BSE Odisha 9th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଉପନିବେଶ ସ୍ଥାପନ ପାଇଁ ଶିଳ୍ପ ବିପ୍ଳବ କିପରି ସହାୟକ ହୋଇଥିଲା ?
Answer:

  • ପ୍ରଥମେ ଇଂଲାଣ୍ଡରେ ଶିଳ୍ପ ବିପ୍ଳବ ହୋଇଥ‌ିବାରୁ ଏଠାରେ ନିଜ ଦେଶର ଚାହିଦାଠାରୁ ଉତ୍ପାଦିତ ଦ୍ରବ୍ୟର ପରିମାଣ ଅଧୂକ ହେଲା ।
  • ପୁନଶ୍ଚ ଅଧିକାଂଶ ଲୋକଙ୍କର କ୍ରୟ କରିବାର କ୍ଷମତା ଦୁର୍ବଳ ଥ‌ିବାରୁ ଉତ୍ପାଦିତ ଦ୍ରବ୍ୟର ବିକ୍ରୟ ପାଇଁ ଦେଶ ବାହାରେ ବଜାରର ଆବଶ୍ୟକତା ପଡ଼ିଲା ।
  • ସେହି ସମୟରେ ଏସିଆ ଓ ଆଫ୍ରିକା ମହାଦେଶରେ ଶିଳ୍ପ ବିପ୍ଳବ ହୋଇ ନଥିଲା ଏବଂ ସେଠାରେ ପାଶ୍ଚାତ୍ୟ ଦେଶର ଉତ୍ପାଦିତ ଦ୍ରବ୍ୟର ଆବଶ୍ୟକତା ଥିଲା । ଏହା ବ୍ୟତୀତ ସେଠାରେ ଶିଳ୍ପ ପାଇଁ ଆବଶ୍ୟକ କଞ୍ଚାମାଲ ଯଥେଷ୍ଟ ପରିମାଣରେ ଉପଲବ୍ଧ ହେଉଥିଲା ।
  • ଏହାର ସୁଯୋଗ ନେଇ ଇଂଲାଣ୍ଡ ପ୍ରଭୃତି ପାଶ୍ଚାତ୍ୟ ରାଷ୍ଟ୍ରଗୁଡ଼ିକ ନିଜର ଉତ୍ପାଦିତ ଦ୍ରବ୍ୟକୁ ବିକ୍ରୟ ପାଇଁ ଏସିଆ ଓ ଆଫ୍ରିକାରେ ବଜାର ସୃଷ୍ଟି କରିବା ଆରମ୍ଭ କଲେ ।
  • ଏହା ଫଳରେ ଏହି ଦେଶଗୁଡ଼ିକରେ ଉପନିବେଶ ଗଢ଼ିଉଠିଲା ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଖ) ‘ଚୀନା ତରଭୁଜର କର୍ତ୍ତନ’’ କହିଲେ କ’ଣ ବୁଝାଯାଏ ?
Answer:

  • କୋରିଆକୁ କେନ୍ଦ୍ର କରି ଜାପାନ ଓ ଚୀନ୍ ମଧ୍ଯରେ ହୋଇଥିବା ଯୁଦ୍ଧରେ ଚୀନ୍ ପରାସ୍ତ ହୋଇ ଜାପାନକୁ କ୍ଷତିପୂରଣ ବାବଦରେ ଫର୍ମୋଜା ଓ ଅନ୍ୟାନ୍ୟ ଦ୍ବୀପ ସମର୍ପଣ କରିବା ସହ ୧୫୦ ଲକ୍ଷ ଡଲାର କ୍ଷତିପୂରଣ ଦେବାକୁ ବାଧ୍ୟ ହୋଇଥିଲା ।
  • ଏହି କ୍ଷତିପୂରଣ ଦେବାପାଇଁ ଚୀନ୍ ଜର୍ମାନୀ, ରୁଷିଆ, ଫ୍ରାନ୍ସ ଓ ଇଂଲାଣ୍ଡ ନିକଟରେ ସାହାଯ୍ୟଭିକ୍ଷା କରିଥିଲା ।
  • ଏହି ଦେଶଗୁଡ଼ିକ ଚୀକୁ ସାହାଯ୍ୟ ଦେବା ଆଳରେ ଏହାର ବିଭିନ୍ନ ଅଂଶକୁ ବାଣ୍ଟି ନେଇଥିଲେ ।
  • ଜର୍ମାନୀ କିଆଚାଓ ଉପସାଗର ଏବଂ ସାଣ୍ଟୁଙ୍ଗ ଓ ହୋୟାଂହୋ ଉପତ୍ୟକ; ରୁଷିଆ ମାଞ୍ଚୁରିଆ, ଲିଆ ଓତୁଙ୍ଗ ଉପଦ୍ୱୀପ; ଫ୍ରାନ୍ସ କ୍ବାଙ୍ଗଚାଓ ଉପସାଗର; ଇଂଲାଣ୍ଡ ୟାଙ୍ଗ୍‌ ଉପତ୍ୟକା ଓ ଵିହିୱି ଇତ୍ୟାଦି ଅଞ୍ଚଳରେ ପ୍ରଭାବ ବିସ୍ତାର କଲେ ।
  • ଚୀନ୍‌ର ଏହି ବିଭାଜନକୁ ଚୀନା ତରଭୁଜର କର୍ତ୍ତନ (Cutting of the Chinese Melon) ଭାବେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।

(ଗ) ଦକ୍ଷିଣ ଆଫ୍ରିକା କିପରି ଇଂରେଜ ଶାସନାଧୀନ ହେଲା ?
Answer:

  • ୧୮୭୦ ମସିହାରେ ସେସିଲ୍ ରୋଡ଼ସ ନାମକ ଜଣେ ଇଂରେଜ ଅର୍ଥାନ୍ଵେଷୀ ବ୍ୟକ୍ତି ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ହୀରା ଓ ସୁନା ଖନନ କରି ଅତ୍ୟନ୍ତ ଧନୀ ହୋଇଥିଲେ ଏବଂ ଏକ ଆଫ୍ରିକୀୟ ଉପନିବେଶକୁ ନିଜ ନାମାନୁସାରେ ।
  • ଇଂରେଜମାନେ କାଳକ୍ରମେ ରୋଡ଼େସିଆ, ବେଚୁଆନାଲାଣ୍ଡ, ସ୍ଵାଜିଲାଣ୍ଡ ଓ ବସୁତୋଲାଣ୍ଡ ଅଧିକାର କଲେ ।
  • ଏହାର କିଛି ଦିନ ପରେ ଦକ୍ଷିଣ ଆଫ୍ରିକା ୟୁନିଅନ୍ ଗଠିତ ହେଲା ଓ ସେଥୁରେ କେପ୍, ନାଟାଲ୍, ଟ୍ରାନ୍ସଭାଲ୍ ଓ ଅରେଞ୍ଜ୍ ରିଭର କଲୋନୀ ଅନ୍ତର୍ଭୁକ୍ତ ହେଲା ।
  • ବୋଏର୍, ଇଂରେଜ ଓ ଅନ୍ୟ କେତେକ ଇଉରୋପୀୟ ପ୍ରବାସୀଙ୍କୁ ନେଇ ଦକ୍ଷିଣ ଆଫ୍ରିକା ୟୁନିଅନ୍ ସଂଖ୍ୟାଲଘୁ ଶ୍ଵେତାଙ୍ଗଙ୍କଦ୍ବାରା ଶାସିତ ହେଲା । ଏହିପରି ଦକ୍ଷିଣ ଆଫ୍ରିକା ଇଂରେଜ ଶାସନାଧୀନ ହେଲା ।
  • ପରବର୍ତ୍ତୀ କାଳରେ ଏହା ଏକ ସାଧାରଣତନ୍ତ୍ର ରାଷ୍ଟ୍ରଭାବେ ଘୋଷିତ ହେଲା ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଗ) ଉପନିବେଶବାଦ ଫଳରେ ଉପନିବେଶମାନଙ୍କରେ ଶିଳ୍ପ ଓ କୃଷି କିପରି ପ୍ରଭାବିତ ହୋଇଥିଲା ?
Answer:
ଉପନିବେଶବାଦ ଫଳରେ ଉପନିବେଶଗୁଡ଼ିକରେ ଶିଳ୍ପ ଓ କୃଷି ନିମ୍ନମତେ ପ୍ରଭାବିତ ହୋଇଥିଲା; ଯଥା –

  • ଉପନିବେଶବାଦ ଉପନିବେଶଗୁଡ଼ିକର ଅର୍ଥନୀତିକୁ ବିପର୍ଯ୍ୟସ୍ତ କରିଦେଲା ଓ ସ୍ଥାନୀୟ ଶିଳ୍ପଗୁଡ଼ିକର ବିଲୋପ
  • ଉପନିବେଶ ଗୁଡ଼ିକରେ ଶିଳ୍ପାୟନକୁ ନିରୁତ୍ସାହିତ କରାଗଲା ଏବଂ କେବଳ ସାମ୍ରାଜ୍ୟବାଦୀ ରାଷ୍ଟ୍ରଙ୍କ କମ୍ପାନୀର ହିତ ପାଇଁ ଆବଶ୍ୟକ ହେଉଥ‌ିବା ଦ୍ରବ୍ୟର ଉତ୍ପାଦନ ପାଇଁ ଶିଳ୍ପ ପ୍ରତିଷ୍ଠା କରାଗଲା । ପାଇଁ କୃଷି ପ୍ରଣାଳୀରେ ପରିବର୍ତ୍ତନ ହେଲା ।
  • ସେହିପରି ଉପନିବେଶଗୁଡ଼ିକରେ ସାମ୍ରାଜ୍ୟବାଦୀ ଦେଶଗୁଡ଼ିକର ଶିଳ୍ପ ପାଇଁ ହେଉଥ‌ିବା ଆବଶ୍ୟକତାକୁ ମେଣ୍ଟାଇବା ପାଇଁ କୃଷି ପ୍ରଣାଳୀରେ ପରିବର୍ତ୍ତନ ହେଲା ।
  • ଏହାଛଡ଼ା କେତେକ ଦେଶରେ କେବଳ ଗୋଟିଏ ବା ଦୁଇଟି ଦ୍ରବ୍ୟ ଉତ୍ପାଦନ କରାଗଲା । କ୍ୟୁବାରେ ଚିନି ଉତ୍ପାଦନ
  • ଏହାର ଏକ ଉଦାହରଣ ଅଟେ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଉପନିବେଶବାଦ କ’ଣ ଓ ଏହାର ମୁଖ୍ୟ ଲକ୍ଷ୍ୟ କ’ଣ ଥିଲା ?
Answer:

  • ଉପନିବେଶ କହିଲେ ବିଦେଶସ୍ଥ ଆବାସକୁ ବୁଝାଇଥାଏ । କୌଣସି ଅଞ୍ଚଳରେ ପ୍ରବାସୀମାନଙ୍କ ବସତି ସ୍ଥାପନକୁ କୁହାଯାଇଥାଏ ।
  • ବାଣିଜ୍ୟ ବ୍ୟବସାୟର ଉନ୍ନତି, ଆର୍ଥିକ ସମୃଦ୍ଧି, ସାମ୍ରାଜ୍ୟ ବିସ୍ତାର ଓ ଧର୍ମପ୍ରଚାର ଉପନିବେଶବାଦର ମୁଖ୍ୟ ଲକ୍ଷ୍ୟ ଥିଲା ।

(ଖ) ଏସିଆ ମହାଦେଶରେ ଉପଲବ୍‌ଧ ହେଉଥ‌ିବା ପ୍ରଧାନ ଲାଭଦାୟକ ସାମଗ୍ରୀଗୁଡ଼ିକ କ’ଣ ଥିଲା ?
Answer:

  • ଏସିଆ ମହାଦେଶ ଅନ୍ତର୍ଗତ ଭାରତ ଓ ଅନ୍ୟାନ୍ୟ କେତୋଟି ଦେଶରେ ଅନେକ ଲାଭଦାୟକ ସାମଗ୍ରୀ ଉପଲବ୍‌ଧ ହେଉଥିଲା ।
  • ସେଗୁଡ଼ିକ ମଧ୍ୟରେ ବିଭିନ୍ନ ପ୍ରକାର ମସଲା, ଚାହା, କାର୍ପାସ୍ ବସ୍ତ୍ର, ରେଶମ, ସୁନା, ମୁକ୍ତା, ପ୍ରାକୃତିକ ଔଷଧ, ଚୀନାମାଟିର ପାତ୍ର ଏବଂ ଇବୋନୀ କାଠ ଆଦି ମୁଖ୍ୟ ଥିଲା ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଗ) ଏସିଆ ଓ ଆଫ୍ରିକା ମହାଦେଶର ସୈନ୍ୟବାହିନୀରେ କାହିଁକି ଲୋକବଳ ଦୁର୍ବଳ ହେଲା ?
Answer:

  • ପ୍ରଥମତଃ, ଏସିଆ ଓ ଆଫ୍ରିକାର ବହୁଲୋକ ସ୍ଵଳ୍ପ ପାରିଶ୍ରମିକ ପାଇଲେ ମଧ୍ୟ ଇଉରୋପୀୟ ସୈନ୍ୟବାହିନୀରେ
  • ଦ୍ଵିତୀୟତଃ, ବିଦେଶରେ ଅବସ୍ଥିତ କଳକାରଖାନାରେ କାମ କରିବାକୁ କେତେକ ଲୋକ ଚାଲିଯିବା ଯୋଗୁଁ ଏସିଆ ଓ ଆଫ୍ରିକା ମହାଦେଶର ସୈନ୍ୟବାହିନୀରେ ଲୋକବଳ ଦୁର୍ବଳ ଥିଲେ ।

(ଙ) (ଘ) କେଉଁ କାର୍ଯ୍ୟଟି ସେମାନଙ୍କ ନୈତିକ କର୍ତ୍ତବ୍ୟ ବୋଲି ମନେକରି ଇଉରୋପୀୟମାନେ ଉପନିବେଶ ସ୍ଥାପନ କରିବାକୁ ଆଗ୍ରହୀ ହେଲେ ?
Answer:

  • ଏସିଆ ଓ ଆଫ୍ରିକା ମହାଦେଶର ମୂଳ ଅଧ‌ିବାସୀମାନେ ଅନୁନ୍ନତ ଓ ଅନଗ୍ରସର ଥିବାରୁ ସେମାନଙ୍କୁ ସଭ୍ୟ ଓ କରିବାକୁ ଆଗ୍ରହୀ ହେଲେ
  • ଦ୍ଵିତୀୟତଃ, ସେମାନଙ୍କ ଦେଶରେ ପାଶ୍ଚାତ୍ୟ ଧର୍ମ ପ୍ରଚାର କରିବା ସେମାନଙ୍କର ନୈତିକ କର୍ଭବ୍ୟ ମନେକରି ଇଉରୋପୀୟମାନେ ଉପନିବେଶ ସ୍ଥାପନ କରିବାକୁ ଆଗ୍ରହୀ ହେଲେ ।

(ଙ) ‘ଅଫିମ ଯୁଦ୍ଧ’ ପରେ ଇଂଲାଣ୍ଡ ଚୀନ୍‌ଠାରୁ କ’ଣ ପାଇଲା ?
Answer:

  • ପ୍ରଥମତଃ ‘ଅଫିମ ଯୁଦ୍ଧ’ ପରେ ଚୀନ୍ ଇଂରେଜ ବ୍ୟବସାୟୀଙ୍କ ପାଇଁ ଦୁଇଟି ପରିବର୍ତ୍ତେ ପାଞ୍ଚଟି ବନ୍ଦର ଖୋଲିଲା ।
  • ଦ୍ବିତୀୟତଃ, ହଙ୍ଗକଙ୍ଗ୍ ଦ୍ବୀପକୁ ଚୀନ୍ ଇଂଲଣ୍ଡକୁ ହସ୍ତାନ୍ତର କଲା ।

(ଙ) ‘ଅଫିମ ଯୁଦ୍ଧ’ ପରେ ଇଂଲାଣ୍ଡ ଚୀନ୍‌ରୁ କ’ଣ ପାଇଲା ?
Answer:

  • ପ୍ରଥମତଃ ‘ଅଫିମ ଯୁଦ୍ଧ’ ପରେ ଚୀନ୍ ଇଂରେଜ ବ୍ୟବସାୟୀଙ୍କ ପାଇଁ ଦୁଇଟି ପରିବର୍ତ୍ତେ ପାଞ୍ଚଟି ବନ୍ଦର ଖୋଲିଲା ।
  • ଦ୍ଵିତୀୟତଃ, ହଙ୍ଗକଙ୍ଗ୍ ଦ୍ବୀପକୁ ଚୀନ୍ ଇଂଲଣ୍ଡକୁ ହସ୍ତାନ୍ତର କଲା ।

(ଚ) କେଉଁ ଅଞ୍ଚଳ ଇଣ୍ଡୋ-ଚୀନ୍ ଭାବରେ ପରିଚିତ ଏବଂ କେଉଁ ଦେଶ ଇଣ୍ଡୋ-ଚୀନ୍‌ର ସର୍ବେସର୍ବା ହୋଇଥିଲା ?
Answer:

  • ଦକ୍ଷିଣ-ପୂର୍ବ ଏସିଆର ଲାଓସ୍, କାମ୍ବୋଡ଼ିଆ ଓ ଭିଏତ୍‌ନାମ ଅଞ୍ଚଳ ଇଣ୍ଡୋ-ଚୀନ୍ ଭାବରେ ପରିଚିତ ।
  • ଫ୍ରାନ୍ସ ଇଣ୍ଡୋ-ଚୀନ୍‌ରେ ନିଜର ବ୍ୟବସାୟ ପ୍ରସାର ଉଦ୍ୟମରେ ସଫଳ ହୋଇ ଇଣ୍ଡୋ-ଚୀନ୍‌ର ସର୍ବେସର୍ବା ହୋଇଥିଲା ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଛ) ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧରେ ତୁର୍କୀ ପରାସ୍ତ ହେବା ପରେ କେଉଁ ଅଞ୍ଚଳଗୁଡ଼ିକ ତା’ଠାରୁ କାଢ଼ି ନିଆଯାଇ ଇଂଲାଣ୍ଡ ଓ ଫ୍ରାନ୍ସ ନିୟନ୍ତ୍ରଣରେ ରଖାଗଲା ?
Answer:
ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ତୁର୍କୀ ପରାସ୍ତ ହେବା ପରେ ସିରିଆ, ପାଲେଷ୍ଟାଇନ୍, ମେସୋପଟାମିଆ ଓ ଆରବ ସମେତ ସୁବିସ୍ତୀର୍ଣ୍ଣ ଅଞ୍ଚଳ ତୁର୍କୀଠାରୁ କାଢ଼ି ନିଆଯାଇ ଇଂଲାଣ୍ଡ ଓ ଫ୍ରାନ୍ସ ନିୟନ୍ତ୍ରଣରେ ରଖାଗଲା ।

(ଜ) ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ଜର୍ମାନୀର ପରାଜୟ ପରେ ପଶ୍ଚିମ ଓ ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ଥ‌ିବା ଏହାର
Answer:

  • ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ଜର୍ମାନୀର ପରାଜୟ ପରେ ଏହାର ଉପନିବେଶଗୁଡ଼ିକୁ ବିଜେତା ରାଷ୍ଟ୍ରମାନଙ୍କୁ ବାଣ୍ଟି ଦିଆଗଲା ।
  • ଟେଗୋଲାଣ୍ଡ ଓ କାମେରୁନ୍ ଇଂଲାଣ୍ଡ ଓ ଫ୍ରାନ୍ସ ମଧ୍ୟରେ ଭାଗ କରାଗଲା ଏବଂ ଦକ୍ଷିଣ-ପଶ୍ଚିମ ଆଫ୍ରିକାର ଜର୍ମାନୀ ଅଧିକୃତ ସମସ୍ତ ଅଞ୍ଚଳ ଇଂରେଜ ଶାସିତ ଦକ୍ଷିଣ ଆଫ୍ରିକାକୁ ଦିଆଗଲା ।

(ଝ) କେଉଁ ଦୁଇ ଅଞ୍ଚଳକୁ ଟାଙ୍ଗାନାଇକା ଓ କେନିଆ ନାମରେ ନାମିତ କରାଯାଇଥିଲା ?
Answer:

  • ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧରେ ଜର୍ମାନୀ ହାରିଯିବା ପରେ ଜର୍ମାନୀ ଅଧ୍ଵକୃତ ପୂର୍ବ ଆଫ୍ରିକା ଇଂଲାଣ୍ଡକୁ ଦିଆଗଲା ଏବଂ ଏହାକୁ ‘ଟାଙ୍ଗାନାଇକା’ ନାମରେ ନାମିତ କରାଗଲା ।
  • ଇଂରେଜ ଅଧ୍ଵତ ପୂର୍ବ ଆଫ୍ରିକାକୁ ‘କେନିଆ’ ନାମରେ ନାମିତ କରାଗଲା ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଞ) ଆଫ୍ରିକାର ଉତ୍ତର ଉପକୂଳର କେଉଁ ଅଞ୍ଚଳ ଏବଂ କାହିଁକି ଫ୍ରାନ୍ସର ସବୁଠାରୁ ଅଧିକ ଲାଭଜନକ ଉପନିବେଶ ଥିଲା ?
Answer:

  • ଆଫ୍ରିକାର ଉତ୍ତର ଉପକୂଳରେ ଅବସ୍ଥିତ ଆଲଜେରିଆ ଫ୍ରାନ୍ସର ସମସ୍ତ ଉପନିବେଶ ମଧ୍ୟରେ ସବୁଠାରୁ ଅଧିକ
  • କାରଣ ଏହା ଫରାସୀ ଉତ୍ପାଦିତ ସାମଗ୍ରୀ ପାଇଁ ବିଶାଳ ବଜାର ସୃଷ୍ଟି କରିଥିଲା ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ ମୁଖ୍ୟତଃ କେଉଁ ଉଦ୍ଦେଶ୍ୟରେ ଏସିଆ ଓ ଆଫ୍ରିକାକୁ ଆସିଥିଲେ ?
Answer:
ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ ମୁଖ୍ୟତଃ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ଉଦ୍ଦେଶ୍ୟରେ ଏସିଆ ଓ ଆଫ୍ରିକାକୁ ଆସିଥିଲେ ।

(ଖ) ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ କାହିଁକି ଏସିଆ ଓ ଆଫ୍ରିକାର ଦେଶଗୁଡ଼ିକୁ ସହଜରେ ଯୁଦ୍ଧରେ ପରାସ୍ତ କରିପାରୁଥିଲେ ?
Answer:
ଏସିଆ ଓ ଆଫ୍ରିକାର ଦେଶଗୁଡ଼ିକୁ ଉନ୍ନତ ଧରଣର ଯୁଦ୍ଧାସ୍ତ୍ର ନିର୍ମାଣର କୌଶଳ ଜଣାନଥିବାରୁ ସେମାନଙ୍କୁ ଇଉରୋପୀୟ ରାଷ୍ଟ୍ରମାନେ ସହଜରେ ଯୁଦ୍ଧରେ ପରାସ୍ତ କରିପାରୁଥିଲେ ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଗ) କେବେଠାରୁ ଭାରତ ଇଂରେଜ ସରକାରଙ୍କ ପ୍ରତ୍ୟକ୍ଷ ଶାସନର ଅଧୀନରେ ରହିଲା ?
Answer:
୧୮୫୭ ମସିହାର ବିଦ୍ରୋହ ପରେ ଭାରତ ଇଂରେଜ ସରକାରଙ୍କ ପ୍ରତ୍ୟକ୍ଷ ଶାସନର ଅଧୀନରେ ରହିଲା ।

(ଘ) ୧୮୭୫ ମସିହା ପରେ ହଲାଣ୍ଡ ଇଣ୍ଡୋନେସିଆ ନିକଟସ୍ଥ କେଉଁ ଦ୍ଵୀପପୁଞ୍ଜ ଉପରେ ନିୟନ୍ତ୍ରଣ ବିସ୍ତାର କଲା ?
Answer:
୧୮୭୫ ମସିହା ପରେ ହଲାଣ୍ଡ ଇଣ୍ଡୋନେସିଆ ନିକଟସ୍ଥ ମୋଲୁକା

(ଙ) କେବେ ଚୀନ୍‌ରେ ରାଜତନ୍ତ୍ରର ଉଚ୍ଛେଦ ହେଲା ?
Answer:
୧୯୧୧ ମସିହାରେ ଚୀରେ ରାଜତନ୍ତ୍ରର ଉଚ୍ଛେଦ ହେଲା । ଦ୍ଵୀପପୁଞ୍ଜ ଉପରେ ନିୟନ୍ତ୍ରଣ ବିସ୍ତାର କଲା ।

(ଚ) କାହା ଆର୍ଥିକ ସହାୟତାରେ ୧୮୭୮ ମସିହାରେ ଆନ୍ତର୍ଜାତିକ କଙ୍ଗୋ ସଂଘ ଗଠନ କରାଯାଇଥିଲା ?
Answer:
ବେଲ୍‌ଜିଅମ୍‌ର ରାଜା ଦ୍ବିତୀୟ ଲିଓପୋଲ୍ସଙ୍କ ଆର୍ଥିକ ସହାୟତାରେ ୧୮୭୮ ମସିହାରେ ଆନ୍ତର୍ଜାତିକ କଙ୍ଗୋ ସଂଘ ଗଠନ କରାଯାଇଥିଲା ।

(ଛ) କେପ୍ କଲୋନୀର ପ୍ରବାସୀ ଡଚ୍ ଅଧିବାସୀମାନେ କେଉଁ ନାମରେ ପରିଚିତ ଥିଲେ ?
Answer:
କେପ୍ କଲୋନୀର ପ୍ରବାସୀ ଡଚ୍ ଅଧ‌ିବାସୀମାନେ ‘ବୋଏର୍’ ନାମରେ ପରିଚିତ ଥିଲେ ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଜ) କେବେ ଆବିସିନିଆ ଇଟାଲୀୟ ସୈନ୍ୟବାହିନୀକୁ ପରାସ୍ତ କରି ଇଟାଲୀକୁ ଆବିସିନିଆ ଉପରେ ତା’ର ଦାବି ପ୍ରତ୍ୟାହାର କରିବାକୁ ବାଧ୍ୟ କରିଥିଲା ?
Answer:
୧୮୯୬ ମସିହାରେ ଆବିସିନିଆ ଇଟାଲୀୟ ସୈନ୍ୟବାହିନୀକୁ ପରାସ୍ତ କରି ଇଟାଲୀକୁ ଆବିସିନିଆ ଉପରେ ତା’ର ଦାବି ପ୍ରତ୍ୟାହାର କରିବାକୁ ବାଧ୍ୟ କରିଥିଲା ।

(ଝ) ଫରାସୀମାନେ କେଉଁ ମସିହାରେ ମର ଅଧିକାର କରିଥିଲେ ?
Answer:
୧୯୦୦ ମସିହାରେ ଫରାସୀମାନେ ମରକ୍କୋ ଅଧିକାର କରିଥିଲେ ।

(ଞ) ଊନବିଂଶ ଶତାବ୍ଦୀର ଶେଷ ଭାଗରେ ଜଣେ ସୁଦାନୀୟ ନେତା ନିଜକୁ କ’ଣ ଭାବେ ଘୋଷଣା କରି ସୁଦାନ ଉପରେ ଇଜିପ୍ଟ ଓ ଇଂଲାଣ୍ଡର ନିୟନ୍ତ୍ରଣକୁ ଉଚ୍ଛେଦ କରିଥିଲେ ?
Answer:
ଊନବିଂଶ ଶତାବ୍ଦୀର ଶେଷ ଭାଗରେ ଜଣେ ସୁଦାନୀୟ ନେତା ନିଜକୁ ‘ମାହଦି’ ଭାବରେ ଘୋଷଣା କରି ସୁଦାନ ଉପରେ ଇଜିପ୍ଟ ଓ ଇଂଲାଣ୍ଡର ନିୟନ୍ତ୍ରଣକୁ ଉଚ୍ଛେଦ କରିଥିଲେ ।

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ବ୍ୟବସାୟ ଆଫ୍ରିକାରେ ସବୁଠାରୁ ବେଶୀ ଲାଭଦାୟକ ଥିଲା ?
(i) ହୀରା ବ୍ୟବସାୟ
(ii) ୟୁରାନିୟମ୍ ବ୍ୟବସାୟ
(iii) ଦାସ ବ୍ୟବସାୟ
(iv) ହାତୀଦାନ୍ତ ବ୍ୟବସାୟ
Answer:
(iii) ଦାସ ବ୍ୟବସାୟ

(ଖ) କେଉଁ ମସିହାରେ ଭାସ୍କୋଡ଼ାଗାମା ଭାରତକୁ ଜଳପଥ ଆବିଷ୍କାର କରିଥିଲେ ?
(i) ୧୪୯୨
(ii) ୧୪୯୭
(iii) ୧୪୯୮
(iv) ୧୫୯୭
Answer:
(iii) ୧୪୯୮

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଗ) କେବେ ଇଂଲାଣ୍ଡ ଓ ଚୀନ୍ ମଧ୍ଯରେ ଅଫିମ ଯୁଦ୍ଧ ହୋଇଥିଲା ?
(i) ୧୭୬୯
(ii) ୧୮୩୯
(iii) ୧୮୭୯
(iv) ୧୮୭୫
Answer:
(ii) ୧୮୩୯

(ଘ) କେଉଁ ମସିହାରେ ବର୍ମା ଭାରତର ଇଂରେଜ ସାମ୍ରାଜ୍ୟ ଅନ୍ତର୍ଭୁକ୍ତ ହେଲା
(i) ୧୮୮୦
(ii) ୧୮୮୬
(iii) ୧୯୦୭
(iv) ୧୯୧୧
Answer:
(ii) ୧୮୮୬

(ଇ) କୋରିଆ କେବେ ଜାପାନର ଏକ ଉପନିବେଶ ହେଲା ?
(i) ୧୮୯୪
(ii)୧୯୦୨
(iii)୧୯୧୦
(iv) ୧୯୧୭
Answer:
(iii) ୧୯୧୦

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଚ) କେଉଁ ଅଞ୍ଚଳ ଫରାସୀ କଙ୍ଗୋ ଭାବରେ ପରିଚିତ ହେଲା ?
(i) କଙ୍ଗୋ ସ୍ବାଧୀନ ରାଷ୍ଟ୍ର
(ii) ନାଇଜର ନଦୀର ଉତ୍ତର ଅଞ୍ଚଳ
(iii) ଆଫ୍ରିକାର ପଶ୍ଚିମ ଉପକୂଳ ଅଞ୍ଚଳ
(iv) କଙ୍ଗୋ ନଦୀର ଉତ୍ତର ଅଞ୍ଚଳ
Answer:
(iv) କଙ୍ଗୋ ନଦୀର ଉତ୍ତର ଅଞ୍ଚଳ

(ଛ) କିଏ ଏକ ଆଫ୍ରିକୀୟ ଉପନିବେଶକୁ ରୋଡ଼େସିଆ ଓପୋଲ୍ଡ ନାମ ଦେଇଥିଲେ ?
(i) ଓପୋଲ୍ଡ
(ii) ଦକ୍ଷିଣ ଆଫ୍ରିକୀୟ ଅଧିବାସୀ
(iii) ସେସିଲ ରୋଡ୍‌
(iv) କାର୍ଲିପିଟରସ୍
Answer:
(iii) ସେସିଲ ରୋଡ୍‌

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଜ) ଟ୍ୟୁନିସିଆ କେଉଁ ଦେଶର ଦଖଲଭୁକ୍ତ ହୋଇଥିଲା ?
(i) ଫ୍ରାନ୍ସ
(ii) ଇଂଲାଣ୍ଡ
(iii) ଇଟାଲୀ
(iv) ଜର୍ମାନୀ
Answer:
(i) ଫ୍ରାନ୍ସ

(ଝ) କିଏ ସୁଏଜ କେନାଲ୍‌ର ଖନନ ପାଇଁ ଫ୍ରାନ୍ସର ଏକ କମ୍ପାନୀକୁ ଦାୟିତ୍ୱ ଦେଇଥିଲେ ?
(i) ତୁର୍କୀ ସୁଲ୍‌ ତାନ୍‌
(ii) ଇଜିପ୍ଟ ଗଭର୍ଣ୍ଣର
(iii) ଇଂଲାଣ୍ଡ ପ୍ରଧାନମନ୍ତ୍ରୀ
(iv) ଫ୍ରାନ୍ସ ପ୍ରଧାନମନ୍ତ୍ରୀ
Answer:
(ii) ଇଜିପ୍ଟ ଗଭର୍ଣ୍ଣର

BSE Odisha 9 th Class History Solutions Chapter 1 ଏସିଆ ଓ ଆଫ୍ରିକାରେ ଉପନିବେଶବାଦ

(ଞ) କେଉଁଠାରେ ବର୍ଣବୈଷମ୍ୟ ନୀତି ସବୁଠାରୁ ଅଧିକ ଘୃଣ୍ୟ ଅବସ୍ଥାରେ ଥିଲା ?
(i) ପୂର୍ବ ଆଫ୍ରିକା
(ii) ଦକ୍ଷିଣ ଆଫ୍ରିକା
(iii) ଭାରତ
(iv) ତୁର୍କୀ
Answer:
(ii) ଦକ୍ଷିଣ ଆଫ୍ରିକା

୫। ପାଠରେ ଦିଆଯାଇଥିବା ତୁମ ପାଇଁ କାମଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ନିର୍ଦ୍ଦେଶନା ଓ ସହାୟତାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ଉତ୍ତର ଲେଖିବେ ।)

The Trunk of Ganesha Question Answer Class 9 English Non-Detailed Chapter 1 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesha Textbook Exercise Questions and Answers.

Class 9th English Non-Detailed Chapter 1 The Trunk of Ganesha Question Answers BSE Odisha

The Trunk of Ganesha Class 9 Questions and Answers

Introduction :
The story “The Trunk of Ganesha” is based on superstition that is prevailing in our society. Some people in our society are prone to superstitions. They are often affected by this and suffer a lot. The present story is about the mysterious breaking of the trunk of Ganesha which was made by Gobinda Maharana, a simple and innocent idol maker. He as well as his family members were confused about this incident. But at last the mystery was revealed. Now read the story to know how the curiosity came to an end.

Notes :
based – ଆଧାରିତ , superstition – ଅନ୍ଧବିଶ୍ୱାସ,innocent – ନିରୀହ, confused – ଦ୍ୱନ୍ଦ୍ୱରେ , mystery- ରହସ୍ୟ, unveiled – ଉନ୍ମୋଚିତ ହୋଇଛି, victim – ଶିକାର, curiosity, revealed – ପ୍ରକାଶିତ.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Summary: I
Gobinda Maharana was an excellent idol maker in his locality. Making an idol was child’s play for him. Once an unhappy incident kept him bothering. The trunk of Ganesha was breaking mysteriously. One morning while he was taking a glass of tea from his wife’s hand, it slipped from his hand. It so happened because of the fear he carried. He told his wife that he had committed a mistake by interfering in the private lives of gods.

He confessed that it had angered the gods. Her wife thought of something different. She imagined that her husband had grown old and his eye-sight had become weak. But Gobinda only knew the only thing that the idol was large and its trunk was little heavier. He wondered how the tear appeared at the point where the elephant trunk took a turn. Sulochana never doubted his work as she knew that her husband was one of the best craftsmen of that area. Again she felt sorry for the unreasonable price that Gobinda had demanded for the image. She thought that his greed had angered the god.

Notes :
locality – ସ୍ଥାନୀୟ, mysteriously – ରହସ୍ୟମୟ ଭାବରେ, excellent – ଉତ୍କୃଷ୍ଟ, unhappy – ଅସନ୍ତୁଷ୍ଟ, incident – ଘଟଣା, slipped – ଖସିଗଲ confessed- ସ୍ୱୀକାର କରିଛନ୍ତି eye-sight – ଆଖି-ଦୃଶ୍ୟ, wondered – ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ, craftsman – କାରିଗର, unreasonable.

ସାରାଂଶ :
ଗୋବିନ୍ଦ ମହାରଣା ତା’ ଅଞ୍ଚଳର ଜଣେ ବିଖ୍ୟାତ ମୂର୍ତ୍ତିକାରିଗର ଥିଲା । ଗୋଟିଏ ମୂର୍ତ୍ତି ଗଢ଼ିବା ତା’ପାଇଁ ପିଲାଖେଳ ଭଳି ଥିଲା । ଥରେ ଗୋଟିଏ ଦୁଃଖଦାୟକ ଘଟଣା ତାକୁ ବିଚଳିତ କରି ରଖୁଥିଲା । ରହସ୍ୟମୟ ଭାବେ ଗଣେଶଙ୍କ ଶୁଣ୍ଢଟି ଭାଙ୍ଗି ଯାଉଥିଲା । ଦିନେ ସକାଳୁ ସ୍ତ୍ରୀ ହାତରୁ ଚାହା ଗ୍ଲାସ୍ ନେଉଥ‌ିବା ସମୟରେ ଏହା ହାତରୁ ଖସିଯାଇ ତଳେ ପଡ଼ିଯାଇଥିଲା । ତା’ ମନରେ ଥ‌ିବା ଭୟ ହେତୁ ଏହା ଘଟିଥିଲା । ଦେବତାମାନଙ୍କ ବ୍ୟକ୍ତିଗତ ଜୀବନରେ ହସ୍ତକ୍ଷେପ କରି ସେ ଭୁଲ୍ କରିଥିବା କଥା ତା’ର ସ୍ତ୍ରୀକୁ କହିଲା ।

ଏହାହିଁ ଦେବତାମାନଙ୍କୁ କ୍ରୋଧାନ୍ବିତ କରିଥିଲା ବୋଲି ସେ ସ୍ଵୀକାର କଲା । ତା’ର ସ୍ତ୍ରୀ କିନ୍ତୁ ଟିକିଏ ଅଲଗା କଥା ଚିନ୍ତା କଲା । ସେ ଚିନ୍ତାକଲା ଯେ ତା’ର ସ୍ଵାମୀ ବୁଢ଼ା ହୋଇଗଲେଣି ଏବଂ ତାଙ୍କର ଦୃଷ୍ଟିଶକ୍ତି ଦୁର୍ବଳ ହୋଇଗଲାଣି । କିନ୍ତୁ ଗୋବିନ୍ଦ ମାତ୍ର ଗୋଟିଏ କଥା ଜାଣିଥୁଲା ଯେ ମୂର୍ତ୍ତିଟି ଟିକିଏ ବଡ଼ ଓ ତା’ର ଶୁଣ୍ଢଟି ଟିକିଏ ଭାରୀ । ହାତୀ ଶୁଣ୍ଢଟି ଯେଉଁ ସ୍ଥାନରେ ବକ୍ର ହୋଇଛି, ଠିକ୍ ସେହି ସ୍ଥାନଟି କିପରି ଭାଙ୍ଗି ପଡୁଛି ସେ ବୁଝିପାରୁ ନଥିଲା । ସୁଲୋଚନା ଜାଣିଥିଲା ଯେ ତା’ର ସ୍ବାମୀ ସେହି ଅଞ୍ଚଳରେ ଜଣେ ଖ୍ୟାତନାମା କାରିଗର, ତେଣୁ ତା’ର ସ୍ବାମୀର କାମ ଉପରେ ତା’ର କିଛି ସନ୍ଦେହ ନ ଥିଲା । ପୁନଶ୍ଚ ତା’ର ସ୍ଵାମୀ ସେହି ମୂର୍ତ୍ତି ପାଇଁ ଅସଙ୍ଗତ ମୂଲ୍ୟ ଦାବି କରୁଥିବାରୁ ସେ ଦୁଃଖ ପ୍ରକାଶ କରିଥିଲା । ସେ ଭାବିଲା ଯେ ତା’ ସ୍ଵାମୀର ଲୋଭ ହିଁ ଦେବତାମାନଙ୍କୁ ରଗାଇ ଦେଇଥିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

It was just one of those days when nothing seemed to go right for Gobinda Maharana. Once again there was this unhappy incident which kept bothering him. At sunrise he finished his bath in the courtyard and took a glass of tea from his wife’s hand. His fingers suddenly slackened and the glass slipped from his hand, It was his first conscious knowledge of the fear he carried. The superstition haunted him throughout his life. This day there was a special reason for his gloomy, tense manner, for it was the third day in succession that such a thing had happened. Gobinda had learnt the trade from his father, as had his father from his father’s father: the substance of the art of idol-making, the Durgas and the Ganeshas and the Sivas.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Text- 2

“Perhaps / have no right, ” he told his wife, “to meddle with the private lives of gods. That is why they are angry. Perhaps I have been, of late, using my powers too carelessly, and the icons I have been making are not exactly those my father would have made in his time.” Sulochana looked at her husband with frightened eyes. Perhaps he was right, she thought. But may be he was growing older, and his hands and eyesight were not as strong as before. “You must be tired working without a break,” she said, her words betraying her simplicity. “You know what day it is, ” He studied her for a moment and continued. “And I am already late on the large Ganeshs. ” What had gone wrong? He could not understand. Making an image was child’s play for him: only in this case the idol was somewhat larger than most, the trunk a little heavier, a trifle longer. That was all.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Text- 3

Perhaps the clay he had been using was just that measure short of its adhesive quality which makes for a smooth, tight binding. But it was the same clay he had been using for years, for innumerable images he had perfected and sold. Then why the sudden tear at the point where the elephant trunk took a turn and swung gently downward? Was the weight too heavy for the clay mould of the images face to support it? Sulochana didn’t want to question him about his work, for she knew that he was one of the best image makers in the whole valley. “Gobinda Maharana’s images; it’s hard to find better work than his !” she had heard the townsfolk often ‘say.

He was one of the few excellent craftsmen left. And she nursed her pride in secret. And yet some inner voice hammered at her, was it because he had asked for a better price, a rather exorbitant one, than what was considered reasonable lor an image of that size? She was convinced that her husband was a righteous man, but wasn’t it possible that his seeming greed (provided her surmise was correct) had angered the Unknown.

ବିଷୟ ସୂଚନା :
ଆମ ସମାଜରେ ପ୍ରଚଳିତ ଅନ୍ଧବିଶ୍ଵାସ ଉପରେ ‘ଗଣେଶଙ୍କ ଶୁଣ୍ଢ’ ଗପଟି ଆଧାରିତ । ଆମ ସମାଜରେ କେତେକ ଲୋକ ଅନ୍ଧବିଶ୍ଵାସୀ ଅଟନ୍ତି । ଏଥିପାଇଁ ଅନେକ ସମୟରେ ଏମାନେ ତାହାର ଶିକାର ହୁଅନ୍ତି ଓ ଅସୁବିଧାରେ ପଡ଼ନ୍ତି । ଗୋବିନ୍ଦ ମହାରଣା ନାମକ ଏକ ସରଳ ଓ ନିଷ୍କପଟ ମୂର୍ତ୍ତିକାରିଗରଦ୍ୱାରା ନିର୍ମିତ ଏକ ଗଣେଶ ମୂର୍ତ୍ତିର ଶୁଣ୍ଢଟି କିପରି ରହସ୍ୟମୟ ଭାବେ ଭାଙ୍ଗିଯାଉଥିଲା, ଆଲୋଚ୍ୟ ଗପଟିରେ ସେହି ସମ୍ବନ୍ଧରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ସେ ଏବଂ ତା’ର ସମୁଦାୟ ପରିବାର ଏହି ଘଟଣାକୁ ନେଇ
ବର୍ତ୍ତମାନ ଗପଟିକୁ ପଢ଼ ।

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ:)

incident – ଘଟଣା
seemed – ଲାଗୁଥିଲା
bothering – disturbing – ବିଶୃଙ୍ଖଳିତ
courtyard – ପ୍ରାଙ୍ଗଣ
slackened – ଅଳସୁଆ
conscious knowledge – ସଚେତନ ଜ୍ଞାନ
superstition – ଅନ୍ଧବିଶ୍ୱାସ
haunted – ହନ୍ତସନ୍ତ
gloomy – ଉଦାସ
succession – ଉତ୍ତରାଧିକାର
trade – ବାଣିଜ୍ୟ
substance – ପଦାର୍ଥ
meddle – ମଧ୍ୟସ୍ଥତା କରିବା
icons – ଆଇକନ୍
frightened – ଭୟଭୀତ
betraying – ବିଶ୍ୱାସଘାତକତ
simplicity – ସରଳତା
trunk – ଟ୍ରଙ୍କ
trifle – ଛୋଟ
clay – ମାଟି
adhesive – ଆଡେସିଭ୍
innumerable – ଅସଂଖ୍ୟ
perfected – ସଂପୂର୍ଣ୍ଣ
swung – swung
mould – ଛାଞ୍ଚ
townsfolk – ସହରାଞ୍ଚଳ
excellent – very much beautiful – ଉତ୍କୃଷ୍ଟ
nursed – ନର୍ସ
exorbitant – much bigger or much more – ବହୁତ ବଡ଼ ବା ବହୁତ ବଡ଼
shards – pieces – ଶାର୍ଡ
idol – image, figure- ପ୍ରତିମା
mysterious – suspenseful – ରହସ୍ୟମୟ
pride – ଗର୍ବ
secret – ଗୁପ୍ତ
righteous – honest- ଧାର୍ମିକ
lor – ଲର
greed – ଲୋଭ
surmise – guess – ଅନୁମାନ କର

Answer The Following Questions
(ଅନୁସରଣ ପ୍ରଶ୍ନର ଉତ୍ତର ଦିଅ)

Question 1.
Soon after his bath, what did Gobinda Maharana do?
(ଗାଧୋଇବାର ଠିକ୍ ପରେ ପରେ, ଗୋବିନ୍ଦ ମହାରଣା କ’ଣ କଲା ?)
Answer:
Soon after his bath, Gobinda Maharana took a glass of tea from his wife’s hand

Question 2.
Why was he anxious in the morning?
(କାହିଁକି ସେ ସକାଳେ ବ୍ୟାକୁଳ ଥିଲା ?)
Answer:
As soon as Gobinda took the glass of tea from his wife’s hand in the morning, his fingers slackened and it slipped from his hand. He was anxious for the conscious knowledge of the fear he carried.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 3.
What was Gobinda Maharana’s trade?
(ଗୋବିନ୍ଦ ମହାରଣାଙ୍କର ବୃତ୍ତି କ’ଣ ଥିଲା ?)
Answer:
Gobinda Maharana had learnt the art of idol-making from his father. That was his trade.

Question 4.
What was bothering him since last three days?
(କେଉଁ କଥା ତାଙ୍କୁ ଗତ ତିନିଦନ ଧରି ବ୍ୟତିବ୍ୟସ୍ତ କରୁଥିଲା ?)
Answer:
One morning a glass of tea slipped from Gobinda’s hand. He remembered that such type of mishappening had been occurring since last consecutive three days. The mishappening was the mysterious breaking of trunk of Ganesh image which he was making. That was bothering him.

Question 5.
Worried Gobinda Maharana gave reasons for the breaking of the trunk. What are they?
(ବିବ୍ରତ ଗୋବିନ୍ଦ ମହାରଣା ଶୁଣ୍ଢ ଭାଙ୍ଗିବାର କାରଣମାନ କହିଥିଲା । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Gobinda thought of several reasons for the breaking of the trunk. He thought that perhaps he had been using his powers uselessly or the icons he had been making was not exactly as his father had done in his time.

Question 6.
Sulochana did not want to question him for his work. What is the reason behind this?
(ସୁଲୋଚନା ତାଙ୍କ କାମ ପାଇଁ ତାଙ୍କୁ ପ୍ରଶ୍ନ କରିବାକୁ ଚାହୁଁ ନ ଥିଲା । ଏହା ପଛରେ ଥିବା କାରଣ କ’ଣ ?)
Answer:
Sulochana didn’t want to question him for his work for she knew it very well that he was one of the best image makers in the whole valley.

Question 7.
What thoughts did come to Sulochana’s mind when the trunk broke again on the third day?
(ଯେତେବେଳେ ତୃତୀୟ ଦିନ ପୁଣିଥରେ ଶୁଣ୍ଢଟି ଭାଙ୍ଗିଗଲା ସୁଲୋଚନାଙ୍କ ମନରେ କେଉଁସବୁ ଭାବନା ଆସିଥିଲା ? )
Answer:
When the trunk broke again on the third day, Sulochana thought that it so happened for the anger of the God, because perhaps her husband had demanded more price for the image.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 8.
Do you think Gobinda Maharana had become old and his hands and eyes were not strong enough to prepare the clay for the idol? Is there some supernatural power playing the trick? Let’s read to find out.
(ତୁମେ ଭାବୁଛ କି ଗୋବିନ୍ଦ ମହାରଣା ବହୁତ ବୁଢ଼ା ହୋଇଯାଇଥିଲା ଏବଂ ମୂର୍ତ୍ତି ପାଇଁ କାଦୁଅ ପ୍ରସ୍ତୁତ କରିବାକୁ ତା’ର ହାତ ଓ ଦୃଷ୍ଟିଶକ୍ତି ଏତେ ସବଳ ନ ଥୁଲା ? କେତେକ ଅଲୌକିକ ଶକ୍ତି ଏହି ଖେଳ ଖେଳୁଥିଲେ କି ? ଆସ ତାହା ଜାଣିବାକୁ ପଢ଼ିବା।)
Answer:
No. I don’t think so. Neither Gobinda Maharana had become old nor his hands and eyes were weak enough to prepare the clay for the idol. And also there is no supernatural power to play the trick.

Summary: II

Gobinda supported a large family although he was sixty-one-years old. His eldest son was married and he had two children. His second son was an apprentice in a paper mill. His youngest son was thirteen year old Ranju, who alone had taken up the ancestral profession and helped his father.

In all these years this experience of his was a new’ one. He came to a conclusion that there was an element of supernatural in the mysterious breaking of the image. Of course a change had taken place in the designing of clay images in respect of new apparel and luminous paint which he was using those days. He himself was wonderstruck thinking of the unusual breaking of the image of Ganesha. He was worried and made himself responsible for demanding excessive price for a six feet high image of Ganesha.

Ranju entered the workroom and looked at the unfinished Ganesha. He was surprised to see the broken trunk which occured every night. Ranju instantly cleared the debris surrounding the image. He brought a fresh mass of clay and asked his father to repair the broken part of the image. Accordingly his father mended the broken trunk very carefully. The image had been placed close to the open window so that more light would be available for work and the wet clay would dry up. As the image was near the window, Ranju suspected that the wind could be the destroyer. He requested his father to close the window. But his father didn’t believe it at all.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Notes:
supported- ସମର୍ଥିତ,
although- ଯଦିଓ,
ancestral- ପୂର୍ବଜତୃକ,
profession-ବୃତ୍ତି,
luminous- ଉଜ୍ଜ୍ୱଳ,
wonderstruck – ଆଶ୍ଚର୍ଯ୍ୟ,
responsible – ଦାୟୀ,
unfinished – ଅସମାପ୍ତ,
suspected- ସନ୍ଦେହ,
apprentice -ଶିକ୍ଷାର୍ଥୀ,
mysterious- ରହସ୍ୟମୟ,
instantly- ତତକ୍ଷଣାତ୍,
apparel- ପୋଷାକ.

ଏକଷଠି ବର୍ଷୀୟ ବୃଦ୍ଧ ଗୋବିନ୍ଦ ଗୋଟିଏ ବଡ଼ ପରିବାରର ପ୍ରତିପୋଷଣ କରୁଥିଲା । ତା’ର ବଡ଼ ପୁଅ ବିବାହିତ ଓ ତା’ର ଦୁଇଟି ସନ୍ତାନ ଥିଲେ । ମଝିଆ ପୁଅ ଗୋଟିଏ କାଗଜ କଳରେ ଶିକ୍ଷାନବୀଶ ଥିଲା । ସାନପୁଅ ତେର ବର୍ଷୀୟ ରଞ୍ଜୁ ଯେ କି ପୈତୃକ କୌଳିକ ବୃତ୍ତିକୁ ଅବଲମ୍ବନ କରିଥିଲା ଏବଂ ତା’ର ବାପାଙ୍କୁ ସାହାଯ୍ୟ କରୁଥିଲା ।
ପଛରେ ନିଶ୍ଚୟ କୌଣସି ଗୋଟିଏ ଅଲୌକିକ ଶକ୍ତିର ହାତ ରହିଛି । ଅବଶ୍ୟ ମାଟି ମୂର୍ତ୍ତି ଗଠନଶୈଳୀର ପୋଷାକ ପରିପାଟୀ ଓ ସ୍ବଚ୍ଛ ରଙ୍ଗ ଦେବା କ୍ଷେତ୍ରରେ ପରିବର୍ତ୍ତନ ଆସିଛି ଯାହାକୁ ସେ ମଧ୍ୟ ଅନୁକରଣ କରୁଥିଲା । କିନ୍ତୁ ଏକ ଅସାଧାରଣ ଭାବରେ ଗଣେଶ ମୂର୍ତ୍ତି ଭାଙ୍ଗିବା କଥା ଚିନ୍ତାକରି ସେ ବିସ୍ମିତ ହେଉଥିଲା । ସେ ବ୍ୟତିବ୍ୟସ୍ତ ହୋଇପଡୁଥିଲା ଏବଂ ଏକ ଛଅ ଫୁଟର ଗଣେଶ ମୂର୍ତ୍ତି ପାଇଁ ଅତ୍ୟଧ୍ଵ ପଇସା ଦାବି କରିଥିବା ହେତୁ ନିଜକୁ ଅଧ‌ିକ ପରିମାଣରେ ଦାୟୀ ମନେ କରୁଥିଲା ।

ରଞ୍ଜୁ ସେହି ମୂର୍ତ୍ତି ତିଆରି କୋଠରିକୁ ପ୍ରବେଶ କଲା ଓ ଅଧାଗଢ଼ା ଗଣେଶ ମୂର୍ତ୍ତିକୁ ଚାହିଁଲା । ସବୁ ରାତିରେ ଭାଙ୍ଗି ପଡୁଥ‌ିବା ଶୁଣ୍ଢଟିକୁ ଦେଖ୍ ଆଶ୍ଚର୍ଯ୍ୟ ହେଲା । ରଞ୍ଜୁ ସଙ୍ଗେ ସଙ୍ଗେ ମୂର୍ତ୍ତିରେ ଥ‌ିବା ଭଙ୍ଗା ଅଂଶଗୁଡ଼ିକୁ ପରିଷ୍କାର କରିଦେଲା । ସଦ୍ୟ ମାଟି ପିଣ୍ଡୁଳାଏ ଆଣି ବାପାଙ୍କୁ ମୂର୍ତ୍ତିର ଭଗ୍ନ ଅଂଶକୁ ମରାମତି କରିବାପାଇଁ କହିଲା । ତଦନୁସାରେ ତା’ର ବାପା ଅତି ଯତ୍ନର ସହିତ ଶୁଣ୍ଢଟିକୁ ମରାମତି
ଅଧିକ ଆଲୋକ ପାଇବାପାଇଁ ଓ ଓଦା ମାଟି ଶୀଘ୍ର ଶୁଝାପାଇଁ ମୂର୍ତ୍ତିଟିକୁ ଖୋଲା ଝରକା ପାଖରେ ରଖାଯାଇଥିଲା । ପବନ ମୂର୍ତ୍ତିଟିର ବିନାଶକାରୀ ହୋଇପାରେ ବୋଲି ରଞ୍ଜୁ ସନ୍ଦେହ କଲା କାରଣ ମୂର୍ତ୍ତିଟି ଝରକା ନିକଟରେ ଥିଲା । ଝରକାଟିକୁ ବନ୍ଦ କରିଦେବାକୁ ସେ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ପରନ୍ତୁ ବାପା ଏ କଥାକୁ ଆଦୌ ବିଶ୍ବାସ କଲେ ନାହିଁ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

The sixty-one-year-old Gobinda had a large family to support; this included a son who had an irresponsible drifter who spent his days away
from the house fishing idly for shrimp and carp in the Mahanadi. The second son had been taken in as an apprentice in a paper mill. There remained only the youngest, a mere thirteen-year-old. Out of the three he alone showed promise of taking up the ancestral profession, thus restoring a measure of calm to the father’s mind. In all these years this experience of his was a new one, a feeling of being alone in a ravenous darkness.

All his thinking brought Gobinda to the inescapable conclusion that there was an element of the Supernatural in the mysterious breaking of the image; but what had he done to deserve this? His life was ordered, restrained; so where could he have gone wrong? True, that a subtle change had come about in the designing of the clay figures, in the eye-catching new apparel, and in the shades of luminous paint he was using these days. But he hadn’t gone about making the changes on his own; they had wanted their gods to be more in tune with the times. Gradually, therefore, he had endowed the goddesses with slim and curved bodies.

ଅନୁବାଦ :
ଏକ ବଡ଼ ପରିବାରକୁ ଚଳାଇବାର ଦାୟିତ୍ୱ ୬୧ ବର୍ଷୀୟ ଗୋବିନ୍ଦ ମହାରଣା ଉପରେ ପଡ଼ିଥିଲା, ଏଥରେ (ଏହି ପରିବାରରେ) ଗୋଟିଏ ପୁଅ ଓ ତାହାର ସ୍ତ୍ରୀ ଓ ଦୁଇ ପିଲା ଥିଲେ । ଗୋବିନ୍ଦର ଏହି ପୁଅ ଏକ ଦାୟିତ୍ୱହୀନ ବାରବୁଲାରେ ପରିଣତ ହୋଇଯାଇଥିଲା ଯିଏକି ଘରୁ ବାହାରି ନିଜର ଦିନଗୁଡ଼ିକୁ ମହାନଦୀର ଚିଙ୍ଗୁଡ଼ି ବା ପୋହଳା ମାଛ ଅଳସୁଆ ଭାବରେ ଧରିବାରେ ବିତାଇ ଦେଉଥିଲା । ଗୋବିନ୍ଦର ଦ୍ଵିତୀୟ ପୁଅ ଗୋଟିଏ କାଗଜ କଳରେ ଏକ ଶିକ୍ଷାନବୀଶ (ନୂଆ କରି କାର୍ଯ୍ୟରେ ଯୋଗ ଦେଇଥ‌ିବା ବ୍ୟକ୍ତି) ଭାବରେ କାମ କରୁଥିଲା । ଆଉ ରହି ଯାଇଥିଲା ଜଣେ ୧୩ ବର୍ଷର ସବୁଠାରୁ ଛୋଟ ପୁଅ । ତିନି ପୁଅ ଭିତରୁ କେବଳ ଏହି ୧୩ ବର୍ଷର ବାଳକ ବାପାଙ୍କ ମନର ଶାନ୍ତକୁ ବଜାୟ ରଖ୍ ମୂର୍ତ୍ତି ଗଢ଼ିବାର କୌଳିକ ବୃତ୍ତିକୁ ଆଗେଇ ନେବାର ନିଷ୍ଠା ଦେଖାଇଥିଲା ।

ଏ ସମସ୍ତ ବର୍ଷଗୁଡ଼ିକରେ ଗୋବିନ୍ଦର ଏହି ଅନୁଭୂତି ଗୋଟିଏ ନୂଆ ଅନୁଭୂତି ଥିଲା । ତାହାର ସମସ୍ତ ପ୍ରକାର ଚିନ୍ତାଧାରା ଏକ ଅନିବାର୍ଯ୍ୟ ଉପସଂହାର (ଶେଷ କଥା) ସୃଷ୍ଟି କରିଥିଲା ଯେ ଗଣେଶ ମୂର୍ତ୍ତିର ରହସ୍ୟମୟ ଭାଙ୍ଗିଯିବାରେ ଅଲୌକିକ ଶକ୍ତିର ଗୋଟିଏ (6 ଭୂମିକା ଥିଲା; କିନ୍ତୁ ଏଥର ହକ୍‌ର ହେବାପାଇଁ ସେ କ’ଣ କରିଥିଲା ? ତା’ର ଜୀବନ ତ ଶୃଙ୍ଖଳିତ, ନିୟନ୍ତ୍ରିତ ଥିଲା; ତେଣୁ ତା’ର ବା କେଉଁଠାରେ ଭୁଲ ରହିଯାଇଥିଲା ? ହଁ, ଏହା ସତ ଥିଲା ଯେ ଆଜିକାଲି ମାଟିର ମୂର୍ତ୍ତିଗୁଡ଼ିକର ନକ୍‌ସା ପ୍ରସ୍ତୁତି କରିବାରେ ଆଖୁଦୃଷ୍ଟିଆ ନୂତନ ପୋଷାକ ତିଆରି କରିବାରେ ଓ ଆଜିକାଲି ବ୍ୟବହାର କରୁଥିବା ଆକର୍ଷଣୀୟ ରଙ୍ଗର ଛାପ ତିଆରିରେ ଗୋଟିଏ ରହସ୍ୟମୟ ପରିବର୍ତ୍ତନ ଘଟିଥିଲା । କିନ୍ତୁ ନିଜ ଇଚ୍ଛାରେ ସେ ମୂର୍ତ୍ତିଗୁଡ଼ିକରେ ପରିବର୍ତ୍ତନ ଆଣି ନ ଥିଲେ, ସମୟ ସହିତ ତାଳ ଦେଇ ସେ ଦେବଦେବୀଙ୍କର ମୂର୍ତ୍ତି ଗଢ଼ିବାକୁ ଲୋକମାନେ ଚାହୁଁଥିଲେ । ସମୟକ୍ରମେ ଗୋବିନ୍ଦ ଦେବୀମାନଙ୍କୁ ପତଳୀ କରିଦେବା ସହିତ ବକ୍ର ଶରୀର ପ୍ରଦାନ କରିଥିଲା ।

Text- 2

But there was nothing flashy about this image of Ganesha he was at work on. Then why should this happen now? Or was it because the price of two hundred and fifty rupees he had asked for was a large and unreasonable sum for a six-foot-high image of Ganesha? He saw his youngest son, Ranju, come into the workroom and stare at the unfinished Ganesha. ‘There, it’s happened again,” the boy mumbled bitterly, and flinched at the pain he saw in the old man’s eyes. The image stood, incomplete, to one side of the room facing the grilled window set into the northern wall. Cracks had started appearing at several places where the clay had dried. The straw skeleton of the image showed its forks through the mud where the trunk had tom.

ଅନୁବାଦ :
କିନ୍ତୁ ସେ ଗଢ଼ୁଥ‌ିବା ଏହି ଗଣେଶ ମୂର୍ତ୍ତିରେ କିଛି ବି ଶସ୍ତା ଓ ଆକର୍ଷକ ଚମକ ନ ଥିଲା । ତା’ହେଲେ ଏଭଳି ଘଟୁଛି କାହିଁକି ? କିମ୍ବା ୬ ଫୁଟ ଉଚ୍ଚ ଗଣେଶ ମୂର୍ତ୍ତି ଗଢ଼ିବାପାଇଁ ଗୋବିନ୍ଦ ଦାବି କରିଥିବା ଦୁଇ ଶହ ପଚାଶ ଟଙ୍କାର ଅତି ଚଢ଼ା ମୂଲ୍ୟ ଏହାର କି ? ମୂର୍ତ୍ତିଗଢ଼ା କୋଠରି ଭିତରକୁ ସବା ସାନପୁଅ ରଞ୍ଜୁ ପଶିବାର ଓ ଅସମାପ୍ତ ଗଣେଶକୁ ଚାହିଁ ରହିବାର ଗୋବିନ୍ଦ କାରଣ ଥିଲା ଦେଖୁ ।
‘‘ପୁଣି ଏଭଳି ଘଟିଲା,’’ ବାଳକ ତିକ୍ତତା ପ୍ରକାଶପୂର୍ବକ ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା ଓ ବୁଢ଼ା ବାପା ଆଖ୍ୟାରେ ଯନ୍ତ୍ରଣା ଦେଖୁ ପଛକୁ ଟିକେ ହଟିଗଲା । ଉତ୍ତର ପାର୍ଶ୍ଵ କାନ୍ଥରେ ଲାଗିଥିବା ଲୁହା ଝରକାକୁ ମୁହଁ କରି ଅସମ୍ପୂର୍ଣ୍ଣ ଗଣେଶ ମୂର୍ତ୍ତିଟି କୋଠରିର ଗୋଟିଏ ପଟକୁ ଠିଆ ହୋଇ ରହିଥିଲା । ଯେଉଁଠାରେ ମାଟି ଶୁଖି ଯାଇଥିଲା ସେଠାରେ ଅନେକ ଜାଗାରେ ଫାଟ ଦେଖା ଯାଉଥିଲା । ଭାଙ୍ଗିଯାଇଥିବା ଶୁଣ୍ଢଠାରେ ଥ‌ିବା କାଦୁଅରେ ଗଣେଶ ମୂର୍ତ୍ତିର ନଡ଼ା କଙ୍କାଳରୁ ଏହାର ସଣ୍ଡୁଆସୀ ଭଳି ଆକୃତି ସ୍ପଷ୍ଟ ଦେଖା ଯାଉଥିଲା ।

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Text- 3

Quickly Ranju cleared the debris surrounding the image. He brought a fresh mass of clay and placed it before his father to knead. Gobinda looked closely at his son. No, there was no trace of ridicule evident on the young face, nor harshness of youth; merely a mute acceptance of the moment. His glance turned to the image again. And before he realised what he was doing, his hands were once again kneading the clay, warmly, professionally; making it into the right stickiness as he began carefully filling the tear.

Gobinda had nearly finished mending the broken trunk when Ranju interrupted him, “Father, the draught from the window. May be it should be closed. ” The image now appeared as clean and smooth as a mannequin. There were no traces of the recurring disaster. The possibility of a gust of wind breaking the image was too remote, Gobinda thought. But the image had been placed very close to the open window, only a meter away. He had shifted the image himself, deliberately, in order that more light would be available for his work. And the wet clay would dry up sooner, facing the draught of wind. But that the wind could be a destroyer had never entered his mind. He decided, “Not the wind. It seems impossible.

ଅନୁବାଦ :
ମୂର୍ତ୍ତି ଚାରିପଟରେ ପଡ଼ିଥ‌ିବା ଶୁଣ୍ଢର ବିଖଣ୍ଡିତ ଅଂଶଗୁଡ଼ିକୁ ରଞ୍ଜୁ ଶୀଘ୍ର ସଫା କରିଦେଲା । ସଙ୍ଗେ ସଙ୍ଗେ ରଞ୍ଜୁ ନୂଆ କରି ଟେଳାଏ ମାଟି ଆଣି ବାପାଙ୍କ ପାଖରେ ରଖୁଲା ଓ ଭଲ କରି ଦଳିଲା । ଗୋବିନ୍ଦ ନିଜ ପୁଅ ଆଡ଼କୁ ଭଲ କରି ଚାହିଁଲା । ଯୁବକ ପୁତ୍ରର ମୁହଁରେ ବ୍ୟଙ୍ଗର ଆଭାସ ବା ନିଷ୍ଠୁରତାର ସଙ୍କେତ ନ ଥିଲା, ତା’ (ପୁଅର) ମୁହଁରେ ସେହି ମୁହୂର୍ତ୍ତର ଏକ ନୀରବ ସମ୍ମତିର ସଙ୍କେତ ପ୍ରତୀୟମାନ ହେଉଥିଲା ।
ସେ (ଗୋବିନ୍ଦ) କ’ଣ କରୁଥିଲା ତାହା ବୁଝିବା ପୂର୍ବରୁ, ତାହାର ହାତ ଦୁଇଟି ପୁଣିଥରେ ପୂର୍ବଭଳି ଉତ୍ସାହରେ ଓ ନିଜର ବୃତ୍ତିର ନିଶାରେ ମାଟି ଦଳି ଚାଲିଲା ଓ ଦଳୁଥ‌ିବା ମାଟିକୁ ଠିକ୍ ଅଠାଳିଆ କରିବା ସମୟରେ ଭଙ୍ଗା ଶୁଣ୍ଢଟିକୁ ମାଟି ଦେଇ ତିଆରି କଲା । ଭଙ୍ଗା ଶୁଣ୍ଢଟିକୁ ମରାମତି ଶେଷ କରି ଆସୁଥିବାବେଳେ ରଞ୍ଜୁ ତାଙ୍କୁ ବାଧା ଦେଇ କହିଲା, ‘ବାପା, ଝରକା ଭିତର ଦେଇ ପବନର ସ୍ରୋତ ବହି ଆସୁଛି । ଏହାକୁ ବନ୍ଦ କରିଦେବା ଉଚିତ ।’’

ଗଣେଶ୍ ମୂର୍ତ୍ତି ଏବେ ଏକ ଆପାଦମସ୍ତକ ପୋଷାକ ଧାରଣକାରୀ ବ୍ୟକ୍ତି ଭଳି ପରିଷ୍କାର ଓ ଚିକ୍‌କଣ ମୂର୍ତ୍ତି ଭଳି ଦିଶୁଥିଲା । ବିପତ୍ତିର କୌଣସି ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ଗୋବିନ୍ଦ ଭାବିଲା ଦଲକାଏ ପବନ ମୂର୍ତ୍ତିଟିକୁ ଭାଙ୍ଗିବାର ସମ୍ଭାବନା ଖୁବ୍ କ୍ଷୀଣ ଥିଲା । କିନ୍ତୁ ମୂର୍ତ୍ତିଟିକୁ ଖେଲା ଝରକାର ଅତି ପାଖରେ ମାତ୍ର ୧ ମିଟର ଦୂରରେ ରଖାଯାଇଥିଲା । ସେ ଜାଣିଶୁଣି ମୂର୍ତ୍ତିକୁ ସେଠାକୁ ସ୍ଥାନାନ୍ତରିତ କରିଥିଲା ଯାହା ଫଳରେ ମୂର୍ତ୍ତି ଉପରେ ଅଧିକ ଆଲୋକ ପଡ଼ିବ । ପବନ ଆଡ଼କୁ ଥ‌ିବା ମୂର୍ତ୍ତିର ଓଦାମାଟି ଶୀଘ୍ର ଶୁଖୁଯିବ । କିନ୍ତୁ ପବନ ଯେ ତା’ ମୂର୍ତ୍ତି ପାଇଁ ବିନାଶକାରୀ ହୋଇପାରେ ଏ କଥା ତା’ ମନରେ ପଶି ନ ଥିଲା । ସେ ସ୍ଥିର ଓ ଦୃଢ଼ତାର ସହିତ କହିଲା, ‘ପବନ ତା’ ମୂର୍ତ୍ତିକୁ ନଷ୍ଟ କରିଦେବ, ନା, ଏହା ଅସମ୍ଭବ ।’’

Notes And Glossary: ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ:

irresponsible- ଦାୟିତ୍ୱହୀନ
drifter – a person who leads an aimless life- ଲକ୍ଷ୍ୟହୀନ ଜୀବନ ବିତାଉଥ‌ିବା
shrimp – ଚିଙ୍ଗୁଡ଼ି |
carp – a large freshwater fish – ମଧୁର ଜଳ ମାଛ (ରୋହି)
apprentice – ଶିକ୍ଷାର୍ଥୀ
ancestral – ପୂର୍ବଜ ତୃକ
profession – occupation – ବ୍ୟବସାୟ
calm – ଶାନ୍ତ
ravenous – voracious- ଘୃଣ୍ୟ
inescapable – unavoidable – ଅସୁରକ୍ଷିତ
conclusion – ଉପସଂହାର
restrained- kept control – ନିୟନ୍ତ୍ରଣ ରଖାଗଲା
subtle – ସୂକ୍ଷ୍ମ
apparel – ପୋଷାକ
shades – ଛାୟା
luminous – ଉଜ୍ଜ୍ୱଳ
gradually- steadily – ଧୀରେ ଧୀରେ
endow -ପ୍ରଦାନ କରିବା
slim- slender – ପତଳା
flashy- ଚମତ୍କାର
unreasonable – ଅୟୌକ୍ତିକ
stare – ଧ୍ୟାନ ଦିଅ
mumbled bitterly- କାନ୍ଦିବାକୁ ଲାଗିଲା
flinched- moved back – ଅପହଞ୍ଚ
grilled – ଗ୍ରିଲ୍
cracks – ଖାଲ
skeleton- framework – କଙ୍କାଳ
forks – ଫଙ୍କସ୍
debris – ଆବର୍ଜନା
knead – ଆଣ୍ଠୁଏ
trace – ଚିହ୍ନ
ridicule – ପରିହାସ
harshness – କଠୋରତା
mute – ମୂକ
glance – ଝଲକ
stickiness – ସ୍ଥିରତା
tear – ଅଶ୍ରୁ
interrupt- poke into – ବାଧା
draught- current of air in an enclosed place- ଏକ ଆବଦ୍ଧ ସ୍ଥାନରେ ବାୟୁ ପ୍ରବାହ
mannequin – life size dummy of a human body used in shop windows to display clothes – ପୋଷାକ ପ୍ରଦର୍ଶନ ପାଇଁ ଦୋକାନ ଝରକାରେ ବ୍ୟବହୃତ ମାନବ ଶରୀରର ଲାଇଫ୍ ସାଇଜ୍ ଡମି
recurring – ପୁନରାବୃତ୍ତି
disaster – ବିପର୍ଯ୍ୟୟ
gust – gust – ଫୁସ୍ଫୁସ୍
remote – ସୁଦୂର
deliberately – ଜାଣିଶୁଣି

Answer The Following Questions
(ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ)

Question 1.
How old was Gobinda Maharana ? Who were there in his family?
(ଗୋବିନ୍ଦ ମହାରଣାକୁ କେତେ ବର୍ଷ ବୟସ ହୋଇଥିଲା ? ତା’ର ପରିବାରରେ କେଉଁମାନେ ଥିଲେ ?)
Answer:
Gobinda Maharana was sixty-one years old. His family consisted of his wife, three sons, his eldest son’s wife and his two children. In total his family was consisted of eight members.

Question 2.
Was Gobinda happy with his eldest son? How did he spend his day?
(ଗୋବିନ୍ଦ ତା’ର ବଡ଼ପୁଅ ଉପରେ ଖୁସି ଥିଲା କି ? ସେ କିପରି ଦିନ କଟାଉଥିଲା ?)
Answer:
Gobinda was not at all happy with his eldest son. Because that son was very irresponsible and he spent his days fishing idly in the Mahanadi.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 3.
List the changes that had come in the designing of the clay figures.
(ମାଟି ମୂର୍ତ୍ତି ତିଆରି ଶୈଳୀରେ କି କି ପରିବର୍ତ୍ତନ ଘଟିଥୁଲା ତା’ର ଏକ ତାଲିକା ପ୍ରସ୍ତୁତ କର ।)
Answer:
The eye catching apparel and the use of luminous paint were the changes that had come in the designing of the clay figures.

Question 4.
Who was Ranju? What was his contribution to Gobinda’s family?
(ରଞ୍ଜୁ କିଏ ମୂଳା ? ଗୋବିନ୍ଦର ପରିବାର ପ୍ରତି ତା’ର କି ଅବଦାନ ଥିଲା ?)
Answer:
Ranju- was the youngest son of Gobinda Maharana, who was thirteen years old. He was the only son who had interested in the ancestral profession of idol-making. He provided his assistance in his father’s work.

Question 5.
Where was the idol placed? Why did Gobinda keep the idol there?
(ପ୍ରତିମା କେଉଁଠାରେ ରଖାଗଲା? ଗୋବିନ୍ଦା କାହିଁକି ପ୍ରତିମାକୁ ସେଠାରେ ରଖିଲେ)
Answer:
The idol was placed very close to the open window only a metre away. Gobinda kept the idol there so that more light would be available for his work and the wet clay would dry up soon.

Question 6.
Why did Ranju request Gobinda to close the window?
(ରଞ୍ଜୁ କାହିଁକି ଗୋବିନ୍ଦକୁ ଝରକାଟିକୁ ବନ୍ଦ କରିଦେବାକୁ ଅନୁରୋଧ କଲା ?)
Answer:
Ranju apprehended that the trunk was breaking for the wind coming through the window. So he requested his father to close the window.

Question 7.
Did Gobinda think that the wind was responsible for the breaking of the trunk?
(ଶୁଣ୍ଢ ଭାଙ୍ଗିବାପାଇଁ ପବନ ଦାୟୀ ବୋଲି ଗୋବିନ୍ଦ ଭାବୁଥୁଲା କି ?)
Answer:
No, Gobinda didn’t think that the wind was responsible for the breaking of the trunk.

Summary: III
Gobinda declared his finality. He proposed his youngest son to watch what was happening that night. He selected a place in the room which was suitable to observe the door, the window and the image at the same time. Ranju agreed upon the plan. That day he had his meal early with his son. Both remained vigilant for the night. They took up their pre-arranged position in the comer of the room. Both awaited for the intruder. He was awake but his son fell asleep.

The silence of the room was suddenly interrupted when Gobinda heard a noise. He was frightened and felt the presence of an intruder in the room. He looked outside through the window. Soon his eyesight discovered a cat crouched near the window and it was ready to jump onto the top of the trunk of Ganesha. His anxiety came to an end with a smile in his face. The cause of the breaking of the trunk was revealed at last.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Notes :
finality – ଅନ୍ତିମତା
watch- ଦେଖନ୍ତୁ |
vigilant – ସଜାଗ
intruder- ଅନୁପ୍ରବେଶକାରୀ
anxiety- ଚିନ୍ତା
interrupt- ବାଧା

ଗୋବିନ୍ଦ ତା’ର ଶେଷ ନିଷ୍ପଭି ଘୋଷଣା କଲା । ସେ ତା’ର ପୁଅକୁ ରାତିରେ କ’ଣ ଘଟୁଛି ଅନୁଧ୍ୟାନ କରିବା ପ୍ରସ୍ତାବ ଦେଲା । ସେ ଘର ମଧ୍ଯରେ ଏକ ଉପଯୁକ୍ତ ସ୍ଥାନ ନିରୂପଣ କଲା ଯେଉଁଠାରୁ ଘରର କବାଟ, ଝରକା ଓ ମୂର୍ତ୍ତିକୁ ଏକ ସଙ୍ଗରେ ଅନୁଧ୍ୟାନ କରିହେବ । ରଞ୍ଜୁ ଏ ପ୍ରସ୍ତାବରେ ଏକମତ ହେଲା । ସେଦିନ ସେମାନେ ଶୀଘ୍ର ଖାଇଦେଲେ । ଉଭୟ ରାତି ପାଇଁ ଜାଗ୍ରତ ରହିଲେ । ସେମାନେ ପୂର୍ବ ନିର୍ଦ୍ଧାରିତ ସ୍ଥାନ ଘର କ’ଣରେ ବସିପଡ଼ିଲେ । ଉଭୟ ଅନାହୂତ ପ୍ରବେଶକାରୀକୁ ଅପେକ୍ଷା କରି ରହିଲେ । ସେ ଜାଗ୍ରତ ଥିଲା ମାତ୍ର ତା’ର ପୁଅ ଶୋଇପଡ଼ିଲା ।

ଗୋବିନ୍ଦ କୌଣସି ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିବା ମାତ୍ରେ ହଠାତ୍ ଘର ଭିତରର ନୀରବତା ବାଧାପ୍ରାପ୍ତ ହେଲା । ସେ ଟିକିଏ ଭୟଭୀତ ହୋଇପଡ଼ିଲା ଓ ଘର ମଧ୍ୟରେ ଅନାହୂତ ପ୍ରବେଶକାରୀର ଉପସ୍ଥିତି ଅନୁଭବ କଲା । ସେ ଝରକା ମଧ୍ୟ ଦେଇ ବାହାରକୁ ଚାହିଁଲା । ହଠାତ୍ ତା’ର ଦୃଷ୍ଟି ଝରକା ପାଖରେ ଲମ୍ବି ଯାଇଥବା ଗୋଟିଏ ବିଲେଇ ଉପରେ ପଡ଼ିଲା ଏବଂ ବିଲେଇଟି ଗଣେଶଙ୍କ ଶୁଣ୍ଢ ଉପରକୁ ଡେଇଁ ପଡ଼ିବାକୁ ପ୍ରସ୍ତୁତ ହେଉଥିଲା । ତା’ ମୁହଁରେ ଚେନାଏ ହସ ସହିତ ତା’ର ଉତ୍କଣ୍ଠାର ପରିସମାପ୍ତି ଘଟିଲା । ଶେଷରେ ହାତୀର ଶୁଣ୍ଢ ଭାଙ୍ଗୁଥ‌ିବାର ରହସ୍ୟ ଉନ୍ମୋଚିତ ହେଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

“We’ll sit up tonight, ” he told his son with an air of finality. “That is the only way we will ever learn what’s happening. ”
“Here ?”
“Yes, here. ” Which way would the intruder come? He looked round the room and pointed to a dark comer further away, about three metres from the window. “That would be just the right spot for us to keep watch, unnoticed. You can observe the door, the window and the image at the same time from there. ”
“Right, Father, I suppose it’s the only way for us. ”
So the plan was agreed upon for the night. Gobinda, who usually had his evening meal quite late, decided to have it early, along with his youngest son. The hours passed. A light drizzle came,
which lasted only for a couple of minutes. The night appeared darker to both father and son, the darkness denser as they took up their prearranged positions in the comer of the workroom.

‘‘ଆଜି ରାତିରେ ଆମେ ଏକାଠି ବସିବା,’’ ଗୋବିନ୍ଦ ତା’ର ସାନପୁଅ (ରଞ୍ଜୁ)କୁ ଶେଷ ନିଷ୍ପତ୍ତି ନେବା ଭଙ୍ଗୀରେ କହିଲା । ‘ଏହା ଏକମାତ୍ର ରାସ୍ତା ଯାହାଦ୍ଵାରା କ’ଣ ଘଟୁଛି ଆମେ ଜାଣିପାରିବା ।’’
‘ବାପା, ଏଠାରେ ?’’
‘‘ହଁ, ଏଠାରେ ’’ ଯେଉଁ ବାଟ ଦେଇ ଅନୁପ୍ରବେଶକାରୀ ଆସିବ ? ସେ (ଗୋବିନ୍ଦ) କୋଠରିର ଚାରିଆଡ଼କୁ ଦେଖୁନେଲା ଓ ଝରକାରୁ ପ୍ରାୟ ୩ ମିଟର ଦୂରରେ ଗୋଟିଏ ଅନ୍ଧାରୁଆ କୋଣ ଆଡ଼କୁ ଆଙ୍ଗୁଠି ଦେଖାଇଲା । ‘‘ସେହି ଜାଗା (ଅନ୍ଧାରୁଆ କୋଣ) ଲୁଚିଛପି ବସି ଅନୁପ୍ରବେଶକାରୀ ଉପରେ ନଜର ରଖିବାପାଇଁ ଠିକ୍ ହେବ । ସେଠାରୁ ତୁ ଏକ ସମୟରେ ଦୁଆର, ଝରକା ଓ ମୂର୍ତ୍ତିଟିକୁ ଲକ୍ଷ୍ୟ କରିପାରିବୁ ।’’
‘‘ଠିକ୍ ଅଛି, ବାପା, ମୁଁ ଭାବୁଛି ଏହା ଆମ ପାଇଁ ଏକମାତ୍ର ସମାଧାନର ବାଟ ।’
କରୁଥୁଲା, ଆଜି ନିଜର ସବା ସାନପୁଅ ରଞ୍ଜୁ ସହିତ ଶୀଘ୍ର ଓ ଏକାଠି କରିବାକୁ ସ୍ଥିର କଲା । ଘଣ୍ଟା ଘଣ୍ଟା ବିତିଗଲା । ଏକ ହାଲୁକା କୁଣ୍ଡାଝଡ଼ା ଝିପିଝିପି ବର୍ଷା ଆସିଲା । କିନ୍ତୁ ମାତ୍ର ୨ ମିନିଟ୍‌ରେ ଛାଡ଼ିଗଲା ।
ବାପା ଓ ପୁଅଙ୍କ ପାଇଁ ରାତି ଆହୁରି ଅନ୍ଧାରୁଆ ହୋଇଗଲା । ଯେତେବେଳେ ଦୁଇ ଜଣ (ଗୋବିନ୍ଦ ଓ ସାନ ପୁଅ ରଞ୍ଜୁ) ଅନ୍ଧାରୁଆ କୋଠରି କୋଣରେ ସେମାନଙ୍କର ପୂର୍ବ ସ୍ଥାନ ଗ୍ରହଣ କରିନେଲେ, ଅନ୍ଧାର କ୍ରମଶଃ ଗାଢ଼ତର ହୋଇ ଆସିଲା ।

Text- 2

At first they found it difficult to distinguish one object from another, but soon the darkness emptied itself. The image of Ganesha stood as they had left it earlier in the afternoon- apparently unperturbed and dominant. Somehow the idol appeared to have grown in size in the dark. Huddled close to his father, Ranju’s initial excitement had given way to a cold weariness as the night progressed. Perhaps the boy should be sent to bed, Gobinda thought. He heard him yawning in the dark.

The workroom remained still and quiet. The air was heavy, as thought bound by invisible ropes to Gobinda’s guilt. Nothing appeared to disturb the silence, a few mosquitoes buzzed about them. Where was the intruder they had imagined? Wasn ‘t it more likely an act of the supernatural? Soon the boy dozed off and slumped to the floor. Gobinda was awake, keen to the sound filtering into the room, his eyes glued to the dark, and to the silence. He put an arm around the boy. Time went by.

Then there was a sound- a soft, distinct sound. The intruder! Gobinda’s heart thudded. His eyes met the unfinished eyes of the idol. His gaze swept across to the open window. There, between two vertical bars, was the unmistakable shape of a cat crouched, ready to jump. Unable to move, he watched the animal lithely leap across and land on top of Ganesha’s trunk. A smile beamed across his exhausted face. He gently began shaking the boy awake.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

ଅନୁବାଦ :
ପ୍ରଥମେ ବାପପୁଅ ପକ୍ଷେ କୋଠରିରେ ଥ‌ିବା ଜିନିଷଗୁଡ଼ିକୁ ଚିହ୍ନିବା କଷ୍ଟକର ହୋଇପଡ଼ିଲା । କିନ୍ତୁ ଶୀଘ୍ର ଅନ୍ଧାର ଛାଆଁକୁ ଛାଆଁ ହଟିଗଲା । ଅପରାହ୍ନରେ ଗଣେଶ ମୂର୍ତ୍ତି ଯେଉଁଭଳି ସ୍ପଷ୍ଟ ଭାବରେ ଅବିଚଳିତ ଓ ଆକର୍ଷଣୀୟ ଭଙ୍ଗୀରେ ଠିଆ ହୋଇଥିଲା ଏବେ ବି ଠିକ୍ ସେଇଭଳି ଠିଆ ହୋଇ ରହିଥିଲା । କିନ୍ତୁ ଅନ୍ଧାରରେ ମୂର୍ତ୍ତିର ଆକାର ବଢ଼ିଯାଇଥିବା ଭଳି ଜଣାପଡ଼ିଲା ।
ଭୟରେ ବାପାଙ୍କ ପାଖରେ ଜାକି ହୋଇଥିବା ରଞ୍ଜୁର ଆରମ୍ଭରୁ ଥ‌ିବା ଆଗ୍ରହ ରାତି ବଢ଼ିବା ସହିତ ଏକ ଶୀତଳ ଓ ଆବେଗପୂର୍ଣ (ଭୟମିଶ୍ରିତ) ବିବ୍ରତତାରେ ପରିଣତ ହୋଇଯାଇଥିଲା । ରଞ୍ଜୁର ଅବସ୍ଥାକୁ ଲକ୍ଷ୍ୟ କରି ଗୋବିନ୍ଦ ଭାବିଲା ପିଲାଟିକୁ ଶୋଇବାକୁ ପଠାଇ ଦେବା ଉଚିତ ହେବ । ରଞ୍ଜୁ ଅନ୍ଧାରରେ ହାଇ ମାରୁଥ‌ିବାର ଗୋବିନ୍ଦ ଶୁଣିଲା ।

ମୂର୍ତ୍ତି ତିଆରି ଘର ଗମ୍ଭୀର ଓ ନୀରବ ଥିଲା । ପବନ କ୍ଷିପ୍ର ଥିଲା । କୋଠରିର ନୀରବତାକୁ ବ୍ୟାଘାତ କରିବାପାଇଁ କିଛି ଦୃଶ୍ୟମାନ ହେଲା ନାହିଁ, କେବଳ ଅଳ୍ପ କେତୋଟି ମଶା ସେମାନଙ୍କ ଚାରିପଟେ ଗୁଣୁଗୁଣୁ ହେଉଥିଲେ । ସେମାନେ ଚିନ୍ତା କରିଥିବା ଅନୁପ୍ରବେଶକାରୀ ତା’ହେଲେ ଗଲା କୁଆଡ଼େ ? ତା’ ମାନେ ଏହା କ’ଣ ଅଲୌକିକ ଶକ୍ତିର ଏକ ସମ୍ଭାବ୍ୟ କାର୍ଯ୍ୟ ନ ଥିଲା ?
ଶୀଘ୍ର ସାନପୁଅ ରଞ୍ଜୁ ଶୋଇପଡ଼ିଲା ଓ ଚଟାଣ ଉପରେ ଢଳିପଡ଼ିଲା । କୋଠରି ଭିତରକୁ ପ୍ରବେଶ କରୁଥିବା ଶବ୍ଦକୁ କେବଳ ଜାଣିବାପାଇଁ ଏହି ଉତ୍କଣ୍ଠାରେ ଗୋବିନ୍ଦ ଚେଇଁ ରହିଲା । ତାହାର ଆଖୁଦୁଇଟି ଅନ୍ଧାରରେ ଓ ନିସ୍ତବ୍‌ଧତାରେ ସତେ ଯେପରି ଲାଖ୍ ରହିଲା । ପୁଅ ରଞ୍ଜୁ ଉପରେ ସେ ନିଜ ବାହୁଟିକୁ ପକାଇଲା । ସମୟ ବିତି ଚାଲିଲା ।

ତା’ପରେ ଗୋବିନ୍ଦ ଶୁଣିବାକୁ ପାଇଲା – ଗୋଟିଏ ନରମ ଓ ସ୍ପଷ୍ଟ ଶବ୍ଦ । ତା’ହେଲେ ଏ କ’ଣ ଘରକୁ ପଶି ଆସିଥିବା ଏକ ଅଜଣା ଲୋକ (ଅନୁପ୍ରବେଶକାରୀ) ! ଗୋବିନ୍ଦର ଛାତି ଧଡ଼ପଡ଼ ହେଲା । ମୂର୍ତ୍ତିର ଅସମ୍ପୂର୍ଣ୍ଣ ଆଖ୍ ସହିତ ତା’ର ଆଖୁ ଏକାକାର ହୋଇଗଲା । ତାହାର ସ୍ଥିର ଦୃଷ୍ଟି ଖୋଲା ଝରକା ଆଡ଼କୁ ହଠାତ୍ ଘୂରିଗଲା । ସେଠାରେ ଦୁଇଟି ତିର୍ଯ୍ୟକ ଲୁହାଦଣ୍ଡ ଭିତରେ ଡେଇଁବାକୁ ଉଦ୍ୟତ ହେଉଥ‌ିବା ଏକ ଜାକିଜୁକି ହୋଇ ଶୋଇଥବା ବିଲେଇର ତ୍ରୁଟିହୀନ ଆକୃତି ଉପରେ ଗୋବିନ୍ଦର ଆଖ୍ ପଡ଼ିଲା । ଆଗକୁ ଗତି କଲା । ଗୋବିନ୍ଦର କ୍ଳାନ୍ତ ଓ ଅବସାଦ ମୁହଁରେ ଏକ ହାସ୍ୟରେଖା ଖେଳିଗଲା । ସେ ଧୀରେ ଧୀରେ ପୁଅ ରଞ୍ଜୁକୁ ଉଠାଇବାପାଇଁ ତାକୁ ହଲାଇବାକୁ ଲାଗିଲା ।

Notes And Glossary: ନନ୍ସ ଏବଂ ଗ୍ଲୋସାରି:

finality – ଅନ୍ତିମତା
intruder – person who intrudes – ଅନୁପ୍ରବେଶକାରୀ
unnoticed – not noticed – ଅଜ୍ଞାତ
drizzle – rainfall in fine drops – ଭଲ ବୁନ୍ଦା
denser – ଘନ
prearranged – arranged before – ପୂର୍ବରୁ ବ୍ୟବହୃତ
distinguish – point out a difference between – ମଧ୍ୟରେ ଏକ ପାର୍ଥକ୍ୟ ଦର୍ଶାନ୍ତୁ
emptied – past tense of empty – ଅତୀତର ଖାଲି ସମୟ
apparently – visible – ଦୃଶ୍ୟମାନ
unperturbed – not perturbed – ବିଚଳିତ ନୁହେଁ
dominant – dominating – ପ୍ରାଧାନ୍ୟ
huddled – past tense of huddle – ଅତୀତର କାଳ
initial – at the beginning – ସର୍ବପ୍ରଥମରୁ
excitement -ଉତ୍ସାହ
weariness – tired – କ୍ଳାନ୍ତି
yawning – ୟଙ୍ଗନ
invisible – not visible – ଦୃଶ୍ୟମାନ ନୁହେଁ
guilt – ଦୋଷ
buzzed – humming sound – ଗୁଜବ
dozed off – asleep – ଶୋଇଛି
slumped – ଖସିଗଲା
filtering – make way gradually through – ଧୀରେ ଧୀରେ ଗତି କର
glued – ଗ୍ଲୁଡ୍
distinct – separate – ଅଲଗା
thudded – ଥୁଡେଡ୍
gaze – fixed look – ସ୍ଥିର ଲୁକ୍
vertical bar – distinct shape – ଭିନ୍ନ ଆକୃତି
unmistakable shape – ଅବିସ୍ମରଣୀୟ ଆକୃତି
crouch – କ୍ରୁଚ୍
lithely – ଲିଥେଲି
leap – jump – ଲମ୍ଫ
beamed – shined – ଉଜ୍ଜ୍ୱଳ
exhausted – କ୍ଳାନ୍ତ
shake – ହଲେଇବା
awake – ଜାଗ୍ରତ

Answer The Following Questions
( ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡିକର ଉତ୍ତର ଦିଅ )

Question 1.
Why did Gobinda tell his son to sit in the workroom?
(ଗୋବିନ୍ଦ କାହିଁକି ତା’ର ପୁଅକୁ କର୍ମଶାଳାରେ ବସିବାକୁ କହିଲେ ?)
Answer:
Gobinda told his son to sit in the workroom to know the cause how the trunk was breaking.

Question 2.
Why did he choose that particular place to sit?
(ସେ କାହିଁକି ବସିବାକୁ ସେହି ନିର୍ଦ୍ଦିଷ୍ଟ ସ୍ଥାନଟିକୁ ବାଛିଲା ?)
Answer:
He chose that particular place to sit because from there he could observe the door, the window and the image at the same time.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 3.
Was Ranju awake all through the night?
(ରଞ୍ଜୁ ରାତିସାରା ଜାଗ୍ରତ|ଉଜାଗର ଥିଲା କି ?)
Answer:
Ranju wasn’t awake all through the night because he dozed off and then layed to the ground in the night.

Question 4.
What was Gobinda thinking in darkness?
(ଗୋବିନ୍ଦ ଅନ୍ଧକାରରେ କ’ଣ ଭାବୁଥିଲା ?)
Answer:
Gobinda was thinking of the intruder in darkness.

Question 5.
Who was the intruder? How was it coming into the room?
(ଅନୁପ୍ରବେଶକାରୀ କିଏ ଥୁଲା ? ସେ କୋଠରି ଭିତରକୁ କିପରି ଆସୁଥୁଲା ?)
Answer:
A cat was the intruder. It was coming into the room through the open window.

Question 6.
Why did Gobinda Maharana smile at the end?
(ଶେଷରେ ଗୋବିନ୍ଦ ମହାରଣା ହସିଲେ କାହିଁକି ?)
Answer:
Gobinda’s eagerness to find the intruder came to an end when he found a cat, ready to jump onto Ganesha’s trunk. So he smiled at the end knowing that the cat was the real intruder.

Let’s Write : ଲେଖିବା:
Answer the following questions in about 50 words each.
ପ୍ରତ୍ୟେକଟି ପ୍ରାୟ 50 ଶବ୍ଦରେ ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନର ଉତ୍ତର ଦିଅ |

Question 1.
Why was Gobinda Maharana worried? What thought came to his mind?
(ଗୋବିନ୍ଦ ମହାରଣା କାହିଁକି ବିବ୍ରତ ହୋଇପଡ଼ିଲା ? କେଉଁ ଭାବନା ତା’ ମୁଣ୍ଡକୁ ଆସିଲା ?)
Answer:
Gobinda Maharana was an excellent and popular idol maker of his area. Once he was worried for the breaking of the trunk of Ganesha image repeatedly. He thought that he had no right to interfere in the private lives of gods. He imagined that gods’ anger resulted in breaking of the trunk, every night. He was overcome by sup

Question 2.
What were Sulochana’s reaction to the breaking of the trunk?
(ଶୁଣ୍ଢ ଭାଙ୍ଗିବା ବିଷୟରେ ସୁଲୋଚନାର ପ୍ରତିକ୍ରିୟା କ’ଣ ଥିଲା ?)
Answer:
Sulochana was a very innocent and simple lady. She came to know that her husband was much worried for the breaking of the trunk of Ganesha. She heard everything from her husband. She reacted it otherwise. She thought that perhaps her husband had grown old and his hands and eyesight were not strong enough to make the idols perfectly. As a result it was breaking. An unknown fear engulfed her.

Question 3.
Why was she proud of her husband? How did she value her husband’s work?
(ସେ କାହିଁକି ତା’ର ସ୍ୱାମୀକୁ ନେଇ ଗର୍ବିତ ଥିଲା ? ସେ କିପରି ତା’ର ସ୍ୱାମୀର କାମର ମୂଲ୍ୟାୟନ କରୁଥିଲା ?)
Answer:
Sulochana was proud of her husband, Gobinda, because she knew that her husband was one of the best idol makers in that area. She knew well that he was unbeatable in his profession. She never suspected his work. She had heard the townsfolk’s admiration for his husband. But she nursed her pride in secret.

Question 4.
Was Gobinda Maharana superstitious? What proof do you get from the story?
(ଗୋବିନ୍ଦ ମହାରଣା ଅନ୍ଧବିଶ୍ଵାସୀ ଥିଲା କି ? ଗଳ୍ପଟିରୁ ତୁମେ କି ପ୍ରମାଣ ପାଉଛ ?)
Answer:
Undoubtedly Gobinda Maharana was superstitious. He was subdued by it, and was worried about the breaking of the trunk of Ganesha. Various kinds of thought arose in him. First of all he thought that he had committed a mistake by interfening in the private lives of gods. He apprehended that it so happened due to gods’ anger.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 5.
Who helped Gobinda in repairing the trunk? How did they differ in their point of view regarding the breaking of the trunk?
(ଶୁଣ୍ଢଟିକୁ ମରାମତ କରିବାପାଇଁ କିଏ ଗୋବିନ୍ଦକୁ ସହାୟତା କରିଥିଲା ? ଶୁଣ୍ଢ ଭାଙ୍ଗିବା ଉପରେ ସେମାନଙ୍କ ମତାମତ ଦୃଷ୍ଟିରୁ ସେମାନେ କିପରି ଭିନ୍ନ ଥିଲେ ?)
Answer:
Gobinda’s youngest son Ranju helped him in preparing the trunk. Gobinda mended the trunk with a fresh mass of clay, prepared by Ranju. But they differed in their point of view regarding the breaking of the trunk. Gobinda thought it to be the action of supernatural being whereas his son thought it to be the effect of the wind coming through the window. He wanted the window to be closed. But Gobinda was not at all convinced by his son’s view.

Question 6.
Gobinda Maharana thought of many reasons for the broken trunk. What are they?
(ଭଙ୍ଗା ଶୁଣ୍ଢ ପାଇଁ ଗୋବିନ୍ଦ ମହାରଣା ଅନେକ କାରଣ ଚିନ୍ତା କରିଥିଲା । ସେଗୁଡ଼ିକ କ’ଣ ?)
Answer:
Being subdued by superstition Gobinda thought of many reasons for the broken trunk. First of all he viewed that his interference in the private lives of gods had made them angry. He thought that there was some supernatural power playing the trick in the mysterious breaking of the trunk. He also thought himself responsible for the breaking of the trunk as he had claimed unreasonable price for the image.

Question 7.
How did Gobinda solve the mystery? What did he find?
(ଗୋବିନ୍ଦ କିପରି ସେହି ରହସ୍ୟର ସମାଧାନ କଲା ? ସେ କ’ଣ ପାଇଲା ?)
Or,
How was the mystery regarding the breaking of the trunk of Lord Ganesha revealed at last?
(ଶେଷରେ ପ୍ରଭୁ ଗଣେଶଙ୍କ ଶୁଣ୍ଢ ଭାଙ୍ଗିଯିବା ସମ୍ବନ୍ଧୀୟ ରହସ୍ୟର ଉନ୍ମୋଚନ କିପରି ହେଲା ?
Answer:
The mysterious breaking of the trunk of Ganesha tormented Gobinda Maharana. He thought of many reasons for it. At last he along with his youngest son decided to remain vigilant for that night to discover the mystery. The image was placed near the window. At the dead of the night, to his utter surprise he found a cat ready to jump onto the top of Ganesha’s trunk. He came to know that the little cat was the real intruder. Thus the mystery regarding the breaking of the trunk was revealed at last.

Activity: କାର୍ଯ୍ୟ:

Question 1.
Discuss how the superstitions created problems in Gobinda Maharana’s life?
(ଅନ୍ଧବିଶ୍ବାସ କିପରି ଗୋବିନ୍ଦ ମହାରଣା ଜୀବନରେ ସମସ୍ୟାମାନ ସୃଷ୍ଟି କରିଥିଲା ଆଲୋଚନା କର ।)
Answer:
Gobinda Maharana was an illiterate and poor man. But he was an expert idol maker in his locality. Once the trunk of Lord Ganesha which he made broke time and again. He was worried for the mysterious breaking of the trunk. A number of suspicious facts arose in his mind. He was overcome by superstitions. He made himself responsible for the breaking of the trunk for he had claimed more money for the image. He thought that the god’s anger was the cause of breaking of the trunk. Even his family life was disturbed. He told everything to his wife, Sulochana. At last he apprehended the interference of any supernatural power. In this way superstitions created problems in his life.

Question 2.
The traditional art of idol-making is dying. Discuss in the class and note down the reasons for the near extinction of this art.
(ପୁରାତନ ମୂର୍ତ୍ତି ତିଆରି କଳା ଲୋପ ପାଉଛି । ଏହି କଳା ରିଲୋପର କାରଣସବୁ ଶ୍ରେଣୀରେ ଆଲୋଚନା କର ଓ ଲେଖୁ ରଖ ।)
Answer:
The traditional art of idol-making is dying. It is a fact. The extinction of this art in near future is clearly seen. There are various reasons responsible for this. The artisans are not properly paid for it. So they are discouraged. They are not taking interest to continue this art. Secondly, the demand for the idols is decreasing at an unexpected rate. Thirdly the encouragement of the government for the restoration of the art is not satisfactory. These are the reasons for the near extinction of this art.

BSE Odisha 9th Class English The Trunk of Ganesh Important Questions and Answers

Answer The Following In A Sentence:

Question 1.
Why was Sulochana proud of her husband?
Answer:
Sulochana felt proud of her husband because he was one of the best image makers in the area.

Question 2.
What were Sulochana’s reaction to the A breaking of the trunk?
Answer:
When Sulochana came to know about the breaking of the trunk of Ganesha, she looked at her husband with frightened eyes.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 3.
Who was Gobinda Maharana ?
Answer:
Gobinda Maharana was a renowned idol maker.

Question 4.
Why was Gobinda Maharana worried?
Answer:
Gobinda Maharana was very much worried for the breaking of the trunk of a particular Ganesha image time and again.

Question 5.
Who helped Gobinda in repairing the trunk?
Answer:
Ranju, Gobinda’s youngest son helped him in repairing the trunk.

Question 6.
Gobinda Maharana thought of many reasons for the broken trunk. What are they?
Answer:
Being subdued by superstition, Gobinda thought of many reasons for the broken trunk. He viewed that his interference in the private lives of gods had made them angry.

Question 7.
How did Gobinda solve the mystery?
Answer:
Gobinda found that the trunk of a particular Ganesha image was breaking every night’

Question 8.
How was Gobinda Moharana?
Answer:
Gobinda Moharana was unbeatable and unchallengeable artisan in his profession.

Question 9.
What did Sulochana think of her husband?
Answer:
Sulochana thought that her husband might be right.

Answer The Following In A Word Or A Phrase:

Question 1.
What created problems in Gobinda Maharana’s life?
Answer:
superstitions

Question 2.
What kept Gobinda Moharana bothering?
Answer:
an unhappy incident

Question 3.
What was Gobinda Moharana’s first conscious knowledge of fear?
Answer:
slipping down of the glass

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 4.
What haunted Gobinda throughout his life?
Answer:
superstitions

Question 5.
“He was one of the few excellent craftsmen left.” Who often says this?
Answer:
town’s folk

Question 6.
Who had turned out to be an irresponsible drifter?
Answer:
Gobinda’s first son

Question 7.
Who showed promise of taking up the ancestral profession?
Answer:
Gobinda’s youngest son

Question 8.
“There it happened again,” Who said this?
Answer:
Gobinda’s youngest son

Question 9.
What had started appearing at several places where the clay had dried?
Answer:
cracks

Question 10.
Who interrupted Gobinda when he was mending the broken trunk?
Answer:
Ranju

Question 11.
“We’ll sit up tonight,” Who told this?
Answer:
Gobinda

Fill In The Blanks:

1. Gobinda had learnt the trade from his _______.
Answer:
father

2. Gobinda learnt the art of idol-making such as the Durgas, the Ganeshas and _______.
Answer:
the Sivas

3. Gobinda considered himself that he has no right to meddle with the private lives of ________.
Answer:
Gods

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

4. According to the Gobinda Maharana he has been update, using his powers _______.
Answer:
carelessly

5. Sulochana looked at her husband with _________ eyes.
Answer:
frightened

6. Her words betraying her simplicity. Here ‘her’ refers to _________.
Answer:
Sulochana

7. Making an image was ________ Gobinda.
Answer:
child’s play

8. The trunk which was breaking regularly was somewhat larger, a little heavier and a _________.
Answer:
trifle longer

9. The clay he had been using was just the measure short of its _________.
Answer:
adhesive quality

10. Gobinda used the same clay for years for _________.
Answer:
innumerable images

11. Sulochana knew that her husband was one of the best ___________ in the whole valley.
Answer:
image makers

12. It was hard to find ________ than Gobinda’s!
Answer:
better work

13. Sulochana nursed pride for her husband in ________.
Answer:
Secret

14. Sulochana in her voice hammered at her because her husband had asked for a _________.
Answer:
better price

15. Sulochana had convinced that her husband was a _________ man.
Answer:
righteous

16. According to Sulochana Gobinda’s seeming greed had angered the _________.
Answer:
Unknown

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

17. Gobinda Moharana was _________ years old.
Answer:
sixty-one

18. Gobinda’s elder son spent his days away from the house fishing idly for _________.
Answer:
shrimp and carp

19. The second son had been taken in as a/an _________ in a paper mill.
Answer:
apprentice

20. Gobinda’s youngest son was _________ years old.
Answer:
thirteen

21. Gobinda concluded that there was an element of the _________ in the mysterious breaking of the image.
Answer:
supernatural

22. These days Gobinda was using _________ paints.
Answer:
luminous

23. Gobinda had endowed the Goddesses with __________bodies.
Answer:
slim and curved

Multiple Choice Questions With Answers :

Question 1.
In the story “The Trunk of Ganesha” the real intruder was a _______.
(A) ghost
(B) cat
(C) thief
(D) dog
Answer:
(B) cat

Question 2.
After hearing a soft, distinct sound, Gobinda’s heart ______.
(A) broken
(B) thudded
(C) beat faster
(D) hammered
Answer:
(B) thudded

Question 3.
Unable to move, Gobinda watched the animal __________.
(A) slowly
(B) lithely
(C) very lithely
(D) carefully
Answer:
(B) lithely

Question 3.
The story “The Trunk of Ganesha” is about ___________.
(A) slowly
(B) lithely
(C) very lithely
(D) carefully
Answer:
(B) lithely

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 4.
The story “The Trunk of Ganesha” is about _________.
(A) mystery
(B) superstition
(C) bravery
(D) blind belief
Answer:
(B) superstition

Question 5.
What haunted Gobinda throughout his life?
(A) superstition
(B) blind belief
(C) poverty
(D) suffering
Answer:
(A) superstition

Question 6.
Gobinda had learnt the trade from his _______.
(A) father
(B) grandfather
(C) neighbour
(D) brother
Answer:
(A) father

Question 7.
According to the Gobinda Maharana he has been update, using his powers too ________.
(A) carefully
(B) carelessly
(C) casually
(D) sincerely
Answer:
(B) carelessly

Question 8.
Sulochana looked at her husband with __________ eyes.
(A) suspected
(B) frightened
(C) tearful
(D) sorrowful
Answer:
(B) frightened

Question 9.
It was hard to find ________ than Gobinda’s!
(A) good work
(B) better work
(C) fine work
(D) good deed
Answer:
(B) better work

Question 10.
Sulochana had convinced that her husband was a ________ man.
(A) perfect
(B) righteous
(C) innocent
(D) imperfect
Answer:
(B) righteous

Question 11.
Gobinda Moharana was ________
(A) sixty
(B) sixty-three
(C) sixty-two
(D) sixty-one
Answer:
(B) sixty-three

Question 12.
The second son had been taken in as a/an ________ in a paper mill.
(A) labour
(B) engineer
(C) apprentice
(D) image maker
Answer:
(C) apprentice

Question 13.
Gobinda’s youngest son was ________ old.
(A) fifteen
(B) twenty
(C) thirteen
(D) seventeen
Answer:
(C) thirteen

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 1 The Trunk of Ganesh

Question 14.
Gobinda concluded that there was an element of the ________ in the mysterious breaking of the image.
(A) supernatural
(B) natural
(C) blind belief
(D) imaginary
Answer:
(A) supernatural

Question 15.
These days Gobinda was using __________ paints.
(A) oil
(B) luminous
(C) attractive
(D) shining
Answer:
(B) luminous

BSE Odisha 9th Class English Non-Detailed Text:

The First Step Question Answer Class 9 English Non-Detailed Chapter 3 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step Textbook Exercise Questions and Answers.

Class 9th English Non-Detailed Chapter 3 The First Step Question Answers BSE Odisha

The First Step Class 9 Questions and Answers

Introduction :
The men and the women are like the two sides of a coin. If one of the two becomes defective, the society can’t progress. Hence, the female education is highly necessary for the well being of the society. In the past female education was discouraged. But now “Education For All” is the slogan of the day. Still some parents are not conscious about sending their girlchildren to schools. Of course in some cases poverty comes in their way. All should be careful about the girls’ education for the betterment of the society. Now read the story “The First Step” to know the writer’s view on girls’ education

Notes :
coin – ମୁଦ୍ରା, society – ସମାଜ, defective – ତ୍ରୁଟିଯୁକ୍ତ, progress – ପ୍ରଗତି, necessary- ଆବଶ୍ୟକ, was discouraged- ନିରୁତ୍ସାହିତ ହେଲା, poverty – ଦାରିଦ୍ର୍ୟ, betterment- ଉନ୍ନତି,education- ଶିକ୍ଷା, conscious – ସଚେତ, of course – ଅବଶ୍ୟ.

ବିଷୟ ସୂଚନା :
ପୁରୁଷ ଏବଂ ନାରୀ ଗୋଟିଏ ମୁଦ୍ରାର ଦୁଇଟି ପାର୍ଶ୍ଵ ସଦୃଶ । ଏମାନଙ୍କ ମଧ୍ୟରୁ ଗୋଟିଏ ଯଦି ତ୍ରୁଟିଯୁକ୍ତ ହୁଏ, ତା’ହେଲେ ସମାଜ ପ୍ରଗତି କରିପାରିବ ନାହିଁ । ଏଣୁ, ସମାଜର ଉନ୍ନତି ପାଇଁ ନାରୀ ଶିକ୍ଷା ଅତ୍ୟନ୍ତ ଅପରିହାର୍ଯ୍ୟ । ଅତୀତରେ ନାରୀଶିକ୍ଷାକୁ ହତୋତ୍ସାହିତ କରାଯାଉଥିଲା । କିନ୍ତୁ ଆଜିର ସ୍ଲୋଗାନ୍ ହେଉଛି ‘‘ସମସ୍ତଙ୍କ ପାଇଁ ଶିକ୍ଷା ।’’ ତଥାପି କେତେକ ପିତାମାତା ସେମାନଙ୍କ ଝିଅକୁ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ସଚେତନ ନୁହନ୍ତି । ବୋଧହୁଏ କେତେକ କ୍ଷେତ୍ରରେ ଦାରିଦ୍ର୍ୟ ସେମାନଙ୍କ ରାସ୍ତାରେ (ପାଠପଢ଼ାରେ) କଣ୍ଟା ସାଢୁଛି । ଆମ ସମାଜର ଉତ୍ତରୋତ୍ତର ଉନ୍ନତି କଳ୍ପେ ଆମେ ସମସ୍ତେ ‘ବାଳିକା ଶିକ୍ଷା’’ ପ୍ରତି ଯତ୍ନବାନ୍ ହେବା ଉଚିତ । ବାଳିକା ଶିକ୍ଷା ସମ୍ବନ୍ଧରେ ଲେଖକଙ୍କ ଦୃଷ୍ଟିଭଙ୍ଗୀ ଜାଣିବା ପାଇଁ ଏବେ “The First Step” ଗପଟିକୁ ପଢ଼ ।

Summary: I
Ammu, was a ten-year-old motherless girl, who lived with her father, Chellappa and little brother, Chinni. She had to do all the household work. One day her father ordered her to make tea for him in the morning. She prepared it. Just then Chellappa told her that he wanted her to work as a maid in his new owner’s house. Chellappa was the watchman at the big house on the hill. The owner of the big house had died. Chellappa came to know that the new owner, his (the owners) sister’s daughter was coming to live there shortly. The new owner was in need of a reliable maid.

So Chellappa told his daughter to work as a maid there so that the earned money will be used for Chinni’s study. Ammu expressed her eagerness to go to school like her brother. But her father turned it down on the plea that education would be of no use to the girls. Ammu was in tears. She remembered her mother. Then Chellappa ordered his daughter to go to the big house and clean that house at 9 o’clock. Chellappa’s family lived in the servant’s quarters of the big house. Ammu cleaned her home first. Then she walked to the big house packing her father’s lunch.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Notes :
motherless – ମାତୃତ୍ୱହୀନ , household work – ଘର କାମ, prepared – ପ୍ରସ୍ତୁତ, maid – ଚାକରାଣୀ, watchman – ରାକ୍ଷୀ, owner – ମାଲିକ, reliable – ନିର୍ଭରଯୋଗ୍ୟ, eagerness -ଆଗ୍ରହ, cleaned – ସଫା, lunch – ମଧ୍ୟାହ୍ନ ଭୋଜନ

ସାରାଂଶ :
ଆମ୍ମୁ ଜଣେ ଦଶବର୍ଷୀୟା ମାତୃହରା ବାଳିକା ଥିଲା ଯିଏକି ତା’ର ବାପା ଚେଲାୱା ଓ ସାନଭାଇ ଚିନି ସହିତ ବାସ ଦେଲେ । ସେ ଚାହା ପ୍ରସ୍ତୁତ କରି ତା’ର ବାପାଙ୍କୁ ଦେଲା । ଠିକ୍ ସେହି ସମୟରେ ଚେଲାପ୍ପା ତାକୁ ନୂଆ ମାଲିକ ଘରେ ଚାକରାଣୀଭାବେ କାର୍ଯ୍ୟ କରିବାକୁ କହିଲା ।ମରିଯାଇଥିଲେ । ସେ ଶୁଣିବାକୁ ପାଇଥିଲା ଯେ ତାଙ୍କ ଭଉଣୀର ଝିଅ, ନୂଆ ମାଲିକାଣୀ ଭାବରେ ସେଠାରେ ରହିବାକୁ ଖୁବ୍ ଶୀଘ୍ର ଆସୁଛନ୍ତି । ନୂଆ ମାଲିକାଣୀ ଗୋଟିଏ ନିର୍ଭରଯୋଗ୍ୟ ଚାକରାଣୀ ରଖୁବାକୁ ଚାହୁଁଥିଲେ ।

ତେଣୁ ଚେଲ୍ଲାୱା ପୁଅର ପାଠପଢ଼ା ପାଇଁ ଟଙ୍କା ପାଇବାକୁ ଝିଅକୁ ସେଠାରେ ଚାକରାଣୀ ଭାବେ କାର୍ଯ୍ୟ କରିବାକୁ କହିଥିଲା । ଆମ୍ମୁ ତା’ର ଭାଇ ଭଳି ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଥିଲା । ତା’ର ବାପା କିନ୍ତୁ ଶିକ୍ଷା ଝିଅମାନଙ୍କର କୌଣସି କାମରେ ଲାଗିବ ନାହିଁ ବୋଲି କହି କଥାଟିକୁ ଟାଳିଦେଲେ । ଆଖୁ ତା’ର ମାଆ କଥା ମନେପକାଇ କାନ୍ଦି ପକାଇଲା । ଚେଲ୍ଲାୱା ଦିନ ୯ଟାରେ ବଡ଼ଘରକୁ ଯାଇ ସେ ଘରକୁ ସଫା କରିବାକୁ ଝିଅକୁ ଆଦେଶ ଦେଲା । ସେମାନେ ବଡ଼ଘରର ଚାକରମାନଙ୍କ ଉଦ୍ଦିଷ୍ଟ ଘରେ ରହୁଥିଲେ । ଆମ୍ମୁ ପ୍ରଥମେ ନିଜ ଘର ସଫା କଲା । ତା’ପରେ ବାପାଙ୍କ ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଦ୍ୟ ସଜାଡ଼ି ସାରି ଚାଲି ଚାଲି ବଡ଼ଘରକୁ ଚାଲିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

“Ammu! Wake up and make tea for me !” a hand roughly shook the ten-year-old girl awake. Ammu yawned and rubbed off the sleep from her eyes. She rose with a sigh and took the vessel of milk her father held out. Her eyes watered from the smoke that came out as she blew on the flames. “Come outside, I want to talk to you,” he ordered. Ammu carried the glass of tea and followed her father. “Yesterday evening, I learnt that the new owner will be coming any day to occupy the house,” he began.

“I was asked if a reliable maid would work there and I suggested your name at once.” Ammu’s father, Chellappa, was the watchman at the big house on the hill. The owner had died a couple of months ago, and they had heard that he had left the house to his sister’s daughter. The people in the neighbourhood wondered when the new owner would come to live there.

ଅନୁବାଦ :
“ ଆଖୁ ! ଉଠିପଡ଼ ଓ ମୋ ପାଇଁ ଚାହା ତିଆରି କର !’’ ଗୋଟିଏ ହାତ ବେପରୁଆ ଭାବରେ ଦଶବର୍ଷର ଝିଅକୁ ଆମ୍ମୁ ହାଇ ମାରିଲା ଓ ନିଜ ଆଖୁରୁ ନିଦ ପୋଛିଦେଲା । ଦୀର୍ଘଶ୍ଵାସ ମାରି ସେ ଉଠି ଠିଆହୋଇ ତା’ ବାପା ତା’ ଆଡ଼କୁ ବଢ଼ାଇଥବା କ୍ଷୀର ଜଗଟିକୁ ଧରିଲା । ଆଖୁ ଚୁଲି ଫୁଙ୍କୁଥିଲାବେଳେ ଧୂଆଁର ସ୍ପର୍ଶରେ ତା’ର ଆଖ୍ ଦୁଇଟିରେ ପାଣି ଜକେଇ ଆସିଲା । ‘‘ବାହାରକୁ ଆ, ମୁଁ ତୋ’ ସହିତ କଥା ହେବାକୁ ଚାହେଁ, ’’ ସେ ଆଦେଶ ଦେବା ଭଙ୍ଗୀରେ କହିଲେ । । ‘‘ଗତକାଲି ସନ୍ଧ୍ୟାରେ ମୁଁ ଜାଣିବାକୁ ପାଇଲି ଯେ ନୂଆ ଆମ୍ମୁ ଚାହା ଗ୍ଲାସ ନେଲା ଓ ତା’ର ବାପାଙ୍କ ପଛେ ପଛେ ଗଲା ସେ ଘରେ କାମ କରିବେ ଓ ମୁଁ ସଙ୍ଗେ ସଙ୍ଗେ ତୋ’ ନାଁ ପ୍ରସ୍ତାବ ଦେଇଦେଲି ।’’ ଆମ୍ମୁର ବାପା, ଚେଲାପା ପାହାଡ଼ ଉପରେ ଅବସ୍ଥିତ ବଡ଼ଘରେ ପହରାଦାର ଥିଲେ । ଘରର ମାଲିକ ଦୁଇ ମାସ ପୂର୍ବରୁ ମରିଯାଇଥିଲେ ଏବଂ ସେମାନେ ଶୁଣିଥିଲେ ଯେ ସେ (ମାଲିକ) ନିଜ ଭଉଣୀର ଝିଅକୁ ସେ ଘରଟି ଛାଡ଼ି ଦେଇଥଲେ । ପଡ଼ୋଶୀ ଲୋକମାନେ ଉତ୍ସୁକତାର ସହ ଚାହିଁ ରହିଥିଲେ ଯେ ନୂଆ ମାଲିକାଣୀ କେତେବେଳେ ସେଠାରେ ରହିବାକୁ ଆସିବେ ।

Text- 2
“The money will be useful,” Chellappa said thoughtfully as he sipped his tea. “Why ?” Ammu asked curiously. “Because I need money to send Chinni to school,” her father replied curtly. Chinni is Ammu’s little brother. “What about me? I would like to go to school too!” Ammu said. “You are only a girl. Of what use will education be to you? You will get married even before you finish the third grade! Chinni will get a good job if he is educated,” her father retorted. Ammu turned away to hide her tears.

She wished that her mother was alive. She would not have allowed Chellappa to speak so uncaringly. Her mother would have let Ammu go to school at least to learn the alphabet. “Ammu, I will be busy all day at the big house. Come there at 9 o’clock to clean the house. I want the new owner to get a good impression. But before that you clean our house,” Chellappa said. Ammu cleaned their home which was a room in the servant’s quarters of the big house. She washed all the clothes before having her own bath. She packed her father’s lunch and walked to the big house.

ଅନୁବାଦ :
ଚାହା ପିଉ ପିଉ ଚେଲାପା ଭାବୁକ ହୋଇ କହିଲା, ‘ଟଙ୍କା କାମରେ ଆସିବ ।’’ “‘କାହିଁକି ବାପା ?’’ ଆଖୁ ଜିଜ୍ଞାସୁ ଭାବରେ କହିଲା । “‘କାହିଁକି ନା ଚିନ୍ତିକୁ ସ୍କୁଲରେ ପାଠ ପଢ଼ାଇବାପାଇଁ ମୋର ଟଙ୍କା ଦରକାର,’’ ଆଣ୍ଠୁର ବାପା ରୁକ୍ଷ ଭାବରେ କହିଲେ । ଚିନି ହେଉଛି ଆମ୍ମୁର ଛୋଟ ଭାଇ । ‘ଆଉ ମୋ’ ସମ୍ବନ୍ଧରେ ? ମୁଁ ବି ଚିନି ଭଳି ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁଛି !’’ ଆଖୁ କହିଲା । ‘‘ତୁ’ ସାମାନ୍ୟ ଝିଅଟିଏ ! ତୋ ପାଇଁ ପାଠ କି କାମ ଦେବ ? ତୃତୀୟ ଶ୍ରେଣୀ ଶେଷ କରିବା ପୂର୍ବରୁ ତୁ ବାହା ହୋଇଯିବୁ । ଚିନ୍ନ ପାଠ ପଢ଼ିଲେ ଭଲ ଚାକିରିଟିଏ କରିବ,’’ ତା’ର ବାପା ଚଟାପଟ ଜୋର୍ ଦେଇ କହିଲେ ।

ନିଜର ଲୁହକୁ ଲୁଚାଇବାପାଇଁ ଆଖୁ ବୁଲି ପଡ଼ିଲା । ଏବେ ତା’ ମା’ ବଞ୍ଚୁ ଥାଆନ୍ତା କି ! ଏଭଳି ବେପରୁଆ ଭାବରେ ସେ ଚେଲ୍ଲାପାକୁ କୁହାଇ ଦେଇ ନ ଥା’ନ୍ତେ। ଅତି କମ୍‌ରେ ଅକ୍ଷର ଲେଖୂପଢ଼ି ଶିଖୁବାପାଇଁ ତା’ର ମାଆ ଆମ୍ମୁକୁ ନିଶ୍ଚୟ ସ୍କୁଲକୁ “‘ଆମ୍ମୁ, ମୁଁ ବଡ଼ଘରେ ଦିନସାରା ବ୍ୟସ୍ତ ରହିବି । ଘର ସଫା କରିବାକୁ ସେଠାକୁ ୯ଟା ନୂଆ ମାଲିକାଣୀ ଗୋଟିଏ ଭଲ ଧାରଣା ରଖନ୍ତୁ । କିନ୍ତୁ ତା’ ପୂର୍ବରୁ ତୁ ଆମର ଘରକୁ ସଫା ବେଳେ ଆସିବୁ । ମୁଁ ଚାହୁଁଛି ଘରର କରିଦେ, ’’ ଚେଲାପା କହିଲେ ।ଥିଲା । ଆଖୁ ନିଜେ ଗାଧୋଇବା ପୂର୍ବରୁ ସବୁ ପୋଷାକ ଧୋଇଦେଲା । ସେ ବାପାଙ୍କର ମଧ୍ୟାହ୍ନ ଭୋଜନକୁ ଡବାରେ ରଖୁଲା

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

wake up – ଜାଗ୍ରତ ହୁଅ
roughly – severely – ପ୍ରାୟ
yawn – open the mouth wide and breathe in deeply due to tiredness – ଉଲଗ୍ନ କରିବା
rub – ଘଷିବା
sigh – ଦୀର୍ଘଶ୍ୱାସ ନେବା
vessel – ପାତ୍ର
reliable – ନିର୍ଭରଯୋଗ୍ୟ
maid – a female servant – ଚାକରାଣୀ
occupy – ଦଖଲ କରନ୍ତୁ
suggest – ପରାମର୍ଶ ଦିଅନ୍ତୁ
at once – ଏକା ଥରେ
watchman – ରାକ୍ଷୀ
wonder – curious to know – ଆଶ୍ଚର୍ଯ୍ୟ
thoughtfully – ଚିନ୍ତାରେ
sip – ଚୁପ୍
curiously – eagerly (to know something) – କୌତୂହଳର ସହ
curtly – rudely – ଚତୁରତାର ସହ
grade – class – ଗ୍ରେଡ୍
retort – make a sharp or immediate reply – ପ୍ରତ୍ୟାବର୍ତ୍ତନ
uncaringly – ଅବହେଳିତ ଭାବରେ
impression – ପ୍ରଭାବ
quarter – ଚତୁର୍ଥାଂଶ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Who are the characters in this part of the story?
(ଗଳ୍ପଟିର ଏହି ଅଂଶରେ କେଉଁ ଚରିତ୍ରମାନେ ଅଛନ୍ତି ?)
Answer:
Chellappa, his ten year old daughter Ammu and son Chinni are the characters in this part of the story.

Question 2.
Describe Ammu’s house and family.
(ଆଶୁର ଘର ଓ ପରିବାର ବର୍ଣ୍ଣନା କର ।)
Answer:
Ammu’s father Chellappa was a watchman at the big house on the hill. She was ten years old and her brother, Chinni was five years old. She had lost her mother. They used to live in a room in the servant’s quarters of the big house.

Question 3.
Who was Chellappa? What did he tell Ammu?
( ଚେଲାୱା କିଏ ଥିଲେ ? ସେ ଆଣ୍ଠୁକୁ କ’ଣ କହିଲେ?)
Answer:
Chellappa was Ammu’s father who worked as a watchman at the big house on the hill. He told Ammu to work as a maid in the new owner’s house so that he can get money for his son, Chinni’s study.

Question 4.
Did Ammu want to go to school? How did her father react to Ammu’s wish to go to school?
(ଆଖୁ ସ୍କୁଲ ଯିବାକୁ ଚାହୁଁଥିଲା କି ? ଆମ୍ଭୁର ସ୍କୁଲ ଯିବା ଇଚ୍ଛାକୁ ନେଇ ତା’ର ବାପା କିପରି ପ୍ରତିକ୍ରିୟା ପ୍ରଦର୍ଶନ କଲେ ?)
Answer:
Ammu came to know that her father was interested to send her little brother Chinni to school. So she expressed her eagerness to go to school like her brother. But Chellappa refused and told that education would be of no use to the girls like her. Besides she would get married before she finished the third grade.

Question 5.
Do you think Ammu’s father would send her to school?
(ତୁମେ ଭାବୁଛ କି ଆମ୍ମୁର ବାପା ତାକୁ ସ୍କୁଲକୁ ପଠାଇବେ ?)
Answer:
No. Ammu’s father wouldn’t send her to school as he did not approve the girls’ education.

Summary: II

Chellappa’s new owner, Mrs Mohan was a slim and grey-haired lady. She was also a widow. Chellappa introduced his daughter with the new owner and told her that his daughter had already cleaned the house before her arrival. Mrs Mohan was educated and very polite and kind. The next morning when Ammu went there. Mrs Mohan greeted her and offered a glass of tea before cleaning the house. Ammu was very happy with her new owner.

When she was working in the drawing-room she was attracted towards the book case. She opened a book and looked at the pictures in it with great interest. That day Mrs Mohan asked Ammu about her brothers and sisters. Ammu told in a thrilling voice how her father had decided to educate her brother, Chinni. Again she also told with regret how her request for attending school had been turned down by her father. Mrs Mohan could realize Ammu’s desire to study.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Notes :
slim – ପତଳା, widow – ବିଧବା, educated – ଶିକ୍ଷିତ, polite- ନମ୍ର, drawing-room- ଚିତ୍ରାଙ୍କନ କକ୍ଷ, interest – ଆଗ୍ରହ, thrilling – ରୋମାଞ୍ଚକର, regret – ଅନୁଶୋଚନା, realize – ଅନୁଭବ କରିବା

ସାରାଂଶ :
ଚେଲ୍ଲାୱାର ନୂଆ ମାଲିକାଣୀ, ଶ୍ରୀମତୀ ମୋହନ ଖୁବ୍ ପତଳୀ ଓ ପଦ୍ମକେଶୀ ମହିଳା ଥିଲେ । ସେ ମଧ୍ୟ ବିଧବା ଥିଲେ । ଚେଲ୍ଲାୱା ନିଜ ଝିଅକୁ ନୂଆ ମାଲିକାଣୀ ସହିତ ପରିଚିତ କରାଇଦେଲା ଏବଂ ତା’ର ଝିଅ ତାଙ୍କ ଆସିବା ପୂର୍ବରୁ ଘର ସଫା କରି ସାରିଥିବା କଥା ପ୍ରକାଶ କଲା । ଶ୍ରୀମତୀ ମୋହନ ଶିକ୍ଷିତା, ନମ୍ର ଓ ଦୟାଳୁ ଥିଲେ । ପରଦିନ ସକାଳୁ ଯେତେବେଳେ ଆଖୁ ସେଠାକୁ ଗଲା । ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ଅଭିନନ୍ଦନ ଜଣାଇଲେ ଏବଂ ଘର ସଫା କରିବା ପୂର୍ବରୁ ଗୋଟିଏ ଗ୍ଲାସ୍ ଚାହା ପିଇବାକୁ ଦେଲେ ।

ଆମ୍ମୁ ତା’ର ନୂଆ ମାଲିକାଣୀ ଉପରେ ଭାରି ଖୁସି ଥିଲା । ବୈଠକଘରେ କାମ କରୁଥିବା ସମୟରେ ସେ ବହିଥାକ ପ୍ରତି ଆକର୍ଷିତ ହେଲା । ସେ ଗୋଟିଏ ବହି ଖୋଲି ସେଥ‌ିରେ ଥ‌ିବା ଚିତ୍ରଗୁଡ଼ିକୁ ଅତି ଆଗ୍ରହର ସହିତ ଦେଖୁବାକୁ ଲାଗିଲା । ସେହିଦିନ ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ଭକୁ ତା’ର ଭାଇ ଓ ଭଉଣୀମାନଙ୍କ ବିଷୟରେ ପଚାରିଲେ । ତା’ର ବାପା କିପରି ତା’ର ସାନଭାଇ, ଚିନିକୁ ପଢ଼ାଇବାକୁ ସ୍ଥିର କରିଛନ୍ତି ବୋଲି ଆମ୍ମୁ ପ୍ରକାଶ କଲା । ପୁନଶ୍ଚ ସେ ବିଦ୍ୟାଳୟକୁ ଯିବାପାଇଁ କରିଥିବା ଅନୁରୋଧକୁ ତା’ର ବାପା କିପରି ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଛନ୍ତି ତାହା ବଡ଼ ଦୁଃଖରେ କହିଲା । ଶ୍ରୀମତୀ ମୋହନ ଆଞ୍ଜୁର ପାଠପଢ଼ା ପ୍ରତି ଥିବା ଆଗ୍ରହ ବିଷୟରେ ଜାଣିବାକୁ ପାଇଲେ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

The new owner arrived. She was a slim, grey-haired lady, dressed in a spotless white saree. “Madam, my daughter, Ammu, will work for you. She has already cleaned your house before your coming’’, Chellappa smiled. “Then I don’t need your help today, Ammu. Will you come tomorrow morning ?” she asked. Ammu nodded. “You can go home now. Come at nine in the morning,” the woman said and asked Chellappa to carry in the suitcases.

The new owner’s name was Mrs. Mohan, and she was a widow. She had a daughter who was married and lived in Bombay. The next morning Ammu went to Mrs. Mohan’s house. “Good morning, Ammu,” Mrs. Mohan greeted her. “Come and have a glass of tea before beginning work. Since you cleaned the house thoroughly only yesterday, it will be enough if you just dust everything. I will be busy unpacking in the bedroom if you want anything.”

ଅନୁବାଦ :
“‘ମହାଶୟା, ମୋ ଝିଅ, ଆଖୁ ଆପଣଙ୍କ ପାଇଁ କାମ କରିବ । ଆପଣ ଏଠାକୁ ଆସିବା ପୂର୍ବରୁ ସେ ଆପଣଙ୍କର ଘରକୁ ସଫା କରିଦେଇ ସାରିଛି,’’ ଚେଲାପା ମୁରୁକି ହସି କହିଲେ । ‘ହେଲେ ଆଜି ମୁଁ ତୋର ସାହାଯ୍ୟ ଦରକାର କରୁନାହିଁ, ଆମ୍ଭେ । ଆସନ୍ତାକାଲି ସକାଳେ ତୁ ଏଠାକୁ ଆସିବୁ କି ?’ ମାଲିକାଣୀ ପଚାରିଲେ । ଆଖୁ ମୁଣ୍ଡ ହଲାଇ ସମ୍ମତି ଜଣାଇଲା ।

‘‘ତୁ ଏବେ ଘରକୁ ଯାଆ ! ସକାଳେ ୯ଟାରେ ଆ,’’ ମହିଳାଜଣକ କହିଲେ ଓ ଘର ଭିତରକୁ ସୁକେଶ ଆଣିବାପାଇଁ ଚେଲ୍ଲାପାକୁ କହିଲେ । ବିବାହିତା ଓ ବମ୍ବେରେ ରହୁଥିଲା । କଲେ । ‘ଆ ଓ କାମ ଆରମ୍ଭ କରିବା ପୂର୍ବରୁ ଏକ ଗ୍ଲାସ୍ ଚାହା ପିଇନେ । ଯେହେତୁ କାଲି ତୁ ଭଲ ଭାବରେ ଘର ସଫା କରିଦେଇଛୁ, ସବୁ ଜିନିଷରୁ କେବଳ ଧୂଳି ଝାଡ଼ିଦେଲେ ଯଥେଷ୍ଟ ହେବ । ତୁ’ ଯଦି କିଛି ଚାହୁଁଛୁ କହ, ମୁଁ ଶୋଇବା ଘରେ ଜିନିଷଗୁଡ଼ିକୁ ଖୋଲି ବାହାର କରିବାରେ ବ୍ୟସ୍ତ ରହିବି ।’’

Text- 2
Ammu washed the few vessels she found in the sink. She took up the duster and went to the drawing-room. The bookcase drew her like a magnet. She fingered the books lovingly and gazed at the pictures in a book. Ammu turned as she heard footsteps approach.
“I will have to sort out all the books. There is quite a vast collection here, and my own books will be coming soon,” said Mrs. Mohan pretending not to have noticed the book in Ammu ’s hand.

“Now, sit down and tell me about yourself. Do you have any brothers and sisters ?” “I have a younger brother, Chinni. He is five years old,” said Ammu. “What does he do ?” “Appa is sending Chinni to school from next week,” Ammu’s voice held a tremor. “Don’t you also want to go to school ?” Mrs. Mohan asked gently. “Appa says it will be of no use to me as I am a girl. If Chinni is educated, it will help him to get a job,” Ammu replied without emotion, “Shall I go and wash the clothes?”

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

ଅନୁବାଦ :
ବେସିନ୍ ମଧ୍ଯରେ ପଡ଼ିଥିବା କେତେକ ବାସନକୁ ଆମ୍ଭୁ ଧୋଇ ସଫା କଲା । ସେ ଝାଡ଼ଣ ନେଲା ଓ ବୈଠକ ଘର ଭିତରକୁ ଗଲା । ବହି ଆଲମୀରା ତାକୁ (ଆଶୁକୁ) ଚୁମ୍ବକ ଭଳି ଆକର୍ଷିତ କଲା । ଅତି ଖୁସିରେ ବହିଗୁଡ଼ିକୁ ଛୁଇଁ ଗୋଟିଏ ବହିରେ ଥ‌ିବା ସୁନ୍ଦର ଛବି ଆଡ଼କୁ ନିରେଖ୍ ଚାହିଁଲା । ପାଦ ଶବ୍ଦ ପାଖେଇ ଆସୁଥିବାର ଶୁଣି ଆଖୁ ବୁଲି ପଡ଼ିଲା । ‘‘ମୋତେ ବହିସବୁକୁ ସଜାଡ଼ିବାକୁ ପଡ଼ିବ । ଏଠାରେ ବହୁତ ବହି ସଂଗୃହୀତ ହୋଇ ରହିଛି ଓ ମୋର ନିଜର ବହିସବୁ ଶୀଘ୍ର ଆସିଯିବ ।’’ ଆମ୍ମୁର ହାତରେ ଥ‌ିବା ବହିଟିକୁ ନ ଦେଖୁଥ‌ିବାର ଛଳନା କରି ଶ୍ରୀମତୀ ମୋହନ କହିଲେ, ‘ଏବେ ବସିପଡ଼ ଓ ତୋ ବିଷୟରେ ମୋତେ କହ । ତୋର କେହି ଭାଇ ଓ ଭଉଣୀ ଅଛନ୍ତି ?’’

‘‘ମୋର ଗୋଟିଏ ସାନ ଭାଇ ଅଛି ଯାହାର ନାମ ଚିନ୍ତି । ତା’ର ବୟସ ୫ ବର୍ଷ ।’’ ଆଖୁ କହିଲା । ‘ସେ କ’ଣ କରୁଛି ?”” ‘‘ବାପା ଆସନ୍ତା ସପ୍ତାହରୁ ଚିନିକୁ ସ୍କୁଲ୍ ପଠାଇବେ,”’ ଆଖୁ କମ୍ପିତ କଣ୍ଠରେ କହିଲା । ‘‘ତୁ କ’ଣ ତା’ ଭଳି ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁ କି ?’’ ଶ୍ରୀମତୀ ମୋହନ ଧୀର ସ୍ଵରରେ ପଚାରିଲେ । ‘‘ବାପା କହୁଛନ୍ତି ମୁଁ ଗୋଟିଏ ଝିଅ ହୋଇଥ‌ିବାରୁ ଏହା ମୋର କୌଣସି କାମରେ ଆସିବ ନାହିଁ । ଯଦି ଚିନ୍ତି ପାଠ ପଢ଼ି ଶିକ୍ଷିତ ହୁଏ, ଏହା ତାକୁ (ଚିନିକୁ) ଗୋଟିଏ ଚାକିରି ପାଇବାରେ ସାହଯ୍ୟ କରିବ,’’ ବିନା ଆବେଗରେ ଆଖୁ କହି ଚାଲିଲା, ‘ମୁଁ ଏବେ ଯାଇ ଲୁଗାପଟାଗୁଡ଼ିକୁ ସଫା କରିଦେବି କି ???

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

slim – ପତଳା
grey – haired – ଧୂସର
spotless – ଦାଗହୀନ
nodded – ଆଣ୍ଠେଇ ଦେଲେ
widow – ବିଧବା
vessels – ପାତ୍ରଗୁଡିକ
sink – ବୁଡ଼ିଯିବା
duster – ଧୂଳି
bookcase – ବୁକ୍କେସ୍
fingered – ଆଙ୍ଗୁଠି
magnet – ଚୁମ୍ବକ
gazed – ଅନାଇଲା
footsteps – ପଦାଙ୍କ
collection – ସଂଗ୍ରହ
greet – ନମସ୍କାର
thoroughly – ପୁରା
enough – ଯଥେଷ୍ଟ
dust – ଧୂଳି
unpacking – ପ୍ୟାକ୍ କରିବା
sort out – ବାଛି ନଅ
quite – ଯଥେଷ୍ଟ
vast – ବିସ୍ତୃତ
pretend – ଛଳନା କର
notice – ନୋଟିସ୍
tremor – କମ୍ପନ
gently – ଧୀରେ ଧୀରେ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Who was the new owner of the house? What was she like?
(ଘରଟିର ନୂଆ ମାଲିକାଣୀ କିଏ ଥିଲେ ? ସେ କିପରି ଲୋକ ଥିଲେ ?)
Answer:
The owner of the big house had died and he had left the house to his sister’s daughter, Mrs. Mohan. She was a slim and grey-haired widow and dressed in a spotless white saree.

Question 2.
What did Ammu do at Mrs Mohan’s house the next morning?
(ପରିଦିନ ସକାଳେ ଆଖୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କ ଘରେ କ’ଣ କଲା ?)
Answer:
The next morning Ammu went to Mrs Mohan’s house. Mrs Mohan told her just to dust everything as she had already cleaned the house thoroughly the previous day. Ammu washed the vessels in the sink. She took up the duster and went to the drawing-room to dust the things there.

Question 3.
What drew Ammu like a magnet? What did she do then? Why?
(କ’ଣ ଆଖୁକୁ ଚୁମ୍ବକ ଭଳି ଟାଣି ଆଣିଲା ? ସେତେବେଳେ ସେ କ’ଣ କଲା ? କାହିଁକି ?)
Answer:
When she went to the drawing-room with the duster, the bookcase drew her like a magnet. She opened a book and gazed at the pictures in it. She did so because she had great interest in the books.

Question 4.
Mrs Mohan asked Ammu if she wanted to go to school. Did she say anything about her brother?
(ଆଖୁ ସ୍କୁଲକୁ ଯିବାକୁ ଚାହୁଁଛି କି ବୋଲି ଶ୍ରୀମତୀ ମୋହନ ପଚାରିଲେ । ସେ ତା’ର ଭାଇ ବିଷୟରେ କିଛି କହିଲା କି ?)
Answer:
Mrs Mohan first asked Ammu about her brothers and sisters. When she learnt from Ammu that she had only one brother of five years, she inquired about him. Ammu told that her father was sending him to school from the next week. Then she asked Ammu if she wanted to go to school.

Question 5.
What did Ammu say to Mrs Mohan?
(ଆମ୍ଭୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କୁ କ’ଣ କହିଲା ?)
Answer:
Ammu told Mrs Mohan that her father was interested only for her brother’s education but not for her education. According to her father education would be of no use to her, but it would help her brother to get a job.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 6.
Will Mrs Mohan help her to go to school?
(ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ସ୍କୁଲ୍ ଯିବାକୁ ସାହାଯ୍ୟ କରିବେ କି?)
Answer:
Mrs Mohan will certainly help her to go to school. Because she is an educated lady and she wants to spread girls’ education in the society. She has already noticed Ammu’s interest towards the books.

Summary: III

Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls like Ammu. She ate the simple lunch she had cooked. Then she told Ammu to have her lunch there. Ammu was taken aback by her new owner’s kindness. Mrs Mohan encouraged Ammu to attend school. She also assured her to provide financial assistance for her study. Ammu began crying and told that her father would never agree.

Mrs Mohan consoled her wiping her tears. She was worried to help the hopeless girl. So she thought of another plan. She told that she would teach Ammu at home everyday after her work as she was a retired headmistress. Ammu felt very happy as she was anxious to learn alphabet. Mrs Mohan taught her the alphabet that very moment. Ammu returned home happily after an hour.

Notes :
realize – ହୃଦୟଙ୍ଗମ କର, unhappiness – ଅସନ୍ତୁଷ୍ଟ, unfortunate – ଦୁର୍ଭାଗ୍ୟ, kindness – ଦୟା, encourage- ଉତ୍ସାହ, attend- ଧ୍ୟାନ ଦେବା, assure- ନିଶ୍ଚିତ କର, assistance- ସହାୟତା, agree- ସହମତ, console – କୋନସୋଲ, hopeless – ନିରାଶା, retired – ଅବସର ପ୍ରାପ୍ତ, financial – ଆର୍ଥିକ, alphabet – ବର୍ଣ୍ଣମାଳା

ସାରାଂଶ :
ଶ୍ରୀମତୀ ମୋହନ, ଆଖୁର ଦୁଃଖର କାରଣ ହୃଦୟଙ୍ଗମ କଲେ ଏବଂ ଆଖୁ ଭଳି ହତଭାଗିନୀ ଝିଅମାନଙ୍କ ପାଇଁ ଛୋଟ ସ୍କୁଲ୍‌ଟିଏ ଆରମ୍ଭ କରିବାକୁ ଚିନ୍ତାକଲେ । ସେ ନିଜେ ରୋଷେଇ କରିଥିବା ସାଦାସିଧା ମଧ୍ୟାହ୍ନ ଭୋଜନ ଖାଇଲେ । ତା’ପରେ ଆମ୍ମୁକୁ ସେଠାରେ ମଧ୍ୟାହ୍ନ ଭୋଜନ କରିବାକୁ କହିଲେ । ଆଣ୍ଠୁ ମାଲିକାଣୀଙ୍କର ଏତାଦୃଶ ଦୟାଭାବ ଦେଖୁ ବିସ୍ମିତ ହେଲା । ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ମୁକୁ ସ୍କୁଲ ଯିବାକୁ ଉତ୍ସାହିତ କଲେ । ସେ ମଧ୍ୟ ତା’ର ପାଠପଢ଼ା ପାଇଁ ଆର୍ଥିକ ସହାୟତା ଯୋଗାଇ ଦେବାକୁ ପ୍ରତିଶ୍ରୁତି ଦେଲେ । ଆମ୍ମୁ କାନ୍ଦିବାକୁ ଆରମ୍ଭ କଲା ଏବଂ କହିଲା ଯେ ତା’ର ବାପା ଏ କଥାରେ ଆଦୌ ଏକମତ ହେବେ ହୋଇପଡ଼ିଲେ । ତେଣୁ ସେ ଆଉ ଏକ ଉପାୟ ଚିନ୍ତାକଲେ । ସେ କହିଲେ ଯେ ଆମ୍ମୁ ତା’ର କାର୍ଯ୍ୟ ସାରିବା ପରେ ତାକୁ ଘରେ ସେ ବର୍ଣ୍ଣମାଳା ଶିଖୁବାପାଇଁ ଉତ୍କଣ୍ଠିତ ଥିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ହିଁ ଶ୍ରୀମତୀ ମୋହନ ତାକୁ ବର୍ଣ୍ଣମାଳା ଶିଖାଇଲେ । ଘଣ୍ଟାଏ ପରେ ଆମ୍ମୁ ଆନନ୍ଦରେ ଘରକୁ ଫେରିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

Mrs. Mohan realized that she had to get through to Ammu somehow. Perhaps she could start a small school for unfortunate girls like Ammu, she mused. Then the big house would resound with children’s laughter. Mrs. Mohan went to the kitchen and set aside food for Ammu. She then ate the simple lunch she had cooked. “Have your lunch first and then do these dishes. Come to the drawing room after you finish,” she said. Ammu was taken aback by her employer’s kind ways. It had been quite some time since someone had spoken kindly to her. “Ammu, you must go to school. Ask your father not to worry about money. Girls should also go to school. Tell your father that I shall pay your fees,” Mrs. Mohan said gently.

ଅନୁବାଦ : ଶ୍ରୀମତୀ ମୋହନ ଅନୁଭବ କଲେ ଯେ ଯେପରି ହେଉ ସେ ଆଣ୍ଠୁକୁ ବୁଝାଇବେ । ସେ ଏକ ଗଭୀର ଭାବନାରେ ବୁଡ଼ିଗଲେ ଯେ ସମ୍ଭବତଃ ଆଖୁ ଭଳି ଭାଗ୍ୟହୀନା ଝିଅମାନଙ୍କ ପାଇଁ ସେ ଗୋଟିଏ ବିଦ୍ୟାଳୟ ଖୋଲିବେ । ତା’ପରେ ବଡ଼ଘରଟି ପିଲାମାନଙ୍କର ଖିଲିଖିଲି ହସରେ ପୂରି ଉଠିବ । ଶ୍ରୀମତୀ ମୋହନ ରୋଷେଇ ଘରକୁ ଗଲେ ଓ ଆଖୁ ପାଇଁ ଖାଦ୍ୟ ଅଲଗା ରଖିଲେ । ସେ ନିଜେ ଆସିବୁ,’’ ସେ କହିଲେ । ମାଲିକାଣୀଙ୍କର ଦୟାପୂର୍ଣ୍ଣ କଥାରେ ଆମ୍ମୁ ଆଶ୍ଚର୍ଯ୍ୟଚକିତା ପୂର୍ବରୁ ହୁଏତ କାହାଠାରୁ ଶୁଣିଥିଲା । ‘‘ଆମ୍ମୁ, ତୁ’ ନିଶ୍ଚୟ ସ୍କୁଲ୍ ଯିବୁ । ବାପାଙ୍କୁ କହିବୁ ସେ ଟଙ୍କା ତୋ’ ବାପାଙ୍କୁ କହ ମୁଁ ତୋ’ର ଦରମା ହୋଇଗଲା । ଏଭଳି ଦୟା ଓ ମଧୁର କଥା ଆଖୁ ବହୁତ ଦିନ ପାଇଁ ବ୍ୟସ୍ତ ହେବେନି । ଝିଅମାନେ ମଧ୍ୟ ସ୍କୁଲ୍ ଯିବା ଉଚିତ । ଦେବି,’’ ଶ୍ରୀମତୀ ମୋହନ ଧୀର ସ୍ୱରରେ କହିଲେ ।

Text – 2
“No, no!” Ammu began crying. “My father will never agree.” “He will. I spoke to him yesterday about it.” Mrs. Mohan said wiping Ammu’s tears. “But then who will work for you? Who will cook for my father and brother ?” Ammu asked seriously. “Then I have another plan. I am a retired headmistress. I shall teach you every day. You come here after finishing your chores and / shall teach you as long as you want. How do you like that ?” Mrs. Mohan asked. “Fine.” Ammu’s eyes shone. “Well, shall we begin today itself?” she begged “Of course” Mrs. Mohan laughed and began with the alphabet. An hour later, Ammu went home in a happy daze. She had taken the first step towards her goal.

ଅନୁବାଦ :
‘‘ନା, ନା !’’ ଆଖୁ କାନ୍ଦିବାକୁ ଆରମ୍ଭ କଲା । ‘ବାପା କେବେହେଲେ ରାଜି ହେବେ ନାହିଁ ।’’ ‘‘ସେ ନିଶ୍ଚୟ ରାଜି ହେବେ । ଏ ବିଷୟରେ ଗତକାଲି ତାଙ୍କୁ କହିଥିଲି’’ ଆଶୁର ଲୁହ ପୋଛି ଦେଇ ଶ୍ରୀମତୀ ମୋହନ କହିଲେ । ‘ତା’ହେଲେ ଆପଣଙ୍କ ପାଇଁ କିଏ କାମ କରିବ ? କିଏ ମୋ ବାପା ଓ ଭାଇଙ୍କ ପାଇଁ ରାନ୍ଧିଦେବ ?’’ ଆଖୁ ଗମ୍ଭୀର ହୋଇ କହିଲା । ସବୁଦିନ ପଢ଼ାଇବି । ଘରର ଯାବତୀୟ କାମ ସାରି ତୁ ଏଠାକୁ ଆସିବୁ ଓ ତୋର ଯେତେ ସମୟ ଇଚ୍ଛା ମୁଁ ତୋତେ ପଢ଼ାଇବି । ତୁ ଏହାକୁ କିପରି ଭାବୁଛୁ ?’’ ଶ୍ରୀମତୀ ମୋହନ ପଚାରିଲେ । “‘ଖୁବ୍ ଭଲ ।’’ ଆଞ୍ଜୁର ଆଖ୍ ଦୁଇଟି ଆନନ୍ଦରେ ଝଲସି ଉଠିଲା । ‘‘ଠିକ୍ ଅଛି, ଆଜି ଆମେ ଆରମ୍ଭ କରିଦେବା କି ??? ସେ ଅନୁରୋଧ କଲା । ‘ଅବଶ୍ୟ’’ ଶ୍ରୀମତୀ ମୋହନ ହସି ଉଠିଲେ ଓ ଆଶୁକୁ ବର୍ଣ୍ଣମାଳା ଶିଖାଇଲେ । ଘଣ୍ଟାଏ ପରେ ଆଖୁ ଖୁସିରେ ଘରକୁ ଫେରିଲା । ଲକ୍ଷ୍ୟସ୍ଥଳ ଆଡ଼କୁ ଯିବା ନିମନ୍ତେ ସେ ପ୍ରଥମ ପଦକ୍ଷେପ ନେଇ ସାରିଥିଲା ।

Notes And Glossary : (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

realized – ହୃଦୟଙ୍ଗମ କଲା
unfortunate – ଦୁର୍ଭାଗ୍ୟ
get through – ଅତିକ୍ରମ କର
muse – to think carefully – ମ୍ୟୁଜ୍
resound – ଧ୍ୱନି
taken aback – surprised – ବିସ୍ମିତ
gently – ଧୀରେ ଧୀରେ
wiping – ପୋଛିବା
seiously – ଗମ୍ଭୀରତାର ସହିତ
retired – ଅବସର ପ୍ରାପ୍ତ
chores – a routine or boring task – ଘର କାମ
begged – ଭିକ ମାଗିଲା
daze – unable to think due to confusion – ବିହ୍ୱଳ କରିବା
held out – stretched out – ଉଛୁଳି ପଡ଼ିଛି I held out the book at Sneha.
approach – come near – ନିକଟକୁ ଆସିବା I heard some foot steps approach.
at least – barely – ଅନ୍ତତଃ
of course – ଅବଶ୍ୟ
step – ସୋପାନ
goal – aim – ଲକ୍ଷ୍ୟ

Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
What important event took place in the last part of the story?
(ଗଳ୍ପଟିର ଶେଷଭାଗରେ କେଉଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଘଟଣା ଘଟିଲା ?)
Answer:
Ammu began to learn alphabet by Mrs Mohan was the important event that took place in the last part of the story.

Question 2.
What did Mrs Mohan plan to help Ammu?
(ଶ୍ରୀମତୀ ମୋହନ ଆମ୍ଭୁକୁ ସାହାଯ୍ୟ କରିବାକୁ କ’ଣ ଯୋଜନା କରିଥିଲେ ?)
Answer:
Mrs Mohan made up her mind to help Ammu in learning alphabet. So she planned to help Ammu by opening a small school for the unfortunate girls like Ammu.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 3.
Why was Ammu not ready to accept Mrs Mohan’s help to begin with?
(ଆରମ୍ଭରୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କର ସାହାଯ୍ୟ ନେବାକୁ ଆଶୁ କାହିଁକି ରାଜି ନ ଥୁଲା ?)
Answer:
Mrs Mohan suggested Ammu to attend school. She was also prepared to pay the school fees for Ammu. But Ammu was not ready to accept Mrs Mohan’s help to begin with as she knew that her father would never agree to it. Besides, she was worried for Mrs Mohan’s household work and to cook for her father and brother.

Question 4.
What was the next plan that Mrs Mohan had?
(ଶ୍ରୀମତୀ ମୋହନ କରିଥିବା ପରବର୍ତ୍ତୀ ଯୋଜନାଟି କ’ଣ ଥିଲା ?)
Answer:
Mrs Mohan came to know from Ammu about her inability to go to school as she had to work as a maid and cook for her father and brother. So she thought of another plan. She planned to teach Ammu in her home. She told Ammu that she would teach her after she had finished all her household work.

Question 5.
What made Ammu happy at the end?
(ଆଶୁକୁ ଶେଷରେ କ’ଣ ଖୁସି କଲା ?)
Answer:
Mrs Mohan decided to help Ammu in her study. So she took her final decision to teach Ammu regularly after her work. That really made Ammu very happy.

Question 6.
What was Ammu’s first step towards her goal?
(ଲକ୍ଷ୍ୟ ଦିଗରେ ଆଶୁର ପ୍ରଥମ ପଦକ୍ଷେପ କ’ଣ ଥିଲା?)
Answer:
Mrs Mohan proposed to teach Ammu every day at home. Ammu became very happy and requested her to begin it that day. Mrs Mohan began with the alphabet and Ammu started learning it. It was her first step towards her goal.

Writing: ଲେଖିବା :

Answer the following questions in about fifty words each.
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଦିଅ ।)

Question 1.
Who was Chellappa? What did he want Ammu to do?
(ଚେଲ୍ଲାୱା କିଏ ଥିଲା ? ଆଖୁ କ’ଣ କରୁ ବୋଲି ସେ ଚାହୁଁଥିଲା ?)
Answer:
Chellappa was the watchman at the big house on the hill. He lived with his ten-year-old daughter Ammu and five-year-old son Chinni in a room in the servant’s quarters of the big house. He came to know that the new owner of the big house was in need of a reliable maid. He was very poor. So he wanted his daughter to work as a maid for the new owner so that he could get money for his five years old son, Chinni’s study.

Question 2.
Why was Ammu unhappy? Will made her happy?
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଦିଅ ।)
Answer:
Ammu’s father told her to work as a maid in the new owner’s house to get money for her little brother’s study. She realized that she would be deprived of availing primary education. It made her very unhappy. Her new owner, Mrs Mohan came to know about it and wanted to help the unfortunate girl. She told that she would teach Ammu at home regularly. This proposal of Mrs Mohan made her happy.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 3.
Collect information about Mrs Mohan from the story and write a paragraph about her.
(ଗଳ୍ପଟିରୁ ଶ୍ରୀମତୀ ମୋହନଙ୍କ ବିଷୟରେ ସୂଚନା ସଂଗ୍ରହ କର ଏବଂ ତାଙ୍କ ବିଷୟରେ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
The owner of the big house had died and he had left it to his sister’s daughter, Mrs Mohan. She was a retired headmistress. She was slim and a grey haired lady. She became the new owner and occupied that house. She was a gentle, kind hearted and considerate lady. After her arrival Mrs Mohan came to know about Ammu’s desire to study. She realized it and decided to teach her at home. In the end Mrs Mohan taught her and Ammu became very happy.

Question 4.
Which character do you like the most? Why?
(କେଉଁ ଚରିତ୍ରଟିକୁ ତୁମେ ସବୁଠାରୁ ଅଧ‌ିକ ଭଲ ପାଉଛ ? କାହିଁକି ?)
Answer:
Among all the characters I like Mrs Mohan the most. Mrs Mohan was a retired headmistress. She was slim and grey haired and wore spotless white sari. She was very kind and soft spoken. She came to know that Ammu was unable to study and was forced to work as a maid due to her poverty. She realized this social problem and extended her helping hands towards the unfortunate girl. She started teaching Ammu with the alphabet. All these qualities makes one admire Mrs Mohan.

Question 5.
Write a paragraph on Ammu’s future.
(ଆମ୍ଭର ଭବିଷ୍ୟତ ବିଷୟରେ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Or, What do you think about Ammu’s future ?
(ତୁମେ ଆମ୍ଭର ଭବିଷ୍ୟତ ବିଷୟରେ କ’ଣ ଭାବୁଛ ?)
Answer:
Ammu was a ten-year-old motherless girl. Her father, Chellappa was very poor. She also worked as a maid to add the earning of her father. Fortunately her owner, Mrs Mohan started her teaching at home everyday. She was delighted. This shows her happy future. She will definitely spend her days happily as she has already taken the first step towards her goal. She was anxious for her education and now it is within her reach. In future, she will lead a happy life and will motivate others for women education.

Question 6.
How did the writer indicate the serious social problem and suggest solution to it?
(ଲେଖକ କିପରି ଭୟଙ୍କର ସାମାଜିକ ସମସ୍ୟା ବିଷୟରେ ସୂଚନା ଏବଂ ଏହାର ପ୍ରତିକାର ପାଇଁ ପ୍ରସ୍ତାବ ଦେଇଥିଲେ ?)
Answer:
In the present story the writer pointed out the negligence of girls’ education due to illiteracy and poverty in our society. This is a serious social problem. The parents are not conscious about the education of their girl children and neglect them. The parents think that education will be of no use to the girls. In the story, Ammu, a ten-year old girl, was forced to work as a maid instead of going to school. Fortunately, she got an opportunity to study due to the timely help of Mrs Mohan.

The writer has suggested solution to this social problem through the character of Mrs Mohan. He has sent a message to all the literate and established people of the society to expand their hands to help those girls in need. If those section of people will be kind and helpful, this social problem would be solved to some extent.

Activity : କାର୍ଯ୍ୟକଳାପ :

I. Read the following jumbled sentences and arrange them in proper order to get the story.
(ଅସଜଡ଼ା ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ଗପଟିକୁ ପାଇବାକୁ ସେଗୁଡ଼ିକୁ ଯଥାକ୍ରମରେ ସଜାଅ ।)
(1) Mrs Mohan, the new owner knew about Ammu’s desire to study.
(2) Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls.
(3) Ammu, a ten-year-old motherless girl, lived with her father and little brother, Chinni.
(4) Mrs Mohan told Ammu that she would help Ammu go to school.
(5) In the end Mrs Mohan taught her the alphabet and Ammu went home happily.
(6) Ammu was very eager to go to school like her brother.
(7) Chellappa, her father wanted her to work as a maid in the new owner’s house to get money for Chinni’s study.

Answer: (ଉତ୍ତର)
(3) Ammu, a ten-year-old motherless girl, lived with her father and little brother, Chinni.
(7) Chellappa, her father wanted her to work as a maid in the new owner’s house to get money for Chinni’s study.
(6) Ammu was very eager to go to school like her brother.
(1) Mrs Mohan, the new owner knew about Ammu’s desire to study.
(2) Mrs Mohan realized the cause of Ammu’s unhappiness and thought of starting a small school for unfortunate girls.
(4) Mrs Mohan told Ammu that she would help Ammu go to school.
(5) In the end Mrs Mohan taught her the alphabet and Ammu went home happily.

II. Arrange the statements in Column A in order as they appear in the story. Next match those with the characters in column B.
(ଗପରେ ରହିଥ‌ିବା କ୍ରମ ଅନୁସାରେ ‘A’ ସ୍ତମ୍ଭରେ ଥ‌ିବା ଉକ୍ତିଗୁଡ଼ିକୁ ସଜାଅ । ତା’ପରେ ‘B’ ସ୍ତମ୍ଭରେ ଥିବା ଚରିତ୍ରମାନଙ୍କ ସହିତ ସେଗୁଡ଼ିକୁ ମିଳାଅ ।)

            A B
(a) I have a younger brother. (a) Chellappa
(b) I do not need your help today.
(c) The money will be useful.
(d) My father will never agree. (b) Ammu
(e) I shall teach you everyday.
(f) I want to talk to you.
(g) I will be busy all day at the big house.
(h) It will help him to get a job. (c) Mrs Mohan

Answer: (ଉତ୍ତର)

A B
(f) I want to talk to you. (a) Chellappa
(c) The money will be useful. (a) Chellappa
(h) It will help him to get a job. (a) Chellappa
(g) I will be busy all day at the big house. (a) Chellappa
(b) I do not need your help today. (c) Mrs Mohan
(a) I have a younger brother. (b) Ammu
(d) My father will never agree. (b) Ammu
(e) I shall teach you everyday. (c) Mrs Mohan

III. Read the following main ideas of the story, “The First Step” and put them, in the appropriate boxes in the ‘Flow Chart’.
(“The First Step”’ ଗଳ୍ପର ନିମ୍ନଲିଖ୍ତ ମୁଖ୍ୟ ବିଷୟବସ୍ତୁକୁ ପଢ଼ ଏବଂ ସେଗୁଡ଼ିକୁ ‘ପ୍ରବାହ ଚିତ୍ର’ର ଉପଯୁକ୍ତ କୋଠରିରେ ରଖ ।)

• Chellappa’s decision to send Chinni to school and Ammu to be a maid.
• Mrs Mohan’s interest and thought to open a school for unfortunate girls like Ammu.
• Ammu’s wish to go to school like his brother, Chinni.
• Mrs Mohan’s final decision to teach Ammu and beginning of Ammu’s ‘Alphabet learning’.
• Mrs Mohan’s realisation about Ammu’s interest for study.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step Q activity III.1

Answer: (ଉତ୍ତର)
BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step Q activity III.2

IV. Column ‘A’ below names the important characters in the story. And column ‘B’ lists some words and phrases which describe them. You will match each character with the words/phrases that describe it. One is done for you.
(ନିମ୍ନରେ ସ୍ତମ୍ଭ ‘A’ରେ ଗପରେ ଥିବା ପ୍ରଧାନ ଚରିତ୍ରମାନଙ୍କ ନାମ ଅଛି ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ସେମାନଙ୍କୁ ବର୍ଣ୍ଣନା କରୁଥିବା କେତେକ ଶବ୍ଦ ବା ଶବ୍ଦପୁଞ୍ଜର ତାଲିକା ଅଛି । ତୁମେ ପ୍ରତ୍ୟେକ ଚରିତ୍ରକୁ ସେମାନଙ୍କୁ ବର୍ଣ୍ଣନା କରୁଥିବା ଶବ୍ଦ ବା ଶବ୍ଦପୁଞ୍ଜ ସହ ମିଳାଇବ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Column ‘A’ Column ‘B’
1. Chellappa poor
polite
widow
motherless girl
2. Ammu old
watchman
owner
kind
helping
uncaring
maid
3. Mrs Mohan slim
love for books a young girl educated illiterate servant grey haired

Answer:

 Column ‘A’ Column ‘B’
1. Chellappa poor
watchman
uncaring
illiterate
servant
2. Ammu motherless girl
maid
love for books
3. Mrs Mohan a young girl
polite
widow
old
owner
kind
helping
slim
educated grey haired

BSE Odisha 9th Class English The First Step Important Questions and Answers

Answer The Following In A Sentence:

Question 1.
Which character do you like most?
Answer:
We like the character of Mrs. Mohan the most.

Question 2.
How did the writer indicate the serious social problem and suggest solution to it?
Answer:
All parents should be very conscious about sending their girl-children to schools. All educated people should make it a point to impart education to unfortunate girls in our country.

Question 3.
Who were Ammu’s family members?
Answer:
Chellappa, Ammu and Chinni were the family members of Ammu.

Question 4.
Why was Ammu unhappy?
Answer:
Ammu’s father told her to work as a maid in the new owner’s house to get money for her little brother, Chinni’s study.

Question 5.
Who was Mrs. Mohan?
Answer:
Mrs. Mohan was a retired headmistress.

Question 6.
Who was Ammu? Why did she remember her mother?
Answer:
Ammu was a ten-year-old innocent and poor girl.

Question 7.
Who was Chellapa?
Answer:
Chellapa was a poor man.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 8.
What did he do?
Answer:
He was working as a watchman at the big house on the hill.

Question 9.
How did Mrs Mohan help Ammu?
Answer:
Mrs Mohan came to know that Ammu was interested to study. So she decided to teach her at home.

Answer The Following In A Word Or A Phrase:

Question 1.
“Well, shall we begin today,” who asked this?
Answer:
Ammu

Question 2.
What was Ammu’s first step towards her goal?
Answer:
starting education

Question 3.
What is the slogan of the day?
Answer:
Education for all

Question 4.
What is the name of Ammu’s father?
Answer:
Chellappa

Question 5.
Who was Chinni?
Answer:
Ammu’s little brother

Question 6.
What drew Ammu like a magnet?
Answer:
the bookcase

Question 7.
“I will have to sort out all the books.” Who said this?
Answer:
Mrs Mohan

Question 8.
“Girls should go to school.” Who told this?
Answer:
Mrs Mohan

Fill In The Blanks:
1. Ammu’s father was asked to select a __________.
Answer:
reliable maid

2. The owner of the big house died a __________ of months ago.
Answer:
couple

3. Ammu’s father was a ___________ at the big house on the hill.
Answer:
watchman

4. The people in the neighborhood wondered when the __________ would come to live here.
Answer:
new owner

5. Money was needed to send ____________ to school.
Answer:
Chinni

6. According to Chellappa, Ammu will get married before she finishes the _________.
Answer:
third grade

7. Ammu’s father retorted, Chinni will get a job if he is _______________.
Answer:
educated

8. Ammu thought her mother would have let Ammu go to school at least to learn the _____________.
Answer:
alphabet

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

9. Ammu’s father wants the new owner to get a _______________.
Answer:
good impression

10. Ammu and his father lived in ___________ of the big house.
Answer:
servants quarters

11. The owner of the big house was a slim __________ lady, dressed in a spotless white saree.
Answer:
grey haired

12. The name of the new owner was ___________.
Answer:
Mrs Mohan

13. Mrs Mohan was a _____________.
Answer:
widow

14. Mrs Mohan’s daughter lived in ____________.
Answer:
Bombay

15. Ammu fingered ____________ lovingly and gazed at them.
Answer:
books

16. Mrs Mohan ____________ not to have noticed the book in Ammu’s hand.
Answer:
pretended

17. Chinni was Ammu’s ___________.
Answer:
younger brother

18. Ammu’s voice had a ____________ when she told that her father was going to send Chinni to school.
Answer:
tremor

19. According to Chellappa if Chinni is educated, it will help him to __________.
Answer:
get a good job

20. Mrs Mohan realized that she had to get through ___________somehow.
Answer:
Ammu

21. Mrs Mohan decided to start a school for unfortunate girls like ___________.
Answer:
Ammu

22. Ammu was taken aback by her employer ____________.
Answer:
kind ways

23. Ammu began crying because she knew that her ___________ would never agree.
Answer:
father

24.’ Mrs Mohan was a ___________.
Answer:
retired teacher

Multiple Choice Questions With Answers :

Question 1.
“Well, shall we begin today,” who asked this?
(A) Mrs Mohan
(B) Chellappa
(C) Ammu
(D) none of these
Answer:
(C) Ammu

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 2.
‘Chores’ means ___________.
(A) routine task
(B) dull task
(C) exciting task
(D) useless task
Answer:
(A) routine task

Question 3.
At first Mrs Mohan began to teach Ammu with ___________.
(A) letters
(B) words
(C) alphabet
(D) numbers
Answer:
(C) alphabet

Question 4.
Ammu went home in a ____________ after starting her study.
(A) happy daze
(B) cheering mood
(C) unhappy daze
(D) sorrowful mood
Answer:
(A) happy daze

Question 5.
Ammu had taken the first step towards her goal because she had already started her ___________.
(A) study
(B) earnings
(C) work
(D) teaching
Answer:
(A) study

Question 6.
Mrs Mohan went to the kitchen and set aside ___________ for Ammu.
(A) tiffin
(B) food
(C) tea
(D) milk
Answer:
(B) food

Question 7.
Ammu was a girl of ___________ years old.
(A) eight
(B) nine
(C) ten
(D) eleven
Answer:
(C) ten

Question 8.
What is the name of Ammu’s father?
(A) Chhellapa
(B) Chellappa
(C) Chelapa
(D) Chelappa
Answer:
(B) Chellappa

Question 9.
Ammu’s father was a ____________ at the big house on the hill.
(A) watchman
(B) sweeper
(C) servant
(D) caretaker
Answer:
(A) watchman

Question 10.
Money was needed to send ____________ to school.
(A) Chinni
(B) China
(C) Ammu
(D) Chinu
Answer:
(A) Chinni

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 3 The First Step

Question 11.
Ammu’s father retorted, Chinni will get a job if he is ______________.
(A) studied
(B) educated
(C) learned
(D) taught
Answer:
(B) educated

Question 12.
Ammu thought her mother would have let Ammu go to school at least to learn the ____________.
(A) third grade
(B) alphabet
(C) words
(D) all the above
Answer:
(B) alphabet

Question 13.
The owner of the big house was a slim _________ lady, dressed in a spotless white saree.
(A) grey haired
(B) white haired
(C) black haired
(D) curly haired
Answer:
(A) grey haired

Question 14.
The name of the new owner was ____________.
(A) Mr Mohan
(B) Mrs Mohan
(C) Mrs Das
(D) Mrs Mahajan
Answer:
(B) Mrs Mohan

Question 15.
Mrs Mohan’s daughter lived in ______________.
(A) Bombay
(B) Delhi
(C) Chennai
(D) Kolkata
Answer:
(A) Bombay

BSE Odisha 9th Class English Non-Detailed Text:

The Lost Child Question Answer Class 9 English Non-Detailed Chapter 2 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child Textbook Exercise Questions and Answers.

Class 9th English Non-Detailed Chapter 2 The Lost Child Question Answers BSE Odisha

The Lost Child Class 9 Questions and Answers

Introduction :

The village fair plays an important role in the villages in India. It is meant for amusement and entertainment in the midst of the dull routine life. The villagers visit the fairs along with their family members. But it has special attraction for the children. The rural people buy various articles in the fair. They also remember certain incidents that take place in it. The present story ‘The Lost Child” describes a child’s visit to a fair with his parents. Now read the story and see how a child was lost in the crowded fair and what was the consequence.

Notes :
village fair – ଗ୍ରାମ ମେଳା, important – ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ, role – ଭୂମିକା, amusement – ମନୋରଞ୍ଜନ, entertainment – ମନୋରଞ୍ଜନ, routine life – ନିତ୍ୟ ଜୀବନ |, articles – ପ୍ରବନ୍ଧଗୁଡିକ, incidents – ଘଟଣା, parents – ପିତାମାତା

ବିଷୟ ସୂଚନା :
ଆମୋଦପ୍ରମୋଦ ଓ ଅବସର ବିନୋଦନ ପାଇଁ ଏହା ଉଦ୍ଦିଷ୍ଟ । ଗ୍ରାମବାସୀମାନେ ସପରିବାରେ ଏହି ମେଳାଗୁଡ଼ିକୁ ବୁଲି ଯାଆନ୍ତି । କିନ୍ତୁ ଛୋଟ ପିଲାଙ୍କ ପାଇଁ ଏହା ଏକ ସ୍ଵତନ୍ତ୍ର ଆକର୍ଷଣ ସୃଷ୍ଟି କରିଥାଏ । ଗ୍ରାମାଞ୍ଚଳର ଲୋକମାନେ ମେଳାରୁ କିଛି ନିତ୍ୟବ୍ୟବହାର୍ଯ୍ୟ ଦ୍ରବ୍ୟ ମଧ୍ଯ କ୍ରୟ କରିଥା’ନ୍ତି । ଏଥୁରେ ଘଟୁଥ‌ିବା ନିର୍ଦ୍ଦିଷ୍ଟ ଘଟଣାଗୁଡ଼ିକୁ ମଧ୍ୟ ସେମାନେ ମନେ ରଖି’ନ୍ତି । ଆଲୋଚ୍ୟ ଗପଟିରେ ଦେଖୁବା ପିଲାଟି କିପରି ଜନଗହଳିପୂର୍ଣ୍ଣ ମେଳାରେ ହଜିଗଲା ଓ ଏହାପରେ ଏହାର ପରିଣତି କ’ଣ ହୋଇଥିଲା ।

Summary: I

Once a little boy was going to a village fair with his parents. It was the festival of spring. A large number of village people were also going to that fair. On his way to the fair the child being fascinated by the beautiful toys lagged behind. His parents called him loudly to walk pace with them. He went to them and expressed his desire to buy the toy. But it was turned down by his tyrant father. His mother diverted his attention cleverly towards a flowering mustard field.

He found a group of dragon flies were moving in search of sweetness from the flowers. He was delighted to see it. Again he was left behind, attracted by the little insects and worms along the footpath. The parents called the child who was behind them. As he came near his parents, who were sitting in the grove, a shower of young flowers fell upon him. He enjoyed the cooing of doves there and forgot his parents. Once again his parents gathered him up and took the curved footpath to the fair.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Notes:
festival – ପର୍ବ, spring – ବସନ୍ତ, way – ଉପାୟ, toy – ଖେଳନା, fascinated – ଆକର୍ଷିତ, lagged behind – ପଛରେ,ପଛରେ ପଡିଛି , tyrant – ଅତ୍ୟାଚାରୀ, attention – ଧ୍ୟାନ , cleverly – ଚତୁରତାର ସହିତ, mustard-field – ସୋରିଷ କ୍ଷେତ୍ର , dragon fly – ନାଗ ସାପ grove – ବଗିଚା, shower – ସାୱାର, curved path – ବକ୍ର ପଥ

ସାରାଂଶ :
ଏକଦା ଗୋଟିଏ ଛୋଟ ପିଲା ତା’ର ବାପା-ମାଆଙ୍କ ସହିତ ଗୋଟିଏ ଗ୍ରାମ୍ୟମେଳାକୁ ଯାଉଥିଲା । ଏହା ବସନ୍ତ ଉତ୍ସବ ଥିଲା । ଅନେକ ଗ୍ରାମବାସୀ ମଧ୍ଯ ସେହି ମେଳାକୁ ଯାଉଥିଲେ । ବାଟରେ ପିଲାଟି ଦୋକାନଗୁଡ଼ିକରେ କଣ୍ଢେଇଗୁଡ଼ିକୁ ଦେଖିବାକୁ ପାଇଲା । ସୁନ୍ଦର ସୁନ୍ଦର କଣ୍ଢେଇଗୁଡ଼ିକଦ୍ବାରା ଆକର୍ଷିତ ହୋଇ ସେ ଟିକିଏ ପଛରେ ରହି ଯାଇଥିଲା । ତା’ର ବାପା-ମାଆ ତାଙ୍କ ସହିତ ମିଶି ଚାଲିବାକୁ ପିଲାଟିକୁ ଉଚ୍ଚ ସ୍ବରରେ ଡାକିଲେ । ସେ ସେମାନଙ୍କ ନିକଟକୁ ଯାଇ ନିଜର କଣ୍ଢେଇ କିଣିବାର ଇଚ୍ଛା ବିଷୟରେ କହିଲା । କିନ୍ତୁ ତା’ର ସ୍ବେଚ୍ଛାଚାରୀ ବାପା ଏହାକୁ ପ୍ରତ୍ୟାଖ୍ୟାନ କଲେ । ମାଆ ଚତୁରତାର ସହିତ ପିଲାଟିର ଦୃଷ୍ଟିକୁ ସମ୍ମୁଖରେ ଥ‌ିବା ପୁଷ୍ପଭରା ସୋରିଷ କ୍ଷେତ ଆଡ଼କୁ ନେଇ ଯାଇଥିଲେ ।

ସେ ଦଳେ କଙ୍କି ଫୁଲରୁ ମଧୁ ସଂଗ୍ରହ କରିବାପାଇଁ ଏଣେତେଣେ ବୁଲୁଥିବାର ଦେଖିବାକୁ ପାଇଲା । ସେ ଏହା ଦେଖୁ ଭାରି ଖୁସି ହୋଇଗଲା । ରାସ୍ତା କଡ଼ରେ ଘୂରି ବୁଲୁଥ‌ିବା ନାନା ପ୍ରଜାତିର କୀଟପତଙ୍ଗ ପ୍ରତି ଆକୃଷ୍ଟ ହୋଇ ସେ ପୁଣି ପଛରେ ରହିଗଲା । ବାପା-ମାଆ. ପଛରେ ରହିଯାଇଥିବା ପିଲାଟିକୁ ଡାକ ପକାଇଲେ । ତୋଟାରେ ବସିଥିବା ବାପା-ମାଆଙ୍କ ନିକଟକୁ ଆସିବାବେଳେ ପିଲାଟି ଉପରେ କିଛି ସଦ୍ୟ ଫୁଲ ଝରି ପଡ଼ିଥିଲା । ସେଠାରେ କପୋତଗୁଡ଼ିକର କୁହୁତାନ ଉପଭୋଗ କରି ସେ ବାପା-ମାଆଙ୍କର ଉପସ୍ଥିତି ଭୁଲିଗଲା । ପୁଣିଥରେ ବାପା-ମାଆ ପିଲାଟିକୁ ପାଖକୁ ଆଣିଲେ ଓ ଅଙ୍କାବଙ୍କା ପାଦଚଲା ରାସ୍ତା ଦେଇ ମେଳା ଆଡ଼କୁ ଅଗ୍ରସର ହେଲେ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

It was the festival of spring. From the wintry shades of narrow lanes and streets appeared a colourfully dressed humanity. Some walked, some rode on horses, others sat, being carried in bamboo and bullock carts. One little boy ran between his father’s legs, brimming over with life and laughter. “Come, child, come” called his parents, as he lagged behind, fascinated by the toys in the shops that lined the way. He hurried towards his parents, his feet obedient to their call.

As he came to where they had stopped to wait for him, he could not suppress the desire of his heart, even though he well knew the old, cold stare of refusal in their eyes. “I want that toy, ” he pleaded. His father looked at him red-eyed, in his familiar tyrant’s way. His mother, melted by the free spirit of the day was tender and, giving him her finger to hold, said, “Look, child, what is before you!” It was flowering mustard-field, pale like melting gold as it swept across miles and miles of even land.

ଏହା ବସନ୍ତକାଳୀନ ପର୍ବ ଥିଲା । ଅଣଓସାରିଆ ଗଳି ରାସ୍ତା ଓ ମୁଖ୍ୟ ରାସ୍ତାଗୁଡ଼ିକର ଶୀତଳ ଛାୟାରୁ ନାନା ରଙ୍ଗର ପୋଷାକ ପରିହିତ ଦଳଦଳ ଲୋକ ଦୃଶ୍ୟମାନ ହେଉଥିଲେ । କେତେକ ଚାଲୁଥିଲେ, କେତେକ ଘୋଡ଼ା ପିଠିରେ ବସିଥିଲେ, ଅନ୍ୟମାନେ ବାଉଁଶ ଅଥବା ବଳଦଗାଡ଼ିରେ ବସିଥିଲେ । ଛୋଟ ପିଲାଟିଏ ତା’ର ମୁହଁରେ ଆଶା ଓ ଆନନ୍ଦର ଜୀବନ୍ତ ହସ ଖେଳାଇ ତା’ ବାପାର ପ୍ରସାରିତ ଗୋଡ଼ ମଧ୍ୟ ଦେଇ ଦୌଡ଼ିଗଲା ।

ଯାଇଥିଲାବେଳେ ବାପାମା’ ତାକୁ ଡାକି କହିଲେ, ‘ଆ, ପୁଅ, ଆ ।’’ ବାପାମା’ଙ୍କର ଡାକକୁ ସମ୍ମାନ ଜଣାଇ ପିଲାଟି ଚଞ୍ଚଳ ଚଞ୍ଚଳ ସେମାନଙ୍କ ଆଡ଼କୁ ପାଦ ବଢ଼ାଇଲା । ବାପାମା’ ତା’ ପାଇଁ ଯେଉଁଠାରେ ଅପେକ୍ଷା କରିଥିଲେ ସେଠାକୁ ପୁଅ ଯେତେବେଳେ ଆସି ପହଞ୍ଚିଲା, ସେ ନିଜର ହୃଦୟର ଇଚ୍ଛାକୁ ନିୟନ୍ତ୍ରଣ କରିପାରିଲା ନାହିଁ, ଯଦିଓ ସେ ବାପାମା’ଙ୍କର ଆଜ୍‌ରେ ପ୍ରତ୍ୟାଖ୍ୟାନର ସେହି ପୁରୁଣା ଓ ନିଷ୍ପ୍ରଭ ଚାହାଣିର ଉତ୍ତର ବିଷୟରେ ସେ ଭଲରୂପେ ଅବଗତ ଥିଲା । ‘‘ମୋର ସେହି ଖେଳଣା ଦରକାର,’’ ପିଲାଟି କାକୁତିମିନତି ହୋଇ କହିଲା ।

ବାପା ନିଜର ଚିରପରିଚିତ କଠୋର ସ୍ଵଭାବରେ ଲାଲ ଆଖରେ ପୁଅ ଆଡ଼କୁ ଚାହିଁଲେ । ମେଳା ଭଳି ଖୋଲା ଓ ଖୁସିର ଦିନରେ ଉଲ୍ଲସିତ ହୋଇ ଉଠିଥ‌ିବା ମା’ ପୁଅ ପ୍ରତି ଟିକେ କୋମଳ ହୋଇ ଓ ପୁଅକୁ ଧରିବାପାଇଁ ନିଜର ହାତ ବଢ଼ାଇଦେଇ କହିଲେ, ‘‘ଦେଖ ପୁଅ, ତୋ’ ଆଗରେ ସେଇଟା କ’ଣ ଅଛି !’’ ଏହା ଥିଲା ଫୁଲ ଫୁଟିଥିବା ଗୋଟିଏ ସୋରିଷ କ୍ଷେତ, ତରଳ ସୁନା ଭଳି ହାଲୁକା ରଙ୍ଗର ଏହି କ୍ଷେତ ସମତଳଭୂମିରେ ମାଇଲ୍ ମାଇଲ୍ ପର୍ଯ୍ୟନ୍ତ ବ୍ୟାପିଥିଲା ।

Text -2
A group of dragon-flies were moving noisily on their bright purple wings in search of sweetness from the flowers. The child followed them in the air with his gaze, till one of them would still its wings and rest, and he would try to catch it. But his mother gave a cautionary call: “Come, child, come, on to the footpath.” He cheerfully ran towards his parents and walked by their side for a while, being, however, soon left behind, attracted by the little insects and worms along the footpath that were coming out of their hiding places to enjoy the sunshine.

“Come, child, come!” his parents called from the shade of a grove where they had seated themselves on the edge of a well. He ran towards them. A shower of young flowers fell upon the child as he entered the grove, and, forgetting his parents, he began to gather the raining petals in his hands. But lot He heard the cooing of doves and ran towards his parents, shouting, “The dove! The dove!” The raining petals dropped from his forgotten hands. “Come, child, come!” they called to the child, who had now gone running in fear round the banyan tree, and gathering him up they took the narrow, curved footpath which led to the fair through the mustard fields.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

ଅନୁବାଦ :
ଫୁଲଗୁଡ଼ିକରୁ ମିଠା ରସ ସଂଗ୍ରହ ଉଦ୍ଦେଶ୍ୟରେ ଦଳେ କଙ୍କି ସେମାନଙ୍କର ଉଜ୍ଜ୍ଵଳ ନୀଳ ଲୋହିତ ରଙ୍ଗର ଡେଣାସବୁକୁ ଝାଡ଼ି ଡେଣାଗୁଡ଼ିକୁ ସ୍ଥିର କରି ବସି ପଡ଼ିଲା, ପିଲାଟି ତାକୁ ଧରିବାକୁ ଚେଷ୍ଟା କଲା । କିନ୍ତୁ ତାହାର ମା’ ତାକୁ ସତର୍କ କରାଇବା ସ୍ବରରେ ଡାକ ଛାଡ଼ିଲେ, ‘‘ଆ ପୁଅ, ପାଦଚଲା ରାସ୍ତା ଉପରକୁ ଉଠି ଆ !’’ ପିଲାଟି ଖୁସିରେ ବାପାମା’ଙ୍କ ଆଡ଼କୁ ଦୌଡ଼ିଲା ଓ କିଛି ମୁହୂର୍ତ୍ତ ସେମାନଙ୍କ ପାଖଦେଇ ଚାଲିଲା । କିନ୍ତୁ ସୂର୍ଯ୍ୟକିରଣକୁ ଉପଭୋଗ କରିବାକୁ ନିଜ ନିଜ ଲୁଚିବା ଜାଗାମାନଙ୍କରୁ ବାହାରି ଆସୁଥ‌ିବା ଛୋଟ ଛୋଟ କୀଟ ଓ ପୋକଗୁଡ଼ିକୁ ରାସ୍ତା ଉପରେ ଦେଖୁ ମୁଗ୍‌ଧ ହୋଇ ପିଲାଟି ଖୁବ୍ ଶୀଘ୍ର ପଛରେ ରହିଗଲା।

‘‘ଆ, ପୁଅ, ଆ !’’ ଏକ ତୋଟାର ଛାଇତଳେ ଗୋଟିଏ କୂଅର ଧାର ଉପରେ ବସିଥିବା ବାପାମା’ ଡାକ ଛାଡ଼ିଲେ । ପିଲାଟି ସେମାନଙ୍କ ପାଖକୁ ଦୌଡ଼ିଲା । ପିଲାଟି ତୋଟା ଭିତରକୁ ପଶୁଥିବାବେଳେ କେତେଗୁଡ଼ିଏ ଛୋଟ ଫୁଲ ତା’ ଉପରେ ବିଞ୍ଚ୍ ହୋଇଗଲା ଓ ପିଲାଟି ନିଜର ବାପାମା’ଙ୍କୁ ଭୁଲିଯାଇ, ଗଦା ହୋଇ ପଡ଼ୁଥ‌ିବା ପାଖୁଡ଼ାଗୁଡ଼ିକୁ ହାତରେ ସଂଗ୍ରହ କରିବାକୁ ଲାଗିଲା । କିନ୍ତୁ ହେଲେ କି ଚମତ୍କାର ! ସେ ଏତିକିବେଳେ କପୋତମାନଙ୍କର ରାବ ଶୁଣିଲା ଓ ‘କପୋତ ! କପୋତ ?’’ ଚିତ୍କାର ଛାଡ଼ି ବାପାମା’ଙ୍କ ପାଖକୁ ଦୌଡ଼ିଗଲା । ଅଜାଣତରେ ବିଚରାର ହାତରୁ ପାଖୁଡ଼ାଗୁଡ଼ିକ ତଳେ ପଡ଼ିଗଲା ।

‘‘ଆ, ପୁଅ, ଆ !’’ ସେମାନେ (ବାପାମା’) ପିଲାକୁ ପୁଣି ଡାକିଲେ । ହେଲେ ପିଲାଟି ସେତେବେଳକୁ ବରଗଛର ପଛପାଖକୁ ଭୟରେ ଦୌଡ଼ି ପଳାଇଥୁଲା ଓ ତାକୁ ସେଠାରୁ ଧରି ସେମାନେ (ବାପାମା’) ଅଣଚଉଡ଼ା, ବଙ୍କା ପାଦଚଲା ରାସ୍ତା ଉପର ଦେଇ ଚାଲିଲେ ଯେଉଁ ରାସ୍ତାଟି ସୋରିଷ କ୍ଷେତଗୁଡ଼ିକ ଦେଇ ମେଳା ବା ପଡ଼ିଆ ଆଡ଼କୁ ପଡ଼ିଥିଲା ।

Notes And Glossary: (ଟିପ୍ପଣୀ ଏବଂ ଗ୍ଲୋସାରୀ)

wintry – ଶୀତଳ
shade – ଛାଇ
appeared – ଦେଖାଗଲା
humanity – ମାନବିକତା
brimming – to be full of something – କିଛି ପରିପୂର୍ଣ୍ଣ ହେବା
lag behind – to move more slowly than other people – ଅନ୍ୟ ଲୋକଙ୍କ ଅପେକ୍ଷା ଧୀରେ ଧୀରେ ଗତି କରିବାକୁ
fascinated – very interested – ବହୁତ ଆଗ୍ରହୀ
hurried – past tense of hurry – ଅତୀତର ଶୀଘ୍ର
obedient – ଆଜ୍ଞାକାରୀ
suppress – to prevent from expressing feeling or emotion – ଭାବନା କିମ୍ବା ଭାବନା ପ୍ରକାଶ କରିବାକୁ ରୋକିବା ପାଇଁ
desire – ଇଚ୍ଛା
stare – act of looking at – ଦେଖିବାର କାର୍ଯ୍ୟ
refusal – ପ୍ରତ୍ୟାଖ୍ୟାନ
plead – to ask for something in a strong and serious way – ଦୃଢ଼ ଓ ଗମ୍ଭୀର ଭାବରେ କିଛି ମାଗିବା
tyrant – who has complete power in a country and uses it in a cruel and unfair way – ଅତ୍ୟାଚାରୀ
melted – ଦ୍ରବୀଭୂତ
spirit – ଆତ୍ମା
tender – କୋମଳ
mustard – field – କ୍ଷେତ୍ର
pale – ଫିକା
swept – ଧୋଇଗଲା
dragon – flies – ଡ୍ରାଗନ୍
noisily – କୋଳାହଳ
cautionary – giving advice or warning – ପରାମର୍ଶ କିମ୍ବା ଚେତାବନୀ ଦେବା
grove – group of trees – ବୃକ୍ଷର ଗୋଷ୍ଠୀ
shower – ସାୱାର
petal – the delicate (light and pleasant) coloured part of a flower – ଫୁଲର ସୂକ୍ଷ୍ମ (ହାଲୁକା ଏବଂ ମନୋରମ) ରଙ୍ଗୀନ ଅଂଶ
cooing – soft low sound of doves/pegions – କପୋତ / ପେଗିଅନର କୋମଳ ନିମ୍ନ ଧ୍ୱନି
dove – କପୋତ
curved – ବକ୍ର

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Find out the persons described in the story. Where are they going?
(ଗଳ୍ପଟିରେ ବର୍ଣ୍ଣିତ ବ୍ୟକ୍ତିମାନଙ୍କୁ ଦର୍ଶାଅ । ସେମାନେ କୁଆଡ଼େ ଯାଉଛନ୍ତି ?)
Answer:
The persons, described in the story, were almost village people. Some were walking, some were riding on horses and others were sitting in bamboo and bullock carts. They were going to a village fair.

Question 2.
Why did the child lag behind?
(ପିଲାଟି କାହିଁକି ପଛରେ ପଡ଼ିଗଲା ?)
Answer:
The child was attracted by the beautiful toys displayed in the shops that lined the way. So he lagged behind.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 3.
What things did the child see on his way to the fair? What attracted him most?
(ମେଳାକୁ ଯିବା ବାଟରେ ପିଲାଟି କେଉଁ କେଉଁ ଜିନିଷମାନ ଦେଖୁଲା ? କେଉଁ ଜିନିଷଟି ତାକୁ ଅତ୍ୟଧ୍ୱକ ଆକର୍ଷିତ କରିଥିଲା ?)
Answer:
On his way to the fair he saw toys displayed in the shops that lined the way, the flowering mustard-field, the dragon-flies and a beautiful grove. The sight of the beautiful grove with the cooing of the doves attracted him most.

Question 4.
Did the child gather anything on the way? What was it? What happened to it?
(ପିଲାଟି ବାଟରେ କିଛି ଜିନିଷ ସଂଗ୍ରହ କଲା କି ? ଏହା କ’ଣ ଥିଲା ? ଏହାର କ’ଣ ହେଲା ?)
Answer:
As the child entered the grove, some flowers fell upon him. He gathered the showering petals in his hands. He heard the cooing of the doves and ran towards his parents. In the mean time, the petals dropped from his forgotten hands.

Question 5.
What were his father and mother like?
(ତା’ର ବାପା ଓ ମାଆ କିପରି ଲୋକ ଥିଲେ ?)
Answer:
His father was very strict and tyrant. But his mother was kind and loving.

Question 6.
“Come, child, come” who said this? How many times and why?
(‘‘ଆସ, ପୁଅ, ଆସ’’ – ଏକଥା କିଏ କହିଲା ? କେତେ ଥର ଓ କାହିଁକି ?)
Answer:
“Come, child come”- the child’s parents said this. They said this four times in order to gather him up.

Question 7.
What do you think the next part of the story will be about?
(ଗଳ୍ପଟିର ପରବର୍ତ୍ତୀ ଅଂଶ କ’ଣ ହୋଇଥବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
I think the next part of the story will be about the child’s visit to different stalls in the fair.

Summary: II
The child with his parents arrived the village square and saw a sweetmeat seller selling various kinds of sweets like gulab-jamun, rasagulla, burfi etc. He murmured to have his favourite sweet, burfi. But he knew well about the negative answer of his parents. So he moved on. Then he came across a flower-seller who was selling garlands of gulmohur. He expressed his desire to have the garland in a very low voice.

But he knew it well that his parents would refuse to buy it. So, without waiting for an answer, he moved on. As the child moved on, he saw a man selling balloons of different colours. He wanted to have it. But he didn’t ask for it as he knew the attitude of his parents. So he walked ahead. Just then he heard a snake-charmer playing a flute to a snake. He went towards the snake-charmer. But, thinking of his parents he proceeded a head. He wanted to go on the round about.

Notes:
arrived- ପହଞ୍ଚିଲା , square- ବର୍ଗ, sweetmeat seller- ମିଠା ବିକ୍ରେତା, murmured- ଅଭିଯୋଗ କଲେ, favourite- ପ୍ରିୟ, garland- ଫୁଲମାଳ, attitude- ମନୋଭାବ, snake-charmer- ସାପ-ଚମତ୍କାର, flute- ବଂଶୀ, roundabout- ଗୋଲାକାର

ସାରାଂଶ :
ପିଲାଟି ତା’ର ବାପା-ମାଆଙ୍କ ସହିତ ଗାଆଁ ଛକରେ ପହଞ୍ଚିଲା ଓ ଜଣେ ମିଠାବିକାଳି ଗୁଲାବଜାମୁ, ରସଗୋଲା, ଇତ୍ୟାଦି ନାନା ରକମର ମିଠା ବିକ୍ରି କରୁଥିବାର ଦେଖିଲା । ସେ ତା’ର ପ୍ରିୟ ମିଠା ବର୍ଫି ଖାଇବାକୁ ଗୁଣୁଗୁଣୁ ହୋଇ କହୁଥିଲା । ମାତ୍ର ସେ ତା’ର ବାପାଙ୍କ ନାସ୍ତିସୂଚକ ଉତ୍ତର ବିଷୟରେ ଭଲଭାବରେ ଜାଣିଥିଲା । ତେଣୁ ସେ ଆଗକୁ ଚାଲିଲା । ତା’ପରେ ସେ କୃଷ୍ଣଚୂଡ଼ା ଫୁଲହାର ବିକୁଥ‌ିବା ଜଣେ ଫୁଲ ବିକାଳିଙ୍କୁ ଦେଖିଲା । ଫୁଲମାଳଟିଏ କିଣିବାର ଇଚ୍ଛାକୁ ସେ ଅତି ନିମ୍ନ ସ୍ବରରେ ପ୍ରକାଶ କଲା । କିନ୍ତୁ ବାପାମା’ ଏହା କିଣିବାକୁ ମନା କରିବେ ବୋଲି ସେ ଭଲ ଭାବରେ ଜାଣିଥିଲା । ତେଣୁ ଉତ୍ତରକୁ ଅପେକ୍ଷା ନ କରି ଆଗକୁ ଚାଲିଲା ।

ପିଲାଟି ଟିକିଏ ଆଗକୁ ଯାଇ ଦେଖୁଲା ଗୋଟିଏ ଲୋକ ରଙ୍ଗବେରଙ୍ଗର ବେଲୁନ୍ ବିକ୍ରି କରୁଛି । ସେ ଏହାକୁ ପାଇବାକୁ ଇଚ୍ଛା କରୁଥିଲା । ମାତ୍ର ସେ ଏହାକୁ ମାଗିଲା ନାହିଁ କାରଣ ସେ ତା’ର ବାପାମାଆଙ୍କ ମନୋଭାବ ଭଲ ଭାବରେ ଜାଣିଥିଲା । ତେଣୁ ସେ ଆଗକୁ ଅଗ୍ରସର ହେଲା । ଠିକ୍ ସେହି ସମୟରେ ଗୋଟିଏ ସାପୁଆ କେଳା ସାପ ନିକଟରେ ବଂଶୀବାଦନ କରୁଥିବାର ଶୁଣିଲା । ସେ ସାପୁଆ କେଳା ଆଡ଼କୁ ଅଗ୍ରସର ହେଲା । ମାତ୍ର ବାପା-ମାଆଙ୍କ ନାସ୍ତିସୂଚକ ମନୋଭାବ କଥା ଚିନ୍ତାକରି ଆଗକୁ ଚାଲିଲା । ସେ ଚକ୍ରଦୋଳିରେ ବସିବାକୁ ଇଚ୍ଛା କରୁଥିଲା । ପୁରୁଷ, ମହିଳା ଓ ପିଲାମାନେ ଚକ୍ରାକାରରେ ବୁଲି ଆନନ୍ଦରେ ଚିତ୍କାର କରୁଥା’ନ୍ତି ।

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

He went towards the basket where the flowers lay heaped. As they neared the village, the child could see footpaths full of people. He felt at both repelled and fascinated by the confusion of the world he was entering. A sweetmeat seller hawked, “gulab-jaman, rasagulla, burfi, jalebi, ” at the comer of the entrance. The child stared open eyed and his mouth watered for the burfi that was his favourite Sweet. “I want that burfi, ” he slowly murmured.

But he half knew, as he begged, that his plea would not be heeded because his parents would say he was greedy. So, without waiting for an answer he moved on. A flower-seller hawked, “A garland of gulmohur, a garland of gulmohur!” The child murmured. “I want the garland. ” But he well knew his parents would refuse to buy him those flowers because they would say that they were cheap. So, without waiting for an answer, he moved on.

ଅନୁବାଦ :
ପିଲାଟି ପାଦଚଲା ରାସ୍ତାରେ ଲୋକଙ୍କ ଭିଡ଼ ଦେଖୁଲା । ନୂଆ ଏକ ଦୁନିଆ ଭିତରେ ପ୍ରବେଶ କରୁଥିବାର ଦ୍ବନ୍ଦ୍ବରେ ସେ ଉଭୟ ଆତଙ୍କିତ ଓ ଆକର୍ଷିତ ହେଉଥାଏ । ଜଣେ ମିଠାବିକାଳି ପ୍ରବେଶ ପଥର କୋଣରେ ଡାକ ଛାଡ଼ୁଥାଏ, ‘ଗୁଲାବଜାମୁ, ରସଗୋଲା, ବର୍‌ଫି, ଜଲେବି ।’’ ପିଲାଟି ଆଖ୍ ବଡ଼ବଡ଼ କରି ଚାହିଁଲା ଓ ତା’ର ସବୁଠାରୁ ପ୍ରିୟ ମିଠାଇ ବର୍‌ଫି ପାଇଁ ତା’ ପାଟିରୁ ଲାଳ ବୋହିଲା ।’’ ଗୁଣୁଗୁଣୁ ହୋଇ ସେ କହି ପକାଇଲା, ‘‘ମୋର ବର୍‌ଫି ଦରକାର ।’’

କିନ୍ତୁ କାକୁତିମିନତି ହୋଇ ବର୍ଫି ଚାହୁଁଥିବା ପିଲାଟି ଭଲଭାବରେ ଜାଣିଥୁଲା ଯେ ତାହାର ଅନୁରୋଧକୁ ତା’ର ବାପାମା’ ଗୁରୁତ୍ଵ ଦେବେ ନାହିଁ, ବରଂ ସେ ଲୋଭୀ ବୋଲି କହିବେ । ତେଣୁ ସେ ଉତ୍ତରକୁ ଅପେକ୍ଷା ନ କରି ଆଗକୁ ଚାଲିଲା । ଜଣେ ଫୁଲବିକାଳି ଡାକୁଥାଏ, ‘କୃଷ୍ଣଚୂଡ଼ା ହାର, କୃଷ୍ଣଚୂଡ଼ା ହାର !’’ ପିଲାଟି ପୂର୍ବଭଳି ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା, ‘ମୋର ସେହି ହାରଟି ଦରକାର ।’’ କିନ୍ତୁ ସେ ଭଲ ଭାବରେ ଜାଣିଥିଲା ଯେ ତା’ର ବାପାମା’ ତା’ ପାଇଁ ଫୁଲ କିଣିବାକୁ ବାରଣ କରିବେ, ବରଂ ସେମାନେ କହିବେ ଫୁଲଗୁଡ଼ିକ ନିକୃଷ୍ଟମାନର । ତେଣୁ ସେମାନଙ୍କ ଉତ୍ତରକୁ ଅପେକ୍ଷା ନ କରି ସେ ଆଗେଇ ଚାଲିଲା ।

Text- 2
A man stood holding a pole with yellow, red, green and purple balloons flying from it. Seeing the colourful pole, the child desired to possess them all. But he well knew his parents would never buy him the balloons, because they would say he was too old to play with such toys. So he walked on farther.

A snake-charmer stood playing a flute to a snake which coiled itself in a basket, its head raised in a graceful bend like the neck ofa swan, while the music stole into its invisible ears. The child went towards the snake-charmer. But, knowing his parents hadforbidden him to hear such coarse music as the snake-charmer played, he proceededfarther. There was a roundabout infull swing. Men, women and children, carried away in a whirling motion, shrieked and cried with dizzy laughter.

ଅନୁବାଦ :
ଉଡୁଥ‌ିବା ହଳଦିଆ, ନାଲି, ସବୁଜ, ନୀଳ-ଲୋହିତ ରଙ୍ଗର ବେଲୁନ୍‌ଗୁଡ଼ିକୁ ଗୋଟିଏ ବାଉଁଶରେ ଧରି ଗୋଟିଏ ବେଲୁନ୍‌ଲା ଠିଆ ହୋଇଥିଲା । ରଙ୍ଗୀନ୍ ଖୁଣ୍ଟକୁ ଦେଖ୍, ପିଲାଟି ସେସବୁକୁ ପାଇବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କଲା । କିନ୍ତୁ ସେ ଭଲ ଭାବରେ ଜାଣିଥିଲା ତା’ର ବାପାମା’ ତାକୁ କେବେ ବି ବେଲୁନ୍ କିଣି ଦେବେ ନାହିଁ, ବରଂ ସେମାନେ କହିବେ ଏଭଳି ବେଲୁନ୍ ଖେଳିବାପାଇଁ ପୁଅର ବୟସ ଯଥେଷ୍ଟ ବଢ଼ିଗଲାଣି । ତେଣୁ ସେ ଆଗକୁ ମାଡ଼ି ଚାଲିଲା । ସାପୁଆ କେଳାଟିଏ ସାପ ନିକଟରେ ଠିଆ ହୋଇ ବଂଶୀଟିଏ ବଜାଉଥୁଲା, ସାପଟି ଗୁଡ଼େଇ ହୋଇ ଝୁଡ଼ି ଭିତରେ ପଡ଼ିଥିଲା ।

ଏହାର ମୁଣ୍ଡ ଗୋଟିଏ ହଂସର କମନୀୟ ବକ୍ର ବେକ ଭଳି ସୁନ୍ଦର ଭାବରେ ଉପରକୁ ଉଠିଲା, ଯେତେବେଳେ ବଂଶୀର ସୁଲଳିତ ସଙ୍ଗୀତ ତାହାର କାନର ଅଦୃଶ୍ୟ ଗହ୍ଵର ଭିତରେ ଗୁଞ୍ଜରଣ ସୃଷ୍ଟି କଲା, ପିଲାଟି ସାପୁଆକେଳା ଆଡ଼କୁ ଚାଲିଲା । କିନ୍ତୁ ତା’ର ବାପାମା’ ସାପୁଆକେଳା ବଜାଉଥ‌ିବା କର୍କଶ ସଙ୍ଗୀତ ଶୁଣିବାକୁ ତାକୁ ବାରଣ କରିବେ ଜାଣି ସେ ପୁଣି ଆଗକୁ ଚାଲିଲା । ଆଗରେ ଗୋଟିଏ ଗୋଲାକାର ଦୋଳି ଫୁଲ୍ ଦମ୍ରେ ବୁଲୁଥିଲା । ଘୂର୍ଣାୟମାନ ଅବସ୍ଥାରେ ଚିତ୍କାରପୂର୍ଣ୍ଣ ହସ ଓ ଭୟଜନିତ ଚିତ୍କାର ସହିତ ପୁରୁଷ, ମହିଳା ଓ ପିଲାମାନେ ଘୂରି ବୁଲୁଥିଲେ ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

lay – ଶଯ୍ୟା
heap – to put a lot of something in a pile on something – କିଛି ଉପରେ ଏକ ଗଦା ଭିତରେ ବହୁତ କିଛି ରଖିବା
repel – to make somebody feel horror or disgust – କାହାକୁ ଭୟ କିମ୍ବା ଘୃଣା ଅନୁଭବ କରିବା
fascinated – ଆକର୍ଷିତ
confusion – ଦ୍ୱନ୍ଦ୍ୱ
sweetmeat – a sweet/candy, any food preserved in sugar – ମିଠା ମିଠା
hawk – to try to sell things by going from place to place asking – ବାଘ
people to buy them – ଲୋକମାନେ ସେମାନଙ୍କୁ କିଣିବାକୁ
entrance – ପ୍ରବେଶ
burfi – a kind of sweet – ଏକ ପ୍ରକାର ମିଠା
mouth watered – ପାଟି ଜଳସେଚିତ
murmur – to say something in a soft-quiet voice that is difficult to hear and understand – ଅଭିଯୋଗ
half – ଅଧା
favourite – ପ୍ରିୟ
plea – an urgent emotional request for something – ନିବେଦନ
heed – to pay careful attention to somebody’s advice or warning – ଧ୍ୟାନ ଦିଅ
greedy – ଲୋଭୀ
gulmohur – ଗୁଲମୋହର
cheap – ଶସ୍ତା
pole – ପୋଲ
purple – ବାଇଗଣୀ
possess – ଅଧିକାର
farther – ଅଧିକ
snake – charmer – ସାପ
coil – କୋଇଲ୍
graceful – ଅନୁଗୁଳ
invisible – ଅଦୃଶ୍ୟ
forbidden – ନିଷେଧ
coarse – କଠିନ
proceeded – ଅଗ୍ରଗତି କଲା
roundabout – ଗୋଲାକାର
whirling – ଘୂର୍ଣ୍ଣିବାତ୍ୟା
motion – ଗତି
shriek – to give a loud high shout (when excited, frightened or in pain) – ଉଚ୍ଚ ସ୍ୱରରେ
dizzy – feeling as if everything is spinning around – ମୁଣ୍ଡ ବୁଲାଇବା
whirlpool – a swimming pool in which – ଯେଉଁଥିରେ ଏକ ସୁଇମିଂ ପୁଲ୍
water moves in circles – ବୃତ୍ତରେ ଜଳ ଗତି କରେ
laughter – ହସ

Now Answer The Following Questions
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ)

Question 1.
Who did the child see at the fair?
(ପିଲାଟି ମେଳାରେ କାହାକୁ ଦେଖୁଲା ?)
Answer:
The child saw a sweetmeat seller, a flower seller, a balloon seller, a snake-charmer and a roundabout at the fair.

Question 2.
Did the child want to buy anything in the fair? What are they? Why did he move on without waiting for his father’s reply?
(ପିଲାଟି ମେଳାରେ କିଛି କିଣିବାକୁ ଚାହିଁଲା କି ? ସେଗୁଡ଼ିକ କ’ଣ ? ସେ କାହିଁକି ତା’ର ବାପାଙ୍କର ଉତ୍ତରକୁ ଅପେକ୍ଷା ନ କରି ଆଗକୁ ଚାଲିଲା ?)
Answer:
The child wanted to buy burfi, a garland and balloons in the fair. But he didn’t ask his father about them, rather he murmered. He moved on without waiting for his father’s reply, because he knew it well that his father would turn it down stating some plea or other.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 3.
Did his parents buy him anything? Why?
(ତା’ର ବାପାମାଆ ତାକୁ କିଛି କିଣିଦେଲେ କି ? କାହିଁକି ?)
Answer:
His parents didn’t buy him anything. Perhaps they were poor and did not pay heed to the boy’s request.

Question 4.
Did he like the music played by the snake-charmer? How do you know this?
(ସାପୁଆ କେଳା ବଜାଉଥ‌ିବା ବାଦ୍ୟକୁ ସେ ପସନ୍ଦ କଲା କି ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
The child liked the music played by the snake-charmer. As he was fascinated by the music he went towards the snake-charmer at the fair.

Question 5.
What was it that attracted the child most?
(ପିଲାଟିକୁ ଅତ୍ୟଧ୍ୱ ଆକର୍ଷିତ କରିଥିବା ଜିନିଷଟି କ’ଣ ଥିଲା ?)
Answer:
Gulab-jaman, rasagulla, burfi and jalebi displayed at the sweetmeat shop attracted the child most. But he wanted to eat the burfi which was his favourite sweet.

Question 6.
The child made a bold request to his parents to go on the round-about. Will the parents allow him?
(ଦୋଳିରେ ବସିବାକୁ ପିଲାଟି ତା’ର ବାପାମାଆଙ୍କୁ ଏକ ଦୃଢ଼ ଅନୁରୋଧ କଲା । ତା’ର ବାପାମାଆ ତାକୁ ଅନୁମତି ଦେବେ କି ?)
Answer:
No, the child did not get any reply as his parents were not there when he made a bold request to go on the round-about.

Summary: III

The child made a bold request to his parents to go on the roundabout. But there was no reply. He turned to look on either side but couldn’t find them in the crowd. He cried bitterly out of fear. He ran here and there in the crowd to find his parents. At last he ran to a temple which was overcrowded. The poor child struggled to find a way in the crowd but failed. He raised his voice with the highest pitch to find out his parents. Fortunately, a man in the crowd heard his cry and lifted him up in his arms.

Notes :
reply- ଉତ୍ତର, bitterly- ତିକ୍ତ ଭାବରେ, struggled- ସଂଘର୍ଷ କଲା, failed- ବିଫଳ ହେଲା, pitch- ପିଚ୍, fortunately- ସୌଭାଗ୍ୟବଶତଃ, lifted- ଉତ୍ତୋଳିତ

ସାରାଂଶ :
ପିଲାଟି ଚକ୍ରଦୋଳିରେ ବସିବାପାଇଁ ବାପା-ମାଆଙ୍କୁ ଦୃଢ଼ ଅନୁରୋଧ କଲା । କିନ୍ତୁ ଏହାର କୌଣସି ଉତ୍ତର ମିଳିଲା ନାହିଁ । ପିଲାଟି ବହୁତ ସଂଗ୍ରାମ କରୁଥିଲା; କିନ୍ତୁ ପାରିଲା ନାହିଁ । ନିଜର ବାପା-ମାଆଙ୍କୁ ଖୋଜି ବାହାର କରିବାକୁ ଖୁବ୍ ଜୋର୍‌ରେ ବଡ଼ ପାଟିରେ ଡାକ ପକାଇଲା । ସୌଭାଗ୍ୟବଶତଃ ଜନଗହଳି ମଧ୍ୟରେ ଜଣେ ଲୋକ ତା’ର କ୍ରନ୍ଦନ ଶୁଣି ତାକୁ ହାତରେ ଟେକି ଆଣିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

The child watched them intently and then he made a bold request: “I want to go on the roundabout, please, Father, Mother. ” There was no reply. He turned to look at his parents. They were not there ahead of him. He turned to look on either side. They were not there. He looked behind. There was no sign of them. A full, deep cry rose within his dry throat and with a sudden jerk of his body he ran from where he stood, crying in real fear, “Mother, Father. “- Tears rolled down from his eyes. Out of fear he ran to one side first, then to the other, hither and thither in all directions, knowing not where to go. “Mother, Father, ” he cried. His yellow turban came untied and his clothes became muddy.

ଅନୁବାଦ :
ପିଲାଟି ସେମାନଙ୍କୁ (ଦୋଳିରେ ବୁଲୁଥିବା ଲୋକମାନଙ୍କୁ) ଏକ ଲୟରେ ଦେଖୁଲା ଓ ତା’ପରେ ସେ ଦୃଢ଼ ଅନୁରୋଧ କରି କହିଲା, ‘ମୁଁ ଦୋଳିରେ ବୁଲିବାକୁ ଚାହୁଁଛି, ବାପା, ବୋଉ, ମୋତେ ବୁଲିବାକୁ ଦିଅନା !’’
କୌଣସି ଉତ୍ତର ମିଳିଲା ନାହିଁ । ସେ ବାପାମା’ଙ୍କୁ ଦେଖିବାକୁ ବୁଲିପଡ଼ିଲା । ତା’ ଆଗରେ ବାପାମା’ ନ ଥିଲେ । ଦୁଇପଟକୁ ଦେଖୁବାକୁ ସେ ବୁଲିପଡ଼ିଲା । ସେଠାରେ ବି ସେମାନେ ନ ଥିଲେ । ସେ ପଛକୁ ଫେରି ଚାହିଁଲା । ସେଠାରେ ମଧ୍ୟ ସେମାନଙ୍କର କୌଣସି ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ବୋଲି ଚିତ୍କାର କରି କାନ୍ଦି କାନ୍ଦି ଠିଆ ହୋଇଥିବା ସ୍ଥାନରୁ ଦୌଡ଼ିବାକୁ ଲାଗିଲା । ତା’ ଆଖୁ ଧାର ଧାର ଲୁହ ବୋହି ଆସିଲା । ସେ କେଉଁଠାକୁ ଯିବ ଜାଣି ନ ପାରି ଭୟରେ ପ୍ରଥମେ ଏପାଖ, ତା’ପରେ ସେପାଖ, ଏଣେ, ତେଣେ, ସବୁଆଡ଼େ ଦୌଡ଼ିବାକୁ ଲାଗିଲା ।

Text- 2
Having run to and fro for a while, he stood helpless, his cries changed into sobs. At little distances on the green grass he could see, through his filmy eyes, men and women talking. He tried to look intently, but there was no sign of his father and mother among these people. He ran quickly again, this time to a temple to which people seemed to be crowding. Every little inch of space here was congested with men, but he ran through people’s legs, his little sob lingering: “Mother, Father!” Near the entrance to the temple, however, the crowd became very thick: men jostled with each other. The poor child struggled to find a way between their feet, but finally failed and raised his voice with the highest pitch “Father, Mother!” A man in the rushing crowd heard his cry and, stooping with great difficulty, lifted him up in his arms.

ଅନୁବାଦ :
କିଛିକ୍ଷଣ ଏଣେତେଣେ ଦୌଡ଼ିବା ପରେ ପିଲାଟି ଅସହାୟ ଅବସ୍ଥାରେ ଠିଆ ହୋଇ ରହିଲା । ତା’ର କ୍ରନ୍ଦନ ଚିତ୍କାର ଏବେ ବିଷାଦମୟ ମୁଁ ମୁଁ କାନ୍ଦରେ ବଦଳି ଯାଇଥିଲା । ସବୁଜ ଘାସ ଉପରେ କିଛି ଦୂରରେ ଠିଆ ହୋଇ ନିଜର ଲୁହଭିଜା ଜାଲଜାଲୁଆ ପିଲାଟି ପୁଣି ଜୋର୍‌ରେ ଦୌଡ଼ିଲା, ଏଥର ଗୋଟିଏ ମନ୍ଦିର ଆଡ଼କୁ ଗଲା ଯେଉଁଠାରେ ଲୋକମାନେ ରୁଣ୍ଡ ହୋଇ ଗହଳି ଲୋକମାନଙ୍କର ଗୋଡ଼ ଭିତର ଦେଇ କାନ୍ଦର ରାହାକୁ ଲମ୍ବାଇ ‘‘ମାଆ …., ବାପା…..”’ ଡାକି ଦୌଡ଼ି ଚାଲିଲା । ମନ୍ଦିରର ପ୍ରବେଶଦ୍ଵାର ଭିତର ଦେଇ ବାହାରିଯିବାକୁ କଷ୍ଟେମଷ୍ଟେ ଗୋଟିଏ ବାଟ ଖୋଜିଲା, କିନ୍ତୁ ନିଷ୍ଫଳ ହେଲା ଓ ଗଳା ଫଟାଇ କରୁଣ ଚିତ୍କାର କଲା, “‘ବାପା …., ମାଆ ….. ।’’ ମନ୍ଦିର ଭିତରକୁ ଧସେଇ ପଶୁଥ‌ିବା ଜନସ୍ରୋତ ମଧ୍ୟରୁ ଜଣେ ବ୍ୟକ୍ତି ତାହାର କାନ୍ଦ ଶୁଣିପାରିଲା ଓ ବହୁତ କଷ୍ଟରେ ନଇଁପଡ଼ି, ନିଜ ବାହୁରେ ତାକୁ ଉଠାଇଲା ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

intently – with strong interest and attention – ଧ୍ୟାନରେ
bold – ବୋଲ୍ଡ
turned – ବୁଲିଗଲା
ahead – ଆଗକୁ
jerk – ଜର୍କ
hither and thither – in many different directions – ଅନେକ ଭିନ୍ନ ଦିଗରେ
turban – ପଗଡି
untied – ଖୋଲା
muddy – କାଦୁଅ
to and fro – ଆଗକୁ ଆଉ ଆଗକୁ
sobs – କାନ୍ଦ
filmy – ଚଳଚ୍ଚିତ୍ର
crowding – ଭିଡ଼
congested – crowded – ଜନଗହଳିପୂର୍ଣ୍ଣ
lingering – ଦୀର୍ଘ ସମୟ
thick – ମୋଟା
jostle – to push roughly against somebody in a crowd – ଠେଲିଦେବା
struggled – ସଂଘର୍ଷ କଲା
highest pitch – ସର୍ବୋଚ୍ଚ ପିଚ୍
stoop – ଆଣ୍ଠୁଏ

Answer The Following Questions
(ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅନ୍ତୁ)

Question 1.
What is section III about?
(ତୃତୀୟ ବିଭାଗଟି କେଉଁ ବିଷୟ ସମ୍ପର୍କିତ ଅଟେ ?)
Answer:
Section III is about the title of the story, “The Lost Child”. It is about the child’s being lost in the fair and his unconsolable cry for his parents.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 2.
What was the most attractive thing for the child? How do you know this?
(କେଉଁ ଜିନିଷଟି ପିଲାଟି ପାଇଁ ଅତ୍ୟଧିକ ଆକର୍ଷଣୀୟ ଥିଲା ? ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
The most attractive thing for the child was undoubtedly his parents. We know this from his repeated trembling sobs, “Mother, Father.”

Question 3.
What made the child cry? How did he try to look for his parents?
(କ’ଣ ପିଲାଟିକୁ କନ୍ଦାଇଦେଲା ? ସେ କିପରି ତା’ର ବାପାମାଆଙ୍କୁ ଖୋଜିବାକୁ ଚେଷ୍ଟାକଲା ?)
Answer:
The child looked for his parents in the fair but in vain. Soon he started crying out of fear. He ran from one direction to another. He looked all around him. He tried his best to find out his parents, but could not find them.

Question 4.
Who lifted the child up and how?
(ପିଲାଟିକୁ କିଏ ଉଠାଇନେଲା ଓ କିପରି ? )
Answer:
A kind man in the crowd heard the child’s cry. He was moved by the sorrowful cry of the child. Then the man, stooping with great difficulty, lifted the child up in his arms.

Question 5.
Do you think the child will find his parents?
(ତୁମେ ଭାବୁଛ କି ପିଲାଟି ତା’ର ବାପାମାଆଙ୍କୁ ଖୋଜି ପାଇବ ?)
Answer:
I think the child will find his parents.

SUMMARY: III
The man asked the child about his parents. The child wept more and more and wanted his father and mother. The man tried his best to make him happy. He took him to the snake-charmer, balloon seller and flower seller in order to divert his attention. But the child wanted nothing except his father and mother. The man made his last attempt to make him happy by giving sweets. The child turned his face from the sweet shop and only sobbed to get at his parents. The child lost interest in the things he had wanted earlier.

Notes :
asked – ପଚାରିଲା , wept- କାନ୍ଦିଲା, divert- ଡାଇଭର୍ଟ କରନ୍ତୁ, attention- ଧ୍ୟାନ, except- ଏହା ବ୍ୟତୀତ, attempt – ଚେଷ୍ଟା, interest- ଆଗ୍ରହ

ସାରାଂଶ :
ଓ ମାଆଙ୍କୁ ଖୋଜିଲା । ଲୋକଟି ପିଲାଟିକୁ ଖୁସି କରିବାକୁ ବହୁତ ଚେଷ୍ଟା କଲା । ସେ ପିଲାଟିର ମନ ପରିବର୍ତ୍ତନ ପାଇଁ ସାପୁଆକେଳା, ବେଲୁନ୍ ବିକାଳି ଓ ଫୁଲ ବିକାଳି ନିକଟକୁ ନେଲା । ମାତ୍ର ପିଲାଟି ତା’ର ବାପା-ମାଆଙ୍କ ବ୍ୟତୀତ ଅନ୍ୟ କିଛି ଚାହୁଁ ନଥିଲା । ଶେଷ ପଦକ୍ଷେପସ୍ୱରୂପ ଲୋକଟି ପିଲାଟିକୁ ମିଠାଇ ଦେଇ ଖୁସି କରିବାକୁ ଚେଷ୍ଟାକଲା । ପିଲାଟି ମିଠାଇ ଦୋକାନଆଡ଼ୁ ମୁଁହ ବୁଲାଇ ଆଣିଲା ଏବଂ ତା’ର ବାପା-ମାଆଙ୍କ ନିକଟରେ ପହଞ୍ଚିବାକୁ କେବଳ ବିକଳ ହୋଇ କାନ୍ଦୁଥିଲା । ପୂର୍ବରୁ ଚାହୁଁଥିବା ଦ୍ରବ୍ୟଗୁଡ଼ିକ ପ୍ରତି ତା’ର ତିଳେମାତ୍ର ଆଗ୍ରହ ନ ଥିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis
Text- 1

“How did you get here, child? Whose baby are you ?” the man asked worriedly. The child wept more bitterly than ever now and only cried, “I want my mother, / want my father!” The man tried to soothe him by taking him to the roundabout. “Will you have a ride on the horse ?”, he gently asked as he approached the ring. The child did not look at it, but he only shouted, “I want my mother, I want my father!” The man headed towards the place where the snake-charmer still played on the flute to the swaying cobra.

“Listen to that nice music, child!” he pleaded. But the child shut his ears with his fingers and shouted his double-pitched strain: “I want my mother, I want my father!” The man took him near the balloons, thinking the bright colours of the balloons would distract the child’s attention and quieten him. “Would you like a rainbow coloured balloon ?”, he very lovingly asked. The child turned his eyes from the flying balloons and just sobbed, “I want my mother, I want my father!”

ଅନୁବାଦ :
‘‘ଆରେ ବାପା, ତୁ’ ଏଠାକୁ ଆସିଲୁ କିପରି ? ତୁ କାହାର ପୁଅ ?’’ ଲୋକଟି ବ୍ୟସ୍ତ ହୋଇ ପଚାରିଲା । ପୂର୍ବାପେକ୍ଷା ପିଲାଟି ଏବେ ଅଧୂକ ଜୋର୍‌ରେ କଇଁ କଇଁ ହୋଇ କାନ୍ଦିଲା ଓ କେବଳ ଚିତ୍କାର ଛାଡ଼ି କହିଲା, ‘ମୁଁ ମା’ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ପିଲାଟିକୁ ଚକ୍ରଦୋଳି ପାଖକୁ ନେଇ ଲୋକଟି ତାକୁ ଶାନ୍ତ କରିବାକୁ ଚେଷ୍ଟା କଲା । ଚକ୍ରଦୋଳି ପାଖକୁ ଯାଉଥିଲାବେଳେ ଲୋକଟି ଧୀର ଗଳାରେ ପିଲାଟିକୁ ପଚାରିଲା, ‘ତୁ’ ଘୋଡ଼ା ପିଠିରେ ବୁଲିବୁରେ ବାପା ?’’ ପିଲାଟି ଘୋଡ଼ା ଆଡ଼କୁ ନ ଚାହିଁ କେବଳ ଜୋର୍‌ରେ କାନ୍ଦି କହିଲା, ‘‘ମୁଁ ମା’ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ଯିବି !””

ଫଣା ଉଠାଇ ବଂଶୀ ବାଦ୍ୟରେ ଝୁମିଝୁମି ନାଚୁଥିବା ସାପ ଓ ବଂଶୀ ବଜାଉଥବା ସାପୁଆକେଳା ଆଡ଼କୁ ଲୋକଟି ଆଗେଇଗଲା । ଲୋକଟି ସ୍ନେହବୋଳା ଶବ୍ଦରେ କହିଲା, ‘ମଧୁର/ମିଠା ସଙ୍ଗୀତକୁ ଶୁଣିବୁରେ ବାପା !’’ କିନ୍ତୁ ପିଲାଟି ଆଙ୍ଗୁଠିରେ କାନ ଦୁଇଟିକୁ ବନ୍ଦକରି ନିଜର ଚିତ୍କାରକୁ ଦୁଇଗୁଣା କରି କହିଲା, ‘‘ମାଆ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ଯିବି ।’’ କାଳେ ଉଜ୍ଜ୍ଵଳ ରଙ୍ଗର ବେଲୁନ୍‌ଗୁଡ଼ିକ ପିଲାଟିର ମନ ବଦଳାଇ ତାକୁ ଶାନ୍ତ କରିବ, ଏହା ଚିନ୍ତା କରି ଲୋକଟି ତାକୁ ବେଲୁନ୍ ପାଖକୁ ନେଇଗଲା ଓ ତାକୁ ଶାନ୍ତ କରିବାକୁ ଚେଷ୍ଟା କରି ଅତି ଆଦରରେ କହିଲା, ‘ତୁ’ ଗୋଟିଏ ଇନ୍ଦ୍ରଧନୁ ରଙ୍ଗର ବେଲୁନ୍ ନେବୁ ?’’ ଉଡ଼ନ୍ତା ବେଲୁଗୁଡ଼ିକରୁ ନିଜର ଆଖ୍ ଫେରାଇ ଆଣି ପିଲାଟି କାନ୍ଦି କହିଲା, ‘ମୁଁ ମା’ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ଯିବି !??

Text- 2
The man, still trying to make the child happy, bore him to the gate where theflower-seller sat. “Look! Can you smell those nice flowers, child! Would you like a garland to put round your neck ?” The child turned his nose away from the basket and repeated his sob, “I want my mother, I want my father!”

Thinking he could change the child’s mindand make him happy by a gift ofsweets, the man took him to the counter of the sweet shop. “What sweets would you like, child ?” he asked. The child turned hisfacefrom the sweet shop and only sobbed, “I want my mother, I want myfather!”

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

ଅନୁବାଦ :
ପିଲାଟିକୁ ଏବେ ବି ଖୁସି କରିବାକୁ ଚେଷ୍ଟା କରୁଥିବା ଲୋକଟି ତାକୁ ଫାଟକ ପାଖରେ ଫୁଲ ବିକୁଥ‌ିବା ଲୋକଟି ପାଖକୁ ନେଇଯାଇ କହିଲା, ‘ଦେଖ, ବାପା, ଏହି ସୁନ୍ଦର ଫୁଲଗୁଡ଼ିକରୁ ଗନ୍ଧ ବାରି ପାରୁଛୁ ? ତୋର ବେକ ଚାରିପଟେ ପକାଇବାପାଇଁ ତୁ ଗୋଟିଏ ହାର ଚାହୁଁଛୁ କି ?’’ ପିଲାଟି ଝୁଡ଼ିଠାରୁ ତା’ର ନାକ ଫେରାଇ ଆଣି ମୁଁ ସଁ ହୋଇ କାନ୍ଦି କହିଲା, ‘‘ମୁଁ ମାଆ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ଯିବି !’’
‘ତୁ କେଉଁସବୁ ମିଠାଇ ଖାଇବୁରେ ବାପା ?’’ ଲୋକଟି ପଚାରିଲା । କିନ୍ତୁ ପିଲାଟି ମିଠାଇ ଦୋକାନରୁ ମୁହଁ ବୁଲେଇ ଆଣି କେବଳ ବିକଳ ହୋଇ କହିଲା, ‘ମୁଁ ମା’ ପାଖକୁ ଯିବି, ବାପା ପାଖକୁ ଯିବି !”

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

bitterly – ତିକ୍ତ ଭାବରେ
soothe – to make somebody feel calmar/better – କାହାକୁ ଶାନ୍ତ / ଭଲ ଅନୁଭବ କରିବାକୁ |
approach – to come near – ନିକଟତର ହେବାକୁ
swaying – moving slowly from side to side – ପାର୍ଶ୍ୱରୁ ଧୀରେ ଧୀରେ ଗତି କରୁଛି
double – pitched – ପିଚ୍
strain – ଷ୍ଟ୍ରେନ୍
rainbow – ଇନ୍ଦ୍ରଧନୁ
distract – to take somebody’s attention away from that he wants – ସେ ଚାହୁଁଥିବା ଠାରୁ କାହାର ଧ୍ୟାନ ନେବାକୁ |
counter – the table of a shop – ଏକ ଦୋକାନର ଟେବୁଲ୍
quieten – to make someone calmer/less noise/silent – ଶାନ୍ତ କର

Answer The Following Questions
(ନିମ୍ନଲିଖିତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅନ୍ତୁ)

Question 1.
What did the man want to know from the child?
(ଲୋକଟି ପିଲାଟିଠାରୁ କ’ଣ ଜାଣିବାକୁ ଚାହିଁଲା ?)
Answer:
The man who rescued the child wanted to know about his parents and how he came to the fair ground.

Question 2.
Did the man try to make the child happy? How?
(ଲୋକଟି ପିଲାଟିକୁ ଖୁସି କରିବାକୁ ଚେଷ୍ଟାକଲା କି ? କିପରି ? )
Answer:
The man tried his best to make the child happy. He took him to the roundabout, snake charmer, balloon seller, flower seller and sweetmeat seller to divert his attention.

Question 3.
How did the child react to the man’s offerings?
( ପିଲାଟି ଲୋକଟିର ଉପହାରଗୁଡ଼ିକ ପ୍ରତି କିପରି ପ୍ରତିକ୍ରିୟା ପ୍ରଦର୍ଶନ କଲା ?
Answer:
The man wanted to make the child happy by his offerings. He wanted to offer him flower garland, beautiful balloons and sweets. But the child had lost interest in those things. On the contrary he only sobbed and wanted to see his mother and father.

Question 4.
What impression do you have on the man who helped the child?
( ପିଲାଟିକୁ ସାହାଯ୍ୟ କରିଥିବା ଲୋକଟି ଉପରେ ତୁମର ଧାରଣା କ’ଣ ?)
Answer:
No doubt the man who helped the child was very kind and affectionate. Because nobody in the crowd except that man came forward to help the child. He also tried to make the child comfortable by offering him many attractive things. His attempts to cheer up the child is praiseworthy.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 5.
Will the man be able to find the child’s parents? What will happen to the lost child?
(ଲୋକଟି ପିଲାଟିର ବାପାମାଆଙ୍କୁ ଖୋଜି ପାଇବାରେ ସକ୍ଷମ ହେବ କି ? ହଜିଯାଇଥିବା ପିଲାଟିର କ’ଣ ହେବ ?)
Answer:
Probably the man will be able to find the child’s parents. The child’s parents must also be looking for their lost child. They won’t leave the place unless their lost child is found out. After their meeting the child will be handed over to his parents.

Activity- I
କାର୍ଯ୍ୟକଳାପ- I

(A) The following is the summary of the story ‘The Lost Child’. Fill in the blanks of the summary with the suitable words from the bracket.
(ନିମ୍ନଲିଖଟି ‘The Lost Child’ ଗଳ୍ପର ସାରାଂଶ ଅଟେ । ବନ୍ଧନୀ ମଧ୍ଯରୁ ଉପଯୁକ୍ତ ଶବ୍ଦ ନେଇ ସାରାଂଶର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
(interest, happy, flower seller, roundabout, balloons, toys, village fair, snake charmer, sweetmeat seller, dragon flies, parents, beautiful grove, temple gate, ran, cried, father and mother)

Once a child went to a ________ with his parents. Fascinated by the _______ he lagged behind. On his way to the fair he saw the _________ a _________ etc. The child with his parents arrived the village square and saw a _________with various sweets, a ____________ with garlands of gulmohur, a man holding with ________ a ________ playing a flute to a snake and a _________ in full swing. He wanted to go on the roundabout and couldn’t find his ___________ in the crowd. Then he _________,_________ here and there in the crowd to find his parents. At the _________ a man lifted him up in his arms and asked him about his __________. The man wanted to make the child __________ but the child lost ____________in the things that he had wanted earlier.

Answer:
Once a child went to a village fair with his parents. Fascinated by the toys he lagged behind. On his way to the fair he saw the dragon flies, a beautiful grove etc. The child with his parents arrived the village square and saw a sweetmeat seller with various sweets, a flower seller with garlands of gulmohur, a man holding with balloons a snake charmer playing a flute to a snake and a roundabout in full swing. He wanted to go on the roundabout and couldn’t find his father and mother in the crowd. Then he cried, ran here and there in the crowd to find his parents. At the temple gate a man lifted him up in his arms and asked him about his parents. The man wanted to make the child happy but the child lost interest in the things that he had wanted earlier.

Writing: ଲେଖିବା:

Question 1.
What were the things the child saw on his way to the fair? Why did he lag behind his parents?
(ପିଲାଟି ମେଳାକୁ ଯିବା ବାଟରେ କେଉଁ ଜିନିଷମାନ ଦେଖିଲା ? ସେ ତା’ ବାପାମାଆଙ୍କଠାରୁ କାହିଁକି ପଛରେ ରହିଗଲା ?)
Or, Where was the child going? What made him lag behind his parents?
(ପିଲାଟି କେଉଁଠାକୁ ଯାଉଥିଲା ? କେଉଁଥିପାଇଁ ସେ ତା’ ବାପମାଆଙ୍କଠାରୁ ପଛରେ ରହିଗଲା ?)
Answer:
The child was going to a village fair with his parents. A number of people were going along the road. First of all the child was attracted towards the toys displayed in the shops on the way and lagged behind his parents. After few steps he was fascinated by a group of dragon-flies moving from flower to flower in a flowering mustard-field. So he lagged behind his parents. Again he was left behind, attracted by the insects and worms along the footpath. On the way he enjoyed the cooing of doves in a grove. So he always lagged behind his parents on his way to the fair.

Question 2.
What things in the fair attracted the child? Why did he move on without waiting for an answer from his parents?
(ମେଳାରେ କେଉଁ ଜିନିଷସବୁ ପିଲାଟିକୁ ଆକର୍ଷିତ କରିଥିଲା ? ସେ ତା’ର ବାପାମାଆଙ୍କ ଉତ୍ତରକୁ ଅପେକ୍ଷା ନ କରି କାହିଁକି ଆଗକୁ ଚାଲିଲା ?)
Answer:
The child arrived in the fair with his parents. He saw a sweetmeat seller with various sweets. Particularly the burfi displayed in the shop attracted him and he asked for it in a slow voice. But he was well aware about the attitude of his parents, so he moved on. He saw a flower-seller with garlands of gulmohur.

He was willing to buy one, but he couldn’t express it. As he moved on he found a man holding with balloons of different colours. He desired to possess them all. But he knew it well that his parents would refuse to buy it. So he moved on. At last he heard a snake charmer playing a flute to a snake. He was attracted towards the music. But he didn’t enjoy it because his parents would forbid him to hear such coarse music. So, he just walked farther without waiting for any answer from his parents.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 3.
When did he realize that he had lost his way ? How is it described in the story?
(ସେ ତା’ର ବାଟ ଭୁଲିଛି ବୋଲି କେତେବେଳେ ହୃଦୟଙ୍ଗମ କଲା ? ଏହା ଗଳ୍ପଟିରେ କିପରି ବର୍ଣ୍ଣିତ ହୋଇଛି ?)
Answer:
The child with his parents arrived the village square and enjoyed the fair. He was attracted towards various fascinating things for the children like burfi, balloons and garland of gulmohur. He wanted to go on the roundabout. So he made a bold request to his parents to allow him. But there was no reply. He turned to look on either side but couldn’t find them in the crowd. He looked all around him to locate his parents but in vain. He realized that he had lost his way in the fair. Then he tried to look for his father and mother.

Question 4.
Why did the lost child lose interest in the things that he had wanted earlier?
(ପୂର୍ବରୁ ଚାହିଁଥ‌ିବା ଜିନିଷଗୁଡ଼ିକ ପ୍ରତି ପିଲାଟି କାହିଁକି ଆଗ୍ରହ ହରାଇଲା?)
Answer:
The child visited various fascinating stall in the fair. He was interested to buy burfi, in a sweetmeat stall. He showed great interest to buy the garland of gulmohur and coloured balloons displayed in the fair. Fascinated by the round-about, he unfortunately lagged behind his parents and lost his way. He looked for his parents here and there but didn’t find them. He cried severely. Fortunately a man in the crowd lifted him up in his arms. He tried his best to make the child happy. He took the child to the stalls of his interest. He wanted to offer him these things. But the child lost interest in the things that he had wanted earlier. He only wanted to see his father and mother.

Question 5.
What do you think happens in the end? Does the child find his parents?
(ଶେଷରେ କ’ଣ ହେବ ବୋଲି ତୁମେ ଭାବୁଛ ? ପିଲାଟି ତା’ର ବାପାମାଆଙ୍କୁ ପାଇବ କି ?)
Answer:
Being attracted towards different attractive things and in his longing to get them the child lost his way in the crowd. The child didn’t find his parents. He was rescued by a man in the crowd. The child was still searching for his parents with the man till the end of the story. I think the child will find his parents. Because it is a village fair and there is no chance of missing. Besides his parents will also be looking for their lost child and will wait till the child will be found out.

(B) Read the following sentences and order them as they are used in the story and then fill in the blanks of the table. One is done for you.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ ଗପଟିରେ ଯେଉଁ କ୍ରମରେ ଅଛି ସେହି କ୍ରମରେ ସଜାଅ ଓ ତା’ପରେ ଟେବୁଲ୍‌ରେ ଥ‌ିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି । )
(a) I want that burfi.
(b) I want that toy.
(c) I want that garland.
(d) Come, child come, on to the footpath.
(e) I want to go on the roundabout, please, father, mother.
(f) Come child come.
(g) Listen to that nice music, child.
(h) Look child what is before you !
(i) I want my mother, I want my father!
(j) Father, mother!
(k) Whose baby are you?
(l) What sweets would you like?

Section (Part) (What) Statements Who said? To whom?
I (f) Come, child, come. parents child
II
III
IV

Answer:

Section (Part) (What) Statements Who said? To whom?
I (f) Come, child, come.
(b) I want that toy.
(h) Look child what is before you!
(d) Come, child come, on to the footpath.
Parents
child
mother
mother
Child
parents
child
child
II (a) I want that burfi.
(c) I want that garland.
child
child
parents
parents
III (e) I want to go on the roundabout, please, father, mother.
(j) Father, mother!
Child
child
father and mother
father and mother
IV (k) Whose baby are you?
(i) I want my mother, I want my father!
(g) Listen to that nice music, child.
(1) What sweets would you like?
the man
child
the man
the man
Child
the man
child
child

(C) The main ideas of the story, “The Lost Child” are given below. Read and put them in the appropriate boxes of the Flow Chart. One has been done for you.
(“The Lost Child”” ଗଳ୍ପର ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ନିମ୍ନରେ ଦିଆଯାଇଛି । ସେଗୁଡ଼ିକୁ ପଢ଼ ଓ ପ୍ରବାହ ଚିତ୍ରର ଉପଯୁକ୍ତ କୋଠରିରେ ସେଗୁଡ଼ିକୁ ଲେଖ । ତୁମ ପାଇଁ ଗୋଟିଏ କରିଦିଆଯାଇଛି ।)

  • The child’s cry out of fear without seeing his parents in the crowd.
  • The child’s hesitation towards the attracted things in the fair and his sobbing to see his father and mother.
  • His eagerness to have different things from a sweetmeat seller with sweets, a lower seller with garlands, a snake charmer with a snake, a roundabout with full swing in the fair.
  • Attraction of the toys, a flowering mustard field, a group of dragon flies, the little insects and worms, a beautiful grove, the banyan tree etc. on the way to village fair.
  • A child’s visit to a village fair with parents.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child Q5C 1

Answer: (ଉତ୍ତର)

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child Q5C 2

BSE Odisha 9th Class English The Lost Child Important Questions and Answers

Answer The Following In A Sentence:

Question 1.
What do you think happens in the end?
Answer:
We think the child does not find his parents in the end.

Question 2.
Why did the lost child lose interest in the things that he had wanted earlier?
Answer:
The lost child lost interest in the things like toys, burfi, balloons, gulmohur garland that he had wanted earlier.

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 3.
What were the things the child saw on his way to the fair?
Answer:
On his way to the fair the child was attracted towards the toys displayed in the shops.

Question 4.
How did the child enjoy himself in the grove on his way to the fair?
Answer:
On his way he entered a grove where a shower of young flowers fell upon him. He became very happy and collected the petals in his hands.

Question 5.
What things in the fair attracted the child?
Answer:
First of all the child saw a sweets stall in the fair. The burfi displayed in the shop attracted him.

Question 6.
When did the child realize that he had lost his way?
Answer:
The child looked all around to locate his parents but in vain. He realized that he had lost his way in the fair.

Question 7.
How did the man try to make the child happy?
Answer:
The man could realise the situation and tried his best to make him happy.

Question 8.
Why did the child feel disheartened?
Answer:
The child lost interest in the things he had wanted earlier. Within himself he felt disheartened.

Question 9.
What did the man offer the child to divert his attention?
Answer:
As the child was crying for his parents, the man took him to different shops to divert his attention.

Answer The Following In A Word Or A Phrase:

Question 1.
Who lifted the boy hearing his cry?
Answer:
a man in the rushing crowd

Question 2.
Who were flying noisely on their bright purple wings?
Answer:
a group of dragon-flies

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 3.
What fell upon the child as he entered the grove?
Answer:
a shower of young flowers

Fill In The Blanks:

Question 1.
The little boy ran between his father’s legs, brimming over with ________.
Answer:
life and laughter

Question 2.
While going to the fair, the boy lagged behind because he was fascinated by toys in the _________.
Answer:
shops

Question 3.
The boy pleaded to his parents to buy him ________.
Answer:
the toys

Question 4.
Father looked at the child red-eyed in his ________.
Answer:
familiar tyrant

Question 5.
The flowering mustard field looked pale like ________.
Answer:
melting gold

Question 6.
The child’s mother gave ________ call when he was following the dragon flies.
Answer:
a cautionary

Question 7.
The child was attracted by_______ along the footpath.
Answer:
little insects

Question 8.
In the grove the child, forgetting his parents began to _______.
Answer:
gather the raining petals

Question 9.
The child ran towards his parents hearing the ________.
Answer:
cooing of doves

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 10.
As the child neared the village, the child could see ________.
Answer:
footpaths full of people

Question 11.
The boy hid himself _________ after hearing the cooing of doves.
Answer:
round the banyan tree

Question 12.
The child felt both _________ by the conclusion of the world he was entering.
Answer:
repelled and fascinated

Question 13.
A sweetmeat seller hawked ________.
Answer:
gulab-jamun, rasagulla, burfi, jalebi

Question 14.
The child’s mouth watered for _________.
Answer:
the burfi

Question 15.
The child knew that his plea wouldn’t be headed because his parents would say he was ________.
Answer:
greedy

Question 16.
A flower seller hawked ________.
Answer:
a garland of gulmohur

Question 17.
Seeing the colourful balloons the child desired to ________.
Answer:
possess them all

Question 18.
A snake charmer stood playing __________ to a snake which coiled itself in a basket.
Answer:
flute

Question 19.
The snake’s head raised in a graceful bend like _________.
Answer:
the neck of a swan

Question 20.
There was a _______ in full swing.
Answer:
round about

Question 21.
The child made a bold request to________.
Answer:
go on the round about

Question 22.
A full deep cry rose within his dry throat when the child couldn’t _________.
Answer:
find his mother and father

Question 23.
The boy was wearing a ________turban.
Answer:
yellow

Question 24.
The child’s cry changed into sobs after having run _______.
Answer:
here the there

Question 25.
There were a heavy crowd near the _______.
Answer:
temple

Question 26.
Near the entrance of the temple, however the crowd became _________.
Answer:
very thick

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 27.
In the entrance of the temple people ________ with each other.
Answer:
jostled

Question 28.
The poor child struggled to find a way ________.
Answer:
between the people’s feet

Multiple Choice Questions With Answers :

Question 1.
“People in general’ means ________.
(A) humanity
(B) public
(C) human being
(D) all the above
Answer:
(A) humanity

Question 2.
At a little distance on the green grass the child could see, through his ________.
(A) tearful eyes
(B) filmy eyes
(C) bright eyes
(D) blue eyes
Answer:
(B) filmy eyes

Question 3.
“act of looking at”- The expression refers to ________.
(A) stare
(B) behold
(C) see
(D) watch
Answer:
(A) stare

Question 4.
The boy pleaded to his parents to buy him ________.
(A) the toys
(B) flowers
(C) fruits
(D) balloons
Answer:
(A) the toys

Question 5.
The flowering mustard field looked pale like _________.
(A) bright gold
(B) melting gold
(C) yellowish gold
(D) light gold
Answer:
(B) melting gold

Question 6.
The child’s mother gave _________call when he was following the dragon flies.
(A) a loud
(B) a threatening
(C) a cautionary
(D) an affectionate
Answer:
(C) a cautionary

Question 7.
The child’s mouth watered for ________.
(A) the rasagulla
(B) the burfi
(C) thejalebi
(D) gulab-jaman
Answer:
(B) the burfi

Question 8.
The child knew that his plea wouldn’t be headed because his parents would say he was _________.
(A) greedy
(B) naughty
(C) miser
(D) obstinate
Answer:
(A) greedy

Question 9.
A snake charmer stood playing ________ to a snake which coiled itself in a basket.
(A) flute
(B) violin
(C) pipe
(D) drum
Answer:
(A) flute

Question 10.
There was a _______in full swing.
(A) round about
(B) ladder
(C) both of these
(D) none of these
Answer:
(A) round about

BSE Odisha 9th Class English Solutions Non-Detailed Chapter 2 The Lost Child

Question 11.
The boy was wearing a _______turban.
(A) red
(B) yellow
(C) green
(D) grey
Answer:
(B) yellow

Question 12.
There was a heavy crowd near the _________.
(A) temple
(B) fair
(C) market
(D) village fair
Answer:
(A) temple

Question 13.
Near the entrance of the temple, however the crowd became _______.
(A) very thick
(B) very thin
(C) very large
(D) none of these
Answer:
(A) very thick

Question 14.
In the entrance of the temple people _________ with each other.
(A) pushed
(B) pulled
(C) jostled
(D) quarrelled
Answer:
(C) jostled

BSE Odisha 9th Class English Non-Detailed Text:

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା କିପରି ପ୍ରତିଫଳିତ ହୁଏ ?
Answer:
ନିମ୍ନଲିଖିତ କାରଣରୁ ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା ପ୍ରତିଫଳିତ ହୁଏ ।

  • ଭାରତୀୟ ସଂସ୍କୃତି ନିଜର ମୌଳିକ ଉପାଦାନଗୁଡ଼ିକ ସହିତ ବିଭିନ୍ନ ସମୟରେ ବିନା ଦ୍ୱିଧାରେ ଭିନ୍ନ ଭିନ୍ନ ମତବାଦ, ଧର୍ମବିଶ୍ଵାସ, ଭାଷା, ପ୍ରଥା, ପରମ୍ପରା ପ୍ରଭୃତିକୁ ଉଦାରତା ସହିତ ଗ୍ରହଣ କରି ନିଜକୁ ବଳିଷ୍ଠ କରିଛି । ଜୈନ ଓ ବୌଦ୍ଧଧର୍ମର ନୀତିଗୁଡ଼ିକ ମଧ୍ୟ ଏହି ସଂସ୍କୃତିରେ ସ୍ଥାନ ପାଇଛି ।
  • ଭାରତରେ ଇସ୍‌ଲାମ୍ ଧର୍ମର ପ୍ରବେଶ ପରେ ହିନ୍ଦୁ ଓ ଇସଲାମ୍ ଧର୍ମର ସମନ୍ୱୟ ଏବଂ ଉଭୟ ଧର୍ମାବଲମ୍ବୀଙ୍କ ସୌହାର୍ଘ୍ୟପୂର୍ଣ୍ଣ ସହାବସ୍ଥାନ ଭାରତୀୟ ସଂସ୍କୃତିର ଉଦାରତା ପ୍ରତିଫଳିତ କରେ ।
  • ମଧ୍ୟଯୁଗରେ ରାମାନୁଜ, ରାମାନନ୍ଦ ପ୍ରଭୃତି ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଏବଂ ଖୁଜା ମୁଇନୁଦ୍ଦିନ୍ ଚିପ୍ସି, ଶେଖ୍ ନିଜାମୁଦ୍ଦିନ୍ ଆଉଲିଆ ପ୍ରଭୃତି ସୁଫି ସନ୍ଥମାନଙ୍କର ଏକେଶ୍ୱରବାଦ, ମାନବସେବା, ଭକ୍ତି, ପ୍ରେମ, ଏକତା ଓ ଭ୍ରାତୃତ୍ୱର ବାର୍ତ୍ତାକୁ ଦେଶର ବିଭିନ୍ନ ସ୍ଥାନରେ ପ୍ରଚାର କରାଯାଇଥିଲା ।
  • ପାଶ୍ଚାତ୍ୟ ଦେଶଗୁଡ଼ିକର ଭାରତକୁ ଆଗମନ ପରେ ଖ୍ରୀଷ୍ଟଧର୍ମ ତଥା ପାଶ୍ଚାତ୍ୟ ଦର୍ଶନ, ସାହିତ୍ୟ, ବିଜ୍ଞାନ ଓ
  • ଏହିପରି ଭାବରେ ବିଭିନ୍ନ ସମୟରେ ଭାରତକୁ ଆଗମନ କରିଥିବା ଭିନ୍ନ ଭିନ୍ନ ଜାତି, ଧର୍ମ, ବର୍ଣ୍ଣ ଓ ଭାଷାର ଲୋକଙ୍କୁ ଆଦରି ନେଇ ଭାରତୀୟ ସଂସ୍କୃତି ଏହାର ଉଦାରତାର ପରିଚୟ ଦେଇଛି ।

(ଖ) ଭାରତର ଭୌଗୋଳିକ ବିଭିନ୍ନତାଗୁଡ଼ିକ କ’ଣ ?
Answer:
ନିମ୍ନରେ ଭାରତର ଭୌଗୋଳିକ ବିଭିନ୍ନତାଗୁଡ଼ିକ ଆଲୋଚନା କରାଯାଇଛି ।

  • ଭାରତର ଭିନ୍ନ ଭିନ୍ନ ସ୍ଥାନର ପ୍ରାକୃତିକ ଲକ୍ଷଣଗୁଡ଼ିକ ମଧ୍ୟରେ ଅନେକ ପ୍ରଭେଦ ପରିଲକ୍ଷିତ ହୋଇଥାଏ । ଉତ୍ତରରେ ହିମାଳୟ ପର୍ବତମାଳା, ଦକ୍ଷିଣରେ ମାଳଭୂମି ଏବଂ ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ସମତଳଭୂମି ରହିଛି । କେତେକ ସ୍ଥାନରେ ଘଞ୍ଚ ଜଙ୍ଗଲ ଥିଲାବେଳେ ଆଉ କେତେକ ସ୍ଥାନରେ ମରୁଭୂମି ରହିଛି ।
  • ଭାରତର କେଉଁଠାରେ ପର୍ବତମାଳା ଅଛି ତ ଆଉ କେଉଁଠି ନଦୀନାଳର ପ୍ରାଚୁର୍ଯ୍ୟ ରହିଛି । କେଉଁଠାରେ ନଦୀ ଉପତ୍ୟକାର ଉର୍ବର ମାଟି ଉପଲବ୍ଧ ହେଉଥ‌ିବାବେଳେ ଆଉ କେଉଁଠି ଟାଙ୍ଗରା ଜମିର ଅନୁର୍ବର ମାଟି ଶସ୍ୟ ଉତ୍ପାଦନ ପାଇଁ ପ୍ରତିକୂଳ ପରିସ୍ଥିତି ସୃଷ୍ଟି କରିଛି ।
  • ଭୌଗୋଳିକ ସ୍ଥିତିର ପ୍ରଭେଦ ଯୋଗୁଁ ଜଳବାୟୁରେ ମଧ୍ୟ ବିଭିନ୍ନତା ଦେଖାଯାଏ । ମରୁଭୂମି ଅଞ୍ଚଳର ପ୍ରଖର ଗ୍ରୀଷ୍ମ, ହିମାଳୟ ଅଞ୍ଚଳରେ ପ୍ରବଳ ଶୀତ, ଦାକ୍ଷିଣାତ୍ୟ ପାହାଡ଼ିଆ ଅଞ୍ଚଳରେ ଶୁଷ୍କ ଜଳବାୟୁ, ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।
  • ଭାରତରେ ବାର୍ଷିକ ବୃଷ୍ଟିପାତ ହାରରେ ମଧ୍ୟ ଅଞ୍ଚଳ ଭେଦରେ ତାରତମ୍ୟ ଦେଖାଯାଏ ।

(ଗ) ଧର୍ମଗତ ବିଭିନ୍ନତା ସତ୍ତ୍ଵେ ଭାରତରେ କିପରି ଏକତା ସୃଷ୍ଟି ହୋଇଛି ?
Answer:

  • ଭାରତରେ ଧର୍ମଗତ ବିଭିନ୍ନତା ଥିଲେ ସୁଦ୍ଧା ସମସ୍ତ ଧର୍ମାବଲମ୍ବୀଙ୍କ ମଧ୍ୟରେ ସମନ୍ବୟ, ସହନଶୀଳତା ଓ ସହଯୋଗ ରାଜ୍ୟରେ ସ୍ଥାପିତ ପ୍ରତ୍ୟେକ ଧର୍ମର ଧର୍ମପୀଠଗୁଡ଼ିକୁ ସଂପୃକ୍ତ ଧର୍ମର ବିଶ୍ବାସୀ ଯାତ୍ରା କରିବାଦ୍ଵାରା ଧର୍ମଗତ ସମସ୍ତଙ୍କ ଯୋଗଦାନ ଧର୍ମଗତ ବିଭିନ୍ନତାର ଏକତାକୁ ଦୃଢ଼ୀଭୂତ କରିଛି ।
  • ବେଦ, ଉପନିଷଦ୍, ଗୀତା, ରାମାୟଣ ଓ ମହାଭାରତର ସାରମର୍ମ ବ୍ୟକ୍ତିଗତ ଧର୍ମମତ ନିର୍ବିଶେଷରେ ପ୍ରତ୍ୟେକ ଭାରତୀୟଙ୍କୁ ପ୍ରଭାବିତ କରିଛି ।
  • ଭାରତରେ ଅବସ୍ଥିତ ହିନ୍ଦୁ ଧର୍ମର ତୀର୍ଥସ୍ଥାନଗୁଡ଼ିକୁ ଦେଶର ସଂଖ୍ୟାଗରିଷ୍ଠ ହିନ୍ଦୁମାନଙ୍କ ଯାତ୍ରା ଯୋଗୁଁ ଓ ବିଭିନ୍ନ ରାଜ୍ୟରେ ସ୍ଥାପିତ ପ୍ରତ୍ୟେକ ଧର୍ମର ଧର୍ମପୀଠଗୁଡ଼ିକୁ ସଂପୃକ୍ତ ଧର୍ମର ବିଶ୍ବାସୀ ଯାତ୍ରା କରିବାଦ୍ଵାରା ଧର୍ମଗତ ବିଭିନ୍ନତାରେ ଏକତା ସୃଷ୍ଟି ହୋଇଛି ।
  • ମଧ୍ୟଯୁଗର ଶେଷଭାଗରେ ଭକ୍ତି ଆନ୍ଦୋଳନ ଓ ସୁଫି ଆନ୍ଦୋଳନ ହିନ୍ଦୁ ଓ ମୁସଲମାନଙ୍କ ଏକତା ସୃଷ୍ଟି କରିବାରେ ସହାୟକ ହୋଇପାରିଛି ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଘ) କେଉଁ କାରଣଗୁଡ଼ିକ ପାଇଁ ଭାରତରେ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ସମ୍ଭବ ହୋଇପାରିଛି ?
Answer:
ନିମ୍ନଲିଖ୍ କାରଣଗୁଡ଼ିକ ଯୋଗୁଁ ଭାରତରେ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ସମ୍ଭବ ହୋଇପାରିଛି ।

  • ଭାରତରେ ପ୍ରତ୍ୟେକ ଅଞ୍ଚଳର ଭାଷା ଭିନ୍ନ ଏବଂ ଗୋଟିଏ ଅଞ୍ଚଳରେ ଏକାଧ୍ଵ ଭାଷାର ବ୍ୟବହାର କରାଗଲେ ମଧ୍ୟ ଭାଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ରହିଛି ।
  • ଆଞ୍ଚଳିକ ଭାଷାଗୁଡ଼ିକର ବହୁ ଅଂଶ ସଂସ୍କୃତ ଭାଷାରୁ ଆନୀତ ହୋଇଥିବାରୁ ତାହା ଭଷାଗତ ବିଭିନ୍ନତାରେ ଏକତା ଭାବ ଆଣିବାରେ ସାହାଯ୍ୟ କରିଛି ।
  • ମୁସଲମାନ ରାଜତ୍ଵ କାଳରେ ଭାରତରେ ପ୍ରଚଳିତ ଉର୍ଦ୍ଧ୍ଵ ଓ ପାରସୀ ଭାଷାର ହିନ୍ଦୀ ଭାଷା ସହିତ ସାମଞ୍ଜସ୍ୟ ରହିଥ‌ିବାରୁ ପାର୍ଥକ୍ୟ ଅତି ସ୍ପଷ୍ଟଭାବେ ପରିଲକ୍ଷିତ ହୋଇ ନଥିଲା ।
  • ଭାରତରେ ବ୍ରିଟିଶ୍ ଶାସନ ସମୟରେ ଇଂରାଜୀ ଭାଷାର ପ୍ରଚଳନ ପ୍ରତ୍ୟେକ ଭାରତବାସୀଙ୍କୁ ଏକ ଶାସନର ଡୋରରେ ବାନ୍ଧି ରଖିବା ସହିତ ପରୋକ୍ଷରେ ଭାରତୀୟମାନଙ୍କ ମନରେ ଏକତାଭାବ ଜାଗ୍ରତ କରିବାରେ ସାହାଯ୍ୟ କରିଥିଲା ।
  • ସ୍ଵାଧୀନ ଭାରତରେ ହିନ୍ଦୀ ଭାଷାକୁ ରାଷ୍ଟ୍ରଭାଷାର ମାନ୍ୟତା ଦିଆଯିବା ସହ ହିନ୍ଦୀ, ଇଂରାଜୀ ଓ ଆଞ୍ଚଳିକ ଭାଷାକୁ ହୋଇପାରିଥିଲା ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ସଂସ୍କୃତି କହିଲେ କ’ଣ ବୁଝାଯାଏ ?
Answer:
କୌଣସି ସମାଜରେ ଏହାର ସଭ୍ୟମାନଙ୍କ ଜରିଆରେ ତଥା ସାମୂହିକ ମୂଲ୍ୟବୋଧରେ ଥିବା ପରିପକ୍ବତା ଓ ମାର୍ଜିତ ଚିନ୍ତାଧାରର ପ୍ରତିଫଳନ ହେଉଛି ସଂସ୍କୃତି ।

(ଖ) କାହାକୁ ଭାରତୀୟ ସଂସ୍କୃତିର ମୂଳ ଉତ୍ସ ବୋଲି ବିବେଚନା କରାଯାଏ ?
Answer:
ସିନ୍ଧୁ ସଭ୍ୟତା ଓ ବୈଦିକ ସଭ୍ୟତାର ସଂସ୍କୃତିକୁ ଭାରତୀୟ ସଂସ୍କୃତିର ମୂଳ ଉତ୍ସ ବୋଲି ବିବେଚନା କରାଯାଏ ।

(ଗ) କେଉଁ ଧର୍ମଗୁଡ଼ିକ ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଆବିର୍ଭୂତ ହୋଇଥିଲା ?
Answer:
ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଜୈନ ଓ ବୌଦ୍ଧ ଧର୍ମର ଆବିର୍ଭାବ ହୋଇଥିଲା ।

(ଘ) କେଉଁମାନେ ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଥିଲେ ?
Answer:
ରାମାନୁଜ, ରାମାନନ୍ଦ, ବଲ୍ଲଭାଚାର୍ଯ୍ୟ, ଶ୍ରୀଚୈତନ୍ୟ, କବୀର, ନାନକ, ମୀରାବାଈ ପ୍ରଭୃତି ଭକ୍ତି ଆନ୍ଦୋଳନର ପ୍ରବକ୍ତା ଥିଲେ ।

(ଙ) ଦୁଇଜଣ ସୁଫି ସନ୍ଥଙ୍କ ନାମ ଲେଖ ।
Answer:
ଦୁଇଜଣ ସୁଫି ସନ୍ଥଙ୍କର ନାମ ହେଲା – ଖୁଜା ମୁଇନୁଦ୍ଦିନ୍ ଚିସ୍ତି ଏବଂ ଶେଖ୍ ନିଜାମୁଦ୍ଦିନ୍ ଆଉଲିଆ ।

(ଚ)ଉଦାର ଧର୍ମନୀତି ଗ୍ରହଣ କରିଥିବା ପ୍ରାଚୀନଯୁଗର ଚାରିଜଣ ଶାସକଙ୍କ ନାମ ଲେଖ ।
Answer:
ଉଦାର ଧର୍ମନୀତି ଗ୍ରହଣ କରିଥିବା ପ୍ରାଚୀନ ଯୁଗର ଚାରିଜଣ ଶାସକଙ୍କର ନାମ ହେଲା – ଅଶୋକ, କନିଷ୍କ, ହର୍ଷବର୍ଦ୍ଧନ ଓ ଆକବର ।

(ଛ) ସିନ୍ଧୁ ସଭ୍ୟତା ସମୟରେ ଭାରତ ବାହାରେ କେଉଁ ଅଞ୍ଚଳଗୁଡ଼ିକରେ ଭାରତୀୟ ସଂସ୍କୃତି ବ୍ୟାପିଥିଲା ?
Answer:
ସିନ୍ଧୁ ସଭ୍ୟତା ସମୟରେ ଭାରତ ବାହାରେ ଇରାନ୍, ଇଜିପ୍ଟ, ମେସୋପଟାମିଆ ଓ ଗ୍ରୀକ୍ ଦେଶରେ ଭାରତୀୟ ସଂସ୍କୃତି ବ୍ୟାପିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଜ) ଭାରତରେ କିଭଳି ଭିନ୍ନ ଭିନ୍ନ ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ?
Answer:

  • ଭାରତରେ ମରୁଭୂମି ଅଞ୍ଚଳରେ ପ୍ରଖର ଗ୍ରୀଷ୍ମ, ହିମାଳୟର ବରଫାଚ୍ଛନ୍ନ ଅଞ୍ଚଳରେ ପ୍ରବଳ ଶୀତ, ଦାକ୍ଷିଣାତ୍ୟର ପାହାଡ଼ିଆ ଅଞ୍ଚଳରେ ଶୁଷ୍କ ଜଳବାୟୁ ତଥା ପୂର୍ବ ଓ ପଶ୍ଚିମରେ ଥିବା ଉପକୂଳବର୍ତ୍ତୀ ଅଞ୍ଚଳରେ ଆର୍ଦ୍ର ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।
  • ମୋଟାମୋଟି କହିବାକୁ ଗଲେ ଭାରତରେ ମେରୁଦେଶୀୟ, ନାତିଶୀତୋଷ୍ଣ ଓ ଗ୍ରୀଷ୍ମମଣ୍ଡଳୀୟ ଜଳବାୟୁ ଅନୁଭୂତ ହୋଇଥାଏ ।

(ଝ) ପ୍ରାଚୀନ ଯୁଗରେ ଶାସକମାନେ ନିଜକୁ କେଉଁ ଉପାଧ୍ଧରେ ଭୂଷିତ କରି ସାର୍ବଭୌମ କ୍ଷମତା ଘୋଷଣା କରିଥିଲେ ?
Answer:
ପ୍ରାଚୀନ ଯୁଗର ଶାସକମାନେ ନିଜକୁ ମହାରାଜା, ରାଜାଧୁରାଜ, ମହାରାଜାଧୁରାଜ, ଚକ୍ରବର୍ତୀ ଓ ସମ୍ରାଟ ଭାବେ ଭୂଷିତ କରି ସାର୍ବଭୌମ କ୍ଷମତା ଘୋଷଣା କରିଥିଲେ ।

(ଞ) ଭାରତରେ ବାସ କରୁଥିବା ଯେ କୌଣସି ଚାରିଗୋଟି ଜାତି (ବର୍ଷ)ର ନାମ ଲେଖ ।
Answer:
ଭାରତରେ ବାସ କରୁଥିବା ଚାରିଗୋଟି ଜାତି (ବର୍ଷ)ର ନାମ ହେଲା – ନେଗ୍ରିଟୋ, ପ୍ରୋଟୋ-ଅଷ୍ଟ୍ରୋଲଏଡ୍, ମଙ୍ଗୋଲଏଡ୍, ମେଡ଼େଟେରେନିଆନ୍ ବା ଦ୍ରାବିଡ଼ିଆନ୍ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ଭାରତୀୟ ସଂସ୍କୃତିର ସ୍ଵାତନ୍ତ୍ର୍ୟ କ’ଣ ?
Answer:
‘ବିଭିନ୍ନତାରେ ଏକତା’ ହେଉଛି ଭାରତୀୟ ସଂସ୍କୃତିର ସ୍ବାତନ୍ତ୍ର୍ୟ ।

(ଖ) ଭାରତର ବିଭିନ୍ନ ସ୍ଥାନରେ କାହିଁକି ଭିନ୍ନ ଭିନ୍ନ ପ୍ରକାର ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ?
Answer:
ଭୌଗୋଳିକ ସ୍ଥିତିର ପ୍ରଭେଦ ଯୋଗୁଁ ଭାରତର ବିଭିନ୍ନ ସ୍ଥାନରେ ଭିନ୍ନ ଭିନ୍ନ ପ୍ରକାର ଜଳବାୟୁ ଅନୁଭୂତ ହୁଏ ।

(ଗ) ପ୍ରାଚୀନ କାଳର ମୁନିଋଷିମାନେ ହିମାଳୟ ପର୍ବତକୁ କ’ଣ ଭାବେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?
Answer:
ପ୍ରାଚୀନ କାଳର ମୁନିଋଷିମାନେ ହିମାଳୟ ପର୍ବତକୁ ଦେବସ୍ଥାନ ବୋଲି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ।

(ଘ) ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଭାରତରେ କେତୋଟି ମହାଜନପଦ ଥିଲା ?
Answer:
ଖ୍ରୀଷ୍ଟପୂର୍ବ ଷଷ୍ଠ ଶତାବ୍ଦୀରେ ଭାରତ ଷୋହଳଟି ମହାଜନପଦ ବା ରାଜ୍ୟ ଥିଲା ।

(ଙ)‘‘ବୈଜ୍ଞାନିକ ପଦ୍ଧତିରେ ବିଭିନ୍ନ ମାନବଗୋଷ୍ଠୀର ତୁଳନାତ୍ମକ ଅଧ୍ୟୟନ ପାଇଁ ଭାରତ ଏକ ସଂଗ୍ରହାଳୟ’’– ଏହି ଉକ୍ତିଟି କାହାର ?
Answer:
‘‘ବୈଜ୍ଞାନିକ ପଦ୍ଧତିରେ ବିଭିନ୍ନ ମାନବଗୋଷ୍ଠୀର ତୁଳନାତ୍ମକ ଅଧ୍ୟୟନ ପାଇଁ ଭାରତ ଏକ ସଂଗ୍ରହାଳୟ’’– ଏହି ଉକ୍ତିଟି ଐତିହାସିକ ଭିନ୍‌ସେଣ୍ଟ ସ୍ମିଥ୍ଙ୍କର ।

(ଚ) କେଉଁ ବଂଶର ରାଜତ୍ଵ ସମୟରେ ସଂସ୍କୃତ ଭାଷାର ଗୁରୁତ୍ଵ ବୃଦ୍ଧି ପାଇଲା ?
Answer:
ଗୁପ୍ତ ବଂଶର ରାଜତ୍ଵ ସମୟରେ ସଂସ୍କୃତ ଭାଷାର ଗୁରୁତ୍ଵ ବୃଦ୍ଧି ପାଇଲା ।

(ଛ) କେଉଁ ସମୟରୁ ଭାରତରେ ପାରସୀ ଭାଷାର ପ୍ରଚଳନ ହେଲା ?
Answer:
ମୁସଲମାନମାନଙ୍କ ଆଗମନ ପରଠାରୁ ଭାରତରେ ପାରସୀ ଭାଷାର ପ୍ରଚଳନ ହେଲା ।

(କ) କେଉଁ ବେଦରୁ ଭାରତୀୟ ଶାସ୍ତ୍ରୀୟ ସଂଗୀତର ଉତ୍ପତ୍ତି ହୋଇଛି ?
Answer:
ସାମବେଦରୁ ଭାରତୀୟ ଶାସ୍ତ୍ରୀୟ ସଂଗୀତର ଉତ୍ପତ୍ତି ହୋଇଛି ।

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଝ) ଭାରତୀୟ ଲୋକଗୀତରୁ ଆନୀତ ଯେକୌଣସି ଦୁଇଟି ସଙ୍ଗୀତ ରାଗର ନାମ ଲେଖ ।
Answer:
ଭାରତୀୟ ଲୋକଗୀତରୁ ଆନୀତ ଦୁଇଟି ସଙ୍ଗୀତ ରାଗର ନାମ ହେଲା – ଭୈରବ ଓ ସାରଙ୍ଗ ।

(ଞ) ଭାରତୀୟ ସଂସ୍କୃତିକୁ କାହିଁକି ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ କୁହାଯାଏ ?
Answer:
ବିଭିନ୍ନତାରେ ଏକତା ଭଳି ସ୍ବାତନ୍ତ୍ର୍ୟ ଭାରତୀୟ ସଂସ୍କୃତିକୁ ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ କରି ଉନ୍ନତ ଓ ସମୃଦ୍ଧ କରିପାରିଥିବାରୁ ଭାରତୀୟ ସଂସ୍କୃତିକୁ ବହୁ ସଂସ୍କୃତି ବିଶିଷ୍ଟ ବୋଲି କୁହାଯାଏ ।

୪। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) ବୈଦିକ ଯୁଗରେ କେଉଁ ଧର୍ମର ପ୍ରାଧାନ୍ୟ ରହିଥିଲା ?
(i) ଭକ୍ତି ଧର୍ମ
(ii ଜୈନ ଧର୍ମ
(iii) ବ୍ରାହ୍ମଣ୍ୟ ଧର୍ମ
(iv) ବୌଦ୍ଧ ଧର୍ମ
Answer:
(iii) ବ୍ରାହ୍ମଣ୍ୟ ଧର୍ମ

(ଖ) ଦ୍ରାବିଡ଼ ଜାତିର ଲୋକଙ୍କୁ ଅନ୍ୟଥା କ’ଣ କୁହାଯାଏ ?
(i) ନେଗ୍ରିଟୋ
(ii) ମଙ୍ଗୋଲଏଡ୍
(iii) ମେଡ଼େଟେରେନିଆନ୍
(iv) ନର୍‌ଡ଼ିକ୍‌
Answer:
(iii) ମେଡ଼େଟେରେନିଆନ୍

(ଗ) କେଉଁମାନଙ୍କୁ ‘ମଜ୍‌ବି’ କୁହାଯାଏ ?
(i) ମୁସଲମାନ ସୁନି
(ii) ମୁସଲମାନ ସିଆ
(iii) ନିମ୍ନଜାତିର ଶିଖ୍
(iv) କଳା ଜୀଉ
Answer:
(iii) ନିମ୍ନଜାତିର ଶିଖ୍

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଘ) ମଧ୍ୟଯୁଗର ଶେଷ ଭାଗରେ କେଉଁ ଧର୍ମମତ ହିନ୍ଦୁ ଓ ମୁସଲମାନଙ୍କ ମଧ୍ୟରେ ଏକତା ଭାବ ଜାଗ୍ରତ କଲା ?
(i) ଭକ୍ତି
(ii) ସୁଫି
(iii) ସତ୍ୟପୀର
(iv) ଦିନ୍-ଇ-ଲ୍ଲାହୀ
Answer:
(iii) ସତ୍ୟପୀର

(ଙ) ଆର୍ଯ୍ୟ ସମାଜର ପ୍ରତିଷ୍ଠାତା କିଏ ?
(i) ରାମମୋହନ ରାୟ
(ii) ଦୟାନନ୍ଦ ସରସ୍ଵତୀ
(iii) ସ୍ଵାମୀ ବିବେକାନନ୍ଦ
(iv) ମହାଦେବ ଗୋବିନ୍ଦ ରାନାଡ଼େ
Answer:
(ii) ଦୟାନନ୍ଦ ସରସ୍ଵତୀ

(ଚ) ଥ୍ଓସୋଫିକାଲ୍ ସୋସାଇଟି କିଏ ପ୍ରତିଷ୍ଠା କରିଥିଲେ ?
(i) ଦୟାନନ୍ଦ ସରସ୍ୱତୀ
(ii) ଆନିବେସାନ୍ତ
(iii) ମିର୍ଜା ଘୁଲାମ୍ ମହମ୍ମଦ
(iv) ସୟଦ ଅହମ୍ମଦ ଖାନ୍
Answer:
(ii) ଆନିବେସାନ୍ତ

(ଛ) ଅହମ୍ମଦିଆ ଆନ୍ଦୋଳନ କିଏ ଆରମ୍ଭ କରିଥିଲେ ?
(i) ସୟଦ ଅହମ୍ମଦ ଖାନ୍
(ii) ମିର୍ଜା ଘୁଲାମ୍ ଅହମ୍ମଦ
(iii) ରାମମୋହନ ରାୟ
(iv) ଆନିବେସାନ୍ତ
Answer:
(ii) ମିର୍ଜା ଘୁଲାମ୍ ଅହମ୍ମଦ

(ଜ) ଭାରତର ପ୍ରାୟ କେତୋଟି ମାତୃଭାଷା ଥ‌ିବାର ଜଣାଯାଏ ?
(i) ୫୪୪
(ii) ୨୨
(iii) ୧୬୫୨
(iv) ୩୧
Answer:
(iii) ୧୬୫୨

(ଝ) କେଉଁ ଭାଷା ଭାରତର ସର୍ବ ପୁରାତନ ଭାଷାଭାବେ ପରିଗଣିତ ହୁଏ ?
(i) ପାଲି
(ii) ପ୍ରାକୃତ
(iii) ସଂସ୍କୃତ
(iv) ଆରବୀ
Answer:
(ii) ପ୍ରାକୃତ

BSE Odisha 9th Class History Solutions Chapter 12 ଭାରତୀୟ ସଂସ୍କୃତି : ବିଭିନ୍ନତାରେ ଏକତା

(ଞ) କେଉଁ ତିନୋଟି ଭାଷାକୁ ନେଇ ଭାରତରେ ତ୍ରିଭାଷା ନୀତି ପ୍ରଚଳନ କରାଗଲା?
(i) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଆଞ୍ଚଳିକ ଭାଷା
(ii) ହିନ୍ଦୀ-ଉର୍ଦୁ-ଆଞ୍ଚଳିକ ଭାଷା
(iii) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଉର୍ଦୁ
(iv) ହିନ୍ଦୀ-ଇଂରାଜୀ -ସଂସ୍କୃତ
Answer:
(i) ହିନ୍ଦୀ-ଇଂରାଜୀ-ଆଞ୍ଚଳିକ ଭାଷା

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

୧। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) କାହା ନେତୃତ୍ଵରେ ସୋଭିଏତ୍ ସଂଘ ପୃଥ‌ିବୀରେ ଦ୍ଵିତୀୟ ବୃହତ୍ ଅର୍ଥନୈତିକ ଶକ୍ତିରେ ପରିଣତ ହୋଇଥିଲା ? କେଉଁସବୁ କାରଣରୁ ଏହାର ଅର୍ଥନୀତି ବିପର୍ଯ୍ୟସ୍ତ ହୋଇଥିଲା ?
Answer:

  • ଷ୍ଟାଲିନ୍‌ଙ୍କ ନେତୃତ୍ୱରେ ସୋଭିଏତ୍ ସଂଘ ପୃଥ‌ିବୀର ଦ୍ବିତୀୟ ବୃହତ୍ ଅର୍ଥନୈତିକ ଶକ୍ତିରେ ପରିଣତ ହୋଇଥିଲା ।
  • ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ବିପର୍ଯ୍ୟସ୍ତ ହେବାର କାରଣ :
    (a) ସୋଭିଏତ୍ ସଂଘ ଏବଂ ସାମ୍ୟବାଦୀ ଚୀନ୍ ମଧ୍ଯରେ ତୀବ୍ର ମତଭେଦ ଘଟି ବିଶ୍ୱରେ ସୋଭିଏତ୍ ସଂଘର ପ୍ରାଧାନ୍ୟ କ୍ଷୁଣ୍ଣ ହୋଇଥିଲା ।
    (b) ଆଲେକ୍ସା କୋସିଜିନ୍ ଓ ଲିଓନିଡ୍ ବ୍ରେଜ୍ନେଭ୍ଙ୍କସମୟରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ସହିତ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ତ୍ରଶସ୍ତ୍ର ପ୍ରତିଯୋଗିତା ଓ ଶୀତଳ ଯୁଦ୍ଧ ଯୋଗୁଁ ଏହାର ସାମରିକ ଖର୍ଚ୍ଚ ଯଥେଷ୍ଟ ବୃଦ୍ଧି ପାଇଥିଲା।
    (c) ଅଶୀ ଦଶକର ଆରମ୍ଭରୁ ମୁଦ୍ରାଷ୍ଟୀତି, ଆବଶ୍ୟକ ସାମଗ୍ରୀର ଅଭାବ, କୃଷି ଉତ୍ପାଦନ ହ୍ରାସ ଏବଂ କଳାବଜାରର ପ୍ରଭାବରୁ ଦେଶର ଅର୍ଥନୀତି ଦୁର୍ବଳ ହୋଇଥିଲା ।
    (d) ସାମ୍ୟବାଦୀ ଲୌହପରଦା ନୀତି ଯୋଗୁଁ ବିଶ୍ବସ୍ତରୀୟ ସୂଚନା ପ୍ରଯୁକ୍ତିବିଦ୍ୟାର ଶିଳ୍ପାୟନ ସୁଫଳରୁ ସୋଭିଏତ୍ ସଂଘ ବଞ୍ଚତ ହୋଇ ଅନଗ୍ରସରତାର ଶିକାର ହୋଇଥିଲା ।
    (e) ଆମେରିକା ରାଷ୍ଟ୍ରପତି ରୋନାଲଡ଼ ରିଗାନ୍‌ଙ୍କଦ୍ୱାରା ଘୋଷିତ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳ ଅର୍ଥନୀତି ଉପରେ ଅତ୍ୟଧ୍ଵ ସାମରିକ ଖର୍ଜର ବୋଝ ଲଦି ଦେଇଥିଲା ।

(ଖ) ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଲ୍‌ଙ୍କଦ୍ଵାରା କେଉଁ ନୂତନ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ? ଏହାର ପରିଣତି କ’ଣ ହେଲା?
Answer:

  • ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେର୍‌ଙ୍କଦ୍ୱାରା ଗ୍ଲାସ୍‌ନସ୍ତ ବା ମୁକ୍ତ ରାଜନୈତିକ କାର୍ଯ୍ୟକଳାପ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ।
  • ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତିଦ୍ଵାରା ସୋଭିଏତ୍ ସଂଘରେ ମତବ୍ୟକ୍ତ କରିବାର ସ୍ଵାଧୀନତା ଏବଂ ସମ୍ବାଦପତ୍ରର ସ୍ଵାଧୀନତା
  • ସହସ୍ରାଧୂକ ରାଜନୈତିକ ବନ୍ଦୀ ଏବଂ ବିରୋଧୀମାନଙ୍କୁ କାରାମୁକ୍ତ କରାଗଲା ।
  • ସୋଭିଏତ୍ ସମାଜ ସମ୍ପର୍କିତ ଅଧ୍ୟୟନ ବ୍ୟାପକ ହେଲା ଏବଂ ବହୁ ଗୋପନୀୟ ତଥ୍ୟ ଲୋକଲୋଚନକୁ ଆସିଲା । ଗଣମାଧ୍ୟମ ଉପରେ ନିୟନ୍ତ୍ରଣ କୋହଳ ହେବା ଫଳରେ ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳତା ପଦାରେ ପଡ଼ିଗଲା ଓ ସରକାର ଜନସାଧାରଣଙ୍କର ଆସ୍ଥା ଓ ବିଶ୍ବାସ ହରାଇଲେ ।
  • ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘର ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରି ଦିଆଯିବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରଙ୍କର ପତନ ଘଟିଲା ।

(ଗ) ସୋଭିଏତ୍ ସଂଘର ଆର୍ଥନୀତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଭ୍ କେଉଁ ଦୁଇଟି ନୀତି ଘୋଷଣା କରିଥିଲେ ? ସୋଭିଏତ୍ ଅର୍ଥନୀତି ସେଗୁଡ଼ିକଦ୍ୱାରା କିପରି ପ୍ରଭାବିତ ହୋଇଥିଲା ?
Answer:

  • ସୋଭିଏତ୍ ସଂଘର ଆର୍ଥନୀତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାପାଇଁ ଗୋର୍ବାଚେଭ୍ ପେରିସ୍ତ୍ରୋଇକା ବା ଆର୍ଥନୀତିକ ପୁନର୍ବିନ୍ୟାସ ଏବଂ ଉସ୍କୋରେନିୟେ ବା ଦ୍ରୁତ ଆର୍ଥନୀତିକ ବିକାଶ ପରି ଦୁଇଟି ନୀତି ଘୋଷଣା କରିଥିଲେ ।
  • ଉକ୍ତ ଦୁଇଟି ନୀତି ବହୁ ବର୍ଷ ଧରି ମନ୍ଥର ହୋଇ ପଡ଼ିଥିବା ସୋଭିଏତ୍ ଅର୍ଥନୀତିରେ କୌଣସି ଉନ୍ନତି ଆଣିପାରି ନଥିଲା ।
  • ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସରକାର ଦେଶର ଅର୍ଥନୀତି ଉପରେ ସମ୍ପୂର୍ଣ୍ଣ ନିୟନ୍ତ୍ରଣ ହରାଇଲେ ।
  • ଲାଭ ହେଉନଥ‌ିବା ଉଦ୍ୟୋଗଗୁଡ଼ିକୁ ବଞ୍ଚାଇବାକୁ ଯାଇ ସରକାରୀ ଖର୍ଚ୍ଚ ବଢ଼ି ଚାଲିଲା ।
  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରମାନେ ସଂଘୀୟ ସରକାରକୁ ରାଜସ୍ୱ ଦେବାକୁ ମନା କରିଦେଲେ । ଫଳରେ ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଘ) ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରଗୁଡ଼ିକରେ ସାମାଜିକ ଓ ସାଂସ୍କୃତିକ ବିଭେଦ ତୀବ୍ରତର ହେବାର ପରିଣତି କ’ଣ ହେଲା ?
Answer:

  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରଗୁଡ଼ିକରେ ସାମାଜିକ ଓ ସାଂସ୍କୃତିକ ବିଭେଦ ତୀବ୍ରତର ହେବାରୁ ସେହି ରାଷ୍ଟ୍ରଗୁଡ଼ିକର ନିର୍ବାଚନରେ ସାମ୍ୟବାଦୀ ଦଳ ପରାଜିତ ହୋଇ ଆଞ୍ଚଳିକ ଦଳମାନେ କ୍ଷମତାକୁ ଆସିଥିଲେ ।
  • ଫଳସ୍ବରୂପ ସୋଭିଏତ୍ ସଂଘର କେନ୍ଦ୍ରୀୟ କ୍ଷମତା ଦୁର୍ବଳ ହୋଇଗଲା ।
  • ରାଷ୍ଟ୍ରମାନେ ବହୁଦଳୀୟ ବ୍ୟବସ୍ଥା ପ୍ରବର୍ତ୍ତନ କରି ସମାଜବାଦୀ ଓ ଗଣତାନ୍ତ୍ରିକ ଦଳ ଗଠନ କଲେ, ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ଲିଥୁଆନିଆ, ଇଣ୍ଡୋନିଆ, ଲାଟ୍‌ଭିଆ, ବେଲାରୁସ୍‌, ଇଉକ୍ରେନ୍, ମୋଲଡ଼ାଭିଆ, ଉଦ୍‌ବେକିସ୍ତାନ, ଜର୍ଜିଆ, ଆର୍ମେନିଆ ପ୍ରଭୃତି ରାଜ୍ୟ ସ୍ଵାଧୀନତା ଘୋଷଣା କରିଥିଲେ ।
  • ସାମ୍ୟବାଦୀ ଦଳକୁ ବାସନ୍ଦ କରାଗଲା ଓ ୱାରସ୍ ଚୁକ୍ତିକୁ ଭାଙ୍ଗି ଦିଆଗଲା ।
  • ୧୯୯୧ ଡିସେମ୍ବର ୨୫ ତାରିଖରେ ଗୋର୍ବାଚେଭ୍ ସୋଭିଏତ୍ ସଂଘର ରାଷ୍ଟ୍ରପତି ପଦରୁ ଇସ୍ତଫା ଦେବାର ଗୋଟିଏ ଦିନ ପରେ ସୋଭିଏତ୍ ସଂଘର ବିଲୟ ଘଟିଲା ।

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ଦ୍ଵିତୀୟ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ସୋଭିଏତ୍ ସଂଘ କିପରି ପୃଥ‌ିବୀର ଦ୍ଵିତୀୟ ବୃହତ୍ ଶକ୍ତି ଭାବରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ?
Answer:

  • ୧୯୨୩ ମସିହାରେ ସାମ୍ୟବାଦୀ ସୋଭିଏତ୍ ସଂଘ ଆତ୍ମପ୍ରକାଶ କରିବା ପରେ ଲେନିନ୍‌ଙ୍କର ନୂତନ ଅର୍ଥନୈତିକ ନୀତିଦ୍ୱାରା ୧୯୨୧ ମସିହାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ।
  • ୧୯୨୮ ମସିହାରେ ଯୋଶେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କଦ୍ଵାରା ପଞ୍ଚବାର୍ଷିକ ଯୋଜନାର ପ୍ରବର୍ତ୍ତନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଖୁବ୍ କମ୍ ସମୟ ମଧ୍ୟରେ ଏକ କୃଷିପ୍ରଧାନ ରାଷ୍ଟ୍ରରୁ ଶକ୍ତିଶାଳୀ ଶିଳ୍ପାନ୍ନତ ରାଷ୍ଟ୍ରରୂପେ ବିଶ୍ୱରେ ନିଜର ପରିଚୟ ସୃଷ୍ଟି କରି ପୃଥ‌ିବୀର ଦ୍ବିତୀୟ ବୃହତ୍ ଶକ୍ତି ଭାବେ ପ୍ରତିଷ୍ଠିତ ହୋଇଥିଲା ।

(ଖ) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍ ସୋଭିଏତ୍ ସଂଘକୁ କିପରି ଏକ ଶକ୍ତିଶାଳୀ ରାଷ୍ଟ୍ରରେ ପରିଣତ କରିଥିଲେ ?
Answer:

  • ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ୱ ସୋଭିଏତ୍ ସଂଘର ଚତୁଃପାର୍ଶ୍ଵର ସାମ୍ୟବାଦର ଲୌହ ପରଦାକୁ ସୁଦୃଢ଼ କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ଆନ୍ତର୍ଜାତିକ କ୍ଷେତ୍ରରେ ଏହାର ପ୍ରଭାବ ଓ ପ୍ରତିପତ୍ତିକୁ ବୃଦ୍ଧି କରିଥିଲା ।
  • ୧୯୪୯ ମସିହା ବେଳକୁ ସୋଭିଏତ୍ ସଂଘ ପୂର୍ବ ଇଉରୋପୀୟ ଦେଶ ଯଥା ପୋଲାଣ୍ଡ, ହଙ୍ଗେରୀ, ରୁମାନିଆ ପ୍ରଭୃତିରେ ସାମ୍ୟବାଦୀ ଶାସନ ପ୍ରତିଷ୍ଠା କରିଥିଲା । ଏହିପରି ଭାବରେ ଷ୍ଟାଲିନ୍ ସୋଭିଏତ୍ ସଂଘକୁ ଏକ ଶକ୍ତିଶାଳୀ ରାଷ୍ଟ୍ରରେ ପରିଣତ କରିଥିଲେ ।

(ଗ) କିଏ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ଘୋଷଣା କରିଥିଲେ ? ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ଉପରେ ଏହାର କି’ ପ୍ରଭାବ ପଡ଼ିଥିଲା ?
Answer:

  • ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକାର ରାଷ୍ଟ୍ରପତି ରୋନାଲ୍‌ଡ୍ ରିଗାନ୍ ତାରକା ଯୁଦ୍ଧ ଯୋଜନା ଘୋଷଣା କରିଥିଲେ ।
  • ଏହି ଯୋଜନା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳ ଅର୍ଥନୀତି ଉପରେ ଅତ୍ୟକ ସାମରିକ ଖର୍ଚ୍ଚର ବୋଝ ଲଦି ଦେଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଘ) ୧୯୮୬ ମସିହାରେ ମିଖାଇଲ୍ ଗୋର୍ବାଚେଲ୍‌ଙ୍କଦ୍ୱାରା ଘୋଷିତ ନୀତିଗୁଡ଼ିକ ବୁଝାଇ ଲେଖ ।
Answer:

  • ୧୯୮୬ ମସିହାରେ ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍ ଗ୍ଲାସ୍‌ନସ୍ତ, ପେରିସ୍ପୋଇକା ଏବଂ ଉସ୍କୋରେନିୟେ ନୀତିଗୁଡ଼ିକ ଘୋଷଣା କରିଥିଲେ ।
  • ରାଜନୈତିକ ଅବସ୍ଥାକୁ ସୁଧାରିବାଲାଗି ଗ୍ଲାସସ୍ତ ବା ମୁକ୍ତ ରାଜନୈତିକ କାର୍ଯ୍ୟକଳାପ ନୀତି ଘୋଷଣା କରାଯାଇଥିବାବେଳେ ଆର୍ଥନୀତିକ ପୁନର୍ଗଠନ ଓ ଦ୍ରୁତ ଆର୍ଥନୀତିକ ବିକାଶ ନିମନ୍ତେ ପେରିସ୍ପୋଇକା ଏବଂ ଉସ୍କୋରେନିୟେ ନୀତି ଘୋଷିତ ହୋଇଥିଲା ।

(ଙ) ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତିର ପ୍ରଚଳନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘରେ କି ସୁବିଧା ହେଲା ?
Answer:

  • ଗ୍ଲାସସ୍ତ ନୀତିର ପ୍ରଚଳନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘରେ ମତବ୍ୟକ୍ତ କରିବାର ସ୍ବାଧୀନତା ଏବଂ ସମ୍ବାଦପତ୍ରର ସ୍ଵାଧୀନତା ସମ୍ଭବ ହୋଇଥିଲା । ସହସ୍ରାଧିକ ରାଜନୈତିକ ବନ୍ଦୀ ଏବଂ ବିରୋଧୀମାନଙ୍କୁ କାରାମୁକ୍ତ କରାଗଲା
  • ସୋଭିଏତ୍ ସମାଜ ସମ୍ପର୍କିତ ଅଧ୍ୟୟନ ବ୍ୟାପକ ହେଲା ଏବଂ ବହୁ ଗୋପନୀୟ ତଥ୍ୟ ଲୋକଲୋଚନକୁ ଆସିଲା ।

(ଚ) ପେରିସ୍ପୋଇକା ଓ ଉସ୍କୋରେନିୟେ ନୀତିର ଲକ୍ଷ୍ୟ କ’ଣ ଥିଲା ?
Answer:

  • ପେରିସ୍ତ୍ରୋଇକା ନୀତିର ଲକ୍ଷ୍ୟ ଥିଲା ସୋଭିଏତ୍ ସଂଘର ବିପର୍ଯ୍ୟସ୍ତ ଆର୍ଥନୀତିକ ଅବସ୍ଥାର ପୁନର୍ଗଠନ ।
  • ସେହିପରି ଉସ୍କୋରେନିୟେ ନୀତିର ଲକ୍ଷ୍ୟ ଥିଲା ବହୁବର୍ଷଧରି ମନ୍ଥର ହୋଇଯାଇଥିବା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତିର ଦ୍ରୁତ ବିକାଶ କରିବା ।

(ଛ) ଗ୍ଳାସ୍‌ନସ୍ତ ନୀତି ପ୍ରଣୟନର କୁପରିଣତିଗୁଡ଼ିକ ଲେଖ ।
Answer:

  • ଗ୍ଲାସ୍‌ନସ୍ତ ନୀତି ପ୍ରଣୟନଦ୍ୱାରା ଗଣମାଧ୍ୟମ ଉପରେ ନିୟନ୍ତ୍ରଣ କୋହଳ ହେବାଦ୍ୱାରା ସୋଭିଏତ୍ ସଂଘର ଦୁର୍ବଳତା ଲୋକଲୋଚନକୁ ଆସିଲା ଏବଂ ସରକାର ଜନସାଧାରଣଙ୍କର ଆଶା ଓ ବିଶ୍ଵାସ ହରାଇଲେ ।
  • ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘର ହସ୍ତକ୍ଷେପ ବନ୍ଦକରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦିଆଯିବାରୁ ସେ ସମସ୍ତ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରଙ୍କର ପତନ ଘଟିଥିଲା ।

(ଜ) କେଉଁସବୁ କାରଣ ଯୋଗୁଁ ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଥିଲା ?
ନିମ୍ନଲିଖ୍ କାରଣରୁ ୧୯୯୦ ମସିହା ସୁଦ୍ଧା ସୋଭିଏତ୍ ସଂଘର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଥିଲା ।
Answer:

  • ଲାଭ ହେଉନଥ‌ିବା ଉଦ୍ୟୋଗଗୁଡ଼ିକୁ ବଞ୍ଚାଇବାକୁ ଯାଇ ସରକାରୀ ଖର୍ଚ୍ଚ ବଢ଼ିଚାଲିଥିଲା ।
  • ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରମାନେ ସଂଘୀୟ ସରକାରକୁ ରାଜସ୍ୱ ଦେବାକୁ ମନା କରିଦେବାରୁ ଦେଶର ଅର୍ଥନୀତି ସମ୍ପୂର୍ଣ୍ଣ ବିପର୍ଯ୍ୟସ୍ତ ହୋଇପଡ଼ିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଝ) ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘରେ କି ପରିବର୍ତ୍ତନ ଘଟିଥିଲା ?
Answer:

  • ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ସୋଭିଏତ୍ ସଂଘ ଅନ୍ତର୍ଭୁକ୍ତ ଲିଥୁଆନିଆ, ଇଣ୍ଡୋନିଆ, ଲାଟ୍‌ଭିଆ ପ୍ରଭୃତି ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନତା ଘୋଷଣା କରିଥିଲେ ।
  • ସାମ୍ୟବାଦୀ ଦଳକୁ ବାସନ୍ଦ କରାଗଲା ଓ ୱାରସ୍ ଚୁକ୍ତିକୁ ଭାଙ୍ଗି ଦିଆଗଲା ।

(ଞ) ରୁଷୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ବାଧୀନ ହୋଇଥିଲେ ସୁଦ୍ଧା କେଉଁ ବିଷୟଗୁଡ଼ିକରେ କେନ୍ଦ୍ରୀୟ ରୁଷ୍ ସରକାର ଉପରେ ନିର୍ଭରଶୀଳ ରହିଲେ ?
Answer:
ରୁଷୀୟ ରାଜ୍ୟଗୁଡ଼ିକ ସ୍ୱାଧୀନ ହୋଇଥିଲେ ସୁଦ୍ଧା ପ୍ରତିରକ୍ଷା, ରାଜସ୍ୱ ଆଦାୟ, ଅସ୍ତ୍ରଶସ୍ତ୍ର ଓ ଆଣବିକ ନିୟନ୍ତ୍ରଣ କ୍ଷେତ୍ରରେ କେନ୍ଦ୍ରୀୟ ରୁଷ୍ ସରକାରଙ୍କ ଉପରେ ନିର୍ଭରଶୀଳ ରହିଲେ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) କେବେ ରୁଷ୍ ଦେଶରେ ଜାର୍ ଶାସନ ବିରୋଧରେ ବୋଲ୍‌ସେଭିକ୍ ଆନ୍ଦୋଳନ ସଂଘଟିତ ହୋଇଥିଲା ?
Answer:
୧୯୧୭ ମସିହାରେ ରୁଷ୍ ଦେଶରେ ଜାର୍ ଶାସନ ବିରୋଧରେ ବୋଲ୍‌ସେଭିକ୍‌ ଆନ୍ଦୋଳନ ସଂଘଟିତ ହୋଇଥିଲା ।

(ଖ) କେବେଠାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:
୧୯୨୧ ମସିହାରୁ ସୋଭିଏତ୍ ସଂଘରେ ଅର୍ଥନୈତିକ ସଂସ୍କାର ଆରମ୍ଭ ହୋଇଥିଲା ।

(ଗ) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କର କେଉଁ ପଦକ୍ଷେପ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଏକ ଶକ୍ତିଶାଳୀ ଶିଳ୍ପାନ୍ନତ ରାଷ୍ଟ୍ରରେ ପରିଣତ ହୋଇଥିଲା ?
Answer:
ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍‌ଙ୍କର ପଞ୍ଚବାର୍ଷିକ ଯୋଜନା ପ୍ରବର୍ତ୍ତନ ଫଳରେ ସୋଭିଏତ୍ ସଂଘ ଏକ ଶକ୍ତିଶାଳୀ ଶିଜୋନ୍ନତ ରାଷ୍ଟ୍ରରେ ପରିଣତ ହୋଇଥିଲା ।

(ଘ) ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ବର କି’ ପ୍ରଭାବ ସୋଭିଏତ୍ ସଂଘ ଉପରେ ପଡ଼ିଥିଲା ?
Answer:
ଷ୍ଟାଲିନ୍‌ଙ୍କର ବଳିଷ୍ଠ ନେତୃତ୍ୱ ସୋଭିଏତ୍ ସଂଘର ଚତୁଃପାର୍ଶ୍ବରେ ସାମ୍ୟବାଦର ଲୌହ ପରଦାକୁ ସୁଦୃଢ଼ କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ଆନ୍ତର୍ଜାତିକ କ୍ଷେତ୍ରରେ ଏହାର ପ୍ରତିପତ୍ତିକୁ ବୃଦ୍ଧି କରିଥିଲା ।

(ଙ) ସାମ୍ୟବାଦୀ ଲୌହ ପରଦା ନୀତି ଯୋଗୁଁ ସୋଭିଏତ୍ ସଂଘ କିପରି କ୍ଷତିଗ୍ରସ୍ତ ହେଲା ?
Answer:
ସାମ୍ୟବାଦୀ ଲୌହ ପରଦା ନୀତି ଯୋଗୁଁ ବିଶ୍ବସ୍ତରୀୟ ସୂଚନା ପ୍ରଯୁକ୍ତିବିଦ୍ୟାର ଶିଳ୍ପାୟନ ସୁଫଳରୁ ସୋଭିଏତ୍ ସଂଘ ବଞ୍ଚତ ହୋଇ ଅନଗ୍ରସରତାର ଶିକାର ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଚ) ଗୋର୍ବାଚେଭ୍ କେବେ ସୋଭିଏତ୍ ସଂଘର ପ୍ରଥମ କାର୍ଯ୍ୟନିର୍ବାହୀ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହେଲେ ?
Answer:
୧୯୯୦ ମସିହା ମାର୍ଚ୍ଚ ମାସ ୧୫ ତାରିଖରେ ଗୋର୍ବାଚେଭ୍ ସୋଭିଏତ୍ ସଂଘର ପ୍ରଥମ କାର୍ଯ୍ୟନିର୍ବାହୀ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହେଲେ ।

(ଛ) ବୋରିସ୍ ୟେଲସିନ୍‌ କିଏ ?
Answer:
ବୋରିସ୍ ୟେଲସିନ୍ ରୁଷ୍ ସାଧାରଣତନ୍ତ୍ରର ରାଷ୍ଟ୍ରପତି ଥିଲେ ।

(ଜ) କେବେ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ତିତ୍ବ ଲୋପ ପାଇଲା ?
Answer:
୧୯୯୧ ମସିହା ଡିସେମ୍ବର ୨୬ ତାରିଖରେ ସୋଭିଏତ୍ ସଂଘର ଅସ୍ଥିତ୍ଵ ଲୋପ ପାଇଲା ।

(ଝ) କୃଶ୍ଚେ ଭ୍ଙ୍କର କେଉଁ ମନୋଭାବ ଯୋଗୁଁ ସେ କଠୋରପନ୍ଥୀଙ୍କଦ୍ୱାରା ନିନ୍ଦିତ ହେଲେ ?
Answer:
କୃଶ୍ଚେଭ୍ ତାଙ୍କର ଉଦାରବାଦୀ ମନୋଭାବ ଯୋଗୁଁ କଠୋରପନ୍ଥୀଙ୍କଦ୍ୱାରା ନିନ୍ଦିତ ହୋଇଥିଲେ ।

(ଞ) କେଉଁ କାରଣ ଯୋଗୁଁ ପୂର୍ବ ଇଉପରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହରେ ସାମ୍ୟବାଦୀ ସରକାରର ପତନ ଘଟିଥିଲା ?
Answer:
ଉଦାରୀକରଣ ପ୍ରକ୍ରିୟାର ପ୍ରଭାବରେ ପୂର୍ବ ଇଉରୋପୀୟ ୱାରସ୍ ଚୁକ୍ତି ଅନ୍ତର୍ଭୁକ୍ତ ରାଷ୍ଟ୍ରସମୂହର ଆଭ୍ୟନ୍ତରୀଣ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘ ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦେବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ବ୍ୟାପାରରେ ସୋଭିଏତ୍ ସଂଘ ହସ୍ତକ୍ଷେପ ବନ୍ଦ କରି ନିୟନ୍ତ୍ରଣ କୋହଳ କରିଦେବାରୁ ସେସବୁ ରାଷ୍ଟ୍ରରେ ସାମ୍ୟବାଦୀ ସରକାରର ପତନ ଘଟିଥିଲା ।

୪। ନିମ୍ନରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ସୋଭିଏତ୍ ପ୍ରଧାନମନ୍ତ୍ରୀଙ୍କ ସମୟରେ ଚୀନ୍‌ର ଶାସକ ମାଓ ସେ-ତୁଙ୍ଗଙ୍କ ସହିତ ସୋଭିଏତ୍ ସଂଘର ସମ୍ପର୍କ ତିକ୍ତ ହୋଇଥିଲା ?
(i) ଲେନିନ୍
(ii) କୃଶ୍ଚେଭ୍
(iii) ଷ୍ଟାଲିନ୍
(iv) ବ୍ରେଜନେଭ୍
Answer:
(ii) କୃଶ୍ଚେଭ୍

(ଖ) ଚେର୍ଣ୍ଣୋବିଲ୍ ଆଣବିକ ଶକ୍ତି କେନ୍ଦ୍ରର ଦୁର୍ଘଟଣା କେଉଁ ମସିହାରେ ଘଟିଥିଲା ?
(i) ୧୯୮୫
(ii) ୧୯୯୦
(iii) ୧୯୮୬
(iv) ୧୯୯୧
Answer:
(iii) ୧୯୮୬

BSE Odisha 9th Class History Solutions Chapter 11 ସୋଭିଏତ୍ ସଂଘର ବିଖଣ୍ଡୀକରଣ

(ଗ) କିଏ ୧୯୮୫ ମସିହା ମାର୍ଚ୍ଚ ମାସରେ ସୋଭିଏତ୍ ପଲିଟିବ୍ୟୁରୋର ସାଧାରଣ ସମ୍ପାଦକ ଭାବରେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ?
(i) ନିକିତା କୃଶ୍ଚେଭ୍
(iii) ଲିଓନିଡ୍ ବ୍ରେଜ୍ନେଭ
(ii) ଆଲେକ୍ସି କୋସିଜିନ୍
(iv) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍
Answer:
(iv) ମିଖାଇଲ୍ ଗୋର୍ବାଚେଭ୍

(ଘ) କାହାଦ୍ଵାରା ସୋଭିଏତ୍ ସଂଘରେ ପଞ୍ଚବାର୍ଷିକ ଯୋଜନାର ପ୍ରବର୍ତ୍ତନ ହୋଇଥିଲା ?
(i) ଭ୍ଲାଡ଼ିମିର ଲେନିନ୍
(ii) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍
(iii) ନିକିତା କୃଶ୍ଚେଭ୍
(iv) ଆଲେକ୍ସି କୋସିଜିନ୍
Answer:
(ii) ଯୋସେଫ୍ ଷ୍ଟାଲିନ୍

(ଙ) ଜର୍ଜିଆ କେବେ ସ୍ଵାଧୀନ ରାଜ୍ୟମାନଙ୍କର ରାଜ୍ୟ ଗୋଷ୍ଠୀ ସହିତ ମିଶିଥୁଲା ?
(i) ୧୯୯୦
(ii) ୧୯୯୧
(iii) ୧୯୯୨
(iv) ୧୯୯୩
Answer:
(iv) ୧୯୯୩

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

Odisha State Board BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ Textbook Exercise Questions and Answers.

BSE Odisha Class 9 History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୧ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୬୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ପର୍ଯ୍ୟନ୍ତ ପୃଥ‌ିବୀରେ ଦେଖାଦେଇଥ‌ିବା ଅର୍ଥନୈତିକ ସଙ୍କଟର କାରଣ ଓ ଫଳାଫଳ ସଂକ୍ଷେପରେ ବର୍ଣ୍ଣନା କର ।
Answer:
୧୯୨୯ରୁ ୧୯୩୩ ମସିହା ମଧ୍ୟରେ ପୃଥବୀରେ ଦେଖାଦେଇଥ‌ିବା ଅର୍ଥନୈତିକ ସଙ୍କଟର କାରଣ :

  • ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା ଓ ଇଉରୋପୀୟ ଦେଶମାନଙ୍କରେ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ବାଧାପ୍ରାପ୍ତ ହୋଇଥିଲା । ଯୁଦ୍ଧସାମଗ୍ରୀ ଉତ୍ପାଦନ କରୁଥ‌ିବା ଶିଳ୍ପଗୁଡ଼ିକ ବନ୍ଦ ହେବା ଯୋଗୁଁ ଅନେକ ଶ୍ରମିକ ବେକାର
  • ହୋଇଗଲେ । ବେସାମରିକ ସାମଗ୍ରୀ ଉତ୍ପାଦନ କରୁଥିବା କଳକାରଖାନାର ଶ୍ରମିକମାନେ ଅଧ୍ଵ ମଜୁରି ଦାବି କରି ଧର୍ମଘଟ କଲେ । ହୋଇ କଳକାରଖାନା ବନ୍ଦ କରିଦେଲେ । ଫଳରେ ଲକ୍ଷ ଲକ୍ଷ ଶ୍ରମିକ ବେକାର ହୋଇଗଲେ ।
  • ଶିଳ୍ପଜାତ ଦ୍ରବ୍ୟଗୁଡ଼ିକର ମୂଲ୍ୟବୃଦ୍ଧି ଯୋଗୁଁ ଜନସାଧାରଣ ଅତ୍ୟାବଶ୍ୟକ ସାମଗ୍ରୀ କିଣିପାରିଲେ ନାହିଁ । ଅନେକ ବ୍ୟାଙ୍କ୍ ଅଚଳ ହୋଇଗଲା ଓ ଲୋକମାନେ ସେମାନଙ୍କ ସଞ୍ଚ ଅର୍ଥ ହରାଇଲେ ।

ଫଳାଫଳ :

  • ଦାରିଦ୍ର୍ୟ, ବେକାରି ବୃଦ୍ଧି ପାଇ ଶାନ୍ତିଶୃଙ୍ଖଳା କ୍ଷେତ୍ରରେ ସମସ୍ୟା ସୃଷ୍ଟି ହେଲା ଓ ବିଭିନ୍ନ ଦେଶରେ ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେତୃତ୍ୱରେ ଶ୍ରମିକ ଆନ୍ଦୋଳନ ଆରମ୍ଭ ହେଲା ।
  • ଶ୍ରମିକ ଆନ୍ଦୋଳନ ଦମନ ନିମନ୍ତେ ଜମିଦାର, ପୁଞ୍ଜିପତି ଓ ଶିଳ୍ପପତିମାନେ ଉଗ୍ରବାଦୀ ଶକ୍ତିମାନଙ୍କ ସହାୟତା ଫାସୀବାଦୀ ଶକ୍ତି କୁହାଗଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଖ) ଫାସୀବାଦୀମାନେ ଇଟାଲୀ ଇଟାଲୀ ଦେଶରେ କିପରି କ୍ଷମତା ବିସ୍ତାର କରିଥିଲେ ସଂକ୍ଷେପରେ ଲେଖ ।
Answer:

  • ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧ ପରେ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ଘଟିଥିଲା ଏବଂ ଏହା ଏକ ଉଗ୍ର ଜାତୀୟତାବାଦୀ ଦଳର ନୀତି ଥିଲା । ଇଟାଲୀର ଆଭ୍ୟନ୍ତରୀଣ ପରିସ୍ଥିତି ଫାସୀବାଦର ବିକାଶ ପାଇଁ ମାର୍ଗ ପ୍ରସ୍ତୁତ କରିଥିଲା ।
  • ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରେ ସମ୍ମାନହାନି ସାଙ୍ଗକୁ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଇଟାଲୀରେ ଆର୍ଥିକ ଅବସ୍ଥାରେ ଘୋର
  • କୃଷକ ଓ ଶ୍ରମିକମାନଙ୍କର ଆନ୍ଦୋଳନଦ୍ୱାରା ଶିଳ୍ପପତି, ପୁଞ୍ଜିପତି, ବ୍ୟବସାୟୀ ତଥା ଜମିଦାରମାନେ ଭୟଭୀତ ହୋଇ ଏହାକୁ ଦମନ କରିବାପାଇଁ ଇଟାଲୀରେ ନବଗଠିତ ଫାସୀବାଦୀ ଦଳକୁ ସାହାଯ୍ୟ ଓ ସମର୍ଥନ କରିବାଦ୍ୱାରା ସେଠାରେ ଫାସୀବାଦୀ ଆନ୍ଦୋଳନ ମୁଣ୍ଡ ଟେକିଲା ।
  • ଇଟାଲୀର ରାଜା ଭିକ୍ଟର ଇମାନୁଏଲ୍ ତୃତୀୟ ଇଟାଲୀର ଆର୍ଥିକ ସ୍ଵଚ୍ଛଳତା ଓ ଶାନ୍ତିଶୃଙ୍ଖଳା ରକ୍ଷା କରିବାରେ ସମ୍ପୂର୍ଣ ବିଫଳ ହେଲେ । ଅପରପକ୍ଷରେ ମୁସୋଲିନୀଙ୍କ ନେତୃତ୍ୱରେ ଫାସୀବାଦୀ ଦଳ ଜାତୀୟ ଐକ୍ୟ, ସାମ୍ରାଜ୍ୟ ବିସ୍ତାର, ଇଟାଲୀର ଗୌରବ ବୃଦ୍ଧିରେ ବିଶ୍ଵାସ କରେ ବୋଲି ଘୋଷଣା କରିଥିଲା ।
  • ୧୯୨୧ ନିର୍ବାଚନରେ ସଂଖ୍ୟାଗରିଷ୍ଠତା ହାସଲ କରିନଥିଲେ ମଧ୍ୟ ୧୯୨୨ ମସିହା ଅକ୍ଟୋବର ୨୮ ତାରିଖ ଦିନ ସେ ନିଜ ଅନୁଗାମୀମାନଙ୍କ ସହ ରୋମ ଅଭିମୁଖେ ଯାତ୍ରା କଲେ । ଏଥିରେ ଭୟଭୀତ ଇଟାଲୀର ରାଜା କର୍ଣ୍ଣଧାର ମୁସୋଲିନୀ ଅକ୍ଟୋବର ୨୯ ତାରିଖରେ ଇଟାଲୀର ପ୍ରଧାନମନ୍ତ୍ରୀ ହେଲେ ।

(ଗ) ଫାସୀବାଦ ପ୍ରତିଷ୍ଠା ଫଳରେ ଇଟାଲୀ ଦେଶର ଶାସନ କ୍ଷେତ୍ରରେ କି ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା ?
Answer:

  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ନେତାମାନଙ୍କ ମଧ୍ୟରୁ ଅନେକଙ୍କୁ ହତ୍ୟା କରାଗଲା । କେତେକଙ୍କୁ ବନ୍ଦୀ କରାଗଲା କିମ୍ବା ନିର୍ବାସନ ଦଣ୍ଡ ଦିଆଗଲା । ଇଟାଲୀର ସଂସଦୀୟ ବ୍ୟବସ୍ଥାକୁ ଅକାମୀ କରି ଦିଆଗଲା ।
  • ମହାପରିଷଦ ନାମକ ଏକ ନୀତି ନିର୍ଦ୍ଧାରକ ସଂସ୍ଥା ପ୍ରତିଷ୍ଠା କରି ମନ୍ତ୍ରିମଣ୍ଡଳର ସ୍ଵାଧୀନତା ଉପରେ ଅଙ୍କୁଶ ଲଗାଇ ଦିଆଗଲା ।
  • ନିର୍ବାଚନ ଆଇନରେ ବ୍ୟାପକ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ୧୯୨୬ ମସିହାରେ ଫାସୀବାଦୀ ଦଳ ବ୍ୟତୀତ ଅନ୍ୟ ସମସ୍ତ ଦଳକୁ ବେଆଇନ ଘୋଷଣା କରାଗଲା । ଇଟାଲୀରେ ଏକଦଳୀୟ ଶାସନ ପ୍ରତିଷ୍ଠିତ ହେଲା ।
  • ସାର୍ବଜନୀନ ଭୋଟପ୍ରଥା ଉଠାଇ ଦିଆଗଲା । ସମ୍ବ ପତ୍ରଗୁଡ଼ିକର ସ୍ଵାଧୀନତା କାଢ଼ି ନିଆଗଲା । ସାମରିକ
  • ଦେଶର ସମସ୍ତ ଶାସନ କ୍ଷମତା ଫାସୀବାଦୀ ଦଳର ମୁଖ୍ୟ ମୁସୋଲିନୀଙ୍କ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ ହେଲା ଏବଂ

(ଘ) ହିଟ୍‌ର୍ ସମସ୍ତ କ୍ଷମତା ନିଜ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ କରି ଜର୍ମାନୀରେ ଏକଚ୍ଛତ୍ରବାଦ ଶାସନ ପ୍ରତିଷ୍ଠା
Answer:

  • ହିଟ୍‌ଲର୍ ସମସ୍ତ ଶାସନ କ୍ଷମତା ନିଜ ହାତରେ କେନ୍ଦ୍ରୀଭୂତ କରିବାପାଇଁ ସ୍ବତନ୍ତ୍ର ଆଇନମାନ ପ୍ରଣୟନ କରିଥିଲେ । ନାଜିଦଳକୁ ଜର୍ମାନୀର ଏକମାତ୍ର ରାଜନୈତିକ ଦଳ ବୋଲି ସ୍ବୀକୃତି ଦିଆଗଲା ।
  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକର ସଙ୍ଗଠନଗୁଡ଼ିକୁ ଭାଙ୍ଗି ଦିଆଗଲା । ସେମାନଙ୍କର ସମ୍ପତ୍ତିକୁ ବାଜ୍ୟାପ୍ତି କରାଗଲା ।
  • ଶ୍ରମିକ ସଙ୍ଗଠନଗୁଡ଼ିକୁ ଭାଙ୍ଗି ଦିଆଗଲା । ହଜାର ହଜାର ସମାଜବାଦୀ, ସାମ୍ୟବାଦୀ ଏବଂ ନାଜି ବିରୋଧୀଙ୍କୁ ମୃତ୍ୟୁଦଣ୍ଡ ଦିଆଗଲା ।
  • ଲକ୍ଷ ଲକ୍ଷ ଇହୁଦୀମାନଙ୍କୁ ହତ୍ୟା କରାଗଲା । ସମ୍ବାଦପତ୍ର ଓ ବେତାରକୁ ନିୟନ୍ତ୍ରଣ କରାଗଲା । ବ୍ୟକ୍ତିର ସ୍ଵାଧୀନତା ଲୋପ ପାଇଲା ।
  • ଭର୍ସାଇ ସନ୍ଧିର ସର୍ଭକୁ ଅବମାନନା କରି ଜର୍ମାନୀର ସାମରିକ ଶକ୍ତି ବୃଦ୍ଧି କରାଗଲା । ଆକାଶବାହିନୀ ଓ ନୌବାହିନୀ ଗଠନ କରି ସେଗୁଡ଼ିକୁ ଆଧୁନିକ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ କରାଗଲା । ରାଇନ୍ ନଦୀ ଉପତ୍ୟକାରେ ପୁନର୍ବାର ସୈନ୍ୟ ମୁତୟନ କରାଗଲା, ଯାହା ଅନ୍ୟ ଏକ ବିଶ୍ଵଯୁଦ୍ଧ ପାଇଁ ମାର୍ଗ ପ୍ରସ୍ତୁତ କଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୨। ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ୨୦ ଗୋଟି ଶବ୍ଦ ମଧ୍ଯରେ ଲେଖ ।

(କ) ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧର ଫଳସ୍ବରୂପ ପୃଥ‌ିବୀରେ କି କି ସମସ୍ୟା ଦେଖାଦେଇଥିଲା ?
Answer:
ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧର ଫଳସ୍ଵରୂପ ପୃଥ‌ିବୀରେ ରାଜନୈତିକ ଅସ୍ଥିରତା, ଅର୍ଥନୈତିକ ସଙ୍କଟ, ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଆନ୍ଦୋଳନ, ଜାତୀୟତାବାଦୀ ଜନଜାଗରଣ ଆଦି ବିଭିନ୍ନ ସମସ୍ୟାମାନ ଦେଖା ଦେଇଥିଲା ।

(ଖ) ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ପର୍ଯ୍ୟନ୍ତ ଦେଖାଦେଇଥ‌ିବା ଆନ୍ତର୍ଜାତିକ ଅର୍ଥନୈତିକ ସଙ୍କଟ ସମୟରେ କୃଷି ଉତ୍ପାଦନ କିପରି ପ୍ରଭାବିତ ହୋଇଥିଲା ?
Answer:

  • ୧୯୨୯ ମସିହାରୁ ୧୯୩୩ ମସିହା ମଧ୍ୟରେ ଦେଖା ଦେଇଥ‌ିବା ଆନ୍ତର୍ଜାତିକ ଅର୍ଥନୈତିକ ସଙ୍କଟ ସମୟରେ କୃଷି ଉତ୍ପାଦନ ବହୁ ଭାବରେ ପ୍ରଭାବିତ ହୋଇଥିଲା ।
  • କୃଷିକ୍ଷେତ୍ରରେ ଯଦିଓ ଶିଳ୍ପ ବିପ୍ଳବ ଯୋଗୁଁ ଯାନ୍ତ୍ରିକ ପଦ୍ଧତିର ବିନିଯୋଗ ହେତୁ ଉତ୍ପାଦନ ବିଶେଷ ଭାବରେ ବୃଦ୍ଧି ପାଇଥିଲା; କିନ୍ତୁ ଯୁଦ୍ଧ ଯୋଗୁଁ ବାଣିଜ୍ୟ ବ୍ୟବସାୟ ବନ୍ଦ ହୋଇଯିବା ଫଳରେ କୃଷିଜାତ ଦ୍ରବ୍ୟ ବିକ୍ରୟ ହୋଇ ଦୁରବସ୍ଥା ବଢ଼ିଲା ।

(ଗ) ଫାସୀବାଦ କାହାକୁ କୁହାଯାଏ ? ଏହାର ମୂଳ ଲକ୍ଷ୍ୟ କ’ଣ ?
Answer:

  • ଫାସୀବାଦୀ ଦଳର ଚିନ୍ତାଧାରାକୁ ଫାସୀବାଦ କୁହାଯାଏ ।
  • ହିଂସାତ୍ମକ ପନ୍ଥାଦ୍ଵାରା ଜଣେ କିମ୍ବା ମୁଷ୍ଟିମେୟ ବ୍ୟକ୍ତିଙ୍କ ହାତରେ ସମସ୍ତ ଶାସନ କ୍ଷମତା କେନ୍ଦ୍ରୀଭୂତ କରି ଦେଶରେ ଏକଚ୍ଛତ୍ରବାଦ ଶାସନ ପ୍ରତିଷ୍ଠା କରିବା ଫାସୀବାଦର ମୂଳ ଲକ୍ଷ୍ୟ ଥିଲା !

(ଘ) କେଉଁସବୁ କାରଣ ଯୋଗୁଁ ଇଟାଲୀ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ହୋଇଥିଲା ?
Answer:

  • ପ୍ରଥମତଃ, ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରେ ଇଟାଲୀର ସମ୍ମାନହାନି ସାଙ୍ଗକୁ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତୀ ଦାରିଦ୍ର୍ୟ, ବେକାରି, ଶ୍ରମିକ ଅଶାନ୍ତି, ଧର୍ମଘଟ ଓ ହିଂସାକାଣ୍ଡଦ୍ଵାରା ଦେଶର ଅବସ୍ଥା ବିପର୍ଯ୍ୟସ୍ତ ହୋଇଥିଲା । ଇଟାଲୀର ରାଜା ଭିକ୍ଟର ଇମାନୁଏଲ ତୃତୀୟ ଏ ପରିସ୍ଥିତିର ମୁକାବିଲା କରିବାରେ ବିଫଳ ହୋଇଥିଲେ ।
  • ଦ୍ଵିତୀୟତଃ, ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେତୃତ୍ୱରେ ପରିଚାଳିତ କୃଷି ଓ ଶିଳ୍ପ ଶ୍ରମିକଙ୍କ ଆନ୍ଦୋଳନ ଦମନ ନିମନ୍ତେ ପୁଞ୍ଜିପତି, ବ୍ୟବସାୟୀ ଓ ଶିଳ୍ପପତିମାନଙ୍କର ଇଟାଲୀରେ ନବଗଠିତ ଫାସୀବାଦୀ ଦଳକୁ ଅକୁଣ୍ଠ ସାହାଯ୍ୟ ଓ ସମର୍ଥନ ଦେଶରେ ଫାସୀବାଦର ବିକାଶ ପାଇଁ ପଥ ପରିଷ୍କାର କରିଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଙ) ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ କେଉଁମାନଙ୍କୁ କୁହାଯାଉଥିଲା ? ସେମାନେ ମୁଖ୍ୟତଃ କାହାର ବିରୋଧୀ ଥିଲେ ?
Answer:

  • ଫାସୀବାଦୀ ଦଳର ତତ୍ତ୍ଵାବଧାନରେ ତାଲିମପ୍ରାପ୍ତ ସ୍ଵେଚ୍ଛାସେବକମାନଙ୍କୁ ନେଇ ଏକ ସଶସ୍ତ୍ର ବାହିନୀ ଗଠନ କରାଯାଇଥିଲା । କଳା ପୋଷାକ ପରିଧାନ କରୁଥିବାରୁ ସେମାନଙ୍କୁ ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ ବୋଲି କୁହାଗଲା ।
  • କରାଯାଇଥିଲା । କଳା ପୋଷାକ ପରିଧାନ କରୁଥିବାରୁ ସେମାନଙ୍କୁ ‘କଳାକୁର୍ତ୍ତା ବାହିନୀ’ ବୋଲି କୁହାଗଲା ।

(ଚ) ଫାସୀବାଦୀମାନେ ଇଟାଲୀରେ ଏକଚ୍ଛତ୍ର ଶାସନ ପ୍ରତିଷ୍ଠା ନିମନ୍ତେ କି କି ପଦକ୍ଷେପ ନେଇଥିଲେ ?
Answer:
ଏକଚ୍ଛତ୍ର ଶାସନ ପ୍ରତିଷ୍ଠା ପାଇଁ ଫାସିବାଦୀମାନେ ନେଇଥ‌ିବା ବିଭିନ୍ନ ପଦକ୍ଷେପଗୁଡ଼ିକ ହେଲା –

  • ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ନେତାମାନଙ୍କୁ ବନ୍ଦୀ ଓ ହତ୍ୟା କରାଗଲା କିମ୍ବା ନିର୍ବାସନ ଦଣ୍ଡ ଦିଆଗଲା ।
  • ନିର୍ବାଚନ ଆଇନରେ ବ୍ୟାପକ ପରିବର୍ତ୍ତନ କରାଗଲା ଏବଂ ସଂସଦୀୟ ବ୍ୟବସ୍ଥାକୁ ଅଚଳ କରି ଦିଆଗଲା ।
  • ବିଭିନ୍ନ ରାଜନୈତିକ ଦଳକୁ ବେଆଇନ ଘୋଷଣା କରାଗଲା ଏବଂ ସାର୍ବଜନୀନ ଭୋଟପ୍ରଥାକୁ ଉଚ୍ଛେଦ କରାଗଲା ।
  • ସମ୍ବାଦପତ୍ରଗୁଡ଼ିକ ଉପରେ କଟକଣା ଜାରି କରାଯିବା ସହ ସାମରିକ ଶିକ୍ଷାକୁ ବାଧ୍ୟତାମୂଳକ କରାଗଲା ।

(ଛ) କେଉଁ କାରଣ ଯୋଗୁଁ ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀ ଦେଶରେ ନାଜି ବିପ୍ଳବର ଆରମ୍ଭ ହୋଇଥିଲା ?
Answer:

  • ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଇଟାଲୀ ଦେଶ ପରି ଜର୍ମାନୀ ଦେଶରେ ମଧ୍ୟ ରାଜନୈତିକ ଅସ୍ଥିରତା, ଅର୍ଥନୈତିକ ସଙ୍କଟ, ଦାରିଦ୍ର୍ୟ, ବେକାରି, ଧର୍ମଘଟ, ହିଂସାକାଣ୍ଡ ଆଦି ଦେଖାଦେଇଥିଲା । ପୁନଶ୍ଚ ଭର୍ସାଇ ସନ୍ଧିରେ ଘୋର ଅପମାନ
  • ହିଟ୍‌ଲର୍‌ଙ୍କ ନେତୃତ୍ୱରେ ଏକ ଉଗ୍ର ଜାତୀୟତାବାଦୀ ଆନ୍ଦୋଳନ ଜନ୍ମ ନେଲା, ଯାହା ପରବର୍ତ୍ତୀ ସମୟରେ ନାଜି ବିପ୍ଳବ ନାମରେ ପରିଚିତ ହେଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଜ) ହିଟ୍‌ଲର୍ କେବେ ଓ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ? ତାଙ୍କ ନେତୃତ୍ୱରେ କେବେ ନାଜିଦଳ ଗଠିତ ହୋଇଥିଲା ?
Answer:

  • ୧୮୮୯ ମସିହା ଅପ୍ରେଲ୍ ମାସ ୨୦ ତାରିଖ ଦିନ ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍ ଅଷ୍ଟ୍ରିଆ ଦେଶରେ ବାସ କରୁଥିବା ଜର୍ମାନ୍ ଅଧ୍ବବାସୀମାନଙ୍କ ମଧ୍ୟରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ।
  • ତାଙ୍କ ନେତୃତ୍ୱରେ ୧୯୨୧ ମସିହାରେ ନାଜିଦଳ ଗଠିତ ହୋଇଥିଲା ।

(ଝ) ‘ମେଁ କାମ୍ପ’ ପୁସ୍ତକ କିଏ ରଚନା କରିଥିଲେ ? ଏହି ପୁସ୍ତକରେ କେଉଁ ବିଷୟରେ ଉଲ୍ଲେଖ ଅଛି ?
Answer:

  • ‘ମେଁ କାମ୍ପ’ ପୁସ୍ତକ ଆଡ଼ଲଫ୍ ହିଟ୍‌ଲର୍ ରଚନା କରିଥିଲେ ।
  • ଏହି ପୁସ୍ତକରେ ନାଜିଦଳର ଆଦର୍ଶ, ଚିନ୍ତାଧାରା ଓ କାର୍ଯ୍ୟକ୍ରମ ସମ୍ପର୍କରେ ଉଲ୍ଲେଖ ଅଛି ।

(ଞ) ହିଟ୍‌ଲର୍ ଜର୍ମାନୀକୁ ଆଉ ଗୋଟିଏ ବିଶ୍ଵଯୁଦ୍ଧ ପାଇଁ କିପରି ପ୍ରସ୍ତୁତ କରିଥିଲେ ?
Answer:

  • ହିଟ୍‌ଲର୍ ଭର୍ସାଇ ସନ୍ଧିର ସଉଁଗୁଡ଼ିକୁ ଅବମାନନା କରି ଜର୍ମାନୀର ସାମରିକ ଶକ୍ତି ବୃଦ୍ଧି କରିଥିଲେ ।
  • ଆକାଶବାହିନୀ ଓ ନୌବାହିନୀ ଗଠନ କରି ସେଗୁଡ଼ିକୁ ଅତ୍ୟାଧୁନିକ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସଜ୍ଜିତ କରିବା ସହିତ ରାଇନ୍ କରିଥିଲେ ।

୩ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନର ଉତ୍ତର ଗୋଟିଏ ବାକ୍ୟରେ ଲେଖ ।

(କ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ବିଭିନ୍ନ ଦେଶରେ ଦେଖା ଦେଇଥ‌ିବା ଶ୍ରମିକ ଆନ୍ଦୋଳନର ନେତୃତ୍ୱ କେଉଁମାନେ ନେଇଥିଲେ ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ବିଭିନ୍ନ ଦେଶରେ ଦେଖା ଦେଇଥ‌ିବା ଶ୍ରମିକ ଆନ୍ଦୋଳନରେ ନେତୃତ୍ୱ ସମାଜବାଦୀ ଓ ସାମ୍ୟବାଦୀ ଦଳଗୁଡ଼ିକ ନେଇଥିଲେ ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଖ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତ୍ତୀ ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଲକ୍ଷ୍ୟ କ’ଣ ଥିଲା ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରବର୍ତ୍ତୀ ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଲକ୍ଷ୍ୟ ଥିଲା ବିପ୍ଳବଦ୍ଵାରା ରାଜତନ୍ତ୍ର ଲୋପ କରି ପ୍ରଜାତନ୍ତ୍ର ପ୍ରତିଷ୍ଠା କରିବା ।

(ଗ) କେଉଁମାନେ ଶ୍ରମିକ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ ?
Answer:
ଜମିଦାର, ପୁଞ୍ଜିପତି ଓ ଶିଳ୍ପପତିମାନେ ଶ୍ରମିକ ଆନ୍ଦୋଳନକୁ ଦମନ କରିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ ।

(ଘ) ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଦମନ ପାଇଁ କାହାର ସାହାଯ୍ୟ ନିଆଯାଇଥିଲା ?
Answer:
ଶ୍ରମିକ ଆନ୍ଦୋଳନର ଦମନ ପାଇଁ ସ୍ୱେଚ୍ଛାଚାରୀ ତଥା ଉଗ୍ରବାଦୀ ଶକ୍ତିମାନଙ୍କର ସାହାଯ୍ୟ ନିଆଯାଇଥିଲା ।

(ଙ) ଫାସିସ୍ ଶବ୍ଦର ଅର୍ଥ କ’ଣ ?
Answer:
ଫାସିସ୍ ଶବ୍ଦର ଅର୍ଥ ବିଡ଼ାଏ କାଠି ବା କୁରାଢ଼ି ସହିତ ବିଡ଼ାଏ କାଠି ।

ଚ) ପ୍ରଥମେ କେଉଁ ଦୁଇଟି ଦେଶରେ ଫାସୀବାଦୀ ଆନ୍ଦୋଳନର ସୂତ୍ରପାତ ହୋଇଥିଲା ?
Answer:
ପ୍ରଥମେ ଇଟାଲୀ ଓ ଜର୍ମାନୀ ଦେଶରେ ଫାସିବାଦୀ ଆନ୍ଦୋଳନର ସୂତ୍ରପାତ ହୋଇଥିଲା ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଛ) ମୁସୋଲିନୀ କେବେ ଓ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ?
Answer:
୧୮୮୩ ମସିହାରେ ଇଟାଲୀର ରୋମାନାଠାରେ ମୁସୋଲିନୀ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ।

(ଜ) ପ୍ରଥମ ବିଶ୍ୱଯୁଦ୍ଧବେଳେ ମୁସୋଲିନୀ କି କାର୍ଯ୍ୟ କରିଥିଲେ ?
Answer:
ପ୍ରଥମ ବିଶ୍ବଯୁଦ୍ଧବେଳେ ମୁସୋଲିନୀ ଜଣେ ସୈନିକ ଭାବରେ କାର୍ଯ୍ୟ କରିଥିଲେ ।

(ଝ) କେଉଁମାନଙ୍କୁ ନେଇ ମୁସୋଲିନୀ ଏକ ଦଳ ଗଢ଼ିଥିଲେ ?
Answer:
ଯୁଦ୍ଧଫେରନ୍ତା ବେକାର ସୈନିକ, ଦେଶଭକ୍ତ ନାଗରିକ ଓ ରାଜତନ୍ତ୍ର ବିରୋଧୀ କେତେକ ଲୋକଙ୍କୁ ନେଇ ମୁସୋଲିନୀ ଏକ ଦଳ ଗଢ଼ିଥିଲେ ।

(ଞ) ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀରେ ପ୍ରତିଷ୍ଠିତ ସାଧାରଣତନ୍ତ୍ରକୁ କ’ଣ କୁହାଯାଏ ?
Answer:
ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ ପରେ ଜର୍ମାନୀରେ ପ୍ରତିଷ୍ଠିତ ସାଧାରଣତନ୍ତ୍ରକୁ ‘ୱେମର ସାଧାରଣତନ୍ତ୍ର’ କୁହାଯାଏ । ନିମ୍ନରେ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥ‌ିବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୪ । ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନରେ ଦିଆଯାଇଥବା ଚାରିଗୋଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ସଙ୍ଗେ ତା’ର କ୍ରମିକ ନମ୍ବର ବାଛି ଲେଖ ।

(କ) କେଉଁ ଭାଷାରୁ ଫାସିସ୍ ଶବ୍ଦଟି ଆସିଛି ?
(i) ଫ୍ରେଞ୍ଚ
(ii) ଲାଟିନ୍
(iii) ଇଂରାଜୀ
(iv) ଜର୍ମାନୀ
Answer:
(ii) ଲାଟିନ୍

(ଖ) କେଉଁ ଦେଶ ପ୍ୟାରିସ୍ ଶାନ୍ତ ସମ୍ମିଳନୀରୁ ନିରାଶ ହୋଇ ଫେରିଥିଲା ?
(i) ଇଟାଲୀ
(ii) ଯୁକ୍ତରାଷ୍ଟ୍ର ଆମେରିକା
(iii) ଜର୍ମାନୀ
(iv) ଫ୍ରାନ୍ସ
Answer:
(i) ଇଟାଲୀ

(ଗ) ହିଟ୍‌ଲର୍ କେଉଁ ଦେଶରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ?
(i)ଜର୍ମାନୀ
(iii) ଇଟାଲୀ
(ii) ରୁଷିଆ
(iv) ଅଷ୍ଟ୍ରିଆ
Answer:
(iv) ଅଷ୍ଟ୍ରିଆ

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

(ଘ) କେଉଁ ମସିହାରେ ହିଟ୍‌ଲର୍ ବଳପୂର୍ବକ ଜର୍ମାନୀର ଶାସନ କ୍ଷମତା ଗ୍ରହଣ କରିବାକୁ ଚେଷ୍ଟା କରି ବିଫଳ
ହୋଇଥିଲେ ?
(i) ୧୯୨୧
(ii) ୧୯୨୨
(iii) ୧୯୨୩
(iv) ୧୯୨୪
Answer:
(iii) ୧୯୨୩

(ଙ) ହିଟ୍‌ଲର୍ ତାଙ୍କର କେଉଁ ନୀତି ଯୋଗୁଁ ପୁଞ୍ଜିପତି ଓ ଗଣତନ୍ତ୍ର ବିରୋଧୀ ଶକ୍ତିମାନଙ୍କର ସମର୍ଥନ ଲାଭ କରିଥିଲେ ?
(i) ସମରବାଦୀ
(ii) ଉଦାରବାଦୀ
(iii) ସମାଜବାଦୀ
(iv) ଉଗ୍ର ଜାତୀୟତାବାଦୀ
Answer:
(iv) ଉଗ୍ର ଜାତୀୟତାବାଦୀ

BSE Odisha 9th Class History Solutions Chapter 5 ଫାସୀବାଦ ଓ ନାଜିବାଦର ବିକାଶ

୫। ପାଠରେ ଦିଆଯାଇଥ‌ିବା ତୁମ ପାଇଁ କାମଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ସହାୟତା ଓ ନିର୍ଦ୍ଦେଶନାରେ ସମ୍ପାଦନ କର ।
Answer:
(ପିଲାମାନେ ଶିକ୍ଷକଙ୍କ ସାହାଯ୍ୟ ନେଇ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦେବେ ।)

Nine Gold Medals Question Answer Class 9 English Chapter 7 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 7 Nine Gold Medals Textbook Exercise Questions and Answers.

Class 9th English Chapter 7 Nine Gold Medals Question Answers BSE Odisha

Nine Gold Medals Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା )
Read the poem silently and answer the following questions.

Question 1.
What is this poem about?
(ଏହି କବିତାଟି କେଉଁ ବିଷୟରେ ଆଧାରିତ ?)
Answer:
This poem is about an inspiring event of race in which nine differently-abled athletes took part in a “Special Olympic” event.

Question 2.
Who came from all over the country?
( ସମଗ୍ର ଦେଶରୁ କେଉଁମାନେ ଆସିଥିଲେ ? )
Answer:
Nine differently abled athletes came from all over the country.

Question 3.
Why did they come there?
(ସେମାନେ କାହିଁକି ଆସିଥିଲେ ? )
Answer:
The nine athletes came to take part in a Special Olympic event. They came to run for gold, silver, and bronze medals.

Question 4.
Who is usually awarded the three medals – gold, silver, and bronze?
( ସାଧାରଣତଃ କେଉଁମାନେ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ପ୍ରଦାନ କରାଯାଏ ? )
Answer:
Three athletes, who are placed in first, second, and third positions in an athletic event, are usually awarded the gold, silver, and bronze medals respectively.

Question 5.
What was the event for which they had come?
( ଯେଉଁଥିପାଇଁ ସେମାନେ ଆସିଥିଲେ ସେହି ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥିଲା ?)
Answer:
The athletes had come to take part in a hundred-yard race in a “Special Olympic” event.

Question 6.
What had they done before they came down to these games?
(ଏହି ଖେଳରେ ଯୋଗ ଦେବା ପୂର୍ବରୁ ସେମାନେ କ’ଣ କରିଥିଲେ ? )
Answer:
The athletes had undertaken many weeks and months of training before they came down to these games.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 7.
What did the spectators do around the old field ?
(ପୁରାତନ ଖେଳପଡ଼ିଆ ଚାରିପାଖରେ ଦର୍ଶକମାନେ କ’ଣ କରୁଥିଲେ ? )
Answer:
The spectators gathered around the old field and cheered the winners.

Question 8.
Why did they gather around the old field ?
(ସେମାନେ କାହିଁକି ପୁରାତନ ପଡ଼ିଆ ଚାରିପାଖରେ ଏକତ୍ର ହେଲେ ?)
Answer:
The spectators gathered around the old field to cheer on all the young athletes and enjoy the game.

Question 9.
Why did their excitement grow high?
(ସେମାନଙ୍କର ଉତ୍ସାହ ବଢ଼ିଗଲା କାହିଁକି ?)
Answer:
The excitement grew high because the final event of the day was approaching.

Question 10.
What were all lined up? For whom?
(କ’ଣସବୁ ପ୍ରସ୍ତୁତ ହୋଇଥିଲା ? କେଉଁମାନଙ୍କ ପାଇଁ ? )
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event? (second line, third stanza)
[ପ୍ରତିଯୋଗିତାଟି କ’ଣ ଥୁଲା ? (ତୃତୀୟ ପଦର ଦ୍ବିତୀୟ ଧାଡ଼ି)]
Answer:
The event was that, the athletes were to run the hundred-yard dash.

Question 12.
How many athletes were there ?
( ସେଠାରେ କେତେ ଜଣ ଖେଳାଳି ଥିଲେ ?)
Answer:.
There were nine athletes in the competition.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 13.
Which word (in the third line, third stanza) says that the athletes had taken firm decision to win a medal?
(ତୃତୀୟ ପ୍ରଦର, ୩ୟ ଧାଡ଼ିରେ ଥ‌ିବା କେଉଁ ଶବ୍ଦଟି ଖେଳାଳିମାନେ ପଦକ ଜିତିବାର ଦୃଢ଼ସଂକଳ୍ପ ନେଇଛନ୍ତି ବୋଲି କହୁଛି ?)
Answer:
The word “resolved” in the third line, the third stanza says that the athletes had taken a firm decision to win a medal.

Question 14.
Where were those nine athletes?
( ସେହି ନଅ ଜଣ ଖେଳାଳି କେଉଁଠି ଥିଲେ ?)
Answer:
Those nine athletes were in back of the starting line.

Question 15.
What were they poised for ?
(କେଉଁଥିପାଇଁ ସେମାନେ ପ୍ରସ୍ତୁତ ଥିଲେ ?)
Answer:
The athletes were poised for the sound of the gun.

Question 16.
Why was the pistol exploded?
(ପିସ୍ତଲ କାହିଁକି ଗର୍ଜି ଉଠିଲା ?)
Answer:
The pistol exploded to give a signal to start running. ‘

Question 17.
What did the runners do?
(ଦୌଡ଼ାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
When the pistol exploded, the runners charged ahead.

Question 18.
Who among the nine runners was unable to run?
(ଦୌଡ଼ାଳିମାନଙ୍କ ମଧ୍ୟରୁ କିଏ ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes was unable to run.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 19.
Why was he unable to run?
(ସେ କାହିଁକି ଦୌଡ଼ିବାକୁ ଅସମର୍ଥ ଥିଲା ?)
Answer:
The youngest among the nine athletes lost his balance and stumbled in the middle. He fell down and was unable to run.

Question 20.
Where did he fall?
(ସେ କେଉଁଠାରେ ପଡ଼ିଗଲା ?)
Answer:
The young athlete fell to the asphalt.

Question 21.
Why did he fall?
( ସେ କାହିଁକି ପଡ଼ିଗଲା ?)
Answer:
He fell down as he stumbled and lost his balance.

Question 22.
Who does ‘he’ in the fifth stanza stand for?
(ପଞ୍ଚମ ପଦରେ ‘he’ ଶବ୍ଦଟି କାହାପାଇଁ ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
In the fifth stanza, he refers to the smallest athlete.

Question 23.
Why did the boy cry out in frustration and anguish?
(ପିଲାଟି କାହିକି ହତାଶା ଓ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା ?)
Answer:
The boy cried out in frustration and anguish as he was unable to get up and run. All his dreams and efforts were spoiled in a moment.

Question 24.
What dashed in the dirt? What makes the poet say so?
(କ’ଣ ମାଟିରେ ମିଶିଗଲା ? କବି କାହିଁକି ଏପରି କହିଛନ୍ତି ?)
Answer:
All his dreams for the medals were dashed in the dirt. Because all his dreams and efforts came to an end. So the poet says all the hopes of the boy are dashed in the dirt.

Question 25.
What did the other runners do?
(ଅନ୍ୟ ଖେଳାଳିମାନେ କ’ଣ କଲେ ?)
Answer:
The other runners didn’t push ahead. They stopped running and turned back to help the young athlete.

Question 26.
How do you feel about their stopping here? Should athletes do like this?
(ଏଠାରେ ସେମାନେ ରହିଯିବାରୁ ତୁମେ କିପରି ଅନୁଭବ କରୁଛ ? ଖେଳାଳିମାନେ ଏଭଳି କରିବା ଉଚିତ କି ?)
Answer:
The athletes stopped running and turned back to help the young athlete stand on his feet. It conveys a message that humanity and fellow feeling is better than winning a race. It was a rare incident. Generally, athletes don’t do like this. But they should do this.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 27.
Who does ‘him’ stand for in the sixth stanza?
(ଷଷ୍ଠ ପଦରେ ‘him’ ଶବ୍ଦଟି କାହାପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The word ‘him’ in the sixth stanza stands for the young athlete.

Question 28.
What had they done for the boy to complete the race?
(ବାଳକଟି ଦୌଡ଼ ପୂରା କରିବା ପାଇଁ ସେମାନେ ତା’ପାଇଁ କ’ଣ କଲେ ?)
Answer:
The other athletes stopped running and returned back to help the boy. They helped the boy stand on his feet and walked hand in hand to finish the race together.

Question 29.
Why did they go back to him?
(ସେମାନେ କାହିଁକି ତାହା ପାଖକୁ ଫେରିଗଲେ ?)
Answer:
All other athletes went back to help him stand on his feet.

Question 30.
What did they do first?
(ସେମାନେ ପ୍ରଥମେ କ’ଣ କଲେ ?)
Answer:
They returned to help their fellow athlete. They made him stand on his feet first.

Question 31.
What did they do next?
(ତା’ପରେ ସେମାନେ କ’ଣ କଲେ ?)
Answer:
Then all the athletes walked hand-in-hand to complete the race.

Question 32.
What happened to the hundred-yard dash?
(୧୦୦ ଗଜ ଦୌଡ଼ର କ’ଣ ହେଲା ?)
Answer:
The hundred-yard dash was reduced to a walk.

Question 33.
What did they carry with them?
(ସେମାନେ ସେମାନଙ୍କ ସହ କ’ଣ ବୋହି ନେଉଥିଲେ ? )
Answer:
They carried a banner with them.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 34.
What did the banner say?
(ବ୍ୟାନାର କ’ଣ କହୁଥିଲା ?)
Answer:
The banner said that it was “Special Olympics”.

Question 35.
What did the race end with?
(ଦୌଡ଼ର ସମାପ୍ତି କିପରି ଘଟିଲା ?)
Answer:
The race ended with a walk hand-in-hand and all nine athletes became the winner of the event.

Question 36.
How did they come to the finish line?
(ସେମାନେ finish lineକୁ କିପରି ଆସିଲେ ?)
Answer:
All the athletes walked hand-in-hand to come to the finish line.

Question 37.
What do you mean by “a standing ovation”?
(“a standing ovation’ର ଅର୍ଥ କ’ଣ ?)
Answer:
Here “a standing ovation” means the popular appreciation for the masterly performance the athletes had done.

Question 38.
How were their faces then? Were they all happy? Why?
(ସେତେବେଳେ ସେମାନଙ୍କର ମୁଖମଣ୍ଡଳ କିପରି ଥିଲା ? ସମସ୍ତେ ଖୁସି ଥିଲେ କି ? କାହିଁକି ?)
Answer:
Their faces were beaming then. They all won gold medals. They all were happy for the sympathy and love they showed to the young athlete.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 39.
What do you learn from such type of help of the athletes?
(ଖେଳାଳିମାନଙ୍କର ଏହି ପ୍ରକାର ସାହାଯ୍ୟରୁ ତୁମେ କ’ଣ ଶିକ୍ଷାଲାଭ କଲ ?)
Answer:
We learn that humanity, love, affection, fellow feeling, and cooperation are high above personal achievements.

F. Let’s Appreciate The Poem: (ଆସ କବିତାର ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
What message does the poet convey in “Nine Gold Medals”?
(“Nine Gold Medals” କବିତାରେ କବି କି ବାର୍ତ୍ତା ଦେଇଛନ୍ତି ?)
Answer:
The poet conveys the message that humanity, love, affection, fellow feeling, and cooperation are better than any sort of competition or personal achievements.

Question 2.
What is important – winning a medal or helping a fellow brother in trouble?
(ପଦକ ଜିତିବା କିମ୍ବା ସାଙ୍ଗଭାଇକୁ ସାହାଯ୍ୟ କରିବା ଦୁଇଟିରୁ କେଉଁଟି ପ୍ରଧାନ ?)
Answer:
Helping a fellow brother in trouble is more important than winning a medal.

Question 3.
What is necessary for a person – to understand the emotions of others or to become self-centered?
(ଜଣେ ବ୍ୟକ୍ତି ପାଇଁ କେଉଁଟି ଆବଶ୍ୟକ – ଅନ୍ୟମାନଙ୍କ ମନୋଭାବ ବୁଝିବା କିମ୍ବା ସ୍ଵାର୍ଥକୈନ୍ଦ୍ରିକ ହେବା ?)
Answer:
Understanding the emotions of others is necessary for a person to become self-centered.

Question 4.
Explain – (ବ୍ୟାଖ୍ୟା କର) “He gave out a cry in frustration and anguish His dreams and efforts all dashed in the dirt.”
Answer:
The smallest athlete stumbled and lost his balance and fell to the ground. He cried in frustration and anguish as all his dreams and efforts were spoiled in a moment.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 5.
What do you mean by “nine beaming faces said more than these words ever will”?
(‘‘ନଅଟି ଉଜ୍ଜଳ ମୁଖମଣ୍ଡଳ ଶବ୍ଦରେ ଯାହା କହିହେବ ନାହିଁ ତା’ଠାରୁ ଅଧିକ କିଛି କହୁଥୁଲଶ’’ – ଏଥୁରୁ ତୁମେ କ’ଣ ବୁଝୁଛି ?)
Answer:
The nine athletes walked hand-in-hand to the finishing point and all were winners of the race. They were each awarded a gold medal for their empathy for each other. Their special deed justified the name ‘Special Olympic’ event. Their beaming faces told about the importance of humanity, brotherhood, and fellow feeling in this modem world.

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

Question 1.
Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃଦ୍ଧି କରିବା ।)
Answer:

  • The teacher divides the class into five groups.
  • S/he read aloud the poem two times with proper word stress and intonation.
  • S/he read the poem aloud line by line and students repeat after him/her.
  • Students read the. first line and the teacher reads aloud the second line and so on till the whole poem is complete.
  • Each group reads a stanza and the rest of the groups repeat after them and so on.
  • Finally, each group reads a stanza and other groups listen to them.
  • The teacher invites some students to recite the poem individually.

Question 2.
Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ସେଗୁଡ଼ିକର ବିଷୟବସ୍ତୁ ସହ ମେଳ କରିବା ।)
Match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. Write the stanza numbers in the last column. One is done for you. (‘A’ ସ୍ତମ୍ଭ ସହିତ ‘B’ ସ୍ତମ୍ଭକୁ ମିଳାଅ ! ସ୍ତମ୍ଭ ‘A’ରେ ପଂକ୍ତି କ୍ରମ ସଂଖ୍ୟା ଏବଂ ସ୍ତମ୍ଭ ‘B’ରେ ବିଷୟବସ୍ତୁ ରହିଛି । ପଂକ୍ତିର କ୍ରମ ସଂ%: ଶେଷ ସ୍ତମ୍ଭରେ ଲେଖି । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

Stanza Numbers Themes of the stanzas
1 nine resolved athletes at the back of the starting line – ready for the event
2 athletes from all over the country – to run for the medals – attended long trainings
3 pistol exploded – signal given – running ahead – the smallest one lost control – fell down
4 spectators gathered – cheer – final event – highly excited 2
5 the other runners – came back – helped him stand
6 nine runners – joined hands – walked instead of running – banner – Special Olympic
7 end of the race – nine gold medals – faces – looked happy
8 cried in frustration and terrible pain – thought his dream shattered

Answer:

Stanza Numbers Themes of the stanzas
1 nine resolved athletes at the back of the starting line – ready for the event 3
2 athletes from all over the country – to run for the medals – attended long trainings 1
3 pistol exploded – signal given – running ahead – the smallest one lost control – fell down 4
4 spectators gathered – cheer – final event – highly excited 2
5 the other runners – came back – helped him stand 6
6 nine runners – joined hands – walked instead of running – banner – Special Olympic 7
7 end of the race – nine gold medals – faces – looked happy 8
8 cried in frustration and terrible pain – thought his dream shattered 5

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 3.
Let’s arrange the jumbled sentences to get the summary of the poem. The first and the last sentences are already in order. Write the number of the sentence in the box provided for each. (ଆସ କବିତାର ସାରାଂଶ ପାଇଁ ବାଦ୍ୟଗୁଡ଼ିକୁ ସଜାଇବା । ପ୍ରଥମ ଓ ଶେଷ ବାକ୍ୟ ପୂର୍ବରୁ ଠିକ୍ କ୍ରମରେ ରହିଛି । ବାକ୍ୟଗୁଡ଼ିକର କ୍ରମ ସଂଖ୍ୟା ପ୍ରଦତ୍ତ ବାକ୍ସରେ ଲେଖି ।)

  • Nine athletes came from all over the country to take part in a running race. [ 1 ]
  • The pistol exploded to signal a start.
  • All of them were running ahead.
  • They had already received training before coming there.
  • But the youngest of them lost control and fell down.
  • The blocks were all lined up for the running race and they were in the back of the starting line.
  • Being frustrated, he cried in severe pain.
  • They all joined hands and walked together to the end line holding a banner.
  • The other runners, instead of running, came to him and helped him stand.
  • They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

Answer:

  • Nine athletes came from all over the country to take part in a running race. [ 1 ]
  • The pistol exploded to signal a start. [ 4 ]
  • All of them were running ahead. [ 5 ]
  • They had already received training before coming there. [ 2 ]
  • But the youngest of them lost control and fell down. [ 6 ]
  • The blocks were all lined up for the running race and they were in the back of the starting line. [ 3 ]
  • Being frustrated, he cried in severe pain. [ 7 ]
  • They all joined hands and walked together to the end line holding a banner. [ 9 ]
  • The other runners, instead of running, came to him and helped him stand. [ 8 ]
  • They were all happy to help the youngest runner and all were awarded gold medals. [ 10 ]

H. Let’s Write: (ଆସ ଲେଖୁବା )
Write a paragraph for each stanza of the poem. Go through the above matching activity before you begin to write. One paragraph is written to help you. (ପଦ୍ୟର ପ୍ରତ୍ୟେକ ପଂକ୍ତିପାଇଁ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖିବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)
Answer:

  1. The poem “Nine Gold Medals’ has eight stanzas. The first stanza is about how athletes from all over the country came to take part in a running race. They had to run for medals. There were three kinds of medals – gold, silver, and bronze. They had attended long training before this event.
  2. The second stanza is about how the spectators gathered around the old field to cheer the athletes. The final event of the day was approaching and excitement grew high.
  3. The third stanza is about how nine resolved athletes stood at the back of the starting line. They were ready to run.
  4. The fourth stanza is about how the pistol exploded giving the signal to run. All the athletes ran ahead, but the smallest one stumbled and lost balance, and fell down.
  5. The fifth stanza is about how the smallest athlete cried in frustration and pain. His dream of winning a medal shattered in a moment.
  6. The sixth stanza is about how all nine runners came back to help the smallest runner. They helped the boy to stand on his feet.
  7. The seventh stanza is about how the nine athletes joined hands and walked instead of running to finish the race. They carry the banner of ‘Special Olympic7 with them.
  8. The eighth stanza is about how the race ended. All were winners and awarded a gold medal each. Their faces were beaming and they were happy.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

BSE Odisha 9th Class English Nine Gold Medals Important Questions and Answers

Very Short A Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
What is the poem ‘Nine Gold Medals’ about?
Answer:
The poem ‘Nine Gold Medals’ is about an inspiring running event that took place among nine disabled athletes.

Question 2.
Who came from all over the country?
Answer:
Disabled athletes came from all over the country.

Question 3.
Why did the disabled athletes come there?
Answer:
The disabled athletes came there to participate in a race competition.

Question 4.
Who has usually rewarded the three medals- gold, silver, and bronze?
Answer:
Usually, the first winner of the competition is rewarded with a gold medal and the second winner gets a silver medal and the winner who stands third gets a bronze medal.

Question 5.
What was the event for which they had come?
Answer:
They had come to participate in a running race competition in a special Olympic event.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What had they done before they came down to these games?
Answer:
They had trained themselves hard for many weeks and months before they came down to these games.

Question 7.
What did the spectators do around the Oldfield?
Answer:
The spectators gathered round the old field and cheered the athletes.

Question 8.
Why did they gather around the old field?
Answer:
They gathered round the old field to enjoy watching the games and cheered the athletes.

Question 9.
Why did their excitement grow up?
Answer:
Their excitement grew up because the final event of the day was approaching.

Question 10.
What were all lined up?
Answer:
The blocks were all lined up for the athletes who would use them.

Question 11.
What was the event?
Answer:
The event was a hundred-yard dash.

Question 12.
How many athletes were there?
Answer:
There were nine athletes in the competition.

Question 13.
Which word tells that the athletes had taken a firm decision to win a medal?
Answer:
The word ‘ resolved ’ in the third line of the third stanza tells that the athletes had taken a firm decision to win a medal.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 14.
Where were those nine athletes?
Answer:
Those nine athletes were at the back of the starting line.

Question 15.
What were they poised for?
Answer:
They were poised for the sound of the gun.

Answer The Following In A Word Or A Phrase.

Question 1.
Where did the athletes come from?
Answer:
all over the country

Question 2.
Why did they run for it?
Answer:
for gold, silver, and bronze medals

Question 3.
How many athletes were there in the race?
Answer:
nine athletes

Question 4.
Who gathered round the old field?
Answer:
the spectators

Question 5.
Where did the spectators assemble?
Answer:
around the old field

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What were all lined up?
Answer:
the blocks

Question 7.
What was the event?
Answer:
a hundred-yard dash

Question 8.
What were the athletes poised for?
Answer:
the sound of the gun

Question 9.
What exploded to signal the beginning of the race?
Answer:
the gun

Question 10.
Who was unable to run?
Answer:
the youngest of the runners

Question 11.
Where did the young athlete fall?
Answer:
to the asphalt

Question 12.
Why did the young athlete cry out?
Answer:
in frustration and anguish

Question 13.
What did the athletes carry with them?
Answer:
a banner

Question 14.
What did the banner say?
Answer:
Special Olympics

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 15.
How did the athletes go to the finishing point?
Answer:
holding their hands

Question 16.
What does the poem ‘ Nine Gold Medals ‘ say?
Answer:
humanity, not personal achievement

Question 17.
Who is the poem ‘ Nine Gold Medals ’ written by?
Answer:
David Roth

Question 18.
What does the expression ‘ anguish’ mean?
Answer:
mental pain

Question 19.
What do we call a person who takes part in sports?
Answer:
athlete

Question 20.
What does the expression ‘nine beaming faces’ refer to?
Answer:
nine happy disabled athletes

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Fill In The Blanks.

1. The athletes came from ____________ the country.
Answer:
all over

2. The spectators ____________ round the old field.
Answer:
gathered

3. The hundred-yard ____________ and the race to be run.
Answer:
dash

4. They ____________ for the sound of the gun.
Answer:
poised

5. The ____________ were all lined up for the race.
Answer:
blocks

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

6. They turned back ____________ to help the young athlete.
Answer:
one by one

7. They were holding a ____________ that read “Special Olympics”.
Answer:
banner

8. Being frustrated. he cried is ____________.
Answer:
anguish

9. They all were awarded ____________.
Answer:
gold medal

10. His dreams and efforts all ____________ is the dirt.
Answer:
dashed

Multiple Choice Questions With Answers.

Question 1.
How many athletes were there in the race?
(A) two athletes
(B) five athletes
(C) nine athletes
(D) six athletes
Answer:
(C) nine athletes

Question 2.
Who gathered round the old field?
(A) the visitors
(B) the travelers
(C) the players
(D) the spectators
Answer:
(D) the spectators

Question 3.
What exploded to signal the beginning of the race?
(A) the gun
(B) the hell
(C) the trumpet
(D) the drum
Answer:
(A) the gun

Question 4.
Where did the young athlete fall?
(A) to the ground
(B) to the mud
(C) to the asphalt
(D) to the rocks
Answer:
(C) to the asphalt

Question 5.
What did the athletes carry with them?
(A) a leaflet
(B)a flag
(C) a banner
(D) none of these
Answer:
(C) a banner

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 6.
What do we call a person who takes pan in sports?
(A) participant
(B) coach
(C) athlete
(D) winner
Answer:
(C) athlete

Question 7.
The spectators ____________ round the old field.
(A) assembled
(B) viewed
(C) gathered
(D) walked
Answer:
(C) gathered

Question 8.
The ____________dashandcheracetoberun.
(A) hundred-yard
(B) fifty-yard
(C) twenty-yard
(D) ten-yard
Answer:
(A) hundred-yard

Question 9.
They ____________ for the sound of the gun.
(A) poised
(B) waited
(C) expected
(D) awaited
Answer:
(A) poised

Question 10.
The ____________ were all lined up for the race.
(A) blocks
(B) players
(C) tracks
(D) athletes
Answer:
(A) blocks

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Question 11.
They turned back ____________ to help the young athlete.
(A) simultaneously
(B) one by one
(C) in a row
(D) quickly
Answer:
(B) one by one

Question 12.
They were holding a ____________ that read “Special Olympics”.
(A) leaflet
(B) hag
(C) banner
(D) signboard
Answer:
(C) banner

Question 13.
Being frustrated, he cried ____________.
(A) pain
(B) despair
(C) anger
(D) anguish
Answer:
(D) anguish

Question 14.
They all were awarded ____________.
(A) silver medals
(B) bronze medals
(C) iron medals
(D) gold medals
Answer:
(D) gold medals

Question 15.
His dreams and efforts ____________ all in the dirt.
(A) vanished.
(B) crashed
(C) dashed
(D) washed
Answer:
(C) dashed

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Nine Gold Medals Summary in English

Lead-In:
David Roth has sent a great message to humanity that the world now needs no more competition but more cooperation and collaboration. The authenticity of the incident offers a moral value. The present times need it badly when people forget to help one another in an unhealthy rat race in every aspect of life.
ଉପକ୍ରମ :
ଡେଭିଡ୍ ରୋଥ୍ ଆମକୁ କବିତା ମାଧ୍ୟମରେ ଗୋଟିଏ ସୁନ୍ଦର ନୈତିକ ଭାବ ପରିବେଷଣ କରିଛନ୍ତି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀ ପ୍ରତିଯୋଗିତା ଅପେକ୍ଷା ପରସ୍ପର ସହଯୋଗୀ ମନୋଭାବ ଅଧିକ ଦରକାର କରୁଛି । ବର୍ତ୍ତମାନର ପୃଥ‌ିବୀବାସୀ ତାହା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଭୁଲି ଯାଇଛନ୍ତି । ସାହାଯ୍ୟର ହାତ ବଢ଼ାଇବା ପରିବର୍ତ୍ତେ ପ୍ରତିଯୋଗିତାରେ ଜୟଲାଭ କରିବାକୁ ଚାହୁଁଛନ୍ତି । କବିତା “Nine Gold Medals” ମାଧ୍ୟମରେ କବି ସୁନ୍ଦର ଭାବରେ ଏକଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । କବିତାଟି ନୈତିକତାବୋଧକ ଏବଂ ସୃଜନଶୀଳ ।

Stanzawise Analysis:
Stanza – 1
The athletes had come from all over the country
To run for the gold, for the silver and bronze
Many weeks and months of training
All comings down to these games.
ଅନୁବାଦ :
ସମଗ୍ର ଦେଶରୁ ଖେଳାଳିମାନେ ଦୌଡ଼ ପ୍ରତିଯୋଗିତାରେ ଭାଗ ନେବାକୁ ଆସିଥିଲେ । କେବଳ ସ୍ଵର୍ଣ୍ଣ, ରୌପ୍ୟ ଏବଂ କାଂସ୍ୟ ପଦକ ଜିତିବାପାଇଁ ସେମାନେ ଆଗରୁ ସପ୍ତାହ ସପ୍ତାହ ଏବଂ ମାସ ମାସ ଧରି ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ ।

Stanza – 2
The spectators gathered around the old field
To cheer on all the young women and men
The final event of the day was approaching
Excitement grew high to began.
ଅନୁବାଦ :
ଏକ ପୁରାତନ ଖେଳପଡ଼ିଆର ଚାରିପାଖରେ ଦର୍ଶକମାନେ ଏକତ୍ର ହେଲେ । ସମସ୍ତେ ଖେଳାଳିମାନଙ୍କୁ ଉତ୍ସାହିତ କରିବାକୁ ଆସିଥିଲେ । କାରଣ ଏହା ଥିଲା ଶେଷ ପର୍ଯ୍ୟାୟ ଖେଳ । ଦିବସର ଶେଷ ପ୍ରତିଯୋଗିତାର ସମୟ ନିକଟତର ହେଉଥିଲା । ଉତ୍ସାହ ଓ ଉଦ୍ଦୀପନା ବଢ଼ିବାରେ ଲାଗିଥିଲା ।

Stanza – 3
The blocks were all lined up for those who would use them
The hundred-yard dash and the race to be run
These were nine resolved athletes in back of the starting line
Poised for the sound of the gun.
ଅନୁବାଦ :
ଖେଳାଳିମାନଙ୍କ ବ୍ୟବହାର ପାଇଁ ସମସ୍ତ ଟ୍ରାକ୍ ପ୍ରସ୍ତୁତ ହୋଇସାରିଥିଲା । ଶହେ ଗଜ ଦୂରତା ଦୌଡ଼ିବାର ଥିଲା । ନଅ ଜଣ ସଂକଳ୍ପବଦ୍ଧ କ୍ରୀଡ଼ାବିତ୍ ଆରମ୍ଭରେଖା ପଶ୍ଚାତ୍‌ରେ ଦୌଡ଼ିବା ନିମନ୍ତେ ପ୍ରସ୍ତୁତ ହୋଇ ବନ୍ଧୁକ ଫୁଟିବା ଶବ୍ଦକୁ ଅପେକ୍ଷା କରିଥିଲେ ।

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Stanza – 4
The signal was given, the pistol exploded
And so did the runners all charging ahead
But the smallest among them, he stumbled and staggered
And fell to the asphalt instead.
ଅନୁବାଦ :
ପିସ୍ତଲ ଗର୍ଜି ଉଠିଲା ଓ ଦୌଡ଼ିବାର ସଙ୍କେତ ଦିଆଗଲା । ଖେଳାଳିମାନେ ଆଗକୁ ଦୌଡ଼ିବାକୁ ଆରମ୍ଭ କଲେ । ମାତ୍ର ସମସ୍ତଙ୍କଠାରୁ ସାନ ପିଲାଟି ଝୁଣ୍ଟି ପଡ଼ିଲା ଓ ଭାରସାମ୍ୟ ହରାଇ ତଳେ ପଡ଼ିଗଲା ।

Stanza – 5
He gave out a cry in frustration and anguish
His dreams and his efforts all dashed in the dirt
But as sure as I’m standing here telling this story
The same goes for what next occurred.
ଅନୁବାଦ :
ପିଲାଟି ହତାଶାବୋଧ, ମାନସିକ ଓ ଶାରୀରିକ ଯନ୍ତ୍ରଣାରେ ଚିତ୍କାର କଲା । ତାହାର ସମସ୍ତ ସ୍ବପ୍ନ ଓ ଉଦ୍ୟମ ମୁହୂର୍ତ୍ତକରେ ମାଟିରେ ମିଶିଲା । ମୁଁ ସେଠାରେ ଛିଡ଼ା ହୋଇ ଦେଖୁଥୁଲି ଏବଂ ପରବର୍ତ୍ତୀ ଘଟଣା ଠିକ୍ ନିମ୍ନ ପ୍ରକାର ଥିଲା ।

Stanza – 6
The eight other runners pulled up on their heels
The ones who had trained for so long to compete
One by one they all turned around and went back to help him
And brought the young boy to his feet.
ଅନୁବାଦ :
ଅନ୍ୟ ଆଠଜଣ ଖେଳାଳି ଅଟକିଗଲେ ଯେଉଁମାନେ କି ପ୍ରତିଯୋଗିତା ନିମନ୍ତେ ଦୀର୍ଘଦିନର ପ୍ରଶିକ୍ଷଣ ନେଇଥିଲେ । ଆଉ ଆଗକୁ ନ ଯାଇ ଜଣ ଜଣ କରି ସମସ୍ତେ ସାହାଯ୍ୟ କରିବାକୁ ପଛକୁ ଫେରିଲେ ଏବଂ ପିଲାଟିକୁ ଠିଆ କରିବାରେ ସାହାଯ୍ୟ କଲେ ।

Stanza – 7
Then all the nine runners joined hands and continued
The hundred-yard dash now reduced to a walk
And a banner above that said (Special Olympics)
Could not have been more on the mark.
ଅନୁବାଦ :
ତା’ପରେ ସମସ୍ତ ନଅ ଜଣ ଦୌଡ଼ାଳି ହାତ ଧରାଧରି ହୋଇ ଆଗକୁ ବଢ଼ିଲେ । ଶହେ ଗଜର ଦୌଡ଼ ଚାଲିବାରେ ରୂପାନ୍ତରିତ ହେଲା । ଉପରେ ଲାଗିଥିବା bannerରେ ଲିଖ୍ ‘Special Olympics” ନାମକୁ ଏହା ଯଥାର୍ଥରେ ସାକାର କରୁଥିଲା ।

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Stanza – 8
That’s how the race ended, with nine gold medals
They came to the finish line holding hands still
And a standing ovation and nine beaming faces
Said more than these words ever will
ଅନୁବାଦ :
ଏହିପରି ଭାବେ ଖେଳ ସମାପ୍ତ ହେଲା । ନଅଟି ସୁନା ପଦକ ସମସ୍ତ ଖେଳାଳିଙ୍କୁ ଦିଆଗଲା । ନଅ ଜଣ ଖେଳାଳିଙ୍କର ଉଜ୍ଜ୍ବଳ ମୁଖମଣ୍ଡଳ ଓ ଦର୍ଶକମାନଙ୍କର ଛିଡ଼ା ହୋଇ ସମ୍ଭାଷଣ ଏହାଠାରୁ ଆହୁରି ଅଧ୍ଵ କିଛି କହୁଥିଲା ।

About The Poet: (କବିଙ୍କ ସମ୍ପର୍କରେ )
David Roth was bom on 10 October 1954 in Bloomington, Indiana. He is an American rock vocalist, song composer, author, actor, and radio personality.  The present poem is based on an inspiring event of a race in which nine differently-abled athletes took part in a “Special Olympic” event. In the race when one runner fell to the ground, all others stopped and returned to help him stand on his feet, and they walked hand-in-hand to finish the race. All of them won and were awarded gold medals for their empathy for each other. The poem is highly educative in terms of value education in this competitive world. The poet highlights humanity which is high above personal achievements. It conveys a great message to humanity that the world now needs no more competition but more love, affection, fellow feeling, cooperation, and collaboration.

BSE Odisha 9th Class Class English Solutions Chapter 7 Nine Gold Medals

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
athlete — a participant in a group of sports activities
training — practice on anything
spectators — persons watching an event
cheer — to encourage — ଉତ୍ସାହିତ କରିବା
approaching — drawing near — ପାଖେଇ ଆସୁଛି
excitement — a state of being excited — ଉତ୍ତେଜନା
blocks — two starting blocks on the ground where the manners push their feet against at the beginning of the race
resolved — determined — ସଂକଳ୍ପବଦ୍ଧ
poised — ready — ପ୍ରସ୍ତୁତ
signal — a sign to start — ସଙ୍କେତ
stumble — hit the feet against something — ଝୁଣ୍ଟି ପଡ଼ିବା
staggered — lost balance — ଭାରସାମ୍ୟ ହରାଇଲେ
instead — ଏହ ପରିବର୍ତ୍ତେ
medal — a gift for winning an event — ପଦକ
exploded — sounded — ଶବ୍ଦ ହେଲା
frustration — hopelessness — ନିରାଶାବୋଧ
occurred — happened — ଘଟିଲା |
reduce — cut down
ovation — an expression of popular
appreciation — ସ୍ବୀକୃତିସୂଚକ ସମ୍ମାନ
beaming — ଆଲୋକିତ
anguish — terrible mental pain — ଭୟଙ୍କର ମାନସିକ ଯନ୍ତ୍ରଣା |

BSE Odisha 9th Class English:

Home and Love Question Answer Class 9 English Chapter 6 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 6 Home and Love Textbook Exercise Questions and Answers.

Class 9th English Chapter 6 Home and Love Question Answers BSE Odisha

Home and Love Class 9 Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)

Question 1.
Which words are important in the first line of the poem?
(କବିତାଟିର ପ୍ରଥମ ଧାଡ଼ିରେ କେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ଗୁରୁତ୍ବପୂର୍ଣ ?)
Answer:
The words, ‘Home and Love’, are important in the first line of the poem.

Question 2.
Which two words are the sweetest, according to the poet?
(କେଉଁ ଦୁଇଟି ଶବ୍ଦ କବିଙ୍କ ମତରେ ସବୁଠାରୁ ମଧୁର ?)
Answer:
According to the poet, the two words, ‘Home and Love’ are the sweetest.

Question 3.
Do you think that the meanings of ‘Home’ and ‘Love’ are very wide and gracious? Discuss.
(ତୁମେ ଭାବୁଛ କି ‘ଘର’ ଏବଂ ‘ସ୍ନେହ’ର ଅର୍ଥ ବ୍ୟାପକ ଏବଂ ଆନନ୍ଦପ୍ରଦ ? ଆଲୋଚନା କର ।)
Answer:
Yes, the meanings of ‘Home’ and ‘Love’ are very wide and gracious. We live in our home. Home becomes a paradise (ସ୍ଵର୍ଗର ନନ୍ଦନକାନନ ) when everyone in the family possesses love and they reciprocate it in a tender manner. These two words are spoken everywhere and carry the spirit of joy and metaphor for the joy of living.

Question 4.
How many times does the poet repeat ‘Home and Love’?
(କବି କେତେଥର ‘Home and Love’କୁ ଦୋହରାଇଛନ୍ତି ?)
Answer:
The poet repeats ‘Home and Love’ seven times.

Question 5.
How does the sweetness of home link up with love?
(ଘରର ମଧୁରତା ସ୍ନେହ ସହିତ କିପରି ଜଡ଼ିତ ?)
Answer:
Love is the inner feeling in the heart of a man. It’s very tender. It appears in the heart of everyone in the family. It binds all in bliss and peace at home. So home is nothing but a paradise of peace and pleasure as the outcome of love. Thus the sweetness of home links up with love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 6.
Love without home is ___________.
(ସ୍ନେହ ବିନା ଗୃହ — ।)
(a) agony (b) suffering (c) pain.
Answer:
(c) pain.

Question 7.
Can we separate Home and Love?
(ଆମେ ଘର ଏବଂ ସ୍ନେହକୁ ଅଲଗା କରିପାରିବା କି ?)
Answer:
No, we cannot separate Home and Love, because a Home without Love is bitterness, and Love without Home is often painful. These two words are closely related to each other.

Question 8.
When do you sing the whole day long?
(ତୁମେ କେତେବେଳେ ପୂରାଦିନଯାକ ଗାଅ ?)
Answer:
We sing the whole day long when we understand the significance of both the words Home and Love and occupy them to our heart’s content.

Question 9.
When angels talk in Heaven above What do they lack?
(ଯେତେବେଳେ ଉପରେ ସ୍ଵର୍ଗରେ ଥିବା ପରୀମାନେ କଥା ହୁଅନ୍ତି …. ସେମାନଙ୍କର କ’ଣ ଅଭାବ ଥାଏ ?)
Answer:
When angels talk in heaven above, they lack to find words sweeter than Home and Love.

F. Let’s Appreciate The Poem: (ଆସ କବିତାଟିକୁ ମୂଲ୍ୟାୟନ କରିବା)

Question 1.
The poet compares home with love. Does he find one better than the other? Why/not?
(କବି ଘରକୁ ସ୍ନେହ ସହିତ ତୁଳନା କରନ୍ତି । ସେ କ’ଣ ଗୋଟିଏ ଅନ୍ୟଟି ଅପେକ୍ଷା ଉତ୍ତମ ବୋଲି ଭାବନ୍ତି ? କାହିଁକି/କାହିଁକି ନୁହେଁ ? )
Answer:
The poet compares home with love. No, he doesn’t find one better than the other. He cannot distinguish one better than the other as both seem equally important. Home and love are complementary to each other. A home without love is bitterness and love without a home is pain-giving.

Question 2.
What does the line ‘The wide and gracious range of speech’ convey?
( ‘The wide and gracious range of speech’ ଧାଡ଼ିଟି କ’ଣ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
‘The wide and gracious range of speech’ conveys that the feeling of love is very tender and its depth cannot be measured. Similarly, the degree of happiness and peace of home is pleasant and sweet.

Question 3.
Which ideas do the angels discuss in Heaven?
(କେଉଁ ଧାରଣା ବିଷୟରେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ ଆଲୋଚନା କରନ୍ତି ?)
Answer:
Angels discuss about the sweetness of home and love in Heaven.

Question 4.
Why does bitterness arise?
(କାହିଁକି ତିକ୍ତତା ଆସେ ?)
Answer:
Home becomes a place of peace and happiness if love is found in the heart of everyone at home. Love binds each member of the family. Bitterness (ତିକ୍ତତା) arises in the family when there is a home without love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
When does one have a winning position?
(କେତେବେଳେ ଜଣେ ବିଜୟୀର ସ୍ଥାନ ପାଏ ?)
Answer:
One has a winning position when he/she succeeds in getting both home and love together.

Question 6.
What are the three important words in the last two lines which convey the poet’s ideas?
(ଶେଷ ଦୁଇଧାଡ଼ିରେ କେଉଁ ତିନୋଟି ଗୁରୁତ୍ବପୂର୍ଣ୍ଣ ଶବ୍ଦ ଅଛି ଯାହା କବିଙ୍କ ଅଭିପ୍ରାୟକୁ ପରିପ୍ରକାଶ କରୁଛି ?)
Answer:
Sweet, Home and Love are the three important words in the last two lines which convey the poet’s ideas about how love exists in the Home.

Question 7.
What message does the poet have for those who have both home and love?
(ଯେଉଁମାନଙ୍କର ଉଭୟ ଘର ଏବଂ ପ୍ରେମ ଅଛି କବିଙ୍କର ସେମାନଙ୍କ ପାଇଁ କ’ଣ ସନ୍ଦେଶ ଅଛି ?)
Answer:
The poet sets a message (ସନ୍ଦେଶ ) for those who have both home and love that they will sing the glory of home and love that makes them happy for the whole day and make their song divine.

G. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)

Activity – 1 (କାର୍ଯ୍ୟ – ୧):
(a) Read the poem aloud. Then read it silently over and over again and remember the lines.
(କବିତାଟିକୁ ବଡ଼ ପାଟିରେ ପଢ଼ । ତା’ପରେ ନୀରବରେ ବାରମ୍ବାର ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ଧାଡ଼ିକୁ ମନେରଖ ।)

(b) Given below are a few lines from the second stanza of the poem. But some words are missing there. Supply the missing words without looking at the stanza.
(ନିମ୍ନରେ କବିତାର ଦ୍ବିତୀୟ ପଦର କିଛି ଧାଡ଼ି ଦିଆଯାଇଛି । କିନ୍ତୁ ସେଥ‌ିରେ କିଛି ଶବ୍ଦ ଛାଡ଼ ଅଛି । ପଦକୁ ନ ଦେଖ୍ ସେହି ଛାଡ଼ିଥ‌ିବା ଶବ୍ଦ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Home without love is _____________.
Love without Home is often _____________.
Somehow they travel _____________.
Answer:
Home wihout love is bitteress.
Love without Home is often pain.
Somehow they travel hand and glove.

Activity — 2 (କାର୍ଯ୍ୟ – ୨):
Fill in the blanks with suitable words or phrases given below.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉପଯୁକ୍ତ ଶବ୍ଦ କିମ୍ବା ଫ୍ରେଜ୍ ମାଧ୍ୟମରେ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(a) _________ is a place where angels talk.
(b) Love can seldom exist without _______________.
(c) Home and Love are sweet because they contain __________________.

(home, the wide and gracious range of speech, heaven)

Answer: (ଉତ୍ତର)
(a) Heaven is a place where angels talk.
(b) Love can seldom exist without a home.
(c) Home and Love are sweet because they contain a wide and gracious range of speech.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Activity —3 (କାର୍ଯ୍ୟ – ୩):
Home is more important than love. Do you agree or disagree with the statement? Form two groups. Select your leader for each group. The first group will give arguments to show that the statement is true. The second group will argue that the statement is false. Cooperate with each other and note down all the useful points that can be made to support your point of view.
(ସ୍ନେହ ଅପେକ୍ଷା ଘର ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ତୁମେ ଏହି ମତ ସହିତ ସମ୍ମତ ବା ଅସମ୍ମତ ? ଦୁଇଟି ଦଳ ଗଠନ କର । ପ୍ରତି ଦଳ ପାଇଁ ତୁମର ଦଳପତିଙ୍କୁ ବାଛ । ପ୍ରଥମ ଦଳ ଏହି ଉକ୍ତିଟି ଠିକ୍ ବୋଲି ଯୁକ୍ତି ଦର୍ଶାଇବେ । ଦ୍ବିତୀୟ ଦଳ ଉକ୍ତିଟି ଭୁଲ୍ ବୋଲି ତର୍କ କରିବେ ! ପରସ୍ପରକୁ ସହଯୋଗ କର ଏବଂ ଦରକାରୀ ପଏଣ୍ଟଗୁଡ଼ିକ ଯାହା ତୁମ ମତାମତକୁ ସମର୍ଥନ କରୁଛି ତାକୁ ଟିପି ରଖ ।)

Answer:
My point of view is that both contain such a sense of affinity par excellence that it is hard to guess which one is the best. One feels bitter at home without love and pain without love. A home without love is bitterness and love without a home is often pain. Both travel close to each other. If a man wins one of them, he must gain both home and love. If a man possesses both, he can spend his days happily.

H. Let’s Do Some Activities: (ଆସ କିଛି କାର୍ଯ୍ୟ କରିବା)
“A short description”(‘ଏକ ସଂକ୍ଷିପ୍ତ ବର୍ଣ୍ଣନା ’’)
Use the following words and expressions to describe a happy home:
(ନିମ୍ନଲିଖ୍ ଶବ୍ଦଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଗୋଟିଏ ସୁଖୀ ଘର (a happy home)ର ବର୍ଣ୍ଣନା କର ।)
Sweetness, Parents and relations, happy memories, friends, childhood games and sports, love and affection.

Answer: (ଉତ୍ତର)
 A HAPPY HOME.
A home is a place where a particular family lives. It is the sweetest place where one enjoys pleasure in life. Its sweetness attracts people to live together. A happy home is a place where a family lives with the warmest love and šweet memories. So it is rightly said ‘there is no place like home. Here the children are nourished by their parents. Childhood is spent safely and happily with much affection from the parents. All children of the family are like friends. Various games and sports are played as encouragement in the family. All the family members are tied in the warmest love and affection. A home is just like a paradise on earth. It is well said ”East or West, Home is the best”.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

BSE Odisha 9th Class English Home and Love Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Followings In A Sentence.

Question 1.
Which two words are the sweetest, according to the poet?
Answer:
According to the poet, the two words Home and Love are the sweetest.

Question 2.
What do Home and Love convey?
Answer:
Home and Love convey a wide and gracious range of speech.

Question 3.
Where do the angels live?
Answer:
The angels live in Heaven.

Question 4.
What, according to the poet, is hard to guess?
Answer:
According to the poet, it is very hard to guess between Home and Love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
How do bitterness and pain arise?
Answer:
Home becomes a place of happiness if love prevails. If love is withdrawn bitterness arises.

Question 6.
Which two things travel hand and glove?
Answer:
Home and Love travel hand and glove.

Question 7.
How do you sing the whole day long?
Answer:
We sing the whole day long when we understand the significance of both the words, Home and Love, and occupy them.

Question 8.
When does one have a winning position?
Answer:
One has a winning position when he/ she succeeds in getting home and love together.

Question 9.
How can you make your song divine?
Answer:
You can make your song divine if you possess both home and love and sing the whole day long.

Question 10.
What does the poet praisefully repeat?
Answer:
The poet praisefully repeats that the angels do not find substitutes for simple and sweet words like home and love when they talk in Heaven.

Answer The Followings In A Word Or A Phrase.

Question 1.
What does the poet praisefully repeat?
Answer:
The angels do not find substitutes for the sweetest words like home and love.

Question 2.
What are the three important words described in the poem “Home and Love”?
Answer:
Heaven, home, love.

Question 3.
What do Home and Love convey?
Answer:
A wide and gracious range of speech.

Question 4.
Which two words are sweetest, according to the poet, R.W. Service?
Answer:
Home and love.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
Where do the angels talk?
Answer:
In heaven

Question 6.
Can we separate Home and Love?
Answer:
No

Fill In The Blanks.

1. Love without a home is _____________.
Answer:
pain

2. “Gentle and caring feeling” is _____________.
Answer:
tenderly

3. Love cannot exist without _____________.
Answer:
home

4. Home and Love travel _____________.
Answer:
hand and glove

5. ‘Hand and glove” means _____________.
Answer:
close to each other

6. In the poem the word ‘heaven’ means _____________.
Answer:
abode of God

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

7. One who is acting as God’s messenger is an _____________.
Answer:
angel

8. According to the poet, the two words “Home and Love” are really _____________.
Answer:
valuable

9. One can sing the whole day long if he possesses both _____________.
Answer:
home and love

10. “And so I praisefully repeat”. Here ‘praisefully’ means _____________.
Answer:
admirably

11. “It doesn’t matter” means _____________.
Answer:
It carries no importance

12. If you have both. Here ‘both’ means _____________.
Answer:
Home and Love

13. We love home because it is _____________.
Answer:
peace

14. Home becomes a paradise if their _____________ is in the heart of everybody.
Answer:
love

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

15. Home and Love are sweet because they contain a wide and gracious range of _____________.
Answer:
speech

Multiple Choice Questions With Answers.

Question 1.
There is a word in the poem that means ‘admirably’. Find it out.
(A) Admire
(B) Admiration
(C) Admirable
(D) Praisefully
Answer:
(D) Praisefully

Question 2.
Find out the word in the poem, which means ‘pleasant and sweet’.
(A) gracious
(B) sweetness
(C) pleasurable
(D) kindness
Answer:
(A) gracious

Question 3.
There is a word in the poem whose meaning is, “One who is acting as God’s messenger.” Find it out.
(A) ghost
(B) witch
(C) spirit
(D) angel
Answer:
(D) angel

Question 4.
There is a word in the poem which means impossible’. Find it out.
(A) perhaps
(B) possibly
(C) uncertain
(D) hard
Answer:
(D) hard

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 5.
According to the poet, the two words “Home and Love” are really _____________.
(A) less important
(B) valuable
(C) sweetest
(D) rare
Answer:
(B) valuable

Question 6.
In the poem, the poet has used “Home and Love” _____________.
(A) once
(B) twice
(C) thrice
(D) five times
Answer:
(D) five times

Question 7.
Love without a home is _____________.
(A) sorrowful
(B) suffering
(C) pain
(D) joyful
Answer:
(C) pain

Question 8.
When there is Home without Love there arises _____________.
(A) hatred
(B) family problem
(C) homeless
(D) bitterness
Answer:
(D) bitterness

Question 9.
Angels talk in _____________.
(A) sky
(B) space
(C) heaven
(D) earth
Answer:
(C) heaven

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Question 10.
Love cannot exist without _____________.
(A) family
(B) lover
(C) friend
(D) home
Answer:
(D) home

Question 11.
Can we separate Home and Love?
(A) Yes
(B) No
(C) In some cases
(D) In certain cases
Answer:
(B) No

Question 12.
“Gentle and caring feeling” is _____________.
(A) happy
(B) bitterness
(C) tenderly
(D) pain
Answer:
(C) tenderly

Question 13.
Home and Love travel _____________.
(A) fast
(B) silently
(C) hand and glove
(D) to the heaven
Answer:
(C) hand and glove

Question 14.
We love home because it is _____________.
(A) peace
(B) affection
(C) mother
(D) hatred
Answer:
(A) peace

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Home and Love Summary in English

Lead-In:
We all love our home as we live here together in the family and grow up in life. We also wish to come back home when we feel tired outside. We also return home from our daily work. It is because it attracts us and we get pleasure at home. So we love our home and live here. God has endowed in the heart of a man tender feeling to win the heart of others. It is the greatest quality which is called love. Reciprocation of love with one another in the family brings happiness and peace at home. Love makes an excellent complement to home. So we grow with our mother’s love and father’s care at home. This is the theme of the poem.

Notes:
endowed – ଭରିଛନ୍ତି
tender feeling – କୋମଳ ଭାବନା,
complement – ଅନୁପୂରକ,
reciprocation – ଆଦାନପ୍ରଦାନ,
attract – ଆକର୍ଷିତ କରିବା

ଲିଡ୍ ଇନ୍:
ଆମେ ସମସ୍ତେ ଆମ ଘରକୁ ଭଲ ପାଉ କାରଣ ଆମେ ଏଠାରେ ଏକତ୍ର ପରିବାରରେ ବାସ କରୁ ଏବଂ ଆମ ଜୀବନରେ ଆଗକୁ ଯାଉ । ଯେତେବେଳେ ଆମେ ବାହାରେ କ୍ଳାନ୍ତି ଅନୁଭବ କରୁ ସେତେବେଳେ ଆମେ ସମସ୍ତେ ଘରକୁ ଫେରି ଆସିବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରୁ । ଆମେ ମଧ୍ୟ ଆମର ଦୈନନ୍ଦିନ କାର୍ଯ୍ୟରୁ ଘରକୁ ଫେରିଥାଉ । ଏହାର କାରଣ ଏହା ଆମକୁ ଆକର୍ଷିତ କରେ ଓ ଆମେ ଘରେ ହିଁ ଆନନ୍ଦ ପାଉ । ତେଣୁ ଆମେ ଘରକୁ ଭଲ ପାଉ ଓ ସେଠାରେ ବାସ କରୁ । ଅନ୍ୟମାନଙ୍କର ହୃଦୟକୁ ଜୟ କରିବାକୁ ଈଶ୍ବର ମଣିଷ ହୃଦୟରେ ସରଳ ସହାନୁଭୂତି ଭରି ଦେଇଛନ୍ତି । ଏହା ହେଉଛି ସର୍ବୋତ୍ତମ ଗୁଣ ଯାହାକୁ ସ୍ନେହ (Love) କୁହନ୍ତି । ପରିବାର ମଧ୍ୟରୁ ଜଣକର ଅନ୍ୟ ଜଣେ ସଦସ୍ୟ ସହିତ ସ୍ନେହ ବା ଶ୍ରଦ୍ଧାର ଆଦାନପ୍ରଦାନ ଘରେ ସୁଖ ଓ ଶାନ୍ତି ଆଣି ଦେଇଥାଏ । ସ୍ନେହ ଘରକୁ ଅତି ସୁନ୍ଦର ଓ ଅନୁପମ କରିଥାଏ । ଏଣୁ ଆମେ ମାଆର ସ୍ନେହ ଓ ବାପାଙ୍କ ଯତ୍ନରେ ଘରେ ବଢ଼ିଥାଉ । ଏହା ହେଉଛି କବିତାର ସାରମର୍ମ ।

Summary:
Really home and love are two small words and they consist of four letters. They convey a wide and gracious range of speech. They are so pleased that they express inner emotions of attachment to others. These two words are very loving and gentle to hear and feel. So they are tenderly complete with their sweet attribute. Hence the innate sweetness and tender attributes are not found in all other words than home and love. It is sure that the angels do not have words sweeter than home and love when they talk in heaven. The poet deeply thinks that these two words, home, and love, contain a such sense of affinity par excellence that it is hard to guess how to distinguish the best between them. His sense? of deliberation rolls up at a decision that one feels bitter at home without love and pines for love without a home. Love binds all the members of the family to peace and happiness. If a man having love in heart cannot consign it to anybody or kins, he decidedly suffers pain. He again thinks that out of these two, one alone is seldom seen, as they travel hand and glove. If a man wins one of them, he must gain both home and love. The poet is sure that when a man possesses both home and love up to his satisfaction he spends the whole day in the pursuit of pleasure. It doesn’t matter if he is poor. He can be a blithe spirit with these two words to make his bliss the result of the action of God or Goddess. Ultimately he repeats laudably that the angels do not find a substitute for such simple sweet words of hope and love when they talk in heaven.

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Notes:
convey – ବହନ କରିବା,
gracious – ଉଦାର,
pleasant – ମଧୁର, / ଆନନ୍ଦପ୍ରଦ,
inner emotion – ଅନ୍ତରର ଭାବନା,
attachment – ବନ୍ଧନ,
tenderly – କୋମଳ ଭାବେ
innate – ସ୍ବାଭାବିକ,
sweetness – ମଧୁରତା,
attribute – ଗୁଣ,
affinity – ରକ୍ତସମ୍ବନ୍ଧ,
par excellence – ଶ୍ରେଷ୍ଠତା ସଙ୍ଗେ ସମାନ,
guess – ଅନୁମାନ କରିବା,
distinguish – ପ୍ରଭେଦ ଜାଣିବା
deliberation – ଗଭୀର ଚିନ୍ତନ
decision – ସିଦ୍ଧାନ୍ତ
bitter – ତିକ୍ତ,
consign – ଅର୍ପଣ କରିବା,
possesses – ଧରି ରଖୁଛି,
satisfaction – ସନ୍ତୋଷ
pursuit – ପାଇବାକୁ ଚେଷ୍ଟା,
ultimately – ଶେଷରେ
blithe – ପ୍ରଫୁଲ୍ଲ ଭାବେ,
laudably – ପୁଂଶସାପୂର୍ଣ ଭାବେ,
angel – ଦେବଦୂତ,
substitute – ବିକଳ୍ପ /ବଦଳରେ,
heaven – ସ୍ୱର୍ଗ

ସାରାଂଶ:
Home ଓ Love ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ମାତ୍ର ଏହି ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ ମଧ୍ଯରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ପରିପ୍ରକାଶର ସୁଲଳିତ ପୂର୍ଣ୍ଣତା ଭରି ରହିଛି ତାହା ଅନ୍ୟତ୍ର ଦୁର୍ଲଭ । ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହେଉଥିବାବେଳେ ଏହି ଦୁଇଟି home (ଘର) ଓ love (ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା) ଭଳି ଖୁବ୍ ମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପରିକଳ୍ପନା କରିପାରି ନାହାନ୍ତି ।
ଏହି ଶବ୍ଦ ଦୁଇଟିର ଭାବ ଏଭଳି ପରିପୂରକ, ସାପେକ୍ଷ ତଥା କୋମଳ ଓ ହୃଦୟସ୍ପର୍ଶୀ ଯେ ଏମାନଙ୍କ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା କଷ୍ଟକର । ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧା ବିନା ଘର ଚାରିକାନ୍ଥରେ ଆବଦ୍ଧ ଏକ ବିରାଟ ଶୂନ୍ୟତା, ବିରକ୍ତି ଓ କ୍ରୋଧ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ମଧ୍ୟ ବିଚ୍ଛେଦର ଯନ୍ତ୍ରଣା । ପ୍ରତ୍ୟେକ (Home and Love) କ୍ଵଚିତ୍ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ପରସ୍ପର ନିକଟତର । ଯଦି କେହି ଜଣେ ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ସେ ଆପେ ଆପେ ପ୍ରାପ୍ତ ହୁଏ ।
ଯଦି କେହି ଜଣେ ଏହି ଉଭୟ ଦୁଇଟିକୁ ଉପଲବ୍‌ଧ୍ କରେ ତା’ର ସାରା ଦିନଟି ଆନନ୍ଦ ବାତାବରଣରେ କଟିଯାଏ । ଗରିବଟିଏ ହେଲେ ବି ଫରକ କିଛି ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ବ୍ୟକ୍ତି ତା’ର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ଶେଷରେ କବି ପ୍ରଶଂସା ଗାନ କରି ପୁନରାବୃତ୍ତି କରନ୍ତି ଯେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

The Text: (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis:

Stanza – 1
Just Home and Love ! the words are small .
Four little letters unto each;
And yet you will not find in all
The wide and gracious range of speech
Two more so tenderly complete :
When angels talk in Heaven above,
I’m sure they have no words more sweet
Than Hone and Love.
ଅନୁବାଦ :
Home ଓ Love (ଘର ଓ ସ୍ନେହ) ଚାରି ଅକ୍ଷରବିଶିଷ୍ଟ ଦୁଇଟି କ୍ଷୁଦ୍ର ଶବ୍ଦ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଭିତରେ ଯେଉଁ ଉଦାର ଓ ମଧୁର ଭାବ ନିହିତ ଅଛି, ତାହା ତୁମେ ଅନ୍ୟତ୍ର ପାଇବ ନାହିଁ । ଏହି ଦୁଇଟି ଶବ୍ଦ ଖୁବ୍ ସରଳ ଓ ଭାବଉଦ୍ରେକକାରୀ । ଯେତେବେଳେ ସ୍ଵର୍ଗରେ ଦେବଦୂତମାନେ କଥାବାର୍ତ୍ତା ହୁଅନ୍ତି, ମୁଁ ନିଶ୍ଚିତ ଯେ ସେମାନେ ଏହି ଦୁଇଟି ମଧୁର ଶବ୍ଦ Home ଓ Love (ଘର ଓ ସ୍ନେହ)ର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Stanza – 2
Just Home and Love! It’s hard to guess
Which of the two were best to gain;
Home without Love is bitterness;
Love without Home is often pain.
No ! each alone will seldom do;
Somehow they travel hand and glove:
If you win one you must have two,
Both Home and Love.
ଅନୁବାଦ :
କେବଳ ଘର ଓ ସ୍ନେହ । ଏହି ଦୁଇଟି ଶବ୍ଦ ମଧ୍ୟରୁ କେଉଁଟି ଉତ୍କୃଷ୍ଟ ତାହା ବୁଝିବା ବଡ଼ କଷ୍ଟକର । ସ୍ନେହ ବିନା ଘର ବିରକ୍ତିକର, ତିକ୍ତ ଓ ବେଦନାଦାୟକ । ଘର ବିନା ସ୍ନେହ ବା ଶ୍ରଦ୍ଧା ଯନ୍ତ୍ରଣାଦାୟକ । ପ୍ରତ୍ୟେକ ଏକାକୀ ଥିଲେ ବି ସେମାନଙ୍କର ଗତି ନିକଟତର । ଯଦି କେହି ଏଥୁରୁ ଗୋଟିକୁ ଲାଭ କରେ, ଅନ୍ୟଟି ଆପଣାଛାଏଁ ମିଳିଯାଏ ।

Stanza – 3
And if you’ve both, well then I’m sure
You ought to sing the whole day long;
It doesn’t matter if you ‘re poor
With these to make divine your song.
And so I praisefully repeat,
When angels talk in Heaven above,
There are no words more simply sweet
Than Home and Love.
ଅନୁବାଦ :
ଯଦି ତୁମେ ଉଭୟକୁ ପାଇଯାଅ, ତାହାହେଲେ ଖୁବ୍ ଉତ୍ତମ ଏବଂ ମୁଁ ନିଶ୍ଚିତ ଯେ ତୁମର ସାରା ଦିନ ଆନନ୍ଦରେ କଟିଯିବ । ଯଦିଓ ତୁମେ ଗରିବ ହୋଇଥବ ତେବେ କିଛି ବି ଫରକ ପଡ଼ିବ ନାହିଁ । ଏହି ଦୁଇଟିର ଅଧିକାରୀ ହେଲେ ତୁମେ ତୁମର ଗାଥାକୁ ଐଶ୍ୱରିକ ତଥା ଆନନ୍ଦଦାୟକ କରିପାରିବ । ସ୍ବର୍ଗରେ ଦେବଦୂତମାନେ କଥୋପକଥନବେଳେ Home ଓ Love ଶବ୍ଦ ଭଳି ସରଳ, ସୁମଧୁର ଶବ୍ଦର ବିକଳ୍ପ ପାଆନ୍ତି ନାହିଁ ।

About The Poet:
Robert William Service (1874-1958) was bom in Preston, England, on 16 January 1874. His father was a banker and the poet became a banker too, at the age of 15. In 1896 he emigrated to Canada and then to California. Some years later while living in Yukon he was inspired to compose poems. His first book of poems is ‘Songs of a Sourdough’. It was published in 1908. The poem ‘Home and Love’ is extracted from a collection called “Rhymes of Rolling Stone”. During his lifetime he published four collections of poetry.

Notes :
banker – ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ,
emigrated – ଦେଶାନ୍ତର ହେଲେ,
inspired – ଉତ୍ସାହିତ ହେଲେ,
compose – ରଚନା କରିବା,
extracted – ଉଦ୍ଧୃତ,
collections – ସଂଗ୍ରହ/ସଂକଳନ,
published – ପ୍ରକାଶ କରିଥିଲେ

କବିଙ୍କ ସମ୍ପର୍କରେ :
ରବର୍ଟ ଉଇଲିୟମ୍ ସର୍ଭିସ୍‌ (୧୮୭୪-୧୯୫୮) ୧୮୭୪ ମସିହା ଜାନୁୟାରୀ ୧୬ ତାରିଖରେ ଇଂଲଣ୍ଡର ଫ୍ରେଷ୍ଟନରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କ ପିତା ଜଣେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟୀ ଥିଲେ ଏବଂ କବି ମଧ୍ଯ ୧୫ ବର୍ଷ ବୟସରେ ବ୍ୟାଙ୍କ ବ୍ୟବସାୟ ଆରମ୍ଭ କଲେ । ୧୮୯୬ ମସିହାରେ ସେ କାନାଡ଼ାକୁ ଓ ପରେ କାଲିଫର୍ଣ୍ଣିଆକୁ ଗଲେ । କିଛି ବର୍ଷ ପରେ ୟୁକନରେ ରହୁଥ‌ିବାବେଳେ ସେ କବିତା ରଚନା କରିବାକୁ ପ୍ରେରଣା ପାଇଲେ । ‘Songs of a Sourdongh’ ହେଉଛି ତାଙ୍କର ପ୍ରଥମ କବିତା ପୁସ୍ତକ । ଏହା ୧୯୦୮ରେ ପ୍ରକାଶିତ ହେଲା । ‘Home and Love’ କବିତାଟି “Rhymes of Rolling Stone” ଉଦ୍ଧୃତ । ତାଙ୍କ ଜୀବନକାଳ ମଧ୍ୟରେ ସେ ଚାରୋଟି କବିତା ସଂକଳନ ପ୍ରକାଶ କରିଥିଲେ ।

BSE Odisha 9th Class Class English Solutions Chapter 6 Home and Love

Notes And Glossary: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

gracious — pleasant and sweet — ଆନନ୍ଦଦାୟକ ଓ ମଧୁର / ମଧୁର ଓ ମନୋରମ
All this gracious living isn’t for me; I prefer a simple life.
tenderly — gentle and caring feeling
Home and Love are tenderly complete with their sweet attribute.
guess — apprehend that something is true – ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
bitterness — feeling of angry and resentful — ବିରକ୍ତି ଓ କ୍ରୋଧ ଭାବ
I don’t prefer to show my bitterness in my family.
hard — impossible — ଅସମ୍ଭବ
It is hard to believe his story.
seldom — hardly/rarely — କ୍ୱଚିତ୍
He seldom eats his breakfast.
hand and glove — close to each other — ପରସ୍ପରର ନିକଟତର |
Kindness and forgiveness go hand and glove.
ought to sing — should sing — ଗାଇବା ଉଚିତ
home — place of living — ବାସସ୍ଥାନ
love — a deep feeling of affection — ପ୍ରେମ
unto — towards — ଆଡକୁ
pain — the unpleasant mental or physical feeling — ଯନ୍ତ୍ରଣା
travel — move from one place to another
complete — finish, end — ଶେଷ
often — always — ସର୍ବଦା
repeat — say or speak more than once
It does not matter — It has nothing to do with / it carries no importance
You will get the job; it does not matter whether you have qualified in the written test or not.
divine — result from the action of God or  Goddess — ଐଶ୍ୱରିକ। ଆନନ୍ଦଦାୟକ,
Sympathy is a divine quality.
praisefully— with praise — ପ୍ରଶଂସାର ସହ
Heaven — celesty, abode of God — ସ୍ୱର୍ଗ, ଭଗବାନଙ୍କ ବାସସ୍ଥଳୀ
simply — evidently, obviously — ବି ନା ସନ୍ଦେହରେ, ସ୍ପଷ୍ଟ ଭାବରେ
India is simply the best ODI cricket team in the world.
angels — one of the spiritual beings that some people believe, live with God in heaven and act as God’s messengers. The angels act as God’s messengers.

BSE Odisha 9th Class English:

A Hero of India Question Answer Class 9 English Chapter 5 BSE Odisha

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 5 A Hero of India Textbook Exercise Questions and Answers.

Class 9th English Chapter 5 A Hero of India Question Answers BSE Odisha

A Hero of India Class 9 Questions and Answers

D. Let’s Understand The Text: (ଆସ ପାଠ୍ୟବିଷୟକୁ ବୁଝିବା)

Question 1.
Swami was very much interested in the newspaper report about the brave village boy. What were Swami’s views?
(ଖବରକାଗଜରେ ପ୍ରକାଶିତ ହୋଇଥିବା ସାହସୀ ଗାଉଁଲି ବାଳକ କଥା ସ୍ଵାମୀ ଜାଣିବାକୁ ବହୁତ ଆଗ୍ରହୀ ଥିଲା । ତା’ର ମତ କ’ଣ ଥିଲା ?)
Answer:
Swami was very much interested in the newspaper report about the brave boy. But he didn’t believe the news that his father told him. He was wonderstruck (ଆଶ୍ଚର୍ଯ୍ୟଚକିତ ହେଲା) how a boy could fight a tiger. He thought that he might have been a very strong and grown-up person.

Question 2.
Why did Swami’s father want him to sleep alone?
(ସ୍ଵାମୀଙ୍କ ବାପା କାହିଁକି ସେ ଏକାକୀ ଶୋଉ ବୋଲି ଚାହିଁଲେ ?)
Answer:
Swami’s father wanted Swami to be a courageous boy who might face any hurdle in his life. He also thought that sleeping alone at night might make one courageous. So his father wanted him to sleep alone in his office room.

Question 3.
How did Swami react to his father’s proposal to sleep alone?
(ସ୍ଵାମୀ କିଭଳି ଭାବରେ ବାପାଙ୍କ ଏକୁଟିଆ ଶୋଇବା ପ୍ରସ୍ତାବ ଉପରେ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲା ?)
Answer:
Father proposed ( ପ୍ରସ୍ତାବ ଦେଲେ) Swami to sleep alone (ଏକୁଟିଆ ଶୋଇବାକୁ) in his office room. First of all, Swami thought that his father might be joking (ମଜା କରୁଛନ୍ତି). Swami changed the subject matter tactfully (ଚତୁରତାର ସହ) by saying that the elders were allowed to play in their cricket team. But his father stuck to his proposal. Swami grumbled but it had no effect.

Question 4.
How did Swami feel when he was left alone in his father’s office at night?
(ସ୍ଵାମୀ ରାତିରେ ବାପାଙ୍କ ଅଫିସ୍ ଗୃହରେ ଏକୁଟିଆ ରହିବା ଅବସ୍ଥାରେ କିଭଳି ଅନୁଭବ କରିଥିଲା ?)
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty (ନିଷ୍ଠୁରତା). He hated the newspaper for the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat (ତଣ୍ଟି ଚିପିବା) or carry him away.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 5.
What kind of dreams did he have while he was sleeping there?
(ସ୍ଵାମୀ ସେଠାରେ ଶୋଇଥିଲାବେଳେ କି ପ୍ରକାର ସ୍ବପ୍ନ ଦେଖୁଥିଲା ?)
Answer:
While Swami was sleeping in his father’s office alone, he dreamt a terrible dream (ଭୟଙ୍କର ସ୍ବପ୍ନ). He dreamt that a tiger was chasing him. His feet struck to the ground. He tried to escape but he couldn’t move and the tiger was at his back. Again, he could hear its claws scratching the ground. He groaned in despair.

Question 6.
Why did he wake up?
(ସେ କାହିଁକି ଉଠିପଡ଼ିଲା ?)
Answer:
Swami crouched (ଜାକିଜୁକି ହୋଇ ଶୋଇଲା) under the bench in fear.He fell asleep and saw a terrible dream. When the frightening dream (ଭୟଙ୍କର ସ୍ବପ୍ନ) was continuing, he heard a light thud. He was extremely (ଅଧିକ ମାତ୍ରାରେ) frightened. All sorts of noises reached his ears. These thoughts suddenly woke him up.

Question 7.
What made Swami desperate?
(ସ୍ବାମୀଙ୍କୁ କ’ଣ ହତାଶ କଲା ?)
Answer:
Swami heard a noise in his sleep. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down the wooden leg of the bench and rustling. So he became desperate (ହତାଶ ) thinking that the devil would tear him to pieces.

Question 8.
What made him attack the burglar?
(ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କରିବାକୁ ସେ କିପରି ବାଧ୍ୟ ହେଲା ? )
Answer:
Swami could hear the rustling in dark. He woke up in terror. He was frightened and sweated with fear as he was alone. Soon he found something was moving down. He thought that it was a devil. He was sure of his death. So without waiting he came out from under the bench and hugged the figure with all his strength and bit its ankle severely.

Question 9.
Suppose you were asked to describe Swami in a few words, how would you do it ? Write the most appropriate answer.
(ମନେକର ତୁମକୁ ସ୍ୱାମୀକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣନା କରିବାକୁ କୁହାଗଲା, ତୁମେ କିପରି କରିବ ? ସଠିକ୍ ଉତ୍ତର ଲେଖ ।)
(a) Young, strong and brave.
(b) Well-behaved and polite.
(c) Disobedient, disrespectful and naughty.
(d) Clever but not courageous.
Answer:
(d) Clever but not courageous. (ଯଦିଓ ସ୍ବାମୀ ଚତୁର ଥିଲା ହେଲେ ସାହସୀ ନ ଥିଲା ।)

Question 10.
What did Swami dream in the office?
(ସ୍ଵାମୀ କାର୍ଯ୍ୟାଳୟରେ କ’ଣ ସ୍ଵପ୍ନ ଦେଖିଲା ?)
(a) The devils came up and clutched at his throat.
(b) A tiger chased him and he tried hard to escape but couldn’t.
(c) As a devil came nearer, he held his arms around the devil tightly.
Answer:
(b) A tiger chased him and he tried hard to escape but couldn’t. (ସ୍ଵାମୀକୁ ଏକ ବାଘ ଗୋଡ଼େଇଲା, ସେ ଖସି ପଳେଇବାକୁ ଚେଷ୍ଟା କଲା, କିନ୍ତୁ ପାରିଲାନି ।)

E. Let’s Understand The Text Better : (ଆସ ପାଠ୍ୟବିଷୟଟିକୁ ଭଲ ଭାବରେ ବୁଝିବା)

Question 1.
Discuss how Swamy felt being forced to sleep alone.
(ଏକୁଟିଆ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଗଲାରୁ ସ୍ୱାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami was compelled by his father to sleep alone in the office room to prove his courage. He appealed to his mother and granny to come to his rescue. But his father did not listen to anything. Being forced to do so he felt cut off from humanity. He was pained and felt angry. He did not like the strain of cruelty of his father’s nature. He also hated newspapers for printing the tiger’s story.

Question 2.
How would you feel if you were made to sleep alone in a room? Do you share Swami’s feelings?
(ତୁମକୁ ଯଦି ଏକୁଟିଆ ଏକ କୋଠରିରେ ଶୋଇବାକୁ ବାଧ୍ୟ କରାଯାଏ, ତୁମେ କିପରି ଅନୁଭବ କରିବ ? ତୁମେ କ’ଣ ସ୍ଵାମୀ ପରି ଅନୁଭବ କରିବ ?)
Answer:
If I were made to sleep alone in a room, I would be terrified. Because I am not in habit of sleeping alone. I also share Swami’s feelings because I used to sleep beside my granny or grandmother and had no experience of sleeping alone at night.

Question 3.
How did Swami feel in the darkness?
(ଅନ୍ଧକାରରେ ସ୍ବାମୀ କିପରି ଅନୁଭବ କରୁଥିଲା ?)
Answer:
Swami was compelled (ବାଧ୍ୟ ହେଲା ) to sleep alone in his father’s office room at night. He had never experienced it before. He was suffocated (ଅଣନିଃଶ୍ଵାସୀ ହେଲା). He remembered the stories of devils and ghosts he had heard and remembered his friend who had seen a devil. He was faint with fear.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Discuss Swami’s response to the movement in the darkness.
(ଅନ୍ଧାରରେ ଯାହାସବୁ ହେଉଥିଲା ସ୍ବାମୀର ସେସବୁ ପ୍ରତି ଯାହା ପ୍ରତିକ୍ରିୟା ଥିଲା ଆଲୋଚନା କର ।)
Answer:
Swami’s loneliness in utter darkness made him frightened. He tried his best to fall asleep. As he fell asleep, he saw a frightful dream. Just then he heard some rustling sound. He opened his eyes. He stared into the darkness. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He became desperate and thought that the devil would certainly tear him to pieces.

Question 5.
Was Swami really courageous? What did people think about him?
(ସ୍ଵାମୀ କ’ଣ ପ୍ରକୃତରେ ସାହସୀ ଥିଲା ? ଲୋକେ ତା’ ବିଷୟରେ କ’ଣ ଭାବୁଥିଲେ ? )
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated (ଅଭିନନ୍ଦନ ଜଣାଇଲେ ) ବନ୍ଦୀ ହେଲା) him for his heroic action. A notorious (କୁଖ୍ୟାତ) house-breaker could be captivated (ବନ୍ଦୀ ହେଲା) only because of Swami’s timely action. People thought him a true hero.

Question 6.
“Courage is everything, strength and age are not important.”
(‘‘ସାହସ ସବୁକିଛି, ଶାରିରୀକ ବଳ ଏବଂ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’)
Answer:
‘Courage is everything, strength and age are not important.’ It was the statement and theory of Swami’s father. It is a fact. A mighty person without courage can do nothing whereas a weak person with courage can do everything. It so happened in the life of Swami. He could attack a strong house-breaker even if he was very young then.

F. Let’s Learn Some New Words: (ଆସ କେତେକ ନୂଆ ଶବ୍ଦ ଶିଖୁବା)

The words given in the brackets have come from the story ‘A Hero’. The expression in each sentence is the meaning of the word after that sentence. Rewrite each sentence using the appropriate form of the word in brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ‘A Hero’ ଗଳ୍ପରୁ ଆସିଛି । ଉକ୍ତିରେ ଯାହା ପ୍ରକାଶ କରାଯାଇଛି ତାହା ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦର ଅର୍ଥ । ବନ୍ଧନୀ ଭିତରେ ଥିବା ଶବ୍ଦର ଉପଯୁକ୍ତ ରୂପ ବ୍ୟବହାର କରି ପ୍ରତ୍ୟେକ ବାକ୍ୟକୁ ପୁନର୍ବାର ଲେଖ ।)

Example :
The teacher looked at me continuously before asking the question. (fixedly)
Answer:
The teacher looked at me fixedly before asking the question.

1. The plan of action suggested by the students was not accepted by the headmaster. (proposition)
2. The child spoke in an unclear manner which her mother couldn’t hear. (mumble)
3. My friend sleeps in a separate room because he breathes noisily while asleep. (snore)
4. The patient’s painful condition affected everyone. (agonize)
5. The boy was not prepared and so did not want to take the examination. (hesitate)
6. The low continuous sound of the bee adds charm to the garden. (humming)
7. The surface of my car was damaged due to the accident. (scratch)

Answer:
1. The proposition suggested by the students was not accepted by the headmaster.
2. The child mumbled which her mother couldn’t hear.
3. My friend sleeps in a separate room because he snores while asleep.
4. The patient’s painful condition agonized everyone.
5. The boy was not prepared and so hesitated to take the examination.
6. The humming of the bee adds charm to the garden.
7. The surface of my car was scratched due to the accident.

The following sentences occur in the story you have read in Section -1.
1. “How could a boy fight a tiger ?”
2. Any change in this arrangement kept him trembling.
‘Fight in sentence 1 is a verb.
‘Change’ in sentence 2 is a noun.
(ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି verb ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି noun ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।)
Now read these sentences: (ଏବେ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼)
1. He got into a fight with a man in the bar. (Noun)
2. We change our car every two years. (Verb)
ଏଠାରେ ପ୍ରଥମ ବାକ୍ୟରେ fight ଶବ୍ଦଟି noun ରୂପେ ଓ ଦ୍ବିତୀୟ ବାକ୍ୟରେ change ଶବ୍ଦଟି verb ରୂପେ ବ୍ୟବହୃତ ହୋଇଛି ।
Often in English, one comes across words that can function both as nouns and as verbs in different contexts.
(ଇଂରାଜୀରେ ଆମେ କେତେକ ଶବ୍ଦ ଦେଖୁ ଯାହାକି ଉଭୟ Noun ଓ Verb ରୂପେ ଭିନ୍ନ ଭିନ୍ନ ପରିପ୍ରେକ୍ଷୀରେ ବ୍ୟବହାର ହୋଇପାରେ । )
Read the story again and pick out ten such words. Then use each word In two different sentences of your own mentioning ‘noun use’ and ‘verb use’.
(ଗଳ୍ପଟିକୁ ଆଉଥରେ ପଢ଼ ଏବଂ ଦଶଟି ଏପରି ଶବ୍ଦ ବାଛ । ପ୍ରତ୍ୟେକ ଶବ୍ଦକୁ noun ଓ verb ରୂପେ ବ୍ୟବହାର କର ।)
Answer:

1. Turn (Noun)
(Verb)
You have missed your turn (ପାଳି/ସୁଯୋଗ) so you’ll have to wait.
The wheel turned (ଘୂରିଲା) slowly.
2. Face (Noun)
(Verb)
She had a surprised expression on her face ( ମୁଖମଣ୍ଡଳ).
The building faces (ମୁହାଁ ଆଡ଼କୁ ମୁହଁ କରିବା) north.
3. Attack (Noun)
(Verb)
Security will be increased after yesterday’s attack (ଆକ୍ରମଣ) on the  President’s life.
The enemy attacked (ଆକ୍ରମଣ କଲେ) at night.
4 Dispute (Noun)
(Verb)
This question is still under dispute (ବିବାଦ).
The two parties disputed (କଳି କଲେ) over the ownership
5. Hope (Noun)
(Verb)
The situation looks bad, but we don’t give up hope (ଆଶା).
I hope (ଆଶା କରେ) to go to university next year.
6. Cut (Noun)
(Verb)
How did you get that cut (କଟା ଚିହ୍ନ) on your hand?
I cut (କାଟି ଦେଲି) my face when I was shaving.
7. Command (Noun)
(Verb)
The Indian Army is under the government’s direct command (ନିୟନ୍ତ୍ରଣ).
The general commanded (ଆଦେଶ ଦେଲେ) his men to the boundary.
8. Sleep (Noun)
(Verb)
Try to get eight hours’ sleep (ଶୋଇବା) a night.
I couldn’t sleep (ଶୋଇବା) well last night.
9. Bat (Noun)
(Verb use)
Bat (ଖେଳପଟା ) and ball are necessary for cricket.
The Indian players are batting (ବଲ୍ ବାଡ଼େଇବା)) now.
10. Call (Noun)
(Verb)
Give me a call (କଲ୍) when you are ready.
The teacher called (ଡାକିଲେ) (out) the names of everyone.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

G. Let’s Learn Language: (ଆସ ଭାଷା ଶିଖୁବା)
Speech Change (ଉକ୍ତି ପରିବର୍ତ୍ତନ):
Speech is the words spoken by the speaker. (ବକ୍ତାଙ୍କର କହିବା ଶବ୍ଦକୁ ‘ଉକ୍ତି’ କୁହାଯାଏ ।)
Example :
The teacher said, “Oil floats on water”.
ଏହି ବାକ୍ୟରେ Oil floats on water ହେଉଛି ଏକ speech ବା ଉକ୍ତି ଓ teacher ହେଉଛନ୍ତି speaker ବା reporter.
Two types of speech (ଦୁଇ ପ୍ରକାର ଉକ୍ତି):

Direct speech (ପ୍ରତ୍ଯକ୍ଷ ଉକ୍ତି) Indirect speech (ପରୋକ୍ଷ ଉକ୍ତି)
(i) It is the actual words of a speaker. (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥା ବା ଉକ୍ତି)

(ii) The actual words are kept within the inverted commas or quotation marks.     (ବକ୍ତାଙ୍କର ପ୍ରକୃତ କଥାକୁ ଉଦ୍ଧତ ଚିହ୍ନ ଭିତରେ ରଖାଯାଏ । )

(i) It is the changed words told by somebody else other than the speaker.
(ଅର୍ଥ ନ ବଦଳାଇ) (ବକ୍ତାଙ୍କର କଥାକୁ ପରିବର୍ତ୍ତନଜନିତ ଉକ୍ତି)
(ii) inverted commas are omitted. (ଉଦ୍ଧୃତ ଚିହ୍ନଗୁଡ଼ିକୁ ଉଠାଇ ଦିଆଯାଏ ।)

Change to be effected in the indirect speech (ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିବର୍ତ୍ତନ ଶବ୍ଦବିଶେଷ) :

Direct speech Indirect speech
I —> he/she
we —> they
my —> his / her
our —> their
his / her —> my
you —> I/he/she/they
your —> my / his./ her / their
present simple {go/goes/does/do go) —> past simple (went)
past simple {went) —> past perfect (had gone)
present progressive {is/am/are going) —> past progressive (was/were going)
present perfect {has/have gone) —> past perfect {had gone)
present perfect progressive
(has/have been eating) can/may/ shall/will/must)
—> past perfect progressive (had been eating)
could/might/should/would/had to
this —> that
these —> those
since —> then
ago —> before
today —> that day
tonight —> that night
tomorrow —> the next day / the day after the day
yesterday —> before / the previous day the
last night —> previous night
here —> there
present simple as the reporting verb
(say/says/tell/tells)
—> no change in the tensed verb

Examples:

  • D.S.: Father said, “You can’t go with me”.
    I.S.: Father said told that (€c) I couldn’t go with him.
  • DS.: The teacher said to the pupils, “You have made our school proud this year.
    I.S.: The teacher told the pupils that they (pupils) had made their school proud that year.
  • DS.: Rohit said, “I am visiting Saurav tonight”.
    I.S.: Rohit said that he was visiting Saurav that night.
  • D.S.: Manali said to Rabi Sir, “Did you call me ?“ (Did – helping verb)
    I.S.: Manali asked Rabi Sir if ( QI’ he had called her).
  • D.S.: Suresh says, “I am pleased with your performance now.”
    (says = reporting verb / present simple tense)
    I.S.: Suresh says that he is (not ‘was’ for ‘is’) pleased with my performance then.

Here are some more examples (ଏଠାରେ ଆଉ କେତୋଟି ଅଧୂକ ଉଦାହରଣ ଦିଆଯାଇଛି) :
(i) Swami said, “Your office room is very dusty and there may be scorpions behind your law books”. (Direct speech)
Swami told his father that his office room was very dusty and there might be scorpions behind his law books. (Indirect speech) .
Turn the following statements into indirect speech (ନିମ୍ନ ଉକ୍ତିଗୁଡ଼ିକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)
(i) Father said, “I don’t at all like the way you are being brought up”.
“If you do it, mind you, I will make you the laughingstock of your school.”
Answer:
Indirect speech: Father told (Swami) that he didn’t at all like the way (Swami) was being brought up. He (Father) warned ( ସତର୍କ କରାଇଦେଲେ) him. to make him the laughing-stock of his school provided he (Swami) did it.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Questions:
Look at the following sentence. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟକୁ ଚାହିଁ ।)
Granny pleaded (ବିନୀତ ସ୍ୱରରେ କହିଲା), “Why do you disturb him ?”
Indirect speech: Granny asked father why he disturbed Swami.

Direct speech Indirect speech
(i)     “Wh-questions + helping verb
(is, am, are, do, does, was, have) can, must + Subject………………….. ?”(ii)  “Helping verbs + Subject ?”
(Yes-No questions) inverted commas or quotation marks.
—> … asked (Object), Wh-questions +Subject + Verb(s)…
—>…. asked (Object) if + Subject + Verb + … inverted commas or quotation marks deleted.

Exercise:
Report the following dialogue. (ନିମ୍ନଲିଖତ କଥୋପକଥନକୁ reported speechରେ ପରିଣତ କର ।)
“Let me sleep in the hall, father” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your law books”.
“There are no scorpions, little fellow. Sleep on the bench if you like”.
“Can I have a lamp burning in the room ?”
“No. You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits”.
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night”.

Answer:
(In the indirect speech or reporting)
Swami sought his father’s permission (ଅନୁମତି ମାଗିଲେ) to sleep in the hall in an appealing tone (ବିନୀତ ସ୍ୱରରେ). He reasoned (କାରଣ ଦର୍ଶାଇଲା) that his office room was very dusty (ଧୂଳିପୂର୍ଣ୍ଣ) and there might be scorpions behind his law books. Thereupon father bluntly (ସିଧାସଳଖ ) refused Swami’s logic (ପ୍ରତ୍ୟାଖ୍ୟାନ କରିଦେଲେ) (for (କାରଣ ) there were no scorpions and asked him to sleep on the bench if he liked. Swami (showing a bit of excitement) enquired if he could have a lamp burning in the room. At this, father turned down his request (ଅନୁରୋଧକୁ ନାମଞ୍ଜୁର କରିଦେଲେ) and reassured (ଆଶ୍ୱାସନା ଦେଇ କହିଲେ) him of learning not to be afraid of darkness and encouraged (ଉତ୍ସାହିତ କରି କହିଲେ) him (Swami) to cultivate good habits as ((ଯେହେତୁ) it was only question of habit. Swami further (ପୁନଶ୍ଚ) asked if he would at least leave the door open and father gave his nod (ସମ୍ମତି ଜଣାଇଲେ), however, he wanted him (Swami) to promise him that he (Swami) must not roll up his bed and go to his granny’s side at night.

H. Let’s Write: (ଆସ ଲେଖୁବା)
1. In the story you read Swami was asked by his father to sleep alone in his office room at night. (ଗଳ୍ପରେ ତୁମେ ପଢ଼ିଲ ଯେ ସ୍ବାମୀକୁ ତା’ ବାପା ଏକୁଟିଆ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଶୋଇବାକୁ କହିଲେ ।)
Imagine that you are Swami and give an account of what followed from your point of view. (ମନେକର ତୁମେ ସ୍ଵାମୀ, ତୁମେ ତୁମ ଦୃଷ୍ଟିକୋଣରୁ କ’ଣ କ’ଣ ଘଟିଲା ତାହାର ଏକ ବିବରଣୀ ପ୍ରଦାନ କର ।)
Begin: It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to
You may like to end with: My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the incident made me a hero overnight.

Answer:
It was a terrible experience. Father told me to sleep in the office room alone to do away with fear. Till then I always used to sleep beside my grandmother and any sort of the change in this arrangement kept me awake all night. Everybody knew the fact well. My father left me in the office alone at night. My heart started beating faster as the stories of ghosts and devils came to my memory. I completely covered myself with the blanket. I expected the devils to capture me or carry me away. As I shut my eyes, I saw frightening dreams. Just then I could hear a rustling sound. I got up and stared into the darkness.

I found that something was moving down. I became desperate. As it came nearer I hugged it and used my teeth on it like a mortal weapon. It fell down on the ground. Father along with two other attendants reached there and captured the injured man. He was a notorious house-breaker of the district. The next day I was congratulated at my school. I became a hero overnight. Even the Inspector of Police praised me for my heroic deed. My fear of darkness remained unchanged and I still had the habit of sleeping with granny. But the situation made me a hero overnight.

2. Write a citation (a statement about someone’s character or brave actions) to be read out on the occasion of the award-giving ceremony in honor of a brave young man of your locality who has been selected for the “Bravery Award” by the government. (କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ଚରିତ୍ର କିମ୍ବା ସାହସିକ କାର୍ଯ୍ୟ ବିଷୟରେ) ଏକ ବିବରଣୀ ଲେଖ ଯାହା ତୁମ ଅଞ୍ଚଳର ଏକ ସାହସୀ ଯୁବକଙ୍କ ସମ୍ମାନାର୍ଥେ ଏକ ପୁରସ୍କାର ବିତରଣୀ ସଭାରେ ସରକାରଙ୍କ ତରଫରୁ ସାହସିକ ପୁରସ୍କାର ପାଇବାକୁ ଚୟନ କରାଯାଇଥିବା ହେତୁ ପାଠ କରାଯିବ ।)

Answer:
BRAVERY OF A YOUNG VILLAGE LAD
Bikram, a young village lad of 14 years could save a helpless baby from a burning house. On a hot summer afternoon, he was returning home from his coaching center. All of a sudden he heard a loud cry of people and rushed to the spot. He found a large gathering around a burning house. The most pitiable incident he got to know was that a helpless crying mother had left her baby sleeping inside that house. Nobody could dare to enter the burning house and save the baby. It was Bikram who wasted no time and at once jumped into the room with the help of a ladder. Then he came out with the crying baby wrapped under a blanket. The baby was immediately taken to the nearest hospital and was saved. After this heroic incident, the villagers embraced Bikram and thanked him immensely for his brave and adventurous deed.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Let’s Know More (ଆସ ଅଧ‌ିକ ଜାଣିବା )
A. Related words or correct forms of the words.

Word Related Word
describe (v) description (n)
boy (n) boyhood (n)
people (n) popularity (n), popularize (v), popular (adj), populous
strong (adj) strength (n), strengthen (v), strongly (adv)
prove (v) proof (v)
courage (n) courageous (adj), courageously (adv), encourage (v)
arrange (v) arrangement (n)
enthusiasm (n)  enthusiast (n), enthusiastic (adj), enthusiastically (adv)
loud (adj) loudly (adv)
silent (adj) silence (n), silently (adv)
die (v) death (n), dead (adj), deadly (adv)
slow slowness (n), slowly (adv)
hesitate (v) hesitation (n), hesitatingly (adv)
habit (n) habitual (adj), habituate (v)
angry (adj) anger (n), angrily (adv)
pain (n) painful (adj), painfully (adv)
cruelty (n) cruel (adj)
presence (n) present (adj), presently
congratulate (v) congratulation, congratulatory
horror (n) horrified (adj), horrible (adj)
frighten (v) frightening (adj), frightened
dark (adj) darkness (n)
polite (adj) politely (adv), politeness (n)
converse (v) conversation (n), conversant (adj)
relieved (adj) relief (n)
tremendous (adj) tremendously (adv)
safe (n) safety (n), safely (adv), savior (n), save (v)

B. Opposite/Antonyms

Word Opposite Word Word Opposite Word
cowardice bravery courage fear, scaredness
strength weakness strong weak
strongly weakly alone crowded
silently loudly darkness light
disturb relax cruelty kindness, compassion
cruel kind, compassionate silence noise.
silent noisy silently noisily
remember forget appear disappear
rudeness politeness rudely politely
heavy light respect disrespect
whole partial wholly partially
sleep wake entire partial
notorious reputed, famous, eminent, noted, celebrated, well-known
angry peaceful, peace-long, calm, composed, serene

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

BSE Odisha 9th Class English A Hero Important Questions and Answers

Very Short & Objective Questions With Answers.
Answer The Followings In A Sentence.

Question 1.
What did Swami’s father tell him about the news?
Answer:
Swami’s father told him the news of the bravery of a village lad who could fight with a tiger.

Question 2.
What did the brave boy do?
Answer:
The boy fought with the tiger and climbed up a tree.

Question 3.
What didn’t Swami believe?
Answer:
Swami didn’t believe that a boy could fight with a tiger.

Question 4.
Who can do anything?
Answer:
A courageous man can do anything. Courage is everything; strength and age are not important.

Question 5.
Swami disputed the theory.
(i) Whose theory is it?
(ii) What theory does it refer?
Answer:
(i) It is the theory of Swami’s father.
(ii) It refers to the theory of courage.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 6.
What did Swami pray?
Answer:
Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed.

Question 7.
How did Swami slip away to his bed?
Answer:
When Swami’s father lifted the newspaper to his face, he slipped away to his bed in the passage.

Question 8.
Where was Swami’s granny and what did she ask him?
Answer:
His granny was sitting up in her bed and she asked him if he was already feeling sleepy.

Question 9.
Why did Swami pull the blanket over his face?
Answer:
He pulled the blanket over his face out of fear.

Question 10.
What did Swami request his granny?
Answer:
Swami requested his granny to keep quiet and not to talk to him.

Question 11.
Why was Swami faint with fear?
Answer:
Swami was faint with fear as his dreadful thoughts continued in the dark room.

Question 12.
What noises and sounds did Swami hear in the darkness?
Answer:
Swami heard the noises like the ticking of the clock, the rustling of leaves, and the sounds of snoring and the humming of some unknown insects in the darkness.

Question 13.
Why did Swami cover himself completely with the blanket?
Answer:
Every moment Swami expected the devils to come up and clutch at his throat or carry him away.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 14.
Where did Swami fall asleep and what terrible things did he see there?
Answer:
Swami fell asleep under the bench and saw terrible dreams there.

Answer The Followings In A Word Or A Phrase.

Question 1.
How long did the village lad stay on the tree before he was rescued?
Answer:
for half a day.

Question 2.
What did Swami’s father tell him about courage?
Answer:
courage is everything; strength and age are not important.

Question 3.
Why did father propose Swami sleep alone in his office room?
Answer:
to prove his courage

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Who told that Swami could sleep in the hall?
Answer:
Swami’s mother

Question 5.
Where did Swami spread his bed and crouch when he was extremely frightened?
Answer:
under the bench

Question 6.
How many times did Swami’s father order him to get up?
Answer:
four times

Question 7.
Where did Swami’s father return from that night?
Answer:
club

Question 8.
What is Swami like?
Answer:
clever but not courageous

Question 9.
“Courage is everything, strength and age are not important.” Who said it?
Answer:
Swami’s father

Question 10.
Where was father reading the newspaper?
Answer:
under the hall lamp

Question 11.
What news did father tell Swami reading the newspaper?
Answer:
about the bravery of a village lad

Question 12.
Where did Swami sleep every day?
Answer:
beside his granny in the passage

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 13.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
Answer:
adolescence

Question 14.
Who appeared like a strange figure in the semi-darkness of the passage?
Answer:
Swami’s father

Question 15.
Who objected on the way Swami’s sleeping alone in the office room?
Answer:
mother

Fill In The Blanks.

1. Swami’s father looked like _____________in the semi darkness of the passage.
Answer:
an apparition

2. The dream of Swami in the office was that the devils came up and clutched at his _____________.
Answer:
throat

3. Swami turned into a hero overnight for his having caught the most dangerous _____________.
Answer:
robber

4. Swami could slip away to his bed because his father was gazing gloomily at the _____________.
Answer:
newspaper

5. Swami dreamt that _____________.
Answer:
a tiger was chasing him

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

6. From under the blanket Swami could hear all sorts of noises like the tickling of clock and rustling of _____________.
Answer:
leaves

7. When Swami was alone in the office room he felt cut off from _____________.
Answer:
humanity

8. Swami had bitten into the flesh of one of the most notorious house-breakers of the _____________.
Answer:
District

9. Munisami’s father spat out blood because the devil near the river’s edge _____________.
Answer:
slapped his cheek

10. Swami’s father said, “You must cultivate _____________”.
Answer:
good habits

Multiple Choice Questions With Answers.

Question 1.
How many times did Swami’s father order him to get up?
(A) twice
(B) thrice
(C) four times
(D) five times
Answer:
(A) twice

Question 2.
Where did Swami’s father return from that night?
(A) market
(B) club
(C) office
(D) office room
Answer:
(C) office

Question 3.
Mother said casually, “Swami went to bed at _____________”.
(A) seven
(B) seven thirty
(C) eight
(D) eight thirty
Answer:
(D) eight thirty

Question 4.
In order to divert the attention of his father, Swami told about his _____________.
(A) friends
(B) playmates
(C) school mates
(D) cricket club
Answer:
(A) friends

Question 5.
Swami’s father looked like _____________in the semi-darkness of the passage.
(A) a ghost
(B) a devil
(C) an apparition
(D) a figure
Answer:
(C) an apparition

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 6.
“Courage is everything, strength and age are not important.” Who said it?
(A) Swami
(B) Granny
(C) Swami’s mother
(D) Swami’s father
Answer:
(A) Swami

Question 7.
“You are in the ‘Second Form’ and I don’t at all like the way you are being brought up.” What is the meaning of ‘Second Form’?
(A) adult
(B) adolescence
(C) old age
(D) childhood
Answer:
(D) childhood

Question 8.
Who appeared like a strange figure in the semi-darkness of the passage?
(A) Swami
(B) Swami’s father
(C) granny
(D) Swami’s mother
Answer:
(C) granny

Question 9.
Who objected on the way Swami’s sleeping alone in the office room?
(A) granny
(B) mother
(C) cook
(D) servant
Answer:
(B) mother

Question 10.
When Swami was alone in the office room he felt cut off from _____________.
(A) family
(B) humanity
(C) society
(D) friends
Answer:
(C) society

Answer the following question in about 50 words.

Question 1.
Who was Swami? What did Swami feel?
Answer:
Swami was a school-going child. He was a little bit clever but timid. His father was a famous lawyer. Swami felt that he was out of humanity. Pain and anger seized him. He could not digest his father’s strain of cruelty. He also cursed the newspaper for having published the brave act of a village lad.

Question 2.
What was Swami’s father doing in the evening? What did Swami’s father tell him about the news?
Answer:
Swami’s father was reading a newspaper in the evening. He came across the news of a brave village lad who had fought with a tiger in the newspaper. He told Swami that a brave village lad could fight with a tiger only because of his uncommon courage.

Question 3.
Why did Swami’s father want him to sleep alone? How did Swami react to his father’s proposal to sleep alone?
Answer:
Swami disputed his father’s theory of courage. It seemed to be a challenge for his father. So his father wanted him to sleep alone in his office room to prove his courage. First of all, Swami thought that his father was joking. Swami changed the subject tactfully to make his father forget the proposal. But father stuck to his proposal. Swami grumbled but it had no effect.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 4.
Who was Swami? How did he try to change the subject?
Answer:
Swami was a school-going child. He used to sleep beside his granny in the passage and any change in this arrangement kept him awake all night. Swami’s father told him to sleep in his office room alone at night. It made him unhappy as he used to sleep beside his granny, He tried to divert his father’s attention saying that they were going to admit even elders to their cricket team and going to buy new bats and balls.

Question 5.
How was Swami able to go to his bed?
Answer:
Father told Swami to sleep in his office room alone at night. Swami tried to change the subject but didn’t succeed. Father was still reading the newspaper. Swami prayed that his father might lift the newspaper to his face so that he might slip away. Just then his father held the newspaper up before his face. Taking advantage, Swami slipped away to his bed and fell asleep.

Question 6.
How did Swami feel when he was left alone in his father’s office at night?
Answer:
Swami felt fish out of water when he was left alone in his father’s office at night. It gave him great pain as he disliked the strain of cruelty. He hated the newspaper for printing the tiger’s story. His heart beat faster. He remembered the stories of devils and ghosts he had heard. Every moment he expected the devils to come up and clutch at his throat or carry him away.

Question 7.
Why did Swami feel cut off from humanity? What kind of dreams did he have while he was sleeping in his father’s office?
Answer:
Swami was compelled to sleep in his father’s office room at night. As he was alone, he felt cut off from humanity. It gave him great pain and he felt angry. While Swami was sleeping in his father’s office alone, he dreamt terrible dreams. He dreamt that a tiger was chasing him. He tried to escape but he couldn’t move and the tiger was at his back.

Question 8.
Why did Swami wake up? What made him desperate?
Answer:
Swami crouched under the bench in fear. He fell asleep and saw a terrible dream. When the frightening dream was continuing, he heard a light thud-. He was extremely frightened. So he woke up. He opened his eyes. He sweated with fear. He stared in the darkness and saw something was moving down. He was sure that his
end had come. So he became desperate.

Question 9.
How did Swami respond to the movement in the darkness? What made Swami a hero?
Answer:
Swami saw terrible dreams in his sleep. He heard a sound and opened his eyes. To his utter surprise, he saw something moving down. He thought it was a devil. He was sure of his death. He thought that the devil would certainly tear him to pieces. In the darkness, he had bitten into the flesh of the devil who was really one of the most notorious housebreakers in the district. His father and others arrived there and captured him. That incident made him a hero.

Question 10.
How was Swami congratulated?
Answer:
The notorious house-breaker was captured by Swami’s father only because of Swami’s uncommon courage. That incident made him a hero. He was congratulated everywhere. His classmates, his teacher as well as his headmaster congratulated him at school. Even the Inspector of Police praised his heroic deed.

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Question 11.
Was Swami really courageous? What did people think about him?
Answer:
Certainly, Swami was courageous. Had he not been courageous, he wouldn’t have attacked the burglar in dark. He attacked the burglar thinking of him to be a devil. People congratulated him for his heroic action. A notorious house-breaker could be captured only because of Swami’s timely action. People thought him a true hero.

A Hero Summary in English

Lead In:
You might have heard and read different types of stories. They not only give pleasure but also inspire people. In history, we read that Shivaji could become a brave warrior only by listening to stories of the heroes and great men of the past from his mother. The present topic is similarly a story of courage and bravery. Swami was a common school boy whose father was a lawyer. In the beginning, Swami was very timid. So he had the habit of sleeping with his granny. Once he was asked by his father to sleep alone in his office room at night to prove his courage. Swami had to accept the challenge. No doubt, he was frightened, but a particular incident of that night made him a hero. Now read the story to know how a timid boy became a hero overnight.

Notes:
pleasure – ଆନନ୍ଦ, inspire – ଉତ୍ସାହିତ କରେ, warrior – ଯୋଦ୍ଧା, bravery – ସାହସିକତା, timid – ଭୟାଳୁ, granny – ଜେଜେମା’, frightened – ଭୟଭୀତ ଥିଲା, incident – ଘଟଣା, no doubt – ନିଃସନ୍ଦେହରେ, particular – ନିର୍ଦ୍ଦିଷ୍ଟ,
overnight – ରାତାରାତି.

ଉପକ୍ରମ :
ତୁମେମାନେ ବିଭିନ୍ନ ପ୍ରକାର ଗପ ଶୁଣିଥ‌ିବ ଓ ପଢ଼ିଥ‌ିବ । ସେଗୁଡ଼ିକ କେବଳ ଆନନ୍ଦ ପ୍ରଦାନ କରେ ନାହିଁ, ଲୋକମାନଙ୍କୁ ପ୍ରେରଣା ମଧ୍ୟ ଦେଇଥାଏ । ଇତିହାସରେ ଆମେ ପଢ଼ିଛେ ଯେ, ଶିବାଜୀ ମା’ଙ୍କଠାରୁ ଅତୀତର ବୀରପୁରୁଷ ତଥା ମହାପୁରୁଷମାନଙ୍କ ଗଳ୍ପ ଶୁଣି ଶୁଣି ଜଣେ ସାହସୀ ଯୋଦ୍ଧା ହୋଇପାରିଥିଲେ । ଏହି ବିଷୟଟି ସେହିପରି ଗୋଟିଏ ସାହସିକତା ସମ୍ପର୍କୀୟ ଗଳ୍ପ । ସ୍ଵାମୀ ଜଣେ ସାଧାରଣ ସ୍କୁଲ ପିଲା ଯାହାଙ୍କ ବାପା ଜଣେ ଓକିଲ ଥିଲେ । ଆରମ୍ଭରୁ ସ୍ବାମୀ ଖୁବ୍ ଭୟାଳୁ ଥିଲେ । ତା’ର ଜେଜେମା’ଙ୍କ ପାଖରେ ଶୋଇବା ଅଭ୍ୟାସ ଥିଲା । ଏକଦା ତା’ର ସାହସିକତାର ପ୍ରମାଣ ଦେବାପାଇଁ ବାପା ତାକୁ ତାଙ୍କ ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ କହିଲେ । ସ୍ଵାମୀକୁ ଏ ପ୍ରକାର ଆହ୍ଵାନକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । ଏକଥା ନିଶ୍ଚିତ ଯେ ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇ ଯାଇଥିଲା, କିନ୍ତୁ ସେହି ରାତିର ଗୋଟିଏ ନିର୍ଦ୍ଦିଷ୍ଟ ଘଟଣା ତାକୁ ବୀରପୁରୁଷ କରି ଦେଇଥିଲା । ଗୋଟିଏ ଭୟାଳୁ ପିଲା କିପରି ଗୋଟିଏ ରାତି ମଧ୍ୟରେ ବୀର ହୋଇଗଲା ଜାଣିବାକୁ ଏବେ ଗପଟିକୁ ପଢ଼ ।

Summary:
1. One-day Swami’s father was reading a newspaper. He found the news of the bravery of a village lad who could fight with a tiger. After that, the boy climbed up a tree and stayed for half a day till some people came that way and killed the tiger. But Swami didn’t believe that a boy could fight with a tiger. His father confirmed the news and told him that courage is everything. When Swami argued the theory, his father forced him to sleep alone in his office room at night to do away with fear. Swami used to sleep beside hit granny because he was very timid. At first, he thought that his father was joking. He tried to change the topic informing his father about the activities of his cricket club. Swami’s father didn’t forget anything. Rather, at night he repeated the challenge. He realized that the matter had gone beyond his control.

Notes:
bravery – ସାହସିକତା, climbed up – ଚଢ଼ିଗଲା, confirmed – ସ୍ପଷ୍ଟ କଲେ argued – ଯୁକ୍ତି କଲା, timid – ଭୟାଳୁ, activities – କାର୍ଯ୍ୟକଳାପ, realised – ହୃଦୟଙ୍ଗମ କଲା, matter – ପରିସ୍ଥିତି, control – ନିୟନ୍ତ୍ରଣ, topic – ପ୍ରସଙ୍ଗ, beyond his control – ତାଙ୍କ ଆୟତ୍ତ ବାହାରେ

ସାରାଂଶ :
ଦିନେ ସ୍ଵାମୀଙ୍କର ବାପା ଗୋଟିଏ ଖବରକାଗଜ ପଢୁଥିଲେ । ସେ ହଠାତ୍ ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ଖବର ପଢ଼ିଲେ ଯିଏ କି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼ି ପାରିଥିଲା । ତା’ପରେ ପିଲାଟି ଗୋଟିଏ ଗଛ ଉପରେ ଚଢ଼ି ପ୍ରାୟ ଗୋଟିଏ ଓଳି ସେହିଠାରେ ଅପେକ୍ଷା କଲା ଏବଂ କିଛି ଲୋକ ସେଠାରେ ପହଞ୍ଚି ବାଘଟିକୁ ମାରି ଦେଇଥିଲେ । ଗୋଟିଏ ସାଧାରଣ ପିଲା ବାଘ ସହିତ ଲଢ଼େଇ କରିଥବ ବୋଲି ସ୍ଵାମୀ କିନ୍ତୁ ବିଶ୍ଵାସ କଲା ନାହିଁ । ବାପା ସମ୍ବାଦଟିକୁ ସ୍ପଷ୍ଟ କରିଦେଲେ ଏବଂ କହିଲେ ଯେ ସାହସ ହିଁ ସବୁକିଛି । ସ୍ଵାମୀ ଏହି କଥା ଉପରେ ଯୁକ୍ତି କରିବାରୁ ବାପା ତା’ ମନରୁ ଭୟ ଦୂର କରିବାପାଇଁ ତାଙ୍କ କାର୍ଯ୍ୟାଳୟରେ ରାତିରେ ଏକୁଟିଆ ଶୋଇବାପାଇଁ ତାକୁ ବାଧ୍ୟ କଲେ । ସ୍ବାମୀ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇବାରେ ଅଭ୍ୟସ୍ତ ଥିଲା । କାରଣ ସେ ଭୟାଳୁ ଥିଲା । ପ୍ରଥମତଃ, ସ୍ଵାମୀ ଭାବିଲା ଯେ ତା’ର ବାପା ଏକଥା ଥଟ୍ଟାରେ କହୁଛନ୍ତି । ତେଣୁ ସେ ତା’ର କ୍ରିକେଟ୍ କ୍ଲବ୍‌ର କାର୍ଯ୍ୟକଳାପ ସମ୍ବନ୍ଧରେ ବାପାଙ୍କୁ ସୂଚନା ଦେଇ ପ୍ରସଙ୍ଗଟିକୁ ବଦଳାଇବାକୁ ଚେଷ୍ଟା କରୁଥିଲା । ବାପା କିନ୍ତୁ କିଛି ଭୁଲି ନ ଥିଲେ । ବରଂ ରାତିରେ ସେ କହିଥିବା କଥାଟିର ପୁନରାବୃତ୍ତି କରିଥିଲେ । ପରିସ୍ଥିତିଟା ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସେ ହୃଦୟଙ୍ଗମ କଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

2. Swami was looking for an opportunity to escape from his obstinate father. His father was still reading the newspaper. When he held it up before his face, Swami left the place quietly. He went to his granny and threw himself on his bed and pulled the blanket over his face. Before falling asleep he requested his granny not to disturb him. Soon he started snoring under the blanket. Father appeared like a strange figure in the semi-darkness of the passage. He called Swami in a loud voice to get up.

Of course, his granny pleaded not to disturb him. Swami got up and followed his father into the office room. On the way, his mother also objected to his sleeping alone in the office room. But his father didn’t listen to anybody. At last, Swami requested his father to allow him to sleep in the hall on the plea that the office room isn’t suitable to sleep comfortably. His father listened to nothing, Swami had to accept the challenge. He was allowed only to leave the door open. He became very angry. He hated the newspaper for printing the tiger’s story.

Notes :
opportunity – ସୁଯୋଗ, escape – ରକ୍ଷା ପାଇବାକୁ, obstinate – ଏକଜିଦିଆ, quietly – ନିଃଶବ୍ଦରେ, snoring – ଘୁଙ୍ଗୁଡ଼ି ମାରିବା, appeared – ଉଭା ହେଲେ, semi-darkness – ମୁହଁ ଅନ୍ଧାର|ଅର୍ଷ ଅନ୍ଧାର, pleaded – ଯୁକ୍ତି କଲେ, objected – ବିରୋଧ କଲେ, comfortably – ଆରାମରେ, hated – ଘୃଣା କଲା

ସାରାଂଶ :
ତା’ର ଏକଜିଦିଆ ବାପାଙ୍କଠାରୁ ରକ୍ଷା ପାଇବାପାଇଁ ସ୍ଵାମୀ ଗୋଟିଏ ସୁଯୋଗ ଖୋଜୁଥିଲା । ବାପା ସେ ପର୍ଯ୍ୟନ୍ତ ଖବରକାଗଜ ପଢୁଥା’ନ୍ତି । ଯେତେବେଳେ ବାପା ଖବରକାଗଜଟିକୁ ଟିକିଏ ଉପରକୁ ଉଠାଇ ପଢ଼ିଲେ, ସ୍ଵାମୀ ନିଃଶବ୍ଦରେ ସେ ସ୍ଥାନ ଛାଡ଼ି ଚାଲିଗଲା । ସେ ବୁଢ଼ୀମା’ ପାଖକୁ ଯାଇ କମ୍ବଳଟିକୁ ଘୋଡ଼େଇ ହୋଇ ବିଛଣା ଉପରେ ଶୋଇପଡ଼ିଲା । ଶୋଇବା ପୂର୍ବରୁ ତାକୁ ବିରକ୍ତ ନ କରିବାକୁ ଅନୁରୋଧ କରିଥିଲା । ସଙ୍ଗେ ସଙ୍ଗେ କମ୍ବଳତଳେ ଘୁଙ୍ଗୁଡ଼ି ମାରିବା ଆରମ୍ଭ କରିଦେଲା । ବାପା ଅର୍ଥ ଅନ୍ଧକାର ମଧ୍ଯରେ ଗୋଟିଏ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ଭଳି ସେଠାରେ ଅବିର୍ଭୂତ ହେଲେ । ସ୍ଵାମୀକୁ ଉଠିପଡ଼ିବା ପାଇଁ ସେ ଉଚ୍ଚ ସ୍ବରରେ ଡାକ ପକାଇଲେ । ବୁଢ଼ୀ ମା’ ତାକୁ (ସ୍ଵାମୀକୁ) ବିରକ୍ତ ନ କରିବାକୁ ଯୁକ୍ତି କଲେ । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଓ ବାପାଙ୍କ ସଙ୍ଗେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ମାଆ ମଧ୍ୟ ତା’ର ଅଫିସ୍ ଘରେ ଏକୁଟିଆ ଶୋଇବାକୁ ବାରଣ କରିଥିଲେ । କିନ୍ତୁ ବାପା କାହାରି କଥା ଶୁଣିଲେ ନାହିଁ । ଶେଷରେ ତାଙ୍କ ଅଫିସ୍ ଘରଟି ଶୋଇବାକୁ ଉପଯୁକ୍ତ ସ୍ଥାନ ନୁହେଁ ବୋଲି ଆଳ ଦେଖାଇ ତାକୁ ହଲ୍‌ରେ ଶୋଇବାକୁ ଅନୁମତି ଦେବାକୁ ସ୍ଵାମୀ ବାପାଙ୍କୁ ଅନୁରୋଧ କଲା । ତାଙ୍କ ବାପା କିଛି ଶୁଣିଲେ ନାହିଁ । ବାପାଙ୍କ ଆହ୍ୱାନକୁ ସ୍ଵାମୀକୁ ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିଥିଲା । କେବଳ ଦ୍ଵାରଟିକୁ ଖୋଲା ରଖୁବାକୁ ଅନୁମତି ମିଳିଲା । ସେ ଖୁବ୍ ରାଗିଗଲା । ବାଘ ଗପଟିକୁ ଛପାଯାଇଥିବା ହେତୁ ମନେ ମନେ ସମ୍ବାଦପତ୍ରଟିକୁ ଘୃଣା କଲା ।

3. As night advanced, Swami remembered the stories of devils and ghosts he had heard before. So he was frightened. He had heard about the result of meeting with ghosts. He covered himself completely with the blanket out of fear. But he could hear all sorts of noises like the tickling of the clock and the rustling of the leaves. Every moment he expected the devils to come up and clutch at his throat or carry him away. Swami got up and spread his bed under the bench. Soon he felt asleep and saw terrible dreams. He dreamt that a tiger was chasing him.

Then he could hear a noise and felt the presence of a devil in the room. He opened his eyes. He put his hand out to feel the presence of his granny at his side, but he touched the wooden leg of the bench. He was frightened. He imagined that the devil would certainly pull him out and tear him to pieces. When it came nearer he crawled out from under the bench. Swami hugged it firmly and bit severely. There was a sound of falling something amidst the furniture. Just then his father, cook, and servant entered the room carrying a light. They found a burglar lying on the ground with a bleeding ankle. They instantly captured him.

Notes:
remembered – ମନେ ପକାଇଲା, devils – ସୈତାନ, ghosts – ଭୂତ, frightened – ଭୟଭୀତ ହେଲା, covered himself – ନିଜକୁ ଘୋଡ଼ାଇ ଦେଲା, completely – ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ, tickling – ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, rustling – ଖସ୍‌ଖସ୍ ଶବ୍ଦ, clutch – ଚିପିଦେବା, terrible – ଭୟଙ୍କର, chasing – ଗୋଡ଼ାଉଛି, presence – ଉପସ୍ଥିତି, certainly – ନିଶ୍ଚିତ ଭାବରେ, tear to pieces – ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବା, crawled – ଗୁରୁଣ୍ଡିବା, hugged firmly – ଜାବୁଡ଼ି ଧରିଲା, bit – କାମୁଡ଼ିଲା, furniture – ଆସବାବପତ୍ର, burglar – ସିନ୍ଧିଆଳ ଚୋର, bleeding ankle – ବୋହୁଥ‌ିବା ଗୋଇଠି instantly – ସଙ୍ଗେ ସଙ୍ଗେ, captured – କାବୁ କରିନେଲେ/ ଆୟତ୍ତ କଲେ

ସାରାଂଶ :
ରାତି ବଢ଼ିବା ସଙ୍ଗେ ସଙ୍ଗେ ସ୍ଵାମୀ ପୂର୍ବରୁ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତ ଗପଗୁଡ଼ିକୁ ମନେ ପକାଇଲା । ତେଣୁ ସେ ଭୟଭୀତ ହୋଇପଡ଼ିଲା । ଭୂତକୁ ଭେଟିବାର ପରିଣତି ବିଷୟରେ ସେ ଶୁଣିଥିଲା । ଭୟରେ ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ସମ୍ପୂର୍ଣ୍ଣରୂପେ ଘୋଡ଼େଇଦେଲା । କିନ୍ତୁ ସେ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ ଓ ପତ୍ରର ଖସ୍‌ଖସ୍ ଶବ୍ଦ ପରି ଅନ୍ୟାନ୍ୟ ଶବ୍ଦ ମଧ୍ଯ ଶୁଣି ପାରୁଥିଲା । ସୈତାନମାନେ ତା’ ନିକଟକୁ ଆସି ତା’ ତଣ୍ଟିକୁ ଚିପିଦେବେ ବା ତାକୁ ସେଠାରୁ ଉଠାଇନେବେ ବୋଲି ସେ ପ୍ରତି ମୁହୂର୍ଭରେ ଆଶା କରୁଥିଲା । ସ୍ଵାମୀ ଉଠିପଡ଼ିଲା ଏବଂ ବେଞ୍ଚ ତଳେ ବିଛଣାଟିକୁ ବିଛାଇଦେଲା । ସେ ସଙ୍ଗେ ସଙ୍ଗେ ଶୋଇପଡ଼ିଲା ଓ ଗୋଟିଏ ଭୟଙ୍କର ସ୍ଵପ୍ନ ଦେଖିଲା । ସେ ସ୍ଵପ୍ନ ଦେଖୁଲା ଯେ ଏକ ବାଘ ତାକୁ ଗୋଡ଼ାଉଛି । ତା’ପରେ ସେ ଗୋଟିଏ ଶବ୍ଦ ଶୁଣିପାରିଲା ଓ ସେହି ଘର ମଧ୍ୟରେ ସୈତାନର ଉପସ୍ଥିତି ଅନୁଭବ କଲା ।

ସେ ତା’ର ଆଖ୍ ଖୋଲିଲା । ହାତଟିକୁ ବାହାର କରି ବୁଢ଼ୀମା’ର ଉପସ୍ଥିତି ଅନୁଭବ କରିବାକୁ ଚେଷ୍ଟା କଲା, ମାତ୍ର ତା’ ପରିବର୍ତ୍ତେ ବେଞ୍ଚର କାଠଗୋଡ଼କୁ ସ୍ପର୍ଶ କରିବାର ଅନୁଭବ କଲା । ସେ ଖୁବ୍ ଭୟଭୀତ ହୋଇଗଲା । ଏଥର ସୈତାନ ତାକୁ ବାହାରକୁ ବାହାର କରି ନିଶ୍ଚିତ ରୂପେ ଖଣ୍ଡଖଣ୍ଡ କରି ଚିରିଦେବ ବୋଲି ସେ ପରିକଳ୍ପନା କଲା । ଯେତେବେଳେ ଏହା ନିକଟତର ହେଲା, ସେ ବେଞ୍ଚତଳୁ ବାହାରି ଆସିଲା । ସ୍ଵାମୀ ତାକୁ ଖୁବ୍ ଜୋର୍‌ରେ ଜାବୁଡ଼ି ଧରି କାମୁଡ଼ି ପକାଇଲା । ହଠାତ୍ ଆସବାବପତ୍ର ମଧ୍ୟରେ କିଛି ଗୋଟିଏ ପଡ଼ିବାର ବଡ଼ ଶବ୍ଦ ହେଲା । ଠିକ୍ ସେହି ସମୟରେ ତା’ର ବାପା, ପୂଜାରୀ ଏବଂ ଚାକର ଗୋଟିଏ ଲାଇଟ୍ ଧରି ସେଠାରେ ପହଞ୍ଚିଲେ । ଗୋଟିଏ ସିନ୍ଧିଆଳ ଚୋର କ୍ଷତାକ୍ତ ଗୋଇଠି ସହିତ ଚଟାଣରେ ପଡ଼ିଥ‌ିବାର ସେମାନେ ଦେଖିବାକୁ ପାଇଲେ । ସଙ୍ଗେ ସଙ୍ଗେ ସେମାନେ ତାକୁ କାବୁ କରିନେଲେ ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

4. Swami became a hero overnight. The very next day he was congratulated by all at school. Because a most notorious house-breaker of the district was captured only because of him. Even the police were grateful to him for it. The Inspector of Police advised him to join the police in the future. But he had made up his mind to be an engine driver, a railway guard, or a bus conductor in his life. That day father came to know that Swami had already slept beside his granny again. His father told that he knew it before because Swami was very clever. Swami’s mother got angry and told him not to risk her son’s life again. Father was disgusted and changed his view. Swami heard his father giving him up from under the blanket and was greatly relieved (ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା). But fear of darkness remained unchanged and he slept with granny.

Notes:
hero – ବୀର, overnight – ରାତାରାତି, congratuled – ଅଭିନନ୍ଦନ ଜଣାଇଲେ, notorious – କୁଖ୍ୟାତ, house-breaker – ସିନ୍ଧିଆଳ ଚୋର, advised – ଉପଦେଶ ଦେଲେ, disgusted – ବିରକ୍ତ ହେଲେ, relieved – ଆଶ୍ବସ୍ତି ଅନୁଭବ କଲା, fear for darkness – ଅନ୍ଧକାର ପ୍ରତି ଭୟ, unchanged – ଅପରିବର୍ତିତ ରହିଲା

ସାରାଂଶ :
ସ୍ଵାମୀ ରାତିକ ମଧ୍ୟରେ ଜଣେ ବୀର ପୁରୁଷ ପାଲଟିଗଲା । ଠିକ୍ ତା’ପରଦିନ ସ୍କୁଲ୍‌ରେ ସମସ୍ତେ ତାକୁ ଅଭିନନ୍ଦନ ଜ୍ଞାପନ କଲେ । କାରଣ କେବଳ ତା’ରି ପାଇଁ ସହରର ଏକ କୁଖ୍ୟାତ ସିନ୍ଧିଆଳ ଚୋର ଧରାଯାଇପାରିଲା । ଏପରିକି ପୋଲିସ୍ ଏଥିପାଇଁ ତା’ ପାଖରେ କୃତଜ୍ଞ ହେଲେ । ପୋଲିସ୍ ଇନ୍ସପେକ୍ଟର ସାହେବ ତାକୁ ଭବିଷ୍ୟତରେ ପୋଲିସ୍ ବିଭାଗରେ ଯୋଗଦେବାକୁ ଉପଦେଶ ଦେଲେ । କିନ୍ତୁ ସେ ନିଜେ ଗୋଟିଏ ଇଞ୍ଜିନ୍ ଚାଳକ, ରେଳରକ୍ଷୀ କିମ୍ବା ବସ୍ କଣ୍ଡକ୍ଟର ହେବାକୁ ମନସ୍ଥ କରି ସାରିଥିଲା । ସେହିଦିନ ବାପା ଜାଣିବାକୁ ପାଇଲେ ସ୍ୱାମୀ ପୁନଶ୍ଚ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇସାରିଛି । ତାଙ୍କ ବାପା ଏକଥା ପୂର୍ବରୁ ଜାଣିଥିଲେ କାରଣ ସ୍ଵାମୀ ଖୁବ୍ ଚାଲାକ୍ ଥିଲେ । ସ୍ବାମୀର ମାଆ ଖୁବ୍ ରାଗିଗଲେ ଓ ତାଙ୍କର ପୁଅକୁ ଆଉ ଥରେ ବିପଦମୁଖକୁ ଠେଲି ନ ଦେବାପାଇଁ ତାଙ୍କୁ କହିଲେ । ବାପା ବିରକ୍ତି ପ୍ରକାଶ କଲେ ଓ ନିଜ ମତ ପରିବର୍ତ୍ତନ କରିଦେଲେ । ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା, ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ଶୁଣିପାରିଲା ଓ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା । କିନ୍ତୁ ତା’ର ଅନ୍ଧକାର ପ୍ରତି ଯେଉଁ ଭୟ, ତାହା ଅପରିବର୍ତ୍ତିତ ରହିଲା ଏବଂ ସେ ତା’ର ବୁଢ଼ୀମା’ ପାଖରେ ଶୋଇଲା ।

The Text : (ପାଠ୍ୟବିଷୟ)
Paragraphwise Analysis.

Text – 1:
For Swami events took an unexpected turn. Father looked over the newspaper he was reading under the hall lamp and said, “Swami listen to this: News has been received about the bravery of a village lad, who, while returning home by the jungle path, came face to face with a tiger…” The paragraph described the fight the boy had with the tiger and his flight up a tree where he stayed for half a day till some people came that way and killed the tiger.
After reading it through, father looked at Swami fixedly and asked, “What do you say to that ?” Swami said, “I think he must have been a very strong and grown-up person, not at all a boy. How could a boy fight a tiger ?”
“You think you are wiser than the newspaper ?” Father sneered, “A man may have the strength of an elephant and yet be a coward; whereas another may have the strength of a consumptive, but having courage he can do anything. Courage is everything; strength and age are not important.”
ଅନୁବାଦ :
ସ୍ଵାମୀଙ୍କ ପାଇଁ ଘଟଣାଗୁଡ଼ିକ ଅପ୍ରତ୍ୟାଶିତ ପରିବର୍ତ୍ତନ ଆଣି ଦେଇଥିଲା । ବାପା ହଲ୍ ଘର ଲଣ୍ଡନରେ ପଢ଼ୁଥିବା ଖବରକାଗଜ ଉପରେ ଦୃଷ୍ଟି ପକାଉଥିଲେ ଏବଂ କହିଲେ, ‘ସ୍ୱାମୀ ଏହାକୁ ଶୁଣ : ଗୋଟିଏ ଗାଉଁଲି ପିଲାର ସାହସିକତା ବିଷୟରେ ସମ୍ବାଦ ମିଳିଛି ଯିଏ କି ଜଙ୍ଗଲ ରାସ୍ତା ଦେଇ ଫେରୁଥିବା ସମୟରେ ଗୋଟିଏ ବାଘର ମୁହାଁମୁହିଁ ହୋଇ ଯାଇଥିଲା …. ।’’ ଅନୁଚ୍ଛେଦଟି ପିଲାଟିର ବାଘ ସହିତ ସଂଘର୍ଷ ଏବଂ ତା’ର ଅଧା ଦିନ ଗଛ ଉପରେ ରହଣି ମଧ୍ୟରେ ଲୋକମାନେ ଆସି ଓ ବାଘଟିକୁ ମାରିଦେବା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଥିଲା ।
ଏହାକୁ ଭଲ ଭାବରେ ପଢ଼ିବା ପରେ ବାପା ସ୍ୱାମୀକୁ ନିରୀକ୍ଷଣ କରି ଚାହିଁଲେ ଓ ପଚାରିଲେ, ‘ତୁମେ ସେ ବିଷୟରେ କ’ଣ କହିବ ?’’ ସ୍ଵାମୀ କହିଲା, ‘ମୁଁ ଭାବୁଛି ସେ ନିଶ୍ଚିତ ଶକ୍ତିଶାଳୀ ଓ ବଡ଼ ଲୋକ ହୋଇଥିବ, କେବେହେଲେ ଗୋଟିଏ ବାଳକ ହୋଇନଥ‌ିବ । ଗୋଟିଏ ପିଲା କିପରି ଗୋଟିଏ ବାଘ ସହିତ ଲଢ଼େଇ କରିପାରିବ ?’’
ବାପା ଅବଜ୍ଞାର ସହିତ କହିଲେ, ‘ତୁ ଭାବୁଛୁ ତୁ ଖବରକାଗଜଠାରୁ ଅଧିକ ବିଜ୍ଞ ? ଜଣେ ଲୋକର ଗୋଟିଏ ହାତୀର ଶକ୍ତି ଥାଇପାରେ ଏବଂ ତଥାପି ଗୋଟିଏ ଭୀରୁ ହୋଇଥବ; ସେହିଭଳି ଅନ୍ୟ ଜଣକର ଜଣେ ଯକ୍ଷ୍ମାରୋଗୀର ଶକ୍ତି ଥବ, କିନ୍ତୁ ସାହସ ଥିଲେ ସେ ସବୁକିଛି କରିପାରିବ । ସାହସ ହେଉଛି ସବୁକିଛି; ଶକ୍ତି ଓ ବୟସ ଗୁରୁତ୍ଵପୂର୍ଣ ନୁହେଁ ।’’

Text – 2:
Swami disputed the theory, “How can it be, father? Suppose I have a lot of courage, what could I do if a tiger attacked me ?”
“Leave alone strength, can you prove you have courage ? Let me see if you can sleep alone tonight in my office room”. A frightful proposition, Swami thought. He had always slept beside his granny in the passage, and any change in this arrangement kept him trembling and awake all night. He hoped at first that his father was only joking. He mumbled weekly, “Yes”, and tried to change the subject; he said very loudly and with a great deal of enthusiasm, “We are going to
admit even elders in our cricket club hereafter. We are buying brand new bats and balls. Our captain has asked me to tell you.”
‘We’ll see about it later, “father cut in. “You must sleep alone hereafter.” Swami realized that the matter had gone beyond his control: from a challenge it had now become a plain command. “From the first of next month, I’ll sleep alone, father.” “No, you must do it now. It is disgraceful, to sleep beside granny or mother like a baby. You are in the Second form and… I don’t at all like the way you are being brought up,” he said.
ଅନୁବାଦ :
ସ୍ଵାମୀ ସେହି ସିଦ୍ଧାନ୍ତ ଉପରେ ତର୍କ କଲେ, ‘ବାପା, ଏହା କିପରି ହୋଇପାରିବ ? ଧରି ନିଅନ୍ତୁ ମୋର ବହୁତ ସାହସ ଅଛି, ଯଦି ମୋତେ ବାଘଟିଏ ଆକ୍ରମଣ କରେ ମୁଁ କ’ଣ କରିବି ?’’
‘ଶକ୍ତି କଥା ଛାଡ଼, ତୋର ସାହସ ଅଛି ବୋଲି ତୁ ପ୍ରମାଣ କରିପାରିବୁ ? ତୁ ଏକୁଟିଆ ମୋ ଅଫିସ୍ ଘରେ ଆଜି ରାତିରେ ଶୋଇପାରିବୁ କି ନା ମୁଁ ଦେଖେ ।’’ ସ୍ଵାମୀ ଭାବିଲା ଏହା ଏକ ଭୟଙ୍କର ଯୋଜନା । ସେ ସଦାସର୍ବଦା ଜେଜେମାଆଙ୍କ ପାଖରେ ଅଳିନ୍ଦରେ ଶୋଉଥିଲା ଏବଂ ଏପ୍ରକାର ବ୍ୟବସ୍ଥାରେ କୌଣସି ପରିବର୍ତ୍ତନ ତାକୁ ଭୟରେ ଥରାଇ ଦେଉଥୁଲା ଓ ରାତିସାରା ଉଜାଗର ରଖାଉଥିଲା । ପ୍ରଥମେ ସେ ଆଶା କରୁଥିଲା ଯେ ତାଙ୍କ ବାପା କେବଳ ମଜା କରୁଥିଲେ । ସେ ଅସ୍ପଷ୍ଟ କଣ୍ଠରେ କହିଲା, ‘ହଁ, ’’ ଏବଂ ପ୍ରସଙ୍ଗଟିକୁ ପରିବର୍ତ୍ତନ କରିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା; ସେ ଖୁବ୍ ଜୋର୍‌ରେ ଓ ଆଗ୍ରହର ସହିତ କହିଲା, ‘ଆମେ ଏଣିକି ଆମ କ୍ରିକେଟ୍ କ୍ଲବ୍‌ରେ ବଡ଼ମାନଙ୍କୁ ମଧ୍ୟ ଗ୍ରହଣ କରିବୁ । ଆମେ ନୂଆ ବ୍ୟାଟ୍ ଓ ବଲ୍‌ସବୁ କିଣିବୁ । ଆମ ଅଧ୍ୟାୟକ ମୋତେ ତୁମକୁ ଏକଥା କହିବାକୁ କହିଥିଲେ ।’’
‘‘ଆମେ ପରବର୍ତୀ ସମୟରେ ଏ କଥା ଦେଖୁ’’, ବାପା କଥାଟିକୁ କାଟିଦେଲେ । ‘ଏବେଠାରୁ ତୁ ନିଶ୍ଚିତ ଏକୁଟିଆ ଶୋଇବୁ ।’’ ପ୍ରସଙ୍ଗଟି ତା’ର ଆୟତ୍ତ ବାହାରକୁ ଚାଲିଯାଇଛି ବୋଲି ସ୍ୱାମୀ ହୃଦୟଙ୍ଗମ କଲା; ଗୋଟିଏ ଆହ୍ବାନରୁ ଏହା ଏକ ସାଧାରଣ ନିର୍ଦ୍ଦେଶ ହୋଇ ସାରିଥିଲା । ‘ବାପା, ମୁଁ ଆସନ୍ତା ମାସ ଆରମ୍ଭରୁ ଏକୁଟିଆ ଶୋଇବି ।’’ ସେ କହିଲେ, ‘ନା, ତୁମେ ଏବେ ଏହା କରିବ, ଜେଜେମାଆ କିମ୍ବା ମାଆ ପାଖରେ ଶିଶୁ ଭଳି ଶୋଇବା ଏକ ଲଜ୍ଜାଜନକ ବିଷୟ । ତୁମେ ଏବେ ଦ୍ୱିତୀୟ ଅବସ୍ଥା (କୈଶୋର)ରେ ତୁମେ ଯେଉଁପ୍ରକାର ଢଙ୍ଗରେ ପ୍ରତିପାଳିତ ହେଉଛ, ମୁଁ ଆଦୌ ପସନ୍ଦ କରୁନାହିଁ ।’’

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 3:
Swami’s father sat gazing gloomily at the newspaper on his lap. Swami prayed that his father might lift the newspaper once again to his face so that he might slip away to his bed and fall asleep before he could be called again. As if in answer to his prayer father rustled the newspaper and held it up before his face. And Swami rose silently and tiptoed away to his bed in the passage. Granny was sitting up in her bed, and remarked, “Boy, are you already feeling sleepy? Don’t you want to hear a story? ” Swami made wild gesticulations to silence his granny, but that good lady saw nothing. So Swami threw himself on his bed and pulled the blanket over his face.
Granny said, “Don’t cover your face. Are you really very sleepy ?” Swami leaned over and whispered, “Please, please, shut up, granny. Don’t talk to me, and don’t let anyone call me even if the house is on fire. If 1 doesn’t sleep at once I shall perhaps die….” He turned over, curled, and snored under the blanket till he found his blanket pulled away.
Father was standing over him. “Swami, get up,” he said. He looked like an apparition in the semi-darkness of the passage, which was dimly lit up by light reaching there from the hall lamp. Swami stirred and groaned as if in sleep. Father said, “Get up, Swami !”
ଅନୁବାଦ :
ସ୍ଵାମୀର ବାପା ବିଷାଦରେ କୋଳରେ ଥ‌ିବା ଖବରକାଗଜକୁ ନିରୀକ୍ଷଣ କରି ବସିଥିଲେ । ସ୍ବାମୀ ପ୍ରାର୍ଥନା କରୁଥିଲା ଯେ ଯଦି ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଆଉଥରେ ମୁହଁ ପାଖକୁ ଉଠାଇ ନିଅନ୍ତେ ତେବେ ସେ ବିଛଣା ପାଖକୁ ଖସି ଚାଲିଯାଆନ୍ତା ଓ ପୁନର୍ବାର ଡାକିବା ପୂର୍ବରୁ ଶୋଇପଡ଼ନ୍ତା । ସତେ ଯେପରି ତା’ର ପ୍ରାର୍ଥନାର ଉତ୍ତରରେ ତା’ର ବାପା ଖବରକାଗଜଟିକୁ ଉଠାଇଲେ ଏବଂ ମୁହଁ ପାଖରେ ଟେକି ରଖୁ । ସ୍ଵାମୀ ଧୀରସ୍ଥିର ଭାବରେ ଉଠିଲା ଏବଂ ଅଳିନ୍ଦରେ ଥ‌ିବା ବିଛଣା ପାଖକୁ ପାଦ ଚିପିଚିପି ଚାଲିଗଲା । ଜେଜେମାଆ ତାଙ୍କ ବିଛଣାରେ ବସିଥିଲେ ଏବଂ ମତ ଦେଲେ, ‘ପୁଅ, ତୁ କ’ଣ ନିଦୁଆ ଅନୁଭବ କରୁଛୁ ? ତୁ କ’ଣ ଗପ ଶୁଣିବାକୁ ଚାହୁଁନୁ ?’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ନୀରବ ରହିବାକୁ ନିଜର ଅଙ୍ଗଭଙ୍ଗୀଦ୍ୱାରା ଜଣାଇଦେଲା, କିନ୍ତୁ ସେ ଭଦ୍ରମହିଳା କିଛି ଦେଖିପାରିଲେ ନାହିଁ । ତେଣୁ ସ୍ୱାମୀ ବିଛଣା ଉପରେ ପଡ଼ିଗଲା ଓ କମ୍ବଳଟିକୁ ମୁହଁ ଉପରକୁ ଟାଣିଦେଲା ।
ଜେଜେମାଆ କହିଲେ, ‘ମୁହଁ ଘୋଡ଼ାଅନି । ତୁ କ’ଣ ସତରେ ନିଦ୍ରାଳୁ ?’’ ସ୍ବାମୀ ଟିକିଏ ନଇଁଗଲା ଏବଂ ଫୁସ୍‌ଫୁସ୍ କରି କହିଲା, ‘ ‘ଜେଜେମାଆ, ଦୟାକରି ଚୁପ୍ ରୁହ । ମୋତେ କିଛି କୁହ ନାହିଁ । ଏପରିକି ଘରେ ନିଆଁ ଲାଗିଗଲେ ମଧ୍ୟ କାହାରିକୁ ମୋତେ ଡାକିବାକୁ ଦିଅ ନାହିଁ । ଯଦି ସଙ୍ଗେ ସଙ୍ଗେ ମୁଁ ଶୋଇ ନ ପଡ଼େ ବୋଧହୁଏ ମୁଁ ମରିଯିବି ….’’ ତା’ର କମ୍ବଳଟିକୁ ଟଣା ନ ଯିବା ପର୍ଯ୍ୟନ୍ତ ସେ ଭଲ ଭାବରେ ଗୁଡ଼ାଇ ହୋଇ ଶୋଇପଡ଼ିଲା ଓ ଘୁଙ୍ଗୁଡ଼ି ମାରିଲା ।
ବାପା ତା’ ପାଖରେ ଛିଡ଼ା ହୋଇଥିଲେ । ସେ କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠି ପଡ଼’’ । ସେ ଅଳିନ୍ଦର ଅର୍ଥଅନ୍ଧକାର ମଧ୍ୟରେ ଏକ ଅଦ୍ଭୁତ ମୂର୍ତ୍ତି ପରି ଦେଖା ଯାଉଥିଲେ, ଯାହାକି ଘର ପ୍ରଦୀପଦ୍ବାରା ଝାପ୍‌ସା ଉଦ୍‌ଭାସିତ ହୋଇଉଠୁଥିଲା । ସ୍ଵାମୀ ଚଞ୍ଚଳ ହୋଇପଡ଼ିଲା ଓ ଦୁଃଖରେ ନିମ୍ନ ଶବ୍ଦ କଲା ସତେ ଯେପରି ଶୋଇପଡ଼ିଛି । ବାପା କହିଲେ, ‘ସ୍ୱାମୀ, ଉଠିପଡ଼ !””

Text – 4:
“Granny pleaded, “Why do you disturb him ?”
“Get up, Swami,” he said for the fourth time and Swami got up. Father rolled up his bed, took it under his arm, and said, “Come with me.” Swami looked at granny, hesitated for a moment, and followed his father into the office room. On the way, he threw a look of appeal at his mother and she said, “Why do you take him to the office room? He can sleep in the hall, I think.” “I don’t think so, “father said, and Swami walked behind him slowly with bowed head.
“Let me sleep in the hall, father,” Swami pleaded. “Your office room is very dusty and there may be scorpions behind your Law books.”
“There are no scorpions, little fellow. Sleep on the bench if you like.”
“Can I have a lamp burning in the room? ”
“No, You must learn not to be afraid of darkness. It is only a question of habit. You must cultivate good habits.”
“Will you at least leave the door open ?”
“All right. But promise you will not roll up your bed and go to your granny’s side at night. If you do it, mind you, I will make you the laughingstock of your school.”
Swami felt cut off from humanity. He was pained and angry. He didn’t like the strain of cruelty he saw in his father’s nature. He hated the newspaper for printing the tiger’s story. He wished that the tiger hadn’t spared the boy, who didn’t appear to be a boy after all, but a monster.
ଅନୁବାଦ :
ଜେଜେମାଆ ସପକ୍ଷ ନେଇ କହିଲେ, ‘ତୁ କାହିଁକି ତାକୁ ବିରକ୍ତ କରୁଛୁ ?”’
ସେ ଚତୁର୍ଥ ଥର ପାଇଁ କହିଲେ, ‘ସ୍ଵାମୀ ଉଠିପଡ଼’’ ଏବଂ ସ୍ବାମୀ ଉଠିପଡ଼ିଲା । ବାପା ତା’ର ବିଛଣାଟିକୁ ଗୁଡ଼ାଇ ହାତରେ ଧରିଲେ ଏବଂ କହିଲେ, ‘ମୋ ସହିତ ଆ I’’ ସ୍ଵାମୀ ଜେଜେମାଆଙ୍କୁ ଚାହିଁଲା, କିଛି ସମୟ କୁଣ୍ଠାବୋଧ କଲା ଓ ବାପାଙ୍କ ପଛେ
ପଛେ ଅଫିସ୍ ଘରକୁ ଚାଲିଲା । ବାଟରେ ସେ ମାଆଙ୍କୁ ନିବେଦନ କଲା ଏବଂ ସେ (ମାଆ) କହିଲେ, ‘ତୁମେ ତାକୁ ଅଫିସ୍ ଘରକୁ କାହିଁକି ନେଉଛ ? ମୁଁ ଭାବୁଛି ସେ ବଡ଼ ଘରେ ଶୋଇପାରିବ ।’’ ବାପା କହିଲେ, ‘ମୁଁ ସେପରି ଭାବୁନାହିଁ? ’ ଏବଂ ସ୍ବାମୀ ନତମସ୍ତକ
କରି ତାଙ୍କ ପଛରେ ଧୀରେ ଧୀରେ ଚାଲିଲା ।
ସ୍ବାମୀ ଯୁକ୍ତି କରି କହିଲା, ‘ବାପା, ମୋତେ ବଡ଼ ଘରେ ଶୋଇବାକୁ ଦିଅ । ତୁମ ଅଫିସ୍ ଘର ଧୂଳିରେ ପୂର୍ଣ୍ଣ ଏବଂ ତୁମ ଆଇନ ପୁସ୍ତକଗୁଡ଼ିକ ତଳେ କଙ୍କଡ଼ାବିଛା ଥାଇପାରନ୍ତି ।’’
‘‘ସେଠାରେ କଙ୍କଡ଼ାବିଛା ନାହାନ୍ତି, ତୁ ଚାହିଁଲେ ବେଞ୍ଚ ଉପରେ ଶୋଇପାରୁ ।’’
‘‘ମୁଁ କୋଠରିରେ ଗୋଟିଏ ପ୍ରଦୀପ ଜଳାଇ ପାରିବି କି ?”’
‘‘ନା, ତୁ ଅନ୍ଧାରକୁ ଭୟ ନ କରିବା ଶିଖୁବା ଉଚିତ । ଏହା କେବଳ ଗୋଟିଏ ଅଭ୍ୟାସର ପ୍ରଶ୍ନ । ତୁ ଭଲ ଅଭ୍ୟାସଗୁଡ଼ିକୁ ଅନୁଶୀଳନ କରିବା ଉଚିତ ।’’
‘ତୁମେ ଅନ୍ତତଃ କବାଟଟିକୁ ଖୋଲା ରଖିବାକୁ ଦେବ କି ?’’
‘‘ଠିକ୍ ଅଛି । କିନ୍ତୁ କଥା ଦେ ଯେ ତୁ ବିଛଣାଟି ଗୁଡ଼ାଇବୁ ନାହିଁ ଏବଂ ରାତିରେ ଜେଜେମାଆଙ୍କ ପାଖକୁ ଯିବୁ ନାହିଁ । ମନେରଖ, ଯଦି ଏହା କରୁ, ମୁଁ ତୋତେ ତୋ ବିଦ୍ୟାଳୟର ଉପହାସାସ୍ପଦ କରିଦେବି ।’’
ସ୍ଵାମୀ ମାନବ ଜାତିଠାରୁ ବିଚ୍ଛିନ୍ନ ହୋଇଗଲା ପରି ଅନୁଭବ କରୁଥିଲା । ସେ କଷ୍ଟ ଅନୁଭବ କଲା ଓ ରାଗିଲା । ବାପାଙ୍କ ସ୍ଵଭାବରେ ଦେଖୁଥ‌ିବା ନିଷ୍ଠୁରତାର ପ୍ରୟାସକୁ ସେ ପସନ୍ଦ କରୁନଥିଲା । ବାଘ ଗପ ଛପାଇଥିବା ହେତୁ ସେ ଖବରକାଗଜଟିକୁ ଘୃଣା କଲା । ସେ ଚିନ୍ତା କରୁଥିଲା ସେହି ପିଲାଟି ଯେ କି କଦାପି ପିଲା ପରି ଜଣା ପଡୁନଥିଲା କିନ୍ତୁ ଗୋଟିଏ ଅସାମାନ୍ୟ ବାଳକ ପରି ଜଣାପଡ଼ୁଥିଲା । ତାକୁ କେବେ ବି ବାଘ ଛାଡ଼ିଦେଇ ନଥ‌ିବ ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 5:
As night advanced and the silence in the house deepened, his heart beat faster. He remembered all the stories of devils and ghosts he had heard. How often had his chum, Mani, seen the devil in the banyan tree at the end of the street? And what about poor Munisami’s father who spat out blood because the devil near the river’s edge slapped his cheek when he was returning home late one night?
And so on and on his thoughts continued. He was faint with fear. A ray of light from the street lamp strayed in and cast shadows on the wall. Through the stillness, all kinds of noises reached his ears- the ticking of the clock, the rustling of leaves, sounds of snoring, and the humming of some unknown insects. He covered himself with the blanket as if it were armor, covering himself so completely that he could hardly breathe. Every moment he expected the devils to come up and clutch at his throat or carry him away. There was the instance of his old friend in the fourth’ class who suddenly disappeared and was said to have been carried off by a ghost to Siam or Nepal.
ଅନୁବାଦ :
ଯେତେବେଳେ ରାତି ବଢ଼ି ବଢ଼ି ଚାଲିଲା ଏବଂ ଘର ଭିତରେ ନୀରବତା ଘନୀଭୂତ ହେବାକୁ ଲାଗିଲା, ତା’ର ହୃତସ୍ପନ୍ଦନ ବେଗ ବଢ଼ିବାରେ ଲାଗିଲା । ସେ ଶୁଣିଥିବା ସୈତାନ ଓ ଭୂତମାନଙ୍କ କାହାଣୀସବୁ ମନେ ପକାଇଲା । କେତେଥର ତା’ର ଘନିଷ୍ଠ ବନ୍ଧୁ ମଣି ରାସ୍ତା ଶେଷରେ ଥ‌ିବା ବରଗଛରେ ସୈତାନ ଦେଖୁଥିଲା ? ଏବଂ ବିଚରା ମୁନୀସାମିର ବାପା ଦିନେ ବିଳମ୍ବିତ ରାତିରେ ଘରକୁ ଫେରୁଥିବା ସମୟରେ ନଦୀତଟରେ ସୈତାନର ଶକ୍ତ ଚାପୁଡ଼ାରେ ରକ୍ତ ବାନ୍ତି କରି ପକାଇଥୁଲା ……… ?
ଏହିପରି ତା’ର ଭାବନା ଚାଲୁ ରହିଥିଲା । ସେ ଭୟରେ ମୂର୍ଚ୍ଛା ହୋଇଗଲା । ରାସ୍ତା ପ୍ରଦୀପରୁ ଗୋଟିଏ ଆଲୋକ ରଶ୍ମି ଭିତରକୁ ପ୍ରବେଶ କଲା ଏବଂ କାନ୍ଥରେ ଛାୟା ସୃଷ୍ଟି କଲା । ନିସ୍ତବ୍ଧତା ମଧ୍ୟରେ ତା’ କାନରେ ସମସ୍ତ ପ୍ରକାରର ଶବ୍ଦ ପହଞ୍ଚୁଥୁଲା – କାନ୍ଥଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦ, ପତ୍ରଗୁଡ଼ିକର ଖସ୍‌ଖସ୍ ଶବ୍ଦ, ଘୁଙ୍ଗୁଡ଼ି ଶବ୍ଦ ଏବଂ କେତେକ ଅଜଣା କୀଟମାନଙ୍କର ଗୁଣୁଗୁଣୁ ଶବ୍ଦ । ସେ ନିଜକୁ କମ୍ବଳଦ୍ୱାରା ଘୋଡ଼ାଇଦେଲା ସତେ ଯେପରି ଏହା ଏକ ଶିରସ୍ତ୍ରାଣ, ନିଜକୁ ଏତେ ଘୋଡ଼ାଇ ଦେଇଥିଲା ଯେ ତାକୁ ନିଃଶ୍ଵାସ ନେବାକୁ କଷ୍ଟ ହେଉଥିଲା । ପ୍ରତ୍ୟେକ ମୁହୂର୍ତ୍ତରେ ସେ ଆଶା କରୁଥିଲା ଯେ ସୈତାନମାନେ ଆସିଯିବେ ଏବଂ ତା’ର ତଣ୍ଟିକୁ ଜାବୁଡ଼ି ଧରିବେ ଅଥବା ତାକୁ ନେଇଯିବେ । ଚତୁର୍ଥ ଶ୍ରେଣୀରେ ପଢୁଥ‌ିବା ସମୟରେ ତା’ର ଜଣେ ପୁରାତନ ବନ୍ଧୁଙ୍କର ଗୋଟିଏ ଦୃଷ୍ଟାନ୍ତ ଥିଲା ଯେ କି ହଠାତ୍ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇ ଯାଇଥିଲା ଓ କୁହାଯାଉଥିଲା ଯେ ଗୋଟିଏ ଭୂତ ତାକୁ ସିଆମ୍ କିମ୍ବା ନେପାଳକୁ ନେଇ ଯାଇଥିଲା ।

Text – 6:
Swami hurriedly got up and spread his bed under the bench and crouched there. It seemed to be a much safer place. He shut his eyes tight and encased himself in his blanket once again and unknown to himself fell asleep, and in sleep, he saw terrible dreams. A tiger was chasing him. His feet stuck to the ground. He tried hard to escape but his feet would not move; the tiger was at his back, and he could hear its claws scratch the ground…. scratch, scratch, and then a light thud… Swami tried to open his eyes but his eyelids would not open and the frightening dream continued. It threatened to continue all his life. Swami groaned in despair.
Using his utmost efforts he opened his eyes. He put his hand out to feel his granny’s presence at his side, as was his habit, but he only touched the wooden leg of the bench. And his lonely state came back to him. He sweated with fright. And now what was this rustling? He moved to the edge of the bench and stared into the darkness. Something was moving down. He lay gazing at it in horror. His end had come. He became desperate. He knew that the devil would presently pull him out and tear him to shreds, so why should he wait? As it came nearer he crawled out from under the bench and hugged it with all his might, and used his teeth on it like a mortal weapon.
“Aiyo ! something has bitten me” “There was an agonized cry which was followed by a heavy tumbling and falling amidst furniture. In a moment father, cook and a servant came in carrying a light.
And all three of them fell on the burglar who lay amidst the furniture with a bleeding ankle.
ଅନୁବାଦ :
ସ୍ଵାମୀ ତରବରିଆ ଭାବରେ ଉଠିପଡ଼ିଲା ଓ ତା’ର ବିଛଣାଟିକୁ ବେଞ୍ଚ ତଳେ ବିଛାଇ ଦେଇଥିଲା ଏବଂ ସେହିଠାରେ ନଇଁ ପଡ଼ି ଲମ୍ବିଯାଇଥିଲା । ଏହା ବହୁତ ନିରାପଦ ସ୍ଥାନ ପରି ଜଣାପଡୁଥିଲା । ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଭଲ ଭାବରେ ବନ୍ଦ କରିଦେଲା ଓ ପୁନର୍ବାର କମ୍ବଳଦ୍ଵାରା ନିଜକୁ ଆବୃତ କରିନେଲା ଏବଂ ତା’ ଅଜାଣତରେ ଶୋଇପଡ଼ିଲା ଏବଂ ନିଦ୍ରାରେ ସେ ଭୟଙ୍କର ସ୍ଵପ୍ନସବୁ ଦେଖୁଲା । ଗୋଟିଏ ବାଘ ତାକୁ ଗୋଡ଼ାଉଥିଲା । ତା’ର ପାଦଗୁଡ଼ିକ ଭୂମିରେ ଲାଗଲା । ସେ ବର୍ଷିଯିବା ପାଇଁ ବହୁତ ଚେଷ୍ଟା କରୁଥିଲା ମାତ୍ର ତା’ର ପାଦଗୁଡ଼ିକ ଚାଲୁ ନ ଥିଲା; ବାଘଟା ତା’ ପଛରେ ଥିଲା ଏବଂ ବାଘଟା.ପଞ୍ଝାରେ ମାଟି ଆମ୍ପୁଡୁଥିବାର ଶୁଣି ପାରୁଥିଲା ଓ ଆମ୍ପୁଡ଼ା ଶବ୍ଦ ଶୁଭୁଥିଲା ଏବଂ ତା’ପରେ କୌଣସି ଏକ ବସ୍ତୁ ବାଡ଼େଇ ହୋଇଯିବାର କ୍ଷୀଣ ଶବ୍ଦ ଶୁଭିଲା । ସ୍ଵାମୀ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା କିନ୍ତୁ ଆଖ୍ୟାତାଗୁଡ଼ିକ ଖୋଲୁ ନ ଥିଲା ଏବଂ ସେହି ଭୟଙ୍କର ସ୍ୱପ୍ନ ଚାଲୁ ରହିଥିଲା । ଏହା ତା’ର ସାରା ଜୀବନ ଚାଲୁ ରହିବାକୁ ଭୟଭୀତ କରାଉଥିଲା । ସ୍ଵାମୀ ଅତି ନୈରାଶ୍ୟରେ ନିମ୍ନ ସ୍ବରରେ କିଛି କହୁଥିଲା ।
ବହୁତ ଉଦ୍ୟମ କରି ସେ ତା’ର ଆଖୁଗୁଡ଼ିକୁ ଖୋଲିଲା । ସେ ତା’ ପାଖରେ ଜେଜେମାଆଙ୍କୁ ଅନୁଭବ କରିବାକୁ ତା’ର ହାତ ବାହାରକୁ ବାହାର କଲା, ଯେପରି ତା’ର ଅଭ୍ୟାସ ଥିଲା, କିନ୍ତୁ ସେ କେବଳ କାଠ ବେଞ୍ଚର ଗୋଡ଼କୁ ସ୍ପର୍ଶ କଲା ତା’ ନିକଟକୁ ଫେରିଆସିଲା । ଭୟରେ ତା’ ଦେହରୁ ଝାଳ ବୋହିଗଲା । ଏବେ ଏ ଖସ୍‌ଖସ୍ ଶବ୍ଦ କ’ଣ ଥିଲା । ତା’ର ନିଃସଙ୍ଗତା ? ସେ ବେଞ୍ଚର ଧାର ନିକଟକୁ ଘୁଞ୍ଚାଗଲା ଏବଂ ଅନ୍ଧକାରକୁ ନିରୀକ୍ଷଣ କରି ଚାହୁଁଥିଲା । କିଛି ଗୋଟିଏ ଗତି କରୁଥିଲା । ସେ ଭୟରେ ପଡ଼ି ରହି ଏହାକୁ ଅନୁଧ୍ୟାନ କରୁଥିଲା । ତା’ର ଶେଷବେଳା ଆସିଗଲା । ସେ ନିରାଶ ହୋଇଗଲା । ସେ ଜାଣିଲା ଯେ ସୈତାନ ବର୍ତ୍ତମାନ ତାକୁ ବାହାରକୁ ଟାଣିନେବ ଏବଂ ତାକୁ ଚିରି ଟୁକୁରା କରିଦେବ, ତେଣୁ ସେ କାହିଁକି ଅପେକ୍ଷା କରିବ ? ଯେମିତି ଏହା ନିକଟରେ ହେଲା ସେ ବେଞ୍ଚ ତଳୁ ଗୁରୁଣ୍ଡି ଗୁରୁଣ୍ଡି ବାହାରିଲା ଏବଂ ସେଇଟିକୁ ସେ ତା’ର ସମସ୍ତ ଶକ୍ତି ଖଟାଇ ଜାବୁଡ଼ି ଧରିଲା ଏବଂ ଦାନ୍ତଗୁଡ଼ିକୁ ମରଣଶୀଳ ଅସ୍ତ୍ର ପରି ବ୍ୟବହାର କରି କାମୁଡ଼ିଦେଲା ।
“ଓ ! କିଛି ଗୋଟେ ମୋତେ କାମୁଡ଼ି ଦେଇଛି ।’’ ଯନ୍ତ୍ରଣାଦାୟକ କ୍ରନ୍ଦନ ହେଲା ଯାହାପରେ କି ଆସବାବ ମଧ୍ୟରେ କିଛି ଗୋଟାଏ ଜୋର୍‌ରେ ତଳେ ପଡ଼ିଲା । ସେହି ମୁହୂର୍ତ୍ତରେ ବାପା, ରେଷେୟା ଓ ଜଣେ ଚାକର ଆଲୋକଟିଏ ଧରି ଆସିଲେ ।
ତିନି ଜଣଯାକ ମିଶି ସିନ୍ଧିଆଳ ଚୋରକୁ ଆକ୍ରମଣ କଲେ ଯିଏକି ରକ୍ତାକ୍ତ ଗୋଇଠି ସହିତ ଆସବାବ ମଧ୍ଯରେ ପଡ଼ି ରହିଥିଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Text – 7:
Congratulations came showering on Swami the next day. His classmates looked at him with respect, and his teacher patted his back. The headmaster said that he was a true scout. Swami had bitten into the flesh of one of the most notorious house-breakers of the district and the police were grateful to, him for it.
The Inspector said, “Why don’t you join the police when you grow up ?” Swami said for the sake of politeness, “Certainly, I will,” though he had quite made up his mind to be an engine driver, a railway guard, or a bus conductor, later in life.
When he returned home from the club that night, father asked, “Where is the boy ?”
“He is asleep”.
“Already ?”
“He didn’t have a wink of sleep the whole of last night”, said his mother.
“Where is he sleeping ?”
“In his usual place”, mother said casually, “he went to bed at seven-thirty.”
“Sleeping beside his granny again ! “father said. “No wonder he wanted to be asleep before I should return home – clever boy !”
Mother lost her temper. “You let him sleep where he likes. You needn’t risk his life again…” Father mumbled as he went in to change: “All right, pamper and spoil him as much as you like. Only don’t blame me afterward….”
Swami, following the whole conversation from under the blanket, felt tremendously relieved to hear his father giving him up.
ଅନୁବାଦ :
ପରବର୍ତୀ ଦିନ ସ୍ଵାମୀ ଉପରେ ଅଭିନନ୍ଦନସବୁ ଅଜାଡ଼ି ହୋଇପଡ଼ିଲା । ତା’ର ଶ୍ରେଣୀ ସାଥୀମାନେ ତାକୁ ସମ୍ମାନର ସହିତ ଦେଖ‌ିଲେ ଓ ତା’ର ଶିକ୍ଷକ ତା’ ପିଠିକୁ ଥାପୁଡ଼ାଇ ଦେଲେ । ସେ ଜଣେ ପ୍ରକୃତ ସନ୍ଧାନୀ ବୋଲି ପ୍ରଧାନଶିକ୍ଷକ କହିଲେ । ସ୍ଵାମୀ ସହରର ଜଣେ କୁଖ୍ୟାତ ଘର ଭାଙ୍ଗି ଚୋରି କରୁଥିବା ଲୋକର ମାଂସକୁ କାମୁଡ଼ି କ୍ଷତାକ୍ତ କରି ଦେଇଥିଲା ଏବଂ ଏଥ୍‌ପାଇଁ ପୋଲିସ୍ ତା’ ନିକଟରେ କୃତଜ୍ଞ ହେଲା ।
ଇନସ୍ପେକ୍ଟର କହିଲେ, ‘ବଡ଼ ହେଲେ ତୁମେ କାହିଁକି ପୋଲିସ୍‌ରେ ଯୋଗ ନ ଦେବ ?’’ ସ୍ଵାମୀ ନମ୍ରତାର ସହିତ କହିଲା, ‘ନିଶ୍ଚୟ, ମୁଁ ଯୋଗଦେବି,’’ ଯଦିଓ ସେ ଜୀବନର ପରବର୍ତ୍ତୀ ସମୟରେ ଜଣେ ଇଞ୍ଜିନ୍ ଡ୍ରାଇଭର, ଜଣେ ରେଳରକ୍ଷୀ, କିମ୍ବା ଜଣେ ବସ୍ କଣ୍ଡକ୍ଟର୍ ହେବାକୁ ସମ୍ପୂର୍ଣ୍ଣ ମନସ୍ଥ କରିସାରିଥିଲା ।
ସେଦିନ ରାତିରେ ବାପା ଯେତେବେଳେ କ୍ଳବରୁ ଘରକୁ ଫେରିଲେ ସେ ପଚାରିଲେ, ‘ପିଲାଟା କେଉଁଠି ଅଛି ?’’ ‘‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘ସେ ଶୋଇପଡ଼ିଛି ।’’
‘‘ଶୋଇ ସାରିଛି ।’’
ତା’ର ମାଆ କହିଲେ, ‘ସେ ଗତ ରାତିସାରା ଆଖ୍ ପିଛୁଳା ପକାଇ ନାହିଁ ।’’
‘ସେ କେଉଁଠାରେ ଶୋଇଛି ?’’
ମାଆ ଅନିୟମିତ ଭାବରେ କହିଲେ, ‘ତା’ର ଶୋଇବା ଜାଗାରେ, ସେ ସାତଟା ତିରିଶରେ ଶୋଇବାକୁ ଗଲା ।’’ ବାପା କହିଲେ, ‘ପୁଣି ତା’ର ଜେଜେମାଆଙ୍କ ପାଖରେ ଶୋଇଛି । ଚାଲାକ୍ ପିଲା, ମୋ ଫେରିବା ପୂର୍ବରୁ ସେ ଶୋଇ ପଡ଼ିବାକୁ ଚାହୁଁଥିଲା ।’’
ମାଆ ତାଙ୍କର କ୍ରୋଧ ହରାଇ ବସିଲେ । ‘‘ସେ ଯେଉଁଠି ଶୋଇବାକୁ ଚାହୁଁଛି ତାକୁ ଛାଡ଼ିଦିଅ । ଆଉ ଥରେ ତା’ ଜୀବନକୁ ବିପଦରେ ପକାଇବା ଦରକାର ନାହିଁ ।’’ ବାପା ବଦଳିଯିବା ସହିତ ଓଠ ଚିପିଚିପି ଅସ୍ପଷ୍ଟ ଭାବରେ କହିଲେ ‘‘ଠିକ୍ ଅଛି, ଯେତେ ଚାହୁଁଛ ତାକୁ ଆକଣ୍ଠ ଖୁଆଅ ଓ ନଷ୍ଟ କରିଦିଅ । କେବଳ ଏହା ପରଠାରୁ ମୋତେ ଆଉ ଦୋଷୀ କରିବ ନାହିଁ ….”
ସ୍ଵାମୀ କମ୍ବଳ ତଳେ ଥାଇ ସମସ୍ତ କଥୋପକଥନ ଶୁଣିଲା ଏବଂ ବାପା ତାକୁ ଛାଡ଼ିଦେବା କଥା ଶୁଣି ଖୁବ୍ ଆଶ୍ୱସ୍ତି ଅନୁଭବ କଲା ।

BSE Odisha 9th Class English Solutions Chapter 5 A Hero

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

events — incidents, actions — ଘଟଣା
Life is full of events.
flight — the act of fleeing from danger – ଉଡ଼ାଣ, ଉଡ଼ାଜାହାଜ
He made aflight onto the trees.
strength — the power of doing, stamina — କରିବାର ଶକ୍ତି, ସାମର୍ଥ୍ୟ
suppose — think, assume, imagine — ଚିନ୍ତା କରିବା, ଭାବିବା, ମନେ କରିବା
I suppose you are right.
granny — father s mother – ବୁଢ଼ୀ ମା’, ବାପାଙ୍କର ମା’
edge — bank, shore — କୂଳ (ନଦୀ)
beyond — out of – ବାହାରେ
The naughty child has gone beyond his mother’s control.
plain command — clear instruction, direction — ସ୍ପଷ୍ଟ ଆଦେଶ
challenge — dispute – ତର୍କ, ଯୁକ୍ତି, ଆହ୍ବାନ
I accepted his challenge.
Second Form— the act of coming of age, maturity in age and mind — ବୟସ ଓ ବୃଦ୍ଧିରେ ପରିପକ୍ବ
Don’t behave like this as you are in Second Form.
disgraceful — insulting, shameful, distasteful – ଅପମାନଜନକ, ଘୃଣ୍ୟ
The man’s behavior was disgraceful.
unexpected (adj) — which is not expected — ଯାହା ଆଶା କରାଯାଏ ନାହିଁ| ଅପ୍ରତ୍ୟାଶିତ
I was surprised at his unexpected achievement.
bravery (n) — ସାହସିକତା
The child was praised for his uncommon bravery.
fixedly (adj.)— continuously, without looking away – ନିରବଚ୍ଛିନ୍ନ ଭାବରେ
Father looked at me fixedly and told me something angrily.
sneer(ed) (v)— make an insulting smile
Don’t sneer at other’s religions.
consumptive (n) — a person suffering from tuberculosis – ଯକ୍ଷ୍ମାରୋଗୀ ।
A consumptive should give up smoking.
disputed (v) — made argument – ତର୍କ କଲେ ।
The two governments disputed the ownership of the territory.
wink of sleep — no sleep
frightful (adj) — ଭୟଭୀତ
The old man with a long beard looks frightful.
proposition (n) — an idea or a plan of action that is suggested
We made a proposition, he would join us.
mumble(d) (v) — to speak in a quiet voice without an opening mouth – ଅସ୍ପଷ୍ଟ ଭାବରେ କହିବା
The old woman mumbled a prayer.
enthusiasm (n) — great interest
You should work with enthusiasm.
disgraceful (adj.) — shameful — ଲଜ୍ଜାଜନକ
I objected his disgraceful behavior.
gazing (v) — looking steadily at something for a long time
I lay in bed gazing outside.
gloomily (adv.) — depressingly
My father sat gazing gloomily at the newspaper on his lap.
theory — ସିଦ୍ଧାନ୍ତ
rustled (v) — moved or rubbed together — ଖସ୍ଖସ୍ ଶବ୍ଦ କଲା
Her long skirt rustled as she walked.
stillness — calmness, quietness — ନିରବତା, ଶାନ୍ତ
The stillness of the night terrified me.
hardly — seldom, rarely, not often — କ୍ବଚିତ୍‌, କେବେ କେମିତି
strain of cruelty — sign of rudeness
look over — examine something quickly
whereas — ଯେତେବେଳେ କି
passage — a long narrow area inside the house
rustling (n) — making a sound as of dry
leaves – ମର୍ମର ଧ୍ଵନି/ଖସ୍‌ଖସ୍ ଶବ୍ଦ
tiptoe(d) (r) — walk carefully on the toes — ପାଦ ଅଙ୍ଗୁଳିରେ ନିଃଶବ୍ଦରେ ଚାଲିବା
He tipwed quietly out of the room so as not to wake him up.
hereafter — after this time — ଏହି ସମୟ ପରେ
gesticulation (n) — movements of hands and arms to express ideas and feelings – ଅଙ୍ଗଭଙ୍ଗୀଦ୍ଵାରା ଭାବ
Mother made gesticulation to silence his son.
snore(d) (v) — to make noisy breathing — ଘୁଙ୍ଗୁଡ଼ି
The fat man fell asleep and snored loudly.
standing over — to supervise or watch closely — ଅନୁଧ୍ୟାନ କରୁଥିଲେ ।
His father is standing over there silently.
apparition (n) — a strange figure appearing suddenly and thought to be a ghost – ଭୂତ ଭଳି ଜଣାପଡ଼ୁଥିବା ମୂର୍ତ୍ତି
Swami is father looked like an apparition in the semi-darkness.
brand new — ପୁରା ନୁଆ
plead (v) — speak in favor of
The advocates plead in favor of their clients.
see about— attend to someone or something
hesitate — saying something nervously
The boy hesitates to tell a lie.
appeal (v) — request – ନିବେଦନ କରିବା
Anna Hazare appealed to the people to fight against corporations.
fall on (v) — attack – ସଙ୍ଗେ ସଙ୍ଗେ ଆକ୍ରମଣ
laughing stock — one that has done something so silly – ଉପହାସାସ୍ପଦ ବ୍ୟକ୍ତି
You shouldn’t make anybody a laughing stock.
humanity (n)— the whole human race
Alexander Selkirk felt cut off from humanity in the island.
monster (n) — an abnormal boy — ଏକ ଅସ୍ୱାଭାବିକ ବାଳକ
The monster killed a man before the police caught him.
cut in— interrupt — ବାଧା ଦେବା
devil — an evil spirit — ଏକ ମନ୍ଦ ଆତ୍ମା
I don’t believe in the devil or ghosts.
slap (v) — ଚାପୁଡ଼ା ମାରିବା
Father skipped me for my silly mistake.
chum(n) — a close friend — ଜଣେ ଘନିଷ୍ଠ ବନ୍ଧୁ
Gudu is Debi’s school chum.
despite (n) — the absence of hope
horror(n) — great fear— ମହାଭୟ
burglar (n) — one who enters the housebreaking something — ଚୋର
bong up — grow a child — ପିଲାଟିଏ ବଢ଼ି ବଢ଼ି
lean over — bend— ବଙ୍କା କରିବା
congratulation (n) — ଅଭିନନ୍ଦନ
humming (v)— making a low continuous sound — ଏକ ନିମ୍ନ ଅବିରତ ଶବ୍ଦ ସୃଷ୍ଟି କରୁଛି
Sonic insects are humming in the garden.
armor (n) — special metal clothing that soldiers wore in the past to protect their bodies while fight
The soldiers put on armor while fighting.
lose one’s temper —became very angry
crouch(ed) (v) — lay on the ground with limbs drawn close to his body in fear
The dog crouched in the courtyard.
pat(v) — ପ୍ୟାଟ୍
encased (y) — covered something completely
His body was encased in armor
risk(v) — ବିପଦ
chase (v) — run after somebody to catch
A street dog chased me on my way to school.
bite into (v) — କାମୁଡ଼ିବା
thud (n) — a sound like the one which is made when a heavy object hits something else
I heard a thud in the darkness and was frightened.
shut up(v) — ଚୁପ କର
casually (adj) —in a relaxed way
desperate (adj.) —having no hope of something
A desperate man always hides himself from others.
dimly lit — not brightly lighted
sherds (n) — very small pieces
I My scarf was in shreds after the dog had chewed it up
groaned — making a long deep sound out of pain
crawked — କ୍ରକ୍
The boy crawled across the room.
shower on (v) — ସାୱାର
hugged (v) — put the arms around and hold tightly to express happiness
The child hugged its mother.
clutch at — try to hold Lighty
Siam — the old name of Thailand
housebreaker— dacoit, burglar, robber
for the sake of — ଖାତିର ପାଇଁ
mortal (adj.) — fatal, capable of causing death
The boy used his teeth like a mortal weapon.
no wonder — something not surprising
agonized (adj.) — extreme pain
She let out an agonized cry.
make up one’s mind — take a decision
tumbling — ଟମ୍ବିଂ
The hut we built is already tumbling down.
strain — pressure that is put on something
tremendously (ads)- very much
amidst (prep.) — in the middle of – ମଧ୍ୟରେ,
We should remain cheerful in the midst of our difficulties.
relieved (adj) — became free
notorious (adj.) — widely famous in a bad way
The police caught the notorious robber yesterday.
give up (v) — stop something
He gives up smoking.
pamper (v) — make someone feel
comfortable — ଆରାମଦାୟକ
Mothers try to pamper their children.
conversation — talk between two, interaction
The two friends has an interesting conversation.
relieved — consoled, appeased, soothed — ଉପଶମିତ
I am relieaed now.
cut off — disconnected, separated, isolated — ବିଚ୍ଛିନ୍ନ ହୋଇଯିବା
In the recent floods, Cunack cut off the rest of Odisha.
might (n) — great strength/power — ମହାନ ଶକ୍ତି / ଶକ୍ତି

BSE Odisha 9th Class English:

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Odisha State Board BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b) Textbook Exercise Questions and Answers.

BSE Odisha Class 9 Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 1.
ନିମ୍ନଲିଖତ ପ୍ରତ୍ୟେକ ପ୍ରଶ୍ନ ପାଇଁ ସମ୍ଭାବ୍ୟ ଉତ୍ତରମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତରଟି ବାଛି ଲେଖ ।

(i) ଯାଦି E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = _____
(a) {1, 3}
(b) {1, 4, 5}
(c) {1, 3, 5}
(d) {1, 2, 5}
ସମାଧାନ:
(c) E = {1, 2, 3, 4, 5} ଓ S = {2, 4} ହୁଏ ତେବେ S’ = {1, 3, 5}
[କାରଣ S’ = E – S]

(ii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(a) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = E
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iii) ଯାଦି E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ =_____
(a) E
(b) {a, b}
(c) {c, d}
(d) Φ
ସମାଧାନ:
(d) E = {a, b, c, d} ଓ T = {a, b} ତେବେ T ∪ T’ = Φ
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(iv) (A ∪ A’) – (A’ ∩ A) = _____
(a) A
(b) A’
(c) E
(d) Φ
ସମାଧାନ:
(c) (A ∪ A’) – (A’ ∩ A) = E
[କାରଣ A ∪ A’ = E, A’ ∩ A = Φ]

(v) E – A’ = ____
(a) E
(b) A
(c) A’
(d) Φ
ସମାଧାନ:
(b) E – A’ = A
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ E (ବ୍ୟାପକ ସେଟ୍) ଅଟେ ।]

(vi) (E – A) ∪ (E – B) =
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(d) (E – A) ∪ (E – B) = (A ∩ B)’
[∴ E – A = A’ ଓ E – B = B’ ‘ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁଯାୟୀ – (A’ ∪ B’) = (A ∩ B)’]

(vii) A’ ∩ B’ = ______
(a) A ∪ B
(b) (A ∪ B)’
(c) (A ∩ B)
(d) (A ∩ B)’
ସମାଧାନ:
(b) A’ ∩ B’ = (A ∪ B)’ [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

(viii) (A – B) ∪ (B – A) =_____
(a) A ∪ B
(b) A Δ B
(c) A ∩ B
(d) B
ସମାଧାନ:
(b) (A – B) ∪ (B – A) = A Δ B [ଡିମର୍ମାନଙ୍କ ନିୟମ ଅନୁସାରେ]

(ix) (A – B) ∪ (B – A) = _____
(a) (A ∪ B) – (A ∩ B)
(b) (A ∪ B) – (A – B)
(c) (A – B) – (A ∩ B)
(d) (A – B) ∩ (B – A)
ସମାଧାନ:
(a) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) [କାରଣ ଉଭୟ A Δ B ଅଟନ୍ତି ।]

(x) (A ∪ A’)’ = _____
(a) A
(b) A’
(c) Φ
(d) E
ସମାଧାନ:
(c) (A ∪ A’)’ = Φ [କାରଣ A ∪ B’ = (E)’ = Φ]

(xi) (A’ ∪ B’)’ = _____
(a) A ∩ B
(b) A ∪ B
(c) A’ ∩ B’
(d) (A ∪ B)’
ସମାଧାନ:
(a) (A’ ∪ B’)’= A ∩ B
[କାରଣ (A’ ∪ B’)’ = [(A ∩ B)’]’ = A ∩ B]

(xii) (A ∪ B)’ = _____
(a) A’ ∪ B’
(b) (A ∩ B)’
(c) A’ ∩ B’
(d) E – (A ∩ B)
ସମାଧାନ:
(c) (A ∪ B)’ = A’ ∩ B’
[ଏହା ଡିମର୍ମାନଙ୍କ ପ୍ରଥମ ନିୟମ ଅଟେ ।]

Question 2.
ନିମ୍ନଲିଖୂତ ଭକ୍ତିମାନଙ୍କ ମଧ୍ୟରୁ ଠିକ୍ ଭକ୍ତିଗୁଡ଼ିକୁ ବାଛି ଲେଖ ।

(i) (A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B)
ସମାଧାନ:
(A – B) ∪ (B – A) = (A ∪ B) – (A ∩ B) (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଉଭୟ A Δ Bର ସୂତ୍ର ଅଟନ୍ତି ।]

(ii) A Δ B = B Δ A
ସମାଧାନ:
A Δ B = B Δ A (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ ଅଟେ ।]

(iii) (A ∪ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∪ B)’ = A’ ∪ B’ (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଡିମର୍ଗାନଙ୍କ ନିୟମ ଅନୁସାରେ (A ∪ B)’ = A’ ∩ B’]

(iv) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
(A ∩ B)’ = A’ ∪ B’ (ଠିକ୍ ଉକ୍ତି)

(v) Φ = E
ସମାଧାନ:
Φ = E (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ଶୂନ୍ୟସେଟ୍‌ର ପରିପୂରକ ସେଟ୍ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(vi) E’ = Φ
ସମାଧାନ:
E’ = Φ  (ଠିକ୍ ଉକ୍ତି)
[କାରଣ ବ୍ୟାପକ ସେଟ୍‌ ପରିପୂରକ ସେଟ୍ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(vii) A ∪ A’ = Φ
ସମାଧାନ:
A ∪ A’ = Φ (ଭୁଲ ଉକ୍ତି)
[କାରଣ କୌଣସି ସେଟ୍ ଓ ତା’ର ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।]

(viii) A ∩ A’ = E
ସମାଧାନ:
A ∩ A’ = E (ଭୁଲ ଉକ୍ତି)
[କାରଣ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟ ସେଟ୍ ଅଟେ ।]

(ix) (A ∪ A’)’ = E
ସମାଧାନ:
(A ∪ A’)’ = E (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∪ A’)’ = (E)’ = Φ]

(x) (A ∩ A’)’ = Φ
ସମାଧାନ:
(A ∩ A’)’ = Φ (ଭୁଲ ଉକ୍ତି) [କାରଣ (A ∩ A’)’ = (Φ)’ = E]

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 3.
(i) E = Z ହେଲେ, ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ପରିପୂରକ ସେଟ୍‌ଟି ନିଶ୍ଚୟ କର ।
ସମାଧାନ:
E = Z ମନେକର ସମସ୍ତ ଯୁଗ୍ମ ସଂଖ୍ୟାର ସେଟ୍ A ।
A = {0, ±2, ±4, ±6}
A’ = Z – A = [0, ±1, ±2, ±3,…..} – [0, ±2, ±4, ±6, ……}
= [±1, ±3, ±5, ±7, …. }

(ii) E – A = B ହେଲେ, B ∩ A ଓ B ∪ Ā ସେଟ୍ ଦ୍ବୟର ପରିପୂରକ ସେଗୁଡ଼ିକୁ ଲେଖ ।
ସମାଧାନ:
E – A = B ଅର୍ଥାତ୍ Aର ପରିପୂରକ ସେଟ୍ B ସେଟ୍ ଅଟେ । ଅର୍ଥାତ୍ A’ = B
∴ ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ସଂଯୋଗ ବ୍ୟାପକ ସେଟ୍ ଅଟେ ।
⇒ B ∪ A = E
ସେହିପରି ଦୁଇଟି ପରିପୂରକ ସେଟ୍‌ର ଛେଦ ଶୂନ୍ୟସେଟ୍ ଅଟେ ।
⇒ B ∩ A = 0
BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

(iii) ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ରେ ଯଥାକ୍ରମେ 5 ଓ 6ଟି ଉପାଦାନ ଥିଲେ ବ୍ୟାପକ ସେଟ୍ E ରେ ଥ‌ିବା ଉପାଦାନ ସଂଖ୍ୟା ସ୍ଥିର କର ।
ସମାଧାନ:
ସେଟ୍ A ଓ ଏହାର ପରିପୂରକ ସେଟ୍‌ର ଉପାଦାନ ସଂଖ୍ୟା ଯଥାକ୍ରମେ 5 ଓ 6 ।
ଅର୍ଥାତ୍ |A| = 5 ଓ |A’| = 6 
∴ | E| = |A| + | A’| = 5 + 6 = 11

Question 4.
ଉଦାହରଣ ଦ୍ବାରା ଦର୍ଶାଅ ଯେ, ‘‘ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମବିନିମୟୀ’’ ।
ସମାଧାନ:
ସମଞ୍ଜସ ଅନ୍ତର ପ୍ରକ୍ରିୟା କ୍ରମ ବିନିମୟୀ, ଅର୍ଥାତ୍ A Δ B = B Δ A ।
ମନେକର A = {1, 2, 3, 4, 5 } ଓ B = {4, 5, 6}
L.H.S. = A Δ B = (A – B) ∪ (B – A)
= [{ 1, 2, 3, 4, 5} – {4, 5, 6}] u [{4, 5, 6} – {1, 2, 3, 4, 5}] = {1, 2, 3} ∪ {6} = {1, 2, 3, 6}
R.H.S. = B Δ A = (B – A) ∪ (A – B)
= [{4, 5, 6} – {1, 2, 3, 4, 5}] ∪ [{1, 2, 3, 4, 5} – {4, 5, 6}]
= {6} ∪ {1, 2, 3} = {1, 2, 3, 6}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

Question 5.
ଯଦି ବ୍ୟାପକ ସେଟ୍ E = {a, b, e, d, e, f, g, h}, A = {a, b, c} ଏବଂ B = {b, f, g, h} ତେବେ ନିମ୍ନଲିଖୂତ ଉକ୍ତିଗୁଡ଼ିକର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
(i) (A ∪ B)’ = A’ ∩ B’
ସମାଧାନ:
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= E – [{a, b, c} ∪ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {a, b, c, f, g, h} = {d, e}
R.H.S. = A’ ∩ B’ = (E – A) ∩ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∩ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∩ {a, c, d, e} = {d, e}
∴ L.H.S.= R. H. S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
ସମାଧାନ:
L.H.S. = (A ∩ B)’ = E – (A ∩ B) = E – [{a, b, c} ∩ {b, f, g, h}]
= {a, b, c, d, e, f, g, h} – {b} = {a, c, d, e, f, g, h}
R.H.S. =A’ ∪ B’ = (E – A) ∪ (E – B)
= [{a, b, c, d, e, f, g, h} – {a, b, c}] ∪ [{a, b, c, d, e, f, g, h} – {b, f, g, h}]
= {d, e, f, g, h} ∪ {a, c, d, e} = {a, c, d, e, f, g, h}
∴ L. H. S. = R. H. S. (ପ୍ରମାଣିତ)

BSE Odisha 9th Class Maths Solutions Algebra Chapter 1 ସେଟ୍ ପ୍ରକ୍ରିୟା ଏବଂ ସେଟ୍‌ର ପ୍ରୟୋଗ Ex 1(b)

Question 6.
ଏକ ଉଦାହରଣ ଦ୍ବାରା ଡିମର୍ମାନ୍‌ଙ୍କ ନିୟମ ଦ୍ଵୟର ସତ୍ୟତା ପ୍ରତିପାଦନ କର ।
ସମାଧାନ:
ମନେକର E = {1, 2, 3, 4, 5, 6, 7, 8, 9}, A = {1, 2, 3, 4}, B = {4, 5, 6, 7}
A ∪ B = {1, 2, 3, 4} ∪ {4, 5, 6, 7} = {1, 2, 3, 4, 5, 6, 7}
A ∩ B = {1, 2, 3, 4} ∩ {4, 5, 6, 7} = {4}
A’ = E – A = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4} = {5, 6, 7, 8, 9}
B’ = E – B = {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4, 5, 6, 7} = {1, 2, 3, 8, 9}

(i) (A ∪ B)’ = A’ ∩ B’
L.H.S. = (A ∪ B)’ = E – (A ∪ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {1, 2, 3, 4, 5, 6, 7} = {8, 9}
R.H.S. = A’ ∩ B’= {5, 6, 7, 8, 9} ∩ { 1, 2, 3, 8, 9} = {8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)

(ii) (A ∩ B)’ = A’ ∪ B’
L.H.S. =(A ∩ B)’ = E – (A ∩ B)
= {1, 2, 3, 4, 5, 6, 7, 8, 9} – {4} = { 1, 2, 3, 5, 6, 7, 8, 9}
R.H.S. = A’ ∪ B’ = {5, 6, 7, 8, 9} ∪ { 1, 2, 3, 8, 9}
= {1, 2, 3, 5, 6, 7, 8, 9}
L.H.S. = R.H.S. (ପ୍ରମାଣିତ)