Class 12

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 2 Solutions Poem 2 The Goat Paths Textbook Exercise Questions and Answers.

Class 12th Alternative English Poem Chapter 2 The Goat Paths Question Answers CHSE Odisha

The Goat Paths Class 12 Questions and Answers

Pre-Reading activity:
The goat is a very common animal in our part of the country. What qualities do you associate with goats? Think up five words that come to your mind when you think of goats. The poem you are about to read has the title. “The Goat-Paths”. Can you guess what the poem is about? Write your guess here. Now read the poem is see what it is really about.

Notes On The Poet:
James Stephens (1882-1950), a British poet and novelist, is known for such work as Insurrections (1909). The Crack of gold (1912). The Hill of Vision (1912). Green Branches (1912) and Collected Poems (1936). His ‘delicates inspired’ poetry makes effective use of imagery, the familiar scene is often ‘translated into an image for a human meaning’. In this poem, the poet likes the goats, seeks harmony with Nature.

Questions For Discussion:

Question 1.
Where are the straying goats found?
Answer:
The goats prefer to go to the heather and not to a grassy field because there was nothing stir.

Question 2.
Why do the goats go to the heather and not to a grassy field?
Answer:
The goats prefer to go to the heather and not to a grassy field because there was nothing stir.

Question 3.
Are these goats different from the others of their kind?
Answer:
These goats are different from the others of their kind because they behave in different way from the others.

Question 4.
How many times para the words relating to ‘quiet’ used in this poem?
Answer:
Five times.

Question 5.
How does the poet related ‘quietly in quietness’ (line 13 to ‘the moving sky’?
(Line 16). If you were to make two sections of the poem how would you divided it?
Answer:
“Quietly in quietness’ means being alone in a lonely place. The moving sky implies the limitless sky.

Question 6.
How would you read of someone called the first section ‘observation’ and the second ‘reflection’?
Answer:
It would be right to say that the first section of the poem is based on ‘observation’ and the second section on ‘reflection’.

Question 7.
What do you notice in the voice of the poet? urgency, defiance, arrogance, envy, frustration, expectation or a sense of oneness with God’s creation?
Answer:
Urgency, defiance, expectation, a sense of oneness with God’s creation.

Question 8.
What does the poet say he would do when his ‘sunny solitude’ is distributed?
Answer:
He would stray apart and brood, he would beat a hidden way through the quiet heather spray in the sunny solitude.

Question 9.
Why does the poet call the goats ‘wise’?
Answer:
The poet calls the goats wise because they brood and beat the hidden way through the quiet heather spray in the sunny solitude.

Question 10.
The expression ‘IfI were’ conveys a wish. What is the poet’s wish?
Answer:
The poet’s wish is to be wise enough to brood and beat the hidden way through the quiet heather spray to a sunny solitude. He would run away and make an angry sound and would stare and turn and bound to the deeper silence where nothing disturbs.

Question 11.
I would think until I found/something I can never find’. How would you comment on the complexity of thought implicit in these lines?
Answer:
It is just like attaining the unattainable. The first lines is in simple past tense while the second line occurs in simple present form. The use of simple past in the present delineates are unfulfilled of he poet who would never find it. Hence, it is unfulfilled wish.

Question 12.
Can you write a simple paraphrase of the last stanza?
Answer:
The last stanza speaks of attaining of the unattainable. The poet makes use of the simple past tense form of verb, that is ‘found’ in the present context. The grammatical usage of such expression explains the unfulfilled wish of the poet. The poet is of the view that he will go on thinking until he has found what he can never find.

Question 13.
Point out same of the striking images in the poem?
Answer:
There are some striking images in the poem. They are-crooked paths, sunny quietness, crouching, beaten way etc.

Question 14.
What purpose do the words ‘quiet sunniness’. Sunny quietness’ ‘deeper sunniness’, ‘Quietly in quietness’. ‘Sunny quietude’. ‘Sunny solitude’ serve?
(i) They cast a spell on the reader.
(ii) They add to the musically of the poem
(iii) They are meant to create ambiguity for the reader.
Answer:
(iii) They are meant to create ambiguity for the reader.

Question 15.
Can you think of possible revisions of the following lines of the poem?
Line 17: “If you approach they run away.”
Line 30: “And should you come I’d run away”
Answer:
“If you approach they run away”
“If you come I’d run away”

Composition

Question 1.
Would you agree that the poem suggest the possibility of a harmony within the self and within the natural process of life and world”? Justify your answer.
Answer:
The poem‘ The Goat – Paths” is undoubtedly the master piece of James Stephens, an eminent and out-standing British poet and novelist. In this discussing poem, he expresses the possibility of a harmony within the selfand with the natural process of life and the world. The goats and goat paths are natural elements. The process of life is best reflected by means of these things. Life and life’s process are a part of nature. The outer reflections cost a deep spell on human life. It is because the external nature has a tremendous influence on the internal nature of man. Man internalises the outer nature which is at times didactic and delightful. The nature says words worth, ‘is the friend, philosopher and guide’, for man. In this discussing poem ‘The Goat – Paths,’ the poet James Stephens reflects the human self and natural processes. The poem ultimately leads the poet to identify himself with the goats! He says, “IfI were as wise as they I would stray apart and brood ….”. If a man appears on the scene, he would run away, he would like goats make an angry sound. He would is to a place where nothing stirs in the silence ofthe furze. He would also like to think in the airy quietness through the quiet sunniness, he would stray away to brood by hidden, beaten way in the sunny solitude. He would think until he found something he can never and something lying on the ground. As a matter offact, Stephens has tried his best to establish a harmony within the self and with the natural process of life and the world. The way Stephens explains it is superb and fantastic. On the whole. Stephens’s expression is most during, evaluating, inspiring and heart-touching.

Question 2.
Comment on the appropriateness of the title “The Goat-Paths”.
Answer:
The poem “The Goat-Paths” is, indeed, the best typical master-piece of James Stephens, a prominent and outstanding British poet and novelist of the twentieth century. His ‘delicately inspired’ poetry tinged with apt and suggestive titles is undoubtedly superband excellent. However, the title of any piece of art must be thoroughly exact, appropriate and suggestive. It should be like a colourful and attractive signboard of a shop. An attractive signboard automatically arrests the attention of the customers and makes them spell bound to have a visit to the shop. It also explains what a shop contains similarly, and apt and suggestive title arrests the attention of the reader instantly and makes them spell bound to go through it completely. It is like ‘the face is the index of heart.’ The discussing poem ‘The Goat-Paths”| bears the same ideas to prove the authenticity and appropriateness of the title of the poem. Moreover, the goat-paths are usually crooked and they lead uphill. They also wind about through the heather in and out of the quiet sunniness. The goats keep cropping here and there, they pause and turn and pass. When approaches they run away, leap and stare and they go away to the sunny quietude with a sudden angry sound. The poet brings oneness between the goats and his life. In feet, appropriateness of the title applies to the poem. The poem bears all qualities of being an apt and suggestive one. The external natural things like the goats, goat-paths have been identified with human life. The poet wishes to internalise these values and learn a lot from the goats. As a matter of feet, the title of the poem‘ The Goat-Paths” is apt and suggestive. The way the poet has expressed the central idea of the poem through the appropriate title is superb and outstanding. One the whole, the title of the poem is thought-provoking, inspiring and heart enduring.

The Goat Paths Summary in English

The crooked paths go every way upon the hill. They wind about though the heather in and out of the quiet sunniness. The goats there, day after day, stray in sunny quietness, cropping here and there as they halt and turn and pass. There is a bit of Heather spray, a mouthful of the grass in the deep sunniness in the place where nothing stirs quietly in the quietness. In quiet of the furze, they come and lie staring on the roving sky. When somebody approaches they run away. They leap and stare, they bound away with a sudden angry sound of the sunny quietude. Crouching down where nothing stirs in the silence of these furze, crouching down again to brood in the sunny solitude. If we were as wide as they were, he would stray apart and brood, he would beat a hidden way through the quiet heather spray to a sunny solitude. If someone came he would run away, he would make an angry sound and would stare and turn and bound to the deeper quietude to the place where nothing stirs in the silence of the furze. He would think as long as they in that airy quietness through the quiet sunniness he would stray away to brood by a hidden beaten way in the sunny solitude.

Analytical Outlines:

• The crooked paths go every way.
• It goes every way upon the hill.
• They wind about through the heather.
• They wind about in and out of the quiet sunniness.
• There, the goats stray in sunny quietness.
• The goats stray day after day.
• They halt here and there.
• They turn here and there
• They pass here and there
• They crop here and there
• There is a bit of heather spray.
• It is mouthful of the grass.
• It is in the deep sunniness in the place.
• There nothing stirs quietly.
• Actually, there is an entire quietness.
• They come in the quiet of the furze.
• They lie staring on the roving sky.
• They run away when somebody approaches.
• They leap.
• They stare
• They bound away with a sudden angry sound.
• They do it with the sound of the sunny quietude.
• They crouch down.
• Nothing stirs in the silence of the furze.
• They crouch down again.
• They brood in the sunny solitude.
• If he were as wise as they.
• He would stray apart.
• He would brood.
• He would beat a hidden way through the quiet heather.
• He would spray to a sunny solitude
• If someone came.
• He would run away.
• He would make an angry sound.
• He would stare.
• He would turn.
• He would bound to the deeper quietude.
• There nothing stirs in the silence of the furze.
• He would think as long as they were in that airy quietness.
• He would think this through the quiet sunniness.
• He would stray away to brood.
• He would brood by a hidden beaten way.
• He would do this in the sunny solitude.

Meaning Of difficult Words:

croocked- bent, not straight
heather- wasteland covered with strubs
cropping- grazing
furze- shrub with spikes
roving (sky) – moving (here, appearing to move)
quietude – calmness, serenity, solitude
crouching – lying close to the ground
beat- make a path
stare- to look fixedly, to glance
solitude- loneliness, calmness, pin drop silence
brood- act ofbreeding
stray- to wander
spray- to sprinkle

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Odisha State Board BSE Odisha 9th Class Maths Solutions Geometry Chapter 2 ତ୍ରିଭୁଜମାନଙ୍କ ସର୍ବସମତା Ex 2(a) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Geometry Chapter 2 ତ୍ରିଭୁଜମାନଙ୍କ ସର୍ବସମତା Ex 2(a)

Question 1.
ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।
(i) Δ ABC ଓ Δ POR ସର୍ବସମ ହେବେ ଯଦି
(a) AB = PQ, AC = QR, m∠B = m∠Q
(b) AB = PQ, AC = QR, m∠A = m∠R
(c) AB = PQ, AC = PR, m∠A = m∠P
(d) AB = PQ, AC = QR, m∠A = m∠Q
ସମାଧାନ:
AB = PQ, AC = PR, m∠A = m∠P; AB = PQ, AC = QR, m∠A = m∠Q

(ii) Δ ABC ଓ Δ DEF ସର୍ବସମ ହେବେ ଯଦି
(a) m∠A = m∠D, m∠B = m∠F, AB = DF
(b) m∠A = m∠D, m∠B = m∠F, AB = DE
(c) m∠A = m∠D, m∠B = m∠F, BC = DE
(d) m∠A = m∠D, m∠B = m∠F, AC = DF
ସମାଧାନ:
m∠A = m∠D, m∠B = m∠F, AB = DF

(iii) Δ ABC ଓ Δ DE ଦୁଇଟି ସର୍ବସମ ତ୍ରିଭୁଜରେ m∠A = m∠D ଓ AB = DE ହେଲେ ନିମ୍ନସ୍ଥ କେଉଁ ସର୍ଭଟି ସତ୍ୟ ନୁହେଁ ?
(a) BC = EF
(b) m∠ACB = m∠DFE
(c) AC = DF
(d) m∠ABC = m∠DEF
ସମାଧାନ:
m∠ABC = m∠DEF

(iv) Δ ABC ଓ Δ POR ସର୍ବସମ ହେଲେ, ନିମ୍ନସ୍ଥ କେଉଁ ଉକ୍ତିଟି ସତ୍ୟ ହେବ ?
(a) AB = PQ, BC = QR, m∠C = m∠R
(b) BC = PQ, CA = QR, m∠A= m∠P
(c) AB = PQ, m∠A = m∠Q, m∠C = m∠P
(d) AB = PQ, m∠A = m∠P, m∠B = m∠Q
ସମାଧାନ:
AB = PQ, m∠A = m∠P, m∠B = m∠Q

(v) ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ର ଅନୁସାରେ m∠BAD : m∠ADB ହେଉଛି,

(a) 2 : 1
(b) 3 : 1
(c) 1 : 2
(d) 1 : 3
ସମାଧାନ:
3 : 1

Question 2.
ନିମ୍ନସ୍ଥ କେଉଁ କେଉଁ ସର୍ଭରେ Δ ABC ଓ Δ POR ସର୍ବସମ ହେବେ ?
(i) AB = PQ, BC = QR, m∠C = m∠R
(ii) AB = PQ, m∠A = m∠P, m∠B = m∠Q
(iii) BC = PQ, CA = QR, m∠A = m∠P
(iv) m∠P = m∠B = 90°, PQ = AB, PR = BC
(v) PQ = AB, PR = AC, A ଓ P ବିନ୍ଦୁଠାରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୌଣଦ୍ଵୟ ସର୍ବସମ ।
(vi) AB = PQ, m∠A = m∠Q, m∠C = m∠R
ସମାଧାନ:
(ii) AB = PQ, m∠A = m∠P, m∠B = m∠Q (କୋ-ବା-କୋ ସର୍ବସମତା)
(iv) m∠P = m∠B = 90°, PQ = AB, PR = BC (ବା-କୋ-ବା ସର୍ବସମତା)
(v) PQ = AB, PR = AC, A ଓ P ବିନ୍ଦୁଠାରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୌଣଦ୍ଵୟ ସର୍ବସମ ।
(vi) AB = PQ, m∠A = m∠Q, m∠C = m∠R (କୋ-ବା-କୋ ସର୍ବସମତା)

Question 3.
(i) ଗୋଟିଏ ସମଦ୍ବିବାହୁ ତ୍ରିଭୁଜର ଶୀର୍ଷକୋଣର ପରିମାଣ 100° ହେଲେ, ଏହାର ପ୍ରତ୍ୟେକ ଭୂମିସଂଲଗ୍ନ କୋଣର ପରିମାଣ କେତେ ?
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC, m∠A = 100° ।
ନିର୍ମେୟ : Δ ABC ର ପ୍ରତ୍ୟେକ ଭୂମିସଂଲଗ୍ନ କୋଣର ପରିମାଣ ।
ଡତ୍ତର : m∠A + m∠B + m∠C = 180°
⇒ 100° + m∠B + m∠B = 180° (∵ m∠B = m∠C)
⇒ 2m∠B = 80° ⇒ m∠B = 40°
∴ ΔABC ର ପ୍ରତ୍ୟେକ ଭୂମିସଂଲଗ୍ନ କୋଣଦ୍ଵୟର ପରିମାଣ 40° ।

(ii) ଗୋଟିଏ ସମଦ୍ବିବାହୁ ତ୍ରିଭୁଜର ପ୍ରତ୍ୟେକ ଭୂମିସଂଲଗ୍ନ କୋଣର ପରିମାଣ 45° ହେଲେ ଏହାର ଶୀର୍ଷକୋଣର ପରିମାଣ କେତେ ?
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC ଏବଂ m∠B = m∠C = 45°
ନିର୍ମେୟ : ∠BAC ର ପରିମାଣ ।
ଡତ୍ତର : m∠A + m∠B + m∠C = 180°
m∠A + 45° + 45° = 180° (∵ m∠B = m∠C = 45°)
m∠A = 180° – 90° = 90°
∴ ଶୀର୍ଷକୋଣର ପରିମାଣ 90° ।

Question 4.
Δ ABC ରେ AC ର ସମଦ୍ବିଖଣ୍ଡକ ଲମ୍ବ AB କୁ D ବିନ୍ଦୁରେ ଛେଦ କରୁଥିଲେ, ଦର୍ଶାଅ ଯେ AB = BD + DC ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ର ACର ସମଦ୍ବିଖଣ୍ଡକ ଲମ୍ବ DE, AB କୁ D ବିନ୍ଦୁରେ ଛେଦକରେ,
ଅର୍ଥାତ୍ DE = E͞C ଓ D͞E ⊥ AC ।
ପ୍ରାମାଣ୍ୟ : AB = BD + DC
ଅଙ୍କନ : ED ଅଙ୍କନ କରାଯାଉ ।
ପ୍ରମାଣ : Δ ADE ଓ Δ DEC ମଧ୍ୟରେ AE = CE (ଦତ୍ତ )
m∠DEA = m∠DEC = 90° (DE ⊥ AC)
DE ସାଧାରଣ ବାହୁ ।
∴ Δ ADE = Δ CDE (ବା-କୋ-ବା ସର୍ବସମତା)
⇒ AD ≅ CD
AB = AD + BD = CD + BD (∵ AD = CD)
AB = BD + DC
(ପ୍ରମାଣିତ)

Question 5.
ଦର୍ଶାଅ ଯେ, ସମବାହୁ ତ୍ରିଭୁଜର ପ୍ରତ୍ୟେକ କୋଣର ପରିମାଣ 60° ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC = BC
ପ୍ରାମାଣ୍ୟ : m∠A = m∠B = m∠C = 60° 
AB = AC ⇒ m∠B = m∠C 
ସେହିପରି AC = BC = m∠A = m∠B 
∴ m∠A = m∠B = m∠C
କିନ୍ତୁ m∠A + m∠B + m∠C = 180°
∴ m∠A = m∠B = m∠C = \(\frac{180^{\circ}}{3}\) = 60°
(ପ୍ରମାଣିତ)

Question 6.
(i) ପ୍ରମାଣ କର ଯେ, କୌଣସି ତ୍ରିଭୁଜର ଦୁଇଟି ଶୀର୍ଷବିନ୍ଦୁରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୌଣଦ୍ଵୟ ସର୍ବସମ ହେଲେ, ତ୍ରିଭୁଜଟି ସମଦ୍ବିବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ର B ଓ C ବିନ୍ଦୁରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୌଣଦ୍ଵୟ ସର୍ବସମ ଅର୍ଥାତ୍ m∠ABD = m∠ACE ।
ପ୍ରାମାଣ୍ୟ : AABC ସମଦ୍ବିବାହୁ ଅର୍ଥାତ୍ AB = AC ।
ପ୍ରମାଣ : ∠ABD = ∠ACE
m∠ABD + m∠B= 180° = m∠ACE + ∠C  (∵ ସନ୍ନିହିତ ପରିପୂରକ କୋଣ)
m∠B = m∠C (∵ ∠ABD = m∠ACE) 
AB = AC ଅର୍ଥାତ୍ Δ ABC ସମଦ୍ବିବାହୁ ।
  (ପ୍ରମାଣିତ)

(ii) Δ ABCରେ AB = AC ହେଲେ, B ଓ C ବିନ୍ଦୁରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୋଣଦ୍ଵୟ ସର୍ବସମ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC ।
B ଓ C ବିନ୍ଦୁରେ ଅଙ୍କିତ ବହିଃସ୍ଥ କୌଣଦ୍ବୟ ∠ABD ଓ ∠ACE ଅଟେ ।
ପ୍ରାମାଣ୍ୟ :  m∠ABD = m∠ACE
ପ୍ରମାଣ : Δ ABC ରେ AB = AC (ଦତ୍ତ)
⇒ m∠ACB = m∠ABC
(ସମାନ ବାହୁର ବିପରୀତ କୋଣଦ୍ଵୟ ସର୍ବସମ)
⇒ m∠ABD + m∠ABC = m∠ACB + m∠ACE = 180°  (∵ ସନ୍ନିହିତ ପରିପୂରକ କୋଣ)
⇒ m∠ABD = m∠ACE (∵ m∠ABC = m∠ACB)
(ପ୍ରମାଣିତ)

Question 7.
Δ ABC ରେ m∠A = 72° ଏବଂ m∠B = 2m∠C ହେଲେ ପ୍ରମାଣ କର ଯେ, ତ୍ରିଭୁଜଟି ସମଦ୍ବିବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ m∠A = 72° ଏବଂ m∠B = 2m∠C ।
ପ୍ରାମାଣ୍ୟ : Δ ABC ସମଦିବାହୁ ।
ପ୍ରମାଣ : Δ ABC ରେ m∠A + m∠B + m∠C = 180°
⇒ 72° + 2m∠C + m∠C = 180° (∵ m∠B = 2m∠C)
⇒ 3m∠C = 108° – 72° = 108° ⇒ m∠C = 36°
∴ m∠B = 180° – (m∠A + m∠C) = 180° – (72° + 36°)
= 180° – 108° = 72°
∴ m∠A = m∠B ⇒ BC = AC ⇒ Δ ABC ସମଦିବାହୁ ।
(ପ୍ରମାଣିତ)

Question 8.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ AB = AC ଏବଂ BO = CO, ପ୍ରମାଣ କର ଯେ, ∠ABO ≅ ∠ACO ।

ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC ଏବଂ OB = OC ।
ପ୍ରାମାଣ୍ୟ : ∠ABO ≅ ∠ACO ।
ପ୍ରମାଣ : Δ ABC ରେ AB = AC ⇒ m∠ABC = m∠ACB … (i)
Δ OBC ରେ OB = OC (ଦତ୍ତ) ⇒ m∠OBC = m∠OCB … (ii)
(i) ଓ (ii) ରୁ m∠ABC – m∠OBC = m∠ACB – m∠OCB
⇒ m∠ABO = m∠ACO
⇒ ∠ABO = ∠ACO (ପ୍ରମାଣିତ)

ବିକଳ୍ପ ସମାଧାନ :
ଦତ୍ତ : Δ ABC ରେ AB = AC ଏବଂ BO = CO ।
ପ୍ରାମାଣ୍ୟ : ∠ABO ≅ ∠ACO ।
ଅଙ୍କନ : Δ ABO ଓ Δ ACO ମଧ୍ୟରେ 
∴ AB = AC (ଦତ୍ତ) , BO = CO (ଦତ୍ତ) ଏବଂ A͞O ସାଧାରଣ ବାହୁ ।
Δ ABO ≅ Δ ACO (କୋ-ବା-କୋ ସର୍ବସମତା)
⇒ m∠ABO = m∠ACO ⇒ ∠ABO ≅ ∠ACO

Question 9.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ AB = AC, m∠CAD = 160°, m∠BCE = 40° । ପ୍ରମାଣ କର ଯେ, BE = BC ।
ସମାଧାନ:
ଦତ୍ତ : ଦତ୍ତ ବିନ୍ଦୁରେ m∠CAD = 160° ଏବଂ  m∠BCE = 40° ।
ପ୍ରାମାଣ୍ୟ : BE = BC
ପ୍ରମାଣ : Δ ABC ର ବହିଃସ୍ଥ ∠CAD ର ପରିମାଣ 160° ।
ବହିଃସ୍ଥ m∠CAD = m∠ACB + m∠ABC
m∠CAD = 2m∠ABC (m∠ACB = m∠ABC ∵ AB = AC)
⇒ 160° = 2m∠ABC ⇒ m∠ABC = 80° = m∠ACB
ପୁନଶ୍ଚ Δ CBE ରେ m∠ABC = m∠BCE + m∠CEB
⇒ 80° = 40° + m∠CEB ⇒ m∠CEB = 40°
m∠BCE = m∠CEB = 40° ⇒ BE = BC
(ପ୍ରମାଣିତ)

Question 10.
Δ ABC ରେ AB = AC ଓ A͞D ⊥ B͞C । ପ୍ରମାଣ କର ଯେ, BD = DC ଓ m∠BAD = m∠CAD ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC ଓ A͞D ⊥ B͞C ।
ପ୍ରାମାଣ୍ୟ : BD = DC ଓ m∠BAD = m∠CAD ।
ପ୍ରମାଣ : Δ ABD ଓ Δ ADC  ମଧ୍ୟରେ AB = AC (ଦତ୍ତ)
m∠ADB = m∠ADC (ସମକୋଣ) ଓ AD ସାଧାରଣ ବାହୁ ।
∴ Δ ABD ≅ Δ ADC (ସ-କ-ବା ସର୍ବସମତା)
⇒ BD = CD ଏବଂ m∠BAD = m∠CAD
(ପ୍ରମାଣିତ)

Question 11.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ AB = PQ, BC = QR ଏବଂ m∠ABX = m∠PQY । ଦର୍ଶାଅ ଯେ, Δ ABC ≅ Δ PQR ।

ସମାଧାନ:
ଦତ୍ତ : ଦତ୍ତ ବିନ୍ଦୁରେ AB = PQ, BC = QR ଏବଂ m∠ABX = m∠PQY ।
ପ୍ରାମାଣ୍ୟ : Δ ABC ≅ Δ PQR ।
ପ୍ରମାଣ : m∠ABX + m∠ABC = 180° ଏବଂ m∠PQY + m∠PQR = 180°
m∠ABX + m∠ABC = m∠PQY +m∠PQR
⇒ m∠ABC = m∠PQR (∵ m∠ABX = m∠PQY)
Δ ABC ଓ Δ PQR ଦ୍ଠୟରେ AB = PQ, m∠ABC = m∠PQR ଏବଂ BC = QR
∴ Δ ABC ≅ Δ PQR (ବା-କୋ-ବା ସର୍ବସମତା)  (ପ୍ରମାଣିତ)

Question 12.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ A͞B ଓ C͞D ରେଖାଖଣ୍ଡଦ୍ଵୟ ପରସ୍ପରକୁ  ‘O’ ବିନ୍ଦୁରେ ସମଦ୍ବିଖଣ୍ଡ କରୁଥିଲେ, ଦର୍ଶାଅ ଯେ A͞D || B͞C ।
ସମାଧାନ:
ଦତ୍ତ : A͞B ଓ C͞D ରେଖାଖଣ୍ଡ ଦ୍ବୟର ଛେଦବିନ୍ଦୁ O ।
A͞B ଓ C͞D ଦ୍ଵୟ ପରସ୍ପରକୁ ଠ ବିନ୍ଦୁରେ ସମଦ୍ବିଖଣ୍ଡ କରନ୍ତି,
ଅର୍ଥାତ୍ AO = BO ଏବଂ CO = DO ।
ପ୍ରାମାଣ୍ୟ : A͞D || B͞C
ପ୍ରମାଣ  : Δ AOD ଓ Δ BOC ଦ୍ଠୟରେ m∠AOD = m∠BOC 
AO = BO (ଦତ୍ତ) ଏବଂ DO = CO (ଦତ୍ତ)
∴ Δ AOD = Δ BOC (ବା-କୋ-ବା ସର୍ବସମତା)
⇒ m∠DAO = m∠CBO କିନ୍ତୁ ଏ ଦ୍ବୟ ଏକାନ୍ତର କୌଣହେତୁ AD || BC 
(ପ୍ରମାଣିତ)

Question 13.
ABCD ଚତୁର୍ଭୁଜରେ AC କଣ୍ଠ ∠A ଓ ∠C କୁ ସମର୍ଦ୍ଦିଖଣ୍ଡ କରୁଥୁଲେ ଦର୍ଶାଅ ଯେ, AB = AD ଏବଂ CB = CD ।
ସମାଧାନ:
ଦତ୍ତ : ABCD ଚତୁର୍ଭୁଜରେ A͞C  କଣ୍ଠ, m∠BAC = m∠DAC ଓ m∠BCA = m∠DCA ।
ପ୍ରାମାଣ୍ୟ : AB = AD ଏବଂ CB = CD
ପ୍ରମାଣ : Δ ABC ଏବଂ Δ ADC ଦ୍ଠୟରେ
m∠BAC = m∠DAC (ଦତ୍ତ), A͞C ସାଧାରଣ ବାହୁ
ଏବଂ m∠BCA = m∠DCA (ଦତ୍ତ)
∴ Δ ABC = Δ ADC (କୋ-ବା-କୋ ସର୍ବସମତା)
⇒ AB = AD ଏବଂ CB = CD
(ପ୍ରମାଣିତ)

Question 14.
Δ ABC ରେ A ବିନ୍ଦୁରୁ B͞C ପ୍ରତି ଅଙ୍କିତ ଲମ୍ବ B͞C କୁ ସମର୍ଦ୍ଦିଖଣ୍ଡ କରୁଥୁଲେ ଦର୍ଶାଅ ଯେ, ତ୍ରିଭୁଜଟି ସମଦ୍ବିବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ A͞D ⊥ B͞C ଓ BD = DC ।
ପ୍ରାମାଣ୍ୟ : Δ ABC ସମଦ୍ବିବାହୁ ଅର୍ଥାତ୍ AB = AC
ପ୍ରମାଣ : Δ ABD ଏବଂ Δ ADC ଦ୍ଠୟରେ BD = CD (ଦତ୍ତ)
A͞D ସାଧାରଣ ବାହୁ ଏବଂ m∠ADB = m∠ADC (ପ୍ରତ୍ୟେକ ସମକୋଣ)
∴ Δ ABD ≅ Δ ADC (ବା-କୋ-ବା ସର୍ବସମତା)
∴ AB = AC (ଅନୁରୂପ ବାହୁ) ⇒ Δ ABCଟି ସମଦ୍ବିବାହୁ ।
(ପ୍ରମାଣିତ)

Question 15.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ ବୃତ୍ତ ଅଛି, m∠BAD = m∠BCE ଏବଂ AB = BC ।
ସମାଧାନ:
ଦତ୍ତ : ଦତ୍ତ ବିନ୍ଦୁରେ m∠BAD = m∠BCE ଏବଂ AB = BC ।
ପ୍ରାମାଣ୍ୟ : Δ ABD ≅ Δ CBE
ପ୍ରମାଣ : Δ ABD ଓ Δ CBE ଦ୍ଠୟରେ
m∠ABD = m∠CBE (ସାଧାରଣ)
AB = BC (ଦତ୍ତ) ଏବଂ m∠BAD = m∠BCE (ଦତ୍ତ)
Δ ABD ≅ Δ CBE (କୋ-ବା-କୋ ସର୍ବସମତା)
⇒ AD = CE
  (ପ୍ରମାଣିତ)

Question 16.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ O, P͞Q  ର ମଧ୍ୟବିନ୍ଦୁ । P͞A ଏବଂ Q͞B, A͞B ଉପରେ ଲମ୍ବ । ଦର୍ଶାଅ ଯେ A͞P = B͞Q ।
ସମାଧାନ:
ଦତ୍ତ : ଦତ୍ତ ଚିତ୍ରରେ O, P͞Q ର ମଧ୍ୟବିନ୍ଦୁ, ଅର୍ଥାତ୍ PO = OQ ।
P͞A ⊥ AB ଏବଂ Q͞B ⊥ A͞B
ପ୍ରାମାଣ୍ୟ : AP = BQ
ପ୍ରମାଣ : Δ APO ଏବଂ Δ BQO ମଧ୍ୟରେ PO = OQ (ଦତ୍ତ)
m∠PAO = m∠QBO (ସମକୋଣ) ଏବଂ m∠AOP = m∠BOQ (ପ୍ରତୀପ କୋଣ)
Δ APO ≅ Δ BQO (କୋ-ବା-କୋ ସର୍ବସମତା) ⇒ AP = BQ
(ପ୍ରମାଣିତ)

Question 17.
Δ ABC ରେ AB = AC । ପ୍ରମାଣ କର ଯେ, B ଓ C ବିନ୍ଦୁଠାରୁ ଏହାର ବିପରୀତ ବାହୁମାନଙ୍କ ପ୍ରତି ଅଙ୍କିତ ଲମ୍ବଦ୍ଵୟ ସର୍ବସମ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC,
B͞D ⊥ A͞C ଓ CE ⊥ AB ।
ପ୍ରାମାଣ୍ୟ : B͞D ≅ C͞D
ପ୍ରମାଣ : Δ ABD ଓ Δ ACE ଦ୍ଵୟରେ AB = AC (ଦତ୍ତ) 
m∠BAD = m∠CAE (ସାଧାରଣ)
 m∠ADB = m∠AEC = 90°
Δ ABD ≅ Δ ACE ⇒ BD ≅ CD
 (ପ୍ରମାଣିତ)

Question 18.
Δ ABC ରେ AB = AC । ∠B ଓ ∠C ର ସମଦ୍ବିଖଣ୍ଡକଦ୍ୱୟ ପରସ୍ପରକୁ O ବିନ୍ଦୁରେ ଛେଦ କରୁଥିଲେ, ପ୍ରମାଣ କର ଯେ
BO = CO ଏବଂ \( \overrightarrow{\mathrm{AO}}\), ∠A ର ସମଦ୍ବିଖଣ୍ଡକ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC । \( \overrightarrow{\mathrm{BO}}\) ଏବଂ \( \overrightarrow{\mathrm{CO}}\) ଯଥାକ୍ରମେ ∠B ଓ ∠C ର ସମର୍ଦ୍ଦିଖଣ୍ଡକ । ସମଦ୍ୱିଖଣ୍ଡକଦ୍ୱୟ AC ଓ AB କୁ ଯଥାକ୍ରମେ D ଓ E ବିନ୍ଦୁରେ ଛେଦ କରେ ।
ପ୍ରାମାଣ୍ୟ : (i) BO = CO
(ii) m∠BAO = m∠CAO;
ଅର୍ଥାତ୍ \( \overrightarrow{\mathrm{AO}}\), ∠A ର ସମଦ୍ବିଖଣ୍ଡକ ।
ପ୍ରମାଣ : m∠ABC = m∠ACB (∵ AB = AC)
⇒ \(\frac{1}{2}\)m∠ABC = \(\frac{1}{2}\)m∠ACB
⇒ m∠OBC = m∠OCB ⇒ OB = OC … (i)
ପୁନଶ୍ଚ, Δ ABO ଏବଂ Δ ACO ଦ୍ବୟରେ AB = AC (ଦତ୍ତ)
m∠ABO = m∠ACO (∵ B͞O ଏବଂ C͞O ଯଥାକ୍ରମେ ∠B ଓ ∠C ର ସମଦ୍ଵିଖଣ୍ଡକ)
ଏବଂ OB = OC ∴ Δ ABO ≅ Δ ACO
⇒ m∠BAO = m∠CAO ଅର୍ଥାତ୍ \( \overrightarrow{\mathrm{AO}}\), ∠A ର ସମଦ୍ଵିଖଣ୍ଡକ ।
(ପ୍ରମାଣିତ)

Question 19.
Δ ABC ରେ ∠B ସମକୋଣ । A͞C କର୍ପୂର ମଧ୍ୟବିନ୍ଦୁ D ହେଲେ ଦର୍ଶାଅ ଯେ BD = \(\frac{1}{2}\)AC l
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ m∠B = 90° ଏବଂ
D, A͞C ର ମଧ୍ୟବିନ୍ଦୁ ଅର୍ଥାତ୍ AD = DC l
ପ୍ରାମାଣ୍ୟ : BD = \(\frac{1}{2}\)AC
ଅଙ୍କନ : \(\overrightarrow{\mathrm{BD}}\) ଉପରେ ‘E’ ଏପରି ଏକ ବିନ୍ଦୁ ଯେପରିକି
B – D – E ଓ BD = DE l
C͞E ଅଙ୍କନ କରାଯାଉ ।
ପ୍ରମାଣ : Δ ABD ଓ Δ EDC ଦ୍ୱୟରେ AD = DC (∵ D, A͞C ର ମଧ୍ୟବିନ୍ଦୁ)
BD = DE (ଅଙ୍କନ) ଏବଂ m∠ADB = m∠EDC (ପ୍ରତୀପ) 
∴ Δ ABD ≅ Δ EDC (ବା-କୋ-ବା ସର୍ବସମତା)
⇒ AB = EC ଏବଂ m∠ABD = m∠CED
କିନ୍ତୁ m∠ABD = m∠CED (ଏକାନ୍ତର)
⇒ AB || CE ⇒ m∠ABC + m∠ECB = 180° ⇒ m∠ECB = 90°
Δ ABC ଓ Δ ECB ଦ୍ୱୟରେ AB = CE (ପୂର୍ବରୁ ପ୍ରମାଣିତ)
B͞C ସାଧାରଣ ବାହୁ ଏବଂ m∠ABC = m∠ECB = 90°
∴ Δ ABC ≅ Δ ECB (ବା-କୋ-ବା ସର୍ବସମତା)
⇒ AC = BE ⇒ AC = 2BD ⇒ BD = \(\frac{1}{2}\)AC

ବିକଳ୍ପ ସମାଧାନ :
ଦତ୍ତ : Δ ABCରେ ∠B ସମକୋଣ । A͞C ର ମଧ୍ୟବିନ୍ଦୁ D ଅର୍ଥାତ୍ A
ପ୍ରାମାଣ୍ୟ : BD = \(\frac{1}{2}\)AC
ଅଙ୍କନ : \(\overrightarrow{\mathrm{BD}}\) ଉପରେ E ଏକ ବିନ୍ଦୁ ନିଅ ଯେପରିକି BD = DE ହେବ ।
AE ଓ C͞E ଅଙ୍କନ କରାଯାଉ ।
ପ୍ରମାଣ : ABCD ଚତୁର୍ଭୁଜରେ AD = CD (ଦତ୍ତ) ଓ BD = DE (ଅଙ୍କନ) ।
ABCD ଏକ ସାମାନ୍ତରିକ ଚିତ୍ର ।
କିନ୍ତୁ m∠ABC = 90° ହେତୁ ABCD ଏକ ଆୟତଚିତ୍ର ।
BE = AC (ଆୟତଚିତ୍ରର କଣ୍ଠଦ୍ଵୟ ସର୍ବସମ)
⇒ \(\frac{1}{2}\)BE = \(\frac{1}{2}\)AC ⇒ BD = \(\frac{1}{2}\)AC
(ପ୍ରମାଣିତ)

Question 20.
କୌଣସି ତ୍ରିଭୁଜର ଉଚ୍ଚତାତ୍ରୟ ସମାନ ହେଲେ, ପ୍ରମାଣ କର ଯେ ତ୍ରିଭୁଜଟି ସମବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ A͞D ⊥ B͞C, C͞E ⊥ A͞B, BF ⊥ AC ଏବଂ AD = CE = BF ।
ପ୍ରାମାଣ୍ୟ : AB = BC = AC
ପ୍ରମାଣ : Δ ABD ଏବଂ Δ BCE ଦ୍ଵୟରେ
m∠ABD = m∠CBE (ସାଧାରଣ)
m∠ADB = m∠CEB = 90° ଏବଂ AD = CE (ଦତ୍ତ) 
∴ Δ ABD ≅ Δ BCE (କୋ-କୋ-ବା ସର୍ବସମତା) ⇒ AB = BC
ସେହିପରି ପ୍ରମାଣ କରାଯାଇ ପାରେ, Δ BFC ≅ Δ ADC ⇒ BC = AC
∴ AB = BC = AC
  (ପ୍ରମାଣିତ)

Question 21.
ତ୍ରିଭୁଜର ଗୋଟିଏ କୋଣର ସମଦ୍ବିଖଣ୍ଡକ ଏହାର ସମ୍ମୁଖୀନ ବାହୁକୁ ସମଦ୍ବିଖଣ୍ଡ କରୁଥିଲେ, ଦର୍ଶାଅ ଯେ ତ୍ରିଭୁଜଟି ସମଦ୍ବିବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ ∠A ର ସମଦ୍ୱିଖଣ୍ଡକ \(\overrightarrow{\mathrm{AD}}\), B͞C କୁ ସମର୍ଦ୍ଦିଖଣ୍ଡ କରେ 
ପ୍ରାମାଣ୍ୟ : AB = AC ଅର୍ଥାତ୍ A ABC ସମଦ୍ବିବାହୁ ।
ଅଙ୍କନ : \(\overrightarrow{\mathrm{AD}}\) ଉପରେ E ଏପରି ଏକ ବିନ୍ଦୁ ଯେପରିକି A – D – E ଏବଂ AD = DE | C͞E ଅଙ୍କନ କର ।
ପ୍ରମାଣ : Δ ABD ଓ Δ CDE ଦ୍ଵୟରେ AD = DE (ଅଙ୍କନ)
BD = DC (ଦତ୍ତ) ଏବଂ m∠ADB = m∠CDE (ପ୍ରତୀପ)
∴ Δ ABD = Δ CDE (କୋ-ବା-କୋ ସର୍ବସମତା)
⇒ AB = CE ଏବଂ m∠BAD = m∠CED … (i)
m∠BAD = m∠CAD (ଦତ୍ତ)
m∠CED = m∠CAD ⇒ AC = CE … (ii)
∴ (i) ଓ (ii) ରୁ AB = AC

(ପ୍ରମାଣିତ)

Question 22.
Δ ABC ଓ Δ DEF ରେ X ଓ Y ଯଥାକ୍ରମେ B͞C ଓ E͞F ର ମଧ୍ୟବିନ୍ଦୁ । AB = DF, BC = EF ଓ AX = DY ହେଲେ ପ୍ରମାଣ କର ଯେ, Δ ABC ≅ Δ DEF ।
ସମାଧାନ:

ଦତ୍ତ : X, B͞C ର ମଧ୍ୟବିନ୍ଦୁ ଏବଂ Y, B͞C ର ମଧ୍ୟବିନ୍ଦୁ, AX = DY, AB = DF ଏବଂ BC = EF ।
ପ୍ରାମାଣ୍ୟ : Δ ABC ≅ Δ DEF 
ପ୍ରମାଣ : Δ ABX ଓ Δ DFY ମଧ୍ୟରେ, AB = DF, AX = DY ଏବଂ BX = FY
(∵ BC = FE ଏବଂ X ଓ Y ଯଥାକ୍ରମେ B͞C ଓ F͞E ର ମଧ୍ୟବିନ୍ଦୁ)
∴ Δ ABC ≅ Δ DEF (ବା-ବା-ବା ସର୍ବସମତା )
⇒ m∠ABX = m∠DFY ⇒ m∠ABC = m∠DFE
ଟର୍ଭମାନ Δ ABC ଓ Δ DFE ଦ୍ଵୟରେ, AB = DF, BC = FE ଏବଂ m∠ABC = m∠DFE
∴ Δ ABC = Δ DFE (ବା-କୋ-ବା ସ୍ଵୀକାର୍ଯ୍ୟ) (ପ୍ରମାଣିତ)

Question 23.
Δ ABC ରେ AB = AC । X ଓ Y ଯଥାକ୍ରମେ A͞B ଓ A͞C ଉପରିସ୍ଥ ଦୁଇଟି ବିନ୍ଦୁ ଯେପରିକି AX = AY ।
ପ୍ରମାଣ କର ଯେ, CX = BY ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC । A͞B ଓ A͞C ଉପରିସ୍ଥ X ଓ Y ଏପରି ଏକ ବିନ୍ଦୁ ଯେପରିକି AX = AY ।
ପ୍ରାମାଣ୍ୟ : CX = BY
ପ୍ରମାଣ : Δ ABY ଏବଂ Δ ACX ଦ୍ଵୟରେ AB = AC (ଦତ୍ତ)
AY = AX (ଦତ୍ତ) , m∠BAY = m∠CAX (ସାଧାରଣ କୋଣ)
∴ Δ ABY ≅ Δ ACX (ବା-କୋ-ବା ସର୍ବସମତା)
⇒ BY = CX ⇒ CX = BY
(ପ୍ରମାଣିତ)

Question 24.
ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ AB = CD ଓ AC = BD । ପ୍ରମାଣ କର ଯେ AO = DO ଓ BO = CO ।
ସମାଧାନ:
ଦତ୍ତ : ପାର୍ଶ୍ୱସ୍ଥ ଚିତ୍ରରେ AB = CD, AC = BD ।
ପ୍ରାମାଣ୍ୟ : AO = DO ଏବଂ BO = CO ।
ପ୍ରମାଣ : Δ ACB ଏବଂ Δ DBC ଦ୍ୱୟରେ 
AB = CD (ଦତ୍ତ), AC = BD (ଦତ୍ତ) ଏବଂ C͞B (ସାଧାରଣ ବାହୁ)
∴ Δ ACB ≅ Δ DBC (ବା-କୋ-ବା ସ୍ଵୀକାର୍ଯ୍ୟ)
⇒ m∠CAB = m∠CDB ଓ m∠ABC = m∠DCB
⇒ m∠OBC = m∠OCB ⇒ BO = CO
⇒ AB = CD (ଦତ୍ତ) ⇒ AO + BO = CO + DO ⇒ AO = DO (∵ BO = CO)
(ପ୍ରମାଣିତ)

Question 25.
Δ ABC ରେ AB = AC । ∠ABC ଓ ∠ACB କୋଣର ସମଦ୍ବିଖଣ୍ଡକଦ୍ୱୟ ପରସ୍ପରକୁ ‘O’ ବିନ୍ଦୁରେ ଛେଦ କରୁଥିଲେ  ଦର୍ଶାଅ ଯେ, Δ OBC ସମଦ୍ବିବାହୁ ।
ସମାଧାନ:
ଦତ୍ତ : Δ ABC ରେ AB = AC ।
∠ABC ଓ ∠ACB କୋଣର ସମଦ୍ବିଖଣ୍ଡକଦ୍ୱୟ ପରସ୍ପରକୁ ‘O’ ବିନ୍ଦୁରେ ଛେଦ କରନ୍ତି ।
ପ୍ରାମାଣ୍ୟ : Δ OBC ସମଦ୍ବିବାହୁ । ଅର୍ଥାତ୍ OB = OC ।
ପ୍ରମାଣ : Δ ABC ରେ AB = AC
⇒ m∠ACB = m∠ABC (ସମାନ ବାହୁର ସମ୍ମୁଖୀନ କୋଣ ସମାନ)
⇒ \(\frac{1}{2}\)m∠ACB = \(\frac{1}{2}\)m∠ABC ⇒ m∠OCB = m∠OBC (ଦତ୍ତ)
⇒ OB = OC
ଅର୍ଥାତ୍ OBC ଏକ ସମଦ୍ବିବାହୁ ତ୍ରିଭୁଜ ।
 (ପ୍ରମାଣିତ)

Question 26.
Δ ABC ରେ AB ଓ AC ଉପରେ ଯଥାକ୍ରମେ D ଓ E ଏପରି ଦୁଇଟି ବିନ୍ଦୁ ଯେପରିକି AD = AE ଏବଂ DB = EC । ଦର୍ଶାଅ ଯେ, DE || BC ।
ସମାଧାନ :
ଦତ୍ତ : Δ ABC ରେ AB ଓ AC ଉପରେ ଯଥାକ୍ରମେ D ଓ E ଦୁଇଟି ବିନ୍ଦୁ 
ଯେପରିକି AD = AE ଓ DB = EC ।
ପ୍ରାମାଣ୍ୟ : DE || BC ।
ପ୍ରମାଣ : Δ ADE ରେ AD = AE (ଦତ୍ତ)
⇒ m∠ADE = m∠AED (ଭୁମି ସଂଲଗ୍ଶ କୋଣ)
AD + BD = AE + EC ⇒ AB = AC ⇒ m∠B = m∠C
Δ ADE ରେ m∠A + m∠ADE + m∠AED = 180°
m∠A + 2m∠ADE = 180° (∵ m∠ADE = m∠AED) … (i)
Δ ABC ରେ m∠A + m∠B + m∠C = 180°
m∠A + 2m∠B = 180° (m∠C = m∠B) … (ii)
(i) ଓ (ii) ରୁ m∠A + 2m∠ADE = m∠A + 2m∠B
2m∠ADE = 2m∠B ⇒ m∠ADE = m∠B
କିନ୍ତୁ ଏହି କୋଣଦ୍ଵୟ ଏକାନ୍ତର ଅଟନ୍ତି ।
∴ DB = EC ।
(ପ୍ରମାଣିତ)

Odisha State Board CHSE Odisha Class 12 Approaches to English Book 2 Solutions Short Stories Chapter 2 The Tree Textbook Exercise Questions and Answers.

Class 12th Alternative English Short Stories Chapter 2 The Tree Question Answers CHSE Odisha

The Tree Class 12 Questions and Answers

Section – I

Questions For Discussion

Question 1.
How does the writer describe the river in the spate? Did it cause havoc in the village: What was the time of the flood?
Ans:
When the river was in full spate, it bulged up sounding like a thousand hooded hissing cobra. It did not play havoc in the village. The flood came a little past midnight.

Question 2.
What did the villagers do to meet the crisis?
Answer:
As people suddenly realized that the situation was much more grave than they had imagined they raised their lanterns. They ran to take shelter under the banian tree.

Question 3.
The leaves chattered incessantly in their familiar language of hope and courage. How does this statement portray the banian tree?
Answer:
The leaves of the banian tree made sounds as they usually do. Inspiteofthe approaching danger, they behaved in a similar way without paying any attention to the flood and its associated dangers. They were a symbol of courage and boldness which attribute the same qualities to the banian tree.

Question 4.
What were the story behind the mound and the tree?
Answer:
The mound contained the ruins of a certain king’s palace. The king dared to cut down a few branches of the tree to make room for his palace. Perhaps he planned to destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed and formed a mound. The tree, it was said had taken off down to the Himalayas or other such meaningful places at the command of a certain great soul who lived under it.

Question 5.
Write briefly about the “banian goddess”. What does this portrait reveal about the village? Do you make an element of humor and satire in the description?
Answer:
The “banian goddess” had to regular priest attached to her. Whoever so desired could approach her and sprinkle vermilion on her. In course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Devotees usually did not prostrate to her, they bowed when they passed by complex and formidable matters were referred to the deities of distant temples whereas small issues were put forth before her. Children in particular found her quite helpful in regard to crises arising out of undone home works or the ill-humored primary school pundits. It works with an element of humor and mild satire in the description.

Question 6.
How does the author describe the different trunks of the banian tree? Are the descriptions given in a serious or light-hearted vein? Do they reveal the orthodoxy and superstition of the villagers?
Answer:
At the foot of one of the trunks rested the tiny “banian goddess”. The revered and sacred bull of the village relaxed beside another trunk, eyes shut and jaws moving. An old woman from the neighboring village on her way back from the bi-weekly market set learning against another trunk. In a hollow at the foot of another trunk raised a family of snakes that had earned the reputation of being conscientious and harmless. The description reveals the orthodoxy and superstition of the villagers.

Question 7.
How was the tree godly? What did it symbolize?
Answer:
The tree was taken to be immortal by all without anybody having to be told about it. Immortality being an attribute of the gods, it was godly. Nobody would flaunt a decision that had been arrived at in a meeting under the tree. There was the seal of some power invisible and inaudible.

Vocabulary
Make nouns from the following:

terrible
collective sensible
advise
patient
remote
syllabic
strong courageous
protect
generate
respond expect
helpful dark
aware
full
cloudy
starry
descend
scandalize
expand crazy
Answer:
Words – Noun Forms
terrible – terror
collective – collection
aware – awareness
full – fullness
cloudy – cloud
starry – star
descend – descent
scandalize – scandal
expand – expansion
crazy – craze
respond – response
helpless – helplessness
dark – darkness
sensible – sensibility
advise – advice
patient -patience
remote – remoteness
syllabic – syllable
strong – strength
courageous – courage
protect – protection
generate – generation
expect – expectation

Section – II

Questions For Discussion

Question 1.
What is the central incident in the section?
Answer:
The banian tree being swept away by the flood and its fall and uprooting consist in the central incident in this section.

Question 2.
What attitude of the villagers is reflected in the words of the retired head pundit? How does he interpret the fleeing of the birds and snakes from the tree?
Answer:
The retired head-pundit said, “far from the good sign, snakes, and birds fleeing this great shelter”. It indicates the head pundits’ superstitious attitude. Fleeing of the birds and snakes from the tree had taken place owing to the human sins to the excess. They were going to face the consequences for their ill deeds.

Question 3.
How do the villagers react to the words of the college-going young men? What is distinctive about the attitude of the young men
Answer:
When the college-going young men said that the banian tree was felling which would take away a chunk of earth. But the villagers reacted against it telling that they were studying in college, and would they be able to save the tree with their English, Algebra, and all that abracadabra.

Question 4.
What does Srikant Das, the Vaishnav, observe about the impending fall of the tree? Does it reflect the orthodoxy and superciliousness of the villagers?
Answer:
Srikant Das, the Vaishnav observed that not only those boys but everybody in the village has his share of sin. And if the tree was going to collapse it was because it could not bear the burden of its sins. It reflects the orthodoxy and superciliousness of the villager.

Question 5.
Do you find a contrast between the two generations in this section? Explain
Answer:
Two generations such as the old and young are contrasted in this section. The old cling to the ancient orthodox values and the young college students provide a reaction of the student against old and hackneyed beliefs.

Grammar

Fill in the blanks with the right verbs, (for practice test)
l. You ________ to read this book. It is really very fine.
2. You _______ came to work on time.
3. __________ I came in Sir?
4. He is driving recklessly, he_________ face an accident.
5._________ I speak to Mr. Panigrahi.
6. You________ honour your superiors
7______ I see your camera
8. My dear son you ________ do what your teacher says
9. Come soon, there ________ be a crowd here.
10 I __________ read this book well.
11. You_______ take my umbrealla.
12. All the doors_______ be closed because storm appears.
13.______ you say so?
14. You should buya camera now, press_________ go up.
15. As he was strong he____________ swim for 3 hours.
16. I ________ never seen you again
17. You _______ be here by six.
18. It _________ rain, you’d better take an umbrella.
19. He ___________ be on the next bus
20. He__________ to go to river bank.
21. You___________ comb your hair so stylistically.
22. He said that it _________ rain
23. You_______ tell her about it. He knows it.
24. When I was a boy I_________ understand all.
25_________ you read this letter?
26. You _________ be here in time because your presence is highly essential
27. You_________ reach here in time.
28. Students________ not enter into the room with a book
30_______ I borrow your umbrella?
31. When I first went to London. I ______ easily understand them
32. I_______ prepare a lesson plan for you
33. I suggest that you _____ go for a picnic.
34. We ___________ play here.
35. It is natural that you__________ behave like this.
36. A leader ________ be a man of good character
37. He__________ reach here after a few minutes.
38. You ___________ stop drinking, otherwise, death is sure
39.________ came for this insult?
40. I_________ lend you fifty thousand.
41. You _______ use my bicycle
42_________ we go for a picnic?
43. You_________ run so fast because you have much time to spare.
44. I _________ drive this car
45. I wish you _________ wait five minutes for me.
46. She_________ be waiting me there.
47. You __________ be punished.
48________ you help me lifting this stone?
49. You _________ be punished.
50. When he was a child, he _________ get set up early in the morning.
51. We__________ to help the helpless.
52. Work had lest you __________ fail.
53. You_________ read this play.
54.___________ I work for you?
55. He_________ eat all the sweets.
56._________ I discuss with him
57. __________ that I was handsome, I would win her heart
58.__________ I came in?
59. It is too late you ___________ be hurried.
60. An accident __________ happen
61. I _________ help you.
62. You stop _______ here because there is danger ahead.
63. _______ you pass that tea?
64. I_________work for him
65. ________ you show me the way to the Ashoka Hotel?
66._______ you shut that door?
67._________ I carry your bag?
68. I wish you ______ success in life
69. How __________ I distribute the sweets?
70. You __________ read regularly.
71._________ his soul get peace.
72.__________ you like to stay with us?
73. ________ 1 have a glass of water?
74.___________ you have a journey with me?

Section – III

Questions For Discussion

Question 1.
What is the primary concern of the villagers in this section? In which context did Manoj Das bring in the names of some important villagers? What tone do you mark in the description?
Answer:
The primary concern of the villagers in this section is to protect them as the representatives of peoples of that sort. Manoj Das brings in the names of important villagers to let the readers know how much individuals take the lead in superstitious attitudes. There is a tone of mind satire in the description.

Question 2.
What did the old Brahmin do when the tree was about to be swept away by the flood?
Answer:
The old Brahmin rushed to the remnants of the tree. He sat down on the muddy ground a spot which had been considered dangerously unsafe even by the snakes and mustering all his strength pulled up the small stone that has stuck to the spot. Holding the unrooted crowd that watched him breathlessly.

Question 3.
How did the villagers behave when the tree was about to be swept away by the flood?
Answer:
When the tree was gone, the villagers were excited to utter, “Haribol, Haribol”. They kept up the poignant chant with all their hearts all looking stupefied and some aping.

Question 4.
How does the story end? Is it a satisfactory ending?
Answer:
The story ends with the frantic attitude of the villagers towards the idea of superstition in connection with the appearance of the banian Goddess and the unreasoning belief of the people that the ending is not satisfactory ending. The story is brought to an end abruptly with the child’s words.

Questions For Composition

Question 1.
Give an account of the life and attitude of the villagers as portrayed in the story.
Answer:
The Story Tree” is written by Manoj Das an eminent, popular, and outstanding storyteller of Odisha. Actually, Manoj Das is a bilingual writer of international repute. Here, Das very interestingly depicts the life and attitude of the people of an Odishan village, their life governed by rituals, orthodoxy, and superstitions. In feet, this is Das’s most typical piece of writing which depicts the true and realistic picture of society. However, right from the time, the reason was on the verge of monsoons, the villager’s elders had begun to look grave.

The sinister cloud formation on the mountains several miles away and a widening of uncanny awareness around the moon had informed them that there were terrible days ahead. The villagers felt scandalized every time their familiar tame river expanded and looked alien and began hissing. It gave the sort of shock which are experienced when the domestic animal suddenly went craggy behaving widely and not responding to any amount of endearment. Moreover, the villagers had a strong belief. There was a mound that contains the rains of a certain king’s palace. It was neither possible nor necessary to recall the name of the king who had built it whether he had been of the solar or the lunar dynasty.

What was frequently recalled was that he had dared to cut down a few branches of the tree to make room for his palace. Perhaps he had planned to cut more, perhaps even to totally destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed. The king and his family took shelter under the tree and were saved. The king elapsed the tree and wept and the story was mitigated. Further back in time, it was said, the tree had taken off and flown to the Himalayas or other such meaningful places, at the behest of a certain great sound who lived under it. On the other hand, the villagers were also superstitious.

They had believed that at the foot of one of the trunks of the banian tree rested the tiny “banian goddess” who had a regular priest attained to her. Whoever so desired could approach her and sprinkle vermilion on her. In the course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Devotees did not ordinarily prostrate themselves to her, but everybody while passing before her bowed enough for her to take contingency of his or her devotion. In complex or formidable matters, the villagers prayed for the intervention of famous deities of distant temples.

But small issues were referred to her from time to time. Children, in particular, found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school. Again, a Brahmin rushed to the felling tree and sat down on the muddy ground which had been considered dangerously unsafe even by the snakes, and getting all his might pulled up the stone that had struck the spot for God knows how many ages. Holding the uprooted goddess close to his bosom as though to protect her from invisible enemies, he returned to the crowd that watched him breathlessly.

Someone spread a towel on the grass. The Brahmin put down the Goddess and patted her. Bishnu Jena had seated himself before the banian Goddess, several people rushed to their homes and brought out cymbals and drums, and conch shells. These had to be played close to his ears as loudly as possible. He began by shivering. Bishnu Jena was thought to have been possessed. He said, “I will be born as a thousand trees here, there and everywhere” Such was the life and attitude of the villagers as portrayed in the story. As a matter of feet, Manoj Das’s portrayal of village life and attitude is superb and fantastic. It is realistic, elaborate, vivid, and outstanding. On the whole, the storyteller’s description is inspiring and thought-provoking.

Question 2
Discuss how the tree is an integral part of the life of the villagers.
Answer:
The short story Tree” is undoubted, the most typical masterpiece of Manoj Das, a prominent, famous, and outstanding angle – Indian writer of this present era. This story woven around an age-old banian tree of a village typically portrays the behavioral pattern and psychic responses of its inhabitants at a critical moment when the tree is uprooted and carried away by the river in spate. ‘ However, trees are a part of rustic life. This story also embodies the same things associated with a banian tree which was an age-old tree and had seen many generations.

The story, however, revolves around the age-old banian tree of a village. The story writer very interestingly depicts the life and attitudes of the people of an Odishan village, their life governed by rituals, present and future is intimately connected with the villagers and other life pattern. They cannot bear the nerve-racking incident of the tree being swept away by the flood. They even think of the rebirth of the tree in thousands the discussion among the different categories of villagers is really amusing and humorous. The elements of ivory and satire are discernible even on the occasion of a terrible loss to the village. However, there was a mound that contained the rains of a certain King’s palace.

It was neither possible nor necessary to recall the name of the King who had built it or whether he had been of the solar or the lunar dynasty. What was frequently recalled was that he had dared to cut down as few branches of the tree as to make room for his palace. Perhaps he had planned to cut nappe, perhaps even to totally destroy the tree, but before he could do so a terrific storm had broken out. The palace collapsed. The king and his family took shelter under the tree and were saved. The King clasped the tree and wept. The storm was averted. Moreover, many years back, it was said, the tree had taken off and flown to the Himalayas or other such meaningful places, at the behest of certain great souls who lived under it.

But that was an era of truth, and in the absence of some concrete evidence like the mound to support this legend, elders of the present generation spoke relatively less about it, and branches spreading over an acre resting on these trunks had become an institution long ago. Of course, at the foot of one of the trunks rested the tiny banian goddess. She had no regular priest attached to her. Whoever desired could approach her and sprinkle vermilion on her In the course of generations, the vermilion crust had come to account for the greater part of the goddess’s body. Children, in particular, found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school.

The area before another neighboring the reversed sacred bull is used to relax eyes shut and jaws moving. An old woman coming from a village on the horizon sat leaning against another trunk with a sack half filled with greens and drumsticks. In the hollow at the foot, of another trunk resided a family of snakes which have earned the reputation of being conscientious and harmless above, rested a legion of birds. Again, the tree was taken to be immortal by all without anybody have been to be told about it. Immortality being an attribute of the gods, it was goodly.

Nobody would easily flout a decision that had been arrived at in a meeting under the tree, for even when the decision was unpalatable to the party, it knew that behind it, there was the seal of some power, invisible and inaudible thoughts. As a matter of feet, the banian tree plays a most integral and vital part in the story. It serves as the inevitable part of the life of the villagers. The tree provided a lot of emotional and philosophical sustenances that the villagers had derived throughout their life. The way Manoj Das has presented it in the story is superb and fantastic on the whole, the story is inspiring, elevating, thought-provoking, and heart-touching.

Question 3.
Describe the feelings and reactions of the villagers when the age-old tree is swept away by the flood.
Answer:
In fact, ‘The Tree” is Manoj Das’s best typical masterpiece. Like his other stories, here Das substantiates a vivid and elaborate realistic picture of village society where the banian tree cures the lives of the villagers to a great extent. However, the storytellers’ presentation of a banian tree with so much concern for the villagers is superb and fantastic. It serves as a vitally integral part of their day-to-day life. However, the short – story by Manoj Das portrays the feelings and reactions of the villagers when the age-old banian tree of a village, typically portrays the behavioral pattern and psychic responses of its inheritance at a critical moment when the tree is uprooted and carried away by the river in spate.

The story writer very interestingly depicts the life and attitudes of the people of an Odishan village, their life governed by rituals, orthodox, and superstitions. The old tree symbolizing the past, present, and future is intimately connected with the villagers and their life patterns. They cannot bear the nerve-racking incident of the tree being swept away by the flood. Theyeventhinkofthe rebirth of the tree in thousands. The discussion among the different categories of villagers is really amusing and humorous. The elements of irony and satire are discernible even on the occasion of a terrible loss to the village.

Moreover, as the sky in the east grew brighter it was observed that the ground between the tree and the river had already tilted towards the river. The young men tried to appear engrossed in discussing something highly sophisticated. “Not only these boys, but we all have our shares of sin,” he said. He asked one to confess his sin addressing the spirit of the tree, silently in hearts: But it sounded like a cry of lamentation. The crowd swelled rapidly. Almost all the villagers, women and children included were gathered there. Of course, the M.L.A. arrived there walking at a running space.

People asked him,’“Do you see the situation, M.L.A. Baboo? We are doomed !”The M.L.A. ordered to bring as much hope as they could but it was a force. The tree slowly went into the river. Everybody was pained and sorrowful struck to see the pathetic sight. Actually, the villagers had grown accustomed to the tree for years together. It has been for them sympathizers in their active life.

The sweeping away of the banian tree brought the village people a lot of emotional shocks. Hence, the villages had an instant love towards the banian tree and so its loss became extremely intolerable on their part. As a matter of fact, the way Manoj Das has presented the emotions and reactions of the villagers to the loss of the banian tree is most fascinating and elevating. In short, the description is, very much thought-provoking and heart-provoking.

Question 4.
Bring out the elements of humor and satire in the story.
Answer:
In feet, the short story, ‘The Tree” is true, the most typical masterpiece of Manoj Das, an eminent popular and outstanding Odishan storyteller of this current era. He has so far written a large volume of stories. His stories are realistic, ironic, humorous, and satirical in nature. This discussion story serves as a burning example expressing these qualities. However, the story “The Tree” by Manoj Das is a masterpiece that is replaced with humor and satire. There is a vein of satire and humor in the story throughout.

Actually, satire is a literary device designed for the other hand something which automatically arises laughter on the part of the reader. Both of them are used by the writer to depict the social follies and foibles and their rectification thereby. These are used to make a piece of writing interesting, enjoyable, and colorful. In this preview, this work is a satire on social and political issues. Mr. Das has pointed out the social evil by means of mild satire. Moreover, the trunk of the tree was the abode, of an Albanian goddess’. It has a satire on human attitude. Snakes and birds felt the spot was a sign of even women. This symbolized the approach of imminent danger. This harps on human superstition and people were shouting.

“Haribol” to save it from falling was another example of humor and satire. Sridhar Mishra, an eminent homeopath was able to save many from certain death. This was equally humorous. The approach of the M.L.A. is also a humorous and satirical expression of the political avenue. He ordered to fetch as much as possible but to no avail. Locating a stone on the spot and attributing it to godly qualities is another sample specimen of satire and humor. Satire and humor touch the zenith when people come with drums and cymbals to install the goddess amidst “Haribol”: Old Bishnu Jena had sealed himself before the banian goddess. He shook before the goddess and he was thought to have been possessed.

It is a mere expression of satire and humor. In this way, the entire; story is reminiscent of humor and satire. As a matter of fact, the humor and satire used by Mr. Das are superb and marvelous. The story writer has tried his level best to show the social follies and foibles through the use of mixed humor and satire throughout. On the whole, the story is most inspiring, enjoyable, elevating, and heart-touching.

Vocabulary
Derive nouns from the followings:

furious, diurnal
allocate, womanly
mental, distant
see, serve
live, handful
narrate, remain
systematic, sacred
young, conscientious
bright, excite
rotate, authoritative
diagnose, appear
fantastic, abandon
materialistic,declare
dutiful, extinguish
circular, grave
synonymous, extensive
antonymous, explain
popular, friendly
relax,
Answer:
Words – Noun Forms
furious – file
allocate – allocation
mental – mind
see – sight
live – life
narrate – narration
systematic – system
young – youth
bright – brightness
rotate – rotation
diagnose – diagnosis
fantastic – fantasy
materialistic – materialism
dutiful – duty
circular – circle
synonymous – synonym
antonymous – antonym
popular – popularity
relax – relaxation
diurnal – day
womanly -woman
distant – distance
serve – service
handful – hand
remains – remainder
sacred – sacredness
conscientious – conscience
excite – excitement
authoritative – authority
appear – appearance
abandon – abandonment
declare – declaration
extinguish – extinction
grave – gravity
extensive – extension
explain – explanation
friendly – friend

B. Indicate against each word (given below) the parts of speech they belong to:

stop, imply
wind, pity
touch, generation
now, tauntingly
suddenly, meek
splashed, mild
school, brightly
crept, collapse
hollow, sin
wriggled, silently
thousand, crowd
long, horizon
carry, helpless
huge, rapidly
develop, gathered
commented, throne
pleased, irony
Answer:
Words – Parts ofSpeech
stop – noun
wind – noun
touch – noun, verb
now – adverb
suddenly – adverb
splashed – verb
school – noun
crept – verb
hollow – noun
wriggled – verb
thousand – adjective
tong – adjective
carry – verb
huge – adjective
develop – verb
commented – verb
pleased – verb
imply – verb
pity – noun
generation – noun
tauntingly – adverb
meek – adjective
mild – adjective
brightly – adverb
collapse – verb
sin – noun
silently – adverb
crowd – noun
horizon – noun
helpless – adjective
rapidly – adverb
gathered – verb
throne – adverb
irony- noun

Section – I

Pre-Readingactivity:
Have you seen a banana tree or a pipal tree with its huge trunk and leafy branches spreading all around? Such a tree in a village is considered holy and sacred. The old and ageless tree standing at the end of the village since time immemorial has been a mute spectator of changes in culture and civilization. It has always been a part of a violent storm or a devastating flood? Here is a story about an old banian tree up-rooted by a heavy flood in a village in Odisha. As you read the first part of the story by Manoj Das, recollect the ways in which the banian tree is significant in the life of the villagers.

The Writer:
Manoj Das (Born – 1934), a devoted disciple ofSreeAurobindo, is a bilingual writer of international repute, writing in both English and Odia. Born in a small village in Odisha, he has a rich understanding of the life of his people, their rites and rituals, their orthodoxy and superstitions, “Cyclones” (a novel), “The submerged valley, and other stories, “A Bride inside a Casket and other Tales”, “Man who Lifted the Mountain and other Fantasies” are some of his important contributions to Indian English literature.

His Katha O Kahani won him the most prestigious SahityaAkademiAward. The world of his sort of story is not merely a world of shark reality but blended into a world of dreams and fantasy, which he creates at the psychic level. The elements of irony, humor, and satire add to the beauty and charm of his writings. The novelty and innovation both in theme and form exhibited in his fictional world have brought him immense fame. He now teaches English at the Sree Aurobindo International Centre of Education in Pondichery. He has been recently honored with the UtkalRatnaSamman for his outstanding contribution to literature.

The Story:
This story“The Tree” woven around the age-old banian tree of a village typically portrays the behavioral pattern and psychic responses of its inhabitants at a critical moment, when the tree is uprooted and carried away by the river in spate. Das very interestingly depicts the life and attitude of the people of Odishan village, their life governed by rituals, orthodoxy, and superstitions. The old tree symbolizing the past, present, and fixture is intimately connected with the villagers and their life patterns. They cannot bear the nerve-racking incident of the tree being swept away by the flood. They even think of the rebirth of the tree in thousands. The discussion among the different categories of villagers is really amusing and humorous. The elements of irony and satire are discerning, even on the occasion of a terrible loss to the village.

GIST:
Paragraphs1-4
The village elders have begun to look at graves right from the time the season was on the brink of monsoons. The formation of clouds on the mountains end wick ring of natural aura around the moon had informed them that there were terrible days ahead. The flood approached at late midnight. People called out to each other and were reassured of collective awareness and gathered on the river bank with lanterns or torches of dirty twigs. The flames began dancing in the air. The moon was clouded and the stars looked pale. The river came up hissing like a thousand hooded cobra. Floodwater never entered this village although hardly a season passed without the river playing havoc with the villagers a couple of miles downstream.

Paragraphs5-11
The villages felt scandalized every time their familiar tame river expanded and looked alien and began hissing. They suddenly realized that the situation was much more grave than they had imagined. They raised their lanterns. Boats generally came from the forest at the foot of the mountains where they went to collect timber.
The wind grew stronger and cooler and was soon accompanied by a thin shower. All ran to take shelter under the banian tree. The wicks of the lanterns were turned low. The elders would point to a mound covered with grass and shrubs, not far from the tree white living the ancient most proof of this fact. The mound had decayed through centuries but it was still “as high as two men”.

Paragraph 12
The mound contained the ruins of a certain king’s palace. It was neither possible nor necessary to recall the name of the king who had built it or whether he had been of the solar or lunar dynasty. What was frequently recalled was that he had dared to cut down a few branches of the tree to make room for his place. Perhaps he had planned to cut more even to totally destroy the tree. But before they could do so a terrific storm had broken old. The palace collapsed. The king and his family took shelter under the tree and were saved. The king clasped the tree and wept. The storm subsided.

GIST:
Paragraphs 13-15
It was again said that the tree had taken off and flown to the Himalayas or other such meaningful places at the order of a great soul who lived under it. The trunk that had once been clasped by the king had decayed and disappeared since time immemorial other sending down numerous shoots which have formed new trunks. The tree was resting on those trunks. At the foot of one of the trunks rested the tiny “banian goddess”. No regular priest had gotten attached to her. Whoever so desired could approach her and sprinkles vermilion on her. Devotees ordinarily did not prostrate themselves to her but everybody passing by usually bowed, complex and formidable problems were put before the deities or distend temples but small issues were referred to her from time to time. Children in particular found her quite helpful in regard to crises arising from undone homework or the ill humor of the pundits of the primary school

Paragraphs16- 19
The area before another trunk was the usual site for the village meetings. Relaxing beside a neighboring trunk, eyes shut and Jews moving in a leisurely rhythm, could be found the much revered sacred bull of the village. In the afternoons of the bi-weekly marked days, on old, women from a village on the horizon set leaving against another trunk with a sack half-filled with greens or drumsticks.

At sunsets, they would rise and offer a handful of whatever still remained in her sack to the scared bull. In a hollow at the front of another trunk resided a family of naked which had earned the reputation of being conscientious and harmless and in the branches above rested a legion of birds. The tree was taken to be immortal. Immortality is an attribute of gods. It was gods. Nobody would easily flout a decision that had been arrived at in a meeting under the tree even when the decision was unpleasant to a party.

Analytical Outlines

• The village elders had begun to look grave.
• The season was on the brink of monsoon.
• There was the formation of clouds in the mountains.
• There was a wide ring of natural aura around the moon.
• All those had informed them that there was a terrible day’s moon.
• The flood approached late midnight.
• People called out to each other.
• They reassured of collective awareness.
• They gathered on the river bank.
• They gathered with lanterns or arches of dry twigs.
• The flames began dancing in the air.
• The moon was clouded.
• It looked pale.
• The river came up hissing like a thousand hooded cobra.
• Flood waters never entered this village.
• The season passed without the river playing havoc.
• The villagers felt scandalized every time.
• Their familiar tame river expanded.
• It looked alien.
•  It began hissing.
•  They had imagined the situation.
•  It was rather much more grave.
• They raised their lanterns.
•  Boats generally came from the forest.
• They had gone to collect timber from it.
• The wind grew strongest and cooler.
• Then it was accompanied by a thin shower.
• All ran to take shelter under the banian tree.
• The wicks of the lanterns were turned low.
• The elders would point at a mound.
• It was covered with grass and shrubs.
• It was not far from the tree.
• The mound had decayed through centuries.
• But it was still “as high as two men”.
• The mound contained the ruins of a certain king’s palace.
• It was not possible to recall certain kings’ names.
• That king had built it.
• He might belong to the solar or lunar dynasty.
• It is not remembered by him.
• The king had dared to cut down a few branches.
• He made room for his palace by that.
• Perhaps he had planned to cut more.
• Even he had planned to totally destroy the tree.
• But a terrific storm had broken out.
• The palace collapsed.
• The king and his family took shelter under it.
• They were saved.
• The king elapsed the tree and wept.
• The storm subsided.
• It was again said that the tree had taken off.
• It had flown to the Himalayas. Or it had flown to other meaningful places.
• It is said that a great would have lived under it.
•  The trunk clasped by the king had decayed.
•  It had even disappeared.
•  Numerous shoots had been produced.
•  They had formed new trunks.
•  The tree was resting on these trunks.
•  At the foot of one of the trunks rested the tiny “banian goddess
•  No regular priest had gotten attached to her.
•  Whoever so desired could approach her.
• He could sprinkle vermillion on her.
• Devotees ordinarily did not prostrate themselves to her.
• But everybody passing by usually bowed.
• They put complex problems before her.
• They also put formidable problems.
• But small issues were referred to her from time to time.
• Children in particular found her quite helpful.
• They approached her for their crises arising from under homework.
• She is helpful for the ill humor of the pundits of the primary school.
• The area before another trunk was the usual site for village meetings.
• The neighboring trunk could be found much reversed sacred bull of the village.
• In the afternoon of the bi-weekly market days, an old woman sat leaning against another trunk.
• She was with a sack half-filled with greens or drunk sticks.
• She would rise in summer.
• She would offer a handful of things from the sack to the sacred bull
• A family of snakes resided in the hollow of another trunk.
• It had earned the reputation of being conscientious and harmless.
• A legion of birds rested above this branch.
• The tree was taken to be immortal.
• Immortally being an attitude of gods.
• It was godly.
• Nobody would easily flout a decision.
• It had been arrived at in a meeting under the tree.
• The decision was unpleasant to a party.

Meaning Of Difficult Words

sinister – that which makes you feel that something evil is going to happen.
uncanny – unearthly, supernatural
draped – covered
hiss – to make a sibilant sound, to condemn by hissing.
hood – expanded head of a snake.
havoc – a devastation.
scandalize – make a malicious gossip
expand – to spread out, to develop, to amplify
timber – carpenter’s wood, a beam
accompany – to keep company with
mound – bank of the earth or stone, heap, hillock
solar – influenced by the sun
lunar – influenced by the moon
terrific – fearful
collapse – to fall away, to break down
clasp – embrace
subside – to abate, to sink down

Section – II

Gist:
Paragraphs: 21 – 25
The rain stopped though no wind. A crashing sound stunned the people. Suddenly the earth seemed to rock. A few who were nearest the river were splashed. Had they been standing a few feet farther they would have been gone forever. Nirakar Das, the retired head-pundit of the primary school called everybody to leave the place and go away to a safer place. All obeyed his outright. A few snakes crept out of the hollow under the tree and wriggled away toward the mound. It appeared like the exodus of a thousand snakes. It was now about dawn. Nirakar Das advanced near the tree and looked up for a long time. He declared that his eyes were gone. He called one of his ex-pupils. Ravindra, the founder proprietor of the village’s sole, grocery and asked him to look up and see if there were any birds on the tree

Paragraphs: 26-38
Ravindra and others gazed up into the branches for a while and reported their finding that nothing of that sort was there. He asked the people of his age group and the reply was the same. He said it was not a good sign because snakes and birds have fled the natural shelter. Ravindra and others detected an extensive crack in the shape of a sickle with both ends pointing toward the river. The semi-circle embraced the tree. If the tree falls, it will carry the whole huge chunk along with it into the river for its unnumerable roots have made much of earth like a single cake.

As the sky in the east grew brighter it was observed that the ground between the tree and the river had already tilted towards the river. The young men tried to appear engrossed in discussing something highly sophisticated among themselves. Srikanta Das raised his voice and whispered that not only the boys but all adults have their share of it. And if the tree is going to collapse, it is because cannot one of us confess his sin, addressing the spirit of the tree silently in “our hearts”. Let us pray to be pardoned by saying “Haribol”.

GIST:
Paragraphs: 39 – 43
All shouted “Haribol” but it sounded like a cry of lamentation. When they stopped, the silence seemed bitingly sharp. With the gradual brightening of the sky, the seriousness of the situation became more and more apparent. A few kites that were circling above the whirling waters at times swooped down on the crowd as though to show the contempt of those who could dwell at such height and see all that was happening from horizon to horizon for the wretched men below regarding their situation with other helplessness.

The crowd swelled rapidly. Almost the villagers women and children included were then gathered there. In different words, all asked the same question. “What is to be done?” Apart from the tree was clearly learning about the river. Once the college boys had been humbled there was no hesitation to openly discuss the impending fall of the tree. Something no doubt had to be done. Only one knew what that was.

Analytical Outlines

• The rain stopped though not the wind.
•  A crashing sound stunned the people.
• Suddenly the earth seemed to rock.
• A few near the river were splashed.
• Had they been standing a few feet farther?
• They would have been gone forever.
• Nirakar Das was the retired Head-pundit of the primary school.
• He called everybody to leave the place.
• He called them to go away to a safer place.
• All obeyed his outright.
• A few snakes crept out of the hollow under the tree.
• They wriggled away towards the mound.
• It appeared like the exodus of thousand snakes.
• It was about dawn then.
• Nirakar Das advanced near the tree.
• He looked up for a long time.
• He declared that his eyes were gone.
• He called one ofhis expupiL
• It was Ravindra.
• He was the founder and proprietor of the village’s sole grocery.
• He asked him to see if there were any birds on the tree.
• Ravindra and others gazed up into the branches.
• He reported their findings.
• Nothing of that sort was there.
• He asked the people of his age group.
• The reply was the snake.
• He said it was not a good sign.
• Because snakes and birds have fled the natural shelter.
• Ravindra and others detected an extensive crack.
• It was the shape of a sickle.
• It’s both ends pointed towards the river.
• The semi-circle embraced the tree.
• If the tree falls.
• It will carry the whole huge chunk into the river.
• Its innumerable roots have made much of the earth like a single cake.
• The sky in the east grew brighter.
• The ground of the tree is titled towards the river.
• The young men appeared there.
• They discussed among themselves the situation.
• Srikanta Das raised his voice.
• He whispered that both the boys and adults love their share of sin.
• The tree is going to collapse.
• It is because it can’t bear the burden of its sins.
• He said them to confess their sins.
• He addressed the spirit of the tree silently.
• He inspired them to pray to be pardoned.
• He inspired them to say “Haribol”.
• Now, shouted, “Haribol”.
• But it sounded like lamentation.
• They stopped then.
• The silence seemed bitingly sharp.
• The seriousness of the situation became more and more apparent.
• A few flying kites swooped down on the crowd.
• It showed the situation of the wretched men with utter helplessness.
• The crowd swelled rapidly.
• All the villagers, women, and children gathered there.
• All asked the same question in different words.
• It was, “What is to be done? Apart from the tree was clearly leaning towards the river.
• In college, boys had been humbled.
• There was no hesitation about the fall of the tree.
• Something, no doubt had to be done.
• Nobody knew what to do

Meaning Of Difficult Words

exodus – a going out on a mass scale.
sniffly – sniff to draw in air sharply and audibly through the nose.
whimper – to carry the nose.
swoop – to become down with a sweeping rush
edge – border, at the end of something
cashing sound – a great sound like that of a crash
stunned – bewildered, in a state of trance.
countless – uncountable, numerous, innumerable
crack – fissure, chasm
notorious – mischievous, wicked, naughty
tauntingly – sarcastically, caustically, satirically
implored – requested earnestly, entreated
titled – bent, bending towards the earth
apparent – clear, smooth, easy
contempt – hatred, decision, dislike
swelled – become thicker and thicker, grew in number
impending – imminent, very nearer

Section – III

Gist:
Paragraphs (44- 48)
Sridhar Mishra was a well-known homeopath. He had saved so many from certain death. When the people looked expectantly at him, his lips quivered as they always deed when he was about to diagnose a disease. The villagers were accustomed to reading in that quiver the promise of remedy. But as now the quivering did not stop even when the people had looked at him for a long time, they focussed their attention on Raghu Dalbehera, the only villager to possess a gun. When Raghu realized that the crowd had already been staring at him for five minutes, he raised his gun at an audaciously swooping kite, took aim, and continued to take aim. “Don’t Raghu, point”. Nirakar Das warned and Raghu brought down his gun in relief.

Gist:
Paragraphs (48-62)
Just then someone brought the news that the honorable member of the legislative assembly has been observed only by one on a nearby road perhaps heading for the next village. Freed from the obligation to think or do anything now that the M.L.A. had been located and summoned, all stood peacefully looking towards the bend of the road where he was expected to appear. People were sad that their sheer ill luck had spoiled them.

They had been doomed. The leader retorted that was why they had such pessimism. He also added that people downstream are greatly in trouble. These people are better off than the people downstream. The three college boys were elbowed their way forward, throwing glances back at the crowd as if defying it to stop them from confronting the leader.

They were of course two or three years below the voting age, but they were determined to regain face after their earlier humiliation. The M.L.A. paled, but ignored the boys and asked the elders “What would you like me to do ?” Someone said to him to stop the tree from falling. The M.L.A. said to fetch as many ropes as they could. He guided up his loins and got ready. But suddenly a part of the tree resting on several trunks slid into the river.

Gist:
Paragraphs (63-71)
The crowd stood thunderstruck. The silence was broken by an anxious voice “What will happen to the banian and goddess ?” No sooner had this been said than the ill-tempered old Brahmin was seen rushing to the remnants of the tree. He sat down on the muddy ground which was dangerously unsafe even by the snakes and mustering all his strength pulled up the small stone that has struck the spot. Holding the uprooted goddess close to his bosom as though to protect her from invisible enemies, he returned to the crowd that watched him breathlessly.

While thronging around the Brahmin the people said excitedly to give place to the goddess someone spread a towel on the grass. The Brahmin put down the goddess and patted her. Several people rushed to their homes and brought out symbols and conch shells had to be played close to his ears at loudly as possible. He began by shivering. Then he would fall down in a swoon and rise up with the face beaming supernaturally, eyes wild with inexplicable experiences.

Gist:
Paragraphs (72 – 74)
Bishnu was in France for at least two decades. Those who used to play the instruments close to his ears had purses, they were doing their best. Bishnu opened his mouth. The sound stopped. The voice from him ran: I will be born as a thousand trees here, there, and everywhere. The instruments played louder as the younger ones took over from the tired old hands. Along with Bishnu danced Nirakar Das, Srikanta Das, Vaishnav, and several others.

Analytical Outlines

• Sridhar Mishra was a well-known homeopathic.
• He had saved so many from certain death.
• People looked expectantly at him.
• He was about to diagnose a disease.
• His lips quivered at that time.
• The villagers were accustomed to reading in that quiver.
• That quiver was the promise of remedy.
• But now the quivering did not stop.
• They had looked at him for a long time.
• They focused their attention on Raghu Dalbehera.
• He was the only villager to possess a gun.
• Raghu realized that the crowd had already been staring at him.
• He raised his gun at an audaciously swooping kite.
• “Don’t Raghu, don’t Nirakar Das warned.
• Raghu brought down his gun in relief.
• Just then someone brought the news.
• It was that M.L.A. would be coming to visit a nearby road of villages.
• They all stood peacefully looking towards the bent of the road.
• The M.L.A. was expected to appear there.
• People said that their sheer ill luck had spoiled them.
• They had been doomed.
• They retorted that why they had such a pessimism
• He also added that people downstream are greatly in trouble.
• These people are better off than the people downstream
• The three college boys were elbowed their way forward.
• They threw glances back at the crowd.
• They defined it to stop them from confronting the leader.
• Of course, they were two or three years below the voting age.
• But they were determined to regain face.
• It was after their earlier humiliation.
• The M.L.A. paled but ignored the boys.
• He asked the elders, “What would you like me to do?
• Someone said him to stop the tree from falling.
• The M.L.A. said to fetch as much rope as they could.
• He girded up his loins.
• He got ready.
• But suddenly a part of the tree slid into the river.
• It rested on several trunks.
• The crowd stood thunderstruck.
• The silence was broken by an anxious voice.
• It was “What will happen to the banian goddess”?
• No sooner had this been said than the ill-tempered old Brahmin was soon rushing to the remnants of the tree.
• He sat down on the muddy ground.
• It was dangerously unsafe even by the snakes.
• He mustered all his strength.
• He pulled up the small stone.
• It has struck the spot.
• He held the uprooted goddess close to his bosom.
• He did this to protect her from invisible enemies.
• He returned to the crowd.
• They watched him breathlessly.
• They thronged around the Brahmin.
• The people said excitedly to give place to the Goddess.
• Someone spread a towel on the grass.
• The Brahmin put down the Goddess.
• He patted her.
• Old Bishnu Jena had seated himself before the banian Goddess.
• Several people rushed to their homes.
• They brought out cymbals
• They brought out drums.
• They also brought out conch shells.
• Drums, cymbals, and conch shells had to be played close to her ears as loudly as possible.
• He began by shivering.
• Then he would fall down in a swoon.
• He would rise up with a face bearing supernatural eyes.
• He bears wild eyes with inexplicable experience.
• Bishnu was France after at least two decades.
• The instrument players had grown old.
• They were doing their best with their sagging skin flapping like empty purses.
• Bishnu opened his mouth.
• Their voice from him ran “I will be born as a thousand trees here, there, and everywhere.
• The instruments played louder.
• The voice from him ran. “I will be born as a thousand trees here, there, and everywhere.
• The younger ones took over from the tired old hands.
• Nirakar Das, Srikanta Das etc, danced with Bishnu.

Meaning Of Difficult Words

clarion call – to blind around, to make first by a belt or girdle.
remnants – the battle cry of an ancient trumpet.
thronging – surviving and remaining person after destruction.
poignant – crowding or pressing.
gird – deeply moving.
sagging – bent down with age, wrinkled
pals – mates, chums.

Read More:

• The Happy Man Question Answer
• The Tree Question Answer
• The Watchman Question Answer

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 1 The Doctor’s Word Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 1 The Doctor’s Word Question Answers CHSE Odisha

The Doctor’s Word Class 12 Questions and Answers

Unit I
Gist :
Dr. Raman was a veteran doctor. He was the epitome of truth. Therefore, the patients gave much importance to his opinion. Dr. Raman was averse to giving mere opinion. Instead, he gave his opinion after testing. The patient’s life depended on what he said. He was cool in the treatment of his patients. He did not like to assure them saying soothing words. A glimpse of the least sign of hope made Dr. Raman prepare to work. Once he treated his patient, he never looked back. The patients visited Dr. Raman when they were hopeless. They did not come earlier for the sake of paying him visiting fee of twenty-five rupees.

ସାରମର୍ମ :
ପ୍ରସିଦ୍ଧ ଡାକ୍ତର ରମଣ ସତ୍ୟର ଉପାସକ ଥିଲେ । ସେଥ‌ିପାଇଁ ରୋଗୀମାନେ ତାଙ୍କ କଥା ଉପରେ ଦେବା ସହ ବିଶ୍ଵାସ ମଧ୍ୟ କରୁଥିଲେ । ତାଙ୍କର କଥା ଉପରେ ରୋଗୀର ଜୀବନ ନିର୍ଭର କରୁଥିଲା । ସେ ବହୁତ ଥଣ୍ଡା ମିଜାଜରେ ରୋଗୀମାନଙ୍କ ଚିକିତ୍ସା କରୁଥିଲେ । ସେ ସାର୍ଚ୍ଚନାମୂଳକ କଥା କହି ରୋଗୀମାନଙ୍କୁ ଭରସା ଦେବାକୁ ପସନ୍ଦ କରୁନଥିଲେ । ଶେଷ ଆଶା ଥିଲା ପର୍ଯ୍ୟନ୍ତ ସେ ମଧ୍ଯ ରୋଗୀମାନଙ୍କର ସେବା ଓ ଚିକିତ୍ସା କରୁଥିଲେ । ଚିକିତ୍ସା ପ୍ରକ୍ରିୟା ଆରମ୍ଭ କରିବା ପରେ ସେ ରୋଗୀକୁ ନବଞ୍ଚାଇ ଛାଡୁନଥିଲେ । ଯେତେବେଳେ ରୋଗୀମାନେ ଆଶାହୀନ ହୋଇ ପଡ଼ୁଥିଲେ, ସେମାନେ ଡାକ୍ତର ରମଣଙ୍କ ନିକଟକୁ ଆସୁଥିଲେ । ସେମାନେ ଆଗରୁ ଆସୁ ନ ଥିଲେ ଯେହେତୁ ସାକ୍ଷାତ୍ କରିବାର ଫିସ୍ ୨୫ ଟଙ୍କା ଥିଲା ।

Glossary :
on his last legs : weak and likely to collapse(ଶେଷ ଅବସ୍ଥା)
obvious: clear(ପରିଷ୍କାର)
shirk: avoid (ଏଡ଼େଇବା)
ominous: inauspicious(ଅଶୁଭ)
association: companion( ସାହଚର୍ଯ୍ୟ)
quick: fast(ନ ନେଇ ପାରିବା ଅବସ୍ଥା)
wavering: indecision, to be unable to take decision
whitewashing: hiding somebody’s errors or unpleasant facts (ସତ୍ୟ ଲୁଚାଇବା) ସୃଷ୍ଟି କରିଥିଲା
bred: ପୋଷ୍ୟ
curt: short (ସଂକ୍ଷିପ୍ତ)
dope: hope (ଆଶା)
glimpsed: saw faintly
faintest: କ୍ଷୀଣତମ
sign: ଚିହ୍ନ
rolled up his sleeve: prepared to work (କାର୍ଯ୍ୟ କରିବାକୁ ପ୍ରସ୍ତୁତ ହେଉଥିଲେ )
stepped: arrived (ପହଞ୍ଚୁଥିଲେ)
truthfulness: ସତ୍ୟତା
reason: କାରଣ
opinion: ମତାମତ
valued: much attention is paid (ଗୁରୁତ୍ଵ ଦିଆଯାଉଥୁଲା )
mere : କେବଳ
pronounce a verdict: declaring a decision (ରାୟ ଘୋଷଣା କରିବା)
hung : ଝୁଣ୍ଟିବା
unduly: ଅଯଥା
agreeable words: pleasant words(ସୁଖକର କଥା)
arena: ମଞ୍ଚ
withdrew: retreated ( ପଛଘୁଞ୍ଚା ଦେଉଥିଲେ )
wrested: took violently from a person’s grasp (ମଲ୍ଲୟୁଦ୍ଧ)
the prize: (here) life of the patient (ପୁରସ୍କାର)
Yama: Hindu God of departed spirits (ୟାମା)

Think it out:

Question 1.
Why did the patients visit Dr. Raman only when they were hopeless?
Answer:
The patients visited Dr. Raman only when they were in a critical condition. The doctorasked them why they had not come much before. The reasons were not far to seek. The patients were not willing to pay him visiting fee of twenty-five rupees so early. Besides, they did not feel the necessity of going to the doctor unless they found themselves in a hopeless stage. For them, there was something dangerous to be in the presence of Dr. Raman, because he promptly diagonised the patient.

Question 2.
What impression of Dr. Raman do you get from the passage?
Answer:
Dr. Raman is loyal to his profession in word and spirit. He knows well that a patient’s life depends on his words. He diagonises the patients promptly. He was decisive to the core. He doesn’t like to hide anything concerning the patient. Truthfulness is Dr. Raman’s forte. His short, sharp response to the patient’s condition is a case in point. He sticks to human values. He knows that soothing words cannot save the lives of patients. Dr. Raman doesn’t like hide anything from the patients. He waits till his patients recover.

Unit II

Gist :
Dr. Raman felt restless when he found his bosom friend Gopal in a critical condition. He walked down the memory lane. Forty years had elapsed. Their friendship had been kept intact. Family and profession hindered their meetings in a great measure. At times they dined together, went to the cinema and shared each other’s life and activities. Changing times, circumstances and activities had no effect on their friendship. It was excellent one. They had no contact for the last three months now. The sight of Gopal’s son sitting on a bench in the consulting room made him remember his friend. Dr. Raman talked to him and came to know about his friend’s illness.

ସାରମର୍ମ :
ଯେତେବେଳେ ଡାକ୍ତର ରମଣ ଜାଣିଲେ ଯେ ତାଙ୍କର ଅନ୍ତରଙ୍ଗ ବନ୍ଧୁ ଗୋପାଳ ଗୁରୁତର ଭାବେ ଅସୁସ୍ଥ ହୋଇଛି, ସେତେବେଳେ ସେ ବିଚଳିତ ହୋଇପଡ଼ିଲେ । ସେ ଦୀର୍ଘ ଚାଳିଶ ବର୍ଷର ବନ୍ଧୁତ୍ଵର ଅନ୍ତରଙ୍ଗ ମୁହୂର୍ତ୍ତଗୁଡ଼ିକୁ ମନେ ପକାଇଲେ । ପରିବାର ଓ ବୃତ୍ତି ତାଙ୍କ ମିଳନରେ ବାଧକ ସାଜିଥିଲା । ବେଳେବେଳେ ସେମାନେ ଏକାଠି ଖାଉଥିଲେ, ଏକାଠି ସିନେମା ଯାଉଥୁଲେ ଏବଂ ପରସ୍ପରର ଦୁଃଖ ଓ ସୁଖରେ ଅଂଶୀଦାର ହେଉଥିଲେ । ପରିସ୍ଥିତିର ପରିବର୍ତ୍ତନ ସେମାନଙ୍କ ବନ୍ଧୁତ୍ଵ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇ ପାରି ନଥିଲା । ତିନିମାସ ହେଲା ସେମାନଙ୍କ ମଧ୍ୟରେ କୌଣସି ଯୋଗାଯୋଗ ହୋଇପାରି ନ ଥିଲା । ଗୋପାଳର ପୁଅଠାରୁ ସେ ଗୋପାଳର ଅସୁସ୍ଥତା ବିଷୟରେ ଜାଣିବାକୁ ପାଇଲେ ।

Glossary :
soothing : comforting (ଆଶ୍ୱାସନାଭରା )
lies: falsehood (ମିଛ)
mopped: cleaned ( ସଫା କଲେ/ପୋଛିଲେ )
brow: forehead (କପାଳ)
kerchief: କିର୍ଚିଫ୍
beside: ପାଖରେ
dearest: most imtimate (ଅନ୍ତରଙ୍ଗ)
kindergarten days: ସ୍କୁଲ ଦିନରୁ
of course: ଅବଶ୍ୟ
wrapped: ଗୁଡ଼ାଇ
dine: ଭୋଜନ
classic friendship: excellent friendship (ଉତ୍ତମ ବନ୍ଧୁତା)
untouched: ଅସ୍ପୃଶ୍ୟ
circumstances: ପରିସ୍ଥିତି
crowded: ଭିଡ଼
got up: ଉଠିପଡିଲି
youth: ଯୁବକ
shy: ଲାଜୁଆ

Think it out

Question 1.
How does the writer describe the friendship between Dr. Raman and Gopal?
Answer:
The writer says that the friendship between Dr. Raman and Gopal spans forty years. It goes back to their school days. Family and profession have made their meetings infrequent. At times on a Sunday, Gopal waits patiently for Dr. Raman in the consulting room till the latter is free. They spend the day in dinning, going to the cinema and sharing each other’s life and activities. Their friendship that still remains untouched by changing times, circumstances and activities is an excellent one.

Question 2.
How did Dr. Raman come to know about Gopal’s illness?
Answer:
Hectic schedule had led Dr. Raman to forget his friend’s failure to call him in for three months. This fact occurred to him when he noticed his friend’s son sitting on a bench in the consulting room. It was one morning packed with patients. At the time moving to the operation room, Dr. Raman enquired of him about the purpose of visit. At that time he came to know about Gopal’s illness.

Unit III

Gist :
Dr. Raman was awfully busy, because it was an operation day. Then the doctor immediately went to his friend’s home and saw Gopal lying in bed. The doctor asked his wife many questions concerning his illness. Dr. Raman wished Gopal’s wife had summoned him earlier. A doctor nearby was treating him. Gopal’s family did not contact Dr. Raman, because they did not want to disturb him unnecessarily. They felt miserable. Dr. Raman started treating his friend without wasting time. He injected Gopal in the presence of the latter’s family members. Dr. Raman sat back in his waiting for the result. Loss of midday meal made him hungry. He went out for his lunch and came back soon. Dr. Raman apprised his friend’s wife of the necessity of operation and sought their son’s assistance. Gopal’s wife felt dizzy.

ସାରମର୍ମ :
ଡା. ରମଣ ବହୁତ ବ୍ୟସ୍ତ ଥିଲେ କାରଣ ଏହା ଥିଲା ତାଙ୍କର ଏକ ଅସ୍ତ୍ରୋପଚାର କରିବାର ଦିନ । ପରେ ସେ ସାଙ୍ଗେ ସାଙ୍ଗେ ତାଙ୍କ ବନ୍ଧୁଙ୍କ ଘରକୁ ଗଲେ ଏବଂ ଦେଖିଲେ ଯେ ଗୋପାଳ ଶଯ୍ୟାଶାୟୀ । ଡାକ୍ତର ଗୋପାଳଙ୍କ ସ୍ବାସ୍ଥ୍ୟ ସମ୍ପର୍କରେ ତାଙ୍କ ସ୍ତ୍ରୀଙ୍କୁ ଅନେକ ପ୍ରଶ୍ନ ପଚାରିଲେ । ଗୋପାଳଙ୍କର ପରିବାର ତାଙ୍କୁ କାହିଁକି ଆଗରୁ ଡାକିଲେ ନାହିଁ ବୋଲି ସେ ପଚାରିଲେ । ତାଙ୍କୁ ବିନା କାରଣରେ ଅସୁବିଧାରେ ପକାଇବାକୁ ଚାହୁଁ ନ ଥିଲେ ବୋଲି ସେମାନେ କହିଲେ । ସମୟ ନଷ୍ଟ ନ କରି ଡା. ରମଣ ଚିକିତ୍ସା ଆରମ୍ଭ କରିଦେଲେ । ଫଳାଫଳକୁ ଅପେକ୍ଷା କରି ସେ ବସି ରହିଲେ । ଦିନ ସମୟରେ ଖାଇ ନ ଥ‌ିବାରୁ ସେ ଭୋକିଲା ଅନୁଭବ କଲେ ଏବଂ ସେ ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଇବାପାଇଁ ଗଲେ ଏବଂ ଖୁବ୍ ଶୀଘ୍ର ଫେରି ଆସିଲେ । ସେ ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀଙ୍କୁ ଅସ୍ତ୍ରୋପଚାର କରିବାର ଆବଶ୍ୟକତା ଅଛି ବୋଲି କହିଲେ । ସେ ତାଙ୍କ ପୁଅଙ୍କ ସାହାଯ୍ୟ ଚାହିଁଲେ । ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀ ଖୁବ୍ ଅସ୍ବସ୍ତି ଅନୁଭବ କଲେ ।

Glossary :
rushed off: ଶୀଘ୍ର ଗଲେ/ ଧାଇଁଗଲେ
lay: ଶଯ୍ୟା
as if in sleep: ଯେପରି ଶୋଇଛି
trouble: ଅସୁବିଧା
apologetic: କ୍ଷମାପ୍ରାର୍ଥନା କରିବା
miserable: sad (ଦୁଃଖ୍)
took off: removed (କାଢ଼ିନେଲେ)
sizzled: boiled (ଫୁଟାଇଲେ)
sterilizer: ନିରୂପଣ
shot in: ଗୁଳି ଚଳାଇଲା
on any account: ଯେକୌଣସି ହିସାବରେ
giddy: dizzy
sank down: ବୁଡ଼ିଗଲା
drug: medicine (ଔଷଧ )
essayed: tried (ଚେଷ୍ଟା କଲେ )
Snapped: କଥାରେ ବାଧା ଦେଲେ
gleamed: ଚିକ୍‌ଚିକ୍ କଲା
perspiration: sweat (ଝୋଳ)
eyelids: ଆଖ୍ୟାତାଗୁଡ଼ିକ
timidly: ଲାଜରେ
fatigue: tiredness (କ୍ଳାନ୍ତି)
famished: hungry (କ୍ଷୁଧାଇଁ)
midday meal: ମଧ୍ୟାହ୍ନ ଭୋଜନ
bear: tolerate (ଧାରଣ କରିବା)
strain: ଟାଣିବା

Think it out

Question 1.
Why didn’t Gopal’s wife call for Dr. Raman earlier?
Answer:
Dr. Raman went to his friend’s house, because the latter was critically ill. He found Gopal lying in bed. Skillful doctor as he was, Dr. Raman calmly enquired of his wife about his friend’s treatment. He learnt that a doctor nearby had been treating her husband. He asked her why she didn’t call him earlier. She failed to do so, lest he should be busy, and so they did not want to bother him unnecessarily. They were sorry about not summoning him earlier. They felt extremely unhappy.

Question 2.
What steps did the doctor take to save his friend from death?
Answer:
Dr. Raman was smart in the diagnosis of his friend and treated him instantly. He opened his bag and took out an injection tube; the needle sizzled over the stove. He injected the drug into the patient. After watching him for some time Dr. Raman decided to perform an operation and performed the same. These were the steps the doctor took to save his friend from death.

Unit IV

Gist :
It was about eight in the evening. The doctor’s assistant was beside himself with joy to see the patient’s positive response to the treatment. The doctor was worried about his pulse. He advised his assistant to have a clean watch over the patient. The doctor found that the patient’s condition had improved a little. He was in a condition to eat a little food. The family members heaved a sigh of relief. They were full of joy. They expressed their deep gratitude to Dr. Raman who looked fixedly at the patient. Instead of responding to the concern of the patient’s wife, the doctor instructed her to give her husband glucose and brandy every forty minutes. The wife wanted to know if he was out of danger. The doctor’s silence steeled her to elicit the truth from him. Suspense mounted. The patient’s wife could not bear it. She requested Dr. Raman to apprise her of what was happening, but he did not tell her about the seriousness of the patient’s condition. A bitter weeping broke the silence of the house. The patient looked in confusion. Dr. Raman was as calm as ever.

ସାରମର୍ମ :
ଏହା ଥିଲା ସନ୍ଧ୍ୟା ଆଠଟା ସମୟ। ଡାକ୍ତର ଓ ତାଙ୍କ ସହକାରୀ ରୋଗୀର ଅବସ୍ଥାରେ ଉନ୍ନତି ଦେଖ୍ ଖୁସି ହେଲେ । ଡାକ୍ତର ରମଣ ନାଡ଼ିର ଗତି ଦେଖୁ ବ୍ୟସ୍ତ ହୋଇଗଲେ । ରୋଗୀ ଉପରେ ତୀକ୍ଷ୍ଣ ନଜର ରଖିବାପାଇଁ ଡା. ରମଣ ତାଙ୍କ ସହକାରୀଙ୍କୁ ଉପଦେଶ ଦେଲେ । ତାଙ୍କର ଅବସ୍ଥାରେ କିଛି ଉନ୍ନତି ଆସିଲା ଏବଂ ସେ କିଛି ଖାଦ୍ୟ ଖାଇବାର ଅବସ୍ଥାକୁ ଆସିଲେ । ଘରର ସଦସ୍ୟମାନେ ଟିକିଏ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲେ । ସେମାନେ ଖୁସି ହୋଇଗଲେ । ଡା. ରମଣଙ୍କୁ କୃତଜ୍ଞତା ଜ୍ଞାପନ କଲେ । ଡା. ରମଣ ଗୋପାଳଙ୍କର ସ୍ତ୍ରୀଙ୍କୁ ଉପଦେଶ ଦେଲେ ପ୍ରତି ଚାଳିଶ ମିନିଟ୍‌ରେ ଥରେ ଲେଖାଁଏ ଗ୍ଲୁକୋଜ୍ ଓ ବ୍ରାଣ୍ଡି ଦେବାପାଇଁ । ତାଙ୍କ ସ୍ତ୍ରୀ ଜାଣିବାକୁ ଚାହିଁଲେ ସେ ବର୍ତ୍ତମାନ ବିପଦମୁକ୍ତ ନା ନାହିଁ । ଡାକ୍ତର ନୀରବତା ଗୋପାଳଙ୍କ ସ୍ତ୍ରୀ ମନରେ ସନ୍ଦେହ ସୃଷ୍ଟି କଲା । ସେ ରୋଗୀର ଅବସ୍ଥା ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁଲେ । ଏକ ଦୁଃଖଦ କାନ୍ଦଣା ଘରର ନିର୍ଜନତାକୁ ଭାଙ୍ଗିଦେଲା । ରୋଗୀ ଦ୍ବନ୍ଦ୍ବରେ ଚାହିଁଲେ । ଡାକ୍ତର ଆଗଭଳି ଧୀରସ୍ଥିର ହୋଇ ରହିଥିଲେ ।

Glossary :
stirred: moved (ହଲଚଲ ହେଲା)
slightly: a little (ଟିକିଏ|ସାମାନ୍ୟ) ଅତ୍ୟଧ୍ଵ ଖୁସି ହେଲେ
overjoyed: ଅତ୍ୟଧିକ ଆନନ୍ଦିତ
exclaimed: ଚିତ୍କାର କଲା
enthusiastically: ଉତ୍ସାହର ସହିତ
pull through: recover from illness( ଆରୋଗ୍ୟ ହେବା)
whispered: said in a low voice (ସ୍ବରରେ କହିଲେ)
pulse: ନାଡ
trust: ବିଶ୍ବାସ କରିବା
flash-up: a sudden ray of hope (ଆଶାର ସଙ୍କେତ)
ruminated: ଚିନ୍ତା କଲେ
keep up: maintain (ରକ୍ଷା କଲେ)
relief: ରିଲିଫ୍
swarmed: ବହୁ ସଂଖ୍ୟାରେ
poured out: ଫୋପାଡ଼ିଦେଲା
gratitude: କୃତଜ୍ଞତା
felt restless: ଅଶାନ୍ତ ଅନୁଭବ କଲେ
evasive: avoiding a straight, honest answer (ଅପହଞ୍ଚ)
unbearable: ଅସହ୍ୟ
beckoned: called somebody by a movement of the hand (ଇଶାରା କରି ଡାକିଲେ )
excited: ଉତ୍ଫୁଲ୍ଲିତ
terror: ଆତଙ୍କରାଜ
clasped hands: ହାତ ଯୋଡ଼ିଲେ
implored: requested (ପ୍ରାର୍ଥନା କଲେ)
terrible: ଭୟଙ୍କର
wailing: bitter weeping (କାନ୍ଦଣା)
still: ନୀରବ
bewilderment : confusion (ଭ୍ରମଗ୍ରସ୍ତ ବ୍ୟକ୍ତି)
securely: ଭଲ ଭାବରେ
shut off: ବନ୍ଦ କରିଦେଲେ

Think it out

Question 1.
What was Dr. Raman’s reaction when his assistant said “Sir, he will pull through?”
Answer:
When his assistant said “Sir, he will pull through”, the doctor reacted in an unenthusiastic fashion. The doctor was apprehensive of the patient’s recovery from terrible heart attack. Despite an improvement in pulse rate, the patient was not out of danger. In the doctor’s opinion, it was a sign of false recovery. He pondered for a while on his friend’s condition. Uncertainty still lingered in Dr. Raman’s mind.

Question 2.
What was Dr. Raman’s response when Gopal’s wife asked about his condition?
Answer:
Gopal’s wife asked Dr. Raman if her husband was out of danger. The doctor’s response to it was usually calm. He advised her to give Gopal glucose and brandy every forty minutes. Gopal’s wife felt restless. She could not bear the suspense. She again enquired of the doctor about her husband’s present condition. He instructed her not to get excited. The doctor was not ready to respond to her query. He was averse to tell the bitter truth.

Unit V

Gist :
Gopal was in a dying state. His mental condition was getting from bad to worse. He kept asking Dr. Raman if he was going to survive. The doctor knew how serious his friend’s condition was. He was feared for his frankness. Dr. Raman advised not to tire himself, but the former’s advice fell flat. Gopal was anxious about signing the will. Dr. Raman wanted him to go away without answering the question. The patient held his waist and expressed his unflinching trust in his word. Gopal requested a truthful prognosis in order to settle his will and avoid “endless misery for his wife and children” than an unsettled will would entail, realistic eventuality with which Dr. Raman concerned. Yet if the doctor revealed his pessimistic opinion, that Gopal would not survive that night, then it would virtually signify a death sentence and put an end to the slimmest chance of the patient’s survival. Dr. Raman did a piece of acting’ and assured his friend and patient that he would live. Gopal accepted his words with gratitude.

ସାରମର୍ମ :
ଗୋପାଳ ମୂମୂର୍ଷୁ ଅବସ୍ଥାରେ ଥିଲା । ତାଙ୍କର ମାନସିକ ଅବସ୍ଥା ଖରାପରୁ ଅତି ଖରାପ ହେଉଥିଲା । ସେ ବଞ୍ଚେ କି ନାହିଁ ବୋଲି ବାରମ୍ବାର ଡାକ୍ତର ରମଣଙ୍କୁ ପଚାରୁଥିଲେ । ଡାକ୍ତର ଜାଣିଥିଲେ ତାଙ୍କର ବନ୍ଧୁଙ୍କର ଅବସ୍ଥା ସଙ୍କଟାପନ୍ନ । ସେ ତାଙ୍କର ଚିରାଚରିତ ଢଙ୍ଗରେ ସତ୍ୟର ପ୍ରକଟ କରିବା ପାଇଁ ଡରିଯାଇଥିଲେ । ଡାକ୍ତର ରମଣ ତାଙ୍କୁ କ୍ଳାନ୍ତ ନ ହେବାପାଇଁ ଉପଦେଶ ଦେଲେ । ଗୋପାଳ ତାଙ୍କ ସ୍ତ୍ରୀ ପିଲାଙ୍କର ଅସରନ୍ତି ଦୁଃଖର ଅନ୍ତ ଘଟାଇବା ପାଇଁ ମୃତ୍ୟୁ ପୂର୍ବରୁ ଇଚ୍ଛାପତ୍ର ପ୍ରସ୍ତୁତ କରିବାକୁ ଚାହୁଁଥିଲେ । ତେଣୁ ସେ ଡାକ୍ତରଙ୍କଠାରୁ ସେ ବଞ୍ଚେ କି ନାହିଁ ଜାଣିବାକୁ ଚାହୁଁଥିଲେ । ଯଦି ଡାକ୍ତର ତାଙ୍କର ବିଷାଦପୂର୍ଣ୍ଣ କଥାକୁ ଶୁଣାଇଦେବେ, ତେବେ ଗୋପାଳ ନିଶ୍ଚିତରୂପେ ସେହି ରାତିରେ ଶେଷ ନିଃଶ୍ବାସ ତ୍ୟାଗ କରିବେ । ଡାକ୍ତରଙ୍କର ସତ୍ୟ କଥା ହିଁ ଗୋପାଳର ମୃତ୍ୟୁର କାରଣ ହୋଇଯିବ ଏବଂ ରୋଗୀର ବଞ୍ଚିବାର କ୍ଷୀଣ ଆଶା ମଉଳିଯିବ । ତେଣୁ ଡାକ୍ତର ଅଭିନୟ କଲେ ଏବଂ କହିଲେ ଗୋପାଳ ନିଶ୍ଚୟ ବଞ୍ଚିବେ । ଗୋପାଳ ଏହି କଥାକୁ କୃତଜ୍ଞତାର ସହ ଗ୍ରହଣ କଲେ ।

Glossary :
resumed his seat: ପୁଣିଥରେ ତାଙ୍କ ଆସନ ଆରମ୍ଭ କଲେ
exert: tire (କ୍ଳାନ୍ତ ହେବା)
whitewash: ମିଛ ସାନା ଦେବା
attached: (here) gave (ଦେଉଥିଲେ )
value: ମୂଲ୍ୟ
stole a look: ଲୁକ୍ ଚୋରି କଲା
motioned: ଗତିଶୀଳ
last: survive (ବଞ୍ଚ୍)
witness:ସାକ୍ଷୀ
idiotic: foolish (ନିର୍ବୋଧ )
drop: ବନ୍ଦ କରିଦେବା
clutched: ଜାବୁଡ଼ି ଧରିଲେ
wrist: ହାତଗୋଡ
unsettle: ଅସନ୍ତୁଷ୍ଟ
endless: ଅସରନ୍ତି
reflected: thought deeply (ଗଭୀରଭାବେ ଚିନ୍ତା କଲେ)
midnight :ମଧ୍ୟରାତ୍ରି
will: ଇଚ୍ଛାପତ୍ର
felt the pulse: ନାଡ଼ି ଚିପିଲେ : ଉତ୍ତେଜିତ ହେଲେ
agitated : ଉତ୍ତେଜିତ
deprecating: expressing disapproval (ବାରଣସୂଚକ)
mess: ଅପ୍ରୀତିକର ପରିସ୍ଥିତି|ବିଶୃଙ୍ଖଳା
virtually: ଆପାତତଃ
death sentence: ମୃତ୍ୟୁଦଣ୍ଡ
survival: ବଞ୍ଚିବା
got down: ଓହ୍ଲାଇଲେ
appealingly: ନିନ୍ଦା କଲେ
damned: ଦୋଷୀ
simulate: ଅନୁକରଣ କରନ୍ତୁ
conceal: hide (ଲୁଚେଇବା)
judgement: ବିଚାର/ରାୟ
stooped over: ଆଉଜି ପଡ଼ିଲା
deliberate: intentional (ଇଚ୍ଛାକୃତ)
emphasis: stress (ଗୁରୁତ୍ଵ)
absolutely: ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
glow: ଆଲୋକ
suffused: spread slowly slowly over(ଖେଳିଗଲା)
soundly: ଆରାମରେ

Think it out

Question 1.
Why did Gopal ask Dr. Raman “Am I going?” What was he anxious about?
Answer:
Dr. Raman found his friend and patient in a critical condition; the latter’s wife was crying. The doctor felt his pulse and remained silent. The patient’s anxiety soared. He movingly appealed to the doctor not to avoid anything from him. Dr. Raman still remained unmoved. Gopal was determined to know how long he was going to survive. He was anxious about signing the will which was ready.

Question 2.
Was Dr. Raman upset at this question? Give your reasons.
Answer:
Gopal’s question, “Am I going” upset Dr. Raman, but he never gave vent to his concern for his friend’s condition. This was the most precarious situation he had ever faced in his life. By nature, he was a realist to the core. He knew that he was a doctor, on whose word the life of a patient depended. He did a piece of acting before his friend.

Question 3.
Why did Dr. Raman decide to tell a lie?
Answer:
Gopal insisted Dr. Raman on telling the truth about his condition. He was keen in signing the will that had already been prepared. Gopal was very sick (dying in Dr. Raman’s judgement) and requested a truthful prognosis to settle his will and avoid the never-ending misery for his wife and children than an unsettled will would entail. If the doctor would reveal his critical opinion, Gopal would not survive that night, then it would virtually signify a death sentence and put an end to the slimmest chance of the patient’s survival. Therefore, Dr. Raman decided to tell a lie.

Question 4.
How did he answer Gopal’js question?
Answer:
Dr. Raman could not remain silent in the face of Gopal’s question how long he was going to survive. His patient and friend was bent on signing the will before his death. Dr. Raman did a piece of acting and assured him that he was improving every second. He advised Gopal to sleep in peace and avoid exertion. In other words, the doctor assured him of his survival.

Question 5.
How did Gopal accept Dr. Raman’s words?
Answer:
Dr. Raman assured his patient of recovery. He said again that his friend’s heart was completely fine. Gopal accepted Dr. Raman’s words with great trust and hope. His statement “If it comes from your lips it must be true” is a case in point. There was a ring of relief about Gopal’s tone. He was a picture of gratitude. He slept in peace.

Unit VI

Gist:
A patient’s life hangs on a doctor’s word. It was true in case of Dr. Raman. The way he handled the serious condition of his friend was a case in point. He was smart. He was calm. He instructed his assistant to attend the patient with a tube and give it, in case of any eventuality. Nothing happened. The patient recovered satisfactorily. Dr. Raman had a last check. Then he informed the sick man’s wife about his brilliant heart. His friend would live till ninety. The doctor was sure of it. His friend had passed the most critical phase in heart-attack. His survival would be a source of constant puzzle to Dr. Raman.

Glossary :
for a moment : ମୁହୂର୍ତ୍ତକ ପାଇଁ
collapse:ଭୁଶୁଡ଼ିବା
tube: ନଳି
struggle: ସଂଘର୍ଷ
made a dash: ଏକ ଡ୍ୟାସ୍ ତିଆରି କଲା
awake: ଜାଗ୍ରତ
bet on it: ଏହା ଉପରେ ବାଜି ଲଗାନ୍ତୁ
turned the comer: ଆସିଲା
puzzle: ପଜଲ୍

Think it out
Question 1.
Did Dr. Raman believe that his patient would recover that night? Why do you think so?
Answer:
Dr. Raman did not believe that his patient would recover that night. He expressed his pessimistic opinion to his assistant. His statement “You might expect the collapse any second now” is a case in point. Dr. Raman instructed his assistant to hurry to the patient with a tube and give it in case of any eventuality.

Question 2.
“Don’t look so unhappy, lady” – why does Dr. Raman say so?
Answer:
Raman says so to his friend Gopal’s wife when Dr. Raman sees her husband in a state of miraculous recovery from a serious heart attack. The patient was conscious and looked extremely fine. The assistant informed the doctor about his satisfactory pulse. Putting the tube at the patient’s heart, he lends his ears to it for a while and pronounces the final judgement to his wife with assurance, “Don’t look so unhappy lady.” Her husband will survive till ninety. He has stood the critical state of attack.

Question 3.
Does human life hang on a doctor’s word? Give a reasoned answer.
Answer:
Yes, human life hangs on a doctor’s word. The way Dr. Raman saved his friend, Gopal from the verge of death splendidly exemplifies this point.

CHSE Odisha Class 12 English The Doctor’s Word Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
People came to him when the patient was on his last legs. The underlined expression means ___________.
(A) lame
(B) about to be lame
(C) amputated
(D) in a critical condition
Answer:
(D) in a critical condition

Question 2.
“……………..that the time had come to call in Raman”. The underlined expression means _______________.
(A) summon
(B) appeal
(C) visit
(D) all of the above
Answer:
(A) summon

Question 3.
Long years of practice of this kind had bred in the doctor a certain curt truthfulness. The underlined expression means ______________.
(A) a sort of diplomacy
(B) blunt truthfulness
(C) boundless truthfulness
(D) completely tactical
Answer:
(B) blunt truthfulness

Question 4.
The patient’s life hung on his word. The underlined expression means ________________.
(A) completely depended
(B) demanded
(C) hanged
(D) none of these
Answer:
(A) completely depended

Question 5.
“………………when he glimpsed the faintest sign of hope, he rolled up his sleeve.” The underlined expression means _________.
(A) consulted
(B) slept
(C) prepared to do his duty
(D) none of these
Answer:
(C) prepared to do his duty

Question 6.
As a doctor, Raman was ______________.
(A) one of the equals
(B) a man with a difference
(C) somewhat fine
(D) held in high esteem
Answer:
(B) a man with a difference

Question 7.
Dr. Raman was _____________.
(A) firmly decisive
(B) moody
(C) bitter
(D) all of the above
Answer:
(A) firmly decisive

Question 8.
Dr. Raman’s friendship with Gopal goes back to _____________.
(A) their school days
(B) their nursery school days
(C) more than forty years
(D) all of these
Answer:
(B) their nursery school days

Question 9.
Their friendship was ______________.
(A) excellent
(B) good
(C) very good
(D) strange
Answer:
(A) excellent

Question 10.
Which of the following statements is false?
(A) Dr. Raman and Gopal were close friends.
(B) Their friendship had stood the test of time.
(C) Dr. Raman and Gopal never took dinner together.
(D) Their discussion was wide-ranging
Answer:
(C) Dr. Raman and Gopal never took dinner together.

Question 11.
Dr. Raman was __________.
(A) very punctual
(B) versatile
(C) very busy
(D) quite uncommon
Answer:
(C) very busy

Question 12.
Gopal’s son was ______________.
(A) reticent
(B) bold
(C) nervous
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 13.
Gopal has been confined to bed since ____________.
(A) 46 days
(B) more than two months
(C) a month and a half
(D) long
Answer:
(C) a month and a half

Question 14.
The person to treat Gopal first was _____________.
(A) Dr. Raman
(B) a friend of Gopal’s wife
(C) Gopal’s brother
(D) an unknown doctor
Answer:
(D) an unknown doctor

Question 15.
Dr. Raman started his friend’s treatment ______________.
(A) after a careful thought
(B) enthusiastically
(C) bravely
(D) promptly
Answer:
(D) promptly

Question 16.
The word ‘famished’ means ______________.
(A) tired
(B) enthused
(C) excited
(D) hungry
Answer:
(D) hungry

Question 17.
What made Gopal’s wife unbearable was _____________.
(A) Gopal’s critical illness
(B) Dr. Raman’s evasive reply to Gopal’s wife
(C) the doctor’s hunger
(D) his gaze on Gopal
Answer:
(B) Dr. Raman’s evasive reply to Gopal’s wife

Question 18.
“Sir, he will pull through.” What does the underlined expression mean?
(A) forget
(B) improve
(C) recover
(D) pass away
Answer:
(B) improve

Question 19.
Gopal’s slight recovery filled his family with _____________.
(A) relief
(B) delight
(C) gratitude to the doctor
(D) all the above
Answer:
(D) all the above

Question 20.
The sick man’s wife asked, “Is he out of danger ?” This indicates his wife’s
(A) stress
(B) nervousness
(C) restlessness
(D) none of these
Answer:
(C) restlessness

Question 21.
To know Gopal’s latest condition was his wife’s __________.
(A) keen determination
(B) hope
(C) wish
(D) interest
Answer:
(A) keen determination

Question 22.
The bitter weeping of Gopal’s wife made Dr. Raman ____________.
(A) anxious
(B) vexed
(C) impatient
(D) confused
Answer:
(D) confused

Question 23.
The doctor advised the patient to _____________.
(A) sleep
(B) sit
(C) relax
(D) get up
Answer:
(C) relax

Question 24.
“Am I going ?” This means ___________.
(A) leaving
(B) interested to go to his house
(C) visiting
(D) facing death
Answer:
(D) facing death

Question 25.
The patient was ___________.
(A) desperate
(B) impatient
(C) panicky
(D) none of these
Answer:
(A) desperate

Question 26.
“It was not in his nature to whitewash.” The underlined word means-
(A) rubbing
(B) cleaning
(C) not to tell a lie
(D) bluff
Answer:
(C) not to tell a lie

Question 27.
Gopal appealed to his friend to _______________.
(A) cure him
(B) save his family’s future
(C) tell the truth
(D) call in his wife
Answer:
(B) save his family’s future

Question 28.
He knew too well the family affairs and about those wolves. This means ________________.
(A) wild animals
(B) selfish persons
(C) ruthless people
(D) anti-social elements
Answer:
(D) anti-social elements

Question 29.
Dr. Raman’s act of telling the truth implies his-
(A) commitment to truth
(B) courage
(C) friend’s speedy recovery
(D) friend’s death
Answer:
(D) friend’s death

Question 30.
Dr. Raman resorts to deliberate falsehood ______________.
(A) for the sake of his friend
(B) without any delay
(C) for nothing
(D) none of these
Answer:
(A) for the sake of his friend

Question 31.
What does “on one’s last legs” mean?
(A) Very sick
(B) Weak and about to die
(C) Not in one’s good health
(D) All of the above
Answer:
(B) Weak and about to die

Question 32.
When did people come to Dr. Raman?
(A) When the patient was very sick
(B) When the patient had almost no hope
(C) When the patient collapsed
(D) When the patient had recovered a little
Answer:
(B) When the patient had almost no hope

Question 33.
Why did Dr. Raman often burst out when he found the patient in his last breath?
(A) Why wasn’t he brought to him earlier
(B) Why was he taken to another doctor
(C) Why had the family members treated him wrong
(D) Why was his condition so serious
Answer:
(A) Why wasn’t he brought to him earlier

Question 34.
What was Dr. Raman’s visiting fee?
(A) Twenty rupees
(B) Twenty-five rupees
(C) Thirty rupees
(D) Thirty-five rupees
Answer:
(B) Twenty-five rupees

Question 35.
What fact did people like to avoid?
(A) That the patient had less hope
(B) That the visiting fees of Dr. Raman was high
(C) That Dr. Raman means death sentence
(D) That the patient couldn’t be saved no matter what
Answer:
(A) That the patient had less hope

Question 36.
The patient’s relatives always tried to avoid calling in Dr. Raman; for them there was something ___________ in the very association.
(A) serious
(B) unnecessary
(C) threatening
(D) shirking
Answer:
(C) threatening

Question 37.
So, when the big man came on the scene it was always__________.
(A) the last moment
(B) critical for the patient
(C) a quick decision to make
(D) late
Answer:
(C) a quick decision to make

Question 38.
What has long years of practice bred in the doctor?
(A) Experience to save lives
(B) A certain manner of rudeness
(C) A certain degree of kindness
(D) A certain curt of truthfulness
Answer:
(D) A certain curt of truthfulness

Question 39.
Why was the doctor’s opinion valued?
(A) For his experience
(B) For his kindness
(C) For him truthfulness
(D) For his expertise
Answer:
(C) For him truthfulness

Question 40.
Dr. Raman was not a mere doctor expressing an opinion but a /an ___________.
(A) judge pronouncing a verdict
(B) kind man helping patients
(C) expert saving lives
(D) experienced consultant
Answer:
(A) judge pronouncing a verdict

Question 41.
What did the patient’s life hang on?
(A) Dr. Raman’s experience
(B) Dr. Raman’s treatment
(C) Dr. Raman’s words
(D) Dr. Raman’s kindness
Answer:
(C) Dr. Raman’s words

Question 42.
What did Dr. Raman never believe?
(A) True words can save life
(B) Mere words can save life
(C) Agreeable words can save life
(D) God’s will can save life
Answer:
(C) Agreeable words can save life

Question 43.
Why did Dr. Raman think that it was not any of his business to provide unnecessary hope to the patients and their family?
(A) Because they would ultimately know the truth in few hours
(B) Because it was none of his business
(C) Because he was not that kind hearted
(D) Because it was not his duty to give people hope
Answer:
(A) Because they would ultimately know the truth in few hours

Question 44.
What would Dr. Raman do if he glimpsed the faintest sign of hope?
(A) Pause all other works and perform operation
(B) Do whatever he could to save the patient
(C) Give hope to the patient and his family
(D) Preapare to fight with death
Answer:
(B) Do whatever he could to save the patient

Introducing the Author
R. K. Narayan (1906-2001) is perhaps the most well-known Indian writer in English. Born in Madras, Narayan was educated in Mysore. He started writing in the nineteen thirties. His writing is set in an imaginary town called Malgudi and South Indian family life has seldom been so realistically portrayed as in his novels and short stories. Some of his famous works are Swami and Friends, The Man-Eater ofMalgudi, The Bachelor of Arts, Mr Sampath, The Astrologer’s Day, Waiting for the Mahatma etc. His novel The Guide was selected for the Sahitya Academy Award. Narayan has written a good number of short stories which are noted for their humour, pathos and mild satire. His style is simple and lucid. Walsh aptly remarks, “Narayan ’s fastidious art, blending exact realism, poetic myth, sadness, perception and gaiety are without precedent in literature in English and as far as one can see, without following. It is kind, but unsentimental, mocking but uncynical, profoundly Indian but distinctively individual. Itfascinates by reason of the substantial human nature which it implies and embodies. It carries along with it at every point, a kind of humour strange in English writing which mixes the melancholy and the amusing.”

About the Story
A doctor saves lives both with his skill and with his words. Soothing words of a doctor work wonders for a patient in a critical condition. Dr. Raman, a fictitious physician in the imaginary story, is a classic example. South Indian city of Malgudi is the microcosm for many of Narayansque stories. He is renowned for his diagnostic acumen and “certain curt truthfulness; for that very reason his opinion is valued; he is not a mere doctor expressing an opinion but a judge pronouncing a verdict.” When Dr. Raman is called upon to make a house call and subsequent operation on his dearest friend, Gopal, he faces a very difficult professional ethical dilemma. This story adroitly tackles truthfulness. This story’s concern is not only with professional ethics but also with the tension that often arrives when personal ethics and professional ethics intersect and conflict since it is clear that Dr. Raman violates his usual practice of truth-telling in the interest of his friendship. It is also a commentary on paternalism; Dr. Raman tells the patient’s wife and patient only what he wants them to hear since the truth as he perceives would be damaging to the patient’s outcome, a much censured notion known as “therapeutic privilege”. This story demonstrates the economy and grace with which expertly wrought fiction can capture and present for discussion important issues in (medical) ethics.

ବିଷୟ ସୂଚନା :
ଖରାପ ଅବସ୍ଥାରେ ଜଣେ ରୋଗୀପାଇଁ ଜଣେ ଡାକ୍ତରଙ୍କର ସାନ୍ତନାମୂଳକ କଥାଗୁଡ଼ାକ ଚମତ୍କାର ଭାବେ କାମ କରେ । କାଳ୍ପନିକ କଥାବସ୍ତୁର ଡାକ୍ତର ଚରିତ୍ର ଡା. ରମଣ ହେଉଛନ୍ତି ଏହାର ଏକ ଜୀବନ୍ତ ଉଦାହରଣ । ନାରାୟଣଙ୍କର ଗଳ୍ପଗୁଡ଼ିକର ପୃଷ୍ଠଭୂମି ହେଉଛି ଦକ୍ଷିଣ ଭାରତୀୟ ସହର ମାଲ୍‌ଗୁଡ଼ି । ଡାକ୍ତର ରମଣ ରୋଗର ସଠିକ କାରଣ ନିରୂପଣ କରିବା ଓ ଅପ୍ରିୟ ସତ୍ୟ କଥା କହିବା କାରଣରୁ ପ୍ରସିଦ୍ଧି ଅର୍ଜନ କରିଛନ୍ତି । ସେଥ‌ିପାଇଁ ତାଙ୍କ କଥା ଅଧ୍ଵ ଗୁରୁତ୍ଵ ଦିଆଯାଏ । ସେ ଜଣେ ସାଧାରଣ ଡାକ୍ତରଭାବେ ନିଜର ମତାମତ ଶୁଣାଇନଥା’ନ୍ତି, ବରଂ ଜଣେ ବିଚାରପତିଭାବେ ରାୟ ଶୁଣାଇଥା’ନ୍ତି । ଯେତେବେଳେ ସେ ତାଙ୍କର ଘନିଷ୍ଠ ବନ୍ଧୁ ଗୋପାଳର ଅସ୍ତ୍ରୋପଚାର କରିଛନ୍ତି, ସେ ଏକ ନୈତିକ ଦୃହରେ ପଡ଼ିଛନ୍ତି । ଏହି ଗଳ୍ପରେ ଚତୁରତାର ସହ ସେହି ସତ୍ୟର ପ୍ରକଟନ ଘଟିଛି । ଏଠାରେ ରମଣଙ୍କର ବ୍ୟକ୍ତିଗତ ନୈତିକତା ବୃତ୍ତିଗତ ନୈତିକତା ମଧ୍ୟରେ ଦ୍ବନ୍ଦ୍ବ ଉପୁଜିଛି ଏବଂ ବନ୍ଧୁଙ୍କ ହିତ ପାଇଁ ନିତିଦିନିଆ ସତ କହିବାର ଅଭ୍ୟାସରୁ ସ୍ପଷ୍ଟ ଭାବରେ ବିଚ୍ୟୁତ ହୋଇଛନ୍ତି । ଡାକ୍ତର ରମଣ ରୋଗୀର ସ୍ତ୍ରୀ ଓ ରୋଗୀକୁ କେବଳ ତାଙ୍କ କଥା ଶୁଣିବାକୁ କହିଛନ୍ତି, ଯେହେତୁ ପ୍ରକୃତ ସତ୍ୟ ରୋଗୀର କ୍ଷତି ଘଟାଇପାରେ । ଏହି ଗଳ୍ପରେ ଭେଷଜ ବିଜ୍ଞାନ ସମ୍ବନ୍ଧୀୟ ଅନେକ ତତ୍ତ୍ଵ ନିଖୁଣ ଭାବରେ ଆଲୋଚନା

Summary
In the beginning, the writer, in his characteristic humorous vein, states that the patients visit Dr. Raman when they are hopeless, because of the latter’s visiting fee twenty-five rupees. He has long years of practice behind him. Dr. Raman is renowned for his diagnostic acumen and “certain curt truthfulness”. As a result, his opinion is given great importance. He is not a doctor in an ordinary sense. Dr. Raman is like a sort of judge who delivers a judgement. He saves life with his skill and never likes to say agreeable words. It is because the patient’s will to survive is what matters.

Dr. Raman is keen on saving the lives of his patients when he sees the slightest ray of hope. The writer describes the long-standing relationship between Dr. Raman and Gopal. The doctor comes to know about his friend’s illness from the latter’s son. He is called upon to visit Gopal’s house. The doctor finds his friend and patient in a critical condition. He learns that a “doctor in the next street”, a physician Raman does not know, is ‘ treating the patient. Without wasting time, he administers an injection to his patient. He does not respond to the query of Gopaks wife.

He minutely observes his patient who still remains motionless. He feels worried when he finds his bosom friend in a critical condition, but not hopeless. Skilful doctor as he is, Dr. Raman remains calm in an adverse situation like this. He performs an operation on his dearest friend Gopal. Evening sets in. Raman’s assistant’s joy knows no limit when he sees the patient in a better condition. He is enthusiastic about the patient’s recovery. The doctor gives his assistant a cold response. Although Gopal’s pulse has improved, this is not enough. He suffers from serious heart attack.

Dr. Raman knows that the night is crucial for his patient; he sits beside the latter and notices a slight improvement in his condition. Now the patient is in a state to take a little food. The household heaves a sigh of great relief. Everybody is happy. Overwhelmed with emotion, the family members profusely express their gratitude to the doctor. However, Raman sits silently, intensely looking at the patient’s- face. He is heedless of their words. The doctor’s reaction is evasive. When the wife asks him about her patient’s condition, he remains silent, but she is determined to know the truth. Her patience runs out. She cannot bear the suspense any more. The wife is anxious to know about the condition of her husband.

She requests him to tell the truth. The doctor expresses his inability to talk to her at the moment. His silence on the matter makes her weep bitterly. The patient looks in confusion. Gopal is very sick. He requests the doctor not to hide the truth. He is anxious about signing the will. The doctor’s effort to calm him goes in vain. Gopal requests truthful prognosis in order to settle his will and get rid of the never-ending misery for his wife and children that an unsettled will would entail. The doctor is aware of this realistic eventuality. Dr. Raman faces a very difficult professional dilemma.

He swims between personal ethics and professional ethics. If he reveals his pessimistic opinion, which he does to his assistant: ‘Gopal will not survive the night’, then it will virtually imply a death sentence. The inevitable will happen. His frankness will put an end to the slightest chance of the patient’s survival. Dr. Raman violates his usual practice of truth-telling in the interest of his forty year-old friendship. He does ‘a piece of acting’ and assures his friend and patient that he will survive. Gopal expresses his unflinching trust in the doctor’s statement. His words, “If it comes from your lips, it must be true” is a case in point. Gopal lives and Dr. Raman remarks to his assistant, “How he has survived this attack will be a puzzle to me all life.”

ସାରାଂଶ :
ଗଳ୍ପର ପ୍ରାରମ୍ଭରେ ଲେଖକ ବ୍ୟଙ୍ଗପୂର୍ଣ୍ଣ ଭାବେ କହିଛନ୍ତି ଯେ ରୋଗୀମାନେ ଆଶାଶୂନ୍ୟ ହେବା ପରେ ହିଁ ଡାକ୍ତର ରମଣଙ୍କ ପାଖକୁ ଆସନ୍ତି, କାରଣ ତାଙ୍କର ରୋଗୀଦେଖା ଫିସ୍ ଥାଏ ୨୫ ଟଙ୍କା । ସେ ଜଣେ ବହୁ ଅନୁଭୂତିସମ୍ପନ୍ନ ଡାକ୍ତର । ତାଙ୍କର ସଠିକ୍ ଭାବେ ରୋଗ ଚିହ୍ନିବାର ଦକ୍ଷତା ଓ ଅପ୍ରିୟ ନିଶ୍ଚିତ ସତ୍ୟ କଥା କହିବା ପାଇଁ ସେ ଖ୍ୟାତି ଅର୍ଜନ କରିଛନ୍ତି । ଫଳରେ ତାଙ୍କର ମନ୍ତବ୍ୟକୁ ଗୁରୁତ୍ଵ ଦିଆଯାଏ । ସେ ଜଣେ ସାଧାରଣ ଡାକ୍ତର ଭଳି ନୁହେଁ, ବରଂ ଜଣେ ବିଚାରପତି ଭଳି ରାୟ ଶୁଣାନ୍ତି । ସେ ନିଜର ଦକ୍ଷତାକୁ ନେଇ ରୋଗୀର ଜୀବନ ବଞ୍ଚାନ୍ତି, ମାତ୍ର ଆଶ୍ଵାସନାବାଣୀ ଶୁଣାଇବାକୁ ଭଲ ପାଆନ୍ତି ନାହିଁ ।

ରୋଗୀଠାରେ ସାମାନ୍ୟ ବଞ୍ଚିବାର ଆଶା ଥିଲେ ସେ ତା’ର ଜୀବନ ବଞ୍ଚାଇବାକୁ ଯତ୍‌ ପରୋନାସ୍ତି ଉଦ୍ୟମ କରନ୍ତି । ଲେଖକ ଏଠାରେ ଡା. ରମଣ ଏବଂ ଗୋପାଳର ବହୁଦିନର ସମ୍ପର୍କକୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଗୋପାଳର ପୁଅଠାରୁ ସେ ଜାଣିବାକୁ ପାଇଛନ୍ତି ଯେ ଗୋପାଳ ରୋଗଦ୍ଵାରା ଆକ୍ରାନ୍ତ ହୋଇଛି । ସେ ଗୋପାଳ ଘରକୁ ବୁଲିବାକୁ ଯାଆନ୍ତି ଏବଂ ଗୋପାଳର ଅବସ୍ଥା ଗୁରୁତର ଥ‌ିବା ଦେଖନ୍ତି ।ସେ ତତ୍‌କ୍ଷଣାତ୍ ରୋଗୀକୁ ଏକ ଇନ୍‌ଜେକ୍‌ସନ୍ ଦିଅନ୍ତି ଏବଂ ଗୋପାଳର ସ୍ତ୍ରୀର ପ୍ରଶ୍ନର ଉତ୍ତର ନ ଦେଇ ରୋଗୀକୁ ତନ୍ନତନ୍ନ ଭାବେ ପରୀକ୍ଷା କରନ୍ତି । ସେ ବ୍ୟସ୍ତ ଓ ବିବ୍ରତ ହୋଇପଡ଼ନ୍ତି ।

କିନ୍ତୁ ଏହିପରି ଗୁରୁତର ଅବସ୍ଥାରେ ସେ ଆଶା ହରାନ୍ତି ନାହିଁ । ସେ ପ୍ରିୟବନ୍ଧୁ ଗୋପାଳ ଶରୀରରେ ଏକ ଅସ୍ତ୍ରୋପଚାର କରନ୍ତି । ସନ୍ଧ୍ୟା ଆଗତ ହୋଇଛି । ଡ. ରମଣଙ୍କର ସହକାରୀଜଣକ ଦେଖନ୍ତି ଯେ ରୋଗୀର ସ୍ଵାସ୍ଥ୍ୟବସ୍ଥାରେ ଉନ୍ନତି ଘଟୁଛି । ତାଙ୍କର ଖୁସିର ସୀମା ରହେ ନାହିଁ । କିନ୍ତୁ ଡା. ରମଣ କହନ୍ତି ଯେ ଯଦିଓ ଗୋପାଳଙ୍କର ନାଡ଼ିର ଗତିରେ ଉନ୍ନତି ଘଟିଛି, ତଥାପି ଏହା ଯଥେଷ୍ଟ ନୁହେଁ । ଡା. ରମଣ ଜାଣିଛନ୍ତି ଯେ ରାତିଟି ତାଙ୍କ ରୋଗୀ ପାଇଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କାରଣ ସେ ଗୁରୁତର ହୃଦ୍‌ରୋଗରେ ପୀଡ଼ିତ । ବର୍ତ୍ତମାନ ରୋଗୀଟି କିଛି ଖାଦ୍ୟ ଗ୍ରହଣ କରିବା ଅବସ୍ଥାକୁ ଆସିଛନ୍ତି । ଘରର ଅଥଚ ଡା. ରମଣ ରୋଗୀଙ୍କର ମୁହଁକୁ ଚାହିଁ ଧୀରସ୍ଥିର ହୋଇ ବସିଥାଆନ୍ତି ।

ସେ ଘରର ସଦସ୍ୟମାନଙ୍କର କୃତଜ୍ଞତାର ଚାହାଁନ୍ତି । ସେ ଡାକ୍ତରଙ୍କୁ ସତ୍ୟ କହିବାକୁ ଅନୁରୋଧ କରନ୍ତି । ସେହି ସମୟରେ ଡାକ୍ତରଙ୍କର ନୀରବତା ରୋଗୀର ସ୍ତ୍ରୀଙ୍କ ମନରେ ବହୁତ ଆଘାତ ଦେଇଛି ଏବଂ ସେ ଖୁବ୍ ଜୋର୍‌ରେ କାନ୍ଦିଛନ୍ତି । ରୋଗୀଟି ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ି ଚାହିଁଛି । ଗୋପାଳ ବହୁତ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଛି । ସେ ଡାକ୍ତରଙ୍କୁ ସତ୍ୟ ହିଁ କହିବାପାଇଁ ଅନୁରୋଧ କରିଛି । ଡାକ୍ତର ତାଙ୍କୁ ସାନ୍ତନା ଦେଇପାରି ନାହାନ୍ତି । ଗୋପାଳ ବାରମ୍ବାର ସତ୍ୟ କହିବା ପାଇଁ ବାଧ୍ୟ କରିଛି ଯାହା ଫଳରେ ସେ ନିଜର ଇଚ୍ଛାପତ୍ର ପ୍ରସ୍ତୁତ କରି ତାଙ୍କ ପରିବାରର ଚିରଦୁଃଖର ଅବସାନ ଘଟାଇପାରିବେ । ଏହି ବାସ୍ତବ ସତ୍ୟ ବିଷୟରେ ଡାକ୍ତର ସଚେତନ ଅଛନ୍ତି ।

ଏଠାରେ ଡାକ୍ତର ଏକ କଷ୍ଟକର ବୃତ୍ତିଗତ ଦ୍ବନ୍ଦ୍ବକୁ କିଭଳି ସାମନା କରିଛନ୍ତି ତାହା ବର୍ଣ୍ଣିତ ହୋଇଛି । ସେ ବ୍ୟକ୍ତିଗତ ନୀତି ଏବଂ ବୃତ୍ତିଗତ ନୀତି ମଧ୍ୟରେ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଛନ୍ତି । ସେ ଜାଣିଛନ୍ତି ଯେ ସେହି ରାତିରେ ଗୋପାଳ ନିଶ୍ଚିତ ମୃତ୍ୟୁବରଣ କରିବ । ଏହି ଧ୍ରୁବ ସତ୍ୟ ନିଶ୍ଚୟ ଘଟିବ । ସେ ଯଦି ମୁକ୍ତ ଭାବରେ ସତ୍ୟର ପ୍ରକଟ କରିବେ, ତେବେ ରୋଗୀର ବଞ୍ଚିବାର କ୍ଷୀଣ ଆଶାଟିକକ ନଷ୍ଟ ହୋଇଯିବ । ଡାକ୍ତର ତାଙ୍କର ଚାଳିଶ ବର୍ଷର ବନ୍ଧୁଙ୍କର ହିତ ପାଇଁ ଏହିଭଳି ଦୃଢ଼ ଉକ୍ତିକୁ ଗୋପାଳ ପୂର୍ଣ୍ଣ ବିଶ୍ଵାସ କରିଛି । ଶେଷରେ ଗୋପାଳ ବଞ୍ଚିଯାଇଛି । ଡାକ୍ତର ରମଣ ତାଙ୍କର ସହଯୋଗୀଙ୍କୁ କହିଛନ୍ତି, ‘ରୋଗୀ କିପରି ଏହି ହୃଦ୍‌ରୋଗରୁ ବଞ୍ଚିପାରିଲେ, ତାହା ତାଙ୍କ ପାଇଁ ଚିର ରହସ୍ୟମୟ ହୋଇ ରହିବ ।’’

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Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 6 Stay Hungry Stay Foolish Textbook Exercise Questions and Answers.

Class 12th Invitation English Non-Detailed Chapter 6 Stay Hungry Stay Foolish Question Answers CHSE Odisha

Stay Hungry Stay Foolish Class 12 Questions and Answers

Unit – 1

Gist:
At the outset, Steve Jobs narrates the first story related with his life. Jobs says that his biological mother was a young, unmarried college graduate student. She was interested to get him adopted by college graduates. His adoption took a shape, thanks to the lawyer and his wife. But after his birth they denied, as they really wanted a girl. So he was adopted by his foster parents. After 17 years, the writer joined Reed College which was as expensive as Stanford. After six months, he could realize the meaninglessness in spending his parents’ savings in such an institution. Lack of any idea concerning his ambition in life and how the college was going to help him in this regard gripped his mind. Therefore, the writer dropped out of the college. When he left the college it was frightening at the moment. Now he feels it was one of the finest decisions he had ever made.

After dropping out, he faced many difficulties such as, unavailability of a dorm room, sleeping on the floor in a friends’ room, returning of coke bottles for the 5 shilling deposits to buy food with and seven-mile walk every Sunday night for a good meal a week at the Hare Krishna temple. He enjoyed it very much. Then Jobs decided to learn calligraphy, because he was not attending normal courses. Besides, he was interested to learn the technique of producing beautiful typography. His knowledge of calligraphy helped Jobs design the first Macintosh computer, the first one with the art of designing how text will appear when it is printed. At last the writer refers to connecting the ‘dots’. It means looking backwards. Looking forward is futile. Act of looking backward will connect in one’s future.

ପ୍ରାରମ୍ଭରେ Steve Jobs ତାଙ୍କ ଜୀବନ ସହ ସମ୍ପୃକ୍ତ ପ୍ରଥମ କାହାଣୀଟିକୁ ବର୍ଣନା କରିଛନ୍ତି । ତାଙ୍କ ଜନ୍ମଦାତ୍ରୀ ମାତା ଥିଲେ ଜଣେ ଯୁବା ସୁନ୍ଦରୀ ଅବିବାହିତା ଓ ମହାବିଦ୍ୟାଳୟର ସ୍ନାତକ ଛାତ୍ରୀ । ମହାବିଦ୍ୟାଳୟର ସ୍ନାତକମାନେ Jobsଙ୍କୁ ପୋଷ୍ୟପୁତ୍ର ଭାବେ ଗ୍ରହଣ କରିବାକୁ ସେ ଚାହୁଁଥିଲେ । ଜଣେ ଓକିଲ ଏବଂ ତାଙ୍କ ପତ୍ନୀଙ୍କ ଯୋଗୁଁ ତାକର ପୋଷ୍ୟପୁତ୍ର ହେବା ପୂର୍ଣ୍ଣାଙ୍ଗ ରୂପ ପାଇଥିଲା । କିନ୍ତୁ ତାଙ୍କ ଜନ୍ମ ପରେ ସେମାନେ ଝିଅଟିଏ ଚାହୁଁଥିଲେ ବୋଲି କହି ମନା କରିଦେଲେ । ତେଣୁ ଅପେକ୍ଷା ତାଲିକାରେ ଥିବା ତାଙ୍କ ପାଳକ ପିତାମାତା ତାଙ୍କୁ ପୋଷ୍ୟପୁତ୍ର ଭାବେ ଗ୍ରହଣ କଲେ । ସତର ବର୍ଷ ପରେ Stanford ଭଳି ଏକ ବ୍ୟବୟବହୁଳ Reed ମହାବିଦ୍ୟାଳୟରେ ସେ ଯୋଗଦେଲେ । ଛ’ ମାସ ବିତିଗଲା । ଏଭଳି ଅନୁଷ୍ଠାନରେ ତାଙ୍କର ଶ୍ରମିକ-ଶ୍ରେଣୀ ପିତାମାତାଙ୍କର ସମଗ୍ର ସଞ୍ଚୟକୁ ଖର୍ଚ୍ଚ କରିବା ଅର୍ଥହୀନ ବୋଲି ସେ ଅନୁଭବ କରିପାରିଲେ । ଜୀବନ ଅଭିଳାଷ ସମ୍ପର୍କରେ ତାଙ୍କର କିଛି ଧାରଣା ନ ଥିଲା ଏବଂ ସେହି ମହାବିଦ୍ୟାଳୟ ତାଙ୍କୁ ସେ ଦିଗରେ କିପରି ସାହାଯ୍ୟ କରିପାରିବ ଏହି ଚିନ୍ତା ତାଙ୍କୁ ଗ୍ରାସ କଲା । ତେଣୁ ସେ ମହାବିଦ୍ୟାଳୟରୁ ବାହାରି ଆସିଲେ । ମହାବିଦ୍ୟାଳୟ ତ୍ୟାଗ କରିବା ମୁହୂର୍ତ୍ତ ତାଙ୍କ ପାଇଁ ଭୟସଙ୍କୁଳ ଥିଲା ।

ବର୍ତ୍ତମାନ ସେ ଅନୁଭବ କରୁଛନ୍ତି ଏହା ଥିଲା ତାଙ୍କର ଏକ ଅନ୍ୟତମ ସର୍ବୋତ୍କୃଷ୍ଟ ନିଷ୍ପତ୍ତି । ମହାବିଦ୍ୟାଳୟ ଛାଡ଼ିଲା ପରେ ସେ ଅନେକ ପ୍ରତିବନ୍ଧକର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ । ସେ ଶୋଇବାପାଇଁ କୋଠରିଟିଏ ପାଇଲେ ନାହିଁ । ସାଙ୍ଗମାନଙ୍କର କୋଠରିର ଚଟାଣ ଉପରେ ଶୋଇଲେ । ଖାଦ୍ୟ କିଣିବା ପାଇଁ Jobs କୋକ୍ ବୋତଲ ଫେରାଇ ୫ ସିଲିଙ୍ଗ୍ ଜମା କରୁଥିଲେ । ହରେକୃଷ୍ଣ ମନ୍ଦିରରେ ସପ୍ତାହକୁ ଥରେ ଭଲ ଖାଦ୍ୟ ଖାଇବାପାଇଁ ସେ ପ୍ରତି ରବିବାର ରାତିରେ ସାତ ମାଇଲ ଚାଲୁଥିଲେ; ମାତ୍ର ସେ ଏହାକୁ ଉପଭୋଗ କରୁଥିଲେ । ତା’ପରେ Jobs ମହାବିଦ୍ୟାଳୟରେ ନିୟମିତ ଅଧ୍ୟୟନ କରୁନଥିବାରୁ ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଲିଖନକଳା ଶିକ୍ଷା କରିବାକୁ ସ୍ଥିର କଲେ । ଏତଦ୍‌ବ୍ୟତୀତ ସୁନ୍ଦର ମୁଦ୍ରଣ ବିଦ୍ୟା ପ୍ରସ୍ତୁତ କରିବାର କୌଶଳ ଅଧ୍ୟୟନ କରିବାକୁ ସେ ଆଗ୍ରହୀ ହେଲେ । ସୁନ୍ଦର ହସ୍ତଲିପି ଜ୍ଞାନ Jobsଙ୍କୁ ପ୍ରଥମ Macintosh କମ୍ପ୍ୟୁଟରର ନକ୍ସା ଅଙ୍କନ କରିବାରେ ସାହାଯ୍ୟ କରିଥିଲା ଯାହାକି ମୁଦ୍ରଣପରେ ପାଠ୍ୟବିଷୟ କିପରି ଦେଖାଯିବ ତାହା ନିରୂପଣ କରିବାରେ ପ୍ରଥମ ଥିଲା । ତା’ରେ ସେ ଜୀବନର ବିଭିନ୍ନ ଘଟଣାବଳୀର ସଂଯୋଗ କରିବା କଥା କହିଛନ୍ତି । ଏହା ଅର୍ଥ ଅତୀତକୁ ଦୃଷ୍ଟି ଦେବା । ଭବିଷ୍ୟତକୁ ଦୃଷ୍ଟି ଦେବା ନିରର୍ଥକ । ଅତୀତର ପର୍ଯ୍ୟାଲୋଚନା ଜଣକୁ ଭବିଷ୍ୟତରେ ଆଗକୁ ବଢ଼ିବାରେ ସହାୟତା ପ୍ରଦାନ କରିଥାଏ ।

Glossary :
commencement: a ceremony at which academic degrees or diplomas are conferred (ଏକ ଉତ୍ସବ ଯେଉଁଠାରେ ଶିକ୍ଷା ପ୍ରଦାନ କରାଯାଏ)
drop out: a student who withdraws before completing a course (ଅଧାରୁ ପାଠ ଛାଡ଼ିଥିବା ଛାତ୍ରଛାତ୍ରୀ)
drop-in: visitor (ପରିଦର୍ଶକ)
unwed : unmarried (ଅବିବାହିତ) : ଛାଡ଼ିଦେବା
quit: ଛାଡ
strongly: ଗଭୀର ଭାବରେ
popped out: (here) took birth (ଜନ୍ମ ନେଲା)
relented: finally agreed after refusing (ମନା କରିବା ପରେ ରାଜି ହେବା)
naively: innocently
expensive: costly (ବ୍ୟୟବହୁଳ)
trust: ବିଶ୍ଵାସ କରିବା
scary: frightening (ଭୟପ୍ରଦ)
dorm room: a room for several people to sleep
stumbled into: became involved in something by chance (କାର୍ଯ୍ୟରେ ସମ୍ପୃକ୍ତ ହେବା)
curiosity: କୌତୁହଳ
intuition: ଅନ୍ତର୍ଜ୍ଞାନ
priceless: ଅମୂଲ୍ୟ
calligraphy : act of producing beautiful handwriting
typeface: a visual representation a set of characters in typography (ଦୃଶ୍ୟମାନ ଉପସ୍ଥାପନା)
serif and sans serif: a kind typeface (ଏକପ୍ରକାର ଉପସ୍ଥାପନା )
typography: the art of designing how text will appear when it is printed (ମୁଦ୍ରଣ ବିଦ୍ୟା)
subtle : ସୂକ୍ଷ୍ମ/ଚତୁର
fascinating: ଆକର୍ଷଣୀୟ
Macintosh computer: a popular model of computer made by Apple Computer introduced in 1984 (୧୯୮୪ ମସିହାରେ Apple କମ୍ପାନୀଦ୍ଵାରା ପ୍ରସ୍ତୁତ ଏକ)
fonts: size of typefaces (ଆକୃତି)
Windows: operating systems in a computer
destiny: ଭାଗ୍ୟ
never let me down: not failed the writer

Think it out

Question 1.
What does Jobs say about his mother?
Answer:
Jobs says that his biological mother was a young and unmarried college graduate student. She wanted her child to be adopted by college graduates. At first it was settled that he would be adopted by a lawyer and his wife. Later they refused and he was adopted by his foster parents. But when she came to know that his foster parents were not graduates, she refused to sign adoption papers. Few month later when they promised to send him to college she agreed.

Question 2.
How did his foster parents adopt him?
Answer:
His foster parents adopted him by promising to send him to a college someday. Their promise came after a lot of hiccups.

Question 3.
What does he say about his studies at Reed College?
Answer:
After a span of 17 years, the speaker joined Reed College which is as expensive as Stanford. He spent the entire earnings of his working-class parents on paying his college fees. After studying for six months, he found that it was of no use to continue.

Question 4.
Why did he drop out from college?
Answer:
He was clueless about his future ambition. He was not aware of the role of how the institution would help him in this respect. Besides, he could not find any importance on spending his foster parents’ hard-eam money in that institution. Therefore, he dropped out of the college.

Question 5.
What difficulties did he face after he dropped out?
Answer:
Many difficulties were in store for him after he dropped out. He did not find a dorm room where several people used to sleep. Therefore, he slept on the floor in his friends’ rooms. He returned coke bottles in exchange for 5 shilling deposits with which he bought food. He had to walk seven miles every Sunday night to enjoy one fine meal a week at the Hare Krishna temple.

Question 6.
Why did he decide to learn calligraphy?
Answer:
He decided to learn calligraphy, because he did not feel the importance of going through general subjects. In the college campus, every poster, every label on every drawer bore the stamp of beautiful handwriting. And this compelled his attention.

Question 7.
How did his knowledge of calligraphy help him?
Answer:
The speaker’s knowledge of calligraphy helped him design the first Macintosh computer. He designed all into the Mac. Macintosh became the first one thathad a touch of beautiful typography. Then Windows came into existence after just copying the Mac.

Question 8.
What does he mean by connecting the ‘dots’?
Answer:
By connecting ‘dots’, Jobs means connecting the events looking backwards, instead of looking forwards. In other words, past experiences can help us look forwards to our future. Jobs’ study of typography in Reed College and designing the first computer Mac is a case in point

Unit – II

Gist:
The speaker’s second story deals with his sufferings and recovery. At the age of 20, it was fortunate of the writer to start Apple along with his class-mate Steve Wozniak. His parents’ garage was their place of work. Their hard labour witnessed a spectacular growth of the company. In a decade the garage turned into 2 billion dollar company with over 4000 employees. When he was 30, their finest creation the Macintosh came into existence. But, ironically, hiring of a talented person to run the company with him became a thorn in his flesh. Their divergent visions of future and their ultimate disagreement and the support extended to the hired person by the Board of Directors drove the founder out of his company. He was only 30 at that time.

The brain-child of his youthful life was snatched away from him. It was a great shock to Jobs. He was at a loss for a few months. He found himself in deep misery. At last he came back to reality. He made up his mind to start afresh. In his moments of crisis, he could not realize that being ousted from Apple was a blessing in disguise. Jobs became a beginner relegating his erstwhile success to the background. Now the most innovative moments of his life began to take shape with the set-up of a company named NeXT and another one named Pixar in the course of the following five years. During this period he also fell in love with a wonderful woman Laurene and married her. Pixar*s Toy story, the world’s first computer animated feature film, has now grown into world’s most successful animation studio. Jobs returned to the Apple Inc, when it purchsed his NeXT. These twist of events made him conclude that one shouldn’t lose faith in the face a crisis. One should love what one does. Jobs advises the children to go on striving for the work dear to their hearts, until they get it.

ସାରମର୍ମ :
ବକ୍ତାଙ୍କର ଦ୍ଵିତୀୟ କାହାଣୀଟି ତାଙ୍କର ଦୁର୍ଦ୍ଦଶା ଓ ସେଥୁ ମୁକ୍ତି ସହିତ ସମ୍ପର୍କିତ ଅଟେ । ସୌଭାଗ୍ୟର କଥା ଯେ ମାତ୍ର ୨୦ ବର୍ଷ ବୟସରେ Jobs ଏବଂ ତାଙ୍କ ସହପାଠୀ Steve Wozniak Aple କମ୍ପାନୀ ଆରମ୍ଭ କରିଥିଲେ । ତାଙ୍କ ପିତାମାତାଙ୍କର ଗ୍ୟାରେଜ୍ ସେମାନଙ୍କ କର୍ମସ୍ଥଳୀ ଥିଲା । ସେମାନଙ୍କ କଠିନ ପରିଶ୍ରମ ଫଳରେ କମ୍ପାନୀର ଚମତ୍କାର ଅଗ୍ରଗତି ହେଲା । ଏକ ଦଶନ୍ଧି ଭିତରେ ଗ୍ୟାରେଜ୍‌ ୪୦୦୦ କର୍ମଚାରୀ କାର୍ଯ୍ୟରତ ଥ‌ିବା ୨୦୦ ନିୟୁତ ଡଲାର କମ୍ପାନୀରେ ପରିଣତ ହେଲା । ଯେତେବେଳେ ତାଙ୍କୁ ୩୦ ବର୍ଷ, ସେମାନଙ୍କର ସର୍ବୋତ୍କୃଷ୍ଟ ସୃଷ୍ଟି Macintosh ବଜାରକୁ ଆସିଲା । କିନ୍ତୁ ଭାଗ୍ୟର ବିଡ଼ମ୍ବନା ଯେ ସେ ତାଙ୍କୁ ପରିଚାଳନା କାର୍ଯ୍ୟରେ ସହାୟତା ପାଇଁ ଯେଉଁ ପ୍ରତିଭାବାନ୍ ବ୍ୟକ୍ତିଙ୍କୁ ନିଯୁକ୍ତ କଲେ ସେ ତାଙ୍କ ପାଇଁ ପ୍ରତିବନ୍ଧକ ସୃଷ୍ଟି କରିଥିଲା । ସେମାନଙ୍କର ଭବିଷ୍ୟତ ସମ୍ବନ୍ଧୀୟ ଭିନ୍ନ ଭିନ୍ନ ଦୃଷ୍ଟିକୋଣ ଓ ସର୍ବାନ୍ତକରଣରେ ମତପାର୍ଥକ୍ୟ ଏବଂ ପରିଚାଳନା ମଣ୍ଡଳୀର ନିଯୁକ୍ତିପ୍ରାପ୍ତ କର୍ମଚାରୀଙ୍କୁ ସମର୍ଥନ କାରଣରୁ ସେ କମ୍ପାନୀରୁ ବିତାଡ଼ିତ ହେଲେ । ସେତେବେଳେ ତାଙ୍କୁ ମାତ୍ର ୩୦ ବର୍ଷ । ତାଙ୍କ ଯୁବାବସ୍ଥାର ମାନସ-ସନ୍ତାନକୁ ତାଙ୍କଠାରୁ ଛଡ଼ାଇ ନିଆଯାଇଥିଲା ।

ଏହା Jobsଙ୍କ ପାଇଁ ଖୁବ୍ ଦୁଃଖଦାୟକ ଥିଲା ! କିଛି ମାସ ପାଇଁ ସେ କିଂକର୍ତ୍ତବ୍ୟବିମୂଢ଼ ହୋଇଗଲେ । ଶେଷରେ ସେ ବାସ୍ତବ ଦୁନିଆକୁ ଫେରିଲେ । ଜୀବନକୁ ଆଉଥରେ ଆରମ୍ଭ କରିବାକୁ ସେ ମନସ୍ଥିର କଲେ । ସଙ୍କଟ ସମୟରେ ସେ ଭାବିପାରି ନ ଥିଲେ କମ୍ପାନୀରୁ ବହିଷ୍କାର ତାଙ୍କ ପ୍ରତି ପରୋକ୍ଷରେ ଏକ ଆଶୀର୍ବାଦ ଥିଲା । ଏବେ ତାଙ୍କ ଜୀବନର ସବୁଠାରୁ ସୃଜନଶୀଳ ମୁହୂର୍ଭଗୁଡ଼ିକ ବାସ୍ତବ ରୂପ ନେଲା । ପାଞ୍ଚ ବର୍ଷ ମଧ୍ୟରେ ସେ ପ୍ରଥମେ NeXT ଏବଂ ତା’ପରେ Pixar ପ୍ରତିଷ୍ଠା କଲେ । ଏହି ସମୟରେ ସେ Laureneଙ୍କ ପ୍ରେମରେ ପଡ଼ିଲେ ଏବଂ ତାଙ୍କୁ ବିଭା ହେଲେ । Pixar ପ୍ରସ୍ତୁତ Toy Story ଥିଲା ପୃଥ‌ିବୀର ପ୍ରଥମ କମ୍ପ୍ୟୁଟର ନିର୍ମିତ ଜୀବନ୍ତ ଚଳଚ୍ଚିତ୍ର । Pixar ଏବେ ପୃଥ‌ିବୀର ସବୁଠାରୁ ସଫଳ ଜୀବନ୍ତ ଚିତ୍ର ସମ୍ପର୍କିତ ଚିତ୍ରଶିଳ୍ପୀ କର୍ମଶାଳାରେ ପରିଣତ ହୋଇଛି । Apple ତାଙ୍କର NeXTକୁ କ୍ରୟ କଲା ପରେ Jobs ପୁନର୍ବାର Apple କମ୍ପାନୀକୁ ଫେରି ଆସିଲେ । ଜୀବନର ଏହି ମୋଡ଼ ତାଙ୍କୁ ଏକ ସିଦ୍ଧାନ୍ତରେ ପହଞ୍ଚାଇଲା ଯେ ସଙ୍କଟ ସମୟରେ ଜଣେ ଧୈର୍ଯ୍ୟହରା ହେବା ଅନୁଚିତ । ଜଣେ ଯାହା କରୁଛି ତାହାକୁ ଭଲ ପାଇବା ଉଚିତ । ସେମାନଙ୍କର ହୃଦୟାନୁସାରୀ କାର୍ଯ୍ୟରେ ସଫଳତା ନ ପାଇଲା ପର୍ଯ୍ୟନ୍ତ ସେମାନେ ପ୍ରୟାସ ଜାରି ରଖୁବା ଉଚିତ ବୋଲି ସେ ପିଲାମାନଙ୍କୁ ଉପଦେଶ ଦେଇଥିଲେ ।

Glossary :
lucky: fortunate (ଭାଗ୍ୟବାନ)
garage: the place where vehicles are kept and repaired (ଗ୍ୟାରେଜ୍)
Woz: Steve Wozniak, a schoolmate of Steve Jobs
got fired: the narrator lost his service (ବରଖାସ୍ତ)
fired: dismissed from job
hired: (here) appointed (ପାଇଲେ )
talented: ପ୍ରତିଭାଶାଳୀ
run: (here)conduct (ପରିଚାଳନା କରିବା )
I ……. me:The writer missed the chance he was offered.(ଲେଖକ ପାଇଥିବା ସୁଯୋଗ ହରାଇଥିଲେ ।)
screwing up: spoiling something (କିଛି ନଷ୍ଟ କରିବା)
replaced : substituted (ଦେଲେ )
creative: innovative (ସୃଜନଶୀଳ)
amazing: wonderful (ଆଶ୍ଚର୍ଯ୍ୟକର)
vision : ଦର୍ଶନ
diverge: go in different directions
fall out: have an argument
sided: supported
my entire adult life: Jobs’ whole youthful life (Jobs and ଯୁବାବସ୍ଥା)
devastating: extremely damaging (ଧ୍ୱଂସପ୍ରାପ୍ତ ଅବସ୍ଥା )
entrepreneur : someone who uses money to start business and make business
animated feature film: ଜୀବନ୍ତ ପ୍ରସାରଣ କାର୍ଯ୍ୟକ୍ରମ ଅନ୍ତର୍ଭୁକ୍ତ ସମ୍ପୂର୍ଣ୍ଣ
remarkable : ଚମତ୍କାର
turn: change (ପରିବର୍ତ୍ତନ )
current: ବର୍ତ୍ତମାନ
renaissance: ନବୀକରଣ
awful: terrible (ଭୟଙ୍କର)
roll on: fly by (ଅତିବାହିତ ହେବା)
don’t settle: The write believes in moving forward. He doesn’t want anyone to be static. (ସ୍ଥାଣୁ ହୁଅ ନାହିଁ)

Think it out

Question 1.
How did Jobs set up the Apple Inc.?
Answer:
It was fortunate of him to do something dear to his heart early in life. At the age of twenty, Jobs and his schoolmate Woz started Apple in his parents garage. Their 10-year toil witnessed an astonishing 2 billion-dollar company with over 4,000 employees at its disposal. At the age of thirty, his finest creation, the Macintosh came to light.

Question 2.
How did he lose his position in the Apple Inc.?
Answer:
Apple Inc. grew phenomenally and it demanded the inclusion of another hired talented person with him. First year was quite fine. After that their visions of future began to differ. Their friendly relationship ceased. At that moment the Board of Directors lent support to the hired employee, but not to the Co-Founder of the company. The inevitable happened. Jobs lost his position in the Apple Inc, when he was 30.

Question 3.
How did he feel about his dismissal?
Answer:
Dismissal from the Apple Inc. had a terribly shocking effect on Jobs. He felt utterly confused. He was seized with a feeling that he had disappointed the previous generations of entrepreneurs. He went to the extent of apologizing David Packard and Job Noyce for spoiling something badly, but in vain. He felt himself to be a colossal failure and even thought of escaping the place.

Question 4.
How did he return to the Apple Inc.?
Answer:
The despair Jobs had experienced in the wake of his dismissal from Apple Inc. became a thing of the past. He made up his mind to start his life afresh. He now entered ‘the most creative moments’ of his life. In a span of five years, Jobs set up a company – NeXT, another one named Pixar; the latter became the creator of the world’s first computer animated feature film, Toy Story and now no animation studio in the world matches it. At last Apple Inc. purchased NeXT. It marked Jobs’s return to Apple Inc.

Unit – III

Gist:
The speaker’s third story is related to death. At the age of 17, he read a quotation on death that had produced a great effect on him for the last 33 years. Consciousness of death became an inspirational force in his life. It was instrumental in making important choices in his life, because death leaves what is truly important, untouched, though it puts paid to all outward expectations, all pride and all fear of feeling ashamed or failure. Awareness of death is the best way to come out. of our negative mind-set. Jobs was afflicted with a form of pancreatic cancer. To recover from it is almost bleak. The doctor advised him to go home and settle everything for the well-being of his family. He learnt that he had no chance to live beyond three to six months. He was subjected to diagnosis throughout the day. The doctors noticed cells in the tumor under a microscope.

They cried because these cells become a rare form of pancreatic cancer. Surgery is the only treatment. Jobs underwent surgery and he is now quite fine. Death was very close to him. He views death as a beneficial but completely intellectual concept. In other words, nobody wants death. Even people interested to go to heaven don’t want it to reach their destination. But death is inevitable. It acts as an agent of life’s change. Man grows old and at last leaves the world forever. Jobs advises the students not to fritter away time, for time is too short. They should be dictated by their own inner voice.

There is no room for dogmatism. He calls upon them to follow their heart and intuition with courage. In his youth, Jobs had gone through The Whole Earth Catalog, a wonderful publication created by Stewart Brand and his team. It was packed with flawless and great ideas. Beneath a photograph of an early morning country road on the back cover of the final issue of The Whole Earth Catalog was written “Stay Hungry. Stay Foolish.” It was the farewell message of Stewart and his team. Inspired by these magnificent words, Jobs advised the students to feel hungry to do more all the time and never to think that they had learnt all, and such thinking would reduce them to foolishness.

ସାରମର୍ମ :
ଲେଖକଙ୍କର ତୃତୀୟ ଗଳ୍ପ ମୃତ୍ୟୁ ସହିତ ସମ୍ପୃକ୍ତ । ୧୭ ବର୍ଷ ବୟସରେ ସେ ମୃତ୍ୟୁ ସମ୍ବନ୍ଧରେ ଏକ ଉଦ୍ଧୃତାଂଶ ପଢ଼ିଥିଲେ । ଏ ଲେଖକଙ୍କର ଉପରେ ବିଗତ ୩୩ ବର୍ଷ ଧରି ଗଭୀର ପ୍ରଭାବ ପକାଇଥିଲା । ମୃତ୍ୟୁ ସଚେତନତା ତାଙ୍କ ଆମର ବାହ୍ୟିକ ଆକାଂକ୍ଷା, ଗର୍ବ ଏବଂ ଲଜ୍ଜିତ ହେବାର ଭୟକୁ ମୃତ୍ୟୁ ଧୂଳିସାତ୍ କରିଦିଏ, କିନ୍ତୁ ଯାହା ପ୍ରକୃତରେ ମହାନ୍ ତାକୁ ଏହା ସ୍ପର୍ଶ କରିପାରେ ନାହିଁ । ଆମକୁ ନକାରାତ୍ମକ ମନୋଭାବ ମଧ୍ୟରୁ ବାହାରି ଆସିବା ନିମନ୍ତେ ମୃତ୍ୟୁ ସଚେତନତା ହେଉଛି ସର୍ବୋତ୍କୃଷ୍ଟ ପନ୍ଥା । Jobs ଅଗ୍ନାଶୟଜନିତ କର୍କଟ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ଏଥିରୁ ଆରୋଗ୍ୟ ହେବାର ସମ୍ଭାବନା କ୍ଷୀଣ ଥିଲା। ତାଙ୍କୁ ଘରକୁ ଫେରି ପରିବାରବର୍ଗଙ୍କ ହିତ ଦୃଷ୍ଟିରୁ ସମସ୍ତ ବନ୍ଦୋବସ୍ତ କରିବାକୁ ଚିକିତ୍ସକ ପରାମର୍ଶ ଦେଇଥିଲେ । Jobs ଜାଣିବାକୁ ପାଇଲେ ଯେ ୩ ମାସରୁ ୬ ମାସ ମଧ୍ୟରେ ତାଙ୍କ ମୃତ୍ୟୁ ସୁନିଶ୍ଚିତ । Jobsଙ୍କୁ ତନ୍ନତନ୍ନ ଭାବରେ ପରୀକ୍ଷା କରାଗଲା । ଅଣୁବୀକ୍ଷଣ ଯନ୍ତ୍ର ସାହାଯ୍ୟରେ ତାଙ୍କର ବର୍ଦ୍ଧିତ ଅଂଶର ଜୀବକୋଷମାନ ଦେଖ୍ ଚିକିତ୍ସକମାନେ କାନ୍ଦି ପକାଇଲେ । କାରଣ ଏହି ଅଗ୍ନାଶୟଜନିତ ଏପରି ଏକ କର୍କଟରୋଗ ଥିଲା ଯାହାର ଚିକିତ୍ସା କେବଳ ଅସ୍ତ୍ରୋପଚାରଦ୍ଵାରା ସମ୍ଭବ ହୋଇପାରିବ ।

ଶଲ୍ୟ ଚିକିତ୍ସାଦ୍ଵାରା Jobs ଆରୋଗ୍ୟ ଲାଭ କରିଥିଲେ । ବର୍ତ୍ତମାନ ସେ ସମ୍ପୂର୍ଣ୍ଣ ଭଲ ଅଛନ୍ତି । ମୃତ୍ୟୁକୁ ସେ ଖୁବ୍ ନିକଟରୁ ଦେଖୁଥିଲେ । Jobsଙ୍କ ମତରେ ମୃତ୍ୟୁ ଲାଭଦାୟୀ ଏବଂ ଏକ ବୌଦ୍ଧିକ ବିଷୟ । ଅନ୍ୟ ଅର୍ଥରେ, କେହି ମରିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ଏପରିକି ସ୍ବର୍ଗପ୍ରାପ୍ତି ପାଇଁ ମଧ୍ୟ କେହି ମରିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ଏହା ଜୀବନ ପରିବର୍ତ୍ତନର ଏକ ପ୍ରତିନିଧୂ । ମଣିଷ ବୁଢ଼ା ହୋଇଯାଏ ଏବଂ ଶେଷରେ ସଂସାର ଛାଡ଼ି ଚାଲିଯାଏ । Jobs ଛାତ୍ରମାନଙ୍କୁ ସମୟ ନଷ୍ଟ ନ କରିବାକୁ ଉପଦେଶ ଦେଇଛନ୍ତି, କାରଣ ଜୀବନର ପରିସ୍ ଖୁବ୍ ସ୍ଵଳ୍ପ । ନିଜର ଅନ୍ତଃସ୍ଵରଦ୍ଵାରା ସେ ସେମାନଙ୍କୁ ପରିଚାଳିତ ହେବା ଉଚିତ ବୋଲି କହିଛନ୍ତି । Jobs ତାଙ୍କ ଯୁବାବସ୍ଥାରେ Stewart Brand ଏବଂ ତାଙ୍କ ସାଥୀମାନଙ୍କଦ୍ଵାରା ପ୍ରସ୍ତୁତ ଏକ ସୁନ୍ଦର ପୁସ୍ତକ ‘The Whole Earth Catalog’ ସେ ପଢ଼ିଥିଲେ । ଏହା ତ୍ରୁଟିଶୂନ୍ୟ ଓ ମୂଲ୍ୟବାନ୍ ଚିନ୍ତାଧାରାରେ ଭରପୂର ଥିଲା । ପୁସ୍ତକର ଶେଷ ସଂସ୍କରଣର ଶେଷ ପୃଷ୍ଠାରେ ଏକ ଗ୍ରାମ୍ୟରାସ୍ତାର ସକାଳ ଦୃଶ୍ଯ ଚିତ୍ର ତଳେ ଲେଖାଥିଲା : “Stay Hungry. Stay Foolish.” । ଏହା Stewart ଓ ତାଙ୍କ ସାଥୀମାନଙ୍କର ବିଦାୟକାଳୀନ ବାର୍ତ୍ତା ଥିଲା ଏହି ଚମତ୍କାର ଶବ୍ଦାବଳୀଦ୍ଵାରା ଅନୁପ୍ରାଣିତ ହୋଇ Jobs ଛାତ୍ରମାନଙ୍କୁ ପରାମର୍ଶ ଦେଇ କହିଥିଲେ ଯେ ଅଧ‌ିକ କାର୍ଯ୍ୟ କରିବାପାଇଁ ସେମାନେ କ୍ଷୁଧା ଅନୁଭବ କରିବା ଉଚିତ ଏବଂ ସବୁ ଶିଖୁଛନ୍ତି ବୋଲି ଭାବିବା ଅନୁଚିତ, କାରଣ ଏଭଳି ଚିନ୍ତା ସେମାନଙ୍କୁ ବୋକାରେ ପରିଣତ କରିବ ।

Glossary :
It …… me: The quotation influenced the author. (ପ୍ରଭାବିତ କରିଥିଲା)
tool: (here) clue (ସୂଚନା )
encountered : met unexpectedly (ଅତର୍କିତଭାବେ ଭେଟିଲା)
embarrassment: awkwardness (agg)
trap: ଜାଲ
you …. naked: one is already on the brink of death
Goodbyes: ଶୁଭେଚ୍ଛା
biopsy: a medical test in which cells are taken from your body and examined to find out if they are healthy (ପରୀକ୍ଷା ପାଇଁ ଜୀବକୋଷର ପରୀକ୍ଷଣ )
stuck: inserted (ଭର୍ତ୍ତି କଲେ)
I was sedated: Jobs was administered drugs to be calm
viewed: saw (ଦେଖ‌ିଲେ)
microscope: ଅଣୁବୀକ୍ଷଣ ଯନ୍ତ୍ର
rare: କ୍ବଚିତ୍
intellectual: ବୌଦ୍ଧିକ
concept: basic idea (ମୌଳିକ)
destination: ଗନ୍ତବ୍ୟସ୍ଥଳ
follow : obey (ପାଳନ କରିବା)
diagnosied: ନିର୍ଦ୍ଧାରିତ
cancer: କର୍କଟ ରୋଗ
scan: ତନ୍ନତନ୍ନ କରି ଦେଖୁ
pancreas: ପାଚକ ଗ୍ରନ୍ଥି|ଅଗ୍ନାଶୟ
incurable: state of not being cured (ଦୁରାରୋଗ୍ୟ)
button up: complete satisfactorily(କରିବା)
be cleared away: will face death
poetic touch: କାବ୍ୟସ୍ପର୍ଶ
generation: ପିଢ଼ି
polaroid: camera that produces photographs immediately
hitchhiking: to travel by asking for free rides in other people’s cars
adventurous: ଦୁଃସାହସିକ
beneath: under (ତଳେ)

Think it out

Question 1.
How did the quotation on death affect Jobs?
Answer:
The quotation on death left a profound impression on Jobs. In the meantime, thirty-three years have elapsed. Ever since, looking in the mirror every morning, he had asked himself if that was the last day of his life, whether he would perform his task of that day. Whenever he got negative answers many a time, instead of being hopeless, he felt the need to aspire for something different.

Question 2.
How did consciousness of death inspire him?
Answer:
The consciousness of death helped him make some important choices in life. The reason is not far to seek. Death destroys all glit and glitter, all pride and fear of awkwardness or failure, but it leaves genuinely significant things untouched.

Question 3.
What was the doctor’s advice to him when he was diagnosed with cancer?
Answer:
When he was diagnosed with cancer, the doctor’s advice to him was to go home and set everything in order concerning his family affair. He would try to share his thoughts with his children in just a few months in a convincing manner. He had no time to wait for the next ten years to apprise them of his ideas. Jobs’ definite and practical feelings would make his family accept his preparation with as little pain as possible.

Question 4.
How does Jobs view death?
Answer:
Jobs views death in a realistic fashion. He states that nobody wants death. Even people aspiring for liberation dread it. Death is inevitable. In Jobs’ view, death is possibly the single best invention of life. It plays the role of an agent of life’s change. Death replaces the old and paves the way for something that is new. A day comes when man becomes old and dies at last.

Question 5.
What is most important in face of death?
Answer:
Jobs appeals to the gathering not to fritter away their time in doing what others say, because life is too short. Death comes to all. Instead of being dogmatic, they should act in response to their inner voice. In a deceptive world like this, they must follow their heart and intuition with great courage. This is most important in the face of death.

Question 6.
What was Jobs’ farewell message?
Answer:
Jobs’ farewell message to the gathering was to develop ceaseless hunger for doing more and more. Instead of being contented with what they have done, they should always feel hungry to achieve more. Learning never ends. Jobs advised the scholars at the convocation never to think that they had learnt all. Such thinking still made them live in a world of fools.

CHSE Odisha Class 12 English Stay Hungry Stay Foolish Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The writer narrates three stories to give an account of his ___________.
(A) academic career
(B) life
(C) job
(D) childhood
Answer:
(B) life

Question 2.
His biological mother was-
(A) unmarried
(B) a great scholar
(C) young
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 3.
She was interested to put up the writer for-
(A) a change
(B) adoption
(C) a bright future
(D) none of these
Answer:
(B) adoption

Question 4.
The writer’s college was very-
(A) typical
(B) cheap
(C) expensive
(D) careful about the students
Answer:
(C) expensive

Question 5.
The writer realized the ________ of going to his college.
(A) futility
(B) importance
(C) purpose
(D) none of these
Answer:
(A) futility

Question 6.
After dropping out of the college, the writer spent a ________life.
(A) purposeless
(B) free
(C) miserable
(D) luxurious
Answer:
(C) miserable

Question 7.
Reed college was famous for__________.
(A) Anthropology
(B) Calligraphy
(C) Geography
(D) Demography
Answer:
(B) Calligraphy

Question 8.
The writer made up his mind to read-
(A) Calligraphy
(B) Geography
(C) Anthropology
(D) none of the above
Answer:
(A) Calligraphy

Question 9.
Macintosh computer was remarkable for beautiful-
(A) design
(B) typography
(C) operation
(D) all of these
Answer:
(B) typography

Question 10.
The writer firmly believes in-
(A) the doctrine Karma
(B) brotherhood
(C) destiny
(D) all of these
Answer:
(A) the doctrine Karma

Question 11.
The word ‘scary’ means –
(A) wounded
(B) reticent
(C) frightening
(D) scarce
Answer:
(C) frightening

Question 12.
Apple was bom in-
(A) Woz’s house
(B) a big building
(C) the garage of Jobs’ parents
(D) a tiny cottage
Answer:
(C) the garage of Jobs’ parents

Question 13.
Apple had ________ growth.
(A) tardy
(B) phenomenal
(C) sudden
(D) none of these
Answer:
(B) phenomenal

Question 14.
Steve Jobs had a ___________exit from his own company.
(A) disgraceful
(B) deliberate
(C) voluntary
(D) all of these
Answer:
(A) disgraceful

Question 15.
The way he was fired from Apple had a _________impact in him.
(A) magical
(B) disappointing
(C) shocking
(D) none of these
Answer:
(C) shocking

Question 16.
The phrasal verb ‘running away’ means –
(A) running in fear
(B) criticising
(C) escaping
(D) getting nervous
Answer:
(C) escaping

Question 17.
For Steve Jobs getting fired from Apple was a-
(A) disappointment
(B) blessing in disguise
(C) sort ofrelaxation
(D) none of these
Answer:
(B) blessing in disguise

Question 18.
Job’s started his life with a-
(A) failure
(B) bang
(C) ceremony
(D) none of these
Answer:
(B) bang

Question 19.
The world’s first animated feature film was-
(A) Pixar
(B) Toy Story
(C) NeXT
(D) Laurene
Answer:
(B) Toy Story

Question 20.
Jobs married life was ________.
(A) sorrowful
(B) normal
(C) spectacular
(D) none of these
Answer:
(C) spectacular

Question 21.
He was a die-hard ___________.
(A) sadistic
(B) pessimistic
(C) digmatic
(D) optimist
Answer:
(D) optimist

Question 22.
Reading one quotation was a turning point in his life, when Jobs was-
(A) 33
(B) 17
(C) 27
(D) 40
Answer:
(B) 17

Question 23.
Jobs considered death as a great –
(A) friend
(B) fortune
(C) monster
(D) none of these
Answer:
(C) monster

Question 24.
The phrase ‘fall away’ means –
(A) collapse
(B) disappear
(C) sway
(D) break
Answer:
(A) collapse

Question 25.
Jobs suffered from
(A) hypertension
(B) viral fever
(C) pancreatic cancer
(D) none of these
Answer:
(C) pancreatic cancer

Question 26.
At first the doctors opined that the disease Jobs suffered from was-
(A) curable
(B) fatal
(C) abnormal
(D) dangerous
Answer:
(B) fatal

Question 27.
The phrasal verb ‘buttoned up’ means-
(A) made a hole
(B) burned
(C) decided
(D) settled
Answer:
(D) settled

Question 28.
With second diagnosis, the doctors said pancreatic cancer was curable, thanks to __________.
(A) proper medicine
(B) surgery
(C) medicine and surgery
(D) all of these
Answer:
(B) surgery

Question 29.
Jobs interprets death in a __________manner.
(A) philosophical
(B) sceptical
(C) critical
(D) normal
Answer:
(A) philosophical

Question 30.
Which one of the following statements is true?
(A) One shouldn’t fritter away one time in idle pursuits.
(B) Courage to follow our heart and intuition is essential
(C) One should follow digmatism.
(D) Consideration of others’ opinion.is necessary
Answer:
(B) Courage to follow our heart and intuition is essential

Question 31.
Steve Jobs was highly of The Whole Earth.
(A) critical
(B) appreciative
(C) scornful
(D) none of these
Answer:
(B) appreciative

Question 32.
The ending of The Whole Earth was-
(A) boring
(B) amusing
(C) classic
(D) stereotyped
Answer:
(C) classic

Question 33.
The writer’s farewell message at Stanford University was-
(A) Education knows no end.
(B) Work is worship.
(C) Death is the end of life.
(D) Foolishness is meaningless.
Answer:
(A) Education knows no end.

Question 34.
How has Steve Jobs’ commencement speech at the Stanford University been described?
(A) Inspiring and motivational
(B) Life changing and motivating
(C) Life changing and career transforming
(D) Motivating and career changing
Answer:
(A) Inspiring and motivational

Question 35.
What was Jobs’ speech at the Stanford University about?
(A) His graduation
(B) Three stories from his life
(C) Few stories from his life
(D) How to choose a career
Answer:
(B) Three stories from his life

Question 36.
What had Jobs never did?
(A) Graduated from college
(B) Taken up a job
(C) Gone to college
(D) Had formal education
Answer:
(A) Graduated from college

Question 37.
From which college did Jobs drop out?
(A) Stanford
(B) Reed
(C) Manchester
(D) All of the above
Answer:
(B) Reed

Question 38.
For how long did he remain as a drop – in?
(A) Around a year and six months
(B) Around a year
(C) Around fifreen months
(D) Around three months
Answer:
(A) Around a year and six months

Question 39.
What was Jobs’ biological mother?
(A) An unwed teen
(B) An unemployed college graduate
(C) An unwed college graduate student
(D) A lawyer
Answer:
(C) An unwed college graduate student

Question 40.
What did Jobs’ mother decide?
(A) To put him up for adoption
(B) To send him to school
(C) To make him graduate
(D) To keep him
Answer:
(A) To put him up for adoption

Question 41.
When did Jobs’ biological mother decide to put him for adoption?
(A) When he was not yet born
(B) When he was two months old
(C) When he was six months old
(D) When he was in school
Answer:
(A) When he was not yet born

Question 42.
What did Jobs’ mother feel strongly?
(A) Jobs should be adopted by rich parents
(B) Jobs should be adopted by college graduates
(C) Jobs should be adopted by lawyers
(D) Jobs should be sent to school
Answer:
(B) Jobs should be adopted by college graduates

Question 43.
Everything was all set for Jobs to be adopted at birth by ___________.
(A) a college graduate
(B) a lawyer and his wife
(C) a rich couple
(D) a poor family
Answer:
(B) a lawyer and his wife

Question 44.
Why didn’t the lawyer and his wife adopt Jobs?
(A) They wanted a girl
(B) They had their own child
(C) They didn’t like Jobs at birth
(D) They didn’t want to send Jobs to school
Answer:
(A) They wanted a girl

Question 45.
Who got a call in the mid-night asking them whether they will be willing to adopt an unexpected baby boy?
(A) Jobs’ parents
(B) Jobs’ biological father
(C) The lawyer couple
(D) An orphanage
Answer:
(A) Jobs’ parents

Introducing the Author :
Steven Paul “Steve Jobs” (1955-2011), an American businessman, designer and inventor, is the Co-Founder, Chairman, and Chief Executive Officer of Apple Inc. Indisputably, he is one of the greatest visionaries of our times. Apple has brought Jobs wide recognition as a charismatic pioneer of the personal computer revolution.

About the Story :
This article, is Steve Job’s “life-changing” and ‘career-transforming’ speech at Stanford University in 2005. In the course of his speech, he narrates three stories in connection with his life. Each story has its own distinctiveness. The first story deals with Jobs’ birth, upbringing and education, the second his sufferings and recovery, and the third brushing with death. The writer’s farewell message is loud and clear : “Feel hungry to do more; never think that you have learnt all; when you think in this manner, you are still afool.’’ In other words, according to the speaker, learning is a never-ending process. Man’s quest for achieving more should continue till his last breath.

ବିଷୟ ସୂଚନା:
ଏହି ବିଷୟଟି ୨୦୦୫ ମସିହାରେ Stanford Universityରେ Steve Jobs ଦେଇଥ‌ିବା ‘ଜୀବନ -ପରିବର୍ତ୍ତନ’ ଏବଂ ବୃଷ୍ଟି-ପରିବର୍ତ୍ତନ ସମ୍ପର୍କିତ ଏକ ଭାଷଣ । ନିଜ ଜୀବନ ସମ୍ପର୍କିତ ତିନୋଟି ଗଳ୍ପ ସେ ବକ୍ତୃତା ଦେବା ସମୟରେ କହିଥିଲେ । ପ୍ରତ୍ୟେକ ଗଚ୍ଛର ନିଜସ୍ଵ ସ୍ଵାତନ୍ତ୍ର୍ୟ ଥିଲା । ପ୍ରଥମ ଗଳ୍ପଟି Jobsଙ୍କର ଜନ୍ମ, ଲାଳନପାଳନ ଓ ଶିକ୍ଷା, ଦ୍ବିତୀୟଟି ତାଙ୍କର ଯନ୍ତ୍ରଣା ଓ ସେଥୁରୁ ମୁକ୍ତି, ତୃତୀୟଟି ମୃତ୍ୟୁ ସମ୍ପର୍କିତ ଥିଲା । ବକ୍ତାଙ୍କର ବିଦାୟକାଳୀନ ବାର୍ତ୍ତା ଥିଲା– ଶିକ୍ଷାର ସମାପ୍ତି ନାହିଁ । ଜୀବନ ଥ‌ିବା ପର୍ଯ୍ୟନ୍ତ କାର୍ଯ୍ୟ ସାଧନ ନିମନ୍ତେ ମନୁଷ୍ୟର ଅନ୍ଵେଷଣ ଜାରି ରହିବା ଉଚିତ ।

Summary :
The speaker feels himself honoured to be with the degree holders of Stanford University, one of the finest universities in the world. In the first story he narrates about his birth, upbringing and education.The speaker walks down the memory lane. He explains why he left Reed College after the first six months. The episode started before his birth. In this connection he says about his biological mother, who was a young, unmarried college graduate student.

She took a decision to put him for adoption. The lady wanted the adopted parents to be graduates. A lawyer and his wife were ready to adopt him. But after his birth they denied, as they really wanted a girl. So his foster parents who were on a waiting list adopted him. But none of them was a degree holder. Problem set in. After a few months they decided to send the boy to college. Then the lady agreed and signed the legal papers. Thus he was adopted by their foster parents, Clare and Paul Jobs. After a span of 17 years, the speaker joined Reed College which is as expensive as Stanford.

He spent the entire earnings of his working-class parents on paying his college fees. After studying six months, he found that it was of no use to continue. He was clueless about his future ambition. Besides, he was not aware of the role of the institution helping him in this respect. Therefore he dropped out of the college. Many difficulties were in store for him after he dropped out. He did not get a room. Therefore, he slept on the floor in his friends’ rooms. He returned coke bottles in exchange for the 5 shilling deposits with which he bought food. He had to walk seven miles every Sunday night to enjoy one fine meal a week at the Hare Krishna temple. The speaker suffered, but his curiosity had never abated.

Now he found himself in Reed College to read calligraphy because it was the best in imparting this course. His dropping out and unwillingness to study the normal course made Jobs learn calligraphy. He was interested to learn the technique of producing beautiful handwriting. And he succeeded in calligraphy. He learnt about different visual representations of a set of characters in typography. He knew the art of designing how text will appear when it is printed. To him, it was quite charming. The speaker’s knowledge of calligraphy helped him design the first Macintosh computer. He designed all into the Macintosh that became the first one that had a touch of beautiful typography.

Then Windows came into existence after just copying the Mac. The speaker feels his drop-out from the college was a blessing in disguise. Then the speaker throws light on the concept of connecting the ‘dots’. It means connecting the events looking backwards, instead of looking forwards. In other words, past experiences can help one look forwards to one’s future. Jobs’ study of typography in Reed College and designing the first computer Mac is a case in point. The speaker narrates his second story that deals with love and loss. It was fortunate of him to do something dear to his heart early in life. At the age of twenty Jobs and his school mate Woz started Apple in his father’s garage. Their 10-year toil witnessed an astonishing $ 2 billion company with over 4,000 employees at its disposal. At the age of thirty, his finest creation, the Macintosh came to light.

Misfortune frowned upon him. Apple Inc. grew phenomenally and it demanded the inclusion of another hired talented person with him. First year was quite fine. After that their visions of the future began to differ. At last their friendship came to an end. At that moment the Board of Directors lent support to the hired employee, but not to the Co-Founder of the company. The inevitable happened. Jobs lost his position in the Apple Inc, when he was 30. The dedication of his entire youthful life was torn apart. Dismissal from the Apple Inc. had a terribly shocking effect on Jobs. He felt utterly confused. He was seized with a feeling for he had disappointed the previous generations of entrepreneurs. He went to the extent of apologizing David Packard and Bob Noyce for spoiling something badly, but in vain. He felt himself to be a collossal failure and even thought of escaping the place.

Every cloud has a silver lining. Something new slowly soared. The despair he had experienced became a thing of the past. Jobs made up his mind to start his life afresh. He now entered ‘the most creative moments’ of his life. In a span of five years, Jobs set up a company – NeXT, another one named Pixar; the latter became the creator of the world’s first computer animated feature film, Toy Story. At last Apple purchased NeXT. It marked Jobs’s return to Apple Inc. This period also marked his love affair with Laurene and their marriage. The speaker is sure of one thing : His dismissal from Apple was a blessing in disguise. Patience rewarded him. At times fate drives a person to a state of misery.

Sorrows and sufferings are inseparable part of life. Therefore, instead of losing, heart man should develop an unflinching faith in him. Jobs is a classic example. He advises everyone not to be stagnant but to strive for the work which is close to his heart. A
person should enjoy what he does. Jobs narrates his third story that deals with death. At the age of 17, he read a quotation, “If you live each day as if it was your last, someday you’ll most certainly be right.” The quotation on death greatly affected Jobs. In the meantime, thirty-three years have flown by. Ever since, not a day has passed without looking himself in the mirror and asking himself if he would do his work that day, if it was the last day of his survival.

Consciousness of death deeply inspired Jobs. It was instrumental in making important choices in his life, because death leaves “What is truly important” untouched. Death puts paid to all outward expectations, all pride and all fear of vexation or failure. Awareness of death is the best way to come out of our negative mind-set. Jobs suffered from a type of pancreatic cancer. The doctor told him this type of cancer is almost incurable and therefore, he was not expected to live beyond three to six months. The doctor advised him to go home and settle everything for the interest of the family.

Time was too short for him. He was advised to share his future plans with his wife and children. He should be sure of sorting out everything so that his family might accpet his preparation for death with as little pain as possible. Jobs’ diagnosis continued. He underwent a biopsy. An endoscopic test revealed the existence of few cells in the tumour. The sight of these cells under a microscope moved the doctors to tears, because it was a rare form of pancreatic cancer that surgery could cure. As a result of surgery, he was cured. He is hale and hearty now. He faced death at its closest.

An optimist as he is, Jobs views death as a helpful but completely intellectual concept. No one wants death. And yet death in unavoidable. No one has ever got rid of its inevitability. Death is an agent of life’s change. It replaces new for the old. Man becomes gradually old and dies eventually. Jobs appeals to the gathering not to fritter away their time in doing what others say, because life is too short. Death comes to all. Instead of being dogmatic, they should act in response to their inner voice. In a deceptive world like this, they must follow their heart and intuition with great courage. This is most important in the face of death.

Jobs throws light on Stewart Brand’s “The Whole Earth Catalog”, a wonderful publication, one of the bibles of his generation. In his view, it was idealistic and packed with flawless great ideas. The words, “Stay Hungry. Stay Foolish”, printed in final issue compelled his attention. Jobs’ farewell message to the students is to feel hungry to do more all the time and desist from thinking that they have learnt all. Such thinking, he says, proves their foolishness.

ସାରାଂଶ :

ପୃଥ‌ିବୀର ଅନ୍ୟତମ ଉତ୍କୃଷ୍ଟ ବିଶ୍ଵବିଦ୍ୟାଳୟ Stanfordର ଡିଗ୍ରୀଧାରୀଙ୍କ ଗହଣରେ ଥ‌ିବାରୁ ବକ୍ତା Jobs ନିଜକୁ ଧନ୍ୟ ମନେ କରିଛନ୍ତି । ପ୍ରଥମ ଗଳ୍ପରେ ସେ ନିଜର ଜନ୍ମ, ଲାଳନପାଳନ ଓ ଶିକ୍ଷା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ବକ୍ତା ନିଜର ସ୍ମୃତିଚାରଣ କରିଛନ୍ତି । ଛଅ ମାସ ପରେ ସେ କାହିଁକି Reed College ଛାଡ଼ିଦେଲେ ତା’ର କାରଣ କହିଛନ୍ତି । ତାଙ୍କ ଜନ୍ମ ପୂର୍ବରୁ ଏ ବୃତ୍ତାନ୍ତ ଆରମ୍ଭ ହୋଇଥିଲା । ଏହି ସମ୍ପର୍କରେ ସେ ତାଙ୍କ ଜନ୍ମଦାତ୍ରୀ ମା’ଙ୍କ କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି ଯିଏକି ଥିଲେ ଜଣେ ଯୁବା, ଅବିବାହିତା ମହାବିଦ୍ୟାଳୟରେ ଅଧ୍ୟୟନରତା ସ୍ନାତକ ଛାତ୍ରୀ । ସେ ତାଙ୍କୁ ପୋଷ୍ୟପୁତ୍ର ଭାବେ ପ୍ରଦାନ କରିବାକୁ ନିଷ୍ପତି ନେଇଥିଲେ । ମହାବିଦ୍ୟାଳୟର ଡିଗ୍ରୀଧାରୀମାନେ ତାଙ୍କୁ ପୋଷ୍ୟପୁତ୍ର ଭାବେ ଗ୍ରହଣ କରନ୍ତୁ ବୋଲି ମହିଳାଜଣକ ଚାହିଁଥିଲେ । ଏକ ଓକିଲ ଦମ୍ପତି ତାଙ୍କୁ ପୋଷ୍ୟପୁତ୍ରଭାବେ ଗ୍ରହଣ କରିବାକୁ ରାଜି ହୋଇଥିଲେ । କିନ୍ତୁ ତାଙ୍କ ଜନ୍ମ ପରେ ସେମାନେ ଝିଅଟି ଦରକାର ଥିଲା ବୋଲି କହି ମନା କରିଦେଲେ । ତେଣୁ ଅପେକ୍ଷା ତାଲିକାରେ ଥ‌ିବା ତାଙ୍କ ପାଳକ ପିତାମାତା ତାଙ୍କୁ ପୋଷ୍ୟପୁତ୍ରଭାବେ ଗ୍ରହଣ କଲେ । ମାତ୍ର ପରେ ଜଣାପଡ଼ିଲା ଯେ ପାଳକ ପିତାମାତାଙ୍କ ମଧ୍ୟରୁ କେହି ଡିଗ୍ରୀଧାରୀ ନ ଥିଲେ । ସମସ୍ୟାର ସମାଧାନ ହୋଇଗଲା । ଅଳ୍ପ କେଲ ମାସ୍ ପରେ ସେମାନେ ତାଙ୍କୁ ମହାବିଦ୍ୟାଳୟକୁ ପଠାଇବେ ବୋଲି ପ୍ରତିଜ୍ଞା କରିବାରୁ ମହିଳା ଜଣକ ରାଜି ହୋଇଗଲେ ଓ ଆଇନଗତ କାଗଜପତ୍ରରେ ଦସ୍ତଖତ କଲେ । ଏହିପରି ଭାବେ ସେ ପାଳକ ପିତାମାତା Clare ଏବଂ Paul Jobsଦ୍ଵାରା ପୋଷ୍ୟପୁତ୍ର ଭାବେ ଗୃହୀତ ହେଲେ ।

ସତର ବର୍ଷ ପରେ ବକ୍ତା Stanford ପରି ବ୍ୟୟବହୁଳ Reed ବିଦ୍ୟାଳୟକୁ ପଢ଼ିବାକୁ ଗଲେ । ତାଙ୍କର କର୍ମଜୀବୀ ପିତାମାତାଙ୍କର ସମସ୍ତ ରୋଜଗାର ତାଙ୍କର କଲେଜ ଦରମା ବାବଦରେ ଖର୍ଚ୍ଚ ହୋଇଗଲା । ଛଅ ମାସ ପରେ ସେଠାରେ ପଢ଼ିବାର ଆବଶ୍ୟକତା ନାହିଁ ବୋଲି ସେ ଜାଣିପାରିଲେ । ଭବିଷ୍ୟତ ଲକ୍ଷ୍ୟ ସମ୍ପର୍କରେ ସେ ସନ୍ଦିହାନ ଥିଲେ । ଅନୁଷ୍ଠାନଟି ତାଙ୍କୁ ଏ ବାବଦରେ କିଛି ସାହାଯ୍ୟ କରିପାରିବ ବୋଲି ସେ ଭାବି ପାରିଲେ ନାହିଁ । ତେଣୁ ସେ କଲେଜ ପଢ଼ା ଛାଡ଼ିଦେଲେ । ଏହାପରେ ସେ ଅନେକ ପ୍ରତିବନ୍ଧକର ସମ୍ମୁଖୀନ ହେଲେ । ସେ କୋଠରିଟିଏ ପାଇଲେ ନାହିଁ । ଫଳରେ ସେ ସାଙ୍ଗମାନଙ୍କ କୋଠରିର ଚଟାଣ ଉପରେ ଶୋଇଲେ । ସେ coke ବୋତଲ ପ୍ରତିବଦଳରେ ଯେଉଁ ପାଞ୍ଚ ସିଲିଙ୍ଗ୍ ପାଉଥିଲେ ସେଥ‌ିରେ ଖାଦ୍ୟ କିଣୁଥିଲେ । ପ୍ରତ୍ୟେକ ରବିବାର ରାତିରେ ଥରେ ଭଲ ଖାଦ୍ୟ ଖାଇବାପାଇଁ ସେ ସାତ ମାଇଲ୍ ଦୂରରେ ଥ‌ିବା ହରେକୃଷ୍ଣ ମନ୍ଦିରକୁ ଚାଲିଚାଲି ଯାଉଥିଲେ ।

Jobs ବହୁତ କଷ୍ଟ ଭୋଗିଛନ୍ତି, କିନ୍ତୁ ତାଙ୍କର କୌତୂହଳ କେବେ ଲୋପ ପାଇଯାଇ ନାହିଁ । ପୁନଶ୍ଚ ସେ ହସ୍ତାକ୍ଷର ଲିଖନକଳା ଅଧ୍ୟୟନ ନିମନ୍ତେ Reed ମହାବିଦ୍ୟାଳୟକୁ ଗଲେ । ହସ୍ତାକ୍ଷର ଲିଖନକଳା ଶିକ୍ଷା ଦେବାରେ Reed ଥିଲା ସର୍ବୋତ୍କୃଷ୍ଟ ମହାବିଦ୍ୟାଳୟ । ସାଧାରଣ ପାଠପଢ଼ା ପ୍ରତି ଅନିଚ୍ଛା ତାଙ୍କୁ ହସ୍ତାକ୍ଷର ଲିଖନକଳା ଶିକ୍ଷା କରିବାରେ ସହାୟକ ହେଲା। ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଲିଖନ କୌଶଳ ଶିକ୍ଷା ପାଇଁ ସେ ଆଗ୍ରହୀ ଥିଲେ । ସେ ଏଥ‌ିରେ ସଫଳତା ପାଇଲେ । ମୁଦ୍ରଣ ପରେ ପାଠ୍ୟବିଷୟ କିପରି ଦେଖାଯିବ ତାହାର ନକ୍‌ସାଙ୍କନ କଳା ସେ ଜାଣିଥିଲେ । ଏହା ତାଙ୍କ ପାଇଁ ଉପଭୋଗ୍ୟ ମୁଦ୍ରଣ ପରେ ପାଠ୍ୟବିଷୟ କିପରି ଦେଖାଯିବ ତାହାର ନକ୍‌ସାଙ୍କନ କଳା ସେ ଜାଣିଥିଲେ । ଏହା ତାଙ୍କ ପାଇଁ ଉପଭୋଗ୍ୟ ଥିଲା । ବକ୍ତାଙ୍କର ହସ୍ତାକ୍ଷର ଲିଖନକଳାରେ ଜ୍ଞାନ ପ୍ରଥମ Macintosh କମ୍ପ୍ୟୁଟର ନକ୍‌ସାଙ୍କନରେ ସହାୟକ ହୋଇଥିଲା ! ସୁନ୍ଦରଭାବେ ମୁଦ୍ରଣ କରିବାରେ Macintosh ପୃଥ‌ିବୀର ପ୍ରଥମ କମ୍ପ୍ୟୁଟର ଥିଲା । ତେଣୁ କଲେଜ ଛାଡ଼ିବା ତାଙ୍କ ପାଇଁ ପରୋକ୍ଷରେ ଆଶୀର୍ବାଦ ଥିଲା ବୋଲି ବକ୍ତା କହିଛନ୍ତି । ଏହାପରେ Jobs ଘଟଣାସମୂହର ସଂଯୋଗ ବିଷୟରେ ତାଙ୍କର ମତପୋଷଣ କରିଛନ୍ତି । ଏହାର ଅର୍ଥ ଭବିଷ୍ୟତକୁ ନ ଚାହିଁ ଅତୀତର ଘଟଣାବଳୀ ସହ ବର୍ତ୍ତମାନକୁ ସଂଯୋଗ କରିବା । ଅନ୍ୟ ଅର୍ଥରେ Jobsଙ୍କର ଅଭିଜ୍ଞତା ଜଣକୁ ଭବିଷ୍ୟତରେ ଆଗକୁ ବଢ଼ିବାରେ ସାହାଯ୍ୟ କରେ । Reed କଲେଜରେ Jobsଙ୍କର ଅତୀତର ମୁଦ୍ରଣବିଦ୍ୟା ଅଧ୍ୟୟନ ଓ ପ୍ରଥମ କମ୍ପ୍ୟୁଟର Macର ନକ୍‌ସାଙ୍କନ ଏହାର ଜ୍ଵଳନ୍ତ ଉଦାହରଣ ।

ବକ୍ତା ତାଙ୍କ ଜୀବନର ଦ୍ବିତୀୟ କାହାଣୀକୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ଯାହାକି ଭଲ ପାଇବା ଓ ହରାଇବା ସହ ଜଡ଼ିତ । ଜୀବନର ପ୍ରାରମ୍ଭରେ ହୃଦୟ ଚାହୁଁଥ‌ିବା କିଛି ଜିନିଷ କରିବା ତାଙ୍କ ପାଇଁ ସୌଭାଗ୍ୟକର ଥିଲା । ୨୦ ବର୍ଷ ବୟସରେ Jobs ଏବଂ ତାଙ୍କ ବିଦ୍ୟାଳୟ ସାଥୀ Woz ତାଙ୍କ ପିତାମାତାଙ୍କ ଗ୍ୟାରେଜରେ Apple କମ୍ପାନୀ ଆରମ୍ଭ କରିଥିଲେ । ସେମାନଙ୍କର ଦଶବର୍ଷର କଠିନ ପରିଶ୍ରମ ଫଳରେ ଏହା ଆଶ୍ଚର୍ଯ୍ୟଜନକଭାବେ ୪୦୦୦ କର୍ମଚାରୀ କାର୍ଯ୍ୟରତ ୨୦୦ ନିୟୁତ ଡଲାରର କମ୍ପାନୀରେ ପରିବର୍ତ୍ତିତ ହେଲା । ତାଙ୍କୁ ୩୦ ବର୍ଷ ହୋଇଥିବାବେଳେ ତାଙ୍କଦ୍ୱାରା ସୃଷ୍ଟ Macintosh କମ୍ପ୍ୟୁଟର ବଜାରକୁ ଆସିଲା । ତାଙ୍କ ଉପରେ ଦାଉ ସାଧୁ । Apple କମ୍ପାନୀ ଅବିଶ୍ଵସନୀୟ ଭାବରେ ବଢ଼ି ଚାଲିଲା । ଏହାର ଦୁର୍ଭାଗ୍ୟ ତାଙ୍କ ଉପରେ ଦାଉ ସାଧୁ । Apple କମ୍ପାନୀ ଅବିଶ୍ଵସନୀୟ ଭାବରେ ବଢ଼ି ଚାଲିଲା । ଏହାର ପରିଚାଳନା ପାଇଁ ଆଉ ଜଣେ ପ୍ରତିଭାସମ୍ପନ୍ନ ବ୍ୟକ୍ତିଙ୍କୁ ଅଣାଗଲା । ପ୍ରଥମ ବର୍ଷ ଭଲରେ କଟିଲା । ପରେ ସେମାନଙ୍କର ପକ୍ଷ ନେବା ବଦଳରେ ପରିଚାଳନାମଣ୍ଡଳୀ ନିଯୁକ୍ତିପ୍ରାପ୍ତ କର୍ମଚାରୀଙ୍କ ପକ୍ଷ ନେଲେ । ଫଳରେ ଅଘଟଣ ଘଟିଲା । Jobs Apple କମ୍ପାନୀରୁ ବିତାଡ଼ିତ ହେଲେ । ସେତେବେଳକୁ ତାଙ୍କୁ ମାତ୍ର ୩୦ ବର୍ଷ । ସମଗ୍ର ଯୌବନର ପ୍ରଚେଷ୍ଟା ଧୂଳିସାତ୍ ହୋଇଗଲା ।

Apple କମ୍ପାନୀରୁ ବହିଷ୍କୃତ ହେବା Jobsଙ୍କୁ ଗଭୀର ଭାବରେ ମର୍ମାହତ କରିଥିଲା । ସେ କିଂକର୍ତ୍ତବ୍ୟବିମୂଢ଼ ହୋଇଗଲେ । ସେ ପରବର୍ତ୍ତୀ ଯୁବ ଉଦ୍ୟୋଗୀ ପିଢ଼ିକୁ ନିରାଶ କରିଛନ୍ତି ବୋଲି ଭାବି ହତାଶ ହେଲେ । ଏପରିକି David Packard ଓ Bob Noyceଙ୍କୁ ଏହାର ସମାଧାନ ପାଇଁ କ୍ଷମା ପ୍ରାର୍ଥନା କରିଥିଲେ, କିନ୍ତୁ ସେମାନେ କିଛି ଶୁଣି ନ ଥିଲେ । ସେ ନିଜକୁ ଅସଫଳ ମନେ କରିଥିଲେ । ଏପରିକି ସେ ସ୍ଥାନରୁ ପଳାୟନ କରିବାପାଇଁ ଇଚ୍ଛା କରିଥିଲେ । ମାତ୍ର ପ୍ରତ୍ୟେକ ଦୁର୍ଭାଗ୍ୟ ପଶ୍ଚାତ୍‌ରେ ସୌଭାଗ୍ୟ ଲୁଚି ରହିଥାଏ । ତାଙ୍କର ଅସଫଳତା ତାଙ୍କପାଇଁ ଅତୀତ ଥିଲା । ଜୀବନକୁ ଆଉଥରେ ଆରମ୍ଭ କରିବାକୁ Jobs ମନୋନିବେଶ କରିଥିଲେ । ତାଙ୍କ ଜୀବନର ସବୁଠାରୁ ସୃଜନଶୀଳ ସମୟ ମଧ୍ୟକୁ ସେ ପ୍ରବେଶ କଲେ । ପାଞ୍ଚ ବର୍ଷର ଅବଧୂ ମଧ୍ଯରେ Jobs ଏକ ନୂଆ କମ୍ପାନୀ NeXT ଏବଂ ତା’ପରେ Pixar ସ୍ଥାପନ କଲେ । ପୃଥ‌ିବୀର ପ୍ରଥମ କମ୍ପ୍ୟୁଟର ତିଆରି ଚଳନ୍ତି ଚଳଚ୍ଚିତ୍ର Toy Storyର ସୃଷ୍ଟିକର୍ତ୍ତା ହେଲା Pixar ସର୍ବଶେଷରେ Apple NeXT କମ୍ପାନୀକୁ କିଣିନେଲା । ଏହା ଫଳରେ Jobs ପୁନଶ୍ଚ Apple କମ୍ପାନୀକୁ ଫେରିଗଲେ । ଏହି ସମୟ Laureneଙ୍କ ସହିତ ତାଙ୍କର ପ୍ରେମ ଓ ବିବାହର ସ୍ବାକ୍ଷର ବହନ କରିଥିଲା ।

Jobsଙ୍କର ନିଶ୍ଚିତ ହୋଇଥିଲେ Apple କମ୍ପାନୀରୁ ବିତାଡ଼ିତ ହେବା ତାଙ୍କ ପାଇଁ ପରୋକ୍ଷରେ ଆଶୀର୍ବାଦ ଥିଲା । ଧୈର୍ଯ୍ୟ ତାଙ୍କୁ ପୁରସ୍କୃତ କରିଥିଲା। ସମୟ ସମୟରେ ଭାଗ୍ୟ ମଣିଷକୁ ଦୁଃଖାବସ୍ଥା ମଧ୍ୟକୁ ଟାଣିନିଏ । ଦୁଃଖ ଏବଂ ସୁଖ ଜୀବନର ଅବିଚ୍ଛେଦ୍ୟ ଅଙ୍ଗ । ତେଣୁ ନିରୁତ୍ସାହିତ ନ ହୋଇ ମଣିଷ ନିଜ ଉପରେ ଦୃଢ଼ ବିଶ୍ଵାସ ରଖୁ ଉଚିତ । Jobs ଏହାର ଏକ ସୁନ୍ଦର ଉଦାହରଣ । ସେ ଉପଦେଶ ଦେଇ କହିଛନ୍ତି ଯେ ପ୍ରତ୍ୟେକ ବ୍ୟକ୍ତି ସ୍ଥାଣୁ ନ ହୋଇ ନିଜେ ଭଲ ପାଉଥ‌ିବା କାମ କରିବାକୁ ପ୍ରୟାସ କରିବା ଉଚିତ । ପ୍ରତ୍ୟେକ ନିଜର କାର୍ଯ୍ୟକୁ ଉପଭୋଗ କରିବା ଉଚିତ ।

Jobs ତାଙ୍କ ମୃତ୍ୟୁ ସମ୍ପର୍କିତ ତୃତୀୟ ଗଳ୍ପଟି ବଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ତାଙ୍କୁ ସତର ବର୍ଷ ହୋଇଥିଲା, ସେ ଏକ ଉଦ୍ଧୃତାଂଶ ପଢ଼ିଥିଲେ, : ‘ତୁମେ ଯଦି ପ୍ରତ୍ୟେକ ଦିନକୁ ଜୀବନର ଶେଷ ଦିନ ମନେକରି ବଞ୍ଚ, ତେବେ ଦିନ ଆସିବ ତୁମେ ନିଶ୍ଚିତରୂପେ ଠିକ୍ ବୋଲି ପ୍ରମାଣିତ ହେବ ।’’ଏହା Jobsଙ୍କ ଉପରେ ପ୍ରଭାବ ପକାଇଥିଲା । ଇତ୍ୟବସରରେ ତେତିଶ ବର୍ଷ ବିତିଗଲାଣି । ଏପରି କୌଣସି ଦିନ ଯାଇନାହିଁ ଯେଉଁଦିନ ଦର୍ପଣକୁ ଅନାଇ ସେ ନିଜକୁ ପଚାରିନାହାନ୍ତି ଯେ ଯଦି ଏହା ତାଙ୍କ ଜୀବନର ଶେଷଦିନ ତେବେ ସେ କ’ଣ ତାଙ୍କର ସେଦିନର କାର୍ଯ୍ୟ କରିପାରିଛନ୍ତି । ମୃତ୍ୟୁର ଚେତନା Jobsଙ୍କୁ ଗଭୀରଭାବେ ପ୍ରେରଣା ଦେଇଥିଲା । ଏଥୋଗୁଁ ତାଙ୍କ ଜୀବନରେ ସେ ବହୁତ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ନିଷ୍ପତ୍ତି ନେଇ ପାରିଥିଲେ । ପ୍ରକୃତ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଜିନିଷକୁ ମୃତ୍ୟୁ ସ୍ପର୍ଶ କରିପାରେ ନାହିଁ । ମୃତ୍ୟୁ ସମସ୍ତ ବାହ୍ୟ ଆଶା, ସବୁ ଗର୍ବ ଏବଂ ପରାଜୟର ଅନୁଶୋଚନାକୁ ନିଶ୍ଚିହ୍ନ କରିଦିଏ । ଆମମାନଙ୍କୁ ନକାରାତ୍ମକ ମାନସିକତାରୁ ମୁକୁଳିବାର ସର୍ବଶ୍ରେଷ୍ଠ ମାର୍ଗ ହେଉଛି ମୃତ୍ୟୁ ସଚେତନତା ।

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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 3 A Psalm of Life Textbook Exercise Questions and Answers.

Class 12th Invitation English Poem Chapter 3 A Psalm of Life Question Answers CHSE Odisha

A Psalm of Life Class 12 Questions and Answers

Think it out

Question 1.
Does the title suggest what the poem is about?
Answer:
Yes, the title suggests what the poem is about. This poem is called ‘psalm’ because it lays stress on certain basic values of life.

Question 2.
What does the poet say about ‘life’ in the first stanza?
Answer:
In the first stanza, the poet says that life is not a meaningless dream. Inactivity is as good as death. The life of an idle man is of no use. He also says that people with a gloomy view of life do not understand the language of reality.

Question 3.
What does the poet mean by ‘Life is real! Life is earnest!’?
Answer:
By ‘Life is real !’ Life is earnest!’, the poet means life is purposeful as well as serious. It should not be treated lightly. These two sentences constitute the positive assertion of the poet.

Question 4.
What is the poet’s observation on the ‘soul’?
Answer:
The poet’s observation on the ‘soul’ is that one who sleeps and dreams in one’s sleep is really a dead man.

Question 5.
Quote the line which means – ‘death is not the goal of life’.
Answer:
The line ‘And the grave is not its goal’ means – ‘death is not the goal of life.’

Question 6.
What attitude does the poet challenge in the first two stanzas? Is the attitude of the poet positive or negative?
Answer:
The poet challenges the negative attitude in the first two stanzas. The poet’s attitude is positive out and out.

Question 7.
‘Dust thou art, to dust thou returnest’ – This expression alludes to the Bible. What are the other lines in the poem that make an allusion to the Bible?
Answer:
The lines, Life is real! Life is earnest! Be not like dumb, driven cattle! make an allusion to the Bible.

Question 8.
What does the poet say about the goal of life in Stanza 3?
Answer:
The poet says that the goal of life is neither enjoyment nor despair. Instead, it is action that constitutes the hall-mark of life. A man must steadily advance along the road to perfection.

Question 9.
What is the poet’s observation on ‘Art’?
Answer:
In the poet’s view, ‘Art’ – the creation of the beautiful is not short-lived. It stands the ravaging force of time. In other words, ‘Art’ is timless.

Question 10.
‘Be a hero in the strife !’ – is it an inspiring call of the poet? What other things does the poet urge us to do?
Answer:
Yes, it is, undoubtedly, an inspiring call of the poet. The poet urges us to prefer the ‘present’ to ‘past’ and ‘future’, to act, to be confident, learn to work hard and wait for rewards.

Question 11.
Why does the poet prefer the ‘present’ to ‘past’ and ‘future’?
Answer:
The poet prefers the ‘present’ to ‘past’ and ‘future’ because the present is the reality, the ‘future’ is uncertain and the ‘past’ brings us sorrow.

Question 12.
What do the lives of great men remind us of?
Answer:
The lives of great men remind us to make our life noble.

Question 13.
How do the examples of great men help a person in distress?
Answer:
The examples of great men serve as a source of inspiration to a person in distress. Besides, they give him great confidence to overcome hardships in life.

Question 14.
How can we make our life sublime? (last stanza)
Answer:
We can make our life sublime by drawing inspiration from the glorious deeds left by great men ‘on the sand of time’.

Question 15.
Do you find each stanza has four lines rhyming alternately at the end and each .stanza has a recurrent rhythm pattern : 8 syllables, 7 syllables, 8 syllables, 7 syllables? What is the rhyme scheme of the poem?
Answer:
Yes, every stanza has four lines rhyming alternately at the end and each stanza has a recurrent rhyme pattern. The rhyme scheme of the poem is abab.

Question 16.
The poet uses some depressing words as ‘mournful’, ‘empty’, ‘dead’, ‘grave’. What other such words does he use in the poem?
Answer:
The poet uses other depressing words such as ‘muffled drums’, ‘funeral’, ‘bury’, ‘departing’, and ‘forlorn’.

Question 17.
What is the tone of the poem – inspring or despairing?
Answer:
The tone of the poem is inspiring.

Question 18.
‘Simile’ is a figure of speech making comparison between two unlike things based on a similarity in one aspect. Ex: ‘Still, like muffled drums…’ (Stanza 4, line 3). What other similes do you find in the poem?
Answer:
The other similes we find in the poem are ‘be not like dumb, driven cattle ’ (stanza 5, line 3), ‘Be a hero in the strife.’ (Stanza 5, line 4).

Question 19.
“Life is but an empty dream !” – what figure of speech is used here? Quote another line of the same stanza in which this figure of speech is used.
Answer:
The figure of speech used here is a ‘metaphor’. Another line of the same stanza

CHSE Odisha Class 12 English A Psalm of Life Important Questions and Answers

l. Multiple-Choice Questions (MCQs) with Answers

Question 1.
The first stanza here indicates the poet’s -?
(A) calm acceptance of fife
(B) blunt rejection of a pessimistic attitude to life.
(C) dream of life
(D) all of these
Answer:
(B) blunt rejection of a pessimistic attitude to life .

Question 2.
The line ‘For the soul is dead that slumbers’ has a reference to the -?
(A) Bible
(B) philosophy of life
(C) the poet’s spiritualism
(D) none of these
Answer:
(A) Bible

Question 3.
The word ‘grave’ means -?
(A) serious
(B) arrogant
(C) death
(D) disease
Answer:
(C) death

Question 4.
Which one of the following statements is false?
(A) The essence of life is action.
(B) Life lies in meditation.
(C) There is no room for enjoyment in life.
(D) none of these
Answer:
(B) Life lies in meditation.

Question 5.
Time ______________?
(A) moves slowly
(B) temporal
(C) flees fast
(D) all of these
Answer:
(C) flees fast

Question 6.
The expression ‘like muffled drums’ signifies a tone of -?
(A) disbelief
(B) seriousness
(C) music
(D) exuberance
Answer:
(B) seriousness

Question 7.
The word‘strife’means -?
(A) the rough and tumble of life
(B) challenge
(C) wrangle
(D) noise
Answer:
(A) the rough and tumble of life

Question 8.
The line ‘Heart within, and God o’erhead’ bears the stamp of the poet’s?
(A) unflinching sincerity
(B) infinite patience
(C) belief in God
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 9.
The word ‘foot-prints’ means?
(A) signs of foot
(B) glorious deeds
(C) symbols
(D) none of these
Answer:
(B) glorious deeds

Question 10.
Let us then be up and doing. Does this mean?
(A) elevated
(B) exalted
(C) active
(D) accelerate
Answer:
(C) active

Question 11.
What year the poem ‘A Psalm of Life’ was written?
(A) 1810
(B) 1870
(C) 1880
(D) 1838
Answer:
(D) 1838

Question 12.
What is a‘Psalm’?
(A) a story
(B) an instruction
(C) a way of life
(D) a hymn
Answer:
(D) a hymn

Question 13.
Who does the poet address in the opening lines of the poem ‘A Psalm of Life’?
(A) the readers
(B) his friends
(C) those who say life is unreal
(D) those who mourn
Answer:
(C) those who say life is unreal

Question 14.
Who say in mournful numbers that life is but an empty dream?
(A) pessimist
(B) poets
(C) churches
(D) some people
Answer:
(A) pessimist

Question 15.
The poem was included in the collection?
(A) Poem on slavery
(B) Voices of the right
(C) The courtship of miles standish
(D) Tales from a wayside inn
Answer:
(B) Voices of the right

Question 16.
Who is the speaker?
(A) a narrator
(B) a psalmist
(C) God
(D) a young man
Answer:
(D) a young man

Question 17.
The main thing the young man advises is to ___________________?
(A) think
(B) act
(C) question
(D) pray
Answer:
(B) act

Question 18.
The young man does not want to hear that life is ___________________?
(A) an empty clream
(B) completed
(C) hard
(D) soft
Answer:
(A) an empty clream

Question 19.
Heartbeats are compared to _____________________?
(A) waves
(B) footsteps
(C) lightning
(D) drums
Answer:
(D) drums

Question 20.
Life is compared to a ________________?
(A) book
(B) garden
(C) battlefield
(D) sky
Answer:
(C) battlefield

Question 21.
What animal does the young man not want?
(A) cattle
(B) donkey
(C) pigs
(D) sheep
Answer:
(A) cattle

Question 22.
Life is also compared to an _________________?
(A) ocean
(B) sky
(C) forest
(D) mountain
Answer:
(A) ocean

Question 23.
We must learn to labour and to _________________?
(A) ask
(B) win
(C) die
(D) wait
Answer:
(D) wait

Question 24.
The tone is _________________________?
(A) angry
(B) optimistic
(C) bleak
(D) confused
Answer:
(B) optimistic

Question 25.
The young man advocated living _______________?
(A) heroically
(B) passively
(C) dominantly
(D) vacantly
Answer:
(A) heroically

Question 26.
How is a soul that is inactive?
(A) sluggish
(B) slow
(C) dead
(D) useless
Answer:
(A) sluggish

Question 27.
According to the poet, things are not ___________________?
(A) what they look
(B) what they seem
(C) how they feel
(D) how they act
Answer:
(B) what they seem

Question 28.
What is not the aim of life?
(A) earning money
(B) living like a dead man
(C) death
(D) working like donkey
Answer:
(C) death

Question 29.
What is not life’s goal?
(A) riches
(B) power
(C) religion
(D) grave
Answer:
(D) grave

Question 30.
The poet advises us not to dwell in the?
(A) day dreams
(B) past
(C) future
(D) present
Answer:
(B) past

Question 31.
What should we do?
(A) Live in the present
(B) Believe in God
(C) Trust no future
(D) All of the above
Answer:
(D) All of the above

Question 32.
Why should we live in the present?
(A) Because this is what is correct
(B) Because it will make the God happy
(C) Because we have control over our past .
(D) Because we cannot change our future
Answer:
(A) Because this is what is correct

Question 33.
What do lives of great men remind us of?
(A) How we can live in present
(B) How not to dwell in the past
(C) We can make our lives noble
(D) We can be heroes of the battle
Answer:
(C) We can make our lives noble

Question 34.
What do we leave behind when we die?
(A) Our good deeds
(B) Out past
(C) Our mark
(D) Our riches
Answer:
(A) Our good deeds

Question 35.
Where do we leave our footprints?
(A) On the sands
(B) On time
(C) In the history
(D) Quicksand
Answer:
(C) In the history

Question 36.
Whom will our sublime lives inspire?
(A) Those who progress on the path of sublimity
(B) those who live in present
(C) Those who make their future good
(D) Those who strive to success
Answer:
(A) Those who progress on the path of sublimity

Question 37.
Lives of great men also inspire those who have failed in life and feel?
(A) hopeless
(B) lost in the ocean of life
(C) motivated
(D) wrecked
Answer:
(B) lost in the ocean of life

Question 38.
How would the lives of noble men help those in distress?
(A) By calming them
(B) By showing them good future
(C) By inspiring and making them optimistic
(D) By telling them motivating tales
Answer:
(C) By inspiring and making them optimistic

Question 39.
What does “With a heart for any fate” mean?
(A) Ready to face any situation
(B) Ready whole heartedly
(C) Ready to lead a hearty life
(D) Ready for future
Answer:
(A) Ready to face any situation

Question 40.
What does the poet advice the readers?
(A) To work and progress
(B) To labour and have patience
(C) To learn and prosper
(D) Have a fearless heart
Answer:
(B) To labour and have patience

Question 41.
What is fleeting?
(A) Life
(B) Time
(C) Noble deeds
(D) Death
Answer:
(B) Time

Question 42.
What does ‘Still achieving, still pursuing” mean?
(A) Continuously making progress and seeking improvement
(B) Leading a successful and inspiring life
(C) Never submit and fighting continuously
(D) Always achieving and pursuing
Answer:
(A) Continuously making progress and seeking improvement

Question 43.
Henry Wadsworth Longfellow is a/an _______________ poet?
(A) English
(B) American
(C) Irish
(D) Scottish
Answer:
(B) American

II. Short Type Questions with Answers

Question 1.
What does the poet say about ‘life’?
Answer:
The poet says that life is not a meaningless dream. Inactivity is as good as death. The life of an idle man is of no use. He also says that people with a gloomy view of life do not understand the language of reality.

Question 2.
What does the poet mean by ‘Life is real! Life is earnest!’?
Answer:
By ‘Life is real!’ Life is earnest!’, the poet means life is purposeful as well as serious. It should not be treated lightly. These two sentences constitute the positive assertion of the poet.

Question 3.
What is the poet’s observation on the ‘soul’?
Answer:
The poet’s observation on ‘soul’ is that one who sleeps and dreams in one’s sleep is really a dead man.

Question 4.
What does the poet say about the goal of life?
Answer:
The poet says that the goal of life is neither enjoyment nor despair. Instead, it is action that constitutes the hall-mark of life. A man must steadily advance along the road to perfection.

Question 5.
What is the poet’s observation on ‘Art’?
Answer:
In the poet’s view, ‘Art’ – the creation of the beauty is not short-lived. It stands the ravaging force of time. In other words, ‘Art’ is timless.

Question 6.
‘Be a hero in the strife !’ – is it an inspiring call of the poet? What other things does the poet urge us to do?
Answer:
Yes, it is, undoubtedly, an inspiring call of the poet. The poet urges us to prefer the ‘present’ to ‘past’ and ‘future’, to act, to be confident, learn to work hard and wait for rewards.

Question 7.
Why does the poet prefer the ‘present’ to ‘past’ and ‘future’?
Answer:
The poet prefers the ‘present’ to ‘past’ and ‘future’ because the present is the reality, the ‘future’ is uncertain and the ‘past’ brings us sorrow.

Question 8.
How do the examples of great men help a person in distress?
Answer:
The examples of great men serve as a source of inspiration to a person in distress. Besides, they give him great confidence to overcome hardships in life.

Question 9.
How can we make our life sublime? (last stanza)
Answer:
We can make our life sublime by drawing inspiration from the glorious deeds left by great men ‘on the sand of time’.

Question 10.
What does the poet tell us about the future and the past?
Answer:
The poet says that we should forget the past, because it’s dead. He states that we should not trust future, however rosy it may be, because it is uncertain.

Question 11.
What does the expression ‘muffled drums’ signify?
Answer:
The ‘muffled drums’ signify the sound of drums made dull by covering them with cloth. At funerals drums are thus muffled to match the solemn occasion.

Question 12.
Explain the significance of ‘in the world’s broad field of battle’?
Answer:
The line ‘In the world’s broad field of battle’ implies life is a temporary camp. The world we live in is a vast battle field where we are all soldiers, when we feel tired, we take rest in that camp.

Detailed Summaries and Glossary

Stanza – (1-3)
Tell me ……………………………………………………………………………………… than today.
The poet urges us not to think that life is sad. Life, he says, is not a meaningless dream. Inactivity is as good as death. The life of an idle man is useless. People with a gloomy view of life do not take a realistic view of things in the world. Life is serious. It should not be treated lightly. Death is not the end of life. The poet says that life is not meant for enjoyment. There is no room for sorrow as long as we live. It is action that constitutes the essence of life. A man must steadily advance along the road to perfection.

ସାରମର୍ମ :
କବି ଜୀବନକୁ ଦୁଃଖପୂର୍ଣ୍ଣ ବୋଲି ନ ଭାବିବାକୁ ପ୍ରବର୍ତ୍ତାଇଛନ୍ତି । ସେ କୁହନ୍ତି ଜୀବନ ଏକ ନିରର୍ଥକ ସ୍ଵପ୍ନ ନୁହେଁ । ଆଳସ୍ୟ ଏବଂ ମୃତ୍ୟୁ ଭିତରେ କିଛି ପାର୍ଥକ୍ୟ ନାହିଁ । ଅଳସୁଆର ଜୀବନ ବ୍ୟର୍ଥ ଅଟେ । ନୈରାଶ୍ୟବାଦୀମାନେ ଜୀବନର ବାସ୍ତବିକତାକୁ ବୁଝିପାରନ୍ତି ନାହିଁ । ଜୀବନ ହେଉଛି ଭାବଗମ୍ଭୀର । ଏହାକୁ ହାଲୁକା ଭାବରେ ଗ୍ରହଣ କରିବା ଉଚିତ ନୁହେଁ । ମୃତ୍ୟୁ ଜୀବନର ଅନ୍ତ ନୁହେଁ । କବି କୁହନ୍ତି ଜୀବନ ଉପଭୋଗ ପାଇଁ ସୃଷ୍ଟି ହୋଇନାହିଁ । ଯେଉଁ ପର୍ଯ୍ୟନ୍ତ ବଞ୍ଚୁଛୁ, ସେପର୍ଯ୍ୟନ୍ତ ଆମ୍ଭେମାନେ ଦୁଃଖକୁ ପ୍ରଶ୍ରୟ ଦେବା ଉଚିତ ନୁହେଁ । ଜୀବନର ମହତ୍ତ୍ବ ହେଉଛି କର୍ମ । ମନୁଷ୍ୟ ସବୁବେଳେ ପୂର୍ଣ୍ଣତା ଦିଗରେ ଅଗ୍ରସର ହେବା ଉଚିତ ।

Glossary
psalm : sacred song. The title suggests the solemnity of the theme. (ସଂହିତା ଗୀତ)
tell me not : Here the negative begining emphasizes the poet’s positive point of view.
mournful numbers : sad verses (ଦୁଃଖପୂର୍ଣ୍ଣ କରିବା )
empty dream : a meaninglèss dream giving no satisfaction, unreal thing (ଅର୍ଥହୀନ ସ୍ବପ୍ନ)
soul : the soul …. slumbers : the life of an idle man is useless
slumbers : sleeps (here remains idle) (ଅଳସୁଆ)
And …. seem : It is reminiscent of Clough’s ‘Say Not the struggle Naught Avai leth.’ if hopes were dupes, years may be liars; It may be, in you smoke concealed, Your comrades chase e ‘en now the fliers, And, but for you, possess the field.
earnest : full of seriousness not an empty dream to be treated . This positive assertion of the poet strikes lightly the key note of the poem : Death is not life’s end.
And goal : a quotation from the Bible (ମୃତ୍ୟୁ ଜୀବନର ଲକ୍ଷ୍ୟ ନୁହେଁ)
Dust returnest : a quotation from the Bible regarding the mortality of the human body (ଜୀବନ ମରଣଶୀଳ)
Was soul : It was spoken of the body only
destined : decided in advance
But … than today: It is action that constitutes the hall-mark of life. The poet inspires us to conduct ourselves each day in such a way that we may find ourselves everyday better than before.

Stanza – (4-6)
Art is …………………………………………………………………… God o ‘erhead!
The creation of the beautiful is deathless, but life is short-lived. So a man should not waste time. In other words, there is much to be achieved in a short span of life. With the march of time, we are moving closer to death. The expression ‘muffled dreams’ splendidly exemplifies this fact. The poet presents a war imagery as the march to the grave has been transferred to march to battle. By comparing life with a ‘bivouac’, a temporary camp site during a battle, the poet reminds again of the shortness of human existence. The poet inspires us not to accept our fate like dumb cattle. Instead, we should fight in this world which is like a battle-field. We should face our strife-torn life with great courage. Everyone should play the role of a hero. We should neither trust the future nor reflect the past. We should live in the present. Faith, courage, sincerity of purpose and faith in God are essential for facing the battle of life.

ସାରମର୍ମ :
ସୌନ୍ଦର୍ଯ୍ୟମୟ ସୃଷ୍ଟି ଅମର, କିନ୍ତୁ ଜୀବନ କ୍ଷଣସ୍ଥାୟୀ । ତେଣୁ ମଣିଷ ଅଯଥାରେ ସମୟ ନଷ୍ଟ କରିବା ଉଚିତ ନୁହେଁ । ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ବହୁତ କିଛି କରିବାର ଅଛି । ସମୟ ସ୍ରୋତରେ ଆମ୍ଭେମାନେ ମୃତ୍ୟୁର ନିକଟତର ହୋଇଯାଉଛୁ । ‘ଅନ୍ତେଷ୍ଟି କ୍ରିୟା ସମୟରେ ବାଜୁଥିବା ଢୋଲର ଭୟଉଦ୍ରେକକାରୀ ଅଥଚ ପବିତ୍ର କ୍ଷୀଣସ୍ଵର’ ଏହାକୁ ସୂଚିତ କରୁଛି । ଏଠାରେ କବି ଯୁଦ୍ଧଭୂମିରୁ ଉପମା ଦେଇ ଯୁଦ୍ଧ ଅଭିଯାନ ସହିତ ମଣିଷର ଶ୍ମଶାନ ଯାତ୍ରାକୁ ତୁଳନା କରିଛନ୍ତି । ଜୀବନକୁ ରଣଭୂମିର ଅସ୍ଥାୟୀ ଶିବିର ସହ ତୁଳନା କରି ମାନବ ଜୀବନର କ୍ଷୀଣଭଙ୍ଗୁରତା ବିଷୟରେ ମନେପକାଇ ଦେଇଛନ୍ତି । ମୂକ ଗୋମହିଷାଦି ପଶୁ ଭଳି ଆମର ଭାଗ୍ୟକୁ ଗ୍ରହଣ ନ କରିବା ପାଇଁ କବି ଆମ୍ଭମାନଙ୍କୁ ପ୍ରେରଣା ଦେଇଛନ୍ତି । ତା’ ପରିବର୍ତ୍ତେ ଆମେ ରଣକ୍ଷେତ୍ର ସଦୃଶ ପୃଥ‌ିବୀରେ ସଂଗ୍ରାମ ଜାରି ରଖୁବା ଉଚିତ । ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ ଜୀବନକୁ ଆମ୍ଭେମାନେ ସାହସର ସହିତ ସମ୍ମୁଖୀନ ହେବା ଉଚିତ । ପ୍ରତ୍ୟେକ ମଣିଷ ଏକ ବୀରର ଭୂମିକା ଗ୍ରହଣ କରିବା ଜରୁରୀ । ଆମ୍ଭେମାନେ ଭବିଷ୍ୟତକୁ ବିଶ୍ଵାସ କରିବା ନାହିଁ କିମ୍ବା ଅତୀତକୁ ନେଇ ଅନୁଶୋଚନା କରିବା ନାହିଁ । ଆମ୍ଭେମାନେ ବର୍ତ୍ତମାନକୁ ନେଇ ବଞ୍ଚିବା ଶ୍ରେୟସ୍କର । ଜୀବନ ଯୁଦ୍ଧର ସମ୍ମୁଖୀନ ହେବାପାଇଁ ଦରକାର ବିଶ୍ଵାସ, ସାହସ, କର୍ତ୍ତବ୍ୟନିଷ୍ଠା ଏବଂ ଈଶ୍ଵରପ୍ରେମ ।

Glossary
Art : the creation or the expression of the beautiful
stout : strong
muffled drums : the sound of drums made dull by wrapping them in cloth. At funerals, drums are thus muffled to suit the solemn occasion.
marches : music for marching to.The poet has in mind a march for the dead
bivouac : temporary camp for troops without tents or other cover
dumb : unable to speak. Here the word also means stupid and dull. The images of the ‘dumb, driven cattle’ suggests meek submissiveness.
Be a hero … strife!: The poet is overtly didactic
strife : fight (ସଂଘର୍ଷ)
trust : rely (ବିଶ୍ଵାସ କରିବା )
pleasant : fine (ସୁନ୍ଦର)
bury : here forget (ଭୁଲିଯିବା)
Let dead ! : put away what is past and forget the same (ଅତୀତକୁ ଭୁଲିଯାଅ)
Act Present !: Here the poet lays emphäsis on action. The word ‘living’ sounds signifies it. (ବର୍ଷ ମାନ ସମୟକୁ ନଷ୍ଟ ନ କରି କାର୍ଯ୍ୟ କରିଯାଅ ।)
Heart within and God o’erhead! : with courage in your heart and faith in God (ଓ ଭଗବାନଙ୍କଠାରେ ବିଶ୍ଵାସ ରଖ)

Stanza – (7-9)
Lives of …………………………………………………………… to wait
Lives of great men serve as an inspirational force to us. They have left this world not in vain. They have left glorious deeds behind them ‘on the sand of time’. We can make our lives beautiful by following their examples. Brimmed with confidence and courage, we should face every situation in life. Action should be our motto. We should learn to work hard and wait for the results.

ସାରମର୍ମ :
ମହାପୁରୁଷମାନଙ୍କର ଜୀବନୀ ଆମ୍ଭମାନଙ୍କ ପାଇଁ ପ୍ରେରଣାର ଉତ୍ସ ସଦୃଶ । ଏହି ପୃଥ‌ିବୀକୁ ସେମାନେ ବୃଥାରେ ପର୍ଯ୍ୟବସିତ ହେବାକୁ ଛାଡ଼ି ଯାଇନାହାନ୍ତି । ଏହି ମହାପୁରୁଷମାନେ ସମୟର ବାଲୁକା ଉପରେ ସେମାନଙ୍କର ଗୌରବମୟ କାର୍ଯ୍ୟସବୁ ଛାଡ଼ି ଦେଇ ଯାଇଛନ୍ତି । ସେମାନଙ୍କର ଆଦର୍ଶକୁ ଅନୁସରଣ କରି ଆମେ ଆମର ଜୀବନକୁ ସୁନ୍ଦର କରିପାରିବା । ଆତ୍ମ-ବିଶ୍ଵାସ ଓ ସାହସର ସହିତ ଜୀବନର ପ୍ରତ୍ୟେକ ପରିସ୍ଥିତିକୁ ଆମେମାନେ ସମ୍ମୁଖୀନ ହେବା ଉଚିତ । କର୍ମ ଆମର ଆଦର୍ଶ ହେବା ଉଚିତ । ଆମ୍ଭେମାନେ କଠିନ ପରିଶ୍ରମ କରିବା ଏବଂ ଫଳ ପାଇଁ ଅପେକ୍ଷା କରିବାକୁ ଶିଖୁବା ଉଚିତ ।

Glossary
sublime : noble
departing : on leaving this world: dying
footprints : our noble works that will show the way to others
solemn : impressive in its awe inspiring vastness and depth
main : ocean
forlorn : unhappy and deserted
forlorn … brother: one who has failed in life and is distressed at one’s own moral and material ruin (ଅସଫଳତା ପାଇଁ ଭାଙ୍ଗିପଡ଼ିବା)
shipwrecked : utterly ruined by misfortune (ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ)
take heart : be confident
heart for any fate: confidence to face any situation in life, favourable or unfavourable (କରିବାପାଇଁ ଦୃଢ଼ ମନୋବଳ)
still : always (ସର୍ବଦା)
wait : ଅପେକ୍ଷା କରିବା

Introducing the Poet
While still a student, H.W. Longfellow (1807-1882) wrote to his father, ‘Whatever I do study ought to be engaged in with all my soul’. Years later, he resigned his coveted position as the Professor of Modern Languages at Harvard University, which he had filled for a long time with honour, feeling that he was not able to do justice to his work as a poet on account of the demands made on his time -and energy by his duties as an academic. His conscientiousness revealed itself even when he was a boy; he was studious and had little interest in sports. The same seriousness of purpose is found in his poetry. He was a moralist, and had he been less of a puritan, perhaps his poetry would have been more enjoyable. But as it has been pointed out, it was a source of his strength as well as his weakness. Fortunately, his didactism is relieved by his sunny spirit which permeates his poems like ‘A Psalm of life’.

About the Poem
In A Psalm of Life the poet gives young readers some valuable precepts which they should follow in their life so that their life may not be in vain. A ‘psalm’ is a sacred song or hymn. This poem is called a psalm because it lays stress on certain basic values of life. To the poet life is not an ‘empty dream’ – it is ‘real’ and ‘earnest’, and one is to make the best use of it by striving hard. Man should neither brood over the past which is dead nor waste his time in idle dreams of a rosy future. He should deal with the present. Emulating the ideals left by great men, he should be a source to inspiration to posterity. This poem belongs to the genre of poetry called ‘Carpe Diem’ poems. ‘Carpe Diem’, popularly translated as ‘seize the day’, is a phrase from a Latin poem by Horace. The sentiments expressed in the poem may appear commonplace, and the presentation facile. But the universality of the theme, the conviction with which it is presented, and the simplicity of its diction make its optimism irresistible. Longfellow, a great American himself, gives eloquent expression to the young nation’s energetic approach to life and adds a meaningful dimension to it by bringing in ‘God o’erhead’ to reinforce the ‘heart within’.

Summary
The poem begins with Longfellow’s blunt rejection of the psalmist’s view : life is a meaningless dream. Inactivity is as good as death. The life of an idle man is useless. People with a gloomy view of life do not take a realistic view of things in the world. Life is serious. It should not be treated lightly. Death is not the end of life. The poet says that life is not meant for enjoyment. There is no room for sorrow as long as we live. It is action that constitutes the essence of life. A man must steadily advance along the road to perfection. Longfellow brings out a contrast between art and life. The creation of the beautiful is deathless, but life is transient. So we should not fritter away our time. In a short span of life, there is much to be achieved. Therefore, we should live as productive a life as possible. Then the poet compares our hearts to ‘muffled drums’. Each beat of our heart carries us closer to death. The poet inspires us not to accept our fate like dumb cattle. Instead, we should fight in this world which is like a battle-field. We should face our strife-torn life with great courage. Everyone should play the role of a hero. We should neither trust the future nor cling to the past. We should live in the present. Faith, courage, sincerity of purpose and faith in God are essential for facing the battle of life. – Lives of greatmen always inspire us. We can beautify our lives by following the foot-steps they have left behind ‘on the sand of time’. As a result, the future generations will be inspired in a great measure. It is action that lends worth to life and so we should learn to work hard ceaselessly and wait for the results.

ସାରାଂଶ:
ସ୍ତୋତ୍ର ରଚୟିତାଙ୍କର ମତରେ ଜୀବନ ହେଉଛି ଏକ ନିରର୍ଥକ ସ୍ଵପ୍ନ । କବିତାର ଆରମ୍ଭରେ Longfellow ଏହାକୁ ରୋକ୍‌ଠୋକ୍‌ ଭାବରେ ଅଗ୍ରାହ୍ୟ କରିଛନ୍ତି । କାର୍ଯ୍ୟହୀନତା ଏବଂ ମୃତ୍ୟୁ ଭିତରେ କିଛି ପାର୍ଥକ୍ୟ ନାହିଁ । ଅଳସୁଆର ଜୀବନ ଅନୁପାଦେୟ । ନୈରାଶ୍ୟବାଦୀମାନେ ଜୀବନର କୌଣସି କଥାକୁ ବାସ୍ତବତାର ସହିତ ବିଶ୍ଳେଷଣ କରନ୍ତି ନାହିଁ । ଜୀବନ ହେଉଛି ତାତ୍ପର୍ଯ୍ୟପୂର୍ଣ୍ଣ । ଏହାକୁ ହାଲୁକାଭାବେ ଗ୍ରହଣ କରିବା ଉଚିତ ନୁହେଁ । ଜୀବନର ଶେଷ ମୃତ୍ୟୁ ନୁହେଁ । କବିଙ୍କ ମତରେ ଜୀବନଟା ଉପଭୋଗର ବସ୍ତୁ ନୁହେଁ । ବଞ୍ଚୁଥ‌ିବା ପର୍ଯ୍ୟନ୍ତ ଜୀବନରେ ଦୁଃଖ ପାଇଁ କୌଣସି ସ୍ଥାନ ନାହିଁ । କର୍ମରେ ହିଁ ଜୀବନର ମହତ୍ତ୍ବ ନିହିତ । ମନୁଷ୍ୟ ଅବିଶ୍ରାନ୍ତ ଭାବରେ ପୂର୍ଣ୍ଣତା ଦିଗରେ ଧାବମାନ ହେବା ଉଚିତ । କବି Longfellow କଳା ଏବଂ ଜୀବନ ମଧ୍ୟରେ ଥିବା ବୈଷମ୍ୟକୁ ଉପସ୍ଥାପନା କରିଛନ୍ତି । ସୌନ୍ଦର୍ଯ୍ୟମୟ ସୃଷ୍ଟି ଚିରନ୍ତନ, କିନ୍ତୁ ଜୀବନ କ୍ଷଣସ୍ଥାୟୀ । ତେଣୁ ଆମେ ଅଯଥାରେ ସମୟ ନଷ୍ଟ କରିବା ଉଚିତ ନୁହେଁ । ଜୀବନର ସ୍ଵଳ୍ପ ସମୟ ମଧ୍ୟରେ ବହୁତ କାର୍ଯ୍ୟ ସମ୍ପାଦନ କରିବାକୁ ହେବ । କବି ଆମ ହୃଦୟକୁ ‘ଅନ୍ତେଷ୍ଟି କ୍ରିୟା ସମୟରେ ଭୟଉଦ୍ରେକକାରୀ ଢୋଲର ପବିତ୍ର କ୍ଷଣସ୍ଥାୟୀ ଶବ୍ଦ’ ସହିତ ତୁଳନା କରିଛନ୍ତି । ହୃଦୟର ପ୍ରତ୍ୟେକ ସ୍ପନ୍ଦନ ଆମକୁ ମୃତ୍ୟୁର ନିକଟତର କରାଇ ଦେଉଛି । ମୂକ ଗାଇଗୋରୁ ଭଳି ନିଜ ଭାଗ୍ୟକୁ ଗ୍ରହଣ ନ କରିବାକୁ କବି ଆମ୍ଭମାନଙ୍କୁ ପ୍ରେରଣା ଦେଇଛନ୍ତି । ତା’ ପରିବର୍ତ୍ତେ ଆମେ ଯୁଦ୍ଧଭୂମି ସଦୃଶ ପୃଥ‌ିବୀରେ ସଂଗ୍ରାମ କରିବା ଉଚିତ । ଦୁର୍ଦ୍ଦଶାଗ୍ରସ୍ତ ଜୀବନକୁ ଆମେ ସାହସର ସହିତ ସମ୍ମୁଖୀନ ହେବା ଦରକାର । ଆମ୍ଭେ ସମସ୍ତେ ବୀରର ଭୂମିକା ଗ୍ରହଣ କରିବା ଶ୍ରେୟସ୍କର । ଆମେ ଭବିଷ୍ୟତକୁ ବିଶ୍ଵାସ କରିବାନାହିଁ, ଅତୀତକୁ ମଧ୍ଯ ରୋମନ୍ଥନ କରିବା ଉଚିତ ନୁହେଁ । ଆମେ ବର୍ତ୍ତମାନକ ନେଇ ବଞ୍ଚିବା ଉଚିତ । ଜୀବନ ସଂଗ୍ରାମକୁ ସମ୍ମୁଖୀନ ହେବାପାଇଁ ଦରକାର ବିଶ୍ଵାସ, ସାହାସ, କର୍ତ୍ତବ୍ୟନିଷ୍ଠା ଏବଂ ଈଶ୍ଵରପ୍ରେମ । ମହାପୁରୁଷମାନଙ୍କର ଜୀବନ ସବୁବେଳେ ଆମକୁ ଅନୁପ୍ରାଣିତ କରେ । ସମୟର ବାଲୁକା ଉପରେ ସେମାନେ ଛାଡ଼ିଯାଇଥବା ସେମାନଙ୍କର ପଦାଙ୍କକୁ ଅନୁସରଣ କରି ଆମେ ଜୀବନକୁ ମହାନ୍ କରିପାରିବା । ଯାହାଫଳରେ ଭବିଷ୍ୟତ ବଂଶଧରମାନେ ବହୁଳଭାବେ ପ୍ରେରଣା ପାଇପାରିବେ । କର୍ମ ହିଁ ଜୀବନର ମାନ ବୃଦ୍ଧି କରେ । ତେଣୁ ଆମେ ନିରବଚ୍ଛିନ୍ନ ଭାବରେ କଠିନ ପରିଶ୍ରମ କରିବାପାଇଁ ଶିକ୍ଷା କରିବା ଏବଂ ଫଳାଫଳ ପାଇଁ ଧୈର୍ଯ୍ୟ ସହକାରେ ଅପେକ୍ଷା କରିବା ।

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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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Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 5 Development of Polio Vaccines Textbook Exercise Questions and Answers.

Class 12th Invitation English Chapter 5 Development of Polio Vaccines Question Answers CHSE Odisha

Development of Polio Vaccines Class 12 Questions and Answers

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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