My Childhood – Class 9 Assam

My Childhood

I. Answer these questions in one or two sentences each.

(এটা বা দুটা বাক্যত প্ৰশ্নসমূহৰ উত্তৰ দিয়া।)

1. Where was Abdul Kalam’s house?
(আব্দুল কালামৰ ঘৰ ক’ত?)
Abdul Kalam’s house was on Mosque Street in Rameswaram, Tamil Nadu.
(আব্দুল কালামৰ ঘৰ তামিলনাডুৰ ৰামেশ্বৰমৰ মছজিদ ষ্ট্ৰীটত আছিল।)

2. What do you think Dinamani is the name of? Give a reason for your answer.
(তোমাৰ মতে দীনমণি কাৰ নাম? উত্তৰৰ বাবে উপযুক্ত কাৰণ দৰ্শোৱা।)
Dinamani is likely a Tamil newspaper, as Abdul Kalam eagerly traced news of World War II in its headlines during his childhood.
(দীনমণি সম্ভৱতঃ এখন তামিল বাতৰি কাকত, কাৰণ আব্দুল কালামে শৈশৱত ইয়াৰ শিৰোনামত দ্বিতীয় বিশ্বযুদ্ধৰ খবৰ বিচাৰিছিল।)

3. Who were Abdul Kalam’s school friends? What did they later become?
(আব্দুল কালামৰ স্কুলৰ বন্ধু কোন কোন আছিল? এওঁলোকে পাছলৈ কি হৈছিল?)
Abdul Kalam’s school friends were Ramanadha Sastry, Aravindan, and Sivaprakasan; Ramanadha became a priest at Rameswaram temple, Aravindan managed transport for pilgrims, and Sivaprakasan worked as a catering contractor for Southern Railways.
(আব্দুল কালামৰ স্কুলৰ বন্ধু আছিল ৰামনাধ শাস্ত্ৰী, অৰৱিন্দন, আৰু শিৱপ্ৰকাশন; ৰামনাধ ৰামেশ্বৰম মন্দিৰৰ পুৰোহিত, অৰৱিন্দন তীৰ্থযাত্ৰীৰ যাতায়তৰ ব্যৱসায়ী, আৰু শিৱপ্ৰকাশন দক্ষিণ ৰেলৰ খাদ্য যোগানকাৰী হৈছিল।)

4. How did Abdul Kalam earn his first wages?
(আব্দুল কালামে প্ৰথম আয় কিদৰে উপাৰ্জন কৰিছিল?)
Abdul Kalam earned his first wages by distributing newspapers after school during World War II.
(আব্দুল কালামে দ্বিতীয় বিশ্বযুদ্ধৰ সময়ত স্কুলৰ পিছত বাতৰি কাকত বিতৰণ কৰি প্ৰথম আয় কৰিছিল।)

5. Had he earned any money before that? In what way?
(ইয়াৰ পূৰ্বে তেওঁ উপাৰ্জন কৰিছিল নে? যদি কৰিছিল কেনেকৈ?)
Yes, he earned money earlier by collecting tamarind seeds and selling them to a shop on Mosque Street for one anna.
(হয়, তেওঁ তাৰ আগতে তেতেলীৰ গুটি সংগ্ৰহ কৰি মছজিদ ষ্ট্ৰীটৰ দোকানত বিক্ৰী কৰি এটা আনা পাইছিল।)

II. Answer each of these questions in a short paragraph (30 words).

(চমুকৈ প্ৰতিটো প্ৰশ্নৰ উত্তৰ দিয়া, ৩০টা শব্দৰ ভিতৰত।)

1. How does the author describe (i) his father, (ii) his mother, (iii) himself?
(লিখকে কিদৰে বৰ্ণনা কৰিছিল (i) দেউতাকক (ii) মাকক আৰু (iii) তেখেতক?)
(i) The author describes his father, Jainulabdeen, as wise and generous, lacking formal education but rich in spirit, happily helping others.
(লিখকে দেউতাক জয়নুলাবদীনক জ্ঞানী আৰু উদাৰ বুলি কয়, শিক্ষা নাছিল যদিও আত্মাত সমৃদ্ধ আৰু আনক সহায় কৰি সুখী।)
(ii) His mother, Ashiamma, was a kind, noble woman who loved feeding people, embodying typical Indian hospitality.
(তেওঁৰ মাক আশিয়াম্মা দয়ালু আৰু মহৎ আছিল, মানুহক খুৱাই ভাৰতীয় আতিথেয়তা দেখুৱাইছিল।)
(iii) He portrays himself as a short, ordinary-looking boy from a middle-class Tamil family, who later became a scientist.
(তেওঁ নিজকে মধ্যবিত্ত তামিল পৰিয়ালৰ সাধাৰণ চেহেৰাৰ চাপৰ ল’ৰা বুলি কয়, যি পাছত বিজ্ঞানী হৈছিল।)

2. What characteristics does he say he inherited from his parents?
(তেওঁৰ মতে তেওঁ মাক-দেউতাকৰ পৰা কি গুণ লাভ কৰিছিল?)
He inherited honesty, self-discipline, and benevolence from his parents, shaped by their simple yet exemplary lives of integrity and kindness.
(তেওঁ মাক-দেউতাকৰ পৰা সৰলতা, আত্মানুশাসন আৰু পৰোপকাৰিতা পাইছিল, তেওঁলোকৰ সাধাৰণ কিন্তু উদাহৰণীয় জীৱনে গঢ়িছিল।)

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

(শিক্ষকৰ লগত আলোচনা কৰি প্ৰশ্নসমূহৰ উত্তৰ দিয়া।)

1. “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.
(ৰামেশ্বৰমৰ সৰু সমাজখন বিভিন্ন শ্ৰেণীৰ লোকৰ মাজত প্ৰভেদ আনাৰ ক্ষেত্ৰত অতি দৃঢ় আছিল।)

(i) Which social groups does he mention? Were these groups easily identifiable? (For example, by the way they dressed)
(তেওঁ কোনটো শ্ৰেণীৰ কথা কৈছে? এই শ্ৰেণী সহজে চিনাক্ত কৰিব পৰা যায় নে? (উদাহৰণস্বৰূপে তেওঁলোকৰ সাজপাৰৰ পৰা))
The author mentions social groups based on religion and caste, like Hindus and Muslims, and different caste identities within them. These groups were easily identifiable by their attire, such as the priestly robes of Ramanadha Sastry’s family or traditional Muslim dress, and by rituals like the sacred thread worn by high-caste Hindus.
(লিখকে ধৰ্ম আৰু জাতিৰ ওপৰত ভিত্তি কৰি শ্ৰেণীৰ কথা কয়, যেনে হিন্দু আৰু মুছলমান, আৰু তাৰ ভিতৰত জাতিৰ পাৰ্থক্য। এই শ্ৰেণী সহজে চিনাক্ত কৰিব পৰা যায়, যেনে ৰামনাধ শাস্ত্ৰীৰ পৰিয়ালৰ পুৰোহিতৰ পোছাক, মুছলমানৰ পৰম্পৰাগত পোছাক, বা উচ্চজাতিৰ হিন্দুৰ পৱিত্ৰ সূতাৰে।)

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house, of who his friends were, and of what used to take place in the pond near his house)
(তেওঁলোকে মাথো নিজৰ সামাজিক বৈষম্যৰ বিষয়ে জ্ঞাত নে তেওঁলোকে পৰম্পৰাৰ মাজত বন্ধুত্বসুলভ সম্পৰ্কো ৰক্ষা কৰে? কালামৰ মাকৰ লগত শোৱাপঁটীত কটোৱা সময়বোৰ মনত পেলোৱা।)
Despite awareness of differences, they shared friendships and experiences; Kalam’s Hindu friends like Ramanadha Sastry played with him, and his mother’s bedtime stories fostered unity. When a teacher separated Kalam from his friend, Lakshmana Sastry intervened, promoting harmony over division, showing natural bonds transcended rigid social lines.
(বৈষম্যৰ জ্ঞান থাকিলেও তেওঁলোকে বন্ধুত্ব আৰু অভিজ্ঞতা ভাগ কৰিছিল; কালামৰ হিন্দু বন্ধু ৰামনাধ শাস্ত্ৰীৰ সৈতে খেলিছিল, আৰু মাকৰ শোৱাপঁটীৰ কাহিনীয়ে একতা গঢ়িছিল। যেতিয়া এজন শিক্ষকে কালামক বন্ধুৰ পৰা পৃথক কৰিলে, লক্ষ্মণ শাস্ত্ৰীয়ে হস্তক্ষেপ কৰি সম্প্ৰীতিৰ পোষকতা কৰিছিল, দেখুৱাইছিল যে স্বাভাৱিক বন্ধনে সামাজিক সীমা অতিক্ৰম কৰিছিল।)

(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?
(লিখকে দুই প্ৰকাৰৰ মানুহৰ বিষয়ে উল্লেখ কৰিছে। এক প্ৰকাৰৰ মানুহ যিয়ে শ্ৰেণী বৈষম্যত বিশ্বাসী আৰু দ্বিতীয়তে যিয়ে এই বিভেদ নাইকিয়া কৰিবলৈ চেষ্টা কৰে। তুমি তেনে মানুহক পাঠটোৰ পৰা চিনাক্ত কৰিব পাৰিবা নে?)
The new school teacher exemplified those aware of differences by separating Kalam from his Hindu friend based on religion. In contrast, Lakshmana Sastry and Sivasubramania Iyer bridged these gaps—Sastry corrected the teacher, and Iyer invited Kalam home, teaching his wife tolerance, fostering unity.
(নতুন শিক্ষকে ধৰ্মৰ ভিত্তিত কালামক হিন্দু বন্ধুৰ পৰা পৃথক কৰি বৈষম্যত বিশ্বাসীৰ উদাহৰণ দিলে। বিপৰীতে, লক্ষ্মণ শাস্ত্ৰীয়ে শিক্ষকক শুধৰাইছিল আৰু শিৱসুব্ৰমণ্য আয়াৰে কালামক ঘৰলৈ নিমন্ত্ৰণ কৰি পত্নীক সহনশীলতা শিকাই, একতা গঢ়ি তুলিছিল।)

2. Narrate two incidents that show how differences can be created and also how they can be resolved. How can people change their attitudes?
(দুটা ঘটনা উল্লেখ কৰা কেনেদৰে প্ৰভেদ স্থাপন কৰিব পাৰি আৰু পৰিহাৰ কৰিব পাৰি। এই ক্ষেত্ৰত মানুহৰ ধাৰণা কিদৰে সলনি হয়?)

One incident showing how differences are created is when Kalam’s new teacher separated him from Ramanadha Sastry in class due to religious differences, planting seeds of communal division. This was resolved when Lakshmana Sastry, Ramanadha’s father, reprimanded the teacher, insisting he not spread social inequality among innocent children, thus restoring unity. Another incident is when Sivasubramania Iyer’s wife refused to serve Kalam due to his religion, creating a divide; Iyer resolved it by serving Kalam himself and later convincing his wife to overcome her prejudice by inviting Kalam again, bridging the gap.

(এটা ঘটনা যিয়ে প্ৰভেদ কেনেকৈ সৃষ্টি হয় দেখুৱায়, সেয়া হ’ল নতুন শিক্ষকে ধৰ্মৰ ভিত্তিত কালামক ৰামনাধ শাস্ত্ৰীৰ পৰা শ্ৰেণীত পৃথক কৰিলে, সাম্প্ৰদায়িক বিভাজনৰ বীজ ৰোপণ কৰি। ইয়াক লক্ষ্মণ শাস্ত্ৰীয়ে শিক্ষকক তিৰস্কাৰ কৰি সমাধান কৰিলে, শিশুৰ মাজত বৈষম্য বিয়পাব নোৱাৰে বুলি কৈ একতা পুনৰুদ্ধাৰ কৰিলে। আন এটা ঘটনা হ’ল শিৱসুব্ৰমণ্য আয়াৰৰ পত্নীয়ে কালামৰ ধৰ্মৰ বাবে খাদ্য পৰিবেশন কৰিবলৈ অস্বীকাৰ কৰিলে, প্ৰভেদ সৃষ্টি কৰি; আয়াৰে নিজে পৰিবেশন কৰি আৰু পাছত পত্নীক পুনৰ নিমন্ত্ৰণ কৰি পক্ষপাত দূৰ কৰিলে।)

People’s attitudes can change through education, exposure, and influential examples; the teacher’s bias was challenged by Sastry’s wisdom, and Iyer’s actions educated his wife, proving understanding and empathy can shift rigid mindsets.
(মানুহৰ ধাৰণা শিক্ষা, সংস্পৰ্শ আৰু প্ৰভাৱশালী উদাহৰণেৰে সলনি হয়; শাস্ত্ৰীৰ জ্ঞানে শিক্ষকৰ পক্ষপাতক প্ৰত্যাহ্বান জনালে, আৰু আয়াৰৰ কাৰ্যই পত্নীক শিক্ষা দিলে, বুজাবুজি আৰু সহানুভূতিয়ে দৃঢ় মনোভাৱ সলনি কৰে।)

IV. Additional Questions

(অতিৰিক্ত প্ৰশ্নসমূহ।)

1. Why did Abdul Kalam want to leave Rameswaram?
(আব্দুল কালামে কিয় ৰামেশ্বৰম ত্যাগ কৰিব বিচাৰিছিল?)
Abdul Kalam wanted to leave Rameswaram to pursue further studies at the district headquarters in Ramanathapuram, seeking better educational opportunities.
(আব্দুল কালামে উন্নত শিক্ষাৰ সুযোগ বিচাৰি ৰামনাথপুৰমৰ জিলা মুখ্যালয়ত পঢ়িবলৈ ৰামেশ্বৰম ত্যাগ কৰিব বিচাৰিছিল।)

2. What did his father say to this?
(তেওঁৰ দেউতাকে এই ক্ষেত্ৰত কি কৈছিল?)
His father, Jainulabdeen, said Kalam must leave to grow, comparing him to a seagull that flies alone across the sun without a nest.
(তেওঁৰ দেউতাক জয়নুলাবদীনে কৈছিল কালামে বৃদ্ধিৰ বাবে যাব লাগিব, তাক এটা শৃগালৰ সৈতে তুলনা কৰি যি সূৰ্যৰ ওপৰেৰে অকলে উৰে।)

3. What do you think his words mean? Why do you think he spoke these words?
(তেওঁ এই কথাবোৰৰ জৰিয়তে কি বুজাব বিচাৰিছিল? তেওঁ এই কথাবোৰ কিয় কৈছিল?)
His words mean growth requires leaving comfort zones, like a bird venturing out independently. He spoke them to encourage Kalam’s ambition, knowing life’s challenges build success.
(তেওঁৰ কথাৰ অৰ্থ হ’ল বৃদ্ধিৰ বাবে সুখদায়ক অঞ্চল ত্যাগ কৰিব লাগে, চৰাইৰ দৰে স্বাধীনভাৱে বাহিৰলৈ যোৱা। তেওঁ এই কথা কালামৰ উচ্চাকাংক্ষাক উৎসাহিত কৰিবলৈ কৈছিল, জীৱনৰ প্ৰত্যাহ্বানে সফলতা গঢ়ে বুলি জানি।)

Multiple-Choice Questions

1. Where was Abdul Kalam’s house located?
A) Ramanathapuram
B) Rameswaram
C) Chennai
D) Madurai
Answer: B) Rameswaram
Explanation: The text states his house was in Rameswaram.

2. What do you think Dinamani refers to?
A) A school
B) A newspaper
C) A temple
D) A friend
Answer: B) A newspaper
Explanation: Kalam traced World War II news in Dinamani’s headlines.

3. Who was one of Abdul Kalam’s school friends?
A) Sivasubramania Iyer
B) Ramanadha Sastry
C) Lakshmana Sastry
D) Jainulabdeen
Answer: B) Ramanadha Sastry
Explanation: He was named as one of Kalam’s close friends.

4. What did Ramanadha Sastry become later in life?
A) A scientist
B) A catering contractor
C) High priest of Rameswaram temple
D) A transport businessman
Answer: C) High priest of Rameswaram temple
Explanation: He took over his father’s priestly role.

5. What profession did Aravindan pursue?
A) Catering contractor
B) Priest
C) Transport for pilgrims
D) Teacher
Answer: C) Transport for pilgrims
Explanation: He arranged transport for visiting pilgrims.

6. What did Sivaprakasan become?
A) A priest
B) A catering contractor for Southern Railways
C) A scientist
D) A businessman
Answer: B) A catering contractor for Southern Railways
Explanation: This was his later profession as per the text.

7. How did Abdul Kalam earn his first wages?
A) Selling tamarind seeds
B) Distributing newspapers
C) Teaching children
D) Working at a shop
Answer: B) Distributing newspapers
Explanation: He earned wages by helping distribute papers.

8. Had Abdul Kalam earned money before his first wages?
A) No
B) Yes
C) Maybe
D) Not mentioned
Answer: B) Yes
Explanation: He earned one anna by selling tamarind seeds.

9. How did Kalam earn money before his newspaper job?
A) Distributing papers
B) Selling tamarind seeds
C) Helping his father
D) Running errands
Answer: B) Selling tamarind seeds
Explanation: He sold seeds to a shop for one anna.

10. How does the author describe his father?
A) Strict and wealthy
B) Wise and generous
C) Uneducated and lazy
D) Cruel and distant
Answer: B) Wise and generous
Explanation: He highlights his father’s wisdom and kindness.

11. What quality did Kalam’s mother possess?
A) Stinginess
B) Love for feeding people
C) Strictness
D) Indifference
Answer: B) Love for feeding people
Explanation: She was noble and fed many generously.

12.怎麼How does Kalam describe himself as a child?
A) Tall and handsome
B) Short with undistinguished looks
C) Wealthy and popular
D) Shy and rude
Answer: B) Short with undistinguished looks
Explanation: He contrasts his looks with his parents’ appearance.

13. What characteristics did Kalam inherit from his parents?
A) Wealth and fame
B) Humility and benevolence
C) Arrogance and laziness
D) Fear and doubt
Answer: B) Humility and benevolence
Explanation: He credits them for his honesty and discipline.

14. Which social groups does Kalam mention in Rameswaram?
A) Rich and poor
B) Different castes and religions
C) Teachers and students
D) Men and women
Answer: B) Different castes and religions
Explanation: He refers to caste and religious divisions.

15. Were the social groups in Rameswaram easily identifiable?
A) No
B) Yes
C) Sometimes
D) Not mentioned
Answer: B) Yes
Explanation: Their dress and traditions made them distinct.

16. Who tried to bridge social differences in the text?
A) The new teacher
B) Lakshmana Sastry
C) Kalam’s classmates
D) The shopkeeper
Answer: B) Lakshmana Sastry
Explanation: He corrected the teacher’s divisive behavior.

17. Who encouraged communal differences in Kalam’s school?
A) Sivasubramania Iyer
B) The new teacher
C) Lakshmana Sastry
D) Ramanadha Sastry
Answer: B) The new teacher
Explanation: He separated Kalam from his friend.

18. Why did Abdul Kalam want to leave Rameswaram?
A) To escape poverty
B) To study in Ramanathapuram
C) To avoid his teacher
D) To join the army
Answer: B) To study in Ramanathapuram
Explanation: He sought further education at the district headquarters.

19. What example did Kalam’s father use to explain leaving home?
A) A tree growing tall
B) A seagull flying alone
C) A boat sailing
D) A bird building a nest
Answer: B) A seagull flying alone
Explanation: He used this to illustrate growth through independence.

20. What did Kalam’s father mean by his words about leaving?
A) Stay close to family
B) Growth requires leaving home
C) Avoid hard work
D) Fear the outside world
Answer: B) Growth requires leaving home
Explanation: He emphasized independence for success.