Thursday, September 18, 2025

Play Screening: Ghashiram Kotwal by Vijay Tendulkar

 

Experiencing Theatre Beyond the Page: A Classroom Screening of Ghashiram Kotwal




When we study literature, we do much more than simply read texts—we step into worlds of art, imagination, and performance. Literature encompasses multiple art forms, and drama is perhaps the most dynamic among them. While we may engage with plays through reading in classrooms, the very essence of drama lies in performance. Without experiencing its staging, students often miss the theatrical techniques and dramatic intensity that a written script alone cannot fully convey.

This thought guided me as I introduced my B.A. English students to Vijay Tendulkar’s celebrated play, Ghashiram Kotwal. Instead of confining our learning only to the text, I organized a screening of a stage performance to give students a glimpse into how literature transforms into theatre.


Why Screening the Play Was Important

Reading Ghashiram Kotwal provides deep insights into themes of power, corruption, morality, and gender politics. Yet, Tendulkar’s brilliance also lies in his experimentation with theatre techniques. These are not easily grasped on the page. The performance highlights elements such as:

  • 🎭 Use of Chorus: The collective voice of the people, adding rhythm and commentary.

  • ðŸ‘Ĩ Characters and Events: How the actors embody satire, irony, and exaggeration.

  • ðŸĨ Tamasha Technique: A traditional folk-theatre form from Maharashtra, blending song, dance, and drama to critique society.

By watching the performance, students were able to appreciate these techniques in action, rather than simply imagining them.









The Screening Experience

We watched the play performed by āĪ­ाāΰāĪĪेंāĪĶु āĪĻाāΟ्āĪŊ āĪ…āĪ•ाāĪĶेāĪŪी and the Culture Department of Uttar Pradesh, presented in Hindi. 

Here is the video:


While there were some technical issues, such as sound quality due to the recording of the stage performance, the overall performance was mesmerizing. The vibrancy of costumes, the rhythm of the chorus, and the raw energy of tamasha brought the text to life.

Interestingly, the play is originally written in Marathi, later translated into English, and the performance we watched was in Hindi. Despite this linguistic shift, the staging remained remarkably faithful to the English text, allowing students to connect their reading experience with the performance on screen.

Reflections

The screening reaffirmed a crucial lesson: 

"...drama must be experienced, not just read."

Watching Ghashiram Kotwal helped students understand how theatricality enriches meaning. The satire, folk elements, and interplay of power structures came alive in ways that reading alone could not achieve.

For students, it was not only an academic exercise but also an introduction to the vitality of Indian theatre traditions. For me as a teacher, it was rewarding to see their engagement grow through performance-based learning.


Conclusion

Organizing this screening of Ghashiram Kotwal was a reminder that literature teaching should go beyond the page. Watching theatre performances allows students to witness the fusion of text and performance, making the learning process holistic and memorable.

Though challenges like language barriers and limited availability of performances exist, initiatives like these open up new dimensions of learning. After all, drama is not just a script—it is a living art form.


Have you ever watched a stage performance of a play you studied in the classroom? How did it change your understanding of the text?


Guidance Lecture: ICT in Education/ Paper 1/NET/SET

 Guidance Lecture: ICT in Education/ Paper 1/NET/SET


On 14th September, I had the privilege of delivering a guidance lecture for NET/GSET aspirants, organized by the Alumni Association of the Department of English, Maharaja Krishnakumarsinhji Bhavnagar University.



🎙 My session focused on “ICT in Education” from Paper 1 (General Paper) for NET/GSET, along with strategies for preparing for the exam in general. The session was streamed live on YouTube. Here is the video link:


Here is the Online Quiz link: Click Here


🔑 Highlights from the session:


ICT is an umbrella term for technologies like computers and the internet used to create, store, and share information.

Three main objectives: ICT Education (learning about ICT), ICT Supported Education (using tools like multimedia), and ICT Enabled Education (delivering complete courses digitally).

Key models: e-learning, blended learning, and distance learning.

Major initiatives by the Indian government: SWAYAM, National Digital Library (NDL), and DIKSHA.

NEP 2020 strongly emphasizes the integration of ICT into education.

Benefits include personalised learning, wider reach, and educational continuity in times of crisis.

Challenges include infrastructure costs, accessibility issues, and the need for continuous training—requiring a crucial attitudinal shift to fully embrace ICT in teaching and learning.






It was truly wonderful to interact with the aspirants and share insights on this important topic. I am deeply thankful to the Department of English and Alumni Association for this platform, and to all the aspirants who joined with such enthusiasm.

Special thanks to Dr. Dilip Barad Sir, Megha Trivedi Ma’am, and Prakruti Ma’am for providing me this opportunity.


Thursday, August 21, 2025

Ghashiram Kotawal by Vijay Tendulkar

 


Vijay Tendulkar’s Ghashiram Kotwal is more than just a historical play—it’s a sharp critique of corruption, lust for power, and the cyclical nature of exploitation. Set during the Peshwa rule in Pune, this iconic Marathi drama combines history with folk theatre elements like Tamasha, music, and dance to question morality and politics.

To make this fascinating text come alive, I’ve prepared a detailed video lecture that dives deep into:
✔ The historical and cultural context of the play
✔ Themes of power, gender, and morality
✔ Key characters like Ghashiram, Nana Phadnavis, and the Sutradhaar

The lecture simplifies complex ideas and connects them with contemporary issues—because Tendulkar’s message is still relevant today!


Here is the video:


ðŸ’Ą After watching the lecture, test your understanding with a 15-mark MCQ quiz designed to help you revise important aspects of the play.

Click below to appear in an online quiz:

Online Quiz

📌 Watch the lecture → Take the quiz → Strengthen your concepts
Because literature is not just to be read, but experienced, analyzed, and debated!


Happy Learning!

Monday, August 18, 2025

Paper 3: Ph.D. Coursework Presentation

 

Studying Amitav Ghosh’s Gun Island Through the Lens of Digital Literary Cartography

Paper 3: Ph.D. Coursework Presentation


Here is the Presentation PPT:
   

Here is the Video of the Presentation:





Thanks for Visiting...

Paper 2: Ph.D. Coursework Presentation

 

Digital Literary Cartography: Exploring Literary Texts Through Mapping

Paper 2: Ph.D. Coursework Presentation



Here is the Presentation PPT:

Here is the presentation video:








Thanks for Visiting...

Paper 1: Ph.D. Coursework Presentation

 

Predatory Publication

Paper 1: Ph.D. Coursework Presentation




Here is the Presentation PPT:

 





Here is the Video recording of my presentation:


Thanks for Visiting...

Wednesday, July 30, 2025

āŠŪોāŠ°āŠŠિāŠš્āŠ› - āŠĩિāŠĻોāŠĶ āŠœોāŠķી: āŠŠ્āŠ°āŠĪિāŠ­ાāŠĩ (āŠŠāŠĪ્āŠ°- āŦ§āŦŠ/āŦĶāŦŽ/āŦĻāŦĶāŦĻāŦŠ)


āŠŪોāŠ°āŠŠિāŠš્āŠ› - āŠĩિāŠĻોāŠĶ āŠœોāŠķી

This blog features a letter I wrote to the respected Dr. Vinod Joshi sir, offering my reflections on his epistolary novel Morpichchh."


                āŦ§āŦŠ/āŦĶāŦŽ/āŦĻāŦĶāŦĻāŦŠ 


āŠŠ્āŠ°િāŠŊ/ āŠ†āŠĶāŠ°āŠĻીāŠŊ āŠĩિāŠĻોāŠĶ āŠœોāŠķી āŠļાāŠđેāŠŽ,(āŠļંāŠŽોāŠ§āŠĻ āŠķું āŠēāŠ–ું āŠĪે āŠĻ āŠļāŠŪāŠœાāŠŊું āŠāŠŸāŠēે āŠŽંāŠĻે āŠēāŠ–ું āŠ›ું)


āŠ•ાāŠēે āŠļાંāŠœે ‘āŠŪોāŠ°āŠŠિāŠš્āŠ›’āŠĻું āŠĩાંāŠšāŠĻ āŠŠૂāŠ°ું āŠ•āŠ°્āŠŊું. ‘āŠŪોāŠ°āŠŠિāŠš્āŠ›’ āŠŠāŠĪ્āŠ°āŠĻāŠĩāŠē āŠđોāŠĩાāŠĨી āŠĩિāŠšાāŠ°્āŠŊું āŠ•ે āŠŠ્āŠ°āŠĪિāŠ­ાāŠĩ āŠŠāŠĢ āŠŠāŠĪ્āŠ° āŠĶ્āŠĩાāŠ°ા āŠœ āŠēāŠ–ું. āŠ†āŠŪ āŠĪો āŠŪે āŠ•્āŠŊાāŠ°ેāŠŊ āŠ•ોāŠˆ āŠŠāŠĪ્āŠ°ો āŠēāŠ–્āŠŊા āŠĻāŠĨી, āŠļિāŠĩાāŠŊ āŠ•ે āŠ‰āŠĪ્āŠĪāŠ°āŠĩāŠđીāŠŪાં. āŠ•ોāŠˆ āŠŠāŠĢ āŠĩાāŠĪ āŠđોāŠŊ āŠĪો āŠ†āŠļાāŠĻીāŠĨી WhatsApp, āŠŸેāŠēિāŠ—્āŠ°ાāŠŪ āŠšેāŠŸ āŠŪાં āŠ•ે āŠŦોāŠĻ āŠĶ્āŠĩાāŠ°ા  āŠĨāŠˆ āŠœાāŠŊ. āŠĩāŠģી āŠ—ુāŠœāŠ°ાāŠĪીāŠŪાં āŠœ āŠŠāŠĪ્āŠ° āŠēāŠ–āŠĩાāŠĻો āŠĻિāŠ°્āŠĢāŠŊ āŠ•āŠ°્āŠŊો āŠ›ે. āŠ†āŠķા āŠ›ે āŠŠ્āŠ°āŠĨāŠŪ āŠŠ્āŠ°āŠŊāŠĪ્āŠĻ āŠļાāŠ°ો āŠĪો āŠĻāŠđીં āŠŠāŠĢ āŠ ીāŠ• āŠ ીāŠ• āŠŽāŠĻે. 


           āІ āŠŠુāŠļ્āŠĪāŠ• āŠĩાંāŠšāŠĩાāŠĻી āŠķāŠ°ૂāŠ†āŠĪ āŠŪે āŠ˜āŠĢા āŠļāŠŪāŠŊ āŠŠૂāŠ°્āŠĩે āŠ•āŠ°ેāŠē. āŠŠāŠ°ંāŠĪુ āŠĩāŠš્āŠšે āŠāŠŪ. āŠ. āŠĻી āŠŠāŠ°ીāŠ•્āŠ·ા, āŠ˜āŠĢા āŠŽāŠ§ા āŠ•ાāŠ°્āŠŊāŠ•્āŠ°āŠŪો āŠ…āŠĻે āŠ…āŠĻ્āŠŊ āŠ•ાāŠ°્āŠŊો āŠđોāŠĩાāŠĨી āŠ†āŠ—āŠģ āŠĩાંāŠšāŠĩાāŠĻું āŠķāŠ•્āŠŊ āŠĻ āŠŽāŠĻ્āŠŊું āŠ…āŠĻે āŠ…āŠĄāŠ§ેāŠĨી āŠĩાંāŠšāŠĩાāŠĻું āŠ›ોāŠĄી āŠĶીāŠ§ેāŠē. āŠđાāŠēāŠŪાં āŠŠāŠĢ āŠđું āŠĻેāŠŸ āŠŠāŠ°ીāŠ•્āŠ·ાāŠĻી āŠĪૈāŠŊાāŠ°ીāŠŪાં āŠŠāŠ°ોāŠĩાāŠŊેāŠē āŠ°āŠđું āŠ›ું. āŦ§āŦŪ āŠĪાāŠ°ીāŠ–ે āŠŠāŠ°ીāŠ•્āŠ·ા āŠ›ે. āŦ§āŦĐ āŠĪાāŠ°ીāŠ–ે āŠ…āŠšાāŠĻāŠ• āŠœ ‘āŠŪોāŠ°āŠŠિāŠš્āŠ›’ āŠđાāŠĨāŠŪાં āŠēીāŠ§ી āŠĻે āŠĩાંāŠšāŠĩાāŠĻું āŠķāŠ°ૂ āŠ•āŠ°્āŠŊું. āŠ†āŠŪ āŠĪો āŠ•ોāŠˆ āŠŠāŠĢ āŠŠુāŠļ્āŠĪāŠ• āŠĩાંāŠšāŠĩા āŠŽેāŠļું āŠĪો āŠ­ાāŠ—્āŠŊે āŠœ āŠ›ેāŠē્āŠēા āŠŠાāŠĻાં āŠŠāŠ° āŠĻāŠœāŠ° āŠœાāŠŊ, āŠŠāŠĢ āŠ–āŠŽāŠ° āŠĻāŠđીં āŠĪે āŠĶિāŠĩāŠļે āŠĨોāŠĄું āŠĩાંāŠš્āŠŊા āŠŠāŠ›ી āŠ›ેāŠē્āŠēા āŠŠાāŠĻાં āŠŠāŠ° āŠŪાāŠ°ી āŠĻāŠœāŠ° āŠ—āŠˆ.  āŠēāŠ–્āŠŊું āŠ›ે, ‘āŠēિ. āŠ…āŠĻāŠĻ્āŠŊા, āŠœે āŠđāŠĩે āŠ°āŠđી āŠĻāŠĨી.’ āŠ† āŠĩાંāŠšી āŠđું āŠĨોāŠĄી āŠŪુંāŠœાāŠŊ āŠ—āŠŊેāŠēી. āŠŪāŠĻે āŠ–āŠŽāŠ° āŠĻ āŠđāŠĪી āŠ•ે āŠ† āŠāŠ• āŠĩાāŠ•્āŠŊ āŠŪāŠĻે āŠļāŠĪāŠĪ āŠœāŠ•āŠĄી āŠ°ાāŠ–āŠķે. āŠļાāŠšું āŠ•āŠđું āŠĪો āŠ…āŠĻāŠĻ્āŠŊા āŠ…āŠĻે āŠ…āŠŠૂāŠ°્āŠĩ āŠĩāŠš્āŠšે āŠŠāŠĪ્āŠ°āŠĩ્āŠŊāŠĩāŠđાāŠ° āŠĶ્āŠĩાāŠ°ા āŠĨāŠĪો āŠĩાāŠ°્āŠĪાāŠēાāŠŠ āŠ…āŠĻે āŠ­ાāŠĩોāŠĻું āŠ†āŠĶાāŠĻ-āŠŠ્āŠ°āŠĶાāŠĻ āŠķāŠ°ૂāŠ†āŠĪāŠŪાં āŠāŠ•āŠļૂāŠ°ીāŠēું āŠŠāŠĢ āŠēાāŠ—્āŠŊું. āŠ•āŠĶાāŠš āŠāŠŸāŠēે āŠœ āŠēાંāŠŽા āŠļāŠŪāŠŊ āŠļુāŠ§ી āŠŽૂāŠ• āŠĩાંāŠšāŠĩા āŠĻ āŠēીāŠ§ી. āŠ†āŠķ્āŠšāŠ°્āŠŊāŠĻી āŠĩાāŠĪ āŠ āŠ•ે āŠ āŠŠāŠ›ી āŠŪાāŠĪ્āŠ° āŠĶોāŠĒ āŠĶિāŠĩāŠļāŠŪાં āŠœ ‘āŠŪોāŠ°āŠŠિāŠš્āŠ›’āŠĻું āŠĩાંāŠšāŠĻ āŠŠૂāŠ°ું āŠĨāŠŊું. āŠĩāŠš્āŠšે āŠ•āŠˆ āŠ•āŠ°āŠĩાāŠŪાં āŠŠāŠĢ āŠšિāŠĪ્āŠĪ āŠĻ āŠŠāŠ°ોāŠĩાāŠŊું 


‘āŠŪોāŠ°āŠŠિāŠš્āŠ›’āŠĻું āŠ›ેāŠē્āŠēું āŠŠાāŠĻું āŠĩાંāŠšી āŠŽૂāŠ• āŠđાāŠĨāŠŪાં āŠēāŠˆāŠĻે āŠđું āŠŽેāŠļી. āŠĩાંāŠšāŠĪાં āŠĩાંāŠšāŠĪાં āŠ†ંāŠ–ો āŠ­ીāŠĻી āŠĨāŠˆ āŠ—āŠŊેāŠēી. āŠ†āŠ•ાāŠķāŠŪાં āŠœેāŠĩા āŠ•ાāŠģા āŠĄિāŠŽાંāŠ— āŠĩાāŠĶāŠģોāŠ āŠ•āŠŽāŠœો āŠ•āŠ°્āŠŊો, āŠĪāŠ°āŠĪ āŠœ āŠēાāŠ‡āŠŸ āŠœāŠĪી āŠ°āŠđી. āŠŪāŠŪ્āŠŪી, āŠŽāŠđેāŠĻ āŠ…āŠĻે āŠ­ાāŠˆ āŠ—āŠ°āŠŪીāŠĨી āŠĪ્āŠ°āŠļ્āŠĪ āŠĨāŠˆ āŠ“āŠļāŠ°ીāŠŪાં āŠŽેāŠ ા. āŠđું āŠ“āŠļāŠ°ીāŠĻા āŠāŠ• āŠ–ૂāŠĢાāŠŪાં āŠ–ાāŠŸāŠēા āŠŠāŠ° āŠŽેāŠļી āŠđāŠĪી. āŠđાāŠĨāŠŪાં āŠŠુāŠļ્āŠĪāŠ• āŠ…āŠĻે āŠ†ંāŠ–ો āŠ­ીāŠĻી. āŠĪેāŠŪāŠĻી āŠđાāŠœāŠ°ીāŠĻા āŠēીāŠ§ે āŠ°āŠĄી āŠŠāŠĢ āŠĻ āŠķāŠ•ાāŠŊું. āŠđ્āŠ°āŠĶāŠŊāŠŪાં āŠ…āŠ•āŠģાāŠŪāŠĢ āŠĨāŠĩાāŠĨી āŠŪે āŠœāŠŸ āŠ•āŠ°ી āŠĄેāŠēો āŠ–ોāŠē્āŠŊો. āŠđāŠŪāŠĢાં āŠœ āŠĻāŠĩું āŠāŠ•્āŠļૈāŠļ āŠ–āŠ°ીāŠĶ્āŠŊું. āŠšāŠēાāŠĩāŠĪા āŠ†āŠĩāŠĄી āŠ—āŠŊું āŠ›ે āŠŠāŠĢ āŠĄ્āŠ°ાāŠ‡āŠĩિંāŠ— āŠŸેāŠļ્āŠŸ āŠŽાāŠ•ી āŠ›ે āŠāŠŸāŠēે āŠĪેāŠĻે āŠŠāŠĢ āŠŪાāŠ°ી āŠļાāŠĨે āŠĄેāŠē āŠŽāŠđાāŠ° āŠ•ાāŠĒ્āŠŊું. āŠēાāŠŊāŠļāŠĻ્āŠļ āŠŪાāŠŸેāŠĻી āŠĄ્āŠ°ાāŠ‡āŠĩિંāŠ— āŠŸેāŠļ્āŠŸ āŦĻāŦŊ āŠĪાāŠ°ીāŠ–ે āŠ›ે āŠāŠŸāŠēે āŠ°ોāŠœ āŠĨોāŠĄી āŠŠ્āŠ°ૅāŠ•્āŠŸિāŠļ āŠ•āŠ°āŠĩી āŠŠāŠĄે āŠ…āŠĻે āŠ†ંāŠ āŠĄો āŠ˜ૂંāŠŸāŠĪા āŠķીāŠ–āŠĩું āŠŠāŠĄે. āŠ…āŠŪાāŠ°ી āŠķેāŠ°ી āŠāŠĩāŠĄી āŠŠāŠđોāŠģી āŠ•ે āŠŽે āŠŸ્āŠ°āŠ• āŠāŠ•āŠļાāŠĨે āŠŠāŠļાāŠ° āŠĨāŠˆ āŠķāŠ•ે āŠāŠŸāŠēે āŠļāŠ°āŠļ  āŠŠ્āŠ°ૅāŠ•્āŠŸિāŠļ āŠĨāŠˆ āŠœાāŠŊ āŠ›ે. āŠŪંāŠĶ āŠŪંāŠĶ āŠŠāŠĩāŠĻāŠĻી āŠēāŠđેāŠ°āŠ–ી āŠļાāŠĨે āŠĩāŠ°āŠļાāŠĶāŠĻા āŠŠāŠđેāŠēા āŠĩāŠđેāŠēા āŠĩāŠ§ાāŠŪāŠĢાં āŠĨāŠĩાāŠĻા āŠંāŠ§ાāŠĢ āŠđāŠĪા. āŠŽāŠđાāŠ° āŠŠāŠĢ āŠšિāŠĪ્āŠĪ āŠĻ āŠŠāŠ°ોāŠĩાāŠŊું āŠāŠŸāŠēે āŠ˜āŠ°ે āŠ†āŠĩીāŠĻે āŠ†āŠŠāŠĻે āŠŠāŠĪ્āŠ° āŠēāŠ–āŠĩાāŠĻું āŠķāŠ°ૂ āŠ•āŠ°્āŠŊું. āŠ§ોāŠ§āŠŪાāŠ° āŠĩāŠ°āŠļાāŠĶ āŠĪૂāŠŸી āŠŠāŠĄ્āŠŊો. āŠŠ્āŠ°āŠĢાāŠēી āŠ…āŠĻે āŠ§્āŠ°ુāŠĩી āŠĶોāŠĄāŠĪા āŠĶોāŠĄāŠĪા āŠŪાāŠ°ા āŠ˜āŠ°ે āŠ†āŠĩ્āŠŊા āŠ…āŠĻે āŠ•āŠđે āŠšાāŠēો āŠĶીāŠĶી āŠĩāŠ°āŠļાāŠĶāŠŪાં āŠĻāŠđાāŠĩા. āŠ…āŠŪે āŠŽāŠ§ા āŠĩāŠ°āŠļાāŠĶāŠŪાં āŠ–ૂāŠŽ āŠ°āŠŪ્āŠŊા( āŠ°āŠŪ્āŠŊા āŠœ āŠ•āŠđીāŠķ āŠ•ાāŠ°āŠĢ āŠ•ે āŠ–ૂāŠŽ āŠ§ીંāŠ—ાāŠŪāŠļ્āŠĪી āŠ•āŠ°ી. āŠ†āŠ–ી āŠķેāŠ°ી āŠŪાāŠĨે āŠēીāŠ§ી āŠđāŠĪી.) āŠŠāŠĢ āŠŪāŠĻ āŠđāŠœુ āŠ˜āŠĢા āŠĩિāŠšાāŠ°ોāŠŪાં āŠŠāŠ°āŠĩાāŠŊેāŠēું āŠđāŠĪું. 


āŠ•ાāŠēે āŠŪāŠĻે āŠŠ્āŠ°āŠĢાāŠēી āŠ•āŠđે, “āŠĶીāŠĶી āŠŪાāŠ°ા āŠŠāŠ— āŠĪāŠŪાāŠ°ા āŠŠāŠ— āŠœેāŠĩāŠĄા āŠĨāŠķે āŠĻે āŠĪ્āŠŊાāŠ°ે āŠŪāŠĻે āŠĪāŠŪાāŠ°ા āŠšāŠŠ્āŠŠāŠē āŠĨāŠˆ āŠ°āŠđāŠķે”. āŠ°િāŠĶ્āŠ§િ āŠ āŠđāŠļીāŠĻે āŠ•āŠđ્āŠŊું, “āŠĪાāŠ°ા āŠŠāŠ— āŠŽāŠđુ āŠļāŠ°āŠļ āŠ›ે, āŠĶીāŠĶી āŠœેāŠĩāŠĄા āŠĨāŠķે āŠĪ્āŠŊાāŠ°ે āŠĪāŠĻે āŠĨāŠķે āŠ•ે āŠđāŠĩે āŠŠāŠđેāŠēા āŠœેāŠĩા āŠĻાāŠĻા āŠŠāŠ— āŠĨāŠˆ āŠœાāŠŊ āŠĪો āŠ•ેāŠĩું āŠļાāŠ°ું!” āŠ† āŠŠāŠĪ્āŠ°āŠĻāŠĩāŠēāŠŪાં āŠ†āŠĩા āŠ…āŠĻેāŠ• āŠļાāŠđāŠœિāŠ• āŠŠ્āŠ°āŠķ્āŠĻો āŠ›ે. āŠœ્āŠŊાāŠ°ે āŠŪે āŠ† āŠŠુāŠļ્āŠĪāŠ• āŠĩાંāŠšāŠĩાāŠĻી āŠķāŠ°ૂāŠ†āŠĪ āŠ•āŠ°ી āŠđāŠĪી āŠĪ્āŠŊાāŠ°ે āŠœ āŠŪે āŠ†āŠŠāŠĻે āŠ•āŠđ્āŠŊું āŠđāŠĪું āŠ•ે āŠ•āŠĶાāŠš āŠ† āŠŠુāŠļ્āŠĪāŠ• āŠĩાંāŠš્āŠŊા āŠŠāŠ›ી āŠŪāŠĻે āŠ˜āŠĢા āŠļāŠĩાāŠēોāŠĻા āŠœāŠĩાāŠŽ āŠŪāŠģી āŠœāŠķે. āŠŠāŠ°ંāŠĪુ āŠĨāŠŊું āŠāŠĩું āŠ•ે āŠđāŠĩે āŠ…āŠĻેāŠ• āŠĻāŠĩા āŠļāŠĩાāŠēો āŠĨāŠĩા āŠēાāŠ—્āŠŊા āŠ›ે.


āŠ† āŠŠāŠĪ્āŠ°āŠĻāŠĩāŠēāŠŪાં āŠŠ્āŠ°āŠĢāŠŊāŠĻું āŠ†āŠēેāŠ–āŠĻ āŠ›ે. āŠŠ્āŠ°ેāŠŪ āŠķું āŠ•āŠđેāŠĩાāŠŊ āŠ āŠ•āŠĶાāŠš āŠŪāŠĻે āŠ–āŠŽāŠ° āŠĻāŠĨી. āŠ•્āŠŊાāŠ°ેāŠŊ āŠāŠĩું āŠ•āŠˆ āŠĩિāŠķેāŠ· āŠ…āŠĻુāŠ­āŠĩ્āŠŊું āŠœ āŠĻāŠĨી. āŠđા, āŠŠāŠ°િāŠĩાāŠ° āŠļાāŠĨે āŠŠ્āŠ°ેāŠŪāŠĻી āŠĩિāŠķુāŠĶ્āŠ§ āŠāŠĩી āŠēાāŠ—āŠĢી āŠœોāŠĄાāŠŊેāŠē āŠđોāŠŊ āŠ›ે. āŠāŠŸāŠēે āŠœ āŠ•āŠĶાāŠš āŠđું āŠŠોāŠĪાāŠĻે āŠ…āŠĻāŠĻ્āŠŊા āŠ•ે āŠ…āŠŠૂāŠ°્āŠĩāŠĻી āŠœāŠ—્āŠŊાāŠ āŠŪૂāŠ•ીāŠĻે āŠĩિāŠšાāŠ°ું āŠ›ું, āŠ†āŠĩો āŠļ્āŠĻેāŠđ āŠŽે āŠĩ્āŠŊāŠ•્āŠĪિāŠ“ āŠĩāŠš્āŠšે āŠđોāŠŊ āŠ–āŠ°ો? āŠ…āŠĻે āŠđોāŠŊ āŠĪો āŠŠāŠĢ āŠ āŠ•ેāŠŸāŠēો āŠļāŠŪāŠŊ āŠŸāŠ•ી āŠ°āŠđે. āŠĨોāŠĄા āŠĶિāŠĩāŠļ āŠŠāŠđેāŠēા āŠœ āŠŪાāŠ°ી āŠ–ૂāŠŽ āŠĻāŠœીāŠ• āŠāŠĩા āŠāŠ• āŠĩ્āŠŊāŠ•્āŠĪિāŠ āŠŠોāŠĪાāŠĻો āŠ…āŠĻે āŠœીāŠĩāŠĻāŠļાāŠĨીāŠĻો āŠŦોāŠŸો āŠļોāŠķિāŠŊāŠē āŠŪીāŠĄિāŠŊા āŠŠāŠ° āŠŪૂāŠ•્āŠŊો. āŠŪે āŠŪેāŠļેāŠœ āŠ•āŠ°્āŠŊો ‘āŠŊૂ āŠŽોāŠĨ āŠ†āŠ° āŠēૂāŠ•િંāŠ— āŠļો āŠŠ્āŠ°િāŠŸી ’. āŠāŠŪāŠĢે āŠđāŠļāŠĪું āŠ‡āŠŪોāŠœી āŠŪોāŠ•āŠē્āŠŊું. āŠŪે āŠ•āŠđāŠŊું, ‘āŠ•ેāŠŪ āŠđāŠļો āŠ›ો?’ āŠĪો āŠ•āŠđે, ‘āŠĪાāŠ°ા āŠēāŠ—્āŠĻāŠĻા āŠĪ્āŠ°ીāŠļ āŠĩāŠ°્āŠ· āŠĨāŠķે āŠĪ્āŠŊાāŠ°ે āŠĪāŠĻે āŠŠāŠĢ āŠ†āŠŪ āŠœ āŠđāŠļāŠĩું āŠ†āŠĩāŠķે.’ āŠŪāŠĻે āŠ†āŠķ્āŠšāŠ°્āŠŊ āŠĨāŠŊું. āŠŪે āŠ•āŠđ્āŠŊું, ‘āŠŊોāŠ°’āŠļ āŠ‡āŠļ āŠēāŠĩ āŠŪેāŠ°ેāŠœ āŠ°ાāŠ‡āŠŸ?’ āŠĪો āŠ•āŠđે, ‘āŠđા, āŠŠāŠĢ āŠāŠĪો āŠĩāŠ–āŠĪāŠĻી āŠĩાāŠĪ āŠđોāŠŊ. āŠđāŠĩે āŠŪેāŠ°ેāŠœ āŠ°āŠđી āŠ—āŠŊા, āŠēāŠĩ āŠŠāŠĄી āŠ—āŠŊો.’ āŠŪāŠĻે āŠđāŠļāŠĩું āŠ†āŠĩ્āŠŊું. āŠŪે āŠŠૂāŠ›્āŠŊું, ‘āŠĪો āŠŠ્āŠ°ેāŠŪ āŠ•āŠ°ાāŠŊ āŠ•ે āŠĻāŠđીં?’. āŠ āŠ•āŠđે ‘āŠđા, āŠŠāŠĢ āŠŸāŠ•āŠķે āŠāŠĻી āŠ†āŠķા āŠĻ āŠ°āŠ–ાāŠŊ.’ āŠŪે āŠđāŠļીāŠĻે āŠēāŠ–્āŠŊું ‘āŠŸāŠ•ાāŠ‰ āŠŠ્āŠ°ેāŠŪ’. āŠŪāŠĻે āŠ•āŠđે, ‘āŠ§ેāŠŸ āŠ‡āŠļ āŠ“āŠ•āŠœીāŠŪોāŠ°ોāŠĻ’. āŠ āŠĩāŠ–āŠĪે āŠŪāŠĻે āŠĨāŠŊું āŠ•ે āŠķું āŠŠ્āŠ°ેāŠŪ āŠŸāŠ•ાāŠ‰ āŠĻ āŠđોāŠŊ? āŠ…āŠĻāŠĻ્āŠŊા āŠ…āŠĻે āŠ…āŠŠૂāŠ°્āŠĩ āŠĩāŠš્āŠšે āŠĪો āŠ—ાāŠĒ āŠŠ્āŠ°ેāŠŪ āŠ›ે. āŠœો āŠ† āŠŠāŠĪ્āŠ°āŠĻāŠĩāŠē āŠ†āŠĻાāŠĨી āŠ†āŠ—āŠģāŠĻા āŠœીāŠĩāŠĻ āŠĩિāŠ·ે āŠŠāŠĢ āŠēāŠ–ાāŠˆ āŠđોāŠĪ āŠĪો āŠķું āŠŽંāŠĻે āŠĩāŠš્āŠšેāŠĻા āŠŠ્āŠ°ેāŠŪāŠŪાં āŠ“āŠŸ āŠ†āŠĩી āŠœાāŠĪ? āŠ…āŠĻāŠĻ્āŠŊા āŠ›ેāŠē્āŠēા āŠŠāŠĪ્āŠ°āŠŪાં āŠ…āŠŠૂāŠ°્āŠĩāŠĻે āŠēāŠ–ે āŠ›ે, ‘āŠĪāŠŪે āŠŽંāŠĻે āŠ…āŠđી āŠŠāŠđોંāŠšો āŠĪ્āŠŊાં āŠļુāŠ§ી āŠœો āŠđું āŠŸāŠ•ી āŠ°āŠđેāŠĩાāŠĻી āŠđોāŠĪ āŠĪો āŠŪાāŠ°ા āŠđાāŠĨે āŠœ āŠŪે āŠĪāŠĻે āŠēીāŠાāŠĻે āŠļોંāŠŠી āŠĶીāŠ§ો āŠđોāŠĪ... .. āŠēીāŠાāŠĻે āŠ•āŠđેāŠœે āŠ•ે āŠŪાāŠ°ી āŠ›ેāŠē્āŠēી āŠˆāŠš્āŠ›ા āŠŠૂāŠ°ી āŠ•āŠ°ે.’ āŠđāŠœુ āŠŽે-āŠšાāŠ° āŠŠāŠĪ્āŠ°ો āŠŠāŠđેāŠēા āŠāŠ•āŠŽીāŠœા āŠļાāŠĨે āŠĩૃāŠĶ્āŠ§ āŠĨāŠĩાāŠĻા āŠķāŠŪāŠĢાં āŠļેāŠĩāŠĪી āŠđāŠĪી āŠ…āŠĻે āŠđāŠĩે āŠ āŠŠોāŠĪાāŠĻા āŠ…āŠŠૂāŠ°્āŠĩāŠĻે āŠēીāŠાāŠĻે āŠļોંāŠŠāŠĩાāŠĻી āŠĪૈāŠŊાāŠ°ી āŠŽāŠĪાāŠĩે āŠ›ે. āŠœીāŠĩāŠĻāŠĻી āŠ†āŠ–āŠ°ી āŠ•્āŠ·āŠĢો āŠ•ેāŠŸāŠēી āŠĶુઃāŠ–āŠĶાāŠŊāŠ• āŠđોāŠŊ āŠ›ે? 


āŠđāŠŪāŠĢાં āŠœ āŠđું, āŠŪાāŠ°ા āŠŪāŠŪ્āŠŪી, āŠ…āŠĻે āŠŽāŠđેāŠĻ āŠœૂāŠĻી āŠĩાāŠĪો āŠēāŠˆ āŠŽેāŠļેāŠēા. āŠĩાāŠĪāŠŪાંāŠĨી āŠĩાāŠĪ āŠĻીāŠ•āŠģāŠĪા āŠŪāŠĻે āŠĨāŠŊેāŠē āŠŪુāŠĪ્āŠŊુāŠĻા āŠļાāŠ•્āŠ·ાāŠĪ્āŠ•ાāŠ°āŠĻી āŠĩાāŠĪ āŠ†āŠĩી. āŠđું āŠēāŠ—āŠ­āŠ— āŠļાāŠĪāŠŪાં āŠ§ોāŠ°āŠĢāŠŪાં āŠđોāŠˆāŠķ āŠœ્āŠŊાāŠ°ે āŠŪāŠĻે āŠœીāŠĩāŠēેāŠĢ āŠ†ંāŠšāŠ•ી āŠ†āŠĩેāŠē. āŠŪāŠđુāŠĩાāŠĻી āŠĪāŠŪાāŠŪ āŠ…āŠļ્āŠŠāŠĪાāŠēોāŠŪાં āŠđું āŠŽે āŠ•āŠēાāŠ•āŠĻી āŠŪāŠđેāŠŪાāŠĻ āŠ›ું āŠāŠĩું āŠ•āŠđી āŠŪાāŠ°ા āŠ…ંāŠĪિāŠŪ āŠļંāŠļ્āŠ•ાāŠ°āŠĻી āŠĪૈāŠŊાāŠ°ી āŠ•āŠ°āŠĩાāŠĻું āŠļૂāŠšāŠĩેāŠē. āŠŽāŠ§ા āŠ•ુāŠŸુંāŠŽીāŠœāŠĻોāŠĻે āŠŠāŠĢ āŠ† āŠŽાāŠŽāŠĪે āŠœાāŠĢ āŠ•āŠ°ી āŠĶેāŠĩાāŠŪાં āŠ†āŠĩી āŠđāŠĪી. āŠĄોāŠ•્āŠŸāŠ°ોāŠ āŠļાāŠĨે āŠ āŠŠāŠĢ āŠļૂāŠšāŠĩેāŠēું āŠ•ે āŠŪાāŠ°ી āŠŠાāŠļે āŠŪાāŠĪ્āŠ° āŠŽે āŠ•āŠēાāŠ•āŠĻું āŠœીāŠĩāŠĻ āŠ›ે. āŠœો āŠ† āŠļāŠŪāŠŊāŠ—ાāŠģાāŠŪાં āŠŪāŠĻે āŠ­ાāŠĩāŠĻāŠ—āŠ° āŠŠāŠđોંāŠšાāŠĄી āŠĶેāŠĩાāŠŪાં āŠ†āŠĩે āŠĪો āŠ•āŠĶાāŠš āŠŪāŠĻે āŠœીāŠĩāŠĻāŠĶાāŠĻ āŠŪāŠģે. āŠ āŠļāŠŪāŠŊે āŠŪāŠŪ્āŠŪી āŠ…āŠĻે āŠŠāŠŠ્āŠŠા āŠŪુāŠĻ્āŠœાāŠˆ āŠ—āŠŊેāŠēા. āŠāŠ• āŠĪો āŠ°āŠĩિāŠĩાāŠ° āŠ…āŠĻે āŠœāŠģāŠœીāŠēી āŠ…āŠ—િāŠŊાāŠ°āŠļ. āŠ°ાāŠĪ્āŠ°િāŠĻા āŠŽે āŠĩાāŠ—ેāŠēા. āŠœેāŠŪāŠĪેāŠŪ āŠ•āŠ°ીāŠĻે āŠŠāŠŠ્āŠŠા āŠ…āŠĻે āŠ˜āŠ°āŠĻા āŠēોāŠ•ોāŠ āŠāŠŪ્āŠŽ્āŠŊુāŠēāŠĻ્āŠļāŠĻો āŠŪેāŠģ āŠ•āŠ°્āŠŊો. āŠŠāŠĢ āŠŽે āŠ•āŠēાāŠ•āŠŪાં āŠŪāŠđુāŠĩાāŠĨી āŠ­ાāŠĩāŠĻāŠ—āŠ° āŠ•ોāŠˆ āŠŠāŠĢ āŠļંāŠœોāŠ—ોāŠŪાં āŠŠāŠđોંāŠšી āŠķāŠ•ાāŠŊ āŠĻāŠđીં āŠ āŠŪુંāŠœāŠĩāŠĢ āŠđāŠĪી. āŠŽāŠ§ાāŠ āŠ†āŠķા āŠ›ોāŠĄી āŠĶીāŠ§ી āŠđāŠĪી. āŠŠāŠĢ āŠ•āŠĶાāŠš āŠŪાāŠ°ે āŠ† āŠĶુāŠĻિāŠŊા āŠļાāŠĨેāŠĻી āŠēેāŠĢાāŠĶેāŠĢી āŠŽાāŠ•ી āŠđāŠķે āŠāŠŸāŠēે āŠŽે āŠĻી āŠœāŠ—્āŠŊાāŠ āŠˆāŠķ્āŠĩāŠ°ે āŠšાāŠ° āŠ•āŠēાāŠ•āŠĻું āŠ†āŠŊુāŠ·્āŠŊ āŠ†āŠŠી āŠĶીāŠ§ું āŠ…āŠĻે āŠŪāŠĻે āŠ­ાāŠĩāŠĻāŠ—āŠ°āŠĻી āŠļāŠ° āŠŸી. āŠđોāŠļ્āŠŠિāŠŸāŠē āŠŪાં āŠĶાāŠ–āŠē āŠ•āŠ°ી. āŠĪ્āŠ°āŠĢ āŠĶિāŠĩāŠļે āŠ­ાāŠĻāŠŪાં āŠ†āŠĩી. āŠ­ાāŠĩāŠĻāŠ—āŠ°āŠĨી āŠœ્āŠŊાāŠ°ે āŠŠાāŠ›ી āŠ˜āŠ°ે āŠ†āŠĩી āŠĪ્āŠŊાāŠ°ે āŠŽāŠ§ા āŠŪāŠĻે āŠ•āŠđેāŠĪા, āŠœો āŠĪāŠĻે āŠ•āŠˆ āŠĨાāŠĪ āŠĪો āŠĪાāŠ°ા āŠŪāŠŪ્āŠŪીāŠĻે āŠŽāŠđુ āŠ†āŠ˜ાāŠĪ āŠēાāŠ—āŠĪ. āŠēાāŠ—ે āŠœ āŠĻે āŠđું āŠ†āŠ–ું āŠ˜āŠ° āŠŪાāŠĨે āŠēāŠˆāŠĻે āŠŦāŠ°āŠĪી. āŠ…āŠĻે āŠ†āŠŪ āŠŠāŠĢ āŠŠોāŠĪાāŠĻું āŠļંāŠĪાāŠĻ āŠŪૃāŠĪ્āŠŊુ āŠŠાāŠŪે āŠĪો āŠŪાં-āŠŽાāŠŠāŠĻે āŠĪો āŠ†āŠ˜ાāŠĪ āŠēાāŠ—ે āŠœ āŠĻે! āŠĩાāŠĪ āŠ…āŠđી āŠ āŠ›ે āŠœો āŠđું āŠĪ્āŠŊાāŠ°ે āŠŪૃāŠĪ્āŠŊુ āŠŠાāŠŪી āŠđોāŠĪ āŠĪો āŠķું āŠŦāŠ°āŠ• āŠŠāŠĄāŠĪ? āŠ•āŠĶાāŠš āŠĨોāŠĄો āŠļāŠŪāŠŊ āŠŽāŠ§ાāŠĻે āŠŊાāŠĶ āŠ†āŠĩāŠĪ, āŠĨોāŠĄા āŠĶિāŠĩāŠļ āŠŽāŠ§ા āŠ†ંāŠļુ āŠļાāŠ°āŠĪ āŠ…āŠĻે āŠŠāŠ›ી āŠđું āŠ­ુāŠēાāŠˆ āŠ—āŠˆ āŠđોāŠĪ. āŠĪૃāŠ·ાāŠēિāŠĻું āŠ…āŠļ્āŠĪિāŠĪ્āŠĩ āŠœ āŠĻ āŠđોāŠĪ. āŠĪāŠŪāŠĻે āŠŠāŠĢ āŠŪāŠģી āŠĻ āŠđોāŠĪ. 


āŠĩાāŠĪ āŠ…āŠđી āŠ āŠ›ે āŠķું āŠ…āŠŠૂāŠ°્āŠĩ āŠ…āŠĻāŠĻ્āŠŊાāŠĻે āŠ­ૂāŠēી āŠœāŠķે? āŠ…āŠĻે āŠ­ૂāŠēી āŠĻ āŠœાāŠŊ āŠĪો āŠŠāŠĢ āŠœે āŠ°ીāŠĪે āŠāŠĢે āŠ…āŠĻāŠĻ્āŠŊાāŠĻે āŠšાāŠđી āŠĪે āŠ°ીāŠĪે  āŠēીāŠાāŠĻે āŠšાāŠđી āŠķāŠ•ે āŠ–āŠ°ો? āŠœો āŠđા, āŠĪો āŠ…āŠĻāŠĻ્āŠŊાāŠĻું āŠ…āŠļ્āŠĪિāŠĪ્āŠĩ āŠāŠĻા āŠŪાāŠĪાāŠŠિāŠĪા āŠļિāŠĩાāŠŊ āŠ•ોāŠˆāŠĻે āŠĻ āŠļાંāŠ­āŠ°ે āŠāŠŪ āŠŽāŠĻે. āŠ…āŠĻે āŠœો āŠ…āŠŠૂāŠ°્āŠĩ āŠ…āŠĻāŠĻ્āŠŊા āŠĻી āŠ…ંāŠĪિāŠŪ āŠˆāŠš્āŠ›ા āŠŠૂāŠ°ી āŠ•āŠ°ી āŠēીāŠાāŠĻે āŠ…āŠŠāŠĻાāŠĩે āŠ…āŠĻે āŠēીāŠાāŠĻે āŠĪે āŠ°ીāŠĪે āŠšાāŠđી āŠĻ āŠķāŠ•ે āŠĪો āŠ āŠēીāŠા āŠļાāŠĨે āŠ…āŠĻ્āŠŊાāŠŊ āŠĨāŠŊો āŠĻ āŠ•āŠđેāŠĩાāŠŊ? āŠ†āŠĩા āŠĪો āŠ…āŠĻેāŠ• āŠŠ્āŠ°āŠķ્āŠĻો āŠ›ે. 


āŠ† āŠŠāŠĪ્āŠ°āŠĻāŠĩāŠē āŠĩાંāŠšāŠĩાāŠŪાં āŠ–ૂāŠŽ āŠœ āŠ°āŠļ āŠŠāŠĄ્āŠŊો. āŠŠāŠĪ્āŠ°āŠĻી āŠķāŠ°ૂāŠ†āŠĪāŠŪાં āŠ•āŠđ્āŠŊું āŠĪેāŠŪ, āŠ…āŠ§āŠĩāŠš્āŠšે āŠŪોāŠĻિāŠŸોāŠĻāŠļ āŠŦીāŠēિંāŠ— āŠ†āŠĩી. āŠŠāŠĢ āŠŠāŠ›ી āŠļāŠŪāŠœાāŠŊું āŠ•ે āŠ āŠĩાāŠĪો āŠĻāŠĩāŠēāŠ•āŠĨાāŠĻે āŠĻāŠĩી āŠ—āŠđેāŠ°ાāŠˆ āŠ†āŠŠે āŠ›ે. āŠ…āŠĻāŠĻ્āŠŊા āŠļાāŠđિāŠĪ્āŠŊāŠĻી āŠĩિāŠ§્āŠŊાāŠ°્āŠĨીāŠĻી āŠ›ે āŠ…āŠĻે āŠāŠĻા āŠĶ્āŠĩાāŠ°ા āŠēāŠ–ાāŠŊેāŠē āŠŠāŠĪ્āŠ°ોāŠŪાં āŠĩāŠŠāŠ°ાāŠŊેāŠē āŠļાāŠđિāŠĪ્āŠŊāŠ•ૃāŠĪિāŠĻા āŠĩિāŠĩિāŠ§ āŠ‰āŠĶાāŠđāŠ°āŠĢો āŠ āŠļ્āŠŠāŠ·્āŠŸ āŠ•āŠ°ે āŠ•ે āŠŠોāŠĪે āŠĪેāŠŪ āŠŠંāŠĄી āŠŠāŠĪāŠ°ેāŠē āŠ›ે. āŠđું āŠŠāŠĢ āŠļાāŠđિāŠĪ્āŠŊāŠĻી āŠĩિāŠ§્āŠŊાāŠ°્āŠĨીāŠĻી āŠ›ું āŠāŠŸāŠēે āŠĨāŠŊું āŠ•ે āŠœો āŠđું āŠ•āŠˆāŠ• āŠēāŠ–āŠĪી āŠđોāŠĩ āŠĪો āŠ†āŠĩા āŠ‰āŠĶાāŠđāŠ°āŠĢો āŠŪાāŠ°ા āŠēેāŠ–āŠĻāŠŪાં āŠŠāŠĢ āŠ…āŠĩāŠĩા āŠœોāŠˆāŠ. āŠ…āŠŠૂāŠ°્āŠĩ āŠĩāŠĻāŠļ્āŠŠāŠĪિāŠķાāŠļ્āŠĪ્āŠ°āŠĻો āŠĩિāŠ§્āŠŊાāŠ°્āŠĨી āŠ›ે. āŠŽંāŠĻે āŠŠોāŠĪāŠŠોāŠĪાāŠĻાં āŠ•્āŠ·ેāŠĪ્āŠ°āŠŪાં āŠĻિāŠŠુāŠĢ āŠ›ે āŠĪેāŠĩું āŠĪāŠ°āŠĪ āŠœ āŠļāŠŪāŠœાāŠŊ āŠœાāŠŊ āŠ›ે. āŠ•્āŠŊાંāŠŊ āŠŠāŠĢ āŠ…āŠĪિāŠķāŠŊોāŠ•્āŠĪિ āŠĨāŠĪી āŠĻāŠĨી. āŠĩāŠģી āŠŽંāŠĻે āŠāŠ•āŠŽીāŠœાāŠĻા āŠ•્āŠ·ેāŠĪ્āŠ°āŠĻી āŠšāŠ°્āŠšાāŠŪાં āŠ°āŠļ āŠĶાāŠ–āŠĩે āŠ›ે. āŠĨોāŠĄા āŠļāŠŪāŠŊ āŠŠāŠđેāŠēા āŠđું āŠ…āŠĻે āŠŽāŠđેāŠĻ āŠēāŠ—્āŠĻ āŠĩિāŠ·ે āŠĩાāŠĪો āŠ•āŠ°āŠĪાં āŠđāŠĪા āŠ•ે āŠ•ેāŠĩું āŠļાāŠ°ું āŠĨાāŠŊ āŠœો āŠāŠĩી āŠĩ્āŠŊāŠ•્āŠĪિ āŠœીāŠĩāŠĻāŠŪાં āŠŪāŠģે āŠœે āŠ†āŠŠāŠĢાં āŠ•ાāŠŪāŠĻે āŠŠāŠĢ āŠļāŠŪāŠœી āŠķāŠ•ે-āŠœાāŠĢāŠĩાāŠĻો āŠŠ્āŠ°āŠŊāŠĪ્āŠĻ āŠ•āŠ°ે!(āŠ…āŠđી āŠđું āŠ˜āŠ°āŠ•ાāŠŪāŠĻી āŠĩાāŠĪ āŠĻāŠĨી āŠ•āŠ°āŠĪી).  


āŠĩાંāŠšāŠĪી āŠĩāŠ–āŠĪે āŠ˜āŠĢી āŠĩāŠ–āŠĪ āŠ†āŠŠāŠĻા āŠēેāŠ•āŠšāŠ°āŠŪાં āŠŽેāŠļી āŠđોāŠŊ āŠāŠĩું āŠēાāŠ—āŠĪું. āŠ†āŠŪાāŠĻા āŠ˜āŠĢા āŠŽāŠ§ા āŠ‰āŠĶાāŠđāŠ°āŠĢો āŠ†āŠŠે āŠ‡ંāŠĄિāŠŊāŠĻ āŠŠોāŠāŠŸિāŠ•્āŠļāŠĻા āŠĩāŠ°્āŠ—ોāŠŪાં āŠ•āŠđેāŠēાં. āŠ†āŠĨી āŠĩાંāŠšāŠĪી āŠĩāŠ–āŠĪે āŠ•āŠˆāŠ• āŠļાંāŠ­āŠģેāŠēું āŠāŠĩું āŠēાāŠ—āŠĪું. 


āŠđāŠĩે āŠ…āŠđી āŠĩāŠ§ુ āŠĻāŠđીં āŠēંāŠŽાāŠĩું. āŠ† āŠŠāŠĪ્āŠ°āŠŪાં āŠ­ાāŠ·ાāŠĻી, āŠĩ્āŠŊાāŠ•āŠ°āŠĢāŠĻી, āŠāŠĩી āŠ˜āŠĢી āŠ­ૂāŠēો āŠđāŠķે. āŠĪે āŠŪાāŠŸે āŠŠāŠđેāŠēેāŠĨી āŠ†āŠŠ āŠ­ાāŠ·ાāŠĩિāŠĶāŠĻી āŠŪાāŠŦી āŠšાāŠđું āŠ›ું. 


āŠ†āŠŪāŠĪો āŠŪેāŠļેāŠœāŠŪાં āŠĩાāŠĪ āŠĨાāŠŊ āŠœ āŠ›ે, āŠŠāŠĢ āŠđāŠĩે āŠœāŠē્āŠĶી āŠ†āŠŠāŠĻી āŠļાāŠĨે āŠŪુāŠēાāŠ•ાāŠĪ āŠĨāŠķે āŠĪ્āŠŊાāŠ°ે āŠĩિāŠļ્āŠĪાāŠ°āŠĨી āŠŠ્āŠ°āŠķ્āŠĻો āŠ•āŠ°ીāŠķ. 


                                                                                                                              āŠēિ. 

                                                                                                                      āŠ†āŠŠāŠĻી āŠĪૃāŠ·ાāŠēિ 


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