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Punishment in Kindergarten Poem Questions and Answers & Summary by Kamala Das

August 16, 2023 by Prasanna

OU Degree 3rd Sem English – Punishment in Kindergarten Poem Questions and Answers & Summary

Comprehension-I.

Question 1.
The speaker of the poem says, “Today the world is a little more of my own”. What does she mean? ‘Little more’ compared to when?
Answer:
Poet Kamala Das is the speaker of the poem and recalls one of her childhood experiences. When she was in the kindergarten, she, along with her schoolmates, went to a picnic to Victoria Gardens in Calcutta. She was all alone near a hedge, while other girls were playing and sipping sugarcane on the lawn.

The insensitive teacher, who is referred to as “a blue-frocked woman”, chided and scolded her for being alone. Her schoolmates laughed at her. The teacher’s words and the laughing faces of her schoolmates hurt her tender heart. She compares her childhood innocence with the matured adult peace. As an adult today, Kamala Das feels that her world is ‘little more’, i.e., broader and matured.

Question 2.
Who was the “blue-frocked woman” and what did she do?
Answer:
In the poem, the teacher of Kamala Das was referred to as the “blue-frocked woman”. The insensitive teacher chided and scolded Kamala Das for being alone. She told the child (Kamala Das), “Why don’t you join the others, what a peculiar child you are!” Her insensitive and indifferent words hurt the tender girl and drained away the ‘honey-coloured peace’ of the picnic day.

Question 3.
The poet uses several expressions such as “blue-frocked” and “honey- coloured”. Find out what such hyphenated words are called and how they are used.
Answer:
In the present poem ‘Punishment in Kindergarten’, Kamala Das uses several expressions such as “blue-frocked”, “honey-coloured”, “sun-warmed”, and “steel- white”. The hyphenated words are compound words and are generally used as adjectives in the poem. The innovative adjectives are usually employed in descriptive writing. Kamala Das is adept in creating language to give expression to her intense personal experience.

Question 4.
Why was the speaker called a “peculiar” girl? What was peculiar about her behaviour? How was she expected to behave?
Answer:
When poet Kamala Das was studying in kindergarten, they went for a picnic to Victoria Garden, Calcutta. The schoolmates were sitting as a group in lawn and sipping sugarcane. But Kamala Das was standing alone near a hedge.

On seeing her, the insensitive teacher (a blue-frocked woman) told her, “Why don’t you join the others, what a peculiar child you are!” The indifferent words of the teacher hurt the tender heart of the child (Kamala Das). Usually, she was expected to behave as the normal children of her age playing with friends, instead of standing all alone.

Question 5.
The speaker uses the “children… laugh in mirth at others’ tears”. Do you agree with the statement? Justify your response.
Answer:
The speaker of the poem ‘Punishment in Kindergarten’ says, “Children are funny things, they laugh in mirth at others’ tears.” The schoolmates of Kamala Das laughed at her when their teacher scolded her for being alone. Hence 1 agree with the statement.

Childhood is the age of innocence since children do not differentiate between good and bad. Especially, when they are in a group, they behave in line with the other children. The speaker of the poem ruminates over the childhood pain with a sense of matured detachment.

Question 6.
Look at expressions such as “throwing words… like pots and pans”, smelt the flowers and the pain”. Can you really ‘throw words’ or smell pain’? Poetry often uses such figurative language. Find out the difference between literal and figurative language.
Answer:
In the poem ‘Punishment in Kindergarten’, Kamala Das uses expressions such as “throwing words… like pots and pans”, smelt the flowers and the pain”. The expression ‘throwing words like pots and pans’ is used to convey how the insensitive words of the teacher caused intense personal pain in the tender heart of the girl. Similarly, ‘smell pain’ is used to explain how the pain is absorbed by the girl deep into her heart.

Question 7.
The speaker says “words are muffled” and “faces only a blur”. What is she referring to? What does she mean?
Answer:
The speaker of the poem says “words are muffled” and “faces only a blur”. Here she is referring to the matured detachment as an adult. When she was a child, she was hurt by the words of her insensitive teacher. Besides the teacher’s words, the laughing faces of her schoolmates added salt to the wound.

Now the words of the teacher are muffled or muted. Similarly, the laughing faces of the schoolmates have become blurring. It means that she starts forgetting the painful childhood experience. She says that she has found ‘adult peace’ and matured detachment as time passes by.

Question 8.
What do the lines “The years… Sadly on” mean? How is the meaning of these lines related to the “adult peace” that the speaker claims to have found?
Answer:
The speaker of the poem says that now the words of the teacher are muffled or muted. Similarly, the laughing faces of the schoolmates have become blurring. It means that she starts forgetting the painful childhood experience. Kamala Das is philosophical about time.

She says that years pass by stopping at beloved halts and moving on sadly. We can understand that time has healed her pain and she is now happy about her childhood experience. She declares that she has now found ‘adult peace’ and matured detachment with the passing of time.

Question 9.
The speaker says that there is “no need to remember” in the first as well as the last stanza of the poem. Is she referring to the same things on both occasions or is there a difference in the meaning?
Answer:
The speaker in the poem repeatedly says that there is “no need to remember” in the first as well as the concluding stanza of the poem. By saying so, she is referring to the same things on both occasions. In the first stanza, she says that there is no need to remember the pain caused by a blue-frocked woman.

But she gives every minute details of the painful experience such as exact words spoken by her teacher, the laughing faces of her schoolmates, the lawn, sipping sugarcane, burying face in the sun-warmed hedge, etc.

In the concluding stanza, she also says that there is no need to remember the picnic day experience. Years pass by still she is able recollect everything that happened on the painful picnic day. The only difference is that she now looks at the painful childhood experience with the matured detachment. She says that she has found ‘adult peace’ with the passage of time.

Question 10.
In the last stanza, the sun is remembered as being “lonely”. Is it in any way related to the speaker’s own condition described in the first stanza? Reflect on the difference between being ‘lonely’ and being ‘alone’ and between ‘loneliness’ and ‘solitude’.
Answer:
In the concluding stanza, the sun is remembered as being “lonely”. It is somewhat related to the speaker’s own condition described in the first stanza when she is standing alone by a sun-warmed hedge. The insensitive teacher is harsh towards the tender girl by saying: “Why don’t yoifljoin the others. What a peculiar girl you are!” for being alone. However in the concluding stanza of the poem, she talks about the steel-white sun standing lonely in the sky. Here the difference between being ‘lonely’ and being ‘alone’ is the difference between ‘loneliness’ and ‘solitude’. Being ‘lonely’ means not being socialised, whereas being ‘alone’ means having own space and enjoying.‘solitude’

Comprehension II.

Question 1.
What is the central idea of the poem, “Punishment in Kindergarten”? How does the poet express it?
Answer:
The poem, “Punishment in Kindergarten” is a little autobiographical poem. Poet kamala Das recalls one of her painful childhood experiences. When she was in the kindergarten, she, along with her schoolmates, went for a picnic to Victoria Gardens in Calcutta. She was all alone near a hedge, while other girls were on the lawn, sipping sugarcane and making merry. The insensitive teacher, who is referred to as”a blue- frocked woman”, chided and scolded her for being alone. The teacher said to her,

‘Why don’t you Join the others, what
A peculiar child you are!’

On hearing this, her schoolmates laughed at her. The child felt it very much. She became sad at the words of the teacher. But the laughter by the children made her sadder. Riled with sorrow and shame, she hid her face in a hedge and wept. This was indeed a painful experience to a little child in the nursery school.

Now she has grown into an adult. She has only a faint memory of the blue- frocked woman and the laughing faces of the children. Now she has learned to have an ‘adult peace’. The subject matter of the poem has two parts: the description of the painful experience of the kindergarten days and the adult’s attitude to die incident at present as an adult. Kamala Das says, ‘My mind has found an adult peace.’ Kamala Das recalls the childhood pain with a sense of matured detachment.

Question 2.
Summarise the speaker’s experience on a picnic day when she was in kindergarten.
Answer: .
The poem, “Punishment in Kindergarten” is a little autobiographical poem. Poet Kamala Das recalls one of her childhood experiences. When she was in the kindergarten, one day the children were taken for a picnic to Victoria Gardens in Calcutta. She was all alone near a hedge, while other girls were sipping sugarcane and making merry at a distance. The insensitive teacher, who is referred to as “a blue-frocked woman”, chided and scolded her for being alone. The teacher said to her,

‘Why don’t you join the others,
what A peculiar child you are!’

On hearing this, her schoolmates laughed at her. The child felt it very much. She became sa 1 at the words of the teacher. But the laughter by the children made her sadder. Filkd with sorrow and shame, she hid her face in a hedge and wept. This was indeed a painful experience to a little child in the nursery school.

Now She has grown into an adult. She has only a faint memory of the blue- frocked woman and the laughing faces of the children. Now she has learned to have an ‘adult peace’. The subject matter of the poem has two parts: the description of the painful experience of the kindergarten days and die adult’s attitude to the incident at present as an adult.

Kamala Das says, ‘My mind has found an adult peace.’ Kamala Das recalls the childhood pain with a sense of matured detachment. The speaker of the poem says,The words are muffled now, the laughing Faces only a blur. The years have Sped along, stopping halts and moving Sadly on.’

She remembers some things clearly, for example, a blue-frocked woman, the exact words spoken by the teacher, her schoolmates sipping sugarcane, etc. She also remembers some other things vaguely. The teacher’s identity gets shrinked to a blue- frocked woman but the words she ‘threw’ at her are still remembered as pots and pans. She is able to forget the muffled words and blurred faces. But she is unable to forget the pain they have left on her. The poet, (the speaker) repeats that there is no need to remember that picnic day.

Question 3.
Discuss the language and images used in the poem to express the emotions of the speaker.
Answer:
In the present poem ‘Punishment in Kindergarten’, Kamala Das employs a simple and lucid language in order to express her intense childhood painful experience. Even the construction of the poem and its colloquial diction are apt for the theme of the poem.

Poet Kamala Das uses several expressions such as “blue-frocked”, “honey- coloured”, “sun-warmed”, and “steel-white”. The hyphenated words are compound words and are generally used as adjectives in the poem. The innovative adjectives are usually employed in descriptive writing. Kamala Das is adept in creating language to give expression to her intense personal experience.

In the poem, the poet uses expressions such as “throwing words… like pots and pans”, smelt the flowers and the pain”. The expression ‘throwing words like pots and pans’ is used to convey how the insensitive words of the teacher caused intense personal pain in the tender heart of the girl. Similarly, ‘smell pain’ is used to explain how the pain is absorbed by the girl. The tone of the poem is pensive if not sad. It is a tone of compromise in the face of inevitability. The images used again are deceptively simple.

The imagery used in the poem is suitable for conveying the intense emotions of the speaker. The images of the ‘blue-frocked woman’, ‘honey-coloured day’, ‘sun-warmed hedge’, ‘smelling flower end pain’ ‘muffled words’, ‘blurring faces’ and ‘steel-white suh standing lonely in the sky’ are relevant and evocative. The figures of speech such as, “throwing words at me like pots and pans” (the simile), “A blue-frocked woman” (the metonymy) add beauty to the poem.

Question 4.
The title of the poem is “Punishment in Kindergarten”. What was the ‘punishment’ given to the girl? And why did she consider it a punishment?
Answer:
The poem, “Punishment in Kindergarten” is a little autobiographical poem. Poet Kamala Das recalls one of her childhood experiences. When she was in the kindergarten, she, along with her schoolmates, went for a picnic to Victoria Gardens in Calcutta. She was all alone near a hedge, while other girls were sipping sugarcane on the lawn and making merry. The insensitive teacher, who is referred to as “a blue-frocked woman”, chided and scolded her for being alone. The teacher said to her,

‘Why don’t you join the others, what
A peculiar child you are!’

On hearing this, her schoolmates laughed at her. The child felt it very much. She became sad at the words of the teacher. But the laughter by the children made her sadder. Filled with sorrow and shame, she hid her face in a hedge and wept. This was indeed a painful experience to a little child in the nursery school.

At surface level, the words of the teacher and laugh of the school children seem normal. We as adult may not consider the experience as a painful one. But at the deeper level, they have caused inexplicable pain to the tender girl who is still at the kindergarten.

It is quite natural that a girl of such age tends to consider the words and the laughing faces as punishment. They are indigestible for her at that time. The speaker is now an adult and is able to look at the experience in matured detachment. She says that she is able to forget the muffled words and blurred faces and found “adult peace” with the passage of time. ‘

Question 5.
Explain the difference between the speaker recounting the incident and the girl who experiences it.
Answer:
Kamala Das is well-known as a confessional poet. It is her brutal frankness of her poetry that shocked and attracted readers. The poem, “Punishment in Kindergarten” is a little autobiographical poem which consists of two time zones- past and present. In the first two stanzas, poet Kamala Dasrecollects the painful experience when she was a child studying at kindergarten.

One particular day, she along with her schoolmates went for a picnic to Victoria Gardens in Calcutta. She was all alone near a hedge, while other children were on the lawn, sipping sugarcane. The insensitive teacher, who is referred to as “a blue-frocked woman”, chided and scolded her for being alone. She said to the girl: ‘Why don’t you join the others, what a peculiar child you are In the concluding stanza of the poem, the speaker recounts the incident again.

Now she says that the teacher’s words are muffled or muted and the laughing’ faces of her schoolmates are blurring. She says that she can forget the painful experience. She feels that she has found ‘adult peace’ and can look at the incident with matured detachment. She is now philosophical in saying that years pass by sadly, with some memorable stops.

Question 6.
While recollecting the picnic day, the speaker remembers some things clearly and others only vaguely. What are the things she is able and unable to forget?
Answer:
In the first as well as the concluding stanza of the poem, the speaker of the poem says that there is “no need to remember” the pain. While recollecting the picnic day experience, the speaker remembers some things clearly and others only vaguely. In the first stanza, she says that there is no need to remember the pain caused by a “blue-frocked woman”.

But she gives every minute details of the painful experience such as exact words spoken by her insensitive teacher, “Why don’t you join the others, what a peculiar child you are!” She also recalls the laughing faces of her schoolmates, the lawn where they are sitting, sipping sugarcane, burying face in the sun-warmed hedge, smelling the flowers and the pain, etc.

In the concluding stanza, she says that there is no need to remember the picnic day experience. But she say feels that the words are muffled and the laughing faces of schoolmates are blurring. The speaker can remember them vaguely. Years pass by still she is able recollect everything that happened on the painful picnic day.

However, she repeatedly says that there is no need to remember the pain caused by her teacher and the laughing faces of her schoolmates. Still she is able to recollect every minute thing in detail. The only difference is that she now looks at the painful childhood experience with the matured detachment. She says that she has found ‘adult peace’ with the passage of time.

Question 7.
The speaker repeats that there is no need to remember that picnic day. Do you think she would ever be able to forget it? Discuss the possibilities either way.
Answer:
In the first as well as the concluding stanza of the poem, the speaker of the poem says that there is “no need to remember” the pain. While recollecting the picnic day experience, the speaker remembers some things clearly and others only vaguely.

In the first stanza, she says that there is no need to remember the pain caused by a “blue-frocked woman”. But she gives every minute details of the painful experience such as exact words spoken by her insensitive teacher, “Why don’t you join the others, what a peculiar child you are!” She also recalls the laughing faces of her schoolmates, the lawn where they are sitting, sipping sugarcane, burying face in the sun-warmed hedge, smelling the flowers and the pain, etc.

In the concluding stanza, she says that there is no need to remember the picnic day experience. But she say feels that the words are muffled and the laughing faces of schoolmates are blurring. The speaker is able remember them vaguely. Years pass by still she is able recollect everything that happened on the painful picnic day.

Punishment in Kindergarten Poem Summary in English

Kamala Das (1934-2009) is well-known as a confessional poet. It is her brutal frankness of her poetry that shocked and attracted readers. She writes candidly, making forays into the emotional lives of women.

Her literary works Summer in Calcutta (1965) and The Old Play House and Other Poems (1973) and her autobiographical work My Story (1976) have received great recognition. She published many of her works in Malayalam under the pen name “Madhavikutty”. Kamala Das writes about intensely personal experiences, including her growth into womanhood.

The poem “Punishment in Kindergarten” is a little autobiographical poem written by Kamala Das. In this poem, shere calls one of her childhood experiences. When she was in the kindergarten, she along with her schoolmates wastaken for a picnic to Victoria Gardens in Calcutta.

She was all alone near a hedge, while other girls were sipping sugarcane on the lawn. The insensitive teacher, who is referred to as “a blue-frocked woman”, chided and scolded her for being alone. The teacher told her,

‘Why don’t you join the others, what
A peculiar child you are!’

Now she has grown into an adult. She has only a faint memory of the blue- frocked woman and the laughing faces of the children. Now she has learned to have an ‘adult peace’. The subject matter of the poem has two parts: the description of the painful experience of the kindergarten days and the adult’s attitude to the incident at present as an adult. Kamala Das says, ‘My mind has found an adult peace.’ Kamala Das looks at the childhood pain with a sense of matured detachment.

She is able to forget the muffled words and blurred faces. But she is unable to forget the pain they have left on her. The poet, (the speaker) repeats that there is no need to remember that picnic day. Still, she says,

‘The words are muffled now, the laughing
Faces only a blur. The years have
Sped along, stopping halts and moving
Sadly on.’

The poem is very simple in its construction and even colloquial in diction. The tone of the poem is pensive if not sad. It is a tone of compromise in the face of inevitability. The images used again are deceptively simple. The images are evocative yet blurred.

The images of the hedge, the sun and the smell of flower and pain are remarkable and relevant. The figures of speech such as, “throwing words at me like pots and pans” (the simile), “A blue-frocked woman” (the metonymy) add beauty to the poem.

Punishment in Kindergarten Poem Summary in Telugu

ఈ రోజు ప్రపంచము నాది అని అనగలను. ఇక నేను ఆ బాధను గుర్తు చేసుకోవలసిన అవసరము లేదు. ఈ నీలి గౌను వేసుకున్న ఆవిడ చెప్పిన పరుష మైన వాక్యాలు నాకు కుండలు పెనాలు మీద విసిరినంత భాధని కలుగజేసాయి. ఆ దినము అశాంతిని అనుభవించాను. నేను నా తోటి వారితో ఉండకుండా ఆ తోటలో మొక్కల, పొదల మధ్య ఒంటరిగా ఉండి సూర్యకాంతిని వీక్షిస్తున్నాను.

నా తోటి సహ విద్యార్ధులు అందరూ సమూహలుగా విడి వోయి ఆహ్లదము చెరుకురసాన్ని ఆస్వాదిస్తున్నారు. ఆ ఈనందకర వాతావరణంలో పిల్లలు నన్ను చూసి హేళనగా నవ్వి నప్పుడు నా ముఖాన్ని దించుకొని నేను నాలోనే ఉండి పోయాను.

ఇప్పుడు నాకు ఆ వాక్యాలు, పదాలు బాధ పడేటట్లుగా లేవు. ఆ ముఖాలు కూడా మటు మాయమయ్యాయి.చాలా సంవత్సరాలు గడిచాయి. ఇప్పుడు నాకు సంపూర్తిగా శాంతి లభించింది. ఆ బాధాయూతమైన రోజుల్ని గుర్తు చేసుకోనవసరం లేదు. ఆకాశంలో మెరిసే సూర్యుని నేను ఈ తోటలో ఒంటరి, తనంతో చూసి భాద పడే అవసరములేదు.

Punishment in Kindergarten – Kamala Das

Today the world is a little more my own.
No need to remember the pain
A blue-frocked woman caused, throwing
Words at me like pots and pans, to drain
That honey-coloured day of peace.
‘Why don’t you join the others, what —.
A peculiar child you are!’

On the lawn, in clusters, sat my
schoolmates sipping
Sugarcane, they turned and laughed;
Children are funny things, they laugh
In mirth at others’tears, I buried
My face in the sun-warmed hedge
And smelt the flowers and the pain.

The words are muffled now, the laughing Faces only a blur.
The years have Sped along, stopping briefly
At beloved halts and moving Sadly on.
My mind has found An adult peace.
No need to remember
That picnic day when I lay hidden
By a hedge, watching the steel-white sun
Standing lonely in the sky.

Glossary:

Punishment in Kindergarten Poem Questions and Answers & Summary by Kamala Das

OU Degree 3rd Sem English Study Material

OU Degree 3rd Sem English Unit 1 Vocabulary, Grammar

August 17, 2023August 16, 2023 by Prasanna

OU Degree 3rd Sem English Unit 1 Vocabulary, Grammar

Synonyms

A ‘Synonym” is a word or phrase that has exactly the same, nearly same or meaning as another word or phrase in the same language. Example observe the different words and their

Meaning

buy – purchase
gift – present
understand – comprehend

a. The source of English Vocabulary

Germanic language
Romance language

Large number of words are borrowed from Latin and French languages.

b. The history England

French and Latin words entered the English language
Britain colonisatin and conducted Business with other parts of the world. ‘Synonyms must be used according to the context
Example: Beautiful has ‘20’ synonyms.

Beautiful is used generally for women
Handsome for men
Good looking for both
Pretty is used less than ‘beautiful’ and pretty is used for children and young girls.

Exercise – 1.

Fill in the blanks with the appropriate word.

Example: She looked pretty in the fancy dress, (pretty / delightful)

1. The china cups were brightly coloured and ………………………….. (dainty / bonny)
2. Disappointment was write large on his …………………………. force, (beautiful / handsome)
3. The design on the hand made hawls was …………………………. (exquisite / ravishing)
4. The celebrations were followed by a …………………………. fireworks display, (spectacular / delectable).
5. The sunrise at Kanyakumari is ……………………. (beguiling / gorgeous)
6. The peacock is a very showy bird with ……………………. phimage. (resplendent / comely
7. Each feather of the peacock is tipped with an ……………………. eyespot. (iridescent / alluring)
8. The handmade chocolates were ………………………….. (delectable / dazzling)
9. The village by the sea offers ………………………….. shops and restaurants. (Alluring / admirable)
10. Benares presents ………………………….. a maze of narrow streets, (statuesque / picturesques)
Answers :
1. dainty
2. handsome
3. exquisite
4. spectacular
5. gorgeous
6. comely
7. iridescent
8. delectable
9. alluring
10. picturesque

Exercise – II.

From the words given in the box, choose the most appropriate ‘Synonyms’ for the words in italics

Vacant	weak	awful	historic	complete
polite	baffling	secure	loyal	annoyed

1. The dog is a faithfull animal ………………..
2. The man was old and looked frail ………………..
3. Being courteous costs you nothing…………………
4. The huge mansion looked empty…………………
5. The police ensured that the street was safe…………………
6. He was bothered by loud music…………………
7. The Jugglers tricks were confusing…………………
8. The city was hit by a terrible storm………………..
9. A huge crowd had gathered on momentous occasion…………………
10. This is not an exhaustive list of synonyms…………………
Answers :
1. loyal
2. weak
3. polite
4. vacant
5. secure
6. annoyed
7. baffling
8. awful
9. historic
10. complete

Exercise – III.

In each of the following sentences, identify two words that have a similar meaning.

Example: The unhappy ending of the story made us all sad

1. If I do my normal work, I will get my regular salary.
2. You throw the ball to the dog and it will toss it back to you.
3. You will find your way if you stay on the right path.
4. The stuntman leaped into the air and jumped over the fire.
5. If you listen carefully, you can hear the bird’s song.
6. The gloomy day was marked by dark clouds.
7. His hourly wages are much higher than my monthly salary.
8. The car’s engine was noisy and the hom was loud:
9. The gang of robbers disappeared into the crowd.
10. Titad cautiously when you walk in the garden.
Answers:
1. Normal — regular
2. throw — toss
3. way — path
4. leaped — jumped
5. listen — hear
6. gloomy — dark
7. wages — salary
8. noisy — loud
9. gang — crowd
10. Tread — Walk

Antonyms

‘Antoným’ is a word or phrase that has the opposite meaning to another word or phrase in the same language.
Poor — rich
Swift – Slow

Exercise – 1.

From the words given in the box, choose the appropriate ‘Antonym’ for the words In italics

Praised	Welcomed	Explicit	early	secure
biased	wonderful	notorious	rough	handy

1. The fabric was very smooth
2. The desert was awful
3. Monsoon arrived late this year
4. The umpire’s decision was fair
5. His inaction shows his tacit support
6. When the government changed, his position became precarious
7. The teacher berated the students for their performance
8. The map is very inconvenient
9. Big Cities are becoming famous for their pollution
10. The leader expelled the new entrants
Answers :
1. rough
2. wonderful
3. early
4. biased
5. explicit
6. secure
7. praised
8. handy
9. notorious
10. welcomed

Exercise – II.

Select the most appropriate antonyms for the words in italics.

Stale	diligent	triumphs	oblivion	retreats
vain	abolished	conceal	synthetic	exotic

1. While more schools should be established, child labour should be __________
2. When the army advances, the enemy __________
3. Only fools are __________ wise people remain modest.
4. Natural dyesare eco-friendly; __________ones are harmful.
5. Sometimes, the lazy ones prosper and the _________ ones suffer.
6. The survival rate of indigenous plants is better than that of_________ ones.
7. Many former heroes now live in __________ for public memory is short.
8. Statistics are often used not to reveal but to the __________ truth.
9. Although marketed as fresh, the vegetables were pretty__________
10. Neither defeats nor __________ should affect us.
Answers :
1. abolished
2. retreats
3. vain
4. synthetic
5. diligent
6. exotic
7. oblivion
8. conceal
9. stale
10. triumphs

Grammar : Prepositions

Preposition show a relationship between other words in a two sentences.
The relationship may be between a noun/pronoun and a verb or two nouns or two pronouns.

Types of Prepositions

There are some prepositions that are common in every type of preposition as they function in a versatile way. Those types of prepositions are given below in the table:

Prepositions of time — after, around, at, before, between, during, from, on, until, at, in, from, since, for, during, within
Prepositions of place — above, across, against, along, among, around, at, behind, below, beneath, beside, between, beyond, by, down, in, inside, into, near, off, on, opposite, out, over, past, through, to, toward, under, underneath
Prepositions of direction/movement: — at, for, on, to, in, into, onto, between
Prepositions of manner; by, on, in, like, with
Other types of prepositions: by, with, of, for, by, like, as

Rules of Prepositions

Rule 1 : A preposition cannot be followed by a verb. Verbs placed immediately after preposition must be in gerund form. Examples:

He prevented me from drinking hot water.
He insists on trying once again.

Rule 2 : When ‘object’ of the preposition is an Interrogative Pronoun What, Who, Whom, Which, Where etc., the preposition usually takes end or front position. Examples:

May I know who were you talking to?
What are you thinking of?

It used to be thought as ungrammatical, to end a sentence with a preposition, but it is now well accepted.

Rule 3 : When ‘object’ of the preposition is a relative Pronoun ‘that’, the preposition takes end position. Examples:

Here is the magazine that you asked for.
This is the dish that she is fond of.

Rule 4 : When the ‘object’ of the preposition is infinitive (to + verb), preposition is placed after infinitive. Examples:

This is a good hotel to stay at.
I need a pencil to write with.

Rule 5: In some sentences, preposition is attached with the verb. Examples:

I hate being laughed at.
This I insist on.

Rule 6: In interrogative sentences preposition comes in the beginning. Examples:

By which train did you come?
For whom was instructions given?

Verbs + Prepositions

1. Agree is a verb
to is a preposition
Agree to – Agree to some plan
Agree to some proposal
We agree to it.

2. Agree with — someone
I agree with him.

Appeal to (a person, higher court)
Regarding the case, I appeal to highcourt.
Appeal for — I appeal for top management
Appeal against — a decision
We appeal against the manager of the company
Apologies to (someone)
¡ apologise my brother when committed a mistake
Apolotise for (something — bad behaviour etc)
I apologise the hotel authorities for my friends behaviour,
Bring to (light — to make something known)
I bring to the notice of the principal about the incident in the college.
Being down (Prices)
The new government is focussing on bring down the prices
Brihng out (facts, abook)
I try to bring out at the meetirg.
Complain of (Something — pain etc.)
They complain of the suffering
Complain to (Someone)

I complain to Bank authorities about the money transaction
Complain against (Someone or something)
The team complain against the convenor

Personal pronous
I — we — you — he — she — it — They

Correponding forms used after prepositions
Me, us, you, him, her, it them

Pronouns after prepositions
He gave a book to me (Me — First-person Singular)
He likes all of us (Us — First person Plural)
I gave a book to you (You — Second person Singular or plural)
I gave a git to him (Him — Third person Singular Masculine)
He took the book from her (Her — third person Singular, Faminine)
I went to the library with them (Them — Third person Plural)

Some Commonly confused pairs of prepositions

The pen is in the box (‘in’ indicates a state of rest)
He came into the room (‘into’ indiëates movement)
He sat on the wall (on refers to things of rest)
The tiger jumped upon the deer (upon refers to things in motion)
He lives in Hyderabad (‘in’ is used with the names of countries and states etc)
He lives at Madhapur in hyderabad (‘at’ is used with the names of locations)
My house is by the market (by — near)
My house is beside the market (beside – by the side of)
Near my house, there is a theatre, besides a market (Besides — In addition to)
The match is between india and Pakistan (Between is used to refer two people)
The world up will be played among 16 teams (Among is used to refer to more than two people, two groups or two things)

Exercise — I

Fill In the blanks with the appropriate word.

1. The principal presided the meeting
2. The report dealt _______ the academic activities of the college.
3. The principal thanked the students _______ their cooperation
4. The chief guest congratulated the student _______ their performance.
5. He said that the secret _______ success lies in hardwork
6. He advised the staff not to quarrel themselves.
7. It would be wrong he said to complain each other
8. He pointed out that students depend them.
9. He warned that he would not put up any indiscipline.
10. _______ a brief speech, the chief guest gave away the prizes.
Answers:
1. over
2. with
3. for
4. on
5. of
6. among
7. about
8. upon
9. with
10. After

Exercise — II

Correct the common errors In the use of prepositions in the following sentences

1. He picked up a fight with me.
2. I ordered for a coffee
3. He replied me in the negative
4. He is unable to move from bed
5. They were talking something
6. This paper is inferior than that
7. Everyone should pray god
8. He will be cured from his fever
9. Write the answers with ink
10. This is a comfortable house to live
11. This building is built by bricks
12. I shall inform them this
Answers:
1. He picked a fight with me
2. I ordered a coffee
3. He replied to me in the negative
4. He is unable to move out of bed
5. They were talking about / of something
6. This paper is inferior to that
7. Every one should pray to god
8. He will be cured of his fever
9. Write the answers In ink
10. This is a comfortable house to live in
11. This building is built with bricks
12. I shall inform them about this.

Prepostional Phrases

A prepositional phrase is the preposition, the object of the preposition and all the
modifiers between the two Examples:

There are fruits in (Preposition) the basket (Object)
in – preposition
basket – object

They left just before us (modifier before the preposition) Phrase can function as either adjective phrases or adverb phrases to modify other words In a sentence.

Prepositional phrases functioning as Adverb Phrases
Example : It irritates me when people talk during a performance (during — Preposition,during a performance — The prepostitional phrase that functions as an adverb modifying the very talk)

Exercise III.

Fill in the planks with the appropriate prepositional phrases given in the box:

Incase of	instead of	in addition to	on behalf of	in anyway
out of	inspite of	according to	in favour of	on the whole

1. I gave a presentation all my classmates.
2. it was a pretty good film.
3. He withdraw his application his rival
4. _______ the heat, we all worked during summer
5. _______ of a fire, exit from the near window
6. Can I help you?
7. I would rather have water _______ a soft drink
8. We all have to work – government rules
9. He opened the attachment curiosity
10. _______ to the crew, there ware 60 passengers on the flight
Answers :
1. on behalf of
2. On the whole
3. in favour of
4. Inspite of
5. In case of
6. in anyway
7. instead of
8. according to
9. out of
10. In addition to

OU Degree 3rd Sem English Study Material

A Wrong Man in Workers’ Paradise Questions and Answers & Summary by Rabindranath Tagore

August 14, 2023 by Prasanna

OU Degree 3rd Sem English – A Wrong Man in Workers’ Paradise Questions and Answers & Summary

Comprehension – I.

Question 1.
What sort of things did the man do on earth?
Answer:
The man, who was the main character of the story, never believed in utility or in doing any useful work. And so, he indulged in mad whims and wishes. He was a painter and sculptor. He would spend his time in making small pieces of sculptures such as men, women and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, people laughed at him. He spent his life on earth in doing such useless work.

Question 2.
What was the ‘mistake’ of the aerial messenger?
Answer:
The man was a painter and sculptor. He wasted his time on all useless and unnecessary things such as painting and sculpturing. People laughed at him. He spent his life on earth in doing useless work. Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.”

Similar thing happened to this man. Though he had not done any useful and productive work on the planet Earth, he got invitation to paradise after his death. However, the aerial messenger, who took charge of this man, mistakenly sent him to the “Workers’ Paradise”.

Question 3.
How do people in Workers’ Paradise spend their time?
Answer:
The people in the Workers’ Paradise were busy in their work. For them, time was precious. They exclaimed that they hardly had time to spare. The women in the Workers’ Paradise would complain that they always had handful of work and were making use of every single minute. They would feel happy and exulted in doing work, without wasting a single minute of their time.

Question 4.
Why did the man not fit in with the others in Workers’ Paradise?
Answer:
The Workers’ Paradise was a place for work. The people living there were busy in their work. For them, time was precious and hardly had time to spare. They always had handful of work and were making use of every single minute. They would feel happy and exulted in doing work without taking any rest.

This was the scheme of things in the Workers’ paradise. Naturally, the newcomer (the man-artist)), who had spent his entire time on the planet Earth in doing useless things such as painting and sculptures, did not fit in well with the scheme of things in the Workers’ Paradise. He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in way of the busy farmers.

Question 5.
How is the girl described?
Answer:
The busy girl of the Workers’ Paradise is described as hustling and active. She went to the silent torrent to draw water in her pitcher (pot). The quick movement of her feet were compared with the rapid movement of a skilled hand oh the strings of a guitar. Her hair was carelessly done; a few inquisitive wisps of her hair flew on to her white forehead as if they were trying to peep into her beautiful eyes. Tagore’s artistic genius comes to the fore in the description of the girl in the story.

Question 6.
What was the girl’s initial impression of the man?
Answer:
When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to a beggar without food. Hence she showed pity towards him.

Question 7.
What did the girl do after taking home the painted pitcher?
Answer:
After taking home the painted pitcher, the girl held it in light, away from the prying eyes. She examined it from all angles. Even at night, she scanned the painting again, in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behaviour and attitude towards life and work. The hurrying feet of the girl were slowing down. Now she was attracted to the art.

Question 8.
What is the effect of the man’s creations on the girl and others in Workers’ Paradise?
Answer:
The man’s painting had a profound effect on her behaviour and attitude towards life and work. The hurrying feet of the girl were slowing down. Now she was attracted to the art. Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons, she started spending a lot of time daily in tying the coloured ribbon round her hair.

As her time slid by, much of her work left unfinished. Because of the influence of the art and artist, work in the Workers’ Paradise began to suffer. Many people, who had been active before, were now idle. They were now spending their precious time on unnecessary things such as painting and sculpture.

Question 9.
What was the decision taken by the elders? Were they justified?
Answer:
Since the work in the Workers’ Paradise began to suffer, the anxious elders called for a meeting. All agreed that such a thing had not known in the history of Workers’ Paradise. Then the aerial messenger appeared and made a confession that he had mistakenly brought a wrong man into the Workers’ Paradise and felt that it was due to this man’s influence that the people of the Workers’ Paradise had become idle.

The artist was summoned and ordered to leave. The president justified the decision saying that Workers’ Paradise was not the place for the likes of the man. When the man was about to leave, the girl-of-the-silent-torrent wanted to go with the wrong man. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

Question 10.
What was the man’s reaction to the elders’ decision?
Answer:
When the president and elders of the Workers’ Paradise ordered him to leave, the man felt greatly relieved. He collected his brushes and paintings, and was about to leave, the girl-of-the-silent-torrent wanted to go with him. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

Comprehension – II.

Question 1.
The man indulged in “mad” whims and “wasted” his time painting. From whose point of view are these terms used? What is the author’s attitude towards the man and his preoccupations?
Answer:
In Rabindranath Tagore’s short story, ‘A Wrong Man in Workers’ Paradise’, the highlighted terms in the given sentence ‘The man indulged in “mad” whims and “wasted” his time painting are used from the point of view of the people who believe in the utilitarian philosophy of life.

The Utilitarianism propagates that every piece of work should have “utility”, “purpose” or “use”. The people who think that it is the utility or purpose that stimulates every human action and without use, there will be no human effort.

From the point of view of such people, the man (artist) did not believe in utility and had no useful work to do. Hence he indulged in “mad” whims and “wasted” his time on useless and unnecessary things such as painting and sculptures. He would spend his time in making small pieces of sculptures such as men, worsen and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, the people who believe in utility laughed at him.

Rabindranath Tagore was a versatile genius and excelled in almost all art forms. Here in this story, he employs irony as a literary device with which he indirectly adorns the man-painter and sculptor- for indulging in mad whims, i.e., for following his heart. Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.”

Similarly, after the death of an artist, the gates of Paradise flung open. It means that an artist is always destined to go to paradise, though s/he has not done any useful and productive work on the planet Earth. However, the aerial messenger who took charge of this man mistakenly sent him to the “Workers’ Paradise”. Thus the author shows positive attitude and high regards towards the man and his preoccupations with artistic creation.

Question 2.
Explain the gradual changes that come in the girl’s attitude towards the man.
Answer:
When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to a beggar without food. Hence she showed pity towards him.

When she enquired him about his work, he replied that he had not a moment to spare for work. The girl could not understand what he said and offered to spare some work for him. The man told her that he had been waiting there only to take some work from her. Finally, he requested the “girl of the silent torrent” to give him one of her pitchers (pots).

The busy girl enquired him if he would draw water from the torrent. But his reply. surprised her, when he said that he would like to draw pictures on her pitcher. Annoyed, the girl left the place saying that she had no time to waste on such people.

After his repeated persuasions, the girl spared a pitcher for this man. The man drew line after line, put colour after colour. He painted on the pitcher! When the girl stared at ‘ the painted pitcher and her eyes were filled with wonder and amazement. With surprise, she asked him about the purpose of the lines and colours. The man laughed and said that a picture never had any meaning and it never served any purpose.

At home, she held the painting in light, away from the prying eyes. She scanned it again in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behaviour and attitude towards the man and towards her work. The hurrying feet of the girl were slowing down. Now she was attracted to the art.

Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons-, she started spending a lot of time daily in tying the coloured ribbon round her hair. As her time slid by, much of her work left unfinished. Finally, the elders of the Workers’ Paradise ordered the man to leave the place. She came forward to accompany him, leaving the elders in shock and surprise.

Question 3.
Describe the author’s view of the “.scheme of things” in Workers’ Paradise.
Answer:
Rabindranath Tagore’s Workers’ Paradise was a place for work. The people living there were busy in doing their work. For them, time was precious and hardly had time to spare. The men and women in Workers’ Paradise always had handful of work and were making use of every single minute. They would feel happy and exulted in doing their physical work without taking any rest. This was the scheme of things in the Workers’ paradise.

Naturally, the newcomer (the man/artist)), who had spent his entire time on the planet Earth in doing useless works such as painting and sculptures, did not fit in well with the scheme of things in the Workers’ Paradise.

He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in way of the busy farmers. The main purpose of the author seems to denounce the “scheme of things” of the Workers’ Paradise.

The routine and monotonous work done by the people of the Workers’ Paradise is likeself-inflicted slavery. The life in the Workers’ Paradise is boring and dull. In the absence of any art and recreation, life becomes drudgery. The presence of the artist on the planet Earth and in the Workers’ Paradise has provided some soothing effect on the ruffled minds of the mundane people. The artist represents life of leisure and recreation to human heart. Thus, the author takes the side of “the man”, i.e., the artist.

Question 4.
The man says, “A picture may have no meaning and may serve no purpose”. Explain the sentence in the context of the central idea of the story.
Answer:
The story ‘A Wrong Man in Workers’ Paradise’ illustrates the famous slogan “Art for art’s sake” coined in the early 19th century by French philosopher Victor Cousin. The slogan expresses the idea that true art needs no justification.

It does not need to serve any political, didactic, moral or practical purpose. However, art is valuable as art. The only purpose of art is the pursuit of pure beauty and pleasure. Rabindranath Tagore conveys this complex concept in a simple and humourous narrative. The story also reminds us of a popular proverb, “All work and no play makes Jack a dull boy”.

In the story, the man says, “A picture may have no meaning and may serve no purpose”, but it gives happiness to our senses. An artistic creation such as painting, sculpture, literary work, song, etc., can arouse variety of emotions in human heart.

The aesthetic value of art cannot be measured on utilitarian scale. The central idea of Tagore’s story is “Art for art’s sake”. It means that art need riot have to teach values, give instructions or take sides. Still it can be enjoyed and appreciated even in the absence of its purpose.

The story begins with the line “The man never believed in utility” which means that the man never believed in doing things which are useful and productive. The girl-of-the- silent-torrent initially believed in mere routine work.

Later due to the influence of the man, she evolved into a different person who could appreciate the beauty of art. Finally, she decided to accompany the artist, when he was ordered to leave the Workers’ Paradise. The artist also successfully influenced other people in the Workers’ Paradise who of late developed passion for painting and sculptures, even at the cost of their mundane daily work.

Question 5.
The author presents the man as an idler and calls the other place “paradise”. Are we supposed to take his words literally or does he mean something different? Irony is a way of using words and tone to mean something quite opposite to what is actually being said. Discuss the author’s use of irony in the story.
Answer:
In his present story ‘A Wrong Man in Workers’ Paradise’, author Rabindranath Tagore presents the man as an idler and calls the other place “Paradise”. Since Tagore employs ‘irony’ as-the literary device to convey his message, we are not supposed to take his words literally. Irony is a way of using words and tone to mean something quite opposite to what is actually being said. Hence Tagore does mean something different from what he says in this story.

The man in the story is a painter and sculpture and does not believe in utility. Instead of doing useful and purposeful works, he indulges in mad whims and wishes on the planet Earth. The people who are driven by purpose and utility laugh at him.

Tagore feels that artists deserve paradise after their death. When the man enters the Workers’ Paradise after his death, he doe? not fit in with the scheme of things there. However with his artistic creation, the man influences the girl and other men and women of the Workers’ Paradise. Finally, they start indulging in mad whims and appreciating art.

The story presents two diametrically opposite worlds, i.e., the world of the idler (artist) and the world of the hustlers (people in the Workers’ Paradise). The two worlds are equally important. We can understand from the man’s attitude towards work and life that any work which gives happiness and pleasure to our mind and makes this world appear beautiful is quite significant.

The world of the idler/artist is important because it makes our mind happy and relaxed. In this world, we forget our despair and disappointment. Though the world of aesthetics seems to have no meaning and no purpose, it makes our life colourful. The world of Workers’ Paradise is also equally significant. Here physical work of the people can feed our mouths and helps us survive. Hence the art (mind) and physical work (body) are complimentary to each other and equally important.

Tagore uses the literary device ‘irony’ in order to convey his opinion about the intrinsic value of art. He opines that human beings should not always be driven by utilitarian motives, i.e., use and purpose. We need to have some recreation and know the aesthetic value of art.

Through this simple and humorous narrative, Tagore launches a subtle attack on tired people in die “Workers’ Paradise” who are obsessed with mundane and dull drudgery. Tagore also differs with the writers who believe that art should have a purpose. The author tries to convey the idea that art is valuable as art – Art for art’s sake. According to Tagore, the only objective of art is the pursuit of pure beauty and pleasure.

A Wrong Man in Workers’ Paradise Poem Summary in English

Rabindranath Tagore (1861-1941) was a versatile artistic genius – a poem novelist, playwright, painter, music composer, philosopher and visionary educationist. He won the Nobel Prize for Literature in 1913 for his seminal work “Gitanjali”. He was the first Asian to receive the Nobel Prize. He composed the national anthems of both India and Bangladesh.

As a visionary educationist, he founded the experimental school “Shantiniketan”. Tagore was given the honorific “Gurudev” by Mahatma Gandhi. Tagore was not only a great living institution but also the voice of India’s spiritual heritage in the Western world.

Rabindranath Tagore’s short fictional story A Wrong Man in Workers’ Paradise’ begins with the introduction of the protagonist (an artist). He was a painter and sculptor. The man never believed in utility or in doing any useful works. And so, he indulged in mad whims and wishes.

He would spend his time in making small pieces of sculptures such as men, women and castles, and quaint earthen things dotted over with sea shells. Since he would waste his time on all useless and unnecessary things, people laughed at him. He spent his life on earth in doing such useless work.

Tagore’s genius as a writer has come to the fore, when he writes, “Some boys never ply their books and yet pass their examinations.” Similarly, the man/artist after his death got invitation to paradise, though he had not done any useful and productive work on the planet Earth. The aerial messenger, who took charge of this man, mistakenly sent him to the “Workers’ Paradise”.

The people in the Workers’ Paradise were busy in their work. For them, time was precious. They exclaimed that they hardly had time to spare. The women in the Workers’ Paradise would complain that they always had handful work and were making use of every single minute. They would feel happy and exulted in doing work.

However, the newcomer (the man/artist)) did not fit in well with the scheme of things in Workers’Paradise. He lounged in the streets absent-mindedly and was jostled by the hurrying men. He lay down in the green meadows, spent near a torrent (running stream) and still he was always in the way of the busy farmers.

An active and hustling-bustling girl went every day to a silent torrent (silent since in the Workers’ Paradise even a torrent wouldn’t waste its energy singing) to Fill her pitchers with water. She seemed to be wasting no time at all and so her hair was carelessly done. The girl’s movements were compared with the rapid movements of a skilled hand on the strings of a guitar.

When the girl first saw the unemployed man, she was filled with pity. Her feeling was like the feeling of a princess who sees a lonely beggar through her window and is filled with pity. The girl of the Workers’ Paradise felt that the man without work was equal to the beggar without food. Hence she showed pity towards him.

Finally, he requested the “girl of the silent torrent” to give him one of her pitchers (pots). The busy girl enquired him if he would draw water from the torrent. But his reply surprised her, when he said that he would like to draw pictures on her pitcher.

Annoyed, the girl left the place saying that she had no time to waste on such people. After his repeated persuasions, the girl spared a pitcher for this man.’The man crew line after line, put colour after colour. He painted on the pitcher! When the girl ‘. stared at the art and her eyes were filled with wonder and amazement. With surprise, she asked him about the purpose of the lines and colours. The man laughed and said that a picture never had any meaning and it never served any purpose.

At home, she held the painting in light, away from the prying eyes. She scanned it again in silence and wonder. For the first time in her life, she had seen something that had no meaning and no purpose. The man’s painting had a profound effect on her behavior and attitude towards life and work. The hurrying feet of the girl were slowing (down.

Now she was attracted to the art. Next time, the wrong man offered to make ribbons for her hair, the girl eagerly said, “And what for?” After receiving the coloured ribbons, she started spending a lot of time daily in tying the coloured ribbon round her hair. As her time slid by, much of her work left unfinished.

Because of the influence of the art and artist, work in the Workers’ Paradise t regan to suffer. Many people, who had been active before, were now idle. They were m ow spending their precious time on unnecessary things such as painting and sculpture.

The anxious elders called for a meeting. All agreed that such a thing had not known in the history of Workers’ Paradise. Then the aerial messenger appeared and made a confession that he had mistakenly brought a wrong man into the Workers’ Paradise and felt that it was due to this man’s influence that the people of the Workers’ Paradise had become idle. The artist was summoned and ordered by the president to leave.

They justified their decision by saying that this was not the place for the likes of the man. When the president and elders of the Workers’ Paradise ordered him to leave, the man felt greatly relieved. He collected his brushes and paintings and about to leave. Suddenly, the girl-of-the-silent-torrent wanted to go with the wrong man. The elders gasped in surprise because they had never seen a thing such as this in the Workers’ Paradise – a thing that had no meaning and no purpose at all.

A Wrong Man in Workers’ Paradise Poem Summary in Telugu

రవీంద్రనాధ్ ఠాగూర్ ఒక మహ వ్యక్తి. ఆయన శాంతి నికేతన్ని స్ధాపించెను. ఆయన గీతాంజలి అనే గ్రంధాన్ని రచించినందుకు అయనకు నోబుల్ పరష్ఠరం లభించినది. ఆయన ఒక పని లేని వాడుగా గుర్తింపబడిన కళాకకారుడు ఒక పేరడైజ్ అనే ప్రదేశంలో అడుగుపెట్టినప్పుడు ఏమైనవి అనే అంశమే ఈ కధాంశము. ఆ పేరడైజ్లో ప్రజలు భశమించి ఒక నిమిషమైన విశ్రాంతి లేకుండా పనిచేస్తారు.

ఒక కణాకారుడు అక్కడ ప్రవేశించడానికి అనుమతి పొంది కొన్ని కళాఖండాలను చిన్న చిన్న నీది కుండలపై చిత్రిస్తారు. అతను ఆ పేరడైజ్ ప్రజలచేతే గెద్టింపబడతారు. రవీంద్రనాధ్ ఠగూర్ జాక్ అనే అబ్బాయికి పని మాత్రమే తెల్సి ఆటలాడే సమయం లేదటి అది ఆ ఆబ్బాయిని ఒక తెలివి తక్కువ వానిగా చేస్తుందనే హస్య కధాంశమే ఇది. కళ కళ కోసమే గాని దానికి ఎటువంటి నిరూపణలు అవసరం లేదని ఈ కధలో కవి రవీంద్రనాధ్ ఠాగూర్ చక్కగా వర్ణించారు.

A Wrong Man in Workers’ Paradise – Rabindranath Tagore

Glossary:

OU Degree 3rd Sem English Study Material

Life Poem Questions and Answers & Summary by Charlotte Bronte Poem

August 14, 2023August 14, 2023 by Prasanna

OU Degree 3rd Sem English – Life Poem Questions and Answers & Summary

Comprehension – I.

Question 1.
The poet says that sages describe life as dark and gloomy. Does she agree with them?
Answer:
Poet Charlotte Bronte says that sages describe life as dark and gloom. She does not agree with their conventional wisdom. She feels that life is not a dream, but is real. The poet reminds us that the clouds of gloom (difficulties) are only temporary; there will be the sunny hours of life, i.e., the moments of joy.

Question 2.
“O why lament its fall?” Whose fall is the poet referring to? Why does she ask us not to lament its fall?
Answer:
When the poet writes, “O why lament its fall?” She is referring to the ‘shower’, i.e., rainfall. She asks us not to lament the rainfall because it will make the roses bloom and blossom.

Question 3.
What do life’s “sunny hours” refer to, and according to the poet, how should we respond to them?
Answer:
In the present poem “Life”, the life’s “sunny hours” refer to “joyous moments” of our life which usually flit away. Poet Charlotte Bronte advises us to enjoy the beautiful moments of life “gratefully and cheerily” as they fly. She urges us to appreciate the value of the joyous moments that life has to offer.

Question 4.
According to the poet, why should we not lose hope?
Answer:
According to the poet, Charlotte Bronte, we should not lose hope in our life. She says that sometimes ‘hope’ seems to fell, but it is unconquered and knows no defeat. She encourages us not to be disheartened by temporary setbacks. According to the poet, with courage we can quell despair. She urges us to have positive attitude in all situations.

Question 5.
What seems to win initially and over what?
Answer:
Charlotte Bronte says that initially ‘sorrow’ seems to win over ‘hope’. In the battle of life, despair may seem more powerful initially. However, it is transient (temporary) only. Finally, it is ‘hope’ that is the ultimate winner.

Question 6.
What is described as “unconquered” and why?
Answer:
In the present poet Life, “hope” is described as “unconquered”. According to t poet Charlotte Bronte, ‘sorrow’ seems to win over ‘hope initially. However, it is only a temporary phenomenon. Ultimately, ‘hope’ shows resilience, will win eventually. Hence the poet describes ‘hope’ is unconquered and knows no defeat.

Question 7.
Throughout the poem, the poet uses images of nature-flowers, rain, birds and so on. Identify all the words and images associated with nature.
Answer:
Throughout the poem, the poet uses different images of nature. The imagery such as morning rain, pleasant day, clouds of gloom, shower, blooming roses, sunny hours, golden wings, etc. are closely associated with nature.

Comprehension – II.

Question 1.
Examine the poet’s view of life and how it differs from conventional
Answer:
Charlotte Bronte (1816-1855) was a 19th century English writer. She was one of the three Bronte sisters – Charlotte, Emily, and Anne. Like many women writers of her time, Charlotte Bronte originally published her poems and novels under a male pseudonym (pen name): Currel Bell. Her novel Jane Eyre (1847) is considered a classic of Western literature.

In the present poem, Charlotte Bronte feels that life is not a dream, but real. Conventional wisdom describes life as full of problems and despair. However, the poet differs with sages and their conventional wisdom of life. She views that life is not as dark as sages/wise people usually describe.

Charles Bronte reminds us that we have to face the moments of joy as well as sorrow, hope as well as despair in life. She urges us to have a positive attitude and not be disheartened by temporary setbacks. The poet says,

“Sometimes there are clouds of gloom,
But these are transient all;”

The poet encourages us to look beyond the immediate disappointments and appreciate the pleasures that life has to offer. She asks us,

“If the shower will make the roses bloom,
O why lament its fall?”

Bronte urges us to enjoy the “Life’s sunny hours” (happy moments in life) gratefully and cheerily. There will be times when “sorrow seems to win, /O’er hope.” Bronte adds that “Hope again elastic springs.” The spring is the season of rebirth. In this way, the poet’s views about life are positive and full of hope. Thus her views about life are different from the conventional wisdom which describes it as a sorrowful and full of despair.

Question 2.
Explain the attitude to life that the poet is recommending in the poem Life.
Answer:
Charlotte Bronte (1816-1855) was a 19th-century English writer. Her novel Jane Eyre (1847) is considered a classic of Western literature. In the present poem, Charlotte Bronte recommends a positive attitude to life. She feels that life is not a dream, but real. According to sages and their conventional wisdom, life is full of problems and despair.

However, the poet differs with them. She views that life is not as dark as sages/wise people usually describe. She also motivates us to face the moments of joy as well as sorrow, hope as well as despair in life. The poet says,

“Sometimes there are clouds of gloom,
But these are transient all;”

Charles Bronte urges us to have a positive attitude and not be disheartened by temporary setbacks. She encourages us to look beyond the immediate disappointments and appreciate the pleasures that life offers. She asks us,

“If the shower will make the roses bloom,
O why lament its fall?”

According to Bronte, we should learn to value the happy moments of life and enjoy them when life offers them. She urges us to enjoy “Life’s sunny hours” (happy moments in life) gratefully and cheerily. She considers life as a battle between hope and despair. In the battle of life, there-will be times when “sorrow seems to win, / O’er hope.”

But they are transient/temporary such as clouds of gloom. Sometimes, ‘hope’ may seem to fell down. Ultimately, it is unconquered and knows no defeat. Bronte adds that “Hope again elastic springs” with her golden wings can bear us all. The spring is the season of rebirth.

In end of the poem, the poet says that if we adopt positive attitude towards our life, we can face the problems manfully and fearlessly; and gloriously and victoriously. According to the poet, we can quell despair, with our courage.

Question 3.
Discuss the language and tone of the poem Life.
Answer:
Charlotte Bronte (1816-1855) was a 19th century English writer. She was one of the three Bronte sisters – Charlotte, Emily, and Anne. Like many women writers of her time, Charlotte Bronte originally published her poems and novels under a male pseudonym (pen name): Currel Bell. Her novel Jane Eyre (1847) is considered a classic of Western literature.

Charlotte Bronte is a poetic genius. In her poem, she is able to express her views about life effectively. Accordingly, she uses simple and lucid language to express very complex philosophical aspects of life. Nowhere in the poem can we see any unnecessary word. This shows her aptness in writing poetry. The verse (poem) is simple in its structure as well. The lines such as, Life, believe, is not a dream”, can be understood by even a layman.

The tone adopted by Charlotte Bronte is positive and is optimistic. Nowhere in the poem can we find a negative tone. The softness with which the voice of the poem speaks out will have a soothing effect on the ruffled minds. Her encouraging tone to face moments of joy as well as sorrow, hope as well as despair in life will fill our minds with positive vibrations. Due to the apt language and tone, she is successful in expressing her views about life in a convincing manner.

Question 4.
Describe the imagery and its effectiveness in the poem Life.
Answer:
In the poem Life, imagery is used aptly. With the suitable imagery and symbols, beauty is added to the ideas of the poet, Charlotte Bronte. The poet uses imagery, such as, dream, morning rain, pleasant day, clouds of gloom, the shower, blooming roses, sunny hours, Death, Hope, golden wings, etc., to convey her views about life in an effective way.

The poem begins with the line, “Life, believe, is not a dream” Dream symbolizes something that is not true. For the poet, life is real and serious and urges us to live in reality. Early in the poem, she remarks that “morning rain” can foretell a “pleasant day.” Similarly, “clouds of gloom” represent the problems that we have face in our life. She says that “these are transient all”. It means that the human problems are temporary in nature and they pass away with the passing time.

In order to convey her positive outlook towards life, Charlotte Bronte uses the image of “blooming roses” and “sunny hours” of life. She explains that the shower (rain) will help rose bloom. Similarly, the image of “sunny hours” symbolizes ‘the happy moments in our life’ that we have to enjoy gratefully and cheerily.

The images of “Death” and “Hope” are personified giving them the attributes of living beings. According to the poet, hope, though sometimes seems fell, “elastic springs” and is unconquered and knows no defeat. With ‘her golden wings” hope can bear us all. Thus the imagery used in this poem is apt and suitable to the theme of the poem.

Question 5.
Bring out the main argument of the poem and judge whether it is convincing.
Answer:
In her poem titled “Life”, Charlotte Bronte puts forth an argument which can inject a positive attitude into our life. She feels that life is not a dream, but it is real. She opposes the conventional wisdom that describes life as full of problems and despair. For the poet, life is not as dark as sages/wise people usually describe. She also motivates us to face the moments of joy as well as sorrow, hope as well as despair in life. The poet says,

“Sometimes there are clouds of gloom,
But these are transient all;”

Charles Bronte urges us to have a positive attitude and not be disheartened by temporary setbacks. The poet encourages us to look beyond the immediate disappointments and appreciate the pleasures that life has to offer. She asks us,

“If the shower will make the roses bloom,
O why lament its fall?”

The poet urges us to enjoy the “Life’s sunny hours” (happy moments in life) gratefully and cheerily. Otherwise the joyous moments will fly away unnoticed. There will be times when “sorrow seems to win, / O’er hope.” But as the poet believes, “Hope again elastic springs” is unconquered and knows no defeat. Ultimately, it is hope that wins. Here, spring refers to the season of rebirth. With courage, we can quell despair.

The language adopted by Charlotte Bronte in the poem is lucid and simple. The tone of the poem is also optimistic and convincing. She says that we have to face moments of joy as well as sorrow, hope as well as despair in life. She expresses her views in a convincing manner.

Life Poem Summary in English

Charlotte Bronte (1816-1855) was a 19th-century English writer. She was one of the three Bronte sisters Charlotte, Emily, and Anne. like many women writers of her time, Charlotte Bronte originally published her poems and novels under a male

pseudonym (pen name): Currel Bell. Her novel Jane Eyre (1847) is considered a classic of Western literature. In this poem, Charlotte Brontë believes that life Is not a dream, but is real. She differs with the conventional wisdom in which sages (wise people) describe life is full of gloom and darkness.

The poet reminds us that we have to face the moments of joy as well as sorrow, hope as well as despair In life. Charles Bronte urges us to have a positive attitude and not be disheartened by temporary setbacks. The poet says,

“Sometimes there are clouds of gloom,
But these are transient all;”

The poet encourages us to look beyond the immediate disappointments and appreciate the pleasures that life has to offer. She asks us,

“If the shower will make the roses bloom,
O why lament its fall?”

Bronte urges us to enjoy the “Life’s sunny hours” (happy moments in life) gratefully and cheerily. There will be times when “sorrow seems to win, I O’er hope.” Bronte adds that “Hope again elastic springs.” The spring is the season of rebirth.

The poet uses imagery, such as, morning rain, pleasant day, Death, Hope, clouds of gloom, the shower, the roses, sunny hours golden wings, etc., to convey her views about life in an effective way. Early in the poem, she remarks that “morning rain” can lead to a “pleasant day.”

The language used by Charlotte Bronte is lucid and simple. The tone of the poem is optimistic. She says that we have to face moments of joy as well as sorrow, hope as well as despair In life. She expresses her views in a convincing and effective manner.

Life Poem Summary in Telugu

భ్రాంటే సిస్టర్సులో అందరికంటే పెర్ద వారైన చార్లట్ భ్రాంటీ నవలలు, పద్యాలు ఏ్రాసి గొప్ప పేరు, కీర్తి సంపాదించారు. ‘Life’ అనబడే ఈ పద్యము, జీవిత సత్యములను; ఎంతో ఆకట్టుకొనే రీతిలో చూవిన్తున్నది. జీవితము అనేది సంతోషము మరియు విచారము అను రెండు అంశముల కలయిక అని కవి వర్ణించారు. జీవితము ఒక కలవందిదని, దాని వలన ఏ ప్రయోజనము లేదని, ఋషులు తలంచుచుందురు.

ఉదయ కాల వర్షము, అ రోజున మంచి ఆవ్లాదకరంగా ఉంటుందని చూపిస్తుంది. విచారమును సూచించు మేఘములు, అనછికాలంలోనే త్రోలవేేబడతాయి. గులాది పూలు రాలిపోతాయి. అందువలన నిరాశ కలుగుతుంది. కానీ త్వరలోనే క్రాత్త పూలు వచ్చి, తమ సహాయము లేకుండా ఈ ప్రకృతిని తియ్యని సువాసనతో నింపుతున్నాయి. సంతోషమైన ఘుడియలు వస్తాయి.

చాలా తక్కువ సమయంలో వై్లిపోగా, విచారకరమైన వార్తలు ముందుకు వస్తాయి. ఒక్క్క్క్ సమయంలో విచారం గెలించిందని, అది ఖాయమయ్యింది అని తలంచగలము. మొదట్లో అది నిజముగానే కనబడుతుంది. కానీ చివరికి ఒక ఐలమైన కోరిక మనసులో కలిగి అది బలపడుతుంది.

ఈ సత్యములను చార్లట్ బ్రాంటీ వరుసగా బ్రాశారు మరియు ప్రతి వ్యక్తికి మంచి భవిష్యత్తు ఉంటుంది. అని కూడా చెప్పారు. అందుచేత అైపుగా ప్రయత్నించడానికి గొప్ప ఆశ కలిగియుండాలి. అనేకమైన సంతోషాలు అనుభవించడానికి ఉన్నాయి. మనోనిబ్బరము ముండు తాత్కాలిక అపజయాలు నిలబడలేపు.

ఈ అవర్రాల గుండా, ఒక వ్యక్తిని ధైర్యము అనేది నడుపగలదు. మనిషి చేరవలసిన గమ్యము విజయము. అందుకోరకు ధైర్యముగల హృదయం కావాలి. నిరాశను అణగద్రోక్కుము. జీవితము పట్ల సానుకూల ప్రవర్తన కలిగియుండును. ఈ విధంగా జీవిస్తూ, జీవింతో వచ్చే సవాళ్లకు అనుకూలంగా స్పందించాలి.

పద్యంలో images ఉన్నాయి. విచారము అనే మేఘాలు, పూస్తున్న గులాబీలు, మరణం, స్పింగ్ సీజన్ను, అశ యొక్క బంగారు రెక్కు మరియు ఫైర్యము మొదలైనవి జీవితంలో ఎదురయ్యే విషయములైయున్నవి. వ్యతిరేక ఆలోచనలు, భావనలు పారద్రోలాలి మరియు ఒక ఘనమైన భవిష్యత్తును ఆహ్వానించాలి.

Life – Charlotte Bronte

LIFE, believe, is not a dream
So dark as sages say;
Oft a little morning rain
Foretells a pleasant day.
Sometimes there are clouds of gloom,
But these are transient all;
If the shower will make the roses bloom,
O why lament its fair?

Rapidly, merrily,
Life’s sunny hours flit by,
Gratefully, cheerily
Enjoy them as they fly!

What though Death at times steps in,
And calls our Best away?
What though sorrow seems to win,
O’er hope, a heavy sway?
Yet Hope again elastic springs,
Unconquered, though she fell;
Still buoyant are her golden wings,
Still strong to bear us well.
Manfully, fearlessly,
The day of trial bear,
For gloriously, victoriously,
Can courage quell despair!

Glossary:

OU Degree 3rd Sem English Study Material

Shakespeare Retold Julius Caeser Questions and Answers & Summary William by Shakespeare

August 14, 2023August 14, 2023 by Prasanna

OU Degree 1st Sem English – Shakespeare Retold Julius Caeser Questions and Answers & Summary

Question 1.
How does Brutus justify the assassination of Caesar?
Answer:
In his speech to the Roman crowd after Caesar’s assassination, Brutus emphasizes first that the he was Caeser’s best friend, but that he had to kill him for the good of Rome. In short, he claims that his action demonstrated “not that I loved Caesar less, but that I loved Rome more”.

It was out of a sense of duty to the Roman Republic, which Brutus argued was under threat due to Caesar’s ambition. As Caesar loved me, I weep for him; as he was fortunate, I rejoice at it; as a valiant, I honor him, but as he was ambitious, I slew him.

He concludes his speech by offering the citizens of Rome a stark choice, essentially arguing that had Caesar survived, he would have deprived them of their status as citizens of a free republic, and because none wanted to see that happen. Brutus says, “none have I offended.” The crowd agrees with Brutus, but of course is then swayed by Antony’s oration, which drew heavily on pathos.

Brutus and the conspirators Kill Julius Caesar because they believe he is bent on tyranny and is set to dissolve the senate. When Cassius speaks to Brutus to convince him that Caesar must be killed before he can be crowned emperor, Brutus compares Caesar to a serpent.

Thus the murder of Caesar is justified by Brutus as a way of defending the integrity of the state. If Caesar lived, according to Brutus, then all of Rome would have been subject to the will of Caesar. He goes to grea. lengths to paint Caesar as the ambitions figure and to depict himself as a humble servant of Rome.

Question 2.
Describe how Antony employs irony in his speech.
Answer:
Mark Antony, who is a true friend of Caesar, promises Caesar’s soul that he’d seek revenge against the conspirators for his brutal murder. Shakespeare employes dramatic irony when Brutus takes Antony’s promise of not saying anything against the conspirators in front of the crowd for the audience know Antony’s true intentions already. Unfortunately for Brutus, Antony gets a chance to address the Plebeians alone. Antony’s speech is one of the finest and most remembered.

The speech functions to nullify the effect of Brutus’ convincing explanation of Caesar’s murder, to hide his own intentions of revenge, to bring a culmination to the conspirators scheme of veiling their brutal act, and to shift the mood of the mob.

Antony knows that the crowd is convinced that Caesar’s murder happened in the best interest of Rome. He carefully tries to take a neutral ground to win the trust of the crowd. He says that Caesar is remembered for evil things after his death for the people of Rome forgot his good deeds.

He makes the Plebeians believe that the act of murder was not noble and aroused from hatred by showing them the brutally stabbed body of Caesar. He strategically reads out Caesar’s will in the end that piques the mob to seek revenge against the conspirators. He had Caesar’s will bequeathing money and lands to the citizens. Antony had his strong emotions of love for his dead friend Caesar and hatred for the men who had killed him. Antony shows unexpected eloquence in his oratory.

Question 3.
What are the similarities in the two orations of Brutus and Mark Antony?
Answer:
In William Shakespeare’s play, Juluis Caesar there is a major difference between two of the characters, Brutus and Mark Antony. Brutus was very honorable and Antony was very persuasive. When Brutus spoke at Caesar’s funeral, he appealed to the people’s logic and Antony spoke to the emotions of the people. Antony is very smart and uses his brain frequently during the play and Brutus is very naive about many of things. Brutus speech was very short and to the point and spoke to the logic of the people in the crowd.

Brutus spoke in a detached way about Caesar’s death while Antony spoke the to the emotions of the crowd by crying and talking about all the good things that Caesar did for Rome. Antony’s intelligence was very apparent throughout the play and Brutus appeared to be naive. Antony was manipulative in his emotional approach to persuade people to become outraged at Brutus. There is more of difference than similarities between the two characters which appears to be their ability and inability to be both honorable and persuasive.

Question 4.
What was the effect of Antony’s oration on the crowd?
Answer:
Antony’s speech at Caeser’s funeral is a masterpiece of rhetoric. He uses it to rally the people of Rome to his side against Brutus and the other conspirators who killed caeser. When Antony addresses the crowd, he skillfully undermines Brutus’s speech without even appearing to do so.

He never condemns Brutus directly, in fact he keeps on calling Brutus ‘an honourable man’ while at the same time contradicting Brutus claims that Caesar was too ambitious and therefore had to be killed. He does this by citing instances of Caesar’s generosity and compassion for the people, and also the time when Caesar refused to take a crown that was offered to him.

When Caesar’s friend Antony comes to the pulpit to address the crowd, public opinion is very much in favour of the conspirators. Antony can not condemn the conspirators without harm to himself. He claims he has no intention of praising his dead friend; he praises the murders instead as ‘honourable men’. He says that if Caesar was ambitious as described by Brutus, then his murder was indeed justified.

He presents many arguments to prove that Caesar was not ambitious, while at the same time enumerating Caesar’s good qualities. He uses emotional appeals to stir the crowd. Not once does he say anything against the conspirators, but his clever speech hits its mark.

The crowd reasons that if Caesar was not ambitious as claimed by Brutus, then his murder was a grave injustice. The mood of the commoners changes sharply once again, and they cry out for the blood of the murderers. This was the effect of Antony’s speech on the crowd.

Annotate the following lines in about 250 words each.

Question 1.
It is not that I loved Caesar less than anyone else, but that I loved Rome more than everything else.
Answer:
The Poem (prose form) and the Poet: The given words I are powerfully pursuasive. They are from the most popular poet of all ages William Shakespeare’s “Julius Caesar”. Act III Scene 2 contains these words. “Julius Caesar” is the touching tragedy from the Bard of Avon.

The Context: Caesar was a popular Roman general and statesman. Growing jealous of his rising popularity, Brutus and party killed Caesar cruelly. But they were worried that people might revolt against them. They wanted to explain to people the reason for their killing and defend themselves. Brutus used these words in that context.

The Meaning : Brutus appealed for patient listening. He requested the citizens to be calm. He pleaded for wise judgement. Then he went on to explain his stand. He declared, that he loved Caesar as any other Roman loved Caesar. But, he quickly added, he loved Rome the most. He implied that his love for Rome led him to kill Caesar to save Rome from him. His love for Rome was more than his love for Caesar.

The Significance : The words highlight the pursuasive power of Brutus. They also show us that logic and rhetoric play a pivoted role in moulding public opinion. Simple words here serve a profound purpose. They also prove that the pen is mightier than the sword.

Question 2.
Let Brutus become our ruler !
Answer:
The Poem and the Poet: This cryptic but powerful imperative and exclamatory sentence is taken from “Shakespeare Retold : Julius Caesar”. The piece is the prose version of a short extract from Act III, Scene 2 of “Julius Caesar”. “Julius Caesar” is one of the greatest tragedies composed by William Shakespeare, the most mesmerizing creative genius this world has ever seen.

The Context: Caesar was a very popular Roman general. Brutus and his party assassinated Caesar brutally. They just couldn’t tolerate Caesar grow in fame and power. But they were afraid that people might revolt against them. So, Brutus said to the citizens th.it they killed Caesar only to save Rome and Romans from his cruel rule.

The crowd was convinced. They believed that Brutus was their saviour. It is then, one of tin- citizens assembled at the funeral said these words. The Explanation : Brutus defended their cruel killing of Caesar. The mob was mesmerized. The credulous crowd accepted every word Brutus said as right. They wanted their saviour Brutus to be their ruler. That desire is expressed in these words of the third citizen at the funerals of Caesar. The words express the crowd’s collective will to see Brutus as their ruler.

The Significance: “Brevity is the soul of wit” is a famous saying from Shakespeare. And this great master practised what he preached. The given sentence is an excellent example of that ‘soul of wit’. In these five words, the speaker expressed what others need volumes to convey. The words are significant from another point of view also. They reflect the impact of Brutus’ words on the crowd. Thus the words serve multiple purposes.

Question 3.
I’m not here to contradict Brutus, but only to speak about what I do know.
Answer:
The Poem and the Poet : We come across these wonderful words in “Shakespeare Retold : Julius Caesar.” The piece is the paraphrase of a small section from scene 2, Act III of “Julius Caesar”. This great historical tragedy flowed out from the mighty pen of William Shakespeare. The whole world regards Shakespeare as the poet of all ages.

The Context: Caesar, the popular Roman general, was brutally assassinated by Brutus and team. At the funeral procession, Brutus spread blatant lies about Caesar. With his speech skills, Brutus convinced tire crowd that he was their saviour.

The mob was carried away by the rhetoric. Then, it was the turn of Mark Antony to address the gathering. Antony was a loyal friend of Caesar. He knew well what all Brutus said was wrong. He was already warned not to say anything against Brutus. In this context Antony said these words.

The Explanation : Antony here said that he did not want to condemn Brutus. His purpose was not to say anything against Brutus. His intention was clear. He just wanted to tell them what he knew. He did not want to say anything else. He loved to present facts.

The Significance: The words sound simple. They came straight from the heart of the honest Antony. He knew well what Brutus said was falsehood. Yet, he could not say it openly. He could not, at the same time, keep quiet too. His will and wit showed him the way. He claimed that he would not oppose Brutus. Yet, he asserted that he would state what he knew! The words serve a great purpose.

Question 4.
If that’s true, certain people are going to pay dearly for what they have done.
Answer:
The Poem and the Poet : These words to precise prediction are a part of “Shakespeare Retold : Julius Caesar”. The selection is from the tragic play “Julius Caesar”. It was penned by William Shakespeare. The great poet dramatist is respected all over the world as the greatest writer.

The Context: Caesar was assassinated. And his murderers projected Caesar as ambitious and tyrannical. Brutus presented that false picture at the funeral procession. Mark Antony, a loyal friend of Caesar, spoke later. He presented facts cleverly and correctly. The crowd saw through the schemes of Brutus and his associates. Then, the first citizen responded in the given words.

The Explanation: The crowd understood what Antony said was correct. The first citizen then said that the evil-doers must pay a heavy price for their sins. Antony explained to them the good deeds, of Caesar. Hence the citizens declared that killing Caesar was a serious crime. The criminals, therefore, should be punished severely.

The Significance: This comment from a citizen indicates the success of Antony in adverse conditions. It also proves that no one can fool everyone all the times. It indicated what would happen to the brutal and cruel Brutus and his friends. It shows that good will certainly – sooner or later – win over evil. The words are remarkable for the cautious approach of the citizens.

Pronunciation

Approximants

Approximants are consonant sounds that are produced by bringing one speech organ (such as the tongue or lips) close to another without actually touching it. This group of sounds includes /l/, /r/,/j/ and /w/. It is a consonant that sounds in some ways like a vowel. For example, lateral approximants like the sounds for ‘l’ in the English word ‘Like’, the sound for ‘r’ in the English word ‘right’ and semivowels like the sound for ‘y’ in ‘yes’ and the sound for ‘w’ in wet are all approximants.

Approximant	In initial position	In medial position	In final position
/l/	lamp, lid	flower, silly	call, feel
/r/	rain, ribbon	stream, carrot	– –
/j/	yellow, union	beauty, pupil	– –
/w/	water, one	always, squeeze	– –

1. The letter 7’ is silent in certain words like talk, half, calm, should, would i.e., there is no /l/ sound in these words.
2. When the letter V is followed by a consonant, its /r/ sound is unheard, e.g. bark, curd, port, interview.
3. When the letter ‘r’ comes at the end of a word, its /r/ sound is not pronounced in British English; e.g Better, Car, Fur, Singer
4. In British English, the sound of the phoneme /r/ is heard only when the letter /r/ is followed by a vowel sound, e.g.: break, drive, hundred, rat.
5. When the letter ‘w’ is followed by the letter /r/, the /w/ sound is unheard, E.g: Write, Wrong, Wriggle

Exercise:

Write down the approximate consonant sound represented by the underlined letters in the given words.

1. twing /w/
2. badly /l/
3. greeting /r/
4. student /j/
5. crazy /r/
6. new /j/
7. healthy /l/
8. rupees /r/
9. young /j/
10. wine /w/

Do the following sounds contain any approximant consonant sounds? If yes, which one? If no, put a cross against the word.

1. queen — queen /w/
2. card — x (No approximate sound)
3. future — future /j/
4. apple — apple /l/
5. half — x
6. heart — x
7. wrist — wrist /r/
8. balm — x
9. whom — x
10. yolk — yolk /j/
11. never — x
12. wallet — wallet /w/and /I/
13. traffic — taffic /r/
14. colonel — Colonel /I/
15. two — x
16. cow — x
17. palm — x
18. answer — x
19. chalk — x
20. sword — x

Grammar

Adverb

Adverbs are words used to modify verbs, adjectives, and other adverbs. They add meaning to the ‘word they’ modify.

Example
1. The old man walks slowly
adverb slowly modifies the verb walks

2. This place is very peaceful
adverb very modifies the adjective peaceful

3. The news came quite suddenly
adverb quite modifies the adverb suddenly

There are different types of adverbs.

Adverb type	Tells us….	Example
Manner	how something happens	She came in quickly.
Frequency	how often something happens	He goes to the market daily
Time	When something happens	Students have a farewell party today
Place	Where something happens	He wants us to wait outside his room
Degree	the intensity or degree of something	The new shop is too far

Example
1. Sita was running
Sita was running fast → Adverb to say how

2. I met Lilly
I met Lilly at coffee shop → Adverb to say where

3. Our office starts
Our office starts at nine sharp → Adverb to say when

4. Roohi goes to shopping
Roohi usually goes to shopping → Adverb to say how often.

5. Neha is coming to the restaurant
Neha is certainly coming to the → restaurant Adverb to say how certain we are.

Exercise

Fill in the blanks with suitable adverbs, using the adjectives in brackets as clues. In the space provided after it, write down what kind of adverb it is.

1. Come quickly before it finishes [quick]
[Adverb of manner]

2. Although he is a good student, he did not do well in the exam, [good]
[Adverb of manner]

3. Telugu is my mother tongue. I speak it fluently [fluent]
[Adverb of manner]

4. He did not complete the course as easily as he thought he would, [easy]
[Adverb of degree]

5. I reached on time because I left home early [early]
[Adverb of time]

Correct the error in the use of adverbs in each of the following sentence. If there is no error in the sentence, put a tick mark in the space provided

1. My sister always worked hardly
My sister always worked hard.

2. He is driving too fastly.
He is driving too fast.

3. He is dressed casually No Error

4. The plane flew highly in the sky.
The plane flew high in the sky

5. The pan is really hot.
No error

Fill in each blank with the correct adverb from the choices given below.

1. Mrs Reddy had begun the class early. I had been late “Sometimes and was punished severely for it.
I decided to sneak into class. I tiptoed in quickly from the back door and slip into my seat quietly before she noticed.

2. I go to the park every evening. I often run into my neighbour, Tara. Herpet dog wags its tail happily when it sees me.

Vocabulary

Palindromes

A palindrome is a word, phrase, number, or other sequence of symbols that reads the same backward as forward. It is read the same way from either direction.

Exercise

Fill in each blank with a palindrome based on the give clue.

1. When both hands of a clock are on 12, and the sun is overhead noon.
2. A part of the body eye
3. A male member of the family dad
4. A female member of the family mom
5. The smallest palindromic number greater than a 11
6. The next palindromic number after the one above 22
7. The smallest palindromic number greater than 99 101
8. The greatest palindromic number less than 99 88

Spelling

Derived Forms of Words

A Word may exist in several forms – noun, verb, adjective, adverb. For example, the noun carefulness has the adjective careful and the adverb carefully as its derived forms. It is important to note the spelling of these various forms.

For e.g.

grace (N), gracing (V), graceful (Adj), gracefully (Adv)
mistake (N), mistaking (V), mistaken (Adj), Mistakenly (Adv)
separator (N), separating (V), separate (Adj), separately (Adv)

Exercise

Complete the following table with the derived forms of the words already in the table.

Noun	Verb	Adjective	Adverb
attraction	attract	attractive	attractively
reduction	reduce	reducible	reducibly
worship	worshipping	worshipful	worshipfully
securement	secure	securable	securely
collection	collect	collectable	collectively
activation	activate	active	actively
glory	glorify	glorious	gloriously
Power	empower	powerful	powerfully

Punctuation

Inverted Comma (”) or (” “)
The inverted comma (also called a quotation mark) is a punctuation mark used in pairs to set off a speech, a quotation, a phrase or a word.
For example
Shakespear said : “All the world’s a stage.
‘What do you mean?’ Justin asked The ‘rambutan’ is a kind of fruit

Note : Inverted commas may be used singly (‘ ’) or doubly (“ ”).
Single inverted commas are preferred in British English
American English uses double inverted commas.

Uses
1. We use them in the direct speech
eg : She said to him, “What is your name?”
“I hope you will be here,” he said.

2. To quote someone word to word
eg : He told us that we ‘must attend’ the meeting.

3. To enclose titles of articles short poems, and short stones
eg : ‘A Psalm of Life’ by Longfellow.

4. To enclose definitions
eg : The abbreviation GMT stands for ‘Greenwich Mean Time’

5. To indicate irony, inaccuracy, or unusual use.
eg: Your ‘friend’ Danny stole your money.

Exercise

I. Identify the sentence that has been punctuated correctly.

1. Aman told me that he was going to Paris next week.
Aman told me ‘that he was going to Paris next week’.
Aman told me, that he was going to Paris next week.
Answer:
Aman told me that he was going to Paris next week.

2. Ali said I’m giving up smoking from tomorrow.
Ali said ‘I’m giving up smoking from tomorrow’.
Ali said, ‘I’m giving up smoking from tomorrow.’
Answer:
Ali said, ‘I’m giving up smoking from tomorrow.’

3. ‘Yes’, said Laila, ‘I’ll be happy to cover your shift.’
‘Yes, said Laila’, ‘I’ll be happy to cover your shift.’
‘Yes’, said Laila, I’ll be happy to cover your shift.
Answer:
‘Yes’, said Laila, ‘I’ll be happy to cover your shift.’

4. ‘Come.’ said Darshan, ‘let’s go.’
‘Come’, said Darshan, ‘let’s go.’
‘Come’, said Darshan, ‘let’s go.’
Answer:
‘Come’, said Darshan, ‘let’s go.’

II. Punctuate the following sentences by using, wherever necessary, capitals and all the punctuation marks you have learnt so far.

Question 1.
mary is trying hard to complete the project her friend said.
Answer:
“Mary is trying hard to complete the project,” her friend said.

Question 2.
no the man answered curtly i don’t care.
Answer:
“No,” the man answered curtly, “I don’t care.’

Question 3.
Invictus is a short Victorian poem by the english poet william emest henley
Answer:
“Invictus” is a short Victorian poem by the English poet William Ernest Henley.

Question 4.
my father told me that he won’t give me pocket money anymore.
Answer:
My father told me that he won’t give me pocket money anymore.

Question 5.
yes of course she replied i’ll take care of it.
Answer:
“Yes, of course,” she replied, “I’ll take care of it.”

Conversation

Interview Skills

Preparing for an Interview : Preparing for an interview helps you face the panel of interviewers with confidence. Remember the following points when you are preparing for an interview.

Brush up on the subject or the area related to the interview and update yourself on recent developments.
Prepare answers to some general questions you think the interviewers will ask; e.g., Tell us a little about yourself; Why do you want to be with us?; What are your strengths and weaknesses?
Arrange the papers and certificates that you may be asked to produce neatly in a folder.
Wear something formal and comfortable for the occasion.
Plan to reach the place of the interview a little early as this will give you time to familiarise yourself with your surroundings and to relax.
Think positive, pleasant thoughts and try to regulate your breathing to remain calm.

Facing an Interview

1. Wait for your name to be announced, and knock or seek permission before you enter.

2. Greet the people in the room formally, but in a pleasant manner.

3. Do not sit down until you are asked to.

4. Look at the interviewers. Be conscious about making eye contact with the person speaking to you and of maintaining a proper and relaxed body posture and a steady tone of voice, which should not be either too loud or too soft.

5. Remember not to interrupt the. interviewer and allow him/her to finish speaking before you respond.

6. Listen carefully to the interviewers’ questions and comments, and speak clearly and at a moderate pace to avoid having anyone repeat themselves.

7. In case you do not hear a question you are asked, or if you do not understand it, you could politely ask for it to be repeated or explained. For example: I’m sorry, but could you repeat the question, please; or I’m afraid I’m not sure what you mean. Are you asking me if I… ?; or Could you clarify the question, please.

8. Avoid answering questions with just ‘Yes’ or ‘No’. Even in the case of yes-no questions, the interviewer will find it more satisfying if you add to your reply or explain it briefly. Thus, in reply to is your mother tongue Telugu?, you could say, No, it’s Urdu. But I can speak Telugu fluently. ‘

9. Do not feel embarrassed to say that you do not know the answer to a question. Use expressions such as I’m afraid I don’t know … and I’m sorry, but I’m not really certain.

10. Do not get into arguments or speak negatively or criticise former teachers, colleagues or employers.

11. Do not boast or display your knowledge, skills and experience, but if asked, state your achievements simply and honestly.

12. Wait for the interviewer to invite you to ask questions in case you have queries. If this does not happen, wait until you sense that the interviewers are done before asking them politely if they could clarify something for you. Examples of the questions you may want to ask the interviewer are Could you tell me whether the position involves travelling, please and Could I know when I can expect to hear from you, please.

13. Wait for the interviewer to tell you that the interview has ended before you get up
from your chair. Thank all the people in the room before walking out of the door and closing it softly behind you.

Sample:

Interviewer : Good afternoon
James : Er, good afternoon
Interviewer : Please sit down. Did you find our offices all right?
James : Yes, with no difficulty. I’ve passed this building several times before.
Interviewer : Right. Well, I can see from your CV that you like meeting people and enjoy being sociable
James : Yes, I’m a very outgoing sort of person and I’m not afraid to take the initiatives although my friends say I tend to talk too much.
Interviewer : Well, that’s exactly the kind of person we need. Why do you think you will do good at this job? Though you won’t be meeting people in person but only over the phone.
James : I think I have a good telephone voice, and I am very confident on the phone. I’ve also some experience in sales, as you can see from my CV. I think I would find this work interesting, and it will give me some good work experience.
Interviewer : Okay. As you know we need someone for at least three hours, three evenings a week. Will you be able to cope with this and your school work as well.
James : I’m confident that I can do that.
Interviewer : Right, then, Shall we give you a trial period of say… two weeks? If you’d like to come with me I’ll introduce you to my floor manager who will show you the ropes.
James : Yes, and thank you very much.

Reading Passage

The Handicrafts of Telangana

The arts and crafts of Telangana have always occupied a place of distinction in India. Communities across the state of Telangana who have embraced handicrafts industry as a means of earning a livelihood are,

1. Banjara needle crafts : These are traditional handmade fabrics made by the gypsy tribes of Telangana famous for their colourful, rich embroidery and mirror work.

2. Bidriwave : It is a metal handicraft which makes use of zinc and copper alloys decorated with thin sheets of silver. Flowers, vines and geometric patterns are found, which are typically showpiece items like hookahs, vases, jewellery boxes, paper weights, earrings and trays. Bidriware is regarded as the pride of the state, important handicrafts of India and symbolises wealth.

3. Bronze Castings : Telangana artists are known for their amazing bronze castings. They learn it by studying the shilpa shastram.

4. Dokra Metal Crafts : It is also known as bell metal crafts, where a number of artists from Ushegaon and Chittalbori have settled. It is speciality of the Adilabad. district of Telangana. They use a technique called, ‘lost-wax castings’, sculptors are able to create figures of gods, animals (like horses, elephants and peacocks), folk motifs etc.

5. Lacquer ware : It can be traced to the Etikoppaka town of Telangana, where objects are decoratively covered with lacquer and remarkable designs are created. Lac bangles are popular form of Lacquerware.

6. Nirmal Artwork : This art is originated from the period of the kakatiya dynasty and follows Indian and Mughal schools of art. Artisans from the Nirmal town of the Adilabad district are famous for their dazzling oil paintings which depict scenes from Indian mythology. This also include Lacquered furniture, wall hangings decorative boxes, etc.

Writing

Formal Letters

In English there are a number of coventions that should be used when writing a formal or business letter. Care should be taken while writing official letters because they leave a lasting impression with the person or organization you write to.

Few guidelines for Writing Formal Letters are:

They must be clear and concise, stating the reason for writing the letter.
The writing style should be formal with simple language.
Must be written in the right format.

Elements of Official Letters

Sender’s address should be written in the top left-hand comer of the letter.
Address of the person you are writing to should be written on the left, below the sender’s address
Date
The salutation of greeting e.g: Dear Sir, Respected Sir
The subject line
The body of the letter
The complimentary close e.g: Yours Faithfully or Yours Sincerely
Your signature, the sender’s signature

Leave Application Letter :

The format of a leave application letter should be in formal. When applying for leave from college, be sure to include details such as your roll number, department, and other personal details related to the college. Some institutes require you to submit a medical certificate if the leave is for more than three days due to illness.

Sample 1.

Michelle Johnson
III BTech (IT)
ID No : IT270934
8 March 2016
The Principal
Sarabah College of Technology
Arasampatti
Chennai 635201
Dear Madam,
Sub: Request for two weeks’ leave
I am Michelle Johnson, studying in Ill-year Information Technology. My student ID number is IT270934. I am writing to inform you that I am going to undergo a small surgery on 12 March 2016 to remove kidney stones. Doctors have advised me to take complete bed rest for one week after the surgery.
I request you to kindly grant me leave for two weeks from 10 March 2016. If I am forced to extend my leave, I shall inform you well in advance.
Thank you.
Yours faithfully,
Michelle Johnson
Parent’s signature mariam
Enclosure: Medical certificate dated 6 March 2016

Sample 2.

Sheena Joyce
III B.com (Computers)
ID No. 6897391
18. Nov. 2016
To
The Principal
Chaitanya Women’s College,
Sanathnagar,
Hyderabad.
Sub : Requisition for three days leave
Respected Madam,
I would like to bring to your kind attention that my name is K. Sheena Joyce and I am pursuing B.Com final year in your college. My roll no. is 16541692. I am really very sorry to inform you that after a prolonged illness, my paternal uncle died. I would be needed to be present at the funeral and is required to do rituals for the peace of his soul. Considering my situation, I request you to grant me leave for three days starting from 19 Nov 2016 to 21 Nov. 2016.1 hope you understand my condition.
Thanking you,
Yours Obediently
Sheena Joyce

Exercise

Write a letter to the principal of your college requesting him/her to grant you permission to leave early every day for a month, so that you can attend an evening course that you have joined.
Pranay Paul,
St. Pauls Degree College,
Himayathnagar 20 Nov. 2015
To
The Principal,
St Paul’s Degree College,
Himayathnagar.
Sub : Request to leave early for classes.
Respected Sir,
I Pramay Paul student of your college pursuing BBA II year, bearing roll No. 9641. I have joined a crash course to improve my skills recently. My classes we during evening session for two hours every day, for a month. In this regard, I would like to leave one hour early from college to reach to my institute.
So, Kindly request you to permit me to leave one hour daily for a month i.e., from Dec. 1, 2016 to Dec. 31, 2016.
Thanking you,
Yours Obediently
Pranay

Banking Correspondence:

Banks need to exchange various kinds letters with their different stakeholders. As all of us use banking facilities, it is a good idea to practise writing such type of letters. The following letter is an application for an account statement.

Neha Kumari
3-6-342 Himayatnagar
Hyderabad 500029
E-mail: neha.kumari@gmail.com
Phone: 09398817523
30 October 2016
The Branch Manager
HBL Bank Pvt Ltd
65A Bank Street,
Koti Hyderabad 500095
Dear Sir,
Subject: Request for account statement
I hold an account in the Koti branch of HBL Bank since 2012. My account details are as follows:
A/c type: Savings bank A/c number: HBL0133956480 A/c name: Neha Kumari I am a student and am applying for an internship abroad. The visa application requires a bank statement for the last three months. May I request you to please issue an account statement for the period 01 August 2016 to 31 October 2016. I would greatly appreciate it if you could please send the statement to me as soon as possible, as I need to submit my documents to the concerned embassy in a week’s time.
Thank you very much.
Yours faithfully,
Neha Kumari

Exercise

Imagine you are. the proprietor of Garuda Traders, Hyderabad. You would like to open a current account in a bank. Write a letter to the Branch Manager of ABC Bank making this request.
Answer:
The Proprietor,
Garuda Traders,
Hyderabad.
10 April 2009 To
The Branch Manager,
ABC Bank,
Hyderabad, Telangana.
Sub : Opening of a current account Dear Sir,
We want to open a current account with your bank. We are enclosing herewih a certified copy of the company’s resolution concerning opening of a current account with you and appointing your bank. The ABC Bank at Hyderabad – as our banker. Please find enclosed herewith the following documents as required by you.

Account opening form duly completed.
Specimen signatures of the co-ordinators.
Copies of the company’s certificate of incorporation and certificate to commence trading.
Certified copy of resolution sanction of the carrent account as above.

I, The proprietor of Garuda Traders, authorized to sign on behalf of the company all the cheques and other documents. Please open the account and issue a cheque book containing hundred leaves.
With thanks
Yours Faithfully Raj kumar
The Proprietor.

Soft Skills

Etiquette and Grooming
Etiquette is the customary code of polite behaviour in society or among members of a particular profession or group.

Be punctual.
Greet colleagues with a smile and a handshake. Remember to be friendly.
Keep your workspace neat and tidy.
Do not invade your colleagues’ office space without permission.
Do not speak loudly or disturb others when answering phone calls.
Be honest and fair when trying to resolve issues.
Listen to others and try to help them with tKeir problems.
Do not try to avoid responsibilities or shirk duties.
Respect other people’s feelings.
Do not damage office property.

Grooming is the art of cleaning, grooming, and maintaining parts of the body. The things that you do to make your appearance clean and neat. It is care for one’s personal appearance, hygiene, and clothing.

Pay special attention to personal hygiene and cleanliness.
Dress in clothes that fit you well and reflect your age and personality. In a working environment, you must take care to dress professionally.
Dress neatly, in clothes that are clean and ironed.
If you wish to use perfume or aftershave, use one sparingly so that you do not overwhelm those around you.

Value Orientation

Necessity is the Mother of Invention

The meaning of the proverb ‘Necessity is the mother of invention’ is that when we stand in dire need of a thing. We can never rest satisfied until we get it. We strain every nerve to have it, as if some inward force were compelling us to act. Most of the great and good things of the world are the products of divine discontent in the mind of man.

When a man feels the pinch of hunger, it cannot be said that his want is trifling it is then a pressing want, for unless it is satisfied, he will die of starvation. Human beings make their every effort to get that is essential for life. Even small necessities of life push us to work hard. The major inventions and discoveries are all the result necessities of human life and the desire of human to make the world a better place.

The English proverb ‘necessity is the mother of invention’ means that when you have to complete a task, and you have absolutely no choice but to complete the task, then you will think in radical, new, out-of-the-box ways to attempt to solve your problem. Because of necessity, you are forced into finding or creating solutions.

It is particularly applicable when working on projects that may seem impossible to complete. Under such circumstances, necessity can motivate you into thinking of ways in which you can increase efficiency. Put simply, if you must do something, then you will think of a way to do it.

Shakespeare Retold Julius Caeser Summary in English

William Shakespeare (1564-1616) is considered the greatest dramatist and poet of the English language. In Shakespeare’s hands, English drama achieved a matchless brilliance that fast shone forth in his early history plays, such as those based on the reigns of Henry VI, Richard II and Richard III; maturing into the romantic comedy of As You Like It and A Midsummer’s Night Dream: and finally reaching its zenith in the great tragedies, Hamlet; King Lear, and Macbeth, and in romances such as The Tempest. Shakespeare is also remembered for his many sonnets, the beauty and lyricism of which are admired even today.

Julius Caesar is one of Shakespeare’s great tragic plays. It opens with great celebration in the streets of Rome. The Roman general and statesman Julius Caesar has returned from a battle after defeating his political rivals. Rome is a republic, governed by elected noblemen. Some of them fear that Caesar (who is popular among the common citizens and has the support of the army) could seize power and declare himself a king. Many Roman politicians-including Cassias and Brutus-watch Caesar’s rise to political power with suspicion. While Cassias is outright jealous, Brutus has the larger interests of Rome’s people at heart.

Cassius, Casca and other politicians persuade Brutus that Caesar must be killed in order to save Rome. The thought troubles Brutus because Caesar has been a friend to him, but he agrees to join the conspiracy because he thinks it is best for the country. During a Senate meeting at the Capitol, Rome’s legislative assembly, the conspirators brutally stab Caesar to death. The people of Rome are confused and agitated by the murder of a popular leader, and demand answers.

The text you have just read is a prose paraphrase of an extract from Act Ill, Scene 2 of Shakespeare’s play. (The original extract may be found in Appendix I, after this lesson.) Here, Brutus calms the restless crowd of commoners. He explains to the Roman citizens his fears concerning Caesar’s ambition, and why it was necessary to kill him. After listening to his speech, the crowd is convinced that Brutus and the conspirators did the right thing.

They praise him for assassinating Caesar and delivering Rome from the evils of a dictatorship. Caesar’s friend Mark Antony then addresses the crowd, as it is a tradition to speak at the funeral of a leader. Antony has been warned by the conspirators not to say anything against them. Antony does not say anything directly against the conspirators; instead, he reminds the crowd of Caesar’s many services to Rome. His praise of Caesar sways the crowd, who now turn against the conspirators.

Shakespeare Retold Julius Caeser Summary in Telugu

అన్ని కాలాలకు చెంది అత్యుత్తమ కవిగా పేరు గాంచిన విలియమ్ షేక్స్పియర్కు 26 ఏప్రియల్ 1564న ఇంగ్లండ్లో బాప్టిజమ్ ఒసంగబడెను. అతి గొప్ప రచయితగా స్తుతించబడిన ఆయన 38 నాటకాలు, ఇంకెన్నో ఇతర రకాల రచనలు సృష్టించారు. “బార్డ్ ఆఫ్ ఎవాస్’గా వినుతికెక్కిన షేక్స్పియర్ 1616 ఏప్రియల్ 23న కన్నుమూసెను. బాగా పేరుగాంచిన ఆయన నాటకాలలో ప్రముఖ స్థానం పొందినది “జూలియస్ సీజర్”. అతని అతి గొప్ప విషాదాంత నాటకాలలో ఇది ఒకది.

ఈ చారిత్రక, కదిలించే విషాదాంతంలోని 3వ అంకం రెండవ దృశ్యం నుండి సేకరించిన ఒక చిన్న భాగపు గద్యరూపం ప్రస్తుత పాఠ్యాంశం. ప్రఖ్యాత జాతీయవాది, గౌప్ప సైనికాధికారి అయిన రోమ్ నాయకుడు సీజర్ను బ్రూటస్ మరియు ఇంకొందరు కలిసి కుట్రపూర్వకంగా హత్యచేస్తారు. ఇప్పుడు అదే బ్రూటస్, తన అద్భుత వాక్పటిమతో రోష్ వాసులను ప్రశాంతంగా వినవలసిందిగా అభ్యర్థిస్తాడు. సీజర్ తనకు మంచి మిత్రుడని నొక్కివక్కాణిస్తాడ.

అయినప్పదికి తను (పేమించిన, తనను కపేమించే సీజర్ను చంపడానికి కారణం రోమ్ అంటే తనకు సీజర్ మీద కన్నా ఎక్కువ (పేమ ఉంది కాబట్టీ అంటారు. సీజర్ది అత్యాశ అని ధృవీకరిస్తాడు. ఆయన ఆశలు నెరవేరనిచ్చినట్లేతే, రోమ్ బానిసల దేశంగా మారిపోయేది అంటారు. ఱ్రూటస్ యొక్క వాగ్ధాదిలో సాధారణ ప్రజలు కొట్టుకుపోతారు.

బ్రూటస్ రోమ్ను, రోమనులను సీజర్ నియంతృత్వం నుండి కాపాడుటకే ఆయనను చంపాడు అని జనం నమ్ముతారు. ఆ మైకంలో బ్రూటసే తమ రాజు అని అరుస్తారు. అప్పుడు సీజర్కు విధేయుడైన స్నేహితుడు ఆంటోనికి మాట్లాడే అవకాశం వస్తుంది. బ్రూటస్ బృందం యొక్క క్రూర కుట్రలకు సీజర్ బలి అయ్యాడని ఆంటోనికి తెలాసు. అఁ్బనప్పదికి అ విషయాన్ని ఆంటోని బహిరంగంగా చెప్పలేని స్థితి. అలా నిశ్శబ్దంగా కూడా ఉండలేడు. ‘కుక్కకాటు’కు చెప్పదెబ్బ’ను ప్రయోగించాడు.

బ్రూటస్ ఉపయోగించిన వాక్పటిమనే సామాన్యలను ఒప్పించుటకు దాడుకున్నాడు. సీజర్ యొక్క నైపుణ్యాలను, డేశభక్తి లక్షనాలను ఏకరువు పెట్టాడు. అదే సమయంలో ణ్రూటస్ అతి గౌప్ప నిజాయితీ పరుడని, కాదట్టీ అతను సీజర్ గురించి చెప్పిందంతా నిజమేన. మళ్ళీ నుళ్ళీ విన్నవించాడు. ఉర్దేశించిన సమాచారం విజయవంతంగా అందించబడింది. ఫ్రజలకు ట్రూటస్ యొక్క ఐృందం యొక్క కుట్ర అర్ధం అయింది. నాటకలోని తగుపాతి భాగాలలో కుట్రదారులందరు చంపబడుతారు, అంటోని మరియు అతని నిజాయుతీ సలబడటం చూస్త్రము. ఈ దిధంగా సీజర్ యొక్క దేశభక్ల కూడా నిరూపించబడుతుంది.

OU Degree 2nd Sem English Study Material

Stanzas Written in Dejection, Near Naples Questions and Answers & Summary by PB Shelley

August 14, 2023August 11, 2023 by Prasanna

OU Degree 1st Sem English – Stanzas Written in Dejection, Near Naples Questions and Answers & Summary

Question 1.
What is the tone and mood of the speaker of the poem?
Answer:
The theme and tone of the poem by Percy Shelley are two separate, but linked, concepts. The theme of the poem are rejection, love, union and disappointment as they can be beautifully represented through nature. Because of the rejection and disappointment in love, the poet feels rejected and hurt. He feels he is the victim in this situation and the love he feels for another is unwanted.

The title states that the poet was writing these stanzas in a state of dejection. The poem does not state the reason for his melancholy mood. Although the poem begins with beautiful, uplifting descriptions of nature, it ends on a rather sorrow-filled note. Shelley is able to see the beauty of nature, is able to describe it with love and vigour, but when it comes to his own life, he is unable to find even a glimmer of hope.

Question 2.
Discuss shelley as a poet of nature with reference to this poem.
Answer:
The present poem was written when shelley and his wife Mary visited Naples during winter from November 1818 to February 1819, When the climate was pleasantly warm. The poem Is a description of the way that the poet felt at the time of its composition.

The poem begins with a detailed description of a pleasant natural scene. Shelley describes a beautiful day, probably on the Gulf of Naples, as the poet references “Waves” and winds, the birds, the ocean floods. He sits alone on the sand, observing the sparking ocean and listening to the sound of the waves. How pleasant all this would be if there were someone with whom he could share the emotion he feels.

Unfortunately, Shelley lacks hope, health peace, calmness, contentment, fame, power, love and leisure. He sees others who enjoy all these and find life a pleasure. It is otherwise with him. Death would steal upon him quietly, turning his warm cheeks cold while the waves continued their monotonous rhythm as consciousness grew fainter.

Some might mourn his death just as he will regret the departure of this beautiful day to which his melancholy is in contrast. In this poem, the poet’s state of dejection is artistically placed in a sharply contrasting setting that effectively emphasises the dejection.

Question 3.
What does the poet lament in the poem.
Answer:
Shelley was suffering from depression due to a number of reasons his first wife had committed suicide; the courts had taken from him the custody of his two children; his poetry was neglected by the public and condemned by the critics; he was plagued by financial problem

He suffered from poor health and his wife, Mary Shelley, was estranged from him following the death of their daughter. In this poem, the poet’s state of dejection is artistically placed in a sharply contrasting setting that effectively emphasises the dejection.

The poem begins with a detailed description of a pleasant natural scene. The poem seems to be a contrast between his own despair and the relative comfort he finds in nature. Shelley contrasts his own feelings of emptiness with what he see as the fullness of others lives. While he is dejected, his feelings are tempered by nature around him. He feels that he could weep and even die here in this setting.

He closes the poem by saying that he may be lamented after his death, but he feels that he will not be missed that much, as he says, “for lam one/whom men love not,” people will regret that he is gone, but the memory of nature, of the day that surrounds him, will only bring pleasure.

Shttley prioritizes the beauty of the natural setting and its ability to yield positive emotions. Those emotions range from ‘joy’ at the end of the poem to the relative comfort. This emotional state appears to be allayed by the nature surrounding him, while the causes for his dejection are related to society.

Question 4.
Comment on the speaker’s complaints hopes and fears. How has the poet tied the end of the poem to its beginning?
Answer:
Shelley’s poem “Stanzas Written in Dejection, Near Naples” is about depression. The speaker, whom we can assume to be the poet himself, is sitting at the shore watching the light on the water and thinking about his life, actually, feeling a little sorry for himself.

He sees the beauty around him and knows he should be able to appreciate it, but he cannot. He sees people going about their daily business and bemoans that life has dealt him “another measure” so that he cannot take joy in his surroundings.

Yet he admits that his despair is “mild, even as the winds and waters are” and not so consuming that he cannot live. He even thinks he might “lie down like a tired child” and passively wait for death rather than do anything to hasten it. It seems at first as if he may be suffering over a lover, but in this last stanza he appears to be lamenting that he is not well-known and appreciated when he says “ I am not whom men loved not”, and he hopes that someone might lament for and regret his passing.

Annotate the following lines in about 250 words each.

Question 1.
Like many a voice of one delight,
The winds, the birds, the ocean floods,
The City’s voice it self, is soft like Solitude’s.
Answer:
The Poem and the Poet: The given words appear in the poem “Stanzas Written in Dejection, Near Naples”. They form the last three lines of the first stanza of this lyrical poem. It was penned by PB. Shelley, an English poet of extraordinary poetic skills. Shelley’s love for nature is visible clearly here. The poem proves Shelley’s ability to present precise imagery in an impressive way.

The Context: Shelley was going through a sad phase of his life. He was spending time in Naples, a very pleasant and beautiful port city in Southwest Italy. The sky was clear. The sun was bright. The blue sea was like a crystal. Sea waves were dancing fast. Isles and mountains were glowing. Shelley, the poet’s soul was fascinated. His imagination flew sky high. And the poem flowed down in a flood. The result: a feast to every reader!

The Explanation: Nature was at its best in manifesting itself beautifully. Every element in nature started singing its glory. The wind whistled. The birds chirped. The sea murmered. Naple’s voice echoed everywhere. All voices joined into one. They became one voice of happiness. They sounded soft like the song of solitude. The theme of the song is the beauty of nature. It makes everyone happy.

The Significance: The (ines project the poet as a philosopher and an artist. He suggests that happiness comes from unity and happiness results in unity. He adds that ‘happiness’ has a soft voice always, never a harsh one. He also indicates his preference for loneliness. He appears to tell us that the voice of delight and that of solitude are soft and therefore the one gives the other! Many lessons are there in these lines for the readers to pick up !

Question 2.
Yet now despair itself is mild,
Even as the winds and waters are;
I could lie down like a tired child,
And weep away the life of care
Answer:
The Poem and the Poet: These thought-provoking and heartrending lines form a part of ‘Stanzas Written in Dejection, Near Naples’. This touching poem was created by. RB. Shelley, a poetic genius born in England. The poet had a flair for writing about nature. And his personal life was misery incarnated. And the artist in Shelley did magic in blending his personal tragedy with nature’s beauty in a balanced manner in his poems. The present poem stands as an example in support of this statement.

The Context : Shelley suffered several shocks in his personal life. He was seeking solace in nature’s lap near Naples. The seashore there was glittering in glory. Shelley was excited. His imagination was ignited. Image after image flowed out. A beautiful painting of nature in words was evolving. Pathetic scenes from personal life flashed in the poet’s mind. He pictured them too. He wove a connecting bond too. The united whole looks artistically integrated.

The Explianation: The poet says that his sorrow has slowly been becoming soft. The winds and the sea too are slowing down. An exhausted infant cries and cries constantly. His stress and suffering are thus swept away. In the same way, the tired poet is trying to forget his painful and pathetic past.

The Significance: The contrast between nature’s beauty and the poet’s personal tragedy is complete. The connecting bond is strong. The poet draws a comparison. The winds and waters are gradually slowing down. So are his personal problems. Equating the poet’s personal condition with a tired child’s position is impressive. The comfort thus he drew is consoling. A child’s innocence and crying away offer solutions to some complicated issues.

Question 3.
Some might lament that I were cold,
As I, when this sweet day is gone,
Which my lost heart, too soon grown old,
Insults with this untimely moan;
Answer:
The Poem and the Poet: We come across these moving words in the wonderful poem ‘Stanzas Written in Dejection, Near Naples’. The poem is remarkable for its precise images and melodious music. RB. Shelley composed this masterpiece. Born in England, Shelley became famous for his radical ideas.

The Context: Fate shocked Shelley many times. Misfortune greeted him from multiple corners. His country, public, his critics and even his wives were united in troubling Shelley in various ways. He became dejected. He turned to nature. He reached Naples. He derived some comfort there. The seashore there presented him with pleasant sights. He pictured that beauty. He described his pathetic state too. He connected both. Thus Shelley produced this artistic poem.

The Explanation: The poet-philosopher sees his end someday. He visualises someone mourning his death. He doubts their sincerity. He draws an equation between their lament and his lost heart’s untimely moan for the passed sweet day. He gives reason for his heart’s untimely cry. He suggests that the reader should see for himself why someone’s lament is not from the heart.

The Significance: The poet’s stoic acceptance of imminent death is touching. His clear vision of post- death scene is appealing. His humble admission of his lost heart’s untimely moan is moving. His selection of diction is artistic. His mastery of syntax is simply superb. The content and its communication compete with each other in impressing the reader.

Question 4.
……………… this day, which, when the sun
Shall on its stainless glory set,
Will linger, though enjoyed,
like joy in memory yet.
Answer:
The Poem and the Poet: The given words conclude the beautiful poem “Stanzas Written in Dejection, Near Naples”. A poetic genius with peerless mastery of poet is techniques, RB. Shelly composed this marvellous piece The poem is an example of Shelley’s power to produce images of precision. The poem is also known for it- lyrical quality.

The Context: Shelly was in despair. He lost health wealth, name and finally hope. His first wife committed suicide. His daughter died young. His second wife had strained relations with him. He needed some consolation badly. He sought it in nature. He went to Naples, a city known for nature’s beauty. He projects that beauty poetically. He recollects his gloom too. He draws a comparison between the two. The ‘stanzas’ came out brilliantly.

The Explianation: The poet imagines his end. He describes how others would lament his death. He connects his end to the closing of the day. He says the day comes to a close as the sun sets. Yet the day remains in memory. The beauty is cherished. The memories are preserved. The day might have gone. But the memory of it remains. He seems to wish that he might be remembered long after he is gone.

The Significance: The lines form a fitting end to a wonderful poem. The title refers to the poet’s dejection. It also talks about nature’s beauty near Naples. And these bottom lines reflect perfectly both the ideas. The bond is made strong with these words. The climax is commendable. The poet pays rich tributes to nature’s ability to make man happy. The readers love to offer their compliments to the poet’s skill.

Pronunciation

Affricate
The affricate is a type of consonant sound which combines a plosive with an immediately following fricative articulated at the same point. Affricates are consonants that begins as stops, rather than directly into the following vowel. They are produced by a complete closure of the passage of air through the mouth followed by a slow release such as [t] or [d]. The English affricates are /t∫/ and /dδ/.

Affricate	In initial position	In medial position	In the final position-
/t∫/	champion, check	matching, bachelor	Preach. Snatch
/dδ/	jug, just	adjust, subject	ridge, badge

Few more examples
/t∫/ → chance, champs, cheese, crunch, twitch, picture
/dδ/ → jam, jaile just, soldier, budget, judgment

Nasal

A nasal consonant sound is produced when there is a complete closure of the air passage in the mouth and the air escapes through the nose. Nasal sounds are those sounds that you need to.use your nose to create. There are three voiced nasal consonants in English. The English nasals are

Nasal	In initial position	In medial position	In fined position
/m/	man, must	grammar, smooth	game, fame
/n/	next, now	manage, answer	ban, cane
/η/	–	finger, uncle	ring, bang

Few more examples

m : money, – manic – mines
mother – maids – merit
tamed – campo – camps

n : nab – nil – nob
canoe – rance – ranch
fanes – ranks – thin

ng/η/ : bring – ring – swing
wing – lung – sing
thing – sung– king

Grammer

Articles

English language has three articles namely ia’, ‘an’, and the’ Articles are adjectives used before nouns. They are used before nouns to define their use in the context of the sentence. There are two kinds of articles, they are indefinite article: a, an, and definite article: the. In certain instances no article is used before a noun.

A. Indefinite article: ‘A’

1. ‘A’ is used before singular nouns and countable nouns beginning with consonant sounds.
Consonants (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, w, x, y, z)
eg: He is a teacher
I just ate a pizza.

2. It is used before words such as ‘European’ or ‘University’ where the initial vowel is pronounced like a consonant. Remember, it is the sound and not the spelling which is important.
eg: He is a European
She has a one-rupee coin.

B. Indefinite article: ‘An’

1. ‘An’ is used before singular, countable nouns which begin with vowel sounds.
Vowels (a, e, i, o, u)
eg: He is an actor.
This is an apple

2. ‘An’ is used before a word beginning with a silent/hi Before a singular noun beginning with a vowel sound.
eg: He was late by an hour.
He is an honourable man

C. Definite article: The

1. ‘The’ is used when talking about something which is already known to the listener or which has been previously mentioned, introduced or discussed.
eg: I have a pen. The pen is blue
The stone hit me on back of my leg.

2. It is used before the names of oceans, seas, coasts, rivers, mountain ranges, groups of islands, planets, gulfs, newspapers, magazines, musical instruments directions, deserts, names of trains, hotels, holy books, ordinal numbers and superlative degrees.

eg: The Arabian Sea, The Atlantic ocean, The Western Coast,
The Godavari, The Himalayas, The Andaman and Nicobar islands,
The Earth, The Gulf of Kutch, The Times of India, The India today,
The guitar, The South, The Thar Desert, The Rajdhani Express
The Taj hotel, The Bible, The First, The longest etc.

3. ‘The’ is used before proper nouns for the sake of comparison
eg : Kalidas was regarded as the Shakespeare of India

D. No Article

1. English, some nouns are uncountable
eg: information, air, advice, salt, water, paper, milk, coffee, rice, cloth, wood, etc.

I drink coffee every morning. I also have bread and butter.
Have you had breakfast?

Exercise.

I. Fill in the blanks with indefinite articles where necessary. ‘x’ indicates

No Article.
1. She doesn’t own a car.
2. He came from x humble beginnings.
3. I saw x bears at the zoo.
4. He asked for x milk.
5. She didn’t get an invitation.
6. I saw an eagle fly.
7. She was an English teacher. She taught at a European University.
8. He bought x milk, x butter, and a loaf of bread.
9. The table is made of x wood.
10. Dr. Abdul Kalam was an honest man.

Correct the following sentences by inserting articles wherever necessary.

Question 1.
There is book in my backpack. Book is very heavy.
Answer:
There is a book in my backpack. book is very heavy.

Question 2.
Do you know where I left car keys?
Answer:
Do you know where I left car keys?

Question 3.
I enjoy reading detective novels, especially ones by famous author Arthur Conan Doyle.
Answer:
I enjoy reading detective novels, especially ones by famous author Arthur Conan Doyle.

Question 4.
French drink wine, while Americans drink beer.
Answer:
The French drink wine, while Americans drink beer.

Question 5.
Group of MBA students from university of Mumbai visited Harvard University in United States.
Answer:
group of MBA students from University of Mumbai Visited of Harvard University in United States.

Question 6.
Bible was first book to be printed by Gutenberg in fifteenth century.
Answer:
If Bible was the first book to be printed by Gutenberg in fifteenth century.

Question 7.
I am fond of music of Mozart. My grandfather owns antique piano.
Answer:
I am fond of music of Mozart. My grandfather owns antique piano.

Question 8.
Cloth is sold by metre. Metre of this fabric cost me moon.
Answer:
Cloth is sold by a metre. metre of this fabric cost me in moon.

Question 9.
Sun is at highest point in sky at noon.
Answer:
The Sun is at the highest point in the sky at noon.

Question 10.
After human, chimpanzee is most intelligent among animals.
Answer:
After humans, Chimpanzee is most intellIgent among animals.

Vocabulary

Portmonteau Words

A portmanteau is a new word formed by joining two (or multiple) words and combining their meanings. A portmanteau word fuses both the sounds of the orginal words and the meanings of its components. Here are some examples –

1. advertorial – advertisement + editorial
2. biopic – biography + picture
3. blog -web+iog
4. edutainment – education + entertainment
5. emoticon – emotion + icon
6. internet – International + network
7. malware – malicious + software
8. multiplex – multiple + complex
9. motel – motor + hotel
10. pixel – picture + element
11. romcom – romantic + comedy
12. smog -smoke + fog
13. brunch – breakfast + lunch
14. chunnel – channel + tunnel
15. netizen – internet + citizen
16. workaholic – work + alcoholic
17. telethon – television 4 marathon

Loanwords:

A Loanwords is a word taken from a foreign language with little or no change. Here are some examples.

Loanword	Borrowed from	Present English meaning
avatar	Sanskrit	manifestation, personification
guru	Hindi	a spiritual teacher or recognized leader
cafe	French	a small restaurant selling drinks and snacks
kindergarten	German	a pre school for children aged 4 to 6
cigar	Spanish	a roll of tobacco for smoking
vodka	Russian	a distilled alcoholic beverage
ennui	French	boredom
bazaar	Hindi	a market place covered with shops and stalls.
doppelganger	German	Someone who looks spookily like you or shadow of yourself
hoi polloi	Greek	ordinary people

Spelling

Words endig In-aI, – once, -ence, -Ic, -ify, and -ive
The following suffixes are used to form new words –

Suffix	Meaning	Words
– al	of, belonging to, pertaining to	acoustical, ancestral, medical
-ance	quality, action, state or process	appearance, assurance, performance
-ence	quality, action, state or process	independence, innocence, difference
– ic	having the nature of, like	antibiotic, logarithmic, stylistic
-ity	quality, state	ability, maturity, toxicity
-ive	tending to, performing	addictive, defective, supportive

Example:
Complete the following words using the suffixes al, ance, ence, -ic, -ity or -ive

1. iconic
2. confidence
3. dominance
4. avoidance
5. poetic
6. productive
7. capacity
8. acceptance
9. classic
10. insurgence
11. curiosity
12. reactive
13. parental
14. futility
15. rhythmic
16. kinetic
17. national
18. vindictive
19. opacity
20. ambulance

Punctuation

Hyphen (-)
A hyphen is used to:
The hyphen is a punctuation mark used to join words and to separate syllables of a single word.

Rule 1
Generally, hyphenate two or more words when they come before a noun they modify and act as a single idea. This is called a compound adjective.
Eg: well-known writer
two-year-old child
state-of-the-art

Rule 2
To Indicate numbers, fractions, measurements when written out.
Eg: inch – long nail
two-kilometre walk
one – third

Rule 3.
To separate certain prefixes from root words.
Eg: trans – American
ex-colleague
mid – forties
re-elect

Rule 4.
To remove ambiguity
Eg: Little – used boat
man-eating shark

Note:
1. Do not use a hyphen between an adverb ending in -ly and a verb ending in -ed.
Eg: finely tuned
poorly received
smartly dressed
2. Never use a hypen after ‘very’
Eg: very well dressed

Exercise:

Punctuate the following sentences by using, wherever necessary, capitals, and all the punctuation marks you have learnt so far.

Question 1.
Sushil kumar my mathematics teacher is an absent minded person the day before yesterday he walked into the biology class and started teaching algebra
Answer:
Sushil Kumar, my Mathematics teacher, is an absent-minded person. The day before yesterday he walked into the Biology class and started teaching Algebra.

Question 2.
sandhya balasubrarnanlum was not only a world famous bharatnatyam dancer but also a leading camatic music vocalist
Answer:
Sandhya Balasubramanium was not only a world famous Bharatnatyam dancer, but also a leading Camatic music vocalist.

Question 3.
banif abbas a kenyan born runner of indian origin won the 100 metre bronze at the london olympics
Answer:
Hanif Abbas, a Kenyan born runner of Indian origin won the 100-metre bronze at the London Olympics.

Question 4.
Mount Fuji with its beautiful snow capped peak is a well known japanese icon.
Answer:
Mount Fuji, with its beautiful snowcapped peak is a well-known Japanese icon.

Question 5.
Dr B.R. ambedkar is regarded as the chief architect of the constitution of india with the adoption of the constitution the union of india officially became the republic of India the indian constitution came into force on 26 january 1950 an event that is celebrated each year as republic day.
Answer:
Dr B.R. Ambedkar is regarded as the chief architect of the Constitution of India. With the adoption of the Constitution, the Union of India officially became the Republic of India. The Indian constitution came into force on 26 January 1950- an event that is celebrated each year as Republic day.

Conversion

Conducting a Meeting
Very often, organisations conduct weekly, monthly, quarterly, or special meetings to discuss certain issues and make decisions and/or plans. The steps below are useful guidelines for conducting an effective meeting.

Purpose

Identify the purpose and expected results of the meeting.
Identify whether the meeting is conducted for delivering information, sharing information, or collecting information.

Agenda

The agenda is a list of the item issues that are to be discussed in a meeting.
Limit the number of item/issues, keeping in mind the time available.

Participants

Identify and invite only those participants necessary for the meeting.
Make sure that every participant has something to contribute with regard to the agenda of the meeting.

Preparation

Decide the date, venue and time of the meeting.
Communicate the agenda to the participants at least 24 hours prior to the meeting.

Meeting Principles

Request all participants to turn their mobiles off or to keep them in silent or vibrate mode.
Disallow any sort of electronic communication during the meeting.
Respect the opinion of each participant. Encourage openness among participants.
Ask questions to clarify doubts during discussions.

Meeting Facilitator

Designate a skilled facilitator who Is aware of the meeting principles and the agenda. This person will ensure that the meeting is conducted in a smooth manner.
Rotate facilitators regularly during scheduled meetings.

Time

Designate a timekeeper who works with the meeting facilitator to restrict discussions to the time limit.
Start and end every section of the meeting on time. Check the time periodically to see whether you are following the time limit scheduled for each item.
Allow flexibility in the schedule when the occasion demands.

Conducting the Meeting

Open the meeting by announcing the ground rules and the agenda.
Cover one item/issue at a time.
Invite and encourage everyone to participate and contribute his or her ideas.
Do not stray from the planned agenda.
Summaries the discussion and recommendations at the end of each planned section.

Minutes

The minutes of the meeting are a written account of what transpired at a meeting.
Designate a member to write the minutes of the meeting while discussions go on.
Make detailed minutes since this record is important for further follow-up on key issues.
Highlight key points for each item and identify the items that are to be discussed in future meetings.

Concluding a Meeting

Review the items/issues discussed at the meeting and the resolutions taken.
Decide time frames for taking action with those who are responsible for the execution of action plans.
Announce the agenda, time and venue for the next meeting.
Thank the attendees for their participation.

Evaluation

Ask each attendee to evaluate the meeting, either in writing or by using the open discussion approach.
Pose questions such as ‘What can we do better next time?’ and ‘What parts of the meeting worked well, or did not work well?’ as feedback for conducting the next meeting.

Exercise

Sample 1:

Invitation letter for a business meeting – Deepa Kaushik
Date: 17 Dec. 2016

I, Deepa Kaushik, the Managing Director of MNC International Fabric Co. Ltd., call for an urgent land meeting following the sudden cancel of order from one of our major UK clients. This meeting is to discuss the reasons, and the measures to rectify the same.

The meeting will be held at our Aguilla Conference Hall, at 11.00 AM, today, that is 1 hour from now. As you all must be aware that MP Boutiques one of our main clients, have suddenly cancelled the order placed an 1’ March’16 scheduled to be delivered on 6th March’16. understand that we have already completed with the production of the units to be supplied and the packaging of the some Is already under process. Though the tentract was signed as always with this client, that holds.

Just for the 50% cash back for the complete order signed. As per the contract tennis, they have intimated us by 3rd March ‘16 that is by mid of the contract period. So liable to pay only 50% of the signed amount. And we being at a point of packing have almost completed with the order.

Cancelling the order at this stage, counts for a loss of around 1 million for us, which is definitely a huge set-have for the company. We can give a grace period for the payment if they have any financial crunch. I understand we have never delayed any order delivery from our end, or have compromised with the quality of the products. I also hope, the agents, haven’t handled them harshly in this communications.

Be prepared with all the paper works, the contract, the invoices, the communication letters and emails, and all other documents in relation with this client and contract. I look forward to’ some valid explanations for this big loss.

Reading Passage

Flower-Boat

Bathukamma, the golden pattern
Of chosen blooms piled, cone-shaped!
Gowramma on the
Platform of pumpkin petals!
On the flower-hillock
Golden blossoms offer boons
A fortune line for children.

Different may be the hues
Dissimilar may be the scents
Yet the ripples of soft floral steps
Offer a new kinship
A celebratory gathering of flowers!
And the broken ties getting
Reunited by flower ceremonies!

The flowers kiss the fingertips
Of maidens with glee.
To prepare a Bathukamma,
The damsels become
Arched rainbows of prime youth.
The thangedu flowers vying with
The golden lustre of damsels’ bodies
Bow with humility
In the hands of young dames!

Tender lips are Bougainvilleas
Pearls of smiles are Cunugu flowers
Collyrium lines of eyes are lpomoeas
Descended moonlights are beera blooms
Marigolds mount palanquins of young maidens
Kanakambarams deck decoratively
The plants of young ladies!

Bathukamma is the bloomy veneer
On the body of waters.
Beauties perched on palanquins
Emanate glorious lustre touching the sky.
Bathukamma is a flower-boat
flipping inside our eyes!

Writing

Formal Letters

Formal letters deal with affairs of official and public nature, for instance, a letter to a government official, a newspaper editor, a college principal, and so on. The block format is the preferred modern style for writing formal letters. All entries are aligned to the left margin. Follow these rules regarding the structure of the Letter

1. Sender’s Address : It should be written on the top-left comer of the page.

2. Date : The date is placed below the sender’s address eg: 15 April 2016.

3. Inside Address : It is the receiver’s address and written below the line of the date.

4. Salutation : The most common forms of salutation are ‘Dear Sir or Dear Madam, Respected Sir or Respected Madam. If you know the name of the person you can write as ‘Dear Ms Urna Verma’ or ‘Dear Dr Krishna’,

5. Subject : It is a feature of all kinds of official letters. It is a brief statement of the subject of the letter.

6. Body of the Letter : This is the main part of any letter. The contents of an official letter should be brief, clear precise and complete with respect to their information being conveyed.

7. Complimentary Close : Yours faithfully, Yours Sincerely, Yours Obediently (for a student) need to be used for complimentary close.

8. Signature : Official letters must have the full signature, with the person’s name and designation in two separate lines below it.

In Addition to these, some official letters have:

1. Reference numbers : Official letters sent from organisations are assigned numbers that help in having the letters filed according to their subject. This is placed above the sender’s address.

2. Attention Line : This appears above the salutation. It contains the name of the person to whom the letter is to be directed, especially in large organisation.

3. Enclosures: This is placed below the signature line.
For example end.

budget for 2016-2017
auditor’s report

4. Copies : If copies of the letter are going to other persons, their names are mentioned below the list of enclosures.
Reference number
Sender’s address
………………………………….
………………………………….
………………………………….
Date
Inside address
………………………………….
………………………………….
Attention: ……………………………
Salutation,
Subject:
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………………
Complimentary close,
Signature …………………………………
Full name
Designation
Eraclosed :
1. ………………………………….
2. …………………………………..
cc: …………………………………..
………………………………….

Examples of Formal Letters

Question 1.
Letter to a college principal
M. Sharath
III BSc (MPC), Roll 238-011
Government Degree College
Wanaparthy
15 April 2016
The Principal
Government Degree College
Wanaparthy
Dear Sir,
Sub: Request for the issue of Transfer Certificate, Bonafide Certificate, and Memorandum of Marks
With reference to the subject cited, I would like to bring to your kind notice that I completed my BSc (MPC) from our college during the academic years 2013- 2016, and passed in the first division. I require my Transfer Certificate, Bonaflde Certificate, and Memorandum of Marks for further studies. May I request you to please issue the above certificates to me at the earliest. I enclosed the necessary challans and’ no-dues certificate for your reference:
Thank you.
Yours faithfully,
M.Sharath

Question 2.
A letter to the Inspector of police, Railways
Answer:
129 Neeti Apartments
Kasturba Nagar
Warangal 506 009
15 October 2016
The Inspector of Police
Warangal Railway Station
Warangal 506 009
Dear Sir,
Sub: Request to trace missing laptop
On the night of 14 October 2016,I was travelling from Secunderabad to Warangal by the Charminar Superfast Express with a lot of luggage in Coach S4, Seat 16. The train departed at 7 p.m. from Secunderabad station. There was a huge crowd of passengers due to the Sankranthi festival. I reached Warangal station by 9 p.m.

To my shock, I found my laptop missing when I checked my luggage. It might have been taken by fellow travellers in the train, as I am certain I did not misplace it. I therefore request you to please take necessary action to trace It. Please treat this as a formal complaint. (hope you will be good enough to make enquiries into the missing laptop.
Thank you very much for your help.
Yours faithfully,
pallavi.M.

Question 3.
You are Rohit sen of A-2/251, Saket, New Delhi 110017. Write a letter to the manager of the Silver Star, Lasjan, Srinagar 191101, saying that you want to book two rooms for three days for you and your family. Enquire about the rates and avaiability of rooms for the dates of your visit there.
Answer:
From
A-2/251, Sket,
New Delhi, 110017
To,
The Manager
Silver Star, Lasjan,
Snnagar, 191101,
17-Januaiv-2014
Dear Hotel Manager,
Sub : Booking of two rooms for three days at the Hotel.
I wold like to reserve accommodiation for two rooms in your hotel for three days for me and my family. Arrival date will be on 25th, January, 2014 at 6 am. Departure date will be on 28th, January, 2014 at 5 am. I request you to inform me about the availability of the rooms and the rates, so that I will confirm about booking them.
Thanking you
Yours faithfully,
R.Sen
Rohit Sen.

Question 4.
Write a letter to the editor of a local newspaper complaining about the nuisance created by stray dogs in your locality.
Answer:
From:
Farha,
Tolichowki,
Rd. No. 3
Ph No. 3
Ph. No. 8692157210
Email Id : farha@yahoo.com
Date: 23 July 2014
To
The Editor,
Deccan Chronicle,
Hyderabad.
Respected Sir,
Sub : Complain about the nuisance of stray dogs. This letter is for the concerned authorities who deal with the complaints regarding the stray dogs. I would like to bring to your notice the nuisance created by stray dogs in the locality of Toli Chowki. As they are increasing in number day by day, children, elderly citizen and common people are unable to come out of their houses.

Yesterday, a six year old boy was bitten by a stray dog. This is a third incident reported in this locality since last two weeks. This situation is unacceptable to many here. Also, street dogs pull the trash out of the garbage bins and scatter all over the street. Foul smell from the carcass of the dead dogs overrun by vehicles is very disturbing. Additionally, dogs bark at odd hours of night continuously. I request the concerned authorities to kindly take some as soon as possible.
Thanking you
Yours truly,
Farha

Exercise

Question 1.
Write a letter to the GHMC Corporator of your locality, complaining about the delay in garbage collection.
Answer:
From
P. Shyam
15/2 Siddharth Endave
Balajinagar,
Dilsulthnagar,
Hyderabad.
28 December 2016
To
The Corporator,
GHMC
Hyderabad.
Dear Sir,
Sub: Complain regarding the delay in garbage collection.
IP Shyarn, resident of Balajinagar. In our area there is delay in garbage collection in our area. Atleast for the last suc months this has become a habit. The municipal sweepers do not dean our locality regularly. And even when they appear, they pile the garbage dump in front of our residence. This pile is left here for weeks, this leads to other people to dump all the waste in our area. Due to this, the whole area is filled with unhygienic atmosphere resulting inconvenience, diseases and mosquitoes. So, its my humble request to please take action as soon as possible and help us to get rid from this problem.
Thanking you
Yours Faithfully,
Shyam
P. Shyarm

Question 2.
Write a letter to the editor of a local newspaper, suggesting that news Items of national and global significance should be given greater importance than celebrity gossip and news of a sensational nature.
Answer:
From
Rai Purohith,
H.No. 2-227
Anjanailu nagar,
Kakinada
29 January 2016
To
The Editor
Andhra Jyothi
Dear Sir,
Sub: Suggestion to give importance to global news.
I am Raj Purohith, resident of Anjanailu nagar, Kakinada. I am a regular reader of your newspaper. I have been observing that lots of importance is been given to celebrity gossip and sensational news in your paper. I feel this sort of news is not of utmost importance which is celebrities personal affair. Instead if you will provide news related to national and global significance coveting will social, economic, political and cultural aspects. Lam sure news of this type will definitely bring awareness in a common man which is very useful now a days. It is just a suggestion from my side. Kindly if you feel my advice to be fine you can bring improvement to the society as a whole.
Thanking you,
Yours faithfully
Signature
Raj
Rai Purohith

Question 3.
Write a letter giving positive feedback to the coordinator of a personality development course you attended.
Answer:
From
Renny Joyce,
D.No. 15-9/2,
Dathunagar,
Hyderabad
Date: 14 Nov. 2016
To
The Coordinator,
Ramakrishna Math,
Hyderabad.
Dear Sir,
Sub : Positive feedback for the personality development course.
I, Renny Joyce pursuing B.Tech final year attended personality development course conducted by your institute last week. I was one of the student enjoyed all the classes and learnt a lot from this course. Each and every session was really very inspiring to me. I got motivated by all the topics discussed over there. I kindly request you to do conduct many such programmes so that the young generation may learn to live the life to the fullest.
Thank you sir,
Yours faithfully
Renny
Renny Joyce

Soft Skills:

Stress Management
Stress Is the overwhelming feeling when a person undergoes a lot of mental or emotional pressure due to work responsibilities, studies, financial worries, or any of life’s other demands. Stress is a very common occurrence in our modem life.

We are always under many pressures from our family and professional life, it is a long term condition. Stress affects a person’s hormones and body chemistry, which makes him anxious, irritable, angry, depressed low in self-confidence, lethargic or drained of energy or sleepy.

There is no predictable pattern to stress. For some, giving a presentation to a group of co-workers can be stressful, while for others, tight deadlines can be a source of tremendous worry. it is important to recognize the stress producing situation. There is no quick fix for stress. But one has to determine what helps him/her to manage stress best.

Some Strategies to Cope up with Stress

Exercising: Have a healthy lifestyle. Sometimes, going for a run or playing a sport with your friends clears your mind and helps relieves stress.
Connecting with Loved Ones : Share your feeling with your friend and family. Talking to others might lead to brainstorming and solutions to your problem.
Relaxing : Taking time off from work to socialise or indulge in a hobby can make a huge difference in your mental well-being. Getting a solid eight hours of sleep will recharge the body and the mind.
Avoid unhealthy Habits : Many people use alcohol or smoking to cope, but these habits will deteriorate your health.
Meditation : Breathing exercises like pranayama or meditation helps a person to relieve of stress.
Find Help : Talk to your general physician if you fear that stress is overwhelming your life, as they will be able to put you in touch with experts who are familiar with stress and capable of alleviating your tension.
Manage your time better and organize your task
Have a healthy lifestyle including propr diet, exercise and enough sleep.
Read interesting books or watch television programmes that entertains you a lot.

Value Orientation

Practice Makes Perfect

Practice makes perfect is a popular expression that emphasises the importance of doing something again and again until you are capable of completing the task in the best manner possible. Every individual learns from their mistakes you will steadily improve. Practice is the act of rehearsing a behaviour over and over, or engaging in an activity again and again, for the purpose of improving or mastering it. Sports teams practice to prepare for actual games.

What is needed in order for a person to be able to master a musical instrument. For e.g : A violinist does not learn to play the instrument after one lesson, but keeps at it, working hard and practicing daily until they master the art. Even then, in order to maintain their fluency, they must practice. The same holds true for sports people as well.

Tendulkar became the ‘Little Master’ only through perseverance, practising in the nets day in and day out for many years. The proverb stresses the importance of continuous practice to learn anything. There is no short-cut to get mastery in a trade, art or sport. Only rigorous practice wilL make a person perfect in any field of activity. Mere knowledge of a thing is not enough to acquire mastery in it. One has to practice it to have mastery over it. Perfection can be achieved only through practice. A child learn things through practice.

We may know a rule in physics or mathematics. But we can have perfection in the subject only when we practice similar examples again and again. ‘Practice makes perfect’ is applicable in the world of academics as well; merit- holders in board examinations achieve such high marks by studying and revising every day so that they have a thorough understanding of the subject. Only through regular practice can you become perfect or proficient in something.

Stanzas Written in Dejection, Near Naples Summary in English

Percy Bysshe Shelley (1792.1822) was an English poet. Born to a wealthy upper class family. His poetry shows a remarkably fine blending of idealistic message, precision of imagery and captivating melody. The poem. “Stanzas written in dejection, “Near Naples” was written when shelley and his wife Mary visited Naples during winter from November 1818 to February 1819, when the climate was pleasantly warm.

It is a description of the way that the poet felt at the time of its composition. The title states that he was writing these stanzas in a state of dejection. The poem begins with beautiful, uplifting descriptions of nature, it ends on a rather sorrow – filled note. He is able to see the beauty of nature, is able to describe it with love and vigour, but when it comes to his own life, he is unable to find even a glimmer of hope.

The day is warm, the sky is clear, the waves sparkle. Blue islands aid snow – topped mountains look purple in the midday light. Buds are ready to blossom. The sounds of the winds, the birds, the waves and of Naples itself blend in pleasant harmony. He sees the seaweed on the ocean bottom and watches the waves dissolve into light as they strike the shore. He sits alone on the sand, observing the sparking ocean and listening to the sound of the waves. But he feels that how pleasant all this would be if there were someone with whom he could share his emotions.

Unfortunately, Shelley lacks hope, health, peace, calmness, contentment, fame, power, love and leisure. He sees others who enjoy all these and find life a pleasure. It is otherwise with him. He would like to lie down like a tired child and “weep away the life of care” which he has endured and must continue to endure.

Death would steal upon him quietly, turning his warm cheeks could while the waves continued repeated rhythm as consciousness grew fainter. Some might mourn his death just as he will regret the departure of this beautiful day to which his melancholy is in contrast. He is not popular, but nevertheless they might mourn his death while disapproving of his life. The end of this day will not bring mixed feelings to him. Since it has been enjoyed, it will live on in his memory.

Other causes undoubtedly contributed to Shelley’s death-wish at Naples. His first wife, Harriet Westbrook, and Mary Shelley’s half sister had committed suicide, the courts had taken from him the custody of his two children by Harriet, friends had turned against him, his poetry was neglected by the public and condemned by the critics, and he was plagued by financial and personal problems.

Shelley experienced one of the lowest periods of his life while he was in Naples. His desire to free himself by death from his troubles does not necessarily reveal any moral or character weakness but an understandably profound discouragement at a time when everything seemed to be going wrong. Nature, no matter how beautiful, was of little help.

So, the central meaning of the poem seems to hinge on the relationship between the beauty and comfort of nature and the speaker’s dejected emotional state. The emotional state appears to be allayed by the nature surrounding him, while the causes for his dejection are related to society.

Stanzas Written in Dejection, Near Naples Summary in Telugu

Percy Bysshe Shelley అనబడే 18వ శతాబ్దపు ఇంగ్లీషు రచయిత. ‘Stanzas Written in Dejection Near Naples’ అనబడే ఈ పద్యము ఏ్రాశారు. ఆ పద్యములు సంగీతబద్ధంగా ఉంటాయి. To A Skylark, Adonais’ మొదలైన గీతములు అయన యొక్క కవితా వైదుష్యమును చూపును. ఈ పద్యము ఆయన తిరస్కార బుద్దితో వ్రాశారు.

ఆయన ఈ పద్యాన్ని ప్రకృతిని అందంగా వర్ణిస్తూ ప్రారంభించారు. తన భార్యతో కలిసి, నేపుల్స్కు వెళ్ళినష్పుడు ఈ పద్యాన్ని వ్రాశారు. దానిని పరిసరాల అందమైన చిత్రీకరణతో (్రాశారు. అది పగది సమయము. గాలులు, పక్షులు అలలు, నగరం యొక్క ధ్వని అన్నీ కూడా చాలా సున్నితంగా ఉన్నాయి. అక్కడ ఉన్న ఇసుక మీద కూర్చుండి, రంగులో ఉన్న సముద్రపు కలుపు యొక్కలను చూశాడు.

సముద్రపు హోరు, దాని అలల మెరుపులు చూసి, అయన నోటిమాట రాకుండా ఉండిపోయాడు.
అతడు వెనకటి విషయాలు గుర్తు చేసికొన్నాడు గానీ ఇప్పటి అతని పరిస్థితి అతణ్ణి తిరస్కారపు స్థితికి నడిపింద. ఆయన కష్టాలు ఎన్నో ఆయన భార్య చనిపోయింది. పిల్లలు ఆయన నుండి వేరుచేయబడ్డారు. రెండవ భార్య విడిచి వెళ్ళిపోయింది. అతనికి ఆశలేదు, ఆస్థి లేదు, ఘనత లేదు, గౌరవము గానీ అధికారము గానీ లేవు,పేమ లేదు, విశ్రాంతి కూడా లేదు – అతని స్నేహీతులకు అన్ని ఆనందాలు ఉన్నాయి.

అయన నిరాశలో నుండి, అలసిపోయిన చిన్న పిల్లవాడి లాగా ఏడ్చాడు. అతడు చావు కొరకు ఎదురు చూడవలసివచ్చింది. ఆయన చనిపోయినప్పుడు ఆయన స్నేహితులు అతని కొరకు విలపించారు. ఈ విలాపము, ఆయన ఉద్దేశ్యములో, సరిఘైన సమయములోనిది కాదు.

ఆయన మానసిక వ్యధలోనుండినప్పుడు ఎవ్వరూ పట్దించుకొనలేదు. సూర్యాస్తమయము సహజంగా వచ్చింది అలాగే ఆయన మరణం కూడా సహజమే. ఆయన ఆ విలాపమును అంగీకరించలేదు.
కవి, ఈ పద్యాన్ని తిరస్కారమైన స్థితిలోనుండి వ్రాశారు. ముందు లైనులలో ప్రకాశవంతమైన పగదిని గురించి, చివరి పంక్తులు సూర్యాస్తమయమును అనగా రోజు పూర్తయిన సమయమును అనగా కవి యొక్క చివరి రోజులకు వర్ణిస్తున్నవి.

OU Degree 2nd Sem English Study Material

Benaras Questions and Answers & Summary by Aldous Huxley

August 10, 2023 by Prasanna

OU Degree 1st Sem English – Benaras Questions and Answers & Summary

Question 1.
How does Huxley connect the incident of the bull and the beggar to the rest of his essay? Expand your answer by elaborating on Huxley’s reflections.
Answer:
Aldous Huxley is an English writer of international reputation. His Brave New world is the most popular of his works. His non-fiction works are remarkable for his critical insight into human behaviour. His style very impressive and offers the readers a pleasant experience as they go through his works.

The present piece ‘Benares’ narrates his personal observations in that holy city. It was on a solar eclipse day. That particular eclipse was visible only in a far-off place Sumatra. But people in India had an eye of faith. They were able to see the eclipse from Benares. They believed that a demonic serpent would try to swallow the sun.

They hoped that their antics and rituals in the sacred river would help the sun to win over his enemy. For that prayer, they walked for miles. They didn’t mind dirt, fifth, fatigue etc. They forgot their hunger. Millions of them plunged into the river at the appointed hour. They performed various rituals which the author describes as antics.

The lanes and bylanes were lined up with beggars. The bowls in front of them had grains of rice offered by charitable pilgrims. A bull appeared there from under an arch. It noticed a beggar dozing. It put its muzzle in the sleeping beggar’s bowl and ate all the rice in it. Then it went off the way it came.

This is just a common incident. But the seeing eye of Huxley picked up a valuable point there. Intelligent and thinking men were behaving in an irrational way. But the mindless bull acted in a sensible way. It shows the value of reason, pragmatism and following nature’s lessons. The bull’s incident appears to be simple. But it conveys a valuable lesson. The writer’s arguments are convincing. They serve like an eye-opener.

Question 2.
Describe the arrival of the princesses in your own words.
Answer:
Aldous Huxley’s experiences in Benares were varied. His keen eye caught even microscopic detail. His artistic hand describes those details in an impressive way. The writer rowed along the ghats for about two hours. Some of the ghats were considered unsacred by people. They were, therefore, less crowded. To one such thinly crowded ghats came a palanquin.

It was canopied and covered with curtains of gold. It was carried carefully to the edge of the river by six red-liveried attendants. A head attendant was leading them. A barge, beautifully decorated and windows curtained, was floating there at the edge of the ghats.

The palanquin was slowly put down. A canvas path was quickly created from the entrance of the palanquin to the door of the barge. Then the palaquin’s doorway was opened. About half a dozen princesses came out of it and entered the barge. They did not have the freedom to watch around. They were not allowed to seen by others either.

After the barge floated to the mid-river the poor princesses removed the window curtains. They looked around freely. Even they looked at the writer’s camera. They were not permitted to take a holy dip in the open river. They were restricted to bath in the bilge water of the barge. Water in the open river itself was filthy.

One can well imagine how filthier the stagnated bilge-water would be! The royal ladies were less fortunate than their poor but free common women. The writer feels pity for them. Even the reader is moved to join the writer in sympathising with the caged-bird like ladies from the palaces.

Question 3.
What, according to Huxley, should be our attitude towards religion? Why?
Answer:
Aldous Huxley is known for his humane approach. His writings reflect rationalist outlook. He believes in religion. But he wants it to be free from dogma. He likes faith to help man to advance. He hates religion coming in man’s way towards progress. His thought-provoking essay ‘Benares’ explains his views about religion.

He exposes the Indian’s eye of faith that helps them to see the invisible and non-existent eclipse in Benares. He digs at their belief that a demoniac serpent was about to swallow the sun. He makes fun of their attempt to save the sun from the serpent. He pities the millions of poor, walking for miles, barefoot and with loads balanced on their heads, to offer their prayers for the sake of the sun.

He also sympathises with the ladies of the royal families. He criticises subtly their customs and traditions. He says they were less fortunate than poor people in not being able to take a holy dip in the sacred river. He appreciates the pragmatic practices of the mindless bull. He advises intelligent but sentimental Indians to learn a lesson or two from that innocent animal.

He whole-hearted respects religions. But he is against binding ourselves with blind beliefs. He argues that antics and rituals do not make a religion. The ultimate aim of any religion, he proposes, should be liberation of man, not imprisonment. His conclusion is to be religious with rationality.

Question 4.
What does the author propose for the betterment of India? Do you agree with his views? Give reasons for your answer.
Answer:
Aldous Huxley advises indians to be more rationalistic and less superstitious. He asserts that religion is a luxury which india cannot afford in that condition. He is surprised at indian’s immense energy being wasted in antics and vituals. He urges us to channelise into development programmes. His advice, if followed, is bound to liberate India from many vices.

I do fully agree to Huxley’s suggestions for India’s betterment. He was born in England. But he is more an Indian than the most patriotic Indian national in his concern for the welfare of India. He feels pity for the poor of India. He sympathises with them. He is sad as he notices barefoot old men and women walking for miles on dusty roads with loads balanced on their heads. His concern for lack of basic freedom to royal ladies also touches the readers. He appreciates the sensible behaviour of the mindless bull.

He asks sentimental Indians to learn from the innocent animal. He appeals reason to prevail upon religion. He see that reasoning ability in the bull. Now it is the turn of indians to see a point in the bull’s approach. Huxley admits that they respect their church. He quickly adds that their devotion never crosses the reasonable limits. He exhorts Indians of all faiths to follows their example. He expresses his willingness to arrange funds for the mission of establishing reason in india.

Pronunciation

Fricatives
The Fricative is a type of consonant sound made when air escapes from a narrow passage in the mouth, causing friction and a hissing sound. Fricatives have a looser construction in the mouth, which allows friction to be produced at the point of contact. There are nine fricatives in English. Four pairs and /h/ constriction between the lower lip and the upper teeth (labio-dental); /f/ is voiceless.
They are /f/, /v/, /θ/, /∂/, /s/, /z/, /f/, /3/, and /h/

Exercise:

Transcribe the following words using IPA symbols and underline the common fricatives in each set.

Grammar

Adjectives

Any word speaking about the noun or showing quality of the noun is called adjective.
Adjectives are qualifying words they describe noun or noun phrases.
An adjective describes some aspect of a noun or a pronoun when an adjective is describing a noun, we say it is modifying it.

Adjectives of Quality

It describe feelings or qualities, state nationality or origin; tell us about a noun’s characteristics, age, size, shape or colour, indicate what something is made of; and express judgements or values. They can be used in the following ways:

a. before a noun — Samera is a voracious reader.
b. after a ‘be’ verb — The movie was fabulous.
c. after the verbs appear, — She appears dull in that dress.
become, fell, get turns,
tastes, smells, sounds.
d. without nouns — The homeless (i.e., homeless people. need our help.

When adjectives are written one after another, there is an order in which they are placed.

Exercise

Choose the right order of adjectives from the given options.

Question 1.
Jitendra lives in the ______ house down the street.
a. pink, new, big
b. big, new, pink
c. new, big, pinki
Answer:
b. big, new, pink

Question 2.
The sunday market offers all kinds of ______ objects
a. fascinating, old, antique
b. old, antique, fascinating
c. old, fascinating, antique
Answer:
a. fascinating, old, antique

Question 3.
I was delighted to receive a _____ dairy from my pal.
a. large, beautiful, Leather-bound
b. leather-bound, large, beautiful
c. beautiful, large, leather-bound
Answer:
c. beautiful, large, leather-bound

Question 4.
His clown costume consists of a red nose, over sized shoes, and a jacket.
a. tight, polka-dotted, satin
b. polka-dotted, satin, tight
c. polka-dotted, tight, satin
Answer:
a. tight, polka-dotted, satin

Question 5.
My sister has a ______ dog
a. black, big, scary, Alsatian
b. big, black, scary, Alsatian
c. scary, big, black, Alsatian
Answer:
c. scary, big, black, Alsatian

Present and Past Participles of verbs can also be used as adjective.

Participle	Ending	Adjective function	Example
Past	– ed	describes how people feel	I was amused by the article
Present	– ing	describes what causes a feeling	It was an amusing article

Fills in the blanks with adjectives formed using the present and past participles of the verbs in brackets.

1. It was a boring book. I was bored by the book. (bore).
2. This film is frightening. I was frightened while watching it. (frighten).
3. I felt annoyed after I ran into him. That man is very annoying. (annoy).
4. It is an interesting topic. I am interested in learning more about it (interest).
5. I am tired because I’ve had a tiring day. (tire).

Adjectives of Quantity

Adjectives of quantity indicate the amount or number of the noun.
e.g. There are four apples in the basket. We need many more.

Exercise.

Choose the appropriate word as adjective from the options provided.

1. There isn’t much sugar in the pot. (much/many).
2. Tanya has very few options left. (little/few).
3. Rohan brought some food with him. (some/many).
4. I have little faith in Amar. (little / less).
5. People buy fewer newspapers these days. (fewer/less).
6. Do you have any further plans? (further / farther).
7. I ran pretty for yesterday, but I ran even farther today. (farther/further).
8. Of the two shirts, I prefer the latter (later/latter).
9. Sonia arrived at the party later than srinivas did (later/latter).
10. The people in the photo are Raju, Sonu, and Manu, The last is my brother (last/latter).

4. a. Comparative Degree : When we compare two people, places, etc., and say that a quality is not present equally in the two, we use the comparative degree of the adjective. The comparative form is always followed by ‘than’ (except in case such as inferior to and superior to.
E.g:

Your pencil is longer than mine.
The flower is more beautiful than its picture in the book.

b. Superlative Degree
When three or more things, animals etc., are compared and they have a particular quality in unequal measure, we use the superlative degree of the adjective. The superlative form always has the definite article ‘the’ before it.
E.g:

Your pencil is the longest of the three in the box.
The flower is the most beautiful of all those found in the region.

Exercise

Adjective	Comparative	Superlative
good/well	better	the best
bad/ill	worse	the worst
little	less	the least
much/many	more	the most
far	farther/further	the farthest/the furthest
simple	simpler	the simplest
important	more important	most important
small	smaller	the smallest

Fill in the blanks with adjectives formed from the words given in the brackets.

1. This is the most fascinating story I have ever read. (fascination).
2. Non-smokers usually live longer than smokers. (long).
3. A holiday by the sea is better than a holiday in the mountains. (good).
4. Today was the worst day of my Life (bad).
5. This is the least of the two evils. (less.

Fill in the blanks with the comparative and superlative forms of the adjectives given in the brackets.

1. My bungalow is larger than hers. My bungalow is the largest in my colony. (large).
2. I am the fastest runner in my school. But my sister can run faster than me (fast).
3. Not only is her handwriting better now, it is in fact the best in her class. (good).
4. This task is important to me. It is the most important task I’ll do this week. (important).
5. I thought the green ones would cost the least, but the red ones cost less (little)

Vocabulary

Oxymoron and Hyperbole

An oxymoron is a figure of speech that has two components which contradict one another. It combines words that have opposite or very different meanings.

Example

She let out a quiet scream.
The design is composed of an ineqular pattern.
Parting is such sweet sorrow.
He is always idle busy.
Act Naturally
Pretty Cruel
Open secret

An Hyperbole is a figure of speech in which exaggeration is used for effect, but not intended to be taken literally.

Example

The suitcase weighed a ton
She is as skinny as a toothpick
She wept oceans of tears.
The sea rose mountain high.
He has tons and tons of money.
He is stronger than lion.
It is an age since we met.

Exercise

Underline hyperbolic expressions in the sentences given below.

1. We had to wait forever for the bus.
2. I have a million things to do.
3. I could sleep for a year.
4. It was the most amazing sight ever.
5. I am so hungry I could eat a horse.
6. I’ve told you a hundred times to wash the dishes.

Spelling

Words ending in ‘-able’ or ‘-ible’
Words ending with – able and – ible are usually adjectives and mean ‘capable of’ or ‘suitable for’.

Example:
enjoyable — able to be enjoyed
edible — suitable for eating
readable — capable of being read
reversible — capable of being reversed

The base word in words ending in – able is generally easily identifiable such as the word ‘adapt’ in adaptable and ‘bear’ in bearable, although there may be exceptions. If the base words ends with an ‘e’, it is usually dropped before adding the suffix, such as in the words debatable (from ‘debate’). and adorable (from ‘adore’).

The base word in words ending in -ible may not be easily identifiable, as in the ‘-ase of words such as ‘horrible’ and ‘feasible’. However there are many exceptions to this ‘principle’ such as accessible (from) ‘access’. and flexible (from ‘flex’).

Exercise

Complete the following words using the suffixes – able or – ible.

1. Permissible
2. Bearable
3. Breakable
4. audible
5. collapsible
6. movable
7. illegible
8. advisable
9. acceptable
10. responsible
11. inflatable
12. eligible
13. incredible
14. navigable
15. reversible
16. preferable
17. justifiable
18. invincible
19. capable
20. negligible

Punctuation

Colon and Em-Dash

1. Colon (:)
The colon (:) is a punctuation mark consisting of two equally sized dots centered on the same vertical line.
A colon means “that is to say” or “here’s what I means’

Rule 1
Use a colon to introduce an item or a series of items, when listing items one by one.
E.g

This is what I need : Chart paper, marker pens, some glue, and coloured ribbons.
I need an assistant who can do the following: Input data, write reports, and complete tax forms.

Rule 2
An explanation

The reason he gave was this : he had not listened to the instructions carefully.
He got what he worked for: he really earned that promotion.

Rule 3
A quotation

The host made an announcement: ‘Theparty is over’.
Dad often said to me: “Work hard, be honest, always show up on time”.

Note : While a semicolon links two balanced statements, a colon leads from one statement to the other.

Exercise.

Punctuate the following sentences by using, necessary, capitals and all the punctuation marks you have learnt so far.

Question 1.
you may be required to bring many things sleeping bags pans utensils and warm clothing.
Answer:
You may be required to bring many things: sleeping bagas, pans, utensils, and warm clothing.

Question 2.
I want the following items butter, sugar and flour.
Answer:
I want the following items: butter, sugar, and flour.

Question 3.
I need an assistant who can do the following input data write reports and complete tax forms.
Answer:
I need an assistant who can do the following: input data, write reports, and complete tax forms.

Question 4.
he got what he worked for a promotion.
Answer:
He got what he worked for a promotion.

Question 5.
I am soaking wet I forgot my umbrella.
Answer:
I am soaking wet: I forgot my umbrella.

2. em-dash (—).

The em dash is perhaps the most versatile punctuation mark.
1. It is used is pairs within a sentence, to mark off paranthetical information or ideas –
e.g: Thousand of children – like the girl in this photograph – need your help to survive.
2. To break off a statement without completing it.
e.g: I think it would have been better if –
3. To show other kinds of breaks in a sentence, usually represented by a comma, semicolon, or colon.
e.g: One thing’s for sure – he doesn’t want to face to truth.
Note: Dashes are more informal, relaxed and conversational in style. They are common in informal writing, such as in personal e-mails or blogs, but it is best to use them sparingly in formal writing.

Exercise

Punctuate the following by using, wherever necessary, capitals and all the punctuation marks you have learnt so far.

Question 1.
my son where has he gone
Answer:
My son – where has he gone?

Question 2.
Things have changed a lot in the last year mainly for the better.
Answer:
Things have changed a lot in the last year – mainly for the better.

Question 3.
All four of them vani kusum anu and priya did well in college.
Answer:
All four of them – Vani, Kusum, Mu, and Priya – did well in college.

Question 4.
How many times have I asked you not to payan suddenly stopped talking and stood up.
Answer:
‘How many times have I asked you not to -‘, Payan suddenly stopped talking and stood up.

Question 5.
Chocolate strawberry vanilla all ice cream tastes good, especially on a hot summer’s day.
Answer:
Chocolate, strawberty, Vanilla all-ice cream tastes good, especially on a hot summer’s day.

Conversation

Requests

When we are asking some one for something, we need to be polite and courteous. In the English language requests are made in the form of questions, and we use modal auxiliaries such as can, could, will, would, may, might to frame them. We also use the words please, sorry and thank you when we make or respond to requests.

Making a Request

May I borrow your pen, please?
Could I borrow your pen, Please?
Would you mind lending men your pen, please?
Would you be so kind as to Lend me your pen, please?
Could you please do me a favour?
Can you do me a favour, please?
I was wondering if you could do me a favour.
Will you please come with me to the doctor?
Do you think you could possibly come with me to the doctor?

Note:

Would you ……. and could you ……….. are more polite and formal than will you …….. and can you ……..
Indirect requests such as I wonder if you could lend me your pen are more formal than direct requests such as could you lend me your pen.
Adding expressions such as I’m sorry to bother you, but .. to a request makes them more polite.

Agreeing to a Request

(May I borrow your pen, please?) Yes, of course./Yes, please do./Certainly./Sure, no problem.
(Would you mind lending me your pen, please?) Not at all.
(Can you do me a favour, please?) Of course, by all means.
(Will you please come with me to the doctor?) Sure; I’d be glad to help.

Declining a Request

(May I borrow your pen, please?). No I’m sorry. I need it.
(Could you lend me your pen, please?). I wish I could have, but I don’t have it with me.
(Would you mind lending me your pen, please?). I’m afraid I can’t
(Could you please come with me to the doctor?). I’m sorry, I can’t. I’m very busy today.
(Could you please tell me the way to the station?). I’m afraid I don’t know. I’m sorry.

Note:

If a request Is framed as Would you mind …., you can respond positively using the expression not at all, which means ‘I do not mind’.
When refusing a request (No, I’m sorry., it is considered polite to give a short explanation for denying the request (I need it/I don’t have it with me/I’m very busy today).
I’m afraid is an expression used to politely introduce bad news or disagreement.

Exercise

Based on the hints given, frame a polite request, as well as a polite response (either positive or negative, as indicated).

1. A : Would you please help me with my homework?
B : (negative). I’m sorry, I can’t. I got some urgent work.

2. A: Would you mind helping me with my homework?
B: (positive). I do not mind/Not at all

3. A : Will you please give me your car?
B: (negative) No. I’m sorry. I need it.

4. A : Do you mind to lend me your car, please?
B: (positive. I wish I could have, but I don’t have it with me now.

5. A : These boxes are too heavy. Could you please help me to carry them?
B: (negative. I’m sorry. I can’t. I’m very busy now.

Reading Passage

Burrakatha : an Oral Narrative Performance

Burrakatha is an art form in which stories are told by performers on a stage. It is part of the katha traciflon. It is named so because of the use of burra which is shaped like a skull made out of baked clay, copper, or dried pumpkin. This art form is found in the villages of Telangana, Rayalaseema and Andhra Pradesh.

It is called as Tamburakatha or saradakatha, in Rayalaseema, it is called as Tandanakatha or suddulu and in the coastal areas of Andhra Pradesh, It is called as Tamburakatha or Saradakatha, in Rayalaseema, it Ís called as Tandanakatha or Suddulu and in the coastal areas of Andhra Pradesh, it is called as Jangamkatha.

Burrakatha began in the form of songs sung by Nomadic tribal people who move from one place to another place for their livelihood. it is said that the ancestors of one of such tribe were cursed by the goddess parvati to live a difficult life. They are known as the Jangam tribe. In the 20th century, these tribes were greatly influenced by a saint called Basava of kamataka and adopted Virashaivism as their religion.

Their performance consists of a story told by a team of two or three people who belong to the same family. The main storyteller of the performance is known as the kathakudu who wear anklets and metal rings on their fingers to produce music as they dance.

He narrates the story to the accompaniment of music produced by the tambura. The other performers assist in telling the story, playing small drums called gummeta or budike, and playing the role of homourists (hasyakas. or political commentators (rajakiyas..

Burrakatha is mostly performed during Dussehra and Sankranti in the evenings.
They begin with devotional songs before the kathakuda introduces the story. The stones performed tend to be based on history or mythology, particularly of the great epics the ramayana and the Mahabharata.

Writing

Informal Letters

Informal letters are written to friends, family and relatives. Their tone is informal and the style of language used in these letters is casual and conversational. These letters could be about your home, family, friends, relatives, work or about something interesting that happened to you.
The block format is the preferred modem style for writing both formal and Informal

Letter. All entries are aligned to the left margin. The various parts of an informal letter are as follows.

1. The Sender’s Address: The complete address of the letter writer must be given if the letter is written to a person for the first time, or if there is a change in the address of the writer. It can be written on left hand comer or at the right side.

2. Date: The date should be written in the sequence data, month, and year, as in ‘14 November 2016’.

3. Salutation : It is always written at the left hand margin of the page, followed by a comma.
The salutation is usually in form of ‘Dear’, ‘My Dear’, suggests intimacy and can be used only for relatives or close friends. Friends can also be addressed by their names.

4. Body of the Letter : The body of an informal letter is usually longer than that of a formal letter, and is written is as many paragraph as required by the content. The first paragraph contains greetings and general enquiries. The actual content of the letter is covered in the second paragraph in free and spontaneous language.

5. Complimentary Close : It is placed the body of the letter. The most commonly used closing phrases in letters to very close friends and relatives are, ‘Yours lovingly,’ Yours affectionately’, ‘Your loving’.

6. Signature : It comes below the complimentary close, and the fîrst name of the person is written instead of the complete name.

Sample -1.

Anita Shinde
Flat No. 301, Bluebird Aprts
Bangaluru-580023
15 September 2016
My dear Jo,
I’m so glad to hear that you have joined a new company in Bangalore as Head of Human Resources. You were looking for a change and I’m sure
that the new company you’re working for now will give you the mileage you were looking for. Your daughter must be excited, too, as educational opportunities in Bangalore are better than those in the town you were in earlier. I think your husband has to make some adjustments with his work to join you. How about planning a get-together in Hyderabad during a weekend next month? We could meet our other college friends. Once you get comfortable with your relocation, let me know the dates convenient for you. I’ll take up the responsibility of coordinating with the others. We will certainly have a blast!
Convey my regards to your husband and love to your daughter.
Yours affectionately,
Anita.

Sample -2.

As Bhushan Bose, write a letter to your friend, inviting him/her to your brother’s wedding.
Answer:
Banjara Hills,
Road No. – 12, Hyderabad,
14-November-20 16
My Dear karan,
Hope everything is fine with you. It’s been two months that I was not incontact with you, as J was busy in marriage preparations. No, do not get me wrong, I am not getting married, but its my brothers wedding. Finally he’s getting settled with the girl of his choice. I am not getting married, but its my brothers wedding. Finally, he’s getting settled with the girl of his choice. I am extremely happy to invite you with your whole family, as my brother’s marriage is on 28th, Nov 2016 at Tivoli Gardens, Secunderabad at 7 pm. I have invited all out friends and we will have a great time. Karan come at least two days before in advance. Waiting for your arrival.
Bye and Take care.
Yours Lovingly,
Bharath

Exercise

Question 1.
You have decided to start organic farming in your hometown after acquiring prestigions MBA degree from a reputed university. Your best friend is unsure if the choice you are making is a good one. Write a letter to him/her justifying your decision and also underlining the dignity one can derive from getting into a occupation like agriculture.
Answer:
Date : 29, Nov 2016
Dear Rai,
How are you? I am fine. I have gone through your letter and have come to know about your decision to start organic farming in your hometown. I felt very happy one way, but other side I feel that acquiring a prestigious MBA agree from a reputed university and again choosing agriculture as your occupation seems to be little doubtful.

You were always topper in the college and you got a very good placement in cognizant too. I am not sure whether the decision you have taken is best or not. But I know you are clever enough and your decision is always rights. It is good on a part that you feel like to develop your own hometown in the field of organic farming.

You can also help many poor farmers in this way. Really you are great and I am very happy to have a best friend like you. Convey my regards to your parents. May God bless you in all whatever you choose to be in life. Take care, bye.
Yours Affectionately
Sagar Gupta

Question 2.
Write a letter to your cousin who lives in another town, inviting her/him to stay with you during dussehra.
Answer:
H.No. 4-9/2,
Salaj nagar,
Karim nagar
Date: 18 Sep 2016
My dear Nikhil,
Many thanks for your letter. I was very pleased to learn that your school remain closed for a week on account of Dussehra. It will be very kind of you come over here during these holidays. We shall all have a nice time, have plenty of fun, laughter and sight-seeing.

As you know that Dussehra here is celebrated with gusto. The effigies of Rayana is made with great labour, it is quite big in size and every care is taken to keep intact his ancient character. The fireworks fixed in the effigies are very powerful and their deafening noise is an experience unheard of anywhere else.

Besides enjoying the Dussehra celebrations, we will go together sightseeing. The caves and the small mountain hills are a big attraction for tourists: Convey my regards to uncle and aunt. Bring them along with you. Elders will have their fun too. Hoping to hear from you soon.
Your loving brother
Dilip

Question 3.
Write a letter to your parents who do not believe in your decision of having an alternative career option and want you to get into the family business immediately after your graduation.
Answer:
D.No. 77/7
Maruthinagar,
Hyderabad.
Date: 18 Nov 2016
Dear dad and mom,
How are you? I am fine by the grace of God. How about grandparents? I would like to share few of my feelings with you regarding my career option. Naturally every parent wants the best for their child, and they want to see their children settle in good carrers.

I know it is your desire to make me a businessman taking care of the family business. Being in city Like Hyderabad, I have come to know about so many job opportunities to settle well in the Life and take care of the family. Actually we had campus selections in our college, luckily I got a job in one of the top most company Infosys.

I am going to get a very good package too. I have decided to join the company after graduation. Hope you understand my passion to be placed in such a famous multinational company. As lam not interested in business, I may not do justice to the profession. I know you are so loving and wanted me to always be in a good position.
Take care of your health.
Your loving son
Abhay

Soft Skills

Leadership:

Leadership skill is a soft skill which is an ability to motivate others towards achievement of a common goal. They are the skills required to effectively motivate and lead a group of people or an organisation. Leadership is important to handle any internal or external changes in the environment, incomplete organizational structure, motivate and inspire people towards achieving a common goal. Employers are constantly on the lookout for those exhibiting such skills.

The following are some of the personality traits of a leader.

1. Communication: This trait determine how effectively you interact with others in and outside the organization. Only through open communication can a leader coordinate with his or her co-workers and delegate tasks, monitor progress, address issues, help, inspire, and ensure deadlines are met.

2. Self-Confidence: Leader are often expected to make difficult decisions. In order to do so they must have faith in their choices and must be confident in their own skills to such an extent that they can motivate those they supervise.

3. Honesty : In order to maintain a company’s integrity, leaders must be honest and ethical, ensuring co-workers never to do things they might be uncomfortable doing. This trait shows how loyal and honest you are towards the organization.

4. Fairness : A leader will have to assign projects to co-workers. This means that she/he must understand the strengths and weakness of her/his co-workers and then delegate tasks fairly, in a diplomatic and objective manner. Doing so will help resolve any potential work issues.

5. Positivity : Focussing on the positive and always looking for solutions can result in a leader inspiring co-workers. Leaders must thus strive to be good role models.

6. Adaptability: This skill shows how well you adapt yourself to changing situation and priorities.

7. Alertness : It shows how active and alert you are in different situation.

8. Problem solving : This skill is treated very important as this determines how well you solve any problem.

Value Orientation

The Pen is Mightier Than the Sword
The pen is mightier than the sword mean that communication is far more effective, influential and powerful than weapons or violence. Writing can instill a number of emotions within a reader, joy, grief, love, anger, jealousy etc. This is a powerful means by which many who have wielded a pen have been able to connect with a large audience and trigger massive changes.

The power of pen is enormously larger than a sword. What a sharp edged sword can’t achieve can be achieved by the help of a minute tip of a pen. What it implies is that the power of writing is much stronger than the power of hatred, war, and fighting. The pen is usually linked with writing. It helps the writer to record his thoughts on paper. Sword is a weapon used forcefully against someone. A sword can be wielded well only by those who are physically fit.

But words can flow from the pen of even a feeble man. If he is a good writer, he can use the words to their desired effect. Many great writers had inspired revolutions. The French revolution for example was the result of the writings of great French writers like Rousseau. Writings can evoke different emotions as love, hatred, sympathy etc. It is something that is to be regarded with awe and respect. Hence pen is a mightier device than the word.

Benaras Summary in English

Aldaus Huxley in his essay ‘Benares’ presents satirically the disillusionment in social life. This essay mirrors the empty lines of the Hindus and their loss of the old cultural values. The glance at the middle class conventional morality is scaring and pitiless, while the mass literacy of the crowd becomes an obsession.

Huxley mocks at the corrupting influence of religion on Hindus. The story of the essay is woven round the legend of solar eclipse and the superstition that the sun is swallowed up by the monster serpent. The essay opens with the description of the gathering of millions of Hindus on the bathing ghats along the river Ganges in Benares (now Varanasi)

The people coming from rural areas through previous night and day are seen marching bare footed in an endless procession with bundles of provisions, cooking utensils, dried dung or fuel and new clothes mounted on their heads. While women are portrayed as walking in a trance in fatigue, men are seen taking rest under the wheels of passing animal driven vehicles. On the day of the eclipse and at one of the less crowded ghats,a princess is seen descending from her palanquin from behind the glittering curtain with all her royal robe.

So that the princess could take bath due to passing boats and for fear that she will be shot by the writer’s camera. A row of priests are also seen the day of solar eclipse a little distance away. They are seen sitting on narrow ledges above the water “cross-legged, their hands dropped limply, palm upwards, on the ground beside them, they contemplated the brown sweating tips of their noses.

He concludes the essay by advising Indians of all religious persuasions to assemble to save India rather than assembling and wasting their energies over superstitions. Despite his derisive tone, Huxley’s fascination for the place and the rituals is very apparent.

Benaras Summary in Telugu

ఆల్డస్ హగ్జలె ప్రపంచ్ ప్రఖ్యాత, నవలా, వ్యాస, కవితల, నాటక, విమర్శల మరియు సంభాషణల రచయిత. Brave New World, Eyeless in Gaza and Ape and Essence లాంటి వారి రచనలు విశ్వవ్యాప్త ఆదరణ, అభినందనలు పొందినవి. ప్రస్తుతం వ్యాసం ‘బనారస్’ ఒక సూర్య గ్రహణం రోజున ఆ పవిత్ర నగరంలో రచయిత స్వీయ పరిశీలనలను వివరిస్తుంది.

రచయిత తన అనుభవాలను అతి సూక్ష్మ వివరాలతో సహా చిత్రిస్తున్నారు. లక్షలాది బీద భారతీయులు కాశీ ఇరుకు వీధులలో, సందులలో ప్రయాణించడం, మురికి బజారులు, వెడల్పెన కాని అపరిశుభ్ర ఘాట్లు, దీర్ఘ చతురస్రాకార చితులు శవాలను దహించడం ఒక్క చిన్న వివరం కూడా ఆయన దృష్టి నుండి తప్పించుకోలేదు.

సుమత్రా లాంటి సుదూర ప్రాంతాలలో సంభవించే సూర్యగ్రహణనన్ని, గ్రహణం అసలు కనిపించని చోటైన బనారస్లో ‘చూడగల’ భారతీయలుల ‘శక్తి’ పట్ల రచయిత ఆశ్చర్యం వ్యక్తీకరిస్తున్నారు. ఒక దుష్ట సర్పం బంధం నుండి సూర్యుడిని కాపాడాలనే భారతీయుల కోరికను ఆయన విమర్శిస్తున్నారు. రాజ కుటుంబ మహిళలకు నదిలో పవిత్ర మునక వేయుటకు సామాన్యులకున్న స్వేచ్ఛ లేకపోవటం పట్ల సానుభూతి ప్రకటిస్తున్నారు.

కునుకు తీస్తున్న బిక్షకుడి గిన్నెలోంచి కొన్ని బియ్యం తినే అవకాశాన్ని సద్వినియోగం చేసుకొన్న ఒక ఎద్దు యొక్క ఆచరణాత్మక దృక్పథాన్ని అభినందిస్తున్నారు. ఆలోచించలేకున్నా అర్థవంతంగా ప్రవర్తించిన ఎద్దు నుండి తెలివి ఉండి చాదస్తంగా ఆలోచించే భారతీయ మనిషి గుణపాఠాలు నేర్చుకోవాలని వ్యంగంగా సూచిస్తున్నారు రచయిత.

అన్ని మతాలకు చెందిన భారతీయులకు ఆయన మనఃపూర్వక అభ్యర్థన చేస్తున్నారు తార్కికంగా, అర్థవంతంగా ఆలోచించమని, భారతావనిని బీదరిక, నిరక్షరాస్య, అజ్ఞాన, మూఢనమ్మకాల బంధాల నుండి కాపాడుటకై ఒకది కమ్మని! ప్రతి ఒక్కరిని ఆలోచించేలా చేస్తుంది ఈ వ్యాస పఠనానుభవం. భారతీయులకైతే అత్యంత విలువైన గుణ పాఠాన్నందిస్తుంది!

OU Degree 2nd Sem English Study Material

OU Degree 1st Sem English Unit 4 Vocabulary, Grammar

August 24, 2023August 7, 2023 by Prasanna

OU Degree 1st Sem English Unit 4 Vocabulary, Grammar

Vocabulary – Collocation

Collocation – A collocation is a combination of words that are commonly used together. Look at the -following sentences:

She has a firm handshake
He paid a visit to his grandmother.

These language chunks (firm handshake, pay a visit) sound natural in English due to long, established usage. Knowing which words usually go together is an important part of being a competent user of the language. It sounds odd if you were to say hard handshake or give a visit. Once learnt, most collocations are easy to remember.

Exercises:

Choose the correct collocation in each of the given pairs:

1. Honest apology — sincere apology
2. Warm welcome — profuse welcome
3. Complete a promise — fulfil a promise
4. Do a mistake — make a mistake
5. Sow benefits — reap benefits
6. Make a difference — bring a difference
7. Have sympathy for — pay sympathy to
8. Gossip writer — gossip columnist
9. Do your duty — work your duty
10. Speak fluent English — speak easy English
11. Press an icon — click on an icon
12. Have a conversation — make a conversation
13. Have a conversation — with make conversation with
14. Glare at — glare towards
15. Play a part — do apart
Answer:
1. Honest apology — sincere apology
2. Warm welcome — profuse welcome
3. Complete a promise — fulfil a promise
4. Do a mistake make — a mistake
5. Sow benefits — reap benefits
6. Make a difference — bring a difference
7. Have sympathy for — pay sympathy to
8. Gossip writer — gossip columnist
9. Do your duty — work your duty
10. Speak fluent English — speak easy English
11. Press an icon — click on an icon
12. Have a conversation — make a conversation
13. Have a conversation — with make conversation with
14. Glare at — glare towards
15. Play a part — do apart

Match the words on the left with those on the right with which they form collocations.

Answers:
1. annual turnover
2. chair a meeting
3. middle management
4. close a deal
5. draw a conclusion
6. launch a product
7. make a profit
8. sales figures
9. market forces
10. lay off staff

Fill in the blanks by choosing from the collocations given below. Each collocation can be used just once. (Some of these form idiomatic expressions: look up their meanings if you need hints.

save time	make time	stall for time	bang on time
about time	rough times	buy time	pressed for time
spare time	record time	in time	precious time
tell time	time to kill	set time	take time off
keep time	great time	hard time	run out of time

1. Kaif isn’t late for the party. He came exactly 7pm-he is ————–
2. We couldn’t take up another assignment as we were ————–
3. My work hours are flexible. I don’t need to begin at a ————–
4. John asked his boss, ‘I know you’re busy, but can you ————– for me this week?
I need to discuss something with you.’
5. Tsering was so eager to finish that he got done in ————–
6. We’re already very late. If we take this route we shall ————–
7. I can’t spend my ————– on trivial pursuits.
8. You’re going to have a ————– in Singapore!
9. We need to ————– to thoroughly discuss the matter before replying to them.
10. I’m sorry I cannot attend the call now. I’ve and I have to rush.
11. We got there just ————– They were about to close the gates.
12. He gave me a ————– about missing the deadline.
13. Jyothi wasn’t ready for the presentation. She tried to ————– by requesting Dolma to go before her.
14. My computer has been out of order for two weeks. I think it’s ————– I repair it.
15. Vishnu has been through some ————–
16. My music teacher helps me ————– when I play the drums.
17. This weekend I shall ————– from work to meet my school friends.
18. WP have ————– before the train arrives.
19. Lama spends all his ————– helping others.
20. I taught my little niece to ————– with an analogue cock.
Answers:
1. Bang on time
2. Pressed for time
3. Set time
4. Make time
5. Record time
6. Save time
7. Precious time
8. Great time
9. Stall for time
10. Run out of time
11. About time!
12. Hard time
13. Buy time
14. In time
15. Rough times.
16. Keep time
17. Take time off
18. Time to kill
19. Spare time
20. Tell time

Grammar – Articles

Articles : The words a, an and the are called articles. They always come before a noun or noun phrase, and help to identify the person, place, animal or thing referred to by them. The articles a and an are called indefinite articles, and they come before singular countable nouns and identify the person or thing they represent in a general way.

For example, in the sentence A woman came in car’, the indefinite article a only identifies the nouns that follow as some woman and as some car, without telling us anything more specific about their identity. Similarly, in the sentence T saw in object lying there’, the indefinite article an simply identifies what was seen as some object – again in a general way.

The indefinite article a is used when the following noun begins with a consonant sound, and the indefinite article an appears when the following noun begins with a vowel sound. The nouns which follow a in the first two sentences begin with consonant sounds. In contrast, the nouns following an in the last two sentences begin with vowel sounds.

I wrote with a pencil.
Bina was baking a cake.
An owl hooted.
Let me give you an umbrella.

It is important to remember that we are referring to consonant and vowel sounds, and not letters. For example, in the sentences below, the indefinite article a appears with words beginning with u (a letter that usually represents a vowel sound) because in these words the letter is pronounced as the consonant sound /j/.

Vinod wants to join aumyersity.
We are members of a union.

Similarly, in the sentences below, the indefinite article an is used before words beginning with h (a letter that usually represents a consonant sound) because in these words the consonant /h/ is silent and the words begin with a vowel sound.

You are an honest person.
I have been waiting here for an hour.

The article the is the definite article; and it precedes both singular and plural nouns to refer to the person or thing they represent in a specific way. For example, in the sentence ‘Deepu saw the helicopter take off’, the use of the definite article indicates that it was a specific helicopter that Deepu saw, and this information is shared by the speaker as well as by the listener.

Again, in the sentence ‘Will you watch the film?’ the use of the definite article indicates that both the speaker and the listener know which film is being referred to. Look at the following sentences. ”

The acrobat ran up the rope ladder.

Keep the apple and the banana on a plate, (a specific apple and banana, but any plate) The dog chased a cat up a tree, (a specific dog chased some cat up a random tree) Hamid was waiting for Alok at the bus stop.

Uses of Indefinite Articles:

before a noun that is introduced for the first time in speech or writing
will tell you about an officer in the Indian navy. (The listener/reader has not heard of the officer before.)
before a noun which represents not an individual person or thing, but an instance of a whole class
A doctor must have a lot of compassion. (Here the reference is not to a particular doctor, but to all members of the profession.)
to indicate the numeral one
I gave him a rupee, (that is, one rupee)

with personal names in two very specific situations

when the person referred to is a stranger to the speaker Father has gone to the bank with a Dr Sen. (The speaker does not know who Dr Sen is.)
when the qualities of the person, and not the person themself, are being referred to Rohit is turning out to be an Einstein, (that is, very good at physics).
Your niece is a Sonal Mansingh. (that is, an exceptionally talented dancer)

Uses of The Definite Article:

1. Before a noun that has already been mentioned and is referred to again in the same piece of speech or writing. Nimi bought a book on marine life. After she read the book, she decided to study oceanography.

2. When used with a singular countable noun, the is used to refer to a whole class of things, objects, etc. The psychiatrist is a doctor who treats mental illness, (meaning, all psychiatrists) The koala is native to Australia, (meaning, all koalas)

3. when used to refer to a noun which is the only one of its kind in a particular situation
I would like to speak to the person in charge here, (only one person is in charge) but I would like to speak to an employee here, (any one out of many employees)

4. when the noun following it is made specific by the use of a qualifying word, phrase or dause
The red flowers are geraniums, (underlined word is an adjective)
The flowers in the vase are geraniums, (underlined words are an adjectival phrase)
The flowers that.l .gave you are geraniums, (underlined words are an adjectival clause)

5. Before the names of mountain ranges (but not mountain peaks or hills), oceans, seas, rivers, lakes and groups of islands (but not with a single island)
Mount Everest is the highest peak In the Himalayas.
The Andaman and Nicobar Islands and Sri Lanka are both dose to India.
We flew over the Pacific Ocean.

6. Before points on the earth, points of the compass, and certain geopolitical regions the South pole, the equator, the west, the Caribbean, the Middle East,

7. With adjectives In the superlative degree Susan is the fastest sprinter in the college.

8. Before adjectives when they are used as nouns referring to a class of people, animals, things, etc.
The strong can carry the logs of wood upstairs, (meaning those who are strong)
She looks after the elderly and the sick.

9. Before the names of holy books, well-known buildings, trains, and newspapers the Granth Sahib, the RashtrapatiBhavan, the Rajdhani Express, the Indian Express

10. Before the plural forms of proper nouns to refer to families The Mehtas are wonderful hosts.

11. Before the singular forms of proper nouns to suggest a comparison
Anu is the Sania Mirza of our college, (implying that Anu is a champion tennis player among the students of our college)

12. Before mass nouns (e.g., air, milk), except when these are made specific by a following phrase or clause
We breathe air. (not ‘the air’)
but We breathe in the air of the sea.

13. Before the names of most diseases
Cancer, if detected early, is curable, (note that headache and cold take before them)

14. Before names of colleges and universities, if the name does not include of Ranjit took a degree in law from Delhi University.
but Ranjit took a degree in law from the University of Delhi.

15. Before the names of meals had at different times of the day
He took us out to dinner
The dinner we had at Sabu’s Tiffin Centre was delicious.

16. Before nouns like church, college, hospital, when we are referring to them in relation to their primary purpose (prayer, higher education, treatment for illness, etc.) and not as places r buildings
Her daughter is at college, (for education)
but Her daughter cycles to the college, (the building and surrounding campus)
They go twice a week to church, (to pray)
but They reached the church before 7 am. (the building)

17. usually before some collective nouns such as humankind, society and humanity
This is a great service to humanity.
Will society forget such a great person?

18. In phrases with the preposition by showing means of transport/transmission
Mansur came to the city by train.
You can go by car.

Exercises

Fill in the blanks in the sentences below with a, an or the. In case more than one article can be used, use the one you think would be more appropriate than the other (s). If the blank space does not need an articles, indicate this with an X.

1. ………… peacock is in danger of extinction.
2. Could you get me ………… kilogram of tea, please?
3. There is ………… European and ………… Ethiopian among the tourists.
4. ………… Sally I know lives in Bhubaneswar.
5. Sumita found ………… wallet on her way home. She took ………… wallet to the police station.
6. We must work to save …………… tigers from becoming extinct …………. tiger is an important part of the ecosystem.
7. Have you had …………… breakfast?
8. There’s no ………… school today. school is being used as ………… polling station.
9. It is ………… awe-inspiring sight to see ………… Brahmaputra in spate.
10. This is a painting of ………… Western Ghats, and that is a photograph of ………… Mahabaleshwar peak.
11. Mary will go to ………… school when she is three.
Our library has threes copies of ………… Mahabharata.
Answer:
1. The/A/X
2. a
3. a, an
4. The
5. a, the
6. X, The/A/X
7. X
8. X, The
9. an, the
10. the, X
11. X
12. the

Fill in the blanks with indefinite articles where necessary.

1. She doesn’t own …………… car.
2. He came from …………… humble beginnings.
3. I saw …………… bears at the zoo.
4. He asked for …………… milk.
5. She didn’t get invitation.
6. I saw …………… eagle fly by.
7. She was …………… English teacher. She joined …………… union.
8. He bought milk, butter, and …………… loaf of bread.
9. The table is made of …………… wood.
10. Abdul was …………… honest man.
Answer:
1. a
2. an
3. a
4. a
5. an
6. an
7. an a
8. a
9. an
10. an

Insert article wherever necessary.

1. There is……….. book in my backpack ……….. book is very heavy.
2. Do you know where I left ……….. car keys?
3. I enjoy reading detective novels, especially ones by……….. famous author,Arthur Conan Doyle.
4. ……….. French drink wine, while Americans drink beer.
5. ……….. group of MBA students from ……….. University of Mumbai visited Harvard University in United States.
6. ……….. Bible was ……….. first book to be printed by Gutenberg in ……….. fifteenth century.
7. I am fond of ……….. music of Mozart. My grandfather owns ……….. antique piano.
8. Cloth is sold by metre ………… metre of this fabric cost me moon.
9. ……….. sun is at ……….. highest point in ………..sky at noon.
10. After humans, chimpanzee is ……….. most intelligent among animals.
Answer:
1. a, The
2. the
3. the, the
4. The, the
5. A, the, the
6. The, the, the
7. the, an
8. A, the
9. The, the, the
10. the

Correct the following sentences by using the right articles (or by removing articles where not required).

Question 1.
All applicants must possess an university degree.
Answer:
All applicants must possess a university degree.

Question 2.
I am studying for a MA in history.
Answer:
I am studying for an MA in history.

Question 3.
He had spelt the word with a ‘s’ instead of a V.
Answer:
He had spelt the word with an‘s’ instead of a ‘c’.

Question 4.
I always use a HB pencil.
Answer:
I always use an HB pencil.

Question 5.
In the class, the children were having arithmetic lesson.
Answer:
In the class, the children were having an/the arithmetic lesson.

Question 6.
My brother is electrical engineer.
Am:
My brother is an electrical engineer.

Question 7.
The war lasted almost hundred years.
Answer:
The war lasted almost hundred years.

Question 8.
I always get headache if I don’t wear my glasses.
Answer:
I alway, s get a headache if I don’t wear my glasses.

Question 9.
Swiss are very fussy about hygiene.
Answer:
The Swiss are very fussy about hygiene.

Question 10.
His lawyer produced an important new evidence.
Answer:
His lawyer produced important new evidence. (No article)

Question 11.
Give it to cat.
Answer:
Give it to a cat.

Question 12.
Ann is doctor.
Answer:
Ann is a doctor.

Question 13.
Our plants need a water.
Answer:
Our plants need water. (No article)

Question 14.
We had a breakfast in the hotel restaurant.
Answer:
We had breakfast in the hotel restaurant. (No article)

Question 15.
We must try harder to stop these people from destroying the nature.
Answer:
We must try harder to stop these people from destroying nature. (No article)

Question 16.
I don’t like driving in a heavy traffic.
Answer:
I don’t like driving in heavy traffic. (No article)

Question 17.
The petrol is expensive.
Answer:
Petrol is expensive. (No article)

Question 18.
They have the really bad roads here.
Answer:
They have really bad roads here. (No article)

Some of the following sentences may have errors relating to the use of articles. Rewrite the incorrect sentences correctly.

Question 1.
The oranges and lemons are citrus fruits.
Answer:
Oranges and lemons are citrus fruits. (No article).

Question 2.
Asif is going to visit the Oxford University.
Answer:
Asif is going to visit Oxford University. (No article)

Question 3.
The government needs to enforce pollution laws. Governments around the world need to cooperate in the fight against the pollution.
Answer:
The government needs to enforce the pollution laws. The governments around the world need to cooperate in the fight against pollution. (No article)

Question 4.
The elephants and the lions are found in India.
Answer:
Elephants and the lions are found in India. (No article)

Question 5.
Have you been to Nilgiri hills?
Answer:
Have you been to the Nilgiri hills?

Question 6.
The history is not really Faiza’s favourite subject, but she finds the history of Greeks fascinating.
Answer:
History is not really Faiza’s favourite subject, but she finds the history of Greeks fascinating. (No article)

Question 7.
You can take Visaka Express to Mumbai.
Answer:
You can take the Visaka Express to Mumbai.

Question 8.
The children have been sent to the bed.
Answer:
The children have been sent to bed. (No article)

Question 9.
English language is full of the confusing rules. English also has many strange idioms.
Answer:
The English language is full of confusing rules. English also has many strange idioms.

Question 10.
Have you ever wanted to climb the Mt Everest?
Answer:
Have you ever wanted to climb Mt Everest? (No article)

Question 11.
Gold you buy here is of the excellent quality.
Answer:
The gold you buy here is of excellent quality.

Question 12.
A TV critic comments on the plot, the acting, and other aspects of a TV show.
Answer:
The TV critic comments on the plot, the acting, and other aspects of the TV show.

Question 13.
Manoj heard a old tale about an unicorn.
Answer:
Manoj heard an old tale about a unicorn.

Question 14.
Philosophy discussed in this book is very difficult to understand.
Answer:
The philosophy discussed in this book is very difficult to understand.

Question 15.
UK laws don’t apply to the USE except at UK embassy.
Answer:
The UK laws don’t apply to the UAE except at the UK embassy.

Speaking – Agreeing And Disagreeing With Opinions

Useful Points to Remember
To express agreement, you can:

use a direct statement, for example: Yes, it is.
make a statement followed by an added comment, for example: I agree. The drought is going to affect the crops.
use a negative question with a falling intonation, for example: Haven’t they?

Other expressions you can use to express agreement are:
That’s right. / Right — There’s no doubt about that.
I agree with you. /I agree. — That’s for sure.
Yes, it is. / Yes, it was. — You bet. (very informal)

Activities 1. (Agreeing with Opinions)

Try the following activities to Improve your speaking skills.

1. Enact Dialogues 1-2 with a partner, taking turns to play the roles of the person stating an opinion and the one agreeing with it.

Read the dialogues below. In all of them, you will find agreement being expressed by means of simple, direct statements.

Dialogue 1.

Amar and his friends talk about the effect of strikes on their studies.
Amar : The student leaders have called for a strike against the fee hike.
Shikha : Have they? Oh, I hate strikes. They disrupt the routine, and we can’t complete the syllabus on time.
Amar : You’re absolutely right.
Alex : The authorities might appreciate our point of view better through dialogue.
Saira : Yes, Alex has a point there.

Dialogue 2.

At a bus stop.
Santa : The buses are overcrowded these days, aren’t they?
Dinesh : Yes. There aren’t enough buses.
Sanita : Exactly. And the service is very poor.
Dinesh : You’ve said it. Sometimes we have to wait for an hour for the bus,

Dialogue 3.

Outside a theatre.
Kamala : That was aan interesting movie.
Kanti : It sure was. It kept us spellbound.
Kamala : It certainly did. Not a minute of boredom.
Kanti : Not at all.
Not at all here means that Kanti agrees with Kamala’s observation Not a minute of boredom.

Dialogue 4.

In a college campus.
Thapa : I think we should have many more vocational courses to choose from.
Moinul : I think so too. More courses will take into account varied interests.
Thapa : Yes, and that will create more opportunities for work. 1
In the dialogues below, you will find statements of agreement being followed by expressions of approval and support, sometimes with some additional comments.

Dialogue 5.

Joymoti and Mani are talking about food.
Joymoti : Leena’s invited us to dinner on Saturday. Are you going?
Mani : I sure am. Leena’s father is a great cook.
Joymoti : You’ve said it! His biryani is the best.
Mani : You bet it is. I always look forward to meals at Leena’s.
Joymoti : Me too.

Dialogue 6.

Khadir and Anil are talking about the weather.
Anil : It’s been pouring the whole week. The monsoon promises to be good this year.
Khadir : It certainly does. Thank goodness! We do need plenty of rain.
Anil : Absolutely. Particularly after two years of severe drought.

Dialogue 7.

Rosy and Chinmay are talking about television news.
Chinmay : I don’t like watching the news on TV these days.
Rosy : Neither do I. News channels make everything seem sensational. They seem to care more about TRPs than unbiased reporting.
Chinmay : You bet. This is what happens when news channels depend .on advertising to run their businesses.

Dialogue 8.

Sharif and Nandini are talking about a classmate.
Sharif : Chandni hasn’t passed the entrance exam.
Nandini : Hasn’t she? What a pity! She’s such a clever girl.
Sharif : She certainly is. She should’ve worked harder, I feel.
Nandini : Yes. I think so too.

Dialogue 9.

Three friends are discussing the advantages of doing part-time work while in college.
Rajender : I think it’s good to be able to work while in college.
Kavita : I agree. It would help us earn money for our tuition fees and books.
Mukul : You’re right. Besides it will give us a chance to get some hands-on experience.

Dialogue 10.

Anand and Rashmi are talking about their daughter’s wedding.

Anand : I don’t think we should have Soma’s wedding on a Lavish scale.
Rashmi : I couldn’t agree with you more. It’s not wise to spend beyond one’s means.
Anand : It certainly isn’t. In fact, a simple wedding will set a trend in the family.
Rashmi : You’re right.
The dialogues below are examples of how agreement is expressed using a question in its negative form with a falling intonation.

Dialogue 11.

Rajini and Roshni talk about Arun.
Rajini : That boy over there is Arun. Can you guess who he is?
Roshni : I think I can. He must be Surya’s son. He resembles him so much.
Rajini : He does, doesn’t he?

Dialogue 12.

Lalith and Srinath talk about a film.
Lalith : Where were you this afternoon?
Srinath : I went to see Kumbalangi Nights-for the fourth time.
Lalith : I’m not surprised. One can never tire of seeing that film.
Srinath : Not in the least. Both the story and the songs are delightful!
Lalith : They are. Aren’t they?

2. Choose suitable expressions of agreement from the sample dialogues to respond to the following statements of opinion.

For example.
Opinion: Children shouldn’t be given too much pocket money.
Response: I agree with you
Remember that there could be more than one acceptable answer. After you fish, enact them with a partner. Take turns so that each of you gets to say the two lines in the exchanges.

Opinion: We must cycle to college every day. It’s good exercise.
Response: I think so too. Cycling is good for health.
Opinion: It’s our duty to look after the elderly people in our family.
Response: You’re absolutely right. We have to take care of the elderly.
Opinion: I think we should have more courses in art, music and drania.
Response: There’s no doubt about that. The courses in art, music and drama will provide many employment opportunities.
Opinion: We should have the semester system in college. It would help us study better.
Response: I couldn’t agree with you more. In the semester system, students feel over-burdened due to continuous examinations.
Opinion: We shouldn’t be cutting down trees. We should find ways of transplanting them.
Response: Yes. I agree with you. Trees are future.

3. Respond to the following statements of opinion by adding a comment of approval or regret to an expression of agreement.

For example.
Opinion: The play was such a disappointment.
Response: Yes, it was. Cleary, the actors hadn’trehearsed enough.
Remember that there could be more one acceptable answer. After you finish, enact them with your partner. Take turns so that each of you gets to say the two lines in the exchange.

I think we should go on an educational tour this winter. That’s a great idea. Educational tour will surely help the students in getting onsite learning.
We should give our children greater freedom to express their opinion. I think so too.Then only can they think independently in their future.
We should be compelled to speak English in the English class, shouldn’t we?
Yes, we should. As the result, the concussive atmosphere in the classroom will be created for practising speaking English.
I don’t think Devraj looks good with long hair. It just doesn’t suit him. You’re right. He would rather have a close hair-cut which will give him attractive looks.
You shouldn’t have spoken so rudely to Ramya.
Yes, I know I shouldn’t have. But I have spoken in a fit of anger. I will meet her to say sorry for my rudeness.

4. Complete the following exchanges using different ways of expressing agreement.

For example:
Opinion: We should depend on rainwater harvesting at least for the garden.
Response: Sure. Perhaps we could even get the water purified for use inside the house.
Remember that there could be more than one acceptable answer. After you finish, enact them with your partner. Take turns so that each of you gets to say the two lines in the exchange.

a. NCC should be made compulsory at college.
I think so too. It’s a great way to instil the spirit of national integration in the students.

b. I think it’s better to stay in the hostel than at home.
There’s no doubt about that. We can study belier that way.

c. The chairperson’s inaugural speech was such a disappointment.
I agree with you. She spoke so well at last year’s function.

d. It’s such a shame! Sportspersons don’t get the support they need.
That’s right. They could do much better if they had better training.

e. What a performance! Adil danced beautifully today.
You’re right! His footwork has improved a lot.

Some expressions that you can use to disagree directly are:
I m not sure about that.
That’s not how I see it.
I m afraid I don’t agree.
I don’t know about that.
I can’t agree with you on that.

Activities 2. (Disagreeing with Opinions)

Try the following activities to improve your speaking skills.

1. Enact Dialogues 13-19 with a partner, taking turns to play the roles of the person stating an opinion and the one disagreeing with it.

Dialogue 13.
Madhu and Manju talk about a friend.

Madhu : How did you like Sumas seminar?
Manju : I don’t like the way she talks, as though she knows everything.
Madhu : Well, I agree that she sounds a bit bossy, but I don’t think she means to hurt anyone. She does listen to other people’s point of view.

Dialogue 14.
Farida and Sumit talk about a mathematics class they attended.

Farida : What did you think of Dr Kamat’s lesson on polynomials?
Sumit : It wasn’t quite clear.
Farida : Maybe his introduction was a bit confusing, but I quite liked the way he developed the topic.

Dialogue 15.
Ms Joshi and Ms Chhetri discuss a play performed by their students.

Ms. Chhetrl : Don’t you think the programme was a great success?
Ms. Joshi : Yes, to some extent it was. But the English play was disappointing.
Ms. Chhetrl : It’s true that it wasn’t as good as the Hindi play. After all, it was the students’ first attempt. And they did put in a lot of effort, you’ll admit.
In the dialogues below, the speaker uses certain introductory words meant to express disagreement indirectly.

Dialogue 16.
Mrs lyer, Mr Yadav and Mrs Rao talk about sending children to boarding school.

Mrs. Iyer : I haven’t seen your son for a long time.
Mr. Yadav : He’s not here. We’ve sent him to a hostel.
Mrs. Iyer : That wasn’t a good idea. Children in hostels generally learn bad habits.
Mr. Yadav : On the contrary, I think they learn to be more disciplined.
Mrs. Rao : In my opinion, children in hostels feel rather insecure without their parents. That’s not good for them.

Dialogue 17.
Mr. and Mrs Baig are talking about their daughter.

Mrs Baig : I’m happy Sanjeeda has started working.
Mr Baig : I don’t quite like it. She has a small child to look after.
Mrs Baig : The way I look at it. Salman, if she didn’t work, it’d be such a waste of her education.
Mr Baig : Well, she can always work when her child grows up.
Mrs Baig : I’m sure she’ll manage very well with her mother-in-law’s help. She has. offered to baby-sit while Sanjeeda’s at work.
Here,
Mr Baig uses always to suggest what Sajida can do in the future when her child grows up. In this usage, the word does not mean ‘all the time’.

Dialogue 18.
Ranjita and Prem talk about a problem between two of their classmates.

Ranjita Janet had a bit of an argument with Naveen this morning. She wanted to
direct the play for the inter-class competition. Naveen insisted he would direct it.
Prem Frankly, the way I see it, there’s no need to argue. Both of them can work together for the competition.

Dialogue 19
Rama, Saira, Girish and Sarat discuss where to go at the weekend.

Rama I think we should go to a quiet place. We could try Srisailam.
Girish Well, actually, Srisailam will not be quiet at all. It’ll be rather crowded.
Sarat How about going to Araku Valley?
Rama We went there only last month. I don’t think we should go there again.
Saira As far as I’m concerned, it’s not the place we go to but the company that
matters. I think we’ll enjoy ourselves.

2. Make as many statements of disagreement as you can from the following table. Write them down and take turns to say them with your partner.

For example:
You’re right to some extent, but then, can’t you see that farmers have to find other ways of earning a living am case the need arises?

I can see your point,	But	I feel we can’t be too strict with children. We have to respect their views.
Yes, I do agree with	but then	can’t you see that farmers have to find other
you up to a point,		ways of earning a living in case the need arises?
You’re right to some extent,	though	Children do have a lot of fun at these camps, you know.
		students should be given equal opportunities whether they’re girls or boys. I believe elderly people should have the choice to live on their own if they’d like to.

1. Yes, I do agree with you up to a point, though I believe elderly people should have the choice to live on their own if they’d like to.
2. I can see your point, thoughl feel we can’t be too strict with children. We have to respect their views.
3. You’re right to some extent, but then students should be given equal opportunities whether they’re girls or boys.
4. I can see your point, but then children do have a lot of fun at these camps, you know.

Activities 3.

Try the following activities to improve your speaking skills.

Question 1.
Enact Dialogues 20 and 21 with a partner, taking turns to play the roles of the person stating an opinion and the one disagreeing with it.

Dialogue 20.
Thomas and his cousin are talking about restaurants that serve good coffee.

Thomas : You can get the best coffee in town at Cafe Noir.
Pinky : I’m sorry, I don’t agree. I think India Coffee House serves the best coffee.

Dialogue 21.
Renu and Susheel talk about the right age for retirement.

Renu : Everyone should retire at fifty-eight.
Susheel : That’s not the way I see it. People should be given the option to work for a few years more if they are healthy and if they want to.

Question 2.
Fill in the blanks in the statements with the expressions of disagreement given below.

The way I look at it… It seems to me that …. Personally, I don’t think ….
I’m sorry, but I disagree. Actually, I quite like…
a. It seems to me that she’s been given a good role in this movie. She’s usually very good in tragic role.
b. Actually. I quite like her hairstyle. It makes her look younger.
c. The way I look at it: there’s too much talk on how to bring them up. After all, our parents brought us up without this kind of fuss, didn’t they?
d. Personally. I don’t think people are more aware of environmental issues now than they were some years ago.
e. I’m sorry, but I disagree. The workers are far more willing than we think. They just need the right kind of encouragement.

Question 3.
Match the statements of disagreement competed in Activity 2 (above) as responses to the opinions expressed below by writing their numbers in the spaces provided. After you finish, enact them with your partner. Take turns so that each of you plays the two roles.

a. I don’t know what the world is coming to. People aren’t concerned about conservation at all. (d)
b. The actor was dreadful, wasn’t she? (a)
c. I feel we don’t know enough about bringing up children. I read up all there is on the topic. (c)
d. Doesn’t Shaila look silly? I wonder what she’s done to her hair. (b)
e. Workers in our factory have no commitment. All they want is money and other benefits. (e)

Question 4.
Work with a partner to prepare and enact dialogues to suit each of the following situations. Each student in the pair should take turns to state an opinion and react (either agree or disagree) to it. Each conversation should last at least four turns, with both partners stating his/her opinion and then defending it. You can use the expressions you have learnt in this chapter. You must not write the dialogue down.

Situation 1:
Your friend believes that the films produced today are inferior to those produced forty years ago.

Ram: Hi, Bheem! Don’t you think that the films produced today are inferior to those produced forty years ago?
Bheem: Yes, to some extent they are. But there are some good films produced even today.
Ram: Well, I agree with you. But the old films are better in terms of narration in a natural way.
Bheem: Frankly, the way I see it, the old film have their own value, so do the modern film.

Situation 2.

Your friend says that it is essential for students to get some work experience before they their formal education.

Aran : Hi, Akhil! I think it is essential for students to get some work experience before they finish their formal education.
Akhil: On the contrary, I think formal education and vocational education should go hand in hand.
Aran : That’s a good idea. But it may require a lot of investment.
Akhil : In my opinion, it can be possible even with the same expenditure that is being spent on the present day education.

Situation 3.

Your parent insists that you should cut down your extra curricular activities in order to focus on your studies.

Parent : Divya! It’s better you should cut down your extra curricular activities in order to focus on your studies.
Divyasri : On the contrary, I think co-curricular activities help me in focussing on education as well as help maintain my good health
Parent : As far as my opinion is concerned, the co-curricular activities would kill your valuable time.
Divyasri : Frankly, the way I see it, they are part and parcel of education.

Situation 4.
Your colleague feels that the office should give some employees the option to work from home.

Nikk i: Hi, Lucky! I think the office should give some employees the option to work from home.
Lucky : You’re absolutely right. It will help us maintain social distance in the office space during the COVID-19 pandemic situation.
Nikki : You’ re right. Besides, the employees need little travel and the chance of getting affected with COVID-19 will be reduced.
Lucky : You’re absolutely right.

Post Reaping – Self-Analysis

Self-analysis:

Self-analysis is a very important skill for those who wish to improve themselves. It begins with soul searching: a penetrating examination of our own beliefs and motives. It needs an in-depth analysis of our own personality, including emotions, attitudes and behaviour. It is a process we need to carry out independently without the help of another person.

Introspection is an excellent method of self-analysis. Introspection is self-examination or the contemplation of ones own thoughts and sensations; it is practised by turning our mind inwards and looking at what is within our own mind. By observing our own thoughts and actions, we come to know about the person we actually are. This can be done on a regular basis by spending a few minutes each day to recollect what we did, why we did it, and whether we did it right or whether it could have been done better. There are two popular tools used for self-analysis

SWOT and
Johari window.

SWOT expands to strength, weakness, opportunity and threat. Self-analysis requires us to be aware of our strengths, that is, what we are capable of doing well so that we can multiply our strengths and improve ourselves further. But we can become egoistic unless the knowledge of our strengths is balanced with that of our weaknesses, that is, what we are not capable of doing and why.

When we are aware of our own weaknesses, we can begin to minimise them and control them. Opportunities are contexts which help us to hone our strengths which we often overlook or avoid. Threats, on the other hand, are disguised opportunities which we need to face as challenges, by overcoming which we become stronger and the threat becomes an opportunity for betterment.

open self	blind self
hidden self	unknown self

These represent the following aspects of our personality which can be explored deeply to understand and improve ourselves:

The open self reveals that aspect of a persons character which is known by the person themself and is also known by others;
The blind self refers to that aspect of the personality which is unknown to the person themself but which others may know;
The hidden self implies what the person knows about themself that others do not know;
The unknown self is that part which is unknown to the person as well as to others.

Using these parameters for seLf-analysis requires a deep understanding of the concepts and regular practiced

Think and Respond

Question 1.
You have come across the words ‘addiction’ and ‘cure’. How would a person discover that he/she has an addiction? How would self-analysis help to identify the addiction? Is it possible suggest that self-analysis helps cure addictions? Give an example of a person who has overcome his/her addiction through self-analysis.
Answer:
Addiction is an inability to stop using a substance or engaging in a behaviour even though it is causing psychological and physical harm. The term ‘addiction’ not only refer to dependence on substances such as ganja, heroin or cocaine. There is substance addiction and non-substance addiction.

Some examples of non-substance addiction include: gambling, food, internet, gaming, cell phone, sex, etc. Someone with addiction will continue to misuse the substance or activity in spite of the harmful effects it has. Many people, but not all, start using a drug or first engage in an activity voluntarily. However, addiction can take over and reduce self-control.

Similarly, the ‘cure’ means to restore to health, soundness, or normality cured someone of the ‘addiction’ in this context. We can identify our addiction in two ways: identification by ourselves and identification by others. The process of ‘self-analysis’ can not only help us identify our‘ addiction’ but also help us cure the addiction. For example, I have a friend who is addicted to gaming on the mobile phone which has spoiled his health as well as career.

However, through the self-analysis process, he has overcome his addiction. Firstly, he has followed the process of ‘introspection’ whereby he has self-examined and contemplated on his own thoughts and sensations. And identified that he has been losing control over his own thoughts due to continuous gaming.

Then he has applied the self analysis tool SWOT: strengths, weaknesses, opportunities, and threats. Through this process, he has realised his own strengths such as playing cricket, watching movies, chatting with his friends; and has started spending time on these activities, so as to shift his focus from gamingon mobile phones.

He is well aware of his weakness of playing video games on mobile phones and has strong desire to overcome his weakness. When he has thought of the opportunities available to hm and threats or challenges he is supposed to face in his life. In this way, he has overcome his addiction to video gaming.

Question 2.
When we travel we may have bad experiences. But when we recollect the same experiences years later, we forget the negatives and become nostalgic. For instance, college may seem restrictive during one’s student years, but ten or twenty years later a student may return there thinking that the time spent in college was the golden period of his/her life. Do we need to use self-analysis to correct’ these distorted images or can we continue to harbour such harmless illusions?
Answer:
It is quite natural for us to think about some experiences as bad though they are not so. In fact, they are great feelings or memorable experience in the course of time. For instance, college may seem restrictive during one’s student years, but ten or twenty years later a student may return there thinking that the time spent in college was the golden period of his/her life.

Usually, people have distorted images of such experiences and there is a possibility for to continue to harbour such harmless illusions. However, we need to use self-analysis to correct such mis understanding and misconceptions. Self-analysis is an importance skill to improve ourselves.

The process of self-analysis begins with ‘soul searching’ whereby we have a deep examination of our own beliefs and motives. In other words, it is an in-depth analysis of own personality, including emotions, attitudes, and behaviour. When we experience something, it is better for us not to brand the experience as either ‘good’ or ‘bad’.

We should be aware of the fact that every experience is an experience that will be a part of our memory. When we brand one experience as ‘bad’, we allow it to hurt us and remains as nightmare throughout our life. It is certain that in the course of time the perceived ‘bad’ experience will become nostalgic for us and with an adult peace we look at it in altogether different perspective.

By adopting the self-analysis tool, we can overcome the tendency of branding of our experiences in preoccupied notions and avoid harbouring such allusions in mind. Through self-analysis, we can enjoy every moment in a cheerful manner looking at it as an enchanting experience.

OU Degree 1st Sem English Study Material

Shyness My Shield Questions and Answers & Summary by M.K. Gandhi

August 5, 2023 by Prasanna

OU Degree 1st Sem English – Shyness My Shield Questions and Answers & Summary

Comprehension 1.

Answer the following questions in 80-100 words –

Question 1.
Why did Gandhi not talk at meetings? What did people think of his silence?
Answer:
The present lesson “Shyness my shield” is written by M.K. Gandhi. It was taken from his auto biography The Story of My Experiments with Truth”. In this lesson, Gandhi explains how he struggled to speak in public occasions and how his shyness became an advantage for him in his career. Many an occasion, Gandhi was not successful in expressing his opinion. Though he prepares the speech on a paper, he fails to speak. Mr. M.K. Gandhi was not successful in expressing his opinion.

Though he prepares the speech on a paper, he fails to speak. He was at a loss to know how to express himself and felt tongue-tied. The first instance when MK Gandhi failed to speak due to his shyness was at the meeting of Vegetarian Society. He was elected to the Executive Committee of the Vegetarian Society.

He could not speak in the meetings of the society. He failed to make impression on his audience however hard he tried. Gandhi thought that it was wrong to be silent and was cowardice to register a silent vote. Due to his silence at the meetings, people think of him as a ‘drone’ as some one who follows a schedule and doesn’t change it, meaning useless.

Question2.
What was the conflict that the Vegetarian Society faced with regard to Mr.Hills and Mr. Allison? What was Gandhi’s position?
Answer:
In his lesson, Mr. Mk Gandhi mentions the conflict that the Vegetarian Society faced with regard to Mr. Hills and Mr. Allison and Gandhi’s position in this regard. Gandhi was elected to the Executive Committee of the Vegetarian Society. It was at the meeting of Vegetarian Society that MK Gandhi for the first instance failed to speak due to his shyness.

Mr. Hills, the proprietor of the Thames Iron Works, was the financier of the committee and he was a puritan. Dr. Allinson was another member of the Committee of the Vegetarian Society. He was also an advocate of the new birth control movement and was thereby an anti-puritan. Mr. Hills viewed the methods of Dr. Allinson as cutting at the root of the morals.

MK Gandhi thought that when a serious question came up for discussion, it was wrong to be silent and was cowardice to register a silent vote. He thought that any vegetarian could be a member of the society, irrespective of his views on other morals and religion.

Gandhi wanted to support Mr. Allinson but he was not successful in expressing his opinion. As the result, Dr. Allinson was removed and Mr Gandhi resigned to the Vegetarian Society. He could not speak in the meetings of the society. He failed to make impression on his audience however hard he tried.

Question 3.
What happened when Mr Howard invited Gandhi to speak at a meeting? How did Gandhi feel about the incident?
Answer:
In the lesson, ‘Shyness My Shield’, Mr MK Gandhi mentions his second-time failure to speak in a public space sue to his shyness. The second instance where Mr MK Gandhi failed to express himself was when he went to Ventnor with Sjt Majumdar. They stayed there with a vegetarian family. There, he met Mr Howard, the author of The Ethics of Diet.

He invited him to speak at a meeting for the promotion of vegetarianism. Gandhi had written down his speech before hand. He stood up to read it but could not read out his own write up. His vision became blurred and he trembled. Majumdar had to read it for him. Despite his preparations in advance, Gandhi was not successful in his speech. He felt ashamed of himself and sad at heart for his incapacity.

Question 4.
What preparations for a speech did Gandhi make before he left England? How did the event end?
Answer:
In the lesson ‘shyness My Shield’, Mr MK Gandhi explains how he failed in public speaking sue to his shyness. He is well aware of his shyness and in order to overcome this drawback, before he left England he made preparations in advance for a speech to make at a party supposed to be hosted by him for his vegetarian friends in Holbom Restaurant. However, this is going to be the third instance of Gandhi’s failure at public speech due to his shyness while he was in London, just before he was leaving for India.

He organized a party and invited his vegetarian friends in Holbom Restaurant. He had with grest care thought out be brief and written a speech consisting of a very few sentences. All made speeches. When Gandhi’s turn to speak came, he stood up to make a humorous speech but he could not proceed beyond the first sentence. He made himself ridiculous and sat down abruptly.

Question 5.
What did his experience with public speaking teach Gandhi about himself?
Answer:
In the concluding part of the lesson ‘Shyness My Shield’, Mr Gandhi feels that experience has taught him that silence is part of the spiritual discipline of a votary of truth. He further explains that his hesitancy in speech, which was once an annoyance, nowbecame a pleasure. The greatest advantage was that it taught him the economy of words. It helped him in forming the habit of restraining his thoughts. Thoughtless words never escaped from his mouth.

He never uttered anything wrong and never regretted anything he spoke or wrote. He also opines that proneness to exaggerate; to suppress or modify the truth, wittingly or unwittingly; is a natural weakness of man. Therefore, silence is necessary in order to surmount it. Mr MK Gandhi says that a man of few words will rarely be thoughtless in his speech and he will measure every word. He concludes that his shyness helped him to grow. It is his shield and buckler. It has allowed him to grow. It has helped him in his understanding of truth.

Comprehension – II.

Answer the following questions in 350-400 words.

Question 1.
When a serious question came up for discussion, Gandhi says, ‘I thought it wrong to be absent, and felt it cowardice to register a silent vote.’ What light does this throw on Gandhi’s attitude to shyness? Discuss.
Answer:
Mohandas Karamchand Gandhi (1869-1948) is popularly known as ‘Mahatma Gandhi’ or ‘Bapuji’. M.K. Gandhi was a key figure of the Indian national freedom struggle. Apart from being a political leader, Gandhi also became well-known for his strict adherence to truth, his campaign for human rights, and for championing of non-violence. His life and teachings inspired many leaders and socio-political movements, not just in India but also around the world.

The present lesson “Shyness My Shield” is extracted from his autobiography ‘The Story of My Experiments with Truth”. In this lesson, Gandhi explains how he struggled to speak in public occasions and how his shyness became an advantage for him in his career. Many an occasion, Gandhi was not successful in expressing his opinion.

Though he prepares the speech on a paper, he fails to speak. In his lesson, Mr. M.K. Gandhi mentions the conflict that the Vegetarian Society faced with regard to Mr. Hills and Mr. Allison and Gandhi’s position in this regard. Gandhi was elected to the Executive Committee of the Vegetarian Society. It was at the meeting of Vegetarian Society that M.K. Gandhi for the first instance failed to speak due to his shyness.

Mr. Hills, the proprietor of the Thames Iron Works, was the financier of the committee and he was a puritan. Dr. Allinson was another member of the Committee of the Vegetarian Society. He was also an advocate of the new birth control movement and was thereby an anti-puritan. Mr Hills viewed the methods of Dr. Allinson as cutting at the ropt of the morals. Therefore, a motion was brought for Dr. Allinson’s removal from the Vegetarian Society.

The conflict at the Vegetarian Society interested Mr Mk Gandhi. Therefore, he thought that it was quite improper to remove a mein from a vegetarian society just because he was anti-puritan. He thought that when a serious question came up for discussion, it was wrong to be silent and was cowardice to register a silent vote. And he decided to speak at the meeting.

He thought that any vegetarian could be a member of the society, irrespective of his views on other morals and religion. Gandhi wanted to support Mr Allinson but he was not successful in expressing his opinion. It was here where Mr MK Gandhi was for the first time not successful in expressing his opinion. Though he prepares the speech on a paper, he fails to speak. He was at a loss to know how to express himself and felt tongue-tied. He could not speak in the meetings of the society.

He failed to make impression on his audience however hard he tried. As the result, Dr. Allinson was removed and Mr Gandhi resigned to the Vegetarian Society. However, the statement shows that though Gandhi was shy of public speaking, when he thought that it was wrong to be absent and it was cowardice to register a silent vote. So, if he feels that it is important to speak, he speaks, irrespective of his failure to make a mark as speaker.

Question 2.
What are Gandhi’s views on speaking versus staying silent? Do you agree with his view?
OR
Gandhi says that his shyness eventually turned out to be useful trait. Explain.
Answer:
The present lesson “Shyness my shield” is written by M.KGandhi. It was taken from his auto biography ‘The Story of My Experiments with Truth”. In this lesson, Gandhi explains about his initial fear of delivering a public speech when he was a student in England. It gives different anecdotes of Gandhi’s repeated attempts and failures to deliver a public speech while he was in England. It also tells us how Gandhi turned his shyness as an advantage for him in his career and character.

Many an occasion while he was in London, Gandhi was not successful in expressing his opinion. Though he prepares the speech on a paper, he fails to speak. In order to void speaking at public meetings, Gandhi used to maintain silence. Due to his silence at the meetings, people think of him as a ‘drone’ as someone who follows a schedule and doesn’t change it, meaning useless. He mentions three instances where he failed in delivering public speech: at the Executive Meetings of the Vegetarian Society, at a meeting for the promotion of vegetarianism hosted by Mr

Howard, the author- of The Ethics of Diet, and at the dinner hosted by Gandhi at the Holbom Restaurant for his vegetarian friends. In his lesson, Mr. M.K. Gandhi mentions the conflict that the Vegetarian Society faced with regard to Mr. Hills and Mr. Allison and Gandhi’s position in this regard. Gandhi was elected to the Executive Committee of the Vegetarian Society. It was at “the meeting of Vegetarian Society that M.K. Gandhi for the first instance failed to speak due to his shyness.

The conflict at the Vegetarian Society interested Mr. M.K. Gandhi. Therefore, he thought that it was quite improper to remove a man from a vegetarian society just because he was anti-puritan. He thought that it was wrong to be silent and was cowardice to register a silent vote. It shows that how Gandhi, in spite of his shyness in public speaking, spoke when it mattered, irrespective of his fear of failure to make a mark as speaker.

In the concluding part of the lesson ‘Shyness My Shield’, Mr. Gandhi feels that experience has taught him that silence is part of the spiritual discipline of a votary of truth. He further explains that his hesitancy in speech, which was once an annoyance, now became a pleasure. The greatest advantage was that it taught him the economy of words. It helped him in forming the habit of restraining his thoughts. Thoughtless words never escaped from his mouth.

He never uttered anything wrong and never regretted anything he spoke or wrote. He also opines that proneness to exaggerate; to suppress or modify the truth, wittingly or unwittingly; is a natural weakness of man. Therefore, silence is necessary in order to surmount it. Mr. M.K. Gandhi says that a man of few words will rarely be thoughtless in his speech and he will measure every word.

Mr. M.K. Gandhi concludes his essay by saying that his shyness has helped him to grow. It is his shield and buckler. It has allowed him to grow. It has helped him in his understanding of truth. I do agree with Mr. M.K. Gandhi’s views on public speaking and staying silent.

Shyness My Shield Poem Summary in English

Mohandas Karamchand Gandhi (1869-1948) is popularly known as ‘Mahatma Gandhi’ or ‘Bapuji’. M.K. Gandhi was a key figure of the Indian national freedom struggle. Apart from being a political leader, Gandhi also became well-known for his strict adherence to truth, his campaign for human rights, and for championing of non-violence.

His life and teachings inspired many leaders and socio-political movements, not just in India but also around the world. The present lesson “Shyness my shield” is extracted from his autobiography ‘The Story of My Experiments with Truth”. The essay gives different anecdotes of Gandhi’s repeated attempts and failures to deliver a public speech while he was in England.

Many an occasion, Gandhi was not successful in expressing his opinion. Though he prepares the speech on a paper, he fails to speak. However, Gandhi also explains in this essay how he has moulded his shyness as an advantage for him in his career.

Mr. M.K. Gandhi was not successful in expressing his opinion. Though he prepares the speech on a paper, he fails to speak. He was at a loss to know how to express himself and felt tongue-tied. The first instance when M.K. Gandhi failed to speak due to his shyness was at the meeting of Vegetarian Society. He was elected to the Executive Committee of the Vegetarian Society.

He could not speak in the meetings of the society. He failed to make impression on his audience however hard he tried. Mr. Hills, the proprietor of the Thames Iron Works, was the financier of the committee and he was a puritan. Dr Allinson was another member of the Committee of the Vegetarian Society. He was also an advocate of the new birth control movement and was thereby an anti-puritan. Mr. Hillsviewed the methods of Dr. Allinson as cutting at the root of the morals.

Therefore, a motion was brought for Dr. Allinson’s removal from the Vegetarian Society. This interested Mr. Gandhi, he thought that it was quite improper to remove a man from a vegetarian society just because he was anti-puritan. He thought that any vegetarian could be a member of the society, irrespective of his views on other morals and religion. Gandhi wanted to support Mr. Allinson but he was not successful in expressing his opinion. As the result, Dr. Allinson was removed and Mr. Gandhi resigned to the Vegetarian Society.

The second instance where Mr. M.K. Gandhi failed to express himself was when he went to Ventnor with Sjt Majumdar. They stayed there with a vegetarian family. There, he met Mr. Howard, the author of The Ethics of Diet. He invited him to speak at a meeting for the promotion of vegetarianism. Gandhi had written down his speech before hand. He stood up to read it but could not read out his own write up. His vision became blurred and

he trembled. Majumdar had to read it for him. Despite his preparations in advance, Gandhi was not successful in his speech. He felt ashamed of himself and sad at heart for his incapacity. The third instance of Gandhi’s failure at public speech due to his shyness was in London, just before he was leaving for India. He organized a party and invited his vegetarian friends in Holbom Restaurant.

He had with great care thought out be brief and written a speech consisting of a very few sentences. All made speeches. When Gandhi’s turn to speak came, he stood up to make a humorous speech but he could not proceed beyond the first sentence. He made himself ridiculous and sat down abruptly.
Mr. M.K. Gandhi revealed that he overcame his shyness only when he was in South Africa. He admitted that he still had some shyness and it was impossible for him to speak impromptu.

In the concluding part of the lesson, Mr. M.K. Gandhi explains that his hesitancy in speech, which was once an annoyance, now became a pleasure. The greatest advantage was that it taught him the economy of words. It helped him in forming the habit of restraining his thoughts. Thoughtless words never escaped from his mouth. He never uttered anything wrong and never regretted anything he spoke or wrote.

Mr. Gandhi feels that experience has taught him that silence is part of the spiritual discipline of a votary of truth. He also opines that proneness to exaggerate; to suppress or modify the truth, wittingly or unwittingly; is a natural weakness of man. Therefore, silence is necessary in order to surmount it.

Mr M.K. Gandhi says that a man of few words will rarely be thoughtless in his speech and he will measure every word. He concludes that his shyness helped him to grow. It is his shield and buckler. It has allowed him to grow. It has helped him in his understanding of truth.

Shyness My Shield Poem Summary in Telugu

మోహన్దాస్ కరంచంద్ గాంధీ (1869-1948) ని ‘మహాత్మా గాంధీ’ లేదా ‘బాపూజీ’ అని పిలుస్తారు. ఎం.కె. భారత జాతీయ స్వాతంత్ర్య పోరాటంలో గాంధీజీ కీలక పాత్రధారి. ఒక రాజకీయ నాయకుడిగానే కాకుండా, గాంధీ సత్యానికి కట్టుబడి ఉండటం, మానవ హక్కుల కోసం ఆయన చేసిన ప్రచారం మరియు అహింసను సమర్థించడం కోసం కూడా ప్రసిద్ధి చెందారు.

అతని జీవితం మరియు దోధనలు భారతదేశంలోనే కాకుండా ప్రపంచవ్యాప్తంగా అనేక మంది నాయకులకు మరియు సామాజిక-రాజకీయ ఉద్యమాలకు స్ఫూర్తినిచ్చాయి. ప్రస్తుత పాఠం. అతని స్వీయ జీవిత చరిత్ర ‘ది స్టోరీ ఆఫ్ మై ఎక్స్పెరిమెంట్స్ విత్ ట్రూత్’ నుండి సంగ్రహించబడింది. ఈ వ్యాసం గాంధీ ఇంగ్లాండ్లో ఉన్నప్పుడు బహిరంగ ప్రసంగం చేయడానికి పదేపదే చేసిన ప్రయత్నాలు మరియు వైఫల్యాల యొక్క విభిన్న కథనాలను అందిస్తుంది.

అనేక సందర్భాల్లో గాంధీ తన అభిప్రాయాన్ని వ్యక్తం చేయడంలో సఫలం కాలేదు. పేపర్పై ప్రసంగాన్ని సిద్ధం చేసినా, మాట్లాడడంలో విఫలమయ్యాడు. అయితే, గాంధీ తన సిగ్గును తన కెరీర్లో ఎలా అడ్వాంటేజ్గా మార్చుకున్నాడో కూడా ఈ వ్యాసంలో వివరించాడు.

శ్రీ ఎం.కె. గాంధీ తన అభిప్రాయాన్ని వ్యక్తం చేయడంలో సఫలం కాలేదు. పేపర్పై ప్రసంగాన్ని సిద్ధం చేసినా, మాట్లాడడంలో విఫలమయ్యాడు. అతను తన భావాలను ఎలా వ్యక్తీకరించాలో తెలుసుకోలేని స్థితిలో ఉన్నాడు మరియు నాలుక ముడిచాడు. వెజిటేరియన్ సొసైటీ సమావేశంలో గాంధీ తన సిగ్గు కారణంగా మాట్లాడలేకపోయాడు.

శాఖాహార సంఘం ఎగ్జిక్యూటివ్ కమిటీకి ఎన్నికయ్యారు. సంఘ సమావేశాల్లో మాట్లాడలేకపోయాడు. ఎంత ప్రయత్నించినా (పేక్షకులపై ముద్ర వేయలేకపోయాడు. మిస్టర్ హిల్స్, థేమ్స్ ఐరన్ వర్క్ యొక్కయజమాని, కమిటీకి ఫైనాన్షియర్ మరియు అతను ప్యూరిటన్. శాఖాహార సంఘం కమిటీలో డాక్టర్ అల్లిన్సన్ మరొక సభ్యుడు.

అతను కొత్త జనన నియంత్రణ ఉద్యమానికి న్యాయవాది మరియు తద్వారా ప్యూరిటన్ వ్యతిరేకి. %ఖజీ%. హిల్స్ డాక్టర్. అల్లిన్సన్ యొక్క పద్ధతులను నైతికత యొక్క మూలాన్ని కత్తిరించినట్లుగా వీక్షించారు. అందువల్ల, శాఖాహార సంఘం నుండి డాక్టర్ అల్లిన్సన్ను తొలగించడం కోసం ఒక చలనం తీసుకురాబడింది.

ఈ ఆసక్తి మిస్టర్ గాంధీ, అతను స్వచ్ఛత వ్యతిరేకి కనుక ఒక వ్యక్తిని శాఖాహార సమాజం నుండి తొలగించడం చాలా సరికాదని భావించాడు. ఇతర నీతులు మరియు మతాలపై తన అభిప్రాయాలతో సంబంధం లేకుండా, ఏ శాఖాహారుడైనా సమాజంలో సభ్యుడిగా ఉండవచ్చని అతను భావించాడు. గాంధీ మిస్టర్ అల్లిన్సన్కు మద్దతు ఇవ్వాలని కోరుకున్నారు కానీ ఆయన తన అభిప్రాయాన్ని వ్యక్తం చేయడంలో విజయం సాధించలేదు. ఫలితంగా, డాక్టర్. ఆలిన్సన్ తాలగించబడ్డారు మరియు మిస్టర్ గాంధీ శాఖాహార సంఘానికి రాజీనామా చేశారు.

రెండవ ఉదాహరణ (శ్రీ. మజుందార్తో కలిసి వెంట్నార్కి వెళ్ళినప్పుడు గాంధీ తన భావాలను వ్యక్తపరచలేకపోయాడు. శాకాహార కుటుంబంతో కలిసి అక్కడే బస చేశారు. అక్కడ, అతను ది ఎథిక్స్ ఆఫ్ డైట్ రచయిత మిస్టర్ హోవార్డ్ని కలిశాడు. శాఖాహారం ప్రచారం కోసం జరిగిన సభలో మాట్లాడాల్సిందిగా ఆయనను ఆహ్వానించారు. గాంధీ తన ప్రసంగాన్ని ముందే రాసుకున్నాడు.

అతను దానిని చదవడానికి లేచి నిలబడ్డాడు కానీ తన స్వంత రచనను చదవలేకపోయాడు. చూపు మసకబారిపోయి వణికిపోయాడు. మజుందార్ అతని కోసం చదవవలసి వచ్చింది. ఆయన ముందస్తు సన్నాహాలు చేసినప్పదికీ, గాంధీ తన ప్రసంగంలో విజయవంతం కాలేదు. అతను తన అసమర్థతకు తన గురించి సిగ్గుపడ్డాడు మరియు హృదయంలో బాధపడ్డాడు.

తన సిగ్గు కారణంగా బహిరంగ ప్రసంగంలో గాంధీ విఫలమైన మూడవ ఉదాహరణ, అతను భారతదేశానికి బయలుదేరే ముందు లండన్లో జరిగింది. అతను ఒక పార్టీని ఏర్పాటు చేశాడు మరియు హోల్బోర్న్ రెస్టారెంట్లో తన శాఖాహార స్నేహితులను ఆహ్వానించాడు.

అతను చాలా (శద్ధతో క్లుప్తంగా ఆలోచించాడు మరియు చాలా తక్కువ వాక్యాలతో కూడిన ప్రసంగాన్ని ఏ్రాసాడు. అందరూ ప్రసంగాలు చేశారు. గాంధీ మాట్లాడే వంతు వచ్చినప్పుడు, అతను హాస్ల ప్రసంగం చేయడానికి లేచి నిలబడ్డాడు కానీ అతను మొదటి వాక్యం దాటి ముందుకు సాగలేకపోయాడు. తనని తాను ఎగతాళి చేసి హఠాత్తుగా కూర్చున్నాడు.

శ్రీ ఎం.కె. తాను దక్షిణాఫికాలో ఉన్నప్పుడే సిగ్గును అధిగమించానని గాంధీ వెల్లడించారు. అతను ఇంకా కొంత సిగ్గుతో ఉన్నాడని మరియు అతను ఆశువుగా మాట్లాడటం అసాధ్యం అని ఒప్పుకున్నాడు. పాఠం ముగింపు భాగంలో, (్రీ ఎం.కె. ఒకప్పుడు చిరాకుగా ఉండే తన ప్రసంగంలో తడటాటు ఇప్పుడు ఆనందంగా మారిందని గాంధీ వివరించారు.

గొప్ప ప్రయోజనం ఏమిటంటే అది అతనికి పదాల ఆర్థిక వ్యవస్థను నేర్పింది. ఇది అతని ఆలోచనలను అరికట్టడం అలవాటు చేసుకోవడంలో అతనికి సహాయపడింది. అతని నోటి నుండి ఆలోచన లేని మాటలు ఐయటికి రాలేదు. అతను ఎప్పుడూ తప్పుగా మాట్లాడలేదు మరియు అతను మాట్లాడిన లేదా వ్రాసిన దేనికీ చింతించలేదు. సత్యాన్ని పాటించే వ్యక్తి యొక్క ఆధ్యాత్మిక క్రమశిక్షణలో మౌనం ఒక భాగమని అనుభవం తనకు నేర్పిందని 1 గీ గాంధీ భావించాడు.

అతను అతిశయోక్తికి ఆ ప్రవృత్తిని కూడా సహజ బలహీనత. అందువల్ల, దానిని అధిగమించడానికి నిశ్శబ్దం అవసరం. తక్కువ పదాలు ఉన్న వ్యక్తి తన ప్రసంగంలో చాలా అరుదుగా ఆలోచించగలడని మరియు అతను ప్రతి పదాన్ని కొలుస్తాడని గాంధీ చెప్పారు. అతను ఎదగడానికి తన సిగ్గుపడటానికి సహాయపడిందని అతను ముగించాడు. ఇది అతని కవచం మరియు బక్లర్. ఇది అతన్ని ఎదగడానికి అనుమతించింది. ఇది అతనికి సత్యాన్ని అర్థం చేసుకోవడంలో సహాయపడింది.

Shyness My Shield – M.K. Gandhi

Glossary:

tongue-tied: too shy or embarrassed to speak
drone: a male bee that does not work (referring to a person who does no useful work)
banter: the playful and friendly exchange of teasing remarks
mustered: summoned wise: (archaic) manner
puritan: a person with strict moral beliefs and who does not approve of pleasure
protege: a person who is guided and supported by an older, more experienced person
Allinson: Thomas Allinson, a British doctor and dietary reformer entitled: have the right
to do something
social call: a visit to the home of an acquaintance for social reasons (as opposed to business reasons)
Ventnor: a seaside resort in England
Sjt: an abbreviation for ‘Srijut’, a polite (now uncommon) title appended to a man’s name in India (somewhat similar to ‘mister’)
watering-place: a place that you visit frequently, especially to eat, drink or stay
ascertain: to find out to confirm
coherently: in an understandable way ex
tempore: without preparation
foolscap: a paper size measuring 8 inches by 13 inches (slightly larger than an A4-size sheet)
Incapacity: inability to do something or to manage one’s affairs
in these chapters: The extract printed here is from an early chapter in Gandhi’s
autobiography, The Story of My Experiments with Truth, first published In Gujarati in 1927 and translated into English by Mahadev Desai soon after.
eclat: brilliant display; social distinction
House of Commons: the lower house of the Parliament of the United Kingdom (the model for the Lok Sabha in India)
wag: a person who makes jokes
impromptu: without planning or preparation
constitutional: inherent; relating to one’s nature or physical condition
mishap: an unfortunate unexpected event
votary: devoted follower or advocate of something or someone
proneness: tendency
surmount: overcome
pester: to annoy
buckler: a light shield used for personal defence discernment: ability to understand

OU Degree 1st Sem English Study Material

On His Having Arrived at the Age of Twenty Three Poem Questions and Answers & Summary John Milton

August 4, 2023 by Prasanna

OU Degree 1st Sem English – On His Having Arrived at the Age of Twenty Three Poem Questions and Answers & Summary

Comprehension-I.

Answer the following questions in 80-100 words.

Question 1.
What does the poet accuse ‘time’ of? What quality does the poem associate with time?
Answer:
In the opening two lines of the poem, the poet associates certain qualities with Time. John Milton accuses ‘Time’ as a winged “subtle thief of youth”. He says: How soon hath Time, the subtle thief of youth/Stolen on his wing my three- and -twentieth year! Time as the thief has stolen the poet’s adolescence before he could make anything of himself.

The poet associates certain qualities with Time. Calling ‘Time’ a “subtle thief of youth” suggests that Milton does not blame himself for his lack of advancement in his 23 years of life. He avoids castigating himself by placing blame on an uncontrollable force. It is much easier to find fault outside of one’s self, especially if the thing supposedly at fault is an abstract concept such as Time.

Question 2.
What prompted the poet to write this poem?
Answer:
The present poem ‘On His Having Arrived at the Age of Twenty-three’ which exists in manuscript and was printed twice during Milton’s lifetime (in the Poems of 1645 and 1673), was most likely written in 1632 at a crucial time in Milton’s life, just after his graduation from Cambridge. The poem, which is written in the form of a sonnet (a poem of 14 lines) is a reflection of his state of mind at the time.Milton uses this sonnet to symbolize the poet’s journey from doubt to self-discovery.

As he nears age twenty-four, the poet feels he is at the border between youth and manhood, a time to which he has “arrived so near.” He looks on his young life so far and assessing himself. He understands that time is passing quickly – that before you know it the years stack up. He worries that when he reaches maturity his talent may be less, rather than more.

The crisis created by Milton’s awareness of the passage of time is one that can be resolved by the poet’s choice to put his future in God’s hands. In these final lines, Milton finds the answer to his problem in giving control over his life to God and, as a result, his ‘crisis of faith’ is resolved. John Milton writes this poem to symbolize his journey from doubt to self-discovery.

Question 3.
Whom does the poet feel jealous of, and why?
Answer:
John Milton’s poem ‘On His Having Arrived at the Age of Twenty-Three’ indicates that the poet feels jealous of losing his youthful age. He feels that time as a “subtle thief of youth” has stolen his twenty-three years. The Poet feels that time flies so fast that he does not really notice this. John Milton says that time is a bird, which flies very fast.

A proof of this statement comes from line two when the author refers to time as the one who has stolen his youth on his wing. As he nears age twenty-four, the poet feels he is at the border between youth and manhood, a time to which he has “arrived so near.” He worries that when he reaches maturity his talent may be less, rather than more.

Although worried, he is confident in his own abilities, and so the sonnet moves the poet from the hesitance and questioning of youth to the realization that perhaps he will achieve all he wishes. As a whole, the poet longs to be young and feels jealous of losing his youthful days.

Question 4.
How does the poet console himself as the poem progresses?
Answer:
In the poem ‘On His Having Arrived at Age of Twenty-three’, the poet consoles himself as the poem progresses. In the first eight lines of the poem, Milton worries that time has passed too quickly. He has been at Cambridge studying, but has had little time to fulfil what he sees as his destiny. Milton is aware he is a talented poet, but instead of writing poetry, he has been studying.

This precipitates a ‘crisis of faith’ for the poet, who worries he has wasted precious time. But maybe the poet’s talent, which “be it less or more,” will be less when he is mature. He worries, although he is still confident of his future. In the final six lines of the sonnet, Milton acknowledges that time, whether “soon or slow,” will still inevitably lead him to God.

This is the same future that all men will face, “however mean or high.” Time will lead Milton to God, if he can accept the limitations of earthly time. In these final lines, Milton finds the answer to his problem in giving control over his life to God and, as a result, his ‘crisis of faith’ is resolved.

Question 5.
List the character traits of the poet that you can deduce from this poem.
Give brief reasons for your answer.
Answer:
When we read John Milton’s poem ‘On His Having Arrived at Age of Twenty- three’, we can deduce some character traits of the poet. The poem tells us a great deal about the nature of Milton’s religiosity and his Christian belief in his young age.

The crisis created by Milton’s awareness of the passage of time is one that can be resolved by the poet’s choice to put his future in God’s hands. John Milton writes this poem to symbolize his journey from doubt to self-discovery. However, at the end of his 23 years of age, Milton is a worried, ambitious young man who is comparing himself to friends and wondering when he will produce the creative work he so desires to compose.

However, the youthful worry and ambition dissolves as God’s will is embraced by the end of the poem. Milton also shows his personal grace in accepting the reality. Instead of anxious concern over his development (“it”), he expresses a sanguine acceptance of the creative output-minor or major- “less” or “more”; and acceptance of a development “slow” or quick (“soon”).

Comprehension- II.

Answer the following questions in 350-400 words.

Question 1.
What does Milton focus on in the first eight lines of the poem? What change do you notice in the final six lines?
Answer:
John Milton’s poem “On His Having Arrived at the Age of Twenty-Three” is written in the form of sonnet, a poem of 14 lines consisting of two-parts-octave (the first eight lines) and sestet (last six lines). The octave of the sonnet encourages poetic meditations that first introduces or sets up a problem.

The sestet then resolves or reflects upon the problem. This problem-resolution structure allowed Milton to address more mundane topics than love the general subject of the sonnets. Milton’s poem exemplifies the problem- solution organization of the octave-sestet sonnet form.

Milton’s sonnet or poem explores the idea of time as a guide to his destiny. Milton calls time “the subtle thief of youth” because time steals his youth or young age without awareness. The poet has no sooner stated that he sees “no bud or blossom” to show for his years than he states that he even looks younger than his age: “Perhaps my semblance might deceive the truth / That I to manhood am arrived so near.”

Milton’s “semblance” was deceptive in his early twenties, scholars say, because his delicate, feminine facial features made him appear much younger than he really was. He sees the ways in which time steals the days away from him, and he is not even aware of each day passing. The poet notes how he has planned to accomplish so many things, yet instead feels he has spent too much time studying and learning.

What he considers the promise of his youth has come to no fruition. In lines 5 through 8, the .poet suggests that time can deceive others, since he still appears to be young; but Milton knows the truth, that time has stolen his youth. Moving on from the matter of his outward appearance, Milton returns in the octave’s next lines to the problem of his professional belatedness.

He points to some “more timely- happy spirits” who have achieved feats commensurate with their age, persons whose “ripeness” would seem to accord with their stage in life: “And inward ripeness doth much less appear, / That some more timely-happy spirits endureth.” Critics suggest that Milton had in mind close friends who, like himself, had chosen writing as their profession, but who, unlike Milton, had already published substantially by their early twenties.

The octave’s focus is quite clear. The poet is wondering whether his tardiness to mature might mean that he will never mature at all, whether his ambition to become a writer of renown may never come to be. This would be a catastrophe for Milton,’ for he had set himself by this time a strict course of reading and study, all to the end of becoming a master of English letters.

Indeed, Milton is said to have gone blind in 1651 owing to his prodigious reading during these years of apprenticeship; he is said to have read, in his early manhood, everything of note written in English, Latin, Italian, and Greek.

The sestet and final, extra line of Milton’s sonnet solves the problem put forth in the octave by re-conceiving time and ambition. Milton subordinates his own, individual ambitions to God’s will in the sestet, and he substitutes God’s eternal time for mortal, human time. Milton has thus decided by the end of this poem that his own ambitions are secondary to God’s plans for him, that he will submit to God’s will, and that in submitting to God’s will in this way he no longer feels keenly the possibility of any personal disappointment. Milton’s regret over his advancing age (mortal time) and belated development pales in significance once the rule and time of Heaven and God is considered.

Thus, in the first 8 lines (in the octave), the poet is a worried, ambitious young man who is comparing himself to friends and wondering when he will produce the creative work he so desires to compose. In the sestet, to the contrary, youthful worry and ambition dissolves as God’s will is embraced.

This change of mood and perspective is evident in the very first line of the sestet: “Yet be it less or more, or soon or slow.” Instead of anxious concern over his development (“it”), this line expresses a sanguine acceptance of whatever the poet’s personal pace and capabilities turn out to be. His “lot” will be that which God decides, and whether it is “mean” (low) or “high,” he will embrace it as “the will of Heaven.”

Question 2.
What is the poet’s main cause of regret in the poem, and how does he finally come to terms with it?
Answer:
John Milton’s poem ‘On His Having Arrived at the Age of Twenty-Three’ indicates that the poet regrets of losing his youthful age. He feels that time as a “subtle thief of youth” has stolen his twenty-three years. The Poet feels that time flies so fast that he does not really notice this. John Milton says that time is a bird, which flies very fast.

A proof of this statement comes from- line two when the author refers to time as the one who has stolen his youth on his wing, As he nears age twenty-four, the poet feels he is at the border between youth and manhood, a time to which he has “arrived so near.” He worries that when he reaches maturity his talent may be less, rather than more.

In the first eight lines of the poem, Milton worries that time has passed too quickly. He has been at Cambridge studying, but has had little time to fulfil what he sees as his destiny. Milton is aware he is a talented poet, but instead of writing poetry, he has been studying: This precipitates a ‘crisis of faith’ for the poet, who worries he has wasted precious time. But maybe the poet’s talent, which “be it less or more,” will be less when he is mature. He worries, although he is still confident of his future.

However, the poet consoles himself as the poem progresses. In the final six lines of the sonnet, Milton acknowledges that time, whether “soon or slow,” will still inevitably lead him to God. This is the same future that all men will face, “however mean or high.” Time will lead Milton to God, if he can accept the limitations of earthly time.

In these final lines, Milton finds the answer to his problem in giving control over his life to God and, as a result, his ‘crisis of faith’ is resolved. The crisis created by Milton’s awareness of the passage of time is one that can be resolved by the poet’s choice to put his future in God’s hands. John Milton writes this poem to symbolize his journey from doubt to self-discovery.

Question 3.
Comment on the tone of the poem. Do you think the poem ends on a hopeful note? Give reasons to support your answer.
Answer:
John Milton writes the poem ‘On His Having Arrived at the Age-of Twenty-three’ to symbolize his journey from doubt to self-discovery. As he nears age twenty-four, the poet feels that he is at the border between youth and manhood, a time to which he has “arrived so near.” He worries that when he reaches maturity his talent may be less, rather than more. The tone of the poem is a mix of sadness, and reconciliation and realisation.

John Milton’s poem “On His Having Arrived at the Age of Twenty-Three” considers, specifically, is the problem of the poet’s belated creative maturity. Milton’s poem exemplifies the problem-solution organization of the octave-sestet sonnet form. Milton calls time “the subtle thief of youth” because time steals his youth or young age without awareness. This sonnet is written sometime after Milton’s twenty-third birthday, and already the poet is thinking about the approach of his twenty-fourth birthday.

He sees the ways in which time steals the days away from him, and he is not even aware of each day passing. What he considers the promise of his youth has come to no fruition, “no bud or blossom shew’th.” In lines 5 through 8, the poet suggests that time can deceive others, since he still appears to be young; but Milton knows the truth, that time has stolen his youth.

The poet has no sooner stated that he sees “no bud or blossom” to show for his years than he states that he even looks younger than his age: “Perhaps my semblance might deceive the truth / That I to manhood am arrived so near.” Milton’s “semblance” was deceptive in his early twenties, scholars say, because his delicate, feminine facial features made him appear much younger than he really was.

In the final six lines of the poem, Milton changes direction and the sestet (last six lines) responds to the problem expressed in the octave: time which steals his youth is also bringing him closer to God. This religious interpretation of time expresses the Renaissance notion that the passage of time will bring mankind closer to a final meeting with God.

Milton justifies his use of time because, regardless of how he spends it, in the end time is on his side, bringing him closer to his God. Thus, where time is that which is “hasting” or accumulating rapidly in the octave, “Time” is that which is meaningful only in terms of “the will of Heaven” in the sestet.

On His Having Arrived at the Age of Twenty Three Poem Summary in English

John Milton (1608-74) is widely regarded as one of the greatest writers of English verse. He wrote both poetry and prose, and in poetry wrote pastoral, elegy,’ epic, drama, sonnet, and other kinds of verse. In addition to being a versatile poet, he was an adept linguist and translator, proficient in Latin, Greek and Italian. His epic poem Paradise Lost is considered a masterpiece of world literature. Milton also wrote a number of political and theological essays, including a famous defence of free expression and freedom of the press, which is cited by thinkers and jurists even today.

The present poem ‘On His Having Arrived at the Age of Twenty-three’which exists in manuscript and was printed twice during Milton’s lifetime (in the Poems of 1645 and 1673), was most likely written in 1632 at a crucial time in Milton’s life, just after his graduation from Cambridge. The poem, which is written in the form of a sonnet (a poem of 14 lines) is a reflection of his state of mind at the time.Milton uses this sonnet to symbolize the poet’s journey from doubt to self-discovery.

In the opening lines of the poem, John Milton characterizes or personified ‘Time’ as a winged “subtle thief of youth” that has stolen the poet’s adolescence before he could make anything of himself. Calling ‘Time’ a “subtle thief of youth” suggests that Milton does not blame himself for his lack of advancement in his 23 years of life. He avoids castigating himself by placing blame on an uncontrollable force. It is much easier to find fault outside of one’s self, especially if the thing supposedly at fault is an abstract concept such as Time. He says:

How soon hath Time, the subtle thief of youth,
Stol’n on his wing my three-and-twentieth year!

In the 3-4 lines, Milton emphasizes the speed with which he feels time has passed by describing his days as “hasting” and “full.” Hasting certainly implies speed, although it also implies purpose. A person is told to “make haste” when they are needed somewhere. Similarly, “full” may imply that his days are busy, leaving little empty time between tasks.

It seems that the time he felt pass has not been passed idly, but rather with hard work and toil. These lines may be referring to the years he had already spent studying at Christ’s College, Cambridge where he was still enrolled when he wrote this poem. He would graduate the following year in 1632. Perhaps he felt that many years had been wasted studying and learning about other people’s works rather than making his own.

In line four, the poet introduces a metaphor in which he uses the seasonal cycle to symbolize the various stages in life. Within this metaphor, spring symbolizes youth, summer is the prime of life, autumn is middle age, and winter is old age or death. He characterizes his own stage in life as “late spring.” In continuation of his seasonal metaphor, Milton states that “no bud or blossom” has grown in his late spring.

In other words, he believes he has nothing to show for it thus far, and furthermore implies that he does not see good prospects for the summer of his life. After all, if there are no buds or blossoms in spring, then how can there be beautiful full flowers in the summer! Milton feels:

My hasting days fly on with full career,
But my late spring no bud or blossom shew’th.

In lines five through seven, John Milton recognizes that his “semblance” may make him seem very young to others, although he inwardly feels that he is leaving the time of his youth. “I to manhood am arrived so near.” Whether he wishes for others to recognize his maturity seems unclear, however he clearly feels that there is a discrepancy between his inner maturity or “ripeness” and his outward appearance. At the time this poem was written Milton was still a student at Christ’s College, Cambridge and perhaps he felt that his role as a student or inferior to his teachers did not reflect the artistic maturity he felt he possessed. The poet explains:

Perhaps my semblance might deceive the truth,
That I to manhood am arrived so near,
And inward ripeness doth much less appear,

In lines eight through eleven, the poet begins to change his-attitude toward the passage of time by surrendering his “lot” or fate to the will of God, a power he considers to be higher than that of Time. He also seems to relent some of his worry about the degree of his success by implying that whether it is “less or more,” “soon or slow” doesn’t matter. These lines mark a clear shift in the poet’s thinking.

That some more timely-happy spirits indu’th.
Yet be it less or more, or soon or slow,
It shall be still in strictest measure ev’n
To that same lot, however mean or high,

In the last three lines of the poem, poet John Milton completely surrenders his worry about success to the “will of Heav’n.” Interestingly, although this outlook is more positive in some aspects than his opening attitude, he is still using a scapegoat to avoid taking responsibility for his situation in life.

In the beginning, he blames ‘Time’ for stealing away his youth, displacing responsibility, and in the end, he displaces responsibility again by surrendering his fate to the “great Task-Master’s eye,” referring to God, the almighty. The poet believes that he has no say in what task God will assign him. So, although the poet feels that he has gone through a self-discovery of sorts, he is back where he started.

Toward which Time leads me, and the will of Heav’n:
All is, if I have grace to use it so
As ever in my great Task-master’s eye.

The crisis created by Milton’s awareness of the passage of time is one that can be resolved by the poet’s choice to put his future in God’s hands. In the first eight lines of the poem, Milton worries that time has passed too quickly.

He has been at Cambridge studying, but has had little time to fulfil what he sees as his destiny. Milton is aware he is a talented poet, but instead of writing poetry, he has been studying. This precipitates a ‘crisis of faith’ for the poet, who worries he has wasted precious time. But maybe the poet’s talent, which “be it less or more,” will be less when he is mature. He worries, although he is still confident of his future.

In the final six lines of the sonnet, Milton acknowledges that time, whether “soon or slow,” will still inevitably lead him to God. This is the same future that all men will face, “however mean or high.” Time will lead Milton to God, if he can accept the limitations of earthly time. In these final lines, Milton finds the answer to his problem in giving control over his life to God and, as a result, his ‘crisis of faith’ is resolved. John Milton writes this poem to symbolize his journey from doubt to self-discovery.

On His Having Arrived at the Age of Twenty Three Poem Summary in Telugu

జాన్ మిల్టన్ (1608-74) ఆంగ్ల పద్యం యొక్క గొప్ప రచయితలలో ఒకరిగా విస్తృతంగా పరిగణించబడ్డాడు. అతను కవిత్వం మరియు గద్యం రెండిందినీ ప్రాసాడు మరియు కవిత్వంలో పాస్టోరల్, ఎలిజీ, ఇతిహాసం, డ్రామా, సొనెట్ మరియు ఇతర రకాల పద్యాలను ప్రాసాడు. బహుముఖ కవిగా ఉండటమే కాకుండా, అతను లాటిన్, గ్రీక్ మరియు ఇటాలియన్ భాషలలో ప్రావీణ్యం కలిగిన భాషావేత్త మరియు అనువాదకుడు.

అతని పురాణ కావ్యమైన పారడైజ్ లాస్ట్ ప్రపంచ సాహిత్యంలో ఒక ఉత్తమ రచనగా పరిగణించబడుతుంది. మిల్టన్ అనేక రాజకీయ మరియు వేదాంత వ్యాసాలను కూడా ప్రాశాడు, వీటిలో స్వేచ్ఛా వ్యక్తీకరణ మరియు పత్రికా స్వేచ్ఛ యొక్క ప్రసిద్ధ రక్షణతో సహా, ఈనాటికీ ఆలోచనాపరులు మరియు న్యాయనిపుణులు దీనిని ఉదహరించారు.

‘ఆన్ హిస్ హావింగ్ అరైవ్డ్ ఎట్ ది ఏజ్ ఎట్ ది ట్వంటీ-త్రీ’ అనేది మాన్యుస్క్టిఫ్ట్లో ఉంది మరియు మిల్టన్ జీవితకాలంలో (1645 మరియు 1673 కవితలలో) రెండుసార్లు ముద్రించబడింది, ఇది మిల్టన్ జీవితంలో ఒక కీలక సమయంలో 1632 లో వ్రాయబడింది. , కేంబ్రిడ్జ్ నుండి గ్రాడ్యుయేషన్ పూర్తి చేసిన తర్వాత. సొనెట్ (14 పంక్తుల పద్యం) రూపంలో వ్రాయబడిన ఈ పద్యం ఆ సమయంలో అతని మానసిక స్థితిని ప్రతిబింబిస్తుంది. సందేహం నుండి స్వీయ-ఆవిష్కరణ వరకు కవి యొక్క ప్రయాణానికి ప్రతీకగా మీల్టన్ ఈ సొనెట్ను ఉపయోగిస్తాడు.

అతను ఇరవై నాలుగు సంవత్సరాల వయస్సులో ఉన్నప్పుడు, కవి తాను యవ్వనం మరియు పౌరుషం మధ్య సరిహద్దులో ఉన్నట్లు భావిస్తాడు, ఆ సమయానికి అతను “అంత దగ్గరగా వచ్చాడు.” అతను ఇప్పటివరకు తన యువ జీవితాన్ని చూసి తనను తాను అంచనా వేసుకున్నాడు. సమయం త్వరగా గడిచికోతోందని అతను అర్థం చేసుకున్నాడు – మీకు తెలియకముందే సంవత్సరాలు దొరుకుతాయని అతను అర్థం చేసుకున్నాడు. అతను పరిపక్వతకు చేరుకున్నప్పుడు అతని ప్రతిభ ఎక్కువ కాకుండా తక్కువగా ఉంటుందని అతను ఆందోళన చెందుతాడు.

పద్యం యొక్క ప్రారంభ పంక్తులలో, జాన్ మిల్టన్ ‘సమయం’ని రెక్కలుగల “యువత యొక్క సూక్ష్మ దొం:క”గా వర్ణించాడు లేదా వ్యక్తీకరించాడు, అది కవి యొక్క కౌమారదశను అతను తనంతట తానుగా ఏమీ చేసుకోకముందే దొంగిలించాడు. ‘సమయం’ను “యువత యొక్క సూక్ష్మ దొంగ” అని పిలవడం, మిల్టన్ తన 22 సంవత్సరాల జీవితంలో పురోగతి లేకపోవడానికి తనను తాను నిందించుకోలేదని సూచిస్తుంది. ఒక అనియంత్రిత శక్తిపై నిందలు వేయడం ద్వారా అతను తనను తాను దూషించుకోకుండా తప్పించుకుంటాడు. ఒకరి స్వీయ వెలుపల తప్పును కనుగొనడం చాలా సులభం, ప్రత్యేకించి తప్పుగా భావించే విషయం సమయం వంటి నైరూప్య భావన అయితే. అతను చెప్తన్నాడు: ఎంత త్వరగా సమయం వచ్చింది, యువత యొక్క సూక్ష్మ దొంగ, నా మూడు మరియు ఇరవయ్యవ సంవత్సరం తన రెక్కపై స్టోలి?

3-4 పంక్తులలో, మిల్టన్ తన రోజులను “త్వరగా” మరియు “పూర్తిగా” వర్ణించడం ద్వారా సమయం గడిచిపోయిందని అతను భావించే వేగాన్ని నొక్కి చెప్పాడు. తొందరపాటు అనేది ఖచ్చితంగా వేగాన్ని సూచిస్తుంది, అయితే ఇది ప్రయోజనాన్ని కూడా సూచిస్తుంది. ఒక వ్యక్తి ఎక్కడైనా అవసరమైనప్పుడు “త్వరపడండి” అని చెప్పబడింది.

అదేవిధంగా, “పూర్తి” అనేది అతని రోజులు బిజీగా ఉన్నాయని, పనుల మధ్య తక్కువ ఖాళీ సమయాన్ని వదిలివేస్తుందని సూచించవచ్చు. అతను భావించిన సమయం ఖాళీగా గడిచిపోలేదని, కష్టపడి మరియు గ్రమతో గడిచిపోయినట్లు అనిపిస్తుంది. ఈ పంక్తులు అతను ఇప్పటికే కేంట్రిడ్జ్లోని క్రైస్ట్స్ కాలేజ్లో చదువుతున్న సంవత్సరాలను సూచిస్తూ ఉండవచ్చు, అక్కడ అతను ఈ పద్యం రాసినప్పుడు ఇంకా నమోదు చేసుకున్నాడు. అతను తరువాతి సంవత్సరం 1632లో పట్టభద్రుడయ్యాడు.

బహుశా తన స్వంత రచనలు చేయడం కంటే ఇతరుల రచనల గురించి అధ్యయనం చేయడం మరియు తెలుసుకోవడం చాలా సంవత్సరాలు వృధా అయిందని అతను భావించి ఉండవచ్చు. నాలుగవ పంక్తిలో, కవి కాలానుగుణ చక్రాన్ని సూచించడానికి ఉపయోగించే ఒక రూపకాన్ని పరిచయం చేశాడు. జీవితంలో వివిధ దశలు. ఈ రూపకంలో, వసంతం యవ్వనాన్ని సూచిస్తుంది, వేసవి జీవితం యొక్క ప్రధానమైనది, శరదృతువు మధ్య వయస్సు, మరియు శీతాకాలం వృద్ధాప్యం లేదా మరణం.

అతను జీవితంలో తన స్వంత దశను “వసంత చివరలో” గా వర్ణించాడు. తన కాలానుగుణ రూపకం యొక్క కొనసాగింపుగా, మిల్టన్ తన వసంత ఋతువు చివరిలో “ఏ మొగ్గ లేదా మొగ్గ” పెరగలేదని. పేర్కొన్నాడు. మరో మాటలో చెప్పాలంటే, అతను ఇప్పటివరకు దాని కోసం చూపించడానికి ఏమీ లేదని అతను నమ్ముతున్నాడు మరియు తన జీవితంలోని వేసవికి మంచి అవకాశాలను చూడలేడని సూచిస్తుంది. అన్నింటికంటే, వసంతకాలంలో మొగ్గలు లేదా పువ్వులు లేకపోతే, వేసవిలో అందమైన పూర్తి పువ్వులు ఎలా ఉంటాయి! మిల్టన్ ఇలా భావిస్తాడు:

నా తొందరపాటు రోజులు పూర్తి కెరీర్తో ఎగురుతాయి,
కానీ నా చివరి వసంతకాలంలో మొగ్గ లేదా మొగ్గ కనిపించదు.

ఐదు నుండి ఏడు పంక్తులలో, జాన్ మిల్టన్ తన “సమానత్వం” ఇతరులకు చాలా యవ్వనంగా కనిపించవచ్చని గుర్తించాడు, అయినప్పటికీ అతను తన యవ్వన సమయాన్ని వదిలివేస్తున్నట్లు అంతర్గతంగా భావించాడు. “నేను పౌరుషానికి చాలా దగ్గరగా వచ్చాను.” ఇతరులు తన పరిపక్వతను గుర్తించాలని అతను కోరుకుంటున్నాడా అనేది అస్పష్టంగా కనిపిస్తోంది, అయినప్పదికీ తన అంతర్గత పరిపక్వత లేదా “పరిపక్వత” మరియు అతని బాహ్య రూపానికి మధ్య వ్యత్యాసం ఉందని అతను స్పష్టంగా భావిస్తాడు. ఈ పద్యం ప్రాసిన సమయంలో మిల్టన్ ఇప్పదికీ కేంబ్రిడ్ట్లోని క్రెస్ట్ కాలేజీలో విద్యార్థిగా ఉన్నాడు మరియు అతను విద్యార్థిగా లేదా అతని ఉపాధ్యాయుల కంటే తక్కువ స్థాయికి చెందిన పాత్రను అతను కలిగి ఉన్న కళాత్మక పరిపక్వతను ప్రతిబింబించలేదని అతను భావించాడు. కవి వివరిస్తాడు:

బహుశా నా ఏోలిక సత్యాన్ని మోసం చేసి ఉండవచ్చు,
నేను పౌరుషానికి చాలా దగ్గరగా వచ్చాను,
మరియు లోపలి పక్వత చాలా తక్కువగా కనిపిస్తుంది,

ఎనిమిది నుండి పదకొండు పంక్తులలో, కవి తన “చాలా” లేదా విధిని భగవంతుని చిత్తానికి అప్పగించడం ద్వారా కాలగమనం పట్ల తన వైఖరిని మార్చుకోవడం ప్రారంభిస్తాడు, ఇది సమయం కంటే వెక్కువ అని అతను భావించాడు. అతను “తక్కువ లేదా ఎక్కువ,” “త్వరలో లేదా నెమ్మదిగా” అన్నది పట్టింపు లేదు అని సూచించడం ద్వారా అతను”తన విజయ స్థాయి గురించి కొంత ఆందోళనను పశ్చాత్తాపపడతాడు. ఈ పంక్తులు కవి ఆలోచనలో స్పష్టమైన మార్పును సూచిస్తాయి.

ఇంకొన్ని సమయానుకూలమైన సంతోషకరమైన ఆత్మలు ఇందు.
ఇంకా అది తక్కువ లేదా ఎక్కువ, లేదా త్వరలో లేదా నెమ్మదిగా,
ఇది ఇప్పదికీ కఠినమైన కొలతలో ఉండాలి
అదే ఎక్కువ, అయితే సగటు లేదా ఎక్కువ,

పద్యం యొక్క చివరి మూడు పంక్తులలో, కవి జాన్ మిల్టన్ విజయం గురించి తన ఆందోళనను పూర్తిగా “హెవ్’స్ ఇష్టానికి” అప్పగించాడు. ఆసక్తికరంగా, ఈ దృక్పథం అతని ప్రారంథ వైఖరి కంటే కొన్ని అంశాలెలో మరింత సానుకూలంగా ఉన్నప్పదికీ, అతను ఇప్పటికీ జీవితంలో తన పరిస్థితికి బాధ్యత వహించకుండా ఉండటానికి బలిపశువును ఉపయోగిస్తున్నాడు.

ప్రారంభంలో, అతను తన యవ్వనాన్ని దొంగిలించినందుకు, బాధ్యతిను స్థానభ్రంశం చేసినందుకు ‘సమయం’ని నిందించాడు మరియు చివరికి, అతను సర్వశక్తిమంతుడైన దేవుడిని సూచిస్తూ తన విధిని “గొప్ప టాస్క్-మాస్టర్స్ కన్ను”కి అప్పగించడం ద్వారా మళ్లీ బాధ్యతను స్థానభ్రంశం చేస్తాడు. భగవంతుడు తనకు ఏ పని అప్పగిస్తాడో తనకు చెప్పలేనని కవి నమ్ముతాడు. కాబట్టి, కవి తాను ఒక రకమైన స్వీయ-ఆవిష్కరణ ద్వారా వెళ్ళినట్లు భావించినప్పటికి, అతను ప్రారంభీంచిన చోటికి తిరిగి వచ్చాడు.

సమయం నన్ను ఏ వైపుకు నడిపిస్తుంది మరియు హెవెన్ యొక్క సంకల్పం:
అంతే, నేను దానిని అలా ఉపయోగించుకునే దయ ఉంటే
నా గొప్ప టాస్క్-మాస్టర్ దృష్టిలో ఎప్పటిలాగే.

కాల గమనంపై మిల్టన్కున్న అవగాహన ద్వారా సృష్టేంచబడిన సంక్షోభం, కవి తన భవిష్యత్తును భగవంతుని చేతుల్లో పెట్టడం ద్వారా పరిష్కరించబడుతుంది. పద్యంలోని మొదది ఎనిమిది పంక్తులలో, సమయం చాలా త్వరగా గడిచిపోయిందని మిల్టన్ ఆందోళన చెందాడు. అతను కేంప్రిడ్ట్లో చదువుతున్నాడు, కానీ అతను తన విధిగా భావించిన వాదిని నెరవేర్చడానికి చాలా తక్కువ సమయం ఉంది. అతను ప్రతిభావంతుడైన కవి అని మిల్టన్కు తెలుసు, కానీ అతను కవిత్వం రాయడానికి బదులుగా చదువుతున్నాడు. ఇది కవికి ‘విశ్వాసం యొక్క సంక్షోభాన్ని’ వేధిస్తుంది, అతను విలువైన సమయాన్ని వృధా చేసానని చింతిస్తాడు.

కానీ కవి యొక్క ప్రతిభ, “తక్కువ లేదా ఎక్కువ” అతను పరిణతి చెందినప్పుడు తక్కువగా ఉంటుంది. అతను ఆందోళన చెందుతాడు, అయినప్పటికీ అతను తన భవిష్యత్తు గురించి ఇంకా నమ్మకంగా ఉన్నాడు. సొనెట్ యొక్క చివరి ఆరు పంక్తులలో, “త్వరలో లేదా నెమ్మదిగా” ఉన్న సమయం, ఇప్పటికీ అనివార్యంగా తనను దేవుని వద్దకు నడిపిస్తుందని మిల్టన్ అంగీకరించాడు.

ఇదే భవిష్యత్తును అన్ని పురుషులు ఎదుర్కొంటారు, “అయినా సరే” మిల్టన్ను భూసంబంధమైన సమయ పరిమితులను అంగీకరించగలిగితే, సమయం దేవుని వద్దకు దారి తీస్తుంది. ఈ చివరి పంక్తులలో, మిల్టన్ తన జీవితంపై దేవునికి నియంత్రణ ఇవ్వడంలో తన సమస్యకు సమాధానాన్ని కనుగొన్నాడు మరియు దాని ఫలితంగా, అతని ‘విశ్వాసం యొక్క సంక్షోభం’ పరిష్కరించబడుతుంది. జాన్ మిల్టన్ సందేహం నుండి స్వీయ-ఆవిష్కరణ వరకు తన ప్రయాణానికి ప్రతీకగా ఈ కవితను ప్రాసాడు.

On His Having Arrived at the Age of Twenty-three – John Milton

How soon hath Time, the subtle thief of youth,
Stol’n on his wing my three-and-twentieth year!
My hasting days fly on with full career,
But my late spring no bud or blossom shew’th.

Perhaps my semblance might deceive the truth
That I to manhood am arrived so near;
And inward ripeness doth much less appear,
That some more timely-happy spirits endu’th.
Yet be it less or more, or soon or slow,

It shall be still in strictest measure even
To that same lot, however mean or high,
Toward which Time leads me, and the will of Heav’n:
All is, if I have grace to use it so
As ever in my great Task-Master s eye.

Glossary:

subtle: not obvious; cunning
hasting: archaic variant of ‘hastening’, that is, moving hurriedly
career: to move at great speed and in an uncontrolled way
shew’th: archaic spelling for ‘showed’
semblance: the outward appearance of something
some… timely-happy spirits: those people who manage to do the right things (or have the right luck) at the right time.
endu’th: endued; a literary term for ‘endowed’, that is, provided with something
strictest: very demanding; exactly
measure: quantity, degree or portion of something
ev’n: even (equal in value)
lot: a person’s luck, situation or destiny in life
mean: low; inferior
grace: God’s favour, blessings or goodwill towards a believer. An important thing to note
with regard to the idea of grace in Protestant theology is the belief that one. cannot do
anything to receive grace – one simply has to accept what God has given or decided for you; .
task-master: one who imposes a (usually harsh) workload on someone (Milton is referring to God here).