PERMISSIONS The author wishes to thank the following writers for allowing her to use their materials in this reader: Susham Bedi, Dharmvir Bharati, Mridula Garg, Jagdish Gupta, Rajani Mathur, Shrilal Shukla, Vishwanath Tripathi, and Ved Prakash , Yatuk. She is also grateful to the following publishers and ‘copyright owners for giving her permission to use their materials: Bharatiya Jnanpith, Lokbharati, Neelabh Prakashan, Rajkamal Prakashan, Rajpal & Sons, Sahitya Sadan, Sarasvati Press; Mrs. Ila Dalmja Koirala, Mrs. Giri- jakumar Mathur, Mrs. Yashpal, and Mrs. Mohan Rakesh. Library of Congress Cataloging-in-Publication Data Jain, Usha R. Intermediate Hindi reader / Usha R. Jain with Karine Schomer. p. cm, English and Hindi. ISBN 0-87725-351-X (paper) 1. Hindi language—Textbooks for foreign speakers—English. 2. Readers (Secondary) I. Schomer, Karine. II. Title. PK1933.J335 1999 491.4382421—dc21 99-28381 CIP ©1999 by the Regents of the University of California MM ra Preface HSM F AF AR WA “cada” HO Fdt-HATT «“. ” waa” a “Fenda” & ah -FITe TAY TABLE OF CONTENTS Something about India, by Usha Jain Four letters, by Usha Jain Tales from the Panchatantra, retold by Usha Jain & Karine Schomer Some tales told in connection with religious fasts and festivals, retold by Usha Jain & Karine Schomer Some episodes from the Ramayana, retold by Usha Jain & Karine Schomer Some episodes from the Mahabharata, retold by Usha Jain & Karine Schomer Folk tales, retold by Usha Jain & Karine Schomer Aunt, a short story by Siyaram Sharan Gupta Memories of the Mountain, a short story by Yashpal Some poems An episode from Journey to Cape Camorin, a travelogue by Mohan Rakesh vii 23) 36 81 92 101 115 127= Se ae 12: z 4 7 e ' pus ey Ady FT An interview with a defeated leader. PREFACE cs . e o by Shrilal Shukla 135 13. “aca yah” a . by Some episodes from This Intermediate Hindi Reader has been prepared in order to provide interesting The Story of My Experime i nts with ; ‘ . . ; aes : : nd well-organized teaching materials for intermediate-level Hindi classes in American Truth, by M. K. Gandhi 145 j : : = universities. My aim was to present a graded series of culturally significant readings that 14. 6 a afad 1 a Some more poems 158 would not only enable students to develop their language skills, but would also encourage 15. Tafa Penance, a short story literary appreciation and cultural understanding. by Bhagvati Charan Varma 172 The revised edition of this reader is based on the Intermediate Hindi Reader 16. alat2 : prepared by Karine Schomer and myself in 1983. Having used the reader for several : cafe g Toba Tek Singh, Re: : : : an Urdu short story years, I felt that a revision was needed in order to address the interests of a new generation by Saadat Hasan Manto 189 f of students and to reflect the changing aspects of Indian society. The current edition is a 17; aedt At Ss The Green Bindi, a short story response to such concerns. I am pleased that students now will also be able to use a new by Mridula Gar 8 210 multimedia package that has been designed to accompany this reader. 18. af The Refugee, a long poem In this revised edition seven selections from the old reader have been dropped and by Sarveshva Dayal Saxena 224 eight new ones have been added. The reader includes a sequence of twenty-one readings, 19. ara at Wong Ambivalence, achort etary which have been chosen for their cultural interest and linguistic content. A great deal of by Susham Bedi 235 thought and experimentation has gone into the selection and the arrangement of these ~ dings. Their subject matter ranges from classical myths to modern social life and 20. : f i SESCUNE, ) 8 y areata &: ciaat Selections from a weekly magazine: ides insight i i indi / 5 provides insight into the varied cultural worlds of Hindi speakers. I have attempted to a symposium 249 . include as wide a variety of authors and literary styles as possible. The text begins with a 21. Wats H faarst : Chess-Players, a short story general introductory note about India, followed by a few letters reflecting the intercultural y Premchand 267 experiences of different people. It also includes five sections of traditional tales retold in Active Glossary 303 simple Hindi, six Hindi short stories, one Urdu short story, a travelogue, one humorous vignette, short excerpts from Mohandas K. Gandhi’s autobiography, two collections of Hindi and Urdu poems, one modern narrative poem, and a magazine article. Vilae anes Each reading is followed by a detailed serial glossary. Words that are to be actively acquired are marked with an asterisk (*). Students are expected to memorize these words; therefore they are not glossed again in subsequent Teadings. The glossaries are intended to be extensive enough to allow intermediate-level students to read on their own without consulting a dictionary. This approach encourages students to read comfortably without sacrificing precise lexical comprehension. Students using this reader should acquire approximately one thousand words of new active vocabulary. A comprehensive alphabetical glossary of the active vocabulary is provided at the end of the reader. A setiof audio tapes and a CD-ROM for computer use have been prepared to accompany the reader. The first version works only on the Apple Macintosh; later versions will be “platform-independent” and will work on most computers. The CD-ROM allows students to select any sentence or paragraph from a reading and to listen to it being read while following the words on the screen, They can repeat this as often as needed. Students can also learn the meanings of new words in the readings by scrolling the glossary, which appears alongside the reading at the right side of the Screen. In the next version of the CD-ROM, I would like to incorporate further advances in language-learning technology. I would like to thank all those who have helped with this project for their cooperation and support. Preeti Chopra entered most of the manuscript on computer and helped with proofreading the manuscript. Suparna Dhir deserves my special thanks for assisting me throughout the Project. She entered Part of the manuscript on computer and helped in sound-editing and time-aligning the audio to the text for the CD-ROM. In addition, she scanned the visual images and made some illustrations herself for the CD- ROM. Deepak Gupta helped with graphics and layout used in the CD-ROM version. Avinash Kant Participated in the Tecording of the audio tapes and helped with proofreading the manuscript. This Project benefited from the audio software and other supporting materials that were developed in collaboration with Langues et Civilisations a Tradition Vii Orale (LACITO/CNRS), Paris UPR 3121 “Projet: Archivage et Diffusion de Documents Linguistiques” (Michel Jacobson, Boyd Michailovsky, John Lowe, et al.). The technical support was provided by John B. Lowe. Alex Prisadsky of the Berkeley Language Center recorded the reader and edited the sound track for the audio tapes and the CD-ROM. Simona Sawhney participated in the recording of the audio tapes and made suggestions and comments at every stage of the project. I am grateful as well to the following people for providing me with their photographs and slides for the CD-ROM: Alka Hingorani, Amita Jain, Tanu Sankalia, Gursharan Sidhu, Kristi Wiley, and Joanna Williams. Finally, I would like to thank my husband, Santosh, and my children, Amita and Sharad, for their constant support, understanding, and encouragement. This project received financial support from the McEnerney Endowment Funds, i ked and I am very grateful for this help. Were it not for this support, I could not have embarke upon such an extensive project. Usha R. 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