{2^n}}{1+\frac{1}{3}+\frac{1}{3^2}+\ldots \frac{1}{3^n}}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 23

(xiv) \(\lim _{n \rightarrow \infty} \frac{\lfloor n}{\mid n+1-\lfloor n}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 24

Question 6.
Examine the existence of the following limits :
(i) \(\lim _{x \rightarrow \sqrt{3}}\) [x]
Solution:
L.H.L. = \(\lim _{x \rightarrow \sqrt{3}-}\) [x] = \(\lim _{h \rightarrow 0}\) [√3 – h] = 1
R.H.L. = \(\lim _{x \rightarrow \sqrt{3}+}\) [x] = \(\lim _{h \rightarrow 0}\) [√3 + h] = 1
Thus L.H.L., R.H.L both
exist and L.H.L. = R.H.L.
So the limit exists and its value is 1.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

(ii) \(\lim _{x \rightarrow 0}[x]\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 25

(iii) \(\lim _{x \rightarrow-2}[x]\)
Solution:
L.H.L. = \(\lim _{x \rightarrow-2-} \frac{x-2}{|x-2|}\)
= \(\lim _{h \rightarrow 0}\)[-2 – h] = -3
R.H.L. \(\lim _{x \rightarrow-2+}\) [x] = \(\lim _{h \rightarrow 0}\)[-2 + h] = -2
Thus L.H.L. ≠ R.H.L.
So the limit does not exist.

(iv) \(\lim _{x \rightarrow 0} \frac{|x|}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 26

(v) \(\lim _{x \rightarrow 2} \frac{x-2}{|x-2|}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 27

(vi) \(\lim _{x \rightarrow \frac{1}{2}} \frac{|2 x-1|}{2 x-1}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 28

(vii) \(\lim _{x \rightarrow 1}[2 x+3]\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 29

(viii) \(\lim _{x \rightarrow \infty} \frac{x}{[x]}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 30

(ix) \(\lim _{x \rightarrow \infty} \frac{x^2-x}{\left[x^2-x\right]}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 31

(x) \(\lim _{x \rightarrow 1} \frac{\left|x^2-3 x+2\right|}{x^2-3 x+2}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 32

(xi) \(\lim _{x \rightarrow \infty}(-1)^{[x]}\)
Solution:
\(\lim _{x \rightarrow \infty}(-1)^{[x]}\)
[Put n ≤ n + 1,As n→ ∞, x → ∞
= \(\lim _{x \rightarrow \infty}(-1)^n\) [ [x] = n
= ± 1 [If n is odd, (-1)n = – 1 and if n is even (-1)n = 1 ]
We know that whenever the limit exists it must be unique.
So \(\lim _{x \rightarrow \infty}(-1)^{[x]}\) does not exist.

CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b)

(xii) \(\lim _{x \rightarrow \infty} \sin x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 33

(xiii) \(\lim _{x \rightarrow \infty} \cos x\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 34

(xiv) \(\lim _{x \rightarrow 0} \cos \frac{1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 35

(xv) \(\lim _{x \rightarrow \infty} \sin \frac{1}{x}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 36

(xvi) \(\lim _{x \rightarrow 1} f(x) \text { if } f(x)= \begin{cases}2 x-1, & x \leq 1 \\ 2 x+1, & x>1\end{cases}\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 37

(xvii) \(\lim _{x \rightarrow 0} f(x) \text { and } \lim _{x \rightarrow 1} f(x)\)
if \(f(x)=\left\{\begin{array}{l}
0 . x \leq 0 \\
1-2 x, 0<x \leq 1 \\
3-4 x, x>1
\end{array}\right.\)
Solution:
CHSE Odisha Class 11 Math Solutions Chapter 14 Limit and Differentiation Ex 14(b) 38

Question 7.
Let f(x) = {1 if x is rational, 0 if x is irrational then show that \(\lim _{x \rightarrow a}\) f(x) does not exist for any a ∈ R.
Solution:
Let x → a through rational numbers.
Then \(\lim _{x \rightarrow a}\) f(x) = 1
If x → a through rational numbers.
Then \(\lim _{x \rightarrow a}\) f(x) = 0
Thus \(\lim _{x \rightarrow a}\) f(x) does not exist.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Odisha State Board CHSE Odisha Class 11 Alternative English Solutions Grammar Non-finite Verb forms Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Verbs can be classified into the following classes, such as:
i) Auxiliary Verbs,
ii) Ordinary Verbs,
iii) Verbs of Incomplete Prediction.

We have already discussed Auxiliary verbs.
ii) Ordinary Verbs :
Ordinary verbs are of the following two types, such as
a) Finite Verbs,
b) Non-finite verbs.

We have to discuss, here non-finite verbs
(b) Non-finite Verbs:
These verbs do not change according’ to the number, person or tense of the subjects.
Kinds of Non-finite verbs:
Non-finite verbs can be classified as the following types, such as
1) Infinitive,
2) Gerund,
3) Participle.

1) Infinitive :
These verbs do not have application in any sentence; They are simply mentioned. Actually, an infinitive is formed by adding ‘to’ to the first form of the verb. (V+to)
Examples:
1. They wish to go.
2. She began to weep.
3. My ambition is to become a teacher.
4. We eat to live.
5. Have you a pen to spare?
6. I expect her to solve the problem.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Of course, an infinitive can sometimes be used without ‘to’, such as
1. Please let her speak.
2. We saw the actress dance.
3. You need not come here.
4. I made him sing.

To has not been used with the verbs, speak, dance came and sing in the above sentences.
However, note that ‘to’ is normally used with the following verbs, such as- bid, behold, dare, feel, hear, help, know, let, like, make, need, observe, please, watch etc.
Of course, ‘to’ is not used with/after but meaning except.
Examples :
1. She did nothing but cry.
2. We would do nothing but gossip.

Again ‘to’ is not used with/after ‘had better’, ‘had rather’, ‘had sooner’, ‘rather, than’, ‘sooner than’ and would rather’ etc.
Examples :
1. You had better wash your face.
2. You had rather done your homework.
3. I would rather quit the job than apologies.
4. I would sooner die than drink.

Some other uses of Infinitives (Use of ‘to’)
i) It is used after ‘too+adjective’, as Examples:
1. She is too weak, to walk.
2. He is too bulky to run.

ii) It is used after ‘enough’, as-
1. She is strong enough to defend herself.
2. He is wise enough to solve this problem.

iii) By using ‘to’ on removing the Relative clauses, as-
Examples:
1. My mother give me a coffee which I could eat. or My mother gave me a coffee to eat.
2. No one is here who will help you or No one is here to help you.

iv) It is used to show disappointment/despair, as-
Example:
1. She opened the box and found it empty or She opened the box to find it empty. Actually, infinitives are , normally used as objects of the verbs given below
Agree, arrange, attempt, consent, care, cease, choose, claim, decide, determine, expect, endeavor, forget, fail, hope, hesitate, learn, long, manage, neglect, offer, propose, promise, prepare, pretend, remember, regret, refuse, swear, seem, try, threaten, undertake, want, wish, etc!

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Examples :
1. I wish to tell you a secret.
2. I have decided to attend the meeting.
3. He “wants to help you.
4. She expects you to do her work.
5. She stood from the chair to welcome me.
6. It is kind of her to help you.
7. Give me a book to read.
8. He was made to run a mile.
9. He failed to obtain first class.
10. I remember to bring your book.

ii) Gerund:

The nouns .working as ion-finite verbs are called ‘Gerunds’. The Gerund’ is used to show an action.
Examples :
1. Smoking is a bad habit.
2. Her favourite hobby is dancing.
3. He likes drinking.
4. I am sick of waiting.
5. It is no use crying over spilt milk.

A Gerund may be used at the beginning, in the middle (interior) or at the end of a sentence.
On reading the above sentences, we can safely say that Gerunds can be used in the following manners.
1) As subject of the sentence.(see sentence No.1)
2) As subject complement of the verbs (sentence No.2)
3) As object to the verb. (sentence No.3)
4) As object to the preposition. (sentence No.4)
5) As case in Apposition of ‘it’ pronoun,

Other Information About The Use Of Gerund:

i) As full Gerunds; as- Ex. Reading the religious books being his habit, we like him.
ii) The use of Gerund as perfect form (having + 3rd form of verb): as Ex. He will never admit having broken the glass.
iii) A ‘Gerund’ is used in place of an ‘Infinitive’ after the prepositions: as Ex. She is good at singing songs.
iv) Possessive pronouns can also be used with ‘Gerunds’: as Ex. I know Hari’s visiting her frequently.

Note that Infinitives and Gerunds are called Verbal Nouns. We can apply both Infinitive and Gerunds as objects of the following verbs:
Advice, allow, attempt, begin, be afraid (of), continue, can’t bear, go, hate, intend, love,, like, mean, need, prefer, permit, propose, recommend, require, remember, request, start, stop, try, used to, wants etc.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

Examples :
He began to go to school or
He began going to school.
We normally us Genmds as objects of the following verbs:
Avoid, admit, anticipate, complete, consider, can’t stand (endure), detest, deny, delay, defer, enjoy, excuse, fancy, finish, forgive, give up, involve, imagine, keep, miss, mind, prevent, postpone, pardon, put off, practice, risk, resent, recollect, resist, suggest, save etc.
Example: He can’t give up smoking.

iii) Participle:

These non-finite verbs can be used both as adjectives and as adverbs. Therefore, they are called verbal adjectives.

Kinds Of Participles:
1. Present Participle : (Vi+ing), (first form of the verb+ing)
Ex. Flowing water is pure. Here, the verb flowing shows the continuity of the action.
2. I have a complaining child. Here, the word complaining has been used as an adjective to qualify the noun ‘Child’.
3. The sight was charming. Here, the word charming being the complement the verb ‘was’ as also the complement of the subject, ‘The sight’.
4. I saw her smoking. Here, the word smoking is the comple-ment of the object her’.
5. Nina came to me crying. Here, two
actions (came and cry) have taken place at the same time (simultaneously). Therefore, the more significant out of the two actions ‘cry’. has been shown by present participle.
6. Seeing the police, the thief hid behind the wall. Here, the same object (thief) performs two actions, (see and hide). The former action takes the present participle under such situation.
7. He took up the bag, he ran away. Here, both actions take place simultaneously or Taking up his bag, he ran away. Here, present Participle has been used to connect two sentences. ‘Taking up his bag’ is a ‘participle phrase’.
8. God willing, I shall get first division. Here, present principle has been used in ‘God willing’ because of it. (which) is an Absolute Phrase.

2. Past Participle : (VIII) Third form of the Verb.
Ex. This is a spoilt child. Here, the use of the word ‘spoil’ shows the completion of the action ‘spoilt’.
1. The tired traveller fell asleep. Here, the word ‘tired’ functions as the adjective of the noun ‘traveller’.
2. She looks worried and dejected. Here, the words ‘worried and dejected’ are functioning as adjectives. Being the complement of the verb ‘looks’. They are also the complements of the subject ‘she’.
3. He got his hair cut. Here, the word ‘cut’ is the complement of the subject ‘hair’.
4. The decision taken at the right time is always rewarding. Here, the word ‘taken’ as a past participle. While qualifying the Noun adjectival phrase.
Note that such Adjectival Phrases are often used after the noun, they qualify. ‘decision’, it also helps in the formation of an
5. The Chairman left the meeting fully, the word ‘satisfied’ is a participle which is modifying the verb ‘left’. Hence, it is functioning as adverb.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms

3. Perfect Participle : (having +VIII).
Ex. Mita has taken a breakfast. She is getting ready for school or Having taken her breakfast, Mita is getting ready for school. Here, two such sentences which lack quickness in action have been combined by using a/he perfect participle:
Note that the second action ‘got’ ready came into force on the completion of the first action (taken her breakfast). There can be a little or more duration of time between both actions.
1. School over, the students came out Here, school over school having been over perfect participle ‘having been’ can be inferred or school having been over, the students came out.
2. The Sun rose and we returned home,(As soph as the Sun rose, we returned home) or No sooner did the Sun rose, than we returned home.
The above sentence is a compound structure. The second action has been completed, immediately after the completion of the first action. The sentence can also be written as: The Sun having risen, we returned home by using the Perfect Participle.
3. (i) The order has been placed, and (ii) No change is possible now. Here, sentence No.4 (i) is a Passive- 5. Voice sentence and sentence No.4 (ii) is an Active-Voice sentence. We can also use perfect participle and write the two sentences as The order having been placed, no change
is possible now.

Exercise For Practice :
Fill in the blanks with, suitable Non-finite verb forms (In-finitive/Gerund/Participles).
1. _________ (drink) in the open is prohibited.
2. A _________(drown) man catches at a straw.
3. _________ (bark) dog seldom bite.
4. The _________ (lose) child was restored.
5. _________ (dance) is an art.
6. The arrangements _________(make), no change is possible now.
7. My mother looked _________ (frighten)
8. He is fond of I found her _________ (read).
9. I found her _________ (weep)
10. _________ (finish) my work, I went out to play.
11. _________ (spill) sold is thought to, bring, ill luck
12. _________ (come) events cost their shadows before.
13. _________ (smoke) is a bad habit.
14.The girls are feeling _________(bore).
15. A _________ (roll) stone gathers no moss.
16. She found her mirror _________ (break).
17. _________(thunder) clouds seldom rain.
18. He wants _________(take) tea.
19. _________(take) her breakfast, Sushma is getting ready for college.
20._________(see) the tiger, she fainted.

CHSE Odisha Class 11 Alternative English Grammar Non-finite Verb forms
Answer:
1. Drinking in the open is prohibited.
2. A drowning man catches at a straw.
3. Barking dogs seldom bite.
4. The lost child was restored.
5, Dancing is an art.
6. The arrangements having been made, no change is possible now.
7. My mother looked frightened.
8. He is fond of reading.
9. I found her weeping.
10. Having finished ray work, 1 went out to play.
11. Spilling salt is thought to bring ill luck.
12. Coming events cast their shadows, before!
13. Smoking is a bad habit.
14. The girls are feeling bored:
15. A rolling stone gathers no moss.
16. She found her mirror broken.
17. Thundering clouds seldom rain.
18. He wants to take tea.
19. Having taken her breakfast Sushma is getting ready for college.
20. Having seen the tiger, she fainted.

CHSE Odisha Class 11 Alternative English Grammar Phrasal Verbs

Odisha State Board CHSE Odisha Class 11 Approaches to English Book 1 Solutions Grammar Phrasal Verbs Exercise Questions and Answers.

CHSE Odisha Class 11 Alternative English Grammar Phrasal Verbs

Some Of The Important Phrasal Verbs

1.Bear out: to support – The spectators did not bear out the true of her statement
2. Bear with: to tolerate – Mira cannot bear his arrogance.
3. Bear away: to receive – I hope to bear away the first prize.
4. Bear down: to overpower – I shall bear down my adversaries
5. Blow away: to drive away – The wind blew away his hat.
6. Blow out: to put out – Blow out the candle.
7.Blow, oyer: to pass away – Thank God, the storm has blown over
8. Break down: to grow weak – His health broke down due to overwork
9. Break into: to enter by breaking the walls – The thieves broke into his house last night.
10. Break forth: to cry – He broke forth at the sight of the snake.
11. Break off: to shatter relations- Why has she broken off with you?
12. Break out: to spread suddenly- Cholera has broken out in our locality.
13. Breakup: to disperse, – The meeting has not yet broken up
: to close – Our college has broken up for summer vacation
14. Bring about: to cause – Something has brought about a breach of their hearts.
15. Bring forward: to present – Bring forward your witnesses.
16. Bring up: to rear/ maintain – His stepmother has brought him up.
17. Bring round: to convince/persuade – Who can bring round the fort?
18. Bring out: to publish – The new edition of the book will be brought out soon.
19. Bring forth: to produce – The trees bring forth new leaves during spring
20. Call at: to visit somebody’s house – When will you .call at my house?
21. Call for: due for – Your behavior calls for, an explanation.
22. Call in: to send for – Call in the doctor at once
23. Call off: to declare an end – The strike has been called off.
24. Call on: to pay a brief visit – I shall call on the Chief Minister tomorrow.
25. Call up: to recall – Call up the meaning of this word
26. Carry away: moved aside – The strong current carried away the log of wood
27. Carry off: to spell death on – Plague carried off many people in our village.
28. Carry on: to continue – Carry on your speech
29. Carry out: to execute – You will have to carry out the Principal’s order.
30. Come about: to occur – How did the accident come about?
31. Come off: to take place – The. marriage of my sister will come off next month.
32. Come across: to meet – I came across Rohit this morning.
33. Come off: to belong to – She comes from a family of writers.
34. Cut down: to reduce – We should cut down our expenses
35. Cut off: to die – His daughter was cut -off in youth
36. Cut short: to make short – Cut short your hair
37. Do away with: to abolish – We have to do away with our blind superstitious
38. Do for: to ruin – After her husband’s death the old lady has been done for.
to serve the purpose of -This tool will do for a chair.
39. Do without to manage the absence of – The cattle cannot do without in fodder
40. Deal in: to trade in – My brother deals in sugar.
41. Deal out: to distribute – Shuffle and deal out the cards
42. Deal with: to associate – Do not deal with flirts.
43. Draw near: to approach – My examination is drawing near.
44. Draw up: to prepare – I have drawn up the scheme.
45. Fall away: to rebel – The soldiers have fallen away against the government.
46. Fall out with: to quarrel – Why did you fall out with your mother?
47. Fell in: to stand in a line – The soldiers were ordered to fall in
48. Fall off: to desert – His false friends fell off in the hour of his need.
49. Fall flat: to prove – All my schemes fell flat for want of money.
50. Fall through: to fail – AH die plans of the government fell through due to a lack of honest staff.
51. Fall to begin – He fell to eating as he was hungry.
gluttonously – The armies fell back after the cease-fire.
52. Fallback: to retreat – The old lady is unable to get about.
53. Get about: to move – The police could not get at the truth
54. Get at : to reach
55. Get on: to pull on – She is getting on well nowadays
56. Get over: to overcome – It is not easy to get over
57. Get through: to pass – We will get through the examination by all means.
58. Get up: crooked up / fabricated – I don’t believe in your got up story.
59. Get up: to wake up – Try to get up early in the morning
60 Give away: to distribute- The Chief Minister gave away the prizes
61. Give in: to yield – The Pakistan army had to give in.
62. Give out: to emit – The marigold gives out a sweet smell
63. Give up: to abandon/ Cease – Give up smoking and bad stop/company
64. Give to addicted to – He is given to drinking and gambling.
65. Give way: to yield – The chair gave away under his weight.
66. Go about: to attend/mind – Please go about your business
67. Go astray: to wander about to lose one’s way – Be careful lest your brother should go astray.
68. Go back on: to fail to keep – Do not go back on your promise.
69. Go in for: to buy – I want to go in for this car
70. Go off: to be discharged – The hunter’s gun did not go off.
71. Go out: to be extinguished – The lamp went out due to a storm.
72. Go through: to read – I have gone through the Gita from beginning to dying end
73. Go without to do in the absence of – I had to go without food for. two days.
74. Go up: to progress – May you go up day by day.
75. Hold on: to wait or stop – If you hold on for some time, you will” succeed.
76. Hold out: to offer – Do not hold out false promises to anyone.
77. Holdup: to stop and rob – A gang of robbers held up the car in broad daylight
78. Hold good: to be valid – This principle cannot hold good everywhere.
79. Hold off: to avoid – God knows,.why he holds off from me?
80. Handover: to give – I can not hand over my scooter to you.
81. Keep back: to conceal – I keep back nothing from you.
82. Keep aloof: to refrain – Please keep aloof from me.
83. Keep out: to hinder from anything – The umbrella keeps out the sun and shower.
84. Keep up: to preserve to – Keep up your spirits in the hour of grief.
85, Keep on: keep pace With – The old generation cannot keep up with the youth.
86. Knockdown: to maintain – Keep on studying and you shall attend success.
87. Knock off: to dash/throw down – I shall knock you down if you do not talk sense,
88. Lay by (up): to cease/stop – At what time do you Jcnock off your studies?
89. Lay down: to save – Lay by (up) something for (against) a rainy day
90. Lay out: to sacrifice – Do not hesitate in laying down your life for your country.
91. Lay up with: to be confined to bed – My sister is laid up with a fever.;
92. Look after: to take care – Parents should look after their, children carefully.
93. Look down upon: to despise/ hate – Never look down upon the poor.
94. Look up: to Locate/find – Look up the meaning of this word in the dictionary.
95. Look on (upon): to regard – I look on Mita as my sister.
96. Look to: to depend on – I look to you only for help
97. Look for: to search for – I am looking for my lost purse.
98. Look forward to expect pleasure – 1 am looking forward to my sister’s return
99. Look into: to give attention to – Please look into this matter attentively.
100. Make after: to pursue -The mob made after the pickpocket.
101. Make for: to go – The bride made for her town.
102. Make out: to understand – 1 cannot make out the meaning of this phrase.
103. Makeup with: to be reconciled – I have made up with my neighbor.
104. Makeup: to recoup/ regain – 1 shall try to make up my deficiency in Mathematics
105. Makeup mind: to determine – I have made up my mind to help you
106. Made off with: to run away with – The thief made off with my scooter.
107. Pass oil: to overtake – Let the Director’s car pass on
108. Pass away: to die – The old man passed away peacefully.
109. Pass for: to be regarded as – A millionaire passes for a wealthy man in a rural area.
110. Pull down: to demolish – The bulldozer pulled down the building within no time.
111. Pull through: to recover – There is full hope that the patient will pull down
112. Pull together: to coexist/cooperate – It is difficult for the bride and the mother-in-law to pull together
113. Put down: to crush – The king put down the revolt instantly.
114. Put up: taste – In which hotel are you putting up?
115. Put up with: to tolerate – I cannot put up with this silly joke.
1 16. Put out: to extinguish – Put out the candle
117. Put on: to wear – Do not put on dirty clothes.
118. Put off: to postpone – Do not put me off with a hollow promise
119. Put am, end to discontinue – He has put an end to his studies.
120. Run after: to crave for – Do not run after sensual objects
121. Run down: to stop – My watch has run down because 1 did not wind it.
122. Run into: to dash/collide with – A car ran into a tree and got smashed
123. Runout: to exhaust – The oil in the lamp has run out
1 24. Run over: to be crushed under – A bus runs over an old woman.
125. See to: to attend to – I shall see to your problems sympathetically
126. See off:I shall see to your problems sympathetically – I shall accompany you to see off you to the station
127. Set apart: to keep on reserve – I have set apart some money for my son’s education
128. Set aside: to reject – He set aside my proposal.
129. Set about: to commence (to inaugurate)- When will you set about your work?
130. Set in: to begin – The rains are likely to set in next week.
131. Set off/out: start a journey – He has set off/out his long journey
132. Setup: to establish – He has set up a factory.
133. Standby: to support – I shall stand by you through thick and thin.
134. Stand up for: defeat – You should stand up for your, tights.
135. Take after: to resemble – He takes after both his daddy and mummy.
136. Take down: to put down/ remove from – I took down the burden from my head.
137. Take for: to confuse – I took the rope for a snake.
138. Take to: to become addicted to – He took to smoking at the age of sixty
139. Take off: to put off/to remove – I took off my coat because 1 was feeling hot.
140. Take to heart: to feel/mind – Do not take my jokes to heart.
141. Take heart: to pick up the courage – He took heart and nabbed the thief
142. Tell upon: to affect (adversely) – Overwork tells upon one’s health.’
143. Turn aside: to turn in another’s direction – On seeing me, he turned aside his face.
1 44. Turnout/ away: to dispose of the service to – The result of the match turned out to be a thrilling one.
145. Turn off: to stop the function of – Turn off the tap.
146. Turnup: to appear/reach – fie turned up the meeting in time.
147. Turn on: to make the function start – Turn on the tap and wash your hands.
148. Work out: to solve – Work out the sums.
1 49. Work up: to incite – Don’t work up the old lady’s anger.

Exercise For Practice

Use appropriate phrasal verbs for the following italicized verbs:

1. The baby resembles its mother.
2. He has read this- novel.
3. I cannot tolerate his insulting words.
4. I have postponed the meeting.
5. They cannot understand his speech.
6. My father has stopped smoking.
7. He is searching for his lost pen.
8. The man cheats every man in this way.
9. We should not despise the poor.
10. The police followed the thief.
11. His grand father died last night
12. The two women cried loudly
Answer:
Appropriate phrasal verbs are used.
1. The baby takes after its mother.
2. He has gone through this novel.
3. I cannot put up with his insulting wo
4. I have put off the meeting.
5. They cannot make out his speech.
6.My father has given, up smoking.
7. He is looking for his lost pen.
8. The man takes in every one in this way.
9. We should not look down upon the poor.
10. The police ran after the thief.
11. His grand father passed away last night.
12. The two women fell out loudly loudly.

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

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

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

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

(i) Sign of coordinate of a point in various octants.
CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry

(ii) Location of a point at 3D
CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry 1 CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry 2

Note:

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

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

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

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

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

(iii) Midpoint formula:
If R is the midpoint of AB then
CHSE Odisha Class 11 Math Notes Chapter 13 Introduction To Three-Dimensional Geometry 3