“The Adventure” by Jayant Narlikar, from the 11th standard English NCERT book Hornbill, is a mind-bending story that blends history and science fiction. It centers around Professor Gangadharpant Gaitonde, a historian who, while traveling to Bombay to deliver a speech on the implications of the Catastrophe Theory on the Battle of Panipat, meets with an accident. This accident throws him into a parallel reality where the Marathas won the Battle of Panipat against the Afghans.
In this alternate Bombay, Professor Gaitonde observes a vastly different cityscape where the East India Company still holds significant power, and his son’s office doesn’t exist. Intrigued, he visits the library and discovers history books that corroborate this altered past, detailing the Marathas’ victory and subsequent influence. He even witnesses a public meeting where the atmosphere and social dynamics are noticeably different.
However, this adventure into an alternate reality is cut short when Professor Gaitonde is forcibly removed from the stage at the meeting and wakes up in his original reality, back at the site of his accident. He recounts his bizarre experience to his friend Rajendra Deshpande, who attempts to explain it using scientific theories like the Catastrophe Theory and the lack of determinism in Quantum Theory. Rajendra suggests that Professor Gaitonde’s thoughts about the Battle of Panipat at the time of the accident might have triggered a transition into a parallel world, highlighting the idea that reality as we perceive it might not be the only one. The story concludes with the professor grappling with the implications of his adventure and the possibility of other realities existing alongside our own.
Understanding the text
I. Tick the statements that are true.
1. The story is an account of real events.
2. The story hinges on a particular historical event.
3. Rajendra Deshpande was a historian.
4. The places mentioned in the story are all imaginary.
5. The story tries to relate history to science.
Ans:
1. The story is an account of real events. False.
The story is a work of fiction involving a protagonist who travels to an alternate reality.
2. The story hinges on a particular historical event. True. The Battle of Panipat is the central historical event around which alternate reality is constructed.
3. Rajendra Deshpande was a historian. False. Rajendra Deshpande is presented as a friend of Professor Gaitonde who tries to explain the experience using scientific theories.
4. The places mentioned in the story are all imaginary. False. Bombay (now Mumbai) is a real place, although it is depicted differently in the alternate reality.
5. The story tries to relate history to science. True. The story explicitly explores the intersection of history and science by using concepts like the Catastrophe Theory and Quantum Theory to explain the possibility of alternate realities.
Therefore, the true statements are 2 and 5.
II. Briefly explain the following statements from the text
1. “You neither travelled to the past nor the future. You were in the present experiencing a different world.”
Ans:
The statement “You neither travelled to the past nor the future. You were in the present experiencing a different world” from “The Adventure” suggests that Professor Gaitonde didn’t travel through time. Instead, it proposes he experienced a parallel reality existing in the present. This explanation, offered by Rajendra, aligns with scientific theories explored in the story, suggesting the possibility of simultaneous, alternate universes rather than traditional time travel.
2. “You have passed through a fantastic experience: or more correctly, a catastrophic experience.”
Ans:
While “fantastic” acknowledges the unbelievable nature of his experience, “catastrophic” likely refers to the Catastrophe Theory. This theory, as explained in the story, suggests that a small change in a critical historical event (like the Battle of Panipat) could lead to a drastically different and potentially disruptive reality. Therefore, the statement emphasizes the profound and potentially unsettling nature of the professor’s encounter with an alternate world born from a historical turning point.
3. Gangadharpant could not help comparing the country he knew with what he was witnessing around him.
Ans:
Driven by his historian’s mind, Professor Gangadharpant in “The Adventure” was unable to resist contrasting the India he knew with the drastically different Bombay he encountered. This constant comparison, fueled by the altered historical outcome, highlights the central conflict of his experience.
4. “The lack of determinism in quantum theory!”
Ans:
“The lack of determinism in quantum theory!” in “The Adventure” is key to Rajendra’s explanation for Professor Gaitonde’s journey. This principle in quantum mechanics, highlighting inherent unpredictability at a fundamental level, allows Rajendra to suggest that the Battle of Panipat could have resulted differently. He proposes that Professor Gaitonde’s mind, affected by his thoughts and the accident, might have tapped into an alternate reality where the Marathas were victorious. This idea lends a scientific flavor to the story’s fantastical premise, implying that history isn’t fixed and parallel realities could arise from the probabilistic nature of events.
5. “You need some interaction to cause a transition”
Ans:
It suggests that this change wasn’t random but required a trigger. In the story, the accident, coupled with the professor’s intense thoughts, is presented as the necessary interaction that initiated this transition. This idea emphasizes the need for a cause behind the reality shift and highlights the crucial role of the accident in the narrative.
Talking about the text
1. Discuss the following statements in groups of two pairs, each pair in a group taking opposite points of view.
(i) A single event may change the course of the history of a nation.
Ans:
The idea that a single event can alter the course of a nation’s history, a central theme in “The Adventure,” highlights the profound impact of seemingly minor occurrences. The story demonstrates this through the missed bullet in the Battle of Panipat, which triggers a chain of events leading to a drastically different reality for India. This concept aligns with theories like the Catastrophe Theory and the butterfly effect,
emphasizing the unpredictable nature of history and how small changes can have significant, far-reaching consequences, ultimately reshaping a nation’s destiny.
(ii) Reality is what is directly experienced through the senses.
Ans:
The notion that reality is solely defined by what we directly experience through our senses is challenged by “The Adventure.” Professor Gaitonde’s journey into an alternate Bombay, though vividly perceived, contradicts the established reality he knows. This suggests that sensory experience, while fundamental, might not encompass the entirety of reality. The story hints at the possibility of other realities existing beyond our immediate sensory perception, implying that what we consider “real” could be a more complex and multifaceted concept than simply what we see, hear, touch, smell, and taste.
(iii) The methods of inquiry of history, science and philosophy are similar.
Ans:
While “The Adventure” touches upon history and science, it doesn’t necessarily suggest that their methods of inquiry are similar. Historians like Professor Gaitonde rely on analyzing past records, while scientists like Rajendra use theories to explain phenomena, indicating distinct approaches. Philosophy, which explores fundamental questions through reasoning, is also present thematically but not methodologically. Though the story blends these fields, it highlights their intersection rather than implying a similarity in their methods of investigation.
2. (i) The story is called ‘The Adventure’. Compare it with the adventure described in ‘We’re Not Afraid to Die…’
Ans:
Both ‘The Adventure’ and ‘We’re Not Afraid to Die…’ explore facing challenges, but differ in their nature. ‘We’re Not Afraid to Die…’ depicts a real, physical battle against a storm at sea, emphasizing resilience. ‘The Adventure’ is a mental journey into an alternate reality, highlighting intellectual curiosity. While both showcase courage and lead to transformation, one is a fight for survival, the other an exploration of reality.
(ii) Why do you think Professor Gaitonde decided never to preside over meetings again?
Ans:
Professor Gaitonde likely decided never to preside over meetings again due to the deeply unsettling experience he had in the alternate reality. In that reality, his presence at the Azad Maidan meeting led to a dramatically different outcome, one where the crowd turned violent and he was physically harmed. This traumatic event, even if it occurred in an alternate timeline, would have left a significant psychological impact. The vividness and intensity of that experience likely convinced him that his presence as a presiding figure could somehow lead to unforeseen and negative consequences, making him wary of assuming such a role in the future, even in his original reality.
Thinking about language
1. In which language do you think Gangadharpant and Khan Sahib talked to each other? Which language did Gangadharpant use to talk to the English receptionist?
Ans:
Based on the context, it’s likely that Gangadharpant and Khan Sahib spoke to each other in Hindi or Hindustani, as these would have been common languages understood by people from different regions in India. Gangadharpant most likely used English to speak to the English receptionist.
2. In which language do you think Bhausahebanchi Bakhar was written?
Ans:
The historical chronicle “Bhausahebanchi Bakhar” was authored in the Marathi language. This is supported by the fact that the term “Bhausahebanchi Bakhar” itself is a Marathi phrase. Marathi is an Indo-Aryan language predominantly spoken in the Indian state of Maharashtra, where Pune is located, and has a rich literary heritage encompassing various forms, including historical narratives like this one.
3. There is mention of three communities in the story: the Marathas, the Mughals, the Anglo-Indians. Which language do you think they used within their communities and while speaking to the other groups?
Ans:
Considering the historical context of Pune, Maharashtra, India, during the time period relevant to the story, we can infer the languages likely used by the Marathas, Mughals, and Anglo-Indians. The Marathas, being the local power, would have primarily used Marathi within their communities for daily life, administration, and cultural expression. When interacting with other groups, particularly for political or economic reasons, they would have likely used Hindustani, a widely understood lingua franca, and possibly Persian, the official language of the Mughal court. The Mughals, with their Persian and Central Asian roots, would have used Persian for their official business and courtly affairs, but also Hindustani to communicate with the broader population, including the Marathas. It’s plausible that some Mughals in the region had some familiarity with Marathi. The Anglo-Indians, primarily referring to the British at this time, would have used English amongst themselves. For interactions with the Marathas and Mughals, they would have likely relied on Hindustani as a common language. While some individuals might have learned Marathi or Persian for specific needs, it’s less probable that these were languages of general communication for the British.
4. Do you think that the ruled always adopt the language of the ruler?
Ans:
While the language of those in power often influences those they govern, it’s not a given that the ruled will entirely adopt the ruler’s language. Several factors determine the extent of this linguistic shift. The prestige associated with the ruler’s language, its use in administration and education, and its cultural influence can all encourage adoption. However, a strong existing language and culture, nationalist sentiments, geographic isolation, limited interaction with the rulers, and even the development of hybrid languages can lead to resistance or a more complex linguistic landscape. In the context of Pune under Mughal and later British rule, while some linguistic influence was evident, Marathi persisted as the primary language for the majority of the population, demonstrating that the language of the ruler doesn’t automatically replace local tongues.
Working with words
I. Tick the item that is closest in meaning to the following phrases.
1. to take issue with
(i) to accept
(ii) to discuss
(iii) to disagree
(iv) to add
Ans:(iii) to disagree
2. to give vent to
(i) to express
(ii) to emphasise
(iii) suppress
(iv) dismiss
Ans:
(i) to express
3. to stand on one’s feet
(i) to be physically strong
(ii) to be independent
(iii) to stand erect
(iv) to be successful
Ans:
(ii) to be independent
4. to be wound up
(i) to become active
(ii) to stop operating
(iii) to be transformed
(iv) to be destroyed
Ans:
(ii) to stop operating
5. to meet one’s match
(i) to meet a partner who has similar tastes
(ii) to meet an opponent
(iii) to meet someone who is equally able as oneself
(iv) to meet defeat
Ans:
(iii) to meet someone who is equally able as oneself.
II. Distinguish between the following pairs of sentences.
1. (i) He was visibly moved.
(ii) He was visually impaired.
Ans:
Here’s a way to distinguish between the sentences without plagiarism:
(i) He was visibly moved. This implies that his emotions were outwardly apparent and noticeable to others.
(ii) He was visually impaired. This indicates that he suffered from a condition affecting his eyesight.
The core difference is that “visibly” describes something that could be seen, while “visually” relates to the sense of sight itself.
2. (i) Green and black stripes were used alternately.
(ii) Green stripes could be used or alternatively black ones.
Ans:
Here’s a rephrased version of the two statements, avoiding plagiarism:
(i) The design featured a repeating pattern of green and black stripes.
(ii) The design allowed for the use of either green or black stripes.
3. (i) The team played the two matches successfully.
(ii) The team played two matches successively.
Ans:
(i) The team played the two matches successfully.
- This statement focuses on the outcome of the matches. It means that the team achieved a positive result in both matches they played. It doesn’t necessarily imply anything about the timing or order of the matches.
(ii) The team played two matches successively.
- This statement focuses on the timing of the matches. It means that the team played two matches one after the other, without a significant break in between. It doesn’t necessarily say anything about whether they won or lost.
4. (i) The librarian spoke respectfully to the learned scholar.
(ii) You will find the historian and the scientist in the archaeology and natural science sections of the museum respectively
Ans:
(i) The librarian addressed the knowledgeable scholar with respect.
(ii) The historian can be found in the archaeology section of the museum, and the scientist is located in the natural science section.
Noticing form
The story deals with unreal and hypothetical conditions. Some of the sentences used to express this notion are given below:
1. If I fire a bullet from a gun in a given direction at a given speed, I know where it will be at a later time.
Ans:
The story uses sentences that explore unreal and hypothetical conditions, often starting with “if.” These sentences present scenarios that are not necessarily true or likely, but rather possibilities or thought experiments. For example, the sentence about firing a bullet under specific conditions and knowing its future location sets up an idealized, almost scientific scenario. This contrasts with the complexities of the real world and highlights the hypothetical nature of the statement. Such sentences likely serve to establish a baseline, contrast reality with ideal situations, or introduce logical elements into potentially fantastical narratives. More examples would further clarify how this technique shapes the story.
2. If I knew the answer I would solve a great problem.
Ans:
The sentence, “If I knew the answer I would solve a great problem,” clearly deals with unreal and hypothetical conditions. The phrase “If I knew” immediately indicates that the speaker does not currently know the answer. This establishes a hypothetical situation, a condition that is not presently true. The second part of the sentence, “I would solve a great problem,” is a consequence contingent on the unreal condition of knowing the answer. The use of “would” further emphasizes the hypothetical outcome, suggesting what would happen under a different, unreal circumstance. This sentence focuses on a desired but currently unrealized state (knowing the answer) and its potential consequence.
3. If he himself were dead in this world, what guarantee had he that his son would be alive.
Ans:
The sentence, “If he himself were dead in this world, what guarantee had he that his son would be alive,” presents a starkly unreal and hypothetical condition. The phrase “If he himself were dead” establishes a situation that is the opposite of the current reality for the person being referred to. This is a hypothetical scenario exploring the consequences of his own non-existence. The question that follows, “what guarantee had he that his son would be alive,” directly stems from this unreal condition. It explores the uncertainty and lack of control he would have over his son’s fate in a world where he is no longer alive. The sentence delves into a hypothetical state of being to raise a question about a related, uncertain outcome.
4. What course would history have taken if the battle had gone the other way?
Ans:
The sentence, “What course would history have taken if the battle had gone the other way?” is a classic example of exploring a hypothetical past. The phrase “if the battle had gone the other way” explicitly states a condition that did not actually occur. It invites speculation on an alternate historical outcome, directly dealing with an unrealized past event. The question “What course would history have taken?” seeks to understand the potential consequences of this unrealized condition, prompting consideration of how events might have unfolded differently. This sentence centers on exploring a counterfactual scenario, imagining a past that did not happen and its potential ripple effects.
Things to do
II. Look up the Internet or an encyclopedia for information on the following theories. (i) Quantum theory
(ii) Theory of relativity
(iii) Big Bang theory
(iv) Theory of evolution
Ans:
Quantum mechanics, a foundational theory in physics, posits that energy exists in discrete units and describes the behavior of matter and energy at the atomic and subatomic levels. Einstein’s theory of relativity, encompassing special and general relativity, fundamentally reshaped our comprehension of space, time, and gravity. Special relativity examines the connection between space and time for objects moving at constant velocities, while general relativity elucidates gravity as the warping of spacetime due to mass and energy. In cosmology, the widely accepted Big Bang theory suggests the universe originated from an extremely hot, dense state approximately 13.8 billion years ago and has been expanding ever since.
Finally, the theory of evolution, a central concept in biology, explains the variety of life on Earth as a result of natural selection acting upon inherited differences within populations over time.
