Class 9

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

BSE Odisha Class 9 English Solutions Chapter 7 Nine Gold Medals

BSE Odisha 9th Class English Nine Gold Medals Text Book 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.

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.

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.

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.

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.

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.

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.

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

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 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.

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.

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

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

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

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

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

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

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

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 ।

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 ।

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.

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 |

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 4 The Missile Man of India Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 4 The Missile Man of India

BSE Odisha 9th Class English The Missile Man of India Text Book Questions and Answers

Let’s Understand The Text:

Read the text silently and understand. While reading, some new words may stand in your way. Don’t worry. Refer to the ‘Notes and Glossary’ provided at the end of the text. You may also consult a dictionary or your teacher. After you have read, your teacher asks you some questions. Answer them orally.

Question 1.
Who was Dr APJ Abdul Kalam?
(ଡ. ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ କିଏ ?)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist and the 11th President of India. He was popularly known as “The Missile Man of India”.

Question 2.
Why is Dr Kalam known as “The Missile Man of India”?
(ଡ. କଲାମ୍ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ଭାବେ କାହିଁକି ପରିଚିତ ?)
Answer:
Dr. Kalam was closely involved in India’s civilian space programme and military missile development efforts. So he is known as “The Missile Man of India”.

Question 3.
Where was he born? When?
(ସେ କେଉଁଠାରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ? କେବେ ?)
Answer:
Dr. Kalam was born in a Tamil Muslim family at Rameswaram in Tamil Nadu on 15 October 1931.

Question 4.
Who were his family members?
(କେଉଁମାନେ ତାଙ୍କର ପାରିବାରିକ ସଦସ୍ୟ ଥିଲେ ?)
Answer:
His family members were his father Jainulabdeen, mother Ashima, three elder brothers and an elder sister.

Question 5.
Who were his father and mother?
(ତାଙ୍କର ପିତା ଓ ମାତା କିଏ ଥିଲେ ?)
Answer:
His father Jainulabdeen was a boat owner and the Imam of a local mosque. His mother Ashiamma was an ordinary housewife.

Question 6.
What was his mother?
(ତାଙ୍କର ମାତା କ’ଣ ଥିଲେ ?)
Answer:
His mother Ashiamma was simply a house-wife and a devotional lady.

Question 7.
How did his father earn his living?
(ତାଙ୍କର ପିତା କିଭଳି ଜୀବିକାର୍ଜନ କରୁଥିଲେ ?)
Answer:
His father owned a ferry that took Hindu pilgrims from Rameswaram to Dhanushkodi and back. He earned his living by this small business.

Question 8.
Were Kalam’s ancestors rich or poor? How do you know it?
(କଲାମ୍ଙ୍କର ପୂର୍ବପୁରୁଷ ଧନୀ ଅଥବା ଗରିବ ଥିଲେ ? ତୁମେ କିପରି ଏହା ଜାଣୁଛ?)
Answer:
Dr. Kalam’s ancestors were rich traders and land owners. Unluckily in course of time they lost their vast properties even their ancestral house and fell on hard times.

Question 9.
How did he add to his family?
(ସେ କିପରି ତାଙ୍କର ପରିବାରକୁ ସହଯୋଗ କରୁଥିଲେ?)
Answer:
In his childhood days he faced misery of life. He had to sell newspapers to supplement his family’s income.

Question 10.
What is the third paragraph about?
(ତୃତୀୟ ପାରାଗ୍ରାଫ୍ କେଉଁଥିପାଇଁ ଉଦ୍ଦିଷ୍ଟ?)
Answer:
The third paragraph is about Kalam’s education in his childhood days. It was also dealt with his loving and affectionate science teacher Sivasubramania Iyer.

Question 11.
Where did he get his primary education?
(ତାଙ୍କର ପ୍ରାରମ୍ଭିକ ଶିକ୍ଷା କେଉଁଠାରେ ପ୍ରାପ୍ତ ହୋଇଥିଲେ?)
Answer:
Dr. Kalam got his primary education at Ramanathpuram.

Question 12.
Who was his science teacher?
(ତାଙ୍କର ବିଜ୍ଞାନ ଶିକ୍ଷକ କିଏ ଥିଲେ ?)
Answer:
Mr. Sivasubramania Iyer was his science teacher when Kalam was in the primary school.

Question 13.
What was he like?
(ସେ କିଭଳି ଥିଲେ ?)
Answer:
The science teacher of the school was loving and affectionate to Kalam. As he was a committed teacher, his inspiration made him great.

Question 14.
What did he invite Kalam for?
(ସେ କଲାମ୍‌ଙ୍କୁ କେଉଁଥିପାଇଁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ?)
Answer:
Once he invited Kalam for a meal in his house.

Question 15.
How did his wife react to it?
(ଏଥପ୍ରତି ତାଙ୍କ ପତ୍ନୀ କିଭଳି ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରିଥିଲେ?)
Answer:
His wife disliked it and denied serving a Muslim boy like Kalam.

Question 16.
What changed her attitude?
(କ’ଣ ତାଙ୍କର ମନୋବୃତ୍ତିରେ ପରିବର୍ତ୍ତନ ଆଣିଥିଲା ?)
Answer:
When the teacher himself served Kalam, his wife was watching behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude.

Question 17.
How did she behave him later?
(ପରବର୍ତ୍ତୀ ସମୟରେ ସେ ତାଙ୍କୁ କିଭଳି ବ୍ୟବହାର ଦେଖାଇଥିଲେ?)
Answer:
When the teacher invited Kalam next time, she welcomed him and served him food herself.

Question 18.
Who does ‘He’ in the third sentence of para-3 refer to?
(ତୃତୀୟ ଅନୁଚ୍ଛେଦର ତୃତୀୟ ବାକ୍ୟରେ ‘He’ (ସେ) କାହାକୁ ବୁଝାଉଛି ? )
Answer:
‘He’ in third sentence of para-3 refers to Sivasubramania Iyer, Kalam’s science teacher.

Question 19.
The fourth paragraph is about his ________.
(ଚତୁର୍ଥ ଅନୁଚ୍ଛେଦଟି ତାଙ୍କ_________ ବିଷୟରେ ।)
A. elementary education
B. higher education
C. secondary education
D. family
(Say the correct answer.)
Answer:
The fourth paragraph is about his secondary education and higher education.

Question 20.
Was he good at studies at the high school? Read out the sentence in support of your answer.
(ସେ ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ପାଠପଢ଼ାରେ ପାରଦର୍ଶୀ ଥିଲେ କି ? ତୁମ ଉତ୍ତର ସମର୍ଥନରେ ଗୋଟିଏ ବାକ୍ୟ କୁହ ।)
Answer:
Yes, in the line “but was considerd a bright and hard working student” shows that he was good at studies at the high school.

Question 21.
What was Kalam’s dream in life?
(ଜୀବନରେ କଲାମଙ୍କର ସ୍ୱପ୍ନ କ’ଣ ଥିଲା)
Answer:
Kalam’s dream in life was to become a pilot.

Question 22.
What did he do to fulfil his dream in life?
(ସେ ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନକୁ ପୂରଣ କରିବା ପାଇଁ କ’ଣ କଲେ?)
Answer:
In order to fulfill his dream that to become a pilot, he applied for studying engineering at the Madras Institute of Technology.

Question 23.
Do you have any dream? How can you fulfil your dream in your life?
(ତୁମ ମନରେ କିଛି ସ୍ବପ୍ନ ଅଛି କି ? ତୁମେ ତାକୁ କିଭଳି ପୂରଣ କରିପାରିବ ?)
Answer:
Yes, like others, I have a dream to become an engineer. I am studying hard to fulfil my dream in life.

Question 24.
What problem did he face for his admission into engineering?
(ଇଞ୍ଜିନିୟରିଂ ପଢ଼ିବ ପାଇଁ ସେ କେଉଁ ସମସ୍ୟାର ସମ୍ମୁଖୀନ ହୋଇଥିଲେ ?)
Answer:
It was not so easy to take admission at such a prestigious institution like Madras Institute of Technology. It was an expensive affair. The problem that he faced for his admission into engineering was that he didn’t have one thousand rupees to pay towards his course fee.

Question 25.
Who came to his help? How?
(କିଏ ତାଙ୍କୁ ସାହାଯ୍ୟ କଲା? କିପରି?)
Answer:
Asim Zohra, his loving elder sister came to his help. She mortgaged her gold ornaments for his admission fee.

Question 26.
When did he complete his aerospace engineering?
(ସେ କେବେ ଅନ୍ତରୀକ୍ଷ ଇଞ୍ଜିନିୟରିଂ ପଢ଼ା ଶେଷ କଲେ ?)
Answer:
He completed his aerospace engineering in 1960.

Question 27.
Name the institution where he got –
(ଶିକ୍ଷାନୁଷ୍ଠାନର ନାମ ଲେଖ ଯେଉଁଠାରେ ସେ -)
(a) Secondary Education:
(b) Graduation in Physics:
(c) Aerospace Engineering:
Answer:
(a) He got secondary education at the Schwartz Higher Secondary School.
(b) He got graduation in Physics at, Saint Joseph’s College, Tiruchirapalli.
(c) He got Aerospace Engineering at the Madras Institute of Technology.

Question 28.
The pragraphs- 5 and 6 describe Dr. Kalam’s career as ________.
(ପଞ୍ଚମ ଓ ଷଷ୍ଠ ଅନୁଚ୍ଛେଦରେ କଲାମଙ୍କର ବୃତ୍ତି ଜଣେ __________ ଭାବରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।)

• a marine engineer
• an aerospace scientist
• a plant scientist
• a software engineer

Answer:
The paragraph 5 and 6 describe Dr. Kalam’s career as an aerospace scientist.

Question 29.
How did he begin his career?
(ସେ ତାଙ୍କର ବୃତ୍ତି କିଭଳି ସେ ଆରମ୍ଭ କଲେ ?)
Answer:
Kalam began his career as a trainee at Hindustan Aeronautics Limited in Bangalore.

Question 30.
Where was he appointed as a scientist first?
(ଜଣେ ବୈଜ୍ଞାନିକ ଭାବରେ କେଉଁଠାରେ ସେ ପ୍ରଥମେ ନିଯୁକ୍ତି ପାଇଲେ?)
Answer:
He was appointed as a scientist first at the Defence Research Development Organisation (DRDO).

Question 31.
When did he start his work in the Indian Space Research Organisation?
(ଭାରତୀୟ ଅନ୍ତରୀକ୍ଷ ଗବେଷଣା ପ୍ରତିଷ୍ଠାନରେ ସେ କେବେ ତାଙ୍କର କାର୍ଯ୍ୟ ଆରମ୍ଭ କଲେ?)
Answer:
He started his work in the Indian Space Research Organisation in 1969.

Question 32.
What was the purpose of the satellite?
(ଉପଗ୍ରହର ଉଦ୍ଦେଶ୍ୟ କ’ଣ ଥିଲା?)
Answer:
The purpose of satellite was to develop the technology to launch the satellite into the orbit.

Question 33.
When was the first Rohini satellite launched into the orbit?
(ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହକୁ କେବେ କକ୍ଷପଥରେ ଅବସ୍ଥାପିତ କରାଗଲା?)
Answer:
The first Rohini satellite launched into the orbit in 1980.

Question 34.
How many years did Kalam spend in the ISRO?
(ଇସ୍ରୋରେ କଲାମ୍ କେତେ ବର୍ଷ ବିତାଇଥିଲେ?)
Answer:
Kalam spent nineteen years in the ISRO.

Question 35.
Where did he take the leading role in the development of India’s missiles and nuclear weapons programme?
(ସେ କେଉଁଠାରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ଓ ପରମାଣୁ ଅସ୍ତ୍ରଶସ୍ତ୍ର କାର୍ଯ୍ୟକ୍ରମର ବିକାଶ ନିମନ୍ତେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ?)
Answer:
Kalam took the leading role in the development of India’s missiles and nuclear weapons programme at the DRDO.

Question 36.
What made him extremely popular in the country?
(ସେ କେଉଁଥପାଇଁ ଦେଶର ଅତୀବ ଲୋକପ୍ରିୟ ହୋଇଥିଲେ?)
Answer:
Under his guidance and supervision the development of India’s missiles and nuclear
weapons programme became very successful and led to the development of four missiles namely Prithi, Trishul, Akash and Nag. This made him extremely popular in the country.

Question 37.
What was he called after the success of the four missiles- Prithvi, Trishul, Akash and Nag?
(ପୃଥବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗ୍ – ଏହି ଚାରୋଟି କ୍ଷେପଣାସ୍ତ୍ର ସଫଳତା ପରେ, ତାଙ୍କୁ କ’ଣ କୁହାଗଲା?)
Answer:
After the success of the four missiles- Prithvi, Trishul, Akash and Nag, he was popularly called as “The Missile Man of India”

Question 38.
Why did he camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ସେ କାହିଁକି ଅସ୍ଥାୟୀ ଭାବେ ରହିଥିଲେ ?)
Answer:
Kalam camped in Rajasthan’s Thar Desert to supervise the Pokhran-II, nuclear tests.

Question 39.
What, according to Dr Kalam, was the “defining moment” in the history of our country?
(ଡ. କଲାମ୍‌ଙ୍କ ଅନୁସାରେ, ଭାରତ ଇତିହାସରେ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ଭ କେଉଁଟି ଥିଲା ?)
Answer:
According to Dr Kalam, his stay in Rajasthan’s Thar Desert for a fortnight to supervise the Pokharan-II nuclear tests was the defining moment in the history of our country.

Question 40.
Why was it very hard to camp in Rajasthan’s Thar Desert?
(ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଅସ୍ଥାୟୀ ଭାବେ ଅବସ୍ଥାନ କରିବା କାହିଁକି କଠିନ ଥୁଲା ?)
Answer:
It was very hard to camp in Rajasthan’s Thar Desert because these were the hot days of 1998 at Pokhran. On a particular day the temperature there rose to 53° C.

Question 41.
What are Kalam’s contributions for India’s defence programme?
(ଭାରତର ପ୍ରତିରକ୍ଷା କାର୍ଯ୍ୟକ୍ରମକୁ କଲାମ୍‌ର ଦାନ କ’ଣ ଥିଲା ?)
Answer:
Kalam’s contribution for India’s defence programme is great. He had developed a number of missiles and nuclear weapons for the sake of country’s defence.

Question 42.
Dr. Kalam was the Chief Scientific Advisor to _______ of India.
(ଡ. କଲାମ୍ ଭାରତର ___________ ଙ୍କ ମୁଖ୍ୟ ବିଜ୍ଞାନ ବିଷୟକ ପରାମର୍ଶଦାତା ଥିଲେ ।)
i. the President
iii. the Field Marshal
ii. the Prime Minister
iv. the Secretary of Defence
(Choose the correct answer.)
Answer:
Dr. Kalam was the Chief Scientific Advisor to the Prime Minister of India.

Question 43.
What awards and honours was Kalam honoured with?
(କଲାମ୍‌ଙ୍କୁ କେଉଁ ସମ୍ମାନଗୁଡ଼ିକରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ?)
Answer:
Dr. Kalam was honoured with the Padma Bhushan in 1981, the Padma Vibhusan in 1990 and the nation’s highest civilian honour, The Bharat Ratna in 1997.

Question 44.
What is the highest civilian award of our country?
(ଭାରତର ସର୍ବଶ୍ରେଷ୍ଠ ବେସାମରିକ ସମ୍ମାନ କ’ଣ ଅଟେ?)
Answer:
The highest civilian award of our country is ‘the Bharat Ratna’.

Question 45.
How did Kalam pass away?
(କଲାମ୍ କିପରି ଶେଷ ନିଶ୍ଵାସ ତ୍ୟାଗ କଲେ?)
Answer:
On 27th July 2015 Dr. Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed and was immediately taken to the hospital. There he passed away from us in a massive cardiac arrest.

Question 46.
Why will people of our country remember Kalam forever?
(ଆମ ଦେଶର ଲୋକମାନେ କଲାମ୍‌ଙ୍କୁ କାହିଁକି ମନେ ରଖୁବେ?)
Answer:
The people of our country will remember Kalam for his dedication, devotion and selfless service to the nation, particularly as ‘The Missile Man of India’.

Question 47.
What qualities of Dr Kalam do you like very much?
(କଲାମ୍‌ଙ୍କର କେଉଁ ଗୁଣଗୁଡ଼ିକ ତୁମକୁ ବେଶି ଭଲ ଲାଗୁଛି ?)
Answer:
Dr. Kalam was qualitative man. His simple living, ideal life, great devotion and dedication and service to the nation make him popular in the country.

Question 48.
Can you say the names of some eminent scientists who have contributed a lot to our country?
(ଯେଉଁ ପ୍ରଖ୍ୟାତ ବୈଜ୍ଞାନିକମାନେ ଦେଶ ପାଇଁ ଅନେକ ଅବଦାନ ଦେଇଯାଇଛି ତୁମେ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକଙ୍କ ନାମ କହିପାରିବ କି?)
Answer:
C.V. Raman, Homi J. Bhabha, Visvesvaraya and Vikram Sarabhai are some of the eminent great scientists of our country. They have contributed a lot for our country.

Let’s Understand The Text: (ଆସନ୍ତୁ ପାଠ୍ୟକୁ ବୁଝିବା:)

(a) Match the paragraph numbers under column- ‘A’ with their main ideas given under column-‘B\ Write the paragraph number in the box given against each idea. (Question with Answer)
(‘A’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା ସହ ‘B’ ସ୍ତମ୍ଭ ତଳେ ଥିବା ମୁଖ୍ୟ ବିଷୟବସ୍ତୁ ମିଳାଅ । ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟାକୁ ପ୍ରଦତ୍ତ ବାକ୍ସ ଭିତରେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

A (Paragraph Numbers)	B Main Ideas
1	[ ] Elementary education
2	[ ] Death of Kalam
3	[ ] Awards and honours
4	[ ] Introducing Dr APJ Abdul Kalam
5, 6 and 7	[ ] Secondary and higher education
8	[ ] Kalam’s childhood
9	[ ] Career and contribution

Answer:

A (Paragraph Numbers)	B Main Ideas
1	3 Elementary education
2	9 Death of Kalam
3	8 Awards and honours
4	1 Introducing Dr APJ Abdul Kalam
5, 6 and 7	4 Secondary and higher education
8	2  Kalam’s childhood
9	5, 6 and 7 Career and contribution

(b) Fill in the blanks choosing the right answers from brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ସଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
[elementary education, his science teacher, the People’s President, his family income, Chief Scientific Advisor, The Bharat Ratna, development of four missiles, Integrated Missile Development Programme]

(i) Dr APJ Abdul Kalam is popularly known as ________.
(ii) Kalam has to sell newspapers to supplement ________.
(iii) Kalam started his ______ at Ramanathapuram.
(iv) Kalam’s most favourite teacher was ________.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the _________.
(vi) The successful launch of the missiles was possible when Kalam was heading the ________.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour ________ in 1997.
(viii) Dr Kalam was the________ to the Prime Minister and the Secretary of Defence Research and Development Organisation.
Answer:
(i) Dr APJ Abdul Kalam is popularly known as people’s President.
(ii) Kalam has to sell newspapers to supplement his family income.
(iii) Kalam started his elementary education at Ramanathapuram.
(iv) Kalam’s most favourite teacher was his science teacher.
(v) Dr Kalam was popularly called ‘The Missile Man of India’ after the success of the development of four missiles.
(vi) The successful launch of the missiles was possible when Kalam was heading the Integrated Missile Development Programme.
(vii) Dr APJ Abdul Kalam was honoured the nation’s highest honour the Bharat Ratna in 1997.
(viii) Dr Kalam was the Chief Scientific Advisor to the Prime Minister and the Secretary of Defence Research and Development Organisation.

(c) Read the text and find out the situations :
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଏବଂ ପରିସ୍ଥିତିକୁ ଖୋଜି ବାହାର କର ।)
(i) when Kalam faced challenges on his way to achievements
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

(ii) when Kalam felt happy –
Answer:
Kalam faced challenges on his way to achievements at the time of taking admission in the Madras Institute of Technology.

Let’s Talk : ଆସନ୍ତୁ ଆଲୋଚନା କରିବା

(a) Listen to each of the following expressions and say the line(s) and paragraph number in which it occurs. (Question with Answer)
(ତଳଲିଖ ଉକ୍ତିଗୁଡ଼ିକୁ ଶୁଣ ଏବଂ ଧାଡ଼ି ଏବଂ ଅନୁଚ୍ଛେଦ କ୍ରମ ସଂଖ୍ୟା କୁହ ।)

Question 1.
Kalam as the 11th President of India
Answer:
In 2002, he was elected as the 11th President of India, and was widely referred to as the “People’s President”. (Line – 3, Paragraph – 1)

Question 2.
Date and place of birth of Kalam
Answer:
Dr. Abdul Kalam was born on 15th October 1931 in a Tamil Muslim family at Rameswaram in the state of Tamil Nadu. (Line – 1, Paragraph – 2)

Question 3.
Kalam’s elementary education
Answer:
Kalam started his elementary education at Ramanathapuram. (Line – 3, Paragraph – 3)

Question 4.
The Schwartz Higher Secondary School
Answer:
Kalam then moved to the Schwartz Higher Secondary School for his secondary education. (Line – 1, Paragraph – 4)

Question 5.
He graduated in Physics
Answer:
After completing his studies here, Kalam was admitted to Saint Joseph’s College, Tiruchirappalli where he graduated in Physics in 1954. (Line – 4, Paragraph – 4)

Question 6.
Zohra, his sister helped Kalam for his education
Answer:
Asim Zohra, his compassionate elder sister, came to his help. (Line – 10, Paragraph – 4)

Question 7.
He completed aerospace engineering in 1960.
Answer:
And he completed his aerospace engineering in 1960. (Line – 12, Paragraph – 4)

Question 8.
Joined DRDO
Answer:
Then he joined the Defence Research Development Organisation (DRDO) as a scientist. (Line – 2, Paragraph – 5)

Question 9.
Kalam succeeded in launching the first satellite, Rohini.
Answer:
It was under Dr Kalam’s direct guidance and supervision that the first Rohini satellite was successfully launched into the orbit in 1980. (Line – 5, Paragraph – 5)

(b) Say the full forms of the following acronyms/abbreviations in a chain-drill, (one after another)
(ନିମ୍ନଲିଖ ସଂକ୍ଷିପ୍ତ ରୂପଗୁଡ଼ିକର ପୂର୍ବରୂପ କ୍ରମାନୁସାରେ କୁହ ।) (ଗୋଟିକ ପରେ ଗୋଟିଏ)

(i) HAL: Hindustan Aeronautics Limited
(ii) DRDO: Defence Research Development Orgnisation.
(iii) ISRO: Indian Space Research Organisation
(iv) SLV: Satellite Launch Vehicle
(v) IGMDP: Integrated Missile Development Programme

Let’s Learn Words: ଆସନ୍ତୁ ଶବ୍ଦ ଶିଖିବା:

(a) Match the words under ‘A’ with their opposite meanings under ‘B’. One is done for you.
(ସ୍ତମ୍ଭ ‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘B’ ତଳେ ଥିବା ଶବ୍ଦ ସହ ମିଳାଅ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

A Words	B Opposite Meanings
complete	unpopular
educated	inexpensive
expensive	unsuccessful
successful	insufficient
popular	incomplete
sufficient	uneducated

Answer:

A Words	B Opposite Meanings
complete	unpopular
educated	inexpensive
expensive	unsuccessful
successful	insufficient
popular	incomplete
sufficient	uneducated

(b) Match the words/phrases under ‘A’ with their meanings tinder ‘B\ Write the number of the word in the box for each. (Question with Answer)
(‘A’ ତଳେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ‘B’ ତଳେ ଥିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହ ମିଳାଅ । ପ୍ରତ୍ୟେକ ଶବ୍ଦର କ୍ରମ ସଂଖ୍ୟା ବାକ୍ସ ମଧ୍ୟରେ ଲେଖ ।)

A Words	B Meanings
1 distinguished	[ ] important time
2 referred to	[ ] kindhearted
3 supplement	[ ]became senseless because of illness
4 compassionate	[ ]to start an activity
5 launch	[ ] an weapon sent through the air that explodes when it hits a target
6 defining moment	[ ] most popular (known as)
7 collapsed	[ ] very successful and admired by people
8 missile	[ ] 3 to add to something to improve it

A Words	B Meanings
1 distinguished	6 important time
2 referred to	4 kindhearted
3 supplement	7 became senseless because of illness
4 compassionate	5 to start an activity
5 launch	8 an weapon sent through the air that explodes when it hits a target
6 defining moment	2 most popular (known as)
7 collapsed	1 very successful and admired by people
8 missile	3 to add to something to improve it

(c) Read the following sentence and mark the word in bold letters.
His mother, Ashiamma was a housewife.
Here the word- housewife in the above sentence is built with two words: house + wife.
This is a compound word.
(i) Given below are some compound words. Break them as done above. (Question with answer)
(ତଳେ କେତେକ ଯୌଗିକ ଶବ୍ଦ ଦିଆଯାଇଛି । ଉପରେ କରାଯାଇଥିବା ଭଳି ସେଗୁଡ଼ିକୁ ଅଲଗା ଅଲଗା କର ।)

landowner	=	land	+	owner
weekend	=	week	+	end
milestone	=	mile	+	stone
headline	=	head	+	line
newspaper	=	news	+	paper
overtime	=	over	+	time
childhood	=	child	+	hood

(ii) Will you write ten more compound words on your own?
(ତୁମେ ନିଜେ ଆଉ ଦଶଟି ଶବ୍ଦ ଲେଖୁରିବ କି ?)

Answer:

airbase	=	air	+	base
shorthand	=	short	+	hand
lowland	=	low	+	land
headword	=	head	+	word
washerman	=	washer	+	man
heatwave	=	heat	+	wave
downstream	=	down	+	stream
airbag	=	air	+	bag
wasteland	=	waste	+	land
grandparents	=	grand	+	parents

Let’s Learn Language: ଆସନ୍ତୁ ଶିଖିବା ଭାଷା:

(a) Study the following sentence and mark the words in bold letters.
Dr APJ Abdul Kalam was bom on 15 October 1931.
We use the past form of the ‘be’ verb – was/were + born (the third form of the verb ‘bear’) to talk about the event of birth of a person.
Work in pairs, discuss and fill in the blanks in the table. Then write the sentence below the table. One is done for you. (Question with Answer)
(ଯୋଡ଼ି ହୋଇ ଆଲୋଚନା କର ଏବଂ ସାରଣୀରେ ଥିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ବାକ୍ୟଟିକୁ ସାରଣୀ ତଳେ ଲେଖ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Name of the person	Place of Birth	Date of Birth
Mahatma Gandhi	Porbandar, Gujrat	2nd October 1869
Dr. Sarvepalli Radhakrishnan	Tiruttani, Madras	5th September 1888
Gopabandhu Dash	Suando, Puri, Odisha	9th October 1877
Madhusudan Das	Satyabhamapur, Cuttack Odisha,	28th April 1848
Biju Patnaik	G.Nuagan, Bellaguntha, Ganjam, Odisha	5th March 1916
Jagadish Chandra Bose	Memvnesinsh in Bengal	30 November 1858

1. Jagadish Chandra Bose was born at Memynesingh in Bengal on 30 November 1858.
2. Mahatma Gandhi was bom at Porbandar, Gujrat on 2nd October 1869
3. Dr. Sarvepalli Radhakrishnan was born at Tiruttani, Madras on 5th September 1888
4. Gopabandhu Dash was bom at Suando, Puri, Odisha on 9th October 1877
5. Madhusudan Das was bom at Satyabhamapur, Cuttack, Odisha on 28th April, 1848 . 6. Biju Pattanik was bom at G. Nuagan, Bellaguntha, Ganjam, Odisha on 5th March 1916.

(b) Read the following sentences carefully and mark the verbs in bold letters.
1. Kalam was the youngest of four brothers and one sister in his family.
2. Mathematics was his favourite subject.
3. Around a thousand rupees was required to pay towards the course fee.
4. Bundles of newspapers were distributed by Kalam.

Here the verb ‘was’ agrees with the subjects of the sentence from l to 3; Kalam, Mathematics, a thousand rupees, and the verb ‘were’ in the sentence – 4 agrees with the subject ‘Bundles of newspapers’.

Let us now know more about ‘Subject and Verb Agreement’.

• Nouns like news, physics, mathematics, measles and ethics look like plural in form but they are singular and take singular verbs.
• Uncountable nouns like furniture, equipment, stationery, luggage, weather, advice and information are singular and used with singular verbs.
• Nouns like compasses, glasses, goods, trousers, police, people, etc. take plural verbs

Fill in the blanks with the correct verb choosing from brackets given against each.
(ପ୍ରତ୍ୟେକର ପାର୍ଶ୍ଵରେ ଥିବା ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ କ୍ରିୟାପଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(i) Gymnastics ______ sport, (is/are)
Answer:
is

(ii) Social Studies _______ my favourite subject, (is/are)
Answer:
is

(iii) Politics ______here and now. (is/are)
Answer:
is

(iv) The news _______been published in the local daily. (has/have)
Answer:
has

(v) The police ________ the traffic. (control/controls)
Answer:
control

(vi) A hundred kilometres ________ a long distance. (is/are)
Answer:
is

(vii) Measles ______ fever. (cause/causes)
Answer:
causes

Let’s Write:

(a) Given below are some important events from the text. They are not in order. Arrange them in order and put the serial number in the box for each. Write the sentences.
( ନିମ୍ନରେ ପାଠ୍ୟବିଷୟର କେତେକ ପ୍ରଧାନ ଘଟଣା ଦିଆଯାଇଛି । ସେଗୁଡ଼ିକ କ୍ରମରେ ନାହାନ୍ତି । ସେଗୁଡ଼ିକୁ କ୍ରମାନୁସାରେ ସଜାଅ ଓ ପ୍ରତ୍ୟେକଟି ପାଇଁ ବାକ୍ସ ମଧ୍ୟରେ କ୍ରମସଂଖ୍ୟା ଲେଖ । ବାକ୍ୟଗୁଡ଼ିକୁ ଲେଖ ।)

(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [5]
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(vii) He breathed his last on July, 27, 201 5. [8]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]

Answer:
(iii) Abdul Kalam was born to a Tamil Muslim family in the pilgrimage centre of Rameswaram. [1]
(iv) He got his elementary education at Ramanathapuram. [2]
(v) He went to Schwartz Higher Secondary School for his secondary education. [3]
(i) He graduated in Physics from Saint Joseph’s College, Tiruchirappalli. [4]
(vi) He became the Head of the Integrated Missile Development Programme and succeeded in launching Prithvi missile. [5]
(ii) He played a pivotal role in the Pokhran-II nuclear test project. [6]
(viii) He became the Chief Scientific Advisor to the Prime Minister of India in 1992. [7]
(vii) He breathed his last on July 27, 2015. [8]

(b) Read the text and fill in the bio-data of Dr Kalam given below.
(ପାଠ୍ୟବିଷୟକୁ ପଢ଼ ଓ ନିମ୍ନରେ ଥିବା କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀ ପତ୍ରର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

		Bio-Data
Name in full	:
Father’s name	:
Mother’s name	:
Place of birth	:
Date of birth	:
Brothers and sister	:
Nationality	:
Religion	:
Education	:
Profession	:
Important post held	:
Achievements	:
Awards/honours	:
Life style	:
Date of passing away	:

Answer:

		Bio-Data
Name in full	:	Avul Pakir Jainulabdeen Abdul Kalam
Father’s name	:	Jainulabdeen
Mother’s name	:	Ashiamma
Place of birth	:	Rameswaram in the state of Tamil Nadu
Date of birth	:	15th October 1931
Brothers and sister	:	They are four brothers and one sister
Nationality	:	Indian
Religion	:	Muslim
Education	:	graduate in Physics, aerospace engineering etc.
Profession	:	Aerospace scientist
Important post held	:	Chief Scientific Advisor to the Prime Minister and the Secretary of DRDO
Achievements	:	Successfully develop four missiles as the head of IGMDP
Awards/honours	:	the Padma Bhushan in 1981, the Padma Vibhushan in 1990 and the Bharat Ratna in 1997.
Life style	:	very simple, dedicated and devotional
Date of passing away	:	27th Ju1y 20l5

(c) Use the facts/information you gathered in the Bio-data Form above and write a composition on Dr Kalam.
(ଉପରିସ୍ଥ କଲାମ୍‌ଙ୍କ ଆତ୍ମ ବିବରଣୀପତ୍ରରେ ତୁମେ ଏକତ୍ର କରିଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)
Answer:
Dr. APJ Abdul Kalam was a celebrated scientist of India. His father was Jainulabdeen and mother was Ashiamma. He was born on 15th October 1931 at Rameswaram in the state of Tamil Nadu. He had three brothers and one sister. He was Muslim in religion and he was an Indian. He was graduated in Physics and completed aerospace engineering. He worked as a scientist in DRDO and ISRO. He was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of DRDO. He was awarded with the Padma Bhusan in 1981, the Padma Vibhusan in 1990 and the Bharat Ratna in 1997. This missile man departed from us on 27th July 2015.

(d) Refer to the text and fill in the blanks in the following table with correct information wherever possible. Then write a paragraph about the events/achievements of Dr APJ Abdul Kalam. (Question with Answer)
(ପାଠ୍ୟବିଷୟକୁ ଆଧାର କରି ଯଥାସମ୍ଭବ ସଠିକ୍ ତଥ୍ୟଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତା’ପରେ ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍‌ଙ୍କ ସମ୍ପର୍କିତ ଘଟଣା/କୃତି ବିଷୟରେ ଏକ ପ୍ରବନ୍ଧ ଲେଖ ।)

Events/activities	Place	Year of happening
Birth	Rameswaram in the state of Tamil Nadu	15th October 1931
Completed aerospace engineering	Madras Institute of Technology	1960
Began career as a trainee	Hindustan Aeronautics Limited
Joined as a scientist	Defence Research Development Organisation
Project Director, ISRO	ISRO	1969
Launching of Rohini satellite	ISRO	1980
Headed the IGMDP	DRDO
Supervised Pokhran-II nuclear tests	Rajasthan’s Thar Desert	1998
Scientist of DRDO	DRDO	1998
President	India	2002
Death	Shillong	27th July 2015

Paragraph :
Dr. APJ Abdul Kalam was born at Rameswaram in the state of Tamil Nadu. He studies at the Madras Institute of Technology and completed aerospace engineering in 1960. He began his career as a trainee at Hindustan Aeronautics Limited. Then he joined the Defence Research Development Organisation as a scientist. In 1969, he was transferred to ISRO, where he worked as the Project Director of SLV-III.

There under his direct guidance and supervision the first Rohini satellite was successfully launched into the orbit in 1980. Then he returned to the DRDO and headed the IGMDR. In 1998, he supervised the Pokhran-H nuclear test in Rajasthan’s Thar Desert. He was a scientist at the DRDO in 1998. He was elected as the President of India in 2002. On 27th July 2015, while he was delivering a lecture at Shillong suffered a massive cardiac arrest and was taken to the hospital and passed away there.

BSE Odisha 9th Class English The Missile Man of India Important Questions and Answers

Very Short & Objective Questions With Answers
Answer The Following In A Sentence

Question 1.
Who was APJ Abdul Kalam?
Answer:
APJ Abdul Kalam was one of the most distinguished scientists and the 11th President of India.

Question 2.
What was Dr Abdul Kalam involved?
Answer:
Dr Abdul Kalam was involved in India’s civilian space programme and military development efforts.

Question 3.
Where was Dr Abdul Kalam born?
Answer:
Dr Abdul Kalam was born in Tamil Muslim family at Rameswaram in Tamilnadu

Question 4.
What was Dr Abdul Kalam’s father?
Answer:
Dr Abdul Kalam’s father, Jainulabdeen was a boat owner and the Imam of a local mosque.

Question 5.
What was Dr Kalam’ mother?
Answer:
Dr Kalam’ mother Ashimma was a housewife.

Question 6.
How did Dr Kalam’s father earn his living?
Answer:
Dr Kalam’s father earned his living by taking Hindu pilgrims back and forth between Rameswaram and Dhanushkodi.

Question 7.
What were Dr Kalam’s ancestors like?
Answer:
Dr Kalam’s ancestors were very rich because they were wealthy traders and land owners.

Question 8.
How did Kalam add to his family?
Answer:
Kalam added to his family by selling newspapers.

Question 9.
Where did Abdul Kalam receive his primary education?
Answer:
Abdul Kalam received his primary education at Ramanathapuram.

Question 10.
Who was Abdul Kalam’ science teacher when he was in primary school?
Answer:
Mr Sivasubramania Iyer was Kalam’s science teacher when he was in the priamary school.

Question 11.
What was Kalam’s science teacher like?
Answer:
Kalam’s science teacher was a very loving and affectionate person.

Question 12.
How did Kalam’s science teacher inspire him?
Answer:
Kalam’s science teacher Sivasubramania inspired him to develop his skills in different subjects at school.

Question 13.
What did Kalam’s science teacher invite him for?
Answer:
Kalam’s science teacher invited him for a meal in his house.

Question 14.
How did his teacher’s wife react to it?
Answer:
His teacher’s wife disliked Kalam and refused to serve a Muslim child like him.

Question 15.
How was her attitude changed?
Answer:
Kalam’s behaviour, way of taking meal and cleaning the floor changed her attitude.

Question 16.
How did the science teacher’s wife behave him later?
Answer:
In his second visit his teacher’s wife welcomed him and served him food herself.

Question 17.
How was Kalam getting on his studies at the High School?
Answer:
Kalam was of average grades in his school years but was considered a bright and hardworking student.

Question 18.
What was Kalam’s dream in life?
Answer:
Kalam’s dream in life was to be a pilot.

Question 19.
What college did he go to fulfil his dream?
Answer:
He applied for studying at the Madras Institute of Technology to fulfil his dream.

Question 20.
What problems did he face for his admission into engineering?
Answer:
The problem that he faced for his admission into engineering was that he did not have one thousand rupees to pay towards his course fee.

Question 21.
Who came to help Kalam for admission into the engineering?
Answer:
His elder sister Ashima Zohra came to help him for his admission into the engineering college.

Question 22.
In which year did he complete his aerospace engineering course?
Answer:
He completed his aerospace engineering course in 1960.

Question 23.
Where did he graduate in physics?
Answer:
He graduated in physics at Saint Joseph’s College in Tiruchirapalli.

Question 24.
At what college did Kalam complete his graduation in physics?
Answer:
Kalam completed his graduation in physics at Saint Joseph’s College in Tiruchirapalli.

Question 25.
How did Kalam’s elder sister manage to arrange money for his admission into the engineering college?
Answer:
Kalam’s elder sister mortgaged her gold ornaments and managed to arrange his admission fee.

Answer The Followings In A Word Or A Phrase.

Question 1.
When was Dr Abdul Kalam elected as the President of India?
Answer:
in 2002

Question 2.
When was Dr Abdul Kalam born?
Answer:
on 15 October 1931

Question 3.
In which state was Dr Abdul Kalam born?
Answer:
in Tamilnadu

Question 4.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
Answer:
missile

Question 5.
Who is the religious person who leads the prayer in the mosque?
Answer:
Imam

Question 6.
What do we call a building where Muslims worship?
Answer:
mosque

Question 7.
What do we call a man who travels a holy place for religious purpose?
Answer:
pilgrim

Question 8.
What do we call a man who lived in the family a long time ago?
Answer:
ancestor

Question 9.
What do we call a person whose job is to buy and sell things?
Answer:
trader

Question 10.
What did Kalam have to do to supplement his family’s income?
Answer:
to sell newspapers

Question 11.
Who was Kalam’s favourite teacher?
Answer:
his science teacher

Question 12.
Who inspired Kalam to develop his skills in education?
Answer:
Sivasubramania Iyer

Question 13.
Where did Kalam’s teacher’s wife watch them eat?
Answer:
behind the kitchen door

Question 14.
What was Dr Kalam good at?
Answer:
Mathematics

Question 15.
Which college, according to the writer, is prestigious and expensive?
Answer:
the Madras Institute of Technology

Question 16.
What was Dr Kalam’s dream?
Answer:
to become a pilot

Question 17.
When was Dr Kalam transferred to ISRO?
Answer:
in 1969

Question 18.
What is Dr Kalam popularly called?
Answer:
the Missile Man of India

Question 19.
How did Dr Kalam begin his career?
Answer:
as a trainee

Question 20.
Where did Dr Kalam join as a scientist?
Answer:
at the Defence Research Development Organisation (DRDO)

Question 21.
When was the first Rohini satellite successfully launched into the orbit?
Answer:
in 1980

Question 22.
How long had Kalam camped at the Thar Desert?
Answer:
a fortnight

Question 23.
What is the empty area in the sky called?
Answer:
space

Question 24.
Where is the Thar Desert?
Answer:
in Rajasthan

Question 25.
What was the temperature in the desert at Pokhran on the day of nuclear test?
Answer:
53 degree centigrade

Fill In The Blanks

1._________ was the Imam of the local mosque.
Answer:
Jainulabdeen

2. Kalam’s father owned a _______.
Answer:
ferry

3. Kalam’s science teacher invited him home for _______.
Answer:
a meal

4. Dr Kalam graduated in ________.
Answer:
physics

5. A boat that carries people is called ________.
Answer:
ferry

6. A man whose job is to lead the prayer in a mosque is called as __________.
Answer:
Imam

7. Dr Kalam was popularly called __________.
Answer:
the Missile Man of India

8. _________ is well-known for Ramanathswamy Temple.
Answer:
Rameswaram

9. Prithvi is the name of a __________
Answer:
missile

10. Dr Kalam passed away while he was delivering his speech at _________
Answer:
Shillong

11. Dr Kalam died because he suffered a massive _________.
Answer:
cardiac arrest

12. Rameswaram is located in __________.
Answer:
Tamilnadu

13. Dr Kalam was awarded the honour the Padma Vibhushan in_________.
Answer:
1990

14. The town in Tamilnadu which was destroyed in 1964 cyclone is__________.
Answer:
Dhanushkodi

15. An object in space used for communication is called_________.
Answer:
satellite

Multiple Choice Questions With Answers

Question 1.
When was Dr Abdul Kalam elected as the President of India?
(A) in 2002
(B) in 2007
(C) in 1997
(D) in 2005
Answer:
(A) in 2002

Question 2.
In which state was Dr Abdul Kalam born?
(A) Kerala
(B) Karnataka
(C) Tamil Nadu
(D) Andhra Pradesh
Answer:
(C) Tamil Nadu

Question 3.
What is the weapon that explodes in the air when it hits the thing that is aimed at?
(A) air bomb
(B) nuclear weapon
(C) air blaster
(D) missile
Answer:
(D) missile

Question 4.
What do we call a person whose job is to buy and sell things?
(A) trader
(B) hawker
(C) dealer
(D) businessman
Answer:
(A) trader

Question 5.
What was Dr Kalam good at?
(A) Science
(B) English
(C) Mathematics
(D) Geography
Answer:
(C) Mathematics

Question 6.
When was Dr Kalam transferred to ISRO?
(A) in 1969
(B) in 1966
(C) in 1971
(D) in 1973
Answer:
(A) in 1969

Question 7.
When was the first Rohini satellite successfully launched into the orbit?
(A) in 1977
(B) in 1978
(C) in 1979
(D) in 1980
Answer:
(D) in 1980

Question 8.
How long had Kalam camped at the Thar Desert?
(A) a week
(B) a day
(C) a fortnight
(D) a month
Answer:
(C) a fortnight

Question 9.
____________ was the Imam of the local mosque.
(A) Nasirudeen
(B) Jainulabdeen
(C) Sirajudeen
(D) Fakarudeen
Answer:
(B) Jainulabdeen

Question 10.
Kalam’s father owned a ___________.
(A) launch
(B) ship
(C) ferry
(D) bus
Answer:
(C) ferry

Question 11.
Kalam’s science teacher invited him home for __________.
(A) a discussion
(B) a talk
(C) a meeting
(D) a meal
Answer:
(D) a meal

Question 12.
Dr Kalam graduated in _________.
(A) Chemistry
(B) Botany
(C) Zoology
(D) Physics
Answer:
(D) Physics

Question 13.
A man whose job is to lead the prayer in a mosque is called as___________ .
(A) Sahi
(B) Imam
(C) Mazhab
(D) Shaikh
Answer:
(B) Imam

Question 14.
Prithvi is the name of a ________.
(A) satellite
(B) missile
(C) tank
(D) rocket launcher
Answer:
(B) missile

Question 15.
Dr Kalam passed away while he was delivering his speech at ________.
(A) Kohima
(B) Gangtok
(C) Shillong
(D) Chennai
Answer:
(C) Shillong

Subjective Questions With Answers

Question 1.
Who was Dr. APJ Abdul Kalam?
Answer:
Dr. APJ Abdul Kalam was one of the most distinguished scientists of India. As he was closely involved in India’s civilian space programme and military missile development efforts, he is popularly known as ‘ The Missile Man of India ’ .

Question 2.
Why is Dr Kalam known as ‘ The Missile Man of India?
Answer:
Dr Kalam was intimately involved in Inida’s civilian space programme and military missile developememt efforts.He took a leading role in the development of india’s missile and nuclear weapons programme.The programme led to the development of four missiles namely Prithivi, Trishul, Akash and Nag. The success of the programme made him extremely popular and he is lovingly called ‘ The Missile Man of India ’.

Question 3.
What impression of Dr Kalam’s family do you get from the text?
Answer:
Dr Abdul Kalam was bom on 15 October 1931 in a Tamil Muslim family at Rameswaram.His father was a boat owner and Imam of a local mosque.His mother, Ashiamma was housewife. Dr Kalam was the youngest of four brothers and one sister in his family.By his childhood, Kalam’s family had already become poor.

Question 4.
How did Dr Kalam’s father make his living?
Answer:
Dr Kalam’s father, Jainulabdeen was a boat owner and Imam of a local mosque.ln course of time he fell on hard times and lost his properties along with his ancestral home. He owned a boat that carried Hindu pilgrims back and forth between Rameswaram and Dhanushkodi. He was well able to support his family by his little earning.

Question 5.
What impression of Dr Kalam’s ancestors do you get from the text?
Answer:
Dr Kalam’s ancestors had been wealthy traders and land owners. But in course of time his family fell on hard times and lost their properties.They also lost their ancestral home.By his childhood, the family had already become poor. Kalam had to sell newspapers to supplement his family’s income.

Question 6.
How did Kalam start his primary education?
Answer:
Kalam started his primary education at Ramanathpuram.He had a science teacher named Sivasubramania Iyer. He was very kind, loving and affectionate. He always inspired Kalam to develop his skills in different subjects so that he could compete with highly educated people in big cities.

Question 7.
What happened to Kalam when he was invited for a meal in his science teacher’s house?
Answer:
Once Kalam was invited by his science teacher for a meal in his house. His wife disliked and refused to serve a Muslim boy like him. His teacher served Kalam while she watched them eat from behind the kitchen door. But Kalam’s behaviour, way of taking the meal and cleaning the floor changed her attitude. So, she changed her attitude when he was invited for second time. She welcomed him and served him food herself.

Question 8.
What does the writer say about Kalam’s secondary education?
Answer:
Kalam moved to Schwartz Higher Secondary’ School for his secondary education. In his school days he had average grades, but was considered a bright and hardworking student who had a strong desire to learn. He spent hours on studies and especially mathematics.

Question 9.
What did Dr Kalam do to fulfil his dream in life?
Answer:
Kalam’s dream in life was to become a pilot. In order to fulfil his deram, he applied for studying engineering at the prestigious and expensive college, Madras Institute of Technology. His kind-hearted elder sister mortgaged her gold ornaments for his admission fee and he managed to complete his aerospace engineering there in 1960.

Question 10.
Name the institutions where Dr Kalam got his education.
Answer:
Kalam completed his primary education at Ramanathapuram. Then he moved to Schwartz Higher Secondary School for his secondary education. After completing his studies there, he was admitted to Saint Joseph’s College where he graduated in physics. He studied aerospace engineering at the Madras Institute of Technology in 1960.

Question 11.
How did Kalam begin his career?
Answer:
Kalam began his career as trainee at the Hindustan Aeronautics Limited in Bangalore. Then he was appointed as a scientist at DRDO, the Defence Research Development Organisation. He also started his work in the Indian Space Research Organisation(ISRO) in 1969.He worked as the Project Director of India’s first Satellite Launch Vehicle(SLV-III) to develop the technology to launch satellites.

Question 12.
What made Kalam extremely popular in India?
Answer:
Kalam started his work in the Indian Space Research Organisation and the first Rohini satellite was launched into its orbit in 198Q. He took a leading role in the progress of India’s missiles and nuclear weapons programme.The success of India’s missile and nuclear weapons programme led to the development of Prithvi,Trishul,Akash and Nag missiles.The success of the programme made him extermely popular in the country.

Question 13.
What according to Dr Kalam, was ‘the defining moment’ in the history of India?
Answer:
Dr Kalam camped in Rajashan’s Thar Desert to supervise the Pokhran-II nuclear tests as the chief of DRDO. It was very hard to camp in the desert because the temperature was nearly 53 degree centrigrade. According to Dr kalam, the success of Pokhran-II nuclear tests was the defining moment or a very important point in time in the history of India.

Question 14.
What are Kalam’s contributions for India’s defence programme?
Answer:
Dr Kalam’s contributions for India’s defence programme are countless. He was the project director of India’s first Satellite Launch Vehicle and the first Rohini satellite was successfully launched into its orbit under his guidance. He was the chief of the Integrated Missile Development Programme of India. He took the leading role in missiles and nuclear weapons development programme of our country. He developed Prithvi, Trishul, Aksah and Nag missiles and also supervised the Pokhran-II nuclear tests.

The Missile Man of India Summary in English

Lead-In :
Goodness never goes unrewarded. Dr. Abdul Kalam was such a eminent and celebrated figure of India. His contribution, great devotion and achievements towards the country is ever memorized and we are proud for him. His dedicated activities in science made India supreme among all developing countries. So out of gratitude we call him “The Missile Man of India”. Although he is a lotus in the deep mud of poverty but made our country rich in science.

ନେତୃତ୍ୱ ନେବା :
ସୁଗୁଣ ସବୁବେଳେ ସମ୍ମାନିତ ହୁଏ ଏବଂ ଦେଶକୁ ଗର୍ବ ଆଣିଦିଏ । ଠିକ୍ ସେହିପରି, ଡ. ଅବଦୁଲ୍ କଲାମ୍ ଜଣେ ପ୍ରତିଭାସମ୍ପନ୍ନ ଏବଂ ସ୍ମରଣୀୟ ବ୍ୟକ୍ତିତ୍ଵ । ତାଙ୍କର ଦେଶପ୍ରୀତି ଏବଂ ବିଜ୍ଞାନକୁ ଦାନ, ଆମେ କେବେହେଲେ ଭୁଲିପାରିବୁ ନାହିଁ । ସେ ଦେଶର ଜଣେ ଅମର ସନ୍ତାନ । ସେ ଦେଶକୁ ଗର୍ବ ଆଣି ଦେଇଛନ୍ତି ଏବଂ ବିଜ୍ଞାନ କ୍ଷେତ୍ରରେ ସବୁ ଦେଶ ମଧ୍ୟରେ ପରିଚିତ କରାଇ ପାରିଛନ୍ତି । ସବୁବେଳେ ହୃଦୟରେ ସାଇତି ରହିଥ‌ିବୁ ।

The Text : (ଏହି ପାଠ୍ୟ:)
Paragraph – 1
Avul Fakir Jainulabdeen Abdul Kalam, better known as Dr. APJ Abdul Kalam, was one of the most distinguished scientists ofIndia. As he was intimately involved in India’s civilian space programme and military missile development efforts, he came to be known as “The Missile Man of India”. In 2002, he was elected as the 11th President ofIndia, and was widely referred to as the “People’s President.”

ଅନୁବାଦ :
ଅଭୁଲ ପକୀର ଜୈନୁଲାବ୍ଦିନ୍ ଅବୁଲ କଲାମ୍ ଯିଏକି ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ରୂପେ ବେଶୀ ପରିଚିତ, ଭାରତର ଖ୍ୟାତିସମ୍ପନ୍ନ ବୈଜ୍ଞାନିକମାନଙ୍କ ମଧ୍ୟରେ ଅନ୍ୟତମ ଥିଲେ । ଯେହେତୁ ସେ ଭାରତର ବେସାମରିକ ଅନ୍ତରୀକ୍ଷ କାର୍ଯ୍ୟକ୍ରମ ଓ ସାମରିକ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ ଉଦ୍ୟମ ସହ ନିବିଡ଼ ଭାବେ ସମ୍ପର୍କିତ ଥିଲେ, ତେଣୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ରୂପେ ପରିଚିତ ହେଲେ । ୨୦୦୨ ମସିହାରେ ସେ ଭାରତର ଏକାଦଶ ରାଷ୍ଟ୍ରପତି ରୂପେ ନିର୍ବାଚିତ ହୋଇଥିଲେ ଓ ‘ଲୋକମାନଙ୍କ ରାଷ୍ଟ୍ରପତି’ ରୂପେ ବେଶ୍ ଜନପ୍ରିୟ ଥିଲେ ।

Paragraph – 2
Dr Abdul Kalam was bom on 15th October 1931 in a Tamil Muslimfamily at Rameswaram in the state of Tamil Nadu. His father, Jainulabdeen was a boat owner and the Imam ofa local mosque. His motherAshiamma was a housewife. Hisfather ownedaferry that took Hindu pilgrims back andforth between Rameswaram and Dhanushkodi. Kalam was the youngest offour brothers and one sister in his family. His ancestors had been wealthy traders and land owners. But in course oftime thefamilyfell on hard times and lost theirproperties, even their ancestral home. By his early childhood, the family had already become poor; Kalam had to sell newspapers to supplement hisfamily’s income.

ଅନୁବାଦ :
ଡ. ଏପିଜେ ଅବ୍‌ଦୁଲ୍ କଲାମ୍ ୧୯୩୧ ମସିହା ଅକ୍ଟୋବର ମାସ ୧୫ ତାରିଖରେ ତାମିଲନାଡୁ ରାଜ୍ୟର ରାମେଶ୍ୱରମ୍ରେ ଏକ ତାମିଲ୍ ମୁସ୍‌ଲିମ୍ ପରିବାରରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କର ପିତା ଜୈନୁଲାବ୍ଦିନ୍ ଜଣେ ଡଙ୍ଗାର ମାଲିକ ଏବଂ ସ୍ଥାନୀୟ ମସ୍‌ଜିଦ୍‌ର ଇମାମ୍ ଥିଲେ । ତାଙ୍କ ମାତା ଆଶିଆମ୍ମା ଜଣେ ଗୃହିଣୀ ଥିଲେ । ତାଙ୍କ ପିତାଙ୍କର ଏକ ଯାତ୍ରାବାହୀ ଡଙ୍ଗା ଥିଲା ଯାହାକି ହିନ୍ଦୁ ତୀର୍ଥଯାତ୍ରୀମାନଙ୍କୁ ରାମେଶ୍ଵରମ୍ ଏବଂ ଧନୁଷୋଡ଼ି ମଧ୍ଯରେ ନେବାଆଣିବା କରୁଥିଲା । କଲାମ୍ ଚାରି ଭାଇ ଓ ଗୋଟିଏ ଭଉଣୀ ମଧ୍ୟରେ ସର୍ବକନିଷ୍ଠ ଥିଲେ । ତାଙ୍କ ପୂର୍ବଜମାନେ ଧନୀ ବ୍ୟବସାୟୀ ଓ ଜମିମାଲିକ ଥିଲେ । କିନ୍ତୁ ସମୟକ୍ରମେ ପରିବାର ଦୁର୍ଦ୍ଦିନ ମଧ୍ୟରେ ଗତିକଲା ଏବଂ ସେମାନଙ୍କର ସମସ୍ତ ସମ୍ପତ୍ତି ଏପରିକି ପୈତୃକ ଘର ମଧ୍ୟ ହରାଇ ବସିଲା । ତାଙ୍କ ଆଦ୍ୟ ବାଲ୍ୟାବସ୍ଥାବେଳକୁ ପରିବାର ଗରିବ ହୋଇ ଯାଇଥିଲା । କଲାମ୍‌ଙ୍କୁ ପାରିବାରିକ ରୋଜଗାରରେ ସହଯୋଗ ନିମନ୍ତେ ଖବରକାଗଜ ବିକ୍ରୟ କରିବାକୁ ପଡ଼ିଥିଲା ।

Paragraph – 3
Kalam started his elementary education at Ramanathpuram. He had a science teacher named Sivasubramania Iyer who was very loving and affectionate. He always inspired Kalam to develop his skills so that he could compete with highly educated people in big cities. Once he invited the boy home for a meal, which his wife disliked and refused to serve a Muslim child like him. His teacher himselfserved Kalam while she watched them eatfrom behind the kitchen door. But his behaviour, way of taking the meal and cleaning thefloor changed her attitude. When the teacher invited Kalamfor the second time, his wife welcomed him and served himfood herself

ଅନୁବାଦ :
କଲାମ୍ ତାଙ୍କର ବାଲ୍ୟଶିକ୍ଷା ରମାନାଥପୁରମ୍ଭରେ ଆରମ୍ଭ କରିଥିଲେ । କଲାମ୍‌ଙ୍କର ଶିବସୁବ୍ରମଣ୍ୟ ଆୟାର ନାମକ ଜଣେ ବିଜ୍ଞାନ ଶିକ୍ଷକ ଥିଲେ ଯିଏକି ଖୁବ୍ ଶ୍ରଦ୍ଧାଶୀଳ ଓ ସ୍ନେହୀ ଥିଲେ । କଲାମଙ୍କ ଦକ୍ଷତାର ବିକାଶ ପାଇଁ ସେ ସର୍ବଦା ପ୍ରେରଣା ଦେଉଥିଲେ ଯେପରିକି ସେ ବଡ଼ ବଡ଼ ସହରର ଉଚ୍ଚ ଶିକ୍ଷିତ ଲୋକମାନଙ୍କ ସହ ପ୍ରତିଯୋଗିତା କରିପାରିବେ । ଥରେ ସେ ତାଙ୍କୁ ତାଙ୍କ ଘରକୁ ଭୋଜନ କରିବାକୁ ନିମନ୍ତ୍ରଣ କରିଥିଲେ, ଯାହାକୁ ତାଙ୍କ ପତ୍ନୀ ନାପସନ୍ଦ କରିଥିଲେ ଏବଂ ତାଙ୍କ ଭଳି ଜଣେ ମୁସଲମାନ୍ ପିଲାକୁ ଖାଦ୍ୟ ପରିବେଷଣ କରିବାକୁ ମନା କରି ଦେଇଥିଲେ । ତାଙ୍କ ଶିକ୍ଷକ କଲାଙ୍କୁ ଖାଦ୍ୟ ପରଷି ଦେଲେ ଯେତେବେଳେ କି ସେ (ଶିକ୍ଷକଙ୍କ ପତ୍ନୀ) ରୋଷେଇ ଘର ଦ୍ଵାର ପଛପଟୁ ସେମାନଙ୍କ ଖାଇବା ଦେଖୁଥିଲେ । କିନ୍ତୁ ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ବ୍ୟବହାର, ଖାଦ୍ୟ ଖାଇବା ଓ ଚଟାଣକୁ ପରିଷ୍କାର କରିବା ଢଙ୍ଗ ତାଙ୍କ ମନୋବୃତ୍ତିକୁ ବଦଳାଇ ଦେଲା । ଯେତେବେଳେ ଶିକ୍ଷକ କଲାମଙ୍କୁ ଦ୍ୱିତୀୟ ବାର ନିମନ୍ତ୍ରଣ କଲେ ସେ (ତାଙ୍କ ପତ୍ନୀ) ତାଙ୍କୁ (କଲାମ୍‌ଙ୍କୁ) ସ୍ବାଗତ କଲେ ଏବଂ ନିଜେ ଖାଦ୍ୟ ପରଷି ଦେଲେ ।

Paragraph – 4
Kalam then moved to the Schwartz Higher Secondary Schoolfor his secondary education.In his school years, he had average grades but was considered a bright and hardworking student, who had a strong desire to learn. He spent hours on his studies, especially mathematics. After completing his studies here, Kalam was admitted to Saint Joseph’s College. Tiruchirappalli where he graduated in physics in 1954. His dream in life was to become a pilot. So he applied for studying engineering at the Madras Institute of Technology. He was selected, but education at such a prestigious institution was not so easy. It was an expensive affair. Around a thousand rupees was required to pay towards the coursefee. Asim Zohra, his compassionate eleder sister, came to his help. She mortgaged her gold ornamentsfor his admission fee. And he completed his aerospace engineering in 1960.

ଅନୁବାଦ :
ପରେ କଲାମ୍ ତାଙ୍କ ମାଧ୍ୟମିକ ଶିକ୍ଷା ପାଇଁ ସ୍ପାର୍କ ମାଧ୍ୟମିକ ବିଦ୍ୟାଳୟକୁ କଲେ । ତାଙ୍କ ବିଦ୍ୟାଳୟ ବର୍ଷଗୁଡ଼ିକରେ, ସେ ସାଧାରଣ ଗ୍ରେଡ଼ର ଥିଲେ, କିନ୍ତୁ ଜଣେ ଉଜ୍ଜ୍ଵଳ ଭବିଷ୍ୟତସମ୍ପନ୍ନ କଠିନ ପରିଶ୍ରମୀ ଛାତ୍ର ଭାବେ ବିବେଚିତ ହେଉଥିଲେ ଯାହାଙ୍କର କି ଶିଖୁବା ପାଇଁ ପ୍ରବଳ ଇଚ୍ଛା ଥିଲା । ସେ ପଢ଼ାପଢ଼ିରେ ବିଶେଷ ଭାବେ ଗଣିତ ପଢ଼ାରେ ଘଣ୍ଟା ଘଣ୍ଟା ବିତାଉଥିଲେ । ସେଠାରେ ଶିକ୍ଷା ସମାପ୍ତି ପରେ କଲାମ୍ ସେଣ୍ଟ ଜେସେଫ୍ କଲେଜ, ତିରୁଚିରାପଲ୍ଲୀରେ ନାମ ଲେଖାଇଲେ ଯେଉଁଠାରେ କି ସେ ୧୯୫୪ ମସିହାରେ ପଦାର୍ଥ ବିଦ୍ୟାନରେ ସ୍ନାତକ ଡିଗ୍ରୀ ପ୍ରାପ୍ତ ହୋଇଥିଲେ । ଜଣେ ନାବିକ ହେବା ତାଙ୍କ ଜୀବନର ସ୍ଵପ୍ନ ଥିଲା, ତେଣୁ ସେ ମାଡ୍ରାସ୍ ଇନ୍‌ଷ୍ଟିଚ୍ୟୁଟ୍ ଅଫ୍ ଟେକ୍ନୋଲୋଜିରେ ପଢ଼ିବାପାଇଁ ଆବଦେନ କଲେ । ସେ ଯୋଗ୍ୟ ବିବେଚିତ ହେଲେ, ମାତ୍ର ଏପରି ମର୍ଯ୍ୟାଦାସମ୍ପନ୍ନ ଅନୁଷ୍ଠାନରେ ଅଧ୍ୟୟନ ଏତେ ସହଜ ବ୍ୟାପାର ନ ଥିଲା । ଏହା ଏକ ବ୍ୟୟବହୁଳ ବ୍ୟାପାର ଥିଲା । ପାଠ୍ୟକ୍ରମ ପାଉଣା ବାବଦରେ ହାରାହାରି ଏକ ହଜାର ଟଙ୍କା ପୈଠ କରିବା ଆବଶ୍ୟକ ଥିଲା । ତାଙ୍କର ସହୃଦୟା ବଡ଼ ଭଉଣୀ ଅସୀମ୍ ଜୋହରା ତାଙ୍କୁ ସାହାଯ୍ୟ କଲେ । ତାଙ୍କ (କଲାମ୍‌ଙ୍କ) ନାମଲେଖା ପାଇଁ ସେ (ତାଙ୍କ ଭଉଣୀ) ନିଜର ସ୍ବର୍ଣ୍ଣ ଅଳଙ୍କାରଗୁଡ଼ିକୁ ବନ୍ଧକ ରଖିଲେ । ସେ ୧୯୬୦ରେ ତାଙ୍କର ଏରୋସ୍ପେସ୍ ଇଞ୍ଜିନିୟରିଂ ଶିକ୍ଷା ସମାପ୍ତ କଲେ ।

Paragraph – 5
Kalam began his careeras a trainee at the Hindustan Aeronautics Limited (HAL) in Bangalore (now called Bengaluru). Then he joined the Defence Research Development Organisation (DRDO) as a scientist. In 1969, he was transferred to the Indian Space Research Organisation (ISRO), where he worked as the Project Director ofIndia’s first Satellite Launch Vehicle (SLV-III). The purpose of the SLV was to develop the technology to launch satellites. It was under Dr. Kalam’s direct guidance and supervision that thefirst Rohini satellite was successfully launched into the orbit in 1980.

ଅନୁବାଦ :
କଲାମ୍ ବାଙ୍ଗାଲୋର (ଏବେ ବେଙ୍ଗାଲୁରୁ)ର ହିନ୍ଦୁସ୍ଥାନ ଏରୋନଟିକ୍ସ ଲିମିଟେଡ଼ (ହାଲ)ରେ ଜଣେ ଶିକ୍ଷା ନବୀଶ ଭାବେ
(ଡି.ଆର୍.ଡି.ଓ.)ରେ ଯୋଗ ଦେଲେ । ୧୯୬୯ ମସିହାରେ ସେ ଇଣ୍ଡିଆନ୍ ସ୍ପେସ୍ ରିସର୍ଚ୍ଚ ଅର୍ଗାନାଇଜେସନ୍ (ଇସ୍ରୋ)କୁ ବଦଳି ହୋଇଗଲେ, ଯେଉଁଠାରେ କି ଭାରତର ପ୍ରଥମ ଉପଗ୍ରହ ଉଦକ୍ଷେପଣ ଯାନ (ଏସ୍ଏଲ୍‌ଭି-୩ୟ)ର ପ୍ରୋଜେକ୍ଟ ଡାଇରେକ୍ଟର ଭାବେ କାମ କଲେ । ଉପଗ୍ରହ ଉତ୍‌କ୍ଷେପଣ ଯାନର ଉଦ୍ଦେଶ୍ୟ ଥିଲା ଉପଗ୍ରହ ଉତକ୍ଷେପଣ କୌଶଳ ବିକାଶିତ କରିବା । ୧୯୮୦ ମସିହାରେ କଲାମ୍ଙ୍କର ପ୍ରତ୍ୟକ୍ଷ ତତ୍ତ୍ୱାବଧାନ ଓ ପରିଚାଳନାରେ ପ୍ରଥମ ରୋହିଣୀ ଉପଗ୍ରହ ନିଜର କକ୍ଷପଥରେ ସଫଳ ଭାବେ ଅବସ୍ଥାପିତ ହୋଇପାରିଥିଲା ।

Paragraph – 6
After spending nineteen fruitful years in the ISRO, Kalam returned to the DRDO to head the country’s Integrated Missile Development Programme (IGMDP). Here he took a leading role in the development of India’s missiles and nuclear weapons programme. The programme was very successful; it led to the development offour missiles namely Prithvi, Trishul, Akash and Nag. The success ofthe programme made him extremely popular in the country. Hereafter, he was popularly called “The Missile Man of India. ”

ଅନୁବାଦ :
ଇସ୍ରୋରେ ସଫଳତାପୂର୍ବକ ୯ ବର୍ଷ ବିତାଇବା ପରେ କଲାମ୍ ଡି.ଆର୍.ଡି.ଓ.କୁ ଦେଶର ସମନ୍ବିତ କ୍ଷେପଣାସ୍ତ୍ର ବିକାଶ କାର୍ଯ୍ୟକ୍ରମ
ସେ ମୁଖ୍ୟ ଭୂମିକା ନିର୍ବାହ କରିଥିଲେ । କାର୍ଯ୍ୟକ୍ରମଟି ଖୁବ୍ ସଫଳତା ଲାଭ କଲା : ଏହା ଚାରିଗୋଟି କ୍ଷେପଣାସ୍ତ୍ର ଯଥା – ପୃଥ୍ବୀ, ତ୍ରିଶୂଳ, ଆକାଶ ଓ ନାଗକୁ ବିକଶିତ କରିଥିଲା । ଏହି କାର୍ଯ୍ୟକ୍ରମର ସଫଳତା ତାଙ୍କୁ ସମଗ୍ର ଦେଶରେ ଅତୀବ ଜନପ୍ରିୟ କରିଥିଲା । ଏହା ପରଠାରୁ ସେ ‘ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ’ ନାମରେ ପରିଚିତ ହେଲେ ।

Paragraph – 7
In 1998, as the chiefof the DRDO, Dr Kalam supervised the Pokhran-II nuclear testsfor yvhich he had camped in Rajasthan’s TharDesertforoverafortnight. The test was hugely successful. According to Dr Kalam, it was a “defining moment” in the history ofour country. Some years after the test “The Missile Man of India” recollected: “Today, I remember the hot day of 1998 at Pokhran: 53°C. When most ofthe world was sleeping, India’s nuclear era emerged. ”

ଅନୁବାଦ :
୧୯୯୮ ମସିହାରେ ଡି.ଆର୍.ଡି.ଓ.ର ମୁଖ୍ୟ ଭାବେ ଡ. କଲାମ୍ ପୋଖରାନ୍-୨ୟ ପରମାଣୁ ପରୀକ୍ଷଣର ତତ୍ତ୍ଵାବଧାନ କରିଥିଲେ ଯେଉଁଥିପାଇଁ ତାଙ୍କୁ ରାଜସ୍ଥାନର ଥର୍ ମରୁଭୂମିରେ ଗୋଟିଏ ପକ୍ଷ (୧୫ ଦିନ) ଅସ୍ଥାୟୀ ଭାବେ ରହିବାକୁ ପଡ଼ିଥିଲା । ଡ. କଲାମ୍‌ଙ୍କ ମତରେ ସେହି ସମୟ ଦେଶର ଇତିହାସରେ ଏକ ଘଡ଼ିସନ୍ଧି ମୁହୂର୍ତ୍ତ ଥିଲା । ପରୀକ୍ଷଣର କେତେ ବର୍ଷ ପରେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ସ୍ମରଣ କରିଥିଲେ – ‘ପୋଖରାନ୍‌ରେ ୧୯୯୮ ମସିହାର ଗରମ ଦିନ, ୫୩° ସେ. ତାପମାତ୍ରା କଥା ଆଜି ମୁଁ ମନେ ପକାଉଛି । ଯେତେବେଳେ ବିଶ୍ବର ଅଧିକାଂଶ ଭାଗ ତନ୍ଦ୍ରାଗ୍ରସ୍ତ ଥିଲା, ଭାରତର ପାରମାଣବିକ ଯୁଗ ଆରମ୍ଭ ହେଲା ।’’

Paragraph – 8
Dr Kalam was appointed as the Chief Scientific Adviser to the Prime Minister and the Secretary of Defence Research and Development Organisation from July 1992 to December 1999. For his greatest contribution to the field of space, defence and nuclear technology, this eminent scientist was honoured with the Padma Bhusan in 1981, the Padma Vibhushan in 1990 and the nation’s highest civilian honour, the Bharat Ratna in 1997 by the Government of India.

ଅନୁବାଦ :
କଲାମ୍ ୧୯୯୨ ମସିହା ଜୁଲାଇରୁ ୧୯୯୯ ମସିହା ଡିସେମ୍ବର ପର୍ଯ୍ୟନ୍ତ ପ୍ରଧାନମନ୍ତ୍ରୀଙ୍କର ବିଜ୍ଞାନ ବିଷୟକ ମୁଖ୍ୟ ଉପଦେଷ୍ଟା ଓ ଡି.ଆର୍.ଡି.ଓ.ର ସମ୍ପାଦକ ଭାବେ ନିଯୁକ୍ତି ପାଇଥିଲେ । ଅନ୍ତରୀକ୍ଷ, ପ୍ରତିରକ୍ଷା, ପାରମାଣବିକ ବୈଷୟିକ ବିଦ୍ୟା କ୍ଷେତ୍ରରେ ତାଙ୍କର ପ୍ରମୁଖ ଅବଦାନ ପାଇଁ ସେ ଭାରତ ସରକାରଙ୍କଦ୍ଵାରା ୧୯୮୧ ମସିହାରେ ପଦ୍ମଭୂଷଣ, ୧୯୯୦ ମସିହାରେ ପଦ୍ମବିଭୂଷଣ ଓ ୧୯୯୦ ମସିହାରେ ଦେଶର ସର୍ବୋଚ୍ଚ ବେସାମରିକ ସମ୍ମାନ ଭାରତ ରତ୍ନରେ ସମ୍ମାନିତ ହୋଇଥିଲେ ।

Paragraph – 9
It was 27th July 2015. Dr Kalam was delivering a lecture in Shillong. During the course of his lecture, he collapsed. He was immediately taken to a hospital. He had suffered a massive cardiac arrest. His death was a great loss for our country. Dr APJ Abdul Kalam will be ever remembered for his dedication, devotion and selfless service to the nation, particularly as “The Missile Man of India. ”

ଅନୁବାଦ :
୨୦୧୫ ମସିହା ଜୁଲାଇ ୨୭ ତାରିଖ ଦିନ ଡକ୍ଟର କଲାମ୍ ଶିଲଂଠାରେ ଅଭିଭାଷଣ ଦେଉଥିଲେ । ଅଭିଭାଷଣ ଦେବା ସମୟରେ ସେ ଚେତାଶୂନ୍ୟ ହୋଇଗଲେ । ତୁରନ୍ତ ତାଙ୍କୁ ଚିକିତ୍ସାଳୟକୁ ନିଆଗଲା । ସେ ଗୁରୁତର ହୃଦଯନ୍ତ୍ର ଅଚଳାବସ୍ଥାରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ତାଙ୍କର ମୃତ୍ୟୁ ଆମ ଦେଶ ପାଇଁ ଅପୂରଣୀୟ କ୍ଷତି ଥିଲା । ତାଙ୍କର ତ୍ୟାଗ, ନିଷ୍ଠା ଏବଂ ଦେଶ ନିମନ୍ତେ ନିସ୍ୱାର୍ଥ ସେବା ବିଶେଷ ଭାବେ ଭାରତର କ୍ଷେପଣାସ୍ତ୍ର ମାନବ ରୂପେ ଡକ୍ଟର ଏପିଜେ ଅବଦୁଲ୍ କଲାମ୍ ଚିରସ୍ମରଣୀୟ ହୋଇ ରହିବେ ।

Notes And Glossary:

scientist – an expert in science – ବୈଜ୍ଞାନିକ
distinguished – admired by people – ଭିନ୍ନ ପ୍ରଶଂସିତ They are rushing to meet the distinguished tourists.
intimately – closely – ଅନ୍ତରଙ୍ଗ ଭାବରେ
involved – concerned – ଚିନ୍ତିତ
civilian – not related to arm force – ସାଧାରଣ ନାଗରିକ The soldiers are trying to avoid bombing civilians
space – empty area in the sky – ଆକାଶରେ ଖାଲି ସ୍ଥାନ
missile – a weapon that sent through air – କ୍ଷେପଣାସ୍ତ୍ର
Imam – a religious man who leads the prayer in a mosque – ଜଣେ ଧାର୍ମିକ ବ୍ୟକ୍ତି ଯିଏ ମସଜିଦରେ ପ୍ରାର୍ଥନା କରନ୍ତି
mosque – a building where Muslims worship – ମସଜିଦ
ferry – a boat that carries people – ଲୋକମାନଙ୍କୁ ନେଇ ଯାଉଥିବା ଏକ ଡଙ୍ଗା
pilgrim – who travels to a holy place – ତୀର୍ଥଯାତ୍ରୀ
ancestor – who lived in the family a long time ago – ପୂର୍ବଜ
trader – a person who buys and sells – ବ୍ୟବସାୟୀ
supplement – to add something to something to improve – ସପ୍ଲିମେଣ୍ଟ
elementary education – primary education – ପ୍ରାଥମିକ ଶିକ୍ଷା
affectionate – loving – ସ୍ନେହୀ My mother is very affectionate
inspire – encourage – ଉତ୍ସାହିତ କର Our teachers inspire confidence in students.
dedication – the hard work for a definite purpose – ନିଶ୍ଚିତ ଉଦ୍ଦେଶ୍ୟ
devotion – great love and care –
skill – ability – ଦକ୍ଷତା
refuse – deny – ମନା
attitude – the way you think and feel – ମନୋଭାବ
prestigious – admired – ସମ୍ମାନଜନକ
expensive affair – causes of a lot of money to be spent – ମହଙ୍ଗା ବ୍ୟାପାର
compassionate – kind hearted – ଦୟାଳୁ
mortgage – to give some goods to someone for lending money – ବନ୍ଧକ
launch – to start an activity – ଉନ୍ମୋଚନ
camped – to stay in a camp or a temporary building – ଛାଉଣି
desert – a large landmass having very little water or plants – ମରୁଭୂମି
hugel – very much – ହୁଗେଲ୍
defining moment – at exact time at which something happened – ମୁହୂର୍ତ୍ତକୁ ବ୍ୟାଖ୍ୟା କରେ
recollected – remembered – ସ୍ମରଣ
era – an important period of time in history- ଯୁଗ Her candidacy marked a new era for the party.
emerged – came out – ଉଭା ହେଲା
eminent – very famous- ବହୁତ ପ୍ରସିଦ୍ଧ Eminent students are important and respected.
collapsed – became senseless – ଭୁଶୁଡି ପଡିଲା
massive – very serious – ବହୁତ ଗମ୍ଭୀର
cardiac arrest – stopping of heart – ହୃଦୟ ବନ୍ଦ
average – a usual level – ହାରାହାରି
supervised – observed a task – ତଦାରଖ
defining – giving the exact meaning – ପରିଭାଷା

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

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

BSE Odisha 9th Class English Chapter 1 The Trunk of Ganesh 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.

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.

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.

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.

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 ।

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.

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.

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.

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.

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.

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.

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

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

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

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

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

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

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

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

BSE Odisha 9th Class English Chapter 3 The First Step 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.

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

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.

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?”

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.

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.

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.

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.

Answer: (ଉତ୍ତର)

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.

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

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

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

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

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 4 The Magic Flute Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 4 The Magic Flute

BSE Odisha 9th Class English Chapter 4 The Magic Flute Questions and Answers

Introduction:

The flute is a traditional musical instrument. The music played on a flute is quite musical. People enjoy listening to its music. It fills our souls with joy. It appeals to our hearts. It rouses various feelings and sentiments in us. Basically, it purifies man’s soul and gives him/her divine pleasure. Of course, the instrument itself can’t be magical but its music or tune can be magical. Its tune can win the heart of others. Here is a story of a boy named Sukumar who played the flute and could win the love of others. Let’s know what made him play the flute and the magic it produced.

Notes:
soul – ଆତ୍ମା , appeal – ଆବେଦନ , rouse — ଜାଗ୍ରତ କରିବା, various — ବିବିଧ , music — ସଙ୍ଗୀତ, sentiment — ଅନୁଭବ, divine — ଦିବ୍ୟ, instrument — ଉପକରଣ, heart — ହୃତ୍ପିଣ୍ଡ , feelings — ଭାବନା, basically — ମୂଳତଃ, pleasure — ଆନନ୍ଦ, tune — ସ୍ୱର , win — ଜିତିବା

ବିଷୟ ସୂଚନା :
ବଂଶୀ ଏକ ପାରମ୍ପରିକ ବାଦ୍ୟଯନ୍ତ୍ର । ଏହାର ସ୍ଵର ଏକ ସଙ୍ଗୀତମୟ ଭାବଧାରା ସୃଷ୍ଟି କରେ । ଲୋକମାନେ ଏହାର ସଙ୍ଗୀତ ସ୍ୱରକୁ ଶୁଣି ବହୁତ ଆନନ୍ଦ ଉପଭୋଗ କରନ୍ତି । ଏହା ଆମର ହୃଦୟ ତଥା ଆତ୍ମାକୁ ସ୍ପର୍ଶ କରେ । ବଂଶୀର ସ୍ଵର ଆମ ମନ ମଧ୍ୟରେ ବିଭିନ୍ନ ଭାବନା ଓ ଭାବାବେଗ ଭରିଦିଏ । ଏହା ମଣିଷର ଆତ୍ମାକୁ ଶୁଦ୍ଧ କରି ତାକୁ ସ୍ବାର୍ଗୀୟ ଆନନ୍ଦ ପ୍ରଦାନ କରେ । ଅବଶ୍ୟ ବାଦ୍ୟଯନ୍ତ୍ରର କୌଣସି ନିଜସ୍ବ କୁହୁକ ଶକ୍ତି ନ ଥାଏ, କିନ୍ତୁ ଏହାର ସୁମଧୁର ସ୍ୱରରେ କୁହୁକ ଶକ୍ତି ରହିଥାଏ । ଏହାର ମଧୁର ସ୍ୱର ଅନ୍ୟମାନଙ୍କ ହୃଦୟକୁ ଜୟ କରିଥାଏ । ଏହି ଗଳ୍ପଟି ଏକ ବାଳକ ସୁକୁମାର ସମ୍ପର୍କରେ ଯିଏ କି ବଂଶୀବାଦନ କରି ଅନ୍ୟମାନଙ୍କର ହୃଦୟକୁ ଜୟ କରିପାରିଥିଲା । ଏବେ ଆସ ଆମେ ଜାଣିବା ଯେ କ’ଣ ତାକୁ ବଂଶୀ ବଜାଇବାକୁ ବାଧ୍ୟ କରିଥିଲା ଏବଂ ଏହାର ସ୍ଵର କିପରି କୁହୁକ ପରି ଆକର୍ଷଣ ସୃଷ୍ଟି କରିଥିଲା ।

Summary – 1

Once, there was an orphan named Sukumar. He was an eleven-year-old boy. His father had made a flute for him and taught him how to play it. One day, Sukumar came to a village at sun set with the hope to find shelter for the night. He took out his flute and started playing it. In the meantime, the village headman’s wife, a middle-aged woman had reached there. She was carrying a heavy load of grass. She felt in her heart that the boy was calling her with the tune of his flute. She was enchanted by the music of the flute. Sukumar and the woman looked at each other. It seemed to both of them that they had known each other. She liked the boy too much. She thought him to be his own son and took him to her house. The boy followed her silently.

Note:
sun set – ସୂର୍ୟ୍ୟ ସେଟ, hope — ଆଶା , shelter — ଆଶ୍ରୟସ୍ଥଳୀ middle-aged — ମଝିଆ ବୟସର, enchant — ମନ୍ତ୍ରମୁଗ୍ଧ କରିବା, a heavy load of grass — ଭାରି ଘାସ ବୋଝେଇ

ବିଷୟ ସୂଚନା :
ଏକଦା ସୁକୁମାର ନାମକ ପିତୃମାତୃହୀନ ବାଳକଟିଏ ଥିଲା । ତା’ର ବୟସ ୧୧ ବର୍ଷ ଥିଲା । ତା’ ବାପା ତା’ ପାଇଁ ଗୋଟିଏ ବଂଶୀ ତିଆରି କରି ଦେଇଥିଲେ ଏବଂ ଏହାକୁ କିପରି ବଜାଇବାକୁ ହୁଏ ଶିଖାଇ ଦେଇଥିଲେ । ଦିନେ ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସେହି ବାଳକ ସୁକୁମାର ରାତିକ ପାଇଁ ଆଶ୍ରୟ ପାଇବା ଆଶାରେ ଗୋଟିଏ ଗାଆଁକୁ ଆସିଲା । ସେ ତା’ର ବଂଶୀ ବାହାର କରି ବଜାଇବା ଆରମ୍ଭ କଲା । ସେହି ସମୟରେ ଜଣେ ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀ ଲୋକ ସେଠାରେ ପହଞ୍ଚିଲେ । ସେହି ସ୍ତ୍ରୀଲୋକର ମୁଣ୍ଡରେ ଏକ ଓଜନିଆ ଘାସ ବୋଝେଇ ଟୋକେଇ ଥିଲା । ପିଲାଟି ତା’ର ବଂଶୀ ସ୍ଵରଦ୍ଵାରା ତାଙ୍କୁ ଡାକୁଛି ବୋଲି ସ୍ତ୍ରୀଲୋକଟି ଅନୁଭବ ଏକ ଓଜନିଆ ଘାସ ବୋଝେଇ ଟୋକେଇ ଥିଲା । ପିଲାଟି ତା’ର ବଂଶୀ ସ୍ଵରଦ୍ଵାରା ତାଙ୍କୁ ଡାକୁଛ ବୋଲ ସ୍ତ୍ରୀଲୋକଟ ଅନୁଭବ ଜାଣିଥିଲା ପରି ଉଭୟ ଅନୁଭବ କରୁଥିଲେ । ସେ ବାଳକଟିକୁ ଖୁବ୍ ସ୍ନେହ କଲା । ସେ ତାକୁ ନିଜ ପୁଅଭଳି ଭାବିଲା ଓ ତା’ ଘରକୁ ନେଇଗଲା । ବାଳକଟି ନୀରବରେ ତାଙ୍କ ପଛେ ପଛେ ଗଲା ।

The Text : ପାଠ୍ୟଚିଷୟ
Paragraphwise Analysis

Text – 1
The sun was setting as Sukumar walked up the dirt path and into the small village. He was a boy of about eleven or so. In the distance lay the majestic Himalayas. Sukumar was alone and knew no one in the village, but he hoped to find someone who would put him up for the night. In the distance, a girl was calling her mother, and he was reminded of his own mother, who was dead. He was filled with memories of her and took out his flute to play. As he stood there playing, a middle-aged woman carrying a heavy load of grass on her back came up the path behind him. She was the wife of the village headman. She stopped and listened silently to the boy‘s tune. Sensing her presence, Sukumar looked at her. When their eyes met, it seemed to both of them that they had always known each other.

ଅନୁବାଦ :
ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସୁକୁମାର ଏକ ମାଟି ରାସ୍ତାରେ ଏକ ଛୋଟ ଗାଁ ଭିତରକୁ ଯାଉଥିଲା । ସେ ପ୍ରାୟ ଏଗାର ବର୍ଷ ବୟସର ଏକ ବାଳକ ଥିଲା । ଅଳ୍ପ ଦୂରରେ ବିଶାଳ ହିମାଳୟ ଦଣ୍ଡାୟମାନ ଥିଲା । ସୁକୁମାର ଏକୁଟିଆ ଥିଲା ଏବଂ ଗାଁରେ କୌଣସି ଲୋକକୁ ଜାଣିନଥିଲା; କିନ୍ତୁ ସେ ଏପରି ଜଣେ ଲୋକକୁ ପାଇବାକୁ ଆଶା ରଖୁଲା ଯିଏକି ତାକୁ ରାତିକ ପାଇଁ ରହିବାକୁ ସୁଯୋଗ ଦେବ । କିଛି ଦୂରରେ ଏକ ଝିଅ ତା’ର ମା’ଙ୍କୁ ଡାକୁଥୁଲା ଏବଂ ସୁକୁମାରର ନିଜ ମାଆଙ୍କର କଥା ମନେ ପଡ଼ିଗଲା, ଯେ କି ମୃତା । ତା’ର ମାଆଙ୍କ ସ୍ମୃତିରେ ମନ ପୂରି ଉଠିଲା ଓ ବଂଶୀଟିକୁ ବଜାଇବାକୁ ବାହାର କଲା । ସେ ଠିଆ ହୋଇ ବଂଶୀ ବଜାଉଥ‌ିବା ସମୟରେ ପିଠିରେ ଘାସର ଏକ ବଡ଼ ବୋଝ ଧରିଥିବା ଜଣେ ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକ ତା’ ପଛ ପାଖ ରାସ୍ତାରେ ଆସିଲେ । ସେ ଗାଁ ମୁଖୁଙ୍କର ସ୍ତ୍ରୀ ଥିଲେ। ସେ ଠିଆ ହୋଇଗଲେ ଏବଂ ବାଳକର ବଂଶୀସ୍ଵରକୁ ନୀରବରେ ଶୁଣିଲେ । ତାଙ୍କର (ସ୍ତ୍ରୀଲୋକର) ଉପସ୍ଥିତି ଜାଣିପାରି, ସୁକୁମାର ତାଙ୍କୁ ଚାହିଁଲେ । ଯେତେବେଳେ ସେମାନଙ୍କ ପରସ୍ପର ଆଖ୍ ମିଶିଗଲା, ଉଭୟଙ୍କୁ ଜଣାପଡ଼ିଲା ଯେ, ସେମାନେ ଆଗରୁ ପରସ୍ପରକୁ ଜାଣିଥିଲେ ।

Text-2

The woman asked, “My son, where are you going ?“ “I’m a stranger here, mother, looking for a place to spend the night,” he replied. “come with me, my son,” she said. “That’s your sister calling me. When I heard your flute, 1 felt in my heart that you too were calling me with your tune. Come along, we must go home.” Tucking away his flute, the boy followed the woman to her house.

ଅନୁବାଦ :
ସ୍ତ୍ରୀଲୋକଟି ପଚାରିଲା, ‘ପୁଅ, ତୁ କେଉଁଆଡ଼କୁ ଯାଉଛୁ ?”’
ସେ (ସୁକୁମାର) ଉତ୍ତର ଦେଲା, ‘ମାଆ, ଏଠାରେ ମୁଁ ଜଣେ ଅପରିଚିତ, ରାତିଟି କଟାଇବାକୁ ଏକ ଜାଗା ଖୋଜୁଛି ।’’ ସେ (ସ୍ତ୍ରୀଲୋକଟି) କହିଲା, ‘‘ପୁଅ, ମୋ ସହିତ ଆସ, ସେଠାରେ ତୁମର ଭଉଣୀ ମୋତେ ଡାକୁଛି । ଯେତେବେଳେ ମୁଁ ତୋର ବଂଶୀ ଶୁଣିଲି, ମୁଁ ମୋ ହୃଦୟରେ ଅନୁଭବ କଲି ଯେ ତୁ ମଧ୍ୟ ମୋତେ ତୋ ବଂଶୀସ୍ବରରେ ଡାକୁଥିଲୁ । ମୋ ସହିତ ଆ, ଆମେ ନିଶ୍ଚୟ ଆମ ଘରକୁ ଯିବା ।”’
ନିଜ ବଂଶୀଟିକୁ ସାଇତି ରଖ୍, ବାଳକଟି ସ୍ତ୍ରୀଲୋକ ପଛରେ ତା’ର ଘରକୁ ଗଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
dirt path – soil path – ମୃତ୍ତିକା ପଥ
lay – to cause to lie, to place – ମିଛ କହିବା ପାଇଁ, ସ୍ଥାନ ଦେବା ପାଇଁ
set out – begin the journey – ଯାତ୍ରା କରିବାକୁ
majestic – beautiful, impressive – ସୁନ୍ଦର
put up – be lodged – ଏକତ୍ର ମିଶାନ୍ତୁ
remind – to cause to remember – ମନେ ପକାଇବା
memories – reminiscences – ସ୍ମୃ ତିସବୁ One gets lost in childhood memories.
flute – ବଂଶୀ
gaze (y) – look fixedly – ସ୍ଥିର ଭାବରେ ଦେଖନ୍ତୁ
sensing – guessing – ଜାଣିପାରି
stranger – person new to a panicular place ଅପରିଚିତ
nod – ମୁଣ୍ଡ ନୁଆଁଇବା
tune – ସ୍ୱର
tuck away – to hide something – ଦୂରକୁ ଟାଣିନେବା
follow – go after – ଅନୁସରଣ କରିବା
beyond – over there – ବାହାରେ
although – even though – ଯଦିଓ

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

Question 1.
What was the name of the boy? Why was he going to the village?
(ବାଳକଟିର ନାମ କ’ଣ ଥୁଲା ? ସେ କାହିଁକି ଗାଁଟିକୁ ଯାଉଥିଲା ?)
Answer:
The name of the boy was Sukumar. He was going to the village to find some shelter for the night as he had already left his home.

Question 2.
Why did he play the flute?
( ସେ କାହିଁକି ବଂଶୀବାଦନ କଲା ?)
Answer:
He heard a girl calling her mother in the village. It reminded him of his own mother who had died. He was filled with memories of his mother. So he began to play the flute.

Question 3.
Who was the middle-aged woman? When she met Sukumar, how did both of them feel?
( ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି କିଏ ଥିଲା ? ଯେତେବେଳେ ସେ ସୁକୁମାରକୁ ଭେଟିଲା ଉଭୟ କିପରି ଅନୁଭବ କଲେ ?)
Answer:
The middle-aged woman was the village headman’s wife. Sukumar was playing his flute standing in the village. The woman met him on her back home. Fascinated by the boy’s flute tune, she stopped there and listened to it silently. Sensing her presence, Sukumar turned back. Both looked at each other and it seemed to them as if they had known each other before.

Question 4.
What did she ask Sukumar to do? Do you think Sukumar will stay in the elderly woman’s house? Why? / Why not?
(ସେ ସୁକୁମାରକୁ କ’ଣ କରିବାକୁ କହିଲା ? ସୁକୁମାର ସେହି ବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି ଘରେ ରହିବ ବୋଲି ତୁମେ ଭାବୁଛ କି ? କାହିଁକି ? | କାହିଁକି ନୁହେଁ ?)
Answer:
The woman came to know that Sukumar was looking for a place to spend the night. So she asked him to go with her to her house, I think Sukumar will stay in the elderly woman’s house. Because the woman called him her son and Sukumar felt her as his own mother in her.

Summary – 2

At the age of five, Sukumar lost his own mother, unfortunately. After his mother’s death, his father used to play his flute every evening. One night Sukumar asked his father if he had ever met his mother in his heart. His father admitted that he had met her in his heart when he played the flute. Sukumar was interested to see his mother in his heart. So, Sukumar’s father made a nice flute and taught him how to play it. A few days later his father passed away. Then he set out on a journey taking his flute with him and met the village headman’s wife in a village. The woman called him ‘son’ and took him to her home. He became emotional and in her, he felt that he had found his own true mother. Sukumar and the woman reached her house. She introduced him to her daughter, Sayapatri. Both became happy to find each other brother and sister. The woman also introduced Sukumar to her husband. But he said nothing to the boy. The poor boy became very sad. The next morning Sukumar was prepared to leave the house. But the loving woman didn’t let him go away. So Sukumar stayed there with the family.

Note:
death — ମୃତ୍ୟୁ , admit — ଗ୍ରହଣ କରିବା , passed away — ପରଲୋକ ଗମନ, journey — ଯାତ୍ରା, emotional — ଭାବପ୍ରବଣ, reach — ପହଁଞ୍ଚିବା, introduce – ପ୍ରଚଳନ କରିବା, husband – ସ୍ୱାମୀ

ଅନୁବାଦ :
ଦୁର୍ଭାଗ୍ୟବଶତଃ, ସୁକୁମାର ତା’ର ମାଆକୁ ପାଞ୍ଚବର୍ଷ ବୟସରେ ହରାଇଥିଲା । ତା’ ମାଆର ମୃତ୍ୟୁ ପରେ ତା’ର ବାପା ପ୍ରତିଦିନ ସନ୍ଧ୍ୟାରେ ନିୟମିତ ବଂଶୀବାଦନ କରୁଥିଲେ । ଦିନେ ରାତିରେ ସେ ତାଙ୍କ ମାଆକୁ କେବେ ହୃଦୟରେ ଦେଖୁଛନ୍ତି କି ବୋଲି ସୁକୁମାର ତା’ର ବାପାଙ୍କୁ ପଚାରିଲା । ତାଙ୍କ ବାପା ଯେତେବେଳେ ବଂଶୀବାଦନ କରନ୍ତି ସେହି ସମୟରେ ତାଙ୍କ ମାଆଙ୍କୁ ନିଜ ହୃଦୟରେ ଦେଖନ୍ତି ବୋଲି ସ୍ଵୀକାର କଲେ । ସୁକୁମାର ତା’ର ମାଆକୁ ତା’ ହୃଦୟରେ ଦେଖ‌ିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲା । ତେଣୁ ସୁକୁମାରର ବାପା ସୁନ୍ଦର ବଂଶୀଟିଏ ତିଆରି କଲେ ଏବଂ ତାକୁ ବଂଶୀବାଦନ ମଧ୍ୟ ଶିଖାଇଦେଲେ । ତା’ର ଅଳ୍ପଦିନ ପରେ ତା’ର ବାପା ମୃତ୍ୟୁବରଣ କଲେ । ତା’ପରେ ସେ ତା’ର ବଂଶୀ ସହିତ ଯାତ୍ରାପଥରେ ବାହାରି ପଡ଼ିଲା ଏବଂ ଗୋଟିଏ ଗାଁରେ ଗାଆଁ ମୁଖୁଙ୍କ ସ୍ତ୍ରୀ ସହିତ ସାକ୍ଷାତ ହେଲା । ସ୍ତ୍ରୀଲୋକଟି ତାକୁ ‘ପୁଅ’ ବୋଲି ଡାକିଲା ଓ ତାକୁ ନିଜ ଘରକୁ ନେଇଗଲା । ସେ ଟିକିଏ ଭାବପ୍ରବଣ ହୋଇପଡ଼ିଲା ଓ ସ୍ତ୍ରୀଲୋକଟି ଭିତରେ ନିଜ ପ୍ରକୃତ ମାଆକୁ ଅନୁଭବ କଲା ।
ସୁକୁମାର ଓ ସ୍ତ୍ରୀଲୋକ ଜଣକ ତାଙ୍କ (ସ୍ତ୍ରୀଲୋକଙ୍କ) ଘରେ ପହଞ୍ଚିଲେ । ସେ ତାକୁ ତା’ର ଝିଅ ସାୟପତ୍ରୀ ସହିତ ପରିଚିତ କରାଇଦେଲେ । ଉଭୟ ପରସ୍ପରକୁ ଭାଇ ଓ ଭଉଣୀ ହିସାବରେ ପାଇ ବହୁତ ଖୁସି ହେଲେ । ସ୍ତ୍ରୀଲୋକଟି ମଧ୍ୟ ତାକୁ ନିଜ ସ୍ଵାମୀଙ୍କ ସହିତ ପରିଚିତ କରାଇଦେଲେ । ମାତ୍ର ତାଙ୍କ ସ୍ଵାମୀ ପିଲାଟିକୁ କିଛି କହିଲେ ନାହିଁ । ବିଚରା ପିଲାଟି ବହୁତ ମନଦୁଃଖ କଲା । ପରଦିନ ସକାଳୁ ସୁକୁମାର ଘର ଛାଡ଼ି ଚାଲିଯିବାକୁ ପ୍ରସ୍ତୁତ ହେଲା । ମାତ୍ର ସ୍ନେହୀ ସ୍ତ୍ରୀଲୋକଟି ତାକୁ ଚାଲିଯିବାକୁ ଦେଲା ନାହିଁ । ସୁକୁମାର ବାଧ୍ୟ ହୋଇ ପରିବାର ସହିତ ସେହିଠାରେ ରହିଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text-I

At the age of five, Sukumar lost his own mother. But he believed that she still lived within his heart. The flute he carried had been a gift from his father After the death of his father would play his own flute every evening before going to bed. One night Sukumar asked him, “Where is Mama? Why can’t we see her anymore ?“ Putting down the flute, the man said, “Your mother now lives in the house of the Gods. Although she is far beyond the sky, she is with us .in our hearts.” Sukumar then asked, “Are you ever able to meet her in your heart ?“ Gazing down at the boy, he answered, “Yes my son, when ¡ play the flute.” “Oh, how I want to see her! Please make me a flute too so that I’ll know she’s with me when I play it.” Soon afterward, Sukumar’s father carefully fashioned a flute for the boy and taught him how to play it. A few days after this, Sukumar’s father died. Sukumar took his flute, and set out on a journey when he met the village headman‘s wife who had called him ‘son’. In her, he felt he had found his own true mOther once again.

ଅନୁବାଦ :
ପାଞ୍ଚ ବର୍ଷ ବୟସରେ ସୁକୁମାର ତା’ ନିଜ ମାଆଙ୍କୁ ହରାଇଥିଲା । କିନ୍ତୁ ତା’ର ବିଶ୍ଵାସ ଥିଲା ଯେ, ସେ (ତା’ର ମାଆ) ତଥାପି ତା’ ହୃଦୟରେ ଅଛନ୍ତି । ସେ ଧରିଥିବା ବଂଶୀଟି ତା’ର ବାପାଙ୍କ ତରଫରୁ ଏକ ଉପହାର ଥିଲା । ତା’ ମାଆଙ୍କର ମୃତ୍ୟୁ ପରେ, ତା’ ବାପା ପ୍ରତିଦିନ ସନ୍ଧ୍ୟାରେ ଶୋଇବାକୁ ଯିବା ପୂର୍ବରୁ ନିଜ ବଂଶୀଟି ବଜାଉଥଲେ । ଦିନେ ରାତିରେ ସୁକୁମାର ତାଙ୍କୁ (ବାପାଙ୍କୁ) ପଚାରିଲା, ‘‘ମାଆ କେଉଁଠାରେ ଅଛନ୍ତି ? ଆମେ କାହିଁକି ତାଙ୍କୁ (ମାଆଙ୍କୁ) ଆଉ ଦେଖିପାରୁ ନାହୁଁ ? ବଂଶୀଟିକୁ ତଳେ ରଖ୍ ଲୋକ ଜଣକ (ବାପା) କହିଲେ, ‘ତୋର ମାଆ ବର୍ତ୍ତମାନ ଦେବତାମାନଙ୍କ ଘରେ ରହୁଛି । ଯଦିଓ ସେ (ମାଆ) ଆକାଶଠାରୁ ବହୁତ ଦୂରରେ ଅଛନ୍ତି, ସେ (ମାଆ) ଆମ ସହିତ ଆମ ଆତ୍ମାରେ ଅଛନ୍ତି ।’’ ତା’ପରେ ସୁକୁମାର ପଚାରିଲା, ‘‘ତୁମେ (ବାପା) କେତେ ତୁମ ଆତ୍ମାରେ ତାଙ୍କୁ (ମାଆଙ୍କୁ) ଭେଟିବାକୁ ସକ୍ଷମ ହୋଇଛ ?’’ ପୁଅ (ସୁକୁମାର) ଆଡ଼କୁ ସ୍ଥିର ଦୃଷ୍ଟିରେ ଚାହିଁ ରହି, ବାପା ଉତ୍ତର ଦେଲେ, ‘ହଁ ପୁଅ, ମୁଁ ଯେତେବେଳେ ବଂଶୀ ବଜାଏ ।’’ ‘‘ଓ, ମୁଁ ତାଙ୍କୁ (ମାଆ) ଦେଖିବାକୁ ଇଚ୍ଛା କରୁଛି । ଦୟାକରି ମୋ ପାଇଁ ମଧ୍ୟ ଏକ ବଂଶୀ ତିଆରି କରିଦିଅ ଯେପରିକି ମୁଁ ଜାଣିବି ଯେତେବେଳେ ଏହାକୁ (ବଂଶୀ) ବଜାଏ, ସେ (ମାଆ) ମୋ ସହିତ ଅଛନ୍ତି ।’’ଅଳ୍ପ ଦିନ ପରେ, ସୁକୁମାରର ବାପା ପୁଅ (ସୁକୁମାର) ପାଇଁ ଖୁବ୍ ଯତ୍ନରେ ଏକ ବଂଶୀ ତିଆରି କଲେ ଏବଂ ଏହା କିପରି ବଜାଇବାକୁ ହୁଏ, ତାକୁ ଶିଖାଇଲେ । ଏହାର କିଛିଦିନ ପରେ, ସୁକୁମାରର ବାପା ମରିଗଲେ । ସୁକୁମାର ତା’ର ବଂଶୀଟିକୁ ଧରି ଯାତ୍ରା ଆରମ୍ଭ କଲା, ଯେତେବେଳେ ସେ ଗାଁ ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀଙ୍କୁ ଭେଟିଲା ଯିଏକି ତାକୁ (ସୁକୁମାରକୁ) ପୁଅ ବୋଲି ଡାକିଲେ, ସେ (ସୁକୁମାର) ଅନୁଭବ କଲା, ତାଙ୍କ (ମୁଖ୍ଯାଙ୍କ ସ୍ତ୍ରୀଙ୍କ) ମଧ୍ୟରେ ସେ ଆଉ ଥରେ ତା’ର ନିଜର ପ୍ରକୃତ ମାଆଙ୍କୁ ପାଇଥିଲା ।

Text -2

As Sukumar entered the yard with the woman, he saw her young daughter Savapa tri. The woman nodded toward Sukutnar and said, “Daughter I’ve brought home a nice boy to stay with us, no, ¡ mean I’ve brought home your brother.” Both were happy Sayapatri, who had no brothers, now had Sukumar, and he in turn now had a sister Soon the village headman came home. The woman said to her husband, “I met this boy on the road today. He plays the flute very well.” During dinner, the man said nothing to the boy. This made Sukumar uncomfortable. After dinner, Sukumar took out his flute and began to play softly. The family sat there silently, enraptured by the boy’s music. The next morning Sukumar got up early and prepared to leave. But the woman stopped him saying, “We’re mother and son. 1 won’t let you leave your home.” And so Sukumar stayed with the family.

ଅନୁବାଦ :
ଯେତେବେଳେ ସୁକୁମାର ସ୍ତ୍ରୀଲୋକଟି (ମୁଖିଆଙ୍କ ସ୍ତ୍ରୀ) ସହିତ ଅଗଣାରେ ପଶିଲା, ସେ ତାଙ୍କର ନିଜ ଝିଅ ସାୟପତ୍ରୀକୁ ଦେଖୁଲା । ସ୍ତ୍ରୀ ଲୋକଟି (ମୁଖ୍ଙ୍କ ସ୍ତ୍ରୀ) ସୁକୁମାର ଆଡ଼କୁ ମୁଣ୍ଡ ବୁଲାଇ ଚାହିଁଲେ ଏବଂ କହିଲେ, ‘‘ଝିଅ, ଆମ ସହିତ ରହିବା ପାଇଁ ଏକ ସୁନ୍ଦର ପୁଅକୁ ଆଣିଛି – ନା, ମୁଁ ଭାବୁଛି ମୁଁ ତୋର ଭାଇକୁ ଘରେ ରହିବାପାଇଁ ଆଣିଛି ।’’ ଉଭୟ (ସାୟପତ୍ରୀ ଓ ସୁକୁମାର) ଖୁସି ହେଲେ । ସାୟପତ୍ରୀ ଯାହାର କେହି ଭାଇ ନ ଥିଲେ, ସେ ଏବେ ସୁକୁମାରକୁ ଭାଇରୂପେ ପାଇଲା ଓ ପ୍ରତିବଦଳରେ ସେ (ସୁକୁମାର) ମଧ୍ଯ ଭଉଣୀଟିଏ ପାଇଲା । ଖୁବ୍ ଶୀଘ୍ର ଗାଁ ମୁଖୁଆ ଘରକୁ ଆସିଲେ । ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀ ତାଙ୍କ ସ୍ଵାମୀ (ମୁଖ୍)ଙ୍କୁ କହିଲେ, ‘ଆଜି ମୁଁ ଏହି ପିଲାକୁ
ରାସ୍ତାରେ ଭେଟିଲି । ସେ (ସୁକୁମାର) ଖୁବ୍ ଭଲ ବଂଶୀ ବଜାଏ ।’’ରାତ୍ରିଭୋଜନ ସମୟରେ, ମୁଖୁଆ ବାଳକକୁ (ସୁକୁମାରକୁ) କିଛି କହିଲେ ନାହିଁ । ଏହା ସୁକୁମାରକୁ ଦୁଃଖ୍ ଓ ବ୍ୟଥ୍‌ତ କରାଇଲା । ରାତ୍ରିଭୋଜନ ପରେ ସୁକୁମାର ତା’ର ବଂଶୀ ବାହାର କଲା ଓ ମଧୁର ସ୍ଵରରେ ବଢ଼ାଇବାକୁ ଆରମ୍ଭ କଲା । ମୁଖ୍ୟଙ୍କ ପରିବାରର ଲୋକମାନେ ନୀରବରେ ବସି ବାଳକର (ସୁକୁମାର) ମଧୁର ସ୍ଵରଦ୍ଵାରା ଆହ୍ଲାଦିତ ହେଲେ । ତା’ ପରଦିନ ସୁକୁମାର ଭୋରରୁ ଉଠିଲା ଓ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେଲା । କିନ୍ତୁ ସ୍ତ୍ରୀଲୋକ (ମୁଖ୍ୟଙ୍କ ସ୍ତ୍ରୀ) ଜଣକ ତାକୁ ବାରଣ କରି କହିଲେ, ‘ଆମେ ମା’ ଓ ପୁଅ । ମୁଁ ତୋତେ ତୋ ଘରକୁ ଯିବାକୁ ଦେବିନି ।’’ ତେଣୁ ସୁକୁମାର ମୁଖୁଙ୍କ ପରିବାର

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
put(ing) – down stop
able – have the capacity
gaze – lo look someone steadily – ନିରୀକ୍ଷଣ କରି ଚାହିଁବା
fashioned – make into a particular form – ତିଆରି କରିବା
set out – began – ଯାତ୍ରା ଆରମ୍ଭ କରିବା
yard – a piece of enclosed ground
nodded – answered yes’ – ‘ହଁ” କହିବା
in turn – Exchange of – ବିନିମୟ
softly – mildly – ମୃଦୁ ଭାବରେ
enraptured — filled with joy – ଆନନ୍ଦରେ ଭରି ଯାଏ
during – a series of times – ସମୟରେ
stream – fountain, spring – ଝରଣା, ବସନ୍ତ

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

Question 1.
Which part of the story takes place earlier — the part in section A or the part in section B?
( ଗଳ୍ପର କେଉଁ ଅଂଶଟି ପ୍ରଥମେ ଘଟିଛି – ‘A’ ବିଭାଗ ଅଂଶ ଅଥବା ‘B’ ବିଭାଗ ଅଂଶ ?)
Answer:
The part of the story in Section B takes place earlier than the part in Section-A because Section B describes the past history of Sukumar.

Question 2.
Sukumar had lost his mother as a child. He wanted to know where she was. What did his father tell him?
(ପିଲାଟିବେଳୁ ସୁକୁମାର ମାଆକୁ ହରାଇଥିଲା । ସେ (ମା’) କେଉଁଠାରେ ଥିଲା ଜାଣିବାକୁ ସେ (ସୁକୁମାର) ଚାହୁଁଥିଲା । ତା’ର ବାପା ତାକୁ କ’ଣ କହିଲେ ?)
Answer:
Sukumar had lost his mother in his childhood. He wanted to know where she was. His father told him that his mother lived in the house of the gods. Although she was far beyond the sky, she was with them in their hearts and he met her in his heart when he played his flute.

Question 3.
Why did Sukumar want his father to make a flute for him?
(ତା’ର ବାପା ତା’ ପାଇଁ ଗୋଟେ ବଂଶୀ ତିଆରି କରନ୍ତୁ ବୋଲି ସୁକୁମାର ଚାହୁଁଥୁଲା କାହିଁକି ?)
Answer:
Sukumar came to know that his father had met his mother in his heart when he played his flute. Sukumar was anxious to meet his mother. Therefore, he wanted his father to make a flute for him so that he would meet his mother by playing it.

Question 4.
What happened when Sukumar lost his father:? Why do you think he left his home?
(ଯେତେବେଳେ ସୁକୁମାର ତା’ର ବାପାଙ୍କୁ ହରାଇଲା, କ’ଣ ଘଟିଲା ? ସେ ତା’ର ଘର ଛାଡ଼ିଲା ବୋଲି ତୁମେ କାହିଁକି ଭାବୁଛ ?)
Answer:
When Sukumar lost his father he became an orphan child because he had already lost his mother at the age of five. I think he became hopeless and helpless in the absence of his parents at home. So he left home in despair.

Question 5.
Who was Sayapatri? How did the middle-aged woman introduce Sukumar to her?
(ସାୟପତ୍ରୀ କିଏ ଥୁଲା ? ମଧ୍ୟବୟସ୍କା ସ୍ତ୍ରୀଲୋକଟି ସୁକୁମାରକୁ ତା’ ସହିତ କିପରି ପରିଚିତ କରାଇଲା ?)
Answer:
Sayapatri was the young daughter of the village headman. One day unexpectedly her mother returned home with Sukumar, a newcomer to the house. To introduce him to his daughter Sayapatri she said, “Daughter, I’ve brought home a nice boy to stay with, us, no. I mean I’ve brought home your brother.”

Question 6.
How did Sukumar feel ¡n Sayapatri’s house? Why?
(ସୁକୁମାର ସାୟପତ୍ରୀ ଘରେ କିପରି ଅନୁଭବ କଲା ? କାହିଁକି ?)
Answer:
In Sayapath’s house, Sukumar felt quite comfortable with Sayapatri and her affectionate mother. When Sayapatri’s father returned home, her mother told him about the newcomer and the marvelous tune of his flute. They took their dinner together but her father said nothing to the boy. Sukumar felt uncomfortable because of her father’s unfriendly attitude.

Question 7.
Sukumar wanted to leave the next morning. What happened?
(ତା’ ପରଦିନ ସକାଳୁ ସୁକୁମାର ଘର ଛାଡ଼ି ଚାଲିଯିବାକୁ ଚାହିଁଲା । କ’ଣ ହେଲା ? )
Answer:
Sukumar wanted to leave the house the next morning. But the loving woman didn’t let him leave. Therefore, Sukumar stayed there with the family.

Summary – 3

One day the two children sat near a stream. Sukumar sat in a thoughtful mood. Sayapatri wanted to know what her brother was thinking about. Sukumar told that he had been deprived of his parents’ love and affection. That was the cause of his agony. Sayapatri was shocked by this reply. She consoled Sukumar. Sayapatri appealed to him to consider her as his sister and her father and mother as his own father and mother. Sukumar expressed that he had won everybody’s heart except her father’s heart. He also decided to win the heart of her father by playing his flute. That evening Sayapatri’s father told her mother that orphans were not reliable. One day he would leave them and would end up being a bad influence on their daughter. The woman was shocked by her husband’s words. She requested her husband to become the father of that orphan.

Note:
stream — ଷ୍ଟ୍ରିମ୍,, thoughtful — ଚିନ୍ତିତ , mood — ମନୋବୃତ୍ତି , deprived – ବଞ୍ଚିତ, affection – ସ୍ନେହ, appeal — ଆବେଦନ କରିବା . agony — ଯନ୍ତ୍ରଣା, express — ପ୍ରକାଶ କରିବା , influence — ପ୍ରଭାବ, shock — ଆଘାତ ପାଇବା, request — ଅନୁରୋଧ କରିବା , end up — ପରିଶେଷରେ

ଅନୁବାଦ :
ଦିନେ ପିଲାଦୁହେଁ ଗୋଟିଏ ଝରଣା ନିକଟରେ ବସିଥିଲେ । ସୁକୁମାର ଟିକିଏ ଚିନ୍ତାଶୀଳ ଅବସ୍ଥାରେ ବସିଥାଏ । ସୁକୁମାର କ’ଣ ଚିନ୍ତା କରୁଥିଲା ବୋଲି ସାୟପତ୍ରୀ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲା । ସୁକୁମାର ନିଜ ପିତାମାତାଙ୍କ ସ୍ନେହ ଶ୍ରଦ୍ଧାରୁ ବଞ୍ଚିତ ହୋଇଥିଲା ବୋଲି କହିଲା । ତାହାହିଁ ତା’ ଦୁଃଖର କାରଣ ଥିଲା । ଏପ୍ରକାର ଉତ୍ତରରେ ସାୟପତ୍ରୀ ଆଘାତ ପାଇଲା । ସେ ସୁକୁମାରକୁ ସାର୍ଚ୍ଚନା ଦେଇଥିଲା । ସାୟପତ୍ରୀ ତାକୁ ନିଜର ଭଉଣୀ ବୋଲି ଓ ତା’ର ବାପା ମାଆଙ୍କୁ ନିଜର ବାପା ମାଆ ବୋଲି ଭାବିବାକୁ ନିବେଦନ କଲା । ସୁକୁମାର କେବଳ ତା’ ବାପାଙ୍କ ହୃଦୟକୁ ଛାଡ଼ି ଅନ୍ୟ ସମସ୍ତଙ୍କ ହୃଦୟକୁ ଜୟ କରି ସାରିଥିଲା ବୋଲି ପ୍ରକାଶ କଲା । ସେ ତା’ର ବଂଶୀବାଦନଦ୍ଵାରା ତା’ ବାପାଙ୍କ ହୃଦୟ ଜୟ କରିବାକୁ ସ୍ଥିର କଲା। ଠିକ୍ ସେହିଦିନ ସନ୍ଧ୍ୟାରେ ସାୟପତ୍ରୀର ବାପା ଅନାଥମାନେ ନିର୍ଭରଯୋଗ୍ୟ ନୁହନ୍ତି ବୋଲି ତାଙ୍କ ମାଆଙ୍କୁ କହିଲେ । ଦିନେ ସେ ସେମାନଙ୍କୁ ଛାଡ଼ି ଚାଲିଯିବ ଏବଂ ଏହାର ଖରାପ ପ୍ରଭାବ ତାଙ୍କ ଝିଅ ଉପରେ ପଡ଼ିବ ବୋଲି କହିଲେ । ସ୍ଵାମୀଙ୍କର ଏପ୍ରକାର କଥା ଶୁଣି ତାଙ୍କର ସ୍ତ୍ରୀ ମର୍ମାହତ ହୋଇପଡ଼ିଲା । ସେ ସେହି ପିଲାଟିର ବାପା ହେବାକୁ ତାଙ୍କ ସ୍ବାମୀଙ୍କୁ ଅନୁରୋଧ କଲା ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text- I

One day, the two children walked down to a nearby stream. Sukumar sat silently on a boulder, Staring at the water. Unable to control her curiosity, Sayapatri asked, “What are you thinking about, my brother ?“ “Dear sister, you have your own mother, and she loves you because you‘re her daughter But my mother’s gone. And the only way I can ever meet her is b)’ playing my flute.” Sayapatri was shocked by his answer “But, my brother, isn’t my mother also your mother? Am I not your sister ?“, she asked. Hesitating, he replied, “Yes, you‘re my center, she‘s my mother, but “ “But, what, my brother ?“ “You have the love of your father, but I’ve lost mine.”

ଅନୁବାଦ :
ଦିନେ, ପିଲା ଦୁଇଜଣ (ସୁକୁମାର ଓ ସାୟପତ୍ରୀ) ନିକଟରେ ଥିବା ଏକ ଝରଣା ପାଖକୁ ଗଲେ । ସୁକୁମାର ପାଣି ଆଡ଼କୁ ଅପଲକ ଆଖୁରେ ଚାହିଁ ନୀରବରେ ଗୋଟିଏ ପଥର ଉପରେ ବସିଲା । ତା’ର ଉତ୍ସୁକତାକୁ ନିୟନ୍ତ୍ରଣ କରି ନ ପାରି ସାୟପତ୍ରୀ କହିଲା, ‘ଭାଇ, ତୁମେ କେଉଁ ବିଷୟରେ ଭାବୁଛ ? ‘‘ମୋ ଗେହ୍ଲା ଭଉଣୀ, ତୋର ନିଜ ମାଆ ଅଛି ଏବଂ ସେ ତୋତେ ଭଲ ପାଏ କାରଣ ତୁ ତାଙ୍କ ଝିଅ । କିନ୍ତୁ ମୋର ମାଆ ନାହିଁ ଓ କେବଳ ଗୋଟିଏ ଉପାୟରେ, ବଂଶୀ ବଜାଇ ମୋର ମାଆଙ୍କୁ ମୁଁ ଭେଟିପାରେ ।’’ସାୟପତ୍ରୀ ତା’ର (ସୁକୁମାର) ଉତ୍ତରରେ ବିବ୍ରତ ହେଲା ଓ ସେ କହିଲା, ‘କିନ୍ତୁ ଭାଇ, ମୋ ମାଆ କ’ଣ ତୁମ ମାଆ ନୁହେଁ ? ମୁଁ କ’ଣ ତୁମ ଭଉଣୀ ନୁହେଁ ?”’
କୁଣ୍ଠାବୋଧ କରି ସେ (ସୁକୁମାର) କହିଲା, ‘ହଁ ତୁ ମୋର ଭଉଣୀ ଅଟୁ ଓ ସେ ମୋ ମାଆ ଅଟନ୍ତି, କିନ୍ତୁ ‘“କିନ୍ତୁ, କ’ଣ ଭାଇ ? ‘ତୁ ତୋ ବାପାଙ୍କ ସ୍ନେହ ପାଉଛୁ, କିନ୍ତୁ ମୁଁ ଏହା ହରାଇଛି ।’’

Text -2

“But is my father also yours ?“ “No, for! haven‘t yet won his heart. I’ll win his heart by playing my flute.” That evening after the two children had gone to sleep, the father said, “Orphans aren’t very dependable. Sugar will be like that too. One day he ‘Il get up and leave. In the meantime, he ‘Il probably just sit around here loafing and living off our kindness. And he ‘li end up being a bad influence on our Sayapatri.” The woman was shocked by her husband’s words. “But my dear, of course, he ‘s an orphan, which is why we must become his parents,” She said.

ଅନୁବାଦ :
‘କିନ୍ତୁ ମୋର ବାପା କ’ଣ ତୁମ ବାପା ନୁହନ୍ତି ?’’ ‘‘ନା, ମୁଁ ଏଯାଏ ତାଙ୍କ ହୃଦୟକୁ ଜୟ କରିପାରି ନାହିଁ । ମୁଁ ମୋର ବଂଶୀ ବାଦନ କରି ତାଙ୍କ ହୃଦୟକୁ ଜୟ କରିବି ।’’ ସେହଦିନ ରାତିରେ ପିଲା ଦୁଇଜଣ ଶୋଇବାକୁ ଗଲାପରେ, ବାପା (ମୁଖ୍) କହିଲେ, ‘ଅନାଥମାନେ ନିର୍ଭରଯୋଗ୍ୟ ନୁହନ୍ତି । ସୁକୁମାରୁ ମଧ୍ୟ ସେହିପରି ହେବ । ଦିନେ ସେ ବାହାରି ପଡ଼ିବ ଓ ଚାଲିଯିବ । ଠିକ୍ ସେହି ସମୟରେ ସେ ବୋଧହୁଏ ଏହି ଚାରିପାଖରେ ଏଣେତେଣେ ବୁଲୁଥ୍ ଏବଂ ଆମର ତା’ ପ୍ରତି ଥ‌ିବା ଦୟା ମଧ୍ୟ ଭୁଲି ଯାଇଥିବ । ଶେଷରେ ଆମର ଝିଅ ସାୟପତ୍ରୀ ଉପରେ ଏହା ଏକ ଖରାପ ପ୍ରଭାବ ପକାଇବ ।’’ ସ୍ତ୍ରୀଲୋକଟି ସ୍ଵାମୀଙ୍କ କଥା ଶୁଣି ଦୁଃଖୁତ ହେଲା । ‘କିନ୍ତୁ, ହେ ପ୍ରିୟ, ବାସ୍ତବିକ ସେ ଜଣେ ଅନାଥ, ସେଥ୍ପାଇଁ ଆମେ ତା’ର ବାପା ମାଆ ହେବା ଉଚିତ ।’’

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
boulder – large smooth rock
staring at – looking at something for a long time with wide open eyes – ଅପଲକ ନେତ୍ରରେ ଚାହିଁବା
curiosity – eagez to know (ଜାଣିବାର )/କୌତୂହଳ
hesitailng – feeling reluctance – ସଂଶୟ କରି|କୁଣ୍ଠାବୋଧ କରି
orphan – without father and mother
dependable – reliable
in the mean time – in the meanwhile
of course certainly – ନିର୍ଦ୍ଦିଷ୍ଟ ଭାବରେ|
probably – ସମ୍ଭବତ।,
loafing – spending time carelessly – ବୃଥାରେ ସମୟ ନଷ୍ଟ କରିବା

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

Question 1.
What reason did Sukumar give Sayapatri for being sad?
(ସୁକୁମାର ସାୟପତ୍ରୀକୁ ତା’ର ଦୁଃଖର କାରଣ କ’ଣ କହିଲା ?)
Answer:
Sukumar told Sayapatri that he had been deprived of getting his parent’s love and affection. Though he was able to win the hearts of Sayapatri and her mother in her house, he was unable to win her father’s heart. That was the reason for his sorrow.

Question 2.
How did he plan to win Sayapatri’s father’s heart?
(ସେ ସାୟପତ୍ରୀର ବାପାଙ୍କର ହୃଦୟକୁ ଜୟ କରିବାକୁ କିପରି ଯୋଜନା କଲା ?)
Answer:
Sukumar realized that he hadn’t won the heart of Sayapatn’s father. So he planned to win his. heart by playing his flute.

Question 3.
Why did Sayapatri’s father not like Sukumar?
(ସାୟପତ୍ରୀର ବାପା ସୁକୁମାରକୁ କାହିଁକି ଭଲ ପାଉନଥିଲେ ? )
Answer:
Sayapatri’s father had a strong belief that orphans weren’t re1iab1e As Sukumar was an orphan. her father didn’t rely on him.

Question 4.
What do you think Sukumar will do now?
(ସୁକୁମାର ବର୍ତ୍ତମାନ କ’ଣ କରିବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
Perhaps Sukumar will leave Sayapatri’s house now as he is unable to win the love of Sayapatn ‘s father.

Summary – 4

The efforts made by Sukumar to win the heart of Sayapatri rather fell. So one day early in the morning he left their house. At sunset, he reached the summit of a mountain. He lived in a shrine on the mountain. But he felt very lonely there. The next night he had a dream. He saw in his dream that Sayapatri was calling him. He woke up and decided to return. At last, he went back to Sayapatri’s house. He found that Sayapatri was very sick. He came to know that Sayapatri fell ill on the very night he left home. Her mother requested Sukumar something for Sayapatri’s recovery. Sukumar brought out his magic flute and began to play quietly. Suddenly Sayapatri opened her eyes to the magic tune of the flute. Everybody became very happy. Sayapatri’s father hugged Sukumar with tears in his eyes and told him not to leave them again. Sayapatri and Sukumar looked at each other and smiled gladly.

Note:
efforts — ପଉଦ୍ୟମ , summit — ଶିଖର shrine — ଦେବମନ୍ଦିର , lonely — ନିର୍ଜନ|ଏକୁଟିଆ, dream — ସ୍ଵପ୍ନ sick — ରୋଗୀ , ill — ଅସୁସ୍ଥ recovery — ଆରୋଗ୍ୟ , quietly — ଶାନ୍ତ ଭାବରେ , hug — ଆଲିଙ୍ଗନ କରିବା , suddenly — ହଠାତ୍

ଅନୁବାଦ :
ସାୟପତ୍ରୀର ବାପାଙ୍କ ହୃଦୟ ଜୟ କରିବା ନିମନ୍ତେ ସୁକୁମାରର ସମସ୍ତ ପ୍ରୟାସ ନିଷ୍ଫଳ ହେଲା । ତେଣୁ ଦିନେ ପ୍ରତ୍ୟୁଷରେ ସେ ଘର ଛାଡ଼ି ଚାଲିଗଲା । ସୂର୍ଯ୍ୟାସ୍ତ ସମୟବେଳକୁ ସେ ଗୋଟିଏ ପାହାଡ଼ର ଶିଖରରେ ପହଞ୍ଚି ଯାଇଥିଲା । ସେ ପାହାଡ଼ ଉପରେ ଥ‌ିବା ଏକ ଦେବୀମନ୍ଦିରରେ ରହିଲା । କିନ୍ତୁ ସେ ନିଃସଙ୍ଗ ଅନୁଭବ କରୁଥିଲା । ପରବର୍ତୀ ରାତିରେ ସେ ଗୋଟିଏ ସ୍ଵପ୍ନ ଦେଖିଲା । ସାୟପତ୍ରୀ ତାକୁ ଡାକୁଥିବାର ସେ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ସେ ଉଠି ପଡ଼ିଲା ଓ ଫେରିଯିବାକୁ ସ୍ଥିର କଲା । ପରିଶେଷରେ ସେ ସାୟପତ୍ରୀ ଘରକୁ ଫେରିଗଲା । ସାୟପତ୍ରୀ ଖୁବ୍ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଥିବାର ସେ ଦେଖୁଲା । ସେ ଯେଉଁଦିନ ଘର ଛାଡ଼ିଥିଲା, ଠିକ୍ ସେହିଦିନ ରାତିରେ ସାୟପତ୍ରୀ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଥିବା କଥା ଜାଣିବାକୁ ପାଇଲା । ସାୟପତ୍ରୀର ମାଆ ସୁକୁମାରକୁ ସାୟପତ୍ରୀର ଆରୋଗ୍ୟ ପାଇଁ କିଛି କରିବାକୁ ଅନୁରୋଧ କଲେ । ସୁକୁମାର ତା’ର କୁହୁକ ବଂଶୀକୁ ବାହାର କରି ଧୀରେ ଧୀରେ ବଜାଇଲା । ବଂଶୀର ଯାଦୁକରୀ ସ୍ଵର ଶୁଣି ସାୟପତ୍ରୀ ଆଖ୍ ଖୋଲିଲା । ସମସ୍ତେ ଭାରି ଖୁସି ହୋଇଗଲେ । ସାୟପତ୍ରୀର ବାପା ଲୋତକପୂର୍ଣ୍ଣ ନୟନରେ ସୁକୁମାରକୁ କୁଣ୍ଢାଇ ପକାଇଲେ ଏବଂ ସେମାନଙ୍କୁ ପୁନର୍ବାର ଛାଡ଼ି ନ ଯିବାକୁ କହିଥିଲେ । ସାୟପତ୍ରୀ ଓ ସୁକୁମାର ପରସ୍ପରକୁ ଚାହିଁଲେ ଓ ଖୁସିରେ ହସିଲେ ।

The Text: ପାଠ୍ୟଚିଷୟ
Paragraphs Analysis

Text -I

One spring evening, Sukwnar sat by the window, gazing out at the full moon. He was filled with sadness. Despite all his efforts, lie was still unable to win the love of Savapatr ‘s father In the pre-dawn hours of the next morning, he quietly left the house while the rest of the family lay sleeping. All day he climbed over hills and down through the valleys. At sunset, he found himself on the summit of a mountain. A shrine to a goddess stood there, and he decided that he would rake shelter in it for the night. Once inside, he felt very lonely and sad. He felt that by leaving Sayapatri and her mother he had once again lost his family. The next night he again slept in the shrine, dreaming of Sayapatri. In his dream she was standing in front of him, asking him to follow her When he awoke from his sleep, he knew that he would return home. But when he reached Sayapa tri‘s house, many villagers were around the yard and all wore gloomy looks on their faces. Silently Sukumar entered the house. Inside, Sayapatri lay on her mother‘s lap. Looking up and seeing him, the woman cried out, “My son, look what‘s happened to your dear sister! People say she ‘Il recover but oh, I don‘t know.” Sukumar approached them slowly, tears streaming down his face. Stretching out his hand, he softly stroked his sister‘s cheek.

ଅନୁବାଦ :
ଦିନେ ବସନ୍ତ ସନ୍ଧ୍ୟାରେ ସୁକୁମାର ଝରକା ପାଖରେ ବସି ପୂର୍ଣ୍ଣଚାନ୍ଦକୁ ଅପଲକ ଦୃଷ୍ଟିରେ ଚାହିଁ ରହିଥିଲା । ତା’ ମନ ଦୁଃଖରେ ଭରି ରହିଥିଲା । ତା’ର ସମସ୍ତ ଚେଷ୍ଟା ସତ୍ତ୍ବେ, ତଥାପି ସେ ସାୟପତ୍ରୀର ବାପାଙ୍କର ସ୍ନେହ ପାଇପାରିଲା ନାହିଁ । ପରଦିନ ବଡ଼ିଭୋରରୁ ଘରର ସମସ୍ତ ସଦସ୍ୟମାନେ ଶୋଇଥିବା ସମୟରେ ସେ ନୀରବରେ ଘର ଛାଡ଼ି ଚାଲିଗଲା ଦିନସାରା ସେ ଉପତ୍ୟକାରେ ଥିବା ପାହାଡ଼ ଉପରେ ଚଢ଼ିଲା ଓ ଓହ୍ଲାଇଲା । ସୂର୍ଯ୍ୟାସ୍ତ ସମୟରେ ସେ ଏକ ପାହାଡ଼ ଶିଖରରେ ନିଜକୁ ଆବିଷ୍କାର କଲା । ସେଠାରେ ସେ ଗୋଟିଏ ଦେବୀ ମନ୍ଦିର ଥ‌ିବାର ଦେଖୁଲା ଏବଂ ସେଠାରେ ସେ ରାତି ପାଇଁ ବିଶ୍ରାମ କରିବାକୁ ସ୍ଥିର କଲା । ସେଠାରେ ସେ ନିଜକୁ ନିଃସଙ୍ଗ ଓ ଦୁଃଷ୍କୃତ ମନେକଲା । ସାୟପତ୍ରୀ ଓ ତା’ର ମାଆଙ୍କୁ ଛାଡ଼ିଥିବାରୁ ସେ ପୁଣି ଥରେ ନିଜର ପରିବାରକୁ ହରାଇଥିବା ଭଳି ଅନୁଭବ କଲା ତା’ ପରଦିନ ରାତିରେ, ସେ ପୁଣି ମନ୍ଦିର ଭିତରେ ଶୋଇରହି ସାୟପତ୍ରୀକୁ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ସାୟପତ୍ରୀ ତା’ ସାମନାରେ ଠିଆ ହୋଇ ତା’ ପଛେ ପଛେ ଆସିବାପାଇଁ କହୁଥ‌ିବାର ସେ ସ୍ଵପ୍ନରେ ଦେଖୁଲା । ଯେତେବେଳେ ସେ ନିଦରୁ ଉଠିଲା, ସେ ଭାବିଲା ଯେ ସେ ଘରକୁ ଫେରିଯିବ । କିନ୍ତୁ ଯେତେବେଳେ ସେ ସାୟପତ୍ରୀର ଘରେ ପହଞ୍ଚିଲା, ଅଗଣା ଚାରିପାଖରେ ଅନେକ ଗ୍ରାମବାସୀ ଠିଆ ହୋଇଥିଲେ ଓ ସେମାନଙ୍କ ମୁହଁ ବିଷାଦରେ ଭରି ଯାଇଥିଲା । ସୁକୁମାର ଧୀରେ ଧୀରେ ଘର ଭିତରକୁ ପ୍ରବେଶ କଲା । ଘର ଭିତରେ ସାୟପତ୍ରୀ ତା’ ମାଆ କୋଳରେ ପଡ଼ି ରହିଥିଲା ସୁକୁମାରକୁ ଦେଖ‌ିବା ମାତ୍ରେ ସ୍ତ୍ରୀଲୋକଜଣକ (ସାୟପତ୍ରୀର ମା’) କାନ୍ଦିଉଠି କହିଲେ, ‘‘ପୁଅ, ତୋର ଗେହ୍ଲା ଭଉଣୀର କ’ ହୋଇଛି ଦେଖ । ଲୋକେ କହୁଛନ୍ତି ସେ ଭଲ ହୋଇଯିବ, କିନ୍ତୁ ମୁଁ କିଛି ଜାଣିପାରୁନି ।’’ସୁକୁମାର ଧୀରେ ଧୀରେ ସେମାନଙ୍କ ପାଖକୁ ଗଲା ଓ ତା’ ଆଖୁ ଧାର ଧାର ଲୁହ ବୋହୁଥିଲା । ସେ ହାତ ବଢ଼ା ତା’ର ଭଉଣୀ ଗାଲକୁ ଆଉଁସିବାକୁ ଲାଗିଲା ।

Text -2

“On the night you left, she suddenly came down with a very high fever Since yesterday size‘s been like this — in a coma. I think her spirit’s left her body and gone off in search of you. Please, my son, do something to revive her.” Sukumar bought out his flute and began to play it very quickly As the tune floated across the room, Sayapatri ‘s eyelids began to flutter. Slowly her eyes opened. Seeing Sukumar she murmured, “My brother oh my brother! You‘ve returned.” Putting down his flute, Sukumar replied, “Yes, my dear sister “1 ‘in here. It‘s me, your brother.” Suddenly the father moved next to Sukumar and, with tears in his eyes, hugged the boy to his chest. “Truly you‘re my own dear son. Never never will I let you go again.” The mother sat there, shedding tears of joy. Sayapatri and Sukumar looked at each other and smiled.

ଅନୁବାଦ :
‘ତୁ ଯେଉଁ ରାତିରେ ଗଲୁ, ହଠାତ୍ ତାକୁ (ସାୟପତ୍ରୀକୁ) ପ୍ରବଳ ଜ୍ଵର ଆସିଗଲା । ଗତକାଲିରୁ ସେ ଅଚେତ ଅବସ୍ଥାରେ ଅଛି । ମୁଁ ଭାବୁଛି ତା’ ଆତ୍ମା ତା’ ଦେହ ଛାଡ଼ି ତୋତେ ଖୋଜିବାକୁ ଯାଇଛି । ପୁଅ, ତୁ’ ଦୟାକରି ତା’ ଚେତା ଫେରାଇବାକୁ ସୁକୁମାର ନିଜର କୁହୁକ ବଂଶୀ ବାହାର କଲା ଓ ଧୀରେ ଧୀରେ ବଜାଇବାକୁ ଲାଗିଲା । ଯେତେବେଳେ ବଂଶୀର ସ୍ଵର କୋଠରିରେ ଝକୃତ ହେଲା, ସାୟପତ୍ରୀର ଆଖିପତା ହଠାତ୍ ଫଡ଼ଫଡ଼ ହେବାକୁ ଲାଗିଲା । ଧୀରେ ଧୀରେ ତା’ର ଆଖ୍ ଦୁଇଟି ଖୋଲିଗଲା । ସୁକୁମାରକୁ ଦେଖ୍ ସେ ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା, ‘‘ଭାଇ, ମୋର, ହେ ମୋର ଭାଇ ! ତୁମେ ତା’ହେଲେ ଫେରି ଆସିଲ ।’’ ନିଜର ବଂଶୀକୁ ତଳେ ରଖ୍ ଦେଇ ସୁକୁମାର ଉତ୍ତର ଦେଲା, ‘‘ହଁ, ମୋ ଗେହ୍ଲା ଭଉଣୀ, ମୁଁ ଏଠାରେ ଅଛି । ମୁଁ ତୋ’ ଭାଇ ।’’ ହଠାତ୍ ବାପା ସୁକୁମାର ଆଡ଼କୁ ଘୁଞ୍ଚ୍ ଆସିଲେ ଓ ଲୁହ ଛଳ ଛଳ ଆଖ୍ୟାରେ ସୁକୁମାରକୁ କୋଳେଇ ନେଇ କହିଲେ, ‘ପ୍ରକୃତରେ ତୁ ମୋ’ ନିଜର ଗେହ୍ଲା ପୁଅ । କେବେ ବି ମୁଁ ତୋତେ ଆଉ ଯିବାକୁ ଦେବିନି ।’’ ଆନନ୍ଦର ଲୁହ ଗଡ଼ାଇ ମା’ ସେଠାରେ ବସି ରହିଥିଲେ । ସାୟପତ୍ରୀ ଓ ସୁକୁମାର ପରସ୍ପରକୁ ଚାହିଁ ଅଳ୍ପ ଅଳ୍ପ ହସୁଥିଲେ ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
despite – in spite of – ସତ୍ତ୍ୱେ
efforts – earnest attempt – ଆନ୍ତରିକ ପ୍ରୟାସ
pre-dawn – ପାହାନ୍ତା ପହର
quietly – silently – ନିଃଶବ୍ଦରେ
summit – the highest pointltop (of a mountain) – ଶିଖର
shrine – ଦେବ ମନ୍ଦିର
awoke – got up, rose
approach – come near, proceed
stream down – rain down – ଲୁହ ବହି ଆସିବା
murmured – spoke unclearly – ଅସ୍ପଷ୍ଟ
gloomy – unhappy; having no hope
lap – କୋଲ
recover – back to normal state – ସ୍ଵାଭାବିକ ଅବସ୍ଥାକୁ ଫେରିବା
live off – ଜଣକୁ ହରାଇଲା ପରି ବଞ୍ଚିବା
stroked – touched in a gentle, loving
way – ଧୀରେ ଧୀରେ ଆଉଁସିଲା
cheek – ଗାଲ
coma – deep unconsciousness – ସମୟ ପାଇଁ ଅଚେତନ ଅବସ୍ଥା
spirit – soul – ଆତ୍ମା
revive – bring back to life or strength –
eyelids – skin that covers the eyes
flutter – to move in excitement
hugged – held someone tightly putting arms around – କୁଣ୍ଢାଇ ପକାଇଲେ
shed – to let fall down

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

Question 1.
Why did Sukumar leave Sayapatri’s house?
(ସୁକୁମାର କାହିଁକି ସାୟପତ୍ରୀର ଘର ଛାଡ଼ିଲା ?)
Answer:
All the efforts made by Sukumar to win the love of Sayapatri’s father ended in smoke. Sukumar was disappointed. So one morning he quietly left Sayapatri’s house.

Question 2.
Why did Sukumar feel sad in the temple?
(ସୁକୁମାର କାହିଁକି ମନ୍ଦିରରେ ଦୁଃଖ ଅନୁଭବ କଲା ?)
Answer:
Sukumar left Sayapatri’s house and reached the summit of a mountain at sunset and decided to take shelter in a temple there. He felt lonely and very sad there. He thought that by leaving Sayapatri and her mother he had once again lost his family.

Question 3.
Why did Sukumar decide to return to Sayapatri’s house?
(ସୁକୁମାର କାହିଁକି ସାୟପତ୍ରୀର ଘରକୁ ଫେରିଯିବାକୁ ସ୍ଥିର କଲା ? )
Answer:
Leaving Sayapatri’s house, Sukumar Look shelter in a temple on the summit of a mountain but he felt very lonely and sad there. He realized that he had again lost his family. The next night he dreamt of Sayapatri, who in a dream, was standing in front of him and calling him to return home. So he decided to return to her house.

Question 4.
When Sukumar entered the house, what did he see?
(ଯେତେବେଳେ ସୁକୁମାର ଘରକୁ ପ୍ରବେଶ କଲା, ସେ କ’ଣ ଦେଖିଲା ?)
Answer:
When Sukumar reached Sayapatri’s house, he saw many villagers around the yard with gloomy looks on their faces because of Sayapatri’s illness. Then he entered the house quietly. Inside the house, he saw Sayapatri lying on her mother’s lap. She was seriously ill and in an unconscious state.

Question 5.
According to her mother, what was wrong with Sayapatri?
(ତା’ର ମାଆ ମତରେ, ସାୟପତ୍ରୀ ସହିତ କ’ଣ ଖରାପ ହୋଇଥିଲା ?)
Answer:
According to her mother. Sayapatri fell ill soon after Sukumar’s departure. She was sick with a very high fever on the very night Sukumar left her house. She was in a coma state. Perhaps her spirit had gone off in search of Sukumar. That was wrong with Sayapatri.

Question 6.
What did Sukumar do when he heard about Sayapatri’s mother? What happened to Sayapatri then?
(ସାୟପତ୍ରୀ ମାଆଠାରୁ ସବୁକଥା ଶୁଣିବା ପରେ ସୁକୁମାର କ’ଣ କଲା ? ସେତେବେଳେ ସାୟପତ୍ରୀର କ’ଣ ହେଲା ?)
Answer:
When Sukumar heard Sàyapatri’s mother about her daughter’s sudden acute illness who was in a coma state, he brought out his magic flute and began to play it very quietly. As the tune floated across the room, his eyelids started fluttering. Miraculously, Sayapatri opened her eyes slowly at the magic touch of the flute tuning made by Sukumar.

Question 7.
Sayapatri’s father did something unexpected. What was it?
(ସାୟପତ୍ରୀର ବାପା କିଛି ଅପ୍ରତ୍ୟାଶିତ କାମ କଲେ । ତାହା କ’ଣ ଥିଲା ?)
Answer:
When Sayapatn opened her eyes to the magic tune of the flute, her father’s attitude towards Sukumar completely changed. Her father did something unexpected. He embraced Sukumar and admitted him as his own dear son and he told him not to leave them again.

Question 8.
Do you think this is a happy story or a sad story? Why?
(ଏହା ଏକ ସମ୍ପଦ ଗଳ୍ପ ଅଥବା ଦୁଃଖଦ ଗଳ୍ପ ବୋଲି ତମେ ଭାବଛି କି ? କାହକ_)
Answer:
Really this is a happy story because finally, the boy got shelter and the affection of the whole family. Its ending is comic as all the characters are reunited and lived happily as before.

Question 9.
Why is the story entitled “The Magic Flute”? How was the flute magical?
(ଗଳ୍ପଟିର ନାମକରଣ ‘କୁହୁକ ବଂଶୀ’ ବୋଲି କାହିଁକି ହୋଇଛି ? କିପରି ବଂଶୀଟି କୁହୁକିଆ ବା ଯାଦୁକରୀ ଥିଲା ? )
Answer:
The story is entitled “The Magic Flute” because the flute made by Sukumar’s father had magical power. By playing the flute Sukumar could attract the wife of the village headman as well as her family members. Not only this, but it helped Sayapatri to recover from her coma state. So it seemed to have magical power.

D. LET’S WRITE:

Write the answers to the following questions in about 50 words each :
(ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦରେ ଲେଖ ।)

Question 1.
Why and how did Sukumar learn to play the flute?
(କାହିଁକି ଓ କିପରି ସୁକୁମାର ବଂଶୀ ବଜାଇବା ଶିଖୁଲା ?)
Answer:
Sukumar had lost his mother in his childhood. After her death, his father played his flute every evening. One night he asked his father if he had ever met his mother. His father admitted that he had met her in his heart when he played his flute. Sukumar was anxious to meet his mother in his heart by playing the flute. So he requested his father to make a flute for him. Accordingly, his father made a flute for him and taught him how o play it. This is how Sukurnar learned to play the flute.

Question 2.
How did he come to Sayapatri’s house?
( ସେ କିପରି ସାୟପତ୍ରୀ ଘରକୁ ଆସିଲା ?)
Answer:
On his way to search for a shelter for the night, Sukurnar was playing his flute standing in a village. Just then Sayapatri’s mother was coming home. She was attracted by the magic tune of the flute and stopped there. Both looked at each other. It seemed to both of them that they had always known each other. After a little conversation, Sayapatri’s mother came to know that Sukumar was looking for a place to spend the night. She asked the boy to accompany her to her house and the boy followed the woman to her house.

Question 3.
Why did Sayapatrl’s father not want Sukumar in his house?
(ସାୟପତ୍ରୀର ବାପା କାହିଁକି ସୁକୁମାରକୁ ତାଙ୍କ ଘରେ ଚାହୁଁ ନ ଥିଲା ?)
Answer:
Sayapatri’s father learned from his wife that Sukumar was an orphan and his wife had already considered him as her own son: That day he remained silent without giving any remarks. He also had a wrong notion that orphans weren’t reliable and dependable. So one day Sukumar would leave them and would create a bad influence on their daughter. So he didn’t want Sukumar in his house.

Question 4.
Why did Sukumar go back to Sayapatri’s house?
(କାହିଁକି ସୁକୁମାର ସାୟପତ୍ରୀ ଘରକୁ ଫେରିଗଲା ?)
Answer:
Sukumar was unable to win the love of Sayapatri’s father. Ultimately he left home disappointed at this. He took shelter in a shrine on the summit of a mountain. But he was not happy there thinking of Sayapatri’s love and her mother’s kindness. One night he had a dream in which he saw Sayapatri calling him. He woke up and became emotional. So he went back to Sayapatri’s house.

Question 5.
How did Sayapatri recover?
(ସାୟପତ୍ରୀ କିପରି ଭଲ ହେଲା ?)
Answer:
The village headman’s daughter, Sayapatri had deep love and affection for Sukumar. The boy could win the love of everybody in the family except her father. He felt sad and left the house. Sayapatri was seriously ill on the very night he left. The next night Sukumar dreamt of Sayapatri calling him. He returned and saw the worst condition of the girl. Her mother requested Sukumar to do something for the girl’s recovery from her illness. Sukumar took out his magic flute and began to play it quietly. Soon Sayapatri opened her eyes and talked to him with the magic power of the flute. This is how Sayapatri recovered from her illness miraculously.

E. ACTIVITY :

The following is the summary of the story. But there are eight mistakes in the summary. Underline the mistakes. Rewrite the summary after correcting the mistakes.
(ନିମ୍ନଲିଖଟି ହେଉଛି ଗଳ୍ପର ସାରାଂଶ । କିନ୍ତୁ ସାରାଂଶରେ ୮ଟି ତ୍ରୁଟି ରହିଛି । ତ୍ରୁଟିଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର । ତ୍ରୁଟିଗୁଡ଼ିକୁ ସଂଶୋଧନ କରି ପୁନର୍ବାର ସାରାଂଶଟିକୁ ଲେଖ ।)

Sukumar was an orphan who was 11 years old. His mother had made a guitar for him and he played it very well. One day, he came to a village and the Headman’s daughter took him to her house. She introduced him to her Sayapatri. But Sukumar was sad because Sayapatri’s mother did not love him. So, one day he left their house and went to live in a shrine on a mountain. One night he had a dream. He saw Sayapatri’s mother calling him. He went back to Sayapatri’s. He found that Sayapatri’s mother was very sick. He played his flute arid slowly she opened her eyes. Savapatr hugged him and the story ended happily.
Answer:
Sukumar was an orphan who was 11 years old. His father had made a flute for him and he played it very well. One day, he came to a village and the Headman’s wife took him to her house. She introduced him to her daughter, Sayapatri. But Sukumar was sad because Sayapatri’s father did not love him. So, one day he left their house and went to live in a shrine on a mountain. One night he had a dream. He saw Sayapatri calling him. He went back to Sayapatri’s. He found that Savapatri was very sick. He played his flute and slowly she opened her eyes. Sayapatri’s father hugged him and the story ended happily.

BSE Odisha 9th Class English Chapter 4 The Magic Flute Important Questions and Answers

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

Question 1.
Who was Sukumar?
Answer:
Sukumar was a boy of eleven, a motherless boy.

Question 2.
Who was the middle-aged woman?
Answer:
The middle-aged woman was the village headman’s wife.

Question 3.
When did she meet Sukumar?
Answer:
Sukumar was playing his flute standing in the village. The woman met him on her back home.

Question 4.
How did Sayapatri recover?
Answer:
Sukumar took out his flute and began to play quietly. Soon Sayapatri opened her eyes and talked to him by the magic power of the flute. This is how Sayapatri
recovered from her illness.

Question 5,
When did Sukumar fleet the middle-aged woman?
Answer:
As Sukumar stood there playing his flute, there stood a middle-aged woman with a heavy load of grass on her back, and sensing her presence Sukumar looked at her.

Question 6.
Why did Sukumar leave Sayapatri’s house?
Answer:
Sukumar was unable to win the love of Sayapatri’s father. Ultimately, he left Sayapatri’s home disappointed at this.

Answer The Following In A Word Or A Phrase.

Question I.
Who sat there, shedding tears of joy?
Answer:
Sayapatri’s mother

Question 2.
When did Sukumar left Sayapatri’s house?
Answer:
in the pre-dawn hours

Question 3.
“Are you ever able to meet her ¡n your hearts ?“ Who said this?
Answer:
Sukumar

Question 4.
Who stopped Sukumar when he prepared to leave the house?
Answer:
the village headman’s wife

Question 5.
‘And he’ll end up being a bad influence on our Sayapatri.” Who told this?
Answer:
the village headman

Fill In The Blanks.

1. Sayapatri’s eyelids began to flutter as the flute tune floated across the __________.
Answer:
room

2. Seeing Sukumar, Sayapatri murmured, “My brother, oh my brother! You have __________.
Answer:
returned

3. Sayapatri’s mother shed tears of joy because her husband accepted ___________ as his own son and decided not to let him go again.
Answer:
Sukumar

4. The sun was setting as Sukumar woke up on the dirt path and into the __________.
Answer:
small village

5. Sukumar remembered his own mother when he saw the girl calling __________.
Answer:
her mother

6. “I am a stranger here, mother.” Here ‘I’ indicates to __________.
Answer:
Sukumar

7. The boy was looking for a place to ___________.
Answer:
spend the night

8. Sukumar Los! his mother at the age of ___________.
Answer:
five

9. Sukumar believed that his mother still lived __________.
Answer:
within his heart

10. The flute Sukumar carried had been a gift from __________.
Answer:
his father

11. After the death of Sukumar’s mother, ____________ would play his own flute every evening before going to bed.
Answer:
Sukumar’s father

12. According to Sukumar’s father the child’s mother now lives in the house of _________.
Answer:
Gods

13. According to Sukumar’s father, he meets her wife through ___________.
Answer:
playing his flute

14. Sukumar’s father carefully ___________ a flute for the hoy.
Answer:
fashioned

15. Sukumar felt, he had found his own true mother once again in ___________.
Answer:
headman’s wife

16. As Sukuinar entered the yard with the woman, he saw the headman’s daughter, __________.
Answer:
Sayapatri

17. Sayapatri treated Sukumar as her __________.
Answer:
own brother

18. Headman’s wife found Sukumar __________.
Answer:
on the road

19. During dinner, the headman said nothing to the boy. This made Sukumar sad and __________.
Answer:
uncomfortable

20. One day Sukumar and Sayapatri walked down to a __________.
Answer:
nearby stream

21. Unable to control her curiosity Sayapatri asked “What are you thinking about, my __________?
Answer:
brother

22. Sukumar could only meet his mother by playing his ____________.
Answer:
flute

23. Sukumar was sad because he hadn’t won Sayapatri’s father’s _________.
Answer:
heart

24. According to Sayapatri’s father orphans aren’t very ___________.
Answer:
dependable

25. One spring evenîng: Sukumar sat by the window, gazing out at __________.
Answer:
the full moon

26. Despite all his efforts, Sukumar was still unable to win the love of Sayapatri’s ___________.
Answer:
father

27. After leaving the headman’s house Sukumar climbed over hills and down through the _________.
Answer:
valleys

28. After leaving the headman’s house Sukumar took shelter in a shrine to a ___________.
Answer:
goddess

29. By leaving Sayapatri and her mother, Sukumar felt that he had once again lost __________.
Answer:
his family

30. In the dream Sukumar saw that ___________ was standing in front of him.
Answer:
Sayapatri

31. When Sukumar returned to Sayapatri’s house, were around the yard wearing gloomy faces ___________.
Answer:
many villagers

Multiple Choice Questions With Answers.

Question 1.
Sukumar was a boy of about __________?
(A) ten
(B) eleven
(C) nine
(D) seven
Answer:
(B) eleven

Question 2.
Sukumar hoped to find someone who would put him up?
(A) for the day
(B) for the night
(C) for one day
(D) for two days
Answer:
(B) for the night

Question 3.
Sukumar was filled with his memories of her mother and took out his __________ to play?
(A) flute
(B) doll
(C) a photograph
(D) ring
Answer:
(A) flute

Question 4.
Sukumar lost his mother at the age of ___________?
(A) six
(B) three
(C) five
(D) seven
Answer:
(C) five

Question 5.
The flute Sukumar carried had been a gift from _________?
(A) his uncle
(B) his mother
(C) his father
(D) his brother
Answer:
(C) his father

Question 6.
Sukumar’s father carefully _________ a flute for the boy?
(A) designed
(B) made
(C) fashioned
(D) all the above
Answer:
(C) fashioned

Question 7.
Sayapatri treated Sukumar as her __________?
(A) good friend
(B) own brother
(C) cousin
(D) enemy
Answer:
(B) own brother

Question 8.
Sayapatri’s mother requested Sukumar to do something to ___________ her?
(A) recover
(B) cure
(C) revive
(D) none of these
Answer:
(C) revive

Question 9.
After the recovery of Sayapatri, her father ___________ the boy to his chest with tearful eyes?
(A) hugged
(B) embraced
(C) held
(D) none of these
Answer:
(A) hugged

Question 10.
began’. Here the word refers to ___________?
(A) set on
(B) set out
(C) set in
(D) all the above
Answer:
(B) set out

Question 11.
This is indeed a majestic offer. Here the underlined word refers to __________?
(A) happy
(B) beautiful
(C) grand
(D) not impressive
Answer:
(B) beautiful

Question 12.
The story “The Magic Flute” is translated by ___________?
(A) Abhi Sabedi
(B) Mukul Raj
(C) Prem Chand
(D) R. N. Tagore
Answer:
(A) Abhi Sabedi

Question 13.
Sukumar walked into the _________?
(A) village
(B) valley
(C) little village
(D) field
Answer:
(C) little village

Question 14.
In the little village, Sukumar hoped to find someone who would put him for __________?
(A) some days
(B) the month
(C) the day
(D) the night
Answer:
(D) the night

Question 15.
Sukumar’s mother was __________?
(A) in his village
(B) uneducated
(C) alive
(D) dead
Answer:
(D) dead

Question 16.
Sukumar looked at the woman her presence?
(A) thinking of
(B) imagining
(C) sensing
(D) hoping
Answer:
(C) sensing

Question 17.
__________ Sukumar asked his father about her mother?
(A) One day
(B) One night
(C) One evening
(D) One afternoon
Answer:
(B) One night

Question 18.
Sukumar accepted Sayapatri as his _________?
(A) mother
(B) sister
(C) wife
(D) sister-in-law
Answer:
(B) sister

Question 19.
Who was the village headman’s daughter?
(A) Suryapriya
(B) Sayangjyoti
(C) Sayapriya
(D) Sayapatri
Answer:
(D) Sayapatri

Question 20.
Near the stream, Sukumar sat silently?
(A) on a boulder
(B) on a big rock
(C) on its edge
(D) on a big stone
Answer:
(A) on a boulder

Question 21.
The woman was by her husband’s words?
(A) worried
(B) disappointed
(C) shocked
(D) puzzled
Answer:
(C) shocked

Question 22.
At sunset, Sukumar found himself on the summit of a _________?
(A) mountain
(B) hill
(C) valley
(D) ridge
Answer:
(A) mountain

Question 23.
Inside the shrine, Sukumar felt ________?
(A) unhappy
(B) sad
(C) lonely
(D) lonely and sad
Answer:
(D) lonely and sad

Odisha State Board BSE Odisha 9th Class English Solutions Non-Detailed Chapter 5 The Portrait of a Lady Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Non-Detailed Chapter 5 The Portrait of a Lady

BSE Odisha 9th Class English Chapter 5 The Portrait of a Lady Questions and Answers

Introduction:

Generally, grandparents are the most lovable people in the world. Especially, the grandmothers are the key persons who create bonds that hold the family together. They are the main pillars of the family. They spend their time happily with all the family members. But they enjoy spending time in the company of their grandchildren whom they consider their dearest ones. They always think of their family’s welfare. They pray to God selflessly and wholeheartedly for the well-being of the family members. The present story is about the portrait of a grandmother of the author, Khusbant Singh. A portrait is a painting or picture or any artistic representation of a person. Now read the story to know more about the author’s grandmother.

Notes :
lovable – ସ୍ନେହୀ , world – ଦୁନିଆ especially – ବିଶେଷ କରି create – ସୃଷ୍ଟି କରନ୍ତୁ | dearest – ପ୍ରିୟତମ welfare – କଲ୍ୟାଣ artistic – କଳାତ୍ମକ whole-heartedly – ପୁରା ହୃଦୟ ସହିତ

ବିଷୟ ସୂଚନା :
ସାଧାରଣତଃ ଜେଜେବାପା ଓ ଜେଜେମା’ ପୃଥିବୀରେ ସବୁଠାରୁ ସ୍ନେହୀ ବ୍ୟକ୍ତି ଅଟନ୍ତି । ବିଶେଷତଃ ପରିବାରଟିକୁ ଏକ ଡୋରିରେ ବାନ୍ଧି ରଖୁବାପାଇଁ ଜେଜେମା’ମାନଙ୍କର ଭୂମିକା ଗୁରୁତ୍ଵପୂର୍ଣ ଅଟେ । ସେମାନେ ପରିବାରର ମୁଖ୍ୟ ସ୍ତମ୍ଭ ସଦୃଶ । ସେମାନେ ପରିବାରର ଅନ୍ୟ ସଦସ୍ୟମାନଙ୍କ ସହିତ ସୁଖରେ କାଳାତିପାତ କରନ୍ତି। କିନ୍ତୁ ସେମାନଙ୍କର ଅତି ପ୍ରିୟ ନାତିନାତୁଣୀମାନଙ୍କ ସହିତ ସମୟ ବିତାଇବାରେ ସେମାନେ ଅଧିକ ଆନନ୍ଦ ପାଆନ୍ତି । ସେମାନେ ସର୍ବଦା ପରିବାରର ମଙ୍ଗଳ କାମନା କରିଥା’ନ୍ତି । ପରିବାର ସଦସ୍ୟମାନଙ୍କ ମଙ୍ଗଳ କାମନା ପାଇଁ ସେମାନେ ନିଃସ୍ବାର୍ଥପର ଭାବରେ ମନଯୋଗ ସହକାରେ ଈଶ୍ଵରଙ୍କୁ ପ୍ରାର୍ଥନା କରୁଥା’ନ୍ତି । ଆଲୋଚ୍ୟ ଗପଟି ପ୍ରଖ୍ୟାତ ଲେଖକ ଖୁସ୍ୱନ୍ତ ସିଂଙ୍କ ଜେଜେମା’ଙ୍କ ପ୍ରତିକୃତି ବିଷୟ ସମ୍ବନ୍ଧିତ ଅଟେ । ପ୍ରତିକୃତି ହେଉଛି ଏକ ବ୍ୟକ୍ତିର ଛବି, ପ୍ରତିମା ବା ଅନ୍ୟ କଳାତ୍ମକ ଉପସ୍ଥାପନା । ଲେଖକଙ୍କ ଜେଜେମା’ଙ୍କ ସମ୍ବନ୍ଧରେ ଅଧିକ ଜାଣିବାପାଇଁ ଏବେ ଏହି ଗପଟିକୁ ପଢ଼ିବା ।

SUMMARY – 1:

The author’s grandmother had grown old and wrinkled before twenty years. There was no symptom of a change in their physique or appearance. It was said that she was extremely beautiful in her youth. The author’s grandfather had already died and his photograph was kept in the drawing room. His bearded grandfather wore traditional clothes and he looked at least a hundred years old. The author’s grandmother was short and fat and slightly bent. She had grown so old that she could not have grown older. She stayed at the same age for twenty years. She was walking with one hand on her waist in order to balance her body. Still, she was very beautiful. The author and his grandmother were good friends. His parents went to live in the city. So his grandmother became his caretaker in the village. She took the utmost care of the author. Every day she got him ready for school. She also accompanied him to school and waited there till school was over.

Note:
symptom – ଲକ୍ଷଣ appearance – ଦେଖାଦେବା extremely – ଅତ୍ୟଧିକ ଭାବରେ bearded – ଶ୍ମଶୁଧାରୀ short – ଗେଡ଼ୀ waist – ଅଣ୍ଟା balance – ଭାରସାମ୍ୟ caretaker – ତତ୍ତ୍ଵାବଧାରିକା

ବିଷୟ ସୂଚନା :
ଲେଖକଙ୍କ ଜେଜେମା’ କୋଡ଼ିଏ ବର୍ଷ ପୂର୍ବରୁ ସମ୍ପୂର୍ଣ୍ଣ ବୃଦ୍ଧା ଓ ଲୋଳିତ ଚର୍ମଧାରୀ ହୋଇସାରିଥିଲେ । ତାଙ୍କ ସ୍ବାସ୍ଥ୍ୟ କିମ୍ବା ଚେହେରାରେ କିଛି ପରିବର୍ତ୍ତନର ଲକ୍ଷଣ ଦେଖାଯାଉ ନ ଥିଲା । କୁହାଯାଉଥିଲା ଯେ ସେ ତାଙ୍କ ଯୁବାବସ୍ଥାରେ ଖୁବ୍ ସୁନ୍ଦରୀ ଥିଲେ । ଲେଖକଙ୍କ ଜେଜେବାପା ସେତେବେଳକୁ ମରି ସାରିଥିଲେ ଏବଂ ତାଙ୍କ ଫଟୋଚିତ୍ର ବୈଠକ ଘରେ ରଖାଯାଇଥିଲା । ଶ୍ମଶୁଧାରୀ ଦାଢ଼ି ରଖୁଥ‌ିବା ତାଙ୍କ ଜେଜେବାପା ଚିରାଚରିତ ପୋଷାକ ପରିଧାନ କରିଥିଲେ ଏବଂ ସେ ଅନ୍ୟୁନ ଶହେ ବର୍ଷ ବୟସ୍କ ଲୋକ ପରି ଦେଖା ଯାଉଥିଲେ । ଲେଖକଙ୍କ ଜେଜେମା’ ଟିକିଏ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଓ ସାମାନ୍ୟ ନଇଁ ପଡ଼ିଥିଲେ । ସେ ଏତେ ବୁଢ଼ୀ ହୋଇ ଯାଇଥିଲେ ଯେ ସେ ଆଉ କଦାପି ତା’ଠାରୁ ଅଧ୍ବକ ବୁଢ଼ୀ ହୋଇପାରିବେ ନାହିଁ । ସେ ସେହି ଏକା ବୟସରେ କୋଡ଼ିଏ ବର୍ଷ ରହିଗଲେ । ସେ ନିଜ ଶରୀରର ଭାରସାମ୍ୟ ରକ୍ଷା କରିବାପାଇଁ ଗୋଟିଏ ହାତ ଅଣ୍ଟାରେ ରଖ୍ ଚାଲୁଥିଲେ । ତଥାପି ସେ ସୁନ୍ଦର ଥିଲେ । ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ ଦୁହେଁ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କ ବାପା ମାଆ ସହରରେ ରହିବାକୁ ଚାଲିଗଲେ । ତେଣୁ ତାଙ୍କ ଜେଜେମା’ ଗାଆଁରେ ତାଙ୍କର ତତ୍ତ୍ଵାବଧାରିକା ହୋଇଥିଲେ । ସେ ଲେଖକଙ୍କର ଖୁବ୍ ଯତ୍ନ ନେଉଥିଲେ । ସବୁଦିନେ ସେ ତାଙ୍କୁ ସ୍କୁଲ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ସେ ତାଙ୍କ ସହିତ ମଧ୍ୟ ସ୍କୁଲ୍‌କୁ ଯାଉଥିଲେ ଏବଂ ସ୍କୁଲ୍ ଛୁଟି ହେବା ପର୍ଯ୍ୟନ୍ତ ସେଠାରେ ଅପେକ୍ଷା କରି ରହୁଥିଲେ ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

My grandmother, like everybody’s grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather’s portrait hung above the mantelpiece in the drawing room. He wore a big turban and loose-fitting clothes. His long white beard covered the best part of his chest and he looked at least a hundred years old. He did not look like the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren. As for my grandmother being young and pretty, the thought was almost revolting. She often told us of the games she used to play as a child. That seemed quite absurd and undignified on her part and we treated it like the tales of the prophets she used to tell us.

ଅନୁବାଦ :
ସମସ୍ତଙ୍କ ବୁଢ଼ୀମା’ ଭଳି ମୋର ବୁଢ଼ୀମା’ ଜଣେ ବୃଦ୍ଧା ମହିଳା ଥିଲେ । ଗତ ୨୦ ବର୍ଷ ଧରି ମୁଁ ତାଙ୍କ ବିଷୟରେ ଯାହା ଜାଣିଥୁଲି, ସେ ବୁଢ଼ୀ ଓ ଲୋଳିତଚର୍ମଧାରୀ ହୋଇଯାଇଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ସେ (ମୋ ବୁଢ଼ୀମା’) ଏକଦା ଯୁବତୀ ଓ ସୁନ୍ଦରୀ ଥିଲେ ଓ ତାଙ୍କର ମଧ୍ୟ ସ୍ଵାମୀ ଥିଲେ, କିନ୍ତୁ ଏହାକୁ ବିଶ୍ଵାସ କରିବା ବଡ଼ ଅସମ୍ଭବ ଥିଲା । ବୈଠକଗୃହର ମ୍ୟାଣ୍ଟେଲ୍ ପିସ୍ (କାନ୍ଥରୁ ବାହାରିଥିବା ତାଜା) ଉପରେ ମୋ ଜେଜେବାପାଙ୍କ ଛବି ଝୁଲୁଥିଲା । ସେ ଗୋଟିଏ ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ପିନ୍ଧିଥିବାର ଛବିରେ ଦେଖାଯାଉଥିଲା । ଜେଜେବାପା ଛାତିର ଅଧିକାଂଶ ଭାଗକୁ ଘୋଡ଼ାଇ ଦେବାଭଳି ଲମ୍ବା ଧଳା ଦାଢ଼ି ରଖୁଥିଲେ ଓ ସେ ଅତି କମ୍‌ରେ ଶହେ ବର୍ଷର ବୃଦ୍ଧ ଭଳି ଦେଖା ଯାଉଥିଲେ । ସେ ସେଭଳି ଜଣେ ବ୍ୟକ୍ତି ଜଣା ପଡୁନଥିଲେ ଯାହାଙ୍କର ଗୋଟିଏ ସ୍ତ୍ରୀ ବା ପିଲାପିଲି ଥ‌ିବେ । ସେ (ମୋର ଜେଜେବାପା) ଦେଖାଯାଉଥିଲେ, ସତେ ଯେପରି ତାଙ୍କର ଅନେକ ନାତିନାତୁଣୀ ଅଛନ୍ତି । ମୋର ଜେଜେମା’ ବା ବୁଢ଼ୀମା’ ଯେ ସେ ଯୁବତୀ ଓ ସୁନ୍ଦରୀ ଥିଲେ, ଏଭଳି ଚିନ୍ତା ପ୍ରାୟ ବିରୋଧାତ୍ମକ ଥିଲା । ପିଲାବେଳେ ଜେଜେମା’ ଖେଳୁଥିବା ଖେଳଗୁଡ଼ିକ ବିଷୟରେ ଅନେକ ଥର କହୁଥିଲେ । ତାଙ୍କ ପକ୍ଷେ ଏଭଳି କହିବା ପୂରାପୂରି ଅସଙ୍ଗତ (ଅର୍ଥହୀନ) ଓ ଅମର୍ଯ୍ୟାଦା ବା ଅପମାନଜନକ ଥିଲା ଓ ଆମ୍ଭେମାନେ ଏହି କଥାଗୁଡ଼ିକୁ ସେ ପ୍ରାୟ କହୁଥିବା ମହାପୁରୁଷମାନଙ୍କର କାହାଣୀ ବୋଲି ଗ୍ରହଣ କରୁଥିଲୁ ।

TEXT – 2

She had always been short and fat and slightly bent. Her face was a crisscross of wrinkles running from everywhere to everywhere. No, we were certain she had always been as we had known her. Old, so terribly old that she could not have grown older, and had stayed at the same age for twenty years. She could never have been pretty, but she was always beautiful. She hobbled about the house in spotless white with one hand resting on her waist to balance her stoop and the other telling the beads of her rosary. Her silver locks were scattered untidily over her pale face, and her lips constantly moved in inaudible prayer. Yes, she was beautiful. She was like the winter landscape in the mountains.

ଅନୁବାଦ :
ମୋର ବୁଢ଼ୀମା’ ସାଧାରଣତଃ ଗେଡ଼ୀ, ମୋଟୀ ଥିଲେ ଓ ସାମାନ୍ୟ ଅଣ୍ଟା ବଙ୍କେଇ ଚାଲୁଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳ ଉପରେ ଏପଟସେପଟ (ଛକି ଚିହ୍ନ ପରି) ଅନେକ କୁଞ୍ଚ ଚର୍ମରେଖା ଥିଲା । ନା, ଆମେ ନିଶ୍ଚିତ ଥିଲୁ ଯେ ଆମେ ତାଙ୍କୁ ଯେପରି ଜାଣିଥୁଲୁ ସେ ସର୍ବଦା ସେହିପରି ଥିଲେ । ବୁଢ଼ୀମା’ ବୁଢ଼ୀ ହୋଇ ଯାଇଥିଲେ, ଏତେ ବୁଢ଼ୀ ଯେ ବୋଧହୁଏ ଆଉ ଅଧିକ ବୁଢ଼ୀ ହୋଇପାରି ନ ଥା’ନ୍ତେ ଓ ପ୍ରାୟ ସେହି ଏକା ବୟସରେ ସେ କୋଡ଼ିଏ ବର୍ଷ ଧରି ରହିଥିଲେ । ଅବଶ୍ୟ ସେ କେବେହେଲେ ସୁନ୍ଦରୀ ହୋଇପାରି ନଥିଲେ, କିନ୍ତୁ ସେ ସର୍ବଦା ଆକର୍ଷଣୀୟା ଦେଖାଯାଉଥିଲେ । ବାଙ୍କିଯାଇଥିବା ଅଣ୍ଟାକୁ ସନ୍ତୁଳିତ କରିବାପାଇଁ ଅଣ୍ଟା ଉପରେ ଗୋଟିଏ ହାତ ରଖ୍ ଓ ଅନ୍ୟ ହାତରେ ହାରରେ ଗୁନ୍ଥା ହୋଇଥିବା ଜପାମାଳିକୁ ଗୋଟିଏ ପରେ ଗୋଟିଏ ଗଣି ସେ ଏକ ଆଲୁଳାୟିତ (ଏଣେତେଣେ) ହୋଇ ପଡ଼ୁଥିଲା ଓ ତାଙ୍କର ଓଠ ଶୁଣି ନ ହେବାଭଳି ପ୍ରାର୍ଥନାରେ ଅବିରତ ଚଳଚଞ୍ଚଳ ଥିଲା । ହଁ, ସେ ଆକର୍ଷଣୀୟା ଥିଲେ । ପର୍ବତଶ୍ରେଣୀରେ ସେ ଏକ ଶୀତକାଳୀନ ଭୃଦୃଶ୍ୟ ସଦୃଶ ଥିଲେ ।

TEXT – 3

My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart. / listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink pot and a reed pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs.

ଅନୁବାଦ :
ଓ ସେହିଦିନଠାରୁ ଆମ୍ଭେମାନେ (ଜେଜେମା’ ଓ ମୁଁ) ଅହରହ ଏକାଠି ରହୁଥଲୁ । ସେ ମୋତେ ସକାଳୁ ଉଠାଇ ଦେଉଥିଲେ ଓ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ଯେତେବେଳେ ସେ ମୋତେ ଗାଧୋଇ ଦେଉଥିଲେ ଓ ପୋଷାକ ପିନ୍ଧାଉଥିଲେ, ସେ ସେତେବେଳେ ସେହି ବିରକ୍ତିକର ଓ ସବୁଦିନିଆ ନୀରସ ସକାଳ ପ୍ରାର୍ଥନା ଗାଉଥୁଲେ ଓ ଆଶା କରୁଥିଲେ ଯେ ମୁଁ ତାହାକୁ ଶୁଣି ମନେ ରଖିପାରିବି । ମୁଁ ତାଙ୍କର ପ୍ରାର୍ଥନା ଶୁଣୁଥିଲି କାରଣ ମୁଁ ତାଙ୍କର ସ୍ବରକୁ ଭଲ ପାଉଥିଲି, କିନ୍ତୁ ତାଙ୍କର ଗୀତକୁ ଶିଖୁବାପାଇଁ ମୁଁ କେବେହେଲେ ଆଗ୍ରହୀ ନ ଥିଲି । ତା’ପରେ ସେ (ବୁଢ଼ୀମା’) ପ୍ରାୟ ସଫା କରି ଦେଇଥ‌ିବା ଓ ହଳଦିଆ ଚକ୍‌ରେ ଲେପନ କରିଥିବା କାଠ ପ୍ଲେଟ୍ ଗୋଟିଏ ଛୋଟ ମାଟି ତିଆରି କାଳି ଦୁଆତ (କାଳି ବୋତଲ), ଏକ ପତଳା ଝର କଲମ ଆଦିକୁ ଗୋଟିଏ ପୁଟୁଳାରେ ବାନ୍ଧି ମୋତେ ଧରାଇ ଦେଉଥିଲେ । ସକାଳର ଗୋଟିଏ ମୋଟା, ବାସି ପରଟା (ସାମାନ୍ୟ ଲହୁଣି ବୋଳା ଯାଇଥିବ ଓ ଉପରେ ଚିନି ପଡ଼ିଥ‌ିବା) ଖାଇ ସାରିବା ପରେ ଆମ୍ଭେ (ବୁଢ଼ୀମା’ ଓ ମୁଁ) ସ୍କୁଲକୁ ଯାଉଥଲୁ । ସ୍କୁଲକୁ ଗଲାବେଳେ ବୁଢ଼ୀମା’ଗାଁର କକରମାନଙ୍କ ପାଇଁ ଅନେକ ବାସି ଚପାତି ସାଙ୍ଗରେ ନେଉଥିଲେ ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
wnnkle(d) – crease in skin produced by age – କୁଞ୍ଚିତ ହେବା
portrait – ଜଣେ ପୁରୁଷର ଚିତ୍ର,
pretty – attractive – ସୁନ୍ଦର
hung – past tense of ‘hangs ଝୁଲୁଥିଲା
mantelpiece – shelf projecting from the wall above the fireplace – ଉପର ଥାକ
as far – ଯେତେ ଦୂର
turban – ପଗଡି |
revolting – expressing protest – ପ୍ରତିବାଦ ଜଣାଇଲେ
often – many times – ପ୍ରାୟତ। |
seemed – past tense of bseem – ଲାଗୁଥିଲା |
absurd – ridiculous – ହାସ୍ୟାସ୍ପଦ
undignified – not dignified – ଗୌରବହାନକାରକ/
tales – imaginary stories – କଳ୍ପନା କାହାଣୀ |
prophet – ଭବିଷ୍ୟ‌ଦ୍‌ବକ୍ତା
bent – curved – ବଙ୍କା
sentimenal (adj) – ଆବେଗ ପଦର୍ଶକ
crisscross – crossed lines forming a kind of pattern – କ୍ରସକ୍ରସ୍ |
shoo (y) – ଏକପ୍ରକାର ଶବ୍ଦ କରିବା
certain – sure – ନିଶ୍ଚିତ
imprint – ମାନସପଟରେ ଅଙ୍କନ କରିବା
terribly – ଭୟଙ୍କର ଭାବରେ
hobbled – (past tense of ‘hobble’) walk as when lame – ଛୋଟେଇ ଚାଲିଲା
spotless – without spot – ଦାଗହୀନ |
waist – ଅଣ୍ଟା
stoop – bent forward – ଆଗକୁ ନଇଁ ପଡ଼ିଥ‌ିବା
constantly – always. repeatedly – ବାରମ୍ବାର /ସର୍ବଦା
stale – not fresh or new – Don’t feed the baby on stale bread.
beads – ବିଡି,
frivolous – ବିନ୍ଦୁହୀନ।
rosary – a String of beads used for
prayer – ପ୍ରାର୍ଥନା
scattered – past tense of ‘scatter’
untidily – not orderly – ଅବିଶ୍ୱାସନୀୟ
resignation (n) – ଇସ୍ତଫା
pale – ଫିକା
growl (y) – ଚାପା ଗର୍ଜନ କରିବା
inaudible – not audible
ignore – ଅଣଦେଖା କରନ୍ତୁ
landscape – scenery of a land area — ଭୂଭାଗର ପ୍ରାକୃତିକ ଦୃଶ୍ୟ
protest – ବିରୋଧ କରିବା
monotonous – lacking in variety
pallor – ପାଲ୍
sing-song – uttered with a monotonous
rhythm – ଗୀତ, ଲୀଳା,
scripture – ଶାସ୍ତ୍ର
bothered – past tense of ‘bother’
fetch – go for and bring back
blaze – ଉଜ୍ଜ୍ବଳ ଅଗ୍ନିଶିଖା
plastered – past tense of plaster’
earthen – made of earth – ମାଟି ତିଆରି
lewd (adj) – ଲଜ୍ଜା |
snap (y) – ସ୍ନାପ୍
shroud – ଶବାଚ୍ଛାଦନ ବସ୍ତ୍ର
corpse – ଶବ
reed pen – ନଳ ବା ଝର କଲମ
crumb – ରୁଟିର ଟୁକୁଡ଼ାଖଣ୍ଡ
thick – ମୋଟା |
stale – not fresh
chapatti(s) – ଏକ ପ୍ରକାର ରୁଟି

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
How has the author described his grandmother?
(ଲେଖକ କିପରି ତାଙ୍କ ଜେଜେମା’ଙ୍କୁ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?
Answer:
The author describes that his grandmother was an old woman like everybody’s grandmother. Her skin was wrinkled due to old age. She was short and fat and slightly bent. Her physique remained unchanged. She couldn’t have grown older and she stayed at the same age for twenty years. She hobbled with one hand resting on her waist to balance her stoop. Her face was a crisscross with wrinkles.

Question 2.
What impression did the author get looking at his grandfather’s photograph?
( ଲେଖକ ତାଙ୍କ ଜେଜେବାପାଙ୍କ ଫଟୋଚିତ୍ରକୁ ଦେଖି କ’ଣ ଧାରଣା କରିଥିଲେ ?)
Answer:
The photograph of the author’s grandfather was hung above the mantelpiece in the drawing room. He wore a big turban and loose-fitting clothes. His long white beard covered the best part of his chest and he looked a hundred years old. According to the author, his grandfather didn’t look like the sort of person who would have a wife or children. Rather he looked as if he had lots of grandchildren.

Question 3.
Do you think the author’s grandmother was a religious person? Why do you think so?
(ତୁମେ ଭାବୁଛ କି ଲେଖକଙ୍କ ଜେଜେମା’ ଜଣେ ଧାର୍ମିକ ବ୍ୟକ୍ତି ଥିଲେ ? ତୁମେ ଏପରି କାହିଁକି ଭାବୁଛ ?)
Answer:
Yes, I think that the author’s grandmother was a religious lady. Because she was often telling the beads of her rosary in her one hand. Her lips constantly moved in praying an inaudibLe prayer. While she bathed his grandson (author), she said morning prayer in a monotonous sing-song. As a pious lady, she also offered food to the village dogs.

Question 4.
The author says that he and his grandmother were good friends. Did they do anything together?
(ଲେଖକ କହନ୍ତି ଯେ ସେ ଏବଂ ତାଙ୍କର ଜେଜେମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ସେମାନେ ଏକାଠି କିଛି କରୁଥିଲେ କି ?)
Answer:
After the departure of his parents to the city, the author and his grandmother became close friends living constantly together. The author’s grandmother used to wake him up in the morning and get him ready for school. She would get the study materials ready for his school. Both went to school regularly. When they walked back, they used to throw stale chapattis to the village dogs.

Question 5.
Why did his grandmother carry chapattis when they went to school? What does this tell you about her?
( ଲେଖକଙ୍କ ଜେଜେମା’ ସ୍କୁଲକୁ ଗଲାବେଳେ କାହିଁକି ଚପାତି ନେଉଥିଲେ ? ଏହା ତାଙ୍କ ବିଷୟରେ କ’ଣ କହେ ?)
Answer:
The author and his grandmother used to go to school together after breakfast. She took stale chapattis with her for the village dogs and offered it to them during their return from school. This tells us that the author’s grandmother was very kind to the animals.

Question 6.
Life was comfortable for the author and their grandmother. Do you think it will continue to be so?
(ଲେଖକ ଓ ତାଙ୍କ ଜେଜେମା’ଙ୍କ ପାଇଁ ଜୀବନ ସ୍ଵଚ୍ଛନ୍ଦ ଥିଲା । ତୁମେ ଭାବୁଛ ଏହା ଲଗାତର ଏପରି ରହିବ କି ?)
Answer:
No, I think that the comfortable life of the author and his grandmother would not continue for long as the author could not always stay with her when he went to the city for higher study.

SUMMARY – 2:

The author’s grandmother always went to school with him because it was attached to the temple. While he was learning the alphabet and the morning prayer, his grandmother was reading the holy scriptures in the temple. On their back home, they used to offer chapattis to the village dogs. After a few days, his parents sent them to live in the city. The author joined an English school and went there on a motor bus. His grandmother could go no more with him. Now she was alone. She started feeding the sparrows in the courtyard finding no dogs in the streets of the city. For some time the author’s grandmother would get him ready for school. Sometimes she asked him about the lessons taught in the school. She came to know that they were taught western science and music lessons. She didn’t like it. She was distressed as there was no religious teaching. A change was noticed in their relationship when the author went, to the university. Their friendship was snapped. But his grandmother accepted it with patience. She was isolated and didn’t like to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting a prayer. In the afternoon she used to feed little sparrows in the courtyard. It was the happiest half-hour of the day for her.

Notes :
attached – ସଂଲଗ୍ନ scripture – ଶାସ୍ତ୍ର usiga – ୟୁସିଗା offer – ଅର୍ପଣ କରିବା, sparrow – ଘରଚଟିଆ, distress – ମର୍ମାହତ ହେବା, snap – ବାଧାପ୍ରାପ୍ତ ହେବା

ସାରାଂଶ :
ଲେଖକଙ୍କ ଜେଜେମା’ ତାଙ୍କ ସହିତ ସର୍ବଦା ସ୍କୁଲକୁ ଯାଉଥିଲେ କାରଣ ଏହା ଏକ ମନ୍ଦିରକୁ ଲାଗିକରି ଥିଲା । ସେ ଯେତେବେଳେ ବର୍ଣ୍ଣମାଳା ଓ ପ୍ରାତଃ ପ୍ରାର୍ଥନା ଶିକ୍ଷା କରୁଥିଲେ, ସେତେବେଳେ ତାଙ୍କ ଜେଜେମା’ ମନ୍ଦିରରେ ପବିତ୍ର ଧର୍ମଗ୍ରନ୍ଥ ପଠନ କରୁଥିଲେ । ଘରକୁ ଫେରିବା ବାଟରେ ସେମାନେ ଗାଆଁ କୁକୁରମାନଙ୍କୁ ଚପାତି (ପରଟା) ଦେଉଥିଲେ । କିଛିଦିନ ପରେ ତାଙ୍କ ବାପାମାଆ ସେମାନଙ୍କ ସହରରେ ରହିବାପାଇଁ ଡକାଇ ପଠାଇଲେ । ସେଠାରେ ଲେଖକ ଗୋଟିଏ ଇଂରାଜୀ ବିଦ୍ୟାଳୟରେ ଯୋଗଦେଲେ ଓ ସେଠାକୁ ବସ୍ ଯୋଗେ ଯିବା ଆସିବା କଲେ । ତାଙ୍କ ଜେଜେମା’ ଆଉ ତାଙ୍କ ସହିତ ଯାଇପାରିଲେ ନାହିଁ । ବର୍ତ୍ତମାନ ସେ ନିଃସଙ୍ଗ ହୋଇଗଲେ । ସହରର ରାସ୍ତାରେ କୁକୁରମାନଙ୍କୁ ନ ପାଇ ସେ ସେଠାରେ ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବା ଆରମ୍ଭ କଲେ । କିଛିଦିନ ପାଇଁ ଲେଖକଙ୍କୁ ତାଙ୍କ ଜେଜେମା’ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ବେଳେବେଳେ ସେ ସ୍କୁଲ୍‌ରେ କ’ଣ ପଢ଼ାଯାଉଛି ବୋଲି ପଚାରୁଥିଲେ । ସେ ଜାଣିବାକୁ ପାଇଲେ ଯେ ସେମାନଙ୍କୁ ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ସଙ୍ଗୀତ ଇତ୍ୟାଦି ଶିକ୍ଷା ପଡ଼ିଲେ । ଦିଆଯାଉଛି । ସେ କିନ୍ତୁ ଏହାକୁ ପସନ୍ଦ କରୁନଥିଲେ । ଧର୍ମ ସମ୍ବନ୍ଧୀୟ ଶିକ୍ଷା ନ ଦିଆଯାଉଥ‌ିବା ହେତୁ ସେ ମର୍ମାହତ ହୋଇ ପଡ଼ିଲେ । ଗୋଟିଏ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ସେମାନଙ୍କ ବନ୍ଧୁତ୍ଵ ହଠାତ୍ ଭାଙ୍ଗିଗଲା । କିନ୍ତୁ ତାଙ୍କ ଜେଜେମା’ ଏହାକୁ ଧୈର୍ଯ୍ୟର ସହିତ ଗ୍ରହଣ କରିନେଲେ । ସେ ନିଃସଙ୍ଗ ହୋଇଗଲେ ଓ କାହାରି ସହିତ କଥା ହେବାକୁ ପସନ୍ଦ କଲେ ନାହିଁ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ କେବଳ ଚରଖା ପାଖରେ ବସି ସୂତା କାଟୁଥିଲେ ଓ ପ୍ରାର୍ଥନା ଆବୃତ୍ତି କରୁଥିଲେ । ଅପରାହ୍ନରେ ଛୋଟ ଛୋଟ ଘରଚଟିଆ ପକ୍ଷୀମାନଙ୍କୁ ଅଗଣାରେ ଖୁଆଉଥିଲେ । ଏହି ଅଧଘଣ୍ଟା ତାଙ୍କ ପାଇଁ ଦିନର ସବୁଠାରୁ ସୁଖଦ ସମୟ ଥିଲା ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the veranda singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us home, growling and fighting each other for the chapattis we threw them. When my parents were comfortably settled in the city, they sent for us. That was a turning point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school on a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house.

ଅନୁବାଦ :
ବୁଢ଼ୀମା’ ମୋ ସହିତ ସର୍ବଦା ସ୍କୁଲକୁ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲଟି ମନ୍ଦିରକୁ ଲାଗିଥିଲା । ମନ୍ଦିରର ପୂଜକ ଆମ୍ଭମାନଙ୍କୁ (ସ୍କୁଲର ପିଲାମାନଙ୍କୁ) ଅକ୍ଷର ଶିଖାଉଥିଲେ ଓ ସକାଳ ପ୍ରାର୍ଥନା ଶିଖାଉଥିଲେ । ବାରଣ୍ଡାର ଗୋଟିଏ ପାର୍ଶ୍ଵରେ ପିଲାମାନେ ଯେତେବେଳେ ଧାଡ଼ି କରି ବସି ଅକ୍ଷର ଓ ସମବେତ କଣ୍ଠରେ (ମିଳିତ ଭାବରେ) ପ୍ରାର୍ଥନା ଗାଉଥିଲେ, ବୁଢ଼ୀମା’ ମନ୍ଦିର ଭିତରେ ବସି ଧର୍ମପୁସ୍ତକ ପଢୁଥିଲେ । ଯେତେବେଳେ ଆମ୍ଭମାନଙ୍କର କାର୍ଯ୍ୟ ସରିଯାଉଥିଲା, ଆମ୍ଭେମାନେ ଏକାଠି ଘରକୁ ଫେରି ଯାଉଥଲୁ । ଏଥର ଗାଁର କୁକୁରମାନେ ଆମକୁ ମନ୍ଦିର ଫାଟକ ପାଖରେ ଭେଟୁଥିଲେ । ସେମାନେ ଆମ୍ଭମାନଙ୍କ ପିଛା କରି ନିଜ ନିଜ ଭିତରେ ଲଢ଼େଇ କରି ଓ ଗର୍ଜନ କରି ଆମ୍ଭେମାନେ ସେମାନଙ୍କ ଆଡ଼କୁ ଫିଙ୍ଗୁଥିବା ବାସି ଚପାତି ଖାଇବାପାଇଁ ଯାଉଥିଲେ । ଯେତେବେଳେ ମୋର ବାପାମାଆ ସହରରେ ଭଲ ଭାବରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲେ, ସେମାନେ ଆମକୁ ଡକାଇଲେ । ଆମ ବନ୍ଧୁତା ଭିତରେ ଏହା ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ ମୋଡ଼ ଥିଲା । ଯଦିଓ ଆମେ ଗୋଟିଏ କୋଠରିରେ ରହୁଥୁଲୁ, ବୁଢ଼ୀମା’ ମୋ ସହିତ ଆଉ ମୋ’ ସ୍କୁଲକୁ ଯାଉ ନ ଥିଲେ । ଗୋଟିଏ ମୋଟର ବସ୍‌ରେ ମୁଁ ଗୋଟିଏ ଇଂରାଜୀ ବିଦ୍ୟାଳୟକୁ ଯାଉଥୁଲି । ସହରର ରାସ୍ତାଗୁଡ଼ିକରେ କୁକୁରସବୁ ନ ଥିଲେ ଓ ସେ (ବୁଢ଼ୀମା’) ଆମ ସହରୀ ଘର ଅଗଣାରେ ଘରଚଟିଆ ଚଢ଼େଇଗୁଡ଼ିକୁ ଖୁଆଇବାରେ ଅଭ୍ୟସ୍ତ ହୋଇଗଲେ ।

TEXT – 2

As the years rolled by we saw less of. each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things about western science and learning, the law of gravity, Archimedes’ principle, the world is round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her, music had lewd associations. It was not meant gentlefolk. She rarely talked to me after that. When I went up to University, I was given a room of my own. The common link of friendship was snapped. My grandmother accepted it with resignation. She rarely left her spinning wheel to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting prayers. Only in the afternoon, she relaxed for a while to feed the sparrows. While she sat on the veranda breaking the bread into little bits, hundreds of little birds collected around her. Some came and perched on her legs, others on her shoulders. Some even sat on her head. She smiled but never shooed them away. It used to be the happiest half-hour of the day for her.

ଅନୁବାଦ :
ବର୍ଷ ବର୍ଷ ବିତିଯିବା ସହିତ ଆମମାନଙ୍କର (ବୁଢ଼ୀମା’ ଓ ମୁଁ) ପରସ୍ପର ଭିତରେ ଦେଖାସାକ୍ଷାତ କମ୍ ହୋଇଆସିଲା । କିଛିଦିନ ପାଇଁ ସେ ମୋତେ ଉଠାଇ ଦେଇ ସ୍କୁଲ୍ ଯିବା ପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ । ମୁଁ ସ୍କୁଲରୁ ଫେରିବା ପରେ ଶିକ୍ଷକ ମୋତେ କ’ଣ ପଢ଼ାଇଥିଲେ ବୋଲି ସେ (ବୁଢ଼ୀମା’) ମୋତେ ପଚାରୁଥିଲେ । ଶିକ୍ଷକ ଆମ୍ଭମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ଶିକ୍ଷାରୁ କିଛି, ମାଧ୍ୟାକର୍ଷଣ ନିୟମ, ଆର୍କିମିଡ଼ିସ୍‌ଙ୍କ ସୂତ୍ର ଓ ପୃଥ‌ିବୀ ଆକାର ଗୋଲାକାର ଶିଖାଇଥିଲେ ବୋଲି ମୁଁ ବୁଢ଼ୀମା’ଙ୍କୁ କହିଲି । ମୋ କଥା ଶୁଣି ସେ ଦୁଃଖୀ ହୋଇଗଲେ । ମୋର ପାଠପଢ଼ାରେ ସେ ମୋତେ ଆଉ ସାହାଯ୍ୟ କରିପାରିଲେ ନାହିଁ । ଇଂରାଜୀ ବିଦ୍ୟାଳୟରେ ଶିକ୍ଷକମାନେ ପଢ଼ାଉଥବା ପାଠସବୁ ଉପରେ ବୁଢ଼ୀମା’ଙ୍କର ବିଶ୍ଵାସ ନ ଥିଲା ଓ ସେ ଏଥିପାଇଁ ମର୍ମାହତ ଥିଲେ ଯେ ମୋ ପାଠରେ ଈଶ୍ବର ଓ ଧର୍ମଗ୍ରନ୍ଥ ବିଷୟରେ କୌଣସି ଶିକ୍ଷା ନ ଥିଲା । ଦିନେ ମୁଁ କହିଲି ଯେ ଆମ୍ଭମାନଙ୍କୁ ସଙ୍ଗୀତ ଶିକ୍ଷା ଦିଆଯାଉଛି । ସେ ଖୁବ୍ ବିଚଳିତ ହୋଇପଡ଼ିଲେ । ତାଙ୍କ (ବୁଢ଼ୀମା’) ମତରେ ସଙ୍ଗୀତ ସହ ଅଶ୍ଳୀଳତା ସଂଶ୍ଳିଷ୍ଟ । ଭଦ୍ରଲୋକଙ୍କ ପାଇଁ ସଙ୍ଗୀତର କିଛି ଅର୍ଥ ନାହିଁ । ସେହିଦିନଠାରୁ ସେ କ୍ଵଚିତ୍ ମୋ ସହିତ କଥାବାର୍ତ୍ତା ହେଲେ । ମୁଁ ଯେତେବେଳେ ବିଶ୍ବବିଦ୍ୟାଳୟକୁ ଗଲି, ମୋତେ ଗୋଟିଏ ଅଲଗା କୋଠରିରେ ରହିବାପାଇଁ ବ୍ୟବସ୍ଥା କରାଗଲା । ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥବା ମୋର ବନ୍ଧୁତ୍ଵର ସବୁଦିନିଆ ସମ୍ପର୍କ ଛିନ୍ନ ହୋଇଗଲା । ବୁଢ଼ୀମା’ ଏହାକୁ ବିନା ଦ୍ବିଧାରେ ଗ୍ରହଣ କରି ନେଲେ । କାହା ସହିତ କଥା ନ ହୋଇ ସେ ବରଂ ସର୍ବଦା ନିଜର ସୂତାକଟା ଯନ୍ତ୍ରରେ ଲାଗି ରହୁଥିଲେ । ସୂର୍ଯ୍ୟ ଉଦୟରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ସୂତାକଟା ଯନ୍ତ୍ର ପାଖରେ ବସି ସୂତା କାଟୁଥିଲେ ଓ ପ୍ରାର୍ଥନା ବୋଲୁଥିଲେ । କେବଳ ଅପରାହ୍ନରେ ସେ କିଛି ମୁହୂର୍ତ୍ତ ନିଜକୁ ମୁକ୍ତ କରୁଥିଲେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାକୁ । ବାରଣ୍ଡାରେ ବସି ରୁଟିକୁ ଟିକିଟିକି କରି ଛିଣ୍ଡାଉଥିଲାବେଳେ ଶହ ଶହ ଛୋଟ ପକ୍ଷୀ ତାଙ୍କର ଚାରିଆଡ଼େ ବସି ପଡୁଥିଲେ । କେତେକ ପକ୍ଷୀ ଆସି ତାଙ୍କର ଗୋଡ଼ ଉପରେ ଓ ଆଉ କେତେକ ତାଙ୍କ କାନ୍ଧ ଉପରେ ବସି ପଡୁଥିଲେ । ଏପରିକି କେତେକ ଚଢ଼େଇ ମଧ୍ୟ ତାଙ୍କ ମୁଣ୍ଡ ଉପରେ ବସି ପଡୁଥିଲେ । ସେ ମୁରୁକି ହସୁଥିଲେ, ହେଲେ ସେମାନଙ୍କୁ ଘଉଡ଼ାଉ ନ ଥିଲେ । ତାଙ୍କ ପାଇଁ ଦିନର ଏହି ଅଧଘଣ୍ଟାକ ସମୟ ସବୁଠାରୁ ସୁଖକର ମୁହୂର୍ଭ ଥିଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
attach – ସଂଯୁକ୍ତ ବା ଲାଗିକରି ଥୁବା
scriptures — sacred book (here, the Guru Granth Saheb, the holy book of the Sikhs) ଧର୍ମଗ୍ରନ୍ଥ, ଏଠାରେ ଶିଖ୍ ମାନଙ୍କର ଧର୍ମଗ୍ରନ୍ଥ ‘ଗୁରୁ ଗ୍ରନ୍ଥ ସାହେବ’’
growling – ଗର୍ଜନ କରିବା (ଏଠାରେ ଭୁକିବା)
sparrows – ଶିକାର ପକ୍ଷୀ
distress — anguish and suffering
lewd — indecent — ଅଶ୍ଳୀଳ
associations — friends
shooe away — scare away
common folk — common people
upset — very unhappy
folk — people in general
snap — break suddenly ଭାଙ୍ଗିଯିବା ବା ଛିଣ୍ଡିଯିବା
resignation — endurance of difficulty without complaining
perch — resting of birds
shoo — drive away by making sound ଶବ୍ଦ କରି ଘଉଡାଇବା

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
The author and his grandmother were very close to one another. How do you know this?
(ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ ପରସ୍ପର ଅତି ନିକଟରେ ଥିଲେ । ତୁମେ ଏହା କିପରି ଜାଣୁଛ ?)
Answer:
The author’s grandmother went to school with him because the school was attached to the temple. When he learned the alphabet and prayer, his grandmother sat reading the scriptures in the temple. Then they walked back home together. After some days they shifted to the city to live with the author’s parents. They shared the same room there. So both were very close to each other.

Question 2.
When did their relationship change? Why?
( କେତେବେଳେ ସେମାନଙ୍କର ସମ୍ପର୍କରେ ପରିବର୍ତ୍ତନ ଆସିଲା ? କାହିଁକି ? )
Answer:
The author’s parents settled in the City. So he and his grandmother .went there and shared the same room. But in the city, she could no longer go to school with him. The author went to an English school alone on a motor bus. Besides she couldn’t help him with his study. Of course, for some time she continued to wake him up and would get him ready for school. They couldn’t revive their previous relationship as a great change had taken place.

Question 3.
There were some things about the author’s school that his grandmother did not like. What were these?
(ଲେଖକଙ୍କ ସ୍କୁଲ୍ ବିଷୟରେ ଏପରି କିଛି ଜିନିଷ ଥିଲା ଯାହାକୁ ତାଙ୍କ ଜେଜେମା’ ପସନ୍ଦ କରୁନଥିଲେ । ସେଗୁଡ଼ିକ କ’ଣ ଥିଲା ?)
Answer:
The author attended an English school in the city. When his grandmother came to know about the lessons taught at school, she was not happy as she couldn’t help him with his lessons. She was distressed to hear that the students were not taught about God and the scriptures. One day she heard that the students were being given music lessons. She told that it was not meant for gentle folk as it had lewd associations. These were the things about the author’s school that his grandmother didn’t like.

Question 4.
What happened to their relationship when the author went to the university?
(ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ ସେମାନଙ୍କର ସମ୍ପର୍କରେ କ’ଣ ଘଟିଲା ?)
Answer:
The author and his grandmother had developed an amiable relationship before. But unfortunately, a great change was noticed when the author went to a university for his higher study. He was given a room of his own. So the common link of their friendship was snapped. They were unable to revive their old relationship. His grandmother accepted the unavoidable change. Thereafter she remained silent and felt lonely and isolated.

Question 5.
What did his grandmother do with her time?
(ତାଙ୍କ ଜେଜେମା’ ତାଙ୍କର ଅବସର ସମୟରେ କ’ଣ କରୁଥିଲେ ?)
Answer:
The author went to a university and was separated from his grandmother. She felt it seriously. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon she got some time to feed the sparrows. She sat on the veranda breaking the bread into pieces and hundreds of sparrows gathered around her. It used to be the happiest half-hour of the day for her.

Question 6.
The distance between the author and his grandmother grew wider. What do you think will happen next?
(ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଦୂରତ୍ୱ ଅଧିକ ବଢ଼ିଗଲା । ପରବର୍ତ୍ତୀ ସମୟରେ କ’ଣ ଘଟିବ ବୋଲି ତୁମେ ଭାବୁଛ ?)
Answer:
I think after some years distance between an author and his grandmother would become wider and the relationship between them would be completely cut off when the author would go abroad for higher studies.

SUMMARY -3

The author resolved to go abroad for his higher studies. He remembered his loving grandmother. He thought that she would be unhappy as he was going out for five years. But she was not so sentimental. Even his grandmother came to see him off at the railway station. Silently she kissed his forehead but didn’t show any emotion. After five years the author returned home and met his grandmother at the station. She embraced him without telling anything and continued to recite a prayer. In the evening she didn’t pray as a change came over her. She collected the woman of her neighborhood and sang of the homecoming warriors. So she was persuaded to stop it. The next day she fell ill due to a mild fever. She thought it differently. She told the family members that her end was near. She lay peacefully in bed praying and telling her beads. After a few hours, she closed her eyes forever. The family members lamented over the death of the grandmother and arranged her funeral. In the evening when they went to take her to be cremated they found thousands of sparrows in the courtyard sitting silently without chirping. So the author’s mother threw some bread to the birds. But they didn’t touch any food as if they were mourning. When they carried the grandmother’s dead body, the birds flew away quietly.

Note:
abroad – ବିଦେଶ , sentimental – ଭାବପ୍ରବଣ |, forehead – କପାଳ, emotion – ଭାବପ୍ରବଣତା , embrace – ଆଲିଙ୍ଗନ କରିବା , mild fever – ମୃଦୁ ଜ୍ୱର , for ever – ସବୁଦିନ ପାଇଁ, funeral – ଅନ୍ତିମ ସଂସ୍କାର, chirping – ଅଭିଯୋଗ

ଅନୁବାଦ :
ଲେଖକ ଉଚ୍ଚ ଶିକ୍ଷା ପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ । ସେ ତାଙ୍କ ପ୍ରିୟ ଜେଜେମା’ଙ୍କ କଥା ମନେ ପକାଇଲେ । ସେ ଭାବିଲେ ଯେ ତାଙ୍କ ଜେଜେମା’ ନିଶ୍ଚିତରୂପେ ମନଦୁଃଖ କରିବେ ଯେହେତୁ ସେ ପାଞ୍ଚବର୍ଷ ପାଇଁ ବାହାରକୁ ଚାଲିଯିବେ । ମାତ୍ର ସେ (ଜେଜେମା’) ଏତେ ଭାବପ୍ରବଣ ନ ଥିଲେ । ଏପରିକି ସେ ତାଙ୍କୁ ବିଦାୟ ଦେବାକୁ ଷ୍ଟେସନ ଆସିଥିଲେ । ସେ ନୀରବରେ ତାଙ୍କ କପାଳକ ସ୍ନେହରେ ଚୁମ୍ବନ ଦେଲେ ମାତ୍ର କୌଣସି ଆବେଗ ପ୍ରଦଶନ କଲେ ନାହ । ପାଞ୍ଚ ବର୍ଷ ପରେ ଲେଖକ ଘରକୁ ଫେରିଲେ ଓ ଜେଜେମା’ଙ୍କୁ ସେହି ଷ୍ଟେସନରେ ଭେଟିଲେ । ଜେଜେମା’ ତାଙ୍କୁ ଆଦରର ସହିତ କିଛି ନ କହି କୁଣ୍ଢାଇ ପକାଇଲେ ଓ ତାଙ୍କ ପ୍ରାର୍ଥନା ଚାଲୁ ରଖୁଥିଲେ । ଠିକ୍ ସେହିଦିନ ସନ୍ଧ୍ୟାରେ ସେ ଆଉ ପ୍ରାର୍ଥନା କଲେ ନାହିଁ ଯେହେତୁ ଏକ ପରିବର୍ତ୍ତନ ତାଙ୍କଠାରେ ପରିଲକ୍ଷିତ ହୋଇଥିଲା । ସନ୍ଧ୍ୟାରେ ସେ ପଡ଼ୋଶୀ ସ୍ତ୍ରୀଲୋକମାନଙ୍କୁ ଏକାଠି କରି ଘରବାହୁଡ଼ା ଯୋଦ୍ଧାମାନଙ୍କ ଗୀତ ଗାନ କରିଥିଲେ । ଏହାକୁ ବନ୍ଦ କରିବାକୁ ତାଙ୍କୁ ପ୍ରବର୍ତ୍ତା ଯାଇଥିଲା । ଠିକ୍ ପରବର୍ତୀ ଦିନ ସେ ସାମାନ୍ୟ ଜ୍ଵର ହେତୁ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଲେ । ସେ ଏହାକୁ ଭିନ୍ନ ଦୃଷ୍ଟିରେ ଦେଖ‌ିଲେ । ତାଙ୍କର ଶେଷ ସମୟ ଆସି ଉପସ୍ଥିତ ହେଲାଣି ବୋଲି ପରିବାରର ସଦସ୍ୟମାନଙ୍କୁ କହିଲେ । ବିଛଣାରେ ପଡ଼ିରହି କେବଳ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଓ ମାଳି ଗଡ଼ାଉଥିଲେ । ଅଳ୍ପ କେତେ ଘଣ୍ଟା ପରେ ସେ ସବୁଦିନ ପାଇଁ ଆଖୁ ବୁଜିଦେଲେ । ପରିବାରର ଲୋକମାନେ ଜେଜେମା’ଙ୍କ ମୃତ୍ୟୁରେ ଶୋକ କଲେ ଏବଂ ଅନ୍ତେଷ୍ଟି କ୍ରିୟା ପାଇଁ ଆୟୋଜନ କଲେ । ସନ୍ଧ୍ୟାରେ ଯେତେବେଳେ ସେମାନେ ତାଙ୍କୁ (ଜେଜେମା’ଙ୍କୁ) ଦାହ କରିବାକୁ ନେବାକୁ ବାହାରିଲେ ସେମାନେ ଦେଖ‌ିଲେ ହଜାର ହଜାର ଘରଚଟିଆ କଳରବ ନ କରି ନୀରବରେ ଅଗଣାରେ ବସି ରହିଛନ୍ତି । ତେଣୁ ଲେଖକଙ୍କ ମାଆ ପକ୍ଷୀମାନଙ୍କୁ କିଛି ରୁଟି
ଖାଇବାକୁ ଦେଲେ । ମାତ୍ର ସେମାନେ କୌଣସି ଖାଦ୍ୟ ସ୍ପର୍ଶ କଲେ ନାହିଁ ସତେ ଯେପରି ସେମାନେ ମଧ୍ୟ ଜେଜେମା’ଙ୍କ ମୃତ୍ୟୁରେ ବିଳାପ କରୁଥିଲେ । ଯେତେବେଳେ ସେମାନେ ଜେଜେମା’ଙ୍କ ମୃତ ଶରୀରକୁ ନେଇଗଲେ, ପକ୍ଷୀମାନେ ନୀରବରେ ଉଡ଼ି ଚାଲିଗଲେ ।

The Text : ପାଠ୍ୟଚିଷୟ
PARAGRAPHWISE ANALYSIS

TEXT – 1

When / decided to go abroad for further studies, I was sure my grandmother would be upset. would be away for five years, and at her age, one could never tell. But my grandmother could. She was not even sentimental. She came to see me off at the railway station but did not talk or show any emotion. Her lips moved in prayer, her mind was lost in prayer. Her fingers were busy telling the beads of her rosary. Silently she kissed my forehead, and when I left I cherished the moist imprint as perhaps the last sign of physical contact between us. But that was not so. After five years I came back home and was met by her at the station. She did not look a day older. She still had no time for words, and while she clasped me in her arms I could hear her reciting her prayer. Even on the first day of my arrival, her happiest moments were with her sparrows whom she fed longer and with frivolous rebukes. In the evening a change came over her. She did not pray. She collected the women of the neighborhood, got an old drum, and started to sing. For several hours she thumped the sagging skins of the dilapidated drum and sang of the homecoming of warriors. We had to persuade her to stop, to avoid overstraining. That was the first time since I had known her that she did not pray. The following day she was taken ill. It was a mild fever and the doctor told us that it would go. But my grandmother thought differently. She told us that her end was near. She said that since only a few hours before the close of the last chapter of her life she had omitted to pray, she was not going to waste any more time talking to us.

ଅନୁବାଦ :
ଯେତେବେଳେ ସ୍ଥିର କଲି ଯେ ଉଚ୍ଚଶିକ୍ଷା ପାଇଁ ବାହାର ଦେଶକୁ ଯିବି, ମୁଁ ନିଶ୍ଚିତ ହୋଇଗଲି ଯେ ବୁଢ଼ୀମା’ ବହୁତ ବିଚଳିତ ହୋଇଯିବେ । ପାଞ୍ଚ ବର୍ଷ ପାଇଁ ମୁଁ ବାହାରେ ରହିବି ଏକଥା ତାଙ୍କ ବୟସର କୌଣସି ଲୋକ କଦାପି ଟାହିଁବେ ନାହିଁ । କିନ୍ତୁ ମୋ ଜେଜୀମା’ ଏହା କରିପାରିଲେ । ଏପରିକି ସେ ଭାବପ୍ରବଣ ହେଲେ ନାହିଁ । ଯଦିଓ ସେ ମୋତେ ବିଦାୟ ଜଣାଇବାକୁ ରେଳଷ୍ଟେସନ୍‌କୁ ଆସିଲେ, କିନ୍ତୁ କିଛି କହିଲେ ନାହିଁ କି ନିଜର ଆବେଗ ବି ଦେଖାଇଲେ ନାହିଁ । ପ୍ରାର୍ଥନାରେ ତାଙ୍କର ଓଠ ଥରିବାକୁ ଲାଗିଲା, ତାଙ୍କର ମନ ପ୍ରାର୍ଥନାରେ ମଜ୍ଜି ଯାଇଥିଲା । ଜପାମାଳିର ମାଳିଗୁଡ଼ିକୁ ତାଙ୍କର ଆଙ୍ଗୁଠିଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ଗଡ଼ାଇବାରେ ବ୍ୟସ୍ତ ଥିଲେ । ନୀରବରେ ସେ ମୋର କପାଳକୁ ଚୁମ୍ବନ ଦେଲେ ଓ ମୁଁ ସେ ଜାଗା ଛାଡ଼ି ଯିବା ସମୟରେ ତାଙ୍କର ଓ ମୋ ଭିତରେ ଥ‌ିବା ସେହି ଆର୍ଦ୍ର ଛାପ ସତେ ଯେପରି ଶେଷ ଶାରୀରିକ ସମ୍ପର୍କ ବୋଲି ହୃଦୟରେ ପୋଷଣ କରିଥିଲି । କିନ୍ତୁ ଏଭଳି କିଛି ଘଟି ନ ଥିଲା । ପାଞ୍ଚ ବର୍ଷ ପରେ ମୁଁ ଘରକୁ ଫେରିଆସିଲି ଓ ଷ୍ଟେସନ୍‌ରେ ତାଙ୍କ ସହିତ ସାକ୍ଷାତ ହେଲା । ତାଙ୍କର ବୟସ ଗୋଟିଏ ଦିନ ବଢ଼ିଲା ଭଳି ଜଣାପଡୁ ନ ଥିଲା । ମୋ’ ସହିତ କଥା ହେବାପାଇଁ ତାଙ୍କର ଏବେ ବି ସମୟ ନ ଥିଲା ଏବଂ ଯେତେବେଳେ ସେ ମୋତେ ତାଙ୍କର ବାହୁ ଭିତରେ ଭିଡ଼ି ଧରିଲେ, ମୁଁ ତାଙ୍କୁ (ଜେଜେମା’ଙ୍କୁ) ପ୍ରାର୍ଥନା ବୋଲୁଥିବାର ଶୁଣି ପାରୁଥୁଲି । ଏପରିକି ମୋ ପହଞ୍ଚିବାର ପ୍ରଥମ ଦିନ ମଧ୍ୟ ଘରଚଟିଆମାନଙ୍କ ସହ ବିତାଉଥ‌ିବା ସମୟ ତାଙ୍କ ( ଜେଜେମା’ଙ୍କ) ପାଇଁ ସବୁଠାରୁ ସୁଖକର ଥିଲା ଯେଉଁମାନଙ୍କୁ ନିରର୍ଥକ ଗାଳି ଦେଇ ସେ ଦୀର୍ଘ ସମୟ ଧରି ଖୁଆଉଥିଲେ । ସନ୍ଧ୍ୟାରେ ବୁଢ଼ୀମା’ଙ୍କଠାରେ ଏକ ପରିବର୍ତ୍ତନ ଦେଖାଦେଲା । ସେ ପ୍ରାର୍ଥନା କଲେ ନାହିଁ । ସେ ପଡ଼ୋଶୀ ଘରର ସ୍ତ୍ରୀଲୋକମାନଙ୍କୁ ଏକାଠି କଲେ, ଗୋଟିଏ ପୁରୁଣା ଡ୍ରମ୍ ଆଣିଲେ ଓ ଗୀତ ଗାଇବାକୁ ଲାଗିଲେ । କିଛି ଘଣ୍ଟା ଧରି ସେ ଜୀର୍ଣ୍ଣ ଢୋଲର ଦର୍ବଳ ଚମଡ଼ାକୁ ବାଡ଼େଇଲେ ଓ ମାତୃଭୂମିକୁ ସଗୌରବେ ଫେରି ଆସୁଥୁବା ଯୋଦ୍ଧାମାନଙ୍କ ସମ୍ମାନରେ ଗୀତ ଗାଇଲେ । ଅଧିକ ଯନ୍ତ୍ରଣାରୁ ଦୂରେଇ ରଖିବାକୁ ଆମେ ତାଙ୍କୁ ଏସବୁ ବନ୍ଦ କରିବାକୁ ପ୍ରବର୍ତ୍ତାଇଲୁ । ତାଙ୍କୁ (ବୁଢ଼ୀମା’ଙ୍କୁ) ପ୍ରାର୍ଥନା ନ କରିବାର ମୁଁ ଜାଣିବାରେ ଏହା ପ୍ରଥମ ଥର ଥିଲା । ପରଦିନ ସକାଳେ ସେ (ବୁଢ଼ୀମା’) ହଠାତ୍ ଅସୁସ୍ଥ ହୋଇପଡ଼ିଲେ । ସାମାନ୍ୟ ଜ୍ଵର ଥିଲା । ଡାକ୍ତର କହିଲେ ଯେ ଜ୍ଵର ହଟିଯିବ । କିନ୍ତୁ ବୁଢ଼ୀମା’ଙ୍କର ଭାବନା ଅଲଗା ଥିଲା । ସେ କହିଲେ ଯେ ତାଙ୍କର ଶେଷ ସମୟ ନିକଟତର ହୋଇଆସୁଛି । ତାଙ୍କ ଜୀବନର ଶେଷ ଅଧ୍ୟାୟ (ମୃତ୍ୟୁ) ଶେଷ ହେବା ପୂର୍ବରୁ ସେ ପ୍ରାର୍ଥନା କରିବା ଛାଡ଼ି ଦେଇଛନ୍ତି ବୋଲି କହିଲେ ଓ ଆମ୍ଭମାନଙ୍କ ସହିତ କଥାବାର୍ତ୍ତା କରି ସେ ଆଉ ଅଧୁକ ସମୟ ନଷ୍ଟ କରିବାକୁ ଚାହୁଁ ନ ଥିଲେ ।

TEXT – 2

We protested. But she ignored our protests. She lay peacefully in bed praying and telling her beads. Even before we could suspect it, her lips stopped moving and the rosary fell from her lifeless fingers. A peaceful pallor spread on her face and we knew that she was dead. We lifted her off the bed and, as is customary, laid her on the ground and covered her with a red shroud. After a few hours of mourning, we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and lit her room and veranda with a blaze of golden light. We stopped halfway in the courtyard. All over the veranda and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother’s corpse off, they flew away quietly. The next morning the sweeper swept the bread crumbs into the dustbin.

ଅନୁବାଦ :
ଆମ୍ଭେମାନେ ପ୍ରତିବାଦ କଲୁ । କିନ୍ତୁ ସେ ଆମର ପ୍ରତିବାଦକୁ ଗୁରୁତ୍ଵ ଦେଲେ ନାହିଁ । ପ୍ରାର୍ଥନା କରି ଓ ମାଳି ଗଡ଼ାଇ ସେ ଶାନ୍ତିରେ ଶଯ୍ୟା ଉପରେ ପଡ଼ି ରହିଲେ । ଆମ୍ଭେମାନେ କିଛି ସନ୍ଦେହ କରିବା ପୂର୍ବରୁ ବୁଢ଼ୀମା’ଙ୍କର ଓଠର କମ୍ପନ ବନ୍ଦ ହୋଇଗଲା ଓ ତାଙ୍କର ପ୍ରାଣହୀନ ହାତ ଆଙ୍ଗୁଠିରୁ ଜପାମାଳି ଗଳିପଡ଼ିଲା । ତାଙ୍କ ମୁହଁ ଉପରେ ଶାନ୍ତିର ଏକ ଛାୟା ଖେଳିଗଲା ଓ ଜେଜେମା’ ସବୁଦିନ ପାଇଁ ଆମକୁ ଛାଡ଼ି ଚାଲିଗଲେ ଆମ୍ଭେମାନେ ଜାଣିଗଲୁ । ପ୍ରଥା ଅନୁସାରେ ଆମ୍ଭେମାନେ ତାଙ୍କୁ ଶଯ୍ୟାରୁ ଉଠାଇ ଆଣିଲୁ, ଭୂମି ଉପରେ ତାଙ୍କୁ ଶୁଆଇଦେଲୁ ଓ ଗୋଟିଏ ଲାଲ କପଡ଼ାରେ ତାଙ୍କୁ ଘୋଡ଼ାଇଦେଲୁ । କିଛି ଘଣ୍ଟାର ଶୋକ ପରେ ତାଙ୍କର ସଂସ୍କାର କରିବାପାଇ ଆୟୋଜନରେ ଲାଗିପଡ଼ିଲୁ । ସନ୍ଧ୍ୟାରେ ବୁଢ଼ୀମା’ଙ୍କ ମର ଶରୀରକୁ ଦାହ କରିବାକୁ ନେବାପାଇଁ ଗୋଟିଏ ଆବଡ଼ାଖାବଡ଼ା କାଠର କୋକେଇ ନେଇ ତାଙ୍କର (ବୁଢ଼ୀମା’ଙ୍କ) କୋଠରି ଭିତରକୁ ଗଲୁ । ସୂର୍ଯ୍ୟ ଅସ୍ତ ହେଉଥିଲା ଓ ସୁନେଲୀ କିରଣର ଝଲସରେ ବୁଢ଼ୀମା’ଙ୍କର କୋଠରି ଆଲୋକିତ ହେଉଥିଲା । ଅଗଣାର ଅଧବାଟରେ ଆମ୍ଭେମାନେ ରହିଗଲୁ । ବାରଣ୍ଡାସାରା ଓ ତାଙ୍କ ଘର ଭିତରେ ବୁଢ଼ୀମା’ଙ୍କର ନାଲି ଚଦରରେ ଆବୃତ ହୋଇ ପଡ଼ିଥିବା ଶବ ପର୍ଯ୍ୟନ୍ତ ଚଟାଣ ଉପରେ ହଜାର ହଜାର ଘରଚଟିଆ ଏଣେତେଣେ ବସି ରହିଥିଲେ । ପକ୍ଷୀମାନଙ୍କର କିଚିରିମିଚିରି ନ ଥିଲା । ପକ୍ଷୀମାନଙ୍କ ପାଇଁ ଆମ୍ଭେମାନେ ଦୁଃଖ ହେଲୁ ଓ ମା’ ଭିତରକୁ ଯାଇ କିଛି ରୁଟି ଆଣିଲେ । ସେ (ମାଆ) ରୁଟିକୁ ବୁଢ଼ୀମା’ଙ୍କ ଭଳି ଖଣ୍ଡ ଖଣ୍ଡ କରିଦେଲେ ଏବଂ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ିଦେଲେ । ହେଲେ ଘରଚଟିଆସବୁ ରୁଟି ଟୁକୁଡ଼ା ଆଡ଼କୁ ଚାହିଁଲେ ନାହିଁ । ଆମେ ଯେତେବେଳେ ବୁଢ଼ୀମା’ଙ୍କର ଶବକୁ ଉଠାଇଲୁ, ପକ୍ଷୀସବୁ ଉଡ଼ିଗଲେ । ପରଦିନ ସକାଳେ ଝାଡ଼ୁଦାର ରୁଟି ଟୁକୁଡ଼ାଗୁଡ଼ିକୁ ପହଁରି ଡଷ୍ଟବିନ୍ ବା ଅଳିଆପାତ୍ର ଭିତରେ ଭର୍ତ୍ତି କଲା ।

Notes And Glossary : ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ :
sentimental – showing sentiment
cherish – keep in one’s heart
suspect – doubt ସନ୍ଦେହ କରିବା
moist – slightly wet
imprint – impression ଚିହ୍ନ/ଛାପ
clasp – embrace ଆଲିଙ୍ଗନ
frivolous – ଅମୂଲ୍ୟ
rebuke – ଭର୍ତ୍ସନା
thump – beat with the palm
sagging – hang loosely
dilapidated – ruin ଭଗ୍ନ/ଜୀର୍ଣ୍ଣ
overstrain – exert too much
omit – leave out କରି ନପାରି
pallor – paleness ମଳିନତା/ଶେତା
customary – in accordance with custom
shroud – a piece of cloth or a sheet wrapped around a dead body
mourning – the act of expressing grief
crude – ଅଶୋଧିତ
cremate – ଶବଦାହ କରିବା
blaze – bright flame
stiff – କଠିନ
wrapped – ଗୁଡ଼ାଇ |
chirping – ଚିତ୍କାର
crumbs – small fragment of bread ରୁଟିର ଟୁକୁଡ଼ା ଅଂଶ
corpse – ଶବ

Now ANSWER THE FOLLOWING QUESTIONS
(ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ)

Question 1.
The author decided to go abroad. Why did he think that his grandmother would be upset?
(ଲେଖକ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ । ତାଙ୍କ ଜେଜେମା’ ବିଚଳିତ ହେବେ ବୋଲି ସେ କାହିଁକି ଭାବିଲେ ?
Answer:
The author decided to go abroad for further studies. He thought that his grandmother would be upset because he would be away for five years. They were very close to each other. They developed a strong relationship and they had never been separated before. The author had been living with her grandmother since his childhood.

Question 2.
How did his grandmother behave when she saw him on his return to the station?
( ଯେତେବେଳେ ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ଫେରିବାର ଦେଖ‌ିଲେ, ସେ କିପରି ବ୍ୟବହାର କଲେ ?)
Answer:
The author came back home after five years. He met his grandmother at the station. She didn’t look even a day older. She told nothing to him. But she clasped him in her arms. The author could hear her reciting her prayer. She was as silent as she was on the day of his departure.

Question 3.
What changes came over her in the evening?
(ସନ୍ଧ୍ୟାରେ ତାଙ୍କଠାରେ କି ପ୍ରକାରର ପରିବର୍ତ୍ତନ ଆସିଲା ?)
Answer:
The author returned home after five years and met his grandmother. That evening a change came over her. She didn’t offer her prayer. She collected the women of the neighborhood, got an old drum, and started to sing of the homecoming of warriors. It continued for a long time. So the family members persuaded her to avoid overstraining keeping in view her weakness.

Question 4.
Was her illness of a serious nature?
(ତାଙ୍କ ଅସୁସ୍ଥତା ଗୋଟିଏ ଗୁରୁତର ସ୍ଵଭାବର ଥିଲା କି ?)
Answer:
In the evening, when the author came back from abroad, a change came over the grandmother. The very next morning she became ill. But her illness was not so serious. It was a mild fever. The doctor was consulted and he told me that it would go. Her illness was not seemed to be of a serious nature.

Question 5.
Why did she refuse to talk to her family members?
( ସେ କାହିଁକି ତାଙ୍କ ପରିବାରର ସଦସ୍ୟମାନଙ୍କ ସହ କଥା ହେବାକୁ ମନାକଲେ ?)
Answer:
The grandmother became ill due to a mild fever. It was not serious, still, she thought differently. She told the family members that her end was near. She expected her death after a few hours. She didn’t like to waste any more time talking to them. So she refused to talk to the family members.

Question 6.
What did the author and his family see when they went to take her for a cremation?
(ଲେଖକ ଏବଂ ତାଙ୍କ ପରିବାର ତାଙ୍କ (ବୁଢ଼ୀମା’କ) ଶବ ଦାହ କରିବାକୁ ନେବା ସମୟରେ କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
When the author and his family members went to take her for cremation, they found thousands of sparrows sat scattered on the floor where she lay dead and stiff wrapped in the red shroud, but there was no chirping. They felt sorry for the birds. So the author’s mother offered them little crumbs of bread but the birds didn’t touch the food.

Question 7.
What was strange about the behavior of the sparrows?
( ଘରଚଟିଆମାନଙ୍କର ବ୍ୟବହାରରେ କ’ଣ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଥିଲା ?)
Answer:
When the family members were going to take the corpse, they found a number of sparrows sitting scattered on the floor. They were not chirping that day. So feeling sorry for the birds, the author’s mother gave them little crumbs of bread like her mother-in-law. But they took no notice of the bread. It seemed as if they were mourning over the death of their dear old woman. That was strange about the behavior of the sparrows.

D. LET’S WRITE :

Write the answers to the following questions in about 50 words each :
( ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ପ୍ରାୟ ୫୦ଟି ଲେଖାଏଁ ଶବ୍ଦ ମଧ୍ୟରେ ଲେଖ ।)

Question 1.
How does the author describe his grandmother?
( ଲେଖକ ତାଙ୍କ ଜେଜେମା’ଙ୍କୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ? )
Answer:
The author’s grandmother was an old woman who had been old and wrinkled. People said that once she had been young and pretty. She was short and fat and slightly bent. Her face was a crisscross of wrinkles. She hobbled with one hand resting on her waist to balance her stoop and the other telling the beads of her rosary. She was a pious lady. She constantly recited an inaudible prayer. Above all, she was very kind and affectionate.

Question 2.
The author and his grandmother were good friends. Give examples to support this statement.
( ଲେଖକ ଓ ତାଙ୍କ ଜେଜେମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ଏହି ଉକ୍ତିଟିକୁ ସମର୍ଥନ କରିବାକୁ ଉଦାହରଣମାନ ଦିଅ ।)
Answer:
The author and his grandmother were good friends. The author’s parents shifted to the city leaving him with his grandmother in the village. They lived together in the village and became very close to each other. His grandmother took his utmost care. Every morning she used to get him ready for school. Both walked to school regularly and threw stale chapattis to the village dogs during their return. Even when they moved to the city to live with the author’s parents, they shared the same room for some years.

Question 3.
How did the author’s grandmother behave when he was going abroad?
(ଲେଖକ ବିଦେଶ ଯାଉଥିବା ସମୟରେ ତାଙ୍କ ବୁଢ଼ୀମା’ କିପରି ବ୍ୟବହାର କଲେ ?)
Answer:
The author decided to go abroad for his higher studies. He thought that his grandmother would be upset as he would be away for five years. But that didn’t happen. She went to see him off at the railway station. She neither told anything to him nor showed any emotion there. She realized the situation and she was not sentimental. Rather her mind was lost in prayer. Just she kissed his forehead silently.

Question 4.
The author’s grandmother was a religious lady. Do you agree? Why?
( ଲେଖକଙ୍କ ଜେଜେମା’ ଜଣେ ଧର୍ମପରାୟଣା ମହିଳା ଥିଲେ । ତୁମେ ଏକମତ କି ? କାହିଁକି ?)
Answer:
The author’s grandmother was really a religious lady. She was very meek and mild and she had firm faith in God. So her lips constantly moved in inaudible prayer. Most of her time was spent telling the beads of her rosary. She believed in God and never did any harm to others. During her stay in the village, she used to give food to the village dogs and in the city to the sparrows.

Question 5.
How did the sparrows behave when the grandmother died?
( ଜେଜେମା’ ମରିଯିବା ସମୟରେ ଘରଚଟିଆମାନେ କିଭଳି ବ୍ୟବହାର କଲେ ?)
Answer:
When the grandmother died, the sparrows behaved in a quite strange way. Since it was daytime, thousands of sparrows whom she used to feed regularly sat scattered on the floor silently. That day they didn’t make their usual chirping. It revealed that they were lamenting over the death of the old woman. Although the family members were busy with the funeral ceremony, they felt sorry for the birds. The author’s mother offered them some bread to eat. But they didn’t look at the food. When they carried her dead body, the birds flew away silently.

Question 6.
The author and his grandmother shared a very close relationship. This changed when they moved to the city. Why did this happen?
(ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଅତି ନିବିଡ଼ ସମ୍ପର୍କ ଥିଲା । ସେମାନେ ସହରକୁ ଚାଲିଯିବା ପରେ ଏହା ପରିବର୍ତ୍ତନ ହୋଇଗଲା । କାହିଁକି ଏହା ଘଟିଲା ?)
Answer:
The author and his grandmother shared a very close relationship when they were living in the village. That relationship changed when they moved to the city. In the village, they used to go to school together. But in the city, the author studied in an English school and went there alone on a motor bus. His grandmother couldn’t accompany him. She was not happy about the lessons taught to the author at school. She could no longer help the author with his lessons. The author’s grandmother was distressed to know that there was no teaching about God and the scriptures at school. Further, she didn’t like the music lessons taught at school, as they had lewd associations and were not meant for gentlefolk. When the author went to the university he was given a separate room.

E. ACTIVITY :

I. There was a change in the relationship between the author and his grandmother. Some of the following are the reasons for this change. Tick all the correct answers.
(ଲେଖକ ଏବଂ ତାଙ୍କ ଜେଜେମା’ଙ୍କ ସମ୍ପର୍କରେ ଏକ ପରିବର୍ତ୍ତନ ଆସିଲା । ନିମ୍ନଲିଖଗୁଡ଼ିକ ମଧ୍ୟରୁ କେତେକ ଏହି ପରିବର୍ତ୍ତନର କାରଣ ଅଟନ୍ତି । ସମସ୍ତ ସଠିକ୍ ଉତ୍ତରରେ ଠିକ୍ ଚିହ୍ନ ଦିଅ ।)
(a) The author went to an English school.
(b) He went to school by bus.
(c) There were sparrows in the city.
(d) His grandmother could not help him with his lessons.
(e) The school did not teach anything about God.
(f) She didn’t like western science.
(g) She liked music.
(h) When he went to the university they had separate rooms.
Answer (ଉତ୍ତର) :
(a) The author went to an English school. (✓)
(b) He went to school by bus. (✓)
(d) His grandmother could not help him with his lessons. (✓)
(e) The school did not teach anything about God. (✓)
(f) She didn’t like western science. (✓) .
(h) When he went to the university they had separate rooms. (✓)

II. Grandmothers are the pillars of the family. They create bonds that hold the family together. Discuss.
(ବୁଢ଼ୀମା’ମାନେ ପରିବାରର ଖୁଣ୍ଟ ସଦୃଶ । ପରିବାରର ସମସ୍ତ ସଦସ୍ୟଙ୍କୁ ଏକାଠି ରଖୁବାକୁ ସେମାନେ ଏକ ବନ୍ଧନ ସୃଷ୍ଟି କରନ୍ତି । ଆଲୋଚନା କର ।)
Answer:
It is an exaggeration to say that grandmothers are the elderly members of the family. They are the fountains of love and affection. As they are the seniormost people, everybody in the family respects them. They are very dear to the grandsons and granddaughters. They enjoy themselves in their company. Grandmothers try their best to keep all the family members together. They never allow any dispute in the family. They are like the main pillars of the family. So they create bonds that hold the family together.

BSE Odisha 9th Class English Chapter 5 The Portrait of a Lady Important Questions and Answers

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

Question 1.
When did a change come over the grandmother?
Answer:
In the evening of the day when the writer returned from abroad, a change came over his grandmother.

Question 2.
When did the author come back home?
Answer:
The author came back home after five years.

Question 3.
How was the author’s grandmother?
Answer:
The author’s grandmother was a religious lady. She is as very very meek and mild.

Answer The Followings In A Word Or A Phrase.

Question 1.
Who threw little crumbs of bread to sparrows after grandmother’s death?
Answer:
writer’s mother

Question 2.
Who is the writer of the story “The Portrait of a Lady”?
Answer:
Khushbant Singh

Question 3.
Who are the most lovable people in this world?
Answer:
grandparents

Question 4.
Whose portrait hung above the mantelpiece?
Answer:
writer’s grandfather’s

Question 5.
Who looked as if he could only have lots and lots of grandchildren?
Answer:
grandfather

Fill In The Blanks.

1. Writer’s grandmother had been ____________ for twenty years.
Answer:
old and wrinkled

2. The writer’s grandfather wore a big turban and loose-fitting ______________.
Answer:
clothes

3. Grandfather’s long white beard covered the best part of his ___________.
Answer:
chest

4. Grandmother used to play as a ______________.
Answer:
child

5. Grandmother looked _______________ and slightly bent.
Answer:
short and fat

6. Grandmother’s silver locks were scattered untidily over her ____________.
Answer:
pale face

7. Grandmother’s lips constantly moved in ____________.
Answer:
inaudible prayer

8. Grandmother said her morning prayer in a monotonous ____________.
Answer:
sing-song

9. The writer listened to his grandmother’s prayer because he __________.
Answer:
loved her voice

10. Grandmother washed and plastered writer’s slate with ________________.
Answer:
yellow chalk

11. Writer’s grandmother carried several stale _______________ with her for the village dogs.
Answer:
chapati

12. Grandmother always went with the writer because the school was attached to the ____________.
Answer:
Temple

13. The priest taught the school students alphabet and morning ___________.
Answer:
prayer

14. Grandmother would meet the village dogs at the _____________.
Answer:
temple door

15. When the writer’s parents were comfortably settled in the __________, they sent for them.
Answer:
City

16. The writer used to go to an English school in a ___________.
Answer:
motor bus

17. Grandmother took to feeding ______________ in the courtyard of the writer’s city house.
Answer:
sparrows

18. Grandmother was unhappy because she could not help his grandson with his _______________.
Answer:
lessons

19. Writer’s grandmother was distressed that there was no teaching about ___________.
Answer:
God and scriptures

20. To grandmother, music had lewd ___________.
Answer:
associations

21. When the writer went up to University, he was given a ___________.
Answer:
room of his own

22. When the common relationship was snapped between the writer and his grandmother, she sat by her wheel spinning and reciting _________.
Answer:
prayers

23. While grandmother was sitting on the veranda hundreds of little __________ collected around her.
Answer:
birds

24. Grandmother was disturbed because she didn’t want her grandson to learn ____________.
Answer:
music lessons

25. The writer decided to go abroad for _____________.
Answer:
further studies

26. Grandmother was not even ____________ when the writer was going abroad.
Answer:
sentimental

27. Grandmother’s fingers were busy telling the _____________ when she met her grandson at the station.
Answer:
beads of her rosary

Multiple Choice Questions With Answers.

Question 1.
Who are the most lovable people in this world?
(A) mother
(B) father
(C) grandmother
(D) grandparents
Answer:
(D) grandparents

Question 2.
Grandfather’s long white beard covered the best part of his _____________?
(A) throat
(B) neck
(C) chest
(D) cheek
Answer:
(C) chest

Question 3.
Did grandmother use to play as a ____________?
(A) good player
(B) young girl
(C) child
(D) little child
Answer:
(C) child

Question 4.
Who looked as if he could only have lots and lots of grandchildren?
(A) writer
(B) grandfather
(C) both of these
(D) none of these
Answer:
(B) grandfather

Question 5.
Grandmother’s silver locks were scattered untidily over her ____________?
(A) pale face
(B) happy face
(C) shining face
(D) brimming face
Answer:
(A) pale face

Question 6.
Writer’s grandmother’s lips constantly moved in __________?
(A) audible prayer
(B) inaudible prayer
(C) both of these
(D) none of these
Answer:
(B) inaudible prayer

Question 7.
Did grandmother wash and plastered writer’s slate with ___________?
(A) white chalk
(B) yellow chalk
(C) green chalk
(D) red chalk
Answer:
(B) yellow chalk

Question 8.
The writer’s grandmother carried several stale ______________ with her for the village dogs?
(A) bread
(B) food
(C) chapattis
(D) cakes
Answer:
(C) chapattis

Question 9.
Grandmother would meet the village dogs at the ____________?
(A) school gale
(B) narrow street
(C) temple door
(D) all the above
Answer:
(C) temple door

Question 10.
When the writer’s parents were comfortably settled in the, they sent for them?
(A) town
(B) City
(C) big city
(D) none of these
Answer:
(B) City

Question 11.
The writer used to go to an English school in a ___________?
(A) tempo
(B) school bus
(C) motor bus
(D) motor car
Answer:
(C) motor bus

Question 12.
Did grandmother take to feeding ______________ in the courtyard of the writer’s city house?
(A) sparrows
(B) pigeons
(C) peacocks
(D) ducks
Answer:
(A) sparrows

Question 13.
To grandmother, m.usic had lewd ____________?
(A) associations
(B) songs
(C) indications
(D) all the above
Answer:
(A) associations

Question 14.
The writer decided to go abroad for _____________?
(A) higher studies
(B) future studies
(C) both of these
(D) none of these
Answer:
(A) higher studies

Question 15.
Grandmother was not even ____________ when the writer decided to go abroad?
(A) upset
(B) emotional
(C) sentimental
(D) none of these
Answer:
(C) sentimental

Question 16.
The writer returned home after a gap of years?
(A) 3
(B)4
(C) 5
(D)7
Answer:
(C) 5

Question 17.
Even on the first day of his arrival, grandmother’s happiest moments were with her ____________?
(A) birds
(B) dogs
(C) sparrows
(D) none of these
Answer:
(C) sparrows

Question 18.
Grandmother collected the women of the ______________ and sang of the homecoming warriors?
(A) village
(B) neighborhood
(C) town
(D) all the above
Answer:
(B) neighborhood

Question 19.
Before the close of the last chapter of her life, she had omitted to ____________?
(A) take medicine
(B) pray
(C) take food
(D) none of these
Answer:
(B) pray

Question 20.
After death grandmother’s body was covered with a _____________?
(A) red shroud
(B) green shroud
(C) yellow shroud
(D) all the above
Answer:
(A) red shroud

Question 21.
There were thousands of sat scattered on the floor where her dead body wrapped in the red shroud __________?
(A) doves
(B) sparrows
(C) dogs
(D) birds
Answer:
(B) sparrows

Question 22.
The writer had known her grandmother for ___________?
(A) twenty years
(B) ten years
(C) five years
(D) three years
Answer:
(A) twenty years

Question 23.
Grandmother ____________ about the house due to her old age?
(A) walked
(B) hobbled
(C) moved
(D) paced
Answer:
(B) hobbled

Question 24.
When the author decided to go abroad. he was sure his grandmother would be ____________?
(A) unhappy
(B) upset
(C) worried
(D) disappointed
Answer:
(B) upset

Question 25.
Did grandmother come to see off the author at the ___________?
(A) airport
(B) bussiop
(C) station
(D) railway station
Answer:
(D) railway station

Question 26.
At the time of departure, grandmother silently kissed the author’s ____________?
(A) hand
(B) cheek
(C) forehead
(D) head
Answer:
(C) forehead

Question 27.
When grandmother’s lips moved in prayer, her mind was lost in ___________?
(A) prayer
(B) thoughts
(C) imagination
(D) anxiety
Answer:
(A) prayer

Question 28.
The author’s family persuaded grandmother to avoid _____________?
(A) praying
(B) talking
(C) singing
(D) overstraining
Answer:
(D) overstraining

Question 29.
Khushbant Singh belongs to __________?
(A) Odisha
(B) Bihar
(C) Uttar Pradesh
(D) Punjab
Answer:
(D) Punjab

Question 30.
At last grandmother’s lips stopped moving and the rosary. fell from her ___________?
(A) hand
(B) fingers
(C) lifeless hand
(D) lifeless fingers
Answer:
(D) lifeless fingers

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 6 Home and Love Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 6 Home and Love

BSE Odisha 9th Class English Home and Love Text Book 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.

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.

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.

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 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.

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.

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

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

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

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

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

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.

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 ।

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 ।

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.

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 10 Alexander Selkirk Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 10 Alexander Selkirk

BSE Odisha 9th Class English Alexander Selkirk Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)
(a) Comprehension Questions for discussion (ଆଲୋଚନା ପାଇଁ ବୋଧଗମ୍ୟ ପ୍ରଶ୍ନ)

Question 1.
Who does ‘I’ refer to?
(‘I’ କାହାକୁ ସୂଚାଯାଉଛି ?)
Answer:
‘I’ refers to Alexander Selkirk.

Question 2.
Who is the monarch here?
(ଏଠି କିଏ ସମ୍ରାଟ ବା ଅଧୀଶ୍ବର ଅଟନ୍ତି ?)
Answer:
Alexander Selkirk is the monarch here.

Question 3.
Who found charm in solitude?
(କେଉଁମାନେ ନିର୍ଜନତାରେ ଆନନ୍ଦ ପାଇଥା’ନ୍ତି ?)
Answer:
The sages found charm in solitude.

Question 4.
Why were the beasts unfamiliar with Selkirk?
(ପଶୁମାନେ ସେଲ୍‌କାର୍କଙ୍କ ସହିତ କାହିଁକି ଅପରିଚିତ ଥିଲେ ?)
Answer:
The beasts were unfamiliar with Selkirk because he had never met them on the island before and the beasts had never seen a human being before.

Question 5.
What did Selkirk appeal to the wind?
(ସେଲ୍‌କାର୍କ ବାୟୁକୁ କ’ଣ ନିବେଦନ କଲେ ?)
Answer:
Selkirk appealed to the wind to convey his message to his friends and relatives whom he could never meet in his life in his native land.

Question 6.
Which lines in the poem suggest that the island is a no man’s island?
(କବିତାର କେଉଁ ଧାଡ଼ିଗୁଡ଼ିକ ସୂଚାଇଦିଏ ଯେ ଦ୍ବୀପଟି କାହାର ଦ୍ଵୀପ ନୁହେଁ ?)
Answer:
The line “I AM monarch of all I survey, My right there is none to dispute,” and “/ am out of humanity’s reach, I must finish my journey alone,” in the poem suggest that the island is a no man’s island.

Question 7.
What is the meaning of the line – “They are so unacquainted with man” in stanza 2?
(ଦ୍ୱିତୀୟ ପଦରେ ଥ‌ିବା ଧାଡ଼ି, ‘ସେମାନେ ମନୁଷ୍ୟ ସହିତ ଅପରିଚିତ’’ର ଅର୍ଥ କ’ଣ ?)
Answer:
“They are so unacquainted with man” – means the animals were not familiar with man. The animals hadn’t seen a man before. The beasts on the island roam around Alexander Selkirk and ignore his presence.

Question 8.
What hurried Selkirk back to despair?
(କ’ଣ ସେଲକାର୍କଙ୍କୁ ନୈରାଶ୍ୟ ଭିତରକୁ ନେଇଗଲା ?)
Answer:
Selkirk hurried back to despair when he recollected his own present situation that he was alone on the deserted island.

Question 9.
What did Selkirk want to do when evening approached?
(ସନ୍ଧ୍ୟା ଉପନୀତ ହେଲାରୁ ସେଲକାର୍କ କ’ଣ କରିବାକୁ ଚାହୁଁଥିଲେ ?)
Answer:
When evening approached, Selkirk wanted to take a rest in his cabin (resting place).

Question 10.
Can you choose an alternative title for the poem?
(ଏହି କବିତା ପାଇଁ ତୁମେ ଏକ ବିକଳ୍ପ ନାମ ବାଛିପାରିବ କି ?)
Answer:
The alternative title of the poem may be ‘The Solitude of Alexander Selkirk”.

(b) Choosing the appropriate answers: (ସଠିକ୍ ଉତ୍ତର ବାଛ)

Question 1.
The poem is about the plight of a person named.
(a) Shakespeare
(b) William Cowper
(c) Alexander Selkirk
(d) William Wordsworth
Answer:
(c) Alexander Selkirk

Question 2.
I am of all is a survey.
(a) King
(b) Emperor
(c) Landlord
(d) Monarch
Answer:
(d) Monarch

Question 3.
The beasts ______ over the plain.
(a) run
(b) walk
(c) move
(d) roam
Answer:
(d) roam

Question 4.
0 had I the wings of a ______,How soon would I taste you again.
(a) crow
(d) dove
(e) owl
(d) fowl
Answer:
(b) dove

Question 5.
The ______ itself lags behind, And the swift-winged arrows of light.
(a) tempest
(b) cyclone
(c) blizzard
(d) wind
Answer:
(a) tempest

Question 6.
But the ______ is gone to her nest.
(a) sea horse
(b) sea fowl
(c) sea fish
(d) sea snake
Answer:
(b) sea fowl

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

Question 1.
What did the poet survey?
(କବି କ’ଣ ଦେଖ‌ିଲେ ?)
Answer:
The poet surveyed the lonely island and the vast sea around it from the center of the island.

Question 2.
Why did the poet remember the sages?
(କବି କାହିଁକି ମୁନିଋଷିମାନଙ୍କୁ ମନେ ପକାଇଲେ ?)
Answer:
He remembered the sages because they got pleasure in solitude. But he didn’t get any pleasure in solitude in that island.

Question 3.
How does the poet describe the island in the second stanza?
(ଦ୍ଵିତୀୟ ପଦରେ କବି ଦ୍ବୀପକୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
The island is very lonely without human beings. It is far from any human dwelling. Only beasts and birds live there. That is a no man’s island. He didn’t find any charm in the loneliness of the island.

Question 4.
What are the divine qualities bestowed upon man?
(ମନୁଷ୍ୟ ଉପରେ ବୃଷ୍ଟି ହୋଇଥିବା ବା ମନୁଷ୍ୟକୁ ପ୍ରଦାନ କରାଯାଇଥିବା ଈଶ୍ୱରୀୟ ଗୁଣସବୁ କ’ଣ ?)
Answer:
Society, friendship, and love are the divine qualities bestowed upon man by God.

Question 5.
Why does the poet like the wisdom of age?
(କବି କାହିଁକି ବୟସ୍କମାନଙ୍କର ପ୍ରଜ୍ଞାକୁ ପସନ୍ଦ କରନ୍ତି ?)
Answer:
The poet likes the wisdom of the age because their wisdom gives wise advice so that he can spend his days happily. Their wisdom will bring him pleasure by making his sufferings less painful on the deserted island.

Question 6.
What is the poet’s prayer to the ‘winds’?
(ବାୟୁକୁ କବିଙ୍କର ପ୍ରାର୍ଥନା କ’ଣ ?)
Answer:
The poet prays to the winds to bring the good news of his native place which he can never visit. He also appeals to the wind to convey his message of solitude to his friends whom he can never meet in his life.

Question 7.
Why does the poet say that “the tempest itself lags behind”?
(କାହିଁକି କବି କହିଛନ୍ତି ଯେ, ‘ଝଡ଼ତୋଫାନ ନିଜେ ବହୁ ପଛରେ ରହିଗଲା’’ ?)
Answer:
The poet says that “the tempest itself lags behind” because the flight of the mind is so swift that it can surpass the tempest.

G. Let’s Speak:(ଆସ କଥା ହେବା)

(a) Role-play the following dialogue. (ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସଂଳାପକୁ ଅଭିନୟ ମାଧ୍ୟମରେ ଆବୃତ୍ତି କର ।)
Selkirk  – Why are you so indifferent to me?
Beast    – Because you are a man.
Selkirk  – So what? I am quite friendly.
Beast    – Sorry, I am not acquainted with the man.
Selkirk  – Oh wind! Please listen to me.
Wind    – What can I do for you?
Selkirk  – Please convey my message to my friends as I am far away on this lonely island.
Wind    – It’s not possible. I can’t cross my limit.

H. Let’s Write: (ଆସ ଲେଖୁବା)
Words having sameness of sound of the endings of two or more words are rhyming words. In this poem the words like ‘face ’ and ‘place ’ are rhyming words. Find out at least six pairs of such words from the poem. (ଦୁଇ ବା ତତୋଽଧ୍ଵକ ଶବ୍ଦର ଶେଷ ଉଚ୍ଚାରଣରେ ସାଦୃଶ୍ୟ ଥିଲେ ତାହାକୁ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ (Rhyming words) କୁହାଯାଏ । ଏହି କବିତାରେ ‘face’ ଓ ‘place’ ଶବ୍ଦଦ୍ଵୟ ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ । କବିତାରୁ ଏପରି ଅନ୍ୟୁନ ଛଅଯୋଡ଼ା ଶବ୍ଦ ଖୋଜି ବାହାର କର ।)

Answer:
Other rhyming words (six pairs) are:
1. dispute – brute
2. reach – speech
3. see – me
4. truth – youth
5. send – friend
6. flight – light

Writing task: (ଲିଖନ କାର୍ଯ୍ୟ)
This poem is about a sailor named Alexander Selkirk. He swam to a lonely island after a ship wreck. That was a no man’s island. Only beasts and birds lived there. (ଏହି କବିତାଟି ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ ନାମକ ଜଣେ ନାବିକ ବିଷୟରେ ଲିଖ୍ । ଏକ ଜାହାଜ ଦୁର୍ଘଟଣା ପରେ ସେ ଗୋଟିଏ ନିର୍ଜନ ଦ୍ବୀପକୁ ପହଁରି ଯାଇଥିଲେ । ଏହା ଏକ ମାନବବିହୀନ ଦ୍ଵୀପ ଥିଲା । କେବଳ ପଶୁ ଓ ପକ୍ଷୀମାନେ ସେଠାରେ ବାସ କରୁଥିଲେ ।)
Think yourself as Selkirk and write in about ten lines describing your feeling of loneliness. (ନିଜକୁ ସେଲ୍‌କାର୍କ ମନେକରି ତୁମ ନିର୍ଜନତାର ଅନୁଭୂତିକୁ ବର୍ଣନା କରି ଦଶଟି ବାକ୍ୟରେ ଲେଖ ।)
Answer:
I am a sailor named Alexander Selkirk. Once I was on a sea voyage ( ଜଳଯାତ୍ରା) along with other crews. Unfortunately (ଦୁର୍ଭାଗ୍ୟବଶତଃ ) the ship was wrecked (ଦୁର୍ଘଟଣାଗ୍ରସ୍ତ ହେଲା) during the voyage. I was lucky enough to swim to a lonely island after the wreck. It was an uninhabited island. I felt lonely there. Only beasts and birds lived there. They remained aloof. Because they were not acquainted (ପରିଚିତ ନ ଥିଲେ)with man. I remembered the great sayings of the sages who used to get charms in solitude (ନିର୍ଜନତା). But I myself didn’t get any pleasure in that solitude. I realized that it was better to live in the midst of difficulties than to live in a lonely place like that isolated island. I always remembered my friends and relatives in my native land. I was anxious to hear the voice of my near and dear ones. But my dreams remained unfulfilled. My recollections left me in despair. I prayed to God to rescue me from that difficult situation. God heard my prayers and I was rescued after four years by a passing ship.

BSE Odisha 9th Class English Alexander Selkirk Important Questions and Answers

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

Question 1.
What did the poet survey?
Answer:
The poet surveyed the isolated island and the vast sea around it.

Question 2.
Why did the poet remember the sages?
Answer:
The poet remembered the sages who got pleasure in solitude.

Question 3.
Where does the poet prefer to dwell?
Answer:
The poet thinks that it is better to dwell in the midst of danger than to reign on that horrible island.

Question 4.
How does the poet describe the island in the second stanza?
Answer:
The island is lonely without human beings.

Question 5.
Why does the poet feel that he will meet his end on that island?
Answer:
Due to his bad luck, the poet is on a deserted island.

Question 6.
What are the divine qualities bestowed upon man?
Answer:
Society, friendship, and love are the divine qualities bestowed upon man.

Question 7.
Why does the poet like the wisdom of age?
Answer:
The poet likes the wisdom of age because their wisdom gives wise advice so that he can spend his days happily.

Question 8.
What is the poet’s prayer to the ‘winds’?
Answer:
The poet prays to the winds to bring the good news about the place which he can never visit.

Question 9.
Why does the poet wish to have the wings of a dove?
Answer:
The poet wishes to have the wings of a dove so that he can fly and cross the sea to see his friends and relatives.

Question 10.
What does the poet want to know?
Answer:
The poet is anxious to know about his friends because they are far away from him.

Question 11.
Why does the poet say that ‘the tempest itself lags behind’?
Answer:
The poet says that ‘the tempest itself lags behind’ because the flight of the mind is so swift that it can win the tempest.

Question 12.
What hurried Selkirk back to despair?
Answer:
Selkirk hurried back to despair when he recollected his past.

Question 13.
What did the poet want to do when evening approached?
Answer:
When evening approached, the poet wanted to take a rest in his resting place.

Answer The Following In A Word Or A Phrase.

Question 1.
Who had made the poet his sport?
Answer:
The wind.

Question 2.
Who is unacquainted with a man?
Answer:
The beasts.

Question 3.
What is shocking to the poet?
Answer:
The tameness of the brutes.

Question 4.
What does the poet want to know?
Answer:
About his friends in his native land.

Question 5.
Which lines in the poem suggest that the island is “no man’s island”?
Answer:
“I am the lord of the fowl and the brute”.

Question 6.
Who found charm in solitude?
Answer:
The ancient sages.

Question 7.
What are the divine qualities bestowed upon man?
Answer:
Society, Friendship, And Love.

Fill In The Blanks.

1. But the ____________is gone to her nest.
Answer:
sea fowl

2. I am ____________of all I survey.
Answer:
monarch

3. The poem “Alexander Selkirk” reflects the freedom of his spirit in ____________.
Answer:
a lonely island

4. The poem begins with the words, “I am” written in capital letters strengthens the confidence of the abandoned sailor ____________on the lonely island
Answer:
Alexander Selkirk

5. The phrase “now and then” means ____________.
Answer:
frequently

6. The word ‘dispute’ means ____________.
Answer:
quarrel

7. The word ‘brute’ means ____________.
Answer:
beast

8. The word ‘solitude’ means ____________.
Answer:
loneliness

9. In the poem “Out of humanity’s reach” means ____________.
Answer:
beyond human touch

10. “And reconciles man to his lot.” Here ‘lot’ means ____________.
Answer:
fortune

11. The poet is anxious to know about ____________.
Answer:
his friends

12. Alexander Selkirk finds that the beast is taking rest in ____________.
Answer:
his lair

13. Selkirk hurried back to despair when ____________.
Answer:
he recollected his past

14. “Even here is a ____________of rest.”
Answer:
season

15. “Might learn from the wisdom of age.” Here the expression ‘wisdom of age’ means the wisdom of the ____________.
Answer:
elderly people

Multiple Choice Questions With Answers.

Question 1.
O solitude! where are the charms, the underlined word means ____________.
(A) silence
(B) lonely place
(C) island
(D) sages
Answer:
(B) lonely place

Question 2.
The poet is unable to hear the sweet speech of ____________.
(A) his friends
(B) his parents
(C) his relatives
(D) man
Answer:
(D) man

Question 3.
Who is unacquainted with a man?
(A) the sages
(B) the beasts
(C) the fowls
(D) the sea fowls
Answer:
(B) the beasts

Question 4.
“Gives even affliction a grace” Here the underlined expression means ____________.
(A) consolation
(B) peace
(C) pleasure
(D) distress
Answer:
(D) distress

Question 5.
The beasts ____________ over the plain.
(A) run
(B) walk
(C) move
(D) roam
Answer:
(D) roam

Question 6.
O had the wings of a ____________,howsoon would I taste you again.
(A) crow
(B) dove
(C) owl
(D) fowl
Answer:
(B) dove

Question 7.
The ____________ itself lags behind, And the swift-winged arrows of light.
(A) tempest
(B) cyclone
(C) blizzard
(D) wind
Answer:
(A) tempest

Question 8.
But the ____________ is gone to her nest.
(A) sea horse
(B) sea fowl
(C) sea fish
(D) sea snake
Answer:
(B) sea fowl

Question 9.
I am ____________of all I survey.
(A) king
(B) emperor
(C) landlord
(D) monarch
Answer:
(D) monarch

Question 10.
The phrase “now and then” means ____________.
(A) every time
(B) all the time
(C) frequently
(D) very often
Answer:
(C) frequently

Question 11.
The word ‘brute’ means ____________.
(A) beyond
(B) burial
(C) birds
(D) beast
Answer:
(D) beast

Question 12.
The word ‘solitude’ means ____________.
(A) solitary
(B) loneliness
(C) likingness
(D) solidarity
Answer:
(B) loneliness

Question 13.
“And reconciles man to his lot.” Here ‘lot’ means ____________.
(A) a lot of
(B) enough
(C) a lot
(D) fortune
Answer:
(D) fortune

Question 14.
The poet is anxious to know about ____________.
(A) the place
(B) his parents
(C) his friends
(D) the island
Answer:
(C) his friends

Question 15.
Alexander Selkirk finds that the beast is taking a rest in ____________.
(A) his lair
(B) his cave
(C) his cabin
(D) his nest
Answer:
(A) his lair

Alexander Selkirk Summary in English

Lead-In:
No human being likes to remain in loneliness, without friends, or out of society. This is a human tendency. It is very painful and pathetic to be far away from human habitation. ‘Alexander Selkirk’ is a poem that is based on a real adventure that happened to a sailor. Because of a dispute with the ship’s captain or after a shipwreck, he was deserted on an uninhabited island. There he lived alone for four years and was later rescued by a passing ship. Daniel Defoe’s ‘Robinson Crusoe’ is also based on the same incident. Now read the poem and realize the feeling of loneliness of Alexander Selkirk.

Notes:
loneliness – ଏକାକୀତ୍ୱ/ନିର୍ଜନତା,
tendency – ପ୍ରବୃତ୍ତି,
painful – ଯନ୍ତ୍ରଣାଦାୟକ,
pathetic – କାରୁଣ୍ୟପୂର୍ଣ,
habitation – ବସତି/ବାସସ୍ଥଳୀ,
adventure – ଦୁଃସାହସ,
sailor – ଜାହାଜର ନାବିକ,
dispute – ବିବାଦ,
deserted – ଏକୁଟିଆ ଛାଡ଼ି ଦିଆଗଲା,
island – ଦ୍ବୀପ

ଉପକ୍ରମ :
ବିନା ବନ୍ଧୁରେ ଅଥବା ସମାଜ ବାହାରେ, ନିର୍ଜନତାରେ ରହିବାକୁ କୌଣସି ମାନବ ପସନ୍ଦ କରନ୍ତି ନାହିଁ । ଏହା ହେଉଛି ମାନବୀୟ ସ୍ବଭାବ । ସମସ୍ତେ ବନ୍ଧୁ ଓ ସମ୍ପର୍କୀୟମାନଙ୍କ ଗହଣରେ ରହିବାକୁ ପସନ୍ଦ କରନ୍ତି । ମାନବ ବସତିଠାରୁ ଦୂରରେ ରହିବା ଅତ୍ୟନ୍ତ ଯନ୍ତ୍ରଣାଦାୟକ ଓ ଦୁଃଖଦାୟକ । ‘‘ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ’’ କବିତାଟି ଗୋଟିଏ ବାସ୍ତବ ସାହସିକ କାର୍ଯ୍ୟ ଉପରେ ଆଧାରିତ ଯାହାକି ଜଣେ ନାବିକ ଜୀବନରେ ଘଟିଥିଲା । ଜାହାଜର କ୍ୟାପ୍ଟେନ୍‌ଙ୍କ ସହ ବିବାଦ ହେତୁ କିମ୍ବା ଜାହାଜ ଦୁର୍ଘଟଣା ହେବାରୁ ତାଙ୍କୁ ଏକ ମାନବ ବସତିହୀନ ବିସ୍ତୀର୍ଣ୍ଣ ଦ୍ଵୀପରେ ଛାଡ଼ି ଦିଆଯାଇଥିଲା । ସେଠାରେ ସେ ଏକାକୀ ଚାରି ବର୍ଷ ରହିଲେ ଏବଂ ସେହି ବାଟ ଦେଇ ଯାଉଥ‌ିବା ଅନ୍ୟ ଏକ ଜାହାଜଦ୍ବାରା ଉଦ୍ଧାର ହୋଇଥିଲେ । ଡାନିଏଲ୍‌ ଡେଫୋଙ୍କ ‘ରବିନ୍‌ସନ୍ କୁସୋ’’ ମଧ୍ୟ ସମାନ ଘଟଣା ଉପରେ ଆଧାରିତ । ଏବେ କବିତାଟିକୁ ପଢ଼ ଓ ଆଲେକ୍‌ଜାଣ୍ଡର୍‌ ସେଲ୍‌କାର୍କଙ୍କ ନିଃସଙ୍ଗତାର ଅନୁଭୂତିକୁ ହୃଦୟଙ୍ଗମ କର ।

Summary:
In the poem, the sailor (Alexander Selkirk) says that he is the sole monarch of the lonely island and there is no one in the world who will fight with him for that right. He is the supreme ruler of the birds and animals there. In his opinion, wise men and philosophers say that there is pleasure in living a lonely life away from the crowds of men. But Selkirk cannot find any joy in his loneliness. He feels that it is better to accept the troubles and anxieties of living in society than to rule that horrible land.

Selkirk cannot hope to return to mankind. He imagines that he must end his life on that lonely island. He is unable to hear the sweet speech of man. He is startled, surprised at his own voice. It seems strange to him as he hasn’t spoken to a man for a long long time. The animals never fear him as they do not know the strength of man. He says that friendship and love are the divine gifts given to a man who lives in society. He thinks if he had the wings of a dove he would cross the ocean and see the faces of his friends and relatives.

As a result, his sorrows and sufferings would be reduced and relaxed and he would spend his days happily following religion and truth. He might learn wise things from wise men and spend his days happily with the young. He is completely disheartened by his loneliness. He has addressed the winds to listen to him. He requests the winds to bring the good news of the place which he can never visit. He also appeals to the winds to convey his message to his near and dear ones whom he can never see. He wants to know if his friends remember and wish to see him. He feels that the movement of the mind is very swift and it visits the whole world in a moment.

The movement of the mind is more swift than the movement of wind and light. Whenever he thinks of his native land, he feels as if he is present there. But when he realizes his present position, his heart is filled with despair. At last, he thinks that it is unwise to think all these things as it brings unhappiness. The birds and beasts have taken rest in their respective resting places. So he feels it proper to have his rest. He hopes that God is omnipresent and sees the sorrows and sufferings of human beings. God will definitely remove his plight as He is very kind and merciful.

Notes:
sole – ଏକମାତ୍ର, right – ଅସ୍କାର monarch – ସମ୍ରାଟି, lonely – ନିର୍ଜନ, wise men – ବିଜ୍ଞ ଲୋକ, philosophers – ଦାର୍ଶନିକ, crowds – ଜନଗହଳି, troubles – ଜଞ୍ଜାଳ anxieties – ଆଶଙ୍କା, horrible – ଭୟଙ୍କର, imagines – କଳ୍ପନା କରେ, startled – ସ୍ତମ୍ଭିତ ହେଲା, strange – ଅଜଣା sorrows and sufferings – ଦୁଃଖ ଏବଂ ଯନ୍ତ୍ରଣା,
strength – ଶକ୍ତି, long long time – ବହୁକାଳ ଧରି, reduced – ହ୍ରାସ ହେଲା/ଅପସରି ଗଲା, disheartened – ହୃଦୟହରା ହେଲେ, loneliness – ନିର୍ଜନତା, addressed –ସମ୍ବୋଧନ କଲେ, clarify – ସ୍ପଷ୍ଟ କରିବା, doubts – ସନ୍ଦେହ, movement -ଗତି, swift – ଦ୍ରୁତ, realises – ହୃଦୟଙ୍ଗମ କରେ, despair – ନୈରାଶ୍ୟ, respective – ନିଜ ନିଜ, omnipresent –ସର୍ବବିଦ୍ୟମାନ, definitely – ନିଶ୍ଚିତ ଭାବରେ, remove – ଦୂର କରିବା, plight – ଦୁଃଖ, merciful – ଦୟାବନ୍ତ, appeal – ନିବେଦନ କରିବା.

ସାରାଂଶ :
କବିତାରେ ନାବିକ (ଆଲେକ୍‌ଜାଣ୍ଡର ସେଲ୍‌କାର୍କ) କହୁଛନ୍ତି ଯେ ସେ ହେଉଛନ୍ତି ସେହି ନିର୍ଜନ ଦ୍ଵୀପର ଅଧୀଶ୍ଵର ଏବଂ ସେହି ଅଧିକାର ଛଡ଼ାଇନେବା ପାଇଁ କେହି ତାଙ୍କ ସହିତ ସେଠାରେ ସଂଗ୍ରାମ କରିବ ନାହିଁ । ସେ ସେହି ଦ୍ଵୀପରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଖ୍ୟ ଶାସକ । ବିଦ୍ଵାନ୍‌ମାନେ କହନ୍ତି ଯେ ଜନଗହଳିଠାରୁ ଦୂରରେ, ନିର୍ଜନ ସ୍ଥାନରେ ରହିବାରେ ଏକ ପ୍ରକାର ଆନନ୍ଦ ମିଳିଥାଏ । ମାତ୍ର ସେଲ୍‌କାର୍କ ତାଙ୍କ ନିର୍ଜନତାରେ କୌଣସି ଆନନ୍ଦ ଉପଭୋଗ କରୁନାହାନ୍ତି । ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ସେଭଳି ଏକ ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଅପେକ୍ଷା ସଂସାରରେ ରହି ଦୁଃଖକଷ୍ଟକୁ ବରଣ କରିବା ବରଂ ଭଲ । ସେଲ୍‌କାର୍କ ମଣିଷ ସମାଜକୁ ଫେରିବା ଆଶା ରଖୁପାରୁ ନାହାନ୍ତି । ସେ ଭାବୁଛନ୍ତି ତାଙ୍କ ଜୀବନ ସେହି ଦ୍ବୀପରେ ଶେଷ ହୋଇଯିବ । ମଣିଷ କଣ୍ଠର ସୁମଧୁର ସ୍ୱର ସେ ଆଉ ଶୁଣିବାକୁ ପାଉନାହାନ୍ତି । ତେଣୁ ସେ ତାଙ୍କ ନିଜର ସ୍ବର ଶବ୍ଦ ଶୁଣି ଭୟଭୀତ ଓ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଯାଉଛନ୍ତି । ଏହା ତାଙ୍କୁ ଅଦ୍ଭୁତ ଲାଗୁଛି କାରଣ ସେ ବହୁତ ଦିନ ଧରି ମଣିଷ ସହିତ କଥା ହୋଇନାହାନ୍ତି ।

ସେଠାରେ ପଶୁମାନେ ତାଙ୍କୁ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି, ଯେହେତୁ ସେମାନେ ମଣିଷର ପ୍ରଭାବ ଓ ଶକ୍ତି ବିଷୟରେ ସଚେତନ ନୁହନ୍ତି । ସେ ଜାଣନ୍ତି ଯେ ବନ୍ଧୁତା ଓ ସ୍ନେହ ମତତା ଭଳି ସ୍ବର୍ଗୀୟ ଦାନକୁ ମଣିଷକୁ ଦିଆଯାଇଛି ଯିଏ କି ସମାଜରେ ବାସ କରୁଛି । ସେ ଭାବୁଛନ୍ତି ଯଦି ତାଙ୍କର ବିହଙ୍ଗର ପକ୍ଷ ଥାଆନ୍ତା, ତେବେ ସେ ମହାସାଗରକୁ ପାର ହୋଇ ତାଙ୍କର ବନ୍ଧୁ ଓ ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖିପାରନ୍ତେ । ଯାହାଫଳରେ ତାଙ୍କର ଦୁଃଖ କ୍ଳେଶ ଦୂର ହୋଇଯାଆନ୍ତା ଓ ସେ ସତ୍ୟପଥ ଅନୁସରଣ କରି ସୁଖରେ କାଳାତିପାତ କରିପାରନ୍ତେ । ସେ ସେଠାରେ ଜ୍ଞାନୀ ଲୋକମାନଙ୍କଠାରୁ ଉପଯୁକ୍ତ ଶିକ୍ଷାଲାଭ କରି, ଯୁବକମାନଙ୍କ ସହିତ ସୁଖରେ ଦିନ ଅତିବାହିତ କରନ୍ତେ । ନିଃସଙ୍ଗତା ହେତୁ ସେ ସମ୍ପୂର୍ଣ ହତାଶ ହୋଇପଡ଼ିଛନ୍ତି । ତେଣୁ ସେ ପବନକୁ ତାଙ୍କ କଥା ଶୁଣିବାକୁ କହୁଛନ୍ତି । ସେ ପବନକୁ ଅନୁରୋଧ କରୁଛନ୍ତି ଯେ ଯେଉଁ ସ୍ଥାନକୁ ସେ ଦେଖିପାରିବେ ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ତାଙ୍କୁ ଆଣି ଦିଅନ୍ତୁ । ତାଙ୍କର ବାର୍ତ୍ତାକୁ ତାଙ୍କର ନିକଟତମ ଲୋକ, ଯେଉଁମାନଙ୍କୁ ସେ କଦାପି ଦେଖପାରିବେ ନାହିଁ, ସେହିମାନଙ୍କ ପାଖରେ ପହଞ୍ଚାଇବାପାଇଁ ପବନକୁ ନିବେଦନ କରୁଛନ୍ତି । ତାଙ୍କ ବନ୍ଧୁମାନେ ତାଙ୍କୁ ମନେ ପକାଉଛନ୍ତି କି ନାହିଁ ଓ ତାଙ୍କୁ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ନାହିଁ ସେ ଜାଣିବାକୁ ଚାହୁଁଛନ୍ତି ।

ସେ ଅନୁଭବ କରୁଛନ୍ତି ଯେ ମନର ଗତି ଅତି କ୍ଷିପ୍ର ଓ ଏହା ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ସାରା ବିଶ୍ଵ ଭ୍ରମଣ କରିପାରିବ । ମଣିଷ ମନର ଗତି ଏପରିକି ପବନ ଓ ଆଲୋକଠାରୁ ମଧ୍ୟ ଦ୍ରୁତତର । ଯେତେବେଳେ ସେ ତାଙ୍କର ଜନ୍ମସ୍ଥାନ କଥା ଭାବନ୍ତି, ସେତେବେଳେ ସେ ଅନୁଭବ କରନ୍ତି ସତେ ଯେମିତି ସେ ସେହିଠାରେ ହିଁ ଉପସ୍ଥିତ ଅଛନ୍ତି । ମାତ୍ର ଯେତେବେଳେ ସେ ତାଙ୍କର ବର୍ତ୍ତମାନର ସ୍ଥିତି କଥା ହୃଦୟଙ୍ଗମ କରନ୍ତି, ତାଙ୍କ ହୃଦୟ ଗଭୀର ଦୁଃଖରେ ଭରପୂର ହୋଇଯାଏ । ଶେଷରେ ସେ ଚିନ୍ତା କରୁଛନ୍ତି ଯେ ଏସବୁ କଥା ଚିନ୍ତା କରିବା ଭୁଲ୍, କାରଣ ଏହା କେବଳ ଦୁଃଖ ଆଣିଦେବ । ଏବେ ସେ ଦେଖୁଛନ୍ତି ଯେ ପଶୁପକ୍ଷୀମାନେ ସେମାନଙ୍କର ବିଶ୍ରାମସ୍ଥଳୀରେ ବିଶ୍ରାମ ନେଲେଣି । ତେଣୁ ସେ ମଧ୍ୟ ତାଙ୍କ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ଉଚିତ ବୋଲି ମନେ କରୁଛନ୍ତି । ସେ ଆଶା କରୁଛନ୍ତି ଯେ ଈଶ୍ବର ସର୍ବବିଦିତ ଏବଂ ସେ ହିଁ ମଣିଷର ସବୁ ଦୁଃଖଯନ୍ତ୍ରଣା ଦେଖନ୍ତି । ଈଶ୍ଵର ତାଙ୍କ ଦୁର୍ଦ୍ଦଶାକୁ ନିଶ୍ଚୟ ଦୂର କରିବେ କାରଣ ସେ ହେଉଛନ୍ତି ଦୟାର ଅବତାର, ଏ ବିଶ୍ୱାସ ସେ ରଖୁଛନ୍ତି ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis.

Stanza-1
I AM monarch of all I survey,
My right there is none to dispute,
From the centre all round to the sea
I am lord of the fowl and the brute.
O Solitude ! where are the charms
That sages have seen in thy face ?
Better dwell in the midst of alarms
Than reign in this horrible place.
ଅନୁବାଦ :
ମୁଁ ଯାହାସବୁ ଦେଖୁଛି, ସେସବୁର ମୁଁ ହେଉଛି ଅଧୀଶ୍ବର । ଏଠାରେ ମୋ ଅଧିକାରକୁ ଛଡ଼ାଇ ନେବାକୁ କେହି ମୋ ସହିତ ସଂଗ୍ରାମ ମଧ୍ଯ କରିବ ନାହିଁ । ମୋ ଚତୁଃପାର୍ଶ୍ଵରେ ନୀଳ ସାଗରଯାଏ ଏଠାରେ ଥିବା ସମସ୍ତ ପଶୁପକ୍ଷୀଙ୍କର ମୁଁ ହେଉଛି ଈଶ୍ବର । ବିଜନତାରେ ମୁନିଗଣ ଆନନ୍ଦ ଉପଲବ୍ଧି କରନ୍ତି; କିନ୍ତୁ ମୁଁ ପାଉ ନାହିଁ । ଯୁଦ୍ଧକ୍ଷେତ୍ରର ଭୟ ମଧ୍ଯରେ ବାସ କରିବା ବରଂ ଭଲ; କିନ୍ତୁ ଏପରି ଭୟଙ୍କର ସ୍ଥାନରେ ରାଜତ୍ଵ କରିବା ଠିକ୍ ନୁହେଁ ।

Stanza – 2
I am out of humanity’s reach,
I must finish my journey alone,
Never hear the sweet music of speech;
I start at the sound of my own.
The beasts that roam over the plain
My form with indifference see;
They are so unacquainted with man,
Their tameness is shocking to me.
ଅନୁବାଦ :
ମୁଁ ମାନବ ଜଗତଠାରୁ ଅଲଗା ହୋଇଯାଇଛି । ମୋର ଜୀବନଯାତ୍ରା ଏହିଠାରେ ହିଁ ଶେଷ ହୋଇଯିବ । ମଧୁମୟ ମନୁଷ୍ୟ କଣ୍ଠର ସ୍ଵର ଆଉ ଶୁଣିପାରିବି ନାହିଁ । ମୋ ନିଜ କଣ୍ଠର ସ୍ବର ଶୁଣି ମୁଁ ଚମକିପଡ଼େ । ଏଠାରେ ଯେଉଁ ପଶୁମାନେ ଭ୍ରମଣ କରୁଛନ୍ତି ସେମାନେ ମୋତେ ଆଦୌ ଭୟ କରୁନାହାନ୍ତି । ସେମାନେ ମଣିଷ ସହିତ ଏତେ ପରିଚିତ ନୁହନ୍ତି କିମ୍ବା ମଣିଷର ପ୍ରଭାବ ଜାଣନ୍ତି ନାହିଁ । ମୋତେ ସେମାନଙ୍କର ବଶତା ଦେଖି ଆଶ୍ଚର୍ଯ୍ୟ ଲାଗେ ।

Stanza-3
Society, friendship, and love
Divinely bestowed upon man,
O had I the wings of a dove.
How soon would I taste you again!
My sorrows I then might assuage
In the ways of religion and truth,
Might learn from the wisdom of age,
And be cheer’d by the sallies of youth.
ଅନୁବାଦ : ଈଶ୍ବର ସମାଜ, ବନ୍ଧୁତା ଓ ସ୍ନେହ ମମତାକୁ କେବଳ ମଣିଷକୁ ହିଁ ଦେଇଛନ୍ତି । ଯଦି ମୋର ଗୋଟିଏ କପୋତ ପରି ଡେଣା ଥାଆନ୍ତା ତେବେ ମୁଁ ଉଡ଼ିଯାଇ ମୋର ପ୍ରିୟଜନମାନଙ୍କୁ ଦେଖୁପାରନ୍ତି ଓ ମୋର ଦୁଃଖ ଦୂର ହୋଇଯାଆନ୍ତା । ମୁଁ ଧର୍ମ ଓ ସତ୍ୟ ପଥକୁ ଅନୁକରଣ କରନ୍ତି, ବିଦ୍ଵାନ୍ ଲୋକଙ୍କଠାରୁ ସଦୁପଦେଶ ଗ୍ରହଣ କରନ୍ତି ଏବଂ ତରୁଣମାନଙ୍କ ସଙ୍ଗରେ ହସଖୁସିରେ ସମୟ ଅତିବାହିତ ହୁଅନ୍ତା ।

Stanza-4
Ye winds that have made me your spot,
Convey to this desolate shore
Some cordial endearing report
Of a land I shall visit no more;
My friends, do they now and then send
A wish or a thought after me?
O tell me I yet have a friend,
Though a friend I am never to see.
ଅନୁବାଦ :
ରେ ବାୟୁ ! ତୁମେ ମୋତେ କ୍ରୀଡ଼ନକ କରିଦେଇଛ । ଯେଉଁ ସ୍ଥାନକୁ ମୁଁ ଆଉ ଦେଖିପାରିବି ନାହିଁ ସେହି ସ୍ଥାନର ସୁସମାଚାର ମୋତେ ଏହି ନିର୍ଜନ ତଟକୁ ଆଣିଦିଅ । ମୋତେ ମୋର ବନ୍ଧୁମାନେ ଦେଖିବାକୁ ଚାହୁଁଛନ୍ତି କି ? ସେମାନେ ମୋ କଥା ଭାବୁଛନ୍ତି କି ? ହେ ବାୟୁ, ମୋତେ କୁହ ମୋର କ’ଣ କେହି ବନ୍ଧୁ ନାହାନ୍ତି ? ମୁଁ କଦାପି ବନ୍ଧୁଙ୍କୁ ଦେଖୁପାରିବି ନାହିଁ । ମୋର ଏ ସନ୍ଦେହଗୁଡ଼ିକୁ ତୁମେ ଦୂର କର ।

Stanza -5
How fleet is a glance of the mind!
Compared with the speed of its flight,
The tempest itself lags behind,
And the swift-winged arrows of light.
When I think of my own native land
In a moment I seem to be thete;
But, alas! recollection at hand
Soon hurries me back to despair
ଅନୁବାଦ :
ମନର ଗତି କି କ୍ଷିପ୍ର ! ତୁଳନା କଲେ ଏହା ପବନ ଓ ଆଲୋକର ଗତିକୁ ପଛରେ ପକାଇ ଦେଇପାରିବ । ଗୋଟିଏ ମୁହୂର୍ତ୍ତରେ ଏହା ସାରା ବିଶ୍ବ ଦର୍ଶନ କରିପାରିବ । ଯେତେବେଳେ ମୋର ନିଜ ଦେଶ କଥା ମନେପଡ଼େ ସେତେବେଳେ ମୁଁ ଭାବେ ସତେ ଯେପରି ମୁଁ ସେହିଠାରେ ଅଛି । କିନ୍ତୁ ଦୁଃଖର କଥା ଯେତେବେଳେ ମୋ ସ୍ମରଣକୁ ଆସେ, ମୁଁ ଦ୍ବୀପରେ ଅଛି ତାହା ମୋତେ ନୈରାଶ୍ୟରେ ବୁଡ଼ାଇ ଦିଏ ।

Stanza -6
But the seafowl is gone to her nest
The beast is laid down in his lair;
Even here is a season of rest,
And I to my cabin repair
There is mercy in every place,
And mercy, encouraging thought!
Gives even affliction a grace
And reconciles man to his lot.
ଅନୁବାଦ :
ସାମୁଦ୍ରିକ ପକ୍ଷୀ ତା’ର ବସାଘରେ ବିଶ୍ରାମ ନେଇଛି ଓ ପଶୁ ତା’ର ଗହ୍ଵରରେ ଆଶ୍ରୟ ନେଇଛି । ବର୍ତ୍ତମାନ ବିଶ୍ରାମର ସମୟ ଏବଂ ମୁଁ ମଧ୍ୟ ମୋ ସ୍ଥାନରେ ବିଶ୍ରାମ ନେବା ବାଞ୍ଛନୀୟ । ଈଶ୍ବର କରୁଣାମୟ ଓ ଦୟାର ଅବତାର, ସେ ନିଶ୍ଚୟ ତାଙ୍କ ଦୁଃଖ ଦୂର କରିବେ ଏବଂ ସେ ସନ୍ତୋଷ ଲାଭ କରିବେ ।

About the poet:
William Cowper (1731 AD to 1800 AD) was born at Great Berkharnpstead, in Hertfordshire, where his father was a rector. His poems were published late in life. At the very end of his volume of poems, a few miscellaneous short poems were also included. One of them is the well-known poem containing the reflections of Alexander Selkirk. The poem reflects the freedom of his spirit on a lonely island.

Notes :
rector – ଧର୍ମ ପ୍ରତିଷ୍ଠାନର ଅଧ୍ୟକ୍ଷ, published – ପ୍ରକାଶିତ ହେଲା, miscellaneous – ନାନାପ୍ରକାର/ମିଶ୍ରିତ, reflects – ପ୍ରତିଫଳିତ କରେ, spirit – ଆତ୍ମା

କବିଙ୍କ ସମ୍ପର୍କରେ :
ଉଇଲିୟମ୍ କାଉପର୍ (୧୭୩୧ ଖ୍ରୀ.ଅ.ରୁ ୧୮୦୦ ଖ୍ରୀ.ଅ.) ହର୍ଟଫୋର୍ଡସାୟାରର ଗ୍ରେଟ୍ ବର୍କହାମ୍ପଷ୍ଟ୍ରେଡ୍‌ରେ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ ଯେଉଁଠାରେ କି ତାଙ୍କ ପିତା ଏକ ଧର୍ମାନୁଷ୍ଠାନର ମୁଖ୍ୟ ଥିଲେ । ତାଙ୍କ କବିତାଗୁଡ଼ିକ ଜୀବନର ଉତ୍ତର ପର୍ଯ୍ୟାୟରେ ପ୍ରକାଶିତ ହୋଇଥିଲା । ତାଙ୍କ କବିତା ସଂକଳନର ଠିକ୍ ଶେଷ ଭାଗରେ କେତେକ କ୍ଷୁଦ୍ର କବିତା ଯୋଗ କରାଯାଇଥିଲା । ଆଲେକ୍‌ଜାଣ୍ଡର୍ ସେଲ୍‌କାର୍କଙ୍କ ହୃଦୟର ପ୍ରତିଫଳନକୁ ଆଧାର କରି ରଚିତ କବିତା ସେଗୁଡ଼ିକ ମଧ୍ୟରେ ଅନ୍ୟତମ । କବିତାଟି ନିର୍ଜନ ଦ୍ଵୀପରେ ତାଙ୍କ ଆଲେକ୍‌ଜାଣ୍ଡର୍ ଆତ୍ମାର ସ୍ବାଧୀନ ଚିନ୍ତାକୁ ପ୍ରତିଫଳିତ କରେ ।

Glossary And Notes: (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)
(Lines— 1 to 8)
I AM — Here ‘AM’ is written in capital letters to emphasize the poet’s feeling of confidence in his new role as the sole monarch of the lonely island— ମୁଁ ସ୍ବୟଂ
monarch (n) — supreme ruler – ସର୍ବୋଚ୍ଚ ଶାସକ
Alexander Selkirk considered him the monarch of the island.
survey (V) — see – ଦେଖୁ
We surveyed the view from the top of the hill.
right (n) — claim, possession — ଅଧିକାର
dispute (v) — argue or quarrel — କଳହ କରିବା
The question was hotly disputed in the Parliament.
fowl (n) — bird — ପକ୍ଷୀ
A large number of fowls are seen in Chilika in winter.
brute (n) — animal – ପଶୁ
It’s not easy to tame the brutes.
solitude (n) — loneliness, lonely place
The sages find pleasure in solitude.
thy (old use) — your — ତୁମର
charm (n) — delight, pleasure — ଆନନ୍ଦ
Lord — supreme commander — ସର୍ବୋଚ୍ଚ କମାଣ୍ଡର
sage (n) — hennit, saint – ମୁନି/ଋଷି
dwell (v) — live — ବାସ କରିବା
The hermits used to dwell in cottages.
alarms (n) — danger — ଭୟ|ଯୁଦ୍ଧସଜ୍ଜାର ଆହ୍ଵାନ
Nobody likes o live in alarms.
reign (v) — rule — ରାଜତ୍ଵ କରିବା
The reign of Ashok is an epoch-making era in the animals of history.
horrible (adj)— full of danger — ଭୟଙ୍କର

(Lines—9to 16)
out of humanity reach — no hope of people o touch it, isolated
finish (v) — complete/end — ସମ୍ପୂର୍ଣ୍ଣ କରିବା
my journey (n) — here journey of life — ଏଠାରେ ଜୀବନଯାତ୍ରା
alone — by himself — ଏକଟିଆ
start at (v) — frighten/startled/surprised — ଆଶ୍ଚର୍ୟ୍ୟ
roam (v) — to wan&r with no very Clear purpose — ଏଣେତେଣେ ମୁକ୍ତ ରୂପେ
The animal’s roar in the forest.
with indifference —lack of interestiindifferently — ଉଦାସୀନ ଭାବରେ
The girl looked at her teacher with indifférence.
my form — my body — ମୋ ଶରୀର
beasts — wild animals — ବନ୍ୟପଶୁ
unacquainted (adj.) — unknown — ଅଜ୍ଞାତ
We’re unacquainted with each other.
tameness (n) — loyalty
I was surprised to see the tameness of the animals at a circus party,
shucking — terrifying, frightening
The news was shocking later.

(Lines— 17 to 24)
divinely (adj) — heavenly — ସ୍ୱର୍ଗୀୟ
bestow (v) — pour/give as an offering
Semi-gifts were bestowed on the royal visitors.
assuage (v) — make suffering less painful — ଯନ୍ତ୍ରଣା ଲାଘବ କରିବା
He prayed to God to assuage his Sorrows.
be cheer’d — be detighted — ବହୁତ ଖୁସି ହେବା
the wisdom of age — wise sayings of the old people — ବବୃଦ୍ଧ ଲୋକମାନଙ୍କର ବୁଦ୍ଧିମାନ କଥା
sallies (n) — lively or humorous remarks — ଜୀବନ୍ତ ବା ହାସ୍ୟାସ୍ପଦ ମନ୍ତବ୍ୟ |
Her witty sallies made me angry.
dove — a kind of bird — ଏକ ପ୍ରକାର ପକ୍ଷୀ

(lines— 25 to 32)
convey (v) — to inform — ସୂଚନା ଦେବାକୁ
He conveyed his difficulties to his father
taste — meet — ବିଚ୍ଛିନ୍ନ
desolate (adj.) — isolated — ବିଚ୍ଛିନ୍ନ
Nobody likes to live in a desolate place.
cordial — friendly – ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ
endearing (adj.) — pleasant — ସୁଖଦ
He always expects endearing news from his parents.
report — news —ସମ୍ବାଦ
now and then — frequently — ବାରମ୍ବାର
Uncle comes to our house now and then.

(Lines — 33 to 40)
fled — quick — ଦ୍ରୁତ
A deer is allen footed runner.
tempest (n) – violent storm – ଝଡ଼ ତୋଫାନ
The ship sank due to the tempest.
glance – quick look – ତୀକ୍ଷ୍ଣ ଚାହାଣି
recollection (n) — what is remembered at present / memory – ସ୍ମୃତି | ସ୍ମରଣ
I have no recollection of meeting him.
despair (n) – without hope — ଭରସା ବିନା
His past recollection hurried him back to despair.
swift — winged arrows of light — ତୀବ୍ର ବେଗଗାମୀ ପକ୍ଷ/ ଡେଣା (ଆଲୋକର )
native land — land of birth/motherland — ଜନ୍ମଭୂମି
in a moment — a short period of time, instantly — ତତକ୍ଷଣାତ୍
Wait here! I will be back in a moment.
alas! — sudden emotion of sorrow or grief — ଆହା ! ! (ଏକ ଦୁଃଖଦାୟକ ଅଭିବ୍ଯକ୍ତି)

(Unes—41 to 48)
seafowl(n) — seabird —ସାମୁଦ୍ରିକ ପକ୍ଷୀ
A sea-fowl is flying over the sea.
lair (n) — wild animals resting place
The animals are taking a rest in their lairs.
repair (v) — to return
mercy (n) — blessing/kindness — ଦୟା
The gene showed no mercy and killed all the enemies.
affliction (n) pain/distress — ଯନ୍ତ୍ରଣା
The affliction of old age is unbearable.
reconcile (v) — bring into harmony — ପ୍ରତିଷ୍ଠା କରିବା | ଶାନ୍ତି କରିବା
How do you reconcile your political principles with your religious beliefs?
at hand — at present/now — ବର୍ତ୍ତମାନ୍
cabin — small room (living) — ଛୋଟ କୋଠରୀ
lot — fate/fortune— ଭାଗ୍ୟ
He has a good lot.
season — time — ସମୟ
encouraging — inspiring/motivating — ଉତ୍ସାହିତ କରିବା
grace (n) — blessings — ଅନୁଗ୍ରହ

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 9 No Men are Foreign Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 9 No Men are Foreign

BSE Odisha 9th Class English No Men are Foreign Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)
(a) Read the poem above silently and answer the following questions.
(ଉପରଲିଖ୍ କବିତାଟିକୁ ମନଦେଇ ପଢ଼ ଏବଂ ତଳଲିଖ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
What is this poem about?
(ଏ କବିତାଟି କେଉଁ ବିଷୟରେ ?)
Answer:
This poem is about to convey the people’s message that all men are all equal.

Question 2.
What should we remember?
(ଆମେ କ’ଣ ମନେ ରଖୁବା ଉଚିତ ?)
Answer:
We should remember that no men in this world are strange and no countries are foreign.

Question 3.
What do you mean by ‘uniform’ as mentioned by the poet?
(କବିଙ୍କ ଉଲ୍ଲେଖ ଅନୁସାରେ ‘uniform’ର ଅର୍ଥ ତୁମେ କ’ଣ ବୁଝ ?)
Answer:
‘The uniforms’ means that we are all equal even if we wear different dresses or colors. We all belong to one brotherhood. All means and countries are equal irrespective of their outer appearance.

Question 4.
Why are the uniforms different?
(ବେଶପୋଷାକଗୁଡ଼ିକ ଅଲଗା କାହିଁକି ?)
Answer:
The uniforms are different because of different climatic conditions, social cultures, and different traditions of the people they follow.

Question 5.
What is there beneath all uniforms?
(ପୋଷାକ ତଳେ କ’ଣ (କେଉଁ ଭାବ) ଥାଏ ?)
Answer:
Beneath all the uniforms lies oneness and one brotherhood even if we live in different countries. There are people who live and breathe in a similar way beneath all uniforms.

Question 6.
Do all the people on the earth breathe the same way?
(ପୃଥ‌ିବୀର କ’ଣ ସମସ୍ତ ଲୋକ ଏକାଭଳି ଶ୍ଵାସକ୍ରିୟା କରିଥା’ନ୍ତି ?)
Answer:
Yes, all the people on the earth breathe the same way. They take oxygen in and leave carbon dioxide out in the same manner as everybody does.

Question 7.
Who do “our brothers” stand for?
(“our brothers” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The expression “Our brothers” stands for people who live in countries other than ours.

Question 8.
How do they walk? Do we walk like them?
(ସେମାନେ କିପରି ଚାଲନ୍ତି ? ଆମ୍ଭେମାନେ କ’ଣ ତାଙ୍କ ଭଳି ଚାଲୁ ?)
Answer:
The peoples of the earth walk equally with their legs in the same manner as others do.

Question 9.
What does the phrase “in which” stand for? (fourth line, first stanza)
(ପ୍ରଥମ ପଦର ଚତୁର୍ଥ ଧାଡ଼ିରେ ଥିବା ବାକ୍ୟାଶ “in which” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The phrase “in which” in the fourth line of the first stanza refers to the land where we live.

Question 10.
Where are people buried when they die? Is it common everywhere?
(ମଣିଷ ମଲା ପରେ କେଉଁଠି ସମାଧ୍ ନିଅନ୍ତି ? ଏହା କ’ଣ ସବୁଠାରେ ସମାନ ?)
Answer:
When people die, their dead bodies are buried in the earth. It is very common because all the people have to lie burned in the earth after their death.

Question 11.
All people in the world are our brothers and sisters. How should we treat them?
(ଏ ସଂସାରରେ ସମସ୍ତେ ଆମମାନଙ୍କର ଭାଇ ଓ ଭଉଣୀ । ଆମେ ସେମାନଙ୍କୁ କିଭଳି ବ୍ୟବହାର କରିବା ?)
Answer:
All people in the world are our brothers and sisters. We shall treat them with love and affection as our own brothers and sisters.

Question 12.
Who does.“They” refer to in the first line of the second stanza?
(ଦ୍ୱିତୀୟ ପଦର ପ୍ରଥମ ଧାଡ଼ିରେ ଥିବା ‘“They” ଶବ୍ଦଟି କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
In the first line of the second stanza, ‘They’ refers to all the people of other countries of the world.

Question 13.
What do we get from the sun? Do people in other countries get it?
(ଆମେ ସୂର୍ଯ୍ୟଙ୍କଠାରୁ କ’ଣ ପାଇଥାଉ ? ଅନ୍ୟ ଦେଶର ଲୋକମାନେ କ’ଣ ତାହା ପାଆନ୍ତି ?)
Answer:
We get light and heat from the sun. Yes, the people of other countries enjoy the sun in the same manner.

Question 14.
How is air essential to us? Is it essential for people in other countries?
(ବାୟୁ କିପରି ଏକାନ୍ତ ଦରକାରୀ ? ଏହା କ’ଣ ଅନ୍ୟ ଦେଶଗୁଡ଼ିକର ଲୋକମାନଙ୍କ ପାଇଁ ଦରକାରୀ ?)
Answer:
The air is extremely essential to us. Because we breathe in air and without air, no life exists. The people of other countries take air in the same manner because they can no longer live without air

Question 15.
Can we live without water? What about the people in other countries?
(ଜଳ ବିନା ଆମେ ବଞ୍ଚିପାରିବା କି ? ଅନ୍ୟ ଦେଶର ଲୋକମାନଙ୍କ ବିଷୟରେ କ’ଣ କୁହାଯାଇପାରିବ ?)
Answer:
No, we cannot live without water. Because water is called life. Without water, no plants and animals can live. The people of other countries can’t live without water.

Question 16.
What are the people in other countries aware of? Do we also realize it in the same way?
(ଅନ୍ୟ ଦେଶର ଲୋକମାନେ କେଉଁ ବିଷୟରେ ସଚେତନ ଅଟନ୍ତି ? ଆମେମାନେ କ’ଣ ସେହିଭଳି ଅନୁଭବ କରୁ ?)
Answer:
The people of other countries are aware of the sun, air, and water. Without them, no living beings can exist. We also realize it in the same manner as others do.

Question 17.
Who is benefitted if there are peaceful harvests? How?
(ଅମଳ ଶାନ୍ତିମୟ ହେଲେ କେଉଁମାନେ ଉପକୃତ ହୁଅନ୍ତି ? କିପରି ?)
Answer:
People of all countries are benefitted if there are peaceful harvests. Because they will be fed to get the energy to live.

Question 18.
Can there be peaceful harvests if there is a war? What happens to people when there is a war or after a war?
(ଯଦି ଯୁଦ୍ଧ ହୁଏ, ସେଠାରେ ସୁନ୍ଦର ଅମଳ ହୋଇପାରିବ କି ? ଯୁଦ୍ଧ ପରେ ଯୁଦ୍ଧ ହେଲେ, ଲୋକମାନଙ୍କର କ’ଣ ଘଟିବ ?)
Answer:
If there is a war, peaceful harvests will be condemned. These power-loving people will rob away the peace and the people will be deprived of their own possessions. They have to live under constant fear and poverty.

Question 19.
What does “their hands are ours” mean?
(‘ସେମାନଙ୍କ ହାତଗୁଡ଼ିକ ଆମର’’ କହିବା ଅର୍ଥ କ’ଣ ?)
Answer:
“Their hands are ours” means that the people outside our country work hard using their hands for their livelihood as the people of our country do.

Question 20.
Who do the words “they” and “ours” refer to in the first line of the third stanza?
(ତୃତୀୟ ପଦର ପ୍ରଥମ ଧାଡ଼ିରେ ଥିବା ‘they” ଏବଂ “ours” କାହା ପାଇଁ ଉଦ୍ଦିଷ୍ଟ ?)
Answer:
The words ‘they’ refer to the people of other countries and ‘ours’ refers to the people of our country.

Question 21.
How can we win other people?
(ଅନ୍ୟ ଲୋକମାନଙ୍କୁ ଆମେ କିପରି ଜିତିପାରିବା ?)
Answer:
We can win other people by love and kindness and not by force or war.

Question 22.
What does common life mean? (Birth, death, joyfulness, etc. Add more.)
[ସାଧାରଣ ଜୀବନ କହିଲେ କ’ଣ ବୁଝାଏ ? (ଜନ୍ମ, ମୃତ୍ୟୁ, ଆନନ୍ଦ ଇତ୍ଯାଦି । ଅଧିକ କୁହ ।)]
Answer:
Common life means birth, death, joyfulness, breathing, water, air, and all the sense organs.

Question 23.
Who tells us to hate our brothers?
(ଆମମାନଙ୍କ ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବାପାଇଁ କେଉଁମାନେ ଆମକୁ କହିଥା’ନ୍ତି ?)
Answer:
The power-hungry people tell us to hate our brothers or the people of other countries.

Question 24.
What does “to hate our brothers” mean? (stanza-4)
(‘ଆମମାନଙ୍କ ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବା’ର ଅର୍ଥ କ’ଣ ?) (୪ର୍ଥ ପଂକ୍ତି)
Answer:
“To hate our brothers” means to hate the people of other countries. It is the command of power-hungry people.

Question 25.
How do we dispossess our brothers in another part of the world?
(ପୃଥ‌ିବୀର ଅନ୍ୟ ଅଂଶରେ ଥିବା ଆମ ଭାଇମାନଙ୍କୁ ଆମେ କିପରି ଅଧିକାରରୁ ବଞ୍ଚିତ କରୁ ?)
Answer:
The people living in another part of the world are our brothers. We are told to hate and dispossess them by depriving the of possession of their own. We dispossess them by waging war against them.

Question 26.
What is “human earth”?
(‘ମଣିଷର ପୃଥ‌ିବୀ’ କ’ଣ ?)
Answer:
“The human earth” is the earth where we live in. It belongs to people in general on the earth.

Question 27.
How do we defile the human earth?
(ଆମେ କିପରି ମଣିଷର ଏହି ପୃଥ‌ିବୀକୁ ପ୍ରଦୂଷିତ କରୁ ?)
Answer:
This is God’s earth. We are equal in all respects. We belong to one brotherhood. But the power-hungry people pollute our sweet brotherhood. They command us to hate and betray others.

Question 28.
To whom do we harm by going to war?
(ଯୁଦ୍ଧ କରି ଆମେ କେଉଁମାନଙ୍କର କ୍ଷତି ପହଞ୍ଚାଇଥାଉ ?)
Answer:
By going to war, we harm ourselves and our brothers in other countries. We snatch away the peace and their possession. The power-hungry people teach us to hate and betray instead to love.

Question 29.
What does “our hells of fire” mean?
(“our hells of fire” ର ମାନେ କ’ଣ ?)
Answer:
The expression “The hells of fire” means the fire in the hell in which sinners bum. The human earth in the same way suffers from war-time troubles. The freshness and purity of air are polluted due to war.

Question 30.
What do you mean by “innocence of air”?
(“innocence of air” ର ମାନେ କ’ଣ ?)
Answer:
“Innocence of air” means the freshness and purity of air – nature has blessed us. It is polluted due to the continuance of the war.

(b) Choose the right option.
(ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)

Question 1.
A single body breathes beneath all _______________.
(A) souls
(B) bodies
(C) uniforms
(D) heads
Answer:
(C) uniforms

Question 2.
What are all people aware of?
(A) water
(B) air
(C) sun
(D) all of the above
Answer:
(D) all of the above

Question 3.
What are we doing to the human earth according to the poet?
(A) decorating
(B) defiling
(C) saving
(D) recreating
Answer:
(B) defiling

Question 4.
How can strength be won?
(A) By war
(B) By love and kindness
(C) By betraying
(D) By taking arms against each other
Answer:
(B) By love and kindness

Question 5.
We should remember that _______________.
(A) no men are foreign
(B) no men are strange
(C) no men are our enemies
(D) all of the above
Answer:
(D) all of the above

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

Question 1.
What message does the poet convey in the poem “No Men Are Foreign”?
(“No Men Are Foreign” କବିତାରେ କବି କେଉଁ ସନ୍ଦେଶ ଦେଇଛନ୍ତି ?)
Answer:
The poet tries to convey the message that all men are equal. We all belong to one brotherhood. We shouldn’t hate our brothers but love them.

Question 2.
How do we defile the human earth? Apart from war, what other things do we do to defile the earth?
(ଆମେ ମଣଷିର ଏହି ପୃଥ‌ିବୀକୁ କିପରି ପ୍ରଦୂଷିତ କରୁ ? ଯୁଦ୍ଧ ବ୍ୟତୀତ ପୃଥ‌ିବୀକୁ ପ୍ରଦୂଷିତ କରିବାକୁ ଆମେ ଆଉ କ’ଣସବୁ କରୁ ?)
Answer:
We defile the human earth through war. Apart from this, we defile it with hate and betrayal.

Question 3.
The poet uses the word “remember” four times in this poem. What does he want to convey?
(‘remember” ଶବ୍ଦଟି କବି କବିତାରେ ଚାରି ଥର ବ୍ୟବହାର କରିଛନ୍ତି । ସେ କ’ଣ କହିବାକୁ ଚାହୁଁଛନ୍ତି ?)
Answer:
The poet uses the word “remember” four times in the poem to convey the importance of his saying.

Question 4.
The poet repeats the line “Remember, no men are strange, no countries foreign” in the last line with some changes. What are those small changes? Do both lines mean the same?
( କବି “Remember, no men are strange, no countries foreign” ଧାଡ଼ିଟିକୁ କବିତାର ଶେଷ ଧାଡ଼ିରେ ସାମାନ୍ୟ ପରିବର୍ତ୍ତନ କରି ପୁନରାବୃତ୍ତି କରିଛନ୍ତି ? ଏହି ଛୋଟ ପରିବର୍ତ୍ତନଟି କ’ଣ ? ଦୁଇଟିଯାକ ଧାଡ଼ିର ଅର୍ଥ କ’ଣ ସମାନ ?)
Answer:
The poet repeats the line “Remember, no men are strange no countries foreign”. But in the last stanza, he says – no men are foreign and no countries strange. Both lines mean the same.

Question 5.
How does the poet suggest that all people in the world are equal?
(କବି କିପରି ପୃଥ‌ିବୀର ସମସ୍ତ ଲୋକ ସମାନ ପ୍ରତିପାଦିତ କରିଛନ୍ତି ?)
Answer:
The poet suggests that all people in the world are equal. Because they enjoy the sun, air, and water equally. They breathe and sleep in the same fashion. Moreover, the same color of blood flows in their bodies.

Question 6.
One of the greatest philosophers of the world, Socrates wrote the following sentence. “I am a citizen, not of Athens or Greece, but of the world.” Do these sentences match the theme of the poem? How?
(ପୃଥ‌ିବୀର ବଡ଼ ଦାର୍ଶନିକ ସକ୍ରେଟିସ୍ ନିମ୍ନ ବାକ୍ୟଟି ଲେଖୁଛନ୍ତି । ‘ମୁଁ ଆଥେନ୍‌ସ୍ ବା ଗ୍ରୀସ୍‌ର ନାଗରିକ ନୁହେଁ, ମୁଁ ସମଗ୍ର ପୃଥ‌ିବୀର ନାଗରିକ ।’’ ଏହି ଉକ୍ତିଟି କବିତାର ବିଷୟବସ୍ତୁ ସହ ସମାନ କି ? କିପରି ?)
Answer:
Yes, the philosopher Socrates’s sentence matches the theme of the poem. Because Socrates sees all the people of the world are equal. The theme of the poem says in the same manner. According to Socrates, he is a citizen not of Athens or Greece, but of the world.

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

1. Let’s recite the poem :
(ଆସ, କବିତାଟିକୁ ଆବୃତ୍ତି କରିବା)
• The teacher divides the class into five groups.
• S/he reads aloud the poem two times with proper word stress and intonation.
• S/he reads 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.
• The teacher invites some students to recite the poem individually.

2. Let’s say the following dialogue.
(ଆସ, ତଳଲିଖୁତ ସଂଳାପଟି କହିବା ।)
Imagine that David is a person, who works for a reputed telecasting organization. He interviews the poet, James Kirkup in his poem “No Men Are Foreign”. See, how the poet interacts with David.

David       : Good evening, Sir.
The Poet  : Good evening David!
David       : Could you share some information on your poem ‘No Men Are Foreign’, Sir?
The Poet  : I’d welcome any questions.
David       : “No Men Are Foreign” is a wonderful piece of poetry. What made you pen the poem?
The Poet  : The sharp distinction between man and man.
David       : How’s that, Sir?
The Poet  : You see, all men are born, live, and die. This is common to all. They feel pain or pleasure in one and the same way. But, you see, it’s the boundary, attires, languages, and beliefs which create differences among men on the earth.
David       : Will you add something more, please?
The Poet  : Well, here you’re. All men belong to one earth. They enjoy benefits from the sun, air, and water equally well. Everyone works hard for bread. I can’t just believe how the walls of castes, creed, and color divide humanity.
David       : Thank you, Sir! Your thoughts are really great!
The Poet  : You’re welcome.
David       : Good night, Sir!
The Poet  : Goodbye David, see you!

3. Let’s match the stanza with their themes.
(ଆସ, ପଦଗୁଡ଼ିକୁ ବିଷୟବସ୍ତୁ (themes) ସହ ମିଳାଇବା ।)
Draw lines to match column ‘A’ with column ‘B’. ‘A’ contains the stanza numbers and ‘B’ contains the themes. One is done for you. (ସ୍ତମ୍ଭ ‘A’ ଓ ସ୍ତମ୍ଭ ‘B’କୁ ମିଳାଇବା ପାଇଁ ଗାର ଟାଣ । ‘A’ରେ ପଂକ୍ତିର କ୍ରମସଂଖ୍ୟା ଓ ‘B’ରେ ବିଷୟବସ୍ତୁ ଅଛି । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Answer:

Stanza Number	Themes of the stanzas
1	aware of sun, air, and water- hands alike — work hard for livelihood
2	power — hungry leaders — motivate negatively — hate our brothers- go for a war — think brothers to be foreign
3	different kinds of people — different uniforms — walk in the same way on the earth — lie in the earth when die
4	human earth — all countries, races and cultures — war causes death and destruction — pollute the air and environment
5	have eyes like ours — wake and sleep alike — be won by love and kindness — not by force

4. Let’s write :
(ଚାଲ 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. (କବିତାର ପ୍ରତ୍ୟେକ ପଂକ୍ତି ପାଇଁ ଗୋଟିଏ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖ । ଲେଖୁବା ପୂର୍ବରୁ ଉପରେ ପ୍ରଦତ୍ତ ମେଳକ କାର୍ଯ୍ୟାବଳୀକୁ ଅନୁଧ୍ୟାନ କର । ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ତୁମକୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ଲେଖାଯାଇଛି ।)

The poem No Men Are Foreign” has five stanzas. The first stanza is about how people in different countries wear different uniforms. They walk on the same earth using their legs. We also walk so using our legs. They are buried in the earth when they die. We are also buried in the earth when we die. So we are equal.

Answer:
The poem “No Mean Are Foreign” has five stanzas. The first stanza is about how people in different countries wear different uniforms. They walk on the same earth using their legs. We also walk so using our legs. They are buried in the earth when they die. We are also buried in the earth when we die. So we are equal. The second stanza is about how the people of other lands are aware of the sun, air, and water as us. They get the same benefits as we get from them.

They work hard with their hands for livelihood. We also do the same. The third stanza is about how the people of other countries have eyes like us that wake and sleep. The people of every land have a common life. They also recognize and understand like us. We can win them by love not by force. The fourth stanza is about how power-hungry people motivate us negatively.

They told us to hate and betray our brothers. They command us to wage war against the people of other countries who are really our brothers. The fifth stanza is about how we defile the human earth through war. War causes death and destruction. All countries, races, and cultures are creations of God. We also pollute this earth with hate and betrayal.

BSE Odisha 9th Class English No Men are Foreign Important Questions and Answers

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

Question 1.
What does the poem No Men are Foreign’ about?
Answer:
The poem No Men are Foreign ‘tells us’ that all men are equal.

Question 2.
What according to the poet, should we remember?
Answer:
According to the poet, we should remember one thing no man or country is foreign.

Question 3.
What do you mean by the expression ‘uniform’?
Answer:
The expression uniform means all men and countries are equal irrespective of their outer appearance.

Question 4.
Why are uniforms different in the world?
Answer:
The uniforms are different because of different climatic conditions and the social culture and traditions of the people.

Question 5.
What is there beneath all uniforms?
Answer:
There are people who live and breathe in a similar fashion beneath all uniforms.

Question 6.
How do all the people on the earth breathe?
Answer:
All the people on the earth breathe the same way.

Question 7.
Who does the expression ‘our brothers ‘stand for?
Answer:
The expression our brothers’ stands for the people who live in countries other than ours.

Question 8.
How do the people of the world on the earth walk?
Answer:
The people other world equally walk with their legs.

Question 9.
What does the phrase ‘in which’ stand for?
Answer:
The phrase ‘in which’ stands for the earth where we live.

Question 10.
Where are people buried when they die?
Answer:
When people die, their dead bodies are buried in the earth.

Question 11.
How are all people in the world like?
Answer:
All people in the world are like our brothers and sisters.

Question 12.
They, too, are aware of the sun and air and water, What do ‘they’ refer to here?
Answer:
Here ‘they refer to the people of the world.

Question 13.
What do we get from the sun?
Answer:
We get healing and light from the sun.

Question 14.
What do people in other countries get from the sun?
Answer:
People in other countries get heat and light from the sun.

Question 15.
How is air essential to tas?
Answer:
Air is essential to us because we can no longer live without air.

Question 16.
How is air essential for people in other countries?
Answer:
Air is equally essential for people in other countries also.

Question 17.
Can we live without water?
Answer:
No. we can’t live without water.

Answer The Followings In A Word Or A Phrase.

Question 1.
What does the word ‘strange’ stand for?
Answer:
unfamiliar.

Question 2.
What relates to a country that is not your own?
Answer:
foreign.

Question 3.
What do we call people who live in countries other than ours?
Answer:
our brothers.

Question 4.
How can the strength of the people he won?
Answer:
by love.

Question 5.
What according to the poet, should we remember?
Answer:
all men are equal.

Question 6.
What pollutes the freshness and purity of air?
Answer:
war.

Question 7.
Why was the poet awarded ‘the Atlantic Award’?
Answer:
for literature.

Question 8.
How are people separated from each other?
Answer:
by boundaries, languages, and attires.

Question 9.
What, according to the poet, do all people from other nations belong to?
Answer:
one brotherhood.

Question 10.
Which word does the poet use for the outer appearance of the people?
Answer:
uniform.

Question 11.
Who commands us to hate people from other countries?
Answer:
power-hungry people.

Question 12.
What does war rob away?
Answer:
peace.

Question 13.
It is the human earth that we defile. What does ‘defile’ mean?
Answer:
pollute.

Question 14.
What does the expression ‘ hells of fire ’ refer to?
Answer:
war.

Question 15.
What are the people of other countries aware of?
Answer:
the sun, water, and air.

Fill In The Blanks.

1. We must remember that no men are ____________, and no countries are foreign.
Answer:
strange

2. Their hands are ours and in their lines we ____________.
Answer:
read

3. It is the human earth that we ____________.
Answer:
defile

4. Nature has blessed us ____________.
Answer:
air

5. The strength of other people can be won by ____________.
Answer:
love

6. A single body ____________ like ours.
Answer:
breathes

7. We are often told to ____________ our brothers.
Answer:
hate

8. A wartime trouble robs our ____________.
Answer:
peace

9. People are in the earth when they die ____________.
Answer:
buried

Multiple Choice Questions With Answers.

Question 1.
What should we not do to others?
(A) love
(B) hate
(C) care
(D) meet
Answer:
(B) hate

Question 2.
Who is the poet of the poem ‘No Men Are Foreign’?
(A) James Kirkup
(B) W.B.Yeats
(C) Robert Frost
(D) Phoebe Cary
Answer:
(A) James Kirkup

Question 3.
We should we bate?
(A) our brothers
(B) our enemies
(C) decorating
(D) hate none
Answer:
(D) hate none

Question 4.
What are all people aware of?
(A) sun
(B) air
(C) water
(D) all of the above
Answer:
(D) all of the above

Question 5.
A single body breathes beneath all
(A) uniforms
(B) souls
(C) heads
(D) all of the above
Answer:
(A) uniforms

Question 6.
What does the poet ask the people to keep in mind in the last stanza?
(A) to hate more
(B) to be powerful
(C) not to pay attention to the words of hate by selfish people
(D) all
Answer:
(C) not to pay attention to the words of hate by selfish people

Question 7.
How is man’s vision clouded?
(A) by hate and narrow thinking
(B) by other people
(C) by other countries
(D) none
Answer:
(A) by hate and narrow thinking

Question 8.
Who instigates ordinary people to hate?
(A) religion
(B) God
(C) selfish people for their personal interests
(D) none
Answer:
(C) selfish people for their personal interests

Question 9.
Who is the poet of this poem?
(A) James Williams
(B) James Austen
(C) James Kirkup
(D) None
Answer:
(C) James Kirkup

Question 10.
How do we pollute the earth according to the poet?
(A) by throwing waste
(B) by hating and killing others
(C) by cutting plants
(D) all
Answer:
(B) by hating and killing others

No Men are Foreign Summary in English

Lead-In:
The people who live in countries other than ours are not different from us. We are part of a great brotherhood under the shade of the sweet creation of God. We live under the same roof of the sky and all shall lie, buried in the same earth. God has endowed in the heart of man tender feeling to share the pain and pleasure of the world. There is an essential unity of the human race despite all differences we can think of. We are the children of the same God who has made us equal. All people live and breathe in a similar fashion in the way we breathe. The same blood flows in every human body. We fear and smile in the same way as others do. In spite of caste, color, country, and religion, etc., we are human and live under the same roof of the sky. How can we be foreigners to others?

ଉପକ୍ରମ :
ଏହି ସୁନ୍ଦର ପୃଥ‌ିବୀଟି ଈଶ୍ବରଙ୍କ କଳାକୌଶଳର ଚିତ୍ତାକର୍ଷକ ଉତ୍ସ । ସର୍ଜକର ସର୍ଜନାର ସର୍ଜନୀ କୋଣ ଅନୁକୋଣରେ ବିକଶିତ ହୋଇଛି । ଜାତି, ଧର୍ମ ଓ ଦେଶ ନିର୍ବିଶେଷରେ ଆମେ ସମସ୍ତେ ସମାନ । ଆମର ରକ୍ତ ଓ ଶ୍ଵାସକ୍ରିୟା କ’ଣ ଅନ୍ୟଠାରୁ ଭିନ୍ନ ? ଆମର ଖାଇବା ପିଇବା କ’ଣ ଅନ୍ୟଠାରୁ ଭିନ୍ନ ? ପବିତ୍ର ସ୍ବଚ୍ଛ ଜଳବାୟୁ କ’ଣ ଗୋଟିଏ ଦେଶର ବା ଜାତିର ମଣିଷ ପାଇଁ ? ଆମେ କାନ୍ଦୁ ବା ହସୁ ଠିକ୍ ଅନ୍ୟମାନଙ୍କ ଭଳି । ଜନ୍ମ ସମୟରେ ଆମେ ଏହି ପୃଥ‌ିବୀରେ ପାଦ ଦେଉ, ଅନ୍ତିମ ସମୟରେ ଏହି ପୃଥ‌ିବୀରେ ଆଶ୍ରୟ ନେଉ । ତେବେ ଆମେ କିପରି ଅନ୍ୟର ଦୃଷ୍ଟିରେ ବିଦେଶୀ ହୋଇପାରିବୁ ?

Summary:
No one is a stranger in God’s world. We are the children of the same father God. To deliberate it in your inner emotion that we are all attached by one golden tie of brotherhood is necessary. The people who live in countries other than ours are our brothers. We live in the same earth. There is an essential unity of the human race despite all differences. Discrimination is a low feeling that harasses each other. All the people on the earth live and breathe in a similar fashion as we breathe. God has made us equal. We eat, drink and work in a similar fashion. The same blood flows in every human body.

We feel pain or pleasure, tears, and smile in the same way. We all shall lie hurried in the same earth when we die. We all enjoy the fresh air, water, and sunshine like others who live in a foreign land. It is wartime trouble caused by people which robs away the peace of human beings. To hate people of other countries as commanded by power-hungry people is always hateful. They only deprive someone’s possession. They pollute the sweetness of human society. We can say the freshness and purity of air that nature has blessed us is polluted due to war. The strength of other people can be won by love and kindness, not by force or war.

Central Idea of the Poem :
All men are equal. Though they are separated by boundaries, language and attire, we should not hate people from other nations as we all belong to one brotherhood.

ସାରାଂଶ :
ଏ ସୁନ୍ଦର ପୃଥ‌ିବୀରେ କେହି ଜଣେ ହେଲେ ଅଜଣା ନୁହନ୍ତି । ଜଗତ୍‌ପିତା ଏ ସୁନ୍ଦର ପୃଥ‌ିବୀକୁ ଉତ୍ତମ ଶୈଳୀରେ ନିର୍ମାଣ କରିଛନ୍ତି । ଆମ୍ଭେମାନେ ସେହି ସର୍ବଶକ୍ତିମାନଙ୍କର ସନ୍ତାନ । ଆମେ ସମସ୍ତେ ଏକ ସୁନେଲି ବନ୍ଧନରେ ଆବଦ୍ଧ । ଯେଉଁମାନେ ଅନ୍ୟ ଦେଶରେ ରହିଛନ୍ତି, ସେମାନେ ମଧ୍ୟ ଆମର ଭାଇ । ଆମେ ସମସ୍ତେ ଭ୍ରାତୃତ୍ଵ ବନ୍ଧନରେ ବାନ୍ଧି ହୋଇଛୁ । ପରସ୍ପର ମଧ୍ୟରେ ବାସନ୍ଦ ଭାବ ଆଣିବା ଏକ ଅମାନବିକତା । ଆମେ ଏ ଗୋଟିଏ ପୃଥ‌ିବୀରେ ବାସ କରୁ । ଆମେ ସ୍ଵଚ୍ଛ ଜଳ ଏବଂ ବାୟୁ ଗ୍ରହଣ କରୁ । ଆମ ହସ୍ତ ଅନ୍ୟ ଦେଶର ମଣିଷ ଭଳି କାମ କରେ । ଆମ ଚକ୍ଷୁ, କର୍ଣ୍ଣ ଅନ୍ୟମାନଙ୍କ ଭଳି କର୍ମ କରେ, ଏକ ପ୍ରକାର ରକ୍ତ ସମସ୍ତଙ୍କ ଶରୀର ମଧ୍ୟରେ ପ୍ରବାହିତ ହୁଏ । ସମସ୍ତଙ୍କ ଭଳି ଆମେ ହସୁ, କାନ୍ଦୁ ଓ ସହାନୁଭୂତି ପ୍ରଦାନ କରୁ । ତେବେ ଅନ୍ୟମାନଙ୍କଠାରୁ ଆମେ ଅଲଗା କିପରି ? ଜନ୍ମବେଳେ ଆମେ ଏହି ପୃଥ‌ିବୀ ଉପରେ ପାଦ ଦେଉ, ଅନ୍ତିମ ସମୟରେ ଏହି ପୃଥ‌ିବୀରେ ଆଶ୍ରୟ ନେଉ । କେତେକ ଲୋକ ଶକ୍ତି ବଳରେ ଅନ୍ୟମାନଙ୍କର ଶାନ୍ତି ଅପହରଣ କରି ନିଅନ୍ତି । ସେମାନେ ମାନବ ଧର୍ମର ଶାନ୍ତି ଟିକକ ନଷ୍ଟ କରିଥା’ନ୍ତି । ସ୍ନେହ ଓ ଦୟା ବଳରେ ଆମେ ଅନ୍ୟକୁ ଆକର୍ଷଣ କରିପାରିବା, କିନ୍ତୁ ଶକ୍ତି ପ୍ରୟୋଗ କରି ନୁହେଁ ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanzawise Analysis.

Stanza – 1
Remember, no men are strange, no countries foreign
Beneath all uniforms, a single body breathes Like
ours : the land our brothers walk upon Is earth like
this, in which we all shall lie.
ଅନୁବାଦ :
ମନେରଖ, କୌଣସି ବ୍ୟକ୍ତି ଅପରିଚିତ ନୁହଁନ୍ତି କିମ୍ବା କୌଣସି ଦେଶ ବିଦେଶ ନୁହେଁ । ସମସ୍ତ ପ୍ରକାର ବେଶପୋଷାକ ତଳେ ସେହି ସମାନ ପ୍ରକାର ମନୁଷ୍ୟ ଶ୍ଵାସକ୍ରିୟା ସମ୍ପାଦନ କରୁଛି । ଆମମାନଙ୍କ ଭଳି, ଆମ ଭାଇମାନେ ଯେଉଁ ଭୂମି ଉପରେ ଚଲାବୁଲା କରୁଛନ୍ତି ତାହା ଏହି ପୃଥ‌ିବୀ ଅଟେ, ଯେଉଁଠିକି ଆମେ ସମସ୍ତେ ଏକତ୍ର ବାସ କରୁ ।

Stanza – 2
They, too, aware of sun and air and water,
Are fed by peaceful harvests, by war’s long winter starved.
Their hands are ours, and in their lines we read A
labour not different from our own.
ଅନୁବାଦ :
ସେମାନେ ମଧ୍ୟ ଆମ ଭଳି ସୂର୍ଯ୍ୟ, ବାୟୁ ଏବଂ ଜଳ ବିଷୟରେ ସଚେତନ । ଆମ ଭଳି ସେମାନେ ଶାନ୍ତି କାଳର ଫସଲରେ ପ୍ରତିପାଳିତ । ଯୁଦ୍ଧକାଳୀନ ସମୟ ଆମ ଭଳି ସେମାନଙ୍କୁ ମଧ୍ୟ ଭୋକିଲା ରଖେ । ସେମାନଙ୍କ ହସ୍ତଦ୍ଵୟ ମଧ୍ୟ ଆମମାନଙ୍କ ଭଳି କର୍ମତତ୍ପର ଏବଂ ସେମାନଙ୍କଠାରୁ ଆମେ ଶିକ୍ଷାଲାଭ କରୁ ଯେ ସେମାନଙ୍କ ଶ୍ରମ ଆମ ଶ୍ରମଠାରୁ ଭିନ୍ନ ନୁହେଁ ।

Stanza – 3
Remember they have eyes like ours that wake Or
sleep, and strength that can be won By love. In
every land is common life That all can recognise
and understand.
ଅନୁବାଦ :
ମନେରଖ, ସେମାନଙ୍କର ଆମମାନଙ୍କ ଭଳି ଚକ୍ଷୁ ଅଛି ଯାହାକି ଜାଗ୍ରତ ହୁଏ ଓ ନିଦ୍ରା ଯାଏ ଏବଂ ଶକ୍ତି ଯାହାକୁ କେବଳ ଶ୍ରଦ୍ଧା ବଳରେ ହିଁ ହାସଲ କରାଯାଇପାରେ । ସମସ୍ତ ଭୂଖଣ୍ଡରେ ଏକ ସାଧାରଣ ଚଳଣି ଅଛି ଯାହାକୁ ସମସ୍ତେ ସ୍ଵୀକୃତି ଦିଅନ୍ତି ଏବଂ ବୁଝିପାରନ୍ତି ।

Stanza – 4
Let us remember, whatever we are told To hate
our brothers, it is ourselves That we shall
dispossess, betray, condemn,
Remember, we who take arms against each other.
ଅନୁବାଦ :
ଆସ ସମସ୍ତେ ମନେରଖ ଯାହା ଆମକୁ କୁହାଯାଇଛି, ଆମର ଭାଇମାନଙ୍କୁ ଘୃଣା କରିବାକୁ, ମାତ୍ର ଏହା ନିଜକୁ ନିଜେ ଘୃଣା କରିବା ସଦୃଶ ଏବଂ ଆମକୁ କୁହାଯାଇଛି ସେମାନଙ୍କ ଅଧିକାର ଛଡ଼ାଇ ନେବାକୁ, ବିଶ୍ୱାସଘାତକତା କରିବାକୁ ଓ ସେମାନଙ୍କୁ ଘୃଣା କରିବାକୁ । ମନେରଖ, ଏହାଦ୍ୱାରା ଆମେ ଆମ ନିଜ ନିଜ ମଧ୍ୟରେ ହିଁ ଯୁଦ୍ଧ କରୁଛେ ।

Stanza – 5
It is the human earth that we defile.
Our hells of fire and dust outrage the innocence
Of air that is everywhere our own.
Remember, no men are foreign, and no countries strange.
ଅନୁବାଦ :
ଏହି ମନୁଷ୍ୟ ବସବାସଯୋଗ୍ୟ ପୃଥ‌ିବୀକୁ ଆମେ ପ୍ରଦୂଷିତ କରୁଛେ । ଆମ ନର୍କକୁଣ୍ଡର ପ୍ରଜ୍ଜଳିତ ଅଗ୍ନିଶିଖା ନିରୀହମାନଙ୍କୁ କଷ୍ଟ ଦେଉଛି । ସର୍ବତ୍ର ବିଦ୍ୟମାନ ଥ‌ିବା ବାୟୁ ଆମ ସମସ୍ତଙ୍କର । ମନେରଖ କୌଣସି ବ୍ୟକ୍ତି ବିଦେଶୀ ନୁହେଁ କି କୌଣସି ଦେଶ ଅପରିଚିତ ନୁହେଁ । ଆମେ ସମସ୍ତେ ଭ୍ରାତୃତ୍ଵ ବନ୍ଧନରେ ଆବଦ୍ଧ ।

About The Poet : (କବିଙ୍କ ସମ୍ପର୍କରେ)
James Kirkup was bom at Robertson Street, South Shields, co-Durham on 23 April 1918. He is a very well-known poet, translator, and travel writer. He won the Atlantic Award for Literature in 1950. He works as a Professor of English at Stockholm and at Tohoku University, Sendai, Japan. He died on 10 May 2009. The present poem “No Men Are Foreign” is based on the idea that no man is foreign or strange. The theme that Kirkup presents is all men are equal. Though they are separated by boundaries, languages, and attires, there is no difference among men of different nations. Thus, we should not hate people from other nations as we all belong to one brotherhood.

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

strange — unknown — ଅଜଣା
foreign — located outside one’s own country — ବିଦେଶ
remember — recollect — ମନେରଖ
uniform — dress — ଗଣପୋଷାକ
walk upon — on which land we walk on — ଯାହା ଉପରେ ଆମେ ଚାଲବୁଲ କରୁଛେ
aware — caution — ସତର୍କତା
A single body breathes likeours — all people breathe and live in the similar fashion — ଏକାଭଳି ସମସ୍ତେ ଶ୍ଵାସକ୍ରିୟା ସମ୍ପାଦନ କରିବା
war’s long winter starved — It is a war time trouble caused by people which robs away the peace — ଯୁଦ୍ଧ ସମସ୍ୟା ଆଣିଦିଏ ଓ ଶାନ୍ତି ଲୋପ କରେ
Their hands are ours — The people outside our country work hard using their hands for their livelihood as we do.
labor — to do physical work
recognise — to know — ଚିହ୍ନିବା
understand — make out — ବୁଝିବା
hale — ହେଲ
disposes — to deprive someone’s possession
betray — to cheat — ଠକିବା
condemned — to strongly criticise —ସମାଲୋଚନା କରିବା
defile — pollute — ପ୍ରଦୂଷିତ
hells of fire — the fire in the hell in which sinners burn
outrage the innocence — the freshness and purity of air the nature has
blessed us — ଯାହାକୁ ପ୍ରକୃତି ଆମକୁ ଆଶୀର୍ବାଦ କରିଛି

Odisha State Board BSE Odisha 9th Class English Solutions Chapter 8 The Noble Nature Textbook Exercise Questions and Answers.

BSE Odisha Class 9 English Solutions Chapter 8 The Noble Nature

BSE Odisha 9th Class English The Noble Nature Text Book Questions and Answers

E. Let’s Understand The Poem: (ଆସ କବିତାଟିକୁ ବୁଝିବା)

Read the poem silently and try to find out the answer to the following.
(ନୀରବରେ କବିତାଟିକୁ ପଢ଼ ଏବଂ ନିମ୍ନଲିଖ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ପାଇବାକୁ ଚେଷ୍ଟା କର ।)
Discuss the answers with your partner. (ତୁମର ସହପାଠୀଙ୍କ ସହ ଉତ୍ତରଗୁଡ଼ିକ ଆଲୋଚନା କର ।)

Question 1.
What is noteworthy in an oak?
(ଓକ୍ ଗଛ କ’ଣ ପାଇଁ ପ୍ରସିଦ୍ଧ ?)
Answer:
An oak tree is a large tree with tough, hardwood. It is a European tree that lives for about three hundred years. It is noteworthy for its largeness and longevity.

Question 2.
Who is fairer: an oak or a lily? How?
(ସୁନ୍ଦର କିଏ : ଏକ ଓକ୍ ଗଛ ନା ଏକ କଇଁ ? କିପରି ?)
Answer:
A lily is fairer than an oak. A lily appears only for a day but it gives pleasure and fragrance as it is a flower of light.

Question 3.
What ultimately happens to an oak?
(ଶେଷରେ ଓକ୍ ଗଛର କ’ଣ ହୁଏ ?)
Answer:
An oak tree grows large in size and lives for many years. Ultimately it becomes bald, sere, and finally falls to the ground.

Question 4.
Is a man blessed with a long life and material prosperity?
(ମଣିଷ କ’ଣ ଏକ ଦୀର୍ଘ ଜୀବନ ଏବଂ ଭୌତିକ ସମୃଦ୍ଧି ପାଇଁ ଆଶୀର୍ବାଦ ପାଇଛି ?)
Answer:
No, a man is not at all blessed with a long life and material prosperity. The lifetime of man is very short in comparison with an oak.

Question 5.
What are your impressions about the lily? (Clue: Ref. to L7 and 8)
(ଲିଲି ସମ୍ପର୍କରେ ଆପଣଙ୍କର ଧାରଣା କ’ଣ ?)
Answer:
The lily is a tiny flower and it lives for a day. It falls and dies that night. Still, it is a flower of light. It gives pleasure to its nobility.

Question 6.
Can a short life be perfect? Which lines suggest this and how?
(ଏକ ସ୍ବଳ୍ପ ଜୀବନ ଆଦର୍ଶ ଜୀବନ ହୋଇପାରିବ କି ? କେଉଁ ଧାଡ଼ି ଏହି ପରାମର୍ଶ ଦେଉଛି ଏବଂ କିପରି ?)
Answer:
No doubt a short life can be perfect. The lines “In small proportions, we just beauties see; And in short measures life may perfect be ” suggest this. The poet says that big size and long life do not make him worthy. Even the small and short-lived can be perfect by virtue of their noble qualities.

Question 7.
Choose the best possible meaning of ‘Just’ in line with the following :
(ନିମ୍ନଲିଖ୍ ଧାଡ଼ି ମଧ୍ୟରୁ ‘Just’ର ସବୁଠାରୁ ଭଲ ସମ୍ଭାବ୍ୟ ଅର୍ଥ ବାଛ ।)
(a) only a short time ago (b) really (c) morally fair
Answer:
(a) only a short time ago

F. Let’s Appreciate The Poem: (ଆସ କବିତାର ମୂଲ୍ୟାୟନ କରିବା)
(a) Comprehension questions : (ବୋଧଗମ୍ୟ ପ୍ରଶ୍ନ )

Question 1.
Why is a lily far fairer than an oak?
(ଗୋଟିଏ ଲିଲି ଏକ ଓକ୍ ଅପେକ୍ଷା ଅଧିକ ସୁନ୍ଦର କାହିଁକି)
Answer:
The qualities of a lily flower though small and short-lived is better than oak. So a lily is far fairer than an oak.

Question 2.
Which qualities make a man noble?
(କେଉଁ ଗୁଣସବୁ ଜଣେ ବ୍ୟକ୍ତିଙ୍କୁ ମହତ୍ କରିଥାଏ ?)
Answer:
Noble qualities like truthfulness, righteousness, rationality, etc. make a man noble.

Question 3.
Is long life a yardstick to judge the worth of a human being?
(ମଣିଷର ମୂଲ୍ୟକୁ ବିଚାର କରିବାପାଇଁ ତା’ର ଲମ୍ବା ଜୀବନ ଏକ ମାପକାଠି କି ?)
Answer:
Long life is not a yardstick to judge the worth of a human being. It is the good qualities of a man that matter.

Question 4.
Do you agree with the idea that in short measures life may perfect be?
(ସ୍ବଳ୍ପ ସମୟବିଶିଷ୍ଟ ଜୀବବିଶେଷରେ ଜୀବନ ପୂର୍ଣାଙ୍ଗ ହୋଇପାରେ – ଏଥରେ ତୁମେ ସମ୍ମତ କି ?)
Answer:
I do agree with the idea that in short measures life may be perfect as it is in the case of a lily.

Question 5.
Of a day, that night, smell, short – what do these suggest?
(ଗୋଟିଏ ଦିନର, ସେହି ରାତି, ସୁଗନ୍ଧ, କ୍ଷୁଦ୍ର – ଏସବୁ କ’ଣ ପରାମର୍ଶ ଦେଉଛି ?)
Answer:
These words suggest that the life of a short-lived is perfect like the life of a lily.

(b) Read the last four lines of the poem and answer the following by choosing the most appropriate option given for each.
(କବିତାର ଶେଷ ଚାରିଧାଡ଼ି ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକରେ ଦିଆଯାଇଥିବା ସବୁଠାରୁ ଉପଯୁକ୍ତ ବିକଳ୍ପ ବାଛି ନିମ୍ନଲିଖୁଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
We see beauty in lily because
(ଆମେ କଇଁ ଫୁଲରେ ସୌନ୍ଦର୍ଯ୍ୟ ଦେଖୁ କାରଣ)
(i) it is short-lived
(ii) it is the flower of light
(iii) small is beautiful
(iv) it is not like an oak
Answer:
(ii) it is the flower of light

Question 2.
The poet’s philosophy of life is that
(କବିଙ୍କର ଜୀବନ ଦର୍ଶନ ହେଉଛି)
(i) one must enjoy life to the fullest extent
(ii) one must make others happy
(iii) small things can make life beautiful
(iv) longevity should be the good of our life
Answer:
(iii) small things can make life beautiful

Question 3.
In a phrase of the poem, the poet suggests that a ‘short life’ is
(କବିତାର ଏକ ଶବ୍ଦପୁଞ୍ଜରେ କବି ପରାମର୍ଶ ଦିଅନ୍ତି ଯେ ସ୍ଵଳ୍ପ ଜୀବନ)
(i) die that night
(ii) flower of light
(iii) small proportions
(iv) short measures
Answer:
(iv) short measures

Question 4.
If you were asked to describe lily in a few words, how would you do it in the context of the poem?
(ତୁମକୁ ଯଦି କଇଁଫୁଲକୁ କିଛି ଶବ୍ଦରେ ବର୍ଣ୍ଣନା କରିବାକୁ କୁହାଯିବ, ତୁମେ ଏହି କବିତାର ପରିପ୍ରେକ୍ଷୀରେ କିପରି କରିବ ?)
(i) a flower-bearing plant
(ii) beautiful but short-lived
(iii) a water plant
(iv) sweet-smelling flower
Answer:
(ii) beautiful but short-lived

G. Let’s Do The Activities: (ଆସ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)
(a) Now, read the poem aloud with your friends.
(ବର୍ତ୍ତମାନ କବିତାଟିକୁ ତୁମ ସାଙ୍ଗମାନଙ୍କ ସହ ବଡ଼ ପାଟିରେ ପଢ଼ ।)

(b) Do you want to be a noble human being? Discuss it in groups.
(ତୁମେ ଜଣେ ମହତ୍ ବ୍ୟକ୍ତି ହେବାକୁ ଚାହୁଁଛି କି ? ଦଳ ମଧ୍ୟରେ ଏହା ଆଲୋଚନା କର ।)
Answer:
Yes, I want to be a noble human being. First of all, I’ll try my best to make others happy by virtue of my good qualities. Because I know that I am short-lived. During that period I’ll also make my life perfect.

(c) Have you read the Odia poem, Sefali Prati by Kuntala Kumari Sabat? If not, read the poem and find out the similarities. (ତୁମେ କୁନ୍ତଳା କୁମାରୀ ସାବତଙ୍କ ଓଡ଼ିଆ କବିତା ‘ଶେଫାଳୀ ପ୍ରତି’ ପଢ଼ିଛ କି ? ଯଦି ପଢ଼ି ନାହଁ, କବିତାଟିକୁ ପଢ଼ ଏବଂ ସାମଞ୍ଜସ୍ୟ ନିରୂପଣ କର ।)
Answer:
Yes, I have read the Odia poem ‘Sefali Prati’ by Kuntala Kumari Sabat. It is very similar to the present poem ‘The Noble Nature’. Shefali is a small flower that blooms for a night, but it fascinates people with its beauty and sweet fragrance. It gives pleasure to everybody even if it is short-lived. Similarly, in this poem, the poet says that though the lily is a short-lived flower, still it attracts people with its natural beauty and fragrance.

BSE Odisha 9th Class English The Noble Nature Important Questions and Answers

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

Question 1.
What does the poet compare a man to?
Answer:
The poet compares a man to a long-lived oak tree.

Question 2.
What is noteworthy in an oak?
Answer:
It is noteworthy for an oak’s largeness and longevity.

Question 3.
How long does an oak live?
Answer:
An oak lived for about three hundred years.

Question 4.
Is a man blessed with long life?
Answer:
No, a man is not blessed with long life.

Question 5.
Who is fairer; an oak or a lily?
Answer:
A lily is fairer than an oak.

Question 6.
How long does a lily live?
Answer:
A lily lives for a day and dies that night.

Question 7.
How is a lily flower described in the passage?
Answer:
A lily flower is described as delicate and short-lived.

Question 8.
Where does a person see the beauties?
Answer:
A person sees the beauties in small things.

Question 9.
Where does the perfection of life exist?
Answer:
The perfection of life exists in a short life.

Question 10.
What is the poet’s philosophy of life?
Answer:
The poet’s philosophy of life is that small thing can make life beautiful.

The Noble Nature Summary in English

Lead In:
We have beautiful things around us. The hills, mountains, rivers, and woods attract us. Good and noble people also impress us. All noble things influence us. In the poem, “The Noble Nature”, the poet talks about the qualities that make a man noble. He describes a perfect life. He compares man to a sturdy oak and to a delicate lily in support of his view. According to the poet, big size and long life do not matter. Even the small and the short-lived can be perfect. Listen to your teacher reading the poem aloud. Now find out what a nobleman is compared to.

Notes:
woods – ଜଙ୍ଗଲ,
attract – ଆକର୍ଷିତ କରେ,
impress – ମନରେ ଏକ ଛାପ ପକାଇବା,
describes – ବର୍ଣ୍ଣନା କରନ୍ତି
compares – ତୁଳନା କରନ୍ତି,
perfect – ଆଦର୍ଶ,
influence – ପ୍ରଭାବିତ କରିବା,
quality – ଗୁଣ
sturdy – ହୃଷ୍ଟପୁଷ୍ଟ,
delicate – କୋମଳ

ଉପକ୍ରମ :
ଆମ ଚତୁଃପାର୍ଶ୍ଵରେ ସୁନ୍ଦର ସୁନ୍ଦର ଜିନିଷମାନ ରହିଛି। ପାହାଡ଼, ପର୍ବତ, ନଦୀ ଏବଂ ଜଙ୍ଗଲଗୁଡ଼ିକ ଆମକୁ ଆକୃଷ୍ଟ କରେ । ଉତ୍ତମ ଓ ମହତ୍ଵ ଲୋକମାନେ ମଧ୍ୟ ଆମ ମନରେ ଏକ ଛାପ ପକାଇଥାଆନ୍ତି । ସବୁ ମହତ୍ ବସ୍ତୁ ଆମକୁ ପ୍ରଭାବିତ କରିଥାଏ । “The Noble Nature” କବିତାରେ କବି ସ୍ବାଭାବିକ ଗୁଣ ବିଷୟରେ କହିଛନ୍ତି ଯାହାକି ମଣିଷକୁ ମହାନ୍ କରିଥାଏ । ସେ ଗୋଟିଏ ଆଦର୍ଶ ଜୀବନ କଥା ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେ ତାଙ୍କ ମତ ସପକ୍ଷରେ ଗୋଟିଏ ମଣିଷକୁ ଗୋଟିଏ ହୃଷ୍ଟପୁଷ୍ଟ ଓକ୍ ବୃକ୍ଷ ଓ ସୂକ୍ଷ୍ମ/ସୁକୋମଳ କଇଁଫୁଲ ସହିତ ତୁଳନା କରିଛନ୍ତି । କବିଙ୍କ ମତରେ ବଡ଼ ଆକାର ଓ ଦୀର୍ଘ ଜୀବନ ମୁଖ୍ୟ କଥା ନୁହେଁ । ଏପରିକି କ୍ଷୁଦ୍ର ଓ ସ୍ୱଳ୍ପଜୀବୀ ମଧ୍ୟ ଆଦର୍ଶ ହୋଇପାରିବ । କବିତାଟିକୁ ଶିକ୍ଷକ ବଡ଼ ପାଟିରେ ପଢ଼ୁଥିବା ଶୁଣ । ବର୍ତ୍ତମାନ କାହାକୁ ମହତ୍ ଲୋକ ସହିତ ତୁଳନା କରାଯାଇଛି ଖୋଜି ବାହାର କର ।

Summary:
Ben Jonson compares man to a long-lived oak tree and a short-lived lily flower in a beautiful manner. An oak tree survives for hundreds of years and it is- famous for the largeness of its size. Ultimately it becomes bare and dry and falls to the ground. Its life comes to an end after a pretty long time. On the contrary, a lily is a tiny flower. It blooms for a very short time. It falls and dies on the very day at night.

It is a flower of light and it attracts the attention of all by dint of its natural beauty. The poet says that we see beauties in small things. Because God has made every tiny creature or thing very beautiful and noble. They spread their fragrance even if they are short-lived. Similarly, man can make his life noble although it is short-lived. His nobility makes him perfect in his short life.

Notes:
survives – ତିଷ୍ଠି ରହେ,
virtue – ଭଲ ଗୁଣ,
nobility – ମହତ୍ଵପଣିଆ,
blooms – ଫୁଟେ,
attracts – ଆକର୍ଷିତ କରେ,
attention – ଧ୍ୟାନ
natural beauty – ପ୍ରାକୃତିକ ସୌନ୍ଦର୍ଯ୍ୟ,
beauties – ସୌନ୍ଦର୍ଯ୍ୟ,
fragrance – ସୁଗନ୍ଧ
noble – ମହାନ୍/ମହତ୍
short-lived – କ୍ଷଣସ୍ଥାୟୀ/ସ୍ୱଳ୍ପଜୀବୀ

ସାରାଂଶ :
କବି ବେନ୍ ଜନସନ୍ ଅତି ଚମତ୍କାର ଭାବରେ ମଣିଷକୁ ଦୀର୍ଘଜୀବୀ ଓକ୍ ବୃକ୍ଷ ଓ ସ୍ୱଳ୍ପଜୀବୀ କଇଁଫୁଲ ସହିତ ତୁଳନା କରିଛନ୍ତି । ଗୋଟିଏ ଓକ୍ ବୃକ୍ଷ ଶହ ଶହ ବର୍ଷ ଧରି ବଞ୍ଚୁଥାଏ ଓ ଏହା ଏହାର ଆକାରର ବିଶାଳତା ପାଇଁ ପ୍ରସିଦ୍ଧ । କିନ୍ତୁ ପରିଣତିସ୍ଵରୂପ ଏହା ପତ୍ରବିହୀନ ହୋଇ ଶୁଖୁଏ ଓ ଭୂମିରେ ପଡ଼ି ମାଟିରେ ମିଶିଯାଏ । ଏହା ବହୁତ ଦିନ ବଞ୍ଚିବା ପରେ ମରିଯାଏ । କଇଁ ଫୁଲଟିଏ ଅତି କ୍ଷୁଦ୍ର ଓ ନଗଣ୍ୟ । ଏହା ଅତି ସ୍ଵଳ୍ପ ସମୟ ପାଇଁ ପ୍ରସ୍ଫୁଟିତ ହୋଇଥାଏ । ଠିକ୍ ସେହିଦିନ ରାତିରେ ଏହା ଝଡ଼ିପଡ଼େ ଓ ଏହାର ମୃତ୍ୟୁ ଘଟିଥାଏ । ଏହା ଏକ ସୁନ୍ଦର ଓ ଉଜ୍ଜ୍ଵଳ ଫୁଲ ଏବଂ ଏହାର ପ୍ରାକୃତିକ ସୌନ୍ଦର୍ଯ୍ୟ ସମସ୍ତଙ୍କୁ ଆକୃଷ୍ଟ କରିଥାଏ । କବି କହୁଛନ୍ତି ଯେ ଆମେ କ୍ଷୁଦ୍ରବସ୍ତୁରେ ସୌନ୍ଦର୍ଯ୍ୟ ଦେଖୁ । କାରଣ ଈଶ୍ବର ପ୍ରତ୍ୟେକ କ୍ଷୁଦ୍ର ପ୍ରାଣୀ ଓ ବସ୍ତୁକୁ ସୁନ୍ଦର ଏବଂ ମହତ୍ କରିଛନ୍ତି । ଯଦିଓ ଫୁଲଗୁଡ଼ିକ ସ୍ୱଳ୍ପଜୀବୀ ତଥାପି ସେମାନେ ସେମାନଙ୍କର ମହକ ପ୍ରସାରିତ କରିଥାଆନ୍ତି । ଠିକ୍ ସେହିପରି ମଣିଷ ତା’ର ଜୀବନକୁ ମହତ୍ କରିପାରେ ଯଦିଓ ସେ ସ୍ଵଳ୍ପକାଳ ବଞ୍ଚୁଥାଏ । ତା’ର ସ୍ବଚ୍ଛ ଜୀବନ ମଧ୍ୟରେ ତା’ର ମହାନତା ତାକୁ ପୂର୍ଣ୍ଣାଙ୍ଗ ବା ତ୍ରୁଟିହୀନ କରାଇଥାଏ ।

The Text : (ପାଠ୍ୟବିଷୟ)
Stanza – 1
It is not growing like a tree
In bulk, doth make Man better be;
Or standing long an oak, three hundred year,
To fall a long at last, dry, bald, and sere :
ଅନୁବାଦ :
ଓକ୍ ବୃକ୍ଷ ବଡ଼ ହୋଇ ଖୁବ୍ ବିଶୀଳ ହୁଏ । ତିନିଶହ ବର୍ଷ ଧରି ଛିଡ଼ା ହୋଇଥ‌ିବା ଏହି ଓକ୍ ବୃକ୍ଷ ପରିଶେଷରେ ପତ୍ରବିହୀନ ବା ଥୁଣ୍ଟା ହୋଇ ଶୁଝାଯାଏ ଓ ତଳେ ପଡ଼ିଯାଇ ମାଟିରେ ମିଶିଯାଏ । ମାତ୍ର ମଣିଷ ସ୍ଵଳ୍ପକାଳ ପାଇଁ ବଞ୍ଚୁଥିଲେ ମଧ୍ୟ ତା’ର ମହତ୍ତ୍ଵ ବଳରେ ସେ ନିଜକୁ ସରସ ଓ ସୁନ୍ଦର କରି ଗଢ଼ିତୋଳେ ।

Stanza – 2
A lily of a day
Is fairer far in May,
Although it fall and die that night-
It was the plant and flower of Light
In small proportions we just beauties see;
And in short measures life may perfect be
ଅନୁବାଦ :
ଗୋଟିଏ ସୁନ୍ଦର କଇଁଫୁଲ ଦିନକ ପାଇଁ ପ୍ରସ୍ଫୁଟିତ ହୁଏ । ମଇ ମାସରେ ଏହି ସୁନ୍ଦର ଓ କୋମଳ ଫୁଲଟି ସମସ୍ତଙ୍କୁ ଆନନ୍ଦ ପ୍ରଦାନ କରେ । ଯଦିଓ ଏହା ଗୋଟିଏ ଦିନରେ ଫୁଟି ସେହିଦିନ ରାତିରେ ଝଡ଼ିପଡ଼େ ତଥାପି ଏହା ଖୁବ୍ ସୁନ୍ଦର ଓ ଆନନ୍ଦ ପ୍ରଦାନକାରୀ । ଆମେ ସୂକ୍ଷ୍ମ ଓ କ୍ଷୁଦ୍ରବସ୍ତୁର ସରସତା ଓ ସୌନ୍ଦର୍ଯ୍ୟ ଉପଭୋଗ କରୁ । ଠିକ୍ ସେହିପରି ମଣିଷ ତା’ର ସ୍ବଚ୍ଛ ରହଣି ମଧ୍ୟରେ ମହତ୍ ଗୁଣଦ୍ୱାରା ତା’ର ଜୀବନକୁ ସରସ ଓ ସୁନ୍ଦର କରିପାରେ । ବୃହତ୍ ଆକାର ଓ ଦୀର୍ଘ ଜୀବନ ବଡ଼ କଥା ନୁହେଁ, ବଡ଼ କଥା ହେଉଛି ମହତ୍ ସ୍ବଭାବ ।

About The Poet:
Ben Johnson (1572-1637) was an English Renaissance dramatist, poet, and actor. A contemporary of William Shakespeare, he is best known for his ‘Comedy of Humour’ with a tone of satire. Jonson’s poetry, like his drama, is informed by his classical learning. In the poem, The Noble Nature, he talks about the qualities that make a man noble. He compares man to a sturdy oak and to a delicate lily, in support of his views.

Notes:
Renaissance – ପୁନର୍ଜାଗରଣ,
dramatist – ନାଟ୍ୟକାର,
actor – କଳାକାର,
contemporary – ସମସାମୟିକ,
satire – ବ୍ୟଙ୍ଗ
classical – କଳାତ୍ମକ,
view – ମତ

କବିଙ୍କ ସମ୍ପର୍କରେ :
ବେନ୍ ଜନସନ୍ ଜଣେ ପୁନର୍ଜାଗରଣ ଯୁଗର ଇଂରେଜୀ ନାଟ୍ୟକାର, କବି ଓ ଅଭିନେତା । ଉଇଲିୟମ୍ ସେକ୍ସପିୟରଙ୍କ ସମସାମୟିକ ଭାବେ ସେ ବିହ୍ନପାତ୍ମକ ରଚନା ‘Comedy of Humour’ ପାଇଁ ବେଶ୍ ଜଣାଶୁଣା । ଜନସନ୍‌ଙ୍କ କବିତା ତାଙ୍କ ନାଟକ ଭଳି ତାଙ୍କ ସାର୍ବଜନୀନ ଶିକ୍ଷାର ସୂଚନା ଦିଏ । ‘The Noble Nature’ କବିତାରେ ସେ ମଣିଷକୁ ମହତ୍ କରୁଥିବା ଗୁଣାବଳୀ ବିଷୟରେ କହିଛନ୍ତି । ତାଙ୍କ ମତାମତ ସପକ୍ଷରେ ସେ ମଣିଷକୁ ଏକ ହୃଷ୍ଟପୁଷ୍ଟ ଓକ୍ ଗଛ ଓ ସୁକୋମଳ କଇଁ ସହ ତୁଳନା କରିଛନ୍ତି ।

Notes And Glossary : (ଟିପ୍‌ପଣୀ ଓ କଠିନ ଶବ୍ଦାର୍ଥ)

oak — a large tree with tough and hard wood – ଇଉରୋପରେ ଦେଖାଯାଉଥ‌ିବା ଏକ ବିଶାଳ ବୃକ୍ଷ ଯାହାର କାଠ ଚେମଡ଼ା ଓ କଠିନ ଏବଂ ଏହା ଆପାତତଃ ୩୦୦ ବର୍ଷ ବଞ୍ଚି ରହେ ।
Oak is a large tree with tough and hard wood.
bulk — largeness of size
It was difficult to move not because of its weight but because of its bulk.
doth — (old use) — does
bald — bare/without leaves — ଥୁଣ୍ଟା / ପତ୍ର ବିନା |
The trees look bald in winter.
sere — dried and withered
After three hundred years the oak tree becomes sere.
measures — sizes — ଆକାର
fairer — more beautiful, more charming — ଅଧ୍ଵ ସୁନ୍ଦର
A rose is fairer than a china rose.
log – trunk (of a tree) — ଗଛର ଗଣ୍ଠି
The log is floating in the water.
although — though — ଯଦିଓ
proportions — the size and shape of something — କୌଣସି ଜିନିଷର ଆକାର ଓ ଆକୃତି
This drawing is not in proportion; the man is larger than the house.
just — right/proper
I don’t think you were being just punishing him but not her.
beauties (n) — plural of beauty — ସୌନ୍ଦର୍ୟ୍ୟ
short measure — short life — ସ୍ୱଳ୍ପ ଜୀବନ
A man should make life perfect in his short measure.
perfect — ପରଫେକ୍ଟ
The poet describes a perfect life in this poem.
[Your teacher will read the poem aloud again. See if you found out what a noble man compared to Share your answer with the class.]

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

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

BSE Odisha 9th Class English Chapter 2 The Lost Child 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.

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.

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.

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 ।

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.

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.

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!”

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.

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.

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.

Answer: (ଉତ୍ତର)

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.

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

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

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

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

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