1. Biography of the Author (କବିଙ୍କ ଜୀବନୀ) ✍️

English Biography: Mohandas Karamchand Gandhi (2 October 1869 - 30 January 1948) was India's greatest leader, who employed non-violence to lead the successful campaign for India's independence from British Rule, and in turn inspired movements for civil rights and freedom across the world. 'The Story of My Experiments with Truth', 'Hind Swaraj' or 'Indian Home Rule' are some of the leading books by Mahatma Gandhi. In the present extract, Gandhi focuses on his life and learning at high school.

Odia Biography (ଓଡ଼ିଆରେ): ମୋହନଦାସ କରମଚାନ୍ଦ ଗାନ୍ଧୀ (୨ ଅକ୍ଟୋବର ୧୮୬୯ - ୩୦ ଜାନୁଆରୀ ୧୯୪୮) ଭାରତର ସର୍ବଶ୍ରେଷ୍ଠ ନେତା ଥିଲେ, ଯିଏ ବ୍ରିଟିଶ ଶାସନରୁ ଭାରତକୁ ସ୍ୱାଧୀନ କରିବା ପାଇଁ ଅହିଂସା ମାର୍ଗ ଆପଣାଇଥିଲେ ଏବଂ ସମଗ୍ର ବିଶ୍ୱରେ ନାଗରିକ ଅଧିକାର ଓ ସ୍ୱାଧୀନତା ଆନ୍ଦୋଳନକୁ ପ୍ରେରଣା ଦେଇଥିଲେ। ମହାତ୍ମା ଗାନ୍ଧୀଙ୍କ ଦ୍ୱାରା ରଚିତ କେତେକ ପ୍ରମୁଖ ପୁସ୍ତକ ହେଉଛି 'The Story of My Experiments with Truth', 'Hind Swaraj' ଏବଂ 'Indian Home Rule'। ଏହି ବିଷୟରେ, ଗାନ୍ଧୀ ନିଜର ହାଇସ୍କୁଲ ଜୀବନ ଏବଂ ଶିକ୍ଷା ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି।

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2. Paragraph-wise Explanation (ପଦ ଅନୁଯାୟୀ ବ୍ୟାଖ୍ୟା) 📚

Paragraph 1 Explanation 🎓

Original Text: I was not regarded as a fool at the high school. I always enjoyed the affection of my teachers. Certificates of progress and character used to be sent to the parents every year. I never had a bad certificate. In fact, I even won prizes after I passed out of the second standard. In the fifth and sixth I obtained scholarships of rupees four and ten respectively, an achievement for which I have to thank good luck more than my merit.

Pronunciation: ଆଇ ୱାଜ୍ ନଟ୍ ରିଗାର୍ଡେଡ୍ ଆଜ୍ ଏ ଫୁଲ୍ ଆଟ୍ ଦ ହାଇ ସ୍କୁଲ୍ । ଆଇ ଅଲୱେଜ୍ ଏନଜୟଡ୍ ଦ ଆଫେକ୍ସନ୍ ଅଫ୍ ମାଇଁ ଟିଚର୍ସ । ସାର୍ଟିଫିକେଟ୍ସ ଅଫ୍ ପ୍ରୋଗ୍ରେସ୍ ଆଣ୍ଡ୍ କ୍ୟାରେକ୍ଟର୍ ୟୁଜ୍‌ଡ୍ ଟୁ ବି ସେଣ୍ଟ ଟୁ ଦ ପ୍ୟାରେଣ୍ଟସ୍ ଏଭ୍ରି ଇୟର୍ । ଆଇ ନେଭର୍ ହ୍ୟାଡ୍ ଏ ବ୍ୟାଡ୍ ସାର୍ଟିଫିକେଟ୍ । ଇନ୍ ଫ୍ୟାକ୍ଟ, ଆଇ ଇଭିନ୍ ୱନ୍ ପ୍ରାଇଜେସ୍ ଆଫ୍ଟର୍ ଆଇ ପାସଡ୍ ଆଉଟ୍ ଅଫ୍ ଦ ସେକେଣ୍ଡ ଷ୍ଟାଣ୍ଡାର୍ଡ । ଇନ୍ ଦ ଫିଫ୍ଥ ଆଣ୍ଡ ସିକ୍ସଥ୍ ଆଇ ଅବଟେନ୍‌ଡ୍ ସ୍କଲାରସିପ୍ସ ଅଫ୍ ରୁପିଜ୍ ଫୋର୍ ଆଣ୍ଡ୍ ଟେନ୍ ରେସ୍ପେକ୍ଟିଭ୍‌ଲି, ଆନ୍ ଆଚିଭମେଣ୍ଟ୍ ଫର୍ ହୁଇଚ୍ ଆଇ ହ୍ୟାଭ୍ ଟୁ ଥ୍ୟାଙ୍କ୍ ଗୁଡ୍ ଲକ୍ ମୋର୍ ଦ୍ୟାନ୍ ମାଇଁ ମେରିଟ୍ ।withteacher.in

Word Meanings (English to Odia):

1. Regarded (ରିଗାର୍ଡେଡ୍) - ବିବେଚନା କରାଯିବା ବା ଗ୍ରହଣ କରାଯିବା।

   Fool (ଫୁଲ୍) - ବୋକା।

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2. Affection (ଆଫେକ୍ସନ୍) - ସ୍ନେହ।

3. Progress (ପ୍ରୋଗ୍ରେସ୍) - ଉନ୍ନତି।

4. Obtained (ଅବଟେନ୍‌ଡ୍) - ପାଇଲି (to get)।

5. Respectively (ରେସ୍ପେକ୍ଟିଭ୍‌ଲି) - ଯଥାକ୍ରମେ।

6. Achievement (ଆଚିଭମେଣ୍ଟ୍) - ସଫଳତା।

7. Merit (ମେରିଟ୍) - ଯୋଗ୍ୟତା ବା ମେଧା।

Odia Meaning: ହାଇସ୍କୁଲରେ ମୋତେ ଜଣେ ବୋକା ଛାତ୍ର ଭାବରେ ବିବେଚନା କରାଯାଉନଥିଲା। ମୁଁ ସବୁବେଳେ ମୋର ଶିକ୍ଷକମାନଙ୍କର ସ୍ନେହ ପାଉଥିଲି। ପ୍ରତିବର୍ଷ ପିତାମାତାଙ୍କ ପାଖକୁ ମୋର ଉନ୍ନତି ଏବଂ ଚରିତ୍ରର ପ୍ରମାଣପତ୍ର ପଠାଯାଉଥିଲା। ମୋତେ କେବେବି ଖରାପ ପ୍ରମାଣପତ୍ର ମିଳିନଥିଲା। ପ୍ରକୃତରେ, ଦ୍ୱିତୀୟ ଶ୍ରେଣୀ ପାସ୍ କରିବା ପରେ ମୁଁ ପୁରସ୍କାର ମଧ୍ୟ ଜିତିଥିଲି। ପଞ୍ଚମ ଏବଂ ଷଷ୍ଠ ଶ୍ରେଣୀରେ ମୁଁ ଯଥାକ୍ରମେ ଚାରି ଏବଂ ଦଶ ଟଙ୍କାର ବୃତ୍ତି (ସ୍କଲାରସିପ୍) ପାଇଥିଲି, ଏଭଳି ଏକ ସଫଳତା ପାଇଁ ମୁଁ ନିଜ ଯୋଗ୍ୟତା ଅପେକ୍ଷା ମୋର ସୌଭାଗ୍ୟକୁ ଅଧିକ ଧନ୍ୟବାଦ ଦେବି।

English Meaning: Mahatma Gandhi explains that he was never considered a weak or foolish student during his high school days. He was loved and appreciated by all his teachers. His parents always received good reports about his academic progress and personal behavior. After finishing the second standard, he even started winning prizes for his performance. In the fifth and sixth standards, he received scholarships of four and ten rupees, but as a humble person, he believed this success was more because of good luck rather than his actual intelligence.

Paragraph 2 Explanation 🏏

Original Text: My own recollection is that I did not have any high regard for my ability. I used to be astonished whenever I won prizes and scholarships. But I very jealously guarded my character. The least little blemish drew tears from my eyes. When I merited, or seemed to the teacher to merit a rebuke, it was unbearable for me. I remember having once received corporal punishment. I did not so much mind the punishment as the fact that it was considered my desert. I wept piteously. That was when I was in the first or second standard. There was another such incident during the time when I was in the seventh standard. Dorabji Edulji Gimi was the headmaster then. He was popular among the boys, as he was a disciplinarian, a man of method and a good teacher. He made gymnastics and cricket compulsory for the boys of upper standard. I disliked both. I never took part in any exercise, cricket or football, before they were made compulsory. My shyness was one of the reasons for this aloofness, which I now see wrong. I had then the false notion that gymnastics had nothing to do with education. Today I know that physical training should have much place in the curriculum as mental training.

Pronunciation: ମାଇଁ ଓନ୍ ରିକଲେକ୍ସନ୍ ଇଜ୍ ଦ୍ୟାଟ୍ ଆଇ ଡିଡ୍ ନଟ୍ ହ୍ୟାଭ୍ ଏନି ହାଇ ରିଗାର୍ଡ ଫର୍ ମାଇଁ ଏବିଲିଟି... ଟୁଡେ ଆଇ ନୋ ଦ୍ୟାଟ୍ ଫିଜିକାଲ୍ ଟ୍ରେନିଂ ସୁଡ୍ ହ୍ୟାଭ୍ ମଚ୍ ପ୍ଲେସ୍ ଇନ୍ ଦ କରିକୁଲମ୍ ଆଜ୍ ମେଣ୍ଟାଲ୍ ଟ୍ରେନିଂ ।

Word Meanings (English to Odia):

1. Recollection (ରିକଲେକ୍ସନ୍) - ସ୍ମୃତି (what is remembered)।

2. Astonished (ଆଷ୍ଟୋନିସ୍ଡ) - ଆଶ୍ଚର୍ଯ୍ୟ।

3. Jealously (ଜେଲସଲି) - ଯତ୍ନର ସହ (being afraid of losing what you have)।

4. Blemish (ବ୍ଲେମିସ୍) - କଳଙ୍କ ବା ଦୋଷ (moral defect)।

5. Rebuke (ରିବ୍ୟୁକ୍) - ଗାଳି।

6. Corporal punishment (କର୍ପୋରାଲ୍ ପନିସମେଣ୍ଟ୍) - ଶାରୀରିକ ଦଣ୍ଡ (punishment by beating)।

7. Desert (ଡେଜର୍ଟ) - ପ୍ରାପ୍ୟ ଦଣ୍ଡ।

8. Disciplinarian (ଡିସିପ୍ଲିନାରିଆନ୍) - ଶୃଙ୍ଖଳାପ୍ରିୟ ବ୍ୟକ୍ତି (a person who makes others obey his orders)।

9. Aloofness (ଆଲୁଫନେସ୍) - ନିର୍ଲିପ୍ତତା ବା ଦୂରେଇ ରହିବା।

10. Notion (ନୋସନ୍) - ଧାରଣା ବା ବିଚାର (an impression, an idea)।

11. Curriculum (କରିକୁଲମ୍) - ପାଠ୍ୟକ୍ରମ (course of study in a school or a college)।

Odia Meaning: ମୋର ଯାହା ମନେ ଅଛି, ନିଜର ଦକ୍ଷତା ଉପରେ ମୋର କୌଣସି ଉଚ୍ଚ ଧାରଣା ନଥିଲା। ଯେତେବେଳେ ମୁଁ ପୁରସ୍କାର ଏବଂ ବୃତ୍ତି ଜିତୁଥିଲି, ସେତେବେଳେ ମୁଁ ଆଶ୍ଚର୍ଯ୍ୟ ହେଉଥିଲି। କିନ୍ତୁ ମୁଁ ମୋ ଚରିତ୍ରକୁ ବହୁତ ଯତ୍ନର ସହ ସୁରକ୍ଷିତ ରଖୁଥିଲି। ସାମାନ୍ୟତମ କଳଙ୍କ ମୋ ଆଖିରୁ ଲୁହ ଆଣିଦେଉଥିଲା। ଯେତେବେଳେ ଶିକ୍ଷକ ମୋତେ ଗାଳି ଦେବା ଉଚିତ୍ ବୋଲି ଭାବୁଥିଲେ, ଏହା ମୋ ପାଇଁ ଅସହ୍ୟ ହେଉଥିଲା। ମୋର ମନେ ଅଛି, ଥରେ ମୋତେ ଶାରୀରିକ ଦଣ୍ଡ ମିଳିଥିଲା। ମୋତେ ଦଣ୍ଡ ମିଳିବା ତୁଳନାରେ ଏହା ମୋର ପ୍ରାପ୍ୟ ଦଣ୍ଡ ବୋଲି ବିବେଚନା କରାଯିବା କଥାଟି ମୋତେ ଅଧିକ କଷ୍ଟ ଦେଇଥିଲା। ମୁଁ ବହୁତ ଦୟନୀୟ ଭାବରେ କାନ୍ଦିଥିଲି। ଏହା ଘଟିଥିଲା ଯେତେବେଳେ ମୁଁ ପ୍ରଥମ କିମ୍ବା ଦ୍ୱିତୀୟ ଶ୍ରେଣୀରେ ଥିଲି। ସପ୍ତମ ଶ୍ରେଣୀରେ ଥିବାବେଳେ ଏପରି ଆଉ ଏକ ଘଟଣା ଘଟିଥିଲା। ଦୋରାବଜୀ ଏଦୁଲଜୀ ଗିମୀ ସେତେବେଳେ ପ୍ରଧାନ ଶିକ୍ଷକ ଥିଲେ। ସେ ପିଲାମାନଙ୍କ ମଧ୍ୟରେ ଲୋକପ୍ରିୟ ଥିଲେ, କାରଣ ସେ ଶୃଙ୍ଖଳାପ୍ରିୟ, ନୀତି ନିୟମ ମାନୁଥିବା ଲୋକ ଏବଂ ଜଣେ ଭଲ ଶିକ୍ଷକ ଥିଲେ। ସେ ଉପର ଶ୍ରେଣୀର ପିଲାମାନଙ୍କ ପାଇଁ ଜିମ୍ନାଷ୍ଟିକ୍ସ ଏବଂ କ୍ରିକେଟ୍ ବାଧ୍ୟତାମୂଳକ କରିଥିଲେ। ମୁଁ ଏହି ଦୁଇଟିଯାକ ଖେଳକୁ ଅପସନ୍ଦ କରୁଥିଲି। ବାଧ୍ୟତାମୂଳକ ହେବା ପୂର୍ବରୁ ମୁଁ କେବେ କୌଣସି ବ୍ୟାୟାମ, କ୍ରିକେଟ୍ କିମ୍ବା ଫୁଟବଲରେ ଭାଗ ନେଇନଥିଲି। ମୋର ଲାଜକୁଳା ସ୍ୱଭାବ ଏହି ଦୂରେଇ ରହିବାର ଏକ କାରଣ ଥିଲା, ଯାହାକୁ ମୁଁ ବର୍ତ୍ତମାନ ଭୁଲ ବୋଲି ବୁଝିପାରୁଛି। ସେତେବେଳେ ମୋର ଏକ ଭୁଲ ଧାରଣା ଥିଲା ଯେ ଜିମ୍ନାଷ୍ଟିକ୍ସର ଶିକ୍ଷା ସହିତ କୌଣସି ସମ୍ପର୍କ ନାହିଁ। ଆଜି ମୁଁ ଜାଣିଛି ଯେ ମାନସିକ ଶିକ୍ଷା ଭଳି ଶାରୀରିକ ଶିକ୍ଷାର ମଧ୍ୟ ପାଠ୍ୟକ୍ରମରେ ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ ସ୍ଥାନ ରହିବା ଉଚିତ୍।

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English Meaning: Gandhi did not consider himself highly talented and was often surprised when he won awards. However, he was highly protective of his moral character. Even a tiny mistake or a scolding from a teacher made him cry bitterly because he could not bear the thought of doing something wrong. He deeply cried when he received physical punishment in junior classes, not because of the physical pain, but because he felt ashamed that he deserved to be punished. Later, in the seventh standard, the popular headmaster, Mr. Gimi, made sports like cricket and gymnastics compulsory. Gandhi disliked sports because he was very shy. Back then, he incorrectly believed that physical games had nothing to do with studying or real education. Today, he realizes that physical fitness is just as important as mental development in a student's life.

Paragraph 3 Explanation 🕰️

Original Text: The reason for my dislike was my keen desire to serve as nurse to my father. As soon as the school closed, I would hurry home and begin serving him. Compulsory exercise came directly in the way of this service. I requested Mr Gimi to exempt me from gymnastics so that I might be free to serve my father. But he would not listen to me. Now it happened that one Saturday, when we had school in the morning, I had to come from home to school for gymnastics at four o'clock in the afternoon. I had no watch, and the cloud deceived me. Before I reached the school, the boys had all left. The next day Mr Gimi examining the roll, found me marked absent. Being asked for the reason of absence, I told him what had happened. He refused to believe me and ordered me to pay a fine of one or two annas.

Pronunciation: ଦ ରିଜନ୍ ଫର୍ ମାଇଁ ଡିସ୍‌ଲାଇକ୍ ୱାଜ୍ ମାଇଁ କୀନ୍ ଡିଜାୟାର୍ ଟୁ ସର୍ଭ ଆଜ୍ ନର୍ସ ଟୁ ମାଇଁ ଫାଦର୍... ହି ରିଫ୍ୟୁଜଡ୍ ଟୁ ବିଲିଭ୍ ମି ଆଣ୍ଡ୍ ଅର୍ଡରଡ୍ ମି ଟୁ ପେ ଏ ଫାଇନ୍ ଅଫ୍ ୱାନ୍ ଅର୍ ଟୁ ଆନ୍ନାସ୍ ।

Word Meanings (English to Odia):

1. Keen desire (କୀନ୍ ଡିଜାୟାର୍) - ତୀବ୍ର ଇଚ୍ଛା।

2. Nurse (ନର୍ସ) - ସେବା କରିବା।

3. Exempt (ଏକ୍ସେମ୍ପ୍ଟ) - ଛାଡ଼ କରିବା ବା ମୁକ୍ତ କରିବା (to make someone free from duty, service, payment)।

4. Deceived (ଡିସିଭ୍‌ଡ୍) - ଧୋକା ଦେଲା ବା ପ୍ରତାରଣା କଲା।

5. Refused (ରିଫ୍ୟୁଜଡ୍) - ମନା କଲେ (to state strong unwillingness to accept)।

6. Fine (ଫାଇନ୍) - ଜୋରିମାନା।

Odia Meaning: ମୋର ଖେଳକୁ ଅପସନ୍ଦ କରିବାର ମୁଖ୍ୟ କାରଣ ଥିଲା ମୋ ବାପାଙ୍କର ସେବା କରିବାର ତୀବ୍ର ଇଚ୍ଛା। ସ୍କୁଲ୍ ଛୁଟି ହେବା ମାତ୍ରେ ମୁଁ ତରତର ହୋଇ ଘରକୁ ଯାଉଥିଲି ଏବଂ ତାଙ୍କର ସେବା ଆରମ୍ଭ କରୁଥିଲି। ବାଧ୍ୟତାମୂଳକ ବ୍ୟାୟାମ ଏହି ସେବା କାର୍ଯ୍ୟରେ ସିଧାସଳଖ ବାଧା ସୃଷ୍ଟି କରୁଥିଲା। ମୁଁ ଶ୍ରୀ ଗିମୀଙ୍କୁ ଅନୁରୋଧ କରିଥିଲି ଯେ ମୋତେ ଜିମ୍ନାଷ୍ଟିକ୍ସରୁ ଛାଡ଼ କରନ୍ତୁ ଯାହାଦ୍ୱାରା ମୁଁ ମୋ ବାପାଙ୍କ ସେବା କରିବା ପାଇଁ ସମୟ ପାଇବି। କିନ୍ତୁ ସେ ମୋ କଥା ଶୁଣିନଥିଲେ। ଥରେ ଏମିତି ହେଲା ଯେ, ଗୋଟିଏ ଶନିବାର ଦିନ ଆମର ସକାଳ ସ୍କୁଲ ଥିଲା ଏବଂ ମୋତେ ଅପରାହ୍ନ ୪ଟା ବେଳେ ଜିମ୍ନାଷ୍ଟିକ୍ସ ପାଇଁ ଘରୁ ସ୍କୁଲକୁ ଆସିବାର ଥିଲା। ମୋ ପାଖରେ ଘଣ୍ଟା ନଥିଲା, ଏବଂ ଆକାଶରେ ଥିବା ମେଘ ମୋତେ ସମୟ ବୁଝିବାରେ ଧୋକା ଦେଲା। ମୁଁ ସ୍କୁଲରେ ପହଞ୍ଚିବା ପୂର୍ବରୁ ସବୁ ପିଲା ଚାଲିଯାଇଥିଲେ। ତାପର ଦିନ ଶ୍ରୀ ଗିମୀ ଉପସ୍ଥାନ ଖାତା (ରୋଲ୍) ଯାଞ୍ଚ କରିବା ବେଳେ ଦେଖିଲେ ଯେ ମୁଁ ଅନୁପସ୍ଥିତ ଥିଲି। ଅନୁପସ୍ଥିତ ରହିବାର କାରଣ ପଚରାଯିବାରୁ, ମୁଁ ପ୍ରକୃତ ଘଟଣା କହିଥିଲି। ସେ ମୋ କଥାକୁ ବିଶ୍ୱାସ କଲେ ନାହିଁ ଏବଂ ମୋତେ ଏକ କିମ୍ବା ଦୁଇ ଅଣା ଜୋରିମାନା ଦେବାକୁ ଆଦେଶ ଦେଲେ।

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English Meaning: The real reason Gandhi did not want to stay after school for sports was that he wanted to rush home to take care of his sick father. The compulsory sports practices took away the time he needed to nurse his father. He asked the headmaster to excuse him from sports, but the headmaster denied his request. One Saturday, classes were held in the morning, and students had to return at 4 PM for gymnastics. Gandhi did not have a watch, and the cloudy sky misled him about the actual time. By the time he reached the school, everyone had already left. The next day, when asked why he was absent, Gandhi told the truth, but the headmaster thought he was lying and fined him.

Paragraph 4 Explanation 😔

Original Text: I was convicted of lying! That deeply pained me. How was I to prove my innocence? There was no way. I cried in deep anguish. I saw that a man of truth must also be a man of care. This was the first time and last instance of my carelessness in school. I had a faint recollection that I finally succeeded in getting the fine remitted. The exemption from exercise was of course obtained as my father wrote himself to the headmaster saying that he wanted me at home after school.

Pronunciation: ଆଇ ୱାଜ୍ କନଭିକ୍ଟେଡ୍ ଅଫ୍ ଲାଇଙ୍ଗ୍! ଦ୍ୟାଟ୍ ଡିପ୍‌ଲି ପେନ୍‌ଡ୍ ମି... ଦ ଏକ୍ସେମ୍ପସନ୍ ଫ୍ରମ୍ ଏକ୍ସରସାଇଜ୍ ୱାଜ୍ ଅଫ୍ କୋର୍ସ ଅବଟେନ୍‌ଡ୍ ଆଜ୍ ମାଇଁ ଫାଦର୍ ରୋଟ୍ ହିମସେଲ୍ଫ ଟୁ ଦ ହେଡମାଷ୍ଟର୍ ସେଇଙ୍ଗ୍ ଦ୍ୟାଟ୍ ହି ୱାଣ୍ଟେଡ୍ ମି ଆଟ୍ ହୋମ୍ ଆଫ୍ଟର୍ ସ୍କୁଲ୍ ।

Word Meanings (English to Odia):

1. Convicted (କନଭିକ୍ଟେଡ୍) - ଦୋଷୀ ସାବ୍ୟସ୍ତ ହେବା (to find somebody guilty)।

2. Innocence (ଇନୋସେନ୍ସ) - ନିର୍ଦ୍ଦୋଷତା।

3. Anguish (ଆଙ୍ଗୁଇସ୍) - ତୀବ୍ର ମାନସିକ କଷ୍ଟ (severe mental suffering)।

4. Faint (ଫେଣ୍ଟ୍) - କ୍ଷୀଣ ବା ଅସ୍ପଷ୍ଟ।

5. Remitted (ରିମିଟେଡ୍) - କ୍ଷମା ବା ଛାଡ଼ କରାଗଲା।

Odia Meaning: ମୋତେ ମିଛ କହିବାରେ ଦୋଷୀ ସାବ୍ୟସ୍ତ କରାଗଲା! ଏହା ମୋତେ ବହୁତ କଷ୍ଟ ଦେଲା। ମୁଁ ମୋର ନିର୍ଦ୍ଦୋଷତା କିପରି ପ୍ରମାଣ କରିଥାନ୍ତି? ଏହାର କୌଣସି ଉପାୟ ନଥିଲା। ମୁଁ ଗଭୀର ମାନସିକ କଷ୍ଟରେ କାନ୍ଦିଥିଲି। ମୁଁ ବୁଝିପାରିଲି ଯେ ସତ୍ୟ କହୁଥିବା ବ୍ୟକ୍ତି ମଧ୍ୟ ସାବଧାନ ରହିବା ଉଚିତ୍। ସ୍କୁଲରେ ମୋର ଅସାବଧାନତାର ଏହା ଥିଲା ପ୍ରଥମ ଏବଂ ଶେଷ ଘଟଣା। ମୋର ଟିକିଏ ମନେ ପଡୁଛି ଯେ ଶେଷରେ ମୁଁ ମୋର ଜୋରିମାନା ଛାଡ଼ କରିବାରେ ସଫଳ ହୋଇଥିଲି। ବ୍ୟାୟାମରୁ ଛାଡ଼ ମଧ୍ୟ ମିଳିଥିଲା, କାରଣ ମୋ ବାପା ନିଜେ ପ୍ରଧାନ ଶିକ୍ଷକଙ୍କୁ ଚିଠି ଲେଖି ଜଣାଇଥିଲେ ଯେ ସ୍କୁଲ୍ ପରେ ତାଙ୍କର ମୋତେ ଘରେ ଦରକାର ଅଛି।

English Meaning: Being called a liar hurt Gandhi very deeply. He had no way to prove that he was telling the truth about the clouds misleading him. He cried in great emotional pain and learned a very important lesson: a person who wants to be truthful must also be careful and punctual. This was his first and last mistake of carelessness in school. Eventually, he managed to get his fine canceled. He also finally got permission to skip sports practice because his father wrote a direct letter to the headmaster explaining that he needed his son at home.

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Paragraph 5 Explanation ✍️

Original Text: But though I was none the worse for having neglected exercise, I am still paying the penalty of another neglect. I do not know whence I got the notion that good handwriting was not a necessary part of education, but I retained it until I went to England. When later, especially in South Africa, I saw the beautiful handwriting of lawyers and young men born and educated in South Africa, I was ashamed of myself and repented of my neglect. I saw that bad handwriting should be regarded as a sign of an imperfect education. I tried later to improve mine, but it was too late. I could never repair the neglect of my youth. Let every young man and woman be warned by my example, and understand that good handwriting is a necessary part of education. I am now of the opinion that children should first be taught the art of drawing before learning to write. Let the child learn his letters by observation as he does different objects, such as flowers, birds, etc., and let him learn handwriting only after he has learnt to draw objects. He will then write a beautifully formed hand.

Pronunciation: ବଟ୍ ଦୋଉ ଆଇ ୱାଜ୍ ନନ୍ ଦ ୱୋର୍ସ ଫର୍ ହ୍ୟାଭିଂ ନେଗ୍ଲେକ୍ଟେଡ୍ ଏକ୍ସରସାଇଜ୍... ହି ଉଇଲ୍ ଦେନ୍ ରାଇଟ୍ ଏ ବିଉଟିଫୁଲି ଫର୍ମଡ୍ ହ୍ୟାଣ୍ଡ୍ ।

Word Meanings (English to Odia):

1. None the worse (ନନ୍ ଦ ୱୋର୍ସ) - କ୍ଷତିଗ୍ରସ୍ତ ନହେବା (to not to be harmed / affected by something)।

2. Penalty (ପେନାଲ୍ଟି) - ଦଣ୍ଡ।

3. Retained (ରିଟେନ୍‌ଡ୍) - ବଜାୟ ରଖିଲି ବା ଧରି ରଖିଲି (continue to have or possess)।

4. Repented (ରିପେଣ୍ଟେଡ୍) - ଅନୁତାପ କଲି।

5. Imperfect (ଇମପରଫେକ୍ଟ) - ଅସମ୍ପୂର୍ଣ୍ଣ।

6. Repair the neglect (ରିପେୟାର୍ ଦ ନେଗ୍ଲେକ୍ଟ) - ଅବହେଳାକୁ ସୁଧାରିବା (to make up the loss)।

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Odia Meaning: ଯଦିଓ ବ୍ୟାୟାମ ପ୍ରତି ଅବହେଳା କରିବା ଯୋଗୁଁ ମୋର କୌଣସି ବିଶେଷ କ୍ଷତି ହୋଇନଥିଲା, ତଥାପି ମୁଁ ଅନ୍ୟ ଏକ ଅବହେଳାର ଦଣ୍ଡ ଆଜି ମଧ୍ୟ ଭୋଗୁଛି। ମୁଁ ଜାଣେ ନାହିଁ ମୋ ମନରେ ଏ ଧାରଣା କେଉଁଠୁ ଆସିଲା ଯେ ଭଲ ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଂଶ ନୁହେଁ, କିନ୍ତୁ ମୁଁ ଇଂଲଣ୍ଡ ଯିବା ପର୍ଯ୍ୟନ୍ତ ଏହି ଧାରଣାକୁ ଧରି ରଖିଥିଲି। ପରେ ଯେତେବେଳେ, ବିଶେଷ କରି ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ, ସେଠାରେ ଜନ୍ମିତ ଏବଂ ଶିକ୍ଷିତ ଯୁବକ ଓ ଓକିଲମାନଙ୍କର ସୁନ୍ଦର ହସ୍ତାକ୍ଷର ଦେଖିଲି, ମୁଁ ନିଜ ଉପରେ ଲଜ୍ଜିତ ହେଲି ଏବଂ ମୋର ଅବହେଳା ପାଇଁ ଅନୁତାପ କଲି। ମୁଁ ଅନୁଭବ କଲି ଯେ ଖରାପ ହସ୍ତାକ୍ଷରକୁ ଅସମ୍ପୂର୍ଣ୍ଣ ଶିକ୍ଷାର ଲକ୍ଷଣ ବୋଲି ଧରାଯିବା ଉଚିତ୍। ପରେ ମୁଁ ମୋର ହସ୍ତାକ୍ଷର ସୁଧାରିବାକୁ ଚେଷ୍ଟା କଲି, କିନ୍ତୁ ବହୁତ ଡେରି ହୋଇଯାଇଥିଲା। ଯୁବକ ଅବସ୍ଥାରେ କରିଥିବା ଏହି ଅବହେଳାକୁ ମୁଁ କେବେବି ସୁଧାରି ପାରିଲି ନାହିଁ। ମୋ ଉଦାହରଣରୁ ପ୍ରତ୍ୟେକ ଯୁବକ ଏବଂ ଯୁବତୀ ସତର୍କ ହେବା ଉଚିତ୍ ଏବଂ ବୁଝିବା ଉଚିତ୍ ଯେ ଭଲ ହସ୍ତାକ୍ଷର ଶିକ୍ଷାର ଏକ ଆବଶ୍ୟକୀୟ ଅଂଶ। ମୋର ବର୍ତ୍ତମାନ ଏହି ମତ ଯେ ପିଲାମାନଙ୍କୁ ଲେଖିବା ଶିଖିବା ପୂର୍ବରୁ ଚିତ୍ରାଙ୍କନ (ଡ୍ରଇଂ) କଳା ଶିଖାଯିବା ଉଚିତ୍। ଯେପରି ପିଲାମାନେ ଫୁଲ, ପକ୍ଷୀ ଆଦିକୁ ଦେଖି ଚିହ୍ନିଥାନ୍ତି, ସେହିପରି ଅକ୍ଷରଗୁଡ଼ିକୁ ଦେଖି ଶିଖିବା ଉଚିତ୍ ଏବଂ ବସ୍ତୁର ଚିତ୍ର ଆଙ୍କିବା ଶିଖିବା ପରେ ହିଁ ଲେଖିବା ଅଭ୍ୟାସ କରିବା ଉଚିତ୍। ସେତେବେଳେ ସେମାନଙ୍କର ହସ୍ତାକ୍ଷର ବହୁତ ସୁନ୍ଦର ହେବ।

English Meaning: Even though skipping sports did not harm his physical health much, Gandhi deeply regretted another mistake from his school days: having bad handwriting. He had a wrong belief that good handwriting was not important for education. He carried this wrong idea until he went to England and South Africa. In South Africa, when he saw the incredibly beautiful handwriting of the lawyers and educated youth, he felt ashamed of his own messy writing and realized that bad handwriting is a sign of an incomplete education. He tried to fix it later in life, but it was too late. Because of this, he advises all young people to take handwriting seriously. He also suggests that young children should be taught how to draw shapes and objects before they are taught how to write the alphabet, so they can develop perfectly beautiful handwriting.

Paragraph 6 Explanation 📖

Original Text: Sanskrit, however, proved a harder task. In geometry there was nothing to memorise, whereas in Sanskrit, I thought, everything had to be learnt by heart. This subject was also commenced from the fourth standard. As soon as I entered the six, I became disheartened. The teacher was a hard taskmaster, anxious, as I thought, to force the boys. There was a sort of rivalry going on between the Sanskrit and the Persian teachers. The Persian teacher was lenient. The boys used to talk among themselves that Persian was very easy and the Persian teacher, was very good and considerate to the students. The 'easiness' tempted me and one day I sat in the Persian class. The Sanskrit teacher was grieved. He called me to his side and said: How can you forget that you are the son of a Vaishnava father? Won't you learn the language of your own religion? If you have any difficulty, why not come to me? I want to teach you students Sanskrit to the best of my ability. As you proceed further, you will find in it things of absorbing interest. You should not lose heart. Come and sit again in the Sanskrit class.

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Pronunciation: ସଂସ୍କୃତ, ହାଓଏଭର୍, ପ୍ରୁଭ୍‌ଡ୍ ଏ ହାର୍ଡର୍ ଟାସ୍କ... ୟୁ ସୁଡ୍ ନଟ୍ ଲୁଜ୍ ହାର୍ଟ । କମ୍ ଆଣ୍ଡ୍ ସିଟ୍ ଏଗେନ୍ ଇନ୍ ଦ ସଂସ୍କୃତ କ୍ଲାସ୍ ।

Word Meanings (English to Odia):

1. Memorise (ମେମୋରାଇଜ୍) - ଘୋଷି ମନେରଖିବା।

2. Commenced (କମେନ୍ସଡ୍) - ଆରମ୍ଭ ହେଲା (to begin or start)।

3. Disheartened (ଡିସ୍‌ହାର୍ଟେନଡ୍) - ନିରାଶ ହୋଇଗଲି (lost courage or hope)।

4. Taskmaster (ଟାସ୍କମାଷ୍ଟର୍) - କଠୋର ଶିକ୍ଷକ (any person who imposes a harsh workload on someone)।

5. Rivalry (ରାଇଭାଲରି) - ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱିତା (competition for the same thing)।

6. Lenient (ଲେନିଏଣ୍ଟ) - କୋହଳ ବା ଦୟାଳୁ (not strict)।

7. Considerate (କନସିଡରେଟ୍) - ଅନ୍ୟର ଅସୁବିଧାକୁ ବୁଝୁଥିବା ବ୍ୟକ୍ତି (kind hearted person who considers others' difficulties)।

8. Grieved (ଗ୍ରିଭ୍‌ଡ୍) - ଦୁଃଖିତ ହେଲେ।

9. Absorbing (ଆବଜର୍ବିଙ୍ଗ୍) - ଗଭୀର ଆଗ୍ରହ ସୃଷ୍ଟିକାରୀ (deep, keen)।

Odia Meaning: ଯାହା ହେଉନା କାହିଁକି, ସଂସ୍କୃତ ପଢିବା ମୋ ପାଇଁ ଅଧିକ କଷ୍ଟକର ଥିଲା। ଜ୍ୟାମିତିରେ ଘୋଷି ମନେରଖିବା ପାଇଁ କିଛି ନଥିଲା, କିନ୍ତୁ ସଂସ୍କୃତରେ ମୋର ମନେ ହେଉଥିଲା ଯେମିତି ସବୁକିଛି ଘୋଷି ମନେରଖିବାକୁ ପଡିବ। ଏହି ବିଷୟ ମଧ୍ୟ ଚତୁର୍ଥ ଶ୍ରେଣୀରୁ ଆରମ୍ଭ ହୋଇଥିଲା। ମୁଁ ଷଷ୍ଠ ଶ୍ରେଣୀରେ ପହଞ୍ଚିବା ବେଳକୁ ନିରାଶ ହୋଇଯାଇଥିଲି। ସଂସ୍କୃତ ଶିକ୍ଷକ ଜଣେ କଠୋର ବ୍ୟକ୍ତି ଥିଲେ ଏବଂ ମୋର ମନେ ହେଉଥିଲା ସେ ପିଲାମାନଙ୍କ ଉପରେ ପାଠ ଲଦି ଦେବାକୁ ଚାହୁଁଥିଲେ। ସେତେବେଳେ ସଂସ୍କୃତ ଏବଂ ଫାର୍ସୀ (ପର୍ସିଆନ୍) ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ଏକ ପ୍ରକାରର ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱିତା ଲାଗି ରହିଥିଲା। ଫାର୍ସୀ ଶିକ୍ଷକ ଜଣକ ବହୁତ କୋହଳ ଏବଂ ଦୟାଳୁ ଥିଲେ। ପିଲାମାନେ ନିଜ ନିଜ ଭିତରେ କଥା ହେଉଥିଲେ ଯେ ଫାର୍ସୀ ଭାଷା ବହୁତ ସହଜ ଏବଂ ଫାର୍ସୀ ଶିକ୍ଷକ ପିଲାମାନଙ୍କର ବହୁତ ଯତ୍ନ ନିଅନ୍ତି। ଏହି 'ସହଜ' କଥାଟି ମୋତେ ଆକର୍ଷିତ କଲା ଏବଂ ଦିନେ ମୁଁ ଯାଇ ଫାର୍ସୀ ଶ୍ରେଣୀରେ ବସିଗଲି। ଏହା ଦେଖି ସଂସ୍କୃତ ଶିକ୍ଷକ ଦୁଃଖିତ ହେଲେ। ସେ ମୋତେ ପାଖକୁ ଡାକି କହିଲେ: ତୁମେ ଜଣେ ବୈଷ୍ଣବ ପିତାଙ୍କର ପୁଅ ବୋଲି କେମିତି ଭୁଲିଯାଉଛ? ତୁମେ ନିଜ ଧର୍ମର ଭାଷା ଶିଖିବ ନାହିଁ କି? ଯଦି ତୁମର କୌଣସି ଅସୁବିଧା ଅଛି, ମୋ ପାଖକୁ ଆସୁନାହଁ କାହିଁକି? ମୁଁ ତୁମ ପିଲାମାନଙ୍କୁ ମୋର ଶ୍ରେଷ୍ଠ ଦକ୍ଷତା ଦେଇ ସଂସ୍କୃତ ଶିଖାଇବାକୁ ଚାହୁଁଛି। ଯେତେବେଳେ ତୁମେ ଆଗକୁ ପଢିବ, ତୁମେ ଏଥିରେ ବହୁତ ମଜାଦାର ଏବଂ ଆଗ୍ରହଜନକ ଜିନିଷ ପାଇବ। ତୁମେ ନିରାଶ ହେବା ଉଚିତ୍ ନୁହେଁ। ଆସ ଏବଂ ପୁଣି ସଂସ୍କୃତ ଶ୍ରେଣୀରେ ବସ।

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English Meaning: For Gandhi, learning Sanskrit was much harder than learning subjects like Geometry. In Geometry, he just had to understand the concepts, but in Sanskrit, he felt like he had to memorize everything perfectly. The strict nature of the Sanskrit teacher also made him lose interest. At that time, there was a silent competition between the Sanskrit and Persian teachers. The Persian teacher was very relaxed, polite, and not strict at all. Hearing from other boys that Persian was an easy subject with a kind teacher, Gandhi decided to sit in the Persian class one day. The Sanskrit teacher was very sad to see this. He called Gandhi and lovingly reminded him that he belonged to a Vaishnava family, so he must learn his own religious language. He encouraged Gandhi not to lose hope, promised to teach him with great effort, and assured him that Sanskrit would become very interesting as he learned more.

Paragraph 7 Explanation 🙏

Original Text: This kindness put me to shame. I could not disregard my teacher's affection. Today I cannot but thank with gratitude of Krishnashankar Pandya. For if I had not acquired the little Sanskrit that I learnt then, I should have found it difficult to take any interest in our sacred books. In fact I deeply regret that I was not able to acquire a more thorough knowledge of the language.

Pronunciation: ଦିସ୍ କାଇଣ୍ଡନେସ୍ ପୁଟ୍ ମି ଟୁ ସେମ୍ । ଆଇ କୁଡ୍ ନଟ୍ ଡିସ୍‌ରିଗାର୍ଡ ମାଇଁ ଟିଚର୍ସ ଆଫେକ୍ସନ୍... ଇନ୍ ଫ୍ୟାକ୍ଟ ଆଇ ଡିପ୍‌ଲି ରିଗ୍ରେଟ୍ ଦ୍ୟାଟ୍ ଆଇ ୱାଜ୍ ନଟ୍ ଏବଲ୍ ଟୁ ଆକ୍ୱାୟାର୍ ଏ ମୋର୍ ଥୋରୋ ନଲେଜ୍ ଅଫ୍ ଦ ଲାଙ୍ଗୁଏଜ୍ ।

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Word Meanings (English to Odia):

1. Disregard (ଡିସ୍‌ରିଗାର୍ଡ) - ଅବଜ୍ଞା କରିବା।

2. Gratitude (ଗ୍ରାଟିଚ୍ୟୁଡ୍) - କୃତଜ୍ଞତା।

3. Acquired (ଆକ୍ୱାୟାର୍ଡ) - ଅର୍ଜନ କଲି।

4. Sacred (ସାକ୍ରେଡ୍) - ପବିତ୍ର (holy)।

5. Thorough (ଥୋରୋ) - ସମ୍ପୂର୍ଣ୍ଣ ବା ଗଭୀର।

6. Regret (ରିଗ୍ରେଟ୍) - ଦୁଃଖ ପ୍ରକାଶ କରିବା ବା ଅନୁତାପ କରିବା।

Odia Meaning: ଶିକ୍ଷକଙ୍କର ଏହି ଦୟାଭାବ ମୋତେ ଲଜ୍ଜିତ କଲା। ମୁଁ ମୋ ଶିକ୍ଷକଙ୍କ ସ୍ନେହକୁ ଅବଜ୍ଞା କରିପାରିଲି ନାହିଁ। ଆଜି ମୁଁ ଶ୍ରୀ କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟାଙ୍କୁ କୃତଜ୍ଞତାର ସହ ଧନ୍ୟବାଦ ନ ଦେଇ ରହିପାରିବି ନାହିଁ। କାରଣ ସେତେବେଳେ ମୁଁ ଯେତିକି ଟିକିଏ ସଂସ୍କୃତ ଶିଖିଥିଲି, ଯଦି ତାହା ଶିଖିନଥାନ୍ତି, ତେବେ ଆମର ପବିତ୍ର ଧର୍ମଗ୍ରନ୍ଥଗୁଡ଼ିକ ପ୍ରତି ଆଗ୍ରହ ସୃଷ୍ଟି କରିବା ମୋ ପାଇଁ ବହୁତ କଷ୍ଟକର ହୋଇଥାନ୍ତା। ପ୍ରକୃତରେ, ଏହି ଭାଷାରେ ଅଧିକ ଗଭୀର ଜ୍ଞାନ ଅର୍ଜନ କରିପାରିନଥିବାରୁ ମୁଁ ଗଭୀର ଦୁଃଖ ପ୍ରକାଶ କରୁଛି।

English Meaning: The Sanskrit teacher's loving and kind words made Gandhi feel a sense of guilt and shame for trying to run away from the subject. He deeply respected the teacher's affection and went back to the Sanskrit class. Today, he feels extremely thankful to his Sanskrit teacher, Krishnashankar Pandya. Gandhi realizes that the basic Sanskrit he managed to learn back then allowed him to comfortably read and understand holy Hindu scriptures later in life. His only regret is that he did not study the language more deeply to gain thorough knowledge.

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Detailed Summary of "At the High School" 🏫✨

1. Summary (Odia) | ଓଡ଼ିଆ ସାରାଂଶ 🇮🇳

ମହାତ୍ମା ଗାନ୍ଧୀ ନିଜ ଆତ୍ମଜୀବନୀ 'My Experiment with Truth' ରେ ତାଙ୍କର ହାଇସ୍କୁଲ୍ ଜୀବନର ଅନୁଭୂତି ବର୍ଣ୍ଣନା କରିଛନ୍ତି। ସେ ନିଜକୁ ଜଣେ ଖୁବ୍ ମେଧାବୀ ଛାତ୍ର ଭାବୁନଥିଲେ ମଧ୍ୟ ସେ କେବେହେଲେ ଜଣେ ବୋକା ଛାତ୍ର ନଥିଲେ। ସେ ସର୍ବଦା ଶିକ୍ଷକମାନଙ୍କର ସ୍ନେହ ପାଉଥିଲେ ଏବଂ ଭଲ ଚରିତ୍ର ଓ ଅଧ୍ୟୟନ ପାଇଁ ପ୍ରମାଣପତ୍ର, ପୁରସ୍କାର ତଥା ମାସିକ ବୃତ୍ତି (ସ୍କଲାରସିପ୍) ହାସଲ କରିଥିଲେ। ତେବେ ଏହି ସଫଳତା ପାଇଁ ସେ ନିଜ ଦକ୍ଷତା ଅପେକ୍ଷା ନିଜର ଭାଗ୍ୟକୁ ଅଧିକ ଶ୍ରେୟ ଦେଉଥିଲେ। ଗାନ୍ଧୀ ନିଜ ଚରିତ୍ର ପ୍ରତି ବହୁତ ଯତ୍ନବାନ ଥିଲେ ଏବଂ ଶିକ୍ଷକଙ୍କର ଟିକିଏ ଗାଳି କିମ୍ବା ତିରସ୍କାର ମଧ୍ୟ ତାଙ୍କୁ କନ୍ଦାଇ ଦେଉଥିଲା।

ସ୍କୁଲର ହେଡମାଷ୍ଟର ଦୋରାବଜୀ ଏଦୁଲଜୀ ଗିମି ଉପର ଶ୍ରେଣୀର ପିଲାମାନଙ୍କ ପାଇଁ ବ୍ୟାୟାମ ଏବଂ କ୍ରିକେଟକୁ ବାଧ୍ୟତାମୂଳକ କରିଥିଲେ, କିନ୍ତୁ ଗାନ୍ଧୀ ଏହାକୁ ଖୁବ୍ ଘୃଣା କରୁଥିଲେ। ସେ ସ୍କୁଲ ଛୁଟି ହେବା ମାତ୍ରେ ଘରକୁ ଯାଇ ତାଙ୍କ ପିତାଙ୍କ ସେବା କରିବାକୁ ଚାହୁଁଥିଲେ ଏବଂ ତାଙ୍କର ଲାଜକୁଳା ସ୍ୱଭାବ ମଧ୍ୟ ଏହି ଖେଳଠାରୁ ଦୂରେଇ ରହିବାର ଏକ କାରଣ ଥିଲା। ଥରେ ଶନିବାର ଦିନ ଆକାଶ ମେଘୁଆ ଥିବାରୁ ଏବଂ ତାଙ୍କ ପାଖରେ ଘଣ୍ଟା ନଥିବାରୁ ସେ ବ୍ୟାୟାମ କ୍ଲାସରେ ବିଳମ୍ବରେ ପହଞ୍ଚିଥିଲେ, ଯେଉଁଥିପାଇଁ ହେଡମାଷ୍ଟର ତାଙ୍କ କଥାକୁ ବିଶ୍ୱାସ ନକରି ତାଙ୍କୁ ଏକ କିମ୍ବା ଦୁଇ ଅଣା ଜୋରିମାନା ଦେବାକୁ ଆଦେଶ ଦେଇଥିଲେ। ଏହି ଘଟଣା ତାଙ୍କୁ ଗଭୀର ଆଘାତ ଦେଇଥିଲା ଏବଂ ସେ ଶିଖିଥିଲେ ଯେ ଜଣେ ସତ୍ୟବାଦୀ ମଣିଷ ସର୍ବଦା ସାବଧାନ ରହିବା ଉଚିତ୍। ପରେ ତାଙ୍କ ପିତାଙ୍କ ଚିଠି ପାଇ ସ୍କୁଲ୍ ତାଙ୍କୁ ବ୍ୟାୟାମରୁ ମୁକ୍ତ କରିଥିଲା।

ଗାନ୍ଧୀ ହସ୍ତାକ୍ଷର ଉପରେ ମଧ୍ୟ କୌଣସି ଗୁରୁତ୍ୱ ଦେଇନଥିଲେ, ଯାହା ପାଇଁ ସେ ପରବର୍ତ୍ତୀ ସମୟରେ ଦକ୍ଷିଣ ଆଫ୍ରିକାରେ ବହୁତ ଅନୁତାପ କରିଥିଲେ। ସେ ଅନୁଭବ କଲେ ଯେ ଖରାପ ହସ୍ତାକ୍ଷର ଏକ ଅସମ୍ପୂର୍ଣ୍ଣ ଶିକ୍ଷାର ପରିଚୟ, ତେଣୁ ପିଲାମାନଙ୍କୁ ଅକ୍ଷର ଶିଖିବା ପୂର୍ବରୁ ପ୍ରଥମେ ଚିତ୍ରାଙ୍କନ ଶିଖିବା ଉଚିତ୍ ଯାହାଦ୍ୱାରା ସେମାନଙ୍କର ହସ୍ତାକ୍ଷର ସୁନ୍ଦର ହେବ। ଅନ୍ୟପକ୍ଷରେ, ସଂସ୍କୃତ ପଢ଼ିବା ତାଙ୍କ ପାଇଁ ବହୁତ କଷ୍ଟକର ଥିଲା କାରଣ ସେଥିରେ ବହୁତ କିଛି ଘୋଷିବାକୁ ପଡୁଥିଲା, ତେଣୁ ସେ ଲୋଭରେ ପଡ଼ି ସହଜ ଲାଗୁଥିବା ପାର୍ସୀ ଶ୍ରେଣୀରେ ବସିବାକୁ ଚେଷ୍ଟା କରିଥିଲେ। କିନ୍ତୁ ତାଙ୍କ ସଂସ୍କୃତ ଶିକ୍ଷକ କୃଷ୍ଣଶଙ୍କର ପାଣ୍ଡ୍ୟାଙ୍କର କୋମଳ ଉପଦେଶ ଓ ଦୟା ତାଙ୍କୁ ଲଜ୍ଜିତ କରିଥିଲା ଏବଂ ସେ ପୁଣି ସଂସ୍କୃତ ଶ୍ରେଣୀକୁ ଫେରିଆସିଥିଲେ। ଏହି ଶିକ୍ଷା ପରବର୍ତ୍ତୀ ଜୀବନରେ ତାଙ୍କୁ ହିନ୍ଦୁ ଧର୍ମଗ୍ରନ୍ଥଗୁଡ଼ିକୁ ପଢ଼ିବା ଏବଂ ବୁଝିବାରେ ବହୁତ ସାହାଯ୍ୟ କରିଥିଲା।

2. Summary (English Only) 🇬🇧

In his autobiography 'My Experiment with Truth', Mahatma Gandhi reflects on his high school experiences, noting that while he did not have a high regard for his own ability, he was never considered a fool. He consistently received good character and progress certificates, enjoyed the affection of his teachers, and even won prizes and monthly scholarships of four and ten rupees. He humbly attributed these achievements to good luck rather than his actual merit. Gandhi was fiercely protective of his character, and any slight blemish or rebuke from a teacher would deeply upset him and bring him to tears.

Gandhi initially harbored a strong dislike for gymnastics and cricket, which his disciplinarian Headmaster, Dorabji Edulji Gimi, had made compulsory for older boys. This aversion was caused by his extreme shyness, a false notion that physical training had no place in proper education, and, most importantly, his deep desire to rush home after school to nurse his sick father. On one occasion, the cloudy weather deceived him because he lacked a watch, causing him to arrive completely late for a Saturday afternoon gymnastics class. He was wrongfully accused of lying about the weather and fined by the headmaster, an incident that caused him severe mental anguish and taught him the valuable life lesson that a man of truth must always be a man of care.

Later in his life, particularly during his time in South Africa, Gandhi deeply regretted neglecting his handwriting during his youth. Having previously believed that good handwriting was unnecessary, he realized that bad penmanship is actually a clear sign of an imperfect education, leading him to advise that young children should be taught drawing first to naturally develop beautifully formed letters. Furthermore, Gandhi struggled greatly with Sanskrit, finding the memorization harder than subjects like geometry, and was briefly tempted to switch to the easier Persian class. However, the gentle kindness and encouragement of his Sanskrit teacher, Krishnashankar Pandya, convinced him to return. Gandhi later felt immense gratitude for this intervention, as the foundational Sanskrit he learned allowed him to take a deep interest in understanding sacred religious books in his adulthood.