From the Diary of Anne Frank Class 10 Questions and Answers
Oral comprehension check :
Question 1.
What makes writing in a diary a strange experience for Anne Frank ?
डायरी में लिखना ऐन फ्रैंक के लिए एक अनजाना अनुभव क्यों होता है?
Answer:
It is a strange experience for Anne because of two counts – one : she has never written in a diary before, two: She thinks that later on no one else not even she herself will be interested in reading a thirteen-year old school girl’s diary.
Question 2.
Why does Anne want to keep a diary? ऐन एक डायरी क्यों रखना चाहती है?
Answer:
Anne wants to keep a diary because she does not have any intimate friend whom she could confide in.
Question 3.
Why did Anne think she could confide more in her diary than in people ?
ऐन क्यों सोचती थी कि वह लोगों से अधिक डायरी पर |विश्वास कर सकती थी?
Answer:
She was never so close to people as to pour her heart out to them. She could do so only in her diary because she considered the diary to be her true friend and called it Kitty. In fact, you can talk about anything, even about your silly thoughts only with your intimate friend and no one else.
Question 4.
Why does Anne provide a brief sketch of her life?
ऐन अपने जीवन का संक्षिप्त चित्रण क्यों करती है?
Answer:
Since, no one would understand a word, of her stories to Kitty (her friend, diary) if she started them abruptly without any background so she provides a brief sketch of her life.
Question 5.
What tells you that Anne loved her grandmother ?
कौन-सी बात बताती है कि ऐन अपनी दादी से प्यार करती थी?
Answer:
The fact that she lighted a candle for her grandmother on her birthday shows that she loved her.
Question 6.
Why was Mr. Keesing annoyed with Anne? What did he ask her todo?
श्रीमान कीसिंग ऐन से क्यों नाराज थे? उन्होंने उसे क्या करने को कहा?
Answer:
Mr. Keesing was Anne’s maths teacher. She used to talk and disturb the class during his period. This annoyed him. After repeated warnings when she did not stop talking, he asked her to write a composition on ‘A Chatterbox’ as a punishment.
Question 7.
How did Anne justify her being a Chatterbox in her essay ?
ऐन ने अपने प्रस्ताव में अपने बातूनी होने को कैसे न्यायसंगत ठहराया?
Answer:
In her essay she argued that talking was astudent’s trait. Moreover, she had inherited it from her mother. Though, she would try to control it yet would not be able to cure it. One cannot do much about the inherited traits.
Question 8.
Do you think Mr. Keesing was a strict teacher ?
क्या आप सोचते हैं कि श्रीमान कीसिंग बहुत कड़े अध्यापक थे?
Answer:
I don’t think Mr. Keesing was too strict a teacher. He started giving punishment to her only when his repeated warnings had no effect on her and she did not stop talking.
Question 9.
What made Mr. Keesing allow Anne to talk in class?
किस बात से श्रीमान कीसिंग ने ऐन को कक्षा में बोलने की
Answer:
Anne’s third punishment was to write a composition on the topic Quack, Quack, Quack said Mistress Chatterbox. By giving this ridiculous topic Mr. Keesing wanted to play a joke on her. Anne wrote the whole composition in a beautiful poem.
It was about a mother duck and father swan with three baby ducklings who were bitten to death by the father because they quacked too much. Mr. Keesing understood the joke played back by Anne and took it sportingly.
The poem was written so beautifully that he gave his own comments and read it to many classes. After this Anne was allowed to talk in the class. Perhaps, he never wanted to be the cruel father swan.
Textbook Questions
Thinking about the Text :
Question 1.
Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl ?
क्या ऐन सही थी कि संसार के लोग तेरह वर्ष की लड़की की सोच-विचार में दिलचस्पी नहीं लेंगे?
Answer:
I don’t think Anne was right in her speculation (अनुमान/अन्दाज) that people would not be interested in her musings. On the contrary (fancia) her diary has become one of the World’s most widely read books.
It has been translated into many languages, many films, television and theatrical production and even an opera is based on the diary. The diary is, in fact, considered to be an important document as it provides a vivid description of daily life and condition of Jews under Nazi occupation.
Question 2.
There are some examples of diary or journal entries in the ‘before you read’ section. Compare these with whatAnne writes in her diary. What language was the diary originally written in ? In what ways is Anne’s diary different?
‘Before you read’ भाग में ‘डायरी’ तथा ‘जर्नल’ के कुछ उदाहरण लिखे हैं। इनकी तुलना ऐन की डायरी में लिखे भाग से करो। डायरी की मूल भाषा क्या थी? ऐन की डायरी किस रूप से भिन्न है?
Answer:
Following are some of the examples of diary/ journal from, ‘Before you read’ section compared with extracts from the text in the tabular form.
The diary was originally written in Dutch. Anne’s diary is different from the typical diaries. It is written in the form of letters – addressed to ‘Kitty’which was the name of her diary-friend. It has the characteristic of both- a diary and a journal. It not only gives the chronological record of events, as in a diary, but also describes her feelings, thoughts and ideas along with the happening which is a characteristic of a journal,
Question 3.
Why does Anne need to give a brief sketch about her family ? Does she treat Kitty as an insider or an outsider ?
ऐन को अपने परिवार का संक्षिप्त चित्रण करने की क्यों आवश्यकता पड़ी? क्या वह किट्टी को अन्दर का व बाहर का (चरित्र) मानती है?
Answer:
Since, no one would understand a word of her stories to Kitty if she started telling them abruptly without any background so she thought it would be better to provide a brief sketch of her and her family’s life.
Moreover, Kitty was yet an outsider. She was to enter her life as a true friend so she thought it appropriate to introduce to her, her family and herself by giving a brief life sketch of all.
Question 4.
How does Anne feel about her father, her grandmother, Mrs. Kuperus and Mr. Keesing? What do these tell you about her ?
(ऐन अपने पिता, दादी, श्रीमती कुपरस तथा श्रीमान कीसिंग के प्रति क्या भाव रखती है? ये उसके विषय में क्या बताते हैं?
Answer:
Anne adored (loved) her father and considered him the most adorable father. She also loved her grandmother and often remembered her. She lit a candle on her birthday for her. Mrs. Kuperus was her sixth grade teacher and Headmistress.
The fact that both had a tearful and heartbreaking farewell shows that they loved and were attached to each other. She considered Mr. Keesing, her Maths teacher, an old Fogey. She annoyed him by talking constantly in his period.
After repeated warning when he punished her by asking her to write compositions on ridiculous topics, she gave convincing arguments in support of her talking and wrote beautiful essays which he appreciated specially the last one which was symbolic and written in verse. All the above relationships show that she was a loving, affectionate, creative and intelligent girl.
Question 5.
What does Anne write in her first essay?
ऐन अपने पहले प्रस्ताव में क्या लिखती है?
Answer:
The topic of her first essay was ‘A Chatterbox’. She was asked to write this essay as punishment by Mr. Keesing for constantly talking in his period. The subject was difficult. Anyone else could have rambled on and left big spaces between the words.
But Anne gave convincing arguments in support of her talking. She wrote that talking is a student’s trait. She inherited the trait from her mother. She would try to control it but would not be able to cure it because one could not do much about the inherited traits.
Question 6.
Anne says teachers are most unpredictable. Is Mr. Keesing unpredictable ? How?
ऐन कहती है कि अध्यापकों के लिये कभी भविष्यवाणी नहीं की जा सकती। क्या श्रीमान कीसिंग भी ऐसे हैं जिनके लिए भविष्यवाणी ‘नहीं की जा सकती? कैसे?
Answer:
Anne gives the above remark when the teachers were about to meet to decide who should go to the next form. According to her about a quarter of the class, was dummies, not fit to be promoted to the next form but then teachers were the most unpredictable creatures. They might or might not promote them.
She seems to have the same opinion about Mr. Keesing. In her first punishment – essay, she gives such convincing arguments in favour of her talkativeness that Mr. Keesing laughs heartily. She might have thought that she would not be punished in future. But she gets another and yet another punishment.
The topic of her last punishment was -‘Quack, Quack, Quack said Mistress Chatterbox’. By assigning this ridiculous topic Mr. Keesing, perhaps, wanted to play a joke on her but she played the joke back on him by symbolising him with Mr. Swan.
She was not sure and could not predict how he would take the joke. Luckily, Mr. Keesing took the joke the right way. He appreciated the poem she had written, added his comments and read it to many other classes. Above all she was allowed to talk and was assigned no more extra homework. This was unexpected.’
Question 7.
What do these statements tell you about Anne Frank as a person ?
अग्रलिखित कथन आपको ऐन फ्रैंक के व्यक्तित्व के विषय में क्या बतलाते हैं?
i. We don’t seem to be able to get any closer, and that’s the problem. May be it’s my fault that we don’t confide in each other.
Answer:
Anne Frank does not confide in everyone. She thinks she can confide only in Her intimate friend and she had not any that far.
ii. I don’t want to jot down the facts in this diary the way most people would do, but I want the diary to be my friend.
Answer:
She knows her mind and has her own way of doing things. She is original and not traditional.
iii. Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.
Answer:
She has a sense of humour and narrates events in a humorous manner.
iv. If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.
Answer:
She is observant and analytical and forms her own opinion.
v. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
Answer:
She was creative and intelligent.
Thinking about Language
Question 1.
The text you’ve just read has a number of phrasal verbs commonly used in English. Look these up in a dictionary for their meanings (under the entry for the italicised word):
- plunge (right) in
- ramble on
- kept back
- get along with
Answer:
- Plunge (right) in : enter suddenly and forcibly
- Ramble to talk/write in desutory, long on wandering binding fashion.
- Kept back : preserve/restrain
- Get along with : manage/make progress.
Additional questions extract based Questions
Answer the questions that follow the extracts in 30-40 words:
1. ‘Paper has more patience than people’. I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out.
I finally stayed where I was, brooding yes paper does have more patience, and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’ unless I should ever find a real friend, it probably won’t make a bit of difference.
Question i.
What makes the narrator say that ‘Paper has more patience than people’?
Answer:
Anne Frank, the narrator says this as she was getting bored and depressed not knowing what to do. She started writing her diary as she felt that she could pour in all her thoughts and feelings without being stopped or commented upon. Thus she realized that paper has more patience than people.
Question ii.
Why did Anne decide to write a diary? How would it not make a difference in her from a friend?
Answer:
Anne decided to write a diary because she desperately needed someone to share her genuine feelings and thoughts. Since paper could silently listen to her and accept her feelings and be genuine to her, she decided to write. Her diary was not different from any friend of hers as she could have the satisfaction of sharing everything even with a diary.
2. I have loving parents and a sixteen-year old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend. All I think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. May be it’s my fault that we don’t confide in each other.
Question i.
What Anne really lacked inspite of her loving family?
Answer:
Anne had her parents, a sister, some friends and a loving family. Still she felt that she did not have a true friend who could genuinely share her feelings and emotions.
Question ii.
How does Anne distinguish between a friend and a true friend?
Answer:
For Anne, friends are those to whom she can talk about anything but everyday things. But she cannot get closer to them all. A true friend, she feels, is the one with whom she can get closer, in whom she can confide everything
3. Our entire class is quaking in its boots. The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back. Half the class is making bets.
Question i.
Why does the entire class quaking in its boots?
Answer:
The entire class is quaking in its boots or getting anxious because of the upcoming results. That would decide their fate, whether they are promoted or detained.
Question ii.
What do we come to know about the nature of the narrator from these lines?
Answer:
The narrator, Anne Frank, seems to be cool and casual. She seems to be having no opinion regarding her own result. Nor does she seem to be anxious. For her, beyond all guesses and bets, it is the decision of the teachers that matters because teachers are unpredictable.
4. I wrote the three pages Mr. Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would do my best to keep it under control, but that I would never be able to cure myself of the habit since my mother talked as much as I did if not more, and that there’s not much you can do about inherited traits.
Question i.
What and why did Anne write the assignment?
Answer:
Anne was very talkative, especially in her maths class. Mr. Keesing, the maths teacher got annoyed with her and assigned her an essay as a punishment. She was given the topic ‘A Chatterbox’.
Question ii.
How did Anne try to convince her teacher about her talkativeness?
Answer:
Anne argued that being talkative was her inherent trait that she got from her mother, and there is not much that could be done about such traits. At the same time, she also convinced her teacher that she would do her best to keep it under control.
5. However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in class, write an essay entitled-‘Quack, Quack, Quack, said Mistress Chatterbox’.” The class roared, I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of Chatterboxes. It was time to come up with something else, something original.
My friend, Sanne, who’s good at poetry, offered to help me write the essay from the beginning to end in verse and I jumped for joy. Mr. Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
Question i.
What did Mr. Keesing do when he could not take Anne’s talkativeness any more?
Answer:
When Mr. Keesing found her still talking during his lessons after punishing her twice, he gave her another assignment. That was again on chatterboxes.
Question ii.
How did Anne manage to impress Mr. Keesing with her third assignment on chatterbox?
Answer:
The third time when Anne was given the same topic for assignment, her friend Sanne who was good at poetry, offered to help her write the essay from beginning to end in verse. Accordingly, the assignment was written. Not only did Mr. Keesing enjoy her joke but also read it out to other classes.
6. My father, the most adorable father I’ve ever seen, didn’t marry my mother until he was thirty six and she was twenty five. My sister Margot was born in Frankfurt in Germany in 1926. I lived in Frankfurt until I was four. My father emigrated to Holland in 1933. My mother, Edith Hollander Frank, went with him to Holland in September while Margot and I were sent to Aachen to stay with my grandmother.
Question i.
What do we come to know about Anne’s childhood?
Answer:
Anne had a very loving family. Anne adored her father very much though she and her sister stayed away from her parents for a few months, when her father and mother emigrated to Holland.
Question ii.
What do we come to know about Anne’s relationship with her family from her diary?
Answer:
Anne adored her father very much. So also did she love her grandmother. That closeness came after she and her sister went to stay with her when their parents emigrated to Holland. She missed her grandmother after her death.
Short answer type questions
Answer the following questions in about 30-40 words.
Question 1.
Why did Mr. Keesing allow Anne to talk in class?
Answer:
Anne wrote a symbolic story in verse for the topic of her third punishment in which the father swan had bitten his three ducklings for quacking too much. Mr. Keesing was amused by the poem and impressed by Anne’s intelligence. He allowed Anne to talk from then onwards. Perhaps, he did not want to be cruel like the father Swan.
Question 2.
How did Anne change the opinion of Mr. Keesing about herself ?
Answer:
Anne used to talk in the class of Mr. Keesing’s, his Maths teacher. He punished her, by asking her to write essays. She wrote them intelligently giving convincing arguments. In her third essay-Quack! Quack! said Mistress Chatterbox’, she wrote a symbolic story in the form of a poem.
In her story Mr. Swan had bitten his ducklings to death because they quacked too much. Mr. Keesing was amused to read the poem and understood the implicit message. It changed his opinion and he stpped punishing Anne for talking in his class.
Question 3.
What story did Anne write for the topic, “Quack! Quack! Quack, said Mistress Chatterbox.’ What shows that Mr. Keesing liked it ?
Answer:
Anne wrote a symbolic story in verse for the topic of her third punishment. In the story, there was a mother duckling and a father swan who had bitten his three duckling to death because they quacked too much. The fact that Mr. Keesing read the story with his comments to other classes proves that he liked it.
Question 4.
How did Anne impress her teacher Mr.
Answer:
Anne impressed Mr. Keesing with her intelligence, genius, creative and convincing arguments, that she wrote in her essays which were given to her as punishment-assignments. The symbolic story written in verse impressed him the most. He was amused to read it and appreciated it so much that he added his comments and read it to other classes, too.
Question 5.
Explain teachers are the most unpredictable creatures’.
Answer:
Anne and her classmates thought that teachers were the most unpredictable creatures’ as nobody would know what there was in their minds and what their next step would be.
Question 6.
What opinion did Anne have about her classmates ?
Answer:
She thought girls were better in studies than the boys. She thought most of them were dummies. About quarter a class needed to be detained in the same class.”
Question 7.
Give two instances to show that Anne was in the good books of her teachers.
Answer:
Anne was in the good books of her teachers. They loved her. Their farewell at the end of sixth forum was tearful and heart breaking. Again when most of the boys were not sure of their promotion in the next class, she was sure of her promotion. This shows that she was good in studies and such students remain in the good books of their teachers.
Question 8.
Who was Mrs. Kuperus ? What sort of relationship she had with Anne ?
Answer:
Mrs. Kuperus was Anne’s teacher and Headmistress when she was in the sixth forum. Both loved each other. Their heart breaking and tearful farewell supports the fact.
Question 9.
Explain the phrase “quacking in its boots’. Why was the whole class quacking in its boots ?
Answer:
“Quacking in its boots’ means shaking with fear and nervousness. The result of the class was about to be announced. The students, mostly the boys were uncertain about their promotion to the next class. They were making guesses and making bets who would be promoted to the next class and who not. They were fearful and nervous. Even Anne was not sure of getting through in Maths.
Question 10.
Anne had loving parents, many friends and relatives still she felt alone. Why?
Answer:
There is no doubt that Anne had loving parents, many friends and relatives, still she felt alone because she could not confide in anyone of them. She used to have good time with them but could not pour her heart to them.
Question 11.
What urged Anne to keep a diary?
or
Why did Anne decide to make Kitty her best friend?
Answer:
Anne had no true friends to confide in and share her feelings. She thought, ‘Paper has more patience than people’. So to get things off her chest, she made diary her friend and started writing in it, she called her diary kitty.
Question 12.
How did Anne want her diary to be different ?
Answer:
Anne did not want to jot down the facts in her’ diary, the way most people do. She wanted diary to be her friend. She called it kitty. She wrote her feelings and experiences in it. It was a mature work, reflecting deep insight.
Question 13.
Why did Anne prefer confiding in her diary?
Or
Why does Anne want to keep a diary? Why does she feel she can trust a diary more than the people ?
Answer:
Anne did not have a true friend to whom she could confide, hence she started writing a diary. Moreover, she knew that paper had more patience than people and her secrets would be safe in a diary. She could trust a diary more than people.
Question 14.
How did Sanne help Anne Frank in writing the third essay ?
Answer:
Sanne was Anne’s close friend, and good at poetry. She helped Anne write the third essay in verse. It turned out to be a good poem, and even the teacher, Mr. Keesing, took it in the right way.
Question 15.
Mr. Keesing is a kind, but strict teacher. Explain.
Answer:
Mr. Keesing is a kind but a strict teacher. He was annoyed with Anne as she was very talkative girl. “He warned her several times but she didn’t change. So, he punished her by giving an essay to write.
Long answer type questions
Answer the following questions in about 100-150 words :
Question 1.
“Yes, paper does have more patience, and since I’m not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit difference.”
Anne believed that paper has more patience than people. She could confide more in her diary than in people. Why did she feel so ? Was she free from bias and stereotypes ? Explain in 100-150 words the values we need to imbibe from diary as a friend.
Answer:
Anne was a sensible and intelligent girl. She believed that paper has more patience than people as it can confine secrets and share confidence better than people. Anne didn’t have a true friend hence she shared her thoughts and feelings with her diary.
She felt people may not be interested in what you have to say. They also may not be there when you need them. However, paper can never show disinterest and is free from bias and stereotypes. It can’t talk and hence can keep your secrets. She felt paper was more dependable than people and hence treated her diary as her friend.
Question 2.
‘Mr. Keesing, the old fogey who teaches maths, was annoyed with me for ages because I talked so much. After several warning, he 48signed me extra homework.’
Mr. Keesing punished Anne by giving her an essay to write. Did he lack empathy and compassion ? Was it not in his attitude to respect differences among the students ? What values would you like to inbuild in him and why? Write in 100-150 words.
Answer:
Mr. Keesing was annoyed with Anne as she was a very talkative girl. He warned her several times, but when she didn’t change, he punished her by giving her an essay to write. I think he lacked empathy and compassion. As a teacher, he should be more patient and considerate and should have understood Anne’s condition.
He lacked the quality of a good teacher. A good teacher understands that all students are not same, and there are different ways to teach different students. But Anne was able to change his attitude through her essays. She taught him that talking is a students’ trait and that it is the teacher’s responsibility to change it.
Question 3.
Anne wanted to write convincing arguments to prove the necessity of talking. What does this tell you about her ? Did she possess a sense of freedom ? Explain the values she possessed to justify herself in 100-150 words.
Answer:
Mr. Keesing punished Anne by giving her an essay to write on the topic, ‘A Chatterbox’. Anne, in her essay argued that talking is a students’ trait. The only thing that she could do was to try to control. But that would not be very effective. Her mother talked as much as she did and hence nothing could be done about an inherited trait.
Then in her next essay, which she wrote in verse, she expressed her quality of talking through a story. In the poem, a father swan bites his three ducklings to death as he could not bear their excessive quacking. This changed Mr. Keesing’s attitude and he never punished her after that. This shows that besides being talkative, Anne was an intelligent, and sensible girl and had a good sense of humour.
Question 4.
Anne justified her being a Chatterbox in her essay. Do you agree that she has the courage to defy injustice ? What values do you learn from Anne’s character through this ? Write in 100-150 words.
Answer:
Anne was a 13-year old intelligent and sensible girl. She was very talkative and hence her maths teacher punished her and asked her to write an essay on the topic ‘A Chatterbox”. She expressed her talking as a student’s trait. She defied the injustice through her three essays. She said that she could do nothing with her inherited trait.
Finally, she wrote her third essay in verse. It was about three ducklings bitten to death by their father swan because they quacked too much. This changed Mr. Keesing and he never punished her after that. This showed the power of pen to express her feelings and the sense of injustice done to her, without annoying others.
Before you read :
Anneliese Marie ‘Anne’ Frank (June 12, 1929 – February/March, 1945) was a German born Jewish girl who wrote while in hiding with her family and four friends in Amsterdam during the German occupation of the Netherlands in World War II.
Her family had moved to Amsterdam after the Nazi’s gained power in Germany but were trapped when the Nazi occupation extended into the Netherlands. As persecutions against the Jewish population increased, the family went into hiding in July 1942 in hidden rooms in her father Otto Frank’s office building.
After two years in hiding, the group was betrayed and transported to the concentration camp system where Anne died of typhus in Bergen-Belsen within days of her sister, Margot Frank. Her father, Otto, the only survivor of the group, returned to Amsterdam after the war ended, to find that her diary had been saved.
Convinced that it was a unique record, he took action to have it published in English under the name The Diary of a Young Girl. The diary was given to Anne Frank for her thirteenth birthday and chronicles the events of her life from June 12, 1942 until its final entry of August 1, 1944.
It was eventually translated from its original Dutch into many languages and became one of the world’s most widely read books. There have also been several films, television and theatrical production, and even an opera, based on the diary.
Described as the work of a mature and insightful mind, the diary provides an intimate examination of daily life under Nazi occupation. Anne Frank has become one of the most renowned and discussed of the Holocaust victims.
एनलीस मेरी ऐन’ फ्रैंक (जून 12, 1929-फरवरी/मार्च 1945) जर्मनी में पैदा हुई एक यहूदी लड़की थी जिसने तब लिखा जब वह अपने परिवार तथा चार मित्रों के साथ एम्सटरडम में गुप्त निवास कर रही थी जब द्वितीय विश्व युद्ध में जर्मनी ने नीदरलैंड पर अधिपत्य कर लिया था। जब जर्मनी में नाजी-शक्ति आई तब उसके परिवार ने एम्सटरडम में स्थानान्तर कर लिया था।
परंतु फँस गये जब नाजियों ने नीदरलैंड के भीतरी भाग तक अपना अधिपत्य बढ़ाया। जब यहूदियों को अधिक पीड़ित करना बड़ा तो 1942 में परिवार उसके पिता ऑटो फ्रैन्क के दफ्तर की बिल्डिंग के गुप्त कमरों में छिप गया। दो वर्ष के गुप्तवास के बाद किसी ने विश्वासघात कर उनके विषय में बता दिया।
तब उन्हें केन्द्रीय कैम्प में स्थानान्तरित कर दिया यहाँ अपनी बहन मार्गोट फ्रैंक की मृत्यु के कुछ ही दिन बाद बर्गन बैल्सन में टाईफस बीमारी से ऐन की भी मृत्यु हो गई। जब युद्ध समाप्त हो गया तब इकलौते जीवित बचे उसके पिता ऑटो, एम्सटरडम में वापस आये जहाँ उन्होंने पाया कि ऐन की डायरी सुरक्षित बच गई थी।
ऐसा मानकर कि यह एक अनोखा रिकार्ड था, उन्होंने उसे अंग्रेजी में एक युवा लड़की की डायरी’ के नाम से प्रकाशित करवाया। डायरी ऐन फ्रैंक को उसके तेरहवें जन्म दिवस पर उपहार में मिली थी। इसमें 12 जून 1942 से उसके आखिरी लेख 1 अगस्त 1944 तक की तिथि अनुसार क्रमबद्ध घटनायें हैं। बाद में डच भाषा में लिखी मूल रचना अन्य कई भाषाओं में अनुवाद की गईं, और दुनिया में सबसे अधिक पढ़ी जाने वाली पुस्तक बन गई।
डायरी पर आधारित बहुत सी फिल्में, टेलीविज़न तथा नाट्य रचनायें बनीं, यहाँ तक कि ऑपरे (नृत्य नाटिका) भी बनी। एक परिपक्व और परिज्ञानपूर्ण मस्तिष्क के रूप में वर्णित, डायरी नाजी अधिपत्य में दैनिक जीवन का अभिन्न परीक्षण देती है। ऐन फ्रैंक प्रचण्ड अग्नि के सबसे अधिक जानी जाने वाले और चर्चित शिकारों में एक बन गई हैं।
Complete text with hindi translation :
Text (Page 50) : Writing in a diary is a really strange experience for someone like me. Not only because I’ve never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings a thirteen-year old school girl. Oh well, it doesn’t matter I feel like writing, and I have an even greater need to all kinds of things off my chest.
Vocabulary :
- musings (म्यूजिंग्स) – pondering चिन्तन करते हुए
- feel like (फील लाईक) – desire इच्छा
- off my chest (ऑफ माई चैस्ट) – to get the load off the chest छाती से बोझ हल्का करना
अनुवाद : मुझ जैसे व्यक्ति के लिए डायरी लिखना वास्तव में एक विचित्र अनुभव है। न केवल इसलिए कि मैंने कभी इससे पहले कुछ नहीं लिखा अपितु इसलिए भी क्योंकि मुझे प्रतीत होता कि बाद में न तो मैं स्वयं और न कोई और व्यक्ति तेरह वर्ष की स्कूल की लड़की के विचारों में रुचि रखेगा। ठीक है, इस बात का कोई महत्व नहीं है। मैं लिखना चाहती हूँ और मुझे इससे भी अधिक आवश्यकता है अपनी छाती से बोझ हल्का करने का।
Text (Page 50): ‘Paper has more patience than people.’ I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out. I finally stayed where I was, brooding.
Vocabulary :
- patience (पेशियेन्स) – endurance धैर्य
- depressed (डिपैस्ड) – sad and hopeless dejected हताश, उदास और निराश
- listless (लिस्टलेस) – restless व्याकुल, निरुत्साहित
- wondering (वन्डरिंग) – thinking सोचते हुए
- brooding (ब्रूडिंग) – musing, pondering चिन्तन करते हुए
अनुवाद : कागज़ में मनुष्यों से अधिक सहनशीलता होती है। मैंने इस कथन के बारे में उन दिनों सोचा जब कि मैं थोड़ी उदासी का अनुभव कर रही थी तथा अपने हाथों से अपनी ठोड़ी को पकड़े घर बैठी हुई थी, उदास, व्याकुल, निरुत्साहित, यह सोचते हुए कि क्या मुझे घर ठहरना चाहिए व बाहर जाना चाहिए। अन्त में मैं घर रुक गई, जहाँ थी वहीं, चिन्तन करते हुए।
Text (Page 50) : Yes, paper does have more patience, and since I am not planning to let anyone else read this stiff-backed notebook grandly referred to as a ‘diary’, unless I should ever find a real friend, it probably won’t make a bit of difference.
Vocabulary :
- Stiff – backed (स्टिफ बैक्ड) – hard cover सख्त आवरण व जिल्द वाला
- grandly (ग्रैंडली) – splendidly शानदार रूप में
- referred (रेफर्ड) – talked about उल्लिखित, बताया जाता है
अनुवाद : हाँ, कागज में अधिक सहनशीलता होती है और क्योंकि मेरी योजना थी कि मैं इस सख्त जिल्द वाली किताब जिसे लोग शान से ‘डायरी’ कहते हैं, किसी दूसरे को पढ़ने न दूँ जब तक मुझे कोई सच्चा मित्र नहीं मिल जाता तो सम्भवतः इससे रत्ती भर भी फर्क नहीं पड़ेगा।
Text (Page 50): Now I’m back to the point that prompted me to keep a diary in the first place : I don’t have a friend.
Vocabulary:
- prompted (प्रोम्पेटेड) – inspired प्रेरित किया।
अनुवाद : अब मैं फिर उसी महत्वपूर्ण बात पर आती हूँ जिसने मुझे सर्वप्रथम एक डायरी रखने के लिए प्रेरित किया। मेरा कोई मित्र नहीं है।
Text (Page50): Let me put it more clearly, since no one will believe that a thirteen-year old girl is completely alone in the world. And I’m not. I have loving parents and a sixteen-year old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend.
Vocabulary :
- On the surface (ऑन दी सरफेस) – outwardly ऊपरी तौर पर।
अनुवाद : मैं इसे और स्पष्ट कर दूं क्योंकि कोई इस बात पर विश्वास नहीं करेगा कि एक तेरह वर्ष की लड़की संसार में बिल्कुल अकेली है। और मैं अकेली हूँ भी नहीं। मेरे पास स्नेही माता-पिता और सोलह वर्ष की एक बहन है और तीस व्यक्ति ऐसे हैं जिन्हें मैं अपना मित्र कह सकती हूँ। मेरा एक परिवार है, प्यार करने वाली मॉसी, चाचियाँ हैं और एक अच्छा घर है। न, ऊपरी तौर पर मेरे पास सब कुछ है सिवाय एक सच्चे मित्र के।
Text (Page 50) : AllI think about when I’m with friends is having a good time. I can’t bring myself to talk about anything but ordinary everyday things. We don’t seem to be able to get any closer, and that’s the problem. May be it’s my fault that we don’t confide in each other. In any case, that’s just how things are, and unfortunately they’re not liable to change. This is why, I’ve started the diary.
Vocabulary :
- fault (फॉल्ट) – shortcoming, defect दोष, कमी
- confide (कनफाईड) – trust भरोसा
- liable to (लायबल टू) – likely to सम्भावना है
अनुवाद : जब मैं अपने मित्रों के साथ होती हूँ तो केवल मौज मस्ती के बारे में सोचती हूँ। मैं साधारण प्रतिदिन की बातों के अतिरिक्त और कुछ नहीं सोच सकती हूँ। हम और आत्मीय होते नहीं दिखते, शायद यही समस्या है। हो सकता है कि यह मेरा दोष हो कि हम एक-दूसरे को अपने भेद नहीं बता सकते। फिर भी ऐसी ही स्थिति है और दुर्भाग्यवश इसके बदलने की सम्भावना नहीं है। इसलिए मैंने डायरी आरम्भ की है।
Text (Page 50) : To enhance image of this longawaited friend in my imagination, I don’t want to jot down the facts in this diary, the way most people do, but I want the diary to be my friend and I’m going to call this friend ‘Kitty’.
Vocabulary :
- enhance (एनहान्स) – increase बढ़ाना
- image (इमेज) – concept प्रतिबिम्ब
- jot down (जॉट डाऊन) – set down (संक्षेप में लिखना)
अनुवाद : अपनी कल्पना में इस परिक्षित प्रतिबिम्ब को बढ़ाने के लिए मैं उस प्रकार तथ्यों को संक्षेप में लिखना नहीं चाहूँगी जैसा प्रायः लोग करते हैं परन्तु मैं चाहती हूँ मेरी, डायरी मेरी सबसे अच्छी मित्र बने। मैं इसे ‘किट्टी’ कह कर पुकारूंगी।
Text (Page 51): Since, no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing it
Vocabulary:
- plunge (प्लज) – to enter impetuously, to start धृष्टता से प्रवेश करना, आरम्भ करना
- provide (प्रोवाईड) – supply, give देना
- brief (ब्रीफ) – in short संक्षेप में
- sketch (स्केच) – outline रूपरेखा
अनुवाद : क्योंकि किसी को भी, यदि मैं धृष्टतापूर्वक तुरन्त कहना चाहूँ तो किट्टी को सुनाई गई कहानियों का एक भी शब्द समझ में नहीं आएगा, इसलिए मैं न चाहते हुए भी चाहूँगी कि अपने जीवन का संक्षिप्त चित्रण प्रदान कर दूँ।
Text (Page 51) : My father, the most adorable father I’ve ever seen, didn’t marry my mother until he was thirty-six and she was twenty-five. My sister, Margot, was born in Frankfurt in Germany in 1926. I was born on 12 June 1929. I lived in Frankfurt until I was four. . Vocabulary: adorable (अडोरेबल) lovable प्यारा।
अनुवाद : मेरे पिता, जो सबसे प्रिय पिता हैं, उन्होंने मेरी माता से तब तक विवाह नहीं किया जब तक वह 36 वर्ष तथा माता 25 वर्ष की न हो गई। मेरी बहन मारगौट का जन्म 1926 में जर्मनी के शहर फ्रैंकफर्ट में हुआ और मेरा 12 जून 1929 में। मैं चार वर्ष की आयु तक फ्रैंकफर्ट में रही।
Text (Page 51): My father emigrated to Holland in 1933. My mother Edith Hollanda Frank, went with him to Holland in September, while Margot and I were sent to Aachen to stay with our grandmother. Margot went to Holland in December and I fellowed in February, when I was plunked down on the table as a birthday present for Margot.
Vocabulary :
- emigrated (इमिग्रेटेड) – shifted to another country प्रवास, विदेश में रहना
- plunked down (प्लंक्ड डाऊन) – put down suddenly पटक देना
अनुवाद : 1933 में मेरे पिता हॉलैंड को प्रवास कर गए। मेरी माता, एडिथ होलैन्डर फ्रैंक उनके साथ रहने के लिए सितम्बर में गई जबकि मारगौट और मैं अपनी दादी माँ के साथ रहने आचन चली गई। मारगौट दिसम्बर में हॉलैंड चली गई तथा मैंने फरवरी में उसका अनुसरण किया, जब मुझे उसके जन्म दिवस पर उपहार स्वरूप मेज पर पटक दिया गया।
Text (Page 51) : I started right away at the Montessori nursery school. I stayed there until I was six, at which time, I started in the first form. In the sixth form my teacher was Mrs. Kuperus, the Headmistress. At the end of the year we were both in tears as we had a heartbreaking farewell.
Vocabulary:
- right away (राइट अवे) – immediately तुरन्त
- form (फोर्म) – class कक्षा
- heart-breaking (हार्टब्रेकिंग) – distressing हृदयविदारक
- farewell(फेयरवैल) – goodbye विदाई
अनुवाद : मैंने तुरन्त ही मान्टेसरी स्कूल में नर्सरी में पढ़ाई आरम्भ कर दी। मैं छ: वर्ष की उम्र तक वहाँ रही जिस समय मैंने पहली कक्षा प्रारंभ की थी। छठी कक्षा में मेरी अध्यापिका श्रीमती कुपीरस प्रधानाचार्या थी। वर्ष के अन्त में हम दोनों की आँखों में आँसू थे जब हमने एक-दूसरे को हृदयविदारक विदाई दी।
Text (Page 51) : In the summer of 1941 Grandma fell ill and had to have an operation, so my birthday passed with little celebration. Grandma died in January 1942. No one knows how often I think of her and still love her. This birthday celebration in 1942 was intended, to make up for the other, and Grandma’s candle was lit along with the rest.
Vocabulary :
- intended (इनटेंडेड) – aimed at, done on purpose उद्देश्य से;
- make up for (मेक अप फॉर) – compensate कमी पूरी करने के लिए।
अनुवाद : 1941 की गर्मियों में दादी माँ बीमार पड़ गई और उनका ऑपरेशन करना पड़ा इसलिए मेरा जन्मदिन बिना समारोह के ही बीत गया। जनवरी 1942 में दादी माँ का स्वर्गवास हो गया। कोई नहीं जानता मैं उन्हें अक्सर याद करती हूँ और उन्हें अभी भी प्यार करती हूँ। 1942 का यह जन्मदिवस पहले जन्मदिवस को मनाने की कमी को पूरा करने के उद्देश्य से मनाया गया था तथा अन्य मोमबत्तियों के साथ दादी माँ की मोमबत्ती भी जलाई गई थी।
Text (Page 51) : The four of us are still doing well, and that brings me to the present date of 20 June 1942, and the solemn dedication of my diary.
Vocabulary :
- Solemn (HCA) performed with respect सम्मानपूर्वक मनाया जाना/करना
- dedication (डेडीकेशन) act of dedicating समर्पण करना
अनुवाद : हम चारों का स्वास्थ्य अभी भी ठीक-ठाक है तथा इसके साथ ही मैं आज की तारीख 20 जून 1942 पर आती हूँ-अपनी डायरी के प्रति सम्मानपूर्वक समर्पण पर।
Text (Page 52) : Saturday, 20 June 1942 Dearest Kitty, Our entire class is quacking in its boots. The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back. Half the class is making bets. G.N. and I laugh ourselves silly at the two boys behind us, C.N. and Jacques, who have staked their entire holiday savings on their bet.
Vocabulary :
- quacking in boots (क्वैकिंग इन बूट्स) – trembling with too much fear डर के मारे बुरी तरह से कांपना
- forthcoming (फोर्थकमिंग) – about to happen, approaching आगामी, भविष्य में होने वाला
- bet (बेट) – put to stake शर्त लगाना
- staked (स्टेक्ड) – put to bet दाँव पर लगा दिया
अनुवाद : शनिवार, 20 जून 1942 प्रिय किट्टी, हमारी पूरी कक्षा डर के मारे बुरी तरह से कांप रही है। नि:संदेह इसका कारण अगली मीटिंग है जिसमें अध्यापक यह फैसला करेंगे कि कौन अगली कक्षा में जाएगा और किसको पिछली कक्षा में रोक लिया जाए। आधी कक्षा शर्ते लगा रही है। जी.एन. और मैं अपने पीछे दो लड़कों सी.एन, और जैक्वस की मूर्खता पर हँस रहे हैं जिन्होंने अपनी पूरी छुट्टियों की बचत को दांव पर लगा दिया है।
Text (Page 52) : From morning to night, it’s “you’re going to pass”, “No I’m not.” “Yes, you are,” I’m not.” Even G.S. pleading glances and my angry outburst can’t calm them down. If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth
Vocabulary :
- pleading (प्लीडिंग) – entreating, requesting अनुनय (प्रार्थना) करती हुई
- outbursts (आऊटबर्सट्स) – explosion विस्फोट
- calm (काम) – quieten शान्त करना
- dummies (डमीज़) – dull headed, foolish मूर्ख
- unpredictable (अनप्रेडिक्टेबल) – that cannot be foretold, unexpected जिनके विषय में पहले से न कहा जा सके, अप्रत्याशित ।
अनुवाद : सुबह से रात तक “तुम पास हो रहे हो”, ‘नहीं, मैं नहीं, हाँ तुम’, ‘नहीं, मैं नहीं’। यही सब चलता रहता है। यहाँ तक कि जी की प्रार्थना (चुप रहने के लिए) भरी निगाहें और मेरा गुस्से से फट पड़ना (चिल्लाना) भी उन्हें शांत नहीं कर पाया। यदि तुम मुझसे पूछो तो कक्षा में इतने मूर्ख हैं कि एक चौथाई विद्यार्थियों को इसी कक्षा में रोक लिया जाना चाहिए। परन्तु अध्यापक गण धरती पर ऐसे प्राणी हैं जिनके विषय में कोई भविष्यवाणी नहीं की जा सकती।
Text (Page 52) : I’m not so worried about my girlfriends and myself. We’ll make it. The only subject I’m not sure about is maths. Anyway, all we can do is wait. Until then, we kept telling each other not to lose heart.
Vocabulary :
- lose heart (लूज़ हार्ट) – get disappointed निराश होना।
अनुवाद : मैं अपनी सहेलियों और अपने बारे में चिन्तित नहीं हूँ। हम तो पास हो ही जाएंगी। एक ही विषय जिसके बारे में मैं आश्वस्त नहीं हूँ, वह था गणित । जो भी हो, हम केवल प्रतीक्षा कर सकते हैं। तब तक हम एक दूसरे को निराश न होने के लिए कह सकते हैं।
Text (Page 52): I get along very well with all my teachers. There are nine of them, seven men and two women. Mr. Keesing, the old fogey who teaches maths, was annoyed with me for ages because I talked so much.
Vocabulary :
- fogey (फोगी) – old fashioned person पुराने ढंग/फैशन का
- annoyed (एनोयड) – made angry गुस्सा कर दिया/हो गया।
अनुवाद : मेरी सभी अध्यापकों से अच्छी पटती है (अच्छे सम्बन्ध हैं)। कुल नौ अध्यापक हैं-सात पुरुष और दो महिलाएँ श्रीमान कीसिंग, पुराने फैशन का गणित का अध्यापक, युगों से, लम्बे अर्से से मुझसे नाराज था क्योंकि मैं बहुत बातें करती थी।
Text (Page 52) : After several warnings, he assigned me extra homework. An essay on the subject, ‘A Chatterbox’. A Chatterbox – What can you write about that? I’d worry about that later, I decided. I jotted down the title in my notebook, tucked it in my bag and tried to keep quiet.
Vocabulary :
- warnings (वार्निंग्स) – previous notice चेतावनी;
- assigned (असाईन्ड) – gave/deputed work काम दिया;
- chatterbox (चैटर बॉक्स) – one who talks too much बातूनी;
- jotted down (जॉटेड डाऊन) – wrote down (in brief) लिख लिया;
- tucked (टक्ड) – put in रख दिया।
अनुवाद : अनेक चेतावनियों के बाद उन्होंने मुझे अतिरिक्त घर का प्रस्ताव, विषय था ‘एक बातूनी’। एक बातूनी-इसके विषय में तुम क्या लिख सकते हो? मैंने निश्चय किया कि इसकी चिन्ता बाद में करूँगी। मैंने विषय अपनी कापी में लिखा, कापी बस्ते में हूँसी और चुप रहने का प्रयत्न किया।
Text (Page 52): That evening, after I’d finished the rest of my homework, the note about the essay caught my eye. I began thinking about the subject while chewing the tip of my fountain pen. Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.
Vocabulary :
- ramble on (रैम्बल ऑन) – talk aimlessly बेसिर पैर की बात करना
- convincing (कन्विनसंग) – to assure firmly युक्ति द्वारा निश्चित कराना
- arguments (आरम्यूमैंन्ट्स) – rational points तर्क, युक्तिपूर्ण बात
अनुवाद : उस शाम, बाकी घर का काम समाप्त किया तो मेरा ध्यान प्रस्ताव की ओर गया। पेन की नोक चबाते हुए मैंने विषय के बारे में सोचना आरम्भ किया। कोई भी इधर उधर की बेसिर पैर की हाँक कर और शब्दों में अधिक स्थान छोड़ कर खुला-खुला लिखकर निबन्ध लिख सकता था परन्तु चतुरता तो इस बात में थी कि बोलने की आवश्यकता को युक्तिपूर्ण तर्कों द्वारा प्रमाणित किया जाए।
Text (Pages 52-53): I thought and thought, and suddenly. I had an idea. I wrote the three pages Mr. Keesing had assigned me and was satisfied. I argued that talking is a student’s trait and that I would try to keep it under control, but that I would never be able to cure myself of the habit, since my mother talked as much as I did, if not more, and that there’s not much you can do about inherited traits.
Vocabulary :
- trait (ट्रेट) – quality गुण
- cure (क्योर) – treat ठीक करना
- inherited (इनहरिटेड) – received from parents विरासत में मिली।
अनुवाद : मैं सोचती रही, सोचती रही, अचानक मुझे एक विचार आया। मैंने तीन पृष्ठ जो श्रीमान कीसिंग ने मुझे लिखने को दिए थे, लिखे और सन्तुष्ट हो गई। मैंने तर्क किया कि बोलना विद्यार्थियों का एक विशेष गुण है और मैं यथासम्भव इसे नियन्त्रित करने का प्रयत्न करूंगी परन्तु मैं इस आदत को पूरी तरह से कभी भी सुधार न पाऊँगी क्योंकि मेरी माँ अगर ज्यादा नहीं उतना ही बोलती थी जितना मैं, और आप विरासत में मिली व विशेष गुण (आदत) के लिए ज्यादा कुछ नहीं कर सकते।
Text (Page 53) : Mr. Keesing had a good laugh at my arguments, but when I proceeded to talk my way through the next lesson, he assigned me a second essay. This time it was supposed to be on – ‘An Incorrigible Chatterbox’. I handed it in, and Mr. Keesing had nothing to complain about for two whole lessons. However, during the third lesson he’d finally had enough. “Anne Frank, as punishment for talking in the class, write an essay entitled ‘Quack, Quack, Quack, said Mistress Chatterbox.’
Vocabulary :
- proceeded (प्रोसीडेड) – go further, continued जारी रखी (बातें करना)
- Incorrigible (इनकोरिजीबल) – that cannot be set right जो सुधर न सके
- Quack-Quack (क्वैक-क्वैक) – sound of duck बत्तख की आवाज
- entitled (एनटाईटल्ड) – having the heading शीर्षक
अनुवाद : मेरे तर्कों पर श्रीमान कीसिंग खुलकर हँसे परन्तु जब मैं अगले पाठ के दौरान फिर बातें करने लगी तो उन्होंने मुझे दूसरा निबन्ध लिखने को दे दिया। इस बार शीर्षक था ‘बातूनी जिसे सुधारा न जा सकता हो’। मैंने उसे भी लिखकर दे दिया और श्रीमान कीसिंग के पास दो पाठों तक शिकायत करने के लिए कुछ न था। पर तीसरे पाठ के दौरान उनसे और सहा न गया, ऐन फ्रैंक कक्षा में बात करने के अपराध की सजा स्वरूप एक निबन्ध लिखो जिसका शीर्षक है ” श्रीमती बातूनी बोली क्वैक-क्वैक”।
Text (Page 53) : The class roared. I had to laugh too, though I’d nearly exhausted my ingenuity on the topic of Chatterboxes. It was time to come up with something else, something original. My friend, Sanne, who’s good at poetry, offered to help me write the essay from beginning to the end in verse. I jumped for joy, Mr. Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.
Vocabulary :
- roared (रोड) – made loud noise (of laughter) जोर-जोर से (हँसी)
- exhausted (एगजॉस्टेड) – consumed
- ingenuity (इनजैन्युटी) – power of ready invention, skill in contriving creativeness कल्पना शक्ति, कौशल
- original (ओरिजनल) – creative मौलिक
- ridiculous (रिडिकुलस) – laughable हास्यास्पद।
अनुवाद : पूरी कक्षा जोर-जोर से हँसने लगी। मुझे भी हँसना पड़ा। यद्यपि ‘बातूनी’ विषय पर लिखने का मेरा कौशल समाप्त हो चुका था अब कुछ और, कुछ मौलिक लिखने का समय आ गया था। मेरी सखी सैनी जो कविता लिखने में अच्छी है, ने इस निबन्ध को आरम्भ से अन्त तक कविता में लिखने में मेरी सहायता करने का प्रस्ताव रखा। मैं खुशी से नाच उठी। श्रीमान कीसिंग इस बेतुके विषय पर मेरा मजाक उड़ाने का प्रयत्न कर रहे थे और मैं सुनिश्चित करूँगी कि यह मजाक उन्हीं के साथ हो।
Text (Page 53): I finished my poem, and it was beautiful. It was about a mother duck and father swan with three baby ducklings who were bitten to death by the father because they quacked too much. Luckily, Mr. Keesing took the joke the right way.
Vocabulary :
- ducklings (डकलिंग्स) – young ones of a duck बत्तख के बच्चे।
अनुवाद : मैंने अपनी कविता समाप्त की और वह बहुत सुन्दर बनी। यह एक बत्तख माँ, हंस पिता और तीन बत्तख के बच्चों के बारे में थी जिनको उनके पिता ने चोंच मार-मार कर इसलिए मार दिया था क्योंकि वह बहुत क्वैक-क्वैक करते थे। भाग्यवश, श्रीमान कीसिंग ने मजाक को सही ढंग से लिया।
Text (Pages 53-54): He read the poem to the class, adding his own comments, and to several other classes as well. Since, then I’ve been allowed to talk and haven’t been assigned any extra homework. On the contrary Mr. Keesing’s always making jokes these days.
Vocabulary:
- comments (कमेंट्स) remarks टिप्पणी
- contrary (कॉनट्रेरी) opposite विपरीत
अनुवाद : उन्होंने अपनी टिप्पणी जोड़कर कविता कक्षा को सुनाई और अन्य कक्षाओं को भी सुनाई। तब से उन्होंने मुझे बोलने की अनुमति दे दी है और कई अतिरिक्त गृह कार्य भी नहीं मिलता। इसके विपरीत आजकल श्रीमान कीसिंग मजाक भी करने लगे हैं।