Invitation to English-1 (New Edition) PDF

1 INVITATION TO ENGLISH - 1 (NEW EDITION) (Prose and Poetry) Approved by the Council of Higher Secondary Education, Odisha Bhubaneswar for +2 Examination Published by Odisha State Bureau of Textbook Preparation and Production, Pustak Bhavan, Bhubaneswar 2 Editors Prof. Gangadhar Mishra Dr. Kamala Prasad Mohapatra Dr. Rajat Kumar Mohapatra Dr. (Smt.) Sanghamitra Khuntia Dr. Dhirendra Kumar Mohanty Reviewers Dr. Bhagabat Nath Dr. Sachidananda Tripathy Major Debasis Das Dr. (Smt.) Sumitra Mishra Published by The Odisha State Bureau of Textbook Preparation and Production Pustak Bhavan, Bhubaneswar, Odisha, India. First Edition : 2012/ 1,00,000 copies Reprint : 2013/1,00,000 copies Reprint : 2014/80,000 copies Reprnit: 2015/1,35,000 copies Reprint : 2016/1,00,000 copies Publication No : 103 ISBN : 81-8005-277-X © Reserved by The Odisha State Bureau of Textbook Preparation and Production, Bhubaneswar. No part of this publication may be reproduced in any form without the prior written permission of the Publisher. Type Setting : SAI DTP CENTRE, Bhubaneswar Printed at : M/s Shree Satyanarayan Press, Ctc Price : Rs. 58/- (Rupees Fifty eight only) 3 PREFACE Invititation to English - I (New Edition) is an anthology of prose and poetry texts meant for intensive study. It has been designed for formal academic learning at the Higher Secondary level with a view to developing L-S-R-W (listening, speaking, reading, and writing) skills about content material. The level of language learning embedded in the texts supports proficiency in academic areas and is essential for the students to achieve academic excellence. This textbook does not limit language acquisition to the understanding of content area vocabulary only. It is designed to inculcate skills such as comparing, classifying, synthesizing, evaluating, and inferring. As new ideas, concepts, and language are presented to the students at the same time, a great deal of initiative is demanded from the teachers to facilitate learning in the class. Students can also study the texts independently if they have already acquired minimum basic interpersonal communicative skills. For convenience of study, each instructional material has been developed with the configuration of inter-linked units and each unit comprises the following items: Warm up The Text Glossary Think it out Post-reading activities ‗Warm up‘ activities are designed to initiate the students into each unit of the lesson. The teachers should impart cultural information, if any, at this point, so that the students shall feel familiar with the text. While checking the students‘ comprehension of the text, the teachers shall not put any question directly to a particular student but target a group of 3-4 students in order to encourage group activity as students‘ response is always better if they try for an answer in a group. Glossary provided at the end of each unit does not simply provide dictionary meanings of words but the meanings in their context. At the end of the instructional material, in order to maximize the benefits of post-Reading activities ―Thematic Appreciation Tests‖, ―Doing with Words‖, and ―Behold the Stars‖ have been incorporated. Although the teachers shall have the advantage in a small classroom for dealing with the texts, they can never feel uncomfortable in large classrooms. They can use units of instructional material to prepare slides for Power Point Presentations (PPT) for Computer Aided Language Learning. It is hoped that this textbook will facilitate necessary language skills and will be studied with pleasure and profit. Editors 4 FOREWORD The Council of Higher Secondary Education, Odisha has restructured the Syllabus in Compulsory English for Arts, Science , Commerce and Vocational streams for +2 Examinations. Accordingly, the New Edition of Invitation to English-I with new course contents for intensive study has been prepared by a Board of Editors and Reviewers selected by the CHSE. It is hoped that this text book will serve its purpose. On this occasion, I acknowledge my gratefulness to all the authors and publishers for incorporating their texts in this edition of the book. I record my gratitude to the Department of Higher Education, Govt. of Odisha for allowing the Bureau to publish this textbook. I thank the CHSE, Odisha for their cooperation in the preparation and production of the same. My thanks are due to the Editors and Reviewers for the pains they have taken in preparing this book within a short span of time. Finally I extend my thanks to the officers and staff of the Bureau for their whole-hearted support in bringing out this book. We welcome any suggestion from students, teachers, and other stakeholders for improvement of this textbook. (Dr. Geetika Patnaik) Director Odisha State Bureau of Text Book Preparation and Production, Pustak Bhawan, Bhubaneswar. 5 CONTENT PROSE 1. Standing Up for Yourself Yevgeny Yevtushenko 6-14 2. The Legend behind a Legend Hariharan Balakrishnan 15-26 3. The Golden Touch Nathaniel Hawthorne 27-34 4. In London in Minus Fours Louis Fischer 35-45 5. The Cancer Fight, from Hiroshima to Houston Ritsuko Komaki 46-53 6. My Greatest Olympic Prize Jesse Owens 54-61 7. On Examinations Winston S. Churchill 62-71 8. The Portrait of a Lady Khushwant Singh 72-80 9. The Magic of Teamwork Sam Pitroda 81-92 10. Development of Polio Vaccines Bonnie A. M. Okonek 93-104 and Linda Morganstein POETRY 1. Stopping by Woods on a Snowy Evening Robert Frost 105-107 2. Oft, In the Stilly Night Thomas Moore 108-110 3. The Inchcape Rock Robert Southey 111-116 4. To My True Friend Elizabeth Pinard 117-119 5. Fishing Gopa Ranjan Mishra 120-123 6. Daffodils William Wordsworth 124-127 7. The Ballad of Father Gilligan William Butler Yeats 128-132 8. A Psalm of Life H. W. Longfellow 133-137 9. Television Roald Dahl 137-140 10. Money Madness D.H. Lawrence 141-144 11. Syllabus for Higher Secondary Education in English 145-151 6 STANDING UP FOR YOURSELF Yevgeny Yevtushenko Introducing the author Yevgeny Aleksandrovich Yevtushenko (1933- ) is a Russian poet, novelist, essayist, dramatist, screenwriter, actor, editor, and a director of films. Unit I Warm up Have you ever come across a child deserted by parents? How does he/she grow up? Who looks after his/her education? If you have not come across such an urchin in real life, see the harrowing experiences of growing up in the movie Slumdog Millionaire (2008), directed by Danny Boyle, and co-directed in India by Loveleen Tandan. It is an adaptation of the novel Q & A (2005) by Indian author and diplomat Vikas Swarup. Read the following unit of the text and note how a Russian child has been brought up in the streets: The Text In 41, I was living alone in an empty flat in a quiet Moscow street … My parents were divorced and my father was somewhere in Kazakhstan with his new wife and their two children. I seldom received letters from him. My mother was at the front. She had given up her work as a geologist to become a singer and was giving concerts for the troops. My education was left to the street. The street taught me to swear, smoke, spit elegantly through my teeth, and to keep my fists at the ready - a habit which I have to this day. The street taught me not to be afraid of anything or anyone - this is another habit I have kept. I realized that what mattered in the struggle for life was to overcome my fear of those who were stronger. 7 Glossary front place where two armies are fighting in a war concert musical entertainment, usually given in a public ball elegantly showing a good sense of style Think it out 1. Is the narrator a child or an adult narrating his childhood experiences? 2. Does the narrator have happy experiences in his childhood? Why/ why not? 3. What was his relationship with his father? 4. How did his mother spend her time? 5. What does ‗My education was left to the street‘ mean here? 6. What were the two habits that remained with him all his life? 7. What in your opinion was the best lesson that the street taught to the narrator? Unit II Warm up Do you think the narrator was scared of someone in particular? Read the following unit of the text and find out the reasons that made every boy scared of Red: The Text The ruler of our street... was a boy of about sixteen who was nicknamed Red. Red was big and broad-shouldered beyond his years. Red walked masterfully up and down our street, legs wide and with a slightly rolling gait, like a seaman on his deck. 8 From under his cap, its peak always at the back of his head, his forelock tumbled down in a fiery cascade, and, out of his round pock-marked face, green eyes, like a cat‘s, sparkled with scorn for everything and everyone. Two or three lieutenants in peaked caps back to front like Red‘s, tripped at his heels. Red could stop any boy and say impressively the one word ‗money‘. His lieutenants would turn out the boy‘s pockets, and if he resisted they beat him up hard. Everyone was afraid of Red. So was I. I knew he carried a heavy metal knuckle-duster in his pocket. Glossary masterfully not caring for others rolling a side-to-side movement gait manner of walking deck the floor of a ship tripped walked with quick light steps knuckle-duster metal covering for the knuckles, for attack or defence Think it out 1. What made Red look older than he really was? 2. How did he roam in the streets? 3. How did he dress himself? 4. Did he intentionally dress and walk in the manner described? 5. Why did his lieutenants also wear their caps back to front? 6. What pet animal comes to your mind when you read the expression ‗tripped at his heels‘? 7. What was his way of forcing money out of other boys ? 8. How did he rule the street? 9. Was the narrator afraid of Red? Quote the sentence from the text in support of your answer. 9 Unit III Warm up Does the narrator have an encounter with Red? How many times did he come across Red? What was the outcome of his encounters with Red? Read the following unit of the text to find out the answers: The Text I wanted to conquer my fear of Red. So I wrote a poem about him. This was my first piece of journalism in verse. By the next day, the whole street knew it by heart and exulted with triumphant hatred. One morning on my way to school, I suddenly came upon Red and his lieutenants. His eyes seemed to bore through me. ―Ah, the poet,‖ he drawled, smiling crookedly. ―So you write verses. Do they rhyme?‖ Red‘s hand darted into his pocket and came out armed with its knuckle-duster; it flashed like lightning and struck my head. I fell down streaming with blood and lost consciousness. This was my first remuneration as a poet. I spent several days in bed. When I went out, with my head still bandaged, I again saw Red. I struggled with myself but lost and took to my heels. At home, I rolled on my bed, biting my pillow and pounding it in shame and impotent fury at my cowardice. I made up my mind to vanquish it at whatever cost. Glossary exulted showed great joy and excitement triumphant showing great joy or satisfaction bore through to stare in a way that makes somebody feel uncomfortable drawl to say something slowly with longer vowel sounds impotent fury futile anger vanquish defeat completely 10 Think it out 1. What was the first thing the narrator did to overcome his fear of Red? 2. How did the people in the street respond to the poem? 3. Explain the expression ‗triumphant hatred‘. 4. How did Red sneer the narrator? 5. What was the result of his first encounter with Red? 6. ‗This was my first remuneration as a poet.‘ – was the narrator happy with his reward as a poet? 7. What was a more difficult situation for the narrator : to be injured by Red or to overcome his fear of Red when he saw Red after his injury? 8. What was the result of his second encounter with Red? Unit IV Warm up ‗Fear of Red‘ or ‗his cowardice‘: which was more important for the narrator to deal with? What method did the speaker choose to deal with his fear? Did he succeed in his attempt to conquer fear? Read the following unit of the text and for the answers : The Text I went into training with parallel bars and weights. After every session, I would feel my muscles they were getting bigger, but slowly. Then I remembered something I had read in a book about a miraculous Japanese method of wrestling which gave an advantage to the weak over the strong. I exchanged a week‘s ration card for a textbook on ju-jitsu. For three weeks, I stayed at home, practising with two other boys. Then I went out. Red was sitting on the lawn in our yard, playing vingt-et-un with his lieutenants. He was absorbed in the game. Fear was still deep in me, urging me to go back. But I went up to the players and kicked and scattered the cards. 11 Red looked up, surprised at my impudence after my recent flight. He got up slowly. ―You looking for more ?‖ he asked menacingly. As before, his hand dived into his pocket for the knuckle-duster. But I made a quick jabbing movement and Red, howling with pain, rolled on the ground. Bewildered, he got up and came at me swinging his head furiously from side to side like a maddened bull. I caught his wrist and squeezed slowly, as I had read in the book, until the knuckle-duster dropped from his limp fingers. Nursing his hand, Red fell down again. He was sobbing and smearing the tears over his pock-marked face with his grubby fist. That day Red ceased to be the monarch of our street. And from that day on, I knew for certain that one need not fear the strong. All one needs is to know the way to beat them. For every strong man there is a special ju-jitsu. What I also learned on this occasion was that, to be a poet, I had not only to write poems, but know how to stand up for them. Glossary parallel bars a pair of parallel bars on posts for gymnastic exercises session single meeting (for a particular purpose) miraculous most remarkable, like a miracle ju-jitsu Japanese art of self defence vingt-et-un a card game absorbed entirely occupied, giving one‘s full attention to impudence utter disrespect or rudeness menacingly in a threatening manner bewildered puzzled, confused Think it out 1. How did the narrator train himself to grow stronger? 2. How did he get a textbook on ju-jitsu? 12 3. How long did he train himself before the final encounter with Red? 4. Where did the final encounter take place? What was Red doing then? 5. How did the narrator attack Red? 6. How did Red react to the narrator‘s attack? 7. How did the narrator tackle Red? 8. How did Red suffer at the hands of the narrator? 9. What lesson did the narrator learn during his encounter with a bully like Red? 10. What career did the narrator prepare himself for? 11. Which of these do you think is true: courage means not having fear at all or courage means conquering fear? Justify your choice. Post-reading Activities Doing the Words (A) In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words/expressions from the context. Guess at the meaning of words from the way it is used in the sentences/ text below: This will help you read faster and easier. i. Alexander was so good with horse that he could ride any horse masterfully. (clue: Did Alexander behave as a ‗master‘?) ii. His courage used to bewilder many including his father. One example was when he tried to master Bucephalus, an unruly horse, everyone was bewildered at his behaviour. (clue: Bigger words come from smaller ones whose meaning you would know: be+wild+er. ‗wild‘ is something that we don‘t know.) iii. He never worked as a lieutenant in the Greek army but was always its leader. (clue: Is a lieutenant senior or junior to the leader of an army?) 13 iv. Alexander wanted to conquer the whole world. He actually conquered most of it. (clue: Is it to rule or defeat?) v. Although he died very young, his military achievement was impressive. (clue: Bigger words come from smaller ones that you may know. impress+ ive. Was Alexander‘s achievement remarkable or ordinary?) (B) Some words are in italics in each of the following sentences, and three different meanings are given below the sentence. Identify the meaning that best fits the words in italics. 1. What matters in the struggle for life is to overcome fear. i. present situation ii. have an important effect iii. problems 2. Most of the play is written in verse. i. Prose ii. dialogues iii. poetry 3. We have decided to complete the project at whatever cost. i. no matter what the risk or loss may be ii. without considering how much money is needed iii. in the least expensive way 4. I know for certain that daffodils bloom in Spring. i. want to make sure ii. know without doubt iii. declare with confidence 14 5. She has made up her mind to buy a car this month. i. hoped ii. decided iii. thought 6. We must stand up for what is right even if we are standing alone. i. defend ii. represent iii. face boldly (C) Mark the use of ‗heel‘ in ―Two or three lieutenants, in peaked caps back to front like Red‘s, tripped at his heels.‖ Look up the word ‗heel‘ in the dictionary. Study the meanings of ‗heel‘ in the following idiomatic expressions. Use each of them in a sentence of your own. (a) take to one‘s heels (b) on the heels of (c) cool one‘s heels (d) kick up one‘s heels (e) turn on one‘s heels (f) head over heels (g) come to heel (h) show a clean pair of heels 15 THE LEGEND BEHIND A LEGEND HARIHARAN BALAKRISHNAN Introducing the author Hariharan Balakrishna is a writer and columnist. This article was published in the Literary page of the Hindu, 22 Jan 2006. Unit I Warm up A legend is a story or a narrative about a very famous person. People are also referred to as legends if they have been unusually successful in their own fields of work. The title mentions two legends. Who are the two legends mentioned in this unit ? Why are they termed legends? What did the author plan to do when he came to know about the two? Read the following unit of the text to find out the answers: The Text Khairi made the entire forest where she lived famous. She was not a bandit queen but Khairi, the tigress of Jashipur. It was exactly 25 years ago when I spent two days and two nights with Khairi and the menagerie of Saroj and Nihar, I had read a small news item in The Statesman about the latest exploits of a domesticated tigress in the Similipal forests of Odisha. Suddenly, it struck me that this was happening in my own State. I thought, ―why not attempt to experience it myself?‖ I spoke to N.S. Ayyangar, a se nior journalist in Berhampur, and a few other elders. I was told that Khairi was under the care of a rather gruff and tough man called Saroj Raj Chaudhury who brooked no nonsense and suffered no fools. I got his address and wrote asking if I could visit him. For good measure, I referred to a few itinerant articles I had written for Indian magazines. It was a shot in the dark and I did not really expect to hear from him. But, to my utter delight, I got a letter within a week inviting me to Khairi -Jashipur, giving precise instructions about how to reach there. Mr. Chaudhury also asked me to let him know in advance how and when I was reaching. I gave him a date and said I would be taking a bus from Bhubaneswar on a particular night. 16 Glossary bandit queen queen of the robbers menagerie a collection of wild animals a shot in the dark a hopeful attempt brook no nonsense tolerate only important and necessary things suffer no fools do not tolerate stupidity in others. Think it out 1. Who is Khairi? 2. How did the writer come to know about Khairi? 3. Who was the foster father of Khairi? 4. Which State does the writer belong to?(Para 2) 5. What did he learn about Saroj Raj Chaudhury as a person? 6. How did he contact Mr. Chaudhury? 7. Why did he refer some of his articles to Mr. Chaudhury? 8. Did Mr. Chaudhury reply to the author‘s letter? What did he write? Unit II Warm up How did the author reach Khairi -Jashipur? How was his welcome at Mr. Choudhury‘s house? How did Khairi greet the author? Read the following unit of the text for the details: 17 The Text I packed my bag, took the train and boarded the overcrowded bus from Bhubaneswar. I arrived sometime before 4.00 a.m. wondering where to go in that semidarkness. To my utter surprise, within a minute there was the click of boots and a voice welcoming me to Khairi -Jashipur. The Forest Guard, detailed to escort me, took me to the guest house, put me in my room, assured that water was in the jug; I could sleep as long as I wanted and Saab would see me as soon as I was ready. I think I had an hour of blissful sleep. I woke up with a start when I heard the unmistakable voice of the Tiger just outside my door. I was terror -struck. Within minutes, a bearer came to the room wi th hot tea and biscuits. He smiled at the expression on my face and assured me that it was only Khairi outside the door, making friendly enquiries about the new guest in the house. I finished my tea, had a quick shower and went to the main house. Saroj Raj Chaudhury was sitting on a large chair. There was a sloth bear behind him, holding on to his waist and making gurgling sounds. He said, ―Get down, Jambu, get down‖ and rose to greet me — a frail man in his fifties, slightly balding on the top. We got talk ing. I didn‘t find a gruff and rough no -nonsense man. What I found was one of the most humane human beings I had ever met in my life. Glossary escort guide humane showing kindness towards people and animals, caring Think it out 1. How did the writer come to Bhubaneswar? 2. How did he go to Jashipur from Bhubaneswar ? 3. How did the forest guard receive him? 4. Why was he terror-struck? 5. What did the bearer tell him about Khairi? 6. What was Mr. Chaudhury doing when the writer met him? 18 7. How did Mr. Chaudhury greet the author? 8. What was the name of the bear? 9. What was the physical appearance of Mr. Chaudhury? 10. What kind of man did the author find Mr. Chaudhury to be? Unit III Warm up Mr. Chaudhury had many interesting stories to tell about Khairi and the other pets at his home. Read the following unit of the text for the details: The Text Here is the first story that emerged from this very unusual man between sips of coffee: ―As you will see, I have different species of wild animals in this house. They all came in at different stages of their lives. I have debunked the theory that they cannot co-exist unless they are together from infancy. One thing I wanted to experiment with was the reaction of a young tiger to a snake. One day, when Khairi was much younger, we found a baby krait in the house. As you know, krait is one of the most poisonous snakes. I was noting Khairi‘s reaction to its presence. Khairi was curious to know more about this strange ne w creature. Every time the krait got too close to Khairi, I would pull it back by its tail. This went on for some time. At some point, I must have been a little unmindful. It turned round and bit me. I immediately tied a tourniquet above that and got the p oison out. I saw the doctor as soon as possible. Luckily it was a baby. Still, some of the poison got into my blood stream and as a result, I am now a permanent patient of hypo -glycaemia.‖ By the time he finished this astonishing story, Jambu took a fancy to me and climbed behind to give me his bear hug. A stern ‗no‘ from Saroj was enough to dissuade him from this expression of fondness. As the day progressed, between our conversations and the intermittent crackle on the VHF wireless set by which he was giving instructions to his men in the forests, I got to know a veritable joint family that was living inside the compound — a mongoose, a pangolin, wild cat twins, a country dog and a blind Hyena. Each had a name. 19 Glossary debunk (v) to expose as being false, or exaggerated tourniquet a piece of cloth bound tightly on an arm or a leg to stop bleeding hypo-glycaemia condition of having a very low blood pressure take a fancy to start liking someone intermittent occurring occasionally or at regular or irregular intervals crackle making short sharp sounds Think it out 1. What theory did Mr. Chaudhury prove wrong? 2. What was his first story about? 3. Why is it so unique and amazing? 4. Why did Mr. Chaudhury allow Khairi to come near a krait? 5. What was Khairi‘s reaction to the presence of the krait? 6. How did the experiment affect him? 7. What did the bear try to do with the writer? 8. What prevented the bear from doing so? 9. What kind of family did Mr. Chaudhury have? 10. What was his relationship with different animals? Unit IV Warm up How did Saroj Raj Chaudhury come across Khairi? How does he recount the story of his first meeting with Khairi as a cub? Read the following unit of the text for the details: 20 The Text Khairi‘s story started on October 5, 1974 when 12 Kharia tribals of Similipal brought a two-month old tiger cub to Saroj Raj Chaudhury, an officer of the Indian Forest Service. Saroj noticed that it was a female — famished and confused. His first experience of wha t was to become his passion in life was angry snarls and scratching claws. But, the veteran forester and instinctive lover of wildlife knew how to handle a hungry, angry cub. He imitated the sounds of a mother -tigress. ―W ithin minutes, her confidence was f irmly anchored in the fostering human,‖ is how he recalled those first few minutes between the legends. Early next morning, Saroj started for his inspection of the Tiger Reserve area. I tagged along in the jeep that snaked through narrow road in the woods amidst lush foliage. ―My mother gave me a gun for my eighth birthday. As a young man, I shot wildlife with abandon. But soon, I realised that there is greater happiness in conserving these beautiful animals that do no wanton harm to man‖ is one of the things he told me about his life during that long travel. At that time, he was an authority on the tiger and Director of Project Tiger in India. Saroj introduced the Tiger Tracing Method of tiger census where the pugmarks of each animal with distinctive measu rements and characteristics are meticulously recorded. For the night, we camped at a guest house deep in the jungle. It was a wooden structure with functional rooms and a bath. It was built on stilts, and stood a good 15 feet above ground. I experienced fo r the first time, one night atop a magnificent machan. Glossary famished very hungry meticulous paying careful attention to every details lush foliage leaves of trees growing luxuriantly wanton harm reckless harm 21 Think it Out 1. How and when did Mr. Chaudhury come across Khairi? 2. In what condition did he find it? 3. How did he manage the hungry and confused cub? 4. How did he treat wild life in his young age? 5. What did say about his change of attitude towards wild life to th e author? 6. What was his contribution to the tiger project? 7. What was the guest house like? 8. What new experience did the author have in the Tiger Reserve area? Unit V Warm up Did the writer meet Mr. Chaudhury for the second time? What new animals did he see there? How long did he stay with Mr. Chaudhury? Read the text below for the details: The Text I went to Khairi-Jashipur again after three months, as I wanted to know more about Khairi. Saroj was gracious enough to welcome me once again. In addition to my old friends in that house, this time I found an eight -foot long addition — a young python. Within the next couple of hours, I continued my quest of the man and his passion. But then, there was a wireless message from the World Wildlife Fund. Saroj was asked to immediately catch a flight for an important meeting at New Delhi the next day. We drove to the Dum Dum Airport and I saw him off at Calcutta. That was the last time I met this legend behind a legend. In just over three months, Khairi died. Saroj Raj Chaudhury did not live much longer. A unique tale of the tiger ended there. A salute is due, at least now 25 years hence. 22 Glossary quest search Think it out 1. After what interval of time did the writer visit Mr. Chaudhury for the second time? 2. What new addition to Chaudhury family did he find there? 3. Why did he get less time to interact with Mr. Chaudhury this time? 4. Who died first, Khairi or Mr. Chaudhury? 5. Who are the two legends the writer talks about? 6. The text is more about Mr. Chaudhury or Khairi? 7. Can you guess now why the title of the text is ― The Legend behind the Legend‖? Post-reading activities I. Arranging in Order Provided below are some events from the les son. These are not in order. Arrange them in order as they occur in the lesson by putting numbers within the brackets provided against the items. One is done for you. a. Khairi played with the krait. (—) b. Khairi was brought to Mr. Chaudhur y. (—) c. The writer sees Mr. Cha udhury off at Dum Dum Airport. (8) d. The writer reads a news item about Khairi. (—) e. Chaudhury writes a letter to the writer. (—) f. The writer reaches Jashipur by bus. (—) g. He stays with Chaudhury in a camp guest house in the forest.(—) h. The writer saw a Python as a pet of Chaudhury. (—) 23 II. Note-making Note-making helps you to develop your reading and writing skills. This lesson has, you know, two major themes – Khairi and Mr. Chaudhury. You have to read the lesson, make notes (in words and phrases) on these two and then use these points to write about them. One has been done below on Khairi as a model. Make notes on Mr Chaudhury. Notes on Khairi Para 1.  Tigress of Jashipur  Made the forest famous  Domesticated tigress in the Similipal forest of Odisha  Writer read a news item about Khairi Para 5  Khairi roared to welcome the writer  He was terror struck. Para 9  On October 5, 1974 Khairi was brought as a cub, hungry, confused Para 15  Chaudhury managed her imitating the sounds of a mother tigress. Death of Khairi followed by the death of Chaudhury. With the help of these notes, write a paragraph on Khairi. 24 Khairi Khairi was a domesticated tigress. She made the Similipal forest and Jashipur famous. The writer read about her from a news item. Then he visited Jashipur to see Khairi and Chaudhury who had kept Khairi as a pet. He came to know from Mr. Chaudhury that Khairi was brought to Chaudhury on October 5, 1974 by twelve Kharia tribals. It was then a small cub, hungry and confused. Chaudhury handled the cub well by imitating the sounds of a tigress. She grew up as a domesticated tigress under the loving care of Chaudhury. But she did not live long. Chaudhury also died soon after the death of Khairi. Now write notes (from the lesson) and develop the notes into a write up on Mr. Chaudhury. III. Doing with words Collocation Collocation in expressions means which words go with which other words. Collocations are fixed expressions. For example: sweet dreams, day dreams, bad dreams, pipe dream, hard- earned money, public money, extra money, tax-payers‘ money a. Match the columns. A B disturbed legend water theory living instruction absurd sleep specific an idea debunk bearer b. Find out five collocations from the text. (Example: to take a fancy) c. Which word in each line does not collocate with the head word? 25 i. a theory: come up with, do, debunk, build ii. a debate: open, listen to, join in, find iii. legend: fresh, famous, well-known, sports iv. veteran: soldier, idealist, activist, man v. gracious: welcome, hospitality, building, smile BEHOLD THE STARS KHAIRI , the tigress adopted and domesticated by Saroj Raj Chaudhury Saroj Raj Chaudhury, a Forest Officer and lover of wild life with Khairi as cub 26 THE LEGEND BEHIND A LEGEND Saroj Raj Chaudhury and Jambu, his pet bear Tail-piece Read the following story and enjoy Androcles and the Lion (by Aesop , translated by G.F. Townsend) A slave named Androcles once escaped from his master and fled to the forest. As he was wandering about there, he came upon a lion lying down moaning and groaning. At first he turned to flee, but finding that the lion did not pursue him, he turned back and went up to him. As he came near, the lion put out his paw, which was all swollen and bleeding, and Androcles found that a huge thorn had got into it, and was causing all the pain. He pulled out the thorn and bound up the paw of the lion, who was soon able to rise and lick the hand of Androcles like a dog. Then the lion took Androcles to his cave, and every day used to bring him meat. But shortly afterwards both Androcles and the lion were captured, and the slave was sentenced to be thrown to the lion, after the latter had been kept without food for several days. The Emperor and all his Court came to see the spectacle, and Androcles was led out into the middle of the arena. Soon the lion was let loose from his den and rushed bounding and roaring towards his victim. But as soon as he came near Androcles he recognised his friend, and fawned upon him, and licked his hands like a friendly dog. The Emperor, surprised at this, summoned Androcles to him, who told him the whole story. Whereupon the slave was pardoned and freed, and the lion let loose to his native forest. 27 THE GOLDEN TOUCH Nathaniel Hawthorne Introducing the author Nathaniel Hawthorne (July 4, 1804 – May 19, 1864) is an American novelist and short story writer. His themes often centre on the inherent evil and sin of humanity, and his works have moral messages and deep psychological complexity. Unit I Warm up Human beings have fascination for gold. Unusual greed for gold invites sorrow, doesn‘t it? Hawthorne‘s story ‗The Golden To uch‘ narrates the misery of a legendary king who suffered for his desire to amass gold. Read the following unit of the text and note how King Midas was obsessed with the yellow metal: The Text Long ago, there lived a very rich man called Midas. Besides being rich, he was a king, and he had a little daughter called Marygold. King Midas loved gold more than anything else in the world. He liked being a king, chiefly because he loved his golden cro wn. He loved his daughter dearly too, and the more he loved her, the more gold he wanted for her sake. When King Midas saw the golden light of the sun at evening, he wished it could turn everything into real gold. When Marygold came to him with a bunch of sweet yellow flowers,he would say, ‗If they were as golden as they look, they would be worth picking!‘ Even the roses in his garde n did not please him any more -the 28 largest and sweetest and most beautiful roses ever seen - because they were not made of gold. And although the king was very fond of music in his youth, the only music he loved now was the sound of gold coins, one against another. At last, King Midas could not b ear to touch anything that was not gold. He used to go down to a secret room under his palace where he kept his precious store. He would let himself in and count his gold pieces. He would hold the bars of gold, and admire his gold cups and plates, until he could hardly bear to leave them. Now in those days a great many wonderful things used to happen just as they do today. One morning King Midas was in his treasure -room when he noticed that the sun was shining into the room more brightly than usual. Not o nly that, but a stranger stood there, smiling at him in the light of the sunbeam. King Midas knew that he had locked himself in as usual, and so he guessed that his visitor was no ordinary person. The stranger looked at the gold pieces that the king was counting. ‗You seem to be a very rich man‘ he said. ‗But it has taken me a long time to collect this gold‘, said King Midas. ‗If I could live a thousand years, I might have time to get richer‘. ‗What! Aren‘t you satisfied?‘ asked the stranger. ‗What else do you want?‘ Midas thought carefully. This was a wonderful chance, and he felt that the stranger had magical powers. ‗I am tired of collecting my riches so slowly‘, he said. ‗I wish everything I touch could be turned into gold‘. ‗The Golden Touch!‘ exclaimed the stranger. ‗Are you sure you would never regret it?‘ ‗How could I regret such a thing?‘ said Midas. ‗It would give me perfect happiness at last‘. ‗Very well, then‘, the stranger said, as he turned to go. ‗Tomorrow at sunrise you will find that you have the Golden Touch‘. The light of the sunbeam brightened so vividly that Midas closed his eyes. When he opened them again, the stranger had gone. 29 Think it out 1. What do you learn about King Midas from the first two paragraphs of the story? 2. What did he wish when saw the golden light of the evening sun? 3. Why didn‘t he like the roses of his garden? 4. How did he spend his time in his ‗treasure -room‘? 5. How did he come across the stranger? 6. How did King Midas answer the stranger‘s question, ―What else do you want?‖ 7. How did the stranger fulfill his wishes? Unit II Warm up How did King Midas feel when his desire for turning everything into gold was fulfilled? Read the following unit of the text and mark how King Midas felt when what he touched changed into gold: The Text Next morning, King Midas awoke before the dawn. He looked eagerly to see if his bed had been turned into gold. But no; it was exactly as it had been before. He lay, very disappointed, looking around his room. Suddenly, the earliest sunbeam of the rising sun shone through the window and up to the ceiling above. It seemed to reflect its golden light towards him. Looking at the sheet on his bed, Midas was astonished to find that it had become cloth of gold. The Golden Tou ch had truly come to him, with the first sunbeam. King Midas got out of bed in excitement. He touched one of the legs of the bed as he did so - and it immediately became a golden pillar. He pulled the curtain at the window, and at once it became golden, t oo. He put on his clothes, and found himself dressed in golden cloth. He took up his spectacles and put them on - and he found he could see nothing at all. The glasses had turned into gold and he could not see through them. He took them off again. 30 ‗Never mind‘, he thought to himself. ‗The Golden Touch is worth more than a pair of spectacles, and Marygold will be able to read to me‘. King Midas went downstairs and into the garden. He noticed that even the brass handle of the door became gold as soon as he turned it. Then he went among the rose-trees that had always been his pride and joy in the past. When he went in to breakfast that morning, he felt more hungry than usual. While he was waiting for his eggs to be ready, little Marygold came in crying bitterly. ‗Look, father!‘ she cried, holding out a golden rose. ‗I went to pick you some rose and they are yellow and hard, and their sweet scent is gone‘. ‗Never mind, my dear‘, said her father. ‗They are worth much more like that. Sit down and eat your breakfast‘. He poured himself a cup of coffee as he spoke. The coffee pot was a golden one when he put it back on the table. Then he tried a spoonful of coffee, to see if it was sweet enough. But it had become liquid gold. ‗Well!‘ he exclaimed. He was thirsty. ‗What is the matter, father?‘ asked Marygold. ‗Nothing, child. Drink your milk,‘ Midas said. But the eggs that he tried to eat, the fish, the bread, the butter all the food was uneatable for the king, that morning. ‗How am I to have any breakfast?‘ he thought. ‗Such costly food is before me, and I can eat nothing!‘ He looked across the table at Marygold. She was eating happily, her tears forgotten. She looked up, saw that something was wrong, and came round to comfort her father. ‗What is wrong, father?‘ she asked. Midas bent down and kissed his little daughter. Then - what a terrible change came over Marygold! Her sweet little face turned to yellow gold, her lovely hair became golden metal, her little body hardened into a figure of solid gold. What had he done? 31 Think it out 1. When did the king discover that his desire for the golden touch had been fulfilled? 2. Why was the king not sad when his spectacles turned into gold? 3. What was Marygold‘s complaint about the golden rose? 4. How did the king console his daughter? 5. Why couldn‘t the king enjoy his breakfast? 6. What happened to Marygold when the king kissed her? Unit III Warm up How do you expect the story to end? Does King Midas repent for his desire for gold? Read the following unit of the text and note how King Midas got rid of his golden touch: The Text This story would be too sad for us all if we lingered too long on this terrible sight. King Midas could not bear to look at Marygold; yet he could not leave her side. He felt so sad and sorrowful that he wished he was the poorest man in all the world, if only his beloved daughter could be herself again. In despair, Midas looked about him. Suddenly he saw the stranger that had visited him the day before. ‗Well Midas‘, said the stranger. ‗How do you like having the Golden Touch?‘ ‗I have lost everything I really loved‘, said King Midas. ‗I am full of sorrow and regret. Gold is of no use to me now‘. ‗So you have learnt something since yesterday?‘ asked the stranger. ‗Now which is worth more - the Golden Touch or a cup of cold water?‘ ‗Oh, blessed water!‘ exclaimed Midas. ‗Will I ever taste it again‘. 32 ‗The Golden Touch - or a piece of bread?‘ the stranger said. ‗A piece of bread‘, answered Midas, ‗is worth all the gold on earth!‘ ‗Gold - or your own little daughter?‘ asked the stranger. ‗Oh - my child, my child!‘ cried poor Midas. ‗I would not have given one hair of her head for the power to change the whole earth into gold!‘ The stranger looked seriously at King Midas. ‗You are wiser than you were‘, he said. ‗Your heart is still flesh and blood. You know truly that the common things of life, which are within everyone‘s reach, are more valuable than riches. Tell me, do you want to keep the Golden Touch?‘ ‗No, it is hateful to me now‘, said Midas, passionately. A fly settled on the kings nose and immediately fell to the floor, a small scrap of gold. Midas shuddered. ‗Then go down to the end of your garden‘, said the stranger, ‗and wash yourself in the water of the river there. Then bring some of the same water and sprinkle it over anything that you wish to change back again. If you do this, truly and sincerely, you can set right again the results of your greed of gold‘. King Midas bowed his head. When he looked up again, the stranger had vanished. The king ran at once to the river. Without waiting to take off his clothes, he dived in. In the coolness of the water, he felt at once that a weight had been lifted from his heart and body. He came out of the river. He was free of the Golden Touch! He put out his hand and touched a wild rose on the river‘s bank, and he found with thankfulness that it remained the same sweet flower. Taking up a water pot, he quickly filled it with river water and took it back to the palace. I expect the servants thought it very strange to see their royal master carrying a water pot; but that water was more precious to Midas than an ocean of gold. 33 The king went straight to the golden figure of little Marygold. As he sprinkled the water on her, the rosy colour came back to her cheeks. She began to sneeze and shake the water from her golden hair. ‗Oh, father! See how wet I am - and my dress was clean this morning!‘ she said. Marygold did not know what had happened to her, and her father did not tell her how wrong and foolish he had been. He took her out into the garden, where they watered the flowers together and picked a bunch of sweetly-scented roses. Think it out 1. How did the king realize that the golden touch was a useless gift for him? 2. ‗You are wiser than you were‘ - why did the stranger say so? 3. What did the stranger advise the king to do to get rid of his golden touch? 4. How did the king get back his daughter? 5. Is the story a tragic or comic one? Give your reasons. Post-reading activities A. Arrange the following sentences according to their logical order: (a) Midas said. ‗I wish everything I touch could be turned into gold‘ (b) ‗The Golden Touch!‘ exclaimed the stranger. (c) Midas said, ‗It would give me perfect happiness‘. (d) The stranger said, ‗Tomorrow at sunrise you will find that you have the Golden Touch‘. (e) King Midas came across a stranger smiling at him. (f) The stranger asked, ‗What do you want?‘ (g) He guessed that the stranger was no ordinary person. 34 B. Doing with words. 1. Write the antonyms of the following words: love.................., please.................., beautiful.................., bright.................., usual.................., careful.................., perfect.................., happiness.................., proud.................., wise.................., common.................., sincere.................. 2. Match the expressions in column A with their one-word substitutes in column B : A B (a) that which is fit to eat i) linger (b) to be late or slow in going away ii) eatable (c) tremble with fear or disgust iii) greed (d) strong desire for more food, wealth etc. iv) dive (e) to go head first into water v) shudder 3. Write the nouns derived from the following verbs: collect.................., satisfy.................., exclaim.................., disappoint.................., reflect.................., astonish.................., expect.................. 4. Fill in the blanks with the adjectival forms of the following nouns: gold.................., beauty.................., palace.................., magic.................., spectacle.................., comfort.................., sorrow.................., passion.................., 5. Fill in the blanks with the verbs from which the following nouns have been derived: speech.................., thought.................., excitement.................., collection.................., service................... 35 IN LONDON IN MINUS FOURS Louis Fischer Introducing the author Louis Fischer (1896–1970) is an outstanding American writer, columnist, and analyst of world affairs. He occupies a unique place among Gandhiji’s admirers in the West. He has closely studied the life and teachings of Mahatma Gandhi in his book Life of Mahatma Gandhi (1950). Unit I Warm Up Do you know that the Second Round Table Conference in London is an important landmark in the history of Indian freedom movement? It was held in London from 7 September 1931 to 1 December 1931. Note that "In London in Minus Fours" forms a chapter in The Life of Mahatma Gandhi. In this essay the author portrays the character of Gandhiji more as a humane human being than as a politician. Read the following unit of the text and note how the author relates Gandhiji's arrival and stay at London as India's emissary to the Second Round Table Conference : The Text Gandhi sailed from Bombay on the S.S. Rajputana at noon on August 29, 1931, accompanied by his youngest son, Devadas, his chief secretary, Mahadev Desai, who, he said, "out -Boswelled Boswell," Miss Slade, Pyarelal Nayyar, an aide, G.D. Birla, the textile millionaire, Pandit Malaviya, and Mrs. Naidu. Gandhi was proceeding as sole delegate of Congress to the Second Round Table Conference in London. No other delegates were necessary since he spoke for the organization and for a considerable segment of vocal India. 36 In London from September 12th to December 5th, he stayed, most of the time, at Kingsley Hall, an East Settlement House, as guest of Muriel Lester, who had visited him in 1926. Mornings he took walks through the nearby slum areas, and men and women on the way to work would smile at him and he engaged them in conversation and later came to their homes. Children called him "Uncle Gandhi" and sidled up to him and held his hand. One mischief -loving youngster called out, "Hey, Gandhi, where's your trousers"? The Mahatma had a good lau gh. Glossary S.S. Rajputana Steam Ship Rajputana out-Boswelled Boswell Mahadev Desai seemed to outshine Boswell in the art of keeping diaries aide assistant segment section segment of vocal India large section of people who spoke in India's interest slum an urban area heavily populated by the poor sidle walk in a shy or nervous way Think it out 1. Why was Gandhi chosen as the sole delegate of Congress to the Second Round Table Conference? 2. How did Gandhi befriend the men and women of the slum areas of London? Unit II Warm Up Do you know Gandhiji was humble in dress and simple in manners? Read the following unit of the text and note how Gandhiji was simple in his dress and had a unique approach to his goal of complete freedom for India: 37 The Text He was a wonderful newspaper copy, and journalists buzzed around him incessantly. One reporter questioned Gandhi about his dress. "You people," he replied, "wear plus-fours, mine are minus-fours." When he was invited to tea in Buckingham Palace with King George V and Queen Mary, all England was agog over what he would wear. He wore the usual loincloth, sandals, a shawl, and his dangling dollar watch. Subsequently someone asked Gandhi whether he had enough on. "The King," he replie d, "had enough on for both of us." He enjoyed himself everywhere. He had talks with Lord Irwin, war time Prime Minister David Lloyd George, the Archbishop of Canterbury, Field Marshal Smuts, Bernard Shaw, and scores of others, and went down into the count ry near Reading to pay his respects to Colonel Maddock who had performed the appendectomy on him in Poona jail. Winston Churchill refused to see him. He also addressed innumerable public meetings and spent two memorable weekends at Oxford. In these and in the private conversations he tried, above all else, to explain what he meant by the independence of India. He would cut India off "from the Empire entirely, from the British nation not at all, if I want India to, gain and not to grieve. The Emperorship mu st go and I should love to be an equal partner with Britain sharing her joys and sorrows and an equal partner with the Dominions. But it must be a partnership on equal terms." He was describing precisely and with remarkable precision the status free India assumed in the Commonwealth in 1948. He went even further; he saw what many of his followers have not yet discerned. "Isolated independence is not the goal," he asserted. "It is voluntary interdependence. Liberated colonies so treasure their new -found independence; they think it is a viable reality. But the law of nature in love, friendship, work, progress, and security, is creative interdependence. Glossary buzz(v) talk noisily incessantly continuously 38 plus fours more clothing than the usual items of the Englishman's dress namely suit, shirt, hat, and tie minus fours without those conventional items but simple clothing of home-spun loin cloth and a shawl agog excited dangling hanging loosely dollar watch dollar like round shaped pocket watch Bernard Shaw famous British dramatist, public speaker and free thinker appendectomy surgical removal of appendicitis memorable unforgettable Empire the British Empire Emperorship power of the supreme ruler over subject nations Dominions self-governing countries of the British Commonwealth equal terms equal position or status prevision foresight Commonwealth former British colonies forming a group of free nations associating politically for common good discern see clearly isolated independence freedom alone or for its own sake voluntary interdependence willing acceptance of mutual help treasure(v) hold at great value viable feasible, capable of success Think it out 1. What was Gandhi's reply to the journalists' question about his dress? 2. How was Gandhi dressed when he went to see King George V? 3. What did Gandhi say in reply to the question whether he had enough on during his meeting with the King? 39 4. How did Gandhi enjoy himself in London? 5. What was Gandhi's idea of Free India as a dominion in the Commonwealth? 6. What did Gandhi mean by 'creative interdependence' of the member nations of the Commonwealth? UNIT III Warm Up Do you know Gandhiji was accessible to all? Did he confine himself to the Round Table Conference only? Read the following unit of the text and note how Gandhiji spent his time in London: The Text Everywhere he made friends by his charm, frankness, humanity, and accessibility. He even walked into the lion's den in Lancashire where his agitation for khadi and against foreign cloth had caused painful unemployment. At a meeting of the textile millworke rs, one man said, "I am one of the unemployed, but if I was in India I would say the same thing that Mr. Gandhi is saying," A delightful photograph taken outside the Greenfield Mill at Darwen shows Gandhi wrapped in white homespun from neck to knee, for it was cold, and squeezed in among cheering, applauding women, one of whom, to his embarrassment, is holding his hand. He made friends even among those he hurt. "I found that my work lies outside the Conference," he told a London audience. 'This is the real Round Table Conference… The seed which is being sown now may result in softening the British spirit and in preventing the brutalization of human beings." Mahadev Desai's diaries show that the Mahatma often got to bed at 2A.M., awoke at 3.45 A.M. for pra yers, wrote letters and read papers, rested again from 5 to 6, and had no respite from then till the next morning at 1 or 2 A.M. Small wonder that he occasionally slept at sessions of the Conference. He did not give it his best. The Round Table Conference was bound to fail. Lord Reading, a member of the British delegation, formulated the British purpose in one sentence: "I believe that 40 the true policy between Britain and India is that we should in this country strive all we can to give effect to the views of India while preserving at the same time our own position, which we must not and cannot abandon. An irresistible force, India's yearning to be free, met an immovable object, Britain's wish to stay in India. That made agreement impossible. The British government had assigned two Scotland Yard detectives to guard Gandhi in England. They were special policemen, giants in size, who usually protected royalty. They grew to like 'the little man." Unlike most dignitaries, Gandhi did not keep them at arm's leng th or ignore them. He discussed public affairs with them and visited their homes. Before leaving England he requested that they be allowed to accompany him to Brindisi, Italy, whence he would sail for India. Their chief asked the reason why. "Because they are part of my family," Gandhi replied. From India he sent each a watch engraved "With love from Mr. Gandhi." Glossary frankness openness humanity kind consideration for man; humanitarian feeling accessibility readiness to be reached or to mix with lion's den lion's cave - a dangerous place. The boycott of foreign cloth under the Swadeshi movement started by Gandhi had paralysed Lancashire's cloth mills and the mill owners were most critical of him. homespun cloth for which the spinning is done a t home squeezed pressed from all sides applaud show appreciation by clapping of hands embarrassment mental discomfort softening making soft brutalisation the condition of being treated in a cruel and savage manner 41 abandon give up irresistible what cannot be resisted or stopped yearning eagerness immovable fixed or static Scotland Yard London Metropolitan police royalty persons of royal descent dignitaries important personalities at arm's length at a safe distance Think it out 1. Which qualities in Gandhi turned his opponents to friends? 2. How did he make friends even among those he hurt? 3. What was Gandhi's work in London outside the Round Table Conference? 4. Why did the Second Round Table Conference fail to bring about an agreement? 5. How did Gandhi treat the Scotland Yard detectives? Post-reading activities Doing with words A. Match the italicized expressions in the text below with their synonyms given in the table: 1. The audience praises the speaker who can make a nice speech by clapping of hands. 2. The 15th August is an unforgettable day for the Indians. 3. The country is excited over a possible outbreak of war. 4. Digging gold mines in Orissa is not a feasible project 5. Nobody can see clearly the real cause of the spread of violence. 42 6. Rapid industrialisation has brought in the condition of being treated in a cruel and savage manner of human beings. 7. A large section of public opinion is in favour of the nationalisation of road transport. B. Make new words by adding -en. Example : Soft-soften hard ------------- strength ------------- length ------------- light ------------- height ------------- bright ------------- tight ------------- C. Make sentences using the following expressions: out-number, sidle up, pay respect, cut off, above all, at arm's length. D. Mark the use of articles (a, an, the) in the following sentences: (a) Kingsley Hall was an East Settlement House in London. (b) The Mahatma had a good laugh. (c) Gandhi addressed a union of mill workers at Darwen. (d) Gandhi sailed from Bombay on the S.S.Rajputana. Note (i) how in (a), (b) and (c) countable nouns are preceded by the articles a/an. 43 (ii) 'the' is used before 'Mahatma' which is specified in (b) and before nouns denoting names of ships, rivers, mountain ranges, etc. as in (d). (iii) Adjectives when preceded by 'the' denote class, e.g. the rich, the virtuous, etc. and are used as nouns. Insert the appropriate articles where necessary in the right places in the sentences given below: 1. Pyarelal was aide of Gandhiji. 2. Gandhiji was sole delegate to Second Round Table Conference. 3. He spent considerable portion of his salary for poor. 4. After graduation she joined university. 5. Germans are industrious nation. 6. Mr. James is European journalist. 7. Gandhiji's dream did not become reality. 8. Delightful picture of leader was taken outside the Greenfield MiIl. 9. Rich lead life of unrest. 10. I like beauty of this place. E. A preposition links nouns, pronouns and phrases to other words in a sentence. Use the appropriate prepositions in the blanks. 1. He was sent as a delegate ---- the general body meeting. (for/to) 2. The social workers took a walk -------- the nearby slum areas. (through/ into) 3. Pay proper respect --------------your superiors. (for/to) 4. She smiled ----------- me while passing by our house. (to/at) 5. What do you mean ---------- democracy? (for/by) 6. He was wrapped ---- white cotton cloth. (in/by). 7 He engaged them ----------- conversation. (with/in) 44 BEHOLD THE ST ARS Mahadev Desai, Gandhiji's Chief Secretary Ghanshyam Das ―G.D.‖ Birla , a leading Indian businessman Pandit Madan Mohan Malaviya , educationist and freedom fighter , President of the Indian National Congress on four occasions and the founder of Banaras Hindu University (BHU) at Varanasi 45 Smt. Sarojini Naidu, poet and statesman James Boswell, ( 1740 -1795) was a lawyer, diarist, and author. He is best known as the biographer of a celebrated English literary figure Samuel Johnson. Boswell has lent his name to the art of keeping diaries. George Bernard Shaw (1856 - 1950) is a British Dramatist, Author & Socialist 46 THE CANCER FIGHT, FROM HIROSHIMA TO HOUSTON Ritsuko Komaki Introducing the author Dr. Ritsuko Komaki is a radiation oncologist at MD Anderson Cancer Centre in Houston, USA and an advocate of proton therapy. Unit I Warm up During the final stages of World War II in 1945, two atomic bombs were dropped on the cities of Hiroshima and Nagasaki in Japan. The Little Boy was dropped on the city of Hiroshima on 6 August 1945, followed by the Fat Man over Nagasaki on 9 August. In the title of this text, what do you think relates Hiroshima to Houston in the USA? Read the following unit of the text and note the contributions of Dr. Ritsuko Komaki towards the treatment of radiation -related ailments: The Text Dr. Ritsuko Komaki was living with her family near Osaka when the atomic bomb exploded on her native Hiroshima in 1945. But the family returned to the devastated city when she was four, and Komaki grew up a witness to the long -term effects, which likely contributed heavily to the deaths of about half her relatives, including her father. Like many Japanese, she developed both a fascination with and fear of radiation. When her close friend Sadako Sasaki died at age 11 of radiation-related leukemia, Komaki vowed to becom e a cancer doctor. 47 Today, Dr. Komaki has learned how to apply radiation creatively and no longer fears it; instead, as clinical section chief and Program Director of Thoracic Radiation Oncology at The University of Texas M. D. Anderson Cancer Center in Houston, she uses it in increasingly sophisticated ways to fight cancer. She is one of the world's leading researchers and advocates of proton radiation beam therapy, an emerging treatment that many oncologists consider the safest and most effective available. And according to Komaki, her work is much better done in the context of a university program than at private institutions. "Our patients, including all of our proton patients, are treated under clinical trials," which monitor results on large number s of patients, she points out. "It's difficult to treat patients on trials at private hospitals or clinics. They don't have enough manpower, and they don't have review boards that can check on compliance of eligibility and maintain strict quality control o f treatment. This means patients get better care here." Recently awarded the Juan A. del Regato Foundation Gold Medal for best educator and teacher, the higher education setting also allows Dr. Komaki to share her knowledge with future innovators. "I try a lways to educate younger people - students and trainees, as well as patients - to live healthy lives and achieve their goal to help others." Glossary leukemia a type of cancer of the blood or bone marrow sophisticated advanced devastated completely destroyed oncologist a doctor who treats cancer compliance obedience innovator one who introduces new ideas of things Think it out 1. How did Hiroshima become a part of world history? 2. What are the three traumatic events of Ritsuko's childhood? 3. What were the results of these experiences for Ritsuko? 4. What is Dr Komaki's specialization? 48 5. What is she famous for? 6. How do oncologists view proton radiation beam therapy? 7. Why does she prefer to work in a university? 8. Do you think she likes to teach? Why do you think so? 9. What is she more interested in: research and patient care or money? Why do you think so? 10. What is her mission in life? 11. Explain the meaning of this expression: (she) no longer fears it. Unit II Warm up What is proton therapy? To know what it is, read the following unit of the text: The Text Proton therapy, like other forms of radiation, aims ionizing particles (in this case, protons) onto a target tumor to damage and ultimately destroy its cancerous cells. But proton beams are much more localized and powerful than the X -rays used in more established radiation therapies. In the latter, the dosage is big enough to kill the cancerous cells, but some radiation also hits the healthy cells around the tumor. This can cause such side effects as pneumonitis, esophagitis and bone marrow toxicity, or lead to the growth of secondary cancers. To reduce damage to healthy tissues by a scattered dose of low radiation, the oncologist requires sharply delineated radiation, and proton beams are shaped to almost perfectly match the specific tumor and aimed to strike it precisely. Collateral damage is thus minimal, making it feasible to hit the cancer with much bigger doses. In addition, photons (X -rays) release up to 90 percent of their cancer-fighting energy as they penetrate the skin, and lose 30 percent of 49 it by the time they reach the tumor, meaning their overall effectiveness is reduced by 40 percent; they also exit out the rear of the tumor to further damage healthy tissues behind it. By controlling the speed with which it is shot into the body, the proton beam is calibrated to be at 30 percent of its maximum efficacy near the skin level while gathering full strength when it actually reaches the tumor and it barely exits the body at all. Komaki says the treatment is most recommended for those whose localize d cancer has not spread to distant parts of the body. The success rate against prostate cancer, for example, is around 90 to 95 percent. But proton therapy succeeds against many of the 130 known forms of cancer. A recent study led by Komaki and her husband Dr. James Cox, Head of the division of Radiation Oncology at UT M. D Anderson Cancer Center, shows that proton therapy, when used simultaneously with chemotherapy to treat lung cancer, causes significantly less damage to surrounding healthy cells than oth er forms of radiation. It's also particularly effective for children, because it causes little, if any, collateral damage to their still-growing tissues and organs. Likewise, the elderly are strong candidates because tissues and organs surrounding their tu mors are often too weak to withstand the more commonly employed radiation treatments. Dr. Komaki also stresses that the side effects are minimal, noting one patient who played a round of golf following each of his daily outpatient treatments. "Patients think this is fabulous," she says. "You know why? They rarely get sick from proton treatment itself! 'Are you sure you're giving me the treatment?' they ask. It's amazing how much proton treatment they can tolerate compared to photon treatment." Glossary radiation therapy treatment of cancer by using radiation dosage medicinal dose toxicity the quality of being poisonous collateral damage injury to other organs calibrated measured efficacy effectiveness simultaneously at the same time fabulous very great 50 Think it out 1. What is proton therapy? 2. What are the damaging side effects of photon therapy? 3. What are the advantages of proton therapy over photon therapy? 4. Do you think proton therapy is more effective at certain stages of cancer? 5. For what stage of cancer is proton therapy the most useful? 6. For which age groups is proton therapy the best? Why? 7. Why do her patients think proton therapy is fabulous? Unit III Warm up Surgery, radiation, chemotherapy, and photon therapy were th e methods used for treating cancer before proton therapy was adopted. To know more about proton therapy, read the following unit of the text: The Text When she entered medical school in Hiroshima, Komaki was taught that surgery was the only viable can cer cure. But in the 1970s - while doing her externship, internship, residency and fellowship in Milwaukee - she began learning "how radiation could cure people, and that gave it a different meaning to me than just the atomic bomb," she says. She came to v iew localized radiation treatment as less harmful than chemotherapy, and realized that it couldn't be equated at all with the scattered, uncontrolled radiation to the whole body that comes with exposure to an atomic bomb. In 1985, she and Cox went to Colum bia Presbyterian Medical Center in New York to work with Dr. Eric Hall, then a leading international authority on the effects of the atomic bomb on humans. In 1988, she began putting her years of research to work at UT M. D. Anderson. 51 Though protons were discovered by Ernest Rutherford in 1919, proton therapy didn't commence until 1954, at Berkeley nuclear physics labs. The Harvard Cyclotron Laboratory partnered with Massachusetts General Hospital to begin treating cancer patients in 1961. But the nece ssary technology is so expensive that treatment remained confined to physics research labs until 1990. That's when the Proton Treatment Center opened at Loma Linda University Medical Center in southern California to offer the first hospital -based program. Intrigued by the proton therapy research then available, Komaki and Cox visited Loma Linda early on, and began to push for a similar unit at UT M. D. Anderson when they returned to Houston. Their efforts paid off in 2006, when the $125 million Proton Therapy Center opened its doors offering a complete range of proton treatments. It is the only such facility in the Southwest. (In addition to Houston and Loma Linda, the nation now has centres in Florida, Indiana and Massachusetts, with several more being pla nned.) Today, Komaki and her colleagues treat thoracic malignancies - therapy that requires a team of seven doctors, several physicians and dosimetrists and a couple dozen technicians - in 10 to 15 patients daily, with four of them taking proton therapy. L ike other radiation treatments, proton therapy runs about seven weeks. In all, the Proton Therapy Center, with Dr. Andrew Lee as medical director, treats 75 to 80 patients daily. To Komaki, this is just the beginning. "Our physicists have already made a machine here that creates a scanning beam," she says. "We're the only place in the world with a scanning beam, which means we can remove neutron contamination." (Neutrons are created when protons enter the body; though it happens rarely they can cause secon dary malignancy a decade or more later.) She also believes that proton therapy is extremely important to the future of cancer care. "These patients are already sick from cancer," she says, "Why make them get sicker from treatment? Now, we can make them mor e comfortable - killing cancer cells but not killing normal cells. Now, they can live a normal life while getting treatments." Whatever happens next in this field, Dr. Ritsuko Komaki and her colleagues at UT M. D Anderson are likely to be at the forefront. 52 Glossary viable possible commence begin intrigued interested to know more dosimetrist expert in dosage of radiation. secondary malignancy a cancer that arises in the background of another malignancy Think it out 1. What different kinds of therapies were used for treating cancer before the use of proton therapy? 2. What did Komaki's initially learn about treating cancer? 3. What did she learn about cancer treatment in the USA? 4. What two things did Komaki learn about radiation? 5. How did Komaki and her husband start proton therapy at Anderson Cancer Center? 6. When did proton therapy first start? 7. What is Komaki's opinion on proton therapy? Post-reading activities Doing with words We can know the meanings of words by looking up a dictio nary and finding out how a word has been used in a text. In a dictionary, words come in alphabetical order. The main word is called head -word. However, we should try to guess the meanings of words first from the context. That is the best way to learn new words. a. Match each word with its definition. Go back to the text for clues. b. Then, put the head-words in alphabetical order. 53 Head-word Definition i. radiation a. unexpected harmful side effects ii. therapy b. people who create something new iii. clinical trial c. quality of being poisonous iv. innovators d. spread all over v. target e. to enter inside something vi. collateral damage f. the smallest part in our body vii. oncologists g. a form of energy that comes from nuclear reaction viii. scattered (dose) h. scientific testing and assessment ix. penetrate i. treatment x. cell j. doctors who treat cancer xi. toxicity k. object to be hit BEHOLD THE ST AR Dr. James Cox, Husband of Ritsuko Komaki 54 MY GREATEST OLYMPIC PRIZE Jesse Owens Introducing the author James Cleveland "Jesse" Owens (1913 - 1980) was an American track and field athlete who specialized in sprints and long jump. He participated in the 1936 Summer Olympics in Berlin, Germany, where he achieved international fame by winning four gold medals: one each in the 100 meters, 200 meters, long jump, and as member of the 4x100 metre relay race team. Unit I Warm up The Olympic Games is the world‘s foremost sports competition featuring summer and winter sports, in which athletes from all over the world participate in a variety of competitions. In this essay, Jesse Owens shares his experiences of 1936 Summer Olympics held in Berlin when patriotic feelings were running high in Germany. However, Owens did not bother, as he trusted in his abilities. He tells his stunning story about forging a lasting friendship with a German, putting differences aside for the love of the Games. Read the following unit of the text and note how Owens reacted to the performance of his rival: 55 The Text It was the summer of 1936. The Olympic Games were being held in Berlin. Because Adolf Hitler childishly insisted that his performers were members of a ''master race,'' nationalistic feelings were at an all -time high. I wasn't too worried about all this. I'd trained, sweated and disciplined myself for six years, with the Games in mind. While I was going over on the boat, all I could think about was taking home one or two of those gold medals. I had my eye especially on the long jump. A year before, as a university student, I'd set the world record of 26 feet 8 1/4 inches. Everyone kind of expected me to win that Olympic event hands down. I was in for a surprise. When the time came for the long -jump trials, I was startled to see a tall boy hitting the pit at almost 26 feet on his practice leaps! He turned out to be a German named Luz Long. I was told that Hitler had kept him under wraps, evidently hoping he would win the jump. I supposed that if Long won, it would ad d some new support to the Nazis' Aryan-superiority theory. After all, I am a Negro. A little hot under the collar about Hitler's ways, I determined to go out there and really show Der Führer and his master race who was superior and who wasn't. Glossary performers (here ) competitors, athlets master race superior to all other races (Hitler's Nazi theory claimed that the Aryan race is a master race) 26 feet 8 1/4 inches (8.13 metres). 26 feet (7.9 metres) (win) hands down (win) with little or no effort startled greatly shocked and surprised under wraps secret Nazis members of Hitler's the National Socialist German Workers' Party (NSDAP) 56 Aryan-superiority theory the theory that Germans, who are the Aryans, are superior to all other peoples Der Führer the leader in German(used almost exclusively as the epithet for Hitler) Think it out 1. Why were nationalistic feelings running high during the 1936 Summer Olympics in Berlin? 2. 'I wasn't too worried about all this'. What does "this" refer to - Hitler's beliefs or winning a gold medal? 3. Why wasn't Owens worried? 4. Why did everyone expect Owens to win the long jump easily? 5. What was the surprise that awaited Jesse Owens in Berlin? 6. What did he learn from people about Luz Long? 7. Do you think Nazis' Aryan -superiority theory meant that Germans were superior to Negroes? How did Owens feel about it - angry or bothered? 8. What made Owens determined to beat Luz Long? Unit II Warm up Anger is the worst enemy of an athlete. Read the following unit of the text and find out how Owens suffered for his anger, and who bailed him out: The Text An angry athlete is an athlete who will make mistakes, as any coach will tell you. I was no exception. On the first of my three qualifying jumps, I leapt from several inches beyond the take -off board for a no-jump. On the second jump, I was even 57 worse. ''Did I come 3000 miles for this?'' I thought bitterly. ''To fail in the trials and make a fool of myself?'' Walking a few yards from the pit, I kicked disgustedly at the ground. Suddenly I felt a hand on my shoulder. I turned to look into the friendly blue eyes of the tall German long jumper. He had easily qualified for the finals on his first attempt. He offered me a firm handshake. ''Jesse Owens, I'm Luz Long. I don't think we've met.'' He spoke English well, though with a German twist to it. ''Glad to meet you,'' I said. Then, trying to hide my nervousness, I added, ''How are you?'' ''I'm fine. The question is: How are you?'' ''What do you mean?'' I asked. ''Something must be eating you,'' he said - proud the way foreigners are when they've mastered a bit of American slang. ''You should be able to qualify with your eyes closed.'' ''Believe me, I know it,'' I told him - and it felt good to say that to someone. For the next few minutes, we talked together. I didn't tell Long what was 'eating' me, but he seemed to understand my anger, and he took pains to reassure me. Although he'd been schooled in the Nazi youth movement, he didn't believ e in the Aryan-supremacy business any more than I did. We laughed over the fact that he really looked the part, though. An inch taller than I, he had a lean, muscular frame, clear blue eyes, fair hair and a strikingly handsome, face. Finally, seeing that I had calmed down somewhat, he pointed to the take -off board. ''Look,'' he said. ''Why don't you draw a line a few inches at the back of the board and aim at making your take -off from there? You'll be sure not to foul, and you certainly ought to jump far e nough to qualify. What does it matter if you're not first in the trials? Tomorrow is what counts.'' 58 Suddenly all the tension seemed to ebb out of my body as the truth of what he said hit me. Confidently, I drew a line a full foot behind the board and proceeded to jump from there. I qualified with almost a foot to spare. Glossary eating agitating disgustedly with a strong feeling of dislike reassure to say something to make somebody less frightened Think it out 1. What does a coach say about an angry athlete? 2. What were the results of the first two qualifying jumps for Owens? 3. Why did Owens kick the pit? 4. Who offered Owens a firm handshake? Was he friendly or hostile? 5. Why did Long speak to Owens during the trials? Did he mean to ma ke friendship with Owens or to find out what was troubling him? 6. "he really looked the part" - What does this mean? Does it mean Long was trying to play the part of an Aryan or he looked as if he belonged to a superior race? 7. How did Luz Log help Jesse Owens in qualifying for the final jumps? 8. "Tomorrow is what counts.'' - What did Long mean by this? Does he mean that Owens would win the next day, or their performance the next day would matter much? 9. Did Owens qualify for the final jump? How did he do that? Unit III Warm up Do you believe in the adage, "A friend in need is a friend indeed"? Read the following unit of the text and note how Owens and Luz Long became good friends: 59 The Text That night I walked over to Luz Long's room in the Ol ympic village to thank him. I knew that if it hadn't been for him I probably wouldn't be jumping in the finals the following day. We sat in his quarters and talked for two hours - about track and field, ourselves, the world situation, and a dozen other thi ngs. When I finally got up to leave, we both knew that a real friendship had been formed. Luz would go out to the field the next day trying to beat me if he could. But I knew that he wanted me to do my best - even if that meant my winning. As it turned out, Luz broke his own past record. In doing so, he pushed me on to a peak performance. I remember that at the instant I landed from my final jump - the one which set the Olympic record of 26 feet 5 1/4 inches - he was at my side, congratulating me. Despite the fact that Hitler glared at us from the stands not a hundred yards away, Luz shook my hand hard - and it wasn't a fake ''smile with a broken heart'' sort of grip, either. You could melt down all the gold medals and cups I have, and they wouldn't be a plating on the 24 -carat friendship I felt for Luz Long at that moment. I realised then, too, that Luz was the epitome of what Pierre de Coubertin, founder of the modern Olympic Games, must have had in mind when he said, ''The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well.'' Glossary peak performance best ever performance 26 feet 5 1/4 inches (8.06 metres) 24-carat friendship genuine friendship plating a thin coating epitome a perfect example Think it out 1. When did Owens and Long realize that they had become friends? 2. Who was Coubertin? What was his ideal? 3. Why has Luz Long been called a fine example of Coubertin's ideal? 4. What do you think was the greatest Olympic Prize for Jesse Owens - the gold medal he won in long jump , or the friendship he formed with Luz Long? 60 Post-reading activities Doing with words (a) 'Childish' is an adjective. We can make it an adv erb by adding 'ly' - 'childishly'. Now add 'ly' to make the following adjectives adverbs: easy, real, bitter, disgusted, clear , physical , friend, final ,certain , sudden (b) Replace the italicized words in each of the following sentences with idiomatic expressions given in brackets: (an all-time high, hands down, under wraps, hot under the collar, look the part) i. The plan was carefully kept secret. ii. Tendulkar's double century is the highest ever individual score in a one-day cricket match. iii. You'd never guess he was a security guard; he doesn't appear to be suited to the job. iv. Delhi daredevils won the IPL cup very easily. v. The policeman was very angry because the criminal escaped. (c) Make sentences of your own using the following expressions : i. Make a fool of oneself ii. have one's eye on iii. (to be ) in for a surprise iv. ebb out v. no exception 61 BEHOLD THE ST ARS Adolf Hitler ( 20 April 1889 - 30 April 1945), a decorated veteran of World War I, was the Chancellor of Germany from 1933 to 1945 and dictator of Nazi Germany from 1934 to 1945. Hitler is commonly associated with the rise of fascism in Europe, World W ar II, and the Holocaust. Luz Long and Jesse Owens Pierre de Frédy, Baron de Coubert (1 January 1863 - 2 September 1937) was a French educationalist and historian, founder of the International Olympic Committee, and is considered the father of the modern Olympic Games. 62 ON EXAMINATIONS Winston S. Churchill Introducing the author Sir Winston Leonard Spencer-Churchill (1874 – 1965) was the Prime Minister of England twice (1940– 45 and 1951–55). A noted statesman a

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