Lesson No.

1
THE SUN RISING
John Donne

Structure :

1.0 Introduction to Donne

1.1 Features of Donne’s poetry

1.2 Critical approach to Donne

1.3 Introduction to poem – The Sun Rising

1.4 Text

1.5 Summary

1.6 Critical Appreciation

1.7 Annotations

1.8 Comprehension

1.1 Introduction to John Donne:-

Social – Economic and Intellectual Perspective of Donne Time:

The seventeenth century was basically the age of transition and revolution. So, one of the
basic features of this age is the presence of a tension between the old and new. Donne’s skepticism,
his humanism and his learning made him challenge the faith of his ancestors. In domains of
human experience, we note type medieval and the Renaissance attitude co-existing in the
Seventeenth century.

Life of John Donne: A contemporary of Marlowe and Shakespere, Donne was born in
1572 as the eldest son of a London ……… merchant and the sister of John Heywood, a well
known dramatist. He did matriculation from Oxford in 1584 and higher studies in Cambridge.
His hasty and imprudent marriage with Ann More, the daughter of Sir George prose and niece of
Edgerton (a high government official) meant the loss of a promising and stable public career.

Donne was no hypocrite; he knew the shortcomings of the Church of Rome; his intellectual
spirit detached itself from Catholicism. His conversion to Anglicanism was not due to expediency
but intellectual persuasion. The year 1601 to 1609 was full of fluctuating fortunes, when Donne
had to depend on his patron. However, in 1619 he was promoted to the post of Dean of St.Paul’s
(1621 according to some rewards). In 1630, during his series illness, he gave orders for this own
monument which still stands in St.Paul’s. He died in London on 31st March, 1931.

1
Features of Donne’s Poetry

(1) Metaphysical : Donne has been classified both by Dryden and Samuel Johnson s a
‘metaphysical poet’ because of his sudden flights from the to the spiritual sphere and also
because of his obscurity which is sometimes confusion. In addition to this, he has been
termed a metaphysical poet because his style is overwhelmed with obscure philosophical
allusions and subtle and abstract references to science and religion

(2) Unconventional : Donne’s treatment of love is fully unconventional. He does not fall in
line with the ways and modes of feeling and expression found in Elizabethan love poetry. He
rejects the lofty cult of the woman. It is best revealed in ‘Go and catch the falling star’.

(3) Dissonance in Poetry : A distinguishing quality of Donne’s poetry is what may be called
dissonance. ‘The Spider love’ in Twicknam Garden is the best example of this. Usually a
poet is expected to use decorative and appealing pictures when talking of love. But Donne
mention spider instead of ‘stars’, ‘moon’ or ‘butterfly’, thus striking a note of dissonance. He
has used another method to show dissonance i.e., by introducing some well known
conventional element and then shatter it by using some discordant association or conclusion.
In ‘The Sun Rising’:

“Go tell court – huntsman that the king will ride.

Call country ants to harvest offices”

Here such diverse elements as the ‘King’ and ‘ants’ are introduced together.

(4) Use of conceits : Donne and his followers made and excessive use of conceits. It is his
very genius, and fashions his thoughts and feelings. His conceits are more intellectual than
those of Shakespeare or Sydney. It is chiefly on account of the excessive use of intellectual
and far-fetched conceits that Donne is known as metaphysical poet. In ‘The Sun Rising’ the
lovers declares that he would have extinguished and eclipsed the sun – beams just with a
wink but he cannot afford to miss the sight of his beloved even for that short period.

1.2 Critical Approach to Donne:

Helen Gardner commends the verbal craftsmanship of Donne. It arouses memories and
associations in the minds. Such associations have an intellectual, not an emotional content. The
magical lines in his poetry are those which evoke such conceptions as those of space, time,
nothingness and eternity. The words which strike the keynote of Donne’s love poems are cycles,
spheres etc. which are the symbols of infinity in love which underlies the human eve and flow.

Donne is also regarded as a great experimenter in verse. He used a large number of metres
and different types of forms. In this connection, Redpath remarks: “Some of the stanzas are very
appealing in themselves. Much play is made with variations of lines length. Stanzas of more than
six lines gave Donne the scope he is so often needs to develop the complex interplay of thought and
feeling”. However, his ruggedness has been condemned by Ben Johnson who said that for not
keeping of accent, Donne deserved hanging.

2
1.3 Introduction to poem :

‘The Sun Rising’ is one of the most successful love poems of Donne. Here he treats of a
situation very significant for wedded lovers, but unusual in the poetry of love-a couple in bed who
refuse to get up when the sun shines over then in the morning. The poet chides the sun in language
which for its boldness is unmatched in lyric poetry. He calls it (the Sun) a busy old fool; it is a
saucy and pedantic wretch. In expressing his contempt for the sun, the poet displays all his learning
and metaphysical wit and extravagant conceits are employed in glorifying his beloved. Donne’s
extravagant fancy discovers that he and his beloved in their secure passion of each other are like
all states and princes to each other. Following up this conceit, the poet says that if the sun shines
on him and his wife, it is, in a sense, shining everywhere – the bed becomes its centre and the walls
of the bed room its sphere.

1.4 Text of the poem

The Sun Rising

John Donne, 1572 - 1631

Busy old fool, unruly Sun,
Why dost thou thus,

Through windows, and through curtains, call on us?

Must to thy motions lovers’ seasons run?

Saucy pedantic wretch, go chide

Late school-boys and sour prentices,
Go tell court-huntsmen that the king will ride,
Call country ants to harvest offices;
Love, all alike, no season knows nor clime,
Nor hours, days, months, which are the rags of time.

Thy beams so reverend, and strong

Why shouldst thou think?
I could eclipse and cloud them with a wink,
But that I would not lose her sight so long.
If her eyes have not blinded thine,
Look, and to-morrow late tell me,
Whether both th’ Indias of spice and mine
Be where thou left’st them, or lie here with me.
Ask for those kings whom thou saw’st yesterday,
And thou shalt hear, “All here in one bed lay.”

3
 She’s all states, and all princes I;
Nothing else is;
Princes do but play us; compared to this,
All honour’s mimic, all wealth alchemy.
Thou, Sun, art half as happy as we,
In that the world’s contracted thus;
Thine age asks ease, and since thy duties be
To warm the world, that’s done in warming us.
Shine here to us, and thou art everywhere;
This bed thy center is, these walls thy sphere.

1.5 Summary in Paraphrase :

In the first stanza Donne shuns the sun for disturbing him and his beloved. He calls the
Sun a busy, foolish rebellious wretch. He questions it that why it sends its rays through windows
and curtains to the bed of lovers? Further he says, ‘Do you think that lovers should adjust their
seasons according to your movement? Then he suggests the sun to go and rebuke school boys who
are late for their school, and peevish apprentices and courtier – hunters to escort the king to the
woods for hunting or tell the ants in the country to move out and collect grains in the fields. Love,
being the same at all times, is above seasons and climates. It knows no hour, days and months
which just particles of eternity.

In the second stanza, he challenges the Sun’s invincible authority by saying, ‘why should
you regard your rays as so strong and sacred?” Further he says that he can extinguish the brilliance
of its rays with just a wink but he will not do so because he doesn’t want to lose sight of the
beloved. If the brilliance of his beloved’s eyes has not dazzled you (Sun) then call again tomorrow
and tell me whether both the east and the weather both east and the west Indies, which are noted
for their spices and mines respectively, be there where you left them. You (the Sun) will be
surprised to find both the Indies in my bed-chamber. If you want to see all the kings whom you saw
yesterday, you would find them lying in our bed because I and my sweet heart represent all the
states and the Kings of the world

In the third and final stanza the poet says:

My sweetheart is all the states of the world rolled into one and I’m the princes of the world.
There are no states and princes except the one I mentioned. Princes of the world only represent us
when they act like princes. Compared to our state all honour is nothing but imitation and all
wealth only a pursuit to transmute base metals into gold. Even you, O Sun, age only half happy as
we two lovers age, because in our case all the beauties and joys love contracted in this bed –
chamber. Since it is your duty to warm the world, you can do it by warming us because we are the
world, our bed being the centre and bed chamber walls, the sphere within which you’ll revolve.

1.6 Critical Appreciation :

‘The Sun Rising’ is typical poem by Donne characterized by his usual vigour, sprightliness.

4
It expresses a lover’s vexation against sun rising. The poet is delightfully candid (out spoken) and
defiant. He ridicules the sun as a saucy pedantic wretch and rebukes it for peeing into the lover’s
chamber. There is defiance contempt and swift movement of metaphysical conceit. The eternity
and supremacy of love is clearly indicated in this poem. This poem is inspired by the poet’s love
for his wife, Anne Moore Donne. It is a perfect synthesis of spiritual and physical love. There are
brilliant metaphysical conceits in the second and third stanzas of the poem. The poem is free from
the conventional and sentimental trap of love, a striking feature of Elizabethan love poetry.

So, its needless to say that the poem is remarkable for its boldness of thought and originality
of execution.

1.7 Annotations

(1) Lines 5 – 10

Reference : These lines are taken from John Donne’s love-poem ‘The Sun Rising’.

Explanation : The poet is scolding and abusing the sun here, which, rising in the
morning, asks him and his beloved to get up. The poet does not believe that lovers should follow
the sun. The season of love making cannot be controlled by the movements of the sun.

Critical Remark : See critical appreciation

(2) Lines 15-20.

Reference : These lines are taken from Donne’s famous love poem ‘The Sun Rising’.

Explanation : The poet and his wife are lying in bed and the poet refuses to get up when
the sun rises in the morning. The eyes of his beloved are brighter than those of the sun, so why he
should be get up to sun-rising besides, the best of the hemisphere over which the Sun shines, was
there in bed with him. The East and West Indies (known for its spices and wealth) culminated in
the beloved. So, having possessed her, he possessed all the wealth of the world. As the poet did
not want anything anymore, he refused to get up.

1.8 Comprehension

Answer the following questions ( 2 – 4 lines)

· Why is the sun both ‘saucy’ and ‘pedantic’.

· How does the speaker represent his bellowed in the poem?

· Why should lovers not be governed by the motion of the sun? Whom they should
govern and control?

· Donne is a poet of ideas. .. Comment

5
 THE SUN RISING

John Donne

1572 ` 1631 yÓT{≤|òõæ ø£˝Ÿ ø£e⁄\˝À C≤Hé&HÉ é ù|s¡Tqï ø£e⁄\˝À >=|üŒyê&ÉT. ‘·q |ü<´ä +˝Àì >∑+;Ûs¡ uÛ≤e+,
#ê‘·Ts¡´+ ‘·q˝Àì Á|ü‘´˚ ø£‘q· T #ê≥T‘·Tqï~. Ä ø√e≈£î #Ó+~q<˚ “The Sun Rising” á |ü<´ä + uÛ≤y√<˚«>∑
uÛ]Ñ ‘·yTÓ qÆ >π j·T+, á >π j·T+˝Àì uÛ≤e+ n+‘j·TT ‘êC≤ Ä˝À#·q\T ø±ì yê{Ïì eT*∫q rs¡T ø=‘·~Ô . Ä $<Ûeä TT>±
m+‘√ <Ûs’Ó ´¡ e+‘·TeTT>± ø£$ á |ü<ë´ìï mqTÿø=Hêï&ÉT. á uÛ≤eeTT˝Àì nqTuÛ÷Ñ ‘·T\ rÁe‘· eTqdüT‡qT ø£~*+∫
y˚dTü +Ô ~.
á |ü<´ä eTT˝À |ü<d˚ æ |ü+≈£î\Ô T>± eT÷&ÉT uÛ≤>∑eTT\˝À ñ+≥T+~. Á|æjT· T&ÉT ‘·q Á|æjT· Tsê* düV≤ü #·s´¡ eTT‘√
ñHêï&ÉT yê] Áù|eT≈£î ne<ÛTä \T ˝Òe⁄, yê]øÏ á Á|ü|+ü #·+‘√ dü+ã+<Û+ä ˝Ò<Tä . á u≤Vü≤´ Á|ü|+ü #·eTT qT+&ç yês¡T
ì]à+#·T≈£îqï Áù|eT kÕÁe÷C≤´ìøÏ yÓ[flb˛sTT dü«#·Ãy¤ TÓ qÆ , ì»yÓTqÆ , |ü$Á‘·yTÓ qÆ Áù|eTqT yês¡T ÄkÕ«~düTHÔ êïs¡T. Áù|eT
m+‘√ eT<ÛTä s¡eTT ø£<ë!
n~ dü÷s√´<äjT· |ü⁄ yÓ\T>∑T‘√ yÓ[fl dü÷s¡T´&ÉT yê] @ø±+‘· Áù|eT≈£î uÛ+Ñ >∑eTT ø£*–düTHÔ êï&ÉT n~ yê]øÏ #ê˝≤
Çã“+~>± ñ+~. Áù|$T≈£î&ÉT dü÷s¡T´ì e\q ø£*–q Çã“+~øÏ dü÷s¡T´ìï <ä÷wæ+#·&+É yÓTT<ä\T ô|&É‘ê&ÉT. ne÷j·T≈£î&ç˝≤
dü÷s¡T´ìï yê] e<ä› qT+&ç yÓ[fl y˚sπ |üì #·÷düTø√eT+{≤&ÉT. ìÁ<ä b˛‘·Tqï $<ë´s¡T\∆ qT, sêE>±] ø=\Te⁄˝Àì
ñ<√´>∑T\qT, y˚‘q· eTT\T rdüT≈£îH˚yê]ì, |ü+≥ bı˝≤˝À¢ ≈£L*|üqT\T #˚dTü ≈£îH˚ yê]ì ìÁ<ä ˝Ò|eü T+{≤&ÉT. yê]øÏ
yê] ~q#·s´¡ >∑Ts¡TÔ #˚jT· eT+{≤&ÉT.
Áù|eT≈£î ÁbÕ+‘·+, ø±\ |ü]$T‘·T\T ˝Òe+{≤&ÉT. Áù|$T≈£î&çì ˇø£ n<äT“¤‘· nr‘· e´øÏ>Ô ± ‘·q >=|üŒ‘·Hêìï
e]íkÕÔ&TÉ . dü÷s¡T´ì øÏsD
¡ eTT\T, yÓ\T‘·Ts¡T ø£Hêï ‘·q Áù|j·Tdæ X¯Øs¡ ø±+‹ >=|üŒ<ä+{≤&ÉT. dü÷s¡T´&ÉT ndü$Ô T+#˚ y˚fi¯
eTdü>u∑ ≤s¡T‘ê&ÉT ø±ì ‘·q Áù|j·Tdæ e÷Á‘·+ mqï{ÏøÏ ø±+‹ V”≤qTsê\T ø±<ä+{≤&ÉT.
Á|ü|+ü #·+˝À >=|üŒ ‘·qeT+‘·jT· T ‘·q Á|æjT· Tsê*‘√ ìeT>∑ïyÓTÆ ñ+≥T+~ nì n+{≤&ÉT. Á|üdTü ‘Ô +· ‘·q≈£î ‘·q
Áù|j·Tùd Á|ü|+ü #·+, ‘·qT <ëìøÏ n~Û|‹ü , $T–*q<ä+‘ê $T<Û´ä , ‘·eT Áù|y˚T düs«¡ + yê] |ü&øÉ £ $X¯« øπ +Á<ä+ yê] |ü&øÉ £
>∑~ (X¯jT· qeT+~s¡+) düeTdüÔ $X¯«+. Áù|$T≈£î&ç uÛ≤eq ÄX¯Ãs¡´ø£se¡ TT, qeTàX¯ø´£ +, ‘˚*ø£ ‘·q+ ø±ì ‘·q yê<äq
‘êØÿø£eTT>± eT]j·TT uÛ≤y√<˚«>∑ uÛ]Ñ ‘·+ eT]j·TT >∑+;Ûse¡ TT.
“A Thing of beauty is a Joy Forever”.

6
Lesson 2

THE SOLITARY REAPER

William Wordsworth

Structure :

2.0 Introduction to Wordsworth

2.1 Characteristics of Wordsworth’s poetry

2.2 Introduction to the poem-The Solitary Reaper

2.3 Text

2.4 Summary

2.5 Critical Appreciation

2.6 Annotations

2.7 Comprehension

2.0 Introduction to Wordsworth :

As a poet of Nature words worth stands supreme. He is a true devotee of nature or high
priest. He was born on 7th of April, 1770 at Cocker mouth, Cumberland, Kingdom of Great
Britain. He was a major English romantic poet who, with S.T. Coleridge, helped to launch the
Romantic Age in English literature. He was the poet laureate from 1843 until his death in 1850.
‘Back to Nature’ was the motto of the Romantic poets, especially of William Wordsworth. His
capacity for visual observation of the hare running in ‘Resolution and Independence’. Beauty, joy
and fear had crept in almost all the works.

2.1 Characteristics of Wordsworth’s Poetry :

The four points in his creed of nature forms the complete philosophy of Nature

He conceived of Nature as living personality.

Wordsworth also believed that found company of nature fills human heart with bliss
(joy).

Above all, words worth emphasized the moral influence of nature. He spiritualized her
and regarded her as a great moral teaches. He did not prefer the wild and stormy
aspects of nature like Byron, or the shifting and changeful aspects of the elements and
scenery of the sea and sky like Shelley or the sensuous element in Nature like Keats.
According to Coleridge, the following are the chief excellences of Wordsworth’s poetry..

7

An austere purity of language, both grammatical and logical.

His perfect truth of nature in his images and descriptions.

A good union of deep and complex thought with sensibility in his poems.

He has the gift of imagination in the highest and true sense of the word.

2.2 Flaws in Wordsworth’s poetry:

Wordsworth’s inspiration comes in bursts. However, at times one comes across such lines
as completely devoid of all inspiration. So, the poet who would write such a line as:

2.3 Text of ‘Solitary Reaper’ :

The Solitary Reaper

BY WILLIAM WORDSWORTH

Behold her, single in the field,

Yon solitary Highland Lass!
Reaping and singing by herself;
Stop here, or gently pass!
Alone she cuts and binds the grain,
And sings a melancholy strain;
O listen! for the Vale profound
Is overflowing with the sound.

No Nightingale did ever chaunt

More welcome notes to weary bands
Of travellers in some shady haunt,
Among Arabian sands:
A voice so thrilling ne’er was heard
In spring-time from the Cuckoo-bird,
Breaking the silence of the seas
Among the farthest Hebrides.

Will no one tell me what she sings?—

Perhaps the plaintive numbers flow
For old, unhappy, far-off things,
And battles long ago:
Or is it some more humble lay,
Familiar matter of to-day?
Some natural sorrow, loss, or pain,
That has been, and may be again?

8
 Whate’er the theme, the Maiden sang
As if her song could have no ending;
I saw her singing at her work,
And o’er the sickle bending;—
I listened, motionless and still;
And, as I mounted up the hill,
The music in my heart I bore,
Long after it was heard no more.

“The silence that is in the starry sky” also wrote the such as “The silent heavens have going on”.

Other limitations of words worth’s genius are that he had no humour and little passions. He
is deficient in dramatic power and is superfluous at some places. The elements of passionate
are actually nowhere found in words worth’s poetry. Although he had an eye for all aspects
of Nature, he was perhaps silent and blind to her mysterious discords of pain, equality and
death. Thus, his nature poetry has been considered partial and incomplete by many.

2.2 Introduction to poem:

‘The Solitary Reaper’ is lyric written in 1807. It was inspired, not by an actual sight but by
the description of a solitary reaper given in Thomas Wilkinson’s ‘Tour in Scotland’.

2.4 Summary :

In this poem we get a glimpse of lonely reaper in the high lands reaping the corn and
singing a sad song. The poet idealizes the solitary Scottish maiden and her song. He declares that
her song is more musical than that of the singing bird – Nightingale or a Cuckoo. He is impressed
by the sadness and the wistfulness of the song. It the song of that simple peasant girl settles down
in his mind forever.

The central idea in the poem is that the song of the lonely Scottish girl is more soothing and
thrilling than that of any singing bird on the Earth. Further, that it has such haunting melody about
it that it continues to occur again and again to the mind of the poet, long after it was heard.

2.5 Critical Appreciation :

This is one of the finest lyrics of words worth a poem which is more than a piece of
meditation as a words worth in a lyric. As the reaper sings in Gaelic language, the poet doe most
understand what she sings but his heart and mind is filled with thrill ago.”by the hounding music
of the song. Thus his imagination is set at work, so it travels in space to the far-off. Arabian sands
or to the Hebrides in order to collect similes which would render the thrilling quality of the girl’s
song. Indeed the two similes are among the most romantic and imaginative that wordsworth ever
draw. And when wordsworth’s imagination travels in time, the result is the following lines which

9
supremely suggestive – “Perhaps the plaintive numbers flow, for old, unhappy, far-off things, And
battles long ago”

Though such lines are highly subtle yet the diction of the poem is so simple and pure. The vivid
images created by Wordsworth with simple yet figurative language giving the minute details make
us feel exactly what he himself felt after listening to the Scottish lass’ (girl’s) song.

So, it is apt to say that the poet being a man speaking to men as well as a man with more
than ordinary sensibilities, can convey the impressions and feelings evoked by Nature and the
simple folk in close communication with nature.

2.6 Annotations :

(1) ..Or may be its first some daily domestic strife that she suffered in her past and with again.

Reference : These enchanting lines are taken from wordesworth’s poem ‘the Solitary Reaper’

Explanation : According to the poet the Scottish girl was singing some plaintive number in
Gaelic tongue describing some common domestic problem that she suffered earlier or perhaps
will suffer in future.

2.7 Comprehension :

Answer the following questions

· How does the song of the reaper carry through the valleys?

· What are the Hebrides and why are they ‘farthest’?

· Describe the impact of the reaper’s song on the mind of the poet.

· The central idea of the poem is that the song lives forever though people and situation
may not. How it is shown.

10
 THE SOLITARY REAPER

William Wordsworth

$*j·T+ esY‡¶ esYÔ ˇø£ ù|s¡ìïø£>q∑ ï ø£$. Ç‘·qT Á|üøè£ ‹ HÓ‹’ ø£eTT>± Ä<Ûë´‹àø£eTT>± e÷qe⁄ì Á|üu≤Û $‘·+
#˚jT· Tqì >±&ÛeÉ TT>± $X¯«dæ+#ÓqT. n+<äTe\q e÷qe J$‘·eTT˝À Á|üøè£ ‹ ˇø£ Á|üeTTK bÕÁ‘· b˛wædTü +Ô <äì uÛ≤$+#ê&ÉT.
M] s¡#q· \˝À bÕÁ‘·\T kÕ<Ûës¡D e´≈£î\Ô T, düsfi¡ u¯ ≤Û cÕ kÕ<ëôd*’ yê] s¡#q· \T Ç‘·s¡ Á|ü‘´˚ ø£‘\· T.
kÕÿ≥¢+&é˝Àì m‘ÓqÔ’ Á|ü<X˚ Ê\qT (Highlands) qT s¡#s· TT‘· Wordsworth <ä]Ù+#ÓqT. Ä Á|ü<X˚ +¯ ˝À ˇø£
n<äT“¤‘y· TÓ qÆ <äèX¯´+ #·÷#ÓqT. ˇ+{]>± ˇø£ j·TTe‹ |ü+≥ø√dü÷Ô bÕ≥\T bÕ&ÉT‘·÷ ‘·q |üì˝À ìeT>∑ïyÓTqÆ <äèX¯´y˚T
á ø£$‘· jÓTTø£ÿ eTTK´kÕsê+X¯eTT.
j·TTe‹ bÕ&ÉT‘·Tqï bÕ≥ $#ês¡ >π j·Ty˚T nsTTHê $q&ÜìøÏ m+‘√ $qkı+|ü⁄>± ñ+~. nø£ÿ&É ñqï ÁbÕ+‘·+
yÓTT‘·+Ô e÷s¡T ÁyÓ÷>∑T‘·T+~. Ä ÁbÕ+‘·eT+‘ê ÄyÓT ^‘·+‘√ Á|ü‹<Û«ä ìdüT+Ô ~. ø£$øÏ nø£ÿ&˚ ø=+‘· düeTj·T+ >∑&bÉ Õ\ì
Ä bÕ≥qT yÓTT‘·+Ô $Hê\ì n‘·&ç Äø±+ø£.å
ø=eTà˝Àì ø√sTT\˝≤, HÓ{’ +Ï >π ˝Ÿ bÕ≥ ≈£L&Ü Ç+‘· ÁXÊe´+>± ñ+&É<Tä . eT<ÛTä ]eT˝§*πø á bÕ≥ m+‘√
Äq+<ëìï, kÂ+<äsê´ìï, dü«#·Ã¤‘·qT ÁXÊe´‘·‘√ yê≥ìï+{Ïì n~Û>∑$T+∫+~. ø£$ bÕ≥˝Àì nsêúìï e÷Á‘·+
Á>∑V≤æ +#·˝øÒ b£ ˛j·÷&ÉT. ãVüQXÊ |üPs¡«ø±\eTT˝À »]–q j·TT<ë∆\qT >∑÷]à nsTTe⁄+&Ée#·TÃ. nì n‘·qT nqTø=Hêï&ÉT.
˝Ò<Tä eTìwæøÏ dü+ã+~Û+#˚ qcÕº\T ˝Òø£ u≤<Û\ä T >∑T]+∫ nsTTHê ñ+&Ée#·TÃ nì nqTø=Hêï&ÉT.
Ä eì‘·, Ä bÕ≥qT bÕ&ÉT‘·÷H˚ ñ+~. Ä bÕ≥≈£î eTT–+|ü⁄ ˝Òq≥T¢>± ø±ì Ä bÕ≥qT |ü~ ø±˝≤\ bÕ≥T
‘·q eT~˝À |ü~\+>± uÛÁÑ <ä|sü #¡ T· ≈£îHêï&ÉT ø£$. Çø£ÿ&É ˇø£ $wüjT· + >∑eTì+#ê* Á|üøè£ ‹øÏ ñqï X¯øÔÏ <ëìì Á|ü‹_+_+∫q
rs¡T es¡Hí êr‘·+ nqT≥˝À @e÷Á‘·eTT n‹X¯j÷Ó øÏÔ ˝Ò<Tä .

11
Lesson 3

THE ROAD NOT TAKEN

Robert Frost

Structure :

3.1 Introduction to Rober Frost

3.2 Frost concept of poetry and unique features:

3.3 Introduction to poem – The Road Not Taken

3.4 Test of the Poem

3.5 Summary

3.6 Critical praise of the poem

3.7 Conclusion

3.8 Comprehension

3.1 Introduction to Robert Frost :

Robert Frost emerged as a poet in the America of transition when the country was emerging
from the old into the new order. He has been the most distinguished American poet of the twentieth
century. He was both in San Francisco on 26th March, 1974. Frost’s mother (a Scottish lady) was
a poetess herself. Frost’s full name is Robert Lee Frost. The year 1894 saw the publication of his
first poem ‘My Butterfly in New York independent and not very late, another six poems were
published under the title Twilight.

In 1895, he married his school fellow Elinor White and tried to settle down as a school-
teacher. In 1906, he suffered a severe attack of pneumonia and very narrowly escaped death.
Since then frost turned to writing poetry as a spiritual and psychological relief. However, the
financial troubles pulled him back to teaching. After vacillating between the two, he finally made
the crucial decision of his life i.e., choosing poetry for vocation. His first volume of lyrics was
published under the title ‘A’ Boy’s Will’. His poetic career was studded with honours such as
membership in the American Academy and the award – Pulitzer Prize. And in 1963 Robert Frost
bade good bye to this world.

3.2 Frost concept of poetry and unique features :

Accordingly to frost a poet is an accidental collector of impression and knowledge and, a

people’s logic to be “backward, in the retrospect, after the act”. He considered poetry to be
serious craftsmanship. The poet’s pleasure lies in discovering words, images, metaphors, phrases
native to emotion, thought and situation. Also he was of opinion that the virtue of poetry lay in the
unity of blending objective elements with subjective hued elements. Nature, man and universal
12
brotherhood are the elements (features) of his poetry. Beneath the guise of the Yankee former who
speaks of simple rural folk there is a gentle, soulful, meditative universal poet who, like Blake, was
able to see beyond horizon. So, very rightly John.F Lymen has remarked: Frost is best known to
the public as the poet of New England. Like Faulkner, he stands forth as both the interpreter and
the representative of his regional culture. But if one tries to see then one can see that how he uses
New England (America) as a means of revealing what is universal rather than merely local. In the
end, Frost’s rural world is interesting because it symbolizes the world we ourselves know. Our
main concern should be to know how he has shaped his world as an image of every man’s
experience.

3.3 Introduction to poem – The Road Not Taken :

The Road Not Taken, a wonderful philosophical poem was first published in 1916, in the
collection of poems entitled ‘Mountain Interval. It is subtle blend of simple object of making choice
with subjective decision of doing something different from others. This poem shows a good amalgam
of ‘inner lyric vision and the outer contemplative narration. The creativity of Frost gets enlivened
which he faces the problem of having to choose one of the two roads at a bifurcating. As G.W.
Nitchie points out, this poem has for its theme, one of the major themes in Frost’s poetry – the
problem of having to make a choice.

3.4 Test of the Poem

The Road Not Taken

BY ROBERT FROST

Two roads diverged in a yellow wood,

And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.

13
 I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.

3.5 Summary :

In this poem Frost tells us that as he was traveling alone. One day he found himself to have
reached a point where the road divided into two. And it was the most difficult and crucial decision
to decide one path out of the two. Ultimately he was able to choose one road that was grassy and
was less traveled upon by people. Later on he realizes that there was no real difference because
both the roads lead to came final point, if destiny wants you to have that destination. He is sad
that he could not possible to have the best of everything.

Annotations:

(1) I shall be telling this with a sign somewhere ages hence..

Reference : These lines are taken from Robert Frost’s famous poem ‘The Road Not Taken.

Explanation : The ironic true in these lives is inescapable. The speaker anticipates his own
future insincerity – his need later on in life to rearrange the facts.

(2) Then took the other, as just as fair and having perhaps the better claim…

Reference : See above

Explanation : When the speaker was to choose one of the two equally good roads, he decided to
travel upon by people as its condition (grassy, needed wear) speaks. He thinks that he would
travel upon the first up later on.

3.6 Critical praise of the poem:

George Nitchie points out that the problem of choice is one of the major themes in Frost’s
poetry. Crucial moments when choices have to be made are distinct spots of time in human life
and hence find recurring mention in literature right from Homes don to Frost. Perhaps, if asked,
frost would define non as a choice-making animal. From birth till death, he has to make choices at
every step- he chooses, deliberately – and in the best of men, it is often coupled with a thorough
knowledge of the consequences implied in making the choice. Some critics were full of severe
criticism for Frost with ‘making choice’ as the theme. Your Witness says that in ‘The Road Not
Taken’ and ‘The Sound of The Trees’, first is mistaking whimsical impulse for moral choice….’

The Road Not Taken, however, is more praised than criticized for its simplicity, clarity,
epigrammatic force and terseness. It is a personal lyric and is devoid of parentheses, the dashes,
the pauses and inclinations.

In this poem Frost’s art and versatility gets revealed in his marching ahead on the road of
progress. Ironically, it is the first person speaker himself putting forth his soul base with all his

14
faults and virtues. He reveals himself as one who is Hamlet like, who is too scholarly to do
anything without pondering on the pros and ions of it. But unlike Hamlet and very much like lady
Macbeth and Macbeth, he regrets for the choices he makes.

3.7 Conclusion :

According to Untermeyer, Frost central subject is humanity. He identifies with the humble
folk he describes. He does not assume a superior patronizing attitude. In ‘Road Not Taken Frost
has shown a disillusioned and alienated who has to take a chance for better life. However, Frost’s
views on God are not clear cut. He called himself free thinker. As far as man and God are
concerned, Frost sees between them the same sort of barrier which existed between man and other
things. Man’s own reason is responsible for his being disillusioned and therefore confused regarding
which path (road) to be taken.

3.8 Comprehension :

Answer the following questions.

· Where is the traveler? What does he see?

· Explain the options the traveler has. What is dilemma?

· How does the theme of the poem shows that is representative of the poet’s preference
for unconventional thinking?

· Who does the speaker / traveler represent and what does the roads symbolize?

· There is a spirit of regret, nostalgia and longing in the poem Discuss

15
 THE ROAD NOT TAKEN

Robert Frost

Robert Frost á ø±\|ü⁄ ø£e⁄\˝À >=|üŒyê&ÉT New England yê&ç>± ù|s¡T bı+<ë&ÉT Äj·TqqT
nyÓT]ø± <˚X|¯ ⁄ü n#·Ãy¤ TÓ qÆ ø£$>± e]íkÕÔsT¡ . nyÓT]ø± Á>±MTD J$‘êìøÏ, nyÓT]ø± s¬ ‘’ T· \ ø£$ n~ ≈£L&Ü n_Ûe]íkÕÔsT¡ .
Ç‘·&TÉ mH√ï |ü⁄s¡kÕÿsê\qT n+<äT≈£îHêï&ÉT. $X¯«»˙q‘·, düsfi¡ ¯ uÛ≤wü, >∑+;Ûs¡ uÛ≤eq Á|üøè£ ‹ Äsê<Ûqä ãVüQfi≤sêú\T M]
ø£$‘·«+˝Àì ø=ìï Á|üdTü Œ¤≥ \ø£Då ≤\T. kÕ<ë>± ø£ì|ækÕÔsTT. n+<ä]øÏ nìï y˚fi˝¯ ≤ m<äTs¡jT˚ ´ kÕ<Ûës¡D dü+|òTü ≥q\T˝ÀøÏ
ˇø£ ì+&ÉT J$‘· y˚<ë+‘êìï n˝≤ ø£*–q ~≥º sêãsYº ÁbòÕdt.º
ˇø£ eT+∫ neø±X¯+ eTìwæøÏ J$‘·+˝À ˇπøkÕ] edüT+Ô ~. <ëìì eTq+ dü~«ìjÓ÷>∑+ #˚dTü ø√yê*. á
|ü<´ä + n‹ kÕ<Ûës¡D |ü<ë´ìï dü+‘·]düT+Ô ~ ˝Òø£ (dü+|òTü ≥qqT ∫Á‹düT+Ô ~). J$‘·+˝À eTq+ düs¬ q’ e÷sêZìï
mqTïø√yê*. ø±ì n~ @ e÷s¡+Z dü]jÓTÆ q~ nì <ëìï mqTïø√e≥+˝À #ê˝≤ Ä˝À∫+#ê*. n~ ˇø£ $<Û+ä >± ø£]qƒ
|üØø£˝å ≤+{Ï<˚ ø±ì ˇø£ e÷s¡+Z mqTïø=qï ‘·sT¡ yê‘· <ëì |üs´¡ ekÕHê\qT n$ m˝≤ ñqï <Ûs’Ó ´¡ +>± m<äTs√ÿyê*‡+<˚
ø£<ë!
ˇø£ |ü]cÕÿs¡ e÷sêZìï dü÷∫+∫ kÕ<Û´ä eTj˚T´ $<Û+ä >± ø£$ düeTdü´*ï ∫Á‹+∫ Ä˝À∫+∫ eT+∫ e÷sêZìï
#·÷|æ+#ês¡T.
ø£$ n&É$ e÷sêZq Á|üj÷· DÏdTü HÔ êï&ÉT n|ü&ÉT ø=+‘· ùd|ü{øÏ Ï n~ s¬ +&ÉT <ës¡T\T>± $&çb˛jÓTqT. #ê˝≤ùd|ü⁄
ø£$ nø£ÿ&É Ä¬>qT. e÷sêZ\T s¬ +&ç+{Ïì #ê˝≤ ùd|ü⁄ |üØøÏ+å #ÓqT. Ä s¬ +&ÉT ˇπø $<Û+ä >± ñHêïsTT. n|ü&ÉT ø£$øÏ ˇø£
Ä˝À#·q e#ÓÃqT. ‘·≈î£ ÿe>± yê&Éã&çq e÷sêZìï mqTïø=HÓqT. n~ ø=‘·>Ô ± ñqï~. düTs¡ø‘åÏ +· ø£Hêï kÕVü≤dü+ eTTK´eTì
nqTø=HÓqT. ‘êqT mqTïø=qï <ë]˝À eTT+<äT≈£î b˛e&ÉyT˚ qì, yÓqTø£≈î£ sêe&É+ ≈£î<äs<¡ ìä ø£$øÏ düŒwü+º >± ‘Ó\TdüT.
@~ @yÓTHÆ ê nìï+{ÏøÏ dæ<|∆ä &ü ç ‘·q ìs¡jí ÷· ìøÏ ø£≥Tºã&ç Á|üj÷· D+ eTT+<äT≈£î kÕ–+#ÓqT. J$‘·+˝À ‘·q e÷s¡Z
m+|æø£ m+‘· e÷s¡TŒ ‘Ó∫Ã+<äì ø£$ uÛ≤eq @$T≥+fÒ e÷s¡TŒ n~ bÕsƒ≈¡ î£ &ç }Vü≤≈£î e~*y˚jT· ã&ç+~. e´øÏ>Ô ‘∑ ·
nqTuÛyÑ êìï düs«¡ »˙q dü+<˚X+¯ ø=s¡≈î£ ø£$ dü<«ä ìjÓ÷>∑+ #˚dTü ≈£îHêï&ÉT.

16
Lesson 4
REFUGEE MOTHER AND CHILD
Chinu Achebe’s

Structure :

4.1 Introduction to Chinu Achebe

4.2 Introduction to the poem

4.3 Text of the poem

4.4 Summary

4.5 Critical Analysis

4.6 Annotations

4.7 Comprehension

4.1 Introduction to the poet :

Chinnu Achebe is considered to be the most influential African writer. This writings,
including the novel ‘Things Fall Apart’, have introduced us to creative uses of language and form
and well as to modern African life. This novel is recognized as a literary classic which has won the
Margaret Wong memorial prize, a major literary award.

Achebe was born in the Igloo town of Ogidi in eastern Nigeria on November 16, 1930, the
fifth child of Isaiah Okafor Achebe and Janet Iloegbunam Achebe. He attended the Church
Missionary Society’s school where the primary language of instruction for the first two years was
Igloo. At about eight, he began learning English.

After graduating with a Bachelor of Arts in 1953, Achebe joined the Nigerian Broadcasting
Corporation as a producer of radio talks. In 1956, he went to London to attend the British
Broadcasting Corporation Staff School.

In addition to his writing career, Achebe maintained an active teaching career. In 1972,
he was appointed to a three-year visiting professorship at the University of Massachusetts, in 1975
at the University of Connecticut. And in 1976, he returned to Nigeria as a professor of English at
the University of Nigeria, Nsukka In 1990, he became the Jr. Professor of literature at Bard
College, Annandale, New York. More than twenty universities in Great Britain, Canada, Nigeria
and the United States have awarded Achebe honorary degrees. He died on March 21, 2013 the
age of 82.

17
4.2 Introduction to the poem :

Refugee, Mother and Child revels that Chinua is an amazing poet and story-teller. The
poem has an important message for the African society and carry emotional depths A universal
element of motherly love is depicted with vivid and astounding imagery. Moreover, the sad plight
of a helpless mother and her attitude of not giving up her motherhood at any cost, even, when the
child in her arms dies is just marvelous. The simple diction grand but common theme makes this
poem remarkable.

4.4 Text of the poem :

REFUGEE MOTHER AND CHILD

by Chinua Achebe

No Madonna and Child could touch

that picture of a mother’s tenderness
for a son she soon would have to forget.
The air was heavy with odours
of diarrhoea of unwashed children
with washed-out ribs and dried-up
bottoms stuggling in laboured
steps behind blown empty bellies. Most
mothers there had long ceased
to care but not this one; she held
a ghose smile between her teeth
and in her eyes the ghost of a mother’s
pride as she combed the rust-coloured
hair left on his skull and then -
singing in her eyes – began carefully
to part it… In another life this
would have been a little daily
act of no consequence before his
breakfast and school; now she
did it like putting flowers
on a tiny grave.

4.5 Summary of the poem:

The poem deals with the sadness of losing someone precious forever. Achebe conveys this
theme by creating a tragic atmosphere through opt diction and vivid images. At the beginning of
the first stanza, the poet holds our attention by telling us that the child will die son. “For a son she
son will have to forget”. This strong image of a mother and her son is reinforcing the idea of

18
proximity of death. The poet uses simple and telling (strong) vocabulary, giving more emphasis to
what is actually said than to the way it is said. I deepen the tragic atmosphere as can be seen in
the use of words like ‘diarrhea’, ‘dried-up ribs’ or ‘washed out bottoms’. Such telling words clearly
indicate the starvation of child.

When the poet mentions the ‘ghost smile’, she tries to express that once there was smile on
her face but now it’s fading away. The fact that most mothers there had long creased to care but
not this one’ strengthen the idea that she still wants to share time with her son. A very heart
touching and shocking image created by Achebe is when the mother comes her son, ‘as putting
flowers in a tiny grave’, preparing him for his funeral. Lastly, he hints the heart – piercing way of
saying good bye by the mother to her son.

4.6 Critical Analysis of the poem :

Chinua Achebe’s mother points the sad picture of a mother holding her dying son in her
hands for the last time, portraying the inevitability of death and pain of those whose loved ones
have died yet they live on in a harsh circumstances.

The poem starts with the poet comparing the scene of a mother holding her son in refugee
camp with the love and care which is usually depicted in all versions of Mary holding dying Jesus
in her arms. The poet state that none of the reputed depictions of tenderness could come near the
beauty of this scene of pathos and heartbreak. The next four lines describe the aura of disease and
death which surrounds the camp. The poet has given a heart-rending pen-picture of sick infants
and helpless people. The poem is full of pathos and the agony of a mother whose son goes into the
grave from her arm slowly and she can do nothing but see helplessly. A very strong sand beautiful
imagery is used to describe the setting, the refugee comp. Achebe evokes the sense of smell, sight
and feeing to such an extent that tears fall from readers’ ‘humming eyes’ make one sympathize
with her plight. No reason is indicated for people being in refugee camp. But the fatal blow to the
lives of refugees is shown clearly. The poem is perhaps a testament to mother’s love, who knows
that the child is dead, yet continues to hold him with care and caution

4.7 Annotations

(1) “The air was heavy with odors of diarrhea of unwashed children with washed out ribs and
dried up bottoms struggling in labored steps behind blown empty bellies.”

Reference: These poignant lives are taken from Chinua Achebe’s poem refugee mother,
child.

Explanation: Achebe gives a sad plight of helpless refugee who struggle to survive goes in
vain. He says that in a refugee camp the air is full of nausea of unwashed children with traces of
diarrhea and the stink of emanations of post-delivery. The rawness of the struggle to attain
motherhood is nicely depicted here.

(2) “No Madonna and child could touch that picture of mother’s tenderness…”

19
 Reference: See number 1 annotation.

Explanation:

4.8 Comprehension :

Answer the following questions.

· Who is Madonna?

· Explain ‘washed out ribs’ and ‘dried up bottoms’.

· Why is the mother described here different from other mothers?

· Achebe shows great sensitivity and humanity in this poem. Explain.

· Describe the scene of illness and misery in the poem.

20
 REFUGEE MOTHER AND CHILD

Chinua Achebee

n+‘·sê®rj·T U≤´‹ >±+∫q HÓJ’ ]j·THé s¡#s· TT‘·\˝À Chinua Achebee ˇø£&TÉ . ªª@<˚Xy¯ T˚ –Hê m+<äTø±*&çq
@ |”sy¡ƒ TÓ øÏÿq me«πseTìq bı>∑&sÉ ê ˙ ‘·*¢ uÛ÷Ñ $T uÛ≤s¡‹ì ì\T|üsê ˙ C≤‹ ì+&ÉT >ös¡eeTTµµ nqï >∑Ts¡C≤&É e÷≥\T
á |ü<´ä eTT <ë«sê eTq≈£î >∑Ts¡TøÔ =kÕÔsTT. nø£ÿ&ç Á|ü»\ ;<ä]ø£eTT #Ó&TÉ sê»ø°j÷· \T yê{Ï |ò*ü ‘ê\T Á|üu≤Û yê\T á
ø£$‘·˝À Á|üeTTKkÕúq+ bı+<äT‘êsTT.
Çø£ÿ&É s¡#s· TT‘· ø±+~o≈£îsê˝…q’ ‘·*ì¢ eT&√Hê‘√ b˛\TkÕÔ&TÉ . á |ü<´ä eTT Áù|ø£≈å î£ \ Vü≤è<äj÷· \qT Vü≤‘·TøÔ =qø£
‘·|Œü <äT.
ø±+~o≈£î\ $&ç~˝À ‘·*ì¢ Á¬ød’ eÔü ⁄\ Äsê<Û´ä <Óe’ yÓTqÆ eT&√Hê‘√ b˛\TkÕÔ&TÉ . Ä ÄÁX¯jT· + eTT]øÏ ≈£L|ü+
nø£ÿ&É eTqTwüß´\T ìedæ+∫q |ü]dæ‹ú mø£ÿ&É #·÷dæHê nX¯ó~∆, <äTsê«düq n<ä+‘ê eTT]øÏ ≈£L|ü+ nø£ÿ&É |æ\\¢ T
n‹kÕs¡eTT‘√ u≤<Û|ä &ü TÉ #·THêïs¡T. |æ\\¢ |ü]dæ‹ú #ê˝≤ C≤*>± ñ+~. yê] X¯Øsê\T X¯ówüÿ+∫ meTTø£\ô|’ #·sà¡ |ü⁄ bıs¡
X¯Øs¡+˝À ø£+&É\T>±ì Je+ ø±ì ø£ì|æ+#·<Tä . nsTTq|üŒ{ÏøÏ ‘·\T¢\T ∫Hêïs¡T\ |ü⁄Á¬s\ô|’ $T–*q ø=~›bÕ{Ï E≥TºqT
ÄbÕ´j·T+>± ìeTTs¡T‘ês¡T.
e÷eT÷\T düeTj·T+˝À á #·s´¡ n‹ kÕ<Ûës¡D+ ø±ì Çø£ÿ&É e÷Á‘·+ ∫Hêïs¡T\ düe÷<ÛTä \ô|’ |ü⁄e⁄«\T
ô|{Ïqº ≥T¢+~.
á $<Û+ä >± s¡#s· TT‘· eTè‘·T´e⁄ jÓTTø£ÿ uÛ≤eqqT y˚T˝§ÿ\T|ü⁄‘ês¡T.
á $<Ûyä TÓ qÆ <äèXÊ´\T eTq≈£î ÄÁ|òøæ ± <˚XÊ\+‘·{≤ ø£ì|ækÕÔsTT.

21
Lesson 5
GOOD BYE PARTY FOR Miss PUSHPA
Nissim Ezekiel

Structure :

5.1 Features of Ezekiel’s Poetry

5.2 Introduction to the Poem-Good Bye Party

5.3 Text of the poem

5.4 Text of the Poem

5.5 Summary

5.6 Critical Appreciation

5.7 Annotations

The outstanding poet of post-independence India, Nissim Ezekiel was born in Bombay
(Mumbai) in 1924. He is a Jew by birth, but he has made India his home. He did learning
formally (Education) at Antonio D’Suza High School and Wilson College, Bombay, and Birbeck
College, London. In 1964, he was a visiting professor at Leeds University. In 1974, an invitee of
the U.S. government under its international visitor program and in 1975, a cultural sword visitor to
Australia. He also enjoyed the status of Director of Theatre Unit, Bombay. He was in England
during 1948 – 52. Then in 1952 or 53 he settled in Bombay, India, and worked for sometime as
Professor and Head f the Department of English, Mittibhai College of Arts Bombay. He has also
worked as a Editor of the various journal such as the quest, Illustrated weekly in India.

He was not only an eminent poet; he was also a great critic. He was not aloof of politics
– he acted as politician in the garb of cultural freedom and was also advertising for some time.

5.1 Virtues & Limitations of Ezekiel’s poetry :

Nissin Ezekiel is essentially a poet with a well-marked Indian sensibility. He was a city-
dweller, he was touched to the quick by the squalor, dirt and misery, the exploitation and corruption
which he witnessed everywhere in city. His treatment of Indian life is characterized by down to
earth realism. He has shown a great boldness to use Pidgin English and also colloquial language
and rhythms made poetry popular among, simple folk too. Else of free verse wit and humour has
also made his poetry remarkable.

In some poems it is to be noted that the speech is rambling, even the logical connectives
are missing, as is illustrated by the following digression completely aloof of central concern of the
poem ‘good-by party..’, but typical of the Indian way of thinking and speaking. Sometimes his
22
poems are too subtle and philosophic to reach the reader’s mind.

5.2 Features :

The bulk of poetry written by Indian writers in English falls into three phase : the imitative
the assimilative and the experimental. The third phase, The Experimental, may be said to begin
after independence. The rapid urbanisation and industrialization of the country has focused
attention on the problem of cultural identity, and on traditional values in relation to changing
realities. This is seen strikingly in the contemporary Indian poets like Dom Moraes, Nissim Ezekiel,
P.Lal, Kamal Das, A.K. Rsamsnujan and others. They have all blazed the new trail in modern
Indian-English poetry in English sand made it Indian first and last. Almost all the post-Independence
poets have condemned any sort of initiation. They reflected the new spirit of relative openness and
expressive positivism. They all opined that poetry must deal in concrete terms with concrete
experience. That experience may be intellectual of emotional but it must be precise.

5.3 Introduction to the Poem :

“Good bye Party for Miss. Pushpa T.S” is a very Indian poem in English in which Nissim
has not only parodied pidgin English (common people’s language), but has also made fun of the
craze for ‘foreign’, of fashionable young ladies and of their mental hollowness. The poem is a
social satire in which the poet has treated the affections and retentions ironically. He is lashing
gently t the use of wrong English of Indian Elite class folk. They mostly use present continuous
tense instead of simple present tense.

The poem is in the form of a farewell speech. A party has been thrown in and a number of
friends have been invited to bid goodbye to Ms. Pushpa who is ‘departing for foreign’ in two or
three days to improve her future.

The speaker next praises the many qualities of head and heart of Ms. Pushpa. She is
gregarious (social and friendly) . So she rears a never fading smile. She comes from a high class
(financially) family; her father was a renowned advocate of Bulsar or Surat. The speaker continues
with his account of the virtues of Ms. Pushpa. He appreciates her good nature, and is all praises
for her. Then he wishes her ‘bonvoyage’ , asks others to say few words to mark the occasion and
in the end Miss. Pushpa herself is to speak and wind up everything.

5.4 Text of the poem

Goodbye Party for Miss Pushpa

By Nissim Ezekiel

Friends,
our dear sister
is departing for foreign
in two three days,
and
we are meeting today
to wish her bon voyage.
23
 You are all knowing, friends,
What sweetness is in Miss Pushpa.
I don’t mean only external sweetness
but internal sweetness.
Miss Pushpa is smiling and smiling
even for no reason but simply because
she is feeling.

Miss Pushpa is coming

from very high family.
Her father was renowned advocate
in Bulsar or Surat,
I am not remembering now which place.

Surat? Ah, yes,

once only I stayed in Surat
with family members
of my uncle’s very old friend-
his wife was cooking nicely…
that was long time ago.

Coming back to Miss Pushpa

she is most popular lady

5.5 Summary of the Poem :

This is one of the poems of Nissim Ezekiel which illustrate a major characteristic of the
later phase of his poetic career, namely his preoccupation with Indian themes. Included in his
Hymns in Darkness, this poem was one of the eight poems which appeared in the 1970s under the
group of very Indian poems in Indian English. Here the poet makes fun of Indians and their
behaviour and Indian function as well. The poem is about a send-off party to Ms. Pushpa, who
was going abroad. Her colleagues have gathered at one place to wish her bonvoyage. The first
speaker becomes the voice of the poet himself, who ridicules culture, language, and the character
of Ms. Pushpa herself

5.6 Critical Appreciation :

Ezekiel has successfully captured the here of Indian English in this beautiful lyric. It is also
to be noted that in this poem the poet has not only experimented with the use of Pidgin English, but

24
has also introduced some technical innovations. He has dispensed with the use of capital letters
for the first word of each line. Verse libre has been used instead of conventional versification. The
poem is also well known for its wit and humour arising from the syntactical additives of Indian
English.

5.7 Annotation :

Age well settled in life. One is sales manager, one is bank manger both have cars.

Reference: The given lines are taken from ‘Good Bye Party to Ms.Pushpa’ by Nissin
Ezekiel.

Explanation: This satirical poem is a monologue while in a professor show cases his
family achievements, far from pertaining to any academic subject. He is indeed boastful as he
poses his sons as social trophies to be displayed.

5.8 Comprehension :

Answer the following questions

· What is the occasion for the party referred to in this poem?

· How does the party conclude?

· The poem is a typically Indian poem in many ways. Justify with examples.

· Is the poet being sarcastic in his descriptions? Why/why not?

· Component on Ezekiel’s satire on Indian English in the poem.

25
 GOOD BYE PARTY FOR MISS PUSPHA T.S.

Nissim Ezekil

Nissim Ezekil ø£$‘· uÛ≤s¡rj·T Ä+>∑+¢ ˝À ì»yÓTqÆ uÛ≤s¡‘· s¡#q· >± uÛ≤$+#·ã&ÉT‘·T+~. Nissim Ezekil
#Ó|ü ø√<ä–q ù|s¡T>∑\ uÛ≤s¡rj·Tø£$ Vü≤dü´s¡d+ü |ü⁄wüÿ\+>± M] s¡#q· ˝À eTq≈£î Á|ü<]ä ÙdüT+Ô ~. eT]j·TT e´+>±´ìøÏ
ù|s¬ ìïø£>q∑ ï$ M] s¡#q· \T. uÛ≤s¡rj·T Äs>∑¢ Á|üj÷Ó >±\T |ü⁄wüÿ\+, á ø£<˝ä∏ À eTq≈£î ø£ì|ædTü +Ô ~. ñ|üHê´düs÷¡ |ü+˝À
ñqï á ø£$‘· eø£Ô jÓTTø£ÿ Á|ü‘´˚ ø£ <Û√s¡DìÏ m‹Ô#÷· |ü⁄‘·T+~. ñ|üHê´dü≈î£ &çøÏ $wüjT· + MT<ä ø£Hêï ‘·q dü«+‘· $wüj÷· \
MT<ä ÄdüøÔÏ $Tqï.
á ø£$‘·˝Àì eTTK´yÓTqÆ bÕÁ‘· T.S. |ü⁄wüŒ áyÓT Ç‘·s¡ <˚XÊ\≈£î yÓfió¯ +Ô ~. ø=+‘·eT+~ ô|<ä\› T ÄyÓT≈£î
M&√ÿ\T düuÑÛ @sêŒ≥T #˚dæ ÄyÓT≈£î X¯óuÛ≤ø±+ø£\å T #Ó|Œü &ÜìøÏ düuqÑÛ T @sêŒ≥T #˚dTü ≈£îHêïs¡T. |ü⁄wüŒ~ eT<ÛTä s¡d«ü uÛ≤e+
ÄyÓT~ ñqï‘· ≈£î≥T+ã+. ‘·+Á&ç Á|üeTTK Hê´j·Tyê~ ãVüQXÊ n‘·&TÉ Hê´j·Tyê~>± dü÷s¡‘˝Y À ‘·q Hê´j·Tyê~ eè‹Ôì
kÕ–+∫ ñ+&Ée#·TÃ. eø£Ô dü÷s¡‘˝Y À ‘·q e÷eT ùdïVæ≤‘·T&ÉT Ç+{À¢ >∑&|ç qæ s√E\ >∑T]+∫ e÷{≤¢&TÉ ‘ê&ÉT. T.S. |ü⁄wüŒ
jÓTTø£ÿ #Ós>¡ ì∑ ∫s¡Tqe⁄« >∑T]+∫ eT]j·TT ÄyÓTqT n&ç–q Á|ü‹yê]øÏ nìï y˚fi˝¯ ≤ #˚ùd düV‰ü j·T+ >∑T]+∫ e÷{≤¢&TÉ ‘ê&ÉT.
nø£ÿ&ÉTqï ô|<ä\› qT T.S. |ü⁄wüŒ >∑T]+∫ e÷{≤¢&ç X¯óuÛ≤ø±+ø£\å T ‘Ó\T|üeT+{≤&ÉT.
∫es¡≈î£ ‘·q≈£î »]–q n_Ûq+<äq düuqÑÛ T ñ<˚•∆ +∫ T.S. |ü⁄wüŒqT düu˝ÑÛ Àì yê]øÏ ø£è‘·»‘„ \· T ‘Ó\T|üeTì
n&ÉT>∑T‘ê&ÉT. á $<Ûeä TT>± düs«¡ kÕ<Ûës¡DyÓTqÆ , düV≤ü »yÓTqÆ $wüj÷· \˙ï ø=+#Ó+ e´+>∑´‘· #˚≈L£ ]à s¡#s· TT‘· ‘·q
ø£$‘·˝À ‘Ó*j·TCÒkÕ&ÉT.

26
Lesson 6
I WILL EMBRACE ONLY THE SUN
Tripuraneni Srinivas

Structure :

6.1 Introduction to the poet

6.2 Features of Srinivas poems

6.3 Introduction to the poem

6.4 Summary

6.5 Critical Appreciation

6.6 Comprehension

6.1 Introduction to the poet

Tripuraneni Srinivas (1963-1996) is a Telugu poet well known for his distinct Indian and
style. He carved a nice for himself in Telugu poetry. The poem ‘I will embrace only, the Sun’ is
taken from his collection of poems entitled Rapasyodynmam. His another collection called ‘Ho’
was published posthumously in 1997.

6.2 Features of Srinivas poems:

T. Srinivas, famous Telugu – English poet’s works re known for:

1. Originality and novelty

2. Remarkable use of poetic devices.

3. Simple diction and rhyme scheme

4. Bold and universal themes.

6.3 Introduction to the poem:

I will embrace only The Sun is taken from Srinivas collection – Rahsdsyodyaman (Secret
Moment) in this poem the poet is advocating originality of thought as opposed to blind imitation.
His belief is so strong that he welcomes death, t be followed by re-birth, if it leads to new frontiers.

In the first stanza he uses the image of a face in the mirror. The mirror image has been
used to indicate that following others blindly we become mere reflection- ‘face on a face’, the
reflection stands for lack of substance, lack of identity and lack of originality.

The second stanza uses strong and correct metaphors to illustrate the history of mankind.
Then in the third stanza the symbols of song and rebirth have been used for rejuvenation. The poet
seems to say that instead of clinging to dead tradition, we must believe in regeneration.
27
 In the fourth stanza he insults men with no meaning. He strongly disapproves of mechanical
meaningless repetition. So, he ends the stanza with pledge to keep one’s individuality.

And in the last stanza he has used the metaphors of Sun and Moon, for, the Sun stands for
originality and moon for reflection. The title is derived from these lines where the poet reconfirms
his stand that he will embrace only originally.

6.4 Summary :

The poem ‘I will embrace only The Sun’ is mirror reflection of the poet’s thinking and
attitude towards writings (creative). Through this poem he makes a fervent plea for originality in
writings and condemns blind imitation, it states that there is no point in being merely replicating
what others said and did. The poem is, though defying Aristotle’s norms of poetic creation i.e.,
imitation is but re-creating with more emphasis and renewed beauty’, filled with enthusiasm for
novelty, for the sake of which one must be prepared for death and rebirth. Vitality and energy lie
only in innovation and creation and the poet is ready to put his life at stake for the sake originality.

6.5 Critical Appreciation :

This five stanzas and a thoughtful couplet with a assertive single line poem is remarkable
for its simple but telling (realistic and vivid) diction. Written in blank verse using alliteration [‘I
always resent the affront of men echoing emptily’], repetition [I made a habit of rebirth again and
again], the bold imagery [even if consumed by flames I will embrace only the Sun] etc. is remarkable
work by Indian – English poet. The beauty lies in the couplet: I have never lived without a new
thought’. Followed by single line- ‘I will never rest until the mirrors are broken’ – the main theme of
the poem.

The symbolic assertion of doing something good, great and novel for the sake of humanity
echoes clearly in the lines:

‘….. having shed many deaths and re-born yet again standing in the

corner of this period of history’.’

So, it is aptly regarded the renaissance work and not just passivity didactic (teaching)
piece of writing.

6.6 Annotation :

(1) I have always doubted the distinct shade of a face on another face.

Reference : These lines are taken from T. Srinivas’ famous poem ‘I will embrace only the Sun’.

Explanation : In these opening lines of the poem the poet hints at the false identity of man gained
by imitating other literary personalities meaninglessly. So, he says that he disliked sick mirror
reflections.

(2) I cannot love the moon with all its brilliance. Even if consumed by flames I will embrace
only the sun.

28
Reference : See above

Explanation : In these beautiful concluding lines the poet uses the metaphor of Sun and Moon for
showing mere reflection and original. He rejects the moon only because it’s mere reflection, and
readily accepts the blazing Sun at the stake of life just because of its originality.

6.8 Comprehension :

Answer the following questions in a line of two:

· Why does the poet dislike the reflection of a face over reality?

· What does a mirror reduce a person to?

· Why the speaker keen on rebirth and re-creation?

· Why is birth a victory over death?

· Why does the poet prefer the sun to the moon?

29
 I WILL EMBRACE ONLY THE SUN

Tripuraneni Srinivas

Á‹|ü⁄s¡Hì˚ lìyêdt ˇø£ eT+∫ ‘Ó\T>∑T ø£$ n‘·ì düTìï‘·yTÓ qÆ düsfi¡ y¯ TÓ qÆ XË*’ eTq≈£î m+‘√ dü+‘√wü+
ø£\T>∑CdÒ Tü +Ô ~. Á|üdTü ‘Ô · |ü<´ä uÛ≤>∑eTT n‘·ì s¡#q· \ dü+|ü⁄{Ï s¡V≤ü dü´ ñ<ä´eT+ (Secret Movement) yê] ø£$‘· I
will Embrace only the sun e÷{˝À¢ #˚‘˝ · À¢ ø=‘·<Ô Hä êìï #˚dqæ $qï|üeTT. eTqeTT @ $wüj÷· qïsTTHê >∑T&ç>¶ ±
nqTø£]+#·sê<äT. ˇø£] <ä>sZ∑ q¡ T+∫ eTqeTT Áù|s¡D rdüTø√e#·TÃ>±ì yê]ì nqTø£]+#·sê<äì ø£$ uÛ≤eq eTqeTT
$wüj÷· ìï eTq yÓT<ä&TÉ ‘√ Ä˝À∫+#ê* >±ì mes√ Ä˝À∫+∫q <ëìì eTqeTT nq«sTT+#·sê<äT. n˝≤ #˚ùdÔ n~
bÕ|ü+‘√ (eTs¡D+) düe÷q+ n+{≤&ÉT.
Ç‘·sT¡ \ Ä˝À#·q\T nqTø£sD ¡ eTs¡D+‘√ düe÷q+ Áø=‘·<Ô qä + ø=s¡≈î£ ‘·q ÁbÕD≤ìï |üD+>± ô|≥º{≤ìøÏ
≈£L&Ü ø£$ dæ<+∆ä n+{≤&ÉT. á ‘Ó\T>∑T ø£$‘·qT l.¬ø.<ëyÓ÷<äss¡ êe⁄ >±s¡T Ä+^¢ø]£ +∫]. n<ë›\T eTìwæì Á|ü‹_+_+∫
‘·q kÕúsTTì ~>∑C≤s¡TkÕÔs+¡ {≤s¡T. ø£$ ø£<≈ä∏ î£ &çøÏ n<ë›\Hêï n+<äT˝Àì ∫Á‘ê\qTï nDTø£sD¡ nHêï <˚«wü+. (q#·Ãì$)
eTq+ ñ|üj÷Ó –+#˚ n<ë∆\T Á|ü‹_+_+∫ kÕúsTT ~>∑C≤s¡TkÕúsTT n+{≤s¡T ø£$ |ü+#·u÷ÑÛ ‘ê\ kÕøÏ>å ±, ø±\+
˙&É˝À ‘·qì ‘êqT |ü⁄q düèwæ+º #·T≈£î+≥THêï&ÉT. yê]øÏ Áø=‘·<Ô qä +, q÷‘·q‘·«+, düè»Hê‘·àø£‘· n+fÒ #ê˝≤ Á|”‹,
eT≈£îÿe. Bìe\q ø=‘·Ô Ä˝À#·q\≈£î Je+ b˛kÕÔeT+{≤s¡T. Ä s¡ø+£ >± eTq+ eTè‘·T´e⁄ MT<ä $»j·T+ kÕ~Û+#·e#·TÃ
ø±ì nqTø£sD ¡ |ü⁄qs¡TøÏìÔ ìs¡T‘ê‡Vü≤|üsT¡ düT+Ô ~. eTq+ q÷‘·q uÛ≤yê\ yÓ|’ ⁄ü Á|üjT· ‹ï+#ê* (|üjT· ì+#ê*) ˝Ò≈î£ +fÒ
n_Ûeè~∆øÏ #√≥T ñ+&Éøb£ ˛e#·TÃ.
n<ë›\qT ìs¡÷à*+#ê* ø=+‘·eT+~ #·+Á<äT&çøH£ êï dü÷s¡T´&çì m≈£îÿe>± Çwü|º &ü ‘É ês¡T. m+<äTø£+f… dü÷s¡T´&ÉT
q÷‘·q‘ê«ìøÏ Á|ürø£, dü÷s¡T´&ÉT ‘·qì ø±*Ãy˚dHæ ê, dü÷s¡T´&çï Ä*+>∑q+ #˚dTü ≈£î+{≤s¡T. m+<äTø£+fÒ dü÷s¡T´&ÉT Áø=‘·<Ô Hä êìøÏ,
yÓ\T>∑T≈£î, ‘˚C≤ìøÏ, ‘˚»düT‡øÏ y˚s=ø£{Ï ˝Ò<Tä . n+<äT#˚‘· ø£$ dü÷s¡T´DÏí Çwü|º &ü ‘É ê&ÉT.

30
 PROSE
Lesson 7
FILM MAKING

Structure :

7.0 Introduction to Author

7.1 Salient Features of Author’s Work

7.2 Introduction of the Lesson

7.3 Comprehension

7.4 Glossary

7.5 Activity for you

7.6 Vocabulary – Collocations

7.0 Introduction to the Author :

Satyajit Ray (1921-1992) was a director, producer, screen writer, composer, writer and
graphic designer. Starting his career as a commercial artist (1943-1956), he was drawn into film-
making after meeting French Film-maker. Jean Renoir and viewing the Italian neo-realist film
‘Bicycle Thieves’ during a visit to London. He directed thirty-seven films, including feature films
and documentaries. He was also fiction writer, publisher illustrator and film critic.

Satyajit’s first film, Pathar Panchali (1955), won eleven international prizes, including ‘Best
Human Document’ at the Cannes Film Festival. Along with Aparajito (1956) and Apur Sansar
(1959), the film forms the Apu Triology. His later films include Jalsaghar (1958), Kanchenjunga
(1962), Charulata (1964), Ashanti Sanket (1973), Shatranj Ke Khilari (1977), Ghare-Baire (1984),
Ganeshatru (1989) and Aantuk (1990). He did the script-writing, casting, scoring, cinematography,
art direction, editing and also designed his own credit titles and publicity material. When Ray was
awarded honorary doctorates by Oxford University, he was the second film personality to be so
honoured after Charlie Chaplin. He was awarded the Dada Saheb Phalke Award in 1985 and the
Legion of Honour by the president of France in 1987. The government of India conferred on him
the highest civilian honour, Bharat Ratna, just before his death. The Academy of Motion pictures
Arts and sciences awarded Ray an honorary Oscar in 1992 for Lifetime Achievement.

7.1 Salient Features of Ray’s Works :

1. Technical bent of mind is clearly reflected in his articles, critical works and other compositions.
In this lesson ‘Film Making also he mention the influence of European script writers, graphic
designers, and other film technicians.

31
2. Indians in thought, speech, action and screenplay has also voiced clearly in most of writing.

3. A Blend of romanticism and realism is a remarkable feature of Satyajit’s films.

Introduction to lesson :

Film-Making is about the author’s advent into film making, his early experiences and the
many lessons he learnt in his career. He reveals the fact that hour hardships and obstacles taught
him the meaning of life and how he dealt with its problems. In spite of his immense theoretical
knowledge of films, he says he did not know how to direct a simple shot in which a boy walks and
searches for his sister. During the shooting of his third film, the Music Room, a crane came crashing
down, killing a coolie and injuring another. As he acquired more and more experience, he achieved
a good balance between the ends and means of film making. He acknowledges the influence of not
only European film-makers Flasherty, Renoir and Donskoi, but also classical Sanskrit dramatists.
He successfully exploits the talents of both professional end non-professional actors in his films.

7.3 Comprehension

Choose the right option from the given:

Q1 How did Ray start his career?

[a] as a film producer [b] as a director

[c] as a graphic designer [d] as an actor

Q2 What did a sponsor of commercial art care for?

[a] Music [b] Profits [c] Art [d] Direction

Q3 What was the approach of the Bengali film industry when Ray entered it?

[a] esoteric [b] commercial [c] artistic [d] traditional

Q4 Who would shoot a battle scene in a Hollywood film?

[a] first unit director [b] second unit director

[c] Fight master [d] William Wyler

Q5 Which is the most difficult part of making a film according to Ray?

[a] Presenting the truth of human behaviour [b] Presenting emotions exactly

[c] directions [d] the dialogues

Q6 Where did Ra shoot his third film?

[a] in a village [b] in a nobleman’s palace

[c] in a town [d] on a river bank

32
Q7 How did the accident that Ray deeply regretted happen?

[a] an old palace collapsed [b] a crane fell on the workers

[c] a plank slipped [d] a truck lost control sand hit something.

Q8 Who made the film The River in Calcutta?

[a] Donskoi [b] Flaherty [c] Ray [pd] Renoir

Q9 Why did Ray go to Vermont ?

[a] to shoot film [b] to meet Flaherty

[c] to talk to his wife [d] to attend a seminar

Q10 What was the attitude of the actors in Ray’s Films towards the characters that

they portrayed?

[a] emotionless [b] business-like

[c] complete involvement [d] Sympathetic

Key: 1. [c] 2. [b] 3. [a] 4. [b] 5. [b] 6. [b] 7. [b] 8. [d] 9. [d] 10. [c]

II Answer the following question in a sentence or two :

1 How does an artist express himself in a commercial advertisement?

Ans. An artist who is actually conscientious ( ) strives hard to express himself

in the very aesthetic sense.

2. What is the transition that Ray is talking about?

Ans. It is about moving from one field of creative activity to another of higher status of creativity.

3. Define the art of cinema.

Ans. The Cinema is the highest form of commercial art.

4. What do we find at the heart of a film’s eloquence?

Ans. According to Rey, experience revealed the fact that the subtlest of emotional states affects a
person’s speech and behaviour and such revealing speech and behaviour is at the heart of
cinema’s eloquence.

5. Why was Ray’s Pather Panchali a daring venture in those days?

Ans Pather Panchali was a daring venture in those days because it was got an esoteric film. It
was a projected epic in the unglamorous backwoods of a Bengali village.

6. Ray had a reasonably good ‘property’ in the story of ‘Pathar Panchali’. What does he
mean?

33
Ans. The quoted sentence means that the story was well-loved one and one that was widely read
and praised.

7. What is the most challenging aspect of film making?

Ans. The perfect physical movement of an artist with apt expressions coinciding emotional state,
is the most challenging aspect of film making.

8. What was Ray’s third film? What was it about?

Ans. ‘The Music Room’ was Ray’s third film. It was about decadent feudalism.

9. What award did Ray win for his first film at Cannes?

Ans. Best Human Document.

10. Name the two major European film-making who influenced Ray?

Ans. Flaherty, Renoir and Donskoi.

11. What is it that modern film-makers cannot deny?

Ans. No modern film-makers can deny that he had learnt from the post masters and even the
resent one in learning the externals of technique.

7.4 Glossary :

1. Flair - a special aptitude or ability for doing something well. ` n_ÛsT¡ ∫, HÓ|’ ⁄ü D´eTT, düTŒ¤sD¡ .
2. Fake - not real or to pretend ` qøÏ©, ≈£îVü≤Hê
3. Non-pro - short form of non-professional

4. anticipate - regard as probable ` eTT+<äT>± Á>∑V≤æ +#·T, }Væ≤+#·T

5. Optimism - positive attitude towards life ` ÄXÊyê<ä+

6. Waywardness - odd / strange behaviour ` n$<Ûj ˚ T· ‘·, <Íwü´º eTT

7. Magnitude - the great size ` >=|üŒ‘·qeTT, dü÷\
ú ‘·«eTT
8.Contraption - a machine or device that appears strange, complicated and unsafe.

9. Hunk - a large piece of something

10. Saga - a long story of heroic achievement. ` <ÛësêyêVæ≤ø£ >±<∏\ä T

11. Fetish - Something one is always thinking about

12. Arbitrary - based on random choice

13. Wrap - enclose or to cover. ` #·T≥º>± #·T≥Tº, #·T≥ºu≥… Tº

14. Elevation - increase in the quantity or quality ` Wqï‘·´eTT, jÓT‘·TÔ

15. Conviction - a firmly held belief ` <äè&Û$

É XÊ«dü+
16. Mooch - ask for something without paying for it.

34
17. Formidable - inspiring fear through being presenting large thing ` uÛj
Ñ T· +ø£sy¡ TÓ qÆ
18. Array - an impressive display ` Áø£eT|ü<‹∆ä ˝À neTs¡TÃ
19. Charge - to attack `jÓT~]+|ü⁄
20. Cavalry - Soldiers on horseback or in armoured vehicles. ` >∑TÁsê\ <ä+&ÉT
21. Contour - an outline

22. Celluloid - motion pictures as a genre

23. Occult - Mysterious ` >∑T|üeÔ TsTTq, >∑÷&ÛyÉ TÓ qÆ

24. Metamorphosis - The process of changing ` s¡÷bÕ+‘·se¡ TT, <˚V‰ü +‘·se¡ TT
25. Commodity - Valuable thing ` düsT¡ ≈£î, kıeTTà
26. Conscientious - Wishing to do a work or duty perfectly ` Hê´j·TãT~∆ >∑\, bÕ|ü;‹Û >∑\ eTqkÕ‡øÏøå Ï ˝Àã&çq
27. Aesthetic - related to beauty` s¡dCü ≤„q dü+ã+<Ûyä TÓ qÆ
28. Hazardous - dangerous ` nbÕj·Tø£sy ¡ TÓ qÆ
29. Esoteric - something for a specific group only. ` >√|ü´eTsTTq, $X‚wy
ü TÓ qÆ
30. Object - Very bad

31. Soiree - an evening party in someone’s home

32. Droll - Curious `

Vü‰dü´>±&ÉT
33. Eloquence - Fluent `yêø£Œ{ÏeT, yê>±ú{Ï

34. Eclectic - Deriving ideas, style from wide range of source ` $eTs¡Ù #˚ùd $X‚wyü TÓ Æ
7.5 Activity for you

Answer the following questions :

1. Trace Ray’s transition from commercial art to film-making.

2. What are the similarities and differences between cinema and commercial art?

7.6 Vocabulary collocations

A collocation is nothing but combination of some words for forming compound words.
For example, some adjectives and nouns seen right when put together such as get an education,
undergo training;

- Noun + Noun

Eg. Home address, baby son, wedding level etc.

- Verb + noun

Eg. Have a bath

35
 form a habit

take a chance etc.

→ Adjective + Noun

Eg. a fatal disease

a good offer

close friend

a quick meal etc.

- Adverbs + Verbs/adv+adj/adv+adv

Eg. strongly support

vary greatly

just outside

as always

somewhere near here etc.

I. Exercise :

Circle the collocations in the given options:

1. Have confidence in/have confidence on

2. Speak fluent English/Speak easy English

3. Gossip writer/gossip columnist

4. Background knowledge/earlier knowledge

5. Equitable rights/equal rights.

II. Match the options given in ‘A’ with that given in ‘B’.

‘A’ ‘B’

1. Make Material

2. Fulfill Developed

36
3. Dress A project

4. Screen Traffic

5. Prevent Code

6. Building Permission

7. Foster A dream

8. Basic A Disaster

9. Have Concepts

10. Cultural Progress

11. Highly A film

12. Heavy Parents

13. Grant Doubts

14. Commission Identity

37
Lesson 8

NOT JUST ORANGES

Structure :

8.0 Introduction to Author

8.1 Characteristic features of Author’s Writings

8.2 Introduction of the Lesson

8.3 Glossary

8.4 Comprehension

8.5 Activity for you

8.0 To be checked from other books or internet.

8.1 Characteristic Features of the Author’s Writings

Isai Tobol sky’s short stories are full of vivid images and emotional tones.

It (not just Oranges) is very dramatic. The old lady effort to gather other neighbours
attention has the highest dramatic element.

Symbolism and psychological touch is also given by the author in portraying the joys
and gloom of the little girl and her mother.

The story has blend of fancy and realism in the scenes of hospital when patient either
gifts the orange or the oranges are just left over because the patients die.

The element of satire is clear in the meeting scenes of the poor woman and the rich
malachous.

8.2 Introduction to the lesson – short story line of ‘Not Just Oranges’.

This is a story relating the value of human relations and emotions associated with it. There
is a woman in this story who lives alone as a single parent of her only daughter. She works as a
char women at a hospital, and she often brings home presents for her daughter this present were
given to her by the patients who get discharged. Once the baby sees a ball in a toy shop and
demands it. To her delight the mother gets her the ball, she plays with it very happily. But one day
the ball knocks down and breaks an expensive that belongs to a neighbour. The neighbour, i.e.,
the old lady is furious. Later the girl and the mother go to the old lady and promise to pay for the
loss. The old lady and her husband express their anger and additionally, ridicule then about

38
inability to compensate for the loss. Later the old lady goes to the lady and returns the ball as she
realizes that the s mile of a child is more valuable than a vase. In return, the mother gives her two
oranges but the old lady leaves them for the girl.

8.3 Glossary

1. Char woman - woman employed to clean houses or office

2. Meager - Very less ` ãø£ÿ∫øÏÿq

3. Kopek - a monetary unit of Russia and some other countries, equal to one hundredth of a trouble

4. Goodie - attractive

5. Cringe - Bend one’s head and body in fear. ` e+>∑T

6. Jibe - make insulting remark

7. Luscious - Juicy ` n‹ e÷<ÛTä s¡´yÓTqÆ

8. Bounce - move quickly

9. Stern - strict

10. Glance - quick look ` #·÷|ü⁄, <äèwæº

8.4 Comprehension

1 Who is the main character in the story?

[a] a little girl [b] a young lady [c] an old lady[d] an old man

2. Where did the girl’s mother work?

[a] in the old lady’s house [b] in a shop

[c] in a school [d] in a hospital

3. What did the mother bring for the girl from her lace of work?

[a] toys [b] clothes [c] Goodies [d] presents

4. What did the girl once ask her mother for to make her life enjoyable?

[a] ball [b] candies [c] jewels [d] oranges

5. How did the mother feel when she saw her daughter playing happily with the ball?

[a] she was afraid [b] she was joyful

[c] she was angry [d] she was sad

39
6. What did the ball break while the girl was playing with it ?

[a] a window [b] a showcase

[c] an old women’s glasses [d] a crystal vase

7. Where was the mother when this happened?

[a] at work [b] in a shop [c] in her house [d] on the street.

8. Why did the mother go with the girl to Malachova’s house?

[a] to pay for the broken vase [b] to fight with them for harassing the girl

[c] to tell them that she would pay for the broken vase

[d] to hand over the girl to them so that they could punish her.

9. How did the old man react to the girl’s question, are they dead?

[a] he asked the mother to pay for the broken vase.

[b] he beat the girl [c] he broke a table

[d] he expressed his anger by beating on a table.

10. Why did the old lady go to the girl’s house?

[a] to punish the girl [b] to demand money

[c] to give back the girl’s ball [d] to take oranges from the mother.

KEY : 1. [a] 2. [d] 3. [d] 4. [a] 5. [b] 6. [d] 7. [a] 8. [c] 9. [d] 10.[c]

II Answer the following questions briefly:

1. What kind of background did the little girl in the story come from?

Ans. The girl comes from a poor family. She lived with her mother who worked in a hospital. She
did not have father or any other family members. Moreover, she was the only child.

2. Describe how the was broke?

Ans The mother bought a blue ball on the little girl’s request. One day when the girl was playing
in the court yard, the ball bounced fast and so high that it flow into the window of the
neighbours, where they kept an expensive crystal vase with flowers in it. The ball hit the vase
and it broke into pieces.

3. Why do you think the old women said that she had been robbed?

Ans. The old lady said that she had been robbed in order to attract the other neighbours and
inform then the about the incident.

40
4. What happened when the girl’s mother returned from work?

Ans. The other neighbours informed her about the incident of the broken vase.

5. Describe the visit of the offenders to the house of the Malchovas?

Ans. As the lady went to the house of the Malchouvas, with her daughter both, the old man and
the old lady expressed their anger, insulted the lady by mocking at her poverty by showing
the broken vase and showing them the door.

6. What happened towards the end of the story?

Ans. There was a great change in the attitude of the old couple so the old lady went to the little
girl’s house to return the ball. The mother of the girl also forget all the bitter things of the past
and offered her two oranges.

7. Explain the significance of the title of the story?

Ans. ‘Not just oranges’ is an apt title for it stand for life and the relations rejuvenated (energized).

8.5 Activity for you:

1. Explain the line ‘Happiness makes everyone bounce a bit’.

2. The Malchovas represent the arrogance of the privileged. Can you explain it with illustration
from the text?

3. What did the old lady do with the oranges?

41
Lesson 9
A TALK ON ADVERTISING

Structure :

9.0 Teacher’s Activity

9.1 Introduction to Author

9.2 Introduction of lesson

9.3 Striking features of the lesson

9.4 Glossary

9.5 Comprehensive

9.6 Activity for you

9.0 Teacher’s activity :

Before starting the detailed explanation of the lesson ‘A talk on Advertising’ certain questions
must be discussed orally to evoke curiosity and make the understanding cheer.

Do you watch advertisement on T.V. or in Newspaper? Which one seems more

interesting and genuine? Why?

What do you think of advertising as a business?

Have you ever been cheated? If you design an advertisement, will it be to cheat others
like others’ advertisement.

9.1 Introduction to Author:

Herman Wouk was born on 1995, in America. His parents were Jewish immigrants from
Russia. After his education in Colombia University, he become a radio dramatist and writer audio
spots to sell war bonds. He has written essays, novels and plays which have brought him worldwide
acclaim. His first novel ‘the Man in the Trench coat’ was published in 1941. Then come his
second novel, Aura Down in 1947. This novel became the Book of the month club main selection.
The novel, the Caine Mutiny (1951) won the Pulitzer Prize. Wouk became a full-time writer in
1946 to support his family. He depicted his experience of war in his novel War and Remembrance
(1978), which he dedicated to his dead son. He received the Guardian of Zion Award in 1998.

9.2 Introduction to the lesson ‘A Talk :

This critical piece of work voices Herman’s genuine fears and doubts about today’s

42
prospering business of advertising. He points out very rightly the pitfalls and the deceptions of
advertising that have made it more of a racket than a business. He also condemns the misuse of
language in it.

He criticizes advertising quite openly in this lesson. Everybody does something worthy to
earn his or her living. But according to Wouk, people in advertising never do anything useful to
earn their livelihood. They cheat customers with attractive lies. They also use language in an
irresponsible way. They encourage people to by unnecessary things and they are fed by those who
produce undesirable things. They thus commit the worst crime and deserve the capital punishment.

9.3 Features of the Lesson

Herman Wouk, being a media person, used the language not only for amusement but also
for a social cause. So, the points mentioned below could be taken as unique features of the writers
as well as the lesson ‘A Talk on Advertising’,

Colloquial (conversational) language becomes so vivid in Wouk’s saying – “A few heavenly

talents brighten the world in each generation… Has advertising scrupled to buy up the
holiest of these gifts and set them to work peddling?

The lesson is didactic for Wouk says towards the end of the lesion:- “I trust that I am
offending everybody very deeply …. If I have made all of you, or just one of you, repent of
this career and determine to seek decent work, I will not have breathed in vain today.”

Beneath the fanciful spiritual and moral element, there is a stark realism in the talk of the
author.

9.4 Glossary

1. Subsistence - The act of supporting or maintaining at a minimum level ` JeqeTT

2. Sedentary - Some inactive ` ≈£Ls¡TÃqï≥Tº #˚ùd |üì
3. Stuff - to fill out the skin of a dead animal or bird with material to restore it.

4. Entreat - Request someone to do something `ã‹e÷\Tø=qT, y˚&TÉ ø=qT

5. Persuade - Cause to do something through reasoning or argument ` n+^ø£]+|üCj
Ò T· T
6. Confront - deal with a problem ` m<äTs=ÿqT
7. Preach - to deliver a sermon ` ñ|ü<•˚ +#·T, uÀ~Û+#·T
8. Lumberjack - a person fells trees and cuts them into logs ` #Ó≥T¢ q]πø e´øÏÔ
9. Victuals - food or provisions ` ÄVü‰s¡eTT, uÛÀ»q kÕe÷Á–
10. Induce - succeed in persuading ` düeTà‹+|üCj
Ò T· T
11. Oblige - Compulsory

12. Starve - Suffer from hunger ` Äø£*‘√ qø£qø£˝≤&ÉT

43
13. Dubious - morally suspect ` dü+<˚V≤ü yÓTqÆ
14. Haul - drag with effort ` á&É«&ÉeTT, >∑T+»&ÉeTT
15. Loathe - feel intense dislike ` ndüV≤æ ´+#·T, Çwü+º ˝Òì, N<ä]+#·T
16. Crave - feel powerful desire ` (ã\yÓTqÆ ) ø√]ø£
17. Plethora - an excess of

18 Mildew - fungal growth on plants ` ã÷E, bÕ∫

19. Tarnish - lose luster ` #ÓsT¡ |ü⁄, qwü+º , Á|üø±X¯+ ‘·–+Z #·T
20. Harness - Leather straps on horse back ` ã+&ç >∑TÁs¡eTT jÓTTø£ÿ eTTd”|Ô ⁄ü , ø£e#·eTT
21. Aurora - a natural electrical phenomena due to which red or green light is visible in sky near the polar
regions (south/north) ` ÁbÕ‘·: ø±\ <˚e‘·

22. Assail - attack violently ` ÄÁø£$T+#·T, <Ís¡q® ´+ #˚jT· T, <Û«ä »yÓT‘·TÔ

23. Prometheus - a demigod

24. Blare - a large sound ` ø£søí¡ s£ √ƒ s¡ <Û«ä ì

25. Dismal - depressing ` j˚T&˚Ã eTTKeTT, uÛj
Ñ T· +ø£sy¡ TÓ qÆ
26. Crusade - a religious war ` eT‘· j·TT<ä+∆
27. Gain - Smile broadly

28. Vandalism - action involving damage to public/private property ` >∑÷+&ÜsTT»+, $<Û«ä +düq+
29. Requite - to take revenge ` <Óã“, <Óã“rj·TT
30. Virility - strength and energy ` yÓTT>∑‘q· eTT
31. Prowess - skill or expertise ` XÖs¡´eTT, |üsêÁø£eTeTT
32. Myriad - Countless ` nH˚øe£ TT\T
33. Prevarication - Speaking/acting in evasive way ` dü+~>∑e∆ TT>± #Ó|Œü &ÉeTT
34. Blight - Spoil/Destroy ` #ÓsT¡ |ü⁄ HêX¯qeTT
35. Garish - showy ` n\+ø±s¡eTT
36. Repent - Fell regret ` |üXÊÑêÔ||ü &ü TÉ .
9.5 Comprehension:

Q1 How do most of the people present in the meeting earn their living?

[a] By advertising [b] by selling trophies

[c] by making bread [d] through art

44
2. What does the speaker request the people to do

[a] to work hard [b] to continue their work

[c] to stop their work [d] to help others

3. What does an advertiser convince people to buy according to the speaker?

[a] useful things [b] Unnecessary things

[c] comfortable things [d] beautiful things

4. What does an advertiser create in people?

[a] logical thinking [b] aesthetic sense

[c] awareness of real want [d] want that does not exist.

5. What does an advertiser deserve for his actions.

[a] starvation to death [b] a great reward

[c] appreciation [d] a comfortable life

6. Do those who feed advertisers make_________ for people according to the speaker?

[a] undesired things [b] desired things

[c] comfortable things [d] beautiful things

7. What kind of purchasing do advertisers make profit from?

[a] necessary purchasing [b] unnatural purchasing

[d] excess purchasing [d] cheap purchasing

8. How do even the slaves of tobacco hate smoking ?

[a] never [b] always [c] instinctively [d] negligibly

9. What does the speaker think of the use of language in advertising?

[a] that it is attractive [b] that it is beautiful

[c] that it is deceitful [d] that it is ungrammatical

10. What is the effect of the grin of a girl in an advertisement?

[a] many enjoy it [b] sales increases

[d] many hate it [d] many suffer becaue of it

KEY:

1. [a] 2. [c] 3. [b] 4. [c] 5. [a] 6. [b] 7. [c] 8. [b] 9. [c] 10. [d]

45
[B] Answer the following questions in a sentence or two :-

1. What does the narrator realize as the margins were talking?

Ans. The narrator realized that almost everyone present in the meeting wins subsistence through
advertising.

2. What opportunity doe the invitation to deliver the talk give the narrator?

Ans. The narrator gets the opportunity to make the people aware of the darker side of glamorous
advertising world.

3. What is the main task of a person in the world of advertising?

Ans. The main task of a person in the world of advertising is ‘to sell’ anything - useful or useless.
All the people in this profession must quit because it is legally, socially and morally wrong.

4. Why does the narrator call advertising the worst sort of mischief that anyone can play?

Ans. Because it deceive people.

5. How does advertising mislead people?

And. The biggest ironical thing or to say, the disadvantage of advertising thrives mostly on
unwanted and useless things by alluring lies and cheatings.

9.6 Activity for you :

Q1 How is language misused in advertising, and what is the consequence of it?

Q2 What I the traffic in youth that the author refers to here? How I advertising to blame for this?

Q3 How is beauty killed by greed in the world of advertising?

Q4 Misrepresentation, distortion, deceit and exploitation of gullible audiences: these are some
of the ways in which advertising has built up a flourishing industry. Discuss.

Q5 The essay is a new way of looking at the true meaning of advertising. Discuss.

46
Lesson 10

ON SHAKING HANDS

Structure :

10.0 Teacher’s Activities

10.1 Introduction to Author

10.2 Introduction of the lesson

10.3 The Central Idea and the futures

10.4 Glossary

10.5 Comprehension

10.6 Activity for you

10.0 Teacher’s Activity

‘Dr Shaking Hands’ is a chapter dealing with day to day act of greeting each other when
we meet for the first time. Hacking hands to greet a person, is a western culture a well as European
way of greeting style. However, it is not seen with a sense of respect in some of the Eastern
countries, especially in India. So, the following questions must be discussed with the students
before explaining the lesson.

How do you greet your friends when you meet them? Do you greet them in different ways or
always in the same way?

How do you respond when you are introduced to others?

What is the normal Indian custom of greeting women and elders?

10.1 Introduction to the Author

Alfred George Gardiner (1865-1946) was one of the most distinguished essayists of the
twentieth century. His essays are delightful, humorous and thought provoking. Starting his career
as a journalist, Gardiner wrote essays for the ‘The Daily News’ under the pen name ‘Alpha of the
Plough’. Later, he served as its editor between the years 1902 and 1919. His subjects are interesting,
though serious. His essays appeared in volumes such s prophets, priests and kings, and Pillars of
society which contain funny sketches of famous personages. His essays reflect wonderful ideas
with intact form, apt diction and vivid presentation.

10.2 Introduction to the Lesson:

‘On Shaking Hands’ is a light satire on the common western practice of shaking hands.
He compares this custom of greeting with those of the cultures and debates the effectiveness of the

47
practice of shaking hands. Though it is the most instinctive custom of greeting, it has its
disadvantages, says Gardiner. He illustrates these with humorous accounts of real-life situations
where the common greeting can become uncomfortable and absurd. Gardiner suggests that a
person’s hand shake is a mark of his/her personality and one can observe a great deal about a
person through the customary greeting of shaking hand. Besides its keen observations on shaking
hands, the essay delights us with its wit and the effective language in which it is written. Gardiner
end with the observation that the English custom of shaking hand, despite its disadvantages,is a
happy mean between the Oriental Salesman and the Russian hug.

The Central Idea and the features :

Through this essay Gardner reveals an interesting fact, very much like that of psycho-
analyst that introductory and departing greeting gesture reveals an individual’s personality. The
unique traits of the essay:

It is short and crisp

It is packed with judicious opinion on ‘greeting gesture’.

Its language is colloquial, simply and witty.

It is packed with allusions. For, instance, ‘There is death in that hand’ was Coleridge’s remark
after parting from Keats.

GLOSSARY :

1. Amiable - friendly düsd¡ yü TÓ qÆ , eTH√Vü‰s¡yTÓ qÆ

2. Indictment - a strict set of punishment orders ` y=ø£&TÉ #˚dqæ H˚se¡ TTq >∑T]+∫ ‘Ó∫Ãq yê»´eTT
3. Hygienic - clean ` Äs√>∑´+
4. Bucolic - related to rural

5. Promiscuous - to choose carelessly ` dü+ø£sy¡ TÓ qÆ , $TÁX¯eTyÓTqÆ

6. Osculation - the act of kissing ` eTT<ë›&&É +É , #·T+ãq+
7. Patriarch - the male head of a family ` eT÷\|ü⁄s¡Twüß&ÉT, >√Á‘·»q≈£î&ÉT
8. Austerer taste - self controlled likes and dislikes

9. Sacrilege - not showing respect towards a holy place or thing ` <Óe’ Á<√Vü≤eTT, <Óe’ kÕ«|üV‰ü s¡eTT
10. Fawn - try to gain favour

11. Ingrained - deeply rooted ` >∑{>ºÏ ± |ü{qºÏ , XÊX¯«‘·yTÓ qÆ

12. Repulse - repel / protest

13. Clammy - being unpleasantly sticky ` ã+ø£>± e⁄+&˚, »>∑≥>± e⁄+&Ó

14. Dank - unpleasantly wet and cold ` ‘˚eT>± e⁄+&˚, ∫‘·&Ô >ç ± e⁄+&˚
48
15. Ritual - ceremony ` Ä#ês¡ø±+&É
16. Penalty - punishment for breaching (breaking) law. ` •ø£,å <ä+&Éq, XÊdæÔ
COMPREHENSION :

1. The Author

[a] is in the favour of shaking hands

[b] is against the custom of shaking hands

[c] is neutral about the custom of shaking hands.

[d] believes that it indicates nothing

2. Coleridge’s remark, there is death in that hand means.

[a] Keats was about to die[b] Keats was suffering from a disease

[c] Keats was uninterested in meeting people

[d] Keats hated Coleridge

3. According to AG Gardiner

[a] a greeting should be formal

[b] a greeting should be casual

[c] a greeting should be passionate

[d] a greeting should be warm and hearty

4. According to Gardiner, was decline kissing is

[a] an Arab habit [b] a Japanese custom

[c] an Indian habit [d] a continental habit

5. The revulsion caused by the character of Uriah Heep proves that

[a] One should not shake hands with just anyone

[b] Uriah Heep had a repulsive personality

[c] Hands provide a clue to a person’s moral and physical health

[d] Uriah Heep shook hands with everyone.

6. One cannot shake hands with a jelly fish because.

[a] Jelly fish are not human

[b] Jelly fish are unresponsive and a hand shake

49
 [c] Jelly fish do not possess the required form for shaking hands

[d] Jelly fish have no emotions.

7. Stubbings greets you by

[a] Thumping you on the back [b] Crushing your hands

[c] Addressing you as Tom or Jack [d] Shaking hands

8. Stubbings belongs to

[a] Hampshire [b] Lincoln Shire [c] Yorkshire [d] Cambridge

9. The limp and lingering hand is one that is

[a] Too firm while shaking hands [b] Cold and clammy

[c] Reluctant to let go after greeting [d] Unresponsive

10. Shaking hands is happy mean between

[a] Extreme kinds of greetings [b] Peaker and Stubbings

[c] The Russians and the Japanese

[d] The oriental Salaam and the Russian bug.

Answers :

1. [a] 2. [b] 3. [d] 4. [d] 5. [c] 6. [b] 7. [b] 8. [c] 9. [c] 10. [d]u

Answer the following questions :

1. Why is the custom of shaking hands on trial now?

Ans. Because of hygiene reasons.

2. How is the Japanese, Arab’s and Indian greeting different from that of western?

Ans. Japanese just bow before the other person to greet. Arab’s people touch the chest with the
finger tip to greet, and the Indians fold hands/touch the forehead with finger tips or touch the
feet of elders.

3. Where the custom of masculine kissing practiced?

Ans. In Russia

4. Who is Uriah Heep, and why is the instance of his hand shake cited here?

Ans. Uriah Heep was a repulsive person from Yorkshire who disliked shaking hands. And, so he
expressed his repulsive nature in this hand shake.

50
5. What are some of the qualities of a greeting that go with a handshake?

Ans. It has dignity, warmth and more of the spirit of human comradeship.

Activity for you:

1. Discuss the main focus of Gardiner’s essay.

2. Do you think the essay is humorous? Discuss

3. Find out some of the customary greetings of India

4. Why does the author quote the example of Keats, Peaker stubbings?

5. Write a short imaginative piece on a greeting method that could replace shaking hands.

51
Lesson 11

INDIA’S CONTRIBUTION TO WORLD UNITY

Structure :

11.0 Introduction to Author

11.1 Outline of the lesson

11.2 Salient features

11.3 Glossary

11.4 Comprehension

11.5 Activity for you

11.0 Introduction to Author :

Arnold Joseph Toynbee was a British historian and philosopher of history. Toynbee, nephew
of the 19th century economist Toynbee, was educated at Baliol College, Oxford and briefly studied
at the British School at the Athens. He became a tutor and fellow in ancient history at Balliol
College in 1912 and in 1915 he began working for the intelligence department of the British Foreign
office. Following his service as a delegate to the Paris peace conference in 1919 he was sap
pointed professor of Byzantine and Modern Greek studies at the University of London He was the
Manchester Guardian correspondent from 1921 to 1922, during the Greco- Turkish was and this
experience resulted in the publication of The Western Question in Greece and Turkey. In 1925 he
was appointed Research Professor of International History at the London School of Economics
and Director of International Affairs in London.

His twelve volume analysis of the rise and fall of civilizations, A study of History, a meta-
history based on universal rhythms of the rise, flowering and decline of civilizations and examined
history from global perspective. According to Toynbee, when a civilization responds to challenges,
it grows. He presents history as the rise and fall of civilizations rather than the history of nation-
states or of ethnic groups. He identified the civilizations according to cultural or religious rather
then rational criteria. Thus, the ‘western civilization’, comprising all the nations that have existed
in Eastern Europe since the collapse of the Roman Empire, was treated a whole, and distinguished
from both the ‘Orthodox’ civilization of Russia and the Balkans, and from the Greco-Roman
civilization that preceded it. Toynbee began his study of History in 1922, inspired after seeing
Bulgarian peasants wearing fox-skin caps like the ones described by Herodotus, the Greek historian.
This incident characterizes the special quality of his work-his sense of the vast continuity of history
and his eye for its pattern, his immense erudition, and his acute observation.

52
Introduction of the lesson :

In this concluding talk given in Shahjehanabad, Toynbee explains how India has been a
crucial contributor in the religious history of the world. He believes that India has a key position
in the world today and that India is an epitome of the present day world. The country has set a
precedent for the parliamentary form of government in Asia and has had a profound impact on the
economic and historical life of the world. India has also contributed experimental models for
political life. India thus has a key position not only geographically speaking but also on the religious,
political and economic fronts. Toynbee appreciates India’s efforts at solving global problems which
are faced by India but are of interest on account of the Indian method of handling global problems;
Toynbee hopes to provide solutions to other countries facing similar problems.

Salient Features, of Toynbee’s India’s Contribution :

The Lesson is a historical narration of some of facts that remained unveiled for many years.
It reveals his historian essayist kill.

It has structure like that of a drama – exposition, discussion, climax, and Denouement or
conclusion.

It is simple and didactic

The present work of Toynbee reveals his vast learning and great skill of presenting apt allusion
at right place.

By putting forth the present essay, he (Toynbee) reveals himself as a universal personality
with world’s nationality.

Glossary:

1 Neolith - Latest period of the Stone Age between 8000 BC to 5000BC. ` ø=‘·sÔ ê‹ j·TT>±ìøÏ #Ó+~q.
2 Conspicuous - Noticeable ` Á|üø±X¯yTÓ qÆ , düŒwüyº TÓ qÆ , Á|üd<æ y∆ä TÓ qÆ
3. Archaeologists - Those who study about ancient cultures ` |ü⁄sê‘·‘«· XÊÁdüE
Ô &„ TÉ
4. Stratum - a level ` bıs¡, n+‘·dTü Ô
5. Millennium - a period of thousand years ` düV≤ü ÁkÕ_›
6. Mandarin - Official form of the Chinese language ` sTT~ #ÓH’ ê uÛ≤wü
7. Hurricane - a type of storm ` >±*yêq
8. Annihilated - Destroy the notion of physical distance from one place to another ` HêX¯qyÓTbÆ ˛sTTq,
ìs¡÷à\yÓTÆb˛sTTq.
9. Smother - Stifle ` ìs¡÷à*+#·T

53
10. Coadjutor - Helper ` düV≤ü ø±]
11. In conscience with - In agreement with

12. Segregated - separated ` y˚sT¡ #˚jT· T

13. Fiat - an order by a ruler ` Ä»„, Ä<˚Xe¯ TT
14. Wanton - Wild and greedy ` b˛øÏ]jÓTÆ q, ø=+f…jTÆÓ q
15. Shintoists -The followers of an ancient religion of Japan.

54
Lesson 12

Comprehension

1. According to Toynbee, the original birthplace of civilization is

[a] India [b] America [c] Iraq [d] Africa

2. The parliamentary form of democracy has prominence in Asia because.

[a] Democracy is best suited for Asian countries.

[b] China has set an example with its democratic government

[c] India has made its way of political life.

[d] Asia is the largest continent

3. The agricultural phase of culture is labeled.

[a] The middle ages [b] Neolithic period

[c] Paleolithic period [d] The stone age

4. The peasantry’s experience of life in the age of the civilizations

[a] has made them a pathetic and passive

[b] has set an example for building a ‘universal community’

[c] has been depressing and a a result has made them a pathetic and pasive

[d] has been depressing because they are exploited by their master

5. The present situation in the world as a whole and in India in particular is

[a] that there has been a sudden spurt in technological advance.

[b] that there has been a reduction of the amenities of civilization

[c] the peasant community is deprived of its mean growth

[d] there is no concern for community development.

6. There is a task here that mankind can not afford to fight/shy off. The task that Toynbee refers
to

[a] to improve the level of literacy in a country.

[b] to educate people regarding the benefits of a democratic form of govt.

55
 [c] to educate a country’s population about controlling their birth rate.

[d] to educate a country’s population about controlling their death rate.

7 Toynbee argues that king Ashoka’ instrument for unifying the world was

[a] substituting religious propaganda with literary aggression

[b] Peace and universal brotherhood

[c] Non-violent revolution

[d] Political propaganda

8. The broad minded Indian mental outlook in matters of religion is hailed by

[a] Hinduism, Jainism, Buddhism and Shintoism

[b] Hinduism, Shintoism, Buddhism and Christianity

[c] Jainism, Paganism, Shintonism, Buddhism and Hinduim

[d] Paganism, Jainism, Shintonism and Hinduism

9. We are now all physically neighbours but psychologically still strangers to each other, because.

[a] We live in the atomic age and no one I to be trusted.

[b] Technology has annihilated distance

[c] Predominantly democratic govts.

[d] We are by nature those being who enjoy isolation.

10. According to Toynbee, mankind can be protected against self destruction by

[a] The community development plan [b] Spirituality

[c] The art of contemplation [d] Non-violence

B Answer the following questions in a line or two ..

Q1 What kind of place does India hold in the history of nation?

Ans. India is the epitome (centre) in the history of nation. It holds the key position.

Q2 How is India an epitome of the present world?

Ans. India is the epitome of the present day world because some of the principal problem confronting
the whole human race today are being wrestled as Indian national problems by the people of
India and Indian govt.

Q3 Why has India been a giver as per religious life I concerned?

Ans. India has been rightly considered a giver in matter religion because host the total number of

56
 living higher religions are of Indian origin.

Q4 How ha India been a force in the economic and historical life of the world?

Ans. It is well-recognised that India holds the balance in the world wide competition between rival
ideologies of the world. Economic of the western, eastern and European countries took the
frame work of India’s historical and economical set up.

Q5 How ha India contributed experimental model for political life?

Ans. India has been the site of no less than four of those empires that will be recognized in retrospect
to have been experimental models for a world state in the literal sense. Two of these to be
named are Mourya and the Gupta empire.

Q6 How has Gandhi served Britain according to Toynbee?

Ans Gandhiji served Britain by giving the gift of community development and virtue of
contemplation.

Activity for you:

Answer the following questions :

1. Explain the importance of non-violence as Toynbee Sees it?

2. Discuss India as a giver and a contributor in the religious history of the world.

3. How has India set an example in the direction of controlling the world’ population?

4. How is the problem of linguistic nationalism significant in the development of any country
and, more so of India?

5. How does the peasantry contribute toward the leisure of the minority?

57
Lesson 13

DECOLOISING MIND

Structure :

13.0 Pre-reading discussions

13.1 Introduction to the Author

13.2 Introduction of the Lesson

13.3 Glossary

13.4 Comprehension

13.5 Activity for you

13.0 Pre-reading exercises :

In order to make the chapter more understandable and interesting, the following questions
could be taken up for discussion.

What do you understand by ‘Decolonizing’?

What is the role of a language in ‘decolonizing’?

How does the Indian folk tale classify human beings as ‘heroic’?

Do you re tell stories you’ve read or heard?

13.1 Introduction to the Author

Ngugi Wa Thiong’O is a novelist, essayist, playwright, journalist, editor, academic and

social activist. He is at present a distinguished professor of English and comparative literature
and Director of the International Centre for writing and Translation to the University of California,
Irvine. He was born in 1938 in Kenya into a large farmer family and was educated in Kenya and
Britain. During his growing age, Kenya was a British seller colony and during his youth, he lived
through the maumau war of Independence. It earned wide critical acclaim and introduced Thiong
to the literary scene in East Africa. He wrote eight short stories, two one-act play, two novels, and
a regular column for the Sunday Nation, under the title As I See It. Weep Not Child was published
to critical acclaim in 1964 and was followed by the second novel, The River Between, His third
novel, ‘A Grain of Wheat, marks a shift in the ideological direction of his works by using multiple
narratives and multiple viewpoints that replace the linear unfolding of the plot from a single view
point The collective replaces the individual as the centre of history. Following this, he renounced
English, Christianity and the name Jame Ngugi as Colonialist. He changed his name to Ngugi Wa
Thiong’O and began to write in native tongue Gikuyu and Swahili. His lter works include his
prison diary, Detained, Decolonizing the mind, and Matigari. Ngugi has continued writing in
58
native tongue and his works has been translated into more than 30 languages. He is the recipient
of many honours including the 2002 Nonio International Prizes for Literature and seven honorary
doctorates.

13.2 Introduction to the Complete Story:

In this essay. Ngugi emphasizes the impotence of the community in the African Society.
The harmony that he shared with his family and community, through the native tongues, Gikuyu,
was broken by colonial intervention. In this regard, he emphasises the importance of child’s
education of language, which is more than ‘a string of words’ that presents a view of the world
while displaying its beauty. Educated as he was in colonial schools in Kenya, he realized that he
was being transported further and further away from his culture by a system that showered praise
and recognition to those who excelled in the English language. The system discouraged the use of
a student’s mother tongue in school by severely punishing those who did. The essay argues in
favour of expression by African writers in their native tongues, rather than in European languages,
as that helps resonance lingering colonial ties and build and authentic African literature.

13.3 Glossary :

1. Inflexion - a change in the form of a word ` (HêeT) $uÛøÑ ,ÔÏ |ü<ìä wüŒ‹Ô
2. Nuances - slight difference in meaning ` ns¡#ú êäj÷· uÛ<Ò +ä , dü÷ø£àå uÛ<Ò +ä
3. Apartheid - a political system in Africa during 1948-1990

4. Confrontation - to be face to face in a battle ` |òTü s¡¸D, eT÷U≤eT÷œ

5 Humiliating - belittling ` ‘·\+|ü⁄, nee÷qeTT
6. Ensuing - resulting from ` |ü]D$T+#·&+É
7. Ogre - a moster

8. Regime - method/system of govt. ` <=s¡‘q· eTT

9. Collaborate - to join ` ø£*dæ |üì#˚jT· T
10. Contempt - to hate ` n\ø£´å eTT, ‹s¡kÕÿs¡eTT
11. Rebuke - to scold ` Nyê≥T¢, ‹s¡kÕÿs¡eTT
12 Imperialism - domination of one nation ` kÕÁe÷»´yê<äeTT, #·Áø£e]Ô |ü]bÕ\q
13.4 Comprehension

1. Languages

[a] a mere group of words [b] not merely a group of words

[c] a group of sentences [d] a group of clauses

59
2. We………… at all places

[a] do not use the same language [b] use the same language

[c] use only one language [d] do not use the mother tongue

3. English education in colonized countries has

[a] promoted education in other languages

[b] overshadowed learning of other language

[c] reformed education in the regional language

[d] simplified the methods of education

4. English was the official vehicle and to colonial elitedom

[a] the lion [b] the tortoise [c] the hare [d] the monkey

5. A constant theme in Gikuyu stories with human beings as main characters is

[a] that good triumphs over evil

[b] That cooperation is the ultimate good in a community

[c] the harmonious co-existence between humans and animals

[d] the triumph of human will

6. The main determinant of a child’s progress u the ladder f formal education was

[a] excellence in Gikuyu [b] excellence in African history

[c] British literacy history [d] excellence in English language

7. The structure of the colonial system of education is compared to a pyramid because

[a] colonial education made one’s view of the world become narrower as one reached
the top.

[b] there was an easy means of getting into the colonial system of education.

[c] the system resembled the pyramid structure as it eliminated more and more people at
every level, with only a privileged few at the top

[d] the colonial system of education is now ancient history.

9. Ngugi Wa Thiong’o chose to write in Gikuyu because

[a] it is his mother tongue

[b] English language and literature were taking him for away from his world to other
worlds.

60
 [c] it is part and parcel of the anti-imperialist struggles of the Kenyan and African people.

[d] it gives him an edge over others in a competitive environment.

10. Colonial alienation produces bodiless heads and headless bodies on a smaller social scale
by

[a] leading the child away from his/her place of birth

[b] separating the child from his/her family and community

[c] disassociating the language of formal education and mental development from the
language of interaction at home and the community

[d] separating the mind and the body such that they occupy two unrelated linguistic spheres
in the same person.

Answers:

1. [b] 2. [c] 3. [b] 4. [c] 5. [c] 6. [d] 7. [d] 8. [c] 9. [c] 10. [d]

2.

13.5 Activity for you

Answer the following questions :

1. What are Ngugi Wa Thiong’o’s origin and background?

2. Describe how animal stories influenced and inspired the children of Ngugi’s generation.

3. What kind of human centered stories did Ngugi come across in his childhood?

4. ‘English was the official vehicle and the magic formulae to colonial elitedom’. Explain.

5. Discuss in groups the merits and demerits of English education.

13.6 Text of the lesson should be printed

61
 Short Stories
Lesson - 14
GAJAR HALWA

Structure :

14.0 Introduction to Author

14.1 Features of Author’s Writings

14.2 Story in Short

14.3 Character sketch of some/one-two characters.

14.4 Comprehension

14.5 Glossary

14.6 Language study

14.0 Introduction to Author :

Gita Haricharan was born in 1953

As a renowned novelist, she made a good contribution to Indian writings in English. In her
fictions, she sketches the lives of ordinary men and women in an extraordinary way. Simple
language, graceful style and subtle themes are some of the hallmarks of her art. She has written
three novels: The Thousand Faces of Night, The Ghosts of Vasu Master, and When Dream Travels
are her collection of short stories, The Art of Dying Portrays the doubts, uncertainties and vicissitudes
of life, besides employing the nuances of death.

14.1 Features of Author’s Writings :

Gita Hariharan, like all other Indian –English writers, shows Indians especially south-Indians
on surface level. A touch of universal humanism is brewing at the root level in almost all her
works. In the present story, the plight of a poor girl is shown when she is forced to prepare a
delicious sweet which she has neitner heard of nor tasted

Though the language of her wittings is simple, not aloof of poetic diction – repetition, symbolism
and imagery, is scattered, here and there. In ‘Gajar Halwa’ the very opening line is poetic
– ‘peel, peel, grate and grate’ showing alliteration (repetition of consonant letter ‘p’ and ‘g’),
repetition, imagery and symbolic of some monotonous boring job.

14.2 Story in Short:

This short story ‘Gajar Halwa’ is taken from the collection, ‘The Art of Dying’. It is the
story of Perumayee, a village servant girl from the South, who arrive in the city in search of job as
62
a domestic help. With the help of Chellamma, the girl obtains a job at a North Indian household
in New Delhi. As she gets accustomed to the new life there, her melancholic past gushes into her
mind with a sense of nostalgia. She thinks of her family, especially her unfortunate mother who
worked hard to make both ends meet, failing which she is forced the send her daughter for work to
Delhi. The girl is slowly pulled into the fold of the new city life. In the new home, through the
activity of making Gajar Halwa, a sweet which in itself is a new endeavour, the girl begins her
journey of becoming a part of the strange and unfamiliar world which she has to take into confidence
and be a willing share of. As there is no escape from its whirlpool, the best thing she can do is to
endure it silently.

14.3 Character sketch of Perumayee :-

She is South Indian girl of perhaps 16-17 with lean body structure and simple features made
dull by poverty.

Mentally, she is sincere, intelligent, bold, honest and hard working.

Her attitude of accepting the change in life; giving priority to duties and then to her emotional
needs, etc. show that she is not stoic character. She is realistic and ever growing character
like us.

14.4 Comprehension

[A] Short Questions:

1. What was chellamma’s advice to the girl?

A. To remain silent for most of the time and allow her to speak on her behalf. And if asked the
girl must say that she can do all the household work efficiently.

2. What is chellamma’s opinion about Memsahibs?

A. Chellamma’s opinion about the memsahibs was humorous and satirical. She gives the fact
that these rich ladies were superior in financial status only; they were neither wise, neither
sensible nor talented in cooking skills.

3. How are the peeled carrots described?

A. The pile of peeled carrots grows bigger and bigger; those are a naked red ones without their
skins, red and angry like blood.

4. What were the initial instructions given by memsahib?

A. To maintain proper hygiene and learn all the given woks at the earliest.

5. What were the instructions given by Perumayee’s mother?

A. Tto earn sufficiently and send something to her. She must listen to Chellamma but should
not give any money to her. Also, she must maintain distance from Hindi-speaking boys.

63
6. How much should Perumayee pay Chellamma every month?

A. Fifty Rupees

7. How did her friends motivate Perumayee?

A. Perumayee, being friendly and jovial and also optimist, made many friends who motivated
her that language is not a hindrance for a smart and strong willed person. They said that she
would certainly get a better job with double the present salary within six months.

[B] Answer the given questions:

1. Bring out the contrast between the past and present life of Perumayee.

2. Do you agree that life is all about coming to terms with circumstances?

14.5 Glossary :

1. Peel (verb) - to remove the skin of fruit or vegetable ` ‘√\T rj·TT≥

2. Grate (v) - rub something in order to make very thin & small piece ` ns¡>s∑ ê#·T≥
3. Naked (adj) - without clothes, nude ` ~>∑+ãs¡yTÓ qÆ
4. Mute (adj) - speechless, dumb, silent ` eTÚqeTT>±
5. Pretend (v) - to make a false show; feign ` q{Ï+#·T
6. Shove (v) - to push roughly ` ‘√|ü⁄, >¬ +≥T
7. Gravel (n) - small stones ` >∑T\ø£sêfi¯ó,¢ ø£+ø£s¡
8 Dazzle (v) - to make blind, confuse ` ø£+&ÉT¢ #Ó~]q, $T]$T≥T¢>=qï
9. Tease (v) - to make fun in an unkind manner ` $dæ–+#·T, y˚~+Û #·T
10. Stubborn - Determined, who does not listen to others and remain fixed on his/her opinion ` eT÷s¡âeTsTTq,
yÓTT+&çjÓÆTq
11. Faint - dim, misty, not visible clearly ` eT+<äyTÓ qÆ , ìÁkÕÔD>± e⁄+&˚
14.6 Language Study

Homophones :

The words ‘peel’ and ‘peal’ or ‘grate’ and ‘great’ are pronounce alike but their spellings
and meanings are different. Such words age called homophones. [see the meanings in dictionary’.

Using some homophones to frame sentences.

64
1. Steel : The lady has a fair and glowing complexion.

2. Fair : How much is the fare for traveling in flight from Delhi to Vizag.?

3. Scene : The death scene (of the child artist) in ‘Bhootnath Returns’ is touching.

Seen : Have you seen hailstones falling before heavy rain?

4. Flew : The pigeons flew towards Mecca – Madina

Flu : Eye – flu infection is common in summer.

65
Lesson - 15

MY BROTHER, MY BROTHER

Structure :

15.0 Introduction to Author

15.1 Features of the Author’s Writings

15.2 Story in Short

15.3 Character Sketch

15.4 Comprehension

15.5 Glossary

15.6 Activity for you

15.0 Introduction to Author :

Norah Aileen Burke was born n Bedford on August 2nd 1907. Her parents lived in India for
many years. The family returned to India again when Norah was just two months old, and she
spent the next twelve years traveling around the jungle at the foothills of the Himalayas where her
father, Redmond St. George Burke, was a forest officer with the imperial forest service.

Her first novel, Dark Road was published in 1933. Her second novel The Scarlet vampire
was published in 1936. Her eleven (11) novels, many short stories and articles were published in
most of the European and Western countries. In 1954, she was the winner of the New York Herald
Tribune world short story contest.

15.1 Features of Norah’s Writings

Most of the stories and novels have forest as setting.

Risk, brave struggling, respecting nature’s norms and adapting to the circumstances makes
her works advantageous.

Common man’s great strength to perform extraordinary deeds is the striking feature bringing
her in the line romantic as well Victorian novelists who paid much heed to common man
and made him the hero (protagonist)

15.2 Story in Short :

My Brother, My Brother is a wonderful short story portraying untainted and infallible love
of two brothers – the elder one taking up the difficult task of taking his younger brother to hospital
after trying all the home remedial methods, in order to save his life. The elder son, Sher Singh of
66
a well-known hunter, has a younger brother, Kunwar who suffers from serious illness. He cannot
leave the house and cattle unprotected. So, Sher Singh decides to take his little brother to a
hospital in a nearby town. On his way, he comes across various dangers and troubles. However,
with courage and fortitude, he manages to reach the hospital and brings back the life of Kunwar,
the younger brothers.

15.3 Character Sketch:

Sher Singh is a twelve year old boy who shows great human qualities of sensitivity and
sensibility. He shares the household responsibility with mother and never complains. He shows
matured emotional attachment with his parents, especially brother Kunwar. In spite of great
difficulties and risks on the way to hospitals, he never gives up the will to save his younger brother’s
life. He proves to be a brave son of brave father.

15.4 Comprehension

I Choose the best option:

Q1 She Singh is about ___________ years old

A. [a] 14 yrs [b] 12 yrs [c] 10 yrs [d] 13 yrs

Q2 To Sher Singh, hospital is a place for the _______________

A [a] Patients [b] Doctors [c] Doomed [d] Ladwanis

Q3 Sher Singh Bahadur has a sear behind his _____________

A [a] Skull [b] Back [c] Shoulder [d] Wrist

[e] Skull & Back Shoulder.

Q4 Which of the following is missing from Sher Singh Bahadur’s body

A [a] Two eyes [b] Two Fingers [c] Two toes [d] Thumb

Q5. When Sher Singh set out for hospital, it was ________________-

A [a] Morning [b] Afternoon [c] Evening [d] Night

Q6 Around the village Laldwani is a______________

A [a] Pond [b] Liver [c] Hill [d] Road

Q7 Sher Singh first comes across Alan _______________

[a] Bear [b] Elephant [c] Cobra [d] Lion

Q8 There is a bridge ____________

A [a] Across the first river [b] Across the 2nd river

[d] Near the pond [d] Across the railway line

67
Q9 One of the following animals is not part of the forest mentioned in the story.

A [a] Monkeys [b] Peacocks [c] Tigers [d] Jackals

Q10 The water in the first river is _____________

A [a] Neck deep [b] Waist deep [c] Ankle deep [d] Shallow

Answers

1 [a] 2 [c] 3 [e] 4 [b] 5 [c] 6 [a] 7 [c] 8 [b] 9 [d] 10 [d]

II Answer the following questions:

1. Who is Sher Singh? What is his father’s name ?

Ans. Sher Singh is a twelve year old boy. His father’s name is Sher Singh Bahadur.

2. Where is the hospital located?

Ans The hospital is locate in Kalaghat, fifty miles away from their place.

3. Why must Sher Singh’s mother stay back?

Ans. For the safety of the house and the cattle. The wild animals nearby could harm the cattle if
left unprotected.

4. How did Sher Singh carry his brother to the hospital? What all problems he faced?

Ans. Sher Singh carried his brother in a sling which he carried on his shoulders. He had to face
the risk of life because he encountered cobra, elephants, bear, old tusker; a river broad but
shallow and a rough path to be covered on foot till he reached the hospital.

5. Suggest another end and the title for this story.

Ans. Sher Singh meeting his father in the forest and together saving Kunwar’s life. Another title
could be ‘Life In Woods’.

15.5 Activity for you

1. Describe Sher Singh’s journey to the hospital.

2. Comment on the description of various animals.

15.6 Glossary

1. Resort (n) - place of rest ` ãVüQeT+~ edü÷Ô b˛‘·÷ e⁄+&˚ #√≥T, |ü~eT+~ ≈£L&˚ #√≥T
2. Starve (v) - to live/be without food ` Äø£*‘√ qø£qø£˝≤&ÉT, |üdTü +Ô &ÉT
3. Chital - Cheetah

4. Comrade - Friend ` düV≤ü yêdæ, ≈£L&Ü e⁄+&˚ yê&ÉT

5. Glazed - Shining ` yÓTs¡T>∑T y˚dqæ
68
6. Hedges - bushes ` ø£+#Ó, ø£+|ü>=&É
7. Spectacle - on unexpected and interesting event ` y˚&TÉ ø£, y˚&TÉ ø£>± e⁄+&˚{~Ï
8. twitching - Sudden uncontrollable movement of a muscle

9. groaning - cry in pain ` eT÷\T>∑T

10. Primeval - very ancient ` Ä~eT, ÁbÕNqyÓTqÆ
11. Luxuriant - thick forest, rich ` ô|+|ü⁄>±, $»è+_Û+∫
12. raucous - harsh & unpleasant sound ` ø£s≈¡ î£ , _>∑sZ >¡ ±qTqï, u§+>∑Ts¡T>± ñqï ôVAs¡T.
13. maul - to attack and injure with teeth.

14. poach - to kill animals illegally ` <=+>∑‘q· +>± y˚{≤&ÉT

15. delirious - unable to think or speak due to illness ` ÁuÛeÑ Tø£$Tàq, ‘Ó*$‘·|Œæ q
16. nullah - a stream ` ø±\e
17. ravine - a deep valley ` ˝Àj·T, ø£qeT, ø=+&É#]· j·T
18. tusker - an elephant with tusk ` ô|<äj
› T˚ qT>∑T
19. deluge - a large amount of rain water ` es¡<,ä »\Á|üfij
¯ T· eTT
20. glissade - slope

21. vortex - mass of whirling fluid or wind ` düT&çe˝… ‹s¡>&∑ eÉ TT

22. pant (v) - to breath quickly and loudly though mouth ` m>∑XÊ«dü, }|æ] dü\|üøb£ ˛e&É+
23. plodded - walk slowly ` eP>∑T‘·÷q&ç#,˚ ñ˝≤¢deü TT˝Òì
24. troulet - a small fish

25. cascade - waterfall ` ôd\j˚Ts¡T, ø=+&É ø±\e.

69
Lesson - 16

One Act Play

REFUND

Structure :

16.0 Introduction to the Author/Play Wright

16.1 Play in short

16.2 Brief description of the characters

16.3 Theme and other features of the play

16.4 Comprehension

16.5 Glossary

16.6 Activity for you

16.0 Introduction to the play Wright :

Fritz Karinthy (1887-1938) is well-known Hungarian Playwright poet-novelist-journalist

and translator. He began his writing career as a journalist and remained a writer of short, humorons
blurbs until his death. He published in 1912 a book ‘That’s flows you write’ a literary parody that
brought him instant fame. He was the first to put forward the idea of six degrees of separation in
his short story, chains in 1929. He made an early examination of artificial intelligence in ‘Voyage
to Farevido’ and his ‘Copillaria’ is a polished satire on ‘the battle of the sexes’. His works reflect
his robust optimism. He blends a rational curiosity with a profound psychological insight into his
characters. Percival Wild, an American playwright, adapted his play, Refund for general audience.

Introduction to the play :

The play ‘Refund’ is about poor education system where teaching learning remained a
monotonous passive activity both, for the students as well as teachers. So, consequently a student
goes back to his school long after his education to ask for the refund of the tuition fee that he has
paid long ago as the education that he was imparted with had failed to help him succeed in life.
He asks the principal to conduct another examination for him. He demands that his tuition fee
should be refunded f he foils. Now the student tries to fail while his masters do their best to ensure
his passing in that examination so that the school does not have to pay (refund) the tuition fee.

70
16.3 Theme and the other features of the play:

Fritz Karinthy seems to be a social playwright with great moral concern, for, this play by
him seems to revolve grounds the theme – ‘what an education system is and what it should be
like?’ The crisp dialogues unity of place, action and time (slightly) makes the play highly appealing.
The realistic theme and its treatment hold everyone’s attention. The teachers’ and principal
succeeding in making the student pass the exam is nothing but the victory of education system
though it has its own setbacks. However, all the characters appears to be stoic and flat.

16.4 Character Sketch of Some Characters:

[1] The Student (Wasserkopf): A very a social, unruly, greedy and reckless person. As a
student he is shown quite realistically and vividly. His doing tricks over teachers assigning
nick-names to them and calling by those names in their absence show the traits of a student
who is weak in studies, co-curricular activities and aloof of decent mannerism due to neglect
of parents and bad company. His not changing as an adult reflects his adamant nature. He
calls his teachers and principal with insulting terms to show that he represent all those people
in the world who grab certificates and degrees only to mint money, and not for taking the
light of knowledge to spread it.

[2] The Staff members: The staff members include mathematics, history, geography and physics
teachers. All are male figures. All of them a great attachment and dedication towards their
principal, in fact the school. Especially the mathematics teacher is the first one to assure
principal to call the student for the exam which will not taint the reputation of the school
nor they’ll have to ay any refund. He helps all the other subject teacher while they examine
Wasser Kopffo. This deed of his also proved his versatile genius. He knew all the subjects to
a desirable extent.

The principal is also a realistic figure but he is stoic, he doesn’t grow mentally. He is not as
witty and intelligent to handle that difficult situation as it was done by the moths teacher. He is
also impulsive as he changes his trust on his mathematics teacher into distrusts when the teacher
say that his (the student) answer was wrong and thus he failed which puts an obligation over the
Institution to refund the student’s dues. At last when he declares that his difficult question i.e., the
calculation of the refund amount was rightly calculated by the student and so he could be declare
d genius in mathematics, the principal once again appreciate him.

16.4 Comprehension

1. When did Wasserkopf study at school?

A. [a] When he was eighteen [b] Eight years ago

[c] Eighteen years ago [d] Thirty six years ago

71
2. Who advised him to claim the refund of his tuition fees?

A [a] Ministry of Education [b] A student leader

[c] His classmates [d] His maths teacher.

3. Why did Wasserkopf need money?

[a] He lost his job [b] He lost money in shares

[c] To buy shares [d] to pay for loans

4. Why did Wasserkopf want to take a re-examination ?

[a] to get better marks [b] to fail and get a refund

[c] to get a new job [d] because he failed at the previous exam.

5. How many masters examined Wasserkopf?

[a] One [b] Two [c] Three [d] Four

6. Why do the masters want Wwasserkopf to pass the examination?

[a] to return his tuition fee [b] so that other students don’t make such a claim

[c] to avoid refunding the tuition fee [d] to help him get a new job

7. Which question of mathematics was Wasserkopf able to answer correctly?

[a] 1st one [b] 2nd one [c] both [d] neither

8. How did Wasserkopf treat the masters?

[a] with great respect [b] with disrespect

[c] with indifference [d] with awe and shock

9. How did Wasserkopf answer the questions of other masters?

[a] Correctly [b] Incorrectly [c] Carelessly [d] Carefully

10. What did the masters do with his answers?

[a] Marked them right [b] Marked them wrong

[c] Justified his silly answers [d] chided him

II Answer the following questions in brief manner.

Q1 Why Wasserkopf’s classmates suggested him to claim the refund of tuition fee?

72
Ans The Classmate leader gave this idea to Wasserkopf because he lost his job due to
inefficiency and lack of good knowledge.

Q2 Why his masters did tolerate him?

Ans. Because they did not want that any blame comes on the institution. Moreover they wonted
to pay him in the same coin by not allowing him to fail.

16.5 Glossary

1. Gesture - body language i.e., shaking head or moving hand

2. Imperturbable - calm ` #·*+#·ì, <=Dø£ì, HÓeTà~>± e⁄+&˚

3. Reprobate - an unprincipled person ` ˙#·T&ÉT, ÁuÛwÑ ßü &º TÉ , bÕbÕ‘·Tà&ÉT
4. hypocrite - a dishonest person ` yÓ÷dü>±&ÉT, e+#·≈î£ &ÉT, <=+>∑uøÑÛ ÔÏ >∑\yê&ÉT
5. Ascribed - attributed, regarded ` ÄbÕ~+#·T, Äs√|æ+#·T
6. Melancholy - Sadness ` $#ês¡eTT, yê´≈£î\eTT
7. Agony - suffering, distress ` y˚<qä , j·÷‘·q, dü+ø£≥eTT, u≤<Ûä
8. Cannibal - a person who eats human flesh ` qs¡e÷+dü uÛøÑ ≈å£ î£ &ÉT
9. Aisle - a passage between grows of seats in Church, Plane or Train ` |üøÿ£ kÕ\TŒ
10. Steeple - A tall tower of a Church, temple etc. ` Áø°dTü Ô >∑T&ç>√|ü⁄s¡eTT
11. Baboon - Monkey ` ø√‹, ‹eTà&ÉT
12. Numskull - a stupid person ` eT÷&ÛTÉ &ÉT, »&ÉT&ÉT, eT+<äT&ÉT
13. Incessant - nonstop ` m&É‘>Ó ì∑ , ìs¡+‘·sy¡ TÓ qÆ
14. Concur - Coincide, harmonize ` @ø°u$ÑÛ +#·T, düeTà‹+#·T
15. Hitch - a jerk ` ∫≈£îÿ ‘·>˝∑ ≤≥eTT
16. Waive - exempt from a rule ` ‘ê‘êÿ*ø£+>± dü&*É +#·T, s¡<Tä › #˚jT· T
17. Scandal - an action or event morally or legally wrong ` n|üì+<ä, ø£fi+¯ ø£eTT, <√wüeTT
18. Shrewd - clever, smart ` j·TTøÏ>Ô \∑ , $y˚øe£ TsTTq
19. Insolent - behaving rudely ` nVü≤+ø±s¡yTÓ qÆ , ‘·\ø=$«q, H√s¡Tø=$«q
20. Disquieted - worried ` ø£\es¡|&ü ,¶É yê´≈£î\|ü&¶É

73
21. Conciliatory - at attempt to end a disagreement ` düe÷<ÛëqeTT #˚ùd, düV≤ü qeTT ô|fÒº
22 Incredulous - unbelievable ` q$Tàø£˝ìÒ , $XÊ«düeTT˝Òì
23. Fired - Dismissed from job

24. Saunter - Walk in a slow unhurried way ` k˛eT]‘·qeTT>± q&Ée&ÉeTT eP] MT<ä ‹s¡>&∑ eÉ TT
16.6 Activity for you :

Q1 Do you approve Wasserkopf’s behavior?

Q2 Sketch the character of Wasserkopf?

74
Lesson - 17

JULIUS CAESAR
(Caesar Murder Scene)
William Shakespeare

ACT III

SCENE I. Rome. Before the Capitol; the Senate sitting above.

A crowd of people; among them ARTEMIDORUS and the Soothsayer. Flourish. Enter
CAESAR, BRUTUS, CASSIUS, CASCA, DECIUS BRUTUS, METELLUS CIMBER,
TREBONIUS, CINNA, ANTONY, LEPIDUS, POPILIUS, PUBLIUS, and others

CAESAR

[To the Soothsayer] The ides of March are come.

Soothsayer

Ay, Caesar; but not gone.

ARTEMIDORUS

Hail, Caesar! read this schedule.

DECIUS BRUTUS

Trebonius doth desire you to o’erread,

At your best leisure, this his humble suit.

ARTEMIDORUS

O Caesar, read mine first; for mine’s a suit

That touches Caesar nearer: read it, great Caesar.

CAESAR

What touches us ourself shall be last served.

ARTEMIDORUS

Delay not, Caesar; read it instantly.

CAESAR

What, is the fellow mad?

75
PUBLIUS

Sirrah, give place.

CASSIUS

What, urge you your petitions in the street?

Come to the Capital.
CAESAR goes up to the Senate-House, the rest following

POPILIUS

I wish your enterprise to-day may thrive.

CASSIUS

What enterprise, Popilius?

POPILIUS

Fare you well.

Advances to CAESAR

BRUTUS

What said Popilius Lena?

CASSIUS

He wish’d to-day our enterprise might thrive.

I fear our purpose is discovered.

BRUTUS

Look, how he makes to Caesar; mark him.

CASSIUS

Casca, be sudden, for we fear prevention.

Brutus, what shall be done? If this be known,
Cassius or Caesar never shall turn back,
For I will slay myself.

BRUTUS

Cassius, be constant:
Popilius Lena speaks not of our purposes;
For, look, he smiles, and Caesar doth not change.

76
CASSIUS

Trebonius knows his time; for, look you, Brutus.

He draws Mark Antony out of the way.
Exeunt ANTONY and TREBONIUS

DECIUS BRUTUS

Where is Metellus Cimber? Let him go,

And presently prefer his suit to Caesar.

BRUTUS

He is address’d: press near and second him.

CINNA

Casca, you are the first that rears your hand.

CAESAR

Are we all ready? What is now amiss

That Caesar and his senate must redress?

METELLUS CIMBER

Most high, most mighty, and most puissant Caesar,

Metellus Cimber throws before thy seat
An humble heart,—
Kneeling

CAESAR

I must prevent thee, Cimber.

These couchings and these lowly courtesies
Might fire the blood of ordinary men,
And turn pre-ordinance and first decree
Into the law of children. Be not fond,
To think that Caesar bears such rebel blood
That will be thaw’d from the true quality
With that which melteth fools; I mean, sweet words,
Low-crooked court’sies and base spaniel-fawning.
Thy brother by decree is banished:
If thou dost bend and pray and fawn for him,
I spurn thee like a cur out of my way.
Know, Caesar doth not wrong, nor without cause
Will he be satisfied.

77
METELLUS CIMBER

Is there no voice more worthy than my own

To sound more sweetly in great Caesar’s ear
For the repealing of my banish’d brother?

BRUTUS

I kiss thy hand, but not in flattery, Caesar;

Desiring thee that Publius Cimber may
Have an immediate freedom of repeal.

CAESAR

What, Brutus!

CASSIUS

Pardon, Caesar; Caesar, pardon:

As low as to thy foot doth Cassius fall,
To beg enfranchisement for Publius Cimber.

CASSIUS

I could be well moved, if I were as you:

If I could pray to move, prayers would move me:
But I am constant as the northern star,
Of whose true-fix’d and resting quality
There is no fellow in the firmament.
The skies are painted with unnumber’d sparks,
They are all fire and every one doth shine,
But there’s but one in all doth hold his place:
So in the world; ’tis furnish’d well with men,
And men are flesh and blood, and apprehensive;
Yet in the number I do know but one
That unassailable holds on his rank,
Unshaked of motion: and that I am he,
Let me a little show it, even in this;
That I was constant Cimber should be banish’d,
And constant do remain to keep him so.
CINNA

O Caesar,—

CAESAR

Hence! wilt thou lift up Olympus?

78
DECIUS BRUTUS

Great Caesar,—

CAESAR

Doth not Brutus bootless kneel?

CASCA

Speak, hands for me!

CASCA first, then the other Conspirators and BRUTUS stab CAESAR

CAESAR

Et tu, Brute! Then fall, Caesar.

Dies

CINNA

Liberty! Freedom! Tyranny is dead!

Run hence, proclaim, cry it about the streets.

CASSIUS

Some to the common pulpits, and cry out

‘Liberty, freedom, and enfranchisement!’

BRUTUS

People and senators, be not affrighted;

Fly not; stand stiff: ambition’s debt is paid.

CASCA

Go to the pulpit, Brutus.

DECIUS BRUTUS

And Cassius too.

BRUTUS

Where’s Publius?

CINNA

Here, quite confounded with this mutiny.

METELLUS CIMBER

Stand fast together, lest some friend of Caesar’s

Should chance—

79
BRUTUS

Talk not of standing. Publius, good cheer;

There is no harm intended to your person,
Nor to no Roman else: so tell them, Publius.

CASSIUS

And leave us, Publius; lest that the people,

Rushing on us, should do your age some mischief.

BRUTUS

Do so: and let no man abide this deed,

But we the doers.
Re-enter TREBONIUS

CASSIUS

Where is Antony?

TREBONIUS

Fled to his house amazed:

Men, wives and children stare, cry out and run
As it were doomsday.

BRUTUS

Fates, we will know your pleasures:

That we shall die, we know; ’tis but the time
And drawing days out, that men stand upon.

CASSIUS

Why, he that cuts off twenty years of life

Cuts off so many years of fearing death.

BRUTUS

Grant that, and then is death a benefit:

So are we Caesar’s friends, that have abridged
His time of fearing death. Stoop, Romans, stoop,
And let us bathe our hands in Caesar’s blood
Up to the elbows, and besmear our swords:
Then walk we forth, even to the market-place,
And, waving our red weapons o’er our heads,
Let’s all cry ‘Peace, freedom and liberty!’

80
CASSIUS

Stoop, then, and wash. How many ages hence

Shall this our lofty scene be acted over
In states unborn and accents yet unknown!

BRUTUS

How many times shall Caesar bleed in sport,

That now on Pompey’s basis lies along
No worthier than the dust!

CASSIUS

So oft as that shall be,

So often shall the knot of us be call’d
The men that gave their country liberty.

DECIUS BRUTUS

What, shall we forth?

CASSIUS

Ay, every man away:

Brutus shall lead; and we will grace his heels
With the most boldest and best hearts of Rome.
Enter a Servant

BRUTUS

Soft! who comes here? A friend of Antony’s.

Servant

Thus, Brutus, did my master bid me kneel:

Thus did Mark Antony bid me fall down;
And, being prostrate, thus he bade me say:
Brutus is noble, wise, valiant, and honest;
Caesar was mighty, bold, royal, and loving:
Say I love Brutus, and I honour him;
Say I fear’d Caesar, honour’d him and loved him.
If Brutus will vouchsafe that Antony
May safely come to him, and be resolved
How Caesar hath deserved to lie in death,
Mark Antony shall not love Caesar dead
So well as Brutus living; but will follow
The fortunes and affairs of noble Brutus
Thorough the hazards of this untrod state
With all true faith. So says my master Antony.
81
BRUTUS

Thy master is a wise and valiant Roman;

I never thought him worse.
Tell him, so please him come unto this place,
He shall be satisfied; and, by my honour,
Depart untouch’d.

Servant

I’ll fetch him presently.

Exit

BRUTUS

I know that we shall have him well to friend.

CASSIUS

I wish we may: but yet have I a mind

That fears him much; and my misgiving still
Falls shrewdly to the purpose.

BRUTUS

But here comes Antony.

Re-enter ANTONY
Welcome, Mark Antony.
ANTONY

O mighty Caesar! dost thou lie so low?

Are all thy conquests, glories, triumphs, spoils,
Shrunk to this little measure? Fare thee well.
I know not, gentlemen, what you intend,
Who else must be let blood, who else is rank:
If I myself, there is no hour so fit
As Caesar’s death hour, nor no instrument
Of half that worth as those your swords, made rich
With the most noble blood of all this world.
I do beseech ye, if you bear me hard,
Now, whilst your purpled hands do reek and smoke,
Fulfil your pleasure. Live a thousand years,
I shall not find myself so apt to die:
No place will please me so, no mean of death,
As here by Caesar, and by you cut off,
The choice and master spirits of this age.

82
BRUTUS

O Antony, beg not your death of us.

Though now we must appear bloody and cruel,
As, by our hands and this our present act,
You see we do, yet see you but our hands
And this the bleeding business they have done:
Our hearts you see not; they are pitiful;
And pity to the general wrong of Rome—
As fire drives out fire, so pity pity—
Hath done this deed on Caesar. For your part,
To you our swords have leaden points, Mark Antony:
Our arms, in strength of malice, and our hearts
Of brothers’ temper, do receive you in
With all kind love, good thoughts, and reverence.

CASSIUS

Your voice shall be as strong as any man’s

In the disposing of new dignities.

BRUTUS

Only be patient till we have appeased

The multitude, beside themselves with fear,
And then we will deliver you the cause,
Why I, that did love Caesar when I struck him,
Have thus proceeded.

ANTONY

I doubt not of your wisdom.

Let each man render me his bloody hand:
First, Marcus Brutus, will I shake with you;
Next, Caius Cassius, do I take your hand;
Now, Decius Brutus, yours: now yours, Metellus;
Yours, Cinna; and, my valiant Casca, yours;
Though last, not last in love, yours, good Trebonius.
Gentlemen all,—alas, what shall I say?
My credit now stands on such slippery ground,
That one of two bad ways you must conceit me,
Either a coward or a flatterer.
That I did love thee, Caesar, O, ’tis true:
If then thy spirit look upon us now,
Shall it not grieve thee dearer than thy death,
To see thy thy Anthony making his peace,

83
 Shaking the bloody fingers of thy foes,
Most noble! in the presence of thy corse?
Had I as many eyes as thou hast wounds,
Weeping as fast as they stream forth thy blood,
It would become me better than to close
In terms of friendship with thine enemies.
Pardon me, Julius! Here wast thou bay’d, brave hart;
Here didst thou fall; and here thy hunters stand,
Sign’d in thy spoil, and crimson’d in thy lethe.
O world, thou wast the forest to this hart;
And this, indeed, O world, the heart of thee.
How like a deer, strucken by many princes,
Dost thou here lie!

CASSIUS

Mark Antony,—

ANTONY

Pardon me, Caius Cassius:

The enemies of Caesar shall say this;
Then, in a friend, it is cold modesty.

CASSIUS

I blame you not for praising Caesar so;

But what compact mean you to have with us?
Will you be prick’d in number of our friends;
Or shall we on, and not depend on you?

ANTONY

Therefore I took your hands, but was, indeed,

Sway’d from the point, by looking down on Caesar.
Friends am I with you all and love you all,
Upon this hope, that you shall give me reasons
Why and wherein Caesar was dangerous.

BRUTUS

Or else were this a savage spectacle:

Our reasons are so full of good regard
That were you, Antony, the son of Caesar,
You should be satisfied.

84
ANTONY

That’s all I seek:

And am moreover suitor that I may
Produce his body to the market-place;
And in the pulpit, as becomes a friend,
Speak in the order of his funeral.

BRUTUS

You shall, Mark Antony.

CASSIUS

Brutus, a word with you.

Aside to BRUTUS
You know not what you do: do not consent
That Antony speak in his funeral:
Know you how much the people may be moved
By that which he will utter?

BRUTUS

By your pardon;
I will myself into the pulpit first,
And show the reason of our Caesar’s death:
What Antony shall speak, I will protest
He speaks by leave and by permission,
And that we are contented Caesar shall
Have all true rites and lawful ceremonies.
It shall advantage more than do us wrong.

CASSIUS

I know not what may fall; I like it not.

BRUTUS

Mark Antony, here, take you Caesar’s body.

You shall not in your funeral speech blame us,
But speak all good you can devise of Caesar,
And say you do’t by our permission;
Else shall you not have any hand at all
About his funeral: and you shall speak
In the same pulpit whereto I am going,
After my speech is ended.

85
ANTONY

Be it so.
I do desire no more.

BRUTUS

Prepare the body then, and follow us.

Exeunt all but ANTONY

ANTONY

O, pardon me, thou bleeding piece of earth,

That I am meek and gentle with these butchers!
Thou art the ruins of the noblest man
That ever lived in the tide of times.
Woe to the hand that shed this costly blood!
Over thy wounds now do I prophesy,—
Which, like dumb mouths, do ope their ruby lips,
To beg the voice and utterance of my tongue—
A curse shall light upon the limbs of men;
Domestic fury and fierce civil strife
Shall cumber all the parts of Italy;
Blood and destruction shall be so in use
And dreadful objects so familiar
That mothers shall but smile when they behold
Their infants quarter’d with the hands of war;
All pity choked with custom of fell deeds:
And Caesar’s spirit, ranging for revenge,
With Ate by his side come hot from hell,
Shall in these confines with a monarch’s voice
Cry ‘Havoc,’ and let slip the dogs of war;
That this foul deed shall smell above the earth
With carrion men, groaning for burial.
Enter a Servant
You serve Octavius Caesar, do you not?

Servant

I do, Mark Antony.

ANTONY

Caesar did write for him to come to Rome.

86
Servant

He did receive his letters, and is coming;

And bid me say to you by word of mouth—
O Caesar!—
Seeing the body

ANTONY

Thy heart is big, get thee apart and weep.

Passion, I see, is catching; for mine eyes,
Seeing those beads of sorrow stand in thine,
Began to water. Is thy master coming?

Servant

He lies to-night within seven leagues of Rome.

ANTONY

Post back with speed, and tell him what hath chanced:
Here is a mourning Rome, a dangerous Rome,
No Rome of safety for Octavius yet;
Hie hence, and tell him so. Yet, stay awhile;
Thou shalt not back till I have borne this corse
Into the market-place: there shall I try
In my oration, how the people take
The cruel issue of these bloody men;
According to the which, thou shalt discourse
To young Octavius of the state of things.
Lend me your hand.

87
 17.0 Introduction to the Play Wright

17.1 Features of the Writings

17.2 Introduction to the play

17.3 Character sketches

17.4 Comprehension

17.5 Glossary

17.6 Activity for you

17.0 Introduction to the Play Wight :

William Shakespeare, the Avon bard, was bon as the eldest child of John Shakespeare
and Mary Arden Shakespeare in a small village Stratford upon Avon in Warwickshire, England.
According to Jonson, a famous critic of Shakespeare, ‘He Knew less Greek and no Latin. Due to
poor financial conditions of parents, he went to school in village for first five-six only. However, he
was exposed to drama because of king’s men who visited the village and other nearby towns
frequently. A major turning point came in his life to the age of seventeen when he fell in love with
Ann Hathway and married her. Then in about 1580 he came to London and started his career as
Horse Keeper outside the theatre. Gradually he rose, first he was given the chance to act. The
years 1 188-1614 saw him as not only a good actor but as a versatile poet – dramatist. The date
23rd April proved to be good as well as bad for literature lovers, for on 23rd April, 1564 he came
(entered) into the world which he declared a stage; lived the seven ages of life and made an exit
on 23rd April, 1616.

17.1 Features of His Writings:

Author great critic of Shakespeare, Samuel Johnson made a critical analysis of

Shakespeare’s work and in his famous writings preface to Shakespeare. According to him;

· His plays were mirror to life with no poetic justice and mingling of tragedy and comedy.

· His characters are vivid, growing and very human like.

· His tragedies and Histories are one-man or at the most 2 (two) character show.

· Use of prose and poetic language; use of scenery, songs and music forges, ghost and
other supernatural incidents becomes part of this plays.

· Time of fate is shown as an invisible character affecting other characters.

17.2 Introduction to the play:

The action of the play begins in February, 44BC. Julius Caesar has just returned Rome in
triumph after a victory in Spain over the sons of his old enemy, Pompey, the great.

88
 A spontaneous celebration is going on all over Rome. It soon becomes clear that the
political enemies of Caesar are working against him in the country. Caesar is warned by a
Soothsayer to be aware of Ides of March’, but he ignores the warning and leaves for the games and
races marking the celebration of feast of Lupercal.

After Caesar’s departure, Cassius, a long time political rival of Caesar, envious of Caesar’s
political reforms, conquests and also his power and autocratic tendencies, cleverly convinces
Caesar’s good friend, Marcus Brutus. In the next scene, he gathers a group of disgruntled and
discredited aristocrats when are willing to kill Caesar partly to gain the support of the respectable
element of Roman Society. Cassius persuades Brutus to head the conspiracy, and Brutus apparently
agrees to do so. Shortly afterwards, plans are made at a secret meeting in Brutus’ orchard. The
date is set; it will be on the day known as the ‘Ides of March’, the fifteenth day of the month.
Caesar is to be killed in the senate chambers by the concealed daggers and swords of the assembled
conspirators.

The preceding night Caesar’s wife, Calpurnia , terrified by horrible right mares, persuades
career not to go to the capital. But Caesar ignores her requests and proceeds. Then on the way to
capital, especially just before climbing the steps to senate a beggar tries to dissuade Caesar from
going there, but the conspirators never allow him to succeed. And thus Caesar is assassinated.
Later, Antony, Caesar’s friend, begs permission to at Caesar’s funeral. The crow swayed by Antony’s
speech, chose the conspirators forcing them to flee from Rome. Antony, together with Caesar’s
young grand nephew and adopted son, Octavius, and a wealthy banker, Lepidus, gather n army to
destroy the conspirators. Months later, in one battle at Philipi, the conspirators face defeat and
finally kill themselves.

Summary of Act-III Scene-I :

Caesar arrives at the capital with Antony, Lepidus and the conspirators. The Soothsayer
approaches Caesar. Cesar reminds him that the ‘Ides of March’ has come. The soothsayer answers,
Aye, Caesar, but not gone. Artenidorus then comes forward and urges Caesar to read his suit
written on a paper because it concerns him the most. Caesar tells him that what touches him
personally shall be looked into last of all. Artenidorus urges Caesar not to delay reading the paper.
Caesar angrily wonders if he is a mad man. Cassius tells Atenidorus to present his petition at the
capitol and not on the streets. Caesar leaves without reading the paper.

Now Cassius is fearful that their conspiracy has been discovered. He tells Casca that he
will kill himself if their secret becomes public. Brutus tells him to get hold of himself because
Caesar’s face shows no hint of suspicion. Cassius is relieved. He points out to Brutus that Trebonius
is taking Antony away from Caesar as planned by the conspirators. Decius wonders where metellus
cimber is, since he must present his petition to Caesar at once. Marcus tells Decikus that he is
ready to address Caesar. They must close in and help him. Metallus Cimber kneels to present
feature to Caesar does not ever do any wrong and cannot be convinced to reverse the judicial
orders without proper cause. Metallus ask Brutus, Cassius and Casca to come forward and
plead on his behalf. As per plan they move close to Caesar but they are refused sterly. Then
Casca, in seeming desperation, strikes the first dagger-blow at the back of Caesar’s neck and
others press in and repeatedly slab Caesar, who ceases to resist when he sees Brutus to delivering

89
the blow of his sword.

Caesar dies, but the conspirators do not have a plan thereafter. Cinna and Cassius let out
historical cries to address the senators, who seem to be tumbling over one another to flee from
thee. He only manages to reassure the aged Publius. Tebonius reports that an amazed Antony
has fled to his house.

Mark Antony’s servant soon comes on the scene with a gesture of respect from his master.
Antony only wishes to be told why Caesar deserved this fate. Brutus tells the servant to send his
master. He promises that his master shall not be harmed. He wanted Antony on their side but
Cassius did not like the idea fully.

Antony appears with painful lamentation for the mighty Caesar. Brutus tries to console
and convince him by saying that his heart is full of brotherly love of him. Cassius too reassures
Antony. Brutus promises to explain in detail why Caesar was killed once the people have been
calmed down. The Cassius and Brutus ask Antony that on what terms he wishes to be with them.
And Antony, after praising Caesar by comparing him to a Deer who was driven to a bay and then
pulled down by a pack of dogs, seeks permission to take Caesar’s body to the market place for
funeral and also seeks permission to speak in praise of Caesar. Cassius disagrees but Brutus
agrees on the following conditions:-

He (Brutus) must speak before Antony.

Antony must not blame the conspirators

He can praise Caesar but criticize none of the conspirators.

He must speak from the same platform as Brutus.

Antony accepts these conditions, and the conspirators leave the scene. Antony, left alone
with Caesar’s body, pays homage to the great leader He asks Caesar’s body to forgive him for
approving the bloody deeds of the conspirators.

A servant of Octavius Caesar enters and informs Antony that his master is only twenty
miles outside Rome. Antony sends the servant back with the message that Rome is not a safe
place for him. The act ends with Caesar’s funeral preparation.

17.4 Comprehension

1. There are ___________ conspirators in Julius Caesar

Ans. (a) 5 (b) 4 (c) 7 (d) 8

2. ______________ tries to warn Caesars through the letter.

Ans (a) Brutus (b) Casca (c) Cinna (d) Artemidorus

3. One of the following conspirators takes Antony away from the scene of Assassination

Ans (a) Trelonius (b) Atemidogus (c) Casca (d) Cinna

90
4. One of the following is not among the conspirators

Ans (a) Brutus (b) Publius (c) Cinna (d) Cassius

5. One of the following conspirators stabs Caesar first.

Ans (a) Cinna (b) Brutus (c) Casca (d) Casius

6. One of the following conspirators stabs Caesar last.

Ans (a) Caius Ligrius (b) Metallus Cimber

(c) Decius Brutus (d) Marcus Brutus

7. One of the following conspirators does not stab Caesar.

Ans (a) Metellus Gimber (b) Trebonius (c) Brutus (d) Cussius

8. One of following members seconds Gimber’s request.

Ans. (a) Decius (b) Cinna (c) Brutus (d) Cassius

9. One of the following members calls out ‘Liberty, freedom, and enfranchisement

after the assassination.

Ans. (a) Decius Brutus (b) Cassins (c) Cinna (d) Casca

(e) Marcus Brutus

10. One of the following characters is the brother-in-law of Brutus

Ans (a) Cimber (b) Casca (c) Cinna (d) Cassius (e) Decius Brutus

Key 1 (e) 2. (d) 3 (a) 4 (b) 5. (c) 6. (d) 7. (b) 8. (c) 9 (b) 10 (d)

II Answer the following questions :

1. Why does Caesar refuse to read the letter brought by Artemidorus?

Ans Because Artenidorus says that it has something for his personal concern.

2. What does casing fear about?

Ans That their conspiracy has perhaps become public

3. What Metellus Cimber’s request ?

Ans. To reverse the judicial orders f his brother’ banishment.

4. Who seconds metellius’ request

Ans. Marcus Brutus

5. What do Cinna and Cassiung declare after the Caesar’s death.

91
Ans. Cinna utters – liberty, freedom, tyrrny is dead.

Cassins utters – liberty, freedom, enfranchisement

6. Why does cassius sys that ‘Trrbonuis is vey thoughtful and timely?

Ans. Because he takes away Antony just ast the right time.

7. Who objects for Antony’s come back? Why?

Ans. Cassius. It is because he knew thast Antony loved Caesar very much.

17.5 Glossary

1. Pulpit - Platform (Stage like)

2. Olympus - a great mountain in grace where all gods live ` <˚yêyêdüyTÓ qÆ |üs«¡ ‘·eTT
3. Vouchsafe - Give permission, grant ` nqTÁ>∑V≤æ +∫ Ç#·TÃ, <äjT· #˚jT· T, |üPN Ç#·TÃ
4. Bootless - in vain (waste) ` ìwüŒ\yÓTqÆ , e´s¡yú TÓ qÆ
5. Abridged - shortened ` ≈£î~+#·T, ≈£î|¢ øÔ” ]£ +#·T, dü+Á>∑V≤ü + #ÓsTT´
6. Slay - Kill ` #·+|ü⁄, dü+Vü≤]+#·T, <ës¡TD+>± #·+|ü⁄
7. Suit - request

8. Sirrah - addressing lowly person – ‘boy’ ` ãπs

9 Dooms day - the last day ` eTVü‰Á|üfij
¯ T· ø±\eTT, ø£˝≤ŒekÕqeTT
10 hart - deer ` yÓTT>∑õ+ø£
11 Ate - goddess of mischief and revenge

12 Cry Flavor - declare destruction

17.6 Activity for you

1. What was Antony’s prophecy?

2 How does Antony react to Caesar’s death? Why he takes his body to market place.

17.3 Character Sketch

1. Julius Caesar : Brave, proud , noble at times, ambitious, adamant, in other words, constant
in thoughts and deeds. He was over-confident and over-ambitious at times.

2. Mark Antony : He is portrayed as a confident and a devoted follower of Caesar. He is a

skilled orator. He is one of the triumvirs. He instigate fury in the minds of mobs against the
conspirators not just for avenging Caesar’s murder but also to win public’s favour to become
Caesar.

3. Marcus Brutus : A judicial magistrate of Rome, he is widely admired for his noble nature.

92
 He becomes the conspirator because he genuinely fears that Caesar will become tyrant.

4. Decius Brutus : He is the one who persuades Caesar to attend the Senate on the day of
the Ides of March by f fabricating a flattering interpretation of Calpurnia’s dream and by
telling Caesar that the senate.

5. Cassius : The brother in-law of Brutes. He organizes the conspiracy against Caesar and
recruits Brutus by deviously placing forged letters before Brutus. He also argues that Antony
should be assassinated along with Caesar.

p*j·Tdt d”»s¡T
Á|ü<ëÛ q bÕÁ‘·\T
p*j·Tdt d”»s¡T : >∑jT· dt p*j·Tdt d”»s¡T (_.dæ. 13`07`100 ` 15`03`44) s√eTqT ôdì’ ø£, sê»ø°jT·
Hêj·T≈£î&ÉT. >∑D‘·+Á‘· s√yéTqT s√eTqT kÕÁe÷»´eTT>± $dü]Ô +|ü #˚jT· ≥+˝À Á|ü<ëÛ q bÕÁ‘· b˛wæ+∫qyê&ÉT.
dü÷‘Y ùdj·Ts¡T : (uÛ$Ñ wü´yêDÏ) : e÷]à 15 (◊&é‡ Ä|òt e÷]Ã) e ‘˚~ ◊&é‡ |òTü &çjT· \T ` C≤Á>∑‘>Ô· ± ñ+&ÉeTì d”»s¡TqT
\÷|üsY ø±˝Ÿ |ü+&ÉT>∑ y˚&TÉ ø£˝À¢ ôV≤#·Ã]+#ê&ÉT. (e÷]Ã, y˚T, E˝…,’ nø√ºãs¡T e÷kÕ˝À¢ ◊&é‡ 15e ‘˚~q, $T–*q
e÷kÕ˝À¢ 13e ‘˚Bq ekÕÔsTT.
e÷sYÿ j·÷+≥˙ : d”»sY≈î£ Äràj·T Ä+‘·s+¡ –≈£î&ÉT, n+øÏ‘· uÛ≤e+‘√ ñ+&˚ nqT#·sT¡ &ÉT. n<äT“¤‘y· TÓ qÆ Á|üd+ü ^≈£î&ÉT,
eø£èÔ ‘·« ì|ü⁄DT&ÉT. ∫es¡≈î£ $»j·T+ kÕ~ÛkÕÔ&TÉ .
bÕ|æ\dt˝H… ê : ôdHÓ≥s¡T, d”»sY ôdì{Ÿ uÛeÑ qeTT˝ÀøÏ Á|üy•˚ +∫q|ü&ÉT, ø±´wæjT· dt Á|üD≤[ø£ »j·TÁ|ü<+ä ø±yê\ì
Äø±+øÏkå ÕÔ&TÉ — ‘·q <Û√s¡D‘Ï √ ø±wæjT· dt, Áã÷≥dt\qT ˇøÏ+‘· uÛj
Ñ ÷· ìøÏ >∑T] #˚kÕÔ&TÉ .
|ü_j
¢ T· dt : ej·TdüT MT]q ôdHÓ≥sY— ≈£îÁ≥<ës¡T\˝À bÕ≥T d”»sY≈î£ n+>∑sø¡ ≈å£ î£ &ç>± n‘·ì yÓ+≥ ôdHÓ{Ÿ≈î£ ekÕÔ&TÉ —
d”»sYqT Vü≤‘·´ #˚jT· ≥+ #·÷∫ ñ<˚«>±ìøÏ ˝Àqe⁄‘ê&ÉT— Vü≤‘·´ ‘·sT¡ yê‘· bÂs¡T˝…e«]ø° @ Vü‰˙ »s¡><∑ ìä #Ó|Œü eTì
Áã÷≥dt n‘·&ìç ãj·T≥≈£î bÂs¡T\ e<ä≈› î£ |ü+|ü⁄‘ê&ÉT.
Äπø$º j·Tdt d”»s¡T : d”»s¡T≈£î ô|+|ü⁄&ÉT ø=&ÉT≈£î (<ä‘|Ô· ⁄ü Á‘·T&ÉT) yês¡dTü &ÉT. j·÷+{˙‘√ ø£*dæ ôdH’ ê´ìï |ò*æ |”ŒHé≈î£
q&ç|+æ ∫, ø±´wæjT· Hé, Áã÷≥düT yÓTT<ä\>∑T ≈£îÁ≥<ës¡T\ô|’ $»j·T+ kÕ~ÛkÕÔ&TÉ .
≈£îÁ≥<ës¡T\T
e÷s¡ÿdt Áã÷≥düT : s√yéT q>∑s¡ Hê´j·TeT÷]Ô ñ<ë‘·Ô dü«uÛ≤e+‘√ n+<ä] eTqïq\T bı+~qyê&ÉT. d”»s¡T ìj·T+‘·>±
e÷s¡‘ê&˚y÷Ó qH˚ uÛjÑ T· +‘√ ≈£îÁ≥<ës¡T\‘√ #˚‘T· \T ø£\T|ü⁄‘ê&ÉT. Ä<äsÙ¡ yê~— Ä<äsÙ¡ yê<äyT˚ n‘·ì düeTs¡‘ú q· T nD>∑
‘=≈£îÿ‘·T+~. ns¡+ú ˝Òì Ä<äsÙ¡ yê<ä+‘√ eTT+<äT ø±wæjT· dt e˝≤¢, ‘·sê«‘· j·÷+≥˙ e˝≤¢ <Óã“‹+{≤&ÉT.

93
ø±wæjT· dt : ø±wæjT· dt ` Áã÷≥düT\T u≤yê ` u≤eeTs¡T<äT\T. ≈£îÁ≥≈£î eT÷\+ ø±wæjT· dt ‘·q yê<äHê |ü{eÏ T‘√,
‘·|ü &ÉT dü+‘·ø±\T #˚dæ |ü+|æq ñ‘·sÔ ê\‘√ Áã÷≥dtqT ≈£îÁ≥<ës¡Tì>± #˚kÕÔ&TÉ . d”»s¡T‘√bÕ≥T j·÷+≥˙qT ≈£L&Ü
#·+bÕ\+{≤&ÉT. ø±ì Áã÷≥dt ˇ|üø√&ÉT.
ø±düÿ : C≤Á>∑‘Ô· |üsT¡ &ÉT. ≈£îÁ≥ neT\T≈£î eTT+<äT sêÁ‘˚ ≈£îÁ≥<ës¡T\‘√ ø£\TkÕÔ&TÉ . ôdHÓ{À¢ d”»s¡TqT yÓTT<ä≥ bı&ç#~˚
Ç‘·H!˚
dæHê : Áã÷≥düTqT ≈£îÁ≥˝À Ç]øÏ+#·eTì ø±wæjT· dt≈î£ dü\Vü‰ Ç∫Ãqyê&ÉT. Áã÷≥dt ù|s¡ ø±wæjT· dt <=+>∑ dü+‘·ø±\‘√
Áyêdæq ñ‘·sÔ ê\qT Áã÷≥dt ø£+≥ |ü&≥˚ ≥T¢ #˚dqæ yê&ÉT.
&Ódj
æ T· dt Áã÷≥dt : ø±\÷Œ]ïj·÷ (d”»sY uÛ≤s¡´) ≈£î e∫Ãq |”&É ø£\\≈£î d”»sYqT øÏØ≥ <Ûë]ì #˚j÷· \qT≈£î+≥Tqï≥T¢
eÁø£ uÛ≤wü´+ #Ó|Œæ , e÷]à 15 e ‘˚~ d”»sY ôdHÓ{Ÿ≈î£ yÓfifl‚ ≥≥T¢ #˚dqæ yê&ÉT.
$Tf…\dt dæ+ãsY : ‘·q k˛<äsT¡ ì <˚X¯ ãVæ≤wüÿs¡D •ø£å s¡<Tä › #˚jT· eTì y˚&TÉ ≈£î+≥÷ d”»sY <äèwæìº Äø£]¸+∫qyê&ÉT— <äèwæº
eTs¡*q d”»sYqT ≈£îÁ≥<ës¡T\T #·T≥Tº eTT≥º>± yÓqTïb˛≥T≈£î ø±kÕÿ≈£î neø±X¯+ ≈£î~]+~.
Áf…uÀìj·Tdt : j·÷+{˙ì $&ç∫ |ü⁄#êÃ\ì yê~düTqÔ ï Áã÷≥dt≈î£ e‘êÔdTü |ü*øÏqyê&ÉT. d”»sYqT Vü≤‘·´ #˚dTü +Ô fÒ,
n‘·ìøÏ kÕj·T+ n+<ä≈î£ +&Ü j·÷+{˙ì ãj·T≥≈£î rdüTø¬ [flqyê&ÉT. n+<äTe\¢ d”»sYqT bı&Éeì @¬øø’ £ ≈£îÁ≥<ës¡T>±
$T–*qyê&ÉT.
ø£jT· dt ˝…>’ ±]j·Tdt : ≈£îÁ≥˝À #˚]q ∫e]yê&ÉT. e÷]à 15, ñ<äjT· + ≈£îÁ≥<ës¡T\‘√ ø£\TkÕÔ&TÉ . eTT+<äT nHês√>∑´+
q{Ï+∫Hê Áã÷≥dt MT~ >ös¡e+‘√ ≈£îÁ≥˝À ø£*XÊ&ÉT. Áã÷≥dt #Ó|Œæ q<˚ <ÓH’ ê+ #˚kÕÔq+{≤&ÉT.
d”»sY : e÷]à ˝À ◊&É¢ |òTü &çjT· \T e∫Ãq$.
dü÷‘Y ùdj·Ts¡T : WqT d”»s¡T — Ç+ø± yÓfifl¯ ˝Ò<Tä .
Ä]º : d”»s¡T≈£î »j·TeTT, á |üÁ‘·eTT #·÷&É+&ç
&Ódj
æ T· dt : eTT+<äT>± ‘·q nuÛ´Ñ s¡qú qT #·÷&ÉeTì Áf…uÀìj·Tdt $qï$+#·T≈£î+≥THêï&ÉT.
Ä]º : z, d”»sY, eTT+<äT Ç~ #·<Tä e⁄— Ç~ d”»s¡T≈£î Äràj·TyÓT+Æ ~.
d”»sY : ‘·q≈£î dü+ã+~Û+∫q $wüjT· y˚T<ÓH’ ê düsπ , d”»s¡T ∫es¡≈î£ #·÷kÕÔ&TÉ .
Ä]º : Ä\dü´+ e<äT—› yÓ+≥H˚ #·<Tä e⁄ d”»sY
d”»sY : @$T{°— |æ∫à @yÓTHÆ ê |ü{+ºÏ <ë?
|ü_¢ : ‘·|ü ø√— <ë]e<äT\T!
ø±wæjT· dt : @$T{°, ˙ nuÛ´Ñ s¡qú M<ÛTä ˝À¢ ÇkÕÔyê? ø±|æ≥˝Ÿ≈î£ sê (d”»sY, ‘·~‘·sT¡ \T ôdHÓ{Ÿ˝À Á|üy•˚ kÕÔsT¡ ).
bÕ|æ*j·Tdt : MTs¡T ‘·\ô|{Ïqº ø±s¡´eTT HÓsy¡ s˚ ê\ì ø√s¡T≈£î+≥THêïqT.

94
ø±wæjT· dt : @ ø±s¡´eTT, bÕ|æ*j·Tdt?
bÕ|æ : M&√ÿ\T!
Áã÷≥dt : bÕ|æ*j·Tdt ˝…Hê @$T{Ï n+≥THêï&ÉT?
ø±wæjT· dt : eTq ø±s¡´+ HÓsy¡ s˚ ê\ì ø√s¡T≈£î+≥THêï&ÉT. eTq Á|üD≤[ø£ ãVæ≤s¡‘Z y· TÓ +Æ <˚y÷Ó qì uÛj
Ñ T· |ü&TÉ ‘·THêïqT.
Áã÷≥dt : #·÷&ÉT, n‘·qT d”»sYqT m˝≤ düMT|ædTü HÔ êï&√, ø£ìô|≥º+&ç.
ø±wæjT· dt : ø±kÕÿ, ‘·«s¡>±, eTqø£&TÉ ¶ |ü&eÉ #·TÃ. @+ #˚<ë›+ Áã÷≥dt? Ç~ ãj·T≥ |ü&‘ç ˚ ø±wæjT· dt>±ì d”»sY>±ì,
mes√ ˇø£sT¡ #êyê*. H˚qT #·kÕÔqT.
Áã÷≥dt : ø±wæjT· dt, Á|üXÊ+‘·+>± ñ+&ÉT— bÕ|æ*j·T ˝…Hê eTq Á|üD≤[ø£ >∑T]+∫ #Ó|Œü &É+ ˝Ò<Tä . #·÷&ÉT n‘·qT
∫s¡Tqe⁄«\T ∫+~düTHÔ êï&ÉT, d”»s¡T ≈£L&Ü n+‘˚!
ø±wæjT· dt : Áf…uÀìj·Tdt≈î£ m|ü&√ ‘Ó\TdüT. #·÷&ÉT Áã÷≥dt, j·÷+{˙q n‘·qT m˝≤ ‘·|Œæ düTHÔ êï&√! (j·÷+≥˙,
Áf…uÀìj·Tdt, Çs¡Te⁄s¡T ìÁwüÿeTD)
&Ódj
æ T· dt : yÓT{Ï\dt dæ+ãs¡T mø£ÿ&É? n‘·qT yÓ+≥H˚ d”»s¡T≈£î ‘·q $C≤„|qü |üÁ‘·+ Çyê«*.
Áã÷≥dt : n‘·qT dæ<y∆ä T˚ , <ä>sZ∑ >¡ ± »s¡>+∑ &ç— >∑T+|ü⁄>± eT÷–, n‘·&ìç ø±düTø√+&ç.
dæHêï : ø±kÕÿ, yÓTT<ä{Ï b˛≥T ˙<˚.
d”»s¡T : n+‘ê dæ<y∆ä T˚ Hê? d”»s¡T, ‘·q ôdHÓ{Ÿ‘√ ø£\dæ |ü]wüÿ]+#·e\dæq düeTdü´ ˝Ò$T{Ï?
yÓT{Ï\dt : Msê~ÛMs¡T&Ü, Á|ü‘ê|üe+‘·T&Ü, d”»sY, $qÁeTT&Ó’ yÓT{Ï\dt MT eTT+<äT yÓ÷ø£]\T¢‘T· Hêï&ÉT. (yÓ÷ø£]\T¢‘ê&ÉT).
d”»sY : e<äT,› dæ+ãsY, e+– e+– ô|fÒº <ä+&Ü\T, <˚≈î£ fi¯ófl, kÕ<Ûës¡D e÷qe⁄\qT Á|üu≤Û $‘·+ #ÓjT· ´e#·TÃ. |æ\¢
#˚w\ºü T>± sêC≤´+>∑+‘√ me¬sH’ ê Ä&ÉTø√e#·TÃ. ø±ì d”»s¡T ø±<äT. ‹j·T´{Ï e÷≥\≈£î yÓTTs¡yTÓ #·TÃ\≈£î ˝§+–b˛e{≤ìøÏ
d”»s¡T ã\V”≤qT&ÉT ø±<äT. MT k˛<äsT¡ &ÉT dæ+ãs¡T #·≥º Á|üø±s¡+ ãVæ≤wüÿ]+|üã&ܶ&TÉ . n‘·ì ø√dü+ <˚_]ùdÔ ìqTï ≈£L&Ü
≈£îø£ÿqT ‘·]$Tq≥Tº ‘·]$Tø=&É‘ês¡T. d”»s¡T Á|ü»\≈£î nHê´j·T+ #ÓjT· ´&ÉT. #ÓjT· ´eTì me¬sH’ ê #Ó|Œæ Hê $q&ÉT. ‘·q≈£î
Hê´j·TeTì|æ+#˚~ #˚kÕÔ&TÉ , ‘Ó\TdüTø√!
yÓT{Ï\dt : Hê ‘·eTTà&ÉT ‘·s|¡ ⁄ü q Hê ø£Hêï u≤>± e÷{≤¢&ç d”»s¡Tï ˇ|æŒ+#·>\∑ yêπs ˝Òsê?
Áã÷≥dt : d”»sY, ˙#˚‹ì eTT<ë›&TÉ ‘·THêïqT. Ç~ ˙ yÓT|ü ø√dü+ ø±<äT. |ü_j
¢ T· dt dæ+ãs¡T •ø£qå T s¡<Tä #› j
˚ T· &ÉeTì
n&É>{∑ ≤ìøÏ e÷Á‘·yT˚ .
d”»sY : @$T{Ï~ Áã÷≥dt?
ø±*j·Tdt : ø£$å T+#·T d”»sY, ø£eå ÷_Ûøå£ Á|ükÕ~+#·T, |ü_j
¢ T· dt dæ+ãs¡T •ø£å s¡<Tä › #ÓjT· ´eTì y˚&TÉ ≈£î+≥÷ ø±wæjT· dt ˙≈£î
yÓ÷ø£]\T¢‘T· Hêï&ÉT.

95
d”»s¡T : H˚qT ˙˝≤{Ï yê&çH‘’Ó ˚ ‘˚*>±Z MT≈£î ˝§+–b˛j˚T yê&çH.˚ H˚qT n&É<¶ ë]q á kÕúsTTøÏ e∫à ñ+fÒ, á y˚&øç √fi¯fl≈£î
ø£~*b˛j˚Tyê&çH.˚ ø±ì H˚qT ñ‘·sÔ êq bı&ç∫q #·Tø£ÿ ˝≤>± dæsú ∫¡ ‘·T&Ô ìç . Äø±XÊq ˝…øÿ£ ≈£î $T+∫ qø£Áå ‘ê\THêïsTT.
n–ï ø£D≤\˝Ò!¢ yÓT]dæ e÷j·TeTe⁄‘·T+{≤sTT. ø±ì ñ‘·sÔ êq ñ+&˚ #·Tø£ÿ <ë] y˚sT¡ . n~ <äè&ÛyÉ TÓ qÆ B, dæsú y¡ TÓ qÆ B, uÛ÷Ñ $T
MT<ä qT+&ç #·÷ùdÔ <ëì dæsú ‘¡ «· + >√#·]düT+Ô ~. n~ e÷qe⁄\ ø√düyT˚ ne‘·]+∫+~. nsTT‘˚ e÷qe⁄\T s¡øeÔ£ ÷+kÕ\‘√
|ü⁄{Ïqº ãT~∆ Je⁄\T. ◊Hê yê]˝À ‘·q kÕúHêìøÏ dæsú +¡ >± n+{Ïô|≥Tºø√H˚yê&ÉT, nqïe÷≥≈£î ã<äT˝› q’… yê&ÉT ˇø£ÿ&çì
H˚HsÓ T¡ >∑T<äTqT. Ä ˇø£ÿ&çì H˚H!˚ H˚qT dæsú ∫¡ ‘·eÔ TT ñqïyê&çì, $wüj÷· ìï düŒwü+º >± #ÓãT‘êqT. dæ+ãs¡T≈£î <˚X¯ ãVæ≤wüÿs¡D
•ø£å $~Û+#˚ $wüjT· +˝À H˚qT dæsú +¡ >± ñHêïqT. n‘·ì •ø£å ìX¯Ãj·T+>± ø=qkÕ>∑T‘·T+~.
dæHêï : z, d”»sY!
d”»s¡T : <˚e‘·\ ÄyêdüyTÓ qÆ ˇ*+|ædt •Ksêìï ø£~*+#·>\∑ sπ yÓ÷>±ì, qqTï e÷Á‘·+ ø±<äT.
&Ódj
æ T· dt : |òTü qT&Ü, d”»sY!
d”»sY : Hê eTT+<äT yÓ÷ø£]*¢, ø±˝≤ìï eè<Ûë #ÓjT· ´&ÉyTÓ +<äT≈£î Áã÷≥dt?
ø±düÿ : H˚qT e÷≥\yê&çì ø±<äT d”»sY, #˚‘\· yê&çì e÷Á‘·yT˚ ! (d”»sY yÓT&É MT<ä ø±düÿ ø£‹‘Ô √ bı&ÉTkÕÔ&TÉ . n‘·ì
eTT+CÒ‹ì d”»s¡T |ü≥Tº≈î£ +{≤&ÉT). Ç+‘·˝À $T–*q ≈£îÁ≥<ës¡T\T ≈£L&Ü bı&ÉTkÕÔsT¡ . ∫es¡≈î£ e÷s¡ÿdt Áã÷≥dt
≈£L&Ü).
d”»s¡T : @$T{Ï, qTe⁄« ≈£L&ÜHê Áã÷≥dt, nsTT‘˚ d”»sY b˛‘ê&ÉT. (d”»s¡T #·ìb˛‘ê&ÉT— Á|ü»\T, ôdHÓ≥s¡T¢ >∑+<äs>¡ √fi¯
|ü&‘É ê&ÉT).
dæyê : ùd«#·Ã!¤ kÕ«‘·+Á‘·´eTT! ìj·T+‘·è‘·«+ #·∫Ã+~! |üsT¡ >∑Tq yÓ[fl q>∑s¡ M<ÛTä \˝À á $wüjT· + #ê≥+&ç.
ø±wæjT· dt : Á|üC≤y˚~ø£ MT<ä≈î£ yÓ[fl mes¡Hêï ô|<ä>› ± øπ ø£\T ô|≥º+&ç, ùd«#·Ã!¤ kÕ«‘·+Á‘·´eTT! Á|üC≤kÕ«eT´+! nì
ns¡e+&ç.
Áã÷≥dt : Á|üC˝≤sê, ôdq≥s¡˝¢ ≤sê! u…<sä ø¡ +£ &ç— bÕ]b˛ø£+&ç— mø£ÿ&çyês¡øÿ£ &˚ ñ+&É+&ç. <äTsêX¯ ‘·–qeT÷\´+ #Ó*+¢ ∫+~.
ø±düÿ : Áã÷≥dt, ˙e⁄ y˚~ø£ e<ä≈› î£ yÓfió¯ fl.
&Ódæ : ø±wæjT· dt, ˙e⁄ ≈£L&Ü!
Áã÷≥dt : |ü_j
¢ T· dt mø£ÿ&É?
dæHêï : á >∑+<äs>¡ √fi≤ìøÏ ~eTà‹]– ñHêï&ÉT.
yÓT{Ï\dt : n+<äs÷¡ <ä>sZ∑ >¡ ± eT÷>∑+&ç, d”»sY $TÁ‘·T˝…es¬ H’ ê sêe#·TÃ.
Áã÷≥dt : nø£ÿsπ <¢ Tä , |ü_j
¢ T· dt, dü+ãs¡|&ü TÉ , y˚&TÉ ø£ #˚dTü ø√! |ü_j
¢ T· dt, ˙≈£î >±ì eTπs s√eTqT&çø>Ï ±ì @ Vü‰˙ »s¡><∑ Tä .
Ä e÷&ç m\T¬>‹Ôu≤≥T, |ü_j ¢ T· dt.

96
ø±wæjT· dt : yÓ[flb˛, |ü_j
¢ T· dt, Á|ü»\T >∑T+|ü⁄\T>± e∫Ã|ü&eÉ #·TÃ. ˙˝≤{Ï ô|<ä› ej·TdüT yê]øÏ Á|üe÷<ä+ »s¡>e∑ #·TÃ.
Áã÷≥dt : y˚TeTT #˚dqæ á |üì e\¢ y˚TeTT ø±ø£ y˚s¬ es¡÷ Çã“+~ |ü&≈É L£ &É<Tä . <äjT· #˚dæ yÓ[flb˛. (Áf…uÀìj·Tdt
|ü⁄qsê>∑eTq+).
ø±wæjT· dt : j·÷+{˙ @&ç? mø£ÿ&É?
Áf…uÀìj·Tdt : Äj·Tq Ç+{ÏøÏ |üsT¡ >∑TrXÊ&ÉT. Ç<˚$T{À j·TT>±+‘·|⁄ü s√C…q’ ≥T¢ $\|æd÷ü Ô |üsT¡ >¬ ‘êÔ&TÉ . Á|ü»\T ` Ád”,Ô
|ü⁄s¡Twüß\T, |æ\\¢ T ` n+<äs÷¡ #·÷dü÷+Ô &É>±H˚.
Áã÷≥dt : eTq+ $~∏ #˚‹ u§eTà\+ eTq+ eTs¡DkÏ ÕÔeTì eTq≈£î ‘Ó\TdüT. ø±ì m|ü&ÉT, m˝≤ ` eT]ø=+‘· ø±\+
Áã‹ø£&+É m˝≤ nH˚ e÷qe⁄&ÉT Ä˝À∫kÕÔ&TÉ .
ø±kÕÿ : 20 dü+ˆˆ\T eTT+<äT>± #·ìb˛sTTqyê&ÉT, eTè‘·T´uÛj
Ñ T· + 20dü+ˆˆ\T ‘·–+Z #·Tø√>∑\T>∑T‘ê&ÉT.
Áã÷≥dt : ne⁄qT! (ø±düÿ #Ó|Œæ +~ dü‘´· +). Ä $<Û+ä >± eTè‘·T´e⁄ eTq≈£î y˚T\T #˚dTü qÔ ï~. d”»s¡TqT Vü≤‘· e÷]Ãq
eTq+ n‘·ìøÏ $TÁ‘·T\y˚T. m+<äTø£+fÒ d”»sYqT eTè‘·T´ uÛj Ñ T· + qT+&ç s¡ø+åÏ #ê+ ø£qTø£. s√eTqT˝≤sê, yÓ÷ø£]\¢+&ç,
d”»sY s¡ø+Ô£ ‘√ eTq #˚‘T· \T ` yÓ÷#˚sTT es¡≈î£ ø£&TÉ ≈£îÿ+<ëeTT, s¡+&ç. eTq ø£‘T· \Ô qT d”»sY s¡ø+Ô£ ‘√ n_ÛùwøÏ<ë›+ s¡+&ç.
s¡T~Ûse¡ sêíìï dü+‘·]+#·T≈£îqï eTq ø£‘T· \Ô qT s¡a[|æd÷ü HÔ ˚ q>∑s¡ øπ +Á<ëìøÏ yÓ[fl, XÊ+‹! dü«‘·+Á‘·eTT! ùd«#·Ã!¤ nì
ìq~<ë›+ |ü<+ä &ç.
ø±wæjT· dt : yÓ÷ø£]\¢+&ç, #˚‘T· \T ø£&>É +∑ &ç, sêqTqï ‘·sê\ yês¡T $X¯«yê´|ü+Ô >±, Ç+ø± ñìøÏ ˝ÀìøÏ sêì <˚XÊ\˝À,
eTTqTà+<äT |ü⁄≥ºuÀj˚Tyês¡T, ÇVü≤eTTqTà+<äT @s¡Œ&ÉqTqï uÛ≤wü\˝À á #ê]Á‘ê‘·àø£ |òTü ≥qqT Hê≥ø£ s¡÷|ü+˝À
Á|ü<]ä ÙkÕÔsT¡ .
Áã÷≥dt : bÕ+ù| $Á>∑V≤ü |”s+¡ƒ e<ä› X¯eyÓTÆ |ü&qç á d”»s¡T eTTqTà+<äT mìïkÕs¡T¢ ~wüuº §eTà s¡÷|ü+˝À n‘·´+‘·
ùV≤j·TyÓTqÆ Ø‹˝À nee÷ì+|üã&É‘ê&√, eT¬sìï |üsê´j·÷\T eT{Ïøº s£ T¡ kÕÔ&√!
ø±wæjT· dt : <˚XÊìøÏ ùd«#·Ã¤ Á|ükÕ~+∫q Ms¡T\T>± eTq yÓTìïkÕs¡T¢ XÊ¢|Tæò +|üã&É‘êyÓ÷, nìïkÕs¡T.¢
&Ódæ : düsπ , eTq+ ãj·T˝Òs› <¡ ëe÷?
ø±wæjT· dt : ne⁄qT, eTqeT+‘ê yÓ[flb˛yê*. Áã÷≥dt <ë] rkÕÔ&TÉ . Äj·TqTï nqTdü]<ë›eTT. á s√yéT˝À n‘·´+‘·
<Ûs’Ó ´¡ XÊ\T\T, X¯Ss¡T\T nsTTq yês¡T eTq*ï nqTdü]kÕÔsT¡ .

97
 ùde≈£î&ç Á|üyX˚ +¯
Áã÷≥dt : ˇø£ÿ ø£D
å +, mes¡‘q· T? j·÷+≥˙ $TÁ‘·T&Ü?
ùde≈£î&ÉT : e÷ j·T»e÷ì Ä»„ y˚Ts¡≈î£ MT eTT+<äT kÕcÕº+>∑ |ü&TÉ ‘·THêï&ÉT. Äj·Tq MT≈£î #Ó|Œü eTqï e÷≥\T,
ªªÁã÷≥dt ñ<ë‘·yÔ TÓ qÆ yê&ÉT. Ç+–‘·eTT, $#·Áø£D ñqïyê&ÉT. X¯Ss¡T&ÉT, >ös¡$+|ü<–ä qyê&ÉT. d”»s¡T ã\e+‘·T&ÉT,
kÕVü≤dæ, ؃$, <äsŒ¡ eTT\Tqïyê&ÉT, Áù|e÷düŒ<äT&ÉT ø£qTø£ Áã÷≥dtqT Áù|$TkÕÔqT, >ös¡$kÕÔqT. d”»s¡+fÒ H˚qT uÛj
Ñ T· |ü&ÜÔqT.
d”»sYqT >ös¡$kÕÔqT, Áù|$TkÕÔqT, Ä+{ÀìøÏ Vü‰ì »s¡><∑ ˙ä ‘·qì ø£*dæ d”»s¡TqT #·+|ü{≤ìøÏ ø±s¡D+ #ÓãT‘êq˙
Áã÷≥dt Vü‰MT ÇùdÔ j·÷+{˙ Çø£eTT+<äT d”»s¡Tï Áù|$T+#·&TÉ . q÷‘·q Á|üuTÑÛ ‘·«+ ˇ&ç<Tä &ÉT≈£î\≈£î ˝Àqe⁄‘·T+~. n{Ϻ
dü+<äsꓤ\˝À Áã÷≥dt≈î£ u≤dü≥>± j·÷+≥˙ ì\ã&É‘ê&ÉT. nì e÷ j·T»e÷ì j·÷+≥˙ ‘·eT]øÏ eTq$ #˚jT· eTHêïs¡T.
Áã÷≥dt : MT j·T»e÷ì $y˚ø,Ï X¯Ss¡T&ÉT, H˚q‘·ì >∑T]+∫ y˚sπ MT m|ü&É÷ nq˝Ò<Tä . Äj·Tq Çø£ÿ&çøÏ sêyê\qT≈£î+fÒ,
ìs¡u´ÑÛ +‘·s+¡ >± sêe#·TÃ. Äj·Tq n&ç–‘˚, »]–q |òTü ≥q≈£î H˚ì#˚à $es¡D‘√ Äj·Tq ‘·è|æÔ #Ó+<äT‘ê&ÉT. Äj·Tq≈£î @
Vü‰˙ »s¡><∑ ìä e÷≥sTTdüTHÔ êïqT.
ùde≈£î&ÉT : e÷ j·T»e÷ìì, Ç|üŒ&˚ rdüTø=kÕÔqT. (ùde≈£î&ç ìÁwüÿeTD)
Áã÷≥dt : Äj·Tq eTq≈£î eT+∫ $TÁ‘·T&ÉT ø±qTHêï&ÉT.
ø±wæjT· dt : ˙ e÷≥ ì»+ ø±yê\ì Ä•kÕÔqT. ø±ì Hêπø<√ nqTe÷q+>± ñqï~. Hê nqTe÷Hê\T m|ü&ÉT
düÁø£eTyÓTqÆ y˚.

j·÷+{˙ Á|üyX˚ +¯
Áã÷≥dt : n&ÉT>√, j·÷+{˙ edüTHÔ êï&ÉT. j·÷+{˙, kÕ«>∑‘e· TT
j·÷+{° : (d”»sY X¯e+ yÓ|’ ⁄ü #·÷dü÷)Ô z, d”»sY, m+‘·{Ï yê&ç$ m˝≤ nsTTb˛j·÷yé? n+‘·{Ï X¯øeÔÏ T+‘·T&ç$, ∫es¡≈î£
Ç˝≤ H˚\≈£L˝≤yê? ˙ j·TT<ä∆ $»j·÷\T, >∑‘· yÓu’ yÑÛ ê\T n˙ï á kÕúsTTøÏ ≈£î+∫+#·T≈£î b˛sTTqyê? n+‹eT M&√ÿ\T
|ü\T≈£î‘·THêïqT. $TÁ‘·e÷.
(≈£îÁ≥<ës¡T\ yÓ|’ ⁄ü ‹]–) : ô|<ä˝› ≤sê, MT ñ<˚X› y¯ T˚ $T{À Hê≈£î ‘Ó*j·T<äT. mes¡T #êyê˝À, me] s¡ø+Ô£ ∫+~+#˚
düeTj·T+ <ä>sZ∑ ¡ |ü&+ç <√! ˇø£yfi˚ ,¯ n~Hê<˚ nsTT‘˚ d”»s¡T eTè‹ #Ó+~q y˚fiø¯ +£ f… düs¬ q’ ~ yπ̊s @eTT+≥T+~?
Á|ü|+ü #·+˝ÀH˚ n‘·T´‘·eÔ TyÓTqÆ (d”»s¡T) s¡øeÔ£ TT˝À |ü⁄˙‘·yTÓ qÆ MT ø£‘T· \Ô ø£Hêï eT+∫ Äj·TT<Ûyä T˚ ~? ˇø£ y˚fi¯ n~ Hêe+‘˚
nsTT‘˚ $TeTà*¢ y˚&TÉ ≈£î+≥THêïqT. yÓ+≥H˚ MT |üì |üP]Ô #˚jT· +&ç, Ç+ø£ MT #˚‘T· \ ø£+{Ïq HÓ‘T· {Ô Ï yêdüq\T ‘·>øZ∑ £
eTT+<˚, eTs¡ø\£ T Äs¡øe£ TT+<˚, MT y˚&ç #·˝≤¢sø¡ e£ TT+<˚ qqTï #·+|ü+&ç. eTs√ yÓsTT´ dü+e‘·‡sê\T Áã‹øÏq ‘·sê«‘·
◊Hêdüsπ , H˚qT #êe⁄≈£î Ç|üŒ{Ï˝≤ dæ<|∆ä &ü qÉ T. d”»s¡T Vü≤‘·yTÓ qÆ á #√≥T ø£+f… eT+∫~ Hê¬øø£ÿ&ÉT+≥T+~? m≥T
#·÷dæHê düeTø±©qT˝À¢ MT ø£+f… >=|üŒ yê¬ses¡T ˝ÒsT¡ , n{Ϻ e÷ #˚‘T· ˝À¢ #êe&É+ ø£+f… $X‚wyü T˚ eTT+~? ô|>’ ± Çø£ÿ&É
98
d”»s¡T Á|üøÿ£ q.... H˚qT #êe{≤ìøÏ Ç+‘·≈î£ $T+∫q e÷s¡yZ T˚ ˝Ò<Tä .
Áã÷≥dt : z... j·÷+≥˙, ìqTï Vü≤‘·´ #ÓjT· ´eTì eTeTà*ï e‹Ô&ç ô|≥º≈î£ . y˚TeTT ìs¡«Væ≤+∫q áÁ≈£Ls¡ ø±s¡´eTT,
s¡ø£Ô dæø±Ô˝…’q e÷#˚‘·T\T y˚TeTT Á≈£Ls¡ø£s¡Tà\e˝…, s¡ø£Ô|æbÕdüT\ e˝… >√#·]+#·e#·TÃ. ø±ì e÷ Vü≤è<äj·T y˚<äq
ø£ìŒ+#·<Tä >∑<ë! n–ï n–ïì ÄπsŒ #·+<ëq <äjT· <äjT· qT s¡÷|ü⁄e÷|ü⁄‘·T+~. »]–q ‘·|ü \ e\¢ s√yéT |ü≥¢ C≤*—
Ä <äjT˚ d”»sYqT Vü≤‘·e÷]Ã+~. ˙≈£î dü+ã+~Û+∫q+‘·es¡≈î£ e÷ ø£‘T· \Ô T (Äj·TT<Ûë\T) ã+&Éu≤]q$. e÷ #˚‘T· \T
Á≈£Ls¡eTT>± >√#·]+∫Hê, Vü≤è<äj÷· \T ìqTï e÷˝À ˇø£&>ç ± eTìïdüTHÔ êïsTT. Ä<äsD ¡ ‘√ ìqTï kÕ«>∑‹düTHÔ êïsTT.
˙|ü≥¢ dü<들eq, >ös¡yê_Ûe÷Hê\T ‘·|Œü nq´y˚T ˝Ò<Tä .
ø±wæjT· dt : ˙e⁄ e÷≈£î dü]düe÷qT&Ée⁄. e÷≈£î <äøπ ÿ >ös¡yê_Ûe÷Hê\T n<˚ kÕúsTT˝À ˙≈£L <ä≈î£ ÿ‘êsTT.
Áã÷≥dt : z]$T eVæ≤+#·T, uÛj
Ñ T· $Vü≤«\T˝…q’ Á|ü»\qT kÕe<Ûëq|üs#¡ ˚ es¡≈î£ , ø±düÔ z|æø£ |ü≥Tº. ‘·sê«‘·, ˙≈£î n+‘ê
$e]kÕÔqT. d”»s¡THé n+‘·>± Áù|$T+∫q H˚qT, m+<äT≈£î <Óã“rXÊH√, H˚qT #˚dqæ |üì m+<äT≈£î #˚XÊH√ n+‘ê
$X¯Bø£]kÕÔqT.
j·÷+{˙ : MT Ç+–‘· C≤„Hêìï, $y˚ø±ìï H˚qT X¯+øÏ+#·qT. s¡ødÔ£ øæ yÔ£ TÓ qÆ MT Vü≤kÕÔ\qT Hê≈£î n+~+#·+&ç. MT‘√
ø£s#¡ ê\qeTT #ÓjT· ´ìe«+&ç n+<äse¡ T÷ #˚‘T· \T ø£\T|ü⁄<ë+, eTT+<äT>± e÷s¡ÿdt Áã÷≥dt, ˙ Vü≤dü+Ô ‘·sT¡ yê‘· øπ j·Tdt,
ø±«wæjT· dt, ˙ ø£se¡ TT, Ç|ü&ÉT &Ódj
æ T· dt Áã÷≥dt. Ä yÓT{Ï\dt, ˙~ dæHê, z, ø±kÕÿ, ø£&eÉ T ÁbÕ<Ûëq´+˝À e÷Á‘·+
ø±<äT Áf…uÀìj·Tdt. n+<äs÷¡ ô|<ä› eTqTwüß˝Ò, njÓ÷´ @+ e÷{≤¢&>É \∑ qT. Hê >ös¡eeTsê´<ä\T ‹s√>∑eTq+˝À
|ü‘H· êedü˝ú À ñHêïsTT. MTs¡T qqTï |æ]øÏ|+ü <ä ÄH√, uÛÁÑ {≤EqH√ nqTø√e#·TÃ. z.... d”»sY, H˚qT ìqTï Áù|$T+#êqT,
yêdüeÔ y˚T... Ç|ü&ÉT Ä‘·à Çø£ÿ&É »s¡T>∑T‘·Tqï~ #·÷&É>*∑ –‘˚, n<˚ u≤~ÛdTü +Ô ~. ˙ eTs¡D+ ø£+f… m≈£îÿe>± Ç~
dü\T|ü⁄‘·T+~. ˙ X¯Á‘·Te⁄\‘√ j·÷+{˙ dü+~ÛøÏ dæ<|∆ä &ü ܶ&TÉ , s¡ø+Ô£ z&ÉT‘·Tqï ˙ X¯Á‘·Te⁄\ Vü≤kÕÔ\qT n+<äTø√e&É+
ø√dü+ ‘·q Vü≤dü+Ô #ê|ü⁄‘·THêï&ÉT ` nB ˙ X¯e+ eTT+<äT? n+‘·ø+£ f… ˙ e+{Ï MT<ä ñqï >±j·÷\T mìï ñ+fÒ, Hê≈£î
nìï qj·THê\T ñ+&ç, n$ <ÛësêbÕ‘·+>± ˙ >±j·÷\T qT+&ç z&ÉT‘·Tqï s¡ø<Ô£ ëÛ s¡\e˝…, ø£˙ïs¡T $&Ée≥y˚T y˚T\T>∑<ë!
ø£$å T+#·T $TÁ‘·e÷ Çø£ÿ&É ˙e⁄ y˚≥e⁄ y˚&ìç Çø£ÿ&ÉT |ü&bç ˛j·÷´, ìqTï y˚{≤&çq y˚≥>±fi¯ófl ` ∫+~+∫q ˙s¡T~Ûs+¡ yê]
MT<ä |ü&qç +<äTq dæ+<Û÷ä s¡ es¡+í dü+‘·]+#·Tø=ì Çø£ÿ&˚ ñHêïs¡T. z $X¯«e÷, Çø£ÿ&É |ü&ç ñqï á ˝Ò&ç ìH˚ï ‘·qT
$Vü≤]+#˚ ø±q>± #˚d≈æ î£ qï~. Çø£ á eTìwæ ‘êH˚ $X¯« Vü≤è<äjT· yÓTHÆ ê&ÉT. z p*j·Tdt, j·TTesêE\T nH˚≈î£ \≈£î
y˚≥yÓ’ y˚{≤&Éã&çq ˝Ò&yç ’Ó |ü&ç ñHêïyê!
ø±wæjT· dt : e÷sYÿ j·÷+{˙! (j·÷+{˙ e÷≥\T ñ|üyê´düyTÓ Æ Á|üe÷<ä |òTü +{Ïø\£ T yÓ÷–+#˚ neø±XÊìï |üd>æ {∑ qºÏ
ø±wæjT· dt, n‘·ìï Äù| Á|üjT· ‘·ï+ #˚kÕÔ&TÉ ).
j·÷+{˙ : ø£+å ‘·e⁄´&çï ø£jT· dt ø±´wæjT· dt, d”»s¡T X¯Á‘·Te⁄\T #Óù|Œ~ Ç<˚! ø£qTø£ ùdïVæ≤‘·T&ÉT>±, H˚qT Ä e÷Á‘·+
#Ó|Œü &É+ <Ûsä à¡ düeTà‘·yT˚ .

99
ø±wæjT· dt : d”»s¡Tï bı>∑&qç +<äT≈£î ìqTï ‘·|ü |ü≥qº T ø±ì, qTe⁄ e÷‘√ m≥Te+{Ï dü+ã+<Û+ä ø√s¡T≈£î+≥THêïy√
‘Ó*j·÷* >∑<ë! e÷‘√ #˚‘T· \T ø£*|æ e÷˝À ˇø£&>ç ± ñ+{≤yê? ˝Òø£ ˙ ø√dü+ Ä>∑ø£ e÷ |üìy˚T+ #˚dTü ≈£îb˛e≥e÷?
j·÷+{˙ : n+<äTøπ Ç+‘·≈î£ eTT+<˚ MT n+<ä]‘√ ø£s#¡ ê\qeTT #˚XÊqT— ø±ì d”»sY <˚V‰ü ìï #·÷ùd dü]øÏ Hê <äèwæº
m{À yÓ[fl+~. H˚qT MT $TÁ‘·T&çH!˚ $TeTTà*ï H˚qT Áù|$TdüTHÔ êïqT. düsπ , d”»s¡T Á|üe÷<ä ùV≤‘·TeHêïs¡T. m+<äTø√,
m˝≤H√ MTs¡T $X¯<|ä sü T¡ kÕÔsì¡ Ä•düTHÔ êïqT.
Áã÷≥dt : á <äèX¯´+ Ä≥$ø£‘q· T ‘·\|ædTü qÔ ï~. Ç˝≤ m+<äT≈£î #ÓjT· ´e\dæ e∫Ã+<√, $qï ‘·sê«‘· j·÷+{˙, ˇø£yfi˚ ¯
qTe⁄ d”»sY |ü⁄Á‘·T&çyH’Ó ê düsπ , e÷#·s´¡ qT Vü≤]¸kÕÔe⁄.
j·÷+{˙ : H˚q&ç>π ~ Ç+‘·es¡øπ Ä ‘·sê«‘· á bÕ]∆e<˚V‰ü ìï yê´bÕs¡ ≈£L&É*øÏ rdüTø¬ [fl n+‹eT dü+kÕÿsêìøÏ eTT+<äT
∫qï Á|üd+ü >∑+ #˚kÕÔqT. M{ÏøÏ nqTeT‹ ñ+fÒ n<˚ |ü~y˚\T.
Áã÷≥dt : ‘·|Œü ≈£î+&Ü, e÷sYÿ j·÷+{˙.
ø±wæjT· dt : Áã÷≥dt, ˇø£ÿe÷≥, qTy˚«+ #˚dTü qÔ ïB ˙ø£e>∑‘+· ø±efÒ<¢ Tä n+‹eT dü+kÕÿsêìøÏ eTT+<äT j·÷+{˙ì
e÷{≤¢&ìÉ e«≈£î. n‘·&TÉ Á|üd+ü –ùdÔ Á|ü»\T #ê˝≤ ‘˚*>±Z #Ó‘’ q· ´e+‘·T\e⁄‘ês¡T.
Áã÷≥dt : ø£$å T+#ê*, y˚~ø£ e<ä≈› î£ yÓ[fl eTT+<äT H˚qT e÷{≤¢&‘É êqT. d”»s¡T #êe⁄≈£î ø±s¡D+ ≈£L&Ü #ÓbÕÔqT.
j·÷+{˙ e÷ nqTeT‹‘√H˚ Á|üd+ü –kÕÔ&ìÉ Á|üø{£ kÏ ÕÔqT. eTs¡D≤q+‘·s+¡ d”»s¡T≈£î »s¡>e∑ \dæq ø±s¡´Áø£eTeTT #·≥º
Á|üø±s¡+ »s¡T>∑Tq˙ Á|üø{£ kÏ ÕÔqT. <ëìe\¢ #Ó&TÉ ø£Hêï eT+#˚ m≈£îÿe ˇq≈£L&ÉT‘·T+~µµ.
ø±wæjT· dt : @+ »s¡>q∑ Tqï<√ Hê≈£î ‘Ó*j·T<äT Hê¬ø‘’ ˚ Çwü+º ˝Ò<Tä .
Áã÷≥dt : e÷sYÿ j·÷+{˙, Ç~>√, d”»sY bÕ]∆<V˚ ‰ü ìï ‘·s*¡ +#·T! ˙ Á|üd+ü >∑+˝À mø£ÿ&Ü eTeTà*ï ì+~+#·≈î£ , d”»sY
eT+∫‘·q+ >∑T]+∫ qTe⁄ #Ó|Œü >∑*–q<ä+‘ê #Ó|ü , n˝≤ #Ó|Œü {≤ìøÏ e÷ nqTeT‹ ñqï<äì ≈£L&Ü #Ó|ü . ˝Òøb£ ˛‘˚
ndü\T ˙ Á|üd+ü >∑yT˚ ñ+&É<Tä , ndü\T ˙ bÕÁ‘˚ ñ+&É<Tä . H˚qT e÷{≤¢&qç y˚~ø£qT+&˚ ` Hê ‘·sê«‘˚ ˙e⁄ Á|üd+ü –+#ê*.
j·÷+{˙ : ˇ|ü≈£î+≥THêïqT, H˚qT Ç+πøMT n&É>q∑ T.
Áã÷≥dt : bÕ]úe<˚V‰ü ìï dæ<+∆ä #ÓsTT. Ä‘·sê«‘· eTeTà*ï nqTdü]+#·T.

j·÷+≥˙ ‘·|Œü $T–*q yê] ìÁwüÿeTD

j·÷+{˙ : á ø£kÕsTT yê]‘√ Ç+‘· eTè<äTe⁄>±, ˙s¡d+ü >± e÷{≤¢&qç +<äT≈£î qqTï ø£$å T+#·T $TÁ‘·e÷! #·]Á‘·˝À
Ç+‘·≈î£ eTT+<äT ˝Òì ` mes¡÷ ms¡T>∑ì |ü⁄D´#·]‘·T&ç •~Û\ <˚V≤ü + eT{Ï˝º À ø£*dæb˛‘·T+~. Ç+‘·{Ï eTVü‰˙j·TT&ç s¡ø+Ô£
ø£+≥ #·÷∫q bÕbÕ‘·Tà\ #˚‘T· \T |ü&bç ˛‘êsTT! ˇø=ÿø£ÿ ø£‹Ô b˛≥T ˇø=ÿø£ÿ H√¬s,’ ‘·q s¡øeÔ£ s¡í n<Ûsä ê\T ‘Ó]∫q≥T¢
e÷{≤¢&øÉ ,£ ‘·q≈£î e÷s¡T>∑ e÷{≤¢&eÉ Tì qqTï nuÛ´Ñ ]údTü qÔ ï≥T¢qï~. düsπ , uÛ$Ñ wü´‘·TÔ #ÓãT‘·THêïqT, |ü⁄s¡Twü J$‘ê\≈£î

100
XÊ|üeTT ‘·–* ù|>¢ T∑ yê´~Û˝≤>± |”&dç Tü +Ô ~. Ç≥© yÓTT‘·+Ô n+‘·sT¡ ´<ä+∆ Á|üã\T‘·T+~. s¡øbÔ£ Õ‘·eTT, $HêX¯qeTT, Á≈£Ls¡
ø£sà¡ \T ` ì‘·´ø£è‘·´eTT\T. j·TT<√∆Hêà<äeTT ‘·\T¢\ e&ç˝Àì |üdøæ +£ <äT\qT eTTø£ÿ\T>± ‘·]– b˛düT+Ô fÒ, Ä Á≈£Ls¡
nø£è‘ê´\qT #·÷düTqÔ ï ‘·\T¢\ >∑T+&Ó˝À¢ C≤*, <äjT· Ç+øÏb˛>±, <äj÷· s¡V≤æ ‘·T˝…,’ Á≈£Ls¡ ø£]àwüß˝º ’… <äsV¡ ‰ü dü+ #˚kÕÔsT¡ .
d”»s¡T Ä‘·à Á|ürø±πs#·Ã‘¤ √ s¡–*b˛‘·÷, qs¡ø+£ qT+&ç ø£\Vü‰\T, $s√<Ûë\T düèwæ+º #˚ X¯≈î£ \Ô T ‘·q≈£î ‘√&ÉTsê>± `
ª<Û«ä +dü+, $<Û«ä +dü+µ nì sê»]ø£|⁄ü >=+‘·T‘√ ÄC≤„|dæ ÷ü Ô ªªj·TT<ä∆ X¯≈î£ \Ô qT s¬ #·Ã>=&ÉT‘·T+&É>±, á uÛ÷Ñ eT+&É\+ ô|’
≈£î[flq X¯yê\T ‘·eTì Kqq+ #ÓjT· ´eTì eT÷\T>∑T‘êsTT.

(Äπø$º j·Tdt ùde≈£î&ç Á|üyX˚ +¯ )

˙e⁄ Äπø$º j·Tdt ùde≈£î&ç$ ø£<÷ä ?
ùde≈£î&ÉT : ne⁄qT Á|üu÷ÑÛ !
j·÷+{˙ : n‘·&ìç s√yéT≈£î s¡eTàì d”»sY ñ‘·sÔ +¡ sêXÊ&ÉT.
ùde≈£î&ÉT : ñ‘·sÔ ê\T n+~qsTT Á|üu÷ÑÛ Äj·Tq edüTHÔ êï&ÉT, MT≈£î e÷≥ #Ó|Œü eTHêï&ÉT. (j·÷<äè∫äø+£ >± d”»sY <˚V‰ü ìï
#·÷dæ @&ÉT|ü⁄ yÓTT<ä\T ô|&É‘ê&ÉT).
j·÷+{˙ : <äT:K+‘√H˚ >∑T+&Ó ãs¡TyÓøÿÏ +~, qTyÓ«fi¯ófl, yÓ[fl @&çÃ, Vü≤è<äjT· uÛ≤s¡+ ~+|ü⁄ø√ (j·÷+{˙ >=+‘·T
>±<ä~Z ø£eTe⁄‘·T+~, <äT:KeTT, qqTï|ü≥Tº≈î£ +≥Tqï~. ˙ø£+≥˙s¡T #·÷dæq Hê ø£fifl¯ ˝À ˙s¡T ‹]–+~. MT j·T»e÷ì
edüTHÔ êï&ÉT.
ùde≈£î&ÉT : (>∑Tø£ÿ ‹|ü≈£îì) : Çø£ÿ&É≈î£ 7 yÓTfiÆ fl¯ <ä÷s¡+˝À $&ç~#˚XÊs¡T Á|üu÷ÑÛ .
j·÷+{˙ : yÓfió¯ fl, yÓfifl¯ >∑*–q+‘· y˚>+∑ >± yÓ[fl, @+ »]–+<√ #Ó|ü s√yéT $cÕ<ä+˝À ñqï~, s√yéT Á|üe÷<ä+˝À
ñqï~. á s√yéT Äπø$º j·Tdt≈î£ n+‘· uÛÁÑ <äyTÓ qÆ ~ ø±<äT. yÓ[fl Ä e÷≥ #Ó|ü . ˇø£ÿ ø£D
å + ñ+&ÉT á X¯yêìï H˚qT
yêDÏ»´ ≈£L&É*øÏ rdüTø¬ fi‚fl es¡≈î£ ˙e⁄ eTs¡\≈£î.
n~ #·÷ùd,Ô e÷ j·T»e÷ì (ìwüÿ|üD).
á X¯yêìï yêDÏ»´ ≈£L&É*øÏ rdüTø¬ fi‚fl es¡≈î£ ˙e⁄ eTs¡\≈£î. nø£ÿ&É Hê Á|üd+ü >∑+ ‘·sê«‘·, á Vü≤+‘·≈î£ \ Á≈£Ls¡
#·s´¡ \≈£î Á|üC≤düŒ+<äq m˝≤ ñ+≥T+<√ #·÷&Ü*. n~ #·÷ùd,Ô MT j·T»e÷ìøÏ @+ #ÓbÕŒ˝À ˙≈£î ‘Ó\TdüT+Ô ~.
#ÓsTT|ü≥Tº (d”»s¡T <˚V≤ü +‘√ ìÁwüÿeTD).

101
Lesson 18

WRITING SECTION

1. Writing Curriculum vitae

What is a Curriculum Vitae (CV)?

A Curriculum Vitae is a written informative document for official purpose to give/get the
details of an individual for assigning him or her a specific job/task.

Why a Curriculum Vitae is required?

The C.V. which is also known as resume (pronounced re-zyu-may). It is a brief written
account of an individual’s personal details, such as full name, parents’ name, one’s DOB,
address and contact number, e-mail-ID, Educational qualifications, academic/others, job
experience, languages spoken/known, one’s interests/hobbies etc.

• How a Curriculum Vitae must be written?

Curriculum Vitae must be written in neat, clear, formal and easy-to-read format. It should
present a positive, interesting impression of the person it belongs to and thus help him/her
achieve the desired goal. It should put forth your candidature with high professional
standards and excellent skills.

Some points to be remembered :

It should be printed one preferably. (It should be in neat & bold letters, if hand written).

Give Educational and job (previous) job details clearly i.e., year, place, post etc. (never
mention previous salary drawn in written).

Use action verbs rather noun and adjectives or adverbs to present the details of job
experience. For example, instead of saying that you have 3xperience in training
administrative staff, you could say that ‘while working as manager administration, you
also trained several batches of administrative assistants.

Avoid giving irrelevant information (parents status and job experience in detail) etc.

A Sample C.V.

102
 CURRICULUM VITAE

Name : Mr. Umeid Ali

Address : A-23,, Grden View Court

Jalandhar

Ph: 26658278

Nationality : Indian

Date of Birth & Age : 6th July, 1984 30 years

Objective : To obtain the post of PGT-Cmputers

Academic Qualifications

· Post Graduate in M.C.A. – 2007

· M.Ed with English & Computer – Science as main subject – 2006 Other Qualifications

· Diploma in Linguistic Skills.

Work Experience

· Worked as Lecturer in DAV Engineering from 2009 to 2011.

· Job Profile: Identifying scope for improving students’ IT levels.

· Write a C.V. for an older relative or friend for a job in government organization. Use
the sample C.V. as model.

103
Lesson 19

E-CORRESPONDENCE

What is e-correspondence?

The written communication with a person far from us, using the Internet. It can be a
business/official/application or a personal letter sent/received as an Electronic mail (letters).

How is it better than usual postal communication?

It’s because of their speed and convenience, e-mails are better than usual postal
communication. It is cheaper than postal or courier communication.

How to write e-mail.

Do not skip the subject line. Your subject must provide a clear idea of the content of
your message. Be specific. If their inbox lists many messages of yours, then only the
subject line will help them find the required message.

Do not too long e-mail messages as no one is free enough to read several pages.

The tone you use should be appropriate to relation you have with the recipient. You
may use informal/casual language if the recipient is relative or close friend. In other
cases, business/official communication, it is good to use formal tone.

Be careful while sending attachments. Send them only if necessary. Attachments take a
long time to download and open. They can carry viruses or be incompatible with the
software of the recipient’s computer.

Do not type the whole message in capital letters. It is considered to be a rude act,
known as ‘flaming’. The recipient may feel offended.

Do not write anything illegal or unethical, for anything can be retrieved by hackers, by
house employers or by government investigating agencies and even by criminals.

Be careful about sending copies to others. Use the bcc (blind coy) line for people who
want to keep their privacy.

Components of the e-mail

From – sender’s mail ID

To – Recipient mail ID

Cc (Carbon Copy) – list of addresses of the recipients.

Bcc (blind carbon copy) – The recipients’ addresses typed here will not be seen by other
recipient.

Subject: This is for the subject of the message.

104

Attachment : These are files which go with message. The recipient has to down load them
in order to see.

Specimen e-mail message

From

To [email protected]
Add Cc\C/Add Bcc
Subject Publication Proposal 1
Attach a file
NB/2456/34
22 May 2014

D.Umeid Ali
Alpha Technologies
Vadodara-390001

Dear Dr.Umeid Ali,

Thank you for writing to us about your manuscript titled ‘data Structure’. We are interested
in the publication proposal. Could you send summary of your work and work and a table of
contents to edit. [email protected]. This will help us understand your proposal better.
Thank you again for approaching Hamsa Publishers. We look forward to hearing from you

With Regards,

Sincerely,

Ashu Malhotra.

FAXES

What are faxes ?

Faxes are also electronic letters/messages – official/business/personal. These are more formal
and short, generally with no salutation.

How a fax is done?

A fax is done electronically using a telephone line, a fax machine and then a special type of
printing machine.

105

A simple fax:

University Publishing Company

25 Asia Towers
MG. Road
Nasik 258008
Tel: 048 27654300
Fax: 26453789

Fax
To
Sk. Bansal
Principal
Sarojini Devi Memorial School

From
Abdul Hasan
Fax No. 26753434
Subject: Sample Copies
Date : 6 June 2013
Pages including this page: 1

In following-up to our telephone conversation on 15th May, we are dispatching sample

copies of the following titles.

1. Practical Science: A Basic Courses

2. Chemistry for secondary classes

3. Modern Indian History

4. An encyclopedia of life sciences

Please acknowledge receipt of the sample copies.

We look forward to hearing from you.

106
 Abdul Hasan

Sales Manger

Exercise for you :

1. The Daily Times a local newspaper, has invited letters from the readers at the mail address
[email protected]. Write an e-mail saying that a series of articles in the newspaper
were well researched and informative and wishing to see more such articles.

2. You are Salim Ali of Cuttack. In response to a newspaper advertisement, you wrote a
letter to the Personnel Manager of Orissa Engineering Pvt. Ltd., applying for the post of an
assistant engineer in the company, bus forgot to enclose your C.V. Write a fax to the
personnel manager of the company, apologizing for the oversight on your part and sending
your C.V..

107
Lesson 20

NOTE MAKING

Why making notes: Making notes while reading an article or a book is not only a very useful
study skill but is also one that will help you t work. Beside helping you remember what you
read or heard sometimes ago, making notes will enable us to organize our own thought more
logically.

How to write note

1. Note down important points only. For example, the title, subtitle, name of person/ imp.
Places etc.

2. Use a clear layout, spaces, sub-heads, bullets etc. so that the notes are clear.

3. No need to use prepositions, conjunctions, articles etc. use dashes (hyphen) to link ideas.

4. Diagrams and tables can be used to make note making more informative.

5. Abbreviations can also be used in note making.

A short passage and a related set of notes are given below as a sample of note-making.

There are different forms of environmental pollution. Air pollution is caused by the burning
of coal and oil. It can damage the earth’s vegetation and cause respiratory problems in
humans. A second type of pollution is noise pollution. It is the result of the different types of
loud sounds. It cause severe headaches and high blood pressure. Another source of pollution
is radio-activity, which occurs when there is a leakage from a nuclear power station. Radio-
activity is a deadly pollutant, which kills or caused irreparable harm to those exposed to it.
Land and water pollution is caused by the careless disposal of huge qualities of rubbish sewage
and chemical wastes. Pollution of rivers and sea kills fishes and other marine life and becomes
the cause of water-borne diseases, hand pollution, on the other hand, poisons the soil, making
the food grown in it unfit for consumption.

Title : Environmental Pollution

Air

1. Cause

[a] Burning Coal and Oil.

2. Effect

[a] damage to vegetation

[b] respiratory problems in humans.

108

Noise

1. Cause

[a] Noise of air craft and traffic

[b] Loud sounds

2. Effect

[a] affect hearing

[b] cause bad headaches

[c] high blood pressure

Radioactivity

1. Cause

[a] leak from nuclear power station

2. Effect

[a] causes injury

[b] kills

Land and Water

1. Cause

[a] careless disposal of rubbish, sewage and chemical wastes

2. Effect

[a] water pollution

i. kills marine creatures

ii. causes water borne diseases

[b] land pollution

i. poisons the soil, makes food contaminated

Exercise for you

109
Lesson 21

REPORT WRITING

Structure :

21.1 Report

21.2 Types of Report

21.3 Features

21.4 Earthquake in Bilaspur

21.5 Report of experiments and processes

21.6 Samples of the experiment and procedure report

21.7 Official Reports

21.8 Sample of official reports

21.9 Exercise for you

21.1 Report :

A report is a form of writing that gives information about and event, situation or process
to someone who seeks details.

It should be written in simple, clear, in easy to understand language, and formal style.

There should be a clear mention of – what is it about who it is meant for, and what it will
be used for.

21.2 Types of Report :

1. Newspaper Report

2. Report of scientific experiments

3. Official reports prepare on the instructions of someone in authority.

1. Newspaper reports cove current events and day to day incidents in the country and abroad.

21.3 Features :

They are impersonal and objective in style.

110

The verb in the headings of newspaper reports either in simple present tense or in past
participle form. Sometimes the verb is proceeded with to (to + verb).

Eg. President leaves for SAARC meet Tughlaqabad fort given a face lift.

Book by Y.K. Reddy to be released.

Factual descriptions and narrations use verbs in the active and passive voice.

Eg: The Prime Minister met the members of the visiting UN Committee last evening. The
meeting was arranges in the Parliament House Annex It is believed that immediate plans
to fight terrorism were discussed at the meeting

Reports often include the opinions and statements by important persons/experts etc.

Use of expressions ‘unconfirmed reports and ‘reliable sources’ are often seen in Newspaper
report. Sample Report (News Paper)

21.4 Earthquake in Bilaspur :

The small sleepy town of Bilaspur was destroyed completely when an earthquake, measuring
5 on the Richter scale, struck without warning at 2:15 a.m on 2 June 2006. The damage caused
by the earthquake was immense. Two hundred people were killed and more than twice the number
were reported to have been badly injured. Several buildings in the town collapsed and the railway
lines connecting Bilaspur to outside world were wrecked. There was total power breakdown in the
town to add to the misery.

The army was called out to assist the local administration in its relief operations. Several
NGOs and other voluntary organizations came forward to provide medical assistance, food, water
and shelter. An amount of Rs.4 crores is being released from C.M’s fund, and this would be used
to pay a compensation of Rs.1 lakh each to the affected families.

21.5 Report of experiments and processes:

Writing academic reports i.e., reports of experiments and processes involves a different
style from that used in newspaper reports, general and descriptive reports. Since reports of
experiments and procedures need to focus on the process rather than on the performer of the
experiment, the verb appears in passive voice all through the report.

21.6 Samples of the experiment and procedure report :

A can with a duct for excess liquid to overflow was taken. The can was filled with water to
the level of the duct. An irregular object was put into the can and the displaced waster collected in
a collecting can. The volume of the water that overflowed was measured. This was found to be
equal to the volume of the irregular object that was put into the water.

111
II. A tablespoon of cooking oil was heated in pressure cooker. Cardamoms, cloves, finely
sliced onions, and a teaspoonful of ginger-garlic paste were added to the hot oil and sautéed until
golden brown. A cup of washed and drained rice together with chopped vegetables was put into
the cooker and stirred for a few minutes. Two cups of water poured into the mixture of rice and
vegetables and half a teaspoon of salt was added. The lid of the pressure cooker was closed tight;
and when steam began to escape, a weight was placed on the vent. The gas stove turned off after
one whistle and the pressure cooker was allowed to cool before being opened.

21.7 Official Reports :

Official or technical reports are formal reports written in response to instructions received from
someone in authority. They are also referred to as ‘survey reports’ because they are investigative in
nature and are written after studying or surveying, for example, a situation or the working of an
industry.

21.8 Sample of official reports :

From

Deepan John

District Education Inspector

Wrangal

15 May 2009

To

Dr Shashi Prakash

Chief Education Officer

District Centre, Department of Education

Warangal.

Title: Primary Education Prog.

Terms of Reference : As instructed by the minister of state for education, a survey was conducted
to assess the implementation of the governments 2007-2010 primary education program me in
four villages in the district.

Findings : The writer visited the four villages of Aknoor, Cheryl, Shyampet and Venkatapur to
observe and assess the programme. The findings of the study are as follows

a. According to records maintained in the local panchayat offices, the number of students
who enrolled in 2008-2009 increased from 23 to 56 in Aknoor, 14 o 47 in Cherial, 22 to
70 in Shyampet and 30 t 95 in Venkatapur.

112
 b. While a dropout of 7% was reported in Cherial, the other villages were able to retain their
initial strength for the entire course of the academic session.

c. It was confirmed that the mid-day meal was satisfactorily implemented in all the four
villages.

d. Except for three cases in Aknoor primary schools in the villages had all the students
vaccinated for typhoid and choler.

e. It was verified that the free distribution of books and stationery was done in all four
villages as per the records.

Conclusion and recommendations :

The government’s programme for improving primary education in the state seems to have succeeded
in Warangal district. It is recommended that permission be granted for the recruitment of more
trained teachers and for the sanction of funds for the renovation of school buildings in the villages
where this study was conducted

D.John

(Depan John)

21.9 Exercise for you :

1. Write a short newspaper report to suit the given headline

a. Theme Park for children inaugurated.

2. Write report of three short paragraph on

a Visit to a historical place

3. Imagine that you’ve completed the following experiments/procedures. Report in a short

paragraph each for the following:-

1. A chemistry experiment

2 Making chapattis / an omelet.

4. Imagine that you’re an educational officer with the state council of Higher Education. You
have been asked by the secretary of the council to investigate rumours of cheating in three
examination centers during the 2009 examination. Write an official report, presenting
facts and making recommendations.

113
Lesson 22

EXPANSION OF PROVERBS AND OTHER

SAYINGS

Structure :

22.1 Proverb

22.2 Sample

22.3 The related e anecdote

22.4 Tips for expanding proverb

22.5 Exercise for you

22.1 Proverb :

A proverb also called aphorism or a maxim is a well-known saying that conveys universal
facts or offers advice on life or behaviors. The proverbs are short sentences with a lot of knowledge
and wisdom to offer. It does not have dictionary meaning. E.g. Honesty is the best policy. It
indicates that a particular kind of behavior is highly beneficial in the long run of life.

Sometimes proverbial sayings are ironical. For example; Action speaks louder than words.
Although one’s action has no voice, it leaves a greater impact on others.

So expansion of proverb i.e., explanation of it, is a useful creative writing. To explain a

proverb, at first you will have to explain its meaning and elaborate on its significance by using
reasoning and giving examples from real life.

22.2 Sample :

When life gives you lemons, make lemonade. It is proverb frequently used by English
people in the west. It contains a metaphor, with ‘lemons’ representing opportunity , and ‘lemonade’
being the result of what use you make of that opportunity. Thus, the purpose of the saying not to
state the general truth but to offer advice. The proverb can be used in everyday social as well as
official situations to encourage people to grab every opportunity they get in life and to make most
of it.

22.3 The related e anecdote :

When I was at home this summer, my uncle told me that he was looking for an intern to
work with him in his company. I had the free time end qualification. Though I was not looking for
job, the internship would be a good experience and would strengthen my C.V. I asked my father
for advice and he simply said, “when life gives you lemons, make lemonade”. And I did it by

114
accepting my uncle’s offer.

22.4 Tips for expanding proverb:

1. Write few lines about its origin, beliefs associated with it.

2. Explain its meaning, significance, etc.

3. Correlate with real life experience.

4. Use simple day to day English and do not write too lengthy one paragraph or utmost two
are just enough.

5. Do not start ‘The proverb means’ or This is a well known proverb.

6. Conclude it in few impressive/interesting lines.

22.5 Exercise for you

Expand the following :

1. Pride goes before a fall

2. Better late than never

3. A stitch in time saves nine

4. Rome was not built in a day.

115
Lesson 23

DESCRIBING PEOPLE

Structure :

23.1 Picture Description

23.2 How to begin

23.3 Exercise for you

Paragraph writing is a skill as it demands apt vocabulary logical and correlated sentence
arrangement. There are different types of paragraph writing argumentative, analytical, descriptive
etc.

In descriptive writing, there are place description, event description, picture description
etc.

23.1 Picture Description :

Describing a scene, people and action captured in a picture is based on what you see and
form an idea about it. Essentially an image is made up of foreground and background. Starting
with that, one can move on to explore other dimensions and aspects of the image including setting
colors, figures of people/animals and their action.

Foreground :

The foreground is the front area of an image. Typically, it is the area of focus.

Background :

The background is that part of the picture that is behind the main area of focus. For
example, in a portrait, the face/image of a person is the foreground while the setting and other
figures behind the person is the background.

23.2 How to begin :

While attempting to describe the foreground and background of an image, start by identifying
the people, objects or activities captured in the picture. Then describe the people and their activities
(foreground first and the background later). The expression of details also includes colors. Colors
can be used to compliment the opposing figures.

The picture reflects the marvelous beauty of nature, perfect color sense and a skilled portrayal
of human figure with emotions clearly showing. In he foreground there is a bust-image of a man of
young age, perhaps 30s, with sharp features, especially the nose and the chin. He is well-dressed
in high neck T-shirt and a coat over it. His slightly raised head and eyes towards sky hints at his
116
brooding mood. In the background, one can see thousands of yellow flowers with lush green stems
and leaves and at the far end of this golden yellow flowers field is a mountain range with show
covered peaks shining when the sun rays fall upon them. In short, in this picture a man is amazed
and think about the magical beauty of nature.

Here in this we get a vision of a child at his home or perhaps the house of his master In the
background of the image two small trunks are kept in the left side corner of the room. There is
cloth hanging hook bar is nailed just above it on which two shirts are hung. Tow rack the right side
of the trunk is a bed and towards the left is the ward-robe which is wide opened. And just beside
the ward-robe towards right, is a study table with two books on it, placed carelessly. In the foreground,
there is a small boy of 12 dressed up in light green shirt and brown pant stuffing a bag with
clothes and other necessary things. His face expression reveals tht either he is robbing or trying to
escape from the house secretly.

23.3 Exercise for you :

Here are two pictures given below. See the pictures carefully and describe in about 100-
150 words.

117
Lesson 24

COMMON ERRORS IN ENGLISH

Structure :

24.1 Objectives

24.2 Introduction

24.3 Errors in the use of Nouns

24.4 Errors in the use of Verbs

24.5 Latin Derivatives

24.6 Errors in th4 use of Adjectives

24.7 Errors in the Formation of Question Tags

24.8 Errors in agreement of the Verb with the Subject

24.9 Errors in the use of Prepositions

24.10 Errors in the use of Articles

24.11 Let’s sum up

24.1 Objectives :

After going through this unit, you will be able to:

1. Write sentences correctly.

2. Identify various areas of errors.

3. Rectify some of the common mistakes.

4. Internalize the fundamental rules of grammar.

24.2 Introduction

Ignorance is a blank sheet on which we may write, but error is a scribbled one which we
must first erase

— Cotton.

This chapter contains a collection of typical mistakes that are committed by Indian students.
A detailed explanation is given for each type of mistake.

118
24.3 Errors in the use fo Nouns:

1. They have received no information (Wrong)

They have received no information (Correct)

The sceneries of Ooty are very beautiful (Wrong)

The scenery of Oooty is very beautiful (Correct)

Explanation: The nouns ‘scenery’, ‘information, luggage, furniture, etc. have no plurals as
they are uncountable nouns. They take singular verbs.

2. My father gave many advices (Wrong)

My father gave me many pieces of advice (Correct)

(or)

My father gave me advice (Correct)

3. My brother gave me an advice (Wrong)

My brother gave me a piece of advice (Correct)

(or)

My brother gave me advice (Correct)

4. I have an urgent business to do (Wrong)

I have urgent business to do (Correct)

(or)

I have some urgent business to do (Correct)

Explain: advice, business, news paper etc. referring to material are uncountable and hence
cannot be used with the indefinite article a or an and in the plural. But we can say ‘a piece
of advice’, many pieces of advice’ a piece of news or an item of news etc.

24.4 Errors in the use of Verbs:

1 He said that h will do it (Wrong)

He said he would do it (Correct)

119
 Explain: The error is related to the ‘seque3nce of Tenses’. If the main clause of a complex
sentence is in the past Tense, the subordinate clause also must be in the past Tense.

2 The teacher said that the earth moved round the sun (Wrong)

The teacher said that the earth moves round the sun (Correct)

Explain: If the main clause of a complex sentence is the past Tense, the subordinate clause
can be in the simple present, if it expresses a universal truth or a habitual action.

3. I always walk slowly lest I shall b tired (Wrong)

I always walk slowly lest I should be tried (Correct)

4 He works hard lest h will not fail (Wrong)

He works hard lest he should fail (Correct0)

Explain: If the word ‘lest’ connects a subordinate clause with the main clause, ‘should’
must always occur in the verb of the subordinate clause. ‘Lest’ is not followed by a negative.

5. If you will work hard, you will get first class (Wrong)

If you work hard, you will get first class (Correct

6 The earth is revolving round the sun (Wrong)

The earth revolves round the sun (Correct)

7. The sun is rising in the east (Wrong)

The sun rises in the east (Correct)

8. He is going to college everyday by bus (Wrong)

He goes to college everyday by bus (Correct)

Explain: The simple resent is used to express universal truths and habitual actions.

Wrong Correct

9. He is knowing it He knows it

10. I am having a car I have a car

11. I am hearing the bell I hear the bell

12. I am seeing the bus I see the bus

13. I am loving you I love you

14. I am understanding the lesson I understand the lesson

120
15 He is resembling his father He resembles his father

16 It is costing me ten rupees It costs me ten rupees

17. The jar is containing office The jar contains coffee

18. I am disliking you I dislike you

Explanation: There are many verbs that are generally not used in the present continuous
tense; often they denote a state or perception or cognition. They do not denote an activity
that is in progress. The following verbs are not usually used in the continuous: believe,
belong, consist, contain, have, know, understand, like, love, dislike, resemble, hear, see,
cost, smell, taste, want, wish etc. There are used in the simple present instead of the
present continuous.

19. She did not see him since last Sunday (Wrong)

She has not seen him since last Sunday (Correct)

Explain: ‘Since’ denotes a point of time in the past which has a connection to the present.
The simple past has no connection to the presence. Hence, the present perfect is used
instead of the simple past in the above sentence.

20. I shall call you hen the dinner will be ready (Wrong)

I shall call you when the dinner is ready (Correct)

21. She will come if you will invite her (Wrong)

She will come if you invite her (Correct)

Explanation: When the verb in the main clause is in the future tense, the verb ini the
subordinate clause should be in the present and not in the future.

22. See that you will come for the meeting in time (Wrong)

See that you come for the meeting in time (Correct)

23. Take care that you will not be cheated (Wrong)

Take care that you are not cheated (Correct)

Explanation: It is wrong to use the future tense in the subordinate clause after a verb in
imperative in the main clause.

24 It is time you go to bed (Wrong)

It is time you went to bed (Correct)

25. It is time I wash my face (Wrong)

It is time I washed my face (Correct)

121
26. It is high time that we leave the place (Wrong)

It is high time that we left the place (Correct)

Explanation: He expression ‘It is time’ or it is high time + subject is followed by a past

tense verb.

27. Having bitten the milkmaid, the master decided to shoot the dog (Wrong)

The dog having bitten the milk maid, the master decided to short it (Correct)

28. Being a rainy day, we had to abandon the match (Wrong)

It being a rainy day/As it was a rainy day,

we had to abandon the match (Correct)

Explain: The participle being a verb - Adjective should be related to a proper subject of
reference. If the subject is lacking or if a wrong subject is lacking or if a wrong subject is
used, the whole sentence would be wrong.

29. It is no use to ask her (Wrong)

There is no use waiting here endlessly (Correct)

Explanation: The expression it is no use/There is no use is followed by an –ing form of the

verb

30. He was hung for murder (Wrong)

He was hanged for murder (Correct)

31. He hanged the lam on the wall ‘ (Wrong)

He hung the lamp on the wall (Correct)

Explanation: The word ‘hang’ has two different meanings to kill a person by hanging; to
suspend from or attach loosely to some other object; The forms hang-hanged-hanged are
used in the meaning of ‘death by hanging’ and th forms hang-hung-hung are used for
things which are suspended from something.

32. I dislike you coming late (Wrong)

I dislike your coming late (Correct)

33 he insisted on me coming to the party (Wrong)

He insisted on my coming to the party (Correct)

122
 Explanation: When a noun or pronoun is placed before a gerund (V+ing) it
should be put in the possessive case.

34. He is desirous to make your acquaintance (Wrong)

He is desirous of making your acquaintance (Correct)

35. We were prevented to enter the room (Wrong)

We were prevented from entering the room (Correct)

Explanation: A preposition + gerund (V+ing)) is used instead of to +infinitive after certain

verbs and adjectives such as : prevent, desirous, fond, refrain, prohibited, confident etc.

36. He betted and lost a lot of money at the races (Wrong)

He bet and lost a lot of money at the races (Correct)

37. The President’s speech was broadcasted over All India Radio (Wrong)

The President’s speech was broadcast over All India Radio (Correct)

38. The law suit coasted me a great deal of money (Wrong)

The law suit cost me a great deal of money (Correct)

Explanation: Some weak verbs like bet, broadcast, ‘cost’, cut, put, hit, hurt, burst, forecast
have the same form in the present, past and past participle. So it is wrong to form the past
or past participle by adding-ed.

Put - Put - Put

Hurt - Hurt - Hurt

Cost - Cost - Cost

39. He both won a medal and a scholarship (Wrong)

He won both a medal and a scholarship (Correct)

40. The car either dashed against a goat or a donkey (Wrong)

The Car dashed against a goat or a donkey (Correct)

41 Neither the would play nor allow us to play (Wrong)

He would neither play nor allow us to play (Correct)

Explanation: When the correlatives either … or, neither …. Nor, both…. and, not only …
but also are used, we must see that they are placed immediately before the words which
they are to relate.

123
42 They made me to finish it (Wrong)

They made me finish it (Correct)

43. I felt it to move (Wrong)

I felt it move (Correct)

44. I watched them to put the tent up (Wrong)

I watched them put the tent up (Correct)

45. I heard a pin to drop (Wrong)

I heard a pin drop (Correct)

46. They won’t let me to go (Wrong)

They won’t let me go (Correct)

Explanation: Some verbs ‘make’, ‘let’, ‘feel’, ‘hear’, ‘notice’, ‘observe’, ‘see’, ‘watch’ take
an object and ‘bare’ infinitive. When these verbs are used in the passive they take the to-
infinitive.

47. Hardly the car had started when something

went wrong with the engine (Wrong)

Hardly had car started when something

went wrong with the engine (Correct)

48. No sooner he had received the telegram than he started crying (Wrong)

No sooner had he received the telegram than he started crying (Correct)

Explanation: When a certain adverbs are adverbials, particularly negative ones are used
at the beginning of a sentence, the subject is placed after the helping verb. The negative
adverbs are; Hardly, scarcely, No sooner, in no way, Not often etc

49. Tell me where is the post office? (Wrong)

Tell me where the post office is (Correct)

Explanation: In an indirect question, the question form is changed to statement form.

50. Although he came but I did not see him (Wrong)

Although he came I did not see him (Correct)

Explanation: ‘Although’ and ‘but’ do not co-occur.

124
24.5 Usage of Latin Derivatives:

1. Japanese cars are superior than those made in India (Wrong)

Japanese cars are superior to those made in India (Correct)

2. She is senior than me (Wrong)

She is senior to me (Correct0

Explanation: Adjectives like superior, inferior, senior, junior, prior, prefer, interior are
derived from Latin and they take ‘to’ instead of ‘than’

24.6 Errors in the use of Adjectives:

1. This is the most unique occasion in the history our club (Wrong)

This is a unique occasion in the history of our club (Correct)

Explanation: There are some adjectives which cannot allow any comparison, unique,
perfect, dead. It is wrong to say most unique, more perfect, more dead etc

2. He is the elder than the two brothers (Wrong)

He is the elder of the two brothers (Correct)

3. This is the oldest tree in the garden (Wrong)

This is the oldest tree in the garden (Correct)

4. He is elder than his sister (Wrong)

He is older than his sister (Correct)

Explanation: Elder and eldest are used only of persons, not animals or inanimate things.
Elder is never followed by ‘than’. Older and oldest are used of both living beings and
inanimate things.

5. She is more cleverer than her sister (Wrong)

She is cleverer than her sister Correct)

6. He is the most wisest of all (Wrong)

He is the wisest of all (Correct)

Explanation: Double comparatives and double superlatives must not be used.

7. It is the best of the two books (Wrong)

It is the better of the two books (Correct)

125
 Explanation: We should use comparative degree in comparing two things. The superlative
should not be used when the comparison is between two. It is used in comparing more
than two things or persons.

8. The climate of Hyderabad is better than Madras (Wrong)

The climate of Hyderabad is better than that of Madras (Correct)

9. The roads of Hyderabad are wider than Visakhapatnam (Wrong)

The roads of Hyderabad are wider than those of Visakhapatnam(Correct)

Explanation: The objects of comparison are the climate of Hyderabad and the climate of
Madras; the roads of Hyderabad and the roads of Visakhapatnam. To avoid the repetition
of a noun in a sentence we use that for singular noun and those for plural noun.

10. She and I love one another (Wrong)

She and I love each other (Correct)

11. Thos three girls love each other (Wrong)

Those three girls love one another (Correct)

Explanation: Each other is used in speaking of two persons or things and one another in
speaking of more than two.

12. Neither of the three boys came (Wrong)

None of the two boys came (Correct)

Explanation: ‘Either’ or ‘neither’ is used in reference to two only. ‘None’ or ‘Any one’ is
used for more than two.

13. The two first pages of the book are torn (Wrong)

The first two pages of the book are torn (Correct)

14. The two last chapters of the book are good (Wrong)

The last two chapters of the book are good (Correct)

Explanation: There can be only one first page and one last chapter. It implies that two
things may be first or last. The correct expressions are ‘the first two’ and ‘the last two’.

126
24.7 Errors in the formation of Question Tags :

1. Mr. Murthy is a carpenter, isn’t it?

Mr. Murthy is a carpenter, isn’t he?

2 She is not here, isn’t it?

She is not here, is she?

3. He became a lawyer, isn’t it?

He became a lawyer, didn’t he?

4. She has not done her home work, hasn’t she/

She has not done her home work, has she?

5. There are some books on the table, isn’t it?

There are some books on the table, aren’t there?

6 Honey tastes sweet, isn’t it?

Honey tastes sweet, doesn’t it?

Explanation: A tag question is a type of question form which is added to a statement to

invite the listener’s attention to the statement. It is formed using the following formula:
Helping verb + (n’t) + pronoun of the subject +? If the statement is negative, the tag is in
the affirmative; if the statement is affirmative the tag is in the negative. If there is no
helping verb, we have to use do, does or did according to the tense of the verb.

24.8 Erors in Agreement of the Verb with the subject:

1. Slow and steady win the race.

Slow and steady wins the race.

2. Bread and butter are our daily need.

Bread and butter is our daily need.

3. The crown and glory of life are character.

Explanation: When several singular subjects represent the same person or thing or when
they form one collective idea, a singular verb is used or thing or when they form one
collective idea, a singular verb is used.

4. The sound of the bells were heard by ever one.

The sound of the bells was heard by everyone.

Explanation: The plural words that come in between a singular subject and its verb do not
change the number of the subject.

127
5. He, along with his parents, are coming today (Wrong)

He along with his parents is coming today (Correct)

6. The letter together with other documents, were lost (Wrong)

The letter together with other documents was lost (Correct)

Explanation: When words are added to a singular subjects by with, together with, along
with, in addition to, besides, the number of the subject remains singular.

7. Neither Ravi nor his brother is to blame.

Neither Ravi nor his brother is to blame.

8. Either the cat or the dog have been killed.

Either the cat or the dog has been killed.

Explanation: When two or more nouns or pronouns in the singular are connected by ‘or’,
nor, either …. are, neither … nor they take a singular verb.

9. Many flowers are born to blush unseen (Wrong)

Many a flower is born to blush unseen (Correct)

Explanation: ‘Many a’ is followed by a singular noun and a singular verb.

10. Everyone who attended the meeting was not happy with the speaker. (Wong)

Here is no answer (Correct)

11. Neither of the statements are true.

Neither of the statements is true.

Explanation: The indefinite pronouns Everyone, neither, either, everybody, nobody, no

one take singular verbs.

12. Either he or you is guilty.

Either he or young are guilty.

13. Neither you nor I are to blame.

Neither you nor I am to blame.

14. Neither you nor he are willing to come.

Neither you nor he is willing to come.

Explanation: When the subjects joined by or, nor, either… or, neither … nor are of different
persons, the verb agrees with the nearer subject.

128
15. Every body and every girl were given sweets.

Every boy and every girl was given sweets.

Explanation : When two nouns are qualified by each or every, although connected by
‘and’, they require a singular verb.

16. Two thousand miles are not a long distance these days.

Two thousand miles is not a long distance these days.

17. Three years are sufficient to complete this project.

Three years is sufficient to complete this project.

18. Five hours are not much for outdoor work.

Five hours is not much for outdoor work.

Explanation: Sometimes the subject of a sentence, though plural in form denotes some
specific quality or amount or distance considered a single unit. In all such cases, the verb
is generally singular.

19. He as well as they are ready to jump

He as well as they is ready to jump.

Explanation: When two subjects are joined by as well as, the verb agrees in number and
person with the first subject.

21. The number of students in our college have swelled.

The number of students in our college has swelled.

22. A number of children is playing in the field

A number of children are playing in the field.

Explanation: If the subject of a sentence begins with ‘The number of’, the verb is singular.
If it begins with ‘A number of’, the always plural.

24.9 Errors in the use of Prepositions:

1. We are committed by a policy of peaceful co-existence (Wrong)

We’re committed to a policy of peaceful co-existence (Correct)

2. A blind man cannot distinguish light with darkness (Wrong)

A blind man cannot distinguish light from darkness (Correct)

129
3. I prefer going for a walk than seeing a film (Wrong)

I prefer going for a walk to seeing a film (Correct)

4. The patient died from jaundice (Wrong)

The patient died of jaundice (Correct)

5. He was standing besides her (Wrong)

He was standing beside her (Correct)

6. I awaited for him (Wrong)

I awaited him or I waited for him (Correct)

7. He is good in English (Wrong)

He is good at English (Correct)

8. I congratulated him for his success in the examination (Wrong)

I congratulated him on his success in the examination (Correct)

9. He is desirous to go there (Wrong)

He is desirous of going there (Correct)

10. She is clever in figure works (Wrong)

She is clever at figure works (Correct)

11. I think to do it (Wrong)

I think of doing it (Correct)

12. The boy resembles to his father (Wrong)

The boy resembles his father (Correct)

13. The officer will interview the candidates between two to four (Wrong)

The officer will interview the candidates between two and four(Correct)

14. He suffered with boils (Wrong)

He suffered from boils (Correct)

15. He felt in the morning of March 10th (Wrong)

He felt on the morning of March 10th (Correct)

16. I cannot agree to you completely (Wrong)

I cannot agree with you completely (Correct)

130
17. The workers went into strike (Wrong)

The workers went into strike (Correct)

18. I have written to him from last month (Wrong)

I have written to him since last month (Correct)

19. He has been speaking since forty five minutes (Wrong)

He has been speaking for forty five minutes (Correct)

20. She is jealous for my status (Wrong)

She is jealous of my status (Correct0

21. The godown is infested by rats (Wrong)

The godown is infested with rats (Correct)

22. She availed herself the opportunity (Wrong)

She availed herself of the opportunity (Correct)

23. They departed to London (Wrong)

They departed for London (Correct)

24. I could not pay the books (Wrong)

I could not pay for the books (Correct)

25. I could not pay for the bill (Wrong)

I could not pay the bill (Correct0

26. He translates English to Telugu (Wrong)

He translates English into Telugu (Correct)

27. He couldn’t cope up with his work (Wrong)

He couldn’t cope with his work (Correct)

28. In last summer I went to Switzerland (Wrong)

Last summer I went to Switzerland (Correct)

29. There is no exception for this rule (Wrong)

There is not exception to this rule (Correct)

30. He is too miserly to part from his money (Wrong)

He is miserly to part with his money (Correct)

131
31. I cannot part with my parents (Wrong)

I cannot part from my parents (Correct)

32. We should rely to our own efforts (Wrong)

We should rely on our own efforts (Correct)

33. We discussed about the matter in detail (Wrong)

We discussed the matter in detail (Correct)

24.10 Errors in the use of Articles :

1. I played the cricket at college (Wrong)

I played cricket at college (Correct)

2. I went to hospital to visit my sick uncle (Wrong)

I went to the hospital to visit my sick uncle (Correct)

3. He reached the home at four (Wrong)

He reached home at four (Correct)

4. The man is the only creature that can laugh (Wrong)

Man is the only creature that can laugh (Correct)

5. What beautiful building the library has! (Wrong)

What a beautiful building the library has! (Correct)

6. I have never seen such idiot (Wrong)

I have never seen such an idiot (Correct)

7. He can play sitar very well (Wrong)

He can play the sitar very well (Correct)

8. You can wait for an year or two (Wrong)

You can wait for a year or two (Correct)

9. Rice that I bought yesterday is bad (Wrong)

The rice that I bought yesterday is bad (Correct)

10. Copper is an useful metal (Wrong)

Copper is a useful metal (Correct)

132
11. Yesterday an European called at my office (Wrong)

Yesterday a European called at my office (Correct)

12. How blue sky looks! (Wrong)

How blue the sky looks (Correct)

13. Eskimos make houses of snow and ice (Wrong)

The Eskimos make houses of snow and ice (Correct)

14. More I hear pop music less I like it (Wrong)

The more I hear pop music the legs I like it (Correct)

15. In few years he became the richest merchant (Wrong)

In a few years he became the richest merchant (Correct)

16. What kind of a bird is that? (Wrong)

What kind of bird is that? (Correct)

17. Mumbai is Manchester of India (Wrong)

Mumbai is the Manchester of India (Correct)

18. The Everest is the highest peak in the Himalayas (Wrong)

Everest is the highest peak in the Himalayas (Correct)

19. The commonsense is a great virtue (Wrong)

Common-sense is a great virtue (Correct)

24.11 Let’s sum up :

This unit has provided wrong sentences and a detailed explanation of the way in which
they are to be corrected. This unit will be useful not only for this Degree examination but also for
the competitive examinations like BSRB, Group-I services etc. In the Integrated Curriculum, for
going to be given. A passage from the non-detailed tent with ten mistakes will be given for correction.

133
Lesson 25

FILLING THE BLANKS WITH

APPROPRIATE WORDS

Structure :

25.1 Objectives

25.2 Introduction

25.3 Synonyms and Antonyms

25.4 One word substitutes

25.5 Word often confused

25.6 Formation of words from parts of speech

25.7 Word formation by using prefixes and suffixes

25.8 Filling the blanks with correct forms of words given in the brackets.

25.9 Questions given in AU Examination

25.10 Sum up

25.1 Objectives :

After going through this unit you’ll be able to:

Enrich your vocabulary power

Express your thoughts, opinion, idea, clearly and appropriately in English.

25.2 Introduction :

Gift of speech is a powerful means towards progress at social, cultural and scientific level.
So, no doubt that language is an effective tool to convey thoughts. Now the question arises that
how one can express himself by using language! Its answer is – by using appropriate words!
Thus, lack of vocabulary power can prove you dumb. So for a skillful handling of language you
must know words their meanings and usage. To know the depth in our vocabulary in English at
undergraduate level, there is a gap filling exercise for you. And before you start with the exercises,
know how this English vocabulary has grown.

25.3 Synonyms and Antonyms :

Synonyms are words with different spellings, different pronunciation but similar meanings.

134
 Eg: Baby-Child-Infant

Anger-Fury,Wrath,Rage

Antonyms are words which have the opposite meanings.

Eg: Abstract x concrete

Broad x narrow

25.4 One-Word Substitutes :

One word substitution is a device for developing vocabulary. To be able to express yourself
confidently and emphatically, you should have a strong command over the language. So, here are
a few one-word substitutes for you:-

Saying repeatedly and emphatically – insisting

Strong in advance - foreseeing

Fear of water - hydrophobia

Love of books -

One who does not believe - Atheist in God

25.5 Word of ten confused :

Often we come across words with different spellings, different meaning but similar sound;
words with same spelling, same pronunciation but different meaning. Such words nee a keen
attention for the appropriate usage. For instance

I went to purchase stationary or stationery

It is stationery - writing material

Not stationary - firm, constant

He sat besides/beside me?

It’s beside - by my side

Not besides - other than

Similarly see for the meanings of:

May(n), may (v)

Watch (n), watch (v)

Ring (n), ring (v)

Right (n) , right (adj)

135
25.6 Word-formation: From parts of speech :

In English, words are divided into eight kinds called parts of speech according to their
form and function. There has been a special facility in any language in general, but in English in
particular. It is the conversion of one part of speech into other to enrich the language with a huge
stock of vocabulary. Let us study a few examples for our understanding.

1. advise - verb 2. decide - verb

advice - noun decisive - adj

advisor - noun decidedly - adv

decision - noun

25.7 Word formation by using prefixes and suffixes:

Prefix: A prefix is as syllable or syllables placed at the beginning of a word as to qualify its
meaning and form a new word. Most of the prefixes are borrowed from Latin and Greek.

eg. a - abroad, ashore, await, asleep etc.

en - enrich, entreat, entitle etc.

dis - disconnect, discord, disagree, disparity etc.

mis - misunderstand, mismatch, mistake etc.

un - unseen, uninterrupted, untold, unfortunate etc.

Suffix: Suffix is a syllable or syllables placed at the end of a word so a to qualify its
meaning and form a new word.

eg. - age - baggage, mileage, bondage

- ist - violinist, dentist, novelist

-y - healthy, weary, greedy

- ship - friendship, relationship, partnership

- ness - neatness, shyness, brightness

- ion - organization, rotation, motion, distortion etc.

25.8 Fill in the blanks with the correct form of the words:

1. Aksenov remained

1. not knowing 2. to say. Makir Semenitch

3. off the 4. and Knelt 5. the ground

(slid, silent, what, upon, shelf)

136
2. Inspite

1. What Aksenov had said, Makir Semenitch 2. his guilt. But when the

3. For his release came, Aksenov for 4. already 5.

(dead, order, of, confessed, wss)

1. Answer: (1) silent (2) what (3) slid (4) shelf (5) upon

2. Answer: (1) of (d) confessed (3) order (4) was (5) dead

25.9 Questions given in AU Examination (5x1=5)

At five in the evening, they, away their sticks and implements and ___ to the veranda to
s\rest. They had turned up every stone in the ___ and cut down every ____ and shrub, so that the
____ insect coming into the garden should have no cover.

(tiniest, threw, garden, retired, grass-blade)

Answers: 1. Threw 2. Retired 3. Garden 4. Grass blade 5. Tiniet

Exercise for you:

1. What could not be

1. was cut to the 2. The inner walls

3. the house 4. With the 5. Glare streaming in.

(of brightened, trimmed, root, unobstructed)

2. I came here

1 the 2. noon and it is five days old now. The

3. crescent has put on more substance and 4.it 5. fuller.

(with, new, slender, nightly, grows)

Sum up :

This unit has given you inspiring guidelines on the task of filling the blanks with the
appropriate words given in the brackets. You should study this lesson carefully for scoring well in
the examination.

137
Lesson 26

ENGLISH: IS IT PHONETIC LANGUAGE

Structure :

26.0 Objective

26.1 Setbacks in a language, especially in English.

26.2 What is a phonetic language

26.3 What is Phoneme? Phonemic symbols

26.4 Exercises for you

26.5 Recapitulation

26.0 Objective:

Human speech is an example of linguistic communication. And through this complete

unit, which is further divided into comprehensive chapters, we wish to teach you all the aspects of
language in order to make you an effective and impressive speaker.

Since the acquisition of an acceptable pronunciation, spelling, stress etc of the foreign
language is going to be a difficult and time – consuming affair, the learner of a foreign 9English)
would do well to realize the difficulties involved and to learn the sounds of the foreign language
carefully and thoroughly. The major problem in learning English is that the language skills are
introduced in an absurd order i.e., right in the first year f English language teaching, the pupils are
introduced to the skills of reading and writing, before they acquire the skills of listening and speaking.
Remember, how you are exposed to your mother tongue! It was after being introduced to listening
and speaking (uttering) language, we were made to learn reading/writing our mother tongue. So
the learners are expected to give importance to listening and speaking comprehension first, and
then go for mastering the concepts of reading and writing.

26.1 Setbacks in a Language, especially in English:

A language lives only s long as there are people who speak it and use it as their national
tongue. So English is important because it is a language of socially, politically, culturally and
economically important people. Though the importance of the English language is very great, it is
equally important to recognize the difficulties which the foreign students face in learning English.

A serious criticism of English by those attempting to master it is the chaotic (confusing) of

spelling and the frequent lack of correlation between spelling and pronunciation. For example: see
the variation in spelling in these words: read – reed (homophone) great - grate
138
 The variation in sound and spelling is evident in the given words: put, but; machine
mechanical. Also it has been further suggested that the very looseness of our orthography makes
less noticeable in the written language, the dialectal differences that would be revealed in the
various parts of the English speaking world attempted a more phonetic notion on the basis of their
local pronunciation. In spite of few setbacks in English, it remained a universal language because
of its flexible spelling and sound structure, vast vocabulary (Latin, French, Celtic, etc), and a fixed
grammatical syntax.

26.2 What is a Phonetic Language:

A phonetic language is the one in which the pronunciation of a word is according

to the phonetic symbol. Saying words aloud, and saying them right, is half the battle in feeling
comfortable and assured with all the new words you’re going to learn. Here is an illustration of use
of use of phonetic symbol.

“Linda spoke to her mother about a different idea”.

In this sentence listen to how the – a of Linda; the –er of mother, the a- about; the
er and –ent of different; and the – a of idea sound? Very quick – very short, isn’t it?

See how the words in the above given sentence is respelled;

Linda - LIN – d∂

Mother - MuTH – ∂r

About - ∂ – BoWT

Different - DIF – ∂r – ∂nt

The symbol ‘∂’ is called schwa. It represents the quick and short vowel sound in the given
words.

English is not considered a phonetic language because its pronunciation vary from
place to place, and it is not fixed according to the phonetic sound. In California, for example,
Mary, Merry and marry sound almost exactly alike – in New York, they are usually heard as quite
different words.

26.3 What is Phoneme?

English language is like a tree with a root and many branches. Phoneme, the
smallest unit of the language is aptly considered its root. The letters together form a trunk, words,
parts of speech, sentences etc., its branches, phonemic symbol stand for specific sound in the
languages.

139
Phonemic symbols

Vowels

i : as in feed / fi : d l

I : as in fit / flt /

e : as in pen / pen /

aeas in mat / maet /

a : as in form / fa : m/

: as in got / got /

: as in saw / so : /

õ : as in put / pvt /

u : as in boot /bu:t/

L : as in cup/k p/

: as n bird / b3 : d Diphthongs

el as in pay / pel /
η ℑυ∂
υ∂Λ
as in coat / k vt/

al as in pen / faiv /

av as n cow / kav /

p as in coin / k in/

I as in near / nl

ed as in care / ke /

as in poor /pv /

Consonants

p as in pen /pen/

b as in back /back/

t as in tea /ti:/

d as in dog /dOg/

k as in cat /kaet/

g as in get /get/
140
 t as in chin /t in/

d3 as in the June /d3 uin/

f as in fat /faet/

V as in van /vaen/

as in thin / in/

as in then / en/

s as in soon /su:n/

z as in zoo /zu:/

as in ship / ip/

3 as in measue /me 3 /

h as in hand /haend/

m as in man / maen/

n as in net / net/

as in ring /ring/ η
ϑ
θ∂∫
l as in leg /leg/

r as in red /red/

j as in your /j :/

w as in wait / weit/

Exercises for you :

(1) Read the following words aloud and write sound symbol represented by ‘s’ same, sugar,
music, vision

(2) Look at the word given below and identify the correct pronunciation of the wore.

Pension: a. / pens n/ b. /pen n/

c. /pen 3 n/ d. /penz n/

Note: listen to the CD recording for the correct pronunciation.

141
(3) How is the word/eiseptik/-

meaning ‘clean and free from gerus’ spelt?

a. aseptic b. aseptic c. asceptic d. aceptic

(4) How does one spell the word/”seticwhich means ‘person with a simple and strict way of
life’?

a. asetic b. assetic c. ascetic d. acetic

Recapitulation:

In this lesson you’ve learnt to know the positive and negative traits of English. Though English is
not a phonetic language i.e., in English one-to-one correspondence between letters and sounds
does not exist, mastering it is not very difficult owing to its decent and fixed grammatical syntax
and impressive vocabulary. If the learning goes in this order – listening – speaking – reading –
writing, the foreigner students will find it easy to master it. Well, though one-to-one correspondence
between letters and sounds does not exist in English, the phoneme symbol plays a vital role in
fixing the pronunciation schwas symbol (“) is important in vowel sounds, for it represents quick
and short sound. The diphthongs symbols like el,, l, ed etc helps in understanding low/high pitch
while saying the word aloud, well, how do you pronounce ‘askd’ –does the d sound like d in ‘dog’?
If yes, it is wrong. It should be askt. Kt should be pronounced together with k silent. (|a:st|). And
finally, tell us how do you spell/K’DP’/? by hearting spellings and phoneme symbols is quite simple.
But pronunciation is a difficult task because our native accent flows in our speech unknowingly.
So, in the next chapter let’s look into the problems in pronunciation.

142
Lesson 27

SYLLABLES

Structure :

27.0 Objective

27.1 What is a syllable

27.2 Examples

27.3 Exercise for you

27.4 Summing up

27.0 Objective :

In this lesson you’ll study about syllables thoroughly. There are words with single sound or
many sounds, for example: bead, beautiful – the former one there is /i:/ sound and in the later one
/iu/, /i/, /ool/ sounds are there.

27.1 What is a syllable : ∂Λ

For knowing the answer read the word given below loudly.

Pronunciation

Doesn’t it sound s pro.nunci.a.tion

Here the word is split into five parts

/prd/ /n n/ /sI/ / n/

Each part with different sound is called a syllable. Each syllable produced a vowel sound
because it has a vowel sound in it. Sometimes it may/may not have a consonant sounds before or
after the vowel sound.

For example see the word understandably

un.d .staend. bli

Here the syllable have only one vowel sound. Eg./ / ie’a’

It has one consonant sound after vowel sound/ /

Example for you :

It is a known fact that English words have one or more syllables. In syllables, one of the

143
syllables is always pronounced with greter force than the others. Let’s transcribe the words.

Listen : /lis n/

Spinning : /spinin/

Pressure : /prefe /

Each of these words has two syllables.

Words with three syllables

Fluency /flu/ /in/ /si/

Benefit /ben. /e/ /fit/

Educate /ed/ /u/ /cate/

With four syllables

Temporary /temp/ /o/ /ra/ /ry/

Exterior

Strategy

Words with five syllables

Examination ∂

Appreciation

Understandable

Exercise for you:

I. Attempt writing the syllable with

a. One vowel sound

b. One/more consonant sound before vowel

c. One/more consonant sound after vowel.

d. One or more consonant sound before and after vowel.

II. Pronounce the word and listen to the sound and split them into syllables exterior, dip,
across, appreciation, pressure, before. Also mention if the word is one/two/three/four/vive syllables
word.

Summing up :

In this lesson you’ve seen the concept of syllables, its types to help you in improving the
pronunciation.

144
Lesson 28

WORD STRESS

Structure :

28.0 Objective

28.1 What is word stress?

28.2 Use of word stress

28.3 Stress on first, second, third syllable

28.4 Exercise for you

28.5 Summing up

28.0 Objective :

In the previous lesson we have dealt with syllables with slight hint at stress. In this chapter
we will deal with stress elaborately. To know the correct pronunciation it is necessary to know that
which part of the word must be stressed upon. So you need to pay a great attention to the lessons
3,4 & 5.

28.1 What is a word Stress ?

While pronouncing words of more than one syllable, one of the syllables is said with force
or to say, stress. According to the Longman dictionary (‘) mark is used to indicate. For example,
listen to the pronunciation of:

‘Important’ and ‘Important’

Both words have three syllables. The second syllable (Important) in this said with greater
force than the other two syllables. In the case of ‘Important’, the first syllable is said with greater
force.

Use of ‘Stress’: While pronouncing any in English, one must observe tone also. The tone
depends upon the fall and rise of pitch. We must also see how long utterances are divided into bit.
Each bit is called tone group. These tone groups in an utterances is said with a particular change
in pitch. So in each tone-group, after choosing syllables, we have to choose one stressed syllable.
It is called nucleus.

If no syllable in a sentence is particularly important from the point of view of the meaning,
the last stressed syllable in the tone group will be the nucleus. Eg; ‘pass the pepper’ please. So if
stress word is not studied elaborately, one cannot understand which part of the tone group is to be
said with greater force and right pitch.

145
 Stress on first, second and third syllable:

Some words of two syllables with stress on the first. ‘effort, ‘interest, ‘basket.

Two syllables words with stress on second syllable ap’pear, be’fore seven’teen

3 syllables words with stress on third syllable: after’noon, disasp’pear, seven’teen.

Exercise for you

1. What is a word syllable? Illustrate with example.

2. What is a tone group and nucleus gives example.

3. Mark the stress for the following words Monday, relax, tomorrow, asleep

4. Read the following sentences around and mark the stress on the right syllables in the
words underlined.

a. You suggest, we’ll reject.

b. We accept the proposal.

c. We really thankful to you.

28.5 Summing up:

By giving a detail on the different aspects of word stress i.e. Definition, its purpose and
many suitable examples, we’ve taken a step towards improving your pronunciation with right
tone.

146
Lesson 29

INTONATION

Structure :

29.0 Objection

29.1 What is Intonation?

29.2 Importance of pitch - Rising and falling.

29.3 Illustrating pitch with suitable examples.

29.4 Exercise for you

29.5 Summing up

29.0 Objective:

In the previous lessons we’ve discussed the various aspects of pronunciation like phonemic
symbols’ correspondence with general spellings in English words, syllables marking, stress marking
etc. Now in this lesson, let’s deal with Intonation.

29.1 What is Intonation?

While speaking in any language it is not done in the same tone, and to show the varied
tempo in a speech, one usually speak in a rising/falling pitch. Intonation is nothing but the expression
of high or low pitch sound while uttering words, phrases and sentences.

Check the following conversation :

Booking clerk : Enquiries. Can I help you?

Passenger : At what does the night train for Mumbai leave?

Clerk : The scheduled time is 9 p.m.

Passenger : Is it on time tonight?

Clerk : No. It’s two hours late. It’s expected to leave at 11.

Certainly you’ll be able to notice the rise and fall in the pitch of the voice of the speakers. In
almost all the standard dictionaries Intonation is represented and symbol. Refer Longman dictionary
for details. In the above conversation, the rise and fall of itch of sound is done for you

Enquiries: Can I help you?

What time does the night train for Mumbai leave?

147
 The scheduled time is 9 p.m.

Is it on time tonight?

No. Its two hours late.

It’s expected to leave at 11.

It is obvious that sometimes we begin on a high pitch and then lower the pitch or the vice-
versa. For instance say the words given below loudly.

1. Tiger

2. Tiger?

Did you feel the difference? You should, because first one is said with falling tone and the second
one with rising tone.

29.2 Importance of Pitch :

When we speak, we do not do so at the same pitch. If any one does. So, his/her speech will
be boring and monotonous. Our different moods and feels get reflected in the high or low pitch.
For instance, say the given sentences loudly to recognize the mood, temp etc. by the pitch difference.

A: Hi! What a pleasant surprise.

B: Hi. I was not well, actually.

The first one is said in a rising tone to indicate happiness. And in the other case, it is in
the falling pitch to reflect dull mood.

29.3 Illustrating Intonation

Here is some example with rising or falling tone.

Coffee : Yess (falling arrow to show falling tone)

Coffee?Yess(rising arrow)

The following sentences are said in falling tone i.e., we start with high pitch and come
down to low ne.

1. I ‘can’t swim

2. I love Po’tatoes

In the following types, generally the rising tone is used.

1. Can I see you today?

2. May I come in?

148
29.4 Exercise For you:

1. What is meant by Intonation?

2. Mark the falling/rising pitch in the given words:

Pencil enquiries

Pencil?

3. Mark the falling / rising pitch in the given sentences:

1. Can I help you?

2. Do it yourself.

3. Do you think it will rain to night?

4. The Train was late.

29.5 Summing up:

We have dealt with a very important aspect of speech i.e., voice modulation. The rising
and falling tone is essential for making a speech varied and interesting So you must learn this
aspect of language seriously.

149
Lesson 30

STRESS IN WORDS USED AS DIFFERENT

PARTS OF SPEECH

Structure :

30.0 Objective

30.1 Use f a word in different parts of speech.

30.2 How to stress different part of speech.

30.3 Exercise for you.

30.4 Summing up

30.0 Objective :

In this lesson we’ll bring to your knowledge the fact that one word in English can be used
differently by using it as a different part of speech. Also we will discuss how to mark strss in words
used as different parts of speech.

30.1 Use of a word in different parts of speech :

Generally English is considered a flexible and evolutionary language as its vocabulary is

derived from many foreign language, and with the changing time, this vocabulary shows some
variation in its use. But still in this (English) language some words are used in different forms. For
example, listen to utterance of the given sentences by reading them aloud.

1. She rose(verb) up to pluck the rose (noun).

2. The Indian team practiced (v) a lot to win the practice (n) match.

3. He has always been a rebel (n). He rebels (v) against everything.

4. Sir gave me a wonderful present (n). I was presented (v) Shakespeare’s picture by him.

30.2 How to stress different parts of speech:

Listen to the following:

These garments are for export.

We’ll export them to Spain. In the first sentence ‘export’ is used as Noun, and it is stressed
on the first syllable. And in the second sentence ‘export’ is used as verb and it is stressed on
the second syllable. Here are some more example for you …

150
a. His songs are on this record. Let‘s record a new song.

b. I like art ‘objects. I object to that.

c. This ‘produce is from mountains. Bees pro’duce honey.

Exercise for you :

1. Read the given carefully and use them in your own sentences. See the instruction.

a. Object (n); object (v)

b. Rule (v); rule (n)

c. Contrast (v); contrast (n)

d. Share (v) ; share (n)

2. Mention the part of speech of the underlined word in the given sentences below:

a. I can’t bear the pain any more. Some sys that polar bear are not very harmful.

b. They might arrive here at any moment. The might of Indian soldiers took the Pakistani’s
off their feet.

c. Muslims fast for a month before Ed. Don’t work fast.

d. I will always be obedient towards my work. You should have strong will to achieve your
goal.

Summing up:

In this lesson we’ve shown you the use of word in different forms as they’re used in
different part of speech Well, advising (v is everyone’s favourite job but job but giving right advise
(n) is not everyone’s forte.

Read the lesson carefully and listen to the examples when your teacher pronounces it in
order to get acquainted with this part of language.

151