Chapter 1
THE PORTRAIT OF A LADY
TEXTBOOK EXERCISES
UNDERSTANDING THE TEXT
Mention
1. The three phrases of the author’s relationship with his grandmother before he left the country to study abroad ?
বিদেশত পঢ়িবলৈ দেশ এৰি যোৱাৰ আগতে আইতাৰ সৈতে লেখকৰ সম্পৰ্কৰ তিনিটা বাক্যাংশ?
Answer:- The first phase of the author’s relationship with his grandmother started when he was still a child. She used to tell him of the games she used to play as a child. “That seemed quite absurd”. The children treated them like the fables of the prophets she used to tell them.
The second phase of this relationship began when the narrator started going to school. His parents left him with her and they went to live in the city. They were constantly together. She used to wake him up in the morning and get him ready for school. Then she would fetch his wooden slate, a tiny earthen inkpot and a red pen. She would give him a breakfast of a thick, slate chapatti. Then they went to school. She carried several chapattis for the village dogs. The school was attached to the temple. She would sit in the temple and he in the school.
The third phase of their relationship began when the narrator’s parents sent for them in the city. That was a turning-point in their friendship. He used to go to an English school in a motor bus. As the years rolled by they saw less of each other. She didn’t like the English school. There was no teaching about God and scriptures in the English school. She hated western science and music. When he went up to university, he was given a room of his own. The common link of their friendship was snapped. His grandmother accepted her seclusion with resignation.
আইতাৰ সৈতে লেখকৰ সম্পৰ্কৰ প্ৰথম পৰ্যায়আৰম্ভ হৈছিল যেতিয়া তেওঁ সৰু আছিল। তাই তাক সৰুতে খেলা খেলবোৰৰ বিষয়ে কৈছিল। "এইটো একেবাৰে অযৌক্তিক যেন লাগিছিল"। ল'ৰা ছোৱালীবোৰে তেওঁলোকক ভৱিষ্যতবক্তাসকলৰ কাহিনীৰ দৰে ব্যৱহাৰ কৰিছিল যিবোৰ তাই তেওঁলোকক কৈছিল।
এই সম্পৰ্কৰ দ্বিতীয় পৰ্যায়আৰম্ভ হৈছিল যেতিয়া কথকজনে বিদ্যালয়লৈ যাবলৈ আৰম্ভ কৰিছিল। তেওঁৰ মাক দেউতাকে তেওঁক তাইৰ ওচৰত এৰি গৈছিল আৰু তেওঁলোকে চহৰখনত থাকিবলৈ গৈছিল। তেওঁলোক নিৰন্তৰ একেলগে আছিল। তাই তাক ৰাতিপুৱা জগাই তুলিছিল আৰু তাক বিদ্যালয়ৰ বাবে সাজু কৰিছিল। তাৰ পিছত তাই তাৰ কাঠৰ শ্লেট, এটা সৰু মাটিৰ ইংকপট আৰু এটা ৰঙা কলম আনিব। তাই তাক এটা ডাঠ, শ্লেট চাপট্টিৰ ৰাতিপুৱাৰ আহাৰ দিব। তাৰ পিছত তেওঁলোক স্কুললৈ গৈছিল। তাই গাওঁৰ কুকুৰবোৰৰ বাবে কেইবাটাও চাপৰি কঢ়িয়াই লৈ গৈছিল। বিদ্যালয়খন মন্দিৰৰ সৈতে সংলগ্ন আছিল। তাই মন্দিৰত বহিব আৰু সি বিদ্যালয়ত।
তেওঁলোকৰ সম্পৰ্কৰ তৃতীয় পৰ্যায়আৰম্ভ হৈছিল যেতিয়া কথকৰ পিতৃ-মাতৃয়ে চহৰখনত তেওঁলোকৰ বাবে পঠিয়াইছিল। সেইটো তেওঁলোকৰ বন্ধুত্বৰ এক টাৰ্ণিং পইণ্ট আছিল। তেওঁ এখন মটৰ বাছত ইংৰাজী বিদ্যালয়লৈ গৈছিল। বছৰবোৰ ঘূৰি অহাৰ লগে লগে তেওঁলোকে ইজনে সিজনক কম দেখিছিল। তাই ইংৰাজী স্কুলখন ভাল নাপালে। ইংৰাজী বিদ্যালয়ত ঈশ্বৰ আৰু শাস্ত্ৰৰ বিষয়ে কোনো শিক্ষা নাছিল। তাই পশ্চিমীয়া বিজ্ঞান আৰু সংগীতক ঘৃণা কৰিছিল। যেতিয়া তেওঁ বিশ্ববিদ্যালয়লৈ গৈছিল, তেওঁক নিজৰ এটা কোঠা দিয়া হৈছিল। তেওঁলোকৰ বন্ধুত্বৰ উমৈহতীয়া সংযোগটো ছিঙি পেলোৱা হৈছিল। তেওঁৰ আইতাই পদত্যাগৰ সৈতে তাইৰ একান্ততা স্বীকাৰ কৰিছিল।
2. Three reasons why the author’s grandmother was disturbed when he started going to the city school ?
লেখকৰ আইতাই চহৰৰ বিদ্যালয়লৈ যাবলৈ আৰম্ভ কৰাৰ তিনিটা কাৰণ?
Answer:- When the narrator’s parents settled in the city, they sent for them. That was a turning-point in their friendship. They still lived in the same room. But the old lady was now quite disturbed. The narrator used to go to an English school in a motor bus. She couldn’t accompany him to the school as she used to do in the village. In the village she used to stay in the temple that was attached to the school.
In the city there was no dogs in the streets. The grandmother felt quite disturbed. She couldn’t throw chapattis to them now. The old lady took to feeding sparrows in the courtyard of their city house. As the years rolled by, the narrator and the grandmother saw less of each other.
The most disturbing factor for the grandmother was the English school where he used to study. She didn’t understand English words. Nor could she help him in his studies. She knew nothing about western science and learning. She did not believe in the topics they taught at the English school. She was distressed that there was no teaching about God and the scriptures. She was disturbed when she came to know that they taught music at the school. She hated music. She considered it fit only for harlots and beggars. It was not meant for gentle folks.
3. Three ways in which the author’s grandmother spent her days after he grew up ?
Answer:- The intimacy between the narrator and his grandmother was snapped when they were sent for in the city. As the years rolled by, they saw less of each other. When the narrator grew up, he went up to university. He was given a room of his own. The common link of friendship was snapped. The grandmother accepted it as her fate.
The grandmother soon found out new ways of spending her time. She now spent most of her time at the spinning-wheel. She rarely left her spinning-wheel to talk to anyone. From sunrise to sunset she sat by the spinning-wheel. While spinning, she continued reciting prayers. She relaxed only in the afternoon to feed the sparrows.
The third way in which the old lady spent her time, was her feeding the sparrows. She would sit in the verandah. She would break the bread into little bits. Hundreds of little birds collected around her. They created a ‘bedlam of chirrupings’. They came and perched on her legs and shoulders. Some even sat on her head. She smiled but never shooed them away. Feeding the sparrows used to be the happiest hour of the day for her.
4. The odd ways in which the author’s grandmother behaved just before she died ?
Answer:- After five years the narrator came back home. He found the grandmother at the station. She didn’t utter any words but clasped him in her arms. He could hear her reciting her prayers. But in the evening a change came over her. Her behaviour was quite odd. She didn’t pray. She collected the women of the neighbourhood. She got an old drum and started singing. For several hours she thumped the drum. She sang of the homecoming of warriors. She was very much excited. They had to persuade her to stop to avoid over straining. That was the first time that she did not pray.
The next morning she was taken ill. It was a mild fever. But the grand old lady declared that her end was near. She was not going to waste any more time talking to them. She continued praying. They protested but she ignored their protests. She lay peacefully in bed praying and telling her beads. Her lips stopped moving. The rosary fell from her lifeless fingers. Her face turned pale. They knew she was dead. They lifted her off the bed and covered her with a shroud.
The grandmother behaved quite strangely just before she died. She was quite excited at the homecoming of her grandson. She tired herself and fell ill. She died while praying and telling her beads.
5. The ways in which the sparrows expressed their sorrow when the author’s grandmother died?
Answer:- The grandmother took to feeding sparrows in the city as she used to feed dogs in the village. Hundreds of little birds collected around her. Some of them perched on her head and legs. Feeding the sparrows was ‘the happiest half-hour of the day for her’. The sparrows and the old lady had developed an intimate companionship. When the grandmother died the sparrows expressed their sorrow in a unique and moving manner.
The grandmother lay dead on the floor wrapped in the red shroud. Thousands of sparrows sat scattered on the floor. There was no chirruping. They felt sorry for the birds. The narrator’s mother fetched some bread for them. She broke he bread into little crumbs. She threw the crumbs to the sparrows as the grandmother used to do. The sparrows took no notice of the bread. When they carried the grandmother’s corpse off they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.
The sparrows paid their silent tribute to the grand old lady. They mourned her death like human beings. They didn’t even touch the bread crumbs thrown to them.
TALKING ABOUT THE TEXT
1. The author’s grandmother was a religious person. What are the different ways in which we come to know this?
লেখকৰ আইতা এগৰাকী ধৰ্মীয় ব্যক্তি আছিল। আমি এইটো জানিবলৈ বিভিন্ন উপায়বোৰ কি?
Answer:- The author’s grandmother was a highly religious lady. Her one hand was always busy in telling the beads of her rosary. Her lips constantly moved in an inaudible prayer. She used to get up early in the morning. She said her morning prayer in ‘a monotonous sing-song’. The grandmother always went to school with the narrator because the school was attached to the temple. The grandmother would sit in the temple reading the scriptures.
The old lady was quite conservative. She didn’t like the new English school in the city. She was unhappy because there was no teaching about God and the scriptures at the city school. She felt quite disturbed at this aspect of education. They gave music lessons at the English school. She considered music fit only for harlots and beggars. It was not meant for gentlefolks.
The only time when she didn’t pray was the day when the narrator returned from abroad. It was quite an odd thing for her. But she more than compensated for this lapse. When she realised that her end was near, she stopped talking. She lay peacefully in bed praying and telling her beads. Her lips stopped moving. The rosary fell from her lifeless fingers.
2. Describe the changing relationship between the author and his grandmother. Did their feelings for each other change?
লেখক আৰু আইতাৰ মাজৰ পৰিৱৰ্তনশীল সম্পৰ্ক বৰ্ণনা কৰক। ইজনে সিজনৰ প্ৰতি তেওঁলোকৰ অনুভূতি সলনি হৈছিল নেকি?
Answer:- Circumstances did have a bearig on the relationship between the author and his grandmother. They had most intimate relationship when they were in village. They were ‘good friends’ then. His parents left him with her when they went to live in the city. They were constantly together. She used to wake him up in the morning. She got him ready for school. She would offer him a breakfast of a thick, stale chapatti with a little butter and sugar. Then they went to school. She always went to school because, the old lady sat in the temple reading scriptures.
Soon a turning-point came in their relationship. The narrator’s parents sent for them in the city. Now she couldn’t go to school with him as he went there in a motor bus. In the new English school, she couldn’t help him in studies. She hated English, science and music. As the years rolled by they saw less of each other. When he went up to university, the common link of their friendship was snapped. When he went abroad she came to see him off at the station and kissed his forehead.
No, their feelings for each other didn’t change. The grandmother was very much excited when the narrator returned from abroad. She celebrated the homecoming of her grandson in her own way. For several hours she sang and thumped the drum. She tried herself and fell ill.
পৰিস্থিতিৰ লেখক আৰু আইতাৰ মাজৰ সম্পৰ্কৰ ওপৰত এটা বিয়াৰিগ আছিল। যেতিয়া তেওঁলোক গাঁৱত আছিল তেতিয়া তেওঁলোকৰ আটাইতকৈ ঘনিষ্ঠ সম্পৰ্ক আছিল। তেওঁলোক তেতিয়া 'ভাল বন্ধু' আছিল। যেতিয়া তেওঁলোক চহৰত থাকিবলৈ গৈছিল তেতিয়া তেওঁৰ পিতৃ-মাতৃয়ে তেওঁক তাইৰ ওচৰত এৰি গৈছিল। তেওঁলোক নিৰন্তৰ একেলগে আছিল। তাই তাক ৰাতিপুৱা জগাই তুলিছিল। তাই তাক স্কুলৰ বাবে সাজু কৰি তুলিছিল। তাই তাক অলপ মাখন আৰু চেনীৰে এটা ডাঠ, বাসি চাপৰিৰ ৰাতিপুৱাৰ আহাৰ আগবঢ়াব। তাৰ পিছত তেওঁলোক স্কুললৈ গৈছিল। তাই সদায় স্কুললৈ গৈছিল কাৰণ, বুঢ়ী মন্দিৰত বহি শাস্ত্ৰ পঢ়িছিল।
অতি সোনকালেই তেওঁলোকৰ সম্পৰ্কত এটা টাৰ্ণিং পইণ্ট আহিল। কথকজনৰ পিতৃ-মাতৃয়ে চহৰখনত তেওঁলোকৰ বাবে পঠিয়াইছিল। এতিয়া তাই তেওঁৰ সৈতে স্কুললৈ যাব নোৱাৰিলে কিয়নো তেওঁ এখন মটৰ বাছত তালৈ গৈছিল। নতুন ইংৰাজী বিদ্যালয়ত, তাই তাক পঢ়াত সহায় কৰিব নোৱাৰিলে। তাই ইংৰাজী, বিজ্ঞান আৰু সংগীতক ঘৃণা কৰিছিল। বছৰবোৰ ঘূৰি অহাৰ লগে লগে তেওঁলোকে ইজনে সিজনক কম দেখিছিল। যেতিয়া তেওঁ বিশ্ববিদ্যালয়লৈ গৈছিল, তেওঁলোকৰ বন্ধুত্বৰ উমৈহতীয়া সম্পৰ্কটো ছিঙি পৰিছিল। যেতিয়া তেওঁ বিদেশলৈ গৈছিল তাই তেওঁক ষ্টেচনত চাবলৈ আহিছিল আৰু তেওঁৰ কপালত চুমা খাইছিল।
নহয়, ইজনে সিজনৰ প্ৰতি তেওঁলোকৰ অনুভূতি সলনি হোৱা নাছিল। যেতিয়া কথকজন বিদেশৰ পৰা উভতি আহিছিল তেতিয়া আইতাগৰাকী বহুত উৎসাহিত হৈছিল। তাই নিজৰ ধৰণে নাতিৰ ঘৰলৈ ঘূৰি অহাউদযাপন কৰিছিল। কেইবা ঘণ্টাধৰি তাই গান গাইছিল আৰু ঢোলটো মাৰিছিল। তাই নিজকে চেষ্টা কৰিছিল আৰু অসুস্থ হৈ পৰিছিল।
3. Would you agree that the author’s grandmother was a person strong in character? If yes, give instances that show this.
আপুনি সন্মত হ'বনে যে লেখকৰ আইতা চৰিত্ৰত শক্তিশালী ব্যক্তি আছিল? যদি হয়, এনে উদাহৰণ দিয়ক যিয়ে এইটো দেখুৱায়।
Answer:- The grandmother was a very strong personality. She was a highly religious lady. She was a conservative lady who hated modern views and ways of life. She had very strong personal likings and dislikes. Being a religious lady and a widow, she could be seen hobbling about the house in a spotless white dress. She used to get up early in the morning. She said her prayers in a monotonous sing-song. One of her hands was always telling the beads of her rosary. She was like the ‘winter landscape in the mountains’. She breathed peace and contentment.
The grandmother was quite rigid in her views. She liked the villag school because it was attached to the temple. She sat in the temple reading the scriptures. She hated the English school in the city for various reasons. She was unhappy that there was no teaching about God and the scriptures there. She was quite disturbed at this. They gave music lessons at the school. To her music meant only for harlots and beggars and not for ‘gentlefolk’.
It is quite difficult to show complete agreement with her conservative views. But she was a strong and determined character. She led her own kind of life. She never compromised with her principles. She loved the narrator deeply but never tried to be sentimental.
আইতা গৰাকী এগৰাকী শক্তিশালী ব্যক্তিত্ব আছিল। তেওঁ এগৰাকী অত্যন্ত ধৰ্মীয় মহিলা আছিল। তেওঁ এগৰাকী ৰক্ষণশীল মহিলা আছিল যিয়ে আধুনিক দৃষ্টিভংগী আৰু জীৱনশোঁতাঘৃণা কৰিছিল। তাইৰ বহুত শক্তিশালী ব্যক্তিগত পছন্দ আৰু অপছন্দ আছিল। এগৰাকী ধৰ্মীয় মহিলা আৰু বিধৱা হোৱাৰ বাবে, তেওঁক নিষ্কলঙ্ক বগা পোছাক পিন্ধি ঘৰটোৰ ওচৰে পাজৰে ঘূৰি ফুৰা দেখা গৈছিল। তেওঁ ৰাতিপুৱা সোনকালে উঠিছিল। তাই একঘেয়ামী গানত তাইৰ প্ৰাৰ্থনা ক'লে। তেওঁৰ এখন হাত সদায় জপমালাৰ মণিবোৰ কৈ আছিল। তেওঁ 'পৰ্বতৰ শীতকালীন দৃশ্যপট'ৰ দৰে আছিল। তাই শান্তি আৰু সন্তুষ্টিউশাহ লৈছিল।
আইতাগৰাকী তাইৰ দৃষ্টিভংগতভাৱে যথেষ্ট কঠোৰ আছিল। তাই ভিলাগ স্কুলখন ভাল পাইছিল কাৰণ ই মন্দিৰৰ সৈতে সংলগ্ন আছিল। তাই মন্দিৰত বহি শাস্ত্ৰ পঢ়ি আছিল। তেওঁ বিভিন্ন কাৰণত চহৰখনৰ ইংৰাজী বিদ্যালয়খনক ঘৃণা কৰিছিল। তেওঁ অসন্তুষ্ট আছিল যে তাত ঈশ্বৰ আৰু শাস্ত্ৰৰ বিষয়ে কোনো শিক্ষা নাছিল। তাই এইটোত যথেষ্ট বিচলিত হৈছিল। তেওঁলোকে বিদ্যালয়ত সংগীতৰ পাঠ দিছিল। তাইৰ সংগীতৰ বাবে কেৱল হাৰ্লট আৰু ভিক্ষাৰীসকলৰ বাবে আছিল, 'মৃদু লোক'ৰ বাবে নহয়।
তাইৰ ৰক্ষণশীল দৃষ্টিভংগীৰ সৈতে সম্পূৰ্ণ সন্মতি প্ৰদৰ্শন কৰাটো যথেষ্ট কঠিন। কিন্তু তাই এগৰাকী শক্তিশালী আৰু দৃঢ় প্ৰতিজ্ঞ চৰিত্ৰ আছিল। তাই নিজৰ ধৰণৰ জীৱন যাপন কৰিছিল। তাই কেতিয়াও তাইৰ নীতিৰ সৈতে আপোচ কৰা নাছিল। তাই কথকজনক গভীৰভাৱে ভাল পাইছিল কিন্তু কেতিয়াও আবেগিক হ'বলৈ চেষ্টা কৰা নাছিল।
4. Have you known someone like the author’s grandmother? Do you feel the same sense of loss with regard to someone whom you have loved and lost?
আপুনি লেখকৰ আইতাৰ দৰে কাৰোবাক চিনি পাইছে নেকি? আপুনি ভাল পোৱা আৰু হেৰুওৱা কাৰোবাৰ ক্ষেত্ৰত আপুনি একেই ক্ষতিৰ অনুভূতি অনুভৱ কৰে নেকি?
Answer:- Yes, I remember my grandmother with love and respect. She resembled the author’s grandmother in every respect. Like them, we were left together in the village. My parents went to settle in the city. My grandmother was an essential part of my life and personality. She woke me up early in the morning. She got me ready for school. We went to school together. She sat in the temple reading scriptures. The temple was attached to the school. We came home together. However, a turning-point came in our friendship when my parents sent for us in the city. I was admitted to an English school. My grandmother hated western science, English and music. When I went up to university, the bond of our relationship was broken. The grandmother accepted her fate silently.
Definitely, we feel the same sense of loss with regard to someone whom we have loved. The death of my grandmother proves this point. I still remember the grand old lady. She is no more in this world but her memories are still fresh in my mind. These keep me alive.
হয়, মই মোৰ আইতাক মৰম আৰু সন্মানৰ সৈতে মনত ৰাখিছোঁ। তেওঁ সকলো ক্ষেত্ৰতে লেখকৰ আইতাৰ দৰে আছিল। তেওঁলোকৰ দৰে, আমাক গাওঁখনত একেলগে এৰি দিয়া হৈছিল। মোৰ মা-দেউতা চহৰখনত বসতি স্থাপন কৰিবলৈ গৈছিল। মোৰ আইতা মোৰ জীৱন আৰু ব্যক্তিত্বৰ এক অপৰিহাৰ্য অংশ আছিল। তেওঁ মোক ৰাতিপুৱা সোনকালে জগাই তুলিছিল। তেওঁ মোক স্কুলৰ বাবে সাজু কৰি তুলিছিল। আমি একেলগে স্কুললৈ গৈছিলো। তেওঁ মন্দিৰত বহি শাস্ত্ৰ পঢ়িছিল। মন্দিৰটো বিদ্যালয়ৰ সৈতে সংলগ্ন আছিল। আমি একেলগে ঘৰলৈ আহিছিলো। কিন্তু যেতিয়া মোৰ মা-দেউতাই চহৰখনত আমাক পঠিয়াইছিল তেতিয়া আমাৰ বন্ধুত্বত এক সন্ধিক্ষণ আহিছিল। মোক এখন ইংৰাজী বিদ্যালয়ত ভৰ্তি কৰোৱা হৈছিল। মোৰ আইতাই পশ্চিমীয়া বিজ্ঞান, ইংৰাজী আৰু সংগীতক ঘৃণা কৰিছিল। যেতিয়া মই বিশ্ববিদ্যালয়লৈ গৈছিলো, আমাৰ সম্পৰ্কৰ বান্ধোন ভাঙি গৈছিল। আইতাই তেওঁৰ ভাগ্য নিঃশব্দে গ্ৰহণ কৰিলে।
THINKING ABOUT LANGUAGE
ভাষাৰ বিষয়ে চিন্তা কৰা
1. Which language do you think the author and his grandmother used while talking to each other?
ইজনে সিজনৰ সৈতে কথা পাতি থাকোতে লেখক আৰু তেওঁৰ আইতাই কোনটো ভাষা ব্যৱহাৰ কৰিছিল বুলি আপুনি ভাবে?
Answer:- Khushwant Singh and his grandmother lived in a village of Punjab. Naturally, they talked to each other in Punjabi.
খুচৱন্ত সিং আৰু তেওঁৰ আইতা পঞ্জাৱৰ এখন গাঁৱত বাস কৰিছিল। স্বাভাৱিকতে, তেওঁলোকে পাঞ্জাৱীত ইজনে সিজনৰ সৈতে কথা পাতিছিল।
2. Which language do you use to talk to elderly relatives in your family?
আপোনাৰ পৰিয়ালৰ বৃদ্ধ আত্মীয়সকলৰ সৈতে কথা পাতিবলৈ আপুনি কোনটো ভাষা ব্যৱহাৰ কৰে?
Answer:- I belong to a assamese speaking area. I use assamese language while taking to elderly relatives in my family.
মই এটা অসমভাষী অঞ্চলৰ অন্তৰ্ভুক্ত। মই মোৰ পৰিয়ালৰ বৃদ্ধ আত্মীয়সকলৰ ওচৰলৈ যাওঁতে অসমভাষা ব্যৱহাৰ কৰোঁ।
3. How would you say ‘a dilapidated drum’ in your language?
আপুনি আপোনাৰ ভাষাত 'এটা জৰাজীৰ্ণ ঢোল' কেনেকৈ ক'ব?
Answer:- ‘A dilapidated drum’ in my language means “dhol”.
মোৰ ভাষাত 'এটা জৰাজীৰ্ণ ঢোল'ৰ অৰ্থ হৈছে "ঢোল"।
4. Can you think of a song or a poem in your language that talks of homecoming?
আপুনি আপোনাৰ ভাষাৰ এটা গান বা কবিতাৰ কথা ভাবিব পাৰিবনে যিয়ে ঘৰলৈ ঘূৰি অহাৰ কথা কয়?
Answer:- Come back!
Back to the land of your birth.
Meadows are still green
Air as fresh as you left it.
Come and see those gurgling brooks
They will reflect your childhood.
Come back! Years that rolled by
Will come to life once again.
উভতি আহা!
আপোনাৰ জন্মভূমিলৈ ঘূৰি যাওক।
মেডোজ এতিয়াও সেউজীয়া
আপুনি এৰি যোৱাৰ দৰে সতেজ বতাহ।
আহক আৰু সেই গুৰ্গলিং ব্ৰুকবোৰ চাওক
সেইবোৰে আপোনাৰ শৈশৱ প্ৰতিফলিত কৰিব।
উভতি আহা! বছৰ যিবোৰ ৰ'ল হৈ গৈছিল
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Post Id: DABP001216
