Class 12

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 2 The Ballad of Father Gilligan Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 2 The Ballad of Father Gilligan Question Answers CHSE Odisha

The Ballad of Father Gilligan Class 12 Questions and Answers

Think it out

Question 1.
Why was Father Gilligan ‘weary’? Was he only tired physically or also exhausted mentally? Justify your answer with examples from the poem?
Answer:
Father Gilligan was ‘weary’ of going to the bedside of the sick and dying among his parishioners and offering them spiritual comfort round the clock. He was only physically tired.

Question 2.
Why did he seek forgiveness from God? What type of man does this prove him to be? (due: his two types of devotion)
Answer:
He sought forgiveness from God for stating that he enjoyed no rest, joy, or peace for attending to the sick who ‘die and die’. He had spoken these words out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This proves him to be a most dutiful and religious man.

Question 3.
How was the night: peaceful and quiet or turbulent and restless? Bring out expressions from the poem to support your answer, (clue: peep, slowly …)
Answer:
The night was peaceful and quiet. The expressions such as ‘peep’, ‘slowly’, ‘shade’, ‘whisper’ and ‘sparrow-chirp’ support our answer.

Question 4.
Why has the night been described so? (clue: the contrast between Father Gilligan when awake and when asleep)
Answer:
The night has been described so to bring home the contrast between Father Gilligan when awake and when asleep. In other words, being emotionally and physically worn out, the priest needed deep slumber at night.

Question 5.
What was the reaction of Father Gilligan when he woke up from his deep sleep? State why he felt so?
Answer:
When he woke up from his sleep, Father Gilligan felt terribly sad, because the sick man he had to attend would be no more.

Question 6.
Bring out the meaning of the expression: “He rode now as he never rode”?
Answer:
The expression ‘He rode now as he never rode’ means Peter Gilligan’s fastest ride ever.

Question 7.
Find the expressions that show Father Gilligan’s concern for the people under his care, (clue: at least four expressions).
Answer:
The expressions that show Father Gilligan’s concern for the people under his care are “And rode with little care”, “He rode now as he never rode”, “And is the poor man dead ? he cried” and “In grief swayed to and fro.”

Question 8.
Why did the sick man’s wife say ‘Father! you come again!’?
Answer:
The sickman’s wife said, “Father ! you come again !” because she had seen him come to her husband, who died soon after he (Gilligan) left the house.

Question 9.
Who came to the sick man before his death? Why?
Answer:
One of God’s great angels came to the sick man before his death. He had come in the guise of Peter Gilligan.

Question 10.
What made Father Gilligan kneel and pray?
Answer:
That God had helped him when he needed rest most made Father Gilligan kneel and pray.

Question 11.
What were his words of gratitude to God?
Answer:
His words of gratitude to God were that He who took care of all things in the vast universe never forgot to relieve a poor priest like him of his dire exhaustion.

Question 12.
There is an implicit comparison between heavenly creatures and bodies (angels, planets etc.), and their tireless movement with an insignificant person (In. 43) on earth and his inaction (sleep, not being able to take care of people in time). Discuss this comparison?
Answer:
This comparison speaks volumes for God’s goodness to all. He maintained a great balance in His creation. The help He bestowed on Peter Gilligan is a case in point.

Question 13.
What qualities of Father Gilligan do you admire?
Answer:
We admire Father Gilligan’s keen sense of duty, deep concern for the sick and unflinching devotion to God.

Question 14.
Note each stanza has four lines. In stanza 1, ‘day’ in the first line rhymes with ‘lay’ of the fourth line making the rhyme scheme – abed. Find out whether all the stanzas have the same rhyme scheme?
Answer:
All the stanzas have the same rhynie scheme.

CHSE Odisha Class 12 English The Ballad of Father Gilligan Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
The poet of the poem “The Ballad of Father Gihigan” is _____________?
(A) T. Eliot
(B) W.B. Yeats
(C) William Wordsworth
(D) None of the above
Answer:
(B) W.B. Yeats

Question 2.
W.B.Years was born In __________?
(A) 1865
(B) 1869
(C) 1870
(D) 1866
Answer:
(A) 1865

Question 3.
The poem has a ____________?
(A) lyrical form
(B) epic form
(C) ballad form
(D) None of the above
Answer:
(C) ballad form

Question 4.
The poem talks about ______________?
(A) The presence of God everywhere and his love for all
(B) The world of beauty and romance
(C) The presence of human suffering
(D) None of the above
Answer:
(A) The presence of God everywhere and his love for all

Question 5.
The poem illustrates ______________?
(A) God’s everlasting benevolence
(B) God’s punishment for the wrongdoing
(C) God’s compassion
(D) Both (A) and (C)
Answer:
(D) Both (A) and (C)

Question 6.
Father Gilligan was weary throughout because ____________?
(A) he was old
(B) he was overburdened by his religious duties
(C) his poor folks were dying in large number
(D) All the above
Answer:
(D) All the above

Question 7.
In the poem “The Ballad of Father Gilligan” ‘under the green sods’ means ____________?
(A) a piece of earth with grass and sods growing in it
(B) the grave of the parishioners who had dead due to the epidemic
(C) church area
(D) none of the above
Answer:
(B) the grave of the parishioners who had dead due to the epidemic

Question 8.
In the poem “The Ballad of Father Gilligan” ‘flock’ refers to ___________?
(A) a church congregation guided by a priest, who is Father Gilligan
(B) a group of animals
(C) sheep
(D) All the above
Answer:
(A) a church congregation guided by a priest, who is Father Gilligan

Question 9.
‘My body spake not I’ means ____________?
(A) he had not grumbled from the heart
(B) his body was extremely tired, so he grumbled
(C) he has become old, so he told like this
(D) All the above
Answer:
(D) All the above

Question 10.
The poor man sent for Father Gilligan because _____________?
(A) he could receive the last sacrament before dying so that his soul would be graced and he would go to heaven
(B) he wanted Father should visit him
(C) he wanted to see father
(D) All the above
Answer:
(A) he could receive the last sacrament before dying so that his soul would be graced and he would go to heaven

Question 11.
The Gilligan’s parish were _____________?
(A) toiling in the field
(B) suffering from an epidemic
(C) nodding thier chains
(D) None of these
Answer:
(B) suffering from an epidemic

Question 12.
The word ‘flock’ in the context of the poem means _____________?
(A) flock of sheep
(B) sparrows
(C) people in the parish
(D) None of these
Answer:
(C) people in the parish

Question 13.
The expression ‘green sods’ refers to ____________?
(A) graves covered over by green grass
(B) the stars in the sky
(C) the people in the parish
(D) None of these
Answer:
(A) graves covered over by green grass

Question 14.
What is referred to as the ‘moth-hour of eve’?
(A) dawn
(B) noon
(C) evening
(D) None of these
Answer:
(C) evening

Question 15.
Father Gilligan did not go to lady’s house because ______________?
(A) she did not play
(B) Father Gilligan was hurry
(C) he was unhappy
(D) he was tired and worry
Answer:
(D) he was tired and worry

Question 16.
People were dying because of ____________?
(A) epidemic
(B) war
(C) civil war
(D) accident
Answer:
(A) epidemic

Question 17.
Mothisa/an ___________?
(A) animal
(B) insect
(C) disease
(D) None of these
Answer:
(B) insect

Question 18.
Grieve means ____________?
(A) brief
(B) give
(C) feel intense sorrow
(D) Ail of these
Answer:
(C) feel intense sorrow

Question 19.
Why do you think father was nodding on the chair in evening hour?
(A) for sleeping
(B) to pray
(C) he was tired in the evening
(D) All of these
Answer:
(C) he was tired in the evening

Question 20.
When you were gone he turned and died as merry as a _____________?
(A) angel
(B) priest
(C) bird
(D) feathers
Answer:
(C) bird

Question 21.
Find a word from the extract which means mourn ___________?
(A) sorrow
(B) poor
(C) grieve
(D) None of these
Answer:
(C) grieve

Question 22.
What isa ballad?
(A) a narrative poem
(B) a subjective poem
(C) a descriptive poem
(D) a short poem
Answer:
(A) a narrative poem

Question 23.
Why was William Butler Yeats awarded a nobel prize in 1923?
(A) for literature
(B) for draina
(C) for mathematics
(D) for science
Answer:
(A) for literature

Question 24.
Why was the old priest weary day and night?
(A) his services were required more frequently lately
(B) he had a lot of work to do everyday
(C) his parishioners were sick and needed his assistance
(D) he was required to pray day and night
Answer:
(A) his services were required more frequently lately

Question 25.
Who were father Gilligan’s flock?
(A) the sickpeople
(B) the dead
(C) his parishioners
(D) the church attendants
Answer:
(C) his parishioners

Question 26.
How does the father react when another poor man sent for him?
(A) he denied to go
(B) he scolded the messenger
(C) he began to grieve
(D) he started at once
Answer:
(C) he began to grieve

Question 27.
Why did he fall asleep during his prayer?
(A) he did not want to attend the dying man
(B) his body was very tired and mind distressed
(C) he wanted to have some rest
(D) he was sick
Answer:
(B) his body was very tired and mind distressed

Question 28.
When did the father wake up?
(A) At mid-night
(B) At dawn
(C) In the morning
(D) In the afternoon
Answer:
(B) At dawn

Question 29.
The moths appear on two occasions.What are they?
(A) Dusk and dawn
(B) Morniñg and evening
(C) Evening and afternoon
(D) Night and evening
Answer:
(A) Dusk and dawn

Question 30.
What shows that the father was shocked when he woke up?
(A) He stood upright
(B) He heard the sparrows chirp
(C) He got up with a shock
(D) He started to run
Answer:
(A) He stood upright

Question 31.
Why was the father shocked?
(A) He saw the moths again
(B) He thought that the man had died while he slept
(C) He realised that he had not finished his prayer
(D) He realised that he couldn’t attend the sick man
Answer:
(B) He thought that the man had died while he slept

Question 32.
Whom did father Gilligan wake up from sleep?
(A) His parishioner
(B) The sick man
(C) His horse
(D) His attendant
Answer:
(C) His horse

Question 33.
Why did father Gilligan ride with less care?
(A) He didn’t know how to ride a horse
(B) He was in a hurry
(C) His horse was very reliable
(D) He was worried about the man
Answer:
(D) He was worried about the man

Question 34.
What does “He rode as he never rode, by the rocky lane and fen” convey?
(A) Father Gilligan’s concern for his parishioners
(B) Father Gilligan’s reckless riding
(C) Father Gilligan’s carefreeness
(D) Father Gilligan had lost interest in living
Answer:
(A) Father Gilligan’s concern for his parishioners

Question 35.
Who opened the door?
(A) The sick man
(B) The father
(C) An old man
(D) The sick mans wife
Answer:
(D) The sick mans wife

Question 36.
Why was the sick man’s wife surprised to see the father?
(A) She didn’t expect him to come so early
(B) The poor man had already died
(C) She had seen the father performing the death rituals
(D) The father looked weary
Answer:
(C) She had seen the father performing the death rituals

Question 37.
What did the father ask to the sick man’s wife?
(A) Was the man dead
(B) Was the man doing well
(C) Was the man recovering
(D) Was the man stîli alive
Answer:
(A) Was the man dead

Question 38.
The sièk man’s wife said that her husband has died ____________?
(A) half an hour ago
(B) the previous night
(C) few minutes ago
(D) an hour ago
Answer:
(D) an hour ago

Question 39.
Why did the old priest sway in grief?
(A) He couldn’t reach earlier
(B) He couldn’t perform his religious duty
(C) He couldn’t save the man
(D) He couldn’t see the dead man
Answer:
(B) He couldn’t perform his religious duty

Question 40.
What did the poor man’s wife say to the priest?
(A) The man was in p4in at the time of his death
(B) The man died happily after the father had gone
(C) The man wanted to see the father in his last moments
(D) The man was happy when be died_____
Answer:
(B) The man died happily after the father had gone

II. Short Type Questions with Answers

Question 1.
Why was Father Gilligan ‘weary’? Was he only tired physically or also exhausted mentally? Justify your answer with examples from the poem?
Answer:
Father Gilligan was ‘weary’ of going to the bedside of the sick and dying among his parishioners and offering them spiritual comfort round the clock. He was only physically tired.

Question 2.
Why did he seek forgiveness from God ? What type of man does this prove him to be?
Answer:
He sought forgiveness from God for stating that he enjoyed no rest, nor joy, nor peace for attending the sick who ‘die and die’. He had spoken out these words out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This proves him to be a most dutiful and religious man.

Question 3.
Why has the night been described so?
Answer:
The night has been described so to bring home the contrast between Father Gilligan when awake and when asleep. In other words, being emotionally and physically worn out, the priest needed deep slumber at night.

Question 4.
Why was Father Gilligan weary?
Answer:
Peter Gilligan was a priest who was called Father. He had to perform the religious rites of the church. He was weary because half of his parishioners were either in their sick bed or in their graves. As a priest he had to attend his parishioners.

Question 5.
Why did Peter Gilligan beg God’s forgiveness?
Answer:
The priest begged God’s forgiveness for he had said that he was deprived of rest, joy and peace for his constant presence near his flocks who were already dead. He justifies his errant words by saying that his spirit was willing to work, but his flesh was weak.

Question 6.
Why did the sick man’s wife say ‘Father ! you come again !’?
Answer:
The sickman’s wife said, “Father ! you come again !” because she had seen him come to her husband, who died soon after he (Gilligan) left the house.

Question 7.
Who came to the sick man before his death? Why?
Answer:
One of God’s great angels came to the sick man before his death. He had come in the guise of Peter Gilligan.

Question 8.
What made Father Gilligan kneel and pray?
Answer:
That God had helped him when he needed rest most made Father Gilligan kneel and pray.

Question 9.
What were his words of gratitude to God?
Answer:
His words of gratitude to God were that He who took care of all things in the vast universe never forgot to relieve a poor priest like him of his dire exhaustion.

Question 10.
What qualities of Father Gilligan do you admire?
Answer:
We admire Father Gilligan’s keen sense of duty, deep concern for the sick and unflinching devotion to God.

Question 11.
Why did Father Gilligan sway to and fro?
Answer:
Father came to know from the sick man’s wife that the man passed away at night. At this Father Gilligan was in deep grief and swayed to and fro.

Question 12.
Why did the priest ride with little care?
Answer:
The priest was respondent for neglecting his duty to offer final communion to the sick man. So he rode recklessly to the sick man’s house without caring the hurdles on the way.

Question 13.
How did Father Gilligan react when he woke up from his deep sleep?
Answer:
Father Gilligan woke up from his deep sleep in the moth hour. He was horrified by the fact that he failed to perform his priestly duties to the sick man.

Detailed Summaries and Glossary

Stanza – (1-4)
The old ……………………………………………………… to peep.
Peter Gilligan, the old priest, was tired of attending to the sick men of his parish night and day. One evening, while he was resting on a chair, a poor man sent for him. He began to whimper against overwork. Being old, he was unable to keep pace with the present work of praying for the growing number of sick persons in his parish. But in the next moment, he repented for the complaint and asked for God’s forgiveness. While praying on the chair, he fell asleep. Evening came. Stars in multitude were visible in the sky.

ସାରମର୍ମ :
ପିଟର୍ ଗିଲିଗେନ୍ ଜଣେ ବୃଦ୍ଧ ଏବଂ କର୍ତ୍ତବ୍ୟପରାୟଣ ପାଦ୍ରୀ ଥିଲେ । ସେ ତାଙ୍କ ଗୀର୍ଜା ଅଧୀନସ୍ଥ ଅଞ୍ଚଳର ରୋଗୀମାନଙ୍କ ସେବା କରି କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଥିଲେ । ଦିନେ ସନ୍ଧ୍ୟାରେ ସେ ଚୌକି ଉପରେ ବସି ବିଶ୍ରାମ କରୁଥିବାବେଳେ ଅନ୍ୟ ଜଣେ ଦରିଦ୍ର ଲୋକର ଗୃହରୁ ଡାକରା ଆସିଲା । ସେ ଅଧ୍ବକ କାର୍ଯ୍ୟଭାର ହେତୁ ବିରକ୍ତି ପ୍ରକାଶ କଲେ । ବୁଢ଼ା ହୋଇ ପଡ଼ିଥିବାରୁ ସେ ତାଙ୍କ ଗୀର୍ଜା ଅଧୀନସ୍ଥ ବହୁସଂଖ୍ୟାରେ ମୃତ୍ୟୁବରଣ କରୁଥିବା ଲୋକମାନଙ୍କ ପାଇଁ ପ୍ରାର୍ଥନା କରିବାକୁ ଯାଇପାରୁ ନ ଥିଲେ । ପର ମୁହୂର୍ତ୍ତରେ ସେ ତାଙ୍କର ଅସନ୍ତୋଷ ପାଇଁ ଅନତାପ କଲେ ଓ ଭଗବାନଙ୍କ ନିକଟରେ କ୍ଷମାପ୍ରାର୍ଥନା କଲେ । ପ୍ରାର୍ଥନା କରୁଥିବାବେଳେ ସେ ଚୌକି ଉପରେ ଶୋଇପଡ଼ିଥିଲେ । ସନ୍ଧ୍ୟା ଆସିଗଲା । ଆକାଶରେ ଅସଂଖ ତାରା ଦୃଶ୍ୟମାନ ହେଲେ ।

Glossary
priest : a person who performs religious rites of the church
weary : tired (କ୍ଳାନ୍ତ)
his flock : members of his parish (ଗୀର୍ଜା ଅଧୀନସ୍ଥ ଲୋକ)
sods : upper strata of grasslands (ଘାସଚେକା )
nodded : relaxed (ମସ୍ତକ ଅବନତ କରି ବିଶ୍ରାମ କରିବା, ତନ୍ଦ୍ରାଚ୍ଛନ୍ନ ହେବା )
moth-hour of eve : the time just before the evening when moths come out (ସନ୍ଧ୍ୟାର ଠିକ୍)
grieve : regret (ଦୁଃଖ ପ୍ରକାଶ କରିବା)
rest : ବିଶ୍ରାମ
peace : ଶାନ୍ତି
forgive : excuse (କ୍ଷମା କରିବା )
My body spake, not I : He had spoken out of physical exhaustion, not because he did not want to work. His spirit was willing to work, but his flesh was weak. This reminds us of the words which Jesus said when he found Peter sleeping, St. Matthew Ch. XXVI Verse 41, ‘The spirit is willing enough, but the flesh is weak.’ Gilligan’s full name is ‘Peter Gilligan’. Peter is from the Greek ‘Petros’ which means stone or rock.
knelt : ଆଣ୍ଠୁଗଣ୍ଠି
leaned : ଆଉଜି ପଡ଼ିଲେ
the moth-hour went : ଗୋଧୁଳି ସମୟ ଅତିକ୍ରାନ୍ତ
peeped : came into view (ଦୃଶ୍ୟକୁ ଆସିଲା)

Stanza – 5
They slowly………………………………………….. to mankind
More and more stars began to twinkle in the sky. There was darkness all around. Silence spread everywhere. Leaves shook in the wind. God spoke softly to mankind.

ସାରମର୍ମ :
ଆକାଶରେ ଅଧିକସଂଖ୍ୟକ ତାରା ଆଖିମିଟିକା ମାରିବାକୁ ଆରମ୍ଭ କଲେ । ଚତୁର୍ଦ୍ଦିଗରେ ଅନ୍ଧକାର ଛାଇଗଲା । ସବୁଆଡ଼େ ନିସ୍ତବ୍ଧତା । ପବନରେ ପତ୍ରସବୁ ହଲୁଥିଲା । ଭଗବାନ ଯେପରି ଧୀରେ ଧୀରେ ମାନବଜାତି ସହିତ କଥାବାର୍ତ୍ତା ହେଉଥିଲେ ।

Glossary
They : (here) the stars (ତାରକାରାଜି )
millions grew : many more stars appeared in the sky (ଆବିର୍ଭାବ ହେଲା)
shook : rustled ( ହଲୁଥିଲା )
And God … mankind : God covered the world with darkness and spoke softly to the mankind. ( ଭଗବାନ ମୃଦୁ ସ୍ଵରରେ ମଣିଷ ଜାତିକୁ)
shade : ଛାଇ
whispered : ଚୁପ୍‌ଚୁପ୍ କରି କହିଲେ
mankind : ମାନବଜାତି

Stanza – (6-8)
Upon the …………………………………………………………………………………………………………. come again !’.
The sparrows began to chirp before the dawn cracked. Suddenly Gilligan woke up from his sleep. He remembered the poor man of the evening. His heart was filled with grief to think that the man had died while he slept on the chair. Father Gilligan rode as fast as he could to the sick man’s house by narrow road and marshy land. The astonishment of the sick man’s wife knew no bounds to see the priest.

ସାରମର୍ମ :
ସକାଳ ହେବା ପୂର୍ବରୁ ଘରଚଟିଆମାନେ ରାବିବାକୁ ଆରମ୍ଭ କରିଦେଲେ । ହଠାତ୍‌ ପିଟର ଗିଲିଗେନ୍ ନିଦରୁ ଉଠିପଡ଼ିଲେ । ସନ୍ଧ୍ୟାର ଦରିଦ୍ର ଲୋକଟିର କଥା ସେ ମନେ ପକାଇଲେ । ସେ ଚେୟାର୍‌ରେ ଶୋଇପଡ଼ିଥିବାବେଳେ ଲୋକଟି ମରିଯାଇଥବ ବୋଲି ଭାବି ତାଙ୍କ ହୃଦୟରେ ଦୁଃଖ ଭରିଗଲା । ସେ ଘୋଡ଼ା ଚଢ଼ି ଖୁବ୍ ଜୋର୍‌ରେ ଅଣଓସାରିଆ ଓ ସନ୍ତସନ୍ତିଆ ରାସ୍ତା ଦେଇ ଅସୁସ୍ଥ ଲୋକଟି ଘର ଆଡ଼କୁ ଚାଲିଲେ । ପାଦ୍ରୀଙ୍କୁ ଦେଖ୍ ଅସୁସ୍ଥ ଲୋକଟିର ସ୍ତ୍ରୀର ଆଶ୍ଚର୍ଯ୍ୟର ସୀମା ରହିଲା ନାହିଁ ।

Glossary
the time of sparrow-chirp : the time before (sunrise) when sparrows (small birds) come out and began to chirp (sing)
When …. more : It was evening, after sunset when Gilligan sat dozing on a chair. A little after that he got up, knelt and prayed; but while praying he fell asleep. When he woke up from sleep it was dawn again (the faint light before sunrise).
stood upright : sprang up suddenly awakened from sleep torn by his own conscience (ତାଡ଼ନାରେ ହଠାତ୍ ନିଦରୁ ଉଠିବା)
Mavrone ! : (Irish) little mother : Mary, mother of Jesus Christ addressed affectionately (ଯୀଶୁଙ୍କର) ମା)
Mavrone. mavrone! : a cry of grief (ଦୁଃଖଦ କାନ୍ଦଣା)
roused : wakened (ନିଦରୁ ଉଠେଇଲେ )
He rode …. rode : Peter GiiJian rode too fast for the first time.
lane and fen : narrow road and marshy land (ଓ ସନ୍ତସନ୍ତିଆ ଜମି )
‘Father ‘ again !‘: Gilligan is surprised to hear the words spoken by the sick man’s wife because he had not gone there before

Stanza – (9-12)
‘And is ……………………………………………………………………………… a chair.’
The sick man’s wife conveyed the priest about his (the sick man’s) death. He died merrily an hour ago just after the priest had gone. Gilligan reacted in wonder and disbelief. Peter Gilligan understood that God had sent one of His angels in his guise to pray for the dying man. He prayed to God in gratitude. Peter badly needed rest for he was faithful and dutiful. God, the Maker of the vast universe, had not forgotten even the humblest creatures like him in the cosmic universe.

ସାରମର୍ମ :
ଦରିଦ୍ର ଲୋକଟି ମରିଯାଇଥିବା କଥା ତା’ ସ୍ତ୍ରୀ ପାଦ୍ରୀକୁ ଜଣାଇଦେଲେ । ସେ ଘଣ୍ଟାଏ ପୂର୍ବରୁ ପାଦ୍ରୀ ଫେରିଯିବା ପରେ ପରେ ଶାନ୍ତିରେ ମରିଥିଲା । ଗିଲିଗେନ୍ ବିସ୍ମୟ ଓ ଅବିଶ୍ଵାସରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ । ପିଟର ଗିଲିଗେନ ବୁଝିପାରିଲେ ଯେ ଭଗବାନ ତା’ ବେଶରେ ଜଣେ ଦେବଦୂତଙ୍କୁ ମୃତ୍ୟୁମୁଖରେ ପଡ଼ିଥିବା ଲୋକଟି ପାଇଁ ପ୍ରାର୍ଥନା କରିବାକୁ ପଠାଇଥିଲେ । ସେ ଭଗବାନଙ୍କୁ କୃତଜ୍ଞତା ଜଣାଇ ପ୍ରାର୍ଥନା କଲେ । ପିଟର ବିଶ୍ୱସ୍ତ କର୍ତ୍ତବ୍ୟପରାୟଣ ହୋଇଥିବାରୁ ବିଶ୍ରାମ ଦରକାର କରୁଥିଲେ । ବିଶାଳ ବିଶ୍ବର ନିର୍ମାତା ତା’ଭଳି ନଗଣ୍ୟ ବ୍ୟକ୍ତିକୁ ଭୁଲି ଯାଇନଥିବାରୁ ଆତ୍ମସନ୍ତୋଷ ଲାଭ କଲେ ।

Glossary
grief : sadness (ଦୁଖ)
swayed to and fro : moved from side to side, here Gilligan filled with repentance
When word: The delicate: introduction of the; supernatural power which is one of the characteristic of a ballad.
merry : glad (ଆନନ୍ଦ)
he knelt him : he knelt (ସେ ଆଣ୍ଠୁମାଡ଼ି)
tire and bleed : tired of life and work
wrapped in purple robes : God who is all merciful
planets : the whole universe (ସମଗ୍ର ବିଶ୍ବ)
least of things : the humblest being. Father Gilligan

Introducing the Poet
W. B. Yeats (1865-1939) was both a romantic and a modem poet. His early work was full of melody and decoration. It was full of luscious poetry in the romantic or late- romantic mould. His name is closely linked with the Irish Literary Movement. He is generally considered the greatest twentieth century poet in English language. Few poets have celebrated the beauty of woman as splendidly as Yeats has. His poetic career brings out a contrast between the early Yeats and the later Yeats. The former wrote of dreams, and the later of harsh reality. There is rich colouring and symbolism in his poetry. He has own vision of man and the world.

About the Poem
The poem was written at a time when the members were dying everyday in large numbers. Father Gilligan, the old priest of the parish, had to pray for the dying beside their death beds. This legendary tale about Father Gilligan has been told in verse. In other words, it is a ballad in a full measure.

Summary
The poem begins with the tired old priest, Peter Gilligan attending to the dying members of his parish round the clock. It is his duty to pray for them who are dying in large numbers. Evening sets in. Sorely tired, the Father Gilligan is old and weak. He grumbles against overwork. “I have no rest, nor joy, nor peace For people die and die.” But he is in his own elements in a flash. Dutiful priest as he is, he repents. He kneels, and leans on the chair and prays for God’s forgiveness. A tired soul, the priest, while praying sinks into a deep sleep on the chair. Evening leaks away. More and more stars begin to twinkle in the sky. Leaves rustle. The whole world plunges into darkness. Silence reigns everywhere. God whispers to mankind in the absolute calm and still of night. Tom by conscience, the priest springs up straight rousing from sleep. His sorrow knows no bound. “Mavrone, mavrone ! the man had died While / slept on the chair.” The poor man on that evening haunts him. Bitten by guilt, the priest breathlessly rides to the sick man’s house. The sick man’s wife opens the door and is surprised to see the priest again. ‘‘Father! you come again!” He comes to know about the death of the sick man. Father is grief-stricken. He becomes speechless in disbelief when he is told that the man died merrily an hour ago, after he (the priest) had departed. The ways of God begin to unfold before him. He realizes that God had sent one of his angels in his guise to attend to the sick man. His heart is filled with wonder and gratitude for God’s kindness of substituting one of his angels for him. God is all merciful. He has taken care of the humblest creature like him in His vast universe. Father Gilligan is lost in his unflinching love of God.
Moral: God never fails those who unflinchingly serve his fellowmen.

ସାରାଂଶ:
କବିତାର ପ୍ରାରମ୍ଭରେ ଆମେ ଦେଖିବାକୁ ପାଉ ବୃଦ୍ଧ କ୍ଳାନ୍ତ ପାଦ୍ରୀ ପିଟର ଗିଲିଗେଙ୍କୁ । ଗୀର୍ଜାର ଅଧୀନସ୍ଥ ଅଞ୍ଚଳର ମୁମୂର୍ଷୁମାନଙ୍କର ଦିନରାତି ସେବାକରି ସେ କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଛନ୍ତି । ବହୁସଂଖ୍ୟାରେ ମୃତ୍ୟୁର କବଳିତ ହେଉଥ‌ିବା ବ୍ୟକ୍ତିମାନଙ୍କ ଆତ୍ମାର ସଦ୍‌ଗତି ପାଇଁ ପ୍ରାର୍ଥନା କରିବା ତାଙ୍କର କର୍ତ୍ତବ୍ୟ । ସନ୍ଧ୍ୟା ଆସିଛି । ଚେୟାର ଉପରେ ବସି ବିଶ୍ରାମ କରୁଥିବା ପାଦ୍ରୀଙ୍କର ମସ୍ତକ କ୍ଳାନ୍ତିରେ ନଇଁପଡ଼ିଛି । ଏହି ସମୟରେ ଅନ୍ୟ ଜଣେ ଦରିଦ୍ର ଲୋକର ସେବା ପାଇଁ ଅନୁରୋଧ ଆସିଛି । ପିଟର ଗିଲିଗେନ୍ ଯେତେ ପରିଶ୍ରମ କରିବା ସମ୍ଭବ ତଦପେକ୍ଷା ଅଧ‌ିକ ପରିଶ୍ରମ କରିବାକୁ ପଡ଼ୁଥ‌ିବାରୁ ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଅସ୍ପଷ୍ଟ ସ୍ବରରେ କହି ଉଠିଛନ୍ତି ‘ମୋର ବିଶ୍ରାମ ନାହିଁ, ନାହିଁ ଆନନ୍ଦ, ନାହିଁ ଶାନ୍ତି କାରଣ ଲୋକମାନେ ମରୁଛନ୍ତି ଓ ମରୁଛନ୍ତି ।’’ ହଠାତ୍ ସେ ଆତ୍ମସଚେତନ ହେଇପଡ଼ିଛନ୍ତି । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ ସହସା ଏକ ଦିଗ୍ରୀ ଝଲସି ଉଠିଛି । ସେ ଜଣେ କର୍ତ୍ତବ୍ୟପରାୟଣ ପାଦ୍ରୀ ହୋଇଥିବାରୁ ଏଭଳି ଅସନ୍ତୋଷ ତାଙ୍କ ପାଇଁ ଠିକ୍ ହୋଇନାହିଁ । ତେଣୁ ସେ ଅନୁତାପ କରିଛନ୍ତି । ଚେୟାର ଉପରେ ଝୁଙ୍କିପଡ଼ି ତାଙ୍କୁ କ୍ଷମା କରିବାପାଇଁ ସେ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରିଛନ୍ତି । ସେତେବେଳକୁ ସେ କିନ୍ତୁ ପ୍ରକୃତରେ ଖୁବ୍‌ କ୍ଳାନ୍ତ ହୋଇପଡ଼ିଛନ୍ତି । ତେଣୁ ଭଗବାନଙ୍କୁ ପ୍ରାର୍ଥନା କରୁଥିବା ସମୟରେ ସେହି ଚେୟାର ଉପରେ ସେ ଶୋଇପଡ଼ିଛନ୍ତି । ସନ୍ଧ୍ୟା ଅତିକ୍ରାନ୍ତ ହୋଇଛି । ଆକାଶରେ କ୍ରମେ ଗୋଟି ଗୋଟି ହୋଇ ଅନେକ ତାରା ଝଲସି ଉଠିଛନ୍ତି । ସମଗ୍ର ପୃଥ‌ିବୀ ଉପରକୁ ଅନ୍ଧକାର ମାଡ଼ିଆସିଛି। ଚତୁର୍ଦ୍ଦିଗରେ ନୀରବତା ବିଦ୍ୟମାନ ହୋଇଛି । ନିଥର ରାତ୍ରିର ନିସ୍ତବ୍‌ଧତା ଭିତରେ ଭଗବାନ ସତେ ଯେପରି ମୃଦୁ ସ୍ଵରରେ ମାନବଜାତିକୁ ଗୋପନ କଥା କହନ୍ତି । ସୁପ୍ତ ପାଦ୍ରୀ ବିବେକର ତାଡ଼ନାରେ ହଠାତ୍‌ ଚେଇଁ ଉଠିଛନ୍ତି । ଦୁଃଖରେ ଭାଙ୍ଗପଡ଼ି ସେ କହି ଉଠିଛନ୍ତି …. ‘ମୁଁ ଚେୟାରରେ ଶୋଇଥିବାବେଳେ ଲୋକଟି ମରିଯାଇଛି ।’’ସେଦିନ ସନ୍ଧ୍ୟାରେ ଯେଉଁ ଦରିଦ୍ର ଲୋକର ଡାକରା ଆସିଥିଲା, ତା’ କଥା ଚିନ୍ତାକରି ପିଟର ଗିଲିଗେନ୍ ବିବ୍ରତ ହୋଇପଡ଼ିଛନ୍ତି । ସେ ଅଣନିଃଶ୍ଵାସୀ ହୋଇ ଘୋଡ଼ାରେ ବସି ସେହି ରୋଗୀର ଘରକୁ ଯାଇଛନ୍ତି । ସେହି ଲୋକର ସ୍ତ୍ରୀ କବାଟ ଖୋଲିଛି, ପାଦ୍ରୀଙ୍କୁ ପୁଣି ଥରେ ଦେଖୁ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ କହିଲା…………..‘ପାଦ୍ରୀ ବାବା ! ଆପଣ ପୁଣି ଆସିଛନ୍ତି !’’ ପିଟର ଗିଲିଗେନ୍ ଜାଣିବାକୁ ପାଇଛନ୍ତି ଯେ, ରୋଗୀଟି ମରିଯାଇଛି । ଦୁଃଖରେ ସେ ଭାଙ୍ଗି ପଡ଼ିଛନ୍ତି । ସେ ଯେତେବେଳେ ଜାଣିଛନ୍ତି ଯେ, ସେ (ପାତ୍ରୀ) ଚାଲିଯିବାର ଠିକ୍ ପରେ ପରେ ଏଇମାତ୍ର ଘଣ୍ଟାଏ ଆଗରୁ ରୋଗୀଟି ମରିଯାଇଛି ସେତେବେଳେ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଛନ୍ତି; କାରଣ ସେ ପ୍ରକୃତରେ ଆସି ନ ଥିଲେ । ସେ ନିର୍ବାକ୍ ହୋଇ ଯାଇଛନ୍ତି; କିନ୍ତୁ କ୍ରମେ ଭଗବାନଙ୍କର କରୁଣାର ରହସ୍ୟ ତାଙ୍କ ନିକଟରେ ଉନ୍ମୋଚିତ ହୋଇଛି । ସେ ଅନୁଭବ କରିଛନ୍ତି ଯେ, ତାଙ୍କୁ ପ୍ରକୃତରେ କ୍ଳାନ୍ତ ଜାଣି ଭଗବାନ ରୋଗୀର ଶୁଶ୍ରୂଷା ପାଇଁ ତାଙ୍କର (ପାଦ୍ରୀଙ୍କର) ଛଦ୍ମବେଶରେ ଜଣେ ଦେବଦୂତଙ୍କୁ ପଠାଇଥିଲେ । ଭଗବାନଙ୍କର ଉଦ୍ଦେଶ୍ୟରେ ପାଦ୍ରୀଙ୍କର ଅନ୍ତର କୃତଜ୍ଞତାରେ ଭରିଯାଇଛି । ଏହି ବିଶାଳ ପୃଥ‌ିବୀରେ ତାଙ୍କ ଭଳି ଜଣେ ନଗଣ୍ୟ ମଣିଷର ଯତ୍ନ ନେବାକୁ ମଧ୍ଯ ଭଗବାନ ଭୁଲି ନାହାନ୍ତି । ଗଭୀର ଭଗବତ୍ ପ୍ରୀତିରେ ପିଟର୍ ଗିଲିଗେନ୍ ଆତ୍ମହରା ହୋଇ ପଡ଼ିଛନ୍ତି।

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Unitwise Gist and Glossary

UNIT -I
Gist:
The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold The writer takes us back to 1921 when America became a victim of polio. Franklin D. Roosevelt, a young politician, was not an exception. A tiring day made him take a cold swim and lie leisurely in his wet swimsuit at home. He went to bed feeling as if he had caught a cold.

In a few days, he came to know that he was suffering from polio. The early symptoms of poor attack are headache, nausea, vomiting, and fever. Air, food, and water are the carriers of poliovirus. One percentage of polio-infected people actually suffer from severe polio. There are two forms of polio: spinal and bulbar; the former affects the limbs and the latter lung. Muscle pain, and stiff neck and back characterize both forms. The symptoms of both forms of polio are similar.
ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ୧୯୨୧ ମସିହାର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି ଯେତେବେଳେ ଆମେରିକା ପୋଲି ଓ ବ୍ୟାଧର ଶିକାର ହୋଇଥିଲା । ଯୁବ ରାଜନୀତିଜ୍ଞ Franklin D. Roosevelt ଏହାର ବ୍ୟତିକ୍ରମ ନ ଥିଲେ । ଏକ କ୍ଲାନ୍ତ ଦିବସରେ ସେ ଥଣ୍ଡା ପାଣିରେ ପହଁରିଥିଲେ ଓ ଓଦା ସନ୍ତରଣ-ପୋଷାକ ପରିଧାନ କରି ଘରେ ଶୋଇ ରହିଥିଲେ । ସେ ଯେତେବେଳେ ଶୋଇବାକୁ ଗଲେ, ସେ ଅନୁଭବ କଲେ ଯେପରିକି ତାଙ୍କୁ ଥଣ୍ଡା ହୋଇଛି । କିଛି ଦିନ ଭିତରେ ସେ ପୋଲିଓ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିବାର ଜାଣିବାକୁ ପାଇଲେ । ପୋଲିଓ ସଂକ୍ରମଣର ପ୍ରାକ୍-ଲକ୍ଷଣଗୁଡ଼ିକ ହେଲା – ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ୱସ୍ଥି ଲାଗିବା, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ ଏବଂ ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପୋଲିଓ ଆକ୍ରାନ୍ତ ବ୍ୟକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ବାସ୍ତବରେ ୧ ପ୍ରତିଶତ ମାରାତ୍ମକ ପୋଲିଓରେ ପୀଡ଼ିତ ହୋଇଥା’ନ୍ତି । ପୋଲିଓ ଦୁଇପ୍ରକାର; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଓ bulbar (ଫୁସ୍‌ଫୁସ୍ ସମ୍ବନ୍ଧୀୟ) । ପ୍ରଥମଟି ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଏବଂ ଦ୍ବିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌ ଆକ୍ରାନ୍ତ କରିଥାଏ । ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଉଭୟ ପ୍ରକାର ପୋଲିଓର ବୈଶିଷ୍ଟ୍ୟ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ।

Glossary:
outbreak : sudden occurrence (ବ୍ୟାପିବା)
plagued : caused trouble for a period of time (କିଛି ସମୟ ପାଇଁ ଅସୁବିଧା ସୃଷ୍ଟି କରିଥିଲା )
poliomyelitis : polio virus (ପୋଲି ଓ ଭୂତାଣୁ )
taking a cold swim : ଥଣ୍ଡା ପାଣିରେ ପହଁରିବା
relief : ଆରାମ
swimsuit : ସନ୍ତରଣ ପୋଷାକ
strike : deliver a blow (ଆଘାତ ଦେବା )
vinis : ଭୂତାଣୁ
incubate : hatch (ଅଣ୍ଡା ଫୁଟାଇବା )
a symptomatic: In medicine, a disease is considered asymptomatic if a patient is a carrier for a disease or infection but experiences no symptoms.
symptoms :
stage : condition (ଅବସ୍ଥା )
infected: ସଂକ୍ରମିତ
droplets: a very small drop of a liquid (ବୁନ୍ଦା)
antibodies : antibodies (1g) are found in blood or other bodily fluids of vertebrates, and are used by the immune system to identify and neutralize foreign objects, such as
bacteria and viruses.
unlucky : ଭାଗ୍ୟହୀନ
permanently : ସବୁଦିନ ପାଇଁ
paralyzed : ଅଚଳ ହୋଇଗଲା
spinal cord : ମେରୁଦଣ୍ଡସ୍ଥ ସ୍ନାୟୁ ସଂସ୍ଥାନ
multiplies : increases (ବଢ଼ିଯାଏ)
nerves : ସ୍ନାୟୁ
affected : ପ୍ରଭାବିତ ହେଲା
pain : ଯନ୍ତ୍ରଣା
stiff : unable to move easily (ଅଚଳ)
lungs : ଶ୍ଵାସନଳୀ
breathe : ନିଃଶ୍ଵାସ ନେବା
physical therapy: ଶାରୀରିକ ଚିକିତ୍ସା
recover : cure (ଭଲ ହୋଇଯିବା)
varies : changes (ପରିବର୍ତ୍ତନ ହୁଏ)

Think it:
Question 1.
What is poliomyelitis ?
Answer:
Poliomyelitis means poliovirus. It causes an acute, viral, infectious disease that spreads from person to person, basically via the fecal-oral route.

Question 2.
When did Roosevelt find out that he had polio?
Answer:
On a tiring day, Roosevelt took a cold swim and lie leisurely in his wet swimsuit at home. When he went to bed, he felt as if he had caught a cold. After a few days, he found out that he had polio.

Question 3.
What are the early symptoms of a polio attack?
Answer:
The early symptoms of polio attack are flue – like symptoms like headache, nausea, vomiting, and fever.

Question 4.
Which things are the carriers of poliovirus?
Answer:
The carriers of poliovirus are air, water, and food.

Question 5.
What percentage of people attacked by poliovirus actually suffer from severe polio?
Answer:
One percentage of people attacked by poliovirus actually suffer from severe polio.

Question 6.
What are the two forms of polio?
Answer:
The two forms of polio are spinal and bulbar.

Question 7.
Are the symptoms of both forms of polio similar or different? Which form of the disease is more dangerous?
Answer:
The symptoms of both forms of polio are similar. The bulbar form of the disease is more dangerous.

UNIT – II

Gist:
Roosevelt was keen on not allowing dangerous polio to dominate him. It left his long-term career as the President of the USA untouched. He led the fight against polio by increasing public awareness of the deadly disease and promoting research. Polio never destroyed the large bulk of the population like plague or influenza. Instead, it was a fearful, highly contagious disease that affected all, irrespective of rich or poor, when it occurred in a deadly manner. It seemed as if advances in science paled into insignificance before this disease. The first half of the nineteenth century witnessed tremendous advancement in basic hygiene methods and knowledge. A great change had come in our civilization for the first time. The people’s mere hope for good health gave way to expectations. Children were the worst sufferers of polio. The panic-stricken parents were afraid of sending their children to schools in the early 1950s because there was no vaccine for the treatment of polio.
ସାରମର୍ମ :
ବିପଜ୍ଜନକ ପୋଲିଓକୁ ତାଙ୍କ ଉପରେ ପ୍ରଭାବ ବିସ୍ତାର କରାଇ ନ ଦେବାକୁ Roosevelt ଦୃଢ଼ସଂକଳ୍ପ ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ଭାବେ ତାଙ୍କର ଦୀର୍ଘ ରାଜନୈତିକ ଜୀବନ ନିରାପଦ ରହିଥିଲା । ବିପଜ୍ଜନକ ବ୍ୟାଧ୍ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରି ଏବଂ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେଇ ସେ ପୋଲିଓ ବିରୁଦ୍ଧରେ ସଂଗ୍ରାମ କଲେ । ପ୍ଲେଗ୍ ବା ଇନ୍‌ଫ୍ଲୁ ଏଞ୍ଜା ଭଳି ଏହା ଅଧିକାଂଶ ଲୋକଙ୍କୁ ମୃତ୍ୟୁମୁଖକୁ ଠେଲି ଦେଉନଥିଲା । ଅପରପକ୍ଷେ ଏହା ଏକ ଭୟ ଉଦ୍ରେକକାରୀ ପ୍ରବଳ ସଂକ୍ରାମକ ରୋଗ ଥିଲା ଯାହାକି ଭୟଙ୍କର ଭାବେ ବ୍ୟାପୁଥ‌ିବା ସମୟରେ ଧନୀ, ଦରିଦ୍ର, ନିର୍ବିଶେଷରେ ସମସ୍ତଙ୍କୁ ଆକ୍ରାନ୍ତ କରୁଥିଲା । ବିଜ୍ଞାନର ଅଗ୍ରଗତି ଏହି ରୋଗ ନିକଟରେ ପରାଭୂତ ହେଲା ଭଳି ପ୍ରତୀୟମାନ ହେଉଥିଲା । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟ ଭାଗରେ ମୌଳିକ ପରିମଳ ବ୍ୟବସ୍ତା ଓ ଜ୍ଞାନ କ୍ଷେତ୍ରରେ ପ୍ରଭୃତ ଅଗ୍ରଗତି ଘଟିଥିଲା । ପ୍ରଥମ ଥର ପାଇଁ ଆମ ସଭ୍ୟତାରେ ଏକ ବିରାଟ ପରିବର୍ତ୍ତନ ଆସିଥିଲା । ଉତ୍ତମ-ସ୍ୱାସ୍ଥ୍ୟ ପାଇଁ ଲୋକମାନଙ୍କ ଆଶା ଅନେକ ସମ୍ଭାବନା ସୃଷ୍ଟି କରିଥିଲା । ପୋଲିଓଦ୍ୱାରା ପିଲାମାନେ ଦୟନୀୟଭାବେ ପୀଡ଼ିତ ହେଉଥିଲେ । ୧୯୫୦ଦଶକ ପ୍ରାରମ୍ଭରେ ଭୀତତ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । କାରଣ ପୋଲିଓର ଚିକିତ୍ସା ନିମନ୍ତେ ସେତେବେଳେ କୌଣସି ପ୍ରତିଷେଧକ ନ ଥିଲା ।

Glossary:
determined : keen (ଦୃଢ଼ସଂକଳ୍ପ କରିଥିଲେ)
let : allow (ଅନୁମତି ଦେବା)
major : ବଡ଼
get the best of : conquer (ଜୟ କର )
illustrious : famous and much admired (ବିଖ୍ୟାତ ଓ ପ୍ରଶଂସିତ)
political career : ରାଜନୈତିକ ଜୀବନ
long term : ଦୀର୍ଘଦିନ
spearhead (h) : lead an attack (ନେତୃତ୍ୱ ନେବା)
fight : ଯୁଦ୍ଧ କର
public awareness : ଜନସଚେତନତା
deadly : ପ୍ରାଣଘାତୀ
promoting : ପ୍ରୋତ୍ସାହିତ କରିବା
research : ପ୍ରୋତ୍ସାହିତ କରିବା
devastated : destroyed completely (ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ ନଷ୍ଟ
population : ଜନସଂଖ୍ୟା
plague : ମହାମାରୀ
influenza : ବ୍ୟାପକ ସର୍ଦ୍ଦି
contagious disease : disease that spreads by people touching each other (ସଂକ୍ରାମକ ବ୍ୟାଧ୍)
terrifying : ଭୟଙ୍କର
in spite of : ସତ୍ତ୍ବେ
advance : ପ୍ରଗତି
century : hundred years (ଶତାବ୍ଦୀ)
basic : ପ୍ରାରମ୍ଭିକ
tremendously : ବହୁଳ ପରିମାଣରେ
civilization : ସଭ୍ୟତା
instead of : ପରିବର୍ତ୍ତେ
vulnerable : easily hurt physically (ସହଜରେ ସଂକ୍ରମିତ ହେବା / ସହଜରେ ପ୍ରଭାବିତ ହେବା)
heartbreaking : ହୃଦୟବିଦାରକ
crutches : ଆଶାବାଡ଼ି
lacking : want (ଅଭାବ)
panicked : ଭୟଭୀତ ହୋଇଗଲେ
cumbersome : large and heavy (ବଡ଼ ଓ ଭାରୀ )

Think it out:
Question 1.
Did polio affect Roosevelt’s political career?
Answer:
Polio did not affect Roosevelt’s political career. Instead, he enjoyed a distinguished long-term Presidency of the United States.

Question 2.
What was the highest position did Roosevelt achieve in his political career?
Answer:
Roosevelt became one of the most distinguished Presidents of the United States. His position was not short-lived. He enjoyed a long-term political career at the highest level.

Question 3.
How did he spearhead the fight against polio?
Answer:
He spearheaded the fight against polio by increasing public awareness of the dangerous disease and promoting research.

Question 4.
Who are the most vulnerable to polio?
Answer:
Children are the most vulnerable to polio.

Question 5.
Why were parents in the early 1950s afraid of sending their children to schools?
Answer:
Parents in the early 1950s were afraid of sending their children to school because there were no vaccines for the treatment of polio.

UNIT – III

Gist:
The story of vaccine developments for polio dates back to the early 1900s. Early attempts fell through because of the lack of researchers’ knowledge that there existed more than one virus. It is now known that polio is attributed to three strains of completely stable viruses. Ironically, some children were immune to polio before the 1900s, because of deplorable sanitary conditions and primitive efforts in connection with sewage and water treatments. With the improvement in sanitary methods, children were not exposed to poliovirus any longer. As a result, they did not develop antibodies to the virus. Paradoxically, their exposure to the virus during later childhood and adulthood made them run the risk of contracting polio. In the meantime, March of Dimes, a foundation in the United States, emerged on the scene. Thanks to President Roosevelt, this organization worked for the elimination of polio by enlisting the services of a competent researcher who was sure of finding a danger-free vaccination.
ସାରମର୍ମ :
ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର କାହାଣୀ ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରୁ ଆରମ୍ଭ ହୋଇଥିଲା । ପ୍ରାରମ୍ଭିକ ପ୍ରୟାସ ବ୍ୟର୍ଥ ହୋଇଥିଲା କାରଣ ପୋଲିଓର ଏକାଧ୍ଵକ ପ୍ରକାର ଭୂତାଣୁ ଥିବା କଥା ଗବେଷକମାନେ ଜାଣିନଥିଲେ । ଏବେ ଜଣାପଡ଼ିଲା ଯେ ପୋଲିଓ ତିନିପ୍ରକାର ସମ୍ପୂର୍ଣ୍ଣ ସ୍ଥିର ଭୂତାଣୁଦ୍ବାରା ସୃଷ୍ଟି ହେଉଛି । ବିଡ଼ମ୍ବନାର କଥା ଯେ ଊନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ ଦୁଃସ୍ଥ ପରିମଳ ବ୍ୟବସ୍ଥା, ନାଳନର୍ଦ୍ଦମା ପରିଷ୍କରଣର ପୁରୁଣାକାଳିଆ ବ୍ୟବସ୍ଥା, ଜଳବିଶୋଧନ ଅବ୍ୟବସ୍ଥା କାରଣରୁ କେତେକ ପିଲା ପୋଲିସ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ପରେ ପିଲାମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରୁ ରକ୍ଷା ପାଇପାରିଲେ । ଫଳରେ ସେମାନଙ୍କ ଶରୀରରେ ଭୂତାଣୁ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି ହେଲା ନାହିଁ । ଆଶ୍ଚର୍ଯ୍ୟର କଥା ଯେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଓ ବୟସ୍କାବସ୍ଥାରେ ସେମାନଙ୍କର ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିବାଦ୍ଵାରା ପୋଲିଓ ରୋଗାକ୍ରାନ୍ତ ହେବାର ବିପଦ ବଢ଼ିଗଲା । ଇତ୍ୟବସରରେ March of Dimes ନାମକ ଆମେରିକାର ଏକ ଅନୁଷ୍ଠାନର-ଦୃଶ୍ୟପଟ୍ଟରେ ଆବିର୍ଭାବ ହେଲା । ରାଷ୍ଟ୍ରପତି Rooseveltଙ୍କଦ୍ଵାରା ଅନୁପ୍ରାଣିତ ହୋଇ ଏହି ସଂସ୍ଥା ପୋଲିଓର ଦୂରୀକରଣ ନିମନ୍ତେ ଜଣେ ଯୋଗ୍ୟ ଗବେଷକଙ୍କ ସହାୟତାରେ କାର୍ଯ୍ୟରତ ଥିଲା ଯିଏକି ଏକ ବ୍ୟବସ୍ଥା ବାହାର କରିପାରିବେ ବୋଲି ନିଶ୍ଚିତ ଥିଲେ ।

Glossary:
quite : ସମ୍ପୂର୍ଣ୍ଣ
strain : a distinct breed (ଭିନ୍ନ ପ୍ରକାରର )
stable : ସ୍ଥିର
enterovirus : viruses that cause gastro-intestinal illness (ପରିପାକ ଓ ଅନ୍ତନଳୀ ଜନିତ ଅସୁସ୍ଥତା ସୃଷ୍ଟିକାରୀ ଭୂତାଣୁ)
RNA : Ribonucleic acid (RNA) is one of the three major macromolecules (along with DNA and proteins) essential for all known forms of life. (ରାଇବୋନ୍ୟୁକ୍ଲିକ୍ ଏସିଡ୍)
effective : ଫଳପ୍ରଦ
ironically : ବିଡମ୍ବନାର ବିଷୟ
sanitation condition : ପରିମଳ ଅବସ୍ଥା
effort : ପ୍ରଚେଷ୍ଟା
sewage : ନର୍ଦ୍ଦମାର ମଇଳା
primitive : ପୁରୁଣାକାଳିଆ
infant : ଶିଶୁ
consequently : ଫଳସ୍ୱରୂପ
later : ପରବର୍ତ୍ତୀ
childhood : ବାଲ୍ୟକାଳ
adulthood : ବାଲ୍ୟାବସ୍ଥା
painstaking : ଆୟସସାଧ୍ୟ
funded : ଆର୍ଥିକ ସାହାଯ୍ୟ ଯୋଗାଇ
March of Dimes: a Foundation in the United States that works to improve the health of mothers and babies. ft was originally founded by Franklin D. Roosevelt in 1938 to
combat polio. (ମା’ ଓ ଶିଶୁମାନଙ୍ଗ ସ୍ୱାସ୍ଥ୍ୟବସ୍ଥାର ଉନ୍ନତି କଳ୍ପେ କାର୍ଯ୍ୟ କରୁଥିବା ଏକ ଆମେରିକୀୟ ସଂସ୍ଥା)
grassroot : basic level (ତୃଣମୂଳ / ପ୍ରାଥମିକ ସ୍ତର )
enlist : (here) utilise
respected : ସମ୍ମାନୀୟ
safe : ନିରାପଦ

Think it out:
Question 1.
Why did early attempts at the development of the polio vaccine fail?
Answer:
Early attempts at the development of the polio vaccine failed because of the researcher’s lack of knowledge concerning the existence of more than one virus.

Question 2.
Why were some children immune to polio before the 1900s?
Answer:
Some children were immune to polio before the 1900s because sanitary conditions and primitive efforts in connection with sewage and water treatments were quite deplorable. Besides, through breastfeeding their mothers’ antibodies passed onto them played a great role.

Question 3.
Did improved sanitation help to avoid polio attacks before the 1900s?
Answer:
Improved sanitation did not help to avoid polio attacks before the l900s, because of not being exposed to poliovirus in their infancy, they did not develop antibodies to the viruses. As a result, when they were exposed to the virus in later childhood and adulthood they ran the risk of suffering from polio.

Question 4.
How did the March of Dimes work for the elimination of polio?
Answer:
The March of Dimes worked for the elimination of polio with its decision to utilize the services of a venerable researcher who was sure of finding a safe vaccination.

UNIT – IV

Gist:
This part begins with the editors’ eloquent reference to Dr. Jonas Salk who started his medical career studying immunology. In 1947, while at the University of Pittsburgh, he began his research on poliovirus. He used a method of developing poliovirus in cell culture. In 1952, Salk developed a successful vaccine resorting to a blend of three types of virus, found in monkey kidney cultures. He was instrumental in developing a process with the use of formalin, a chemical that made the whole virus inactive.

Dr. Salk’s research gave rise to the scope of clinical trials which created an unprecedented history in medical science. This resulted in the spectacular reduction of polio. However, there was a problem with the original Salk vaccine. The vaccine in reality caused 260 cases of polio and consequently 10 deaths. Some virus particles were not completely inactivated. This did not last long. The problem was solved. Ever since the result has been quite effective. Salk’s vaccine is given in two intramuscular injections administered in a span of one month and in need of boosters every five years. Then came Albert Bruce Sabin who developed or oral form of the vaccine.

The advantages of an oral vaccine are its long-lasting immunity, the prevention of reinfection of the digestive tract, and the administering of the vaccine at a cheap cost. But it is not an unmixed blessing. A live, oral virus is not applicable to patients with a compromised immune system. The Sabin oral vaccine has another disadvantage. Patients suffering from enterovirus infection of the gastrointestinal tract may not develop the immune response at the time of taking the oral vaccine. Last but not least, both vaccines have their merits and demerits.
ସାରମର୍ମ :
ଏହି ଅଂଶର ଆରମ୍ଭରେ ଲେଖକ ଡକ୍ଟର Jonas Salkଙ୍କ ବିଷୟରେ ସ୍ପଷ୍ଟ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି ଯିଏକି ସଂକ୍ରମଣ ପ୍ରତିରୋଧ ବିଷୟରେ ଅଧ୍ୟୟନ କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ୧୯୪୭ ମସିହା ପିଟସ୍ଵର୍ଗ ବିଶ୍ବବିଦ୍ୟାଳୟରେ ଥ‌ିବାବେଳେ ସେ ପୋଲିଓ ଭୂତାଣୁ ଉପରେ ଗବେଷଣା ଆରମ୍ଭ କରିଥିଲେ । ସେ କୋଷୀୟ ପୋଷଣ ମାଧ୍ୟମରେ ପୋଲିଓ ଭୂତାଣୁକୁ ବଢ଼ାଇବାର ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ୧୯୫୨ ମସିହାରେ Salk ମାଙ୍କଡ଼ ବୃକ୍‌କରେ ବଢ଼ୁଥ‌ିବା ତିନି ପ୍ରକାର ଭୂତାଣୁ ସମ୍ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ଫରମାଲିନ୍ ନାମକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରି ସେ ଏକ ପଦ୍ଧତି ଆବିଷ୍କାର କରିବାରେ ମୁଖ୍ୟ ଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା ।

ଡକ୍ତର Salkଙ୍କ ଗବେଷଣା ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ପାଇଁ ସୁଯୋଗ ସୃଷ୍ଟି କରିଥଳା, ଯାହାକି ଭେଷଜ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ଅଭୂତପୂର୍ବ ଇତିହାସ ସୃଷ୍ଟି କରିଥିଲା । ମାତ୍ର ମୂଳ Salk ପ୍ରତିଷେଧକରେ ସମସ୍ୟା ଥିଲା । ବାସ୍ତବରେ ଏହା ୨୬୦ ଜଣଙ୍କୁ ପୋଲିଓ ବ୍ୟାଧୁଗ୍ରସ୍ତ କରାଇଥିଲା ଏବଂ ୧୦ ଜଣ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । କେତେକ ଭୂତାଣୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ନିଷ୍କ୍ରିୟ ହୋଇନଥିଲେ । କିନ୍ତୁ ଏହି ସମସ୍ୟା ବେଶିଦିନ ରହିନଥିଲା । ଏହାର ସମାଧାନ ହୋଇଥିଲା । ସେହିଦିନଠାରୁ ଫଳାଫଳ ଉତ୍ତମ ହୋଇଆସୁଛି । Salkଙ୍କ ପ୍ରତିଷେଧକ ଏକ ମାସ ବ୍ୟବଧାନରେ ଦୁଇଟି ଟୀକା ଜରିଆରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା ଏବଂ ପ୍ରତି ପାଞ୍ଚ ବର୍ଷରେ ବୁଷ୍ଟର ଟୀକା ଦେବାର ଆବଶ୍ୟକତା ଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା

ଯିଏକି ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଏକପ୍ରକାର ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକର ଉପକାରଗୁଡ଼ିକ ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରର ପୁନଃସଂକ୍ରମଣରୁ ରକ୍ଷା ଏବଂ ପ୍ରତିଷେଧକ ପ୍ରଦାନରେ କମ୍ – ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହା ଏକ ଅପକାରିତାଶୂନ୍ୟ ଆଶୀର୍ବାଦ ନ ଥିଲା । ଦୁର୍ବଳ ପ୍ରତିରୋଧକ ଶକ୍ତିସମ୍ପନ୍ନ ରୋଗୀମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏକ ଜୀବନ୍ତ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ଭୂତାଣୁ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ । ଏହାର ଅନ୍ୟ ଏକ ଅପକାରିତା ଥିଲା । ଅନ୍ତନଳୀରେ ସଂକ୍ରମଣ ଭୋଗୁଥିବା ରୋଗୀମାନଙ୍କୁ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଦେଲେ ସେମାନଙ୍କଠାରେ ପ୍ରତିରୋଧକ ଶକ୍ତି ବୃଦ୍ଧି ପାଉନଥିଲା । କିନ୍ତୁ ନିଃସନ୍ଦେହରେ ଏହା କୁହାଯାଇପାରେ ଯେ ଉଭୟ ପ୍ରତିଷେଧକର ଉଭୟ ଭଲ ଏବଂ ମନ୍ଦ ଗୁଣ ଅଛି ।

Glossary:
Pr. Jonas Salk: Jonas Edward Salk (1914-1995) was an American medical researcher and virologist, best known for his discovery and development of the first sale and most effective polio vaccine.
immunology: the scientific study of protection against disease (ରୋଗ ପ୍ରତିରୋଧ
cell culture: Cell culture is the complex process by which cells are grown under controlled conditions, generally outside of their natural environment. ପୋଷଣ )
massive: ବହୁଳ ଭାବରେ
unprecedented : ଅଭୂତପୂର୍ବ
spectacularly : ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଭାବରେ
oral form of vaccine: ପାଟିରେ ଖିଆଯାଉଥ‌ିବା
Albert Bruce Sabin : Albert Bruce Sabin (1906-1993) was an American medical researcher best known for having developed an oral polio vaccine.
intramuscular injections : medicinal doses injected into the muscle
booster : a second dose of medicine given w strengthen the earlier dose (ଶକ୍ତିବର୍ଦ୍ଧକ ଔଷଧ)
endemic region : intected area (ସଂକ୍ରମିତ ଅଞ୍ଚଳ)
long-lasting : ଦୀର୍ଘସ୍ଥାୟୀ
reinfection : ପୁନଃସଂକ୍ରମଣ
digestive tract : ପରିପାକ ତନ୍ତ୍ର
administering : ଦେବା
sterile syringes : disinfccted injection syringes
disadvantage : demerit (ଅପକାର)
contact : ସଂସର୍ଗ
transniincd : ସ୍ଥାନାନ୍ତରିତ ହୋଇଯିବା
immunocompromised: a body that does not have good immunity, the ability to defend against illness (ଦୁର୍ବଳ ପ୍ରତିରୋଧକ କ୍ଷମତାସମ୍ପନ୍ନ )
relative : ଆପେକ୍ଷିକ
safety : ନିରାପଦ
cost : ମୂଲ୍ୟ

Think about it:
Question 1.
What method did Jonas Salk use to develop the polio vaccine?
Answer:
Jonas Salk used a method of growing poliovirus in cell culture to develop the polio vaccine.

Question 2.
How did Salk develop a successful vaccine?
Answer:
Salk developed a successful vaccine using a combination of the three types of virus, grown in monkey kidney cultures.

Question 3.
How was the first polio vaccine accepted?
Answer:
The first polio vaccine was subjected to clinical tests in the United States and parts of Canada on a massive scale. As it was successful, the Government promptly granted permission for the vaccine to be given away among the children.

Question 4.
What was the problem with the original Salk vaccine?
Answer:
The problem with the original Salk vaccine was that it brought 260 cases of polio including 10 deaths due to incomplete inactivation of some virus particles.

Question 5.
How was the Salk vaccine given?
Answer:
Salk vaccine was injected into the muscle in two medical doses, each at an interval of one month, and requires boosters every five years.

Question 6.
How is the Sabin vaccine given?
Answer:
Sabin vaccine is given in three doses in the first two years of life and a booster is given when the child starts school.

Question 7.
What are the advantages of an oral vaccine?
Answer:
The advantages of an oral vaccine are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration at a cheaper price.

Question 8.
What is its major disadvantage?
Answer:
Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients.

UNIT – V

Gist:
Despite the never-ending debate between safety and cost, it is fortunate for us to choose from two good alternatives. Both vaccines invented by Salk and Sabin, are accepted all over the world. The United States prefers the Sabin vaccine to the Salk one, but other countries like the former. Relentless research is carried out for the development of these vaccines. The development of more fruitful culturing and purification methods induces a higher level of antibody formation. The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. Thanks to the invention and use of the polio vaccine, America was declared to be free from polio in 1994. The World Health Organization is also concerned about it. This unit ends on a positive note. Like smallpox complete eradication of poliomyelitis, the editors’ hope, is possible.
ସାରମର୍ମ :
ନିରାପତ୍ତା ଏବଂ ମୂଲ୍ୟ ମଧ୍ୟରେ ଚାଲିଥିବା ଅସରନ୍ତି ବିତର୍କ ସତ୍ତ୍ବେ, ଆମ୍ଭମାନଙ୍କର ସୌଭାଗ୍ୟ ଯେ ଆମେ ଦୁଇଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଗୋଟିଏକୁ ବାଛିପାରୁଛୁ । Salk ଏବଂ Sabinଙ୍କଦ୍ବାରା ଉଦ୍ଭାବନ ହୋଇଥ‌ିବା ଉଭୟ ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀର ଚାରିଆଡ଼େ ବ୍ୟବହାର କରାଯାଉଛି । ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ଅପେକ୍ଷା Sabinଙ୍କ ପ୍ରତିଷେଧକର ଆଦର ବେଶୀ । କିନ୍ତୁ ଅନ୍ୟାନ୍ୟ ଦେଶରେ ପ୍ରଥମଟିକୁ ପସନ୍ଦ କରାଯାଉଛି । ଏଇ ଦୁଇଟି ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ପାଇଁ ଅବିଶ୍ରାନ୍ତ ଗବେଷଣା ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧ ପଦ୍ଧତିର ଉନ୍ନତିକରଣ ଶରୀରରେ ଅଧ‌ିକ ମାତ୍ରାରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିଥାଏ। ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coliର ଜିକୁ ପୋଲିଓ ଭୂତାଣୁ ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ଓ ବ୍ୟବହାରଦ୍ୱାରା ୧୯୯୪ ମସିହାରେ ଆମେରିକା ପୋଲିଓମୁକ୍ତ ଭାବେ ଘୋଷିତ ହେଲା । ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ମଧ୍ଯ ଏ ଦିଗରେ ଉଦ୍ୟମରତ ରହିଛି । ଲେଖକ ଆଶା କରନ୍ତି ଯେ ବସନ୍ତ ଭଳି ପୋଲିଓର ସମ୍ପୂର୍ଣ ଦୂରୀକରଣ ସମ୍ଭବ ହେବ ।

Glossary:
debate : ବିତର୍କ
alternative : ବିକଳ୍ପ
currently : at present (ବର୍ତ୍ତମାନ୍)
preferred : ପସନ୍ଦ କରାଯାଇଛି
induce : produce (ସୃଷ୍ଟି କରେ)
exciting. : causing eagerness (ଆଗ୍ରହ ସୃଷ୍ଟିକାରୀ)
recombinant biotechiogy : an advanced process of vaccine production (ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ଉନ୍ନତ ପ୍ରକ୍ରିୟା)
genetic cloning: the process of producing similar populations of genetically identical individuals that occur in nature when organisms such as bacteria, insects, or plants reproduce asexually. (ଜିନୀୟ ପ୍ରତିରୂପ ସୃଷ୍ଟି ପ୍ରକ୍ରିୟା)
synthesis: a combination of components to form a connected whole (ସଂଶ୍ଳେଷଣ )
excluding: ବାଦ୍ ଦେଇ
content: ବିଷୟବସ୍ତୁ
rare: ବିରଳ
likely : possibly (ସମ୍ଭବତ)
its footsteps: the complete eradication of polio would follow the complete extinction of small-pox (ଏହାର ପଦଚିହ୍ନ)

Think it out:
Question 1.
What induces higher levels of antibody formation?
Answer:
The development of more fruitful culturing and purification techniques induces higher levels of antibody formation.

Question 2.
What is the latest research in the development of the polio vaccine?
Answer:
The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine.

Question 3.
Is complete eradication of poliomyelitis possible?
Answer:
Yes, it is possible. Complete eradication of smallpox is a case in point.

Post-Reading Activities:

Doing with words :
(A) Study the following sentence and note the verbs in it :
Paradoxically, when sanitation improved, infants were no longer exposed at an age when they were protected, so they did not develop antibodies to the viruses. There are four finite verbs – improved, were exposed, were protected, and did develop Note ‘improved’, and ‘did develop’ are in the active voice; ‘were exposed’ and ‘were protected’ are in the passive voice. In passive voice, the form of the verb is ‘be’ + pp verb: any form of the auxiliary verb ‘be’ + past participle form of the main verb – were + expose(d), were + protect(ed).

Identify the finite verbs in the following sentences and write which verbs are in active voice, and which are in passive voice.
(i) The virus enters the body by nose or mouth and travels to the intestines, where it incubates.
(ii) In most cases, this stops the progression of the virus; lifelong immunity against the disease is acquired.
(iii) Babies were frequently exposed to polioviruses.
(iv) These infants did not contract the disease because their mothers’ antibodies were passed on to them through breastfeeding.
(v) He developed a process using formalin, a chemical that inactivated the whole virus.
(vi) The Salk vaccine is given in two intramuscular injections spaced one month apart and requires boosters every 5 years.
(vii) The Sabin oral vaccine is given in three doses in the first two years of life, and a booster is given when the child starts school.
Answer:
(i) (a) enters, travels, incubates — finite verbs
(b) All verbs in active voice,
(ii) (a) stops – finite verb – active voice
(b) is acquired – finite verb – passive voice
(iii) (a) were exposed – finite verb – passive voice
(iv) (a) did not contract – finite verb – active voice,
(b) were passed – finite verb – passive voice
(v) (a) developed, inactivated – finite verbs – active voice
(vi) (a) is given – finite verb – passive voice
(b) requires – finite verb – active voice
(vii) is given – finite verb – passive voice
(b) starts – finite verb – active voice

(B) Fill in the blanks with the verbs given in brackets in active voice. Use simple past tense.
(i) Ramakrishna ______________(fascinate) him.
(ii) Wanderlust ______________ (seize) him.
(iii) He ______________(feel) the presence of an inward power.
(iv) He ______________ (decide) to take part in the Parliament of Religions.
(v) A friendly Maharaja ______________(give) him his passage.
(vi) He ______________ (address) the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds ______________ (rise) and ______________(applaud).
(viii) He ______________(use) no written text, not even notes.
(ix) America’s outward glitter ______________ not (deceive) him.
(x) He ______________(preach) Hindu philosophy.
Answer:
(i) Ramakrishna fascinated him.
(ii) Wanderlust seized him.
(iii) He felt the presence of inward power.
(iv) He decided to take part in the Parliament of Religions.
(v) A friendly Maharaja gave him his passage.
(vi) He addressed the audience as ‘Sisters and Brothers of America’.
(vii) Hundreds rose and applauded.
(viii) He used no written text, not even notes.
(ix) America’s outward glitter did not deceive him.
(x) He preached Hindu philosophy.

(C) Fill in the blanks with the verbs given in brackets in passive voice. Use the simple present tense.
(i) Civilization ______________not (inherit).
(ii) It ______________(learn) and ; ______________(earn) by each generation anew.
(iii) If the transmission of Civilization ______________ (interrupt) for one century, civilization will die and we will be savage again.
(iv) Therefore, importance (give) to higher education in our country.
(v) Colleges ______________ (design) to meet the needs of higher education.
Answer:
(i) Civilization is not inherited.
(ii) It is learned and earned by each generation anew.
(iii) If the transmission of Civilization is interrupted for one century, civilization will die and we will be savage again.
(iv) Therefore, importance is given to higher education in our country.
(v) Colleges are designed to meet the needs of higher education.

CHSE Odisha Class 12 English Development of Polio Vaccines Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
Polio broke out in America in —
(A) 1920
(B) 1921
(C) 1934
(D) 1923
Answer:
(B) 1921

Question 2.
Roosevelt fell prey to —
(A) influenza
(B) hunting
(C) polio
(D) none of these
Answer:
(C) polio

Question 3.
He was unfortunate, because —
(A) he suffered from polio for long
(B) his legs suffered lifelong paralysis
(C) his body ached for several days
(D) none of these
Answer:
(B) his legs suffered lifelong paralysis

Question 4.
The percentage of people affected by a paralytic form of polio is –
(A) 2
(B) 3
(C) 1
(D) none of these
Answer:
(C) 1

Question 5.
People showing symptoms of muscular paralysis can be —
(A) hopeful
(B) hopeless
(C) sadistic
(D) none of these
Answer:
(A) hopeful

Question 6.
Roosevelt’s political career was —
(A) ruined
(B) short-lived
(C) distinguished
(D) none of these
Answer:
(C) distinguished

Question 7.
Polio was not so deadly as –
(A) plague
(B) influenza
(C) both (A) and (B)
(D)none of these
Answer:
(C) both (A) and (B)

Question 8.
Through the first half of the century, the advancement of hygiene methods and knowledge has been –
(A) marginal
(B) fine
(C) phenomenal
(D) moderate
Answer:
(C) phenomenal

Question 9.
The word ‘cumbersome’ means –
(A) ordinary
(B) superficial
(C) systematic
(D) none of these
Answer:
(D) none of these

Question 10.
The lack of a vaccine for polio pushed parents throughout America to a state of –
(A) optimism
(B) fear
(C) great fear
(D) hopelessness
Answer:
(C) great fear

Question 11.
Vaccine developments for polio date back to –
(A) 1900s
(B) the early 1900s
(C) 1901
(D) none of these
Answer:
(B) the early 1900s

Question 12.
That immunity was primarily during infancy before the 1900s sounded –
(A) controversial
(B) tragic
(C) ironic
(D) all of these
Answer:
(C) ironic

Question 13
Which one of the following statements is false?
(A) Efforts at water treatments are modem.
(B) Polio is caused by three strains of stable viruses.
(C) In the early 1900s, researchers were alive of the existence of more than one polio vims.
(D) The March of Dimes was set up to conduct research on polio.
Answer:
(A) Efforts at water treatments are modem.

Question 14.
The March of Dimes came into existence, thanks to –
(A) a respected researcher
(B) a specialist
(C) Roosevelt
(D) none of these
Answer:
(C) Roosevelt

Question 15.
The word ‘founded’ means –
(A) set out
(B) foundation
(C) established
(D) structured
Answer:
(C) established

Question 16.
Which one of the following statements is true?
(A) Dr. Salk started his career as an immunologist.
(B) His research was of immense help in 1949, 1952, and 1954.
(C) Salk’s research on polio was not innovative,
(D) Salk vaccine was used in America without any deliberation.
Answer:
(A) Dr. Salk started his career as an immunologist.

Question 17.
Which one out of the following statements is false?
(A) A method of growing polio vims in cell culture was of immense help in 1949.
(B) Formalin was a chemical that made the whole virus work.
(C) Salk vaccine was put to clinical trials in the USA and parts of Canada in great measure.
(D) In 1957, Albert Brace emerged on the polio scene.
Answer:
(B) Formalin was a chemical that made the whole virus work.

Question 18.
1963 witnessed the availability of –
(A) Salk vaccine
(B) different vaccines for polio
(C) Brace vaccine
(D) none of these
Answer:
(C) Brace vaccine

Question 19.
The word ‘endemic’ means-
(A) contagious
(B) infected
(C) acute
(D) inimical
Answer:
(B) infected

Question 20.
The most appropriate title of this extract is –
(A) Research on Polio
(B) Cure for Polio
(C) Contributions of Salk and Bruce in the field of polio
(D) Polio, a deadly disease
Answer:
(C) Contributions of Salk and Bruce in the field of polio

Question 21.
Research continues to improve these vaccines. The underlined word means –
(A) three
(B) polio
(C) Sabin and Salk
(D)both (A) and (B)
Answer:
(C) Sabin and Salk

Question 22.
The word ‘Recombinant’ means –
(A) reorganized
(B) reconciliation
(C) remembrance
(D) none of these
Answer:
(C) remembrance

Question 23.
We are fortunate, because –
(A) Polio vaccination is plentily available.
(B) Polio is curable.
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.
(D) all of these
Answer:
(C) We are left with a choice between the Sabin vaccine and the Salk vaccine.

Question 24.
This is theoretically impossible. The underlined word means –
(A) treatment of polio
(B) poliovirus
(C) a goal of the complete elimination of polio from the whole world by 2000
(D) none of these
Answer:
(C) a goal of the complete elimination of polio from the whole world by 2000

Question 25.
The word ‘eradicated’ means –
(A) rooted out
(B) abdicated
(C) cleared out
(D) combat
Answer:
(A) rooted out

II. Short Type Questions with Answers

Question 1.
Why did early attempts at the polio vaccine fail and what do we now know?
Answer:
Early attempts of developing a polio vaccine failed as a result of the researchers’ total lack of knowledge about the existence of more than one virus. We now know that three strains of quite stable viruses that constitute a part of the enterovirus family, having RNA as their genetic material give rise to polio.

Question 2.
How can a polio vaccine be effective?
Answer:
A polio vaccine can be effective as a result of a vaccine’s power to confer immunity against all three strains of completely stable viruses.

Question 3.
What made it possible for infants to acquire immunity from polio?
Answer:
Infants acquired immunity from polio because of their mothers’ breastfeeding which created antibodies in them.

Question 4.
Did improved sanitation help to avoid polio attacks before the 1990s? Give a reasoned answer.
Answer:
It was an irony that immunity was primarily acquired during infancy before the 1990s as sanitation conditions were poor and efforts at sewage and water treatments were primitive.

Question 5.
Why was ‘polio’ a frightening, contagious disease?
Answer:
‘Polio’ was ‘a frightening, contagious disease’, because it affected all irrespective of poor and rich, assumed devastating proportions and it seemed impossible to hold it in check, despite strides in the field of medicine.

Question 6.
What did the first half of the 19th century witness?
Answer:
The first half of the 19th century witnessed great advancement in basic hygiene methods and knowledge.

Question 7.
What did people begin to expect for the first time in civilization?
Answer:
For the first time in civilization, people expected good health. They stopped merely hoping for it.

Question 8.
What happened in the early 1950s?
Answer:
In the early 1950s, there were shocking posters of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would not function at all.

Question 9.
What light does the extract throw on Roosevelt?
Answer:
Roosevelt had a spectacular political career. He became the President of the United States of America. Above all, he was a relentless crusader against polio.

Question 10.
Throw light on one of the disadvantages of oral vaccines.
Answer:
One of the disadvantages of oral vaccine is that those in close touch with immunocompromised patients cannot use it because of the shedding of the live virus in the vaccine in the feces of those who inject it and the possible transmission to the immunocompromised patient.

Question 11.
How can polio spread?
Answer:
Polio can spread either through contact with infected feces or infected droplets traveling through the air, in food, or in water.

Question 12.
Why was it impossible at times to put polio in check despite advances in medicine?
Answer:
It was impossible at times to put polio in check despite advances in medicine because it was a deadly, highly contagious disease that ignored the rich and poor alike.

Question 13.
What made the people expect sound health instead of merely hoping for it?
Answer:
Advancements in basic hygienic methods and knowledge in the first half of the 19th century made people expect sound health instead of merely hoping for it.

Question 14.
“The writer takes us back to the early 1950s.” Why?
Answer:
The writer takes us back to the early 1950s because it was a witness to the stunning pictures of children on crutches or iron lungs, the large and heavy mechanical aids to help those whose lungs would never function.

Introducing the Author:
Bonnie A. Maybury Okonek is an American microbilogist. He is also a fiction writer. His writings are marked by their clarity and lucidity.

About the Topic:
The piece ‘Development of Polio Vaccines’ acquaints the readers with poliomyelitis or polio,- an acute, viral, and infectious disease. This deadly disease can give rise to paralysis or death. Its story goes back to 1921. Franklin D. Roosevelt, the 32nd President of the United States spearheaded the fight against it. The researchers in the early 1900s tried their best to find out a vaccine for polio. Dr. Jonas Salk and Albert Bruce Sabin immensely contributed to its development. The days are not far off when polio can be rooted out like smallpox.

Summary:
It was 1921. America fell prey to polio. A young politician Franklin Delano Roosevelt was unable to withstand this deadly disease. The virus spread very fast and ultimately his legs were paralyzed. The early symptoms of a polio attack are headache, nausea, vomiting, and fever. The carriers of poliovirus are air, food, or water. One percent of people attacked by it actually suffers from severe polio. The writer throws light on two forms of polio: spinal and bulbar. Muscle pain, stiff neck and back, and possible paralysis characterize both forms.

The former affects the patient’s limbs and the latter the lungs. Polio at its worst has no treatment. The symptoms of both forms of polio are similar and of the two, the bulbar form is more dangerous. The writer dwells upon the role of Roosevelt in spearheading the fight against polio. He was keen on not allowing this terrible disease to conquer him. His distinguished political career as the President of the United States continued for a long. He tried his best to increase public awareness of the dangerous disease and promote research.

Children are the most vulnerable to polio. Driven by panic parents, in the early 1950s, were afraid of sending their children to schools. They desperately waited for a vaccine. The early 1900s witnessed vaccine developments for polio. Some baffling observations were made by the researchers at that time in their attempt to find out a vaccine for polio. Ironically, some children were immune to polio before the 1900s because of poor sanitary conditions and primitive efforts to deal with sewage and water treatments.

Above all mothers, breastfeeding played a crucial role. In spite of improvements in sanitation, exposure to the virus in later childhood and adulthood made them run the risk of contracting polio. The March of Dimes set up by Franklin D. Roosevelt was a foundation that worked for the elimination of polio with the services of a venerable researcher. The writer acquaints us with Dr. Jonas Salk who started her medical research career embarking on the scientific study of protection against polio.

He used a method of growing poliovirus in cell culture to develop a polio vaccine. He developed a successful vaccine using a combination of the three types of virus grown in monkey kidney cultures. In 1952, he was the first to do so in this field. Then he developed a process using formalin, a chemical that deprived the whole virus of being active. Dr. Salk’s invention gave rise to the testing of the vaccine in clinical trials in the U.S.A. and parts of Canada in great measure. The scope of the trials was unprecedented in the history of medical science.

The results were spectacular. In 1955, the government immediately agreed to distribute vaccines to the children of the United States. But the problem with the Salk vaccine was that it brought 260 cases of polio including 10 deaths. It was sorted out at once. The Salk vaccine was given in intramuscular injections in a span of one month. In 1957, Albert Bruce Sabin emerged on the scene. He started testing a live, oral form of vaccine as a result of which the infectious part of the virus was rendered inactive.

The writer brings out the advantages of an oral vaccine. They are long-lasting immunity, the prevention of reinfection of the digestive system, and oral administration of the vaccine at a cheaper cost. Its major disadvantage is that it is not applicable to patients with weak immune systems, since it is a live virus that is likely to cause disease in these patients. It is not conducive to those in close contact with patients who are incapable of defending against illness. Sabin’s oral vaccine is not good for enterovirus-infected patients.

But there is no denying the fact that both vaccines have their merits and demerits concerning relative safety and cost. The writer states that both vaccines are now used all over the world. The United States prefers the Sabin vaccine to the Salk one. Research is still going on improving these vaccines. There has been development in effective culturing and purification techniques paving the way for vaccines to induce higher levels of antibody formation.

The latest research in the development of the polio vaccine is to combine E. Coli’s genes with genes of poliovirus by which E. Coli can synthesize viral capsid proteins to be used in making a vaccine. The invention and use of the polio vaccine have resulted in the elimination of polio in America. In 1988, the World Health Organization set a target of eradicating polio from the whole world by 2000. The essay ends on a positive note. In the writer’s view, polio could be rooted in smallpox.

୧୯୨୧ ମସିହାର କଥା। ଆମେରିକା ପୋଲିଓ ବ୍ୟାଧର ଶିକାର ହୋଇଗଲା । Franklin Delano Roosevelt ନାମକ ଜଣେ ଯୁବ ରାଜନୀତିଜ୍ଞ ଏହି ଭୟଙ୍କର ରୋଗକୁ ପ୍ରତିରୋଧ କରିବାକୁ ସମର୍ଥ ହୋଇ ନଥିଲେ । ଭୂତାଣୁ ବହୁ ଶୀଘ୍ର ବ୍ୟାପିଗଲା ଏବଂ ଶେଷରେ ତାଙ୍କର ଗୋଡ଼ଦ୍ବୟ ଅଞ୍ଚଳ ହୋଇଗଲା । ପୋଲିଓ ସଂକ୍ରମଣର ପୂର୍ବ ଲକ୍ଷଣଗୁଡ଼ିକ ହେଉଛି ମୁଣ୍ଡବ୍ୟଥା, ଅସ୍ଵସ୍ଥିବୋଧ, ବାନ୍ତି ଏବଂ ଜ୍ଵର । ବାୟୁ, ଖାଦ୍ୟ କିମ୍ବା ଜଳ ହେଉଛି ପୋଲିଓ ଭୂତାଣୁର ବାହକ । ପ୍ରକୃତରେ ପୋଲିଓଦ୍ଵାରା ଆକ୍ରାନ୍ତମାନଙ୍କ ମଧ୍ୟରୁ ଏକ ପ୍ରତିଶତ ରୋଗୀ ମାରାତ୍ମକ ପୋଲିଓ ବ୍ୟାଶ୍‌ରେ ପୀଡ଼ିତ ହୁଅନ୍ତି । ଲେଖକ ଦୁଇ ପ୍ରକାର ପୋଲିଓ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି; ଯଥା – spinal (ମେରୁଦଣ୍ଡ ସମ୍ବନ୍ଧୀୟ) ଏବଂ bulbar (ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ) ।

ମାଂସପେଶୀ ଯନ୍ତ୍ରଣା, ବେକ ଓ ପିଠି ଲାଠି ହୋଇଯିବା ଏବଂ ସମ୍ଭାବ୍ୟ ପକ୍ଷାଘାତ ଦୁଇ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ । ପ୍ରଥମଟି ରୋଗୀର ଅଙ୍ଗପ୍ରତ୍ୟଙ୍ଗକୁ ଆକ୍ରାନ୍ତ କରୁଥିବାବେଳେ ଦ୍ୱିତୀୟଟି ଫୁସ୍‌ଫୁସ୍‌କୁ ଆକ୍ରାନ୍ତ କରେ । ଉଭୟ ପ୍ରକାର ପୋଲିଓର ଲକ୍ଷଣ ସମାନ ଏବଂ ଦୁଇଟି ମଧ୍ୟରୁ ଫୁସ୍‌ଫୁସ୍ ସଂକ୍ରାନ୍ତୀୟ (bulbar) ପୋଲିଓ ବେଶୀ ଭୟଙ୍କର । ପୋଲିଓ ବିରୁଦ୍ଧରେ ରୁଜ୍ଭେଲ୍‌ଙ୍କ ଲଢ଼େଇକୁ ଆଗେଇ ନେବାର ଭୂମିକା ସମ୍ବନ୍ଧରେ ଲେଖକ କହିଛନ୍ତି । ଏହି ଭୟଙ୍କର ବ୍ୟାଡ୍ ତାଙ୍କୁ ପରାଜିତ କରିନପାରୁ ବୋଲି ସେ ବଦ୍ଧପରିକର ଥିଲେ । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତିରୂପେ ତାଙ୍କର ସ୍ୱନାମଧନ୍ୟ ରାଜନୈତିକ ଜୀବନ ବହୁଦିନ ପାଇଁ ତିଷ୍ଠି ରହିଲା । ଏହି ମାରାତ୍ମକ ରୋଗ ସମ୍ବନ୍ଧରେ ଜନସଚେତନତା ସୃଷ୍ଟି କରିବା ଓ ଗବେଷଣାକୁ ପ୍ରୋତ୍ସାହନ ଦେବା ନିମନ୍ତେ ସେ ଯତ୍‌ପରୋନାସ୍ତି ଉଦ୍ୟମ କରିଥିଲେ ।

ପିଲାମାନେ ପୋଲିଓର ଶିକାର ହେବାର ସମ୍ଭାବନା ସବୁଠୁ ଅଧିକ । ୧୯୫୦ ଦଶକର ପ୍ରାରମ୍ଭରେ ଆତଙ୍କଗ୍ରସ୍ତ ପିତାମାତାମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଭୟ କରୁଥିଲେ । ଊନବିଂଶ ଶତାବ୍ଦୀର ଆଦ୍ୟଭାଗରେ ପୋଲିଓ ପ୍ରତିଷେଧକ ଉଦ୍ଭାବନ ପାଇଁ ଉଦ୍ୟମ ଆରମ୍ଭ ହେଲା । ପୋଲିଓର ପ୍ରତିଷେଧକଟିଏ ପାଇବାପାଇଁ ଗବେଷକମାନେ କେତେକ ଦ୍ୱାତ୍ମକ ପର୍ଯ୍ୟବେକ୍ଷଣର ଆଶ୍ରୟ ନେଇଥିଲେ । ରହସ୍ୟଜନକଭାବେ ଉନବିଂଶ ଶତାବ୍ଦୀ ପୂର୍ବରୁ କେତେକ ପିଲା ପୋଲିଓ ସଂକ୍ରମଣରୁ ମୁକ୍ତ ଥିଲେ । ସର୍ବୋପରି ମାତୃ ସ୍ତନ୍ୟପାନର ଭୂମିକା ଏ ଦିଗରେ ଗୁରୁତ୍ଵ ଭୂମିକା ନିର୍ବାହ କରୁଥିଲା । ପରିମଳ ବ୍ୟବସ୍ଥାର ଉନ୍ନତି ସତ୍ତ୍ଵେ ପରବର୍ତ୍ତୀ ବାଲ୍ୟାବସ୍ଥା ଏବଂ ବୟସ୍କାବସ୍ଥାରେ ସେମାନେ ପୋଲିଓ ଭୂତାଣୁ ସଂସର୍ଗରେ ଆସିଲେ ପୋଲିଓ ବ୍ୟାଧଗ୍ରସ୍ତ ହେବାର ବିପଦ ରହୁଥିଲା ।

ଫ୍ରାଙ୍କଲିନ୍‌ ରୁଜ୍ଭେଲ୍ସଙ୍କଦ୍ଵାରା ସ୍ଥାପିତ The March of Dimes ଯାହାକି ଜଣେ ସମ୍ମାନନୀୟ ଗବେଷକଙ୍କଦ୍ବାରା ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମୂଳୋତ୍ପାଟନ ନିମନ୍ତେ କାର୍ଯ୍ୟରତ ଥିବା ଏକ ଅନୁଷ୍ଠାନ ଥିଲା । ଲେଖକ Dr. Jonas Salkଙ୍କ ସହିତ ଆମକୁ ପରିଚିତ କରାଇଛନ୍ତି ଯିଏକି ପୋଲିଓରୁ ରକ୍ଷା ପାଇଁ ବିଜ୍ଞାନସମ୍ମତ ଗବେଷଣା କରି ଚିକିତ୍ସକର ଜୀବନ ଆରମ୍ଭ କରିଥିଲେ । ସେ ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ କୋଷୀୟ ପୋଷଣ ଜରିଆରେ ପୋଲିଓ ଭୂତାଣୁ ବଢ଼ାଇବାର ଏକ ପଦ୍ଧତି ବ୍ୟବହାର କରିଥିଲେ । ମାଙ୍କଡ଼ର ବୃକ୍‌କରେ ପୋଷିତ ହେଉଥ‌ିବା ତିନିପ୍ରକାର ଭୂତାଣୁର ମିଶ୍ରଣରେ ଏକ ଫଳପ୍ରଦ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତ କରିଥିଲେ ।

୧୯୫୨ ମସିହାରେ ସେ ଏ କ୍ଷେତ୍ରରେ ପ୍ରଥମ ଥିଲେ । ତା’ପରେ ସେ ଫରମାଲିନ୍ ନାମକ ଏକ ରାସାୟନିକ ପଦାର୍ଥ ବ୍ୟବହାର କରିଥିଲେ ଯାହାକି ସମସ୍ତ ଭୂତାଣୁଙ୍କୁ କାର୍ଯ୍ୟକ୍ଷମ ହେବାରୁ ବଞ୍ଚିତ କରୁଥିଲା । ଡକ୍ଟର Salkଙ୍କର ଉଦ୍ଭାବନ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଓ କାନାଡ଼ାର କେତେକ ଅଞ୍ଚଳରେ ଚିକିତ୍ସା କ୍ଷେତ୍ରରେ ପରୀକ୍ଷଣ ନିମନ୍ତେ ବହୁଳ ଭାବେ ପ୍ରୟୋଗ ହୋଇଥିଲା । ଏହି ପ୍ରୟୋଗର ଫଳାଫଳ ଚିକିତ୍ସାବିଜ୍ଞାନର ଇତିହାସରେ ଅଭୂତପୂର୍ବ ଥିଲା ଫଳାଫଳ ଚମତ୍କାର ଥିଲା । ଆମେରିକାର ପିଲାମାନଙ୍କୁ ଏହି ପ୍ରତିଷେଧକ ବାଣ୍ଟିବାପାଇଁ ସରକାର ତତ୍‌କ୍ଷଣାତ୍ ରାଜି ହେଇଗଲେ । କିନ୍ତୁ Saikଙ୍କ ପ୍ରତିଷେଧକର ସମସ୍ୟା ଥିଲା ଯେ ଏହାଦ୍ଵାରା ୧୦ ଜଣଙ୍କର ମୃତ୍ୟୁ ସହିତ ୨୬୦ ଜଣ ରୋଗଗ୍ରସ୍ତ ହେବାର ଜଣାପଡ଼ିଲା । ଏହି ସମସ୍ୟାର ଆଶୁ ସମାଧାନ କରାଯାଇଥିଲା ।

Saikଙ୍କ ପ୍ରତିଷେଧକ ଟୀକା ଆକାରରେ ଏକ ମାସ ସମୟ ବ୍ୟବଧାନରେ ମାଂସପେଶୀ ମଧ୍ଯରେ ଦିଆଯାଉଥିଲା । ୧୯୫୭ ମସିହାରେ ଦୃଶ୍ୟପଟ୍ଟରେ Albert Bruce Sabinଙ୍କର ଆବିର୍ଭାବ ହେଲା । ସେ ଏକପ୍ରକାର ଜୀବନ୍ତ ଓ ପାଟିରେ ଖିଆଯାଇ ପାରୁଥିବା ପ୍ରତିଷେଧକ ଉପରେ ପରୀକ୍ଷଣ ଚଳାଇଲେ ଯାହାକି ଭୂତାଣୁର ସଂକ୍ରମିତ ଅଂଶକୁ ନିଷ୍କ୍ରିୟ କରିଦେଉଥ୍ଲା । ଲେଖକ ପାଟିରେ ଖିଆଯାଉଥିବା ବୁନ୍ଦାର ଉପକାରିତା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା – ଦୀର୍ଘ ପ୍ରତିଷେଧକ ଶକ୍ତି, ପରିପାକ ତନ୍ତ୍ରରେ ପୁନଃସଂକ୍ରମଣର ନିରାକରଣ, ପାଟିରେ ଖୁଆଇବା କାରଣରୁ କମ୍ ଖର୍ଚ୍ଚାନ୍ତ ହେବା । ଏହାର ମୁଖ୍ୟ ଅପକାରିତା ହେଲା ଦୁର୍ବଳ ପ୍ରତିରୋଧ ଶକ୍ତିସମ୍ପନ୍ନ ପିଲାମାନଙ୍କ କ୍ଷେତ୍ରରେ ଏହାକ ପ୍ରୟୋଗ କରାଯାଇପାରିବ ନାହିଁ, କାରଣ ଏହା ଏକ ଜୀବନ୍ତ ଭୂତାଣୁ ହୋଇଥ‌ିବାରୁ ସେମାନଙ୍କଠାରେ ରୋଗ ସୃଷ୍ଟି କରିବାର ଯଥେଷ୍ଟ ସମ୍ଭାବନା ରହିଛି ।

ପୋଲିଓ ବ୍ୟାଧ୍ୟାକୁ ପ୍ରତିରୋଧ କରିପାରୁନଥ‌ିବା ରୋଗୀମାନଙ୍କ ସଂସ୍ପର୍ଶରେ ଆସୁଥ‌ିବା ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଏହା ଲାଭପ୍ରଦ ନୁହେଁ । ଅନ୍ତନଳୀରେ‍ ଭୂତାଣୁ ସଂକ୍ରମିତ ରୋଗୀମାନଙ୍କ ନିମନ୍ତେ Sabinଙ୍କ ପାଟିରେ ଖିଆଯାଉଥ‌ିବା ପ୍ରତିଷେଧକ ଲାଭଦାୟକ ନୁହେଁ । ଆପେକ୍ଷିକ ନିରାପତ୍ତା ଓ ଖର୍ଚ୍ଚ ଦୃଷ୍ଟିରୁ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକର ଭଲ ଓ ମନ୍ଦ ଗୁଣ ଯେ ରହିଛି ଏହା ନିଃସନ୍ଦେହରେ କୁହାଯାଇପାରେ । ଲେଖକ କହିଛନ୍ତି ଯେ ବର୍ତ୍ତମାନ ଉଭୟ ପ୍ରକାର ପ୍ରତିଷେଧକ ପୃଥ‌ିବୀରେ ସର୍ବତ୍ର ବ୍ୟବହାର କରାଯାଉଛି । ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାରେ Salkଙ୍କ ପ୍ରତିଷେଧକ ପରିବର୍ତ୍ତେ Sabinଙ୍କ ପ୍ରତିଷେଧକ ବ୍ୟବହାରକୁ ପସନ୍ଦ କରାଯାଇଛି । ପ୍ରତିଷେଧକର ଉନ୍ନତିକରଣ ନିମନ୍ତେ ଅନୁସନ୍ଧାନ ଜାରି ରହିଛି । ଫଳପ୍ରଦ ପୋଷଣ ଓ ବିଶୋଧନ କୌଶଳର ଉନ୍ନତି କରାଯାଇପାରିଛି ଯାହାକି ପ୍ରତିଷେଧକକୁ ଶରୀରରେ ରୋଗ ପ୍ରତିରୋଧକ ଶକ୍ତି ସୃଷ୍ଟି କରିପାରୁଛି ।

ପୋଲିଓ ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତିର ସର୍ବାଧୁନିକ ଗବେଷଣା ହେଉଛି E. Coli ଜିକୁ ପୋଲିଓ ଭୂତାଣୁର ଜିନ୍ ସହିତ ମିଶ୍ରିତ କରିବା, ଯଦ୍ବାରା E. Coli ଭୂତାଣୁର ବାହ୍ୟ ପ୍ରୋଟିନ୍ ସ୍ତରକୁ ସଂଶ୍ଳେଷଣ କରିପାରିବ ଯାହାକି ପ୍ରତିଷେଧକ ପ୍ରସ୍ତୁତି ପାଇଁ ବ୍ୟବହୃତ ହୋଇପାରିବ । ପୋଲିଓ ପ୍ରତିଷେଧକର ଉଦ୍ଭାବନ ଏବଂ ବ୍ୟବହାର ଫଳରେ ଆମେରିକରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ହୋଇପାରିଛି । ୧୯୮୮ ମସିହାରେ ବିଶ୍ଵ ସ୍ବାସ୍ଥ୍ୟ ସଙ୍ଗଠନ ପକ୍ଷରୁ ୨୦୦୦ ମସିହା ସୁଦ୍ଧା ସମଗ୍ର ବିଶ୍ଵରୁ ପୋଲିଓର ମୂଳୋତ୍ପାଟନ ପାଇଁ ଲକ୍ଷ୍ୟ ରଖୁଥିଲା । ସକାରାତ୍ମକ ଭାବଧାରାକୁ ନେଇ ପ୍ରବନ୍ଧର ପରିସମାପ୍ତି ଘଟିଛି । ଲେଖକଙ୍କ ମତରେ ବସନ୍ତ ଭଳି ପୋଲିଓର ମୂଳୋତ୍ପାଟନ କରାଯାଇପାରିବ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 5 Money Madness Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 5 Money Madness Question Answers CHSE Odisha

Money Madness Class 12 Questions and Answers

Think it out

Question 1.
Are all the people of the world mad for money? Which line implies this?
Answer:
All the people of the world are mad about money. The line “Money is our madness, our vast collective madness” implies this.

Question 2.
Are all people equally mad for money or degree of madness vary from person to person?
Answer:
No, all people are not equally mad about money. Each person has his own degree of madness for money. In other words, it varies from person to person.

Question 3.
How does a person feel when he parts with a pound of money?
Answer:
A person suffers a sharp, sudden feeling of pain when he parts with a pound of money.

Question 4.
How does a person feel when he hands out a ten-pound note?
Answer:
A person is seized with a genuine fear when he hands out a ten-pound note.

Question 5.
What kind of feeling does money create in us? (lines 6-7)
Answer:
Money creates great fear and respect in us.

Question 6.
Are we really afraid of money or moneyed men?
Answer:
We are really afraid of moneyed men.

Question 7.
What do people say about a man’s worth?
Answer:
People say how much money a man possesses.

Question 8.
How many times is “dirt” repeated in the poem? What does the poet mean by “dirt”?
Answer:
“Dirt” is repeated five times in the poem. By “dirt”, the poet means great misery faced by those who are poor.

Question 9.
How do money-mad men treat men without money?
Answer:
Money-mad men treat men without money with hatred.

Question 10.
What does a man without money fear – poverty or dishonor by eating ‘dirt’?
Answer:
A man without money fears dishonor by eating “dirt”.

Question 11.
Why does the poet say “We must have some money”?
Answer:
The poet says that “We must have some money” to save us from living in a state of deepening misery. In other words, with some money at our disposal, we have the right to live in a dignified way.

Question 12.
What does the poet mean by “bread” (line 22), “shelter” (line 23), and “fire” (line 24)?
Answer:
The poet means food, a house to live in, and clothes respectively by “bread”, “shelter” and “fire”.

Question 13.
To you think “bread”, “shelter” and “fire” should be free? Explain why you think so?
Answer:
Yes, I think “bread”, “shelter” and “fire” should be free, because these are the most basic necessities of life. These three things are essential for everyone, irrespective of rich or poor and should be easily available to all.

Question 14.
Why does the poet repeat the words “all and anybody” in lines 24-25?
Answer:
The poet repeats the words “all and everybody” in lines 24-25 to bring home the fact that the human race should not exist in a state of misery and indignity. Everyone all over the world is entitled to get the basic necessities of life.

Question 15.
What does it mean to “regain our sanity” (line 25)?
Answer:
By to ‘regaining our sanity’, the poet means we should give up our craze for money. Instead, we should be sensible. We should realize that there exists another fine world beyond money.

Question 16.
What are the two things implied in – “It’s one thing or the other”?
Answer:
The two things implied in – “it’s one thing or the other” is man’s destruction as a result of his madness for money or his survival in a peaceful society where the craze for it does not exist. It may be the poet’s own vision of what he wishes in his poetry to be seen as in terms of a ‘new heaven and earth’.

CHSE Odisha Class 12 English Money Madness Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
for money is a modern phenomenon?
(A) Fashion
(B) Need
(C) Craze
(D) all of these
Answer:
(C) Craze

Question 2.
The _________________ of madness for money varies from person to person?
(A) multitude
(B) magnitude
(C) source
(D) none of these
Answer:
(B) magnitude

Question 3.
Money instits a feeling of __________________ in our minds?
(A) delight
(B) frustration
(C) great fear
(D) peculiarity
Answer:
(C) great fear

Question 4.
We dread _______________?
(A) money
(B) materialistic comforts
(C) Mankind collective frenzy for money
(D) some people’s greed for money.
Answer:
(C) Mankind collective frenzy for money

Question 5.
The expression ‘go cold’ means _____________?
(A) exposure to cold
(B) influenza
(C) suffer
(D) all of these
Answer:
(C) suffer

Question 6.
The repetition of dirt’ signifies?
(A) the miseries of the poor
(B) spread of filth
(C) dirty habits
(D) unclean thing
Answer:
(A) the miseries of the poor

Question 7.
The rich treat the poor with _________________?
(A) indifference
(B) disdain
(C) compassion
(D) none of these
Answer:
(B) disdain

Question 8.
Man must have some money to lead a life of __________________?
(A) protection
(B) comforts
(C) dignity
(D) affluence
Answer:
(C) dignity

Question 9.
Does the poet plead for mankind’s ______________ about money?
(A) wild excitement
(B) euphoria
(C) anxiety
(D) rationality
Answer:
(D) rationality

Question 10.
That money has been the root of all evil is ______________?
(A) true
(B) partially true
(C) unthinkable
(D) false
Answer:
(D) false

Question 11.
What is madness according to the poet?
(A) love
(B) money
(C) power
(D) corruption
Answer:
(B) money

Question 12.
The word’ multitude’ means?
(A) a few people
(B) a large number of people
(C) a scarcity of people
(D) can’t say
Answer:
(B) a large number of people

Question 13.
When a person parts with a pound of money he feels?
(A) happy
(B) the pang of losing it
(C) sorrow
(D) proud of himself
Answer:
(B) the pang of losing it

Question 14.
When a person hands out a ten-pound note he feels?
(A) excited
(B) courageous
(C) encouraged
(D) a real tremor
Answer:
(D) a real tremor

Question 15.
A man’s worth is judged from?
(A) his personality
(B) his education
(C) his helping nature
(D) the amount of money he possesses
Answer:
(D) the amount of money he possesses

Question 16.
The money-mad men treat men-without money with _________________?
(A) sympathy
(B) hatred
(C) pride
(D) arrogance
Answer:
(B) hatred

Question 17.
What should be free according to the poet?
(A) bread, shelter, and fire
(B) air and water
(C) money and habitation
(D) bread and butter
Answer:
(A) bread, shelter, and fire

II. Short Type Questions with Answers

Question 1.
‘It’s one thing or the other.’ Explain?
Answer:
Here the poet offers us two choices: either to create a beautiful world to live in or destroy it because of our collective madness for money. This depends on our attitude.

Question 2.
For mankind says with one voice: How much money is he worth? Explain?
Answer:
These lines speak volumes for the materialistic world. Besides, the rich always rule the roost and measure the people only in terms of money.

Question 3.
Explain the repetition of ‘dirt’?
Answer:
The repetition of ‘dirt’ states a very cruel truth. In this age of materialism, without money, a man leads a life of wanton misery and utter disgrace.

literary terms

Alliteration:
the device of repeating words beginning with the same consonantal sound to produce an artistic effect. See Hopkin’s “Pied Beauty”.

Blank verse:
the unrhymed verse in iambic pentameter. A pentameter line consists of five metrical feet. Iambic means beginning with an unstressed syllable. See Milton’s “Hail, holy Light”.

Classicism:
the quality associated with ancient Greek and Roman literature (the classics). It refers to objectivity, clarity, simplicity, formal regularity and discipline. The term “neo-classical” is applied to the literature of the Restoration and Augustan Age in England. See the poems of Dryden and Pope.

Dramatic monologue:
a monologue is a poem written as if spoken aloud by a character. It reveals the character’s personality and situation. It is dramatic because the poet never intrudes his opinions into what the character says about himself or herself. Among English poets, Browning is the most competent writer of dramatic monologue. See Tennyson’s “Tithonus”.

Elegy:
a poem mourning the dead. In ancient Greek and Roman Literature, it was originally used as a formal lament. A pastoral elegy is an elegy in a rural setting. Gray’s “Elegy” is a famous example.

Free verse:
verse not in regular meter and line length. But no verse is really free from the constraints of meter. See Lawrence’s “Snake”.

Heroic couplet:
two rhyming lines of verse in iambic pentameter. This simplest form of the stanza was introduced into English poetry by Denham and perfected by Dryden and Pope. It is called heroic because it was frequently used for epic poetry and poetic drama.

Image:
C. Day Lewis defines it as “a picture made out of words”. Imagery refers to a kind of descriptive language fundamental to poetry. It appeals to the senses. It includes the metaphor and simile. A “conceit” is a far-fetched image.

Imagism:
the practice of presenting the subject of a poem with precision and economy usually through a few striking images. The term “Imagists” is applied to a group of poets at the beginning of the present century who advocated and practised imagism, e.g. T.E. Hulme, Richard Aldington, Hilda Doolittle, Ezra Pound etc. Eliot’s “Preludes” is imagistic.

Irony:
a form of speech or writing that states one thing but means another. It is used in satirical and literary works with satirical intentions. It is also used to heighten drama.

Lyric:
originally a poem meant for singing. Now it means a poem expressing personal feelings.

Metaphor:
an indirect comparison between two objects in order to describe one. A simile is a direct comparison. “She is as beautiful as a rose” and “She is a rose” are examples of a simile and a metaphor respectively.

Metaphysical poets:
the seventeenth-century English poets. Donne, Marvell, Cowley, Herbert, Crashaw, Vaughan, etc. wrote poetry in a style colloquial, dramatic, witty, argumentative, and scholarly. Dryden and Dr. Johnson gave them the name “metaphysical”.

Meter:
the regular occurrence of stresses or syllables breaking a line of verse into equal divisions. Each division is called a foot. See “Blank verse” above.

Ode:
An elaborate lyric is composed usually in a dignified style and expresses exalted feelings. The regular ode is the Pindaric ode, named after the Greek poet Pindar. It is divided into three parts, the strophe, the antistrophe, and the epode.

Oxymoron:
a figure of speech in which two contradictory words are combined. It produces a rhetorical effect.

Paradox:
a statement that is contrary to accepted opinion. It seems to contradict itself but is actually based on truth. It is a means of illustrating a truth in a forceful manner.

Parody:
an exaggerated imitation of another poet’s way of writing. Its aim is humorous and satirical.

Personification:
the poetic method of treating an abstract idea or an object as if it were a person.

Rhyme:
the repetition of the same unit of sound in a poem, usually at the ends of the lines. In the first stanza of Gray’s elegy, “day”, rhymes with “way” and “lea” with “me”. If the first unit is represented as a and the second as b, the rhyme scheme of the stanza is abab. Rhyme can also occur within a line and then it is called internal rhyme. It makes verse musical. Secondly, it preserves the verse form in which the poem is composed.

Rhythm:
“The regular rising and falling in the flow of sounds in poetry, these recurring intervals of strong and light sounds, like the beat of a drum regulating dance movements, is called rhythm Different poems have different rhythms. A shorter line of verse usually has a quicker rhythm: and a long line has a slower rhythm. Sprung rhythm is close to the rhythm of normal speech. In a line having this rhythm, stresses are exaggerated to denote heightened emotion. Hopkins found this rhythm in nursery rhymes and Old English poetry and called it sprung rhythm.

Stanza:
the pattern formed by lines of verse. The pattern is repeated throughout the poem. A group of four lines is called a quatrain. The Spenserian stanza consists of nine lines, the first eight being in iambic pentameter and the ninth an alexandrine (a line of twelve syllables).

Sonnet:
a poem of fourteen lines, usually in iambic pentameter. The rhymes are arranged according to certain patterns. The sonnet, originally developed in Italy, was introduced into English poetry by Thomas Wyatt and the Earl of Surrey in the sixteenth century. There are two types of sonnets in English: the Petrarchan and the Shakespearian.

Satire:
a piece of writing in prose or verse ridiculing folly stupidity or vice. Its weapons are wit, humor, and irony. Horatian satire is gentle and corrective, but Juvenalian satire is savage and bitter. Dryden and Pope are famous writers of satires in English poetry.

Introducing the Poet
David Herbert Richards Lawrence (1885-1930) is a many-faceted genius: a novelist, poet, playwright, essayist, literary critic, and painter. As a poet, Lawrence began as an Imagist. His best poems are in free verse about the individual, inner nature of animals and plants. Views on his poetry are as diverse, and often as extreme, as those on his novels: Anthony West, for instance, suggests that it is difficult to take seriously Lawrence’s claim to be a poet since ‘he entirely lacked the discipline’ essential to poetry. Later, West states that Lawrence’s poems ‘ remain in the initial stage’, a view shared by Anthony Beal, who also mentions that the subjects dealt with in the poetry are also handled in the novels and stories but with more subtlety and power. On the other hand, writers such as Michael Schmidt acknowledge that Lawrence’s poetry has a wide range and flawed magnificence. Those poems that have the strongest emotions and pressures behind them are the most lucidly expressed and the most satisfactory structurally. From this standpoint, we can view more clearly Lawrence’s strengths: the intensity of feelings; the width of human awareness; the narrative power and the sincerity he expressed, and so on. His poems include Bat, Fidelity, Piano, Shadows, Snake, Violets, etc.

About the Poem
‘Money Madness as the title signifies deals with the craze for money that seems to have gripped the modem world. The poem itself is highly romantic in nature, especially in how it seeks to reject something that is so valued by others and something upon which primacy in society is placed. His own statement about his poetry is that it served to be seen as an “autobiography”. This is certainly the case in ‘Money Madness’, which throws light on a personalized view of the horror of money. It is money that makes a man insane. The poem represents Lawrence’s own vision of what he wishes his poetry to be seen as in terms of a “new heaven and earth”.

Summary
Money, the poet says, makes all the people mad. They are not equally mad for money. Instead, the degree of madness varies from person to person. A sudden feeling of pain grips a man when he parts with a pound of money. A person is caught up in a state of horror when he hands out a ten-pound note. Money creates a feeling of fear. It is not surprising that money has a fearful ruthless power among men. The poet states that we don’t dread money so much. Instead, what we fear is mankind’s collective frenzy for money. The rich detest the poor; if the latter has no money, he should live in a state of misery. Nobody cares about him. In short, money has been the root, if not of all evil, of great misery to the human race. Against this backdrop, the poet pleads for ‘free food’, ‘free shelter’, and ‘free fire’. Everybody everywhere in the world should get all these basic things. Money turns man insane. The poet longs for a society where money does not rule the roost. We should see reason before we start killing our fellow beings for money. At last, we are left with a choice: destruction or survival.

ସାରାଂଶ:
କବିଙ୍କ ମତରେ ଟଙ୍କା ସମସ୍ତଙ୍କୁ ପାଗଳ କରିଦିଏ । ସେମାନେ ଟଙ୍କା ପାଇଁ ସମପରିମାଣରେ ପାଗଳ ନୁହନ୍ତି । ପ୍ରତ୍ୟେକ ବ୍ୟକ୍ତିର ପାଗଳାମିର ମାତ୍ର! ଅଲଗା । ଯେତେବେଳେ ଜଣେ ବ୍ୟକ୍ତି ଏକ ପାଉଣ୍ଡ ମୁଦ୍ରା ଅନ୍ୟକୁ ଦିଏ, ସେତେବେଳେ ହଠାତ୍ ଏକ ଯନ୍ତ୍ରଣା ତାକୁ ଜାବୁଡ଼ି ଧରେ । କିନ୍ତୁ ଦଶ-ପାଉଣ୍ଡ ନୋଟ୍ ଦେବା ସମୟରେ, ଲୋକଟି ଭୟବିହ୍ଵଳ ହୋଇଯାଏ । ଟଙ୍କା ଭୟର ଭାବନା ସୃଷ୍ଟି କରେ । ଟଙ୍କା ଯେ ମଣିଷମାନଙ୍କଠାରେ ନିଷ୍ଠୁର କ୍ଷମତା ସୃଷ୍ଟି କରେ – ଏଥରେ ଆଶ୍ଚର୍ଯ୍ୟ ହେବାର କିଛି ନାହିଁ । କବି କହିଛନ୍ତି ଆମେ ଟଙ୍କାକୁ ବେଶି ଭୟ କରୁନାହୁଁ । ଆମେ କେବଳ ଟଙ୍କା ପାଇଁ ମଣିଷଜାତିର ସମଷ୍ଟିଗତ ପାଗଳାମିକୁ ଡରୁ । ଧନୀମାନେ ଗରିବମାନଙ୍କୁ ଘୃଣା କରନ୍ତି । ଯଦି ଦରିଦ୍ର ଲୋକଟି ପାଖରେ ଟଙ୍କା ନାହିଁ, ସେ ଦାରିଦ୍ର୍ୟ ମଧ୍ୟରେ ଜୀବନ ବିତାଇବା ଉଚିତ । କେହି ତାକୁ ଖାତିର କରନ୍ତି ନାହିଁ । ସକ୍ଷେପରେ କହିବାକୁ ଗଲେ ଟଙ୍କା ଯଦିଓ ସବୁ ଅନର୍ଥର ମୂଳ ନୁହେଁ, ତଥାପି ଏହା ମଣିଷଜାତିର ଦାରିଦ୍ର୍ୟର ମୂଳ କାରଣ । ଏହି ପରିପ୍ରେକ୍ଷୀରେ କବି ଖାଦ୍ୟ, ବାସଗୃହ ଓ ବସ୍ତ୍ରକୁ ମାଗଣାରେ ଯୋଗାଇ ଦେବାକୁ ଯୁକ୍ତି କରିଛନ୍ତି । ପୃଥ‌ିବୀର ସର୍ବତ୍ର ସମସ୍ତେ ଏହି ମୌଳିକ ଜିନିଷ ପାଇବା ଉଚିତ । ଟଙ୍କା ମଣିଷକୁ ପାଗଳ କରିଦିଏ । କବି ଏପରି ଏକ ଶାନ୍ତିପୂର୍ଣ୍ଣ ସମାଜ ଚାହାନ୍ତି, ଯେଉଁଠାରେ ଟଙ୍କାର ପ୍ରାଦୁର୍ଭାବ ନ ଥ‌ିବ । ଆମେ ଆମ ନିଜ ଲୋକଙ୍କୁ ଟଙ୍କାପାଇଁ ମାରିବା ପୂର୍ବରୁ ତା’ର କାରଣ ନିରୂପଣ କରିବା ଆବଶ୍ୟକ । ସର୍ବଶେଷରେ ଆମ ପାଖରେ ରହିଛି ଦୁଇଟି ମାତ୍ର ବିକଳ୍ପ : ଧ୍ବଂସ କିମ୍ବା ବଞ୍ଚ୍ ରହିବା ଅବସ୍ଥା ।

Detailed Summaries and Glossary

Lines – (1-8)
Money is ………………………………………………………………… among men.
The poet throws light on the man’s madness for money. The craze for money seems to have gripped the modem world. If the world is mad, then every single person carries the madness around him. A person is seized with a sudden, sharp feeling of pain when he parts with a pound of money. A sense of horror grips him when he hands out a ten-pound note. Mankind shows fear at the sight of money. We all pale into insignificance before it. We respect it too much in strange fear. It is not surprising that money has a fearful ruthless impact on men.

ସାରମର୍ମ :
ଟଙ୍କା ପାଇଁ ମଣିଷର ପାଗଳାମି ଉପରେ କବି ଆଲୋକପାତ କରିଛନ୍ତି । ଟଙ୍କା ପାଇଁ ଉନ୍ମାଦତା ଆଧୁନିକ ଦୁନିଆକୁ ଆକ୍ରାନ୍ତ କଲାଭଳି ଜଣାପଡ଼ୁଛି । ଯଦି ସମଗ୍ର ପୃଥ‌ିବୀ ପାଗଳ, ତେବେ ଜଣେ ବ୍ୟକ୍ତି ଚାରିପାଖରେ ପାଗଳାମି ଘେରି ରହିବା ଅନିବାର୍ଯ୍ୟ । ଯେତେବେଳେ ମଣିଷ ଅନ୍ୟକୁ ଏକ ପାଉଣ୍ଡ ମୁଦ୍ରା ଦିଏ, ସେତେବେଳେ ସେ ଭୀଷଣ ଯନ୍ତ୍ରଣା ଅନୁଭବ କରେ । କିନ୍ତୁ ଦଶ ପାଉଣ୍ଡ ନୋଟ୍‌ଟିଏ ଦେବାବେଳେ, ତାକୁ ଭୟ ଗ୍ରାସ କରେ । ଟଙ୍କା ସମ୍ମୁଖରେ ମଣିଷଜାତି ଭୟ ପ୍ରଦର୍ଶନ କରେ । ଏହା ନିକଟରେ ଆମେ ନିଷ୍ପ୍ରଭ ହୋଇଯାଉ । ମଣିଷମାନଙ୍କ ଉପରେ ଟଙ୍କା ଯେ ଭୟଙ୍କର ନିଷ୍ପ୍ରର ପ୍ରଭାବ ପକାଏ – ଏହା ଆଦୌ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ନୁହେଁ ।

Glossary
our madness : we are all shockingly mad after money (ଅର୍ଥ ପାଇଁ ଆମେ ସମସ୍ତେ ପାଗଳ)।
of course : ଅବଶ୍ୟ
multitude : ବହୁସଙ୍ଖ୍ୟକ
insanity : madness ( ପାଗଳାମି )
pang : a sharp. sudden feeling of pain (ଗଭୀର ଯନ୍ତ୍ରଣା)
tremor : horror (ଭୟ)
hands out : ହସ୍ତାନ୍ତର କରିବା
quail : to be very afraid (ଭୟଭୀତ ହେବା)
It down : ଟଙ୍କା ଆମକୁ ଛୋଟ କରିଦେଇଛି
grovel : to show too much respect for someone (ଅତ୍ୟଧ୍ଵ ସମ୍ମାନ ପ୍ରଦର୍ଶନ କରିବା)
strange : ଅଦ୍ଭୁତ
cruel : ruthless (ନିଷ୍ଠୁର)

Lines (9 – 12)
But it ………………………………………………………………………………go cold.
The poet says that we are not so afraid of money. It is mankind’s craze for money that terrifies us. The reason is not far to seek. Mankind asks unanimously how much money a person has. If he has no money, he should live in a state of misery. He should end up on the streets.

ସାରମର୍ମ :
କବି କହିଛନ୍ତି ଆମେମାନେ ଟଙ୍କାକୁ ଏତେ ଡରୁନାହୁଁ । ମଣିଷଜାତିର ଟଙ୍କା ପାଇଁ ସାମଗ୍ରିକ ଉନ୍ମାଦନା ଆମକୁ ଭୟଭୀତ କରାଉଛି । କାରଣ ଅତି ସ୍ପଷ୍ଟ । ମଣିଷଜାତି ସର୍ବଦା ଏକ ସ୍ବରରେ ପଚାରେ ଗୋଟିଏ ଲୋକ ପାଖରେ କେତେ ଟଙ୍କା ଅଛି । ଯଦି ତା’ ପାଖରେ ନାହିଁ, ସେ ଦୁଃଖରେ ରହିବା ଉଚିତ । ରାସ୍ତାରେ ହିଁ ତା’ର ଜୀବନର ପରିସମାପ୍ତି ଘଟିବା ଉଚିତ ।

Glossary
terrifies : afraid of (ଭୟଭୀତ ହେବା)
collective : ସାମଗ୍ରିକ
mankind : ମାନବଜାତି
How . worth: ମଣିଷର କେତେ ଟଙ୍କା ଅଛି ?
Then …. cold : ଦରିଦ୍ରମାନେ ନିର୍ଯ୍ୟାତିତ ହୁଅନ୍ତୁ

Lines (13 – 19)
And if………………………………………………………………………………fellow-me.
A poor man does not die so easily. The rich give him a little bread to eat to make him at least alive that day. They treat the poor with contempt. A man shorn of money
fears dishonour. He dreads his own money-mad persons.

ସାରମର୍ମ :
ଦରିଦ୍ର ଲୋକ ସହଜରେ ମରେ ନାହିଁ । ଅନ୍ତତଃ ସେ ଦିନଟିଏ ବଞ୍ଝାପାଇଁ ଧନୀ ଲୋକମାନେ ତାକୁ ଅଳ୍ପ କିଛି ଖାଦ୍ୟ ଦିଅନ୍ତି । ସେମାନେ ଗରିବମାନଙ୍କୁ ଘୃଣାବ୍ୟଞ୍ଜକ ବ୍ୟବହାର କରନ୍ତି । ଧନହୀନ ଲୋକଟିଏ ଅସମ୍ମାନକୁ ଭୟ କରେ । ସେ ନିଜ ଚାରିପଟର ଟଙ୍କା ପାଗଳ ଲୋକମାନଙ୍କ ଭୟ କରେ ।

Glossary
they : the rich (ଧନୀଲୋକମାନେ )
they it : ଅନ୍ତତଃ ଆଜି ପାଇଁ ଚଳିବାକୁ ସେମାନଙ୍କୁ ଅଳ୍ପ ଖାଦ୍ୟ ଦିଅନ୍ତି
frightened : ଭୟଭୀତ ହେବା
a delirium : wild excitement (ପାଶବିକ ଉନ୍ମାଦନା )
money-mad fellow-men : ଧନ ପାଇଁ ପାଗଳ

Lines (20 – 22)
We must …………………………………………………………….. all wrong.
We must have some money to save us from the dishonour of eating only for a day. But the poet does not subscribe to this view.

ସାରମର୍ମ :
କେବଳ ଗୋଟିଏ ଦିନ ପାଇଁ ଚଳିବାର ଅସମ୍ମାନରୁ ରକ୍ଷା ପାଇବା କାରଣରୁ ଆମ୍ଭେମାନେ କିଛି ଟଙ୍କା ସଞ୍ଚୟ କରିବା ଦରକାର । କିନ୍ତୁ କବି ଏ କଥାକୁ ସହଜରେ ଗ୍ରହଣ କରିପାରିନାହାନ୍ତି ।

Glossary
to …. eating dirt: save the poor from suffering dishonor by eating to make them alive for that day ( ଗରିବମାନଙ୍କୁ ଅସମ୍ମାନରୁ ରକ୍ଷା କରିବା)

Lines (23 – 26)
Bread should ………………………………………………………………….. the world.
The poet bluntly rejects the horror of money. Bread, shelter and fire should be available freely and easily to every person all over the world. These things are indispensable for all.

ସାରମର୍ମ :
କବି ଦୃଢ଼ ଭାବରେ ଟଙ୍କାର ଭୟକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛନ୍ତି । ସାରା ବିଶ୍ଵରେ ପ୍ରତ୍ୟେକ ମଣିଷ ପାଖରେ ଖାଦ୍ୟ,ବାସଗୃହ ଏବଂ ବସ୍ତ୍ର ମାଗଣାରେ ଏବଂ ସହଜରେ ଉପଲବ୍ଧ ହେବା ଉଚିତ । ଏସବୁ ଜିନିଷଗୁଡ଼ାକ ସମସ୍ତଙ୍କ ପାଇଁ ଅପରିହାର୍ଯ୍ୟ ।

Glossary
Bread : ରୁଟି |
shelter : ଆଶ୍ରୟସ୍ଥଳ
to world : ସମଗ୍ର ପୃଥ‌ିବୀର ସମସ୍ତଙ୍କୁ ଖାଦ୍ୟ, ବାସଗୃହ ଏବଂ ବସ୍ତ୍ର ମାଗଣାରେ ଏବଂ ସହଜରେ ଉଚିତ

Lines (27 – 29)
We must ………………………………………………………………………………… the other.
Money turns man insane. The poet makes a passionate appeal to us to give up our madness for money. Instead, we should be sensible. Before we start killing one another for money we are left with a choice: the creation of a peaceful society or our destruction. The last line may admit of another interpretation. It depends on whether we should save money or kill our fellow beings for it.

ସାରମର୍ମ :
ଟଙ୍କା ମଣିଷକୁ ପାଗଳ କରିଦିଏ । କବି ଆମକୁ ଟଙ୍କା ପାଇଁ ପାଗଳାମିକୁ ପରିତ୍ୟାଗ କରିବାକୁ ନିବେଦନ କରିଛନ୍ତି । ଆମ୍ଭେମାନେ ବିଜ୍ଞ ହେବା ଉଚିତ । ଟଙ୍କା ଯୋଗୁଁ ପରସ୍ପରକୁ ହତ୍ୟା କରିବା ପୂର୍ବରୁ ଆମକୁ ଦୁଇଟି ଜିନିଷ ମଧ୍ୟରୁ ଗୋଟିଏକୁ ବାଛିବାକୁ ପଡ଼ିବ – ଆମେ ଶାନ୍ତିପୂର୍ଣ୍ଣ ସମାଜ ଗଢ଼ିବା କିମ୍ବା ଆମର ବିନାଶ ସାଧନ କରିବା । ଶେଷ ଧାଡ଼ିର ଆଉ ଏକ ଅର୍ଥ କରାଯାଇପାରେ – ଆମ୍ଭେ ଟଙ୍କା ସଞ୍ଚୟ କରିବା ହତ୍ୟା ଉଚିତ କି ଏହା ପାଇଁ ନିଜ ଲୋକମାନଙ୍କୁ ହତ୍ୟା କରିବା ଉଚିତ। ଏ କଥା ଆମ ଉପରେ ନିର୍ଭର କରେ ।

Glossary
regain : to get back (ଫେରି ପାଇବା)
sanity : ପରିମଳ
about it : about money (ଅର୍ଥ ସମ୍ବନ୍ଧରେ )
It’s the other : we should aim at creating a society where craze for money does not exist. otherwise we shall perish. ( ଆମେ ଏହିଭଳି ସମାଜ ସୃଷ୍ଟି କରିବା ଯେଉଁଠାରେ ଅର୍ଥ ଲାଳସା ନ ଥ‌ିବ, ନଚେତ୍ ଆମର ଧ୍ବଂସ)

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 4 The Magic of Teamwork Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 4 The Magic of Teamwork Question Answers CHSE Odisha

The Magic of Teamwork Class 12 Questions and Answers

Unitwise Gist and Glossary

UNIT – I
Gist:
The key problem affecting India’s progress is the execution, not the want of policies. Here teamwork becomes secondary. The writer drives this point home by drawing our attention to the lack of team spirit and cooperation that grips Indians though they are smart, capable and committed individuals. The Japanese are a study in contrast. They are far ahead of the Indians. Our ‘crab mentality’ worsens the matter more and more. In other words, tom by envy, we excel in the art of pulling any member who achieves success, relegating us to the background.

This attitude is attributed to our cultural background. We inherit a system where the senior is the master of knowledge. This held good in the past where knowledge and wisdom were orally transformed, but in modern society, the concept of being omniscient is a myth. For example, a young computer-trained person cuts a senior accountant to size, so far as accounting problems are concerned. We should understand how best we can utilise this diverse experience and obtain results. Then only can we create proper teams?
ସାରମର୍ମ :
ଭାରତର ପ୍ରଗତିକୁ ପ୍ରଭାବିତ କରୁଥିବା ପ୍ରଧାନ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ଏଠାରେ ଦଳଗତ କାର୍ଯ୍ୟ ହେଉଛି ଗୌଣ । ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରି କହିଛନ୍ତି ଯେ, ଯଦିଓ ଭାରତୀୟମାନେ ବୁଦ୍ଧିମାନ, ଦକ୍ଷ ଏବଂ ଉତ୍ସର୍ଗୀକୃତ, ସେମାନଙ୍କ ମଧ୍ୟରେ ଦଳର ସାଫଲ୍ୟ ପାଇଁ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଛି । ଜାପାନୀମାନେ ଏହାର ଠିକ୍ ଓଲଟା । ସେମାନେ ଭାରତୀୟମାନଙ୍କଠାରୁ ବହୁ ଆଗରେ । ଆମର ଗୋଡ଼ଟଣା ନୀତି ଅବସ୍ଥାକୁ ବେଶୀ ଖରାପ କରିଦେଇଛି । ଈର୍ଷାପରାୟଣ ହୋଇ ଯେଉଁମାନେ ସଫଳତା ପାଉଛନ୍ତି, ଆମେ ଆମର ନୀଚପଣିଆରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସେମାନଙ୍କୁ ପଛରୁ ଟାଣି ଆଣୁଛୁ। ଆମର ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି ଏଇ ମନୋଭାବ ପାଇଁ ଦାୟୀ ।

ଆମେ ଏପରି ଏକ ପଦ୍ଧତିର ଉତ୍ତରାଧ୍ୟାକାରୀ ହୋଇଛୁ, ଯେଉଁଠାରେ ବରିଷ୍ଠ ବ୍ୟକ୍ତି ହେଉଛି ଜ୍ଞାନର ଗନ୍ତାଘର । ଏହା ଅତୀତ ପାଇଁ ପ୍ରଯୁଜ୍ୟ ଥିଲା, ଯେତେବେଳେ ଜ୍ଞାନ ଏବଂ ବିଜ୍ଞତା ମୌଖ୍ ଭାବରେ ପ୍ରଦତ୍ତ ହେଉଥୁଲା, କିନ୍ତୁ ଆଧୁନିକ ସମାଜରେ ସର୍ବବିଜ୍ଞତା ଧାରଣା ଏକ କଳ୍ପନା ମାତ୍ର । ଉଦାହରଣସ୍ୱରୂପ, କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଜଣେ ବ୍ୟକ୍ତି ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକ ଅପେକ୍ଷା ହିସାବ ସମ୍ବନ୍ଧୀୟ ସମସ୍ୟାଗୁଡ଼ିକର ଭଲ ସମାଧାନ କରିଥାଏ । ଏହି ବିବିଧ ଜ୍ଞାନକୁ କିପରି ସର୍ବୋତ୍କୃଷ୍ଟ ବ୍ୟବହାର କରି ଫଳ ପାଇବା, ତାହା ଆମେ ବୁଝିବା ଉଚିତ । ତେବେ ଯାଇ ଆମେ ଉପଯୁକ୍ତ ଦଳସବୁ ସୃଷ୍ଟି କରିପାରିବା ।

Glossary:
lack: want (ଅଭାବ)
co-operation : ସହଯୋଗ
affecting : ପ୍ରଭାବିତ କରୁଛି
progress : advancement (ପ୍ରଗତି)
key : main (ମୁଖ୍ୟ)
implementation : execution (କାର୍ଯ୍ୟକାରିତା)
severely : terribly (ଗୁରୁତରଭାବେ )
smart : clever (ଚତୁର)
dedicated : committed (ଉତ୍ସର୍ଗୀକୃତ)
lacked (v) : ଅଭାବ ଥିଲା
‘crab mentality’: The metaphor refers to a pot of crabs. Individually, the crabs could easily escape from the pot, but instead, (hey grab at each other in a useless competition, which prevents any from escaping. Similarly. human beings in a group attempt to pull down any member who achieves success beyond others out of envy. (କଙ୍କଡ଼ା ମାନସିକତା ଗୋଡ଼ଟଣା ମାନସିକତା )
feudal: ସାମନ୍ତ
hierarchy: a system of persons or things arranged in a graded order (ଉଚ୍ଚ-ନୀଚ କ୍ରମ)
drag: ଘୋଷାଡ଼ି ନେବା
gang up : to form a group (ଏକାଠି ହୋଇଯିବା/ଦଳଗଠନ କରିବା)
attitude : stand-point (ଦୃଷ୍ଟିଭଙ୍ଗୀ)
handle : conduct (ପରି ଚାଳନା କରିବା )
orally : ମୌଖ୍ୟକ ଭାବରେ
leverage: to use (a quality of advantage) to obtain a desired effect or result (ଇଚ୍ଛା ମୁତାବକ
diversity : ବିଭିନ୍ନତା

Think it out:
Question 1.
What is the key problem affecting India’s progress – lack of policies or lack of implementation or lack of teamwork?
Answer:
The key problem affecting India’s progress is the lack of implementation and the lack of teamwork.

Question 2.
What is the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
The joke about the Indian and Japanese workers at the Maruti Suzuki Company is that one Indian equals ten Japanese, but, in reality, in spite of being smart, capable and committed individuals, 10 Indians are equal to one Japanese because of a lack of team spirit.

Question 3.
What is the ‘crab mentality’?
Answer:
The ‘crab mentality’ is pulling down any member who achieves success beyond others out of envy. Those who belong to a group resort to this heinous practice.

Question 4.
Where does the root of the ‘crab mentality’ lie?
Answer:
The root of the crab mentality lies partially in our cultural background. In our ancient feudal and hierarchical system, a senior is supposed to have the best knowledge.

Question 5.
What is the demerit of a hierarchical social system?
Answer:
The demerit of a hierarchical system is that seniority steals a march over others. In other words, whosoever is senior is the wisest.

Question 6.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to utilize the variety of experiences and obtain good results.

UNIT – II

Gist:
The writer goes down memory lane. In his youth, he took part in an executive seminar for Rockwell International in the US. About 25 senior company executives had assembled for a week for strategic discussion. They were divided into five different groups comprising five people each. Each group member was asked to do something such as making coffee, taking notes and so on. They all performed their tasks sincerely without blowing their own trumpets. But India is a study in contrast. The senior secretary in this country will never resort to this work.

Positions grip the minds of Indians. The writer stresses the importance of group work. Our background does not allow us to lead and follow. A good team player is entitled to respect others, tolerate different stand-points and desire to deliver. A team player knows no vanity or flattery. He is capable of tackling conflicts objectively. Indians are inclined to concentrate on attaining total agreement, but this is not possible. The writer enumerates the qualities of a good team player: openness, clarity and honesty. The writer doesn’t approve of a ‘hidden agenda’. Some people say something and mean another. To the writer, it is “split-level consciousness”.
ସାରମର୍ମ :
ଲେଖକ ନିଜର ସ୍ମୃତିକୁ ଫେରି ଯାଇଛନ୍ତି । ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ସେ ଆମେରିକାରେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନ୍ୟାସ୍‌ନାଲ୍‌ର ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀମାନଙ୍କର ଆଲୋଚନାଚକ୍ରରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । କମ୍ପାନୀର ପ୍ରାୟ ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କର୍ମଚାରୀ ଦୀର୍ଘକାଳୀନ ଯୋଜନାର ସଫଳତା ସମ୍ବନ୍ଧରେ ଆଲୋଚନା କରିବାପାଇଁ ଏକତ୍ରିତ ହୋଇଥିଲେ । ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ଦଳର ପ୍ରତ୍ୟେକ ସଦସ୍ୟଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖୁବା ଭଳି କେତେକ କଥା କରିବାକୁ କୁହାଯାଉଥିଲା । ସେମାନେ ନିଷ୍ଠାପର ଭାବେ ବଣ୍ଟାଯାଇଥିବା କାର୍ଯ୍ୟ କରୁଥିଲେ ହେଁ ଗର୍ବ ପ୍ରକାଶ କରୁନଥିଲେ । କିନ୍ତୁ ଭାରତ ତାହାର ଏକ ବ୍ୟତିକ୍ରମ । ଏହି ଦେଶର ବରିଷ୍ଠ ସଚିବ ଏଭଳି କାର୍ଯ୍ୟ କରିବେ ନାହିଁ । ଭାରତୀୟମାନଙ୍କ ମାନସିକତାକୁ ପଦବୀ ଜାବୁଡ଼ି ଧରିଥାଏ ।

ଲେଖକ ଦଳୀୟ କାର୍ଯ୍ୟର ମହତ୍ତ୍ବ ଉପରେ ଗୁରୁତ୍ୱ ଆରୋପ କରିଛନ୍ତି । ଆମର ପୃଷ୍ଠଭୂମି ଆମକୁ ଏକକାଳୀନ ନେତୃତ୍ଵ ନେବାକୁ ଓ ଅନୁସରଣ କରିବାକୁ ଅନୁମତି ଦିଏ ନାହିଁ । ଜଣେ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦେବା, ଅନ୍ୟମାନଙ୍କ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରିବା ଏବଂ ଯଥାସାଧ୍ୟ ଆଗ୍ରହ ଦାନ କରିବା ବିଧେୟ । ଏକ ଦଳ-ସାଥୀ ଗର୍ବ ଓ ତୋଷାମଦକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ସେ ସମସ୍ୟାକୁ ଉତ୍ତମରୂପେ ସମାଧାନ କରିବାକୁ ସମର୍ଥ ହୋଇଥିବା ଦରକାର । ଭାରତୀୟମାନେ ପ୍ରତ୍ୟେକ କ୍ଷେତ୍ରରେ ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ଵ ଦିଅନ୍ତି, କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ଲେଖକ ଜଣେ ଦଳ-ସାଥୀର ସୁଗୁଣଗୁଡ଼ିକୁ ଉଲ୍ଲେଖ କରିଛନ୍ତି; ଯଥା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲେଖକ ଲୁକ୍‌କାୟିତ ଆଲୋଚ୍ୟ ବିଷୟବସ୍ତୁକୁ ସମର୍ଥନ କରନ୍ତି ନାହିଁ । କେତେକ ଗୋଟିଏ କଥା କହନ୍ତି ଏବଂ ଅନ୍ୟ କଥା ବୁଝନ୍ତି । ଲେଖକଙ୍କ ପାଇଁ ଏହା ଦ୍ଵୈତ-ବ୍ୟକ୍ତିତ୍ଵ ଅଟେ ।

Glossary:
nationalistic: promoting nationalism
seminar: a meeting at which a group of people discuss a problem (ଆଲୋଚନାଚକ୍ର)
congregated : assembled (ଏକତ୍ରିତ ହୋଇଥୁଲେ )
Rockwell Inernational : A major American manufacturing corporation (ଏକ ମୁଖ୍ୟ ଆମେରିକୀୟ କମ୍ପାନୀ)
strategic : very important (ଅତ୍ୟନ୍ତ ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ)
break out : ଭାଗ ହୋଇଯିବା
delegate : hand over (ହସ୍ତାନ୍ତର କରିବା)
tasks : ବିଭିନ୍ନ କାର୍ଯ୍ୟ
clean : ପରିଷ୍କାର କରିବା
thorough : minute (ତନ୍ନତନ୍ତ୍ର)
strength and weakness : ଶକ୍ତି ଓ ଦୁର୍ବଳତା
irrespective of : ନିର୍ବିଶେଷରେ
to lead : ନେତୃତ୍ଵ ନେବା
gravitate : to move towards somebody or something that you are attracted to (ନିର୍ଦ୍ଦିଷ୍ଟ କାର୍ଯ୍ୟ ପ୍ରତି ମୋହ ରଖିବା)
team player : Someone who works well with other people as a part of group (ଅନ୍ୟମାନଙ୍କ ସହ ମିଶି କାର୍ଯ୍ୟ କରୁଥ‌ିବା ବ୍ୟକ୍ତି|ଦଳ- ସାଥୀ)
implies : signifies (ସୂଚାଏ)
tolerance : ସହନଶୀଳତା
resolve : settle (ସମାଧାନ କରିବା)
conflict : difference (ମତଭେଦ)
egotism : ଅହଙ୍କାର
sycophancy : flattery (ଖୋସାମତି)
focus : concentrate (ମନୋନିବେଶ କରିବା)
instead : ପରିବର୍ତ୍ତେ
bogged : to be so involved with one particular thing that you cannot make any progress
hidden : ଲୁକ୍‌କାୟିତ
agenda : a plan or aim (ଯୋଜନା /ଲକ୍ଷ୍ୟ )
“Split-level consciousness : dual personality (ଦ୍ୱୈତ -ବ୍ୟକ୍ତିତ୍ବ)

Think about it:
Question 1.
“If this were happening in India” – What does the author mean by “this”?
Answer:
By ‘this’ the author means that India took a leaf out of America’s book; in the former, senior employees are averse to making coffee, taking notes, etc., but the latter is a study in contrast. There is no room for hierarchy in the Americans’ minds.

Question 2.
How does hierarchy come in the way of doing a task together in India?
Answer:
Hierarchy comes in the way of doing a task together in India because of the complexity of senior positions. Vanity prompts the secretary to avoid making coffee or taking notes. Indians don’t learn how to lead and to follow at the same time.

Question 3.
What should the members of a team learn for effective teamwork?
Answer:
For effective teamwork, the members of a team should learn to understand fully the strengths and weaknesses of individuals of their group irrespective of status.

Question 4.
Should the members of a team exercise leadership only or accept the lead of others only in ‘true teamwork’?
Answer:
The members of a team should exercise not only leadership but also accept the leadership of others in true teamwork.

Question 5.
Who is a good team player?
Answer:
A good team player is one who has respect for others, tolerance of diverse stand-points and willingness to deliver.

Question 6.
Is total agreement on a conflicting issue possible?
Answer:
Total agreement on a conflicting issue is not possible. Therefore, before work sets in, people should start working on the agreed-upon aspects.

Question 7.
Which is important for beginning a piece of work – to begin work on the agreed-upon aspects or to wait for a total agreement?
Answer:
What is important for beginning a piece of work is to begin on the agreed-upon aspects. Waiting for total agreement takes a back seat.

Question 8.
What are the qualities of a good team player?
Answer:
The qualities of a good team player are the ability to resolve differences without either vanity or flattery and to agree to dissent.

Question 9.
What does the author mean by ‘a hidden agenda’? How does it affect teamwork?
Answer:
By ‘a hidden agenda’, the author means the people’s habit of duplicity. In others words, they say something and do another. The writer identifies it with “split-level consciousness”.

Question 10.
What does ‘a good work ethic’ imply?
Answer:
A good work ethic implies the parity between what one says and what he means.

UNIT – III

Gist:
The writer takes us back to his workplace – The Telecom Technology Development Centre of the Government of India. He did not spare an inefficient employee in the course of the general meetings. His open criticism evoked great reactions in other employees. To them, his blunt exposure in the general meeting was humiliating. He should apprise the workers of their incompetence individually. The writer’s intention behind open criticism was for the welfare of all present as they could learn from the mistakes of others. Then he learnt about Indians’ lack of differentiating between criticizing an idea and criticizing an individual.

But criticizing an idea does not mean criticizing an individual. An employee cannot afford to criticize the boss in India. A team’s success lies in obtaining the psychological health of the firm on the part of its Chief Executive. He must take track of the team’s feelings, confidence and so on. What affects team performance in India is the difference between the workers: physical and mental in terms of power and position. The writer praises his driver Ram for being one of the best drivers in the world. The former motivated the latter to be a team player when he was not driving. Instead of sitting in the car and waiting for him to appear, Rama should participate in office work.
ସାରମର୍ମ :
ଲେଖକ ଆମମାନଙ୍କୁ ତାଙ୍କର କର୍ମସ୍ଥଳୀ – ଭାରତ ସରକାରଙ୍କର The Telecom Technology Development Centreକୁ ନେଇ ଯାଇଛନ୍ତି । ସାଧାରଣ ସଭାରେ ସେ ଅପାରଗ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିବାକୁ ପଛାଉ ନ ଥିଲେ । ତାଙ୍କର ଖୋଲା ସମାଲୋଚନା ଅନ୍ୟ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ଖୁବ୍ ପ୍ରତିକ୍ରିୟା ସୃଷ୍ଟି କରୁଥିଲା । ସେମାନଙ୍କ ପାଇଁ ଏଭଳି ଖୋଲା ସମାଲୋଚନା ଅପମାନଜନକ ଥିଲା । ସେ ସେମାନଙ୍କ ଅପାରଗତା ବିଷୟରେ ସେମାନଙ୍କ ସହ ବ୍ୟକ୍ତିଗତ ଭାବେ ଆଲୋଚନା କରିବା ଉଚିତ । ଲେଖକଙ୍କର ଖୋଲା ସମାଲୋଚନା କରିବା ପଛରେ ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଯେ ଉପସ୍ଥିତ ଥ‌ିବା ସମସ୍ତ କର୍ମଚାରୀମାନଙ୍କ ହିତ ଦୃଷ୍ଟିରୁ ସେମାନେ ଅନ୍ୟମାନଙ୍କ ଭୁଲ୍‌ରୁ ଶିକ୍ଷାଲାଭ କରିପାରିବେ । ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଏବଂ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ମଧ୍ୟରେ ପ୍ରଭେଦ ବିଷୟରେ ଭାରତୀୟମାନଙ୍କ ଅଜ୍ଞତା ସମ୍ପର୍କରେ ପରେ ସେ ଜାଣିବାକୁ ପାଇଲେ ।

ମାତ୍ର ଏକ ଚିନ୍ତାଧାରାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ସମାଲୋଚନା କରିବା ନୁହେଁ । ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ର ଉପରିସ୍ଥ ହାକିମଙ୍କୁ ସମାଲୋଚନା କରିପାରିବ ନାହିଁ । ଦଳଗତ କାର୍ଯ୍ୟରେ ସାଫଲ୍ୟ ନିମନ୍ତେ କମ୍ପାନୀର ମୁଖ୍ୟ କର୍ମକର୍ତ୍ତା ସଂସ୍ଥାର ମନସ୍ତାତ୍ତ୍ଵିକ ସ୍ବାସ୍ଥ୍ୟ ବିଷୟରେ ଜାଣିବା ଉଚିତ । କ୍ଷମତା ଓ ପଦବୀ ଭିଭିରେ ଶାରିରୀକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳର ପ୍ରଦର୍ଶନକୁ ପ୍ରଭାବିତ କରୁଛି । ପୃଥ‌ିବୀର ସର୍ବଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ଲେଖକ ରାମଙ୍କୁ ବହୁତ ପ୍ରଶଂସା କରନ୍ତି । ଯେତେବେଳେ ସେ ଗାଡ଼ି ଚଳାଉ ନ ଥିଲେ, ସେ ରାମକୁ ଜଣେ ଦଳ-ସାଥୀ ହେବାକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ଗାଡ଼ିରେ ବସିରହି ତାଙ୍କ ଆସିବା ପର୍ଯ୍ୟନ୍ତ ଅପେକ୍ଷା କରିବା ପରିବର୍ତ୍ତେ, ସେ ଦପ୍ତର କାର୍ଯ୍ୟରେ ଭାଗ ନେବା ଉଚିତ ।

Glossary:
C-DOT : The Telecom Technology Development Centre of the Government of India
insulting :humiliating (ଅପମାନଜନକ )
individually : ବ୍ୟକ୍ତିଗତ ଭାବରେ
inefficiency : ଅପାରଗତା
besides : in addition to (ଏତଦ୍‌ବ୍ୟତୀତ)
figure (v) : to think that something is true (ସତ ବୋଲି ଭାବିବା)
benefit : welfare (ମଙ୍ଗଳ)
differentiate : show a difference between things
automatically : ସ୍ୱୟଂଚାଳିତ ଭାବରେ |
acceptable : ଗ୍ରହଣଯୋଗ୍ୟ
psychological : ମନସ୍ତାତ୍ତ୍ଵିକ
element : ଉପାଦାନ
subordinate : ଅଧସ୍ତନ କର୍ମଚାରୀ
self-esteem : self-respect (ଆତ୍ମସମ୍ମାନ)
pre-requisite : necessary in order for something to happen (ପ୍ରାଥମିକ ସର୍ଭ)
dichotomy : the difference exists between two groups (ମତପାର୍ଥକ୍ୟ )
job : work (କାର୍ଯ୍ୟ)
treat : deal with (କାରବାର କରିବା)
show up : appear (ଆବିର୍ଭାବ ହେବା)

Think it out:
Question 1.
How did the author handle inefficient employees in C-DOT?
Answer:
The author handled inefficient employees in C-DOT by telling their inefficiency to their faces in a general meeting.

Question 2.
How did the errant employees react to his open criticism?
Answer:
The errant employees told him that criticizing them openly was insulting. Instead, he should tell them of their inefficiency individually.

Question 3.
What was the author’s intention behind open criticism?
Answer:
The author’s intention behind open criticism was for the broader benefit of all present. As a result, they could learn from the mistakes of others.

Question 4.
What did he learn about the Indian attitude to criticism?
Answer:
He learnt that the Indian attitude to criticism was unfavourable. Indians lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
Does criticizing an idea mean criticizing an individual?
Answer:
Criticizing an idea does not mean criticizing an individual.

Question 6.
Can an employee afford to criticize the boss in India?
Answer:
An employee cannot afford to criticize the boss in India.

Question 7.
What are the key elements of a team’s success?
Answer:
The key elements of a team’s success are stability, confidence, security and comfort of its members.

Question 8.
What affects ‘team performance’ in India?
Answer:
The difference between physical and mental workers in terms of power and position affects ‘work performance’ in India.

Question 9.
What was the job of the author’s driver?
Answer:
The job of the author’s driver was to open the door for him at the time of entering, and coming out of the car.

Question 10.
How did he react when the author asked him not to open the door of the car for him?
Answer:
When the author asked him not to open the door of the car for him, the driver started crying. He said to the author emotionally that opening the door was his duty when he entered and alighted from the car.

Question 11.
How did the author like to use the driver?
Answer:
The author liked to use the driver as a team player so that he could assist him with office work.

Question 12.
How did the author motivate the driver to be a team player?
Answer:
In order to be a team player, the author wanted the driver to take part in office work such as, making copies, filing papers, sending faxes, responding to phone calls or simply reading, instead of waiting for the former in the car.

UNIT – IV

Gist:
The writer lays emphasis on the diversification of tasks. As a result, it enhances workers’ self-respect, motivation and team spirit. Our system today does not allow us to form good teams, because nobody is interested to be a subordinate to someone. A mixture of cultural backgrounds, religions, races and caste groups pave the way for a strong ground of diversity in the workplace. Against this backdrop, we should, in actuality, be experts in working with diversity. But this is possible of we shun personal, caste and community interests. Age does not matter in holding positions. What counts much for a senior position is capability.

Managers in the US corporate environment working with Indians and Asians, in general, have marked that these individuals have the inclination to feel that they are robbed of being recognised and respected. The senior should pamper and encourage employees with lower self-esteem a little more. In the writer’s opinion, there is no replacement for teamwork, a key to corporate and national governance. The fundamental ideals in a corporate environment comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.
ସାରମର୍ମ :
ବିବିଧ କର୍ମଭାରକୁ ଲେଖକ ଗୁରୁତ୍ଵ ଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା କର୍ମଚାରୀମାନଙ୍କର ଆତ୍ମସମ୍ମାନ, ଉତ୍ସାହ ଏବଂ ଦଳଗତ ମନୋଭାବକୁ ବଢ଼ାଇବାରେ ସାହାଯ୍ୟ କରେ । ଆମର ଆଜିର ପରମ୍ପରା ଆମକୁ ଉତ୍ତମ ଦଳ ଗଠନ କରିବାକୁ ସୁଯୋଗ ଦେଉନାହିଁ, କାରଣ କେହି କାହାର ଅଧସ୍ତନ ହେବାକୁ ଚାହୁଁନାହାନ୍ତି । ସାଂସ୍କୃତିକ ପୃଷ୍ଠଭୂମି, ଧର୍ମ, ଜାତି ଆଦିର ମିଶ୍ରଣ କର୍ମସ୍ଥଳୀରେ ବିବିଧତାର ବଳିଷ୍ଠ ଭିତ୍ତିଭୂମି ଆଡ଼କୁ ବାଟ କଢ଼ାଇ ନେଉଛି । ଏଇ ପରିପ୍ରେକ୍ଷୀରେ, ଆମ୍ଭେମାନେ ପ୍ରକୃତପକ୍ଷେ ବିବିଧତା ମଧ୍ୟରେ କାର୍ଯ୍ୟ କରିବାରେ ବିଶାରଦ ହେବା ଉଚିତ । କିନ୍ତୁ ଏହା ସମ୍ଭବ ଯଦି ଆମେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥକୁ ତ୍ୟାଗ କରିପାରିବୁ । ପଦବୀରେ ଅଧିଷ୍ଠିତ ପାଇଁ ବୟସର କିଛି ଆବଶ୍ୟକତା ନାହିଁ । ବରିଷ୍ଠ ପଦବୀ ପାଇଁ ସାମର୍ଥ୍ୟ ଥ‌ିବା ଦରକାର ।

ଭାରତୀୟ ତଥା ଏସୀୟମାନଙ୍କ ସହିତ ଆମେରିକାର ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶରେ କାର୍ଯ୍ୟରତ ପରିଚାଳକମାନେ ଏହି ବ୍ୟକ୍ତିବର୍ଗ ସ୍ୱୀକୃତି ଓ ସମ୍ମାନ ପାଇବାରୁ ବଞ୍ଚିତ ହେଉଥ‌ିବା ଅନୁଭବ କରୁଛନ୍ତି ବୋଲି ଲକ୍ଷ୍ୟ କରିଛନ୍ତି । ନିମ୍ନ ଆତ୍ମ-ସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କ ପ୍ରତି ବରିଷ୍ଠ ଅଧିକାରୀମାନେ ଅଧିକ ଦୃଷ୍ଟି ଦେବା ସହ ସେମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଲେଖକଙ୍କ ମତରେ ଦଳଗତ କାର୍ଯ୍ୟର ବିକଳ୍ପ ନାହିଁ ଯାହାକି ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ଓ ଜାତୀୟ ପରିଚାଳନା ପାଇଁ ସର୍ବାଦୌ ଆବଶ୍ୟକ । ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶର ଆଦର୍ଶ ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ ପ୍ରଦର୍ଶନ, ଖୋଲା ମନୋଭାବ, ଯୋଗାଯୋଗ ସ୍ଥାପନ, ଭିନ୍ନମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା ଏବଂ ସର୍ବାଗ୍ରେ ଦଳର ବୃହତ୍ତର ସ୍ଵାର୍ଥକୁ ସ୍ବୀକୃତି ଆଦି ଉପାଦାନଗୁଡ଼ିକୁ ନେଇ ଗଠିତ । ବୃହତ୍ କମ୍ପାନୀ କ୍ଷେତ୍ରରେ ଚାପ ପ୍ରତି ଭୟ ନ ରହିବା ଉଚିତ, କାରଣ ଏହା ସବୁଠାରୁ ଖରାପକୁ ସବୁଠାରୁ ଭଲରେ ପରିଣତ କରିଥାଏ ।

Glossary:
diversifying : varied (ବିଭିନ୍ନ ପ୍ରକାରର ବିବିଧ)
interaction : the activity of being with and talking to other people (ଭାବ ବିନିମୟ)
invariably : always (ସବୁବେଳେ)
fall apart : crumble (ଭାଙ୍ଗି ପଡ଼ିବା)
play a second fiddle : to be less important than someone else (ଅନ୍ୟ ଜଣଙ୍କଠାରୁ କମ୍ ଗୁରୁତ୍ଵ ପାଇବା )
lose : ହରାଇବା
move on : go forward (ଆଗକୁ ବଢ଼ିବା)
cultural : ସାଂସ୍କୃତିକ
background : ପୃଷ୍ଠଭୂମି
ethinicity : belonging to a particular race (ସାମ୍ପ୍ରଦାୟିକତା)
community : ଗୋଷ୍ଠୀ
interest : ଆଗ୍ରହ
capability : ସାମର୍ଥ୍ୟ
expertise : ନିପୁଣତା
counts : matters (ଦରକାର )
tendency : ପ୍ରବୃତ୍ତି
pamper : indulge (someone) with great deal of attention and comfort (ଅଧ୍ଵ ଦୃଷ୍ଟି ଦେବା )
substitute : replacement (ପ୍ରତିବଦଳ)
fundamental : basic (ମୌଳିକ)
respect : ସମ୍ମାନ
communication : ଯୋଗାଯୋଗ
goal : objective (ଲକ୍ଷ୍ୟ )

Think it out:
Question 1.
How do diversifying tasks help workers?
Answer:
In the writer’s view, diversifying tasks help workers enhance their self-respect, motivation and team spirit.

Question 2.
Why is it difficult to build teams in India?
Answer:
It is difficult to build teams in India because nobody is interested to be a subordinate to someone.

Question 3.
How can working with diversity happen?
Answer:
Working with diversity can happen when we are free from personal, caste and community interests.

Question 4.
Does age matter for holding positions?
Answer:
Age does not matter in holding positions.

Question 5.
What matters much for a senior position – age or capability?
Answer:
What matters much for a senior position is capability.

Question 6.
How should seniors treat employees with lower self-esteem?
Answer:
The seniors should lovingly take care of and encourage employees with lower self-esteem a little more.

Question 7.
What are the fundamental ideals in a corporate environment?
Answer:
The fundamental ideals in the corporate environment are respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the superiority of the larger interest of the team over everything.

Post-Reading Activities:

Doing with words :
(A) Mark the following two words :
‘co-operation’ and ‘implementation’
‘co-operation’ is the noun form of ‘co-operate’ ‘implementation’ is the noun form of ‘implement’
(i) compete
(ii) dedicate
(iii) define
(iv) migrate
(v) narrate
(vi) negotiate
(vii) repeat
Answer:
(i) compete – competition
(ii) dedicate – dedication
(iii) define – definition
(iv) migrate – migration
(v) narrate – narration
(vi) negotiate – negotiation
(vii) repeat-repetition

(B) Study the following sentences:

• Right in the first few days, I told him, “Ram bhai, you are not going to open the door for me. You can do that if I lose my hands.”
• He said, “Sir, what are you saying? This is my job !”
• I told him that I didn’t want to treat him like a mere driver.
• I told him that whenever he was not driving, he should come into the office and help out with office work – make copies, file papers, send faxes, answer phone calls or simply read – rather than sit in the car and wait for me to show up.

Sentences 1 and 2 are in direct speech – what a person says appears within quotation marks (“…”).
Sentences 3 and 4 are in indirect speech – reporting what a person says without quoting his exact words. It is also called reported speech.
Sentence 1 is in direct speech – Here the exact words of the speaker have been put within quotation marks. There is a coma (,) after ‘told’. The first word inside the quotation marks starts with a capital letter. Sentence 2 is also in direct speech. Sentence 3 is in indirect speech. Here

• The quotation marks as well as the comma (,) after ‘said’ are removed.
• The conjunction “that” introduces to us the words (not exact) spoken by the speaker. (However, the latest trend is to drop ‘that’.)

Sentence 4 is also in indirect speech.
Read the passage below and fill in the blanks with ‘DS’ for sentences in direct speech and ‘RS’ for indirect speech.
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (………………….) Albert Foreman said that he had only a pretty idea about it. (…………………. ) The manager said, “Apart from what you  deposited this morning, it’s a little over thirty thousand pounds.” (………………….) Albert said, “Is it so ?” (………………….) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (………………….) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (…………………. ). The manager said that the bank would invest the money in stocks and shares. (…………………. ). A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (…………………. ). The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just sign the transfers.” (………………….). Albert said uncertainly, “But how should I know what I was signing ?” (…………………. ). “I suppose you can read,” said the manager. (………………….) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (………………….) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (………………….). Albert said that he had never had the opportunity to read and write until it was too late. (………………….) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (………………….) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (………………….).
Answer :
The manager of the bank said, “Mr Foreman, how much money have you deposited with us ?” (DS) Albert Foreman said that he had only a pretty idea about it. (RS) The manager said, “Apart from what you have deposited this morning, it’s a little over thirty thousand pounds.” (DS) Albert said, “Is it so ?” (DS) The manager said that it was a very large sum to have on deposit and Foreman should have thought of a better investment plan for his money. (RS) Albert said, “I don’t want to take any risk, sir; I know it’s safe in the bank.” (DS) The manager said that the bank would invest the money in stocks and shares. (RS) A troubled look settled on Mr Foreman’s distinguished face as he said, “Well, I’ll have to leave it all in your hands then.” (DS) The manager smiled and said, “We’ll do everything for you and all you’ll have to do next time you come in is just to sign the transfers.” (DS) Albert said uncertainly, “But how should I know what I was signing ?” (DS) “I suppose you can read,” said the manager. (DS) Mr Foreman gave him a disarming smile and said that he did not know how to read or write; he could only sign his name and he had learnt to do that when he went into business. (RS) The manager was so surprised that he jumped up from his chair and said, “That’s the most extraordinary thing I ever heard !” (DS) Albert said that he had never had the opportunity to read and write until it was too late. (RS) The manager stared at him as though he were a pre-historic monster and said, “Good God, man, what would you be now if you had been able to read and write ?” (DS) “I’d be verger of St. Peter’s”, said Albert Foreman, with a little smile on his aristocratic features. (DS)

CHSE Odisha Class 12 English The Magic of Teamwork Important Questions and Answers

I. MuItipIe Choice Questions (MCQs) with Answers

Question 1.
Lack of teamwork in India is —
(A) manageable
(B) almost chronic
(C) nothing
(D) none of these
Answer:
(B) almost chronic

Question 2.
That one Indian was equal to 10 Japanese was —
(A) true
(B) partially true
(C) a myth
(D) all of these
Answer:
(C) a myth

Question 3.
‘Carb’ mentality refers to —
(A) slothness
(B) feudal mindset
(C) state of pulling the legs of an efficient out of envy
(D) lunacy
Answer:
(C) state of pulling the legs of an efficient out of envy

Question 4.
India inherits a social system characterized by —
(A) education
(B) casteism
(C) feudalism and hierarchy
(D) none of these
Answer:
(C) feudalism and hierarchy

Question 5.
Modern society needs —
(A) experience
(B) erudition
(C) technical knowledge
(D) specialists or experts
Answer:
(D) specialists or experts

Question 6.
America is an object of the writer’s —
(A) scorn
(B) envy
(C) appreciation
(D) none of these
Answer:
(C) appreciation

Question 7.
What counts most in group work is —
(A) hierarchy
(B) keen insight into the merits and demerits of individuals
(C) cultural background
(D) education
Answer:
(B) keen insight into the merits and demerits of individuals

Question 8.
A good team player knows no —
(A) affluence
(B) vanity
(C) flattery
(D) both (B) and (C)
Answer:
(D) both (B) and (C)

Question 9.
Achieving total agreement is —
(A) probable
(B) certain
(C) impossible
(D) none of these
Answer:
(C) impossible

Question 10.
A good work culture calls for —
(A) a little co-operation
(B) efficiency
(C) willingness to go ahead
(D) the affinity between words and deeds
Answer:
(D) the affinity between words and deeds

Question 11.
The writer’s attitude towards inefficient workers is —
(A) biased
(B) neutral
(C) difficult to understand
(D) critical
Answer:
(D) critical

Question 12.
Criticizing someone in a group is —
(A) misunderstood
(B) a mistake
(C) prejudiced
(D) none of these
Answer:
(A) misunderstood

Question 13.
Which one of the following statements is injected?
(A) Disagreeing with the on&s idea is a new phenomenon.
(B) The Indian system is averse to the criticism of the boss.
(C) The writer was working in a big company.
(D) all of these
Answer:
(B) The Indian system is averse to the criticism of the boss.

Question 14.
In the writer’s eyes. his driver deserved —
(A) promotion
(B) punishment
(C) praise
(D) none of these
Answer:
(C) praise

Question 15.
The writer believed in the concept of —
(A) motivation
(B) corporate world
(C) sheer criticism
(D) retribution
Answer:
(A) motivation

Question 16.
What the writer likes is —
(A) shifting tasks to others
(B) diversification of tasks
(C) proper handling of the project
(D) none of these
Answer:
(B) diversification of tasks

Question 17.
To build teams in our system is —
(A) imperative
(B) unwarranted
(C) herculean
(D) both (A) and (B)
Answer:
(C) herculean

Question 18.
In India, it is very difficult to trace out —
(A) good players
(B) favourable groups
(C) good losers
(D) none of these
Answer:
(C) good losers

Question 19.
A senior position needs —
(A) experience
(B) work ethic
(C) scholarship
(D) capability
Answer:
(D) capability

Question 20.
The writer always gives priority to —
(A) competence
(B) teamwork
(C) self-esteem
(D) criticism
Answer:
(B) teamwork

Question 21.
Pressure is —
(A) a blessing in disguise
(B) an obstacle to progress
(C) an object of fear
(D) none of these
Answer:
(A) a blessing in disguise

Question 22.
Team interactions always fall apart when :
(A) teams are not good
(B) team members do not work effectively and efficiently
(C) good teams do get cheated
(D) team members are not reliable
Answer:
(C) good teams do get cheated

Question 23.
There is no substitute for :
(A) human empowerment
(B) workforce
(C) management
(D) teamwork
Answer:
(D) teamwork

Question 24.
What do you mean by the expression ‘playing second fiddle’?
(A) getting the second chance
(B) to be in the second status
(C) getting second-rate importance
(D) to be in a subordinate position to someone
Answer:
(D) to be in a subordinate position to someone

Question 25.
The larger goal of the team as a whole is :
(A) fulfilment of the objectives of the team.
(B) above individual or personal agendas
(C) above duties and responsibilities
(D) all-out effort for achievement.
Answer:
(B) above individual or personal agendas

II. Short Type Questions with Answers

Question 1.
What was the joke about the Indian and Japanese workers at the Maruti Suzuki Company?
Answer:
When the Japanese came to work in India, the joke that went around was that one Indian was equal to 10 Japanese, because Indian workers were known by their smartness, capability and dedication.

Question 2.
How did the writer deal with someone who had been doing badly?
Answer:
The writer directly and openly criticised someone who had not been doing well even in a general meeting.

Question 3.
How did the employees react to such public criticism?
Answer:
The employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 4.
What did the writer learn from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 5.
What would help a boss to be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 6.
Which concept is not a part of the Indian system?
Answer:
The concept of criticising the boss is not a part of the Indian system thereby hampering team spirit.

Question 7.
What benefit did the writer see in criticizing someone in a meeting?
Answer:
The benefit the writer saw in criticising someone was a lesson for everyone present t in the meeting. They will learn from that inefficient individual’s mistakes.

Question 8.
How can a boss be comfortable accepting criticism from subordinates?
Answer:
A boss can be comfortable accepting criticism from subordinates by definitely feeling good about himself.

Question 9.
What did the writer learn about the Indians from the reaction of the employees?
Answer:
The writer learnt from the reaction of the employees that Indians were averse to criticism. They lacked differentiating between criticizing an idea and criticizing an individual.

Question 10.
How did the employees react when the writer directly and openly criticised someone for his inefficiency?
Answer:
When the writer directly and openly criticised someone for his inefficiency, the employees told him that criticising them openly was insulting. Instead, he should point out their inefficiency individually.

Question 11.
What according to the writer is the ‘crab mentality’? Where does the root of the ‘crab mentality’ lie?
Answer:
According to the writer, the ‘crab mentality’ is the ill-tempered and unpleasant mentality. Crabs usually prevent each of them to go forward. Similarly, Indian workers try to pull down a person who is going to achieve success beyond others out of envy. The root of the ‘crab mentality’ lies in our cultural background which is reflected in the organisation in which we work.

Question 12.
What is the key problem that affects India’s progress?
Answer:
The key problem that affects India’s progress is the lack of implementation of our great policies and ideas. We also lack team spirit to work for the organisation, and it is an obstacle to progress.

Question 13.
How can the right kind of teams be created?
Answer:
The right kind of teams can be created by understanding how best to leverage the diversity of experience. That a young computer-trained person knows more answers concerning an accounting problem than a senior accountant is a case in point.

Question 14.
How is teamwork marred?
Answer:
Teamwork is marred by getting bogged down in the areas of disagreement. Besides, there are political agendas.

Question 15.
What does a ‘hidden agenda’ signify?
Answer:
‘Hidden agenda’ signifies the fact that most people’s words and meanings are poles apart. In other words, they say something and mean exactly the opposite.

Question 16.
Throw light on the merits of diversification of tasks.
Answer:
Diversification of tasks enhances workers’ self-respect and motivation and transforms them into team players.

Question 17.
What did the writer instruct Ram?
Answer:
The writer instructed him to attend the office and help out with office work – make copies, file papers, send faxes, answer phone calls, or simply read, instead of sitting in the car and waiting for him to enter the car.

Question 18.
How did the writer treat Ram?
Answer:
Instead of treating him like a mere driver, the writer bestowed his brotherly love on Ram. The expression ‘Ram bhai’ is a case in point.

Question 19.
“Everyone needs to do both.” What does the expression ‘to do both’ mean?
Answer:
The expression ‘to do both’ means that some individuals lean towards exercising leadership and others lean towards accepting the leadership of others.

Introducing the Author:
Dr Sam Pitroda is better known as “The Father of India’s communication revolution”. At present, he is the chairman of India’s “National Knowledge Commission”. Besides, he is the chairman and CEO of World-Tel Limited and the founder and CEO of C-SAM, Inc.

Introducing the Topic:
‘The Magic of Teamwork’ deals with some proven principles employed by organisations with a view to setting up a successful team in their business. The writer also discusses the basic issues in connection with the traits of a good team player, and how teamwork is of paramount importance in corporate and national governance.

Summary:
The essay begins with the writer’s reference to the lack of teamwork and cooperation among Indians. In his view, this is one of the most serious problems hampering progress where Indian workers are involved. The central problem in India is always execution, not want of policies. Japan’s role in the development of the Maruti Suzuki car is a case in point. In spite of Indians being smart, capable and committed individuals, they paled into insignificance before the Japanese because of their lack of team spirit and cooperation.

The writer is critical of our “crab” mindset. Tom by envy, we don’t hesitate to pull down others who attain success beyond us. He attributes part of this problem to our feudal and hierarchical social system in which seniority is most important. In today’s world, this is meaningless. For instance, a younger computer-trained person understands an accounting problem better than a senior accountant. The writer takes us back to his younger days in the US where he went to attend an executive seminar for Rockwell International.

25 senior company executives participated in it. They were divided into five different groups of five members each. Everyone was entrusted with the task of doing something like making coffee, taking notes, etc. but no one boasted of doing this or that. The writer thought that India is different. Seniority is an obstacle. The senior secretary will not make tea. The writer states that our background has not taught us what leadership actually means. A good team player respects others, tolerates different stand-points and desires to give.

A team player must possess the ability to tackle conflicts without a shred of egotism or flattery. People in India give stress attaining complete agreement on a conflicting issue, but it is not possible. What is important for beginning a piece of work is to go ahead with the agreed-upon aspects, instead of waiting for the total agreement. The characteristics of a good team player are openness, clarity and honesty. A hidden agenda has an adverse effect on teamwork. A good work ethic knows no duplicity. Instead, it implies saying and meaning the same thing.

The writer was in favour of directly telling the person to the face in a general meeting if he did not perform well. To others, it was humiliating. But the writer as an employee of C-DOT liked to criticize someone in a meeting for the cause of others who could learn a lesson from that individual’s mistake. Criticizing an idea does not mean criticizing an individual. The writer points out that an employee cannot afford to criticize the boss in India. The key elements of a team’s success are stability, confidence, security and comfort of its members.

The writer points out that the separation that exists between physical and mental workers seriously affects team performance in India. He highly praises Ram, for being one of the best drivers in the World. He was dutiful to the core. The writer was not interested to treat him like a mere driver. He motivated the driver to be a team player. The writer wanted him to assist in office work when he was not driving. In the writer’s view, diversifying tasks helps workers enhance their self-respect, motivation and team spirit. It is difficult to build teams in India because nobody is interested to be in a subordinate position to someone.

Working with diversity happens when we are free from personal, caste and community interests. Age, the writer opines, does not matter for holding a position. What matters much for a senior position is capability. Expertise is also equally important. The seniors should pamper and encourage employees with lower self-esteem a little more. The essay comes to a close with the writer bringing out the fundamental ideals in a corporate environment. They comprise respect for others, frankness, honesty, communication, willingness to dissent, solution of conflict and recognition of the larger interest of the team above everything.
ସାରାଂଶ:
ପ୍ରବନ୍ଧର ଆରମ୍ଭରେ ଲେଖକ ଭାରତୀୟମାନଙ୍କ ମଧ୍ୟରେ ଦଳଗତ ଭାବେ କାର୍ଯ୍ୟ କରିବା ମନୋବୃତ୍ତି ଏବଂ ସହଯୋଗର ଅଭାବ ରହିଥ‌ିବା ବିଷୟରେ ମନ୍ତବ୍ୟ ଦେଇଛନ୍ତି । ତାଙ୍କ ମତରେ, ଭାରତୀୟ କର୍ମଜୀବୀମାନେ ସମ୍ପୃକ୍ତ ଥ‌ିବା କାର୍ଯ୍ୟକ୍ଷେତ୍ରରେ ଅନଗ୍ରସରତା ସୃଷ୍ଟି କରୁଥ‌ିବା ଗୁରୁତର ସମସ୍ୟାଗୁଡ଼ିକ ମଧ୍ୟରେ ଏହା ଅନ୍ୟତମ । ଭାରତରେ ମୁଖ୍ୟ ସମସ୍ୟା ହେଉଛି କାର୍ଯ୍ୟ ସମ୍ପାଦନ, ଯୋଜନାର ଅଭାବ ନୁହେଁ । ମାରୁତି ସୁଜୁକି କାରର ଉନ୍ନୟନରେ ଜାପାନର ଭୂମିକା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଭାରତୀୟମାନେ ଚତୁର, ଦକ୍ଷ ଏବଂ ନିଷ୍ପାବାନ୍ ଥ‌ିବା ସତ୍ତ୍ବେ ଦଳଗତଭାବେ କାର୍ଯ୍ୟ କରିବାର ସ୍ପୃହା ଓ ସହଯୋଗିତାର ଅଭାବ କାରଣରୁ ଜାପାନୀମାନଙ୍କଠାରେ ପଛରେ ପଡ଼ିଯାଇଥିଲେ । ଲେଖକ ଆମର ଗୋଡ଼ଟଣା ମାନସିକତାକୁ ସମାଲୋଚନା କରିଛନ୍ତି ।

ଈର୍ଷାପରାୟଣ ହୋଇ ଆମମାନଙ୍କଠାରୁ ଅଧିକ ସଫଳତା ପାଇଥିବା ଅନ୍ୟମାନଙ୍କୁ ତଳକୁ ଟାଣି ଆଣିବାକୁ କୁଣ୍ଠାବୋଧ କରୁନାହିଁ । ସେ ଆମର ସାମନ୍ତବାଦୀ ଏବଂ ଶ୍ରେଣୀବଦ୍ଧ ସାମାଜିକ ପଦ୍ଧତି ଯେଉଁଥ୍ରେ ବରିଷ୍ଠତା ସର୍ବାଧ‌ିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ, ତାହାକୁ ଏହାର ଏକ ଆଂଶିକ କାରଣ ବୋଲି ଦର୍ଶାଇଛନ୍ତି । ଆଜିକାଲିର ପୃଥ‌ିବୀରେ ଏହା ଅର୍ଥହୀନ । ଉଦାହରଣସ୍ୱରୂପ, ଜଣେ ବରିଷ୍ଠ ହିସାବନିରୀକ୍ଷକଙ୍କଠାରୁ ଜଣେ କମ୍ପ୍ୟୁଟର ତାଲିମପ୍ରାପ୍ତ ଯୁବକ ହିସାବ ସମ୍ବନ୍ଧରେ ଅଧିକ ଭଲଭାବେ ବୁଝିପାରନ୍ତି । ଲେଖକ ତାଙ୍କର ଆମେରିକାରେ ବିତିଥିବା ଯୁବାବସ୍ଥାର ଦିନକୁ ଆମକୁ ଫେରାଇ ନେଇଛନ୍ତି, ଯେଉଁଠାକୁ ସେ ରକ୍ୱେଲ୍‌ ଇଣ୍ଟରନେସ୍‌ନାଲର ଆଲୋଚନାଚକ୍ରରେ ଯୋଗଦେବାକୁ ଯାଇଥିଲେ । ୨୫ ଜଣ ଉଚ୍ଚପଦସ୍ଥ କମ୍ପାନୀ କର୍ମଚାରୀ ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ ।

ସେମାନେ ପାଞ୍ଚଟି ପାଞ୍ଚଜଣିଆ ଦଳରେ ବିଭକ୍ତ ହୋଇଥିଲେ । ପ୍ରତ୍ୟେକଙ୍କୁ କଫି ତିଆରି କରିବା, ଟିପ୍‌ପଣୀ ଲେଖିବା ଭଳି କିଛି କାମ କରିବାକୁ ଦିଆଯାଇଥିଲା । କିନ୍ତୁ କେହି ଏ କାମ ବା ସେ କାମ କରୁଥ‌ିବାରୁ ଗର୍ବ ଅନୁଭବ କରୁନଥିଲେ । ଭାରତୀୟମାନେ ଏଥୁରୁ ଭିନ୍ନ ବୋଲି ଲେଖକ ଭାବୁଥିଲେ । ବରିଷ୍ଠତା ଏକ ପ୍ରତିବନ୍ଧକ । ମୁଖ୍ୟ ସଚିବ କେବେହେଲେ ଚା’ ତିଆରି କରିବେ ନାହିଁ । ଲେଖକଙ୍କ ମତରେ ନେତୃତ୍ୱ ପ୍ରକୃତରେ କ’ଣ ବୁଝାଏ ତାହା ଆମ ପୃଷ୍ଠଭୂମି ଶିଖାଇ ନାହିଁ । ଜଣେ ଭଲ ଦଳସାଥୀ ଅନ୍ୟମାନଙ୍କୁ ସମ୍ମାନ ଦିଏ, ବିଭିନ୍ନ ଦୃଷ୍ଟିଭଙ୍ଗୀକୁ ସହ୍ୟ କରେ ଏବଂ ସର୍ବଦା ଦେବାକୁ ଇଚ୍ଛା କରେ । ଅହଙ୍କାର ଓ ତୋଷାମଦର ବଶବର୍ତୀ ନ ହୋଇ ବିଭିନ୍ନ ସମସ୍ୟାକୁ ସମାଧାନ କରିବାର ସାମର୍ଥ୍ୟ ଦଳସାଥୀର ନିଶ୍ଚିତରୂପେ ଥ‌ିବା ଦରକାର ।

କୌଣସି ବିବାଦୀୟ ଘଟଣା ଉପରେ ଭାରତର ଲୋକମାନେ ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ଉପରେ ଗୁରୁତ୍ବ ଦିଅନ୍ତି; କିନ୍ତୁ ଏହା ଅସମ୍ଭବ । ସମ୍ପୂର୍ଣ୍ଣ ସହମତି ପାଇଁ ଅପେକ୍ଷା ନ କରି, ସହମତ ହୋଇଥିବା କେତେକ ବିଷୟବସ୍ତୁକୁ ନେଇ ଗୋଟିଏ କାର୍ଯ୍ୟ ଆରମ୍ଭ କରି ଆଗକୁ ବଢ଼ିବା ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କଥା । ଜଣେ ଭଲ ଦଳସାଥୀର ଗୁଣସବୁ ହେଉଛି ଖୋଲା ମନୋଭାବ, ସ୍ଵଚ୍ଛତା ଏବଂ ସାଧୁତା । ଲୁକ୍‌କାୟିତ ଯୋଜନା ଦଳଗତ କାର୍ଯ୍ୟ ଉପରେ କୁପ୍ରଭାବ ପକାଏ । ଭଲ କାମ ଦ୍ବୈତ ମନୋଭାବକୁ ପ୍ରଶ୍ରୟ ଦିଏ ନାହିଁ । ଏହା କହିବା ଏବଂ ବୁଝିବା ମଧ୍ୟରେ ସାମଞ୍ଜସ୍ୟ ରକ୍ଷାକୁ ସୂଚିତ କରେ । ଯଦି ଜଣେ ଭଲ କାମ କରିନାହିଁ, ଲେଖକ ସାଧାରଣ ସଭାରେ ତାଙ୍କୁ ସିଧାସଳଖ କରିବାର ପକ୍ଷପାତୀ ଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପାଇଁ ଏହା ଅପମାନଜନକ ଥିଲା ।

C-DOT କମ୍ପାନୀର ଜଣେ କର୍ମଚାରୀ ହିସାବରେ ସେ ଅନ୍ୟମାନଙ୍କୁ ଏକ ସଭାରେ ସମାଲୋଚନା କରିବାକୁ ପସନ୍ଦ କରୁଥିଲେ, ଯଦ୍ବାରା ଅନ୍ୟ ଜଣେ ସେହି ବ୍ୟକ୍ତିର ଭୁଲରୁ କିଛି ଶିଖିପାରିବ । ଏକ ଧାରଣାକୁ ସମାଲୋଚନା କରିବା ଅର୍ଥ ନୁହେଁ ଜଣେ ବ୍ୟକ୍ତିକୁ ସମାଲୋଚନା କରିବା । କିନ୍ତୁ ଭାରତରେ ଜଣେ କର୍ମଚାରୀ ତା’ ଉପରିସ୍ଥ କର୍ମଚାରୀଙ୍କୁ ସମାଲୋଚନା କରିନପାରିବା କଥା ଲେଖକ କହିଛନ୍ତି । ଦଳ କୃତକାର୍ଯ୍ୟ ହାସଲ କରିବାର ପ୍ରଧାନ ଉପାଦାନଗୁଡ଼ିକ ହେଉଛି ଏହାର କର୍ମଚାରୀମାନଙ୍କର ସ୍ଥିରତା, ବିଶ୍ଵସନୀୟତା, ନିରାପତ୍ତା ଏବଂ ସୁଖସ୍ବାଚ୍ଛନ୍ଦ୍ୟ । ଲେଖକ ଦର୍ଶାଇଛନ୍ତି ଯେ ଶାରୀରିକ ଏବଂ ମାନସିକ କର୍ମଚାରୀମାନଙ୍କ ମଧ୍ୟରେ ପାର୍ଥକ୍ୟ ଭାରତରେ ଦଳଗତ କାର୍ଯ୍ୟକୁ ଗଭୀର ଭାବେ ପ୍ରଭାବିତ କରେ । ପୃଥ‌ିବୀର ଶ୍ରେଷ୍ଠ ଗାଡ଼ିଚାଳକମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ ଭାବରେ ସେ ରାମର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ।

ସେ ଗଭୀର ଭାବରେ କର୍ତ୍ତବ୍ୟପରାୟଣ । ରାମକୁ ଏକ ମାମୁଲି ଗାଡ଼ିଚାଳକଭାବେ ବିବେଚନା କରିବାକୁ ଲେଖକ ଆଗ୍ରହୀ ନ ଥିଲେ । ଜଣେ ଦଳ-ସାଥୀଭାବେ ଭୂମିକା ଗ୍ରହଣ କରିବା ନିମନ୍ତେ ସେ ତାଙ୍କ ଗାଡ଼ିଚାଳକକୁ ଉତ୍ସାହିତ କରୁଥିଲେ । ସେ ଗାଡ଼ି ଚଳାଉ ନଥିବାବେଳେ ତାଙ୍କୁ ଦପ୍ତର କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାକୁ ଲେଖକ ଚାହୁଁଥିଲେ । ଲେଖକଙ୍କ ମତରେ ବିବିଧ କାର୍ଯ୍ୟଭାର କର୍ମଚାରୀମାନଙ୍କଠାରେ ଆତ୍ମ-ସମ୍ମାନ, ପ୍ରେରଣା ଏବଂ ଦଳୀୟ ସ୍ପୃହା ବୃଦ୍ଧି କରାଇବାରେ ସାହାଯ୍ୟ କରେ । ଭାରତରେ ଉପଯୁକ୍ତ ଦଳ ସୃଷ୍ଟି କରିବା କଷ୍ଟକର, କାରଣ କେହି କାହାର ଅଧୀନରେ ରହିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ବିବିଧତାର ସହିତ କାର୍ଯ୍ୟ କରିବା ସେତେବେଳେ ସମ୍ଭବ ହେବ, ଯେତେବେଳେ ଆମେମାନେ ବ୍ୟକ୍ତିଗତ, ଜାତିଗତ ଏବଂ ଗୋଷ୍ଠୀଗତ ସ୍ଵାର୍ଥରୁ ମୁକ୍ତ ରହିପାରିବା ।

ଲେଖକଙ୍କ ମତରେ କୌଣସି ପଦବୀରେ ରହିବାକୁ ହେଲେ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ନୁହେଁ । ବରିଷ୍ଠ ପଦ ପାଇଁ ସାମର୍ଥ୍ୟର ଆବଶ୍ୟକତା ବେଶୀ। ସୁନିପୁଣତା ମଧ୍ୟ ସମାନ ଭାବରେ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ବରିଷ୍ଠ ଅଧିକାରୀମାନେ କମ୍ ଆତ୍ମସମ୍ମାନ ଥ‌ିବା କର୍ମଚାରୀମାନଙ୍କୁ ଟିକିଏ ବେଶୀ ଗେହ୍ଲା କରିବା ଏବଂ ଉତ୍ସାହିତ କରିବା ଉଚିତ । ଏହି ପ୍ରବନ୍ଧର ଶେଷରେ ଲେଖକ ବୃହତ୍ କମ୍ପାନୀ ପରିବେଶ ପାଇଁ କେତେକ ଆବଶ୍ୟକ ମୌଳିକ ଆଦର୍ଶ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଉଛି ଅନ୍ୟମାନଙ୍କ ପ୍ରତି ସମ୍ମାନ, ସ୍ପଷ୍ଟତା, ସାଧୁତା, ଯୋଗଯୋଗ ରକ୍ଷା, ଭିନ୍ନ ମତ ପୋଷଣ ପାଇଁ ଇଚ୍ଛା, ବିବାଦର ସମାଧାନ ଏବଂ ଦଳର ବୃହତ୍ତର ସ୍ବାର୍ଥକୁ ସର୍ବାନ୍ତକରଣରେ ସ୍ଵୀକୃତି ଦେବା ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 3 The Portrait of a Lady Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 3 The Portrait of a Lady Question Answers CHSE Odisha

The Portrait of a Lady Class 12 Questions and Answers

Unit Wise Gist and Glossary:

UNIT – I:
Gist:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. Twenty years have elapsed since the writer had been with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer.

He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age. Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty.
ସାରମର୍ମ :
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଛଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇ ଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା ।

ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖୁ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚେତ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥ‌ିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ୱର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା ।

Glossary:
wrinkled : କୁଞ୍ଚିତ ହୋଇଯାଇଥିଲେ
pretty : attractive without being very beautiful (ଆକର୍ଷଣୀୟା)
that believe: ବିଶ୍ଵାସ କରିବା କଷ୍ଟକର ଥିଲା
portrait : photograph or painting of a person (ପ୍ରତିକୃତି)
hung : ଝୁଲୁଥି
mantlepiece : a shelf (ଏକ ଥାକ)
turban : ପଗଡ଼ି
loose-fitting clothes : ଢିଲା ପୋଷାକ
beard : ଦାଢ଼ି
at least : ଅନ୍ତତଃ
sort : kind (ପ୍ରକାର )
as if : ସତେ ଯେମିତି
lots and lots : ବହୁତ/ ଅନେକ
revolting : (here) unbelievable (ଅବିଶ୍ୱାସ୍ୟ)
quite : ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
absurd : not logical and sensible (ଉଦ୍ଭଟ)
undignified : not respectable ( ସମ୍ମାନଯୋଗ୍ୟ ନୁହେଁ)
treated : (here) considered (ବିଚାର କରୁଥିଲେ )
the Prophets : the Saints (ସାଧୁସନ୍ଥମାନେ )
slightly : a little (ଟିକିଏ)
bent : ନଇଁ ଯାଇଥିଲେ
criss-cross : ଛକି ଚିହ୍ନ
terribly old : very old (ବହୁତ ବୁଢ଼ା)
hobbled : walked awkwardly (କଷ୍ଟରେ ଚାଲୁଥିଲେ)
spotless : a very clear (ଦାଗହୀନ)
stoop : bend (ନଇଁ ପଡ଼ିବା)
beads of rosary : ଜପାମାଳିର ମାଳି
silver : white (ଧଳା)
locks : କେଶରାଶି
scattered : spread (ବିଛାଇ ହୋଇ ପଡ଼ିଥିଲା)
untidily : ଅସଂଯତ ଭାବେ
puckered : କୁଞ୍ଚ
constantly : ଲଗାତରଭାବେ
inaudible : ଅସ୍ପଷ୍ଟ
expanse : ବିସ୍ତୀର୍ଣ୍ଣ
serenity : calmness (ସ୍ନିଗ୍ଧତା)
contentment : satisfaction (ସନ୍ତୋଷ)

Think about it:
Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How did the grandfather appear in his portrait?
Answer:
His grandfather appeared at least to be a hundred-year-old person in his portrait.

Question 3.
What sort of a person did he look in his portrait?
Answer:
He looked in his portrait as a sort of person who couldn’t have a wife or children, but could only have many grandchildren.

Question 4.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age and she was pretty and very active.

Question 5.
Why does he say, “the thought was almost revolting”?
Answer:
He says “that the thought was almost revolting”, because it was quite difficult on his part to believe that his grandmother was once pretty and young.

Question 6.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

UNIT – II

Gist:
The relationship between the writer and his grandmother was quite friendly. She was active to the core. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. The writer liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside and read holy books. After school was over, they came back home followed by dogs growling and fighting with each other for the chapattis they flung at them.
ସାରମର୍ମ :
ଲେଖକ ଏବଂ ବୁଢ଼ୀମା’ଙ୍କ ସମ୍ପର୍କ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା । ସେ ଖୁବ୍ ଚଳଚଞ୍ଚଳ ଥିଲେ । ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେବା ପାଇଁ ସେ ପ୍ରତିଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ଉଠାଉଥିଲେ । ଲେଖକଙ୍କୁ ଗାଧୋଇଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ଗୁଣୁଗୁଣୁ ସ୍ଵରରେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ସେ ପ୍ରତିଦିନ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଉଥିଲେ କାରଣ ବିଦ୍ୟାଳୟକୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସି ପବିତ୍ର ବହିସବୁ ପଢୁଥିଲେ । ବିଦ୍ୟାଳୟ ଛୁଟି ହେବା ପରେ ସେମାନେ ଘରକୁ ଫେରୁଥିଲେ । ସେମାନଙ୍କୁ ପଛେ ପଛେ କୁକୁରମାନେ ଆସୁଥିଲେ । ବୁଢ଼ୀମା’ ଏବଂ ଲେଖକ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ୁଥିବା ଚପାତିଗୁଡ଼ିକ ପାଇଁ ସେମାନେ ପରସ୍ପର ମଧ୍ୟରେ କଳି କରୁଥିଲେ ।

Glossary:
wake : ଉଠେଇ ଦେବା
monotonous : boring (ବିରକ୍ତିକର)
sing-song : singing in a repeated rising and falling rhythm (ବାରମ୍ବାର ଉତ୍‌- ପତିତ ସ୍ଵରରେ ଗୀତ ଗାଇବା)
get heart : ମୁଖସ୍ଥ କରିବା
ever bothered : never cared
fetch : ଆଣିବା
tiny : very small
earthen : ମାଟି ତିଆରି
tie : bind (ବାନ୍ଧିବା)
stale : ବାସି
attached : connected (ସଂଲଗ୍ନ ଥିଲା)
priest : ପୂଜକ
rows : ଧାଡ଼ି ଧାଡ଼ି
chorus : ମିଳିତ ସ୍ଵର
scriptures : holy books (ପବିତ୍ର ପୁସ୍ତକସବୁ )
growling : make a low guttural sound of hositility in throat (ନିମ୍ନ ସ୍ଵର ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଶବ୍ଦ କରିବା)

Think it out:
Question 1.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after his school was over.

Question 2.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from walking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 3.
What lessons did the writer learn from the village priest?
Answer:
The writer learnt the alphabet and the morning prayer from the village priest.

Question 4.
How did the grandmother spend her time at the temple?
Answer:
The grandmother spent her time at the temple in reading holy books.

Question 5.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it arid throwing chapattis to the village dogs who followed them to their home justify this fact.

UNIT – III

Gist:
The writer and his grandmother went to the city after his parents’ comfortable settlement there. That marked a turning point in their friendship. In spite of sharing the same room, she no longer accompanied him to school. There was no sign of dogs in the streets. She started feeding sparrows in the courtyard of their city house. Years flew by. Their meeting grew much less. She enquired of him about what the teacher taught him. The writer responded to her treat they were taught English words, western science and the law of gravity.

As she could not help him in his study, she felt unhappy. When the writer went to University, he was allotted a room for his stay. The common bond of friendship suffered a setback. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in the midst of their company.
ସାରମର୍ମ :
ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଇପାରିଲେ ନାହିଁ । ସେଠାକାର ରାସ୍ତାମାନଙ୍କର କୁକୁରମାନଙ୍କର ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ବୁଢ଼ୀମା’ ତାଙ୍କ ସହରରେ ଥ‌ିବା ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖାଇବାକୁ ଦେବା ଆରମ୍ଭ କରିଦେଲେ । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କର ସାକ୍ଷାତ୍ କମିଯିବାକୁ ଲାଗିଲା। ଶିକ୍ଷକ କ’ଣ ପଢ଼ାଉଥିଲେ ସେ ଲେଖକଙ୍କୁ ସେ ବିଷୟରେ ପଚାରୁଥିଲେ । ଲେଖକ କହୁଥିଲେ ଯେ ସେମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ମାଧ୍ୟାକର୍ଷଣ ନିୟମ ଆଦି ପଢ଼ାଯାଉଛି ।

ଯେହେତୁ ବୁଢ଼ୀମା’ ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରିପାରୁ ନ ଥିଲେ, ତେଣୁ ସେ ଦୁଃଖୀ ହେଲେ । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁ ଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ ।

Glossary:
comfortably settled : ସ୍ବଚ୍ଛନ୍ଦରେ ବସବାସ କଲେ
sent for : ପାଇଁ ପଠାୟାଇଛି
turning-point : ମୋଡ଼
took to : began (ଆରମ୍ଭ କଲେ)
sparrow : ଘରଚଟିଆ
years rolled by : ବର୍ଷ ପରେ ବର୍ଷ ବିତିଗଲା
western science : ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ
the law of gravity: ମାଧ୍ୟାକର୍ଷଣ ନିୟମ
Archimedes principle : ଆର୍କିମେଡେଙ୍କ ନୀତି |
distressed : felt extreme anxiety or suffering (ଅତିଶୟ ଦୁଃଖ ଅନୁଭବ କଲେ )
announced : (here) told (କହିଲେ)
disturbed : confused (ଦ୍ବନ୍ଦ୍ବ ରେ ପଡ଼ିଲେ)
lewd : vulgar (ଇତର/ନୀଚ)
It …. harlots : ଏହା ଉପରେ
gentlefolk : gentle people (ଭଦ୍ରଲୋକ)
link : bond (ବନ୍ଧନ)
snapped : broke (ଭାଙ୍ଗିଗଲା|ତୁଟିଗଲା)
seclusion : loneliness (ଏକାକୀତ୍ଵ)
resignation : (here) calmness (ନୀରବରେ|ଶାନ୍ତଭାବେ)
spinning wheel : ଚରଖା
bits : pieces (ଟୁକୁରା)
veritable bedlam of
chirrupings : a genuine scene of noise or confusions caused by the chirruping of the sparrows which scattered and perched around the author’s grandmother
chirruping : ପକ୍ଷୀମାନଙ୍କର କାକଳି
shooed : drove away (ହୁଡ଼େଇଲେ / ତଡ଼ିଦେଲେ)

Think it out:
Question 1.
Why didn’t the grandmother accompany the writer to school in the city?
Answer:
The grandmother did not accompany the writer to school, because the latter went there in a motor bus.

Question 2.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 3.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 4.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 5.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 6.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 7.
How did she accept her seclusion?
Answer:
She calmly accepted her seclusion.

UNIT – IV

Gist:
The writer made up his mind to go to a foreign country for further studies. She knew that his grandmother would be sad. But she came to see him off at the railway station. She maintained silence. She did not show any emotion. She was totally absorbed in prayer. Her fingers kept on telling the beads of her rosary. At last, the writer departed. The parting from his grandmother was indeed heart-touching. It possibly marked the last sign of their physical contact. But that proved wrong. Five years elapsed. The writer came back home and was received at the station by his grandmother. She was speechless.

That evening he noticed a great change in her behavior. She stopped praying. She seemed to be very happy spending time with the older women folk. The following morning, she suffered from mild fever. She could not recover from it. At last, she died peacefully. This concluding unit ends on a moving note. Thousands of sparrows sitting scattered on the floor sadly witnessed the grandmother’s dead body. They neither chirruped nor touched little crumbs of bread. They flew away silently when the writer and his family members carried his grandmother’s dead body. Here ends the portrait of a pious lady.

ସାରମର୍ମ :
ଉଚ୍ଚଶିକ୍ଷା ନିମନ୍ତେ ବିଦେଶକୁ ଯିବା ପାଇଁ ଲେଖକ ମନସ୍ଥ କଲେ । ସେ ଜାଣିଥିଲେ ତାଙ୍କର ବୁଢ଼ୀମା’ ଦୁଃଖୀ ହେବେ । କିନ୍ତୁ ସେ ଲେଖକଙ୍କୁ ବିଦାୟ ଦେବା ପାଇଁ ଷ୍ଟେସନକୁ ଆସିଥିଲେ । ସେ ନୀରବ ଥିଲେ ଏବଂ କୌଣସି ଭାବପ୍ରବଣତା ଦେଖାଇ ନ ଥିଲେ । ସେ ପ୍ରାର୍ଥନା ଭିତରେ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମଜ୍ଜି ଯାଇଥିଲେ । ତାଙ୍କର ଆଙ୍ଗୁଳିଗୁଡ଼ିକ ଜପାମାଳିର ମାଳି ଗଡ଼ାଇବାରେ ଲାଗିଥିଲେ । ଶେଷରେ ଲେଖକ ବିଦାୟ ନେଲେ । ବାସ୍ତବରେ ବୁଢ଼ୀମା’ଙ୍କଠାରୁ ବିଦାୟ ମର୍ମସ୍ପର୍ଶୀ ଥିଲା । ଏହା ବୋଧହୁଏ ସେମାନଙ୍କର ଶାରୀରିକ ସଂସ୍ପର୍ଗର ଶେଷ ଚିହ୍ନ ଥିଲା । କିନ୍ତୁ ତାହା ଭୁଲ୍ ପ୍ରମାଣିତ ହେଲା। ପାଞ୍ଚ ବର୍ଷ ବିତିଗଲା । ଲେଖକ ଘରକୁ ଫେରିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ପାଛୋଟି ନେଲେ । ସେ ନୀରବ ଥିଲେ ।

ସେଦିନ ସନ୍ଧ୍ୟାରେ ସେ ବୁଢ଼ୀମା’ଙ୍କର ବ୍ୟହାରରେ ଅଦ୍ଭୁତ ପରିବର୍ତ୍ତନ ଦେଖ‌ିଲେ । ସେ ପ୍ରାର୍ଥନା ବନ୍ଦ କରି ଦେଇଥିଲେ । ପୁରୁଖା ସ୍ତ୍ରୀଲୋକମାନଙ୍କ ସହିତ ସମୟ କଟାଇ ଖୁସିଥ୍‌ର ଜଣା ପଡୁଥିଲେ । ପରଦିନ ସକାଳେ ତାଙ୍କୁ ସାମାନ୍ୟ ଜ୍ଵର ହେଲା । ସେ ଏଥୁରୁ ରକ୍ଷା ପାଇ ପାରିନଥିଲେ । ଶେଷରେ ସେ ଶାନ୍ତିରେ ଆଖି ବୁଜିଲେ । ସେତେବେଳେର ଦୃଶ୍ୟ ଖୁବ୍ କରୁଣ ଥିଲା। ହଜାର ହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ବିକ୍ଷିପ୍ତ ଭାବରେ ବସି ବୁଢ଼ୀମା’ଙ୍କର ମୃତ ଦେହକୁ ଅନାଉଥିଲେ । ସେମାନେ କୋଳାହଳ କରୁନଥିଲେ କିମ୍ବା ରୁଟି ଟୁକୁଡ଼ାକୁ ଛୁଇଁନଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଏବଂ ତାଙ୍କର ପରିବାର ବୁଢ଼ୀମା’ଙ୍କ ଶବକୁ ନେଇଗଲେ, ସେମାନେ ନୀରବରେ ଉଡ଼ି ପଳେଇଲେ ।

Glossary:
further studies : (here) higher studies (ଉଚ୍ଚଶିକ୍ଷା)
upset : disappointed or worried (ହତାଶ ହେବା/ବିବ୍ରତ ହେବା)
sentimental : easily moved by tender feelings (ଭାବପ୍ରବଣ )
lost : ହଜିଯାଇଥିଲା
cherished : ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ
the moist imprint : ଲୁହର ଛାପ
She …… words : The writer’s grandmother was speechless.
clasped : grasped tightly one’s hand
frivolous rebukes : affectionate scolding (ସ୍ନେହବୋଳା ଗାଳି)
thumped : hit heavily with the fist (ମୁଠାରେ ଜୋର୍‌ରେ ଆଘାତ କଲେ)
sagging skins : ଓହଳି ପଡ଼ିଥ‌ିବା ଚମଡ଼ା
dilapidated : old and in very bad condition (ଜରାଜୀର୍ଣ୍ଣ ଅବସ୍ଥାରେ ଥ‌ିବା)
warrior : ଯୋଦ୍ଧା
persuade : ପ୍ରବର୍ତ୍ତେଇବା
mild : ସାମାନ୍ୟ
before …. life : before the grandmother’s death (ବୁଢ଼ୀମା’ଙ୍କ ମୃତ୍ୟୁ ପୂର୍ବରୁ)
waste time : ଅଧ‌ିକ ସମୟ ନଷ୍ଟ କରିବା
protested : ପ୍ରତିବାଦ କଲୁ
ignored : ଅବଜ୍ଞା କଲେ
suspect : doubt (ସନ୍ଦେହ କରିବା)
lifeless : ନିର୍ଜୀବ
pallor : unnatural paleness ( ଅସ୍ଵାଭାବିକ ମଳିନତା)
customary : ପ୍ରଥା ଅନୁସାରେ
shroud : a piece of cloth or a sheet wrapped round a dead body
crude : rude (ନିଷ୍ଠୁର)
cremated : ଶବ ସତ୍କାର ହେଲା
lit : lighted (ଆଲୋକିତ କରୁ)
blaze : bright flame (ଉଜ୍ଜ୍ଵଳ ଦୀପ୍ତି)
golden light : ସୁନେଲି କିରଣ
stiff : hard (କଠିନ)
wrapped : covered (ଆବୃତ କଲେ)
scattered : ଛିନ୍ନଭିନ୍ନ
took no notice of: ଅନାଇଲେ ନାହିଁ
corpse : dead body (ମୃତ ଦେହ)
quietly : silently (ଚୁପ୍‌ଚାପ୍ ଭାବରେ)
swept : ଓଳେଇଦେଲେ

Think it out:
Question 1.
How did the grandmother see the author off at the railway station?
Answer:
The grandmother saw the author off at the railway station without showing any emotion. Besides, she silently kissed his forehead.

Question 2.
How did she receive him when he came back home from abroad?
Answer:
When he came back home from abroad, she embraced him in her arms. She was speechless and saying her prayers.

Question 3.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 4.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time on that evening.

Question 5.
How did she pass away?
Answer:
She passed away peacefully, while she was laying in bed praying and telling her beads.

Question 6.
How did sparrows react when the author’s grandmother died?
Answer:
When the author’s grandmother died, the sparrows plunged into grief. They neither chirruped nor took any notice of little crumbs of bread.

Question 7.
“Next morning the sweeper swept the bread crumbs into the dust bin.” What does this line imply?
Answer:
This line implies that the sparrows were beside themselves with grief.

Post-Reading Activities:

Write a paragraph on the following points to portray the character of the grandmother :
The writer’s grandmother is a widow
She is very old – wrinkled face – her grey hair usually remains scattered on her puckered face – fat, short, and has a stoop – cannot walk straight – hobbles with her hand on her waist to balance her stoop
She belongs to a Punjabi family and lives with her son, daughter-in-law, and her grandson
She is religious – goes to the temple daily – reads holy books – tells the beads of the rosary
She is very kind – feeds the dogs with chapattis – feeds the sparrows and enjoys their company
She is a good companion – helps her grandson to get ready for school – helps him in his lessons – accompanies him to the school
She is culture loving – loves Indian culture, is fond of singing and spinning – has a strong dislike for western and scientific education
She is peaceful by nature – calm and cool – does not show resentment – becomes quiet and private instead
Her death is mourned by the family and her pet sparrows.

Answer:
The pen picture of a grandmother
The writer’s grandmother who comes from a Punjabi family is a widow. She is in a state of ripe old age. She is a deeply pious lady. She takes pleasure in walking to the temple every day, reading sacred books and telling the beads of the rosary. The writer’s grandmother epitomizes kindness. This finds a great reflection in her act of feeding the dogs and sparrows. She gives constant company to her grandson. She is an avid lover of Indian culture. She is the picture of serenity. Grandmother’s death is a stunning loss to the family and her fond sparrows.

Doing with words :
(A) Make sentences with the following expressions :
(i) the thought was almost revolting
(ii) an expanse of pure white serenity
(iii) a veritable bedlam of chirruping
(iv) frivolous rebukes
(v) the sagging skins of the dilapidated drum
Answer:
(i) the thought was almost revolting – I greatly enjoyed my grandparents’ company. The thought contrary to it was almost revolting to him.
(ii) an expanse of pure white serenity – My grandmother’s look epitomizes an expanse of pure white serenity.
(iii) a veritable bedlam of chirruping – The birds produce a veritable bedlam of chirruping.
(iv) frivolous rebukes – I am averse to your frivolous rebukes.
(v) the sagging skins of the dilapidated drum – I wanted him to beat the sagging skins of the dilapidated drum.

(B) Notice the following uses of the word ‘tell’ in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things about Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different meanings of the word ‘tell’. Match each meaning with its corresponding sentence given above.
1. make something known to someone in spoken or written words
2. count while reciting
3. be sure
4. give information to somebody
Answer:
1 – 2; 2 – 1; 3 – 3; 4 – 4

(C) A popular dictionary gives the following meanings for the word ‘drop’. Match each meaning with its corresponding sentence given below :
‘drop’ :
1. a small round mass of liquid
2. a reduction
3. to fall
4. to become weaker
5. to send a letter
Sentences :
(a) The bottle dropped and broke to pieces.
(b) Drop a postcard to me about your choice of career.
(c) A heavy shower of rain caused a drop in temperature.
(d) She shed a few drops of tears on the grave of her pet.
(e) His voice dropped to a whisper.
Answer:
1 – (d); 2 – (c); 3 – (a); 4 – (e); 5 – (b).

CHSE Odisha Class 12 English The Portrait of a Lady Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of ‘The Portrait of a Lady’ is ______________.
(A) Khushwant Singh
(B) R.K. Narayan
(C) Manoj Das
(D) Steve Jobs
Answer:
(A) Khushwant Singh

Question 2.
The lady portrayed in the story is
(A) Grandmother
(B) Sister
(C) Mother
(D) Daughter
Answer:
(A) Grandmother

Question 3.
The grandfather in the portrait hung on the wall looked like
(A) old, thin and wrinkly
(B) young, handsome, well built
(C) old, long white beard worn a big turban
(D) None of the above
Answer:
(C) old, long white beard worn a big turban

Question 4.
Grandmother looked
(A) Fat, slightly bent
(B) Old, short, slightly bent, fat
(C) Long, fat, slightly bent
(D) Old, fat, long
Answer:
(B) Old, short, slightly bent, fat

Question 5.
The author’s parents left him with his grandmother when
(A) he was an infant
(B) he was a child
(C) he was a young man
(D) he was a teenager
Answer:
(B) he was a child

Question 6.
The animal grandmother used to feed in the village is
(A) cats
(B) dogs
(C) cows
(D) sparrows
Answer:
(B) dogs

Question 7.
The parents of the author were living in
(A) abroad
(B) other villages
(C) other states
(D) City
Answer:
(D) City

Question 8.
In the temple, grandmother was
(A) doing meditation
(B) reading scriptures
(C) singing religious prayers
(D) teaching other kids religious prayer
Answer:
(B) reading scriptures

Question 9.
The author went to study in the city in
(A) English school in motor bus
(B) by walking
(C) Hindu school
(D) None of these
Answer:
(A) English school in motor bus

Question 10.
The grandmother went to school with the author because
(A) the school was attached to the temple
(B) to guard him
(C) to see how he was reading
(D) None of the above
Answer:
(A) the school was attached to the temple

Question 11.
In the courtyard of the city house, grandmother used to feed
(A) dogs
(B) cats
(C) sparrows
(D) cows
Answer:
(C) sparrows

Question 12.
Grandmother after listening to the things taught in the English schools becomes unhappy because
(A) She could not help the writer with his lessons.
(B) She desired science.
(C) She did not want the writer should learn English
(D) None of the above
Answer:
(A) She could not help the writer with his lessons.

Question 13.
The common link of friendship was suspended when the writer ______________.
(A) went up to the university
(B) went up in a foreign trip
(C) married
(D) None of these
Answer:
(A) went up to the university

Question 14.
The grandmother died
(A) peacefully telling beads laying on the bed
(B) in the hospital
(C) while sleeping
(D) None of the above
Answer:
(A) peacefully telling beads laying on the bed

Question 15.
Why did the grandmother keep one hand on her waist?
(A) to pick up things easily
(B) to balance her stoop
(C) to correct her posture
(D) to eat food
Answer:
(B) to balance her stoop

Question 16.
The narrator had known his grandmother to be old and wrinkled for ______________.
(A) ten years
(B) thirty years
(C) twenty years
(D) twenty-five years
Answer:
(C) twenty years

Question 17.
The portrait of grandfather was hanging in the ______________.
(A) drawing room
(B) store room
(C) bedroom
(D) kitchen
Answer:
(A) drawing room

Question 18.
What did the author eat for breakfast?
(A) rice and curd
(B) thick bread with butter
(C) apples and bread
(D) thick and stale chapatis with a little butter and sugar spread on it
Answer:
(D) thick and stale chapatis with a little butter and sugar spread on it

Question 19.
The author treated the stories of grandmother’s youth and beauty as ______________.
(A) poetry
(B) fables
(C) drama
(D) None of these
Answer:
(B) fables

Question 20.
How did the grandmother spend her afternoon every day?
(A) by feeding hundreds of sparrows
(B) by taking a nap
(C) by talking to the author’s mother
(D) by going to temple
Answer:
(A) by feeding hundreds of sparrows

Question 21.
What change came in the grandmother’s evening time?
(A) she would sleep easily
(B) she would go for a walk
(C) she collected the women of the neighborhood
(D) she would talk with the author’s parents
Answer:
(C) she collected the women of the neighborhood

Question 22.
How did the grandmother spend her time in the city?
(A) spinning the wheel
(B) reading scriptures
(C) feeding dogs
(D) taking to neighbors
Answer:
(A) spinning the wheel

Question 23.
What did the village priest teach the students?
(A) scriptures
(B) alphabet and morning prayer
(C) moral lessons
(D) science
Answer:
(B) alphabet and morning prayer

Question 24.
What is the meaning of the word ‘chorus’?
(A) individually
(B) in a group
(C) between two people
(D) working hard
Answer:
(B) in a group

Question 25.
What was the grandmother doing inside the temple when the author was studying in the temple veranda?
(A) Reading scriptures
(B) Listening to the prayers
(C) Singing prayers
(D) Performing puja
Answer:
(A) Reading scriptures

Question 26.
Who would meet the author and his grandmother at the temple door?
(A) Sparrows
(B) Village monkeys
(C) Village dogs
(D) Village beggars
Answer:
(C) Village dogs

Question 27.
What was the turning point in the relationship of the author and his grandmother?
(A) The grandmother’s death
(B) The marriage of the author
(C) The separation of the author from his grandmother
(D) Their shifting from the village to the city
Answer:
(D) Their shifting from the village to the city

Question 28.
What did the grandmother do in her leisure in the city?
(A) Sang prayers
(B) Read scriptures
(C) Fed sparrows
(D) Fed pigeons
Answer:
(C) Fed sparrows

Question 29.
What was/were not taught to the author at the English school?
(A) English words
(B) Western science
(C) Scriptures
(D) Music lessons
Answer:
(A) English words

Question 30.
Why was the grandmother distressed with the teachings in English school?
(A) There was much emphasis on the alphabet
(B) There were no lessons on god and the scriptures
(C) Due to teaching music
(D) Due to teaching science
Answer:
(B) There were no lessons on god and the scriptures

Question 31.
When was the common link of friendship between the author and his grandmother snapped?
(A) When the author went abroad
(B) When the author joined the army
(C) When the author went to university
(D) When the author got a job
Answer:
(C) When the author went to university

Question 32.
What was the opinion of the grandmother about music?
(A) She supported music classes
(B) Music had a soothing effect
(C) Music had lewd associations
(D) Music was essential for the overall development
Answer:
(C) Music had lewd associations

Question 33.
What did the grandmother accept with resignation?
(A) Separation from the author
(B) Her fate
(C) Her ill-health
(D) Her approach to death
Answer:
(A) Separation from the author

Question 34.
How did the grandmother relax in the afternoon?
(A) By singing songs
(B) By reciting prayers
(C) By spinning the wheel
(D) By feeding the sparrows
Answer:
(D) By feeding the sparrows

Question 35.
Which was the happiest half-hour of the day for the grandmother?
(A) The time spent in the temple
(B) The time spent with the neighbors
(C) The time spent with the sparrows
(D) The time spent with the author
Answer:
(C) The time spent with the sparrows

Question 36.
What is the meaning of the sentence, “at her age one could never tell”?
(A) She was very old
(B) She did not eat much
(C) She did not behave properly
(D) She was so old that she could die at any moment
Answer:
(D) She was so old that she could die at any moment

Question 37.
Choose an appropriate word for the word ‘sentimental’ from the following:
(A) happy
(B) joyful
(C) emotional
(D) mournful
Answer:
(C) emotional

Question 38.
While going abroad what did the author cherish the most?
(A) Love of his family
(B) Care of his mother
(C) Affection of his grandmother
(D) His grandmother’s kiss on his forehead
Answer:
(D) His grandmother’s kiss on his forehead

Question 39.
When did the author come back home?
(A) After four years
(B) After five years
(C) After six years
(D) After two years
Answer:
(B) After five years

Question 40.
What is the synonym of the word ‘frivolous’?
(A) carefree
(B) serious
(C) funny
(D) mysterious
Answer:
(A) carefree

Question 41.
What is the meaning of the word ‘rebuke’?
(A) to hang
(B) to scold lightly
(C) to pray for mercy
(D) to learn something
Answer:
(B) to scold lightly

Question 42.
What change came over the author’s grandmother in the evening?
(A) she did not pray
(B) she started dancing wildly
(C) she collected drums from the neighborhood
(D) all of the above
Answer:
(A) she did not pray

Question 43.
What did the grandmother sing collecting the women of the neighborhood?
(A) Her prayers
(B) Home-coming of warriors
(C) Reception song for the author
(D) Scriptures
Answer:
(B) Home-coming of warriors

Question 44.
What happened the next morning?
(A) The grandmother became unconscious
(B) The author talked to his grandmother
(C) The grandmother was taken ill
(D) The grandmother started to sing again
Answer:
(C) The grandmother was taken ill

Question 45.
What did the grandmother tell all the family members?
(A) to call the doctor
(B) to bring her holy books
(C) to bring her a new rosary
(D) that her end was near
Answer:
(D) that her end was near

Question 46.
Why did the grandmother say that she was not going to talk to anyone?
(A) because she cannot speak
(B) because she wanted to pray
(C) because she wanted to die peacefully
(D) because she wanted to talk with the angels
Answer:
(B) because she wanted to pray

Question 47.
How did they know that she was dead?
(A) she closed her eyes
(B) the rosary fell from her fingers
(C) the doctor declared her dead
(D) her last prayer was said loudly
Answer:
(B) the rosary fell from her fingers

Question 48.
What was the custom regarding dead people?
(A) to cover the dead body with a red shroud
(B) to cover the dead body with a white shroud
(C) to cover the dead body with a black shroud
(D) to keep the dead body uncovered
Answer:
(A) to cover the dead body with a red shroud

Question 49.
Why did the family members stop halfway in the courtyard?
(A) as there were hundreds of ants
(B) as there were thousands of sparrows
(C) as there were thousands of monkeys
(D) as there were hundreds of dogs
Answer:
(B) as there were thousands of sparrows

Question 50.
Why did the sparrows not take notice of the bread crumbs lying on the floor?
(A) they never ate bread crumbs
(B) the bread crumbs were stale
(C) they were also mourning the death of their grandmother
(D) they had come to eat chapattis
Answer:
(C) they were also mourning the death of their grandmother

Question 51.
The bottle dropped and broke to pieces. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) To slip away
Answer:
(A) To fall

Question 52.
Drop me a postcard when you get there. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To send a letter
(D) To send away
Answer:
(C) To send a letter

Question 53.
Heavy rain can cause a drop in temperature. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) A reduction
(B) To fall
(C) To become weaker
(D) To slip away
Answer:
(A) A reduction

Question 54.
A few drops of tears don’t wash out sins. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) Shedding tears
(B) A small round mass of liquid
(C) Repentance
(D) Liquid substance
Answer:
(B) A small round mass of liquid

Question 55.
His voice dropped to a whisper. (Pick out the correct dictionary meaning of the underlined Word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) A reduction
Answer:
(C) To become weaker

II. Short Type Questions with Answers:

Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age arid she was pretty and very active.

Question 3.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

Question 4.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after school was over.

Question 5.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from waking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 6.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it and throwing chapters to the village dogs who followed them to their home justify this fact.

Question 7.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 8.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 9.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 10.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 11.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 12.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 13.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time that evening.

Introducing the Author:
Khuswant Singh (1915) is one of the most versatile writers of our time. He has distinguished himself as an outstanding journalist, novelist, historian, and short-story writer. A writer of international repute, Singh is known for his inimitable style, biting irony, and firebrand candidness. He has a deep understanding of the life around him. His works include The Mask of Vishnu, Train to Pakistan, which won the Grove Press Indian Fiction prize, The Voice of God and Other Stories, I shall not hear the Nightingale, Many Moods and Many Faces, A History of the Sikhs, A Bride for the Sahib and Other Stories, Delhi, The Company of Women and several collections of works.

Aspects of Khuswant Singh as a short-story writer and essayist indicate his versatility. His short stories show the felicity of his expression, his capacity for clear and realistic portrayal, and his unique lightness of touch. He has the qualities of the ideal short-story writer: ingenuity, compression and originality, and also a touch of fantasy. His art is different from that of Raja Rao, Mulk Raj Anand, R. K. Narayan, and Pravas Jhabvala.

About the Topic:
‘The Portrait of a Lady’ gives a vivid account of the writer’s, grandmother. She was affectionate, protective, and caring. The writer throws light on the three phases of the relationship he had had with his grandmother. In the first phase, she took care of the writer in the village and he was close to her. The second phase deals with his estrangement from her during his study in a city school. The last one dwells upon the snapping of the common link of friendship between them when he went to a foreign country for further studies. The writer presents a moving picture of the sparrows when his grandmother’s life came to an end.

Summary:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. For twenty years, the writer was with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer. He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age.

Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks. were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty. Both the writer and his grandmother were good companions.

His parents had left him with his grandmother at the village. They were in the city. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. He liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside the temple and read holy books. The grandmother was a pious lady. When the writer’s parents were settled in the city, they sent for them.

That marked a turning point in their friendship. Years flew by. Their meeting grew less. Both the writer and his grandmother started spending days separately and the writer became separated from the close relationship with his grandmother. When he reported to her about the music lesson he was being taught his grandma was confused because she knew that music had been associated with harlots. She said nothing but her silence was louder than words. When the writer went to University, he was allotted a room for his stay.

The common bond of friendship was snapped. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in their company. When the writer decided to go to a foreign country for further studies, he thought his grandmother would be disappointed.

But she came to leave him at the railway station but did not talk or show any emotion. She was totally absorbed in prayer and her fingers were busy telling the beads of her rosary. After five years, he came back home and was received at the station by his grandmother. It seemed as if time had left no impact on her age. The author could feel her pulse as usual and the sparrows were with her. That evening she was seen very happy spending time with the older women folk. The next day morning she was found ill. The doctor was called for and he told them that the fever was mild and she would be well within a short time.

But she told others that her last time had come. She lay peacefully in bed saying prayers and telling her beads. Next time she breathed her last. Then the funeral arrangements and proceedings went on. The dead body of the grandmother was covered with a red shroud. They brought a crude stretcher to take her to be cremated. By that time, thousands of sparrows sat scattered on the floor. There was no chirruping. The picture of the grief-stricken sparrows was really poignant. The writer’s mother threw broken little crumbs of bread to them, but in vain. They never took any notice of the bread. With the departure of grandmother’s dead body, the sparrows flew away in silence.

ସାରାଂଶ:
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଳ୍ପଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା । ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖ୍ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା ।

ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ଵର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କୁ ତାଙ୍କ ବାପାମା’ ଗାଁରେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ପାଖରେ ଛାଡ଼ି ଚାଲି ଯାଇଥିଲେ । ସେମାନେ ସହରରେ ରହୁଥିଲେ । ପ୍ରତ୍ୟେକ ଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ଶେଯରୁ ଉଠାଇ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ ।

ଲେଖକଙ୍କୁ ଗାଧୋଇ ଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ଖୁବ୍ ଭଲ ପାଆନ୍ତି । ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କ ସହିତ ସ୍କୁଲ୍ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲ୍‌କୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସୁଥିଲେ ଏବଂ ଧର୍ମଗ୍ରନ୍ଥ ପଢ଼ୁଥିଲେ । ତାଙ୍କ ବୁଢ଼ୀମା’ ଜଣେ ଧାର୍ମିକ ମହିଳା ଥିଲେ । ଲେଖକଙ୍କ ପିତାମାତା ସହରରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲା ପରେ ସେମାନଙ୍କୁ ଡକାଇ ପଠାଇଲେ । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵରେ ଗୋଟିଏ ନୂତନ ମୋଡ଼ ସୃଷ୍ଟି ହେଲା । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କ ଦେଖାସାକ୍ଷାତ୍ କମିଗଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁହେଁ ନିଜର ସମୟ ଅଲଗା ଭାବେ ବିତାଇଲେ ଏବଂ ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଥିବା ନିବିଡ଼ ସମ୍ପର୍କ ବିଛିନ୍ନ ହେଲା । ଯେତେବେଳେ ସେ ତାଙ୍କୁ ଗୀତ ଶିଖ୍ ବିଷୟରେ କହିଲେ, ତାଙ୍କ ବୁଢ଼ୀମା’ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଲେ କାରଣ ବାରାଙ୍ଗନାମାନଙ୍କ ସହିତ ଗୀତର ସମ୍ପର୍କ ରହିଛି ବୋଲି ସେ ଜାଣିଥିଲେ ।

ସେ କିଛି କହି ନଥିଲେ କିନ୍ତୁ ତାଙ୍କର ନୀରବତା କଥାଠାରୁ ଅଧିକ ଥିଲା । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ କି ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଅଧ‌ିକ ପଢ଼ିବାପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ, ସେ ଭାବିଲେ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁଃଖପ୍ରକାଶ କରିବେ ।

କିନ୍ତୁ ସେ ତାଙ୍କୁ ରେଳ ଷ୍ଟେସନରେ ଛାଡ଼ିବା ପାଇଁ ଆସିଥିଲେ ମଧ୍ୟ କିଛି କହିଲେ ନାହିଁ କି ଭାବପ୍ରବଣତା ଦେଖାଇଲେ ନାହିଁ । ସେ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ପ୍ରାର୍ଥନା ଭିତରେ ମଜ୍ଜି ଯାଇଥିଲେ ଏବଂ ତାଙ୍କ ଆଙ୍ଗୁଳିରେ ଜପାମାଳିର ମାଳା ଗଡ଼ାଉଥିଲେ । ପାଞ୍ଚ ବର୍ଷ ପରେ ସେ ଘରକୁ ଫେରି ଆସିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରୁ ପାଛୋଟି ଆଣିଥିଲେ । ସମୟ ତାଙ୍କ ବୟସ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇବା ଭଳି ଜଣାପଡୁନଥିଲା । ଲେଖକ ଅନୁଭବ କରିପାରୁଥିଲେ ତାଙ୍କ ନାଡ଼ି ଠିକ୍ ଥିଲା ଏବଂ ଘରଚଟିଆମାନେ ତାଙ୍କ ସହିତ ଥିଲେ । ସେହି ସନ୍ଧ୍ୟାରେ ସେ ବହୁତ ଖୁସି ଥିଲେ ଏବଂ ବୟସ୍କ ମହିଳାମାନଙ୍କ ସହ ସମୟ ବିତାଉଥିଲେ । ପରଦିନ ସକାଳେ ସେ ଅସୁସ୍ଥ ହୋଇଥ‌ିବାର ଜଣାପଡ଼ିଲା । ଡାକ୍ତର ଡକାଗଲା ଏବଂ ସେ କହିଲେ ଜ୍ଵର ସାମାନ୍ୟ ଅଛି ଓ ସେ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଭଲ ହୋଇଯିବେ ।

କିନ୍ତୁ ବୁଢ଼ୀମା’ କହିଲେ ତାଙ୍କର ଶେଷ ସମୟ ଆସିଗଲାଣି । ଶାନ୍ତିରେ ବିଛଣାରେ ପଡ଼ିରହି ସେ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଏବଂ ମାଳାଜପ କରୁଥିଲେ । ପରେ ପରେ ସେ ଶେଷ ନିଃଶ୍ଵାସ ତ୍ୟାଗ କଲେ । ତା’ପରେ ବୁଢ଼ୀମାଙ୍କର ଅନ୍ତିମ ସଂସ୍କାର ପାଇଁ ବନ୍ଦୋବସ୍ତ କରାଗଲା । ତାଙ୍କ ମୃତ ଦେହକୁ ଲାଲ୍ ଲୁଗାରେ ଆବୃତ କରାଗଲା । ତାଙ୍କୁ ଦାହ କରିବାକୁ ନେବା ପାଇଁ ଏକ ପୁରୁଣା କୋକେଇ ଅଣାଗଲା । ସେତେବେଳେ ହଜାରହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ଏଣେତେଣେ ବସିଥା’ନ୍ତି । ସେମାନେ କୌଣସି ଶବ୍ଦ କରୁ ନ ଥିଲେ । ଦୁଃଖ- କାତର ପକ୍ଷୀମାନଙ୍କର ଦୃଶ୍ୟ ଥିଲା ବାସ୍ତବିକ ମର୍ମସ୍ପର୍ଶୀ । ଲେଖକଙ୍କର ମା’ ସେମାନଙ୍କ ପାଖକୁ କେତେ ଖଣ୍ଡ ରୁଟି ଟୁକୁଡ଼ା ପକାଇ ଦେଲେ । କିନ୍ତୁ ସେମାନେ ରୁଟି ଟୁକୁଡ଼ାକୁ ଆଡ଼ ଆଖିରେ ଚାହିଁଲେ ନାହିଁ । ବୁଢ଼ୀମା’ର ମୃତ ଦେହ ନିଆଗଲାପରେ ଘରଚଟିଆମାନେ ନୀରବରେ ଉଡ଼ିଗଲେ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 4 The Monkey’s Paw Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 4 The Monkey’s Paw Question Answers CHSE Odisha

The Monkey’s Paw Class 12 Questions and Answers

Scene – 1

Gist:
It is a dark and stormy winter night. The Whites.’ living room is comfortable and fine. Herbert plays chess with his father. An old friend of Mr. White, Sergeant-Major Morris comes to visit them after spending more than twenty years in India and entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes.

At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mr. White is more willing to consider the truth of the monkey’s paw than Herbert, but Mrs. White is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggests to him to wish for two hundred pounds to pay off the mortgage; the latter obliges and then drops it in a state of fear. Herbert does not believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money. He teases his mother. This unit comes to a close, with the family retiring to bed.

ସାରମର୍ମ :
ଏହା ଥିଲା ଏକ ଅନ୍ଧାର ଓ ଝଡ଼ତୋଫାନର ରାତି । Mr. Whiteଙ୍କର ପ୍ରକୋଷ୍ଠ ଥିଲା ଆରାମଦାୟକ ଓ ସୁନ୍ଦର । Herbert ତାଙ୍କ ବାପାଙ୍କ ସହ ଚେସ୍ ଖେଳୁଛନ୍ତି । ଏହି ସମୟରେ Mr. Whiteଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ Sergeant Major Morris ଆସିଛନ୍ତି ଯିଏକି ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ଅତିବାହିତ କଲା ପରେ ସ୍ଵଦେଶ ଫେରିଛନ୍ତି । ସେ ତାଙ୍କ ଅନୁଭୂତିର ଗଳ୍ପସବୁ କହି ଏହି ଅତିସତ୍କାରକାରୀମାନଙ୍କୁ ଖୁସି କରାଇଛନ୍ତି । ସେ ଗୋଟିଏ ମାଙ୍କଡ଼ର ପଞ୍ଝା ବିଷୟରେ ବର୍ଣ୍ଣନା କରନ୍ତି । ସେ ନିଜ ପକେଟରୁ ଏହାକୁ ବାହାର କରନ୍ତି । Herbert ଏହି ପଞ୍ଝାକୁ ନିଅନ୍ତି ଏବଂ ଆଗ୍ରହର ସହିତ ଦେଖନ୍ତି । Mr. White ମଧ୍ୟ ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝାରେ ମନ୍ତ୍ରଶକ୍ତି ବଳରେ ଯାଦୁ ଭରିଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା ମାଲିକର ତିନୋଟି ମନୋବାଞ୍ଛା ପୂରଣ କରିପାରିବ ।

ଶେଷରେ ସେ ଏହି କୁହୁକ ମନ୍ତ୍ର ଥ‌ିବା ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦେଇଛନ୍ତି । Morris ସେମାନଙ୍କୁ ସତର୍କ କରି ଦେଇଛନ୍ତି ଯେ ସେମାନେ ଏହାକୁ ବ୍ୟବହାର କରି କୌଣସି ଇଚ୍ଛା ବା ଆଶ ପୂରଣ ନ କରନ୍ତୁ କାରଣ ଏହା ଭୟଙ୍କର ପରିଣାମ ସହ ଇଚ୍ଛାଗୁଡ଼ିକୁ ପୂରଣ କରିବ । Herbert କିନ୍ତୁ Morrisଙ୍କର କଥାକୁ ବିଶ୍ୱାସ କରନ୍ତି ନାହିଁ । ସେ ଭାବନ୍ତି ଏଗୁଡ଼ିକ ଅତି ବାହାଦୁରୀ କଥା । ସେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ ଥଟ୍ଟା କରନ୍ତି । ତାଙ୍କ ମତରେ ମୋରିସ୍ ଜଣେ କଥାକାର । Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାର ସତ୍ୟତା ପରୀକ୍ଷା କରିବାକୁ ଅଧ‌ିକ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । କିନ୍ତୁ Mrs. White ତାଙ୍କ ସ୍ଵାମୀଙ୍କ ଅପେକ୍ଷା ଏହାକୁ କମ୍ ବିଶ୍ଵାସ କରନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟର ଅଭିଳାଷ କରିବାପାଇଁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ପରିହାସ ଛଳରେ ସେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ଇଚ୍ଛା କରିବାକୁ କୁହନ୍ତି ଏବଂ Mr. White ଏଥ‌ିରେ ରାଜି ହୋଇଯାଆନ୍ତି । ତା’ପରେ ଭୟସଙ୍କୁଳ ଅବସ୍ଥାରେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ Mr. White ପକାଇ ଦିଅନ୍ତି । Herbert କିଛି ସମୟ ପାଇଁ ଏହି ପଞ୍ଝାର ମନ୍ତ୍ରଶକ୍ତି ବିଷୟରେ ବିଶ୍ଵାସ କରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଢଙ୍ଗରେ ଏହି ଅଭିଳାଷର ପରିଣାମ ବିଷୟରେ ଅନୁମାନ କରିପାରନ୍ତି ଏବଂ ତାଙ୍କ ବାପାମା’ଙ୍କୁ କହନ୍ତି ଯେ ସେ ଜାଣନ୍ତି ସେ କେବେହେଲେ ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ । ସେ ତାଙ୍କ ମା’ଙ୍କୁ ମଧ୍ୟ ପରିହାସ କରନ୍ତି । ଏହି ଦୃଶ୍ୟଟିର ସମାପ୍ତି ଘଟେ ଯେତେବେଳେ ପରିବାରର ସଦସ୍ୟମାନେ ବିଶ୍ରାମ ନେବାପାଇଁ ଶୋଇବାକୁ ଯାଆନ୍ତି ।

Glossary :
stormy: ଝଡ଼ମୟ
thunderclap: ଘଡ଼ଘଡ଼ି ଶବ୍ଦ
cozy: comfortable
quiet: silent (ଶାନ୍ତ|ନୀରବ)
concentrate : focus (ମନୋନିବେଶ କରିବା)
howling: blowing violently (ଅଶାନ୍ତ ଭାବେ ପବନ ବହିବା)
guiltily: ଦୋଷୀ ଭାବରେ
bangs: ଖଡ଼ଖଡ଼୍ ହେବା
wiping: ପୋଛିବା
miracles: ଅଲୌକିକ ଘଟଣା
performing: ସମ୍ପାଦନ କରିବା
monkey’s paw : ମାଙ୍କଡ଼ର ପଞ୍ଝା
better off here : ଏଠାରେ ଭଲରେ ଅଛି
mummified: ସାଇତି ରଖାଯାଇଛି
horror: great fear ( ଅତ୍ୟଧ୍ଵ
curiously: କୌତୂହଳ ସହକାରେ
spell: ମନ୍ତ୍ର
solemnly: seriously (ଗମ୍ଭୀର ଭାବେ)
show …. lives: how fate governs human lives
uneasily: uncomfortably
show up: appear (ଦେଖାଦେବା )
bet: ବାଜି ମାରିବା
our ……..count: Herbert family’s votes don’t have any importance
soothingly: ସାନ୍ତନା ଦେଇ
amusement: delight (ଆନନ୍ଦ)
annoyance:displeasure
shrugging : କାନ୍ଧ ଉପରକୁ ଟେକି
fairy tale: ପରୀ କାହାଣୀ
pauses: ଅଟକିଯାଏ
alarmed: ସତର୍କ କଲେ
get rid of: ମୁକ୍ତ ହେବା
give up: ତ୍ୟାଗ କରିବା
pay off: ଶୁଝି ଦେବା
mortgage: ବନ୍ଧକ
ridiculous : funny (ହାସ୍ୟାସ୍ପଦ)
twisted: ମୋଡ଼ ନେଲା
depressing: ବିଷାଦଜନକ
silence: ନିରବତା
teasing: ଥଟ୍ଟା
squatting up : ଗୋଡ଼ ଟେକି ବସିବା
ill-gotten gains: ଖରାପ ଲାଭ

Scene – 2

Gist :
The writer takes us to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their happiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White.

ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ପରଦିନର ଅପରାହ୍ନକୁ ନେଇଯାଇଛନ୍ତି ଯେତେବେଳେ Mr. ଏବଂ Mrs. White ଥାକରେ ଥ‌ିବା ପଞ୍ଝା ଉପରେ ନଜର ପକାଇବାକୁ ଇଚ୍ଛା କରିନାହାନ୍ତି । Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ ପ୍ରଥମ ଅଭିଳାଷ କରିବାବେଳର ଭୟଙ୍କର ଅନୁଭୂତିକୁ ମନେ ପକାଇଛନ୍ତି । ଏହି ସମୟରେ କବାଟରେ ଏକ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White Maw and Meggins ର ପ୍ରତିନିଧ୍ଵଙ୍କଠାରୁ Herbert ଆଘାତପ୍ରାପ୍ତ ହୋଇଥିବା କଥା ଶୁଣି ଅବିଶ୍ବାସରେ ଭାଙ୍ଗିପଡ଼ନ୍ତି । ସେ ପ୍ରତିନିଧ୍ଵଙ୍କର ବୁଲି ଆସିବାର ଗୁରୁତ୍ଵକୁ ବୁଝିପାରିଛନ୍ତି । ସେହି ଆଗନ୍ତୁକ ଜଣକ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଦେଇ ସେମାନଙ୍କର ଆନନ୍ଦକୁ ଧୂଳିସାତ୍‌ କରିଦେଇଛନ୍ତି । Herbert ମେସିନ୍‌ରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । ସେହି ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କଲେ ଯେ କମ୍ପାନୀ ଏହି ଦୁର୍ଘଟଣା ପାଇଁ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ପ୍ରଦାନ କରିଛନ୍ତି ।

Glossary :
sorting : ବାଛିବା
mails: letters (ଚିଠିପତ୍ର)
shelf: ଥାକ
ignored: ଅଣଦେଖା
plenty: ପ୍ରଚୁର
funny: କୌତୂହଳପ୍ରଦ
gets: reaches (ପହଞ୍ଚ)
swear: ପ୍ରତିଜ୍ଞା କରିବା
soothingly: softly (ଆଶ୍ଵାସନା ଦେଇ)
knock: ଠକ୍ ଶବ୍ଦ
conclusions: ସିଦ୍ଧାନ୍ତ
calm down: ଶାନ୍ତ ହୋଇଯିବା
frantic: ପାଗଳଭାବେ
breaks off: stops suddenly
squeeze: hold firmly
disclaim: ଦାବି ଗ୍ରହଣ ନ କରିବା
liability: burden (ବୋଝ)
compensation : କ୍ଷତିପୂରଣ
faint: ଚେତା ବୁଡ଼ିଯିବା

Scene – 3

Gist :
It is night. The death of her son makes Mrs. White grief-stricken. She changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner. Mr. White’s grief is two-fold as he laments his son’s death as well as his decision to wish on the monkey’s paw in the first wish. However, Mrs. White suggests wishing on the monkey’s paw a second wish to bring Herbert back to life, but Mr. White is reluctant to do it. At last he succumbs to his wife’s insistence.

Holding up the paw, he wishes his son come back to life again. He drops the paw and driven by despair, he sits on a chair in a state of trembling. An element of horror descends on the Whites’ family. Doors bang unexpectedly, stairs squeak, and silence interrupted by the tickling of the clock. The Whites do not do what they really want. Knocks repeatedly on the Whites’ door, however suggests that the caller may not really be Herbert’s revived corpse. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish.

ସାରମର୍ମ :
ଏହା ରାତ୍ରି ସମୟ । Mr. Whiteଙ୍କୁ ତାଙ୍କ ପୁଅର ମୃତ୍ୟୁ ଦୁଃଖ-ପୀଡ଼ିତା କରିଦେଇଛି । ସେ ଜଣେ ବିଜ୍ଞ ସ୍ତ୍ରୀ ଲୋକରୁ ଜଣେ କ୍ରନ୍ଦନରତା ନାରୀରେ ପରିଣତ ହୋଇଛନ୍ତି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜର ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ ହେବା Mr. Whiteଙ୍କ ଦୁଃଖକୁ ଦ୍ବିଗୁଣିତ କରିଦେଇଛି । ଏତିକିବେଳେ Mrs. White Herbertଙ୍କୁ ବଞ୍ଚାଇବାକୁ ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ କରିବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି; କିନ୍ତୁ Mr. White ଏଥ‌ିପାଇଁ ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ଶେଷରେ ତାଙ୍କ ସ୍ତ୍ରୀଙ୍କ ଆଗ୍ରହ ନିକଟରେ ହାର ମାନି ସେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ ପ୍ରାର୍ଥନା କରିବାକୁ ବାଧ୍ୟ ହୁଅନ୍ତି । ସେହି ମାଙ୍କଡ଼ର ପଞ୍ଝା ନିକଟରେ ସେ ଅଭିଳାଷ କରନ୍ତି ତାଙ୍କ ପୁଅର ଜୀବନ ଆଉଥରେ ବଞ୍ଚିଯାଉ ।

ସେ ସେହି ପଞ୍ଚୋଟିକୁ ତଳେ ପକାଇଦିଅନ୍ତି ଏବଂ ଭୟରେ ଶିହିରି ଉଠି ଚୌକି ଉପରେ ବସିପଡ଼ନ୍ତି । Whiteଙ୍କ ପରିବାରରେ ଭୟର ବାତାବରଣ ଖେଳିଯାଏ । ହଠାତ୍ କବାଟ ବାଡ଼େଇ ହେବାର, ଶିଡ଼ି କେଁ କେଁ ହେବାର ଶବ୍ଦ ଶୁଣାଯାଏ ଏବଂ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦରେ ନୀରବତା ଭାଙ୍ଗିଯାଏ । କିଏ କବାଟ ଠକ୍‌ଠିକ୍ କରୁଛି ତାହା White ପରିବାରର କେହି ଜାଣିପାରନ୍ତି ନାହିଁ । ଏହି ବାରମ୍ବାର ଠକ୍‌କ୍ ଶବ୍ଦରୁ ବ୍ୟକ୍ତିଜଣକ ପୁନର୍ଜୀବିତ ଶବ ନୁହେଁ ବୋଲି ସୂଚନା ମିଳେ । ଏହି ପାଗଳଭାବେ ଠକ୍ କରୁଥିବା ବ୍ୟକ୍ତିଜଣକ Mr. Whiteଙ୍କ ତୃତୀୟ ଅଭିଳାଷ

Glossary :
sobs: weeps, cries (କାନ୍ଦିଛନ୍ତି)
straighten: ସିଧା ହେବା
clutch: ଜାବୁଡ଼ି ଧରିବା
get rid of: to be free from (ମୁକ୍ତ ହେବା)
hysterically: ପାଗଳଙ୍କ ପରି
horror: ଭୟ
insane: mad (ପାଗଳ)
mangle: ଚାପି ହୋଇଯିବା
trembling : ଥରିବା
grabs arm: ବାହୁକୁ ଜାବୁଡ଼ି ଧରିବା
loud wait: ଉଚ୍ଚ କାନ୍ଦଣା
picks up : ଉଠାଇ ଆଣିବା
thunderous knocking: loud knocking (ଜୋର୍‌ରେ ଠକ୍‌ଠିକ୍ ଶବ୍ଦ)
Wail: bitter weeping

Think it out

Scene – 1
Question 1.
Describe the weather and its influence on the theme.
Answer:
The story opens on a dark and stormy night. There is also the sound of heavy rain and an intermitent thunderclap. The inhospitable weather heightens the tension and informs the readers that something dreadful could occur at any moment. Jacobs here depicts the White’s home and domestic sphere in general as a safe, comfortable place separate from the dangerous world. The hostile weather greatly influences the theme of the play: Wanting more than what’s sufficient may bring disaster. The White’s family is a burning instance.

Question 2.
What was special about the monkey’s paw?
Answer:
A holy man had put a magic spell on the monkey’s paw as a result of which it would grant each of its owner’s three wishes. That was the speciality about the monkey’s paw.

Question 3.
How did the first owner of the monkey’s paw use it?
Answer:
The first owner of the monkey’s paw had three wishes, yet the writer was. not aware of what the first two were for, but it was certain that his third wish was for death.

Question 4.
Why couldn’t Morris sell the monkey’s paw?
Answer:
Morris could not sell the monkey’s paw, because it had already caused enough harm. In addition to this fact, to some people it was nothing, but a sheer fairy tale and others were interested to test it first and pay him afterwards.

Question 5.
How did the Whites get the monkey’s paw?
Answer:
The Whites got the monkey’s paw from Sergeant Major Morris. He had thrown the monkey’s paw into the fire. Mr. White hastily retrieved it from the fire before it started to bum. At last he bought it from Major Morris.

Question 6.
How does Morris describe the monkey’s paw?
Answer:
Morris indirectly states that the monkey’s paw is dangerous. Thanks to a holy man it possessed a magical power. As a result, its owner could possibly wish for anything and it would be fulfilled. No one could go beyond the world of three wishes. In other words, the Morris refers to the paw’s omnipotent power.

Question 7.
What did Morris say about how to use the monkey’s paw? What was his warning to the Whites?
Answer:
Morris instructed Mr. White to hold the monkey’s paw in his right hand and wish anything loudly. His warning to the Whites was that they would dislike the consequences of their wishes.

Question 8.
What were the things mentioned by Sergeant Major hinted at the Whites’ fate?
Answer:
The things mentioned by Sergeant Major Morris hinted at the Whites’ fate were that Morris wanted Mr. White to throw the monkey’s paw back in the fire and warned him of its consequences. Above all, Morris sincerely advised them to wish for something sensible.

Question 9.
What was the first wish? How was it made?
Answer:
The first wish was for two hundred pounds. Mr. White wished it by holding up the paw as Herbert taped a drumroll on the table with his hands.

Question 10.
Compare Mr. White’s and Herbert’s attitudes toward the monkey’s paw. Why was it logical that Herbert would be the victim of the first wish?
Answer:
Mr. White’s attitude towards monkey’s paw was initially one of the credulousness. To him, wishing on it was ridiculous. At last, he used it as a token of his first wish- partly in jest and partly out of curiosity. Herbert believed that Sergeant Major Morris’s stories were nothing but a pack of tall tales and treated the monkey’s paw with irreverent humour. He encouraged his father to wish for an emperorship and then jokingly suggested him to wish for two hundred pounds to pay off the mortgage. Herbert did not believe for a moment that the paw was magical, but he unwittingly predicted the outcome of the wish when he told his parents that he would never see the money. So it was logical that Herbert would be the victim of the first wish.

Scene – 2

Question 11.
What was the effect of the first wish?
Answer:
The effect of the first wish was horrific. Mr. White’s wish was granted, but not immediately. The next day the representative of Maw and Meggins gave the Whites the news of Herbert’s death, because he became entangled in the machinery. His body was mangled. He handed over two hundred pounds to Mr. White as a compensation. In short, White’s first wish was granted, but at the cost of his son. Mrs. White was inconsolable at her son’s untimely death. It shattered their happiness.

Scene – 3

Question 12.
Why didn’t Mr. White want to make the second wish?
Answer:
Mrs. White tried to convince her husband to wish their son back to life. But Mr. White did not want to make the second wish, because it would be foolish and disastrous. He feared that his wife would be unable to recognize mutilated body of Herbert. In his view, the second wish would be more dangerous than the first one.

Question 13.
“Bring him back! Do you think I would fear my own son?” Why does Mrs. White say so?
Answer:
Mrs. White says so, because she is curious to see her son come back alive. The death of her son and the belief that it might have been prevented nearly drive her insane made her say so. Her transformation is dramatic, but she still changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner.

Question 14.
What was the final wish?
Answer:
The final wish was to put an end to repeated knockings on the Whites’ door. Instead of passing off the knocking as an unrelated coincidence, Mr. White immediately jumps to the conclusion that evil stands on the other side, as if believing; the paw has punished him for being greedy. His decision to make the unwanted visitor away with his third wish may reflect his desire not to save him and his lover, but also redeem for his sins.

Question 15.
Did the Whites get what they really wanted? Give reasons for your answer.
Answer:
The Whites did not get what they really wanted. They got two hundred pounds, but lost their son. Their happiness has collapsed like a house of cards. Mr. White understands the significance of the wishes. Mrs. White is inconsolable at her son’s untimely death. Unchecked greed put paid to the tranquillity in their house.

Question 16.
What role did the author want the monkey’s paw to play here?
Answer:
The author wanted the monkey’s paw to play a practical role here. As Jacobs suggests, making one seemingly harmless wish only intensifies and magnifies desire as each subsequent wish becomes more outlandish.

Question 17.
What did the holy man want to prove to people by putting the spell on the paw?
Answer:
The holy man wanted to prove to people something practical by putting the spell in the paw. The monkey’s paw symbolises desire and greed- everything that its owner could possibly wish for and the unrestricted ability to make it happen. This paw makes one alluring, even to unselfish people who desire nothing and have everything they need.

Question 18.
In your opinion, did the holy man make his point? Why or why not?
Answer:
By putting the spell on the monkey’s paw, the holy man sent a message to mankind: Greed leads to unhappiness, no matter how much more one asks for. Intense desire also gives rise to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. The holy man made his point in order to expose human weakness for obtaining more power and pelf.

CHSE Odisha Class 12 English The Monkey’s Paw Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
The White family is in a _________mood.
(A) serious
(B) relaxed
(C) sad
(D) frustrating
Answer:
(B) relaxed

Question 2.
Mr. White is ____________ of politicians.
(A) jealous
(B) proud
(C) critical
(D) none of these
Answer:
(C) critical

Question 3.
Sergeant Major Morris visits the White family in a __________weather.
(A) fine
(B) dull
(C) hostile
(D) typical
Answer:
(C) hostile

Question 4.
That the story of the monkey’s paw is about magic evokes a ________ response from the Whites.
(A) curious
(B) cold
(C) cheerful
(D) mysterious
Answer:
(A) curious

Question 5.
While narrating the story of monkey’s paw, there was a ring of ____________in his tone.
(A) pathos
(B) poignancy
(C) irony
(D) seriousness
Answer:
(D) seriousness

Question 6.
A magic spell on the paw, grants ____________ wishes to its user.
(A) four
(B) three
(C) more than three
(D)none of these
Answer:
(B) three

Question 7.
One who uses monkey’s paw invites _________.
(A) disaster
(B) pressure
(C) pleasure
(D) happiness
Answer:
(A) disaster

Question 8.
Herbert is a __________ believer in the magical power of monkey’s paw.
(A) firm
(B) reluctant
(C) rational
(D) none of these
Answer:
(B) reluctant

Question 9.
The monkey’s paw behaved ___________in response to Mr. White’s first wish.
(A) nicely
(B) menacingly
(C) mockingly
(D) hesitantly
Answer:
(B) menacingly

Question 10.
Mr. White’s first wish has been fulfilled __________.
(A) dramatically
(B) immediately
(C) after a pretty long time
(D) none of these
Answer:
(A) dramatically

Question 11.
Which one of the following statements is false?
(A) Mr. White is sure of Herbert having plenty funny remarks after his return from the factory.
(B) A man clad on business suit is moving outside.
(C) Mrs. White has seen him several times.
(D) She has a look at his strange behaviour.
Answer:
(C) Mrs. White has seen him several times.

Question 12.
Which one of the following statements is true?
(A) Mr. White allows the unknown person to come in.
(B) He does not feel at home.
(C) This unknown person belongs to the Maw and Meggins.
(D) His words do not surprise Mrs. White.
Answer:
(C) This unknown person belongs to the Maw and Meggins.

Question 13.
Now, now. Calm down. No point jumping to the conclusions. The underlined words means-
(A) indecisive
(B) arriving at a conclusion in a haste
(C) jumping from one statement to another
(D) coming to the conclusion after a careful thought
Answer:
(B) arriving at a conclusion in a haste

Question 14.
The expression ‘badly hurt’ means –
(A) seriously beaten
(B) injured in an accident
(C) seriously injured
(D) none of these
Answer:
(C) seriously injured

Question 15.
“She breaks off ……….” The underlined phrasal verb means-
(A) stops suddenly
(B) breaks into tears
(C) collapses or faints
(D) occurs
Answer:
(C) collapses or faints

Question 16.
‘Caught in the machinery.’ This statement implies-
(A) Herbert, the only child of his parents, is dead.
(B) The Whites’ son handles the machine with great skill.
(C) Herbert is fighting for his life.
(D) Mechanical work gives Mr. White a great pleasure.
Answer:
(A) Herbert, the only child of his parents, is dead.

Question 17.
“Stranger. Two hundred pounds.” These statements signifies –
(A) winning two hundred pounds
(B) the stranger’s joke
(C) Mrs. White’s gleeful response to the receipt of two hundred pounds
(D) fulfilment of Mr. White’s first wish
Answer:
(D) fulfilment of Mr. White’s first wish

Question 18.
The news of Herbert’s death makes Mrs. White –
(A) silent
(B) scream
(C) terribly grief-stricken
(D) unbelievably calm
Answer:
(C) terribly grief-stricken

Question 19.
Mrs. White’s reference ‘to the other two wishes’ is one of devastating –
(A) shock
(B) anger
(C) roughness
(D) none of these
Answer:
(A) shock

Question 20.
The word ‘mangled’ means –
(A) distinguished
(B) marked
(C) disfigured
(D) mixed
Answer:
(C) disfigured

Question 21.
Mrs. White wishes her son come to __________.
(A) meet her
(B) be fair
(C) light
(D) life again
Answer:
(D) life again

Question 22.
Mr. White yields to his wife’s _________ to go for the other two wishes.
(A) request
(B) advice
(C) pressure
(D) none of these
Answer:
(C) pressure

Question 23.
Putting the spell on the monkey’s paw indicates man’s _____________.
(A) insatiable greed for more
(B) insanity
(C) disenchantment with life
(D) craving for achieving more
Answer:
(A) insatiable greed for more

Introducing the Author :
William Wymark Jacobs (1863-1943) is an English author of short stories and novels like 0. Henry’s. Jacobs was famous during his life-time for writing a particular type of story rather than for any particular work. Similar to O. Henry’s stories, his tales are tightly constructed, humorous stories that usually revolve around surprise-ending plots. Many of his stories are set on the water-fronts and docks of London, which Jacobs knew from his own childhood. In addition to humour, Jacobs explored the macabre in several tales. ‘The Monkey’s Paw’ is probably a case in point.

About the Story :
Jacob’s play adheres to the traditional belief that we do not really want what we think we want and that wanting more than what’s sufficient may bring ruin. Intense desire also often leads to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. In short unchecked greed only results in unhappiness. In this play, the first wish leads to unexpected and dissatisfying results, the hastily made second wish fails to reverse the first wish and only worsens the situation, and the third wish manages to undo the disastrous second wish.

‘The Monkey’s Paw’ is W.W. Jacobs’ most famous story and is considered to be a classic of horror fiction. It first appeared in Harper’s Monthly magazine in 1902, and was reprinted in his third collection of short stories The Lady of the Barge, also published in 1902. The story has since been published in many anthologies, adapated for the stage, and made into films. ‘The Monkey’s Paw’ was well received when Jacobs first published it; the story garnered rave reviews from some of the most important cities writing at the turn of the century. The story was also very popular with readers.

Jacobs uses foreshadowing, imagery and symbolism in this play to explore the consequences of tempting fate. His careful, economical creation of setting an atmosphere adds suspense to the tale, while his use of dialogue and slang help readers to feel that the characters are genuine.

ବିଷୟ ସୂଚନା :
Jacobsଙ୍କର ନାଟକଗୁଡ଼ିକରେ ପାରମ୍ପରିକ ବିଶ୍ଵାସ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ଆମେ ବାସ୍ତବରେ ଯାହା ପାଇବାକୁ ଇଚ୍ଛା କରୁଛୁ ବୋଲି ଭାବୁ ତାହା ଆମର ପ୍ରକୃତ ଇଚ୍ଛା ନୁହେଁ । ଆବଶ୍ୟକତାଠାରୁ ଅଧିକ ଇଚ୍ଛା କରିବା ଧ୍ଵଂସକୁ ଆମନ୍ତ୍ରଣ କରିଥାଏ । ଅତ୍ୟନ୍କ ଆଶା ଓ ଆକାଂକ୍ଷା ପରିପୂର୍ଣ୍ଣ ହୋଇ ନ ଥାଏ, ବରଂ ଏହାର ଫଳାଫଳ ଭୟଙ୍କର ହୋଇଥାଏ । Herbertଙ୍କର ହଠାତ୍ ମୃତ୍ୟୁ ହୋଇଯିବା ଏବଂ ଜୀବନ୍ତ ଶବଭାବେ ସମାଧୁରୁ ଉଠିଆସିବା ଏହାର ଦୃଷ୍ଟାନ୍ତ ।

ସଂକ୍ଷେପରେ କହିଲେ, ଅତି ଲୋଭ ଦୁଃଖର କାରଣ ହୋଇଥାଏ । ଏହି ନାଟକଟିରେ ପ୍ରଥମ ଇଚ୍ଛା ଅସନ୍ତୋଷଜନକ ଫଳାଫଳ ଆଣିଦେଇଛି, ତରବରିଆ ଭାବେ କରାଯାଇଥିବା ଦ୍ଵିତୀୟ ଇଚ୍ଛା ପ୍ରଥମର ଫଳାଫଳକୁ ବଦଳାଇବା ପାଇଁ ଅସମର୍ଥ ହୋଇଛି ଓ ପରିସ୍ଥିତିକୁ ଅଧୁକ ଖରାପ କରି ଦେଇଛି ଏବଂ ତୃତୀୟ ଇଚ୍ଛା ଦ୍ଵିତୀୟ ଇଚ୍ଛାଟିକୁ କୌଣସି ପ୍ରକାରେ ପ୍ରତିରୋଧ କରିପାରିଛି । ‘The Monkey’s Paw’ Jacobsଙ୍କର ଏକ ପ୍ରସିଦ୍ଧ ଗଳ୍ପ ଏବଂ ଭୟଙ୍କର ଉପନ୍ୟାସର ଏକ ଉଚ୍ଚକୋଟୀର ସାହିତ୍ୟ ଭାବେ ବିବେଚିତ । ଏହା ପ୍ରଥମେ ୧୯୦୨ ମସିହାରେ Harperଙ୍କର ମାସିକ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ହୋଇଥିଲା ଏବଂ ତାଙ୍କର ତୃତୀୟ ଗଳ୍ପଗ୍ରନ୍ଥ The Lady of the Bargeରେ ୧୯୦୨ ମସିହାରେ ପୁନର୍ବାର ମୁଦ୍ରିତ ହୋଇଥିଲା ।

ଏହି ଗଳ୍ପଟିକୁ ମଧ୍ୟ ମଞ୍ଚସ୍ଥ କରାଯାଇଥିଲା ଏବଂ ଚଳଚ୍ଚିତ୍ର ଭାବେ ପ୍ରଦର୍ଶିତ ହୋଇଥିଲା । ଯେତେବେଳେ ଏହା ପ୍ରଥମେ ପ୍ରକାଶ ପାଇଲା, ଏହା ଖୁବ୍ ଉତ୍କଣ୍ଠାର ସହ ଆଦୃତ ହେଲା । ଏହା ମଧ୍ୟ ଉଚ୍ଚ ପ୍ରଶଂସିତ ହେଲା । ପାଠକମାନଙ୍କଦ୍ୱାରା ଏହା ମଧ୍ୟ ଖୁବ୍ ଆଦୃତ ହୋଇପାରିଲା । ‘ଅତି ଲୋଭର ପରିଣାମ’’କୁ Jacobs ଏଥରେ ଚିତ୍ରକଳ୍ପ ମାଧ୍ୟମରେ ପ୍ରକାଶ କରିଛନ୍ତି । ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥି ଚରିତ୍ରମାନେ ବାସ୍ତବ ଭଳି ମନେ ହୁଅନ୍ତି । ସେମାନେ ବ୍ୟବହାର କରିଥିବା ସଂଳାପ ଚରିତ୍ରଗୁଡ଼ିକୁ ଜୀବନ୍ତଭାବେ ଉପସ୍ଥାପିତ କରିଥାଏ ।

Summary :
‘Jacobs’ ‘The Monkey’s Paw’ opens on a dark and stormy winter night. We find the White family spending a cozy evening together around the hearth. In the meantime an old friend Sergeant Major Morris comes to visit them. He comes home after spending more than twenty years in India. Mrs. White is as eager as Herbert and Mr. White to hear the tales of his exploits abroad. Morris entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes. At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences.

Morris departs. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mrs. White is more willing to consider the truth of the monkey’s paw than Herbert, but she is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggest to : him to wish for two hundred pounds to pay off the mortgage and the latter obliges. He recoils in horror after wishing on the monkey’s paw for the first time that the paw moved like a snake in his hand. Herbert doesn’t believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money.

The writer takes us back to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their hapiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White. His small and sensible wish, however, is enough to tempt fate into killing Herbert.

The grief-stricken Mrs. White still talks about the monkey’s paw and the other two wishes. She wants Mr. White to make another wish to bring Herbert to life again. Mr. White is reluctant to respond to her wish. He tries to convince his wife that ten days have already passed since Herbert’s death. Mr. White’s grief is two-fold as he laments the loss of his son as well as his decision to wish on the monkey’s paw in the first place. However, he succumbs to his wife’s insistence on second wish. Mr. White drops the paw. Fear and despair grip him. Doors bang unexpectedly, stairs squeak and tickling of the clock interrupts the silence that descends on the family. At last, a silent knock is heard. Mrs. White is anxious to know that who is knocking. But Mr. White says : “It is just a mouse in the wall.”

The knock grows louder. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish. The fact that the writer never actually describes who or what knocks repeatedly on the White’s door, however, is suggestive of the fact that the caller may not really be Herbert’s revived dead body.

ସାରାଂଶ:
Jacobsଙ୍କର ‘The Monkey’s Paw’ ନାଟକଟି ଏକ ଅନ୍ଧକାର ଓ ଝଡ଼ତୋଫାନ୍ ରାତ୍ର ସମୟରୁ ଆରମ୍ଭ ହୁଏ । ଆମେ ଦେଖୁ ଯେ White ପରିବାରର ସଦସ୍ୟମାନେ ଚୁଲିର ଚାରିପଟେ ଏକାଠି ବସି ସନ୍ଧ୍ୟା ସମୟରେ ଆରାମ କରୁଛନ୍ତି । ଏହି ସମୟରେ ସେମାନଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ ସର୍ଜେଣ୍ଟ Major Morris ବୁଲିବାକୁ ଆସିଛନ୍ତି । ସେ ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ରହିବା ପରେ ଘରକୁ ଫେରିଛନ୍ତି । Mrs. White, Mr. White ଏବଂ Herbert ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିକୁ ଶୁଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଛନ୍ତି । Morris ସେମାନଙ୍କୁ ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିର ଗଚ୍ଛସବୁ ଶୁଣାଇ ଖୁସି କରାନ୍ତି । ସେ ମାଙ୍କଡ଼ର ପଞ୍ଝା ଗଛଟିକୁ ବର୍ଣନା କରିଛନ୍ତି । ତାଙ୍କ ପକେଟରୁ ସେ ପଞ୍ଝାଟିକୁ ବାହାର କରନ୍ତି । Herbert ଆଗ୍ରହର ସହ ଟାଣି ନେଇ ସେହି ପଞ୍ଚୋଟିକୁ ଦେଖନ୍ତି । Mr. White ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝା ଭିତରେ କୁହୁକ ଶକ୍ତି ଭରି ଦେଇଛନ୍ତି । ଫଳରେ ଏହାର ମାଲିକଙ୍କୁ ଏହା ତିନୋଟି ଆଶା ପୂର୍ବ କରିବାର ବର ପ୍ରଦାନ କରିବ । ଶେଷରେ ସେ ଏହାକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦିଅନ୍ତି । Morris ତାଙ୍କୁ ସତର୍କ କରାଇ ଦେଇଛନ୍ତି ସେ ଏହାଠାରୁ କିଛି ଆଶା ନ କରିବାପାଇଁ, କାରଣ ଭୟଙ୍କର ଫଳାଫଳ ସହ ଏହା ସେମାନଙ୍କର ଇଚ୍ଛାକୁ କରିପାରିବ ।

Morris ବିଦାୟ ନେଇଯାଆନ୍ତି । ସେ ବିଦାୟ ନେବା ପରେ Herbert ସର୍ଜେଣ୍ଟ Morrisଙ୍କ କାହାଣୀକୁ ଅବିଶ୍ଵାସ କରିଛନ୍ତି ଏବଂ ମାଙ୍କଡ଼ର ପଞ୍ଝାକୁ ବ୍ୟଙ୍ଗ ବିଦ୍ରୁପ କରିଛନ୍ତି । ସେ କହିଛନ୍ତି Morris ଜଣେ ଭଲ ଗଛକଥକ ! Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ର ପଞ୍ଝାର ସତ୍ୟତାକୁ ବିବେଚନା କରିବାକୁ ଅଧ୍ଵକ ଇଚ୍ଛା କରିଛନ୍ତି । Mrs. White କିନ୍ତୁ ଏହାକୁ ତାଙ୍କ ସ୍ବାମୀଙ୍କ ଅପେକ୍ଷା କମ୍ ବିଶ୍ଵାସ କରିଛନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟ ପାଇବାକୁ ଇଚ୍ଛା କରିବାକୁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ଥଟ୍ଟା ପରିହାସ ଛଳରେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ପାଇଁ ଇଚ୍ଛା କରିବାକୁ କହନ୍ତି । Mr. White ରାଜି ହୋଇଯାଆନ୍ତି । ପ୍ରଥମଥର ପାଇଁ ସେ ଇଚ୍ଛା ପୂରଣ କରିବାପାଇଁ ଚାହିଁବାରୁ ତାଙ୍କ ମନ ଭୟସଙ୍କୁଳ ହୋଇଯାଏ । ମାଙ୍କଡ଼ର ପଞ୍ଝାଟି ଏକ ସାପ ଭଳି ତାଙ୍କ ହାତରେ ଗତି କରେ । Herbert ପ୍ରଥମେ ପଞ୍ଚୋଟିର ଯାଦୃଶକ୍ତି ଅଛି ବୋଲି ବିଶ୍ଵାସ କରିପାରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଭାବେ ଇଚ୍ଛାର ଫଳାଫଳର ଭବିଷ୍ୟ ସୂଚନା ଦେଇ କହନ୍ତି ଯେ ସେ କେବେ ବି ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ ।

ଲେଖକ ଆମକୁ ନେଇଯାଆନ୍ତି ପରଦିନର ଅପରାହ୍ନ ସମୟକୁ ଯେତେବେଳେ ଥାକରେ ଥିବା ପଞ୍ଝାକୁ Mr. White ଏବଂ Mrs. White ଦେଖିବାକୁ ଇଚ୍ଛା କରନ୍ତି ନାହିଁ । Mr. White ସେହି ଭୟଙ୍କର ଅନୁଭୂତିର ସ୍ମୃତିଚାରଣ କରନ୍ତି । ଏହି ସମୟରେ କେହି ଜଣେ କବାଟ ଠକ୍‌ଠକୁ କରନ୍ତି । Mrs. White Maw and Megginsର ପ୍ରତିନିଧୂଙ୍କଠାରୁ Herbert ଆଘାତ ପାଇଛନ୍ତି ବୋଲି ଦୁଃଖଦ ଅବିଶ୍ୱାସ୍ୟ ଖବର ଶୁଣିବାକୁ ପାଆନ୍ତି । ତାଙ୍କର ପରିଦର୍ଶନ କରିବାର ଗୁରୁତ୍ଵକୁ Mrs. White ବୁଝିପାରନ୍ତି । ଆଗନ୍ତୁକଜଣକ ସେମାନଙ୍କର ଖୁସିକୁ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଜଣାଇ ଧୂଳିସାତ୍‌ କରିଦିଅନ୍ତି । Herbert ମେସିନ୍ ମଧ୍ଯରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଛନ୍ତି। ସେହ ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କରନ୍ତି ତାଙ୍କ ଦୁର୍ଘଟଣା ପାଇଁ କମ୍ପାନୀ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ଦେଇଛନ୍ତି । ତାଙ୍କର ସେହି ଛୋଟ ଆଶାଟି Herbertଙ୍କ ମୃତ୍ୟୁ ପରେ ହିଁ ପୂରଣ ହୋଇପାରିଛି ।

ଦୁଃଖ-ପୀଡ଼ିତା Mrs. White ଏବେବି ମାଙ୍କଡ଼ ପଞ୍ଝା ବିଷୟରେ ଏବଂ ଅନ୍ୟ ଦୁଇଟି ଆଶା ପୂରଣ କରିବା ବିଷୟରେ କଥା ହେଇଛନ୍ତି । ସେ ଆଉ ଏକ ଇଚ୍ଛା ମାଧ୍ୟମରେ Herbertକୁ ପୁନର୍ବାର ବଞ୍ଚାଇବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି । Mrs. Whiteଙ୍କର ଇଚ୍ଛାକୁ ପୂର୍ଣ୍ଣ କରିବାପାଇଁ Mr. White ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ସେ ତାଙ୍କ ସହଧର୍ମିଣୀଙ୍କୁ ବୁଝାଇଛନ୍ତି ଯେ Herbert ମରିବାର ଦଶଦିନ ଅତିକ୍ରମ କରିଗଲାଣି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜ ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ କଥା ମନେପକାଇ ବିଳାପ କରିବାରୁ ତାଙ୍କ ଦୁଃଖ ଦ୍ଵିଗୁଣିତ ହୋଇଛି । ମାତ୍ର ନିଜ ସ୍ତ୍ରୀଙ୍କ ପ୍ରବଳ ଅନୁରୋଧରେ ସେ ଦ୍ଵିତୀୟ ଇଚ୍ଛା ମାଗିବା ପାଇଁ ବାଧ୍ୟ ହୁଅନ୍ତି । Mr. White ପଞ୍ଝାଟିକୁ ତଳକୁ ପକାଇ ଦିଅନ୍ତି । ଭୟ ଏବଂ ହତୋତ୍ସାହ ତାଙ୍କୁ କବଳିତ କରେ । ହଠାତ୍ କବାଟଗୁଡ଼ିକର ଶବ୍ଦ, ଶିଡ଼ିର କେଁ କେଁ ଶବ୍ଦ, ଘଣ୍ଟାର ଟିକ୍ ଟିକ୍ ଶବ୍ଦ ପରିବାରର ନୀରବତାକୁ ଭଙ୍ଗ କରିଛି । ଶେଷରେ କେବଳ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White କିଏ ଠକ୍‌କ୍ କରୁଛି ବୋଲି ଜାଣିବାକୁ ଇଚ୍ଛା କରିଛନ୍ତି। ମାତ୍ର Mr. White କାନ୍ଥରେ ମୂଷାଟିଏ ଚଢ଼ିଛି ବୋଲି କହିଛନ୍ତି ।

ଶବ୍ଦ ଅଧ‌ିକ ଜୋର୍‌ରେ ଶୁଭେ । Mr. White ତାଙ୍କର ତୃତୀୟ ଇଚ୍ଛା ପୂରଣ ପାଇଁ ଚାହାନ୍ତି । ଲେଖକ ସ୍ପଷ୍ଟ ଭାବେ କହିନାହାନ୍ତି କିଏ କିମ୍ବା କ’ଣ ପାଇଁ Whiteଙ୍କର କବାଟରେ ବାରମ୍ବାର ଠକ୍‌ଠିକ୍ କରିଛି । ସତ୍ୟ ଏହା ଯେ ଆଗନ୍ତୁକ Herbertଙ୍କର ଜୀବିତ ମୃତଦେହ ହୋଇ ନ ଥାଇପାରେ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 2 On Examinations Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 2 On Examinations Question Answers CHSE Odisha

On Examinations Class 12 Questions and Answers

Unit-wise Gist and Glossary:

Unit-1:
Gist:
To the writer, the world of examinations was not pleasant. He did not like those subjects which were very dear to the examiners. The subjects the writer liked most were history, poetry and essay writing. He was incapable of giving a satisfactory answer to Latin and mathematics. The examiners were keen on exposing his ignorance. As a result, he did not perform well in examinations. His entrance examination to Harrow was a bright example. The Latin prose paper was a thorn in his flesh. The writer wrote down the number of the question “I” in a bracket. Drops of his tears made stains on the paper. This was indeed a pathetic sight.

The writer gazed at it for two hours. At last, the attendant collected his paper including the other students. Thanks to the Headmaster Dr Welldon’s scholarship, he was able to pass the entrance test. His position in the merit list was the third or lowest form. The names of the new boys were printed on the School List in an alphabetical manner. The custom of calling the roll at Harrow differed from that of Eton; in the former, the students passed in front of a Master and responded one by one, but in the latter, the boys stood in a group and responded to their roll calls.
ସାରମର୍ମ :
ଲେଖକଙ୍କ ପାଇଁ ପରୀକ୍ଷାର ସଂସାର ସୁଖପ୍ରଦ ନ ଥିଲା । ପରୀକ୍ଷକମାନଙ୍କର ଯେଉଁସବୁ ବିଷୟ ପ୍ରିୟ ଥୁଲା, ସେଗୁଡ଼ିକ ତାଙ୍କୁ ଭଲ ଲାଗୁ ନ ଥିଲା । ସେ ଇତିହାସ, କବିତା ଏବଂ ରଚନାଲେଖା ଆଦି ବିଷୟକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ଲାଟିନ୍ ଏବଂ ଗଣିତରେ ସେ ସନ୍ତୋଷଜନକ ଉତ୍ତର ଦେଇପାରୁ ନଥିଲେ । ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇ ଦେବାକୁ ଆଗ୍ରହୀ ଥିଲେ । ତେଣୁ ସେ ପରୀକ୍ଷାଗୁଡ଼ିକରେ ଭଲ କରିପାରୁ ନ ଥିଲେ । ହ୍ୟାରେ ବିଦ୍ୟାଳୟରେ ପଢ଼ିବାପାଇଁ ତାଙ୍କର ପ୍ରବେଶିକା ପରୀକ୍ଷା ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ଲାଟିନ୍ ଗଦ୍ୟ ପ୍ରଶ୍ନପତ୍ର ତାଙ୍କ ଦେହରେ ଏକ କଣ୍ଟା ସଦୃଶ ଥିଲା । ଲେଖକ ବନ୍ଧନୀ ମଧ୍ୟରେ କେବଳ ପ୍ରଶ୍ନର ନମ୍ବର “I” ଲେଖୁଥିଲେ । ତାଙ୍କ ଆଖିର କେଇ ବୁନ୍ଦା ଲୁହ ଖାତାରେ ଦାଗସବୁ ସୃଷ୍ଟି କରିଥିଲା ।

ଏହା ଏକ କରୁଣ ଦୃଶ୍ୟ ଥିଲା । ଦୁଇ ଘଣ୍ଟା ଧରି ଲେଖକ ଏହାକୁ ଚାହିଁ ରହିଥିଲେ । ଶେଷରେ ଅନ୍ୟ ଛାତ୍ରମାନଙ୍କ ପରୀକ୍ଷାଖାତା ସହ ସହାୟକ ଜଣକ ତାଙ୍କ ଖାତା ନେଇଗଲେ । ଯାହାହେଉ ଡକ୍ଟର ୱେଲଟନଙ୍କର ପାଣ୍ଡିତ୍ୟ ଯୋଗୁ ସେ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଉତ୍ତୀର୍ଣ୍ଣ ହୋଇଥିଲେ । ମେଧା ତାଲିକାରେ ତାଙ୍କର ନାମ ସର୍ବନିମ୍ନରେ ଥିଲା । ବିଦ୍ୟାଳୟ ତାଲିକାରେ ବର୍ଣ୍ଣମାଳାର କ୍ରମଅନୁସାରେ ନୂଆ ପିଲାମାନଙ୍କର ନାମ ଲେଖାଯାଉଥିଲା । ହ୍ୟାରୋରେ ଉପସ୍ଥାନ ଗ୍ରହଣ ପ୍ରଥା ଇଟନଠାରୁ ଭିନ୍ନ ଥିଲା । ହ୍ୟାରୋରେ ପ୍ରତ୍ୟେକ ଛାତ୍ର ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଜଣେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଚାଲିଚାଲି ଯାଇ ଉତ୍ତର ଦେଉଥିଲେ, ମାତ୍ର ଇଟନ୍‌ରେ ଛାତ୍ରମାନେ ଦଳରେ ଠିଆ ହେଉଥିଲେ ଏବଂ ସେମାନଙ୍କ ନାମ ଡକା ହେବାବେଳେ ଉତ୍ତର ଦେଉଥିଲେ ।

Glossary:
inhospitable : cruel (ନିଷ୍ଠୁର)
regions : areas (ଅଞ୍ଚଳ)
destined : ଭାଗ୍ୟରେ ଥିଲା
journey : travel (ଯାତ୍ରା କରିବା)
invariably : always (ସର୍ବଦା)
paitial : ପକ୍ଷପାତ
will : ଇଚ୍ଛା
prevailed : ବଳବତ୍ତର ରହୁଥିଲା
unable : ଅସମର୍ଥ
willingly : intentionally (ଜାଣିଶୁଣି)
expose : ପଦାରେ ପକେଇଦେବା
ignorance : lack of knowledge (ଅଜ୍ଞତା)
sort : kind (ପ୍ରକାର)
treatment : behaviour (ବ୍ୟବହାର)
true of : ସତ ଥିଲା
Harrow : an English public school for boys in the town of Harrow, in north-west London
discernment : judgement (ବିଚାର)
remarkable : ଚମତ୍କାର
rclesant : ଉପାଦେୟ
incidentally : by the way (ଘଟଣାକ୍ରମେ )
blot and smudges: drops of his tears made stains in the paper (ତାଙ୍କ ଆଖୁ ଲୁହ ଖାତାରେ ଦାଗ ସୃଷ୍ଟି କରିଥିଲା)
gazed : looked fixedly ଚାହିଁବା )
sad : pathetic (ଦୁଃଖପୂର୍ଣ୍ଣ)
spectacle : sight (ଦୃଶ୍ୟ)
merciful : kind-hearted (ଦୟାଳୁ)
ushers : attendants (ସହାୟକମାନେ)
carried : ନେଇଗଲେ
slender : ଟିକିଏ
indication : sign (ସୂଚନା)
I was worthy : ଲେଖକ ଯୋଗ୍ୟ ଥିଲେ
credit : ଶ୍ରେୟ
manifestations : expressions (ପରିପ୍ରକାଶ )
the ….. Fourth : 3rd section of standard IV
gained : profitted (ଲାଭ ହେଲା)
regard : respect (ସମ୍ମାନ)
disappeared : vanished (ଅଦୃଶ୍ୟ ହୋଇଗଲା)
custom : ପ୍ରଥା
cluster : group (ସମୂହ)
file : walk in a line (ଏକ ଧାଡ଼ିରେ ଚାଲନ୍ତୁ)
revealed : shown (ଦେଖାଗଲା)
invidious : unenviable (ଈର୍ଷାହୀନଭାବେ )
humility : humbleness (ନମ୍ରତା)
forefront : at the top (ସର୍ବାଗ୍ରେ )
consequence : result (ଫଳାଫଳ)
frequently : all the time (ସବୁବେଳେ)
irreverent : disrespectful ( ଅସମ୍ମାନଜନକ )
comment : remark (ମନ୍ତବ୍ୟ)

Think it out:
Question 1.
Does the writer like examinations? Quote the line in support of your answer.
Answer:
The writer does not like examinations. I quote the line ‘These examinations were a great trial to me.’ in support of my answer.

Question 2.
Mention the subjects that were dearest to the examiners.
Answer:
The subjects that were dearest to the examiners were Latin and mathematics.

Question 3.
Which subjects did the writer like the most?
Answer:
The subjects the writer liked the most were history, poetry and writing essays.

Question 4.
What reason does the writer give for his not doing well in the examinations?
Answer:
The examiners set questions on Latin and mathematics, the subjects the writer disliked most and so the latter did not do well in the examinations.

Question 5.
What did the writer write in the answer book for the Latin paper?
Answer:
The writer wrote his name, and the number of the question T” and put a bracket around it in the answer book for the Latin paper.

Question 6.
What was the sad spectacle for him?
Answer:
The sad spectacle for him was the stains on the Latin paper that had been made by drops of his tears.

Question 7.
What was the writer’s position in the merit list for admission?
Answer:
The writer’s position was the lowest in the merit list for admission.

Question 8.
To whom does he give credit for his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 9.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 10.
How did he become the last boy in the class?
Answer:
As two students below his name in the School List disappeared due to illness or some other reason, he became the last boy in the class.

Question 11.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 12.
What is the custom of calling the roll at Eton?
Answer:
The custom of calling the roll at Eton is that the students stand in a group and lift their hats in response to their names.

Question 13.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

UNIT – II

Gist:
The writer was in the lowest form and this helped him in a more advantageous position than other cleverer boys. Those students were taught Latin and Greek at Harrow, but he learnt English. Those who were slow learners were taught only English. At that time English was rated as an unimportant topic. He speaks highly of his English teacher Mr Somervell, the former learnt parsing and analysis from the latter. Mr Somervell taught English analysis in a splendid manner. The writer went ahead of the clever school fellows in after years by being good at English. His school-fellows who excelled in Writing beautiful Greek poetry and briefs and witty Greek expressions had to resort to common English to succeed in life. He was understandably in favour of boys learning English. The writer motivated others to take interest in this subject. He was an ardent lover of English.
ସାରମର୍ମ :
ଲେଖକ ବିଦ୍ୟାଳୟରେ ସର୍ବନିମ୍ନ ସ୍ଥାନ ପାଇଥିଲେ ଏବଂ ଏହା ତାଙ୍କୁ ଅନ୍ୟାନ୍ୟ ଚତୁର ପିଲାମାନଙ୍କଠାରୁ ସୁବିଧାଜନକ ଅବସ୍ଥାରେ ରଖୁଥିଲା । ସେହି ଛାତ୍ରମାନେ ହ୍ୟାରୋରେ ଲାଟିନ୍ ଏବଂ ଗ୍ରୀକ୍ ଭାଷା ପଢ଼ିଲେ; କିନ୍ତୁ ଲେଖକ ଇଂରାଜୀ ପଢ଼ିଲେ । ମାନ୍ଦା ଛାତ୍ରମାନେ କେବଳ ଇଂରାଜୀ ପଢୁଥିଲେ । ସେତେବେଳେ ଇଂରାଜୀକୁ ଏକ ଗୁରୁତ୍ବହୀନ ବିଷୟଭାବେ ବିବେଚନା କରାଯାଉଥିଲା । ତାଙ୍କର ଇଂରାଜୀ ଶିକ୍ଷକ ସୋମରଭେଲ୍‌ଙ୍କୁ ସେ ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି । ଲେଖକ ତାଙ୍କଠାରୁ ବାକ୍ୟକୁ ବିଭିନ୍ନ ଅଂଶରେ ବିଭାଗୀକରଣ କରି ବିଶ୍ଳେଷଣ କରିବା ଶିଖୁଥିଲେ । ଇଂରାଜୀରେ ସେ ଦକ୍ଷ ହୋଇଥିବାରୁ ପରବର୍ତୀ ସମୟରେ ଅନ୍ୟ ଚତୁର ଛାତ୍ରମାନଙ୍କଠାରୁ ଆଗରେ ଥିଲେ । ତାଙ୍କର ଯେଉଁ ସହପାଠୀମାନେ ଗ୍ରୀକ୍ କବିତା, କ୍ଷୁଦ୍ର ଭାବପୂର୍ଣ୍ଣ ଅଭିବ୍ୟକ୍ତି ଲେଖୁବାରେ ପାରଦର୍ଶିତା ଲାଭ କରିଥିଲେ, ଜୀବନରେ ସଫଳତା ଲାଭ କରିବାପାଇଁ ସେମାନଙ୍କୁ ଇଂରାଜୀର ଆଶ୍ରୟ ନେବାକୁ ପଡ଼ିଥିଲା। ବାଳକମାନେ ଇଂରାଜୀ ପଢ଼ିବାକୁ ସେ ସମର୍ଥନ କରୁଥିଲେ । ଏହି ବିଷୟରେ ଆଗ୍ରହ ରଖୁବାକୁ ସେ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରେରଣା ଦେଉଥିଲେ । ସେ ଇଂରାଜୀକୁ ଗଭୀରଭାବେ ଭଲ ପାଉଥିଲେ ।

Glossary:
unpretentious situation : modest situation (ଲଜ୍ଜାଶୀଳ ଅବସ୍ଥା )
immense : vast, great (ବିସ୍ତୃତ)
splendid : beautiful (ସୁନ୍ଦର )
duances : slow learners (ମାନ୍ଦା ଛାତ୍ରମାନେ)
delightful : joyful (ଆନନ୍ଦପ୍ରଦ)
disregarded thing : thing treated as unimportant (ଗୁରୁତ୍ୱହୀନ ଜିନିଷ )
parsing : dividing a sentence into parts and describe the grammar of each word part
analysis : ବିଶ୍ଳେଷଣ
thoroughtly : minutely (ତନ୍ନତନ୍ନ ଭାବେ)
practised continually again and again (ବାରମ୍ବାର )
broke up : ଭାଙ୍ଗୁଥିଲେ
components : ଉପାଦାନଗୁଡ଼ିକ
essential : essential
a noble thing : a very good and important thing କାର୍ଯ୍ୟ)
distination : ଜରୁରୀ
pithy : brief (ସଂକ୍ଷିପ୍ତ)
epigram : shoot and witty expression ଚତୁର ଅଭିବ୍ଯକ୍ତି)
to earn their living : ସେମାନଙ୍କ ଜୀବିକାର୍ଜନ
make their way : succeed in life (ଜୀବନରେ କୃତକାର୍ଯ୍ୟ ହେବା ପାଇଁ)
I did …. disadvantage : The writer felt at home in English
biased : prejudiced
treat : special pleasure (ବିଶେଷ ଆନନ୍ଦ)

Think it out:
Question 1.
What kind of students were taught Latin and Greek at Harrow?
Answer:
The cleverer students were taught Latin and Greek at Harrow.

Question 2.
Which students were taught only English?
Answer:
Those who were slow learners were taught only English.

Question 3.
How does the writer rate English as a subject and Mr Somervell as a teacher?
Answer:
The writer rates English as a noble subject and Mr Somervell as a brilliant, the most innovative teacher of English.

Question 4.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/ word.

Question 5.
How did he score over the clever schoolfellows in after years?
Answer:
He scored over the clever school fellows in after years by dint of his better standard in common English; the latter depended on common English for their livelihood, whereas the former felt at home in this respect.

Question 6.
Why was he biased in favour of boys learning the English language?
Answer:
He was biased in favour of boys learning English thoroughly because it was the key to their success in life.

UNIT – III

Gist:
It was summer vacation. The writer takes us back to the school at Harrow where the students enjoyed their time at the swimming bath to the brim. He recollects an incident in the school. He noticed a boy standing in a thoughtful mood on the very edge. He had put on a towel. The writer tiptoed behind and pushed him in, not allowing the towel to get wet. He was surprised at the sight of the boy’s frightening face appearing from the foam. He tried to escape but it was of no use. The boy threw him into the deepest part of the pool. A number of younger boys eloquently referred to the boy’s achievements. The writer apologised to him for his misconduct. It seemed as if the boy’s anger had not abated. However, the matter ended happily for the writer.
ସାରମର୍ମ :
ଗ୍ରୀଷ୍ମଛୁଟି ସମୟ ଥିଲା । ଲେଖକ ଆମକୁ ହ୍ୟାରେ ବିଦ୍ୟାଳୟର ପୃଷ୍ଠଭୂମିକୁ ଫେରାଇ ନେଇଛନ୍ତି । ଯେଉଁଠାରେ ଛାତ୍ରଛାତ୍ରୀମାନେ ସେମାନଙ୍କ ସର୍ବାଧ‌ିକ ସମୟ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀରେ ଅତିବାହିତ କରୁଥିଲେ । ବିଦ୍ୟାଳୟରେ ଘଟିଥ୍ୟାବା ଗୋଟିଏ ଘଟଣାକୁ ଲେଖକ ମନେ ପକାଇଛନ୍ତି । ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ତଉଲିଆଟିଏ ପିନ୍ଧି ପୁଷ୍କରିଣୀ ଧାରରେ ଛିଡ଼ା ହୋଇଥିବା ଏକ ବାଳକକୁ ସେ ଦେଖ‌ିଲେ । ପଛରୁ ଗୋଡ଼ ଚିପିଚିପି ଯାଇ ସେ ତାଙ୍କ ତଉଲିଆଟିକୁ ଟାଣିଆଣି ତାଙ୍କୁ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲିଦେଲେ । ଲେଖକ ଫେର ଭିତରୁ ବାହାରି ଆସୁଥୁବା ବାଳକଟିର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଛାନିଆ ହୋଇଗଲେ । ସେ ପଳାଇଯିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ, କିନ୍ତୁ ତା’ ଫଳପ୍ରଦ ହୋଇ ପାରିନଥିଲା । ସେ ଲେଖକଙ୍କୁ ଜଳାଶୟର ଗଭୀରତମ ସ୍ଥାନକୁ ଫୋପାଡ଼ି ଦେଇଥିଲା । ଦଳେ ପିଲା ସେହି ବାଳକଟିର କୃତିତ୍ଵ ବିଷୟରେ ତାଙ୍କୁ କହିଲେ । ନିଜର ଖରାପ ବ୍ୟବହାର ପାଇଁ ଲେଖକ ତାଙ୍କୁ କ୍ଷମା ମାଗିଲେ । ଜଣାପଡୁଥିଲା ସତେ ଯେପରି ତା’ର ରାଗ କମି ନ ଥିଲା । ଯାହାହେଉ, ଲେଖକଙ୍କ ପାଇଁ ଘଟଣାଟିର ସୁଖକର ସମାପ୍ତି ଘଟିଥିଲା ।

Glossary:
bend : twist (ବାଙ୍କ)
repair for hours : go in large numbers (ଅଧିକ ସଂଖ୍ୟାରେ ଯାଉଥିଲେ)
bask : ଖରା ପୋଇଁବା
push : ପେଲିଦେବା
meditative posture: thoughtful position (ଚିନ୍ତାମଗ୍ନ ଅବସ୍ଥା )
wrapped : covered (ଢାଙ୍କି ହୋଇଥିଲା)
towel : ତଉଲିଆ
humanity : ମାନବିକତା
get wet : ଓଦା ହେବା
startled : surprised (ବିସ୍ମିତ ହେଲେ)
furious : fearful (ଭୟଙ୍କର)
emerge : appear (ବାହାରିବା)
foam : ଫେଣ
enormous great : ଅଧ୍ଵ
fierce stroke : ଶକ୍ତ ଆଘାତ

fled : ଦୌଡ଼ିଲେ
in vain : ବୃଥା
grip : effective control (ଆୟତ୍ତ )
hurled : threw (ଫୋପାଡ଼ିଲା )
deepest : ଗଭୀରତମ
scrambled out : to come out as quickly as possible (ଯଥାଶୀଘ୍ର ବାହାରି ଆସିବା)
surrounded : ଘେରିଗଲେ
recount : narrate (ବର୍ଣ୍ଣନା କରିବା)
reverence : respect (ସମ୍ମାନ)
dilate upon : to speak about a subject for a long time ସମୟ ଧରି ଗୋଟିଏ ବିଷୟରେ କହିବା)
awful : fearful (ଭୟପ୍ରଦ)
retribution : punishment (ଦଣ୍ଡ)
convulsed : shook violently (ଭୀଷଣଭାବେ ଥରିଲେ)
terror : ଭୟ
guilt of sacrilege: unhappy feeling for doing something wrong (ଭୁଲ୍ କାମ ପାଇଁ ନି ଜକୁ ଦୋଷୀ ମନେ କରିବା )
determined : keen on (ସ୍ଥିର କଲେ)
apologise : କ୍ଷମା ମାଗିବା
potentate : a person who possesses great power (ମହାନ ଶକ୍ତି)
trepidation : nervousness (ଛାନି ଆ/ ଭୟ)
placated : calm (ଶାନ୍ତ କରିବା)
cheek : impoliteness (ଅଭଦ୍ରତା)

Think about it:
Question 1.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 2.
What kind of pranks did they enjoy at the bath?
Answer:
The pranks they enjoyed at the bath were by coming up behind some naked friend, or even for and püshed him in.

Question 3.
What did the writer do to the boy standing in a meditative posture?
Answer:
The writer tip-toed behind and pushed the boy into the swimming pool when he had stood in a meditative posture on the very edge.

Question 4.
What was the reaction of the boy?
Answer:
The boy’s reaction was one of fury. He came out of the pond in a furious mood and firmly caught hold of the writer who was fleeing at that moment and threw him into the deepest part of the pool.

Question 5.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 6.
How did the writer apologise for his misconduct?
Answer:
The writer apologised to him in a state of nervousness for his misconduct.

Question 7.
Did he apologise out of fear or guilt or both?
Answer:
He apologised out of both fear and guilt.

Question 8.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

UNIT – IV

Gist:
In spite of being in the lowest Form, the writer won a prize for unmistakably reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’. He also came out successful in the preliminary examination for the Army. This was a spectacular achievement for him because many boys far ahead of him in the school were not able to succeed in it. All the students were sure of being asked to draw a map of some country or other. The writer focussed on New Zealand. He prepared it the night on the eve of the final preparation. The first question was up to his expectation. They were asked to draw a map of New Zealand. The writer splendidly rose to the occasion. He scored very high marks on that paper and called his success a sort of gambling bet.
ସାରମର୍ମ :
ନିମ୍ନତମ ଶ୍ରେଣୀରେ ପଢ଼ୁଥ‌ିବା ସତ୍ତ୍ବେ ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ ମାକୁଲେଙ୍କର ‘Lays of Ancient Rome’ର ୧୨୦୦ ଧାଡ଼ି ତ୍ରୁଟିହୀନ ଭାବରେ ପଢ଼ି ସେ ଏକ ପୁରସ୍କାର ପାଇଥିଲେ । ସୈନ୍ୟବାହିନୀ ପାଇଁ ହେଉଥ‌ିବା ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସେ ମଧ୍ଯ କୃତକାର୍ଯ୍ୟ ହୋଇଥିଲେ । ଏହା ଥିଲା ଚର୍ଚ୍ଚିଲ୍‌ଙ୍କ ପାଇଁ ଗୌରବମୟ କୃତି, କାରଣ ତାଙ୍କଠାରୁ ବିଦ୍ୟାଳୟରେ ଯଥେଷ୍ଟ ଆଗୁଆ ଥ‌ିବା ଅନେକ ପିଲା ଏଥରେ କୃତକାର୍ଯ୍ୟ ହୋଇପାରି ନ ଥିଲେ । ସମସ୍ତ ପିଲା ନିଶ୍ଚିତ ଥିଲେ ଯେ ସେମାନଙ୍କୁ ଗୋଟିଏ ଦେଶ ବା ଅନ୍ୟ କିଛିର ମାନଚିତ୍ର ଅଙ୍କନ କରିବାକୁ କୁହାଯିବ । ଲେଖକ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଅଙ୍କନ ଉପରେ ମନୋନିବେଶ କରିଥିଲେ । ପରୀକ୍ଷା ପୂର୍ବଦିନ ରାତିରେ ସେ ଏହାକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ପ୍ରଥମ ପ୍ରଶ୍ନଟି ତାଙ୍କ ଆଶାନୁରୂପ ଥିଲା । ସେମାନଙ୍କୁ ନିଉଜିଲ୍ୟାଣ୍ଡର ମାନଚିତ୍ର ଆଙ୍କିବାକୁ କୁହାଯାଇଥିଲା । ସେ ଚମତ୍କାର ଉତ୍ତର ଦେଇଥିଲେ । ଏହି ବିଷୟରେ ସେ ସର୍ବାଧ୍ଵ ନମ୍ବର ରଖୁଥିଲେ ଏବଂ ଏହା ଏକପ୍ରକାର ଜୁଆଖେଳ ଥିଲା ବୋଲି ସେ କହିଥିଲେ ।

Glossary:
fortunate : lucky (ଭାଗ୍ୟବାନ୍ )
a good deal : ଅନେକ କଥା
colleague : ସାଥୀ
incongruous : unsuitable (ଅସଙ୍ଗତ| ଅନୁପଯୋଗୀ )
apparently : ବସ୍ତୁତଃ
stagnated : ଅବନତି ହେଲା
reciting : ଆବୃତ୍ତି କରିବା
Macaulay : ବିଶିଷ୍ଟ ଇଂରାଜୀ ଲେଖକ
effort : ପ୍ରୟାସ
still : ତଥାପି
piece of good luck: a stroke of good luck (ଏକ ସୁଯୋଗ )

Think it out:
Question 1.
‘Three years’ difference in age is not so important as it is at school” – How does the writer prove it?
Answer:
The writer proves his statement when he along with another three-year senior student became Cabinet colleagues in future.

Question 2.
How did the writer fare at school?
Answer:
The writer faired exceedingly well at school by stealing marches over many students who were quite senior to him.

Question 3.
How did he win a prize at school?
Answer:
He gained the prize at school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Question 4.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 5.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 6.
Why does he call his success an en ‘plein?
Answer:
He calls his success an en ‘plein because he focussed only on the geography of New Zealand and as a sort of bet the first question in the paper was to sketch a map of New Zealand.

Post-Reading Activities:

(A) Parsing’, in English grammar, is the lost art of identifying all the components of a text. It was once one of the fundamental exercises that tested and informed pupils in English. Parsing requires a student to break down a sentence into its component words, classifying each in terms of its part of speech, number, and person, as well as its tense, voice, and function in the sentence.
For example Sentence – Carelessness causes accidents.
Parsing :
‘Carelessness’ – a singular noun and the subject of the sentence;
‘causes’ – a regular transitive verb, active voice, simple present tense, third person singular;
‘accidents’ – a plural noun, object of the sentence.
Parse the following simple sentences :
(i) Children love toys.
(ii) Flowers bloom on trees.
(iii) Boys are playing cricket.
(iv) Sachin has won a gold medal.
(v) Money has been spent.
Answer:

• Children – a plural noun and the subject of the sentence
  love – a regular transitive verb, active voice, simple present tense
  toys – a plural noun, object of the sentence
• Flowers – a plural noun and the subject of the sentence
  bloom – an intransitive verb, simple present tense
  on – a preposition
  trees – a plural noun
• Boys – a plural noun and subject of the sentence
  are playing – transitive verb, active voice, present progressive tense
  cricket – a singular noun, object of the sentence
• Sachin – a singular noun and the subject of the sentence
  has won – transitive verb, active voice, present perfect tense
  a – an indefinite article
  gold – an adjective
  medal – a singular noun, object of the sentence
• Money – a singular noun and the subject of the sentence
  has been spent – verb, passive voice

(B) Clause analysis is a technique of formal grammatical analysis once common in schools in English-speaking countries. It involves the division of longer sentences into their constituent clauses. A clause is a part of a sentence with a finite verb. A complex sentence has two kinds of clauses: principal clause, and subordinate clause(s).
Principal clause – A clause which makes complete sense and can stand by itself
Subordinate clause – A clause which depends on the principal clause for a complete sense.
Study the following examples carefully :
(a) We know that a little learning is a dangerous thing.
(‘We know’ – principal clause, ‘that a little learning is a dangerous thing’ – subordinate clause)
(b) People who live in glass houses should not throw stones at others.
(People should not throw stones at others – principal clause, ‘who live in glass houses’ – subordinate clause)
(c) It rained when the players were ready to play.
(It rained – principal clause, ‘when the players were ready to play’ – subordinate clause)

Identify the subordinate clauses in the following sentences :
(i) I had scarcely passed my twelfth birthday when I entered the inhospitable regions of examinations, through which for the next seven years I was destined to journey.
(ii) The subjects which were dearest to the examiners were almost invariably those I fancied least.
(iii) We were considered such dunces that we could learn only English.
(iv) One day when I had been no more than a month in school, I saw a boy standing in a meditative posture wrapped in a towel on the very brink.
(v) It was thought incongruous that while I apparently stagnated in the lowest form, I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

Answer:
(i) (a) when I entered the inhospitable regions of examinations
(b) through which for the next seven years I was destined to journey
(ii)(a) which were dearest to the examiners
(b) (which) I fancied least
(iii) that we could learn only English
(iv)(a) when I had been no more than a month in the school
(b) (who was) wrapped in a towel on the very brink
(v) (a) while I apparently stagnated in the lowest form
(b) (that) I should gain a prize open to the whole school for reciting to the Headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake.

CHSE Odisha Class 12 English On Examinations Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of the“On Examination” is
(A) Jessie Owens
(B) Jawaharlal Nehru
(C) Winston S. Churchill
(D) None of the above
Answer:
(C) Winston S. Churchill

Question 2.
Churchill was born in
(A) 1873
(B) 1874
(C) 1875
(D) 1876
Answer:
(B) 1874

Question 3.
The public school where he took admission is
(A) Delhi Public School
(B) Oxford International Public School
(C) Cambridge School
(D) Harrow Public School
Answer:
(D) Harrow Public School

Question 4.
The name of Churchill’s autobiography is
(A) My Experiments with Truth
(B) Sunny Days
(C) A Roving Commission My Early Life
(D) An Autobiography
Answer:
(C) A Roving Commission My Early Life

Question 5.
‘A Roving Commission My Early Life’ was published in
(A) 1930
(B) 1931
(C) 1932
(D) 1929
Answer:
(A) 1930

Question 6.
When Churchill entered the inhospitable regions of examinations, he was
(A) ten years old.
(B) twelve years old
(C) eleven years old
(D)thirteen years old
Answer:
(B) twelve years old

Question 7.
He was destined to read there for
(A) seven years
(B) six years
(C) five years
(D) two years
Answer:
(A) seven years

Question 8.
Churchill liked to be examined in
(A) history, poetry and writing essays
(B) mathematics and science
(C) Greek and Latin
(D) All the above
Answer:
(A) history, poetry and writing essays

Question 9.
The Examiners were partial to
(A) Mathematics and Science
(B) Latin and Mathematics
(C) Greek and Mathematics
(D) Greek and Science
Answer:
(B) Latin and Mathematics

Question 10.
The Examiners always wanted to ask
(A) what the author knew
(B) what the author did not know
(C) on which the author was in confuse
(D) None of the above
Answer:
(B) what the author did not know

Question 11.
When Churchill would have willingly displayed his knowledge,
(A) the teachers helped him
(B) the teachers scolded him
(C) the teachers sought to expose his ignorance
(D) All the above
Answer:
(C) the teachers sought to expose his ignorance

Question 12.
The Headmaster of Harrow Public School was
(A) D.H. Lawrence
(B) Dr Welldon
(C) B.R. Ambedkar
(D) Lord Tennyson
Answer:
(B) Dr Welldon

Question 13.
Churchill was unable to answer a single question in
(A) Latin paper
(B) Greek paper
(C) English paper
(D) History paper
Answer:
(A) Latin paper

Question 14.
What was the reason for Churchill’s not doing well in the examinations?
(A) It was a great trial for him
(B) He was not examined for his favourite subject
(C) Questions were not asked from what he knew
(D) All the above
Answer:
(D) All the above

Question 15.
What did he write in the answer book for the Latin paper?
(A) he was able to write all the answers
(B) he did not write his name
(C) he could make only small blots and smudges on the answer sheet
(D) None of the above
Answer:
(C) he could make only small blots and smudges on the answer sheet

Question 16.
The sad spectacle for the author was :
(A) he was not able to answer even a single question in the Latin paper
(B) he could answer all the questions
(C) he could answer some of the questions
(D) None of the above
Answer:
(A) he was not able to answer even a single question in the Latin paper

Question 17.
The writer’s position in the merit list for admission was
(A) he was placed in the third division of the fourth
(B) he was placed in the second division
(C) he was placed in the first division
(D) None of the above
Answer:
(A) he was placed in the third division of the fourth

Question 18.
He gives credit for his success in the entrance examination to
(A) his father
(B) his teachers
(C) to the headmaster, Dr Welldon
(D) All the above
Answer:
(C) to the headmaster, Dr Welldon

Question 19.
The custom of calling the roll at Harrow is
(A) At Harrow students would file past a master in the schoolyard and answer one by one
(B) Students were responding loudly to the call
(C) Student raising their hands
(D) All the above.
Answer:
(A) At Harrow students would file past a master in the schoolyard and answer one by one

Question 20.
Students who taught Latin and Greek at Harrow were
(A) the cleverer students
(B) the dull students
(C) the average students
(D) None of the above
Answer:
(A) the cleverer students

Question 21.
Students taught only English were
(A) dunces having no inclination towards Latin, Greek or Mathematics
(B) the cleverer students
(C) the average students
(D) All the above
Answer:
(A) dunces having no inclination towards Latin, Greek or Mathematics

Question 22.
The best teacher to teach English was
(A) Mr Welldon
(B) Mr Somervell
(C) Dr Samuel
(D) None of the above
Answer:
(B) Mr. Somervell

Question 23.
The part of the English grammar he learnt from Mr Somervell is
(A) parcing and English analysis
(B) components of sentences like subject, object, verb and clauses
(C) structure of endorsing British sentence
(D) All the above
Answer:
(D) All the above

Question 24.
He scored over the clever school fellows in after years because
(A) The writer thoroughly learned English thus it got into his bones
(B) The clever boys could not learn so quickly as the author could
(C) The author got more time to read
(D) None of the above
Answer:
(A) The writer thoroughly learned English thus it got into his bones

Question 25.
Boys enjoyed in large numbers at the swimming bath eating
(A) buns on the hot asphalt margin
(B) biscuits and bread
(C) cakes and soft drinks
(D) None of the above
Answer:
(A) buns on the hot asphalt margin

Question 26.
The pranks they enjoyed at the bath
(A) to come up behind someone and push him into the pool
(B) physically assaulting
(C) scolding in slangs
(D) All the above
Answer:
(A) to come up behind someone and push him into the pool

Question 27.
What did the writer do to the boy standing in a meditative posture?
(A) The writer stealthily came behind him and pushed him into the pool
(B) The writer asked him what he was doing
(C) The writer told him not to jump
(D) None of the above
Answer:
(A) The writer stealthily came behind him and pushed him into the pool

Question 28.
What was the reaction of the boy?
(A) He was very angry with the prank.
(B) He laughed at the prank.
(C) He was insulted at the prank.
(D) He took it slightly.
Answer:
(A) He was very angry with the prank.

Question 29.
The writer came to know that Amery was _______________.
(A) from the sixth form
(B) from the fifth form
(C) from the seventh form
(D) None of the above
Answer:
(A) from the sixth form

Question 30.
The writer apologised for his misconduct by saying
(A) sorry for playing that prank and said that he mistook Amery for a fourth
(B) manage it as they belong to the same school
(C) he would not do that again
(D) None of the above
Answer:
(C) he would not do that again

Question 31.
The writer was guilty of playing a prank because
(A) Amery was his senior and a boy of enormous strength, fame and reverence
(B) Amery was not known to him
(C) Amery would have been insulted
(D) All the above
Answer:
(A) Amery was his senior and a boy of enormous strength, fame and reverence

Question 32.
The matter ended happily for the writer when
(A) Amery laughed and asked Churchill to be cautious in future
(B) Amery told the headmaster about this
(C) Amery beat him
(D) All the above
Answer:
(A) Amery laughed and asked Churchill to be cautious in future

Question 33.
Amery was senior to Churchill by
(A) three years
(B) two years
(C) four years
(D) five years
Answer:
(A) three years

Question 34.
Amery was
(A) an officer in Churchill’s government
(B) the Secretary of State for India in Churchill’s cabinet
(C) a member of the government
(D) None of the above
Answer:
(B) the Secretary of State for India in Churchill’s cabinet

Question 35.
Amery was junior to Churchill in
(A) age
(B) stature
(C) family status
(D) All the above
Answer:
(B) stature

Question 36.
The position of the writer at the school
(A) He was counted amongst the dunces and stupidest boys
(B) He was counted as an intelligent boy
(C) He was an average boy
(D) All the above
Answer:
(A) He was counted amongst the dunces and stupidest boys

Question 37.
Churchill won a prize at school by
(A) writing an essay
(B) participating in the debate competition
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake
(D) All the above
Answer:
(C) reciting to the headmaster twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making a single mistake

Question 38.
The competition was open to _______________ students.
(A) lower class
(B) higher class
(C) whole school
(D) All the above
Answer:
(C) whole school

Question 39.
The writer’s noteworthy achievements at school were
(A) He passed the preliminary examination for the Army while at the bottom of the school
(B) For reciting twelve hundred lines of Macaulay’s ‘Lays of Ancient Rome’ without making any single mistake
(C) both (A) and (B)
(D) None of the above
Answer:
(C) both (A) and (B)

Question 40.
The first question in the preliminary examination for the Army was
(A) to draw a map of New Zealand
(B) to draw a map of Australia
(C) to draw a map of Europe
(D) None of the above
Answer:
(A) to draw a map of New Zealand

Question 41.
Churchill got successful in the paper because
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper
(B) The answer was given to him and he got a success
(C) He got successful due to his father’s reputation
(D) All the above
Answer:
(A) He put all his efforts and good memory into one map that was in New Zealand and to his luck he got the same question in the paper

Question 42.
In whose favour was Churchill biased?
(A) Boys learning Greek
(B) Boys learning Latin
(C) Boys learning English
(D) Boys studying in the Harrow
Answer:
(C) Boys learning English

Question 43.
What would Churchill do, if he were to decide what the boys should leam?
(A) He would make them all leam English
(B) He would not let them leam Greek
(C) He would not let them leam Latin
(D) He would whip them hard
Answer:
(A) He would make them all leam English

Question 44.
Churchill will let the clever ones leam Latin as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(B) honour

Question 45.
Churchill will let the clever ones leam Greek as a/an _______________.
(A) reward
(B) honour
(C) treat
(D) option
Answer:
(C) treat

Question 46.
What would be the only thing Churchill would whip the clever boys for?
(A) Not knowing English poetry
(B) Not writing an English essay
(C) Not knowing English
(D) Making fun of him in school
Answer:
(C) Not knowing English

Question 47.
When did Churchill first go to Harrow?
(A) In the summer team
(B) In the winter term
(C) In the mid-term
(D) In the spring term
Answer:
(A) In the summer team

Question 48.
How was the swimming bath at Harrow?
(A) Like a big pond
(B) Like a bend of a river
(C) Like a big swimming pool
(D) Like a big room
Answer:
(B) Like a bend of a river

Question 49.
How many bridges did the swimming bath have across it?
(A) One
(B) Two
(C) Three
(D) None
Answer:
(B) Two

Question 50.
The school possessed the biggest _______________Churchill had ever seen.
(A) conference hall
(B) cafeteria
(C) swimming-bath
(D) classrooms
Answer:
(C) swimming-bath

II. Short Type Questions with Answers:

Question 1.
What did the writer do to the boy standing in a meditative posture?
Answer:
The boy was standing in a meditative posture wrapped in a towel on the very brink of the pond. He was of equal height to the writer. So he took the boy for a fair game. He came stealthy behind the boy and pushed him in, holding onto his towel.

Question 2.
Whom does he give the credit of his success in the Entrance Examination? Why?
Answer:
He gives Dr. Welldon the credit for his success in the Entrance Examination. The writer gave the credit to him as he was able to judge his (the writer’s) hidden talent and declared him worthy to pass into Harrow.

Question 3.
What does he mean by – ‘I gained no more advantage from the alphabet than from the wider sphere of letters’?
Answer:
By ‘I gained no more advantage from the alphabet than from the wider sphere of letters’ the writer means that his name was written at the bottom of the School List as his correct name Spencer Churchill started with an ‘S’. Only two students were below him on the list. He did not get the advantage of having a long name.

Question 4.
What is the custom of calling the roll at Harrow?
Answer:
The custom of calling the roll at Harrow is that the students walk past a teacher in a line and respond one by one when their names are called.

Question 5.
‘Why, he’s last of all!’ – why did people say so?
Answer:
The people said so because the people wanted to know why the writer was the last of all to march by, whereas his father Lord Randolph Churchill, despite his resignation as the Leader of the House of Commons and Chancellor of Exchequer dominated in the field of politics.

Question 6.
What was the reaction of the boy?
Answer:
The boy took the prank as an insult. He got furious. Coming out of the pond he pursued the writer who was running away safely, caught him and hurled him into the deepest part of the pond.

Question 7.
What part of English grammar did he learn from Mr Somervell?
Answer:
He learnt English parsing and analysis from Mr Somervell. He learnt how to divide a long sentence into different parts and know the grammar of each part/word.

Question 8.
How did the boys enjoy their time at the swimming bath?
Answer:
The boys enjoyed their time in fun and frolics at the swimming bath. They used to go there in large numbers and bask between their dips eating buns on the hot asphalt margin.

Question 9.
What did the writer learn about Amery from the crowd of younger boys?
Answer:
The writer learnt from the crowd of younger boys that Amery was in the Sixth Form and Head of his House, champion at Gym and an excellent football player. Besides, Amery earned fame and respect for his manifold achievements.

Question 10.
Did the matter end happily for the writer?
Answer:
Yes, the matter ended happily for the writer. Amery’s anger abated, he laughed and gave some general remarks about his cheek. He advised the writer to be cautious in the future.

Question 11.
What were the writer’s noteworthy achievements at school?
Answer:
The writer’s noteworthy achievements at school were his brilliant performance in the preliminary examination for the Army, winning a prize for reciting twelve hundred lines unmistakably and scoring high marks in Geography.

Question 12.
How did the writer prepare himself for the preliminary examination for the Army?
Answer:
The writer prepared himself for the preliminary examination for the Army by focussing on the geography of New Zealand. The night on the eve of his examination, he had written the names of all the maps in the atlas into a hat and sketched New Zealand.

Question 13.
What is the writer’s opinion about Mr Somervell as a teacher?
Answer:
Mr Somervell taught English as no one else ever had taught it. He was very skilful to teach English to dunces. He had his own method of teaching.

Question 14.
How did the writer score over the clever class fellows after years?
Answer:
The writer had remained in the Third Fourth three times as long as anyone else and practised and learned English thoroughly. So in after years when his clever class fellows came down to common English to earn their living or make their way, he was able to score over them.

Question 15.
What is the only thing the writer whips his class fellows for?
Answer:
He would make them all learn English and then he would let the clever ones learn Latin as an honour and Greek as a treat. He would whip them hard for not knowing English.

Question 16.
Throw light on his preparation for the preliminary examination for the army.
Answer:
The writer prepared for the preliminary examination for the Army by focusing on the geography of New Zealand; besides, the night before the examination saw he write the names of all the maps in the atlas into a hat and draw New Zealand.

Introducing the Author:
Sir Winston Churchill (1874-1965) was a distinguished statesman and war-time Prime Minister of Great Britain. He served in the British Army for many years as a commissioned officer. After that, he joined public life. As the Prime Minister of England, he led the allied countries to a spectacular victory in the Second World War. He possessed a sense of humour. He was a brilliant writer. He is well-known for his essays and lectures. He was awarded the Nobel Prize in Literature in 1953. ‘My Early Life’ is his masterpiece. His other works include The World Crisis, Gathering Storm and Aftermath and Memories of the Second World War.

About the Topic:
Examinations, for the writer, were not a pleasant experience. He gives vent to his views on the role of a teacher in facilitating the learning of a pupil and developing skills in him or her. Mr Somervell was a case in point. Mr Somervell played a great part in the writer’s education at Harrow. The writer also does not forget to narrate a funny incident he was linked with at school. The topic comes to a close with his preparation for the preliminary examination for the Army.

Summary:
The essay begins with the writer’s dislike for examinations. He could not get rid of them for seven years. These examinations were a sort of trial for him. The subjects the examiners liked most were Latin and mathematics. On the other hand, he was fond of history, poetry and writing essays. The writer attributes his poor performance to his teachers’ typical attitude. They did not take care of his favourite subjects. Instead, they set questions on Latin and mathematics.

In short, the examiners were keen on exposing his ignorance. The writer draws our attention to Dr Welldon for taking a broad-minded view of his Latin prose. He was interested to judge the writer’s general ability but in vain. The writer failed to answer a single question in the Latin paper, except writing the number of the question ‘I’. Drops of tears fell on his answer sheet. He could not take his eyes off this miserable sight. The writer makes an eloquent reference to Dr Welldon. He was a great scholar. He was a keen observer of the writer’s talent.

He did not give any importance to his (writer’s) answer paper. The writer succeeded in the Entrance Examination and gave credit to Dr Welldon for his success. As a result, the writer always held him in the highest: esteem. He became the last boy in the class because the names of the new boys were printed on the School List in alphabetical order. Churchill points out the difference between the custom of roll calling at Eton and Harrow; in the former, the boys stood in a group and responded to their roll calls, but in the latter, the students walked before a Master in a line and responded one by one.

The writer states that those who were superior to him were taught Latin and Greek. Those who were considered slow learners were taught only English. The writer showers praise on Mr Somervell, a person full of life and a teacher who excels in the art of teaching English grammar. Mr Somervell played a very meaningful role in the learning of students and the development of their skills. The writer himself was a case in point. Thanks to Mr Somervell, he learnt the essential structure of British sentences.

He scored over the clever school fellows in common English; after years. He was prejudiced in support of boys learning English. The writer then takes us to the biggest swimming bath of his school. The boys enjoyed their time here in fun and frolic. He recollects an incident of pushing a boy into the pool. At that time, that boy was on the edge and in a meditative position. He put on a towel. The writer was shocked at the boy’s furious face and ran away to get rid of the latter, but it was a futile attempt.

At last, the boy caught hold of him firmly and threw him into the deepest part of the pool. A number of younger boys apprised the writer of the: boy’s many feats. The writer apologised for his misconduct. There was a ring of fear and: guilt about his behaviour. The matter ended happily for the writer. Years rolled by. The writer came out with flying colours in the preliminary examination for the Army. He was endowed with a wonderful memory. His success in geography was a case in point.

ସାରାଂଶ:
ଲେଖକଙ୍କର ପରୀକ୍ଷା ପ୍ରତି ଥିବା ଅପସନ୍ଦ କଥା ବର୍ଣ୍ଣନା କରି ପ୍ରବନ୍ଧଟି ଆରମ୍ଭ ହୋଇଛି । ସେ ସାତ ବର୍ଷ ଧରି ତା’ କବଳରୁ ମୁକୁଳି ପାରିନଥିଲେ । ପରୀକ୍ଷାସବୁ ତାଙ୍କ ପାଇଁ ଏକପ୍ରକାର ବିଚାର ଭଳି ଥିଲା । ପରୀକ୍ଷକ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟକୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ଅପରପକ୍ଷେ, ସେ ଇତିହାସ, କବିତା ଓ ରଚନାଲେଖାକୁ ଖୁବ୍ ଭଲ ପାଉଥିଲେ । ସେ ତାଙ୍କର ପରୀକ୍ଷାରେ ଖରାପ ହେବାର କାରଣରୂପେ ଶିକ୍ଷକମାନଙ୍କ ନିର୍ଦ୍ଦିଷ୍ଟ ପ୍ରକାର ମନୋଭାବକୁ ବିଚାର କରିଛନ୍ତି । ସେମାନେ ତାଙ୍କର ପ୍ରିୟ ବିଷୟ ପରିବର୍ତ୍ତେ ଲାଟିନ୍ ଓ ଗଣିତ ବିଷୟ ଉପରେ ପ୍ରଶ୍ନ ପ୍ରସ୍ତୁତ କରୁଥିଲେ । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ପରୀକ୍ଷକମାନେ ତାଙ୍କର ଅଜ୍ଞତାକୁ ପଦାରେ ପକାଇବାକୁ ଆଗ୍ରହୀ ଥିଲେ ।

ତାଙ୍କର ଲାଟିନ୍ ଗଦ୍ୟ ଉପରେ ଡକ୍ଟର ୱେଲ୍‌ଡ଼ନ୍ ନେଇଥ‌ିବା ଉଦାର ଚିନ୍ତାଧାରାସମ୍ପନ୍ନ ମତାମତ ଆଡ଼କୁ ଲେଖକ ଆମର ଦୃଷ୍ଟି ଆକର୍ଷଣ କରିଛନ୍ତି । ସେ ଲେଖକଙ୍କର ସାଧାରଣ ଦକ୍ଷତାକୁ ବିଚାର କରିବାକୁ ଆଗ୍ରହୀ ଥିଲେ, କିନ୍ତୁ ତାହା ବୃଥା ହେଲା । ଲେଖକ ଲାଟିନ୍ ବିଷୟରେ ପ୍ରଶ୍ନ ନମ୍ବର “I” ଲେଖୁବା ବ୍ୟତୀତ ଗୋଟିଏ ମଧ୍ୟ ପ୍ରଶ୍ନର ଉତ୍ତର ଦେଇପାରି ନଥିଲେ । ଉତ୍ତର ପତ୍ର ଉପରେ ଲୁହ କେଇବୁନ୍ଦା ବୋହି ପଡ଼ିଥିଲା । ସେ ଏହି ଶୋଚନୀୟ ଦୃଶ୍ୟ ଉପରୁ ତାଙ୍କର ଆଖି ହଟାଇ ପାରିନଥିଲେ । ଲେଖକ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଉପରେ ସ୍ପଷ୍ଟ ମତବ୍ୟକ୍ତ କରିଥିଲେ । ସେ ଜଣେ ମହାନ୍‌ ପଣ୍ଡିତ ଥିଲେ । ସେ ଲେଖକଙ୍କ ଦକ୍ଷତାକୁ ଗଭୀରଭାବେ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିଥିଲେ । ସେ ଲେଖକଙ୍କର ଉତ୍ତରପତ୍ର ଉପରେ କୌଣସି ଗୁରୁତ୍ଵ ଦେଇନଥିଲେ ।

ଲେଖକ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ସଫଳତା ପାଇଥିଲେ ଏବଂ ଏହି ସଫଳତାର ଶ୍ରେୟ ଡକ୍ଟର ୱେଲଡ଼ନ୍‌ଙ୍କ ଦେଇଥିଲେ । ଫଳତଃ ଲେଖକ ସର୍ବଦା ତାଙ୍କୁ ସର୍ବୋଚ୍ଚ ସମ୍ମାନ ଦେଉଥ‌ିଲେ । ବର୍ଣ୍ଣମାଳାର କ୍ରମ ଅନୁସାରେ ବିଦ୍ୟାଳୟ ତାଲିକାରେ ନୂଆ ବାଳକମାନଙ୍କ ନାମ ଲେଖାଯାଉଥିବାରୁ ଲେଖକ ଶ୍ରେଣୀର ଶେଷ ବାଳକରୂପେ ପରିଗଣିତ ହେଲେ । ଚର୍ଚ୍ଚିଲ୍ ‘ଇଟନ’ ଏବଂ ‘ହ୍ୟାରୋ’ର ଉପସ୍ଥାନ ଡାକିବା ପ୍ରଥା ମଧ୍ୟରେ ଥିବା ଭିନ୍ନତା ପ୍ରଦର୍ଶନ କରିଛନ୍ତି । ‘ଇଟନ’ରେ ବାଳକମାନେ ଦଳବଦ୍ଧ ଭାବରେ ଛିଡ଼ା ହେଉଥିଲେ ଏବଂ ନାଁ ଡକାଗଲେ ଉତ୍ତର ଦେଉଥିଲେ; ମାତ୍ର ‘ହ୍ୟାରୋ’ରେ ଛାତ୍ରମାନେ ନାଁ ଡକାଗଲେ ଶିକ୍ଷକଙ୍କ ଆଗରେ ଧାଡ଼ିରେ ଚାଲିଯାଇ ଉତ୍ତର ଦେଉଥିଲେ । ଲେଖକ କହିଛନ୍ତି ଯେ ତାଙ୍କଠାରୁ ଅଧ୍ବକ ଧୀ-ସମ୍ପନ୍ନ ପିଲାମାନେ ଲାଟିନ୍‌ ଓ ଗ୍ରୀକ୍ ଅଧ୍ୟୟନ କଲେ ।

ଯେଉଁମାନେ ପଢ଼ିବାରେ ମାନ୍ଦା ସେମାନେ କେବଳ ଇଂରାଜୀ ପଢ଼ିଲେ । ଲେଖକ ସୋମରଭେଲ୍‌ଙ୍କର ଭୂୟସୀ ପ୍ରଶଂସା କରିଛନ୍ତି ଯିଏକି ଜଣେ ସହୃଦୟ ବ୍ୟକ୍ତି ଓ ଶିକ୍ଷକ ଥିଲେ । ଇଂରାଜୀ ବ୍ୟାକରଣ ପଢ଼ାଇବାରେ ସେ ଖୁବ୍ ଦକ୍ଷ ଥିଲେ । ଛାତ୍ରମାନଙ୍କ ଅଧ୍ୟୟନ ଓ ସେମାନଙ୍କଠାରେ ଦକ୍ଷତାବୃଦ୍ଧି ଦିଗରେ ସୋମରଭେଲ୍ ପ୍ରଶଂସନୀୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । ସୋମରଭେଲ୍‌ଙ୍କ ପାଇଁ ସେ ଇଂରାଜୀ ବାକ୍ୟଗଠନ ଭଲଭାବେ ଶିଖ୍ ପାରିଥିଲେ । ପରବର୍ତ୍ତୀ ଜୀବନରେ ସେ ଚତୁର ସହପାଠୀମାନଙ୍କଠାରୁ ସାଧାରଣ ଇଂରାଜୀରେ ଖୁବ୍ ଭଲ କରିଥିଲେ । ସେ ବାଳକମାନଙ୍କ ଇଂରାଜୀ ଶିକ୍ଷାକୁ ଅନ୍ଧଭାବେ ସମର୍ଥନ କରୁଥିଲେ । ଲେଖକ ଏହାପରେ ଆମକୁ ତାଙ୍କ ବିଦ୍ୟାଳୟର ବୃହତ୍ତମ ସନ୍ତରଣ-ପୁଷ୍କରିଣୀ ପାଖକୁ ନେଇଯାଇଛନ୍ତି । ବାଳକମାନେ ଏଠାରେ ଖେଳ କୌତୁକ କରି ସେମାନଙ୍କ ସମୟ ବିତାଉଥିଲେ ।

ଜଣେ ବାଳକକୁ ସନ୍ତରଣ ପୁଷ୍କରିଣୀ ଭିତରକୁ ଠେଲି ଦେଇଥୁବା ଘଟଣାକୁ ସେ ସ୍ମରଣ କରିଛନ୍ତି । ସେହି ସମୟରେ ବାଳକଟି ଧାନ କଲାଭଳି ଭଙ୍ଗୀରେ ପୋଖରୀ ଧାର ପାଖରେ ଥିଲା । ସେ ଗୋଟିଏ ତଉଲିଆ ପିନ୍ଧିଥିଲା । ଲେଖକ ବାଳକର ଭୟଙ୍କର ମୁଖମଣ୍ଡଳ ଦେଖୁ ଭୟ ପାଇଗଲେ ଏବଂ ନିଜକୁ ମୁକ୍ତ କରିବାପାଇଁ ଦୌଡ଼ି ପଳାଇ ଯାଇଥିଲେ; କିନ୍ତୁ ଏହା ବୃଥା ଚେଷ୍ଟା ଥିଲା । ଶେଷରେ ସେହି ବାଳକଟି ତାଙ୍କୁ ଦୃଢ଼ ଭାବରେ ଧରିନେଲା ଏବଂ ପୁଷ୍କରିଣୀର ଗଭୀର ଅଂଶ ଭିତରକୁ ଫୋପାଡ଼ି ଦେଲା । ଦଳେ ଅଳ୍ପବୟସର ପିଲା ବାଳକଟିର ଉଲ୍ଲେଖନୀୟ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ଲେଖକଙ୍କୁ କହିଥିଲେ । ନିଜ ବ୍ୟବହାର ପାଇଁ ଭୟ ଏବଂ ଦୋଷୀ ଭାବ ତାଙ୍କ ମନକୁ ଗ୍ରାସ କଲା । ଶେଷରେ ଘଟଣାଟିର ସୁଖକର ସମାଧାନ ହୋଇଥିଲା । ସମୟ ଗଡ଼ିଚାଲିଲା । ସୈନ୍ୟବାହିନୀ ପ୍ରବେଶିକା ପରୀକ୍ଷାରେ ଲେଖକ ଅଭୂତପୂର୍ବ ସଫଳତା ହାସଲ କରିଥିଲେ । ତାଙ୍କର ସ୍ମୃତିଶକ୍ତି ଚମତ୍କାର ଥିଲା । ଭୂଗୋଳରେ ସଫଳତା ଏହାର ଏକ ଉଦାହରଣ ।

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Unit-wise Gist and Glossary:

UNIT – I:
Gist:
Jesse Owens takes us back to the 1936 Summer Olympics held in Berlin where nationalistic feelings were running high because of Hitler’s reference to his country’s participants who belonged to a ‘master race’. His words produced no effect on Owens. Everyone looked forward to winning his long jump event, because a year before, he as a university student had set a world record in that field. But his surprise knew no bounds at the sight of a German called Luz Long touching the pit at almost 26 feet on his practice. Owens learned that Hitler hoped to win the jump. In his view, Luz Long’s victory would cement the Nazi’s Aryan superiority theory. He was a Negro and was bent on showing his superiority.
ସାରମର୍ମ :
ଜେସି ଓୟେସ ଆମ୍ଭମାନଙ୍କୁ ୧୯୩୬ ମସିହାରେ ବର୍ଲିନ୍‌ଠାରେ ଅନୁଷ୍ଠିତ ଗ୍ରୀଷ୍ମକାଳୀନ ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପୃଷ୍ଠଭୂମିକୁ ନେଇ ଯାଇଛନ୍ତି ଯେଉଁଠାରେ କି ନିଜ ଦେଶର ଖେଳାଳିମାନେ ଶ୍ରେଷ୍ଠ ଜାତିର ଅନ୍ତର୍ଭୁକ୍ତ ବୋଲି ହିଲର୍‌ଙ୍କ ମନ୍ତବ୍ୟ କାରଣରୁ ପ୍ରବଳ ଜାତୀୟତା ଭାବନା ସୃଷ୍ଟି ହୋଇଥିଲା । ତାଙ୍କ କଥାର କୌଣସି ପ୍ରଭାବ ଓୟେସଙ୍କ ଉପରେ ପଡ଼ିନଥିଲା । ଲମ୍ବଡ଼ିଆରେ ତାଙ୍କର ବିଜୟକୁ ସମସ୍ତେ ଆଗ୍ରହର ସହିତ ଅପେକ୍ଷା କରିଥିଲେ, କାରଣ ବର୍ଷକ ପୂର୍ବରୁ ଜଣେ ବିଶ୍ବବିଦ୍ୟାଳୟ ଛାତ୍ର ଭାବରେ ସେ ଏହି କ୍ଷେତ୍ରରେ ବିଶ୍ଵରେକର୍ଡ ପ୍ରତିଷ୍ଠା କରିଥିଲେ । ମାତ୍ର ଲୁଜ୍ ଲଙ୍ଗ୍ ନାମକ ଜଣେ ଜର୍ମାନ୍ ଅଭ୍ୟାସ ପର୍ଯ୍ୟାୟରେ ପ୍ରାୟ ୨୬ ଫୁଟ୍ ଡେଇଁବାର ଦେଖୁ ତାଙ୍କ ବିସ୍ମୟର ସୀମା ରହିଲା ନାହିଁ । ହିଟ୍‌ଲର୍ ତାଙ୍କୁ ଡିଆଁରେ ବିଜୟୀ ହେବାର ଆଶା ରଖୁଛନ୍ତି ବୋଲି ଓୟେସ ଜାଣିବାକୁ ପାଇଲେ । ତାଙ୍କ ମତରେ, ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କ ବିଜୟ ନାଜୀମାନଙ୍କର ‘ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱ’ ସିଦ୍ଧାନ୍ତକୁ ନିଶ୍ଚିତରୂପେ ଦୃଢ଼ୀଭୂତ କରିବ । ସେ ଜଣେ ନିଗ୍ରୋ ଥିଲେ ଏବଂ ନିଜର ଶ୍ରେଷ୍ଠତ୍ଵ ପ୍ରତିପାଦନ ପାଇଁ ବଦ୍ଧପରିକର ହେଲେ ।

Glossary:
Olympic Games: a modern revival of the greatest of games or festivals of ancient Greece. The Olympic Games are held every four years, each time in a different country. (ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ା)
Adolf Hitler : (1889-1945) Nazi dictator of Germany (ଜର୍ମାନୀର ନାଜୀ ଶାସକ)
childishly : ପିଲାଳିଆ ଭାବରେ
performers : competitors (ପ୍ରତିଯୋଗୀମାନେ)
master race: superior to all other races (ଶ୍ରେଷ୍ଠ ଜାତି)
Hitler held that Germans were superior to all other races.
nationalistic: promoting nationalism (especially, a narrow kind of nationalism) (ଜାତୀୟତା)
all-time high: the highest ever (ସର୍ବାଧ୍ବକ)
I …. six years: Owens had tried hard for six years.
set : established (ପ୍ରତିଷ୍ଠିତ)
26 feet 8 inches: 8.13 metres (୮.୧୩ ମିଟର)
hands down: very easily (ଅତି ସହଜରେ)
I surprise : Owens’ surprise knew no bounds (ଓବେନ୍ସଙ୍କ ଆଶ୍ଚର୍ୟ୍ୟର ସୀମା ନ ଥିଲା)
startled : greatly shocked and surprised (ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ |)
hitting : touching (ଛୁଇଁବା)
leaps : jumps
evidently : clearly
under wraps : secret
Nazis: members of Hitler’s National Socialist German Workers’ Party (NSDAP)
Aryan-superiority: The Aryans are superior to all other races. (ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱ)
After all : ମୋଟାମୋଟି ଭାବେ
hot under the collar: very angry (ରାଗୀ)
determined: firmly decided
Der Fuhrer: the leader in German (Used with special reference to Hitler) (ଜର୍ମାନ୍ ନେତା ହିଟଲର୍ )

Think it out:
Question 1.
Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin?
Answer:
Nationalistic feelings were running high during the 1936 Summer Olympics in Berlin because of Hitler’s Nazi theory that Germans were superior to all other races.

Question 2.
‘I wasn’t too worried about all this’. What does “this” refer to – Hitler’s beliefs or winning a gold medal?
Answer:
‘This’ refers to Hitler’s beliefs.

Question 3.
Why wasn’t Owens worried?
Answer:
Owens was not worried, because he had shed his blood, sweat, and tears for six years, with the Games in his mind.

Question 4.
Why did everyone expect Owens to win the long jump easily?
Answer:
Everyone expected Owens to win the long jump easily, because, a year before the advent of the Berlin Olympic Games, he, as a university student, had established the world record of 26 feet 8] inches (8.13 meters).

Question 5.
What was the surprise that awaited Jesse Owens in Berlin?
Answer:
The surprise that awaited Jesse Owens was a tall German boy, Luz Long’s amazing performance of hitting the pit at almost 26 feet on his practice jumps.

Question 6.
What did he learn from people about Luz Long?
Answer:
He learned from people about Luz Long that Hitler had kept him secretly hoping he would be the jump winner.

Question 7.
Do you think Nazis’ Aryan-superiority theory meant that Germans were superior to Negroes? How did Owens feel about it – angry or bothered?
Answer:
I don’t think Nazis’ Aryan-superior theory meant that Germans were superior to Negroes. Owens felt angry about it.

Question 8.
What made Owens determined to beat Luz Long?
Answer:
The fact that made Owens determined to beat Luz Long was that he was a Negro and against this backdrop, he would disprove Hitler’s Aryan superiority theory.

UNIT – II

Gist:
In the writer’s view, anger is the worst enemy of an athlete, because this base passion leads him or her to commit mistakes. The results of the first two qualifying jumps for Owens were dismal. He was utterly disgusted. His failure in the two qualifying jumps made him kick the pit. In the meantime, to his stunned disbelief, he found Luz Long, the tall German long jumper, offered him a firm handshake. He wore a nice look. Owens tried to conceal his nervousness, but Long understood his anger.

In spite of being trained in the Nazi youth movement, he was a glorious exception. He did not believe in the concept of Aryan supremacy. The blue-eyed and remarkably handsome Long eventually noticed that his anger had abated and advised Owens to draw a line a few inches at the back of the board and focus on making his take-off from there. He said to Owens that to come first in the trials was of no use and the next day was crucial. Luz Long’s words worked wonders. Owens’ tension vanished and he qualified for the jump with great confidence.
ସାରମର୍ମ :
ଲେଖକଙ୍କର ମତରେ, କ୍ରୋଧ ଖେଳାଳିର ସବୁଠାରୁ ବଡ଼ ଶତ୍ରୁ । କାରଣ ଏହି ଘୃଣ୍ୟ ପ୍ରବୃତ୍ତି ଯୋଗୁଁ ସେ ଭୁଲ୍ କରି ବସେ । ଓୟେସ୍‌ଙ୍କର ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟରେ ପ୍ରଥମ ଦୁଇଟି ଲମ୍ଫ ନୌରାଶ୍ୟଜନକ ଥିଲା । ସେ ଭୀଷଣ ଭାବରେ ବିରକ୍ତ ହୋଇଗଲେ । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟର ପ୍ରଥମ ଦୁଇଟି ଡିଆଁରେ ଅସଫଳ ହୋଇ ସେ ଭୂଇଁକୁ ଗୋଇଠା ମାରିଥିଲେ । ଏହି ସମୟରେ ସେ ଜର୍ମାନ୍‌ର ଡେଙ୍ଗା ଲମ୍ବଡିଆଁ ପ୍ରତିଯୋଗୀ ଲୁଜ୍ ଲଙ୍ଗ୍ ତାଙ୍କ ସହିତ କରମର୍ଦ୍ଦନ କରିବାକୁ ହାତ ବଢ଼ାଇଥବା ଦେଖୁ ବିସ୍ମିତ ହେଲେ । ସେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁ ରହିଥିଲେ । ଓୟେନ୍ସ ନିଜର କ୍ରୋଧକୁ ଲୁଚାଇବାକୁ ଚାହୁଁଥିଲେ ହେଁ ଲଙ୍ଗ୍ ତାହା ବୁଝିପାରିଥିଲେ । ନାଜି ଯୁବ ଆନ୍ଦୋଳନରେ ପ୍ରଶିକ୍ଷିତ ହୋଇଥିଲେ ହେଁ ସେ ଏକ ଚମତ୍କାର ବ୍ୟତିକ୍ରମ ଥିଲେ । ସେ ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ୱରେ ବିଶ୍ଵାସ କରୁନଥିଲେ । ନୀଳାଭ ନୟନ ଓ ସୁଗଠିତ ଶରୀରଧାରୀ ଲଙ୍ଗ୍ ଦେଖ‌ିଲେ ଯେ ଓୟେନ୍‌ସ୍‌ଙ୍କ ରାଗ ପ୍ରଶମିତ ହୋଇଗଲାଣି । ସେ କାଠପଟା କିଛି ଇଞ୍ଚ ପଛରୁ ଏକ ଗାର ଟାଣି ଓ ସେହି ଗାରକୁ ନଜରରେ ରଖି ସେହିଠାରୁ ଡିଆଁ ଆରମ୍ଭ କରିବାକୁ ଓୟେସ୍‌ଙ୍କୁ ଉପଦେଶ ଦେଲେ । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟରେ ପ୍ରଥମ ହେବାର କିଛି ଆବଶ୍ୟକତା ନାହିଁ ଏବଂ ବାସ୍ତବରେ ପରବର୍ତ୍ତୀ ଦିନ ହିଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବୋଲି ସେ ଓୟେସ୍‌ଙ୍କୁ କହିଥିଲେ । ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କର ପରାମର୍ଶ ଯାଦୁ ଭଳି କାମ କଲା । ଓୟେସ୍‌ଙ୍କ ଚିନ୍ତା ଉଭେଇଗଲା ଏବଂ ସେ ଦୃଢ଼ ଆତ୍ମବିଶ୍ଵାସ ସହ ଶେଷ ଡିଆଁ ପାଇଁ ଯୋଗ୍ୟତା ହାସଲ କରିଥିଲେ ।

Glossary:
athlete : କ୍ରୀଡ଼ାବିତ୍
exception : ବ୍ୟତିକ୍ରମ
leapt : jumped (ଡେଇଁଲେ)
beyond : ବାହାରେ
bitterly : with hatred ଭାବରେ )
kicked : ଗୋଇଠା ମାରିଲେ
disgustedly : ବିରକ୍ତିପୂର୍ଣ୍ଣ ଭାବେ
firm handshake : ଦୃଢ଼ ହ୍ୟାଣ୍ଡସେକ
twist : (here) speech accent (ଉଚ୍ଚାରଣ ଭଙ୍ଗୀ )
hide : ଲୁଚାଇବା
mastered : acquired complete knowledge or skill (ଦକ୍ଷତା ହାସଲ କରିବା)
a bit : a little (ସ୍ଵଳ୍ପ/ଅଳ୍ପ)
slang : words used informally; words used in talk by a group or class of people (ଅନୌପଚାରିକ ଭାଷା)
must be eating you : must be agitating your mind
anger : କ୍ରୋଧ
took pain : took trouble (ଅସୁବିଧାରେ ପକାଇଲା)
reassure : to say something to make somebody less frightened (ପୁନଃ ଆଶ୍ୱାସନା ଦେବା )
schooled : trained (ପ୍ରଶିକ୍ଷିତ)
movement : ଚଳନ
strikingly : impressively
handsome : ସୁନ୍ଦର
calmed : cooled (ଶାନ୍ତ ହେଲା )
counts : matters (ଆବଶ୍ୟକ କରେ)

Think it out:
Question 1.
What does a coach say about an angry athlete?
Answer:
A coach says that an angry athlete will commit mistakes. In other words, he says that anger is an athlete’s worst enemy.

Question 2.
What were the results of the first two qualifying jumps for Owens?
Answer:
The results of the first two qualifying jumps for Owens were miserable. He jumped from several inches outside the take-off board for a no-jump.

Question 3.
Why did Owens kick the pit?
Answer:
Owens kicked the pit because he failed during the trials. He was disgusted.

Question 4.
Who offered Owens a firm handshake? Was he friendly or hostile?
Answer:
Luz Long, a German long jumper offered him a firm handshake. He was friendly.

Question 5.
Why did Long speak to Owens during the trials? Did he mean to make friends with Owens or to find out what was troubling him?
Answer:
Long spoke to Owens during the trials to help him. He wanted to find out what was troubling Owens.

Question 6.
“he really looked the part” – What does this mean? Does it mean Long was trying to play the part of an Aryan or he looked as if he belonged to a superior race?
Answer:
‘He really looked the part’ means Luz Long was trying to play the part of an Aryan.

Question 7.
How did Luz Long help Jesse Owens in qualifying for the final jumps?
Answer:
Luz Long helped Jesse Owens in qualifying for the final jumps by advising him to draw a line a few inches at the back of the take-off board and focussing on his start from there.

Question 8.
“Tomorrow is what counts.” – What did Long mean by this? Does he mean that Owens would win the next day or that their performance the next day would matter much?
Answer:
Long means that Owens would win the next day.

Question 9.
Did Owens qualify for the final jump? How did he do that?
Answer:
Thanks to Long’s friendly advice, Owens qualified for the final jump. Brimming with confidence, he drew a line a full foot behind the board and advanced to jump from there and qualified for the final jump.

UNIT – III

Gist:
A real friendship sprang up between Jesse Owens and Luz Long when the former went to the latter’s room and dwelt on varied topics for two hours. The moment they had been waiting for had arrived at last. Luz smashed his own past record and encouraged Owens to give his best performance. Jesse Owens won the event, setting the Olympic record of 26 feet 5 4 inches. Luz congratulated him and shook his hand warmly in spite of Hitler’s angry look at them. Owens felt genuine friendship for Luz at that moment. The most fabulous Olympic prize for him was the friendship he formed with. Long, but not the gold medal he won in the long jump. In Owens’ view, Long epitomized the philosophy of Pierre de Coubertin, the founder of modem Olympic Games – the essence of the Olympic Games lies not in winning but in participating. Good fight, but not conquest is the hallmark of life.
ସାରମର୍ମ :
ଯେତେବେଳେ ଓୟେସ୍ ଲୁଜ୍ ଲଙ୍ଗ୍‌ଙ୍କ କୋଠରିକୁ ଯାଇ ଦୁଇ ଘଣ୍ଟା ଧରି ବିଭିନ୍ନ ବିଷୟରେ ଆଲୋଚନା କଲେ, ସେତେବେଳେ ଦୁଇଜଣଙ୍କ ମଧ୍ୟରେ ପ୍ରକୃତ ବନ୍ଧୁତା ଗଢ଼ି ଉଠିଲା । ସେମାନଙ୍କର ଅପେକ୍ଷା କରିବାର ମୁହୂର୍ତ୍ତ ଆସିଗଲା । ଲୁଜ୍ ନିଜର ପୂର୍ବ ରେକର୍ଡ ଭାଙ୍ଗିଲେ ଏବଂ ଶ୍ରେଷ୍ଠତ୍ୱ ପ୍ରତିପାଦନ କରିବାକୁ ଓୟେସ୍‌ଙ୍କୁ ଉତ୍ସାହିତ କଲେ । ଓୟେସ୍ ପ୍ରତିଯୋଗିତାରେ ଜିତିଲେ ଏବଂ ୨୬ ଫୁଟ ୫୪ ଇଞ୍ଚ ଡେଇଁ ଅଲିମ୍ପିକ୍ ରେକର୍ଡ ସ୍ଥାପନ କଲେ । ଲୁଜ୍ ଲଙ୍ଗ୍ ହିଟ୍‌ଲର୍‌ଙ୍କ କ୍ରୋଧପୂର୍ଣ୍ଣ ଚାହାଣି ସତ୍ତ୍ଵେ ତାଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ଏବଂ ଖୁସିରେ କରମର୍ଦ୍ଦନ କଲେ । ସେହି ମୁହୂର୍ତ୍ତରେ ଓୟେନ୍ସ ଲୁଜ୍‌ଙ୍କ ପ୍ରତି ଅନାବିଳ ବନ୍ଧୁତ୍ଵଭାବ ଅନୁଭବ କଲେ । ଲମ୍ବଡ଼ିଆରେ ସ୍ଵର୍ଣ୍ଣପଦକ ଜିତିବା ଅପେକ୍ଷା ଲୁଜ୍‌ଙ୍କ ସହ ସ୍ଥାପିତ ସମ୍ପର୍କ ତାଙ୍କ ପାଇଁ ସର୍ବଶ୍ରେଷ୍ଠ ଅଲିମ୍ପିକ୍ ପୁରସ୍କାର ଥିଲା । ଆଧୁନିକ ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପ୍ରତିଷ୍ଠାତା ପେରୀ ଡି କୁବରଟିନ୍‌ଙ୍କ ଦର୍ଶନ ଯାହାକି ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ମହତ୍ତ୍ବ ବିଜୟୀ ହେବାରେ ନୁହେଁ ଅଂଶଗ୍ରହଣ କରିବାରେ ରହିଛି, ଲଙ୍ଗ ତାହାର ଜ୍ଵଳନ୍ତ ଉଦାହରଣ ଥିଲେ । ଜୀବନର ମହତ୍ତ୍ବ ବିଜୟପ୍ରାପ୍ତ କରିବା ନୁହେଁ ଉତ୍ତମରୂପେ ସଂଘର୍ଷ କରିବା ଉପରେ ପର୍ଯ୍ୟବସିତ ।

Glossary:
real : genuine (ବାସ୍ତବ)
beat : defeat (ହରେଇବା )
peak performance : best ever performance ( ସର୍ବୋତ୍କୃଷ୍ଟ କୃତିତ୍ଵ)
at the instant: at once (ସଙ୍ଗେ ସଙ୍ଗେ)
congratulating : ଅଭିନନ୍ଦନ
26 feet 5 1/4 inches: 8.6 metres (୮.୬ ମିଟର)
despite : in spite of (ସତ୍ତ୍ୱେ)
glared : looked with anger (କ୍ରୋଧରେ ଚାହିଁଲେ)
fake : false (କୃତ୍ରିମ)
24-carat friendship : genuine friendship (ପ୍ରକୃତ ବନ୍ଧୁତା)
epitome : (here) a typical representation of the ideal (ପ୍ରକୃଷ୍ଟ ଉଦାହରଣ )
taking part : participating (ଭାଗ ନେବା)
conquering : winning (ଜିତିବା)

Think about it:
Question 1.
When did Owens and Long realize that they had become friends?
Answer:
Owens and Long realized that they had become friends after the former went to the latter’s room and talked for two hours concerning track and field, themselves, the global scenario, and a dozen other topics.

Question 2.
Who was Coubertin? What was his ideal?
Answer:
Coubertin was the founder of the modem Olympic Games. His idea was that in life not winning but fighting in the right spirit was very important.

Question 3.
Why has Luz Long been called a fine example of Coubertin’s ideal?
Answer:
Luz Long has been called a fine example of Coubertin’s ideal because the former took a leaf out of the latter’s book, ‘The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well.”

Question 4.
What do you think was the greatest Olympic Prize for Jesse Owens – the gold medal he won in the long jump, or the friendship he formed with Luz Long?
Answer:
I think the greatest Olympic Prize for Jesse Owens was the friendship he formed with Luz Long.

Post-Reading Activities:
Doing with words :
(a) ‘Childish’ is an adjective. We can make it an adverb by adding ‘ly’ – ‘childishly’. Now add ‘ly’ to make the following adjectives adverbs: easy, real, bitter, disgusted, clear, physical, friend, final, certain, sudden
Answer:
easy – easily
real – really
bitter – bitterly
disgusted – disgustedly
clear – clearly
physical – physically
friend – friendly
final – finally
certain – certainly
sudden – suddenly

(b) Replace the italicized words in each of the following sentences with idiomatic expressions given in brackets :
(an all-time high, hands down, under wraps, hot under the collar, look the part)
(i) The plan was carefully kept secret.
(ii) Tendulkar’s double century is the highest-ever individual score in a one-day cricket match.
(iii) You’d never guess he was a security guard; he doesn’t appear to be suited to the job.
(iv) Delhi daredevils won the IPL cup very easily.
(v) The policeman was very angry because the criminal escaped.
Answer:
(i) The plan was carefully kept under wraps.
(ii) Tendulkar’s double century is an all-time high individual score in a one-day cricket match
(iii) You’d never guess he was a security guard; he doesn’t look the part.
(iv) Delhi daredevils won the IPL cup hands down.
(v) The policeman was hot under the collar because the criminal escaped.

(c) Make sentences of your own using the following expressions :
(i) Make a fool of oneself
(ii) have one’s eye on
(iii) (to be) in for a surprise
(iv) ebb out
(v) no exception
Answer:
(i) Make a fool of oneself – He made a fool of himself by turning up drunk to a TV chat show.
(ii) have one’s eye on – I have got my eye on a new DVD player.
(iii) (to be) in for a surprise – The players could be in for a surprise if they expect an easy victory.
(iv) ebb out – Enthusiasm for reform ebbed out.
(v) no exception – Climbers are brave people, and Sharat is no exception.

CHSE Odisha Class 12 English My Greatest Olympic Prize Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
Who is the writer of “My Greatest Olympic Prize”?
(A) Jessie Owens
(B) Luz Long
(C) Adolf Hitler
(D) Churchill
Answer:
(A) Jessie Owens

Question 2.
Jessie Owens belongs to which country?
(A) America
(B) England
(C) Germany
(D) Italy
Answer:
(A) America

Question 3.
Why had Jessie Owens come to Germany?
(A) to play football
(B) to play cricket
(C) to participate in the Commonwealth Games
(D) to participate in the Olympic event
Answer:
(D) to participate in the Olympic event

Question 4.
In which year this Olympic event was organized?
(A) 1935
(B) 1937
(C) 1936
(D) 1938
Answer:
(C) 1936

Question 5.
In which season this Olympic event was organized?
(A) Winter
(B) Summer
(C) Spring
(D) Rainy
Answer:
(B) Summer

Question 6.
What did Adolf Hitler childishly insist?
(A) His performers were members of a ‘master race’
(B) His performers were members of Nordic races
(C) His performers were members of Aryan races
(D) All the above
Answer:
(D) All the above

Question 7.
Why was not Jessie Owens worried about Hitler’s attitude?
(A) because he had known him
(B) because he had not full confidence in himself
(C) He had trained himself for six years
(D) None of the above
Answer:
(C) He had trained himself for six years

Question 8.
What was he thinking when he was coming over the boat?
(A) to fight well
(B) was confused about what to do
(C) to take the gold medal
(D) to play whatever may be
Answer:
(C) to take the gold medal

Question 9.
On which event had he decided to participate?
(A) high jump
(B) running
(C) long jump
(D) swimming
Answer:
(C) long jump

Question 10.
What was the record he had created a year before as a university student?
(A) by jumping 26 feet 8 1/4 inches
(B) by jumping 26 feet 7 1/4 inches
(C) by jumping 26 feet 8 1/2 inches
(D) by jumping 26 feet 8 1/3 inches
Answer:
(A) by jumping 26 feet 8 1/4 inches

Question 11.
Why was he surprised when the time came for the long jump trials?
(A) he saw Hitler there inspiring his performers
(B) he saw a tall boy hitting the pit at almost 26 feet on his practice leaps
(C) he saw a tall boy hitting the pit at almost 25 feet
(D) he saw how Hitler was encouraging them to win the gold medal
Answer:
(B) he saw a tall boy hitting the pit at almost 26 feet on his practice leaps

Question 12.
What was the name of Jessie Owen’s rival?
(A) Hitler
(B) Churchill
(C) Luz Long
(D) None of the above
Answer:
(C) Luz Long

Question 13.
Why had Hitler kept him under secret?
(A) Hoping Luz Long would not be known to others.
(B) Hoping Luz Long should not talk to others.
(C) Hoping Luz Long would win the jump.
(D) All the above
Answer:
(C) Hoping Luz Long would win the jump.

Question 14.
Why did Jessie Owens think if Long won, it would add some new support to the Nazis’ Aryan Superiority Theory?
(A) because Hitler was a great leader
(B) because Hitler had organized the Olympic event in Berlin
(C) because Hitler had told his performers were members of a ‘master race’
(D) All the above
Answer:
(C) because Hitler had told his performers were members of a ‘master race’

Question 15.
What did Jessie Owens determine?
(A) to respect Hitler’s thoughts
(B) became nervous to know Hitler’s attitude
(C) promised to show the leader and his master race who was superior and who wasn’t
(D) None of the above
Answer:
(C) promised to show the leader and his master race who was superior and who wasn’t

Question 16.
What does an angry athlete do?
(A) An angry athlete easily wins the match
(B) An angry athlete becomes a looser
(C) An angry athlete makes mistakes
(D) All the above
Answer:
(C) An angry athlete makes mistakes

Question 17.
Why was Jessie Owens disqualified in his first two trials?
(A) He was nervous.
(B) He was afraid of Hitler.
(C) He jumped from several inches beyond the take-off board for a no-jump.
(D) He could not understand the rule.
Answer:
(C) He jumped from several inches beyond the take-off board for a no-jump.

Question 18.
Jessie Owens could not clear two of the three long jump trials because he
(A) was nervous
(B) was over-confident
(C) was angry over the ‘master race’ theory of Hitler
(D) feared that Luz Long might defeat him
Answer:
(C) was angry over the ‘master race’ theory of Hitler

Question 19.
The important thing in Olympics is
(A) taking part
(B) playing tricks
(C) giving trials
(D) All the above
Answer:
(A) taking part

Question 20.
The essential thing in life is
(A) conquering
(B) earning money
(C) fighting well
(D) winning prize
Answer:
(C) fighting well

Question 21.
Who is referred as Der Fuhrer?
(A) Luz Long
(B) Jessie Owens
(C) Hitler
(D) None of the above
Answer:
(C) Hitler

Question 22.
Jessie Owens was
(A) an American Negro
(B) an Australian
(C) a German
(D) a swimmer
Answer:
(A) an American Negro

Question 23.
The motto of the Olympics is
(A) Slow and steady wins the race
(B) Participation is more important than winning
(C) Faster, Higher, Stronger
(D) Winning is more important than participation
Answer:
(B) Participation is more important than winning

Question 24.
Luz Long, the German athlete had
(A) a dull face
(B) a strikingly handsome, chiseled face
(C) a tanned face
(D) a dusky complexion
Answer:
(B) a strikingly handsome, chiseled face

Question 25.
Luz Long suggested Owens to
(A) draw a line a few inches in the back of the board and then take off
(B) run fast
(C) not to participate in the finals
(D) foul in the last attempt
Answer:
(A) draw a line a few inches in the back of the board and then take off

Question 26.
Jessie Owens considers his friendship with Luz Long as a
(A) 18-carat friendship
(B) 22-carat friendship
(C) 24-carat friendship
(D) 25-carat friendship
Answer:
(C) 24-carat friendship

Question 27.
The founder the Modem Olympic Games is
(A) Bill Gates
(B) MalalaYousafzae
(C) Pierre de Coubertin
(D) Mahatma Gandhi
Answer:
(C) Pierre de Coubertin

Question 28.
Luz Long was schooled in
(A) an International English medium school
(B) Nazi Youth Movement
(C) an urban school in Germany
(D) none of the above
Answer:
(B) Nazi Youth Movement

Question 29.
The two friends talked for two hours on
(A) the political situation of Germany
(B) about Hitler’s behavior
(C) about track and field, the world situation, and a dozen other things
(D) all the above
Answer:
(C) about track and field, the world situation, and a dozen other things

Question 30.
What helped Owens qualifying for the finals?
(A) Long’s true and comforting words
(B) His anger for Hitler
(C) His determination
(D) Long qualifying for the finals easily
Answer:
(A) Long’s true and comforting words

Question 31.
Where did Owens walk over to that night?
(A) To the Olympic ground
(B) To the Olympic village
(C) Luz Long’s room
(D) To his coach’s quarters
Answer:
(C) Luz Long’s room

Question 32.
How long did Owens and Long talk?
(A) For an hour
(B) For two hours
(C) For few hours
(D) Till morning
Answer:
(B) For two hours

Question 33.
Owens and Luz Long didn’t talk about _____________.
(A) track and fields
(B) themselves
(C) the world situation
(D) other athletes
Answer:
(D) other athletes

Question 34.
What did Owens know Luz wanted him to do?
(A) Give his best
(B) Let him win
(C) Try to beat him
(D) Participate in the games
Answer:
(A) Give his best

Question 35.
Luz long wanted Owens to give his best, even if that meant _____________.
(A) Owen’s win
(B) Proving the Aryan supremacy theory wrong
(C) Owen’s defeat
(D) Hitler getting angry
Answer:
(A) Owen’s win

Question 36.
Who broke his own past record?
(A) Luz Long
(B) Jesse Owens
(C) Both Long and Owens
(D) None of them
Answer:
(A) Luz Long

Question 37.
Luz Long breaking his own past record pushed Owens on to _____________.
(A) difficult situation
(B) peak performance
(C) annoying situation
(D) breaking his own record
Answer:
(B) peak performance

Question 38.
What was the Olympic record set by Owens?
(A) 26 feet 8 1/4 inches
(B) 28 feet 61/4 inches
(C) 26 feet 5 1/4 inches
(D) 28 feet 8 1/4 inches
Answer:
(C) 26 feet 5 1/4 inches

Question 39.
How far were the stands where Hitler was glaring at the two athletes?
(A) Less than a hundred yards
(B) A hundred meters
(C) Less than a hundred meters
(D) A hundred inches
Answer:
(A) Less than a hundred yards

Question 40.
Who was/were by the narrator’s side congratulating him for the win?
(A) Jesse Owens
(B) Adolf Hitler
(C) Luz Long
(D) Other American athletes
Answer:
(C) Luz Long

Question 41.
What was the greatest Olympic prize for Jesse Owens?
(A) Setting the Olympic record
(B) Proving Hitler wrong
(C) Beating Hitler’s best athlete
(D) The friendship of Luz Long
Answer:
(D) The friendship of Luz Long

Question 42.
Who is the father of the modem Olympic games?
(A) Jesse Owens
(B) Pierre de Coubertin
(C) Luz Long
(D) Adolf Hitler
Answer:
(B) Pierre de Coubertin

Question 43.
What according to Coubertin is the most important thing in the Olympic Games?
(A) Winning
(B) Participating
(C) Making friends
(D) Setting world records
Answer:
(B) Participating

Question 44.
Coubertin said that the most important thing in life is not conquering but _____________.
(A) participating
(B) playing with a friendly spirit
(C) helping each other in need
(D) fighting well
Answer:
(D) fighting well

Question 45.
Who was/were the epitome of Coubertin’s ideal?
(A) Jesse Owens
(B) Luz Long
(C) The Olympic participants
(D) German athletes
Answer:
(B) Luz Long

Question 46.
Which of the following is not an adverb?
(A) Easily
(B) Bitterly
(C) Physically
(D) Silly
Answer:
(D) Silly

Question 47.
He had kept his plans _____________.
(A) hands down
(B) hot under collars
(C) under secret
(D) under wraps
Answer:
(D) under wraps

Question 48.
Tendulkar’s double century is the _____________ individual score in a one-day cricket match.
(A) all-time highest
(B) all-time high
(C) all-time best
(D) all-time record
Answer:
(B) all-time high

Question 49.
You’d not believe he was a security guard, he doesn’t _____________.
(A) appear like that
(B) seem like that
(C) look that part
(D) look the part
Answer:
(D) look the part

Question 50.
He was expected to win the match very easily. (Replace the itallic portion with a suitable idiomatic expression).
(A) under hands
(B) hands down
(C) hands up
(D) under wraps
Answer:
(B) hands down

Question 51.
He has always been very angry with the ways of his neighbor. [Replace the bold word with a suitable idiomatic expression]
(A) on guards
(B) hot-headed
(C) red under the hands
(D) hot under the collar
Answer:
(D) hot under the collar

Question 52.
Which of the following means “to behave in a very silly way”?
(A) Have one’s eyes on
(B) To be in for a surprise
(C) Hot under the collar
(D) Make a fool of oneself
Answer:
(D) Make a fool of oneself

Question 53.
Owens’ had his _____________the long jump.
(A) hands down
(B) eyes on
(C) wraps under
(D) eyes at
Answer:
(B) eyes on

Question 54.
He doesn’t know that he is _____________when he reaches home.
(A) making fool of himself
(B) no exception
(C) little hot under the collar
(D) in for a surprise
Answer:
(D) in for a surprise

Question 55.
All his tension seemed to _____________.
(A) get out
(B) take out
(C) go out
(D) ebb out
Answer:
(A) get out

II. Short Type Questions with Answers:

Question 1.
Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin?
Answer:
Nationalistic feelings were running high during the 1936 Summer Olympics in Berlin because of Hitler’s Nazi theory that Germans were superior to all other races.

Question 2.
How did Luz Long push the narrator on to setting the Olympic record?
Answer:
Luz Long went out to the field the next day trying to beat Owens if he could. But Owens knew that Luz Long wanted him to do his best even if that meant his winning. As it turned out, Luz broke his own past record. In doing so he pushed the narrator on to setting the Olympic record, the peak of performance.

Question 3.
Why did everyone expect Owens to win the long jump easily?
Answer:
Everyone expected Owens to win the long jump easily, because, a year before the advent of the Berlin Olympic Games, he, as a university student, had established the world record of 26 feet 8\ inches (8.13 meters).

Question 4.
What was the surprise that awaited Jesse Owens in Berlin?
Answer:
The surprise that awaited Jesse Owens was a tall German boy, Luz Long’s amazing performance of hitting the pit at almost 26 feet on his practice jumps.

Question 5.
What made Owens determined to beat Luz Long?
Answer:
The fact that made Owens determined to beat Luz Long was that he was a Negro and against this backdrop, he would disprove Hitler’s Aryan superiority theory.

Question 6.
What does a coach say about an angry athlete?
Answer:
A coach says that an angry athlete will commit mistakes. In other words, he says that anger is an athlete’s worst enemy.

Question 7.
What were the results of the first two qualifying jumps for Owens?
Answer:
The results of the first two qualifying jumps for Owens were miserable. He jumped from several inches outside the take-off board for a no-jump.

Question 8.
How did Luz Long help Jesse Owens in qualifying for the final jumps?
Answer:
Luz Long helped Jesse Owens in qualifying for the final jumps by advising him to draw a line a few inches at the back of the take-off board and focussing on his start from there.

Question 9.
Did Owens qualify for the final jump? How did he do that?
Answer:
Thanks to Long’s friendly advice, Owens qualified for the final jump. Brimming with confidence, he drew a line a full foot behind the board and advanced to jump from there and qualified for the final jump.

Question 10.
When did Owens and Long realize that they had become friends?
Answer:
Owens and Long realized that they had become friends after the former went to the latter’s room and talked for two hours concerning track and field, themselves, the global scenario, and a dozen other topics.

Question 11.
What did they discuss in Luz Long’s room in the Olympic village?
Answer:
They discussed in Luz Long’s room in the Olympic village for two hours about track and field, themselves, the world situation, and a dozen of other things.

Question 12.
When did Owens and Long realize that they had become friends?
Answer:
After discussing a lot of things like the track, and field, the world situation, etc. in Luz Long’s room in the Olympic village, Owens finally got up to leave, and they both knew that a real friendship had been formed.

Question 13.
Who was Coubertin? What was his ideal?
Answer:
Coubertin was the founder of the Modem Olympic Games. His ideal was ‘The important thing in the Olympic Games is not winning but taking part.

Question 14.
Why has Luz Long been called a fine example of Coubertin’s ideal?
Answer:
Luz Long has been called a fine example of Coubertin’s ideal because he proved this by supporting Owens who is his immediate rival in the games when he was disturbed. He was a real hero.

Question 15.
Throw light on Hitler’s theory of the ‘master race’.
Answer:
Hilter’s theory of ‘master race’ states that the Germans belonged to the Aryan race that cut other peoples to size. There was a tinge of arrogance about his tone.

Question 16.
“I wasn’t too worried about all this.” What did ‘this’ signify here?
Answer:
‘This’ signified the fact that Owens was not bothered about Hitler’s slogan of Aryan superiority which gave rise to unprecedented nationalistic feelings.

Introducing the Author:
James Cleveland “Jesse” Owens (1913-1980), an American track and field athlete, is an icon in the world of sports. In 1936, Owens arrived in Berlin to compete for the United States in the Summer Olympics. Adolf Hitler was using the games to show the world a resurgent Nazi Germany. He and other government officials had high hopes that German athletes would dominate the games with victories (the German athletes achieved a “top of the table” medal haul). Meanwhile, Nazi propaganda promoted concepts of “Aryan racial Superiority” and depicted ethnic Africans as inferior.

Owens’ surprised many by winning four- gold medals: On August 3, 1936, he won the 100 m sprint, defeating Ralph Metcalfe; on August 4, the long jump (later crediting friendly and helpful advice from Luz Long, the German competitor he ultimately defeated), on August 5, the 200 m sprint; and after he was added to the 4 x 100 m relay team, following a request by the Germans to replace a Jewish-American sprinter, he won his fourth on August 9, a performance not equaled until Carl Lewis, won gold medals in the same events at the 1984 Summer Olympics. These four gold, medals made Jesse Owens globally famous. In 1955, President Dwight D. Eisenhower honored Owens by naming him ‘an Ambassador of sports’.

About the Topic:
In this essay, Jesse Owens gives vent to his experiences of the 1936 Summer Olympics held in Berlin. Nationalistic feelings were running high in Germany. However, Owens was not worried at all. He was endowed with an unflinching faith in his abilities. Owens set a world record in the long jump defeating the famous German Athlete Luz Long. This essay also deals with Owens’ lasting friendship with him and the spirit of the Olympic Games.

Summary:
The writer takes us back to the summer of 1936 when the Olympic Games took place in Berlin. Adolf Hitler’s slogan of ‘Aryan racial superiority’ sparked intense patriotic feelings. However, Owens was unmoved. He had shed blood, sweat, and tears for the last six years for this moment. He was keen on winning the gold medal, especially in the long jump. Everyone expected him to come out successful in that final event quite easily. A great surprise was in store for Owens.

He noticed a tall German boy named Luz Long perform an amazing performance on his practice leaps. He learned from people that Hitler had kept him secret. The Nazi leader hoped Luz Long to win the jump. Owens was a Negro. Hitler’s theory that Germans were superior to Negroes filled him with anger. Owens was determined to cut Hitler’s vanity to size. Anger had an adverse effect on Owens. The first two of his three qualifying jumps were a dismal failure. His setback in the trial disgusted him. Bitterness gripped him.

To – his stunned disbelief, Luz Long came to Owens and talked to him in a cordial manner. He understood that the American athlete was angry. He frankly said that he did not believe in Aryan supremacy. Luz Long had a lean, muscular frame, clear blue eyes, fair hair, and an impressively handsome face. He saw that Owens’ anger had abated. Lung advised him to draw a line a few inches at the back of the board and focus on his start from there. His advice worked wonders. Owens qualified for the final jump.

That night Owens met Luz Long in his room in the Olympic village to thank him for his timely advice. Their two-hour talk embraced so many things. They were bound by a genuine friendship. The moment everyone had waited for came at last. Luz surpassed his own record. His spectacular feat compelled Owens to give his best performance. And he set the world record of 26 feet 5 inches in his final jump. Despite Hitler’s angry look at them, Luz congratulated Owens and warmly shook his hand with a sweet smile.

‘Owens’ feeling for Luz was indefinable at that moment. In short, the greatest Olympic v prize for Jesse Owens was not the gold medal he won in the long jump, but the friendship > he established with Luz Long. Owens states that Luz Long was a perfect example of an athlete as epitomized by the philosophy of Pierre de Coubertin, founder of the modern Olympic Games. To Coubertin, participation in the Olympics Games is more important than victory. Besides, the essence of life lies not in conquering but in fighting in the right spirit.

ସାରାଂଶ:
ଲେଖକ ଆମ୍ଭମାନଙ୍କୁ ୧୯୩୬ ମସିହା ଗ୍ରୀଷ୍ମଋତୁରେ ବର୍ଲିନ୍‌ଠାରେ ଅନୁଷ୍ଠିତ ହୋଇଥ‌ିବା ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାର ପୃଷ୍ଠଭୂମିକୁ ନେଇ ଯାଇଛନ୍ତି । ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍‌ଙ୍କ ଆର୍ଯ୍ୟ-ଶ୍ରେଷ୍ଠତ୍ଵ ପ୍ରଚାରବାଣୀ ପ୍ରବଳ ଦେଶପ୍ରେମ ଭାବନା ସୃଷ୍ଟି କରିଥିଲା । ମାତ୍ର ଏହା ଓୟେସଙ୍କୁ ପ୍ରଭାବିତ କରିନଥିଲା । ଏହି ମୁହୂର୍ତ୍ତ ପାଇଁ ସେ ସ୍ବେଦ, ଅଶ୍ରୁ, ରକ୍ତକଣିକା ଦେଇ ବିଗତ ୬ ବର୍ଷ ଧରି ନିଜକୁ ପ୍ରସ୍ତୁତ କରିଥିଲେ । ବିଶେଷତଃ ଲମ୍ବଡ଼ିଆଁରେ ସ୍ବର୍ଣ୍ଣପଦକ ଜିଣିବାପାଇଁ ସେ ନିଶ୍ଚିତ ଥିଲେ । ସେ ଅନ୍ତିମ ପର୍ଯ୍ୟାୟରେ ସହଜରେ ସଫଳ ହେବେ ବୋଲି ସମସ୍ତେ ଆଶା କରିଥିଲେ । ଗୋଟିଏ ବିରାଟ ବିସ୍ମୟ ଓୟେସ୍‌ଙ୍କ ପାଇଁ ଅପେକ୍ଷା କରି ରହିଥିଲା । ଜଣେ ଡେଙ୍ଗା ଜର୍ମାନ୍ ବାଳକର ଅଭ୍ୟାସ ଡିଆଁରେ ବିସ୍ମୟକର କୃତିତ୍ଵ ସେ ଦେଖିବାକୁ ପାଇଲେ । ହିଟ୍‌ଲର୍ ତାଙ୍କୁ ଗୋପନୀୟଭାବେ ରଖିଥ‌ିବାର ସେ ଲୋକମାନଙ୍କଠାରୁ ଜାଣିବାକୁ ପାଇଲେ ।

ନାଜି ନେତାଜଣକ ଲୁଜ୍ ଲଙ୍ଗ ଲମ୍ବଡିଆରେ ପଦକ ଜିତିବେ ବୋଲି ଆଶା କରୁଥିଲେ । ଓୟେସ୍ ଜଣେ ନିଗ୍ରୋ ଥିଲେ । ‘ଜର୍ମାନ୍‌ମାନେ ନିଗ୍ରୋମାନଙ୍କଠାରୁ ଉତ୍କୃଷ୍ଟ’ – ହିଟଲର୍‌ଙ୍କର ଏହି ସିଦ୍ଧାନ୍ତ ତାଙ୍କ ମନରେ କ୍ରୋଧ ସୃଷ୍ଟି କରିଥିଲା । ସେ ହିଲର୍‌ଙ୍କର ବୃଥା ଗର୍ବକୁ ଖର୍ଚ କରିବାକୁ ନିଶ୍ଚୟ କଲେ । କ୍ରୋଧ ଓୟେସଙ୍କ ଉପରେ ପ୍ରତିକୂଳ ପ୍ରଭାବ ପକାଇଲା । ତାଙ୍କର ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟ ପ୍ରଥମ ତିନୋଟି ଡିଆଁ ମଧ୍ୟରୁ ପ୍ରଥମ ଦୁଇଟି ଦୟନୀୟ ଭାବେ ବିଫଳ ହେଲା । ଯୋଗ୍ୟତା ପର୍ଯ୍ୟାୟର ବିଫଳତା ତାଙ୍କୁ ଅସନ୍ତୁଷ୍ଟ କଲା । ତିକ୍ତତା ତାଙ୍କୁ ଜାବୁଡ଼ି ଧରିଲା । ତାଙ୍କ ପାଇଁ ଅବିଶ୍ଵାସ୍ୟ ମନେ ହେଉଥିଲେ ହେଁ ଲୁଜ ଲଙ୍ଗ ଓୟେସଙ୍କ ନିକଟକୁ ଆସି ଆନ୍ତରିକ ଭାବେ କଥାବାର୍ତ୍ତା କଲେ । ଆମେରିକାନ୍‌ କ୍ରୀଡ଼ାବିତ୍ ଜଣକ ରାଗି ଯାଇଛନ୍ତି ବୋଲି ସେ ବୁଝିପାରିଥିଲେ । ସେ ‘ଆର୍ଯ୍ୟ- ଶ୍ରେଷ୍ଠତ୍ୱ’ ସିଦ୍ଧାନ୍ତକୁ ବିଶ୍ଵାସ କରନ୍ତି ନାହିଁ ବୋଲି ସ୍ପଷ୍ଟଭାବେ ପ୍ରକାଶ କଲେ ।

ଲୁଜ୍ ଲଙ୍ଗଙ୍କର ପତଳା, ମାଂସପେଶୀ ବହୁଳ ଚେହେରା, ଉଜ୍ଜ୍ଵଳ ନୀଳ ଆଖୁ, ସୁନ୍ଦର କେଶ ଓ ଅନ୍ୟମାନଙ୍କୁ ପ୍ରଭାବିତ କରୁଥ‌ିବା ଭଳି କମନୀୟ ମୁଖମଣ୍ଡଳ ଥିଲା । ଓୟେସଙ୍କ କ୍ରୋଧ ପ୍ରଶମିତ ହେଉଥବାର ସେ ଦେଖ‌ିଲେ । ବୋର୍ଡର କିଛି ଇଞ୍ଚ୍ ପଛରେ ଏକ ଗାର ଟାଣି ସେଠାରେ ଧ୍ୟାନ କେନ୍ଦ୍ରୀଭୂତ କରି ଡେଇଁବାକୁ ଲୁଜ୍ ଲଙ୍ଗ୍ ତାଙ୍କୁ ଉପଦେଶ ଦେଲେ । ତାଙ୍କର ଉପଦେଶ ବିସ୍ମୟକରଭାବେ କାମ କଲା । ଶେଷ ଡିଆଁ ପାଇଁ ଓୟେ ଯୋଗ୍ୟ ବିବେଚିତ ହେଲେ । ସେହି ରାତିରେ ଓୟେନ୍ସ ଲୁଜ୍ ଲଙ୍ଗ୍ଙ୍କୁ ତାଙ୍କ ଅଲିମ୍ପିକ୍ ଗ୍ରାମସ୍ଥିତ ପ୍ରକୋଷ୍ଠରେ ସାକ୍ଷାତ୍ କରି ସମେୟାପଯୋଗୀ ଉପଦେଶ ନିମନ୍ତେ ଧନ୍ୟବାଦ ଜ୍ଞାପନ କଲେ । ସେମାନଙ୍କ ଦୁଇଘଣ୍ଟାର କଥୋପକଥନ ଅନେକ ବିଷୟ ଉପରେ ପର୍ଯ୍ୟବସିତ ଥିଲା । ସେମାନେ ମିତ୍ରତା ବନ୍ଧନରେ ଆବଦ୍ଧ ହୋଇଗଲେ । ସମସ୍ତଙ୍କ ଅପେକ୍ଷିତ ମୁହୂର୍ତ୍ତ ଶେଷରେ ଉପସ୍ଥିତ ହେଲା। ଲୁଜ୍ ତାଙ୍କ ପୂର୍ବ ରେକର୍ଡ ଭଙ୍ଗ କଲେ ।

ତାଙ୍କର ଦର୍ଶନୀୟ ଲମ୍ଫ ଓୟେସଙ୍କୁ ତାଙ୍କ ସର୍ବଶ୍ରେଷ୍ଠ କୃତିତ୍ୱ ପାଇଁ ବାଧ୍ୟ କଲା । ସେ ଶେଷ ଡିଆଁରେ ୨୬ ଫୁଟ୍ ୫% ଇଞ୍ଚ ଡେଇଁ ବିଶ୍ଵ ରେକର୍ଡ ପ୍ରତିଷ୍ଠା କଲେ । ହିଟ୍‌ଲର୍‌ଙ୍କ କ୍ରୋଧପୂର୍ଣ୍ଣ ଚାହାଣି ସତ୍ତ୍ବେ ଲୁଜ୍ ଲଙ୍ଗ ମିଠା ହସ ହସି ତାଙ୍କ କରମର୍ଦ୍ଦନ କଲେ । ସେହି ସମୟରେ ଲୁଜ୍‌ଙ୍କ ପ୍ରତି ତାଙ୍କ ମନର ଭାବନା ଅବର୍ଣ୍ଣନୀୟ ଥିଲା । ସଂକ୍ଷେପରେ କହିବାକୁ ଗଲେ, ଲମ୍ବଡିଆଁରେ ଜିତିଥିବା ସ୍ଵର୍ଣ୍ଣପଦକ ନୁହେଁ, ବରଂ ଲୁଜ୍ ଲଙ୍ଗଙ୍କ ସହ ସ୍ଥାପିତ ବନ୍ଧୁତ୍ବ ତାଙ୍କ ଶ୍ରେଷ୍ଠ ଅଲିମ୍ପିକ୍ ପୁରସ୍କାର ଥିଲା । ଓୟେନ୍ସ କହିଛନ୍ତି ଯେ ଆଧୁନିକ ଅଲିମ୍ପିକ କ୍ରୀଡ଼ାର ପ୍ରତିଷ୍ଠାତା ପେରୀ ଡି କୁବରଟିନ୍ ଚିନ୍ତାଧାରା ଅନୁସାରେ ଲୁଜ୍ ଲଙ୍ଗ ଜଣେ କ୍ରୀଡ଼ାବିତ୍‌ ପ୍ରକୃଷ୍ଟ ଉଦାହରଣ ଥିଲେ । କୁବରଟିନ୍‌ଙ୍କ ମତରେ, ଅଲିମ୍ପିକ୍ କ୍ରୀଡ଼ାରେ ବିଜୟୀ ହେବା ଅପେକ୍ଷା ଅଂଶଗ୍ରହ କରିବା ଅଧୂକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ଏତଦ୍‌ବ୍ୟତୀତ ଜୀବନର ମହତ୍ତ୍ଵ କେବଳ ବିଜୟପ୍ରାପ୍ତି ଉପରେ ନୁହେଁ, ବରଂ ଉତ୍ତମ ମନୋଭାବ ନେଇ ସଂଘର୍ଷ କରିବା ଉପରେ ପର୍ଯ୍ୟବସିତ ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 4 Television Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 4 Television Question Answers CHSE Odisha

Television Class 12 Questions and Answers

Think it out

Question 1.
What important thing does the poet say about children and television?
Answer:
The poet says that parents should not allow their children to glue to their TV set. Besides, they should not set this ‘idiotic box’ at all.

Question 2.
How do children spend their time with the television?
Answer:
Children spend their time with the television with their mouths wide open.

Question 3.
How do children behave while watching the TV?
Answer:
While watching the TV, children sit or lie leisurely and at that time they eat and spill snacks.

Question 4.
How does TV become a harmful addiction for children?
Answer:
TV becomes a harmful addiction for children when they watch it too much and become charmed by that fictional world.

Question 5.
Why do parents let their children watch TV?
Answer:
Parents let their children watch TV to refrain them from doing mischievous deeds such as ‘climbing out the window sill’. Besides, they don’t fight or kick or punch at all. As a result, parents themselves are free to cook the food and wash the dishes.

Question 6.
Do you think TV does the role of a babysitter? Justify?
Answer:
Yes, I think TV plays the role of a baby sitter. Television takes care of the children and gives them pleasure. Here the idiotic box acts on behalf of their parents.

Question 7.
What are the undesirable consequences of watching the television?
Answer:
The undesirable consequences of watching the television are manifold. For this a child ceases to think, wonder and imagine, and becomes dull. He is deprived of understanding a pleasant, imaginary situation and of world of wonder and magic. His creative power suffers a great jolt.

Question 8.
Why does the poet use all capital letters to end his poem?
Answer:
The poet uses all capital letters to end his poem with a view to sending a message to parents and children. The latter should cultivate the habit of reading instead of being adversely affected by watching TV constantly.

Question 9.
What comparison does he make to prove his point?
Answer:
To prove his point, he brings out a comparison between a child’s brain and cheese; the former becomes as soft as the latter.

Question 10.
“HE CANNOT THINK – HE ONLY SEES !” – What does “he” refer to?
Answer:
‘He’ refers to a child.

CHSE Odisha Class 12 English Television Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
Repetition of ‘Never’ brings out the poet’s ____________?
(A) blatant dislike of TV for the children
(B) advise to parents to be considerate towards their children’s act of watching the television
(C) appeal to ban TV for children
(D) none of these
Answer:
(A) blatant dislike of TV for the children

Question 2.
‘Them near your television set.’ Here ‘them’ refers?
(A) parents
(B) children
(C) both parents and children
(D) the readers
Answer:
(B) children

Question 3.
‘The idiotic thing refers to ___________?
(A) foolish person
(B) lunatics
(C) an useless object
(D) none of these
Answer:
(D) none of these

Question 4.
The expression gaping at the screen’ implies _____________?
(A) parents’ inclination towards watching TV
(B) opening one’s mouth
(C) the children’s obsession with TV
(D) the poet’s disenchantment with it
Answer:
(C) the children’s obsession with TV

Question 5.
With all that shocking ghastly junk. The underlined expression means __________?
(A) dirt
(B) terrible unsubstantial thing
(C) deadly thing
(D) none of these
Answer:
(B) terrible unsubstantial thing

Question 6.
Oh yes. we know it keeps them still. Does the underlined expression mean __________?
(A) parents should be careful
(B) children need to be silent for the interest for their parents
(C) the poet wants silence
(D) all of these
Answer:
(B) children need to be silent for the interest of their parents

Question 7.
Does this do to your beloved tot? Here ‘your’ refers to ___________?
(A) the poet’s
(B) the children’s
(C) parent’s
(D) none of these
Answer:
(C) parent’s

Question 8.
Does TV rob of the children of their ___________?
(A) study
(B) enjoyment of life
(C) fancies
(D) imaginative power
Answer:
(D) imaginative power

Question 9.
IT CLOGS AND CLUTTERS UP THE MIND!’ The poet uses only capital letters to bring home ___________?
(A) uses of TV
(B) insight into the children’s minds
(C) the devastating impact of TV on children
(D) his cold attitude toward TV
Answer:
(C) the devastating impact of TV on children

Question 10.
The poet fervently wants children to ____________?
(A) watch TV at the time
(B) read literature
(C) create a fairy world
(D) play
Answer:
(B) read literature

II. Short Type Questions with Answers

Question 1.
What has the poet watched in every house?
Answer:
The poet has watched the children spending their time looking at the pictures -on the TV screen which has become a common feature nowadays.

Question 2.
How do children act while watching TV?
Answer:
While watching TV. children sit or lie around the TV set in a lazy position eating and spilling snacks forgetting about their own selves.

Question 3.
What is the most important thing we have learned?
Answer:
The important thing that the poet says about children and television is that we should by no means let them sit and stare at the television set.

Question 4.
What is a still better option?
Answer:
The poet says that it would be still better not to install the idiot box at our home that destroys a child’s creativity.

Question 5.
What does the poet say about what is shown on TV?
Answer:
The poet says that TV becomes a harmful addiction for children because they are completely hypnotized by it and are absolutely drunk with all the shockingly rubbish things on it.

Question 6.
Account for the last 6 lines written in capital letters?
Answer:
The last 6 lines written in capital letters highlight the devastating impact of the television set on children.

Question 7.
What light does the poet throw on parents?
Answer:
The poet bluntly states that the parents have neither thought nor wondered what actually awaits their TV-drunk children. (Repetition of ‘s’ (‘sit’, ‘stare’, ‘stare’, ‘sit’)

Question 8.
What happens to a child’s imagination because of its obsession with TV?
Answer:
As a result of their obsession with TV, the children’s imaginative power suffers a terrible death. In other words, all they do is watch and believe what others say on TV.

Introducing the Poet
Roald Dahl (1916-1990) has been referred to as one of the greatest storytellers for children of the 20th century. In 2008 The Times placed Dahl 16th on the list of “The Greatest British writers since 1945”. His short stories are known for their unexpected endings, and his children’s books for their unsentimental, often very dark honor. Dahl also had a successful parallel career as the writer of macabre adult stories. For a brief period in the 1760s, Dahl wrote screenplays. In his poetry, Dahl gives humorous re-interpretation of well-known nursery and fairy tales, providing surprise endings in place of the traditional happily ever after. His collection of poems Revolting Rhymes is recorded in audiobook form and narrated by actor Alan Cumming. He blended both human and truth into his poetry.

About the Poem
‘Television’, as the title implies, deals with the dangers of watching television and the problems of television addicts. This is a poem with a great flow and rhyme scheme. It is fun to read and captivating to children. The poem has a very clear message to parents and children.

Summary
At the outset, the poet sends a sort of wake-up call to the parents. They should refrain their children from sitting near their television set. Besides, they should not set up the ‘idiotic thing’ at all. Those children are always glued to the television has now become a common sight. Children watch them with their mouths wide open. Sitting leisurely and eating and spilling snacks, they look at it for a long time until their eyes wilt under pressure. They don’t take their eyes off the set until they are charmed by its spell. They watch it with fascination. Their eyes are fixed on those horrible things of little value. Then the poet throws light on the parents. They allow their children to watch the television to prevent them from doing mischief. Besides, they cook their food and wash their dishes freely. The poem comes to an end with a reference to the dangerous consequences children face as a result of watching TV constantly. They cease to think, wonder and imagine. Their imaginative power dies a premature death. It chokes a child’s mind. It fills his mind with too many things. A child becomes dull and blind to the world of magic and wonder. He is robbed of understanding ‘a fantasy’. TV leads to a child’s brain-wash. The poet gives vent to his concern stating that TV puts an end to his thinking power.

ସାରାଂଶ:
କବିତାର ଆରମ୍ଭରେ କବି ପିତାମାତାଙ୍କୁ ଏକପ୍ରକାର ସତର୍କବାଣୀ ଶୁଣାଇଛନ୍ତି । ଦୂରଦର୍ଶନ ପାଖରେ ବସିବାରୁ ସେମାନେ ସେମାନଙ୍କର ପିଲାମାନଙ୍କୁ ନିବୃତ୍ତ କରିବା ଉଚିତ । ଏତଦ୍‌ବ୍ୟତୀତ ସେମାନେ ଏହି ନିର୍ବୋଧ ବସ୍ତୁ (ଟେଲିଭିଜନ)କୁ ଘରେ ଆଦୌ ନ ରଖିବା ଉଚିତ । ପିଲାମାନେ ସର୍ବଦା ଦୂରଦର୍ଶନ ଉପରେ ଧ୍ୟାନ କେନ୍ଦ୍ରୀଭୂତ କରି ବସି ରହିବା ଏବେ ଏକ ସାଧାରଣ ଦୃଶ୍ୟ ପାଲଟି ଯାଇଛି । ପିଲାମାନେ ପାଟି ମେଲା କରି ଦୂରଦର୍ଶନକୁ ଚାହିଁ ରହନ୍ତି । ଆରାମରେ ବସିରହି କିଛି ଖାଇବା ଜିନିଷ ପାଟିରେ ପକାଇ ଦେଇ ଆଖିରୁ ପାଣି ନଗଡ଼ିଲା ପର୍ଯ୍ୟନ୍ତ ସେମାନେ ଦୂରଦର୍ଶନକୁ ଚାହିଁ ରହିଥା’ନ୍ତି । ଏହାର ଯାଦୁରେ ଆକର୍ଷିତ ନହେଲା ଯାଏ ସେମାନେ ଆଖୁ ହଟାନ୍ତି ନାହିଁ । ସେମାନଙ୍କ ଆଖ୍ ସେହିସବୁ ବାଜେ ଚିତ୍ର ଉପରେ ଲାଖ୍ ରହିଥାଏ ଯାହା ଏକାନ୍ତ ମୂଲ୍ୟହୀନ । ଏହାପରେ କବି ପିତାମାତାଙ୍କ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ପିଲାମାନଙ୍କୁ ଦୁଷ୍ଟାମିରୁ ନିବୃତ୍ତ କରିବାପାଇଁ ସେମାନେ ସେମାନଙ୍କ ପିଲାମାନଙ୍କୁ ଦୂରଦର୍ଶନ ଦେଖିବାକୁ ଅନୁମତି ଦେଇଥା’ନ୍ତି । ଏହାଦ୍ଵାରା ସେମାନେ ମୁକ୍ତ ଭାବରେ ସେମାନଙ୍କର ଖାଦ୍ୟ ପ୍ରସ୍ତୁତ କରିପାରନ୍ତି ଏବଂ ବାସନ ସଫା କରିପାରନ୍ତି । ସବୁବେଳେ ଦୂରଦର୍ଶନ ଦେଖୁବାଦ୍ଵାରା ପିଲାମାନେ ଯେଉଁସବୁ ଭୟଙ୍କର କୁପରିଣାମ ଭୋଗ କରନ୍ତି ତାହା ଉପରେ ମନ୍ତବ୍ୟ ଦେଇ କବିତାଟି ଶେଷ ହୋଇଛି । ଲଗାତର ଟେଲିଭିଜନ ଦେଖିବାଦ୍ଵାରା ସେମାନେ କିଛି ଭାବି ପାରନ୍ତିନି, ସେମାନେ ଆଶ୍ଚର୍ଯ୍ୟ ହୁଅନ୍ତି ନାହିଁ କିମ୍ବା କଳ୍ପନା କରିପାରନ୍ତି ନାହିଁ । ସେମାନଙ୍କର କଳ୍ପନାଶକ୍ତି ଅସମୟରେ ମରିଯାଏ । ଏହା ପିଲାର ମନକୁ ରୋଧ କରିଦିଏ । ଏହା ପିଲାର ମୁଣ୍ଡରେ ଅନେକ ଜିନିଷ ଭର୍ତ୍ତି କରିଦିଏ । ସେ ମାନ୍ଦା ହୋଇଯାଏ ଏବଂ କୁହୁକମୟ ଓ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ସଂସାରକୁ ଉପଭୋଗ କରିପାରେ ନାହିଁ । ଆନନ୍ଦକର କଳ୍ପନାକୁ ସେ ବୁଝିପାରେ ନାହିଁ । ଦୂରଦର୍ଶନ ପିଲାର ସୃଜନଶୀଳତାକୁ ନଷ୍ଟ କରିଦିଏ । ଟେଲିଭିଜନ ପିଲାର ଚିନ୍ତନଶକ୍ତି ନଷ୍ଟ କରିଦିଏ ବୋଲି ଦୃଢ଼ନିଶ୍ଚୟ ହୋଇ କବି ଗଭୀର ଉଦ୍‌ବେଗ ପ୍ରକାଶ କରିଛନ୍ତି ।

Detailed Summaries and Glossary

Stanza – 1
The most …………………………………………………………………… the floor.
The poet is averse to the idea of young children watching television. In his view, TV is an ‘idiotic thing’. They watch the screen with their mouths wide open. While lying leisurely and eating snacks they look at it for a long time until their eyes feel pressure.

ସାରମର୍ମ :
ଛୋଟ ପିଲାମାନଙ୍କର ଦୂରଦର୍ଶନ ଦେଖୁ କଥାକୁ କବି ପସନ୍ଦ କରିନାହାନ୍ତି । ତାଙ୍କ ମତରେ ଏହା ଏକ ବସ୍ତୁ । ସେମାନେ ଏହାର ପରଦା ଆଡ଼କୁ ଆକରି ଚାହିଁ ରହିଥା’ନ୍ତି । ସେମାନଙ୍କର ଆଜ୍‌ରେ ଚାପ ନ ପଡ଼ିବା ପର୍ଯ୍ୟନ୍ତ ଆରାମରେ ପାଟିରେ କିଛି ଖାଇବା ଜିନିଷ ପକାଇ ଦେଇ ଶୋଇରହି ପିଲାମାନେ ଏହାକୁ ବହୁ ସମୟ ଧରି ଦେଖୁ’ନ୍ତି ।

Glossary
let : allow
install : to put a piece of equipment somewhere and make it ready for use
idiotic thing : a television is called an ‘idiot box
gaping : looking at something with mouth wide open lolling and slopping and
lounge about : sit or lie leisurely while eating and spilling snacks ( ଆଳ ସ୍ଯଭାବେ ବସିରହି ଖାଇବା)
stare : look at someone or something for a long time (ନିରେଖି ଚାହିଁବା )
pop out : feel pressure (ଚାପ ଅନୁଭବ କରିବା)

Stanza – 2
They sit ……………………………………………………………. ghastly junk.
The television casts a spell on the children. They watch it in a frenzied fashion and become ‘hypnotized’ by that fictional world. They lose themselves in the world of horrible things that are of little value.

ସାରମର୍ମ :
ଦୂରଦର୍ଶନ ପିଲାମାନଙ୍କୁ ମନମୁଗ୍ଧ କରିଦିଏ । ସେମାନେ ଏହାକୁ ପାଗଳ ଭାବରେ ଦେଖନ୍ତି ଏବଂ ସେହି କଳ୍ପିତ ଦୁନିଆ ସେମାନଙ୍କୁ ବଶୀଭୂତ କରିଦିଏ । ବିଶେଷ ଗୁରୁତ୍ଵ ନ ଥିବା ଭୟଙ୍କର ଜିନିଷମାନଙ୍କ ମଧ୍ୟରେ ସେମାନେ ନିଜକୁ ହଜାଇ ଦିଅନ୍ତି ।

Glossary :
They sit .. and sit : children cannot take their eyes off the television
hypnotized : charmed
absolutely : completely ( ଭାବରେ )
drunk : (here) lose (ହଜି ଯାଆନ୍ତି)
ghastly : horrible ( ଭୟଙ୍କର )
junk : things of little value (ମୂଲ୍ୟହୀନ ଜିନିଷ )

Stanza – 3
Oh yes, ……………………………………………………………………….. ONLY SEES!
Children become television addicts. The inevitable happens. Television makes children sit silently. They don’t resort to any mischief. This is the rationale behind the parents’ permission for their children to watch TV. Besides, parents are free to cook their food and wash the dishes. But they never think of how this affects their children. Children are robbed of thinking and wondering. Watching the television constantly makes a child dull. As a result, he fails to understand a pleasant and imaginary fairyland. His brain greatly suffers. The child’s thinking power vanishes.

ସାରମର୍ମ :
ପିଲାମାନେ ଦୂରଦର୍ଶନ ପ୍ରତି ଆସକ୍ତ ହୋଇଯାଆନ୍ତି । ଫଳରେ ଅଘଟଣ ଘଟେ । ଦୂରଦର୍ଶନ ସେମାନଙ୍କୁ ନୀରବରେ ବସାଇଦିଏ । ସେମାନେ କୌଣସି ଦୁଷ୍ଟାମି କରନ୍ତି ନାହିଁ । ଏଇ କାରଣରୁ ପିତାମାତାମାନେ ସେମାନଙ୍କୁ ଦୂରଦର୍ଶନ ଦେଖୁବାକୁ ଅନୁମତି ଦିଅନ୍ତି । ଏହାବ୍ୟତୀତ, ସେମାନେ ନିରୋଳାରେ ସେମାନଙ୍କର ଖାଦ୍ୟ ତିଆରି କରିପାରନ୍ତି ଏବଂ ବାସନ ସଫା କରିପାରନ୍ତି । କିନ୍ତୁ ଏହା ପିଲାମାନଙ୍କ ଉପରେ କି ପ୍ରଭାବ ପକାଏ, ସେମାନେ ଚିନ୍ତା କରନ୍ତି ନାହିଁ । ସେମାନେ ଚିନ୍ତା କରିବାରୁ ଓ ଆଶ୍ଚର୍ଯ୍ୟ ପ୍ରକଟ କରିବାରୁ ବଞ୍ଚିତ ହୁଅନ୍ତି । ସବୁବେଳେ ଦୂରଦର୍ଶନ ଦେଖ‌ିବା ପିଲାଙ୍କୁ ମାନ୍ଦା କରିଦିଏ। ଫଳରେ ସେ ସୁନ୍ଦର, କାଳ୍ପନିକ ପରୀରାଇଜକୁ ବୁଝିପାରେ ନାହିଁ । ତା’ର ମସ୍ତିଷ୍କ କ୍ଷତିଗ୍ରସ୍ତ ହୁଏ । ତା’ର ଚିନ୍ତାଶକ୍ତି ଉଭେଇଯାଏ ।

Glossary
them : to children ( ପଲାମାନଙ୍କୁ )
still : silent (ନୀରବ)
window sill : ଝରକା ସିଲ
punch : କ୍ଷତ
sink : ବାସନ ଧୋଇବା ବେସିନ୍ ବା କୁଣ୍ଡ
beloved tot : loving child
ROTS …. HEAD ! : destroys a child’s sense – perception
KILLS : destroys (ନଷ୍ଟ କରିଦିଏ)
IMAGINATION: କଳ୍ପନା
CLOGS : blocks (ବନ୍ଦ କରିଦିଏ)
CLUTTER : to fill with too many thing (ଅନେକ ଜିନିଷ ପିଲାର ମନକୁ ଆସେ)
A FANTASY : a pleasant imaginary situation (ଏକ ସୁଖପ୍ରଦ କାଳ୍ପନିକ କଥା)
A FAIRYLAND: ଏକ ଫାୟାରଲ୍ୟାଣ୍ଡ |
HIS …. CHEESE! : A child’s brain doesn’t grow The poet uses a simile. (ଶିଶୁର ମସ୍ତିଷ୍କ ଉନ୍ନତି କରିପାରେ ନାହିଁ)
HIS …. FREEZE ! : A child’s thinking- powers are gone (ଲୁପ୍ତ ହୁଏ)
HE SEES !: A child just watches TV. but fails to understand anything (ଗୋଟିଏ ଶିଶୁ TV ଦେଖେ, କିନ୍ତୁ କିଛି ବୁଝିପାରେ ନାହିଁ)

Read More:

• Daffodils Question Answer
• The Ballad of Father Gilliga Question Answern
• A Psalm of Life Question Answer
• Television Question Answer
• Money Madness Question Answer

Odisha State Board BSE Odisha 9th Class Maths Solutions Geometry Chapter 1 ରେଖା ଓ କୋଣ Ex 1(d) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Geometry Chapter 1 ରେଖା ଓ କୋଣ Ex 1(d)

Question 1.
ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ ଭୁଲ ଉକ୍ତ ପାଖରେ ‘✗’ ଚିହ୍ନ ଏବଂ ଠିକ୍ ଉକ୍ତି ପାଖରେ ‘✓’ ଚିହ୍ନ ଦିଅ ।
(a)କୌଣସି ତ୍ରିଭୁଜର ଦୁଇଟି କୋଣର ପରିମାଣ ସମଷ୍ଟି ତୃତୀୟ କୋଣର ପରିମାଣ ସହ ସମାନ ହେଲେ ତ୍ରିଭୁଜଟି ସମକୋଣୀ ।
ସମାଧାନ:
✓

(b) କୌଣସି ତ୍ରିଭୁଜର ଦୁଇଟି କୋଣର ପରିମାଣ ସମଷ୍ଟି ତୃତୀୟ କୋଣର ପରିମାଣ ଠାରୁ ବୃହତ୍ତର ହେଲେ, ତ୍ରିଭୁଜଟି ସୂକ୍ଷ୍ମକୋଣ ।
ସମାଧାନ:
✓

(c) ତ୍ରିଭୁଜର ଗୋଟିଏ ବହିଃସ୍ଥ କୋଣର ପରିମାଣ ଏହାର ଅନ୍ତଃସ୍ଥ ଦୂରବର୍ତ୍ତୀ କୋଣଦ୍ୱୟର ପରିମାଣର ସମଷ୍ଟି ସହ ସମାନ ।
ସମାଧାନ:
✓

(d) ଗୋଟିଏ ତ୍ରିଭୁଜରେ ଅତି ବେଶିରେ ଗୋଟିଏ ସ୍ଥୂଳକୋଣ ରହିପାରିବ ।
ସମାଧାନ:
✓

(e) ତ୍ରିଭୁଜର ତିନିକୋଣର ପରିମାଣର ସମଷ୍ଟି ସର୍ବଦା 180° ।
ସମାଧାନ:
✓

(f) ଗୋଟିଏ ସମକୋଣୀ ତ୍ରିଭୁଜର ସୂକ୍ଷ୍ମକୋଣଦ୍ବୟ ପରସ୍ପରର ପରିପୂରକ ।
ସମାଧାନ:
✗

(g) ତ୍ରିଭୁଜର ବହିଃସ୍ଥକୋଣ ସର୍ବଦା ଏକ ସ୍ଥୂଳକୋଣ ।
ସମାଧାନ:
✗

(h) ତ୍ରିଭୁଜର ବହିଃସ୍ଥକୋଣର ପରିମାଣ ଏହାର ପ୍ରତ୍ୟେକ ଅନ୍ତସ୍ଥ ଦୂରବର୍ତ୍ତୀ କୋଣର ପରିମାଣ ଠାରୁ ବୃହତ୍ତର ।
ସମାଧାନ:
✓

Question 2.
ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।
(a) ଗୋଟିଏ ସମକୋଣୀ ତ୍ରିଭୁଜର ସୂକ୍ଷ୍ମକୋଣଦ୍ଵୟ ମଧ୍ୟରୁ ଗୋଟିକର ପରିମାଣ 30° ହେଲେ, ଅନ୍ୟଟିର ପରିମାଣ ________ । 
ସମାଧାନ:
60°

(b) ତ୍ରିଭୁଜର ଗୋଟିଏ ବହିଃସ୍ଥ କୋଣର ପରିମାଣ 130° । ଏହାର ଏକ ଅନ୍ତଃସ୍ଥ ଦୂରବର୍ତ୍ତୀ କୋଣର ପରିମାଣ 75° ହେଲେ, ଅନ୍ୟ ଅନ୍ତଃସ୍ଥ ଦୂରବର୍ତ୍ତୀ କୋଣର ପରିମାଣ ________ ।
ସମାଧାନ:
55°

(c ) ΔABC ରେ m∠A = 55° ଏବଂ m∠B = 75° ହେଲେ ∠C ର ପରିମାଣ ________ ।
ସମାଧାନ:
50°

(d) କୌଣସି ତ୍ରିଭୁଜର କୋଣମାନଙ୍କର ପରିମାଣର ସମଷ୍ଟି ________ ।
ସମାଧାନ:
180°

(e) ΔABC ରେ m∠A = 90°, m∠B = 2 m∠C ହେଲେ ∠Cର ପରିମାଣ ________ ।
ସମାଧାନ:
30°

(f) ΔABC ରେ AB = AC, m∠A = 60° ହେଲେ m∠B =  ________ ।
ସମାଧାନ:
60°

(g) ଗୋଟିଏ ତ୍ରିଭୁଜର ଶୀର୍ଷକୋଣର ପରିମାଣ 120° ଏବଂ ଅନ୍ୟ ଦୁଇକୋଣର ପରିମାଣ ସମାନ ହେଲେ, ପ୍ରତ୍ୟେକ ସମାନ କୋଣର ପରିମାଣ ________ ।
ସମାଧାନ:
30°

(h) ΔABC ରେ AB = AC, m∠B = 30° ହେଲେ ∠A ର ପରିମାଣ ________ ।
ସମାଧାନ:
120°

Question 3.
ନିମ୍ନରେ ଦିଆଯାଇଥ‌ିବା ପ୍ରତ୍ୟେକ ଚିତ୍ରରେ ‘x’ ଚିହ୍ନିତ କୋଣର ପରିମାଣ ସ୍ଥିର କର ।
(i)

ସମାଧାନ:
ଦତ୍ତ ଚିତ୍ରରେ ବତ୍ହିଃସ୍ଥ m∠ACD = m∠ABC + m∠BAC
⇒ 130° = x + 70°
⇒ x = 130 – 70° = 60°

(ii)

ସମାଧାନ:
ଦତ୍ତ ଚିତ୍ରରେ m∠DCE = m∠ACB = 50° (ପ୍ରତୀପ)
ΔABC ରେ ବତ୍ହିଃସ୍ଥ m∠ABF = m∠A + m∠ACB
⇒ 125° = x + 50°
⇒ x = 125° – 50° = 75°

(iii)

ସମାଧାନ:
ଦତ୍ତ ଚିତ୍ରରେ m∠ACD + m∠ACB = 180°  (ସନ୍ନିହିତ ପରିପୂରକ କୋଣ)
⇒ 125° + m∠ACB = 180°
⇒ m∠ACB = 180° – 125° = 55°
ΔABC ରେ m∠BAC = 125° – 45° = 80°
⇒ ପୁନଣ୍ଚ m∠FAB + m∠BAC + m∠CAE = 180°
⇒ 60° + 80° + x = 180°
⇒ 140° + x = 180°
⇒ x = 180° – 140° = 40°

(iv)

ସମାଧାନ:
ଦତ୍ତ ଚିତ୍ରରେ m∠ACD + m∠ACB = 180°
⇒ 132° + m∠ACB = 180°
⇒ m∠ACB = 180° – 132° = 48°
ΔABC ରେ ବତ୍ହିଃସ୍ଥ m∠EAB = m∠ABC + m∠ACB
⇒ 126° = x + 48°
⇒ x = 126° – 48° = 78°

(v)

ସମାଧାନ:
ଦତ୍ତ ଚିତ୍ରରେ m∠DOC = m∠AOB = 45° (ପ୍ରତୀପ)
ΔAOB ରେ  m∠ABO = 180° – (80° + 45°)
= 180° – 125° = 55°
AB || CD ଏବଂ BD ଛେଦକ ।
⇒ m∠ABO = m∠ODC = 50° (ଏକାନ୍ତର)

(vi)

ସମାଧାନ:
\(\overrightarrow{\mathrm{DE}}\) || BC ଏବଂ BD ଛେଦକ ।
⇒ m∠EDB = m∠DBC = 30° (ଏକାନ୍ତର)
m∠DAC = m∠DBC + m∠ACB = 30° + 50° = 80
m∠BAC = 180° – m∠DAC = 180° – 80° = 100°

(vii)

ସମାଧାନ:
ΔABC ରେ ବତ୍ହିଃସ୍ଥ m∠ACD = m∠A + m∠B = 70° + 56° = 126°
ମାତ୍ର m∠ACE = m∠ECD (ଦତ୍ତ)
⇒ m∠ACE + m∠ECD = m∠ACD
⇒ 2m∠ECD = 126° ⇒ 2x = 126°
⇒ x = \(\frac{126°}{2}\) = 63°

Question 4.
ΔABCର ଅନ୍ତଃସ୍ଥ ଏକ ବିନ୍ଦୁ O । ଦର୍ଶାଅ ଯେ, m∠BOC = m∠BAC + m∠ABO + m∠ACO ।

ସମାଧାନ:
ଦତ୍ତ : O, ΔABCର ଅନ୍ତଃସ୍ଥ ବିନ୍ଦୁ ।
ପ୍ରାମାଣ୍ୟ :  m∠BOC = m∠BAC + m∠ABO + m∠ACO
ଅଙ୍କନ : \(\overrightarrow{\mathrm{AO}}\) ଅଙ୍କନ କର ।
ପ୍ରମାଣ : ΔABO ରେ ବହିଃସ୍ଥ m∠BOE = m∠BAO + m∠ABO … (i)
ΔACO ରେ ବହିଃସ୍ଥ m∠COE = m∠OAC + m∠OCA … (ii)
ସମୀକରଣ (i) ଓ ସମୀକରଣ (ii)କୁ ଯୋଗକଲେ
⇒ m∠BOE + m∠COE = m∠BAO + m∠ABO + m∠OAC + m∠ACO
⇒ m∠BOC = (m∠BAO + m∠OAC) + (m∠ABO + m∠ACO)
⇒ m∠BOC = m∠BAC + m∠ABO + m∠ACO
  (ପ୍ରମାଣିତ)

Question 5.
ପାର୍ଶ୍ୱସ୍ଥ  ଚିତ୍ରରୁ ଦର୍ଶାଅ ଯେ, a° + b° = x° + y° ।

ସମାଧାନ:
ମନେକରାଯାଉ ∠BCD = c° ଓ ∠DAB = d°
a° + c° = 180° (ସନ୍ନିହିତ ପରିପୂରକ କୋଣ)
b° + d° = 180° (ସନ୍ନିହିତ ପରିପୂରକ କୋଣ)
ଯୋଗକକେ a° + b° + c° + d° = 180° + 180° = 360° … (i)
ABCD ଚତୁର୍ଭୁଜର  x° + c° + y° + d° = 360° … (ii)
(ଚତୁର୍ଭୁଜର ଚାରି କୋଣର ସମଷ୍ଟି 360°) 
ସମୀକରଣ (i) ଓ (ii) ରୁ 
a° + b° + c° + d° = x° + c° +y° + d° ⇒ a° + b° = x° + y° (ପ୍ରମାଣିତ)
ବିକଳ୍ପ ପ୍ରଣାଳୀ : BD ଅଙ୍କନ କର ।
ΔADB ରେ ବହିଃସ୍ଥ b° = m∠ADB + m∠ABD
ΔCDB ରେ ବହିଃସ୍ଥ a° = m∠CDB + m∠CBD
∴ a° + b° = (m∠ADB + m∠CDB) + m∠ABD + m∠CBD
= m∠ADC + m∠ABC = y° + x°
∴ a° + b° = x° + y°

Question 6.
ΔABC ରେ ∠A ର ସମଦ୍ବିଖଣ୍ଡକ AD, BC କୁ D) ବିନ୍ଦୁରେ ଛେଦକରେ । ଦର୍ଶାଅ ଯେ, m∠ABC + m∠ACE = 2m∠ADC ।

ସମାଧାନ:
ଦତ୍ତ : ΔABCରେ ∠A ର ସମଦ୍ବିଖଣ୍ଡକ AD, BC କୁ D ବିନ୍ଦୁରେ ଛେଦକରୁଛି । 
ΔABCର ଶୀର୍ଷବିନ୍ଦୁ Cରେ ∠ACE କୋଣ ଏକ ବହିଃସ୍ଥ କୋଣ ।
ପ୍ରାମାଣ୍ୟ : m∠ABC + m∠ACE = 2m∠ADC
ପ୍ରମାଣ : ΔABD ରେ ବତ୍ହିଃସ୍ଥ m∠ADC = m∠ABD + m∠BAD
⇒ m∠ADC = m∠ABD + m∠CAD
[∵ m∠BAD = m∠CAD ଦତ୍ତ]
⇒ m∠ABD = m∠ADC – m∠CAD … (i)
ΔACD ରେ ବତ୍ହିଃସ୍ଥ m∠ACE = m∠CAD + m∠ADC … (ii)
ସମୀକରଣ (i) ଓ (ii) କୁ ଯୋଗକଲେ,
m∠ABD + m∠ACE = m∠ADC – m∠CAD + m∠CAD + m∠ADC
⇒ m∠ABD + m∠ACE = m∠ADC + m∠ADC
⇒ m∠ABD + m∠ACE = 2m∠ADC
(ପ୍ରମାଣିତ)

Question 7.
ΔABC ରେ m∠B = 90° । BD ⊥ AC । ପ୍ରମାଣ କର ଯେ, m∠ABD = m∠ACB ଏବଂ m∠BAD = m∠DBC ।
ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ ∠B ସମକୋଣ ଏବଂ BD ⊥ AC ।
ପ୍ରାମାଣ୍ୟ : (i) m∠ABD = m∠ACB
(ii) m∠BAD = m∠DBC
ପ୍ରମାଣ : (i) m∠ABC = 90° (ଦତ୍ତ)
⇒ m∠ABD + m∠DBC = 90° (କୋଣ ସମଷ୍ଟି ସ୍ୱାକା୍ଯ) … (i)
ΔBDC ରେ m∠BDC = 90° (ଦତ୍ତ)
m∠DBC + m∠DCB = 90° (∵ ତ୍ରିଭୁଜର ତିନିକୋଣର ପରିମାଣର ସମଷ୍ଟି 180°) … (ii)
ସମୀକରଣ (i) ଓ (ii)ରୁ
⇒ m∠ABD + m∠DBC = m∠DBC + m∠DCB
m∠ABD = m∠DCB
⇒ m∠ABD = m∠ACB
 (ପ୍ରମାଣିତ)

(ii) m∠ABC = 90° (ଦତ୍ତ)
⇒ m∠ABD + m∠DBC = 90° (କୋଣ ସମଷ୍ଟି ସ୍ୱାକା୍ଯ) … (i)
ΔABD ରେ m∠DBC = 90° (ଦତ୍ତ)
⇒ m∠BAD + m∠ABD = 90° (∵ ତ୍ରିଭୁଜର ତିନିକୋଣର ପରିମାଣର ସମଷ୍ଟି 180°) … (ii)
ସମୀକରଣ (i) ଓ (ii)ରୁ
m∠ABD + m∠DBC = m∠BAD + m∠ABD
⇒ m∠DBC = m∠BAD (ପ୍ରମାଣିତ)

Question 8.
ΔABC ରେ D͞E || B͞C, m∠ABC = 60° ଏବଂ m∠DEC = 135° ହେଲେ, ∠Aର ପରିମାଣ ସ୍ଥିର କର ।

ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ DE || BC, m∠DEC = 135° ଓ m∠DBC = 60° ।
ପ୍ରାମାଣ୍ୟ : ∠A ର ପରିମାଣ ।
ପ୍ରମାଣ : DE || BC (ଦତ୍ତ) ଏବଂ E͞C ଛେଦକ ।
⇒ m∠DEC + m∠ECB = 180° (ଛେଦକର ଏକ ପାର୍ଶ୍ଵସ୍ଥ କୋଣ)
⇒ 135° + m∠ECB = 180°
⇒ m∠ECB = 180° – 135° = 45°
ΔABC ରେ m∠A + m∠B + m∠C = 180°
m∠A + 60° + 45° = 180°
⇒ m∠A + 105° = 180°
⇒ m∠A = 180° – 105° = 75°
∴ ∠A ର ପରିମାଣ 75° ।

Question 9.
ପ୍ରମାଣ କର ଯେ, କୌଣସି ତ୍ରିଭୁଜର ପ୍ରତ୍ୟେକ ଯୋଡ଼ା କୋଣର ପରିମାଣର ସମଷ୍ଟି, ତୃତୀୟ କୋଣର ପରିମାଣ ଠାରୁ  ବୃହତ୍ତର ହେଲେ, ତ୍ରିଭୁଜଟି ସୂକ୍ଷ୍ମକୋଣୀ ।
ସମାଧାନ:

ଦତ୍ତ : ABC ଏକ ତ୍ରିଭୁଜ । m∠B + m∠C > m∠A, m∠A + m∠C > m∠B, m∠A + m∠B > m∠C
ପ୍ରାମାଣ୍ୟ : ΔABC ସୂକ୍ଷ୍ମକୋଣୀ ।
ପ୍ରମାଣ : ΔABC ରେ m∠B + m∠C > m∠A (ଦତ୍ତ)
⇒ m∠A + m∠B + m∠C > m∠A + m∠A (ଉଭୟ ପାର୍ଶ୍ଵରେ m∠A ଯୋଗକରାଗଲେ ।)
⇒ 180° > 2m∠A ⇒ \(\frac{180^{\circ}}{2}\) > \(\frac{2 \mathrm{~m} \angle \mathrm{A}}{2}\)
⇒ 90° > m∠A ⇒ m∠A < 90° … (i)
ସେହିପରି m∠A + m∠C > m∠B
⇒ m∠A + m∠B + m∠C > m∠B + m∠B (ଉଭୟ ପାର୍ଶ୍ଵରେ m∠B ଯୋଗକରାଗଲେ ।)
⇒ 180° > 2m∠B ⇒ \(\frac{180^{\circ}}{2}\) > \(\frac{2 \mathrm{~m} \angle \mathrm{B}}{2}\)
⇒ 90° > m∠B ⇒ m∠B < 90° … (ii)
ସେହିପରି ପ୍ରମାଣ କରାଯାଇପାରେ m∠C < 90° … (iii)
ସମୀକରଣ (i) ଓ (ii) ରୁ ∠A < 90°, ∠B < 90° ଓ ∠C < 90°
∴ ΔABC ସୂକ୍ଷ୍ମକୋଣୀ । (ପ୍ରମାଣିତ)

Question 10.
A ABCରେ m∠ABC = m∠ACB, ∠BACର ସମଦ୍ବିଖଣ୍ଡକ BC କୁ D ବିନ୍ଦୁରେ ଛେଦକରେ । ପ୍ରମାଣ କର ଯେ AD, BC ପ୍ରତି ଲମ୍ବ ।
ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ m∠ABC = m∠ACB ଏବଂ AD, m∠Aର ସମର୍ଦ୍ଦିଖଣ୍ଡକ ।
ପ୍ରାମାଣ୍ୟ : AD ⊥ BC
ପ୍ରମାଣ : ΔABCରେ m∠ABC + m∠BAC + m∠ACB = 180°
⇒ m∠ABC + m∠BAD + m∠CAD + m∠ACB = 180°
ମାତ୍ର m∠ABC = m∠ACB (ଦତ୍ତ)
ଏବଂ m∠BAD = m∠CAD (∠BACର ସମର୍ଦ୍ଦିଖଣ୍ଡକ AD)
⇒ 2m∠ABC + 2m∠BAD = 180°
⇒ 2(m∠ABC + m∠BAD) = 180°
⇒ m∠ABC + m∠BAD = \(\frac{180^{\circ}}{2}\) = 90°
⇒m∠ABD + m∠BAD = 90°
ΔABD ରେ m∠ABD + m∠BAD + m∠ADB = 180°
⇒ 90° + m∠ADB = 180° ⇒ m∠ADB = 180° – 90° = 90
⇒ A͞D ⊥ B͞C
 (ପ୍ରମାଣିତ)

Question 11.
ΔABCରେ ∠Bର ଅନ୍ତଃସମଖଣ୍ଡକ ଏବଂ C ବିନ୍ଦୁରେ ଉତ୍ପନ୍ନ ବହିଃସ୍ଥକୋଣର ସମଦ୍ବିଖଣ୍ଡକର ଛେଦବିନ୍ଦୁ E ହେଲେ ପ୍ରମାଣ କର ଯେ, m∠BEC = m∠A ।
ସମାଧାନ:

ଦତ୍ତ : ΔABC ରେ ∠Bର ଅନ୍ତଃସମଦ୍ବିଖଣ୍ଡକ BE ଓ ∠C ବହିଃସମଦ୍ଵିଖଣ୍ଡକ CE ପରସ୍ପରକୁ E ବିନ୍ଦୁରେ ଛେଦ କରନ୍ତି ।

Question 12.
ΔABCରେ ∠ABC ଓ ∠ACB ର ଅନ୍ତଃସମଦ୍ବିଖଣ୍ଡକଦ୍ୱୟ ପରସ୍ପରକୁ O ବିନ୍ଦୁରେ ଛେଦକଲେ, ପ୍ରମାଣ କର ଯେ
m∠BOC = 90° + \(\frac{1}{2}\)m∠A ।
ସମାଧାନ:

Question 13.
ΔABCରେ ∠B ଓ ∠Cର ବହିଃସମଦ୍ବିଖଣ୍ଡକଦ୍ବୟ ପରସ୍ପରକୁ ୦ ବିନ୍ଦୁରେ ଛେଦକଲେ, ପ୍ରମାଣ କର ଯେ,
m∠BOC = 90° – \(\frac{1}{2}\)m∠A ।
ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ ∠B ଓ ∠Cର ବହିଃ ସମଦ୍ବିଖଣ୍ଡ ଦ୍ବୟର ଛେଦବିନ୍ଦୁ O।

Question 14.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ PS, ∠Pର ସମଦ୍ବିଖଣ୍ଡକ ଏବଂ PT ⊥ OR ।
ପ୍ରମାଣ କର ଯେ, m∠TPS = \(\frac{1}{2}\)(m∠Q – m∠R)
ସମାଧାନ:
ଦତ୍ତ : ΔPQR ରେ PS, ∠Pର ସମଦ୍ବିଖଣ୍ଡକ ଏବଂ PT ⊥ OR ।
ପ୍ରାମାଣ୍ୟ : m∠TPS = \(\frac{1}{2}\)(m∠Q – m∠R)
ପ୍ରମାଣ : PT ⊥ OR (ଦତ୍ତ)
⇒ m∠PTQ = m∠PTR = 90°
ΔPQT ରେ ବତ୍ହିଃସ୍ଥ m∠PTS = m∠Q + m∠QPT … (i)
ΔPTS ରେ ବତ୍ହିଃସ୍ଥ m∠PTQ = m∠TPS + m∠PST … (ii)
ମାତ୍ର m∠PTQ = m∠PTS = 90°
∴ (i) ଓ (ii) ରୁ m∠Q + m∠QPT = m∠TPS + m∠PST
⇒ m∠Q + m∠QPT + m∠TPS = m∠TPS + m∠PST + m∠TPS
(ଉଭୟ ପାର୍ଶ୍ଵରେ m∠TPS ଯୋଗ କରାଗଲେ ।)
⇒ m∠Q + m∠QPS = 2m∠TPS + m∠PST
⇒ 2m∠TPS = m∠Q – m∠PST + m∠QPS
⇒ 2m∠TPS = m∠Q – m∠PSQ + m∠SPR (∵ PS, ∠P ର ସମଦ୍ବିଖଣ୍ଡକ)
⇒ 2m∠TPS = m∠Q – m∠SPR – m∠R + m∠SPR
⇒ 2m∠TPS = m∠Q – m∠R (∵ ΔPSR ରେ ବତ୍ହିଃସ୍ଥ m∠PSQ = m∠SPR + m∠R)
⇒ m∠TPS = \(\frac{1}{2}\)(m∠Q – m∠R)
(ପ୍ରମାଣିତ)

Question 15.
ΔABC ରେ BC ର ମଧ୍ୟବିନ୍ଦୁ O ଏବଂ BQ = AQ ହେଲେ, ପ୍ରମାଣ କର ଯେ ∠BAC ସମକୋଣ ।
ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ BC ର ମଧ୍ୟବିନ୍ଦୁ Q ଅର୍ଥାତ୍ BQ = AQ ।
ପ୍ରାମାଣ୍ୟ :  m∠BAC = 90°
ପ୍ରମାଣ : BC ର ମଧ୍ୟବିନ୍ଦୁ Q । ⇒ BQ = CQ
BQ = AQ (ଦତ୍ତ) ⇒ AQ = BQ = CQ
⇒ m∠BAQ = m∠ABQ = m∠ACQ = m∠QAC
(Δର ଦୁଇଟି ବାହୁ ସମାନ ହେଲେ ସେମାନଙ୍କର ବିପରୀତ କୌଣମାନ ସମପରିମାଣ ବିଶିଷ୍ଟ ହେବେ ।)
ΔABCରେ m∠A + m∠B + m∠C = 180° (Δର ତିନିକୋଣର ସମଷ୍ଟି 180°)
⇒ m∠BAQ + m∠CAQ + m∠ABQ + m∠ACQ = 180°
⇒ 2m∠BAQ + 2m∠CAQ = 180°
⇒ 2(m∠BAQ + m∠CAQ) = 180°
⇒ m∠BAQ + m∠CAQ = \(\frac{180°}{2}\)
⇒ m∠BAC = 90°
(ପ୍ରମାଣିତ)

Question 16.
ΔABCର O ଏକ ଅନ୍ତସ୍ଥ ବିନ୍ଦୁ । ଯଦି m∠OAB = m∠OCA ହୁଏ, ପ୍ରମାଣ କର ଯେ m∠A0C + m∠BAC = 180° ।
ସମାଧାନ:
ଦତ୍ତ : ΔABC ରେ ‘O’ ଏକ ଅନ୍ତଃସ୍ଥ ବିନ୍ଦୁ ଅର୍ଥାତ୍ m∠OAB = m∠OCA ।
ପ୍ରାମାଣ୍ୟ :  mZAOC + m∠BAC = 180°
ପ୍ରମାଣ : ΔAOC ରେ m∠AOC + m∠OCA + m∠OAC = 180° (Δର ତିନିକୋଣର ସମଷ୍ଟି 180°)
⇒ m∠AOC + m∠BAO + m∠OAC = 180° [∵ m∠OAB = m∠OCA (ଦତ୍ତ)]
⇒ m∠AOC + m∠BAC = 180°
(ପ୍ରମାଣିତ)

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 2 The Nightingale and the Rose Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 2 The Nightingale and the Rose Question Answers CHSE Odisha

The Nightingale and the Rose Class 12 Questions and Answers

Unit – I

Gist:
The love-stricken young Student desperately longs for red roses, because the girl promises to dance with him on the condition he brings her these beautiful flowers, but he doesn’t find any red rose. He is sad. In a dance programme given by the Prince, the young Student will become lonely. His heart will bleed. The Nightingale, famous for her enchanting voice, hears him cry for the want of the girl, who is apparently his true love. She shares the feelings of the young Student. She feels the importance of love that comes from within, not from outside. The young man’s longing for a red rose grows intense, but in vain. He has no red rose to give the girl so as to enable her to dance with him. He weeps. A little Green Lizard and a Butterfly laugh at the weeping young Oxford boy. The Nightingale alone understands the mystery of Love.

ସାରମର୍ମ :
ପ୍ରେମପୀଡ଼ିତ ଯୁବ-ଛାତ୍ରଜଣକ ଏକ ଲାଲ୍ ଗୋଲାପ ପାଇଁ ବ୍ୟାକୁଳ ହୋଇଉଠିଛି କାରଣ ତା’ର ପ୍ରେମିକା ପ୍ରତିଜ୍ଞା କରିଛି ଯେ ଯଦି ଯୁବକଜଣକ ତାଙ୍କୁ ଏକ ଲାଲ୍ ଗୋଲାପ ଦିଏ, ତେବେ ସେ ଏହି ପ୍ରେମିକ ଯୁବକଙ୍କ ସହ ନୃତ୍ୟ କରିବେ । ସେ କୌଣସି ଲାଲ୍ ଗୋଲାପ ପାଆନ୍ତି ନାହିଁ । ତେଣୁ ସେ ଦୁଃଖ ହୋଇ ଯାଇଛନ୍ତି । ଯଦି ଯୁବତୀଜଣଙ୍କ ଆଉ କାହା ସହ ନୃତ୍ୟ କରିବେ, ତେବେ ଯୁବ-ଛାତ୍ର ଜଣଙ୍କ ହୃଦୟ ରକ୍ତାକ୍ତ ହୋଇଯିବ । ଆକର୍ଷଣୀୟ ଗୀତ ଓ ସଙ୍ଗୀତ ପାଇଁ ପ୍ରସିଦ୍ଧ ବୁଲ୍‌ବୁଲ୍ ପ୍ରେମିକ ଯୁବକଙ୍କର ଦୁଃଖକୁ ବୁଝିପାରନ୍ତି ଏବଂ ସେହି ଯୁବତୀ ପ୍ରତି ଥ‌ିବା ସଚ୍ଚା ପ୍ରେମକୁ ଜାଣିପାରନ୍ତି । ସେ ସଚ୍ଚା ପ୍ରେମିକର ପ୍ରେମକୁ ବୁଝିପାରନ୍ତି । ସତ୍ ପ୍ରେମ ହୃଦୟ ଭିତରୁ ଆସିଥାଏ, ହୃଦୟ ବାହାରୁ ନୁହେଁ । ଯେହେତୁ ଯୁବ-ଛାତ୍ରଙ୍କ ପାଖରେ ସେହି ଯୁବତୀଙ୍କୁ ଦେବାପାଇଁ ଲାଲ୍ ଗୋଲାପ ନ ଥିଲା, ତେଣୁ ସେ କାନ୍ଦିଛନ୍ତି । ଝିଟିପିଟି ଓ ପ୍ରଜାପତି ଏହି ଭାବକୁ ବୁଝିନପାରି ଥଟ୍ଟା କରନ୍ତି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ପ୍ରେମର ଏହି ରହସ୍ୟକୁ ବୁଝିପାରିଛି ।

Glossary :
nest : ବସା
wondered : ଆଶ୍ଚର୍ଯ୍ୟ ହେଲେ
entire: ସମଗ୍ର
wretched: miserable (ଦୁଃଖପୂର୍ଣ୍ଣ)
passion: ଆବେଗ
pale: ମଳିନ
brow: କପାଳ
murmured: ଧୀରେ ଧୀରେ କହିଲା
lean: incline (ଆଉଜିବା)
my heart will break: my sorrow will know no end (ମୋ ହୃଦୟ ବିଦୀର୍ଣ୍ଣ ହେବ)
precious: valuable (ମୂଲ୍ୟବାନ୍)
emerald: ମୋତି
dearer: morecostly ( ଅଧ୍ଵମୂଲ୍ୟବାନ୍)
opal: ରତ୍ନପଥର
pearl: ମୁକ୍ତା
pomegranate: ଡାଳିମ୍ବ
weigh: measure (ମାପିବା)
in exchange of : ବଦଳରେ
play upon: ଉପରେ ଖେଳ
string: ତାର
harp: ବୀଣା
violin: ବେହେଲା
stringed instruments: ବାଦ୍ୟଯନ୍ତ୍ର
lightly: ହାଲୁକା ଭାବରେ
gay: (here) beautiful (ସୁନ୍ଦର)
throng: ଘେରିଯିବେ
Flung: threw (ପକାଇଦେଲା)
buried: ଘୋଡ଼ାଇ ପକାଇଲା
wept: କାନ୍ଦିଲା
fluttering: ଡେଣା ଫଡ଼ଫଡ଼ କରି
sunbeam : ସୂର୍ଯ୍ୟାଲୋକ
ridiculous : ହାସ୍ୟାସ୍ପଦ
secret of sorrow: ଦୁଃଖର ରହସ୍ୟ
mystery of Love: ପ୍ରେମର ରହସ୍ୟ

Think it out

Question 1.
Why does the young student pine for a red rose?
Answer:
The Professor’s daughter requests specifically a red rose from the love stricken young student for the sake of dancing with him. Only with the flower the girl will respond to his request for love. But the young student finds no red rose in his garden. His happiness is linked with this beautiful flower. Therefore, the young student pines for a red rose.

Question 2.
Why does the nightingale admire the young student?
Answer:
The young student plunges into sorrow, because he does not find a red rose for the Professor’s daughter whom he loves deeply. She requests specifically a red rose from him as a token of true love. But he is hopeless. He visualises a radiant dream of the girl dancing with him, if he brings her red rose. Without it his dream will collapse like a house of cards. He will be lonely. The nightingale understands the feelings of the forlorn lover and therefore, admires the young student.

Question 3.
How does the nightingale wonder at the mystery of love?
Answer:
The nightingale wonders at the mystery of love to see the sight of a weeping young student. He is grief-sticken because he cannot get a red rose for the Professor’s daughter whom he loves deeply. His happiness depends on this beautiful flower. There is no red rose in his garden. Frustrating thoughts flood into his mind. Deprived of a red rose, he visualises a painful picture of his loneliness.

Unit – II

Gist:
Moved by the young student’s sorrow, the nightingale wishes to find a red rose as a gift for him. Suddenly, she flies high into the air and catch sight of a beautiful Rose-treein the centre of a lawn. She asks it for a rose, but in vain, because its garden is full of white roses. Therefore, the Rose-tree instructs her to go to his brother who grows below the student’s window. The nightingale magnificently responds to his advice. She reaches the destination and appeals to the Rose-tree to give her a red rose. To her great sorrow, she learns that the biting winter has destroyed the buds of all red roses, but the Rose-tree growing beneath the student’s door agrees to give her a red rose by singing to him throughout the night with her breast against a thorn. Besides, the thorn should penetrate her heart. At last the life-blood will be in its veins, eventually resulting the birth of red rose. Instead of being disheartened, the nightingale decides to get a red rose at the cost of her life, for she thinks that nothing is so supreme as love. Life loses its luster before it.

ସାରମର୍ମ :
ଲାଲ୍ ଗୋଲାପ ନ ପାଇ ଦୁଃଖରେ ଭାଙ୍ଗି ପଡ଼ିଥିବା ଯୁବକର ଦୁଃଖଦ୍ଵାରା ବୁଲ୍‌ବୁଲ୍ ଅନୁପ୍ରାଣିତ ହୋଇ ଏକ ସୁନ୍ଦର ଲାଲ୍ ଗୋଲାପର ଅନୁସନ୍ଧାନରେ ଉପରକୁ ଉଡ଼ିଯାଇଛି । ସେ ଏକ ବଗିଚାରେ ଗୋଟିଏ ସୁନ୍ଦର ଗୋଲାପ ଗଛ ଥ‌ିବାର ଦେଖିଛି । କିନ୍ତୁ ଦୁଃଖର ବିଷୟ ସେହି ଗଛରେ କୌଣସି ଲାଲ୍ ଗୋଲାପ ନାହିଁ । ସେଥୁରେ କେବଳ ଧଳା ଗୋଲାପ ଅଛି । ତେଣୁ ସେ ଗଛଟି ବୁଲ୍‌ବୁଲ୍‌କୁ ସେହି ଯୁବକ ରହୁଥ‌ିବା ପ୍ରକୋଷ୍ଠର ଝରକା ତଳେ ଥିବା ତା’ର ଭାଇ ପାଖକୁ ଯାଇ ଲାଲ୍ ଗୋଲାପ ଆଣିବାପାଇଁ ଉପଦେଶ ଦେଇଛି । ବୁଲ୍‌ବୁଲ୍ ସେହି ଅନୁସାରେ କାର୍ଯ୍ୟ କରିଛି । ସେ ସେଠାରେ ପହଞ୍ଚି ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଗଛକୁ ଅନୁରୋଧ କରିଛି । ସେ ଶୁଣିବାକୁ ପାଇଛି ଯେ ଅସହ୍ୟ ଶୀତ ହେତୁ ସବୁ ଲାଲ୍ ଗୋଲାପର କଢ଼ ନଷ୍ଟ ହୋଇଯାଇଛି । କିନ୍ତୁ ସେହି ଗୋଲାପ ଗଛଟି ଗୋଟିଏ ସର୍ଭରେ ଲାଲ୍ ଗୋଲାପଟିଏ ଦେବାକୁ ରାଜି ହୋଇଛି । ଯଦି ବୁଲ୍‌ବୁଲ୍‌ଟି ସାରା ରାତି ନିଜର ହୃଦୟକୁ ଏକ ଗୋଲାପ କଣ୍ଟାରେ ବିଦ୍ଧ କରି ଗୀତ ଗାଏ, ତେବେ ସେ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବ । ବୁଲ୍‌ବୁଲ୍‌ର ହୃଦୟରୁ କ୍ଷରିତ ରକ୍ତରେ ଧଳା ଗୋଲାପଟି ଲାଲ୍ ଗୋଲାପରେ ପରିଣତ ହେବ ।ଏଥ‌ିରେ ମଧ୍ୟ ବୁଲ୍‌ବୁଲ୍ ରାଜି ହୋଇଛି । ସେ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ପାଇଁ ନିଜ ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଛି । କାରଣ ସେ ଭାବିଛି ପ୍ରେମଠାରୁ କିଛି ବି ଅଧିକ ନୁହେଁ । ସଚ୍ଚା ପ୍ରେମ ଆଗରେ ମଧ୍ୟ ଜୀବନ ତା’ର ଗୌରବ ହରାଇ ବସେ ।

Glossary :
wings: ଡେଣା
flight: ଉଡ଼ାଣ
soared: ଉର୍ଦ୍ଧ୍ୱଗାମୀ
spray: a very small branch of a tree (ଗଛର ଏକ ଛୋଟ ଡାଳ)
beneath: ତଳେ
shook head
coral: ପ୍ରବାଳ
redder : ଅଧ୍ଵ ଲାଲ୍
Nipped: destroyed (ନଷ୍ଟ କରିଦେଲା)
bud: କଢ଼ି|କଢ଼
terrible: ଭୟଙ୍କର
dare: ସାହସ କରିବା
stain: paint (ରଙ୍ଗ କରିବା)
price: cost (ମୂଲ୍ୟ)
Yet Love …. Life: The writer gives more importance to Love than Life.

Think it out

Question 1.
What does the nightingale do to get a red rose?
Answer:
The nightingale is moved to pity because of the young student’s sorrow. She wishes to find a red rose as a gift for him. She asks nearly everywhere for this beautiful flower. She flies high and in the course of her flight, the nightingale notices a beautiful Rose-tree in the midst of the lawn. The bird requests him to give her a red rose in exchange of her sweetest song, but in vain, because the roses in the tree are white. Again, in accordance with his suggestion, the nightingale flies over to the Rosetree beneath the student’s window. Here her request for a red rose meets with a tough test.

Question 2.
How does the Rose-tree growing beneath the student’s door agree to give her a red rose?
Answer:
In response to her request for a red rose, the Rose-tree growing beneath the student’s door demands a high price from the nightingale. As winter has destroyed his buds, she should place her heart closer to the thorn. In other words, she is required to pinch her own heart against the thorn of a white rose to turn it red with her own blood. In this way, the Rose-tree growing beneath the student’s door agrees to give her a red rose.

Question 3.
Why does the nightingale decide to pet a red rose at the cost of her life?
Answer:
The Rose-tree agrees to give the nightingale a red rose, provided she sings throughout the night, pressing her heart against the thorn and the white rose will turn red with her own blood. It means her ultimate sacrifice. The nightingale thinks that nothing is as precious as Love and she will pay a heavy price for a red rose. Nevertheless, Love is supreme, Life is inferior to it. The nightingale understands the importance of the love of the young student and hence decides to get it at the cost of her life.

Unit – III

Gist:
The nightingale comes near the miserable young student and promises to bring him a red rose by creating it out of music by moonlight and colouring a white rose into red by using her own blood, but she wants an assurance from him in return that he will a true lover, because to her Love is superior to Philosophy and Power. Her words makes him confused. The young student fails to understand anything. But the oak-tree understands everything. He appeals to the bird to sing him one last melodious song. The bird responds to it in an instant. The nightingale goes on her mission. The oak tree is now lonely and sad. The young student doubts her feelings. He identifies the nightingale with most artists who are stylish, but not sincere. She does not understand the language of sacrifice. Music is her life. Her voice sounds melodious. He expresses pity for the nightingale. Her songs are meaningless. They lack practical value. These are the student’s feelings about the nightingale which he writes in his note-book.

ସାରମର୍ମ :
ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀଟି ଦୁଃଖରେ ଭାଙ୍ଗି ପଡ଼ିଥ‌ିବା ଯୁବ-ଛାତ୍ରଙ୍କ ପାଖକୁ ଆସିଛି ଏବଂ ଗୋଟିଏ ଲାଲ୍ ଗୋଲାପ ଦେବାର ପ୍ରତିଶ୍ରୁତି ଦେଇଛି । ଚନ୍ଦ୍ରବିଧୌତ ରଜନୀରେ ଚମତ୍କାର ସଙ୍ଗୀତ ସୃଷ୍ଟି କରି ନିଜର ରକ୍ତରେ ଧଳା ଗୋଲାପକୁ ଲାଲ୍ କରିଦେବାକୁ ମଧ୍ୟ ସେ ପ୍ରତିଶ୍ରୁତିବଦ୍ଧ ହୋଇଛି ।ଏହା ବଦଳରେ ଯୁବକଜଣକ ଜଣେ ସଚ୍ଚା ପ୍ରେମିକ ହେବା ଆବଶ୍ୟକ, କାରଣ ପ୍ରେମ ହେଉଛି ଦର୍ଶନ ଓ କ୍ଷମତାଠାରୁ ଶ୍ରେଷ୍ଠ । କିନ୍ତୁ ଯୁବକ ପ୍ରେମିକଜଣକ କିଛି ବୁଝିପାରି ନାହାନ୍ତି । ଓଗଛ ପକ୍ଷୀଟିକୁ ଏକ ସଙ୍ଗୀତପୂର୍ଣ୍ଣ ଗୀତ ଗାଇବାପାଇଁ ଅନୁରୋଧ କରିଛି । ସେ ମଧ୍ୟ ତତ୍‌କ୍ଷଣାତ୍ ଗାଇଛି । ଓକ୍ ଗଛ ଦୁଃଖ ପ୍ରକାଶ କରିଛି ଏବଂ ଏକାନ୍ତ ହୋଇଯାଇଛି । ଯୁବ-ଛାତ୍ରଜଣକ ଉତ୍ସର୍ଗର ଭାଷାକୁ ବୁଝିପାରି ନାହାନ୍ତି । ସେ ବୁଲ୍‌ବୁଲ୍ ପାଇଁ ଦୁଃଖ ପ୍ରକାଶ କରିଛନ୍ତି । ସେ କହିଛନ୍ତି ଯେ ତା’ର ଗୀତଗୁଡ଼ିକ ଅର୍ଥହୀନ ଓ ସେଥ‌ିରେ ବାସ୍ତବତାର ମୂଲ୍ୟବୋଧ ନାହିଁ । ବୁଲ୍‌ବୁଲ୍‌ ପ୍ରତି ଏହି ମନୋଭାବକୁ ଯୁବକଜଣକ ତା’ର ଟିପାଖାତାରେ ଲେଖି ରଖିଛନ୍ତି ।

Glossary:
still: ତଥାପି
lying: ପଡ଼ିଥିଲା
you …. rose: The nightingale promises to bring the young student a red rose.
whispered: ଆସ୍ତେ ଆସ୍ତେ କହିବା
lonely : ଏକୁଟିଆ
bubbling: ପାଣି ଫୁଟିବା ଶବ୍ଦ
stain: ବିଦ୍ଧ କରିବା
mightier: more powerful (ଅଧିକ ଶକ୍ତିଶାଳୀ)
heart’s blood: ହୃଦୟର ରକ୍ତ
honey: ମହୁ
pull: ଟାଣି ଆଣିବା
sacrifice: ବଳିଦାନ
fell asleep: ତ୍ୟାଗ କରିବା

Think it out

Question 1.
What does the nightingale expect from the student in exchange of a red rose?
Answer:
The nightingale is ready to give a red rose to the student, but she wants an assurance from him in exchange: He should be a true lover. The reason is not far to seek. Philosophy, she says, is not as wise as Love, and Love is more forceful than Power.

Question 2.
What does the student write about the nightingale in his notebook?
Answer:
The young student fails to understand anything from the nightingale’s words. He doubts her feelings. He identifies the nightingale with most artists who are stylish, but not sincere. She does not understand the language of sacrifice. Music is her life. Her voice sounds melodious. Her songs are meaningless. They lack practical value. He expresses pity for the nightingale. These are the student’s feelings about the nightingale which he writes in his note-book.

Unit – IV

Gist:
The nightingale flies to the Rose-tree growing beneath the student’s door when the moon shines in heavens. Pinching her own heart against the thorn of the Rose-tree, she keeps on singing throughout the night. As the night advances, the tree appeals to the bird to come closer against the thorn, because the red rose will bloom before the advent of the day. As a believer of true and eternal love, she tries her best to respond the tree’s persistent call to press closer and closer to the thorn. At last, the inevitable happens. The bird turns the white rose red with her own blood. In other words, the red rose appears. The nightingale suffers a lot. She offers her life as an ultimate sacrifice in the name of love that the student feels for the Professor’s daughter.

ସାରମର୍ମ:
ଛାତ୍ରଟିର ଝରକାତଳେ ବଢୁଥିବା ଗୋଲାପ ଗଛ ପାଖକୁ ବୁଲ୍‌ବୁଲ୍‌ଟି ଉଡ଼ିଯାଇଛି । ଆକାଶରେ ଚନ୍ଦ୍ର ଉଦିତ ହୋଇଛି । ଏକ ଧଳା ଗୋଲାପର କଣ୍ଟାରେ ନିଜର ହୃଦୟକୁ ବିଦ୍ଧ କରି ବୁଲ୍‌ବୁଲ୍ ରାତିସାରା ଗୀତ ଗାଇଛି । ରାତି ବଢ଼ିବଢ଼ି ଚାଲିଛି । ଗୋଲାପ ଗଛଟି ବୁଲ୍‌ବୁଲ୍‌କୁ କଣ୍ଟା ଦେହରେ ଅଧ୍ଵ ଚାପି ହୋଇଯିବାକୁ ନିବେଦନ କରିଛି । କାରଣ ଦିନ ହେବା ପୂର୍ବରୁ ଲାଲ୍ ଗୋଲାପ ଫୁଟି ସାରିଥିବା ଦରକାର । ଯେହେତୁ ବୁଲ୍‌ବୁଲ୍ ଚିରନ୍ତନ ପ୍ରେମରେ ବିଶ୍ଵାସ କରେ, ତେଣୁ ସେ ଗୋଲାପ ଗଛର କଥାନୁସାରେ ସେହି କଣ୍ଟା ନିକଟକୁ ଅଧ‌ିକ ଲାଗିଯାଇଛି । ଶେଷରେ ସତ୍ୟର ହିଁ ପ୍ରକଟ ଘଟିଛି । ପକ୍ଷୀଟି ସେହି ଧଳା ଗୋଲାପକୁ ଲାଲ୍ ଗୋଲାପରେ ପରିବର୍ତ୍ତନ କରିଦେଇଛି । ଅର୍ଥାତ୍ ଲାଲ୍ ଗୋଲାପର ଆବିର୍ଭାବ ହୋଇଛି । ବୁଲ୍‌ବୁଲ୍ ବହୁତ ଯନ୍ତ୍ରଣା ପାଇଛି । ପ୍ରେମ ପାଇଁ ସେ ଜୀବନ ଉତ୍ସର୍ଗ କରିଛି।

Glossary:
heavens: ଆକାଶ
ebbed away: finished (ଶେଷ ହୋଇଗଲା)
marvellous: very beautiful ସୁନ୍ଦର )
petal: ପତ୍ରକ
maid: ଝିଅ
delicate:ସୂକ୍ଷ୍ମ
flush: ଝଲକ
press: put pressure (ଚାପ ଦେବା)
bitter: ତୀବ୍ର
thorn: କଣ୍ଟା
Love ….. tomb : Love isdeathless.(ପ୍ରେମର ମୃତ୍ୟୁ ନାହିଁ ।)
fainter: ମୂର୍ଚ୍ଛିତ
choking: ରୁଦ୍ଧ ହୋଇଯିବା
ecstasy: great delight (ପରମ ଆନନ୍ଦ)
the Nightingale .. answer: The nightingale was dead.

Think it out

Question 1.
What does the nightingale do to get a red rose?
Answer:
To get a red rose the nightingale flies to the Rose-tree growing beneath the student’s door when the moon shines in the heavens. She presses her heart closer and closer to the thorn of the Rose-tree, singing throughout the night. As the night advances, the thorn pierces her heart more and more, and her life-blood exists no more.

Question 2.
What kind of songs does the nightingale sing?
Answer:
At first the nightingale sings of the emergence of love in the heart of a boy and a girl. There is no end to her song. With the advancement of night, she sings of the birth of passion that arises in the soul of both man and woman. The last song the nightingale sings is the song of Love that knows no death. In other words, the bird lastly sings the song of Love that defies space and time.

Question 3.
What is the effect of each song?
Answer:
The effect of the nightingale’s song is amazing. At first the nightingale sings of love in the heart of a boy and a girl putting her heart against the thorn and there blossoms a marvellous rose, petal after petal oh the top-most branch of the Rose-tree. When the nightingale sings of the birth of passion that emerges in the soul of man and woman in a louder voice, a delicate flush comes into the leaves of the rose. At last when the nightingale sings the song of Love in a faint voice the marvelous rose becomes crimson.

Unit – V

Gist :
It is noon. To his stunned disbelief the student sees the most beautiful red rose in his life. He hurriedly goes to the Professor’s home with the rose in his hand. Now with the reddest rose in the world at the disposal of the Professor’s daughter, the young student has a radiant vision of the night. They will dance together that night when he will express how deeply he loves her. Here is a dramatic twist in the story. The girl finds the red rose almost insulting, because she prefers jewels and gifts. Moreover, the boy, far from suffering her ingratitude, proves to be ungrateful to himself by tossing the flower aside and declaring that Logic is greater than Love.

ସାରମର୍ମ :
ଏହା ଥିଲା ମଧ୍ୟାହ୍ନ ସମୟ । ନିତାନ୍ତ ଅବିଶ୍ଵାସ୍ୟ ହୋଇଥିଲେ ହେଁ ଯୁବ-ଛାତ୍ରଜଣକ ତାଙ୍କ ଜୀବନରେ ସୁନ୍ଦର ଲାଲ୍‌ରଙ୍ଗର ଗୋଲାପ ଫୁଲଟିଏ ଦେଖିବାକୁ ପାଇଛନ୍ତି । ସେହି ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲଟିକୁ ଧରି ସେ ପ୍ରଫେସରଙ୍କ ଝିଅ ନିକଟକୁ ଯାଇଛନ୍ତି । ବର୍ତ୍ତମାନ ପୃଥ‌ିବୀର ସବୁଠାରୁ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ସେହି ତରୁଣୀଙ୍କ ହାତ ପାହନ୍ତାରେ ପହଞ୍ଚିଛି । ଯୁବକଜଣଙ୍କ ମୁଖମଣ୍ଡଳରେ ଏକ ଉଜ୍ଜଳ ହସ ଫୁଟି ଉଠିଛି । ସେ ଯେତେବେଳେ ଏକାଠି ନୃତ୍ୟ କରିବେ ସେ ତା’ର ସଚ୍ଚା ପ୍ରେମକୁ ପ୍ରକାଶ କରିବ ବୋଲି ଭାବିଛି । ମାତ୍ର ନାଟକୀୟ ଢଙ୍ଗରେ ଏଠାରେ ପରିବର୍ତ୍ତନ ଘଟିଛି । ଯୁବତୀଜଣକ ଏହି ଲାଲ୍ ଗୋଲାପକୁ ଅପମାନଜନକ ମନେ କରିଛି । ସେ ଚାହିଁଛି ଅଳଙ୍କାର ଓ ଉପହାର । ଯୁବକଜଣକ ନିଜ ପ୍ରେମିକାକୁ ଅକୃତଜ୍ଞ ମନେ କରିଛନ୍ତି ଏବଂ ଲାଲ୍ ଗୋଲାପକୁ ରାସ୍ତାକୁ ଫୋପାଡ଼ି ଦେଇଛନ୍ତି । ସେ ତର୍କଶାସ୍ତ୍ରକୁ ପ୍ରେମଠାରୁ ଅଧିକ ମହତ୍ତ୍ଵପୂର୍ଣ୍ଣ ବୋଲି ଘୋଷଣା କରିଛନ୍ତି ।

Glossary:
wonderful piece of luck! : ଭାଗ୍ୟର ଅପୂର୍ବ ଅଂଶ
leaned down : ତଳକୁ ଓହ୍ଲାଇଲା
plucked: ତୋଳିଲା
put on : wear (ପିନ୍ଧିବା)
frowned: ରାଗରେ ଗର୍ଜନ କଲା
Ungrateful: ଅକୃତଜ୍ଞ
cart-wheel: ଶଗଡ଼ ଚକ
rude: harsh (ନିର୍ଭୟ)
Logic: ତର୍କଶାସ୍ତ୍ର
dusty: dirty (ମଇଳା)
Metaphysics: ଆଧ୍ୟାତ୍ମିକ ଶାସ୍ତ୍ର

Think it out

Question 1.
What does the student do with the red rose?
Answer:
The student goes to the Professor’s house with the red rose. He hands over the gift to the Professor’s daughter whom he loves deeply. The student wants the girl to dance with him that night, because in response to her request, he has given her the reddest rose in the world.

Question 2.
How does the Professor’s daughter respond to the student’s gift of the red rose?
Answer:
The Professor’s daughter flatly rejects the student’s gift of the red rose. She finds it almost insulting, since she prefers jewels and gifts. These are more expensive than flowers. The vain daughter of die Professor accuses the student of being harsh and ungrateful. She treats him with contempt. To his shocked disbelief, she rises from the chair and enters the house.

Question 3.
Why does the student return to his books?
Answer:
The Professor’s daughter discards the student’s gift of the red rose. As a result, he is in a rage. He suffers the anguish of the girl’s ingratitude and throws the red rose into the street, with a passing cart run wer it. The student realizes that it was all caprice on his part. He declares that Logic is greater than Love, because the latter is quite deceptive. In his view, in this crude age, to be practical matters most. Hence the student returns to his books.

CHSE Odisha Class 12 English The Nightingale and the Rose Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
The student ________ a red rose.
(A) asked for
(B) ran after
(C) scrambled for
(D) panged in
Answer:
(D) panged in

Question 2.
In the student, the nightingale finds a _________.
(A) brilliant scholar
(B) a mad young boy
(C) true lover
(D) all of these
Answer:
(C) true lover

Question 3.
The nightingale sings of love ___________.
(A) off and on
(B) in a state of melancholy
(C) heedless of the external world
(D) for nights together
Answer:
(D) for nights together

Question 4.
Love is _________.
(A) nice
(B) precious
(C) wonderful
(D) both (B) and (C)
Answer:
(B) precious

Question 5.
The butterfly and lizard __________ the student’s weeping for a red rose.
(A) look down
(B) looked down upon
(C) laughed at
(D) jeered
Answer:
(C) laughed at

Question 6.
The young student’s sorrow moved the nightingale to –
(A) tears
(B) pity
(C) excitement
(D) commitment
Answer:
(A) tears

Question 7.
The response of the first rose-tree to the nightingale’s appeal for a red rose was _________.
(A) negative
(B) positive
(C) ray of hope
(D) evasive
Answer:
(A) negative

Question 8.
The word ‘ nipped’ means ___________.
(A) plucked
(B) cut
(C) destroyed
(D) killed
Answer:
(C) destroyed

Question 9.
The condition set by the rose-tree growing beneath the student’s window to give the nightingale a red rose was ___________.
(A) ridiculous
(B) serious
(C) a very tough
(D) none of these
Answer:
(C) a very tough

Question 10.
The nightingale’s decision to get a red rose sacrificing her life is attributed to _________.
(A) supremacy of love over life
(B) her adoration of love
(C) her sympathy for the student
(D) her attachment to the student
Answer:
(A) supremacy of love over life

Question 11.
The boy’s beautiful eyes gave a sign of _____________.
(A) hope
(B) strength
(C) sadness
(D) none of these
Answer:
(C) sadness

Question 12.
The tone of the nightingale is one of ___________.
(A) disillusionment
(B) certainty
(C) doubt
(D) assurance
Answer:
(D) assurance

Question 13.
The boy felt that the nightingale’s words are ____________.
(A) pragmatic
(B) absurd
(C) theoretical
(D) emotional
Answer:
(C) theoretical

Question 14.
The nightingale responded to the oak tree’s request for singing her last song for him ___________.
(A) sentimentally
(B) affirmatively
(C) sorrowfully
(D) none of these
Answer:
(B) affirmatively

Question 15.
The student always thinks of __________.
(A) reading books
(B) the nightingale
(C) artists
(D) love
Answer:
(D) love

Question 16.
Which one of the following statements is true?
(A) The nightingale sings for nights.
(B) It is a moon-lit night.
(C) At last, the nightingale sings the origin of love in the heart of a boy and a girl.
(D) Her life-blood becomes thicker
Answer:
(B) It is a moon-lit night.

Question 17.
Which one of the following statements is false?
(A) The nightingale’s heart is away from the thorn.
(B) She sings on and on.
(C) At first, the rose petal looks pale.
(D) The nightingale obeys the words of the rose-tree.
Answer:
(A) The nightingale’s heart is away from the thorn.

Question 18.
With the nightingale’s song grow louder and louder, her song becomes more and more __________.
(A) melodious
(B) monotonous
(C) about the source of passion in the soul of a man and a maid
(D) none of these
Answer:
(C) about the source of passion in the soul of a man and a maid

Question 19.
The nightingale sings of love that is __________.
(A) timeless
(B) ephemeral
(C) transparent
(D) all of these
Answer:
(A) timeless

Question 20.
The nightingale’s life is marked by ___________.
(A) pain
(B) pleasure
(C) futility
(D) sacrifice
Answer:
(D) sacrifice

Question 21.
The rose the student sees is the most __________.
(A) fragrant
(B) alluring
(C) repulsive
(D) beautiful and the reddest
Answer:
(D) beautiful and the reddest

Question 22.
The Professor’s daughter discarded the student’s gift of red rose _________.
(A) reluctantly
(B) thoughtfully
(C) outright
(D) none of these
Answer:
(C) outright

Question 23.
She epitomises ___________.
(A) determination
(B) vanity
(C) ingratitude
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 24.
At last, the student realises that love stands for _____________.
(A) all that is beautiful
(B) perfection
(C) foolishness
(D) nobility
Answer:
(C) foolishness

Question 25.
He reconciles himself to life’s __________.
(A) problems
(B) frustration
(C) unfulfillment
(D) reality
Answer:
(D) reality

Introducing the Author :
Oscar Wilde (1854-1900) was a gifted British poet, playwright, novelist and short story writer from Ireland. He associated himself with the literary movement of his time called aestheticism which defined the nature and purpose of art as an independent form free from any moral consideration. ‘Art never expresses anything but itself,’ wrote Wilde and in this view he has had his followers. His own poems, written accordingly, were a mixture of verbal felicity and affected sentiment. His well-known works include the comedy, The Importance of Being Earnest, the novel, The Picture of Dorian Gray, now filmed, and a number of short stories. Wilde was a brilliant conversationalist and his plays abound in smart brilliant dialogue. Today Wilde is best remembered for his short stories, which are available in volumes like The Happy Prince and Other Tales (1888) and A House of pomegranates (1891). Like all other writings of the author, the stories are marked by ‘sparkling wit, an eye for humorous situations, and an insight into human nature’. Among the stories there is a bundle of engaging tales meant for children. They describe in a simple and somewhat fairy tale fashion some meaningful happenings which contain a striking blend of truth and wisdom.

About the Story :
The main theme of Oscar Wilde’s short story “The Nightingale and the Rose” explores the effects of self-sacrifice in the name of what one truly believes in. As the title suggests, the Nightingale is the main character of the short story. The bird offers her life as an ultimate sacrifice in the name of love, thinking that this would have made a difference in the life of a student. Her sacrifice goes in vain.

“The Nightingale and the Rose” ଗଳ୍ପରେ ଜଣେ ନିଜର ଏକାନ୍ତ ବିଶ୍ଵାସ ନିମନ୍ତେ ଜୀବନ ଉତ୍ସର୍ଗ କରିବାର ଫଳାଫଳ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଏହି ଗଛର ମୁଖ୍ୟ ଚରିତ୍ର । ପ୍ରେମର ଚିରନ୍ତନତାକୁ ବଜାୟ ରଖିବା ପାଇଁ ପକ୍ଷୀଟି ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଛି । ସେ ଚିନ୍ତା କରିଛି ଯେ ଛାତ୍ରଟିର ଜୀବନରେ ଏହା ଏକ ଭିନ୍ନ ଅବସ୍ଥା ସୃଷ୍ଟି କରିବ । କିନ୍ତୁ ତା’ର ଚରମ ଉତ୍ସର୍ଗ ବିଫଳତାରେ ପର୍ଯ୍ୟବସିତ ହୋଇଛି ।

Summary :
The Professor’s daughter is the young Oxford student’s true love. She is ready to dance with him if he brings her a red rose. The Student feels sad, because there is no red rose in the garden. The Nightingale hears the young man’s pine for a red rose. In him the bird sees a ‘true lover’. The young Student visualises his state of loneliness without dancing with the girl he loves. The sight of her darling with others will bring him a deepening frustration.

The absence of a red rose torments him. The young Student’s love makes the Nightingale think how she sings song of love for nights together. She profuses, praises love which is a wonderful thing, more valuable than any other and costlier than fine opals. Love she says, is priceless. The Nightingale admires the young student for his painful love. The sight of the weeping young Student for a red rose has no effect on a little Green Lizard and Butterfly. They don’t share his sorrow.

To them, the student’s eagerness for a red rose appears ridiculous. But the Nightingale understands his secret. She wonders at the mystery of love. The Nightingale is moved to pity by the young Student’s sorrow. She wishes to find a red rose as a gift for him. She leaves the Oak-tree in search of it. While flying higher, she catches sight of a beautiful Rose-tree and requests it to give her a red rose in exchange of her beautiful song.

To the Nightingale’s disappointment, the tree states that its roses are white. But the Nightingale find a ray of hope, when the Rose-tree wants her to go to his brother that grows beneath the student’s window. The bird flies over to the Tree and appeals for a red rose, but in vain. In spite of growing red roses, they have now turned into white ones. The biting winter has destroyed its buds. Storm has wrecked havoc.
The Nightingale still asks the Tree for a red rose. It succumbs to her will. The Tree is ready to give her a red rose, if she sings to it throughout the night with her breast against the thorn. Her life-blood will turn the white rose into a red one. The Nightingale is ready to sacrifice her life for the sake of love.

Brimming with joy, the bird meets the love-stricken young Student and promises him to bring him a red rose. But she wants an assurance from him in return. He will be a true lover. He listens, but cannot make out what the Nightingale is saying. But the Oak-tree understands, feels sad. He wants the bird to sing him one last song, for he will be lonely without her. Soon after the completion of her song, the Student writes about the bird’s music, style, her lack of sincerity and sacrifice for others in his note book.

The Nightingale flies to the Rose-tree growing beneath the Student’s window when the moon shines in the heavens. She believes in true and eternal love. She pinches her own heart against the thorn of the Rose-tree and turns it red with her own blood. She sacrifices her life in the name of love. It is noon. The Student’s delight knows no bound at the sight of a beautiful red rose. He meets the Professor’s daughter with it, but she rejects the rose and in turn, the Student throws the red rose away in the gutter, with a passing cart running over it. The Nightingale’s ultimate sacrifice for the cause of true love goes in vain.

ସାରାଂଶ :
ଅକ୍‌ସଫୋର୍ଡର ଜଣେ ଯୁବ-ଛାତ୍ର ପ୍ରେମ କରନ୍ତି ପ୍ରଫେସରଙ୍କର ଝିଅକୁ । ଯଦି ସେ ପ୍ରେମିକାଙ୍କ ପାଇଁ ଗୋଟିଏ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲ ଆଣିବେ, ତେବେ ତରୁଣୀ ପ୍ରେମିକା ତାଙ୍କ ସଙ୍ଗେ ନୃତ୍ୟ ପରିବେଷଣ କରିବ ବୋଲି ସର୍ଭ ରଖୁଛି ।ରଖୁଛି । ଛାତ୍ରଟି ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼ିଛି କାରଣ ସେହି ବଗିଚାରେ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ମିଳିନାହିଁ । ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ପାଇବାପାଇଁ ଯୁବକର ବ୍ୟାକୁଳତା ଜାଣିପାରେ । ସେହି ଯୁବକଙ୍କଠାରେ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଦେଖେ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ସଚ୍ଚା ପ୍ରେମିକର ପ୍ରତିମୂର୍ତ୍ତି ।

ନିଜ ପ୍ରେମିକା ଯୁବତୀଙ୍କ ସହିତ ନୃତ୍ୟ କରିନପାରିବାର ଏକାନ୍ତ ନିଃସଙ୍ଗ ଅବସ୍ଥା ବିଷୟରେ ଯୁବଛାତ୍ରଜଣକ ଭାବିଛି । ତାଙ୍କର ପ୍ରିୟ ପ୍ରେୟସୀ ତାଙ୍କୁ ଛାଡ଼ି ଅନ୍ୟ ଜଣଙ୍କ ସହ ନୃତ୍ୟ କରିବା ସେ ଆଦୌ ସହ୍ୟ କରିପାରିବେ ନାହିଁ । ତାଙ୍କର ଜୀବନ ପ୍ରତି ବିତୃଷ୍ଣା ଆସିଯାଏ । ଲାଲ୍ ଗୋଲାପ ନ ପାଇ ସେ ମାନସିକ ଯନ୍ତ୍ରଣା ପାଆନ୍ତି । ଯୁବ-ଛାତ୍ରଙ୍କର ପ୍ରେମକୁ ଦେଖି ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଭାବେ ସେ କିଭଳି ରାତି ରାତି ଧରି ପ୍ରେମର ଗୀତ ଗାଇଥାଏ । ସେ ଭାବେ ସବୁଠାରୁ ମୂଲ୍ୟବାନ୍ ହେଉଛି ପ୍ରେମ । ପ୍ରେମ ଆଗରେ ସବୁ ଜିନିଷ ତୁଚ୍ଛ । ପ୍ରେମର ମୂଲ୍ୟ କେହି ଦେଇପାରିବେ ନାହିଁ । ଏହି ଯନ୍ତ୍ରଣାଦାୟକ ପ୍ରେମ ପାଇଁ ବୁଲ୍‌ବୁଲ୍ ଯୁବକଙ୍କୁ ପ୍ରଶଂସା କରିଛି । ଏକ ଲାଲ୍ ଗୋଲାପ ଫୁଲ ପାଇବାପାଇଁ ଯୁବ- ଛାତ୍ରଙ୍କର କ୍ରନ୍ଦନର ମୂଲ୍ୟ ଏକ ଛୋଟ ନୀଳବର୍ଣ୍ଣର ଝିଟିପିଟି ପ୍ରଜାପତି କିଛି ବୁଝିପାରନ୍ତି ନାହିଁ । ସେମାନେ ଯୁବକଙ୍କର ଦୁଃଖରେ ଭାଗିଦାର ହୋଇପାରନ୍ତି ନାହିଁ । ଛାତ୍ରଟିର ଲାଲ୍ ଗୋଲାପ ପାଇବାର ଆକାଂକ୍ଷାକୁ ସେମାନେ ପରିହାସ କରନ୍ତି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ବୁଝେ ପ୍ରେମିକ ଯୁବକ ମନରେ ଲୁକ୍‌କାୟିତ ହୋଇଥିବା ପ୍ରେମର ଆସରକୁ । ପ୍ରେମର ରହସ୍ୟକୁ ଦେଖୁ ସେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଯାଏ ।

ଯୁବ-ଛାତ୍ରଙ୍କର ଦୁଃଖରେ ବୁଲ୍‌ବୁଲ୍ ଦୁଃଖ ପ୍ରକାଶ କରେ । ସେ ପ୍ରେମିକ ଯୁବକଙ୍କୁ ଉପହାର ଭାବେ ଏକ ଲାଲ ଗୋଲାପ ଦେବା ପାଇଁ ଇଚ୍ଛା କରେ । ସେ ସେହି ଓକ୍ ବୃକ୍ଷ ଛାଡ଼ି ଲାଲ୍ ଗୋଲାପର ଅନୁସନ୍ଧାନରେ ଚାଲିଯାଏ । ଉପରେ ଉଡ଼ି ଉଡ଼ି ଯାଉଥ‌ିବା ସମୟରେ ସେ ଦେଖେ ଏକ ସୁନ୍ଦର ଗୋଲାପ ଗଛ ଯାହାକୁ ସେ ତା’ର ସୁନ୍ଦର ଗୀତ ବଦଳରେ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଅନୁରୋଧ କରେ । କିନ୍ତୁ ଗୋଲାପ ବୃକ୍ଷଟି କହେ ତା’ପାଖରେ କେବଳ ଧଳା ଗୋଲାପ ଅଛି । ଏହା ଶୁଣି ବୁଲ୍‌ବୁଲ୍ ମନ ଦୁଃଖରେ ଭାଙ୍ଗିପଡ଼େ । ପୁନଶ୍ଚ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ମନରେ ଆଶାର ଆଲୋକ ସଞ୍ଚାର ହୁଏ ଯେତେବେଳେ ସେହି ଗୋଲାପ ବୃକ୍ଷଟି କହେ ତା’ର ଭାଇ ଯିଏକି ସେହି ପ୍ରେମିକ ଯୁବକଙ୍କର ଝରକାତଳେ ଅଛି, ତା’ ପାଖରେ ଲାଲ୍ ଗୋଲାପ ଅଛି । ବୁଲ୍‌ବୁଲ୍‌ ସେହି ଗୋଲାପ ଗଛ ପାଖକୁ ଯାଏ ଏବଂ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ଅନୁରୋଧ କରେ । କିନ୍ତୁ ସଫଳ ହୁଏ ନାହିଁ । ଗୋଲାପ ଗଛଟି କହେ ଯେ ତା’ର ଲାଲ୍ ଗୋଲାପଗୁଡ଼ିକ ବର୍ତ୍ତମାନ ଧଳା ହୋଇଯାଇଛନ୍ତି । ଭୀଷଣ ଥଣ୍ଡା ଏହାର କଢ଼ିଗୁଡ଼ିକୁ ନଷ୍ଟ କରିଦେଇଛି । ଝଡ଼ ସବୁ ଧ୍ବଂସ କରିଦେଇଛି ।

ତଥାପି ମଧ୍ୟ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ଏକ ଲାଲ୍ ଗୋଲାପ ପାଇବାପାଇଁ ଗଛଟିକୁ ଅନୁରୋଧ କରିଛି । ଗଛଟି କହିଛି ଯେ ସେ ଏକ ଲାଲ୍ ଗୋଲାପ ଦେବାପାଇଁ ପ୍ରସ୍ତୁତ; ଯଦି ବୁଲ୍‌ବୁଲ୍ ରାତିସାରା ତା’ର କଣ୍ଟାକୁ ଛାତିରେ ଲଗାଇ ରଖି ଗୀତ ଗାଇବ । ବୁଲ୍‌ବୁଲ୍‌ଠାରୁ ଝରିତ ଲାଲ ରକ୍ତ ସେହି ଧଳା ରଙ୍ଗର ଗୋଲାପକୁ ଲାଲ୍ କରିଦେବ । ବୁଲ୍‌ବୁଲ୍ ସଚ୍ଚା ପ୍ରେମ ପାଇଁ ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିବାପାଇଁ ପ୍ରସ୍ତୁତ ହୋଇଛି ।
ଖୁସିରେ ଆତ୍ମହରା ହୋଇ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ସେହି ପ୍ରେମିକ ଯୁବ-ଛାତ୍ରଙ୍କ ନିକଟକୁ ଯାଇଛି ଏବଂ ତାଙ୍କ ପାଇଁ ଏକ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପ ଫୁଲ ଆଣିଦେବାପାଇଁ ପ୍ରତିଜ୍ଞା କରିଛି । କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ ଚାହେଁ ଯୁବକଜଣକ ଜଣେ ସଚ୍ଚା ପ୍ରେମିକ ହୁଅନ୍ତୁ । ସେ ଶୁଣନ୍ତି, କିନ୍ତୁ ବୁଲ୍‌ବୁଲ୍ କ’ଣ କହୁଛି କିଛି ବୁଝିପାରନ୍ତି ନାହିଁ । ଓକ୍ ବୃକ୍ଷ ଦୁଃଖ ପ୍ରକାଶ କରିଛି । ସେ ଚାହିଁଛି ପକ୍ଷୀଟି ତାଙ୍କ ପାଇଁ ଶେଷ ଗୀତ ଗାଉ, କାରଣ ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀ ବିନା ଓକ୍ ବୃକ୍ଷ ଏକାନ୍ତ ହୋଇଯିବ । ପକ୍ଷୀଟିର ଗୀତର ସମାପ୍ତି ପରେ, ଛାତ୍ରଟି ପକ୍ଷୀର ସଙ୍ଗୀତ ତଥା ଶୈଳୀ ଏବଂ ଅନ୍ୟମାନଙ୍କ ତା’ର ତ୍ୟାଗ ମନୋବୃତ୍ତିର ଅଭାବ ବିଷୟରେ ଟିପ୍‌ପଣୀ ଲେଖୁଛି ।

ଯେତେବେଳେ ଚନ୍ଦ୍ର ଉଦୟ ହୋଇଛି, ବୁଲ୍‌ବୁଲ୍ ପକ୍ଷୀଟି ସେହି ଛାତ୍ରଙ୍କ ଝରକା ତଳେ ଥିବା ଗୋଲାପ ଗଛ ନିକଟକୁ ଉଡ଼ିଯାଇଛି । ସେ ଚିରନ୍ତନ ପ୍ରେମ ଉପରେ ବିଶ୍ଵାସ କରେ । ଏକ ଧଳା ରଙ୍ଗର ଗୋଲାପର କଣ୍ଟା ଉପରେ ସେ ତା’ର ହୃଦୟକୁ ବିଦ୍ଧ କରିଛି ଏବଂ ନିଜର ରକ୍ତରେ ସେହି ଧଳା ରଙ୍ଗର ଗୋଲାପକୁ ରକ୍ତବର୍ଣ୍ଣର ଲାଲ୍ ଗୋଲାପରେ ପରିଣତ କରିପାରିଛି । ଯୁବକର ପ୍ରେମ ପାଇଁ ସେ ତା’ର ଜୀବନକୁ ଉତ୍ସର୍ଗ କରିଦେଇଛି ।

ଏହା ହେଉଛି ମଧ୍ୟାହ୍ନ ସମୟ । ଛାତ୍ରଟି ବଗିଚାରେ ଏକ ଲାଲ୍ ଗୋଲାପ ଫୁଲ ଦେଖ୍ ଖୁବ୍ ଖୁସି ହୋଇଯାଇଛି । ସେ ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପଟିକୁ ସାଙ୍ଗରେ ନେଇ ପ୍ରଫେସରଙ୍କର ଝିଅଙ୍କୁ ସାକ୍ଷାତ୍ କରିଛି, କିନ୍ତୁ ଯୁବତୀଜଣକ ଯୁବକଙ୍କର ପ୍ରେମକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛି ଏବଂ ଯୁବକଜଣକ ସେହି ଲାଲ୍ ରଙ୍ଗର ଗୋଲାପଟିକୁ ରାସ୍ତାକୁ ଫୋପାଡ଼ି ଦେଇଛି । ବୁଲ୍‌ବୁଲ୍‌ର ଯୁବକର ପ୍ରେମ ପାଇଁ ଚରମ ଉତ୍ସର୍ଗ ବୃଥା ହୋଇଯାଇଛି ।

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