Welcome to BD JOBZ PREPARATION, your go-to platform for academic and literary resources. In today’s post, we explore a fascinating story included in the textbook English for Today for Classes XI–XII and Alim—“The Legend of Gazi.” This powerful tale blends history, faith, and folklore, centering on Gazi Pir, a legendary Muslim saint who lived near the Sundarbans. Known for his miraculous powers and protection of rural people from wild animals, Gazi Pir has become a symbol of courage and spirituality in Bangladeshi folk culture. Let’s journey into this timeless story that continues to inspire students and readers alike.
Read More: The Pied Piper
A. Warm-up activity
Discuss the following questions:
a. What is meant by indigenous art?
Answer: Indigenous art refers to traditional artwork created by local or native communities. It often reflects their culture, beliefs, customs, and daily life. This kind of art is usually passed down through generations and made using natural or locally available materials.
b. Have you seen a paat or scroll painting?
Answer: Think about whether you have seen scroll paintings in museums, festivals, books, or even in school exhibitions. They are often colorful and tell stories from myths, religion, or rural life.
c. If so, what are some of the images depicted in it?
Answer: Scroll paintings often show images of legendary figures like Gazi Pir, scenes from village life, animals like tigers and snakes, or events from folklore and religious tales. Share what you remember seeing.
d. What other forms of indigenous art can you think of?
Answer: Examples include Nakshi Kantha (embroidered quilts), clay pottery, rickshaw art, folk music and dance, alpana (floor art), and terracotta sculptures. Each of these has its own unique style and cultural meaning.
B. Now read the following text and answer the questions that follow.
The Legend of Gazi
According to some myths and legends, Gazi Pir was a Muslim saint who is said to have spread Islam in the parts of Bengal close to the Sundarbans. He was credited with many miracles. For example, he could supposedly calm dangerous animals and make them docile. He is usually depicted in paats or scroll paintings riding a fierce-looking Bengal tiger, a snake in his hand, but in no apparent danger. According to some stories, he also fought crocodiles who threatened the people of the region full of canals and creeks, indeed, a kind of watery jungle bordering the Bay of Bengal. because of his alert and vigilant presence, all predatory animals were said to have been kept within bounds. It was also believed that he enabled villagers to live close to forests and jungles and cultivate their lands. Consequently, people of these regions would pray to him for protection. The story of Gazi Pir has been preserved in folk literature as well as art and has been performed in indigenous theatre. Some Gazir paat scrolls are part of the collection of the British Museum.
Bangla-Translation
গাজী পীরের উপাখ্যান
কিছু পৌরাণিক কাহিনি ও লোককথা অনুযায়ী, গাজী পীর ছিলেন একজন মুসলিম সাধক, যিনি সুন্দরবনের কাছাকাছি এলাকায় ইসলাম প্রচার করেছিলেন বলে বিশ্বাস করা হয়। তিনি বহু অলৌকিক ঘটনার জন্য প্রসিদ্ধ ছিলেন। যেমন, বলা হয় তিনি ভয়ংকর বন্য প্রাণীদের শান্ত করতে পারতেন এবং তাদের বশে আনতে পারতেন। পাটচিত্র বা স্ক্রল চিত্রকলায় তাকে সাধারণত এক বিশাল ও ভয়ংকর চেহারার রয়েল বেঙ্গল টাইগারের পিঠে চড়ে চিত্রিত করা হয়, হাতে থাকে একটি সাপ, কিন্তু তিনি কোনভাবেই বিপদের মুখোমুখি নন বলে দেখানো হয়। কিছু কাহিনিতে বলা হয়েছে, তিনি অঞ্চলটির খাল ও খাঁড়িতে ভরা জলাভূমিতে মানুষের জীবন রক্ষা করতে কুমিরের সঙ্গেও যুদ্ধ করেছিলেন।
তার সতর্ক ও সজাগ উপস্থিতির কারণে সকল হিংস্র প্রাণী নাকি নিয়ন্ত্রণে থাকত। বিশ্বাস করা হতো, গাজী পীরের কারণে গ্রামের লোকেরা বন ও জঙ্গলের কাছাকাছি বসবাস করতে পারত এবং জমি চাষ করতে সক্ষম হতো। ফলে, এই অঞ্চলের মানুষ বিপদ থেকে রক্ষা পাওয়ার আশায় তার কাছে প্রার্থনা করত। গাজী পীরের কাহিনি লোকসাহিত্য ও শিল্পকলায় সংরক্ষিত আছে এবং দেশীয় নাট্যরূপেও পরিবেশিত হয়েছে। ব্রিটিশ মিউজিয়ামের সংগ্রহে কিছু গাজীর পাটচিত্র এখনো সংরক্ষিত রয়েছে।
C. Find out the meanings of the following words.
legends: (Part of Speech: Noun): (Meaning: বাংলা – কিংবদন্তি; English – traditional stories passed down through generations)
Example: Many people in the Sundarbans still believe in the legends of Gazi Pir.
docile: (Part of Speech: Adjective): (Meaning: বাংলা – শান্ত ও সহজে বশ মানে এমন; English – calm, easily managed or tamed)
Example: The fierce tiger became surprisingly docile in the presence of Gazi Pir.
scroll: (Part of Speech: Noun): (Meaning: বাংলা – চিত্রাঙ্কিত কাপড়ের স্ক্রল বা পাণ্ডুলিপি; English – a roll of paper or fabric with writing or pictures)
Example: The story of Gazi Pir is often illustrated in traditional scroll paintings known as “paat.”
creeks: (Part of Speech: Noun): (Meaning: বাংলা – ছোট খাঁড়ি বা শাখা নদী; English – small narrow streams or inlets of water)
Example: Gazi Pir protected villagers from crocodiles that lived in the creeks of the Sundarbans.
vigilant: (Part of Speech: Adjective): (Meaning: বাংলা – সতর্ক ও সজাগ; English – watchful and alert to danger or trouble)
Example: Thanks to Gazi Pir’s vigilant presence, wild animals stayed away from human settlements.
predatory: (Part of Speech: Adjective): (Meaning: বাংলা – শিকারী স্বভাবের; English – hunting or attacking other animals for food)
Example: He kept all predatory animals like tigers and crocodiles under control with his powers.
collection: (Part of Speech: Noun): (Meaning: বাংলা – সংগ্রহ; English – a group of items gathered together, often for display or study)
Example: Some scrolls depicting Gazi Pir are now part of the British Museum’s collection.
indigenous: (Part of Speech: Adjective): (Meaning: বাংলা – স্থানীয় বা আদিবাসী; English – native or originating in a particular place)
Example: The legend of Gazi Pir is still performed in indigenous forms of theatre in rural Bengal.
C1. Some Extra Vocabulary from the Story
myths
(noun) [কল্পকাহিনি / লোককথা – traditional stories often involving supernatural beings or events]:
Many people still believe in the ancient myths about Gazi Pir’s miracles.
legends
(noun) [প্রচলিত জনকথা / কিংবদন্তি – traditional stories sometimes regarded as historical]:
The legends of Gazi Pir are still told in parts of rural Bangladesh.
credited
(verb) [প্রশংসিত / কৃতিত্ব দেওয়া – given acknowledgment or recognition for something]:
Gazi Pir is credited with taming wild animals in the Sundarbans.
supposedly
(adverb) [অতীত বিশ্বাস অনুসারে / অনুমান করা হয় যে – as is thought or claimed to be the case]:
He could supposedly calm snakes and tigers with his divine powers.
calm
(verb) [শান্ত করা – to make quiet or peaceful]:
Gazi Pir could calm fierce animals with a simple touch.
docile
(adjective) [বশমান / সহজে নিয়ন্ত্রণযোগ্য – obedient and easy to control]:
The tiger became docile in the presence of Gazi Pir.
depict
(verb) [চিত্রিত করা / বর্ণনা করা – to show or represent in art or writing]:
Paat paintings often depict Gazi Pir riding a tiger.
fierce-looking
(adjective) [ভয়ঙ্কর দেখতে – appearing wild or dangerous]:
He is shown riding a fierce-looking Bengal tiger in scrolls.
threaten
(verb) [হুমকি দেওয়া / বিপন্ন করা – to pose danger or risk]:
Crocodiles used to threaten the villagers near the creeks.
canal
(noun) [খাল / কৃত্রিম জলপথ – a man-made waterway for transport or irrigation]:
The region was full of canals and waterways where wild animals lived.
creek
(noun) [শাখা নদী / খাল – a small narrow stream or inlet]:
Crocodiles often appeared in the narrow creeks near the villages.
indeed
(adverb) [নিশ্চয়ই / প্রকৃতপক্ষে – used for emphasis or confirmation]:
The area was indeed a watery jungle filled with dangers.
alert
(adjective) [সতর্ক / সজাগ – watchful and ready to respond]:
Gazi Pir was always alert to protect the people from harm.
vigilant
(adjective) [সতর্ক প্রহরী / পাহারাদার – carefully watching for possible danger]:
His vigilant presence kept wild animals under control.
predatory
(adjective) [শিকারি / হিংস্র – relating to animals that hunt other animals]:
The predatory animals of the Sundarbans posed a serious threat.
bounds
(noun) [সীমা / নিয়ন্ত্রণ – limits or boundaries]:
All dangerous animals were kept within bounds because of Gazi’s powers.
cultivate
(verb) [চাষ করা / চাষাবাদ করা – to prepare and use land for crops]:
Villagers could safely cultivate land near the jungle thanks to Gazi Pir.
consequently
(adverb) [ফলে / সুতরাং – as a result]:
Consequently, people prayed to Gazi Pir for protection from wild animals.*
regions
(noun) [অঞ্চল / এলাকা – specific areas of a country or place]:
He was respected in the regions close to the Sundarbans.
preserve
(verb) [সংরক্ষণ করা / রক্ষা করা – to maintain or keep safe]:
The story of Gazi Pir is preserved in folk literature and art.folk literature
(noun) [লোকসাহিত্য – traditional stories, songs, and beliefs passed through generations]:
The miracles of Gazi Pir are described in folk literature and scrolls.- saint
(noun) [সন্ত / পবিত্র ধর্মব্যক্তি – a holy or virtuous person, often believed to be close to God and capable of performing miracles]:
Example: Gazi Pir was considered a saint because of his miraculous powers and service to the people. - miracles
(noun, plural) [অলৌকিক ঘটনা / চমৎকার কাজ – extraordinary events believed to be caused by divine or supernatural power]:
Example: People believed that Gazi Pir performed many miracles, like taming wild animals and protecting villagers from crocodiles. - apparent
(adjective) [দৃষ্টিগোচর / স্পষ্ট / প্রতীয়মান – clearly visible or understood; seeming real or true, but not necessarily so]:
Example: Although Gazi Pir held a snake in his hand, he was in no apparent danger. - bordering
(verb/adjective, present participle of border)
[সীমানা ঘেঁষে থাকা / সংলগ্ন – lying along the edge of something or sharing a boundary with something]:
Example: Gazi Pir performed his miracles in areas bordering the Sundarbans near the Bay of Bengal.
D. Answer the following questions.
a. What kind of extraordinary power did Gazi have?
Ans: Gazi had the extraordinary power to calm dangerous wild animals and make them docile. He could also fight off crocodiles and protect people from predatory animals, which made him seem almost magical to the villagers.
b. What was the geographical nature of the region where Gazi performed his miracles?
Ans: The region where Gazi performed his miracles was near the Sundarbans, full of canals, creeks, forests, and watery jungles, located near the Bay of Bengal. It was a place where many dangerous animals lived.
c. Why, do you think, was Gazi admired in parts of rural Bangladesh for a long time?
Ans: Gazi was admired because he protected villagers from wild and predatory animals, allowing them to live safely near the forests and cultivate their lands. His miraculous powers made people believe in him and pray to him for safety and blessings.
d. What are the different art forms in which the myth of Gazi is kept alive in Bangladesh and even outside the country?
Ans: The myth of Gazi is kept alive through folk literature, scroll paintings (paat chitra), and indigenous theatre. Some of these scrolls are preserved in museums outside Bangladesh, like the British Museum.
E. Notice that the passage about Gazi contains words and phrases such as for example, also, indeed and consequently. These words and phrases are used either for emphasis or for transitions.
1. What part of speech do these words belong to?
Ans: These words and phrases are adverbs or adverbial phrases. They are used to modify or connect ideas between sentences and clauses.
2. Which of them are used for emphasis and which for transitions?
Ans:
| Word/Phrase | Type | Purpose |
|---|---|---|
| for example | Transition | To introduce an example |
| also | Transition | To add information |
| indeed | Emphasis | To strongly affirm a point |
| consequently | Transition | To show a result or effect |
3. Why are they needed in the passage and how different would the passage be without them?
Ans: These words and phrases help the passage flow smoothly, making connections between ideas clearer.
Without them, the writing would feel disconnected or abrupt, and readers might struggle to understand the relationship between different pieces of information.
They help show cause-effect, examples, and importance, which makes the writing more coherent and engaging.
4. Now, make sentences with these words and phrases.
Ans:
For example: Gazi Pir could control wild animals; for example, he could tame tigers and snakes.
Also: He also fought crocodiles to protect the villagers.
Indeed: Indeed, his bravery made him a legendary figure in rural Bengal.
Consequently: Consequently, people prayed to him for safety and blessings.
5. Finally, try to make a list with these and similar adverb words and phrases that you can use for emphasis and transitions.
Ans: For Emphasis:
indeed
in fact
clearly
obviously
certainly
especially
undoubtedly
For Transitions (Adding or Connecting Ideas):
also
furthermore
moreover
in addition
for example
for instance
as a result
therefore
thus
however
on the other hand
in contrast
F. Rearrange the sentences in the right order to make a paragraph.
- Gazi Pir was gifted with the power of miracles.
- In fact, some of these paats are preserved even in the British Museum.
- Another miracle associated with Gazi is that he could fight the crocodiles.
- These two examples of the miracles he performed, along with some others, are preserved in folk literature.
- In addition to literature, the miracles of Gazi are also portrayed in art, especially in a folk art form called paat.
- For example, he could tame hostile animals and make them obey him.
- This is how the British Museum pays tribute to this legendary Muslim saint and preacher.
Answer:
Gazi Pir was gifted with the power of miracles.
For example, he could tame hostile animals and make them obey him.
Another miracle associated with Gazi is that he could fight the crocodiles.
These two examples of the miracles he performed, along with some others, are preserved in folk literature.
In addition to literature, the miracles of Gazi are also portrayed in art, especially in a folk art form called paat.
In fact, some of these paats are preserved even in the British Museum.
This is how the British Museum pays tribute to this legendary Muslim saint and preacher.
G. Write a paragraph of about 150 words explaining what folk art is and your personal experience of some form of folk art.
Answer: Folk art refers to the traditional art forms created by ordinary people, often passed down through generations. It includes painting, sculpture, weaving, pottery, music, and dance that reflect the culture, beliefs, and lifestyle of a community. Unlike modern art, folk art is usually created for a specific purpose — like storytelling, religious rituals, or festivals. One of the most beautiful experiences I had with folk art was during a village fair in Kushtia, where I saw vibrant patachitra (scroll painting) being displayed. Each scroll told a story — some about religious figures, others about local legends like Gazi Pir. The bold colors and simple lines made the stories come alive. I even spoke to an artist who explained how the art is made using natural colors. That experience made me appreciate how folk art connects people with their roots and keeps their heritage alive in a creative and meaningful way.
H. Follow-up activity: Group Presentation
In class, discuss the different forms of the folk art of Bangladesh. Then form groups where each group gives a presentation on one of these forms.
Answer: Classroom Discussion: Introduction to Folk Art of Bangladesh
Begin with a class discussion where the teacher and students talk about various folk art forms found across Bangladesh. Use questions like:
What is folk art?
Have you seen any examples of it?
Why is folk art important in our culture?
Step-by-Step Group Presentation Plan
Step 1: Form Groups
Divide the class into 4–6 groups. Each group will choose or be assigned one form of Bangladeshi folk art.
Step 2: Select Folk Art Forms
Here are some popular folk art forms in Bangladesh to choose from:
Patachitra (Scroll Painting)
Nakshi Kantha (Embroidered Quilts)
Terracotta (Clay Art)
Folk Music (Baul, Bhatiali, etc.)
Folk Dance (Jari, Sari, Lathi, etc.)
Rickshaw Art
Step 3: Research and Prepare
Each group should find information about:
The history of the art form
Its special features
Materials and tools used
Its role in Bangladeshi culture
Modern use and preservation efforts
Step 4: Presentation Tips
Keep the presentation within 3–5 minutes
Use posters, visuals, or traditional items if possible
One or more students from the group should speak
End with a short Q&A if time allows
Step 5: Example Introduction for a Group
“Hello everyone. We are Group 2, and today we will talk about Nakshi Kantha, a beautiful traditional quilt made by rural women in Bangladesh. This art form not only keeps people warm but also tells stories through embroidery…”
Read More: The River Bank
“The Legend of Gazi” is not just a story—it is a window into the spiritual and cultural heritage of Bengal. Gazi Pir’s heroic deeds and supernatural abilities have made him a beloved figure, especially in regions close to nature’s wild beauty. As found in English for Today for Classes XI–XII and Alim, this tale encourages readers to value tradition, bravery, and belief. At BD JOBZ PREPARATION, we are proud to highlight such meaningful stories that enrich the minds of learners and keep our folklore alive for future generations.
