MCQ & answers of 'Telephone Conversation' (B.A / B.Sc / B.Com Compulsory English of UGB)

MCQ & Answers of Telephone Conversation
                             -Wole Soyinka

1. The poem 'Telephone Conversation' is written by - 

 (a) Rabindranath Tagore (b) John Keats (C) Wole Soyinka (d) P.B. Shelley

2. "Telephone Conversation' has often been described as a powerful and senior agent to-

 (A) social change (b) political change (c) economic change (d) religious change.

 3. "Telephone Conversation' is a- 

 (A) dramatic dialogue (b) political dialogue (c) economic dialogue (d) lyrical dialogue.

4. "Telephone Conversation is a conversation between-

 (a) two Americans (B) a Negro and a white lady (c) an Indian and a European (d) Two Africans. 

5 .The speaker's voice in "Telephone Conversation" is-

 (a) well educated (b) polished (C) well educated & polished(d) none

6. "Telephone Conversation" is a/an-

(a) fancied (B)imagined (c) conceived (d) expected conversation

7. The man in "Telephone Conversation' is a/an- 

 (A) African (b) European (c) American (d) Indian. 

 8. The landlady in "Telephone Conversation' is- 

 (a) black (b) brown (c) blue (D) white.

9. In 'Telephone Conversation' the conversation takes place between/among-

 (A) two (b) three (c) four (d) many.

10. The conversation in "Telephone Conversation is on -

 (a) bus fare (b) exam programme (C) rent (d) tax

11. The African, as revealed in "Telephone Conversation", is -

  (a) white (b) brown (c)  neither black nor white (D) black.

 12. The general geography of the poem, "Telephone Conversation', as - is marked

(a) America (b) Russia (c) Newyork (D) England 

 13. Some of the idioms of the poem, "Telephone conversation', point out the general geography of - 

(a) Washington (b) Mascow (c) Ducca  (D) London.

14. Which city is mentioned in the poem, "Telephone Conversation'-

 (A) London (b) NewYork (c) Tokyo (d) lslamabad.

15. The general geography of "Telephone Conversation England, most likely London, is marked by

(A) some of the idioms (b) some of the phrases (c) some of the phrasal verbs (d) some of the proverbs. 

 16. The city saw a substantial in flux of the immigrants of- 

(A) Africa (b) America (e) Russia (d) China. 

17. The city saw a substantial in flux of the African immigrants through out the post-war-

 (a) years (B) decades (c) months (d) days

18. The period of post-war decades saw a rise of- 

 (a) racial anxiety (b) racial conflict (c) racial tension  (D) racial relation 

19. Conversations in "Telephone Conversation" would not he have been -

 (a) familiar (B) unfamiliar (c) clear (d) identical 

  

20. which of the following is personified in "Telephone Conversation"-

  (a) nature (b) sight (C) city (d) villlage 

21. "Telephone Conversation' opens with the -

( a) American speaker (b) Russian speaker (C) African speaker (d) Indian speaker

  

22. The African speaker classifies the essential information about-

 (a) the location (b) the cost (c) similar business details (D) all the three.

  23. The landlady is described-

 (a) primarily (B) initially (c) finally (d) in the middle 

24. The landlady is initially described as being of-

 (A) good breeding (b) bad breeding (c) savage breeding (d) cultured breeding 

 25. The landlady asks the questions about-

( A) the colour of the speaker's skin (b) the profession of the speaker (c) the qualifcation of the speaker (d) the posting up the speaker

 26. The landlady's qeustions about the colour of the speaker's skin seem out of place- 

 (a) suddenly (b) dramatically (C) a+b (d) logically

 27. The landlady's specific question to the speaker is whether he is- 

 (a) light (b) very dark (C) (a) or (b) (d) white skinedAns. 

28. The skin colour of man whether light or very dark is - 

 (a) differentiation (B) distinction (c) clarification (d) separation. 

29. A distinction regarding the skin colour of the man seems to carry particular - 

(a) mass (B) weight (c) energy (d) capacity

 30. A distinction as regards the skin colour of the man seems to carry particular weight with the racial atmosphere of the - 

(a) morning (b) evening (C) day (d) night.

31. The question put by the land lady to the man is - 

(a) general (b) particular (C) specific (d) logical 

 32. The question of the landlady is - 

(a) pointed (b) clearly prejudicial (c) abnormal (D) a+ b. 

 33. From the pointed and clearly prejudicial question, the poem moves-

 (A) smoothly (b) slowly (c) fast (d) rapidly.

34. The speaker answers the woman with cool -

(a) mind (b)  brain (C) logic (d) reflection  

35. Cool logic with which the speaker answers the woman-

 (a) clouds (b) which rather than clarifies the situation (C) clouds rather than clarifies the situation (d) makes the situation easy. 

36. The speaker compares himself to-  (a) biscuit (b) cream (C) chocolate (d) sweet

37. The speaker compares himself to chocolate- 

 (A) at first (b) in the middle (c) at last (d) towards the conclusion. 

38. The speaker settles on describing himself as-

 (A) "West African sepia (b) East African sepia' (c) West Russian sepia (d) East American sepia 

39. The speaker knows that the term, 'West African sepia', will further - 

(Q) confuse his listener (b) delight his listener (c) entertain his listener (d) discourage his listener.

40. The speaker's tone is- 

 (a) comic (b) dramatic (C) ironic (d) satiric. 

41. The speaker begins to describe various (a) flowers (b) fruits (C) body parts (d) body lotions.

Read More

HS দর্শন (Philosophy) (WBCHSE ) কাকতালীয় দোষ

  আরোহমূলক দোষ বা অনুপপত্তি

 উদাহরণসহ কাকতালীয় দোষ ব্যাখ্যা কর।
                                               ৪ নম্বর
উত্তর:

        কাকতালীয় দোষ: কারণ কারণ হলো কার্যের  অব্যবহিত, শর্তান্তরহীন, নিয়ত বা অপরিবর্তনীয়, অগ্রবর্তী ঘটনা। কিন্তু তাই বলে যে কোন অগ্রবর্তী ঘটনাকে কারণ বলা যায় না। আমরা যদি যেকোন অগ্রবর্তী বা পূর্ববর্তী ঘটনাকে পরবর্তী ঘটনার কারণ বলি তাহলে যে দোষ হয় তাকে বলে কাকতালীয় দোষ। ব্যতিরেকী পদ্ধতির অপপ্রয়োগের ফলে এই দোষ হয়ে থাকে। সাধারণত ভ্রান্ত বিশ্বাস ও কুসংস্কারের বশবর্তী হয়ে আমরা এইরূপ দোষদুষ্ট অনুমান করে থাকি।

    উদাহরণ: তাল গাছে একটি কাক বসে আছে। কাকটি উড়ে যাওয়ার ঠিক পড়ে তালটি পড়ে গেল। সুতরাং কাকটি উড়ে যাওয়াই  হল তালটি পড়ে যাওয়ার কারণ।

যুক্তি বিশ্লেষন: 

দৃষ্টান্ত         পূর্ববর্তী ঘটনা               পরবর্তী ঘটনা
সদর্থক     গাছে কাক আছে            গাছে তাল আছে

নঞর্থক    গাছ থেকে কাক             গাছ থেকে তাল
                 উড়ে গেল                      পড়ে গেল 

সুতরাং গাছ থেকে কাকটি উড়ে যাওয়া হলো তালটি পড়ার কারণ।  

   যুক্তিটির বিচার: যুক্তিটিতে ব্যতিরেকী পদ্ধতির অপপ্রয়োগের ফলে কাকতালীয় দোষ ঘটেছে। এখানে কাকটি উড়ে যাওয়া ঘটনার সঙ্গে তালটি পড়ে যাওয়া ঘটনার কোন কার্যকারণ সম্পর্ক নেই।  কেননা কারণ হতে হলে তাকে নিয়ত, অব্যবহিত, পূর্ববর্তী ঘটনা হতে হবে। কিন্তু এক্ষেত্রে কাকটি উড়ে যাওয়া তালটি পড়ার কেবল অব্যবহিত পূর্ববর্তী ঘটনা, নিয়ত  অব্যবহিত পরবর্তী ঘটনা নয়। কেননা- সব সময় তালগাছ থেকে কাক উড়ে গেলেই তাল পড়ে না। তাই কাক উড়ে যাওয়াই তাল পড়ার কারণ নয়। এক্ষেত্রে আকস্মিকভাবে কাকটি উড়ে যাওয়ার পর তাল পড়ার ঘটনাটি ঘটেছে বলে কাকতালীয় দোষের উদ্ভব ঘটেছে।     

Read More

HS দর্শন (WBCHSE) মিলের অন্বয়ী-ব্যতিরেকী পদ্ধতি উদাহরণসহ ব্যাখ্যা কর।

   প্রশ্ন: মিলের অন্বয়ী-ব্যতিরেকী পদ্ধতি উদাহরণসহ ব্যাখ্যা কর। 
[সংজ্ঞা, আকার, দৃষ্টান্ত ,সুবিধা (দুটি), অসুবিধা  (দুটি) ]         ১+২+১+২+২= ৮

অথবা,
"যখনই আমি সকালে বেড়াতে যাই তখনই আমার ডান্ডা লাগে, আর যখন আমি বেড়াতে যাই না তখন আমার ঠান্ডা  লাগে না। সুতরাং সকালে বেড়াতে যাওয়াই আমার ঠান্ডা লাগার কারণ।" - এই যুক্তিটিতে মিলের কোন পদ্ধতি প্রয়োগ করা হয়েছে ? পদ্ধতিটির ব্যাখ্যা কর। 
  (চিহ্নিতকরণ, সংজ্ঞা, আকার, সুবিধা (২টি), অসুবিধা (২টি)   ১+২+১+২+২=৮

উত্তর:

    চিহ্নিতকরণ: প্রশ্নে উদ্বৃত যুক্তিটিতে মিলের সংযুক্ত পদ্ধতি অর্থাৎ অন্বয়ী-ব্যতিরেকী পদ্ধতি প্রয়োগ করা হয়েছে।

   সংজ্ঞা:  "আলোচ্য ঘটনাটি উপস্থিত আছে এমন দুই বা ততোধিক সদর্থক দৃষ্টান্তে যদি একটিমাত্র ঘটনা সাধারণভাবে উপস্থিত থাকে এবং আলোচ্য ঘটনাটি উপস্থিত নেই এমন দুই বা ততোধিক নঞর্থক দৃষ্টান্তে যদি সেই সাধারণ ঘটনাটি অনুপস্থিত থাকে তাহলেই কেবল যে সাধারণ ঘটনাটির জন্য দুই প্রকার দৃষ্টান্ত গুচ্ছের মধ্যে পার্থক্য থাকে তবে সেই সাধারণ ঘটনাটি আলোচ্য ঘটনার কারণ বা কার্য বা কারণের অনিবার্য অংশ।"

   অন্বয়ী-ব্যতিরেকী পদ্ধতির আকার: 
‌‌
              সদর্থক দৃষ্টান্ত গুচ্ছ 
‌‌
    দৃষ্টান্ত        পূর্ববর্তী ঘটনা      অনুবর্তী ঘটনা
‌‌   ১ নং            ABC                     abc
‌‌   ২ নং             ACD                    acd
‌‌   ৩ নং.            ADE                     ade
‌‌
                          নঞর্থক দৃষ্টান্ত গুচ্ছ 

   দৃষ্টান্ত            পূর্ববর্তী ঘটনা     পরবর্তী ঘটনা
    ১ নং                BCD                  bcd
    ২ নং.               DEF                   def
    ৩ নং                EFG                   efg

               সুতরাং A হল a -এর কারণ।

     অন্বয়ী-ব্যতিরেকী পদ্ধতির দৃষ্টান্ত: অন্বয়ী-ব্যতিরেকী পদ্ধতির বাস্তব উদাহরণ বা দৃষ্টান্ত হলো:

                    সদর্থক দৃষ্টান্ত গুচ্ছ

দৃষ্টান্ত      পূর্ববর্তী ঘটনা              পরবর্তী ঘটনা
১নং       সকালে বেড়াতে              ঠান্ডা লেগেছে
          গিয়েছি , বর্ষাকাল,
               মেঘলা আকাশ

২নং        সকালে বেড়াতে              ঠান্ডা লেগেছে
           গিয়েছি, শরৎকাল,
              আকাশ পরিষ্কার

৩নং       সকালেই বেড়াতে             ঠান্ডা লেগেছে
      গিয়েছি, আকাশ পরিষ্কার,
           শীতকাল

                        নঞর্থক দৃষ্টান্ত গুচ্ছ

দৃষ্টান্ত     পূর্ববর্তী ঘটনা              পরবর্তী ঘটনা
১নং   সকালে বেড়াতে যাইনি        ঠান্ডা লাগেনি
২নং   সকালে বেড়াতে যাইনি        ঠান্ডা লাগেনি
৩নং   সকালে বেড়াতে যাইনি         ঠান্ডা লাগেনি

সুতরাং সকালে বেড়াতে যাওয়া হল ঠান্ডা লাগার কারণ।

     অন্বয়ী-ব্যতিরেকী পদ্ধতির সুবিধা: এই পদ্ধতির দুটি সুবিধা নিম্নে উল্লেখ করা হলো-

     (১) যেসব ক্ষেত্রে ব্যতিরেকী পদ্ধতি প্রয়োগ করা যায় না সেই সব ক্ষেত্রে অন্বয়ী- ব্যতিরেকী পদ্ধতি প্রয়োগ করে সিদ্ধান্ত গঠন করা যায়।

    (২) এই পদ্ধতির সাহায্যে যেমন কার্য থেকে কারণকে অনুমান করা যায় তেমনি কারণ থেকে কার্যকেও অনুমান করা যায়।

     অন্বয়ী-ব্যতিরেকী পদ্ধতির অসুবিধা: এই পদ্ধতির দুটি অসুবিধা নিম্নে উল্লেখ করা হলো-

    (১) এই পদ্ধতির সাহায্যে অপ্রয়োজনীয় ঘটনাসমূহকে সম্পূর্ণরূপে অপসারণ বা বর্জন করা সম্ভব হয় না। তাই আসল কারণটি দৃষ্টির অন্তরালে লুকিয়ে থাকতে পারে, ফলে এক্ষেত্রে অ-পর্যবেক্ষণ দোষ দেখা দিতে পারে।

   (২) এই পদ্ধতির নঞর্থক দৃষ্টান্তগুলিকে পর্যাপ্ত পরিমাণে এবং সঠিকভাবে সংগ্রহ করতে না পারলে বহু কারণ  দোষের সম্ভাবনা থেকেই যায়।

     মূল্যায়ন: অন্বয়ী-ব্যতিরেকী  পদ্ধতি পর্যবেক্ষণ-নির্ভর হওয়ায় এর নানারকম ত্রুটি-বিচ্যুতি বর্তমান। তবুও এর সম্পর্কে বলা যায়, যেহেতু এখানে সদর্থক দৃষ্টান্ত গুচ্ছের পাশাপাশি একাধিক নঞর্থক দৃষ্টান্ত পর্যবেক্ষণ করে সিদ্ধান্তে উপনীত হওয়া যায় তাই এই পদ্ধতি অনেক বেশি সুনিশ্চিত।

                                         #

Read More

Write a short note on the theory of causation.(Indian philosophy)

 Write a short note on thc theory of Causation.

       Ans. Patanjali defined yoga as the partial and complete or temporary and permanent arrest or cessation of mental states.The theory that mental states can be arrested by our efforts is an extremely original one and uptil now we know of no country other than India, where such a possibility was ever conceived. Dr.Sigmund Freud has expressed great surprise, that such a thing should be conceived possible but he admits that this experiment had always been made and that therefore it would be hazardous to deny its possibility. In India the yoga has always been practised from earliest dawn of her civilization and carries with it the testimony of many decades and centuries.

          Underlying the possibility of the fact of yoga, there is a concept of mind and a theory of psychology. In spite of many differences in the attempts at the exposition of this psychology among the different thinkers of the school of Patanjali, there is a general agreement regarding the main position of the Yoga psychology.

             THE THEORY OF CAUSATION

      This theory is based upon a metaphysical Theory of Causation namely, that like causes produce like effects. A cause is regarded as a potential effect. Even before the causal operation, the effects exist in identity with the cause. The function of the causal operation is not to produce anything new, but to actualize the cause as the effect or to exhibit manifestly in the effect what was already contained in the cause. 

     There can thus be no interaction between unlikes, for in that case the interaction would have to be supposed to bring into being effects which were not contained in either of the two causal elements or in the interaction itself. Again, if interaction is supposed to be an extraneous relation, then being a relation it would be outside the causal entities and whatever is outside the causal entities would be in capable of entering into them so the relations will have to be con- ceived as having no relation at their two ends and this would baffle the very nature of relations. Thus relations cannot,a have any separate existence from the related. It is the different aspects and manifesta- tions of the related that are interpreted as relation. Relations are thus certain constructions that are made by us by which the related are held apart and connected in a certain manner which is called relation. This analytico-sythetic function of the mind which manifests the mere related, and all relations states of the mind are technically vikalpa. Since the concept of relations is abolished the problem. of the relation of substance (Dravya), attributes (Gunas) and motion (Karma) does not also arise.

Attributes (the Gunas) are but modes of the substance and substance is also a mode of the attributes.

Read More

Write a short note on the five proofs for the existence of Prakriti.(Indian philosophy)

 Write a short note on the five proofs for the existence of Prakriti.

Ans. Sankhya's five Proofs for the existence of Prakriti-

   (i) All individual things in this world are, limited dependent, conditional, finite. The finite cannot be the cause of universe. Logically we have to proceed from the finite to the inflnite, from the limited to the unlimited from the peros to the aperos, the temporary to the permanent, from the many to the one. And it is this intinite, unlimited eternal, all pervading Prakriti which is the source of this universe. 

  (ii) All worldly things possess certain common characteristics by which they are capable of producing pleasure, pain and indifference. which there must be a common source composed of three gunas, from which all worldly things arise. 

    (iii) All effects arise from the activity of the potent cause. Evolution means the manifestation of the either to before implicit explicit. The activity which generates evolution must be inherent in the world cause. And this cause is Prakriti. 

   (iv) The effect differs from the cause and hence the limited affect cannot be regarded as its own cause. The effect is explicit and the cause the implicit state of the same process. The effects, therefore, point to a world cause where they are potentially contained. 

(v) The unity of the universe points to a single cause. And this cause is Prakriti.

Read More

MCQ & answers of The Unknown Citizen. (B.A / B.Sc / B.Com Compulsory English of UGB)

MCQ of the poem "The Unknown Citizen"

 Choose  the correct alternatives 

 1. Who is the poet of "The Unknown Citizen?

(A) W. H. uden (b) Whitman (c) Frost (d) Kamala Das.

  

2. The unknown citizen is identified -

(a) by his name (b) by his rich cultured family (c) by his code name (D) by his no.

  

  3. The unknown citizen bears the no. 

(a) JS/07/M/375 (b) JS/08/M/378 (c) JM/07IS1378 (D) JS/07/M/378.

 4. Who bears the reference no.JS/07/M/378 of the citizen?

(a) stone monument (b) silver monument (c) iron monument (A) marble monument.

 5. That the unknown citizen is devoid of any complaint on consumption is revealed by- 

(a) The Bureau of State (b) Civil Servant (c) Govt.officer (D) The Bureau of Statistics.

6. The unknown citizen worked-

 (A) in the factory (b) at school (c) in the office (d) in the AIR FORCE.Q.

 7. The unknown citizen worked in the factory - 

(a) for thirty years (b) till his contact (C) till his retirement (d) till his death.

8. As a union member the unknown citizen- 

 (a) paid no subscription (B) paid subscription (c) paid  respect (d) paid glowing tribute.

9. The unknown citizen was popular with his mates on the basis of- 

(a) Educational Psychology (B) Social Psychology (c) Situational Psychology (d) Moral Psychology

10. The unknown citizen bought newspaper- 

(a) once a week (b) sometimes (c) off and on (D) everyday.

11. The unknown citizen favoured-

(A) the utility of time (b) the futility of time (c) the proper time (d) none.

 12. The unknown citizen was- 

(A) in favour of peace (b) against peace (c) in favour of war (d) against war and peace. 

13. The unknown citizen was- 

(a) a bachelor (B) married (c) married but lost wife (d) none.

14. The unknown citizen had- 

 (a) three children (B) five children (c) seven children (d) nine children. 

15. The unknown citizen- 

(A) was insured (b) was not insured (c) thought of the insurance (d) none.

16. How many times was the unknown citizen hospitalised?

(A) once (b) twice (c) thrice (d) four times.

17. That the unknown citizen is hospitalised once, but left cured is reflected-

 (a) in the hospital record (B) in the health card (c) in the service report (d) in the social organisation record.

18. The unknown citizen made- 

 (A) correct opinions (b) incorrect opinions (e) logical opinions (d) unlogical opinions 

19. "He worked in a factory and never got fired' Here 'he refers to- 

(a) the known citizen (B) the unknown citizen (c) the unfamiliar citizen (d) the unidentified citizen 

20. The name of the company in which the unknown citizen worked was- 

 (A) Fudge Motors Ltd. (b) Steel Company Ltd. (c) Private Bus Ltd. (d) Cement Company Ltd. 

21. The unknown citizen was-

 (a) well dignified (B) devoid of personality (c) full personality (d) without dignity.

22. The unknown citizen was- 

(a) dull (b) routine bound (c) mechanical (D) all the three 

23. The unknown citizen was-

(A) like a slave (b) like a well dignified man (c) like a govt officer (d) like a union leader.

24. The unknown citizen was - 

(a) not free (b) not happy (C) not free and not happy (d) not free but happy.

25. W. H. Auden sketches the characteristics of the unknown citizen in- 

 (A) satirical way or ironic way (b) dramatic way (c) comic way (d) epic way.

26.The unknown citizen - 

(A) liked drinking (b) did not like drinking (c) hated drinking (d) criticised drinking.

27. The question, as depicted in "The Unknown Citizen', is -

  (a) abnormal (b) unnatural (C) absurd (d) uncommon. 

28. The unknown citizen was never dismissed from the company beeause-

 (a) he worked with interest (B) he worked with satisfaction (c) he worked with energy (d) he worked with pleasure.

29. The marble monument was built in memory of the unknown citizen to show-

(a) respect (b) honour (C) respect and honour (d) solutation.

30. The word "Eugenist' is a - 

(a) physician (B) scientist (c) leader (d) reformer.

 31. "Had anything been wrong, we should certainly have heard' - Here 'we' refers to-

 (a) the reader (B) the poet (c) the common men (d) the audience. 

32. The unknown citizen was dead in his-

(a) mind (B) soul (c) body (d) spirit.

 33. The poet's intention, as depicted in "The Unknown Citizen is-

 (A) satirical (b) comic (c) dramatic (d) philosophical 

34. In the poem 'The Unknown Citizen' the 'Modern Man' refers to-

(A) the unknown citizen (b) countrymen (c) students (d) Soldiers.

35. Policies taken out in his name prove that he was-

 (A)  fully insured (b) partially insured (c) quarterly insured (d) daily insured.

36. The unknown citizen was -

(a) a corrupt man (b) a dishonest man (c)  beyond corruption (D) above all corruptions

37. When there was war, the unknown citizen -

(A) wen to war (b) took preparation (c) kept saying about war (d) did not join war.

38. The unknown citizen belongs to the

(a) highly agricularal society  (b) highly developed society (c) highly cultured society (D) higly industrialised society.

39. The word "monument as referred to in TTHE UNKNOWN CITIZEN"  

means - 

(a) building erected in memory of some famous persons (b) building erected in memory of important event(c) building in respect of national leader (D) building erected in memory of some famous pe or event.

40. "Except for the war'-The "war" referred to here- 

 (A) The First World War (b) The Second World War (c) The Civil War of the USA (d) Indo-Afgan War. 

41. The unknown citizen refers to two firms-

(a) Producers Research & Tata (b) High grade living and TISCO (C) Producers research & high grade living (d) Tata and Tsco. 

Read More

MCQ & answers OF MEETING AT NIGHT- Robert Browning (Class 11 of WBCHSE)

MCQ OF MEETING AT NIGHT-Robert Browning
Class- xi (wbchse)

1. “Meeting at Night” is a poem of—

(A) Love  (b) Satiety  (c) Hope  (d) Exuberant feelings.

2. The poem, “Meeting at Night”, is composed by—

(a)William Wordsworth. (B) Robert Browning. (c) Robert Blake. (d) H. W. Longfellow.

3. Robert Browning is a—

(A) Victorian poet. (b) Romantic poet. (c) Pre-romantic poet. (d) None of the above.

4. The speaker in “Meeting at Night” undertakes a journey by a

(A) boat (b) ship (c) car. (d) steamer

5. Browning’s “Meeting at Night” is –

(A) A love-lyric. (b) An elegy. (c) A sonnet. (d) An epic.

6.  Browning’s beloved was—

(A) Elizabeth Barrett.  (b) Sara Coleridge. (c) Dorothy Wordsworth. (d) None of the above.

7. The poem, “Meeting at Night”, was first published in—(1845)

(A) Dramatic Romances and Lyrics. (b) Pauline. (c) Asolando. (d) Sordello.

8. The sea, as described in “Meeting at Night”, is—

(A) Grey.  (b) Black. (c) Yellow. (d) Green.

 9.The land, as described in “Meeting at Night”, is—

(a) Grey.  (B) Black. (c) Yellow.  (d) Green.

 10. The waves are—

 (a) Fiery really. (B) Fiery metaphorically. (c) Fatal. (d) Bright.

 11.“The grey sea” symbolizes—

(A) Evening. (b) The lover’s secret love. (c) Adventurous journey. (d) all of the above.

12. The first stanza the poet wrote to show how the lover’s journey is—

(a) Romantic. (b) Adventurous. (C) Secret. (d) None of the above.

13. The spurt of a lighted match, as described in “Meeting at Night” is—

(a) Grey. (b) Black. (c) Yellow. (D) Blue.

14.The moon, as described in “Meeting at Night”, is—

(a) Grey. (b) Black. (C) Yellow. (d) Green.

15.The moon in “Meeting at Night” is—

(A) Large and low. (b) Large and high. (c) Small and low. (d) Small and high.

16.In “Meeting at Night”, the little waves that leap are—

(a) Stirred. (b) Strong. (c) Strange. (D) Startled.

17. In “Meeting at Night”, the sea beach is—

(A) Warm and sea-scented. (b) Hot and sandy. (c) Cold and slushy. (d) Cold and sea-scented.

18. In “Meeting at Night”, the sea beach is—

(A) One mile wide. (b) Two miles wide. (c) Three miles wide. (d) Four miles wide.

19. In “Meeting at Night”, the expression ‘pushing prow’ refers to—

(a) Static sea. (b) Yellow moon. (c) Wide beach. (D) Moving boat.

20. To reach the farm house, the speaker in “Meeting at Night”, crosses—

(a) One field. (b) Two fields. (C) Three fields. (d) Four fields.

21. The farm house is the dwelling of—

(a) The poet. (b) Elizabeth Barrett. (c) The speaker. (D) The ladylove.

22. The speaker in “Meeting at Night”, taps the pane to—

(a) Shut the window. (b) To open the window. (C) To call his beloved. (d) To make a noise.

23. In “Meeting at Night’, the two hearts beat in—

(a) Fear. (b) Wonder. (C) Excitement. (d) Sorrow.

24. The lovers “hearts beating each to each” because they are—

(a) Intoxicated. (b) Excited. (c) Exuberant. (D) Passionate.

25. The speaker in “Meeting at Night”, undertakes a long journey —

(A) At night. (b) During the day (c) In the morning. (d) In the afternoon.

26. The speaker in “Meeting at Night” undertakes a long journey to—

(a) Meet his parents. (b) Discover a new land. (c) Fight his enemies. (D) Meet his beloved.

27. The meeting, as described in the poem “Meeting at Night” is a/an—

(a) Open meeting. (B) Secret meeting. (c) Unplanned meeting. (d) Forced meeting.

28. Browning’s poem, “Meeting at Night”, presents the secret meeting of—

(a) Browning and Elizabeth Barrett. (b) Wordsworth and Mary Hutchinson. (C) The speaker and his beloved. (d) The worm and the rose.

29. The first four lines in Browning’s poem, “Meeting at Night”, describe—

(a) The speaker, the moon and the sea. (b) The speaker, the sea and the land. (c) The sea, the land and the moon. (D) The sea, the land, the moon and the waves.

30. The night-time in Browning’s poem. , “Meeting at Night”, has been presented through—

(A) The title, grey sea, black land and yellow moon. (b) The title, grey sea, black land and warm beach. (c) The wave, grey sea, black land and yellow moon. (d) The title, slushy sand, black land, and yellow moon.

Read More

Write a letter to the editor of a newspaper about inconveniences caused by the use of microphones during religious festivals.

Write a letter to the editor of a newspaper about inconveniences caused by the use of microphones during religious festivals.

Ans.

To
The editor,
The Statesman,
Kolkata 700 001.

                            Sub: Reckless use of       microphones during religious festivals.

Sir,

     I shall be highly obliged if you kindly publish the following matter in your daily newspaper in the interest of common people.

          The microphone is no doubt a great blessing of modern science. But the reckless use of microphones in almost all towns and rural areas is really a headache to the peace loving people. It hampers officeworks and preparation of lessons of students. Continuous use of microphone during different religious festivals prevents old people from enjoying their leisure and sound sleep at night. It also disturbs the patients.

               Under the above circumstances, I pray and hope that the government should take proper steps to solve the problem as soon as possible.

Thanking you,
                                          Yours faithfully,
                                          Arun Das
Date:19.03.2018
Gangarampur, Dakshin Dinajpur

Read More

Write a letter to the editor of an English Daily about private tuition of the teachers.

   Write a letter to the editor of an English Daily about private tuition of the teachers.
Ans.

To
The Editor,
The Statesman,
 Kolkata-700001

                           Sub: Private tuition of the                                           teachers.
Sir,

      Through the columns of your esteemed  daily, I would like to express my views about the system of private tuition of the teachers.

       Now the West Bengal Government has decided to detach the teachers from private tuition. Some guardians and the students have raised a voice against the private tuition of the  teachers.They think that the teachers who are engaged with private tuition do not teach well in the class.They also think that such teachers do not devote themselves to their class teaching.It has been said that the teachers spend their time and energy in private tuition, so when they come to class a lack of their interest and energy is felt at each and every moment.So the Government has decided to make a law to stop private tuition of the teachers.The Education Ministers on behalf of the Government have appealed to the teachers to stop private tuition and give importance to class teaching. I also think that the teacher should not go with their private tuition because they are not ill-paid and their position in the society is prestigious too.

      So, I would like to draw the attention of the government to formulate rigid rules to stop private tuition of the teachers.

Thanking you.

                                                Yours faithfully,
                                                Arun Kumar Sen
 Date: 18.03.2018
 Address : Gangarampur, Dakshin                                        Dinajpur

Read More

Write a brief note on the three Gunas of Prakriti.(Indian philosophy)

 Write a brief note on the three Gunas of Prakriti.(SANKHYA DARSHANA)
OR
Prakriti is said to be the unity of the three gunas held in equilibrium. Discuss.

    Ans. Trupti is said to be the unity of the three gunas held in equilibrium. They are Sattya, Rajas, Tamas. They are the constituents of Prakriti and through it of the worldly objects. Being subtle and imperceptiblc, their existsnce is inferred from their effects pleasures, pain, and in difference respectively. They are not qualities or attributes, like the Nyaya-Vaishesika Gunas. They themselves possess qualities like lightness, activity, heaviness etc. They are extremely fine and ever changing elements, They make up Prakriti which is nothing apart from them. They are not the qualities which the Prakriti; the substence possesses, on the other hand, they themselves constitute Prakriti. They are called Gunas because they are the elements of Prakriti which alone is called substantive, or because they are sub-servient to the end of Purusa, or because they are intertwined like three strands, to make up the rope of Prakriti which binds the Purusa (Guna means) quality, secondary and strand of a rope. 

  Satava means-real, existent and is responsible or the manifestation of objects in consciousness. It is called good men and produces pleasure. Its colour is white. 

   Rajas, literally means foulness, is the principle of motion. Its colour is red. - It produces pains, restless activity. It is mobile (Chala) and stimulating (astambhaka). Tamas, darkness, is the principle of interia. It produces, apathy, indifference. Ignorance, sloth, confusion, bewilderment, negativity, passivity are its results. Its colour is dark. It is opposed to Sataya and Rajas. These three never seperate. They conflict, and yet co-operate with one another and are always found inter-mingled. Compared to the oil, the wick and the flame of the lamp, which, though, opposed yet co-operate to produce the light, of lamp. Differences in things are due to the different combinations of their gunas. The nature of a thing is determined by the preponderance of a particular guna. When they are held in a state of equilibrium that state is called Prakriti. Evoluttion of worldly objects does not take place at this state. These Gunas are said to be ever changing. Change is said to be of two kinds- homogeneous or Sarupa-Parinama and Heterogeneous of Virupa-Pari nama. During the state of dissolution (Parlaya) of the world, the gunas change homogenously, i.e., Satava changes into Satava, Rajas into Rajas and Tamas into Tama. This change does not disturb the equilibrium of the Gunas and unless the equilibrium is disturbed and one predominates over the other two, evolution cannot take place. Evolution takes place when there is heterogeneous change in the Gunas and one predominates over the other two and brings about terrific commotion  in the bosom of Prakriti.

Read More

Write a letter to the editor of a newspaper, drawing his attention to the need of immediate repairs to the main road in your locality.

Write a letter to the editor of a newspaper, drawing his attention to the need of immediate repairs to the main road in your locality.

Ans.

To
The Editor,
The Statesman,
Kolkata-700001
                               Sub :  Repairing                                            of the main road in                                             our locality.

 Sir,

       Through the esteemed columns of your newspaper I would like to draw the attention of the Gangarampur Municipality to the need to immediate repairs to the main road in our locality.

       It is a matter of great regret that we urged the Municipality again and again in the past, by giving individual applications and the applications signed by the local inhabitants of the region, but we are unable to break the sleep of the authority. The main road which runs through our locality is in bad shape, because of the heavy rains. The heaps of road metals on both sides of the road have left very little room in the middle. Even the foot passengers often fall down the sustain injuries. Dangers become fearful at night during load shedding.

 

        Under the above circumstances, I pray and hope that the Govt. should take the necessary steps to solve this grave problem of this locality as early as possible.

 Thanking you,

 
                                             Yours faithfully,
                                               Ananta Sarkar

Date: 17.03.2018
Address of sender:

Read More

Questions and answers of the poem "Futility"

                                FUTILITY
                                                       Wilfred Owen

1. What is the poet’s attitude towards war in the poem ‘Futility?’

    Ans:  Though Wilfred Owen was a soldier, he was a pacifist at heart. According to Owen, war is a meaningless butchery of young people. It always destroys the creation of the world, destroys the life and asset. It destroys love and peace. The sun with all his power, energy and love creates this beautiful earth. But the war destroys it instantly. So the poet hates war and demands immediate abolition of war.

                                   OR,

Ans:  Wilfred Owen was a soldier. He had a direct experience about war. He witnessed the horrors of war. So he does not find any glory in war. He expresses the pity of war in the poem “Futility’’. He expresses the deep sympathy for the young boy killed in the battlefield of France. Even then sun is unable to restore him to life. This fills the poet’s mind with a deep sense of pathos.                                        

2. “Was it for this the clay grew tall?’’ Bring out the significance of this line.                               

    Ans: Originally the word ‘clay’ means ‘soft soil’. Here it means ‘human body’. The body grows tall, strong and energetic by the touch of the warm sunshine. But it is ridiculous that, the body is developed only to be destroyed in the war. The very creation of human life is thus proved futile. The sun is unable to make the dead soldier alive.

3. “Move him into the sun”….. Who is the speaker? Who is to be moved and why?

   Ans: The poet Wilfred Own is the speaker here.

          The dead young soldier is to be moved into the sun because the poet hopes that the worm touch of the sun may bring him back to life.

4. “O what made fatuous sunbeams toil”…….. Why did sunbeams toil? Why are they called fatuous?

    Ans: In the beginning the Earth was a lifeless place. So the sun toiled hard millions of years to create life on it.
     The sunbeams are called fatuous, because they are unable to bring back the dead soldier to life.

5. “To break earth’s sleep at all?”…… What does the poet mean by ‘to break earth’s sleep’?

    Ans: In the beginning there was no life on earth. The sun toiled millions of years to create life on it. So, by ‘to break earth’s sleep’ the poet means to create life on earth.

6. “Woke, once the clays of a cold star”…… Which is called ‘cold star’ and why?

Ans: The earth is called ‘a cold star’, because it is a planet. It is called cold because it has no warmth of its own. It receives its heat from the sun.

7. “Gently its touch awoke him once”…… Whose touch is referred to here? How did its touch awake him at home?

Ans: The touch of the sun is referred to in this line.
    Its touch awoke him at home in the morning with the message that there were seeds to be sown on the unsown fields.

Read More

Questions and answers of the poem " Where The Mind Is Without Fear"

        Where the Mind is without Fear 

                                       Rabindranath Tagore

1. What kind of freedom does Rabindranath Tagore want for his countrymen?

  

 Ans:   Rabindranath wants spiritual, intellectual and political freedom for his country. Intellectual freedom enables his countrymen to think freely and enter into new worlds of thought. Spiritual freedom will make them fearless, truthful noble and free from all narrow prejudices.                                 

2. How does Rabindranath Tagore describe the domestic wall? What do they do to the world?

   

 Ans: Rabindranath Tagore describes the domestic wall as ‘narrow’. The small concerns of home prevent us from taking part in the broader concerns of the world. It makes us narrow minded. So they are like walls.                                                    

     OR,

   

   Ans: Rabindranath describes the domestic walls as ‘narrow’. These walls are now broken in fragments. These fragments indicate many small groups in a country, separated from each other by prejudices, castes, religion etc.

       The walls break the world into fragments. They are at the root of narrowness

3. What is meant by “heaven of freedom’’ in the poem “Where the mind is without Fear”?

  Ans: The words ‘heaven of freedom’ indicates an ideal world of freedom. There people will be fearless, dignified and truthful. They will also be free from all narrow prejudices.

                                                               

      OR,

     

Ans: According to Rabindranath, ‘heaven of freedom’ means freedom from ignorance, narrowness, prejudices, fear, foreign rule etc. This state of freedom inspires us to acquire free knowledge, to achieve dignity, to try continually for perfection. In such a state of freedom mind is guided by God. Rabindranath wishes his countrymen to achieve this kind of freedom.

4.  “Where the clear stream of reason has not lost

  its way into the dreary desert sand of dead habit.’’

--- Explain the comparison made in the lines.

    

Ans: Rabindranath here compares reason to a clear stream that flows smoothly in its own way. Reason is an intellectual power in man that helps him to move forward and get at perfection. On the other hand, he compares ‘dead habit’ to a sandy desert. Just as a flowing river loses its way in a sandy desert, dead customs also harm all the good intellectual qualities of man.

5. “Into that heaven of freedom, my Father, let my country awake.”

--- Who is addressed as ‘my father’? Why does the poet want to let his country awake?

  Ans: Here ‘my father’ refers to God, the divine Father.

 Under the foreign rule, the Indians are in a state of spiritual slumber. The poet wants that under the guidance of God his countrymen will awake from that slumber and achieve perfection through tireless efforts.

Read More

Textual Grammar , Class xii (wbchse) (Shall I compare thee to a summer's day?)

                         TextualGrammar
 

Shall I compare thee to a summer's day?

CHANGE OF VOICE :

1. Shall I compare thee to a summer's day?

Ans. Will thou (you) be compared to a summer's day by me?

 

2. Rough winds do shake the darling buds of May.

Ans. The darling buds of May are shaken by rough winds.

3. And often is his gold complexion dimmed.

Ans. And often the cloud dims his gold complexion.

 

4. Every fair from fair sometimes declines by chance.

Ans. Chance declines every fair from fair.

5. Nor shall death brag thou wand'rest in his shade. 

Ans. Thy wandering in his shade will not be bragged by death.

6. This gives life to thee.

Ans. Life is given to you by this.

Do as Directed:

1. Rough winds do shake the darling buds of May.(Turn into a complex sentence)

ANS. Winds that are rough do shake the darling buds of May.

2. Shall I compare thee to a summer's day?(use the noun form of 'compare')

ANS. Shall I make a comparison between you and a summer's day?

3. Thou art more lovely than summer. (Turn into a negative sentence/positive degree)

ANS. Summer is not as lovely as you.

4. Thou art more temperate than summer (Turn into a negative sentence/positive degree)

ANS. Summer is not as temperate as you.

5. But thy eternal summer shall not fade (Turn into an affirmative sentence)

ANS. But thy eternal summer shall remain unfade.

6.  Summer's lease hath all too short a date. (Turned into a complex sentence)

Ans. All summer's lease hath a date wich is too short.

7. But thy eternal summer shall not fade. (Turn into a complex sentence)

Ans. But it is thy eternal summer which  shall not fade.

8. So long lives this, and this gives life to thee. (Turned into a complex sentence)

Ans. As long as this lives, this gives life to thee.

9. The poet said, "Shall I compare thee  to a summer's day?" (Change the mode of narration)

Ans. The poet asked if he would compare  thou  a summers day.

Fill in the blanks with articles and prepositions:

1. Shall I compare thee (i)  (ii) summers day?

Ans. (i) to (ii) a

2. Sometimes too hot (i)eye (ii) haven shines.

Ans. (i) the (ii) of

Read More

Textual grammar, Class xii (wbchse) (Asleep in the valley)

                        Textual grammar
                      (Asleep in the valley)
                         Arthur Rimbaud. 

  Change the Voice

1. A slow stream leaves long strands of silver on the bright grass.

Ans. Long strands of silver are left on the bright glass by a slow stream.

2. They fill the hollow full of light.

ANS. The hollow is filled full of light by them.

3. Keep him warm.

Ans. Let him be kept warm.OR, He is to be kept warm.

4. The humming insects don't disturb his rest.

Ans. His rest is not disturbed by the humming insects.

5. He may catch cold.

Ans. Cold may be caught by him.

Do as directed.

1. A small green valley where a slow stream flows.(Use the adverb form of 'slow')

ANS. A small green valley where a stream flows slowly.

2 A soldier, very young, lies open-mouthed. (Turn into a complex sentence)

ANS. A soldier who is very young lies open- mouthed.

3. His smile is like an infant's.(Turn into a complex sentence)

ANS. It is his smile that is like an infant's.

4. His smile is like an infant's.(Turn into a negative sentence)

ANS. It is not that his smile is not like an infants.

5.  He may catch cold.(Turn into a negatite sentence)

ANS. He may not but catch cold.

6. The humming insects don't disturb his rest. (Turn into a Complex sentence)

ANS.The insects which hum don't disturb his rest.

7.  He sleeps in sunlight.(Turn into an interrogative sentence)

ANS. Does he not sleep in sunlight?

8. In his side there are two red holes. (Turn into a complex sentence)

ANS. In his side there are two holes which are red.

Correct the error in the following sentence by replacing the underlined word with the right one from the options given below:    1x1 =1

1. A soldier, very youth, lies open mouthed.

Options: young, youngster, youthful

Ans. A soldier, very young, lies open- mouthed.

2. His smile is like an infants -gentle, without guileless.

Options: guile, guileful,gild

Ans. His smile is like an infant's-gentle, without guile.

3. Ah, Nature, keep him worm.

Options: warmly warmth, warm

Ans. Ah, Nature keep him warm

4. He may caught cold.

Options: catches catch, catched

Ans. He may catch cold.

5. The humming insects don't disturbs his rest.

Options: disturbed, disturb, disturbance

Ans. The humming insects don't disturb his rest.

6. He sleeps under sunlight.

Options : in, above, up

Ans. He sleeps in sunlight.

7. In his side there is two red holes.

Options: are, has, have

Ans. In his side there are two red holes.

Read More

How does Longfellow describe the activities of the wind in his poem "Daybreak"?

What does the wind play in the poem "Daybreak"?

OR, How does Longfellow describe the activities of the wind in his poem "Daybreak"?

Ans: Longfellow in his poem 'Daybreak' has presented the wind as a messenger of Nature. It can speak like a human being. At dawn, it rises from the sea. Then it asks the mists to make room for its movement. It requests the mariners to sail on. Then it inspires the forest to hang out its leaves,  the birds to sing, the chanticleer to crow, the corn to bow and greet the morning and the belfry-tower to ring its bell to proclaim the hour. When it blows across the churchyard,  it sighs for the dead and asks them to lie quietly. Actually, the wind performs the function of an alarm clock. It announces the beginning of a new day.

Read More

Explain the significance of the title of the poem "Meeting at Night" by Robert Browning.

Explain the significance of the title of the poem "Meeting at Night" by Robert Browning

  ANS. The poem "Meeting at Night'' describes the lover's secret meeting with his beloved in a  distant farmhouse. The lover undertakes a long  journey across the sea and the land at night. The lover overcomes hardships and obstacles to fulfil  his mission of love. He lands on the beach and walks a mile along the warm sea- scented beach. Then he crosses three fields  to reach the farmhouse where his beloved lives. The lover makes his presence felt by tapping at the window pane. Then his beloved lights a match and starts whispering with him. They are locked in warm embrace in the midst of joys and fears.The secret meeting of the two lovers is symbolically suggested by the title. Hence, the title of the poem is quite justified.

Read More

Project Work Class XII (WBCHSE)

                          Project Work

                                  On

         Indianization of Oscar Wilde’s Story

                    “The Happy Prince”

             GANGARAMPUR HIGH  SCHOOL

           P.O. Gangarampur, Dist. Dakshin Dinajpur

                         Project Work

                                       

                                        Submitted by

Name of the Student _____________________________

Roll No.  ______________ Section _______________

Registration No.  _________________ (2015-2016)

   In partial fulfillment to class XII English Course.

                    

                   

             

                      Acknowledgement

             This project has given me golden opportunity for learning and self-development through collaborative activities. I want to thank respected Mr. /Mrs.__________________________  to whom I owe specially for preparing this project based on the beautiful story, entitled “The Happy Prince” written by Oscar Wilde.

I do want to extend my heartfelt thanks to my friends, parents and others who helped me in various ways to make a final draft of this work and submit the same to our school.

Signature of the student

                                                                 ………………………………………………………………..

                             CERTIFICATE

    This is to certify that this Project Report entitled Indianization of Oscar Wilde’s short story “The Happy Prince” submitted by ___________________ Class XII Roll No._______ Registration No. ______________ Year_________ submitted in partial fulfillment to class XII English Course during the academic year 2015-2016 is a bonafied record of project work carried out under my guidance and supervision.

Signature of the Project Guide

     Name: …………………………………………………………………….....

Designation: Assistant teacher

                                      Department: English

    School: ……………………………………………………………………….

                              Contents

(1)                            Introduction                                                             Page

(2)                      Procedures and Input                                         Page

(3)                     Out of the project                                                  Page

(4)                      Conclusion                                                                 Page

(5)                      References/Bibliography                               Page

                                           1.   Introduction

1.1 Project in our syllabus:

As per the new syllabus, Project work has been included as a part of the curriculum. We have made the choice according to the availability of works.

1.2 Objectives: 

(i) finding out the structural divisions of a story.

ii) visualising the story in Indian context.

(iii) adding Indian flavour to the strong.

(iv) taking more of the characters in Indian context.

1.3 Guiding Principle:

(i) We should try to locate its difference from Indian cultures.

(ii) Then we must try to fit in the writing in to Indian context.

(iii) We should use our daily life experience of Indian culture and society by adding enough Indian words.

1.4 Limitations

(i) The duration for the entire project was only ten periods.

(ii) It took a long time to select the exact piece of writing which could be transformed.

(iii) For this particular project, group work doesn't help much as it demands individual imagination and not a number of opinions.

                                 2.  Procedures and Input

           For the Indianization of Oscar Wilde’s story ‘Happy Prince’ we worked in groups and sometimes in pairs through a systematic process. Our teacher fixed 10 interventions for carrying out the project.  The details of our activities are enumerated below:

First intervention: On the first day, we chose the prose piece Happy Prince’ written by Oscar Wilde. We planned that a rich theatrical script can be made to develop from this prose piece. Then we went through the main events of the story and studied the characters and setting.

Second intervention: On the second day, we explored the behavioral types of each of the characters.

Third intervention: On the fourth day, we were divided into groups and the story was divided into different parts. Then we started writing dialogues. Our teacher sketched the necessary improvisations and modifications.

Fourth intervention: On the fifth day developed a draft script as per the instructions that were given by our teacher.

Fifth intervention: On the sixth day, we distributed copies of the draft script to each group and the instruction was to go through the script. We incorporated a number of dialogues and erased some of them according to the suggestions made by the teacher for a better impact.

Sixth intervention: Roles were distributed through tests.  Then short listed students were asked to read out their script roles

Seventh intervention: On the seventh day, the copy of the final script was distributed to each student. Rehearsal of the drama started. Some students were given off-stage duties like playing music, preparing the stage, arranging props etc. our teacher was unanimously selected the director to conduct the rehearsal.

Eighth intervention: On the eighth day, a rehearsal was performed without taking help of the script and further improvements were made in our acting skills.

Ninth intervention: On the ninth day, the drama was performed in our school auditorium. We were asked to evaluate the performance. This was given as our Homework.

Tenth intervention: We read out the evaluation report of the performance and then a general discussion started. Finally the Project Report was submitted for evaluation

                                         3.   Output of the Project       

                 Final implementation of the project Indianization

                                                      of an

                                                    English Short Story

                                                                  &

                            The Happy Rajah (Abridged and Altered)

           

            Once in our country there lived a Rajah who was fond of hunting birds with his bow and arrow in the forest. Oneday he went to the forest all alone and happened to come across a flight of parrot on top of a tree. No sooner had he aimed his arrow at the birds tha they sensed a danger and flew away in panic. Only one of their playmates, Hiramon stoo still. The Rajah was so much moved by the colour and beauty of the bird that he did no kill it. Hiramon came down and said to the Rajah, "Will you give me shelter in you house?"

          

            At first the Rajah did not agree and told him to stay beside the marble statu outside the gate of his house. He said, "You can stay inside the house during the day but at nigh you stay beside the statue”. "Whose statue is it?" asked Hiramon. The Rajah said, "I buil it myself over the years. It was made of costly marble, although I had not drained all the resources from the treasury of my state."

       

            Hinamon stayed inside the house throughout the day, yet at of the Rajah in th the feet of the huge statue. At night he sensed the pangs of loneliness of the Rajah in the groaning noise of the breeze and the hooting of the owl presaging disaster of the country for want of proper heir to the throne. Oneday Hiramon came to sing a song at the Rajah’s palace and mesmerised him with his melodious voice. The Rajah was so pleased that he told him, “Don't fly away and leave me alone. Inspite of my riches I am really alone. If you desert me, I’ll die. Will you be my messenger?''

       

            Hiramon, the little bird was moved to tears, seeing the misery of the Rajah. Although his other friends had left him, he could not forget the Rajah and became his messenger. One day the Rajah told him to go to Natibpur and visit Rahim chach's house. Rahim's chacha was a marginal farmer and he had been starving for many days. So the Rajah said, I can neither sleep at night nor I find peace at home until I get to know how Rahim chacha is." Then Hiramon flew away over the meadow and passed by the temple. He passed over the market and school building. He saw a vast paddy field where many farmers could not produce crops for want of rain. At last Hiramon came to Rahim chacha's  home and discovered him lying sick on the bed. He was about to die from hunger. Hiramon began his magical song with his mellifluous voice to make Rahini chacha feel little better than before. But his eyes were so heavy with distress that he sank into sleep. As soon as the Rajah knew about the object misery of Rahim chacha, he went to his ante-chamber and brought out a handful of gold coins in a small bag. Then he requested Hiraman to give it to Rahim chacha. "I don't want any of the farmers of my country to die from hunger and poverty", the Rajah said. Hiraman immediately flew up to Rohim's chacha's home and let the small bag beside his pillow and came back to the Rajah to narrate what he had done. The Rajah remarked, " Oh, you've really done a wonderful job."

           

            Alter a couple of days the Rajah came to know from one of his neighbours that a patient had been suffering from an incurable disease in the village, Ratikantapur. Her daughter had been begging from door to door only to raise fund for the treatment of her ailing mother for the treatment of Soon the Rajah summoned Hiramon, brought in a bagful of jewels from the vault of his house and told the bird to give it to the poor girl. Hiramon flew away and came to the room of the little girl through a little hole of the ventilator. He saw the little girl keeping her head between her knees. Hiramon put the bag down and flew away. When the girl found it, she could not hold back her tears and said, "I cannot but feel happy for the grace of God”.

      

              Hiramon returned to the Rajah and described what he had heard and seen on his way to the little girl's home. Hiramon and the Rajah became so intimate that one could not live without the other. One day the Rajah looked sad and depressed. He was wandering in the verandah of his house. Hiramon came to him and said, "Why do you look so upset?" The Rajah said, "One of my courtiers have informed me that an old man is shelterless as his wicked son has driven him out. I can give no more this day than these silver coins from my savings. Will you give it to the old man?”  

         

          Hirannon said, Where does he live? "- “It is in the village, Gadhadharpur.” Hiramon obeyed as he was commanded. But he could not trace out the old man anywhere. He was sad. While returning to the Rajah, he suddenly discovered an aged man leaning his back against the statue of the Rajah. Hiramon fluttered his wings over his head and said in an almost inaudible voice, "May you be saved with the bagful of silver coin I'm keeping here.” The old man was extremely happy to get his bag and thanked God for his munificence.

          

           Meanwhile Hiraman fell severely ill and had no hope to survive in adverse situation. He was unable to hear the hardship anymore and passed away. The Rajah also could not endure the pain of seperation and courted a premature death. Later the zamindars of the village subiects and courtiers came to see the statue. It stood in solitude, expressing the meaninglessness of human pride. It remained broken and disjoined and there was none to look after it.

                                     

                                             4. Conclusion

         

          Indianization of an English story offered us a great scope to learn in detail about the process of writing a story in view of the Indian context and made us learn diverse aspects of literature. We discovered the art of classroom management and rudimentary principles of Indianizing a story.

   

                                  

                                          5.  Bibliography:

Name of the book	Name of the author	Name of the publisher
1. The Happy Prince	Oscar Wilde	Sreejith Publications
2. Oxford Advanced Learner's Dictionary	A.S. Hornby	Oxford University Press
3. Indian Fairy Tales	K. J. Bose	Inter University Press
4. The Angel	Hans Christian Andersen	C, A. Reitzel
5. The Blue Bird  6. Brother and Sister	Madame d'Aulnoy Brothers' Grimm (Jacob & Wilhelm Grimm)	London Lawrence an Bullen, 1892 Grimm's Fairy Tale  Classics

Read More